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Inferencing Strategy Powerpoint
Inferencing Strategy Powerpoint
Inferencing Strategy Powerpoint
By Chris Small
Learning Objectives
1. 2. Identify and explain what is not directly stated in the text by drawing inferences. Explore the commencement of the Revolutionary War while making thought provoking inferences on scenarios that may change the outcome of the war. Use a given organizing structure for grouping facts and ideas. Include details/information relevant to the topic and/or focus.
3. 4.
Resources
Smartboard Open Response Rubric Open Response Graphic Organizer Journals Revolutionary War books Highlighters
1 0
Student writes one thing from the story/prior knowledge and does not support their reasoning.
Response is incorrect or blank. Note: This rubric is used for the New Hampshire State Assessment.
Background Knowledge
Leading up to this lesson, the students have been practicing inferencing primarily with fiction. The focus has been on who, what, why, where, when, and how. The main purpose of this lesson is for the students to identify the clues and when possible, make connections with non-fiction texts. The Revolutionary War topic was chosen due to the student interest based on a prior unit with the history of the United States regions. The students have learned the causes of the Revolutionary War. To prepare the students for inferring with non-fiction texts, the students will work with a partner and use their inferencing strategy with a short non-fiction passage. If students achieve success on day one, the following day will focus on the events leading up to Lexington.
Day One
Note: To check for understanding, students can move each box for the answers.
Day Two
If mastery from day one is achieved:
Review Sam Adams and John Hancocks role for the Sons of Liberty and review the previously read story Paul Reveres Ride by completing the multiple choice questions on the Smartboard. Continue reading the story, Would You Join The Fight? by Elaine Landau.
Students will imagine they are Paul Revere and make an inference using text-to-text connections, background knowledge, and context clues. Students will first use a graphic organizer to formulate their thinking and then record their answer in their journal. Teacher will conference with each student using the rubric.
Day Three
Students will complete the multiple choice review questions on the Smartboard. Students will share their responses with the class. Students will compare their answers with the story while the teacher continues reading Would you Join The Fight?
Conclusion
Since many of the Revolutionary War concepts are new, emphasis must be placed on providing background knowledge within each segment. Furthermore, since inferencing is a higher level of thinking skill, students need at least six weeks of practice using a variety of texts, visual aids, and hands-on experience before mastery is achieved.