Inference Clues For Students In the interactive, students try to infer meaning in letters from virtual pen pals. they try to answer two questions: “where is your pen pal?” (inferences about location) and “who is your pen pal?” (inferences about personality). students search for clues in the text, then choose from three possible inferences for each clue. Inference: the main character is likely feeling nervous or anxious. justification: students can infer the main character’s emotions based on the evidence presented in the sentence, the physical symptoms of a pounding heart and sweaty palms. example: “the dog is barking and growling at the mailman.”.
Inference Anchor Chart Clues From The Text What I Already Know 3. use the new york times what’s going on in this picture feature. before diving into text, i really like to have kids work with pictures. if there is no text to complicate matters, students can gain some strong inference skills with pictures. one way to do this is by using the new york times website!. You can also recreate this game using elastic head bands from the dollar tree with words written on index cards. another fun game activity for teaching inference is the clue mystery game board. the game is already structured for students to: dig deeper in their thinking. make educated guesses based on clues. This is often called reading between the lines of a text. readers who make inferences use the clues in the text along with their own experiences to help them figure out what is not directly said, making the text personal and memorable. not only does making inferences make the text more personal for students, but it will also help them to read. This is why explicitly teaching context clues is so important. i teach my students the types of context clues using the acronym i.d.e.a.s. this includes inference, definition, example, antonyms, and synonyms. 1. inference. when a reader comes to a word they do not know, they can make an inference (educated guess).
How To Teach Making Inferences This is often called reading between the lines of a text. readers who make inferences use the clues in the text along with their own experiences to help them figure out what is not directly said, making the text personal and memorable. not only does making inferences make the text more personal for students, but it will also help them to read. This is why explicitly teaching context clues is so important. i teach my students the types of context clues using the acronym i.d.e.a.s. this includes inference, definition, example, antonyms, and synonyms. 1. inference. when a reader comes to a word they do not know, they can make an inference (educated guess). 2. inferring setting based on clues: this is the best activity for activating prior knowledge. i provide a paragraph that is full of clues about a setting (beach, ice cream shop, pep rally, theme park, etc) and they determine the setting based on clues. it’s simple, but a good skill to practice. 3. Choose your mentor text (a brief story or excerpt will do) and give students an all access pass to your process. stop and ask questions. jot down details. walk students through your thought process from taking notes to making observations and, lastly, making inferences. begin with a simple text.
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