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MAKING INFERENCES

MAKING INFERENCES. Types of Inferences. INFERNCES RELATED TO SETTING. Standard 2: Reading for all purposes. 10:38-10:42. Objectives. Copy 3 min Use shorthand!. Students will make inferences from a combination of text clues and previous knowledge.

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MAKING INFERENCES

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  1. MAKING INFERENCES Types of Inferences

  2. INFERNCESRELATED TO SETTING

  3. Standard 2: Reading for all purposes 10:38-10:42 Objectives Copy 3 min Use shorthand! • Students will make inferences from a combination of text clues and previous knowledge. • Students will learn types of inferences related to setting: (occasion, time, location) and apply this new knowledge while they practice composing (writing) original descriptions that include inferences. • Students will learn difference between literal and figurative language. Let’s make sure we understand the objectives. 1 min. Review! What is an inference?

  4. Standard 2: Reading for all purposes 10:48-10:49 Major Inference Types • Predictions  • Setting, Location, Time, Event, Situation • Time, Data, Statistics (Numbers) • Emotions, Traits, Qualities • Metaphors, Analogies • Categories • Cause-Effect • Problem-Solution • Action

  5. Standard 2: Reading for all purposes 10:49-10:50 Major Inference Terms – choose a new academic term for infer to use in responses during today’s discussions (this class and other classes). concludededucesuppose hypothesize speculate assume suggestsurmise hint suspectreckonreasonpresumeinterpretimplysuppose figure out insinuateguessimagine“read between the lines”

  6. Standard 2: Reading for all purposes 10:50-10:55 Setting: Location, Time, Event I DO: “When the porch lightburned out, the darkness was total—until dawn, that is.” Let’s use our sentence frames/inference words: Where does this take place? I suppose it takes place at a house. Whenmight this be taking place? It really depends on if it’s literallyhappening as stated or just some figurative(deep or symbolic) way of expressing something. • Write down these terms and their meanings in your vocab section of mini-notebook. literal = as stated figurative = symbolic, (figure it out, like picture clues) Hmmm…. That’s actually a good question!

  7. Standard 2: Reading for all purposes 10:55-11:00 Setting: Location, Time, EventI DO: “When the porch lightburned out, the darkness was total—until dawn, that is.” Let’s use our sentence frames/inference words: When might this be taking place? • If I interpret this exactly as it is stated (literally), it could mean that it is taking place sometime during the night until morning. • If I interpret this figuratively (“figuratively speaking”) – lightcould symbolize hope/goodness or a solution, and total darkness could symbolize some turmoil/challenge or evil that may seem difficult until the lightappears (Meaning….the solution has brought light/hope to the difficult challenge.)

  8. Standard 2: Reading for all purposes 11:00-11:01 Objectives • Students will learn types of inferences related to setting: (occasion, time, location) and apply this new knowledge while they practice composing (writing) original descriptions that include inferences. • Students will learn difference between literal and figurative language. • Students will make inferences from a combination of text clues and previous knowledge.

  9. Standard 2: Reading for all purposes 11:01-11:05 Shall we play a game?!!4 min. Now Let’s try a few riddle inferences! #1, 2, 8, 11, 12 Don’t forget to use your sentence frames/inference vocab in your responses! I conclude that it’s a / the ________________

  10. Standard 2: Reading for all purposes 11:05-11:06 PARTNERS, YOUR TURN! With your right shoulder partner: • Choose a tradition, setting, or event related to your own country or culture. • Compose a 1 – 2 sentence description of it using only clues/hints without revealing what/where/when it is. Paint a picture of it in writing! • Pass your descriptive passage to team on your right. They’ll make inferences about it. • Report on how effective/ineffective were team’s clues. Which clues helped you to guess correctly. What background knowledge did you have that also helped you figure it out? NOTE: NOTE: If partners are from different countries/ cultures,in 30 seconds or fewer, decide from whose culture you will write about.The partner whose culture was chosen must explain/describe a setting to the other partner in many details so each can help write the description.

  11. Standard 2: Reading for all purposes GROUP RUBRIC Report out – 2 random teams (don’t know who’s being called)1) How effective or ineffective were the other team’s clues. 2) Which clues helped you to guess correctly. 3) What background knowledge did you have that also helped you figure it out? • This activity will be graded ON THE SPOT. • You will receive a score (Group Participation Rubric) based on: • How well you follow directions • How regularly all members use inference vocabin discussions. • Active contributions to group discussions and participation • Effectiveness of your clues without giving away the answer. • How effectively your team reported on the questions below:

  12. Standard 2: Reading for all purposes PARTNERS, YOUR TURN! NOTE: • This activity will be graded ON THE SPOT. • You will receive a score (Group Participation Rubric) based on: • 1) how well you follow directions, especially in using inference vocab. • 2) active contribution /participation • 3)effectiveness of your clues without giving away the answer. 11:06-11:18 5 min to compose 2 min to guess 2 min to answer questions 3 min Report out Directions: With your right shoulder partner: • Choose a tradition, setting, or event related to your own country or culture. • Compose a 1 – 2 sentence description of it using only clues/hints without revealing what/where/when it is. Paint a picture of it! • Pass your descriptive passage to the team on your right. They’ll make inferences about it. • Report out – 2 random teams (don’t know who’s being called) 1) How effective/ineffective were team’s clues. 2) Which clues helped you to guess correctly. 3) What background knowledge did you have that also helped you figure it out? When guessing a team’s description, part of your rubric score will include how consistently you use your inference vocab!

  13. Standard 2: Reading for all purposes 11:00-11:01 11:18-11:19 Objectives • Students will learn types of inferences related to setting: (occasion, time, location) and apply this new knowledge while they practice composing (writing) original descriptions that include inferences. • Students will learn difference between literal and figurative language. • Students will make inferences from a combination of text clues and previous knowledge.

  14. 11:19-11:23 PRACTICE On a half-sheet of paper, in 1 – 2 sentences, explain which of the inferences (a – d) can be made about the following passages. Tell which text clues and background knowledge helped you to make these inferences? Rubin made a mental checklist: Do laundry. Go to supermarket and get groceries. Clean house. Fix hallway light. Change the bed sheets in guest room. Wrap presents. His parents were coming in the morning and he didn't know how he would get everything done. time, season, weather location occasion Let’s use our sentence frames/inference vocab in our written responses: I assume the occasion is ________, because __________ I presume ____________________ I suspect _____________________ Strategies for Better Reading

  15. 11:23-11:30 EXIT TICKET: 10 pts. Answer questions below on sticky note. Based on our objectives, what two types of information do we use to make inferences? What is the difference between a literal description of something and a figurative description? What could I, the teacher, have added to the lesson today that would have helped you to better understand inferences that imply setting. OR What part of the lesson did you like the best and why?

  16. 11:21-11:26 ASSESSMENT: On a half-sheet of paper, explain what inferences can be made about the following 2 passages: time, season, weather location event situation #2_ (5 min) Rubin made a mental checklist: Do laundry. Go to supermarket and get groceries. Clean house. Fix hallway light. Change the bed sheets in guest room. Wrap presents. His parents were coming in the morning and he didn't know how he would get everything done. Let’s use our sentence frames/inference vocab in our written responses: I assume ________________ I presume ________________ I suspect _________________ Strategies for Better Reading

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