Year 3 Inferencing Unit | Reading Worksheets, Games & Assessment

Year 3 Inferencing Unit | Reading Worksheets, Games & Assessment

$4.99
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Year 3 Inferencing Unit | Reading Worksheets, Games & Assessment
  • Year 3 Inferencing Unit | Reading Worksheets, Games & Assessment
Year 3 Inferencing Unit | Reading Worksheets, Games & Assessment

Year 3 Inferencing Unit | Reading Worksheets, Games & Assessment

$4.99

Curriculum

Explore the curriculum links for this resource. Choose a curriculum to view its codes.

Australian Curriculum v9.0
AC9E3LY05 use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
Australian Curriculum v8.4
ACELY1680 Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
Victorian Curriculum 2.0
VC2E3LY10 use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to analyse texts by drawing on a growing knowledge of context, text structures and language features to build literal and inferred meanings
New South Wales
EN2-OLC-01 communicates with familiar audiences for social and learning purposes, by interacting, understanding and presenting
EN2-VOCAB-01 builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words
EN2-RECOM-01 reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension
EN2-UARL-01 identifies and describes how ideas are represented in literature and strategically uses similar representations when creating texts
Western Australia
WA3ELYA3 Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
New Zealand
NZ-Y3-ENG-R-C-V-1 use knowledge of context clues, prefixes, and root words to understand new vocabulary in texts that are read to them
NZ-Y3-ENG-R-C-CM-1 monitor their understanding of a range of texts and repair meaning by adjusting reading speed to accommodate complexity, rereading, visualising, checking, decoding, and asking and answering questions of the text
NZ-Y3-ENG-R-CA-CR-1 make connections within and between texts and their own knowledge of topics, their experiences, and their knowledge of the world discuss differences and similarities in how texts are interpreted or viewed respond to texts by sharing opinions and personal thoughts and feelings about the ideas in texts.
United Kingdom
UK-LKS2-ENG-R-C Pupils should be taught to: develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
UK-LKS2-ENG-W-C Pupils should be taught to: plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2 organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences proofread for spelling and punctuation errors read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
US Common Core (CCSS)
CCSS.ELA-LITERACY.RI.3.1 CCSS.ELA-LITERACY.RI.3.2 CCSS.ELA-LITERACY.RL.3.1 CCSS.ELA-LITERACY.L.3.3 CCSS.ELA-LITERACY.L.3.4 CCSS.ELA-LITERACY.L.3.4.d CCSS.ELA-LITERACY.RF.3.4.a CCSS.ELA-LITERACY.RF.3.4.b CCSS.ELA-LITERACY.RI.3.4 CCSS.ELA-LITERACY.RI.3.10 CCSS.ELA-LITERACY.RL.3.10 CCSS.ELA-LITERACY.SL.3.2 CCSS.ELA-LITERACY.SL.3.3 CCSS.ELA-LITERACY.W.3.2.b CCSS.ELA-LITERACY.W.3.7 CCSS.ELA-LITERACY.W.3.8 CCSS.ELA-LITERACY.W.3.10
Texas (TEKS)
TEKS-ELAR-G3-6 TEKS-ELAR-G3-6B TEKS-ELAR-G3-6C TEKS-ELAR-G3-6D TEKS-ELAR-G3-6E TEKS-ELAR-G3-6F TEKS-ELAR-G3-6G TEKS-ELAR-G3-6H TEKS-ELAR-G3-6I TEKS-ELAR-G3-7 TEKS-ELAR-G3-7C TEKS-ELAR-G3-7D TEKS-ELAR-G3-7E TEKS-ELAR-G3-7G
Ontario
CAN-G3-LANG-C2.3 CAN-G3-LANG-C2.4 CAN-G3-LANG-C2.7 CAN-G3-LANG-C3.2 CAN-G3-LANG-C3.3 CAN-G3-LANG-C3.5 CAN-G3-LANG-C3.8

Modifications

Something Easier

Explore a related unit from the year below.

Inferencing Year 2 Unit

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Something Harder

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Year 4 Making Inferences Unit | Worksheets, Games & Assessment

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Help Year 3 students read between the lines by combining text clues, picture clues, prior knowledge and evidence with this complete inferencing unit.

Students make supported inferences about character feelings, author suggestions, setting mood and visual clues, then explain whether an inference is strongly supported.

What’s Included

  • 19-page unit plan PDF
  • Editable 15-slide PowerPoint teaching presentation
  • Editable 10-question PowerPoint quiz with answer slides
  • Inferencing Toolkit classroom display
  • Inference Trail and Clue Match-Up colour games and activities
  • Six black-and-white student worksheets covering evidence, character feelings, author suggestions, mood, picture clues and inference correction
  • Matching worksheet and assessment answer pages where answers are meaningful
  • Inference Investigation assessment task
  • A4 landscape five-level marking rubric

Learning Focus

  • Combine text and visual clues with prior knowledge
  • Make and justify supported inferences
  • Infer character feelings, setting mood and author suggestions
  • Cite relevant evidence
  • Explain reasoning in written comprehension responses

Classroom Use

Suitable for explicit reading-comprehension teaching, small groups, close reading, literacy centres, independent practice, revision and assessment.

This is a digital resource supplied in PDF and editable PowerPoint formats. No physical product will be shipped.

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