Year 3 English: Inferring feelings and motives
Part of the Year 3 English reading fiction chapter. Chapter overview · whole chapter on one page
Inferring feelings and motives
Writers do not always say how a character feels. They show it through what the character does and says. When you work out a feeling or a reason that is not stated, you are making an inference.
A motive is the reason a character does something. An inference must be backed by evidence: the words or actions in the text that gave you the idea.
Read this short story. Then answer the questions in exercise 7D.
The Spelling Test
Ben's hands were sweaty as Mrs Patel handed out the spelling test. He read the first word twice before he wrote it. Then he tapped his pencil on the desk, one, two, three times. He glanced at Amira's paper, and then quickly looked away. 'Stop fidgeting, Ben,' whispered Leo. Ben did not reply. When the test was over, he folded his paper into a small square and kept it in his pocket. Later, Mrs Patel called his name. Ben stood up slowly. 'You got every word right,' she said with a big smile. Ben's face lit up, and he ran to hug his mum at the door.
Key ideas
- A feeling can be shown by what a character does, not only by what they say.
- An inference is a sensible conclusion, based on evidence in the text.
- A motive is the reason why a character does something.
- Always give evidence: quote the words or the actions that point to your answer.
- Several clues that point the same way make a stronger inference.
Method. Read what Ruby does and says, then think what it shows.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.clenched her fists / It's not fair
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. angry
Check. Clenched fists and an angry remark both show anger. ✓
Method. Think about what a grin and a jump show.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.grinned / jumped off the sofa
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. happy or excited
Check. A grin and a jump show a good feeling. ✓
Watch out. Also accept: pleased, delighted.
Method. Think about why someone keeps looking at the time.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.kept checking the clock
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. worried
Check. Checking the clock again and again shows he is waiting anxiously. ✓
Watch out. Also accept: anxious, impatient.
Watch out
Watch out: do not say how a character feels without evidence. Also, a character can feel more than one thing at once. Look for every clue before you choose.
Exam tip
Grown-up tip. Act out a short scene with your child. Ask: what does the character do? What does that show? How do you think they feel? Then ask: which words in the story tell you?
Exercise 7D Practice: inferring feelings and motives
Method. Read the first sentence, and look at what Ben does.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.Ben's hands were sweaty
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. nervous
Check. His sweaty hands show he is nervous. ✓
Watch out. Also accept: anxious.
Method. Find the action that shows Ben was restless.
- Find the key words in the question. These words tell us which sentence to read: restless.restless
- Find the sentence that gives the answer. The text says:tapped his pencil on the desk
- Write the answer. tapped his pencil on the desk
Check. Copy it exactly. ✓
Method. Think about why Ben would look at a paper, then turn away.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.He glanced at Amira's paper, and then quickly looked away
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. He wanted to do his own work.
Check. He looked away quickly, so he did not copy. ✓
Watch out. Also accept: He did not want to copy.
Method. Look at what the teacher says and how she says it.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.with a big smile / You got every word right
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. She was pleased.
Check. Her words and her smile show she was pleased. ✓
Watch out. Also accept: proud.
Method. Look at what Ben's face and body do at the end.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.Ben's face lit up / ran to hug his mum
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. happy
Check. A lit-up face and a hug show happiness. ✓
Watch out. Also accept: proud, relieved, delighted.
Method. Find the sentence about the first word.
- Find the key words in the question. These words tell us which sentence to read: careful.careful
- Find the sentence that gives the answer. The text says:He read the first word twice before he wrote it
- Write the answer. He read the first word twice before he wrote it.
Check. Copy it exactly. ✓
Method. Find the question word: what. Look for the sentence after Mrs Patel calls his name.
- Find the key words in the question. These words tell us which sentence to read: what.what
- Find the sentence that gives the answer. The text says:Ben stood up slowly
- Write the answer. He stood up slowly.
Check. The text says: "Ben stood up slowly". ✓
Method. Think about what slamming a door and shouting show.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.slammed the door / It is not fair!
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. angry
Check. Slamming and shouting show anger. ✓
Watch out. Also accept: cross, upset.
Method. Think about why someone would cover their face while they watch.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.covered his face
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. scared
Check. Covering the face while peeking shows fear. ✓
Watch out. Also accept: nervous, frightened.
Method. Look at what Dad says about the roll.
- Read what the character does and says. Actions and words are clues to how a character feels or what they want.I saved the last cinnamon one for you
- Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
- Write the answer. He wanted to be kind to the child.
Check. Saving a treat shows he wanted to do something kind. ✓
Watch out. Also accept: He wanted to make the child happy.
Method. Think about the difference between a feeling that is stated and one that is inferred.
- Think about what the text says. Sometimes the text names the feeling, and sometimes it does not.Ben's hands were sweaty.
- Give the reason. An inference is a sensible guess that is backed by evidence, so it is not certain.We can only infer.
- Write the answer. No. We can only infer a feeling from what the character does and says, so we give evidence for our idea.
Check. Ben's sweaty hands are evidence, not a stated feeling. ✓
Watch out. Also accept: No, a feeling is inferred from actions and speech, so it may be a good guess, not a certainty.