Figure 19(D) Inferencing

19(D)
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Make inferences based on the cover, title, illustrations, and the plot	Make inferences using about text and use textual evidence to support understanding
Make inferences about the text Use textual evidence to support understanding

Activities:

• Linda Hoyt - Interactive Read Alouds - Infer page 41using The Gardner
• Comprehension Toolkit - Book 4 :Infer Meaning
• here are a few anchor charts that stem from the formula 

                                    text + background knowledge = inference

This anchor chart also include a sentence frame which is helpful for our sencond language learners.

• inferencing with characters - this lesson is from someone's blog - pretty high but good
•  http://christine-readingisthinking.blogspot.com/2011/04/inferring-characters-feelings.html
• inferencing
• http://emilykissner.blogspot.com/search?q=inferencing
• Using Schema to Make Inferences - power point for kids
• Making Inferences powerpoint for teachers that describes types of inferences
• inferecing text you could use
• http://emilykissner.blogspot.com/2011/04/text-set-for-making-inferences.html
• many inferences are made when studying character development.  Check out TEK   for more on inferencing with characters



Below are a few activities that can be done without using reading materials.  You can focus on the concept without bringing in the content just yet.

Character Quotes

• The character quotes activity utilizes student knowledge of well-known story characters. During the matching activity, students must infer phrases a character might say based on knowledge of the character.

  Teachers can print out the character names and quotes. For example, a teacher may print Dorothy from the "The Wizard of Oz" and "Where is my little dog lost during the tornado?" on a piece of paper, and then cut the two apart. One half of the students receive character names and the other half receive the character quotes. Students circulate around the room attempting to match quotes to characters.

Situation Match

• In the situation inference activity, students use printed cards to match a situation to something that might have happened. Teachers print actions on half of the cards and matching situations on the other half. Use index cards or an online card game maker to create the cards.

  Actions such as "He heard the siren and suddenly pulled the car off the side of the road" must be matched with situations such as "The police officer's radar caught the car driving 30 miles an hour over the speed limit." Two students take turns flipping all the cards upside down and then turn over two cards at a time to find matching actions and situations.

Mystery Box

• Items in a mystery box provide students with clues to help infer what activity someone might be doing. Teachers can use shoeboxes to create the mystery boxes. Students open the box to find such items as a straw hat, sunscreen, book, bucket, shovel and towel. After inferring and guessing what someone might be doing, students write guesses and place them in a container the teacher checks daily or weekly.

Receipt Inference

• Teachers can gather receipts from variety or discount stores that contain lists of 10 or more items. Students participate in partners or groups. Once given a receipt, students analyze the items to make inferences about the person who bought that particular list of items. For instance, a receipt containing newborn diapers, large diapers, frozen dinners and a teen pop star's CD might suggest that a father was shopping for the family. Students might infer the family had a new baby and toddler, based on the frozen dinners and diapers. The students might also say the family had a preteen or teenager because of the CD. Writing a story about the family adds creative writing to the activity.

Anchor Station Activities:


Possible Test Questions: