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Standard
R05 S3C1-PO10: Make relevant inferences about text supported by evidence.
Objective
SWBAT demonstrate their understanding of inferences by using text evidence and their own
experiences according to AZ standard Grade 5 S3C1 PO10 4 out of 5 times by inferring
information with guiding questions from small pieces of text.
Student-friendly objective:
SWBAT make inferences by using text evidence and their own experience to correctly answer
questions about a text 4 out of 5 times.
Share out:
What happened? (he robbed a bank)
Did I tell you that? (No)
How do you know? (he’s wearing a mask, has a bag of money, looks like he’s running)
Okay, he’s wearing a mask, has money, he’s running away—SO WHAT? How do you KNOW he
robbed a bank? (get students to draw on their own experience—seeing a movie, for example—so
they make connection between evidence and experience)
What you just did was making and inference by combining evidence in the picture—the mask,
the money, the running man—and your own experience where you’ve seen bank robbers
before.
You make inferences about your world every day.
Today we’ll learn how to make inferences when we read a text.
Great, now that we’ve READ the objective, let me tell you what I think it means.
Now that we know what we’re learning today, let’s look at our key points—those big,
important ideas about inferences.
How about our second key point. When I say READ, I want you to take 10 seconds and read the
second key point silently to yourself.
READ.
• GOOD inferences rely on EVIDENCE and SMART THINKING.
Great, now I want you to whisper that key point to your partner.
Awesome, so we know that good inferences rely on evidence and smart thinking.
Give examples and reference poster for GOOD and BAD inferences that do and do not use
EVIDENCE.
Now, let’s say I looked outside and things looked really calm, and I said it was a windy day,
would you believe me? No! Because I’m not using good evidence
2. Cognitive Strategy
We remember that a STRATEGY is a special way of doing a skill. Today we have a strategy for
making inferences. This strategy will tell us exactly HOW to make inferences.
Go through each step individually and elicit student response/reflection after each.
CFUs throughout--mix it up: have students read silently, read to partner, choral read, and
explain steps in their own words.
Making Inferences:
1. Ask, What am I trying to figure out? By reading the question
2. Read the text and make a connection to what you know
3. Use the evidence (clues) from the text and your own experience to make your
inference
4. Choose the best answer from multiple choice
CFU: put the steps in your own words to a partner—partner with biggest feet starts!
One person shares out.
STEP 1
First I’ll ask myself, what am I trying to figure out?
To know that, I need to read the question.
Now I know I’m trying to figure out what Ted decided.
CFU:
What did I do to know exactly what I’m trying to figure out? (read the question)
And what AM I trying to figure out? (what Ted decided)
STEP 2
Now that I know I’m trying to figure out what Ted decided, I have to read the text and make a
connection to my own life.
(Read text)
I connect to this story because once when I was ten years old, my friend Emily invited me over
to play on a summer night, but when I went to her house, it was dark inside and the car was
gone.
CFU:
What was my second step in the strategy?
HOW did I connect the story to my life?
STEP 3
Now I have to use evidence from the text and my own experience to make an inference.
The same thing happened to Ted that happened to me—he went to his friends house and it
was quiet and dark—that’s the evidence. In my situation, I figured out that Emily wasn’t
home, so I think Ted’s friend Pete probably isn’t home.
CFU:
I just made an INFERENCE using EVIDENCE (reference key points poster).
What was my inference? (nobody’s home)
What evidence did I use support that inference? (dark house, no car in driveway)
STEP 4
Finally, I’ll look at my answer choices to see which one is correct. (D)
This isn’t a good inference. There’s no EVIDENCE that the house was haunted.
Even though it was DARK (point to word in story), I didn’t read anything about
ghosts or spooky things.
Again, there’s not good evidence to support this idea. Although the story talks
about Ted going to Pete’s house AFTER DINNER, it doesn’t say anything about him
being hungry or not getting enough dinner.
The story actually said Ted hopped on his bike and pedaled over to Pete’s house,
so I know his bike wasn’t broken.
This one makes sense to me. In the story, Pete’s house was dark and there was no
answer when Ted rang the bell. The same thing happened to me at Emily’s house—
it was dark inside, and so I inferred that no one was home. There is good
EVIDENCE for this inference.
CFU:
I just used our strategy to make an inference.
How did I know that answer A wasn’t a good answer?
Go through each and have students JUSTIFY my responses by indicating good and bad evidence
referenced during the modeling.
Story #1 - Katie spent hours working on her garden on Saturday. She watered all of her plants
five times. Even the ones that you are only supposed to water twice a week. On Sunday, she
found that some of her plants were wilting.
This time I want you to do the first two steps of the cognitive strategy.
When I say INFERENCE, I’m going to watch as you and your partner first ask yourselves what
you’re trying to figure out, then read the text and make a connection to your own lives.
Partner with the biggest hands goes first.
Give students opportunity to practice these independently and take note of who is practicing
correctly, and spot-remediate as you can.
Story #2 - Tim had just received a new bike. As he rode it down the rode, he noticed that the
brakes did not work. He crashed and cut his knee. He started crying.
A. He was in pain.
B. His bike was scratched.
C. His mom yelled at him.
D. He was embarrassed.
Use student examples to highlight correct application of cognitive strategy in CFU, asking
specific students:
What did you do first? What were you trying to figure out? (why did Tim cry)
What did you do next? (read story)
After you read the story, what did you do? (made connection to my life)
How did you connect to this story?
I can relate to all of you and to this story as well, because I have fallen off my bike lots of
times!
With remaining stories, have students practice the first three steps, then all four.
As with story two, monitor student practice, redirect when possible, and use higher level CFUs
so kids justify their thinking.
Story #3 – Joey’s sister was crying. Joey had told her she was not smart and smelled funny.
Joey’s mother told Joey to apologize or he was going to be grounded for a week. Joey said no
and walked away.
Story #4
"Achoo!" Patti sneezed. She sneezed again and then a third time. She felt very warm and her
head hurt. She dragged herself out of bed and called her boss. She told her boss she wouldn't
be going to work.
A. Patti is sick.
B. Patti was up last night.
C. Patti hates her boss.
D. Patti is going to Disneyland today.
IP
Students apply skill to 5 short texts independently.
Closing
Think-Pair-Share student definitions for inference.
What are the steps we go through to make one?
How will this help us become Ready Readers?