Inference | Small Group
Students will learn how to make inferences by combining what a text says with what they already know. In small groups, they will practice using evidence and reasoning to explain their thinking.
| Term | Definition |
|---|---|
| Inference | A smart guess based on clues in the text and what you already know. |
| Evidence | Words or details from the text that support an idea. |
| Clue | A detail that helps readers figure out something not directly stated. |
| Prior knowledge | What you already know before reading. |
Show a simple image or short sentence and ask students what they can infer. Model thinking aloud: 'I notice... so I infer...'
Share quick ideas with a partner and explain what clues helped them make their guess.
Explain inference using a simple example. Chart the formula: Text Clues + What I Know = Inference. Model with a short passage and point out evidence.
Listen, take notes on the organizer, and help identify clues in the example.
Place students in small groups and give each group a short text. Prompt them to underline clues and record one or two inferences with evidence.
Read the text together, highlight clues, and discuss possible inferences using sentence stems.
Circulate, ask guiding questions, and support groups as they explain how they know. Encourage groups to revise weak inferences using stronger evidence.
Complete the organizer, share ideas, and build on one another's reasoning.
Ask students to choose one inference from the text and write or say an explanation using evidence and prior knowledge.
Individually complete a short response or verbal explanation to show understanding.
Review the definition of inference and invite a few students to share strong examples. Highlight strong use of evidence and reasoning.
Reflect on what helped them make better inferences and share one strategy they can use again.
End by having students complete the sentence: 'A good inference is...' and share one clue they used today to support an idea.