Title: Developing Inferencing Skills
Grade Level: 4th Grade
Objective: - Students will be able to make inferences based on textual evidence. - Students will be able to explain their inferences using supporting details from the text.
Materials: - Short passages or stories with implicit information - Chart paper - Markers - Sticky notes - Pencils - Graphic organizers (optional)
Procedure:
- Introduction (10 minutes):
- Begin the lesson by asking students if they know what an inference is. Allow a few students to share their understanding.
- Explain that making inferences means using clues from the text and our own background knowledge to make educated guesses about what is happening or what will happen.
- Provide examples of inferences and non-examples to clarify the concept.
- Modeling (15 minutes):
- Choose a short passage or story with implicit information.
- Read the passage aloud to the class, pausing at key points to model the process of making inferences.
- Think aloud and explain the clues from the text that led to the inference.
- Write the inference on chart paper and ask students to provide supporting evidence from the text.
- Guided Practice (20 minutes):
- Divide the class into small groups.
- Distribute a different short passage or story to each group.
- Instruct students to read the passage silently and discuss the clues that helped them make inferences.
- Encourage students to write down their inferences and supporting evidence on sticky notes.
- Circulate around the room to provide guidance and support as needed.
- Independent Practice (15 minutes):
- Provide each student with a different short passage or story.
- Instruct students to read the passage independently and make inferences.
- Encourage students to write down their inferences and supporting evidence on a graphic organizer or on a piece of paper.
- Sharing and Discussion (10 minutes):
- Ask a few students to share their inferences and supporting evidence with the class.
- Facilitate a class discussion by asking questions such as:
- What clues from the text helped you make your inference?
- How did your background knowledge contribute to your inference?
- Did anyone have a different inference? What evidence supports that inference?
- Conclusion (5 minutes):
- Summarize the importance of making inferences when reading.
- Remind students to use textual evidence and their own background knowledge to support their inferences.
- Encourage students to practice making inferences while reading independently.
Extension Activity: - Provide students with additional short passages or stories to practice making inferences. - Have students create their own short passages with implicit information and exchange them with a partner to make inferences. - Incorporate inferencing activities into future reading assignments to reinforce the skill.
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