Time To Complete
I Can Statements
- I can:
- Use evidence or data to imagine outcomes to clarify and extend my understanding of texts and to solve problems
- Use clues in a text (the cover, headings, images, a scene, charts or graphs) to make an informed guess about what the text is about, or what will happen next in the text
- List the evidence I use to inform my predictions and inferences
- Use my background knowledge and experience to make my predictions and inferences
- Identify patterns in a text and use them to make predictions and inferences
- Monitor my inferences and predictions as I read to see how accurate they are, modifying them if I need to
- I will know my predictions and inferences are of high quality when they:
- Are grounded in textual evidence or data
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking them to share their inferences and point out the evidence or data they used and explain how the inferences deepened their understanding of the text.
- Ask students to self-evaluate their work after completing one of the activities below.
Model reading a text aloud, while displaying it to the students. As you read, stop occasionally to make an inference. Note something in the text that is confusing or interesting, think aloud about how this connects to your background knowledge, and then explain how this combination of information leads to a logical conclusion. Make sure your reasoning process is totally transparent
Students should practice making inferences.
- Create a three-column template with the following sections: “What the Text Says,” “What I Know,” and “What I Infer.” Then, ask students to read individually or in groups, and to record their inferences and the information that leads to the inferences in the templates.
- Distribute poems or short stories in which you have highlighted lines that could lead to logical inferences. Ask students to make and justify inferences alone or in groups.
- In groups, students read a text together, and take turns making and justifying inferences, which they can record on chart paper in two-column note style. They should present their findings to the larger class.
- They should continue various forms of practice until they are adept at making logical inferences.
After several days of practice and once they have achieved mastery, students should annotate their chosen text with inferences.
- reDesign’s Learning Strategy Matrix
- I Read It, but I Don’t Get It by Cris Tovani
- Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann