Making+Inferences


 * Making Inferences**

[|Week One Printer Friendly.doc]

**Learning Targets:** **Plan**:
 * I can explain my thinking about a book we read together.
 * Materials: **
 * ** __What Mary Jo Shared__ by Janice May Udry **
 * ** __Making Meaning__ book **
 * Have partners sit together and pass out ears
 * Do the lesson from __Making Meaning__: pages 108-111

** Day 2: **

 * Learning Targets: **
 * I can make inferences about a character in a story.
 * Materials: **
 * ** __What Mary Jo Shared__ by Janice May Udry **
 * ** Prep chart on book for making inferences (pages 113 of __Making Meaning)__ **
 * ** __Making Meaning__ book **


 * Plan: **
 * Have partners sit together and pass out ears
 * Do the lesson from __Making Meaning__: pages 112-115

**Plan:**
 * Day 3: **
 * Learning Targets: **
 * I can support my partner as they read a poem. This means I can help them with words that they don’t know. This also means that I can stay focused and follow along with my partner as they read.
 * Do PALS partner reading for //If I Were In Charge of the World// by Judith Viorst


 * Day 4: **
 * Learning Targets: **
 * I can make inferences about a story.
 * Materials: **
 * ** __Erandi’s Braids__ by Tomie DePaola **
 * ** __Making Meaning__ book **
 * Plan: **
 * Have partners sit together and pass out ears
 * Do the lesson from __Making Meaning__: pages 120-122


 * CORE READING CENTERS **
 * Inference Practice Sheet #1 and Sheet #2:
 * [|MakingInferencesSheet2.pdf]
 * [|MakingInferencesSheet1.pdf]
 * Visualize Poem (If I Were in Charge of the World): [|InChargeoftheWorld.doc]
 * If you are supporting this center, please talk about what this poem means with students.
 * OTHER READING CENTERS **
 * Look, Say, Cover, Write, Check
 * Mix, Fix, Mix
 * Shared Reading Day 1
 * Shared Reading Day 2
 * Shared Reading Day 3
 * Listening Center
 * Times For Kids with Worksheets
 * Text Talk
 * Fluency #2: Phonetic and easier Fluency

**__ Week 2 __**
__Day 1__ Please note that the Bears did not do Day 4 due to our field trip last week.

>
 * Learning Targets: **
 * I can make inferences about the characters in a story by looking at what the say, how they act, and what they do.
 * Materials: **
 * ** __Erandi’s Braids__ by Tomie DePaola **
 * ** __Making Meaning__ book **


 * Plan: **
 * Have partners sit together and pass out ears
 * Do the lesson from __Making Meaning__: pages 120-122

__Day 2__

>
 * Learning Targets: **
 * I can make inferences to figure out an unknown word in a story. This means that I can make guesses about what a word means by using context clues and thinking about what I already know. Context clues are words and pictures in the text that can give me clues.
 * Materials: **
 * __The Three Little Wolves and the Big Bad Pig__ by Eugene Trivizas and Helen Oxenbury (Please note that this is a Text Talk book)
 * Create a chart for figuring out unknown words - look below for the words
 * Plan: **
 * Have partners sit together and pass out ears
 * As you read the story - stop at natural parts to help students make inferences about characters.
 * Create an anchor chart where you investigate words that you come across to think about what they mean:
 * beware (1)
 * wheelbarrow (2)
 * certainly (2)
 * prowiling (4)
 * corquet (4)
 * grunted (6)

__Day 3__ >
 * Learning Targets: **
 * I can make inferences to figure out an unknown word in a story. This means that I can make guesses about what a word means by using context clues and thinking about what I already know. Context clues are words and pictures in the text that can give me clues.
 * Materials: **
 * __The True Story of the 3 Little Pigs__ by Jon Scieszka
 * Create a chart for figuring out unknown words - look below for the words
 * Plan: **
 * Have partners sit together and pass out ears
 * As you read the story - stop at natural parts to help students make inferences about characters.
 * Create an anchor chart where you investigate words that you come across to think about what they mean:
 * bright
 * "right mind"
 * "great" sneeze (students should understand that the word great in this context means big
 * "dead as a doornail"
 * "Wolf's honor"
 * "jazzed"
 * "framed"


 * Discussion:**
 * What do you think about the real story that the Wolf told?
 * Do you believe him?

__Day 4__
 * Read the current chapter book you are reading for the week stopping frequently to infer about words and characters feelings and actions.

**Core Centers:**
__Reader's Response #1__
 * Erandi's Braids Sheet that Heidi created (Heidi, could you put that here on the wiki?)

__Reader's Response #2__
 * version 1 (3 words) [|threelittlepigsv1.doc]
 * version 2 (5 words) [|threelittlepigs.doc]

__Visualize Poem__ __Fluency #1__
 * Hug O' War: [|HugOWar.doc]
 * Hug O' War: [|HugOWar.doc]

__Listening Center__

Other Centers:

 * __Time For Kids__
 * Mix, Fix, Mix
 * Look, Say, Cover, Write, Check
 * If I were in charge of the world extension: [|If I were in charge.doc]
 * Inference Challenge: **[|Inference Challenge.doc]**

=** __Week Three:__ **=

Read Alouds are not planned out this week. As you are reading your selected Read Alouds or the Chapter Books you are reading be sure to help students make inferences about unknown words and characters feelings and actions.

Talk about how good readers use clues in books to infer (make a good guess) about what they think an unfamiliar word might mean. Model with a think-aloud with a few words, then ask kids what they see you doing. How are you making inferences? What clues are you using?

They should list: looking at the pictures, thinking about what you already know (prior knowledge), using the context of the story, asking other people, re-reading, making a text-to-text connection, making a text-to-self connection, thinking about the word.

Book: Lon Po Po [|inferringLonPoPo.doc]
 * Wednesday**

Sheet to use with independent reading books: [|inferringunknownwords.doc]

Book: Who's in Rabbit's House?
 * Thursday**

version 1 (3 words) [|inferringrabbitshousev1.doc] version 2 (5 words) [|inferringrabbitshousev2.doc]

Core Centers:
__Visualize Poem__ Poem 1: [|duckinference.doc] > Poem 2: [|raccooninference.doc] > Poem 3: [|whaleinference.doc]
 * "Ickle Me, Pickle Me, Tickle Me Too" by Shel Silverstein: [|IcklePickleVisualize.doc]
 * ===Poems for the Week===

__Fluency__
 * "Ickle Me, Pickle Me, Tickle Me Too" by Shel Silverstein: [|IcklePickle.doc]

Other Centers:

 * Time For Kids
 * Look, Say, Cover, Write, Check
 * Fantastic Mr. Fox DVD with applied work (Chapters 1 and 2-3): [|FantasticMrFox.doc]
 * Fluency with Reading Groups Lower than J: __No More Mosters For Me!__ by Peggy Parish (Annie recorded): [|NoMoreMonsters.m4a]

__Week Four__ : More on Making Inferences

 * Day 1**

Prep: Copy the poem, "Playing Outfield" on chart paper.

(15 minutes) Do a Shared Reading of "Playing Outfield." Have a discussion (Make connections, do some phonics hunts, visualize the poem, make some inferences, etc., etc.)

(15 minutes) Students do PALS for Fluency Practice


 * Day 2**

__Learning Target:__ I can make inferences to understand a character in a story.

__Materials:__
 * __Chester's Way__ by Kevin Henkes
 * __Making Meaning__

__Prep:__
 * Have partners sit together

__Connect:__
 * We have been working on making inferences to figure out unknown words and to understand characters in a story better. We have also been working with partners to help share our thinking by taking turns so that we can hear the important things our classmates need to say. Over the next two days we are going to be looking at the book __Chester's Way__ by Kevin Henkes. Wiggle your thumb if you have read this book before.... great. Wiggle your thumb if you have read __Julius, Baby of the World__ or __Lily and the Purple, Plastc Purse__. There is a character in that story named Lilly. We are going to see that character Lilly again in this book.

__Guided Practice__
 * Do Making Meaning lesson: pages 132 - 135


 * Day 3**

__Learning Target:__ I can make inferences to understand a character in a story.

__Materials:__
 * __Chester's Way__
 * __Making Meaning__
 * Chart Paper to create and anchor chart of what students say (one adult records student thinking while the other adult reads)

__Prep:__
 * Have partners sit next to each other and pass out ear.

__Connect:__ "Yesterday we read __Chester's Way__ by Kevin Henkes. We talked a little bit about the book... today we are going to read this story again but we are really going to focus on making inferences about what characters do and say to help us learn about and understand characters even better. The reason that we do this is because part of reading and thinking while we read is making inferences. But remember - when we read we use lots of strategies. So don't forget to use your other reading strategies while you hear this story again.

__Guided Practice:__ Do Making Meaning lesson pages 136 - 137

Core Centers:
__Fluency__
 * "Playing Outfield": [|PlayingOutfield.doc]

__Visualizing__
 * visualizing Playing Outfield: [|visualize playing outfield.doc]

__Making Inferences__

Other Centers:

 * Playing Outfield extension: [|Playing outfield extension.doc]
 * Mix, Fix, Mix
 * Look, Say, Cover, Write, Check
 * __Time For Kids__
 * __Fantastic Mr. Fox Listening Center__: (Video): Too large to attach.
 * Annie has hard copies of text
 * Illustrator Job: [|Illustrator.doc]
 * On Day 1 of the Reading students' jobs will be to illustrate one scene from the book that they have read/heard. They must not use any words or labels in their illustration. On Day 2 students will sit together in groups and the other students' jobs will be to guess what the scene their friend drew was. They have to explain their scene to the friend. Once everyone has done this - the illustrator gets their illustration back and on the back of the page they describe their scene in words.
 * __No More Monsters__: Levle J: (Audio)
 * Annie has hard copies of text
 * Part 1 (pages 1 - 31): [|NoMoreMonsters.m4a]
 * Part 2 (pages 32 - 64): [|NoMoreMonsters2.m4a]
 * Illustrator Job: [|Illustrator.doc][|Illustrator.doc]
 * On Day 1 of the Reading students' jobs will be to illustrate one scene from the book that they have read/heard. They must not use any words or labels in their illustration. On Day 2 students will sit together in groups and the other students' jobs will be to guess what the scene their friend drew was. They have to explain their scene to the friend. Once everyone has done this - the illustrator gets their illustration back and on the back of the page they describe their scene in words.

Week 5: More on Making Inferences
__**Day 1**__

__Learning Target:__ I can contribute to my partners thinking during a Turn and Talk.

__Materials:__
 * __The Princess and the Pizza__ by Mary Jane Auch
 * The next two lesson connect to the Writing Lesson on Voice: Writing/Katie Wood Ray/Day 6
 * Make sure that these two lesson are taught during the same week. The reading lessons have to happen prior to the Writing lessons.

__Connect:__ We have been working on Making inferences about characters. Last week we read __Chester's Way__ by Kevin Henkes. You all made inferences about unknown words in the book. You also made inferences about Chester, Lilly, and Wilson. You all thought about what each of these characters did and then you made inferences about their personality. Well - we are going to read this book: __The Princess and the Pizza__ by Mary Jane Auch for two days. Today we are going to read it and listen and think while we read it. Remember - good readers think about what happened while they read. So every few pages I will stop and ask you what has happened so far. Good readers also make connections, make predictions, visualize, and wonder while they read. As you raise your hand to share out or Turn & Talk with a partner today - be sure to name the reading strategy you use. If you are making predictions then tell the class or your partner that you are making predictions.

__Teach:__ Read the story. Stop to share Think Alouds. Stop and share student thinking. Do Turn & Talks.

**Day 2**

__Learning Target:__ I can make inferences about characters by thinking about what they say and do.

__Materials: The Princess and the Pizza__ by Mary Jane Auch Anchor Charts that looks like this

Princess Paulina What Does Princess Paulina Do or Say? / What Can you infer about Princess Paulina?

Queen Zelda

What Does Queen Zelda Do or Sat? / What Can you infer about Queen Zelda?

__Connect:__ Yesterday we read __The Princess and the Pizza__. We used lots of reading strategies as we enjoyed that book. We did a lot of thinking because that's what good reader's do. They do lots of thinking as they enjoy stories. Well - today we are going to read this story again. And we are going to focus on the reading strategy of Making Inferences. Just like you did - when you read "Chester's Way." Today we are going to think about the two characters: Queen Zelda and Princess Paulina. As we read - you all are going to stop me and we are going to think about what they did and said. And then we are going to make inferences about them.

__Teach__ Read the story again. Stop frequently to make inferences. Share your thinking in think alouds when you can.

__Share/Debrief__ Compliment students on their work. Re-cap some of the inferences made. "In writing this week - we are going to be looking more at these characters and thinking about them. Also - in Reading, one of your jobs is going to be to make a mask of Princess Paulina and Queen Zelda, it will kind of be like a puppet. You will use these masks during Writing."

Core Centers:
__Making Inferences__
 * __Princess and the Pizza__ Puppet Center
 * Materials: paper plates
 * Write up of center in clear picture frame at center: [|The Princess and the Pizza.doc]

Other Centers:

 * Mix, Fix, Mix
 * Look, Say, Cover, Write, Check
 * __Time For Kids__
 * Visualizing poem: [|visualize time to play.doc]
 * Job Choices:
 * //Illustrator Job:// [|Illustrator.doc]
 * On Day 1 of the Reading students' jobs will be to illustrate one scene from the book that they have read/heard. They must not use any words or labels in their illustration. On Day 2 students will sit together in groups and the other students' jobs will be to guess what the scene their friend drew was. They have to explain their scene to the friend. Once everyone has done this - the illustrator gets their illustration back and on the back of the page they describe their scene in words.
 * //Prediction Job//: [|PredictionSheet.doc]
 * //Making Connections Job:// [|MakingConnections.doc]
 * __Fantastic Mr. Fox Listening Center__: (Video): Too large to attach.
 * Annie has hard copies of text
 * Illustrator Job: [|Illustrator.doc]
 * __Hamster Chase__ Listening Center Part 1: [|Hamster Chase.m4a]
 * Annie has hard copies of text
 * Annie has hard copies of text

George and Martha Inferring choices: [| George and Martha Inferring choices:][|Inferring G&M bathtub.doc] [|inferring G&M thinking.doc]