Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Upcoming SlideShare
×

# Inferencing Lesson - Cassie Bell

382 views

Published on

Inferencing Lesson

Published in: Education
• Full Name
Comment goes here.

Are you sure you want to Yes No
Your message goes here
• Be the first to comment

• Be the first to like this

### Inferencing Lesson - Cassie Bell

1. 1. Inferencing Lesson Cassie Bell Forestridge Elementary
2. 2. 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.
3. 3. Materials for Lesson • ShowMe • Chirp • AirSlate • PicCollage • Projector • Teacher iPad • Google Drive • Student iPads (one for each) • Google Sites
4. 4. Coding, Annotating and Inferencing • Coding • 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. • Annotating • This step comes after coding, which requires students to go back to their coded text, and create short “blurbs” or notes that explain their codes. • Inferencing • Throughout the lesson, as students create inferences, they will use the formula 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 something.
5. 5. Coding bookmark example
6. 6. 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.
7. 7. Whole Group 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.
8. 8. 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 and teacher. • Teacher picks various students are using AirSlate to show their coding and annotating to the class. • must explain why
9. 9. 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 thinking • 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 incorrect ones.
10. 10. Small Group • 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 Code Annotate Answer questions • 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 group.
11. 11. Stations • Students in the class are now split up into four groups to participate in various activities. 1) Small Group 2) Corkulous 3) PicCollage 4) 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 activities.
12. 12. Stations • Corkulous- 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 well.
13. 13. Stations • PicCollage- students at this station are to find pictures which they choose from the internet, things they see in the classroom, or pictures they draw on the app. Once they have located or created their pictures they create inferences based off the situation taking place in the picture.
14. 14. Stations • Google Drive- 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 reread.
15. 15. Conclusion • 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