Making Inferences & Drawing Conclusions
Students learn to "read between the lines" and make logical inferences and conclusions about what they read. Comprehension questions teach them to look for hints in the story as they select the best answer choice.
- Make accurate inferences and conclusions about what is read
- Detect the main idea, identify details, and think about vocabulary and semantics of reading passages
The content is designed to appeal to older students reading below grade level. There are 11 reading passages with three levels of controlled readability: 4.0-4.9, 5.0-5.9, and 6.0-6.9.
Lessons consist of a one-page, illustrated reading passage and two pages with these reading comprehension tasks that require students to:
- identify the main idea and detect details
- think about vocabulary and semantics
- make appropriate inferences
- draw accurate conclusions
- formulate a question related to the story topic
- complete a writing activity
The reading comprehension questions are similar to those found on classroom and national reading comprehension tests. Questions challenge students to think about the reading passage and use reasoning skills. Most of the questions are multiple-choice with some true/false and oral response questions.
You may purchase Spotlight on Reading & Listening Comprehension Level 2 Making Inferences & Drawing Conclusions individually or as part of the 6-book Spotlight on Reading & Listening Comprehension Level 2 set. The 6-book set consists of:
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- Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, text engagement, and metacognitive thinking (Borné, Cox, Hartgering, & Pratt, 2005).
- Summarization is a skill that helps students identify main ideas, generalize what they've read, and recall information needed to answer comprehension questions (NRP, 2000).
- Instruction in comprehension can help students understand, remember, and communicate with others about what they read (NIFL, 2003).
- Teacher questioning improves students' learning from reading because it gives them a purpose for reading, focuses their attention on what they are to learn, helps them think actively as they read, encourages them to monitor their comprehension, and helps them review content and relate what they've learned to what they already know (NIFL, 2003).
- Effective listening strategies include (NCLRC, 2004):
- listening for details and main ideas
- recognizing word-order patterns
- drawing inferences
Spotlight on Reading & Listening Comprehension Level 2 Making Inferences & Drawing Conclusions incorporates these principles and is also based on expert professional practice.
Borné, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.
National Capital Language Resource Center (NCLRC). (2004). Strategies for developing listening skills. Retrieved June 15, 2009, from www.nclrc.org/essentials/listening/stratlisten.htm
National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved June 15, 2009, from www.nifl.gov/nifl/publications.html
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved June 15, 2009, from http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf