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the process of drawing of a conclusion based on the available evidence plus previous knowledge and experience

In teacher-speak, inference questions are the types of questions that involve reading between the lines.

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* It is a higher order skill that is essential for students to develop and give them access to the deepest levels of comprehension
* It is also important in other subjects
* Useful for making predictions and evaluation
* Helps students develop basing opinions on identifiable evidence (draw conclusions)

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1)      Identify a question

Most inference questions have the words “suggest” “imply” or “infer”

Some do not use those words but you infer what is being asked

2)      Trust the passage.

3)      Look for clues – supporting details, vocabulary, character actions, descriptions, dialogue, ect to prove one of the answers to the question

4)      Narrow down your choices using the clues from the passage.

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a strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic.

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* They stimulate students' interest in a topic
* They set a purpose for reading
* They teach students to make predictions, anticipate text, and verify predictions
* Connect new info to prior knowledge
* Build curiosity about a new topic
* Great way to introduce new vocabulary, main ideas, concepts, and definitions

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1) Make anticipation guide.
4-6 statements about key ideas in text. Some true and some false
2) Introduce text and share the guide with students
3) Read each statement and ask students if agree or disagree. Mark on sheet and have discussion. (There is no right or wrong answer just have students share)
4) Read text aloud or have students read in groups or individually.
Have students mark content in the text connected to the statements
5) revisit each statement.

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A wall dedicated to displaying high frequency words or words that are important for your students to know and use.

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* Provide a place to post high frequency words
* Place students can reference during other activities
* Helps students see patterns and differences in words
* Reinforce the spelling of important terms

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* Place in an area of the classroom that is visible and accessible to all
* Organize words in a logical order (alphabetical or by category)
* Use different colored background paper and large dark letters for the words
* Keep material handy to add words as needed

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* Teacher 3 - 5 new words each week
* Teacher students how to use it
* Use it each day - incorporate words into daily activities
* Work with students to determine words to put on teh wall
* Provide practice so words are read and spelled automatically
* Pick words from content material

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Science is a vocabulary-intense subject that is dependent on students learning new and often times difficult vocabulary to increase comprehension and help them make connections between and among concepts. When science students are given the opportunity to interact with the vocabulary, they are more likely to remember it.

Ideas for using the words on your wall are only limited by your imagination. Some examples include:

Students categorize and sequence from largest to smallest (cell, bacteria, yeast, tissue, ribosome, organ, organism, organ system, protozoa, virus) Variation: Students are given vocabulary words, and their classmates must arrange them in the correct order and justify the placement.

Students remove words from the wall and make connecting statements about the words. The class can then create a summarizing statement, for example: cells make up tissues, and tissues make up organs.