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KS3 English · Year 7Chapter 1 · Reading fiction: inference and evidence
Year 7 · Chapter 1

Reading fiction: inference and evidence

By the end of this chapter you will be able to

  • Find and copy the exact words that give a detail
  • Infer a feeling or motive, and support it with a quotation
  • Explain what an inference shows, in one clear sentence
  • Summarise a paragraph, and then a whole text, keeping the main points only
  • Quote words accurately, and punctuate the quotation correctly

You should already know

  • Retrieving facts from a text and finding evidence (Year 6, Chapter 10 of the Year 6 book)
  • Predicting from stated and implied details (Year 6, Chapter 10)

Where this leads

  • Analysing language, structure and effect (Chapter 2 of this book)
  • Comparing texts (Chapter 6 of this book)

National Curriculum for England, Key Stage 3 English, Year 7. Content: Read widely and critically across fiction, including original and literary extracts (KS3 reading, R1), Infer characters' feelings, motives and attitudes, and justify each inference with evidence (KS3 reading, R2), Summarise the main points of a passage, across several paragraphs (KS3 reading, R6), Use evidence and quotation accurately, with correct punctuation (KS3 reading, R7).

Exercise P  Do you remember?

1
FWhich word is an adjective in The cold wind blew hard.? Write the word only.
2
FWrite the word for the person who tells a story, and who may or may not be a character in it. Write the word only.
3
FWrite the word for a character's reason for doing something. Write the word only.
4
FWhich punctuation mark ends a question? Write the name of the mark.
5
RIn one sentence, say what a paragraph is.
1.1

Finding details and copying evidence

Year 7
Read widely and critically across fiction (KS3 reading, R1), Use evidence and quotation accurately (KS3 reading, R7)
Video lesson: Finding details and copying evidenceComing soon
Story. Asha has missed the last bus home. She is waiting alone at a shelter on Mill Lane, and it is getting dark. Read the story, and find the details the writer gives.

A reader of fiction must first know what the text says. A detail is a fact the writer gives directly. When a question asks for evidence, you find the exact words that prove your answer, and you copy them without changes.

Text 1: The last bus (original story)

1The bus shelter on Mill Lane had a broken window, so Asha stood with her back to the wind. The timetable said the last bus would come at twenty past nine. It was now twenty-five past, and the road was empty except for a single cat, which watched her from under a parked car.

2She checked her phone again. There were no messages. Her grandfather had promised to walk to the stop with her, and she had told him she could manage alone. Now she was not so sure. The street lamps hummed, and somewhere behind the houses a dog barked and stopped, as though it had changed its mind.

3A car slowed beside the shelter. Asha stepped back, her heart thudding, and then she saw that the driver was Mrs Okafor, who lived next door to her grandfather. 'Hop in, love,' Mrs Okafor called. 'Your grandad rang me. He's sat at the kitchen table with his coat on, waiting for you.'

4Asha climbed into the warm car and said nothing for a while. She was embarrassed, but she was also relieved. Outside, the bus shelter grew smaller in the mirror, and the empty road seemed much less lonely.

Key ideas

  • A detail is a fact the writer states directly.
  • Evidence is the exact words from the text that prove your answer.
  • Copy evidence exactly: a single changed word can change the meaning.
Worked example 1.1.1
What time was the last bus due? Copy the words from the text.

Method. Look for the time in the text.

  1. Find the sentence about the bus. The timetable gives the last bus time.
    The timetable said the last bus
  2. Find the time. The time given is twenty past nine.
    twenty past nine
  3. Copy it exactly. Copy the words with no changes.
    twenty past nine
  4. Write the answer.
    twenty past nine

Check. The time is stated in the text. ✓

Worked example 1.1.2
Who drove the car that stopped beside the shelter? Copy the name.

Method. Find the driver in the text.

  1. Find the car. A car slowed beside the shelter.
    A car slowed
  2. Find the driver. The text says the driver was Mrs Okafor.
    the driver was Mrs Okafor
  3. Copy the name. The name is Mrs Okafor.
    Mrs Okafor
  4. Write the answer.
    Mrs Okafor

Check. Mrs Okafor is named as the driver. ✓

Worked example 1.1.3
Copy the words that tell you who Mrs Okafor lives next to.

Method. Find the sentence about where Mrs Okafor lives.

  1. Find the sentence. Mrs Okafor lived next door to someone.
    who lived next door to
  2. Find who it is. She lived next door to her grandfather.
    next door to her grandfather
  3. Copy the words that name him. The words that show who this is: her grandfather.
    her grandfather
  4. Write the answer.
    her grandfather

Check. The text says she lives next door to her grandfather. ✓

Watch out

Watch out: a detail is not the same as an opinion. "The road was empty" is a detail; "the road was frightening" is an opinion the reader must justify.

Exam tip

Exam tip. When a question says "copy", copy the words exactly, and do not add your own words.

Exercise 1A  Practice: finding details and evidence

1
FWhat time was the last bus due? Copy the words from the text.
2
FWhat did Asha do with her phone? Copy the words from the text.
3
FWhich animal watched Asha? Copy the words from the text.
4
FWho drove the car? Copy the name from the text.
5
FWho does Mrs Okafor live next door to? Copy the words from the text.
6
FCopy the words that show the dog seemed to change its mind.
7
FWhere is the bus shelter? Copy the words from the text.
8
FAnswer each part, using words from the text.
(a)What was broken on the bus shelter? Copy the words.
(b)What did Asha stand with her back to? Copy the words.
9
FWhich word best describes the road before the car arrives? Choose one: empty, busy or flooded.
10
FHad Asha's grandfather promised to walk to the stop with her? Answer yes or no.
11
FGive two details that the text gives about the bus shelter.
12
RWhy does the writer mention that only a single cat is on the road? Explain in one sentence.
13
FCopy the words that show how Asha's heart felt when the car slowed.
1.2

Inferring feelings and attitudes, with evidence

Year 7
Infer characters' feelings and attitudes, and justify each inference with evidence (KS3 reading, R2)
Video lesson: Inferring feelings and attitudes, with evidenceComing soon
Story. Asha does not say how she feels. The reader must work it out from what she does, what she thinks and what other characters say.

An inference is a sensible conclusion that a reader draws from the evidence. The writer rarely says a feeling in so many words. A strong answer has three parts: the inference (the feeling), the evidence (a quotation) and the explanation (why the evidence shows the feeling). This is often called point, evidence, explanation.

Key ideas

  • An inference is a conclusion from evidence, not a guess.
  • Structure a strong answer: point (the feeling), evidence (a quotation), explanation (why).
  • Use the word "suggests" or "shows" when you explain an inference.
Worked example 1.2.1
How does Asha feel when the car slows beside the shelter? Infer one feeling, with evidence.

Method. Find the evidence about her body, then infer the feeling.

  1. Find the evidence. The text says her heart was thudding and she stepped back.
    her heart thudding
  2. Infer the feeling. A thudding heart and a step back show fear.
    frightened
  3. Explain the inference. So Asha is frightened when she first sees the car.
    frightened
  4. Write the answer.
    frightened

Check. The evidence shows fear. ✓

Worked example 1.2.2
What does "Now she was not so sure" show about Asha? Infer one idea, with evidence.

Method. Compare what she said before with what she thinks now.

  1. Find the evidence. She had told him she could manage alone, and now she was not so sure.
    not so sure
  2. Compare the two. Before, she was confident; now she is less confident.
    less confident
  3. Infer the idea. Her confidence has gone, so she is uncertain.
    that her confidence has gone
  4. Write the answer.
    that her confidence has gone

Check. The change from confident to uncertain is shown. ✓

Worked example 1.2.3
How does Mrs Okafor feel about helping Asha? Infer one attitude, with evidence.

Method. Look at what Mrs Okafor says and does.

  1. Find the evidence. She calls "Hop in, love" from the car.
    Hop in, love
  2. Infer the attitude. The words are warm and quick, so she is willing to help.
    warm and quick
  3. Explain the inference. She is caring and ready to help Asha.
    caring and ready to help
  4. Write the answer.
    caring and ready to help

Check. The words show kindness. ✓

Watch out

Watch out: do not infer a feeling with no evidence. If you cannot quote anything, the idea is a guess.

Exam tip

Exam tip. Write the inference first, then the quotation, then one sentence that explains how the quotation shows it.

Exercise 1B  Practice: inferring feelings with evidence

1
FHow does Asha feel as she checks her phone? Infer one feeling.
2
FHow does Asha feel when the car slows? Infer one feeling.
3
FWhat does "Now she was not so sure" show about Asha? Infer one idea.
4
FHow does Mrs Okafor speak to Asha? Infer one attitude.
5
PSHow does the grandfather feel about Asha waiting alone? Infer one feeling.
6
PSHow does Asha feel at the end of the story? Infer one feeling.
7
PSWhat does the grandfather's note suggest about how he feels about Asha's independence? Infer one feeling.
8
PSHow does the single cat make the scene feel? Explain, using the words "watched her from under a parked car".
9
FIs the feeling "embarrassed" in "She was embarrassed, but she was also relieved" stated or inferred? Choose one: stated or inferred.
10
RAsha says nothing for a while in the car. Give one reason, using evidence from the text.
11
RExplain how the writer shows that Asha is changing her mind about being alone. Use two pieces of evidence.
1.3

Inferring motives and attitudes

Year 7
Infer characters' motives and attitudes, and justify with evidence (KS3 reading, R2), Use evidence and quotation accurately (KS3 reading, R7)
Video lesson: Inferring motives and attitudesComing soon
Story. Asha has found a note from her grandfather on the kitchen table. Read the note, and think about why he wrote it, and why he could not walk her to the stop.

A motive is the reason a character does something. An attitude is how a character feels or thinks about a person or an idea. Writers often show motives through what characters say, not through what they admit.

Text 2: A note on the kitchen table (original)

1Asha, I am sorry I could not walk you to the bus stop tonight. My knee has been painful since the afternoon, and I did not want you to stand in the cold while I hobbled behind you. I know you wanted to prove that you can manage alone, and I admire that. Mrs Okafor has said she will drive you home if the bus does not come. Keep your phone charged, and have a hot drink while you wait. The biscuits are in the blue tin. The bus is often late on a Thursday, so please do not be surprised if you wait a little longer than the timetable says. Love, Grandad.

Key ideas

  • A motive is the reason behind an action.
  • An attitude shows how a character regards a person or an idea.
  • Test your inference: does the evidence give a reason for this action?
Worked example 1.3.1
Why does the grandfather say he cannot walk Asha to the stop? Infer his reason, with evidence.

Method. Find the reason in the note.

  1. Find the evidence. My knee has been painful since the afternoon.
    My knee has been painful
  2. Infer the reason. A painful knee is a physical reason he cannot walk.
    a painful knee
  3. Explain the motive. His knee hurts, so he cannot walk her to the stop.
    his knee is too painful
  4. Write the answer.
    his knee is too painful

Check. The evidence gives the reason. ✓

Worked example 1.3.2
What is the grandfather's attitude to Asha wanting to be independent? Infer it, with evidence.

Method. Read the sentence where he speaks of her wish.

  1. Find the evidence. I know you wanted to prove that you can manage alone, and I admire that.
    I admire that
  2. Infer the attitude. To admire her wish is to respect and be proud of it.
    respect
  3. Explain. His attitude is respect and pride.
    respect, and pride in her
  4. Write the answer.
    respect, and pride in her

Check. The word admire shows his attitude. ✓

Worked example 1.3.3
Why does Asha step back when the car slows? Infer her motive.

Method. Find what she does, then infer why.

  1. Find the action. Asha stepped back.
    stepped back
  2. Find the reason in her body. Her heart was thudding.
    heart thudding
  3. Infer the motive. She steps back to protect herself, because she is frightened of the car.
    to protect herself
  4. Write the answer.
    to protect herself from a stranger

Check. The action and the feeling give the motive. ✓

Watch out

Watch out: a motive is a reason for an action, not a feeling. Ask "why did they do it?", then check the evidence supports the reason.

Exam tip

Exam tip. If the question asks for an attitude, name the attitude in one word, such as respect or pride, and then quote.

Exercise 1C  Practice: motives and attitudes

1
FWhy does Asha check her phone again? Infer her motive.
2
FWhy does the grandfather say his knee is painful? Infer his reason.
3
FWhy does the grandfather not want Asha to stand in the cold? Infer his motive.
4
PSWhy does Mrs Okafor say "Your grandad rang me"? Infer her motive.
5
PSAsha says she could manage alone. What is her motive for saying it?
6
PSDoes the grandfather trust Mrs Okafor? Answer yes or no.
7
FWhich motive best explains why Asha steps back when the car slows? Choose one: fear of a stranger, a wish to see the car better or a wish to chat.
8
PSWhy does Asha say nothing for a while in the car? Infer her motive.
9
RWhy might the writer end the story on a calm image, the empty road? Explain in one sentence.
10
RAnswer both parts about the note.
(a)What does "I know you wanted to prove that you can manage alone" show about Asha? Write one idea.
(b)Find the word that shows the grandfather admires this. Copy the word.
11
RExplain why Grandad rang Mrs Okafor, using evidence from both texts.
1.4

Summarising the main points

Year 7
Summarise the main points of a passage, across several paragraphs (KS3 reading, R6)
Video lesson: Summarising the main pointsComing soon
Story. Mrs Okafor has stopped her car. Asha must decide what to tell her grandfather about the night, and she wants a short summary of what happened.

A summary is shorter than the original. It keeps the main points and leaves out the extra detail, such as description or atmosphere, unless the detail changes the story. Summarise the events in order, in your own words.

Key ideas

  • A summary keeps the main points, in your own words.
  • Leave out examples, extra description and repeated detail.
  • A summary of a whole text covers the beginning, the middle and the end.
Worked example 1.4.1
Summarise the first paragraph in one sentence.

Method. Find the main events, then combine them.

  1. Find the events. Asha waits at the shelter, and the bus is due at twenty past nine.
    waits at the shelter
  2. Find the main point. It is now twenty-five past, so the bus is late.
    the bus is late
  3. Write one sentence. Combine the events into one sentence.
    Asha waits alone at a broken shelter, and the last bus is late.
  4. Write the answer.
    Asha waits alone at a broken shelter, and the last bus is late.

Check. The sentence keeps the two main points. ✓

Worked example 1.4.2
Which detail could be left out of a short summary of the second paragraph? Choose one: the street lamps hummed, there were no messages or her grandfather had promised to walk with her.

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. The lamps are atmosphere; the messages and the promise explain why Asha is alone.
    the street lamps hummed fits
  3. Reject the other choices. Both of the other details explain what happens next, so they stay in a summary.
    there were no messages and her grandfather had promised to walk with her do not fit
  4. Write the answer.
    the street lamps hummed

Check. The choice fits the sentence or the text. ✓

Worked example 1.4.3
Which sentence best summarises the whole story?

Method. Think about the beginning, the middle and the end.

  1. Beginning. Asha misses the last bus.
    misses the last bus
  2. Middle. She waits alone, then a car stops.
    a car stops
  3. End. Mrs Okafor drives her home.
    drives her home
  4. Write the answer.
    A girl misses her bus, and a neighbour drives her home.

Check. The summary covers the beginning, middle and end. ✓

Watch out

Watch out: a summary does not copy the text. Do not use long quotations, and do not add your own opinion.

Exam tip

Exam tip. If a question says "in one sentence", write one sentence with a full stop, and count your words if there is a word limit.

Exercise 1D  Practice: summarising

1
FSummarise the third paragraph in one sentence.
2
FWhich is the best one-sentence summary of the whole story? Choose one: A girl misses her bus, waits alone, and is driven home by a neighbour., A girl walks to a football match in the snow. or A grandfather mends a broken bus shelter..
3
FWhich detail is the least important to a short summary of the first paragraph? Choose one: the last bus would come at twenty past nine, the street lamps hummed or the shelter had a broken window.
4
FWrite the main idea of the fourth paragraph in five words or fewer. Write a sentence.
5
PSSummarise the note in one sentence.
6
PSSummarise the second paragraph in one sentence.
7
RWhich sentence is an opinion, not a summary of the text? Choose one: Asha waits at the bus stop., Asha is brave. or Mrs Okafor offers a lift..
8
PSAnswer both parts about the story.
(a)Write the event that happens before Asha gets in the car. Use a verb.
(b)What is the final image of the story? Copy a few words from the text.
9
RWhy is a summary shorter than the original text? Explain in one sentence.
10
FHow many paragraphs are in the story? Write a number.
11
RWrite a summary of the whole story in 25 words or fewer.
1.5

Quoting evidence accurately

Year 7
Use evidence and quotation accurately, with correct punctuation (KS3 reading, R7)
Video lesson: Quoting evidence accuratelyComing soon
Story. Asha's teacher asks her to write a paragraph about the night, and to use short quotations from the story to support every point. She must copy the words exactly, and use quotation marks.

A quotation copies the writer's exact words. Put the words inside quotation marks (inverted commas). Keep every word, including small words such as the, and copy the spelling and punctuation as they are. A quotation can be part of your own sentence.

Key ideas

  • A quotation copies the exact words, and is put in quotation marks.
  • Introduce a quotation with your own words, so that it fits the sentence.
  • Check each quotation against the text, word by word.
Worked example 1.5.1
Which quotation is accurate? Choose "her heart pounding" or "her heart thudding".

Method. Check each quotation against the text.

  1. Check the first. The text says thudding, not pounding.
    pounding is not in the text
  2. Check the second. The text says her heart thudding.
    her heart thudding
  3. Choose. Only the second matches the text word for word.
    her heart thudding
  4. Write the answer.
    her heart thudding

Check. The words match the text exactly. ✓

Worked example 1.5.2
Write a sentence that quotes "as though it had changed its mind" accurately.

Method. Introduce the quotation in your own sentence.

  1. Write your own words first. The dog barked and stopped.
    The dog barked and stopped
  2. Add the quotation. The words in quotation marks must match the text.
    "as though it had changed its mind"
  3. Check the punctuation. The quotation marks surround the exact words.
    quotation marks
  4. Write the answer.
    The dog barked and stopped, "as though it had changed its mind".

Check. The quotation is exact. ✓

Worked example 1.5.3
Which sentence uses quotation marks correctly for the words "the road was empty"? Choose one: The writer says "the road was empty"., The writer says the road was empty". or The writer says the "road was empty..

Method. Test each choice against the sentence or the text.

  1. Read what the question asks for. Decide what the sentence or the text needs.
  2. Test the choice. Both quotation marks must surround the exact words, with the full stop after the closing mark.
    The writer says "the road was empty". fits
  3. Reject the other choices. The other two sentences have a missing mark or put the mark in the wrong place.
    The writer says the road was empty". and The writer says the "road was empty. do not fit
  4. Write the answer.
    The writer says "the road was empty".

Check. The choice fits the sentence or the text. ✓

Watch out

Watch out: a quotation must match the text exactly. Changing "empty" to "deserted" makes the quotation wrong, even if the meaning is close.

Exam tip

Exam tip. Use short quotations, of a few words. A long quotation shows you have copied, not understood.

Exercise 1E  Practice: quoting evidence accurately

1
FWhich quotation is accurate? Choose one: "her heart pounding" or "her heart thudding".
2
FCopy the exact words that show Asha was embarrassed.
3
FCopy the words that show the grandfather is waiting for Asha.
4
FWhich sentence punctuates the quotation correctly? Choose one: The writer describes the road as "empty"., The writer describes the road as empty". or The writer describes the road as "empty".".
5
FWhich word is in the text? Choose one: deserted, empty or abandoned.
6
PSQuote a short phrase from the fourth paragraph that shows Asha's relief. Use quotation marks.
7
FCopy the word that describes the window of the shelter.
8
PSThe text says "the road was quiet". Is this an accurate quotation? Choose one: yes or no.
9
RExplain why a writer might quote a character's words directly. Use one short quotation from the story in your answer.
10
FAnswer both parts. Copy the exact words.
(a)Copy the words that describe the car Asha climbs into.
(b)Copy the phrase that shows Asha's feelings were mixed.
11
RWrite one sentence that quotes "as though it had changed its mind" accurately, and says what it suggests.
12
RCompare two quotations that show the setting changes from fear to calm. Quote each one exactly.

Chapter summary

SkillMethod
Detail and evidenceFind the exact words in the text; copy them without changes.
InferenceInfer a feeling, attitude or motive from evidence, then explain how the evidence shows it.
Motive and attitudeA motive is the reason for an action; an attitude is how a character regards someone or something.
SummaryKeep the main points, in your own words, and leave out extra detail.
QuotationCopy exact words, put them in quotation marks, and introduce them in your own sentence.

Can you…?

  • I can find and copy exact evidence from a text
  • I can infer a feeling, with a quotation and an explanation
  • I can infer a motive or an attitude, and say why the evidence shows it
  • I can summarise a paragraph and a whole text, keeping the main points
  • I can quote accurately, with correct quotation marks

Key terms

inference
a sensible conclusion that a reader draws from evidence in the text
evidence
the exact words from a text that support an answer
motive
the reason a character does something
attitude
how a character thinks or feels about a person or idea
summary
a shorter version of a text, keeping only its main points
quotation
the exact words of a text, copied and put in quotation marks

Exercise 1Z  Check-up

1
What was broken on the bus shelter? Copy the words from the text.
2
How does Asha feel as she waits? Infer one feeling, with evidence.
3
Why does Asha check her phone? Infer her motive.
4
How does the grandfather feel about being unable to walk Asha? Infer one feeling.
5
Which feeling is stated, rather than inferred, in the story? Choose one: She was embarrassed, She was frightened or She was happy.
6
Summarise the second paragraph in one sentence.
7
Which word is in the text: "shelter" or "shed"? Write the word.
8
Explain what the phrase "as though it had changed its mind" suggests about the dog.
9
Which is the best summary of the whole story? Choose one: A girl misses her bus, and a neighbour drives her home., A girl enjoys a long train journey. or A grandfather opens a new shop..
10
Write one sentence that quotes "the empty road" accurately and explains what it shows.

Total 17 marks. Allow about 17 minutes.

Exercise 1X  Practice test questions

1
FCopy the time that the last bus was due, from this sentence: "The timetable said the last bus would come at twenty past nine."[1 mark]
2
PSRead this sentence: "She checked her phone again. There were no messages." What feeling does this suggest? Write one word.[1 mark]
3
RRead this sentence: "Asha stepped back, her heart thudding." What does this show about Asha? Infer one feeling, with evidence.[2 marks]
4
FRead this sentence: "He's sat at the kitchen table with his coat on, waiting for you." Copy the words that show he is waiting.[1 mark]
5
RRead this sentence from a note: "I did not want you to stand in the cold." Why does the writer say this? Infer his motive.[2 marks]
6
PSSummarise this sentence in eight words or fewer: "Mrs Okafor stopped her car, called to Asha, and offered her a lift home."[2 marks]
7
RRead this sentence: "The road was empty except for a single cat." What does the single cat add to the mood? Explain in one sentence.[2 marks]
8
RExplain how the writer shows that Asha's confidence changes. Use the sentences "She had told him she could manage alone" and "Now she was not so sure."[3 marks]
9
FWrite the word from this sentence that means "without people or things": "The road was empty except for a single cat."[1 mark]
10
RExplain one way the writer makes Asha's final feeling clear, using a quotation. Use "the empty road seemed much less lonely".[2 marks]
Chapter 2: Analysing language, structure and effect →

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