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Making InferencesMaking Inferences
Inferencing and Higher Order Thinking
Inferencing and Higher Order Thinking
This is how inferencing is done!!!!
This is how inferencing is done!!!!
• http://www.youtube.com/watch?v=wYlVBhwfvL4
• http://www.youtube.com/watch?v=wYlVBhwfvL4
InferencingInferencing
Evidence + schema = InferencingEvidence + schema = Inferencing
What is 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?“
• http://www.minds-in-bloom.com/2012/02/tips-for-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?“
• http://www.minds-in-bloom.com/2012/02/tips-for-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:
Strategies to Support Inferencing:
• Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources.
• Layer resources so that students are slowly building their background knowledge within the classroom and through primary resources.
Strategies to Support Inferencing:
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, BackmappingProvide the
inference and have kids pull
out the evidence that supports it.
Strategies to Support Inferencing:
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:
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. ReadersAuthors 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
Inferencing vs. Observation
• Observations collect evidence.• Inferences are BASED on
observations and evidence.• Deconstruct Sherlock – let’s
watch the video again . . . • http://www.youtube.com/watch?
v=wYlVBhwfvL4
• Observations collect evidence.• Inferences are BASED on
observations and evidence.• Deconstruct Sherlock – let’s
watch the video again . . . • http://www.youtube.com/watch?
v=wYlVBhwfvL4
Watch the VideoWatch the Video
• http://www.youtube.com/watch?v=OK7pfLlsUQM
• What do you think the movie is about?
• Why do you think that?
• http://www.youtube.com/watch?v=OK7pfLlsUQM
• What do you think the movie is about?
• Why do you think that?
Content AreasContent 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
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.
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