Elkhart Community Schools 1. 2 “To infer as we read is to go beyond literal interpretation and to open a world of meaning deeply connected to our lives.”

Elkhart Community Schools 1


““To infer as we read is to go To infer as we read is to go beyond literal interpretation and beyond literal interpretation and to open a world of meaning to open a world of meaning deeply connected to our lives.”deeply connected to our lives.”

~ Ellin Keene ~ Ellin Keene Author of Author of Mosaic of ThoughtMosaic of Thought

““To infer as we read is to go To infer as we read is to go beyond literal interpretation and beyond literal interpretation and to open a world of meaning to open a world of meaning deeply connected to our lives.”deeply connected to our lives.”

~ Ellin Keene ~ Ellin Keene Author of Author of Mosaic of ThoughtMosaic of Thought


InferenceInference

BackgroundKnowledge(schema)

BackgroundKnowledge(schema)

Making Connections

Making Connections

QuestioningQuestioning

PredictionsPredictions

Imagination/VisualizationImagination/Visualization

Analysis of Text: Interpretation/

Judgment

Analysis of Text: Interpretation/

Judgment

Drawing Conclusions

Drawing Conclusions


“Questioning and inferring work in tandem to enhance understanding of text.”

~ Harvey & GoudvisAuthors of Strategies That Work

“Questioning and inferring work in tandem to enhance understanding of text.”

~ Harvey & GoudvisAuthors of Strategies That Work


Students’ language provides a clue to their thinking.

Students’ language provides a clue to their thinking.


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.


It is important for the reader to have background knowledge about a text they are reading if they are expected to read inferentially.

It is important for the reader to have background knowledge about a text they are reading if they are expected to read inferentially.


Word Clues + Experience

Inference

Word Clues + Experience

Inference


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 in which they have little or no background knowledge so that we can build essential understandings before they begin reading.”


Predicting is relatedto inferring - - -

BUT

what’s the difference?

Predicting is relatedto inferring - - -

BUT

what’s the difference?


“When you read, you use all your senses. You see things in your ‘mind’s eye’ and hear the sounds you connect to that about which you are reading.”

~ Guided Reading the Four Blocks Way


“Proficient readers use images to draw conclusions, to create distinct and unique interpretations of the text, to recall details significant to the text, and to recall a text after it has been read.”

~ Ellin Keene


“Inferring is the process of taking that which is stated in text and extrapolating it to one’s life to create a wholly original interpretation that, in turn, becomes part of one’s beliefs or knowledge.”

~ Ellin Keene


“Proficient readers make connections between conclusions they draw and other beliefs or knowledge.” ~ Ellin Keene


All the processes work together. Each works in concert with the others to aid the reader in comprehending text.



Step 1 – The teacher explains the strategy (reading between the lines) using short scenarios, riddles, or charades that require students to add up clues and make a conclusion.

Step 2 – The teacher demonstrates how to apply the strategy successfully.

Step 3 – The teacher thinks aloud to model the mental processes he/she uses when he/she reads.

Step 1 – The teacher explains the strategy (reading between the lines) using short scenarios, riddles, or charades that require students to add up clues and make a conclusion.

Step 2 – The teacher demonstrates how to apply the strategy successfully.

Step 3 – The teacher thinks aloud to model the mental processes he/she uses when he/she reads.


• Do several think alouds for this strategy.

• Use picture books for students of all ages.

• 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 they observed following the think aloud.

• Do several think alouds for this strategy.

• Use picture books for students of all ages.

• 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 they observed following the think aloud.


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

Use whole group to small group model.

Use short text such as magazine and newspaper articles and poetry.

Encourage students to code their inferences with sticky notes or highlighting.

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

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

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

Use whole group to small group model.

Use short text such as magazine and newspaper articles and poetry.

Encourage students to code their inferences with sticky notes or highlighting.

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

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


Guide students’ thinking before reading by using anticipation guides or prediction guides.

Show students how to do a chapter tour or preview of nonfiction text to help them make predictions about the chapter.

Point out connections between inference and the other strategies they’ve learned.

Text sets can be used to have students reflect on inferences and compare them with different books within the set.

Use a book that can create an “anchor” experience for the class.

Guide students’ thinking before reading by using anticipation guides or prediction guides.

Show students how to do a chapter tour or preview of nonfiction text to help them make predictions about the chapter.

Point out connections between inference and the other strategies they’ve learned.

Text sets can be used to have students reflect on inferences and compare them with different books within the set.

Use a book that can create an “anchor” experience for the class.


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

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

Students can discuss and compare their inferences with other students.

The teacher confers with the students and gives them feedback.

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

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

Students can discuss and compare their inferences with other students.

The teacher confers with the students and gives them feedback.


Assessing Application of Inference

Keene’s Major Point Interview

Anecdotal Records

Journal Responses

Other Written Responses

Assessing Application of Inference

Keene’s Major Point Interview

Anecdotal Records

Journal Responses

Other Written Responses


Fiction and Poetry:

Allows a variety of interpretation

Nonfiction/Content Area Text:

Permits a narrow range of interpretation

Best for drawing conclusions, predictions, questioning, and determining importance


•Word meanings•Meanings of text•Meanings of larger themes of texts

•Word meanings•Meanings of text•Meanings of larger themes of texts


•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


• 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 a

reader 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 a

reader needs to systematically or conceptually relate the

sentence being read with the previous content. These are

sometimes called backward inferences.


• 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.


• 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 an

event 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 an

event as it unfolds.



“Art is so much more

interesting if everything

isn’t in the picture.

And so it is with inferring.”

From: I Read It But I Don’t Get It ~ Cris Tovani

“Art is so much more

interesting if everything

isn’t in the picture.

And so it is with inferring.”

From: I Read It But I Don’t Get It ~ Cris Tovani


Documents

Elkhart Community Schools 1. 2 “To infer as we read is to go beyond literal interpretation and to open a world of meaning deeply connected to our lives.”