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 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.

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

Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.

Students will read a pre-Civil War speech and write author’s purpose statements using the argumentative verbs explain, urge, convince, and encourage.

Students will engage in activities that allow them to take a book walk and use criteria to choose a good-fit book, use strategies to self-monitor their own comprehension while independently reading, and use partner talk criteria to reflect on their strategies collaboratively. 

In this lesson, students integrate relevant text evidence and background knowledge to generate valid inferences when reading a historical fiction text. The lesson was designed with English learners in mind, so it includes instructional strategies designed to make linguistic and content input comprehensible: a focus on vocabulary, visuals, cooperative learning, anchor charts, graphic organizers, and sentence stems/frames.

Students will explore vocabulary words from other content areas and apply their learning of word parts to find meaning.

In learning stations, students will work independently and collaboratively to make inferences and retell important facts from multiple expository texts.

Students will work collaboratively on a digital challenge activity by reading short excerpts of nonfiction text and explore an online webpage where they will learn more about the life of Anne Frank and the World War II era. By answering inferential and organizational structure questions, regarding those topics, students will be in a race against each other to crack the code to a lockbox.

In cooperative groups, students rotate through stations to identify the main idea of selected passages while making inferences using expository text.

In learning stations, students use textual evidence and personal schema to make inferences about the structure and elements of poetry, and provide textual evidence to support their understanding.

Students will identify words in a specific word family in collaborative groups.

Students will actively engage with poetry in a blend of collaborative and independent analysis of poetic devices and an author’s use of devices to communicate a deeper meaning. Students will use their analysis to infer the meaning of a variety of poems.

Students will identify explicit cause and effect relationships using keywords and phrases while reading relevant informational texts aligned with technology and current events.

Students will be asked to use metacognition as they analyze a poem, make inferences, and draw conclusions about the overall meaning of a text.

Students will use a mentor text to identify cause and effect relationships. Students will also find the missing cause or effect. They will work collaboratively to complete a graphic organizer and use teacher-created anchor charts to help them in identifying the relationships.