Give Me a Clue - Inferencing Game
If you are looking for a fun activity to introduce inferencing to your class, then this is the one for you. All you need are these cards and some headbands! Students wear a picture card on their head and must try and guess what it is, using the clues given to them by their classmates as well as their prior knowledge.
The game can be played as a whole class or in small group rotations. It is a terrific introduction to the Making Inferences unit.
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Learning goals
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
- We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
Curriculum alignment
AC9E1LY05
9
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
AC9E2LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
AC9EFLY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
ACELY1660
8.4
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
ACELY1670
8.4
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
EN1-4A
old
Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-RECOM-01
new
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
VCELY186
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
VCELY222
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Extensions
Using the blank template, students can design their own picture cards and write some clues to help others guess what the picture may be.
Teach it your way
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