Inference Graphic Organizer
An Inference Graphic Organizer can be used with all types of text including: Sequential, descriptive, cause/effect, persuasive, problem/solution, and compare/contrast. The inference Graphic Organizer makes students go beyond merely recording information, it helps them make inferences about what they have read. "Students who are proficient readers are able to make inferences about what they have read. Therefore it is important for teachers to use this method so students can continue to develop this skill." (Miller and Veatch, 2011). To use this graphic organizer students record information that they learn from the text. Next they reflect on what they already know about the topic to make a reasonable inference. By combining what they already know and the information they learn from the text to make an inference they are making a deeper more meaningful connection to the material. Below are two examples of ways you can use an Inference Graphic Organizer in your classroom.
Example 1:
Example 1:
- Select the text you will be using.
- Create a graphic organizer and give a copy to each student along with a large class example.
- Activate background knowledge and read the text aloud.
- After reading each section record details on graphic organizer.
- As a large group discuss prior knowledge of topic and record for each section.
- As a large group make a reasonable inference and record for each section.
- Next allow students to practice in small groups, while still reporting back to the class.
- Finally have students work independently on this process.
Example 2:
- In my PE class I would use an Inference Graphic Organizer when reading a text about tactics and game play for ultimate frisbee.
- Each student would be given a graphic organizer and the text that we are reading.
- I would explain that we will be reading about ultimate frisbee and that we will be starting it as our next unit. I would also explain that it is an invasion game just like football and soccer.
- We would then read the first paragraph together.
- As a group we would discuss main points from the paragraph and record them.
- Next we would discuss what we already know about ultimate frisbee or maybe the tactics that we have learned and practiced while playing other invasion games. Then record this information.
- We will then make some inferences as a class and write them on our graphic organizer.
- We will continue this process until we finish the text.
- At the end we will then be able to have a discussion about everything we have learned and the inferences we have made.
Video Resources
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The video to the left explains how to use an Inference Graphic Organizer in your class. The teacher describes what an inference is and how to use the graphic organizer to use what you read, what you already know and finally what your inference is. She also explains what to do when a students inference is not really an inference, which is very useful to know.
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The video to the right explains how to use an Inference Graphic Organizer but in a slightly different fashion than we have discussed. This would be used in an upper level class because students have to make inferences first and then back them up with examples from the text and from real life. This helps to show that you can really modify and adapt any type of graphic organizer to meet your needs.
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Writing and Inference Graphic Organizers
Writing is an essential piece in an Inference Graphic Organizer. For every section students are writing down what they know, what they read and then an inference based on this. Writing down their inference is a pretty high level skill because they have to combine what they learned with their prior knowledge to write a reasonable inference.
Writing is an essential piece in an Inference Graphic Organizer. For every section students are writing down what they know, what they read and then an inference based on this. Writing down their inference is a pretty high level skill because they have to combine what they learned with their prior knowledge to write a reasonable inference.
References
ESpark Learning: Using Graphic Organizers to Make Inferences Framing Video (6.RL.1 Quest 2 FA13). (2013). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=b9p9SOSMihY
Making Inferences to Read Between the Lines. (2011). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=Gg0Mzj-iSws#t=52
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
ESpark Learning: Using Graphic Organizers to Make Inferences Framing Video (6.RL.1 Quest 2 FA13). (2013). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=b9p9SOSMihY
Making Inferences to Read Between the Lines. (2011). Retrieved July 19, 2015, from https://www.youtube.com/watch?v=Gg0Mzj-iSws#t=52
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.