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43R5

Page history last edited by SEYMORE, SARAH 1 year, 9 months ago
Standard 3: Critical Reading and Writing Students will apply critical thinking skills to reading and writing. 
4.3.R.5 Students will answer inferential questions using evidence from one or more texts to support answers.
Student Actions
Teacher Actions
  • Students identify key words in a question.

  • Students locate key words or ideas in one or more texts and make connections to their own background knowledge.

  • Students look for clues or evidence that support their connections.

  • Students combine their connections or background knowledge with the evidence that they located in the texts to form an inference and answer the question. 

  • Teachers review literal and inferential thinking:  

    • Literal questions have answers that are clearly stated in the text.

    • Inferential questions have responses that are not directly stated, or require other information.

  • Teachers review the term inferenceexplaining that making an inference involves using personal experience or background knowledge, along with information from the text, to make an educated guess about what is not written in a text.

  • Teachers introduce and explicitly model the steps to  answering inferential questions:

    • identify key words in the question 

    • locate key words or ideas in one or more texts

    • make connections to the ideas in the texts

    • look for clues or evidence that support the connections in one or more texts 

    • combine connections (background knowledge) with evidence to make an inference and answer the question

  • Teachers provide opportunities for students to answer inferential questions using evidence to justify their answers. 

Recommendations
Key Terms & Related Objectives

When students struggle to make logical inferences, teachers can...

  • utilize wordless picture books or short movie clips to provide additional practice in making inferences.

  • utilize graphic organizers, anchor charts, and stems (e.g., It says…I say…and So…).

  • build background knowledge by teaching with text sets and themes.

  • fill free time by playing engaging games with your students that require students to infer 

    • Twenty Questions

    • Simile Games

    • Riddles

    • Two-Minute Mysteries

    • Stories With Holes


When students struggle answering inferential questions, teachers can...

  • increase the number of inferencing questions that you ask during the discussion of a text.

  • teach Question-Answer Relationships (e.g., right there, think and search, author and me questions).

  • study the text structures of fiction and nonfiction genres.

  • teach specific types of inferences during units of study (e.g., context clues, character analysis, etc.)

  • set important purposes for reading (e.g., How does the character change from the beginning of the story to the end?)

  • model your thinking as you read by asking questions aloud and answering them

    • What did the author leave out? 

    • What clues does the author give?

    • What do I already know?


When students struggle to answer inferential questions from more than one text, teachers can…

  • highlight parts of the text students should focus on to find evidence

  • provide leveled mentor texts for students reading below grade level

  • ask guiding questions

  • provide individual or small group instruction

 

  • Infer: to make a reasonable assumption about meaning that is not explicitly stated in the text.

  • 4.2.R.1: Determine main idea/key details

  • 4.3.R.3: Literary elements

  • 4.3.R.4: Literary devices

  • 4.4.R.2: Context clues 

 

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