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Making inferences is a metacognitive reading strategy that aids in guiding students to make accurate conclusions
based on what they are reading. In using this strategy students use the text information and activate prior
knowledge to reach a non-explicit conclusion from the text. This strategy allows students to gain new knowledge
from the text but also to practice using their schema. Making inferences will improve the students comprehension
while refining their reading fluency. In the text students will look for clues hence decoding the authors message. The
main goal of this lesson is to bring students up to par with the Fountas and Pinnell reading level, improve
comprehension and fluency while allowing students to make valuable inferences to understand the text.
Students will work in groups. Each group will be assigned a specific text and will work to understand the text
through making inferences. I will meet and work with the blue group three times a week, with the pink group twice a
week, and with the green group once a week. Students will work in small groups while also participating in whole
classroom instruction.
Common Core:
CCSS.ELALITERACY.RL.5.1
Quoteaccuratelyfromatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.
CCSS.ELALITERACY.RF.5.4
Readwithsufficientaccuracyandfluencytosupportcomprehension.
CCSS.ELALITERACY.RF.5.4.A
Readgradeleveltextwithpurposeandunderstanding.
CCSS.ELALITERACY.RF.5.4.B
Readgradelevelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.
CCSS.ELALITERACY.RF.5.4.C
Usecontexttoconfirmorselfcorrectwordrecognitionandunderstanding,rereadingasnecessary.
CCSS.ELALITERACY.RL.6.2
Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonal
opinionsorjudgments
In your classroom, you have 26 students demonstrating a variety of strengths and challenges in reading and writing.
The chart below details their most recent reading assessment using the Fountas and Pinell levels. (If you are
interested in how these levels compare to others you may have seen used, please visit:
http://www.readingseed.org/wp-content/uploads/2009/09/Comparison-chart-for-leveled-books1.pdf).)
Name
Sarah
Diana
Troy
Farah
Lisa
Jonath
an
David
Kara
Julian
Jennife
r
Auggie
Jack
Jordan
Carrie
Elias
Mary
Ernie
Patrick
Donna
Benchma
rk
Independ
ent
Leveli
P
P
Benchmar
k
Instruction
al Levelii
Accura
cy
Compr
ehensio
niii
Fluenc
y
Benchma
rk
Placeme
nt Leveliv
Q
Q
95
96
9
7
2
0
P
P
P
P
Q
Q
Q
Q
R
R
95
97
95
95
8
8
8
8
1
3
2
3
Q
Q
R
R
Q
Q
Q
Q
R
R
R
R
95
97
96
98
7
9
10
6
1
2
2
2
R
R
R
R
R
R
R
T
T
T
T
U
U
S
S
S
U
U
U
U
V
V
95
97
96
95
95
97
96
95
96
7
9
8
10
9
8
6
7
9
2
2
3
3
1
1
3
1
2
S
S
S
U
U
U
U
V
V
Notes
U
U
V
V
98
95
5
7
0
2
V
V
Robert
Jerry
Helen
Vera
Michae
l
W
W
X
Y
Z
X
X
Y
Z
Z
98
97
97
96
98
6
7
9
9
6
0
0
2
3
1
W
X
Y
Z
Y
Step 2-Grouping:
Group
Commen
ts
Monday
(30 minutes
each session)
Whole Group
Blue
Pink
Green
(45 minutes
each session)
Guided Reading
Drop.Everything.And.Read
Comprehensions Tic-TacToe
Drop.Everything.And.Read
Making Inferences
Introduction and Reading
Drop.Everything.And.Read
Small Group
Individual Work
Blue
Pink
Green
Wednesday
Whole Group
Blue
Individual Work
Making Inferences
Introduction and Reading
Making Inferences
Introduction and Reading
Individual Fluency
Assessment
Tuesday
Small Group
Interactive Read-Aloud
Comprehensions Tic-TacToe
Guided Reading
Poem Writing
Reading Strategies
Connections
Small Group
Partner Reading
Letter to Character
Individual Work
Recitation of Poems
Pink
Green
Thursday
(45 minutes
each session)
Fluency Tic-Tac-Toe
Guided Reading
Small Group
Individual Fluency
Assessment
Blue
Inventor
Vocabulary Mavens
Individual Work
Guided Reading
Letter to Character
Pink
Patrick, Beth
Reading
Poem Writing
Green
Comprehensions Tic-TacToe
Letter to Character
Friday
30 minutes
each session
Interactive Read-Aloud
Interactive Read-Aloud
Whole Group
Blue
Pink
Green
Interactive Read-Aloud
Interactive Read-Aloud
Interactive Read-Aloud
Small Group
Individual Work
Fluency Tic-Tac-Toe
Guided Reading
Guided Reading
Connections
Reading
Inventor
Blue Group
Common Core
Standards
- CCSS.ELA-LITERCY.RL.5.1
Quote accurately from a text
when explaining what the text
says explicitly and when
drawing inferences from the
text.
- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and
fluency to support comprehension.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.
Monday
Whole Group:
8:30am 9:00
am
- CCSS.ELALITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular
details; provide a summary of
the text distinct from
personal opinions or
judgments.
Drop.Everything.And.Read
Teacher:
Will define the reading strategy
of making inferences and will
given examples of how to look
for clues and activate prior
knowledge to make conclusions.
Then read the Tomie dePaola
book The Legend of the Indian
Paintbrush.
Students:
Will have their reading journals
out and will write down the clues
they hear and connections they
make that lead them to make
inferences/conclusions from the
text.
Assessment:
Checking for understanding
through classroom participation
and the content of their reading
journals.
Differentiation Example One:
- High: 8 or more clues and
connections to text.
- Middle: 7 to 5 clues and
connections to text.
-Low: 4 or less clues and
connections to text.
Individual Fluency
Assessment
1-Minute Reading & Updating My
Fluency Notebook
(All of the Blue Group and
Troy, Farah, Lisa, Jonathan,
and Ernie)
Teacher:
Will pull out students one at a
time to do a 1-minute Fountas
and Pinnell Fluency Assessment.
Students: Will read and then
calculate the words read per
minute (wpm) and record their
finding in their fluency
notebook. Students will set a
reasonable goal for with teacher
for next assessment. The
students who are not being
assessed will work using their
indoor voice level in their small
groups or on the individual work.
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one
instruction must be provided or
if there needs to be whole
classroom instruction geared to
a specific need.
Small Group:
Comprehensions (45 minutes)
Students:
Will play in partners. They will
determine who is X and who is O.
Then they will role the dice.
Whoever roles the highest number
will go first. The other player will
draw a card and read the question.
The player who rolled needs to
answer the question correct to place
their X or O. Once the student places
the X or O, both students will write
the question down and the answer in
their reading journal.
Teacher:
Will review punctuation with
group explaining the
connection to fluency. Then
will make a list of the
characters in The Tale of
Despereaux book.
Assessment:
Checking for understanding through
review the students journals.
Students:
Will pick a character and will
write a poem about the
character based on the
readings. The poem must
contain different punctuation
marks. Hence allowing
students to see how
punctuation is directly
connected to reading fluency.
Assessment:
This is a two-day assignment.
Students will turn in poems
tomorrow. Will check for the
use of different punctuation
and that the information for
the character is correct to
determine if students are
understanding what they are
reading.
Thursday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am
Individual Fluency
Assessment
1-Minute Reading & Updating My
Fluency Notebook
(All of the Green Group and
Patrick, Beth)
Teacher:
Will pull out students one at a
time to do a 1-minute Fountas
and Pinnell Fluency Assessment.
Teacher:
Will show the students the
following video and explain
how fluency plays a role on
how the poem is read.
Poem: What Teachers Make
Students:
Will read their poems written
yesterday with the correct
fluency due to the
incorporation of distinct
punctuation.
Assessment:
Teacher will collect their
poems and will listen to their
recitation of their poems.
Individual Work: Writing
(45 minutes)
Teacher:
Before reading, teacher will write the
following words on the board:
activist, Nobel Peace Prize,
suppression, optimism, humanity,
and courage on the board. Then will
ask:
Students:
Will use their character list
from Tuesday that is in their
reading notes book. They will
pick a character in The Tale
of Despereaux book different
from the character used in
10
11
Friday
Assessment:
Checking for understanding through
the first set of definitions before
reading the text and how they were
able to come up with a group
definition using the text. Will look at
their reading journal. Teacher will
also collect the article to address the
unknown words in the next Guided
Reading Group.
Small Group: Fluency (30 minutes)
words.
Activity: Connections
Students:
Will work in pairs. Then they will role
the dice. Whoever roles the highest
number will go first. Wherever they
decide to place the X or O, there is a
description of how they will need to
read ONE paragraph from The Tale
of Despereaux book. The
descriptions include: whisper, scared,
monster voice and emotions are also
included such as mad, very excited
voice.
Assessment:
Checking for understanding and
fluency through observing them as
they read. I will be taking notes that
will be discussed with the student
Teacher:
Mini-lesson on the three
types of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)
Teacher will be there
assisting at all time.
Students:
Will take notes in their
reading journal about the
three types of connections.
Will finish the last chapter
chapter of Tale of
Despereaux.
Student will make
12
13
Pink Group
Common Core
Standards
- CCSS.ELA-LITERCY.RL.5.1
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
Monday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Teacher:
Will define the reading strategy of
making inferences and will given
examples of how to look for clues
and activate prior knowledge to
make conclusions. Then read the
Tomie dePaola book The Legend of
the Indian Paintbrush.
Individual Work:
9:30 am 10:00
am
Students:
Will have their reading journals out
and will write down the clues they
hear and connections they make
- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy
and fluency to support
comprehension.
Small Group:
Comprehensions (30 minutes)
Activity: Comprehensions Tic-TacToe
Students will play in partners.
They will determine who is X and
who is O. Then they will role the
dice. Whoever roles the highest
number will go first. The other
player will draw a card and read
the question. The player who
rolled needs to answer the
question correct to place their X
or O. Once the student places
the X or O, both students will
write the question down and the
answer in their reading journal.
- CCSS.ELALITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular
details; provide a summary of
the text distinct from
personal opinions or
judgments.
Individual Work: Reading
(30 minutes)
Drop.Everything.And.Read
Student will take their DEAR
book and will read silently
while annotating their text.
14
Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am
Assessment:
Checking for understanding
through review the students
journals.
Differentiation Example Two:
- High: Correctly answer ten or
more questions with textual
evidence.
- Middle: Correctly answer seven
to ten questions using textual
evidence for most questions.
-Low: Correctly answer five or
less questions and only using
textual evidence for three or less
questions.
Small Group: Guided Reading
(45 minutes)
Students:
Will use their character
analysis that is in their
reading notes book from last
week. They will pick a
character in The BFG. They
will write a letter to the
character telling the
character how they should
deal with the situation in the
book. Student should also
share their emotions and
thoughts about the book with
15
Wednesday
Whole Group:
8:30am 9:00
am
Activity: Inventor
Teacher:
Students:
Students:
16
Thursday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am
Activity: Audiobook
Students:
Will read their Guided Reading
book as they listen to the
audiobook. They are to annotate
their book with pencil. They will
Teacher:
Mini-lesson reviewing
punctuation with group
explaining the connection to
fluency. Then will make a list
17
Assessment:
Teacher will see how many wpm
each student is reading and will
determine if one-on-one instruction
must be provided or if there needs
to be whole classroom instruction
geared to a specific need.
Friday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined, teacher
will stop and reread sentence and
tell the students to use the context
Teacher:
Will be present to help them.
Students:
Will finish the last chapter of The
BGF. And will complete the BFG
Comprehension Package, which
18
Students:
Will take notes in their
reading journal about the
three types of connections.
Student will make
connections to the Guided
Reading text in their journal
all including contextual
evidence.
Assessment:
Checking for understanding
through correct completion of
connections and the notes
taken in class about the three
connections. Also will
evaluate the contextual
evidence used for each
connection.
Differentiation Example Four:
- High: 5 TS, 4 TT, 3 TW
questions.
- Middle: 4 TS, 3 TT, 2 TW
questions.
- Low: 4 TS, 2, TT, 2 TW
questions.
-ELL: 4 TS, 2, TT, 2 TW
questions written in English
or their native language.
19
Green Group
Common Core
Standards
- CCSS.ELA-LITERCY.RL.5.1
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and
fluency to support
comprehension.
- CCSS.ELALITERACY.RL.6.2
Determine a theme or central
idea of a text and how it is
conveyed through particular
20
Monday
Whole Group:
8:30am 9:00
am
Teacher:
Will define the reading strategy of
making inferences and will given
examples of how to look for clues
and activate prior knowledge to
make conclusions. Then read the
Tomie dePaola book The Legend of
the Indian Paintbrush.
Teacher:
Will provide a sample Facebook
Profile Template to help students
create the Character Profiles.
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am
Students:
Will have their reading journals out
and will write down the clues they
hear and connections they make
that lead them to make
inferences/conclusions from the
text.
Assessment:
Checking for understanding through
classroom participation and the
content of their reading journals.
Differentiation Example One:
- High: 8 or more clues and
Students:
Will create a Facebook Profile for
two characters. The Profile
should include the characters
traits, quotes from the text, a
picture or drawing of the
character, including the emotions
the character feels time stamped
to events in the text. Students
may add pictures or drawings as
the characters posts using the
text information.
Assessment:
Checking for understanding
through reviewing the
information used in the Character
Profiles. Character Profiles must
be completed and presentable
21
Tuesday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am
Activity: Connections
Teacher:
Mini-lesson on review the seven
Reading Strategies (making
connections, asking questions,
creating sensory images, making
inferences, determining
importance, summarizing,
synthesizing).
Teacher:
Mini-lesson on the three types
of connections.
- Text-to-Self (TS)
-Text-to-Text (TT)
-Text-to-World (TW)
Students:
Will use the seven Reading
Strategies to work in their small
group to complete Determining
Importance in Fiction. Students
will summarize, determine
importance, make connections,
and use the text to support their
work.
Assessment:
Checking for understanding
through reviewing the
information. Teacher will be able
Students:
Will take notes in their reading
journal about the three types
of connections. Student will
make connections to the
Guided Reading text in their
journal all including
contextual evidence.
Assessment:
Checking for understanding
through correct completion of
connections and the notes
taken in class about the three
connections. Also will
evaluate the contextual
22
Wednesday
Whole Group:
8:30am 9:00
am
Small Group:
9:00am 9:30
am
Individual Work:
9:30 am 10:00
am
Teacher:
Will read the book The Bad
Beginning by Lemony Snicket.
When there is a vocabulary word
that needs to be defined, teacher
will stop and reread sentence and
tell the students to use the context
clues to define vocabulary word.
Teacher will model fluency.
Teacher:
Mini-lesson on how they will
create their vocabulary cards
and what resources they will
and can use.
Students:
Will summarize each chapter and
will use context clues to define
unknown vocabulary words as well
as to make inferences.
Students:
Will create using 4 by 6 inch
flash cards vocabulary helps
including the definition,
synonym, antonym, and the
sentence from the text. The
group will divide the
vocabulary amongst
themselves. There are a total
of 117 vocabulary words in
23
Thursday
Small Group:
8:30 am 9:15
am
Individual Work:
9:15 am
10:00am
Small Group:
Comprehensions (45 minutes)
Activity: Comprehensions Tic-TacToe
Students:
Students will play in partners.
They will determine who is X and
who is O. Then they will role the
dice. Whoever roles the highest
number will go first. The other
24
25
Activity: Audiobook
Activity: Inventor
Students:
Will read their Guided Reading
book as they listen to the
audiobook. They are to annotate
their book with pencil. They will
have Post-Its where they can
write questions and the page of
the text where they developed
the question. The audiobook will
help students with their reading
fluency. Next Fountas and
Pinnell Fluency Assessment can
be using Lord of the Flies and
teacher will be able to compare
their wpm from their fluency
Notebook.
Students:
Will create an advertisement.
Students will think about an
invention that can be useful
for a situation in the text from
the Guided Reading Group.
The students will draw their
invention, and will give a full
description of their invention.
In the description students are
to use at least 15 or more
vocabulary words. The
drawing must be in color.
Homework:
In their reading journal students
will in detailed and contextual
evidence answer the following
three questions:
Onlyonefemalevoiceispresented(very
briefly,andinrecap)inthisnovel,thatof
Piggy'saunt.Wouldthisstoryhavebeen
differentinanyimportantwaysifthere
hadbeenbothboysandgirlsonthe
island?Inotherwords,isthisastory
aboutthecapacityofhumansfor
violence,orisitastoryaboutthemale
Assessment:
Checking for completion of
task. Must be completed and
presentable will be
displayed on classroom board.
Homework:
Finish Inventor activity if
unable to complete in class.
26
Asbothgoodandevil?
WhatroledoesfearplayinLordofthe
Flies?Howdoesfearaffecttheboysas
thestoryprogresses?
27
i Independent reading level: The level at which the student reads the text at 98% or higher accuracy with excellent or
satisfactory comprehension (levels L-Z.)
ii Instructional reading level: At level L-Z, the level at which the student reads the text with 95-97% accuracy and excellent
or satisfactory comprehension; or 98% or higher accuracy and limited comprehension.
iii Comprehension is scored as follows: Excellent: 9-10; Satisfactory 7-8; Limited 5-6; Unsatisfactory 0-4