Making Strong Inferences

Explicit Instruction/Teacher modeling

• Tell students that the conclusion they drew from the scenario is also known as an inference.
• Inform students that an inference is when a reader uses their own background information (usually people are not happy when one arrives late), along with evidence from the text (""He was in big trouble!) to make a conclusion.
• Mention that it is important to make inferences when we read because we can better understand the details and subtle nuances of a story, whether it be about a character, plot or setting. Making inferences involves reading between the lines, or noting what the author means, without outrightly stating it.
• Let students know that today they will practice making strong or solid inferences, with textual evidence, in fiction texts.

Guided Practice

• Hand out the Inference Task Cards worksheet to students and show a copy on the document camera.
• Read the directions aloud and model how to draw inferences from the first two cards.
• Invite students up one at time to make an inference on each task card. Encourage students to explain their reasoning as they infer.
• Offer support to students as needed.

Independent working time

• Pass out the Making Inferences in a Fictional Text worksheet to each student.
• Read the directions aloud, and instruct students to complete the assignment independently.
• Circulate and offer assistance as needed.