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In this lesson, I taught students the difference between a fact

and inference. I explained to them this objective very briefly in the
beginning. Then, to draw students in and motivate them, I decided to
use a famous photograph of a young black man drinking from a
fountain marked colored, which is next to a fountain marked
whites. I asked them to look at it for a minute and share only what
they see. Then, I asked students to share what it made them think of.
After viewing the photograph, I transitioned to the read aloud by
telling students we would do something similar to what we did with the
photograph with Martins Big Words. I showed them the chart that we
would be using as we write down facts and what they make us think.
After reading the first page, I did a think aloud and wrote down a fact,
and what it made me think of, and why. Then we continued reading.
After a few pages, we stopped and I asked the students to turn and talk
about one fact. I gave them a few minutes and then the students came
back and shared facts found on the page, as well as what it made them
think of. I picked one example to record on the chart. After I continued
reading, we repeated this exercise a second time. After we finished the
book, I explained to the students that they would be filling out their
own mini-chart (identical to the one I wrote on) independently. I did pull
a small group of special needs students to work with while other
students worked independently.
From my perspective, this lesson went well. The students
seemed engaged from the beginning to end and talked about the text
during the turn and talks. Some of them mentioned in the beginning
that were familiar with the bookperhaps that sparked interest and
prior knowledge. It seemed like the topics of Martins Big Words
civil rights and race relationswere also relevant to the students and
something that they wanted to talk about.
I think that I would have done a few things differently: for my
think aloud, I would have prepared the think aloud answers for the
chart in advance by writing them on a piece of paper and just taping
them to the chart. That would have saved timeI felt that writing just
took too much time during my read aloud that I could have given to
students to do the writing portion of the lesson. About half of the
students did not finish. Something else I would have done was possibly
have the students work in small groups of 2-3 and pair some of my
special needs students with higher level groups. More often than not,

students can learn better from each other and explain their thoughts
better to each other than a teacher. I also prefer not to isolate my
special needs students in a group (as they should be in the least
restrictive environment). Overall, the lesson went well and I plan on
teaching this text again, with or without this particular strategy