### 2014 ELAR Content Blitz

```2014 ELAR Content Blitz
Presented by Region 18 ESC ELAR Team
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:
New
Information
Can be simple or
complex
Poor Inferencing causes
poor comprehension,
NOT VICE-VERSA!
Information
Information
from text
from text
Effective Teaching of Inference Skills for Reading Anne
Kispal
National Foundation for Educational Research
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?
Right There
Inferences
Bridging the Gap
Inferences
Big Picture
Inferences
Feelings
Inferences
Inferencing: K-12
Inferencing is a
foundational concept,
important at every
Inferencing: K-12
11th -12th (Fig 19 B): make complex
inferences (e.g., inductive and
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
```