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Identify “relevant” textual details per reading standard
It’s well established that combining text clues with background knowledge is what leads to an inference. It’s understood that the Reading Voice “speaks” the text details and the background knowledge is activated by the Thinking Voice.
As widespread as this formula is, the details that serve as “clues” vary depending on the comprehension question. Authors imply ideas with certain details throughout the text.
Consequently, students need explicit instruction on where these details are located and what they include for each comprehension standard.
If we want students to answer inferential questions correctly, we have to teach them what details, words, and clues will be helpful in the journey of their thinking.
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Prompt readers when their inferences are off track
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Activate background knowledge when inferring
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