Tuesday,
February 17, 2015
Author: Crissie Linville
Topic: Inference
Grade
Level: Kindergarten
Common Core Standard (s): CCSS,ELA-LITERACY.RL.K.1, CCSS.ELA-LITERACY.RL.K.2, CCSS.ELA-LITERACY.RL.K.3, CCSS.ELA-LITERACY.RL.K.9, CCSS.ELA-LITERACY.RL.K.10, CCSS.ELA-LITERACY.RI.K.1, CCSS.ELA-LITERACY.RI.K.2, CCSS.ELA-LITERACY.RI.K.10, CCSS.ELA-LITERACY.SL.K.1.A, CCSS.ELA.LITERACY.SL.K.1.B, CCSS.ELA-LITERACY.SL.K.2, CCSS.ELA-LITERACY.SL.K.5, CCSS.ELA-LITERACY.L.K.2, CCSS.ELA-LITERACY.L.K.2.D.
Lesson Objective: Students will understand what inference is and will be able to discuss inference in large and small group discussions. Students will make inferences of their own based on a video that will be watched, a story that will be read, and by individual observation.
Lesson Materials: YouTube video of "Are You My Mother", storybooks of "Are You My Mother", pencils, writing journals, SmartBoard, 4 or 5 bags with identical items in them (ie: tissue paper, a box of raisins, empty cold medicine box), and childrens' tops.
Instructional
Lesson Methods and Assessment
Anticipatory
Set:
- The lesson will start by reviewing differences in
animals. Teacher will guide discussion on how animals are different by
color, size, hair, number of legs, etc.
- The teacher will explain to the students the definition
of infer, inferring, and inference. The teacher will guide student
discussion on giving examples of inference.
- The teacher will explain to the students that they will
be watching a video titled, "Are You My Mother", in which a baby
bird is trying to find it's mother.
- The teacher will explain to the students that they need
to pay attention to the video because there will be discussion
after.
- The teacher will remind students of the sitting and
listening rules while watching a video.
- The teacher will then play the YouTube video via the
Smart Board.
- Students with disabilities may be given a copy of the
book to help them during the playing of the video.
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
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Affective
“Why”
Multiple
means of Engagement
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1.1 Customize the display of
information. - The teacher will ensure that the video is adjusted to the
proper size for all students to be able to view it clearly and will adjust
the volume so all students will be able to hear it clearly.
1.2 Provide alternatives for
auditory. - Students with auditory issues will be given a book to read along
with the video.
1.3 Each Student will receive a
copy of the book, “Are You My Mother.”
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6.2 Support planning and
strategy development. - While discussing differences in animals I will ask
how the animals are different.
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7.3 Reduce threats and
distractions. - The teacher will go over the classroom rules for sitting,
watching, and listening to a video. Students who have a difficult time
sitting may be allowed to sit or stand behind the other students not be a
distraction with their movement.
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3.1 Provide or activate
background knowledge. – The teacher and the students will discuss differences
in animals, such as coverings, legs, and mouths.
3.2 Highlight critical features,
big ideas, and relationships. – Discuss the relationships of the bird to the
different animals and objects in the book.
3.3 Guide information
processing. – Group discussion about the inferences in the story.
3.4 Support memory and transfer. –
Students will do independent inferences about another student and we will have
class discussion about them.
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9.1 Guide personal goal setting
and expectations. - Students will be told that there will be a class
discussion after the video so that they will know they will be expected to
remember details of the video.
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Introduce
and Model New Knowledge:
- The teacher will give each student a copy of the book
and they will read the story together.
- The teacher will ask the students to describe the baby
bird in the story. The description will be written on the dry erase board.
- While reading the book, the teacher will stop the
reading each time the baby bird asks a new animal if it is its mother. The
teacher will ask the students to describe the animal and will write the
description of the animal on the board.
- The teacher will ask the students, based on the
description of the baby bird and the animal if they could make an
inference as to whether or not this animal is the baby bird's
mother.
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
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Affective
“Why”
Multiple
means of Engagement
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2.1 Define vocabulary and
symbols. - The word infer will be defined and discussed.
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6.4 Enhance capacity for
monitoring progress. – The teacher will gauge student understanding by
reading the story to them and asking questions along the way and letting them
state reasons for inference.
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7.2 Enhance relevance,
value, and authenticity. – Students and teacher will discuss why they infer
what they infer about the different animals not being the baby bird’s mother.
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Guided Practice:
- The teacher will introduce a bag with a few different
items in it. She will then group the students by 4's or 5's, depending on
the number of students in the class.
- Each group of students will be given a bag with
identical contents in it for a game of "What's in Ms. (Teacher's
Name)'s Bag." Each group of students will make inferences about the
teacher based on what's in the bag.
- The students will write or draw their inferences on
paper with a pencil.
- The teacher will call the students back together.
- The teacher will ask one group at a time what they
inferred about her from the items in the bag.
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Recognition
“What”
Multiple
means of Representation
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Strategic
“How”
Multiple
means of Action and Expression
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Affective
“Why”
Multiple
means of Engagement
|
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3.3 Guide information processing. - Students will make
inferences about me based on the items in the bag.
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4.1 Provide ways to respond.
– Groups may choose to write their inferences down or to simply remember what
they have inferred and speak it.
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7.1 Increase individual
choice and autonomy. – Students will be encouraged to make their own
inferences about the items in the bag.
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4.2 Provide varied ways to
interact with materials. – Students will be able to hold, read, and look at
the items in the bag.
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8.3 Foster collaboration and
communication. – Students will be sharing their inferences with each other
discussing why they are inferring what they infer. Students can either agree
or disagree.
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Independent Practice:
- The teacher will place a writing prompt on the board.
Each student will be given their writing journal. The teacher will explain
to students that she wants them to make their own inferences about another
student based on an item of clothing they are wearing.
- The teacher will write an example on the board to
encourage proper sentence structure. Students will have the option of
showing their inference as a drawing.
- The students will write or draw their inference in
their writing journal.
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Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
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3.3 Guide information processing.
-The teacher will set up the structure for the writing prompt the students
will follow.
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4.1 Provide ways to respond. – Students may write or draw
their inferences in their journals.
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7.1 Increase individual choice and autonomy. Students will
work by themselves on writing or drawing using their own inferences.
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3.4 Support memory and
transfer. – Students will use their writing or drawing skills to come up with
their own inferences.
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5.2 Provide appropriate tools for composition and problem
solving. – The teacher will write a prompt on the board to provide students
sentence structure.
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5.3 Provide ways to scaffold
practice and performance. The teacher will write an example sentence on the
board to encourage proper sentence structure.
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Wrap Up:
- Students will turn in their journals as they finish.
- Students will then be allowed to self assess their
inferences by asking the student they made their inference about if they
were correct.
- The teacher will call the class together and have group
discussion about their independent inferences.
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Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
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2.2 Clarify syntax and
structure. – The teacher will review students writing journals for evidence
of understanding.
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6.3 Facilitate managing
information and resources. - Students will have a designated are to place
their writing journals when finished
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8.1 Heighten salience of
goals and objectives. - The teacher will discuss the importance of making an
inference based on items that are seen.
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9.3 Develop self-assessment and
reflection. - Students will ask the student they made their inference about
if they were correct or not.
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Assessment:
- The teacher will engage students in group discussion,
as well as in their small group discussion, to check for understanding.
- The teacher will review writing journals to check for
understanding and will review the writings or drawings with the individual
students who may seem to have not understood.
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Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
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3.1 Provide or activate
background knowledge. -The teacher will assess prior knowledge during group
and small group discussion.
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6.4 Enhance capacity for monitoring progress. - The
teacher will assess students during group discussion for their understanding
of inference. The teacher will also review student's writing journals to
check for understanding.
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7.2 Enhance relevance,
value, and authenticity. - The teacher will discuss with each individual
students their responses in their writing journal.
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Please submit the checklist below with your project (hyperlink for
your UDL wiki page) and annotate which elements you have incorporated
and where:
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Brain Network
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UDL Principle
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Recognition
Networks
“What”
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I. Multiple Means of Representation ensures that the
Recognition networks of students are supported
Specific UDL Accommodations (1.1
– 3.4)
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Strategic
Networks
“How”
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II. Multiple Means of Action and Expression ensures that the
Strategic networks of students are supported
Specific UDL Accommodations (4.1
– 6.4)
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Affective
Networks
“Why”
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III. Multiple Means of Engagement ensures that the
Affective networks of students are supported
Specific
UDL Accommodations (7.1 – 9.3)
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