1. Drawing Inferences

2. Definition: Readers discern main ideas and concepts by using textual evidence and prior knowledge and/or schemata to draw reasonable conclusions about the text from information that is implied but not directly stated. Key Features of this strategy: · Activate background knowledge · Look for author’s clues · Ask questions · Draw inference by answering questions **Always ask: How do you know?

3. Common Core Connections CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

4. Day One Activity: “Book Detective” The aim is to activate students’ background knowledge and get them excited and curious about the text. They will ask questions in pairs and mark down the name of classmate who answers “yes”: -Have you ever cooked with family?- Have you ever lost anything? -Do you like tamales?- Do you have younger cousins?

5. Day Two Inferences from Illustrations Engage students by first looking at the illustrations, making inferences as a class. Stop at about the halfway point in order to avoid major spoilers. Provide guiding questions to stimulate student thinking. ie. “On the cover, what do the facial expressions of the children look like to you?” “What season does it look like is going on in the story?” “What do you think they’re making in the kitchen?” “Whose ring do you think this is? Why is she wearing it on hear thumb?”

6. Day Three Inferences about new vocabulary words (context clues) “She was acting grown-up now, helping her mother make tamales. Their hands were sticky with masa.”

7. Day Four Inference from Text Engage students by asking them to be detectives while reading the story. Stating that when we infer we make reasonable guesses about the meaning of a text by reading between the lines to discover what the author really means. Provide guiding questions to stimulate student thinking using a graphic organizer. The organizer asks: a question what the text says what do I know what can I infer… Citation: It Says-I Say-And So. (2012) Retrieved October 22, 2014, from www.readingrockets.org/pdfs/inference-graphic-organizer.pdfwww.reading

8. Possible considerations for adaptations Day 1: “Book Detective” -Pair students together in groups that will allow them to be successful Day 2: Inferences from Illustrations -“Read” the pictures of the entire book as a group Day 3: Inferences about new vocabulary -Cover the word, what can we guess it means? what clues do we have? Day 4: Inferences from Text -Teacher models first question and inference on graphic organizer. Students with a partner complete the rest of the organizer.

9. Academic Language The text says ____________. I already know _____________. Therefore, I can infer ___________.