Inference (Application/Analyze)
Intro: Over the past few years, I’ve developed a method to teach Inferencing(Background Knowledge + What’s In The Text) explicitly. A differentiated approach which follows Bloom’s Taxonomy progression.
In this article, I’ll share scaffolds, engagement strategies and the overall (Hattie) effect size of each lesson.
Terms To Know
Bloom’s Taxonomy: A rigor matrix which has six categories(Knowledge, Comprehension, Application, Analyze, Create, Synthesis)
Hattie (Effect) Size: A meta analysis of research which synthesizes multiple studies to calculate how much student growth happens due to the approach, strategy or dynamic. Anything over 0.40 will yield at least one year’s growth.
Day 1(Knowledge): Basic Inference
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can make an inference within text.
Intro (5-7 Minutes): Hook and Anchor
As a lesson starter, I play an Inferencing song(usually from Flocabulary). This lowers the affective filter and connects the lesson for those Auditory Learners.
Then I review an Inferencing anchor chart, which illustrates that Inferencing is Background Knowledge + What’s In The Text.
Read-Aloud (10-15 Minutes): Deductive Detective
Transitioning, “I say: Now, you’re about to practice the skill by using your detective skills.”
My favorite Read-Aloud to teach Basic Inference is The Deductive Detective. It’s a story about a duck who’s investigating which animal stole an item from the bakery. As the story progresses, you eliminate suspects(other animals).
Students have to use their Background Knowledge of the animals and what’s in the text but it’s still fairly low-level.
Modeled Instruction (5-10 Minutes): Inferencing Tips
After the Read-Aloud, I choose a short paragraph or text to model how to make an Inference(highlighting names and key information.
Partner Work/Small Group (10-15 Minutes): Basic Inference
Students get to practice the skill with a partner of their choosing(flexible grouping). If there are students who struggle with comprehension, I would pull them into a small group.
Once the task is completed, I review the responses with the students and clear up any misconceptions (feedback).
Independent Practice (10 Minutes): Basic Inference
Normally using the same resource as the Partner Work, I have the students practice on their own-with a review afterwards.
Closure (1 Minute): The Next Stage
I say: “Today, you learned to use your Background Knowledge and What’s In The Text. Tomorrow, you’ll learn the cause and effect relationship within a text or how one thing affects another.”
Lesson Effect Size: 2.26
Day 2 (Comprehension): Cause-Effect
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can describe the cause and effect relationship within a text.
Intro/Video-Aloud (10-15 Minutes): Angry Birds
To introduce cause and effect, I like to conduct a video-aloud with the Pixar Short Film: Angry Birds. It engages the students but affords the teacher the opportunity to ask a variety of comprehension questions.
- Why are the birds doing right now? (Details and Vocabulary)
- How are the birds feeling? What’s your evidence? (Analyze Characters)
- The telephone line went down? Why did it do that? (Cause and Effect)
- How could the birds have prevented the problem? (Synthesize The Problem)
Partner Work/Small Group (10-15 Minutes): Cause and Effect
After familiarizing the students with the concept with a short paragraph or text, I let them partner to practice the skill. At this time, a group of 1-4 students can be pulled for a small group.
The task is reviewed and misconceptions are cleared up.
Independent Practice (10 Minutes): Cause and Effect
If the majority of students(80 percent) have mastered the concept, the students independently practice.
Exit Ticket or Closure (5 Minutes): Cause and Effect
In closing, students can complete a Cause and Effect exit ticket or I can say: “Today, you learned about the cause and effect relationship in a story. Tomorrow, you’ll learn how to put those parts together and draw a conclusion.”
Lesson Effect Size: 2.04
Day 3 (Application) : Drawing Conclusions
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can draw conclusions using supporting evidence.
Intro (3- 5 Minutes): How Do You Conclude?
As an introduction, I’d share what it means to Draw Conclusions, which is combining several details from the story to make an inference.
Then I’d say: Today, you have to pay attention to every detail in the video clip and make several inferences.
Interactive Video-Aloud (30-45 Minutes): True Move Commercial
Transitioning, I start the “True Move” commercial, which has the comprehension questions interspersed throughout the clip.
- Why is the boy’s head down? (Inference)
- How would you describe the man behind the counter? (Character Traits)
- Who do you think is the man in the coat? It’s a drawing conclusion question. I always make sure to remind the students who, not what the man is(many students cite his profession).
As the students answer the questions, I give them feedback and direct them to certain parts(if there are misconceptions). At the end, I play the entire commercial without interruption and then have the students respond to two questions.
Theme: Is “Giving The Best Communication”?
Synthesize: Write about a time that someone was generous to you or you were generous.
Once the students complete their written responses, I review their answers and allow them to share out.
Closure (1- 3 Minutes): What’s Next?
In closing, I say: “Today, you had to put several details within the story to make an inference. Tomorrow, you’ll have to analyze the entire story to write what will happen next.”
Lesson Effect Size: 2.55
Day 4 (Analyze): Most Likely(Prediction)
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can analyze a text and write what will Most Likely happen next.
When I analyze a text, I like to utilize the TRTW(Talk, Read, Talk 2, Write) strategy created by Nancy Motley, one of the G.O.A.T’s of professional development.
Talk 1(3-5 Minutes): Activate or Build Background Knowledge
To begin the lesson, I either build background knowledge(video) or activate prior knowledge.
Sample question: Have you ever had to solve a problem with a friend?
Read (20 Minutes): Model Metacognitive Strategies
Transition, I move toward reading the text with the students. Before we participate in the Shared Reading, I review the questions the students will have to answer.
Once that takes place, we read the text(rotating) and I model highlighting key parts and ask them to annotate. Typically, the annotations are think-alouds.
Talk 2 (3-5 Minutes): Discuss The Most Likely
After finishing the Read portion of the routine, I have the students discuss(but not answer) what will Most Likely happen next.
Write (10-15 Minutes): Answer The Question
For the written response, students have the option to answer what will happen next with supporting evidence or finish the story or make a video answering the question(something I plan to do next year).
Review (5 Minutes): Share Answers
To close the lesson, students share their answers and I provide feedback. Another planned addition for next year is students grading their own response on a 1-5 scale(with 5 representing mastery).
Lesson Effect Size: 2.85
Day 5 (Evaluate/Synthesize): Assess and Critically Think
Learning Intention: I will make an inference and use evidence to support understanding.
Success Criteria: I can demonstrate mastery of inferencing and support with evidence and solve a problem using inferencing skills.
Mini-Lesson(3-5 Minutes):
I say: This week, you’ve learned several Inferencing skills. Today, you’ll have a chance to show your mastery.
Then I share quiz expectations.
Assessment (30-35 Questions): Inferencing Quiz
Students complete a 5-10 question quiz. Normally, I give a student the key and allow them to call on classmates for answers and facilitate discussion.
Synthesize (15-30): Real Life Situation
Next year, I plan to split students into groups and have them solve a real world problem, which requires them to use Inferencing questions.
Review/Closure (5-7 Minutes): Share Out
Groups will share their solutions to the given problems.
In closing for the week, the final objective is checked off.
Lesson Effect Size: 1.44
Weekly Effect Size Average: 2.23
Conclusion: Mastering Inferencing is the gateway to grasping several Literary and Non-Fiction concepts(I.E.: Characters, Theme, Author’s Purpose, Synthesizing Information). Once that door is opened, students think deeply and critically.
Make An Inference.
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