Making Inferences

In reading we have been working on making inferences. An inference is an idea that is not explicitly stated in the text by the author. You have to use your background knowledge (what you already know about the topic based on your own experiences) and the text clues (titles, pictures, text, dialogue between characters, punctuation) to make an inference.

In our Mystery Bag session (see our previous blog posts) we had to use our senses and the written clues to infer what was in each Mystery Bag.

We made inferences about photos and pictures.

For example, when looking at the photo of birthday cupcakes, we inferred that a girl named Kate was turning four. We inferred she liked pink and that the cupcakes were homemade. Our background knowledge was that people usually had a candles in a birthday cake to represent how old they were turning, and that homemade cakes look different to the ones you buy in the shop. The text clues we found in the picture were the four candles, pink icing on the cupcakes, the letters ‘K’, ‘A’, ‘T’ and ‘E’ on the cupcakes and the patty pans that were used.

Next, we used ‘Infer and Predict strips’ to create short comics. We discussed how inferences and predictions were similar, because to make inferences and predictions you need to use clues in the text. Here are some of our Infer and Predict strips below:

One of our homework tasks was to create a ‘Me Bag’. Inside the bag were five items that allowed us to make inferences about who each bag might belong to. For example, inside some ‘Me Bags’ were:
…books – we inferred the person might like to read
…chocolate – we inferred the person like sweet food and desserts
…computer games – we inferred the person might prefer to play indoors rather than outside
medals or trophies – we inferred the person was fair, a team player, and good at sport
….and many, many more things!

After pulling out the five items and making inferences, we used all the clues to make an inference about who the bag belonged to! Some were easy, and some really made us think!

Some photos from the ‘Me Bags’ we have already unpacked…

Today we worked on making inferences about written texts. We used the formula BK+TC=I (Background Knowledge and Text Clues equals Inference). Can you make inferences about some of the inference cards below?

Mystery Excursion!

It all started when 4/5P and 5/6JC got called over the loudspeaker to go to their classrooms. We were wondering what was happening. We saw the lanyards and thought that we were going on an excursion. We all felt a little bit confused until we saw the Mystery Excursion tickets that said:

We quickly hopped on the bus and we had three clues about what the Mystery Excursion was. Our first clue was ‘Friends’ and a little while later we got two more clues, ‘Performance’ and ‘100’. After the clues, people started guessing: King Kong, another primary school, Hoyts or IMAX. We were pretty sure that it was Killara Primary School after we had our third clue. The reason was because we had sent 100 word narratives to Killara PS for them to complete.

When we got there, Miss Fraser greeted us with a bearded dragon (lizard) called Sheldon on her shoulder. Soon we were at her classroom and we met the students who had completed our 100 word narratives. As we were reading our narratives we were wondering if they would finish the way we thought they would. We were surprised at some of the endings!
After that our partners gave us a tour of the school. We were shown the gym and after we had finished we went back to the gym to play Penguin Olympics and Golden Child.

We then went to our last activity for the day which was to watch KPS’s school production, Wiping Out Waste (WOW). It was good production about how to stop people littering. It was an original musical written by their Performing Arts teacher.

We had a great day and hope to see them again soon!

Have you been to a live performance before?
What was your favourite part of the Mystery Excursion?
What surprised you about KPS?


4/5P have been creating graphs in maths! We have entered data into Excel to create different data displays – pie charts, bar graphs, dot plots…

Here are just a few examples.


What do the graphs have in common?
Reflect on one graph and the data it represents – You might like to include: What was the most popular/least popular vote? How many people in total voted and how did you work this out? What type of graph is it? What is the difference between the most popular and least popular item?
Where have you seen graphs in real life?

Decimal Art

Mrs Placek’s Maths Group has been learning about decimals and fractions. Today we made some Decimal Art.

Here are some photos of our learning!

Where have you recognised or used decimal calculations in real-life?
What did you find challenging?
What did you find easy?

Mystery Bags!

Check out the PowerPoint presentation below to see what happened in this morning’s reading session!

Mystery Bag presentation.pptx

Some photos from today’s session…

What inferences did you make? What clues did you use or what evidence did you have to support your inference?
Were there any surprises?
How can the “Infer and Support with Evidence” strategy help you as a reader?