Inferences in Non-Fiction Literature

Miss Ian introduces inferences in nonfiction texts, explaining how to use background knowledge and text evidence to make inferences. She provides examples and practice exercises, including a text about tapirs and a discussion on the barter system versus money. The video concludes with an assignment for students to practice making inferences.

What remains the same when making inferences in both fiction and nonfiction texts?

• The use of background knowledge and text evidence

• The specific details provided in the text

• The length of the text

• The complexity of the text

Tags

CCSS.RI.4.1

CCSS.RI.5.1

CCSS.RI.6.1

CCSS.RL.4.1

CCSS.RL.5.1

How does background knowledge contribute to making inferences?

• It reduces the need for evidence

• It complicates the understanding of the text

• It provides context that is not in the text

• It is irrelevant in understanding texts

Tags

CCSS.RI.4.1

CCSS.RI.5.1

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.6.1

What type of text features can help in identifying clues for making inferences in nonfiction texts?

• Fictional characters

• Charts and diagrams

• Narrative structures

• Plot twists

Tags

CCSS.RI.4.1

CCSS.RI.5.1

CCSS.RI.6.1

CCSS.RL.4.1

CCSS.RL.5.1

What can be inferred about nonfiction texts from the lesson?

• They do not include descriptions

• They use evidence like quotes and facts

• They only contain factual information

• They are less informative than fiction texts

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.3.5

CCSS.RI.4.5

CCSS.RI.5.5

Based on the description, which inference about tapirs is supported by the text?

• Tapirs live in polar regions

• Tapirs can fly

• Tapirs have hoofed feet

• Tapirs are excellent swimmers

Tags

CCSS.RI.4.1

CCSS.RI.5.1

CCSS.RI.6.1

CCSS.RL.4.1

CCSS.RL.5.1

What inference can be made about tapirs' habitat based on the text?

• They are found in urban areas

• No inference can be made about their habitat from the text

• They live underwater

• They inhabit forests and grasslands

Tags

CCSS.RI.4.1

CCSS.RI.5.1

CCSS.RI.6.1

CCSS.RL.4.1

CCSS.RL.5.1

Why is the barter system considered inconvenient according to the text?

• It allows for easy trade of goods

• People might not want what you have to trade

• It uses modern technology

• It is faster than using money

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.3.5

CCSS.RI.4.5

CCSS.RI.5.5

What advantage does money provide over the barter system?

• It requires physical goods for every transaction

• It is less widely accepted

• It simplifies transactions

• It increases the time for transactions

Tags

CCSS.RI.2.1

CCSS.RI.4.2

CCSS.RL.1.2

CCSS.RL.2.2

CCSS.RL.4.1

Why might someone prefer using money according to the lesson?

• It depreciates over time

• It can be used to buy any type of goods

• It is only useful in modern settings

• It cannot be stolen

Tags

CCSS.RI.1.2

CCSS.RI.5.2

CCSS.RL.1.1

CCSS.RL.1.2

CCSS.RL.4.1

What does the lesson suggest about learning to make inferences?

• It is less important than learning facts

• It is a temporary skill

• It is only necessary for students

• It is a lifelong useful skill

Tags

CCSS.RI.4.1

CCSS.RI.5.1

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.6.1