Are students being supported in developing their inferential comprehension skills within worthwhile lessons?

+ Do students and teachers have shared clarity?

    + Is the lesson pitched at an appropriate level of challenge, and are students pushed to deepen their thinking?
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   *  Are we catering for our EALD students to ensure their success?
What is Inferential Comprehension?  A presentation developed by the executive team at John Purchase PS.
1. "Looking for a Worthwhile Lesson" from the book, Formative Classroom Walkthroughs by Connie Moss and Susan Brookhart.  You might also like to familiarise yourselves with some of the specific activities our network has undertaken by scanning the webpage, "Worthwhile Lessons"
What would a learning trajectory look like for inferencing? Check out this example designed by Stephanie Salazar (@stephygsalazar) from John Purchase PS:
3. "Inferencing: Highlighting Background Knowledge and Visualising".  This reading starts with a short background about inferencing; then research about the importance of background knowledge & vocabulary; finally some classroom examples highlighting visualising.  
2. "Inferencing and the Importance of Questioning". This reading starts with a short background about inferencing; then the research evidence about how questioning can impact it.  Finally, there are some examples of classroom activities. Click here to download.
4. "An Introduction to Catering for EAL/D Students".  This is a compilation of extracts from three PETAA books.  The reading covers the importance of understanding our EAL/D students and creating supportive environments for them; principles for teaching EAL/D students; the role of scaffolding; and the importance of vocabulary. 
Here are two more links to great articles about the teaching of vocabulary.