Drawing inferences is like “reading between the lines.” Students do this by using their prior knowledge and the information that is provided. Students make inferences without even realizing that’s what they’re doing. For example, when I have read a book I thought well he/she should have ended like this or that, that’s because I drew on inferences and already was thinking of some outcomes of the story. This is a way to make sure all students are understanding, share ideas that some may not have noticed. When students are guided to infer continuously as Reading, they will be able to think more deeply when they read independently. Standard: Explain their own ideas and understanding in light of the discussion. SL.3.1d Before I began reading …show more content…
I would say “Today we are going to “read between the lines,” which is also known as inferring, while reading the book Lilly’s Purple Plastic Purse by Kevin Henkes (show cover). Based on the pictures what could you guess is going to happen?” Students will answer and I will respond by saying “Using your previous knowledge about what the objects are in the picture you could infer that she (enter students’ answer). We will infer while reading the book, and explain our inferences and ideas that we made, in discussion and in independent practice.” During the reading, I would model for the students how to make inferences. The first inference I would model for the students is after she describes the snacks that Mr. Slinger brings. I would say “mmm, curly, crunchy, and cheesy that sounds like Cheetos Twisted Puffs! Did anyone else think so? Without even knowing that we were doing it we “read between the lines” to guess that they had yummy Cheetos! Does anyone remember what I called “reading between the lines? (correct answer – infer). I would model again how to make inferences before the book was over to make sure all the children understood what we were doing. Following Lilly not listening during the story and Mr. Slinger catching her interrupting again I would say
6) Jill is a sign language interpreter. One night out with friends, she precedes to tell them about her client Janet and how the client was doing in a college biology class. She tells them the student 's name and how Janet is failing and not paying any attention to what the teacher is discussing.
Reason for Assessment: Joe was referred for an Assistive Technology Assessment due to parent request as part of the special education services. His mother reports concerns for Joe’s organization. Joe has a history of academic difficulties due to attention related challenges. Joe is considered eligible for special education services under the eligibility criteria for Other Health Impaired (OHI). This is due to characteristics of an Attention Deficit Disorder that manifests itself in a heightened alertness to environmental stimuli that results in a limited alertness to the educational environment, which is adversely affecting Joe's educational performance.
As a reader, occasionally you never really pay attention to those details that do move the plot along. Subconsciously, it’s a different reason. When you read, you process many words, which your mind try to make sense. This could happen my trying to predict an outcome, or create a possible theory. This book works with this concept, or atleast parts of it frequently.
My student was only asked to read up to page five. Before reading a few passages from this book, I asked Julia if she has read this story before. I did not want to use a book she was already familiar with since this would not give me an accurate measure of her reading performance. Julia informed me that she has not read this book before so I proceeded. Julia’s reading was assessed by using a running
In the very beginning, the book opens up with a clear hatred of the english teacher Mr.Griffin. Talking about how he assigns to much homework and his tests are way to difficult. Often times the main characters would get straight F’s on his assignments. Except for Susan who is the only one to pass his class. This foreshadows the plan
Observation 3 consisted of observing an English 10 class reviewing chapters 13 and 14 of To Kill a Mocking Bird. The observation lasted 9 minutes where I observed the administering of reading quiz on the chapters at hand. The students were tasked with reading the appropriate chapters prior to the day’s class. The instructional decision to quiz students on their reading is important as it provides the means to hold students accountable. As a supervisor, I learned teachers and various school staff must be given the resources or means to carry out their professional duties, but like students in the classroom, accountability must be ensured.
Diagnostic Narrative Background The student that was assessed during this Qualitative Reading Inventory was a first grader, named Rylie. Rylie is a first grader at St. Paul’s Lutheran School in Oconomowoc, Wisconsin. Prior to the inventory, I did not know Rylie well, but had seen her around the building
This application of the reading process should allow the reader to “deep read” when necessary, letting the information be absorbed entirely and
However, the mother’s viewpoint of Laurie’s behavior is being influenced by Charles as shown by “this Charles boy sounds like such a bad influence.” which reinforces the belief that Laurie is a well-behaved boy and causes the reader to keep dismissing Laurie’s behavior at home (____,____). As whenever Laurie acted out at home it is like the behavior displayed by Charles at school that day, however up until this point Laurie’s behavior at home has been less insolent than the stories of Charles’s behavior. This allows the reader to agree with the narrator’s belief that Laurie is a well-behaved boy being influenced by another child. The Impedance caused by the narrator’s belief that Charles is just a misbehaving kid that is impacting Laurie’s behavior remains until Laurie pulls a wagon full of mud through the house (_____,____).
This lesson causes a change in the dynamic of the characters, making them more likable. While reading the first paragraphs, the readers evaluate the main character’s personality to determine how appealing a character is. In “The Lesson”, Sylvia immediately proclaims her hatred for Miss Moore. With Sylvia’s
After they do that then they will have to read it as a group in front of the class. The students will decide who read the passage with the best expression. 4. The students will have a sentence that can be said in many different expressions. The students will roll a dice that has different emotions on it and whatever emotion the dice lands on then the student has to read the sentence with that emotion.
Although these tactics can be applied to almost any lesson or subject, there is emphasizes effectiveness in reading and language arts lessons. Paul provides examples of questions and ideas that can be used to persuade the students to achieve a higher order of thinking about new information and ideas. Suggestions are made for slight alterations for already existing lesson plans that could drastically increase the amount of critical brain time a child has with the material in which they may formulate new ideas, view in different perspectives, and learn to approach thoughts from new angles. This source is strongly relatable to my project. Some of my other sources provide building blocks and great ideas for plan construction, but this article explains how to incorporate higher order thinking, and elicit higher thought processes in your students.
Students need to have a clear understanding of what it means to be a skillful reader. In explicit instruction, a lot of modelling is involved but this isn’t enough. Along with guided practice, students need teachers who can clarify and correct confusion that may arise. In doing so, teachers need to know exactly where their students stand when it comes to understood and misunderstood strategies (Vilaume & Brabham, 2002).
Their perception was based on the picture which was shown in the class. The picture was used as a clue for them in guessing the topic of the text. Their perception would be assessed by the grading rubric which was proposed by Tareek Bahaa EL Deen (2014)
While teaching students how to read fluently, teach them how to make connections, visualize, ask question, and how to make inferences. If this is taught to children as they learn how too fluently it will expand their “how to read” schema. The idea of how schema could help comprehension that the article provided could lead to many discoveries. Teaching comprehension at this age and getting students to actively ask questions and make inferences will help them excel in future classes. Teaching this at this young age may also solve the problem of reading for speed.