Inference can be
taught at any level. Remember, with the College
& Career Readiness Standards (CCRS), skills are not taught in isolation so
topics should connect to the unit being taught.
Teaching inference is like teaching about the wind because it requires a leap of faith to believe in something unseen. Like the wind, an inference is intangible. Although we can’t see the wind, we experience its effects. Similarly, an inference is the unprinted, implied clue an author embeds in text.
1) Begin teaching inference with pictures.
With practice, students will learn to make connections with what they
already know (prior knowledge) with picture clues.
Ask students questions and have them discuss with a partner.
What’s in his backpack?
Why do you think that?
Where is he?
How do you know?
What (picture) clues did you use?
After students understand how to use
images to infer, introduce them to critically examining simple text through a
close read.
2) Next, provide simple text to
students to read independently.
3) Then, provide an opportunity
for students to activate listening skills while the text is read aloud (share
read).
4) After that, ask text dependent
questions and have students discuss the text in small collaborative groups. Guide students in providing evidence from text
and justifying their answers. The inferential questions challenge
readers to seek details and implied information in text. Encourage students to highlight or underline
clues in text.
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Where in the text
does it indicate what was in John’s backpack?
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Using evidence from
the text, explain how we know John landed?
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What was John’s
wish? Explain your thinking using
textual evidence.
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How does the
sequence of events develop the story?
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This application of
the CCRS encourages students to use their prior knowledge along with clues in
text to increase reading comprehension and gain an understanding beyond the
text. As students return to the text to
answer questions, they automatically reread text.
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