1. Day 11-20 Ms. Burns

2.  KBAD understand why we predict.

3. The next few weeks we are going continue to think about how good readers draw inferences when they read. Today we are going to talk about why good readers predict.

4.  When you make predictions you show how you understand what you read.  Predicting makes you pay attention to clues that the author gives you – it shows that you are reading carefully.

5.  Why do good readers make predictions?

6.  KBAD answer questions.

7. The next few weeks we are going continue to think about how good readers draw inferences when they read. Today we are going to answer questions about what we read.

8.  Reread to find the answer in the text.  Skim to look at text structures.  Write in the margins.

9.  What strategies do you need to answer questions?

10.  KBAD use questions to infer.

11. The next few weeks we are going continue to think about how good readers draw inferences when they read. Today we are going to use questions to infer.

12.  What do the questions tell us about the text?  Do the questions give us clues about missing details from the text?

13.  How can questions help you make inferences about the text?

14.  KBAD infer the meaning of new words.

15. The next few weeks we are going continue to think about how good readers draw inferences when they read. Today we are going to infer the meaning of new words.

16. Authors use many different types of context clues when writing texts. Three of these types are:  Direct definition context clues  Synonym context clues  Antonym context clues

17. Direct definition context clues are words that say, “Stop - don’t touch that dictionary. The definition of the word you don’t know is right here in the text!" EXAMPLES:  There are many theories, or ideas, about what made the Ice Ages happen.  In this sentence the word “ideas” tells us that theories are different thoughts people have about something.  After a time, glaciers, or slowly moving rivers of ice, formed over many parts of the Earth.  In this sentence the words “slowly moving rivers of ice” tell us what glaciers are.

18.  How can you use clues in the text to help you find the meaning of a new word?

19.  KBAD infer the meaning of new words.

20. Yesterday we began talking about using clues to find the meaning of new words when we are reading. Today we are going to use different strategies infer the meaning of new words.

21. Authors use many different types of context clues when writing texts. Three of these types are:  Direct definition context clues  Synonym context clues  Antonym context clues

22. Synonym context clues are words around a difficult word that mean the same or nearly the same as the word. EXAMPLES:  After seeing the picture of the starving children, we felt compassion or pity for their suffering.  In this sentence the word “pity” tells us that compassion means to have understanding for.  Mary admonished her students and they knew they were in hot water for their actions.  In this sentence the words “in hot water” tell us that admonished means cautioned or scolded.

23. Antonym context clues are words around a difficult word that mean the opposite or nearly the opposite as the word. EXAMPLE:  Joe was reluctant to take the job of captain of the team. He was afraid that the time it would take would hurt his grades. On the other hand, Billy was eager for the chance to be the team captain.  In this sentence the words “on the other hand” and “eager” tell us that Billy feels the opposite of Joe, therefore, reluctant means uncertain or cautious.

24.  What is the difference between an antonym and synonym?

25.  KBAD infer themes.

26. The next few weeks we are going continue to think about how good readers draw inferences when they read. Today we are going to infer the theme of what we are reading.

27. What is theme?  The underlying message, lesson, moral or big idea. It explores feelings or issues many people face. It can look at character qualities (such as selfishness) or common experiences. It explores relationships, family, important world issues and events. Characters actions, words often reveal themes. Often the emotions aroused by the story concern its theme. Themes sometimes explore important historical events

28.  How can you figure out the theme of your book?

29.  KBAD infer themes.

30. Yesterday we began talking about the theme of our independent reading books. Today we are going to infer the theme of what we are reading and discuss why it is important.

31. Why is theme important?  To deepen understanding and enjoyment of the book. (Sometimes it is like experiencing a whole new book within a book.) To bring understanding and a new perspective to our own experiences. To develop understanding of the feelings and experiences of others.

32.  Why is inferring the theme of a book important?

33.  KBAD talk to a partner about inferences.

34. The past few weeks we have been working hard to learn different ways to infer when we read. Today we are going to talk to our partners about inferences we have made.

35.  What predictions have you made about your book?  What did you do when you came to a word you did not know?  How did your character change from the beginning of the story to the end of your book?

36.  Choose a conversation starter to speak to your partner.

37.  KBAD understand that inferences are unique to each individual.

38. The past few weeks we have been working hard to learn different ways to infer when we read. Today we are going to discuss how inferences are unique to each individual.

39.  Each person makes their own inferences when reading.  This can happen because our prior knowledge is different than our neighbors.

40.  What else might make a person’s inference unique?

41.  KBAD reflect on the Drawing Inferences unit.

42. The past few weeks we have been working hard to learn different ways to infer when we read. Today we are going to conclude this the Drawing Inferences Unit by thinking about what we’ve learned.

43.  Students will understand that inferring is figuring something out.  Students will understand that predicting is a type of inferring.  Students will understand that inferring is answering the questions we have in our mind while we are reading.  Students will understand that they can infer to find the meaning of new words.  Students will understand that they can infer to identify the themes in text, draw conclusions, and determine what is important in a selection.  Students understand that when they read they ask themselves questions; thinking about whether their inferences are correct of incorrect.

44.  What have you learned about drawing an inference?