Comprehension: Inference Grade: 3 - Amplify

Comprehension: Inference Grade: 3

LESSON INFORMATION

PASSAGE INFORMATION

Goal: Students learn and practice making

inferences.

Genre: Literary

Time: 30 minutes

Passages: When selecting passages, be

sure that they include rich content and are

on the higher end of the qualitative and

quantitative text complexity continuum for

the grade level.

Class Size: Small group

Sample Passage Title: Freddie the Future Frog

Materials Needed: Copies of the passage and

graphic organizer

Grade: 3

Introduction (2 minutes)

1. Preview the text

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Provide a brief explanation of the text.

We are going to read a new passage today. It is about a tadpole named Freddie who wishes to

swim faster and farther.

2. Explain the skill

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Provide a brief explanation of the target skill for the lesson.

We are going to practice making inferences today. Making an inference means using evidence

from the story and from what we know to understand something the author doesn¡¯t exactly

say. We need to make inferences so that we can understand the whole story.

Close Reading (25 minutes)

1. Model the skill

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Read the text as a group. Randomly call on students to read portions of the text. Ensure your

pattern of calling on students is unpredictable so all students continue to read along.

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When you come to a portion of the text that requires an inference, pause and describe the

necessary inference.

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After reading page 1. Look, something is missing here. The author says Freddie wondered what

life is like out of the water, but the author doesn¡¯t say why Freddie doesn¡¯t know. We need to

make an inference. Let¡¯s use our graphic organizer to make the inference. I read that Freddie

wondered what life was like outside of the water so I¡¯ll write that in the ¡°What I Read¡± section. I

also read that Freddie is a tadpole so I¡¯ll write that in the ¡°What I Read¡± section, too.

From my background knowledge, I know that when frogs are tadpoles, they can¡¯t breathe

above the water. I¡¯ll write that in the ¡°What I Know¡± section.

I can put what I know and what I read together to make my inference. Freddie is a tadpole, and

tadpoles can¡¯t breathe above water. Freddie wonders about life out of water because he can¡¯t

go above water. The author didn¡¯t tell us exactly why Freddie would wonder what life would be

like, but we can make an inference about why he would.

2. Practice the skill

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Continue reading the text as a group.

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When you come to a portion of the text that requires an inference, pause, have students turn

and talk to share the inference, and then state the inference for the group.

After reading page 3. I think we need to make an inference on this page, too. Why was the ducks¡¯

invitation ¡°special¡±? The author doesn¡¯t tell us. Turn and talk to your neighbor. Use evidence

from the story and from what you know to make the inference. Use your graphic organizer to

help you.

After students have partner-shared. OK, let¡¯s share as a group. Why was the ducks¡¯ invitation

special? I wrote that Freddie is only a tadpole in the ¡°What I Read¡± section of my organizer. I

also know from my background knowledge that tadpoles are baby frogs, so they aren¡¯t very

experienced.

Using ¡°What I Read¡± and ¡°What I Know,¡± I can make some inferences. Maybe Freddie has never

been to the deeper side of the pond. Maybe Freddie doesn¡¯t have much experience swimming

in deeper water at all. Any of these can be a reason why the invitation was special; we just have

to make inferences to really understand the story.

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Continue reading the text as a group and pause to make inferences on the suggested pages

below.

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Possible Inferences

Page

Inference Question

Inference Instruction

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Why did Freddie get so tired?

What I Read: Freddie had never been

to the other side of the pond; Freddie is

worried he can¡¯t make it

What I Know: Tadpoles are young

Inference: Freddie isn¡¯t a good swimmer

yet

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Why was Freddie¡¯s tail getting shorter?

What I Read: Time is passing

What I Know: Tadpoles turn into frogs.

Frogs don¡¯t have tails.

Inference: Freddie is probably growing

into a frog!

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How was Freddie able to reach the bridge

first?

What I Read: Freddie had turned into a

frog. Freddie had powerful legs.

What I Know: Having powerful legs helps

you jump high and far.

Inference: Freddie¡¯s new jumping with his

powerful legs is faster than swimming.

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3. Ask text-dependent questions

Now that we read the whole story and learned to make inferences. Let¡¯s keep using what we

learned to answer some questions. Use the graphic organizer to help you if you need to!

Question

Possible Answer

What did Freddie look like at the beginning of

the story?

He was a tadpole with fins and gills.

Why was Freddie playing tag with the ducks?

They invited him to play.

What did Freddie wonder when the ducks

invited him to the other side of the pond?

He wondered if he was a good enough

swimmer and if he could swim that far.

Why did Freddie swim home the morning he

swam with the ducks?

He wasn¡¯t able to make it to the other side of

the pond.

What did Freddie look like when he turned into

a frog?

He had no tail, four powerful legs, and lungs.

Why was Freddie proud at the end of the story?

He reached the bridge first and didn¡¯t give up.

Wrap Up (3 minutes)

1. Encourage use of the skill outside of the lesson

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State the target skill and explain its importance.

Today we practiced inferences. Knowing when and how to make inferences will help you

understand a story or text when the author leaves something out.

Common Core Anchor Standards:

CCSS.ELA-RA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text.

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? 2018 Amplify. All rights reserved.

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?.

INFERENCE

What I know

What I read

My inference

mCLASS Comprehension

? 2018 Amplify. All rights reserved.

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