👩‍🏫 Teacher’s Guide

Objective
Students will apply fiction vocabulary using the examples and practice below.

Vocabulary
character, evidence, infer

Teaching Notes

• Read together first, then let students answer independently. Ask students to point to the word or sentence that supports an answer.
• Teach the rule, discuss the worked example, and cover answers during practice.
• Use incorrect responses to identify which part of the rule needs another example.
• Allow approximately 25–35 minutes, including discussion and independent practice.

🧒 Student Worksheet

Concept and Helping Material

Big Idea
Use nearby actions and descriptions to work out an unfamiliar word, then check whether the meaning fits.

Read: A Sign for the Garden

Mina and Ben made a sign for the school garden. Mina drew bright flowers. Ben wrote the words. They set the paper sign by the gate. That night, rain fell. In the morning, the words were pale and the paper sagged. Mina stared at her shoes. "We can make a stronger one," Ben said. They asked their teacher for a wooden board. Mina painted flowers again, and Ben painted the words. When the next shower came, their new sign stayed clear. Mina grinned. She had wanted to give up, but now she was glad they had tried again.

Vocabulary and Definition

• — a person or other participant in a story
• — a detail that supports an answer
• — work out something from clues

Words to Learn

character, evidence, infer

Sentences to Fill In

1. The term for a person or other participant in a story is ____.
2. The term for a detail that supports an answer is ____.
3. The term for work out something from clues is ____.

Think & Respond Q&A

1. What should you read first when a word is unfamiliar?
2. Choose one word from the story that describes an action.
3. Explain that word using the event around it.
4. Why might a dictionary’s first definition not fit?
5. Retell one key event without looking.
6. Which detail best supports your answer to the first question?

Hands-On Experiment or Activities

Draw three connected boxes for the beginning, turning point, and ending. Add a text detail to each. Discuss how today’s skill helps explain one box.

Reflection

• Explain one thing you learned.
• Write two new examples and read them to a partner.