Inference | Assessment Review
Students review how to make inferences by using text clues and prior knowledge. Through guided practice, partner discussion, and a short review task, students strengthen their ability to explain how they reached an inference.
| Term | Definition |
|---|---|
| Inference | A conclusion a reader makes based on clues in the text and what they already know. |
| Text evidence | Words, phrases, or details from the text that support an answer. |
| Prior knowledge | What a reader already knows before reading. |
| Explicit detail | Information directly stated in the text. |
Display a short sentence or paragraph and ask students what they can figure out that is not directly stated. Model one example of an inference aloud.
Think independently, then share one inference with a partner.
Review the steps: 1) find clues, 2) use what you know, 3) state the inference, 4) prove it with evidence. Show a simple anchor example on the board.
Listen, annotate the example, and identify the clues that helped form the inference.
Read a short passage with the class and ask 2-3 inference questions. Model how to answer using sentence frames such as 'I infer ___ because the text says ___.'.
Respond orally and in writing, highlighting evidence in the passage.
Give pairs a second short passage and inference questions. Circulate, prompt students to cite clues, and correct unsupported guesses.
Work with a partner to answer questions and explain evidence for each inference.
Ask students to complete a brief exit ticket with one inference question and one evidence statement.
Individually answer the exit ticket.
Review the key idea: a strong inference is not a random guess; it is a conclusion supported by clues and background knowledge. Highlight one strong student example if time allows.
Share one strategy they will use on the assessment.
Reinforce that inference = clues in the text + what you know = a logical conclusion. Remind students to always prove their inference with evidence before moving on.
Formative assessment through guided responses, partner work, and the exit ticket. Use the exit ticket to determine which students need reteaching before the next assessment.