COLLABORATIVE PLANNING FORM Unit Title: Drawing Inferences Librarian Name (s): Alexandra Moses Teacher Name(s) and

Title: Diana Eureka, Media Specialist School Name: Washington Gove Elementary School Teacher Email Address: diana_b_eureka@mcpsmd.org Grade Level: 3rd grade Unit Overview: Students will practice drawing inferences, using wordless picture books and working in small groups. The goals of the two-part lesson are to introduce the process of making inferences and to give students practice working collaboratively. Both are part of the third-grade curriculum for reading in the first two weeks of the first marking period. These introductory lessons are meant to lay a foundation for the work students will do the remainder of the marking period in reading and writing. Date/Time frame of Lesson: 2 weeks (two lessons) Content Area Standards/Goals: MCPS Reading/Language Arts Standards: 5.3.A.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. 5.3.A.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

AASL Standards and Indicators: 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning; 1.1.9 Collaborate with others to broaden and deepen understanding; 1.3.4 Contribute to the exchange of ideas within the learning community; 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems; 2.3.1 Connect understanding to the real world; 2.4.3 Recognize new knowledge and understanding; 3.1.3 Use writing and speaking skills to communicate new understandings effectively; 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. Objectives:

Students will be able to draw inferences, orally describing what they see, what they think, and why they think it, using wordless picture books and working in small groups. Students will be able to work collaboratively in small groups to draw inferences and verbally express their work to the teacher/class.

Cooperative Teaching Plan Librarian Will: Day One: Model inferencing to the whole group, first using stand-alone images, then taking students through a wordless picture book page-by-page and having them collectively brainstorm what they think is happening on the page and what they know already that makes them think that. Day Two: Remind students of the inferences they made as a whole group and then split into groups of three or four to work together to make inferences from wordless picture books to which they had not previously been exposed. Ask groups to share with the rest of the class what they saw in a picture, what they thought was happening and why they made that inference.

SLMS Will: Days One & Two: Assist students with expressing their ideas, and providing informal assessment during group work.

Teachers will: During the school year, classroom teachers will extend this lesson, using a fiction work and asking students to make inferences as to a characters motivation. Resources: ActivInspire flipchart of images Wordless picture books: The Lion and the Mouse by Jerry Pinkney, The Secret Box by Barbara Lehman, The Red Book by Barbara Lehman, Home by Jeannie Baker, and Unspoken by Henry Cole. Graphic organizer Learning Product: Informal oral responses. Assessment Overview: Students will be assessed via their informal oral responses. Each student will be asked to orally discuss the inferences they drew from their book. Adaptations and Extensions: The small group work and whole-group brainstorming will serve as a scaffold for students who need extra help; groupings will be made based

on assessed behavioral issues. Students who do not work well with one another or who distract one another will be strategically placed; and a student with a hearing impairment will wear a special device linked to a device that the librarian will wear. The books vary in level, from fairly simple (The Red Book) to complicated (Unspoken) to meet different academic abilities. If this were a longer unit, it could be extended into a digital retelling of the stories, based on the inferences made.