Inference resources

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Students read a story about family dynamics to answer inferential questions. SJ-3-3-1996. Text provided.

This task assesses close reading and making inferences about the setting, backdrop, props, costumes, and acting required in a performance of the Junior Journal play "Too Much Noise".

Students read a short extract from a legend to answer retrieval and inferential questions.

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.

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

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 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 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. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

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.

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

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.