Task3 Inference Plan

PRESENTED BY: LINDSAY THOMPSON
WESTERN GOVERNERS UNIVERSITY
, 2017
TAT2 TASK 3
Inference Instructional Plan
TAT2 TASK 3
INFERENCE INSTRUCTIONAL PLAN

This inference-reading unit is designed to teach students how to analyze the text
while using background knowledge and textual clues to solve problems. Students
in the unit are sixth graders in a regular classroom, in a rural Montana town.
Students will be seated at individual desks; there is a mobile computer lab in the
room along with a Smartboard. Students will learn the basics of reading
comprehension in a step-by-step process to get to the result of comprehending
deeper thinking questions.
INSTRUCTIONAL GOAL
Concluding the inference study unit, given grade level reading selections, students
will answer comprehension and inferential questions with an accuracy of 85% or
better as scored.
AUDIENCE
The learners for this unit are sixth-grade reading students ranging in age from 1012 years old. Most of the students come from ranching or farming backgrounds, as
this is a rural Montana town. The class assessed is a class of 13 students. In this
class, there are seven males and six females. Of the 13 students, there is a
Hispanic student and an Asian student. The rest identify as white.
Additionally, another one of the learners has a 504 plan. A 504 plan is developed
for students with disabilities and makes accommodations for those disabilities.
This student is offered the option for extra time to complete assignments due to
medical concerns.
Of the remaining students, 3 of the students receive Title 1 assistance. Title 1 is a
program providing additional academic support for low-achieving students. Under
the program, these students receive reading enrichment and support.
Finally, many of the students come from single-working-parent homes. Many of the
students dont have the same drive for learning as others. The thematic unit of
real-life issues will engage them by creating a personized experience.
LENGTH
The unit consists of 9 lessons, each lesson being 1-2 class periods. The entire unit
should be complete in 11-12 days. The lessons each use necessary sequencing of
pre-instructional, content presentation, learner participation, assessment, and
follow through activities.
TAT2 TASK 3
DELIVERY APPROACH
The delivery approach of this unit will consist of I do, we do, you do. The teacher
will lead all instruction and facilitate group discussion. As the students are working
in small groups or independently the teacher will roam the class, monitor, and
help. As students, complete assessments the teacher will monitor and assist will
instructions.
INSTRUCTIONAL SEQUENCE
This unit utilizes the Dick and Carey Model (2009) based on Gagnes (1988) Nine
Events of Instruction, a simple Five Step process to ease lesson planning and the
overall instructional strategy. To begin, each lesson there are pre-instructional
activities. These activities consist of daily planning and getting the students,
classroom and environment ready for the lesson. Next is a content presentation,
this will connect students to their learning by recalling previous information. Learner
participation is our next step, after teacher instruction, students will apply all their
newfound information on their own or in small groups. Finally, we move on to
assessment; this is where student knowledge will be assessed. After the previously
mentioned events; follow-through activities are created to help build student
awareness of the lesson.
MATERIALS NEEDED
Journal
Inference video clips
Paper
Bag with Object
Pencil
Social Studies Books
NEWSELA articles
Google Forms
Individual white boards
Google Images
Dry erase markers
Novel Summaries
Reading passages
Quizlet Genre Set
The Three Little Pigs
Childrens Books
Whiteboards
PHYSICAL RESOURCES NEEDED

Teacher Computer
Smartboard
Mobile Computer Lab
Bag with Object
TAT2 TASK 3
Internet Access
Smartboard Projector
Wall Whiteboard
LESSON DESCRIPTIONS
LESSON 1
While completing this lesson, students will develop an understanding of basic
reading comprehension while identifying the main idea of the text. The lesson will
be taught to the whole class; students will be assessed on individual reading
practice.
LESSON 2
During this lesson, students will develop an understanding of basic reading
comprehension. We will focus on identifying the five basic factual understanding
questions.
LESSON 3
reading comprehension, focusing on the identification of the genre of the text.
LESSON 4
inference, focusing on discussing and identifying inference in pictures.
LESSON 5
reading inference while identifying the main idea of the text. The lesson will be
taught as a whole class; students will be assessed on individual reading practice.
LESSON 6
During this lesson, students will develop an understanding of inference via video.
Students will also correctly identify inference in grade level passages.
LESSON 7
While completing this lesson, students will develop an understanding of the
difference between inference and predict, focusing on identifying vocabulary in the
text.
LESSON 8
While completing this lesson, students will develop an independent understanding
information inference reading, while making inferences about the article. The
lesson will be taught as a whole class; students will be assessed on individual
reading practice.
TAT2 TASK 3
LESSON 9
While completing this lesson, students will reaffirm their understanding of
inference comprehension. The lesson will be taught as a whole class; students will
be assessed on individual reading practice.
STUDENT PERFORMANCE IS ASSESSMENT

Formative assessments such as regular journal admissions and activities, exit
tickets, group and individual assignments and discussions occur each day.
Students will be assessed at the end of each lesson on their own. At the conclusion
of the unit, students will have a summative assessment comprised of the multiplechoice questions.
LESSON DELIVERY
The delivery approach of this educational unit will consist of I do, we do, you do.
The teacher will lead all instruction and facilitate group discussion. As the students
are working in small groups or independently the teacher will roam the class,
monitor, and help. As students, complete assessments the teacher will monitor
and assist will instructions. All necessary materials for the lessons are listed for
each lesson. Digital materials are located at www.406thompson.weebly.com
LESSON PLANS, ASSESSMENTS, AND HANDOUTS

Instructional Sequence
Lesson Plans
Title and Lesson Plan #: #1-Newsela Main Idea Reading
Lesson Overview: While completing this lesson, students will develop an
understanding of basic reading comprehension while identifying the main idea of
the text. The lesson will be taught to the whole class; students will be assessed on
individual reading practice.
Resources or Materials Needed
NEWSELA articles
Paper
Pencils
Journals
Google Forms Assessments
Performance Objective:
Given a grade level reading passage, students in the reading class will correctly
read the passage, and students detect the main idea in 3 out of 4 readings.
Time
Two reading class periods.
Step 1: Pre-Instructional Activities
The teacher will devise a seating chart ensuring each student is in the best learning
environment possible. Materials will be gathered.
Step 2: Content Presentation
TAT2 TASK 3
Teacher discusses the importance of reading comprehension. The class discusses
the meaning of the main idea. Learners record the main idea in journals
Step 3: Learner Participation
Day 1- As a group, the class will read a selected NEWSELA article together. Students
will stop and go over any unknown words and phrases. After reading, the teacher
will again spark discussion on the main idea. Students will discuss the main idea
with their small groups; we will share these ideas with the class
Day 2- Students will be reading additional passages on their own. After reading the
passages, students will be asked to write a paragraph on each passage identifying
the main idea while supporting their answers.
Step 4: Assessment
On day 1; Students will have a quick check assessment for understanding with the
whole group activity. Individualy students will complete another reading
(http://406thompson.weebly.com/tat2.html), writing a short paragraph supporting
their reasoning of the main idea.
Day 2; Students will each complete two additional readings
(http://406thompson.weebly.com/tat2.html) on their own while writing the main idea
and be assessed with a pass/fail grade. + is Pass, 2/4 or below is a fail. Students
will have an opportunity for additional instruction if needed.
Step 5: Follow-Through Activities
Additional reading passages focusing on the main idea will be available for students
to practice skills.
Title and Lesson Plan #: #2- 6 Factual Answers
Lesson Overview: During this lesson, students will develop an understanding of
basic reading comprehension. We will focus on identifying the five basic factual
knowledge questions.
Dry erase markers
Reading passages
The Three Little Pigs
Paper
Pencils
Journals
Given a grade level reading passage, students in the reading class will be able to
correctly identify the; who, what, when, where, why and how of the passage, with at
least a 4 out of 5 on a five-point rubric.
Time
1-2 reading class periods
Before the lesson, review seating chart to ensure each student is seated in the best
learning environment possible. Ask students to bring a dry erase board and markers
to class. At this point, the main idea lesson should have been taught.
The teacher will introduce the topic of basic facts. The teacher will also read the
classic story of The Three Little Pigs.
TAT2 TASK 3
As a whole class, the class will brainstorm the; who, what, where, when, why, and
how of the classic childrens book The Three Little Pigs. Students will write down
each of the 6-Ws on our white boards, then show them to the teacher when
completed. This will indicate an understanding of the concept. This will also spark a
student-led discussion, most likely debating the when and why questions. Students
will be engaged in discussion while they chart the information in their journals.
Step 4: Assessment
On their own students, will be given a short reading passage (Appendix A), students
will then write a paragraph summary indicating the six basic facts of the passage.
Students will be graded using a 5-point grading rubric. A score of 4 out of 5 is
needed, to pass the lesson
Additional reading passages will be available for students to practice focusing on
the basic factual information of the text.
Title and/or Lesson Plan #: #3- Genre
understanding of basic reading comprehension, focusing on identifying the genre of
the text.
Reading Passages
Journal
Paper
Pencil
Childrens books (preferably short books)
Quizlet Genre Cards
Given the information obtained from reading a grade-level passage, students in the
course will identify the genre of the text, in 3 of 4 readings.
Time
1 reading class period
The teacher will make sure the seating arrangement is accommodating to the best
learning environment. The teacher will select various young reader books for the
class. Multiple sets of book genre flash cards will be made and put into groups for
the students.
Students will be grouped into sets of 4-5.
The teacher will introduce the students to the term genre. The teacher will give
instructions for the lesson. Students will move into the small groups.
In small groups, students will now read or skim the young reader books. For this
lesson, students may judge a book by its cover. After they have examined all the
books in their group, they will categorize the books by genre. Students will find each
of the genres and their definition on the flash card. After all the books are
categorized, students will share their findings with the class. Finally, students will
record the genres in their journal.
Step 4: Assessment
TAT2 TASK 3
As an assessment, students will be given four short novel summaries
(http://406thompson.weebly.com/tat2.html ) from age appropriate novels. After
reading the summaries, students will then identify the genre they believe each
novel belongs. Students will also be required to support their answer.
Additional help will be available to those in need. Students may also review genre
cards while sorting the class library.
Title and Lesson Plan #: #4- Inference Mapping/ Pictures
understanding of basic inference, focusing on discussing and identifying inference in
pictures.
Whiteboard
Markers
Paper
Pencil
Pictures
Google Images
Given the information obtained from the class discussion, students in the course will
identify the inference of the picture, in 3 of 4 pictures.
Time
learning environment. The teacher will select various school appropriate pictures for
the class.
The teacher will introduce the students to the term inference. The teacher will lead
a class discussion on the term inference. The teacher will give instructions for the
lesson. The teacher will show inference images.
As a whole class, students will discuss inference. Focusing on what is an inference,
giving examples and creating a formula. Students will be engaged in discussion
while they chart the information in their journals. After the group discussion,
students will judge the images for inference.
Step 4: Assessment
As an assessment, students will be given four inference images
(http://406thompson.weebly.com/tat2.html ). After evaluating the images, students
will then identify the inference on paper. Students will also be required to support
their answer.
Additional help will be available to those in need.
Title and Lesson Plan #: #5-Discussion/Short Reading Passage
TAT2 TASK 3
understanding of basic reading inference while identifying the main idea of the text.
The lesson will be taught as a whole class; students will be assessed on individual
reading practice.
Grade appropriate reading passages
Crime Scene materials
Paper
Pencils
Journals
Google Forms
Given a grade level reading passage, students in the course will correctly identify
the inference questions of the passage, and students correctly answer in 2 out of 4
inference questions.
Time
environment possible. The teacher will create an inference crime scene. Materials
will be gathered.
Teacher discusses the importance of inference understanding. The class discusses
the meaning of inference. Students observe an inference crime scene.
As a group, the class will review finding the inference. Learners examine the
inference crime scene. Students will record and later discuss their inferences from
the scene. Students will be engaged in discussion while they chart the information
in their journals. After discussion, the teacher will lead a group reading. Students
will discuss the main ideas of the reading.
Step 4: Assessment
Students will have a quick check assessment for understanding with the whole
group activity. Students will complete four inference questions based on the reading
(http://406thompson.weebly.com/tat2.html ). Students will have an opportunity for
additional instruction if needed.
Additional reading passages focusing on questions that are inference specific will be
available for extra practice.
Title and/or Lesson Plan #: #6- Video Inference/ Independent Reading
Lesson Overview: During this lesson, students will develop an understanding of
inference via video. Students will also correctly identify inference in grade level
passages.
Inference video clips(Youtube)
Dry erase markers
Reading passages
Paper
Pencils
TAT2 TASK 3
Journals
Google Form
Given a grade level reading passage, students in the course will be able to answer
inference questions on the passage correctly, answering at least 3 out of 4
questions correctly.
Time
1-2 reading class periods
Before the lesson, review seating chart to ensure each student is seated in the best
learning environment possible. Teacher compiles age appropriate video clips. Ask
students to bring a dry erase boards and markers to class. At this point inference,
understanding should have been taught.
The teacher will introduce the topic of inference. The teacher will show various
inference clips.
As a whole class, the class will watch and discuss video clips, while making
inferences. Students will write down each of the 6-Ws on our white boards, then
show them to the teacher when completed. This will indicate an understanding of
the concept and spark a student-led discussion, most likely debating the when and
why questions. Students will be engaged in discussion while they chart the
information in their journals.
Step 4: Assessment
On their own students, will be given a short reading passage
(http://406thompson.weebly.com/tat2.html ), students will then answer inference
questions about the passage. A score of 3 out of 4 correct answers is needed to
pass the lesson
Additional reading passages will be available for students to practice focusing on
inference based questions about the text.
Title and Lesson Plan #: #7- Vocabulary
understanding of the difference between inference and predict, focusing on
identifying vocabulary in the text.
Vocabulary words
Journal
Paper
Pencil
Quiz
Given the information obtained from reading grade-level vocabulary words,
students will in the course identify the correct vocabulary choices of the text, in 4 of
5 questions.
Time
10
TAT2 TASK 3
learning environment. The teacher will create a quiz for students. Students will be
grouped into sets of 2-3.
The teacher will begin a whole-class review of inference. The teacher will lead a
discussion on inference vs. prediction. The teacher will give instructions for the
lesson. Students will move into the small groups.
Students will participate in a whole-group discussion of inference vs. prediction. In
small groups, students will now review vocabulary words. For this lesson, groups of
students will act out various vocabulary words; this is basically charades. Groups
will be given a time of 30 seconds to act out their word. The non-acting students will
guess the vocabulary words that are being acted out. As a whole-class, we will
review how this relates to inference.
Step 4: Assessment
As an assessment, students will be given a five-question vocabulary quiz (Appendix
B.) Students will use inference skills to answer the quiz.
Additional help will be available to those in need.
Title and Lesson Plan #: #8-Independent Newsela Informational Reading
independent understanding information inference reading, while making inferences
about the article. The lesson will be taught as a whole class; students will be
assessed on individual reading practice.
NEWSELA articles
Paper
Pencils
Journals
Google Form Assessment
Given a grade level reading passage, students in the course will correctly make
inferences about the article, and students will correctly answer 3 out of 4 inference
questions.
Time
Teacher discusses the importance of reading current events. The teacher will also
review the key concepts of inference. Class converses reading concepts.
As a group, students will participate in teacher presentation. Students will confer,
key ideas of inference and independent reading strategies. Students will
independently read selected NEWSELA articles.
Step 4: Assessment
11
TAT2 TASK 3
Students will have a read an informational NEWSELA article. On their own students,
will write a paragraph summary of the article. Students will each complete a fourquestion inference quiz (http://406thompson.weebly.com/tat2.html .)
Additional NEWSELA reading passages will be available for students to practice
skills. Teacher assistance will also be available.
Title and Lesson Plan #: #9-Historical Reading Inference
Lesson Overview: While completing this lesson, students will reaffirm their
understanding of inference comprehension. The lesson will be taught as a whole
class; students will be assessed on individual reading practice.
Bag with an object
Paper
Pencils
Social Studies Books
Given a grade level historical reading passage, students in the course will read the
passage, and students correctly answer inference questions with a score of 75% or
better.
Time
Teacher discusses the importance of inference knowledge. The class follows along
with the discussion. Teacher leads an In-The-Bag inference warm-up activity. The
teacher explains the historical genre. Teacher gives reading activity instruction.
As a group, the class students will make inferences about what is in the bag. A
student who guesses the item gets to keep it. Learners will bring their Social Studies
books to class. Students will be instructed to read a selected grade-appropriate
passage. After reading, students will complete historical inference questions.
Step 4: Assessment
Students will complete the summative reading assessment (Appendix C.)
Teacher assistance will be available for those who need it.
Appendix A
NAME:_______________________
Read the Following passage from http://www.readworks.org/passages/no-way-out
No Way Out The homework was easy enough--write a report about a human rights
leader. Jack decided on Gandhi. He headed to the library after school. The library
was new. It was full of stacks of books, like the old library. It also had rows and rows
of workstations. The steps were stainless steel. The windows had blinds that opened
and closed with the sun. Plants were in every corner. Dozens were carefully placed
along the tops of the shelves, like an overhead garden. In the center was a glass
12
TAT2 TASK 3
elevator. It was shaped like a spaceship. It reminded Jack of old episodes of Star
Trek. Beam me up, Scotty, he said to himself as he pushed a button. He rode to
the top floor. There was a video room, with viewing stations. There was even a
cafeteria. Jack didnt really like to read. It surprised him that the library felt like a
cool place to be. He walked through the stacks. He took a few books from the
shelves. They werent about Gandhi. Those were probably in another section. These
were about aircraft. He read captions under pictures of bi-planes. He learned about
the early fliers, called barnstormers. He read whole chapters about how planes lifted
off. He didnt notice the growing quiet. The noise in his stomach interrupted his
concentration. He was hungry. He realized that dinnertime had passed. He headed
toward the elevator. It was shut off for the night. The only light was coming from the
street lamps outside the window. It cast a silver glow on the place. He was there
alone. And there seemed to be no way to get out.
Answer the following questions.
1.Who?
2. What?
3. Where?
4.When?
5. Why?
6. How?
Appendix B
NAME:_______________________________
Please read each sentence making inference of the definition of the underlined
word.
The following excerpts are from the novel The Swiss Family Robinson by Johann
David Wyss.
1. I found Ernest busily engaged in weaving a basket in which to catch fish; he had
devised it ingeniously, with a funnel-shaped entrance; through which the fish
passing would not easily find their way out.
- When something is created ingeniously, it requires
A. feelings B. payment C. imagination D. patience
2. On her work-table(were) fishing-lines of all sorts, and knives and other tools.
These latter she told me were, with a chest of wearing apparel, almost the only
things washed ashore after the wreck.
-A chest packed with apparel is filled with
A. clothing B. books C. jewels D. food
13
TAT2 TASK 3
3. We found the whole family in a state of the greatest excitement, and I felt it
necessary to calm them down as much as possible, for neither could I answer the
questions with I was besieged, nor could I conceal the fact that the visit of the
vessel might not prove so advantageous as they expected.
- Someone who is besieged with questions feels
A. angry B. overwhelmed C. pleased D. calm
4. By this time the sun was sinking beneath the horizon, and the poultry, which had
been straying to some little distance, gathered round us, and began to pick up the
crumbs of biscuit which had failed during our repast. My wife thereupon drew from
her mysterious bag some handfuls of oats, peas, and other grain, and with them
began to feed the poultry.
- A repast is a
A. meal B. gathering C. hike D. bucket
5. I heard (Ernest) loudly calling; Father, father! Ive caught a fish! An immense
fellow he is. I can scarcely hold them; he drags the line so!
A fish that is immense is NOT
A. massive B. significant C. large D. small
Appendix C
14
TAT2 TASK 3
15
TAT2 TASK 3
DESIGN ELEMENTS THAT CONTRIBUTE TO THE PURPOSE OF

THE PLAN OF INSTRUCTION
While completing this unit, design elements were kept clean and straightforward.
The fonts used were not distracting or abstract, not to deter from the message or
lessons at hand. Lessons were designed to teach students in different manners
aiming to connect to each learning style, visual, auditory, reading and writing, and
kinesthetic.
REFERENCES
Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (8th
Ed.). Upper Saddle River, NJ: Pearson. ISBN: 978-0-13-282485-9
Gagne, R. (1988) The events of instruction. In Principles of instructional design
(185-204). San
Diego: Harcourt Brace College Publishers.
16

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PRESENTED BY: LINDSAY THOMPSON

WESTERN GOVERNERS UNIVERSITY

Inference Instructional Plan

INFERENCE INSTRUCTIONAL PLAN

Inference Instructional Plan

Inference video clips

Bag with Object

Social Studies Books

Individual white boards

Dry erase markers

Quizlet Genre Set

The Three Little Pigs

PHYSICAL RESOURCES NEEDED

Mobile Computer Lab

Bag with Object

Inference Instructional Plan

Inference Instructional Plan

STUDENT PERFORMANCE IS ASSESSMENT

LESSON PLANS, ASSESSMENTS, AND HANDOUTS

Inference Instructional Plan

Inference Instructional Plan

Inference Instructional Plan

Inference Instructional Plan

Inference Instructional Plan

Inference Instructional Plan

Inference Instructional Plan

Inference Instructional Plan

DESIGN ELEMENTS THAT CONTRIBUTE TO THE PURPOSE OF

Inference Instructional Plan

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