The document provides information and strategies for teaching students how to draw conclusions and make generalizations from reading selections. It defines conclusions and generalizations, and presents five strategies for teaching these skills: 1) the CFC (Code, Fact, Conclusion) model, 2) the text-to-self strategy, 3) detecting motives, alibis, and clues, 4) using graphic organizers, and 5) asking questions that evoke conversations about inferences. Examples are provided to demonstrate each strategy. The document concludes by defining generalizations and discussing how to teach students to distinguish between valid and faulty generalizations.

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.