Inference and Theme Chapter Notes | Language Arts for Grade 1 PDF Download

Introduction

Inferencing involves drawing conclusions based on evidence and reasoning, rather than direct observation or experience. It’s about using existing knowledge and context to understand implied or unstated information. Teaching students to recognize and make inferences enhances their ability to draw conclusions, a skill that develops with practice and experience.

Why Teach Inferencing?

Inferencing is essential for higher-order thinking (Marzano, 2010) and is critical across subjects like language arts, math, science, and social studies.  

Key Information  

• Focus: Comprehension
• When to Use: During or after reading 
• Group Size: Individual, small groups, or whole class  

How to Teach Inferencing

Helping students realize they already make inferences can boost confidence and introduce key concepts and vocabulary. Models for teaching inferencing, often designed for texts, can also be applied to images or wordless picture books to build skills before transitioning to text. With explicit instruction, students learn to identify their inferences, verify their logic, and adjust their thinking as new information emerges.  

A simplified model for teaching inferencing (Marzano, 2010) is based on these principles:  

• Find clues to answer questions. 
• Combine clues with prior knowledge or text.
• Recognize that multiple correct inferences are possible.
• Support inferences with evidence.  

Teachers can use four questions to guide discussions:  

1. What is my inference? Helps students recognize they’ve made an inference by filling in missing information.
2. What information did I use? Encourages students to identify the text or background knowledge used.
3. How good was my thinking? Prompts students to evaluate the validity of their inferences.
4. Do I need to change my thinking? Encourages students to update their inferences as new information arises.  

Another model, “It says, I say, and so” by Kylene Beers (2003), uses graphic organizers to make the inference process clear, such as with “Goldilocks and the Three Bears” or math problems involving area and diameter.

Differentiate Instruction

For second language learners, students with varying reading abilities, or younger learners:  

Use images or videos, or allow drawing instead of writing inferences.  

• Employ graphic organizers like “It says, I say, so” to clarify steps.  
• Model the process repeatedly with real-life examples.  
• Acknowledge that students’ background knowledge varies, but inferences must be evidence-based.  

Use Across Content Areas

• Math: The National Council of Teachers of Mathematics (NCTM) standards emphasize inferences and predictions based on data. For PreK–2, students discuss events as “likely” or “unlikely.” For grades 3–5, they justify conclusions and design studies to explore predictions.  
• Science:Inferencing builds on observation but involves interpreting what is seen. For example:  
  • Observation: Wet grass on the playground.  
  • Possible inferences:​ It rained, the sprinkler was on, or there’s morning dew.  
  • Observation: Long line at the water fountain.  
  • Possible inferences: It’s hot, or students just came from recess.
    Encourage using scientific vocabulary (e.g., “From my observation, I infer…”). Resources like Seeds of Science and Read Write Think offer strategies for teaching inferences with scientific texts or activities, such as identifying mystery objects under a microscope.  
• Social Studies: Students use visual clues, like portraits or historical images, to infer details about people or events. 
  • For example, comparing a mansion and a soup line can lead to inferences about socioeconomic status or lifestyles during the Great Depression.

Note: Parents can support inferencing at home with activities like analyzing familiar symbols or environments to make predictions or draw conclusions.