| NSW Department of Education Literacy and Numeracy Teaching Strategies - Reading

Inference
Stage 1
Overview
Learning intention
Students will learn what it means to infer. They will learn to make and explain inferences by using
background knowledge and clues in the text.

Syllabus outcome
The following teaching and learning strategy will assist in covering elements of the following outcome/s:
EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range
of texts on less familiar topics in different media and technologies

Success criteria
The following suggestions may guide teachers to develop success criteria for student learning:
• explains what ‘infer’ and ‘inference’ mean
• infers meaning by using background knowledge and evidence in text
• explains inferences made from sounds, objects, images, sentences and text.

National Literacy Learning Progression guide

Understanding texts (UnT4-UnT6)
Key: C=comprehension P=process V=vocabulary

UnT4
• makes predictions (uses the cover of a book or screen image to predict the content) (C)
• makes connections between texts and personal experiences (C)
• makes relevant comments or asks relevant questions to demonstrate understanding of the text (C)

UnT5
• views and discusses the content and features of texts with predictable structures (identifies new or
learnt information after reading) (C)
• infers meaning by integrating print, visual and audio aspects of simple texts (C)

UnT6
• draws inferences and explains using background knowledge or text features (infers feelings
character’s feelings from actions) (C)
• identifies parts of text used to answer literal and inferential questions (P)
 Teaching and learning experiences Resources

What is inference? Appendix 1 – Inference equation

Exit slip – What is an inference?
Appendix 2 – Blank inference equation

Inferring meaning from objects Appendix 1 – Inference equation

A range of familiar objects such as sunscreen,
googles, toy spade, a water bottle, a soccer ball,
and a child’s hat.
Exit slip – How do I make inferences based on
objects?

Inferring meaning from images Appendix 1 – Inference equation

Appendix 3 – Image
Appendix 4 – Shoes
Appendix 5 – A range of images
Appendix 6 – Inferring from images

Inferring meaning from a sentence Appendix 1 – Inference equation

Appendix 7 – Inferring with sentences

Inferring meaning from a group of sentences Appendix 1 – Inference equation

Appendix 2 – Blank inference equation
Appendix 8 – Making an inference from a group of
sentences

Inferring meaning from a text extract Appendix 9 – George’s Marvellous medicine

Appendix 10 – Little leaf boat
Appendix 11 - Inferring from texts independently

2 Stage 1 Reading: Inference

Background knowledge
Inferential comprehension
Inferential comprehension is the ability to process information and understand the underlying and unstated
meaning. This information is then used to infer or determine deeper meaning that is not explicitly stated. In
relation to texts, inferential comprehension requires viewers and readers to:
• combine ideas
• draw conclusions
• interpret and evaluate information
• identify tone and voice.
A higher and more complex level of comprehension involves critical analysis which requires readers to:
• be critical
• form opinions
• identify authors' points of view and attitudes
• identify and consider the authority of texts and their messages
• infer motives of characters and themes.
It is important to remember that students come to us with a wide variety of experiences and it is essential to
not assume they have particular background knowledge. EAL/D learners in particular may not share the
background knowledge of their peers who grew up in Australia and may understand experiences and events
according to their first culture.

Where to next?
• Audience and purpose

Reference list
ACARA (2018). National Literacy Learning Progression
Centre for Education Statistics and Evaluation (2017). Effective reading instruction in the early years of
school, research report.
Centre for Education Statistics and Evaluation (2020). What works best: 2020 update.
Dahl, R. (1981) George’s marvellous medicine. Jonathan Cape, UK.
English K-10 Syllabus © 2012 NSW Education Standards Authority (NESA) for and on behalf of the Crown
in right of the State of New South Wales.

© NSW Department of Education, Apr-21 3

Effective reading instruction in the early years of
school
The CESE literature review Effective Reading Instruction in the Early Years of School (2017) outlines the
key components of effective reading instruction. The research base has been furthered explored in the
Effective reading guide which outlines the Simple View of Reading and Scarborough’s Reading Rope.
Comprehension is an active process that involves the reader understanding and interpreting what is read. It
is heavily dependent on a student’s word recognition skills and their language comprehension abilities. To
be able to understand written material, students need to be able to first decode what they read and then
apply their language comprehension to make connections between what they read and what they already
know.
In the context of effective reading instruction for the early years, it is important to understand that while
students are learning the alphabetic code the majority of comprehension instruction should focus on oral
language comprehension development through explicit teaching during modelled and shared reading
experiences. An explicit focus on teaching students to strategically apply their background knowledge,
vocabulary knowledge, knowledge about texts, understanding of language structures and reasoning skills to
texts will support them to develop strong language comprehension abilities as they develop fluent word
recognition skills.

What works best - Explicit teaching

Explicit teaching practices involve teachers clearly explaining to students why they are learning something,
how it connects to what they already know, what they are expected to do, how to do it and what it looks like
when they have succeeded. Students are given opportunities and time to check their understanding, ask
questions and receive clear, effective feedback.
This resource reflects the latest evidence base and can be used by teachers as they plan for explicit
teaching. Teachers can use assessment information to make decisions about when and how they use this
resource as they design teaching and learning sequences to meet the learning needs of their students.
Further support with What works best is available on the What works best website.

Gradual release of responsibility model

The Gradual release of responsibility model is a helpful framework to understand what explicit instruction
can look like when teaching reading.
At the heart of the model is the concept that, as we learn new content, the responsibility for the cognitive
load shifts from primarily sitting with the teacher as the model or expert, to the responsibility sitting with the
student as they take on independence in their learning and application.
It is important to note that the model is not linear and can be used flexibly rather than from beginning to end
over the course of a lesson or in the same way for every student. Instead, it should be seen as a dynamic
model that is recursive, meaning it can be repeated and revisited as needed and informed by formative
assessment. As the students increase in their ability, teachers gradually carry less of the cognitive load and
students gradually assume more responsibility for the learning in order to become independent in the
knowledge, skill or concept understanding and the application of this across contexts.

4 Stage 1 Reading: Inference

Modelled instruction
The Gradual release of responsibility model begins with the teacher assuming a significant proportion of the
cognitive load for the learning. Modelled instruction is when the teacher models how an expert reads with a
particular emphasis on the skill, concept, or knowledge focus. This section is when the teacher is saying “I
do, you watch.”
Although modelled instruction is characterised by teacher voice, the students are active participants and
engaged in careful observation. As the teacher explains the learning intention and its purpose, the students
should be encouraged to reflect on their current knowledge, understanding or skill. The teacher builds
understanding of the academic language or background knowledge necessary to access the learning and
the students reflect on and add to their background knowledge or academic vocabulary. Modelled
instruction is often characterised by the teacher ‘thinking aloud’ to demonstrate how a skilled reader
monitors and controls their comprehension. At the end of modelled instruction:
• revisit the learning intention and reflect on what the students observed the teacher doing to show the
learning intention
• co-construct the success criteria based on what the teacher modelled, and the students observed
• co-construct an anchor chart that students can refer to as they continue their learning.

Shared practice
Shared practice offers rich instructional opportunities as teachers and students both engage with a shared
text. This is when the teacher invites the students to share responsibility for the thinking, with the teacher
saying, “I do, you help.” Shared instruction is an interactive reading experience with the teacher or expert
continuing to model or demonstrate the skills, concept or understanding that is the focus of the learning,
however, the students are now invited to join the teacher in sharing the cognitive load for the learning.
Shared practice is characterised by rich and authentic conversations amongst the community of readers as
both teacher and students discuss, pose ideas, ask questions, and extend their thinking.

Guided practice
The next stage is guided practice when the student takes on significantly more responsibility with the
teacher saying, “you do, I help.” Guided practice often involves the teacher working with a small group of
students and encouraging the students to think aloud about the strategy focus. The teacher asks questions
to prompt or clarify thinking, supporting, and guiding the learning of the group. Guided practice is
characterised by high challenge texts scaffolded with high support for the needs of the learner.

Collaborative practice
Collaborative practice is when the students take on and share more responsibility with their fellow learners.
The teacher is still present and available but is saying “you do together, I will support you as needed.”
Students are often paired with a partner or work in a small group. They work collaboratively on a strategy
focus, sharing their thinking as they work together. Students are encouraged to think aloud as they read and
to engage in shared discussion, questioning and collaboration. During collaborative practice, the teacher
supports students by observing, monitoring, prompting, and guiding them towards independence. The
teacher encourages the use of support structures such as anchor charts, learning intentions and success
criteria.

© NSW Department of Education, Apr-21 5

Independent practice
Once the student is confident with the learning, they continue to practice independently. The teacher is
present and available and is now saying “you do alone, and I will watch.” The students can record how they
think aloud, problem solve and utilise the focus strategy to support their reading. The teacher uses this
stage as an opportunity to observe and formatively assess students. Multiple opportunities across varying
contexts need to be offered to students in order for them to develop independence with a skill or strategy.

Further professional learning

Use the following links for more information and resources for effective reading instruction:
• A video explaining the Simple view of reading
• A video introducing Scarborough’s reading rope
• A video explaining the lower strands of Scarborough’s reading rope
• A video explaining the upper strands of Scarborough’s reading rope
• Literacy and numeracy professional learning:
o Effective reading: Phonics
o Effective reading: Phonological Awareness
o Focus on Understanding texts: The components of reading – Blended learning
o Fluency on teams – Blended learning
o Focus on vocabulary – Blended learning

Differentiation and adjustments

When using these resources in the classroom, it is important for teachers to consider the needs of all
students, including Aboriginal and EAL/D learners.
EAL/D learners will require explicit English language support and scaffolding, informed by the EAL/D
enhanced teaching and learning cycle and the student’s phase on the EAL/D Learning Progression.
Teachers can access information about supporting EAL/D learners and literacy and numeracy support
specific to EAL/D learners.
Learning adjustments enable students with disability and additional learning and support needs to access
syllabus outcomes and content on the same basis as their peers. Teachers can use a range of adjustments
to ensure a personalised approach to student learning.
Assessing and identifying high potential and gifted learners will help teachers decide which students may
benefit from extension and additional challenge. Effective strategies and contributors to achievement for
high potential and gifted learners helps teachers to identify and target areas for growth and improvement. A
differentiation adjustment tool can be found on the High potential and gifted education website.

Text selection
Example texts are used throughout this resource. Teachers can adjust activities to use texts which are
linked to their unit of learning.
Further support with text selection can be found within the National Literacy Learning Progression Text
Complexity appendix.
The NESA website has additional information on text requirements within the NSW English K-10 syllabus.

6 Stage 1 Reading: Inference

Teaching and learning experiences
What is inference?
Learning intention
We are learning that we can make inferences by using clues from a situation and our background
knowledge.

Success criteria
I can:
• explain what inference means using the inference equation
• make an inference based on a sound

Suggested teaching and learning sequence

Modelled instruction
1. Before introducing inference to students, it is important to ensure that they have a thorough
understanding of what ‘background knowledge’ means. Refer to Stage 1 Reading – Connecting
ideas.
2. Explain to students that good viewers and readers look for hidden meanings in situations. They use
clues from the situation and their own background knowledge to understand the situation. These
clues can be found in sounds, objects, images, and in written text. Explain that when viewers do this,
this is called making an inference.
3. Explain the word ‘infer’ is a verb- it is something that we do. It means to come up with an idea or
hidden meaning about a situation even though that idea isn’t directly told or stated. We use clues in
a situation and our background knowledge to come up with the hidden meaning or idea.
4. Use a familiar example to illustrate the concept. For example, say “If another teacher came to our
classroom and said “Happy birthday” to me, you would know it was my birthday. In that case it isn’t a
hidden meaning because it was directly told or stated. Now imagine if a teacher came to the
classroom with a present and a cake with candles. Imagine the teacher came in, put them on my
desk and left without saying anything. Was the meaning of this situation told or directly stated? No,
you would have to come up with an idea or a hidden meaning about that situation. You would
probably see the clues which are the present and cake with candles. You would use your
background knowledge that people are given presents and have cakes with candles on their
birthdays. So you would come up with the idea or hidden meaning that it is my birthday. You would
be making an inference.”
5. Introduce students to the inference equation: clues in the text + what I know = inference (refer to
Appendix 1 – Inference equation). Readers and viewers use the clues from a situation, sound, image
or text and what they already know about the world; their background knowledge, to come up with an
idea about what is happening.
6. Explain that you are going to show them how a good viewer notices clues and uses background
knowledge to come up with an inference; the hidden meaning. Use an environmental object or a
sound effects website to play a familiar sound. Think aloud to model the process of inferring meaning
from the sounds, such as the sound of growling or laughter. Use the sentence stems ‘I hear, I think’
and say:
7. “I hear a dog growling. I can use my background knowledge here. I know dogs growl when they are
angry or not happy. I am going to put together my background knowledge and the clue of the sound
to come up with an idea. I think the sound is being made by a dog who is cranky or being defensive.
Perhaps a stranger has come to the front door.”
© NSW Department of Education, Apr-21 7
 8. “I hear people laughing and it sounds like there is a lot of children playing. I need to use my
background knowledge again. I know people laugh when they are happy or having a good time. The
background sounds very noisy so I wonder if there are children having a good time as they play at a
park or in a playground.”
9. Return to the inference equation (Appendix 1 – Inference equation) to reinforce that the inferences
you made were based on clues (a sound) and then you used background knowledge (past
experience of a dog growling, children laughing) to infer meaning. The meaning was not directly
stated so you had to make an inference.
10. Co-construct an anchor chart that includes a definition of the terms: background knowledge, clues,
infer and inference. Display the inference equation (Appendix 1 – Inference equation) and the co-
constructed anchor chart in the classroom for students to refer to throughout the learning sequence.
11. At the completion of the modelled instruction, have students turn to a partner and explain what their
teacher did to make inferences. To support student conversations, provide students with the
sentence stem: The teacher made inferences by.... Reinforce with students that when the meaning is
not directly stated we can use clues and our background knowledge to make an inference about the
hidden meaning.

Shared practice
1. Revisit the learning intention and the co-constructed anchor chart. Reinforce that good viewers use
their background knowledge combined with the clues from a situation, sound, image or text in order
to make inferences about what is happening.
2. Explain that together we are going to practice noticing clues and using them to understand what is
happening and to make inferences.
3. Play several familiar sounds for the students using environmental objects or a sound effects website.
Invite students to use the sentence stems ‘I hear, I think’ as they think aloud about the sounds.
4. Encourage other students to add on to the thoughts of their peers by using the prompts:
o “Does anyone have something else to add?”
o “I agree with ... because ...”
o “I disagree with ... because ...”
o “Can you say some more about that please?”
5. At the completion of the activity, have students clarify their understanding by having them turn to a
partner to explain the inference equation and what they did to make inferences. To support student
conversations, provide students with the sentence stem: ‘We can make inferences using... .’
Have students share their thoughts with the class and clarify any misunderstanding by returning to
the anchor chart and inference equation.
6. Have students use an exit slip to explain what an inference is. Use this formative assessment
information to make decisions about which students require further support through additional
modelled instruction or shared practice, and which students are ready for guided, collaborative or
independent practice.

Guided and/or collaborative practice

1. Have students work in small groups with the teacher supporting groups as needed.
2. Give students a copy of the inference equation with the first two parts of the equation blank
(Appendix 2 – Blank inference equation). Have students suggest what needs to be added to the
equation to make it complete. As students make suggestions ask them to explain what a clue is and
what background knowledge is.
3. Remind students that sometimes the meaning of a situation isn’t directly stated or told to us. Ask the
students to articulate what good viewers do in this situation.

8 Stage 1 Reading: Inference

 4. Explain that we are going to practice noticing clues and using them to make inferences. Play several
familiar sounds for the students using environmental objects or a sound effects website. Invite a
student to use the sentence stems ‘I hear, I think’ as they think aloud about the sound.
5. Encourage other students to revoice the thoughts of their peers by using the prompts:
o “So you’re saying ... Do I have that correct?”
o “Are you saying that ...?”
o “I think you are saying ... Do I have that right?”
6. At the completion of the activity, formatively assess student understanding by having students
complete the sentences:
o An inference is …. .
o We make inferences by…. .
o We make inferences when... .

© NSW Department of Education, Apr-21 9

Inferring meaning from objects
Learning intention
We are learning to use clues and our background knowledge to make inferences based on objects.

Success criteria
I can:
• use the inference equation to make inferences based on objects.

Suggested teaching and learning sequence

Modelled instruction
1. Explain the learning intention, and revisit the inference equation (Appendix 1 – Inference equation)
and the co-constructed anchor chart. Reinforce that good viewers use their background knowledge
combined with the clues from a sound or situation in order to make inferences about what is
happening. Explain that they will now be learning to make inferences from objects.
2. Place a group of familiar items in a bag, for example, sunscreen, a pair of children’s goggles, and a
spade. Explain that you are going to show them how a good viewer looks closely at the objects to
find clues, asks themselves questions about the objects and then uses their background knowledge
to infer meaning.
3. Explain that you will use the 5W (who, what, where, when, why) question stems to ask yourself some
questions about the objects. These questions will help you think about your background knowledge
and make inferences. Display the questions for the students to refer to:
o I wonder who the items belong to?
o I wonder what this person might be doing?
o I wonder where the items might be used?
o I wonder when the items might be used?
o I wonder why the items might be used?
4. Remove the sunscreen from the bag and think aloud as you consider each of the 5W questions, for
example, “This item is sunscreen…
o I wonder who this item belongs to? I don’t really have enough information yet because lots of
people use sunscreen.
o I wonder what might this person might be doing? I use sunscreen when I do activities outside
so this is giving me a clue that the person might be doing an activity outside.
o I wonder where this item might be used? I know we use sunscreen when we do activities
outside.
o I wonder when this item might be used? Well, we only need to protect our skin from the sun
during the day.
o I wonder why this item might be used? The person must be doing something that means they
need to protect their skin from the sun.”
5. Remove the goggles from the bag and think aloud again as you consider the questions, for example,
“This is a pair of small goggles. When I combine this item with the sunscreen I have some more
clues…
o I wonder who these items belong to? Well now I think the person might be a child because
the googles are very small and brightly coloured.
o I wonder what this person might be doing? We use sunscreen and goggles when we go
swimming or do some sort of water sport.
o I wonder where these items might be used? I think it must be somewhere there is water. It
could be a pool, a lake, a river or the ocean.

10 Stage 1 Reading: Inference

 o I wonder when these items might be used? I still think this person must be doing some sort of
water activity during the day.
o I wonder why these items might be used? It is important to protect our skin when we are
doing water activities.
6. Remove the spade from the bag and think aloud again as you consider the questions, for example,
“This is a toy spade. When I combine this item with the sunscreen and goggles, I have some more
clues…
o I wonder who these items belong to? I still think the person is a child because the googles
are very small and brightly coloured and I know children like to play with spades in the sand.
o I wonder what this person might be doing? I think this person is going to play on the sand
and swim in water. I know we use sunscreen and goggles when we go swimming and we can
use a spade to play in the sand.
o I wonder where these items might be used? I think it must be at the beach or a lake where
there is sand near the water.
o I wonder when these items might be used? I still think this person must be doing using these
items during the day.
o I wonder why these items might be used? I think the person, probably a child, is going to a
beach or lake and they want to use the goggles to swim in the water, the sunscreen to protect
their skin and the spade to play on the sand.
7. Return to the inference equation (Appendix 1 – Inference equation) and record the clues,
background knowledge and inferences you. Remind students that as the meaning was not directly
stated, that is there is no name on the bag, so you had to make an inference about who owns it.
8. At the completion of the modelled instruction, have students turn to a partner and explain what their
teacher did to make inferences. To support student conversations, provide students with the
sentence stem: The teacher made inferences by ... .
9. Reinforce with students that the inferences were based on clues (the objects) and background
knowledge. The meaning was not directly stated so an inference was made.

Shared practice
1. Revisit the learning intention, the inference equation (Appendix 1 – Inference equation) and the co-
constructed anchor chart. Reinforce that good viewers use their background knowledge combined
with the clues from a sound or object to make inferences about what is happening. Explain that
students will now share the responsibility for making inferences from objects.
2. Place a different group of familiar items in a bag, for example, a water bottle, a soccer ball, and a
child’s hat. Explain that we are going to practise how a good viewer looks closely at the objects to
find clues, asks themselves questions about the objects and then uses their background knowledge
to infer meaning.
3. Display the 5W (who, what, where, when, why) question stems for the students to refer to:
o I wonder who the items belong to?
o I wonder what this person might be doing?
o I wonder where the items might be used?
o I wonder when the items might be used?
o I wonder why the items might be used?
4. Remove the water bottle from the bag and prompt the students to make inferences about who the
bag belongs to based on the object. “This item is a water bottle. Think about the how this object
might help us to answer the 5W questions.
o Who do we think this item belong to?
o What do we think this person might be doing?
o Where do we think these items might be used?
o When do we think these items might be used?

© NSW Department of Education, Apr-21 11

 o Why do we think these items might be used?
5. Remove the soccer ball from the bag and prompt the students to make inferences about who the
bag belongs to based on the two objects. “This item is a soccer ball. When we combine this item with
the water bottle we have some more clues. How can these objects help us answer the 5W
questions?”
6. Remove the child’s hat from the bag and prompt the students to make inferences about who the bag
belongs to based on all the objects. “This item is a child’s hat. When we combine this item with the
water bottle and soccer ball we have some more clues. How can all of these objects help us answer
the 5W questions?”
7. Return to the inference equation (Appendix 1 – Inference equation) and ask the students for support
as you record the clues, background knowledge and inferences you made together. Remind
students that as the meaning was not directly stated, that is there is no name on the bag, so you had
to make an inference about who owns it.
8. Have students use an exit slip to explain how to make inferences based on objects. Use the
formative assessment information to make decisions about which students require further support
through additional modelled instruction or shared practice, and which students are ready for guided,
collaborative or independent practice.

Guided and/or collaborative practice

1. Have students work in small groups with the teacher supporting groups as needed.
2. Have students draw or record and explain the inference equation to a peer.
3. Remind students that sometimes the meaning of a situation isn’t directly stated or told to us. Ask the
students to articulate what good viewers do in this situation.
4. Remind students that we can use the 5W question stems to ask yourself some questions about the
objects. These questions will help you think about your background knowledge and make inferences.
Display the 5W (who, what, where, when, why) question stems with the W key words covered or
removed and have students complete the sentences.
o I wonder _____ the items belong to?
o I wonder _____ this person might be doing?
o I wonder _____ the items might be used?
o I wonder _____ the items might be used?
o I wonder _____ the items might be used?
5. Place a group of familiar items in a bag. Have a student remove one of the objects and explain the
clue and how he or she would answer the 5W question stems to help make an inference. Each
student should explain how they are building on the inferences of the previous student.
6. At the completion of the activity, formatively assess student understanding by having students
complete the inference equation for the objects (Appendix 1 – Inference equation).

12 Stage 1 Reading: Inference

Inferring meaning from images
Learning intention
We are learning to use clues and our background knowledge to make inferences based on images.

Success criteria
I can:
• use the inference equation to make inferences based on images.

Suggested teaching and learning sequence

Modelled instruction
1. Revisit the previous lesson’s learning focus and the co-constructed anchor chart. Reinforce that
good viewers use their background knowledge combined with the clues from a sound or objects to
make inferences about what is happening. Explain that they will now be learning to make inferences
from images.
2. Display an unfamiliar image (such as Appendix 3 – Image). Explain that you are going to show them
how a good reader looks closely at the images to find clues, asks themselves questions about the
image and then uses their background knowledge to infer meaning.
3. Explain that you will use the ‘I see, I wonder, I think’ strategy as you view the image. You will be
looking for clues (I see), asking questions (I wonder) and applying background knowledge (I think).
4. Explain that first you will focus on what you can see because these are the clues in the image. For
example, “I see: the back of a person, they are wearing a beanie, they have a backpack and jacket
on, they have long hair. I see bright lights in front of the person.” Record these thoughts for the
students to refer to.
5. Explain that you will now use the 5W (who, what, where, when, why) question stems to ask some
questions that you might be wondering about. Record the questions for the students to refer to:
o I wonder who this person is?
o I wonder what might this person might be doing?
o I wonder where this image is set?
o I wonder when this image was taken?
o I wonder why this person is standing there?
6. Explain that you are going to use your background knowledge to answer the questions and to infer
meaning. Record your answers for the students to refer to:
o Who could this person be? I think this person is probably a teenager because she has a
backpack on, like a school bag.
o What might this person be doing? I think the person is looking up at something because it
feels like I’m standing behind the person and looking up at the back of their head.
o Where do I think this image is set? I think it is set at a fair because it resembles the lights on
a Ferris wheel ride.
o When do I think this image was taken? I think this image was taken at night because the
background is dark
o Why is this person standing there? I think the person is waiting or deciding to go on the ride.
7. Have students turn to a partner and reflect on what the teacher did to infer from the image. To
support student conversations, provide students with the sentence stem: We noticed that the teacher
______.
8. Revisit the learning intention that good readers use their background knowledge combined with the
clues from an image or text in order to make inferences about what is happening.

© NSW Department of Education, Apr-21 13

Shared practice
1. Revisit the learning intention that good readers use their background knowledge combined with the
clues from an image or text to make inferences about what is happening.
2. Display the first image of a pair of shoes (Appendix 4 – Shoes) to the class. Explain that with the
students help, you are going to look closely at the image to find clues, brainstorm some questions
that might help us understand the image and then use our background knowledge to infer meaning.
3. The teacher begins, “I see…a pair of shoes. What do you see?” Responses may include; high heels,
dressy shoes, a table, a church, trees, sunlight.
4. The teacher prompts students to think about the 5W question stems (who, what, where, when and
why) and asks students, “What questions do you have about the image that might help us
understand what is happening?” Questions may include:
o Who do the shoes belong to?
o What is the person who owns the shoes doing?
o Where is the image set?
o When was the image taken?
o Why are the shoes the focus of the image?
5. Encourage students to use their collective background knowledge to answer the questions and make
inferences about the image by using the think pair share strategy.
6. Have students turn to a partner and reflect on what the class did to infer from the image. To support
student conversations, provide students with the sentence stem: ‘We noticed that the class ______’.
7. Revisit the learning intention that good readers use their background knowledge combined with the
clues from an image or text in order to make inferences about what is happening.

Guided practice
1. Work with a small group of students as they follow the same steps with the remaining images of
different types of shoes (Appendix 4 – Shoes).
2. Have students explain the inference equation to a peer.
3. Provide the group with an image.
4. Remind students that they can use the 5W question stems to ask questions about the image. These
questions will help you think about your background knowledge and make inferences. Display the
5W (who, what, where, when, why) question stems with the W key words covered or removed and
have students complete the sentences.
o ______ do the shoes belong to?
o ______ is the person who owns the shoes doing?
o ______ is the image set?
o ______ was the image taken?
o ______ are the shoes the focus of the image?
5. Have students use the 5W question stems to discuss and make inferences about the image.
6. Formatively assess student understanding by having students complete the inference equation for
the objects (Appendix 1 – Inference equation).

14 Stage 1 Reading: Inference

Collaborative practice
1. Use a range of images (Appendix 5 – A range of images) during collaborative practice as needed to
support students as they move towards being able to independently make inferences from images.
2. Give half of the students an image.
3. When the teacher says, ‘Walk,’ students move around the classroom.
4. When the teacher calls out, ‘Talk,’ students meet with the person closest to them who has an image.
5. The students discuss the pictures using the 5W question stems to guide the discussion.
o Who is in the image?
o What is in the image?
o Where is the image set?
o When was the image taken?
o Why was the image taken?
6. Extend the learning by having students reflect on:
o what might have happened before the picture was taken
o what might have happened after the picture was taken
o how they think the people in the images are feeling, and why they think that.
7. Repeat the process with new partners. Encourage the students with images to respond to the person
sharing ideas by acknowledging their thinking and drawing comparisons with other responses.

Independent practice
1. Provide students with a range of images (Appendix 6 – Inferring from images), the 5W question
stems and the inference equation.
2. Have students complete the task independently and then share their thoughts with a peer. Have the
student pairs reflect on how their thinking is similar or different and why this might be the case.
3. Extend the learning by having students reflect on:
o what might have happened before the picture was taken
o what might have happened after the picture was taken
o how they think the people in the images are feeling, and why they think that.

© NSW Department of Education, Apr-21 15

Inferring meaning from a sentence
Learning intention
We are learning to use clues and our background knowledge to make inferences based on a sentence.

Success criteria
I can:
• make and explain my inferences from sentences.

Suggested teaching and learning sequence

Modelled instruction
1. Explain the learning intention and revisit the co-constructed anchor chart. Reinforce that good
readers use their background knowledge and clues from an image or text to make inferences. This
means good readers are trying to understand the hidden meaning in a text so they have a deeper
understanding of what is happening.
2. Explain that they will be learning to make inferences from a sentence. Explain that when we infer
from sentences, we need to piece together the all the clues and background knowledge very
carefully to make an inference. We build on our understanding as we read and sometimes, we need
to reread to make sure we have understood the hidden meaning correctly.
3. Display and read aloud the following sentence:

Max blew out the seven candles that were nestled into the icing on the cake.
4. Explain that you are going to show them how a good reader looks closely at the words in the
sentence to find clues and uses background knowledge to infer meaning.
5. As you think aloud, annotate the text by circling key clues in the sentence and record your
background knowledge and ideas.

6. Think aloud as you use the clues, background knowledge and initial ideas to make an inference
about what is happening in the sentence. For example, “I can see some clues in the sentence that
helps me understand what might be happening, and I can use these clues and my background
knowledge to make an inference. I can see the phrase or group of words ‘blew out the seven
candles,’ I know that when someone has a birthday, they will have the amount of candles of how old
they are turning, and I know that we usually blow these out after people have sung ‘Happy birthday!.’
I wonder if it is Max’s birthday? I can also see another clue in the sentence that makes me think that
perhaps it is Max’s birthday and I am on the right track. I can see the phrase or group of words ‘icing
on the cake.’ I can see that these candles are on a cake and we usually have candles on cakes
when it is someone’s birthday. I can use the inference equation to help me make the inference that it
is Max’s birthday today. I have used my background knowledge of what usually happens at a
birthday party, and the text clues of ‘Max,’ ‘blew out the candles’ and ‘icing on the cake.’”

16 Stage 1 Reading: Inference

Shared practice
1. Revisit the previous lesson’s learning focus, that good readers use clues in sentences and their
background knowledge to infer meaning.
2. Explain that with the students’ help, you are going to look closely at some sentences to find clues
and use our background knowledge to infer meaning.
3. Display and read aloud the following sentence:

It was growing cooler and I could hear the possums starting to scurry across
the branches.
4. Ask students, “What clues can you see that might help us understand more about what’s
happening?” Use a blank inference equation table to record their responses. Prompt them to
recognise important clues in the sentence. See example table below.
5. Ask students, “What background knowledge do we already have about each of these clues?” Use
the think pair share strategy to scaffold student discussions and build background knowledge.
Record student responses next to each clue.
6. Ask students, “What can we infer is really happening from using these sentence clues and our
background knowledge?” Use the think pair share strategy to scaffold student discussions and
inferences. Record student inferences in the table.

Clues in the text

+ What I know (my
background knowledge)
= Inference

growing cooler, possums

started scurrying
+ When it becomes night
time, the sun is no longer
= It is night time.

visible and it becomes

cooler.
Possums are nocturnal,
which means they are
active at night.
7. Have students turn to a partner and reflect on what clues they noticed in the sentence and how they
used their background knowledge to help them understand what was really happening in the
sentence.

Guided practice
1. Discuss how we infer every day. Work with small group of students as they read the example
sentences or text linked to their current units of learning.
2. Students identify and underline key words or clues, discuss links to their background knowledge and
use these to infer what is happening in the sentences.
3. Students record responses. See example sentences below:

© NSW Department of Education, Apr-21 17

Example sentences

I can see the following clues… What I already know … I can infer…
(underline clues)
There are enormous, black clouds in Dark clouds mean rain. I can infer that it is going to rain
the sky. soon.
Anna put on her bright pink pyjamas We wear pyjamas and brush I can infer that Anna is getting
and brushed her teeth. our teeth before we go to bed ready to go to bed.
Ali and Lee put out the fire and Putting out a fire and getting I can infer Ali and Lee are
quickly crawled into their tent. into a tent are outdoor camping and that it is probably
activities. They would crawl cold.
quickly if it were cold.
David opened the umbrella just in An umbrella is used to protect I can infer that it started to rain.
time. you against the rain.
Charlie panicked as the safe was Panick means someone is I can infer Charlie has been
empty. alarmed or worried. robbed of something valuable.
A safe is where you keep
valuable things like money or
jewels.
Empty means nothing is
inside.
Ben’s tummy rumbled but luckily Tummy’s rumble when we We can infer that Ben is hungry
there was only two minutes left until are hungry. and counting down the minutes
the bell rang. Two minutes is a short time. to recess or lunch so he can
Luckily – good luck/ happy. have something to eat.
We know that a bell is used at
school to say it is recess,
lunch or hometime.

Collaborative and independent practice

1. Have students work in small groups, pairs or individually with the teacher supporting groups as
needed.
2. Give students a copy of the blank inference equation (Appendix 1 - Blank inference equation). Have
students suggest what needs to be added to the equation to make it complete. As students make
suggestions ask them to explain what a clue is and what background knowledge is.
3. Remind students that sometimes the meaning of a situation isn’t directly stated or told to us. Ask the
students to articulate what good viewers do in this situation.
4. Explain that we are going to practice noticing clues and using them to make inferences. Show an
example sentence from Appendix 7 – Inferring with sentences. Invite a student to use the sentence
stems ‘I read, I think’ as they think aloud about the sentence.
5. Encourage other students to revoice the thoughts of their peers by using the prompts:
o “So you’re saying ... Do I have that correct?”
o “Are you saying that ...?”
o “I think you are saying ... Do I have that right?”
6. At the completion of the activity, formatively assess student understanding by having students
complete the sentences:
o An inference is _____ .
o We make inferences by ____.
o We make inferences when _____.

18 Stage 1 Reading: Inference

Inferring meaning from a group of sentences
Learning intention
We are learning to use clues and our background knowledge to make inferences from a group of sentences.

Success criteria
I can:
• make and explain my inferences from a group of sentences.

Suggested teaching and learning sequence

Modelled instruction
1. Explain the learning intention and revisit the co-constructed anchor chart. Reinforce that good
readers use their background knowledge and clues from an image or text in order to make
inferences. This means good readers are trying to understand the hidden meaning in a text so they
have a deeper understanding of what is happening.
2. Explain that they will be learning to make inferences from a group of sentences. Explain that when
we infer from sentences, we need to piece together all the clues and background knowledge very
carefully to make an inference. We build on our understanding as we read and sometimes, we need
to reread to make sure we have understood the hidden meaning correctly.
3. Display and read aloud the following sentence explored in the ‘Inferring meaning from a sentence’
teaching and learning experience:

Max blew out the seven candles that were nestled into the icing on the
cake.

4. Remind students that we were able to use the clues of the name ‘Max’, blowing out seven candles
and the cake to infer that it was Max’s birthday.
5. Explain that you are going to show them how a good reader looks closely at the words in a group of
sentences to find clues and uses background knowledge to infer meaning. Explain that as we read
more than one sentence, sometimes our inference may change as we come across more clues.
6. Display and read aloud the following group of sentences:

Max blew out the seven candles that were nestled into the icing on the cake.
As he looked up, he saw his sister flailing her arms whilst turning to their
mother. She was holding the toy she had unwrapped this morning and cried
out, “Look at what he did!”
7. As you think aloud, annotate the text by circling key clues in the sentence and record your
background knowledge and ideas.

© NSW Department of Education, Apr-21 19

 8. Think aloud as you see the clues, background knowledge and initial ideas to make an inference as
to what is happening now in the sentence.
For example, “I know that when I read the first sentence, Max had blown out the seven candles that
were on the cake. I remember I used these clues and background knowledge to infer that it was
Max’s birthday. But as I am now reading the next sentence, I am starting to change my idea about
what is happening. I am noticing some new clues. I can see his sister is flailing her arms and turning
to their mother. I know that when people are angry or outraged, they will often flail their arms or
move them around in the air. And I know that when brothers and sisters fight, often their mother will
speak to the person doing the wrong thing. I wonder why the sister is upset?
As I read the third sentence, I have even more clues. The author has used the noun group ‘holding
the toy’ and another clue which is very important is the phrase “…she had unwrapped this morning”.
People unwrap presents on their birthdays and this morning must have been her birthday. I am
starting to put these clues together with Max blowing out the candles and am wondering whether
Max has blown out the candles on his sister’s cake!
We can see another clue in the sentence which says that the sister ‘cried out’. We know we cry out
when we are upset. The final part of the sentence says ‘…look at what he did!’ with an exclamation
mark. I can see the sister is upset and telling their mother to notice what Max had done. The
exclamation mark helps to tell me that she is outraged, and it changes the way I read the sentence.
My inference has now changed with all these clues and my background knowledge. I can infer that
Max has done the wrong thing and blown out his sister’s birthday candles. No wonder she is upset!”

Shared practice
1. Revisit the previous lesson’s learning focus, that good readers use clues in sentences and their
background knowledge to infer meaning.
2. Explain that with the students help, you are going to look closely at groups of sentences to find clues
and use our background knowledge to infer meaning.
3. Display and read aloud the following sentence explored in the activity ‘Inferring meaning from a
sentence’:

20 Stage 1 Reading: Inference

It was growing cooler and I could hear the possums starting to scurry across the
branches.
4. Remind students that we used the clues of ‘growing cooler’ and ‘possums starting to scurry’ and our
background knowledge to infer that it was night time.
5. Explain that as we read more than one sentence, sometimes our inference may change as we come
across more clues.
6. Display and read aloud the additional part of the group of sentences:

It was growing cooler and I could hear the possums starting to scurry across
the branches. I could hear my human preparing my dinner. I sniffed the air and
felt my tummy rumble. My fur always stood on end when I heard possums. I
thought it was time I headed inside for my dinner and hopefully some tummy
rubs.
7. Ask students, “What clues can you see that might help us understand more about what’s
happening?” Use Appendix 2 - Blank inference equation table to record their responses. Prompt
them to recognise important clues in the sentence. See example table below.
8. Ask students, “What background knowledge do we already have about each of these clues?” Use
the think pair share strategy to scaffold student discussions and build background knowledge.
Record student responses next to each clue.
9. Ask students, “What can we infer is really happening from using these sentence clues and our
background knowledge?” Use the think pair share strategy to scaffold student discussions and
inferences. Record student inferences in the table.
Clues in the text
+ What I know (my
background knowledge)
= Inference

My human,
sniffed the air,
+ Dogs are looked after by
humans.
= A dog is coming inside
because it is afraid of
fur standing on end, Dogs often are scared of possums and is keen to
possums or don’t like be fed and have its
tummy rubs
them. tummy rubbed.
Dogs fur stands on end
when they are afraid
Dogs usually love tummy
rubs.

10. Have students turn to a partner and reflect on what clues they noticed in the sentence and how they
used their background knowledge to help them understand what was really happening in the group
of sentences.

Guided practice
1. Discuss how we infer every day. Work with small group of students as they read groups of sentences
linked to teaching and learning.
2. Students identify and underline key words or clues, discuss links to their background knowledge and
use these to infer what is happening in the sentences.
3. Students record responses. See example sentences below:

© NSW Department of Education, Apr-21 21

Example sentences

I can see the following What I already know … I can infer…

clues… (underline clues)
They knew they had to be They needed to be quiet and The baby is asleep and they must not
quiet as the tiptoed down the tiptoe to not wake up whoever wake him.
hall. As they reached the door, is sleeping.
they could see nappies and There are nappies, tiny
tiny clothes everywhere! They clothes and soft toys and
had to step carefully over the these are used by babies.
soft toys so as not to make They did not want to wake the
any noise. baby.
He could see the children Children were playing and It is the boy’s first day in a new school
playing and laughing. He had laughing – this is something today.
his a school bag on his back that happens in a school.
and new lunch box in his bag. He has a school bag and
He smiled nervously as he lunch box - this is something
waved his Aunty goodbye. we often have when we start
somewhere new.
He is smiling nervously and
waving goodbye.
She couldn’t believe her eyes! Not believing your eyes is a The man is a magician and his trick
The lady on the stage had saying we use when was to make the lady disappear from
disappeared. The man, who something strange and stage.
was wearing a fancy hat and unbelivable happens.
bow tie, opened his arms and The lady has disappeared
the audience clapped. and this happened in front of
an audience.
The man is wearing a fancy
hat and bow tie. He is
dressed up on stage.
The man opened his arms as
a way of saying “ta dah!”
Challenge: Wheat fields are a crop grown It is extremely windy on the wheat
The wheat fields looked like on huge paddocks of land. field.
they were waving. They were When it is windy, the windy
being forced this way and then might make something look
that way. like it is waving.

22 Stage 1 Reading: Inference

Collaborative and independent practice
1. Have students work in small groups, pairs or individually with the teacher supporting groups as
needed.
2. Give students a copy of the blank inference equation (Appendix 2 - Blank inference equation). Have
students suggest what needs to be added to the equation to make it complete. As students make
suggestions ask them to explain what a clue is and what background knowledge is.
3. Remind students that sometimes the meaning of a situation isn’t directly stated or told to us. Ask the
students to articulate what good viewers do in this situation. Remind students that as we read, our
inference might change. We change our inference as we find new clues and put information
together.
4. Explain that we are going to practice noticing clues and using them to make inferences. Explain to
students that they are going to read different groups of sentences (Appendix 8 – Making inferences
from groups of sentences) and use the clues and background knowledge to make an inference.
They will record their inferences on the Appendix 1 – Inference equation table.
5. Encourage other students to share what they have matched and revoice the thoughts of their peers
by using the prompts:
o “So you’re saying ... Do I have that correct?”
o “Are you saying that ...?”
o “I think you are saying ... Do I have that right?”
6. At the completion of the activity, formatively assess student understanding by having students
complete the sentences:
o An inference is ...
o We make inferences by ...
o We make inferences when ..

© NSW Department of Education, Apr-21 23

Inferring meaning from a text extract
Learning intention
We are learning to use clues and our background knowledge to make inferences based on a text extract.

Success criteria
I can:
• use the inference equation to make inferences based on a text extract
• justify inferences using evidence from the text and my background knowledge.

Text selection
Teachers can select any text for this teaching and learning experience that has opportunities for students to
make inferences. The sample text extract from ‘George’s Marvellous Medicine’ has been selected as there
are opportunities to both directly locate and infer within the text used. Students will be able to monitor their
comprehension whilst using the clues and background knowledge to make an inference.

Suggested teaching and learning sequence

Modelled instruction
1. Revisit the learning focuses for previous lessons and the co-constructed anchor chart. Reinforce that
good readers use what they already know combined with the clues from images and the written text
in order to understand what is happening.
2. Explain that they will be learning to make inferences from part of a text.
3. Display the text extract from Appendix 9 – ‘George’s Marvellous Medicine’. Before reading the
extract, explain that you are going to show students how readers can infer what is happening in a
text by finding clues in the written text, asking questions and linking these to their background
knowledge.

24 Stage 1 Reading: Inference

George’s Marvellous Medicine
Dahl, R. (1981) George’s marvellous medicine. Jonathan Cape, UK.

‘I’m going shopping in the village,’ George’s mother said to George

on Saturday morning. ‘So be a good boy and don’t get up to
mischief.’

This was a silly thing to say to a small boy at any time. It immediately
made him wonder what sort of mischief he might get up to.

‘And don’t forget to give Grandma her medicine at eleven o’clock,’

the mother said. Then out she went, closing the back door behind
her.

Grandma, who was dozing in her chair by the window, opened one
wicked little eye and said, ‘Now you heard what your mother said,
George. Don’t forget my medicine.’

‘No Grandma,’ George said.

‘And just try to behave yourself for once while she’s away.’

‘Yes Grandma,’ George said.

George was bored to tears. He didn’t have a brother or sister. His

father was a farmer and the farm they lived on was miles away from
anywhere, so there were never any children to play with. He was
tired of staring at pigs and hens and cows and sheep. He was
especially tired of having to live in the same house as that
grizzly old grunion of a Grandma.

© NSW Department of Education, Apr-21 25

 1. Display the inference equation (see example below) and use a think aloud to model the process of
looking closely at the written text to identify clues and then draw on background knowledge to infer
meaning. Circle key clues in the text extract and annotate as reading aloud.
For example, “I am going to read a longer text today and I am going to use all the clues in the text,
as well as my background knowledge, to make an inference about what is happening. Because I am
reading a longer text, I am going to circle words as I read; these words will be the clues that are
helping me get an idea of what is happening.
I can see this is part of a story called ‘George’s Marvellous Medicine’ and it is written by Roald Dahl.
I wonder what makes this medicine marvellous? I wonder whether George makes the medicine or
whether it belongs to him? I know Roald Dahl writes stories for children that are often funny and a
little bit naughty, where the person who is doing the wrong thing often gets what they deserve.
I can see in the first paragraph the clues, ‘I’m going shopping in the village’ and ‘so be a good
boy and don’t get up to mischief.’ These clues are telling me that the mum is going to be leaving
George. She has warned him not to get into mischief. I wonder if she has warned him of this
because George usually does get into mischief and needs reminding. I can infer that George might
be a child who is not always on his best behaviour.
In the next paragraph, mum warns George, ‘Don’t forget to give Grandma her medicine’. I know
that medicine is important and that is why George must remember to give it to his Grandma
otherwise she might fall ill. I wonder why the author used the words ‘Then she closed the door
behind her.’ This makes me think that it is a signal to George that he is alone now. I can infer that
he is alone and in charge of what happens next.
Now the next paragraph is quite interesting. Grandma is dozing on the couch, but then she ‘opened
one wicked little eye’. If she is dozing, I wonder why she opened her eye? The author has used the
word “wicked”. I know that the word means that the person is bad, evil or naughty. I can infer that the
Grandma is not a nice person.
The final paragraph in this extract has a lot of clues that help me to make an inference. I can infer
about how George might be feeling with words such as ‘bored to tears’, ‘didn’t have a brother or
sister’, miles away from anywhere’, ‘never any children to play with’, ‘tired of staring at pigs
and hens and cows and sheep’. And finally, and perhaps this is the most important clue to show
me how George might be feeling, is that he was especially tired of having to live in the same
house as that grizzly old grunion of a Grandma’. The author has used the words ‘grizzly’ which is
a word we usually use to describe a bear. We know that a bear can get very angry if provoked. I
wonder what the word ‘grunion’ means. I can infer from the surrounding words ‘grizzly old’ and that
she had a ‘wicked eye’ that it must not be something very nice. I will look this up in a dictionary to
see what it means. I can see that a ‘grunion’ is a type of fish that lays its eggs in the sand at night;
this type of fish does this to survive. I can infer that Grandma knows how to survive in any conditions.
I can use all these clues in the text and my background knowledge to make an inference that
George does not like his Grandma and is going to make some mischief with his Grandma’s
medicine.
2. Record clues in a table similar to the example below. Once clues have been identified link these to
inferences previously made from looking at the supporting image and background knowledge. Then
use these to make inferences about what is happening in the whole text.

26 Stage 1 Reading: Inference

 What I know (my
Clues in the text + background knowledge) = Inference

‘going shopping’ George was alone He can’t be trusted

‘be a good boy and don’t George needs reminding He might misbehave
get up to mischief’ to be good.
‘don’t forget to give Grandma needs She might become ill if she
Grandma her medicine’ medicine doesn’t receive medicine.
‘Then she closed the George was alone The adventure would begin
door behind her’
‘Opened one wicked little Wicked means bad and Grandma doesn’t trust him and
eye’ Grandma is watching him is watching him carefully. She
might be plotting something
whilst watching.
Bored to tears’, ‘didn’t All these things build the George may misbehave and do
have a brother or sister’, picture that he is lonely the wrong thing as he is bored
‘miles away from and bored. and alone and does not like his
anywhere’, ‘never any Grandma.
children to play with’,
‘tired of staring at pigs
and hens and cows and
sheep’, ‘grizzly old
grunion of a Grandma’.

Shared practice
1. Display the text ‘Little leaf boat – Appendix 10. Explain that with the students’ help, you are going to
look closely at the text to find clues, brainstorm some questions that might help us understand the
text and then use our background knowledge to infer meaning.
2. Reinforce that good readers look closely at the written text to find clues and combine these with their
background knowledge to infer meaning.
3. The teacher begins by looking at the accompanying image on the text. The teacher might say “I
see…clear water. I can see it is clear as I can see the rocks that are under or beneath it. I also can
see that we are in nature as I cannot see any houses around. What do you see?” Responses may
include; bubbling water, trees, rocks, vines, sunlight.
4. The teacher points to the 5W question stems (who, what, where, when and why) and asks students,
“What questions do you have about the text that might help us understand what is happening?”
Display questions for students to read. Encourage students to then use their collective background
knowledge to answer these questions and make inferences about the text by using the think pair
share strategy.
5. Begin by drawing students’ attention to the title of the text: ‘Little leaf boat’. Ask students if the title
helps justify their inferences made so far from looking at the accompanying image. Then together
read the text.
6. After reading the text together, display Appendix 1 - inference equation to support student analysis of
the written text.
7. Invite the students to look closely at the written text to identify clues and then draw on background
knowledge to infer meaning. Circle the key clues in the text and record clues in a table similar to the
one modelled above. Once clues have been identified they link these to inferences previously made
from looking at the supporting image and background knowledge. Then use these to make
inferences about what is happening in the whole text.

© NSW Department of Education, Apr-21 27

Collaborative and independent practice
1. Have students work in small groups, pairs or individually with the teacher supporting groups as
needed.
2. Give students a copy of the blank inference equation (Appendix 2 - Blank inference equation). Have
students suggest what needs to be added to the equation to make it complete. As students make
suggestions, ask them to explain what a clue is and what background knowledge is.
3 Remind students that sometimes the meaning of a situation isn’t directly stated or told to us. Ask the
students to articulate what good viewers do in this situation. Remind students that as we read, our
inference might change. We change our inference as we find new clues and put information
together.
4. Explain that we are going to practice noticing clues and using them to make inferences. Explain to
students that they are going to read a whole text or to use a text linked to current unit of learning
(Appendix 11 – Inferring from texts independently) and use the clues and background knowledge to
make an inference. They will record their inferences on the Appendix 1 – Inference equation table.
5. Encourage other students to share what they have matched and revoice the thoughts of their peers
by using the prompts:
o “So you’re saying ... Do I have that correct?”
o “Are you saying that ...?”
o “I think you are saying ... Do I have that right?”
6. At the completion of the activity, formatively assess student understanding by having students
complete the sentences:
o An inference is ...
o We make inferences by ...
o We make inferences when ...

28 Stage 1 Reading: Inference

| NSW Department of Education Literacy and Numeracy Teaching Strategies - Reading

Appendix 1- Inference equation

Clues
+ Background = Inferences
knowledge

education.nsw.gov.au 29
| NSW Department of Education Literacy and Numeracy Teaching Strategies - Reading

Appendix 2- Blank inference equation

… =
+ … Inferences

… … …

+ =

education.nsw.gov.au 30
| NSW Department of Education Literacy and Numeracy Teaching Strategies - Reading

Appendix 3 – Image

Photo from Unsplash

31
Appendix 4 – Shoes

All photos from Unsplash

32 Stage 1 Reading: Inference

Appendix 5 – A range of images

Photo by Hanson Lu on Unsplash

Photo on Unsplash

Photo by Josh Hild on Unsplash

Photo by Heiko Otto on Unsplash

© NSW Department of Education, Apr-21 33

Appendix 6 – Inferring from images
• Who is in the image?
• What is in the image?
• Where is the image set?
• When was the image taken?
• Why was the image taken?

Image Clue Background Inference

knowledge

… … …

Photo on Unsplash
… … …

Photo by Vidar Nordi-

Mathisen on Unsplash
… … …

Photo on Unsplash

34 Stage 1 Reading: Inference

Appendix 7 – Inferring with sentences

Water dripped from the tap all night long!

The baseball bat was held together with old

sticky tape.

She frowned and shook her head.

He started to pack his bag with his lunch box,

homework and hat.

The sky was becoming grey and the clouds

loomed above them.

The puppy wagged his tail and stared

through the window with a rumbly tummy.

How much longer until lift off?

© NSW Department of Education, Apr-21 35

Appendix 8 – Making an inference from groups of
sentences
The clouds were dark and moved quickly in the sky. The
sound of thunder boomed as a flash of lightning struck the
ground.

The birds gathered around her. She reached into her bag
and pulled out a rumpled paper bag. The birds flapped their
feathers with excitement as she reached inside.

First she took out the spade, then the bucket, then her sun
cream. She stretched her feet out and felt the warmth of
the sand. The seagulls squawked as they fought over some
hot chips left on the pavement.

The ute pounded along the highway and the children

stared out the window. The red dust gathered on the side
of the road. Tyler stretched out his feet and yawned. How
much longer?

Oh no! The oven had smoke billowing out. The scones had
a layer of black crust on top. The guests were arriving any
minute. What was he to do?

36 Stage 1 Reading: Inference

Appendix 9 – George’s marvellous medicine
Dahl, R. (1981) George’s marvellous medicine. Jonathan Cape, UK.

‘I’m going shopping in the village,’ George’s mother said to George on

Saturday morning. ‘So be a good boy and don’t get up to mischief.’

This was a silly thing to say to a small boy at any time. It immediately
made him wonder what sort of mischief he might get up to.

‘And don’t forget to give Grandma her medicine at eleven o’clock’, the
mother said. Then out she went, closing the back door behind her.

Grandma, who was dozing in her chair by the window, opened one
wicked little eye and said, ‘Now you heard what your mother said,
George. Don’t forget my medicine.’

‘No Grandma,’ George said.

‘And just try to behave yourself for once while she’s away.’

‘Yes, Grandma’ George said.

George was bored to tears. He didn’t have a brother or sister. His

father was a farmer and the farm they lived on was miles away from
anywhere, so there were never any children to play with. He was tired
of staring at pigs and hens and cows and sheep. He was especially
tired of having to live in the same house as that grizzly old grunion of
a Grandma. Looking after her all by himself was hardly the most
exciting way to spend a Saturday morning.

© NSW Department of Education, Apr-21 37

Appendix 10 – Little leaf boat

They carefully stepped their

feet onto the rocks and felt the
moss that was cold and
slippery.

“Ahhhh!” Emma yelped and

her arms reached out. Lola
grabbed her hand and they
both breathed out. That was
close!

The two friends kneeled down

Photo by Bcny on Unsplash
and reached their arms out as
The creek was bubbling and
far as they could go and plop!
the brown leaves were moving
They launched the little boat
very quickly along it.
into the creek.
The two children held onto
The little leaf boat stayed
their little leaf boat with two
upright and the children
hands each. They had spent
cheered as it made its way
all morning making the boat.
down the creek with all the
They had carefully folded the
other leaves swirling and
leaves and joined them
dancing with it.
together with sticks and sticky
sap they had found in the tree.

38 Stage 1 Reading: Inference

Appendix 11 – Inferring from texts independently

He heard the bell ring and the

children began to leave their
games, get their bags and
walk towards the buildings.

James bent over and tied his

Photo by Lina Verovaya on Unsplash
shoelace again. Then the
He stood with his eyes down
other shoelace too. He pulled
and his cap pulled low on his
his bag a bit tighter. He
head at the front gate.
thought he should also check
Children were running and
if his lunch was still in his
playing ball games, calling out
lunch box.
to each other and laughing.
His Aunty smiled at him and
James shuffled his feet and
looked into his eyes. She said
held his Aunty’s hand a little
“You will be fine. It is ok to be
bit tighter.
nervous and a bit scared. Just
He was new to this town. This take a deep breath and one
town took four hours to drive step at a time.”
to from his old house. The
James smiled back and went
town had two supermarkets
to join the other children lining
and two schools. His old town
up outside their classrooms.
only had one little shop and
one small school.

© NSW Department of Education, Apr-21 39