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Teacher Directions

Teacher Directions.

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Teacher Directions

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  1. Teacher Directions • In a whole class setting, after having discussions about what inferencing is, open the other PowerPoint (Inferencing pt 1) and go over at least the first two slides with your students to show them what you want them to do. Talk to them about the difference between telling what is very evident that they can see, and what is “hidden” or something that they have to use their experience and thinking to determine. • Have students come up with answers to each of the other slides while another student types in what the class consensis is. • When you get to the cartoon, have meaningful discussions about what they actually SEE on the picture and what they can infer as to what is going on. How do they infer this? What experiences do they need in order to make good inferences? • After using this with a whole class, you can put the same blank template in a workstation for those students that need more reinforcement. • Then use the second tempate (Inferencing pt 2) on Inferencing in a workstation for students who don’t need the extra practice on something very familiar, or for a second practice for the students that needed to see the class tempate again. • Once students are finished, they can print out a small booklet for them to take home. • Delete this slide before placing in the student directory

  2. Inferencing

  3. Tell me what your eyes see in this picture.

  4. Tell me what the boy may be thinking. This is inferencing.

  5. Tell me what your eyes see in this picture. This is literal, reading what is ON THE PAGE.

  6. Tell me what Kiing Antonio may be thinking. This is inferencing, SEEING BETWEEN THE LINES AND THINKING ABOUT WHAT MIGHT BE HAPPENING.

  7. Put on your “inferring” sunglasses. What is being said on a literal level? What is being said “on the line?” What is being said beyond the literal level? What is being said “between the lines”?

  8. What experience or knowledge did you have in order to infer what was being said “between the lines”?

  9. In the third frame, what is being said on a literal level? What is being said “on the line?” In the third frame,what is being said beyond the literal level? What is being said “between the lines”?

  10. Why would this comic not be funny if you could not see the pictures? Is it because you could not infer anything? What happens when you are reading a book with no pictures? How do you know that you need to put on your “inferring” sunglasses? When you put on your “inferring” sunglasses, what is it that you are able to do? Can you put on “inferring” sunglasses when you read any book? Why would you want to do that? Think of an example of something you have read where you needed to put on your “inferring” sunglasses. Put the answers to these questions on your Todd the Dinosaur Sheet.

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