Rosie England

ELD 308 Reading

Grade: 5

th

Mini Lesson Reading: Inferences

Common Core Standards:

CCSS.ELALITERACY.RL.5.1
Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhen
drawinginferencesfromthetext.
Objective: SWBAT: Make inferences about a story they are reading, and
show evidence from the text on how they made that inference.
Materials:
-Jumanji by Chris Van Allsburg
-Large paper
-Smart board
-Posted notes
-Audio enhancement equipment (if needed)
Procedure:
1. Lesson introduction
o Can I have my close readers to the carpet for a mini
lesson please.
o Today, I want to challenge my close readers. I want to see
if we can all make inferences today. If you are wondering
what an inference means, it means drawing a conclusion or
conclusions based on evidence found in a text. If you are
still not sure what this means, making an inference is
making an educational guess about a characters feeling,
setting, or plot, based on the writing of the text and your
own background knowledge. Let me give you an example.
If I was reading a book and the author wrote that Marias
stomach was growling, I could make an inference and say
that Maria was hungry. I would know this because in the
text it said her stomach was growling and I have
background knowledge that when a stomach growls that
indicates that person is hungry.
2. Teach and model
o Lets take a close look at the book Jumanji because Chris
Van Allsburg is known for his books and hiding clues that
readers can make inferences about. Lets look at page 8, at
this particular passage (put passage on smart board and
read to the class)
i. Excuse me, said Judy, but the guide just
ignored her. around here, then overNo,
noover here and around this Yes, good

Rosie England
ELD 308 Reading
but thenHm Judy shrugged her shoulders
and handed the dice to Peter.
o This is an extremely interesting passage; I am just going to
think out loud for a minute and say that I may be able to
make an inference. Since I know that most people would
respond when someone asks them excuse me and since
the guide did not answer I could conclude maybe why he
did not answer, or what Judy was thinking of him. Maybe
the guide did not answer because he did not hear Judy.
3. Guided Practice
o Using the same passage "Lets pull out our close reading
skills and see if we can make an inference from this
passage. Turn and talk and think about what inferences you
could make." (Teacher walk around while student share
ideas with one another).
o Have students share their inferences they made. Most will
probably say: (the guide did not answer because he was to
busy looking at his map, he did not answer because he did
not hear Judy. Judy was thinking he was rude, Judy was
thinking that he did not want to talk to her). After the
student responds make sure the teacher asks, "What in the
text made you think that." Scaffold students if they are off
track.
o "My close readers, you made some great inferences. I just
want to point out that everyone may have made similar or
different inferences. This is because each reader interprets
text different, and each reader has different ideas based on
their own background knowledge. I want to share my
inference I made with this passage. Based on the text
when the guide did not answer her back, and Judy shrugs
her shoulders, I concluded that since I know that most
people will answer back when someone says excuse me,
that maybe the guide from the board actually does not see
or hear Judy and Peter, maybe only Judy and Peter can see
them and they cannot see Judy and Peter."
o Example #2 passage:
o "Lets look at one more passage and see if we can make
more inferences. On page 14 it says:
i. "They never read instructions either. Oh well,"
said Mrs. Budwing, turning to rejoin the
guests, "I guess theyll learn. Both children
answered, I hope so," but they werent
looking at Mrs. Budwing. They were looking out
the window. Two boys were running through
the park. They were Danny and Walter

Rosie England
ELD 308 Reading
Budwing, and Danny had a long, thin box under
his arm.
o I would like everyone to turn and talk and see if you can
make an inference based on the text" (teacher walk and
listen in to their conversations).
o Discuss inferences made by the students. Every time a
student shares an inference make sure teacher asks, "What
in the text made you think that way." Scaffold students if
they are off track.
o Have them come to conclusions like: (Since Mrs. Budwing
said they do not read instructions, they will have a hard
time getting rid of the creatures that appear because I
know that if you do not read directions you will not know
how to get rid of the creatures. Judy and Peter are thinking
that Danny and Walter will be in trouble, because it says in
the text "I hope so," and they were looking at Danny and
Walter, also it said in the text that Danny was holding a
thin box I know that the board game was in a thin box, and
they will probably play the game and not be able to stop
playing.
4. Independent Practice
o "During our independent reading today I want everyone to
try and make inferences. While reading your texts ask the
questions, what do I know, what does it say in the text, and
what inference am I making? (Teacher will write those
thoughts on the smart board for the students to know what
they should think about while reading). I then want
everyone to use a posted note for when you make an
inference. Write it on a posted note and stick it on the
page. Don't forget to include what in the text made you
make that inference. I will be going around and seeing all
the inferences you will make today, and I cannot wait to
have conversations about your books!"
5. Assessment (How will you know the lesson has been successful)
o Students will be successful if they have made appropriate
and clear inferences about the book they are reading. Also
if they can show evidence from the text on how they made
the inference.
6. Accomidations/ Modifications
o Teacher will use Smart board to project the passage of the
book being used during the lesson. This will allow students
with vision impairments to be able to see the text and
participate in the lesson.

Rosie England
ELD 308 Reading
o Teacher will wear audio enhancement equipment so
students with hearing impairments can hear lesson (if
necessary)