We did this through the entire book at each stopping place. Now, inferring happens when learners take what they know Ī great follow-up question after is “WHY do you think that?” Encourage learners to think about their own knowledge and the text/pictures from the book to support their inference.
Today, I’d like to explore inferring with one of my favorite picture books of all time, My Lucky Day by Keiko Kasza. Often, when asked questions that require thinking deeper, we are met with blank stares and the answer, “I don’t know because it doesn’t say.” These two questions require learners to infer or read between the lines because the text doesn’t exactly answer those questions word for word. I could ask the learner questions like: “Has this person ever been to the zoo?” or “How do you think this person feels about going to the zoo?” Here’s why: It requires that learners dig deeper, beyond just the words of the text to draw conclusions about character’s feelings, thoughts, or other concepts.įor example, the text might say: “We get to go to the zoo again! I can’t wait to see the tigers!” Now, making inferences can be tricky for some learners. Making inferences takes comprehension to a deeper level than just the surface.įind more comprehension strategies paired with picture books in our Comprehension Reading Strategies series. Making inferences is an important skill that learners need to have as they comprehend text.
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