Planning documents

Term 4 Weeks 3-6 Reading - Inferring Lessons

AusVELS Substrand & Focus

Achievement
standards

Level 3

They identify literal and

implied meaning
connecting ideas in
different parts of a text.
They select information,
ideas and events in texts
that relate to their own
lives and to other texts.

Level 4

They describe literal and

implied meaning
connecting ideas in
different texts. They
express preferences for
particular texts, and
respond to others
viewpoints.

Level 5

They analyse and explain

literal and implied
information from a variety
of texts. They describe
how events, characters
and settings in texts are
depicted and explain their
own responses to them.

Independ Whole-Class/Mini Lesson Group reading + response

ent
(15 mins)
(20 mins)
Reading /
Teacher
Conferenc
e
(20 mins)

Sharing Resources

1 (Teachers WALT: use all aspects of a

At table groups, students are

plan who book to infer meaning
given a copy of a front cover.
they will TEXT: Book covers, blurbs
Create an inference from the
conferenc Have phrase up on the board: front cover using their prior
e)
Dont judge a book by its
knowledge.
cover Discuss.
Then give them the blurb for
At Risk
Model inferring a book by
that book and students revise
students: looking at its cover. Get
their original inference.
students to notice what
(Students use the activity
youre doing. (Try and use
sheet inferring book meaning)
the list below)
What do we think when we
look at a front cover:

Activating prior
knowledge

Assuming genre of
the book - the event
in the book thats
been illustrated

Gives us an idea of
the character(s)

We make a
prediction of what
might happen /
outcome for a
character

2 (Teachers WALT: use a range of

plan who
they will
conferenc
e)

Students are to use their

strategies to infer
independent reading books to
unfamiliar words
complete the following table in
TEXT: Fly High: the Story of order to find unknown words.
Bessie Coleman by Louise
Borden and Mary Kay

- book
covers &
blurbs
- Activity
sheet

Students
come
together
to share
their
inferenc

- activity
sheet from
resource
folder

At Risk
Kroeger
students: Readers need to take what
they know and gather clues
in the text to crack the
meaning of vocabulary. Good
readers also need to
consider the context to
understand what they read.
Model reading the text and
show how you complete the
following:

Rereading

Paying attention to
the words

Looking closely at
the pictures

Using my schema

Taking my time

Thinking really hard

As youre reading, ask
students to raise their hands
if they noticed any
unfamiliar words.

Wor
d

Word
in
senten
ce

Wha
t we
infe
r it
mea
ns

es and
Wha
strategi
t
es that
helpe
they
d us?
used.

3 Students WALT: infer with text clues Students are to draw up the
read their
Reciprocal
Reading
book

TEXT: Tight Times

Introduce students to the
following formula,
emphasising the importance
of using background
Students knowledge to build on the
are to
text clues.
read a
Background knowledge + text
chapter in clues = inference
their RR *an inference cannot occur
books.
without both the text clue
This will and background knowledge!
be used
As you read the text, explain
during the that we need to read
main
between the lines to infer
activity
meaning and make sense of
of the
it.
lesson.
Use the following table to
model inferring the text
Tex
t
Clue
s

Backgrou
nd
Knowledg
e

inferring text clues table in the

books, as shown during
modeling. Using their RR books,
students will find text clues
that demonstrate implied
meaning.
Emphasise that inferences need
to be reasonable!!!
Half way through, check in with
students to come together in
their RR groups to
confirm/revise their
inferences. Encourage students
to either build on their
inferences or revise according
to their conversations.

Students
sit
together
with
their RR
group
and
share
their
inferenc
es,
explainin
g their
backgrou
nd
knowe
and text
clues

Inferen
ce

WALT: infer with text clues

TEXT:

WALT: form our own unique

interpretation of the text

Students are given a text to

map their interpretations and

- Forming
interpretati

TEXT:
Good readers constantly
revise what they read and
change their mind about a
text.

record a general inference

after reading the text. (see
activity sheet)

ons of a
text
activity
sheet

GRADE 4
Term 4 Inferring, Comprehension & Spelling Lessons (focus group Eli &
Alexus)
AusVELS Substrand & Focus

Achievement
standards

Level 1

Level 2

Use comprehension
strategies to build literal
and inferred meaning
about key events, ideas
and information in texts
that they listen to, view
and read by drawing on
growing knowledge of
context, text structures
and language features

War Mini Lesson (15 mins)

m up
activ
ity.
(20
mins)

Use comprehension
strategies to build literal
and inferred meaning
and begin to analyze
texts by drawing on
growing knowledge of
context, language and
visual features and print
and multimodal text
structures

Level 3

They identify literal

and implied
meaning connecting
ideas in different
parts of a text. They
select information,
ideas and events in
texts that relate to
their own lives and
to other texts.

Group reading + response

(15 mins)

Shari Resource
ng
s

1 War WALT: using all aspects of Students are given a copy of a front cover Explai - book
m Up
activi
ty
using
top
100
used
word
s.
Snak
es
and
ladde
rs
game
.

a book to infer meaning

TEXT:
Using a picture book, model
inferring by looking at its
cover. Get Eli and Alexus
to notice what youre doing.
What do we think when we
look at a front cover:

Assuming genre of
the book What it
is about.

Gives us an idea of
the character(s)

We make a
prediction of what
might happen to
the characters.

and a picture. Using the provided

Inference table, Create an inference from
the front cover using their prior
knowledge.

n
inferri
ng is
simply
trying
to
work
out
somet
hing
from
the
text
that
hasnt
been
explain
ed yet
and we

covers &
pictures
- Activity
sheet
Inferring
table

are
using
clues
from
the
pictur
es and
text
to help
solve
what
the
book
might
be
about
War
2 m Up
activi
ty
using
top
100
used
word
s
game
s.

WALT: Using clues to infer

meanings.
TEXT: Using the
appropriate level
book/reader read the text
modelling how you complete
the following:

Rereading

Paying attention to
the words

Looking closely at
the pictures

Using my schema

Taking my time

Thinking really
hard
As youre reading, ask
students to raise their
hands if they noticed any
unfamiliar words. To
reinforce with the kids,
explain to them that they
are inferring all these
answers based on what
they have seen and their
own knowledge. When you
are satisfied that students
understand, explain to
them that they are going

Students are given inference worksheet,

further introducing student to inferring
using words and pictures.
Once completed, students to use provided
laptop to complete detective activity on
inferring and predicting.

Mini
whiteboar
d
Reading
book
laptop

http://www.pspb.org/blueribbon/games/dete
ctive/DetectiveGame.html

to now play a game online.

3 Stud WALT: use a range of

ent
to
read
their
libra
ry
book.

strategies to infer
Read picture book to
students. Explain and
model how to infer using
schema/prior knowledge
exploring unfamiliar or
unknown words. Creating

Using Lesson 2s online activity, students

will create an inference schema table
and record or create an inference and
schema relating to the questions in the
activity or things they have done in the
class or outside world. Eg/ inference: the
table was bumped. Schema: I know the
vase may wobble off the table and fall

Collect Laptop
student Inference/s
tables chema
on
table
inferri
ngand
schema
touse

Follo
wed
by
activi
ty
using
top
100
word
s.

as
the below chart.
making it break. Students are also to
Students are to use their include any unknown or unfamiliar words in assess
ment.
independent reading books the table.
to complete the following
table in order to find
unknown words.

Wo
rd

Word
in
sente
nce

Wh
at
we
inf
er
it
me
ans

Wh
at
help
ed
us?

4 War WALT: Predicting text

mup: TEXT: The very hungry

snake caterpillar
sand Read the literature to
ladde
the students,
rs
. Whilst doing so
game
,top asking questions to the
100 students such as
used -What do they think the
word book is about?
activi -What types of things
ty.

do caterpillars do?
-What other types of
food might they eat?
After completion of the
book have a discussion
about the literature
Posing questions such
as:
Why might the book
have holes in it?
Has anyone ever
touched a caterpillar?

Once at page 7 the teacher will get

the students to try and predict what is
going to happen next. With this
literature being a predictive text the
students should be able to do this
task. Asking questions such as what
do they think will happen to the
caterpillar by the end of the book
then go through and see if the
students prediction were correct?
Predictions: Students will select an
appropriate level library book and
see if they can make predictions
about what might happen next in that
particular literature. Writing in their
books what their findings were?
Make sure to walk around and check
students work that they are on the
right track.
Asking them to name the title, what
they think might happen in the book
according to the pictures?
Do the pictures match the text?

The
hungry
caterpillar
book
Writing
book
Library
bookof
student
choice

Unit of Work (Level 1)

Writing
Level 1
Recogninse that different types of punctuation, including full stops, question marks
and exclamation marks, signal sentences that make statements, ask questions, express
emotion or give commands.
Write using unjoined lower case and upper case letters
Learning centres:
Fairy Tales
Spelling
Grammar
Reading Focus (Fairy Tales)
Comprehension: Check for understanding
Fluency: Practice common sight words and high-frequency words
Level 1:
Read supportive texts using and developing phrases, fluency, contextual, semantic,
grammatical and phonic knowledge and emerging text processing. For example,
prediction, monitoring meaning and re reading.
Use comprehension strategies to build literal and inferred meaning about key events,
ideas and information in texts that they listen to, view and read by drawing on
growing knowledge of context, text structures and language features.

Speaking and listening (Fairy Tales)

Level 1:
Discuss feature of plot, character and setting in different types of literature and
explore some features of characters in different texts.
Discuss how authors create characters using language and images.
Session 1: Journal Holiday Writing
WALT: To use our goals to make our writing better
Learning Launch: Model on the board by writing what you did on the holidays,
focusing on some of the goals your students might be working on.
Main Activity: Independently, students write what they did on the holidays.
Reflection: Students share their writing.

Session 2: Student Reflections

WALT: Reflect on our learning from our time in grade 1.
Learning Launch: Brainstorm ideas and areas covered so far this year in reading and
writing. Create a list of ideas for students to refer to when they complete their own
reflections.
Main Activity: Independently, students write and draw a draft of their writing and
reading reflections from earlier in the year. Come back as a class and look at maths.
Creating a list of ideas and continue this process with the other sections of the
curriculum.
Reflection: Students will share their writing ideas to the class.
Session 3: Rebus stories cont.
Students to continue publishing their rebus stories.
Session 4: Spelling- Voiced th (feather)
WALT: To spell the th sound correctly.
Learning Launch: Refer to the chart, introducing the sound. Brainstorm the sound
and make a list of examples as a class on the board.
Main Activity: Independently, students watch the word with the correct sentence.
Th (Feather) sound: Matching the words with the correct meaning on the sheet.
Reflection: Brainstorm other words that students could add to the original list from
the learning launch.
Session 5: Grammar Consonants
WALT: To recognize consonants in a word.
Learning Launch: Revisit and discuss what a consonant is. Write a word on the
board and as a student to identify the consonant. Model the main activity.
Main Activity: Independently, students cut out the words and place them in the box
that matches the number of consonants in the word.
Extension: Students use a dictionary to find words with 6,7, or 8 consonants.
Reflection: Students share their words with the class or as a partner.