3. Common Core State Standards
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers.
CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high
end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose
and understanding.
CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3
reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or
phrase.
CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life
connections between words and their use.
CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words
and phrases, including those that signal spatial and temporal relationships.
4. Do Now:
Write today’s objective: By the end of the
lesson students will be able to use textual
evidence in an article to support the analysis
of what is explicitly stated in the text versus
what is implicitly stated in the text.
Number your paper from 1-4. You will view 4
photos, o bse rve 2 thing s abo ut e ach pho to ,
re co rd yo ur o bse rvatio ns.
5. Do-Now
O bse rve 2 thing s
abo ut e ach pho to ,
re co rd yo ur
o bse rvatio ns.
1 .
2.
3.
4.
6. Do-Now
1. What color is
sponge Bob’s tie?
How many fingers is
Lady Gaga holding
up?
What kind of shirt
does Justin Bieber
have on?
What color is
Rihanna’s hair?
8. Explicit Information
Explicit information is any idea that is stated.
With explicit information, you see the text
explained!
Since you are looking for explicit information in
what is read, the explicit information will be
written in the text. There is no need to look for
clues. Just read. If the information is written it
is explicit.
9. Let’s practice!
All living things are made up of cells. Since
humans are alive, we are also made of cells.
Cells make our body tissue. Tissue makes our
body organs. Organs make our body systems.
Cells are the building blocks of our bodies.
Here are 2 explicit questions to answer:
1. What are made of cells?
2. What is the main idea of the article?
10. Here’s The Answer!
All living things are made up of cells. Since
humans are alive, we are also made of cells.
Cells make our body tissue. Tissue makes our
body organs. Organs make our body systems.
Cells are the building blocks of our bodies.
Here are 2 explicit questions to answer:
1. What are made of cells?
2. What is the main idea of the article?
11. Give One –Get One!
In your groups, you
will have 90 seconds
to write two explicit
questions about each
photo. Remember the
answers to the
question must be in
the photo. (use your
observations)
Look across the room
find someone to
answer your
questions-get ready
to switch…Go!
Answer the questions!
12. Implicit Information = Implied
Info!
With IMPLICIT INFO, think HMMMMM (you
have to think about it – LET’s ACT IT OUT to
REMEMBER).
Implicit information is understood but it is not
stated. To find implicit information in what is
read, you will have to think about what you
read. Look for clues as you read.
Implicit information is not written. But the idea
is there. Implicit information is using what is
read to make an inference. But what is an
inference?
13. INFERENCES!!!
An inference is a statement about the unknown made based on what
we know. It is an assumption we make where something that is
believed to be true based on something else.
Inferences = evidence fromtext + background
knowledge
Inferences drawn while reading are much like inferences drawn in
everyday life.
Inference = NOUN. A conclusion.
Infer – VERB. The act of drawing a conclusion.
14. HOW TO MAKE AN
INFERENCE…
1. Read the text and find a clue.
2. Analyze the clues - “reading between the lines”
strategy.
3. Decide what inference (what conclusion) is
justified based on text.
ALERT: Sometimes the operations can go
backwards. Sometimes there can be an
inference given to you and
you have to decide what clues were given for
someone to have made that inference.
15. Let’s Practice!
Here is the paragraph you read on cells.
All living things are made up of cells. Since
humans are alive, we are also made of cells.
Cells make our body tissue. Tissue makes our
body organs. Organs make our body systems.
Cells are the building blocks of our bodies.
1. How do you know birds are made of cells?
(This is an implicit question)-What’s the answer?
16. PRACTICING INFERENCES
That Summer the fence that stretch
through our town seemed bigger. We
lived in a yellow house on one side of
it. White people lived on the other.
And Mama said, “Don’t climb over
that fence when you play.” She said it
wasn’t safe.
What can I infer from the text?
17. PRACTICING INFERENCES
Exit Slip: It’s hard to live in a small
studio apartment with a man who is
learning how to play the violin”.
That’s what she told the police as she
handed them the broken bat.
1.What do you think has happened?
2.Why did it happen?
3.How does the story end?
