Introduction to Inferences

Kelsey Blake
Date: 10/29/15
Standard: CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Objective(s) for todays lesson: Students will understand that they can use prior
knowledge along with textual knowledge to make inferences.
Rationale: Inferring is an important skill for students to have so they will be able to
make connections with their background knowledge and deepen their comprehension.
Materials & supplies needed:
Book: Encounter by Jane Yolen, chart paper and markers
Procedures and approximate time allocated for each
event
Introduction to the lesson (4 minutes)
I will start the lesson with a story about a girl who was on
her way to school, but had to run back inside to grab a
brown paper bag. I will ask the students what they think
was in the paper bag.
The story will lead me into the introduction of
inferences, and how it is important to connect
background knowledge with new knowledge!
OUTLINE of key events during the lesson (20
minutes)
Students will be asked to join me at the carpeted area. I
will activate the students background knowledge by
asking them to think about what we have learned about
Native Americans in our previous unit. I will also tell them
that the book I will be reading is an important story
because it is based on true events.
How did the new settlers treat them?
What was their lifestyle like?
Do you know anything about their beliefs?
Next I will tell them that we are going to take what we
know, and clues from the text to help us make an
inference!

Academic, Social and/or

Linguistic Support
during each event

Students will be given an

alternate learning setting,
so students who have
trouble focusing will not
have any distractions at
their desk.

I will display a chart, Background Knowledge +

Text Clues = Inferences
While reading Encounter I will have an anchor
chart next to me that has three columns:
Background Knowledge, Clues from the Text, and
Inference.
o We will add to the chart when we make new
inferences.
Students will be told to write down 2 inferences
they have, along with their background knowledge
and clues from the text.
o I will go over the behavior expectations and
remind them that they need to be paying
attention to the book, and trying to form
connections.

Visual learners will see the

chart to help their
comprehension.

Closing summary for the lesson (6 minutes)

After the read aloud is completed, we will review our
chart, and see how we were able to use our
background knowledge to make inferences.
I will ask the students if they think they would be able
to make inferences for different kinds of texts.
Why should we make inferences?
How can they help us understand what we are
reading?
To conclude the lesson, students will be asked to write the
inference equation on a note card.
Transition to next learning activity
After students turn in their note card, they will be asked to
start silent reading until the team teacher arrives for word
study.
Assessment
My assessment on the note card is gauging if the
students understand the basis of an inference. I am
looking for students to write Background Knowledge +
Texts Clues = Inference. I will use their assessment to
reflect on my teaching, and target the students who need
additional instruction. For the next lesson, students will
write an inference based on a passage.

Academic, Social, and/or

Linguistic Support
during assessment
For the special education
students, I will write _____
+ ______ = __________ so
they will be given a guide.