Retrieving & Inferring

Overview

Unit: Snail's Journey in Words (Lesson 2 of 5)
Duration: 50 minutes
Class: Year 2 (30 students)
Subject: English
Focus: Developing skills to retrieve information and make inferences from a text
National Curriculum Links:

• Reading comprehension (Year 2):
  • English Programme of Study - Reading: Comprehension
    • "Develop pleasure in reading, motivation to read, vocabulary and understanding by... drawing on what they already know or on background information and vocabulary provided by the teacher."
    • "Understand both the books they can already read accurately and fluently and those they listen to by: answering and asking questions; making inferences on the basis of what is being said and done."

---

Learning Objectives (WALT)

• WALT: I can retrieve information from a text.
• WALT: I can make inferences based on what I have read.

---

Success Criteria

• I can find answers to questions using the text.
• I can explain what I think is happening even if it is not said directly.
• I can use clues from the story to support my answers.
• I can answer at least three comprehension questions correctly.

---

Resources

• Snail’s Journey in Words: Selected text excerpt (appropriate for Year 2 reading level)
• Whiteboard and markers
• Retrieval questions printed on cards
• Inference question sentence starters (for differentiation)
• Blank sheets and pencils
• Extension challenge prompt sheets
• Visual aids (story pictures, vocabulary cards)

---

Lesson Structure

1. Introduction (10 minutes)

• Set the scene: Brief recap of Lesson 1 (introducing characters and setting in the story).
• Explain WALT and success criteria clearly: Write WALT on board and discuss with the class.
• Activate prior knowledge: Quick group discussion – What do you remember about the snail’s journey? Hover questions that encourage recall of facts and feelings.
• Modelling: Using a short excerpt from the text, model how to retrieve explicit information by ‘thinking aloud.’ E.g., read a paragraph, then show how to find answers to “Who?”, “What?”, and “Where?” questions.

2. Guided Practice: Retrieval and Inference (15 minutes)

• Teacher-led question session:
  • Pose retrieval questions about factual information in the text (e.g., "Where was the snail going?").
  • Pose inference questions asking students to read between the lines (e.g., "Why do you think the snail is moving slowly?").
  • Model thinking aloud to demonstrate how to infer by using clues from the text combined with own knowledge.
• Whole class participation: use a “Think-Pair-Share” approach – students think individually, discuss with a partner, then share with the class.

3. Independent/Paired Task (15 minutes)

• Hand out comprehension question cards with mixed retrieval and inference questions based on today’s text.
• Differentiation:
  • Support: Provide sentence starters (e.g., "I think this because...", "The text says..."). Some students can use word banks or picture clues.
  • Independent: Most students answer questions in full sentences on paper.
  • Extension: Advanced learners create 2–3 inference questions of their own (to challenge peers) and explain why. Encourage use of higher-order thinking.

4. Feedback and Review (7 minutes)

• Select some students to share their answers, especially inference responses.
• Teacher provides feedback, models any needed clarifications. Reinforce use of evidence from the text.
• Refer back to WALT and success criteria to self-assess learning briefly (traffic light system: green = confident, amber = some help needed, red = need more practice).

5. Plenary (3 minutes)

• Quick whole-class quiz with thumbs up / down: "Did I find the information easily?" / "Did I think about what the author meant?"
• Highlight how today’s skills help with all stories and reading.
• Preview a teaser question to build curiosity for Lesson 3 (e.g., “Next time, we will explore new words from the story and what they mean!”).

---

Differentiation Strategies

• Visual aids & sentence starters: Scaffold meaning-making for EAL and SEND learners.
• Paired talk: Partnering less confident with more confident readers to build language and confidence.
• Varied questioning: Simple retrieval for those who struggle; complex inference for those excelling.

---

Extension Activities

• Advanced learners: Write their own short inference questions on new or familiar texts. Explain answers with textual evidence.
• Use creative drawing/writing to show an inferred feeling or event from the story not directly stated.

---

Assessment & Recording

• Monitor paired work and independent task completion with a checklist.
• Collect independent responses for assessment against success criteria.
• Use exit self-assessment (traffic light) to note learner confidence for planning next lesson.

---

Reflection for Next Lesson

• Focus on deepening vocabulary understanding and exploring word meanings connected to the story.
• Consider small group intervention for learners with limited inference skills.

---

This lesson plan aligns with English Reading objectives of the National Curriculum for Year 2, focusing on comprehension through retrieval and inference skills, suitably scaffolded and challenging for all learners.