Reading Direct Instruction Lesson Plan Grade Level/Subject: 4th grade/Reading, Language Arts Topic: Inferences

Rationale: Review inferencing as a class for the EOG test for better understanding of how to interpret what is happening in a text or picture.

CCSS: CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Behavioral Objective: Students will be able to review inference by inferring a text of a story and pictures.

Prerequisite Knowledge & Skills: Students will already have an understanding of how to infer through reading a text or looking at pictures. This is simply a review of inferring. Materials/Resources: Inference pictures (provided below) Worksheet (provided below)

Focus/Review: Objective (as stated for the students): I will be able to look at a text or picture to infer what is happening. Teacher Input: When you infer you are combining what you know with clues you find in the text. Inferencing is when you draw personal meaning from the text or picture you are looking at. Ask, When we infer what are we doing or what are we looking for? (Answers could include and of the following) Good Readers make inferences by: 1. Word/text clues 2. Picture clues 3. Define unknown words 4. Look for emotion (feelings) 5. Activate prior knowledge

6. Ask questions 7. Relates self to text Guided Practice: Students will be shown task cards/picture cards; they will have to give at least 3 inferences that go along with what the card says or shows. Task cards are included below with numbers on them. Questions that you could ask about the task card could be: Card #1- Why is this man on the floor? What can we infer? Card #2- What did Katie clean up? How do we know? What is your text clues? Card #3- What do you think the scout leader was feeling? Why? Card #4- (skydiving picture)- Whats in this mans bookbag? Why do you say he is skydiving? Card #5- What is going on in this picture? Card #6- Why was Emily crying? What is your text clues that lets you know she is working on homework/project/assignment? Independent Practice: Students will be provided a worksheet with a short passage on it as well as picture that they will need to determine what the pictures and passage is inferring. The worksheets should be completed individually and turned in which finished for assessment to see if the student understood the objective.

Closure: To close out the lesson, the teacher will ask students to summarize what they learned about inferring on a ticket out of the door in a sentence or two.

Evaluation: Students will be assessed on if they understood the lesson and its objective by how well they did on their worksheet. If students got 6 out of 8 correct on the worksheet, we can assume that they met the objective. For anything less, remediation should be provided.

Plans for Individual Differences: ESL: Visuals for students, along with print to go with visuals, to ensure student understands what is being taught ADHD: Give less information to students who have a harder time paying attention. You could also have these students to hold up and read aloud the task cards to the students, just to make sure they are paying attention and involved in the lesson. Reference(s): http://havefunteaching.com/worksheets/reading/inferences/inferences-worksheet2.pdf http://www.teacherspayteachers.com/Product/Inference-Task-Cards-24-Cards-with-shortstories-and-questions

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http://pinterest.com/reallyrachel/inference-with-pictures/ 2-

Splat, OH, rats! thought Katie as she to clean Splat, OH, rats! thought Katie as stooped she stooped to up the mess. Imess. hope we have another one. She looked clean up the I hope we have another in the fridge and pulled out the carton. One left! one. She looked in the fridge and pulled out the Breakfast wasnt ruined after all.

carton. One left! Breakfast wasnt ruined after all.

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The scout leader looked at the sky and muttered muttered something under his breath. Then something under his breath. Then he looked at the he Lets looked at the map. moving, he map. get moving, heLets calledget to the group of tired called to the group of tired boys. The faster boys. The faster the better.

The scout leader looked at the sky and

the better.

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It was 8:30 on Thursday night. Emily stared at the large, empty poster board on her bed. Then she looked at the stack of books about Abraham Lincoln on her desk. Emily began to cry.