Embedded Files
Definition
Definition
Inference is defined as “the process of drawing conclusions based on evidence from a text”. (NSW English K-10 Glossary)
Students infer the meaning of unknown words through strategies such as:
Context clues – using information and evidence provided in the text such as definitions, examples, synonyms, comparisons, cause and effect.
Text conventions – using conventions such as brackets, asterisks, bold lettering, italics, etc. that offer extra information about a word or phrase
Etymology – using knowledge about word origins to determine meaning
Morphology – using knowledge about parts of words that signal meaning to determine meaning
Teaching and learning activities
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.
Vocabulary journal Journal for students to track new vocabulary and the processes used to determine the meaning
Decoding unfamiliar words using prefixes Students learn prefixes and use prefixes to decode unfamiliar words
Etymology crossword Crossword with clues based on etymological understanding
Decoding using morphology and etymologyStudents read a text and use etymology and morphology to determine the meaning of unfamiliar words
Finding meaning through text conventionsStudents use text conventions to find the meaning of new or unfamiliar vocabulary.
Download all (ZIP)Download the resource pack containing all activities.
PLAN2 Areas of focus
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
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 “recognise common expressions, and understand that words may have different meanings in different contexts” and “use strategies to predict the meaning of unknown words”.
In the reading test, students demonstrate their ability to use various strategies to determine the meaning of unfamiliar words.
Connections with ACSF Level 3 descriptors
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how inferring word meanings 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:
identifies the mean messages in texts that incorporate some complex and compound sentences and dependent clauses, and may involve the use of some abstract language and use of the passive voice – understands texts on familiar subjects that incorporate some abstract language and use of the passive voice
Reading Indicator .03: Audience, purpose and meaning-making
Focus Area: Critical reading and text analysis
Level 3 Performance Features:
recognises that words and grammatical choices may carry particular shades of meaning in different contexts – recognises that authors select structure, tone and language to achieve specific purposes
Reading Indicator .04: Reading strategies
Focus Area: Vocabulary
Level 3 Performance Features:
recognises and comprehends common idioms, slang, acronyms, and some specialised terminology and dialect in routine texts – understands that some words and phrases have figurative meanings – routinely uses dictionaries and other references to determine the meaning of unknown words
Connections with National Literacy Learning Progression
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 word meanings 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 — Processes
UnT7 — Processes
integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read predictable texts (see Phonic knowledge and word recognition and Fluency)
UnT7 — Vocabulary
UnT7 — Vocabulary
interprets unfamiliar words using grammatical knowledge, morphological knowledge and etymological knowledge
recognises how synonyms are used to enhance a text (e.g. transport, carry, transfer)
draws on knowledge of word origin to work out meaning of discipline specific terms (e.g. universe)
UnT8 — Processes
UnT8 — Processes
monitors reading for meaning using grammatical and contextual knowledge (see Fluency)
uses prior knowledge and context to read unknown words (e.g. uses morphemic knowledge of ‘explosion’ to decode ‘explosive’ and uses context and knowledge of metaphorical use of language to understand ‘explosive outburst’.)
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)
UnT8 — Vocabulary
UnT8 — Vocabulary
uses knowledge of prefixes and suffixes to read and interpret unfamiliar words
identifies how technical and discipline-specific words develop meaning in texts
analyses the effect of antonyms, synonyms and idiomatic language
understands precise meaning of words
UnT9 — Vocabulary
UnT9 — Vocabulary
uses a range of context and grammatical cues to understand unfamiliar words
interprets complex figurative language (e.g. euphemisms, hyperbole)
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