Inference and Questions

Overview

This 40-minute lesson targets Year 6 students (age 10-11) with a focus on developing inferencing and questioning skills through Street Child by Berlie Doherty. The lesson is aligned with the 2014 National Curriculum for England: English programmes of study (Reading - comprehension) and the associated aims of enhancing pupils’ abilities to understand implicit meanings and ask questions to deepen comprehension.

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National Curriculum Links

Key Stage 2 English Reading – comprehension

• NC Reference:
  • Pupils should be taught to: identify and discuss themes and conventions in and across a wide range of writing.
  • Retrieve, record and present information from fiction and non-fiction.
  • Infer characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.

Relevant programme of study aims:

• Develop positive attitudes to reading, and understanding of what they read, by:
  • Listening to and discussing a wide range of fiction, poetry, plays, nonfiction and reference books or textbooks.
  • Being encouraged to use dictionaries to check the meaning of words they have read.
  • Discussing words and phrases that capture the reader’s interest and imagination.
• Understand what they read, in books they can read independently, by:
  • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Asking questions to improve their understanding.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Make inferences about characters’ feelings and motives using evidence from Street Child (NC link: inference skills).
• Formulate and ask meaningful questions that deepen comprehension and promote critical thinking (NC link: questioning skills).
• Support their inferences and questions with precise references from the text.

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Resources

• Copies of Street Child (selected excerpt - e.g., Chapter 2: Jim’s struggles on the streets) for each pupil.
• Whiteboard and markers.
• Large A3 sheets for group work.
• Post-it notes for student questions.
• “Inference Success Criteria” printed handout for pupils.

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Lesson Structure

1. Introduction & Context (5 minutes)

• Briefly recap what Street Child is about, focusing on the historical context and central character Jim.
• Explain today’s focus: making inferences and asking questions to understand Jim better.
• Share the learning objectives clearly on the board.

2. Guided Reading & Modelling Inference (10 minutes)

• Read aloud a short, vivid passage from the selected excerpt (e.g., a scene describing Jim’s emotions or interactions).
• Model thinking aloud to demonstrate:
  • How to pick up clues (tone, word choice, descriptions) to infer Jim’s feelings or motives.
  • Example: Jim doesn’t say he is scared, but his hands shaking reveals fear — that’s an inference.
• Write a model inference on the board, including the evidence from the text.
• Introduce “Inference Success Criteria”:
  • Use textual evidence.
  • Consider word choice and context.
  • Explain what the inference reveals.

3. Paired Inference Activity (10 minutes)

• Pupils work in pairs with printed excerpts.
• Each pair identifies two inferences about Jim or another character, annotating the text to highlight clues.
• Fill out a simple two-column table: one column for inference, one for supporting evidence.
• Teacher circulates offering scaffolding and challenge prompts.

4. Asking Questions (8 minutes)

• Explain the role of questions in deepening understanding (e.g., clarifying, predicting, exploring motives).
• Share examples of open and closed questions related to the text (e.g., “Why might Jim have left home?” vs “Where is Jim going?”).
• Pupils write 3 questions on post-it notes that arise from their inferences — encourage “why” and “how” questions.
• Collect and read aloud a few to the class, discussing which promote deeper thinking.

5. Group Discussion & Share (5 minutes)

• Form groups of 4-5 pupils.
• Share inferences and questions within groups, selecting the most insightful inference and question to share with the class.
• Groups report back quickly, promoting a class dialogue.

6. Plenary & Assessment (2 minutes)

• Ask pupils to reflect on the learning objectives: What did they discover about making inferences? How can questions help their understanding?
• Quick exit ticket: Write one new inference and one question they now feel confident creating, with text evidence.

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Assessment & Differentiation

• Formative Assessment:

  • Monitor pairs and groups’ inference tables.
  • Listen to shared ideas during discussions, noting depth of thought.
  • Review exit tickets for understanding and evidence of meeting learning objectives.

• Differentiation:

  • Provide sentence starters and inference prompts for lower-ability pupils (e.g., “I think… because…”).
  • Challenge more able pupils to infer beyond emotions: consider motives or broader themes.
  • Offer support via peer scaffolding during paired activities.

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Reflection & Extension

• Suggest extension activities such as writing a diary entry as Jim, incorporating inferences drawn from the text.
• Encourage independent reading with annotation focusing on inferencing skills across other chapters.

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This lesson empowers pupils to interact critically with a challenging historical novel, building skills that meet and exceed National Curriculum expectations, while encouraging imaginative and analytical thinking.