For the third, you could reasonably guess that the dog had done something wrong and was afraid to get punished. If you checked strollers, 99 times you would find a baby, but maybe one time you would find something else, like groceries. To make inferences from reading, take two or more details from the reading and see if you can draw a conclusion. Remember, making an inference is not just making a wild guess.
When you are asked an inference question, go back over the reading and look for hints within the text, such as words that are directly related to the question you may be asked such as for a multiple choice test or words that indicate opinion.
All four answers are about hybrid cars in some way, but none of the answers can be found directly from the text. Read through and see what hints you can find from the text.
You will notice right away that there is nothing about car safety in the passage at all, so you can eliminate choice 1. In this exercise, students must take a few sentences of inference and translate them into explicit statements. The examples of inference identified in the previous activity will serve well as the material here. This type of exercise helps students to recognize exactly what is being implied in this often very subtle means of communication.
For this activity, pop into the kindergarten library and grab yourself some picture books. They tell stories through the skillful use of visual clues. Students must become a translator of these visual clues into words. Encourage stronger students to also translate the inference in the picture into their narration by avoiding explicitly stating things. You can also do a variation of this task by providing students with captionless photographs or pictures and asking them to tell the story of the picture.
Students can compare and contrast their inferences for each picture. Authors have the luxury of writing endless chapters to paint pictures in our minds and tell a narrative. Film-makers do not have this luxury and are both bound by more restraints but given a deeper toolbox to tell a story.
If you have ever listened to a directors commentary whilst watching a film you will really appreciate the effort a filmmaker goes to use inference in their craft. Everything included in a film is there for a purpose, the setting, background props, dialogue, music are all calculated decisions used to build emotion and story. Sometimes what is left unsaid or unshown can also tell us more than what is actually in the film.
Inference and film are a match made in heaven in the classroom and will provide your students with the analytical skills to watch films at a much deeper level. Guided reading works extremely well for teaching inference. Working with small groups of students at similar reading levels, you can effectively improve their ability to read a text for inference. In your guided reading groups:. Be sure to offer opportunities for reading inference across a range of genres.
While fictional stories offer the greatest number of opportunities to read for inference, other genres do offer opportunities too. Expository texts, for example, promote opportunities for more conscious inference making. When students are engaged in making their own inferences, encourage them by asking inference-generating questions that will propel them along the path.
The art of inference is a skill, like most skills, that improves with practice. There will be ample opportunity to reinforce the skills of inference through the course of the average English lesson, as students engage in discussion, complete comprehension exercises, study poetry etc.
Even though the skills of inference will be called upon regularly in lessons that are not primarily focused on developing this skill, it is still important that some discrete lessons are delivered that do focus primarily on inference.
Inference is often difficult for students to understand initially, especially for younger students. It can often slip just beyond their grasp due to its subtle nature. Step 5: Determine what it means. Step 3 and Step 4 are the critical steps to generating an inference. Then, they rely on their background knowledge to make connections, generate predictions, and draw conclusions. These are noted inside the silhouette head. This is then noted within the neck of the silhouette organizer. Do you have any tips?
Regardless of the question format e. This, therefore, requires that they execute the five steps to identify relevant details to then infer the answer. Part A wants the readers to select the inference that is most like their own inference.
Then Part B provides several sentences from the original passage and asks which of these details supports the choice in Part A. Looking back at their own silhouettes, students are looking for the details that they noted that are similar to the answer options offered. How do you draw the Silhouette Head on chart paper? Carson, So glad you liked the video! Happy thinking! Thanks, Luca, for the kind comment! We hope it will help you think and infer while you read. I had to watch it about two times to understand it but I understood after I watched it the second time.
Thanks, Nicole, for taking the time to watch the video a second time. Happy inferencing! I think adding pictures instead of writing the clues would be better for kindergartners. Sneaky, huh? Here are a few that require inferencing skills, but don't use those words exactly. Now that you're certain you have an inference question on your hands, and you know exactly what an inference is, you'll need to let go of your prejudices and prior knowledge and use the passage to prove that the inference you select is the correct one.
Inferences on a multiple-choice exam are different from those in real life. Out in the real world, if you make an educated guess, your inference could still be incorrect.
But on a multiple-choice exam, your inference will be correct because you'll use the details in the passage to prove it. You have to trust that the passage offers you the truth in the setting of the test and that one of the answer choices provided is correct without stepping too far outside the realm of the passage. Your third step is to start hunting for clues — supporting details, vocabulary, character's actions, descriptions, dialogue, and more — to prove one of the inferences listed below the question.
Take this question and text, for example:. Reading Passage:. The widow Elsa was as complete a contrast to her third bridegroom, in everything but age, as can be conceived. Compelled to relinquish her first marriage after her husband died in the war, she married a man twice her years to whom she became an exemplary wife despite their having nothing in common, and by whose death she was left in possession of a splendid fortune, though she gave it away to the church. Next, a southern gentleman, considerably younger than herself, succeeded to her hand, and carried her to Charleston, where, after many uncomfortable years, she found herself again a widow.
It would have been remarkable if any feeling had survived through such a life as Elsa's; it could not but be crushed and killed by the early disappointment of her first groom's demise, the icy duty of her second marriage, and the unkindness of her third husband, which had inevitably driven her to connect the idea of his death with that of her comfort.
Based on the information in the passage, it could be suggested that the narrator believes Elsa's prior marriages to be: A. To find clues that point to the correct answer, look for descriptions that would support those first adjectives in the answer choices.
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