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# Making Inferences

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by

## Candace Walker

on 30 January 2014

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#### Transcript of Making Inferences

Timeline
2013
2009
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2011
2012
People’s actions and their way of speech.
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Location and Time
CONGRATULATIONS!
You have officially completed your Inference Training.
Let's put the skill to work!

Guided Practice:
Let's look at the Making Inferences Worksheet (I Do, We Do).

Sounds, Smells,
Tastes, Texture
As Belle walked down the road, she could hear birds chirping and singing happily.

As Sammy walked down the road, she could hear the sounds of crickets.

As George walked down the road, he could hear school children laughing and running after the school bus.

As Tina walked down the road, she smelt the fresh aroma of baked bread.

Mark ate an orange that tasted sour.

Abigail looked down at her wrinkled, rough, and worn out hands.
#2: Location and Time
#3: Sounds, Smells,
Tastes, Texture
#1: People’s actions
and their
way of speech.
Training for Detectives: Inferences
Observing people's actions can tell us their intentions, their personalities, and their emotions.
Welcome Detectives of Room 306!
This is a very important skill for you. Making inferences helps us become better readers by looking at clues and using what we already know.

Inferences are the logical conclusions made
based on certain observations made and prior knowledge.
It is important to look for evidence to make your inference logical. Watch out for these 3 types of clues in every scenario.
John frowned and scratched his head as he tried to solve the puzzle given.

Hannah avoided the direction of her mother's stare and told her that she had completed her homework.

The teacher folded his arms in response to the student’s answer to the mathematics question.

Sarah danced out of the hall after sitting for her final English examination paper.

He shouted at her to get ready.

Russell let out a loud yawn as he watched a history documentary.
Find the verbs in the following sentences and identify the emotion for each character:
Remember:
We also use our personal experiences to help us infer.
It was nine o' clock in the evening and Ryan was still at work.

The boys were shouting loudly in the library.

It was two in the afternoon, but Denise was sleeping.
Tell me about the following characters and the time and location clues to your answer:
Closure/Assessment
Everyone be sure to complete and turn in the exit-ticket before the end of the lesson:

Numbers 1 & 2 are on the ticket.

#3.
SHOW, DON'T TELL!

Inference Challenges
: On your exit ticket (back), write about one of the following.

1. Create a character who is very smart without actually saying he or she is smart.

2. Create a story about a very cold afternoon without saying that it is cold.

3. Create a story about somewhere that is scary without saying that it is a scary place.
Reading Between the Lines
When you infer you simply read between the lines.

You must refer to what you are given by the author (clues) and what you already know (background knowledge) AND combine the two to come up with an inference.

Author's clues + Background knowledge = Inference
Let's Infer...
Let's Try
Again...
Independent Practice
Inference Practice: Where Am I?
Worksheet

With your partner, read each scenario. Infer where you believe the characters are. Be sure to explain your answer and back it up with textual evidence.
Making Inferences
Ms, Candace Walker
5th Grade - Rm. #306

Common Core
I Can Statement...
I can make inferences using specific details from the text.
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