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# Making Strong Inferences

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Students will be able to make inferences in fictional texts.

(2 minutes)
• Read the following scenario to students: Ansel was 30 minutes late for basketball practice. He ran as fast as he could to the court but when he arrived, he saw his coach's face. He was in big trouble!
• Ask students what conclusion they can gather from the scenario and have them turn to a partner to discuss.
• Invite a few students to share their conversations with the whole class (i.e. Ansel's coach was mad at him for being late).
(8 minutes)
• 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.
(10 minutes)
• 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.
(15 minutes)
• 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.

Support: what to change

• Show students how to generate inferences using pictures, such as in the Making Inferences Pictures Worksheet (see resources).

Enrichment: what to change

• Have students complete the Organize Your Inference graphic organizer as they read a book on their own (see resources).
(5 minutes)
• Distribute an index card to each student.
• Ask students to write an inference they come up with on their own using the story from the Independent Work Time to gauge their understanding of making inferences in fictional texts.
(5 minutes)
• Have students turn to a partner and state in their own words: 'Inferences are _____'.
• Discuss with students what they find challenging about making inferences.

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