Inference graphic organizer
What is it?
* This form of graphic organizer can fit ally types of texts including sequential, descriptive, cause/effect, persuasive, problem/solution, and compare/contrast.
* "The Inference Graphic Organizer is the most critical of all graphic organizers because it moves students beyond just recording information from the text to helping them make inferences about what they have read" (Miller, 2011, p.71).
* Students are taking details from the text plus what they already know in order to develop an inference.
D(Details) + K(Known) = I(Inference)
* Examples of Inference Graphic Organizers:
* "The Inference Graphic Organizer is the most critical of all graphic organizers because it moves students beyond just recording information from the text to helping them make inferences about what they have read" (Miller, 2011, p.71).
* Students are taking details from the text plus what they already know in order to develop an inference.
D(Details) + K(Known) = I(Inference)
* Examples of Inference Graphic Organizers:
How to use an inference graphic organizer:
1) Select an appropriate text level that includes the necessary content.
2) Create a graphic organizer for the students to use, including a column for details from the text, what students know, and inferences.
3) Make sure that each student is given a copy of the graphic organizer and a larger class one is displayed for all students to follow along.
4) Activate and build background knowledge before reading the text.
5) While reading, model vocabulary and fluency strategies for the students.
6) After reading a section of the text, have students record details from the text on their graphic organizer, and perform think alouds, demonstrating using prior knowledge and the details discovered in order to make a reasonable inference.
7) Continue to guide student learning, reading one section of the text at a time and completing the graphic organizer.
8) Release students to practice in small groups and partners for remaining sections of the text.
9) Once students are comfortable using this form of graphic organizer, allow them to independently complete one using another reading selection.
2) Create a graphic organizer for the students to use, including a column for details from the text, what students know, and inferences.
3) Make sure that each student is given a copy of the graphic organizer and a larger class one is displayed for all students to follow along.
4) Activate and build background knowledge before reading the text.
5) While reading, model vocabulary and fluency strategies for the students.
6) After reading a section of the text, have students record details from the text on their graphic organizer, and perform think alouds, demonstrating using prior knowledge and the details discovered in order to make a reasonable inference.
7) Continue to guide student learning, reading one section of the text at a time and completing the graphic organizer.
8) Release students to practice in small groups and partners for remaining sections of the text.
9) Once students are comfortable using this form of graphic organizer, allow them to independently complete one using another reading selection.
how this strategy benefits student learning:
* "This graphic organizer is designed to help the student record details they have learned from reading the text; then, students spend time reflecting on what they already know about that concept in order to make a reasonable inference" (Miller, 2011, p.71).
* "Connecting the details learned to the known allows readers to activate their schemata and make sense of new information.
* "All graphic organizers are designed as scaffolds that students can then use to write to explain their learning" (Urban, 2014, para.2).
* Making and explaining an inference is part of developing strong comprehension skills.
* "Connecting the details learned to the known allows readers to activate their schemata and make sense of new information.
* "All graphic organizers are designed as scaffolds that students can then use to write to explain their learning" (Urban, 2014, para.2).
* Making and explaining an inference is part of developing strong comprehension skills.
using this strategy with writing:
* Students can use an inference graphic organizer in order to write a reflection piece on what they read, including what they could infer based on their reading and why.
-Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
-Supporting Common Core State Standard in Writing Grades 6-8: CCSS.ELA-Literacy.WHST.6-8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
supporting videos:
* The video below discusses why using an inference graphic organizer is beneficial in developing students comprehension skills. It provides a step by step process of how to create an inference graphic organizer to be used in the classroom.
* The video below shows how inference graphic organizers compare experiences in a text to your own experiences, allowing you to make a reasonable inference. It provides an example of how an inference graphic organizer works and how it can be explained to students.
research says....
* " Research shows that students who are profiecient readers are able to make inferences about what they have read. Therefore, it is critical that all content teachers embed Inference Graphic Organizers into their regular reading routines so that all students can continue to develop this skill" (Miler, 2011, p.71).
* "Research has shown that graphic organizers can be effective in helping students categorize, connect, synthesize, and remember information" (Miler, 2011, p.73).
* "When students write based on their graphic organizer they develop the Common Core explanatory writing competence aligned with CCSS Writing Anchor Standard 2" (Urban, 2014, para.2).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Urban Education. (2014). Guide/Assess Fiction Reading. Center for Urban Education: Resources. Retrieved July 22, 2014 from http://teacher.depaul.edu/html/Guide_Assess_Fiction.html.
* "Research has shown that graphic organizers can be effective in helping students categorize, connect, synthesize, and remember information" (Miler, 2011, p.73).
* "When students write based on their graphic organizer they develop the Common Core explanatory writing competence aligned with CCSS Writing Anchor Standard 2" (Urban, 2014, para.2).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Urban Education. (2014). Guide/Assess Fiction Reading. Center for Urban Education: Resources. Retrieved July 22, 2014 from http://teacher.depaul.edu/html/Guide_Assess_Fiction.html.