1. Inference Training

2. Inference! What’s that? Inference: a subjective process where the reader determines what the author is suggesting, using background knowledge and prior experience. Leicester LEA, draft reading document Inference means reading all the clues and making your best guess! http://www.manatee.k12.fl.us/sites/e lementary/palmasola/rcinf1.htm Inference: to reach an opinion from available information or facts. Cambridge Dictionary of American English Inference: conclusion reached by reasoning from data or premises; speculation. http://www.english- test.net/toefl/vocabulary/meanings/015/to efl-words.php#inference

3. Hey diddle diddle, the cat and the fiddle, The cow jumped over the moon. The little dog laughed to see such fun And the dish ran away with the spoon! Early Inference

4. www.emsource.org.uk Cross-curricular - History

5. Some factors contributing to poor reading comprehension. EAL issues Linking information together Poor background knowledge Decoding issues Difficulties inferring meaning from text Recognising the key words Poor knowledge of story structure Vocabulary Inference training

6. Inference Training – 6 Steps 1.Prior knowledge. 2a. Word definitions. b. Elaboration. 3.Ask a question. 4.Missing sentence. 5.Get visual. 6.Summarise

7. Step 1 Prior Knowledge

8. Teddi crept along to Grandma’s room. It was all in darkness. She edged the door open and peeped inside the empty room. On the bedside table stood the package, covered with strange stamps. Teddi held her breath and tiptoed to the table. The package was like a magnet. It seemed to draw her in. Her fingers itched. She just had to know what was inside.

9. Step 2 a. Word definitions b. Elaboration strange stamps package held her breath was like a magne t edged peeped

10. Step 3 Ask a question ?

11. Step 4 Missing sentence Teddi crept along to Grandma’s room. It was all in darkness. She edged the door open and peeped inside the empty room. On the bedside table stood the package, covered with strange stamps. Teddi held her breath and tiptoed to the table. The package was like a magnet. It seemed to draw her in. Her fingers itched. She just had to know what was inside. The paper at the edge of the packet was loose.

12. Step 5 Get visual

13. Step 6 Summarise

14. Practicalities Specific intervention - guided reading group - TA support Guided/shared reading Independent work

15. Guided Reading 2 nd Edition A handbook for teaching guided reading at Key Stage 2 By Angela Hobsbaum, Nikki Gamble and David Reedy