I am quickly sharing a mini unit on Inferencing...or as we like to call it, "Reading Between the Lines!"
Teaching young readers to infer before, during, and after reading can be tricky. By helping them make connections to their already present schema, asking questions, reading between the lines, looking for clues, etc., kids can be aware of the power of inferring.
Some simplified ideas for teaching inference include the following:
*We need to find clues to get some answers.
*We need to add those clues to what we already know or have read.
*There can be more than one correct answer.
*We need to be able to support inferences.
It is suggested that teachers pose four questions to students to help young readers discuss inferences.
What is my inference?
This question helps students become aware that they may have just made an inference by filling in information that wasn’t necessarily in the text.
This question helps students become aware that they may have just made an inference by filling in information that wasn’t necessarily in the text.
What information did I use to make this inference?
It's important for students to understand the various types of information they use to make inferences. This may include information from the text, or it may be schema, background knowledge, that a student brings to the text, or some other source.
It's important for students to understand the various types of information they use to make inferences. This may include information from the text, or it may be schema, background knowledge, that a student brings to the text, or some other source.
How good was my thinking?
It has been suggested that once students have decided on where the answers to their questions come from (inferences), they can engage in the most powerful part of the process.
It has been suggested that once students have decided on where the answers to their questions come from (inferences), they can engage in the most powerful part of the process.
Do I need to change my thinking?
The final step in the process is for kids to think about the fact that their thinking changes, and to be aware of that.
The final step in the process is for kids to think about the fact that their thinking changes, and to be aware of that.
We have to remember that we shouldn’t tell students their thinking is wrong, but rather to help them develop the habit of continually changing their thinking as they gather new information. Think about thinking! :)
Here are a couple of posters I quickly made to give my kids a visual of what it means to infer.
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| Can you believe this little guy wore this shirt today???? Perfect!!! |
I know this has helped my kids think about their thinking!!I have this little unit which includes some pencil paper activities as well as the posters.
Well, thanks for stopping by for a peek through this little window. It has already been a crazy busy month already! But I'll be back soon! As always, don't forget to leave a little comment!
Have a great rest of the week!!
Joyfully!
Nancy
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