We know how to find the central idea of a text. Now, how do we find the evidence that helps support the central idea? We look in the text for it. We look for the details that support the central idea and are significant to the text. Readers also should look for evidence to support inferences and generalizations, but first one must understand the structure of nonfiction.
Today's lesson objective is: students will be able to use evidence from a text to determine what the text says explicitly.
Take a moment to think about this objective. What learning skills will you use to achieve this objective? Maybe you will make a list of details in your digital notebook and use the list to compare and contrast to see which details are more important to the
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These are:
Sometimes – Always – Never – Most – Many – All – Generally – Seldom – None -Everyone
Inferences and generalizations are essential to, and part of, being human. We engage in them every day. We infer it is raining when we see someone with an open umbrella. We infer people are thirsty if they ask for a glass of water. We generalize that everyone works. We generalize that all people use umbrellas when it is raining.
Inferences-
Example: In chapter 2, “No Man’s Land,” of The Worst Hard Time: The Untold Story of Those Who Survived the Great American Dust Bowl, the author writes:
“If anyone from the development company had been around, the life would have been choked out of them by the best-dressed mob in the plains. On Boise City’s imaginary streets, the buyers found stakes in the ground and flags flapping in the wind. No railroads. No tracks. No plans for railroads. No fine houses. No businesses. The artesian well was a stockman’s crude tank next to a windmill, full of flies.”
We can infer that the people who arrived expecting a flourishing town were upset. The evidence includes the repetition of “no” in regards to what was supposed to be there.
Generalizations-