Ashley Roman

Dr. McKool
ELD 308-01
Fall 2019
Lesson Plan: Reading Mini-Lesson
Grade:​ 4th

Time:​ 15 minutes

New Jersey Student Learning Standards:

RL.4.1. Refer to details and examples in a text and make relevant connections when
explaining what the text says explicitly and when drawing inferences from the text.

Objective:​ Students will form predictions, connections, and thoughts while listening to the story
The Scarecrow​ read by the teacher.

Materials:
● The Scarecrow​ by Beth Ferry
● Chart paper divided into two boxes with a cloud above it that is titled, “Inferences”
○ See example below for the chart

Textual Clue Inference

● Half-sheets of paper containing the chart above

● The Scarecrow​ four-page printout for the guided practice for the students
● Markers

Lesson Sequence - Connect and Engage:

1. Lesson Introduction (Engagement):
 ● “Readers, please join me on the carpet for a story! Today, I will read to you a
book from one of my favorite authors. The book we will be reading today is
called ​The Scarecrow ​and it is written by Beth Ferry.”
● “The teacher will continue, “I want us all to take a few moments to look at the
cover of the book. What do you notice? Do you see any people, places, or things?
And from these questions, what do you think the book will be about?”
● The teacher will allow feedback for student responses. When student answers are
vague regarding the cover, the teacher will respond, “What on the cover made you
think that?” The teacher will also use, “Why do you think this?”
● After student responses are heard, the teacher will share, “These are lovely
predictions.”
2. State the Objective and Purpose of the Lesson:
● “Last week, we worked on making inferences with the read aloud ​We Don’t Eat
Our Classmates.​ I am going to teach you a secret formula for fourth graders about
making inferences.”

Lesson Sequence - Model:

3. Teach and Model:
● The teacher will have the pre-labeled graphic organizer, “Inferences,” displayed
on the board. The teacher will motion to this and signal, “Readers, today we are
going to use a new graphic organizer right here to get our thoughts flowing about
inferences.”
● The teacher will share, “In order for us to make inferences on a text, we will use
our background knowledge and textual clues. On the left side of the graphic
organizer is a box for textual evidence. On the top is a cloud for our background
knowledge. On the right is a box for inferences.”
● The teacher will share, “Now, to partner with our anchor chart is our new
equation! Check this out, when we add textual clues with background knowledge
we make inferences.”
● The teacher will state, “For us to use this graphic organizer, I will have to read the
story. I will pick out a couple of textual clues, and make some inferences on the
book.”
● The teacher will read ​The Scarecrow​, pausing on two pages to model her own
thinking:
○ The teacher will pause on page four and unveil the textual clue hiding
behind the first set of paper on the anchor chart.
■ The teacher will focus on, “No one enters, no one dares,” as textual
clue number one.
 ■ The teacher will share, “Hmm… As I am reading this part of the
story, I think I will use this as my first textual clue. So, I will grab
my chart and write this down under textual clue. Then, I will think
of my handy dandy equation for inferences. I need a textual clue,
which I have and my background knowledge.”
■ The teacher will continue, “I know scarecrows scare animals away
from the fields. So, I am going to infer that this scarecrow is lonely
because no animals come to him. I may further predict that a
second scarecrow may be added to the field.”
○ The teacher will pause on page thirteen and unveil the textual clue hiding
behind the second set of paper on the anchor chart.
■ The teacher will utilize, “Scarecrow knows that he must stay and
Crow must go,” for the second textual clue.
■ The teacher will share, “Hmm… As I am reading this part of the
story, I think I will use this as my second textual clue. I will write
down my textual clue on my chart. Next, I will think back to what I
know about baby birds. I know some chicks stay with their
families and when they are separated they come back. I am going
to infer that Crow will rejoin the scarecrow at some point.”
○ The teacher will share, “Look at this chart, it is helping me make
inferences about the story. Now, I want you all to take a turn with me in
doing this.”

Lesson Sequence - Guided Practice:

4. Guided Practice
● The teacher will continue the read aloud and pause for student practice.
○ The teacher will pause on page twenty-three.
■ The teacher will read, “Then something drops from midair. A large
black crow standing there.”
■ The teacher will share, “Let’s use this as our third textual clue.
Based on your background knowledge and this textual clue, what
do you think the crow is doing here?”
■ The teacher will allow for student feedback and respond
accordingly.
5. Independent Practice/Assessment:
● The teacher will share, “Readers, when you dive into your independent reading
practice today. I want you to take a new inferences chart with you. Let’s all set a
goal to find two or three textual clues and make inferences for them. Remember
our formula, textual clue plus background knowledge equals inferences.”
Lesson Sequence - Closure:
6. Closure:
● “What is our formula for making inferences?”
● “For independent reading today, who can tell me what will be using our chart
for?”
7. How will you know if the lesson has been successful?
● Student achievement will be displayed throughout the independent reading
process. At this time, student achievement will be displayed if the student can
identify two to three textual clues and combine their background with each clue in
order to form an inference.