MAKING GENERALIZATION.pptx
- 1. National Training on Literacy Instruction Department of Education Bureau of Learning Delivery Teaching and Learning Division
- 2. FIGURING IT OUT: Drawing Conclusions and Generalization of the Selections
- 3. Session Objectives • define drawing conclusions and generalizations of reading selections; • figure out conclusions and generalizations from reading selections; and • demonstrate strategies that assist learners in understanding significant details in order to draw conclusions and generalizations National Training on Literacy Instruction
- 4. Let’s think of this… •Imagine you are walking down the street and you come across a house with overgrown grass that reaches waist- height, no lights in the windows, and the paint that is peeling off the siding. •What might you think about this house? National Training on Literacy Instruction
- 5. National Training on Literacy Instruction
- 6. A conclusion is a decision you reach that makes sense after you think about the details or facts that you have read. National Training on Literacy Instruction What is it? Why teach? How to teach?
- 7. •When you draw conclusions, you use two things: •What you know in your head and •What you’ve read in the story. •A conclusion is what you come to when you put these two together National Training on Literacy Instruction What is it? Why teach? How to teach?
- 8. National Training on Literacy Instruction Teaching students the differences among making inferences, drawing conclusions, and predicting outcomes may be one of the most difficult skills to teach. This series of three posts includes definitions, examples, and activities. What is it? Why teach? How to teach?
- 9. National Training on Literacy Instruction Good readers are like detectives. They fill-in what is not being said by using their schema and text clues. What is it? Why teach? How to teach?
- 10. National Training on Literacy Instruction Presentation / Modeling Guided Practice Independent Practice Explicit Teaching What is it? Why teach? How to teach?
- 11. Strategy 1. CFC Model National Training on Literacy Instruction Process A. Code the text B. Decide which statements are facts you can read in the text C. Eliminate information that doesn’t make sense with what you read. Code Fact Conclusion Presentation / Modeling Guided Practice Independent Practice
- 12. National Training on Literacy Instruction Don’t touch that colorful balloon floating in the sea. It’s probably a jellyfish. It could sting you. Characteristics of jellyfish are the hundreds of tentacles or long arms, hanging below the ‘balloon.’ The jellyfish uses these arms to trap small sea animals swimming by. Then it stings them with a strong poison from its arms. After that, it takes the animal to its mouth at the center of its body. Presentation / Modeling Guided Practice Independent Practice
- 13. A. Coding National Training on Literacy Instruction Don’t touch that colorful balloon floating in the sea. It’s probably a jellyfish. It could sting you. Characteristics of jellyfish are the hundreds of tentacles or long arms, hanging below the ‘balloon.’ The jellyfish uses these arms to trap small sea animals swimming by. Then it stings them with a strong poison from its arms. After that, it takes the animal to its mouth at the center of its body.
- 14. What can you conclude from this? National Training on Literacy Instruction a) Jellyfish has a few short arms. b) A jellyfish is a type of balloon. c) Jellyfish can hurt people. d) Jellyfish mouths are in the middle of their bodies. FALLACY FALLACY FACT CONCLUSION
- 15. National Training on Literacy Instruction Strategy 2. Text to Self Strategy Text Self Conclusion
- 16. National Training on Literacy Instruction I know babies sleep in cribs. I know babies drink from the bottles. I know babies can’t do these things yet. I must be a baby! Presentation / Modeling Guided Practice Independent Practice
- 17. National Training on Literacy Instruction Strategy 2. Text to Self Strategy I read I know I conclude I sleep in a crib. I drink from a bottle. I cannot walk or talk. Who am I? I know babies sleep in cribs. I know babies drink bottles. I know babies can’t do these things yet. I must be a baby!
- 18. National Training on Literacy Instruction What grows on an ear? Ear wax? Earrings? Corn? You wouldn’t cook or taste ear wax or earrings. I know corn will puff up and it is sometimes cooked in the microwave. I must be a popcorn! Presentation / Modeling Guided Practice Independent Practice
- 19. National Training on Literacy Instruction You need me before you can mail a letter. Paste me on an envelope Presentation / Modeling Guided Practice Independent Practice
- 20. National Training on Literacy Instruction You need me before you can mail a letter. Paste me on an envelope You need a postman, an envelope, and a stamp to mail a letter! Only one of these would be pasted onto an envelope! STAMP Presentation / Modeling Guided Practice Independent Practice
- 21. National Training on Literacy Instruction Strategy 3. Detecting Motive, Alibi and Clues CHARACTER MOTIVE ALIBI CLUES
- 22. National Training on Literacy Instruction Activity. Murder Mystery Game Characters 1.Jessie Dalumpines 2.Rey Mangaron 3.Jackie Pogaja 4.Edward Casepe 5.Luke Almer
- 23. National Training on Literacy Instruction CHARACTER MOTIVE ALIBI CLUES Jessie Dalumpines Ex – student Grateful for she has written a new book because of Ms. Babao • Do extra writing assignment • writer Rey Mangaron Ex – student Went outside for a cigarette • Didn’t do exams and homework • Works in a chicken factory • He saw Ms. Babao arguing with Mr. Casepe about someone called Luke
- 24. National Training on Literacy Instruction CHARACTER MOTIVE ALIBI CLUES Jackie Pogaja Ex – student Afraid of Ms. Babao and she has influenced Jackie to be a teacher someday • At 7:45pm, you spoke to her briefly and she seemed disturbed and she saw Mr. Casepe and said she had to go. Edward Casepe Headmaster at the school Ex – lover Father of Luke Almer He was very busy this evening that he didn’t see Ms. Babao. He was busy in his office working on the computer. • He thought she was a wonderful woman and he will miss her very much. Luke Almer Teacher at the school Son of Ms. Babao You were looking for Mr. Casepe and he was not in his room. • He argued with Ms. Babao as to who his father is at 7:30 p.m.
- 25. National Training on Literacy Instruction Strategy 4. Graphic Organizers Conclusion / Headline Support Support Support Presentation / Modeling Guided Practice Independent Practice
- 26. National Training on Literacy Instruction President Rodrigo Duterte has approved the use of the P1 billion contingent fund of his office to address the African swine fever outbreak in the Philippines. “To address the issue on African swine fever, the Chief Executive approved Agriculture Secretary William Dar’s request to use the remaining contingent fund of the Office of the President for the indemnification of hog raisers, and designate cold storage areas in the Ports of Manila, Subic, Batangas, Cebu and Davao for 100% monitoring of meat products entry,” Presidential Spokesperson Salvador Panelo said in a statement. In a text message, Agriculture Secretary William Dar said the contingency fund is at P1 billion. Strategy 4. Graphic Organizers
- 27. National Training on Literacy Instruction PRRD ok P1 billion contingent fund Headline Office of the President will indemnify the damage on hog industry. DAR requested to use the contingency fund RP has an outbreak on the African swine fever Presentation / Modeling Guided Practice Independent Practice
- 28. National Training on Literacy Instruction Fact Fact Fact Conclusion Presentation / Modeling Guided Practice Independent Practice
- 29. National Training on Literacy Instruction Begin with a general statement Make it specific Draw a conclusion Strategy 4. Graphic Organizers
- 30. National Training on Literacy Instruction Strategy 5. Questions that Evoke Conversations Inferences and Generalizations 1. Does the author tell us why ________? What can you infer? 2. Based on what the author has already said, what can the reader tell about ________? 3. Given what the author has already told us, what do you predict will probably happen in the future? 4. Which sentence best shows you what the author meant? 5. How did the author show you that …. ? 6. What was the clue in the text helped you to figure that out? 7. What part of the author’s message has been left unsaid?
- 31. National Training on Literacy Instruction Making Generalizations
- 32. A generalization is a specific kind of conclusion. All generalizations are conclusions, but not all conclusions are generalizations. National Training on Literacy Instruction What is it? Why teach? How to teach?
- 33. A generalization is a broad statement that applies to many examples. A generalization is formed from several examples or facts and what they have in common. National Training on Literacy Instruction What is it? Why teach? How to teach?
- 34. National Training on Literacy Instruction What is it? Why teach? How to teach? Evaluate the text Make judgments Form opinions Note details
- 35. National Training on Literacy Instruction What is it? Why teach? How to teach? Supporting Detail 4 Supporting Detail 3 Supporting Detail 1 Supporting Detail 2 Generalization
- 36. National Training on Literacy Instruction Making Generalizations Katie had an apple for breakfast. Katie had a banana, too. Katie had an orange, also. Katie had a slice of toast. What can we say about Katie’s breakfast? What is it? Why teach? How to teach?
- 37. National Training on Literacy Instruction You probably said that Katie had a lot of fruit for breakfast. You could even generalize that Katie likes fruit.
- 38. Chocolate is everyone’s favorite dessert. National Training on Literacy Instruction •What is wrong with this generalization? •How could you make it a valid generalization?
- 39. National Training on Literacy Instruction •Generalizations make broad statements about a group. •Some are valid, others are faulty. •Valid generalizations are supported by facts, examples, and logical thinking. •Watch out for words like all or never.
- 40. National Training on Literacy Instruction Let’s Think About This… •Does the author: •Use facts to support the idea? •Share past experiences to support the idea? •Provide several examples? •Use logical thinking?
- 41. •Be careful! •Make sure your generalization is valid. •Valid means true. •It is supported by facts •It agrees with what you already know about the topic •It uses logic and reasoning •It is proven with several examples National Training on Literacy Instruction
- 42. Make sure your generalization is not faulty. • Faulty means false. •It is not supported by facts •Watch for the key words: none, all, always, never, everyone, nobody National Training on Literacy Instruction
- 43. National Training on Literacy Instruction Ginger is one of my best friends. When I enter my home, she races to greet me with kisses and excited leaps. She acts like it’s been eight days since she’s seen me, instead of the actual eight hours. Her coat is honey brown; her eyes are large and loving. She’s a six- month old cocker spaniel puppy, a breed originally intended to hunt birds in England. Her faithful companionship comforts me when I’m sad or sick. Her playfulness makes me laugh when she races after a toy I’ve tossed. All cocker spaniels make perfect pets.
- 44. National Training on Literacy Instruction Ginger is one of my best friends. When I enter my home, she races to greet me with kisses and excited leaps. She acts like it’s been eight days since she’s seen me, instead of the actual eight hours. Her coat is honey brown; her eyes are large and loving. She’s a six- month old cocker spaniel puppy, a breed originally intended to hunt birds in England. Her faithful companionship comforts me when I’m sad or sick. Her playfulness makes me laugh when she races after a toy I’ve tossed. All cocker spaniels make perfect pets.
- 45. National Training on Literacy Instruction • What generalization was made in the passage about Ginger? • All cocker spaniels make perfect pets. • Is this a valid generalization?
- 46. National Training on Literacy Instruction References • https://slideplayer.com/slide/7988807/ • https://slideplayer.com/slide/12965927/ • http://mcps.org/UserFiles/Servers/Server_ 92164/File/General%201/LessonPlanMode l.pdf • https://bookunitsteacher.com/wp/?p=7243 • University of Winconsin – Madison, Journeynorth.org/tm/reading/strategies. November 14, 2019.
Editor's Notes
- #3: Remind participants that authors don’t tell us everything we need to know and that we have to fill in some missing pieces.
- #6: You probably said something like, “No one has lived there in a very long time.” You drew a conclusion from the information that was given to you.
- #7: Detect the motives, alibi and clues to draw conclusion on the identity of the murderer. Use the graphic organizer for this strategy.
- #10: World knowledge and text knowledge
- #11: We allow the readers to be
- #21: You read the text; you have the schema of what you read and you give conclusion
- #27: Motive something that causes a person to act;alibi an excuse usually intended to avert blame or punishment for failure or negligence;clue something that guides through an intricate procedureor maze of difficulty
- #35: A conclusion is a special kind of inference. When you draw a conclusion, you begin with a general idea or statement and apply it to a more specific situation. The conclusion applies the information in the general statement to a more specific instance. If often follows the pattern of ‘’if…the,’’ or deductive reason.
- #38: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #39: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #40: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #44: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #45: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #46: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #47: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #48: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #49: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #50: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #51: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.
- #52: Readers recognize and evaluate generalizations made by an author. Readers make and support their own generalizations based on reading a selection.