Year 1 Inferencing Unit | Worksheets, Games & Assessment

Year 1 Inferencing Unit | Worksheets, Games & Assessment

$4.99
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Year 1 Inferencing Unit | Worksheets, Games & Assessment
  • Year 1 Inferencing Unit | Worksheets, Games & Assessment
Year 1 Inferencing Unit | Worksheets, Games & Assessment

Year 1 Inferencing Unit | Worksheets, Games & Assessment

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E1LY05 use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures
Australian Curriculum v8.4
ACELY1660 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
Victorian Curriculum 2.0
VC2E1LY12 use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning, and draw on learnt vocabulary and growing knowledge of context and text structures to build literal and inferred meanings
New South Wales
EN1-VOCAB-01 understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-RECOM-01 comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
Western Australia
WA1ELYA3 Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning in texts by drawing on vocabulary and growing knowledge of context and text structures
New Zealand
NZ-Y2-ENG-R-C-IUE-1 use what is stated in a text, along with their prior knowledge, to predict what might happen next draw inferences, using visual images in the text to check and support those inferences
NZ-Y2-ENG-R-C-CM-1 monitor their understanding of texts and attempt to repair meaning by rereading, drawing on their prior knowledge and knowledge of words, and asking questions (e.g., what, how, or why)
NZ-Y2-ENG-R-C-SDC-1 identify the key message or idea in a text, and retell the key details of the text in response to sequence questions (e.g., what happened? when did it happen? who did it happen to? what happened next?)
NZ-Y1-ENG-R-C-IUE-1 use what has happened in a text, along with their prior knowledge, to predict what might happen next
NZ-Y1-ENG-R-C-CM-1 respond to questions (e.g., how or why) and open-ended prompts about texts monitor their own understanding of texts by checking that each sentence they have read makes sense use rereading as a strategy to find where and why meaning broke down
United Kingdom
UK-KS1-Y2-ENG-R-C Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read, and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.1.1 CCSS.ELA-LITERACY.RI.1.7 CCSS.ELA-LITERACY.RL.1.1 CCSS.ELA-LITERACY.RL.1.7 CCSS.ELA-LITERACY.RI.1.3 CCSS.ELA-LITERACY.RI.1.4 CCSS.ELA-LITERACY.RL.1.3 CCSS.ELA-LITERACY.RL.1.4 CCSS.ELA-LITERACY.L.1.4 CCSS.ELA-LITERACY.L.1.4.a CCSS.ELA-LITERACY.L.1.5 CCSS.ELA-LITERACY.L.1.5.d CCSS.ELA-LITERACY.RI.1.8 CCSS.ELA-LITERACY.RI.1.10 CCSS.ELA-LITERACY.RL.1.6 CCSS.ELA-LITERACY.RL.1.10 CCSS.ELA-LITERACY.SL.1.1.c CCSS.ELA-LITERACY.SL.1.2 CCSS.ELA-LITERACY.SL.1.3 CCSS.ELA-LITERACY.W.1.8
Texas (TEKS)
TEKS-ELAR-G1-6B TEKS-ELAR-G1-6C TEKS-ELAR-G1-6D TEKS-ELAR-G1-6E TEKS-ELAR-G1-3 TEKS-ELAR-G1-3A TEKS-ELAR-G1-3B TEKS-ELAR-G1-4 TEKS-ELAR-G1-5 TEKS-ELAR-G1-7 TEKS-ELAR-G1-7B
Ontario
CAN-G1-LANG-C2.1 CAN-G1-LANG-C2.3 CAN-G1-LANG-C2.4 CAN-G1-LANG-C2.5 CAN-G1-LANG-C2.6 CAN-G1-LANG-C2.7 CAN-G1-LANG-C1.6 CAN-G1-LANG-C3.5 CAN-G1-LANG-C3.8 CAN-G1-LANG-D1.3 CAN-G1-LANG-D1.5

Modifications

Help Year 1 students develop inferencing skills by combining text clues, picture clues and prior knowledge. Students practise explaining their thinking with the sentence stem “I think … because …” while building reading and listening comprehension.

What's Included

  • 17-page unit plan PDF
  • Editable 13-slide PowerPoint presentation
  • Editable 10-question PowerPoint quiz (22 slides)
  • Colour Making Inferences classroom display poster
  • Two games and activities: Clue Trail and Inference Match-Up
  • Five black-and-white worksheets
  • Inference Check assessment
  • Worksheet and assessment answer pages
  • A4 landscape five-level rubric

Learning Focus

  • Use text clues, picture clues and prior knowledge to make sensible inferences
  • Explain thinking with evidence
  • Respond to short written, visual and oral prompts
  • Build reading comprehension, listening comprehension and discussion skills

Classroom Use

Use the presentation for explicit teaching and modelling, then reinforce learning through guided discussion, games, worksheets and the final assessment. The included editable PowerPoint files make it easy to adapt examples for your class.

Formats: PDF and editable PowerPoint. Answer pages are included where meaningful.

This is a digital resource. No physical item will be shipped.

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