The ELL students will be at their tables with fluent English speaking students to help them read and ask questions, and there will also be another advisor floating around the room who speaks the primary languages of my ELL students and English to help them with the assignment. During this activity the students will be in their table groups. For the worksheet they will write a question they have about what will happen next, an inference they have about what the answer is, and support from the text where they got their inference from. After I have introduced the idea of inference making to my students I will distribute this sheet out and go over with them how to complete this worksheet efficiently, using an example with the title of the book. The activity the students will do in their table groups while I am reading is the A Bad Case of Stripes Inference Sheet. They will then move on to an independent assignment to test their mastery of the objective: The students will be able to refer to details and examples in a text when drawing inferences from the text. I will check for understanding by checking over their work while I walk around reading and by having the table groups share their answers with the class so we can work through them together. While we read they will fill out a worksheet in their table groups that has them make inferences about what is going to happen next in the story from what they have heard in the story so far. I will read the book to the class while the students follow along with printed packets of the book. To begin the lesson I will introduce the idea of inferences to my students and go through examples of inferences we can make from a small text piece and then go back to the text provided to show what in the text made us make that inference. For this lesson we will be reading A Bad Case of Stripes by David Shannon.
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