Chapter 8: The Intersection of Meaning

This chapter, devoted to making inferences, is oddly focused on our author. Although she follows her normal pattern (piece of text she likes, her interpretation of that text in the fashion of whatever the chapter's theme is, her own two cents on the subject, then an example of how she taught a child this skill or strategy at one time, debriefing), Keene turns inward in this chapter more than ever. Perhaps because making inferences involves so much connection that she really wanted to set the tone. Whatever her reason, I did find this chapter much more believable and easy to swallow.

I was able to learn a lot while reading this chapter. For starters, I've always given an inference the lame definition of "reading between the lines." Of course, it is just that but it's also much more. It's the process of creating meaning that involves the blending of text knowledge and prior knowledge and experiences. This involves making predictions, ARGUING with the author, (this was a huge realization for me- that this arguing can fit under the umbrella of making inferences. It looks like I've made quite a few while reading this book. Ha!) relating to the text, drawing conclusions, making interpretations, making connections and making judgments. This happens during reading and after reading. It can happen internally or while discussing the text with others. Readers can remember what they read and apply it in future inferences, and also respond to the text in a variety of ways.

Another lesson for me was to cut your students some "slack" when asking for their inferences. Even if it seems way off from your perspective, if they can defend their inference using the text and their own schema then it is valid, makes meaning, and should be encouraged.

Last, and perhaps the largest shock for me, was that although I have not yet properly explained to my students what the entirety of an inference is or can be, I am and have been modeling and teaching my students to do so. In this chapter, Keene takes a first grade student who appears to not have a clue as to how to make an inference and turns her into an inference-making machine simply by explaining what it was and modeling it for her. Her strategy of modeling, questioning, and asking the student to explain her inferences is something that I already include in my own teaching. Who knew? ;)