Inference/Analysis
Mini-Workshop
© Mary Barrett
Mayo High School
1420 SE 11th Ave.
Rochester, MN 55904
These materials may be duplicated for non-profit, educational use.
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These materials may be duplicated for nonprofit, educational use.
DEFINITIONS
LITERAL
If something is literal, you can point to it in the text. You don't need to draw a conclusion or make an inference. The information is right there.
INFERENCE
Inference means that you understand something that the author did not directly say. You can find clues in the author's words. The clues help you to make an inference. It is an educated guess, but you are only looking for things implied in the text.
ANALYSIS
Analysis means that you look at each part of what the author wrote. You are trying to find out why each detail is important to the ideas of the author. You use your judgment to help you complete the meaning the author started. You also make inferences as part of this judgment. You are going beyond the text in analysis.
Types of Inference Questions
Grade 3/5 MCA Reading Test
Main Idea (3,5)
Drawing Conclusions (3,5)
Word Meaning in Context (3,5)
Evaluating:
· lesson to be learned (5)
· clues used to draw conclusions (3)
· why information is included (3,5)
Interpreting:
· feelings of
q character (3,5)
q author (3,5)
· character traits (3,5)
· character change (5)
Types of Analysis Questions
Grade 3/5 MCA Reading Test
Tone (3,5)
Author's Meaning:
· Word Choice (5)
· Phrase (3,5)
Fact/Opinion (3,5)
Figurative Language (3,5)
Author's Purpose (5)
Fantasy v. Reality (5)
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Inference Worksheet
The young girl is standing on the corner. She is wearing a bright red jacket and bright red snow pants. She has a scarf tied around her face. She is wearing striped mittens. She looks to the left down the street. She stamps her feet. She puts her backpack on the ground. She looks to the left down the street again.
List the things you know that the author did not say directly. Tell the clues that helped you make the inferences.
INFERENCE CLUES
Inference Worksheet
INFERENCE CLUES
Inference Worksheet
INFERENCE CLUES
It is winter. She is wearing a jacket, snow pants and mittens.
She is going to school. OR the library. She is standing on the corner with a backpack.
She is waiting for the bus. She is looking to the left and standing still.
The bus is late. She looks to the left two times.
She is angry. OR She is cold. She stamps her feet.
It is morning and probably dark. If she is going to school, it is early, and it is
dark in the winter mornings.
Inference Worksheet
Questions to Ask
What do you know that the author did not say directly? What inference(s) can you make?
What clues can you name that helped you make your inference(s)?
Can you look at any of the clues in more than one way? If you said yes, list the different ways.
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Examples of Question Types
1. Literal Question:
What color is the girl's jacket?
2. Inferential Question:
What is the girl waiting for?
3. Critical/Evaluative Question:
Is the girl dressed warmly enough?
Types of Inferences
In Your Head + On the Page = Inference
1. LOCATION
Ø While we drove along, we could feel the wind in our hair.
2. AGENT (Occupation or Pastime)
Ø Eric viewed the overgrown lawn and started the mower.
3. TIME
Ø When the electricity failed, the darkness was total.
4. ACTION
Ø Alex ran down the field with the ball, eluding blockers and scoring a touchdown.
5. INSTRUMENT (Tool or Device)
Ø With effort and determination, Lisa held the tool and prepared to pound the nail.
6. CAUSE-EFFECT
Ø In the morning, we noticed drifts as high as our car.
7. OBJECT
Ø The surface was finely sanded oak, and the legs were sturdy enough to handle our huge Thanksgiving feast.
8. CATEGORY
Ø The Corvette and Ferrari held the waving candidate and his family, while the Cougar carried city politicians.
9. PROBLEM-SOLUTION
Ø She bumped her head, so she grabbed for an icepack.
10. FEELING-ATTITUDE
Ø When I stepped up to receive my diploma, my parents cheered as tears filled their eyes.
According to Johnson and Johnson, 1986, only ten types of inferences make up most of the student’s reading.
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MAIN IDEA + ELABORATION = TEXT
F = Facts
I = Incidents
R = Reasons
E – Examples/Evidence
S = Statistics
When you ask the 5 Ws + H questions, your answers are FIRES.
Look for redundancy in the details. All the details should support the main idea.
DRTA – Directed Reading Thinking Activity
Directed Reading Thinking Activity (DRTA) is another excellent strategy to et students to make inferences while they read. The role of the teacher is to guide students through selection in order for them to formulate questions for themselves, make predictions, and validate or reject the predictions. The strategy should be done over a period of time during which the teacher models and gradually reduces guidance until students begin to use the strategy independently. The final instructional objective is that the students should be able to independently apply the DRTA strategy to all their reading selections.
Steps
1. Activate Background Knowledge
“Look at the picture and the title on the first page of the selection. Think about what you already know about the topic of the selection. Let’s share our ideas.
2. Predict.
“What do you think the selection will be about? What do you think will happen next?”
3. Support the Prediction
“Why do you think so?”
4. Read Silently
The students read a section of the text such as an episode in a story or a section introduced by a bold-faced heading.
5. Confirm or Reject the Prediction
“What predictions can you prove? Why or why not?”
6. Repeat the Cycle
Use with the next section of the selection.
Many teachers find it useful to write predictions and modifications on the board to focus the discussion as they progress through the selection.
A Guide to Curriculum Planning in Reading
Wisconsin Department of Public Instruction 1993; page 96
Practice Making Inferences
Read each of these conversations and then answer the questions.
1. A: Look at the long line! Do you think we’ll get in?
B: I think so. Some of these people already have tickets.
A. How much are the tickets?
B. Only $4.50 for the first show. I’ll pay.
A. Thanks. I’ll buy some popcorn.
What are these people talking about?
Where are they?
Which words helped you guess?
2. A: Well, what do you think?
B. The color is perfect on you.
A. What about the style?
B. It’s a very popular style.
A. How does it look on me?
B. It looks great on you. It looks great on everybody.
What are these people talking about?
Where are they?
Which words helped you guess?
3. A. Did you understand everything today?
B. No. I’m so confused.
A. So am I.
B. She doesn’t explain things very well. She goes too fast!
A. I know. And now we’re going to have a test!
What are these people talking about?
Where are they?
Which words helped you guess?
4. A. I can’t believe this is my last day here!
B. You’re leaving us today?
A. Yes. I’m so nervous about this.
B. I’m sure it will be fine.
A. I don’t know. It will be so different.
B. I thought you wanted a change.
A. Yes, I did. I wanted more pay. But now I’m not sure it was the right thing to do.
B. Stop worrying. Everything will be fine.
What inferences can you make from this conversation?
INFERENCE CLUE
ANALYSIS Worksheet
Book Review
Cricket
January 1999, page 49
The Mozart Season
By Virginia Euwer Wolff
The Mozart Season is a wonderful book, the story of Allegra Leah Shapiro: violinist, soft-baller, finalist of the Ernest Bloch Competition, butcher of Mozart's Fourth Violin Concerto, etc., etc. I recommend the book to anyone who needs some inspiration or just needs a great read. The Mozart Season is full of thrilling characters, from the dancing man, Mr. Trouble, to the crazy genius, Deirdre, and so on. I'd give this book two thumbs up, and a few toes also!
Lucy Morris, age 10
Milwaukee, Wisconsin
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Why did the author include the following information?
Information Analysis
Why did the author include the following information?
Information Analysis
butcher to show how badly Allegra did
at the competition
wonderful book, great read to show that she liked the book
anyone who needs some inspiration to tell the reader what s/he might
get from the book
thrilling characters example of what the reviewer
liked best
violinist, soft-baller, finalist to show which reader might
relate to the character in the book
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These materials may be duplicated for nonprofit, educational use.