Inferential ThinkingInferential Thinking

Inferring is the bedrock of comprehension, not Inferring is the bedrock of comprehension, not only in reading. We infer in many realms. only in reading. We infer in many realms.

Inferring is about reading faces, reading body Inferring is about reading faces, reading body language, reading expressions, and reading language, reading expressions, and reading

tone as well as reading text.tone as well as reading text.- - Strategies That WorkStrategies That Work

Inference Board Game

Play Julie’s game.

Drawing inferences from Drawing inferences from texttext• Inferring is the process of creating a personal and Inferring is the process of creating a personal and

unique meaning from text. It involves combining unique meaning from text. It involves combining information from the text and relevant information from the text and relevant background knowledge.background knowledge.

• Proficient learners create meaning that is neither Proficient learners create meaning that is neither explicitly in the text nor shown in the illustrations.explicitly in the text nor shown in the illustrations.

• Inferring may cause the reader to read more Inferring may cause the reader to read more slowly to better understand the content.slowly to better understand the content.

• Inferences may be more thoroughly developed if Inferences may be more thoroughly developed if the reader pauses to reflect and consider multiple the reader pauses to reflect and consider multiple interpretations and perspectives. interpretations and perspectives.

• When proficient readers infer, they are more able to When proficient readers infer, they are more able to remember and reapply what they have read, create remember and reapply what they have read, create new and revise existing background knowledge.new and revise existing background knowledge.

• When they infer, proficient readers:When they infer, proficient readers:• Draw conclusionsDraw conclusions• Make reasonable predictions, then test and revise as they readMake reasonable predictions, then test and revise as they read• Use the combination of background knowledge and explicit Use the combination of background knowledge and explicit

information from the text to answer questions as they readinformation from the text to answer questions as they read• Make critical judgments about what they readMake critical judgments about what they read

• A wide variety of interpretation is appropriate for A wide variety of interpretation is appropriate for fiction and poetry; a narrower range of fiction and poetry; a narrower range of interpretation is typical for nonfiction text. Readers interpretation is typical for nonfiction text. Readers should be able to defend their inferences with a should be able to defend their inferences with a description of relevant , prior knowledge and description of relevant , prior knowledge and specific text they have read.specific text they have read.

Predicting and InferringPredicting and Inferring

• Predicting is a type of “forward inferring”, Predicting is a type of “forward inferring”, whereas other inferring happens while looking whereas other inferring happens while looking back, or at the present moment of reading.back, or at the present moment of reading.

• Proficient readers make predictions smoothly and Proficient readers make predictions smoothly and without much thought, then confirm or disconfirm without much thought, then confirm or disconfirm them based on continued reading.them based on continued reading.

• Although predicting and inferring overlap, Although predicting and inferring overlap, inferring is more difficultinferring is more difficult because you must be because you must be more precise. Predicting is something you can more precise. Predicting is something you can check your accuracy on in further reading, but check your accuracy on in further reading, but inferring is not as easy to get feedback on.inferring is not as easy to get feedback on.

- - Kendra WagnerKendra Wagner

Inferring

Merging background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author. Reasonable inferences need to be tied to the text.

Making predictions Predicting outcomes, upcoming events and actionsUsing context to figure out the meaning of unfamiliar words/conceptsInterpreting the meaning of language Figurative language Idiomatic language Metaphoric languageVisualizing Constructing meaning with a visual image Inferring creates a picture, movie, or slideshow in the mind

Inferring relationships Setting to plot Cause and effect Character's feelings and motivesInferring the authors’ purposeCreating interpretations based on text evidence Using text evidence to surface themes and big ideasInferring the meaning of text features and visualsInferring the answer to a questionDrawing conclusions based on text evidence

Think-AloudThink-Aloud• Think-aloud is the single most important teaching tactic at Think-aloud is the single most important teaching tactic at

our disposal.our disposal.• Children’s difficulties on inference-related items often Children’s difficulties on inference-related items often

correlate to teachers’ lack of clarity about what good correlate to teachers’ lack of clarity about what good inference instruction looks like.inference instruction looks like.

• Teachers read aloud, pausing to make their thinking Teachers read aloud, pausing to make their thinking explicit.explicit.

• Teachers are clear about how the strategy they’re using Teachers are clear about how the strategy they’re using helps them comprehend more than they would have helps them comprehend more than they would have comprehended without the strategy.comprehended without the strategy.

• There is no one right way to do think-alouds.There is no one right way to do think-alouds.

Example:” Today I want to show you how I infer. I’m going to pause as I read and I’ll share my inferences. Inferences are really important and great readers make them all the time. An inference is something a reader knows from reading , but the author doesn’t include it in the book. It helps you understand the story more deeply and helps make books mean something very personal to you.”

•““I know you don’t know……but if I know you don’t know……but if you did know, ,what would you you did know, ,what would you say?”say?”

Raise the Level of our Strategy Raise the Level of our Strategy UseUse““Am I inferring primarily about things (events in a story, for Am I inferring primarily about things (events in a story, for

example), people (such as the characters) or ideas (the example), people (such as the characters) or ideas (the prevailing concepts, the lessons, and directions for our lives prevailing concepts, the lessons, and directions for our lives we take away from reading)?”we take away from reading)?”

• Trust children to pick up on more obvious points in the text, Trust children to pick up on more obvious points in the text, and take time to think and focus on inferences that go and take time to think and focus on inferences that go beyond the literal and obvious.beyond the literal and obvious.

• Think aloud about reading strategies and ideas that have Think aloud about reading strategies and ideas that have broad application, beyond today’s book.broad application, beyond today’s book.

• Use books rich in ideas that inspire think alouds about Use books rich in ideas that inspire think alouds about content that matters in the world, that causes students to content that matters in the world, that causes students to respond with passionate attention or even action.respond with passionate attention or even action.(Eve Bunting, Patricia Polacco, Jacqueline Woodson and (Eve Bunting, Patricia Polacco, Jacqueline Woodson and Cynthia Rylant)Cynthia Rylant)

ConferringConferring

• Conferences are the lifeblood to Conferences are the lifeblood to comprehension teaching.comprehension teaching.

• Small group instruction cannot meet Small group instruction cannot meet the individual needs, there is no the individual needs, there is no substitute for one-on-ne conversationsubstitute for one-on-ne conversation

• Asses the child’s progress in applying a skill or strategy Asses the child’s progress in applying a skill or strategy independentlyindependently

• Avoid the temptation to confer about a number of different Avoid the temptation to confer about a number of different teaching pointsteaching points

• Keep the conference focused and purposefulKeep the conference focused and purposeful• Provide immediate, focused instruction that respond directly to Provide immediate, focused instruction that respond directly to

what the child has sharedwhat the child has shared• Focus intently on the childFocus intently on the child• Understands that conference times vary based on the needs of the Understands that conference times vary based on the needs of the

childchild• Keep dated records that will help the teacher remember the Keep dated records that will help the teacher remember the

teaching pointteaching point• Review conference records later to look for patterns of shared Review conference records later to look for patterns of shared

needsneeds• Announce the type of conference for the day so children can Announce the type of conference for the day so children can

anticipate the type of conference.anticipate the type of conference.

Conferring permits the teacher to help a child focus intensively on a skill or strategy and through conversation, indicate ways the child might use the strategy to reach the next level of understanding.

Key Ideas on Conferring

ReferencesReferences

• Keene, E.O., and Zimmermann, S. Keene, E.O., and Zimmermann, S. (2007) (2007) Mosaic of Thought: The Mosaic of Thought: The Power of Comprehension Strategy Power of Comprehension Strategy InstructionInstruction. Portsmouth, NH: . Portsmouth, NH: Heinemann.Heinemann.