Lesson plan - Study Island



|Reading Lesson: Conclusions and Inferences |Grade Level: 4 |

|Lesson Summary: The teacher will pre-assess students by having them read a passage that requires them to draw two conclusions/inferences. Students will then draw |

|conclusions/inferences about a “neighbor” based on objects found at the neighbor’s house. Next, they will practice drawing conclusions/inferences from text. In |

|pairs, students will read a story, write out text clues, and answer multiple-choice questions. For continued practice, on-level students will read another story |

|and independently answer questions that require them to draw conclusions/inferences from the text. Advanced students will read a different story, answer open-ended|

|questions, and write an extension of the story they read. The teacher will show struggling students a PowerPoint in which they will draw conclusions/inferences |

|about different characters in pictures. Then, s/he will guide them through the process of using a graphic organizer to draw conclusions/inferences from a story. |

|Lesson Understandings: |

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|The students will know… |

|That authors sometimes require readers to draw their own conclusions/inferences. |

|That they think about what they know and what they read to help them draw conclusions/inferences. |

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|The students will be able to… |

|Use text evidence to draw logical conclusions/inferences. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Give each student a copy of the Pre-Assessment* worksheet. Tell students to read the story and write their responses to the questions on the spaces|

|below. Once students have finished answering the questions, walk around and see how they answered the questions. Tell students to keep their papers because they |

|will review the answers during the lesson. |

|Whole-Class Instruction |

|Materials Needed: an empty box of dog treats, an empty box of diapers, an empty box of hair dye, an empty box of kid’s cereal, Teaching Points PowerPoint*, an LCD|

|projector, 1 highlighter for each student, 1 magnifying glass sheet* per pair of students, 1 copy of the “Vera and Paulineshia” story* per pair of students, |

|writing utensils, 1 copy of “Cave Explorers”* per student |

|Procedure: |

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|Tell students that you have a neighbor that you don’t know. Tell students that you have never met or seen the neighbor, but you know someone lives there. Tell |

|students that today, they are going to be detectives and help you figure out more about this person. |

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|Tell students that you found some items that were discarded outside of your neighbor’s house, and you brought them in for students to see. Show students the |

|various items. (Suggested items include an empty box of dog treats, an empty box of diapers, an empty box of hair dye, and an empty box of kid’s cereal.) Tell |

|students that they are going to help you examine the neighbor’s items to learn more about your neighbor. |

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|Show the empty box of dog treats. Ask students why a person would have a box of dog treats and elicit responses. Students should say, “Because they have a dog.” |

|Show each of the remaining items and ask students to draw conclusions/inferences about the unknown neighbor based on the items. Record these responses on the |

|whiteboard. |

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|Tell students that they have just drawn their own conclusions/inferences about your neighbor. Ask students for ideas of who your neighbor might be and elicit |

|responses. Students may say a parent, mom, and/or dad. Tell students that today, they are going to practice drawing conclusions/inferences. Tell students that in |

|order to be good reading detectives, they need to learn how to draw conclusions/inferences. |

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|Project the second slide of the Teaching Points PowerPoint and read it aloud to students. Ask students what the word “details” means and elicit responses. Students|

|should say something like the “specific parts of the story.” |

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|Project the third slide of the Teaching Points PowerPoint and read it aloud to students. |

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|Tell students that they are going to review the passage from the pre-assessment. Give each student a highlighter. Project the fourth slide of the Teaching Points |

|PowerPoint and read aloud the passage to students. Ask students what they wrote for the first answer and elicit responses. Students should say “winter.” Ask |

|students how they knew the answer was winter and elicit responses. Remind students to give you text clues/details. Students should point out that Clune tells Sam |

|it is cold outside, and Clune is wearing mittens, a scarf, and a coat, which are all examples of winter weather clothing. Students may also point out that there is|

|snow outside, and there is snow outside in winter. As students point out the text clues in the passage, have them highlight the specific sentences that helped them|

|get the answer. Ask students what they wrote for the second answer and elicit responses. Students should say “a snowman.” Ask students how they knew the answer was|

|“snowman” and elicit responses. Students should point out that Sam and Clune are building something with snow that is made up of three balls. Students should also|

|point out that Sam and Clune also need a pair of arms, a nose, buttons, eyes, and a mouth, which snowmen have. Students may also say that it is winter, and people |

|build snowmen in wintertime. Again, students should highlight the specific text evidence that led them to get the answer. If necessary, project the fifth slide and|

|point out the underlined or highlighted text evidence/clues to students. |

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|Project the sixth slide, and have students read the passage silently. Ask students what they can conclude about why glass and juice got all over the floor. First, |

|ask students why glass and juice would be together. Students should say “a glass of juice.” If students struggle, ask them if they had juice this morning, and if |

|so, ask them if they had it in a glass, leading them to see that there was a glass of juice. Ask students why Caitlin would say, “Oh no!” Students should say |

|because she did something that she didn’t mean to do. If students struggle, ask them why they would say, “Oh no,” leading students to see that Caitlin said this |

|because she did something she didn’t mean to do. Next, ask students why Caitlin would need to get a paper towel, a broom, and a dustpan. If students struggle, ask |

|them when they need to get a paper towel, a broom, and a dustpan, leading students to see that Caitlin got these things in order to clean up her broken glass and |

|spilled juice. Have students put these three clues together (a glass of juice being on the floor, Caitlin saying, “Oh no,” and Caitlin getting cleaning materials),|

|and elicit responses about how the glass and juice ended up on the floor. Students should say that Caitlin spilled a glass of juice and broke the glass. |

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|Project the seventh slide, and repeat the same procedure to find out how Caitlin feels. Students should say that “Caitlin feels badly” or “Caitlin feels upset.” |

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|Tell students that you are going to put them into detective pairs. Tell students it is their job to read the passage and use the text clues to draw |

|conclusions/inferences and answer the questions. Tell students they need to write out the clues on their magnifying glass. |

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|Put students into pairs and give each pair a magnifying glass and a copy of “Vera and Paulineshia.” Model an example for students by going over the first question |

|with them. Read the first paragraph of “Vera and Paulineshia” to students and then read the question. Ask students why they usually look at their watches and |

|elicit responses. Students should say, “To find out what time it is.” Ask students if there is more evidence to support this answer, and elicit responses. Students|

|should point out that Paulineshia thinks, “Only 10 more minutes,” which indicates that she found out what time it is by looking at her watch. |

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|Project the third slide of the Teaching Points PowerPoint so students can use it as a reference. Monitor students while they work. If students struggle, help them |

|find the text evidence for the answer and use their own knowledge to draw a logical conclusion/inference. Once all students have finished, you may want to collect |

|their magnifying glass sheets and story sheets for a grade or you may want to review them with the class. |

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|For continued practice, have on-level students work independently on the “Cave Explorers” story. Encourage students to highlight the text evidence for each |

|question. |

|Advanced Learner |

|Materials Needed: 1 copy of “Betty”* for each student, writing utensils, 1 piece of notebook paper per student |

|Procedure: |

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|Give each student a copy of “Betty.” Have students read the passage independently and answer the questions. |

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|To challenge students, have them write a continuation of the story on a piece of notebook paper. Students could either write about Betty and Lita’s lunch or their |

|afternoon at Lita’s house. Encourage students to require the reader to draw at least one conclusion/inference. |

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|When students have finished, you may want students to pair up and share their story endings with one another. |

|Struggling Learner |

|Materials Needed: Struggling PowerPoint*, 1 copy of the graphic organizer* per student, 1 copy of the “Cave Explorers” story* per student, writing utensils |

|Procedure: |

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|Project the first slide of the Struggling PowerPoint. Ask students how the woman in the picture looks, and elicit responses. Students should say “happy.” Ask |

|students how they knew, and elicit responses. Students should say she is smiling, and usually when people are smiling, they are happy. |

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|Continue this procedure for the second, third, fourth, and fifth slides, asking students for the answer and asking how they know the answer. Students should say |

|“c” for slide 2, “d” for slide 3, “a” for slide 4, and “a” for slide 5. |

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|Tell students that they have just drawn conclusions/inferences by looking at the pictures and using what they know to find the answer. Remind students that they |

|draw conclusions/inferences all of the time in their real lives (e.g., guessing how a friend is feeling, buying someone a birthday gift, etc.) |

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|Tell students that they are going to read a story together and use a graphic organizer to answer some questions about the story. |

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|Note: The “Cave Explorers” story is also used in the on-level activity. However, in the struggling learners’ activity, the students fill out a graphic organizer to|

|find text evidence and receive more guidance. |

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|Give each student a copy of “Cave Explorers” and a graphic organizer. Read the story and first question aloud to students. Tell students to refer to the column |

|that says “What I Read” to help answer the first question. Ask students why they think Julio can’t see. Ask students what they know about the setting (an imaginary|

|cave). Ask students what they know about caves, and elicit responses. (Students should say that caves are dark.) Ask students if there is any text evidence for |

|David having bad vision, closing his eyes, or forgetting his glasses, and elicit responses. (Students should say, “No.”) Ask students if there is any text evidence|

|that shows Julio and David can’t see because it’s too dark, and elicit responses. (Students should point to David whispering, “How did you forget to bring the |

|flashlight?” and “I can’t see anything!” and David’s mom saying, “Why are the lights turned off?”) Have students record this response under the “What I Read” |

|column. Ask students to record “The imaginary cave is dark” under the “Conclusions/Inferences” section. |

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|Repeat this procedure for the remaining questions. Have students fill out both columns of the graphic organizer before choosing an answer to the question. Tell |

|students that if they struggle, they can also use process of elimination by seeing if there is text evidence for any of the answer choices. Tell students that if |

|there is text evidence, then it is probably a logical conclusion/inference. |

*see supplemental resources

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