Treehouse Clues Worksheet Backyard Explorer Field Guide
Treehouse Clues
Name:
Date:
Read the Story: The Missing Lantern
On Saturday morning, Leo and Maya climbed up the wooden ladder into their cedar treehouse to pack for a backyard campout. When Leo lifted the lid of the wooden supply crate, he gasped. His bright yellow flashlight was missing, and there were tiny muddy paw prints stamped right across the crate lid! Beside the crate sat an empty peanut butter cracker wrapper. That was strange, because Maya was allergic to peanuts and Leo hated crackers. Maya pointed toward the open window screen, where a tuft of gray fur was snagged on the metal latch. Outside on a nearby oak branch, a bushy-tailed creature chattered loudly, holding something shiny and yellow between its front paws. Maya laughed and whispered, “I guess we aren’t the only ones packing for a campout!”
Part 1
Story Detective: Wh- Questions
1. Who climbed into the cedar treehouse?
2. When did Leo and Maya go to the treehouse?
3. What was missing from the wooden supply crate?
4. Where did Maya find a tuft of gray fur?
5. Why were Leo and Maya in the treehouse?
Part 2
Detective Inferences & Proof
Story Clues + What I Know = Inference
Good detectives don’t just guess—they justify their answers using clues from the story! Read each question, write your inference, and explain how you know.
1. What kind of animal took Leo’s yellow flashlight?
My Answer:
How I Know (List at least 2 clues from the story):
2. How do you know that neither Leo nor Maya ate the peanut butter crackers?
My Answer:
How I Know (Story Clues):
3. Why do you think the animal took the yellow flashlight instead of something else?
My Inference:
How I Know (Story Clues + What I Know):
Part 3
Treehouse Trail Map
Listen Carefully & Follow Every Step!
Listen to your teacher’s directions. Pay close attention to where things are, what order to go in, and how each item looks.
Map Objects:
Big Oak Tree • Acorn • Leaf • Treehouse (Window & Ladder) • Small Pine Tree • Large Striped Crate • Small Solid Crate • 3 Stepping Stones • Campfire Ring • Bright Yellow Flashlight • Dull Gray Flashlight • Blue Tent
Partner Command Challenge (Write or draw your own 2-step command):
Explorer Command Cards SLP Trail Map Prompts • Set A
Explorer Command Cards
Cut along dashed lines
Card 1 2-Step
Spatial Qualitative
Read Aloud to Student A:
“Point to the large striped crate, and then put your finger under the wooden ladder.”
Target Check: Did the student choose the large striped (not small solid) crate and place their finger below the ladder?
Card 2 2-Step
Temporal Spatial
Read Aloud to Student B:
“Before you tap the blue tent, draw a circle around the campfire ring.”
Target Check: Student must circle the campfire ring first , then tap the tent second (inverted temporal order).
Card 3 3-Step
Sequential Spatial Qualitative
Read Aloud to Student A:
“First , touch the window on the treehouse. Next , point between the oak tree and the tent. Last , tap the small pine tree.”
Target Check: All 3 actions completed in exact order: window → middle space → small pine tree.
Card 4 2-Step
Temporal Qualitative
Read Aloud to Student B:
“After you underline the bright yellow flashlight, draw an X on the small solid crate.”
Target Check: Student underlines the bright yellow flashlight first , then marks an X on the small solid crate.
SLP Trail Map Prompts • Set B
Explorer Command Cards
Cut along dashed lines
Card 5 3-Step
Sequential Qualitative
Read Aloud to Student A:
“First , circle the big oak tree. Second , point to the dull gray flashlight. Finally , draw a star on the middle stepping stone.”
Target Check: Verify dull gray (not yellow) and middle stepping stone (2nd of 3).
Card 6 2-Step (Simultaneous)
Temporal Spatial
Read Aloud to Student B:
“While holding your pencil above the treehouse roof, tap the acorn with your other hand.”
Target Check: Student performs both actions at the same time (while ), with pencil positioned above the roof.
Card 7 3-Step
Sequential Spatial Qualitative
Read Aloud to Student A:
“First , put an X beside the small pine tree. Next , draw a line from the large striped crate to the blue tent.”
Target Check: X goes beside (not on) the pine tree; line connects striped crate to tent.
Card 8 3-Step
Temporal Spatial Sequential
Read Aloud to Student B:
“Before you circle the first stepping stone, underline the leaf next to the oak tree, and then point inside the campfire ring.”
Target Check: Exact order: (1) underline leaf → (2) circle 1st stone → (3) point inside campfire ring.
Treehouse Mystery Teacher Guide SLP Group Facilitation & Key
Treehouse Mystery Teacher Guide
Grade 3 • Group of 2 • ~30 Min
2-Student SLP Group Pacing
1. Story Read-Aloud (5 min)
Students take turns reading paragraphs or follow along as you read The Missing Lantern aloud. Highlight key story details.
2. Wh- Question Relay (7 min)
Students alternate answering orally first, then write responses in Part 1. Have the listening partner verify where the answer appears in the text.
3. Inference & Proof (8 min)
Discuss each inference together. Require both students to state “I know this because the story says...” before writing.
4. Trail Map Commands (10 min)
Alternate Cards 1–8 between Student A and Student B. Finish with the Partner Command Challenge where each student gives a 2-step direction.
Answer Key — Part 1: Wh- Questions
Question Target
Expected Answer
1. Who climbed in?
Leo and Maya
2. When did they go?
Saturday morning
3. What was missing?
Leo’s bright yellow flashlight
4. Where was gray fur?
Snagged on the open window screen / metal latch
5. Why were they there?
To pack / get ready for a backyard campout
Answer Key — Part 2: Inferencing & Justification
1. What animal took the flashlight?
Inference: A gray squirrel.
Justification Clues: (1) Tiny muddy paw prints, (2) ate peanut butter crackers, (3) tuft of gray fur on the window screen, (4) bushy-tailed creature chattering on the oak branch holding something shiny and yellow.
2. How do you know neither Leo nor Maya ate the crackers?
Inference: Neither kid could/would eat them, so someone else did.
Justification Clues: The story states Maya is allergic to peanuts and Leo hates crackers.
3. Why did the animal take the yellow flashlight?
Inference: Accept logical responses (e.g., it looked shiny/interesting, thought it was food or a toy for its nest).
Justification Clues: Squirrels collect objects for nests/food, and the story says it was “holding something shiny and yellow.”
Scaffolding, Concepts & Data Tracker
SLP Reference Sheet
Cueing & Scaffolding Hierarchy
Skill Area
Minimal Cue
Moderate Cue
Maximal Cue
Wh- Questions
Ask student to re-read the sentence with the answer.
Highlight the Wh- word meaning (e.g., “Where means a place”).
Point to the exact sentence and offer a 2-option choice.
Inferencing & Justifying
Prompt: “What clue in the story proves that?”
Provide sentence starter: “I know ___ because the story says ___.”
Model connecting 1 text clue + background knowledge aloud.
Multistep Commands
Ask student to repeat the direction quietly before moving.
Repeat once with stress on concept words (e.g., BEFORE , UNDER ).
Break into single steps or point to the concept on the map first.
Target Concept Bank (Trail Map)
Spatial: under, around, between, above, beside, next to, inside, from/to
Temporal: before, after, while
Sequential: first, second, next, then, middle, last, finally
Qualitative: big/large, small, striped, solid, bright yellow, dull gray
2-Student Session Data Tracker
Score: + Independent • C Cued • − Incorrect
Goal Area
Student A: ______________
Student B: ______________
Wh- Questions (Who/When/What/Where/Why)
Q1 [ ]Q2 [ ]Q3 [ ]Q4 [ ]Q5 [ ]
Accuracy: ____ / 5
|
Q1 [ ]Q2 [ ]Q3 [ ]Q4 [ ]Q5 [ ]
Accuracy: ____ / 5
|
| Inferencing & Justifying with Clues |
Inf 1 [ ]Inf 2 [ ]Inf 3 [ ]
Justified: ____ / 3
|
Inf 1 [ ]Inf 2 [ ]Inf 3 [ ]
Justified: ____ / 3
|
| 2- & 3-Step Commands (Concepts) |
C1 [ ]C3 [ ]C5 [ ]C7 [ ]
Notes: ______________________
|
C2 [ ]C4 [ ]C6 [ ]C8 [ ]
Notes: ______________________
|
