Making Inferences from pictures & text Reading Strategies for Special Education

This unit on Making Inferences from text contains over 100 pages plus 50 google slides and was developed for students with autism and other special learning needs.

This unit provides lots of practice in making inferences first from pictures and then from passages.

• 5 sorting literal details and inferences from a picture
• 5 worksheets inferencing from a picture with guiding questions
• 3 worksheets inferencing from a picture (no guiding questions)
• 10 worksheets inferencing from passages and identifying clues used

The materials are designed to allow students with multiple levels of learning to access and engage in the activities either through step-by-step worksheets or digitally through google slides. There are many opportunities for students to engage in repeated information on making inferences, evaluating and possibly changing inferences, and identifying what clues are being used. This repetition encourages a deeper understanding of this concept.

Finally, there are group activities included that incorporate into the daily lesson.

*****This unit includes digital versions of the activities. There are 50 google slides (includes a differentiated set) and a movie version of the book.

***See Preview for a detailed look at this unit.***

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Making Inferences Unit Includes:

• 15 day lesson plan
• 29 page book on making inferences (includes a movie version)
• Vocabulary board to use with group discussions
• Power card to guide students through the steps
• Group activities
• 5 sorting literal details and inferences from a picture (includes digital version)
• 5 worksheets inferencing from a picture with guiding questions (includes digital version)
• 3 worksheets inferencing from a picture (includes digital version)
• 10 worksheets inferencing from passages and identifying clues used (includes digital version)
• Quiz (includes digital version)

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Much of what I have learned about curriculum development is incorporated in these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, we can ask students questions that will push them to think more deeply than before.

♥As always please take a moment to leave feedback or post any questions you may have.