inference - conclusion - 7

8/3/2019 Inference - Conclusion - 7

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Elkhart Community Schools 1


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ToTo inferinfer asas wewe readread isis toto gogo

beyondbeyond literalliteral interpretationinterpretation andand

toto openopen aa worldworld ofof meaningmeaning

deeplydeeply connectedconnected toto ourour liveslives..

~ Ellin Keene~ Ellin KeeneAuthor ofAuthor ofMosaic of ThoughtMosaic of Thought

ToTo inferinfer asas wewe readread isis toto gogo

beyondbeyond literalliteral interpretationinterpretation andand

toto openopen aa worldworld ofof meaningmeaning

deeplydeeply connectedconnected toto ourour liveslives..

~ Ellin Keene~ Ellin KeeneAuthor ofAuthor ofMosaic of ThoughtMosaic of Thought


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InferenceInference

Background

Knowledge

(schema)

Background

Knowledge

(schema)

Making

Connections

Making

ConnectionsQuestioningQuestioning

PredictionsPredictions

Imagination/

Visualization

Imagination/

Visualization

Analysis of Text:

Interpretation/

Judgment

Analysis of Text:

Interpretation/

Judgment

Drawing

Conclusions

Drawing

Conclusions


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Questioning and inferring

work in tandem to enhance

understanding of text.~ Harvey & Goudvis

Authors ofStrategies That Work

Questioning and inferring

work in tandem to enhance

understanding of text.~ Harvey & Goudvis

Authors ofStrategies That Work


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Students language

provides a clue to

their thinking.

Students language

provides a clue to

their thinking.


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Readers are able to think

inferentially when they

connect their background of

information, ideas, and

experiences with the text.

Readers are able to think

inferentially when they

connect their background of

information, ideas, and

experiences with the text.


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It is important for the reader to

have background knowledge

about a text they are reading ifthey are expected to read

inferentially.

It is important for the reader to

have background knowledge

about a text they are reading ifthey are expected to read

inferentially.


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Word Clues

+ Experience

Inference

Word Clues

+ Experience

Inference


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Dorothy Strickland shares, For struggling

readers, it is critical that we not only activate

their knowledge of topics they must read about

and study, but also be aware of situations inwhich they have little or no background

knowledge so that we can build essential

understandings before they begin reading.


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Predicting is related

to inferring - - -

BUT

whats the difference?

Predicting is related

to inferring - - -

BUT

whats the difference?


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When you read, you use all your

senses. You see things in your

minds eye and hear the sounds you

connect to that about which you are

reading.~Guided Reading the Four Blocks Way


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Proficient readers use images todraw conclusions, to create distinct

and unique interpretations of the

text, to recall details significant to thetext, and to recall a text after it has

been read.

~E

llin Keene


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Inferring is the process of takingthat which is stated in text and

extrapolating it to ones life to create

a wholly original interpretation that,in turn, becomes part of ones beliefs

or knowledge.

~E

llin Keene


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Proficient readersmake connections

between conclusions

they draw and otherbeliefs or knowledge.

~Ellin Keene


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All the processes

worktogether.

Each works in

concert with

the others toaid the reader

in comprehending text.


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Step 1 The teacher explains the strategy(reading between the lines) using shortscenarios, riddles, or charades that requirestudents to add up clues and make aconclusion.

Step 2 The teacher demonstrates how toapply the strategy successfully.

Step 3 The teacher thinks aloud to modelthe mental processes he/she uses whenhe/she reads.

Step 1 The teacher explains the strategy(reading between the lines) using shortscenarios, riddles, or charades that requirestudents to add up clues and make aconclusion.

Step 2 The teacher demonstrates how toapply the strategy successfully.

Step 3 The teacher thinks aloud to modelthe mental processes he/she uses whenhe/she reads.


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Do several think alouds for thisstrategy.

Use picture books for students of allages.

Students are only observers at this stage.

Demonstrate the use of sticky notes to

code connections, questions, predictions,conclusions, judgments, etc.

Allow students to discuss what theyobserved following the think aloud.

Do several think alouds for thisstrategy.

Use picture books for students of allages.

Students are only observers at this stage.

Demonstrate the use of sticky notes to

code connections, questions, predictions,conclusions, judgments, etc.

Allow students to discuss what theyobserved following the think aloud.


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Use a variety of lifted text from different types ofbooks giving everyone a copy or using the overhead.

Use whole group to small group model.

Use short text such as magazine and newspaperarticles and poetry.

Encourage students to code their inferences withsticky notes or highlighting.

Use concept maps, two-column notes, and marginwriting to record thinking.

Engage students in conversation about theirinferences with the text with partners or whole group.

Use a variety of lifted text from different types ofbooks giving everyone a copy or using the overhead.

Use whole group to small group model.

Use short text such as magazine and newspaperarticles and poetry.

Encourage students to code their inferences withsticky notes or highlighting.

Use concept maps, two-column notes, and marginwriting to record thinking.

Engage students in conversation about theirinferences with the text with partners or whole group.


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Guide students thinking before reading by usinganticipation guides or prediction guides.

Show students how to do a chapter tour or previewof nonfiction text to help them make predictionsabout the chapter.

Point out connections between inference and theother strategies theyve learned.

Text sets can be used to have students reflect oninferences and compare them with different bookswithin the set.

Use a book that can create an anchor experience

for the class.

Guide students thinking before reading by usinganticipation guides or prediction guides.

Show students how to do a chapter tour or previewof nonfiction text to help them make predictionsabout the chapter.

Point out connections between inference and theother strategies theyve learned.

Text sets can be used to have students reflect oninferences and compare them with different bookswithin the set.

Use a book that can create an anchor experience

for the class.


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The teacher gives the students text that is easyto read on their own.

Students may practice their strategy alone, inpairs, or in small groups such as book clubs orliterature circles.

Students can discuss and compare theirinferences with other students.

The teacher confers with the students andgives them feedback.

The teacher gives the students text that is easyto read on their own.

Students may practice their strategy alone, inpairs, or in small groups such as book clubs orliterature circles.

Students can discuss and compare theirinferences with other students.

The teacher confers with the students andgives them feedback.


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Assessing Application of Inference

Keenes Major Point Interview

Anecdotal Records

Journal Responses

Other Written Responses

Assessing Application of Inference

Keenes Major Point Interview

Anecdotal Records

Journal Responses

Other Written Responses


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Fiction and Poetry:

Allows a variety of interpretation

Nonfiction/Content Area Text:

Permits a narrow range of

interpretation

Best for drawing conclusions,predictions, questioning, anddetermining importance


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Word meaningsMeanings of text

Meanings of largerthemes of texts

Word meaningsMeanings of text

Meanings of largerthemes of texts


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Predicting Words In Text

(before reading)

Vocabulary Strategy:

Connect Two

Cloze Technique

Guess the Covered Word

Predicting Words In Text

(before reading)

Vocabulary Strategy:

Connect Two

Cloze Technique

Guess the Covered Word


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Anaphoric Inferences: A pronoun or noun-

phrase that refers to a previous text constituent

or to an entity already introduced in the mental

model.

Bridging Inferences: These are any inferences that areader needs to systematically or conceptually relate the

sentence being read with the previous content. These are

sometimes called backward inferences.

Anaphoric Inferences: A pronoun or noun-

phrase that refers to a previous text constituent

or to an entity already introduced in the mental

model.

Bridging Inferences: These are any inferences that areader needs to systematically or conceptually relate the

sentence being read with the previous content. These are

sometimes called backward inferences.


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Explanation Based Inferences: The event being read

about is explained by a causal chain or network of previous

events. These are sometimes called causal antecedent

inferences.

Goal Inferences: The reader infers that an agent has a

motive that explains an intentional action.

Elaborative Inferences: These are properties of

entities, facts, and other associations that are not explained

by causal mechanisms.

Explanation Based Inferences: The event being read

about is explained by a causal chain or network of previous

events. These are sometimes called causal antecedent

inferences.

Goal Inferences: The reader infers that an agent has a

motive that explains an intentional action.

Elaborative Inferences: These are properties of

entities, facts, and other associations that are not explained

by causal mechanisms.


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Predictive Inferences: The reader forecasts what

events will causally unfold after the current event that is

being read. These are sometimes called causal consequences

or forward references.

Process Inferences: These inferences specify the

detailed steps, manner, or dynamic characteristics of anevent as it unfolds.

Predictive Inferences: The reader forecasts what

events will causally unfold after the current event that is

being read. These are sometimes called causal consequences

or forward references.

Process Inferences: These inferences specify the

detailed steps, manner, or dynamic characteristics of anevent as it unfolds.


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Art is so much moreinteresting if everything

isnt in the picture.And so it is with inferring.

From: I ReadIt ButI Dont GetIt ~ Cris Tovani

Art is so much moreinteresting if everything

isnt in the picture.And so it is with inferring.

From: I ReadIt ButI Dont GetIt ~ Cris Tovani


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