Drawing Inferences

1. Drawing Inferences Comprehension Strategy Autumn Trail Rachel Schindelbeck Jessica Mayhugh

2. Definition & Key Features Readers infer meaning(s) by using information from the text and one’s existing knowledge and/or schemata to fill in bits of information that are not explicitly stated. Students are able to move beyond literal thinking to grasp meaning that is not explicit. Some activities for this could include making an inference chart. Two considerations must be taken into account for readers who are making inferences: -What the reader knows about the world -What the reader knows about the language

3. Drawing Inferences & Common Core It is important to draw inferences from text because no text is ever fully explicit. In doing this it also aids in moving students beyond literal thinking, and grasp meaning that is not explicitly stated. Additionally, this strategy helps students to think more deeply as they are reading independently. Common Core: RS.K12345.10ab

4. Day One...Me Tub! • Teacher creates a Me Tub. Inside the Me Tub are items that tell the students something about the teacher. Ideas might include: cookbook, family photo, lifejacket, baseball, dog treats, knitting needles & chocolate kisses. Dog treats might suggest that the teacher has a dog at home and after seeing the chocolate kisses; students might be able to infer that the teacher loves chocolate! • Teacher removes something from the Me Tub and explains to the students that the item is a clue that tells something about him/her and if they think and search their brain, they can infer something about the teacher. • Students infer things about their teacher. Let students ask questions as items are talked about. • Teacher asks students what they might put in a Me Tub if they wanted their classmates to infer something about them. • Assign Me Tubs as homework. • Allow students time to share their Me Tubs with their classmates. Enjoy getting to know your students even better! http://reading.ecb.org/downloads/in_lp_MeBox.pdf

5. Possible Adaptations - Students can have the opportunity to look at the teachers Me Tub before it is shared with the class so that the student has time to formulate their own questions - The student can also write down things they would put in their own Me Tub before the activity begins in class. By doing this they will have the opportunity to participate with their peers and share their ideas.

6. Day Two...Mystery Bags • Before class, teacher fills and staples shut paper bags with items that give clues about what is inside bag. Bags might contain items such as peeled onions, pennies, potato chips, etc. • Teacher observes bag and models to students how he uses his sense of smell, hearing, and touch to infer what is in the bag. • Teacher predicts what is in the bag and confirms inference by opening the bag. • Paper bags are placed around the classroom and students working in pairs circulate the classroom using their sense of smell, hearing and touch to infer what is in the bag. • After all of the students have observed each bag, the teacher facilitates a whole group discussion and inferences are made about the contents of the bags. Remember, it is important to ask students which clues helped them make their inference. Each bag is opened and the inferences are proven correct or refuted. • This activity leads to a discussion about the scientific process and how scientists collect information and draw conclusions. http://reading.ecb.org/downloads/in_lp_ScienceMysteryBags.pdf

7. Possible Adaptations - The students can be given the bag prior to activity. This way the student has the opportunity to take as much time as they need to look, feel, and hear what is in the bag. - The student can then write down a few ideas that they think the object may be, and will then be prepared to share their ideas when the class is doing the activity. - A duplicate bag may also be useful for some students, so they can keep the bag with them throughout the entire activity

8. Day Three...Inferring Cards • Teacher selects an inferring card and reads the card aloud to students explaining how the text gives you clues so that you could make inferences as to what the card is describing. • Students select an inferring card and read it aloud. Their classmates make inferences as to what is being described on the card. • Remember, students need to tell which clues helped them make their inferences. • In your writing lab, encourage students to write their own inferring cards to add to the classroom deck. http://reading.ecb.org/downloads/in_lp_MrsPActivity.pdf

9. Possible Adaptations -The student can come up with an idea for their own card prior to the writing lab, so that during writing lab they just need to write their idea down. - Do the activity in groups or with a partner so that the students can work together to come up with their ideas. - The student can be given an inferring card before the activity begins so they are able to already have an answer in mind

10. Day Four...Chart Activity • Students read the text and create a chart with the following columns: • Background knowledge, Clues, Questions, Inferences • They record information into the first 3 columns • Students re-read the story/text, carefully noting the ideas/points they wrote into the chart • Finally, students come up with inferences based on their background knowledge, clues, questions and the text. Gail E. Tompkins, Literacy for the 21st Century, A Balanced Approach: 6th Edition(Boston: Pearson Education Inc, 2014) 261.

11. Possible Adaptations - Students can do this in groups, or with a partner - the text can be listened to through an audio recording instead of having the student read it on their own - The students can focus on only one aspect of the assignment ex: just background knowledge