Making+Inferences

Check out these trade books for helping kids learn how to make inferences...

 * [[image:611-eTA5IYL__BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg width="210" height="210"]] || [[image:poppleton-everyday-cynthia-rylant-paperback-cover-art.jpg width="140" height="240"]] || [[image:61YlQfX8CtL__BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA300_SH20_OU01_.jpg width="240" height="240"]] ||

Or get started with these sample lessons.
Inference Scavenger Hunt Guided Reading Group

-Explain that making inferences is kind of like being a detective. You have to use clues to figure things out when the author doesn’t come right out and tell you. In order to do that, you have to think about what you already know, what the picture shows you AND what the text (or words) say.

-After reading __Poppleton Everyday__ one or more times and discussing the text, teacher will choose a page of the story and model making an inference about a characters feeling and provide supporting evidence. Teacher will point out what is happening in the picture, the characters body language, punctuation, words that are in all upper case letters and the words that the characters are saying.

-Students will break up into small groups. Teacher will provide a page to each group. Students will make an inference about how they think the character is feeling and collect as much evidence as possible to support the inference. Students will highlight/sticky note every possible clue.

-Groups will then share their clues via document camera.

 Inferring for Meaning with Poetry Whole Group or Small Group Objective: Students will develop the ability to combine their background knowledge with the text clues provided to make inferences.

Procedure: -Explain what an inference is: Background knowledge + text clues = Inference. Describe making inferences as like being a detective: drawing a conclusion, but making sure to back it up with evidence.

-Whole group modeling with the poem ‘Elephant’. Show first part of the poem and have students infer what animal it might be. Model highlighting text clues that are helping you come to a conclusion. Help them determine whether their inferences are valid based on text clues. Repeat for the rest of the poem. Have students turn and talk to finish this sentence: I’m inferring that the subject of the poem is a __because__.



-Break students up into pre-determined pairs and give them their own poem. Have them repeat this process independently. Both teachers will cruise around to help students refine their thinking, focus on the text clues and make reasonable inferences.


 * [[file:poem-eagle.docx]] || [[file:poem-armadillo.docx]] || [[file:poem- panda.docx]] || [[file:poem- koala.docx]] ||
 * [[file:poem- kangaroo.docx]] || [[file:poem- goat.docx]] || [[file:poem- cheetah.docx]] || [[file:poem- bats.docx]] ||

-Whole group- share. Have each group read their poem, inserting the name of the animal. Have them share the evidence/clues that helped them make their inference.

 Making Inferences Mini-Lesson #1 __The Other Side__- by Jacqueline Woodson

-Today we’re going to be talking about making inferences. Making inferences is kind of like being a detective. You have to use clues to figure things out when the author doesn’t come right out and tell you. You might use what has happened to you in your life to figure it out. Or you might use what has happened in the book to figure it out. Today we are going to read the book, __The Other Side__. We are going to be detectives and make inferences to figure things out.

-Discuss the cover. What do you see? What are the little girls doing? Why don’t you think the little girls are playing together? Draw student attention to the fact that they are already making inferences even though they haven’t started reading yet. Take a picture walk, discussing what they think might happen in the story.

-Begin reading the story. When you see a sticky note with a question on it, stop reading and read the question to the group. On chart paper, record their responses. One side of the chart paper will say “What we think” and the other side will say “Why”.


 * Why do you think Mama said it wasn’t safe to climb over the fence and play?


 * How do you think the girl feels when she sits on the fence all by herself and stares?


 * Why did Sandra say “no” to playing with the girl?


 * Why do you think the girl looks sad?


 * Do you think the girls want to play with each other? Why don’t they?


 * Why did Sandra look at the girls funny when they sat on the fence?


 * What do you think will happen if/when the old fence gets knocked down? What will it mean?

-Conclude by reminding students that when they are reading during their independent reading time, they should be make inferences and using clues to figure things out, even when the author doesn’t come right out and tell you.