Inferences
Definition:
"Inferring—making inferences—is often described as making a logical guess or 'reading between the lines.' Making an inference is a lot like the chemical process of forming a chemical compound—when two elements combine and form a new substance. Readers make inferences when they are able to take their own experiences and combine them with information they gather from what they read. The result is that they create new meaning or draw a conclusion that isn't explicitly stated in the reading," (Misiak, 2014).
Steps to Implement Inferences:
"Inferring—making inferences—is often described as making a logical guess or 'reading between the lines.' Making an inference is a lot like the chemical process of forming a chemical compound—when two elements combine and form a new substance. Readers make inferences when they are able to take their own experiences and combine them with information they gather from what they read. The result is that they create new meaning or draw a conclusion that isn't explicitly stated in the reading," (Misiak, 2014).
Steps to Implement Inferences:
- Assign a reading to students.
- Pose these questions with students for discussion:
- "What is my inference?
- What information did I use to make this inference?
- How good was my thinking?
- Do I need to change my thinking?" ("Inference," 2014).
Benefits of this Strategy:
- It is a complex skill that combines reading with personal experiences to increase comprehension.
- It is a high order thinking skill.
- Explaining a student's inference requires critical thinking skills, ("Inference," 2014).
Video 1: The teacher starts out this example by explaining to her students what inferring is in simple terms. She then uses an example from a book they are reading to model inferring. She refers to a spot in the book when the author refers to a character's "gray hair." The teacher uses inference to assume the character is older. The teacher then recalls certain events from the book and asks the students questions about these events. The students use inferences, with the teacher's help, to answer these questions.
The teacher then has the students practice inferring on their own. She puts the students into groups of two, and gives the groups a section of a story. The groups are to read the story, and infer anything the author is not specific about in the text. The inferences the students make over the reading are the assessments the teacher uses to measure the skill.
The teacher then has the students practice inferring on their own. She puts the students into groups of two, and gives the groups a section of a story. The groups are to read the story, and infer anything the author is not specific about in the text. The inferences the students make over the reading are the assessments the teacher uses to measure the skill.
Video 2: This teacher introduces this example by discussing with the students what the word inference means. They discover that an inference is "how we figure out what is not directly stated," in the book. The teacher explains that to infer, students use their own experiences and clues in the book. The teacher then uses a picture to make an inference. She then talks through the thought process of making that inference. This video is more of an informational example about what inferences are.
Writing Component:
I liked the writing component the teacher did in video 1. She gave the students a short passage to read. The students then had to make inferences about anything they thought the author was not specific about. To add more writing to this, I would have students use clues from the book and their own personal experiences to to support their inferences. It would be very interesting to see the differences in each students' inferences.
Writing Standard Addressed:
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Sources:
Inference. (2014). In Reading Rockets. Retrieved July 15, 2014 from
http://www.readingrockets.org/strategies/inference.
Misiak, S. (2014). Making Inferences. Retrieved July 15, 2014, from
http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=000004.
I liked the writing component the teacher did in video 1. She gave the students a short passage to read. The students then had to make inferences about anything they thought the author was not specific about. To add more writing to this, I would have students use clues from the book and their own personal experiences to to support their inferences. It would be very interesting to see the differences in each students' inferences.
Writing Standard Addressed:
CCSS.ELA-LITERACY.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
Sources:
Inference. (2014). In Reading Rockets. Retrieved July 15, 2014 from
http://www.readingrockets.org/strategies/inference.
Misiak, S. (2014). Making Inferences. Retrieved July 15, 2014, from
http://www.ohiorc.org/adlit/strategy/strategy_each.aspx?id=000004.