Whew...it' s been a crazy 5 months since my last post. Glad to be back! Inferencing has always been a challenge for me and for my students. This year it has particuarly challenging due to the make up of my class. I have very diverse levels in my class and am having to find ways to meet the needs of these students on many different levels. Believe it or not, I think in the end it has helped me think more deeply about each lesson I teach, and how to intervene when the students do not get it. I digress...Inferencing is a challenge no matter who you are or the students you have due to the fact that it is not stated right in the story and the children have to actually think through the "why" something is happening. As we started inferencing this year...my kids were all over the place. Part due to the concept being new to them; part due to lack of connection. I did not know this at the time though. I found this great anchor chart a few weeks ago...and printed it for my kids to put in their reader's notebook...and the real teaching began! We went back and had a discussion about personal experience and how those tie into inferencing. One of my students used the word "schema"--I was so proud considering we had been talking about schema all year and no child had ever used it correctly in a sentence. First time for everything right? I was beaming! I did not create this anchor chart but I did use a file folder as an example for their brain. They are always commenting on the fact that I use file folders for everything...I thought this fit quite nicely. Of course, I had to tie inferencing back into their schema so we began to talk--just talk about personal experiences and how those help us answer questions. The kids responses were amazing. The children may not have that many personal experiences...but they have enough to make connections. Once we talked about how our schema helps us infer...we had to talk about text evidence. In 3rd grade we really stress the importance of going back in the story to find text evidence (proof) of their answer. The common misconception is inferring has no text evidence...well you can see why I like the anchor chart I posted above. There is always text evidence with inferring...it may not be directly stated but there are clues to lead you to the correct answer. Finding the clues is the key! On to the final piece of our inferencing puzzle! Our 3rd grade team has been focusing less on multiple choice answers this year, and more about getting the kids to think through their answers and WRITE!! We have been getting the students to do what we call "I know" statements. The students have a question (that would typically be a multiple choice question) but instead of ABCD...they have to write the following after answering the question: I know this because the text says... I also know this because when I... We have the students find the text to support their answer and then they have to make a personal connection to their answer. (Meaning, many times we answer a question because of a certain experience we've had...we can relate to a character because we have also felt that way...we can infer because we know we would do that same thing if we were that character...etc.) Here is an example of the template the students have. We are doing this activity this week on Wednesday...it is inferencing for non-fiction! (Obviously it has a story that goes along with it.) Now the students may have never experienced an Earthquake...but they know that broken glass hurts--there is their the personal connection. These "I know" statements work with almost any skill but they are amazing for inferencing! Since inferencing does not give you the text evidence directly...the students are forced to think more about personal experiences and they way the author worded the story. Having the students write down their text evidence (or clues) and their personal connection leads to an almost full-proof solution to inferencing; besides it actually makes the kids think and write instead of just marking an answer. There are great ways to modify or do Tier I interventions for inferring. On the "I know" statements...I give them an answer to choose from (smiliar to a multiple choice answer) but then they have to tell me why by providing text evidence and a personal connection. I believe this helps the students focus more on the thinking of "why" rather than "what is the right answer..." with any hope, you can eventually remove this option and the students that are struggling will be able to do the complete "I know" statement. I am still doing this intervention in my room...and will continue for a while I am sure, but at least they are getting the thought process in... I also bought this set of inferencing task cards that are on a lower level. I needed these desperately for my class this year...they have done wonders! I only use them for small group instruction, not for an actual assignment since they are not on grade level, but they do help with getting the kids thinking...we always tie back to their personal connections! The kids love these! Another way to do modifications or Tier I interventions for inferring is to have the students practice looking at pictures and inferring from the pictures what is happening. We obviously want more reading and writing going on...but this is great for just focusing on thinking...and observing. I also put this graphic organizer in stations...it is very simliar to the "I know" statement but does not have a specific question on it. The students can make their own inferences from a story they read during stations. I will usually pick a character or certain section of the story and then let them make their own inference. I would reserve this for the kids that are not struggling...or peer partner with this graphic organizer. If the students are struggling forming their own thoughts on inferencing...they will struggle with this; otherwise it is great for your group that doesn't need as much help. I believe the bottom line to teaching this difficult skill is to remember these are children. Hounding on them to find the clues in the story isn't the only way. Dive into their personal experiences and the connections they can make. Make the kids think, and push them to connect...it will help!

If you are looking for some high-interest activities, try using animated shorts to teach inference. Free handouts focus on student learning.

Does teaching inferencing seem unnecessarily complicated? You'll love this fun and fresh approach! And best of all, it will engage your students and help them see how they already use inferencing every day!

Being able to make inferences and draw conclusions is a critical component of communication. Teach inferencing skills with these steps!

Inferring is one of my favorite reading skills to teach, and I think this activity might be my favorite because it involves my students! Simply have your students write five clues about themselves and then spend time as a class sharing each students clues to see if they can correctly infer who the ...

To kick off inferencing, we started out using Abby’s Snow Day Case Files. Do y’all have this yet?? If you’re teaching inferencing, you SERIOUSLY need this!!!! Let me just tell you that my kids were all over it. I set up my case files and the kids went to town being little “inference investigators”. Wow. …

Download these free inference pictures to help your students work on building their inferencing skills during reading workshop.

Where do you start with vocabulary intervention? These 7 vocabulary strategies are great vocabulary building tools to help struggling readers find...

Understanding the difference between inference and prediction is one of classic challenges in literacy instruction.

My friends, teaching students to make inferences is one of the hardest concepts out there! Can I get an Amen?! Students are trained to see what is right in front of them, so when they have to take that and read between the lines it is difficult! It is pulling hair out difficult! This ... Read More about Teaching Inferencing-Investigation Style

Modifying Kylene Beers' " It Says - I Say - So" with visible reading in order to teach inferencing strategies to ELLs. Academic language strategies.

Social Inferences Age Group: 5+ The pack comprises 60 double-sided cards and 3 suggestions for activities.  What is more, it includes a part with the cards in A4 size so they can also be used autonomously.Each card consists of a photograph accompanied by a range of easy-to-read questions that prompt learners to engage in inferential reasoning. The questions have a clear focus on encouraging children to draw logical conclusions based on the information provided in the pictures. The material is ideal for learners who struggle to understand the messages conveyed in social interaction and need explicit instruction on how to draw their own inferences by picking up visual and contextual clues.  This particular card pack forms part of a whole set of materials that seek to support the development of 30 different skills and are aimed at various age groups.  You may also be interested in the book "Developing Social Skills through Short Stories".

Using wordless shorts in language therapy gives you so many options and your clients will LOVE it! Links to the best wordless videos!

Find fantastic resources for teaching inferences (with free mini lesson). The resources are ideal for 4th graders but also features ideas for grades 1-3.

Would you like to decorate your classroom with fun, hand-drawn anchor charts/posters? Do you simply not have the time to get them done? Well, you have come to the perfect place! I love making these engaging and appealing anchor charts. I also can draw/create any other topic you would like, just contact me directly and ask! My students absolutely love these posters and references them every day. Many of them are visual learners, so the colorful images really help them connect and remember what they have learned. This particular anchor chart is for readers/writers practicing how to make inferences. My students struggle with this skill every year so this chart really helps them realize that making an inferences is revolved around something that the author has not said yet. It helps them combine what they already know and clues from the text to make their inferences! **These will be copies unless asked otherwise for a custom poster. They are not laminated, and are printed on normal, anchor chart paper. I ship these out ASAP after being ordered, but please keep in mind once shipped, it is outside of my control. Therefore, if shipping does not meet your expectations, I highly encourage you to please reach out to me first, and we have always been able to work something out to make up for anything that may have occurred after I have sent your package, thanks so much!! Hope you love it :)

This product includes anchor charts for each Reading Literature and Informational Standard for Grades 3-5 that provide skills and strategies at your students' fingertips. Why Reading Notebook Anchor Charts?The charts in this product are meant to be used inside students’ reading or writing notebooks. This is why they are shown two on a page. I don’t know about you, but the budget on copies has always been an issue we are always trying to find ways to save paper and copies! More importantly, as ELA teachers we tend to use a lot of anchor charts in our classroom. With the number of charts we make- it would be impossible to keep all of them up throughout the year and sometimes students probably forget they are even there. Having them right in their notebooks allows easy accessibility to help during independent Reading or Writing. You might also find these useful for parents to use at home. Since I began using anchor charts inside our Reading and Writing Notebooks, I have noticed my students are able to work better independently. They have the tools they need to support their learning. The charts have also been helpful in planning and presenting lessons. For example, when talking about “theme,” you have examples and ways to find it by using the chart. This helps to bring a large and broad topic down to a concrete idea.This set also includes a variety of graphic organizers for both fiction and nonfiction. What is included? >>> READING LITERATURE CHARTS <<< The following charts are included aligned to the 3 clusters of the Reading Literature Standards for Grades 3-5. Key Ideas & Details Wise Readers ask Questions Who… What…When…Where…Why…How Using Text Evidence Inference Character Feelings Character Traits Recount Stories (Somebody Wanted But So Then) Recount Stories (Who? What? When? Where? Why? How?) Summarize Stories (Somebody Wanted But So) Think FAST about the Characters FAST Chart (3 Versions) 5 Elements of a Story Story Mountain Crafting a Theme Statement Theme THEMEssage Common Themes Craft & Structure Literal vs. Nonliteral Language Figurative Language Idioms 1 (blank) Idioms 2 (blank) Idioms 1 Idioms 2 Allusion Poetry, Drama, & Prose Point of View Point of View (blank) Integration of Knowledge & Ideas The Quest Movie vs. Text (Blank) Movie vs. Text (Filled in) Comparing Themes, Topics, & Patterns of Events Good vs. Evil Thinking about Theme Revealing the Theme Extra Reading Charts & Tools The Story in a Nutshell Graphic Organizer (1 per page) The Story in a Nutshell Graphic Organizer (2 per page) Main Idea & Details Boxes & Bullets (2 per page) What's the Big Idea?! Boxes & Bullets Graphic Organizer for Text Writing a Summary (1 per page) Let's Talk Genre! (Genre Notebook Chart) Traditional Literature Notebook Chart My Reading Log (2 per page) Words We Should All Spell Correctly Transitions Responding to Fiction 1 Responding to Fiction 2 Responding to Nonfiction Readers Choose Just Right Books My New Year's Reading Resolutions Ways I Can Help Myself Grow as a Reader Parts of Speech Reading is Thinking (boy) Reading is Thinking (girl) >>> READING INFORMATIONAL NOTEBOOK CHARTS <<< Key Ideas & Details Super Star Partnerships Wise Readers Ask Questions Using Text Evidence Types of Informational Texts Main Ideas and Supporting Details Inference Talking about the Text Main Idea and Key Details (Graphic Organizer) Main Idea and Key Details (Graphic Organizer) Summarizing Nonfiction (Somebody Wanted But So) Summarizing Nonfiction (Notes with Example) Summarizing Nonfiction (Notes with Example) cursive font Determining Importance Determining Importance (Interesting or Important) Sentence Starters for Main Idea See, Think, Wonder (Blank) Craft & Structure Alpha Boxes Context Clues Firsthand vs. Secondhand Account Primary vs. Secondary Sources Description Sequence Compare & Contrast Cause & Effect Problem & Solution Cause & Effect Graphic Organizer Nonfiction Signal Words 1 Nonfiction Signal Words 2  Integration of Knowledge & Ideas Reasons & Evidence Text Features 1 Text Features 2 Text Features 3 Combining Texts Combining Texts Combining Texts (Graphic Organizer) Bonus* Readers Gonna Read (My To-Read List) 🛑 Are you a member of the TLL Membership? These materials are already included. If you are not a member, click here to learn more. The TLL Membership gives you an all-access pass to hundreds of ELA resources for teachers in Grades 3-5.If you ever find that you are looking for a specific chart that is not included, please let me know at [email protected]. I am ALWAYS looking for ways to improve the quality of my resources. :)  Let’s connect! The Literacy Loft Blog The Literacy Loft on Instagram The Literacy Loft on Pinterest The Literacy Loft on Facebook

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Looking for a book list for making inferences and predictions? Here you go! Be sure to check out all the book lists I have for teaching comprehension. *This post contains affiliate links. Making inferences and predictions are highly related comprehension strategies. In fact, most books for teaching comprehension lump them together. For the younger ... Read More about Book List for Making Inferences and Predictions

I created a couple of sheets at the beginning of the year to teach inferencing. I googled "Inference Photographs" and downloaded many images to my computer. There are also many photos on Pinterest. I ordered them as 4x6 prints to save on ink. The children worked in small groups to make observations, list schema(background knowledge) and then list inferences. They enjoyed picking out the photos. Vertical Sheet Horizontal Sheet

One of my BEST SELLERS!! Teach students about inferencing in a fun, engaging way. The stories are like mysteries to be solved. Working by themselves or with partners, students love these short, concise, easy to read passages! 35 passages in all! Hints are given and students must determine what...

Making inferences worksheets and activities aren't always easy for students, but there are fun ways to teach this challenging reading skill.

We used these reading response trifolds in our small groups. You can find a similar Officer Buckle trifold here.

I L*O*V*E this book! It is written in rhyme, so it is really fun to read. The pictures are AH..MAZING, I can spend a long time just studying the pictures, and I think Mr. Magee looks like my husband, so it makes me smile :) With that said, if you have not read this book, it is a must! It is a silly adventure of Mr. Magee taking his dog Dee to the mountains to go camping. There is a bag of marshmallows, a bear and a waterfall all involved in Mr. Magee and Dee's camping adventure! Hmm, if your curiosity is peaked, I hope you find this book and add it to your classroom library, I am sure you will love it as much as I do! If you have this book here are some reading skill and strategy questions and ideas that might inspire a lesson. Reading level: 3.0 Theme: Camping, Adventure Genre: Adventure Fiction Suggested Vocabulary: spree, hitched, Rambler, brook, knolls, coals, embers, dozy, snitch, hitch, shimmying, rapids, quiver, ledge, stranded, bank, rank dismay Reading skills and strategies: asking questions - {possible questions at before} What is a camping spree? Where will they camp? {possible questions during} Why did they leave the marshmallow's out? Why did the bear go under the hitch and not over it? How come Mr. Magee didn't wake up while they were rolling down the hill? How come their trailer didn't sink in the water? Will Mr. Magee and Dee fall down the waterfall? How will they get off the waterfall? {possible questions after} Why did they end up camping in their backyard? author's point of view - 3rd person point of view author's purpose - entertain{evidence} The story is written in rhyme. The bear pulled the trailer out of the stream and the trailer rolled all the way down the hill and landed right next to the car. All these things make for a silly entertaining story. beginning, middle, end - {most important event from beginning} Mr. Magee and Dee set out to go camping. {most important event from middle} As the bear was looking for marshmallows he unhitched the trailer from the car and made Mr. Magee and Dee roll into a stream. {most important event from end} The bear pulled the trailer out of the river and let it go so it rolled down the hill and landed next to the car. They drove home and camped in their backyard. cause and effect - Why did Mr. Magee load up the camper? because he was getting ready for a camping trip. Why will Dee love camping? because the views are fantastic, there is no one around, the air is sweet and he will sleep like a log. Why did Dee gather pine cones? so they could start a campfire. Why did the bear come to their camp spot? because they left the marshmallows out and the bear could smell the sweet treat. Why did the car and trailer become unhitched? because the bear went under the hitch. How come Mr. Magee and Dee did not fall down the waterfall? because there was a rock that blocked them. Why did the bear pull the trailer out of the water? because he thought the ball on the end of the trailer hitch was a marshmallow. Why did Mr. Magee and Dee go home? because they thought it might be safer to camp at home. connections - {possible text-to-self connections} Going camping. Having a trailer. Seeing a bear. Having a dog. Roasting marshmallows. drawing conclusions & inferencing - How do you think Mr. Magee feels about camping by the end of the story? {text clues} Mr. Magee and Dee rolled down a hill, landed in a stream and hung over a waterfall because of a bear. {what I know} If my trailer were knocked by a bear and I rolled down a hill and hung over a waterfall I would be scared. {my conclusion} I think that Mr. Magee still likes camping but only where there are no bears. plot - the turning point or climax in the story was when the bear pulled them out of the water and they rolled down the hill and landed next to their car. After that they decided to go home and camp in the back yard. predict - Will Dee love camping? Do you think the bear is going to cause a problem? What will it be? Do you think they will go over the waterfall? How will they get out of the stream and away from the waterfall? Where do you think they are going to go now that the car is hitched up again? sequencing - Mr. Magee and Dee hitch up the trailer and go camping. They stop in the perfect spot. They roast marshmallows. Dee and Mr. Magee go to bed. A bear comes and unhitches the trailer and car. The car rolls one way and the trailer rolls the other way. The trailer, Mr. Magee and Dee land in the stream. The bear thinks the trailer hitch is a marshmallow so he pulls the trailer out of the stream. The trailer rolls away again. The trailer lands right next to the car. Mr. Magee hitches up the car and heads home. Mr. Magee and Dee camp in the backyard. story elements- list title, author, character's, setting, beginning, middle, end, or problem & solution. Here is a free inferencing activity for you and your students. COMPREHENSION GAME Included: 48 true false comprehension and story element questions. 1 spinner 1 game board RHYME GAME Included: 1 game board 48 rhyme cards 1 rhyming sheet (for students to check the rhyming words) **Printing tip - Make sure under SIZE OPTIONS you chose "ACTUAL SIZE"** I hope you find something useful! Happy reading!

Don’t you hate that nagging voice in the back of your teacher brain? Thoughts like these CONSTANTLY hammered away at me during the school day. “If I would have gotten to school five minutes earlier I could have prepared better for this lesson.” “Wow, this passage I’m making the kids read is SO BORING. I … Continue reading Your Students Will LOVE This Lesson For RI.4.1

Today's standardized tests are far more demanding than those we took as children. Prepare your students for success with meaningful and engaging work!

Teaching inferencing in third grade with an engaging crime scene activity! Students were thrilled when we transformed our classroom into 4 not-so-scary crime scenes to learn reading skills and make inferences.

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

With the Common Core Standards in place, students are being asked more and more to use critical thinking skills to analyze literary and informational text. Inference is a prime example of a critical thinking skill used in classrooms today. Students are asked to read text and analyze it by

Using receipts to practice inference skills is a no-brainer to add to your teacher toolbox. It's simple and effective to use anytime,

Inferencing is such a challenging skill to master! Use these two sets of 40 task cards (80 cards total) that help students practice making inferences and inferencing. The first 20 cards have pictures that students make inferences from. The next 20 cards have short stories that students make inferences from. There are TWO kinds of task cards included: 20 Picture Task Cards (Make an inference from a picture) 20 Story Task Cards (Make an inference from a story) The following different versions of this resource are included: Original Differentiated Task Card Format Half-page printable format for writing in student answers DIGITAL access via Google Slides You can also purchase these task cards in SPANISH! This activity is differentiated! The sets are differentiated to meet the needs of your students! The two sets use the same stories and pictures but range in guidance. The first set of 40 asks questions to lead to inferences (See Preview) and the second set of 40 is open-ended. This is engaging practice for your students. Perfect for mini-lessons, whole-class instruction, cooperative learning, intervention groups, and literacy centers. You can also buy this set of task cards as part of my HUGE Reading Skill Task Card Bundle! Are your looking for even MORE Inference Task Cards? Check out my Inference Task Card Bundle with 8 Additional Sets. CLICK HERE! (Note: These task cards are NOT included in the bundle) **I also have an INFERENCE READING PROJECT!** More to See: Literal Vs. Inferential Comprehension Questions Task Cards Check out my Bundled Holiday Reading Skills Task Cards! Other Reading Task Cards you might enjoy! Fact and Opinion Task Cards Sequencing Task Cards CONTEXT CLUES Task Cards! Noun and Verb Task Cards

Digital resource for GOOGLE CLASSROOM. This resource includes 6 readings in SPANISH to practice reading skills (character traits, inferencing, author's purpose, main idea, and context clues). It includes step by step instructions to download in your Google classroom. Recurso digital para GOOGLE CL...

These riddles are an engaging, thought-provoking way in which to teach or reinforce homographs! The riddles incorporate the elements of context clues, critical thinking, inferencing, grammar and much more! Each card contains a riddle. The answer to each riddle is a homograph! There are a number o...

If you are looking for some high-interest activities, try using animated shorts to teach inference. Free handouts focus on student learning.

Teaching about making inferences while reading? Check out this anchor chart and FREE inference activity for upper elementary students! This blog post contains a free passage and instructions which will allow your students to make their own s'more inference!

Kids with learning issues can struggle with making inferences, a key reading skill. Here a teacher shares a fun way to teach your child how to make inferences without books.

This engaging activity packet is a 40-page resource that supports the inferencing strategy and aligns with the Common Core Standards. Research shows that poor inferencing skills causes poor comprehension, so it is important students understand and apply this skill when reading. This packet will be an effective tool to help your students with the inferencing strategy. This packet includes: ~ teaching posters ~ practice worksheets ~ 16 pages of inferencing cards with game suggestions ~ a Memory Box inferencing activity I included 4th and 5th grades for the students who are still struggling with the inferencing concept. Please check the PREVIEW. *Check out my other products on inferencing: ~Inferencing Around the Room "Community Workers" {free} ~Inferencing Around the Room - Mix & Match Whole Class Activity ~Inferencing with QR Codes ~Inference Games and Activities Bundle ~Biography & Inferencing Activities ~Inferencing Bingo {Community Workers}