Inferring Strategy Demonstration PPT

7/30/2019 Inferring Strategy Demonstration PPT

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S

InferringStrategy DemonstrationUniversity of New EnglandEDU 742


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Inferring

S To make inferences, a reader must figure out what an

author meant but did not say.


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Inferring

S To infer deeper meaning about text students use

Connections

Questioning

Predictions

Visualizing


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Inferring with Connections

When inferring with connections, the reader surmises

information from the cover of the book, prior knowledge, and

illustrations.

I think

Iknowbecause

Is there a theme?

What clues do Iget from the cover,back, first pageand illustrations?


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Inferring with Questions

Before Reading

S When inferring with questions the reader must incorporatequestions and wonder before reading.

Categorizes questions

1. Questions answered in the text.2. Questions not answered in the text.

Question not answered in text are more likely open-ended.


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I think the main characteris thinking or feeling.Iknow this because of

My experiences

The text clues

I infer the character and

theme is. Because.My Experiences

Text clues

What have I inferred sofar?

What clues from the textand my experiences

helped me?

What kind of comparisonscan I make an I infer?

______ is like_____because.

What are the causes and

During

Reading

(Oczkus,2004


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I think the maincharacter is

a_______ personbecause_______

I infer that the themeis _____

because_____

My experiences

Text clues..

What kind ofcomparisons did Iinfer? ________ is

like______.

The main causesof______ are________.

What helped meinfer?

Which text clues andconnections were

most helpful?

After ReadingThe author didnt say___________

But I knew____________

because

(Oczkus,20


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Inferring with Prediction

S Inferring with prediction, the reader must understand

that the he or she will either confirm or dismiss the

prediction with information from the text. Inferring isnt a

defined answer.

(Alvermann,2004)


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Inferring with visualization

S Inferring with visualization, students use illustrations or

themes to gain information to become metacognitive, or

aware of their own thinking.

Pictures books

Poetry

Content area text books

(Alvermann,2004

)


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Lesson 1

Picture Book Detectives

Assignment to infer using connections and visualization:

1.After reading a picture book with partner or independently, study all the

illustrations again. Which illustrations show examples of inferences? Watch for

clues that are in the illustrations but were NOT in the words.

2. Use the chart below to record page number, what you see, the clues from the

book or your experience, and your inference.

Oczkus,2004)


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Lesson 2

Pull a PassageAssignment to infer using connections and personal knowledge:

1.As you read a text, watch out for sentences or passages that force you to make

inferences. Watch for character feelings.

2. Work with a partner or team and copy a passage directly from the text and write atleast two inferences you made with that passage. Tell which clues helped you.

3. Share your passage with the class. Ask the other students if they have additional

inference that they are making with the text.


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Lesson 2

Graphic Organizer

Pull a Passage

(teacher.scholastic.com)


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Lesson 2

Pull a Passage Chart

Sentence orPassage

Inference #1 Inference#2

Title of Book: The author didnt

say

The author didnt

say

Author: But I know that But I know that

Passage &page # Because the

clues from the

text were

Because the

clues from the

text were(Oczkus,2004)


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Lesson 3

Inferring Chart

Assignment to infer with questions and predictions:

1. Preview a text and write predictions and questions you mayhave before reading. Paste questions to chart paper.

2. After reading answer questions on separate paper.

3. Categorize questions as either questions answered in the textor questions that require inferring. Paste response to chart.


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Lesson 3

Questions I havebefore Reading

Questions withanswers in the text(example and pg#)

Inference Questions(my information +textclues)

(Oczkus,2004)


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Lesson 3

Differentiation

Struggling Readers: Work in a strategy group with students

who have trouble inferring. Create the chart and guide

students as they infer answers to questions. Encourage

students to use why, how, could, would, or should as question

beginnings.

Gifted Students: Students will create as many inferential

questions that they can ask a partner or class. Make a game

show or board game with question and answers


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Lesson 3

S Differentiation

S Guided Reading: Work in small groups to build predict,

question, infer charts with guided reading material.

S Literature Groups: Each student brings two questions for

the group chart. After reading, the discussion director

leads the group in answering and categorizing the

questions.


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Lesson 4

Questions for a Dinner Party

Assignment to infer using visualization, connection, andquestioning.

Students are to choose a character from a story that they would like tomeet.

Students keep a log of questions they would ask a character from a textthat they have read.

Students role play as characters from the story. Students create adinner party setting and ask their questions.

Materials: Fiction or Nonfiction text, costumes optional, dinner partydishes.


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Lesson 4

S As you read, think of questions you would ask the main character and

the author if could meet them. Write at least three questions to askeach character. Use the questions and role play a dinner party. Take

turns asking questions as you role play as a character. Some

possibilities to start questions are included in the following chart.

What if How couldyou

Why didyou

What doyou think

If you could

have

How did you

feel when

When did

you realize

What would

you have

done

differently

(Oczkus,2004)


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Lesson 4

I would like toask____thesequestions.

1.

2.

3.

I would like toask_______thesequestions.

1.

2.

3.

(Oczkus,2004


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Lesson 4

S Differentiation

S Struggling Readers: Conference often with readers before the class orliterature circles play diner party to rehearse and write questions andanswers.

S Guided Reading: While students read a selection, as them to keep track ofquestions they will ask characters at the dinner party. Role play duringreading. Observe how students infer answers and the quality of their

questions.

S Group Work: Vary the groups and partners often. Have students preparequestions ahead of time and role play. Have one discussion leader pergroup. Read titles and questions to assure inferring is taking place. Mixstudents to have dinner parties with different themes/genres.


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Assessment Rubric

S Making Connections

S ____ Student identifies possible connections upon initial contactwith the material. Includes either text to self, text to text, and textto world.

S ____ Before, during, and after reading student can identify

connections to self, other texts, and the world.

S _____ After reading student can reflect on which connections weremost useful in understanding the text.

S Notes/Observations:

(Oczkus,2004)


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Assessment Rubric

S Making Connections:

Students complete the following reflection questions.

S Name:

1.When I read I make connections. This meansI___________________________.

2. Some examples from my reading_________________________.

3. Making connections helps me understand what I readbecause_______________________.

Oczkus 2004


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Assessment Rubric

S Predicting/Inferring

___ Student uses text clues to make logical prediction/inferences.

___ Student uses prior knowledge to make prediction/inferences.

___ Before reading, student can tell what he/she thinks he will learn.

___ During reading, the student can identify new predictions and ell if he/she has

confirmed or changed predictions.

___ After reading student can talk about confirmation or changed predictions/inferencesmade using prior knowledge and text clues.

Notes/Observations:

(Oczkus,2004)


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Assessment Rubric

S Predicting/Inferring

S Students complete reflection questions.

Name:

1. When I predict I____________________.

2. Some examples from my reading_____________.

3. Predicting helps me understand what I readbecause_____________.

(Oczkus, 2004)


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Assessment Rubric

S Asking Question:

______ Student identifies possible questions upon initial contact with material.

_____ Students asks wonder questions before, during and after reading.

_____ During and after reading, student constructs questions using information from textusing who, what, when, where and why.

_____ During and after reading student generates inferential questions that requirebackground knowledge and text clues.

_____ After reading, student generates man idea questions.

_____ Student generates questions for author.

(Oczkus,2004)


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Assessment and Rubric

S Questioning

Student complete reflection questions

Name:

1. When I read I question. This means I______________.

2. Some examples from my reading_________________.

3. Asking questions helps me understand what I readbecause_____________________.

(Oczkus, 2004)


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References

S Alvermann,D.,Swafford,J.,&Montero,M.K.(2004). Content Area

Literacy Instruction fort he Elementary Grades. Boston, MA:Pearson Education, Inc.

S Oczkus,L.(2004). Super6 Comprehension Strategies.Norwood,MA: Christopher-Gordon Publisher, Inc.

S Marzano,R.(2004). Teaching Inference. Journal of Educational

Psychology,(96)3,437-443.

S Teacher Scholastic, Graphic organizer. Retrievedfromhttp://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/sr_allgo.pdf


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Helpful Links

S http://havefunteaching.com/worksheets/reading-

worksheets/inferences-worksheets/

S http://www.brainpopjr.com/readingandwriting/comprehens

ion/makeinferences/grownups.weml

S http://www.youtube.com/watch?v=z-Vu_CqyEpo

S http://www.youtube.com/watch?v=3UU30-0J-Iw
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Inferring Strategy Demonstration PPT

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