Inferring while reading

Teaching Reading: Mini Lesson Format (Calkins, 2001)

Targeted Literacy Strategy or Skill:
Grade level: 3 grade
rd

Objective: The student will be able to infer while reading through a story or text.
Common Core State Standard/ PASS Standard: Standard 4:
Comprehension/Critical Literacy - The student will interact with the words and
concepts in a text to construct an appropriate meaning.
4:2. Inferences and Interpretation
4:2 a. Make inferences by connecting prior knowledge and experience with information
from the text.

Prior knowledge: (What students already know) Students know how to make
predictions.

Observations/Rationale: (Before Lesson) What did you notice in your students

work that let you know this lesson was necessary? (This will be an approximation
this semester.) I noticed that my students would make predictions about the story they
were reading, but they never went deeper than that. The students that did go deeper
never used the word inferred, which gave me a clue that they have probably never
been introduced to this term.
Materials Needed
Lesson from Strategies that Work pg.
Mentor Text: Tight Times by Barbara Shook Hazen; this book provides ample amount
of opportunity for the reader to infer from the words and the illustrations.
Materials:
-Tight Times, by Barbara Shook Hazen
-Large piece of chart paper
-Markers
-Clipboards (enough for the whole class)
-The same chart paper Ive hung up, just in a regular size paper form (enough for the
whole class)
Student Groups (whole/small group/partners): Students will start out as a whole group
on the floor as we read and work (practice inferring) through the text together. I will
then ask them to partner share what they have inferred and write on their clipboard, that
hasnt already been placed on the large poster. After I feel like they have shared all
their thoughts I will then dismiss them to go back to their seat and work on the rest of
the chart on their own.

Mini Lesson Format:

Connect (AKA~ Anticipatory Set, Engagement/Pre-reading): Okay class can
everyone meet me on the carpet with their clipboards and something to write
with. (Wait for them to get settled) Today we are going to be looking at words
and pictures to help us better understand, or infer, what the author is trying to
tell and show us.

Teach (Model/Explain): Today I will be reading Tight Times by Barbara Shook

Hazen. While I am reading this we are going to be looking at the pictures to see
if we can tell how the characters are feeling, even though the author may not
have told us exactly how they are feeling in the text. (Pass out the chart paper)
This paper is split up into two sections. On the left side we have quote or
picture and on the right side we have inference. Whenever we find a quote or
picture that makes us remember something either we have experienced, a facial
expression we can relate to, or the tone we come across when reading the text;
all of these things can help make an inference. Remember an inference is a
conclusion that we make, while reading, when we merge our background
knowledge and the text. (Read Tight Times by Barbara Shook Hazen, as I am
reading i will be pointing out inferences I make. For example, on one page the
character looks sads, so I will explain how I think the character is sad because
of their facial expressions). I am merging what I know about faces- and this
one looks sad. I notice in the picture. Then I use my background knowledge
(or schema) to infer that this guy is sad.

Active Engagement (AKA~ Check for Understanding: students try it out,

teacher observes): As we read if you guys make an inference please raise your
hand and share with the class (begin reading, once a child makes an inference
and shares with the class they will get to write what they said on the large chart
paper) Weve had a great start on inferring. I know that I wasnt able to get to
everyone who raised their hand so now its time to partner share. Please get
with a partner and spread out across the room sharing what you inferred with
one another. (as students begin to share I will be walking around the class
listening and chiming in when needed) It looks like everyone has finished up
sharing with their partner. Now I would like for everyone to go back to their
seat and put a plus sign by the inference that were confirmed once the book was
over, a negative sign for the inferences that were contradicting to what the story
said, and then put an I next to the inference you made that were unresolved.
(Let students go back to their seat and finish up their work)

Link (AKA~ Closing the Lesson [with accountability for the skill/process]) I
see that most of you guys are finished working so can everyone make their way
back to the carpet please. (Wait for kids to get seated) What inferences did you
make that were confirmed? What inferences were not confirmed? (Call on a
couple of students) Now that you guys understand that making an inference is

merging your background knowledge with text clues, you should be doing this
every time you read. You can use sticky notes, this chart, or a blank piece of
paper to jot your inferences down on! From now on we should always be
merging our background knowledge with your text clues, otherwise known as,
making inferences as we read! This will help us better understand what the
author means when s/he does not directly state it! We will continue to practice
this until you all have mastered this technique. You guys did an awesome job
today!