MAKING INFERENCES
Making inferences is considered an elaboration strategy. These strategies can be used during and after reading to help students achieve greater understanding of what they read. "Elaboration is an activity in which the reader constructs connections between information from text and prior knowledge (things they already know about)...Use of elaboration strategies increased comprehension by fifty percent in a number of studies," (Gunning, 2010, p. 328.)
Students come to school with all kinds of knowledge from their day to day activities, families, cultures, geographical locations, et cetera. Making inferences based on information given in a text coupled with what they may already know, gives students a framework for understanding what an author is trying to say.
VOLUNTEER INSTRUCTIONS:
We may learn and practice making inferences in a variety of ways, to keep the students interested. Follow the steps used in the teaching example below (5 Key Steps), and you should be able to successfully adapt to any making inferences activity we are performing as a class. If you are introducing and modeling a concept to students, be sure to speak in terms they can understand about what you're doing and why. Ask students lots of questions during the guided practice portion, and watch them carefully during independent work, to check for understanding. Encourage and assist the students to the best of your ability, and never be afraid to ask me for help!
My favorite means of beginning to teach students to make inferences is with a chart called "It Says, I Say, And So..." (Gunning, 2010, p. 334.)
Here's an example of how it works:
TEACHING EXAMPLE:
1. First , I would explain the idea of making inferences to the students with wording such as, "Sometimes, when we're reading something, the author does not come right out and say exactly what he or she means. Sometimes we have to infer, or make an educated guess at, what the author means. For example, if I said 'John hit the ball and ran to first base,' can you infer based on that?" I would wait for student responses and we would discuss the importance of being able to "read between the lines" to construct meaning.
2. Next, I would display a copy of a blank "It Says, I Say, And So..." chart on the SMART board. I would also display an excerpt from a narrative text from which I could make an inference. After reading the text aloud to the students, I would 'think aloud' through the process of filling in the chart, and making an inference based upon it. Then, I would discuss the process further with the students to clarify any confusion.
3. Then, we would repeat the process with a new blank chart, a new text excerpt, and the students doing the process on the SMART board with my guidance.
4. Finally, the students would be given their own "It Says, I Say, And So..." charts at their desks, and asked to fill them out based on excerpts from whatever material we were reading at the time. I would walk around observing and helping the students as necessary.
5. If any students appeared to be struggling, I would give them individual or small group attention to re-teach the principles of making inferences.
"I SAY, IT SAYS, AND SO..." Chart example (Gunning, 2010, p. 334)
Making inferences is considered an elaboration strategy. These strategies can be used during and after reading to help students achieve greater understanding of what they read. "Elaboration is an activity in which the reader constructs connections between information from text and prior knowledge (things they already know about)...Use of elaboration strategies increased comprehension by fifty percent in a number of studies," (Gunning, 2010, p. 328.)
Students come to school with all kinds of knowledge from their day to day activities, families, cultures, geographical locations, et cetera. Making inferences based on information given in a text coupled with what they may already know, gives students a framework for understanding what an author is trying to say.
VOLUNTEER INSTRUCTIONS:
We may learn and practice making inferences in a variety of ways, to keep the students interested. Follow the steps used in the teaching example below (5 Key Steps), and you should be able to successfully adapt to any making inferences activity we are performing as a class. If you are introducing and modeling a concept to students, be sure to speak in terms they can understand about what you're doing and why. Ask students lots of questions during the guided practice portion, and watch them carefully during independent work, to check for understanding. Encourage and assist the students to the best of your ability, and never be afraid to ask me for help!
My favorite means of beginning to teach students to make inferences is with a chart called "It Says, I Say, And So..." (Gunning, 2010, p. 334.)
Here's an example of how it works:
TEACHING EXAMPLE:
1. First , I would explain the idea of making inferences to the students with wording such as, "Sometimes, when we're reading something, the author does not come right out and say exactly what he or she means. Sometimes we have to infer, or make an educated guess at, what the author means. For example, if I said 'John hit the ball and ran to first base,' can you infer based on that?" I would wait for student responses and we would discuss the importance of being able to "read between the lines" to construct meaning.
2. Next, I would display a copy of a blank "It Says, I Say, And So..." chart on the SMART board. I would also display an excerpt from a narrative text from which I could make an inference. After reading the text aloud to the students, I would 'think aloud' through the process of filling in the chart, and making an inference based upon it. Then, I would discuss the process further with the students to clarify any confusion.
3. Then, we would repeat the process with a new blank chart, a new text excerpt, and the students doing the process on the SMART board with my guidance.
4. Finally, the students would be given their own "It Says, I Say, And So..." charts at their desks, and asked to fill them out based on excerpts from whatever material we were reading at the time. I would walk around observing and helping the students as necessary.
5. If any students appeared to be struggling, I would give them individual or small group attention to re-teach the principles of making inferences.
"I SAY, IT SAYS, AND SO..." Chart example (Gunning, 2010, p. 334)
QUESTION
Read the question. ---------------------------------------- How did Jason feel as lunch period approached? |
IT SAYS
Find more information from the text that will help you answer the question. _________________________ Jason's stomach was growling. He had skipped breakfast. he didn't want to be late for his first day at the new school. Even so, he wasn't looking forward to lunch. He wondered where he would sit and if anyone would talk to him. |
I SAY
Think about what you know about the information from the text. _________________________ I remember my first day at a new school after we moved. The worst part of the day was lunchtime. Even though I was hungry, i wished they would just skip lunch. |
AND SO...
Put together what the text says and what you know. _________________________ And so, that's why I think Jason was nervous and maybe a little bit afraid. he didn't know if anyone would invite him to sit with them or if he would have to sit all by himself or maybe someone would make fun of him. |