Learning Objectives

• Define inference in simple terms.
• Identify text clues that support an inference.
• Use background knowledge to make a reasonable inference.
• Explain an inference using sentence stems.
• Write short responses that include clues and reasoning.

Materials Needed

• Short teacher-created passages or paragraphs
• Whiteboard or chart paper
• Markers
• Student notebooks or lined paper
• Inference anchor chart
• Highlighters or pencils

Support

• Provide sentence stems such as 'I infer that ___ because the text says ___.'
• Use short, familiar passages with obvious clues.
• Allow oral responses before writing.
• Pre-highlight clues for students who need extra support.
• Pair students strategically for guided partner work.

Challenge

• Ask students to explain how two different clues lead to the same inference.
• Have students write a stronger inference using more than one piece of evidence.
• Invite students to create their own short passage with clues for a partner to infer from.

Checks for Understanding

• Observe partner discussions for use of clues and reasoning.
• Ask quick oral questions during modeling and guided practice.
• Check student notebook responses for a clear inference and supporting evidence.
• Listen for students using the words clue, evidence, and inference correctly.

Closure

Review the formula Clues + What I Know = Inference. Ask students to say one thing they learned about making inferences and one clue they used today.