Damon Quinton

09/18/16

Teaching Reading: Inferring with Text Clues

Targeted Literacy Strategy or Skill: To teach the inferring equation BK + TC = I (Background
Knowledge + Text Clues = Inference)
Grade level: 6th to 8th
Objective: The student will be able to infer the meaning of what is happening within the story by using
their background knowledge and clues within the text of the book itself.
Common Core State Standard/ PASS Standard: Standard 3 Critical Reading and Writing: 6.3.R.7
Students will analyze texts and ideas within and between texts and provide textual evidence to support
their inferences; 7.3.R.7 Students will make connections (e.g., thematic links) between and across
multiple texts and provide textual evidence to support their inferences; 8.3.R.7 Students will make
connections
(e.g., thematic links, literary analysis) between and across multiple texts and provide textual evidence to
support their inferences.
Prior knowledge: (What students already know)
Students have basic knowledge of text structure and meaning of inference.

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 have noticed that after we have read a story some of the student seem to be struggling with what the
story was actually talking about. This keeps them from being able to contribute to class discussions on
what is being read.
Materials Needed
Lesson from: Strategies That Work, pp. 141-142. Strategy Lessons: Inferring with Text Clues
Mentor Text: Just a Dream by Chris Van Allsburg
Materials: Paper and Pencil
Student Groups: Whole, small groups, individual.
Mini Lesson Format:
Connect: I have always had a rough time figuring out what point the author is trying to get across
in a book. I sometimes have to read a certain section of the book two or three times to understand
the meaning. The more complex the reading the more difficult it can be to figure out what the
author is trying to tell us.
Teach/Model: When I read a book I normally try and figure out was is going on and where the
story is trying to take me. My only downside is that I starts read to fast and dont really read the
words. After a few minutes I realize that I have no idea what I am reading about. So, I have to go
back and start over. Now since I have slowed my reading down I can begin to think about what I
am reading. I can better analyze what the author is trying to convey from the textual evidence. I
can also use the pictures within the story to help me in determining what is going on. In Just a
Dream, my first question I ask myself is why does Walter throw trash on the ground, make fun of

Rosa for planting an tree, and why does he not separate the garbage like he should?
Active Engagement: As you go through the book, think about what is going on and what the
author wants us to learn from the book. Have the students read the story in sections and stop them
after each time Walter tries to go back to sleep. Ask them what just happened and why. Once the
class has finished the book have them go back and make three columns on the paper. Label the
columns background knowledge, text clues, and their inference about the story on a sheet of paper.
By using these columns you are teaching them the BK + TC = I equation. When they have at least
three inferences completed ask them to share what they learned from the lesson, and if they would
like to share their own inferences with the class.
Link: I like the mathematical approach to the problem. It shows that you can put order to
anything. It also shows the students that any problem they may have can be worked out. This
method could give that student who struggles to read another way to look at figuring out the
authors meaning of a story that he might not have thought about.