IPC+RIT+Below+161


 * Skill: Make Inferences, Predictions, and Draw Conclusions **


 * Title of Lesson: **


 * RIT Range: Below 161 **

Makes predictions in literary text using content (e.g., picture clues, titles) Makes inferences from titles to determine the content of literary text Makes inferences to identify titles in literary text
 * Objective: **


 * ISBE Standard: **** 1.C.2b **

Book Too Many Tamales by Gary Soto—located in Holmes library in English and Spanish
 * Resources/Materials: **

**Introduction: ** Have students practice making inferences by listening to a few facts and then using their own knowledge to supply the missing information. Tell them that today they will use facts and information along with what they already know to make inferences. You can begin by writing some simple sentences on the board that require the reader to make inferences. Here are some examples: Ralph said he had gone to Florida to see Mickey Mouse. Ralph misses his brother, Tom. He said he had gone to Florida to see Mickey Mouse. Say, "In the first example, who had gone to Florida? How do we know that it's Ralph and not some other person? (We can't be sure, but it's reasonable to make the inference that it's Ralph who had gone to Florida.) In the second example, who had gone to Florida? Who said this person had gone to Florida? And, by the way, what is Mickey Mouse doing in Florida? Where is Tom? Why doesn't the writer tell us that?" The point you want to make is that, as readers, we have to do some of the work in understanding what others have written. Sometimes the text raises questions. Because we can't ask the author questions directly, we have to work out the answers ourselves. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Look at the cover of the book Too Many Tamales, by Gary Soto and tell students that you will show them how to make logical guesses, or inferences, based on what they already know, and what the author tells them. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Ask the question, "What is the setting of the story?" <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Tell students that you know that tamales are a mixture of dough and meat wrapped in cornhusks, then cooked. Tamales are native to Hispanic cultures and are often made for special occasions. So, from what you already know, you can guess the setting is a special occasion for a group of Hispanic people. Now read the first page of the book aloud. Think aloud as you gather facts from the text. For example, say, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">In the text, the author writes about snow and Christmas trees. I know the setting is a special occasion because they are making tamales, so I think they are having a Christmas party."  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Next, read the text until the page where Maria is wiping her hands, and ask the question, "What will Maria do next?" Think aloud as you think about what you already know as you gather facts from the text. For example, say,   <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">"The author says Maria loved how the ring sparkled. I know that if I love how something sparkles, I want to pick it up and look at it closely, so Maria probably wants to pick up the ring to look at it more closely. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">"The author says Maria wiped her hands and then looked back at the door. I know that if my hands are dirty, I want to wipe them off before picking something up, and if I'm doing something I shouldn't do, I check the door to make sure no one will see me. I think she was going to try the ring on." <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Next, read until Maria says, "The ring!" and ask the question, "What is Maria thinking or feeling?" Think aloud as you think about what you already know as you gather facts from the text. For example, say...  <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">"The picture on the page shows that Maria is shocked. The author says that she screamed. I think she remembered something, and that made her afraid."
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Activity: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">As independent practice, ask students to draw a picture or write the answer to this question. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">"Do you think that the cousins enjoyed helping Maria find the ring?" <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students should make an inference based on the text and their prior knowledge. As students draw, move around the room asking students to explain their drawings and inferences. Student responses should include the information from the pictures in the text that show the cousins looking unhappily full after eating all of the tamales or background knowledge of how they felt at a time when they had eaten too much.
 * <span style="font-family: 'Arial','sans-serif';">Closure: **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Have students make an inference about what cheers Maria up at the end of the story, and have them draw and/or write their answer, citing clues from the story that help support their inference. Students who can justify their answer by using events in a story and their prior knowledge have mastered this strategy at this level.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Method of Assessment/Data Collection: **