Inference Strategy Lesson Using Frindle by Andrew Clements Grades 3-5

Objective: Students will be able to use text clues from the story Frindle, to make inferences about characters and develop a deeper understanding of the text.

Standards: 3rd Grade: CC.1.2.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses. 4th Grade: CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. 5th Grade: CC.1.2.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences.

Materials Book Frindle by Andrew Clements Worksheet Pencils

Anticipatory Set: Boys and girls today we are going to work on our inferences as we read a story. Does anyone remember what it means to make an inference? Listen to answers from the students. Very good remember, authors dont always tell us everything we need to know. Sometimes they leave clues for us to figure it out. This is when we need to infer, we are using what the author told us, and our background knowledge to find the true meaning. For example, if I were to say that I see sand all around me. There are lots of seashells, and it is very hot. We can infer that I am at the beach. So today we are all going to be detectives as we investigate the clues the author left for us to infer.

Procedure: Introduction Making inferences as we read is very similar to a detective looking for clues. We use what we see and what we know to figure out what the author is trying to tell us. Readers use inferences to find out many different things. They could infer to find out the meaning of a word, or they could use inferences to find out what a character is thinking or feeling. That is what we are going to do today; we are going to infer what our character is thinking and feeling.

Model To begin I am going to show you how I infer. We are going to be reading Frindle by Andrew Clements. I am going to read the first couple pages and you will be able to see how I use what the author tells me, and what I already know to make an inference. Begin reading, and stop at given parts. Was Nick a troublemaker? Hard to say. One things for sure: Nick Allen had plenty of ideas, and he knew what to do with them. HmmmI am going to infer that Nicks teachers dont always like his ideas. He seems like he uses a lot of his ideas in school, but the author says that he could be a troublemaker. This makes me think that his teachers dont always think his ideas are very good. Continue reading. So first he got everyone to make small palm trees out of green and brown construction paper and tape them onto the corners of each desk. Miss Deaver had only been a teacher for about six months, and she was delighted. Thats so cute!

Finish reading page 2. Nick added a new element of the island every day, ending with him turning the thermostat up to 90, sand for beach volleyball, and Miss Deaver teaching the hula.

I am going to infer that Miss Deaver is not like most teachers. From my experience none of my school teachers would be happy if we turned our classroom into a tropical island. When the principal found out what the class was doing, he seems to disagree

with Miss Deaver, since the author states that after he found out The third grade trip to the South Seas suddenly ended. Also, the author tells us that Miss Deaver has only been a teacher for six months, so I am going to infer that she does not know all the school rules yet

Guided Practice Now I am going to continue reading this chapter, but this time I want you to tell me your inferences. About a year later, Nick made the great blackbird discovery. One night he learned on a TV show that red-wing blackbirds give this high-pitched chirp when a hawk or some other danger comes near. Because of the way sound travels, the hunter birds cant tell where the high-pitched chirp is coming from. The next day during silent reading, Nick glanced at his teacher, and he noticed that Mrs. Averys nose was curvedkind of like the beak of a hawk. So Nick let out a high, squeaky, blackbird peep! Mrs. Avery jerked her head up from her book and looked around. She couldnt tell who did it, so she just said, Shhh! to the whole class.

Now what inferences can you make from this passage? Listen to student answers. Those are all great inferences! What I would infer from this passage is that Mrs. Avery is a much more strict teacher than Miss Deaver. She didnt sound like she enjoyed Nicks blackbird impression as much as Miss Deaver enjoyed the South Seas adventure.

I infer that she follows the rules much more closely, and she does not put up with Nick and his great ideas.

Okay, we are going to finish chapter one of Frindle, so as you are listening make sure you are making inferences. Continue reading Chapter 1; stop at the given passage. At lunchtime Nick talked to Janet. He felt bad that Mrs. Avery had pounced on her. Janet lived in Nicks neighborhood, and sometimes they played together. She was good at baseball, and she was better at soccer than most of the kids in the whole school, boys or girls. Nick said, Hey JanetIm sorry you got yelled at during reading. It was my fault. I was the one who made that sound.

What inferences are you able to make from this passage? Listen to several students give their inferences. Very good, I can tell you guys are thinking hard about this. I would infer that Nick is very loyal to his friends. He felt bad about getting Janet in trouble, and made a point to apologize. Even though Janet didnt know that he was the one making the sounds. This tells me that Nick is honest, and that he felt bad about getting his friend in trouble. Finish reading the last page of Chapter 1.

Independent Practice

Okay, now that you have been able to see how I make inferences, and make some of your own, I want you to read Chapter 2 of Frindle. As you read independently remember to make your inferences. Remember to make an inference you use what the author tells you, and what you already know to make a conclusion. I want you to fill out the paper I give you. On one side you will right what the author told you, then on the other side, you are going to write the inference you were able to make. Take your time as you read; this isnt a race to see who gets done first. When you finish reading Chapter 2, quietly walk back to the carpet and get ready to share.

Differentiation To differentiate this lesson for lower or higher level reading students, I would choose a book at either a lower or higher level. Students who read at a higher level will find this book very easy to understand; therefore, they will need a more challenging book to practice their inferring skills. Also for students who either struggle with word accuracy or are English Language Learner, I would record myself reading the book. This way, as the students are reading the book they also have a recording, this will help them to comprehend the information and identify unknown words.

Closure After all the students have arrived at the carpet, ask several (about 5) to share an inference they made as they read Chapter 2. As students share their inference, ask if anyone else made a similar inference.

Now that we have finished practicing our inferences, did you find that making your inferences helped you to understand the characters? Accept a few answers. What did you find was the hardest part about making inferences? What was the easiest? Accept answers. Make sure that as you are reading you continue to make inferences, even if you are not writing them down for me to read. Good readers are always inferring to help them better understand a story, or a character. Tomorrow we will continue reading Frindle and find out how Nick and Miss Granger get along! I know I am curious, is anyone else?

Assessment Formative: The students will be assessed through observation during the independent reading. I will walk around the room, and check in with students to ask them what they are thinking and why. Also, I will be assessing students as they share their inferences with the class, at the end of the lesson. Summative: The worksheets the students complete during independent practice will be collected at the end of the lesson. I will use this to assess their independent inference making.

Name________________________________ _______________

Date-

What the Author told me

What I Inferred