Key Ideas

Inferring
1here lL ls, LhaL word we love Lo haLe (well nexL Lo 8lCC8,
LhaL ls). 1eachlng lnferrlng can be Lough. l cam across an
lnLeresung ldea LhaL l LhoughL l would share. ln her !"##$
&'(")*+, blog, !en !ones, puLs lnferrlng ln one boaL along
wlLh predlcung and vlsuallzlng. When she Leaches Lhese
skllls she beglns wlLh a broken aparL puzzle. 1hey look aL
Lhe pleces Lo see/predlcL whaL lL mlghL be. Aer pumng lL
LogeLher, Lhey conrm or refuLe Lhelr predlcuon. !usL as
we can read Lhe LexL and oen make a solld conformauon.
unllke predlcung, lnferrlng oen can noL be conrmed,
and for Lhls she uses arL. We can look aL -(*)), .'/0(1 by
van Cogh, and lnfer how he was feellng, or whaL he ls
Lrylng Lo show and explaln wlLh hls arL. unllke predlcung,
we can noL go Lo Lhe arusL and geL conformauon of our
Lhlnklng. All we have are Lhe clues. 1hls ls whaL happens ln
LexL. We canL Lalk Lo Lhe auLhor Lo know whaL Lhey mean
or were Lhlnklng. !ones has creaLed a le on 1eachers-pay-
1eachers, LhaL has 180 lcLures of Lhe uay" LhaL can be
used as qulck lnferenclng lessons. 1eachlng sLudenLs Lo
look closely aL Lhe clues Lhe creaLor leaves ln Lhelr work,
and uslng Lhose clues Lo supporL Lhelr lnference.
lor more see Lhls blog posL by !en !ones. hup://
www.hellollLeracy.blogspoL.com/2014/01/common-core-
A Word about VOCABULARY...
While we may not have a lot of ELLs that are considered
beginners, we do have students who are not familiar with
many of the words we use every day. Take time to build
vocabulary scaffolding into your daily routine. Dont
just assume that your ELLs (or any student for that
matter) automatically knows what you mean by the
words you use in your instruction and directions.
Remember to give time for students to restate or talk
about what they have just read or heard in the
classroom. Allow your ELLs to converse with peers to
conrm their understanding.
FOCUS For the week of Sept 15th to 19th
The Language & Learning Post
Weekly News, Tips and information for the classroom teacher of English Language Learners!
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Idiom/Figurative Language of the week:
I took my brothers toy dinosaur. As soon as my
mother came home, she told me to cough it up. I
didnt want to give it back, but I had to.
by, Alissa Tubbs
ESL Teacher at Lawrence
EVERY CHILD, EVERY DAY!
kinder First Second Third Fourth Fifth Sixth
We will understand
the main point in
spoken directions
and conversations.
We will
demonstrate of
understanding of
English by making
predictions and
connections.
We will visual and
context supports
(including peers) to
read texts and
check our
understanding.
We will use pre-
reading supports
and activities to
help us understand
text.
We will use more
complex English to
read and
understand main
ideas and
supporting details.
We will use more
complex English to
read and
understand main
ideas and
supporting details.
We will
demonstrate
expanded
understanding of
English by making
inferences that are
supported by the
text.
I will re-tell
directions given by
my teacher and
responses from my
friends.
I will explain my
prediction and draw
a picture of a
connection I made
to the text.
I will turn and talk
with a partner about
what we read.
I will write about
how text features
help the reader
understand and
make inferences.
I will create a
graphic organizer
that displays the
main idea and
supporting detail in
the text.
I will create a
graphic organizer
that displays the
main idea and
supporting detail in
the text.
l wlll make
lnferences, and draw
concluslons abouL Lhe
sLrucLure and
elemenLs of cuon.
ELPS 2G ELPS4J ELPS 4F ELPS 4D ELPS 4I ELPS 4I ELPS 4j