Inference | Whole Class
Students will learn how to make simple inferences by combining clues from text and pictures with what they already know. The lesson uses whole-class discussion, guided practice, and short partner-style thinking activities adapted for adult learners.
| Term | Definition |
|---|---|
| Inference | A smart guess based on clues and what you already know. |
| Clue | A piece of information that helps you figure something out. |
| Background knowledge | What you already know from life or past learning. |
| Evidence | Words or details that support your idea. |
Show a simple image and ask students to say what they notice. Record responses without judging them.
Observe the image and share details they can see.
Explain that an inference is a smart guess made from clues and background knowledge. Model one simple example aloud.
Listen, repeat the definition, and ask clarifying questions.
Display 2-3 images one at a time. For each one, ask: What clues do you see? What do you already know? What can you infer?
Answer orally using the sentence frame and support ideas with clues.
Read a short paragraph aloud. Pause to highlight words or details that suggest meaning without stating it directly. Model one inference and then ask the class for another.
Track the text, identify clues, and make one or two group inferences.
Invite students to explain their inferences using the frame: 'I think ___ because ___.'' Write several examples on the board.
Share responses and practice giving reasons for their thinking.
Revisit the definition of inference and ask students to summarize the strategy in their own words.
State what inference means and name one clue they can use to make an inference.
Ask each student to complete the oral exit question: 'One clue I used today was ___, and it helped me infer ___.''