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3 - drawing conclusions & making inferences

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Grade9 summative 2020
Grade9 summative 2020
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3 - drawing conclusions & making inferences

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Common Core State Standards:
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use.
CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

Common Core State Standards:
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use.
CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

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3 - drawing conclusions & making inferences

  1. 1. Drawing Conclusions Reading Comprehension: Drawing Conclusions and Making Inferences
  2. 2. Common Core State Standards (CCSS) • CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. • CCSS.ELA-Literacy.RF.3.4a: Read with sufficient accuracy and fluency to support comprehension.. Read on- level text with purpose and understanding. • CCSS.ELA-Literacy.RF.3.4c: Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • CCSS.ELA-Literacy.SL.3.2:Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • CCSS.ELA-Literacy.L.3.4a: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-level context as a clue to the meaning of a word or phrase. • CCSS.ELA-Literacy.L.3.5b: Demonstrate understanding of word relationships and nuances in word meanings. Identify real-life connections between words and their use. • CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
  3. 3. What Is “Drawing Conclusions?” A reader’s conclusions make up an overall sense of what a reading selection means. After making some inferences, readers look for connections among their inferences and observations. The connections lead to conclusions. It’s like seeing the big picture after putting the puzzle pieces together!
  4. 4. Let’s Practice Drawing Conclusions! What might you conclude if you read a report: Bald eagle is listed as an endangered animal in 43 states? Conclusions might include 1) The bald eagle is considered worth protecting 2) The bald eagle is in danger of dying out.
  5. 5. More Practice Read the stories and answer the questions by drawing conclusions
  6. 6. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. • Who is Mary? a) Wife b) Student c) Friend d) The dog
  7. 7. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. • Who is Mary? a)Wife
  8. 8. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. • What time of day is it? a) Night a)Afternoon b)Morning c)Noon
  9. 9. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. • What time of day is it? c) Morning
  10. 10. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Based on the information in the passage, what does aroma probably mean? a) a thought b) a smell c) a taste d) a question
  11. 11. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Based on the information in the passage, what does aroma probably mean? b) a smell
  12. 12. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. What does the word brewed mean? a) old b) simple c) made d) complete
  13. 13. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. What does the word brewed mean? c) made
  14. 14. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. What was the purpose of the note? a) to inform b) to congratulate c) to entertain d) to thank
  15. 15. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. What was the purpose of the note? b) to congratulate
  16. 16. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Who is Dan? a) the brother b) the husband c) the nanny d) the wife
  17. 17. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Who is Dan? b) the husband
  18. 18. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. What is Mary’s new job? a) a baker b) a teacher c) a pilot d) none of the above
  19. 19. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. What is Mary’s new job? d) none of the above
  20. 20. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Who probably made the muffins, orange juice, and coffee? a) the dog b) Mary c) Dan d) James
  21. 21. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Who probably made the muffins, orange juice, and coffee? c) Dan
  22. 22. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Why was their a present on the table? a) to congratulate b) to thank c) to mock d) to say sorry
  23. 23. Mary went downstairs. There was an aroma in the air. The table was set with warm blueberry muffins, freshly squeezed orange juice, and brewed coffee. A note was left on the table. It said, "Dear Mary, Have a great day. Good Luck at your new job. Love, Dan" Next to the note there was a wrapped present with a bow on top. Why was their a present on the table? a) to congratulate
  24. 24. Alexander & the Terrible, No Good, Very Bad Day • https://www.youtube.c om/watch? v=iZxm2OwxkjU • URL
  25. 25. The shelves were piled high with boxes of every size and shape. Each group had a different picture and different bright colors. There were so many people – men and women, mothers with little children, teenagers putting more boxes on the shelves. Some of the people were talking together as they chose the boxes and cans that they wanted. Jeff was having a hard time remembering which one to buy. He knew that Tooli wouldn’t be happy if he brought home the wrong brand! He also knew that Tooli was probably getting very hungry! 1)Where was Jeff? a) at school in his son’s classroom. b) at the zoo watching the animals eat their lunch. c) buying jewelry d) at the grocery store.
  26. 26. The shelves were piled high with boxes of every size and shape. Each group had a different picture and different bright colors. There were so many people – men and women, mothers with little children, teenagers putting more boxes on the shelves. Some of the people were talking together as they chose the boxes and cans that they wanted. Jeff was having a hard time remembering which one to buy. He knew that Tooli wouldn’t be happy if he brought home the wrong brand! He also knew that Tooli was probably getting very hungry! 1)Where was Jeff? d) at the grocery store.
  27. 27. The shelves were piled high with boxes of every size and shape. Each group had a different picture and different bright colors. There were so many people – men and women, mothers with little children, teenagers putting more boxes on the shelves. Some of the people were talking together as they chose the boxes and cans that they wanted. Jeff was having a hard time remembering which one to buy. He knew that Tooli wouldn’t be happy if he brought home the wrong brand! He also knew that Tooli was probably getting very hungry! 1)Where was Jeff? d) at the grocery store. PROVE IT!!!
  28. 28. The shelves were piled high with boxes of every size and shape. Each group had a different picture and different bright colors. There were so many people – men and women, mothers with little children, teenagers putting more boxes on the shelves. Some of the people were talking together as they chose the boxes and cans that they wanted. Jeff was having a hard time remembering which one to buy. He knew that Tooli wouldn’t be happy if he brought home the wrong brand! He also knew that Tooli was probably getting very hungry! 1)Where was Jeff? d) at the grocery store. PROVE IT!!!
  29. 29. Jeff filled up a big bowl with fresh, cold water and set it on the floor. He brought out a big comforter and put it on the floor next to the low window. He opened a package, took out a big bone and placed it on the floor next to the comforter. Then he opened the window so that the gentle breeze could blow into the room. • What was Jeff doing? a) Getting ready for a camping trip b) Cleaning the closet c) Getting this ready for his dog d) Cooling off the room
  30. 30. Jeff filled up a big bowl with fresh, cold water and set it on the floor. He brought out a big comforter and put it on the floor next to the low window. He opened a package, took out a big bone and placed it on the floor next to the comforter. Then he opened the window so that the gentle breeze could blow into the room. • What was Jeff doing? c) Getting this ready for his dog
  31. 31. Jeff filled up a big bowl with fresh, cold water and set it on the floor. He brought out a big comforter and put it on the floor next to the low window. He opened a package, took out a big bone and placed it on the floor next to the comforter. Then he opened the window so that the gentle breeze could blow into the room. • What was Jeff doing? c) Getting this ready for his dog PROVE IT!!!
  32. 32. Jeff filled up a big bowl with fresh, cold water and set it on the floor. He brought out a big comforter and put it on the floor next to the low window. He opened a package, took out a big bone and placed it on the floor next to the comforter. Then he opened the window so that the gentle breeze could blow into the room. • What was Jeff doing? c) Getting this ready for his dog PROVE IT!!!
  33. 33. Jeopardy • Inferences Jeopardy • Drawing Conclusions & Making Inferences Jeopardy • Trapped Video
  34. 34. Maria opened her eyes and ran to the window. No, she thought, she hadn't been dreaming. Everything in front of her eyes looked unfamiliar. Instead of the bright warm sun, there were gray, cold-looking skies. There was harsh, loud noise everywhere. And she could see no warm, blue-green sea off in the distance. She thought to herself, "What is this strange new world I have come to? Suddenly, Maria heard her aunt's voice calling her. She rushed quickly to the other room. She hoped that seeing her aunt would make her feel more at home here in the United States. "Well, Maria," her aunt asked, "how did you sleep your first night here?" She spoke a little slowly so that Maria wouldn't have trouble understanding her. Maria waited a moment to answer. She wanted to say everything correctly. Soon she would be in school, where she could work on her English--she wanted to be the best in her class, just as she had been back home! "Very well," she said, smiling in surprise at how clear her words sounded.
  35. 35. 1.Where do you think Maria is? A. in school B. in her bedroom C. at the beach D. in a strange place
  36. 36. 2. What kind of place has she recently come from? A. one like the northern United States B. a cold, snowy place C. a hot place D. a quiet place near the sea
  37. 37. How does Maria feel about speaking English? A. like she’ll never learn English B. a little uncertain C. very confident
  38. 38. What will Maria be doing while she’s here? A. planting flowers B. swimming C. participating in the Olympics D. going to school
  39. 39. 5. Where could Maria be from? A. New York B. Alaska C. France D. New Mexico
  40. 40. Self-questioning helps readers construct meaning, and draw conclusions Questioning and inferring work in tandem to enhance the understanding of text. -Harvey and Goudvis Strategies That Work
  41. 41. Sample Question Stems:  What conclusions can be drawn about…? Support your answer with information and details from the passage.  What conclusions can be drawn from the fact that…?  What examples can you find to support the conclusion that…?  What facts would you select to show that…?  What facts justify the conclusion that…? Finish the sentence stems with statements that you could use with topics or content that your students read in your subject.
  42. 42. Learn to Think…Think to Learn Effective questioning helps students… 1. make predictions, 2. give reasons, 3. distinguish fact from opinion, 4. determine bias, & 5. check the validity of evidence Students remember when asked to…  brainstorm new ideas,  think up solutions to problems,  weigh pros &cons,  make decisions, &  debate evidence. Teaching Students To Think Analytically!
  43. 43. Synthesizing Information, Constructing Meaning, and Drawing Conclusions “Proficient readers use images to draw conclusions, to create distinct and unique interpretations of the text, to recall details significant to the text, and to recall a text after it has been read.” ~ Ellin Keene, Mosaic of Thought
  44. 44. • Rags to Riches: Drawing Conclusions and Making Inferences

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