Inferencing!
Basic Inference (clear clue)
Excerpt:
Maya looked at the dark clouds and grabbed her umbrella before leaving the house.
Question:
What can the reader infer?
Answer: It is probably going to rain.
Excerpt:
First, the seeds are planted in rows. Next, they are watered daily. Finally, the plants are harvested in early fall.
Question:
What text structure is used?
Answer: Chronological order/sequence
Excerpt:
Bees collect nectar from flowers and store it in their hives. This process helps pollinate plants, allowing fruits and seeds to grow.
Question:
What is the author’s purpose?
Answer: To inform the reader about how bees help plants.
Excerpt:
The wind whispered secrets through the trees.
Question:
Which poetic device is used? (HINT: Figurative Language!)
Answer: Personification
Clue:
A student thinks they know the answer but hasn’t checked the passage.
Question:
What should the student do?
Answer: Go back to the text and find evidence.
Character Feelings
Excerpt:
Jordan reread the message three times, sighed, and slowly put his phone face down on the table.
Question:
What can the reader infer about Jordan?
Answer: He is disappointed or upset about the message.
Excerpt:
Because the river flooded after days of heavy rain, several roads were closed and residents moved to higher ground.
Question:
Which text structure is used?
Answer: Cause and effect
Excerpt:
When the hamster escaped, it raced across the kitchen floor like a tiny rocket, leaving crumbs and chaos behind.
Question:
What is the author’s purpose?
Answer: To entertain the reader.
Excerpt:
Gray clouds hung low above the empty street, and even the birds were silent.
Question:
What mood is created?
Answer: Gloomy / somber / lonely
Clue:
A student does not know a word in the passage.
Question:
What is the BEST strategy?
Answer: Use context clues from nearby sentences.
Use Multiple Clues
Excerpt:
The science fair poster board was bent at the corners. Glue marks covered Elena’s hands, and she yawned as she taped the last chart into place.
Question:
What can the reader infer about Elena?
Answer: She worked hard for a long time on her project.
Excerpt:
Solar energy uses sunlight to produce power, while wind energy relies on moving air. Both provide renewable energy, but they require different equipment and environments.
Question:
What text structure is used?
Answer: Compare and contrast
Excerpt:
Schools should start later in the morning because students learn better when they are well-rested. Later start times can improve focus and performance.
Question:
What is the author’s purpose?
Answer: To persuade readers that schools should start later.
Excerpt:
(He nervously taps his foot and looks toward the door.)
Question:
What is the purpose of this stage direction?
Answer: To show how the character should act/feel.
Clue:
A student feels stuck on a challenging question and time is running out.
Question:
What is the BEST strategy?
Answer: Mark it, move on, and return later with fresh focus.
Author’s Implied Message
Excerpt:
The trail was longer than Marcus expected. He stopped often, drank the last of his water, and still smiled when he reached the top and looked out over the valley.
Question:
What idea is implied in this passage?
Answer: Difficult challenges can be rewarding.
Excerpt:
Many students struggled to find quiet places to study after school. To address this issue, the library extended its hours and created designated study zones.
Question:
Which text structure best describes this passage?
Answer: Problem and solution
Excerpt:
Plastic waste harms ocean life, with millions of tons entering the water each year. By using reusable bottles and bags, people can reduce this growing problem.
Question:
What is the author’s main purpose?
Answer: To persuade readers to reduce plastic use (using facts to support the argument).
Excerpt:
(Silence. The character slowly folds the letter and exits without speaking.)
Question:
What can the audience infer and how do stage directions help?
Answer: The character is upset or affected; the silent action reveals emotion without dialogue.
Clue:
A question asks about the author’s purpose, but the student focuses only on one sentence.
Question:
What should the student do?
Answer: Consider the entire passage, not just one detail.
Abstract Inference (Theme/Big Idea)
Excerpt:
At first, Lila refused help and struggled to carry the heavy boxes alone. After dropping one and watching her classmates rush to help, she thanked them and shared the work.
Question:
What theme is best supported by this passage?
Answer: Accepting help can make challenges easier/teamwork is valuable.
Excerpt:
Wildfires can destroy habitats and homes within hours. As temperatures rise and droughts increase, scientists predict these fires will become more common. Communities are now developing prevention plans and emergency response systems.
Question:
Which structure best describes this passage AND why might the author use it?
Cause and effect (with problem/solution elements); the author explains why wildfires are increasing and how people are responding.
Excerpt:
Volunteering at the community garden allows neighbors to grow fresh food, learn new skills, and strengthen friendships. Joining this effort benefits both individuals and the community.
Question:
What is the author’s purpose AND how is it developed?
Answer: To persuade readers to volunteer; the author lists positive outcomes to support the message.
Excerpt:
Hope is a small flame flickering in the storm.
Question:
How does this metaphor develop meaning?
Answer: It shows hope is fragile but powerful even in difficulty.
Explain how Mrs. Wylie has taught you to approach a paired selection.
Answer: First, read the first text, then answer the questions for that text only. Next, read the second text, then answer the questions for that text only. Then move on to the paired questions and look back at both texts as needed.