The Houghton Mifflin reading program includes “making inferences” as the weekly comprehension skill. Their sample lesson concludes with an underwhelming worksheet. Let’s do something better. We’ll ask students to infer from multiple points of view, incorporate visual art, and present their thinking.
Tagged WithHoughton Mifflin
Let's turn Houghton Mifflin's reading program into something useful for gifted students.
Weekly Idiom Lists
I love using idioms in the classroom. They’re a great way to replace dull spelling lists and truly build students’ vocabulary and comprehension.
Analyzing Suffixes Inductively
The year opens with a vocabulary skill analyzing “Suffixes: -ful, -less, -ly.” I adjusted this lesson to examine how these suffixes change the part of speech of words, rather than the meaning.
Think Like An Anthropologist to Make Inferences
Like all HM comprehension skills, “Making Inferences” appears yearly beginning in kindergarten, so I know my 6th graders have practiced, and may well have mastered, the skill. To differentiate, I turned to the model of “Thinking Like a Disciplinarian.”
Differentiate Fact And Opinion For Gifted Students
In 6th grade, Houghton Mifflin’s Theme Two begins with the comprehension strategy of “Fact and Opinion.” A quick pre-assessment shows that my class has a solid grasp on the difference between fact and opinion, so how can I up-level my instruction? I realized that my students had an assumption that facts are “good” and opinions are “bad.” So my differentiated lesson became centered on challenging this belief.
Taking “Noting Details” To A Higher Level
By 6th grade, our reading program’s comprehension skills have become a bit basic for most of my gifted students. I’ve been working on increasing the depth and complexity of these skills. In this case, “Noting Details” has become “Explicit Vs. Implicit Details.”
How I’d Change this Question from my Textbook
Here are a dozen ways to transform a not-so-critical-thinking question from one of my district’s textbooks.
Enticing Gifted Students To Read Twice
Think you’re lucky to get your students to read a story once? Can’t imagine convincing a class to read a story through again? The key is giving your gifted students an enticing purpose for a reread.