Title: S16- EDR 507 Inference Lesson unfamiliar words

Grades 3-5
*Students will have already had an overall introduction to inferencing. This would be a
lesson conducted later on in the unit.
1.1 Integration of Learning Outcomes:
Students will be able to understand unfamiliar vocabulary within a text by inferring
information from the surrounding textual clues and/or illustrations.
1.2 Standards:
CC.1.3.3.B Ask and answer questions about the text and make inferences from text, referring
to text to support responses.
CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text,
distinguishing literal from nonliteral meaning as well as shades of meaning among related
words.

1.3 Anticipatory Set:

Today we are going to talk more about inferencing. Does anyone remember what it means to
infer? (student response) Exactly! We are being good readers and detectives by trying to
figure out what the author is trying to tell us based on the clues he or she has left behind.
Lets take a look at our inferencing poem to get our brains thinking.
*ATTACHED BELOW*
1.4 Procedures:

Introduction and Definition of the Strategy

Today we are going to be taking inferencing even further! Weve been doing a great job
looking at what clues the author has left in order for us to help us understand the story. I
know sometimes when we read we get confused by certain words that we havent seen
before. Today we are going to be using our inferencing and detective clues to help us
figure out the meaning of the words! The authors and illustrators leave us clues in the
words around that unknown words, and even in the pictures! I am going to help you with
this strategy by reading Doctor De Soto with you, and then youre going to try it on your
own.
Introduce graphic organizer to students. We are going to use this tool to help us. We will
first write down the word we dont know, what we infer the meaning to be, what clue we
used, and then try to come up with our own sentence using that new word! Lets give it a
try!

Modeling
Begin reading the story, and stop at unfamiliar vocabulary words and explain to students
how to use the organizer.
Word: dainty
This is a word that I am unfamiliar with.
Clue: illustration
Lets use some clues to figure out what that means. I see in the picture that he is
working inside a cows mouth, so I know that the tool he is using cannot be large, or
painful. I can see in the picture that it is a very small tool!
Meaning: Small
I think that dainty means small!
Sentence: Lets use our new word in a sentence. I picked a dainty flower to put in my
hair.
Word: refused
Clue: Illustration & Context
Lets see what this word means. On the sign I see dangerous animals are not
accepted which means they are not allowed. I want to be sure that my thinking is correct,
so Im also going to use sentence context to confirm my thinking. If I read a little further
in the text I see it says they wouldnt admit even the most timid-looking cat. I am using
the context of the sentence and what I know about what that means to help me figure out
the meaning of that word.
Meaning: not accepted/turned away
By using these clues I can see that refused means not accepted or not allowing
something
Sentence:My mom refused to let me eat chocolate before dinner
Word: Wailed
Hmmthis is another tricky word. I will need to use my detective skills to figure
this out
Clue: illustration & punctuation
Lets seein the picture I can see that he is crying. I also see that the author used
exclamation points for both quotations. I know that this means that the person is using a
lot of emotion, and could be yelling.
Meaning: crying loudly
Combining both these clues I can tell that wailing is to cry loudly
Sentence: I wailed when I hit my finger with a hammer

Guided Practice
I want you to help with these next couple of words. Lets work together to be detectives
and use our knowledge to figure out the meaning of these words.
Word: Misery
Clue: context
If I read the sentence before, I see the fox is asking to stop the pain and he is
whimperingwhich I know to mean crying. What does the next sentence say? (Ask
student to re-read the sentence) Right! It says he is wiping tears away, what do we know
that means? (Student response) Lets combine that with the context of the sentence. What
do we think it means? (Ask students to generate ideas about the word meaning)
Meaning: to be in pain
Sentence: I was in misery while I had the flu, it even hurt to sit up!
Word: chortle
Clue: context & illustration
This is a tough word. I am going to read that sentence before it again, using the
context of the word. The fox says Just a joke! What do we know about telling jokes?
(Student response telling jokes usually means someone is laughing) What else can we
use to help us? Right the picture! What do you see? (Have students look at the smile on
the foxs face)
Meaning: laughed
Sentence: ask students for ideas for sentences
Word: daze
Clue: context & illustration
What do you think we should look at first? (Student response) Great idea! Lets
check the context of the sentence. It says he stumbled down the stairs in a daze. That
kind of helps, stumbling could mean that he was unbalanced. I want to be absolutely
sure, so what other clues could we use? (Student Response) Right! The picture. What do
we see? (Student response about facial expression). I absolutely agree, he kind of looks
confused, like he is thinking what just happened? That is a great definition for this
word!
Meaning: confused
Sentence: ask students for ideas for sentences

Independent Practice
Now it is your turn! We are going to get into groups, and you will work together to find
some unfamiliar words and try to figure out the meaning of those words.
Have several books picked out previously for students to use. Be sure that each book has
a variety of challenging vocabulary words that students will be able to apply the strategy

to. Teacher will circulate around room during practice and provide some support if
needed to any struggling groups.

1.5 Differentiation:
Depending on abilities or grade you may choose to do less vocabulary during the guided
practice. You may also choose to do different words that would be more easily defined. The
groups for independent practice can be previously selected with a variety of reading levels so
all students will be able to participate and be supported. Pre-read the books for independent
practice to ensure they are appropriate for strategy use and overall vocabulary level. The
modeled and guided practice completed graphic organizer should remain posted during the
independent practice for any student who needs to have a reminder about how to apply the
strategy. Any students with visual impairments or fine motor/hand-writing struggles can be
provided with an enlarged copy of the graphic organizer.
Depending on class dynamics, you may choose to not create heterogeneous groups and
instead group students by similar reading level. If this is the case, students should be
provided with a book for practice that is appropriate to their level.
1.6 Closure:
We did a great job using our inferencing skills today! We combined what we already know
with clues that the author and illustrator left behind to help us learn new words. We looked
at the sentence context, and the words surrounding our unknown word to help us understand
its meaning. We also used the pictures to help us. These are both great things to use if we are
ever unsure about what a word means. If you ever come across a new word in a story you are
reading, try using this strategy to help you!

1.7 Formative and Summative Assessment:

During the guided practice, monitor students responses to ensure they are understanding the
topic. Take note if any student provides a response that is not appropriate or does not have
any context from the story. The students will also be assessed by turning in their graphic
organizers from their independent practice. Teacher will look for overall understanding of
strategy, appropriate use of clues within the story, and inferential meaning of the new
unknown word.
1.8 Materials:
Inference Poem (below)
Graphic organizer for whole class use
Graphic organizer for individual practice (below)
Doctor De Soto by Willaim Steig
Books for students individual practice
Pencils (students)
Pre-determined vocabulary words for modeling

Inference Poem:
From www.thelearningpad.net
Sometimes when youre reading a story
The words are not all there for you
So being a good book detective
Will help you find a clue
Infer, Infer
Filling in whats not in the book
Infer, Infer
Its taking a much closer look
Some authors leave clues in the pictures
Some authors leave clues in the text
They give you just a part of their story
And want you to fill in the rest
So when youre reading a story
Be careful to read what is there
But then figure out what is missing
Now youre inferring with flair!

Word

Clue

Meaning

Sentence