Inferencing Detective

1. Tell students that today we are going to put on our detective thinking hats and do something called inferencing. To make a good inference we have to think like a detective. We have to look at a clue and come up with a thought based on that clue. For example, if I saw a lady reading a book, I could infer that she likes to read. First, I am going to let you infer some things about me. I am going to call some of you up here to choose an item out of this bag. You will then have to think like a detective to make a statement about me. 

2. Allow one student at a time to come up to the front of the classroom and pick an item out of the bag. Students should then make an inference about the teacher based on the item. Record the inferences on an All About (teacher's name) chart. This chart can be on chart paper, interactive whiteboard, or projector. Continue this until all items are removed from the bag. 

3. Debrief with students. Tell students that while making inferences they took what they saw (the object) and what they knew (prior knowledge about the objects) and developed an inference.

4. (Option 1) Give students a piece of paper and markers or crayons. Tell students they have five minutes to Graffiti and should draw things that tell about them. Set a digital timer to assist with time management.

(Option 2) Allow students to make a PowerPoint presentation of clip art, Web images, or WordArt that describes them. (You will want to provide suggestions of where to find these images to prevent students from accessing inappropriate material.)

5.  After the five minutes are up (for option 1) or after the PowerPoints are complete, students should peer huddle (get into a group of 4 to 5).  Students are to work together to make inferences based on the drawings or presentation and record them on a piece of paper. Remind students that you are listening and looking for appropriate vocabulary such as I can infer ______, because the evidence suggests ________. 

6. Meet together as a whole group and allow students to share something they inferred about another student and what evidence helped to develop that inference.

7.  Tell students that we are now going to take what we have learned and put it to use in a reading passage. (Websites to find reading passages include Reading Sage or Read Works.) Remind students that we are still thinking like a detective. 

8. Give students a passage, a highlighter, and a sticky note. 

9. Tell students that good inferences have evidence to support them. Tell students to read the passage and write down an inference made from their reading on the sticky note. The inference must say, "I can infer ____ because ___" Write the stem on the board. Students must highlight text evidence in the passage to support their inferences.

10. Students should turn in the sticky note and highlighted passage as an informal assessment.  (You can use this to guide your instruction in future lessons.)