ELD LEVEL: EMERGING

ELD STANDARDS: ELD 4.RL4.6A

Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters,
events, and the like) based on close reading of a select set of grade-level texts, with substantial
support.

DAILY ELD LESSON PLAN

Direct Interactive Instruction

Target Form: Target function:

ELD Lesson Component INSTRUCTION AND STUDENT PRACTICE

Warm Up Teacher/students:
Connecting to Prior Knowledge WARMUP:
Students will be provided a text called, “Gotas
de pintura” they will have the opportunity to
infer information using “clues”
and working as a group. They will then
answer 3 questions.

State Language Objective Teacher:

Direct instruction
(3-5 examples) Today we are going to read Gotas de Pintura and
I DO make inferences. First, I will read the story and
Input and Model show the inferences I make. Then, we will work
together to make some inferences as a class.

Teacher provides direct instruction
We are going to have an anchor chart that we will
guide ourselves through. In the anchor chart It has
3 columns, “The text states, I know, I can infer
that”, and I will start on the right first which is I
can infer that. I will go first and then you will help
me with the text states….

Talking aloud (Model thinking) Now let’s think of what happened in the story.
This story was about who? It was about Ethan. He
 did not know what to paint in his art class and was
not being very nice to the teacher who was trying
to help.

1. Was ethan being positive?

No he wasn’t being positive in his art class. He

was making negative comments on his ability to
paint.

-Boys and girls, it’s not okay to act like that, even
when we don’t like what we are doing in school

2. Was he trying his best in painting?

At the beginning his paper was blank because he

didn’t know what he was going to paint, however
his teacher helped him and gave him ideas but he
ws still not being nice or trying his best.

-Now let’s read the text again, where does it show

us that he wasn’t trying his best. Oh i see,
Paragraph 2 says, “althought Mrs. K was helping
Ethan, he was not listening to any words she said”

3. What can we infer about Ethan and his

personality in the story?

Ethan was not being open- minded.

Would you act like this anthony?

Picking random students to answer

Structured Guided Practice Teacher/students:

Anchor chart: I will write a 3 section column
(3-5 examples) (KWL) ​“The text states, I know, I can infer
WE DO that”, and we will start on the right first which
TOGETHER
is
Structured Practice
I can infer that “______________________”
this will help bring students ideas and to help
share them among their peers. (I can infer that
Ethan was not being open to the ideas the
teacher was illustrating)

After we will move on to, “The text states”,

which helps us go back and read the passage
and find the best evidence that supports our
inference
The Text states “____________________”

Lastly, we will do “I know that

“ __________________”

Restate the objective question: I can refer to

details and examples in the text and make
inferences and connections to real life.

Has a similar situation happened to you?

Was there other things we want to know?
What can you infer about why Ethan was
acting that way? Maybe he didn’t lik eart
for a particular personal reason. Or what if
art reminds him of something. What clues
help us infer that __________?
 Student to student:
Guided Practice
Stations:
(3-5 examples) Students will be working in groups of 4. They
YOU DO, will be going to 4 different stations. In each
I SUPPORT station they will have a different and short
Guided Practice passage. They are given 2 questions per
station. Once they are done they will return to
their seats and present each station 1,2,3,4

Here are some of the questions in each station

Station 1:

-Why does Kyle put the report card in a soup

can?
-Was Kyle's report card good or bad and why
was it like that?

Station 2:

-What relationship do John and Anastasia

have?
-Why is Anastasia sad?

Station 3:

-Where are Mom and William going?

-Who is Georgie?

Station 4:
-Why does Ryan want to call his mother?
-Why do Ryan's eyes get red and itchy when he
walks into Robert's house?

I will monitor students when rotating each

station.
Closure Bring the students back together as a whole
and class.
Independent Practice Ask each group to share one inference they
YOU DO made and explain the clues that led them to
Independent Practice their conclusion.

Some of the following questions:

1. How did making inferences help

you to better understand the text
that you were reading?
2. How did your background
knowledge help you to make
inferences?
3. Emphasize that different readers
may make different inferences, and
there is often more than one correct
answer.