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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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Once Upon a Picture - Images to Inspire - Teaching Resources

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Inference is a tricky area of reading. Children don't always understand what it means to infer, and stumble on test questions demanding this of them. I've found that teaching the skill explicitly using a non-threatening stimulus has worked brilliantly. First, you develop the understanding of the skill, what is involved and what is required to answer questions. Then this is practised, and practised some more (justifying inferences, anyone?), before being applied to text. The joy lies in the depth of responses offered by all children taking part.

Here are some of my favourites for developing inference in the primary classroom. Let me know if you try any!

Click on the image to see the original post.
You can read more about the approach here, and ask me on Facebook or Twitter.

Note: Some of the questions below will include other skills, including prediction.

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The Inference Collection - Once Upon a Picture

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Inference is a tricky area of reading. Children don't always understand what it means to infer, and stumble on test questions demanding this of them. I've found that teaching the skill explicitly using a non-threatening stimulus has worked brilliantly. First, you develop the understanding of the skill, what is involved and what is required to answer questions.

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Everyone should have a hard copy of this! Games like, dot to dot, fill the stairs, 1 2 Nim, and Number Pyramids are great non-curricular thinking activities

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K-8 Non-Curricular Tasks to start off the year!

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Would You Rather Math – ASKING STUDENTS TO CHOOSE A PATH AND JUSTIFY IT WITH MATH

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don’t go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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… efforts to intensify attention to the traditional mathematics curriculum do not necessarily lead to increased competency with quantitative data and numbers. While perhaps surprising to many in the public, this conclusion follows from a simple recognition that is, unlike mathematics, numeracy does not so much lead upwards in an ascending pursuit of abstraction as it moves outward toward an ever richer engagement with life’s diverse contexts and situations.