Learning intention

Students will learn to use background information, predictions, clues in the text and an understanding of character to make inferences.

Syllabus outcome

• EN5-2A: effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologies

National Literacy Learning Progression

Understanding texts

• UnT9: interprets and integrates visual, auditory and print elements of multimodal texts (comprehension); builds meaning by actively linking ideas from a number of texts or a range of digital sources (comprehension); uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build or repair meaning (process)
• UnT10: interprets abstract or more remote content (comprehension); recognises layers of meaning (comprehension)
• UnT11: integrates existing understanding with new concepts in texts (comprehension); judiciously selects and synthesises evidence from multiple texts to support ideas or arguments (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.

Task 1: What is inference?

Students use clues and background knowledge to learn about inference (three activities).

Task 2: Using images to infer

Students use clues in the image, such as objects and their features, to infer (four activities).

Task 3: Inference table

Students implement strategies to answer inferential questions (five activities).

Task 4: Making inferences from text

Students analyse texts with a series of questions to help to determine an inference (six activities).

Where to next?

• Author bias and perspective
• Literary devices
• Connecting ideas