This lesson plan aims to teach students the reading strategy of inferring. Students will practice identifying clues and using their own experiences to infer answers to riddles and reading comprehension questions. They will complete worksheets from a TAKs workbook, read a wordless picture book called Fly Away Home, and do an interactive inferring PowerPoint lesson. The goal is for students to understand how to use context clues to infer important details that are not directly stated, which is a skill assessed on standardized tests.

1. Created by Collette Knight Interactive Infer Lesson Plan Page 1
Lesson Plan Title: Good Readers Infer!
Concept / Topic To Teach: TAKs Reading Strategy -Inferring
Standards Addressed: TEKS: (6) Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.
General Goal(s): Students will understand the definition of inferring, will practice locating clues
from the story, recalling personal experiences, to infer the answer to Taks formatted questions.
Specific Objectives: The student comprehends selections using a variety of strategies. The
student is expected to: draw inferences such as conclusions or generalizations and support them
with text evidence and experience. (TAKs Objective #4)
Required Materials:
Student TAKs Coach Books
Digital Document Reader
Projector
Inferring Review Interactive PowerPoint
Student Computers
Fly Away Home by Eve Bunting
Sticky Notes
Pencils
Anticipatory Set (Lead-In): Teacher places the first line of the riddle on the board then asks,
“This is a riddle. I will place clues one at a time on the board. Let’s see if you can guess the
answer.” She then places the first clue sentence strip beneath it. The teacher continues until
someone guesses the answer.
Step-By-Step Procedures:
1. Ms. Bippert explains the connection between riddles and making an inference including
modeling the clues from the riddle, her own experiences, and the inference.
2. Students practice three more riddles together, while explaining the clues from the story
and their own personal experiences.
3. Ms. Bippert then passes out the TAKs coach workbooks and asks students to turn to
Lesson 11, Main Idea.

2. Created by Collette Knight Interactive Infer Lesson Plan Page 2
4. Students are coached through the lesson, including definition of inferring, and the sample
passage and the two questions that follow.
5. Once complete, students will complete the next two pages independently which includes
a longer passage and four inferring questions.
6. Next, students will come to the library, where I will reiterate the importance of
understanding how to infer. I will hold up the picture book: Fly Away Home and
explain how this book has no words, and the reader must use his or her inferring skills to
understand the plot, the characters, and the message.
7. I will read this book with students prompting by asking, “How do you know?”, “What
clues from the story helped you?”
8. Next, students will complete the Inferring Interactive Power Point independently.
9. Once complete, students will return to the carpet where they will hear the librarian review
key concepts from the interactive lesson.
10. Students will exit the library by writing on a sticky note two things they learned from
inferring before returning to class.
Plan For Independent Practice: Workbook page 62-63. Interactive Power Point Lesson.
Closure (Reflect Anticipatory Set): Inferring does not meet taking a guess. Good readers find
clues in the story, ask themselves what they already know, and then infer what is happening in
the story. Today you learned that we must infer a riddles answer. We also learned that picture
books require the reader to practice the inferring strategy. You’ve also reviewed inferring and
practiced independently how to use this strategy on the computer. It is important to understand
that inferring questions will appear on your TAKs test. You learned today how to identify these
types of questions.
Assessment Based On Objectives: Teacher observation. Students will complete a quiz on
www.studyisland.com
Adaptations (For Students With Learning Disabilities): Use of the digital projector to enlarge
TAKs Coach Workbook page. Students who take Taks Accommodated are seated in the front of
the classroom during traditional lesson and receive copy of reading strategies. Students receive
one-on-one assistance during PowerPoint lesson.