Summary and Inference - EducatorEd · Emperor who was very fond of new clothes. The Emperor gave a...

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Summary and Inference

+ Inferences

Cohesive devices (see eBook: Intervention 29, pp. 203–210)

Pronoun resolution

Anaphoric reference

Knowledge-based inferences

The cause of an event

Temporal inferences

Emotional inferences

Spatial inferences

Inferences about the consequences of a specific action

Predictions about forthcoming events

Speculations regarding the instrument used to perform an action

Suppositions about the physical properties of characters and objects

Coherence Inferences Elaborative

(Extending) Inferences

(Graesser, Singer, & Trabasso, 1994;

McKoon & Ratcliff, 1992)

+ Inferences

Cohesive devices (see eBook: Intervention 29, pp. 203–210)

Pronoun resolution

Anaphoric reference

Knowledge-based inferences

The cause of an event

Temporal inferences

Emotional inferences

Spatial inferences

Inferences about the consequences of a specific action

Predictions about forthcoming events

Speculations regarding the instrument used to perform an action

Suppositions about the physical properties of characters and objects

Coherence Inferences Elaborative

(Extending) Inferences

(Graesser, Singer, & Trabasso, 1994;

McKoon & Ratcliff, 1992)

+ Higher-Level Inferences

Meanings of unknown words

Subtle connotations in text

Elaborations of ideas based on knowledge of the text or author or subject matter

How ideas in text relate to one’s own opinions and theories

The author’s purpose in writing the text

The author’s assumptions

about the world

The author’s sources and

strategies in writing

The text’s characters’

intentions and characteristics

The nature of the world at the

time it was written

The conclusions of the text

(Pressley & Afflerbach, 1995)

+ What Is an Inference?

A decision you make

about what the

evidence means

See “Teaching

Students About

Inferences (Grades

3–6)” (eBook: pp.

195–200)

+ What Can We Infer about the Socio-

economic Status of the Little Red Hen?

Question Your Evidence Picture Cue

What does the author

directly state in the

text?

The Red Hen always buys

more than she needs at

the store.

What does the author

mean but does not

actually state in the

text?

The Red Hen wastes a lot

of time and money and is

very disorganized.

What do you know from

your real-life

experiences that could

help you make a

decision about the

evidence?

I have the same problem

at Costco. I understand

how it can happen.

What have you learned

in school or read that

might help you make a

decision about the

evidence?

Overspending can result

in not being able to pay

your bills.

+ What Can We Infer?

The Little Red Hen is independently wealthy

with interest and dividend income bequeathed

to her by her deceased grandmother, Big Red

Hen

The Little Red Hen lives beyond her means and

is very close to losing everything

+ Possible “Elaborative Inferences”

The Little Red Hen is independently wealthy and

therefore can shop any way she pleases without

worrying about it

The Little Red Hen is heading for financial disaster and

is just days away from losing her urban condominium

The Little Red Hen isn’t in financial trouble, but she

could save money if she shopped more carefully and

then donate it to her church, missionaries, those in

need, or to her little chicks

What Can We Infer About the

Owners of These Vehicles?

+ What to Do With Students Who Don’t

Pay Attention to the Evidence

Scaffold silent reading (Intervention 34) and

coding of text (Intervention 35)

Model your own comprehension by thinking

aloud about the text (Intervention 30)

Have students think aloud one sentence at a

time about the meaning (simple inferences)

Teach anaphoric relationships (Intervention 29)

Give text previews (Intervention 37)

+ The 5Cs of Summarizing

Comprehend

Chunk

Compact

Conceptualize

Connect

+ Non-Example of a Summary

Too long

Is a retelling rather than a

summary

Too much plagiarism

(underlined)

Doesn’t contain the main

idea of the story

Many years ago there was an

emperor who was very fond of new

clothes. The emperor gave a lot of

money to some weavers and they set

up their looms. The emperor sent

ministers and ambassadors to check

on the weavers and they reported to

the emperor that the cloth was

extraordinarily magnificent. When

the Emperor went to see it, he told

the weavers that the cloth was

charming and that it had his full

approval. When he put his outfit on

for the procession, everyone said,

“How beautiful are the emperor’s

new clothes.”

+ Non-Example of a Summary

Unimportant information

(underlined)

A list of actions that needs to

be collapsed into a key word

or phrase (italicized)

Doesn’t contain the main idea

of the story

Many years ago there was an

Emperor who didn’t have time for

the movies or hunting. The Emperor

gave a lot of money to some weavers

and they set up their looms. The

weavers did all sorts of things to fool

the Emperor into thinking they were

really weaving, like staying up all

night pretending to work, asking for

more silk and gold, pretending to roll

cloth off the looms, cutting the air with

their scissors, and sewing with

needles that had no thread.

+ Non-Example of a Summary

Many years ago there was an

Emperor who was very fond of new

clothes. The Emperor gave a lot of

money to some weavers and they set

up their looms. The weavers fooled

the emperor into thinking they were

really working, but they weren’t.

When the Emperor put on his new

outfit, everyone said it was beautiful.

Too long

Totally misses the main

idea

Is more of a retelling,

but doesn’t even do

that very well

+ Chunking Your Life

Places you’ve lived

Cars you’ve driven

Jobs you’ve held

Decades in which you’ve lived

Men or women in your life

Stages in your life

Clothes you’ve worn

(fashion trends)

Hair styles you’ve had

Educational segments

Weight

Coaches of your

favorite team

+ Chunking Your Students’ Lives

Pets they have had

Places they have

visited

Houses (states) they

have lived in

Authors they have

liked to read at

various stages

Halloween costumes

they have worn

Vacations they have

taken

Foods they have

liked to eat at

various times of their

lives

+ Comprehend

+ Chunk

+ Compact Childhood: Part 1

+ Compact Childhood: Part 2

+ Compact Adulthood

+ Compact Retirement

.

+ Conceptualize

+ Step 5: Connecting 1

+ Step 5: Connecting 2

Interview: A Strong Reading

Culture

+ Benchmarks of a Strong

Reading Culture

Strong instructional leadership

High expectations and accountability

Relentless commitment to results

A focus on research

Well-designed instructional delivery system

Comprehensive assessment of student progress

The wise use of time

Coordinated special services

Ongoing and meaningful staff

development

Communication and

coordination

Parental and community

support

Adequate resources

+ High Expectations and

Accountability

A climate of high

expectations and

accountability for

everyone including the

principal, staff

members, students, and

parents

+ Relentless Commitment to Results

A relentless commitment to

results characterized by

meaningful and measurable

long-term goals as well as

grade-level and student-

specific short-term goals

+ A Focus on Research

A focus on research that

is characterized by

reading of the research;

ongoing action research

and evaluation; and

research-based decision

making

+ Well-Designed Instructional

Delivery System

A well-designed instructional

delivery system that includes

instructional diversity, a solid

foundation in all aspects of reading

instruction, instructional

effectiveness, and truly “balanced

literacy” from K-12

+ Comprehensive Assessment of Student

Progress

Comprehensive assessment

of student progress that

includes a regular program of

assessment and the data-

based management of student

progress in reading

+ The Wise Use of Time

The wise use of time that is

characterized by the

elimination of wasted time,

the use of extracurricular time

for learning, and alternative

uses of time

+ Coordinated Special Services

Coordinated initiatives that

team classroom teachers,

special education, Title I, ELL,

and speech personnel to

provide a seamless continuum

of special services to at-risk

students

+ Ongoing and Meaningful

Professional Development

Ongoing and meaningful

professional development that is

characterized by an emphasis on

instructional effectiveness, the

mentoring and coaching of new

staff members, and internal staff

development initiatives

+ Communication and Coordination

Communication and

coordination among teachers

that includes ongoing planning

for instruction, short- and long-

term goal setting, as well as

vertical and horizontal

curriculum alignment

+ Community Support and Adequate

Resources

Parent and community

support that includes

teamwork,

communication, and

mutual support

Adequate resources to

support reading

improvement and

academic achievement

initiatives

Interview with an

Administrator: Creating a

Reading Culture

Final Reflections