Fall Learning Day

September 2013

Language Arts- AM

Math- PM

Agenda

Word Work Focus

Table Talks

Figuring out Figure 19 (part 1)

Background Vertical Progression Focus on Inference

Work Time

Schedule

Break around 10:00

Lunch 11:30

Math TEKS begins promptly at 12:30

**INTRODUCTIONS**

Word Work

Consider the following from the perspective of Alamo

Heights or in your own classroom:

Why is spelling, as a subject, so hard to teach and difficult to learn?

Words Their Way

Overview of Program

Assessment

Class instruction

Table leaders (3- 4- 5)

Borrow Woodridge books

Time Out- Take 5

Figuring Out Figure 19

FACULTY FEUD

Identify flexible rdg skills Identify skills needed to understand author’s msg

Vertical alignment

Identify metacognitive skils

Identify skills needed across genres

Rationale for Figure 19

42

41

12

3

2

Set a purpose for reading

Summary

Asking questions Make Connections

Monitor and adjust comprehension

Make Inferences

Name the Skills Included in Figure 19

42

41

12

3

2

2

Vertical Alignment of Skills

Look at Figure 19 vertical alignment document

What do you notice?

What surprises you?

How do genres relate to Figure 19?

Blue: Fiction

Yellow: Poetry

Green: Expository

Orange: Persuasive

If you consider all the text you will put in front of your students over the next month, what would be the weak link?

Deep Dive with Inference

Define Inference

As a table, come up with one definition for inference.

Inferences are evidence-based guesses. They are the conclusions a reader draws about the unsaid based on what is actually said.

Inferences are cognitive processes that enable and enhance comprehension.

S. I. Hayakawa, Language in Thought and Action (2nd ed.) p. 41

Types of Inference SkillsFrom When Kids Can’t Read, What Teachers Can Do by Kylene Beers

1. Recognize pronoun antecedents

2. Use context clues to figure out the meanings of unknown words

3. Understand the grammatical role of unknown words

4. Recognize character tone

5. Identify the beliefs, personalities, and motivations of characters

6. Understand character relationships

7. Provide setting details

8. Provide explanations for events and ideas in the text

9. Understand the author’s point of view

10. Recognize the author’s bias

11. Construct conclusions based from the facts in the text

Examples of Inference

Teaching Inference Skills

Challenge is to think like a child. Where might inference skills break down?

Where should you start with inference skills?

What progression of skills makes sense?

Instructional Considerations

Begin with “enabling” inferences

If a pollen grain from a flower lands on the pistil of the same kind of flower, it grows a long tube through the pistil into an ovule. This is the beginning of a seed.

Lefty said, How about sharing that pop, Bud?” Uh-oh. He took one look and handed it back.

She used her binder, a notebook with three rings to hold paper, to keep all her homework papers organized.

Juan gave her his umbrella because she was walking home.

Instructional Considerations

Move into “enhancing” inferences with a lot of modeling.

When her teacher praised her, Karen lowered her eyes and blushed. When her friends congratulated her, her face got even redder in the face.

Type of inference skills 4-11

Summary

1. Understand the needs of the reader

2. Develop a sequence for teaching inference. It may be challenging to try to learn all types at once.

3. Provide clear initial instruction with a lot of modeling.

4. Increase the complexity of the text and provide examples across genres.

5. Consider structure of guided practice. Most enabling inferences are done online while reading, but many enhancing inferences are done offline after reading.

Using Images to Teach Inference

Teaching Inferencing

Inferencing with Images

Think of an upcoming unit. Consider what kind of images you could use…

Westward Expansion

What do you notice?

What do you notice?

What do you notice?

What do you notice?

Putting it back together

4. Recognize character tone

5. Identify the beliefs, personalities, and motivations of characters

6. Understand character relationships

7. Provide setting details

8. Provide explanations for events and ideas in the text

9. Understand the author’s point of view

10. Recognize the author’s bias

11. Construct conclusions based from the facts in the text

Title?

Other Graphic SourcesWhat do the colors on the map represent?

Blue-increasing income

Grey- stable

Red-shrinking

Inference Character Relationships, Emotions and

Changes

Other ideas for teaching inference

Character Facebook Page

Lost camera – Found Memory Stick

Riddles

Fossils or footprints

Cartoons without captions

Graphic Organizers

Mysteries

Work Time

Plan around word work

Plan around inference

Plan around integrated LA/SS

Create assessments for LA

Lunch Back at 12:25