Discussion #4: Visualizing and Inferring

Visualizing and Inferring:

When I read the first chapter in Comprehension Going Forward (Keene, E., et. al., 2011), I was surprisingly ( I say surprisingly because I have been teaching reading for 10 years and never been exposed to these ideas in such a way) introduced to the notions of what really goes, or should go on, in readers’ minds as they read.  In other words, this is the goal we should have for our students:  for them to think about what they are reading, more specifically to:

·         Visualize:  make “Movies in their Mind”

·         Wonder/Ask Questions

·         Make Connections

·         Make Predictions

·         Empathize with Characters

…just to name a few. 

According to Chapter 9 in Strategies that Work (Harvey & Goudvis, 2007), these mental processes can all fall under the umbrella of MAKING INFERENCES.

Suffice it say, when a curriculum tries to micro-manage reading skills and box them up into separate, distinct lessons with accompanying worksheets, it somewhat kills the whole mental process that goes into such a skill. 

Currently, I am reading the novel Bud, Not Buddy with my fifth graders.  I am reading the book aloud and find that I am constantly stopping to naturally model the mental processes that take place in my mind as I read.  These mental processes all have to do with the skills of inferring.  For example, today we read a phrase that mentioned, “matrimonial plans”.  I stopped and questioned out-loud, “What might ‘matrimonial plans’ mean?”  Upon reading further and using text clues and my own background knowledge, I was able to help my students come to the conclusion that “matrimonial plans” meant making plans to marry someone.  This is just one of countless examples I experience daily reading this book and modeling authentic reading experiences and strategies.

Furthermore, I have pulled one of the graphic organizers from Chapter 9 to aid my students in making meaningful inferences.  This T-Chart looks like this:

Facts from Text	My Inferences
Here we record a fact from the reading text	Here we record the inference we were able to make using text clues, background knowledge of ourselves or others.

I have been modeling to my students how to do this and now it will be time for them to practice on their own.  Like every other strategy I have used with my class, my goal is to help my students become more fluent in using mental processes to aid in their reading comprehension.  I feel the more we do this together, the easier their brain will adapt to these skills as they read. 

Resources:

Keene, E. O., Zimmerman, S., Miller, D., Bennett, S., Blauman, L., Hutchins, C., .… McGregor, T.,
           (2011). Comprehension going forward: Where we are and what's next. Portsmouth, NH:
           Heinemann.

Harvey, S. & Goudvis, A. (2007).  Strategies that work.  Portland, ME: Stenhouse Publishers. 

Harvey, S. & Goudvis, A. (2007).  Strategies that work.  Portland, ME: Stenhouse Publishers.