Drawing inferences is like “reading between the lines.” Students do this by using their prior knowledge and the information that is provided. Students make inferences without even realizing that’s what they’re doing. For example, when I have read a book I thought well he/she should have ended like this or that, that’s because I drew on inferences and already was thinking of some outcomes of the story. This is a way to make sure all students are understanding, share ideas that some may not have noticed. When students are guided to infer continuously as
Reading, they will be able to think more deeply when they read independently.
Standard: Explain their own ideas and understanding in light of the discussion. SL.3.1d Before I began reading
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I would say “Today we are going to “read between the lines,” which is also known as inferring, while reading the book Lilly’s Purple Plastic Purse by Kevin Henkes (show cover). Based on the pictures what could you guess is going to happen?” Students will answer and I will respond by saying “Using your previous knowledge about what the objects are in the picture you could infer that she (enter students’ answer). We will infer while reading the book, and explain our inferences and ideas that we made, in discussion and in independent practice.”
During the reading, I would model for the students how to make inferences. The first inference I would model for the students is after she describes the snacks that Mr. Slinger brings. I would say “mmm, curly, crunchy, and cheesy that sounds like Cheetos Twisted Puffs! Did anyone else think so? Without even knowing that we were doing it we “read between the lines” to guess that they had yummy Cheetos! Does anyone remember what I called “reading between the lines? (correct answer – infer). I would model again how to make inferences before the book was over to make sure all the children understood what we were doing. Following Lilly not listening during the story and Mr. Slinger catching her interrupting again I would say