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Learning intention and success criteria
Learning intention and success criteria
Objective: Good readers are good thinkers. They make inferences when reading to help make sense of the text and gain deeper understanding.
WALT to infer when reading a descriptive text.
Success criteria:
I can:
understand what inferring means.
use text clues and prior knowledge to make inferences.
practice making inferences through guided and independent reading.
Materials
Chart paper or whiteboard
Markers
"Two Bad Ants" by Chris Van Allsburg (or another short story rich in descriptive detail and illustrations)
https://youtu.be/hHeUUt6l6Uc
Inference anchor chart
Sticky notes
inferring during reading
inferring during reading
Good readers use clues from the text and activate their prior knowledge to gain understanding. This is called inferring:
When reading we:
Connect to your knowledge:
Think about what you already know about similar topics or themes. Has the text reminded you of something you've read before or an experience you've had?.
Make a prediction:
Based on the clues and through activating your knowledge, form a reasonable inference about what the text might be about.
Continue reading the text and refine your inferences:
As you read, pay attention to how the text unfolds. Is your initial inference accurate, or do you need to revise it?.
Keep inferring :
Inferring is an ongoing process. Continue to make inferences by finding evidence and combining it with your prior knowledge and refine your understanding of the text as you read.
Key vocabulary
Key vocabulary
Inference
Evidence
Clues
Prior Knowledge
Hook: Show a picture (e.g., a person in the rain without an umbrella looking upset) and ask:
What do you think is happening here?
How do you know?
Introduce the term "infer" and write the definition:
An inference is a conclusion we make based on clues in the text and what we already know.
Display an inference anchor chart with sentence frames like:
"I think ___ because ___"
"The text says ___, so I infer ___"
Modeling (15 minutes)
Read aloud a section of "Two Bad Ants" or another short story.
Pause at key points and model inferring:
"The ants said it was a 'crystal', but I see it's in a kitchen. I infer ......"
Highlight how you used text clues + background knowledge.
Alternative text:
Somebody loves you Mr Patch
I think Mr Patch thinks the gift is for him because…………….
Guided Practice (15 minutes)
warm up
warm up
mini lesson
mini lesson
Read aloud a section of "Two Bad Ants" or another short story.
Pause at key points and model inferring:
"The ants said it was a 'crystal', but I see it's in a kitchen. I infer......"
Highlight how you used text clues + background knowledge.
Alternative text: 'Somebody loves you Mr Patch'
I think Mr Patch thinks the gift is for him because…………….
student task
student task
Students to make inferences from texts at their level and explain their inferences by including evidence and using their prior knowledge.
reflection
reflection
How did activating prior knowledge help engage you as a reader with the text?
Discuss the benefits of activating prior knowledge with class
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