Study Island
|Reading Lesson: Drawing Conclusions |Grade Level: 2 |
|Lesson Summary: Students learn to use details in a story to draw conclusions. Advanced students write a conclusion they have drawn. Struggling students select the |
|best conclusion from three choices. |
|Lesson Objectives: |
| |
|The students will know… |
|that drawing conclusions is figuring out something that the writer does not say directly. |
|that readers use details in stories to make conclusions about the characters and events of the story. |
| |
|The students will be able to… |
|draw conclusions about the characters and events in a story. |
|identify details that support the conclusions they draw. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|Tell students that you will be reading a story to them. Ask students to listen closely to the details of the story because you will be asking them some questions. |
|Read the pre-assessment story*, and initiate a class discussion with the following questions. |
| |
|Does the story say how the pot breaks? |
| |
|How do you think the pot breaks? Ask several students and write responses on the board. Have the students vote on what idea (conclusion) they think makes the most |
|sense. |
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|What details in the story support their ideas about the broken pot? After students discuss supporting details, have the students vote again on what idea |
|(conclusion) makes the most sense to them now. Take note of students who do not contribute to the discussion. |
|Whole-Class Instruction |
|Materials Needed: |
|guided practice pantomimes*; On Your Own worksheet* |
|Procedure: |
|Presentation |
|Tell students that writers do not always tell everything in their stories. Readers often figure out things from the details the writer gives. This is called |
|drawing conclusions. |
| |
|Explain that pantomimes are stories that are acted out without words. |
| |
|Guided Practice |
|Divide the stories, and ask volunteers to act out the guided practice pantomimes*. Tell the other students to watch carefully for details that will help them draw |
|conclusions. |
| |
|After each pantomime, ask students to draw conclusions about what the actor did, and give the supporting details that led them to the conclusion. Prompt students |
|with the questions “What were they doing?” and “Why do you think that’s what they were doing?” Ask if any other students have drawn different conclusions. Extra |
|questions about conclusions that could be drawn follow each pantomime. |
| |
|Be sure to give everyone a chance to share a conclusion and the details that led to the conclusion. |
| |
|Independent Practice |
|Give each student a copy of the On Your Own worksheet*, and have them work independently. |
| |
|Closing Activity |
|Remind students of the pre-assessment story. Tell them that the person telling the story looks more closely at the small animal prints in the dirt and finds out |
|that they are not cat prints. Have each student draw a conclusion about what really knocked over the plant. Tell students to write a short sentence about their |
|conclusion. Use these sentences as exit slips from class. |
|Advanced Learner |
|Materials Needed: |
|“The Painting of the Horse” from the On Your Own worksheet*, paper, and pencils |
|Procedure: |
| |
|Have students take turns reading paragraphs of the story. Then have each student draw a conclusion about the characters or events in the story and write it down. |
| |
|Tell students to take turns sharing their conclusions and the details that led them to make the conclusions. |
|Struggling Learner |
|Materials Needed: Show What You Know! worksheet* |
|Procedure: |
| |
|Hand each student a Show What You Know! worksheet*. |
| |
|Read the story to the students. Read the directions. Allow students to work independently, and check on their progress. When the students finish, review and |
|discuss their answers. |
| |
|Have the students complete the On Your Own worksheet*. |
*see supplemental resources
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