Inference - St. Edwards University

Allison Wooten
Dates: 10/15/12-10/19/2012
Subject: Language Arts
Making Inferences
Student Expectations:
The students are expected to identify and support the main idea in nonfiction and expository
texts.
TEKS:
2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding.
2.9(L1) sequence and summarize the plot’s main events and explain their influence on future
events
2.9B describe main characters in works of fiction, including their traits, motivations, and
feelings
2.9A describe similarities and differences in the plots and settings of several works by the same
author.
Student Friendly Objectives (TEKS):
I can make inferences about characters traits, feelings, and motivations.
I can use main events to predict future events in fictional text.
Value:
Students understand that the author uses clues in the text in order for the reader to draw
conclusions and make inferences. In reading, students should be able to use events/words in
the text and connect them to know what they know if real life to figure out what is happening
in the text, what might happen in the future, how characters are feeling, and why characters do
certain things.
Vocabulary: Character, motivation, feelings, plot, problem, solution, predict, event, infer,
inference, conclusion, evidence
Guided Questions:
How is ___________ feeling now How can you tell
What motivated the character to do ____________ What is your evidence
Based on events in the story, what will the ___________likely do next Why
What do you predict will likely happen in the future What happened that makes you
think this
How did ___________’s actions impact the story/plot
What lessons do you think ________ learned How can you tell
What words can best be used to describe ________ Explain why you think this.

“Anchors of Support:”
What is an inference Chart
Strategies for Making Inferences Chart
Graphic Organizer- T Chart
Ask guiding questions using wording from the TEKS (SEs).
Open ended questions/reader’s response (ask students to provide text
evidence).Provide sentence stems:
“I can tell that the character __________ because…”
“_________ is feeling _________ because…”
“I predict that _________ will happen in the future because…”
“The reader can tell that…”
“It is likely that _____________ will happen in the future because…”
Important “background knowledge” students need to know:
Inferences are conclusions that the reader makes. Inferences are not directly stated by the
author. Inferences can be given as clues by the characters’ thoughts, actions, and words.
Readers can also use text features, such as illustrations to make inferences.
Important “misconceptions” needing clarification before new learning takes
place:
Technology to be used:
Brain Pop Jr: Making Inferences
What hands-on materials/activities will be used
Graphic Organizers, sticky notes, and reference charts
Monday:
(20-25 minutes)
Shared Reading or Read Aloud: The Sweetest Fig
Materials Needed: The Sweetest Fig
Graphic Organizer T-Chart
Introduction: (carpet) Show students Brain Pop Jr: Making Inferences. Talk about what an
inference is (we will be filling in a chart about inferences Tuesday). This is an open discussion
about what an inference is. The video will give the students some idea of what an inference can
be or what it can look like. Introduce book The Sweetest Fig and new T-chart graphic organizer.
Explain that this is what they will be using for when they are making their own inferences.
Emphasize importance of engaged behaviors because they will be doing this on Thursday and
Friday with their partners and/or by themselves.

Procedure: READ, STOP and RETELL. See sticky notes in book for guiding questions. At each
stopping point write on the chart appropriate information. Continue to do this for the whole
book.
Closing: Review what an inference is as well as how we came to an inference while reading.
(25-30 minutes)
Read to self: have students get library books and get into their respective book nooks.
Guided Reading: DRA 10-Remember Me, DRA 16-Daniel’s New Home, DRA 18-The New
Americans, DRA 30-Eva’s Journey. Discuss title & Text features. Discuss genre: historical fiction
(I will not be doing the Guided Reading this week but I wanted to include it so I am able to see
how it will look on a lesson plan.)
Tuesday:
(20-25 minutes)
Shared Reading or Read Aloud: The Widow’s Broom
Materials Needed: The Widow’s Broom
Graphic Organizer T-chart
What is an Inference Chart
Introduction: (carpet) Fill out what is an Inference Chart with student ideas. Have them recall
the Brain Pop video about inferences. This should be a quick overview. Explain that we will be
making inferences with today’s book just like the previous book. Emphasize importance of
knowledge of how to complete this chart because they will have to do it Thursday and Friday
for assessment.
Procedure: READ, STOP and RETELL. See sticky notes in book for guiding questions. At each
stopping point write on the chart appropriate information. Continue to do this for the whole
book.
Closing: Review what an inference is as well as how we came to an inference while reading.
(25-30 minutes)
Read to self: have students get library books and get into their respective book nooks.
Guided Reading: Read chapter one of each book with different DRA leveled groups. Discuss
selected vocabulary in each text. Present a guiding question and discuss with students. Fill out
the graphic organizer as a group.
Wednesday:
(20-25 minutes)

Shared Reading or Read Aloud: Babushka’s Doll
Materials Needed: Babushka’s Doll
Graphic Organizer T-chart
Introduction: (carpet) Reference to the what is an Inferences chart you made on Tuesday.
Explain that we will be making inferences with today’s book just like the previous book.
Emphasize importance of knowledge of how to complete this chart because they will have to do
it Thursday and Friday for assessment. This is their last day to have a model read aloud.
Procedure: READ, STOP and RETELL. See sticky notes in book for guiding questions. At each
stopping point write on the chart appropriate information. Continue to do this for the whole
book.
Closing: Review what an inference is as well as how we came to an inference while reading
(25-30 minutes)
Read to self: have students get library books and get into their respective book nooks.
Guided Reading: Read chapter two of each book with different DRA leveled groups. Discuss
selected vocabulary in each text. Present a guiding question and discuss with students. Fill out
the graphic organizer as a group.
Thursday:
(20-25 minutes)
Model of end of week assessment: “Night Shape”
Materials needed: “Night Shape” (40 copies total for all students and myself)
Graphic organizer for overhead
Introduction: Explanation of what students are expected to do and that this is a model for
tomorrow’s assessment. Make sure to include I can statement as well as the expectations.
Procedure: Have students read the passage with you. Explain we will READ, STOP and RETELL.
Complete chart exactly like it was being done during read alouds.**Make sure you fill out
graphic organizer as you go.**
Closing: Review what an inference is as well as how we came to an inference while reading.
Explain that we will be having an assessment tomorrow on their own.
(25-30 minutes)

Read to self: have students get library books and get into their respective book nooks.
Guided Reading: Read chapter three of each book with different DRA leveled groups. Discuss
selected vocabulary in each text. Present a guiding question and discuss with students. Fill out
the graphic organizer as a group.
Friday:
(20-25 minutes)
End of Week Assessment: “Noah’s Trip”
Materials needed: “Noah’s Trip” for each student (40 total)
Graphic Organizer for each student (40 total)
Introduction: Review previous inference strategies that we have been practicing. Read
directions to students and give them clear expectations. Also if there is a checklist generated,
present this to the students. Read the title and passage together with students.
Procedure: After brief introduction and read aloud give students the passage. Have them all
read it together once more. (Cheetah paws up) Walk around the classroom while the students
take their test. Answer questions as needed.
(25-30 minutes)
Read to self: have students get library books and get into their respective book nooks.
Guided Reading: Read chapter four of each book with different DRA leveled groups. Discuss
selected vocabulary in each text. Present a guiding question and discuss with students. Fill out
the graphic organizer as a group.
Formative assessment(s) to be used to monitor student understanding
throughout the week:
Teacher Observation
Guided Questions
Small Group Discussion
Differentiate for ELPs, Resource and G/T Students by:
Demonstration
Gestures
Graphs and charts to communicate information
Hands-on manipulatives
Model activities
Model appropriate, grade level academic language
Pre-teach vocabulary

Randomize student response
Table talk
Think-pair-share
Use of multimedia
Visuals