Inferences and Introductory Phrases

Building academic language

Word

• Distribute a copy of the Glossary to each student.
• Show the vocabulary cards on the document camera. Read each tiered word aloud along with the student-friendly definition and describe the image if applicable.
• Instruct students to write "Example/Synonym" in the last column of the Glossary. Show a teacher copy on the document camera and model how to come up with a synonym for the word belongings (e.g., stuff).
• Instruct students to add to the last column of the Glossary for the rest of the vocabulary words.
• Provide students with thesauri or allow them to use online dictionaries to look up other examples or synonyms of the remaining words.
• Invite non-volunteers to come up to the document camera to share their work.

Sentence

• Distribute the Cite the Text: Introductory Phrases worksheet to students and display a copy on the document camera.
• Read aloud the information and directions at the top of the worksheet. Emphasize that an introductory phrase prepares the reader to notice that the upcoming part of the sentence is the evidence taken directly from the text.
• Show students how you underline the introductory phrase in the first sentence. Then, instruct students to work in partners to identify the introductory phrases in the remaining sentences. Ask students to highlight any unknown words and help them find a student-friendly definition.
• Review the answers as a class on the document camera by asking students to share their work and reasoning.
• Tell students that they may choose introductory phrases identified in the first part of the worksheet to complete the sentences in the bottom part of the worksheet. Explain that there is no one correct answer for each sentence. Instruct students to complete this exercise independently.
• Have non-volunteers read aloud their sentences with introductory phrases.

Discourse

• Hand out a copy of the Introductory Phrases in Inferences worksheet to students and display a teacher copy on the document camera.
• Make the connection of introductory phrases and inferences as demonstrated in the teaching box.
• Assign students into effective partnerships.
• Read the first passage aloud to students and instruct them to read it a second time to a partner. Define any unfamiliar words that arise and make sure that students understand the whole passage. Model your thinking aloud and connect the highlighted parts of the passage that are used as text evidence to support the inference.
• Instruct students to use the example as a guide to complete the missing pieces of the graphic organizer with their partner. Remind them to choose an introductory phrase to use in the beginning of the text evidence before considering the inference.
• Circulate to assist students who need help.
• Combine two sets of pairs to form a group of four and have them compare their answers.