Professional Documents
Culture Documents
Central Focus:
Inferences can be used to explain what the text is not
saying directly.
Date submitted:
Date taught:
Vocabulary: Inference
Critical Thinking and Problem Solving: Students
must make judgements and decisions by
synthesizing information and making connections
between information.
Prior Knowledge: The students need to have an understanding of text structures, how to annotate text for
evidence and experience, and exposure to inferences prior to the lesson.
Activity
1. Focus and Review
Description
Hello Class! Today we are going to continue to work with inferences.
I know we worked with inferences earlier in the week so I would like
if someone could give me the definition. What are some important
steps we take to making inferences? What are two pieces of
information we need before making an inference?
(Evidence/Experience) Can anyone give me an example of an
3. Teacher Input
4. Guided Practice
Today you will be able to use evidence from the text and personal
experience to make inferences.
The class will gather at the carpet for a reading of the first thirteen
pages of Seven Blind Mice. To begin, the teacher will remind students
that an inference is a reasonable guess based on what a reader already
knows and evidence provided by the text. The teacher will then
introduce the story and begin reading. The following book is about
seven blind mice and their attempt to uncover the identity of a
mysterious object. I am going to read the first part of the story and
attempt to use evidence and experience to make inferences about the
objects identity. The teacher will have a graphic organizer under the
doc cam that will be filled out during the first portion of the reading.
While reading, the teacher will highlight evidence found from the
illustrations and text within the book. Okay, on this page it says that
the Yellow Mouse believes it is a spear and the illustration shows him
running up a very long object. I can write this down in my evidence
column. From personal experience, I know that spears are typically
sharp and narrow but one of the illustrations shows the object to be
bigger than what I would expect. Maybe it isnt a spear. I can infer
from personal experience and what I see in the text that it is not a
spear. This process can be carried out with all evidence presented in
the first part. Once the teacher has read through the first part of the
book they will go over the evidence they collected. So far the book
has said the object shares similarities to a pillar, a snake, and a spear.
Hmmm, how can I relate my personal experience to each of these
objects? What do I know about each of these objects? Is there any one
object that contains all of these features? The teacher will fill out the
personal experience portion of the graphic organizer and then
challenge the students to work on their own.
The teacher will ask the students to find a partner and collect the
materials for the next activity. The teacher will provide students with a
graphic organizer and paper copy of pages 15-26 of Seven Blind Mice.
The students will continue to read while collecting evidence and
relating to personal experience.
During this portion of the lesson, the teacher will walk around and
monitor the students while they work. The teacher will gauge
understanding through visual observation and posing of specific
questions related to the objective.
Once the majority of the class has finished reading the teacher will
call them back to the carpet. The teacher will hold a discussion about
the book by asking students what evidence they found, what personal
experience they connected to, and any inferences they may have
formed. The teacher will ask questions similar to the following: What
evidence did you collect? Did you connect this evidence to any
5. Independent Practice
6. Assessment Methods of
all objectives/skills:
7. Closure
After the students, have finished the independent practice the teacher
will collect the materials and finish the story. The teacher will
conclude the lesson with a series of questions relating to inferences.
Did anyone correctly guess the mystery object? Did anyone guess
something else? Do you think making inferences as you read helped?
Why do you think it was important to collect evidence and related it to
personal experience? Overall, do you believe that making inferences
is an important reading strategy? Why?
Materials/Technology: A copy of Seven Blind Mice, Supporting Inferences graphic organizer, Independent
Practice activity, pencil, doc cam.
References:
CT signature: ________________________ Date: ______ US signature: ___________________Date: ____
Final Inference:
Explanation of Reason:
Reflection
The following lesson was taught with the intention of providing students with additional instruction
about inferences and their importance. I collaborated with my cooperating teacher to provide students with a
structured lesson containing material the students were use too. However, I challenged the students to express
their understanding of the lesson through analysis of a book and written explanation. The lesson provided
students with scaffolded instruction in a heavily monitored environment. Materials needed for the lesson
included one graphic organizer asking students to list their evidence and experience with inferences, the book
Seven Blind Mice, and an independent practice activity relating to inferences.
During the lesson, it was my intention to provide the students with scaffolded instruction that allowed
for close monitoring of their progression. I kept the students on a carpet at the front of the classroom during all
portions of the lesson thus enabling them to ask questions when needed and work with students surrounding
them to gain a better understanding of the material. I found this was beneficial for student comprehension and
understanding as it challenged them to collaborate and communicate their ideas with one another. I believe the
graphic organizer they used to consolidate their thoughts during the lesson was beneficially to their success
during the lesson. The students could look back on evidence they collected during the lesson and use this
information to form valid inferences. However, some students struggled with the layout of the graphic organizer
provided for the following lesson. Independently, the students proved their ability to thrive when working with
inferences. Of the 19 students present during the lesson, 16 achieved mastery based on the assessment methods
used for the daily lesson objective. The only struggled evident during the lesson stemmed from a few of the
students misunderstanding of the instructional content. Of the 3 students who failed to achieve mastery, each
student lost points attempting the explain their reasoning and benefits of using inferences; only one student
failed to form a proper inference.
Upon reflecting, I concluded that the following lesson was a success because it provided students with
information about inferences and challenged them to use their knowledge of text and ability to write to explain
their overall understanding. Accommodations for future lessons should include extra time for explanation of
materials used during the lesson and a more structured guided practice. I believe the students required more
explanation on how to use the graphic organizer to consolidate their thought as some struggled with the process.
This may relate to why some students struggled with forming inferences while others struggled with explaining
their importance. However, I believe the lesson was a success and I would use it for future instruction.