Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.
Intern Name: Angie Madden Date: 8/12/12 Cycle: N/A
# of Students: 22 Age/Grade Level: 4 th Grade Content Area: Language Arts
Unit Title: Comprehension Strategies Lesson Title: Inferencing Using the KIS Graphic Organizer
Lesson Alignment to Unit
Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson.
This lesson is part of a larger, on-going unit on comprehension strategies. The specific topic that this unit will address is the inferencing comprehension strategy. The objective for the comprehension strategy unit is that students will be able to use comprehension strategies to make meaning of the variety of texts that they read. b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
This lesson connects to this standard in that it requires students to use inferences from the text to determine what the text says. c) Describe students’ prior knowledge or focus of the previous learning.
Previously, students have learned three other comprehension strategies: predicting, questioning, and summarizing. This is their first lesson on inferencing. d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
Students will complete a graphic organizer where they will document their inferences. These graphic organizers will be evaluated using a rubric. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
Two of the students have IEP’s. One of these students has a visual impairment and uses assistive technology that enhances the size of the images he views. He requires that all materials are displayed under a projector that enhances the size of the images or are provided electronically so that he can type in responses.
The other student has autism and requires one on one directions when starting an activity. f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
I will trigger prior knowledge by connecting the inferencing strategy to their prior experiences by pretending that we are going to have a pop quiz without saying that they are going to be having a pop quiz (e.g., saying things like clear off your desks and get out a piece of paper and a pencil). Then I will ask them

what they think is going to happen (a pop quiz) and why they think that (when teachers have said this before, they have had a pop quiz). I will then explain that they just used inferencing to figure this out.
Lesson Objectives/
Learning Targets
Objective/target:
Target: Refer to details in a text when drawing inferences from the text.
I can…: I can make inferences and support them with details from the text.
Assessment
Assessment description:
Students will complete the KIS graphic organizer and then be evaluated on their performance using the attached rubric:
Assessment Accommodations:
I will provide the student with the visual impairment with the rubric, reading materials, and graphic organizer in electronic form. During guided and independent practice, I will meet briefly with the student with autism to go over the directions and rubric individually.
Instructional Strategy/Activity
Strategy/Activity:
I will model how to make inferences from a text using the
KIS Graphic Organizer (see attached). Students will then practice in groups for doing this independently.
Activity Adaptations:
I will provide all materials electronically for the student with the visual impairment. I will provide one on one directions and support for the student with autism.
Media/technologies/resources:
Laptop for student with visual impairment, White board with passages (listed in procedures), graphic organizer (see attached), and rubric (see attached) written on it prior to the lesson, KIS Graphic organizer (see attached), Pencils,
Dry erase marker, DEAR (Drop Everything And Read) books, Electronic copies of the rubric, graphic organizer
(with examples already written in), and the passages for the student with the visual impairment
Strategy/Activity:
Objective/target:
Assessment description:
Assessment Accommodations:
Activity Adaptations:
Media/technologies/resources:
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)

Engage (for 5 E for Math, Science, and Social Studies) or Introduction (for Scaffolding Model for Language Arts and Social Studies)

The students will be sitting in their seats ready to begin reading time.

I will begin the lesson by engaging the students in using inferencing skills. I will accomplish this by telling them to clear off their tables and get out a piece of pencil and paper. I will then ask them what they think is going to happen and they will, most likely, infer that they are going to have a pop quiz. I will say that I never said they are going to have a pop quiz and I will ask them why they thought they were going to have a pop quiz. I will be looking for them to mention the key words I said (clear off your table, get out pencil and paper) and the prior experiences they have had (taking a pop quiz) that made them think this.

I will then explain how they just used a strategy called inferencing and that inferencing is a strategy that we use in our everyday lives to draw conclusions based on information that we have, such as what we just did with the pop quiz.

I will then explain that inferencing is also a strategy that we can use in our reading to help us comprehend, or make better meaning of what we read and that today’s lesson will be focusing on using inferencing while reading.

I will state that inferencing is used when something is not directly stated in your reading, so you have to use the clues in the text and your own knowledge to figure it out. I will share the following passage as an example:
Bill and Jessica were almost done taking turns choosing the players for their teams. It was Jessica’s turn to choose, and only Kurt was left. Jessica reluctantly said, “Kurt,” and glared at Bill.
NOTE: The student with the visual impairment will have this passage on his laptop.

I will then ask the students to infer what was going on in the passage. I will be looking for answers such as: Kurt was not good at sports,
Jessica did not want to pick Kurt, Jessica was mad at Bill because she had to pick Kurt, etc.
 I will then talk to them about how these inferences weren’t directly stated in the passage. For example, I might discuss how it never said that Jessica was mad at Bill, so how do we know Jessica was mad at Bill? Or it never said that Kurt was bad at sports, so how do we know Kurt was bad at sports? This will guide the students to look at the key words in the passage (such as reluctantly and glared) and their prior experiences (such as not getting picked for a team). I will explain how we used inferencing to figure this out by using the
 words in the passage and our own experiences.
Explore (for 5 E for Math, Science, and Social Studies) or Modeling (for Scaffolding Model for Language Arts and Social Studies)

I will show students the following graphic organizer (which I will have up on the board and the student with the visual impairment will have on his laptop):
K-Key Words I-Inferences S-Support

I will then share that we will be using this graphic organizer to help us think about inferencing and keep track of our thinking to share at the end of class today. I will explain what the K, the I, and the S mean (Key Words, Inferences, and Support). I will pass paper copies out to each student.


I will then show the students how to use the chart by modeling using the following passage (NOTE: The student with the visual impairment will have this statement and the completed model on his laptop):
Turner almost wished he hadn’t listened to the radio. He went to the closet and grabbed his umbrella. He would feel silly carrying it to the bus stop on such a sunny morning.

I will then think aloud to share the inference that I made: It is going to rain. I will write this in the inference column.

Next, I will think aloud to share the key words that indicated this, such as radio, umbrella, silly, and sunny. I will write these words in the key words column.

Lastly, I will think aloud to share my own knowledge that supported this inference, such as how I know that you hear the weather on the radio and that you take your umbrella with you when you think it might rain. I will write these statements in the support column.
Explain (for 5 E for Math, Science, and Social Studies) or Guided Practice (for Scaffolding Model for Language Arts and Social Studies)

I will then tell the students that we are going to practice using the graphic organizer together using the following passage (which will already be on the white board and the student with the visual impairment’s laptop):
I heard the screeching brakes and the beeping car horn, but I was too scared to move out of the way. I thought for sure I was going to be hurt, but I squeezed my eyes shut tight and never felt any pain.

I will then have the students talk in pairs to figure out what kind of inferences they can make in this passage. I will have them record their inferences in the graphic organizer. I will meet with the student that has autism and his partner during this time to give one on one directions.

I will have a few pairs share what they came up with and I will write them in the inference column on the board. For each inference, I will then ask for student input on the key words and experiences that support the inference that was made.
Evaluate (for 5 E for Math, Science, and Social Studies) or Independent Practice (for Scaffolding Model for Language Arts and Social
Studies)

I will then explain to the students that they are each going to continue using the graphic organizer while reading their own books (that they use for DEAR time). Show them the rubric (see attached) that will be used to evaluate their work (the student with the visual impairment will have this on his laptop, along with his DEAR book). Explain that they will be looking for 2-3 places where they can use inferencing and they will record it on the graphic organizer. They will need to fill out the inference, key words, and support for each inference they make. Explain that they will have 20 minutes of reading and work time and that I will be walking around to help anyone that needs it. At the end of the 20 minutes, we will come back together as a group and talk about how we used inferencing today.

See if they have any questions. Then pass out the graphic organizers and send them to get their books and find a quiet place to read and

work. The student with the visual impairment will be able to type his responses on his laptop and I will meet with the student that has autism to give one on one directions during this time.

While students are working, I will walk around and monitor their work, clarify any confusion, and assist students as needed.
Extend (for 5 E for Math, Science, and Social Studies) or Closing (for Scaffolding Model for Language Arts and Social Studies)

At the end of the 20 minutes, call the students back to their seats with their books and completed graphic organizers. Have them turn to a partner and share what inferencing is, what they learned about it today, and where they used it in their reading. Then, call on a few students to share out to the group what inferencing is, what they learned about it, and how they used it.
Rubric for Assessing Inferencing
Below
Student made less than 2 inferences from the text.
Student did not support each inference with key words from the text.
Meeting
Student made 2-3 correct inferences from the text.
Student supported each inference with relevant key words from the text.
Exceeding Criteria
Student made more than 3 inferences from the text.
Student supported each inference with relevant key words from the text.
Student did not support each inference with their own relevant knowledge.
Student supported each inference with their own relevant knowledge.
Student supported each inference with their own relevant knowledge.
KIS Inferencing Graphic Organizer
K-Key Words I-Inferences S-Support
See Appendix C on page 55 for an example of a technology template available for technology planning.