Write this prompt on the board: 'If the hallway is wet, what might have happened?' Model a quick response using clues and prior knowledge. Explain that strong answers are not random guesses; they are inferences.

Turn and talk, then share one possible inference and the clues that support it.

Define inference clearly: 'Text clues + what I know = inference.' Model with a simple example on the board. Think aloud: identify a clue, name background knowledge, and state the inference. Emphasize that the answer must be supported by evidence.

Copy the definition and participate by naming clues and background knowledge in the model example.

Show a photo or describe a short scenario. Ask students to list 2-3 clues, then write an inference in a complete sentence. Model how to explain reasoning using 'I infer ___ because ___.’

Individually jot clues, then write and share an inference with a partner.

Distribute the passage. Read the first paragraph aloud if needed, then have students read independently or with a partner. Direct them to underline evidence that helps answer inference questions. Ask focused questions that require students to infer character feelings, setting, or motives.

Annotate the passage, answer questions in notebooks, and cite at least one text clue for each answer.

Give students one prompt: 'Choose one inference from the passage and explain it in 3-5 sentences using evidence.' Remind them to use sentence frames if needed. Circulate and support students who need help organizing their ideas.

Write a short response that includes an inference, evidence, and reasoning.

Invite volunteers to share responses. Reinforce strong answers by pointing out where they used clues and reasoning instead of guessing. Review the key idea: inference is an evidence-based conclusion.

Listen, compare responses, and add one stronger detail to their own writing if needed.