predicting_and_inferring

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					                Predicting and Inferring Week 1

Day 1:
Predicting
    Need book Somebody and the Three Blairs
        o Sticky note the following pages.
        o Cover
        o Somebody knocked
        o Ate the cereal
        o Went to the beds
        o Blairs came home
        o End of story

Introduce:
    Play “What’s in the bag?”
        o Give children clues and allow them to make guesses.
           Explain how their predictions change as they learn
           more information.

   Explain how we predict from beginning to end of story.
   Read book stopping at sticky note and making your
    predictions.
   Be sure to include the words from the story that helped you
    make your prediction.
   After reading discuss how your predictions changed
    throughout story.

Day 2:
Predicting:
    Need Book Strega Nona
    Mark pages to stop on.
        o In a town in Calabria
        o And Strega Nona called Big Anthony for supper
        o There was more than enough for all the townspeople
        o End of Story
     Review lesson from yesterday
     First preview cover and take a picture walk.
     Make 3-column chart labeled with Before, During, and After
     Write predictions in each column starting by the predictions
      made in the cover preview and picture walk.

Day 3:
Predicting:
    A prediction column chart for each student
    Need books Mr. Putter and Tabby Walk the Dog
    Mark pages to stop.
        o Cover
        o End of Chapter 1
        o End of Chapter 2
        o How did predictions change?

   You may read the book as a class or have children read on
    their own.
   The children write their predictions before, during, and after
    on the chart.
   Discuss predictions as a class.

Day 4:
Predicting:
    TSWC prediction worksheet. Grade as a class.
    Read pages T232 to T239 The Paper Crane in literature book.
    AACC Evaluate Author’s Purpose p. T235
Day 5:
Predicting:
    TSWC prediction worksheet. Take a grade.
    Finish story.
    AACC Evaluate Author’s Purpose T258-T259
    Selection Test.
                        Inferring week 2
Day 1:
Infer meaning of unknown words
    Need book, Where Are You Going Manyoni?
    Explain inferring and what helps you infer.
        o Display chart with steps to infer:
        o Reread
        o Pay attention to words.
        o Look at pictures.
        o Use schema.
        o Think deeply.
    Begin reading book, infer the meanings of the words, baobob,
      Limpopo, and bushpig.


Day 2:
Infer meaning of unknown words
    Review inferring and the steps that help us infer.
    AAC complete p. 133 (discuss what clues help them infer the
      meaning)
    Finish the book, Where Are You Going Manyoni?
    Infer the meaning of words…forages, pan, and kloof.
    Use three-column chart (word, inferred meaning, cues that
      helped infer meaning) to organize thinking.

Day 3:
Infer meaning of words using multiple cues.
    AACC p. 134 (discuss the clues that help us infer)
    Need the book, Teach Us Amelia Bedelia
    Read book. As a class discuss the words that Amelia
      misunderstood and infer what the teacher meant her sub to
      do.
    You can make a 3-column chart – word – clues – inferred
      meaning if you want.
Day 4:
Infer meaning of unknown words using multiple cues.
    AACC p. 135 (discuss the clues that help infer meaning)
    AAC read Bremen Town Musicians p. 362 – 371
    Infer fail (p. 363), engagement (p. 365), dismal, blunt, (p.
      368), serenade (369), foretold (p. 370)

Day 5:
Infer meaning of unknown words using multiple cues.
   TSWC p. 136 (Take grade)
   Finish reading Bremen Town Musicians p. 372-387
   Selection Test

Shared Reading this week may include “The Little Penguin”

I also have reading homework if you would like to provide that for
your class.
                        Inferring week 3
Day 1:
Use prior knowledge and textual clues to draw conclusions/infer.
   Need to go to Just for Teachers website. Click on Drawing
      Conclusions
   Review what inferring means.
   AACC the Power Point

Day 2:
Use prior knowledge and textual clues to draw conclusions/infer.
   Go to Just for Teachers Website. Click on What am I?
   Review what inferring means.
   Use the poem, “Catch Me if You Can,” for this activity.
     Provide a copy for each student.
   Work as a group to infer what the poem is about. Write
     thought down next to lines in the poem as you infer.
   Write final inference at bottom of page.
   Repeat with the poem, “One for…”


Day 3:
Use prior knowledge and textual clues to draw conclusions/infer.
   Go to Just for Teachers Website. Click on What am I?
   Review what inferring means.
   Use the poem, “A Spectacular Show,” for this activity.
     Provide a copy for each student.
   The student will infer what the poem is about. The student
     should complete this page the same as we have done the last
     two days. (Take a grade.)
Day 4:
Use prior knowledge and textual clues to draw conclusions/infer.
   AAC read The Enormous Carrot (in our literature books)
     T24-T35
   Before reading preview cover and take a picture walk.
   As you read make predictions.


Day 5:
Use prior knowledge and textual clues to draw conclusions/infer.
   AACC finish The Enormous Carrot.
        o Before reading summarize what read yesterday.
        o Again, as you read, the students should make
           predictions.
        o TSWC practice pages 177-179? Selection Test.
                        Inferring Week 4

Day 1:
Use Prior knowledge and textual clues to draw conclusions.
   Review using clues from story to make inferences.
   Tell story about Mr. Chicken.
         o Old Mr. Chicken was standing by the side of the road.
           He heard what sounded like a BIG TRUCK coming.
           He decided to cross the road anyway. Unfortunately,
           he never made it to the other side. Poor Old Mr.
           Chicken.
   Ask what happened to Mr. Chicken. Chart the clues that
      helped infer he was hit by the truck.
   Read, Animals Should Definitely Not Wear Clothing.
   Don’t share pictures until after you talk about what you
      know about each animal and what he/she should not be
      wearing.
   Students infer with you throughout the book.

Day 2:
Use prior knowledge and information from text to make
inferences. Everyone has their own experiences and so not
everyone will understand the story the same way.
    Introduce the book, Why Mosquitoes Buzz in People’s Ears.
    Explain that the characters make inferences based on
      another character’s actions.
    There is a red bird on each page. We, the readers will
      pretend to be the red bird and explain to each character how
      the inference they made was incorrect.
    First you see the python made an inference about the way
      the iguana treated him. Iguana did not talk to him, so,
     python thinks that iguana is mad at him and planning
     mischief. So, as the red bird we need to explain to Python
     what was really going on.

Day 3:
Readers interpret to enrich and deepen their experience in a text.
   Explain that sometimes authors want to teach you
     something or give you something to think about.
   Read, If you Listen, by Charlotte Zoltow.
   AAC discuss using evidence what the author was trying to
     teach us.
   TSWC p. 20 (Good Things)

Day 4:
Readers interpret to enrich and deepen their experience in a text.
   Explain that sometimes authors want to teach you
     something or give you something to think about.
   Read, Miss Maggie, by Cynthia Rylant.
   AAC discuss using evidence what the author is trying to
     teach us.
   TSWC p. 32 (Home Sweet Home)

Day 5:
Readers interpret to enrich and deepen their experience in a text.
   The author doesn’t tell you what you are supposed to learn.
     You are supposed to infer what he/she is trying to tell you.
   Read Two Bad Ants.
   AAC use the words and pictures to infer where the ants are.
   TSWC p. 21 (A Bug Breakfast) Take grade
                         Inferring Week 5

Day 1:
Readers interpret to enrich and deepen their experience in a text.
   Read the Royal Bee.
   You can stop and make inferences about unknown words
      but focus on the problem: only rich children are allowed to
      go to school to learn how to read and write. Discuss how
      that makes you feel. (Character characteristics)
   Infer what the author was trying to make you think about.

Day 2:
Readers interpret to enrich and deepen their experiences in a text.
   Read Fireflies
   Focus on problem and character characteristics: if the boy
     keeps his prized fireflies in the jar, they will die. When he
     frees them on p. 28, you can infer that it is often hard to do
     the right thing. The boy is a compassionate child and does
     the right thing even when it is difficult.

Day 3:
Readers interpret to enrich and deepen their experiences in a text.
   Read Teammates, by Peter Golenbock
   Problem: a black baseball player trying to get into the all-
     white major leagues.
   Character: brave

Day 4:
Readers interpret to enrich and deepen their experiences in a text.
   AAC read the Swallow’s Gift (pages T84-T89)
   Preview and Predict
Day 5:
Readers interpret to enrich and deepen their experiences in a text.
   AAC finish the story The Swallow’s Gift
   TSW write what they think the author is trying to teach
     them.
   Selection Test.

				
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