Rochelle Davies 1
Unit Pre-Test Assessment
Inference vs. Predicting
Over the next several weeks, we will cover inferring and what it means as well as
predicting and what it means. We will also cover how to tell the two apart. We will
be using the poem The Secret Place by Tomie de Paola.
This lesson is targeted for first and second grade.
Learning Targets:
1.
I can define/describe the term inference.
2. I can define/describe the term predicting.
3. I can tell the difference between the two terms inference and predicting.
4. I can find examples of inference and predicting.
5. I can write a sentence or draw a picture describing either/both terms
inference and predicting.
Assessment Blueprint:
Define Terms
Difference
Between Terms
Example of
Terms
Sentence/Picture
of Terms
Total
Know
20
Patterns of
Reasoning
Compare
Evaluate
10
10
30
Total
20
10
10
10
10
10
10
50
Rochelle Davies 2
Unit Pre-Test Assessment
Test/Assessment:
Read the poem to the students.
The students will have a copy of the poem to refer back to for the assessment.
1.
In your own words, what does inference/infer mean? (1) Know
2. In your own words, what does predicting/predict mean? (2) Know
3. What is the difference between infer and predict? (3) Compare
4. In the poem, The Secret Place, find one inference example and one
prediction example. (4) Know
5. Using the poem, The Secret Place, write a sentence or draw a picture that
depicts inference or prediction from the story. (5) Evaluate
Rochelle Davies 3
Unit Pre-Test Assessment
Evaluation of Assessment:
Comprehension strategies are taught throughout the elementary years. In
the Kent School District there is a Benchmark pre and post comprehension
assessment that is given at the beginning of the year and then at the end of the
year. Throughout the year the lessons of comprehension are taught. The lessons
range from author’s purpose to inference. In this assessment each of the
questions aligns with the learning goals and each assessment question has a number
to which the learning goal aligns with.
The learning goals are determined through the three week lesson that was
taught. Throughout the three week lesson the students will have been able to
demonstrate their knowledge of inferring and predicting. The students will also be
able to think/pair/share about how they are the same and how they are different.
An item on the assessment that I would best communicate this knowledge
would be number three – What is the difference between infer and predict? First
and foremost, the students need to know what infer and predict means. Then the
students would need to know how to tell the two terms apart. During the three
weeks of the lesson, the students will be able to use their schema (prior
knowledge) and their new knowledge to be able to answer this question. Moreover,
I will be teaching the students with a variety of books how to answer this question
and why it is important to know.
Another question on the assessment that I could get the student involve
with assessing knowledge growth, record keeping of assessments, and communicate
as I teach this unit is question number five - Using the poem, The Secret Place,
write a sentence(s) or draw a picture that depicts inference or prediction from the
story. However I would give a pre-test and then engage the students in the unit
and have the class help with the questions on the practice test. This way it
engages the students’ creativity as well as helping them focus on and practice with
important content and valued patterns of reasoning.
Rochelle Davies 4
Unit Pre-Test Assessment
I make sure each student always have access to their writing journal. Each
day after a lesson is taught and the students then explore then the students will
write in their journals about what they learned in their writing journals. This way
it is concrete and it is also a way they can go back and look at their reflection.