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Inferencing assessment[1]

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Connecting Inferencing to Professional Development

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Inferencing assessment[1]

  1. 1. BETWEEN THE LINES: INFERENCING
  2. 2. By the end of this session… <ul><li>Define inferencing </li></ul><ul><li>Ways to assess students’ inferences </li></ul><ul><li>Practice assessing </li></ul>
  3. 3. What are inferences? <ul><li>(Beers, 2003; Block, 2002; Cunningham & Allington, 2003; Gambrell & Pressley, 2002; Harvey & Goudvis, 2007; Irwin, 2007; Kispal, 2008; Miller, 2002; Peregoy & Boyle, 2005) </li></ul>
  4. 4. Types of inferences? <ul><li>Nonverbal </li></ul><ul><li>Pictures/illustrations </li></ul><ul><li>Word meaning </li></ul><ul><li>Anaphora </li></ul><ul><li>Connectives </li></ul><ul><li>Slot-filling </li></ul><ul><li>Theme </li></ul><ul><li>Author's purpose </li></ul><ul><li>(Beers, 2003; Block, Gambrell, & Pressley, 2002; Cunningham & Allington, 2003; Harvey & Goudvis, 2007; Irwin, 2007; Miller, 2002; Peregory & Boyle, 2005) </li></ul>
  5. 5. Anecdotal Records  <ul><li>Anecdotal records- written records that teachers keep on individual children based on their ongoing observations of and interactions with them (Cobb, 2003; Cunningham & Allington, 2003; Flippo, 2003; Vacca, et al., 2006) </li></ul><ul><li>Anecdotal Records.doc </li></ul>
  6. 6. Checklists <ul><li>(Cunningham & Allington, 2003; Vacca, et al., 2006) </li></ul>
  7. 7. Samples and Portfolios <ul><li>(Flippo, 2003, Irwin, 2007, Peregoy & Boyle, 2005, Vacca, et al., 2006) </li></ul>
  8. 8. Practice <ul><li>Station 1: View the video and write your own anecdotal record. </li></ul><ul><li>Station 2: Listen to the book club discuss their inference making. Use the checklist to record what you hear </li></ul><ul><li>Station 3: Read the paragraphs provided. Complete your own graphic organizer about the inferences you created. Then discuss as a group your inferences. Would you place this in your portfolio? Why or why not? </li></ul>
  9. 9. References: <ul><li>Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann. </li></ul><ul><li>Block, C.C., Gambrell, L.B., & Pressley, M. (Eds.). (2002). Improving comprehension instruction: Rethinking research, theory, and classroom practice. Newark, DE: Jossey­Bass. </li></ul><ul><li>Cunningham, P.M., & Allington, R.L. (2003). Classrooms that work: They can all read and </li></ul><ul><li>write (3 rd ed.). Boston, MA: Allyn & Bacon. </li></ul><ul><li>Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement (2 nd ed.) Portland, ME: Stenhouse Publishers. </li></ul><ul><li>Irwin, J.W. (2007). Teaching reading comprehension processes (3rd ed.). Boston, MA: Allyn & Bacon.  </li></ul><ul><li>Kispal, A. (2008). Effective teaching of inference skills for reading: Literature Review. Research Report DCSF-RR031. National Foundation for Educational Research , Retrieved from ERIC database. </li></ul>
  10. 10. <ul><li>Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades . Portland, ME: Stenhouse Publishers. </li></ul><ul><li>Peregory, S.F., & Boyle, O.F. (2005). Reading, writing, and learning in ESL: A resource book for K-12 teachers (4 th ed.). Boston, MA: Pearson. </li></ul>

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