1. Topic

Predictions and Inferences 


2. Content

General Reading Processes  Before, During and After Reading: Making
Inferences and Predictions. 


3. Goals: Aims/Outcomes

Students will differentiate between inferences and predictions.



4. Objectives

1. Students will be able to make predictions from a piece of text.
2. Students will be able to make inferences based off of a piece of
text.
3. Students will be able to determine what makes inferences and predictions
different. 


5. Materials and Aids


6. Procedures/Methods

A. Introduction
1. Begin with a set of directions on the board that students can
infer from.
2. Ask students what they thought the directions were preparing them
for.
3. "How did you know that?" 


B. Development
1. Explain to students that they were making an inference.
2. Define inference.
3. Have students read a short piece of text and predict what the main
character will do next.
4. Define predict.
5. Point out the differences in the definitions for both. 


C. Practice
1. Students will make an inference based off of a short piece of
text.
2. Students will make predictions based off of a short piece of text.
3. Students will refer back to the text to prove/ disprove their predictions. 


D. Independent Practice
1. Using the SMART Board, students will take turns making correct
inferences based off of a piece of text.
2. Using the SMART Board software, and in groups, students will answer
a series of questions about a piece of text regarding inferences and
predictions. 


E. Accommodations (Differentiated Instruction)
1. Students with visual disabilities will be able to sit closer
to the board, if needed.
2. Students with physical disabilities can move closer to the board
and work with students who will be able to aid them, if needed. 


F. Checking for understanding
1. In their groups, students will be able to complete the series
of questions about making inferences and predictions correctly. 


G. Closure
1. Ask students to define both inference and prediction on a chart
worksheet.
2. Students will trade with a partner and determine whether the definitions
are adequate based off of the instructor's definitions on the board. 


7. Evaluation

1. If students can answer all questions correctly in their groups.
2. If students can create adequate definitions for both inference
and prediction. 

