Read with an adult. Take your time. You can say, point, draw or write your answer.
1 Let's look together
Listen: 'Mia could not find her cat. She called its name again and again. She looked in every room.'
The story does not name Mia's feeling. We can use what she does as a clue.
The cat is missing.Mia keeps calling.Mia searches every room.
Look, point and talk with your adult.
2 Watch how I do it
I think Mia might feel worried. She keeps calling and searching for her cat. I say why I think that, using the story.
3 Your turn
Could Mia be worried or excited about a party? Which idea has clues in this story?
Have a go before opening the answer.
Let's check together
Worried has clues: her cat is missing and she keeps searching. A party is not mentioned.
4 Try it away from the page
Say 'I think Mia feels ... because ...'. Your adult listens to your reason. Act out finding the cat safely.
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Adult notes · prerequisites, safety and coverage
Inference is tentative, not mind-reading. Accept another plausible feeling with a textual reason. No requirement for the child to memorise the word inference.
Read instructions aloud. Word-reading practice must match the child's taught sounds. The phonics pages support, but do not replace, the school's systematic synthetic phonics programme. Shared stories are adult-read unless the child can decode them. Re-read and practise daily.
Explain vocabulary, find information, infer and predict with evidence.
Listen, take turns, ask questions and explain ideas aloud.