Submitted by:​ Brittany Bruney​ ​ CWID:​ 50080056 

Grade Level: ​5th ​Mentor Teacher: ​John Krenek 
​Subject/Topic: ​ELAR/Reading 

Inferencing Exploration Stations

Rationale​:  Materials/Equipment: 
The purpose of the lesson will help students explore,  Clue game (2-3 games)
make real life personal connections, and understand  Clue Score Sheet for keeping track of evidence:
the importance of making inferencing by recognizing  http://karencookiejar.com/wp-content/uploads/2012/
clues and looking for evidence to support their  04/clue-score-sheets.pdf
findings. 
 
  Jeopardy Inferencing Game:
https://jeopardylabs.com/play/making-inferences
Ipads
Smartboard

Pencils
The Case of the Missing Test Game and Score
Sheets:
https://www.teacherspayteachers.com/Product/End-
of-the-Year-Activity-Mystery-Game-for-the-Whole-Cl
ass-1473856 
Reading journals
Clue Picture for Smartboard:
https://www.pinterest.com/kymmsart/board-games/?l
p=true

TEKS Achieved:  Accommodations:

5.6b:​ Students generate questions before, during, 1. ​Special Needs: ​The student will have more time
and after reading to deepen understanding and to finish the work.
gain information.

Fig19D:​ Make inferences about text using text

evidence to support understanding.

For the four categories below, delete any criteria which do NOT apply to your lesson

Bloom’s Taxonomy:  Differentiated  Classroom Strategies:  Curriculum 

Knowledge/Remember  Learning:  Cooperative Groups  Integration: 
Comprehension/Understand  Auditory  Hands-On   Reading    
Application  Visual/Spatial  Technology     
Analysis  Kinesthetic  Centers 
Create / Synthesis  Logical/Math  Charts/Graphs/Maps   
Evaluation Verbal/Linguistic   Problem Solving 
Intrapersonal  Whole-group 
Interpersonal

 
 
Objectives: 
• TSW defend their inferences by recording their findings from the given evidence. 
• TSW solve mysteries by identifying inference clues in real life applications.

Lesson Plan:
• Introduction (Anticipatory Set/Focus/Motivation):
Students will see envelopes on their desks and Clue games set up. The word Clue will be listed on the
Smartboard for them to see.

• Information Giving
I will tell the students that they will continue to work on inferencing today.
Students will be asked the question:
“How do you think that we make inferences in everyday life? Give me some examples.”
I will tell students how we make inferences in everyday life, such as trying to figure out if we need to go a
different direction if we see traffic, looking at the facial expressions of others as we talk to them to figure
out how they are feeling, and piecing together other information we have.

Check for Understanding

“Who can explain to me, in their own words, what an inference is?”
Students should be able to explain that an inference is being able to find the best educated guess based
on using their background knowledge and text evidence, or evidence that is provided or found.

• Guided Practice: ​(Include how you help them learn the information, procedure or process):
I will show the students how the games are played and what information they need to write down on
their recording sheets.
On the Clue sheets students need to write down a before inference, during the game inference, and after
the game inference, based on the clues that are given. (12 students in the 2 game stations).
On the score sheet the students will put an X through the boxes of the evidence that they know to not be
true.

Students who are at The Case of the Missing Test station will have a detective notes sheet for them to fill
out. They also will need to bring their reading journals to this station so that they can write down their
before inferencing questions, during the game inferencing question, and also after inferencing questions
and findings.
On the detective notes sheet the students will put an X through the boxes of the evidence that they know
to not be true.

Check for Mastery

When students get to their stations they will need to have a before inference written down in their journal
and on their Clue score sheet. The inference will be based over their case, evidence that they have been
given in the beginning, and any events they know. I will walk around and make sure that this first “before”
inference is filled out for everyone in the various stations or will have them hold a thumbs up when they
have written down their before inference.

• Independent Practice:
Students working in the Clue stations will write down their inferences on their case notes chart (Before,
during, and after inferences noted). The students will be working in groups.

Students working in the Missing Test station will fill out the detective notes and in their reading journals they
will have (before, during, and after inferences written down). The students will be working in groups.

 
 
• Assessment/Evaluation:
I will collect the recording sheets that they have filled out so that I can look over the findings and make
sure that they have defended their inferences from their games with their evidence and identifying the
clues from the game they are solving or have solved.

• Closure / Culminating Activity:

The students will write down on sticky notes and post on an exit chart what they have learned about
inferencing in real life.

• ​Enrichment/Extension:
Students will have the option of moving to the next station when they are done and working on
Inference Jeopardy.

• Reteach:
Students will have their names written down for a teacher table pull away group for a different day over
this concept.

• Modifications​:
Special needs: ​The student will be given more explicit instructions and broken up in chunks.

English Language Learners:​ Extra time will be provided to the ELL’s to fill out their Clue score sheets,
inferencing practice warm-up, and will have extra time to answer the jeopardy questions chosen.