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Angela Richardson

on 21 January 2016

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Transcript of INFERRING:

What do you know?
Lesson Outcome
Figure 19 & STAAR
Angela Walker-Richardson, Academic Facilitator ND Feeder
Learning Objective:
On your chart paper provided, dump everything you know about inferring and instruction regarding inferring.
We will be able to develop rigorous, high level inference questions and write text evidence inference statements using various forms of media and text.
Demonstration of Learning:
Given a grade level TEK, I will develop a high level inference question and complete the inference structure with 100% accuracy.
Inferences are...
Best Ways to Build Inference Skills
Reading Between the Lines of the Text
Teachers' Role in Instruction
Students' Role in Inferring
Make inferences based on the cover, title, illustrations, and plot
(Fiction, Expository & Poetry)
Make inferences about text and use
textual evidence to support understanding
(Fiction, Expository, Poetry &
Literary Non-fiction
Thank You!
Brain Dump
Ideas that are suggested by the facts or details in a passage.

Often referred to as what you “read between the lines” but is really found “between your ears".

What the author implies or suggests.
Figure (19) Grade K
Figure (19) Grade 1
make inferences about text and use textual
evidence to support understanding
(Fiction, Expository, Literary Nonfiction,
Poetry &

Figure (19) Grade 2
The Inference Connection:
Bringing it all together


Character’s Feelings, Motives & Traits
Author and Me
Plot, Theme,
Main Ideas
Check Clues
Inferring directly, creating meaning from text alone
Making Predictions
Using current observations and prior experience to state what will happen in the future
Making Connections
Often self-heavy inferences in which the meaning is found outside of the text
A means to check our inferences and think metacognitively
Helps readers infer images through the application of background knowledge and text
Drawing Conclusions
Making a sensible decision you reach based on details or facts in a text
Making Generalizations
A broad statement about a group of people, animals or things that state something they have in common
Background Knowledge/Schema
Inferring indirectly and applying a lot of liberty in interpretations
The Umbrella of Making Inferences
Keep in mind these things when you infer:

Figure (19) Grade 3 - 5
Fig.19.D (R) make inferences about text and use textual evidence to support understanding (Fiction & Expository)
Fig.19.D (S) make inferences about text and use textual evidence to support understanding (Literary Nonfiction, Poetry, Drama &

Upon mastery, students should be able to…
go back to the text for evidence
correctly complete an inference graphic organizer
write an acceptable response to an inference question
When instructing students how to best use their inference skills, teachers should show students:
to look for clues/evidence
a structured way to infer
to write a response to an inference question
Best Ways to Build Inference Skills
Activate Prior Knowledge
Generate initial association
Activate Prior Knowledge
Activate Prior Knowledge
Discuss and clarify collective knowledge
Clarify what students now know as a result of discussion
Clues and Evidence
Inference Statement
The Inference Structure
Question Asking & Question Generating
Ask the right question at the right time
Ask why questions, rather than what-happens-next, how, when or where questions
Train students to acquire the habit of asking themselves and each other “why” questions
Model by asking relevant questions aloud and answering them
I believe the dog had something to do with the disappearance of the cat, Fluffy, because he was caught burying the cat’s collar and he was bribing the man to keep quiet by offering a bag of Doritos.
1) The cat Fluffy, was on a missing flyer.
2) The dog buried Fluffy’s collar.
3) When the man was becoming
suspicious after he saw the dog’s
actions, the dog gave him a bag of
Doritos with a note instructing him
that he didn’t see anything.
What happened to the cat?

Question Raised
Inference Practice
The dog got rid of the cat.
Clues or Evidence
You Do Together
Read Excerpt from
by Sandra Cisneros and write at least 1 (one) inference question per paragraph that you developed based on the text.
Place your question on the "Questions Raised" chart paper by paragraph number.
Pick 1 (one) question from the chart and complete the inference structure handout.
You Do
With your grade level, read/discuss the assigned resource.

Complete the "Inference Structure" poster developing an inference question that aligns with the given genre and SE.

Be prepared to share out:
The provided SE
A quick gist of the text or picture and
The contents of the inference structure

Inferring: Not Just Anybody's Guess
K.8 Fig. 19D
Make inferences based on the
cover, title, illustrations
5.8A Fig 19D
Evaluate the impact of sensory details, imagery, and figurative language in literary text

4.11A Fig. 19D
Summarize the main idea and supporting details in text in ways that maintain meaning
2.7A Fig. 19D
Describe how rhyme, rhythm and repetition interact to create images in poetry

Angela Walker-Richardson,
Academic Facilitator, ND Feeder
Not Just Anybody's Guess
K.8 Fig. 19D
Make inferences based on the
3.10A Fig. 19D
Identify language that create a graphic visual experience and appeals to the senses
4.11C Fig 19D
Describe explicit and implicit relationships among ideas in text organized by cause effect, sequence or comparisons

5.4A Fig 19D
Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems

January 7, 2016
Professional Development
4.11B Fig 19D
Distinguish fact from opinion in a text and explain how to verify what is a fact
4.11D Fig 19D
Use multiple text features (e.g., guide words, topics and concluding sentences) to gain an overview of the contents of text and to locate information

Complete Reflection
Full transcript