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

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

4.  Pictures  Words  Poems  Books

6. The clever mouse had an idea to scare the cat.

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

8. 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!

9. Clear cut predictions Detailed illustrations Have unknown words

10. 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

11.  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