Inferring · Inferring is being able to ‘read between the lines’, when the author implies...
Transcript of Inferring · Inferring is being able to ‘read between the lines’, when the author implies...
99
Inferring
Introduction 100
Practice activities for the inferring strategy1 Character clue bag 1022 Inference jigsaw 1033 I think . . . T chart 1044 Character quote 1055 Character inference chart 1066 Real estate inferences 1077 Sociogram 108
Other activities that use the inferring strategy: Anticipation guide 43 Y chart predictions 58 Guess the headline 59 Postcard predictions 60 Character crystal ball 61 Prediction flowchart 62 Hot-seat character interview 70 Question–answer relationships (QAR) 75–77 Story map 95 Key words about me 117 Point of view chart 146 Possible sentences 171 Word investigation chart 172 Spot the clues! 173
9781442518612_BODY_Teaching_Reading_Strategies.indd 99 3/22/10 1:10:50 PM
Sample
page
s
Sample
page
sInferring
Sample
page
sInferring
Practice activities for the inferring strategy
Sample
page
s
Practice activities for the inferring strategyCharacter clue bag 102
Sample
page
s
Character clue bag 102Inference jigsaw 103
Sample
page
s
Inference jigsaw 103I think . . . T chart 104
Sample
page
s
I think . . . T chart 104Character quote 105
Sample
page
s
Character quote 1055
Sample
page
s
5 Character inference chart 106
Sample
page
s
Character inference chart 1066 Sam
ple pa
ges
6 Real estate inferences 107Sample
page
s
Real estate inferences 1077 Sam
ple pa
ges
7 Sociogram 108Sample
page
s
Sociogram 108
Other activities that use the inferring strategy:Sample
page
s
Other activities that use the inferring strategy:
100
Introduction
When we read, we stretch the limits of the literal text by folding our
experience and belief into the literal meanings in the text, creating
a new interpretation, an inference.
– Keene & Zimmermann, Mosaic of Thought (1997), p. 147
What is inferring?
Inferring is being able to ‘read between the lines’, when the author implies something but doesn’t exactly state it. To infer, we need to use both the clues in the text (context, illustrations, etc.) and our own prior knowledge. By using the text and our own prior knowledge, we can interpret what we think the author is really trying to say.
We can make inferences at word level too, by using the context of the text and our own prior knowledge to infer the meaning of the word. Inferring is closely related to predicting.
How does inferring support reading comprehension?
Students develop deeper understandings of the text when they ‘read between the lines’ to draw their own conclusions by using prior experience. They create their own unique meaning of the text. As they read, these understandings may be revised as the reader is exposed to new information and confirms or adjusts their thinking.
Language we use when inferring
Reading between the lines, I think . . . I would expect that . . . I already know that . . . so I think . . . In my experience . . . I think the author is really saying . . . My conclusion is . . . because in the text it says . . . The author’s clues were . . . I think what’s really going on is . . . I wonder why . . . I wonder if . . .
9781442518612_BODY_Teaching_Reading_Strategies.indd 100 3/22/10 1:10:50 PM
Sample
page
sWe can make inferences at word level too, by using the context of the text and our own prior
Sample
page
sWe can make inferences at word level too, by using the context of the text and our own prior
How does inferring support reading comprehension?
Sample
page
sHow does inferring support reading comprehension?
Students develop deeper understandings of the text when they ‘read between the lines’ to draw
Sample
page
sStudents develop deeper understandings of the text when they ‘read between the lines’ to draw their own conclusions by using prior experience. They create their own unique meaning of the text.
Sample
page
stheir own conclusions by using prior experience. They create their own unique meaning of the text. As they read, these understandings may be revised as the reader is exposed to new information
Sample
page
sAs they read, these understandings may be revised as the reader is exposed to new information
Language we use when inferring
Sample
page
s
Language we use when inferring
Reading between the lines, I think . . .
Sample
page
s
Reading between the lines, I think . . .
I already know that . . . so I think . . .
Sample
page
s
I already know that . . . so I think . . .In my experience . . .
Sample
page
s
In my experience . . .I think the author is really saying . . .Sam
ple pa
ges
I think the author is really saying . . .My conclusion is . . . because in the text it says . . .Sam
ple pa
ges
My conclusion is . . . because in the text it says . . .The author’s clues were . . .Sam
ple pa
ges
The author’s clues were . . .
101
n e ing
Inferring support material
Inferring certificate SM32
Teacher modelling chart SM31
Inferring strategy starter chart SM29
Inferring mini poster SM30
Inference detective!
Inference detective!
Awarded to
for
by
on
Awarded to
for
by
on
Inferring is being able to ‘read between the lines’,
when the author implies something but doesn’t exactly
state it. You need to use the clues in the text and your
own prior knowledge to help you understand.
n e ing
“Sarah’s mouth
was dry and she had
a big knot in her
stomach. She wished
today was already
over.”
. . . I think
Sarah sounds really
nervous about giving
her speech to the
whole school.
© Sheena Cameron 2009. This page is reproducible for classroom use.
e ing h t
1 Jack’s new labrador puppy, Patch, never left his side.
2 Jan flew into the room with a huge smile on her face.
3 The old lady’s mouth quivered as she slowly got up and left the room.
4 “Get me the chief of police immediately!” shouted the president, as he put the phone down.
© Sheena Cameron 2009. This page is reproducible for classroom use.
e ing h t
1 Jack’s new labrador puppy, Patch, never left his side.
2 Jan flew into the room with a huge smile on her face.
3 The old lady’s mouth quivered as she slowly got up and left the room.
4 “Get me the chief of police immediately!” shouted the president, as he put the phone down.
© Sheena Cameron 2009. This page is reproducible for classroom use.
Teaching Reading Comprehension Strategies © Jan Llewell 2008. This page is reproducible for classroom use.Teaching Reading Comprehension Strategies
SM31A
Read the excerpts and write your inferences in the box below. Think about . . .
Who the character might be (old, young, sporty, brainy etc)What kind of person the character is (kind, thoughtful, nasty, selfish, etc)How the character is feeling at that moment and whyWhere and when this action is taking place
1 Tom clenched his fists until the knuckles were white. He sighed deeply, stood up and stormed toward the door without saying another word. He opened the door and slammed it behind him. His ten team mates sat staring at each other in stunned silence.
2 Hannah’s eyes grew as big as saucers and she began to clap her tiny hands together. As soon as the present was within reach, she grabbed it and began ripping off the paper. She was giggling and squealing with delight.
3 Fred hobbled toward the counter. He reached into his pocket and with a shaking hand pulled out his old leather wallet. As he got his money out, he noticed the picture of his wife Molly. All of a sudden his eyes became sad and after paying for his chocolate he quickly put his wallet back into his pocket. Thanking the shop assistant he left the shop and headed home for a lonely night in front of the television.
Inference detectives: Looking for clues Assignment 1
Your name/s Date
e ing h t
1 Jack’s new labrador puppy, Patch, never left his side.
2 Jan flew into the room with a huge smile on her face.
3 The old lady’s mouth quivered as she slowly got up and left the room.
4 “Get me the chief of police immediately!” shouted the president, as he put the phone down.
© Sheena Cameron 2009. This page is reproducible for classroom use.
Teaching Reading Comprehension Strategies © Sheena Cameron 2009. This page is reproducible for classroom use.
1 Regan’s heart began to race. He could feel it pounding in his chest. His mouth was dry and his breathing shallow. How was he even going to be able to speak he wondered. All Regan could see was a blur of faces. His mother would be sitting there, back upright as still as a statue, waiting. No doubt she would have pushed her way to a seat somewhere in the front row.
‘And now we have Regan Sharp,’ announced his teacher.
2 The wind raged like an angry bull in a bad temper. Huge waves crashed mercilessly on the reef. Palm fronds thrashed about uncontrollably and coconuts were falling like bombs to the ground. Sue looked in dismay out the window.
‘I guess snorkelling is out of the question?’ her husband joked.
3 Sarah deliberately chose holiday destinations that were remote, where she could be all alone and not be hounded by the press. Her life was so busy that she usually spent the first few days just sleeping. Best of all, she didn’t have to worry about what she looked like here. She could wear her comfortable jeans with the hole in the knee and a baggy T-shirt; a bit different to her normal attire when she was on location.
Read the excerpts and write your inferences in the box below. Think about . . .
Who the character might be (old, young, sporty, brainy etc)What kind of person the character is (kind, thoughtful, nasty, selfish etc.)How the character is feeling at that moment and whyWhere and when this action is taking place
Extra for experts: Use the ‘contextual clues’ to infer the meaning of the two words in bold in the last excerpt. Go detectives!
SM31bInference detectives: Looking for cluesAssignment 2
Your name/s Date
Inference detectives: Looking for clues SM31A
Inference detectives: Looking for clues SM31B
9781442518612_BODY_Teaching_Reading_Strategies.indd 101 3/22/10 1:10:54 PM
Sample
page
s
Sample
page
s
Sample
page
sInferring mini poster SM30
Sample
page
sInferring mini poster SM30
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
quivered as she slowly got
Sample
page
s
quivered as she slowly got up and left the room.
Sample
page
s
up and left the room.
4 “Get me the chief of police Sample
page
s
4 “Get me the chief of police immediately!” shouted the Sam
ple pa
ges
immediately!” shouted the Sample
page
s
Sample
page
s
Sample
page
sSM31A
Sample
page
sSM31A
Read the excerpts and write your inferences in the box below.
Sample
page
s
Read the excerpts and write your inferences in the box below.
Who the character might be (old, young, sporty, brainy etc)
Sample
page
s
Who the character might be (old, young, sporty, brainy etc)What kind of person the character is (kind, thoughtful, nasty, selfish, etc)
Sample
page
s
What kind of person the character is (kind, thoughtful, nasty, selfish, etc)How the character is feeling at that moment and why
Sample
page
s
How the character is feeling at that moment and whyWhere and when this action is taking place
Sample
page
s
Where and when this action is taking place
1 Tom clenched his fists until the knuckles were white. He sighed deeply, stood up and
Sample
page
s
1 Tom clenched his fists until the knuckles were white. He sighed deeply, stood up and stormed toward the door without saying another word. He opened the door and slammed
Sample
page
s
stormed toward the door without saying another word. He opened the door and slammed it behind him. His ten team mates sat staring at each other in stunned silence.
Sample
page
s
it behind him. His ten team mates sat staring at each other in stunned silence.
2 Hannah’s eyes grew as big as saucers and she began to clap her tiny hands together.
Sample
page
s
2 Hannah’s eyes grew as big as saucers and she began to clap her tiny hands together. As soon as the present was within reach, she grabbed it and began ripping off the paper.
Sample
page
s
As soon as the present was within reach, she grabbed it and began ripping off the paper. She was giggling and squealing with delight.
Sample
page
s
She was giggling and squealing with delight.
Sample
page
s
Sample
page
s Inference detectives: Looking for clues
Sample
page
s Inference detectives: Looking for clues
Assignment 1
Sample
page
sAssignment 1
Inference detectives: Looking for clues Assignment 1
Inference detectives: Looking for clues
Sample
page
s Inference detectives: Looking for clues
Assignment 1 Inference detectives: Looking for clues
Sample
page
s
Sample
page
s Date
Sample
page
s Date
Sample
page
s
Sample
page
s
102
Character clue bag
Students use their imagination to create or collect a selection of items appropriate to a particular character. These are put in a paper bag. Making an inference bag could also be part of a book assignment for independent readers.
Strategies and skills practised: inferring, synthesising
Materials: novel or picture book paper bag
Student grouping: individuals or buddies then small groups or whole class
Procedure1 Students collect or create items that relate to a particular character. Some examples could be:
photographs of the place the character comes from items that give clues as to what they like to do: e.g. a movie timetable if they like going to
the movies or a pencil and paper if they like to draw a baseball cap if they wear one a magnifying glass – if they have detective tendencies!
2 The students then share their inference bag and other students either guess who the character is, or the creator explains why each item is important to the character.
Variation: Students could create inference bags for themselves as a way of getting to know each other at the beginning of the year.
Character clue bag for the character of Jan in The Silver Sword by Ian Serraillier
9781442518612_BODY_Teaching_Reading_Strategies.indd 102 3/22/10 1:10:59 PM
Sample
page
sStudents collect or create items that relate to a particular character. Some examples could be:
Sample
page
sStudents collect or create items that relate to a particular character. Some examples could be:
items that give clues as to what they like to do: e.g. a movie timetable if they like going to
Sample
page
sitems that give clues as to what they like to do: e.g. a movie timetable if they like going to
a magnifying glass – if they have detective tendencies!
Sample
page
sa magnifying glass – if they have detective tendencies!
The students then share their inference bag and other students either guess who the character
Sample
page
sThe students then share their inference bag and other students either guess who the character is, or the creator explains why each item is important to the character.
Sample
page
sis, or the creator explains why each item is important to the character.
Students could create inference bags for themselves as a way of getting to know each
Sample
page
sStudents could create inference bags for themselves as a way of getting to know each
Sample
page
s
Sample
page
s
Sample
page
s
103
Inference jigsaw
This activity is designed to support younger students to make inferences.
Strategies and skills practised: inferring
Materials: text suitable for inferring, at the instructional level of the students Inference jigsaw PM19 Inference jigsaw PM19 enlarged to A3 size text for teacher modelling
Student grouping: individuals or buddies
Procedure1 Teacher preparation: Modelling – Find a quote appropriate for inferring. Write it into the first
jigsaw piece of the enlarged A3 Inference jigsaw PM. 2 Photocopy one inference jigsaw PM per student or set of buddies.3 With the class: Use a ‘think-aloud’ to articulate to students what you have inferred from the text
and why.4 Students read the text selection at their instructional level and record their inferences on the
Inference jigsaw PM as shown below.
Teaching Reading Comprehension Strategies
© Sheena C
ameron 2009. This p
age is reproducib
le for classroom use.
Text Your name/s Date
PM19Inference jigsaw
Inthe ook t ay ro whatIalreadyknowIth nk t ean
9781442518612_BODY_Teaching_Reading_Strategies.indd 103 3/22/10 1:11:00 PM
Sample
page
s Modelling – Find a quote appropriate for inferring. Write it into the first
Sample
page
s Modelling – Find a quote appropriate for inferring. Write it into the first
Photocopy one inference jigsaw PM per student or set of buddies.
Sample
page
sPhotocopy one inference jigsaw PM per student or set of buddies. Use a ‘think-aloud’ to articulate to students what you have inferred from the text
Sample
page
s Use a ‘think-aloud’ to articulate to students what you have inferred from the text
Students read the text selection at their instructional level and record their inferences on the
Sample
page
sStudents read the text selection at their instructional level and record their inferences on the
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
104
I think . . . T chart
This T chart graphic organiser supports students to make inferences, and to gather evidence from the text to explain why they made them.
Strategies and skills practised: inferring, note-taking
Materials: text at the instructional level of the students (suitable for making inferences) I think . . . T chart PM20
Student grouping: individuals or buddies then a small group or whole class
Procedure1 Students read the text, recording the inferences they make on the I think . . . T chart. They must
justify their inference with evidence from the text. Page numbers could also be added to show where information was found to make evidence more explicit. The students write their answers in note form. Full sentences are not necessary.
2 After reading they share their inferences and the reasons why they made them with a buddy, in small groups or with the whole class.
Teaching Reading Comprehension Strategies
Text uthor
Your name/s Date
© Sheena Cameron 2009. This page is reproducible for classroom use.
I think . . . T chart PM20
I think . . . (your inference) because . . . (evidence from the text)
9781442518612_BODY_Teaching_Reading_Strategies.indd 104 3/22/10 1:11:01 PM
Sample
page
sjustify their inference with evidence from the text. Page numbers could also be added to show
Sample
page
sjustify their inference with evidence from the text. Page numbers could also be added to show where information was found to make evidence more explicit. The students write their answers
Sample
page
swhere information was found to make evidence more explicit. The students write their answers
After reading they share their inferences and the reasons why they made them with a buddy, in
Sample
page
sAfter reading they share their inferences and the reasons why they made them with a buddy, in
Sample
page
s
I think . . . T chart
Sample
page
s
I think . . . T chart
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
I think . . . (your inference)
Sample
page
s
I think . . . (your inference)
Sample
page
s
105
Character quote
This activity requires students to find a quote in the text and explain what can be inferred about the character by the quote.
Strategies and skills practised: inferring
Materials: narrative text
Student grouping: individuals or buddies
Procedure1 Model this activity using suitable quotes, and give the students an opportunity to practise
using quotes that you provide before asking them to do it independently. Characters from traditional tales are suitable for this task.
For example:
2 Ask the students to find a quote in the story that typifies a particular character.3 Students write down the quote and then their explanation of what it means.
For example:
Quote: “Why don’t we ask William to join our club?” said Aniel suddenly.
Student response: I think this quote shows that Aniel is quite cunning as he doesn’t really like William and he only wants him in the club because he has some walkie-talkies Aniel would like to use.
9781442518612_BODY_Teaching_Reading_Strategies.indd 105 3/22/10 1:11:02 PM
Sample
page
s
Ask the students to find a quote in the story that typifies a particular character.
Sample
page
s
Ask the students to find a quote in the story that typifies a particular character.Students write down the quote and then their explanation of what it means.
Sample
page
s
Students write down the quote and then their explanation of what it means.
Sample
page
s“Why don’t we ask William to join our club?” said Aniel suddenly.
Sample
page
s“Why don’t we ask William to join our club?” said Aniel suddenly.
I think this quote shows that Aniel is quite cunning as he
Sample
page
s I think this quote shows that Aniel is quite cunning as he
doesn’t really like William and he only wants him in the club because he has
Sample
page
sdoesn’t really like William and he only wants him in the club because he has some walkie-talkies Aniel would like to use.
Sample
page
ssome walkie-talkies Aniel would like to use.
Sample
page
s
106
Character inference chart
In this activity, students collect a range of information about a character. This information is then used to discuss whether the information they have collected can be found in the text or whether they have inferred it.
Strategies and skills practised: inferring, note-taking
Materials: text at the instructional level of the students Character inference chart PM21
Student grouping: individuals, then buddies or small group
Procedure1 Students read the text selection in its entirety.2 Students then read the text for a second time using the prompts — facts, quotes, actions
and getting inside the character’s head — on the Character inference chart PM to gather information. Remind the students that they do not have to write full sentences; rather, just jot down appropriate information in note form.
3 Students then share the information collected and the inferences they have made with a buddy or in a small group.
Your name/s Date
Teaching Reading Comprehension Strategies © Sheena Cameron 2009. This page is reproducible for classroom use.
Facts hatdoyo knowa o tthe hara ter Quotes hat does the hara ter say rite some rie uotes that he you to understand whatthe hara ter l ke
Actions hat does the hara ter a tua y do
Getting inside the character’s head
rite down some o the hara ter s thoughts and eel n
hat an you in er a out the hara ter
PM21Character inference chart
9781442518612_BODY_Teaching_Reading_Strategies.indd 106 3/22/10 1:11:02 PM
Sample
page
sStudents then read the text for a second time using the prompts — facts, quotes, actions
Sample
page
sStudents then read the text for a second time using the prompts — facts, quotes, actions and getting inside the character’s head — on the Character inference chart PM to gather
Sample
page
sand getting inside the character’s head — on the Character inference chart PM to gather information. Remind the students that they do not have to write full sentences; rather, just jot
Sample
page
sinformation. Remind the students that they do not have to write full sentences; rather, just jot
Students then share the information collected and the inferences they have made with a buddy
Sample
page
sStudents then share the information collected and the inferences they have made with a buddy
Sample
page
s
Character inference chart
Sample
page
s
Character inference chart
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
hatdoyo knowa o tthe hara ter
Sample
page
s
hatdoyo knowa o tthe hara ter
Sample
page
s
107
Real estate inferences
Real estate advertisements often include some great examples of inference. Have fun deciphering what the advertisements really mean!
Strategies and skills practised: inferring
Materials: examples of real estate advertisements that use inference (for modelling) a selection of real estate pages from magazines or newspapers chart paper markers scissors glue sticks pencils
Student grouping: individuals or buddies
Procedure1 Use examples of real estate advertisements to
show how advertisers use inference to influence prospective buyers. Discuss what statements such as ‘handyman’s dream’, ‘lifestyle starter’ or ‘entertainers’ delight’ really mean? Explore the idea of a ‘positive spin’.
2 Individually or working with a buddy, students take a page of real estate advertisements and find examples of inferring.
3 They then cut them out and glue them onto chart paper and explain what the advertisement is inferring.
4 As an extension, students could choose one picture of a house and make up their own advertiser’s slogan that uses inference. This could then be made into a class real estate page.
9781442518612_BODY_Teaching_Reading_Strategies.indd 107 3/22/10 1:11:06 PM
Sample
page
ssuch as ‘handyman’s dream’, ‘lifestyle starter’ or
Sample
page
ssuch as ‘handyman’s dream’, ‘lifestyle starter’ or ‘entertainers’ delight’ really mean? Explore the
Sample
page
s‘entertainers’ delight’ really mean? Explore the
Individually or working with a buddy, students
Sample
page
s
Individually or working with a buddy, students take a page of real estate advertisements and find
Sample
page
s
take a page of real estate advertisements and find
They then cut them out and glue them onto chart paper and explain what the advertisement is
Sample
page
s
They then cut them out and glue them onto chart paper and explain what the advertisement is
As an extension, students could choose one picture of a house and make up their own
Sample
page
s
As an extension, students could choose one picture of a house and make up their own advertiser’s slogan that uses inference. This could then be made into a class real estate page. Sam
ple pa
ges
advertiser’s slogan that uses inference. This could then be made into a class real estate page. Sample
page
s
Sample
page
s
Sample
page
s
108
Sociogram
A sociogram is a graphic organiser that investigates the relationships between people. It may be used to focus on what can be inferred about characters. Sociograms are suitable for both narrative and factual text.
Strategies and skills practised: inferring
Materials: text to summarise paper pencils
Student grouping: individuals or buddies
Procedure1 After the students have read the text, ask them to think about the different characters or people
in the text.2 Students then record the characters or people in circles and draw arrows to show the
relationships they have with one another. This can be as simple as mother, friend, teacher, etc., or more complex relationships where inferred information is used.
9781442518612_BODY_Teaching_Reading_Strategies.indd 108 3/22/10 1:11:07 PM
Sample
page
sAfter the students have read the text, ask them to think about the different characters or people
Sample
page
sAfter the students have read the text, ask them to think about the different characters or people
Students then record the characters or people in circles and draw arrows to show the
Sample
page
sStudents then record the characters or people in circles and draw arrows to show the relationships they have with one another. This can be as simple as mother, friend, teacher, etc.,
Sample
page
srelationships they have with one another. This can be as simple as mother, friend, teacher, etc., or more complex relationships where inferred information is used.
Sample
page
sor more complex relationships where inferred information is used.
Sample
page
s
143
Synthesising
Introduction 144
Practice activities for the synthesising strategy1 Point of view chart 1462 Synthesis eggs 147
Other activities that use the synthesising strategy Hot-seat character interview 70 Story map 95 Inference jigsaw 103 Character inference chart 106
9781442518612_BODY_Teaching_Reading_Strategies.indd 143 3/22/10 1:11:47 PM
Sample
page
s
Sample
page
sSynthesising
Sample
page
sSynthesising
Practice activities for the synthesising strategy
Sample
page
s
Practice activities for the synthesising strategyPoint of view chart 146
Sample
page
s
Point of view chart 146Synthesis eggs 147
Sample
page
s
Synthesis eggs 147
Other activities that use the synthesising strategy
Sample
page
s
Other activities that use the synthesising strategyHot-seat character interview 70
Sample
page
s
Hot-seat character interview 70
Sample
page
s
Story map 95Sample
page
s
Story map 95Sample
page
s
Inference jigsaw 103Sample
page
s
Inference jigsaw 103Character inference chart 106Sam
ple pa
ges
Character inference chart 106
144
Introduction
A reader who is expanding meaning by synthesising is bringing together
information derived from the text with background knowledge to develop
a whole that is greater than the parts. The understandings that arise
from synthesising are new.
– Fountas & Pinnell, Guiding Readers and Writers Grade 3–6 (2001), p. 319
At its best, synthesising involves merging new information with
existing knowledge to create an original idea, see a new perspective,
or form a new line of thinking to achieve insight.
– Harvey & Goudvis, Strategies That Work (2000), p. 143
What is synthesising?
Synthesising is when students combine their own prior knowledge with new ideas or information to create new complete thoughts, ideas, opinions or perspectives. This is the highest and most complex form of comprehension.
Responses and interpretations to the text that show synthesis can be oral, written, dramatic or artistic.
Synthesising can often result in a product. For example, after studying gardening by reading books, watching an online video and interviewing a gardener, students could plan and create a school garden.
How does synthesising support reading comprehension?
Synthesising supports reading comprehension because it requires students to combine their prior knowledge with new knowledge and put it into their own words. This creates ownership of the thinking. This can be a powerful experience that makes it more likely the student will remember the information and transfer it to new situations, which will help to further reinforce their new thinking.
Language we use when synthesising
• Hasmythinkingchangedafterreadingthistext?• HowcanIusewhatIhavereadtocreatemyownideas?• Readingthistexthasmademethink.Mynewunderstandingisthat .• HowelsecouldIusethisinformation ?• CantheconnectionsImadereadingthistexthelpmetocreateageneralisationabout
information in this text?• CantheconnectionsImadereadingthistexthelpmetogainanewperspectiveon
?
Teacher questions
• Whatwouldhappenif ?• Canyouseeapossiblesolutionto ?• Whatwouldbeanalternativeto ?• Howwouldyoudealwith ?
9781442518612_BODY_Teaching_Reading_Strategies.indd 144 3/22/10 1:11:47 PM
Sample
page
s
Sample
page
sSynthesising is when students combine their own prior knowledge with new ideas or information
Sample
page
sSynthesising is when students combine their own prior knowledge with new ideas or information to create new complete thoughts, ideas, opinions or perspectives. This is the highest and most
Sample
page
sto create new complete thoughts, ideas, opinions or perspectives. This is the highest and most
Responses and interpretations to the text that show synthesis can be oral, written, dramatic or
Sample
page
sResponses and interpretations to the text that show synthesis can be oral, written, dramatic or
Synthesising can often result in a product. For example, after studying gardening by reading
Sample
page
sSynthesising can often result in a product. For example, after studying gardening by reading
books, watching an online video and interviewing a gardener, students could plan and create a
Sample
page
sbooks, watching an online video and interviewing a gardener, students could plan and create a
How does synthesising support reading comprehension?
Sample
page
s
How does synthesising support reading comprehension?
Synthesising supports reading comprehension because it requires students to combine their prior
Sample
page
s
Synthesising supports reading comprehension because it requires students to combine their prior knowledge with new knowledge and put it into their own words. This creates ownership of the
Sample
page
s
knowledge with new knowledge and put it into their own words. This creates ownership of the thinking. This can be a powerful experience that makes it more likely the student will remember the
Sample
page
s
thinking. This can be a powerful experience that makes it more likely the student will remember the information and transfer it to new situations, which will help to further reinforce their new thinking.Sam
ple pa
ges
information and transfer it to new situations, which will help to further reinforce their new thinking.
Language we use when synthesisingSample
page
s
Language we use when synthesising
145
. . . and challenges
• Designamachinethatwould .• Developaproposalto .• Buildascalemodel .• Createanewproduct .• Suggestnewandunusualusesfor .
Synthesising support material
Synthesising certificate SM43
Synthesising strategy starter chart SM41
Synthesising mini poster SM42
Synthesising
Awarded to
for
by
on
Awarded to
for
by
on
Great thinking!
Great thinking!
SynthesisingSynthesising is putting together information from the
text with your own prior knowledge to develop new
ideas and understandings. It can mean using your new
knowledge to create something like a model or a plan.
My thinking has changed since I
read this story. I used to think people in wheelchairs could go
pretty much all of the places I can. Now I realise that is
nowhere near the truth. After reading about Meg, I now
understand some of the difficulties people with disabilities face when
trying to get around in public places.
© Sheena Cameron 2009. This page is reproducible for classroom use.
9781442518612_BODY_Teaching_Reading_Strategies.indd 145 3/22/10 1:11:49 PM
Sample
page
s
Synthesising strategy starter chart SM41
Sample
page
s
Synthesising strategy starter chart SM41
Sample
page
s
Sample
page
s
SynthesisingSample
page
s
SynthesisingSample
page
s
Sample
page
s
Sample
page
s
146
Point of view chart
Point of view charts help students to understand that people can look at the same issue from different perspectives.
Strategies and skills practised: dentifying different points of view in a story by finding specific examples or evidence from the text
Materials: suitable text at instructional level of students Point of view chart PM40
Student grouping: individuals then small groups
Procedure1 Students read the text through in its entirety.2 Have the students compile a list of factors that could influence a person’s viewpoint, e.g. age,
gender, cultural group, religion, etc. Have them discuss how people’s viewpoints change. What makes people change their viewpoint? Have you ever changed your viewpoint?
3 Students read the text again. During the second reading, they note the different viewpoints of people in the text.
4 When they have completed the point of view chart, students share their charts in small groups.
Teaching Reading Comprehension Strategies © Sheena Cameron 2009. This page is reproducible for classroom use.
Text
Your name/s Date
Point of view chart PM40
9781442518612_BODY_Teaching_Reading_Strategies.indd 146 3/22/10 1:11:49 PM
Sample
page
sHave the students compile a list of factors that could influence a person’s viewpoint, e.g. age,
Sample
page
sHave the students compile a list of factors that could influence a person’s viewpoint, e.g. age, gender, cultural group, religion, etc. Have them discuss how people’s viewpoints change. What
Sample
page
sgender, cultural group, religion, etc. Have them discuss how people’s viewpoints change. What makes people change their viewpoint? Have you ever changed your viewpoint?
Sample
page
smakes people change their viewpoint? Have you ever changed your viewpoint?Students read the text again. During the second reading, they note the different viewpoints of
Sample
page
sStudents read the text again. During the second reading, they note the different viewpoints of
When they have completed the point of view chart, students share their charts in small groups.
Sample
page
sWhen they have completed the point of view chart, students share their charts in small groups.
Sample
page
s
Point of view chart
Sample
page
s
Point of view chart
Sample
page
s
Sample
page
s
Sample
page
s
Your name/s
Sample
page
s
Your name/s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
147
Synthesis eggs
This graphic organiser provides a framework to support students through the process of synthesising.
Strategies and skills practised: activating prior knowledge, synthesising
Materials: text suitable for synthesising at students’ instructional level Synthesising eggs PM41
Student grouping: individuals then small groups
Procedure1 Before reading the text, students record their prior knowledge in the first egg shape.2 During and after reading they record new information in the second egg shape.3 After doing this, they combine their prior knowledge and the new information they have learnt
and record their new understandings in the third egg shape.4 Students share their synthesis eggs in a small group.
Teaching Reading Comprehension Strategies
© Sheena C
ameron 2009. This p
age is reproducib
le for classroom use.
PM41Synthesis eggs – watch a new idea hatch!
prior knowledgewhatIalreadyknow
new informationwhat I read in the text
synthesismy new understanding is
Text Your name/s Date
9781442518612_BODY_Teaching_Reading_Strategies.indd 147 3/22/10 1:11:50 PM
Sample
page
sDuring and after reading they record new information in the second egg shape.
Sample
page
sDuring and after reading they record new information in the second egg shape.After doing this, they combine their prior knowledge and the new information they have learnt
Sample
page
sAfter doing this, they combine their prior knowledge and the new information they have learnt
Sample
page
sSynthesis eggs – watch a new idea hatch!
Sample
page
sSynthesis eggs – watch a new idea hatch!
Sample
page
s
Sample
page
s
Sample
page
s
new information
Sample
page
s
new informationwhat I read in the text
Sample
page
s
what I read in the text
Sample
page
s
Sample
page
s
Your name/s
Sample
page
s
Your name/s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s
Sample
page
s