Making Inferences

Overview

In this lesson (15 of 30) students practise making inferences from unfamiliar language and text in context. They learn to use clues from word structure and surrounding information to infer meaning and intent, then verify by returning to the text.

Learning intentions

• WALT make sense of unfamiliar words and ideas by using context and word structure clues.
• WALT infer the writer’s intent (what they want the reader to think/feel/do) using multiple text clues.
• WALT justify inferences with evidence from the text, not just feelings or prior knowledge.
• WALT reflect on how well our inference matches the text after re-reading.

Success criteria

• I can explain at least two clues I used (context, word parts, or wording) to support an inference.
• I can make a clear guess about meaning/intent, then check it against the text.
• I can distinguish “what the text says” from “what I infer”.
• I can adjust my inference when new evidence appears.

Curriculum links

• Learning Languages — Receptive skills / Reading: make sense of unfamiliar language by using clues from word structures and context.
• Learning Languages — French Emergent: Teaching sequence / Reading: begin to make sense of unfamiliar language by using clues from word structures and context (applies across languages in strategy use).
• Learning Languages — European Languages introduction / Reading: begin to make sense of unfamiliar language by using clues from word structures and context.
• Te Mātaiaho Learning Languages progression context: suitable for higher intensity ongoing programmes typical from Year 9, building reading confidence through repeated strategy practice.

Lesson structure (60 minutes)

1. 0–5 min · Retrieval hook. Teacher displays a short, previously seen text excerpt (or a similar EAL text). Students do a quick “What do we already know?” think-write: one detail and one question they still have about meaning.
2. 5–15 min · Mini-teach: inference vs meaning. Teacher models with a 6–8 line text (or dialogue). Think aloud:

• “This word might mean X because…”
• “The writer’s intent might be… because the tone/words suggest…”
• “I’ll verify by re-reading for confirmation or contradictions.” Students highlight two clues as the teacher models (one from context, one from wording/word parts).

3. 15–28 min · Guided practice: clue hunt. Students work in pairs with a worksheet “Inference Grid” for one short text (about 10–12 sentences). Each grid requires:

• Inference statement (meaning or intent)
• Clues from text (at least 2)
• Evidence check (what sentence/phrase supports it) Teacher circulates, prompting students to use word structure/context clues (e.g., familiar endings, cognates if present, repeated phrases, pronoun references, contrast words like but/yet).

4. 28–40 min · Strategy focus: verify and revise. Teacher gives a “revision prompt”: students re-read and decide if their inference still fits. They must either:

• keep the inference and add stronger evidence, or
• change it and explain what new clue caused the change. Students annotate the text with “✓ fits” or “✗ doesn’t” next to the key evidence.

5. 40–52 min · Independent reading: inference challenge. Students choose one of two similar texts (same reading level but different scenarios). They complete a one-page “Intent and Meaning” response:

• Infer meaning of 2 unfamiliar items (write best guess + clue)
• Infer intent for 1 message/paragraph (persuade/inform/warn/reassure/excite) with evidence
• Write one sentence starting: “I used the clue ‘…’ to infer that …”

6. 52–58 min · Share and calibrate. Small groups compare one inference. Students practise agreeing/disagreeing respectfully using stems:

• “I agree because…”
• “I’m not sure because…”
• “A better clue might be…”

7. 58–60 min · Exit ticket. Students answer one question on a slip:

• “Write your best inference and one specific text clue that supports it.”

Resources

• Short EAL-friendly texts (2 options) for students at an appropriate Year 9 reading level with some unfamiliar words but clear context clues
• Inference Grid worksheet (Inference / Clues / Evidence check)
• “Intent and Meaning” response sheet
• Coloured highlighters or sticky notes for “context clue” and “word clue”
• Teacher model text (projected or printed)
• Pair discussion sentence starters on the board
• Timer for timed practice sections

Assessment

• Teacher observation during pair work: whether students identify clear clues and justify inferences.
• Worksheet collection: quality of evidence and whether students verify/revise based on text.
• Exit ticket: one inference + one specific clue to check individual understanding before the next lesson.

Differentiation

• Support:
• Provide sentence starters for inference (“I think it means… because…”; “The writer wants the reader to… because…”).
• Offer a word-part hint bank on the page (e.g., common endings or recognisable fragments) and a “clue types” checklist.
• Scaffold for EAL learners:
• Allow students to underline the clue first, then write the inference, to reduce guessing.
• Provide a small model inference example for reference.
• Extension:
• Challenge students to infer tone (e.g., annoyed, encouraging, formal) and link it to specific language choices.
• Ask for a second competing inference and justify why one is stronger.
• SEN/EAL considerations:
• Permit collaborative reading with roles (reader 1/reader 2; evidence finder).
• Offer reduced text length for students who need it, while keeping the same inference task.

Extension (optional)

• No extension requested.