Making Inferences Inferencing and Higher Order Thinking

This is how inferencing is done!!!! =wYlVBhwfvL4 =wYlVBhwfvL4 =wYlVBhwfvL4 =wYlVBhwfvL4

Inferencing Evidence + schema = Inferencing

What is Inferencing? Be sure your students know what inference is (and what it isn't) Inference is using facts, observations, and logic or reasoning to come to an assumption or conclusion. It is not stating the obvious (stating the obvious: that girl is wearing a fancy dress and carrying a bouquet of flowers. Inference: that girl is a flower girl in a wedding). It is not prediction, though the two are definitely related. Remind your students that inference asks "What conclusions can you draw about what is happening now?" Prediction asks, "What will happen next?“ teaching-inference.html teaching-inference.html Be sure your students know what inference is (and what it isn't) Inference is using facts, observations, and logic or reasoning to come to an assumption or conclusion. It is not stating the obvious (stating the obvious: that girl is wearing a fancy dress and carrying a bouquet of flowers. Inference: that girl is a flower girl in a wedding). It is not prediction, though the two are definitely related. Remind your students that inference asks "What conclusions can you draw about what is happening now?" Prediction asks, "What will happen next?“ teaching-inference.html teaching-inference.html

Research suggests that, in order to be good at inferencing, students need to: be active readers who want to make sense of the text. monitor their comprehension and use fix- up strategies/ have a rich vocabulary have a wide background knowledge share the same cultural background at that assumed by the text Adapted from Effective Teaching of Inference Skills for reading, by Anne Kispal and the National Foundation for Educational Research.

Strategies to Support Inferencing: Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources.

Strategies to Support Inferencing: Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources. Modeling, Think- Alouds, Backmapping Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources. Modeling, Think- Alouds, Backmapping

Strategies to Support Inferencing: Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources. Modeling, Think- Alouds, Backmapping Scaffolding questions to build towards those more difficult, critical analysis skills. Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources. Modeling, Think- Alouds, Backmapping Scaffolding questions to build towards those more difficult, critical analysis skills. Provide the inference and have kids pull out the evidence that supports it.

Strategies to Support Inferencing: Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources. Modeling, Think- Alouds, Backmapping Scaffolding questions to build towards those more difficult, critical analysis skills. - Provide organizers for students to build their inferences step-by-step. Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources. Modeling, Think- Alouds, Backmapping Scaffolding questions to build towards those more difficult, critical analysis skills. - Provide organizers for students to build their inferences step-by-step. Provide the inference and have kids pull out the evidence that supports it.

Authors vs. Readers Authors Imply, Readers Infer. Authors make implications that readers have to infer. What do I mean by these statements? Good Readers are Detectives who are always looking out for clues to help them better understand stories and pictures. Authors Imply, Readers Infer. Authors make implications that readers have to infer. What do I mean by these statements? Good Readers are Detectives who are always looking out for clues to help them better understand stories and pictures.

Inferencing vs. Observation Observations collect evidence. Inferences are BASED on observations and evidence. Deconstruct Sherlock – let’s watch the video again... =wYlVBhwfvL4 =wYlVBhwfvL4 Observations collect evidence. Inferences are BASED on observations and evidence. Deconstruct Sherlock – let’s watch the video again... =wYlVBhwfvL4 =wYlVBhwfvL4

Watch the Video =OK7pfLlsUQM =OK7pfLlsUQM What do you think the movie is about? Why do you think that? =OK7pfLlsUQM =OK7pfLlsUQM What do you think the movie is about? Why do you think that?

Content Areas ELA – “Inferencing” Social Studies – Contextualization, Bias Science – Most of what gets done Using evidence to draw conclusions Tech Ed – Looking at directions and diagrams Art – Pictures…. ELA – “Inferencing” Social Studies – Contextualization, Bias Science – Most of what gets done Using evidence to draw conclusions Tech Ed – Looking at directions and diagrams Art – Pictures….

Inferencing Question Stems See handout. Write an inferencing question for the text you brought. See handout. Write an inferencing question for the text you brought.