Activity Description

Preparation:

1. Take photos of several pairs of shoes
   1. You may wish to use the actual pairs of shoes
2. Select one photo to use as a model
3. Gather chart paper and markers
4. Prepare reference chart
   1. Write the heading “Inferring”
   2. Below the heading use a different color marker and write “Schema + Evidence = Inference”
   3. Write the subheading “Thinking Stems” and include a list of possible sentence starters students can use when making inferences. For example: I predict... It could be that... My guess is... I infer... Perhaps...

Implementation:

1. Invite students to view a photo of a shoe
   1. Ask “Who do you think wears this pair of shoes?”
   2. Encourage students to support their ideas by asking “What makes you say that?”
   3. Encourage students to point out specific details from the photo to help them support their ideas
   4. Move the discussion along by saying “Is there anyone else who can wear this pair of shoes?”
2. Share the thinking stems chart with the students
   1. Explain the term “schema” as prior knowledge or background information
   2. Explain the term “evidence” as clues or details from the text or photo
   3. Explain how using schema and evidence together helps to make inferences about what might be happening
      • Point out the equation schema + evidence = inference
      • Use the term “prediction” and discuss drawing conclusions and “reading between the lines” when describing inference
   4. Provide an example of a schema and evidence that lead to an inference. For example: “My inference is that I think these shoes belong to a man. My evidence is that that the shoes are big. I know from my background knowledge that men usually have bigger feet than women.”
3. Read the thinking stems to the students and have the students share ideas for completing each sentence
4. Model the activity of making an inference chart
   1. Divide another piece of chart paper in half and write “Evidence” and “Inference” as headings for each column
   2. Invite students to share their ideas about what they see in the photo and record their ideas under the heading “Evidence”
   3. For each piece of evidence that students share have them make an inference based on this piece of evidence and record it under the heading “Inference”
5. Invite students to work in groups and make their own inference chart
   1. Distribute a photo, a piece of chart paper and markers to each group
      • Each group should receive a different photo
   2. Have students create 2 columns and copy “Evidence” and “Inference” as headings for each column
      • Encourage students to refer to the thinking stems during their group discussions
6. Invite groups to share their photos and inference charts

Adaptations For

English Language Learners/ESL:

- Prior to whole class discussion provide thinking stems to students and allow time to practice speaking aloud
- Pre-teach the terms schema and inference and provide synonyms of each word to students during the activity

LD/Reading & Writing Difficulties:

- Include picture cues or symbols for the terms schema, evidence and inference on the thinking stems chart
- Review and rephrase instructions to each group during activity

Cultural Appropriateness & Diversity:

- Choose pairs of shoes that are familiar to students

Differentiated Instruction:

- Use flexible and mixed ability groupings
- Encourage varied responses during whole class discussion
- Provide a variety of thinking stems as examples from which students can choose

Related References

Source:
McGregor, T. (2007). Comprehension Connections: Bridges to Strategic Reading. Portsmouth, NA: Heinemann.

Evidence:
McMackin, M. & Lawrence, S. (2001). Investigating inferences: Constructing meaning from expository texts. Reading Horizons, 42, 117-37.