Fourth Grading
Making Inferences
Basic Education Assistance for Mindanao (BEAM) project. Prior approval must be
given by the author(s) or the BEAM Project Management Unit and the source must
be clearly acknowledged.
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in this Learning Guide in a visual form. It is included to provide visual clues on the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the stages do not represent individual lessons. Rather, they are a series of stages over one or more lessons and indicate the suggested steps in the development of the targeted competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative assessment ideas to assist you in determining the effectiveness of that stage on student learning. It can also provide information about whether the learning goals set for that stage have been achieved. Where possible, and if needed, teachers can use the formative assessment tasks for summative assessment purposes i.e as measures of student performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning
This stage aims to engage or focus the learners by asking them to call to mind what they know about the topic and connect it with their past learning. Activities could involve making personal connections.
Background or purpose
Strategy
Riddle is a strategy which uses a statement or question having a double veiled meaning put forth as a puzzle to be solved.
Materials
Teacher Resource Material 1 “What Am I?” on page 12 paper/pencil
Assessment 1 Peer Assessment Checklist for “What Am I?” on page 13
Activity 1 “What Am I?”
1. Form triads.
2. Instruct children to listen to the riddles found on the Teacher Resource Material 1 on page 12.
3. Ask them to write their answers on a sheet of paper. 4. Let them exchange paper with another -triad.
5. Show key answers for them to check on their answers. 6. Process the activity by asking the following questions:
How did you find the activity? Key Answers:
1.goat/cat 6.telephone 2.pineapple 7.bird
3.egg 8.calendar 4.mushroom 9.watermelon 5.dough nut 10.worm
Formative Assessment
Use Assessment 1 Peer Assessment Checklist for “What Am I?” on page 13.
Roundup
Pupils should have practiced making inferences through riddles.
2. Setting the Context
This stage introduces the students to what will happen in the lessons. The teacher sets the objectives/expectations for the learning experience and an overview how the learning experience will fit into the larger scheme.
Background or purpose
Strategy
Picture is a visual representation or image painted, drawn, photographed,or otherwise rendered on a flat surface.
Graphic Organizer is a visual presentation or a diagram for major concepts and additional terms. It conveys information to the children before/after they read. It is a way to encourage them to think about information in a new way.
Materials
Student Activity Sheet 1 “Look At Me” on page 14 Pencil/paper
Assessment 2 Group Performance Checklist for“Look At Me” on page 16
Activity 2 “Look At Me”
1. Form groups of five.
2. Distribute Activity Sheet 1 “Look At Me” on page 14. 3. Explain directions.
4. Give enough time for the groups to do the activity. 5. Call representatives to present their outputs.
6. Process the activity with this question: Did the pictures lead you to guess the title of the story? How?
Formative Assessment
To assess Activity 2 “Look At Me”please refer to Assessment 2 on page 16
Roundup
The pupils should have inferred the title and what the story is all about through the use of the graphic organizer.
3. Learning Activity Sequence
This stage provides the information about the topic and the activities for the students. Students should be encouraged to discover their own information.
Background or purpose
Careful reading is the key to making inferences. The reading text the Peace Balloons is used as a springboard for pupils to make inferences as to what had happened before and after given events.
In this stage the Choral Reading strategy will be used to develop fluency and to show how the characters emotions are captured through stress and intonation.
Strategy
Choral Reading is reading aloud simultaneously as a group and or individually lines from a text in order to present an interpretation.
Materials
Student activity 3 “What Happened?” on page 19
Assessment 3 for “What's Next”and “What Happened?” on page 20 paper/ pencil
Pre-Reading
Activity 3-A “Say These With Me”
1. Present an enlarge page of “Say These With Me”. 2. Model how the words are read and pronounced.
Say:
every really balloons could mail make down breeze what postcard breeze own peaceful came please when back exciting would where fall
3. Let the pupils follow how the words are read and pronounced. 4. Ask them to do it in chorus, rows. groups pair,then singly.
During Reading
Activity 3-B “Read With Me”
1. Form groups of five.
2. Distribute the reading text, “Peace Balloons” on page 17
3. Tell them to read the story in chorus.(Voices should be modulated to avoid noise) 4. Ask the following comprehension questions:
What school had a fair?
What was Ramon excited about?
What do you think is the meaning of PEACE BALLOONS? (You may add more questions for better understanding of the story.)
5. Process the activity by asking these questions:
Post Reading
Activity 3-C “What's Next?”
1. Form groups of five.
2. Distribute Activity Sheet 3-C “What's Next?”18 3. Explain directions to the groups.
4. Give them enough time to do with the activity. 5. Process the activity by asking:
Was it easy for you to tell what happened before/after? What helped you do it? (careful reading)
Activity3-D “What Happened?”
1. Maintain the same groupings.
2. Distribute Student Activity Sheet 3-D “What Happened?” on page 19 3. Explain directions for the activity.
4. Give them enough time to work on it. 5. Call representatives to report their outputs.
6. Process the activity by asking the pupils: What would you feel if the postcard will be sent back to your school?
Formative Assessment
To assess Activity 3-C and 3-D use Assessment 3 Group Performance Rubric on page 20.
Roundup
The pupils should have inferred what happened before and after a given event.
4. Check for Understanding of the Topic or Skill
This stage is for teachers to find out how much students have understood before they apply it to other learning experiences.
Background or purpose
Sometimes stories do not give all the information about the characters or events in it. We have to use what we have read or heard before we can draw information that are not directly stated
In this stage, pupils will be shown pictures for them to infer what happened before and after. This will check their understanding of the skill learned in the previous activities.
Strategy
Materials
Student Activity Sheet 4-A “What Then?” on page 21
Student Activity Sheet-B “What Happened Then?” on page 22 pencil and paper
Activity 4 “What Then?”
1. Form groups of four.
2. Distribute Student Activity Sheet4 “What Then?” on page 21 3. Explain directions to the groups.
4. Give them enough time to do the activity. 5. Call representatives to report their answers.
6. Process the activity: How were you able to guess as to what had happened before/after?
Answer Key:
Before After
1.a 1.a 2.b 2.a 3.c 3.c 4.a 4.b
Activity 4-B “What Happened Then?”
1. Maintain the same groupings.
2. Distribute Student Activity Sheet 4-B “What Happened Then?” on page 22 3. Explain directions for the activity.
4. Give then enough time to finish their output. 5. Check answers objectively.
Answer Key:
A. The plants had flowers and fruits. B. Mother was very happy.
C. Mary got the prize for winning the contest.
Formative Assessment
Check the answer objectively.
Roundup
5. Practice and Application
In this stage, students consolidate their learning through independent or guided practice and transfer their learning to new or different situations.
Background or purpose
Letter writing is an essential skill. Encouraging children to write letters at an early age will improve their communication, social, and handwriting skills. Moreover, they will develop their sense of creativity and can keep connected to friends and family.
In this stage, the pupils will prepare an invitation letter to a friend or family members to come and see their Book Week Culminating Program.
Strategy
Letter Writing is a written or printed communication. It is part of the required curriculum. It helps develop the following:
-good social skills -good manners
-links to geography-give insights into other people's lives.
Materials
paper/pencil
Teacher Resource Material 2 for Letter Writing on page23 Assessment 4 Writing Rubric for “Hello There!”on page 24
Activity 5 “Hello There!”
This is an individual activity.
1. Provide input about letter writing and present a model for the pupils to see. San Antonio Street,Skyline Village,
Catalunan Grande,Davao City Dear Elaine,
We will have our school fiesta on the 12th of June. We will
watch our PEACE BALLONS go up in the air.
There will be a picnic at 10:00. I can bring food we like to eat.
Will you come?
Your best friend, Susie
2. Instruct children to prepare an invitation card/letter to a friend/family member inviting them to come and see their school Book Week Culminating Program.(Note: Teacher may opt to choose another school activity rather than what is stated.) 3. Give them enough time to do the activity.
5. Process the activity by asking : Have you tried writing a letter of invitation to a friend etc.?
How did you feel about it? Would you like to try it again? Why and Why not?
Formative Assessment
To assess Student Activity 5 “Hello There?” use Assessment 4 Writing Rubric on page 24
Roundup
The pupils should have written an invitation letter to a friend/family member.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives and summarize the learning gained. Teachers can also foreshadow the next set of learning experiences and make the relevant links.
Background or purpose
A post card is an alternative to letter writing. This is an activity where pupils can transfer their knowledge in letter writing to postcard making.
In this stage, the pupils will make a postcard with a message about Peace (in the home, community, school. country, the world)This is an opportunity to teach this value as they learn positive experiences in their class activity thus helping them to be capable for creating solutions to problems in life.
Strategy
Postcard is a printed card used for sending short message through the mail.
Gallery Walk is a strategy which provides a vehicle for sharing student or group work. Once students prepare a project or summary of discussion perhaps on chart poster paper, they are posted about the room. Students travel around the room and visit each of the charts. It is often helpful for students to take notes on the charted information.
Materials
paper and pencil
coupon bonds or cartolina coloring pencil or crayons
Assessment 5 Rubric for Postcard Making on page 25
Activity 6 “Through the Mail”
1. Group the class into five.
2. Tell them to get ready with their materials for the activity.
4. Give enough time for the group to do the activity. 5. Present and display outputs in the bulletin board.
6. Ask the class to do a gallery walk to see and read the messages in the postcards.
Formative Assessment
Use Assessment 5 Rubric for Postcard Making “Through The Mail” on page 25.
Roundup
The pupils should have been able to make a postcard creatively with a message of peace.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide) The ways I will evaluate the success of my teaching this unit are: 1.
2. 3.
Postcard
Message
Postal Address
Teacher Resource Material 1
“What Am I”
Read the following riddles to the class.
1.What animal is afraid of water?
(goat/cat)
2.What fruit is full of eyes?
(pineapple)
3.What has to be broken before it can be used?
(Egg)
4.What kind of room without windows or door?
(mushroom)
5.What kind of nut has no shell?
(dough nut)
6.What needs an answer but doesn't ask question?
(telephone)
7.What animal on earth has bone for its lip?
(bird)
8.What lives everyday but dies every year?
(calendar)
9.What fruit has green skin, black seeds and red meat?
(watermelon)
Assessment 1
Peer Assessment Checklist
“What Am I”
Criteria
Evident
Hardly Evident
Not Evident
Score
Members of the
group
attentively
listened to the
ideas of others.
Group
members
actively
participated in
the activity.
Group
members
expressed their
ideas clearly.
The group
respected the
ideas of other
members.
Student Activity Sheet 1
“Look at Me”
Directions:Look at the pictures closely and read
the
additional clues below. Then, infer and write
the
title and what the story is all about in one
sentence.
The dove with the leaves
symbolizes ______ .
Assessment 2
Group Performance Checklist
“Look At Me”
Criteria
Yes
No
1.The members were enthusiastic in participating the
group activity.
2.The members had their fair share in the discussion to
come up with the group presentation.
3.The members showed cooperative skill as they did their
task.
4.The members helped and encouraged others in the
group.
Student Resource Material 1
Reading Text
“Peace Balloons”
Ramon whistled and walked down the steps of Morning Breeze School. It
was the day of the school fair. It was a day when Ramon would be doing
something really exciting. He would be helping Mr. Villa with the
balloons—the PEACE BALLOONS!
Every boy and every girl at Morning Breeze School would be given a
balloon. Each balloon had a postcard with it. The postcard said:
“Right this way!” Ramon called. “Balloons!!! Balloons!!!
Get your Peace Balloons here!”
When all the children had been given balloons, Mr Villa called them
together.
“Let the balloons go!” he said. The children let go off their balloons.
They watched it go right up in the air. They watched it until the balloons
were just tiny dots up in the air.
“Would the balloons come back?” they thought. Where would the
postcards fall?” The children thought about the people who would get
the balloons.
Who could they be?
What fun it would be when the postcard came back in the mail!
Fun in Reading
VP Series 1
“
This a Peace Balloon. It comes to you from Morning Breeze School. Please mail the postcard back to the school. We want to know whoStudent Activity Sheet 2
“What's Next?”
Thinking Chart
Events
What has happened?
(before)
What will happen
next?
(after)
The day was a day
when the school did
not look like a school
at all.
All the children had
each a balloon.
Student Activity 3
“What Happened?”
Direction: Read the short paragraph , then answer the questions below.
Write your answer in the space provided for.
The boys and girls at the Morning Breeze Elementary School let the Peace Balloons go.
It was a fair day.
They could see the balloons go way up. Every peace balloon had a postcard with it.
1.Who might find the peace balloons?
_____________________________________________
_____________________________________________
2.Would all the balloons be found?
_____________________________________________
_____________________________________________
3.What might happen to some of these peace balloons?
_____________________________________________
_____________________________________________
4.How far could the peace balloons go?
Assessment 3
“What's Next and What Happened?”
Group Performance Rubric
Criteria
Excellent
Very Good
Good
Fair
Everyone had a
significant role
in the activity.
All group
members
fulfilled
responsibilities
and duties
expected of
them.
Group worked as
a team.
Lines of
communication
were kept open.
All members
showed respect
for every
member in the
Student Activity Sheet 4-A
“What Then?”
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www.corpo...ealth.org/bad_product_awards.php
gallery.r...chool.orgmain.php?...temId=136(
a. Sam and Pam are a. Sam and Pam passed reading. the test.
b. Sam and Pam enjoyed reading.
c. Sam and Pam forgot the words.
1. Nena was wet a. Nena got sick. in the rain.
b. Nena went to school.
c. Nena played with her friends.
2. Elma had toothache a. Elma brushed her teeth.
b. Elma bought a big toothbrush.
c. Elma did not sleep alone again.
a. Nilo went to bed a. Nilo stayed home and late. play.
b. Nilo cried and cried. c. Nilo was late for school.
2. Before After
1. Before After
Student Activity Sheet 4-B
“What Happened Then?”
Directions: Read the following stories. Choose is what likely to happen
from those given.
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1
.Fe planted some
ampalaya
seeds. The seeds grew into
small plants.
Fe watered the plants
everyday.
a.The plants had flowers and
fruits.
b. The plants withered and
died.
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2.It was Mother's birthday. Nita
had no money to buy a gift.
She made a beautiful birthday
card. She gave it to her
Mother
.a. Mother did not like the
card.
b. Mother was very happy.
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3.There was a contest in our
school. Contestants were to
guess the number of candies
in a candy jar. Mary's guess
was 75. There were 75
candies in the jar. The other
guesses were far from 75.
a. Mary got the prize for
winning the contest.
Teacher Resource Material 2
An Introduction to Letter Writing
Letter Writing is part of the required curriculum. Quite apart from curriculum requirements, writing letters are task that will appeal to children-the sheer fun of sending and receiving letters. There is something special about putting letters into the post box and then having letters delivered by the postman—the brightly colored stamps, seeing their name on the envelope and knowing that inside is a long awaited letter from a friend or member of the family. It shows someone cares and has taken the time to sit down and think about you.
Handwritten letters have a charm of their own. You can take time to think about what you want to say. You can keep letters to read again and again. You can admire the handwriting; share dreams and thoughts. Responding by letter is very different to the immediacy of a text message or an email. The type of letters the children or their families write:
1.Letters of Congratulation 2.Exchanging News
3.Letters saying Sorry 4.Letter of Invitation 5.Asking Information 6.Thank you letters 7.Letters of complaint 8.Excuse Letter 9.Excuse Letter etc.
Here is the structure of a letter:
1.The sender's address should always appear on the top right hand corner of the page.
2.Greeting—There are several variations that can be used depending on how well you know the person:Dear Mary, Hi Mary, Greetings
3.The message
4.Complimentary close—Short comment. For example: Yours sincerely, Lots of Love, With thanks. See you soon.
5.Signature
Tips for writing good letters:
1.make sure that they are well written. It can be very annoying for someone to have to struggle to read handwriting. Always use your best and clearest handwriting.
2.Make sure all your contact details are clearly written down at the top of the letter. If they are not, then you might not get a reply. The correct address is essential.
3.Think about what you want to say. If necessary make some notes on a separate sheet of paper first. This will ensure that you will not forget anything.
4.Think about whom you're writing the letter. Use the right style of writing and language –formal or informal. Friendly or business.
Assessment 4
Individual Writing Rubric
“Hello There?”
Criteria
Very Good
Good
Fair
Score
Legibility
Legible hand
writing.
Marginally
legible
handwriting.
Writing is not
legible in
some place.
Message
He/She clearly
showed
understanding
of the
activity.
He/She
showed
understanding
of the activity.
He/She falter
to understand
the message
in some
occasion.
Mechanics
Sentences
were written
correctly. No
grammatical
errors found.
Mechanics of
the letter
were correct.
Sentences
were written
with 2
grammatical
errors..
Mechanics of
the letter
were correct.
Sentences
were written
with more
than 3 errors
in grammar.
More than 1
error in the
mechanics
were found.
Assessment 5
Postcard Making
“Through The Mail”
Criteria
Very Good
Good
Fair
Score
Creativity
Very creative
presentation
of the
postcard.
Presentation
of the
postcard was
quite
creative.
Presentation
of postcard
was less
creative.
Message
Message was
clearly
shown.
Message was
clear.
Message was
less clear.
Mechanics
No errors in
spelling and
use of
punctuation
marks.
1-2 errors in
spelling and
punctuation
marks.
More than 3
errors in
spelling and
punctuation
marks.
Neatness
There are no
extra visible
marks on the
paper.
There are
1-2 visible
marks on the
paper.
For the Teacher:
Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1.
Activating Prior Learning
2.
Setting the
Context
3.
Learning
Activity Sequence
4.
Check for
Understanding
5.
Practice and
Application
6.
Closure Strategies
Activities from the Learning Guide
Extra activities you may wish to include
Materials and planning needed
Estimated time for this Stage
