Inferring
Educator Definition:
Readers think about and search the text, and sometimes use personal knowledge to construct meaning beyond what is literally stated.
Readers think about and search the text, and sometimes use personal knowledge to construct meaning beyond what is literally stated.
Student Definition:
Use clues to figure out what it really means.
During this activity, students try to infer meaning from a variety of texts, including a text message, a historical photo, a blog, and letters from virtual pen pals. For example,
if they choose a pen pal letter, students must make inferences about location ("WHERE is your pen pal?") and inferences about personality ("WHO is your pen pal?"). Students search
for clues in the text, and then choose from three possible inferences for each clue.
Common Core State Standards for English Language Arts
This activity meets the following grade 3 Common Core State Standards for English Language Arts:
Print Version (PDF)
Foundational Skills
Phonics and Word Recognition
3.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words.
- Decode multisyllable words.
Fluency
3.RF.4
Read with sufficient accuracy and fluency to support comprehension.
- Read grade-level text with purpose and understanding.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Literature
Craft and Structure
3.RL.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Integration of Knowledge and Ideas
3.RL.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Range of Reading and Level of Text Complexity
3.RL.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently
and proficiently.
Informational Text
Craft and Structure
3.RI.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
3.RI.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Integration of Knowledge and Ideas
3.RI.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
3.RI.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
Range of Reading and Level of Text Complexity
3.RI.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band
independently and proficiently.
Language
Vocabulary Acquisition and Use
3.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
- Use sentence-level context as a clue to the meaning of a word or phrase.
Speaking and Listening
Comprehension and Collaboration
3.SL.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Download these short, lesson plans to practice the strategy.
Inferring Cards (PDF)
Mrs. Pingel's Inferring Activity (PDF)
Move to Infer (PDF)
Me Tubs (PDF)
Reading Between the Lines (PDF)
Science Mystery Bags (PDF)
T-chart (PDF)
Mrs. Pingel's Inferring Activity (PDF)
Move to Infer (PDF)
Me Tubs (PDF)
Reading Between the Lines (PDF)
Science Mystery Bags (PDF)
T-chart (PDF)
Inferring Booklist
Baker, Jeanne. Window. Greenwillow, 1991. 32 pages
Banks, Kate. Howie Bowles, Secret Agent. Illustrated by Isaac Millman. Frances Foster Books / Farrar, Straus and Giroux, 1999. 89 pages
Esbensen, Barbara Juster. Swing around the Sun. Illustrated by Cheng-Khee Chee, Janice Lee Porter, Mary GrandPré, and Stephen Gammell. Carolrhoda, 2003. 48 pages
Kasza, Keiko. My Lucky Day. Putnam, 2003. 32 pages
McKissack, Patricia. Ma Dear's Aprons. Illustrated by Floyd Cooper. Atheneum, 1997. 32 pages
Minshull, Evelyn. Eaglet's World. Illustrated by Andrea Gabriel. Albert A. Whitman, 2002. 32 pages
Morales, Yumi. Just a Minute: A Trickster Tale and Counting Book. Chronicle, 2003, 28 pages
Palotta, Jerry. The Skull Alphabet Book. Illustrated by Ralph Masiello. Charlesbridge, 2002. 32 pages
Pattison, Darcy. The Journey of Oliver K. Woodman. Illustrated by Joe Cepeda. Harcourt, 2003. 32 pages
Prelutsky, Jack. If Not for the Cat. Illustrated by Ted Rand. Greenwillow, 2004. 40 pages
Simont, Marc. The Stray Dog. From a true story by Reiko Sassa. HarperCollins, 2001. 32 pages
Scamell, Ragnhild. Buster's Echo. Illustrated by Genevieve Webster. HarperCollins, 1993. 24 pages
Young, Ed. Seven Blind Mice. Philomel, 1992. 40 pages
Wiesner, David. Tuesday. Clarion, 1991. 32 pages
Into the Book has nine 15-minute educational videos that help teach children how to use eight different reading strategies.
In this episode, Mrs. Pingel uses a movement activity to introduce her students to the strategy of inferring. When the class receives letters from their French Canadian pen pals, Lizzy realizes she needs to infer to understand hers. She soon finds herself inside a letter filled with humor and adventure. She later uses inferring to solve a mystery in her own attic.
Watch the Full Video
Video Clips
Learn about Inferring
Practice Inferring
Apply the Strategy