# predicting_and_inferring by stariya

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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

 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
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 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
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
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 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.
 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.
 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.
 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.