COMPREHENSION STRATEGY LESSON
Julie Yanoff – 7/16/07
Unit or Topic: ELA/ Reading Workshop Grade Level: 3/4
Strategy: ____Making Inferences______
Resources: ___ One copy each of:
No, David! (Shannon)
Several picture books whose plots are indicated by the title, ex:
Curious George Rides a Bike/Goes to the Hospital, etc
Virgie Goes to School With Us Boys (Howard)
Cloudy With a Chance of Meatballs (Barrett)
others
Multiple copies, photocopies, or a PowerPoint of A Letter to Amy (Keats)
LESSON DESIGNContext for Strategy / Content:
Making inferences from the text and illustrations in picture books. Using those inferences to make predictions about the characters and the story.
Describe making inferences “When we read, we make inferences. That means we figure out something even though the author did not come right out and tell us. We use clues in the text or in the pictures to tell us. When we write, we always want to show, not tell. Noticing how authors show but don’t tell will help us in our writing.”
Modeling:
Say: When I look at the cover of a book, what can I tell about the characters and the story? Even though I haven’t read it, I can make a lot of inferences that let me know what it might be about. You do this every time you choose a book or a movie you are unfamiliar with.
Hold up the cover of No, David!
Describe how using the title and the drawing, I can tell what the book will be about using the “It Says/Shows, I Say/Know, So…“ strategy.
For example, “It says No, David, and it shows a little boy reaching for a cookie jar.
I know that a lot of parents say No to their kids, and that a lot of kids try to sneak cookies when they think their parents aren’t looking. I say that the little boy looks mischievous. SO, this book is probably about a little boy named David who does things that his mother doesn’t like, so she tells him No!
It also says that the author’s name is David. I say, authors sometimes write stories based on their own lives. SO, this book is probably about the author when he was little.”
Guided Practice:
Show Book covers: What words provide the clues? How?
Create chart with 3 columns
IT SAYS/SHOWS…I SAY / KNOW… SO
View several book covers and solicit responses based on what students see on the page and what they think that means. Discuss what their thoughts lead them to assume about the book.
After discussing the cover, open A Letter to Amy and read the first few pages. Say “Now we are provided with even more clues. What inferences can we make from the story itself?”
Example: IT SAYS “This way it’s sort of special”.
I KNOW that people usually only do special things for people they really like.
SO Peter must really like Amy.
Add to chart, add any other responses to chart.
Independent Practice:
In pairs or groups, students will read the rest of A Letter to Amy. As they read, they will write down on Post-Its any facts can tell about the characters or the story through inferring.
Each pair or group will create their own “It Says…” chart with at least 3 facts.
Sharing / Reflection:
Students will share their charts with other groups and discuss what kind of language the author uses to help readers infer.
MAKING INFERENCES
Source: ______
______
IT SAYS / I KNOW / SO. . .MAKING INFERENCES
Source: _Krakauer, John. Into Thin Air. New York: Villard, 1997.______
______
IT SAYS / I KNOW / SO. . .p. 153 - > 50 peo camped overnight on the Col; tents were lined up side-by-side
Wind roaring à no communication between tents
Krakauer felt total isolation from others – “emotionally, spiritually, physically”
-- “We were a team in name only”
Sherpas had stocked the Col with 66 cylinders of bottled oxygen the previous week – only enough oxygen for one attempt at summit (3 guides, 8 clients, 4 Sherpas) / Everything has to be carried, so base camps are temporary
One of the issues when climbing Everest is that it gets crowded – have to wait for others to climb through narrow chutes
Weather is very strong and unpredictable
No one can safely climb Mt. Everest without a team – interdependency is a must for survival
Lack of oxygen is one of the most serious issues in climbing Mt. Everest – people cannot function well if they are oxygen deprived and almost everyone needs a steady supply of oxygen when attempting the summit / Having so many people on the mountain may pose a problem for those who start later than others.
Climbing would be very difficult with such a strong wind and limited ability to communicate.
Krakauer will not be able to depend on others to help him out if he gets into trouble. The group will not be able to pull together as a team if a crisis hits.
Lack of extra oxygen supplies may be an issue for the group. Dividing the oxygen among group members may cause dissension.