![]() We need to help our students slow down and list the important, relevant details on the outside of Roz Linder’s silhouette graphic organizer. Step 3 and Step 4 are the critical steps to generating an inference. What’s the answer? What’s the inference? It’s winter. They had been trying to keep warm, and that’s why they were moving around. Of course, they ran because they were cold. Combining the “keeping warm” and that it’s not summer leads the reader to infer that it is probably winter. Pulling on some background knowledge, the reader recalls that it is not dark at 7:00 in the summer (in Indiana). Add in the other detail about it being dark at 7:00, and you begin to move even closer. Using background knowledge, predict what the combination of actions might indicate–the kids are trying to generate some heat or keep warm. ![]() Group the following details: jumping up and down, moving around, and rubbing and huffing on their hands. Inferences are made by putting multiple clues together. That detail alone might mean the kids at the bus stop have to go to the bathroom.) Ask students to consider, What does it mean when you jump up and down? (NOTE: It’s possible that this could mean more than one thing. ![]() Working with the list of details surrounding the silhouette, start with the first jotted note. To move from Step 4 to Step 5, students have to put clues together, which means thinking about the details one at a time. Model how to look for patterns and relationships among the details-to determine what these details have in common. Once relevant details are gathered around the silhouette, it’s time for Step 4. However, some of these details aren’t relevant to the question “What season is it?” One part of explicit instruction includes helping students to determine important from unimportant information. There were other details mentioned in the text, like the fact that there were half a dozen kids and that one kid hollered when the bus was coming. Step 3 requires listing the relevant details.
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