Making Inferences And Predictions - TLI - Home
Making Inferences and PredictionsGrades 6-12Making Inferences and PredictionsGrades 6 – 12 2013 Texas Education Agency / The University of Texas System“ Inferring is the bedrock ofcomprehension, not only in reading.We infer in many realms. Our lifeclicks along more smoothly if wecan read the world as well as text.Inferring is about reading faces,reading body language, readingexpressions, and reading tone aswell as reading text.”(Harvey & Goudvis, 2000, p. 105)Goals for This Training Clarify what Making Inferences andPredictions includes. Recognize the importance of teachingMaking Inferences and Predictions. Practice a routine for planning andteaching Making Inferences andPredictions. Understand how to teach MakingInferences and Predictions acrossdisciplines. 2013 Texas Education Agency / The University of Texas System1
Making Inferences and PredictionsGrades 6-12What IsMAKING INFERENCES andPREDICTIONS?Making Inferences and Predictions Inference: “A logical conclusion based onbackground knowledge and clues in thetext. Inferences are not explicitly confirmedin the text.” Prediction: “A logical guess based on thefacts. It is either confirmed or disproved bythe text.”(Tovani, 2000, p. 105) 2013 Texas Education Agency / The University of Texas System2
Making Inferences and PredictionsGrades 6-12Making Inferences and Predictions Assumption: “A fact or statement taken for granted.Assumptions may or may not be based on facts orinformation and may or may not be correct.” Opinion: “A belief or conclusion that isn’t necessarilybased on facts or information. It can be informed orridiculous, because it is based on what one thinksinstead of what is proven by facts to be true.”(Tovani, 2000, p. 105)Building Reading ComprehensionHabits in Grades 6-12Handout1CPQ: What do youlearn about inferringand predicting fromreading the excerpt?8 2013 Texas Education Agency / The University of Texas SystemMaking 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) 2013 Texas Education Agency / The University of Texas System3
Making Inferences and PredictionsGrades 6-12WhatHandout2(Harvey & Goudvis, 2007, p. 132)Why Should We TeachMAKING INFERENCES andPREDICTIONS?Why Should We Teach Making Inferences?“I can diagram a sentence to death. I know the meaning ofevery literary term there is, but I don’t understand how that’ssupposed to help me. I wish teachers would spend more timeshowing us how to understand hard books. Instead, theyassign chapters for us to read along with a bunch of questions,and then they send us on an endless search for when literarydevices are used. That makes me hate the book.My friends don’t even read the book. They use SparkNotes toanswer the questions. In a way, they’re learning how to cheat,they’re not learning how to understand hard books.” Emily, 8th grade Pre-AP 2013 Texas Education Agency / The University of Texas System4
Making Inferences and PredictionsGrades 6-12Why Should We TeachMaking Inferences?When we infer, we create a personalmeaning from the text. We combinewhat we read with relevant backgroundknowledge to create a meaning that isnot explicitly stated in the text. Good“readers actively search for, or are awareof, implicit meaning.”(Keene & Zimmermann, 1997, p. 162)Making PredictionsEncouraging 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 during reading.Verifying predictions may be just as important asmaking the actual prediction.(Duke & Pearson, 2002)Why Should We Teach MakingInferences and Predictions?English Language Arts: ReadingStudents analyze, make inferences and draw conclusions about Theme and genre in different cultural and contemporary contexts. The structure and elements of poetry, drama, and fiction. The varied structural patterns and features of literary nonfiction. How an author’s sensory language creates imagery in literary texts. The author’s purpose in cultural, historical, and contemporary contexts. Expository text, persuasive text. and provide evidence from the text to support their understanding/analysis.15 2013 Texas Education Agency / The University of Texas System5
Making Inferences and PredictionsGrades 6-12Why Should We Teach MakingInferences and Predictions?Fig. 19Reading/Comprehension SkillsStudents are expected to make complex inferences abouttext and use textual evidence tosupport understanding.16Why Should We Teach MakingInferences and Predictions? Environmental Systems (c)(2)(I) make inferences and predicttrends from data; Integrated Physics and Chemistry (c)(3)(C) draw inferences basedon data related to promotional materials for products and services; Social Studies, Grades 6&7 (b)(21)(B) analyze information by predictions, and drawing inferences and conclusions; Algebra I (b)(1)(E) interpret and make decisions, predictions, andcritical judgments from functional relationships. Algebra I (b)(2)(C) interpret situations in terms of given graphs Why Should We Teach MakingInferences and Predictions?ELPS Reading 4(J) demonstrate Englishcomprehension and expand reading skills byemploying inferential skills such as predicting,making connections between ideas, drawinginferences and conclusions from text and graphicsources, and finding supporting text evidencecommensurate with content area needs; 2013 Texas Education Agency / The University of Texas System6
Making Inferences and PredictionsGrades 6-12Why Should We Teach MakingInferences and Predictions?Think about your data. What does your data indicate regarding ourstudents’ ability to make inferences andpredictions? 2013 Texas Education Agency / The University of Texas System19How Should We Teach(Beers, 2003, p. 61)MAKING INFERENCES andPREDICTIONS? 2013 Texas Education Agency / The University of Texas System7
Making Inferences and PredictionsGrades 6-12The Teacher Is Key“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 tendsto be less explicit, less frequent,and less than memorable.”(Keene & Zimmermann, 2007, p. 148)Cognitive Strategy RoutineUse a Real-World Example (Step 1) An anchor lesson is a real-worldexample used to create context for acognitive strategy. We refer to the anchor lesson toremind students of the cognitivestrategy. 2013 Texas Education Agency / The University of Texas System8
Making Inferences and PredictionsGrades 6-12Anchor Lesson forMaking Inferences & PredictionsUse a Real-World Example (Step 1)“Remember when we looked throughthe purse and used the clues in thepurse and our background knowledgeto figure out who owned the purse?”Record what you will say for Step 1on your orange Cognitive StrategyRoutine Lesson Planning Card. 2013 Texas Education Agency / The University of Texas System9
Making Inferences and PredictionsGrades 6-12Give the Strategy a Name (Step 2)“Today, we’re going to talk about astrategy called Making Inferences andPredictions.”Record what you will sayfor Step 2 on your orangeCognitive Strategy RoutineLesson Planning Card.Define the Strategy (Step 3)“An inference is when we combine ourbackground knowledge along withinformation in the text to understandwhat the author is not telling usdirectly. An inference about futureinformation is a prediction. When wemake inferences, it helps us understandtext more fully.”“Inferences are really important and greatreaders make them all the time. Aninference is something a reader knows fromreading, but the author doesn’t include it inthe book. It helps you understand the storymore deeply and helps make books meansomething very personal to you.”(Keene & Zimmermann, 2007, p. 148) 2013 Texas Education Agency / The University of Texas System10
Making Inferences and PredictionsGrades 6-12Define the Strategy (Step 3)Record what you will say for Step 3 on your orangeCognitive Strategy Routine Lesson Planning Card.An inferenceis Give Students Touchstones (Step 4)You may choose to provide students witha hand motion that signals “MakingInferences and Predictions.”Display strategy postersin the classroom.Give Students Touchstones (Step 4)Touchstones: Explain the strategy poster andrefer to the anchor lesson.“When I make an inference, I will show youby pointing to the poster. Look at thedetective on our poster. He is searching forclues in the text and using his backgroundknowledge to make an inference. We madeinferences when we tried to figure out towhom the purple purse belonged.” 2013 Texas Education Agency / The University of Texas System11
Making Inferences and PredictionsGrades 6-12Give Students Touchstones (Step 4)Record what you will say for Step 4 on your orangeCognitive Strategy Routine Lesson Planning Card.Think-Aloud (Step 5)A think-aloud is a way to provide instructionrather than just give instructions” (Daniels &Zemelman, 2004, p. 238).Students who struggle with reading “ingeneral do not possess knowledge ofstrategies and often are not aware of whenand how to apply the knowledge they dopossess” (Duffy et al., 1987, p. 348).Cognitive Strategy Lesson Planning Card (Side 2)Step 5 is where we SHOW studentshow we use the strategy while reading.We plan a Comprehension PurposeQuestion (CPQ), as well as places tomodel thinking-aloud for students.Step 5 will differ with each lesson.We transfer the sticky notes fromthe planning card and place themon the text. 2013 Texas Education Agency / The University of Texas System12
Making Inferences and PredictionsGrades 6-12Think-Aloud (Step 5)37Making Inferences Graphic OrganizerGraphic organizers can help struggling students to focus“attention on the text while they read or help themorganize the incoming information contained in the text”(Almasi, 2003, p. 92).This type of activity helps students to actively think aboutthe text while they are reading. This particular organizerhelps students to “explore a text by using text-explicit andtext-implicit thinking processes It is a child-centeredstrategy that allows the teacher to guide children both tothe ideas in the text and to the processes involved ingetting those ideas” (Searfoss & Readence, 1994, pp. 246-248).Think-Aloud (Step 5)Handout3Use scaffolds to supportstudent learning. 2013 Texas Education Agency / The University of Texas System13
Making Inferences and PredictionsGrades 6-12What do welearn about thewoman cominginto town?CPQ:40 2013 Texas Education Agency / The University of Texas SystemTheir Eyes Were Watching God – pp. 1-3What do we learn about the woman coming into town?My Answers to the CPQ12She was coming backfrom burying the dead someone who diedsuddenly.The townspeople used tobe envious of her, butnow they enjoyed seeingher fall on hard times. She had come back from burying thedead the sudden dead.direct inference222They are remembering the envy, so itwas in the past. When you relishsomething and the mood comes alive, itmeans you enjoy it. When people’sstatements burn and they laugh atyou, they are being mean. She’sdressed like she is poor. What dat ole forty year ole ‘omandoin’ She’s 40 years old.2Remember the envy they had stored.Swallowed with relish.Burning statements laughs.The mood comes alive.Coming back in dem overhalls?Where’s that blue satin dress?directHer hair is long and she’swearing it down, whichisn’t appropriate for anolder woman.She left the town tomarry a poor, youngerman, but that didn’twork out.She was higher classcompared to the rest of thetownspeople. What dat ole forty year ole ‘omandoin’ wid her hair swingin’ down herback lak some young gal?inferenceinferenceinference Where she left dat young lad of a boyshe went off here wid? Thought she was going to marry? What he done wid all her money? Why she don’t stay in her class? Remember the envy they had stored.Where’s that blue satin dress?Where all dat money Why she don’t stay in her class? 2013 Texas Education Agency / The University of Texas SystemMost women in their 40s don’t wear theirhair down (which means long) likeyoung girls. The fact they are askingwhat she thinks she’s doing wearing herhair like that, tells me they think it’s notappropriate.It says she left with a younger man andshe thought she was goingto marry him. Now she is alone and itseems like her money is gone. Class is likelower and middle class. She didn’t stay inher class, which tellsme he was poor compared to her.People are jealous of others when theyhave less than them. It sounds like shehad money and used to dress nice. Sincethey talk about her staying in her class,it makes me think she’s in a differentclass than all of them as well.42 2013 Texas Education Agency / The University of Texas System14
Making Inferences and PredictionsGrades 6-12CPQ: What information from the table helps you toknow your prediction for b is reasonable?Handout4(Bellman, A., Bragg, S., Charles, R., Handlin, W., Kennedy, D. (2004).Prentice Hall mathematics algebra 2. Upper Saddle River, NJ: Pearson Education, Inc.) 2013 Texas Education Agency / The University of Texas System43 2013 Texas Education Agency / The University of Texas System44Using Quadratic Models, Chapter 5, p. 236What information from the table helps you to knowyour prediction for b. is reasonable?My Answers to theCPQAs time elapses, thewater level decreases.inferenceb. Water level at 3minutes will be 0mm.inference 0 s 120 mm. 60 s 28 mm. Water drains from its container(says in the problem).When water drains from something, thelevel decreases like when you drain abathtub. It takes time for something todrain. It doesn’t happen instantly. 60 s 28 mm.In the first minute the water level wentdown from 120 mm to 28 mm which is adifference of 92 mm At the start of thesecond minute, there are only 28 mmleft. In 2 minutes there wouldn’t be anywater left. It’s not possible for thecontainer to refill itself - it is draining. 2013 Texas Education Agency / The University of Texas System15
Making Inferences and PredictionsGrades 6-12Handout5(Miller, K. & Levine, J. (2008). Prentice Hall biology. Boston, MA: Pearson Education, Inc.)46 2013 Texas Education Agency / The University of Texas SystemPedigree Charts, Chapter 14, p. 342What are the genotypes of both parents on the left in thesecond row?Figure 14-3Figure 14-3TextMy Answers to the CPQAt the top of the chart is agrandfather.Grandfather has theheterozygous trait.Square represents a male;circle a female. Shadedshape indicates the trait.Horizontal line marriage. Vertical line children.Both parents have theheterozygous genotypefor the white forelock.directdirectinference At the top of the chart is agrandfather The grandfather must beheterozygous for the trait. Square represents male; circle female. Shaded expresses the trait; notshaded does not express trait. Horizontal line reps marriage. Vertical line reps children. Circle (mom) and square (dad) areshaded. The grandfather of the male has thetrait. They are linked to two circles(children). Only one circle is shaded.Dad must be heterozygous, because onlyone of his parents has the trait and he hasthe trait. We don’t’ know about mom’sparents, but since only one of their kidshas the trait, mom has to be heterozygous.If she was homozygous, then both kidswould have the trait.47 2013 Texas Education Agency / The University of Texas SystemYour Turn! (Step 5) TextExcerptRead the excerpt from JohnnyTremain.Use the Cognitive StrategyRoutine Lesson Planning Cardto plan a CPQ for this text. 2013 Texas Education Agency / The University of Texas System16
Making Inferences and PredictionsGrades 6-12Your Turn! (Step 5) Use the Think-Aloud sticky notes to record thefirst three statements you will stop to think-aloudfor students.Your Turn! (Step 5)Handout6 Place your sticky notes onHandout 6 (blank graphicorganizer). To ensure that you lesson isclear and explicit, plan whatyou will say to students.Record the text evidenceand/or backgroundknowledge you relied on tomake the statement.Practice Your Think-Aloud Lesson Place your sticky notes back in the text where you will stop andthink-aloud for students. Now read the excerpt.a. Stop and share aloud the statement on the sticky note.b. Place the sticky note on a blank organizer as you would whenmodeling for students.c. Share out loud and record the appropriate information on thegraphic organizer (refer to the organizer you created whenplanning as a guide).d. Tell students whether your statement is directly stated in the textor if you made an inference. Continue reading until you reach your next stop. Repeat a d. 2013 Texas Education Agency / The University of Texas System51 2013 Texas Education Agency / The University of Texas System17
Making Inferences and PredictionsGrades 6-12Step 652 2013 Texas Education Agency / The University of Texas SystemEngage Students (Step 6)Ask students to share their thinking. Addstatements to the graphic organizer and askthem to identify whether or not the statement isdirectly stated in the text or if they have to makean inference.Is this true? Did theauthor tell us thisdirectly or are wemaking an inference?22She left the town tomarry a poor, youngerman, but that didn’twork out.She was higher classcompared to the rest of thetownspeople.inferenceinference Where she left dat young lad of a boyshe went off here wid? Thought she was going to marry? What he done wid all her money? Why she don’t stay in her class? Remember the envy they had stored.Where’s that blue satin dress?Where all dat money Why she don’t stay in her class?It says she left with a younger man andshe thought she was goingto marry him. Now she is alone and itseems like her money is gone. Class is likelower and middle class. She didn’t stay inher class, which tellsme he was poor compared to her.People are jealous of others when theyhave less than them. It sounds like shehad money and used to dress nice. Sincethey talk about her staying in her class,it makes me think she’s in a differentclass than all of them as well.The men find herappealing (maybe she’svery attractive).233The women in the towndon’t think much of her.Pheoby Watson is herbest friend. 2013 Texas Education Agency / The University of Texas System54 2013 Texas Education Agency / The University of Texas System18
Making Inferences and PredictionsGrades 6-12Engage Students (Step 6)“Discussion plays a key role in supporting the development ofstudents’ understanding of text. It is through the interaction –or the transaction – of ideas, language, and perspective thatcomprehension is developed” (Israel & Duffy, 2009, p. 523).Engage Students (Step 6)Ask Think-Turn-Talk questions that require studentsto make inferences or predictions.– “How did Janie feel about her discoveryand why did she feel that way?”– “Why is Nanny pushing so hard forJanie to get married?”– “What are you inferring now?”– “What do you think might happen?”Creating a Safe Environment“If we encourage and celebrate changes in thinking,rather than ‘correct’ responses, reading improves Wewant to encourage our students to go back into the textto validate their thinking. We want them to knowthat they can review the text and change theirthinking” (Sibberson and Szymusiak, 2003, p. 124).“Constant penalties for being wrong, as well as anoveremphasis on correctness, grades, and being right,undermine the climate of safety that readers need totake risks and grow” (Zemelman, Daniels, & Hyde, 2012, p. 107). 2013 Texas Education Agency / The University of Texas System57 2013 Texas Education Agency / The University of Texas System19
Making Inferences and PredictionsGrades 6-12Scaffold Practice (Step 7)“Today, we are going to read a well-known poemcalled, Invictus. As you work to understand the poem,record the inferences you are making on sticky notes.You will share yourinferences with yourgroup. Be prepared toexplain why you thinkwhat you do.” 2013 Texas Education Agency / The University of Texas System58Provide Accountability Measures (Step 8)“After reading the excerpttoday, I would like you to writeyour response to the CPQ. Inyour writing, explain what youlearned about the character andher motivations. Be sure toprovide text evidence andbackground knowledge tosupport your thinking.”Provide Accountability Measures (Step 8)“Students' comprehension of science,social studies, and language arts texts isimproved when they write about whatthey read, specifically when they respondto a text in writing (writing personalreactions, analyzing and interpreting thetext) ”(Graham & Hebert, 2010, p. 5) 2013 Texas Education Agency / The University of Texas System20
Making Inferences and PredictionsGrades 6-12Cognitive Strategy RoutineHow might using theCognitive Strategy Routineas an approach to teachingMaking Inferences andPredictions support thestudents with whom youwork?ThinkTurnTalk 2013 Texas Education Agency / The University of Texas System61Teaching Making Inferences and PredictionsFADING THE SCAFFOLD 2013 Texas Education Agency / The University of Texas System62Annotating the Text “Annotating text is one of the most commoncomprehension-enhancing strategies used byproficient readers (Daniels & Steineke, 2011, p. 41). “When students capture their thinking whilereading, they are more likely to return to texts,participate in discussion and have an easier timestarting writing assignments. They also use theirmarked text to review and study” (Tovani, 2004). 2013 Texas Education Agency / The University of Texas System21
Making Inferences and PredictionsGrades 6-12Annotating the Text “The concept of holding and making thinking is newto a lot of students because they’ve been taught thatit’s the teacher’s job to ask the questions, and thestudent’s job to answer them” (p. 68). “Merely underlining text is not enough. Thinkingabout the text must accompany the underlining”(p.69). “I have to teach students how to show their thinkingagain and again. It doesn’t miraculously happenbecause I’ve assigned it” (p. 69).(Tovani, 2004)Annotating the Text Select small, complex pieces of text to model annotatingtext for students. Project the text so it is large enough for all students tosee. Set the CPQ for the reading. Read the text aloud, stopping to underline the keyinformation and place sticky notes explaining yourthinking in the margin of the text. Clearly explain why you underlined what you did andwhat you are thinking.Annotating the TextTextExcerptCPQ: What isLincoln saying inthis speech? 2013 Texas Education Agency / The University of Texas System22
Making Inferences and PredictionsGrades 6-12He’s come to dedicate aportion of the battlefieldas a memorial to thosewho have died in the war.67 2013 Texas Education Agency / The University of Texas SystemYour Turn! TextExcerptRead the excerpt fromThe Story of An Hour.Use the Cognitive StrategyRoutine Lesson Planning Cardto plan a CPQ for this text. Your Turn! As you read, underline themost important information(evidence in the text). Onsticky notes, record yourthinking. Be aware of theinferences you are making tohelp you answer the CPQ. Think about how you wouldexplain to students WHY youare annotating the text theway you are. 2013 Texas Education Agency / The University of Texas System23
Making Inferences and PredictionsGrades 6-12Annotating the Text After we model multiple times for students,we can annotate text together (Step 6). Gradually, we release responsibly sostudents are able to successfully annotatecomplex chunks of texts independently (Step8), increasing their ability to makeinferences and predictions while reading.70 2013 Texas Education Agency / The University of Texas SystemTeaching Making Inferences Graphic Organizers – highly supportive. Annotating Text – less supportive.71 2013 Texas Education Agency / The University of Texas SystemReflecting On the Training How might youimplement theapproaches for teachingMaking Inferences andPredictions in yourclassroom? How might this type ofinstruction help yourstudents?ThinkTurnTalk 2013 Texas Education Agency / The University of Texas System72 2013 Texas Education Agency / The University of Texas System24
Making Inferences and PredictionsGrades 6-12(Beers, 2003, p. 72) 2013 Texas Education Agency / The University of Texas System73 2013 Texas Education Agency / The University of Texas System25
ReferencesAlmasi, J. (2003). Teaching strategic processes in reading. New York, NY: GuilfordPress.Beers, K. (2003). When kids can’t read-what teachers can do: A guide for teachers6-12. Portsmouth, NH: Heinemann.Bellman, A., Bragg, S., Charles, R., Handlin, W., & Kennedy, D. (2004). Prentice Hallmathematics algebra 2. Upper Saddle River, NJ: Pearson Education, Inc.Daniels, H., & Steineke, N. (2011). Texts and lessons for content-area reading.Portsmouth, NH: Heinemann.Daniels, H., & Zemelman, S. (2004). Subjects matter. Every teacher’s guide tocontent-area reading. Portsmouth, NH: Heinemann.Duffy, G.G., Roehler, L.R., Sivan, E., Rackliffe, G., Book, C., Meloth, M., Vavrus,L.G., Wesselman, R., Putnam, J., & Bassiri, D. (1987). Effects of explainingthe reasoning associated with using reading strategies. Reading ResearchQuarterly, 22, 347-368.Duke, N., & Pearson, P.D. (2002). Effective practices for developing readingcomprehension. In A.E. Farstrup & S.J. Samuels (Eds.), What research has tosay about reading instruction (3rd ed., pp. 205–242). Newark, DE:International Reading Association.Dye, G. (2000). Graphic organizers to the rescue! Helping students link andremember information. Teaching Exceptional Children, 32(3), 72-76.Retrieved April 10, 2013, fForbes, J. (1943). Johnny Tremain. Boston, MA: Houghton Mifflin.Graham, S., & Hebert, H. (2010). Writing to read: Evidence for how writing canimprove reading (A report from the Carnegie Corporation of New York).Washington, DC: Alliance for Excellent Education. 2013 Texas Education Agency / The University of Texas System26
Harvey, S. & Goudvis, A. (2007). Strategies that work: Teaching comprehension forunderstanding and engagement (2nd ed.). Portland, ME: StenhousePublishers.Hurston, Z. (1937). Their eyes were watching God. New York, NY: HarperCollinsPublishers.Israel, S. E., & Duffy, G. G. (Eds.). (2009). Handbook of research on readingcomprehension. New York: Routledge.Keene, E., & Zimmermann, S. (2007). Mosaic of thought: The power ofcomprehension strategy instruction (2nd ed.). NH. Heinemann.Keene, E., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehensionin a readers workshop. Portsmouth, NH. Heinemann.Lincoln, A. (1863). Gettysburg Address. In R. Cook (Ed.), One hundred and onefamous poems (p. 173). Chicago, IL: Contemporary Books, Inc.Miller, K., & Levine, J. (2008). Prentice Hall biology. Boston, MA: PearsonEducation, Inc.Miller, D. (2002). Reading with meaning: Teaching comprehension in the primarygrades. Portland, ME: Stenhouse Publishers.Pressley, M. (2000). What should comprehension instruction be the instructionof? In M. Kamil, P. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook ofreading research (Vol. III, pp. 545–561). Mahwah, NJ: Lawrence Erlbaum.Searfoss, L. & Readence, J. (1994). Helping children learn to read (3rd ed.).Needham Heights, MA: Allyn and Bacon.Sibberson, F., & Szymusiak, K. (2003). Still learning to read, Teaching students ingrades 3-6. Portland, ME: Stenhouse Publishers.Tovani, C. (2004). Do I really have to teach reading? Content comprehension,grades 6-12. Portland, ME: Stenhouse Publishers. 2013 Texas Education Agency / The University of Texas System27
Tovani, C. (2000). I read it, but I don’t get it. Comprehension strategies foradolescent readers. Portland, ME: Stenhouse Publishers.University of Texas System/Texas Education Agency. (2009). ELAR/SLAR TEKShandbook. Austin, TX: Texas Education Agency.Zemelman, S., Daniels, H., & Hyde, A. (2012). Best practice: Bringing standards tolife in America’s classrooms. Portsmouth, NH: Heinemann.Zweirs, J. (2010). Building reading comprehension habits in grades 6-12: A toolkitof classroom activities (2nd ed.). Newark, DE: International ReadingAssociation, Inc. 2013 Texas Education Agency / The University of Texas System28
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.
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 -
Life Be Like in 2025?” and answer the questions. 1. W hat predictions for 2025 are likely to happen, in your opinion? 2. What predictions for 2025 are not likely to happen? Why not? 102 UNIT 6 Making Predictions In 1900, an American engineer, John Watkins, made some predictions about life in 2000. Many of his predictions were correct.
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
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
Making Inferences and Predictions 2013TexasEducationAgency/ TheUniversityofTexasSystem Grades 6 – 12 Inferring is the bedrock of . Touchstones: Explain the strategy poster and refer to the anchor lesson. When I make an inference, I will show you by pointing to the poster. Look at the detective on our poster. He is searching for
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
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.
The American Revolution, 1775-1781 Where was the American Revolution fought? Building a Professional Army nWashington’s task was to defendas much territory as possible: Relied on guerrilla tactics & avoided all-out-war with Britain Washington’s Continental Army served as the symbol of the “republican cause” But, colonial militias played a major role in “forcing” neutrals .
