Helping students learn to make Helping students learn to make inferences while reading:inferences while reading:

Using the Using the It Says, I Say, And It Says, I Say, And So reading strategy in the So reading strategy in the

classroomclassroom

What the research says about What the research says about reading comprehension:reading comprehension:

The goal of reading comprehension is to The goal of reading comprehension is to construct meaning while readingconstruct meaning while readingProficient readers are able to construct meaning Proficient readers are able to construct meaning from text by drawing inferences during and after from text by drawing inferences during and after reading reading Inferring allows readers to “read between the Inferring allows readers to “read between the lines”, “to read at a deeper meaning”, and “to lines”, “to read at a deeper meaning”, and “to make their own discoveries about the text”make their own discoveries about the text”When comprehension strategies (such as When comprehension strategies (such as drawing inferences) are directly taught to drawing inferences) are directly taught to students, this instruction has a positive effect on students, this instruction has a positive effect on students’ general comprehension.students’ general comprehension.

Why do students struggle with Why do students struggle with making inferences?making inferences?

Inferential questions are not answered directly in Inferential questions are not answered directly in the text. Students needs to go beyond the text the text. Students needs to go beyond the text which means using higher-level thinking skills.which means using higher-level thinking skills.

Making inferences relies on what it says in the Making inferences relies on what it says in the text plus the reader’s background knowledge. text plus the reader’s background knowledge. Many of our reluctant readers do not have the Many of our reluctant readers do not have the sufficient background knowledge to able to make sufficient background knowledge to able to make the inferences asked for in the text.the inferences asked for in the text.

How can we help?How can we help?

Provide our readers with enough Provide our readers with enough background knowledge background knowledge before before reading so reading so that they are able to make inferences from that they are able to make inferences from the textthe text

Directly teach students Directly teach students how how to make to make inferences. Don’t just assume that they inferences. Don’t just assume that they will be able to get there on their own!will be able to get there on their own!

How well can you make How well can you make inferences?inferences?

He put down $10 on the counter. The woman He put down $10 on the counter. The woman

gave him back $4. The person next to him gave gave him back $4. The person next to him gave him $3, but he gave it back to her. So, when him $3, but he gave it back to her. So, when they went inside, she brought him a large bag of they went inside, she brought him a large bag of popcorn.popcorn.

• Where are the man and the person next to him?Where are the man and the person next to him?• What is the relationship between the man and What is the relationship between the man and

the person next to him?the person next to him?• How much does the popcorn cost?How much does the popcorn cost?

It Says, I Say, And SoIt Says, I Say, And So

Where are the Where are the man and the man and the person next to person next to himhim

““on the counter”on the counter”

““a large bag of a large bag of popcorn”popcorn”

I know that I know that popcorn is popcorn is usually bought usually bought at the movies or at the movies or a sporting eventa sporting event

The man and The man and the person next the person next to him are to him are probably at the probably at the movies or a movies or a sporting eventsporting event

What is the What is the relationship relationship between the between the man and the man and the person next to person next to him?him?

““he put down he put down $10” “they went $10” “they went inside” “she inside” “she bought him a bought him a large bag of large bag of popcornpopcorn

I know that I know that when a man when a man pays for a pays for a woman and they woman and they go somewhere go somewhere together, it together, it means they may means they may be on a datebe on a date

The man and The man and the person next the person next to him may be to him may be boyfriend/boyfriend/

girlfriend or girlfriend or husband/ wifehusband/ wife

Now, please watch Now, please watch a 5 minute DVD a 5 minute DVD of this strategy beingof this strategy being used in a used in a

classroomclassroom

Why Mrs. Lewis likes this strategy!Why Mrs. Lewis likes this strategy!It breaks down the process of making inferences and It breaks down the process of making inferences and shows shows students students how how to do itto do it

It shows students how to focus on their background It shows students how to focus on their background knowledge to make an inference.knowledge to make an inference.

It forces students to go back into the text- look for It forces students to go back into the text- look for text evidence and re-read.text evidence and re-read.

It teaches students the difference between literal and It teaches students the difference between literal and inferential questions so when they are asked inferential questions so when they are asked inferential questions in other classes, they know that inferential questions in other classes, they know that they need to think about the text and their they need to think about the text and their background knowledge in order to answer the background knowledge in order to answer the question.question.

And Most of All..

• This strategy allows students to become independent and metacognitive learners who can reflect on their learning and thinking and apply strategies when needed to help them better understand the text.

References

• Beers, K. (2003). When Kids Can’t Read What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann.

• Harvey, Stephanie, and Anne Goudvis. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, Maine: Stenhouse.