Inferences with Sentence Stems

Building academic language

Word

• Show students the vocabulary cards for the words inference and evidence. Read the definitions aloud and explain that these are two words students will need to understand during the lesson.
• Display a blank copy of a Frayer Model and show students how to complete it using the word "inference."
• Hand out a blank copy of the Frayer Model to each student and instruct them to work with a partner to complete their model for the word "evidence." Remind students to use the information from the displayed vocabulary card for support. (Note: allow students to use other resources, like dictionaries, if needed.)
• Invite a student volunteer to display and share their completed Frayer Model with the class. Correct misconceptions as needed.

Sentence

• Tell students that they will be studying sentence structures and phrases that will help them make (and express) inferences as they read.
• Explain that authors do not always explain things explicitly, like how a character is feeling or the details of an event. In these cases, a reader must use clues to infer what is going on to better understand the story.
• Display the worksheet Sentence Stems for Making Inferences and review the sentence stems with the class.
• Direct students' attention to the picture of two children. Give them time to study the image, then instruct them to discuss it with a partner. As they discuss, tell students to use the prompts and sentence stems to make an inference about the characters in the picture.
• Call on non-volunteers to share the inferences they made about the picture. Remind students to use the sentence stems when they share their answers.

Discourse

• Display the Inferences & Evidence worksheet and model how to complete a row using a story that students are familiar with (e.g., "I think Goldilocks must have been very hungry when she went into the bear's house" / "because she ate a lot of porridge."). Point out that there are sentence starters provided on the worksheet, but remind students that they may use the sentence stems from the earlier worksheet too. (Note: keep the sentence starters from Sentence Stems for Making Inferences displayed for student reference.)
• Divide the class into eight small groups and hand out one Inference Task Card to each group. (Note: cut the cards before the lesson. You will not need the two response pages following the task cards.)
• Instruct students to read their task card aloud with their group and make an inference to answer the question at the bottom of the card. Remind students that they will need evidence from the story to support their evidence.
• Give groups time to discuss their inference and evidence. Then, tell them to record the inference and evidence on their own worksheet. Remind students to write the number of their task card in the margin next to the associated inference.
• Collect the task cards, mix them up, and hand them out again. Ensure that each group has received a new card. Instruct students to repeat the task with their new card.
• Repeat a third time, so that the students have filled in all three rows on their worksheets.
• Have students stand up and separate from their group. Then, guide students through a mingle activity:
  • Tell students to walk around and look for a peer (who was not in their group) who read one of the same stories that they read.
  • Once everyone has found a partner, tell students to sit with their new partner and share the inference they made about their shared story (i.e., task card).