Elements of Understanding Deeper Instruction in Reading and Listening Comprehension
Making Inferences
& Predictions
Additional Handouts
Objective
Students Will Be Able To:
- Define the strategy of making inferences and predictions
- Infer how others in the class are feeling though use of non-verbal clues
Opening
Students should be seated on the carpet with an assigned partner.
Come to the carpeted area and slam books down on a table. Cross your arms
and make an angry face.
Say: “How am I feeling right now? How do you know?”
Ask students to share their thinking. Help them to identify the clues they used to
infer that you were angry.
Introduction to New Material
Say: You used the clues (slamming books, crossed arms, mad face) together with
your background knowledge of what angry people do, to infer that I was angry.
I did not use words to tell you that I was angry.
We make inferences all the time. We make them when we try to figure out how
someone is feeling; we make inferences when we try to understand what
someone is telling us; we make inferences when watching movies, reading
books, or looking things up on the internet.
Guided Practice
Say: Let’s practice inferring how others in our class are feeling. First, let’s
brainstorm a list of some feeling words.
Record student suggestions on the chalkboard. For example, sad, happy,
confused, surprised etc.
Say: Let’s think about the word happy. Without using words, how could you show
me that you were happy?
Reinforce facial expressions and body language that you see the students in the
class using. Explain how these clues help you to infer that they all are feeling
happy.
Say: In a moment, you are going to “act out” one of the words on the list for your
partner. Your partner is going to use the clues from your face and body, to infer
how you are feeling. Ready. Choose one word from our list that. Think, how could
you use your face and your body to show others how you are feeling? Partner A,
turn to partner B and “act out” your feeling. Partner B, can you guess how Partner
A is feeling? Share your thinking with each other.
Use a random method of selection to have 1-2 students model a feeling for the
class. Reinforce the “clues” and background knowledge that were used to infer
how the model student is feeling. Repeat procedure.
Closing
Say: When we infer something, we use the clues that are provided to us, along
with our background knowledge, to figure something out. It’s like being a
detective. We use all of the information that is given to us, and we think deeply
about what that information might mean. Follow-up
When discussing the strategy, if students need support, refer to the day when you
came in and slammed the books down on the desk.
Making Inferences & Predictions – Anchor Lesson Plan
Teacher actions are bolded. Teacher script is unbolded.
Teacher actions are bolded. Teacher script is unbolded.
1a
a
a
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Objective Students Will Be Able To:
- Define the strategy of making inferences and predictions
- Understand how to integrate clues and background knowledge to make an
inference
Opening Students should be seated on the carpet with an assigned partner.
Bring in a sample backpack with the several items inside (see below for suggestions).
Take one item out at a time. Show the “clue”. Think aloud or ask students to infer
something about the owner of the backpack from the clue. Follow up with the question,
“What makes you think that?” to show how they use their background knowledge (BGK)
together with the clues to make an inference.
Say: “Today class, I found a backpack out on the playground but I don’t know to whom it
belongs. There is no name on it. Let’s be detectives and use our background knowledge
and the clues inside the backpack to help us figure out who owns it.
Think-Aloud Say: I notice that this backpack has pink flowers on it. Let’s see what’s inside. (Pull out a
tube of lip gloss). Lip gloss. It’s cherry flavor.
This backpack is similar to my daughter’s backpack. She also likes to wear lip gloss. This is
information that’s in my background knowledge—my experience. I know that girls often
have flowers on their backpacks and that they like to use lip gloss. Not many boys carry lip
gloss in their backpacks. These clues, plus my background knowledge help me to infer
that this backpack likely belongs to a girl. Would you all agree with my inference?
Continue in this manner. Pulling each clue out, one at a time. Identify the clue, share your
background knowledge and the inference that you make or ask students to share their
thinking.
Clue: hair brush + a hair scrunchie
BGK: I know that many of you with long hair have brushes and scrunchies in your
backpacks. Inference: I’m inferring that the backpack belongs to a girl who has long hair.
Clue: chapter book BGK: When I flip through this book, I can see that the print is small and there are 250 pages
in it. This looks like a book that a fourth or fifth grader might read. Inference: I’m inferring that the backpack belongs to an older student.
Say: We were able to make some good inferences about the person who owns this
backpack. Just like a detective, we looked at the clues and used our background
knowledge to figure out some things. I think that this backpack likely belongs to an older
girl who has long hair. I’ll ask the fourth and fifth grade teachers if one of their students has
lost a backpack.
Closing
Say: Just like we made inferences to figure out who might own this backpack, we also
make inferences while we read. We use all of the information the author tells us directly
along with our background knowledge to figure out things not stated directly in the text.
We do this because it helps us to understand what we are reading better, and we also
enjoy what we read more when we make inferences.
Follow-up When discussing the strategy of Making Inferences and Predictions, if students need
support, refer to the day when you brought the backpack to class.
Making Inferences & Predictions – Anchor Lesson Plan
Teacher actions are bolded. Teacher script is unbolded.
Teacher actions are bolded. Teacher script is unbolded.
1b
a
a ©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Cognitive Strategy Lesson Plan: Making Inferences
Date Day 1 Day 2
Title The Watermelon Day, Harcourt TE 2-1
p. 367A - 389
The Watermelon Day, Harcourt TE 2-1
p. 367A - 389
Befo
re R
ead
ing
– 3
-5 M
inut
es
Give Context With Real-World Example:
Walk into room sadly. Hang head. Sigh. Ask
students: How am I feeling? Did I tell you?
What clues did you use to figure it out?
Explicit Explanation of Cognitive Strategy:
Today we are going to talk about a strategy
called making inferences. We make inferences
when we use clues, plus our background
knowledge, to figure out something that the
author doesn’t tell us. To help us remember when
we make inferences, we will use this signal, just
as if a detective were looking for clues through a
magnifying glass. This poster will also help us to
remember when we are making inferences.
Review of Cognitive Strategy with reference
to strategy poster and real-world example
Retell or Review Story:
Turn to pages used for prompting the day
before. Review the inference made as a way to
retell the story and reinforce the strategy.
Comprehension Purpose Question:
Why is it the perfect time for Jesse’s family to
eat the watermelon?
X Read-aloud (p. 368-375)
____ Echo read X Choral read (p. 376-387)
____ Paired read ____ Independent
Places to Model Strategy or Think-Turn-
Talk:
p. 372 Clue: the biggest one from the patch.
BGK: When many people get together for a
party, you need lots of food.
Inference: Need a big one to feed everyone
p. 378 Clues: Days grew longer, zig and zag,
relatives were coming, blue sky…
Think-Turn-Talk Q: What do these clues tell
us?
(Assess – Are students ready for more Think-
Turn-Talk? If not, model the next prompt
rather than TTT.)
p. 384 Clues: The sun began to sink, lake
shimmered, sinking sun
Think-Turn-Talk Q: What do these clues tell
us?
Comprehension Purpose Question:
Why is it hard to wait for the watermelon to be
ready?
Dur
ing
Read
ing
– 10
-20
Min
utes
X Read-aloud (p. 368-387)
____ Echo read ____ Choral read
____ Paired read ____ Independent
Places to Model Strategy or Think-Turn-Talk:
p. 372 Clues: Jesse knew what that meant… the
biggest in the patch… mouth water… she smiled.
BGK: When I am looking forward to something…
Inference: She’s looking forward to Watermelon
Day.
p. 376 Clues: …so hot…thought she and her
watermelon might burst. BGK: When I’m excited
but I have to wait… Inference: She’s having a
hard time waiting so long through the hot
summer. She’s excited.
p. 382 Think-Turn-Talk Q: How does Jesse
feel about waiting? Clues: How much longer… the
day stretched and stretched,,, she waited… BGK:
Students share their background knowledge.
Aft
er
Read
ing
– 5
Min
utes
Check Comprehension Purpose Question
What did Jesse do throughout the story while
she waited for the watermelon to be ready?
Strategy Follow-Up: How did using clues to
make inferences help us? What parts of the
story did we understand better?
Check Comprehension Purpose Question:
What makes a good Watermelon Day?
Strategy Follow-Up: Review the clues and
inferences we’ve made on the anchor chart.
What parts of the story did we understand
better?
2
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Cognitive Strategy Lesson Plan: Making Inferences
Date Day 3 Day 4
Title Teacher Read-Aloud: The Ugly Vegetables
p. 389F
Students read: The Watermelon Day (Segment 1)
p. 367 - 377
The Watermelon Day, TE 2-1
p. 368 - 387
Befo
re R
ead
ing
– 3
-5 M
inut
es
Review of Cognitive Strategy with reference to
strategy poster and real-world example
Retell or Review Story: Students orally retell
story elements (characters, setting, problem,
solution).
Review of Cognitive Strategy with reference
to strategy poster and real-world example
Retell or Review Story: Picture walk through
Segment 1 with partner.
Comprehension Purpose Question:
The Ugly Vegetables: What is surprising about
the vegetables that the girl and the mother
grow?
The Watermelon Day: How does Jesse feel while
she’s waiting for her watermelon to grow?
Comprehension Purpose Question:
How do we know that Pappy has lots of
experience growing watermelons?
Dur
ing
Read
ing
– 10
-20
Min
utes
X Read-aloud (The Ugly Vegetables)
____ Echo read ____ Choral read
X Paired read ____ Independent
Places to Model Strategy or Think-Turn-Talk:
The Ugly Vegetables Stop after 4th parag. Clues: Mrs. C was digging,
Fitzgeralds sprinkling water, Mrs. A has seed
packages… BGK: My experience with gardening
Inference: All the neighbors are gardening
Stop after “were ugly vegetables” Clues: neighbors
were blooming, dark green, vines, fuzzy leaves BGK:
Different from the vegetables that I’ve seen grow
Inference: Chinese vegetables look different
Stop after “I smiled” Clues: smell coming from house,
danced in mouth, BGK: Smell of good things cooking.
Inference: Vegetables smelled good and tasted good.
Stop at the end. Clue: next spring…BGK: an example of
when I’ve shared
Inference: All the neighbors shared seeds.
Check CPQ.
Students partner read Segment 1 of The Watermelon
Day.
Review of Previously Taught Strategy: Students
record any connections they made while reading.
____ Read-aloud
____ Echo read ____ Choral read
X Paired read ____ Independent
Places to Prompt Strategy or Think-Turn-
Talk:
Students flag 2-3 places where they find clues
to support the answer to the CPQ.
Aft
er
Read
ing
– 5
Min
utes Check Comprehension Purpose Question:
Previously-Taught Strategy Follow-Up: Discuss
connections.
Check Comprehension Purpose Question
Strategy Follow-Up: How did making
inferences help us to understand more about
the characters?
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Cognitive Strategy Lesson Plan: Making Inferences
Assessment Plan and Lesson Reflection
Date Day 5 Lesson Reflection:
Successes:
Things to change:
What my assessments (end of week and
observations throughout week) tell me for
next week
Students Review Story through rereading, retelling,
and asking questions:
Independently read story.
Jose/Ally and Ned/Stacy partner read.
Jack and Alexis listen to taped version of story.
Explicitly Model Assessment Expectations and
Strategies of Attack:
Remind students to read questions on assessment
first, and then return to the story, rereading as
necessary to find the answers. Write page numbers
in the margins where they found the answers. Place a
question mark beside any answers they are unsure of.
Review rubric for written responses.
Assessment:
Teacher created: Students write a written
reflection on our use of the “Making Inferences”
strategy and what parts of the story it helped them
understand.
Strategy review: Students write written reflection on
one connection they had to the story and how it
helped them understand.
Basal created: End of Selection Assessment (TE
273)
Assessment checklist:
Relates to strategy learned this week? X
Relates to skill learned this week? X
Reviews previously learned strategies and skills? X
Vocabulary assessed? X
Allows students to share their thought processes?
X
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Cognitive Strategy Lesson Plan: Making Inferences
Date Day 1 Day 2
Title Frog and Toad Are Friends: Spring Frog and Toad Are Friends: Spring
Befo
re R
ead
ing
– 3
-5 M
inut
es
Build Background Knowledge:
Discuss why friends are important. How do you
feel when your friends can’t play?
Review of Cognitive Strategy with reference to
anchor chart and real-world example.
Retell or Review Story Explicit Explanation of Cognitive Strategy:
Give the Strategy a Name:
Today, when reading this story we are going to
think about the inferences we make while
reading.
Real-World Example to Create a Context:
Remember when I came into the room the other
day and I slammed the books down on the desk? I
crossed my arms and glared at all of you. You all
did a really great job of inferring that I was mad.
Define the Strategy:
Remember, we make inferences (hand signal)
when we read as well. We think about the clues in
the story, plus what we already know (our
background knowledge), to figure out something
that the author doesn’t tell us directly. When we
do this, it helps us to understand what we are
reading better.
Comprehension Purpose Question:
How does Frog trick Toad into getting up?
____ Read-aloud
____ Echo read _X Choral read
____ Paired read ____ Independent
Places to Model Strategy or Think-Turn-Talk:
Stop after p. 9. Show statements on sentence
strips:
Toad has been asleep for a long time in the
dark. p. 7 (I)
Frog loves the spring p. 4,5,& 8 (I)
“I will be too tired,” said Toad. p. 9 (E)
Comprehension Purpose Question:
Why does Toad finally get up?
Dur
ing
Read
ing
– 10
-20
Min
utes
__X_ Read-aloud
____ Echo read ____ Choral read
____ Paired read ____ Independent
Places to Model Strategy through think-aloud:
Stop after p. 5. Show statements on sentence
strips:
Frog ran up the path to Toad’s house. (E)
Frog is very excited that spring has arrived.
(I)
“I am not here,” said the voice. (E)
Toad does not want to wake up. (I)
Aft
er
Read
ing
– 5
Min
utes Check Comprehension Purpose Question.
Follow-up CPQ by showing statements on
sentence strips. Have students TTT to decide if
the information is in head/text):
The May page was on top. p. 14 (E)
Toad was happy that it was May. p. 15 (I)
Strategy Follow-Up
How did we know when we were making
inferences while reading?
Check Comprehension Purpose Question:
Guide students to notice the clues needed to
infer that Frog tricked Toad.
Strategy Follow-Up
How did making inferences help us understand
the story better?
3 ©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Cognitive Strategy Lesson Plan: Making Inferences
Date Day 3 Day 4
Title Frog and Toad Are Friends: Spring
Frog and Toad Are Friends: Spring
Befo
re R
ead
ing
– 3
-5 M
inut
es
Review of Cognitive Strategy with reference to
anchor chart and real-world example.
Retell or Review Story
Review of Cognitive Strategy with reference
to anchor chart and real-world example.
Retell or Review Story
Comprehension Purpose Question:
Why is Frog so eager to get Toad to wake up?
Comprehension Purpose Question:
How do Frog and Toad differ throughout the
story?
Dur
ing
Read
ing
– 10
-20
Min
utes
____ Read-aloud
____ Echo read __X_ Choral read
____ Paired read ____ Independent
Places to Model Strategy or Think-Turn-Talk:
Stop after p. 8 Reinforce information that is
right in the text: What kinds of things is Frog
looking forward to doing with Toad?
Stop after p. 11 Prompt for students to make an
inference: What does Toad do all winter?
(hibernate) How do you know that?
____ Read-aloud
____ Echo read ____ Choral read
__X_ Paired read ____ Independent
Places to Model Strategy or Think-Turn-
Talk:
Place sticky notes on pages 5, 9, and 15 in
student copies of the book. Record the prompt
on the board.
p. 5 Prompt: How do Frog and Toad differ?
p. 9 Prompt: How do Frog and Toad differ?
p. 15 Prompt: How do Frog and Toad differ?
Aft
er
Read
ing
– 5
Min
utes
Check Comprehension Purpose Question:
Why isn’t Toad tired anymore? Does the author
tell us the answer or do we have to infer the
answer?
Strategy Follow-Up
What are some inferences we made while reading
this story?
Check Comprehension Purpose Question:
How are Frog and Toad similar?
Strategy Follow-Up
Together as a class, complete a Venn diagram
comparing and contrasting the two characters.
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Cognitive Strategy Lesson Plan: Making Inferences
Assessment and Lesson Reflection
Date Lesson Reflection:
Successes:
Things to change:
What do my assessments (end of week and
observations throughout week) tell me for
next week?
Students Review Story through rereading,
retelling, asking questions.
Review Vocabulary
Explicitly Model Assessment Expectations and
Strategies of Attack:
Assessment:
Teacher Created:
Basal Created:
Assessment Checklist:
Relates to strategy learned this week? _____
Relates to skill learned this week? _____
Reviews previously learned strategies and skills?
_____
Vocabulary assessed? _____
Allows students to share their thought
processes? ______
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Mod
ifie
d f
rom
Sherr
i F
rick
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Elk
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and P
ublic
Sch
ool
Mak
ing
Inf
ere
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Plan
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T
itle
: __
Fro
g a
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Toa
d A
re F
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ds_
____
____
_ P.
#
Sta
tem
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Text
Clu
es
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Kno
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an
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Toa
d’s
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In
the t
ext
(expl
icit
)
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my
head
(inf
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nce)
4
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ed t
hat
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ived
.
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the t
ext
(expl
icit
)
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(inf
ere
nce)
ra
n u
p th
e pa
th
sh
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In
the t
ext
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icit
)
In
my
head
(inf
ere
nce)
5
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d d
oes
not
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t to
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the t
ext
(expl
icit
)
In
my
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(inf
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nce)
h
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an
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hey
say
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4
©2010
The U
niv
ers
ity o
f T
exas H
ealth S
cie
nce C
ente
r H
ousto
n/
Texas E
ducation A
gency/
The U
niv
ers
ity o
f T
exa
s S
yste
m
Mod
ifie
d f
rom
Sherr
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rick
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Elk
Isl
and P
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Sch
ools
Mak
ing
Inf
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Plan
ner
T
itle
: __
____
____
____
____
____
__
__
P. #
S
tate
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Text
Clu
es
B
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Kno
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In
the t
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)
In
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the t
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(expl
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)
In
my
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(inf
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In
the t
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In
my
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(inf
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the t
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In
my
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(inf
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nce)
5
©2010
The U
niv
ers
ity o
f T
exas H
ealth S
cie
nce C
ente
r H
ousto
n/
Texas E
ducation A
gency/
The U
niv
ers
ity o
f T
exa
s S
yste
m
Mod
ifie
d f
rom
Sherr
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rick
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Elk
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and P
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Sch
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Mak
ing
Inf
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T
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____
____
____
____
____
__
__
P. #
S
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©2010
The U
niv
ers
ity o
f T
exas H
ealth S
cie
nce C
ente
r H
ousto
n/
Texas E
ducation A
gency/
The U
niv
ers
ity o
f T
exa
s S
yste
m
CPQ:
What do you
learn about the
children?
“Perhaps it is no coincidence that the words report card and repentance start with the same letters. Just yesterday our children brought home their envelopes and haltingly handed us their report cards. There was no drumroll. No Grammy Award-like fanfare. No thank-you speeches. Today we visited their teachers. And asked for forgiveness.” Calloway, 2005, p. 75
!
6
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Clu
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Bac
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©2010
The U
niv
ers
ity o
f T
exas H
ealth S
cie
nce C
ente
r H
ousto
n/
Texas E
ducation A
gency/
The U
niv
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ity o
f T
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s S
yste
m
In
Th
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ext
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n M
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The
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R s
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FER
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use
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text
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©2010
The U
niv
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ity o
f T
exas H
ealth S
cie
nce C
ente
r H
ousto
n/
Texas E
ducation A
gency/
The U
niv
ers
ity o
f T
exa
s S
yste
m
Making Inferences &
Predictions
The clues tell me…
I think…
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
Haciendo Inferencias
y Predicciones
Las pistas me dicen…
Yo pienso…
©2010 The University of Texas Health Science Center Houston/ Texas Education Agency/ The University of Texas System
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