Viviana Rodriguez

Lesson Cycle

Lesson Title/Topic: Making Inferences

Target Concept: TEKS 110.7

(5) Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts with adult
assistance;

(B) generate questions about text before, during, and after reading to deepen
understanding and gain information with adult assistance;

(C) make and confirm predictions using text features and structures with adult
assistance;

(D) create mental images to deepen understanding with adult assistance;

(E) make connections to personal experiences, ideas in other texts, and society
with adult assistance;

(F) make inferences and use evidence to support understanding with adult
assistance;

(G) evaluate details to determine what is most important with adult assistance;

(H) synthesize information to create new understanding with adult assistance;

and

(I) monitor comprehension and make adjustments such as re-reading, using

background knowledge, checking for visual cues, and asking questions when
understanding breaks down with adult assistance.

Lesson Objectives: Students will correctly make inferences using evidence to support
their answers getting a 90% or better in the worksheet.
Materials: Projector, PowerPoint, pen/pencil, brown paper bags with miscellaneous items
inside (rubber ball, beaded necklace, slinky, buttons), inferencing “formula” worksheet,
inferencing worksheet (independent practice).

Lesson Cycle: (Direct instruction)

Focus:
Brown Mystery Bags - Mystery bags will be placed on the table prior to beginning the lesson.
Teacher will ask students to reach into the bag without commenting or telling the people in
their group what they feel or think what’s in the bag. Each student will take turns until
everyone in the group has felt inside the bag. The teacher will monitor and tell the students
when to switch. After all students have done this, the teacher will instruct students to tell their
peers what they felt inside the bag and what they think it is. They will have a chance to share
with the class and tell us if they were right or wrong.

Questions
Would anyone like to tell me what they felt?
How do you know?
Ok you may look inside the bags.
The skill you just used is called inferencing. At the end of our lesson you will be able to make
inferences using evidence from the text to support it.

Instructional delivery:

Using a PowerPoint presentation, the teacher will show students the definition of inferring,
along with some examples. The teacher will explain the inferencing “formula” to the students
while students take notes on sheet provided. The teacher will also have students say the
formula as a class. The students will also be required to write notes on context clues and
schema. The teacher will model how to make inferences with the example “Who wears the
hat?” on the PowerPoint and what to put in the context clues box, schema box, and inference
box.

Check for understanding:

So what exactly does it mean to infer? Anyone have any ideas?
When do we make inferences?
What are context clues?
What does schema mean?

Guided Practice: The teacher will use the same formula boxes on the PowerPoint presentation
along with “Who wears the hat?”
Check for Understanding
Name some people who like to entertain.
Independent Practice: Students will complete “Who wears the hat?” worksheet provided for
them. They may ask their shoulder partner for help but all work should be done individually. All
students will fill write some context clues (does not have to be in complete sentences), schema
(what does this remind you of? Where have you seen or hear about this?).

Check for Understanding:

As the teacher walks around monitoring the students she will ask if they have any questions.
Reminding them that they may ask their shoulder partner for help first and if they still don’t
understand the assignment, she will help them.

Closure: Students give me thumbs up if they are 100% sure they can make inferences. Thumbs
sideways if they need a little bit more practice. Thumbs down if they have no idea what we just
covered.

Can everyone say the inference formula as a class? (show formula without the words next to
the pictures)

Options:
Enrichment: Have students make Reteach: Based on assessment, the
inferences during read aloud when reading teacher will re-teach the material if
Wonder. necessary to a small group, unless
everyone in the class makes less than 90%.

Modifications/Correctives:
ELL Students Will use visuals for ELL students to help
them remember how to make inferences.