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This Concept Map, created with IHMC CmapTools, has information related to: Inference_MStotz, ANALYZE- When students infer they use their background knowledge and evidence from the text in order to draw conclusions and form new meaning from the text . EVAULATE: Students will evaluate their work by setting goals during reading conferences and whole group reflection sessions. The teacher will assess via observation, ancedotal reocrds, and responses on students investgation sheets via rubric., ANALYZE- When students infer they use their background knowledge and evidence from the text in order to draw conclusions and form new meaning from the text . DESIGN: The instructional sequence will scaffold student learning while ensuring their awareness of why the lesson is important, how they are going to be successful, and what steps they need to take in order to accomplish their goal. The concept of I do-We do-You do equips students to hone in on important learning objectives, increase understanding of a particular text, consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers. It also provides practice in applying skills and information in new ways. As students transfer their learning to subsequent performance tasks, they synthesize information, transform ideas, and solidify their understanding., IMPLEMENT: The inference unit will be taught in a First Grade Classroom. Students will interpret an inference using their background knowledge and text evidence based on written text, infer character motives, the message, or meaning of the text, and compose their own inference. . EVAULATE: Students will evaluate their work by setting goals during reading conferences and whole group reflection sessions. The teacher will assess via observation, ancedotal reocrds, and responses on students investgation sheets via rubric., DESIGN: The instructional sequence will scaffold student learning while ensuring their awareness of why the lesson is important, how they are going to be successful, and what steps they need to take in order to accomplish their goal. The concept of I do-We do-You do equips students to hone in on important learning objectives, increase understanding of a particular text, consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers. It also provides practice in applying skills and information in new ways. As students transfer their learning to subsequent performance tasks, they synthesize information, transform ideas, and solidify their understanding. . EVAULATE: Students will evaluate their work by setting goals during reading conferences and whole group reflection sessions. The teacher will assess via observation, ancedotal reocrds, and responses on students investgation sheets via rubric., IMPLEMENT: The inference unit will be taught in a First Grade Classroom. Students will interpret an inference using their background knowledge and text evidence based on written text, infer character motives, the message, or meaning of the text, and compose their own inference. Revise DEVELOP: Students will have an opportunity to use a physical object to provide a concrete example for learning. As the unit progresses students will have the opportunity to explore photographs, various genres of text, videos, games, and technology such as SMARTboards and ELMOs. The use of collaborative thinking activities such as think-pair-share and think-pair-write will engage students since they have the chance to converse with peers before sharing. The use of anecdotal note taking as a tool for sharing students thinking will also be used., IMPLEMENT: The inference unit will be taught in a First Grade Classroom. Students will interpret an inference using their background knowledge and text evidence based on written text, infer character motives, the message, or meaning of the text, and compose their own inference. . ANALYZE- When students infer they use their background knowledge and evidence from the text in order to draw conclusions and form new meaning from the text, DEVELOP: Students will have an opportunity to use a physical object to provide a concrete example for learning. As the unit progresses students will have the opportunity to explore photographs, various genres of text, videos, games, and technology such as SMARTboards and ELMOs. The use of collaborative thinking activities such as think-pair-share and think-pair-write will engage students since they have the chance to converse with peers before sharing. The use of anecdotal note taking as a tool for sharing students thinking will also be used. . EVAULATE: Students will evaluate their work by setting goals during reading conferences and whole group reflection sessions. The teacher will assess via observation, ancedotal reocrds, and responses on students investgation sheets via rubric., DESIGN: The instructional sequence will scaffold student learning while ensuring their awareness of why the lesson is important, how they are going to be successful, and what steps they need to take in order to accomplish their goal. The concept of I do-We do-You do equips students to hone in on important learning objectives, increase understanding of a particular text, consolidate their understanding of the content and explore opportunities to problem solve, discuss, negotiate, and think with their peers. It also provides practice in applying skills and information in new ways. As students transfer their learning to subsequent performance tasks, they synthesize information, transform ideas, and solidify their understanding. Revs DEVELOP: Students will have an opportunity to use a physical object to provide a concrete example for learning. As the unit progresses students will have the opportunity to explore photographs, various genres of text, videos, games, and technology such as SMARTboards and ELMOs. The use of collaborative thinking activities such as think-pair-share and think-pair-write will engage students since they have the chance to converse with peers before sharing. The use of anecdotal note taking as a tool for sharing students thinking will also be used.