Objectives

In this lesson, students will demonstrate understanding of text by making inferences when
reading nonfiction. Students will:
become familiar with the components of an inference.
make inferences based on background knowledge and clues from the text.

Essential Questions
How do strategic readers create meaning from informational and literary text?
What is this text really about?
How does interaction with text provoke thinking and response?

Vocabulary
Inference: A judgment based on reasoning rather than on direct statement in a text.

Duration
6090 minutes/23 class periods

Materials
An Opossum Named Poppy by Fay Munier, available at
http://www.thefreelibrary.com/An+opossum+named+Poppy%3A+our+visitor+turned+ou
t+to+be+a+garden+helper.-a0203952516 This narrative nonfiction passage was chosen
because it provides opportunities to make inferences. Other books that could be used
include the following:
o Teammates by Peter Golenbock. Voyager Books, Harcourt, Inc., 1992.
o Bat Loves the Night by Nicola Davies. Candlewick, 2008.
o George Washingtons Mother by Jean Fritz. Grosset and Dunlap, 1992.
Poetry that supports making inferences includes the following:
Smart from Where the Sidewalk Ends by Shel Silverstein. HarperCollins, 2004.
Teachers may substitute other books to provide a range of reading and level of text
complexity. Alternative books should include narrative nonfiction texts that provide
opportunities to make inferences.
Inferring Game activity sheet (L-3-4-2_Inferring Game and KEY.docx), one copy for
each group of three or four students
student copies of Making Inferences Assessment (L-3-4-2_Making Inferences
Assessment.docx)
student copies of Inferring Practice worksheet (L-3-4-2_Inferring Practice
Worksheet.docx)

Related Unit and Lesson Plans
Analyzing Key Ideas and Details in Nonfiction
Making Predictions by Analyzing Key Ideas and Details
Analyzing Key Ideas and Details Through the Use of Facts and Opinions

Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their
products, which are not free, and are not required for this lesson plan.
Related materials and resources haven't been entered into the lesson plan.

eHow
1. Education
2. K-12
3. K-12 Basics
4. Activities for Teaching Inferences in Nonfiction
Activities for Teaching Inferences in
Nonfiction
By Karen LoBello, eHow Contributor


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Interactive lessons help students understand inferences.
Understanding logical inference can make the difference between comprehending and
misunderstanding text. Students must infer cause and effect, main ideas, problems and solutions,
comparisons and contrasts and visual cues to be effective readers. When you conduct inference
activities in your reading class, students learn interpretive understanding even when facts are
not presented in text, they recognize what makes sense. This skill carries over to subject areas
such as social studies, math and science.
Other People Are Reading
Free Activities on Making Inferences for Third Grade
Activities for Making Inferences
1. Games
o Students especially those in elementary and middle school grades should
engage in hands-on activities such as interactive games to learn about inferences.
They can play a card game based on real-life situations. Students try to uncover
fact and inference card matches. The fact, Grandpas suitcase is next to the
door, matches the inference, Grandpa is going on vacation. Students also can
work with partners playing Where am I? They create realistic scenarios or
scenes from books using inferences only. I love feeling the sun on my face and
listening to the crashing waves. The partner surmises shes at the ocean. They
alternate turns. Students also can have a "silence challenge" where they sit for two
minutes with no movement except breathing. When a student moves, hes out of
the competition. Two or three students typically remain. Students then analyze
possible character traits of the winners, such as willpower and determination.
Other Group Activities
o One idea for a group activity has students viewing an approved silent film and
analyzing the plot. They can discuss how they were able to follow the story when
words were not spoken. They then can work in groups of four using inference to
create their own silent films. The skits would be presented to classmates.
Students can also work in groups of two or three making inferences about each
other. Each student prepares a bag of four or five items that represent his
hobbies and personality: a mystery book, a baseball, a piano songbook and a
model airplane, for example. Group members will discuss what they conclude,
based on the bag of items. Students also can play a class game of charades,
reflecting on pertinent topics from the subject area. This works well in a history
class.
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Written Activities
o Students must be able to distinguish fact from inference. When they finish reading
a nonfiction article, the teacher can display several related sentences on an
overhead projection for all students to copy. They write fact or inference next
to each sentence. In the case of facts, students should find and underline them in
the article. The teacher can also present a slide show depicting realistic scenes
such as a storm. Students will fold a paper in half and label the halves
observations and inferences. They will record three observations and three
inferences for each image. Another activity has students making inferences about
characters. The teacher reads an excerpt such as John saw Bill sitting alone at a
lunch table, so he joined him. Bill and John laughed and talked. Students will
then write inferences about Johns personality.
Considerations
o English-language learners and students with language delays may require
modifications to these activities. Teachers will need to be specific and direct. Help
students understand that they make many inferences during the day. Dad saw the
mess I made. He looks angry. With consistent real-life examples, they can
transfer the skill to critical reading. Students need to read between the lines and
connect what they already know, especially when there is a language barrier.
Begin with pictures. Show an image of a woman and make inferences about her.
For example, is she happy and successful? Copy illustrations from a wordless
picture book and put them on chart paper. Invite students to create an ongoing
story by writing sentences on each page to represent the action.
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