On Saturday, January 20, 2007, at 10:02 AM, Zoe Jackson wrote: > Do you realize that this is a masterpiece of a lesson? I forwarded it > to Linda for her to read and be amazed. > Zoe > > On Wednesday, January 17, 2007, at 05:26 PM, ginger/rob wrote: > >> I've been working on inferring with my second graders. Doing many of >> the >> lessons I've learned to use with older kids and the kids in the >> library >> setting last year. I thought I would resend this. >> Ginger >> moderator >> ++++++++++ >> I like to use large pictures first with kids that show everyday >> situations. >> I've used the Mondo flipchart from the set called "Let's Talk About >> It". Great large color photos. Many work well for this lesson. (This >> year I >> am using the Second Step social emotional picture set from years ago. >> They >> are black and white pictures which lots to infer.) >> >> I wanted to introduce the "magic formula" for >> inferring: >> ---------------------------------------------------------------------- >> - >> ----- >> CLUES FROM THE TEXT (literal pictures/words) >> >> plus >> >> SCHEMA/BACKGROUND KNOWLEDGE (what I know about it) >> >> equals >> >> INFERENCE >> ---------------------------------------------------------------------- >> - >> ----- >> I teach it first JUST with pictures. So if you don't happen to have >> large >> pictures, you could use magazine pictures. Ask around. I bet someone >> has >> something you can borrow in your building. >> >> I'll try to describe the pictures I used today. The first one was a >> girl >> with huge excited wide eyes, an open smiling mouth and hands up on >> each >> cheek. I told the kids they were going to be making inferences using >> the >> clues from the text and their schema. >> >> I flipped open to that picture. I asked them to turn and talk with >> their >> thinking partner about what they THINK the girl is feeling. (answer: >> She's >> surprised!!!). On chart paper I drew the "magic formula" with an >> empty box >> for each part of the equation. Labeling the boxes. I pointed to the >> boxes >> as we were "doing" that part of the lesson. So....... I asked them to >> turn >> and talk with their thinking partner and say what they THINK she is >> feeling. >> I had a few share back and we agreed that the inference is that the >> girl is >> surprised. (I pointed to the INFERENCE box). I talked about how we >> make >> inferences all the time when we really don't even realize it. But in >> order >> to make an inference we are doing two things. We are using the clues >> from >> the text, the words or pictures, and in this case we JUST have a >> picture, (I >> pointed to the CLUES FROM THE TEXT box) and we are adding the clues >> to our >> schema/what we know about it ourselves in our mental folders (I >> pointed to >> the SCHEMA box). >> >> I then had them turn and talk about what CLUES they SEE in the >> picture. Then >> I had them share back whole group. This is what they said: (You need >> to >> help them be VERY LITERAL here!) Her eyes are wide open. Happy eyes >> (we >> all made a startled face that would NOT be a happy surprised face to >> show >> the contrast). Her mouth is saying AHHHHH!!! Her hands are up on her >> face. >> I pointed to the CLUES box and repeated these. What we see. Everyone >> can >> see these. >> >> Next I had them activate their schema and think of a time they felt >> like the >> girl. A time when THEY could have made that face. Then I had them >> turn and >> talk and share that with their thinking partner. Then we shared a few >> whole >> group. I pointed to the SCHEMA box and talked about how each of us >> has >> different schema. Some of our particular experiences don't have to be >> same >> for us to INFER what she is feeling as long as we have had some sort >> of >> experience that surprised us. >> >> I repeated the formula. We can see her eyes, her mouth, her hands.... >> all >> showing a reaction to something. These are the CLUES we can see. We >> then >> put that together with our own schema for that "face".. thinking of >> something that WE would make that face in response to. That brings us >> to >> the inference that she is surprised. >> >> (Gosh it's really hard to write this all down like it happened. I >> hope you >> are following me????) >> >> I used a second picture that showed a paramedic in his uniform >> standing at >> the back of the ambulance with one hand on the gurney and a concerned >> look >> on his face as he stares out toward ??????? In the background you can >> see >> the second paramedic grabbing the medical kit. The license plate says >> "Emergency Vehicle". The paramedic has a hat on with the medical >> symbol. >> There are lights flashing on the ambulance. >> >> So here's how that one went. >> 1. Turn and talk with your thinking partner about what you can INFER >> about >> this picture. (Share back) >> ------he's a paramedic who is at a scene of an emergency about to go >> help >> someone (our inference) >> 2. Turn and talk about what clues you can SEE. (Share back) >> -----his uniform, hat, serious/concerned eyes, hand reaching to grab >> and >> pull out the gurney, license plate, flashing lights, other paramedic >> with >> medical kit in his hands (CLUES) >> 3. Activate your SCHEMA about what you know about ambulances, >> paramedics, >> accidents, hurt people needing help, flashing lights. Now turn and >> talk. >> (Share back) >> -----I've had to go in an ambulance when I was in a car accident, an >> ambulance sped by our car, my neighbor is a paramedic, I've seen an >> ambulance on the news when there was a fire, my doctor's office has a >> rug >> with that medical symbol on it just like what is on his hat, etc. >> (SCHEMA) >> 4. Recap: You can infer what is going on in the picture because you >> used >> the CLUES FROM THE TEXT and added it to your SCHEMA. >> >> Other pictures I used today were: >> 1. Three boys standing behind the backstop fence at a little league >> game >> cheering on a teammate. >> 2. A girl dumping out all the money from her piggybank. >> 3. A boy at the doctor's office with his shirt off and the doctor is >> listening to his breathing with a stethoscope. >> Pictures from the Second Step set: >> 1. A boy holding the pieces of a broken mug looking back with a sly >> face. >> 2. A girl holding a sandwich up to her mouth with a very disgusted >> face. >> 3. A girl holding a bag of candy pleading with her eyes to her mom >> standing >> with the grocery cart. >> 4. A boy on the couch with a bandaged foot reaching out to a friend >> bringing >> him a book. >> ------------------------ >> >> At first it seems like this is backwards. They are making the >> inference >> first. But to have to defend your thinking is where the power is in >> this >> activity. Do this often and by the time you move to text they will be >> able >> to notice the clues from the text that activated their schema and >> resulted >> in an inference. >> >> ++++++ >> Magazine picture lesson and more: >> >> Here are some suggestions for inference: >> >> Make an "equation" like this: clues from the text (words/pictures) >> (what >> you literally see in the book) + your schema (what you already >> know/your >> background knowledge) = Inference >> >> I've also heard it put this way: >> Questions you have + what you already know (Schema) = inference. >> >> I make a poster of the first "equation" and teach it that way. >> >> I also had trouble teaching this to my third graders as they were >> confusing >> it with predicting. (and YES I know I read all different >> interpretations >> about what exactly is an inference. Some say predicting is an >> inference. I >> just couldn't do it without having a more clear explanation for my >> class) >> Jan, who I co-teach the graduate courses with really helped me out a >> lot on >> the difference. >> >> See if this helps: >> >> A PREDICTION is when you read to a certain point and stop and think >> "what >> will come NEXT". Based on what you have JUST read. The unknown >> coming >> ahead in the story. A prediction is looking FORWARD. Predictions can >> be >> substantiated (found to be correct by evidence in the text) or not as >> you >> read on. >> >> An INFERENCE is when you read to a certain point and STOP and think >> "what >> did the author just mean?". Based on what you have JUST read. >> LOOKING >> BACK. When the words are not literal. >> >> For example if in the story the boy just yelled into the phone with a >> mean >> voice and slammed down the phone. You can infer that he is angry. >> You read >> that he slammed down the phone. It already happened. The author >> COULD have >> written "He was angry." But instead leads us to INFER that by his >> actions. >> Combined with our own experiences of slamming down the phone. >> >> When I teach inferring I stop whenever I can at these obvious moments >> and >> ask, "Using the clues of what we just read and what you already know >> (your >> schema), what does that part mean????" Because of Winn Dixie is >> PERFECT for >> inferring. The beautiful language the author uses is FULL of >> inferences. >> And the kids GET IT!!!!!!!! >> >> Another great idea that a teacher shared in class once was this: Take >> advertisement pictures from magazines. For example, I have an ad with >> Sammy >> Sosa sitting down reading. Next to him is a baseball bat. In the >> background is the field and other players warming up. I cut out the >> baseball bat and mounted a piece of purple construction paper behind >> it so >> when looking at the ad you just see the shape of a bat in purple. I >> tell >> the kids their job is to infer what the missing piece is. We use the >> first >> "equation" above and do it together. We can infer that it is a >> baseball >> bat. Our clues would be just what we see there: the shape (always a >> BIG >> CLUE), there is a baseball player next to the bat, he is wearing a >> baseball >> uniform, there is a baseball field in the background, there are other >> baseball players. Our schema would be: I know Sammy Sosa is a >> baseball >> player, I have a baseball bat, I've played baseball, I've watched >> baseball >> games on T.V., I've been to a baseball game. I tell the kids that if >> I >> lived in a country that didn't know about baseball or play it as we >> know it >> they would NOT have schema for baseball and would not have such an >> easy time >> "inferring" what the missing piece is. Help them see that we all >> could have >> different schema depending on our life experiences and our "mental >> files". >> >> Another example was a picture was of a soccer player with the ball in >> the >> air above his head. Cut out the ball and from the back glue on a red >> piece >> of paper. The kids had to use the clues that they see (net in the >> background, shin guards on his legs, soccer shoes, soccer >> shirt/uniform) + >> their schema for soccer (I have a soccer shirt, I've played soccer and >> use >> that gear, sometimes soccer players hit the ball in the air with their >> heads, I've seen people play soccer) to determine it was a soccer >> ball. You >> can say, "How do you know it is not a volley ball or a basketball?" >> You see >> they can prove it based on their schema. But I have NO SCHEMA for >> soccer and >> I pointed that out. >> >> If you then give a small group 4 different pictures they can work >> together >> to complete the "formula" four times. Then one person can share the >> groups >> favorite with the class. I've used the EXACT same pictures with first >> through 5th grade and each group of kids LOVES THIS ACTIVITY. I feel >> like >> after this, inferring will be easier since this "anchor lesson" can be >> referred back to as we do our work in our stories. >> >> Just get some magazines and flip through them and you will see you can >> cut >> out crucial parts to block out. I think this is a great way to >> tangibly >> teach inferring. >> >> I find that inferring slides right in after studying ANSWERED and >> UNANSWERED >> questions. You can take some of the UNANSWERED questions and infer >> the >> answers based on what you already know and the clues from the text. >> ++++++++++++ >> 1/17/07 >> For me, the best work I've done on inferring happens after these >> anchor >> lessons with just pictures. Then I move to wordless pictures books >> where >> you totally have to use inferring to make the meaning. On our TOOLS >> page(www.readinglady.com/mosaic/tools/tools.htm ) there is a list of >> the >> wordless pictures books I use in the "Other" category at the bottom. >> Most of >> this is done first in shared and then in partner groups but shared >> back >> whole group so the stronger verbal models can enlighten those still in >> process. >> >> Then I move to a great read aloud. Something with a lot of inferring. >> I've >> used Petey with the older kids and Because of Winn Dixie with my 3-4th >> graders. Haven't gotten to the point of the read aloud with my second >> graders so I don't know what it will be this year yet. Every chance I >> get >> where there is implied meaning I stop and say "Let me reread that part >> and >> you tell me what the author means here." Some can do it easier than >> others. >> But then I fill in the gaps. I then restate the written clues that >> lead us >> to know that meaning. Plus I ask them what schema they have for that >> situation. It starts to be almost obsessive to find these perfect >> points to >> infer. I love interactive think alouds where both the students and I >> do the >> thinking. Turn and talk is great after they've had the scaffolded >> support. >> They can turn and talk and infer what the author means and then share >> back >> and the wealth you will hear is breathtaking!!! >> >> Let me share a story about Rudi's Pond (Eve Bunting) that happens >> EVERY time >> I use that book. If you don't know it you have GOT to read it!! It's >> in the >> voice of a young girl who has a friend in the neighborhood/school with >> a >> heart condition. (Yes, he dies and I know many can't read this >> without >> crying but CRY!!! It shows the power of words and believe me the kids >> connect MORE and THINK MORE when the text is emotional!!!) It's a >> very >> tastefully written book. They build a pond for Rudi and she brings the >> hummingbird feeder to the nearby tree since Rudi made it with her. >> Well..... the very next day a hummingbird comes to the window near >> where she >> sits. Stares right at her and then flies to the feeder. After >> several days >> of this she senses something is special about the hummingbird. She >> begins to >> wonder could it be??? Well, Eve Bunting outdoes herself in this >> one..., she >> transposes a sketch of Rudi with the hummingbird and EACH AND EVERY >> TIME I >> show that page and have the kids turn and talk (you should see how >> fast they >> whip their little heads around to share their thinking in this book, >> too!!!) >> someone says in the share back: "I think Rudi's soul is in the >> hummingbird." >> I am NOT KIDDING. Last year I used this book with 7 classes and I did >> it >> this year with my own second graders and EVERY TIME some bright >> sensitive >> child will have that thinking. Once the kids hear that you just say, >> "Oh my >> gosh.... turn and talk about what Emily just said!!". Now not all >> kids "get >> it" and it's o.k. if they don't but the talk that you hear and the >> threads >> that run off of it are so powerful. We then always infer the theme at >> the >> end by answering this question: "Why do you think the author wrote >> this >> book?" They come up with things like: "To remind us that even when >> people >> die they are still in our heart." "Their spirit can watch over you." >> "Friends are with you forever." "You can always remember your >> friends." >> "You will never be alone." >> >> Getting them to infer independently is hard. First of all- how do you >> know >> they are doing it unless, like was already mentioned earlier today you >> see >> it in their writing. For me, I need to hear their talk. And >> struggling >> readers are often the best "inferrers". Especially if you take away >> the >> print challenges they face. So do it in shared and small groups and >> you be >> the reader and you will be amazed. If they know the "formula"!! >> >> Inferring is what takes us deeper. And even the little ones can do >> it. >> >> Gosh it's been so long since I've written and as usual I am long >> winded. >> Ginger >> moderator >> grade 2 >> >> >> >> _______________________________________________ >> Mosaic mailing list >> [email protected] >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/ >> mosaic_literacyworkshop.org. >> >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >> > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/ > mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. >
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