Teaching Inference to the Literal Thinker in the Elementary Grades - Spring 2026 - 36192
Many students who are concrete, literal thinkers find it challenging to grasp abstract concepts, especially when it comes to making inferences about characters’ thoughts, feelings, and motives. In this session, participants will explore effective, research-based strategies for explicitly teaching inference skills in ways that support literal thinkers. Practical tools and classroom examples will be shared to help move students from concrete understanding to more abstract, higher-level comprehension.
Schedule & Location
Audiences
Teacher - Elementary (Grades 1-5), Teacher - General Education, Teacher - Special Education, Charter School Personnel, Speech Therapists
Objectives
By the end of the session, participants will be able to identify at least three research-based strategies for teaching inference to literal thinkers.
Session
0
Fee
Please log in to see fees.
Seats Left
T-TESS
Registration Deadline
Credit Type
Duration
00:00
T-PESS
Presenter
This session has been closed for other reasons.
Offered Again On
Related Workshops
- Behavior Blueprint Cohort: Enhancing Student Success - Fall 2026
- Building Better Thinkers Through Writing: Simple Writing Routines That Deepen Thinking Across Content Areas
- DBQ 301: STAAR Review through Inquiry and Evidence--ALTERNATE LOCATION
- Literacy in Action: Tools for Processing Complex Texts Across Subjects
- Online GT 30 Core - Series Course 1: Nature and Needs of Gifted/Talented Students (NN) - Online
- RBIS in Action: Automaticity In the Elementary Mathematics Classroom
- Research-Based Instructional Strategies (RBIS) for Reading Language Arts (RLA)
- RLA RBIS in Action: Strengthening Foundational Skills through Instruction (3-12)
- The Essentials of Writing Instruction (K-2)
- Vocabulary Unlocked: Teaching Words That Last