Strategy Group: Making Inferences

Objective: After reading Julius: the Baby of the World by Kevin Henkes, the students
will be able to make at least one inference in their independent reading book using
clues from the text and schema from their brain.
Build Background, Word and Concept Knowledge:
Remind them of the read aloud books that we have practiced making
inferences with such as The Stray Dog, Tuesday, Too Many Tamales, and
Owen.
Have you ever been reading or listening to a story be read aloud and you
realize you are a little confused? You do not have all the information that you
need, and theres a gap you need to fill. This happens to all of us, doesnt it?
Remind them that making inferences is when we fill in the gaps that the
authors leave us in the text. Explain that today they are going to explore how
to infer to help them better understand what we read.
Teach/Model:
Look at the cover and think aloud about what I think the book will be about.
Explain that I am using the formula to make my inferences: My background
knowledge and experiences + text clues = an inference. These clues in the
text can be words, actions, events, and pictures.
Begin reading the book Julius: the Baby of the World. Stopping point on page
3: Think aloud making an inference (My background knowledge and
experiences + text clues = an inference) and how to record my inferences
from the text on the post-its and code them. I will say, I know from my
schema that older siblings can be jealous sometimes when new babies come
into a family. I can also see clues in the picture that Lilly is looking angry and
upset as she watches her parents admire her brother Julius. I am going to
take my schema and the clues from the text to infer that Lilly is suddenly
unhappy about her brothers birth due to the attention he is receiving from
her parents. Mention that the post-it is first coded with an I for infer, and
then write my inference on the post-it.
Have them turn and talk about what they saw me doing. Then, ask: Would
someone like to share what you saw me doing?
Guided/Support Practice:
Explain that it is their turn to practice now with my help. Using their post-its
and just right book, the students read aloud while I walk around to listen to
them inferring, offering support with their inferring as needed.
Wrap Up:
Ask them, What did you notice as you read? Allow them to answer.
Have them share a few examples, looking back in their book for where they
put post-its. Turn and talk with their neighbor to share their inferences.
Remind them of the formula we use to make an inference and allow them to
continue practicing with their post-its during independent reading time at
their nooks.
Materials:

Post-it notes
Just right books from book boxes (one per student)
Julius: the Baby of the World by Kevin Henkes (A book they have already
heard during R.W.)