Strategies that Work - Chapter 9

Chapter 9 in Strategies that Work covers inferring and visualizing because these are closely related skills.  In order to visualize, one must make inferences using details from the text.  Inference is involved in many reading skills including making predictions, using context clues, interpreting figurative language and drawing conclusions.

Harvey and Goudvis point out that visualizing personalizes a text.  When we create images in our minds of a book’s characters and setting we connect more deeply with a text.  When the movie version of a book is released, readers are often disappointed because the actors do not resemble the characters that had been visualized.  Discussing the disconnection between books and movies is a good way to begin a discussion about visualization with students. 

Selected Strategies for Visualization

Visualizing with Wordless Picture Books

It may seem unnecessary to visualize with a picture book, especially one without text, but this can actually be an opportunity.  With wordless picture books we can combine the visuals that are provided with mental visualizations to fill in the gaps with details that are not provided.  This may be a good way to introduce the skill of visualizing since the pictures that are provided can ease readers into creating their own mental images.

Visualizing in Nonfiction: Making Comparisons

Some teachers have more trouble implementing visualization with nonfiction texts.  One way to do so is by providing students with comparisons to help them visualize unfamiliar images.  An example is explaining to students that a Tyrannosaurus tooth is the size of a banana.  Since students can visualize a banana, they can then associate the image of a banana with that of the new concept, a Tyrannosaurus tooth.

Visualizing in Reading, Showing Not Telling in Writing

Harvey and Goudvis recommend a series of adult trade books about the history of baseball, particularly the book Shadow Ball: The History of the Negro Leagues to show students how imagery and the use of vivid nouns and verbs can bring a selection to life.  This text helps students practice visualization and serves as an excellent model for student writing.  They recommend reading an excerpt from the book aloud to the class as students close their eyes and visualize.  Afterwards ask them to identify the specific details that help bring the text to life.  Encourage students to use similar word choices when they write.

Selected Strategies for Inferring

Inferring the Meaning of Unfamiliar Words

Students should learn that inferential thinking is one of the quickest and most effective ways to reach understanding of unknown words.  Readers must consider their background knowledge and gather clues from the text to unlock the meaning of new words.  One teacher created a four column chart that helps students go through the steps of determining meaning with new vocabulary.  This is an example:

Word	Inferred Meaning	Clues	Sentence

Model use of the chart through think-alouds, providing students with both visual and auditory explanations.  Over time students will be able to use the chart to interpret word meanings while reading independently.

Inferring with Text Clues

The following formula helps students merge their background knowledge with clues from the text to make reasonable inferences:

BK + TC = I (or Background Knowledge + Text Clues = Inference)

The authors recommend a book called Tight Times by Barbara Shook Hazen for introducing the inference formula because it contains scenarios about which most students have background knowledge and plot elements that require inferring.

Recognizing Plot and Inferring Themes

Harvey and Goudvis suggest teaching students to recognize plot and theme by first explaining the difference between them.  Theme is the underlying message or lesson of a story, while the plot consists of the events that carry that message along.  Since themes are rarely stated within a story, they require inferring.

Use two-column notes like the following to facilitate the process of recognizing themes.  This chart will also help when students are asked to write about themes and provide textual evidence to support their assertions.

Evidence from the Text (words, pictures, ideas)	Themes

To reinforce the importance of themes throughout the year create a “theme board” for the class.  Add the theme of each selection classes read and discuss whenever texts have the same theme.

Visualizing and Inferring to Understand Information

Content-area classes, such as science or social studies, often have to read textbooks to gather information.  Explicit instruction in how to read these textbooks is critical (and telling students to read the chapters and answer the questions will not suffice).  When reading textbooks or other informational text, have students jot down notes on a two-column chart like the following:

Facts (Something We Can See and Observe)	Inferences (Interpretation)

Model how to fill out this chart with the class and encourage students to visualize as they read.  When students describe their visuals, they often include their own inferences.  Point out inferences and add them to the chart.  Filling out this graphic organizer during reading will help students to understand what they read and merge facts with their own thoughts in order to interpret and process information.