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We have worked on making inferences and predictions before in room 10, but it never hurts to review a good thing! Making a “smart guess” based on clues from what someone says, or from written text, is something that children are often asked to do in school. When interacting with fiction, students frequently are asked to predict what will happen next or how the story will end. For students who have language disabilities, these skills can be hard.

HERE is my previous post on making inferences. We used many of the same books and activities this month. However, I always try to add something NEW even when doing a unit I’ve done before.

We started with and old favorite of mine, “Guess Where You’re Going, Guess What You’ll Do“. This book is out of print, but you can find it used on BetterWorldBooks.com for about $4.

The book uses the formula of a scene full of clues (both in the words, and in the pictures), and asks the question “Where are you going? What will you do?” The next page has a scene showing where the children went, and what they did. The illustrations are full of fun details, and the students love looking closely for the clues. The book is aimed at younger children (pre-K through 1st grade), but I find that older students can enjoy it when they view it as a sleuthing game.

I checked out Teachers Pay Teachers (my go-to website for finding new materials!) and found THIS product by Mia McDaniel, which uses a text message format for students to make inferences and predictions about what is happening. It was a great addition to our fun unit!

It’s almost 12:00pm. My stomach is growling.
Where do you think I will go?
What do you think I will do? 

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I designed a new unit this month, focusing on making inferences and predictions. Making a “smart guess” based on clues from what someone else says, or from written text, is something that children are often asked to do in school. When interacting with fiction, students frequently are asked to predict what will happen next or how the story will end. For students who have language disabilities, these skills can be hard.

We started with the poem “The Secret Place” by Tommy DePaula. I put the poem on a powerpoint presentation, with one line of the poem on each slide. After each line the students made smart guesses about what was happening. As we learned more, the students changed their guesses to match the new information. The poem has a surprise ending which was very fun to discover. You can find the powerpoint here in my TPT store (it’s free!).

We read “Suddenly!” by Colin McNaughton as a whole class. Each page set up a situation where Preston the Pig was about to be eaten by the hungry wolf. But SUDDENLY! something would happen to change the outcome. The students used clues from the picture and from what Preson said and did to infer WHY the wolf was unable to eat him! It is a very fun book, with lots of opportunities to make inferences and predictions.

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“I Like Your Buttons” was our next book. This book featured a cause-and-effect chain of reactions between people, as one person did something nice for someone else, who passed along their good feelings to someone else, who passed them along to someone else. I chose this book because it gave practice inferring feelings of other people, which lead to actions (a critical skill for social development!).

Our last book was my favorite of this unit – I Need My Monster! A boy discovers that his normal under-the-bed monster is on vacation, so he receives a series of substitute monsters for the night. Each monster is missing a critical element the boy needs in his monster, which leads perfectly into what we did half-way through the book. We made a list of what we could infer about the boy’s monster, and each student drew a picture of what they inferred the monster to look like. Then we finished reading the book and compared our drawings to the illustrations in the book. CLICK HERE for the freebie worksheet to accompany the book!

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