Exploring Predictions & Inference

Tuesday
Objective:
By the completion of the lesson:
Categorize questions according to the four picture-question-relationships:
Right There, Artist and You, On My Own, and Putting It Together
Process and answer inferential comprehension questions using the illustrations in the text.
Demonstrate reasoning when answering comprehension questions.
Grade Level:
Third Grade
Allotted Time:
One 35-45 minute session
NJCCCS Addressed:
RL.1.
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
RI.7.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
W.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.1.a.
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure
that lists reasons.
W.1.b.
Provide reasons that support the opinion.
W.2.d.
Provide a concluding statement or section.
SL.1.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
SL.1.d
Explain their own ideas and understanding in light of the discussion






Required Materials:
Two charade cards
Tuesday by David Weisner
Lets Infer! Organizer
Pencils
Dry erase markers
Four Pieces of graph paper/anchor chart
Question-Answer Relationships Chart
Set Up Instructions:
Display graph paper/anchor chart so that it is easily accessible and easily visible to students.
Label reach paper with the following heading
Right There
Artist and You
On My Own
Putting It Together
Step-By-Step Procedure:
Students will sit in a circle so that they are able to view the teacher.
The teacher will demonstrate two charades; the first will be eating an ice cream cone.
Once students are able to assess what is being mimed, the teacher will ask how they were able to
come to their predictions.
The teacher will then demonstrate the second mime, brushing your teeth.
Following their successful assessment of the mimes, students will be prompted as to how they
came to make these inferences, what clues they used, and the prior knowledge they had exercised.
After examining and assessing their capability to make predictions and drawing conclusions based on
prior knowledge, as well as physical cues, students will be introduced to the four different types of QAR
questions about illustrations found in stories.
The teacher will discuss the four picture-question-answer relationships and explain their meaning
using a chart. The students will recognize that the purpose of these questions is to guide them
through the events in a story and to make connections among pictures.
The teacher will show the cover of the book Tuesday by David Weisner. Students will be asked,
What time of day is it in this picture? This references the Right There frame of questioning. Students
will state examples such as The clock says that it is 9:00. They will also be asked to identify other things
they see right there. For example, It is dark outside.
Students will be asked to share other examples of Right There responses based on the cover photo. These
responses will be listed on an anchor chart. Students will be asked about their predictions for the outcome
of the story based on the picture on the cover and the answers they have constructed.
Students will complete the Lets Infer! organizer and make inferences about what they predict will
happen in the story based on the cover of the book.
Students will then begin examining the pictures on each page of the story while being prompted one or
more of the four question types for each set of pictures. The purpose and definition of each question type
will be reiterated. As students work through the book, they will identify the type of questions being asked.

Right There.
On the first page of the book, the following examples of Right There questions will be asked:

What is the setting for this page?

What time of day is it?


Artist and You.
Turn to the next page and ask the following examples of Artist and You questions:
What do you think the frogs are doing?
How do you think the turtle feels?
What do the fish seem to be doing?


On the next page, you can ask a combination of
Right There and Artist and You questions as follows:
What is the setting for this page?
What are the frogs doing?
How do the birds seem to feel about the frogs?

On My Own.
On My Own questions can be examined on pages 21-22/ 25-26, such as:

In this picture, the frogs start to fall off their lily pads. Why do you think this happened?

Why do you think police officers were called? Why is the officer looking at a lily pad?


Putting It Together.
Students will review the previous pages in the story. They will then look at the picture on the last
page of the book.

What is going to happen next Tuesday at 7:58 p.m.?

What do you think will happen on the following Tuesday?

Students will also have ample time to develop their own questions in addition to answering questions.
Each question type and answer will be recorded on chart paper. Students will be asked how they
developed their answers, and how each type of question can help them as readers.

In conclusion, the teacher will review the four question types and students will discuss whether their initial
inferences were correct
Assessment Based On Objective:
Teacher-based observation and assessment of each students involvement in the opening activity.
Evaluation of students ability to use inferential thinking to comprehend and discuss the story.
Ability to categorize particular answers into their corresponding categories.
Successful completion of the Lets Infer! organizer.
*Lesson adapted from the following lesson plan:
http://www.readwritethink.org/classroom-resources/lesson-plans/applying-question-answer-relationships-370.html?tab=4#tabs