Third grade students in Ms. Heischober’s Title I class at Christ the King are mastering inferences and conclusions. They are learning to make inferences and to draw conclusions by using

  • details from the text and
  • what they already know.

This strategy is often referred to as “reading between the lines.”

Details in the text + What I already know = Inferences and Conclusions

 

As students read along they are learning to stop and ask, “I wonder what the author meant?” When students learn how to infer, they realize that inferring is a strategy that not only supports their comprehension, but also helps build their knowledge of various subjects.

 

Third Graders’ Inferences and Conclusions

 

Ms. Heischober provided students with a reference Anchor Chart to guide them as they learn to make sense of difficult reading. The chart included the following guides:

Comprehension Strategy: Making Inferences

 

Making Inferences

 

Making an Inference with Text Evidence and Schema

 

Words to Use When You Infer

 

Students learn best when they have practice using a new strategy. Therefore, the third graders practiced using text clues to

  • RANK,
  • CONNECT,
  • MATCH, and
  • PREDICT

information from a passage to make inferences and draw conclusions.

Types of Inference Questions

 

Students are Making Inferences

 

The third graders work together to develop their inferencing skills. The teams

  • read passages,
  • locate important text clues, and
  • then connect this evidence with what they already know.

Working Together

 

Working together on Inferencing Skills

 

Stepping Up the Evidence

 

 

During independent practice, students highlight all the clues that help them make inferences and draw conclusions.

Making Inferences and Drawing Conclusions

 

Inference Cards

 

Students have additional opportunities to practice using their inferencing skills.

 

Independent Practice of Making Inferences and Drawing Conclusions