Making Inferences Text

Objective

Students will use explicit clues from a short text combined with their background knowledge to make inferences and answer WH questions.

CCSS Alignment:

• CCSS.ELA-LITERACY.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.RI.6.1: Cite textual evidence to support analysis of informational text, including making inferences.
• CCSS.ELA-LITERACY.SL.6.1: Engage effectively in collaborative discussions, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

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Materials

• Short paragraphs printed or projected in large, dyslexia-friendly font (e.g., OpenDyslexic or Arial, size 16+)
• Highlighters or pencils
• Whiteboard or chart paper with marker
• Visual organizer: T-chart for Clues + Background Knowledge → Inference
• Sentence frames printed on half sheets
• Timer or visual countdown

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Lesson Structure (30 minutes)

1. Warm-Up: Picture to Text Connection (5 minutes)

Purpose: Activate prior knowledge; model simple inference process visually before moving to text.

• Show a clear, simple image (e.g., a person holding an umbrella, standing on a wet sidewalk). Use dyslexia-friendly visuals with minimal distractions.
• Ask aloud:
  • "What do you notice in this picture?"
  • "What can you infer is happening?"
• Write student responses on whiteboard, emphasizing the formula:
  Clues + Background Knowledge = Inference
• Prompt students to orally practice an inference: "I see _______ (clue). I know ______ (background knowledge). I infer _______."

Differentiation:
Offer sentence stems for students to complete orally. Provide one-on-one support if needed, pairing students strategically.

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2. Mini-Lesson: Teacher Modeling with Text (7 minutes)

Text:
“Marcus walked into class with wet shoes and a dripping backpack. He shook water off his jacket and sighed.”

• Project text in large, dyslexia-friendly font and read aloud slowly.
• Ask:
  • "What clues do we see in the text?"
  • "What can we infer about Marcus?"
• Highlight or underline clues as students identify them: wet shoes, dripping backpack, water on jacket.
• Model:
  • “I infer that it was raining outside because his clothes and backpack are wet.”
• Add this to the whiteboard organizer:
  • Clues → wet shoes, dripping backpack, water on jacket
  • Background Knowledge → wet clothes mean it rained or he was in water
  • Inference → It was raining outside.

Differentiation:
Use a pointer or colored markers to visually reinforce text features; offer students headphones or a quiet space for focused listening.

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3. WH Question Practice (5 minutes)

• Revisit the Marcus passage. Read it again.
• Ask students aloud the WH questions:
  • WHO is the passage about?
  • WHAT happened?
  • WHERE might Marcus have been?
  • WHY is he wet?
• Write answers on the board.
• Explain:
  • “WH questions help us find clues that lead to inferences.”

Differentiation:
Provide WH question cards with pictures/icons (Who, What, Where, Why). Allow students to point to or select cards to support comprehension.

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4. Partner Activity: Read and Infer (10 minutes)

Text:
“Sofia looked at the clock every few seconds. Her hands were shaking while she waited outside the office door.”

Directions:

• Partners will:
  1. Underline clues in the text
  2. Answer two WH questions (teacher provides: Who is this about? Why might Sofia be shaking?)
  3. Make one inference using sentence frames
• Sentence Frames (printed for students):
  • “I infer ___ because ___.”
  • “One clue is ___.”
  • “I think ___ happened.”
• Example inference:
  • “Sofia may be nervous because her hands are shaking.”

Differentiation:
Pair stronger readers with students who need extra support; provide a printed checklist to keep partners on task. Use dyslexia-friendly colors (blue or green highlighter) to underline clues to reduce visual stress.

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5. Writing Response (2–3 minutes)

Students write one sentence using a sentence frame:

• “I infer ___ because the text says ___.”
• OR “One clue from the text is ___.”

Differentiation:
Allow oral responses recorded by the teacher or through voice-to-text tools. Offer word banks and sentence starters for students needing additional support.

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Closure (2 minutes)

Discuss as a class:

• “How are text clues different from picture clues?”
• “What helped you make an inference today?”

Summarize key points:

• Text clues come from what the author writes; pictures give visual clues.
• Using clues + what we know helps us understand more than what is said directly.

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Extra Differentiation & Dyslexia-Friendly Tips

• Use large fonts, sans-serif typefaces, and colored overlays if needed.
• Present text in short, clear sentences.
• Incorporate graphic organizers visually.
• Provide verbal and visual instructions.
• Frequently check for understanding quietly as students work.
• Encourage use of finger or ruler to track text while reading.

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This lesson empowers special education students to confidently use textual clues combined with their own knowledge to make thoughtful inferences, aligned directly with CCSS reading comprehension and discussion standards. It bridges visual and textual thinking and encourages collaborative and individual expression—paving the way for deeper literary and informational text engagement.