Inference in Reading

Overview

This active reading session invites Year 5 pupils (aged 9-10) to explore Chapter 1 of The Borrowers by Mary Norton, with a special Scottish café-themed context. Pupils will develop inference skills by examining text clues and using background knowledge to understand characters and events beyond what is explicitly stated. The lesson closely aligns with the English National Curriculum (England), emphasising comprehension and critical thinking skills.

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National Curriculum Links

Key Stage 2: English – Reading

Pupils should be taught to:

• Develop positive attitudes to reading, and understanding of what they read, by:
  • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence (Year 5 Programme of Study)
• Understand what they read by:
  • Reading books that are structured in different ways and reading for a range of purposes
  • Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • Asking questions to improve their understanding

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Learning Objectives

By the end of this 45-minute lesson, pupils will be able to:

1. Use inference to identify character feelings and motivations in Chapter 1 of The Borrowers.
2. Justify inferences with text evidence and explain their thinking orally and in writing.
3. Apply vocabulary strategies to understand unfamiliar Scottish context words in the text.
4. Engage with a themed real-world setting (Scottish café) to enrich comprehension and imagination.

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Resources

• Copies of The Borrowers, Chapter 1 (one per pupil)
• Printed Scottish café-themed word mat with key vocabulary and Scottish phrases from the chapter
• Whiteboard and markers
• Sticky notes or small cards for inference recording
• Character feelings/emotions face cards (happy, curious, worried, etc.)
• Large "inference chart" poster (with headings: Clue, Inference, Evidence)
• Audio recording of a Scottish café ambience (optional)

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Lesson Structure

1. Engage (5 minutes)

• Greet pupils with a warm Scottish café setting: play ambient sounds (chatter, kettle, cups clinking).
• Introduce the lesson theme: "Today we’ll be borrowing some detective skills to learn about the Borrowers by using clues from the text – like we’re spies in a café in Scotland!"
• Show the Scottish café vocabulary word mat. Ask pupils if they know any Scottish words.
• Quick talk & ask: "What sort of place do you think a Borrower might live in? Why?"

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2. Explore (15 minutes)

• Pupils silently read Chapter 1 from The Borrowers (display pages on the board or distribute copies).
• Model reading aloud a short passage containing clues about Little Arrietty’s feelings and ask:
  • “What do you think Little Arrietty is feeling right now? What words give us a clue?”
• Introduce inference strategy (think: "What does the author not say directly, but we can guess?").
• Pupils work in pairs with sticky notes:
  • Write down one inference (e.g., “Arrietty is curious about the human world”) and write the evidence beside it.
• Share some pupil inferences and add them to the class "Inference chart" poster on the board.

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3. Explain (10 minutes)

• Focus on Scottish cultural context and language from the chapter: use the word mat to explore two or three Scottish words or phrases (e.g., "wee," "bairn," "tattie").
• Discuss how understanding these words helps us make better inferences about the setting and characters.
• Ask pupils to infer what a Scottish café scene might look and feel like based on these words and the book’s descriptions.
• Link back to the feelings chart: Which emotions might characters in this café experience?

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4. Elaborate (10 minutes)

• Pupils complete an independent inference activity:
  • Using a short excerpt from the chapter with Scottish café references, write two sentences—one stating an inference about a character or setting, and one citing the evidence from the text.
• Alternatively, for lower ability pupils, match statements of feelings/motives to quotes from the chapter using face cards.

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5. Evaluate (5 minutes)

• Conduct a plenary quiz using mini whiteboards or thumbs up/down:
  • Example question: “From the way Arrietty speaks, can we infer she is nervous? Show me your thumbs!”
  • Quick flash of text excerpts for pupils to infer feelings.
• Final discussion: "Why is inference an important skill when reading?"
• Teacher collects inference notes or pupil sentences for formative assessment.

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Assessment

• Formative assessment during paired work, questioning, and plenary.
• Evaluate pupils’ ability to make supported inferences through their sticky note evidence and written sentences.
• Observe participation and understanding of Scottish contextual vocabulary.
• Mark written inference sentences against a simple rubric: clarity of inference, accurate reference to evidence, use of vocabulary.

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Extension Ideas

• Create a café role-play where pupils adopt Borrower personas and express feelings inferred from Chapter 1 in Scottish café scenarios.
• Build a model Scottish café with Borrower-sized tables and props to immerse pupils physically in the setting.

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This immersive reading lesson combines literary inference with cultural context to deepen pupils’ comprehension, aligned with the National Curriculum’s emphasis on making sense of texts through inference and vocabulary understanding. It encourages active enquiry and collaboration, helping children read like detectives in engaging, real-world settings.