Alisha Houghton

EDRG 4020

Mini-lesson

Inferences

Inferences are thought processes that readers go through to uncover information based on their own knowledge that is not explicitly stated in the text. Students often need direct instruction in how to determine the pieces that are missing in the text. The information readers need to supply comes from a combination of their background knowledge and life experiences. Instruction on making inferences is best done in the context of reading real text. The teacher should introduce students to the idea that they cannot find all the information they need to understand the material in the text. The teacher needs to be knowledgeable about the different types of inferences so she can ask the appropriate questions at the point of need. Some example questions are:

Who was performing the action? (Agent)

To whom was it done? (Object)

What was used to do it? (Instrument)

Who experienced the feeling or thought? (Experiencer)

Where does it come from? (Source)

What was the result and/or goal? (Goal)

Step by Step

Choosing Appropriate Reading Material

• Before beginning, select reading material that will require the students to make a variety of inferences.
• Prepare questions you will ask your students to help them understand the concept of supplying missing information to fully comprehend the material being read.

Introducing and Modeling Inference

• You should introduce the concept of inferences by explaining that some information you need to understand what is happening in a story is not stated in the words of the story but must be supplied in your mind.
• At this point introduce the six different types of inferred information listed in the questions previously.

Providing Guided Practice in Inferring

• Have the students read the chosen passage silently, as a class or in small groups.
• Stop the students at the points in reading where inference is required.
• Ask the students the questions you have prepared to help them recognize that they are using inference.

Documenting and Celebrating Independent Practice

• You should suggest different ways in which your students can document their understanding of the concept of inference, when they are reading independently.
• Some suggestions may include: Using highlighting tape to mark places in the reading material where inference was used, using Post-it Notes for the same purpose, or keeping a journal of inferences.
• Support your students in celebrating by talking about their uses of inferences.