2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team

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2014 ELAR Content Blitz Presented by Region 18 ESC ELAR Team Slide 2 Link to todays presentation: go.esc18.net/elarresources Slide 3 K-2: Tracy Harper: tharper@esc18.nettharper@esc18.net K-2: Carolyn Johnson: cjohnson@esc18.netcjohnson@esc18.net 3-5: Christel Applon: capplon@esc18.netcapplon@esc18.net 3-5: Robyn Jackson: rjackson@esc18.netrjackson@esc18.net 6-8: Donna Walker: dwalker@esc18.netdwalker@esc18.net EOC: Laura Kile: lkile@esc18.netlkile@esc18.net EOC: Becky Ramirez: bramirez@esc18.netbramirez@esc18.net EOC: Lindsey Lumpkin: llumpkin@esc18.netllumpkin@esc18.net ESC 18 ELAR Team Contact Info: Slide 4 Objectives for Today: Determine the role Figure 19 plays in the ELA classroom Dig into the data Develop a deeper understanding of inferencing Apply todays knowledge to the classroom setting Slide 5 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 Slide 6 Norms for Today: Be professional & courteous Be open to new ideas Focus on student achievement Slide 7 What is Figure 19? How does it relate to my lesson plans? http://go.esc18.net/datapdf Slide 8 Reflect and Respond: What does this data say to YOU? How will it impact your year? Slide 9 How are Figure 19 standards assessed? What does this data mean for K-2 students? Slide 10 Introducing Inferencing Slide 11 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 Slide 12 Inferencing: New Information from text Can be simple or complex Poor Inferencing causes poor comprehension, NOT VICE-VERSA! Effective Teaching of Inference Skills for ReadingEffective Teaching of Inference Skills for Reading Anne Kispal National Foundation for Educational Research Information from text Slide 13 Slide 14 More than one type of inferencing?! Right There Inferences Bridging the Gap Inferences Feelings Inferences Big Picture Inferences Slide 15 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 Slide 16 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. Slide 17 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. Slide 18 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. Slide 19 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 Slide 20 Slide 21 Inferencing: K-12 Inferencing is a foundational concept, important at every grade level. Slide 22 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 Slide 23 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? Slide 24 What Do Teachers Do to Ensure Student Success? 1. Model, model, model 2. Choose Right Texts 3. Build Vocab 4. 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 Knowledge 8. Listen to Stories on Tape 9. Cross Curricular Work