Making Inferences

&ationale: 2 can de#ine3 !rite related !ords to learn ne! vocabulary$ 2 can read !ords !ith long vo!el sounds$ 2 can loo& at images to obtain in#ormation$ 2 can ma&e in#erences about story events and characters) actions$ 2 can use te1t evidence to ans!er 4uestions about a story$ Materials#"*%i+!ent: .roduct
(oard :plus supplies #or !hichever product chosen;" 6eading Spiral" '7reate a 0og .ar&* Handout :plus supplies #or that/ paper etc$;" Leveled 6eaders

In Centers and at Teacher Table

Submitted by: Holly Tyler Grade Level: __5th__ C%rric%l%! Integration: Subject/Topic:__Language Arts__
Art

Objectives:

,ath

6eading

riting

TS understand that the spelling !ords all contain long vo!els" !hat that means and ho! to classi#y them$ TS manage their time !isely to complete centers on time and #inish !ith a presentable" 5th grade level" product$ TS go through the step%by%step process o# ma&ing an in#erence and ma&e them about the leveled reader '(lac& (ear)s (ac&yard* TS

Lesson Plan: See attached Lesson Cycle

T",S

+$ 6eading/<luency$ Students read grade%level te1t !ith #luency and comprehension$ Students are e1pected to read aloud grade%level stories !ith #luency :rate" accuracy" e1pression" appropriate phrasing; and comprehension$ -:e; 8se a dictionary" a glossary" or a thesaurus :printed or electronic; to determine the meanings" syllabication" pronunciations" alternate !ord choices" and parts o# speech o# !ords$ :=; 6eading/7omprehension o# Literary Te1t/<iction$ Students understand" ma&e in#erences and dra! conclusions about the structure and elements o# #iction and provide evidence #rom te1t to support their understanding$ --:a; Spell !ords !ith more advanced orthographic patterns and rules ->:a; <ollo! the research plan to collect data #rom a range o# print and electronic resources :e$g$" re#erence te1ts" periodicals" !eb pages" online sources; and data #rom e1perts$

chieved:

'loo!(s Ta$ono!y:

5no!ledge/6emember Analysis 7omprehension/8nderstand /valuate Application 7reate

cco!!odations:
+$
,a&e sure Student A &no!s !here he is going and speci#ically !hat he is doing" plus double chec&ing periodically that he is on tas& and not being distracted$ lesson or the ne1t day$

)ifferentiated Learning:
Auditory 5inesthetic 9erbal/Linguistic

2ntrapersonal 2nterpersonal

-$ ,a&e sure all S./0 students get copies o# the notes at the end o# the

"nrich!ent#"$tension:

Classroo! Strategies:

7ooperative Groups Lecture Technology 7enters 2ndependent Activities .airing 7harts/Graphs/,aps hole%group .roblem Solving .eer tutoring

/nrichment activities are tied !ith centers$ They are designed #or each student to independently e1cel$

ssess!ent#"val%ation:

0iscussions as a !hole class and at Teacher Table are the evaluation #or this speci#ic lesson$ The products created at each other station are the assessments/evaluation #or these students$