Making Inferences from Text
Drawing Conclusions and Making Inferences While Reading
Learning Standards
Content Standard
The learner demonstrates understanding of higher-order reading comprehension skills
Performance Standard
The learner is able to make inferences and draw conclusions from various texts
Learning Competency
Make inferences and draw conclusions based on textual evidence
Code: EN5RC-IIa-2.8
Complete Lesson Plan
Learning Objectives
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Define inference and conclusion
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Use context clues and prior knowledge to make inferences
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Draw conclusions based on textual evidence
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Support inferences with details from the text
Lesson Procedures
motivation
Scenario: 'Maria came home with mud all over her shoes and a big smile on her face.' Ask: 'Where do you think Maria was? What was she doing? How do you know?'
presentation
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Explain: 'Inference is being a reading detective!'
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Show the inference equation: Text Clues + What I Know = Inference
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Example 1:
- Text: 'The boy's stomach growled. He looked at the clock - it was already 2 PM.'
- What I know: Stomachs growl when hungry
- Inference: The boy is hungry and probably missed lunch
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Example 2:
- Text: 'Sarah grabbed her umbrella and raincoat before leaving the house.'
- Text clue: umbrella, raincoat
- What I know: We use these when it rains
- Inference: It's raining or going to rain
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Demonstrate using a passage:
'Tom woke up early. He put on his jersey and cleats. He grabbed his shin guards and water bottle. His mom drove him to the field where his teammates were warming up.'
Inference: Tom plays soccer / has a soccer game
generalization
Questions:
- What is an inference?
- How do we make inferences while reading?
- Why is making inferences important?
- What's the difference between a guess and an inference?
guided practice
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Read together and make inferences:
Passage 1: 'The classroom was quiet. Students were writing carefully. The teacher walked around checking their work. No one was talking.'
Questions:
- What is happening? (taking a test/quiz)
- How do you know?
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Use graphic organizer:
| Text Clues | + | What I Know | = | My Inference | |------------|---|-------------|---|--------------|
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Practice with more scenarios:
- 'The audience clapped loudly. The actors bowed.'
- 'The puppy wagged its tail and licked her face.'
independent practice
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Activity 1: Read each sentence and write your inference:
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'The girl covered her ears as the fireworks exploded.' Inference: __________
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'He blew out all the candles on the cake.' Inference: __________
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Activity 2: Read the paragraph and answer:
'Luna rushed to finish her homework. She kept looking at the clock. Finally, at 7 PM, she grabbed her money and ran to the sari-sari store.'
What can you infer? What text clues helped you?
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Activity 3: Draw conclusions from this passage:
'The leaves were turning brown. The wind felt cooler. Children started wearing jackets to school. The days were getting shorter.'
Conclusion: What season is approaching?
preliminary activities
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Prayer and greetings
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Review: Context clues
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Quick inference game: Show picture, students infer what happened
Assessment
answers
- The toy was broken (probably by Ana or her brother)
- Sad/upset (eyes were red and puffy from crying)
- Mother will probably discipline them or talk to them
- Red puffy eyes, broken toy, scattered pieces, stern look
- (Accept any appropriate inference scenario)
evaluation
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Read and infer:
Passage: 'Ana's eyes were red and puffy. Her little brother was holding a broken toy. Pieces of plastic were scattered on the floor. Their mother walked in with a stern look on her face.'
- What happened to the toy?
- How does Ana feel? How do you know?
- What might happen next?
- What text clues did you use?
- Write your own inference scenario (3 sentences)
Materials & Resources
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Inference scenario cards
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Short reading passages
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Inference graphic organizers (text clues + prior knowledge)
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Chart paper
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Markers
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Practice worksheets
assignment
Homework:
- Read a short story and write 3 inferences you made
- Watch a TV show and infer what characters are feeling
- Practice inference worksheets from textbook
Remarks:
- Emphasize that inferences must be supported by text evidence
- Encourage students to explain their thinking process
subject matter
Topic: Making Inferences and Drawing Conclusions
Key Concepts:
- Inference is reading between the lines - figuring out what the author means but doesn't say directly
- Making inferences = Text clues + What you already know = Inference
- Drawing conclusions = Using evidence from the text to make a judgment
- We use context clues, character actions, and background knowledge
Materials:
- Inference scenarios cards
- Short reading passages
- Inference graphic organizers
- Chart paper
- Markers