Explicit information is stated directly in a text.
Before answering, decide what the question asks for: a person, place, time, reason, or detail.
Scan for the relevant part, then read the whole sentence and its neighbours.
See it. Say it. Understand it.
Easy / Start here
The gate opens at nine; visitors arrive at half past nine.
Moderate / Add a little
Opening time and arrival time are different details.
More detail for teachers and confident learners
Explicit information is stated directly in a text. Before answering, decide what the question asks for: a person, place, time, reason, or detail. Scan for the relevant part, then read the whole sentence and its neighbours. A matching word alone is not enough because a nearby sentence may cancel or qualify it. Give the amount of detail requested and avoid adding a guess. When answering in your own words, preserve precise distinctions such as before and after, all and some, or planned and completed.
A useful reading response moves from a clear claim to a precise piece of evidence and then to an explanation. Return to the exact part of the text before deciding. Short evidence is usually easier to analyse than a long copied passage. Keep the wording of the question in mind so that an accurate observation also becomes a relevant answer.
At Stage 3, connect this skill to a short story or a familiar school activity. Move from an oral explanation to a few connected written sentences, keeping events and references clear. A partner should be able to explain the main meaning after hearing or reading the response once. Revisit any wording that causes a different interpretation.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
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Identify the beginning, the important change or problem, and the ending.
Time words such as first, later, and finally help, but a writer may also reveal order through verb forms or events that must happen before others.
See it. Say it. Understand it.
Easy / Start here
First the rain began; later the match stopped.
Moderate / Add a little
A flashback can describe an earlier event after a later one.
More detail for teachers and confident learners
A sequence is the order in which events happen. Identify the beginning, the important change or problem, and the ending. Time words such as first, later, and finally help, but a writer may also reveal order through verb forms or events that must happen before others. Retell the main events without adding a new event. For a longer story, a brief timeline is more useful than copying every sentence. Distinguish the order of the events from the order in which a narrator chooses to describe them.
A useful reading response moves from a clear claim to a precise piece of evidence and then to an explanation. Return to the exact part of the text before deciding. Short evidence is usually easier to analyse than a long copied passage. Keep the wording of the question in mind so that an accurate observation also becomes a relevant answer.
At Stage 3, connect this skill to a short story or a familiar school activity. Move from an oral explanation to a few connected written sentences, keeping events and references clear. A partner should be able to explain the main meaning after hearing or reading the response once. Revisit any wording that causes a different interpretation.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
An inference combines textual evidence with reasonable thinking.
If a character hides a shaking hand before a speech, the writer may be suggesting nervousness without naming it.
State the inference and connect it to the clue.
See it. Say it. Understand it.
Easy / Start here
Her shaking hand suggests nervousness.
Moderate / Add a little
The untouched meal may suggest a lack of appetite; the surrounding text decides why.
More detail for teachers and confident learners
An inference combines textual evidence with reasonable thinking. If a character hides a shaking hand before a speech, the writer may be suggesting nervousness without naming it. State the inference and connect it to the clue. More than one interpretation can be possible, but each needs support. Avoid inventing a whole history for the character from a tiny detail. When a question asks what is suggested, go beyond copying the line while staying close to what the text can reasonably justify.
A useful reading response moves from a clear claim to a precise piece of evidence and then to an explanation. Return to the exact part of the text before deciding. Short evidence is usually easier to analyse than a long copied passage. Keep the wording of the question in mind so that an accurate observation also becomes a relevant answer.
At Stage 3, connect this skill to a short story or a familiar school activity. Move from an oral explanation to a few connected written sentences, keeping events and references clear. A partner should be able to explain the main meaning after hearing or reading the response once. Revisit any wording that causes a different interpretation.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
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