Introductions to Inference Topic-Infer

Grade-2

ENG/LA Designer-Kristin Miller

Stage 1 - Desired Outcome

Established Goals: Introduce the concept of inferring to students to help establish that connection throughout the year in their reading/comprehension. This particular topic was chosen after collaborating with Eileen Corley, 2 nd grade teacher. She explained to me that this particular concept is difficult to teach and difficult for the students to truly grasp. She expressed her experience of giving standardized tests and how students frequently do poorly on this part of the test. This particular class, this year, is at a lower level than previous years and introducing the concept now will hopefully give the students a head start on understanding inference.

ELACC2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ELACC2W1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question. ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. ELACC2SL3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. ELACC2SL4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Understandings: Students will understand how *Understand why it is important to know how the character is feeling. *How to relate to the character in the books feelings. Students will know . . . * The basic concept of inference. *How to relate to the characters feelings in the Essential Questions: * What is inference? *Why is important to understand inference?

Students will be able to *Share experiences in which they felt the same as the character. *Work as a group to grasp a greater understanding of the topic at hand.

Stage 2 - Assessment Evidence

Performance Tasks: Students will join in explaining how they think the characters feel on the page we are covering. Students will detect what the character is doing in the story, how he feels, and how they knew that. Other Evidence: Students will draw a picture of a time they felt as the character did and explain what was going on in that situation and how it connects to the story. Students will draw other connections from events in their life that correlate with characters and situations in the books they read.

Stage 3 - Learning Plan

Learning Activities:
I will give an example for the class asking them what they feel the character is doing in the scene. They will also predict what they think will happen next and how the character and supporting characters will feel about the instance. I will read No, David to the children and as we go through the book we will discuss how he feels in each page, what is going on in the scene that helps them determine these feelings. Students will be asked to think about times that they have felt like David, or experienced a similar situation that they can relate with the character. After having read No, David students will choose a particular page out of books provided to describe what the character is doing in that particular part. They will then describe how they think the character feels. Finally they will explain what clues helped associate those feelings with the character.

W = Students will be informed that this is a topic that will be taught later in the year but if they start practicing it now, it will help them understand it later in the year. H = I will hook the students attention by discussing a popular book they can all relate to. E = Students will be equipped with a worksheet to breakdown what we have discussed and how to apply it to their lives. R = Students will be able to rethink the discussion prior to completing the worksheet so they understand what is being asked of them. E = Allowing students to work at tables with other students helps them evaluate their work by seeing if they are on the right path. I will also walk around and discuss several of the students worksheets to provide as an example. T = Lesson is tailored by providing a book to each group and allowing them to choose a page that interests them, one they can relate to. They are also tailoring the lesson to their own liking by choosing their own story to relate to the character.
O = These are second graders and Ive broken up the lesson into several parts as to retain their attention.