…using prior knowledge and textual clues to draw conclusions and form unique interpretations of text.

…to create interpretations to enrich and deepen their experiences in a text.

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Pictures

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Words

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Poems

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Books

The clever mouse had an idea to scare the cat.

• Short poems • Have schema for most kids • Just difficult enough to think about

I am a __________________.

I swim in the sea, Flipping and shining.

Can you see me?

Now you do, And now you don’t.

Try and catch me You won’t, you won’t!

I jump in the air And feel so free, twisting and turning.

Can you see me?

Now you do, And now you don’t.

Try and catch me You won’t, you won’t!

• Clear cut predictions • Detailed illustrations • Have unknown words

• Making predictions • Rereading • Paying attention to the words • Looking closely at the pictures • Using my schema • Taking my time • Thinking really hard • Using sticky notes to write down unfamiliar words • Engaging in conversations with others

 Inferring is harder to teach than we thought  We should have started with more simple text  Learned the difference between inferring and predicting  It is important to teach inferring as a reading strategy and not just assume they will pick it up as readers.

 We must remember to ask questions that make them explain why