PRIMALS 7–10

Pedagogical Retooling in Mathematics,

Languages, and Science for Grades 7–10
Teachers

MAKING INFERENCES AND

PREDICTING OUTCOMES
(Adapted from Making Inferences and Predicting Outcomes by Marla C. Papango)

Learning Action Cell Session Guide English

7–10

Prepared by:
RAMON MERCADO BELARDO,JR.

Education Program Supervisor

Curriculum and Implementation Division
Schools Division Office- Mandaluyong City
Objectives

At the end of the session, teachers should be able to:

1. define inference and distinguish it from prediction, implication and conclusion;

2. explain the importance of making inferences and predicting outcomes as
reading and thinking skills;
3. draw out inferences and predict outcomes based on details from selected
texts;
4. demonstrate strategies that guide learners in making inferences and
predicting outcomes, and
5. design short tasks/activities for making inferences and predicting outcomes.

Key Understandings

1. Inference is a conclusion reached on the basis of evidence and reasoning.

It is an educated guess; a conclusion that a reader makes while reading or
after reading, and is often called reading between the lines.

2. There are some words that we use when we infer: I think, I infer, My guess
is, Perhaps, This could mean, I predict, Maybe.

3. Prediction focuses on what will happen next and in order to make sound
predictions, readers need to infer from details in the text. Thus predicting
outcomes needs inferring skills.

4. Why is inferring important?

▪ Inference is a “foundational skills”- a prerequisite for higher-order

thinking and 21st century skills (Marzano, 2010).

▪ Inference skills are used across the curriculum, including English

language arts, science and social studies.

▪ Because inferring requires higher order thinking skills, it can be difficult

for many students. However, it can be taught through explicit
instruction in inferential strategies.

5. Marzano (2010) suggests teachers pose four questions to students to

facilitate a discussion about inferences.

a. What is my inference?

This question helps students become aware that they may have just
made an inference by filling in information that wasn’t directly
presented.

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 b. What information did I use to make this inference? It’s important for
students to understand the various types of information they use to
make inferences. This may include information presented in the text,
or it may be background knowledge that a student brings to the
learning setting.

c. How good was my thinking?

According to Marzano, once students have identified the premises on

which they’ve based their inferences, they can engage in the most
powerful part of the process- examining the validity of their thinking.

d. Do I need to change my thinking?

The final step in the process is for students to consider possible

changes in their thinking. The point here is not to invalidate students’
original inferences, but rather to help them develop the habit of
continually updating their thinking as they gather new information.

Materials Time Allotment: 2 hours

• Session PowerPoint presentation

• LAC session video
• Short film Alignment to the PPST
• Handouts 1.1, 1.4, 1.5, 4.5, 5.3
• Manila paper, permanent markers
• Cut out paper leaves

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References

Beers, K. (2003). When kids can't read: What teachers can do. Portsmouth, NH:
Heinemann.

Hetzel, A. (9 April, 2013). 100 years of environmental editorial cartoons. In

Environment next. Retrieved at http://environmentnext.org/100-years-
ofenvironmental-editorial-cartoons/

Kispal, A. (2008). Effective teaching of inference skills for reading: A literature

review. National Foundation for Educational Research. Retrieved from
https://www.nfer. ac.uk/publications/EDR01/EDR01.pdf

McLean, S. Effects of Video Game Addiction. Retrieved from

http://2012books.lardbucket. org/ books/successful-writing/

Making inferences and drawing conclusions. In Reading Rockets. Retrieved at

http://www.readingrockets.org/article/making-inferences-and-
drawingconclusions

QAR Stems. Retrieved from http://jenjonesportfolio.weebly.com/

uploads/2/1/6/0/2160537/ qar_question_stems.pdf

Raphael, T.E., & Pearson, P.D. (1985). Increasing students’ awareness of sources
of information for answering questions. American Educational Research
Journal, 22, 217–236.

Readence, J.E., Bean, T.W. & Baldwin, R.S.(1992). Content area reading: An
integrated approach.(4th.Ed.).Dubuque, IA: Kendal Hunt.

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Procedure

Introduce the session by saying: “Good ______ everyone. I am __________ of

____________. Welcome to another exciting LAC Session. Our topic for today is
Making Inferences and Predicting Outcomes.

Before we start, let us take note of the following session objectives:”

At the end of the session, teachers should be able to:

1. define inference and distinguish it from prediction, implication and conclusion;

2. explain the importance of making inferences and predicting outcomes as reading
and thinking skills;
3. draw out inferences and predict outcomes based on details from selected texts;
4. demonstrate strategies that guide learners in making inferences and predicting
outcomes, and
5. design short tasks/activities for making inferences and predicting outcomes.

Activity ( 30 minutes)

Inferring from Videos. Before watching the video, ask the participants to consider
the title of the short film: Miss Pretty Nose by Fandy Wirawan, and determine what
the film will be about.

Ask: 1. From the title of the story, what do you think will the story be about?

Let them read questions in Worksheet 1 and instruct the participants to try answering
questions 2 through 6 as they watch the video.

Stop the video at 02:35 and process questions 1-6.

Ask: 2. What do you think does the woman feel as she rubs her nose at the beginning
of the short film?

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3. How would you characterize the woman upon seeing what she did before
going on a date?
4. Why do you think she had to do such a thing?
5. How do you think does the man feel upon looking at the picture of the
woman on his phone?
6. How does the man feel upon seeing the woman face-to-face?

Then ask the participants to answer question 7, before playing the video again.

Ask: 7. How do think will the story end? Explain your prediction.

Play the video and ask:

8. What can you infer about the character of the man based on what he did
towards the end of the story?
9. What do you think of the writer? Could be he male or female? What makes
you think so?
10. What modern-day issues do you think is the writer trying to critique? What
makes you think so?

Analysis ( 15 minutes)

1. How did you arrive at your answers to the questions in the viewing
worksheet?
2. Do you consider making predictions from films easy? Why yes? Why no?
3. How do you think predictions differ from inferences?

Abstraction (60 minutes)

Before letting the participants watch the resource person’s video, present to them
first the following questions:

Pre-Viewing Questions:
1. What is an inference? What is a prediction?
2. In what ways are inference and prediction similar?
3. How does inference differ from a prediction?
4. Why is inferring important?
5. How can teachers facilitate discussion about inferences?

Viewing Session:
Title: Making Inferences and Predicting Outcomes
Resource Person: Marla C. Papango, PRIMALS JHS National Training of Trainers

Discussion:

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After watching the video, let the participants process the information they gathered
by asking them to answer the pre-viewing questions presented earlier.

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Application ( 25 minutes)

Divide the participants into five groups. Let them read the article, Effects of Video
Game Addiction by Scott McLean; after which they will work on the following tasks:

Group 1: My Inference Chart

Directions: Before reading the article, list down questions about the article Effects of
Video Game Addiction. Then, read the article and as you read, write down your
answers to the questions you posed by completing My Inference Chart.

Group 2: Inference chart 2

Directions: Inferences involve drawing conclusions and making judgments based on
facts and evidence. Write important details and facts in box on the left. Write
inferences about those important details in the box on the right.

Group 3: IT SAYS…I SAY…AND SO

Directions: Read the steps in doing the strategy in making inferences. Then, answer
the questions based on the article Effects of Video Game Addiction. Note what the
article states, what you say based on your schemata and then your inference.

Group 4: QUESTIONING THE AUTHOR

Directions: Skim through the following questions before you read the article on the
Effects of Video Game Addiction. As you read, reflect on the questions and then
complete the table.

Group 5: QAR (Question Answer Relationships)

Directions: There are different types of questions you will encounter to understand
a reading selection. Each type of question is described below. Study the questions
about the Effects of Video Game Addiction.

Exit Slips

Wind down the session by asking the participants to write in the cut out paper leaves
the phrase that will complete this:

In this session I realized that_________________________.

Closing

Say: “Before we end our LAC session today, let me share with you a quote from
Aldous Huxley:

Every man who knows how to read has it in his power to magnify himself, to
multiply the ways in which he exists, to make his life full, significant and interesting.”

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