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Making Inferences - Reading Informational Text

Students learn to read between the lines.
by

Lori Miller

on 7 January 2013

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Transcript of Making Inferences - Reading Informational Text

Making Inferences Read Between the LInes Inferences - Making Inference
Graphic Organizer Read -A-Loud Question from Text Evidence from Text Practice - Making Inferences People make inferences all the time. For instance, if someone walks in the room with a wet umbrella; we can infer that it is raining outside.

You're sitting at a table with friends and turn your back. When you look back your cookie is missing from your tray, you know one of your friends took it. Joe is the only one smiling so... Joe must have it. He does. As you read-a-loud a text, you must think-a-loud and ask questions about the text.

For Example: Volcanoes can erupt, but volcanoes can stay silent, still, and beautiful.

Question: What does it mean for a volcano to sleep?
Evidence: "...volcanoes can stay silent, still, and beautiful."
Prior Knowledge: When I sleep, I'm quiet and peaceful. I don't move.
Inference: Volcanoes may be inactive. You'll read-a-loud a text and answer questions from text. (questions in margin of text)
You'll add one to two (1 to 2) questions of your own. (this is a question I have)
Create your own Making Inference Organizer for your reading. (chart)

I will walk the room to assess how you are doing. Canines to the Rescue - (351-354)

1) What does this phrase, "He tells us that the dog Tara has an important and dangerous job,"
tell you about the writer's attitude toward dogs?

Next step - search text for evidence
Then add your own prior knowledge
to make an inference. Question #1 asked - what was the attitude of the author toward Tara the dog?

Evidence: Based on word choice "important" and "dangerous" this shows that the author thinks dogs are reliable/dependable.

Inference: Based on prior knowledge and evidence, "the author thinks dogs are extremely dependable and will do whatever their masters command for a little affectionate attention. Making inferences allows students to read between the lines.

Also, this assists students to understand what they are reading and connect to the reading. This exercise makes reading become interactive.
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