Reading Between Lines

Overview

Lesson 5 of 20 in Literacy Skills for CAAs. Students practise using explicit evidence and prior knowledge to make reasonable inferences and predictions while reading a short, age-appropriate text.

Learning intentions

• WALT identify clues in a text and combine them with our own knowledge.
• WALT make justified inferences about characters, events and ideas.
• WALT predict what may happen next and revise predictions when new evidence appears.
• WALT explain our thinking clearly using evidence from the text.

Success criteria

• I can identify a relevant clue or detail from the text.
• I can make an inference that goes beyond information stated directly.
• I can support my inference or prediction with evidence.
• I can explain how new information confirms or changes my thinking.

Curriculum links

• Reading processes: making meaning from texts by using prior knowledge, language features and text evidence.
• Close reading: identifying, interpreting and responding to ideas, details and viewpoints in written texts.
• Thinking critically: distinguishing between what a text states directly and what a reader can reasonably infer.
• NCEA literacy preparation: developing evidence-based responses and accurate written explanations.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and prior knowledge

Open with the hook and learning intention slides. Display the question: “Can a reader know something the writer never says?” Show a short image or ambiguous situation and ask students to write one inference and the clue that led to it. Take two or three responses, emphasising that an inference needs evidence rather than a guess.

2. 5–13 minutes – Teach the inference process

Use the inference teaching slides to introduce the formula: text clue + what I already know = inference. Model a short example, such as: “Mere stood outside the closed dairy, checking her phone every few seconds.” Think aloud: the text does not say she is worried, but her actions suggest she may be waiting for important news. Clarify the difference between a fact, an inference and an unsupported assumption.

3. 13–20 minutes – Model prediction

Continue with the prediction model. Explain that a prediction is a reasoned idea about what might happen next, not a random guess. Model the sentence frame: “I predict ___ because ___.” Demonstrate how a prediction can be revised when a later detail challenges the original idea. Students practise orally with a short paragraph shown on the slides.

4. 20–40 minutes – Guided and independent reading

Distribute the inference and prediction reading worksheet. Read the first section of the short narrative aloud while students follow, then pause at the marked point. In pairs, students highlight or underline clues and complete an inference using the sentence frame. Take feedback, asking: “Which exact words support that idea?”

Students then read the remainder independently or with a partner. They record two inferences and two predictions, each supported by a quotation or precise detail. Circulate and prompt students to return to the text rather than relying only on personal opinion.

5. 40–52 minutes – Evidence discussion and revision

Reopen the discussion and revision slides. In groups of four, students compare one inference and one prediction. Each student explains their evidence; group members may challenge the reasoning respectfully by asking, “What in the text makes you think that?” Students revise one response if discussion or later evidence has strengthened or changed their thinking.

6. 52–60 minutes – Plenary and exit response

Use the plenary slides for a whole-class review. Students complete the final worksheet prompt: “One inference I made was… The evidence was… This was reasonable because…” Invite two students to share. Finish by asking students to show fingers from one to five to indicate how confidently they can explain the difference between an inference and a prediction.

Resources

• the complete introduction, modelling, activity and plenary slide deck
• the inference and prediction reading worksheet
• One short narrative text, approximately 500–700 words, with a clear turning point
• Highlighters or coloured pencils
• Pens and exercise books
• Board or projector
• Timer

Assessment

• During modelling and discussion, listen for students distinguishing stated facts from inferred ideas.
• Check worksheet responses for a relevant clue, a logical inference or prediction, and a clear explanation.
• Use the final written response and confidence rating to identify students needing further support in the next lesson.

Differentiation

• Provide a copy of the text with key paragraphs spaced clearly and selected clues lightly marked for students who need reading support.
• Offer sentence frames: “The text says…”, “This suggests…”, and “I predict… because…”. Allow students to give an oral explanation before writing.
• Pair students strategically and read the text aloud a second time for EAL learners, students with dyslexia or students who benefit from auditory support.
• Extend confident readers by asking them to identify two possible inferences, decide which is better supported, and explain why the alternative is less convincing.