LESSON FOUR: During Reading Strategies (Inferring)
Students develop and apply strategies to infer.
R1G During reading, utilize strategies to self-question and correct, infer, visualize, predict and check using cueing systems for meaning, structure, and visual.
§ Source of Literature
§ Handouts provided
o Lesson Four Formative Assessment
§ Words to know
o cueing systems
Reflecting on the process previously demonstrated, students write a paragraph describing the process and explain how inferences help comprehend text (ex.: “What I learned today”, Exit Cards, etc.). Scoring guide provided.
1. While rereading the beginning of the article from Lesson Three using a “think-aloud” process, discuss the metacognitive process (thinking about thinking) during the reading. Using an overhead, describe what is visualized and add details that indicate inference to the “think-aloud” process
What did you add to the picture when you heard the text read the second time?
Do you have things in the sketch that were not specifically mentioned in the text?
Why do you think you included these things?
Inferring is “reading between the lines” to determine a character’s motivation and personality, to discover themes, and to identify the main points in information texts.
2. Students work to integrate all of the strategies of proficient readers including:
§ predict and check
3. Prepare for the second read aloud by making a list of the thinking processes and comprehension strategies used by students. Stop occasionally and ask students to add their sketch if they have left out what is being described. Ask what is in the sketch that is not explicitly stated in the text.
4. Working in pairs, students use a copy of text, share their original sketches and share details that are in the sketch but not stated in the text. Monitor the process.