Lesson: Logical Inferencing
State Standard: . 3.LT-U.2.
Standard Name: Identify the main ideas in a story and use story details and prior knowledge to understand ideas that are not directly stated in the text.
Objective: Students will be able to understand characters’ actions by making inferences and then determining if that inference was the most logical answer given the facts at hand.
Do-Now: Makes sense, makes no sense: call on a student to display or explain an action. Ask another student to state a makes sense inference for the action and doesn’t make sense inference for the action. The makes sense reason is the most logical answer, we know this based on information that we already know about the person demonstrating the action. Students can also be grouped into three’s and you can have someone do the action and someone state the make sense and doesn’t make sense inference and then have the class determine which one is which, either the makes sense inference of the doesn’t make sense inference.
Opening: Yesterday we talked and learned about inferencing. We began our instruction with learning about the importance of inferring and how to make inferences. We then made inferences together as a class based on actions in the book we read aloud as well as on our own. Today we are going to look back over those inferences and self evaluate the inferences by asking ourselves the question, “ is this the most likely explanation for the facts that I have read”.
Directed Instruction: Yesterday when we made inferences on our own it was easy. We got to put our take on the story or what we thought was the reasoning behind an action. But that is not always that easy, and when we see inferencing que4stions on tests, we really need to think about what is happening or going on in the story or passage that we are reading and choose the most likely inference. We can do that by going through the answers and figuring out is this the most likely explanation. For example, let’s go over some of the inferences you made in the beginning of our lesson yesterday on how we were coming up with inferences about a person’s actions. Turn back to the chart paper where you have these written down. You should have an action listed and the a few responses for inferences. Now today let’s say I put an a next to one inference, a b next to another and so on and so forth. The teacher should do this until he or she has 4 inferences marked: a, b, c, d. Go around and take tallies of students choices if they were to choose an answer. Now give them a scenario or background information as if the action happened in a story or passage to make one of the answers stand out as the most “likely explanation”. Ask students to give you their answers again. Enforce and explain the importance of knowing the background information or what is going on in a story to make a logical inference and choose the inference that is the most likely explanation. Go through the inferences that are listed in the story. Think aloud how you would choose the most likely explanation or inference if you had to make a selection. You can also incorporate test taking strategies here like going back into the story or passage, and crossing out answers that make the least sense to narrow down choices.
Guided Practice: Now let’s go over together the inferences we made based on our stories yesterday and evaluate them to see if they were the most likely explanation. I will go over these and put a happy face or a sad face if they were good inferences. Go through making them abcd answers and circling the best one. Model this for the students. Have students do this in partners or small groups.
Independent Practice: today you are going to go back over the list of inferences you made using your reading selection. You are going to create three more inferences for each inference you made. One of your inferences is going to be the Most likely explanation. You are going to create your own quiz on inferences for one of your students to use they will have to read your story and then make a decision on your most likely inference.
Closing: What is the importance of choosing the most likely explanation? How do you think this connects with really taking time to understand what you are reading?
Quiz: Pair off students with the same reading levels to take each other’s quizzes or you can have students take their own quiz and grade or comment on whether you agreed or disagreed of them choosing the most likely explanation.