Standard 6-2
The student will read and comprehend a variety of informational
texts in print and nonprint formats.
Students
in
grade
six
read
informational
(expository/persuasive/argumentative) texts of the following types: essays,
historical documents, informational trade books, textbooks, news and feature
articles, magazine articles, advertisements, encyclopedia entries, reviews (for
example, book, movie, product), journals, and speeches. They also read
directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos
embedded in informational texts. In addition, they examine commercials,
documentaries, and other forms of nonprint informational texts.
The teacher should continue to address earlier indicators as they apply to more
difficult texts.
Indicator 6-2.2
Analyze informational texts to draw conclusions and make
inferences.
Definition of Revised Bloom’s Verb
Analyze: Break material into its constituent parts and determine how the parts
relate to one another and to an overall structure or purpose
Explanation
Making inferences is the act or process of drawing a conclusion or making a
prediction based on what one already knows either from prior knowledge,
observations, or evidence found in the text. When making an inference, ideas and
facts are implied or suggested rather than stated outright.
Inferential thinking can be demonstrated by using cloze procedures with portions of
informational texts. Begin by creating a simple cloze statement by deleting one
word from an informational sentence. Invite students to combine what they know
about the syntactic (the grammatical arrangement of words in sentences) and
semantic (the study of meaning in language) knowledge of language with their
schema (organized knowledge that is accessed during reading) and generate
possible words that would make sense in the cloze blank. NOTE: It is important
that the readers have background knowledge about a text they are to read if they
are expected to read inferentially. If they do not have the experience portion of the
equation (word clues + experience = inferences) no matter how many words the
author utilizes, readers will not be able to think inferentially about the text.
http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb%20Smith.doc
Instructional Progression of Indicator
The level of difficulty of the text increases at each grade level. Additionally, some
areas of focus for drawing conclusions and making inferences differ at each grade
level.
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What do students need to know before they can understand
how to analyze an informational text to draw conclusions and
make inferences?
Students should understand the meaning of “reading between the
lines” and that sometimes readers have to make educated guesses in
order to make meaning from the text. Students should know that
these educated guesses should be based on evidence that comes from
their prior knowledge, observations, and the text itself.
 Reading informational text requires attention to characteristics that
are different from fiction: the ability to access data, to read
critically for information, and to use supporting visual features
(such
as
charts,
captions,
and
scale
diagrams).
http://findarticles.com/p/articles/mi_mOSTR/is_6_110/ai_84344608
 Students need to know how to generate and respond to questions
that require them to dig for and think about the information and
the evidence necessary to draw conclusions and make inferences.
For example, questions such as “Hypothesize what will happen
if….,” Predict what would be true if…,” Conclude what the result will
be if…,” What if ____ had happened instead of ____?”
 Students need to learn how to connect the text with their
background knowledge and to see that when they read, they bring
what they already know to comprehension of new text. They need
to experience understanding beyond the literal by gathering all the
clues in order to make an inference or draw a conclusion. For
example, when reading, listening, or viewing specific informational
texts, one might naturally jump to the conclusion that an umbrella
is needed because of rain; however, closer attention to details
might provide clues that the umbrella is needed as protection from
the sun.
 Making inferences and drawing conclusions require that students
recognize and identify the clues in the text that will help lead them
to conclusions. Students must also read between the lines; go
beyond the literal and concrete meaning; and pay attention to
details, clues, and evidence when interacting with print and
nonprint informational texts.
 Students should have experiences with a variety of print and
nonprint text that allow them to compare/contrast inferences and
conclusions. For example, a thematic approach would encourage
students to read a poem, listen to a speech, and view a video of a
short story, all of which were connected by a similar theme.
Students could then compare/contrast inferences and conclusions
among these texts.
Within analyzing an informational text to draw conclusions and
make inferences, what have students previously studied and
what they will study in the future?
The words in bold indicate a change from grade to grade
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3-2.2
4-2.2
5-2.2
6-2.2
7-2.2
8-2.2
E1-2.2
E2-2.2
E3-2.2
E4-2.2
Analyze informational texts to draw conclusions and make
inferences.
Analyze informational texts to draw conclusions and make
inferences.
Analyze informational texts to draw conclusions and make
inferences.
Analyze informational texts to draw conclusions and make
inferences.
Analyze information within and across texts to draw
conclusions and make inferences.
Compare/contrast information within and across texts to
draw conclusions and make inferences.
Compare/contrast information within and across texts to draw
conclusions and make inferences.
Compare/contrast information within and across texts to draw
conclusions and make inferences.
Compare/contrast information within and across texts to draw
conclusions and make inferences.
Compare/contrast information within and across texts to draw
conclusions and make inferences.
When teaching analyzing an informational text to draw
conclusions and make inferences, what connections, links, or
ties can be made to other indicators?
6-1.1 Analyze literary texts to draw conclusions and make
inferences.
6-1.7 Create responses to literary texts through a variety of
methods (for example, written works, oral and auditory
presentations, discussions, media productions, and the visual
and performing arts).
6-2.4 Create responses to informational texts through a variety of
methods (for example, drawings, written works, oral and
auditory presentations, discussions, and media productions).
6-3.3 Interpret the meaning of idioms and euphemisms encountered
in texts.
6-3.4 Distinguish between the denotation and connotation of a given
word.
6-5.2 Create narratives that have a fully developed plot and a
consistent point of view.
6-5.3 Create written descriptions using precise language and vivid
details.
6-5.4 Create persuasive writings (for example, print advertisements
and commercial scripts) that develop a central idea with
supporting evidence and use language appropriate for the
specific audience.
Science: Draw conclusions and make inferences and predictions from
data, research, and investigation
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Social studies: Draw conclusions and make inferences and predictions
from research, biographies, autobiographies, essays,
and speeches
Assessment Strategies
Students should be assessed in the same ways they are taught; however, students
should be assessed with cold text rather than text they have read and discussed.
For example, in this indicator, the verb is “analyze.” Students should be challenged
to construct meaning from the inferences and conclusions and how those contribute
to the overall meaning of the text. Students should be able to cite instances in the
text that caused them to infer and draw conclusions. They should also be able to
explain what background information they brought to the text that helped them
infer. When it’s time for assessment, students should be asked to show what they
have learned in the same way they were taught. For example, in either the learning
or the assessing, students should not be given a worksheet to make inferences and
draw conclusions from unconnected pieces of text because this does not allow them
the opportunity to interpret meaning from a whole piece of text.
Students in grade 6 respond well to having choice. Assessment of analyzing text to
make inferences and draw conclusions can be accomplished by having students
select a piece of “cold” text that has not been discussed in class. Students then
respond through an “It says-I say” activity with this text. The students copy a
quote from the book for “It says” and then add their background knowledge for “I
say.” Next, the students defend the “I say” by writing their thinking behind their
inference (I say). Students must cite instances in the text that help them make an
inference or draw a conclusion.
Students may also sketch their conclusions or inferences and defend their thinking
by citing the text and adding their background knowledge or the understanding that
brought them to those inferences or conclusions.
There is no benefit from having students assessed by a piece of text that has
already been discussed. That would be assessing their remembering, not their
ability to analyze text. Students should be assessed on a piece of text that is on
their reading level.
In order to be consistent with the indicator, the expectation on any assessment
strategy is that students must demonstrate they can analyze informational text to
make inferences and draw conclusions.
Suggested Instructional Resources
Professional Texts
Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse. 2000.
Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH:
Heinemann. 2003.
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Feathers, Karen M. Informational Texts, Reading and Learning. Toronto: Pippin,
2004.
Harvey, Stephanie. Nonfiction Matters, Reading Writing and Research in Grades 38. Portland, ME: Stenhouse, 1998.
Harvey,
Stephanie
and
Anne
Goudis.
Strategies
That
Work:
Teaching
Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.
Keene,
Ellin
and
Susan
Zimmerman.
Mosaic
of
Thought,
Second
Edition.
Portsmouth, NH: Heinemann, 2007.
Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth,
NH: Heinemann, 2008.
Lesesne, Teri S. Making the Match: The Right Book for the Right Reader at the
Right Tim, Grades 4-12. Portland, NH: Stenhouse, 2003.
Probst, Robert E. Response and Analysis, Teaching Literature in the Secondary
School. Portsmouth, NH: Heinemann, 2004.
Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:
Heinemann, 1992.
Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.
Student Texts
There are many titles that teachers and students may select to better understand
drawing conclusions and making inferences. Library Media Specialists from the
South Carolina Association of School Librarians (SCASL) are collaborating with the
South Carolina Department of Education to provide a sampling of texts to match
the indicators. This will continue to be a work in progress. Teachers should
collaborate with their library media specialists for additional suggestions. These
titles can be used for read alouds, shared reading, and independent reading. While
each title on the list has been read and reviewed by professionals, some of these
titles may not meet the needs of each classroom environment. Teachers are
encouraged to read the texts prior to using them in class. Use the following link for
the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.
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Nonprint Materials
http://www.readwritethink.org
http://www.learnnc.org
http://www.learnnc.org/lessons/readwritethink1242005156
http://learnc.org/lp/pagesrla-siouan
http://www.lpb.org
http://www.lpb.org/education/classroom/itv/litlearn/
http://www.readingquest.org
http://www.readingquest.org/strat/
http://scholastic.com
http://scholastic.com/newszone/
http://timeforkids.com
http://timeforkids.com/TFK/
http://www.scetc.org
http://www.scetc.org/education/streamlinesc/index.cfm
http://www.ciconline.org
http://www.ciconline.org/english
http://www.carolhurst.com
http://www.carolhurst.com/titles/6th.html
http://literacynet.org
http://literacynet.org/cnnsf/archives.html
http://www.iclasses.org
http://www.iclasses.org/assets/literature/index.cfm
full text of fiction and nonfiction selections
http://www.unitedstreaming.com
Best Practices
http://ed.sc.gov/agency/offices/cso/standards/ela/index.html
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