Inferring

Inferring involves using background knowledge and evidence in the source to understand what is not explicitly stated in the text. In social studies, learners need to infer to deepen their understanding of the texts they are using.

When do learners infer?

Learners infer when they:

• find clues to determine information that is not explicitly given in the text

• use prior knowledge and evidence from the text to support their interpretation

• draw conclusions based on evidence in the text that is implied

Why should learners infer?

Inferring allows learners to:

• reach conclusions based on evidence from the source and their own reasoning

• use context to determine the meaning of the source

• form their own interpretations

How to infer

You may be observing learners are struggling to make inferences in the texts they encounter in social studies. If you notice learners engaging in any of the following, try the accompanying strategies to support them in inferring.

Big Idea

Learners need to "read between the lines" to interpret various sources.

If you observe:

Learners only identify information that is explicitly stated. Try:

Consider Word Choice

Sources can include language that is meant to inform, persuade, or express emotion. Learners can consider how word choice affects the message conveyed in the source.

• Learners scan the source to identify emotive or persuasive words or phrases

• Learners think about how a word or phrase shows the author’s point of view

• With a partner, learners talk about how the author’s word choice helps them to understand the author’s meaning

Find the Evidence

Sources will seldom directly provide all the information learners need. Learners can use questions provided by the teacher to identify implicit information in the text.

• In pairs, learners review the question and identify key words, phrases or themes

• Learners review the source and identify details they can use to respond to the question

• Learners co-create an answer to the question, using details from the source as evidence to support their answer

Big Idea

Learners need to use their prior knowledge to create meaning from a source.

If you observe:

Learners do not access what they already know to help them understand sources. Try:

Who, When, and Why?

Sources often include information that provides context that can be used to create meaning from the source. Learners can consider contextual information to support them in interpreting the information found within the source.

• Before beginning to interpret a source, learners ask themselves:

Who created the source?
When was it created?
Why was it created?

• In pairs, learners can discuss what they know about the author and time period, or do background research

• Learners can review the source and discuss what they learned about “who, when, and why?” to help them understand the author’s message.

Pile it On

Having background knowledge about a topic supports students in creating meaning from a source. Learners can build prior knowledge through discussion and reviewing related information texts before engaging with sources.

• In small groups, learners share what they already know about a topic

• Learners review information texts about a topic and note important terms, main ideas, and supporting details

• Learners use their background knowledge and notes to support their inferences about a source.

• Learners can continue to work together to make inferences from related sources.

Big Idea

Learners need to use context clues to make meaning.

If you observe:

Learners skip over new vocabulary when reading texts. Try:

Infer to Figure it Out

Sources can include new vocabulary specific to the topic or time period. Learners can use context clues to infer the meaning of a new word.

• Learners stop when they come to a new word

• Learners use text features such as the title, images, and captions to predict what the word means

• Learners re-read what comes before and read on to check their understanding

• Learners replace the new word with a synonym or phrase to confirm their understanding

Use a Reference and Explain It

Vocabulary is key to comprehending a source. Learners can use other resources to define new words and choose the best definition for the context of their source.

• Learners find a definition (or definitions) by consulting a reference or knowledgeable source

• Learners re-read the source to see how the word is being used and choose a definition

• Learners think about whether the word is being used literally or figuratively

• Learners explain what the word means in their own words

Big Idea

Learners need to use various sources of information within a text to draw conclusions.

If you observe:

Learners are only using one source of information in a text to create meaning. Try:

Political Cartoons

Political cartoons require viewers to use various sources of information to infer the cartoonist’s meaning. Learners can use background information about current events, along with text and visuals found in the cartoon to create meaning.

• In small groups, learners use the date of publication and other text features, such as a caption, to access background knowledge

• Learners identify any text in the cartoon (title, caption, speech or thought bubbles, labels etc.) and discuss which words seem most important

• Learners note any words that describe emotions, idioms, figures of speech, etc.

• Learners observe people, objects, places depicted and note any symbols

• Learners discuss any actions or activities that are taking place

• Using their background knowledge and evidence gathered from the cartoon, learners respond to the question: What is the cartoonist’s message?

Propaganda Posters

Propaganda generates an emotional reaction in order to influence the audience’s opinions and behavior. Learners can use text and visual clues to determine the intended message of a poster.

• With a partner, learners observe the poster and describe how the people are depicted (e.g. heroic, threatening, etc.)

• Learners note any symbols they observe and discuss what concept the symbol is meant to represent

• Learners consider any text and discuss what impacts the word choice has on the viewer. Text often includes a call to action (e.g., Enlist today!) that can support learners in determining the purpose

• Based on the evidence they have gathered, learners respond to the question, “What does poster encourage the viewer to believe or do?”

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