Name: Ms.

McDonald
Class: 2-202
Date: 10/25/2023

Subject Reading

Title of Lesson Inferencing

Standards 2W7: Recall and represent relevant information from experiences or gather
information from provided sources to answer a question.
2W6: Develop questions and participate in shared research and explorations to
answer questions and build knowledge.

Objectives Learner: Second-grade students

Four components: Behavior: Will make inferences and utilize evidence from the text and pictures to
Learner, Behavior, enhance comprehension.
Condition, Criterion
Condition: During a guided reading session, provided prompts and Anchor Chart
6: Make Inferences.
Criterion: Students will demonstrate the ability to accurately make inferences by
using relevant clues in the text, combining them with prior knowledge, and
articulating these inferences effectively.

By the end of the guided reading, second-grade students accurately make

inferences by using relevant clues in the text, combining these clues with their
prior knowledge, and effectively articulating their inferences using prompts and
references to Anchor Chart 6: Make Inferences.

Prior Instruction Teacher;

● Explains to the students what making inferences means.
● Defines it simply, as "making educated guesses based on clues from the
text and what you already know."
● Clarifies the concept of clues and evidence.
● Discusses examples of clues they might find in a text, such as descriptive
words, actions, or characters' reactions.
 ● Encourages students to brainstorm and share their ideas.
● Provides interactive examples of making inferences.
● Helps the students understand that they already make inferences daily.
● Discusses situations where they have to make educated guesses based on
available information, like predicting the weather based on the sky or
guessing someone's emotions based on their expressions.
● Reviews the key points discussed and emphasizes the importance of
attention to text details.
● Summarizes the concept of making inferences and clarifies any questions
or concerns the students may have.

Academic Language
Demands and prior ● Inference is an intelligent guess that readers make based on clues in the
knowledge text and what they already know.
List academic
vocabulary required
● Evidence - clues or details in the text that support an answer or idea
● Conclusion -a statement you make, or an idea you have about a text based
on thinking about a lot of different things

Assessments
Teacher;
Indicate ongoing ● Observes student participation and engagement during the discussion and
assessments TURN AND TALK routine to assess their understanding of making
throughout the lesson inferences.
as well as the final ● Assings level-appropriate passages for classroom activities.
check for ● Assigns additional reading passages and have students practice making
understanding inferences independently at home.
Attach rubric if ● Checks to see if students used their checklist. Did you make an inference?
applicable - Using the text
- Using pictures

Materials Anchor Chart 6: Make Inferences

Chart paper and markers
Checklist

Procedure

Gain Student Teacher

Attention ● Presents short scenarios or sentences and asks students to identify the clues
that lead to a particular inference.
● Walks them through the process step by step.

Review Critical Scholars

Prerequisite Skills ● Understand vocabulary and language used in the text.
All students should ● Exhibits ability to identify details and key information in a text or picture.
show ability to ● Displays basic comprehension and ability to connect ideas.
perform skill

State the daily lesson "Today, we will become super detectives; we’ll use clues from our reading, and
objective that will be what we already know to figure out things that the author didn't say directly. It's
communicated to the like solving a puzzle in a fun book! "
students
This needs to be
written in student
friendly language.

“I do”
Explicit Modeling Teacher:
Time required is ● Thinks aloud —- Asks a question and answers it.
based on objective ● Explains to the students that authors don't always explicitly state
requirements.
everything in the text.
Think aloud of the
skill. Including clear, ● Introduces the concept of making inferences: using clues in the text
consistent and concise (evidence) and what they already know to make educated guesses or
language. conclusions.
Provide several ● Displays Anchor Chart
models. ● Makes Inferences and explains the components, emphasizes the equation:
Involve students in the evidence from text and pictures + prior knowledge = an inference.
later models (ask ● Asks: How did I make my inference or figure out …?
questions in which the
answers rely on
knowledge from the
first model or previous
knowledge)

“We do”
Prompted or Guided Let's try it together …
Practice Teacher:
(taking them through
guided practice). More ● Provides students with passage the “Finding Grandpa’s House”
than one practice
● Instructs students to read along
opportunity.
Indicate faded ● Pauses occasionally to gauge their understanding and encourages them to
prompts. (TAR: Tell make inferences using the provided prompts.
the students how to do
it, Ask them how to What does the title “Finding Grandpa’s House” suggest?
do it, Remind them
out to do it) Possible answers: It was their first time going there. Grandpa has a new
home.
Physical prompts to
verbal prompts when
applicable. Why was Shanti and her Father going to visit her grandpa?

Possible answer: They missed him. It was a holiday.

● Encourages students to refer to the Anchor Chart to explain the clues they
used to make inferences.
● Encourages students to TURN AND TALK
● Models checking checklist

“You do” Scholars:

Unprompted ● Read passage, No Photos, Please.
Practice One day, Gabriel began coughing and sneezing.
Demonstration of the He had to stay home in bed.
skill while being
● Make inference
monitored. Some
lessons will not have Gabriel is sick ….
an opportunity for Gabriel was too sick to go to school.
independent mastery. ● Refer to checklist
Small groups do not ● Indicate what they used to make inferences.
count as independent
performance. Teacher:
(small groups may be
● Emphasizes active listening skills; look at the speaker.
to keep students at a
level of higher ● Reminds scholars to wait their turn to speak.
prompting) ● Picture inference

Closing Teacher:
1) Brief review of ● Reminds scholars of the lesson objective. "Today, we practiced being
what was learned. super detectives and using clues from our reading and what we know to
2) Preview the next determine things the author didn't say directly. We made inferences just
lesson like detectives do!"
3) Assign Independent ● Reviews the components and emphasizes how they used the evidence from
Work the text and their prior knowledge to make inferences.
Tip: This should ● Asks three (3) students to share their inferences and the clues they used
bring lesson to full from the text.
circle and address ● Encourages scholars to explain their thought process.
the daily objective ● Reminds scholars how making inferences is like solving real-life mysteries
and the language or puzzles.
function (s) ● Encourages students to share instances where they have used clues to
figure something out.
● Praises the students for their efforts and engagement during the lesson.
● Recognizes specific instances where they demonstrated excellent
inferencing skills.
● Assigns a related homework task or suggest additional reading materials
 for students to practice making inferences independently.
● Reminds scholars that, “making inferences is an amazing skill that will
help them become better readers and thinkers. You must keep using your
detective skills in everything you read!"

Targeted Students Teacher:

Modifications/ ● Provides students with ample time to process information, make
Accommodations inferences, and complete the independent practice. Allow them the
(IEP) necessary time to think through and express their thoughts effectively.
(e.g., extended time)
● Uses visual aids such as graphic organizers, pictures, and diagrams to
support students with learning disabilities and autism understand the
concept of inferencing. Incorporate a multi-sensory approach to cater to
different learning styles.
● Breaks down the information into smaller, manageable chunks.
● Presents the lesson step-by-step to aid scholars understanding and
retention.
● Reinforces the main points and key concepts throughout the lesson to help
students stay focused and grasp the material.
● Implements frequent comprehension checks and asks questions to ensure
all students.
● Uses simple, direct language and offers positive reinforcement for correct
responses.
SUBSTANTIAL
● Before reading, point to and read aloud each heading in the text. Explain
that the headings tell what information is in that section of the text.
MODERATE
● Point to the headings. Ask: How are the title and the headings the same and
different? Have partners use the title and the headings to preview the text,
then have them discuss why the author uses headings.
LIGHT
● Have partners use the title and the headings to preview the text. Ask them
to discuss why the author uses headings.

Small Group Differentiated learners and English Learners support

Modifications/
Accommodations if ● Approaching Level
applicable Scholars will use laptops to listen to Text-To-Speech, and then make
(e.g., simplified inferences
vocabulary read Scholars will use pictures to make inferences
aloud). ● On Level
Scholars create scenarios from which inferences will be made.
● Above Level
 Scholars will read the provided text and then make inferences.

Technology ● Laptops —-- Text-To-Speech

Applications Used

Blooms Taxonomy Remembering (Knowledge):

Please indicate the ● Can you recall when you made an inference while reading? What did you
levels of questioning infer?
addressed in this
Understanding (Comprehension):
lesson.
● Why is making inferences crucial for understanding a text?

Applying (Application):
● What clues or evidence did you use that allowed you to make that
inference?
Analyzing (Analysis):
● How can you break down a complex situation into its components and
make inferences about each part?
Evaluating (Evaluation):
Can you critique an inference made? Is it well-supported by evidence? Explain
Creating (Synthesis):
Design a set of clues and information that will lead to a specific inference, and ask
your peers to make that inference.