In this lesson, students use text evidence and schema to create an inference. Students read informational text and practice inferring with varying levels of support.

Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.

Students will use Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.

Students will determine the important parts of a story and recognize and compose an individual summary by using color-coordinated sticky notes and the Somebody, Wanted, But, So, Then (SWBST) strategy. Students will practice correctly identifying the parts of the SWBST strategy during a read-aloud. Students will work in groups and read a short story together, identify key components, and compose a written summary. Students will demonstrate their ability to recognize a good summary by writing two components of summarization on an exit ticket.

Students pretend to be detectives while being presented with various pictorial and textual clues that lead them to make an overall inference about what happened on Tuesday.

Engaging in a crime scene investigation, students will collaboratively examine the evidence, make inferences about their observations, and write a detailed description of the crime. Students will then read an informational text about investigating a crime scene and answer inference questions.

Students will work independently and collaboratively to recognize the theme within a variety of texts. Students will create theme topics and theme statements from texts read.

In this lesson, students will expand their critical thinking skills by making inferences found in a short film and listening to a literary fictional text on tablets. Working collaboratively in groups, students will create anchor charts to demonstrate their understanding of making inferences and present their detailed anchor charts to their classmates. 

Students will work collaboratively in groups as they practice their inferring skills using children’s literature books.

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

Students will identify supporting details and the main idea in a passage.

Students will actively read as a critical component; they will infer in expository text.

Students explore their internal definition of kindness, using visual and textual evidence to collaboratively expand that definition and perform a close reading of a poem. Students then use internal text to express the author’s complex and subtle thematic message.

The students will analyze online sources for credibility and reliability while respecting others opinions through collaboration.

This lesson demonstrates a small group intervention that scaffolds instruction of main idea for native English or Spanish speaking students. This lesson is scripted in both languages.

Students will be asked to use metacognition as they analyze a poem, make inferences, and draw conclusions about the overall meaning of a text.

Students will actively engage with poetry in a blend of collaborative and independent analysis of poetic devices and an author’s use of devices to communicate a deeper meaning. Students will use their analysis to infer the meaning of a variety of poems.

Students will explore vocabulary words from other content areas and apply their learning of word parts to find meaning.

Through the application of mentor text, various poetry, cooperative learning, self and peer-evaluation, and sound devices, students will build self-motivation to better appreciate and understand the author’s usage of sound devices in poetry.

Example of What Students Hear

Students will use the revision process to turn simple sentences into compound sentences.