January+-+Inference

= Inference =

Having a little problem with a few of the kids and inferring. We talked about how when we infer, we take in the clues and add to what we already know to make an educated guess as to what the author is really trying to tell us. I encourage them to "stretch their brains" and go beyond the most obvious. For instance, if I'm wearing a scarf, most of them infer that I'm cold (which is good) but trying to get a few of them to keep thinking about other possibilities is a tough sell. Anyone having the same problem? Anyone have any suggestions for pulling these reluctant kids along? D. Strader

In the past, I have found that inference is a tough strategy for kids to use, mainly because they're not usually involved enough in the reading to ask good questions or realize when they have experienced a breakdown in comprehension. I am hopeful that this battle will not be as tough this time around since we have been explicitly teaching the strategies - for example: they are already used to asking questions, visualizing when a picture is not provided, and making connections to their own lives and between texts. Agree or disagree?

I agree with Donna. Inferencing is very hard for my students. First, because they struggle with comprehension in general, for them to get the main idea is a victory in my classroom. Because they have such a difficult time just picking out a main idea, they usually miss the details that would allow them to infer things about what they have read. I have several activities that I have done with my kids to make them aware of what infering is so that when they do read, they will understand what kind of response I am looking for when I ask inferencing questions. Anna Q.

I agree also. Inferring is hard because some are just reading the words and not joining it with the meaning. By connecting the visualizing and inferring hopefully the students can make a connection to the text. I am hoping this helps when teaching science and the use of our textbooks. We will see in May when they take the Science EOGs. Becky Smaldone

I am in agreement with the above. I feel this skill is difficult for some, because of not having enough life experiences to relate to the reading, which in turn would help with inferring. (drawing on past experiences). Some students have a difficult time relating what they have read to the meaning. Hopefully working on the the strategies as we are doing we will see some improvement. Anna P.

I do hope that Donna is correct as well. Since we are asking more questions and the students are having to do that "deeper thinking" I do hope this will reflect positively on their test scores. This has proven to be my week area in the past and I do hope that making the charts with not only fiction, but with non fiction or Science and Historical Concepts as they used, will allow me to be a better teacher of this concept. I do see that the students do not appear to have enough "prior knowledge" as well. I fear their background experience is through video games only.

I agree with all the comments that inferencing is hard to teach to students. We have been working on using clues in the text as well as our own background knowledge in order to infer what the author is really trying to say. I feel like some of my students are catching on, while some others still seem to be confused. I like the idea of inferring word meanings as well. I feel that this is important to figure out overall what the text is trying to say by inferring it word by word. -M.Anderson

Sometimes my students seem to understand the basic principles of inferring during a reading lesson, but struggle to apply this later on during independent reading or in a test situation. I think it is important to model the process and allow students many opportunities to practice the skill. Reading strategies are often taught in isolation, but it is important to remember that they are interwoven in "real" reading. Science and social studies lessons offer students a chance to use these skills as they learn content area vocabulary. Fictional read-aloud books are an enjoyable way to practice inferring in a group setting. -K. Wilson