Reader’s Workshop
Unit of Study #6
“Readers infer what the
author is not telling us by
using their schema, paying
attn. to textual and picture
clues, rereading, and
engaging in conversations
with others.”
March/April
2008
Week One: “Readers infer what the author does not tell us. (Ex:
Unknown words” (Inferring Launch)
Day One: Concept Introduction (RWM)
***Have the overhead and transparency ready; also, set the computer/speaker to:
http://reading.ecb.org/downloads/in_Inferring.mp3
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We enjoyed learning how to make mental images to help us better comprehend our reading.
As you read, you will continue to make mental images. This will help you to
understand/comprehend what you are reading. Today, we will talk about another
comprehension strategy that will help you comprehend what you are reading. Just like
making mental images and connections, you will be using your schema/background knowledge
to help you use our new strategy. It is called “Inferring”. Inferring is making sense of what
the author means, but doesn’t exactly tell us.
Put the overhead of the song lyrics up. (I will attach them to the email for future reference, but
I will bring you a transparency too)
We will be learning this new song. It connects to our new strategy, and it will tell you what
you need to do as you make your own mental images/visualize.
Play the song a couple of times and sing with the children.
Today, we are going to read Raising Yoder’s Barn, by Jane Yolen. We will practice our new
strategy of inferring. I will model how I want you to use sticky notes as you use this
strategy during reader’s workshop. Remember, inferring requires you to “read between the
lines” just like the song said. Watch closely. You will be practicing the strategy of Inferring
during independent and partner reading tomorrow.
After reading, introduce Iggy Iguana and his poster.
Tomorrow, we will begin practicing our own inferences. Happy reading!
Day Two: Readers infer the meaning of unknown words (RWM 107-109)
Revisit song from yesterday by visiting: http://reading.ecb.org/downloads/in_Inferring.mp3
 Go to the student portion. http://reading.ecb.org/student/entry.html?login=typeyour14343Watch the
video.
 Today we are going to practice inferring the meaning of words we do not know. I will read
The Table Where Rich People Sit by Byrd Baylor. His book also connects to our study of
money- see if you can make that connection.
 Use the 3 column chart Stacey will give you. – pg. 109- (column 1 “What do you infer it means?” ;
column 2 “What helped us?” ; column 3: Put a “c” if it is inference is confirmed
 Read the book. Pause at any word you think the children might be unsure of. Record it in the first
column.
Readers use their prior knowledge and textual clues to draw conclusions and
form unique interpretations of text (RWM 111-114)
Day Three:
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You will need a transparency of one of Georgia Heard’s Poems as well as a class set for
the children. This can be used as a guided handwriting practice too. There is an example
on page 114 of what it should look like.
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Boys and girls, last week, we learned about a new strategy that good readers use to better
understand their reading. Do you remember what it is called? Yes! Inferring. Inferring is
what readers do when they “read between the lines.” They make sense of what the author
DOESN’T say. We paid close attention to how readers infer the meaning of unknown
words. This week, we will infer the meaning of poems when some of the words are missing!
We will do this together today. Pay close attention to how I do this. I will be modeling for
you as I infer one of Georgia Heard’s poems. You will be doing this with a partner
tomorrow, and by yourself on Wednesday! Come to the carpet with a pencil and a clipboard.
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Display the poem on the overhead. Read it aloud for the children. Then, pass out a copy
of the displayed poem. Read and infer with the children using my sample as a guide. Use
the lines beside the poem to write down your thoughts as you infer. As you read,
inferences may change. The bottom of the page is for you to write down your final
inference.
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Now that you have watched me model how to infer meaning using a poem, try practicing it
during readers workshop. Remember, you will be doing this with your partner tomorrow, so
practice and be prepared. Happy reading!
Readers use their prior knowledge and textual clues to draw conclusions and
form unique interpretations of text (RWM 111-114)
Day Four:
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You will need a transparency of one of Georgia Heard’s Poems as well as a class set for the
children. This can be used as a guided handwriting practice too.
Yesterday, you watched me use one of Georgia Heard’s poems to practice using
inferring as a reading strategy that will help me make sense of my reading. Today,
we will all be using the same poem, but we will be working with a partner to infer its
meaning. Use each other as experts. Talk about the poem and the words Georgia
Heard uses. Show the transparency from yesterday to show them the process. Then
show them the transparency of today’s poem and the missing words. This is today’s
poem. Remember to use the lines beside the poem to write down your thoughts as
you infer. Just like yesterday, as you read, your inferences may change. The
bottom of the page is for you to write down your final inference.
Day Five: Readers use their prior knowledge and textual clues to draw conclusions and
form unique interpretations of text (RWM 111-114)
Today is a repeat of yesterday, except the children use the remaining poems to choose from.
Read each transparency before they go off to work. Show them your example one again so they
will remember the format. They work alone and infer.
Display these around your inference poster if you want
Day Six: Readers use their prior knowledge and textual clues to draw conclusions and form
unique interpretations of text (RWM 111-114)
 Last week, you used Georgia Heard’s poems to practice inferring. Today, we will
all be using the same strategy, but we will use a poem written by Tomie de Paula,
who wrote Oliver Button is a Sissy. His poem has stanzas, which are groups of words
that make meaning. I will only show you one stanza at a time, and we will infer
meaning with each strategy. Show the transparency and review the process. This is
today’s poem. We will use the lines beside the poem to write down our thoughts as
we infer. Just like last week, as we read, our inferences may change. The bottom
of the page is for us to write down our final inference.
 Complete the poem with the children. As you conference, have the children read aloud
and prompt them with questions leading to inferences. Ask a couple to share their
independent inferences in Reader’s Workshop’s sharing session after partner reading.
Day Seven: Readers infer the meaning of unknown words (RWM 107-109)
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Refer to Day 2’s script, but use Eve Bunting’s Dandelions.
Use the 3-Column Chart that we used on Day 2 of Inferring
Dandelions by Eve Bunting: As they build a sod house and meet new neighbors, Papa can barely contain his enthusiasm. Mama, on the other
hand, remains quiet, thinking of the family and memories left behind. On a trip to town with her father for supplies, Zoe spots a mass of
dandelions and realizes that the flowers are much like her family--they may be out of their element on the prairie, but they will survive and
bloom in their new land. The gouache paintings capture the lonely panorama of the landscape, and the classically painted, sometimes faceless
figures give the book a sense of universality.
Day 8: End of Unit Celebration: Reader’s Workshop Independent Reading in the Loft of
the Library ( I will double check with Barbara)