Inferring
Into the Book refers to inferring as using clues from the text to develop meaning beyond what is actually stated in the text (2015). To take part in using this strategy, students must use facts from the text to come to other conclusions about the text might be saying.
One example might be; the text states that in football you can get many injuries, including concussions. The reader might then make the inference that football is a dangerous sport, even though the text didn't state those exact words. It has been shown that when readers are taught how to make inferences, they improve their abilities to construct meaning. Indeed, research indicates that the ability to make inferences is crucial to successful reading (Reading Rockets). Making inferences is something that takes a lot of practice to be used effectively. Making inferences, like many comprehension strategies, must be modeled, given guidance while practicing, and then released to independent practice.
Inferring is something that can be done during a read aloud with students, small group reading, or one-on-one with a student. Any text can be used for inferring. Echevarria, Vogt, & Short list infererring as a major skill in the content areas (2014). This can be labeled as a skill, but is also a strategy.
One example might be; the text states that in football you can get many injuries, including concussions. The reader might then make the inference that football is a dangerous sport, even though the text didn't state those exact words. It has been shown that when readers are taught how to make inferences, they improve their abilities to construct meaning. Indeed, research indicates that the ability to make inferences is crucial to successful reading (Reading Rockets). Making inferences is something that takes a lot of practice to be used effectively. Making inferences, like many comprehension strategies, must be modeled, given guidance while practicing, and then released to independent practice.
Inferring is something that can be done during a read aloud with students, small group reading, or one-on-one with a student. Any text can be used for inferring. Echevarria, Vogt, & Short list infererring as a major skill in the content areas (2014). This can be labeled as a skill, but is also a strategy.
Inferring is a strategy that many use for literacy. Anytime we read a story we make inferences because we aren’t always sure what the author is trying to convey. As stated above, it’s always important to model the strategy for students first, and then give them an opportunity to practice. With reading, part of comprehension is deciding what the story is about.
Another content area where this strategy could be used is in science. Anytime you do a science experiment you have to determine why things happen. For English learners this can be somewhat difficult in a content area like this. There will be a lot of words they may not understand. Sometimes things can be explained with theories and rules, but other times you just have to make an inference based on what you do know.
Mathematics is another content area this strategy can be adapted for. The main idea of math today is solving real world problems. This involves situations students can come across on a daily basis. It is important when teaching math and using the concept or strategy of inferring that you use situations in which English learners can connect to. The reason for this is because in order to make an inference you have to use what you know about the problem or situation.
Another content area where this strategy could be used is in science. Anytime you do a science experiment you have to determine why things happen. For English learners this can be somewhat difficult in a content area like this. There will be a lot of words they may not understand. Sometimes things can be explained with theories and rules, but other times you just have to make an inference based on what you do know.
Mathematics is another content area this strategy can be adapted for. The main idea of math today is solving real world problems. This involves situations students can come across on a daily basis. It is important when teaching math and using the concept or strategy of inferring that you use situations in which English learners can connect to. The reason for this is because in order to make an inference you have to use what you know about the problem or situation.