Clue Detective Graphic Organizer
Clue Detective
My Inferencing Organizer • Figure Out The Secret Meaning
Name:
Date:
Clue Source: Circle one or check:
Picture Clue (Visual Scene)
OR
Text Clue (Written Words)
1. Clues I See / Read
2. What I Know
=
3. My Inference
1
The Clue
What I See or Read
Circle the clue type:
😊 Face / Expression
🏃 Body / Action
🌧️ Setting / Weather
💬 Exact Words / Quote
Draw a picture clue or write 1-3 clue words: Draw or write
Clue label: _____________________________________
2
Brain Knowledge
What I Already Know
Where do you know this from?
⭐ My own life
🎬 A movie / show
📖 Another book
🧠 A real-world fact
What does this remind you of? (Quick note): I know that...
When I see or read that, I know:
__________________________________________
__________________________________________
3
My Inference
Clue + Schema = Answer!
Quick Pick (Circle if helpful): 😊 Happy 😟 Worried 😡 Frustrated 🎉 Celebrating 🥶 Cold / Raining 🤫 Secret
What is really happening that the picture or author didn't say out loud?
4
Visual Sentence Frame
Read or point to your complete idea
I think
(write or speak your inference from Step 3)
because
(tell your clue from Step 1 + what your brain knows from Step 2)
Self-Check: 🙋 I needed a hint 🤝 Worked with partner 🌟 I did it on my own!
Page 1 • Student Organizer
Teacher Guide & Fading System
Instructional Modeling, Prompt Hierarchy & Progressive Scaffolding
4th Grade Dynamic Autism Support
3-Tier Prompt Fading Continuum (Gradual Release)
Level 1: Full Model I Do
Point directly to the visual or text clue. Read aloud. Say the schema connection. Fill out the sentence strip aloud with student echoing.
💡 "Watch me point to the wet raincoat. Wet coat means rain outside!"
Level 2: Guided Choices We Do
Provide a forced choice of two visual tiles (e.g., "Is she nervous or angry?"). Provide the starter stem: "I think she is... because..."
💡 "Look at his clenched fists. Is he relaxed or frustrated? Circle one."
Level 3: Faded Check You Do
Learner independently selects clue type, circles or draws evidence, connects schema, and points to the visual sentence frame to communicate.
💡 Prompt only with: "Show me your clue, then speak your frame."
Parallel Modeling Exemplars (Concrete Script for Teacher) Use these exact parallel scripts during direct instruction
Visual Scene (Picture Clue)
Example Scene: A boy shivering in a drenched raincoat with broken umbrella.
1. Clue (See): Wet coat + turned-inside-out umbrella + shivering.
2. Schema (Know): High wind breaks umbrellas and rain makes clothes soaking wet.
3. Inference: He got caught outside in a sudden stormy wind and feels miserable.
🗣️ Target Frame: "I think he got caught in a severe storm because his umbrella broke and his clothes are dripping."
Written Passage (Text Clue)
Example Text: "Leo shoved his math test to the bottom of his backpack and stared at his shoes."
1. Clue (Read): Shoved test away + staring down at shoes.
2. Schema (Know): People hide papers and look down when they are upset or embarrassed.
3. Inference: Leo received a disappointing score on his math test.
🗣️ Target Frame: "I think Leo is sad about his test score because he hid the paper and looked at his shoes."
10-Second Wait Time
Dynamic autistic learners often need extended latency to bridge perceptual clues to verbal labels. Pause for 10 seconds before offering verbal cues.
Concrete vs. Guessing
Avoid the vague prompt "Guess what happened!" Rephrase to: "Find one proof clue your eyes can see or touch with your finger."
Tactile Manipulation
If dysgraphia or motor fatigue causes shutdown, use Page 3 cut-out tiles. Student points, matches, or places cards directly onto the organizer.
Prompt Fading Observation Log (Track 4 Practice Opportunities) Record Level 1 (Model), Level 2 (Choice), or Level 3 (Independent)
| Date / Task | Clue Type | Evidence Located | Sentence Frame Mastery | Prompt Level |
|---|
| ___ / ___ Visual | Picture / Text | Identified: [ ] Yes [ ] Hint | Said: "I think ___ because ___" | [ L1 ] [ L2 ] [ L3 ] |
| ___ / ___ Text | Picture / Text | Identified: [ ] Yes [ ] Hint | Said: "I think ___ because ___" | [ L1 ] [ L2 ] [ L3 ] |
Clue Detective Graphic Organizer • Instructional Support Framework Page 2 • Teacher-Guided Guide
Visual Clue & Sentence Bank
Cut-and-Paste, Circle, or Point-and-Match Tiles for Minimal Writing
Hands-On & Dysgraphia Friendly
A Evidence Clue Tiles (What did you see or read?)
Circle on this page or cut out to place on Page 1
😭 Tears / Crying Sad or Hurt
😡 Red Face / Fists Angry or Mad
😬 Biting Nails Nervous / Anxious
🏆 Big Grin / Cheering Proud or Excited
⛈️ Dark Clouds Storm is Coming
🎒 Heavy Backpack Going to School
🤫 Finger on Lips Needs Quiet / Secret
🚪 Door Slamming Leaving in a Hurry
B Brain Knowledge Tiles (I already know this happens when...)
Match to your clue
🧠
Body Language: When people avoid eye contact, they usually feel shy or guilty.
🌦️
Weather Knowledge: When thunder rumbles, people run indoors to stay safe and dry.
⏰
Rushing & Running: When people run and check watches, they are worried about being late.
C Tactile Sentence Builder Strips (Color-Coded Syntax)
STRIP 1: Standard Inferencing Frame
I think
[ character feeling / hidden event ]
because
[ I see/read clue ] + [ my brain knows ]
STRIP 2: Step-by-Step Faded Frame (High-Structure)
STEP 1 "The clue is..."
STEP 2 "I know that..."
STEP 3 "So, I infer..."
Teacher Tip: Laminate this page or place in a dry-erase clear pouch for recurring weekly inference stations!
Page 3 • Visual Toolkit
