COMPONENTS OF AN EFFECTIVE LESSON

INCOROPORATING THE GRADUAL RELEASE OF RESPONSIBILITY FRAMEWORK

Note: One day prior to this lesson, the teacher explicitly taught how to make inferences about
characters in text.
Lesson Plan Template
Introduction/Daily Review
Students describe the person in the picture and record in their notebooks. Several students share their description with
the class. The class will use the inferencing bookmark (clues in the text + background knowledge = inference) to
decide whether the description is an inference.
Daily Objective
Student-friendly Objective: I will make inferences as I read so that I understand the text better.
NV Standard 3.6.2 Describe what a characters thoughts and/or actions reveal about him or her based on text.
Text Used- Bud Not Buddy excerpt (from Holt Elements of Literature adopted textbook)
Concept/Skill Development & Guided Practice
Focus Lesson/Teacher Modeling I do it.
Whole Group - Teacher will read a section of Bud Not Buddy aloud, model (think aloud) how to make inferences,
and record on chart. Teacher will use the Text Says/I Know/And So I Can Infer chart to model making inferences
while reading.
Guided Practice We do it.
Whole Group - Cloze or choral read the next section of text. Use "turn and talk" to have students discuss inferences.
Teacher and students work together to fill in the Text Says/I Know/And So I Can Infer chart.
Collaborative Practice You do it together.
Students will work in pairs to read the next section of text. They will stop at a pre-designated spot, make and discuss
inferences, and fill in their chart. Several groups share will their responses with the class.
Independent/Group Practice
Independent Practice You do it alone.
Students will work independently to read the next section of the text silently and add to their chart. Teacher will
monitor the students responses and assist students who may be having trouble making inferences independently.
Formative Assessment: Students will record their Text Says and I Know on their notes. The And So I Can Infer
portion will be recorded on a Post-it note and turned in at the end of class.
Ideas for Differentiation:
Readers Gaining proficiencyOn-grade level learnersAccelerated learnersHomework
Students will finish reading story and record one more inference on their chart.
Closure
Teacher will ask students why it is important to make inferences while reading.
CPDD Literacy Services 06/2010

TIME