Ela Lesson

Artifact #2: Literacy Unit: Inferencing
Intasc Standards:
Standard #1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of
the content.
Standard #5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth,
to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
New York State Code of Ethics:

Principle 1: Educators nurture the intellectual, physical, emotional, social and civic
potential of every student.
Principle 2: Educators create support and maintain challenging learning environment
for all.
Principle 6: Educators advance an intellectual and ethical foundation of the learning
community.
DOE Claims:
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through effective pedagogy and best teaching practices.
Claim 3: Medaille College graduates are caring educators.
CAEP Standards:
Standard 1. Content and Pedagogical Knowledge
ILA Standards:
Standard 2: Curriculum and Instruction
Standard 3: Assessment and Evaluation
Standard 4: Diversity and Equity
Standard 5: Literate Environment
Curriculum Standards:
New York State Standards
NY.NGLS.3R1 Develop and answer questions to locate relevant and specific details in a text to support an answer or inference.
Ontario Standards
Ontario Curriculum Standards ELA Grade 3
Making Inferences/Interpreting Texts 1.5 make inferences about texts using stated and implied ideas from the texts as evidence
Ontario Code of Ethics:

• Care
• Respect
• Trust
• Integrity
Medaille College Department of Education
Lesson Plan
Teacher Candidate’s Name: Kelly Cizar Date:
Context for Learning (edTPA)
Where is the school where you are teaching located? City: _______ Suburb: __X_____ Town:_______ Rural: ______
Grade level: ___2_____ Number of students in the class: __15______
Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
IEP- Auditory Processing Disorder 1 Visual cues, repeat/ clarify/reduce oral instructions, stress key
words, additional wait time, extra time to complete tasks, anchor
chart
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
1 Visuals with text, translator dictionary, provide concept maps when
Level 4 English Language Learner appropriate, clarify vocabulary and language concepts in first
language when possible, anchor chart
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Lesson ___1___ of a ___3___ Day Learning Segment
Subject and Lesson Topic: Making Inferences
Grade Level: 2 Lesson Duration:
Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The central focus of this learning segment is to make inferences using schema and textual or picture cues.
Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)
Last year in Grade 2, students were able to develop and answer questions to demonstrate an understanding of key ideas and details in a text. In
previous grades students participated in various read aloud lessons using picture books with the teacher demonstrating questioning to elicit
student inferences. For example, “let’s look at the cover of the book. What clues can we see from the cover that might give us a hint of what the
book is about?”. Or “from the expressions on the character’s faces, how do you think they might be feeling? What clues tell you how they feel?”
How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)
In previous years, the terms schema to connect with background knowledge and inferencing were not commonly used. I will use this knowledge
to incorporate key ideas and details language and expand on students’ knowledge by introducing schema and inferencing. I will introduce these
academic terms by introducing and creating an anchor chart with the students.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)
In previous lessons, students have demonstrated an interest in guessing games played during academic activities. As we have just returned from
winter break, many students have shared they have travelled with their families. The students are starting to show an interest in exploring
various genres in reading and wanting to engage in independent reading.
As the students enjoy guessing games, I have chosen a detective game as an anticipatory set for this lesson. As some of the students have
returned from vacation, I have chosen a beach bag to stimulate background knowledge. As my students are starting to explore more difficult
reading materials such as chapter books, I am teaching the reading comprehension strategy to deepen students understanding of their reading
materials.
Curriculum Standards
Ontario Standards
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
By the end of the lesson, students will be able I will check in with each pair to review their
to make inferences about the text based on their understanding of inferencing and write Visual cues/anchor charts present
schema and evidence from pictures and text. anecdotal notes on whether they were able to
This will be demonstrated in the completion of infer. I will have students hand in their
a worksheet. worksheets to demonstrate their ability to infer
using text evidence or picture cues.
Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function Inferring I will support my students to use the language function by
Looking at your standards and objectives, modeling how to infer when looking at text and picture cues as well
choose the one Bloom’s word that best as creating an anchor chart as a group.
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary Brain I will support my students to understand the vocabulary by
Key words and phrases students need to be Schema providing a visual to connect with the word and by creating an
able to understand and use Inferencing anchor chart that will remain in sight for reference throughout the
learning segment.
Syntax I will support my students to use syntax by referencing the
Describe ways in which students will organize Response that states the inferencing statements anchor chart and a graphic organizer to list
language (symbols, words, phrases) to inference followed by the evidence
convey meaning.
evidence
Discourse
How members of a discipline talk, write, and My students will communicate I will support my students to use discourse by reviewing and
participate in knowledge construction and their understanding by working in referencing the inferencing statements anchor chart. Students will
communicate their understanding of the
concepts
pairs to discuss their inferences. work in pairs to talk out some possible inferences and participate in
Students will complete a a collaborative writing exercise to complete the worksheet.
worksheet, writing with specific
inferencing focused language.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator Repeat words after students label them
Clarify vocabulary words
Have “Mrs. Cizar’s Vacation Suitcase” in front of the class.

I will tell students that “I am going on a vacation and I brought a few things for my trip. I want you
all to look at the items and try to guess or Infer where you think I am going”.
Pull out:
-Flip Flops
-Sunscreen
-Beach towel
-Book
-Beach ball
-Sunhat
I will ask students, “why do you think that?” after each guess to try an elicit them to use their
schemas.
That’s right, you are inferring that I am going to the beach based on the clues I gave you AND your
background knowledge of having to wear flip flops at the beach.
I will ask questions to get them to identify why they know that i.e. previous experience, saw on
show, their parents told them, previous lesson, etc.
Today we are going to look at how we can become better readers. There are different strategies
we use to become better readers, like when we practiced making connections. Another reading
comprehension strategy is called inferencing and we are going to look at that today together.
Instructional Procedures The anchor chart will support the students
to remember to think about their schema
I will create anchor chart with students as a whole group lesson. and clues from the text when making an
inference.
I will have INFERENCING on top of chart. Visual cues, repeat/ clarify/reduce oral
instructions, stress key words, additional
I will hold up a picture of a brain and ask students to label it. I will write the word brain on the wait time, extra time to complete tasks,
board and place the brain picture beside the vocabulary word. anchor chart
I will place a picture of a character with a brain on top of head on the anchor chart and ask the
students to identify what is happening in the picture.
I will introduce the concept of schema by describing that the boy is thinking about what he already
knows, what is in his brain. When we have experiences or learn new things, it is stored in our
brains. This is called your schema. Have students repeat word. This is your background knowledge.
Something you already know or have learnt.
I will write the word SCHEMA under the picture.
I will place a plus sign beside the schema picture and ask them to label the sign.
I will hold up a picture of a detective looking through a magnifying glass and ask them what they
see.
That’s right, it’s a detective and detectives are always looking for ________________. Prompting
students to say clues.
I will write down the word clues under the pictures that is placed beside the plus sign
I will explain that when we are reading stories, we can use inferencing to find out what the author
is trying to tell us and the way we do that is through using our schema, which is
_____________________.
Great job. A schema is what we already know. PLUS Evidence or clues that we can find in text and
pictures.
I will write the words “in text and pictures” on the anchor chart beside the word “clues”.
So, when we look at a book, we INFER what is happening even though it doesn’t always say. We
are using the clues to figure out what it means.
I am going to show you how we can use inferencing to get clues from pictures or text while reading
No David! , by David Shannon.
Think Aloud will help students to make
Introduce the book. Explain to students that when we are reading a text and we want to infer connections as to how to ask questions to
something, we need special sentence starters. Ask students to look at the anchor chart previously find clues in the text and pictures to make
made of sentence starters for inferring. “I think, I infer, Probably, Maybe, My guess is”. I will read inferences.
these statements and tell students that as we go through the book, we are going to practice using
these statements to infer.
I will hold up the book and model an example of inferring. “This book is called No, David!” it has an
exclamation point in the title so I am thinking that someone might be yelling at him. Maybe it is
him mother or father? I can see a boy on the cover who has his hands on the fish bowl and it looks
like the water is falling out a bit. It looks like it might even fall since I can see the table falling here. I
can infer that he not supposed to be doing that and is getting in trouble. I can infer that David is
being bad.
Turn to page two and read the text, “Settle down!” I can see that David is wearing his pajamas. I
can also see from the picture clues that he is jumping on the bed and has a mischievous look in his
face. “I think that it is bedtime and David does not want to go to bed”.
Continue reading, stop at page 6. “No, David, no!” Oh oh, what does that mean? Asking questions will engage student to
What do you see David doing? Yes, he is covered in mud and there are footprints all over the floor. think about and search the text and
What do you think is happening? pictures for clues. Asking questions will
You can Infer based on the clues that he is in trouble for walking in the house all muddy. allow students to use their personal
background knowledge to construct
meaning beyond what is stated.
Page 9. Stop and ask students “who would like to try to infer what is happening? “
David is standing on edge of chair reaching for cookies. “What is happening in this picture? “
Great, the text evidence tells you that someone is saying “no David!” so you are inferring that he is
getting in trouble again.
“Do you think David is doing something safe?
Do you think David is doing something he is not supposed to do?
How can you tell he is doing something he is not supposed to do?
How do you think his mom and dad feel about him being up on a chair?
What does it say on the jar on the top shelf?
Why do you think the cookie jar is on the top shelf?
Last page of book. We are going to look at this one with your elbow partner. I am going to put the
page up on the overhead and I want you to look at the picture and see if you can find clues in the
text that tell you what is happening and I want you to try and make some inferences with your
partner. We are going to think pair share for a few minutes and then when you are ready, I would
like you to complete the worksheet.
Worksheet will read “what is David doing?”
“Our Inference”
“Evidence/Clues from the text”
Allow 10 minutes for partners to talk it out and come up with their own inferences
Closure Worksheet will indicate if students were
able to infer what David is doing based on
the evidence in the text
Have students’ hand in worksheet for assessment.
I will review the anchor chart created that inferencing is based on our schema, what we already
know plus the evidence or clues in the text and pictures.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.
Suitcase with beach essentials

Chart Paper (for Anchor Chart)
Markers
Images to post to anchor chart
Images for Vocabulary Words
“No David!” Picture book by David Shannon
Inferencing with David!
(Remember to use your schema and clues in the text to make your inference)
What is David Doing?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
My Inference
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
A Clue that helped me make my Inference

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
INFERENCING
Evidence in
Schema
(what you already know)
pictures or Text Inferencing
(Clues)
Lesson Plan

words, additional wait time, extra time to complete tasks , anchor
chart
Students
1 Visuals with text, translator dictionary, provide concept maps
Level 4 English Language Learner when appropriate, clarify vocabulary and language concepts in
first language when possible, anchor chart
Students
Lesson ___2___ of a ___3___ Day Learning Segment


I know that last year in Grade 2, students were able to develop and answer questions to demonstrate an understanding of key ideas and details in
a text. In previous grades students participated in various read aloud lessons using picture books with the teacher demonstrating questioning to
elicit student inferences.
In lesson one, the students worked as a group to create a class anchor chart to understand the definitions of inferencing and schema. Students
were taught to make their own inferences. This was done by participating in a read aloud while inferencing was modeled to them and questions
were asked to engage their thinking.
I will review the anchor chart created in lesson one as while as repeat important vocabulary. I will remind students of the story we read in class,
“No David!” where examples of making inferences were modeled and students worked on a worksheet to come up with their own inferences. I
will build on this literacy skill by introducing a picture book with no text to show that the author can give us a story and it is our job as the
reader to “read” the story based on our background knowledge and the clues in the illustrations.
In previous lessons, students have demonstrated an interest in guessing games played during academic activities. The students are starting to
show an interest in exploring various genres in reading and wanting to engage in independent reading. The students have struggled with
understanding what the author is trying to say when there is no text to back it up.
As the students enjoy guessing games, I have chosen a charades game as an anticipatory set for this lesson. I have chosen to demonstrate
feelings and emotions through this game to show them how they can read emotions through illustrations. I have chosen a picture book with no
text to demonstrate how inferencing can be make based on the illustration clues. As my students are starting to explore more difficult reading
materials such as chapter books, I am teaching the reading comprehension strategy to deepen students understanding of their reading materials
in order for them to become better readers.
Ontario Standards
By the end of the lesson, students will be able I will check in with each pair to review their
to make inferences about the story based on understanding of inferencing and write Visual cues/anchor charts present
their schema and evidence from pictures and anecdotal notes on whether they were able to Vocabulary/Word wall present
text. This will be demonstrated in the infer. I will have students hand in their writing
completion of a worksheet. journal to demonstrate their ability to infer
using text evidence or picture cues.

(edTPA Task 1, Prompt 4c)
Strategies teachers provide to help learners understand, use, and practice the
Looking at your standards and objectives, modeling how to infer when looking at text and picture cues. I will
choose the one Bloom’s word that best also support students to make their own inferences by asking
describes the active learning essential for questions and restating their comments with inferencing language.
Vocabulary Schema I will support my students to understand the vocabulary by
Key words and phrases students need to be Inferencing providing a visual to connect with the words and having an anchor
able to understand and use Hiccup (from text) chart created in previous lesson remain in sight for reference
Oar (from text) throughout the learning segment.
I will add the new vocabulary word to our word wall
Syntax Response that states the inference I will support my students to use syntax by modeling the skill of
Describe ways in which students will organize followed by the evidence inferencing in a think aloud. I will support my students to
language (symbols, words, phrases) to participate in referencing the inferencing statements anchor charts
convey meaning. and to list evidence to support their inference.
Discourse My students will communicate I will support my students to use discourse by reviewing and
How members of a discipline talk, write, and their understanding by working in referencing the inferencing statements anchor chart. Students will
participate in knowledge construction and pairs to discuss their inferences. work in pairs to talk out some possible inferences and participate in
communicate their understanding of the
concepts
Students will write in their writing a writing exercise where they will independently write their
journal using specific inferencing inference in their own writing journals. to complete the graphic
focused language. organizer.

and/or Supports
Anticipatory Set/Motivator
Review previous lesson The anchor chart will support the students
Boys and Girls, who can remember a strategy we talked about yesterday that helps to make us to remember to think about their schema
good readers? and clues from the text when making an
Yes, that is correct, Making Inferences is the name of the strategy. An inference is something that inference.
is probably true. The author and illustrator don’t always tell us everything about a story directly,
but sometimes they give us clues to help us think like a reader and say, “This is probably true.”
I am going to leave the classroom for a second and when I come back in, I would like you all to be Visual cues, repeat/ clarify/reduce oral
the detectives. Try and use what you already know and the clues I am giving you, to tell me what is instructions, stress key words, additional
going on. wait time, extra time to complete tasks,
anchor chart
I will leave room and come back in, slam door, stomp feet, press fists down to air as if I am really
mad.
Have students label that you are mad. How did you determine that I was mad and not getting
ready to go home for the day? That’s right because you know from your background knowledge,
that those are actions you have done or have seen someone do. Based on my clues and your
schema, you could infer that I was mad.
I will leave room and come back in, dancing, smiling, giggling, jumping for joy. Have students
label you are happy. What did I do to show you clues showed you I was happy. That’s right
because you know from your background knowledge, that those are actions you have done or have
seen someone do. Based on my clues and your schema, you could infer that I was mad.
Today boys and girls, we are going to look at some pictures and illustrations to give us clues to
help us become good readers and try to make some inferences together.
Instructional Procedures Have inferencing anchor chart present that
I will reference back to throughout lesson.
Have anchor chart of inferencing up as well as anchor chart of inferring statements.
Visual cues, repeat/ clarify/reduce oral
Introduce the Wordless Picture Book, Hiccup by Mercer Mayer. instructions, stress key words, additional
Boys and girls, in this book the author only uses pictures and the reader must analyze the pictures wait time, extra time to complete tasks,
and think what the characters are probably feeling, or thinking, or saying. anchor chart
We are going to make inferences of what we think might be happening based on what we see in the
pictures and our background knowledge. Let’s have a look.
Place the first pages on the overhead.

I will think aloud by analyzing the illustrations and what the characters could be saying and/or
thinking.
I see that the male hippopotamus has a picnic basket in his hand and his other hand is pointing
towards the boat. He is looking at the female hippopotamus so I can infer that he is inviting her to
go on a picnic with him and they are going to perhaps travel by boat. I can see that the female
hippopotamus is holding an umbrella and I don’t see any rain, I know from my background Keep overheads up and point to clues in
knowledge that some people will use umbrellas to block the sun. I can infer that it must be a sunny the illustrations so students can identify
day. She is smiling so the clues tell me she is happy to be receiving the picnic invitation. where I am looking/ referencing
I will continue with my think aloud over the next few pages. I will make my inferences explicit by
sharing how I am taking clues from the illustrations and my own experiences to decide what is
probably true
Page 3- There is a clue in the text here. We can see that he is helping her into the boat and as she
is getting in, she says something. What text clue did the author give us? “Hiccup”. Who knows
what a hiccup is? That is right, a hiccup is what our body does to sometimes get more air. It
comes from our diaphragms and it often makes a noise that sounds like “Hiccup”. We’ve all had
them, right? and we know sometimes they are hard to get rid of, right? Sometimes, it can be
frustrating. Let’s continue reading to see what happens.
Page 4- This is a new word so I will review the

There is that text clue again, “Hiccup, Hiccup, Hiccup Hiccup”. This is telling me that she is definition and add it to our word wall.
having a whole bunch of hiccups. I wonder how she is feeling? Her eyes look like they are very big
here, her face almost looks like she might be embarrassed. Remember our bodies can’t control
hiccups and sometimes they happen without us wanting them to. The male hippopotamus is
pouring something into his cup. I think they are going to have a drink. I think he may be offering
her a drink to get rid of the hiccups. That sometimes helps me.
Page 5-
I will start to ask questions to get students to think and infer based on the questions
Oh my goodness. What is happening here?!
That’s right, he is throwing his water at her! Her eyes are closed, that’s right. Perhaps it scared
her. Do you think he was trying to scare her? Has anyone ever tried to scare you when you had
the hiccups? Some say that is a trick to get rid of hiccups.
So would you agree that as a class, we can infer that he is throwing water at her to try and get rid
of the hiccups?
Page 6-
What is happening here? Does she look upset? Do you think she is mad that she got wet? Look at
his face? How do you think he feels? Does he feel bad? That’s right, he probably shouldn’t have
done that. So we can infer together that she is upset with him for throwing the water at her.
Page 7-
What are they doing? Yes they are eating their picnic. How does the male hippopotamus look?
Yes, happy and how does the female hippopotamus look? Yes she looks happy now too. Do you
think he is happy that they can finally enjoy their picnic now? We can infer that she has forgiven
him.
Page 8-
Oh no, what does it say? “Hiccup”. Not again.
Page 9-
Who can tell me what the text says? “Boo”, so he is trying to scare her again. And what is
happening to her? That’s right, she is so scared and what clue tells you that? Her mouth is open
and her eyes are wide and she is throwing her glass is the air. Do you think she is scared? And
what from your background experiences thinks this is probably true?
Page 11
What is happening here? The text clues tell us what she is saying? Yes that’s right, two more
hiccups. Can anyone notice anything else? Yes, she is covering her mouth. What does that mean?
She is trying to hide it. Has that ever happened to you? What is his face telling us? Yes! He is not
happy again. I love how you guys are making inferences about what is happening based on your
schemas, things you already know and the clues in the illustration. See how we are able to read
the book without the text?
Now I would like you to think-pair-share with your elbow partner the next page and try to come
up with some inferences of your own. Remember to look at the clues and talk about your
background experiences that make it probably true. Once you come up with your inference, I
would like you to write in your writing journal your inference. Make sure to look at the anchor
chart of sentences starters and back up your inference with evidence.
Place page 12 on overhead- leave up for duration of activity
Allow 10 minutes for completion.
Closure
I will call on a few groups to share their inferences.

Finish looking at last few pages of book so students get closure to the story.
I will review how when we make inferences in a story, we are able to become better readers in
understanding what the author and illustrator are trying to tell us.
Reference the anchor chart create: inferencing is based on our schema, what we already know plus
the evidence or clues in the text and pictures.
Next time we are going to look at the text in the story and see if we can be good detective readers
and try and make our inferences from text.
white-board images.
Inferencing Anchor Chart (from lesson 1)
Sentence starter Anchor chart (from lesson 1)
Overhead Projector
Text “Hiccup” by Mercer Mayer
Writing Journals
Figure 1
Lesson Plan

words, additional wait time, extra time to complete tasks , anchor
chart
Students
1 Visuals with text, translator dictionary, provide concept maps
Level 4 English Language Learner when appropriate, clarify vocabulary and language concepts in
first language when possible, anchor chart
Students
Lesson ___3__ of a ___3___ Day Learning Segment


I know that last year, in Grade 2, students were able to develop and answer questions to demonstrate an understanding of key ideas within a
story and find key details in a text. In lesson one, the students worked as a group to create a class anchor chart to understand the definitions of
inferencing and schema. Students were taught to make their own inferences. This was done by participating in a read aloud, while inferencing
was modeled to them and questions were asked to engage their thinking. In lesson two, students were able to demonstrate their ability to make
inferences based on a picture book using their schema and picture clues.
I will review the anchor chart created in lesson one. I will review with students the story we read in class, “No David!” and “Hiccup” reviewing
some of the examples inferences they made. I will use this lesson to scaffold inferencing by introducing a text only passage.
In previous lessons, students have demonstrated an interest in guessing games played during academic activities. Students have had various
community helpers visit the school and students have shown an interest in this activity. The holidays are approaching and in our social studies
lesson, we have been talking about family and various cultural celebrations.
As the students enjoy guessing games, I have chosen a mystery bag activity to build on their skills on making inferences. I have included some
of the community helpers that have previously visited the school. Based on our social studies lesson, I will be using a Christmas themed text.
Ontario Standards
By the end of the lesson, students will be able Students will demonstrate the objective by Visual cues/anchor charts present
to find text evidence within the story based on completing an independent graphic organizer. Vocabulary/Word wall present
the inference provided.

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
Looking at your standards and objectives, modeling how to infer when looking at clues within their mystery
choose the one Bloom’s word that best bags. I will also support students to make their own inferences by
describes the active learning essential for asking questions and restating their comments with inferencing
language. I will support my students to complete a graphic
organizer by providing them with the inference and text so they are
able to find the clues based on their background knowledge and
text evidence.
Vocabulary Schema I will support my students to use vocabulary by having an anchor
Key words and phrases students need to be Inferencing chart created in previous lesson remain in sight for reference
able to understand and use throughout the learning segment.
Syntax Response that states the inference I will support my students to use syntax by modeling the skill of
Describe ways in which students will organize followed by the evidence finding clues in a mystery bag and inferencing who the bag belongs
language (symbols, words, phrases) to to in a think aloud. I will support my students to participate in
convey meaning. referencing the inferencing statements anchor charts and to list
evidence to support their inference of their own mystery bags. I will
provide the inference for the students in order to guide them
towards the appropriate evidence in the text.
Discourse My students will communicate I will support my students to use discourse by reviewing and
How members of a discipline talk, write, and their understanding by referencing the inferencing statements anchor chart. Students will
participate in knowledge construction and completing a graphic organizer to work in pairs to talk out some possible inferences and participate in
communicate their understanding of the provide the evidence in the text a shared mystery bag inferencing activity. Students will also
concepts
and background knowledge. participate in an independent writing exercise where they will
demonstrate their ability to find text clues within a passage based
on the inference provided and complete a graphic organizer.

and/or Supports
Anticipatory Set/Motivator
Review previous lesson The anchor chart will support the students
Boys and Girls, who can remember a strategy we talked about yesterday that helps to make us to remember to think about their schema
good readers? and clues from the text when making an
Yes, that is correct, Making Inferences is the name of the strategy. An inference is something that inference
is probably true. The author and illustrator don’t always tell us everything about a story directly,
but sometimes they give us clues to help us think like a reader and say, “This is probably true.”
Stress key words
Today we are going to play a little detective game as a class to help us become better readers.
Instructional Procedures Have inferencing anchor chart definition

up, that I will reference back to throughout
lesson.
You will each receive a brown paper bag. Inside your bag will be clues. Now these clues are going Have anchor chart up of inferring
to help you decide who the bag is for. I am going to show you an example of my bag and the clues statements (“I think…., I infer…, etc.) .
I have inside my bag.
Open bag and pull out contents one by one modeling think aloud.
A red apple. So, this is telling me that its somebody who likes fruit, which could be anybody Visual cues, repeat/ clarify/reduce oral
really. Based on my schema, I can guess that maybe a farmer? Maybe a baker. I don’t think I have instructions, stress key words, additional
enough clues to guess who this bag is for, so I am going to keep looking. wait time, extra time to complete tasks
Now I see that there is a red pen in here. Hmm, so I know that a pen is used to write with. Writers
use them, students use them sometimes, teachers use them. I wonder why it is red? Let’s have a
look at what else is in here. Interesting, here is a grade book. Now, who uses a grade book? That’s
right, based on our background knowledge, we know that teachers use grade books. You have all
received a grade from your teacher and you all know they use grade books. See how you pulled
that from your background knowledge or your schema? So, I am going to infer that with the clues
of an apple, a red pen and a grade book, this bag belongs to a teacher. Would you agree with me?
Did you all see how I used my schema AND the clues provided to come up with my inference?
Great! Now it’s your turn. You should all be sitting quietly at your desk in order to receive your
bag. You are going to work with your elbow partner. I want you to look at each item carefully and
think about it before you decide on your inference of whose bag it is. When you think you have
your inference, I want you to quietly raise your hand and wait for the others. We will share our I will walk around and help students who
inferences together. may require additional questioning to come
to their inference.
Allow 10 minutes for activity.
Allow extra time to complete tasks for
Bags: students that require
Baby: Diaper, bottle, wet wipes
Doctor: rubber gloves, tongue press, child’s stethoscope
Gardener: Gloves, flower seeds, shovel
Police: Badge, sunglasses, whistle
Librarian: Reading glasses, book, library card
Student: Pencils, Pencil case, workbook Reference anchor chart for inferencing
Dog: Dog bone, leash, collar sentence starters. “ I think____” “I
Photographer: Camera, batteries, film Infer_____”
Lifeguard: Whistle, bathing cap, sunscreen
Call on each group to share their inferences. Remind students to share their clues and make an I will use language to support students’
inference statement using the sentence starter. schemas and bring attention to where their
knowledge came from.
Now boys and girls, the last two classes, we have looked for clues in the story using pictures and a
few text clues. Now, we are going to see your reading detective skills in text.
Hand out Jenny’s surprise Worksheet with Inferencing column filled in.
I am handing out a worksheet and what I want you to do, is make an inference about what is
happening in this passage. And boys and girls, how do we make an inference? Put one hand up in
the air and repeat “clues from text or pictures” have students repeat. Now put your other hand up
and repeat “Plus Schema” have students repeat.
Now that everyone has a copy, we are going to read it together once. I would like you all to
whisper read along with me. This passage is called, Jenny’s surprise.
Read passage out loud with class.

Walk around and help students who require
Now what I want you to do is, is re-read Jenny’s surprise independently to yourself. There are additional support to complete graphic
three columns on the worksheet; Text, Schema and Inference. What I want you to do is read the organizer.
inference and then go back to the text to find the corresponding clue. Once you have the text clue, Re-read to students who require.
you are going to fill in the box for what your background knowledge tells you, your Schema. Clarify vocabulary and language concepts
Closure
I will call on a few students to share their inferences and check for understanding.
Collect worksheets from students.

Take note of any students who may require
Now after recess, we have our silent reading period where you have all picked out your new extra support and review central focus with
chapter book. You are going to start your chapter books for silent reading and I want you to try them.
and practice using inferencing. Who feels like they can be a good reader and try it out with their
book, raise your hand.
Great! Have a good recess!
white-board images.
Inferencing Anchor Chart (from lesson 1)

Sentence starter Anchor chart (from lesson 1)
Mystery Bags with various materials inside
Jenny’s Surprise Worksheet- Carrie Lutz: www.Teacherspayteachers.com
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Artifact #2: Literacy Unit: Inferencing

New York State Code of Ethics:

Ontario Code of Ethics:

Teacher Candidate’s Name: Kelly Cizar Date:

Context for Learning (edTPA)

Grade level: ___2_____ Number of students in the class: __15______

Students with IEPs/504 Plans

Subject and Lesson Topic: Making Inferences

Grade Level: 2 Lesson Duration:

Central Focus of the Learning Segment

Knowing Your Learners

Academic Language Demands Instructional Supports

Have “Mrs. Cizar’s Vacation Suitcase” in front of the class.

I will write the word SCHEMA under the picture.

Suitcase with beach essentials

What is David Doing?

A Clue that helped me make my Inference

Teacher Candidate’s Name: Kelly Cizar Date:

Context for Learning (edTPA)

Grade level: ___3_____ Number of students in the class: __15______

Students with IEPs/504 Plans

Subject and Lesson Topic: Making Inferences

Grade Level: 3 Lesson Duration:

Central Focus of the Learning Segment

Knowing Your Learners

Academic Language Demands Instructional Supports

Instructional Process Accommodations and/or Modifications

Place the first pages on the overhead.

Page 4- This is a new word so I will review the

I will call on a few groups to share their inferences.

Teacher Candidate’s Name: Kelly Cizar Date:

Context for Learning (edTPA)

Grade level: ___3_____ Number of students in the class: __15______

Students with IEPs/504 Plans

Subject and Lesson Topic: Making Inferences

Grade Level: 3 Lesson Duration:

Central Focus of the Learning Segment

Knowing Your Learners

Academic Language Demands Instructional Supports

Instructional Process Accommodations and/or Modifications

Instructional Procedures Have inferencing anchor chart definition

Read passage out loud with class.

Collect worksheets from students.

Inferencing Anchor Chart (from lesson 1)

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Grade level: _2_ Number of students in the class: 15______

Grade level: _3_ Number of students in the class: 15______

Grade level: _3_ Number of students in the class: 15______