Lesson Plan Outline JMU Elementary Education Program Emily Smith-George Mrs. Fitzgerald/ Stump Elementary A.

TITLE/TYPE OF LESSON: Whats Your Guess?/ Inference Mini-Lesson B. CONTEXT OF LESSON: I have been focusing on a different reading comprehension strategy each week. The students have had previous experiences with these strategies throughout the year. We have covered main idea and cause and effect so far. We do a series of mini-lessons throughout the week that involve taking notes on the topic, practicing with activities, and relating the strategy to our daily read-aloud. C. LEARNING OBJECTIVES Understand (Concepts/Skills) Know/Do (learning objectives) The students will understand The student will be able to make an educated guess using that inferring means using certain clues and previous knowledge. what they know and clues from the text to make an educated guess. D. ASSESSING LEARNING Know/Do (Learning Assessment plan objectives) The student will be able to The students will write down their inferences to the class make an educated guess practice problems in their reading journal. The students using certain clues and will write inferences in their reading journal as we read previous knowledge. The One and Only Ivan. E. RELATED VIRGINIA STANDARDS OF LEARNING 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and poetry. h) Draw conclusions/make inferences about text. F. MATERIALS NEEDED 1. Making Inferences Role Playing Activity Sheet 2. Reading Journals 3. The One and Only Ivan G. PROCEDURE Preparation: Prepare activity sheet.

Engage: 1. Read one example of the activity sheet. Ask the questions that go with it. 2. How did you know the answer to that question? 3. Pizza example- How did you know cheese and pepperoni meant pizza? You had to use what you already know about food right? So I gave you some clues and you had to think about what that clue meant based on what you already know. This is called an inference. Implementation: 1. Making inferences is something we do while we read. Just reading the words is not enough to be a good reader; we have to really think about the words too because sometimes the author does not come out and tell us exactly what they mean. We have to guess. Today we are going to talk about making inferences. What do you already know about inferring? Can you think of an example of when you have inferred? 2. Predicting is part of inferring, but they are a little different. Inferring is how we figure out what is not directly stated. Its not just guessing about what will happen but using clues to make conclusions. We do this everyday, so you already know how to do it. 3. With a prediction we can keep reading and find out if we are right or wrong, but everyone can make different inferences. An inference is using what you already know about something and the clues given to you to make an educated guess or conclusion about what it all means. 4. Since we do not all have the same experiences what we already know is going to be different meaning we can infer different things from the same clues. 5. Write in reading journal: Background knowledge + Clues from the text = Inference 6. Read more examples from the activity sheet. How do you know the answer? What background knowledge did you use? What text clue did you use? 7. Can anyone think of a time we made an inference in The One and Only Ivan? A time when we read between the lines to figure out what the author was saying. (Examples if no one can think of one: slimy chimps, Stella had a hurt foot). 8. If time read from The One and Only Ivan Closure: 1. While I read I want you to write down if you make an inference. 2. Did anyone make any inferences while I read? 3. Share any inferences; write one on the board H. DIFFERENTIATION This lesson includes an auditory account of what an inference is, as well as, auditory examples. There is also a visual aspect as I write the parts of an inference on the board. We will take this abstract concept and apply it to the class read-aloud making it more meaningful and engaging for certain learners. Students will write an inference in their journal, but they will have the support of their teammates as well as myself. I will facilitate by walking around the room. Also, if all teams are struggling with coming up with an inference I will pull the class back together and we will discuss one together.

I. WHAT COULD GO WRONG AND WHAT WILL YOU DO ABOUT IT? 1. We might not have time to read Ivan once we finish talking about inferences. If this is the case we will read either during second reading time or tomorrow morning for longer. 2. Students may have trouble finding examples in the story. If this is the case I will share some examples and have them write them in their journal. 3. Students may have trouble understanding the difference between a predication and an inference. If this is the case I will emphasize than a predication can be proved right or wrong if you keep reading but an inference cannot be. Also an inference is not just a wild guess, you need to use clues to guide your inference.