## My class has a bad case of stripes!But I know how to adapt to that!

### Miss Dublin's Class

• 17 students: 7 boys and 10 girls
• Identified special needs: 3 speech, 6 ELL, 3 students with behavior issues, one student is severely developmentally delayed, and one student is already reading two grade levels ahead
• Other needs: 5 low SES

Objective: The students will be able to refer to details and examples in a text when drawing inferences from the text.

Standard RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

### Lesson

For this lesson we will be reading A Bad Case of Stripes by David Shannon. To begin the lesson I will introduce the idea of inferences to my students and go through examples of inferences we can make from a small text piece and then go back to the text provided to show what in the text made us make that inference. I will read the book to the class while the students follow along with printed packets of the book. While we read they will fill out a worksheet in their table groups that has them make inferences about what is going to happen next in the story from what they have heard in the story so far. I will check for understanding by checking over their work while I walk around reading and by having the table groups share their answers with the class so we can work through them together. They will then move on to an independent assignment to test their mastery of the objective: The students will be able to refer to details and examples in a text when drawing inferences from the text.

#### Activity

The activity the students will do in their table groups while I am reading is the A Bad Case of Stripes Inference Sheet. After I have introduced the idea of inference making to my students I will distribute this sheet out and go over with them how to complete this worksheet efficiently, using an example with the title of the book. For the worksheet they will write a question they have about what will happen next, an inference they have about what the answer is, and support from the text where they got their inference from.

• During this activity the students will be in their table groups. The ELL students will be at their tables with fluent English speaking students to help them read and ask questions, and there will also be another advisor floating around the room who speaks the primary languages of my ELL students and English to help them with the assignment.
• I will want the students with speech special needs to share out at least one idea their group had during guided practice time so they can practice verbally expressing themselves. I will come around to help the students with speech special needs to come up with a statement they can share with the class related to their work.
• The student who is severely developmentally delayed will be involved in the initial table group work so they are included with their peers. When it is time to begin reading the story the student who is severely developmentally delayed will be reading the book with their para so they can focus on the individual student's needs. I would like the developmentally delayed student to read some of the key sentences in the story to help with their comprehension and inference work.

#### Independent Assignment

We will stop reading the book at the point when the old lady arrives. At this point I will ask the students to write a paragraph about why they think Camilla got a bad case of stripes using the inferencing skills they have just learned and referring back to the text. The students also have the opportunity to orally tell me their ideas if they struggle with writing. This assignment will let me know if the students have truly mastered the objective on their own. Once all of the students have finished writing their paragraphs we will finish reading the book to see if their inferences were correct or not. As the answer is revealed to us that Camilla got a bad case of stripes because she didn't eat lima beans we will go back to the text to find key pieces that told us that this was the right inference to make.

• The student who is already reading two grade levels ahead will read the rest of the story on their own and answering their paragraph on why they think the old lady knew how to cure Camilla. This question is a higher level inferencing question to challenge the student on their level.
• The student who is severely developmentally delayed will work with their para to look back at key sections of the book that deal with why Camilla got a bad case of stripes. The student is able to write down their answer or the para is able to do it for them if need be.

### The class is cured of their stripes and now we know how to make inferences!

Credits:

Created with images by starathena - "Striped Leg Warmers"