MAKING INFERENCESTypes of Inferences

Objectives (copy) 2 min ONLY.

• Students will categorize images and make inferences regarding the implied message based on picture clues.

• Students will learn types of inferences related to time and data and apply this new knowledge while composing similar inferences.

• Students will continue to learn and use new vocabulary associated with inferences.

Standard 2: Reading for all purposes

Bellwork (Part I): 5 min. OnlyWith your right shoulder partner, how might you CATEGORIZE the following images. No image can be left by itself. Think critically (carefully).

Bellwork (Part II) 5 min. OnlyNow, what inference(s) might you make about the message for each category? Write it in one sentence.

Objectives• Students will categorize images and make

inferences regarding the implied message based on picture clues.

• Students will learn types of inferences (related to time and data) and apply this new knowledge while composing similar inferences.

• Students will continue to learn and use new vocabulary associated with inferences.

Standard 2: Reading for all purposes

Major Inference TypesStandard 2: Reading for all purposes

• Setting/Event• Time/Data• Category• Cause-Effect• Problem-Solution• Emotions/Traits • Action

• Role/Occupation

• Object• Instrument

Johnson and Johnson, 1986

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Location, Setting, Event

Standard 2: Reading for all purposes 1 min.

“When the porch light burned out, the darkness was total—until dawn, that is.”

Where does this take place?When does this take place?

Over what period of time does it take place?Now, help me write a 1 – 2 sentence

description of a location, setting, or event using only inference clues to describe it.

What shall we write about? _______________________________________________________.

Let’s Compose a Description of a Setting or Event using ONLY

inferencesTitle

*……….

Standard 2: Reading for all purposes 5 min.

PARTNERS, YOUR TURN!With your right shoulder partner, choose:1. Tradition, setting, or event related to

your own country or culture.2. Compose a 1 – 2 sentence description

of it without revealing what/where it is.NOTE: If both partners are from different countries/ cultures, choose 1 and describe the event, setting, location in detail to the other partner so they can help build the description.

Standard 2: Reading for all purposes 15 min.

Next, pass your description to the team to your right. Classmates will guess your

location/setting!

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HISTORICAL DATA /STATISTICSStandard 2: Reading for all purposes 1 min.

PARTNERS, YOUR TURN!

With your right shoulder partner, you will compose a 2 – 3 sentence description making inferences with

• time and/or • data

HISTORICAL DATA /STATISTICSStandard 2: Reading for all purposes 1 min.

Objectives (copy) 2 min ONLY.

• Students will categorize images and make inferences regarding the implied message based on picture clues.

• Students will learn types of inferences (related to time and data) and apply this new knowledge while composing similar inferences.

• Students will continue to learn and use new vocabulary associated with inferences.

Standard 2: Reading for all purposes

Standard 2: Reading for all purposes

Types of INFERENCESStandard 2: Reading for all purposes

An inference about future information is a prediction.

–We use text clues and our background knowledge to predict what will happen next in a story or what we will learn later in a text…

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Action• “Carol dribbled the ball

down the court and passed the ball to Ann.”

What’s going on?• How might this change if I say field

instead of court?

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Traits, Qualities, Characteristics: e.g. Emotions-Attitude• “While I marched past in

the high school band, my dad cheered and his eyes filled with tears.”

How might Dad be feeling?

Why might he be feeling this way?

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Role/Occupation(occupation or pastime)• “With clippers in one

hand and scissors in the other, Chris was ready to begin the task.”

Who are we? What do we do?

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Instrument(tool or device)• “With a steady hand, she

put the buzzing device on the tooth.”

What is she using?

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Cause-Effect-1• “In the morning, we

noticed that the trees were uprooted and homes were missing their rooftops.”

What caused this?

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Cause-Effect-2• “The rain continued to

fall, as it had for the past seven hours. Townspeople looked anxiously at the dam that held the river from their town.”

What might be possible effects of continued rain?

21

Object• “The broad wings were swept back in a ‘V’, and each held two powerful engines.”

What is it? How many engines?

22

Category• “The Saab and Volvo were in the garage, and the Audi was out front.”

What is the category? Which is easiest to take to work? Why?

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Problem-Solution-1• “The side of his face was swollen and his tooth ached.”

What is the problem? What might be a possible solution?

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Problem-Solution-2• “The chef looked down at the bandage covering his new stitches as he left the doctor’s office.”

What problem might have caused the chef’s solution?