INSTRUCTIONAL FOCUS AREA
O CTOBER 20—N OVEMBER 7
D RAWING C ONCLUSIONS / M AKING I NFERENCES
FCAT Benchmarks for Standard 1:
L.A. 1.3.2. (Grades 6-8) Uses a variety of strategies to analyze text and draw conclusions.
L.A. 1.4.2. (Grades 9-12) Selects and uses strategies to understand text and to make and confirm inferences from what
is read, including diagrams, graphs, and statistical illustrations.
FCAT Benchmarks for Standard 2:
L.A. 2.3.8. (Grades 6-8) Checks the validity and accuracy of
information obtained from research in such ways as differentiating fact and opinion, strong vs. weak arguments, recognizing that personal values influence the conclusions an author
L.A. 2.4.8. (Grades 9-12) Synthesizes information from multiple sources to draw conclusions.
Important Vocabulary and Definitions
Making inferences, or inferring, is what proficient readers do to
comprehend text. They “read between the lines,” or go beyond
the author’s words, to guess or surmise what is meant. Inferring
is a thinking skill that engages students with text through an active
process of reading. The reader uses synthesis, putting parts together to create a new whole, and evaluation, stating opinions and
giving reasons or explanations, (Bloom et al; 1956) in order to
draw meaningful conclusions. Many types of inferences are
made during reading : deciding what activity is occurring, when
and where things occurred, the different roles individuals or
groups are playing in the events, people’s feelings or attitudes,
and figuring out how to solve a problem or what caused certain
After making inferences before and during reading, the reader
looks for connections among the inferences and observations.
After reading, the reader draws conclusions about by connecting
the text with background knowledge to create unique understandings of the text. By using inferences to draw conclusions, students
extend their comprehension beyond the literal...