December+plans

Week One:
Monday: Begin inferring. 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.

Make a class list of what words we inferred and what we thought they meant. They underline the evidence.

Kids try it with ind. rdg. books or browsing books. They can mark words with post-its, but then should fill out the worksheet.

Book: Lon Po Po [|inferringLonPoPo.doc]

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

Tuesday:

Same mini-lesson, either finishing the book from Monday or a new one. Kids practice with ind. rdg. books or browsing books again.

Wednesday:

Continue practice with inferring what words mean.

Book: The Three Little Wolves and the Big Bad Pig

version 1 (3 words) [|threelittlepigsv1.doc] version 2 (5 words) [|threelittlepigs.doc]

Thursday:

Go over how to check your inference to see if it makes sense by plugging it back into the original sentence in place of the bold word.

Final day; grade worksheets. [|inferringrubric.doc]

Book: Who's in Rabbit's House?

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

**Week 2**
(nfr-ns) //n.//
 * in·fer·ence **
 * 1.** **a. The act or process of deriving logical conclusions from premises known or assumed to be true.****b. The act of reasoning from factual knowledge or evidence.**

Students make inferences about poems.

As an introduction to the poems play a riddle game with them about animals on the projector. Explain the following:

Day 1
"We are going to makeinferences about what animals these riddles are talking about. Remember, when we make inferences we figure out what is happening from clues from the author"

[|RIDDLE WEBSITE]

Poems for the Week
Poem 1: [|duckinference.doc] Poem 2: [|raccooninference.doc] Poem 3: [|whaleinference.doc] Poem 4: [|dragonfly.doc] Poem 5: [|fishinference.doc]

Kids write their own riddles when the finish the day's sheet. [|riddles.doc]

Teach them how to turn the worksheet into a paragraph using the worksheet below. Worksheet for writing their evidence: [|poem inference paragraph sheet.doc]

Week 3
Inferring with George and Martha; how to put specific evidence from the text. [|georgeandmarthapicnic.doc] [|georgeandmarthabigscare.doc]