Lesson Plan

Making Inferences
Time: 9:45am 10:45am
x two 30 min sessions
Introduction to making inferences
(Red/Purple Reading Groups)
Australian Curriculum/Aus!L"
"trand: Discipline-based Learning
#omain: English
Learning $ocus: Literac
"tandards:
- Use comprehension strategies to build
literal and inferred meaning and begin to
evaluate texts by drawing on a growing
knowledge of context, text structures and
language features (ACE!"#$%&
Aim of t%e lesson: !t the end o" this lesson st#dents will be able to #nderstand
the meaning and "#nction o" in"erring$ %he will be consolidating their abilit to
#se comprehension strategies to b#ild literal & in"erred meaning when reading a
text 'sentences( or watching a short "ilm$
!&plicit Learning Teac%ing plan (Part 'ne):
Tuning In: (() mins)
- Explain inferring' a general concl#sion drawn "rom in"ormation that is gi)en$
- *ring in a bag o" ob+ects to initiall engage the st#dents and to get them
wondering what could be in the bag$
- Explain to the children that o# ha)e a bag o" items belonging to o#, or
someone else$ Each item that is ta-en o#t will help b#ild a .pict#re. o" who o#
are and what o# are li-e$
- /#ll o#t items indi)id#all getting children to ta-e a good loo- and begin the
process o" in"erring what this item co#ld tell them abo#t o#rsel"$
- Draw #p table: (hat do ) see* (hat do ) infer* (hat do ) know*
Main Acti*it+: '10 mins(
- /la: %he *irds animated )ideo $
Ask students t%ese follo,ing -uestions:
(hy are the birds chirping at each other at the beginning*
(hy are the birds laughing with each other*
+o the little birds want the big bird to sit with them*
(hat do the little birds decide to do to the bid bird*
(hat can we infer,what evidence or clues tell us this*
Conclusion/reflection:
-E! into inference resource ((hy, who, what& mix and match )ario#s sentences
"rom these sheets$ 0rite them on the board and get st#dents to respond to the
in"erring 1#estion$ E$g$ %he woman p#t her bab into bed$ (ho is the woman*
!nd$$ how do o# -now that2 0hat cl#es were gi)en2 3r: 4 need to ta-e an
#mbrella with me toda$ (hy* (hat can we infer about the use of an umbrella.
At t%e end of t%is e&plicit teac%ing session. students are to ,ork
independentl+ on a reading compre%ension acti*it+/
Independent Task: Part T,o:
Ma+ need to read te&t toget%er first/
%he will need to #se their -nowledge o" in"erring drawing meaning "rom the
text to answer the 1#estions$
5irc#late the room pro)iding assistance where needed$
Assessment: !ssessment will be achie)ed thro#gh obser)ing how well children
can #se the content the see to in"er meaning$ 3bser)ing how st#dents attend to
a text and ma-e in"erences based on what the ha)e seen will be seen as the
answer 1#estions in the .whole class. acti)ities$
Resources/preparation: -E! into inference resource, paper bag of different
items, whiteboard, marker, /he 0irds short movie.