2014 elar content blitz
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2014 ELAR Content Blitz. Presented by Region 18 ESC ELAR Team. Link to today’s presentation: go.esc18.net/elarresources. ESC 18 ELAR Team Contact Info:. K-2: Tracy Harper: [email protected] K-2: Carolyn Johnson: [email protected] 3-5: Christel Applon: [email protected]

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2014 ELAR Content Blitz

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2014 elar content blitz

2014 ELAR Content Blitz

Presented by Region 18 ESC ELAR Team


Link to today s presentation go esc18 net elarresources

Link to today’s presentation:

go.esc18.net/elarresources


2014 elar content blitz

ESC 18 ELAR Team Contact Info:

K-2: Tracy Harper: [email protected]

K-2: Carolyn Johnson: [email protected]

3-5: Christel Applon: [email protected]

3-5: Robyn Jackson: [email protected]

6-8: Donna Walker: [email protected]

EOC: Laura Kile: [email protected]

EOC: Becky Ramirez: [email protected]

EOC: Lindsey Lumpkin: [email protected]


Objectives for today

Objectives for Today:

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


Objectives for the year

Objectives for the Year:

Three face-to-face trainings

  • First component - raise awareness of low performing SEs through whole group discussion and practice

  • Second component - Campus support


Norms for today

Norms for Today:

Be professional & courteous

Be open to new ideas

Focus on student achievement


What is figure 19

What is Figure 19?

How does it relate to my lesson plans?

http://go.esc18.net/datapdf


Reflect and respond

Reflect and Respond:

What does this data say to YOU?

How will it impact your year?


How are figure 19 standards assessed

How are Figure 19 standards assessed?

What does this data mean for K-2 students?


Introducing inferencing

Introducing Inferencing


Our focus of the year inferencing

Our focus of the year: Inferencing

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


Inferencing

Effective Teaching of Inference Skills for Reading Anne Kispal

National Foundation for Educational Research

New

Information

Inferencing:

Can be simple or complex

Poor Inferencing causes

poor comprehension,

NOT VICE-VERSA!

Information

from text

Information

from text


More than one type of inferencing

More than one type of inferencing?!

Bridging the Gap Inferences

Right There Inferences

Feelings

Inferences

Big Picture Inferences


Right there 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

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

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

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

When are students making these inferences?

On-line Inferences (during reading)

Off-line Inferences (after reading)

Bridging the Gap Inferences

Right There Inferences

Feelings

Inferences

Big Picture Inferences


Inferencing k 12

Inferencing: K-12

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


Inferencing k 121

Inferencing: K-12

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


2014 elar content blitz

They:

are active readers who want to make sense of text

monitor comprehension and repair misunderstanding

have rich vocabularies

have competent working memories

Points to Ponder

What Do Students With Successful Inferencing Skills Do?

Question: What do teachers do to ensure student success?


2014 elar content blitz

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

Points to Ponder

What Do Teachers Do to Ensure Student Success?


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