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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 this PowerPoint 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 the class come up with answers to each of the other slides, having one student type 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. • The second template has been created for the purpose of independant practice in a learning station. • Once students are finished, they can print out a small booklet for them to take home. Students can present their power points to students in other classes.

  2. Inferencing

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

  4. Tell me what the girl 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 the man in white 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. What experience or knowledge did you have in order to infer what was being said “between the lines”?

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

  12. What is different about the picture? Why do you think it is different?

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

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

  15. Publishing • Students can then print out the slides as a booklet. • Choose Print • Choose handouts • Select 4 or 6 to a page. • Cut out the pages and glue or staple them together to make the booklet.

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