Adolescent Literacy Series: InferenceBy Peg Grafwallner, Instructional Coach and Reading Specialist Inference can be a challenging foundational skill. Telling students to “read between the lines” is nebulous at best or asking students to make an “educated guess” regarding a conclusion can also be perplexing. In truth, an inference is the processing of adding evidence to reach a conclusion based on what we think we already know. But let’s face it, that definition can cause confusion as well. However, the value of being able to infer – to apply inferences when reading – is necessary in the classroom and beyond. According to the Indeed Editorial Team (2022), “This critical thinking skill uses prior knowledge and experience to connect unknown facts with known information. Examining inferences can help you comprehend situations and understand them in their entirety.” By giving students adequate practice in the classroom, teachers support them to move toward automaticity, which they’ll need to transfer the skill to diverse contexts beyond academic learning. As an example, students are encouraged to make educated guesses to determine their response, even though the answer is not stated explicitly. Think how often you use clues from your own experiences to draw logical conclusions throughout the course of your day. As an example, my car’s engine light is on, I had better make a service appointment soon. The educated guess is that since my engine light is on, I can infer something might be wrong with my car. As a result, I’m going to make a service appointment. This educated guess and my experience gives me the chance to make a meaningful inference. The same is true with our students - their educated guesses and experiences give them the foundation to create purposeful inferences. When students are unable to master this essential skill, they are unable to reach conclusions based on evidence and reasoning. They are unable to figure things out by applying their own knowledge and experiences. When students have limited knowledge and experiences, reaching conclusions can be difficult. Therefore, giving students opportunities to build their prior knowledge is vital in helping them build their inference muscles. In addition, inference gives our students a chance to practice asking questions centered on what they have read or what they experienced. According to Literacy Ideas for Teachers and Students (n.d.), inference “is a higher-order skill that is essential for students to develop to afford them access to the deepest levels of comprehension.” When we give our students multiple opportunities to practice a foundational skill, we know that skill is transferred to other disciplines. We know the more practice our students have, the more they will retain the skill and apply it in other learning situations and experiences in and out of the classroom. How to Teach Inference Step 1. I recommend reviewing the skill or introducing the skill with engaging text. While Edgar Allan Poe’s classic short story, “The Cask of Amontillado” is certainly entertaining, it can be challenging for some readers. Consider this abridged version as a way to teach inference to your students . Distribute a copy of “The Cask of Amontillado.”
Step 2. Ask students to read the short story with a peer, annotating it as they are reading using the QCV approach taught earlier this year.
Step 3. Distribute the graphic organizer entitled Inference (Abridged Model). For this specific example, I have included a completed model. However, I suggest using a scaffolded approach. Give students the Inference (Abridged Model), but have the Evidence column completed (as shown in the model) with specific evidence from the short story. Leave the Inference side blank, except for an Inference Sentence Starter example to get students going. Giving students an example with the Evidence already completed encourages students to focus solely on the Inference. As students become more comfortable with this foundational skill, consider giving them a blank Inference graphic organizer where they have to find a piece of evidence and determine the inference; and as time goes on, consider eliminating the Inference Sentence Starters as well for those students that could benefit from an extra challenge.
Step 4. Read and explain the directions to students and read the list of Inference Sentence Starters.
Step 5. When students have completed the first evidence, ask them to share their inference with the class. Students might be concerned that they have a different response than their peers or their responses aren’t worded quite the same way; that’s okay. Step 6. Give students the chance to share their response with their classmates as they walk around the room and read each other’s responses.
The Benefits of Teaching Inference
Being able to infer goes beyond simply “guessing;” inference is a foundational skill that teaches our students how to think deeply and how to create evidence-based questions that rely heavily on the process of prediction and evaluation. Inference can be a fun skill to practice with students. As you see from the Steps listed above, it is easy to scaffold inference for all abilities. Offering a graphic organizer with Evidence and Inference Sentence Starters can be a way to start; eventually however, with practice in more challenging texts, you can give your students a blank Inference graphic organizer and have them do the heavy lifting. As they make connections and look for inferences, you can see their critical thinking skills emerge. It’s almost as if you can see them ascending to higher-order cognitive processes. Although students need help to work with inference in an academic context, they generate inferences in their everyday lives any time they ask questions, use evidence, or rely on reasoning to arrive at a conclusion. Students intuitively know how to look for ways to connect their prior knowledge to new evidence, so the teacher’s role is to introduce and foster that skill in the classroom. In closing, in my new book, Clearing the Path for Developing Learners: Essential Literacy Skills to Support Achievement in Every Content Area (May 2023), I share the foundational skills necessary for students to be successful and of course, AWSA readers have been getting literacy lessons on those skills all year. While inference can be challenging at least initially, with practice it is a skill that benefits all of your students. Being able to “read between the lines'' provides an opportunity to wonder and question in the classroom and beyond. References Grafwallner, P. (n.d.). Strategies. Website. https://static1.squarespace.com/static/589e4a5cb3db2b8a92758f5e/t/5a54cf1a53450a6b36acc86c/1515507482350/Inference+Model+ Grafwallner, P. (2023, May). Clearing the path for developing learners: Essential literacy skills to support achievement in every content area. Solution Tree. Indeed Editorial Team. (2022, June 14). Making inferences: How to build this critical thinking skill. Indeed. https://www.indeed.com/career-advice/career-development/making-inferences. Literacy Ideas for Teachers and Students. (n.d.). What is an inference and how to teach it. https://literacyideas.com/teaching-inference/. Poe, E.A. (n.d.). The cask of amontillado. https://americanenglish.state.gov/files/ae/resource_files/the_cask_of_amontillado.pdf. |