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Inferencing Lesson Plan

This lesson plan teaches 4th grade students how to make inferences while reading. The teacher will: 1. Explain that making inferences means understanding implied meanings not directly stated. 2. Model inferring characters' feelings based on their actions in Wonder. 3. Guide students to infer what may be bothering Via based on clues in the text. 4. Have students independently infer Mrs. Albans' character by reading her letter in Wonder. The lesson's success will be assessed by students' ability to make inferences from stories on a worksheet.

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567 views5 pages

Inferencing Lesson Plan

This lesson plan teaches 4th grade students how to make inferences while reading. The teacher will: 1. Explain that making inferences means understanding implied meanings not directly stated. 2. Model inferring characters' feelings based on their actions in Wonder. 3. Guide students to infer what may be bothering Via based on clues in the text. 4. Have students independently infer Mrs. Albans' character by reading her letter in Wonder. The lesson's success will be assessed by students' ability to make inferences from stories on a worksheet.

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api-339865400
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Joelle Leinbach

September 26, 2016


Dr. McKool
ELD 308
Lesson Title: Inferencing
Grade: 4th
Common Core State Standard: Reading Standards for Literature K-5, Key ideas and details, 1
Grade 4: #1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
Objective: Students will be able to state information that is not directly stated in the text by
reading between the lines.
Materials:
Wonder by R.J. Palacio
Procedure:
1. Lesson Introduction/ Objective and purpose:
a. Along these lines, We have been reading Wonder, and we are going to continue
doing so today. But because I have noted that you need some help figuring out
meaning an author is embedding in a story without really saying it, I want to first
teach you a strategy for reading between the lines. After I teach you how to do
that, well have an opportunity to use the strategy we learn today. The thing you
have to pay attention to is how I use my own knowledge and experience with the
clues the author provides to figure out what meaning the author is implying.
2. Teach and model (Modeling the thinking):
a. Say something like: Let me show you how I figure out meaning that is not
directly stated in the text by using an example like the following:
When I said to him, Hey, August, you mad at me or something? he
shrugged and walked away.
From this quote, the character Jack is able to infer Auggies feelings towards
him at the time. We as the reader already know that Auggie has been mad at Jack,
just from reading from his point of view. However, Jack has no idea because

Auggie has not told him and has therefor had to use inferences from Auggies
behavior to tell that he was mad at him.
3. Guided Practice (Example 1: Extensive Teacher Help):
a. Following the modeling, provide another example, and have students assist you as
you continue to take the lead in teaching the strategy. The example might be
something like this:
On the morning of Halloween, Via had this big crying meltdown about
something. Vias always been so calm and cool, but this year she had a
couple of these kinds of fits.
Then say something like:
In this example, what can you tell about Via in general? Is something different
about this year? What are some of those factors about how she may be feeling?
We can tell that Via is usually calm so the crying must be because something is
really bothering her. What do you think is bothering her? Yes, school might be
making her upset and high school may be really different from what she is use
to.
(Example 2: Less Teacher Help)
Say something like:
Now lets try another example, but this time I will not give you as much help.
You must do more of the thinking yourselves, and Im just going to ask you
questions to point you in the right direction. Remember the secret to doing this:
first, look for clues the author provides, then think about your own experiences
with those clues, and, on the basis of your experience, predict what meaning the
author is implying. Heres the example:
I was starting to think this was going to go down as one of the most
awesome days in history of my life, but then I got to homeroom.
After reading this line, the author is trying to imply what kind of day Auggie is
having or going to have. What do you think is going to happen? What clue does
this line provide that helps you understand what kind of day it is about to
become.
4. Independent Practice (Example 3: No Teacher Help):
a. Once students demonstrate confidence in inferring, you might want to use an
example from Wonder but provide little or no assistance. For instance, you might
say,

Okay, now lets look at an example in the story were reading in our literature
circle. Read the letter to Mr. Tushman from Julians mother Melissa Albans on
page 161. From this letter what can you tell about Mrs. Albans character? The
book does come out and say she is a certain way but we can infer that she has
something going on against Auggie. Remember that I am going to ask you to tell
me how you figured it out, so be aware of the thinking you are doing as you use
this strategy.
5. Assessment (How will you know the lesson has been successful?)
a. You will be able to determine that the lesson was a success if, after reading or
listening to a story, students are able to pull from the text, use their background
and show the inferences they made on the worksheet.

Duffy, G.G. (2009). Explaining reading: A resource for teaching concepts, skills,
and strategies. (2nd ed.). New York: Guilford Press.

Name:_________________________________
Inferencing Worksheet

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