Ib workshop inferences
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The document discusses different types of inferences that readers make when comprehending text. It explains that readers are able to think inferentially by connecting their background knowledge to the text. Readers use imagination and visualization to draw conclusions and interpretations of the text. The document outlines several classes of inferences including anaphoric, bridging, explanatory, goal, elaborative, predictive, and process inferences. All of these inference processes work together to help the reader fully comprehend the text.
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This document summarizes several models of the reading process:
- Bottom-up models emphasize decoding text in a linear fashion. Top-down models use prior knowledge to derive meaning. Interactive models combine bottom-up and top-down processes.
- Emerging models include Rumelhart's model emphasizing both perceptual and cognitive processes, and Stanovich's interactive-compensatory model relying on bottom-up and top-down processes depending on reading purpose and knowledge.
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The document discusses drawing conclusions from reading passages. It explains that drawing conclusions involves making inferences based on details, then connecting those inferences to form an overall understanding. Readers must look at how different inferences relate to one another. The document provides examples of short passages and questions to demonstrate how to draw conclusions. It instructs readers to choose the best conclusion for each question based on inferences that can be made from the provided information.
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This document introduces figurative language and provides examples of common types used to make writing more descriptive and engaging. It defines figurative language as using comparisons, repetitions, exaggerations, and imitations to create images for the reader. The document then explains common types like simile, metaphor, hyperbole, and personification and provides examples of each. It encourages thinking of additional examples and distinguishing between literal and figurative meanings.
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This document summarizes several models of the reading process:
- Bottom-up models emphasize decoding text in a linear fashion. Top-down models use prior knowledge to derive meaning. Interactive models combine bottom-up and top-down processes.
- Emerging models include Rumelhart's model emphasizing both perceptual and cognitive processes, and Stanovich's interactive-compensatory model relying on bottom-up and top-down processes depending on reading purpose and knowledge.
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The document discusses drawing conclusions from reading passages. It explains that drawing conclusions involves making inferences based on details, then connecting those inferences to form an overall understanding. Readers must look at how different inferences relate to one another. The document provides examples of short passages and questions to demonstrate how to draw conclusions. It instructs readers to choose the best conclusion for each question based on inferences that can be made from the provided information.
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This document introduces figurative language and provides examples of common types used to make writing more descriptive and engaging. It defines figurative language as using comparisons, repetitions, exaggerations, and imitations to create images for the reader. The document then explains common types like simile, metaphor, hyperbole, and personification and provides examples of each. It encourages thinking of additional examples and distinguishing between literal and figurative meanings.
comprehension and levels of comprehension
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
thories of reading.ppt
Theories of reading have evolved over time from the traditional view that focused on decoding printed text to the cognitive view that emphasized the role of background knowledge and top-down processing. The metacognitive view that is now prevalent considers the control and manipulation readers can exert over comprehending text. This involves readers setting goals, making predictions, monitoring understanding, and evaluating their comprehension. Theories of reading have thus progressed from passive reception of meaning to active construction of meaning through the interaction of text, prior knowledge, and use of reading strategies.
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This document summarizes a literature review on effective teaching of inference skills for reading. The review explores different types of inferences, how pupils can best be taught inference skills, and strategies for teaching inference to pupils of different ages and abilities. The review found that the ability to draw inferences is crucial for reading comprehension. While researchers have proposed various taxonomies of inferences, there is no consensus on types. Common distinctions include coherence/text-connecting inferences versus elaborative/gap-filling inferences. The review summarizes research on factors that help pupils make inferences and strategies for teaching inference, such as teacher modeling, questioning techniques, and activating prior knowledge. It notes limited research directly answering how to teach inference skills most effectively.
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This document provides a research-based lesson planning guide for teaching students to make inferences when reading. The 5-day mini-lesson includes: 1) Explicit instruction on inference strategies and vocabulary. 2) Modeling inferences using sample texts. 3) Guided practice making inferences from passages, pictures, and ads. 4) Independent practice making character and advertisement inferences. 5) An assessment game to review making inferences about characters. The goal is for students to determine implicit ideas and draw conclusions beyond what is directly stated in a text.
Inferring
The document discusses the concept of inferring, which is reading between the lines and using clues and background knowledge to determine information not explicitly stated. It provides tips for teaching students to infer, such as using posing and word clues games. Students are encouraged to look for clues, determine what is known and unknown, and use their experience to fill in missing information. Strong inferences are tied to evidence from the text. The connection between questioning and inferring is also explored, with higher-level questions leading students to inferential thinking.
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Reading is an active process that involves the interaction between the reader's background knowledge and the text. Readers use their schemata, or mental frameworks, to make sense of a text by comparing new information to what they already know. Effective reading comprehension requires the use of both bottom-up processing, where readers analyze individual parts of a text, and top-down processing, where readers' existing knowledge guides their understanding. Teachers can help second language readers develop literacy in English by explicitly teaching reading strategies and encouraging students to discuss their thought processes.
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The document discusses key concepts in logic including:
- Logic originated from the Greek word "logos" meaning spoken word or reason.
- Logic can be understood as both an art that guides reasoning and a science concerned with correct reasoning.
- Formal logic focuses on logical correctness while material logic considers the truth of thought contents based on reality.
- Other concepts discussed include simple apprehension, judgment, propositions, and inductive vs deductive reasoning.
Drawing inferences from text
Drawing inferences from text involves combining what is read with prior knowledge to create a personal interpretation. Proficient readers actively search for implicit meanings not explicitly stated and draw conclusions, make predictions by testing ideas as reading continues, and use background knowledge and text to answer questions and make connections. When inferring, readers can better remember and apply what they read, create new knowledge, and engage critically with text. Inferences are revised based on discussions with other readers, with a wider range of interpretations for fiction and a narrower range for nonfiction supported by evidence from prior knowledge and text.
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The document discusses strategies that proficient readers use to comprehend texts. It outlines several comprehension strategies like activating prior knowledge, asking questions, making inferences, determining importance, and monitoring understanding. It emphasizes the importance of modeling reading strategies and thinking aloud so students understand the invisible cognitive processes involved in comprehension. Teachers should introduce one strategy at a time, model its use, and have students practice the strategy with guidance and feedback.
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2) Comprehension depends on the reader's background knowledge and use of strategies to connect new information to existing knowledge. Readers understand texts differently based on their own experiences and perspectives.
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comprehension and levels of comprehension
Comprehension involves fully understanding written text. It has several levels from lowest to highest:
1. Literal level involves understanding facts and details directly stated.
2. Interpretive level involves drawing inferences and understanding implied meanings.
3. Applied level involves extending ideas to new situations.
Factors like motivation, background knowledge or schema, and metacognition affect a reader's ability to comprehend. Readers must understand words, ideas, sequences, causes and effects, and think critically about texts.
thories of reading.ppt
Theories of reading have evolved over time from the traditional view that focused on decoding printed text to the cognitive view that emphasized the role of background knowledge and top-down processing. The metacognitive view that is now prevalent considers the control and manipulation readers can exert over comprehending text. This involves readers setting goals, making predictions, monitoring understanding, and evaluating their comprehension. Theories of reading have thus progressed from passive reception of meaning to active construction of meaning through the interaction of text, prior knowledge, and use of reading strategies.
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This document summarizes a literature review on effective teaching of inference skills for reading. The review explores different types of inferences, how pupils can best be taught inference skills, and strategies for teaching inference to pupils of different ages and abilities. The review found that the ability to draw inferences is crucial for reading comprehension. While researchers have proposed various taxonomies of inferences, there is no consensus on types. Common distinctions include coherence/text-connecting inferences versus elaborative/gap-filling inferences. The review summarizes research on factors that help pupils make inferences and strategies for teaching inference, such as teacher modeling, questioning techniques, and activating prior knowledge. It notes limited research directly answering how to teach inference skills most effectively.
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The document provides strategies for teachers to help students become strategic readers who can distinguish literal and implied ideas in texts, such as having students chunk texts into paragraphs and reflect on each chunk, teaching students how to make inferences, and modeling how to identify both the literal and implied meanings in passages. It also distinguishes between dependent readers who struggle with comprehension and strategic readers who actively engage with texts using various reading strategies.
Emerging reading models
The document outlines several emerging models of the reading process that go beyond traditional bottom-up and top-down models. It summarizes key points of Rumelhart's model from 1977, Stanovich's interactive-compensatory model from 1980, and Anderson and Pearson's schematheoretic views from 1984. It also discusses Pearson and Tierney's reader/writer model and Mathewson's model addressing the role of attitude and motivation in reading.
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This document provides a research-based lesson planning guide for teaching students to make inferences when reading. The 5-day mini-lesson includes: 1) Explicit instruction on inference strategies and vocabulary. 2) Modeling inferences using sample texts. 3) Guided practice making inferences from passages, pictures, and ads. 4) Independent practice making character and advertisement inferences. 5) An assessment game to review making inferences about characters. The goal is for students to determine implicit ideas and draw conclusions beyond what is directly stated in a text.
Inferring
The document discusses the concept of inferring, which is reading between the lines and using clues and background knowledge to determine information not explicitly stated. It provides tips for teaching students to infer, such as using posing and word clues games. Students are encouraged to look for clues, determine what is known and unknown, and use their experience to fill in missing information. Strong inferences are tied to evidence from the text. The connection between questioning and inferring is also explored, with higher-level questions leading students to inferential thinking.
SOME BASIC FOUNDATIONS ABOUT TEACHING READING
Reading is an active process that involves the interaction between the reader's background knowledge and the text. Readers use their schemata, or mental frameworks, to make sense of a text by comparing new information to what they already know. Effective reading comprehension requires the use of both bottom-up processing, where readers analyze individual parts of a text, and top-down processing, where readers' existing knowledge guides their understanding. Teachers can help second language readers develop literacy in English by explicitly teaching reading strategies and encouraging students to discuss their thought processes.
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The document discusses key concepts in logic including:
- Logic originated from the Greek word "logos" meaning spoken word or reason.
- Logic can be understood as both an art that guides reasoning and a science concerned with correct reasoning.
- Formal logic focuses on logical correctness while material logic considers the truth of thought contents based on reality.
- Other concepts discussed include simple apprehension, judgment, propositions, and inductive vs deductive reasoning.
Drawing inferences from text
Drawing inferences from text involves combining what is read with prior knowledge to create a personal interpretation. Proficient readers actively search for implicit meanings not explicitly stated and draw conclusions, make predictions by testing ideas as reading continues, and use background knowledge and text to answer questions and make connections. When inferring, readers can better remember and apply what they read, create new knowledge, and engage critically with text. Inferences are revised based on discussions with other readers, with a wider range of interpretations for fiction and a narrower range for nonfiction supported by evidence from prior knowledge and text.
Read Aloud- Think Aloud
The document discusses strategies for conducting interactive read alouds with students. It defines read alouds as oral readings by the teacher of texts above students' independent reading level. The teacher should choose high-interest selections and scaffold support for all readers. During read alouds, the teacher models thinking aloud to demonstrate comprehension monitoring strategies like predicting, visualizing, and making connections. Semantic differential scales can also be used after read alouds to help students analyze characters.
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The document discusses strategies that proficient readers use to comprehend texts. It outlines several comprehension strategies like activating prior knowledge, asking questions, making inferences, determining importance, and monitoring understanding. It emphasizes the importance of modeling reading strategies and thinking aloud so students understand the invisible cognitive processes involved in comprehension. Teachers should introduce one strategy at a time, model its use, and have students practice the strategy with guidance and feedback.
New Microsoft PowerPoint Presentation.pdf
The document discusses various sub-skills of reading including extracting main ideas, understanding text organization, checking comprehension, and inferring. It also discusses mental activities involved in reading such as writing summaries and determining cause and effect relationships. Various techniques for reading are presented such as scanning, skimming, key word reading, and phrasing. Different types of reading comprehension are defined including global, local, inferential, predictive, and evaluative comprehension.
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This document discusses various theories and strategies related to reading, literature, and engaging students. It provides summaries of key ideas from Rosenblatt's reader response theory, including her concepts of efferent and aesthetic reading. It also outlines strategies for close reading a text and engaging with literature at different levels, and discusses how poststructuralism, frames of reference, and intertextuality can be applied when analyzing texts.
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This document provides strategies and tips for active reading. It emphasizes making connections, asking questions, expanding vocabulary, predicting, visualizing, determining importance, inferring, summarizing, synthesizing, annotating, and using "fix-up" strategies when comprehension breaks down. The overall message is that reading is an active process that requires thinkers to engage with text in various ways.
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Metacognition refers to one's awareness and understanding of their own thought processes. The document discusses several aspects of metacognition, including visualizing while reading. Visualizing involves creating mental images of the characters, events, settings, and other elements described in the text. The document outlines why visualizing is important for comprehension, some challenges in teaching visualizing strategies, how readers visualize using different components, and how visualizing relates to the metacognitive teaching framework.
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Reading involves physiological, cognitive, and psycho-social processes. Physiologically, reading requires the eyes to focus on words while the brain interprets symbols. Cognitively, reading is a two-step process where the brain recognizes words and derives meaning. Higher comprehension involves skills like self-awareness and predicting. Psycho-socially, reading is a social and professional activity that connects people through communication.
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Comprehension
This document outlines an English course for the spring 2015 semester. It provides details about the course such as the course number, instructor information, and course name. It then discusses various reading comprehension strategies that good readers use, including making connections, visualizing, inferring, determining importance, and synthesizing information. For each strategy, it describes how good readers implement the strategy and how using the strategy can help improve reading comprehension. The document aims to teach students how to actively think while reading in order to better understand and analyze what they are reading.
READING COMPREHENSION- Comprehensive reading.pdf
1) Reading comprehension is an active process that involves the interaction between the reader, the text, and the reader's background knowledge. It requires the reader to intentionally problem solve and think, not just recall information.
2) Comprehension depends on the reader's background knowledge and use of strategies to connect new information to existing knowledge. Readers understand texts differently based on their own experiences and perspectives.
3) Effective comprehension instruction teaches students strategies to aid understanding like making inferences, generating questions, and summarizing. It also exposes students to different genres of text.
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El documento proporciona información sobre las sedes, períodos de clases y matrícula, direcciones y horarios de diferentes centros de preparación para la PSU. Se detallan 7 sedes en las ciudades de Viña del Mar, Santiago, Rancagua, Curicó, y Concepción, con sus respectivos períodos de clases y matrícula, direcciones exactas y horarios de atención.
Communicative language teaching
Communicative Language Teaching (CLT) aims to develop students' communicative competence through authentic language use rather than just mastering linguistic structures. Key principles of CLT include introducing authentic materials, tolerating errors, and focusing on meaning over form, while the teacher acts as a facilitator. CLT techniques include using role plays, debates, games, songs and multimedia to provide opportunities for cooperative student interaction and exchange of opinions in various social contexts.
Tpr
TPR or Total Physical Response is a language teaching method that uses physical movement in response to verbal commands to develop basic communication skills through comprehensible input. The instructor utters commands for students to follow to reduce anxiety and develop vocabulary without pressuring students to speak. Students then take turns commanding the instructor and each other to perform actions. Over time, students can respond correctly to longer sequences of connected commands.
Direct Method
The direct method focuses on communicating in the target language through demonstration and visual aids, without translation or explicit grammar instruction. In the classroom, the teacher uses a map to ask students questions about US geography, encouraging responses in full sentences in the target language. Errors are addressed through questioning to facilitate self-correction. Various techniques are used, including reading aloud, questioning, dictation, and fill-in-the-blank exercises, to develop oral skills and inductive learning of grammar and culture.
Grammar Translation
The Grammar-Translation Method (GTM) was originally used to teach Latin and Greek and focused on reading classical texts. It emphasizes learning grammar rules and vocabulary through memorization and translation exercises between the native and target languages. Classes are taught in the native language and the teacher is the primary authority who explains rules and corrects mistakes while students interact mostly with the teacher through translation and drills. The goal is to develop reading and writing skills along with mental exercise through analyzing the literary aspects of the target language.
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This document discusses incorporating information and communication technologies (ICT) into lessons. It provides 5 reasons to do so: 1) ICT facilitates mental representation and learning, 2) connective objects allow multiple learning experiences, 3) users can collaborate to build shared knowledge, 4) teachers can show creativity and participate in personal learning networks, and 5) parents and community can participate. It then discusses the experience of The Mackay School in transitioning to using blogs and websites like WordPress for lessons over 3 stages from 2010-2013. Finally, it outlines the objectives of the workshop, which are to understand using blogs and websites as teaching tools by creating and customizing a WordPress site and integrating Flickr.
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- 1. Making Inferences & Drawing Conclusions
- 2. Questioning Making Connections Background Knowledge (schema) Predictions Imagination/ Visualization Analysis of Text: Interpretation/ Judgment Drawing Conclusions
- 4. 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
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- We have all experienced a time when we were so “into” the book we could almost taste, smell, and feel the physical sensations we would actually have if we were in that situation. We almost get lost in the book and may sometimes be startled if someone interrupts us while reading. In these situations, as you read, you imagine the situation about which you are reading, and you infer things the author has not told you in the text. You infer why things happen, why characters behave the way they do, and how characters are feeling. You enter the world created by the author, and you create images and inferences based on what the author tells you and on your own knowledge and beliefs about that world.
- Ellin Keene also shares that, “Images from reading frequently become part of the reader’s writing. Images from a reader’s personal experience frequently become part of his/her comprehension.”