Drawing Inferences

By Chris Small

New Hampshire Grade Level Expectations

R35.3 Making basic inferences about problem, conflict, or solution (e.g., causeeffect relationships) (State)

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

Open Response Scoring Rubric

Score Description Student uses their own words and writes three or four details from the story/prior knowledge to support all of their reasoning. Student uses their own words and writes three details from the story/prior knowledge to support some of their reasoning. Student writes one or two things from the story/prior knowledge and does not support their reasoning.

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.

Open Response Graphic Organizer

This is a Power Writing organizer that the students use with most writing. The Power 2 (P2) is used for the students answer and the Power 3s (P3) are the supporting details that can be story clues, background knowledge, and/or text connections.

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

Posted on the Smartboard

Choice Number One

Note: To check for understanding, students can move each box for the answers.

Choice Number Two

Checking for Understanding

If each group demonstrates their ability to effectively infer, then the class will begin to infer more complex texts. If each group is unable to effectively infer, teacher will analyze the precise areas and continue to infer with simple texts.

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?

Differentiated Instruction Title One/ELL students

Their emphasis is quality, not quantity. When writing the answer, use at least two details to support the reasoning. Title One teacher assists with highlighting key facts and working together in writing some of the descriptive sentences.

Differentiated Instruction Above Level Students

Write an inferencing question that can be given to another student. Students can grade each others work using the rubric.

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.