Inference

Observations occur when we can see something happening. In contrast, inferences are what we figure out based on an experience. Helping students understand when information is implied, or not directly stated, will improve their skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies. Inferential thinking is a complex skill that will develop over time and with experience.

 How to use: Individually With small groups Whole class setting

Why teach inference?

• Inference is a "foundational skill" — a prerequisite for higher-order thinking and 21st century skills (Marzano, 2010)
• Inference skills are used across the curriculum, including English language arts, science and social studies.
• Because inferring requires higher order thinking skills, it can be difficult for many students. However, it can be taught through explicit instruction in inferential strategies

How to teach inference

One simplified model for teaching inference includes the following assumptions:

Marzano (2010) suggests teachers pose four questions to students to facilitate a discussion about inferences.

• What is my inference?
This question helps students become aware that they may have just made an inference by filling in information that wasn't directly presented.
• What information did I use to make this inference?
It's important for students to understand the various types of information they use to make inferences. This may include information presented in the text, or it may be background knowledge that a student brings to the learning setting.
• How good was my thinking?
According to Marzano, once students have identified the premises on which they've based their inferences, they can engage in the most powerful part of the process — examining the validity of their thinking.
• Do I need to change my thinking?
The final step in the process is for students to consider possible changes in their thinking. The point here is not to invalidate students' original inferences, but rather to help them develop the habit of continually updating their thinking as they gather new information.

One model that teachers can use to teach inference is called "It says, I say, and so" developed by Kylene Beers (2003). Take a look at these graphic organizer examples from Goldilocks and the Three Bears, as well as the steps to solving a math problem about area and diameter.

Watch: Who Wears These Shoes?

This exercise with third and fourth graders improves student comprehension skills by providing practice in making inferences orally and in writing. See the lesson plan.

This video is published with permission from the Balanced Literacy Diet. See many more related how-to videos with lesson plans in the Reading Comprehension Strategies section.

Watch: Predicting and Inferring

help students make inferences and predictions about stories through a fill-in-the-blanks activity. This teacher asks his first graders to write out their predictions and inferences using an anchor chart that assists students in organizing their ideas and words. See the lesson plan.

This video is published with permission from the Balanced Literacy Diet. See many more related how-to videos with lesson plans in the Text Structures and Genres and Writing Processes and Strategies sections.

Collect resources

Language Arts

The Question-Answer Relationship strategy helps students understand the different types of questions. By learning that the answers to some questions are "Right There" in the text, that some answers require a reader to "Think and Search," and that some answers can only be answered "On My Own," students recognize that they must first consider the question before developing an answer.

Into the Book has an interactive activity that helps young children learn about inferring. In the interactive, students try to infer meaning in letters from virtual pen pals. They try to answer two questions: "WHERE is your pen pal?" (inferences about location) and "WHO is your pen pal?" (inferences about personality). Students search for clues in the text, then choose from three possible inferences for each clue.

Riddles are one way to practice inferential thinking skills because successful readers make guesses based on what they read and what they already know. The object of this online riddle game is to infer what is being described by the clues you read. See riddle game >

BrainPop offers several activities for teaching inference, and they offer resources for teachers and parents. See inference activities >

Because so many stories contain lessons that the main character learns and grows from, it is important for students to not only recognize these transformations but also understand how the story's events affected the characters. This lesson from ReadWriteThink uses a think-aloud procedure to model how to infer character traits and recognize a character's growth across a text. Students also consider the underlying reasons of why the character changed, supporting their ideas and inferences with evidence from the text. See lesson plan >

Math

The Math Standards from the National Council of Teachers of Mathematics (NCTM) identify standards for PreK-12 students that include developing and evaluating inferences and predictions that are based on data. For young students, the standards specifically state the following:

• Pre-K–2 Expectations: In pre-K through grade 2, all students should discuss events related to students' experiences as "likely" or "unlikely."
• Grades 3–5 Expectations: In grades 3–5, all students should propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions.

Science

Science teachers spend time helping students develop their observation skills. Inferring and observing are closely related, but they are not identical. Observation is what one sees, inference is an assumption of what one has seen. Observation can be said to be a factual description, and inference is an explanation to the collected data. It's not a guess. If an observation can be termed as a close watch of the world around you through the senses, then inference can be termed as an interpretation of facts that has been observed.

Teachers can start out providing simple observations:

As you're working to develop these skills, encourage your students to incorporate their scientific vocabulary into their statements. "From what I observe on the grass, I infer that…"

Learn more about how to use inference, and other science process skills, to help students understand our water resources. More on science process skills >

This strategy guide from Seeds of Science introduces an approach for teaching about how scientists use evidence to make inferences. The guide includes an introductory section about how scientists use evidence to make inferences, a general overview of how to use this strategy with many science texts, and a plan for teaching how scientists gather evidence to make inferences. See teaching inference strategy guide >

This lesson from ReadWriteThink uses science to engage students in the process of making inferences. First, students work through a series of activities about making inferences. Then they read a booklet of descriptions of a series of mystery objects that are placed under a microscope. Finally, they look through each microscope and use the formula of schema + text clues = inference to make their own inferences about the identity of each mystery object. See science lesson plan >

Social Studies

In this Teacher Guide from the National Portrait Gallery at the Smithsonian, students use clues in a portrait to infer things about George Washington and his life. They work to identify visual clues the artist used, they compare various portraits of George Washington, and discuss the importance of the different portraits as visual records. See teacher guide >

Often, inferring is introduced to students by using familiar symbols, activities, and environments from which they automatically draw inferences or make predictions (an inference about the future). For example, suppose you are about to begin a unit on the Great Depression. You might have students view a picture of the exterior of a mansion and then of a soup line. Then, through questioning, students focus on details, making inferences about the people who live in both places, their socioeconomic status, the kinds of food they eat, the kinds of activities they pursue.

Parents can help to build these skills at home. For ideas to share with parents, see our Growing Readers tip sheet, Making Inferences and Drawing Conclusions (in English and Spanish).

Differentiated instruction

for second language learners, students of varying reading skill, students with learning disabilities, and for younger learners

• Use graphic organizers like the It says, I say, So one to make the steps from observation to inference more explicit.
• Model the observation to inference process over and over again, using as many real-life examples as possible.
• Recognize that the background knowledge upon which inferences are drawn will be different for each student. Reassure students that answers can be different, but all should be made based on some sort of collected data.

See the research that supports this strategy

Beers, Kylene. (2003). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann.

Gregory, A.E., & Cahill, M. (2010, March). Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers. The Reading Teacher, 63(6), 515-520.

Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work (pp. 277-281). York, ME: Stenhouse.

Marzano, R. (2010). Teaching inference. Educational Leadership, 67(7), 80-01.

Ozgungor, S., & Guthrie, J. T. (2004). Interactions among elaborative interrogation, knowledge, and interest in the process of constructing knowledge from text. Journal of Educational Psychology, 96(3), 437-443.

Children's books to use with this strategy

Looking Down

By: Steve Jenkins
Age Level: 6-9

From high above, readers journey from space to earth with a progressively closer view though always looking down. What viewers are seeing changes with each page turn and may yield interesting inference on a number of levels (e.g., what else might one see from space?).

Nurse, Soldier, Spy: The Story of Sarah Edmonds, A Civil War Hero

By: Marissa Moss
Age Level: 3-6

This lively picture book biography of a woman who disguised herself as a man during the Civil War introduces a time in U.S. history and a bit of women's history. There are inferential thinking opportunities in either subject. (For example: From Sarah's experiences, what can be inferred about women's status in the 19th century? What can be inferred about the status of slaves when one young enslaved man tells Sarah he can't use cash money?)

I See Myself

By: Vicki Cobb
Genre: Nonfiction
Age Level: 6-9

Brief text and clear illustration combine to present both information and experiments that will encourage "what if" and "what next" discussions that can comfortably and safely combine with activities appropriate for young children.

Chalk

By: Bill Thomson
Genre: Fiction, Fantasy
Age Level: 6-9

Join three children who find a magical piece of chalk that begins an exciting series of events to figure out "what next." This might be fun to use together with Crockett Johnson's Harold and the Purple Crayon.

Deep in the Forest

By: Brinton Turkle
Age Level: 3-6

A baby bear explores a human abode in this riff on the Goldilocks tale. Readers could infer seasons, feelings, and consequences in this modern classic.

What Do You Do with a Tail Like This?

By: Steve Jenkins
Genre: Nonfiction
Age Level: 6-9

Clear, textured illustrations of animals and their special parts (e.g., tail, nose) focus readers on the special function of each. Not only is it likely to generate a description of the appendage but its function (what it does), and of the animal and its environment. Other books by Steve Jenkins, such as Biggest, Strongest, Fastest, may also generate rich descriptive language.

The Little Plant Doctor: A Story About George Washington Carver

By: Jean Marzollo
Genre: Nonfiction, Biography
Age Level: 3-6

George Washington Carver was always curious and grew into a recognized scientist in spite of the challenges of the time in which he lived. His life and accomplishments become accessible to younger children through the voice of a tree planted by young George, augmented by child-like full color illustrations.

Genre: Nonfiction
Age Level: 3-6

Have you ever wondered why bubbles are round? And why they pop? These and other questions are asked and answered in accessible language and crisp, full color photographs. Many easy-to-do science activities are suggested (to be done with adult help).

If America Were a Village: A Book About the People of the United States

By: David Smith
Genre: Nonfiction
Age Level: 6-9

If all of the 300 million people were simply one village of 100 people, its diversity is easier to understand. That's just what the author has done to make the complex make-up of the U.S. residents (in terms of languages spoken, ages, and more). Colorful illustrations accompany the understandable text. Additional resources complete the book. If the World Were a Village: A Book About the World’s People, also by Smith, looks at the inhabitants of the world as a village to allow its diversity to become more understandable for adults and children.

Wave

By: Suzy Lee
Genre: Fiction
Age Level: 3-6

No words are needed to share a child's seaside adventure as she plays with the waves, is knocked down by one, and then discovers the sea's gifts brought to shore by the wave. Softly lined wash in a limited color palette evoke a summer afternoon on the beach.

Pancakes for Breakfast

By: Tomie dePaola
Genre: Fiction
Age Level: 3-6

On a cold morning, a little old lady decides to make pancakes for breakfast, but has a hard time finding all of the ingredients. This wordless picture book tells a story of determination and humor, ideal for young readers who can narrate the story as they go.

Inference, Refers to the skills acquired over time and experience. The predicction is vinculate with inference when, for exaple a teacher is asking what will happen and why, when the child already get the knolage given in the class.

inferencing is a technique used to support the subjective, and objective viewpoint of a situation. inferencing, and predicting is crucial in determining reality, but concerning children ability to enhance their ability to support their predictions through inferences , that will involve using and understaning metaphors, similes; etc: ". Mastering inferences will predict how well you support your answer, like in a essay"

Excellent material and resources that i can implement in my classes.

I love the strategy.
I think this can help us a lot.
Cleotilde urbalejo- Teacher.

Good Job excelent information information that we can use teaching and practicing these classroom strategies Thank You.

These videos are good help with communicating with the children and helping them understand inferences and predictions.

I would like to see strategies for older kids like high school age that need to freshen up their inference skills.

I love the strategy on Inferencing. It works well with the ELL student. It helped my students understand how to infer, by utilizing this strategy. Keep up the good sharing, Reading Rockets-
Sharon Snowton 4th grade Bilingual-ESL Teacher
CHISD