Indicator 9

In my Observation 3, we read an informational text that told students some facts about stink bugs. To better enhance the lesson and improve student outcomes, I asked them to infer why stink bugs had certain traits such as the ability to camouflage and their net-like wings. I wanted to boost student engagement and encourage them to think about text more critically.  Then as a summative assessment, I had students infer based on images and some facts where stink bugs might live. This is not information that they would just know automatically from the text. This is infomation that had to be infered from the text details like captions, images, and other supporting details. I had students infer stink bug habitat and then justify their reasoning why. I provided sentence frames and modeling for the writing portion but the choice of habitat and rationalization was student generated. I chose these students because for these students, they need guided support in using critical thinking skills with text. They are very good at reading comprehension such as verbally retelling events and answering comprehension questions. However, they could use support in thinking about text more deeply than simple recall.