Definition & Research
- The Inferencing graphic organizer requires students to move beyond simply re-writing information from their text, but also requires them to generate their own inferences based upon the reading (Miller & Veatch, 2012).
- Research shows that students who are able to read proficiently are more able to make inferences about what they have read (Pressley & Afflerbach, 1995). Therefore, when teaching, it is important to reinforce comprehension strategies in order for students to maximize their vocabularies and strengthen their inferencing capabilities. For struggling readers, it is important to provide explicit instruction when modeling activities in order for them to improve their inferencing competency (Paris, Waski, & Turner, 1991).
procedures
- After selecting and reviewing your text, create a graphic organizer relevant to the materials being covered. There are two examples in the Use in the Classroom section below.
- Give each student a copy of the inferencing graphic organizer.
- After building background knowledge, model vocabulary fluency while reading aloud to the class.
- After reading each section of the text, guide students in: (a) recording details on their graphic organizer, (b) think aloud & verbalize prior knowledge about the topic and write what students know, and (c) continue to think aloud while verbalizing reasonable inferences about the section or concept.
- Complete the graphic organizer one section of the text at a time.
- This should be regularly reinforced in the classroom until students are able to complete the inferencing graphic organizer with partners or individually.
(Miller & Veatch, 2012)
Use in the classroom
- In a Health classroom the inference graphic organizer could be used to discuss an introductory chapter-section about alcohol. After introducing the topic and reviewing vocabulary terms used in the reading, hand out the graphic organizer. Each box should have the sub-section/heading written vertically on the left and the Details-What You Know, and Inferences categories should be labeled horizontally. As the teacher guides students through the chapter-section, students can write down details from the text in column one, what they know in column two, and lastly students (individually or as a class) can make inferences about each section in the reading.
- Another example using the inference graphic organizer in a World History class when discussing the emergence of new African nations post-WWII. This can easily be distributed to groups of students who report back to the class with their findings. The example PDF contains the nations: Ghana, Kenya, Algeria, Democratic Republic of the Congo, and Nigeria. Students can be assigned to groups who focus only on one nation and then share with the class.
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How is writing incorporated?
Writing fits easily into the inference graphic organizer. Students have to digest information from their textbooks, summarize the information, and choose ‘important’ information that relates to the topic/assignment at-hand. By studying vocabulary terms, they can easily be incorporated into the graphic organizers and become part of the students’ vocabularies through repeated use.
Supporting videos
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This video, Day 1 of 2, is a good example of using inferencing in the classroom via conversation with partners and then bringing the class together for discussion. The teacher has obviously reinforced the procedures she expects of the students due to their conversations and behaviors.
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In Day 2 of 2, this follow-up video from above continues to model inferencing through a fictional text in a classroom setting. Inferencing graphic organizers could easily be included into a lesson that is similar to the one in the video.
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Common core standards
CCSS.ELA-LITERACY.W.8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
resources
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Here is a blank inferencing graphic organizer similar to the examples found above to use in your classroom.
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