![]() Say, “I can make an inference that Jack likes to spend time with Rick. Think aloud to demonstrate how to make inferences about characters. Cheese sandwiches never tasted so good to Jack. Aunt Joan packed a picnic lunch for them to eat. ![]() Rick couldn’t wait to show Jack the tree house he and his dad had built. When Jack’s family arrived, Jack and Rick wasted little time planning their short visit together. Aunt Joan, Uncle Mark, and cousin Rick lived near a lake, and there were always many fun things to do. Jack was thrilled when his parents told him they were going to visit his Aunt Joan and her family for the holiday weekend. As I read, I want you to make inferences about the characters based on your ideas and the clues in the text.” What do we call the people or animals in a story?” (characters) Say, “I am going to read a story to you. We can also make inferences about people in a story. Say, “We made inferences about a person based on a short text. Only the best players are chosen for the team.) Have several students share their inferences and explain how they used the text evidence plus their ideas to make their inferences. That is what someone does when he is happy. ![]() The text says he starts jumping up and down. Be sure you can support your inference with your own ideas plus clues from the text.” (Possible answers include the following: Jason was chosen for the team. Say, “Turn to a partner and discuss what inference you can make about Jason. Read another description: “Jason starts jumping up and down when he reads the list of players chosen for the school baseball team.” Display the anchor chart for students’ reference and keep it for use in Lesson 3. You might simplify the definition like this:Įxplain that a reader’s own ideas are based on experience. Add the word inference to the chart and guide students to define inference as a guess based on clues in a text or illustrations plus what the reader already knows. She must be a fast runner.”ĭisplay the anchor chart from lesson 1. ![]() I know that a gold medal is usually given to a first-place winner. Say, “I also used my own ideas to make inferences about Susan. The text provides evidence for the inference I made about Susan.” An inference is a guess based on clues in a text or illustrations plus what a reader already knows from experience.”Īsk, “What clue from the text makes me think Susan won a race?” (She has a gold medal after a race.) Say, “Yes. Say, “The text does not tell me that Susan won the race or that she is a fast runner. Read the following description to students: “Susan has a gold medal around her neck after the race.” Say, “I think Susan won the race. The learning activities in this lesson provide for large-group instruction and discussion, small-group interaction, partner interaction, and individual application of the concepts.įocus Question: How does a reader make inferences about characters? Provide opportunities for students to show, through large-group and small-group participation, that they know how to make inferences about characters. Give students an opportunity to demonstrate what they have learned. Observe students to assess their understanding of the process involved in supporting inferences through prior knowledge and evidence from the text and illustrations. Provide opportunities for students to discuss their thinking with classmates. Model how to use prior knowledge and text evidence to support thinking about characters through a shared story, and help students use the skills with another text. Guide students to understand how to make inferences about characters based on text evidence and their own ideas.Įngage students by having them make inferences about a person. Scaffolding, Active Engagement, Modeling, Explicit Instruction W:
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