The Art of… INFERENCE

1. The Art of…INFERENCE Grade 7

2. Can you make an inference?

3. Can you make an inference? • Short pieces of text are a great place to start. • Read the sentences on the next slide and see if you can infer: • whatishappening • what mighthappennext

4. What Can You Infer? • We bought tickets and some popcorn. • Mary plays her flute for two hours every day. • I forgot to set my alarm clock last night. • Everyone stopped when the referee blew the whistle.

5. What can you Infer? • When I woke up, there were branches and leaves all over the yard. • Yesterday, we cleaned out our desks and took everything home. • Rasheeta was the star pitcher, but she had a broken finger.

6. What did you DO to Infer? You probably: • Read the words in each sentence; • Combined the words with your own background knowledge; • Made an inference!

7. Did You Notice? • You should have noticed that sometimes when we infer, we are not positive what the author means. What can you INFER from this sentence? • The boat drifted in the middle of the lake.

8. You might infer that … • The engine broke; • The engine ran out of gas; • The people in it fell asleep; • A strong storm tore the ropes that held it; • It was not tied up properly and broke loose. Each of these are text-based and use background knowledge. Without more information, all could be true.

9. How does this help? Adding additional information ( from the rest of the text or from pictures) can allow you to make a more accurate inference!

10. Try This One … The crowd cheered. List FIVE inferences you can make from this sentence. Be certain that each inference combines the words in the sentence with your prior knowledge.

11. How does this help? Revise your inference to include this ADDITIONAL information.

12. One More … Mother shut off the TV. List FIVE inferences you can make from this sentence. Be certain that each inference combines the words in the sentence with your prior knowledge.

13. How does this help? Revise your inference to include this ADDITIONAL information.

14. So … after all of this practice, what does it mean to make an inference?

15. To make an inference is to … • … think and make meaning about something beyond what is written in the text • …combine what is read with what the reader already knows about that subject • …read “between the lines”

16. Inferences Readers Make • Recognize the antecedents for pronouns • Determine the meaning of new words • Determine the grammatical function of an unknown word • Identify characters’ beliefs, personalities, and motivations • Understand character’s relationships to one another • Provide details about the setting • Provide explanations for events or ideas in the text • Understand the author’s view of the world • Relate what is happening in the text to their own knowledge of the world (Text to World Connection)

17. Author’s Words + Prior Knowledge _____________________________ Inference AW + PK = Inference The Inference Formula

18. Inference Graphic Organizer

19. Let’s practice using the inference formula

20. Take a look at this excerpt--- Seth had researched this famous building and could not wait to see the view through the wire fence on the observation deck or to look through the telescopes onto the sights below. After a lengthy elevator ride he found the wind was blowing through his hair as he looked down onto the large, busy city. The cars on the street looked like miniature toy cars. Tiny people on the ground were scurrying from one place to another. The water glistened in the sunlight as tiny boats sailed by. What an amazing building this was! Seth could now understand first-hand why it was considered to be an engineering sensation of it’s time! How can you answer this question --- Where does this take place?

22. Let’s Try Another Sample … Joshua went into the backyard to play on the swing set. His new puppy, Rascal, ran beside him. As Joshua was running toward the play area, he twisted his ankle. The accident caused him a lot of pain. Joshua’s father was always doing yard work and making sure that the grass was perfectly cut and the ground was even. Certainly, he would have noticed that hole and filled up. Neither Joshua nor his father could figure out how that hole appeared. How can you explain why Joshua’s father did not fix the hole? How do you know?

23. Author’s Words (AW) PLUS Prior Knowledge (PK) EQUALS Inference His new puppy, Rascal, ran beside him. Puppies love to run, play and dig. This puppy is responsible for something having to do with Joshua. Joshua’s father was always doing yard work and making sure that the grass was perfectly cut and the ground was even. Joshua’s father spends a lot of time making sure everything thing in the yard is perfect and would have noticed a hole. His father did not know about the hole. Certainly, he would have noticed that hole and filled up. The hole must have been dug since the last time the yard was cared for. The puppy must have recently dug the hole in the yard.

24. And Another Sample … Emma is a very cautious shopper. She rarely takes risks, and she has a hard time buying new items unless she knows she won’t waste her money. Emma sticks to her shopping list unless there is a sale and she has been wanting to buy the item. You won’t ever see Emma wasting her money. In fact, her family calls her the Tightwad Money Manager. At the store she could not figure out which of the following items to purchase: a BCBG handbag that she has had her eye on for months, a winter coat, or a new pair of shoes. What item will Emma purchase? How do you know?

25. Author’s Words (AW) PLUS Prior Knowledge (PK) EQUALS Inference • very cautious shopper • hard time buying new items • You won’t ever see Emma wasting her money. Cautious shoppers and those who have a hard time buying things either do not have enough money or are frugal. Emma is concerned about spending money on things she does not need. a sale and she has been wanting to buy the item If she waits for a sale, she wants to be sure she doesn’t pay too much. Emma is concerned about spending too much money, even for things she wants. her family calls her the Tightwad Money Manager Tightwad means she does not spend money easily. Emma must spend money only on the items she absolutely needs. she could not figure out which of the following items to purchase … When I need to make a decision like this, I always choose the item that is either the best deal or the item I most need. • She must like each of the items, but feels as though she can only buy one. • Since she is such a cautious shopper, she will most likely buy the item she needs most.

26. Let’s Practice with a Book …

27. Author’s Words (AW) PLUS • Prior Knowledge (PK) EQUALS • Inference When her work was done, she sat among the cinders to keep warm, thinking of her troubles. • People who think of their troubles day after day are usually unhappy. • She isn’t trying to problem- solve another solution to keeping warm • Cinderella must be unhappy. • She might be able to find another way to keep warm if she would spend less time thinking of her troubles. But she sang and whistled while she worked. People who sing and whistle while working are usually happy people. Cinder Edna must be a happy person. Instead when the housework was done, she kept warm by mowing the lawn and cleaning parrot cages for the neighbors … • People who take on extra work are show initiative. • They also tend to have goals that they are working toward. Cinder Edna is trying to take care of herself, prepare for the future, and plan a better life for herself. But she was strong and spunky and knew some good jokes … Spunky means energetic and courageous. Cinder Edna is a strong, positive person who uses humor to help through life’s difficulties.

30. Inference Graphic OrganizerOn Your Own

31. Now its your turn … “YOU DO” • Silently read “Home.” • Complete the graphic organizer. • Respond to each question.

32. You Show • Read “Sand Art, On Deadline”. • Complete the graphic organizer. • Respond to each question.

33. WASL Stem Questions • What does the author mean when he/she says “_________” in paragraph ___ of the story / selection/ poem? • Based on the information in the story/ selection/ poem, what inference/assumption can the reader make about_______? • Based on the information in the story/selection/poem, what do you predict (character) will do now that (cite circumstances at end of story/selection/poem)?

34. WASL Stem Questions • Based on the information in the story/ selection/poem, what will most likely happen to (character) after (cite circumstances at the end of the story/selection/poem)? • How did (character) most likely react to ______? • What is the most likely reason that (character) (action)? Provide two details from the story/selection/ poem in your answer.

35. WASL Stem Questions • Based on the information in the story/ selection/ poem, predict what will most likely happen if the (character) (action). Provide information from the story/selection/poem to support your prediction. • What will (character) do now that (cite circumstances at end of story/selection/poem)? Support your prediction with information from the story/selection/poem.

36. WASL Stem Questions • Based on the information in the story/ selection / poem, what inference/assumption can you make about (event/theme/character) ? Include information from the story/selection/ poem to support your inference/assumption. • Explain how _______ was important to the author/poet/character. Support your answer with two details from the story/ selection/poem.