These fun card games develop fundamental skills in making inferences. Students use limited information to complete their understanding of situations and content.
- Infer who is making a statement and where someone is
Inference Card Games is made up of six decks of playing cards. Each deck contains 26 pairs of complete inference riddles. One card in the pair represents a name or location and the other card provides a statement clue. There are three decks of Who? cards, which consist of occupations/people. The three Where? decks contain locations that the student infers based on the statements provided. Directions for four card games are included.
The six decks are divided by skill area and difficulty level:
Who? Grades 1-2
"Open wide and relax. I'll take a look at that sore tooth."
Who am I? dentist
Who? Grades 3-4
"I love being in stage plays. Some day I'd like to star in a movie."
Who am I? actor or actress
Who? Grades 5-6
"My latest book is a children's story. It will be published next month."
Who am I? author
Where? Grades 1-2
"First I grab a tray. Then I get in either the hot or cold food line."
Where am I? cafeteria
Where? Grades 3-4
"There are so many exhibits to see. Let's find out where the dinosaur skeletons are."
Where am I? museum
Where" Grades 5-6
"Wow, it was a tough climb, but we finally made it to the top. Look at this view!"
Where am I? mountain
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- Questioning is the core of critical reflection. It prompts students to engage in a research process that fosters higher-order thinking skills (Daniel et al., 2005).
- A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
- Explicitly teaching and reinforcing inference skills yields better overall text comprehension, text engagement, and metacognitive thinking. Students should cite evidence they used to draw conclusions in order to make the implicit process of making inferences more explicit (McMackin & Lawrence, 2001).
- Klein and Freitag (1991) found that instructional games enhance the motivation of students in the areas of attention, relevance, confidence, and satisfaction without sacrificing performance.
Inference Card Games incorporates these principles and is also based on expert professional practice.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Solving problems in the teaching of literacy. New York: Guilford Press.
Daniel, M.F., Lafortune, L., Pallascio, R., Splitter, L., Slade, C., & de la Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils ages 10 to 12 years. Communication Education, 54(4), 334-354.
Klein, J.D., & Freitag, E. (1991). Effects of using an instructional game on motivation and performance. Journal of Educational Research, 84(5), 303-308.
McMackin, M.C., & Lawrence, S. (2001). Investing inferences: Constructing meaning from expository texts. Reading Horizons, 42, 117-137.