Chapter 8-From pages104-105, pick one strategy to share with your students.Post on the blog which strategy you chose, an example of how you implemented the strategy and what the student response was.
The strategy that I decided to use was number 4. Teach students how to infer. I first started off my lesson by introducing what inference means. To my students, the phrase “ making inferences” meant little or nothing to them. They had no idea what I was talking about. I explained to them that making inferences is important in the process of understanding what they have read. I then had two students act out a story about a boy who comes in to the classroom and says, “I just saw Joel and he dyed his hair purple.” In response, a girl shouts out “No way!” When telling them the story I had my girl student use body language and a sarcastic voice. I then asked my students whether the girl actually believes the boy, and why. After quite discussion I explained to them that after all, she did say the words “no way,” which literally would mean that she doesn’t believe him. I then went on to explain that when students say “It was obvious that she didn’t mean it,” emphasize that they need specific proof to back up their opinion, such as the tone of voice or body language. I then explained that this is an inference they would make without even thinking about it. I actually did two activities with my students I first Introduced them to a graphic organizer for making inferences. A simple graphic organizer might be a three-column chart with the headings “Proof From the Story,” “What I Know,” and “Inference.” I then showed students how to fill in the graphic organizer by using the example in the previous section (“The girl flicked her hand and said ‘No way’ in a sarcastic voice,” “The words ‘No way’ can also mean ‘Wow, really?’” and “The girl was being sarcastic and saying that she was surprised at what the boy said.”) I then had them read a story and had them fill out two examples of inference from their books. After I did this activity I could see that my students were still struggling with making inference from what they read so the next day I decided to do another activity. For this activity I split the class into groups and give each group a wordless picture book. I then instructed each group to decide what is happening on each page and how they figured that out. Then I had them share their thoughts with the class.
I use strategy #1 in all my books we use for my reading class. We do a walkthrough of each book before we even start reading. Sometimes the kids will want to read the text to say exactly what is going on in the pictures, but usually after I catch them doing that, they will stop and really try to find something in the picture and infer something.
After the walkthrough, we will read each page pausing at the end to see if the students inferred correctly. I also use this with our non-fiction books and then I can branch out with each picture into a vocabulary lesson, plus the students are starting to pick up on asking a question by looking at the picture, inferring something, and then proving it when we read the passage.
So, basically since reading this book, I've now combined a bunch of strategies that the students are starting to use and I've seen much improvement in the way they are approaching our reading books. I am 99% positive though, that these stragegies are not being used in their other classes, unfortunately, as there is just no time for them to use them and get reinforced by the other teachers.
I selected strategy #3- Double Entry Diaries. I have never used those before and wanted to try it. They are similar to KWL charts. I selected a passage titled "Khufu's Tomb" about Pharaoh Khufu and his pyramid. The passage was a 1/2 page long and each student was able to read one paragraph. I made copies for everyone and one the back they drew the double entry diary. They divided the paper in half and on the top of one half they wrote "background knowledge". On the top of the other half they wrote "textual knowledge". I told them the passage was about Egypt and Pharaoh's. Collectively they came up with 7 things they knew about that topic. They knew more but it was related to current events, impressive! After reading we filled in the other half about things they learned. It was interesting that some of the things they knew before reading were expanded on during the reading! After it was all done we looked at all that was written and discussed how much they have increased their total knowledge. It helped to do this as a group and combine the background knowledge. It was good for them to actually see, in words, what they really know about a topic. I think sometimes they don't feel they know very much but when you put it in words on a chart you realize that you do have background knowledge. I enjoyed it but I am not sure if it is something they will do on their own at this point. We will have to work with the double entry diaries more. It is a good to have another tool to use for background knowledge. This is a simple tool and required no more than a sheet of paper but a very effective one for not only accessing background knowledge but charting the new knowledge as well. I use my Spell Read class for these assignments, they are such good sports!!
I used Strategy #1. I have a boxed set of short story cards. After reviewing what inferences are and how we use them when we read, I read the title of the first story card. I had students discuss what they thought the story would be about. We made inferences about whether the story was fiction or nonfiction. We also made inferences about the author's purpose. Next, I started to read the story. I paused to ask questions after every few lines, and students made inferences. We discussed how we use our background knowledge from personal experiences and other stories we've already read to help us make inferences and predictions about stories. After we finished the story we discussed whether we were right or not. At the end of each short story, I asked three questions. The questions were not answered in the story, but the students had to use information from the text in order to correctly answer the questions. We did this with several different genres of stories, and the students really enjoyed the discussion and practice.
I used #2 Inference or opinion. I explained what the difference between the two were. I asked the kids what they thought the author was trying to tell them but wasn't stated in the text. I let them give there opinions and then we read the passage again and asked them what the author told them. Students have their opinions but are not always sure what the author is telling them unless the author comes right out and puts the information in print.
Unfortunately, due to my situation and my class, those kids I spent most of my time with aren't able to infer. They are pretty black and white mentally. I do believe that it is hard for many readers to infer. I used try to at least get the kids to 'prove it' when they offer an opinion for an answer as in the KRA.
The strategy that I decided to use was number 4. Teach students how to infer. I first started off my lesson by introducing what inference means. To my students, the phrase “ making inferences” meant little or nothing to them. They had no idea what I was talking about. I explained to them that making inferences is important in the process of understanding what they have read. I then had two students act out a story about a boy who comes in to the classroom and says, “I just saw Joel and he dyed his hair purple.” In response, a girl shouts out “No way!” When telling them the story I had my girl student use body language and a sarcastic voice. I then asked my students whether the girl actually believes the boy, and why. After quite discussion I explained to them that after all, she did say the words “no way,” which literally would mean that she doesn’t believe him. I then went on to explain that when students say “It was obvious that she didn’t mean it,” emphasize that they need specific proof to back up their opinion, such as the tone of voice or body language. I then explained that this is an inference they would make without even thinking about it. I actually did two activities with my students I first
ReplyDeleteIntroduced them to a graphic organizer for making inferences. A simple graphic organizer might be a three-column chart with the headings “Proof From the Story,” “What I Know,” and “Inference.” I then showed students how to fill in the graphic organizer by using the example in the previous section (“The girl flicked her hand and said ‘No way’ in a sarcastic voice,” “The words ‘No way’ can also mean ‘Wow, really?’” and “The girl was being sarcastic and saying that she was surprised at what the boy said.”) I then had them read a story and had them fill out two examples of inference from their books. After I did this activity I could see that my students were still struggling with making inference from what they read so the next day I decided to do another activity. For this activity I split the class into groups and give each group a wordless picture book. I then instructed each group to decide what is happening on each page and how they figured that out. Then I had them share their thoughts with the class.
I use strategy #1 in all my books we use for my reading class. We do a walkthrough of each book before we even start reading. Sometimes the kids will want to read the text to say exactly what is going on in the pictures, but usually after I catch them doing that, they will stop and really try to find something in the picture and infer something.
ReplyDeleteAfter the walkthrough, we will read each page pausing at the end to see if the students inferred correctly. I also use this with our non-fiction books and then I can branch out with each picture into a vocabulary lesson, plus the students are starting to pick up on asking a question by looking at the picture, inferring something, and then proving it when we read the passage.
So, basically since reading this book, I've now combined a bunch of strategies that the students are starting to use and I've seen much improvement in the way they are approaching our reading books. I am 99% positive though, that these stragegies are not being used in their other classes, unfortunately, as there is just no time for them to use them and get reinforced by the other teachers.
I selected strategy #3- Double Entry Diaries. I have never used those before and wanted to try it. They are similar to KWL charts. I selected a passage titled "Khufu's Tomb" about Pharaoh Khufu and his pyramid. The passage was a 1/2 page long and each student was able to read one paragraph. I made copies for everyone and one the back they drew the double entry diary. They divided the paper in half and on the top of one half they wrote "background knowledge". On the top of the other half they wrote "textual knowledge". I told them the passage was about Egypt and Pharaoh's. Collectively they came up with 7 things they knew about that topic. They knew more but it was related to current events, impressive! After reading we filled in the other half about things they learned. It was interesting that some of the things they knew before reading were expanded on during the reading! After it was all done we looked at all that was written and discussed how much they have increased their total knowledge. It helped to do this as a group and combine the background knowledge. It was good for them to actually see, in words, what they really know about a topic. I think sometimes they don't feel they know very much but when you put it in words on a chart you realize that you do have background knowledge. I enjoyed it but I am not sure if it is something they will do on their own at this point. We will have to work with the double entry diaries more. It is a good to have another tool to use for background knowledge. This is a simple tool and required no more than a sheet of paper but a very effective one for not only accessing background knowledge but charting the new knowledge as well.
ReplyDeleteI use my Spell Read class for these assignments, they are such good sports!!
I used Strategy #1. I have a boxed set of short story cards. After reviewing what inferences are and how we use them when we read, I read the title of the first story card. I had students discuss what they thought the story would be about. We made inferences about whether the story was fiction or nonfiction. We also made inferences about the author's purpose.
ReplyDeleteNext, I started to read the story. I paused to ask questions after every few lines, and students made inferences. We discussed how we use our background knowledge from personal experiences and other stories we've already read to help us make inferences and predictions about stories.
After we finished the story we discussed whether we were right or not. At the end of each short story, I asked three questions. The questions were not answered in the story, but the students had to use information from the text in order to correctly answer the questions. We did this with several different genres of stories, and the students really enjoyed the discussion and practice.
I used #2 Inference or opinion. I explained what the difference between the two were. I asked the kids what they thought the author was trying to tell them but wasn't stated in the text. I let them give there opinions and then we read the passage again and asked them what the author told them.
ReplyDeleteStudents have their opinions but are not always sure what the author is telling them unless the author comes right out and puts the information in print.
I just want to check to see if I can still post
ReplyDeleteUnfortunately, due to my situation and my class, those kids I spent most of my time with aren't able to infer. They are pretty black and white mentally.
ReplyDeleteI do believe that it is hard for many readers to infer. I used try to at least get the kids to 'prove it' when they offer an opinion for an answer as in the KRA.