THE JOURNAL OF THE ARKANSAS LITERACY ASSOCIATION
Reader THE
Volume 45 • Issue 1
An Affiliate of the International Literacy Association
Winter 2021
Inferring: The Joke’s on You By Amy Thompson
Inferring involves a complex comprehension strategy requiring K-5 students to read “between the lines” in order to make connections, draw conclusions, and construct meaning. Inferring requires higher order thinking skills as students need to think beyond the words on the page to identify clues provided by the author to fully understand and appreciate all parts of the story that the author chooses not to state directly (Stahl, 2014). Inferring requires students to use background experiences and context clues to determine ideas and draw conclusions that make sense about the characters, setting, and/or plot. When prompted to offer an educated prediction, students either look confused or guess randomly. Advancing students’ thought processes from guessing randomly to predicting purposefully with supporting text evidence can be challenging. Due to the complex nature of inferring, teachers must carefully model and scaffold the developmental stages of the strategy with their students (Stahl, 2014). The teacher begins by telling students to read the passage silently to themselves as the teacher reads the passage aloud to the class. Then the teacher asks four questions suggested by Marzano (2010): (a) what is my inference, (b) what information did I use to make my inference, (c) how good was my thinking, and (d) do I need to change my thinking?
I have taught students how to infer by reading riddles and poems in tandem with asking Marzano’s four questions. Riddles provide a relatively safe and usually easy first step as students can activate their background knowledge and find context clues to identify evidence in the riddle as they infer, i.e., predict purposefully and make connections to construct meaning. Engaging the Learner One way to start the lesson to model and scaffold the stages of inferring that engages the entire class is to discuss the ways people infer throughout their daily lives. First, I provide some examples. For example, I could tell my students: I come home from work and the floor is covered in stuffing. Our dog Callie walks by and has a ripped, cloth dog toy in her mouth. I can infer that Callie ripped the toy apart. Another example: Matt played in a ball pit, ate cake and ice cream, and then watched as his friend opened wrapped gifts. I can infer that Matt was at his friend’s birthday party. Next, I would introduce the step-by-step stages to infer using a riddle. By unveiling one clue at a time, students can work together to determine what the riddle is describing. After each clue is revealed, students can revise their predictions based on the new evidence provided. By the time we read the final clue, most of the students will know the answer. If not, I would reveal the answer. After
answering the question (a) what is my inference, the class discusses how they knew the answer, i.e., (b) what information did I use to make my inference? Then I initiate discussions answering the questions (c) how good was my thinking, and (d) do I need to change my thinking? After examining several riddles together, I can transition to direct, explicit instruction by engaging in discussion about the objective for the lesson, explaining the fourstep process in greater detail, and identifying the name of the strategy. Example: Clue 1: People like throwing me around. Clue 2: When somebody hits me, everyone cheers! Clue 3: I’m battered by bats. Clue 4: I’m either safe or I’m out! What am I? A Baseball! Continued on page 18. ~ Page 1 ~