Reading
Inferencing Stage 4
WALT: make an inference
To be successful I need to:
- Read between the lines
- Look for clues in the text and pictures to help me answer inferential questions
Task 1
Complete one Key Into Inference worksheet. Get this from Miss Connolly during workshops.
- Highlight the clues and keywords in the text.
- Glue it into your literacy book
- Put it on Seesaw
Task 2
Complete the inference worksheet called Who Am I? Glue this into your literacy book.
Task 3
Go to the Into the Book website. Type in your name and write down your username to save your progress for next time.
Complete the Inferring activities. Take a screenshot at the conclusion of each activity. Put this on Seesaw and explain your learning in a voiceover.
Task 4
Complete the inference matching activity by cutting and gluing.
Use your inferencing skills to match the statement with the appropriate emotion. Take a photo and upload to Seesaw
Task 5
Complete the When Am I? inference sheet. Glue this into your literacy book.
Inferencing Stage 5
WALT: make an inference
To be successful I need to:
- use what I read (pictures, keywords)
- use what I know (prior knowledge, experiences, common sense)
Task 1
Complete one Key Into Inference worksheet. Get this from Miss Connolly during workshops.
- Highlight the clues and keywords in the text.
- Glue it into your literacy book
- Put it on Seesaw
Task 2
Go to the Into the Book website. Type in your name and write down your username to save your progress for next time.
Complete the Inferring activities. Take a screenshot at the conclusion of each activity. Put this on Seesaw and explain your learning in a voiceover.
Task 3
Read the play called A Work Of Art. Complete the character inference worksheet about the artist character.
A Work of Art-SJ L2 Oct 2015 (1).pdfInferencing Stage 6
WALT: make an inference
To be successful I need to:
- use what I read (pictures, keywords)
- use what I know (prior knowledge, experiences, common sense)
Task 1
Complete one Key Into Inference worksheet. Get this from Miss Connolly during workshops.
- Highlight the clues and keywords in the text.
- Glue it into your literacy book
- Put it on Seesaw
Task 2
Complete the Character Highlights worksheet from the Literacy Hub.
Task 3
Go to the Into the Book website. Type in your name and write down your username to save your progress for next time.
Complete the Inferring activities. Take a screenshot at the conclusion of each activity. Put this on Seesaw and explain your learning in a voiceover.
Task 4
Read the play called The Young EcoLeaders Award. Complete the character inference worksheet about a character of your choice.
School Journal L3-Aug18-The Young Eco Leaders Award.pdfWeek 3 Term 3 Inferencing
WALT: Use inferencing to notice the hints the author gives us about what is happening in the text.
Term 3, Week 4
WALT: Use key words to help us infer answers about what we have read.
We read the text, then:
- identify the KEY WORDS in the text that may lead to the answer.
- the key words are RELEVANT to the question.
- reorganise those key words to MAKE INFERENCES from the text.
- EVALUATE the information we have gathered in text and pictures to finalise our answer.
STAGE 4
Task 1.
For the next two work shops we will as a group explore short fiction paragraphs. We will highlight key words and discuss the information that comes from the story.
Task 2.
As a group we will explore short non fiction paragraphs. We will highlight key words and discuss the information that comes from the story.
STAGE 5
Task 1.
For the next two work shops we will as a group explore short fiction paragraphs. We will highlight key words and discuss the information that comes from the story.
Task 2.
As a group we will explore short non fiction paragraphs. We will highlight key words and discuss the information that comes from the story.
Stage 6
Task 1.
For the next two work shops we will as a group explore short fiction paragraphs. We will highlight key words and discuss the information that comes from the story.
Task 2.
As a group we will explore short non fiction paragraphs. We will highlight key words and discuss the information that comes from the story.
If you are not in a work shop: Inference Practice:
Where Am I?
Read each passage below. Write where you think the passage is happening and explain your answer.
1. As I walked in the door, I was amazed at the beautiful colours and smells. I knew it would be hard to decide what I would buy with my $3. The chocolate truffles looked delicious, but they were expensive. The jelly beans were not only cheaper, but so colourful! With so much to choose from, I knew I would be here a long time.
2. The water felt so good on such a hot day. I heard the other children laughing and yelling across the way. The concrete was wet from a group of teenagers splashing each other in the corner. The lifeguard watched closely to keep children from running.
3. I was allowed to push the cart. The front left wheel was broken, so the cart wobbled down each aisle. Mother put various packages and boxes in the cart, but I didn’t notice. I was trying to keep the cart going straight as it got heavier and heavier.
4. As we entered, a large blast of water hit the windshield. Huge flopping sponges began to slap at the hood as we slowly moved forward. Soon, there were suds spilling over the sides. I was glad the windows were rolled up!
5. It felt wonderful to be outside, even if only for a little while! All the swings were already taken, and a group was playing softball on the diamond. Casey and I decided use the monkey bars until the teacher called us in.
STAGE 4
Task 1.
As a group we will explore texts that indirectly tell us when something happened or how often things happen. By yourself you will answer questions that indirectly tell us where something or someone is. Complete the questions on a google doc and post it on seesaw.
Task 2.
As a group we will explore texts that indirectly tell us what someone or thing is or what is happened. By yourself you will answer questions that indirectly tell us who what job someone does or how might people be related. Complete the questions on a google doc and post it on seesaw.
Task 3.
As a group we will explore texts that indirectly tell us why or the reason why something has happened. You will then complete the questions on a google doc and post it on seesaw.
STAGE 5 & 6
Task 1
As a group we will explore texts that indirectly tell us when something happened or how often things happen. By yourself you will answer questions that indirectly tell us where something or someone is. Complete the questions on a google doc and post it on seesaw.
Task 2.
As a group we will explore texts that indirectly tell us what someone or thing is or what is happened. By yourself you will answer questions that indirectly tell us who what job someone does or how might people be related. Complete the questions on a google doc and post it on seesaw.
Task 3.
As a group we will explore texts that indirectly tell us the negatives such as words that tell us no or not. By yourself you will answer questions that indirectly tell us why or the reason why something has happened Complete the questions on a google doc and post it on seesaw.
Week 1 Term 3
WALT:
- Explain the ways in which communities promote the need to take care of our environment.
- Summarise the main ideas in the text.
Open and read the text opposite. There are follow-up activities on slide 3.
Check if your teacher would like you to complete the task in your literacy book or on a device.
If you are doing the activity on a device, make a copy of it into your literacy folder.
Task 2 Create an informative Powerpoint
Many people are unaware of the consequences of tipping waste into the gutters, use the infographics linked below and create a Powerpoint that brings awareness on what happens when people tip waste into local gutters.
You will need to consider:
- One title page and at least three slides with facts.
- What interesting facts will you use
- What colours you choose to use.
- What images you choose to use
Task 3 Create your own stencil
Look at the blue fish stencil in the text and on a A4/A3 paper design the outline of the blue fish. Use block writing to create a message that is short and easy to understand.
Eg. TIP NO WASTE DRAINS TO OUR LAKES.
Using a craft knife cut out the inside of the fish and letters to create your stencil.