In this lesson, students integrate background knowledge and textual clues to respond to inferential questions that were generated by the students themselves. The lesson utilizes instructional strategies that have been identified as best practice for teaching inference such as: generating questions, identifying keywords, and activating prior knowledge. Additionally, the lesson is designed to support English learners and utilizes visuals, graphic organizers, sentence frames, and cooperative learning.

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 read a group of words, arrange them to make sense as a complete thought,  and recognize and use capitalization at the beginning and a period as the ending punctuation mark.

Students will research information in order to create a newspaper article about the topic.

First-grade students will rotate through engaging learning stations and read portions of expository texts to identify facts and details embedded within text features.

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

Students learn how to use the pictures in their books to retell a story in sequence. The teacher models how to use the pictures to retell the story Stellaluna by Janell Cannon. The students and teacher complete a graphic organizer using picture representations from the book. The graphic organizer is a frame for all the elements of a strong retell and requires students to include new vocabulary; the characters and setting; and the beginning, middle, and end of the book, Stellaluna. Students will apply the picture retell strategy by completing a graphic organizer for their own book and retelling the story to peers and their teacher.

Students receive the same pre-generated sentence and discuss with a partner how to revise that sentence, adding details either by writing or drawing. 

Students will be able to understand vowel digraphs (ai/ay pattern).

Students will observe the teacher sorting details that she read from a book about a dog. The teacher is making groups with the details and models her thinking. Students to help determine a title for each group. The students replicate that work in collaborative small groups using details they provided to the teacher after reading a book about the moon the previous day.

While “scooting” from one example to another, students will explore sentences in order to determine what end punctuation is necessary and why. Students will also collaborate to explore sentences in order to identify what edits are necessary and why.

This lesson guides students to use sentence stems to clarify their thinking as they identify and locate text features in isolation while using an interactive text features wall. Students will then transition to gaining information from text features as they search for text features in their books and share the information gained with their partners.  

Students will use mystery bags and graphic organizers to identify clues and use their schema to make an inference. Students conclude this lesson by connecting text as evidence and playing a context clue game with cucumber sentences.

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 apply their understanding of the text in order to retell the plot sequence.
 

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.