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Rebecca Rowe Nonfiction Texts: Inferencing Grade: 5 Common Core State Standards:


CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Objective: Students will be able to push their thinking by looking at what the information is telling them but not saying (inferring). Students will be continuing to look at examples from the informational nonfiction text Tsunami Alert and then accurately complete a graphic organizer. Materials: Inferencing worksheet Short passages on chart paper from Tsunami Alert Procedure: 1. Lesson Introduction/Objective and Purpose: a. (Students will gather on the carpet) Readers, for the past couple of weeks we have been focusing on nonfictional texts. A strategy that we have been focusing on this week was using box and bullet charts to organize information from our books. We also read our books in chunks and remembered to state the main ideas and supporting details. By learning these different strategies, this helps us to understand books in a different way and focus on the main topics. Today, we will be learning that readers cannot only make inferences in our fiction books, but also in our nonfiction books as well! We made inferences before in fiction books in the beginning of the year havent we? An inference is looking at what the information is telling us but is not directly saying. Inferences are important to us as readers because it helps us explain the text in our own words. We use clues from the text in order to make inferences. 2. Teach and model (modeling the thinking): a. When I make an inference I use my knowledge and information from the text to form a conclusion about what the text is telling me. As a reader, I use my background knowledge and text clues in order to put the pieces together. Lets

look at an example from Tsunami Alert. (Read aloud passage page 16)- This will be on chart paper. The text says There are two tsunami warning centers in the U.S.: the Pacific Tsunami Warning Center in Hawaii, and the West Coast/Alaska Tsunami Warning Center in Alaska. Scientists monitor a network of seismographs, tide gauges, and deep-open detectors in the Pacific. I think (Model thinking) Because there are only two tsunami warning centers in the world, this makes me think that tsunamis must be really rare. This also makes me think that the location of where you live impacts your chances of seeing a tsunami. I also think that since the warning centers are on the west coast, California must be more at risk than New Jersey for experiencing a tsunami. 3. Guided Practice b. Lets try another example. This time after I read the passage aloud, I want you to turn to partner sitting next to you and discuss what you think the passage is saying. Remember if we can pick out what the main idea is, we can use this to help us make an inference. I will give you three minutes to talk to a partner, once the time is up we will fill in the chart on the board together. (Begin reading passage on page 10. When students are talking to partners, circulate around room to overhear student conversations.) The text says Tsunami waves in the open ocean are difficult to see because their long wavelengths stretch them out and keep them low. They are often less than a few feet high, but they move very quickly. People in boats might feel a tsunami wave as a sudden roll as it passes under the boat. Boys and girls, look up here please. What was an inference that you made with your partner? Take three student responses, record on chart paper. Follow up with, what in the text made you think this, if they did not already use it in their

response. While, I write what our classmates are saying, make sure to fill in your chart on the hand out. It will help you when you go back to your seats.

4. Independent Practice a. Readers, now that we have learned to make inferences in a nonfiction text; when we return to our seats I want you to complete the other side of the worksheet by using your nonfiction text that you are reading for your brochure. If you have already returned your book to the library, then use any nonfiction text that you have at your desk. You will need to make three different inferences from different parts of your book. You will write down what the text says, what it makes you think, and why you think that. If you finish filling in all three boxes, then choose one idea to write long about it in your reading notebook. If anyone has any questions about what to do, you can stay at the carpet and I will give you extra assistance. Call students back to their seats by groups. 5. Closure a. Boys and girls let me please have your attention. For the last thirty minutes you have been using your nonfiction texts to make inferences. I would like for someone to share an inference with the class that they made. Follow up with, what in the text made you think this, if they did not already use it in their response. Let three students state their inferences. As a quick reminder, can someone please tell me what an inference is and why it is important to use this strategy when you read? 6. Assessment a. You will be able to determine that the lesson was success if, after reading passages of the text, students are able to answer questions that require understanding what the author has implied but not directly stated. The students must also be able to complete the inferencing workout with 100% accuracy.