Predictions, Inferences, & Visualization

Prepared by S.E. Faulhefer

Models/Strategies Used: Think-Alouds, Graphic Organizers, Learning Log

Standards
Common Core State Standards (2010)
RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
SL.6.1 - Engage effectively in collaborative discussions with diverse partners
building on others ideas and expressing their own clearly.
L.6.4.A - Use context as a clue to meaning.
Standards for the English Language Arts (1996)
3. Students draw on their prior experience [and] their interaction with other readers
and writers.
9. Students develop an understanding of and respect for diversity in language use,
patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles.
10. Students whose first language is not English make use of their first language to
develop competency in the English language arts and to develop understanding of
content across the curriculum.
Standards for the 21st-Century Learner (2007)
1.1.2 - Use prior and background knowledge as context for new learning.
1.1.3 - Develop and refine a range of questions to frame the search for new
understanding.
2.1.5 - Collaborate with others to exchange ideas, develop new understandings, [and]
make decisions.
3.1.5 - Connect learning to community issues.
Resources for Learning
Esperanza Rising by Pam Muoz Ryan
Learning Log for Language Arts

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 Predict and Infer Graphic Organizer:

Figure 1. Predict and Infer Graphic Organizer (Have Fun Teaching, n.d.).

Self-Evaluation Graphic Organizer:

Figure 2. Self-Evaluation of Think-Aloud Strategies (adapted from Vacca, Vacca, & Mraz, 2011, p. 198).

Lesson
The read-aloud model was selected to demonstrate the thinking that active readers
engage with during interaction with text. The goal is to help students clarify meaning
while practicing critical strategies for comprehension (Vacca, Vacca, & Mraz, 2011, p.
197).
Esperanza Rising contains many vivid details and dynamic language that makes it an
excellent tool for modeling comprehension strategies for students. By this point in the
novel study, the teacher has completed an evaluation of prior knowledge on the topics

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of immigration, the Great Depression, migrant workers, Mexico, and California through
the graphic organizer Word Splash. The teacher has also called for students to
formulate predictions of the novel based on the word splash, the novels cover art, and
the novel title.
For the read-aloud, the teacher will read the following excerpt for students:

Figure 3. Excerpt from Chapter 1 (Ryan, 2000, p. 2).

Sample dialogue for the read aloud:

Teacher:

I am not sure what pruning means, but we know they are in a

vineyard. It also says that they are leaving a few long branches. I
think this must mean they are cutting the grapes from the vines.
I know that they call the long branches canes because the author
uses the word or between the words.
I think taut means pulled tightly because it says the wire is
stretched post to post. But I wonder why Esperanza and the
others are tying the canes to the wire? What purpose could this
have? If they left the canes, then they must be important.
I imagine, or visualize, a vineyard full of workers with tools for
cutting and tying the vines. I imagine a constant movement through
the vineyard and workers shivering in the cold. I infer that it is
winter time because Esperanza aches from the cold, and we know
she is in a usually warm climate.

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I like the details of Esperanzas hands; this reminds me of when I

lived in a snowy-climate. I would play outside without gloves on and
they would hurt when I came inside the house.
I am not sure what Esperanza means when she asks Hortensia if
this will work. I know the author was telling us about Esperanzas
hands, and I remember that avocado is supposed to be good for
you. I predict that Hortensia plans to use the avocado to make
Esperanzas hands feel better. I am going to record this on my
Predict and Infer graphic organizer (displayed on overhead), and
read ahead to see what actually happens.
Collaborative and Independent Learning
Following teacher-modeling, explain to students that they will now practice this process
with their shoulder-partners by reading the next two pages of the story. The teacher is to
monitor students by circulating the room, listening to students think-aloud processes,
and viewing the graphic organizers as students progress through the reading.
Students are then directed to read the rest of the chapter independently, self-assessing
their use of think-aloud strategies using the graphic organizer adapted from Vacca,
Vacca, and Mraz (2011).
Conclusion and Reflection
Students are to glue/tape/staple their graphic organizers into their learning logs. Then,
in the last five minutes of class, students are to 1. reflect on what they have learned
about the text, and 2. reflect on how the think-aloud strategies impacted their learning in
their learning logs.
References
American Association of School Librarians. (2007). Standards for the 21st-century learner. Chicago, IL:
American Library Association.
Common Core State Standards Initiative. (2010). Common Core State Standards for English language
arts & literacy in history/social studies, science, and technical subjects. Retrieved from http://
www.corestandards.org/wp-content/uploads/ELA_Standards.pdf
Have Fun Teaching. (n.d.). Predict and infer graphic organizer. Graphic Organizers. Retrieved from http://
www.havefunteaching.com/worksheets/reading-worksheets/predictions-worksheets/predict-and-infergraphic-organizer
International Reading Association, & National Council for Teachers of English. (1996). Standards for the
English language arts. Newark, DE: International Reading Association.
Ryan, P. (2000). Esperanza rising. New York, NY: Scholastic Inc.

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Vacca, R., Vacca, J., & Mraz, M. (2011). Content area reading: Literacy and learning across the
curriculum (10th ed.). Boston, MA: Pearson Education, Inc.

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