Observation Lesson - Inferring Character Feelings

Readers Workshop: Inferring Character Feelings Learning Objective: TLWU readers make inferences using text clues and what they know (schema). TLW identify character feelings using text clues and their own schema. CCSS: RL.1.4, RL.1.7 Materials: - Learning Objective (Prom. Board) - Anchor Chart (Character Feelings and Inferring –  Inferring –  Prom.  Prom. Board) - Anchor chart with thinking stem - Sticky notes - Student worksheet with thinking stem (one for Prom. Board) Introduce the Strategy:

Today we are going to talk about how good readers use clues from the text and illustration plus what we already know (our schema) to understand how a character is feeling when the author does not tell us in the story. When we are reading a story the author does not tell us everything, sometimes we have to hunt like detectives to figure out how a character is feeling. Today as I read a few pages from “Crazy Hair Day” I want you to pay attention to how we search for clues to how the character is feeling throughout the story. When we talk about character feelings we are going to use the thinking stem “The main character felt ____ because _____.

(Show with sticky notes –  notes  –  to  to help remember details) When we read we use clues from the story to help us see how the character is feeling. When I read the first page I knew that Stanley felt excited even though the author didn’t tell me because he said I can’t wait! Give one more example –  example  –  When  When he walked into the classroom… classroom…. I know Stanley felt embarrassed even though the t he author didn’t tell me because everyone stared and laughed at him. Engage Students:

Turn and talk about how the character is feeling. How did you know? What clues did you use from the story and in your head?

Define and Explain Strategy:

Good readers infer all the time when they read by using clues from the text and clues from their own experiences: When you infer, first look for clues in the book, and then think about clues in your head to come up with an idea about how the character is feeling

(Show anchor chart for character feelings and inferring on Prom. Board)

Independent Practice:

Today when you are working on independent reading I want you to be reading detectives and infer (use what you read, see, and know) to come up with an idea about how the character is feeling. As you read use sticky notes to help you remember where you inferred about a character feeling. Then just like I filled out a thinking stem sentence for Stanley, I would like you to fill out one for a character in your story. When I say 5 minutes left I would like you to begin filling out your thinking stem sentence. When I start the music you will need to walk to the rug. Please be back by the time the music stops.

Share/Wrap Up:

Today we found out that the author does not always tell us how a character is feeling. We need to be reading detectives and use our inferences to figure it out. I want you to turn and talk about one way inferring helped you understand about the character. character.

Small Group: Material: - Leveled Readers (Cam the Camel) - Sticky Notes - Worksheet (if time)

Before reading look at title page - Infer what story will be about Picture walk - Are there any pages we can use the illustrations to see how a character might be feeling?

Character inferences - “Cam the Camel” - As small group is reading they will use sticky notes to mark where the inferred a characters feelings. o I will individually have students read Students will read o I will individual confer and check for comprehension Students will mark with sticky notes where they inferred a characters feelings. - Closure o Students will share one inference about character feelings. 

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Word Sort Group: Materials - Word sort words - Sticky notes - Pencils

Students will be working on words that begin with sh, wh, ch and end with sh. - Review words. - Share other words that we could put into each group. o Students will write words using spelling pattern.