Inferencing with Technology
• This lesson will be focused on the strategy of inferencing.
Students will use various apps and technologies to
communicate their learning through different creative outlets.
• TEK 3.9 Students understand, make inferences and draw
conclusions about the varied structural patterns and features
of literary nonfiction and respond by providing evidence from
text to support their understanding.
• This is a standard which my students struggled with during the
November 2013 benchmark test. By focusing on this standard
my goal is that they will leave the lesson with a greater
understanding of how to apply the inferencing strategies
which will lead to future inferencing success.
Materials for Lesson
• Teacher iPad
• Google Drive
• Student iPads (one for each)
• Google Sites
Coding, Annotating and Inferencing
• When “coding” is referred to in this lesson, it means to go through
the text and make doodles which help you to easily identify things in
the text such as unknown words or ideas, important text, and things
which the reader forms a connection with.
• This step comes after coding, which requires students to go back to
their coded text, and create short “blurbs” or notes that explain their
• Throughout the lesson, as students create inferences, they will use
BK (background knowledge) + TC (text clues) = I (inference)
When students make an inference, they determine what could or
will happen next, why something happened or the meaning of
Engage- basic inferencing
• 3 minutes
• Students will receive a video link sent from my iPad to theirs
through the “chirp” app. Table groups will watch the video
together, and stop it at pre-determined times to discuss their
inferences on what might happen next in the video.
• Teacher monitoring, further questioning students about WHY
they think their inferences are going to occur.
I Do (7 minutes)
• Core reading story for the week projected- focus is on
• Teacher is using the Airslate to show strategies
• Highlighting unknowns is modeled (first time read)
• Coding is modeled (use coding bookmarks) (second time read)
• Annotating is modeled (third time read)
• Students follow along on their iPads in the ShowMe app, not
writing anything at this time.
Whole Group (Cont’d)
We Do (15 minutes)
• Students use their coding bookmarks to code the core story
on the “ShowMe” app on their iPads
• Highlighting unknowns (first time read)
• Coding (use coding bookmarks) (second time read)
• Annotating (third time read)
• As students work, questioning takes place between students
• Teacher picks various students are using AirSlate to show their
coding and annotating to the class.
• must explain why
Whole Group – Discussion
• 20 minutes
• After unknowns have been located, coding and annotations are
complete, teacher “Chirps” first discussion question to the class.
• The students discuss their thinking with their group members (4 to
5 total) using their notes on their story.
• Once discussion has ended, teacher asks students to share out their
• Once answers have been shared among the whole class, answer
choices are then added to the question for students to debate and
discuss until they can prove the correct answer and disprove the
• Process repeats through three different inferencing questions.
• Students in the class are now split up into four groups to
participate in various activities.
1) Small Group
3) Google Drive
Students will be given one day to complete each of the above
stations; each day they are given 40 minutes to complete the
• Students bring iPads to small group
• Using “ShowMe” students search their teachers name, and
locate the text they will work on that day. They complete the
following steps on the short selection.
Preview for unknowns
• There is differentiation of text provided and questions asked.
Before leaving the group, they log into kidblog.com and answer the
inferencing question of the day that relates to the story read in whole
• The first group is working on this app during their
Independent Reading station. When they find a selection in
their library books which leads them to an inference, they
document it on their Corkulous Inferencing board. They can
add images and text which led them to the stated inference as
• The remaining students will answer questions found in a
Google Drive document which is shared with them. Students
will answer inferencing questions about the core story that
was read the previous week. A video is linked for lower
students as a way to go back to the story and re-listen to the
text while the higher students are provided the book to
• 5 minutes
• Students end the lesson by logging into the class
Google Site to provide the following information:
3 things the learned
2 things they are interested in
1 think they have a question about
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.