Maranda Kapell Mediated Read Aloud Grade 3 Book Title: Miss Alaineus A Vocabulary Disaster Author: Debra Frasier

Lesson Purpose: As the result of this read aloud lesson, students will be able to make inferences from a text by using the text clues and background knowledge. Lesson Introduction I. Accessing Prior Knowledge: (Prior to this lesson, students should have been introduced to the comprehension strategy, inferring and have learned a cue I see, I know, And So for help in remembering how to use the strategy.) Say: We have learned a strategy called, inferring, to help us better understand what we read. We learned that inferring means to put together like two puzzle pieces, the information that we see in the text, and the information we already know in our heads, about something, to understand the text we are reading. We also learned that a quick way to say how to infer is: I see, I know, and so. Say it with me- I see, I know, and so. Today we are going to practice the strategy of inferring with this very funny book I have here called, Miss Alaineus, A Vocabulary Disaster. II. Preview Text: Say: Good readers look at a books cover to predict what the book might be about. Lets take a minute to do this. (Pause for students to look at the cover.) Tell your elbow partner what you think this book will be about after reading its title. (Give time for partner discussion and then share out with the whole group.) Predicting is a way of inferring. We are looking at the text (the pictures and title on the cover of this book) and putting it together with what we already know in our heads to state what we believe the story will be about. When I read the title of the book, I noticed it has the word disaster in it. I know in my head that when I was little and my bedroom was messy, my mom would say, It looks like a complete disaster in here. So I can infer that a vocabulary disaster must have something to do with words and meanings being all messed up. Im excited to read to find out just what kind of disaster is going to take place with vocabulary words.

III. Purpose: Say: Sometimes authors dont come right out and tell the reader what they want them to know; instead good readers need to figure it our on their own. They need to infer what is happening in the story. Good readers need to put together what they read with their background knowledge that is stored in their heads. Together, like two puzzle pieces these two pieces of information help the reader infer what is happening in the story, or how the character might be feeling. As I read to you aloud from Miss Alaineus, a Vocabulary Disaster, you will be listening carefully for clues in the text to use with what you already know in your head to help you try to figure out what kind of vocabulary disaster is happening in this story. IV. Modeling: Say: Today Im going to share my thinking with you on how I infer as I read. You listen as I think aloud. (Open to the cover page.) Lets take a look at what is happening in this picture. This is the cover page that is providing the reader with some good information. I see a lady handing out a yellow piece of paper to a group of kids. I also see a sign that reads 5th Grade Room 202, Mrs. Page, and I notice that the children have backpacks and lunchboxes. Putting this information together with what I already know in my head, that kids take backpacks and lunchboxes to school, I can infer that this is a teacher and the children are at school. As I turn to the next page, I can see the words that are written on the yellow note the teacher gave to the students. I notice the words Extra Credit. I already know in my head that extra credit is done outside of the work students do in school, so I now can infer that the teacher is handing out an extra credit assignment for homework. I see the sign, the backpacks, the lunchbox, the note, the words extra credit, and the lady and I know these are all things I see at school and so I believe this lady is a teacher and she is handing out an extra credit homework assignment. (Read text on page A) I see on this page that the girl in the story says: Follow my advice: Never get sick on Vocabulary Day. I also remember that the title read, A Vocabulary Disaster. I know in my head that when someone gives you advice, they are trying to help you. I also know that a disaster is something not good. And so, I can infer that something not good may happen because the girl misses the vocabulary given on Vocabulary Day. (Continue reading to the end of page D.)

Im going to stop here and try to figure out what might be happening in the story. I read that the girl writes her own definitions if she already knows the word: Were suppose to look up each word in the dictionary, but, sometimes I already know the words, so I try to make the definitions sound like I looked them up.: Over here on this page I notice that the girl wrote her own definition for the word, Fall: what happened on Monday, Vocabulary Test Day. I already know that a fall is not a good thing, because people can get hurt when they fall, so I can infer that something bad happens on Test day to the girl. I have shown you through think alouds, how I infer while I read to help me better understand the story. Now, as I continue to read Miss Alaineus, A vocabulary Disaster, I want you to help me with the inferring. Be ready to share your thinking. V. Discussion A. Process: Before we continue, who can share with the group how we infer to help us be better readers? (Allow time for responses.) Thats right, we use clues from the text with what we already know in our heads and put them together to figure out how a character is feeling or why a character is doing something. Who can say cue for inference? (I see, I know, and so.) Lets use inference to help us understand the rest of the story. B. Content: Continue Reading. Stop at the end of page G. Lets stop here to see how Sage, used inferring to figure out who Miss Alaineus was. Be able to share your thinking. (Students should respond with examples of the times Sage had heard the word being used.) Continue reading to page R. Why are the rest of the students laughing at Sage? (Wait for responses.) How did you know that when the author doesnt tell us why? (Lead students to share the clues in the text with what they already know so that they can infer the laughter is because of Sages mistake.) Continue Reading to the end of page U Why does Sage say it took the most courage Ive ever had to walk out on stage as Miss Alaineus? Share with your elbow partner your inference and your thinking on how you got your inference. Use the words, I see, I know and so. (Students should use clues in the text and what they already know to share that Sage is nervous that she might get laughed at again for her vocabulary mistake.) Who can share their inference and thinking, with the whole group? ( Share out)

Continue to Read to the page Z Reread: To my astonishment: great shock and amazement, I won a gold trophy for the Most Original Use of a Word in the Tenth Annual Vocabulary Parade. Ask: Why was Sage amazed that she had won? This time share with your across the street partner your thinking. (Allow time for students to infer that Sage didnt think she would win because everyone in the past laughed at her silly mistake whenever the word miscellaneous was mentioned.) VI. Response, Extension, or Independent practice:
Say: Today, using Miss ALaineus, A Vocabulary Disaster we practiced how to infer to become better readers. We used the words, I see, I know, And so to help us infer. Now its your turn to practice inference with a book of your choice. As you read your book, use the clues from the text and what you already know to infer what is happening. When you are done reading, choose one inference you got from your book to share. Write the inference down in your Reading notebook. After the inference be sure to include your thinking. List the clues in the text and the information that you already know in your head that helped you make your inference. We will share our inferences tomorrow.