2014 ELAR Content Blitz

Presented by Region 18 ESC ELAR Team

Link to today’s presentation: go.esc18.net/elarresources

ESC 18 ELAR Team Contact Info:

K-2:

Tracy Harper: [email protected]

K-2:

Carolyn Johnson: [email protected]

3-5:

Christel Applon: [email protected]

3-5:

Robyn Jackson: [email protected]

6-8:

Donna Walker: [email protected]

EOC:

Laura Kile: [email protected]

EOC:

Becky Ramirez: [email protected]

EOC:

Lindsey Lumpkin: [email protected]

Objectives

for Today:

❏ Determine the role Figure 19 plays in the ELA classroom ❏ Dig into the data ❏ Develop a deeper understanding of

inferencing

❏ Apply today’s knowledge to the classroom setting

Objectives

for the Year:

★ Three face-to-face trainings ■First component - raise awareness of low performing SEs through whole group discussion and practice ■Second component - Campus support

Norms

for Today:

❏

Be professional & courteous

❏

Be open to new ideas

❏

Focus on student achievement

What is Figure 19? How does it relate to my lesson plans?

http://go.esc18.net/datapdf

Reflect

and Respond:

❏ ❏ What does this data say to YOU? How will it impact your year?

How are Figure 19 standards assessed? ❏ What does this data mean for K-2 students?

Introducing Inferencing

Our focus of the year: Inferencing

Drawing Conclusions Making Generalizations Making Predictions

Inference

– a logical guess made by connecting bits of information.

Readers make inferences by drawing conclusions, making generalizations, and making predictions.

TEKS Resource System

Inferencing:

Can be

simple

or

complex

Poor Inferencing causes poor comprehension, NOT VICE-VERSA!

Information from text

Effective Teaching of Inference Skills for Reading

Anne Kispal National Foundation for Educational Research New Information Information from text

More than one type of inferencing?!

Right There Inferences Bridging the Gap Inferences Big Picture Inferences Feelings Inferences

Right There Inferences

The rain kept Tom indoors all afternoon.

The reader understands that Tom wanted to go out but that the unpleasant weather conditions prevented this.

Peter begged his mother to let him go to the party.

The reader would have to realize that the pronouns “his” and “him” refer to Peter to understand the sentence.

Bridging the Gap Inferences

Katy dropped the vase. She ran for the dustpan and brush to sweep up the pieces.

The reader would have to realize that the vase broke to supply the connection between these sentences.

Big Picture Inferences

It was 8:30 on Thursday night. Emily stared at the large, empty presentation board on her bed. Then she looked at the stack of books about Abraham Lincoln on her desk. She began to cry.

The reader would have to put the pieces of information together along with prior knowledge to identify the main point of these sentences.

Feelings Inferences

I reached in and let him lick my hand. 'Yeller,' I said, 'I'll be back. I'm promising that I'll be back.'

The reader uses emotional understanding to infer that the speaker is hesitant to leave. The emphasis on coming back implies some kind of impending struggle.

When are students making these inferences?

On-line Inferences (during reading)

Right There Inferences Bridging the Gap Inferences Big Picture Inferences Feelings Inferences

Off-line Inferences (after reading)

Inferencing: K-12

Inferencing is a foundational concept, important at every grade level.

Inferencing: K-12

11th -12th (Fig 19 B): make

complex

inferences

(e.g., inductive and deductive)

about text and use textual evidence to support understanding 7th - 10th (Fig 19 D, Fig 19 B): make

complex

inferences about text and use textual evidence to support understanding 1st - 6th (Fig 19 D): make inferences about text and use textual evidence to support understanding K (Fig 19 D): make inferences based on the cover, title, illustrations, and plot

Points to Ponder

What Do Students With Successful Inferencing Skills Do?

They: ❏ are active readers who want to make sense of text ❏ monitor comprehension and repair misunderstanding ❏ ❏ have rich vocabularies have competent working memories

Question: What do teachers do to ensure student success?

Points to Ponder

What Do Teachers Do to Ensure Student Success?

1. Model, model, model 2. Choose Right Texts 3. Build Vocab 4. Look at Title & Text Structure 5. Make Predictions 6. Question Character Relationships, Goals, Motivations a. “How do you know?” b. “Why?” 7. Generate, Discuss, Clarify Prior Knowledge 8. Listen to Stories on Tape 9. Cross Curricular Work