Nov 1 Inferences

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Grade 4 Read/Write

Teacher Facing
November 1, 2024

Unit 3: American Revolution: The Road to
Independence

MRS Icons

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Materials

Student

Teacher

The World's Largest Tea Party

Reader

Ziploc Bag

● Slide Deck
● Amplify Reader- Unit 4 American

Revolution: The Road to
Independence

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Read before continuing!

This unit introduces students to an important period in the history of the
United States. Students will examine the sequence of events leading to the
American Revolution and what happened during the war itself. It is
important to note that some chapters may contain graphic depictions of war
scenes and other sensitive topics related to conflict. It is recommended to
review all content before presenting it to students.

Teacher Facing Sensitive Content Slide

5

Chapter 1:
Bills to Pay

Chapter 2:
Trouble is
Brewing

Chapter 3:
The Fight

Begins

Chapter 4:
Shots and
Speeches

Chapter 5:
It’s War!

Chapter 6 :
From Valley

Forge to
Yorktown

Chapter 7 :
Heroes and

Villains

Chapter 9:

Rip Van
Winkle

Chapter 8:
The Legend

of Sleepy
Hollow

Knowledge Objective:

SWBAT analyze the

causes, major figures, and

consequences of the
American Revolution.

6

Do Now

1. After the accident, she became his nurse. She
cared for him for two years until he was well
again. It was then that she discovered her gift
for helping those in need. When Barton was just
16, she became a teacher. She later studied for
a year in New York and then started a school in
New Jersey.

Excerpt from ““The Unstoppable Clara Barton” used with permission from HMH © Houghton Mifflin Harcourt Publishing Company

In the paragraph, the prefix dis- in the
word discover helps the reader understand
that the word refers to —

A.something that you find buried
B.something that you cover up
C.something that you realize
D.something that you become

2. In 1862 Barton began helping doctors who
were working on the battlefield. She soon
proved useful by developing quick, workable
systems to help the wounded soldiers. One of
her systems, known as triage, is used to this
day. It helps doctors decide which patients
need immediate care and which can safely
wait.

Excerpt from “The Unstoppable Clara Barton” used with permission from HMH © Houghton Mifflin Harcourt Publishing Company

In the paragraph, the suffix -able in the
word workable helps the reader
understand that the word refers to
something that is —

A.difficult
B.inefficient
C.complex
D.practical

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LO:SWBAT make inferences and
use evidence to support
understanding.

DOL:

Given an informational text, students

will correctly make inferences and use evidence
to support understanding in at least 4 of 5
questions.

Unit 3: American Revolution: The Road to Independence

Ⓡ 4.6(F) make inferences and use evidence to support understanding NOV1

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Hot Question: Would you
go in a building that
wasn’t supported?

Unit 3: American Revolution: The Road to Independence

Ⓡ 4.6(F) make inferences and use evidence to support understanding NOV1

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Real Life Connection:

Unit 3: American Revolution: The Road to Independence

Ⓡ 4.6(F) make inferences and use evidence to support understanding NOV1

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Chapter 1:
Bills to Pay

Chapter 2:
Trouble is
Brewing

Chapter 3:
The Fight

Begins

Chapter 4:
Shots and
Speeches

Chapter 5:
It’s War!

Knowledge Objective:

SWBAT analyze the

causes, major figures, and

consequences of the
American Revolution.

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Text

Evidence
Background
Knowledge

Inference

(Text and graphic

features)

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What can the reader infer based on this image?

I infer that________________ because___________.

Text

Evidence

Background
Knowledge

Inference

(Text and graphic

features)

13

What can the reader infer based on this image?

I infer that________________ because___________.

Text

Evidence

Background
Knowledge

Inference

(Text and graphic

features)

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information

(noun)

text evidence

(noun)

use information directly

from texts to justify

responses

inference

(noun)

is an educated guess
based on clues in the
text and what readers

already know

Academic Vocabulary

facts provided or learned

about someone or

something

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Inferred
Response

Stated

Response

an idea that must

be inferred by
analyzing the
details in a text

an idea that is
directly quoted

from the text

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Priya can infer that the
Continental Army
________________
because___________.

What is an inference
Priya can make about
the Continental Army?

Priya’s teacher asked
her to read this text and
make an inference.

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Before Priya submits her inference, help her check if
she is correct. Explain why or why not.

Clues from
the text

Background
knowledge

Inference

I know that …

so, I can infer that …

Priya’s inference is _________________ because
__________________________________.

incorrec

t

The Continental Army,
at least at first, was not
exactly a force to be
reckoned with. It was
made up of farmers and
shopkeepers.

farmers and
shopkeepers are
regular jobs that
people do every day.

the Continental Army
was made up of
farmers and
shopkeepers

or

correct

incorrec

t

it’s information stated in the text

x

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Using her text evidence and background
knowledge, how can Priya correct her inference?

Clues from
the text

Background
knowledge

Inference

I know that …

so, I can infer that …

Priya can infer that the Continental Army
was…

The Continental Army,
at least at first, was not
exactly a force to be
reckoned with. It was
made up of farmers and
shopkeepers.

farmers and
shopkeepers are
regular jobs that
people do every day.

19

Clues from
the text

Background
knowledge
Inference

I know that …

so, I can infer that …

I know this is an inferred response because…

The Continental Army,
at least at first, was
not exactly a force to
be reckoned with. It
was made up of
farmers and
shopkeepers.

farmers and
shopkeepers are
regular jobs that
people do every day.

the Continental Army
was weaker because it
had farmers and
shopkeepers instead
of trained soldiers like
the British.

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front
(noun)

the place where fighting

happens in a war

confront

(verb)

to challenge or fight

against

strategic
(adjective)

carefully planned to

achieve a specific goal,
such as winning a battle

or finishing a project

Content Vocabulary

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American Revolution:
The Road to Independence

Chapter 5:

It’s War!

Read

Stop

Jot!

Read pg. 42-43

Stop and ask yourself:

●What is happening in the
text?

●What inferences can you
make?

●What evidence can support
your inference?

This is important!

Underline key words

or details

I don’t understand

Readers are expected to…

1

2

3

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The ____________ won the battle

on Long Island?

Who won the battle on Long

Island?

Which sentence from the text supports your answer?

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Which sentence

from the text

helps the reader

infer that

Washington

was a strategic

leader?

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A. Washington crossed the Delaware River from Pennsylvania and

took the Hessians completely by surprise.

B. Washington and his men were defeated at the Battle of

Brandywine in September 1777 and again at the Battle of
Germantown in October.

C. Farther north, a British army marched down from Canada,

recaptured Fort Ticonderoga…

D. It was time to retreat and regroup—but the British were right

behind them.

Which sentence from the text helps the reader
infer that Washington was a strategic leader?

Read

Stop

Jot!

Read pg. 44

Stop and ask yourself:

●What is happening in the
text?

●What inferences can you
make?

●What evidence can support
your inference?

This is important!

Underline key words

or details

I don’t understand

1

2

3

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I can infer _________ because
________________________.

Based on details on
pg.44, what can the
reader infer about the
Continental Army after
The Battle of Saratoga?

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A.They were well-prepared for winter.

B.They were celebrating their victory.

C.They were ready to fight more

battles.

D.They were facing severe hardships.

Part A
Based on details on pg.44, what can the
reader infer about the Continental Army
after The Battle of Saratoga?

This question has two parts. First, answer Part A. Then answer Part B.

The text says the
soldiers "were not
prepared for it" and

didn't have winter coats

or shoes.

The text tells us the

soldiers were tired, cold,
and didn't have proper

clothes.

The text doesn't

mention any
celebrations.

With their lack of proper
clothes and injured feet,

they weren't ready to

fight

?O

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A.They destroyed bridges, and they built dams so

rivers would overflow onto the roads.

B.These tactics gave the soldiers time to set up

defenses near Saratoga, New York.

C.In September 1777, the British attacked the forts

near Saratoga.

D.It was a bitterly cold winter, and the soldiers

were not prepared for it.

This question has two parts. First, answer Part A. Then answer Part B.

?O

Part B
Which sentence from the selection supports the
answer to Part A?

A. The British army won a decisive victory over the

Continental forces

B. The Continental Army retreated and regrouped for a

future attack

C. The British general and over 6,000 soldiers surrendered
D. Both sides agreed to a ceasefire and withdrew from

the battlefield

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What was the outcome of the Battle of
Saratoga?

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Definition
Examples

Image
Synonym

a technique or maneuver used
for achieving a goal,
especially in battle (noun)

These tactics gave the soldiers
time to set up defenses near
Saratoga, New York.

● plans
● tricks
● strategies
● methods

tactic

“Chapter 5: It’s War!” Vocabulary

Ⓐ Kościuszko shared certain strategies that the Continental
Army might use to slow down the British army. Ⓑ At
Kościuszko’s suggestion, the Continental soldiers cut down
trees and let them fall across roads as they retreated.
Ⓒ They destroyed bridges, and they built dams so rivers
would overflow onto the roads. Ⓓ These tactics gave the
soldiers time to set up defenses near Saratoga, New York.

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Which sentence suggests Tadeusz Kościuszko’s
work with the Continental Army was
effective?

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Based on the details in the text, what can the reader infer about
the Continental Army? Support your answer using evidence from
the text.

SCR

Look-fors in SCR responses:
❏ A complete response will provide

one of the possible responses.

❏ Evidence is accurately used to

support the response.

❏ The response and the evidence to

support it are based on the text.

1 point

2 points

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Based on the details in the text, the reader can infer
that the Continental Army was resourceful in their
fight against the British forces. For example, they cut
down trees to block roads and built dams to flood
them. This shows they could use nature in resourceful
ways to slow down the British army.

Based on the details in the text, what can the reader infer about
the Continental Army? Support your answer using evidence from
the text.

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Closing

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DOL: Given an
informational text,
students will
correctly make
inferences and use
evidence to support
understanding in at
least 4 of 5
questions.

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