MAKING INFERENCES

• PLEASE OBSERVE THE

FOLLOWING PICTURES:

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 MAKING INFERENCES

• WHAT CAN YOU SAY ABOUT THE PICTURE?

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• WHAT CAN
YOU SAY
ABOUT THE
PICTURE?

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Mary carefully looked at her menu

trying to find the cheapest entrée while
John gazed lovingly in her eyes. He was
relieved when she ordered the spaghetti.

What can we infer from this given paragraph?

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You may have generated 3 insights:

1. You may have inferred the cause of John’s gaze,
his infatuation with Mary.
2. You may have inferred that Mary’s close study of
the menu is caused by her financial circumstance or
her considerateness of John’s wallet.
3. You may have inferred that they are on a date
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 MAKING INFERENCES

OBJECTIVES: At the end of the lesson, the students

are expected to gain thorough understanding making
inferences. Specifically:
1. Make inferences about the text by citing parts to support
claim
2. Define Inference
3. Give the importance of Inference
4. Synthesize information in a text and cite parts in order to
make inferences and draw logical conclusions

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• What is
Making an
Inference?
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•  An inference is something that you

conclude based on evidence and partly
on your own knowledge. When you
make an inference, you read
something, add what you know to it,
and draw a conclusion. You have to
read between the lines.
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Good readers make

} 
inferences, or conclusions,
as they read. It’s an
important skill for
understanding text, as
authors often imply themes
and ideas, without stating
them outright. “
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ü Inference is a "foundational skill" — a prerequisite for
higher-order thinking and 21st century skills (Marzano,
2010)
ü Inference skills are used across the curriculum,
including English language arts, science and social
studies.
ü 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 DEPARTMENT OF EDUCATION
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ü I nferences are figured out based on an

experience.
ü Helping students understand when information is
implied, or not directly stated, will improve their
skill in drawing conclusions and making inferences.
ü Inferential thinking is a complex skill that will
develop over time and with experience.

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NOTE:

• In order to make the inferences

for that critical and dynamic
literacy, students have to build
mental models within their head
and they have to be able to build
mental pictures of that text.

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A newspaper is better than a magazine and on a seashore is
better than on a street. At first, it is better to run than walk. Also
you may have to try several times. It takes some skill but it is
easy to learn. Even young children can enjoy it. Once successful,
complications are minimal. Birds seldom get too close. One
needs lots of room. Rain soaks in very fast. Too many people
doing the same thing can also cause problems. If there are no
complications, it can be very peaceful. A rock will serve as an
anchor. If things break loose from it, however, you will not get a
second chance.
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KITE!

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• Let’s Practice!!
1. Janina's co-worker took off the day before and comes
in with sunburn.
2. The floor is covered in shreds of newspaper and Lei's
dog has newsprint on his paws.
3. Mother prepared chicken adobo for her children. After
an hour, the food was already missing. Only the plate and
cat were seen on the table.

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4. Watching the woman at the airport run toward
the arriving flight area. Melody opened her arms
and embraced her mother. Why did Melody miss
her mother?
5. Jane is playing in her bedroom. After a few
minutes, you heard a crash and a loud burst of
crying. What happened to Jane?

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Think-Aloud
(Adapted from Readance, Bean, & Baldwin, 1989)

The teacher reads aloud to students and verbalizes the
thinking he or she is doing in order to make inferences
that help the teacher comprehend the text. Specifically:
1. Locate the evidence (stated facts) in the text from
which one can reason.
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2. Think out loud, showing students how to put together
prior knowledge and the facts from the text to answer the
question.
3. Model the inferencing procedure until the students can
begin to take over the necessary steps, finally reasoning
successfully on their own.

By modeling this skill, normally invisible thought processes
are made clear to students.
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When we infer, there is no wrong answer.

Just make sure that the inference are
supported.
It should be EVIDENCE-BASED INFERENCE.

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• Importance of Making Inference

1. Prior knowledge can be activated.

2. Students are trained to draw conclusions and generalizations.
3. Students are taught to read beyond the lines.
4. Students are urged to see interpret the relationship between
two ideas.
5. Critical thinking can be developed.

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ü Critical literacy requires reading

between the lines. You have to
analyze and internalize and
interpret, synthesize, explain.
ü For that you have to be able to
make inferences.

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Dynamic literacy involves making

inferences across multiple different texts
that you're reading - seeing the
relationships among those texts.

• (Morris, P.J. & Tchudi, S. (1996). The new literacy: Moving beyond the
3Rs. San Francisco: Jossey-Bass)

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•  Let’s Try!
• Alice was carrying a large clothes basket from the
bedroom down the stairs to the laundry room. She
struggled under the weight of the basket. She wished
her younger brothers would help her. Instead, they were
playing. She had heard them throwing a baseball in the
house earlier. She had told them to go outside. They had
gone to the backyard, but they had left the baseball on
the stairs.
•  Why did she ask them to go outside?
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•  SONG ANALYSIS:
•  Infer why is the song entitled “With Pen in Hand”?
•  WITH PEN IN HAND
•  Dorothy Moore
• 
With pen in hand
You sign your name
Today at five
I’ll be on that train
And you’ll be free
And I’ll be alone
So alone
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• Hmmm, what could be happening? It seems like

someone will be leaving?

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• 
If you think
We can’t find the love we once knew
If you think
I can’t make everything up to you
Then I’ll be gone
And you’ll be on your own
You’ll be on your own
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Can you take good care of Jenny
Can you take her to school everyday
Can you teach her how to play
All the games that little girls play
Hear what I say

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Can you teach her how to roll up her hair
Can you make sure each night that she says her prayers
Well if you can do all these things
Then maybe she won’t miss me
Maybe she won’t miss me

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And who is Jenny now? I think the person

really loves Jenny.



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What do you think is happening in the persona in the

song?

How come you derived with that kind of ideas?

Can it be proven?

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