4. Video: See Inferencing in the Classroom
Reasoning and Inferencing Skill Explainer
Marion McBride, M.Ed.Word Recognition x Language Comprehension = Reading Comprehension
Assessment
The process of measuring students' progress and providing information to help guide instruction
Word Recognition
The ability to see a word and know how to pronounce it without consciously thinking about it
Phonological Awareness
A group of skills that enable you to recognize and manipulate parts of spoken words
Articulation
The production of speech sounds.
Articulation Skill Explainer
Syllables
Part of a word organized around a single vowel sound
Onset-Rime
Two parts of a word: onset is the initial sound; rime is the vowel and any consonant sounds that follow it.
Phonemic Awareness
The ability to recognize and manipulate individual sounds within a spoken word
Phoneme Segmentation and Blending
- Overview of Phoneme Segmentation and Blending
- When to Teach Phoneme Segmentation and Blending
- How to Teach Segmentation and Blending
- Videos: See It in the Classroom
- Lesson Plans for Phoneme Segmentation and Blending
- Assessing Your Students
- What the Research Says
- Resource Hub: Phoneme Segmentation & Blending
Phonics
A method for teaching children the relationship between spoken sounds and written letters so they can learn to decode and encode
Sound-Letter Correspondence
The relationship between a phoneme and the grapheme that spells it
Letter Names and Sounds Skill Explainer
- Overview of Letter Names and Sounds
- When to Teach Letter Names and Sounds
- How to Teach Letter Names and Sounds
- Videos: See It in the Classroom
- Lesson Plans for Letter Names and Sounds
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Phonics Patterns
Common letter combinations found in words.
Short Vowels Skill Explainer
- Overview of Short Vowel Sounds
- When to Teach Short Vowel Sounds
- How to Teach Short Vowel Sounds
- Videos: See it in the Classroom
- Lesson Plans for Teaching Short Vowels
- Student Practice Activities with Short Vowels
- Assessing Your Students
- For Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
Closed Syllables Skill Explainer
- Overview of Closed Syllables
- When to Teach Closed Syllables
- How to Teach Closed Syllables
- Lesson Plans for Teaching Closed Syllables
- Videos: See It in the Classroom
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Glued Sounds Skill Explainer
Open Syllables Skill Explainer
Spelling with 'c' vs. 'k' Skill Explainer
- Overview of Spelling with 'c' vs. 'k'
- When to Teach Spelling with 'c' vs. 'k'
- How to Teach Spelling with 'c' vs. 'k'
- Lesson Plans for Spelling with 'c' vs. 'k'
- Videos: See It in the Classroom
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
Consonant Digraphs Skill Explainer
‘-ck’ Spelling Rule Skill Explainer
- Overview of the '-ck' Spelling Rule
- When to Teach the '-ck' Spelling Rule
- How to Teach the '-ck' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for the '-ck' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- Resource Hub: Videos, Lessons, Activities
FLoSS(Z) Spelling Rule Skill Explainer
‘y’ as a Vowel Skill Explainer
Coming soon.
Soft 'c' and Soft 'g' Skill Explainer
Coming soon.
R-Controlled Vowels Skill Explainer
Coming soon.
Vowel Teams and Dipthongs Skill Explainer
Coming soon.
'-tch' Spelling Rule Skill Explainer
- Overview of '-tch' Spelling Rule
- When to Teach '-tch' Spelling Rule
- How to Teach '-tch' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for '-tch' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
'-dge' Spelling Rule Skill Explainer
- Overview of '-dge' Spelling Rule
- When to Teach '-dge' Spelling Rule
- How to Teach '-dge' Spelling Rule
- Videos: See It in the Classroom
- Lesson Plans for '-dge' Spelling Rule
- Student Practice Activities
- Assessing Your Students
- Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Consonant '-le' Skill Explainer
Coming soon.
Schwa Skill Explainer
Coming soon.
Irregularly Spelled High-Frequency Words
High-frequency words that have a part of their spelling that has to be memorized
Irregularly Spelled High-Frequency Words
Multisyllable Words
Words that have more than one word part
Prefixes
How to add meaningful beginnings to words
Suffixes
How to add meaningful endings to words
(active)
Language Comprehension
The ability to understand the meaning of spoken words
(active)
Critical Thinking Strategies
Using higher order thinking skills to analyze, synthesize, or evaluate oral or written information
(active)Critical Thinking Strategies
Comprehension Monitoring Skill Explainer
Reasoning and Inferencing Skill Explainer
Retelling, Summarizing, Synthesizing Skill Explainer
Coming soon.
Perspective Taking Skill Explainer
Coming soon.
Reading Comprehension
The ability to understand the meaning of printed text
Text Considerations
Characteristics of a text that impact the ease or difficulty of comprehension.
Strategies and Activities
How a reader approaches a specific text, depending on their purpose for reading
Reader’s Skill and Knowledge
The skills and knowledge a reader brings to the reading task that are necessary for comprehension
Sociocultural Context
Elements in a classroom that affect how well a child learns to read
Fluency
The ability to read accurately with automaticity and expression
Fluency: Accuracy, then Automaticity
Reading or decoding words correctly (accuracy) and reading at an appropriate rate (automaticity)
Accuracy, then Automaticity Skill Explainer
Coming soon.
Fluency: Expressive Text Reading
Reading characterized by accuracy with automaticity and expression
Expressive Text Reading Skill Explainer
Coming soon.
Writing
The act of putting thoughts into print using transcription and composition skills
Handwriting, Spelling, and Typing
Methods for translating speech into written words
Handwriting and Letter Formation Skill Explainer
Sentence Writing
Composing a complete statement, question, exclamation, or idea with proper grammar and punctuation
Writing a Simple Sentence Skill Explainer
Sentence Expansion Skill Explainer
- Overview of Sentence Expansion
- When to Teach Sentence Expansion
- How to Teach Sentence Expansion
- Video: See It in the Classroom
- Lesson Plan for Sentence Expansion
- Student Practice Activities
- Assessing Your Students
- For Students Who Need Additional Support
- What the Research Says
- Resource Hub: Videos, Lessons, Activities
Features of Structured Literacy
A systematic and explicit approach to teaching reading based on research
Watch Elke Blanchard explicitly teach an inferencing lesson with second graders at Stillmeadow Elementary in Stamford, Connecticut. She’s doing a read-aloud with the book Carlos and the Squash Plant by Jan Romero Stevens.

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Elke Blanchard: Good morning, boys and girls.
Students: Morning.
Elke Blanchard: I'm so happy to be here today to read to you "Carlos and the Squash Plant.” It's one of my favorite stories, and I think you'll like it too. We're going to be listening for the characters, the setting, the problem, the feelings, all those things that are part of stories. Okay, let's get started. So boys and girls, now we're going to go through the text, and we're going to be talking about something that happens in our minds. Okay? The author writes text or sentences, and then he or she writes some more sentences. But in between we have to be thinking about what we already know and how it connects. Those are called our inferences that we use … and our background knowledge. Okay? Do you want to do some of that? Alright, let's go. Remember in the story, when the mother says, "'Did you take your bath?’ His mother asked, looking at Carlos with a raised eyebrow. ‘Sí, Mama. I did.’ Papa only shook his head." Let's talk about that. Why did the author say Papa only shook his head? What did that mean? Yes, Nelly.
Nelly: I don't know if he did take a bath.
Elke Blanchard: Is that what the papa's thinking? Is that what you're trying to tell me? You don't — the pop's thinking, “I don't know if he did.” And how do you know that? What makes you think that? That didn't say that in the text. Why do you think that? Yes. Ari.
Ari: I think he didn't take the bath because maybe he smells.
Elke Blanchard: Oh, maybe the dad smelled it. Okay. Yes, Jace?
Jace: I, I think the both things. Um, add this to it — and then the dirt on his legs, shoes, hands, and the other hands and under his nails are dirty.
Elke Blanchard: So the papa ...?
Jace: Saw all those …
Elke Blanchard: He saw all that. First of all, I just want to say, nice job. I love the way you said, "I agree with that, what they're saying, and I'd like to add." I loved that. That was excellent. And then you said the piece that I was thinking — the papa saw it or he noticed. Let's go to another piece. "Carlos worked outside all morning and ate his lunch sitting on a branch of a huge cottonwood tree while a thin stream of water ran beneath him." At lunch, we usually sit with our family and our friends and eat lunch. Why do you think ... the text doesn't tell us why he sat by himself. Why do you think he sat by himself? What are you thinking about? Yes.
Grace: He chose to not eat with his families because he has a big plant on his ear and they don't want to notice.
Elke Blanchard: He didn't want them to notice it. So he stayed as far away as possible. All right, listen to this part. "'Sí, Mama. I did,’ said Carlos, and he quickly ate his dinner and went upstairs to bed. He was so tired that he fell asleep immediately." Two questions for you. Why did the author choose to say in the text, "He quickly ate his dinner"? Yes, Nelly.
Nelly: Because he didn't want the mom to notice that sprout sticking out of his ear.
Elke Blanchard: So if he eats it quickly, then there's not as much time for her to notice it. Right. All right. And this one other part, it said, "He was so tired that he fell asleep immediately." Why is the author in the text telling us that he's so tired? This is a little bit of a harder one. What do, what are you thinking about that you're connect, making those connections? Jace?
Jace: I think he was so tired for working in the garden all day and climbing up that tree and then eating so fast — he couldn't take it no more and then he fell asleep right away.
Elke Blanchard: Okay. So working in the garden, having to climb the tree to be away from people, having to eat fast so people didn't notice. Does anybody else want to add to that? Why he would be so tired when he has to keep trying to eat quickly and avoid people and do all that stuff? Is he having to constantly think about hiding it? Is he always thinking about hiding it and pulling it down and staying ... ? What happens if you have to constantly be thinking about something and pulling it down, pulling a hat down and saying, “Oh, my god. I have to hurry up and eat.” Is he relaxed? He's not relaxed. What's the word? If he's not relaxed, what would you say? What do you want to say? Yes, Kylie?
Jayleigh: Uncomfortable?
Elke Blanchard: He's uncomfortable. And when you're not relaxed and you're uncomfortable after a long day, how do you feel?
Student: Tired.
Elke Blanchard: Tired.
Jayleigh: He was stressed out after a long day.
Elke Blanchard: Yes, he was stressed out. Exactly what I was thinking. And boys and girls, when you lie like that, you have to be thinking so many steps that you start to becoming ... to become stressed out. And that's another reason why he fell asleep so fast. He was just so tired. And one last thing right at the end. This one is, is the hardest one. "' I have cooked your favorite dish, calabacitas.' And as she put the steaming plate down in front of him, she winked at Papa, who pretended not to notice." Why did the mom wink at the dad when she put the plate? This, I don't know if any of you guys are going to know this. I think the author put this in for adults because I don't know if kids can get this. It's hard. Okay, turn and talk to your partners and I want to hear what you think.
Students: [overlapping chatter]
Elke Blanchard: I heard a couple of ideas about why the mom winked, and I want all of you to hear what one of your classmates said. Nelly, can you tell us what you thought why the mom winked?
Nelly: When he finally took a bath, the mom, I think the mom saw it in the bathroom. There was a little like vine, vine sprout in the bath bathtub. And then she planted it and made the dish and served it on the table.
Elke Blanchard: So are you connecting that what was in his, growing out of his ear, the squash plant was then what was his dinner? His dinner. Oh my goodness. And so she did a little wink, wink. She did a little wink. He's been having a squash plant all these days. Now isn't squash his favorite? It is his favorite. So she says, your favorite dish. I have to say we did such a nice job looking at what the text that the author says and then making those inferences and thinking about what do we know? What does that mean? And so we connected that, those pieces together. So that's making an inference, and we do that all the time in our books, and I loved doing that with you today.
Announcer: For more information, please visit ReadingUniverse.org. Special thanks to Literacy How, Stillmeadow Elementary School, and Stamford Public Schools in Stamford, Connecticut. Reading Universe has made possible by generous support from Jim and Donna Barksdale, the Emily Hall Tremaine Foundation, and two anonymous donors. Reading Universe is a service of WETA, Washington D.C., the Barksdale Reading Institute, and First Book.
Elke Blanchard: This is Reading Universe.