Ticket In:Ticket In:

Write or draw your Write or draw your definition of background definition of background knowledge.knowledge.

Workshop Objectives:Workshop Objectives: To achieve a shared definition of both To achieve a shared definition of both

background knowledgebackground knowledge and and inferenceinference;; To determine the role that background To determine the role that background

knowledge plays in inferential thinking;knowledge plays in inferential thinking; To decipher inference-based performance To decipher inference-based performance

indicators/learning targets for explicit indicators/learning targets for explicit literacy instruction and on-going formative literacy instruction and on-going formative assessment.assessment.

What is background What is background knowledge?knowledge?

1. Share your definition of 1. Share your definition of background knowledge with two background knowledge with two other people.other people.

2. 2. Note what your definitions have in common.

3. 3. Note any striking differences.

Background Knowledge:Academic:Academic: DomainDomain (Biology) (Biology) TopicTopic (amphibians) (amphibians) ConceptConcept (biogenesis) (biogenesis) Vocabulary Vocabulary

(metamorphosis)(metamorphosis) Text FeaturesText Features --External (e.g. title)--External (e.g. title) --Internal (e.g. text --Internal (e.g. text

structure)structure) Reading processReading process

(strategies)(strategies)

Non-academic:Non-academic: Life experiencesLife experiences Attitudes → EFFICACYAttitudes → EFFICACY MotivationMotivation InterestsInterests ““practical intelligence” practical intelligence” (ex: best back-road to avoid (ex: best back-road to avoid

construction on Route 96)construction on Route 96)

Sternberg and Wagner (1986); www.ncrel.orgSternberg and Wagner (1986); www.ncrel.org

Marzano.(2004). ASCD.

Why background knowledge?Why background knowledge?

↓ ↓ background knowledge = ↓ background knowledge = ↓ comprehensioncomprehension

↑ ↑ background knowledge = ↑ background knowledge = ↑ comprehensioncomprehension

http://forpd.ucf.edu/strategies/QUESTION.jpg

Task: Support/Refute Statement #1

1. Note your degree of agreement or 1. Note your degree of agreement or disagreement and provide evidence.disagreement and provide evidence.

Background knowledge impacts a reader’s perspective of a text.

Strongly AgreeStrongly Agree Agree Agree Disagree Disagree 5 4 3 2 5 4 3 2

1 1

Task: Support/Refute Statement Task: Support/Refute Statement #2#2

1. Note your degree of agreement or 1. Note your degree of agreement or disagreement and provide evidence.disagreement and provide evidence.

Surface-level background knowledge is useful to comprehending text.

Strongly AgreeStrongly Agree Agree Agree Disagree Disagree 5 4 3 2 5 4 3 2

1 1

Task: Support/Refute Statement Task: Support/Refute Statement #3#3

1. Note your degree of agreement or 1. Note your degree of agreement or disagreement and provide evidence.disagreement and provide evidence.

Background knowledge must be activated to be of use.

Strongly AgreeStrongly Agree Agree Agree DisagreeDisagree

5 4 3 2 5 4 3 2 1 1

Instructional Goal: to improve comprehension via background knowledge

Activate

Confirm & Build

Apply

Share an effective strategy that you use to help students activate, apply, confirm and/or build background knowledge.

Activate

Confirm & Build

Apply

Transfer Ticket In:Transfer Ticket In:Read the following text and then write in the Read the following text and then write in the margins what you think is happening:margins what you think is happening:Hocked gems financing him, our hero bravely Hocked gems financing him, our hero bravely defied all scornful laughter that tried to defied all scornful laughter that tried to prevent his scheme. “Think of it as an egg, prevent his scheme. “Think of it as an egg, not a table,” he said.not a table,” he said.Then three sturdy sisters sought proof, forging Then three sturdy sisters sought proof, forging along sometimes through calm vastness, yet along sometimes through calm vastness, yet more often over turbulent peaks and valleys… more often over turbulent peaks and valleys… until at last welcome winged creatures until at last welcome winged creatures appeared signifying monumentous success.”appeared signifying monumentous success.”--Adapted, Dooling and Lachman. 1971--Adapted, Dooling and Lachman. 1971

Define Inference:Define Inference:Given the following definitions of inference, determine whether you inferred while you were reading the paragraph.

BK (background knowledge) + TC (text clues) = I (an inference)BK (background knowledge) + TC (text clues) = I (an inference)

What is in the mind + What is in the text = an educated guess What is in the mind + What is in the text = an educated guess

Word, phrase, quote or picture from text

Background Knowledge

Inference

“hocked gems financing him”

•“gems” brings to mind the rich and the past (gems = currency)

•“financing” = securing $ to do or get something

“him” is someone who had to sell/pawn his final assets (probably not wealthy) to support his “scheme” (efforts)

Hocked gems financing him, our hero bravely Hocked gems financing him, our hero bravely defied all scornful laughter that tried to defied all scornful laughter that tried to prevent his scheme. “Think of it as an egg, prevent his scheme. “Think of it as an egg, not a table,” he said.not a table,” he said.Then three sturdy sisters sought proof, forging Then three sturdy sisters sought proof, forging along sometimes through calm vastness, yet along sometimes through calm vastness, yet more often over turbulent peaks and valleys… more often over turbulent peaks and valleys… until at last welcome winged creatures until at last welcome winged creatures appeared signifying monumentous success.”appeared signifying monumentous success.”

Christopher ColumbusChristopher Columbus

Let’s Process:Let’s Process:

Did your thinking shift Did your thinking shift as new information as new information was added?was added?

Miller, Debbie. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland: Stenhouse, 2002.Miller, Debbie. Reading with Meaning: Teaching Comprehension in the Primary Grades. Portland: Stenhouse, 2002.

Capturing shifting student thinking:Capturing shifting student thinking:

As you are presented with As you are presented with information, fill in the provided information, fill in the provided double-entry diary:double-entry diary:Text Clue Inference

He put down $10.00 at the window. The woman behind the window gave $4.00. The person next to him gave him $3.00,

but he gave it back to her. So, when they went inside, she bought him a large bag of popcorn.

Beers, Kylene. Beers, Kylene. When Kids Can’t Read What Teachers Can Do: A Guide for Teachers 6-12. When Kids Can’t Read What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth: Heinemann, Portsmouth: Heinemann, 2003.63.2003.63.

Let’s Process:Let’s Process:Beers’ inferences (64)Beers’ inferences (64)

How do I determine the types of How do I determine the types of inferences that I should model?inferences that I should model?

Get metacognitive– Read with an eye Get metacognitive– Read with an eye to I!to I!

Explore the kinds of inference-based Explore the kinds of inference-based questions that are on your questions that are on your assessments.assessments.

ELA Grade 3, January 2008 ELA Grade 3, January 2008 “ “Balloon Volleyball” Balloon Volleyball”

Questions 16, 18 and 19Questions 16, 18 and 19

Social Studies Grade 5: Nov. 2008Social Studies Grade 5: Nov. 2008 Questions 4, 17 and 20Questions 4, 17 and 20

When we infer,we…

Predict Draw Conclusions Interpret Evaluate

“ Inferring is the bedrock of

comprehension.”

-Harvey and Goudvis

Instructional Tips:Instructional Tips:1. 1. Turn the word Turn the word inferinfer or or inference inference

into something “more into something “more concrete”:concrete”:

Define inference for students Define inference for students Allow students to generate their Allow students to generate their

own definitions…own definitions…

Kid Talk:Kid Talk: ““To make discoveries the author doesn’t tell you To make discoveries the author doesn’t tell you

in the words.”in the words.” ““Finding an inference is like being a detective. Finding an inference is like being a detective.

You look for clues and put them together with You look for clues and put them together with what youwhat you already know to figure out the secrets already know to figure out the secrets in the book.”in the book.”

““An inference is when you spill your thinking on An inference is when you spill your thinking on the book.”the book.”

““When I infer, I have a conversation with the When I infer, I have a conversation with the book. It tells me what it knows and I tell it what I book. It tells me what it knows and I tell it what I know.”know.”

Instructional Tips:Instructional Tips:

2. 2. Generate a list of types of Generate a list of types of inferences on a large poster that inferences on a large poster that you/students can point toyou/students can point to

*Form a conclusion*Recognize bias*figure out unknown words

INFER:

3. Give kids tools to hold their thinking:

•Oral language•Questioning•Writing•Projects & performances

4. Elicit evidence of student thinking and learning:

Oral Language:

Written Language:

“Outlandish Responses: Taking Inferences Too Far” (97-106).

Distinguish between fact and opinion,with assistance (grade 4).