Reading Comprehension –
Making Inferences

French

Level:
Grades 1  2

Materials:

A cloth or paper bag, small identifiable objects
to put in the bag, and an attractive, interesting book at students’
instructional level

1.Preparation:

Students work in pairs. Each pair has a bag.
Each
student has a selection of small objects – unknown to the other
student.
They take turns with one student putting an object in the bag and the
other
student guessing what it is, only by feeling the bag.
Teacher asks students how they are able to identify the
objects,
and helps students articulate idea that they are using “clues” even
though
they cannot see the objects.

Teacher shows students the book to be read and
asks if they know all the words. (If the book is at the instructional
level the answer should be “no.”) The teacher then asks the students
how they might read the book anyway and understand the story. Lead
students to make the
connection that one way is related to how they identified objects in
the
bag – guessing from clues.

2. Presentation:

Teacher models – or asks a student to model –
using clues  picture, word, title, or text clues – to make guesses
about the
story and/or the meaning of vocabulary words. When students understand
the
process, explain that this strategy is called “making inferences” (you
might
want to call it a shorter name like “guessing”) and compare again to
the
mystery bag game. Explain that we make inferences all the time. Elicit
examples
of when we make inferences in normal life and in play (if someone is
wearing a heavy coat we assume it is cold, if your friend has a big
smile, you assume he is happy.)

3. Practice:

Ask students to work in pairs or small groups
reading together, making and discussing inferences about the story.
Move from group to group and ask them what clues are helping them
understand the story and/or vocabulary. Encourage students to make
inferences – and to check the inferences as they progress through the
story.

4. Evaluation:

Ask the students if making inferences is helping
them to understand the story. Discuss why  and/or
why not.

5. Expansion:

Give students an example of another situation
where making inferences can be helpful in school, for example in a
specific science setting. Ask the students for more examples where
using inferences can help them do their current school work. 

References

Chamot, A. U., &
J.M. O’Malley (1994). The CALLA Handbook. White Plains, NY:
Longman.

Chamot, A. U., S.
Barnhardt, P.B. ElDinary, J. Robbins (1999). The Learning
Strategies Handbook. White Plains, NY:
Longman.

Chamot, A. U. & K.
Anstrom, J. Delett, V. Karwan, A. Bartoshesky, C. Keatley (2002). The
Elementary Immersion Learning Strategies Resource Guide. National Capital
Language Resource Center, Washington, DC: National Capital Language
Resource Center.