Lessons & Units :: Drawing Conclusions 4th Grade Unit

Lesson 1: Explicit Information versus Drawing Conclusions

Lesson Plan

Learning Goal
Identify and describe the difference between explicit information and drawing conclusions.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Direct Teaching Reading Passage- “The Great Gift”
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 “The Great Gift” and read an example of a question that requires the reader to pull explicit information from the text and an example of a question that requires the reader to draw a conclusion. (Passage and questions are provided in Books and Passages.) I will model how to identify each question type. (Explicit information questions require the reader to look for the answers in the text. Conclusion questions require readers to look for the answers in the text and think about what they already know about the subject in order to answer the question.)

    TIP: Depending your students’ needs, you might choose to focus the lesson on identifying information from the text as either explicit information or a conclusion instead of having students label the questions.

  • Think Check

    Ask: How did I determine whether a question was asking me to find explicit information or to draw a conclusion? Students should be able to explain that you read the questions and thought about how to find the answers. If the answers were right in the text, the question was an explicit information question. If the question required you to think about what you already knew, and to use textual clues and pictures to help you find an answer that was not right in the text, then you knew that it was a drawing conclusions question.

  • Guided Practice

    will read one of the Skill & Strategy Reading Passages (provided on website; teachers should choose an appropriate passage for their students) and answer the questions. We will identify the answers to the questions as either explicit information or drawing conclusions.

  • Independent Practice

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

    TIP: Choose passages based on your students’ interest and reading level. Choose third grade passages for struggling readers and fifth grade passages for excelling readers.

Build Student Vocabulary tradition

Tier 2 Word: tradition
Contextualize the word as it is used in the story In our house, we have two traditions: a big party and my mother’s rules.
Explain the meaning student-friendly definition) A tradition is a custom, pattern of behavior, or belief that is handed down from older people to younger people. In the passage, a big party is one example of a custom or pattern of behavior in the main character’s house. It probably happens every year.
Students repeat the word Say the word tradition with me: tradition.
Teacher gives examples of the word in other contexts My family has a tradition to have a picnic on Labor Day. A birthday party with trick candles is part of our family tradition. It is a tradition at my son’s school to have a book fair the week before Mother’s Day.
Students provide examples What are some traditions that your family has? Tell us about it by saying, “One tradition my family has is ______________.”
Students repeat the word again. What word are we talking about? tradition

Texts & Materials

Standards Alignment

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

Comments

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