Students: Macey and Ean

Teacher: Darcy Raulston

Houston Baptist University

Department of Education
Lesson Plan Format

Subject: ELA Resource, Pull-Out

Grade Level: 3rd Grade

Time Estimate: 2 30-minute lessons.

Unit: Reading Comprehension

Topic: Making Inferences

Goal(s): TLW improve their reading comprehension by demonstrating proficiency in making

inferences.

Objective(s): TLW generate inferences given a fictional text and sentence stems.

TEKS: 110.11.b.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make

inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding.

Materials/Resources/Technology needs: Anchor charts, inference stems handout, texts,

construction paper, inference pictures

Students: Macey and Ean

Teacher: Darcy Raulston

Instructional Procedures

Focusing Event: Show students the three pictures. Ask them to answer questions about them
Why isnt she eating her pie with a fork? Whats wrong with her feet? What happened to
the ice cream cone? After they answer, ask them how they knew those things. Explain that they
used the evidence of what they could see and combined it with background knowledge (things
they already knew) to make an inference.

Teaching/ Learning Procedures:

State that today we are going to be generating inferences about a story. Bring out the anchor
chart and have a student read it. Explain the process of making an inference. Reference the
different sentence stems they can use to help them make an inference and give each student
the half sheet of stems.

Read David Shannons Duck on a Bike to students. On the two pages where there are no
words, stop and point out that the author didnt write any words on this page. Ask if he wants us
to just skip it. When they say no, explain that this is a perfect time to make an inference. What is
the author trying to tell us? What are the animals thinking? Tell the students to turn and talk to
each other. Ask them to look at the facial expressions of the animals and to use their
background knowledge and what theyve already learned from the text to create their own
inferences.

The next day, revisit the anchor chart and the inference sentence stems handout. Then explain
that were going to read another book today (The Stray Dog by Marc Simont), and that they will
be challenged to make more inferences today. Tell the students that while Im reading they can
give a thumbs up if they have an inference to make. After each page check to see if there are
student inferences. If the student has an inference that they can back it up with background
knowledge and text evidence, write it on the board. Stop after pre-selected pages and think-talk
to encourage students to make inferences. Make sure to ask them How do you know this? to
get them to activate their background knowledge and textual evidence. Tell them they were
making inferences without even realizing it!

Students: Macey and Ean

Teacher: Darcy Raulston

Formative Check (ongoing or specific): Since this is a 2 on 1 small group lesson,

there are constant checks for student understanding through the question/answer
process.

Reteach (alternative used as needed): Use alternate handout (Making Inferences) that
breaks down making inferences into a formulaic sentence. Go back and model more
inferences for the student, gradually shifting to having the student make the inferences.

Closure: Restate the objective and explain that we can use our new skill of making inferences
to help us be better thinkers and better readers; that its important to be able to discover things
without being told directly.

Assessment/Summative Evaluation: The students inferences made during the reading of The
Stray Dog will serve as their assessment. Data will be taken.