2014 ELAR
Presented by Region 18 ESC ELAR Team

K-2: Tracy Harper: tharper@esc18.net
K-2: Carolyn Johnson: cjohnson@esc18.net
3-5: Christel Applon: capplon@esc18.net
3-5: Robyn Jackson: rjackson@esc18.net
6-8: Donna Walker: dwalker@esc18.net
EOC: Laura Kile: lkile@esc18.net
EOC: Becky Ramirez: bramirez@esc18.net
EOC: Lindsey Lumpkin: llumpkin@esc18.net

❏
Determine the role Figure 19 plays in the ELA classroom
❏
Dig into the data
❏
Develop a deeper understanding of inferencing
❏ Apply today’s knowledge to the classroom setting

★
Three face-to-face trainings
■First component - raise awareness of low performing SEs through whole group discussion and practice
■Second component - Campus support

❏
Be professional & courteous
❏
Be open to new ideas
❏
Focus on student achievement

What is Figure 19?
How does it relate to my lesson plans?
http://go.esc18.net/datapdf

❏
What does this data say to YOU?
❏
How will it impact your year?

How are Figure 19 standards assessed?
❏
What does this data mean for K-2 students?

Drawing
Conclusions
Making
Generalizations
Making
Predictions
Inference – a logical guess made by connecting bits of information.
Readers make inferences by drawing conclusions, making generalizations, and making predictions.
TEKS Resource System

Can be simple or complex
Poor Inferencing causes poor comprehension,
NOT VICE-VERSA!
Information from text
Effective Teaching of Inference Skills for Reading Anne
Kispal
National Foundation for Educational Research
New
Information
Information from text

More than one type of inferencing?!
Right There
Inferences
Bridging the Gap
Inferences
Big Picture
Inferences
Feelings
Inferences

Right There Inferences
The rain kept Tom indoors all afternoon.
The reader understands that Tom wanted to go out but that the unpleasant weather conditions prevented this.
Peter begged his mother to let him go to the party.
The reader would have to realize that the pronouns “his” and “him” refer to Peter to understand the sentence.

Bridging the Gap Inferences
Katy dropped the vase. She ran for the dustpan and brush to sweep up the pieces.
The reader would have to realize that the vase broke to supply the connection between these sentences.

Big Picture Inferences
It was 8:30 on Thursday night. Emily stared at the large, empty presentation board on her bed. Then she looked at the stack of books about Abraham Lincoln on her desk. She began to cry.
The reader would have to put the pieces of information together along with prior knowledge to identify the main point of these sentences.

Feelings Inferences
I reached in and let him lick my hand. 'Yeller,' I said, 'I'll be back. I'm promising that I'll be back.'
The reader uses emotional understanding to infer that the speaker is hesitant to leave. The emphasis on coming back implies some kind of impending struggle.

When are students making these inferences?
On-line Inferences (during reading)
Right There
Inferences
Bridging the Gap
Inferences
Big Picture
Inferences
Feelings
Inferences
Off-line Inferences (after reading)

Inferencing is a foundational concept, important at every grade level.

11th -12th (Fig 19 B): make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding
7th - 10th (Fig 19 D, Fig 19 B): make complex inferences about text and use textual evidence to support understanding
1st - 6th (Fig 19 D): make inferences about text and use textual evidence to support understanding
K (Fig 19 D): make inferences based on the cover, title, illustrations, and plot

What Do Students With Successful
Inferencing Skills Do?
They:
❏ are active readers who want to make sense of text
❏ monitor comprehension and repair misunderstanding
❏ have rich vocabularies
❏ have competent working memories
Question: What do teachers do to ensure student success?

What Do Teachers Do to Ensure Student Success?
1. Model, model, model
2. Choose Right Texts
3. Build Vocab
4. Look at Title & Text Structure
5. Make Predictions
6. Question Character Relationships,
Goals, Motivations a. “How do you know?” b. “Why?”
7. Generate, Discuss, Clarify Prior
Knowledge
8. Listen to Stories on Tape
9. Cross Curricular Work