Inference resources

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

Task: Make careful observations of a picture to decide what you can see and what you might know but can't see.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

The assessment focus is on student ability to make inferences about character and justify these with evidence from text.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

A joke about a parrot is the context for this resource that assesses understanding of idioms and the interpretation of humour.

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students read a recipe and its visual text to make inferences. SJ 1-2-1998.

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.

Students are provided with four diagrams of different types of fossils. Students are asked to explain the type of information each of these fossils could provide.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

This task assesses students' ability to analyse a text to identify and justify character traits and points of view, including the author's.

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

Students are assessed on their ability to identify the main idea in a text about bridge construction.

Assessment focus: ability to use contextual clues to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-4-3-2004. Text provided.

The assessment focus is on student ability to identify details that support the main idea of a text, and to identify where the main idea is developed.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to visualise and infer. SJ-3-3-1989. Text not provided.

A story about getting rid of family junk is the context for this task. Students find evidence to make inferences about the characters. SJ-1-4-1998. Text not provided.

Students read a play and answer questions about the characters' actions, the setting, and text layout. SJ-1-2-1985. Text not provided.