Inferring characters' feelings and motives
Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
Ce que l'enfant saura faire ensuite
- Infer a character's feelings or motives from their actions and dialogue (e.g. 'She slammed the door — how is she feeling?')
- Justify an inference by quoting or pointing to specific evidence in the text
- Distinguish between what is explicitly stated and what must be inferred from clues in the text
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To infer a feeling, read what a character says and does in context. Choose the feeling that best fits the details together. A clue can support a likely feeling without proving it. People can also have mixed feelings.
Mia slams her bedroom door and drops her backpack without speaking. Anger or upset would fit these actions. To explain the inference, name the actions and say how they fit the feeling. Other causes are possible, so say 'probably' or 'may'.
A motive is a reason for acting. Ask what the character may want and which details support that reason. Helping can show kindness. A reward can suggest another motive. Both motives may exist, but one may have stronger support in this passage.
Sam shares his last cookie with a new student sitting alone. Giving away food may show that he wants the student to feel welcome. The action supports that motive, but the story does not tell us every reason he has.
Read earlier and later details together. Feelings can change, but a later action does not erase an earlier clue. Ask what changed in the situation and how the character responds. Use a likely feeling to predict an action, while allowing that the character may do something else.
Rui said, 'See you later.' Does that show he is very excited? No. We need to know how he said it or what else he did. Say 'I cannot tell yet' when the clue does not help. Eating a snack or putting on shoes alone may tell us little about a feeling.
The story says, 'Dara felt proud.' Her feeling is stated: you can read its name. Now read, 'Dara showed everyone the badge she had earned.' Proud may fit, but the story never names it. You work it out from her action. That is an inferred feeling. She could show the badge for another reason too.
Eli says, 'I can't wait to try the new soup.' Then he takes one tiny spoonful and pushes the bowl away. His words sound keen, but his actions may show he does not like the soup. Think about both. Perhaps it is too hot. We need more clues before we are sure.
Mae tells her teammate, 'Good luck,' before the race. Later she tells her dad, 'I wish I had been picked too.' She may want to support her friend and feel left out. Her later words help us understand the earlier ones. People may hide a feeling. A quiet voice is not always more honest than a loud one.
You think Otis is worried about his pet fish. He checks the tank again and asks, 'Will it get better?' Those words fit worry about the fish. The blue tank lid does not show worry here. Pick the clue that helps explain your idea. More clues help only when they fit. Actions and what happens around them can both help.
Feelings and motives are often hidden in what characters do and say, so find the clue and use it as your evidence.
Original lesson, questions and flashcards by the dataset authors.
Four original readings about characters' feelings and motives, written for this learning dataset.
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24 questions attendent derrière cette leçon, chacune avec sa réponse expliquée. Chaque réponse nourrit le ciel : les étoiles s'allument à mesure qu'elles sont apprises, et pâlissent quand vient le moment de revenir.