Title – Literacy

By – Eileen Finn

Primary Subject – Language Arts

Grade Level – 1 – 2

Subject:

ELA Inference Lesson Plan

Aim/Objective:

To have students understand and employ inferential thinking in their reading.

NYS Standards:

Standard 1:
Students will read, write, listen, and speak for information and understanding.

Standard 2:

Students will read, write, listen, and speak for literary response and expression.

Standard 3:

Students will read, write, listen, and speak for critical analysis and evaluation.

Standard 4:

Students will read, write, listen, and speak for social interaction.

Grouping:

Mini-lesson: Whole class instruction

Strategy: work in partnerships

Wrap up: whole class share

Prior Knowledge:

Students have been working with various reading strategies. This lesson will help them extend and deepen their connection to and comprehension of their reading.

Materials:

• 
  Peter’s Chair
  
  by Ezra Jack Keats
  
• Chart paper
  
• Markers
  
• Easel
  
• Clip boards
  
• Student work packets

Procedure:

1. Review the strategy of inference, what it is, why we use it, and what it helps us do as readers.
   
2. Introduce
   
   Peter’s Chair
   
   . Read the book to students as they read along with the text.
   
3. Introduce T-chart and examples to the class.
   
4. Discuss examples and write down student’s examples on the chart.
   
5. Instruct students to work in partnerships to add one or two events/inferences to their T-charts.
   
6. Have children turn and talk with their partners
   
7. As children are working, circulate among partnerships and engage children in accountable book talk.
   
8. When partnerships are finished working, invite them to assemble as a whole group.
   
9. Invite students to share their inferences with the class.

Independent Practice:

Children can practice the strategy learned during independent reading at school and at home.

Assessment of Children’s Learning:

Circulate throughout the room and observe students completing their t-charts to determine if they are meeting the objectives and are working towards the standards. Also, observe whether the strategy is making sense to them while doing the mini-lesson, conferencing, and during the final share.

Follow Up:

Continue working with this strategy during future lessons. Also have students practice this strategy in guided reading, independent reading and with homework.

Peter looked into his sister Susie’s room. His mother was fussing around the cradle. “That’s my cradle,” he thought, “and they painted it pink!” “Hi, Peter,” said his father. “Would you like to help paint sister’s high chair?” “It’s my high chair,” whispered Peter. He saw his crib and muttered, “My crib. It’s painted pink too.” Not far away stood his old chair. “They didn’t paint that yet!” Peter shouted.

He picked it up and ran to his room. “Let’s run away, Willie,” he said. Peter filled a shopping bag with cookies and dog biscuits. “We’ll take my blue chair, my toy crocodile, and the picture of me when I was a baby.” Willie got his bone. They went outside and stood in front of his house. “This is a good place,” said Peter. He arranged his things very nicely and decided to sit in his chair for a while.

But he couldn’t fit in the chair. He was too big! His mother came to the window and called, “Won’t you come back to us, Peter dear? We have something very special for lunch.” Peter and Willie made believe they didn’t hear. But Peter got an idea.

Soon his mother saw signs that Peter was home. “That rascal is hiding behind the curtain,” she said happily. She moved the curtain away. But he wasn’t there! “Here I am,” shouted Peter. Peter sat in a grown-up chair. His father sat next to him. “Daddy,” said Peter, “let’s paint the little chair pink for Susie.” And they did.

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Eileen Finn

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