![]() ![]() This is also referred to as reading between the lines. Inferences are based more on applying prior knowledge and going beyond the stated information. Furthermore, predictions are made predominantly from facts that have been given by the author and the characters within the story. Inferences are made after reading all of the clues given in a text and then making an educated guess. While very similar to a prediction, an inference is something different. ![]() He is the father of Invincible and Omni-Boy and a member of the Viltrumite race, a humanoid species of extraterrestrial origin who possess super strength, super speed. I've been doing some reading trying to give my class better clarification: "When students make a prediction, they are making an educated guess on what will happen next in a story based on what has happened in the text, their knowledge about the author and their own personal schemata. Omni-Man (real name Nolan), also known by his adopted name, Nolan Grayson, is the deuteragonist of the Image Comics series Invincible and the main antagonist of the first season of its animated adaptation of the same name. Do you have any suggestions,a better explanation, that may help clear things up for my students. I have a lot of trouble conveying the difference between predicting and making inferences. Looking at your anchor chart/poster I started visualizing how I can modify it to go with what my students and I have already discussed/learned in class. Reading Intervention for 4th and 5th Grade Students Reading at 2nd/3rd Grade Levels: Nonfiction Skills Reading Intervention for 4th and 5th Grade Students Reading at 2nd/3rd Grade Levels: Fiction Skills ![]() Holding Students Accountable for Independent Reading Sentence Stems for Reading Strategies: FREE Posters Helping Struggling Readers in Upper Elementary More Blog Posts and Resources to Support Your ReadersĬlick on the links below to read more blog posts or see recommended resources to support your readers (especially struggling readers) further.ĭecoding Strategies for 4th and 5th Graders Read more about some of those more advanced reading strategies on this post. More Advanced Reading StrategiesĪfter the students are comfortable and confident with the particular reading strategies shared on this post, they are ready to tackle more advanced thinking skills. Since the students have been used to regularly sharing their thoughts using complete sentences, this is a natural transition for them and simply another way for them to share their reading thoughts with others. We also begin sharing our specific thoughts in reader’s response letters. We do this during guided reading using simple reading strategy organizers like the ones shared on this post. After a few days or weeks (it depends on the needs of the particular students) of coding our thinking and getting comfortable using the reading strategies regularly (and varying them depending on the context of the book being read), we are ready to being writing our thoughts and sharing them. ![]()
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