Brandi J. Clark

Teachers ask me every year for tips on teaching inferring.

My favorite materials for teaching inferring are riddles, cartoons and comics.

Here is an example of using a cartoon.

INFERRING – DEFINED

First, what is inferring?

I like to think of inferring or making an inference as the final understanding of what you come up with after using:

• prior knowledge
• making connections
• asking questions

to understand words or images that are not giving the reader a direct answer or explanation.

For example, here is a wordless cartoon I found on twitter.

There are no words to explain it, so what makes it funny?

As a reader of this cartoon, I need to figure out what makes it funny by using prior knowledge, making connections and asking questions.

What follows is my thinking…the same I would model in front of my students.

Well, I see that there is a tin man, a girl, a lion and a scarecrow sitting on a bench eating ice cream.  (what I see)

I know that this is likely a reference to the Wizard of Oz.  These are the characters in the movie and the book. (what I know from prior knowledge – connection to the book and film)

But ice cream…why does everyone seem to hate it except the scarecrow?  (a question)

Wait!

They are finding that eating the ice cream is painful because of brain-freeze! I’ve had brain-freeze before. (what I know from prior knowledge – connection to my life)

Oh I get it, the scarecrow does not have a brain!!!!!  (what I know from prior knowledge – connection to the book and film)

So…the scarecrow cannot have brain freeze without a having a brain (final inference)

Wasn’t that fun?

I thought so.

So if you are working on the reading strategy of inferring, use cartoons!

Talk it through out loud in front of your students like I just did.

NEXT STEP

Depending on the age of the students, the next step could be:

Students work in pairs or groups to talk through their own cartoon. Glue the cartoon on a piece of paper and have the students make their connections or ask questions by writing around the cartoon.

Tell them “I want to see your thinking.” (Their writing. Also listen in to their conversations, step in if they are stuck.)

Also tell them, I am interested in your final inference, but I will be asking you to “talk about your thinking” that led to your final inference.

MATERIALS to USE

Here is a link to some cartoons.  (A fun article with several examples – choose an appropriate one for your grade level.)

Here is a link to a go comics (So many…choices!)

GRADE LEVEL APPROPRIATE

Grades 3 and up – Inferring first comes up in the Alberta Education program of studies at the grade three level.

Until Next Time,

Love

Coach Clark

THE INSPIRATION

While researching prewriting strategies for my new writing intervention program, I found this article: “Powerful Prewriting: Four strategies to teach kids how to discover their own stories” by Hindie Weissman

THE CONNECTION

I think that writer’s notebooks are a must for ANY writing classroom.  They are a place to store ideas for writing.

How do you get ideas to store? Here’s how!

THE STRATEGY – TO COLLECT IDEAS for PERSONAL NARRATIVE WRITING

1.The teacher reads this book aloud.

Last Stop on Market Street by Matt de la Pena

OR students view this YouTube Video version.

https://www.youtube.com/watch?v=uOXez4mN7oU

2. After reading the book,  the teacher models each of the four topics listed below using her own life as examples. CJ’s experiences in the book can also be inferred as examples.

people they know well,

places they go to often,

things they do all the time,

things they care deeply about.

Note: These same topics will be the titles of four separate pages in the students own writer’s notebooks.

3. Students have a chance to brainstorm their own connections to the topics above.

4. The students share their connections with other students and the teacher.

5. Students write down connections in their notebooks directly or brainstormed on to post it notes and then added to their writer’s notebooks.

6. Students choose an idea to take further.

The article goes on to say that the teacher models how to take one of the ideas for the topic and plan a writing piece.

Make sure that students add to these topics throughout the year, this should not be a one-time activity.

On another day discuss the grandma and how she changed CJ’s perspective on his neighborhood. There is a great discussion to be had on where we notice beauty and how people can be blind to it or too distracted by life to notice.

Enjoy!

Love always,

Coach Clark