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Drawing Inferences

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DrawingInferences.mp4

Creator:

Created by Miss LaToya Gay

Students- Breanna, Dalton, Johnathan, Paige, and Shana


School/Organization:

Banks Middle School, Pike County School District

Overview:

This podcast covers the reading skill of making inferences. It includes a definition of the skill, real-life examples, and guided practice. This podcast also briefly outlines the strategy: It Says, I Say, and So. This podcast can serve as a introductory lesson on making inferences or as a refresher tool on this skill. Pictures, audio voice overs, music, charts, and video help teach students how to effectively draw inferences while reading.


Length: 4:17

Content Areas: English/Language Arts

Alabama Course of Study Alignments and/or Professional Development Standard Alignments:

[ELA] (8) 1: Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade recreational reading materials.
[ELA] (8) 4: Apply strategies appropriate to type of reading material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade informational and functional reading materials.
[ELA] (10) 3: Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.
[ELA2013] (8) 1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RL.8.1]
[ELA2013] (8) 10: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. [RI.8.1]
[ELA2013] (9) 10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
[ELA2013] (10) 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
[ELA2013] (10) 10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
[ELA2013] (11) 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
[ELA2013] (11) 10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]
[ELA2013] (12) 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
[ELA2013] (12) 10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]

AQTS_1.A.2: Academic Discipline(s) [Knowledge of ways to organize and present content so that it is meaningful and engaging to all learners whom they teach (pedagogical content knowledge).]
AQTS_1.A.3: Academic Discipline(s) [Ability to use students' prior knowledge and experiences to introduce new subject-area related content.]
AQTS_1.A.5: Academic Discipline(s) [Ability to help students make connections across the curriculum in order to promote retention and transfer of knowledge to real-life settings.]

National/Other Standards:

NCTE/ IRA

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

 


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