DATE: 11/6/19 DAILY NOTES: 2 hours

DAY: Tuesday
TIMES CURRICULUM ASSESSMENT LEARNING EXPERIENCE RESOURCES
AND
OBJECTIVES
1. Mat session (10 minutes)
8:45-9:45am Read an Use work  REMIND STUDENTS TO BRING ENGLISH BOOKS BEFORE GOING TO PowerPoint
increasing samples to LAB.
range of check off  Go back over the PowerPoint. Reinforce vocabulary and the meaning
different types criteria on of inference as well as why we must make inferences as readers.
of texts by … the check list  As a class, go through the pictures to make inferences about what is
using text proc and assess happening. Constantly question students as to HOW we make these
essing what areas inferences (by thinking about what we already know/our experience)
strategies, for students
example need help in 2. Dramatic action (10 minutes) Inference cards
inferring. (ACEL for the next  To get students moving, tell them that we not only make inferences
Y1679) lesson. when reading but in everyday life.
 Put students in groups of 3 and spread them around the room. Each
Find clues in group will get a card between them.
the text and  On the card there will be four scenarios that they will role play to
use what they show how we make inferences in real life as well as when we read.
know to make  Model this first by suddenly speaking in an angry voice without telling
sense of the students what you are doing. THEN once they catch on, tell them they
story. made an inference that you were angry without having to say it.
Remind them that they need to consider their facial expression, body
language and tone of voice to suggest meaning and allow group Yesterday’s
members to INFER what they feel. worksheet

3. Picture inferences (20 minutes)

 Using the questions and answers from yesterday’s picture inferencing
activity, students will complete a typing activity on WORD summarising
their answers to tell me what they think is happening in the picture.
 If students finish typing theirs quickly, they will try a harder picture to
make inferences about. Repetition and practice is key for this strategy.
 Kathi (EA) to type Alena’s ideas for her – she has the ideas she just
struggles to write/type them.
 Students will need to print off their work and glue it into their books.

4. Conclusion (5 minutes)
 Before moving back to the classroom have students tell you
HOW we make inferences and WHY we should use strategies like
 prediction and inferring when we read
 Give instructions for our task we will complete after spelling before
moving on
9:45-10:15am: SPELLING BACK IN THE CLASSROOM
Read an During 1. Introduction
increasing guided  Before break, we will be completing our prediction rotations. Students
range of reading, will need to switch back to their PREDICTION detective roles to complete Magnifying
different types focus on one the activities. Explain each station before sending off. glass prop
of texts by … student from
10:15am using text proc each level to 2. Work Stations (30 minutes)
essing assess their  Guided reading: (10 minutes)
strategies, for understandin Read levelled book with each group, keeping track of students
example g against a engagement with the text, participation in discussion, and specific
inferring. (ACEL checklist. predictions/clues found
Y1679)  Before reading: Guided reading
Collect work 1. Look at the title books and
10:25am Find clues in samples to 2. Look at the images checklist
the text and assess from 3. How do these clues help us predict?
use what they the other 4. Make a prediction
know to make two stations.  While reading:
sense of the 1. What have we read so far
story. 2. What are three key ideas/events that have happened
3. What will happen based on what you have read
 After reading:
1. Were your initial predictions correct?
2. Discuss with your partner
10:35am
 Independent reading: (10 minutes)
Students will choose a book and follow the prompts on the
worksheet to show their understanding of prediction.

 Computer (10 minutes)

Students will be given a mini book cover and will complete the
activity from the lab last Tuesday. This time, they will tell me AT
10:45am LEAST 3 clues on the front cover and how they lead to predictions
about the text. They will type the title, their name, at least three
clues and subsequent predictions.