1 / 8

Making Inferences

Making Inferences. Putting the clues together. Using logic to figure it out. Reading between the lines. What does it mean to make an inference?. Using background knowledge. What It Says + What I know = Inference. Watch it again…and be ready to answer these questions.

cooper-savage
Download Presentation

Making Inferences

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Inferences Putting the clues together Using logic to figure it out Reading between the lines What does it mean to make an inference? Using background knowledge What It Says + What I know = Inference

  2. Watch it again…and be ready to answer these questions. What inferences were made by the people in the hallway? Evidence? What inferences can you make based on the last scene of the clip (when the man comes out of the building) Evidence? What would have happened if the people waiting in the hallway did not have the ability to make inferences?

  3. Making Inferences…. A Strategy It says … I say … And so … After reading the question, look back in the passage to see what information there is about what the question is asking. Think about what ideas you bring to the story as a reader, including any personal experiences and/or prior knowledge. Combine your background knowledge with the information from the passage to make an inference.

  4. Read the following: The students kept staring at the clock on the wall. The teacher kept staring at the clock on the wall. The students tried to pay attention to the film they were supposed to be watching, but the slow movement of the clock hands was actually more interesting than the film. Finally, the hour hand reached the 10 and the minute hand reached the 12. The bell rang. Everyone breathed a sigh of relief as the students happily left the class. • Why were the kids happy to leave class? • How do you know they were bored (it doesn’t say that….. ) • What does it say that makes you infer that they are bored? • You took information from the text and combined it with your knowledge and made an inference.

  5. Now as you read, fill in the inference chart.

  6. Making Inferences…. A Strategy It says … I say … And so … After reading the question, look back in the passage to see what information there is about what the question is asking. Think about what ideas you bring to the story as a reader, including any personal experiences and/or prior knowledge. Combine your background knowledge with the information from the passage to make an inference.

More Related