TODAY YOU NEED 1 BELLWORK PAPER 2 PENCIL

TODAY YOU NEED: 1) BELLWORK PAPER, 2) PENCIL, 3)YESTERDAY'S WORKSHEET Bellwork: Make an inference about the setting of "Thank You, Ma'am" using the following textual evidence. It says (text evidence) • Roger wanted to buy blue suede shoes. • Mrs. Jones gave him only $10 for those shoes. • It was on a busy street with people watching, even at 11: 00. I say (your own knowledge about the topic) So (inference)

INFERENCING REVIEW Bellwork: Make an inference about the setting of "Thank You, Ma'am" using the following textual evidence. It says (text evidence) I say (your own knowledge about the topic) • I know that blue suede shoes are not a popular thing nowadays • Roger wanted to buy blue suede • I know about a popular song by Elvis shoes. about blue suede shoes • Mrs. Jones gave him only $10 for • I know it is hard to buy shoes for only those shoes. $10 nowadays • It was on a busy street with people • There are not usually a lot of people out watching, even at 11: 00. on sidewalks and streets walking after dark. So (inference) Using the textual evidence and my own knowledge, I can infer that the setting is probably not present-day America. It is most likely around the time period that Elvis wrote "Blue Suede Shoes" (1950 s). I can also infer that it is probably set in a busy city based on the number of people on the streets.

WHAT/WHY/HOW What are we learning/doing today? We are learning and practicing how to make inferences using textual evidence from a text. Why are we learning it? We are learning how to make inferences so that we can become better readers and thinkers. How will we know when we have learned it? We will know we have learned it based on tomorrow's CFA. Success Criteria: Get all of the practice questions correct over inferencing.

COMPLETE YOU’RE A. C. T. I. V. E RESPONSES FROM YESTERDAY.

HOW MIGHT THIS LOOK ON A STATE ASSESSMENT? The students in Mr. Langley's art class were excited about their field trip. They were getting to see some of the paintings and sculptures they had studied in class earlier this year. They were especially looking forward to the opportunity to see one of Pablo Picasso's paintings. Plus, riding a school bus to some place away from campus caused a flurry excitement to build among the students. When the bus pulled into the parking lot, the noise level increased. The students were ready to jump o the bus and begin their tour. Their tour guide Sheila greeted them at the bus. Once the students had filed off the bus, Sheila explained to them how the tour would work. Once inside, the students stood around looking at the large sculptures and vivid paintings hanging on the walls. They listened while Sheila told the background of each piece. Most of the pieces were over 400 years old and very well known. Many of the students could not believe that each item had survived for so many years. Which sentence from the passage shows that the class is at a museum? A. The students in Mr. Langley's art class were excited about their field trip. B. Once the students had filed off the bus, Sheila explained to them how the tour would work. C. They were especially looking forward to the opportunity to see one of Pablo Picasso's paintings. D. When the bus pulled into the parking lot, the noise level increased.

HOW MIGHT THIS LOOK ON A STATE ASSESSMENT? Rita's family had just moved to Scrantonville, Michigan. Before leaving for school, Rita's mom took a few moments to make a peanut butter and jelly sandwich for Rita. She placed the sandwich into a brown paper sack along with a bag of chips and some strawberries. Rita loved strawberries, and it wasn't too often that she got to eat them at lunch. She usually got a banana instead. Once at the school, Rita's mom walked her daughter to the once to check Rita into the school. Rita met the counselor, Ms. Beckham, who handed her the schedule and a map of the school. Rita hugged her mom and tried to manage a smile so that her mom would not worry about her. Ms. Beckham showed Rita where her locker was located and helped her open up the locker. She also showed Rita where her classes were located on the map. As Rita began walking toward her first period class, she heard a loud bell sound. Immediately, the students who had been heading to their classes stopped and began filing outside the building through the nearest doors. Rita followed a nearby group of girls outside. Which of these best supports the idea that the students at Rita's school know what to do when they hear the loud bell? A. The students began going outside right after they heard the bell. B. The students looked around with a confused look on their faces. C. The students began panicking when they heard the bell sound. D. The students began walking much more quickly to their classes.

HOW MIGHT THIS LOOK ON A STATE ASSESSMENT? Rita's family had just moved to Scrantonville, Michigan. Before leaving for school, Rita's mom took a few moments to make a peanut butter and jelly sandwich for Rita. She placed the sandwich into a brown paper sack along with a bag of chips and some strawberries. Rita loved strawberries, and it wasn't too often that she got to eat them at lunch. She usually got a banana instead. Once at the school, Rita's mom walked her daughter to the once to check Rita into the school. Rita met the counselor, Ms. Beckham, who handed her the schedule and a map of the school. Rita hugged her mom and tried to manage a smile so that her mom would not worry about her. Ms. Beckham showed Rita where her locker was located and helped her open up the locker. She also showed Rita where her classes were located on the map. As Rita began walking toward her first period class, she heard a loud bell sound. Immediately, the students who had been heading to their classes stopped and began filing outside the building through the nearest doors. Rita followed a nearby group of girls outside. Based on this passage, which of the following best describes Ms. Beckham? A. someone who panics easily B. a forceful person C. a patient person D. someone Rita can confide in

INFERENCING PRACTICE—EXIT TICKET HOW DID WISTERIA DO ON HER REPORT CARD? Wisteria stood stiffly near the kitchen as she held her report card tightly. Her palms were sweaty from gripping the document in her hands. Letting out a heavy sigh, she tiptoed inside and laid the report card onto the dining table in front of her mother. Putting down her coffee mug, her mother picked up Wisteria’s report card. As her mother opened it up, Wisteria shut her eyes quickly, unsure of the reaction she would receive. Silence fell upon the room briefly. Curious, she peered out of one of her eyes and saw her mother smiling calmly. Wisteria’s mother got up and gave her a huge hug. Infer how Wisteria did on her report card using the "It says, I say, and So" strategy.