Retrieving and Inferring

Overview

Year Group: 2
Duration: 50 minutes
Class Size: 30
Unit: Snail’s Journey in Words (Lesson 2 of 5)
WALT: I can retrieve information and make inferences from a story

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National Curriculum Links

English – Reading (Year 2):

• Develop pleasure and motivation in reading by drawing on prior knowledge and vocabulary provided by the teacher.
• Make inferences based on what is being said and done.
• Participate in discussions about texts and explain understanding of books and poems read.

Reference:

• National Curriculum for England – English Programme of Study: Reading - comprehension (Years 1 & 2)

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Learning Objectives (WALT)

• I can retrieve explicit information from a text by answering questions.
• I can make sensible inferences about characters’ feelings or motives using clues in the story.
• I can use sentence starters to help structure my answers.
• I can create my own inference questions to challenge others (extension).

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Success Criteria

• I can answer at least three comprehension questions correctly.
• I can explain my answers by referring to parts of the text or illustrations.
• I can complete my answers using helpful sentence starters.
• (Extension) I can write inference questions for my classmates.

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Resources

• Printed copies of Snail’s Journey story
• Large story illustrations or posters
• Sentence starter cards:
  • “I think ___ because ___.”
  • “The text says ___ so I believe ___.”
  • “I can infer that ___ because ___.”
• Whiteboard and markers
• Inference question prompt cards (for advanced learners)
• Writing materials

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Lesson Outline

1. Introduction (10 minutes)

• Recap previous lesson briefly: highlight main story events.
• Introduce today’s WALT and explain retrieval vs. inference:
  • Retrieval = finding exact information from the story
  • Inference = using clues to understand feelings or reasons not said directly
• Model examples on whiteboard:
  • Retrieval: What was on the snail’s back?
  • Inference: Why do you think the snail moved slowly?
• Think aloud showing how to find and explain answers.

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2. Guided Practice (15 minutes)

• Distribute text and sentence starter cards.
• Read aloud four questions together:
  1. Where did the snail go? (retrieval)
  2. What did the snail see on the way? (retrieval)
  3. Why did the snail pause to rest? (inference)
  4. How do you think the snail felt at the end? (inference)
• Model answering Question 1 using text. Use sentence starter card:
  “The text says ___ so I believe ___.”
• Invite pupils to suggest answers for Questions 2-4, prompting them to explain reasoning orally or in writing.
• Support pupils needing it with sentence starters and word banks.

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3. Independent / Paired Activity (15 minutes)

• Pupils work in pairs or individually to answer 5 mixed retrieval and inference questions.
• Differentiation:
  • Sentence starters offered to those who need help structuring answers.
  • Some may answer orally or with drawings as necessary.
  • Advanced learners write their own inference questions for peers using question prompt cards.
• Teacher circulates, supports, and challenges pupils with probing questions to deepen inference skills.

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4. Sharing and Feedback (7 minutes)

• Select groups or individuals to read their answers aloud.
• Ask advanced learners to share their created inference questions and have classmates attempt answers.
• Highlight strong use of evidence from text and clear inferences made.
• Affirm effort and clarify misconceptions gently if any.

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5. Plenary / Assessment (3 minutes)

• Rapid quiz: teacher orally asks 3 quick questions (mix retrieval and inference).
• Pupils raise hands, then answer in full sentences using sentence starters.
• Confirm if pupils have met success criteria today.
• Summarise progress and revisit WALT.

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Differentiation Strategies

• EAL learners: Provide visual support, simplified questions, and pre-taught vocabulary.
• SEND: Use sentence starters, allow verbal or pictorial responses, peer paired support.
• Advanced learners: Set challenge to create own inference questions, add detailed justifications in answers.

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Extension Activities

• Write a diary entry as the snail, describing feelings and thoughts using inference skills.
• Design a simple board game where players answer retrieval and inference questions to progress.
• Predict what might happen next in the snail’s journey, using clues from the text.

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Reflection Notes

• Did pupils comfortably distinguish between retrieving facts and making inferences?
• Were sentence starters effective scaffolds?
• Which types of questions posed the greatest challenge and why?