Reading between the lines
Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
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Teaching Table
Set out your lesson
Separate stated details from inferences and justify both using textual clues.
Retell a two-sentence story; adult reading is acceptable with listening evidence recorded.
Directed source edges are preserved, not assumed completed. If the readiness probe is difficult, model with support and record supported practice instead of independent evidence.
Use the supplied stage-specific structured materials. Plain paper and pencil; screen viewing is optional.
Show, guided, put teaching sheet aside, then task sheets in order; adult keys remain private.
No printing or cutting is required unless explicitly choosing a physical construction. Exact paper alternatives are in each material; adaptations change the evidence mode as stated.
Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.
What this lesson covers and its limits
These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.
- partial: Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do
Original literary and informational texts provide bounded inference opportunities, not verified book-conservation advice. This is a bounded task opportunity, not established attainment or automatic use across contexts.
- partial: Answer 'who', 'what', 'where' questions about a text using evidence
Mapped task(s) offer this clause only within the supplied examples. Original literary and informational texts provide bounded inference opportunities, not verified book-conservation advice. No attainment or automatic/general performance is claimed.
- partial: Infer a character's feelings from their actions (e.g. 'She's sad because she's crying')
Mapped task(s) offer this clause only within the supplied examples. Original literary and informational texts provide bounded inference opportunities, not verified book-conservation advice. No attainment or automatic/general performance is claimed.
- partial: Make logical guesses about unstated information using text clues
Mapped task(s) offer this clause only within the supplied examples. Original literary and informational texts provide bounded inference opportunities, not verified book-conservation advice. No attainment or automatic/general performance is claimed.
- partial: While reading a story, can {{name}} answer questions like "Why did the character do that?" or "How do you think they felt?" — using clues from the text rather than just guessing?
Original literary and informational texts provide bounded inference opportunities, not verified book-conservation advice. This is a bounded task opportunity, not established attainment or automatic use across contexts.
Original literary and informational texts provide bounded inference opportunities, not verified book-conservation advice.
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Teaching approaches
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1 approach
Separate stated details from inferences and justify both using textual clues.
Separate stated details from inferences and justify both using textual clues.
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Check understanding
- Answer 'who', 'what', 'where' questions about a text using evidence
- Infer a character's feelings from their actions (e.g. 'She's sad because she's crying')
- Make logical guesses about unstated information using text clues
“While reading a story, can your child answer questions like "Why did the character do that?" or "How do you think they felt?" — using clues from the text rather than just guessing?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Reading Comprehension
- Age range
- Ages 5–10
Standards