Stage 2 reading - Inference


Students will learn how to use their own knowledge and the clues in a text to make inferences. 

Syllabus outcome

  • EN2-RECOM-01: reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
  • EN2-UARL-01: identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts

National Literacy Learning Progression

Understanding texts

  • UnT7: draws inferences and identifies supporting evidence in the text (comprehension); navigates text using common signposting devices such as headings, subheadings, paragraphs, navigation bars and links (process)

  • UnT8: draws inferences and verifies using textual evidence (comprehension); uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument) (process); skims and scans texts for key words to track the development of ideas (process)

  • UnT9: summarises the text identifying key details only (comprehension); draws inferences, synthesising clues and evidence across a text (comprehension); selects reading/viewing strategies appropriate to reading purpose (e.g. scans text for evidence) (process)

NAPLAN item descriptors

The relevant NAPLAN item descriptors are included in the resource, available for download on this page.

Task outline

Full task descriptions are included in the resource, available for download on this page.

What is inference?

Students use clues and background knowledge to learn about inference.

Using clues to infer

Students learn to infer using clues..

Inferring from text

Student use background knowledge, and clues in words and images to make an inference.

Analysing texts

Students make inferences using text extracts and discuss how and why these may be different.

Question generation

Students learn the difference between information that is directly located and inferred, and co design a success criteria for writing inferential questions.


  • Teaching and learning

Business Unit:

  • Educational Standards
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