Making Inferences Reading Passages NONFICTION

Making Inferences Reading Passages NONFICTION
Making Inferences Reading Passages NONFICTION
Making Inferences Reading Passages NONFICTION
Making Inferences Reading Passages NONFICTION
Making Inferences Reading Passages NONFICTION
Making Inferences Reading Passages NONFICTION
Making Inferences Reading Passages NONFICTION
Making Inferences Reading Passages NONFICTION
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14 MB|48 pages
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  1. Click Here to Follow Me THESE ARE THE TIME SAVING PRODUCTS INCLUDED IN THIS bundle: Making inferences can be such a difficult skill to teach and a difficult skill for young learners to master. In this product, you will get 25 High Interest Passages. Finding passages with built in inferences can
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Product Description
These Non Fiction Mini Passages will have your students understanding how to infer in no time! Give it a try!
Free Inferring Passage

After creating the fiction inferring resource Making Inferences Reading Passages Differentiated, I wanted to expose my students to inferring with non-fiction. I chose 11 interesting and influential people and wrote about them in a way my students could draw conclusions and make inferences.
The following influential people are covered in this set:

• Ruby Bridges
• Abraham Lincoln
• Susan B. Anthony
• Amelia Earhart
• Benjamin Franklin
• Thomas Jefferson
• Helen Keller
• Martin Luther King, Jr.
• Sacagawea
• Betsy Ross
• George Washington

About This Resource
There are 11 high interest mini passages with 3 differentiated inferring graphic organizers for each.

Because I know how busy teachers are, I have provided a key for each passage.


DIFFERENTIATION:
BELOW LEVEL STUDENTS: GIVE THE STUDENTS THE INFERENCE, THEY GIVE YOU THE TEXT ALWAYS MODEL AND ENTIRE PASSAGE FIRST. THEN, HAVE THE WORK WITH A PARTNER, THEN THEY CAN TRY IT INDEPENDENTLY IF THEY ARE READY.

ON LEVEL STUDENTS: GIVE THE STUDENTS THE TEXT. THEY GIVE YOU THE INFERENCE. ALWAYS MODEL AND ENTIRE PASSAGE FIRST. THEN, HAVE THE WORK WITH A PARTNER, THEN THEY CAN TRY IT INDEPENDENTLY IF THEY ARE READY.

ABOVE LEVEL STUDENTS: THE STUDENT GIVES THE INFFERENCE AND THE SUPPORTING TEXT. ALWAYS MODEL AND ENTIRE PASSAGE FIRST. THEN, HAVE THE WORK WITH A PARTNER, THEN THEY CAN TRY IT INDEPENDENTLY IF THEY ARE READY.

One thing I have found is that if you use the word "because" to make a connection between what the text says and what it probably means, the students aren't as likely to write something that doesn't make sense.

Check out the preview!

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Search Key Terms:
|common core| inferring| inference| making inferences | passages | fiction | reading | comprehension | strategies | strategy | graphic organizers | reading comprehension | worksheets | literacy | stations | differentiated | inferencing | reading comprehension passages | making inferences reading passages | making inferences reading comprehension passages |

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More Making Inferences Reading Passages

Making Inferences 14 Mini - Passages With Differentiated Graphic Organizers
Total Pages
48 pages
Answer Key
Included
Teaching Duration
N/A
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Carrie Lutz

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