Teaching inferencing to upper elementary students can be a bit challenging, but it’s also incredibly rewarding. When students begin to make inferences on their own, they start to engage more deeply with texts and think critically about what they’re reading. Over the years, I’ve found a few simple strategies that really help students grasp this important skill. Here are my top five tips for teaching inferencing in a way that’s both effective and easy to implement.

1. Start with Pictures

Before diving into text, I like to start with images. Showing students a picture and asking them to infer what’s happening based on the clues they see is a great way to introduce the concept of inferencing. For example, you could show a picture of a person with an umbrella and ask students why they think the person has the umbrella. This visual approach helps students understand that inferences are all about using clues to make educated guesses, setting the stage for applying the same skill to reading.

2. Use Think-Alouds

Modeling the thought process behind making inferences is crucial. I often use think-alouds while reading a passage aloud to the class. As I read, I’ll pause to make inferences, explaining my thought process as I go. For instance, if a character is described as slamming the door, I might say, “The author didn’t say the character is angry, but slamming the door makes me think they’re upset.” This helps students see how they can use text clues and their own background knowledge to infer meaning.

3. Inference Stems

Inference stems are a fantastic tool for helping students frame their thinking. I provide my students with sentence stems like “I can infer that… because…” or “The author suggests… when they say…”. These stems guide students in articulating their inferences, making the process more concrete. Over time, students begin to internalize these structures, which boosts their confidence and helps them make more accurate inferences independently.

4. Practice with Short Texts

When my students are just starting to learn how to make inferences, i’ve found it helpful to use short, manageable texts. Short stories, paragraphs, or even single sentences can be enough to practice making inferences without overwhelming them. I often use brief reading passages specifically designed to encourage inferencing. This focused practice helps students build their inferencing skills gradually before moving on to longer, more complex texts.

5. Incorporate Daily Inference Practice

Consistency is key when it comes to mastering any skill, and inferencing is no different. I like to include a quick inference activity as part of our daily routine. This might be an “Inference of the Day” question that students answer as a morning warm-up or during transition times. Regular practice keeps the skill fresh in their minds and allows them to apply it in various contexts, helping to reinforce what they’ve learned.

Teaching inferencing doesn’t have to be complicated. By starting with pictures, modeling your thought process, using inference stems, practicing with short texts, and incorporating daily inference activities, you can make this critical skill more accessible and engaging for your students. If you’re looking for even more resources to support your teaching, I highly recommend our Art of Making Inferences Upper Elementary Pack. It’s packed with ready-to-use materials that will help you teach your students to read between the lines and make meaningful inferences. Trust me, this pack has everything you need to make teaching inference not only easier but also more enjoyable for you and your students!

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Make sure you click on the PIN IMAGE BELOW to save these tips and ideas for teaching the skill of inferencing to upper elementary kiddos to a Pinterest board you love. If your classroom is anything like mine, I know that teaching this skill will be an ongoing process throughout the year. Saving this post will make it so easy to find these tools when the time is right for you! Wishing you the very best school year!