• During the lesson, emphasize the importance of making inferences in nonfiction text and supporting the inference with evidence from the text. Observe students and assess through your anecdotal observations and notes whether students are able to make inferences.
• Use the following checklist to evaluate students’ understanding:
  • Student can define what it means to make an inference.
  • Student demonstrates the ability to make inferences at different points in the passage.
  • Student accurately cites evidence from the text to support his/her inference.
• Use the Making Inferences graphic organizer to assess students’ understanding. Provide specific feedback to each student.

Focus question: How do readers make inferences from nonfiction text?

Note: Gather several pictures that show individuals with different facial expressions or clear interactions between two people.

Show students the pictures (one at a time) and ask them to describe how the individuals in the photos feel. Say, “Based on what you see and what you know, or your background knowledge, how do you think this person is feeling?” Allow volunteers to share their ideas. Discuss what clues helped students decide how the individuals were feeling.

Say, “You determined how these people were feeling based on what you know and on clues in the photo. You are now going to use a similar technique with nonfiction text. You will use the clues the author gives you in his/her words and pictures and combine those clues with your background knowledge to understand what you are reading. This is called making an inference.”

Part 1

Read aloud pages 10–11 of If You Lived at the Time of the American Revolution. Model for students by thinking aloud and inferring. Say, “If the King of England ruled 32 lands, then I can conclude that he was a very powerful king. (p.10) I know from my own knowledge that the more you own, the more money or power you probably have. According to the author, it was necessary to start a war to fight for the colonies’ freedom. I can conclude that the king did not want to lose his power.
(p. 10) Many times when we don’t want to lose something, we fight for it. The author told us that the Revolutionary War was not only an international war but also a civil war. That means it was a war within a country. I can infer that people in the same country didn’t all agree with one another. (p. 11) I can infer that because some people thought it was not a good idea to break away from England, they were scared and maybe thought they couldn’t survive without the things that England supplied. (p. 11) From my own knowledge, I know that big changes can be scary.”

Say, “When you use what you know, or background knowledge, and what the author says or clues the author provides, you are making inferences.”

Through observation and discussion, determine if you need to model using another set of pages from this text.

Part 2

Have students work in small groups or independently. Distribute copies of selected magazines or other appropriate nonfiction texts for inferring. Give each student several self-stick notes and a copy of the Making Inferences graphic organizer (L-4-4-1_Making Inferences.docx).

Say, “We are now going to practice making inferences. Read the text. While you are reading, mark with a self-stick note where you have to use your background knowledge along with clues the author gives to help you understand the text. Complete the graphic organizer as you read. At the top of the organizer, put the title and main idea of your text. In the left column, write the clues the author gave, along with the page number where you found them. In the middle column, write the background knowledge you have that helped you make the inference. In the last column, write the inference you made.”

Allow students time to work. Have partners discuss their thoughts. Observe students, making sure they understand what it means to make inferences and how to use information from the text.

Summarize the process of making inferences. Ask volunteers to share the information on their graphic organizers. Ask, “How does making inferences help you better understand what you are reading?” (It helps you know what is going on. You extend the knowledge you gained in the text. It helps you understand the author’s purpose and the author’s thinking.)

Collect students’ graphic organizers to determine if reteaching is necessary.

Extension:

• For additional practice, have partners read a selected nonfiction text and complete a chart indicating an inference and citing evidence from the text.
• Have small groups use a variety of nonfiction texts to make inferences and cite evidence from the text.