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While you wait,

please create a name tent

Print your name BOLDLY on the front
Include your role in education
Add the title of the Harris Burdick poster that was most intriguing

HB Poster

9th grade LS Teacher

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The Inference Strategy

University of Kansas- Center for Research on Learning

Nanette Fritschmann, Ph.D.

Jean B. Schumaker, Ph.D.

Donald D. Deshler, Ph.D.

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Jane.Hines@FDLRSAction.org

Melissa.Mulock@FDLRSAction.org

The Florida Diagnostic and Learning Resources System is a discretionary project funded by the Florida Department of Education, Bureau of Exceptional Student Education, under the Individuals with Disabilities Education Improvement Act, Part B.

�

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Group Norms

Refocus signal

Stretch beyond your current comfort zone

Ask clarifying questions

Engage fully

Use resources to advance learning

Be solution oriented

Use Person First Language

Elaine

Group norms- Engage fully in the learning process and honor each other’s learning needs

Be Solution oriented as we work together over the next two days

Use resources participant folders, team tubs, devices) to advance learning. We know everyone in here has a life outside of this training and work. If you need to take a call, email/text we invite you to leave and come back as soon as possible (remember to honor each other’s learning)?

We want to use Person First Language during our time together, and really always. Honor the person first before the disability. So we would say, student with a disability or student with an IEP NOT ESE kid or autistic student

Ask questions during activities and/or using the parking lot.

Let’s use a Power Clap to celebrate success today. 1-2-3 “Power Clap”.

We invite you to be comfortable with stretching yourself today.

What should be our quiet signal for today?

We are going to start our time together with some class-building activities. The reason we do with is to build a community and connection with one another. We want you to meet and learn with each other today and in the future. Throughout our time together you will be given options to work alone, with a partner/colleague or as a whole group. It’s nice to know a little bit about who is in the room. You can also use these strategies with your students. So, we are going to begin with a stand-up, touch-down, “Hey, that’s me!” I am going to read a statement and if it relates to you, I want you to stand-up and say “Hey, that’s me!” Then, I’ll ask you to touch-down before moving on to another statement. Any questions?

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Learning Strategies

Content Enhancement Routines

+

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Goal and Rationale

Today’s Learning Goal

Participants will learn to use the INFER Steps to identify and answer different types of questions typically asked about a reading passage and, with fidelity, to teach the Inference Strategy to their learners.

Rationale

Students often do not know how to successfully find clues to answer questions or make inferences during the reading process. These skills are critical for success on high-stakes reading comprehension tests; success on these tests opens the door for future opportunities.

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Performance Scale

0	1	2	3	4
I can identify students who struggle with answering inferential questions and need a strategy to help them with this skill.	I can list and explain the 4 different types of questions used to assess understanding of text.	I can analyze student work for question type, supporting text evidence, and the correct answers to determine student mastery and provide feedback.	I can explain how the Inference Strategy is taught, differentiating between “stages” and “lessons” and have adequate knowledge to begin teaching the strategy to my students.	I have collected and reported student outcome data that shows I can implement the Inference Strategy with fidelity to improve student performance.

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Inside your name tent

Thinking about the Inference Strategy, what is your personal learning goal for the day?

Jot down your personal learning goal inside your name tent.

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The Inference Strategy

University of Kansas- Center for Research on Learning

Nanette Fritschmann, Ph.D.

Jean B. Schumaker, Ph.D.

Donald D. Deshler, Ph.D.

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Did you know…

66% of 8th graders read below the proficient level on the National Assessment of Educational Progress (NAEP, 2019)

Based on the NAEP an estimated 37% of 12th grade students are academically prepared for college.

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Did you know…

Although some struggling students have basic decoding skills, many more lack in their reading comprehension abilities

Demanding academic requirements and inadequate reading skills of students with LD contribute to these students’ poor academic outcomes

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Did you know…

NAEP shifted reading assessment demands from literal comprehension to inferential comprehension in their 2009 assessments (AIR, 2005)

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Did you know…

State assessments for older students:

include more expository than narrative text
require students to answer increasingly complex questions
how a marked shift from literal to inferential questions

Few programs prepare students to respond to these realities

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Did you know…

Although the literacy rate in America is 99%, only 79% have a literacy skill level of 2 or higher, according to PIAAC (Program for the International Assessment of Adult Competencies). In practice, this means around 21% have difficulty completing “tasks that require comparing and contrasting information, paraphrasing, or making low-level inferences.”

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So…How do we close the gap?

Engaging

Literature

Goals

Habits of Learning

Powerful

Strategies

Validated

Instructional

Principles

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Inference Strategy Overview

Demand

Answer inferential questions

Purpose

Give students a systematic process to answer inferential questions

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Inference Strategy Overview

Steps of the Strategy require the student to:

Focus on the question

Find clues in the passage that relate to the question

Answer the question based on the clues

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The Inference Strategy

Interact with the questions and the passage

Note what you know

Find the clues

Explore any supporting details

Return to the question

will teach students to…..

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Results for the Criterion-based

Comprehension Tests

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Results on the GRADE™: Grade-level Scores

Group Reading Assessment and Diagnostic Evaluation

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Grade-Level Test Scores

Before Instruction	32%
After Instruction	83%

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Given what you know about the Inference Strategy so far, does it meet your personal learning goal or do you need to revise your learning goal for today?

Review

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The Manual and Student Materials

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Brief Walk Through the Instructor’s Manual�

Registration Form

Copyright on back of title page

Introduction pages 1-10

Results you can expect (fidelity is critical!)

What makes for “good” feedback

Instructional Sequence

Stages of Instruction

Student Folder organization

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Brief Walk Through the Instructor’s Manual�

Please Tab:

Evaluation Guidelines page 87

Progress Chart page 90

Guided Notes Answer Keys page 130

Answer Keys for Lesson Passages page 133

Answer Keys for Levels page 135

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find your “level” in the Student Materials book

look at the leveled passages starting on page 38
find your “grade level(s)”
place a small tab at the top of Passage 1 at your Level(s)

How the Strategy is Taught

Student Materials Book

Part I: Determining the student’s skills

Stage 1: Pretest BIG TAB page 11

pretest at the student’s current grade level

Instructor’s Manual

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Stage 1:Take a Pretest

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Pretest Goals

to obtain a measure of each student’s skill at answering inferential questions

to obtain each student’s commitment to learn a strategy for answering inferential questions

to offer a commitment to each student to facilitate their learning

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Stage 1: Pretest

As you read pages 11-13

notice instructional format

Highlight or note some “Look Fors”:

What is the importance of a pretest?

Why is it vital for both the student and teacher to make a commitment?

Pgs. 11-13

Pair Share

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Student Outcome Data

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small tabs

Lesson 2 passages*, page 4

Lesson 3 passages*, page 12

Lesson 4 passages*, page 20

Lesson 5 passages*, page 28

How the Strategy is Taught

Student Materials Book

Part II: Teach students to use the INFER Steps to answer questions

Stages 2 and 3: Describe and Model BIG TAB page 14

Instructor’s Manual

Lesson 2: Factual Questions, page 23

Lesson 3: Big Picture Questions, page 32

Lesson 4: Predicting Questions, page 43

Lesson 5: Clarifying Questions, page 51

small tabs

Lesson 1: Introduction to the Inference Strategy, page 14

*Lesson 2-5 Passages are written on a 3rd Grade level to promote learning the strategy and reduce or eliminate the cognitive load from reading

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We will be stepping in and out of modeling lessons:

Envision it in your class

Prepare you for modeling practice

The Inference Strategy

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Stages 2 & 3 Describe and Model�

Lesson 1: Introduction to the Inference Strategy

Pgs. 14-22

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Lesson 1 Goals

provide a rationale for learning the Inference Strategy

explain general characteristics and give examples of situations where students can apply the Inference Strategy

share results students can expect after learning and applying the Inference Strategy

teach the steps of the strategy and the mnemonic device for the steps

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“INFER” Means…

To make a conclusion

or guess based on

hints or facts

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What is reading?

Why do we read?

Why might we want to store information we get from reading in our memory banks?

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Grade Level Test Scores

Before Instruction 32%
After Instruction 83%

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That means you can

Use the inference strategy to do well on

tests
college entrance exams
to show what you know

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Interact with the questions and the passage

Note what you know

Find the clues

look for clues to answer the questions

Explore any supporting details

look for more details

Return to the question

Steps for the Inference Strategy�

think about or work with the question

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Interact with the questions and the passage

think about or work with the question

Note what you know

Find the clues

look for clues to answer the questions

Explore any supporting details

look for more details

Return to the question

Steps for the Inference Strategy�

figure out the type of question and write a code letter

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2 Major Types of Questions

Factual Questions F

Require finding a fact in the information that you have

read

The answer is right there in the passage

Think and Seek Questions

Require thinking & looking for clues in the passage

Big Picture Questions B
Predicting Questions P
Clarifying Questions C

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Interact with the questions and the passage

think about or work with the question

Note what you know

figure out the type of question and write a code letter

Find the clues

look for clues to answer the questions

Explore any supporting details

look for more details

Return to the question

Steps for the Inference Strategy�

look for clues to answer the questions

look for more details

answer the questions

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Progress Chart for Stages �2 & 3

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Think and respond

Think:

What are Factual Questions?

What are Think and Seek Questions?

Pair Share = 1 to 2 sentences

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Stages 2 & 3 Describe and Model

Lesson 2: Factual Questions

Pgs. 23-31

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Lesson 2 Goals

to define Factual Questions

to ensure that students master how to code and answer Factual Questions

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Interact with the questions and the passage

think about or work with the question

Note what you know

figure out the type of question and write a code letter

Find the clues

look for clues to answer the questions

Explore any supporting details

look for more details

Return to the question

Steps for the Inference Strategy�

look for clues to answer the questions

look for more details

answer the questions

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Types of Questions

Factual Question

The answer is right there in the passage.

Think and Seek Question

The answer is not in the passage.
You must think and look for clues

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Factual Questions-

Require finding a fact in the information that you have read.

The answer is right there in the passage.

F

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Example Factual Questions

What color is the boy’s hair?
What is the name of the girl’s best friend.
How many years have the people lived in their house?
Where is the train going?
Who is on the boat with the lady?
When did the man arrive?

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Characteristics of Good Answers

Is a complete thought

has a subject
has a verb

Is related to information in the passage
Answers the question

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FRAME Review --- Tie-up loose ends

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Model – Tornado Watch��Lesson 2, Passage 1

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RallyCoach for Guided Practice

Partner A thinks out loud to do IN for the first questions
Partner B watch and listen.
Pattern A ask you B partner if they agree with the question type you selected.
Partner B give the okay or coach as needed then give praise.
Switch roles
Once you have all the question types selected, both partners read the passage and use steps FE for each question individually.
Starting with Partner A talk out loud sharing FER for the first question.
Partner B watch and listen.
Partner A ask if your B partner agrees or has something else to share.
Partner B agree or coach the praise
Switch roles until every question has clue and an answer.

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Stages 2 & 3 Describe and Model

Lesson 3-Big Picture Questions

Pgs. 32-42

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Lesson 3 Goals

to define Big Picture Questions

to ensure that students master how to code and answer Big Picture Questions

to ensure the students review how to work with Factual Questions

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Big Picture Questions-

Require you to figure out the main idea or big message or theme of the passage.

May ask for the purpose of the writer.

May ask for summary information

Setting
Tone

B

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Example Big Picture Questions

What is the main idea of this passage?
What is the author’s main message?
What is the main idea of the first paragraph?
What is the theme of the passage?
What was the author’s purpose in writing this passage?
What is the setting of this story?
What is the tone of this passage?
Which of these statements best summarizes what this passage is about?

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Key Words in Big Picture Questions

Main Idea

Definition: The big idea in a paragraph or passage.
Example: The passage is about how people lived during the Renaissance.

Questions to ask myself:

Who or what is the passage or paragraph about?
What does it tell me about that?

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Key Words in Big Picture Questions

Purpose

Definition: The author’s reason for writing the passage.
Example: The author wants to convince the reader to exercise each day.

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3 Purposes for Writing

Entertain

Inform

Persuade

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Key Words in Big Picture Questions

Summary

Definition: A short statement that tells about a long passage.
Example: The passage is a story about a man who breaks his arm and learns a lesson.

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Key Words in Big Picture Questions

Message

Definition: The author’s communication in writing to the reader. What the author wants the reader to know or understand.
Example: The author wants us to understand that people should not say mean things about other people.

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Key Words in Big Picture Questions

Theme

Definition: Another word for “message” or what the author wants the reader to know.
Example: The theme of the story is that it is better to be safe than sorry.

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Key Words in Big Picture Questions

Setting

Definition: The place and time in which the story is located.
Example: this takes place on jungle island in the Caribbean sea during the 1920s .

“Ship-Trap Island,”

a “moonless,” “dank,” “warm” “Caribbean night,” with air like “moist black velvet”

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Key Words in Big Picture Questions

Tone:

Definition: The feeling of the passage. The emotions the author is expressing through the use of certain words like adjectives and adverbs.
Example: This passage is an angry passage. The author shows anger through the ways Peter acts by throwing things and yelling.

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FRAME Review --- Tie-up loose ends

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Model – Secret Messages��Lesson 3, Passage 1

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Review

Think about what you now know about factual and big picture questions.

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Factual questions often start with:

Who
What
When
Where
How

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Big Picture questions often ask about:

Main idea
Mostly about
Title
Summarize
Tone

Mood
Overall feeling
Setting
Author’s purpose
Theme
Main message

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The Safe Zone of Modeling

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Stages 2 & 3 Describe and Model

Lesson 4- Predicting Questions

Pgs. 43-50

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Lesson 4 Goals

to define predicting

to ensure that students master how to code and answer Predicting Questions

to ensure the students review how to work with Factual, Big Picture, and Predicting Questions

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What does it mean to predict?

make a guess or forecast about what will happen in the future

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Predicting questions ask you to forecast what will happen next or in the future based on what you just read.

There is a correct prediction or a correct answer to the question.

Predicting Questions-

P

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What do you think will happen next?
What is the most likely event to happen next?
What will the main character do next?
What will happen to the boy in the future?
Where will the boy hide?
Who will help her?
When will she be found?
Which of his friends will stay overnight?
If you were to finish this story, how would it end?

Example Predicting Questions

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Key words in Predicting Questions:

next
future
happen
will
down the road
end
ending
effect

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Model – Packing Problem��Lesson 4, Passage 1

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FRAME Review --- Tie-up loose ends

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So what’s the importance of modeling?

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Stages 2 & 3 Describe and Model

Lesson 5- Clarifying Questions

Pgs. 51-58

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Lesson 5 Goals

to define “clarifying”

to ensure that students master how to code and answer Clarifying Questions

to ensure the students review how to work with Factual, Big Picture, and Predicting Questions

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Stages 2 & 3 Describe and Model

Partner A:

Be prepared to describe

Partner B:

Be prepared to model

Please take 12 minutes to read

Lesson 5, Clarifying Questions, pages 51-58

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Lesson 5 Clarifying

Partner A Describe

Start teaching on Page 52 - #2: “Define clarify and Clarifying Questions” and continue through page 55- #7 f.

Partner B Model

Start teaching on Page 55 - #1: “Demonstrate the Interact Step…” and continue through page 57- #7

10 minutes each

Materials needed for Partner A:

Cue Card handouts

Materials needed for Partners A and B:

Lesson 5, Passage 1 “Safety First”

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FRAME Review --- Tie-up loose ends

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Progress Chart for Stages �2 & 3

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Lunchtime Options at FDLRS

Walkable options:

The Local

Ragazzi’s Pizza

Table service; ask for your check as soon as you get your food

Ollie’s Public House

Table service; be sure to let them know you’re on time schedule

Gabriel’s Sub Shop

Counter service

Cafe Linger

Order at counter

Dunkin Donuts, Domino’s, Papa John’s, Einsteins

Within a mile on Edgewater Drive

NORTH

Tornatore’s Cafe & Pizzeria

SOUTH

The Dog House

Eden’s Fresh Salads & Wraps

Blended Cafe

Tijuana Flats

Jersey Mike’s

Tropical Cafe

Publix

Infusion Tea

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FRAME Review --- Tie-up loose ends

Extend your understanding:

Which question type do you anticipate being the most difficult for your students to master? How can you pre-correct to reduce or remove this barrier?

So what? is so important about kids learning to read the questions first and looking for key words to determine the type of question?

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From what you have seen so far,

reflect on these Unit Questions:

Why is fidelity to the SIM model so important?

How will The Inference Strategy help your students to be better readers?

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Performance Scale

0	1	2	3	4
I can identify students who struggle with answering inferential questions and need a strategy to help them with this skill.	I can list and explain the 4 different types of questions used to assess understanding of text.	I can analyze student work for question type, supporting text evidence, and the correct answers to determine student mastery and provide feedback.	I can explain how the Inference Strategy is taught, differentiating between “stages” and “lessons” and have adequate knowledge to begin teaching the strategy to my students.	I have collected and reported student outcome data that shows I can implement the Inference Strategy with fidelity to improve student performance.

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How the Strategy is Taught

Part II: Teach students to use the INFER Steps to answer questions

Stage 4: Verbal Practice BIG TAB page 59

Instructor’s Manual

small tabs

Inference Strategy Verbal Practice Quiz, page 121

Inference Strategy Verbal Practice Checklist, page 122

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Stage 4: Verbal Practice Activities

Time a partner
Rapid Fire Rehearsal
Make it Fun!

Practice so that students reach mastery of 100% on the written or verbal quiz.

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Interact with the questions and the passage

Note what you know

Find the clues

look for clues to answer the questions

Explore any supporting details

look for more details

Return to the question

answer the question

Steps for the Inference Strategy�

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Appendix A – Evaluation Guidelines pages 87-90

Scoring 3 things-

Question type code
Clues to support answer
Answer

Score

9-1 Scout Grenon’s pretest Canoe Story
Your Pretest

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small tab page 38

Passages* for Stages 5 and 6

How the Strategy is Taught

Student Materials Book

Part II: Teach students to use the INFER Steps to answer questions

Stage 5: Controlled Practice & Feedback BIG TAB page 66

Stage 6: Advanced Practice & Feedback BIG TAB page 73

Instructor’s Manual

*Passages are LEVELED from a 4th grade level to a 10th grade level

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Stage 5-Controlled Practice and Feedback

Practice on or below student’s readability level to build confidence
Individual Mastery is 80%
For large groups to advance 90% of regular attendees (and 80% of the whole class) should earn a score of 80% for the whole class to advance to the next stage

Stage 6- Advanced Practice and Feedback

Students read one level above readability level
Students progress through various practices toward grade level reading passages
Allows for practice on more difficult passages
Individual mastery is 80%

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Progress Chart for Stages �5 & 6

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find your post test in the Student Materials book

find your pretest tab for grade level(s)
place a small tab at the top of Passage 4 at your Level(s)

How the Strategy is Taught

Student Materials Book

Part III: Determining the student’s Progress

Stage 7: Post test BIG TAB page 77

post test at the student’s current grade level

Instructor’s Manual

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Goals of the Post test

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Stage 7: Posttest

Passage of about 400 words at the student’s grade level with 5-6 corresponding inferential questions

If score is < 80% do additional Advanced Practice activities

If score is > 80% proceed to Stage 8: Generalization

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Progress Chart for Stages �5 & 6

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How the Strategy is Taught

Part IV: Ensuring Students Use the Strategy

Stage 8: Generalization BIG TAB page 80

Instructor’s Manual

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Stage 8: Generalization

�

Discuss and prepare for application of the strategy in natural settings.

Goals:

to make the students aware of:

the necessity of applying the Inference Strategy in a purposeful manner to meet relevant setting demands
situations and circumstances in which the Inference Strategy may be useful

to ensure students use the strategy in a variety of settings in relation to a variety of materials

to build the students’ self-confidence as strategic learners

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We’ll model

Virtues of Venom

Use response cards

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Elaborate on the significance of applying the steps of INFER to more complex text or high stakes test practices.

How will you encourage generalization of this strategy with your students?

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Fidelity & Master Teaching

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Respond to the Unit Question:

How will you encourage generalization of this strategy with your students?

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Respond to the Unit Question:

4. What is your plan for implementing The Inference Strategy?

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FID Timeline for Implementation

Access the FID

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Post Organizer

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Performance Scale

0	1	2	3	4
I can identify students who struggle with answering inferential questions and need a strategy to help them with this skill.	I can list and explain the 4 different types of questions used to assess understanding of text.	I can analyze student work for question type, supporting text evidence, and the correct answers to determine student mastery and provide feedback.	I can explain how the Inference Strategy is taught, differentiating between “stages” and “lessons” and have adequate knowledge to begin teaching the strategy to my students.	I have collected and reported student outcome data that shows I can implement the Inference Strategy with fidelity to improve student performance.

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Support

Resources
Melissa.mulock@fdlrsaction.org
Jane.hines@fdlrsaction.org

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Let’s wrap it up

Evaluations
Follow-up

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Overview of How the Inference Strategy is Taught

Part 1: Determining Student’s Skills

Stage 1: Pretest

Part II: Teaching Students to Use the

INFER Steps to Answer Questions

Stages 2 and 3: Describe and Model

Lesson 1: Introduction to the Inference Strategy

Lesson 2: Factual Questions

Lesson 3: Big Picture Questions

Lesson 4: Predicting Questions

Lesson 5: Clarifying Questions

Stage 4: Verbal Practice

Stage 5: Controlled Practice and Feedback

Stage 6: Advanced Practice and Feedback

Part III: Determining Student’s Progress

Stage 7: Posttest

Part IV: Ensuring Students Use the Strategy

Stage 8: Generalization

Student Materials Book

Passages 1-4, pages 4-11

Passages 1-4, pages 12-19

Passages 1-4, pages 20-27

Passages 1-4, pages 28-35

Levels 4-10, pages 38-93

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NAME

DATE

The Unit Organizer

NEW

UNIT

SELF-TEST

QUESTIONS

Expanded Unit Map

is about...

9

10

helping students learn how to make inferences from text and answer questions accurately

The Inference Strategy

By determining the level of skill through a

pretest

by providing

by

ensuring

by teaching students to

opportunities to practice with feedback

by determining

level of mastery with the INFER steps

the generalization process occurs by using a variety of texts and in various contexts

use the INFER steps with 80 % mastery

to measure

Skills of

answering Inferential questions

identify question types

80 % is mastery

and

in which

to

answer

think and seek questions

factual questions

clarifying

big picture

predicting

through

such as

that is

Positive
Corrective
Individual
timely

verbal practice

scaffolded lessons

and

TRAINER COPY

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NAME

DATE

The Unit Organizer

NEW

UNIT

SELF-TEST

QUESTIONS

Expanded Unit Map

is about...

9

10

helping students learn how to make inferences from text and answer questions accurately

The Inference Strategy

By determining the level of skill through a

pretest

to measure

Skills of

answering Inferential questions

identify question types

80 % is mastery

and

in which

Explain the instructional and evaluative importance of the pre-test.
Why is it vital for both the student and teacher to make a commitment?

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NAME

DATE

The Unit Organizer

NEW

UNIT

SELF-TEST

QUESTIONS

Expanded Unit Map

is about...

9

10

helping students learn how to make inferences from text and answer questions accurately

The Inference Strategy

by providing

by teaching students to

opportunities to practice with feedback

use the INFER steps with 80 % mastery

to

answer

think and seek questions

factual questions

clarifying

big picture

predicting

such as

that is

Corrective, positive, individual and timely

1. Why is the describe and model stages of each lesson necessary for student learning?

2. Explain the connection of formative assessment to practice and feedback.

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NAME

DATE

The Unit Organizer

NEW

UNIT

SELF-TEST

QUESTIONS

Expanded Unit Map

is about...

9

10

helping students learn how to make inferences from text and answer questions accurately

The Inference Strategy

by

ensuring

by determining

level of mastery with the INFER steps

the generalization process occurs by using a variety of texts and in various contexts

through

scaffolded lessons

and

1. Why is it critical for students to know the steps of the strategy with fluency?

2. Elaborate on the significance of applying the steps of INFER to more complex text or high stakes test practices?

verbal practice