Week 11 RDG081

Elkhart Community Schools “To infer as we read is to go beyond literal interpretation and to open a world of meaning deeply connected to our lives.” ~ Ellin Keene Author of Mosaic of Thought Allow time for participants to read the slide. We create an original meaning, a meaning born at the intersection of our background knowledge (schema), the words printed on a page, and our mind’s capacity to merge that combination into something uniquely ours. We go beyond the literal and weave our own sense into the words we read. As we read further, that meaning is revised, enriched, and sometimes abandoned, based on what we continue to read. Elkhart Community Schools

6min. Fluency Timer:

Introduction Sometimes authors like to have their readers think about what they are trying to state in their texts. Finding out what these ideas are is called making inferences. We make inferences all the time. For example, if we hear a dog barking outside, we might infer that someone is playing with his/her dog. When we meet someone, and they have a smile on their face, we might think they are happy. Making inferences is similar to making predictions.

Chapter 7 Inferences An inference or conclusion is an idea that is suggested by the facts or details in a passage or picture. A valid inference is a logical conclusion based on evidence. What are the emotions shown in this picture?

Analysis of Text: Interpretation/ Making Connections Background Knowledge (schema) Questioning Inference Drawing Conclusions Predictions When proficient readers infer, they create a meaning that is not necessarily stated in the text. Inference is a tough strategy to learn because it involves many processes and requires the reader to hold several ideas in his/her mind. When we infer, we use a combination of ~ Questioning Making Connections Background Knowledge (Schema) Predictions Imagination/Visualization Analysis of Text: Interpretation Judgments Drawing Conclusions Analysis of Text: Interpretation/ Judgment Imagination/ Visualization Elkhart Community Schools

Elkhart Community Schools Inferring All the processes work together. Each works in concert with the others to aid the reader in comprehending text. Read Slide. Elkhart Community Schools

Elkhart Community Schools Inferring through ~ Questioning “Questioning and inferring work in tandem to enhance understanding of text.” ~ Harvey & Goudvis Authors of Strategies That Work As students read, they ask questions to clarify their uncertainty and make inferences about their thoughts and the ideas/concepts within the text. Elkhart Community Schools

Elkhart Community Schools Inferring through ~ Making Connections Readers are able to think inferentially when they connect their background of information, ideas, and experiences with the text. Read slide. Elkhart Community Schools

Inferring through ~ Analysis of Text: Interpretation/Judgment “Inferring is the process of taking that which is stated in text and extrapolating it to one’s life to create a wholly original interpretation that, in turn, becomes part of one’s beliefs or knowledge.” ~ Ellin Keene Read Slide. It is critical for us as educators to ask the question of ourselves ~ How do you use the literal – the words printed on the page – to propel children to conclusions, predictions, and interpretations? Elkhart Community Schools

Elkhart Community Schools Inferring through ~ Background Knowledge It is important for the reader to have background knowledge about a text they are reading if they are expected to read inferentially. According to Harvey and Goudvis, “Proficient readers use their prior knowledge and textual information to draw conclusions, make critical judgments, and form unique interpretations from text.” Elkhart Community Schools

Elkhart Community Schools Inferring through ~ Background Knowledge Word Clues + Experience Inference If students do not have the experience portion of the equation (word clues + experience = inference), no matter how many words the author uses, the reader will not be able to think inferentially about the text. Therefore, it is critical for teachers to provide experiences that build the background knowledge of their students. Elkhart Community Schools

Elkhart Community Schools Inferring through ~ Predictions Predicting is related to inferring - - - BUT what’s the difference? According to Harvey, making a prediction about an outcome, event, or action is confirmed or contradicted by the end of the story. Inferences are often more open-ended and may remain unresolved when the story draws to a close. Elkhart Community Schools

Inferring through ~ Imagination/Visualization “When you read, you use all your senses. You see things in your ‘mind’s eye’ and hear the sounds you connect to that about which you are reading.” ~ Guided Reading the Four Blocks Way We have all experienced a time when we were so “into” the book we could almost taste, smell, and feel the physical sensations we would actually have if we were in that situation. We almost get lost in the book and may sometimes be startled if someone interrupts us while reading. In these situations, as you read, you imagine the situation about which you are reading, and you infer things the author has not told you in the text. You infer why things happen, why characters behave the way they do, and how characters are feeling. You enter the world created by the author, and you create images and inferences based on what the author tells you and on your own knowledge and beliefs about that world. Elkhart Community Schools

Inferring through ~ Imagination/Visualization “Proficient readers use images to draw conclusions, to create distinct and unique interpretations of the text, to recall details significant to the text, and to recall a text after it has been read.” ~ Ellin Keene Ellin Keene also shares that, “Images from reading frequently become part of the reader’s writing. Images from a reader’s personal experience frequently become part of his/her comprehension.” Elkhart Community Schools

Elkhart Community Schools Inferring through ~ Drawing Conclusions “Proficient readers make connections between conclusions they draw and other beliefs or knowledge.” ~ Ellin Keene Proficient readers draw conclusions from the text. Elkhart Community Schools

Thinking Through Inferences A common pitfall is to rely too much on opinions and bias. An effective reader’s goal is to find out what the author is saying, stating, or implying. An invalid conclusion is a false inference that is not based on the details, or facts in the text or on reasonable thinking.

The VALID Approach to Inferences Step 1: Verify and value the facts. Step 2: Assess prior knowledge. Step 3: Learn from the text. Step 4: Investigate for bias. Step 5: Detect contradictions.

Step 1: Verify and Value the Facts. Korea has long been known as the “Eastern Land of Courtesy.” When happy, a Korean simply smiles or gently touches the one who brings the happiness. When angry, a Korean simply stares directly at the person, and that person’s humble smile is a powerful apology. What are the valid inferences? Koreans are quiet and reserved people. Koreans show their emotions. Koreans are afraid of hurting the feelings of other people.

Step 2: Assess Prior Knowledge. What you already know and have experienced can help make accurate inferences. “I forgot to make a back-up copy of my brain, so everything I learned last semester was lost.” What is being compared? Compared to a computer Compared to a friend Compared to what he knows

Step 3: Learn from the Text. A valid inference is always based on what is stated or implied by the details in the text. Context clues can unlock the meaning of an author’s use of vocabulary.

Step 4: Investigate for Bias. To make a valid inference, we must investigate our response to information for bias. Our bias can shape our reading of the author’s meaning. Note biased words and replace them with factual details as you form your conclusions.

Step 5: Detect Contradictions. The effective reader hunts for the most reasonable explanation for something. The best way to do this is to consider other explanations that could logically contradict your first impression. In the following list of behaviors, how many explanations for them can you think of? Slurred words Poor balance Slow movement Fatigue or tiredness

Inferences in Creative Expression: Literary Devices Connotation of Words The emotional meaning of words “My home is for sale.”

Inferences in Creative Expression: Literary Devices Metaphor A direct comparison “Lies are sinkholes.” Personification Giving human traits to things that are not human “The sun woke slowly.”

Inferences in Creative Expression: Literary Devices Simile An indirect comparison “Lies are like sticky webs.” Symbol Something that stands for or suggests something else “A skull and crossbones is a symbol for poison and death.”

Inferences in Literature Words are used to create mental pictures. “Gene’s skin was pale and hot to the touch; he squeezed his eyes tight against the throbbing in his head, and as he lifted his fingers to press on his temple, his stomach lurched with nausea.” The inference is that Gene is sick.

Inferences and Visual Aids Pictures, photos, cartoons, and graphs imply ideas in textbooks. What do these imply?

Practice A man and his son are driving in a car. The car crashes into a tree, killing the father and seriously injuring his son. At the hospital, the boy needs to have surgery. Upon looking at the boy, the doctor says (telling the truth), "I cannot operate on him. He is my son." How can this be? Decide on your answer before reading further.

Whether this passage is a brain twister or a reading passage, readers must assume that any lack of understanding is not due to the story, but due to their own lack of understanding. We must work harder to think about how the story might make sense. We quickly see that we have to explain how a doctor can have a son ("I cannot operate on him. He is my son.") when at the same time the father is dead (“The car crashes into a tree, killing the father”). The answer: The doctor is the boy's mother. Many readers are blinded to this meaning by the sexist assumption that the doctor must be a male.

Practice “Do you believe in life after death?” the boss asked one of his employees. “Yes, sir,” the new employee replied. “Well, then, that makes everything just fine . . .” the boss went on. “After you left work early yesterday to go to your grandmother’s funeral, she stopped in to see you.” a. The dead grandmother’s ghost came to the office looking for her grandson.   b. The boss has a wild imagination.   c. The employee had lied about going to his grandmother’s funeral.  

. Undertakers report that human bodies do not deteriorate as quickly as they used to. They believe the reason is that preservatives in highly processed foods slow the body’s decomposition. Which diet is more likely to slow a dead body’s decomposition? a. A diet of fresh vegetables   b. A diet of fast food and soda   c. A diet of raw seafood  

Practice Inference with political cartoons:

http://www.laflemm.com/RKeys/RKeysTest5.html http://www.shsu.edu/~txcae/Powerpoints/prepostest/inferencespostest.html http://www.laflemm.com/RfT/Practice/RfTPracticeInf1.html

Ten Steps To Improving College Reading Skills

A Cup of Tea by Katherine Mansfield