Original+CLP

 **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. How will you do that?  · **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 (Titles should be in italics. Underlining = hypertext) 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

  Additional Literature Resources for the Classroom Teacher: // Tuesday - by David Wiesner ////Free Fall//<span style="display: inline !important; font-style: normal; text-align: left;">- by David Wiesner <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//The Grey Lady and the Strawberry Snatcher// by Molly Bang <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Jack and the Night Visitors// by Pat Schories <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Museum Trip// by Barbara Lehman <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//The Silver Pony// by Peter Collington <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Window// by Jeannie Baker <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//Why?// by Nikolai Popov

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> Although this are sufficient resources for this 45-minute lesson, this is not a rich text set. As school librarians, we should develop rich resources. Providing a teacher with additional picturebooks in which the illustrations lend themselves to students drawing inferences gives the teacher additional tools for reinforcing this strategy in the classroom. Here is a brief bibliography of wordless picturebooks that could give you a start: <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> Websites : - YouTube.com to view //<span style="background-attachment: initial; background-clip: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">Lio: Hungry Helper and Lio's Lost Friend .// What about other kinds of media? Are there videos that are predominantly illustration that can prompt students to draw inferences? <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">  Graphic Organizers: 3-column "Thinking Chart"  [|MakingInferencesThinkingChart]  I will provide you with feedback on your chart separately. Teacher and Student Rubric: [|Inferences_Rubric.xlsx] <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> I would expect the concept of drawing in "inference" to be one criterion on the rubric. ??? As it is written, it does not assess the stated learning objective because evidence is not all that is required in order to make an inference. **Materials**: Texts, student handouts <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Equipment**: SMART Board, document reader, projection screen <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> · **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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> · **Assessment**: One rubric for student self-assessment and teacher assessment. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> · **Standards** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Reading and/or writing**: <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> AASL Standard 1 <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 1.1 Skills <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 1.1.2 Use prior and background knowledge as a context for new learning. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Listening and speaking** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> AASL Standard 1 <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 1.1 Skills <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Other content areas** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Information literacy** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="display: block; margin-bottom: 0px; margin-left: 0.5in; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: left;">AASL Standard 1 <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="display: block; margin-bottom: 0px; margin-left: 0.5in; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: left;">1.1 Skills <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="display: block; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; text-align: left;"> 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Educational technology**: For teachers: SMART Board

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> This TEKS is on your planning form but not in your lesson. This one is most appropriate for the reading comprehension strategy: <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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.

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> Implementation <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> · **Process** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **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? <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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. The classroom teacher is not involved in the motivation. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Student-friendly Objectives:** 1. Students will make inferences of what will happen next in the story. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 2. Students will record inferences on Thinking Chart. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **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. Why doesn't the classsroom teacher also think aloud? Is there only one possible inference? You have not maximized the benefit of two educators in this part of the presentation. 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. In this section, you do maximize the benefit of two educators. 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Student Participation Procedures** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **or** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Student Practice Procedures:** <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 1. Whisper thoughts to partner. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 2. Record inferences on graphic organizer <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 3. Ask each other if they know what will happen next in the story? <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">  **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. Be specific. What kinds of "responses" are they recording? Evidence, background knowledge and inferences... be clear about your learning objectives throughout the lesson. **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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> **Reflection:** How does making inferences help us comprehend the text when we are reading? How do readers make inferences? <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> · **Extensions** (Moreillon 15) <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> Possible Comic Strips for Extension: <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> [|kingwrong1.pdf] <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> [|kingwrong2.pdf]

<span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> 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. <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> A <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||