Recently, my ‘Shoe Inference’ lesson has gained more likes and comments, thanks to @teacherglitter recent tweet:

When I originally posted about this lesson, I was inundated with requests of how I taught it – I know on many occasions it’s been used for interview lessons (I even used it for one of my own!). When Ceri kindly reshared it, this happened again. So, rather than DM or email the plan to everyone asking, here it is in blog form!
As will every lesson, it can and should be adapted for your own class, so I’ll pop adaptations I’ve successfully used along the way, too in italics. I hope you enjoy using this lesson in your own schools!
Shoe Inference Lesson
The why: I am a big fan of whole class reading and, most of the time, this is what you will see in my classroom. However, I found children isolating the ‘inference’ skill as one they found difficult as they felt is was one they only used in reading. In order to show them this was a transferable skill they already had – albeit one they needed to learn how to apply to text – I created an inference lesson around objects: specifically, around shoes.
To start the lesson, I arranged the children into groups of 5 around the classroom. It is important that they have the opportunity to discuss and form – and reform! – opinions within the session as well as developing their own inferences. Each group was designated to a table which had a pair of shoes on, which were as varied as possible:
- scruffy, large brown brogues
- smaller silver high heels
- snake-skin kitten heels
- children’s football boots
- toddler’s shoes
I then sourced a picture from google to match with each pair of shoes and created my own short piece of text to explain the character. In the text, I tried to give new clues beyond the shoes and pictures which would challenge their thinking and really get them to use inference rather than assumptions.

1) Shoes
First, each group only had a pair of shoes to look at. Each pair within the group then had an A3 paper split into three sections; in the first section they had to write their inferences based on the shoe.
Who might have worn it?
Where were they wearing it to?
What might we know about their personality?
After the children have completed this in pairs, I encourage them to talk further on their tables to explore ideas, discuss opinions and challenge their own thinking.
Although I nearly always complete this lesson in mixed ability groups, sometimes it can work effectively having children who you would like to see explicit modelling of the thinking process behind inference working in a group with an adult, with some scaffolding.
2) Pictures
Next, each group are given a picture which gives further detail of the ‘owner’ of the shoes. The children are prompted to not only think about the inferences they can now make using the image, but to reflect on those they have already made. Is there more evidence to support them? Or is there evidence which disproves these? Again, it is important that children also have time to discuss this as a group whilst adding ideas to the second column of their paper.

If a shorter lesson – for example, an interview – I will usually finish sharing with the pictures and move onto the lesson outcome to allow for some work. If this is the case, the A3 paper need only have two sections.
3) Text
At this point, I introduce a short piece of text to the groups. Usually, I have written my own to allow for the vocabulary I wish to see in the lesson, or to continue the challenge for the children. In their third column, children will write their final inferences by applying their skills to the text. Again, I will prompt children to not only consider what they now know, but to consider how the evidence may change views they already had.
A great way to use this lesson is to match the shoes and images to an extract of text from a book. It may be a whole class study book where you explore characters further, or it may be different books and extracts for a ‘World Book Day’ activity.

4) Outcome
Short: A short outcome for this lesson is to ask children to consider what the character might be thinking and feeling at the moment they are in the image. What have they learnt about the character which can aid their perception of the thoughts? Children – using first person – write in a thought bubble what the character is thinking.
No writing: children share ideas as a group and nominate one or two spokespeople. Each group must create a short presentation to the class using their notes to explain their character to the other groups. To extend this, you can ask the other groups to offer initial thoughts at each stage, too.
Extended writing: a great extended writing piece is for children to create a diary entry based on their character. What happened during their day? Again, this ensures first person writing and a real ‘in their shoes’ moment, using inferences to understand how or why a character may be feeling this way.
Technology: an outcome using technology is to record a soundbite ‘in character’, of how they are feeling or what they are thinking in the moment.
5) How to use this lesson in other subjects
Reading is my go-to lesson where this subject works. However, is also works brilliantly in Writing, PSHE and History, too!
Writing: same process, but with all children focused on one character. The text extract is an ‘opener’ based on this character and, after making inferences as a class as to what the character is like and why, they use the extract as a story starter to produce an extended piece of writing.
PSHE: this lesson is a great way of tackling stereotypes. For example, the football boots belonging to a girl, or the brogues belonging to a stay-at-home father. It can open up discussions about a whole range of possibilities, depending on the context you wish the lesson to focus on.
History: the lesson can focus on a historical figure. Maybe, instead of shoes, you can include objects for children to infer information about the person in question.

If you do teach this lesson to your class, I’d love to hear about it! Feel free to drop me a message or tag me into any tweets of work your class create – @primaryteachew.
Happy teaching 🖤📚
Emily x