Standard E3-2
The student will read and comprehend a variety of informational
texts in print and nonprint formats.
Students
in
English
3
read
informational
(expository/persuasive/argumentative) texts of the following types:
historical documents, research reports, essays (for example, social, political,
scientific, historical, natural history), position papers (for example, persuasive
brochures, campaign literature), editorials, letters to the editor, informational
trade books, textbooks, news and feature articles, magazine articles,
advertisements, journals, speeches, reviews (for example, book, movie, product),
contracts, government documents, business forms, instruction manuals, productsupport materials, and application forms. They also read directions, schedules,
and recipes 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 E3-2.2 Compare/contrast information within and across texts to draw
conclusions and make inferences.
Definition of Revised Bloom’s Verb
Compare/Contrast: Detecting correspondences between two ideas, objects, and
the like; students may be asked to draw conclusions and make
inferences by examining similarities and differences in
informational texts, such as a speech and an essay that
address the same topic.
Explanation of Indicator
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
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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.
What do students need to know before they can understand
drawing conclusions and making inferences in informational
text?
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.
 Students have learned the attributes of informational text by the
time they enter English 3: the ability to access data, read
critically for information, use supporting visual features such as
charts, captions, scale diagrams, tables of contents, glossaries,
indexes, maps, photographs, and illustrations.
 In English 1 and 2, students learned how to generate and
respond to questions that required them to dig for and think
about the information and the evidence necessary to draw
conclusions and make inferences. For example, questions such
as “Think about what will happen if…,” Predict what would be
true if…,” What will the result be if…,” What if ____ had
happened instead of ____?” “What if this event had taken place
_____ instead of _____?” “How would the _____ have changed
if the _____ had changed?” stimulated students to think beyond
the literal meaning of the text.
 Students need to continue 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 a person asked for a glass of water because he
or she was thirsty. Closer examination of the text might provide
clues that this person wanted a glass of water in order to take
some medicine or to stop coughing or the hiccups. Jumping to a
conclusion before considering all the clues or evidence can lead
to faulty assumptions.
 Making inferences and drawing conclusions require that students
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.
 Prior to English 3, students should have experienced a variety of
print and nonprint text that allowed them to compare/contrast
inferences and conclusions. For example, a thematic approach
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
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.
By the time students reach English 3, they should be able to
respond appropriately to this quotation in terms of making
inferences and drawing conclusions from print and nonprint
informational text: “Authors imply; therefore, readers have to
infer.”(http://www.greece.k12.ny.us/instruction/ela/612/Reading/Reading%20Strategies/inferentialreading.htm)
Within drawing conclusions and making inferences, what have
students been taught and what will they be taught in the
future?
The words in bold indicate a change from grade to grade.
6-2.2 Analyze informational texts to draw conclusions and make
inferences.
7-2.2 Analyze information within and across texts to draw
conclusions and make inferences.
8-2.2 Compare/contrast information within and across texts to
draw conclusions and make inferences.
E1-2.2 Compare/contrast information within and across texts to draw
conclusions and make inferences.
E2-2.2 Compare/contrast information within and across texts to draw
conclusions and make inferences.
E3-2.2 Compare/contrast information within and across texts to draw
conclusions and make inferences.
E4-2.2 Compare/contrast information within and across texts to draw
conclusions and make inferences.
When teaching drawing conclusions and making inferences,
what connections, links, or ties can be made to other
indicators?
E3-1.1 Compare/contrast ideas within and across literary texts to
make inferences.
E3-1.6 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).
E3-2.4 Create responses to informational texts through a variety of
methods (for example, drawings, written works, oral and
auditory presentations, discussions, and media productions).
E3-5.2 Create narrative pieces (for example, personal essays,
memoirs, or narrative poems) that use figurative language
and word choice to create tone and mood.
E3-5.3 Create descriptive pieces (for example, personal essays,
travel writing, or restaurant reviews) that use sensory images
and vivid word choice.
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E3-5.4 Create persuasive pieces (for example, editorials, essays,
speeches, or reports) that develop a clearly stated thesis and
use support (for example, facts, statistics, and firsthand
accounts).
Science:
Draw conclusions and make inferences and predictions
from data, research, and investigation
Social studies:
Draw conclusions and make inferences and
predictions
from
research,
biographies,
autobiographies, essays, speeches, and letters to
the editors
Classroom Assessment
Students should be assessed in the same ways they are taught. For example, in
this indicator, the verb is “compare/contrast.” Students should be challenged to
construct inferences and conclusions within and among texts. When it’s time for
assessment, students should be asked to show what they have learned in the same
way they were taught, using cold text (text the students have not previously
experienced). For example, in either the learning or the assessing, students should
not be given a text from which they are to make a single inference or draw a single
conclusion because this does not allow them the opportunity to compare/contrast.
Any written assignment, especially those that address the indicators in Standard 5,
can be used to assess students’ understanding of inferences and conclusions within
and across texts.
This graphic organizer can be used as an assessment tool for students to
demonstrate their understanding of the inferences and conclusions they make from
a piece of informational print or nonprint text.
http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/inferencenotes.pdf
Students in English 3 are expected to demonstrate their ability to work with several
print and nonprint informational texts for analyses of inferences and conclusions. Be
creative in the texts you choose; use bumper stickers and signs and ask students to
write the internal text (the between-the-lines meaning) that comes from the
external text (the literal text).
At this level, students should be expected to generate and respond to their own
questions. This type of activity would work well when using a political cartoon and
magazine article dealing with the same topic so students could compare the
inferences and conclusions between the two types of text.
Suggested Instructional Resources
Professional Texts
Atwell, Nancie. The Reading Zone: How to help kids become skilled, passionate,
habitual, critical readers. New York: Scholastic, 2007.
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Beers, Kylene. When Kids Can’t Read: What Teachers Can Do: A Guide for Teachers
6-12. Portsmouth, NH: Heinemann, 2002.
Christel, Mary T., and Scott Sullivan, eds. Creating Media-Rich Classrooms: New
Approaches for Middle and Secondary Teachers. New York: NCTE, 2007.
Gallagher, Kelly. Reading Reasons: Motivational Mini-Lessons for Middle and High
School. Portland, ME: Stenhouse, 2003.
Harvey,
Stephanie
and
Anne
Goudis.
Strategies
That
Work:
Teaching
Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.
Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse, 2002.
Taylor, Rosemarye T. Improving Reading, Writing, and Content Learning for
Students in Grades 4-12. Thousand Oaks, CA: Corwin, 2006.
Tovani, Cris. I Read It, but I Don't Get It: Comprehension Strategies for Adolescent
Readers. Portland, ME: Stenhouse, 2000.
Tovani, Cris. Do I Really Have to Teach Reading? Portland, ME: Stenhouse, 2004.
Wilhem, Jeffrey. Improving Comprehension with Think-Aloud Strategies: Modeling
What Good Readers Do. New York: Scholastic, 2001.
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.readwritethink.org/lessons/lesson_view.asp?id=398
http://www.readwritethink.org/lessons/lesson_view.asp?id=252
http://www.readwritethink.org/lessons/lesson_view.asp?id=1048
http://www.learnnc.org
http://www.learnnc.org/lessons/AngiePanelHolthausen3262003436
http://literacynet.org
http://literacynet.org/cnnsf/archives.html
http://www.u-46.org
http://www.u-46.org/dbs/roadmap/files/comprehension/2infotext.pdf
http://www.ascd.org
http://www.ascd.org/authors/ed_lead/el200510_salinger.html
http://findarticles.com
http://findarticles.com/p/articles/mi_m0STR/is_5_113/ai_112088678
http://findarticles.com/p/articles/mi_m0STR/is_6_110/ai_84344608
http://www.greece.k12.ny.us
http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/inferencenotes.pdf
http://www.journeytoexcellence.org
http://www.journeytoexcellence.org/practice/instruction/theories/social/reciprocal.pht
ml
Best Practices
http://ed.sc.gov/agency/offices/cso/standards/ela/index.html
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