Elements Of Understanding
Elements of UnderstandingDeeper Instruction in Reading and Listening ComprehensionMaking Inferences& PredictionsPowerPoint Presentation
HISD Capacity Building GrantMaking Inferences & PredictionsMaking Inferences & PredictionsDeveloped by Making Inferences & PredictionsGoals“ Inferring is the bedrock of comprehension,not only in reading. We infer in many realms.Our life clicks along more smoothly if we canread the world as well as text. Inferring isabout reading faces, reading body language,reading expressions, and reading tone as wellas reading text.”(Harvey & Goudvis, 2000, p. 105) Clarify the importance of making inferencesand predictions Explore inferences andpredictions Plan and practice a strategyintroduction lesson for makinginferences and predictionsWhy Should We TeachMAKING INFERENCES &PREDICTIONS 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System1
HISD Capacity Building GrantMaking Inferences & PredictionsWhy Teach Making Inferences & Predictions?“We are turning out lots of superficial readers.They look and sound competent. They readsmoothly and retell what they’ve read with somedetail, but they are unable to go further.”(Routman, 2003, pp. 117-118)“A substantial body of research shows that poorcomprehenders have difficulty makinginferences that require interpretation orintegration of text.”Why Teach Making Inferences & Predictions?When we infer, we create a personalmeaning from the text. We combine whatwe read with relevant backgroundknowledge to create a meaning that is notexplicitly stated in the text.Good “readers actively search for,orare aware of, implicit meaning.”(Keene & Zimmermann, 1997, p. 162)(Fletcher, Lyon, Fuchs, & Barnes, 2007, p. 190)Why Teach Making Inferences & Predictions?Students are expected to:K.4A: predict what might happen next in text based on the cover,title, and illustrationsWhy Teach Making Inferences & Predictions?Horizontal Alignment Planning Guide (HAPG)MATH.3.6A: Identify and extend whole-number and geometric patternsto make predictions and solve problems, including determining themissing number/term.1.4A: confirm prediction about what will happen next in the text by“reading the part that tells”SCI.3.2C: Analyze and interpret information to construct reasonableexplanations from direct and indirect evidence.2.3A; 3.2A: use ideas (e.g., illustrations, titles, topic sentences, keywords, and foreshadowing) to make and confirm predictionsSS.2.17E: Interpret print, oral, and visual materials by identifying themain idea, making predictions, and comparing and contrastinginformation in the materials.K.6-10; 1.7-11 & 1.13-14; 2.6-11 & 2.13-14; 3.5-10 & 3.12-14:Students analyze/understand, make inferences, and drawconclusions and provide evidence from the text to supporttheir understandingSCI.2.7A: Observe predict, and illustrate changes in size, mass,temperature, color, position, quantity, sound, and movement.ELA.1.RC.D / SLA.1.RC.D: Make inferences about text and use textualevidence to support understanding.Why Teach Making Inferences & Predictions?TAKS Question Stems for Making Inferences & Predictions How does (character) feel?In paragraph the word means ?What does (character) learn?Why is it important to know that ?What can the reader tell about from information in this article?Which statement best shows ?Spanish TAKS Question Stems for Making Inferences & Predictions Según el párrafo , el lector puede concluir que era . ¿Por qué quiere (hacer) ? ¿Cuál oración del artículo muestra al lector por qué el autor ?How Should We TeachMAKING INFERENCES? 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System2
HISD Capacity Building GrantMaking Inferences & PredictionsMaking Inferences“In fourth grade, I asked my teacherto show me how she figured out adifficult ending. She smiled andsaid, “Cris, you need to readbetween the lines.” I skippedhappily back to my seat, thinking Ihad been given privilegedinformation. I opened my bookonly to find to my disappointmentthat between the lines was justwhite space.”How Should We Teach Making Inferences?When children are explicitly taughtinferential skills, “the enjoyment of thetask of reading is enhanced and istherefore more likely to be undertakenreadily, even by pupils who may haveinitially found reading difficult.”(McGee & Johnson, 2003, p. 49)(Tovani, 2000, p. 98)Cognitive Strategy RoutineIntroducing the Strategy (Steps 1-3)Introducing the Strategy (Steps 1-3)The Teacher is Key“Today, I want to show you how I infer. I’m going topause as I read and I’ll share my inferences.Inferences are really important and great readersmake them all the time. An inference is somethinga reader knows from reading, but the authordoesn’t include it in the book. It helps youunderstand the story more deeply and helps makebooks mean something very personal to you.”(Keene & Zimmermann, 2007, p. 148)“Children’s difficulties on inferencerelated items often correlate toteachers’ lack of clarity about whatgood inference instruction looks like if we’re not sure how to describeinference, our instruction tend to beless explicit, less frequent, and lessthan memorable.”(Keene & Zimmermann, 2007, p. 148) 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System3
HISD Capacity Building GrantMaking Inferences & PredictionsAnchor Lesson (steps 2 & 4)Touchstones (Step 4)Provide students with a handmotion that signals “MakingInferences & Predictions”Display strategyposters in theclassroomWhat will you do for youranchor lesson?ThinkTurnTalkMaking Inferences (Step 5)Explicitly think aloud therelationships between text clues,background knowledge, and ourinferencesHandoutsHandouts# 1a 1bPlanning With Your Core ProgramYou Do:1. Use the planning card toplan the first 4 steps of yourintroduction to makinginferences and predictions.2. Practice the first four stepsof your introductory lesson.Making InferencesInferring includes: Determining meanings of unknown words Making predictions Answering our questions when the answersare not in the text Creating interpretations and synthesizinginformation(Miller, 2002) 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System4
HISD Capacity Building GrantMaking Inferences & PredictionsMaking Inferences (Step 5)Carefully choose texts and preview todetermine areas where we must inferto understandHandout#2Think Aloud Making Inferences (Step 5)Planning With Your Core ProgramYou Do:Look at the story you will be using for instruction nextweek. Select 2-3 pages of text. Track your thinking. Try tobe aware of the inferences you make while reading.1.Use the planning card to assist you in planninga think-aloud lesson. In your planning include: A CPQ for the 2-3 pages of selected text Two places to model making inferences Optional: One place for students to Think-Turn-Talk2.Practice your think-aloud, modeling the inferences you makewhile reading 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System5
HISD Capacity Building GrantMaking Inferences & PredictionsScaffolding Student Practice (Step 6)Handout# 3Handout#4 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System6
HISD Capacity Building GrantMaking Inferences & PredictionsFading the ScaffoldYour Turn! Orally provide inferential statementsRead pages 10 & 11 of Frogand Toad Are Friends. Weave inferential questions intoinstructionWith a partner, record 2explicit and 2 inferentialstatements on the planningsheet.Handout#5Tips and Tricks (Steps 6 & 7) Provide opportunities for students toThink-Turn-Talk about the inferences theymakeTips and Tricks (Steps 6 & 7)Ask Think-Turn-Talk questions that requirestudents to make inferences.“What makes you think that?”“Think about the inference you need tomake in order to answer this question:Why did Goldilocks ”How did Juno feel ”How does Mrs. Duck ”Why are the trees ”Your TurnWhat do you learn about the children?Think about the inferences you need to make in order toanswer this question:ThinkWhat do you learn about the children?TurnHandout#6Talk 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System7
HISD Capacity Building GrantMaking Inferences & PredictionsTips and Tricks (Steps 6 & 7)Student Work Use pictures to help make inferences– Wordless picture books– Internet slide shows– Student work– CartoonsNintendo DSPicto ChatTips and Tricks (Steps 6 & 7) Use pictures to help make inferences– Wordless picture books– Internet slide shows– Student work– Cartoons– Jokes Use music Use graphic organizersHandout#7Making Inferences & Predictions Inference: “A logical conclusion based onbackground knowledge and clues in the text.Inferences are not explicitly confirmed in thetext.”How Should We TeachMAKING PREDICTIONS? Prediction: “A logical guess based on the facts.It is either confirmed or disproved by thetext.”(Tovani, 2000, p. 105) 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System8
HISD Capacity Building GrantMaking Inferences & PredictionsHow Should We Teach Making Predictions?How Should We Teach Making Predictions?Encouraging students to make predictions hasbeen successful in increasing interest in andmemory of what has been read. This is truehowever, only if predictions are explicitlycompared to the ideas in the text duringreading. Verifying predictions may be just asimportant as making the actual prediction.(Duke & Pearson, 2002)What mightthis book beabout?Tips and Tricks Make predictions worthwhile – not just part of theroutine.– Ask yourself, “Will making predictions support students’comprehension of this text? Predict at the “just right” spot in the text Reinforce that predictions must be logical– Ask “Why do you think that?”– Don’t make assumptions about student background knowledge Don’t always model “right” predictions Read to verify or modify predictionsHow will you teach predicting to your students?ThinkTurnTalkMaking Inferences & Predictions WithEXPOSITORY TEXT 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System9
HISD Capacity Building GrantMaking Inferences & PredictionsMaking Inferences & Predictions Expository Text sampleMaking Inferences& PredictionsTeacher Reflective JournalMaking Inferences & Predictions“What I like in a goodauthor isn’t what he says,but what he whispers.”- Logan P. Smith 2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System10
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
24 FOUNDATIONS OF GRAPHIC DESIGN ELEMENTS AND PRINCIPLES OF GRAPHIC DESIGN 25 Let us first discuss the elements of graphic design followed by principles of composition. There are three major categories of these elements. “Basic elements “Relational elements “Intentional elements Basic elements of composition are abstract concepts. They do
Nomenclature for Trace Element Classification . We have already grouped elements into two classes, major elements and trace elements (Figure 1). In addition, there are many ways of classifying trace elements. Examples are: 1) Siderophile elements: elements that concentrate in metallic iron such as Ni, Co, Os, Ir. Chalcophile elements
(ii) 117 elements have been discovered by the chemists. 92 elements occur naturally. (iii) The elements which do not give out harmful radiations are called normal elements. The elements which give out harmful radiations are called radioactive elements. Q. 2. (i) Define the term metal. (ii) Give the names of any six metals along with their symbols.
(e) Total number of s-block elements are 14. (f) Fr57 and Ra88 are radioactive elements while H and He are gaseous elements. (g) Cs and Fr are liquid elements belonging to s-block. p-BLOCK ELEMENTS (a) The elements of the periodic table in which the last electron gets filled up in the p-orbital, called p-block elements.
elements in terms of groups of elements with similar chemical and physical properties. This eventually led to rigorous classification of elements and the modern periodic table of elements , as we know, it was discovered. Activity 1 – Suppose two elements have atomic mass 8 and 40 respectively. Assuming
There is some basis for Goldschmidt's classification in the chemistry of the elements. Figure 7.2 shows that the lithophile elements occur mainly at either end of the periodic table, siderophile elements are mainly group 8, 9 & 10 elements (and their neighbors), chalcophile elements are mainly group 11,
The Task Force extracted common elements from the Generic Law, and selected elements to be reused with minor changes, elements to be adjusted for wider application and elements to be added to a guidance aimed at a larger group of countries. 12. In 2017, the Task Force defined intended outcomes of the common elements of statistical
Definition and Deposit of the Classification of Figurative Elements (1) The Classification of Figurative Elements comprises a list of categories, divisions and sections in which the figurative elements of marks are classified, together with, as the case may be, explanatory notes. (2) The Classification of Figurative Elements is contained in one .
