Inference resources

Students make inferences from a poem. SJ-2-4-1993. Text provided.

Students read a newspaper article about outdoor activities then answer some comprehension questions.

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.

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

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

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.

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

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Students read an extract about selecting suitable trees to build a waka then answer retrieval and inferential questions.

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

This resource has an assessment focus on comprehension. Students study the poem 'Learning to Read' and respond to four short written response style questions. SJ-3-3-1989. Text provided.

Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

A poem about Samoa is read and then retrieval and inference questions are answered about the author's choice of title and her key ideas. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.

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.

Students view an illustration and read a poem entitled 'The Dinosaur Climber's Kit' and then answer retrieval and inferential questions. An awareness of rhyme is explored. SJ-2-3-1994. Text provided.

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.