Reading Reading Comprehension Comprehension

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Making Inferences or Making Inferences or PredictionsPredictions

““Preparing all students to read to Preparing all students to read to succeed!”succeed!”

By Velda SchneiderBy Velda Schneider

Making Inferences & Making Inferences & PredictionsPredictions

• I chose this area because I often witness I chose this area because I often witness my students having limited background my students having limited background knowledge or I see them struggling with knowledge or I see them struggling with ways to activate their prior knowledge. It ways to activate their prior knowledge. It is so important to get students actively is so important to get students actively involved or engaged from the beginning involved or engaged from the beginning and that’s why I chose predictions or and that’s why I chose predictions or inferences. I wanted to find, and inferences. I wanted to find, and implement more ways to help my implement more ways to help my students get a great start when reading students get a great start when reading text and making connections to their text and making connections to their prior knowledge. I feel that students can prior knowledge. I feel that students can improve their comprehension and improve their comprehension and construct better meaning by improving construct better meaning by improving their inferring skills.their inferring skills.

Thoughts on Thoughts on InferencesInferences“The Art of “The Art of Predicting”Predicting”• Thinking at a higher level.Thinking at a higher level.

• Being able to infer separates good readers Being able to infer separates good readers from struggling readers.from struggling readers.

• It’s a way to gather information from It’s a way to gather information from different sources to make connections or different sources to make connections or conclusions about what the text means.conclusions about what the text means.

• It’s “reading between the lines” or finding It’s “reading between the lines” or finding the clues to better understand the text. the clues to better understand the text. (Oczkus, pg.83)(Oczkus, pg.83)

• It’s an author “showing rather than It’s an author “showing rather than telling” the emotions of a character. (R. telling” the emotions of a character. (R. Caplan from Inferring by Lori Oczkus).Caplan from Inferring by Lori Oczkus).

Purpose for Purpose for Predicting/InferringPredicting/Inferring

• If a student tries to predict more If a student tries to predict more often, then they have a greater chance often, then they have a greater chance of being right. (Jeff Zwiers, pg. 81)of being right. (Jeff Zwiers, pg. 81)

• Predictions give students motivation Predictions give students motivation and purpose for reading what they and purpose for reading what they read.read.

• To activate prior background To activate prior background knowledge with the text to develop a knowledge with the text to develop a deeper meaning and understanding deeper meaning and understanding about the text.about the text.

When should a When should a student infer?student infer?

• Before ReadingBefore Reading (the cover of a book, (the cover of a book, clues from pictures, pre-reading clues from pictures, pre-reading questions, prior knowledge for questions, prior knowledge for guessing, and clues from the first page)guessing, and clues from the first page)

• During ReadingDuring Reading (text, illustrations, (text, illustrations, text clues, experiences/prior knowledge, text clues, experiences/prior knowledge, comparisons, cause and effects)comparisons, cause and effects)

• After ReadingAfter Reading (prior knowledge, (prior knowledge, experiences, text clues, comparisons, experiences, text clues, comparisons, causes and effects, and connections to causes and effects, and connections to the text)the text)

Type of InferencesType of Inferences

• 1. Text-to-Text Inferences (Connects 1. Text-to-Text Inferences (Connects one part of a text to another) (There one part of a text to another) (There can be text-to-other-text connections can be text-to-other-text connections from authors)from authors)

• 2. Text-to-Self/World Inferences 2. Text-to-Self/World Inferences (Connects text to a student’s own (Connects text to a student’s own experiences and knowledge of the experiences and knowledge of the world around them.)world around them.)

Inferences - Best Inferences - Best Practices StrategiesPractices Strategies

• Cause and Effect TimelineCause and Effect Timeline• Venn DiagramVenn Diagram• KWL ChartKWL Chart• Sticky Symbols and DrawingsSticky Symbols and Drawings• Text TransformationText Transformation• Concept Definition MapConcept Definition Map

Cause and Effect Cause and Effect TimelineTimeline

• This is a graphic organizer timeline that This is a graphic organizer timeline that asks students to not only determine the asks students to not only determine the sequence of events in a story or sequence of events in a story or historical account but also to establish historical account but also to establish or infer the causes of those events. or infer the causes of those events.

• Make one long timeline and on divide Make one long timeline and on divide the area in half and put What the area in half and put What happened? or events on top and why or happened? or events on top and why or causes on the bottom of the organizer. causes on the bottom of the organizer. Each cause needs to be supported with Each cause needs to be supported with evidence.evidence.

Venn DiagramVenn Diagram

• This is a diagram that requires the This is a diagram that requires the learner to compare and contrast two learner to compare and contrast two items being studied.items being studied.

• Draw 2 interconnecting circles. Above Draw 2 interconnecting circles. Above each circle right the topic. Explain the each circle right the topic. Explain the compare and contrast and now have compare and contrast and now have students read the story. Fill in the students read the story. Fill in the diagram and discuss it.diagram and discuss it.

KWL ChartKWL Chart(Ogle, 1986)(Ogle, 1986)

• This is a three column organizer that we can This is a three column organizer that we can write down information on what we KNOW, write down information on what we KNOW, WANT to know, and what we have LEARNED WANT to know, and what we have LEARNED from text.from text.

• Create 3 columns on the board or a Create 3 columns on the board or a worksheet. Ask students “What they know”, worksheet. Ask students “What they know”, and have them fill in the first column. Next and have them fill in the first column. Next ask them what they want to know and have ask them what they want to know and have them fill this in the 2them fill this in the 2ndnd column and then have column and then have students read the text. Lastly, have students students read the text. Lastly, have students write what they learned in the final column.write what they learned in the final column.

Sticky Symbols and Sticky Symbols and DrawingsDrawings

• This is an activity where students create This is an activity where students create symbols and drawings on sticky notes symbols and drawings on sticky notes that are visual reminders of what is in that are visual reminders of what is in the text.the text.

• Explain concepts or ideas that we are Explain concepts or ideas that we are looking for in the text. When students looking for in the text. When students don’t understand a concept or term they don’t understand a concept or term they can write on their sticky note and put it can write on their sticky note and put it in the book. We share all sticky notes in the book. We share all sticky notes and answer the questions on them as a and answer the questions on them as a class.class.

Text TransformationText Transformation

• This is transforming a text into a This is transforming a text into a different genre.different genre.

• This will have to be modeled with This will have to be modeled with examples. Transfer the text into examples. Transfer the text into another type of writing to text. another type of writing to text. (Example: From a poem to a short (Example: From a poem to a short story)story)

Concept Definition Concept Definition MapMap

• This is a map that students create This is a map that students create starting with a key concept/idea and starting with a key concept/idea and branching out from that.branching out from that.

• Students will create concept Students will create concept maps/graphic organizers based on one maps/graphic organizers based on one main concept/idea and this keeps main concept/idea and this keeps building as other areas are mapped off building as other areas are mapped off of the original idea/concept.of the original idea/concept.

Inferences – New Inferences – New StrategiesStrategies

• Character Report CardCharacter Report Card• Cloze ConnectionsCloze Connections• Dialogue Comic StripDialogue Comic Strip• Inference AdvertisementsInference Advertisements• Prediction BasketballPrediction Basketball• Prediction ChartPrediction Chart• Prediction SignalsPrediction Signals• Show and Not TellShow and Not Tell• T+B=I Inference MachinesT+B=I Inference Machines

Character Report Character Report CardCard

• This is an activity in which the students This is an activity in which the students get to grade the characters in a book or get to grade the characters in a book or chapter on certain traits or qualities.chapter on certain traits or qualities.

• Choose a story and decide which Choose a story and decide which characters to evaluate. Brainstorm a list characters to evaluate. Brainstorm a list of traits. Write down the characters and of traits. Write down the characters and the lists. Generate a grading system and the lists. Generate a grading system and have students grade each character have students grade each character based on the traits and how they feel based on the traits and how they feel about that character. Students can about that character. Students can agree/disagree in pairs or groups as they agree/disagree in pairs or groups as they come to a consensus on each character.come to a consensus on each character.

Cloze ConnectionsCloze Connections(adapted from Dewitz, Carr & Patberg, 1987)(adapted from Dewitz, Carr & Patberg, 1987)

• This is a simple way to show how we This is a simple way to show how we connect background knowledge with connect background knowledge with text information to make inferences.text information to make inferences.

• Need to find a text in electronic form. Need to find a text in electronic form. Find words or phrases that students Find words or phrases that students can take out and change with their can take out and change with their own words. Have students underline own words. Have students underline in the text what context clues they in the text what context clues they found to help them make inferences found to help them make inferences to what the meaning was.to what the meaning was.

Dialogue Comic StripDialogue Comic Strip

• Students will create dialogues or infer Students will create dialogues or infer conversations between two objects or conversations between two objects or people.people.

• Students will modify or create three Students will modify or create three important conversations from the text important conversations from the text into dialogue bubbles. Students will try to into dialogue bubbles. Students will try to create dialogues between two objects or create dialogues between two objects or people based on what they understand in people based on what they understand in the text and then they will share these the text and then they will share these dialogues with a partner.dialogues with a partner.

Inference Inference AdvertisementsAdvertisements

• This is using magazine articles to have This is using magazine articles to have students guess how the advertisers are students guess how the advertisers are influencing them to buy their products.influencing them to buy their products.

• Show a picture of an advertisement Show a picture of an advertisement with only a few lines of texts and ask with only a few lines of texts and ask the students to infer/guess what they the students to infer/guess what they think it means. Make a chart with think it means. Make a chart with descriptions about the advertisment to descriptions about the advertisment to make sure it is understood.make sure it is understood.

Prediction BasketballPrediction Basketball

• This is a fun activity to get students This is a fun activity to get students actively involved in inferring.actively involved in inferring.

• Have students read a section of text Have students read a section of text and then write down a prediction on and then write down a prediction on a piece of paper and throw it to the a piece of paper and throw it to the front of the room or basket. Next front of the room or basket. Next open up the predictions and put open up the predictions and put them up on the board or share them them up on the board or share them with the class.with the class.

Prediction ChartPrediction Chart

• This is a way for students to find good This is a way for students to find good evidence for making predictions.evidence for making predictions.

• Give the students a prediction chart Give the students a prediction chart and give them a title of a movie then and give them a title of a movie then have them make a prediction. Next have them make a prediction. Next ask students what they predicted. Put ask students what they predicted. Put the answers on the board. Next watch the answers on the board. Next watch the first five minutes of the movie. the first five minutes of the movie. Check to see if the predictions are Check to see if the predictions are correct and go over them in class. correct and go over them in class.

Prediction SignalsPrediction Signals

• Work with prediction words that are Work with prediction words that are used as signal words.used as signal words.

• Teach a minilesson on signal words. Teach a minilesson on signal words. When you encounter a signal word When you encounter a signal word put it on a sticky note. Have them put it on a sticky note. Have them make a prediction based on this make a prediction based on this sticky note. Go over them as a class.sticky note. Go over them as a class.

Show and Not TellShow and Not Tell

• It’ a way to get student to learn how to It’ a way to get student to learn how to infer by giving them visual examples.infer by giving them visual examples.

• Bring something unfamiliar to class, Bring something unfamiliar to class, show the object and have students infer show the object and have students infer what they think it is and how it works. what they think it is and how it works. Have students share with a partner and Have students share with a partner and with the class. Show things that would with the class. Show things that would give clues as to what the item is give clues as to what the item is without actually explaining what it is. without actually explaining what it is.

T+B=I Inference T+B=I Inference MachinesMachines

• This is a visual organizer that is This is a visual organizer that is somewhat like an assembly line of the somewhat like an assembly line of the brain.brain.

• T=Text information; B=Background T=Text information; B=Background knowledge; I=Inference Machine.knowledge; I=Inference Machine.

• Make a visual organizer with one main Make a visual organizer with one main concept or idea and then put text concept or idea and then put text information and background knowledge information and background knowledge predictions off of that and show what is predictions off of that and show what is inferred as a final point on the inference inferred as a final point on the inference machine/chart.machine/chart.

Conclusions on Conclusions on InferringInferring

• In conclusion, inferring/predicting is a In conclusion, inferring/predicting is a crucial step in the reading and crucial step in the reading and comprehension process. If students can’t comprehension process. If students can’t infer then they are not getting at the deeper infer then they are not getting at the deeper meaning of the text. They need to be able to meaning of the text. They need to be able to do this so that they are thinking at a higher do this so that they are thinking at a higher level opening doors in their learning level opening doors in their learning process. If I can’t help students make process. If I can’t help students make inferences then they are not activating their inferences then they are not activating their prior knowledge and they are not making prior knowledge and they are not making the connections that they need for deeper the connections that they need for deeper understanding and meaning of text.understanding and meaning of text.

Citing Source Citing Source InformationInformation

The information in this powerpoint was The information in this powerpoint was supported through the following supported through the following sources:sources:

• ““Inferring” Chapter 4 by Lori OczkusInferring” Chapter 4 by Lori Oczkus• ““Building Reading Comprehension Building Reading Comprehension

Habits in Grades K-12” “A Toolkit of Habits in Grades K-12” “A Toolkit of Classroom Activities” by Jeff ZwiersClassroom Activities” by Jeff Zwiers

• ““Teaching Reading in the Content Teaching Reading in the Content Areas, If not me, then Who?” by Areas, If not me, then Who?” by Rachel Billmeyer and Mary Lee BartonRachel Billmeyer and Mary Lee Barton