Year 4 Making Inferences Unit | Worksheets, Games & Assessment

Year 4 Making Inferences Unit | Worksheets, Games & Assessment

$4.99
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Year 4 Making Inferences Unit | Worksheets, Games & Assessment
  • Year 4 Making Inferences Unit | Worksheets, Games & Assessment
Year 4 Making Inferences Unit | Worksheets, Games & Assessment

Year 4 Making Inferences Unit | Worksheets, Games & Assessment

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E4LY05 use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
AC9E4LA10 explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts
Australian Curriculum v8.4
ACELY1692 Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
ACELA1496 Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts
Victorian Curriculum 2.0
VC2E4LY09 use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
VC2E4LA09 explore how the use of sound and choices in the framing of an image, the placement of elements in the image, and the salience in the image affect the composition of still and moving images and enhance the meaning of a text
New South Wales
EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-VOCAB-01 builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-UARL-01 identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Western Australia
WA4ELYA3 Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning to expand topic knowledge and ideas, and evaluate texts
WA4ELALA5 Explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts
New Zealand
NZ-Y4-ENG-OL-C-CM-1 NZ-Y4-ENG-OL-C-IUE-1 NZ-Y4-ENG-OL-C-SDC-1 NZ-Y4-ENG-OL-C-TSSF-1 NZ-Y4-ENG-OL-CA-IP-1 NZ-Y5-ENG-OL-C-CM-1 NZ-Y5-ENG-OL-C-IUE-1 NZ-Y5-ENG-OL-C-SDC-1 NZ-Y5-ENG-OL-C-TSSF-1 NZ-Y5-ENG-OL-CA-IP-1
United Kingdom
UK-UKS2-ENG-R-C Pupils should be taught to: maintain positive attitudes to reading and an understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.4.1 CCSS.ELA-LITERACY.RI.4.4 CCSS.ELA-LITERACY.RI.4.7 CCSS.ELA-LITERACY.RI.4.10 CCSS.ELA-LITERACY.RL.4.1 CCSS.ELA-LITERACY.RL.4.4 CCSS.ELA-LITERACY.RL.4.7 CCSS.ELA-LITERACY.RL.4.10 CCSS.ELA-LITERACY.L.4.4 CCSS.ELA-LITERACY.L.4.4.c CCSS.ELA-LITERACY.L.4.5.b CCSS.ELA-LITERACY.SL.4.1.a CCSS.ELA-LITERACY.SL.4.1.d CCSS.ELA-LITERACY.SL.4.2 CCSS.ELA-LITERACY.SL.4.3 CCSS.ELA-LITERACY.W.4.2.d CCSS.ELA-LITERACY.W.4.7 CCSS.ELA-LITERACY.W.4.8 CCSS.ELA-LITERACY.W.4.9 CCSS.ELA-LITERACY.W.4.9.a CCSS.ELA-LITERACY.W.4.9.b
Texas (TEKS)
TEKS-ELAR-G4-6 TEKS-ELAR-G4-6A TEKS-ELAR-G4-6B TEKS-ELAR-G4-6C TEKS-ELAR-G4-6D TEKS-ELAR-G4-6E TEKS-ELAR-G4-6F TEKS-ELAR-G4-6G TEKS-ELAR-G4-6H TEKS-ELAR-G4-6I TEKS-ELAR-G4-7 TEKS-ELAR-G4-7A TEKS-ELAR-G4-7B TEKS-ELAR-G4-7C TEKS-ELAR-G4-7D TEKS-ELAR-G4-7E TEKS-ELAR-G4-7G TEKS-ELAR-G4-9B TEKS-ELAR-G4-9D TEKS-ELAR-G4-10C TEKS-ELAR-G4-10D TEKS-ELAR-G4-13 TEKS-ELAR-G4-13A TEKS-ELAR-G4-13B TEKS-ELAR-G4-13C TEKS-ELAR-G4-13D TEKS-ELAR-G4-13E TEKS-ELAR-G4-13G
Ontario
CAN-G1-LANG-C2.3 CAN-G4-LANG-C1.3 CAN-G4-LANG-C1.4 CAN-G4-LANG-C2.1 CAN-G4-LANG-C2.4 CAN-G4-LANG-C2.5 CAN-G4-LANG-C2.6 CAN-G4-LANG-C3.2 CAN-G4-LANG-C3.4

Modifications

Help Year 4 students combine text clues, picture clues, language choices and prior knowledge to make evidence-backed inferences. This complete English unit moves from visual clues to sentence-level clues, then applies the same strategy to fiction and informative texts.

Students learn to explain their thinking clearly with evidence, use sentence frames such as “I think … because …”, and avoid unsupported guesses by linking every inference to what the text or image shows.

What’s Included

  • 23-page unit plan PDF
  • Editable 16-slide PowerPoint teaching presentation
  • Editable 10-question PowerPoint quiz with 22 slides
  • Inference Detectives classroom display
  • Inference Evidence Toolkit activity cards
  • Two Clue Match task-card games and an Evidence Trail board game
  • Six student worksheets covering picture clues, sentence clues, character feelings, informative texts, evidence and mixed inference practice
  • Inference Detectives assessment
  • Worksheet and assessment answer pages
  • A4 landscape five-level Year 4 Making Inferences rubric

Learning Focus

  • Combine clues with prior knowledge
  • Make inferences from images, fiction and informative texts
  • Analyse how language choices and images shape meaning
  • Support inferences with relevant evidence
  • Explain comprehension thinking clearly

Classroom Use

Suitable for Year 4 English lessons, reading groups, close reading, literacy rotations, visual literacy, independent practice, intervention and assessment.

This is a digital resource. No physical item will be shipped.

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