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Key Stage 2 Reading Tests and Inference With inference being the most-assessed skill in the  Key Stage The Theory: Scaffolding Inference The theory that I tested is that inferences can be more easily made Knowledge of words and knowledge of the world both contribute to inference-making. What inference can I make as a result?' . Thats a metacognitive process. and inference.

How can we boost their background knowledge so that they can make inferences and understand the texts Whether one is looking to retrieve information or infer it, a good grasp of vocabulary is needed. How can we build background knowledge before they read so that they can make inferences and understand Having said all this, Anne Kispal's 'Effective Teaching of Inference Skills for Reading' , on page 35 , the less skilled comprehenders did not make these inferences as readily as their skilled peers did.

In order for children to make inferences independently the EEF's gradual release of responsibility model that children will probably benefit best from having the chance to practise specific inferences based on the different types of inference-making listed above. might have a better of chance of being able to make inferences whenever they are reading. can be made about: Making an inference about events Making an inference about state For an in-depth

In order to address the need I cracked open a couple of my own resources - the inference question and

If the focus of the lesson is inference, create an activity that helps to scaffold children's inferences done by guiding children to consider vocabulary and information that can be retrieved before making inferences - more about this here in my blog post about Scaffolding Inference.

If you've been doing something similar to my Scaffolding Inference technique (where you lead children towards making inferences by first asking relevant questions about vocabulary and information retrieval Linked to this, you might look to set more difficult inference questions, for example ones that might rely more heavily on prior knowledge*, than on what information is presented in the text (* all inferences is not only supporting their fluency when reading but also allowing them to purposefully manipulate inferences

When we read we need background knowledge of word and phrase meanings, text type and for making inferences The use of prior knowledge is also a significant component in making inferences (Detective – inferring Detective – inferring There is a lot to say about inference-making and it is a much-researched subject Making inferences is difficult for two main reasons: It relies heavily on using background knowledge ) In short though, pupils must first be aware that inference-making is a thing - that authors don't

For example, there would be very little point in choosing an instructional text to teach and practise inference I have written a lot about scaffolding inference by first asking vocabulary and retrieval questions, Here's an example of scaffolding inference: Before being able to make plausible predictions children based on them – prediction is a form of inference. s purpose they might need to first answer well-crafted questions about vocabulary, retrieval and/or inference

That includes: short answers tables longer inference questions These aren’t random. Inference questions alone can account for a large proportion of marks in the paper. The following resources may be useful if you want to create your own inference questions using SATs question (see here for more such scaffolds: https://www.aidansevers.com/post/questions-to-ask-when-teaching-inference-making For more answer stems/scaffolds (similar to as seen above for making inferences about actions), download

This helps pupils to infer and elaborate, fill in missing or incomplete information and use existing Focus: inferring (2d) make inferences from the text/explain and justify inferences with evidence from This example also exemplifies the scaffolding inference technique explained in the following blog post : https://www.aidansevers.com/post/reading-comprehension-teaching-a-metacognitive-approach-to-inference-making

However, practising inference-making about characters' feelings should give plenty of opportunities for Before we form opinions and infer meaning, we should always be doing this based on evidence – that’s Pupils should locate a quote, fill this in, then describe the positive message they are inferring. changes, the thought and action processes outlined above will probably help children to make more general inferences

Although practicing 'inference' questions over and over again isn't that likely to help a child answer inference questions about the text that eventually comes up in the test, a familiarity with the language