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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

2014 ELAR Content Blitz

Presented by Region 18 ESC ELAR Team


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?


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?

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

Effective Teaching of Inference Skills for Reading Anne Kispal

National Foundation for Educational Research




Can be simple or complex

Poor Inferencing causes

poor comprehension,



from text


from text

more than one type of inferencing
More than one type of inferencing?!

Bridging the Gap Inferences

Right There 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



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


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


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?

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


8. Listen to Stories on Tape

9. Cross Curricular Work

Points to Ponder

What Do Teachers Do to Ensure Student Success?