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:

1. 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.
2. 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.
3. 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.
4. 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.
5. 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?
6. 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.