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Figuring It Out

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Lesson Plan

Figuring It Out Lesson Plan

Students will practice making inferences from context clues and interpreting common figurative language through guided modeling, collaborative practice, and independent assessment.

Building inference skills and figurative-language understanding boosts reading comprehension, critical thinking, and expressive ability—key for confident, engaged readers.

Audience

4th Grade

Time

30 minutes

Approach

Model, scaffold, practice, assess in groups.

Materials

Prep

Prepare Lesson Materials

10 minutes

Step 1

Activate Prior Knowledge

5 minutes

  • Gather students in a circle and review what an inference is: using clues + prior knowledge
  • Show two simple pictures; ask students to infer what happened before or after
  • Record responses on whiteboard
  • Point out how context clues guided their thinking

Step 2

Mini Lesson: Define and Model

7 minutes

  • Introduce figurative language types (simile, metaphor, idiom)
  • Use Figurative Language Expression Cards to show examples
  • Model a think-aloud: infer meaning from a figurative phrase using context
  • Refer to the Context Clues Anchor Chart for key inference strategies

Step 3

Guided Practice

10 minutes

  • Distribute Short Story Passages and Inference Practice Worksheet
  • In pairs, students read Passage 1 and underline words/phrases that hint at meaning
  • Complete the first two inference questions together
  • Circulate and prompt with guiding questions (e.g., “What clue tells you that…?”)
  • Discuss answers as a group, reinforcing use of the anchor chart

Step 4

Collaborative Figurative-Language Activity

5 minutes

  • Give each pair one Figurative Language Expression Card
  • Pairs infer the meaning of the expression and identify context clues that helped
  • Each pair shares one inference and explains their thinking to the group

Step 5

Exit Ticket/Formative Assessment

3 minutes

  • Hand out Inference Exit Ticket
  • Students individually answer one inference question and one figurative-language question
  • Collect tickets to gauge understanding and plan next steps
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Slide Deck

Figuring It Out!

Have you ever had to guess what happened next? Today we’ll use clues in stories and expressions to become reading detectives!

Welcome everyone! Today we’re going to play detective with words. Show the two mystery pictures you prepared (or describe them). Ask: “What do you think happened before or after each picture?” Encourage a few quick answers and highlight how they used clues.

Learning Goals

• Use context clues to make inferences
• Interpret common figurative language: similes, metaphors, and idioms

Point to each goal as you read it aloud. Explain why these skills matter: they help you understand stories better and make your own writing more vivid.

Context Clues Anchor Chart

• Definition Clues: Words that define other words
• Synonym/Antonym Clues: Words that mean/opposite each other
• Example Clues: Illustrations or examples in the text
• Inference Steps: 1) Spot the clue 2) Think about your own knowledge 3) Draw a conclusion

Display your printed Context Clues Anchor Chart. Review each type: definition, synonym/antonym, example clues, inference steps. Invite students to give quick examples.

Modeling Inference & Figurative Language

“John’s bark was worse than his bite.”
• What clue helps us? “Bark” vs. “bite”
• What does it really mean? He seems scary but isn’t.

Model a think-aloud with this example. Read the sentence slowly, underline “bark” and “bite” in your display. Show how you connect to the idiom.

Guided Practice

  1. In pairs, read Passage 1. Underline words or phrases that hint at meaning.
  2. Complete inference questions #1–2 on your worksheet together.
  3. Use the Anchor Chart when you get stuck.

Hand out Short Story Passages and Inference Practice Worksheet. Guide pairs to read Passage 1, underline clues, then answer the first two questions together. Walk around and ask guiding questions.

Collaborative Figurative-Language Activity

• In your pair, read your expression card.
• Infer its meaning and identify the context clue.
• Be ready to share your inference with the group.

Distribute one card per pair from Figurative Language Expression Cards. Circulate and prompt: “Which clue told you the meaning?” After 3 minutes, invite 2–3 pairs to share.

Exit Ticket

Complete on your own:

  1. One inference question (from a short passage)
  2. One figurative-language question (identify & explain)

Turn in to me before you leave!

Give each student an Inference Exit Ticket. Explain they have 3 minutes to answer one inference and one figurative-language question independently. Collect tickets as they finish.

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Worksheet

Inference Practice Worksheet

Name: ____________________________ Date: ____________

Directions: Read each passage carefully. Underline words or phrases that hint at meaning, mood, or setting. Then answer the questions using evidence from the text and your own thinking.

Passage 1

Mia’s hands trembled as she stared at the blank page before her. Her heart pounded so loudly she was certain the teacher would hear it. The chalk squeaked across the board, and every eye in the room seemed fixed on her. She closed her eyes and took a deep breath.

  1. What mood (feeling) is Mia experiencing? Underline the clue in the text that shows this.


Clue you underlined: ____________________________


Explain your inference:





  1. What do you think happened just before this scene began? Use a text clue to support your answer.

Text clue: ____________________________


Your inference:





Passage 2

The old oak tree loomed over the yard, its gnarled branches twisting toward the sky. A chill wind whispered through the leaves, carrying a hint of winter’s first frost. Leaves skittered across the ground as Sam pulled his coat tighter around himself. He ducked his head and hurried past, glancing back at the darkening clouds.

  1. The author doesn’t say why Sam is hurrying. What inference can you make about his reason for rushing? Underline a clue and explain your thinking.

Clue you underlined: ____________________________


Inference explanation:





  1. Based on context clues, what can you infer about the setting and the time of year? Explain using details from the passage.

Your inference:










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Lesson Plan

Figuring It Out Lesson Plan

Students will strengthen reading comprehension by making inferences from context clues and interpreting common figurative language through guided modeling, collaborative practice, and independent assessment.

Building inference and figurative-language skills helps students read more deeply, think critically, and express ideas vividly—essential for strong literacy and confident learners.

Audience

4th Grade

Time

30 minutes

Approach

Model, scaffold, practice, and assess in collaborative pairs.

Materials

Short Story Passages, Inference Practice Worksheet, Figurative Language Expression Cards, Inference Exit Ticket, Context Clues Anchor Chart (printed), and Dry-Erase Markers and Whiteboard

Prep

Prepare Lesson Materials

10 minutes

Step 1

Activate Prior Knowledge

5 minutes

  • Gather students in a circle and review what an inference is: using clues + prior knowledge
  • Show two simple pictures; ask students to infer what happened before or after
  • Record responses on whiteboard
  • Highlight how context clues guided their thinking

Step 2

Mini Lesson: Define and Model

7 minutes

  • Introduce figurative language types (simile, metaphor, idiom)
  • Use Figurative Language Expression Cards to show examples
  • Model a think-aloud: infer meaning from a figurative phrase using context
  • Refer to the Context Clues Anchor Chart for key inference strategies

Step 3

Guided Practice

10 minutes

  • Distribute Short Story Passages and Inference Practice Worksheet
  • In pairs, students read Passage 1 and underline words/phrases that hint at meaning
  • Complete the first two inference questions together
  • Circulate and prompt with guiding questions (e.g., “What clue tells you that…?”)
  • Discuss answers as a group, reinforcing use of the anchor chart

Step 4

Collaborative Figurative-Language Activity

5 minutes

  • Give each pair one Figurative Language Expression Cards
  • Pairs infer the meaning of the expression and identify context clues that helped
  • Each pair shares one inference and explains their thinking to the group

Step 5

Exit Ticket/Formative Assessment

3 minutes

  • Hand out Inference Exit Ticket
  • Students individually answer one inference question and one figurative-language question
  • Collect tickets to gauge understanding and plan next steps
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Worksheet

Figurative Language Expression Cards

Name: _______________________ Date: ___________

Directions: Work with your partner. Read each expression. Underline words or phrases that help you infer the meaning. Then answer the questions for each card.

  1. Expression: “Piece of cake”
    a. Type (simile, metaphor, idiom):


    b. What do you think this means?






    c. What clue or prior knowledge helped you figure this out?


  2. Expression: “As busy as a bee”
    a. Type (simile, metaphor, idiom):


    b. What do you think this means?






    c. What clue or prior knowledge helped you figure this out?


  3. Expression: “Time is a thief”
    a. Type (simile, metaphor, idiom):


    b. What do you think this means?






    c. What clue or prior knowledge helped you figure this out?


  4. Expression: “Caught between a rock and a hard place”
    a. Type (simile, metaphor, idiom):


    b. What do you think this means?






    c. What clue or prior knowledge helped you figure this out?


  5. Expression: “The classroom was a zoo”
    a. Type (simile, metaphor, idiom):


    b. What do you think this means?






    c. What clue or prior knowledge helped you figure this out?


  6. Expression: “As slow as a snail”
    a. Type (simile, metaphor, idiom):


    b. What do you think this means?






    c. What clue or prior knowledge helped you figure this out?


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Worksheet

Inference Exit Ticket

Name: ____________________________ Date: ____________

Directions: Answer both questions on your own. Underline any clues in the text and explain your thinking.

1. Inference Question

Read the passage below and then make an inference.

“When the rain started, Maria grabbed an umbrella and dashed across the playground before it could soak her new shoes.”

Underline the clue in the passage that helps you infer Maria’s thoughts or actions: ____________________________

Your inference about Maria’s feelings and next action:





2. Figurative Language Question

Expression: “That science test was a breeze.”

a. What type of figurative language is this? (simile, metaphor, idiom): ____________________________

b. What do you think this expression means?



c. What clue or prior knowledge helped you figure out its meaning? ____________________________

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Rubric

Inference & Figurative Language Rubric

This rubric will guide scoring on the exit ticket. Score each criterion and total for a maximum of 8 points.

Criteria4 – Exceeds Expectations3 – Proficient2 – Developing1 – Beginning
Inference• Underlines an insightful, precise clue
• Explains inference thoroughly, linking text evidence and background knowledge		• Underlines an accurate clue
• Explains inference clearly using text evidence		• Underlines a clue but explanation is vague or only partially linked to text• Underlines no or incorrect clue
• Explanation is missing or incorrect
Figurative Language• Correctly identifies type
• Offers a nuanced interpretation of meaning
• Cites multiple clues or prior knowledge		• Correctly identifies type
• Accurately interprets meaning
• Cites at least one clue or background knowledge		• Identifies type or meaning but with partial errors
• Cites a clue but explanation is limited		• Incorrect type or meaning
• No or irrelevant clue cited

Scoring Guide:

  • 8 points: Exceptional understanding of both inference & figurative language.
  • 6–7 points: Strong grasp with minor gaps.
  • 4–5 points: Developing skills; needs more practice connecting clues to ideas.
  • 2–3 points: Beginning understanding; requires significant support.
  • 0–1 points: Minimal or no evidence of intended skills.
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