LESSON SEVEN: Picky Eater-Part 1

                             

LESSON DESCRIPTION

Students use pictures and text clues to predict and infer.

 

GRADE-LEVEL EXPECTATIONS

R1E         Develop and orchestrate strategies to infer.

 

LESSON MATERIALS

§         Source of Literature

§         Picky Mrs. Pickle is the suggested text, you may choose to use a related text such as D.W. the Picky Eater, Seven Silly Eaters, I will Never Eat a Tomato, Bread and Jam for Francis, or any other book related to the need for a balanced diet.

 

§         Supplies 

o        Jar of pickles or other text related item

o        Chart paper

o        Overhead projector

 

§         Handouts provided

o        It Makes Me Think Practice Sheet

 

§         Words to know

o        infer

o        predict

 

FORMATIVE ASSESSMENT 

Student completed “It Makes Me Think” Practice Sheet-student copies and overhead transparency.            Assessment        Scoring Guide

 

LEARNING ACTIVITIES

 

  1. Show students something representative of the text you are using. For example, a picture of pickles or a jar of pickles if using Picky Mrs. Pickle.

 

  1. Use an overhead of the “It Makes Me Think” Practice Sheet to brainstorm with students about what today’s reading text will be about using pickles or other props as clues. After several ideas have been shared, show students the cover of the text and add further predictions.

 

Questions

for

Students

 

What does the jar of pickles remind you of?

What do you think we will be reading about today that relates to pickles?

Now that you see the cover of the book, what do you think? Why do you think this?

What does this text make you think of? Does anything in the picture give you a clue about the story?

Does the text give you clues about the story?

 

Idea

 

Predicting and inferring are similar skills. In this lesson, students are predicting during the pre-reading activity, but move on to inferring as they read the story. Inference refers to using prior knowledge as well as clues from the story to figure out what the author means.

 

  1. Use one copy of the text to begin modeling inferring during reading. For example: after reading the first page, you might write on the board or overhead:

 

Strategy

 

If inference is new to your students, you may want to do more extensive modeling with a variety of texts or allow them to work with a partner to read the text.

It depends upon the experience and developmental ability of your students as to how many inferences you ask them to complete.

 

More information on inference and questioning strategies refer to;

Strategies That Work chapters seven and eight