Let’s talk about teaching inference in upper elementary. We all know that it’s a crucial reading skill, but did you know that we can continue to develop and refine it with our students every year? Whether you’re teaching third or fifth grade, I’ve got some tips and tricks that will help your students go deeper than the surface level when reading. We will break teaching inferences down into three steps.
First things first, let’s start with the basics. Making inferences is something that all good readers do. It’s like making a hypothesis in science class – you take all the factors into account and use logic and evidence to predict what will happen. When you make an inference in English class, you draw conclusions in your head as you read. I teach my students to “collect evidence” for inferences as they read, which helps guide them toward making accurate inferences instead of just guessing.
1. Teach Literal vs Inferential
As we move into the upper grades, students need to pay closer attention to the text itself. They should start paying attention to small vocabulary differences and specific details in the text that can give them clues about what’s really going on. I like to make sure my students understand the difference between literal and inferential observations because it’s a crucial step that can be easily overlooked.
2. Practice Making Simple Inferences Using Pictures
One of my favorite ways to practice making inferences is by using pictures. It’s an engaging way to get students to start thinking about what’s going on beyond what they can see in the image. Here’s a quick way to get started: First I point out the difference between a literal observation and the inferences we make based on literal observations (using prior knowledge). We complete the sentences using the format above. Even though it’s a brief lesson, it’s so, so meaningful.
Once they’ve mastered making inferences with pictures, we move on to wordless picture books and longer texts. This is where we really start to dig deep and analyze specific ideas in the text.
3. Draw Out Specific Ideas from a Text to Analyze
Once we’ve worked with brief texts and pictures to make inferences, we begin working with longer texts as a class. I like to model my thinking out loud and highlight areas of the text for students to analyze. It’s a great opportunity for them to ask questions and get clarity about what they’re looking for. And if you’re looking for a consistent way to review, I love using “inference of the day” task cards. They’re a fun way to challenge your students every day and keep their inferencing skills sharp.
So there you have it! Teaching inference in upper elementary doesn’t have to be boring or difficult. With a little bit of practice and some engaging activities, your students will be making deep, accurate inferences in no time.
If you’d like more practice for your students check out my Making Inferences bundle below! It is so fun, engaging, and really solidifies understanding the difference between a literal observation and an inferential observation. With this foundation of learning, my students are ready to start tackling inferences in novels, read alouds, and more!
You might also like “5 Quick Tips – Getting Students to Follow Directions.”
Happy Teaching!