Display the word inference. Say: 'Today we will practice being text detectives. Good readers do not just read what is said directly; they figure out what is implied.' Ask students to share one time they had to guess something from clues.

Think-pair-share a quick example of guessing from clues in real life.

Model with a simple sentence: 'Maya came inside with wet shoes and an umbrella.' Ask: 'What can we infer?' Guide students to infer that it is raining or it recently rained. Emphasize the formula: clue + what I know = inference.

Listen, respond, and help identify the clues and the inference.

Read or display a short passage with 2-3 clear clues. Ask targeted questions: 'What clues do you notice?' 'What do those clues make you think?' Record student responses on the board. Use sentence frame: 'I infer ___ because the text says ___.'

Underline or point out clues, then state an inference using the sentence frame.

Give students one short scenario or paragraph and ask them to write one inference and one piece of evidence. Circulate and prompt students who need help by asking, 'What does the text tell you directly?' and 'What can you figure out from that?'

Write one inference and support it with text evidence.

Call on 2-3 students to share answers. Confirm that strong inferences are reasonable and supported by evidence, not random guesses.

Share responses and listen for different possible inferences supported by the text.