Inferring Lessons 1. Reading Comprehension and Strategy Instruction 2. Common Core State Standards: CCRA.R.

1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.! CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.! 2.L.4.A- Use sentence-level context as a clue to the meaning of a word or phrase.! 2.RI.6- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.! 2.RI.8- Describe how reasons support specific points the author makes in a text.! 3. Objectives: A. Students will infer the meaning of a story by determining importance and value of events through their own explanation and story support, such as background knowledge, predictions and text/illustration clues when listening during Read Aloud and reading during Read to Self in their journals. B. Students will infer the meaning of a word to identify an unknown word by context clues when listening during Read Aloud and reading during Read to Self in their journals. 11/4: Fly Away Home Introduction Activity: Inferring Feeling Cards (sad, angry, excited, proud). Students give clues and the student with the card has to guess. Explaining Inferring: Combines what we know with the text. I think I predict (Show poster) Reading Fly Away Home: Provide Inferences while reading and write them down in a chart format (I do) 11/5: Two Bad Ants Read Two Bad Ants: While reading asking questions about what is happening in the text to get the students thinking 11/6: Two Bad Ants Review Inferring: Use poster Review a few pages throughout Two Bad Ants: p. 14 & 15 (sugar), 15 & 16 (spoon), 18 & 19 (coffee), 26 & 27 (garbage disposal) and have the students infer with you (We do) 11/7: Tuesday Reading Tuesday: With a chart (In the pictures/In my head (because)) list the

pictures: Frogs starting to fly, 11:21 pm photo, Lady sleeping and TV, frogs flying around, police, pigs. 11/8: The Principals New Clothes Words to Infer: tricksters Reading The Principals New Clothes: Ask what can we infer is happening? Have the students use the chart (In the book/In my head) while you read (write a few inferences: They are making a suit that will invisible suit to anyone who isnt good at their job ! The suit will actually be invisible because they are tricksters, The Vice Principal couldnt see the fabric ! She thought she was stupid because there wasnt a suit made, The principal will wear the suit the assembly! He will be made fun of because his suit is actually invisible) 11/11: Something Beautiful Reading Something Beautiful: Add a questions column onto the chart. Connect Asking Questions to Inferring. Outline the questions: Where does she live? Why is she looking for something beautiful? What did she learn about something beautiful? 11/12: Royal Bee Words: Use word chart (Word/In the Book/In my Head)- yangban and sangmin. Reading Royal Bee: Use a prediction chart (In the book/Prediction)- Hears the school bells, go home, and who will win. Have the students see if they were correct with their predictions 11/13: The Juice Box Bully Explain that in this book we will be looking understanding character in The Juice Box Bully. Reading The Juice Box Bully: Create a character chart (Character/My thoughts) and ask the students to think about how the character (Pete) is acting and how other characters in the story react to him. While reading write down character traits and how he is perceived. Stop at Ruby wanting to tell on Pete. Ask students what they think will happen. 11/14: The Juice Box Bully Finishing Reading The Juice Box Bully: Continue reading the book and have students continue to write down character traits and how he is perceived by others. At the end of the story ask the students to reconsider the questions- what happened? How did he change? How does it compare to the beginning of the book? Why did he change? 11/15: Commercials Doritos, Happy Grad, Darth Vader Commercial. Have students use their inferring strategies with commercials.