Example lesson plan 'Inferring' – What really happened?
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One model for teaching new strategies
• Explicit instruction / Modelling / Shared use of the strategy / Guided practice – gradual release of responsibility/ Independent use
Why inferring is important? When we infer, we read between the lines. Inferring involves using textual cues to surmise meanings. Inference is important in that it helps students to actively link implicit and explicit understandings of the text to develop their own meaning.
About the Book
Henry, a young bunny, is different from the other bunnies on the ship Salty Carrot. While the other pirates relish stealing jewels from other ships and admiring their tattoos, Henry favours reading books. But when a big storm arrives, Henrys favourite activity saves the lives of the pirates, especially Henrys scornful father, Barnacle Black Ear.
Topic: Inferring
Year level: Grade 3
Objective: Respond to fiction by making inferences and drawing conclusions about characters and events.
Resources: Picture Story Book: Henry and the Buccaneer Bunnies by Carolyn Crimi
1. Explains purpose; Demonstration –
Discuss possible meanings of title. Make predictions about the story. Read Aloud. Make connections. Discuss story Confirm/Deny predictions, clear up misconceptions
Prompt questions:
- What kind of animal is swinging on the rope? What else is the animal doing? Explain that the animal is the character Henry in the book.
- What do you notice about the animals watching Henry?
- Talk about the meaning of buccaneer as a pirate or adventurer. What did some pirates do years ago?
- Look at the illustration on the back cover. What does the skull and crossbones on the flag mean?
2. Collaborative practice; Demonstration with students assistance
Introduce Strategy: Inferring; provide examples. Think Aloud: Reading just a few pages of story again, modeling strategy for students using think-aloud. Show thinking using sticky notes. Students should observe behaviours and be able to discuss what they saw modeled. Students respond to questions.
Prompt questions:
- At first, why was the captain disappointed with his son, Henry?
- Why did pirates on other ships shake with fear when they saw the Salty Carrot coming?
- What signs showed Henry that a storm was coming?
- In what ways were Henrys books an important treasure?
- How did the dishonest characters change from the beginning of the story to the end?
- Would you want the buccaneers as friends? Why or why not?
- Which page(s) are your favourites? Why?
3. Guided practice; Teacher coaches
Review student observations and story. Give students sticky notes to record their thinking. As you read, continue to record your thinking, and allow students to record their inferences. After reading, allow students to share inferences with a partner (eye-to-eye & knee –to-knee). Then have them share with the whole group. Discuss the strategy asking what did we learn and how else can I use this strategy?
4. Independent Practice (by student), Individual conferencing to occur at this time
Teacher will assess responses for understanding. The teacher will bring students together to discuss meaning, review the strategy, and share student responses. Learners use what they have already learned and practiced to read successfully on their own. Teacher intervention is made when conducting a reading conference that provides feedback to build the readers strengths.
• Explicit instruction / Modelling / Shared use of the strategy / Guided practice – gradual release of responsibility/ Independent use
Why inferring is important? When we infer, we read between the lines. Inferring involves using textual cues to surmise meanings. Inference is important in that it helps students to actively link implicit and explicit understandings of the text to develop their own meaning.
About the Book
Henry, a young bunny, is different from the other bunnies on the ship Salty Carrot. While the other pirates relish stealing jewels from other ships and admiring their tattoos, Henry favours reading books. But when a big storm arrives, Henrys favourite activity saves the lives of the pirates, especially Henrys scornful father, Barnacle Black Ear.
Topic: Inferring
Year level: Grade 3
Objective: Respond to fiction by making inferences and drawing conclusions about characters and events.
Resources: Picture Story Book: Henry and the Buccaneer Bunnies by Carolyn Crimi
1. Explains purpose; Demonstration –
Discuss possible meanings of title. Make predictions about the story. Read Aloud. Make connections. Discuss story Confirm/Deny predictions, clear up misconceptions
Prompt questions:
- What kind of animal is swinging on the rope? What else is the animal doing? Explain that the animal is the character Henry in the book.
- What do you notice about the animals watching Henry?
- Talk about the meaning of buccaneer as a pirate or adventurer. What did some pirates do years ago?
- Look at the illustration on the back cover. What does the skull and crossbones on the flag mean?
2. Collaborative practice; Demonstration with students assistance
Introduce Strategy: Inferring; provide examples. Think Aloud: Reading just a few pages of story again, modeling strategy for students using think-aloud. Show thinking using sticky notes. Students should observe behaviours and be able to discuss what they saw modeled. Students respond to questions.
Prompt questions:
- At first, why was the captain disappointed with his son, Henry?
- Why did pirates on other ships shake with fear when they saw the Salty Carrot coming?
- What signs showed Henry that a storm was coming?
- In what ways were Henrys books an important treasure?
- How did the dishonest characters change from the beginning of the story to the end?
- Would you want the buccaneers as friends? Why or why not?
- Which page(s) are your favourites? Why?
3. Guided practice; Teacher coaches
Review student observations and story. Give students sticky notes to record their thinking. As you read, continue to record your thinking, and allow students to record their inferences. After reading, allow students to share inferences with a partner (eye-to-eye & knee –to-knee). Then have them share with the whole group. Discuss the strategy asking what did we learn and how else can I use this strategy?
4. Independent Practice (by student), Individual conferencing to occur at this time
Teacher will assess responses for understanding. The teacher will bring students together to discuss meaning, review the strategy, and share student responses. Learners use what they have already learned and practiced to read successfully on their own. Teacher intervention is made when conducting a reading conference that provides feedback to build the readers strengths.