Grade 4 ELA: Making Inferences Using Non Fiction Text RL 4 1 - Free Educational videos for Students in K-12

Grade 4 ELA: Making Inferences Using Non Fiction Text RL 4 1 - By EngageNY

Transcript


00:29	Michael , can you please go ahead and read us
00:37	the first learning target ? I can use text evidence
00:40	to support my inferences . Okay . In your best
00:43	words , can you refreeze that text ? Evidence is
00:46	like details that you couldn't support your influences with .
00:50	Okay , beautiful . Can you read the second learning
00:52	target for us ? I can participate in a discussion
00:56	with my partner about our inference . Okay , Good
01:00	. Can you just put that learning target in your
01:02	own words ? For us , it means like you
01:04	can talk to your partner about what ? Your inferences
01:08	and you and you can tell them about your text
01:12	evidence . Beautiful . If you just take a look
01:15	over here , what I did was I blew up
01:18	on this chart . A piece of the speech that
01:21	we've closely read from Obama . The objective of way
01:23	lesson today was for Children to be able to read
01:27	a complex text that they've already read closely and be
01:31	able Thio draw inferences from it based on text evidence
01:35	. So what I did was I made you guys
01:37	copy . So you have them all at your on
01:39	your laps right now . So if you could just
01:41	follow along , I want you to pay close attention
01:44	while I just read this one section . And I
01:46	focus in on what the text says and if I
01:49	can draw any inference is based on what I've read
01:52	so far . The students were given ample amount of
01:55	time Thio really take on a complex text . And
01:59	in this instance , it was , um , an
02:00	excerpt from President Obama's speech that he gave in 2009
02:04	. They had the time Thio closely read it and
02:06	really highlight words that they struggled with and focused on
02:11	. You know how to get through that text ,
02:12	and they chunked it at their own level . I'm
02:14	a trained . You should do good in school to
02:17	get a good feature , which seems like What do
02:20	you get older ? You get , like , a
02:22	good career . And don't just not get a good
02:25	job , not get a job . Yeah , And
02:28	then in the text , um , which is right
02:32	here ? Yeah , here , up to here ,
02:34	here in America , you write your own destiny ,
02:36	you make your own future . I accept great things
02:39	which is right there . Yeah , which we wrote
02:42	. So that was the text evidence on Another thing
02:46	is , don't let your us down in your family
02:49	or your country or you sell it down . So
02:53	that's what it means before implements . Text Evans .
02:58	I'm inferring that that he has that is childhood .
03:02	Wasn't as good as he should have have been .
03:06	Does it mean ? Yeah , um , you know
03:09	, this acceptance is always e paragraph I'm not proud
03:15	of proud of it . E got in trouble more
03:18	from this text . I thought that pulling inferences would
03:21	be a little bit more challenging because it was a
03:24	speech which is not something that they're necessarily comfortable with
03:27	reading . It's something they're used to just listening to
03:29	want you to listen to the language . Okay ,
03:31	I wrote . I'm inferring that Obama is a president
03:34	that feels passionate about education on . We'll focus on
03:38	this while he's in office . Text evidence . I
03:41	know this because in the text it states that he
03:43	has given a lot of speeches about education . We've
03:47	already read this . They've listened to the speech ,
03:49	they've read it . But now , today they're looking
03:52	at a text through a different lens . So they've
03:55	already read it closely , and they've gotten the main
03:57	idea from it . But today , now , as
03:59	readers , they're looking at the text to make inferences
04:02	. So I'm inferring that if I quit school ,
04:05	I won't be successful in life . That's the inference
04:07	you made . That's wonderful . Okay ? And then
04:09	your text evidence is I know this because I know
04:11	this because in the text it says we don't you
04:15	do . You do not do that if you quit
04:17	school . You're not just quitting . Quitting on yourself
04:22	. You're quitting on your country . My partner ,
04:24	Danny , and I inferred that if you work hard
04:27	, you can get anything done . Um , I
04:30	know this because in the text , it says neither
04:32	of Michelle Obama's parents have gone to college and they
04:35	don't and they didn't have much , but they worked
04:38	hard so that she could go to the best schools
04:41	in the country . Okay , really nice . So
04:44	they got the close read in , and they got
04:46	the main idea of the lesson . And then today
04:49	it was broken down even more so . I think
04:51	it was important for the students to see that you
04:54	can read a text multiple amount of times for different
04:57	reasons and really gain different levels of knowledge from each
05:00	time you revisit the text . No one's written your
05:03	destiny for you . You write your own destiny ,
05:07	you make your own future e expect great things from
05:10	each of you . So don't let us down .
05:12	Don't let your family or your country or yourself down
05:15	make us all proud . I know you can do
05:17	it . Okay , so we have Thio since I
05:20	did the inference last time . Do under the influence
05:22	and I'll do the text evidence . Yes , Uh
05:25	, I'm inferring that Obama wants you to work hard
05:29	in school so you can have a good future .
05:33	Now I know it's not always easy to do once
05:35	well in school . I know a lot of you
05:38	have challenges in your lives right now that makes it
05:42	hard to focus on your school work that it wasn't
05:47	always easy , as focused as I should have been
05:51	like , If you have something your mind that's hard
05:54	to get rid of your it's hard to like .
05:56	Take it off that you're one of the things that
06:00	I've had to let go of as a teacher was
06:02	really just letting go and letting the kids take on
06:05	the text at their own rate and go through the
06:07	text and read it closely and read it first to
06:10	get the flow and then to trunk it and get
06:13	the gist . And then to re read there just
06:15	then to get the main idea and the last learning
06:17	target I wanna highlight . I can explain how I
06:20	make an inference and why it is important when I
06:23	read . Okay , so the how part how do
06:26	we make inferences ? What is it that you have
06:28	? Thio Macon . Inference . You have tow read
06:32	a passage , and then it doesn't have thio passage
06:38	, But you have to use your brain e o
06:53	e the Oh , good . So can I have
06:58	a volunteer to maybe just piggyback off of what Sam
07:01	said to kind of explain toe , push your thinking
07:03	a little further to explain what an inferences ? Well
07:06	, an inference is when you draw a conclusion based
07:08	on the text in the article . So me and
07:13	Sophie , um , said that weight ? Sophie ,
07:16	what did you say ? I said that in an
07:19	inference . It doesn't come right out and tell you
07:21	, um , so you have to cut like you
07:24	have to use your brain and you have to ,
07:26	like , think of something that you think would be
07:30	a good inference about what you've read with the staircase
07:32	of complexity . You have to slow down and we
07:35	have to kind of let go and say , Okay
07:37	, let me give the kids the special time that
07:39	they need to get through the text and to be
07:41	able to absorb it and then to be able to
07:43	talk about it to someone else . Our inference was
07:47	that I'm inferring that here in America everyone is independent
07:50	and we take care of our own Selves . And
07:54	my direct evidence is that I noticed because in the
07:57	Texas today said , You're in America . You write
07:59	your own destiny and you make your own future okay
08:03	, Really good . Me and my partner , Jonathan
08:06	Flemmen , were inferring that President Obama wants us to
08:09	focus on her school work , and we back that
08:12	up by saying in the text , it says that
08:14	Obama doesn't want us every waking hour in front of
08:17	the TV or with that Xbox . Beautiful . That
08:20	is an excellent model of what a inferences . I
08:23	think we're seeing better results as teachers while they're reading
08:27	, because they're getting that time . Now . When
08:29	you think about a close read , it takes the
08:30	longer amount of time for the kids to get through
08:32	it . But the results are better and the more
08:34	positive and the kids were really comprehending the text at
08:38	a deeper level . I'm really pleased with the results
00:0-1	.

Summarizer

DESCRIPTION:

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

OVERVIEW:

Grade 4 ELA: Making Inferences Using Non Fiction Text RL 4 1 is a free educational video by EngageNY.It helps students in grades 4.

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