Inference Graphic Organizer
The inference graphic organizer is a great strategy to have in your back pocket and use because it can be used with all types of text, including sequential, descriptive, cause/effect, persuasive, problem/solution, and compare/contrast. Making inferences is a powerful skill because it requires much more than just recording information down. On top of that, students must think critically about the text and make inferences. Some also call inferences "reading between the lines". Making inferences is a critical component to increasing comprehension and will prepare students for college and career.
What is an Inference? Why is it important? (Benefits included)Inferences are things that we figure out based on the experiences we have or the thinks we learn. Students need to learn to be able to gather evidence in the text that is not clearly written out for them.
Details + Known = Inference In order to make inferences, students need to connect their prior knowledge to text details (activate schema). As a teacher, it is important to scaffold students towards making inferences independently. |
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Video- Information Text and InferencesThis video talks about inferences based on informational text. She explains how the graphic organizer helps students ask questions, cite evidence from the text, and use prior knowledge to make an inference.
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Why Teach Students How to Make Inferences?
Being able to make inferences is a foundational skill for high-level thinking and it is also important for the 21st century skills that students need in order to be college and career-ready. Inferences are used across disciplines, so it is important that students are able to make inferences across disciplines as well. By scaffolding students towards making inferences independently, students will be able to use this strategy in all disciplines and wherever else it may occur. The graphic organizer is used to help students organize their thoughts and inferences.
Video- Engaging Model of Making Inferences Lesson
The teacher in this video is actually an instructional coach. She was asked to make a video of a lesson based on making inferences. While watching the video, you will see a great model of how to teach inferences. By engaging the students and making inferences, the students are developing comprehension of the text and characters in the read aloud. She then assess the students inference making skills with a magazine activity.
Writing Implementation
Writing is completed through the use of the graphic organizer. It can also be added by implementing a argumentative essay at the end of the reading based on the inferences the student made.
Common Core State Standard
W.6.1 Write arguments to support claims with clear reasons and relevant evidence
Common Core State Standard
W.6.1 Write arguments to support claims with clear reasons and relevant evidence
Resources
References
Inference. (2015). Retrieved June 12, 2015, from http://www.readingrockets.org/strategies/inference
Jones, J. (2012, March 12). Jennifer Jones: Inferencing Lesson. Retrieved June 13, 2015, from https://www.youtube.com/watch?v=SoZHayVoxOc
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Smith, K. (2011, August 27). Making Inferences to Read Between the Lines. Retrieved June 13, 2015, from https://www.youtube.com/watch?v=Gg0Mzj-iSws
Jones, J. (2012, March 12). Jennifer Jones: Inferencing Lesson. Retrieved June 13, 2015, from https://www.youtube.com/watch?v=SoZHayVoxOc
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Smith, K. (2011, August 27). Making Inferences to Read Between the Lines. Retrieved June 13, 2015, from https://www.youtube.com/watch?v=Gg0Mzj-iSws