INFERENCE: During & After

comprehensionfictionduringafter
Written By Nancy Bretzmann

INFERENCE: During & After

Fictional reading strategies differ from Non-fictional reading strategies. Fiction text has a standard format to include Story Elements:

  • Characters = the people, animals, & things participating in the story;

  • Setting = the where and when of the story;

  • Plot = the sequence of events in the story;

  • Point of View = who is telling the story;

  • Theme = the general message or main idea of the story.

For a detailed description of Story Elements, please see Story Elements Fiction.

INFERENCE: The author gives a reader hints or clues to help "read between the lines." These clues aid in a deeper understanding of the text (inferring), going beyond stated details, discovering additional meaning(s) that are suggested or implied.

QUESTIONS TO GUIDE

Why and How questions help guide making inferences.

  • How does a character feel? Why does the character feel this particular way?

  • Why is a character acting/behaving in a certain way?

  • Why is a character saying certain things?

  • Why is a character thinking/believing/expecting certain things?

  • Why do you think the author included _______ in the text?

  • What do you already know about ______? How does this help you understand the story?

  • What lesson do you think the author wants you to learn from this text?

Click on image for Inference pdfs

COMPREHENSION: Inference

For Decoding through Expert Readers

GOAL: To understand the text at a deeper level - beyond the printed word.

Materials:

  • Picture book to model (ie. This Is My Hat by Jon Klassen)

  • Text for child(ren) to read independently and practice.

  • Journal Book or Inference Form to write ideas and thoughts.

Pdf forms for Inferring are available - just click on the image above.

MODELING:

  • Select a picture book or text for reading.

  • As you read the story, stop after one or two pages and examine the words and pictures.

  • Ask the child(ren) what the author / illustrator is trying to tell the reader? How do I know that?

  • Use questions on the left to assist in guiding further discussion. Acknowledge reader’s responses, remembering that inferring includes one’s personal experiences and knowledge.

  • Using a Journal Book or Inference Form, jot down ideas from the reading, ideas of one’s personal knowledge, and what inference is made.

  • Continue reading a pre-determined amount, stopping to reflect upon text, using the Questions to Guide.

  • After reading, review the Journal Book or Inference Form. By reviewing, readers learn how to understand information that is implied, not directly stated, improving comprehension, drawing conclusions, and making inferences.

HELPFUL HINTS:

  • It is helpful to model and discuss ideas of inference, remembering that inferring includes one’s own experiences.

  • The stopping and reflecting of the text, aides in comprehension allowing the brain to “digest” what has been read, to interact with the written word, and to build personal connections, all in enhancing the reader’s understanding.

  • These skills are required across many content areas including reading, science, math, and social studies. Inferential thinking is a complex skill developing over time with experience. (Reading Rockets)

Nancy Bretzmann
Next

PREDICTIONS: Prior & During