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2014 ELAR Content BlitzPresented by Region 18 ESC ELAR Team
K-2: Tracy Harper: tharper@esc18.net
K-2: Carolyn Johnson: cjohnson@esc18.net
3-5: Christel Applon: capplon@esc18.net
3-5: Robyn Jackson: rjackson@esc18.net
6-8: Donna Walker: dwalker@esc18.net
EOC: Laura Kile: lkile@esc18.net
EOC: Becky Ramirez: bramirez@esc18.net
EOC: Lindsey Lumpkin: llumpkin@esc18.net
ESC 18 ELAR Team Contact Info:
Objectives for Today:
❏ Determine the role Figure 19 plays in the ELA classroom
❏ Dig into the data
❏ Develop a deeper understanding of inferencing
❏ Apply today’s knowledge to the classroom setting
Objectives for the Year:★ Three face-to-face trainings
■First component - raise awareness of low performing SEs through whole group discussion and practice
■Second component - Campus support
Norms for Today:
❏ Be professional & courteous
❏ Be open to new ideas
❏ Focus on student achievement
What is Figure 19? How does it relate to my lesson plans?
http://go.esc18.net/datapdf
Reflect and Respond:
❏What does this data say to YOU? ❏How will it impact your year?
How are Figure 19 standards assessed?
❏What does this data mean for K-2 students?
Introducing Inferencing
Drawing Conclusions
Making Generalizations
Making Predictions
Our focus of the year: Inferencing
Inference – a logical guess made by connecting bits of information.
Readers make inferences by drawing conclusions,
making generalizations, and making predictions.
TEKS Resource System
Inferencing: New
Information
Information
from text
Can be simple or complex
Poor Inferencing causes poor comprehension, NOT VICE-VERSA!
Effective Teaching of Inference Skills for Reading Anne Kispal National Foundation for Educational Research
Information
from text
More than one type of inferencing?!
Right There Inferences
Bridging the Gap Inferences
Feelings Inferences
Big Picture Inferences
The rain kept Tom indoors all afternoon.The reader understands that Tom wanted to go out but that the unpleasant weather conditions prevented this.
Peter begged his mother to let him go to the party. The reader would have to realize that the pronouns “his” and “him” refer to Peter to understand the sentence.
Right There Inferences
Bridging the Gap Inferences
Katy dropped the vase. She ran for the dustpan and brush to sweep up the pieces.The reader would have to realize that the vase broke to supply the connection between these sentences.
Big Picture Inferences
It was 8:30 on Thursday night. Emily stared at the large, empty presentation board on her bed. Then she looked at the stack of books about Abraham Lincoln on her desk. She began to cry.The reader would have to put the pieces of information together along with prior knowledge to identify the main point of these sentences.
Feelings Inferences
I reached in and let him lick my hand. 'Yeller,' I said, 'I'll be back. I'm promising that I'll be back.' The reader uses emotional understanding to infer that the speaker is hesitant to leave. The emphasis on coming back implies some kind of impending struggle.
When are students making these inferences?
Right There Inferences
Bridging the Gap Inferences
Feelings Inferences
On-line Inferences (during reading)
Off-line Inferences (after reading)
Big Picture Inferences
Inferencing: K-12
Inferencing is a foundational
concept, important at every grade
level.
Inferencing: K-12
1st - 6th (Fig 19 D): make inferences about text and use textual evidence to support
understanding
7th - 10th (Fig 19 D, Fig 19 B): make complex inferences about text and use textual evidence
to support understanding
11th -12th (Fig 19 B): make complex inferences (e.g., inductive and deductive) about text and use
textual evidence to support understanding
K (Fig 19 D): make inferences based on the cover, title, illustrations, and plot
What Do Students With Successful Inferencing Skills Do?
They:❏ are active readers who want to make sense of text❏ monitor comprehension and repair misunderstanding❏ have rich vocabularies❏ have competent working memories
Points to Ponder
Question: What do teachers do to ensure student success?
What Do Teachers Do to Ensure Student Success?1. Model, model, model
2. Choose Right Texts 3. Build Vocab4. Look at Title & Text Structure 5. Make Predictions
Points to Ponder
6. Question Character Relationships, Goals, Motivations
a. “How do you know?”b. “Why?”
7. Generate, Discuss, Clarify Prior Knowledge8. Listen to Stories on Tape9. Cross Curricular Work
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