Lesson+Plan+Template+Page

**Planning** · **Reading Comprehension Strategy**: Making Inferences · **Reading Development Level :** Advancing · **Instructional Strategies:** Notemaking and Cooperative Learning · **Lesson Length**: One 45-minute library class visit · Purpose: The purpose of this collaborative lesson is to strengthen 3rd grade students' ability to make inferences by having students analyze wordless picture books to infer what is happening in the text. · **Objectives**: 1.Students will make inferences using text illustrations. 2. Students will record evidence on the Thinking Chart. · **Resources, Materials, and Equipment** **Children’s Literature** : //The Lion and the Mouse// by Jerry Pinkney and a mouse riddle from //It Does Not Say Meow// by Beatrice Schenk De Regniers.
 * || ** Template for Collaborative Lesson Plan – A. 4.3 **
 * Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. ||
 * < Lesson by: Grace Erkman and Tamra Snell
 * < Lesson by: Grace Erkman and Tamra Snell

Additional Literature Resources for the Classroom Teacher: // Tuesday - by David Wiesner ////Free Fall//- by David Wiesner //The Grey Lady and the Strawberry Snatcher// by Molly Bang //Jack and the Night Visitors// by Pat Schories //Museum Trip// by Barbara Lehman //The Silver Pony// by Peter Collington //Window// by Jeannie Baker //Why?// by Nikolai Popov

Websites : - YouTube.com to view //Lio: Hungry Helper and Lio's Lost Friend.// Graphic Organizers: 3-column "Thinking Chart" [|MakingInferencesThinkingChart] Teacher and Student Rubric: [|Inferences_Rubric.xlsx] **Materials**: Texts, student handouts **Equipment**: SMART Board, document reader, projection screen · **Collaboration:** The educators will model the inference strategy for the entire class and then the students will work as partner groups on the guided practice recording information on their individual thinking charts. Educators will then divide the class in half to listen to the inferences they made for selected pages of the book. · **Assessment**: One rubric for student self-assessment and teacher assessment. · **Standards** **Reading and/or writing**: TEKS 3.6-9 - Students are expected to understand, make inferences, and draw conclusions about the structure and elements of literary text (poetry, drama, fiction, and nonfiction) and provide evidence from text to support their understanding. AASL Standard 1 1.1 Skills 1.1.2 Use prior and background knowledge as a context for new learning. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, and digital) in order to make inferences and gather meaning. **Listening and speaking** TEKS 3.29 - Students use comprehension skills to listen attentively to others in formal and informal settings. Students are expected to A: listen attentively to speakers, ask relevant questions, and make pertinent comments. AASL Standard 1 1.1 Skills 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, and digital) in order to make inferences and gather meaning. **Other content areas** **Information literacy**  AASL Standard 1  1.1 Skills 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, and digital) in order to make inferences and gather meaning. **Educational technology**: For teachers: SMART Board

· **Process** **Motivation:** Students will first come into the library and sit at the tables in front of the projector screen. The librarian will tell the students that they are going to be detectives today. To begin, the librarian will show the YouTube video. Students will be questioned and prompted by the teacher about what they think was going on in the video. Ask: Where do you think the sea monster belonged? What leads you to think that way? The teacher will share with students a poster of how to make inferences when reading. Students need to use: Background Knowledge + Clues from illustrations or text = Making Inferences. The teacher will explain that this skill will help them determine what will happen next in a story and increase comprehension. **Student-friendly Objectives:** 1. Students will make inferences of what will happen next in the story. 2. Students will record inferences on Thinking Chart. **Presentation:** The librarian will show the riddle under the document camera projected on the screen. The librarian will model how we use our background knowledge and clues from the text to make inferences on what solves the riddle. The librarian will stop after each stanza for both the teacher and librarian to think-aloud what the answer to the mouse riddle could be. The librarian will then read the title of the book //The Lion and the Mouse// and examine the cover. The students will make predictions about the characters in the story and what will happen. The teacher will introduce the three column Thinking Chart graphic organizer on the SMART Board. The librarian will project the illustrations from the book onto the large screen using the projector so the entire class can see the illustrations clearly. The teacher will use a "think- aloud" to model how to complete the graphic organizer. The librarian will actually record the think-aloud on the SMART Board. The teacher will explain how using evidence from the text to make inferences while reading increases comprehension of the story. The teacher will partner the students and give them each their own graphic organizer "Thinking Chart". One educator will continue to turn the pages of the book under the document camera while the students stop and talk together what they infer is happening on each page. **Student Participation Procedures** **or** **Student Practice Procedures:** 1. Whisper thoughts to partner. 2. Record inferences on graphic organizer 3. Ask each other if they know what will happen next in the story? **Guided Practice:** Both the teacher and librarian will guide students in making observations about the illustrations and recording responses about what they think is occurring in the story. Educators monitor to make sure both students are sharing their thoughts with their partner. Teacher and librarian will also check to see that students are providing evidence from the text. **Closure:** The educators will divide the class into two groups facilitated by the teacher and librarian. Each group will have a copy of the book. The groups will share the inferences they made for pre-selected pages. They will refer back to the illustration to support their inference. The partners will compare the inferences their classmates gave to their own. Students will then self assess their own Thinking Chart graphic organizer using the rubric provided. The teacher and librarian will assess student work together using the same rubric. This will allow for discussion about how the two feel the lesson went, possible future collaborative lessons on this skill, or another skill that comes up as needing attention. **Reflection:** How does making inferences help us comprehend the text when we are reading? How do readers make inferences? · **Extensions** (Moreillon 15) In a follow-up visit to the library, students will work with a partner to provide text for a comic strip. The text will be removed and students will write text to go with the illustrations. Possible Comic Strips for Extension: [|kingwrong1.pdf] [|kingwrong2.pdf]
 * Implementation **

An additional extension could be having students do small-scale research on a well-known historic figure. Students will gather ten facts about the person and create a "Who Am I?" Voki for their peers to identify the person. Students will ideally work in pairs to facilitate the activity and gain experience with collaborating. A Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||