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 read a pre-Civil War speech and write author’s purpose statements using the argumentative verbs explain, urge, convince, and encourage.

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

Students will work collaboratively on a digital challenge activity by reading short excerpts of nonfiction text and explore an online webpage where they will learn more about the life of Anne Frank and the World War II era. By answering inferential and organizational structure questions, regarding those topics, students will be in a race against each other to crack the code to a lockbox.

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

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.

Students will make inferences about the author’s purpose after reading paired passages involving the same subject.

Students collaborate in small groups to discuss their peers’ poetry and assess the poetry according to the student-created rubric. The rubric assesses students’ ability to make meaningful connections to the poetic devices in their poetry. Through collaboration, they are building a culture of receptiveness among their peers.

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.