Inference | Review Lesson
Students will review how to make inferences by combining clues from a text with prior knowledge. Through guided practice, partner discussion, and independent work, students will identify evidence, explain reasoning, and support simple inferences from short passages.
| Term | Definition |
|---|---|
| Inference | A conclusion you make by using clues from the text and what you already know. |
| Evidence | Words or details from the text that support an idea or conclusion. |
| Prior knowledge | What you already know before reading. |
| Clue | A detail that helps you understand something not stated directly. |
Display a short, simple scenario and model a quick inference aloud. Example: 'The sidewalk is wet, and a student is carrying an umbrella.' Ask, 'What can we infer?' Review that an inference is not a guess; it must be supported by clues.
Think-pair-share an inference and one clue that supports it.
Review the definition of inference, evidence, and prior knowledge. Model one example on the board using a short text. Highlight the clue, name the prior knowledge, and show how they combine into an inference.
Follow along, underline clues, and repeat the sentence frame with the teacher.
Provide 2 to 3 short passages. For each one, ask students to identify clues, state a possible inference, and explain their reasoning. Prompt with questions such as 'What does the text say?' and 'What do you already know that helps?'
Work with a partner to complete a graphic organizer and share answers aloud.
Give students a new short passage or scenario to complete independently. Circulate to support students who need help finding clues or writing explanations.
Read the passage, highlight evidence, write one inference, and explain it in one or two sentences.
Invite a few students to share their inference and evidence. Correct misunderstandings and reinforce that strong inferences are reasonable and supported by the text.
Listen, compare responses, and revise answers if needed.
Summarize the lesson with the class: 'Inference = clue + what you know.' Ask students to complete an exit ticket with one inference and one piece of evidence.
Submit exit ticket and state one thing they learned about making inferences.
End by reminding students that good readers do not just guess; they use text clues and prior knowledge to make logical inferences.
Students will complete an exit ticket by writing one inference from a short passage and citing at least one text clue that supports it.