Spanish Language Arts.4.8.A

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The student is expected to

infer basic themes supported by text evidence;

Artes del lenguaje y lectura en español.4.8.A

Se espera que el estudiante

infiera temas básicos apoyándose en evidencia textual;

SLA multiple genres strand teks talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

Elija una historia corta que lea en voz alta. Los estudiantes siguen la lectura en sus libros de texto. Al terminar, pregunte a los estudiantes acerca de los temas que la historia presenta. Los estudiantes comparten sus ideas. Acepte todas las respuestas y anótelas en un cartel. Después, analicen junto cada respuesta y pídales que las justifiquen con información del texto. Por ejemplo, una respuesta podría ser que “es importante ser honrados en todo lo que hagamos” y una posible justificación textual podría referirse a que uno de los personajes decide decir la verdad a pesar de las consecuencias negativas que eso le ocasiona. Las respuestas sin evidencia textual son eliminadas del cartel. Posteriormente, dé a equipos de dos estudiantes una nueva historia corta y pídales que escriban en una tarjeta uno de los temas presentes en ella y que subrayen la oración u oraciones del texto que apoyen el tema que eligieron.


Further Explanation

Los estudiantes determinan el tema o temas presentes en una obra literaria e identifican la evidencia textual de apoyo.

to arrive at a conclusion, a generalization, or prediction based on the examination of various details and pieces of information
Themes are universal ideas presented in a text that speak to a common human experience. Examples of basic themes presented in a text might include loneliness, friendship, and bravery. Students should be able to infer the themes that relate to a character or group of characters and events in a story or drama. They should also determine how the theme within a text defines the plot of a story, the relationships among characters, and the way characters face and solve a conflict and change throughout the text.
paraphrased or directly quoted information from a source that supports an inference, thesis, claim, or analysis
Cita textual o parafraseada de una fuente de información que el lector usa para apoyar una inferencia, tesis, argumento, análisis, etc.
Forma de razonamiento que a partir de conectar partes de información permite concluir algo de manera lógica. Los lectores pueden hacer inferencias llegando a conclusiones, haciendo generalizaciones y predicciones.

Research

1. Nokes, J. D. (2008). The observation/inference chart: improving student's abilities to make inferences while reading nontraditional texts: paintings, movies, historical artifacts, and other nontraditional texts are easier to understand when students are skilled in making inferences. These skills transfer to traditional texts as well. Journal of Adolescent & Adult Literacy, 51(7), 538+. Retrieved from https://link.galegroup.com/apps/doc/A178358714/PROF?u=tea&sid=PROF&xid=842641e2

Summary: The author demonstrates how an observation/inference chart can help inexperience readers make good inferences. The author explains how to observe and make inferences from those observations, provides examples of modeling making inferences, and gives examples to support both guided practice for students and students' individual practice. Although the study was conducted on secondary students, the process can be adapted to primary classrooms.

2. Mahzoon-Hagheghi, M., Yebra, R., Johnson, R. D., & Sohn, L. N. (2018). Texas Journal of Literacy Education, 6(1) 41–50. Retrieved from https://files.eric.ed.gov/fulltext/EJ1183979.pdf

Summary: The value of using children's literature in the science classroom is examined. The use of literary strategies like questioning for comprehension and inference are transferable skills that are also important in science instruction. The author's provide examples of good choices in children's literature for science instruction and guidance to teachers for a successful implementation.