Weekly Teaching Points: Making Inferences Within Wonder .
September 13, 2018Unit 1 - Week 2Weekly Teaching Points: Making Inferences within Wonder Looking at the actions/thoughts/feelings of acharacter Comparing/Contrasting Characters
September 13, 2018Making Inferences about Characters - Using WonderToday we are going to practice using the text to makeinferences about characters as we read.
September 13, 2018What are INFERENCES?Click on the image above for a quick review video about inferences.
September 13, 2018When we make inferences - it is very important that we useTEXT EVIDENCE to support our inference.When using text evidence, it is important that we quote directly and explicitlyfrom the text! If we do not support our inference with text evidence, we cannotprove our thinking.Let's practice using Wonder.
September 13, 2018What inference can we make about the characters from Wonder?Read the following excerpts. What inference can we make?TEXT EVIDENCE. I could tell I was being stared at without evenlooking up. I knew that people were nudgingeach other, watching me out of the corners oftheir eyes. I thought I was used to those kindsof stares by now, but I guess I wasn't. "We're kind of like Beauty and the Beast." "Why do I have to be so ugly, Mommy?" I whispered.INFERENCE about AUGUST.
September 13, 2018With your reading partner.Select 2 characters to make an inference about. Be sure to useevidence from the text to support your inference.MomDadViaSummerJackCharlotteJulian
September 13, 2018Characters' actions.Today we are going to look at and analyze the actions ofcharacters in our books. We will discuss what these actions tell usabout our characters and what the actions of others can tell usabout our characters. This will continue to help us build theoriesabout our characters as we read.
September 13, 2018Let's start off with a quick story that most of us are very familiar:CINDERELLAWho would like to volunteer to give us a very brief summary of the storyof Cinderella?Okay, now that we have been reminded of the story, let's look atCinderella, the character.
September 13, 2018CINDERELLAWhat does Cinderella do?What does this tell us about Cinderella?Think about her actions.
September 13, 2018CINDERELLAHow do the otherWhat does this tell us about Cinderella?characters treat Cinderella?
September 13, 2018What theories can we build about Cinderella?Suggestions. Cinderella is kind. She doesn't get hateful with her stepmother or stepsisters evenwhen they are so mean to her. Cinderella is naive. She expects everyone to be sweet to everyone else. Shedoesn't really understand how or why someone would be jealous. Cinderella doesn't fit the stereotype of a heroine - she isn't brave and doesn't tryto fix the world. Her story is all about herself.
September 13, 2018Now, can we apply this strategy of looking at the actions and how characterstreat our main character to help us build a theory about August?With your reading partner, discuss the following. Jot your ideas down in your journal.1.) How does August act? What does he do?2.) Think about the actions of the other characters.Mom, Mr. Tushman, Mrs. Garcia, Julian, Jack, Charlotte3.) What theories can we make about August?Teacher should select one ortwo groups to share theirideas.
September 13, 2018So readers, when you read today and every day, pay close attention to theactions and choices of the characters and think about what these actionsreveal about them as people. Also pay attention to the ways the othercharacters treat the main character in the books that you are reading. Thinkabout what this reveals about them. Record your ideas about the charactersin your books on sticky notes as you read.
September 13, 2018Today's Objective: Readers compare and contrast characters to drawconclusions about the text.Today we are going to review how to compare and contrastcharacters, and how this makes us better readers.
September 13, 2018Let's start with the vocabulary from our objective. Using your prior knowledge,what definitions can we give for each of the following?COMPARE: to show how two things are similar - ALIKECONTRAST: to show how two things are different - DIFFERENTDRAW CONCLUSIONS:using the information given, along with ourprior knowledge to make a reasonablejudgment
September 13, 2018Key Words to help us remember.COMPAREbothalsojust likealikeas well assimilarlyWhen you see the pencil, it's note time!CONTRASTalthoughbuton the other handhoweverunlikewhilewhereasyet
September 13, 2018Drawing Conclusions. the idea is very similar to making an inference.You are using what you know [PK], what you learn from the text[TE], to make a reasonable judgment about a character or story.Example:Julie and Jesse walked into math class together. The teacher looked up and said,"Oh good. You are just in time for the pop quiz on last night's homework!" Juliegroaned and started to sweat. Jesse just smiled as she took her seat. Once seated,both girls got out their pencils and began looking at the quiz. Jesse began working outproblem number one. Julie just sat there gnawing on her pencil.Let's break down what we know.
September 13, 2018Prior Knowledge- students that groan are usuallyPKnervous or upset about somethingText Evidence- Jesse smiles and begins working outTEthe first question- people gnaw on their pencils when - Julie is gnawing on her pencil, shethey are nervous- students that are prepared forquizzes don't mind taking themgroaned, began sweatingCONCLUSIONI can conclude that Jesse is prepared for her quiz and did her homework, while Julieis nervous and not sure how to solve the questions. Jesse will probably make ahigher score on the quiz.
September 13, 2018Now, let's put it all together and practice.We are going to read the fable, "The Tortoise and the Hare" byAesop. After we read it together, we will discuss how the twocharacters are similar and different. Then we will create agraphic organizer comparing the two characters. Finally, we willdraw conclusions about the characters.
September 13, 2018The Tortoise and the HareOnce upon a time there was a hare who, boasting how he could run faster than anyone else, was forever teasingtortoise for its slowness. Then one day, the irate tortoise answered back: “Who do you think you are? There’s nodenying you’re swift, but even you can be beaten!” The hare squealed with laughter.“Beaten in a race? By whom? Not you, surely! I bet there’s nobody in the world that can win against me, I’m sospeedy. Now, why don’t you try?”Annoyed by such bragging, the tortoise accepted the challenge. A course was planned, and the next day at dawnthey stood at the starting line. The hare yawned sleepily as the meek tortoise trudged slowly off. When the hare sawhow painfully slow his rival was, he decided, half asleep on his feet, to have a quick nap. “Take your time!” hesaid. “I’ll have forty winks and catch up with you in a minute.”The hare woke with a start from a fitful sleep and gazed round, looking for the tortoise. But the creature was only ashort distance away, having barely covered a third of the course. Breathing a sigh of relief, the hare decided hemight as well have breakfast too, and off he went to munch some cabbages he had noticed in a nearby field. But theheavy meal and the hot sun made his eyelids droop. With a careless glance at the tortoise, now halfway along thecourse, he decided to have another snooze before flashing past the winning post. And smiling at the thought of thelook on the tortoise’s face when it saw the hare speed by, he fell fast asleep and was soon snoring happily. The sunstarted to sink, below the horizon, and the tortoise, who had been plodding towards the winning post since morning,was scarcely a yard from the finish. At that very point, the hare woke with a jolt. He could see the tortoise a speckin the distance and away he dashed. He leapt and bounded at a great rate, his tongue lolling, and gasping for breath.Just a little more and he’d be first at the finish. But the hare’s last leap was just too late, for the tortoise had beatenhim to the winning post. Poor hare! Tired and in disgrace, he slumped down beside the tortoise who was silentlysmiling at him.“Slowly does it every time!” he said.
September 13, 2018H-Chart OrganizerThere are many different organizers to C & C two characters, Venn Diagram, Double Bubble, etc. The H-ChartTortoiseOrganizer is a new one to try.SimilaritiesHare
September 13, 2018What conclusions can we draw about the Hare?What conclusions can we draw about the Tortoise?
September 13, 2018We can apply this same strategy to Wonder.We can compare and contrast the different characters to help us drawconclusions about the text.With your reading partner, select 2 characters to compare and contrast.
September 13, 2018Example.JACKJULIAN- acts different when withadults than with teachers- is NEVER nice to August- his friends seem mean too- is the "it" guy - verypopularJulian is very self-confident andbelieves he is better than others.- went to Beecher Prep Lower School- known for being "good" boys- asked to show August around- have lots of friendsJack is confident, but still wants to fitin with others. He wants to do whatis right, but doesn't want to stand outeither.- acts the same way overall good guy- is nice to August in class[!! add to this if you haveread past p.80!!]- his friends are averageguys too- not as popular as Julian
September 13, 2018So readers, today and every day, remember to think about your characters asyou read. Think about how the characters support, or complement, oneanother or how they work against, or antagonize, one another. Finding thesimilarities and differences in the characters will help you to develop a deeperunderstanding of the text. Get out your independent reading books and beginreading. As you read, use sticky notes to mark important character traits.Later, we will share ideas about our characters with our partners.
September 13, 2018Reading PartnershipsMost of you are familiar with having a reading partner. Your reading partneris who you will turn-and-talk to about your book or discuss the skill we arelearning in mini-lesson.Today we are going to review what is expected from your readingpartnerships. It will be a good idea for you to take notes on what we arelooking for when you are with your partner.
September 13, 2018The Purpose of Reading Partners.Reading partners are important because we all have ideas to share and we all wantto participate in our lesson. However, we don't have enough time for everyone toshare as a whole class every day. Having a reading partner will allow everyone toshare their understanding. Partnerships also hold everyone accountable for payingattention and for reading.Assigning of Reading Partners.Before you ask, NO, you do not get to choose your reading partner. Yourpartnerships will be assigned by your teacher. These partnerships may changethroughout the year. It is important for you to work with your partner in acooperative manner so you will be a successful team!
September 13, 2018What PartnersLike. Partners sit BESIDE each other in group. Partners make EYE CONTACT with each other. They LOOK AT each other. Partners' BODY LANGUAGE shows they are INTERESTED andLISTENING. Partners' HANDS, EYES, and MINDS are VISIBLY FOCUSED on theTASK and TOPIC. Partners' FACES ACKNOWLEDGE what each other are saying by SMILING,FROWNING, NODDING, etc.
September 13, 2018What PartnersSOUNDLike? Only 1 person talking at a time! Take turns! I agree with you because. I disagree with you because. I understand why you think that. That makes sense. I was also thinking. What in the text makes you think that. So I think I hear you saying.
September 13, 2018What Partners Do. Say something when the other person finishes talking. Stay on TOPIC. talk about and respond to what your partner just said. Push each other's questions by asking clarifying questions, leading each otherback to the text evidence, and adding to each other's ideas. Hold each other accountable by setting goals, analyzing your progress, andencouraging your partner to be GOOD READERS and THINKERS.
September 13, 2018Let's practice being good partners.Teachers - ask a student to help you model a good partnership. You can discuss Wonder oranother book with which you are both familiar.ClosureAfter students' independent reading time, have them practice beinggood partners by sharing the POWERFUL PASSAGES they selectedfrom their reading.
Comparing/Contrasting Characters. September 13, 2018 Making Inferences about Characters - Using Wonder Today we are going to practice using the text to make inferences about characters as we read. September 13, 2018 What are INFERENCES? Click on t
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Make inferences and draw conclusions. Make inferences and draw conclusions Make inferences and draw conclusions Make inferences and draw conclusions Make inferences and draw conclusions Make inferences and draw conclusions. I&S - My Place/ Danish LA - Kaskelotternes Sang Design - Get a Logo/ Danish LA - Kaskelotternes Sang/Maths -
group of inferences justify the confident belief that their con-clusion is very probably true given that their premises are all true. The key critical thinking question is how to recognize and evaluate those inferences. Traditionally the term “induction” named this vast class of inferences. But, as endnote 2 for this chapter indicates, logi-
Text-connecting inferences include inferences of pronoun referents, inferences of word mean- ings, and inferences that connect different parts of a text and help students understand how one part of the text recasts or refers back to something said previously.
Making Inferences & Predictions Making Inferences (Step 5) Carefully choose texts and preview to determine areas where we must infer to understand Handout # 2 Think Aloud Making Inferences (Step 5) Planning With Your Core Program You Do: Look at the story you will be using for instruction next week. Select
Making Inferences and Predictions Grades 6-12 1 Making Inferences and Predictions 2013TexasEducationAgency/ TheUniversityofTexasSystem Grades 6 – 12 Inferring is the bedrock of comprehension, not only in reading. We infer in many realms. Our life clicks along more smoothly if we can read the world as well as text.
Making Inferences Writers seldom explain everything. You must fi gure out some things by making inferences: combining clues in the text with what you know to make an educated guess. Making inferences
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inference to imply meaning, to guess, to suggest, or to suppose. Making inferences involves looking beyond what is explicitly stated in a picture, text, or message, and filling in the missing information. The primary goal of No-Glamour Inferences is to help studen
testing facilitates inferences. Present study To shed further light on the effect of retrieval practice on making inferences, we created a set of learning materials and test questions that specifically required transfer to deductive inferences, by which we mean drawing a conclusion that depends logically on multiple premises, each of which was
Topic: Making Inferences - Inferring Details Time: 1 hour Objective: By the end of the lesson, students should be able to: 1. use context clues, along with their general knowledge to make logical inferences from information read 2. work collaboratively with others to make inferences form written text 3.
Making inferences is one of several important reading skills. Another important reading skill is making predictions. Making a prediction is similar to making an inference. While an inference is an educated guess about something presently happening in
What is a Teaching Portfolio? A Teaching Portfolio Outline What makes it Reflective? Moving forward What are the parts of a Teaching Portfolio Teaching Responsibilities Teaching Philosophy Teaching Methodologies Course Materials & Student Learning Teaching Effectiveness Teaching Improvement Activities
RL.7.1 Analyze text to identify where information is explicitly stated and where inferences must be drawn. RL.8.1. Cite text to support inferences from stories and poems. RL.9-10.1 Determine which citations demonstrate what the text says explicitly as well as inferences drawn from the text. RL.11-12.1.
inferences, and thus how model-dependent are our inferences, we need to look elsewhere. At present, scholars study model-dependence primarily via sensitivity analyses: changing the model and assessing how much conclusions change. If the changes are substantively large for models in a particular class, then inferences are deemed model-dependent.
Chapter 8 Confidence Intervals for One Population Mean 461 Chapter 9 Hypothesis Tests for One Population Mean 513 Chapter 10 Inferences for Two Population Means 591 Chapter 11 Inferences for Population Standard Deviations 681 Chapter 12 Inferences for Population Proportions 715 Chapter 13 Chi-Square Procedure
Inferences Review Remember: Inferences are the hidden ideas or meanings writers want you to figure out using clues in their writing. The clues are the supporting details in the passage. If you can't find a detail to support your choice, it is just an opinion or assumption.
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