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Copy of Inference Unit

5th Grade Reading Using Fables

Kaysi Adams

on 5 August 2013

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Transcript of Copy of Inference Unit

Technology Across Curriculum
Lesson 2:
Technology Across Curriculum
Universal Design
Universal Design
Lesson 4
The Boy Who Cried Wolf
Universal Design
-Read The Lion and the Mouse
-Identify five elements of a fable
-Create a fable using technology
The Five Elements
Lesson 1:
The Tortoise and the Hare
Web Based Learning
Inference Battleship http://www.quia.com/ba/41785.html
Lesson 3
The Grasshopper and the Ants

Read The Tortoise and the Hare
Use schema and context clues to make inferences
Create a poster to describe and illustrate an inference made while reading
The Lion and the Mouse
Students have the opportunity to read the hard copy of the fable, listen to the story being read, or follow along on the Promethean Board.
Students have the choice to complete the assignment using Glogster or to do it using pencils, crayons and construction paper.
Students use the Promethean Board to complete a graphic organizer, for guided reading, to underline the clues in the fable that help to make inferences, and to create a poster.
Promethean Board
It is used to display the fable and annotate, as well as for video streaming.
Students can access fables in an interactive way. They can either follow along in their own books or read from the board.
This website can be used to introduce or conclude lessons. Videos on various topics can be found to help explain more abstract ideas in a concrete way.
Web Supported Learning
Various games and online activities are available through this website targeting reading comprehension skills. One game in particular focuses on making inferences. The students must use clues in order to infer the hidden word.
This website offers many reading tips, ideas, and games about reading comprehension skills such as main idea, making predictions, visualizing and making inferences.
Glogster gives students the freedom to be creative while constructing a poster for various purposes. It gives students a different way to express their understanding.
This website can be used to create a rubric that helps to assess student understanding of making inferences. After creating a Glogster poster, the students will be graded using the rubric that clearly defines what is expected of them. Rubrics for any assignment can be created using this website.
Individual Interventions
1. Autism
2. Speech/language/communication Disorders
3. Learning Disabilities
FM system
Access to the interactive version of the text
Lesson Summary
This lesson is designed to introduce the skill of making inferences using a fable and think alouds to model the process. Students will create Glogster posters to document the inferences they made while reading.

Inferring is the process of judging, concluding, or reasoning from given information and is the first step in constructing meaning that is not literally stated (Block, C., 2004, p. 338). To make an inference, readers use clues in the text and their own experiences to help figure out what is not directly stated. In this lesson, students will use predictive thinking and a story map to infer the moral of the fable.
Universal Design
Representation: Students will have the opportunity to read, use predictive thinking, and answer interactive website short paragraph examples to predict what will happen next. They will observe pictures to predict what is happening or will happen in the pictures. Students will watch the interactive fable video several times to make their predictions based on what they see and interpret from the video.
Expression: Students will work together as a class and engage in predictive thinking to complete the story map for the video fable. Students will create a Power Point presentation to represent their own prediction about an event in their lives they are experiencing this month. For their Power Point students may use the internet for resources as well as their own pictures to import for their presentation. Students will share their event via their Power Point presentation to the class.
Engagement: Technology will be used throughout the lesson and in the follow up activity for the students to complete. Through the use of interactive websites, pictures, Power Point, answering questions, watching the fable video, completing the story map allows students to work alone and together as a class in making predictions and sharing in past experiences. Students will be using various technological resources to create their own Power Point Presentation about an event happening in their lives. They will present their event to the class and the class will predict the outcome.
Individual Technology Interventions for Students with Disabilities
Autism – Fusion (portable note taker with LCD screen and adjustable font sizes, word prediction, and optional text to speech) to complete Story Map and Power Point assignment, amplification system, extra instruction time to complete assignment, laminated pictures from the Power Point.
Speech/Language/Communication Disorders – CAI (computer aided instruction) Co: Writer which helps predict words to increase independent writing skills, FM system to clarify tone and pitch of instruction being given.
Learning Disabilities – assistive listening device (FM system) to amplify teacher’s voice and helps focus attention, preferential seating away from distractions, use of a voice recorder to record assignment instructions to replay by the student (if available) or ask student to repeat directions back to ensure understanding , extra time will be allowed to complete assignment.
Instructor Centered:
Power Point with interactive websites and video.
Learner Centered:
Students use computers and internet and predictive thinking with the story map to create a Power Point about an event happening in their lives this month.
Story Map:
In this lesson, students will using a graphic organizer to infer the moral of "The Boy Who Cried Wolf" by Aesop and than they will post their opinion on VoiceThread. The reason behind using graphic organizers is that graphic organizers are “communication devices that show the organization or structure of concepts as well as relationships between concepts” (Masterminds, 2001). Students respond better to lessons that are visually appealing to them, “they help students focus their energies on studying the essential information” (Masterminds, 2001).
Students will be be able:
to state the steps of how to infer a moral
to identify the moral of the fable
to defend their position
Learning will be assessed by completed graphic organizers, VoiceThread postings, and participations in class discussions.
Having multiple ways of presenting the information in this lesson will ensue that each student can learn the information in a way that works with their learning style.
Having multiple ways that students can show their mastery of the skills being taught in this lesson will create a more accurate picture of what is being learned and what needs to be retaught.
Having multiple ways for students to engage in this lesson will create multiple opportunities for students to shine in a way that is most comfortable for them. It will make the classroom a more relaxing and “safe” environment for all to “strut their stuff”.
According to Kathryn S. Carr, “recent research on the skill of drawing inferences in reading indicates that inferences play a major role in reading comprehension (1983). Students will be able to see how they must use the author’s clues in conjunction with their own knowledge to make an inference.
Technology Across Curriculum
Productivity Tool
Individual Interventions
1. Autism
C.A.I. (Computer Aided Instruction)
Fusion (Augmentative Communication Device)
Audio Recording of Fables

2.Speech/language/communication Disorders
C.A.I. (Computer Aided Instruction)
FM System

3. Learning Disabilities (in Reading)
FM System
Word Talk
Audio Recording of Fables
101 Inference Riddles: http://www.philtulga.com/Riddles.html
This website is one for students to have fun while practicing making inferences. Students get a riddle that has been split into different lines. Each line the student makes a guess as to what they think the answer is putting the clues together until they come up with the correct inference.
Inference Battleships: http://www.quia.com/ba/41785.html
This is a quia review game website. Students can either do this solely or with a partner. They play battleship using correct inference answers to try and sink their opponent.
Practice Inference (Grade 4):http://www.studyzone.org/testprep/ela4/o/inferencep.cfm
This is a website that Owego school district created in order to help students practice for the NYS ELA exams. This website, students can review “lessons” about inferences (reteach information). They also can practice the skill by seeing paragraphs and answering inferential questions.
Readquarium: http://gamequarium.com/readquarium/skillsi-p.html
This website lists other websites that students can go to to practice skills taught in this unit. Most of the websites feature paragraph exercise, students read a paragraph and then answer an inferential question.
Web Supported Learning
Teacher model
Guided Practice
Indep. Practice
Steps for Inferring Moral
reading fable twice and highlighting important information; putting key words onto scoop; thinking about personal experiences and other background knowledge; putting key words onto scoop; making inference – what is the moral
5th Grade Making Inferences: http://www.internet4classrooms.com/grade_level_help/logic_inferences_language_arts_fifth_5th_grade.htm
This website is hosted by “Internet4Classrooms”. There are different sections for each grade level, further separated into subject matter. This particular webpage was created when searching in the fifth grade area for “inferences”. There are lessons, games, activities, etc. that students can do independently, with a small group, or as a whole class.
-utilizes reading, writing, and organizing ideas into a chart using pictures, words, and tables
Promethean Board
Internet 4 Classrooms
Guess the Sound
-play comprehension games to practice using reading strategies within science and social studies
Productivity Tool
Power Point presentation is used to introduce predictive thinking in making inferences. The Power Point presentation engages the students’ senses visually, auditory, thus stimulating their interests and keeping their attention through use of pictures, interactive websites, and video versus reading alone.
Big and....
... small
Web Supported Learning:
Integrating the Internet:
www.philtulga.com/Prediciton.html - Students pick one puzzle piece at a time to predict the picture behind the puzzle. The idea is to pick fewer pieces to make your prediction. It is fun and challenging.

www.gameaquarium.com/readaquarium/skillsi-p.html - This site contains nine topics on inferences. Students select one topic at a time, read the brief selections, and answer the questions thus applying what they have learned so far (think aloud, five elements of a story, predictive thinking) when making inferences.
Technology Across the Curriculum:
-using pictures, phrases, and words within The Five Elements Chart
-utilizing pieces of technology for motivational and educational purposes i.e. Animoto, Voice Thread, Promethean Board
www.readwritethink.org/files/resources/interactives/storymap/ - An interactive website that provides a set of graphic organizers that focus on key elements of character, setting, conflict and resolution. These elements can assist students with sorting information not only in reading but also social studies and science for reading comprehension.
www.readwritethink.org/classrom-resources/student-interactives/mystery-cube-30850.html - This interactive program allows the student to create a Bio Cube – develop an outline of a person’s biography or autobiography just read (such as on a historical explorer in social studies); Mystery Cube – to sort and organize clues for a mystery or for their own stories; Story Cube – to summarize key elements in a story such as character, setting conflict, resolution; or Create Your Own Cube – is the student’s answer to a particular science research topic (such as, “What causes a tsunami?). This is a creative way for students to gather information in an orderly way.
-allowing choices to create a fable
i.e. Animoto, Voice Thread, written fable

-gives students various options to express their strengths in different ways
Cooperative Learning
(Think, Pair, Share)
-Identify five elements of Tortoise and the Hare on Promethean Board from YouTube clip

-Complete Five Elements Chart with partner

-Create fable using Animoto, VoiceThread, or written words and share with another pair
Lesson Summary
1. Investigate fable with Promethean board
2. Explain five elements chart
i.e. characters, setting, conflict, rising action, moral
3. Think, pair, share
(see Cooperative Learning)
4. Create fables
5. Share Animoto, VoiceThread, and written fables with another team
5th Grade
Full transcript