Making inferences while reading is one of the most important skills we can teach our students. When students read, they should be inferring using both explicit evidence and implicit information gleaned from the texts in front of them - but many students need additional practice to hone their inferring skills. This lesson and printables teach students to recognize explicit evidence in a text and to pay close attention to the implicit information that is not clearly included by the author but, instead, is only hinted at.
Using short Two-Sentence Stories that can by read quickly, students practice identifying explicit evidence and exploring beneath the surface of the writing to discover implicit information. Then they are asked to create an inference based on the explicit and implicit information they have discovered.
This lesson supports these standards:
RL.9-10.1, RL.11-12.1, RI.9-10.1, RI.11-12.1
Here’s what’s included:
1. The Terminology of Inferring: Explicit and Implicit (2 pages): Explanation and practice with a two-sentence fiction excerpt.
2. Five engaging, high-interest Two-Sentence Stories that will appeal to today’s teens. Each one comes with an answer key for you. Remember—the inferences on the answer keys may not sync with your own thoughts but are provided as examples and inspiration.
3. Create Your Own Two-Sentence Story activity so that students can apply what they’ve learned. Students write a Two sentence Story and four questions, similar to the ones found with the stories in this lesson. Planning pages and two different formats are included so that you can choose the one to best suit the needs of your students.
Hint 1: One thing that you can do to make this lesson run smoothly is to write a Two-Sentence Story yourself, before you ask your students to decipher the ones in this unit and write their own.. Doing so will give you perspective (and another story to work with. : )
Hint 2: Although I’ve put the stories in what I think is a logical order, you may find that tackling them in a different order best suits your needs. The stories are not dependent upon each other, so teach them in the order that works best for you and eliminate one or more if you desire.
To differentiate, allow some students to skip one or more questions. You may also differentiate by sharing the “Explicit Evidence” answers and asking them to respond to the Implicit Information questions.
I sincerely hope that you are your students find as much success as my students and I have with this resource.
Thank you so much for considering this resource. I hope you'll check back at Secondary Strategies again soon. Also, please visit my blog at secondarystrategies.com. It’s new but growing, and I’d love to see you there.
All the best!
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