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Week 11

Week 11. RDG081. “To infer as we read is to go beyond literal interpretation and to open a world of meaning deeply connected to our lives.” ~ Ellin Keene Author of Mosaic of Thought. 6min. Fluency. Timer:. Introduction.

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Week 11

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  1. Week 11 RDG081

  2. “To infer as we read is to go beyond literal interpretation and to open a world of meaning deeply connected to our lives.” ~ Ellin Keene Author of Mosaic of Thought Elkhart Community Schools

  3. 6min. Fluency • Timer:

  4. Introduction • Sometimes authors like to have their readers think about what they are trying to state in their texts. • Finding out what these ideas are is called making inferences. • We make inferences all the time. For example, if we hear a dog barking outside, we might infer that someone is playing with his/her dog. When we meet someone, and they have a smile on their face, we might think they are happy. • Making inferences is similar to making predictions.

  5. Chapter 7 Inferences • An inference or conclusion is an idea that is suggested by the facts or details in a passage or picture. • A valid inference is a logical conclusion based on evidence. • What are the emotions shown in this picture?

  6. Making Connections Background Knowledge (schema) Questioning Inference Drawing Conclusions Predictions Analysis of Text: Interpretation/ Judgment Imagination/ Visualization Elkhart Community Schools

  7. Inferring All the processes work together. Each works in concert with the others to aid the reader in comprehending text. Elkhart Community Schools

  8. Inferring through ~ Questioning “Questioning and inferring work in tandem to enhance understanding of text.” ~ Harvey & Goudvis Authors of Strategies That Work Elkhart Community Schools

  9. Inferring through ~ Making Connections Readers are able to think inferentially when they connect their background of information, ideas, and experiences with the text. Elkhart Community Schools

  10. Inferring through ~ Analysis of Text: Interpretation/Judgment “Inferring is the process of taking that which is stated in text and extrapolating it to one’s life to create a wholly original interpretation that, in turn, becomes part of one’s beliefs or knowledge.” ~ Ellin Keene Elkhart Community Schools

  11. Inferring through ~ Background Knowledge It is important for the reader to have background knowledge about a text they are reading if they are expected to read inferentially. Elkhart Community Schools

  12. Inferring through ~ Background Knowledge Word Clues + Experience Inference Elkhart Community Schools

  13. Inferring through ~ Predictions Predicting is related to inferring - - - BUT what’s the difference? Elkhart Community Schools

  14. Inferring through ~ Imagination/Visualization “When you read, you use all your senses. You see things in your ‘mind’s eye’ and hear the sounds you connect to that about which you are reading.” ~ Guided Reading the Four Blocks Way Elkhart Community Schools

  15. Inferring through ~ Imagination/Visualization “Proficient readers use images to draw conclusions, to create distinct and unique interpretations of the text, to recall details significant to the text, and to recall a text after it has been read.” ~ Ellin Keene Elkhart Community Schools

  16. Inferring through ~ Drawing Conclusions “Proficient readers make connections between conclusions they draw and other beliefs or knowledge.” ~ Ellin Keene Elkhart Community Schools

  17. Thinking Through Inferences • A common pitfall is to rely too much on opinions and bias. • An effective reader’s goal is to find out what the author is saying, stating, or implying. • An invalid conclusion is a false inference that is not based on the details, or facts in the text or on reasonable thinking.

  18. The VALID Approach to Inferences • Step 1: Verify and value the facts. • Step 2: Assess prior knowledge. • Step 3: Learn from the text. • Step 4: Investigate for bias. • Step 5: Detect contradictions.

  19. Step 1: Verify and Value the Facts. • Korea has long been known as the “Eastern Land of Courtesy.” When happy, a Korean simply smiles or gently touches the one who brings the happiness. When angry, a Korean simply stares directly at the person, and that person’s humble smile is a powerful apology. • What are the valid inferences? • Koreans are quiet and reserved people. • Koreans show their emotions. • Koreans are afraid of hurting the feelings of other people.

  20. Step 2: Assess Prior Knowledge. • What you already know and have experienced can help make accurate inferences. • “I forgot to make a back-up copy of my brain, so everything I learned last semester was lost.” What is being compared? • Compared to a computer • Compared to a friend • Compared to what he knows

  21. Step 3: Learn from the Text. • A valid inference is always based on what is stated or implied by the details in the text. • Context clues can unlock the meaning of an author’s use of vocabulary.

  22. Step 4: Investigate for Bias. • To make a valid inference, we must investigate our response to information for bias. • Our bias can shape our reading of the author’s meaning. • Note biased words and replace them with factual details as you form your conclusions.

  23. Step 5: Detect Contradictions. • The effective reader hunts for the most reasonable explanation for something. • The best way to do this is to consider other explanations that could logically contradict your first impression. • In the following list of behaviors, how many explanations for them can you think of? • Slurred words • Poor balance • Slow movement • Fatigue or tiredness

  24. Inferences in Creative Expression: Literary Devices • Connotation of Words • The emotional meaning of words • “My home is for sale.”

  25. Inferences in Creative Expression: Literary Devices • Metaphor • A direct comparison • “Lies are sinkholes.” • Personification • Giving human traits to things that are not human • “The sun woke slowly.”

  26. Inferences in Creative Expression: Literary Devices • Simile • An indirect comparison • “Lies are like sticky webs.” • Symbol • Something that stands for or suggests something else • “A skull and crossbones is a symbol for poison and death.”

  27. Inferences in Literature • Words are used to create mental pictures. • “Gene’s skin was pale and hot to the touch; he squeezed his eyes tight against the throbbing in his head, and as he lifted his fingers to press on his temple, his stomach lurched with nausea.” The inference is that Gene is sick.

  28. Inferences and Visual Aids • Pictures, photos, cartoons, and graphs imply ideas in textbooks. What do these imply?

  29. Practice • A man and his son are driving in a car. The car crashes into a tree, killing the father and seriously injuring his son. At the hospital, the boy needs to have surgery. Upon looking at the boy, the doctor says (telling the truth), "I cannot operate on him. He is my son." • How can this be? Decide on your answer before reading further.

  30. Whether this passage is a brain twister or a reading passage, readers must assume that any lack of understanding is not due to the story, but due to their own lack of understanding. We must work harder to think about how the story might make sense. • We quickly see that we have to explain how a doctor can have a son ("I cannot operate on him. He is my son.") when at the same time the father is dead (“The car crashes into a tree, killing the father”). The answer: The doctor is the boy's mother. Many readers are blinded to this meaning by the sexist assumption that the doctor must be a male.

  31. Practice • “Do you believe in life after death?” the boss asked one of his employees. • “Yes, sir,” the new employee replied. • “Well, then, that makes everything just fine . . .” the boss went on. “After you left work early yesterday to go to your grandmother’s funeral, she stopped in to see you.” • a. The dead grandmother’s ghost came to the office looking for her grandson.  b. The boss has a wild imagination.  c. The employee had lied about going to his grandmother’s funeral.  

  32. . Undertakers report that human bodies do not deteriorate as quickly as they used to. They believe the reason is that preservatives in highly processed foods slow the body’s decomposition. Which diet is more likely to slow a dead body’s decomposition? a. A diet of fresh vegetables  b. A diet of fast food and soda  c. A diet of raw seafood  

  33. Practice • Inference with political cartoons:

  34. http://www.laflemm.com/RKeys/RKeysTest5.html • http://www.shsu.edu/~txcae/Powerpoints/prepostest/inferencespostest.html • http://www.laflemm.com/RfT/Practice/RfTPracticeInf1.html

  35. Ten Steps To Improving College Reading Skills

  36. A Cup of Tea by Katherine Mansfield

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