Predictions+-+Inferences

Please post your predicting/inference comprehension idea here.

**Name:** Josh Pyne **Strategy:** Contrast Charts **Comprehension Area:** Making Inferences and/or Predicting **Literature Sources:** //Chromosomal Analysis// article from www.repromedix.com **When Utilized:** Before Reading Before reading the short article about the analysis of chromosomes and why some people get this procedure done, students will fill out a contrast chart. The chart will focus on the question, “What would be the advantages and disadvantages of having a chromosomal analysis done before conceiving a child?” There chart will have two columns (one advantages and one disadvantages) that each student will fill out individually. Then, the students will work in groups and discuss their ideas with each other. Finally, the class will make a list as a whole on what ideas they came up with. The contrast charts will serve as a way to develop higher-order thinking about the subject. The student will have to make an inference about what they would want to know about their future reproductive ability and possible problems stemming from what they know about chromosomes and their role in reproduction. This will serve as a way to also make predictions about what some of the consequences and benefits could be from knowing what information your chromosomes hold. SAMPLE CHART:


 * Name:** Jacob Chadderdon
 * Strategy**: Dialogue Comic Strip
 * Comprehension Area:** Making Inferences and/or Predicting
 * Literature Sources:** The Phantom Drive by William T Tilden
 * When Utilized:** After reading
 * Description:** Students will read the short story and pick out what they consider the three most important conversations. Then they will make a comic strip for each one of the three, they will not be allowed to copy any actual dialog from the text but must instead write the dialog they think is inferred by the conversations they have chosen.


 * Name: ** Alisha Brandtmeier
 * Strategy **: Prediction Chart
 * Comprehension Area: ** Making Inferences and/or Predicting
 * Literature Sources: ** Math Breakthrough Spotted on Mosques
 * When Utilized: ** Before and during reading
 * Description: ** Before reading, the class will create a list of reasons why it’s important to make predictions while reading. You then create a chart and make predictions as to what the article will be about. In the second row of the chart students will write why they made the predictions that they did. After reading the first couple paragraphs of the article you stop and ask the students if any of the predictions came true. If they did they are noted in the third column of the chart. The students can now make revised predictions and put those in the first row of the chart and including evidence in the second column. Continue with the article, reading short sections and revising the chart.

**Literature Source:** Genetic Science Learning Center: Tour of the Basics http://learn.genetics.utah.edu/content/begin/tour/
====**Objective:** Have students reflect and share prior knowledge through creative sketches on the subject matter. Students will have the opportunity to compare and revise their sketches. They will be asked to simultaneously provide questions which arise during their drawing which can be answered by the teacher and the literature once everyone has completed their sketches. This is a pre-reading strategy designed to get students thinking about the material and make predictions about what they need to learn to fill in the gaps of their knowledge.==== ====**Overview:** Students will be asked to draw several sketches including: the structure of a DNA molecule including a gene on that molecule and a set of chromosomes in the typical human cell. This will be a difficult task for most, so they will need to work together to fill in the gaps of their knowledge and then generate questions which will provide the information needed to complete their drawings. The students will then explore the website in-depth in order to answer their questions. They will then be allowed to revise and complete their drawings.====


 * Name:** Joshua Korotka
 * Strategy**: Cause and Effect Timeline
 * Comprehension Area:** Making Inferences and/or Predicting
 * Literature Sources:** "Market's 7-Day Rout Leaves U.S. Realing" By: E.S. Browning and Annelaena Lobb, //Wall Street Journal,// Oct.10 Vol. CCLII NO.86
 * When Utilized:** After reading
 * Objective:** This activity allows the student to look at the past and possibly predict what might happen in the future. This will require the students to ask themslves why things happen and relate them to other similar events so they might know what there is to come.
 * Overview:**The students will read the article and look at the graphs of the comparisons of the Great Depression, the 1970's, and today's current stock market. After they have read they will make a timline for each of the graphs. For each event in the timline they need to put an explanation on why it happened.For the final graph (today's market) they will fill in what might happen in the next few months along with a reasons why.


 * Name:** Seth Breunig
 * Strategy:** Word Scavenger Hunts
 * Comprehension Area:** Making Inferences and/or Predicting
 * Literature Source:** “The Time of the Lincolns.” Produced by //The American Experience// and found at PBS.com. http://www.pbs.org/wgbh/amex/lincolns/index.html.
 * Objective:** The students will use their background knowledge, a variety of sources from “The Time of the Lincolns”, and contextual clues to both infer the meaning of selected terms and predict the consequences of said terms. (For example, not only will the students need to learn what the Missouri Compromise was, they will need to formulate an opinion as to how the “Compromise” would affect the Union.)
 * Overview:** The “word scavenger hunt” will operate, essentially, as a webquest of sorts. Having grouped the students and distributed a list of ten terms to be found in “The Time of the Lincolns,” they will need to search for the terms in the various articles. They will then document their findings on notecards, one per term. On the backside of the cards, the students will be asked to predict both how the defined term would affect United States history during the remainder of the Antebellum and Civil War eras and whether it continues to have a legacy today (for example, does twenty-first century America still feel any of the effects of the Kansas-Nebraska Act?) Finally, the groups will be asked to create some sort of visual to display their findings. The format of the visual display will be limited only by student creativity, and will likely range from powerpoints to display boards. This activity should both hone students’ vocabulary and their ability to infer meaning from contextual clues.

Name: Oriel Boomgarden Strategy: Book Bits Comprehension Area: Predicting/Making Inferences Literature Source:  // East German, 22, Flees Across the Berlin Wall // from New York Times (12/12/86) When Utilized: Before Reading Description: The teacher will take strategically selected sentences from the article and cut them into strips. Each student in the class will take a “bit”. First they will read their bit and make a prediction as to what the article will be about. Then the students will mingle around the room to read other students’ “bits”. They will make predictions in their notes based on their own bit plus what they have read from other students. Then the whole class will come together and discuss their predictions for the article. The teacher will write these on a transparency or the board. After the students have compiled a list of predictions, the teacher will then pass out the article for the students to read. This strategy will provoke students’ curiosity and interest in the subject prior to reading.


 * Name:** Jackie Huebner
 * Strategy**: Sticky Symbols and Drawings
 * Comprehension Area:** Making Inferences and/or Predicting
 * Literature Source**: The Skeleton at the Feast by Elizabeth Carmichael and Chloe Sayer, pp. 14-24
 * Objective**: Students will use inference to either create symbols representing different concepts within the text or to mark when they use certain comprehension strategies while reading the text.
 * Overview**: As students read a text, they will draw symbols on sticky notes representing different concepts in the text, such as: religion, history, figurines, celebrations, decorations, altars, etc. The students will place those sticky notes on the appropriate places in the text as they come across certain concepts. These mental images help with the storage of the information in their long-term memories.


 * Name:** Ally Peerenboom
 * Strategy:** Prediction Basketball
 * Comprehension Area:** Making Inferences/Predicting
 * Literature Source:** //Green Corn Tamales/Tamales de Elote// by Gina Rodriguez
 * Objective:** Students will be able to make reasonable predictions on what will happen in a story based on hearing a small portion of that story, and will be able to back up their predictions with evidence from what they have read.
 * Overview:** The students read a small portion of the given story, and then write their predictions for the rest of the story, along with evidence to support their predictions on a sheet of paper. The teacher then sets a "basketball hoop" (can be a trash basket, coffee can, etc) at the front of the room and has the students crumple up their sheets of paper and try to toss them into the basket. Once all the students have thrown in their predictions, the teacher reads those that made it into the basket aloud. Then, the students gather up the papers that didn't make it into the basket and get into partners or small groups to read them and discuss why they think the person made that prediction and brainstorm more possible evidence for the prediction.


 * Name:** Christian Vanseth
 * Strategy:** Preview-Predict-Confirm
 * Comprehension Area:** Making Inferences/Predicting
 * Literature Source:** Clatter bash! : a Day of the Dead celebration
 * Objective:** Students will make inferences and predictions about vocabulary they think they will see in a book about the Day of the Dead.
 * Overview:** After viewing the pages in the book briefly, students will work in groups to form vocabulary they think they will see in the book. Later during and after the book is read students will note whether their predicted words were used in the book.

**Name:** James Johnson **Strategy:** Cloze Connections **Comprehension Area:** Making Inferences and/or Predicting **Literature Source:** // Journey to the Stars // by Stuart Clark (2005), pp. 55-60. **Objective:** Students will use their previous knowledge to make inferences in a text with phrases missing. They will also learn habits for figuring out vocabulary in context. **Overview:** Before class, the teacher finds important words and phrases in the text and removes them. In the place of the words, lines will be there for the students to fill in. Some of the sections are simply a single word, while others are longer phrases. These longer sentences are inferences that the students will have to make. When the students make their inferences, have them underline words and phrases that they used to make those inferences. Have the class share their inferences and the evidence that they used.

Strategy: Time line Comprehension Area: Predictions Literature Source: Milestones in DNA http://www.accessexcellence.org/RC/AB/WYW/wkbooks/SFTS/sidebarmilestone.php Objective: Students will construct a timeline that answers question about how we know what we know about DNA Overview: I will begin this unit with a discussion about DNA. I will form questions like what is it made of how do we know that DNA is the heritability material. Over the next week we will discuss the many experiments that lead to the knowledge we have about DNA. As the week progress I will always refer back to this original group of question that the students had and try to lead a discussion that will talk about the next major discover in DNA. Finally I will have students construct a final time line similar to the literature I found. This final timeline will say what the discovery is, who did it, and its importance.
 * Name:** TJ Tersine

Name Chelsie Netzer Stategy: Picture Packet Comprehension Area: Predicting Literature Source: "Haverster Ant Castes" The Science Teacher [|website] Objective:The picture packet is useful before, during, and after the reading, when I pair it up with a KWL. Students have to predict what the reading is about by analyzing what they are seeing. Then students infer if their predictions are right after the reading. Overview:Students are given a picture packet about Harvester Ants. Students are asked to analyze what they are seeing in each picture, diagram, or illustration. They will then write down what they see, and what they think the picture means by filling out a KWL. After 15 minutes of discussing the packet, group will be given the article “//Harvester Ant Castes//” and will read the article. Then the small groups will fill out what they did learn about Harvester Ants, and how the pictures relate to the article.


 * Name: ** Brittany Rumphol
 * Strategy: ** Prediction Signals
 * Comprehension Area ** : Making Inferences and/or Predicting
 * Literature Source: ** //Evolution “for the Good of the Group”//, pp. 380-389
 * Objective ** : Students will use prediction signs to label text before and during reading. This exercise will allows students to formulate a better understanding of what the main point and key ideas are which will allow them to follow along while reading more difficult text.
 * Overview ** : Students will be given an article about Natural Selection and a prediction signals worksheet. The worksheet will be used as a guide during their reading. Reading only the article summary, students will find text signals and place the appropriate prediction sign in the margin of text with the use of the worksheet. After the students done reading the summer and have completed their text signals, they will go back and make general predictions based off of the signs they placed in the text. Students will then develop the main idea and supporting details about the article that they will read in full later.


 * Name:** Casey Robers
 * Strategy:**T+B=I Inference Machine
 * Comprehension Area:** Making Inferences and/or predicting
 * Literature Source:** ATOMS by Chris Oxlade
 * Objective:** Students will practice the inference process by combining the text and background knowledge to create meaning or infer what is meant by the text statement.
 * Overview:** The students will be given a topic or passage from the text. They will take that information and integrate it with their background knowledge on the subject. Both of these together will create and inference. The students will be doing several of these T+B=I machines to help them develop and use this inference and predicting model.

Name: Steven Fritz Strategy: Text Impressions Comprehension Area: Making Inferences and/or Predicting Literature Sources: Global warming article When Utilized: Before reading Description: Before the class the teacher previews the material and picks out a few important words and phrases that could give the students a brief and good impression of the content of the text. The students are then given the words or phrases you selected. The list should be presented in the same order that your students will encounter them. Then ask the students to make a prediction on what they think the text will be about based on the words and phrases. Then have your students write a short description, essay, or story using the words on the list. Lastly share the students different impressions so the students can see some other ideas and predictions.

**Name**: Mike Riska **Strategy**: Character Report Card **Comprehension Area**: Making Inferences and/or predicting **Literature Source**: Fat Kid Rules the World by K. L. Going **Objective**: Use the students’ prior knowledge about people and the traits they have to make inferences about the characters in the story. **Overview**: The teacher picks a list of up to four possible traits that the characters could possible have. For this story I would choose Creative, Mischievous, Caring, and Self-assured. A worksheet is made up with the different characters listed on the left side. On the top of the columns are the traits that you have selected with a column next to it that says evidence. After the student reads the book or story, they look at the traits that you have selected and they give each character a grade based on what they know about that character from the story. They fill in the evidence column next to each of the grades and give the reasons that they gave each character a certain grade. The students can then compare the grades that they gave with a partner and with the class. **Name:** Jim Krause **Strategy:** External-Internal Story Line **Comprehension Area:** Making Inferences and/or Predicting **Literature Source:** //Cuidad Real// by Rosario Castellanos **Objective:** Students will make inferences about a character’s internal change while examining if an external event and/or change, within the story, influenced that characters internal change. **Overview:** Students will read the short story, //Cuidad Real//, before which they will be handed a graphic organizer comprised of 5 headings. (1) The students will write down characters names. (2) Then the students will write down events, actions, or relationships that happened to the characters. (3) The students will then infer why these external/outer events took place. (4) The students will then make predictions on whether these external happenings made a change in the character’s personality, maturity, learning, emotions, etc. (5) Finally the students will give evidence to support on why they believe the character, or characters, had an internal change.
 * Name:** Jake Larsh
 * Strategy:** Anticipation Guide
 * Comprehension Area:** Making Inferences and/or Predicting
 * Literature Source:** "Holocaust Encyclopedia" [|**http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005143**]
 * Objective:** The students will assess what they know and what they "think" they know about the Holocaust and use this sheet as a prereading/during reading activity.
 * Overview:** The students will go to this website and read the article. They will recieve the Anticipation Guide before-hand and will mark off statements of what they agree to be true or agree to be false. This article along with guidance from the teacher will get them thinking about a lot of the "media" surrounding the Holocaust. For example the figure of six million. People assume it is 6,000,000 Jews when in fact its more Poles than Jews.


 * Name:** Elizabeth Kutzke
 * Strategy:** Text Transformation
 * Comprehension Area:** Making Inferences and/or Predicting
 * Literature source:** //Restoring the Prairie: The Tallgrass Waves Once More in the Midwest// by Christopher Johnson
 * Objective:** Students will use inferencing and comprehension of important parts of the text to create the text in a new form. They will specifically be turning their inferences into a visual poster.
 * Overview:** Following the reading students will recreate what it is that they read into a visual representation of the text. Students will use their inferencing skills along with other comprehension skills to translate the important aspects of the text into a visually pleasing poster.

Name: Nick Katsandonis Strategy: Inference Advertisement Comprehension Area: Making inferences and/or predictions Literature source: N/A (used a Charles Darwin quote) Objective: To make inferences of the meaning, or predictions of the purpose of advertisements catch line or picture. Overview: To use an advertisement with a catch line and possibly a picture and ask students what kind of inferences/predictions could be made from it and also what background knowledge might be necessary to understand it.  Joshua K


 * Name:** Kyle Mannel
 * Strategy:** Show and not Tell
 * Comprehension Area:** Making Inferences and/or Predicting
 * Literature Source:** //The Missing' Gator of Gumbo Limbo: An Ecological Mystery// by Jean Craighead George
 * Objective:** Students will use inferencing and comprehension by being blindfolded as they walk into the room and touch 4 or 5 objects that are related to the text they are going to read. They then will discuss their observations in groups and be shown the 4 or 5 objects again with an additional object to help identify the different pieces while talking in their groups. I will not tell them the objects until we are done reading the book.
 * Overview:** I am going to have 25 or so blindfolds and ask everyone to put it on at the start of class. I will then walk around the room and have them try to identify the objects in their head only by touch. They will then gather in groups and try to identify the objects with all four members. After they have talked it over I will write a consensus of the objects on the board and let them see the objects with one additional item from a distance to help with their inferences and predictions. Again they will discuss and we will see if their ideas of the objects have changed. The class will then read the book and at the end I will identify the actual objects and their origin, unless stated by the class.

Literature source: Political Cartoons about stem cells from The New Yorker and assorted Newspapers
 * Name:** Brooke Friederichs
 * Strategy**: Cartoon Inferences
 * Comprehension Area**: Making inferences
 * Objective**: Students will use inferencing to determine the cartoon authors' message and viewpoints, and will be able to discuss what prior knowledge they needed to understand the cartoon and make the inference.
 * Overview**: The teacher will place a political cartoon on the overhead and have students read and look at it, and then have them discuss it with a small group. Students will be brought back together and will share what they think the cartoon is about. First, they will infer whether the author had a certain viewpoint, i.e., which side of the debate they were on, or if the cartoon was completely objective. Then, they will discuss what prior knowledge they would have needed to make this decision. For example, they would talk about who the characters are (i.e. political figures) and the political issues that are being portrayed in the picture. This will be repeated with a few more cartoons from different viewpoints. If students didn't understand the reference, they will realize that without background knowledge, it's much more difficult to make an inference. A difficult cartoon (such as one from the New Yorker) will be thrown in there to illustrate this point.