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2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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Page 1: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

2014 ELAR Content BlitzPresented by Region 18 ESC ELAR Team

Page 2: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

Link to today’s presentation:go.esc18.net/elarresources

Page 4: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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

Page 5: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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

Page 6: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

Norms for Today:

❏ Be professional & courteous

❏ Be open to new ideas

❏ Focus on student achievement

Page 7: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

What is Figure 19? How does it relate to my lesson plans?

http://go.esc18.net/datapdf

Page 8: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

Reflect and Respond:

❏What does this data say to YOU? ❏How will it impact your year?

Page 9: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

How are Figure 19 standards assessed?

❏What does this data mean for K-2 students?

Page 10: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

Introducing Inferencing

Page 11: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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

Page 12: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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

Page 14: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

More than one type of inferencing?!

Right There Inferences

Bridging the Gap Inferences

Feelings Inferences

Big Picture Inferences

Page 15: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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

Page 16: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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.

Page 17: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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.

Page 18: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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.

Page 19: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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

Page 21: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

Inferencing: K-12

Inferencing is a foundational

concept, important at every grade

level.

Page 22: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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

Page 23: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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?

Page 24: 2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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