Lessons & Units :: Drawing Conclusions 3rd Grade Unit

Lesson 1: Explicit Information versus Drawing Conclusions

Lesson Plan

Learning Goal
Identify the difference between explicit information and drawing conclusions.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Direct Teaching Example Passage “Caught in a Lie”
Not Provided:Skill & Strategy Reading Passages (provided on website)

  • Teacher Modeling

    will explain the difference between explicit information and drawing conclusions. (Explicit information is information that is right there in the text. Drawing conclusions requires the reader to use background knowledge, textual clues and pictures to identify meaning.) I will read the short passage “Caught in a Lie” and read one example of an explicit information question / answer and one example of a conclusion question / answer. (Passage and questions are provided.) I will model how to identify each question type. (Explicit information questions require readers to look for the answer in the text. Conclusion questions require readers to look for the answer in the text and think about what they already know about the subject in order to answer the question.)

  • Think Check

    Ask: How did I identify a question as an explicit instruction question? Students should respond that you thought about whether the answer to the question was right there in the text. How did I identify a question as a drawing conclusions question? Students should respond that you thought about whether you had to infer meaning from the text.

  • Guided Practice

    will read one of the Skill & Strategy Reading Passages (provided on website; teachers will have to choose an appropriate passage for students) and answer the questions. I will identify the questions as either explicit information or conclusion questions.

  • Independent Practice

    will read another Skill & Strategy Reading Passage (provided on website; teachers will have to choose an appropriate passage for students) and answer the questions. You will identify the questions as either explicit information or drawing conclusions questions.

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

Build Student Vocabulary stunned

Tier 2 Word: stunned
Contextualize the word as it is used in the story Alexis asked Brianna to go to the movies with her, but Brianna told her that she was busy. Alexis went to the movies with her brother Ryan, instead. At the movies, they saw Brianna. “Alexis was stunned. Why did Brianna lie to her?”
Explain the meaning student-friendly definition) Stunned means shocked and amazed. When Alexis was stunned, she was shocked and amazed to see Brianna at the movies because Brianna told her that she was busy and could not go.
Students repeat the word Say the word stunned with me: stunned.
Teacher gives examples of the word in other contexts I was stunned by the news of the earthquake. I was stunned to find out that she was sick.
Students provide examples Can you think of a time when you were stunned? Start by saying, “I was stunned when __________________.”
Students repeat the word again. What word are we talking about? stunned
Additional Vocabulary Words lobby

Build Student Background Knowledge

After reading the passage, mention to your students that there is another way to catch people in a lie- using a lie detector test. Lie detector tests measure your body's physical and mental signs. For example, most people sweat, change their voice, or have fast beating hearts when they tell a lie. A lie detector can sense this and indicate if a person is showing these signs. Is the lie detector accurate? Explain that many people believe that they are not always accurate, but courts allow a lie detector tests to be submitted as evidence of a crime committed or lie told.

User Comments

Hi, I use Houghton Mifflin and I see that you align them, but do you actually use our stories in the book. I am not seeing that. Could you explain what it means to align to our own reading program? Thank you, Amanda
Submitted by Amanda on 2/14/13
Hi Amanda, great question! The program alignment is meant to show the overlap between ReadWorks and the given program. That is, where a given chapter of the program reinforces/covers the same learning outcome as a given ReadWorks lesson. This allows teachers opportunities for using ReadWorks as an extension/remediation/reinforcement for a given program chapter, or vice versa. Is that clear?
Submitted by ReadWorks Team on 2/14/13
Though I can find the reading passages, I can only find non-fiction. In addition, I can't find those specific to this skill. Am I missing something? Thanks
Submitted by Madison on 12/5/12
Hi Madison, our passages are almost all non-fiction, which is why that's all you can find. As far as Drawing Conclusions passages, you can find them here: http://www.readworks.org/books/passages?tid=All&tid_1=8&keyword=
Submitted by ReadWorks Team on 12/6/12
Where can I find the Skill and Strategy Reading Passages for the guided reading and independent practice parts of this lesson?
Submitted by Krissy on 11/1/12
Hi Krissy, Our full inventory of passages is here: http://www.readworks.org/books/passages Browse this list by Skill/Strategy and/or Lexile to find passages for use with this lesson.
Submitted by ReadWorks Team on 11/1/12

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