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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