I am a comprehension reading strategy

1. I am a comprehension reading strategy • A combination of prior knowledge and text clues will allow you to successfully utilize me • If you know what I am, you have successfully applied me

2. Making Predictions & Inferences • By Ali, Allison, Liam, and Reiko

3. Reading Comprehension Strategies • Activating or building background knowledge • Using sensory images • Questioning • Making predictions and inferences • Determining importance • Monitoring and regaining comprehension • Synthesizing

4. 0 How Do Good Readers Make Inferences? • They use: • Word/text clues • Picture clues • Define unknown words • Look for emotion (feelings) • Use what they already know • Look for explanations for events • ASK themselves questions!

6. Connection to Common Core Standards… • Reading: Literature • CCSS.ELA-Literacy.RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • CCSS.ELA-Literacy.RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. • CCSS.ELA-Literacy.RL.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7. Connection to Common Core Standards… (Continued) • Reading: Informational Texts • CCSS.ELA-Literacy.RI.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • CCSS.ELA-Literacy.RI.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. • CCSS.ELA-Literacy.RI.6.1 – Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8. Day 1 - Move to Infer • Discuss how movement is present in all areas of life • Teacher picks a movement card & acts out the word(s) on the card • Students infer what the teacher is acting out • Teacher asks what clues helped them to make inferences • Students repeat what the teacher did & can create a card of their own

9. Examples and Adaptations

10. Day 2 - Mrs. Pingel’sActivity • Teacher selects inferring card & reads it aloud to students explaining how text gives clues • Student selects card & reads it aloud • Classmates make inferences & tell which clues helped them make the inference

12. Day 3 – Sticky Notes • Think while they read, and then to write about this thought process. • Encourage students to move beyond the literal comprehension and move towards inferential comprehension • Ask questions, predict what will happen next, state why they believe the author wrote a certain passage and how the think each part of the story relates to each other.

13. Examples and Adaptations

14. Day 4 – Inference Chart • Four columns: Background Knowledge, Clues in the Story, Questions, Inferences. • The students make this chart after reading a story. • See if some of their sticky notes could go into one of the columns. • Have them reread the story and fill out the chart. 

18. References • Janney, R., & Snell, M.E. (2000). Teachers’ guides to inclusive practices: Modifying schoolwork.  Baltimore: Paul H. Brookes. • “Lesson Plans.” Into the Book. Wisconsin Educational Communications Board, 2013. Web. 27 October 2013. <http://reading.ecb.org/teacher/index.html> • Tompkins, Gail E. Literacy for the 21st Century: A Balanced Approach. Upper Saddle River, NJ: Pearson, 2014. Print.