Teacher: Nicole Salamone Date: 6/19/20

Content Area: ELA School:

Grade: 5 Skill: Inferencing School District:

INSTRUCTIONAL OBJECTIVE (S) (Lesson Objective (s)*)

Following a lesson on predicting, students will observe and interpret an anchor chart on
inferencing. Students will turn and talk in partners to discuss several pictures and write an
inference to each picture on a post it. After analyzing pictures, students will be divided
into small groups and become detectives. Students will need to rely on their inferencing
skills and use the clues in the reading passages to solve each case scoring at least a three
out of four on a teacher created rubric.

CCLS/ +NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.

CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.

INSTRUCTIONAL RESOURCES
 Anchor Chart
 Pictures
 Post its
 Manila folders
 Reading passages
 Worksheets
 Magnifying glasses

MOTIVATION (Engaging the learner(s)*)

 The teacher will have an item in a brown paper bag. The students will feel and
describe what’s in the bag. Using their description or clues, students will make an
inference of what it is.

DEVELOPMENTAL PROCEDURES
 Students will analyze and interpret an anchor chart on inferencing. (What is
inferencing? What strategies can you use to help make an inference?)
  In partners, students will discuss several pictures and make inferences for each
picture on post it notes. (What is happening in the picture? What inference can you
make from the picture? What clues help you make that inference?)
 In small groups, students will become detectives by using their inferencing skills and
using the clues in the reading passages to solve each case. Students will be provided
with magnifying glasses to take on the role. (When making an inference, what
helped you? What evidence supports your reasoning?)
 The whole class will discuss their findings as detectives and review the lesson
objective. (Based on your findings, were your inferences correct? Why or why not?
What did you learn about making inferences?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction
Indicator: This will be evident when the teacher is discussing the anchor chart and
inferencing.

Mixed Ability Partnerships

Indicator: This will be evident when the students are analyzing the pictures and
discussing the clues with a partner to make inferences.

Cooperative Learning
Indicator: This will be evident when the students are becoming detectives in small
groups and are analyzing reading passages and clues to make inferences.

Class Discussion
Indicator: This will be evident when the class discusses their findings, the lesson
objective and what is inferencing as a whole class.

ADAPTATIONS (Exceptionality*)
 For the learners who are struggling readers, the students will be partnered up in
mixed ability partnerships while discussing the anchor chart and pictures. The
teacher will provide directions orally and in writing. The learners will have a copy
of the anchor chart for support during partnerships and small groups.
 For the learners who have ADHD, the learners will be seated in close proximity to
the teacher to help maintain focus. The learners will have access to flexible seating
and a reward system that the children can earn a break.

DIFFERENTIATION OF INSTRUCTION
The teacher realizes not all students learn the same way. The class will be separated by
ability.
 The students who work below grade level will have reading passages on their
reading level. Students will write one to two sentences supporting their
inferences.
  The students who work at grade level will have reading passages on their
reading level. Students will write two to three sentences supporting their
inferences.
 The students who work above grade level will have reading passages on their
reading level. Students will write five to eight sentences supporting their
inferences.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

 Students will be assessed informally based on their responses during the anchor
chart discussion and during their partnerships.
 The teacher will observe the students’ group work and assess their worksheets.

INDEPENDENT PRACTICE
 Students will complete a “What’s in my backpack activity.” Students will bring in
three items from home and present them to the class. The class will make
inferences on the items.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION

AND ACADEMIC ENRICHMENT

DIRECT TEACHER INTERVENTION: For the students who do not meet the objective,
the students will review with the teacher the anchor chart and work on task cards on
inferencing.

ACADEMIC ENRICHMENT: For the students who do meet the objective, the students
will watch several video clips. Students will make inferences based on the video clips
and fill out a graphic organizer.
 TEACHER REFERENCES
https://www.ashleigh-educationjourney.com/making-inferences/
https://speechtimefun.com/using-commercials-for-working-on-inferencing/
https://www.teacherspayteachers.com/Product/Detective-Inferences-Drawing-Conclusions-and-Making-
Inferences-Distance-Learning-2383927?utm_source=www.ashleigh-
educationjourney.com&utm_campaign=Detective%20Inferences
https://simplyengagement.blog/2019/02/21/inferencing-drawing-conclusions/