Inferences
Introduce the Comprehension Skill: Make inferences
Story Clues + What I Know = Inference.
Authors do not always tell all the information needed to understand everything in a story. Sometimes readers need to use their prior knowledge and experiences, as well as the details in the story, to make sense of ideas or events in the book.
This is called making an inference. An inference is a conclusion drawn by connecting clues in text to information a person already knows. Making inferences allows readers to understand the text on a deeper level.
Story Clues + What I Know = Inference.
Authors do not always tell all the information needed to understand everything in a story. Sometimes readers need to use their prior knowledge and experiences, as well as the details in the story, to make sense of ideas or events in the book.
This is called making an inference. An inference is a conclusion drawn by connecting clues in text to information a person already knows. Making inferences allows readers to understand the text on a deeper level.
Warm Up activity
WAlt
Critically analyse the clues provided in images and how you can use these clues to generate inference ideas
WILF
For you to explain in detail the clues you see in these images and how you used these clues to understand what might be happening in the picture
makinginferencespowerpointgrades26.pptx | |
File Size: | 6073 kb |
File Type: | pptx |
Story Words
aisle, balance, ceremony, chamois, disappointed, methodically, mock, prank, shenanigans
aisle, balance, ceremony, chamois, disappointed, methodically, mock, prank, shenanigans
Reading Objectives
- Make inferences
- Locate and understand the meaning of compound words
raz_mm07_mortyfancypants_clr.pdf | |
File Size: | 4469 kb |
File Type: |
WALT
Use text cues to make inferences about characters and events in a narrative text
WILF
For you to use story cue and your prior knowledge to make inferences about the text- explaining in detail how you came to that conclusion
Teacher Talk
Create a three-column chart on the board with the headings Story Clues, What I Know, and Inference.
Read the following scenario to students: I like to go to the movies with my friend Allison. We both love funny movies. I like popcorn, and she likes candy. She always shares her candy with me, but whenever I offer my popcorn, she makes a face and says, “No, thank you.”
Model making an inference.
Think-aloud: I know that authors do not always directly state all the ideas in a story and that I must make inferences to understand many stories completely. In the story about Allison, I know that she likes candy. Whenever I offer her popcorn, Allison says no. She also makes a face at the offer of popcorn. I know that when I make a face at something, it is generally because I do not like it.
If I do not like something, I would not accept it if it were offered to me. Based on these clues from the story and what I know, I infer that Allison does not want popcorn for a snack at the movies because she doesn’t like it.
Read the following scenario to students: I like to go to the movies with my friend Allison. We both love funny movies. I like popcorn, and she likes candy. She always shares her candy with me, but whenever I offer my popcorn, she makes a face and says, “No, thank you.”
Model making an inference.
Think-aloud: I know that authors do not always directly state all the ideas in a story and that I must make inferences to understand many stories completely. In the story about Allison, I know that she likes candy. Whenever I offer her popcorn, Allison says no. She also makes a face at the offer of popcorn. I know that when I make a face at something, it is generally because I do not like it.
If I do not like something, I would not accept it if it were offered to me. Based on these clues from the story and what I know, I infer that Allison does not want popcorn for a snack at the movies because she doesn’t like it.
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Check for understanding: Have students read to the end of page 10. Remind them to use the illustrations, sentences, and what they already know to make predictions as they read.
When they have finished reading, have them make, revise, and/or con rm a prediction on their worksheet. When students have finished, discuss whether their prediction turned out to be true or whether they needed to revise it. Reassure students by explaining that predicting correctly is not the purpose of this reading strategy. Based on the information in the book and their prior knowledge, ask students what they can infer about why Morty volunteered to put his sisters’ shoes in the car. Ask them to identify clues from the text and prior experience that support the inference. Have students write the information on their make inferences worksheet. When they have finished, discuss their responses. |
raz_mm07_mortyfancypants_wksh_rc.pdf | |
File Size: | 450 kb |
File Type: |
raz_mm07_mortyfancypants_clr.pdf | |
File Size: | 4469 kb |
File Type: |