Learning Goals (Question 1) The student will understand or be able to: Cite textual evidence to support analysis of what the text says explicitly as well as inferences Complex drawn from the text The student will know or be able to: make inferences Simple Students will be able to find key ideas Planning for Question Planning for Question Planning for Question 2 3 4 Preview Critical Input Chunk Actively Process Classify a set of passages as having Teacher notes Model inference Use think-pair-share implicit or explicit on inferring using think aloud strategy with information that leads while reading various books to to inferences and/or Overview of Train to discuss inferences conclusions. explicit vs Somewhere by Eve made-keep track Justify reasoning with implicit Bunting or from a on post-its and supporting details information selected passage. display on a chart. from the text. Review main Brainstorm Include facts or Practice making ideas inferences made events that lead up inferences supported throughout the to the inference by details. story and how made. they are developed based on implicit or explicit details from the story or passage.
Learning Goals (Question 1) Complex The student will understand or be able to: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Simple The student will know or be able to: make inferences Students will be able to find key ideas Planning for Question 2 Planning for Question 3 Planning for Question 4 Preview Critical Input Chunk Actively Process Classify a set of passages as having implicit or explicit information that leads to inferences and/or conclusions. Justify reasoning with supporting details from the text. Practice making inferences Teacher notes on inferring Overview of explicit vs implicit information Review main ideas supported by details. Model inference using think aloud while reading Train to Somewhere by Eve Bunting or from a selected passage. Brainstorm inferences made throughout the story and how they are developed based on implicit or explicit details from the story or passage. Use think-pair-share strategy with various books to discuss inferences made-keep track on post-its and display on a chart. Include facts or events that lead up to the inference made.