Inference

Observations occur when we can see something happening. In contrast, inferences are what we figure out based on an experience. Helping students understand when information is implied, or not directly stated, will improve their skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies. Inferential thinking is a complex skill that will develop over time and with experience.

 

Why do we Infer?

 

  • Authors describe:   characters’ feelings, events, setting. . . we have to infer to understand
  • To draw conclusions, make predictions, and reflect on our reading
  • To determine the meanings of unknown words

 

When do we Infer?

 

  • Before, during, and after reading
  • In life, we infer with our 5 senses ~ What is making that noise?  What is cooking?  How is that person feeling?  What is this sharp object?  What does a cake with candles on it mean?
  • When the author doesn’t answer my questions, I must infer by saying:  Maybe. . ., I think. . ., It could be. . ., It’s because. . ., Perhaps. . ., It means that. . ., I’m guessing. . .

 

How do we Infer?

 

  • Look at the picture
  • Think about the characters’ behavior
  • Ask questions as you read.  Some of our questions are answered in the text, others are not and must be inferred.
  • We use our prior knowledge + text clues to draw conclusions

 

What do we Infer?

 

  • Meaning of unfamiliar words
  • Setting
  • Explanation for events
  • What the character is feeling
  • What pronouns refer to
  • Author’s message
  • Answers to our questions when they are not directly stated

 

Why teach inference?
  • Inference is a complex skill that can be taught through explicit instruction in inferential strategies
  • Inferring requires higher order thinking skills, which makes it a difficult skill for many students.

How to teach inference

One simplified model for teaching inference includes the following assumptions:

  • We need to find clues to get some answers.
  • We need to add those clues to what we already know or have read.
  • There can be more than one correct answer.
  • We need to be able to support inferences.

Marzano (2010) suggests teachers pose four questions to students to facilitate a discussion about inferences.

  • What is my inference?
    This question helps students become aware that they may have just made an inference by filling in information that wasn't directly presented.
  • What information did I use to make this inference?
    It's important for students to understand the various types of information they use to make inferences. This may include information presented in the text, or it may be background knowledge that a student brings to the learning setting.
  • How good was my thinking?
    According to Marzano, once students have identified the premises on which they've based their inferences, they can engage in the most powerful part of the process — examining the validity of their thinking.
  • Do I need to change my thinking?
    The final step in the process is for students to consider possible changes in their thinking. The point here is not to invalidate students' original inferences, but rather to help them develop the habit of continually updating their thinking as they gather new information.

 

 

 

 

IT SAYS. . .I SAY. . .AND SO

 

DIRECTIONS FOR COMPLETING THE CHART: QUESTION

IT SAYS

I SAY

AND SO

Read the question. What is it asking? Jot down the main points.

Find information from the text to help you answer the question.

Consider what you know about the information.

Put together the information from the text with what you know, then answer the question.

 

 

The previous graphic organizer helps you to find information in a text and put it together with what you already know to come up with a complete answer.

 

Question It Says… I Say… And So…

 

Step 1…

 

Write the question

 

(created or provided)

 

Step 2…

 

Find information from the text that will help answer the question.

 

Step 3…

 

Think about what you know about that information.

 

Step 4…

 

 

Fun Inferring Practice!  Read these sentences, and have a discussion about the character and setting.  Next, draw conclusions, and make predictions!

 

  • Sue blew out the candles and got presents.
  • Mary plays her flute for two hours every day.
  • The boat drifted in the middle of the lake.
  • John ran into the street without looking.
  • Meg was the star pitcher, but she had a broken finger.
  • We bought tickets and some popcorn.
  • I forgot to set my alarm clock last night.
  • When I woke up, there were branches and leaves all over the yard.
  • Yesterday we cleaned out our desks and took everything home.
  • Everyone stopped when the referee blew the whistle.

Combine what the text says with what you know to come up with the answer.

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