🕵️♂️ Detailed Explanation of Drawing Inferences from a Text
Drawing inferences from a text means using clues from what you have read, combined with what you already know, to understand things that the author does not say directly. It is like being a detective and reading between the lines to figure out hidden meanings, feelings, or ideas.
❓ What Does Drawing Inferences Mean?
When you draw inferences, you don’t just read the words on the page. Instead, you think about what the words could mean or what is happening even if it is not explained outright. For example, if a character in a story is shivering and rubbing their arms, you can infer that they are cold, even if the story doesn’t say “They were cold.”
📚 Why Is Drawing Inferences Important in Reading Comprehension?
Drawing inferences helps you understand the deeper meaning of a text. It helps you:
- Understand characters’ feelings and motives
- Predict what might happen next
- Grasp the themes or messages of the story or information text
- Become a more active and thoughtful reader
This skill makes reading more interesting and helps you when you need to discuss or write about what you have read.
🎯 How Can Year 6 Students Develop This Skill?
To get better at drawing inferences, Year 6 students can practice these steps:
- Look for clues in the text – Words, actions, or descriptions that give hints.
- Think about what you already know – Use your own experience or other things you have learned.
- Ask yourself questions – Why did the character say that? What might happen? How is the character feeling?
- Use evidence to support your ideas – Always explain which parts of the text helped you make an inference.
- Discuss your ideas with others – Talking with classmates or teachers can help you see new inferences.
📖 Examples Aligned with the National Curriculum and Common Schemes of Work
In Year 6 English lessons, you might read stories, poems, or non-fiction texts and be asked to draw inferences. For example:
- Example 1: Fiction
Text: “Jess clenched her fists and looked away.”
Inference: Jess is probably angry or upset. You can tell because clenching fists and avoiding eye contact are usually signs of anger or discomfort. - Example 2: Non-fiction
Text: “The ground was cracked and dry after months without rain.”
Inference: The area is experiencing a drought, so the plants and animals might be struggling. - Example 3: Poetry
Text: “The wind whispered secrets through the ancient trees.”
Inference: The poem might be creating a mysterious or magical mood by saying the wind “whispered secrets.”
By practising drawing inferences with these examples and others, Year 6 students can improve their understanding and become confident readers who enjoy exploring beyond just the words on the page. This skill fits perfectly with the UK National Curriculum goals for reading comprehension at Key Stage 2.
✏️ 20 Examination-style Questions with Answers on Drawing Inferences for Year 6 English
Questions on Drawing Inferences from Texts
- Read the sentence: “Tom’s hands trembled as he read the letter.” What can you infer about Tom’s feelings?
Answer: Tom is likely feeling nervous or scared. - The story says, “The sky darkened and the wind howled.” What might this suggest about the weather?
Answer: A storm or bad weather is coming. - In the text, Anna helped the old man across the road. What does this tell you about Anna’s character?
Answer: Anna is kind and helpful. - If a character is described as sitting alone in the corner with their head down, what could you infer about how they are feeling?
Answer: They might be feeling sad or lonely. - The text says, “Mark’s eyes narrowed as he listened to the story.” What does this suggest about Mark?
Answer: Mark is suspicious or doesn’t fully believe the story. - If the author writes, “The classroom fell silent as the teacher entered,” what can you infer about the students?
Answer: The students are respectful or possibly nervous. - You read that a character “slammed the door and stomped away.” What can you infer about their mood?
Answer: They are angry or upset. - The character smiles and says, “That was the best day ever!” What can you infer about their experience?
Answer: They had a very good and enjoyable day. - If a story describes someone biting their lip and avoiding eye contact, what might that show?
Answer: The person feels worried or shy. - The text says, “It was nearly midnight, and Jane was still wide awake.” What can you infer about Jane?
Answer: Jane might be excited, worried, or unable to sleep. - John’s face turned bright red when he stood up to speak. What can you infer about John?
Answer: John is embarrassed or nervous. - If a character is described as “pacing back and forth,” what does this suggest about their feelings?
Answer: They are anxious or restless. - The text says, “Emma’s heart pounded as she opened the envelope.” What can you infer?
Answer: Emma is feeling nervous or excited about the contents. - If a story says, “The dog wagged its tail and jumped up,” what can you infer about the dog’s mood?
Answer: The dog is happy or excited. - The character is described as speaking quietly and looking at the floor. What might this suggest?
Answer: The character feels shy or guilty. - If an author writes, “The wind carried the smell of fresh bread through the window,” what can you infer about the setting?
Answer: There is likely a bakery or someone baking nearby. - The text says, “After hearing the bad news, she clenched her fists tightly.” What can you infer about her emotions?
Answer: She is angry or upset. - If a character suddenly leaves a room without saying anything, what can you infer?
Answer: They might be feeling upset or want to be alone. - The story says, “He smiled to himself and whispered, ‘I knew it.’” What can you infer about him?
Answer: He was expecting what happened and feels pleased or clever. - If the text describes a dark, empty street with broken streetlights, what kind of mood does this create?
Answer: A scary or gloomy mood.
These questions help students practise how to draw inferences from a text, a key skill in Year 6 English according to the UK National Curriculum. By thinking carefully about clues in the text, students develop deeper understanding beyond just what is written directly.
