PREDICTING - We compared the process of making predictions and determining if we were right or wrong to putting together a puzzle. Were we to dump out a puzzle (without seeing the picture on the box), we could examine the pieces for details and clues as to what the final puzzle might look like. As we start to put pieces together, we would continue to revise our predictions based on what we see as the puzzle comes together (just like we would evaluate the predictions we make as we read and change them as we progress through a book). In the end, we would be able to see if our predictions were correct as the picture would be "right there" in front of us.
INFERRING - We compared inferring to examining a piece of art. Just like predicting, we can study the details for clues and come to our own conclusions about its meaning, but unlike predictions we won't get a clear picture of whether or not our inferences were what the author intended.
Now let's talk about how we infer as readers...
...and try making inferences with a photo instead of a story.
- I observe two otters. I infer that it's a baby and a mother because one is smaller, the mom seems to be carrying the baby, and she is showing affection.
- I infer the baby can't swim because it's laying on the adult's stomach and its fur is dry and fuzzy.
- I infer they are either in the ocean, a large lake, or a zoo because the water is clear.
- I infer its a partly cloudy day because the water is gray (not sparkly) and we see the otters' shadow.
Making inferences is a challenging skill for students since it requires higher level thinking and analysis. Students must carefully examine details in a text and come to their own conclusions. Many times I've found students who are hesitant to do this because they want to have the "right answer" (and inferences are not explicit). Making inferences also requires students, at times, to reread, carefully examine text, and defend or explain their thinking.
Credit for photos / author of Picture of the Day - Jen Jones of Hello Literacy
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