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Signal Detectives

Lesson Plan

Inference in Dialogue Guide

Students will identify and interpret tone, pauses, and nonverbal cues in dialogue to make accurate inferences about characters’ feelings and intentions.

Fifth graders need strong social reading skills; practicing pragmatic signals boosts comprehension, empathy, and real-world communication.

Audience

5th Grade Students

Time

35 minutes

Approach

Model, guided practice, scaffolded independence.

Materials

Signal-Rich Story Selection, Clue Collector Slides, Inference Detective Log, and What’s Unsaid? Discussion Prompts

Prep

Teacher Preparation

10 minutes

Step 1

Warm-Up & Signal Intro

5 minutes

  • Explain that today you’re detectives gathering “pragmatic signals” (tone, pauses, body language).
  • Project 2–3 sample lines on Clue Collector Slides.
  • Ask: “How does the way this was said change its meaning?”

Step 2

Modeling with Guided Text

8 minutes

  • Read the first excerpt from Signal-Rich Story Selection aloud.
  • Pause at key lines and think aloud: “Notice that hesitating ‘Well…’ shows Leo’s disappointment.”
  • Record signals and inferences on Clue Collector Slides.
  • Invite the student to contribute one observation.

Step 3

Guided Practice

10 minutes

  • Read the next excerpt together from Signal-Rich Story Selection.
  • Discuss each dialogue turn and identify signals.
  • Have the student log signals and inferences in their Inference Detective Log.
  • Prompt: “What does this pause tell us? Why might the character sigh?”

Step 4

Independent Practice

8 minutes

Step 5

Wrap-Up Discussion

3 minutes

  • Use selected prompts from What’s Unsaid? Discussion Prompts:
    • “What feeling wasn’t said but you understood?”
    • “Which clue was most helpful and why?”
  • Highlight and celebrate one strong inference.

Step 6

Exit Ticket

2 minutes

  • Prompt: **“Choose one signal
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Reading

Signal-Rich Story Selection

Part 1

Emma and Leo arrived at the playground after school. A cool breeze rustled the leaves.

Emma frowned and crossed her arms. (She kicked at a small rock.)
“Looks like the swing is broken,” she said softly.

Leo’s shoulders slumped. (He took a slow breath.)
“Well… I guess we’ll have to find something else to do.”

Part 2

They walked toward the sandbox. Emma tapped her foot impatiently.

Leo bent down to pick up a toy shovel. (He smiled a little.)
“Hey, want to build a big castle?” he asked cheerfully.

Emma hesitated. (She looked away for a moment.)
“Uh… okay,” she muttered, almost in a whisper.

Part 3

As they worked, Leo piled sand with quick, excited movements.

Emma’s lips turned up in a small grin. (She whispered under her breath.)
“This is actually fun,” she said.

Leo paused and looked around.

Emma winked at him. (Her eyes sparkled.)
“Race you to the top of the castle when it’s done!” she declared.

Use these short parts to practice noticing tone, pauses, and body language. You can break the story into three excerpts for guided and independent work.

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Slide Deck

Clue Collector

Welcome, detective! We’ll look for signals—tone, pauses, and nonverbal cues—that tell us what characters are really thinking and feeling.

Introduce the Clue Collector concept and set expectations. Say: “Today we’re detectives gathering clues—signals—that help us understand how characters feel.”

Tone Signals

• “Looks like the swing is broken,” she said softly.
• “Want to build a big castle?” he asked cheerfully.

What tone clues do you notice?

Explain tone as how something is said. Read examples aloud with different voices.

Pauses & Hesitation

• “Well… I guess we’ll have to find something else to do.”
• “Uh… okay,” she muttered in a whisper.

Where do you hear pauses?

Show how pauses reveal hesitation or surprise. Model reading with pauses.

Nonverbal Cues

• Emma crossed her arms and frowned.
• Leo’s shoulders slumped.
• Emma tapped her foot impatiently.

What actions tell us how they feel?

Point out actions and body language as clues.

Your Turn: Add Clues

Tone:

Pauses:

Nonverbal:

Write or draw the signals you find in the story.

Prompt the student to add clues from the text they read.

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Worksheet

Inference Detective Log

For each excerpt from Signal-Rich Story Selection, complete the chart below. Identify the signal type, evidence, and your inference. Use the space for drawings or extra notes.

Entry 1

Excerpt Line (write the line you’re focusing on):




Signal Type (tone, pause, nonverbal):




Signal Evidence (words spoken, punctuation, or action):




Your Inference (how does the character feel or what do they think?):




Drawing/Notes:






Entry 2

Excerpt Line:




Signal Type:




Signal Evidence:




Your Inference:




Drawing/Notes:






Entry 3

Excerpt Line:




Signal Type:




Signal Evidence:




Your Inference:




Drawing/Notes:






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Discussion

What’s Unsaid? Discussion Prompts

Use these questions to reflect on the signals you found and the inferences you made. Write or draw your thoughts in the space below each prompt.

  1. Which signal from the text gave you the biggest clue about how a character was feeling? Why?



  1. What feeling wasn’t directly said but you understood from the character’s tone, pause, or action?



  1. Can you remember a time when you or a friend showed a similar signal? What was happening?



  1. What might you misunderstand if you missed that signal? How could that change what you think about the story?



  1. How can noticing these kinds of signals help you understand people better in real life?



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