Inferences in Fiction and Informational Texts

Students will be using short stories, both fiction and non-fiction, to analyze text and begin to track their own thinking. They will clearly show their thinking through different activities and learn how to articulate WHY they drew conclusions from the text using evidence.

Reading Standard 1 - Inference and Evidence from Text: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. See the progression of skills set in this standard below:

4th Grade The following specific grade-level skill is applicable to this standard:

• Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

5th Grade The following specific grade-level skill is applicable to this standard:

• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

6th Grade The following specific grade-level skill is applicable to this standard:

• Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7th Grade The following specific grade-level skill is applicable to this standard:

• Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8th Grade The following specific grade-level skill is applicable to this standard:

• Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Objectives:

- able to define inferences/inferring.

- infer from pictures and explain evidence.

- infer using details in the text about characters, setting, plot and theme.

- explain thinking clearly, orally and in writing

- infer about narrative non-fiction, biography, infographics and informational text.

- infer information from poems.

- Can distinguish literal from indirect or implied meaning at the level of a whole text, and can therefore infer when a text is not intended to be taken literally.

- Can recognize multiple layers of meaning in a text and interpret details in light of the whole.

- Can apply elaboration strategies to reinforce comprehension by making the implications of a statement explicit.

- Can deploy prediction strategies based upon multiple questions that are important (given the text thus far) but which have not yet been answered.

Activities:

Using the SToryworks Core Skills workout, students will explore inferences in the following texts:

- Pictures - silly, realistic and historical

- Excerpts from

- "Charlotte's Web"

- "Frindle"

- "Moon Over Manifest"

- "The One and Only Ivan"

- "The Boston Molasses Flood of 1919"

- "From Slavery to Freedom"

- A mystery written by Lauren Tarshis

- A story by Nan Marino

- A story by Bobbie Pyron

- Informational text about The Fountain of Youth

- Informational text about Owen and Mzee

- Informational text about toxic toys

- Informational text about surviving the tsunami

- Poems by Frank Asch, Lilian Moore and Joyce Sidman

Assessment:

- Oral explanations of inferences made throughout the unit (expectation is that they are continually improving, explaining text evidence, are logical)

- Written explanations of inferences

- Application of inference study to their own texts