1. Topic-
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Inferencing (Literacy)
Standards: 6a,b,e, I, n, o |
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2. Content-
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| The students will make inferences about characters' traits, feelings
and motives in their stories. |
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3. Goals: Aims/Outcomes-
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The students will understand what inferencing is and how it helps
us understand the characters in a story better and therefore helps
us understand the story better.
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4. Objectives-
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1. The students will watch as the teacher "reads between the lines"
and inferences ideas about "Bubbe" in Thanksgiving Wish by Michael
J. Rosen.
2. The students will make inferences as a group about "Amanda" later
in the story.
3. The students will make inferences in their guided reading groups
about the main characters in their story.
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5. Materials and Aids-
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Thanksgiving Wish by Michael J. Rosen
Whiteboard
Paper
Inferencing worksheet |
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6. Procedures/Methods-
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A. Introduction-
1. Write "Read between the lines." on the white board.
2. Discuss what that means and where students have heard it before.
3. Ask students if they have ever heard of inferencing before and
compare that to reading between the lines.
4. Ask students why it might be important to inference while reading. |
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B. Development-
1. Tell the students that we are going to practice inferencing today
using our story.
2. Begin reading story and make inferences about Bubbe. Write them
on the whiteboard.
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C. Practice-
1. Ask the students to pay close attention to Amanda in the story
so that they can make inferences about her.
2. Discuss the inferences as we are reading the story. |
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D. Independent Practice-
| 1. Have students get into their book clubs and make inferences about
the main character in their story based on what they have already
read. They may need to read a little bit more to get some ideas. |
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E. Accommodations (Differentiated Instruction)-
1. Some groups will all work together to write a list of 3 things
about the character.
2. Some groups will work together but write their own lists and then
turn them into paragraphs.
3. I will work with one group to monitor their work as they are writing
about their character and then have them make more inferences about
a character that comes about later in the story. |
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F. Checking for understanding-
Assess/discuss worksheets during the next guided reading time with
each group.
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G. Closure-
| The students will be asked to discuss characters in more detail
and use inferencing to get more thoughts generated during one on one
conferences and for their journals during guided reading. |
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