Inference

==****Inference (Drawing Conclusions)**** ==
 * Make inferences about text and use textual evidence to support understanding;
 * Make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions
 * Support interpretations or conclusions with examples drawn from text (2-3);
 * Connect ideas and themes across texts (1-3). (J) draw conclusions from information gathered
 * Draw conclusions from the facts presented in text and support those assertions with textual evidence;

==**__**Inference Think Aloud**__** == Authors do not always tell readers everything they want them to know. Good readers infer when they want to understand more than what the author has written. Inferring occurs when you understand something that is not stated directly. We infer when we try to read facial expressions, body language, and tone of voice. For example, if you saw a friend looking upset and holding his arm at recess, you might infer that he hurt himself on the playground. We infer in many ways in our lives.

Inferring when we read is like putting a puzzle together in our minds. Readers combine their own background experience and what the author has written like pieces of a puzzle. They use their own background knowledge and clues from the text to create new meaning. Putting the pieces of the puzzle together helps readers draw conclusions based on clues from the text, make predictions about what will come, understand underlying themes, and construct new meaning. Inferring makes reading much more interesting!

Readers also infer because sometimes we have lots of questions that are not answered in the text. Sometimes authors want readers to think of different possible answers. Sometimes we change our inferences as we read on and find out more information. Good readers ask themselves questions and make inferences based on their prior knowledge and clues from the text.

When you come to a part where you can make an inference, stop and say, Since the author told me....... and I know........from by background knowledge, I infer........ I use clues from the text and combine those with what I already know to make an inference. Even though the author has not explicitly stated this, I can infer that this is true. Inferring makes reading more interesting, and I understand a lot more from what I read.

==**__**Introducing Inference:**__** ==
 * Begin lesson with the above think aloud while reading a book of your choice.
 * The formula for making an inference is T+BK=I . What the text says or what I see in the text plus my background knowledge/schema equals and inference.
 * This Poster helps explain Inference[[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Inferencing+Umbrella.doc"]] [|Inferencing Umbrella.doc]
 * Add Making Inferences to your Reading is Thinking Chart


 * Make a chart like the one below and write responses:
 * < What I See ||< What I Know ||< What I Infer[[image:http://www.wikispaces.com/i/editor/insert_table.gif caption="external image insert_table.gif"]] ||
 * Show students a picture and ask them what they see in the picture
 * Give each group or student a picture and a sticky note to make the chart above and follow the same procedure with the chart

==**__**Inference Lessons:**__** == [|Inference Extensive Lesson Plans.pdf] [|Inference Lesson Plan.doc]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Read the following sentences or cut these out and give them to the students to practice inference<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[| Oral Inference Practice]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">This site has many mini lessons on inferencing including a card game <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Inferencing Mini Lessons for Guided Reading]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Character Traits Graphic Organizer with a spot on the bottom to infer [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/inferencing+Character+Traits.doc"]] [|inferencing Character Traits.doc]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Reading Response Letter written format template [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Inference+Record+Form.doc"]] [|Inference Record Form.doc]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Inference worksheet to use with any book[[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Inferences+Graphic+Organizer.doc"]] [|Inferences Graphic Organizer.doc]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Practice Inferring using the Tommy DePaolo Poem, The Secret Place worksheet: [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Inference+and+Poetry+The+Secret+Place"]] [|Inference and Poetry The Secret Place]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">[[image:http://www.wikispaces.com/i/mime/32/application/pdf.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Inference+Worksheet.pdf"]] [|Inference Worksheet.pdf]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">[[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Inference+Chart.doc"]] [|Inference Chart.doc]
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Put some "trash" items in a bag and ask student to infer about the people whose trash it is.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Comic strips-white out the words from the speech bubbles and have students add them in after looking at the pictures. Also, students can draw a comic strip without words and another student will write them in.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">[[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Support-In_Conclusion.ppt"]] [|Support-In_Conclusion.ppt]

[|inferencing card game rules-1.doc]

[|Draw-That-Conclusion Game.ppt] [|Drawing Conclusions Graphic Organizer] [|Drawing Conclusions Intro.ppt] [|Drawing Conclusions Practice.mht] [|Drawing conclusions--lock-key game.docx] [|SweetFig_Jeopardy.ppt] [|making inferences.docx] [|inferences Game.ppt] [|Inferences.doc] [|Inferencing Intro.ppt] [|inferencing rubric.docx] [|Inferencing using story SweetFig.ppt] [|inference .docx]

==<span style="font-size: 1.3em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**__**Links:**__** ==

<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Riddles]

==<span style="font-size: 1.3em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**__**Books that Lend to Inference**:__** == [|Inferring and Synthesizing books] 1. Corduroy by Don Freeman 2. Good Dog Carl by Alexandra Day 3. Where Are You Going, Manyoni by Catherine Stock 4. The Royal Bee by: Frances Park 5. Creatures of the Earth, Sea, and Sky by Georgia Heard 6. How Many Days to America by Eve Bunting 7. Esperanza 8. Miss Maggie by Cynthia Rylant 9. Oliver Button is a Sissy by Tomie dePaola 10. Fireflies by Julie Brinkloe 11. Something Beautiful by Sharon Dennis Wyeth 12. Gettin’ through Thursday by Melrose Cooper 13. Tight Times by Barbara Shook Hazen 14. Poem: The Secret Place by Tomie de Paola 15. The Art Lesson by Tomie dePaola 16. Jabberwocky by Lewis Caroll 17. Twilight Comes Twice by Ralph Fletcher 18. In November by Cynthia Rylant 19. Nocturne by Jane Yolen 20. No David!

TAKS LIKE QUESTIONS: Why does the _ laugh/cry/yell/yawn when _ says ? Why can’t [insert a verb]? _ would probably tell _ that they should/should not. The reader can tell that ’s mom/dad/brother/sister/teacher. Why are kept inside/outside? Why isn’t _ allowed to go to the _ by himself/herself? What will probably do the next time he/she thinks _ will happen? Which of these will probably happen in the future? Why is [a place] important to ? What do the learn in this story? Why does decide not to ? Why is _ tied down to the floor? The reader can tell that ’s parents. Why does ’s father/mother/sister/brother choose _ to happen next? What lesson does learn after _ happens? The last sentence of paragraph says “_.” What was the author’s idea? The reader can tell the will be special gifts for because _. _ returned/left because. Why does explain _ to _ during their drive together? Why did visitors have to be careful about sitting/standing/sleeping near ? Why did _ bring the _ inside/outside of the ?

==<span style="font-size: 1.3em; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Assessment:__** == [|Inference Test Type Questions] The following is a rubric that we will use as a common ass.
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Make a chart like the one below and write responses:
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Give the students a paragraph/picture and have them complete the chart.
 * < What I See ||< What I Know ||< What I Infer ||

[|inferencing rubric.docx]