Inference and Interpretation
What this domain tests
Inference questions ask a third grader to combine clues in the text with background knowledge to reach a conclusion the author did not state directly. Candidates should understand how to use evidence to support a prediction, a feeling, or a reason. Key concepts include drawing conclusions, making predictions from events, figuring out unstated causes, understanding why a character acts as they do, and interpreting simple figurative language such as similes and common idioms.
Traps in questions
A common trap is an answer that could be true but is not supported by clues in the text. Another trap is a literal answer when the question asks for an inference, or an inference that goes too far beyond the passage. Predictions must follow from what has happened, not from what a student wishes would happen. Figurative language can mislead students who read it word for word.
Rule of thumb
Use the "clues plus what I know" formula: find at least one text clue, add everyday knowledge, then choose the answer both support. If a choice has no clue behind it, set it aside.
Worked example
Passage: "Liam pulled his coat tight and rubbed his hands. He wished he had brought gloves." Asked what can be inferred: choices are "It is cold outside," "It is raining," "Liam is lost," "Liam is tired." The coat and gloves clues point to cold weather. Answer: "It is cold outside."