Steps to Inferring With Informational Text
Steps to Inferring With Informational Text
The steps below provide a high level of support. At this level, students will most likely be able to generate their questions without the step of listing the facts with the teacher and then using each card to determine the appropriate question. Teacher may distribute cards and ask students to flag a fact at appropriate places to ask inferential questions.
Teach: Teacher models by reading an informational text to the students and taking a fact from the text and writing it on a chart.
Example: A butterfly tastes with its feet.
Teacher thinks about any questions this fact may raise. At this time question cards may be introduced.
Question words should be recorded on individual index cards or on a table as shown.
|who |what |when |
|where |why |how |
Teacher should refer to question words while referencing fact. Prompt: What question can I ask myself about this fact?
Examples:
Why do butterflies use their feet?
How do they taste with their feet?
What part of their feet do they use?
Teacher then models by thinking aloud how to answer the questions, explaining the thinking behind these responses. (The answers to the questions are inferences because you are drawing conclusions using information from the text and your own background knowledge)
Active Engagement/Guided Practice: Students locate an additional fact from the text. Teacher records the fact on a chart. Students generate questions using the question cards as a scaffold. Students then generate responses. These will be their inferences.
Steps:
1. Think about a literal fact from the text.
2. Generate a question about the fact using the question cards.
3. After raising a question, try to think of possible answers to the questions. (inferences)
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