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    Grade 4 Lesson

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    The lesson plan teaches 4th grade students about making inferences when reading. Students will watch a video on inferences, discuss what they know, and use a graphic organizer to practice making inferences while the teacher reads aloud from Owl Moon. Students will then work independently and in groups on inference worksheets at different levels of difficulty. Finally, students will complete an exit slip to assess their understanding of making inferences using text clues and background knowledge.

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    Grade 4 Lesson

    Uploaded by

    api-406752454
    115 views2 pages
    The lesson plan teaches 4th grade students about making inferences when reading. Students will watch a video on inferences, discuss what they know, and use a graphic organizer to practice making inferences while the teacher reads aloud from Owl Moon. Students will then work independently and in groups on inference worksheets at different levels of difficulty. Finally, students will complete an exit slip to assess their understanding of making inferences using text clues and background knowledge.

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    The lesson plan teaches 4th grade students about making inferences when reading. Students will watch a video on inferences, discuss what they know, and use a graphic organizer to practice making inferences while the teacher reads aloud from Owl Moon. Students will then work independently and in groups on inference worksheets at different levels of difficulty. Finally, students will complete an exit slip to assess their understanding of making inferences using text clues and background knowledge.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    115 views2 pages

    Grade 4 Lesson

    Uploaded by

    api-406752454
    The lesson plan teaches 4th grade students about making inferences when reading. Students will watch a video on inferences, discuss what they know, and use a graphic organizer to practice making inferences while the teacher reads aloud from Owl Moon. Students will then work independently and in groups on inference worksheets at different levels of difficulty. Finally, students will complete an exit slip to assess their understanding of making inferences using text clues and background knowledge.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Jacqueline Meditz Grade: 4

    ELA Lesson Plan


    Lesson Topic: Inferences Essential Question: Why is inferencing
    important when reading a text?
    Learning Objective: I can make inferences based on background knowledge and clues from the
    text.

    CCSS: R.L. 4.1 Refer to details and examples in a text when explaining what the text says
    explicitly and when drawing inferences from the text.

    Academic Language: infer, inference, context clues, evidence, back ground knowledge, prior
    knowledge

    Technologies and Other Materials/ Resources:


    Smart board
    BrainPop Jr. video: https://jr.brainpop.com/readingandwriting/comprehension/makeinferences
    Owl Moon by Jane Yolen
    Inferences graphic organizer
    Differentiated inference worksheets for group work
    Task cards

    Motivation: Students will be introduced to the lesson by watching a BrainPop Jr video on


    making inferences.
    Mini Lesson:
     Students will be introduced to the lesson by watching a BrainPop Jr Video on
    inferences.
     Class will share what they know about inferences while the teacher writes it down on
    an anchor chart.
     Students will move to their literacy groups; moving from heterogeneous grouping to
    homogenous grouping.
     Teacher will hand out the graphic organizer on making inferences to the students.
     Teacher will read Owl Moon by Jane Yolen and stop periodically to model how
    making inferences requires text clues and background knowledge.
    Text Clues + What I know = Inference. Teacher will model how to write it on the
    graphic organizer. Teacher will model three inferences and informally check for
    understanding using a thumbs up/ thumbs down.

    Guided Practice:
     Teacher will continue reading Owl Moon by Jane Yolen and pause periodically for the
    class to make inferences using their chart. Teacher will pause on three different pages
    and prompt the students to make an inference based on that page using their graphic
    organizer.
    Group work:
     In homogenous groups, students will now have to make their own inferences using
    short excerpts of text. They will be reminded that both text clues and background
    knowledge are needed to make an inference. Each group has the same text but the
    scaffolds are different based on the student’s literacy levels.

    Low (Guided) Students read two passages and are


    asked to make four inferences.
    Students are given a partially filled out
    graphic organizer with text clues and
    sentence starters to guide them in
    answering the questions.
    Middle Students read two passages and are
    asked to make four inferences.
    Students receive an empty graphic
    organizer to guide them in answering
    the questions.
    High Students read three passages and are
    asked to make seven inferences using
    full sentences. Students have the
    choice to get an empty graphic
    organizer to help them guide their
    thinking.
    Independent Practice:
     Exit slip: Students will take a task card of their choosing and make an inference, stating
    the text clues they used and what they already know from their background knowledge.

    Differentiation/ Conferencing plan:


     Video in beginning of lesson for visual/ auditory learners
     Homogenous grouping during group work
     Differentiated worksheets that cater to student literacy levels
     While students are working, teacher will work in small groups with students who need
    extra support.
     Student choice for the exit slip
     Challenge- Students who finish early will work on inferencing task cards.

    Reflection/Closure:
     Share/ Discuss group work. Have students read the inferences they made and what
    clues and background knowledge lead them there.
     Exit slip for me to review student progress later.
     What other questions do students have?

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