Inferring
Comprehension
Definition
Inferring is described as “the process of drawing conclusions based on evidence from a text” and is a significant part of reading comprehension. (NSW English K-10 Glossary)
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to reading test marking
The feedback for a Level 3 performance in the HSC minimum standard online reading test states:
Individuals performing at this level typically “comprehend everyday texts in familiar and some less familiar contexts” and “identify some implied meanings and make simple inferences.”
In the reading test, students apply strategies to infer meaning, using evidence from the text to support their inferences.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how inferring is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Complexity
Level 3 performance features:
understands texts requiring integration of a number of ideas and pieces of information and some inference
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Prediction and prior knowledge
Level 3 performance features:
integrates new ideas and information with existing understanding
Reading Indicator .03: Audience, purpose and meaning-making
Focus area: Critical reading and text analysis
Level 3 performance features:
identifies the purpose and intended audiences of a range of familiar, and some unfamiliar, texts types
interprets and extrapolates information from texts containing graphs and diagrams
identifies some implicit meanings and draws simple inference, e.g. infers author’s stance from a cartoon used to illustrate a text
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to inferring are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Reading and viewing
Sub-elements: Understanding texts (UnT)
UnT7 — Comprehension
reads and views predictable texts (see Text complexity)
locates information or details embedded in the text
draws inferences and identifies supporting evidence in the text
monitors the development of ideas using language and visual features (e.g. topic sentences, key verbs, graphs)
UnT7 — Processes
integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read predictable texts (see Phonic knowledge and word recognition and Fluency)
identifies language and text features that signal purpose in a predictable text (e.g. diagrams, dialogue)
uses strategies to predict and confirm meaning (e.g. uses sentence structure to predict how ideas will be developed)
UnT7 — Vocabulary
recognises how evaluative and modal words are used to influence the reader (e.g. important, should, dirty)
UnT8 — Comprehension
reads and views some moderately complex texts (see Text complexity)
identifies main idea and related or supporting ideas in moderately complex texts (see Text complexity)
explains how authors use evidence and supporting detail to build and verify ideas
draws inferences and verifies using textual evidence
UnT8 — Processes
monitors reading for meaning using grammatical and contextual knowledge (see Fluency)
uses knowledge of the features and conventions of the type of text to build meaning (e.g. recognises that the beginning of a persuasive text may introduce the topic and the line of argument)
UnT9 — Comprehension
reads and views complex texts (see Text complexity)
draws inferences, synthesising clues and evidence across a text
UnT9 — Processes
uses processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build or repair meaning
uses knowledge of a broader range of cohesive devices to track meaning (e.g. word associations) (see Grammar)
selects reading/viewing strategies appropriate to reading purpose (e.g. scans text for evidence)
UnT10 — Comprehension
reads and views complex or some highly complex texts (see Text complexity)
interprets abstract concepts integrating complex ideas
draws inferences using evidence from the text and discounting possible inferences that are not supported by the text
UnT10 — Processes
integrates automatically a range of processes such as predicting, confirming predictions, monitoring, and connecting relevant elements of the text to build meaning