Package 5-2: Exploring inference - Part 2

This is the second lesson which explores inference and how we can use a range of information in an image and a text to make an inference or a conclusion.

Things your child will need

Have these things available so your child can complete this task.


Back up

Before your child starts

This lesson explores inference and how we can use a range of information in an image and a text to make an inference or a conclusion.

What your child needs to do

Your child will watch the Part 2 video to explore inference and use their background information and image clues to make an inference.

Throughout the lesson, your child will be asked to pause the video to complete an activity on the activity sheets.

What your child can do next

Your child will be completing a range of activities, including:

  • exploring what inference is
  • exploring what information we might use to make an inference
  • making an inference from an image and a text.

Options for your child

Activity too hard?

Children can benefit from hearing what is going on in someone’s head as they read and make inferences. By thinking ‘out loud’ about what you do when you are reading, you may be able to help your child to learn how to infer. Read a picture book with your child and ‘think out loud’ about the characters, the pictures and what you think is going on. Ask your child questions such as:

  • What do you think this character is thinking?
  • What do you think will happen next?
  • What makes you think that?

Activity too easy?

Have your child complete the Stage 3 resources based on inference.

Extension/additional activity

Look at some famous paintings that contain people. Many art galleries have sections of their collections online. Have your child use thought bubbles to explain what the people in the paintings might have been thinking.

Activity sheet 3: Making inferences from a sentence

Your task

Read the sentence below. Answer the questions and make an inference about what might be going on.

As the water filled the boat, the passengers huddled in the cabin and watched the crew scramble for buckets.

What clues can you see?

  • What questions can you ask?
  • What connections can you make to your background knowledge?
  • What can you infer?

Activity sheet 4: Making inferences from a passage

Your task

  • Read the excerpt from A wrinkle in time.
  • Highlight or underline the important text clues.
  • Record your thoughts from your background knowledge.
  • Make some inferences about the passage.

An excerpt from A wrinkle in time by Madeline L’engle.

She wasn’t afraid of weather. It’s not just the weather, she thought. It’s the weather on top of everything else. On top of me. On top of Meg Murry doing everything wrong.

School. School was all wrong. She’d been dropped down to the lowest section in her grade. That morning, one of her teachers had said crossly, “Really, Meg, I don’t understand how a child with parents as brilliant as yours are supposed to be can be such a poor student. If you don’t manage to do a little better you’ll have to stay back next year.”

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