Created by Collette Knight Interactive Infer Lesson Plan Page 1Lesson Plan Title: Good Readers Infer!Concept / Topic To Teach: TAKs Reading Strategy -InferringStandards Addressed: TEKS: (6) Reading/Comprehension of Literary Text/Fiction. Studentsunderstand, make inferences and draw conclusions about the structure and elements of fiction andprovide evidence from text to support their understanding.General Goal(s): Students will understand the definition of inferring, will practice locating cluesfrom the story, recalling personal experiences, to infer the answer to Taks formatted questions.Specific Objectives: The student comprehends selections using a variety of strategies. Thestudent is expected to: draw inferences such as conclusions or generalizations and support themwith text evidence and experience. (TAKs Objective #4)Required Materials:Student TAKs Coach BooksDigital Document ReaderProjectorInferring Review Interactive PowerPointStudent ComputersFly Away Home by Eve BuntingSticky NotesPencilsAnticipatory Set (Lead-In): Teacher places the first line of the riddle on the board then asks,“This is a riddle. I will place clues one at a time on the board. Let’s see if you can guess theanswer.” She then places the first clue sentence strip beneath it. The teacher continues untilsomeone guesses the answer.Step-By-Step Procedures: 1. Ms. Bippert explains the connection between riddles and making an inference including modeling the clues from the riddle, her own experiences, and the inference. 2. Students practice three more riddles together, while explaining the clues from the story and their own personal experiences. 3. Ms. Bippert then passes out the TAKs coach workbooks and asks students to turn to Lesson 11, Main Idea.
Created by Collette Knight Interactive Infer Lesson Plan Page 2 4. Students are coached through the lesson, including definition of inferring, and the sample passage and the two questions that follow. 5. Once complete, students will complete the next two pages independently which includes a longer passage and four inferring questions. 6. Next, students will come to the library, where I will reiterate the importance of understanding how to infer. I will hold up the picture book: Fly Away Home and explain how this book has no words, and the reader must use his or her inferring skills to understand the plot, the characters, and the message. 7. I will read this book with students prompting by asking, “How do you know?”, “What clues from the story helped you?” 8. Next, students will complete the Inferring Interactive Power Point independently. 9. Once complete, students will return to the carpet where they will hear the librarian review key concepts from the interactive lesson. 10. Students will exit the library by writing on a sticky note two things they learned from inferring before returning to class.Plan For Independent Practice: Workbook page 62-63. Interactive Power Point Lesson.Closure (Reflect Anticipatory Set): Inferring does not meet taking a guess. Good readers findclues in the story, ask themselves what they already know, and then infer what is happening inthe story. Today you learned that we must infer a riddles answer. We also learned that picturebooks require the reader to practice the inferring strategy. You’ve also reviewed inferring andpracticed independently how to use this strategy on the computer. It is important to understandthat inferring questions will appear on your TAKs test. You learned today how to identify thesetypes of questions.Assessment Based On Objectives: Teacher observation. Students will complete a quiz onwww.studyisland.comAdaptations (For Students With Learning Disabilities): Use of the digital projector to enlargeTAKs Coach Workbook page. Students who take Taks Accommodated are seated in the front ofthe classroom during traditional lesson and receive copy of reading strategies. Students receiveone-on-one assistance during PowerPoint lesson.