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INFERENCE

INFERENCE. Inferring is arriving at a decision or an opinion by reasoning facts from known facts or evidence… -Fountas and Pinnell. INFERENCE.

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INFERENCE

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  1. INFERENCE • Inferring is arriving at a decision or an opinion by reasoning facts from known facts or evidence… -Fountas and Pinnell

  2. INFERENCE • Making an inference in reading is the process of combining the current text information with one’s own experience in order to create meaning that is not directly stated in the text…-Dole, Duffy, Roehler, & Pearson, 1991

  3. INFERENCE • It means creating connections and making educated guesses that go beyond the author’s exact words or images…

  4. INFERENCE • An inference about future information is a prediction. • We use text clues and our background knowledge to predict what will happen next in a story or what we will learn later in a text…

  5. INFERENCE • We then go through the text to • confirm • discard • change, or • make new predictions depending on new evidence…

  6. Location Role/Occupation Time Action Instrument Cause-Effect Object Category Problem-Solution Emotions/Traits Johnson and Johnson, 1986 Ten Major Inference Types

  7. Location • “While we roared down the tracks, we could feel the bounce and sway.” Where are we?

  8. Role/Occupation (occupation or pastime) • “With clippers in one hand and scissors in the other, Chris was ready to begin the task.” Who are we? What do we do?

  9. Time • “When the porch lightburned out, the darkness was total.” When does this take place?

  10. Action • “Carol dribbled the ball down the court and passed the ball to Ann.” What’s going on? • How might this change if I say field instead of court?

  11. Instrument (tool or device) • “With a steady hand, she put the buzzing device on the tooth.” What is she using?

  12. Cause-Effect-1 • “In the morning, we noticed that the trees were uprooted and homes were missing their rooftops.” What caused this?

  13. Cause-Effect-2 • “The raincontinued to fall, as it had for the past seven hours. Townspeople looked anxiously at the dam that held the river from their town.” What might be possible effects of continued rain?

  14. Object • “The broad wings were swept back in a ‘V’, and each held two powerful engines.” What is it? How many engines?

  15. Category • “The Saab and Volvo were in the garage, and the Audi was out front.” What is the category? Which is easiest to take to work? Why?

  16. Problem-Solution-1 • “The side of his face was swollen and his tooth ached.” What is the problem? What might be a possible solution?

  17. Problem-Solution-2 • “The chef looked down at the bandage covering his new stitches as he left the doctor’s office.” What problem might have caused the chef’s solution?

  18. Feeling-Attitude • “While I marched past in the high school band, my dadcheered and his eyes filled with tears.” How might Dad be feeling? Why might he be feeling this way?

  19. Teachers help readers learn to: • Construct theories that explain how characters behave or how the plot unfolds; • Have empathy for fictional or historical characters; • Use background knowledge and information from the text to form tentative theories as to the significance of events.

  20. Teachers help readers learn to: • Create sensory images related to character, plot, setting, theme, or topic; and • Understand what is not stated, but implied in the text.

  21. Some more thoughts to consider… • Why did the character do that? • How sad….or wonderful… • I think s/he’ll turn out to be… • S/he must feel… • I’d feel….I’ve felt…. just like that… • I can just picture (hear, feel, smell) that… -Fountas and Pinnell

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