lesson 3

Objective: Good readers are good thinkers. They make inferences when reading to help make sense of the text and gain deeper understanding.

Learning Intention: WALT make inferences when we are reading.

Success Criteria:

I can:

• identify text clues.

• use my prior knowledge to decipher text clues.

• record my inferences with supporting evidence.

Read the following poem 

That Boy

That boy is so annoying

He always bothers me 

Where I go he follows

Where I am, he wants to be

I want to play with my friends

I want him to get his own

I want him to stop bugging me

Each time I'm on my phone

I want that boy to go away

I wonder why he's here

He gets so much attention,

He's loved more than me, I fear

Oh look he's finally sleeping!

This time is mine to enjoy

To bad it's just so boring,

When I'm not around that boy!

Read through the above poem as a class. 

Who is the boy? 

How and why does the author feel about the boy? 

Can you make a connection with how the author is feeling? What is your connection?

(text to self, text to text or text to world?)

Does the author change his feelings about the boy? If so why?

Highlight the text clues that helped you to answer the above questions. 

Identify the prior knowledge that helped you to answer the above questions. 

How did activating prior knowledge help engage you as a reader with the  text?

Discuss the benefits of activating prior knowledge with class