3.6.F

ELA3rd GradeThe student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

The Standard

make inferences and use evidence to support understanding

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What Students Need to Do: Students combine details from a text with what they already know to figure out ideas the author leaves unstated. They support each conclusion with specific words, actions, or events from the text.
What Mastery Looks Like: Students reach a reasonable conclusion about a character, event, or idea that the author does not state directly. They point to relevant details and explain how those details support the conclusion.
Common Misconceptions: Students may guess based only on prior knowledge and ignore clues in the text. They may copy a sentence as evidence without explaining how it supports their inference.
How to Assess It: Give students a short paragraph with one unstated character feeling. Ask, “How does the character feel, and which two details support your answer?”

Lesson moves

Place clue cards from a short mystery in envelopes, then have pairs combine the clues to infer what happened and explain their reasoning.
Read a short scene and ask, “What can you infer about the character, and which words led you there?”
Play Inference Match by pairing conclusion cards with evidence cards, then require students to explain each match before keeping the pair.
Examine a weather forecast with symbols and temperatures, then infer what clothing someone should wear and cite two details.

Keep exploring

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