Cluster Cycle 3: Meeting 4: Introducing the Inference Strategy Chunk 1: C+S=I Cluster Cycle 3 Goal: By the end of the cycle 80% of students in grades 3-5 will increase their scores by at least one proficiency level (low, mid, high) in the area of inferring and justifying inferences with text evidence, or students will maintain their high scores due to teachers demonstrating proficiency in the problem solving indicator while teaching the inference Strategy.

Today’s Cluster: Objectives: Teachers will prepare to introduce inference strategy chunk 1, C+S=I, with emphasis on key points (critical attributes) during model. We will: Connect the strategy to standards and the TAP rubric. Identify critical attributes for introducing C+S=I. Practice modeling with emphasis on key points. Identify implementation ideas for repeated exposure.

Rubric Connection: Thinking Using C+S=I is practical thinking. Not only is inference a skill you use every day in life, but the equations is a practical way to remember how to make and explain an inference. We’re also going to do some analytical and creative thinking. Students will analyze pictures or text by looking closely at the details to make decisions. Students will think creatively when they generate a list of inferences they can make.

Rubric Connection: Problem Solving Problem solving activities develop thinking skills! Over the course of multiple observations, the teacher implements activities that teach and reinforce 4 or more of the following problem solving types. • Abstraction • Categorization • Drawing Conclusions/Justifying Solutions • Predicting Outcomes • Observing and Experimenting • Improving Solutions • Identifying Relevant/Irrelevant Information • Generating Ideas • Creating and Designing Students will categorize information as clues, schema, and inference. Students will draw conclusions and justify them. Students will generate ideas about possible inferences. Identify relevant and irrelevant information when identifying text clues to support an inference.

The Common Core Connection CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

The Common Core Connection CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

The Common Core Connection CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

Inference Strategy Chunk 1: C+S=I The formula is Clues + Schema= Inference. I will give you the lesson and student work “bring back” for this introduction. Before we look at the lesson, let’s look at field test findings and the critical attributes for this chunk.

Field test findings Finding Result When students are presented with text and photos, they will rely mostly on the photo to infer. We will scaffold this lesson from using only a picture, to a picture text combo, then to only text. When both are present we’ll focus on the text. Students try to use inferences to justify inferences instead of finding concrete clues. Example: This is an inference, not a clue: The girl is sad. Clue: The girl is frowning. We will be careful to train our students to state only what they see in text and visuals as clues. Students rely on schema too heavily. Sometimes schema does not apply or coincide with information being presented in text. We will require our students to cite 2 text clues to prove their inferences. Schema may be added in addition, but can not be used in place of clues. Students have a hard time explaining inference clearly. We will verbally explain inferences using our chart as the basis. These findings are the basis for our critical attributes. The critical attributes will help us apply our knowledge of students to anticipate learning difficulties.

Critical Attributes for Introducing the Inference Strategy What How Why Read the questions first. Establishes purpose for reading. Introduce the inference formula C+S=I with information students can relate to easily. Use real-life or fiction scenarios for which students will have schema. Also use photos or illustrations. Build up from photos only to text only. We want students to fully understand how inferences are formed and the thinking that they do to form them. This will pay off later when we ask them to infer about content. Repeatedly emphasize that clues are only what we see and are the most important aspect of forming an inference. They’re the evidence. Think aloud about what you see and what it tells you. Record ONLY what you see in the photo or text in the clues box. *Make sure to show how what you record in the inference box aligns with what you recorded in the clues box. Students will often infer immediately instead of citing only what they see. Students often rely on background knowledge that does not necessarily coincide with information in the text. We want to steer them away from this immediately. Require students to cite 2 text clues that prove their inference is correct every time. Think aloud about how you understand the passage better because of your schema and record it in the S column of the chart. *Think aloud about how the clues prove your inference and cite them in the chart. Students need to understand that the importance of the background knowledge they have lies only in helping them understand what they read. The text clues authors give are the only solid, provable evidence. Verbally explain your inference clearly and engage students in doing the same. After completing each C+S=I chart, verbally summarize your inference by saying: “I can infer because…” and cite your two text clues. Students will be asked to explain inferences on tests. We will engage them in writing explanations next week, so verbalizing them is a preparation step.

On to the lesson… I’m going to preview the lesson and model critical attributes for parts of the lesson you will deliver to students. Hit your easy button when you see me address one of the critical attributes in my model.

Develop: Your time to shine! You’re going to practice modeling C+S=I, focusing on the critical attributes in order to address the anticipated learning needs of your students. Partners: -When your partner practices the model, use your critical attributes sheet like a checklist. -Check off the critical attributes as they are addressed. -Give your partner specific and high quality feedback.

This week: Deliver the introduction lesson , give students at least one opportunity to practice using C+S=I every day (multiple exposures for mastery). Then have students complete the “student work bring back” to assess their progress. Want to step it up? Look for opportunities to make your students aware of inferences they make everyday. This happens a lot in our interaction with students. Point it out. In your delivery of your regular content material, when it applies naturally model using the three column chart when you can infer (Don’t ask the kids to do it yet. We want them to master the process with real-life situations first.) Multiple exposures

Evaluate Progress 1. Score your student work: Give 1 point for each text clue (2 points possible). No points are assigned for schema. Give one point for a valid inference that is supported by the clues. Total points possible on the student work is 6. Complete the tracker on the O drive. It’s labeled CSI. Staple into your IGP. Move your post its in your orange folder. Bring your orange folder, IGP, and student work to cluster.

Reflect: What’s one thing you will do differently in your classroom as a result of what you have learned in cluster today?