![]() Read the text aloud, allowing time for students to explore the illustration. Introduce the characters-Christina and Jeremy. ![]() Open the book to the first two pages of the story. Now let’s read the story to find out if your predictions are correct.” Then you combined all of those clues with your own ideas to predict what the story will be about. You looked at the illustration on the cover and thought about the book title. Say, “The author doesn’t tell you what the story will be about. Say, “Based on the title and cover, what prediction can you make about the story?” Have students share their predictions and the clues that helped them make those predictions. Ask, “What is a prediction?” (A reader’s guess about what a text will be about or what will happen in a story.) Add the definition to the chart. Add the term prediction to the anchor chart. Talk about the cover art and the story title. (to the beach)Īsk, “What evidence did you use to make that inference?” (All the things you are packing can be used at a beach.) “How do you know those things can be used at a beach?” Guide students to understand that they used their own ideas plus text evidence to make the inference.Īs time allows, repeat the game with other groups of items or invite students to make up their own lists to share with the group.ĭisplay the book In the Garden: Who’s Been Here? by Lindsay Barrett George. Where am I going?” Have students turn to a partner and make an inference about where you are going on your trip. I’m packing my suitcase with these items: goggles, flip-flops, sand toys, sunglasses, sunscreen, and a swimsuit. Listen for clues that will help you answer the question.” Say, “Let’s practice our skills of making inferences by playing a game called I’m Packing My Suitcase. The learning activities in this lesson provide for large-group instruction and discussion, small-group exploration, partner interaction, and individual application of the concepts.įocus Question: How can we use text evidence and our ideas to make inferences that help us understand a story?ĭirect students’ attention to the anchor chart used in Lessons 1 and 2 and review the meanings of inference and evidence. ![]() Work with struggling students to practice making inferences based on their ideas and text evidence. Provide opportunities for students to use other literary texts at their independent reading levels to apply and reinforce what they have learned about making inferences. Observe students to assess their understanding of how to use text evidence and their own ideas to make inferences when reading literary text, and give students an opportunity to demonstrate what they have learned. Model how to connect ideas and text evidence to make inferences, and gradually release responsibility to students.īuild on what students learned in previous lessons, and use that knowledge as a springboard for reinforcing the skill of making inferences to improve understanding of literary text. Help students practice how to connect their ideas with text evidence to make inferences that improve their understanding of a story.Įngage students’ ability to make inferences by playing a game called I’m Packing My Suitcase. Scaffolding, Active Engagement, Modeling, Explicit Instruction W: copies of Making Inferences Worksheet ( L-2-4-3_Making Inferences Worksheet and KEY.doc).Teachers may substitute other books to provide a range of reading and level of text complexity.The Royal Bee by Frances Park and Ginger Park.Additional age-appropriate literary stories that students can use for making inferences based on text evidence include the following:.Other books in the series include In the Snow, In the Woods, and Around the Pond. ![]() This story was chosen because it provides opportunities for students to make inferences using art and text clues.
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