Inferring implied meaning ‘There are diferent levels of comprehension: Iteral, inferential, criteal and creative. In literal comprennsion the reader is involved in locating information directy stated in the text and is generally answering questions such as ‘wno? Where? When? What? How? Inferential comprenension Is requifed where meaning is Implled Dut not precisely stated In the tex. The reader nas to consider the stated facts an determine the Implied meaning, ‘Students need lo be encouraged to ask Why? and think about possible reasons for the stated facts. Activities to support the strategy Activity 1 Thinking Aloud during Shared Reading Daring the second reading ofa book, model your thinking process by thinking loud eg “ican see that but | wonder why..." and then talk about the evidence in the text that makes you think something that is not directly stated. Questions could probe the purpose ota feature, cther actions of events that could be Inked to an event, ny tne person was teeing tke tat or now that mage me feel. Encourage students to oer answers ater your tmink-aloua question. Ask tem, “What makes you tink that?” Activity 2 Thinking Aloud during Paired Reading ‘Once you have moselles thinking aloug, students can be aske to take turns fo do the same with a partner. During their turn students should encourage each other to identiy the evidence that justifies the'r opinion by asking, “Whal makes you think that?” Activity 3 Questioning the Text After students have thought of questions during paired reading. they are ready to develop and write their own ‘questions about texts they are reading When they answer the questions they must be able to justify their answer ay pointng fo the part ot re ext where they Nd the evidence for thew angwer. Stugents can gve thelr ‘questions to other stugents to ancwer