Architecture of a Mini Lesson

READERS’ WORKSHOP: MAKING INFERENCES

Reading Standard: E1b The student reads and comprehends at least four books (or book equivalents) about one issue or subject, or four books by a single writer, or four books in one genre, and produces evidence of reading that:

 makes and supports warranted and responsible assertions about the texts;

 supports assertions with elaborated and convincing evidence;

 draws the texts together to compare and contrast themes, characters, and ideas;

 makes perceptive and well developed connections;

 evaluates writing strategies and elements of the author’s craft.

LA.4.1.7.3: The student willdetermine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, implied message, inferences, chronological order of events, summarizing, and paraphrasing;

Authentic Literature: Tree of Cranes (previously read to students)Grandfather’s Journey by Allen Say

* Have pages that have opportunities to make inferences marked with sticky notes to use during the think aloud.

Day 1:

1)CONNECT (1 minute or less):

Today we’re continuing our work with our standard for reading and comprehending books (point to the standard) by making assertions about the text. Remember when we make an assertion about a book, we’re simply saying something about the book, giving our opinion, making predictions…

We’ve talked about author’s viewpointTree of Cranes and we’ve been trying to understand the author, Allen Say’s feelings and attitudes based on where he came from, which was Japan. When we know the author’s viewpoint, we’re able to make better inferences about what the author means or about the characters’ actions in stories.

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2) TEACH (Approximately 8-10 minutes):

TELL – When we make inferences, we are making an assertion about a book. We’re using our background knowledge, what we know about the characters and the events in a story and coming up with new information about the book. We put clues together to make an inference.

MODEL-read selected passages in the book and model making inferences.

THINK ALOUD- through the passageand making an inference.

DEVELOP a mini lesson chartfor inferences.

3) ACTIVELY INVOLVE STUDENTS (Approximately 3-5 minutes):

STUDENTS TURN AND TALK shoulder to shoulder or knee to knee. Read another passage or two from the book and ask partners to make an inference about what is happening.

Briefly discuss students’ responses and record on the chart.

4) LINK (2 minutes or less):

Today, during your independent reading time, I want you to make an inference about the book you’re reading and record it in your Readers’ Response Journal (show the chart for the RRJ and point to the skills section). I’ll be looking for a few inferences to share with the class that are very thoughtful.

WORKTIME: (30-40 MINUTES)

Studentsread independently and work in their RRJ. Students should spend no more than 5-10 minutes working in their journal.

Remind students of the independent reading rubric and expectations.

5) Close (5-10 minutes)

Call students back to the rug and ask a few students to inferences.

Share any observations made during the work.

Discuss with students what an inference is and how making inferences helps us to understand what we’re reading.

Day 2:

Repeat the basic lesson using Grandfather’s Journey from the text after students have read the story.