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I like to use the words, "Figure It Out!"

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The most difficult concept was making inferences using the text. I implemented an inference game that we played together whole group and took turns telling what evidence supported their response from the text. 

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The most difficult concept was making inferences using the text. I implemented an inference game that we played together whole group and took turns telling what evidence supported their response from the text. 

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First provide an explanation that these types of questions are not directly answered in text. They must use evidence in the text plus their own schema to develop a reasonable answer to the question.  Then provide many examples and have the kids talk out the answer orally and finally provide them with independent practice and guide as needed.

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Give students a focus question before they read the story.

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Students understanding why they are doing the reading. I made students always read the question/questions first so they could "dig" for that information and set their purpose for reading that paragraph or passage.

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I asked a question and had the students find it on the page we just read.

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I used Amelia Bedelia books to show and discuss.

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What happened first, second, next, last.
What happened after such and such.  What happened before.  Cause and effect.

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I did an activity where I gave the students the main idea and they came up with the details. Then I gave them details and they had to come up with the main idea. We also did sorting and classifying as a review/reteach.

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The most difficult concept for students was writing. Students usually wrote just a couple of sentences about a topic before saying they were done. I implemented graphic organizers to help them generate ideas of points they could write about in their writing.

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Citing text evidence- had students underline the evidence in the passage before they write their answers 

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Citing text evidence- had students underline the evidence in the passage before they write their answers 

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Inference

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many of my students have no prior knowledge because ESL  use Many Visuals to build knowledge

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many of my students have no prior knowledge because ESL  use Many Visuals to build knowledge

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Writing. The group last year struggled with confidence. So I did a lot of modeling and took small steps. Used graphic organizers.

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Writing. The group last year struggled with confidence. So I did a lot of modeling and took small steps. Used graphic organizers.

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Finding the evidence in the text to support the answer. I modeled using FUN, Find, underline, number.

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Finding the evidence in the text to support the answer. I modeled using FUN, Find, underline, number.

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Comparing and Contrasting was difficult for my students. We made sentence strips with descriptions of characters and then moved them around on our desks to show ways characters were similar and different. (a different color for each character) 

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Comparing and Contrasting was difficult for my students. We made sentence strips with descriptions of characters and then moved them around on our desks to show ways characters were similar and different. (a different color for each character) 

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I used SWBST

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Explaining first that sometimes the answer isn't clearly written in the text. You need to use the text and your schema to make a reasonable guess as to what the answer probably is. Then examples were provided to practice and talk about inference.

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Finding evidence from the passage-and using it in a written response. 

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Finding evidence from the passage-and using it in a written response. 

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give an opionion and have them make it a fact

scan an article and have them find 5 facts

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I had students do practice vocab questions. They would put the definition right in the sentence and see if it made sense. I knew they learned when they started choosing the correct definitions to unknown words with greater accuracy.

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When I was reading about children coming to America as immigrants in the 1800s...difficult for them to understand the differences in the tme setting....so we talked and looked at other things that happened at this time period or did not yet happen at this time period then went back to the story for better understanding. 

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When I was reading about children coming to America as immigrants in the 1800s...difficult for them to understand the differences in the tme setting....so we talked and looked at other things that happened at this time period or did not yet happen at this time period then went back to the story for better understanding. 

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Citing  meaningful text evidence to support the GIST.  We read short passages and found TE  together until student were comfortable and successful.  Used a graphic organizer to break it down.

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Citing  meaningful text evidence to support the GIST.  We read short passages and found TE  together until student were comfortable and successful.  Used a graphic organizer to break it down.

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I would say "Prove It!!" when anyone gave an answer, in writing or verbally during discussion. If I had a nickel for every time I asked for proof...

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My learners showed some struggle with textual evidence. I gave them 'known stories" (previously read) and asked questions that were obvious. The catch...no more than 5 words could be copied from the text. So, they restated the text and gave the text stem to connect to the given text. We also used post its and traded. Then tried to 'match' where our friend was getting their answer.

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What lesson/concept was most difficult for students to grasp?  Briefly describe what you did/how you taught the lesson so that students understood it.

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What lesson/concept was most difficult for students to grasp?  Briefly describe what you did/how you taught the lesson so that students understood it.