Learning Objectives

• Define inference and distinguish it from a direct statement.
• Use text evidence and prior knowledge to make logical inferences.
• Support an inference with at least two relevant clues from a text.
• Explain reasoning verbally and in writing using academic language.

Materials Needed

• Short reading passage or excerpt for modeling
• Projector or board
• Highlighters or annotation tools
• Inference graphic organizer
• Exit ticket handout or digital form

Support

• Provide sentence frames such as 'I infer that ___ because the text says ___ and I know ___.'.
• Pre-teach difficult vocabulary in the passage.
• Use shorter passages and fewer questions for students who need more support.
• Allow oral responses before written responses.
• Re-read key lines aloud and highlight clues together.

Challenge

• Ask students to distinguish between a supported inference and an unsupported guess.
• Have students explain how different clues led to the same inference.
• Require students to cite multiple pieces of evidence and note any ambiguity in the text.
• Invite students to create their own inference question for a classmate.

Checks for Understanding

• Cold-call or volunteer responses during modeling to confirm understanding.
• Use thumbs up/down or quick polls to check whether a conclusion is explicit or inferred.
• Collect completed graphic organizers or notes during guided practice.
• Review independent practice answers for evidence-based reasoning.
• Use an exit ticket asking students to make one inference from a new sentence and name the clues.

Closure

Revisit the definition of inference and ask students to complete the statement: 'An inference is...' and 'I know it is supported when...'. Emphasize that good readers use clues from the text plus what they already know to make reasonable conclusions.