Inferential Reading

Extensive Listening
VA SOL 3.4
c)
d)
e)

The student will expand vocabulary when reading.

Apply meaning clues, language structure, and phonetic strategies.
Use context to clarify meaning of unfamiliar words.
Discuss meanings of words and develop vocabulary by listening and
reading a variety of texts.
f) Use vocabulary from other content areas.

WIDA Grades 3-5, Level 4 Expanding: Interpret oral information and

apply to new situations, identify illustrated main ideas and supporting
details from oral discourse
Language Objectives: Infer situations, participants, goals using realworld knowledge; Distinguish between literal and implied meanings
Task 1. Formative Assessment
Instructions: (for Teacher)
Pre-activate Background Knowledge: Discuss with students whether or
not they have heard Taylor Swifts song Trouble. Ask students if they
know what the title of trouble means or is referring to. If students
dont know then have them make predictions. If the students know the
song well then ask them to look for detailed evidence.

Instructions: (for Students)

A. Watch the lyric video for Taylor Swifts song Trouble.
Listen carefully so you can answer the question What is
Taylor Swift calling trouble?

B. This time watch the video to find evidence. How did she
know he was trouble? What things did he do that made him
seem like trouble? How does she know he is trouble now?
Make a list of all the examples you can find in the song.

C. Did Taylor say directly what happened? How do you

know? What clues helped you to read between the lines
(infer)?

D. Listen one more time and try to find all of the examples
that your classmates were able to hear.

E. Create a word web for Trouble in Taylor Swifts song.