Inference Blue bonnet- language arts.innovate

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Introducing…

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for

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“To infer as we read is to go

beyond literal interpretation and

to open a world of meaning

deeply connected to our lives.”

~ Ellin Keene

Author of Mosaic of Thought

Elkhart Community Schools 4

Inference

Background

Knowledge

(schema)

Making

Connections

Questioning

Predictions

Imagination/

Visualization

Analysis of Text:

Interpretation/

Judgment

Drawing

Conclusions

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“Questioning and inferring

work in tandem to enhance

understanding of text.”

~ Harvey & Goudvis

Authors of Strategies That Work

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Students’ language

provides a clue to

their thinking.

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Readers are able to think

inferentially when they

connect their background of

information, ideas, and

experiences with the text.

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It is important for the reader to

have background knowledge

about a text they are reading if

they are expected to read

inferentially.

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Word Clues

+ Experience

Inference

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Dorothy Strickland shares, “For struggling

readers, it is critical that we not only activate

their knowledge of topics they must read about

and study, but also be aware of situations in

which they have little or no background

knowledge so that we can build essential

understandings before they begin reading.”

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Predicting is related

to inferring - - -

BUT

what’s the difference?

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“When you read, you use all your

senses. You see things in your

‘mind’s eye’ and hear the sounds you

connect to that about which you are

reading.” ~ Guided Reading the Four Blocks Way

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“Proficient readers use images to

draw conclusions, to create distinct

and unique interpretations of the

text, to recall details significant to the

text, and to recall a text after it has

been read.” ~ Ellin Keene

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“Inferring is the process of taking

that which is stated in text and

extrapolating it to one’s life to create

a wholly original interpretation that,

in turn, becomes part of one’s beliefs

or knowledge.” ~ Ellin Keene

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“Proficient readers

make connections

between conclusions

they draw and other

beliefs or knowledge.”

~ Ellin Keene

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All the processes

work together.

Each works in

concert with

the others to

aid the reader

in comprehending text.

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Step 1 – The teacher explains the strategy (reading between the lines) using short scenarios, riddles, or charades that require students to add up clues and make a conclusion.

Step 2 – The teacher demonstrates how to apply the strategy successfully.

Step 3 – The teacher thinks aloud to model the mental processes he/she uses when he/she reads.

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• Do several think alouds for this strategy.

• Use picture books for students of all ages.

• Students are only observers at this stage.

• Demonstrate the use of sticky notes to code connections, questions, predictions, conclusions, judgments, etc.

• Allow students to discuss what they observed following the think aloud.


Use a variety of “lifted text” from different types of books giving everyone a copy or using the document camera.

Use whole group to small group model.

Use short text such as magazine and newspaper articles and poetry.

Encourage students to code their inferences with sticky notes or highlighting.

Use concept maps, two-column notes, and margin writing to record thinking.

Engage students in conversation about their inferences with the text with partners or whole group.


Guide students’ thinking before reading by using anticipation guides or prediction guides.

Show students how to do a chapter tour or preview of nonfiction text to help them make predictions about the chapter.

Point out connections between inference and the other strategies they’ve learned.

Text sets can be used to have students reflect on inferences and compare them with different books within the set.

Use a book that can create an “anchor” experience for the class.


The teacher gives the students text that is easy to read on their own.

Students may practice their strategy alone, in pairs, or in small groups such as book clubs or literature circles.

Students can discuss and compare their inferences with other students.

The teacher confers with the students and gives them feedback.

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Assessing Application of Inference

Keene’s Major Point Interview

Anecdotal Records

Journal Responses

Other Written Responses


Fiction and Poetry:

Allows a variety of interpretation

Nonfiction/Content Area Text:

Permits a narrow range of interpretation

Best for drawing conclusions, predictions, questioning, and determining importance

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•Word meanings

•Meanings of text

•Meanings of larger

themes of texts

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•Predicting Words In Text

(before reading)

•Vocabulary Strategy:

Connect Two

•Cloze Technique

•Guess the Covered Word


• Anaphoric Inferences: A pronoun or noun-

phrase that refers to a previous text constituent

or to an entity already introduced in the mental

model.

• Bridging Inferences: These are any inferences that a

reader needs to systematically or conceptually relate the

sentence being read with the previous content. These are

sometimes called backward inferences.


• Explanation Based Inferences: The event being read

about is explained by a causal chain or network of previous

events. These are sometimes called causal antecedent

inferences.

• Goal Inferences: The reader infers that an agent has a

motive that explains an intentional action.

• Elaborative Inferences: These are properties of

entities, facts, and other associations that are not explained

by causal mechanisms.


• Predictive Inferences: The reader forecasts what

events will causally unfold after the current event that is

being read. These are sometimes called causal consequences or forward references.

• Process Inferences: These inferences specify the

detailed steps, manner, or dynamic characteristics of an

event as it unfolds.

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“Art is so much more

interesting if everything

isn’t in the picture.

And so it is with inferring.”

From: I Read It But I Don’t Get It ~ Cris Tovani

32 For more info: http://www.txla.org

Education

Inference Blue bonnet- language arts.innovate