Text Evidence & Inference | Teacher Guide

What Students Need to Know

Fourth graders must be able to find text evidence to support their answers AND make inferences by combining text clues with their background knowledge. Both skills require students to go back to the text and prove their thinking.

Text Evidence

Specific words, phrases, or sentences from the text that support an answer or claim.

Direct quotes from the passage
Paraphrased information
Specific details and facts
"According to the passage..."

Inference

A conclusion drawn by combining text clues with what you already know.

Reading "between the lines"
Not stated directly in text
Requires background knowledge
"Based on the text, I can conclude..."

The Inference Formula

Text Clues + What I Already Know = Inference

Explicit vs. Implicit Information

Explicit (Stated)	Implicit (Inference)
Information directly stated in the text	Information you figure out from clues
You can point to the exact words	You combine clues + background knowledge
"The text says..." or "According to..."	"Based on the text, I can infer..."
"Sarah was 10 years old."	"Sarah was probably in 4th grade." (inference from age)

Sentence Starters for Citing Evidence

For quoting: "According to the passage, '...'"

For quoting: "The text states, '...'"

For paraphrasing: "The author explains that..."

For paraphrasing: "In paragraph 2, the text describes..."

For inference: "Based on the text, I can conclude that..."

For inference: "The text suggests that... because..."

For inference: "I can infer that... because the text says..."

Common Misconceptions

Misconception 1: Any answer is an inference

Reality: An inference must be SUPPORTED by text evidence. Wild guesses without text support are not valid inferences. Always connect back to what the text says.

Misconception 2: Inferences can't be wrong

Reality: Inferences can be incorrect if they're not supported by the text. Students must use text clues, not just imagination.

Misconception 3: Evidence means copying whole paragraphs

Reality: Good evidence is specific and relevant. Students should select the most important words, phrases, or sentences that directly support their point.

FAST Assessment Question Types

Question Type	Example Stem	What It Tests
Cite Evidence	"Which sentence from the passage BEST supports..."	Finding specific text evidence
According to Text	"According to the passage, why did..."	Locating explicit information
Inference	"Based on the passage, the reader can conclude that..."	Drawing logical conclusions
Why/How	"Why does the author MOST LIKELY..."	Inferring author's reasoning
Evidence-Based Writing	"Use evidence from the text to support your answer."	Citing evidence in written response

FAST-Style Question Stems

"According to the passage, why did [character/event]..."

"Which sentence from the passage BEST supports the idea that..."

"Based on the passage, the reader can conclude that..."

"What evidence from the text supports the conclusion that..."

"The author MOST LIKELY includes [detail] to show that..."

"Which detail from the passage BEST supports the answer to Part A?"

"What can the reader infer about [topic] based on the passage?"

5-Day Lesson Plan

Day 1: Introduction to Text Evidence 45 min

Define text evidence: specific words/sentences that support answers
Practice finding evidence for simple questions
Introduce sentence starters: "According to the passage..." and "The text states..."
Begin Student Concept Worksheet (Part 1: Evidence)

Day 2: Introduction to Inference 45 min

Define inference: Text clues + What I know = Inference
Model the inference process with think-alouds
Practice distinguishing explicit vs. implicit information
Complete Student Concept Worksheet (Part 2: Inference)

Day 3: Connecting Evidence to Inferences 45 min

Show how inferences must be supported by text evidence
Practice: Make an inference, then prove it with evidence
Use graphic organizers: Clue + I Know = Inference
Begin Practice Worksheet (questions 1-6)

Day 4: FAST-Style Practice 45 min

Practice "Which sentence BEST supports..." questions
Practice "Based on the passage, the reader can conclude..." questions
Discuss wrong answer choices and why they don't work
Complete Practice Worksheet (questions 7-12)

Day 5: Assessment & Review 45 min

Quick review of evidence-finding and inference strategies
Administer FAST Practice Quiz (timed: 25 minutes)
Review answers, focusing on common errors
Send home Parent Activity Guide

Teaching Strategies

"Prove It!" Challenge

After any answer, require students to "prove it" by pointing to specific text. This builds the habit of always going back to the text.

Think-Aloud Modeling

Model your thinking: "The text says X. I know from my experience that Y. So I can infer Z." Make the invisible thinking visible.

Inference Graphic Organizer

Use a three-column chart: Text Clue | What I Know | My Inference. This helps students track their thinking process.

Wrong Answer Analysis

Have students explain WHY wrong answers are wrong. This deepens understanding of what good evidence looks like.

Materials in This Kit

Resource	Description	When to Use
Student Concept Worksheet	Introduces evidence and inference with guided practice	Days 1-2 introduction
Practice Worksheet	12 questions across multiple passages	Days 3-4 practice
FAST Practice Quiz	10-question assessment mirroring FAST format	Day 5 assessment
Parent Activity Guide	Home activities for evidence and inference practice	Ongoing home support
Answer Keys	Complete answers with explanations	Teacher/parent reference

Teacher Guide: Text Evidence & Inference

Florida B.E.S.T. Standard