Lesson Plan
Inference in Dialogue Guide
Students will practice identifying and interpreting pragmatic signals (tone, pauses, nonverbal cues) in dialogue-heavy text, using guided modeling and structured logs to build social inference skills.
Understanding pragmatic signals helps students “read between the lines,” supports social communication, and boosts confidence in making inferences from dialogue.
Audience
3rd Grade Student
Time
35 minutes
Approach
Model, guide, then scaffold independent practice.
Prep
Teacher Preparation
10 minutes
- Review the steps and examples in Inference in Dialogue Guide.
- Preview the chosen passage in Signal-Rich Story Selection.
- Open and familiarize with Clue Collector Slides for projecting signal examples.
- Print or duplicate enough Inference Detective Log worksheets.
- Read through What’s Unsaid? Discussion Prompts to select 2–3 prompts best suited to the student’s interest.
Step 1
Warm-Up & Signal Intro
5 minutes
- Greet the student and explain that today you'll be detectives looking for "pragmatic signals"—clues in how characters say things.
- Show 2–3 example dialogue lines on Clue Collector Slides illustrating tone or pauses.
- Ask: “How do you think the character feels? What clues help you know?”
Step 2
Modeling with Guided Text
8 minutes
- Read aloud the first short excerpt from Signal-Rich Story Selection.
- Pause at key lines and think aloud: “Did you hear that pause? That sigh tells me she’s frustrated.”
- Jot signals and inferences on the projected Clue Collector Slides.
- Invite the student to add one observation to the slide.
Step 3
Guided Practice
10 minutes
- Provide the next excerpt from Signal-Rich Story Selection.
- Together, read dialogue lines and pause to discuss signals.
- Have the student record each signal and their inference on their Inference Detective Log.
- Offer prompts: “What does the tone tell us? Why did the author include that pause?”
Step 4
Independent Practice
8 minutes
- Give the student a final passage segment from Signal-Rich Story Selection.
- Ask them to read and complete a fresh Inference Detective Log entry on their own.
- Circulate and provide support if they struggle to identify a signal or inference.
- Praise specific observations to build confidence.
Step 5
Wrap-Up Discussion
4 minutes
- Use 2–3 questions from What’s Unsaid? Discussion Prompts to reflect:
- “What feeling wasn’t said but you understood?”
- “Which clue was most helpful and why?”
- Encourage the student to explain how signals help them understand characters better.
- Review one strong inference from their log and celebrate progress.
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.
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.
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:
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.
-
Which signal from the text gave you the biggest clue about how a character was feeling? Why?
-
What feeling wasn’t directly said but you understood from the character’s tone, pause, or action?
-
Can you remember a time when you or a friend showed a similar signal? What was happening?
-
What might you misunderstand if you missed that signal? How could that change what you think about the story?
-
How can noticing these kinds of signals help you understand people better in real life?