In this lesson, students integrate background knowledge and textual clues to respond to inferential questions that were generated by the students themselves. The lesson utilizes instructional strategies that have been identified as best practice for teaching inference such as: generating questions, identifying keywords, and activating prior knowledge. Additionally, the lesson is designed to support English learners and utilizes visuals, graphic organizers, sentence frames, and cooperative learning.

In this lesson, students use text evidence and schema to create an inference. Students read informational text and practice inferring with varying levels of support.

Students will explore organizational patterns in short passages and use signal words/phrases as evidence to support the main idea and their understanding.

Students will learn how to use text features to locate information and verify answers within an expository text.  

Students will create a collection using objects, participate in a read-aloud, create another collection using sight word cards, and present their collections to the class.

Students will read a group of words, arrange them to make sense as a complete thought,  and recognize and use capitalization at the beginning and a period as the ending punctuation mark.

Students will research information in order to create a newspaper article about the topic.

Students will collaboratively apply revising and editing skills to make their way through passages and a series of questions to decode a lock. If groups successfully complete the tasks, they will escape the room and win a prize.

First-grade students will rotate through engaging learning stations and read portions of expository texts to identify facts and details embedded within text features.

Third grade students will identify and discuss facts and details from expository text and draw conclusions using textual evidence in learning stations.