Question Anatomy Slides Lesson 1
Question
Anatomy
Mastering the art of pulling apart a mystery prompt.
The Challenge
Not all questions are created equal. Some give up their secrets easily. Others hide them deep in the shadows.
TYPE A
Right There
The answer is directly in the text. You can point to it with your finger.
TYPE B
Think & Search
The text gives you clues, but you have to put them together in your brain.
Anatomy of a Prompt
"Based on the clues in the first paragraph, how was Detective Miller feeling as he entered the abandoned warehouse?"
1
The Source
"In the first paragraph"
2
The Target
"Miller's feelings"
3
The Strategy
"Based on clues" (Implicit!)
Is it Implicit?
"What color was the getaway car?"
EXPLICIT
"Why did the suspect leave their umbrella behind?"
IMPLICIT
"What can you conclude about the thief's personality?"
IMPLICIT
"Who reported the missing diamond?"
EXPLICIT
Open Your Case File
It's time to put these skills to the test. Identify the "Right There" questions and hunt down the "Think & Search" clues.
Grab a Pencil
Warehouse Clues Worksheet Warehouse Case File
Evidence Report #1024
INVESTIGATOR:
DATE:
Incident Report
The Cold Coffee Clue
Detective Miller stepped into the dusty warehouse at exactly 3:00 AM. A thick layer of grey dust covered the heavy steel shelves, and the air smelled of stale oil and old cardboard. Miller adjusted his blue cap and turned on his heavy-duty flashlight. The beam cut through the darkness, illuminating a single wooden crate sitting in the center of the floor. The "Golden Whistle," a famous sports trophy, was gone.
Miller noticed a set of yellow curtains fluttering in the breeze from a small, high window near the ceiling. He walked toward the crate and stopped. On top of it sat a paper cup from "Quick-Stop Coffee." Miller touched the side of the cup; it was ice cold. A small puddle of brown liquid had soaked deep into the wood beneath it. Near the base of the crate, Miller spotted a set of large, muddy footprints leading away from the scene and straight toward the open side window. Outside, a stray cat meowed in the distance, but the street was otherwise empty. Miller checked his watch. The night security guard, Sam, was supposed to check this room every hour on the hour.
PART 1: Question Anatomy
Look at each question below. Is it a Right There (Explicit) question or a Think & Search (Implicit) question? Circle the correct label.
1. What color were the curtains in the warehouse?
RIGHT THERE THINK & SEARCH
2. How long had the coffee likely been sitting on the crate?
RIGHT THERE THINK & SEARCH
3. At what time did Detective Miller enter the room?
RIGHT THERE THINK & SEARCH
PART 2: Evidence Investigation
Answer the Implicit question (#2) from above. Use the Inference Formula. (Find the right clue among the distractions!)
Text Clues (What the book says)
My Schema (What I know)
My Inference
Lesson 1 Master Guide Investigator Master Guide
Session 1: Question Anatomy (Mystery)
Week 1 Day 1
Objective
Students will distinguish between Explicit ("Right There") and Implicit ("Think & Search") questions using a mystery-themed text.
Materials Needed
Question Anatomy Slides
Warehouse Clues Worksheet
Highlighters (Yellow and Blue)
20-Minute Session Flow
0:00-0:03
Hook: The Mystery Bag
Show an empty coffee cup. Ask: "If I tell you this was found at a crime scene and it's 3 AM, what do you wonder?" Introduce 'Explicit' vs 'Implicit'.
0:03-0:08
Direct Instruction (Slides)
Walk through Slides 2-4. Explicit = "Finger pointing." Implicit = "Brain searching." Model 'Slash & Sort' to find the source and the target.
0:08-0:18
Guided Practice (Worksheet)
Read "The Cold Coffee Clue". Teacher Tip: The text has extra info about the weather and dust to distract. Help students focus on the coffee and the time.
0:18-0:20
Debrief
Ask: "Which question was harder to answer? Why?"
SRSD Error Correction
If a student thinks an implicit question is explicit:
"Can you put your finger on the exact sentence that says 'The coffee was there for two hours'? No? Then the answer is hidden. That makes it Implicit."
Lesson 1 Answer Key Lesson 1 Answer Key
Teacher Use Only
Part 1: Question Anatomy
1. What color were the curtains? RIGHT THERE (Explicit)
2. How long coffee sitting? THINK & SEARCH (Implicit)
3. At what time did he enter? RIGHT THERE (Explicit)
Part 2: The Formula (Implicit #2)
Text Clues: "Miller touched the side of the cup; it was ice cold." / "A small puddle... had soaked deep into the wood." / "Guard checks every hour."
Schema: Hot coffee takes a long time (30-60 mins) to get "ice cold." For liquid to soak "deep" into wood, it usually sits for a long time.
Inference: The coffee has been sitting there for at least an hour, likely since the thief arrived shortly after the guard's last 2 AM check.
Inference Formula Slides Lesson 2
The Inference
Formula
Solving the mystery of what the text doesn't say.
The Secret Ingredient
An inference isn't a guess. It's math for your brain.
TEXT CLUES
What the author wrote.
SCHEMA
What you already know.
Inference
"The truth between the lines."
Formula in Action
"Sarah arrived at the field with grass-stained knees and a leather glove tucked under her arm. Her jersey was soaked with sweat."
Text Evidence
"Leather glove" and "jersey soaked with sweat."
Schema
Gloves and jerseys are used for sports like baseball.
Inference
Sarah just finished a baseball game or practice.
Wild Guess vs. Inference
Wild Guess
"Sarah is sad because she lost."
No evidence in the text!
Inference
"Sarah was playing baseball."
Proven by Text + Schema!
Your Turn
Use the formula on your worksheet. Don't let a single clue escape your investigation!
Start Training
Inference Lab Worksheet The Inference Lab
Experiment #2: Formula Practice (Mystery)
Target: Distractor Sifting
Investigator:
Date:
1
The Missing Jersey
"Alex opened his locker and his jaw dropped. The hallway was noisy with students rushing to class, and the air smelled like floor cleaner and old gym socks. The empty hook where his game-day jersey usually hung stared back at him. Alex checked his watch; he was almost late for the bus. He looked down and saw a trail of bright orange, sandy dirt leading from the base of his locker toward the back door of the gym—the exact same color as the construction site next to the school parking lot. Outside, a bulldozer roared to life, but Alex was too stunned to move."
Important Evidence (I)
My Schema
Inference: Where did the jersey likely go?
2
The Silent Coach
"Coach Robinson sat on the wooden bench with his arms tightly crossed. The scoreboard in the gym was glowing bright red, showing only two minutes left in the game. A water bottle sat half-empty near the Coach's feet, and his clipboard was covered in messy scribbles. He wasn't yelling instructions like he normally did. Instead, he kept rubbing his temples with his fingers and let out a long, heavy sigh every time the other team made another basket. A group of cheerleaders was chanting loudly in the distance, but the Coach didn't even blink."
Important Evidence (I)
My Schema
Inference: How is Coach Robinson feeling?
Investigator Skill Check
Did you ignore the "noisy hallway" and "half-empty water bottle"? Why are those details distractors?
Lesson 2 Master Guide Investigator Master Guide
Session 2: The Inference Formula (Mystery)
Week 1 Day 2
Objective
Students will apply the Inference Formula (Text Evidence + Schema = Inference ) to solve mini-mysteries while ignoring irrelevant details.
Materials Needed
Inference Formula Slides
Inference Lab Worksheet (v2)
20-Minute Session Flow
0:00-0:03
Review
Quickly recap Explicit vs. Implicit. "Today we solve the Implicit ones using math for your brain."
0:03-0:08
Modeling (Slides)
Use Slide 3 (Sarah's Baseball Practice). Explicitly show how the stains and glove are the "pass" (evidence) and the sport is the "score" (inference).
0:08-0:18
Guided Practice (Worksheet)
Read "The Missing Jersey" and "The Silent Coach". Have students cross out details that don't help solve the mystery (e.g., Alex's jaw dropping) before writing the evidence.
Investigator Talk
"The author told us Alex's jaw dropped. Does that tell us WHERE the jersey is? No, it just tells us he's surprised. That's a 'distractor clue'. Let's find the 'evidence clue' instead."
Lesson 2 Answer Key Lesson 2 Answer Key
Teacher Use Only
Scenario 1: The Missing Jersey
Text Evidence: "Trail of orange dirt leading toward the back door of the gym—the same color as the construction site next to the school."
Schema: Construction sites often have distinct colored dirt. If the trail leads from the locker to the back door, someone with that dirt on them likely took the jersey out that way.
Inference: The jersey was likely taken by someone from the construction site or someone who had been there.
Distractors students should ignore: "jaw dropped," "empty hook," "game-day jersey."
Scenario 2: The Silent Coach
Text Evidence: "Rubbing his temples," "let out a long, heavy sigh as the other team made another basket," "arms tightly crossed."
Schema: Rubbing temples usually means a headache or high stress. Sighing while the other team scores means you are unhappy with the game's progress.
Inference: Coach Robinson is feeling stressed, frustrated, or defeated.
Distractors students should ignore: "sat on the bench," "wasn't yelling instructions," "glancing at the scoreboard."
Clue Hunting Slides Lesson 3
Clue Hunting
Annotations
Leaving your mark on the evidence trail.
Why Annotate?
Reading a mystery without a pencil is like trying to catch a thief without a net.
It forces you to slow down and look for clues.
It holds your evidence in place so you don't forget it.
It makes answering questions 10x faster.
Active Investigation
"Your pencil is your magnifying glass."
The Marking System
C
Circle the CLUE
"The hard evidence on the page."
?
Label the WHY
"Write your schema in the margin."
Live Example:
"The door creaked as Sarah entered. She noticed a muddy footprint near the safe."
Someone was here!
Let's Hunt Together
"Marcus checked his bag. His lucky baseball was gone. In its place was a sticky gum wrapper and a small, silver whistle."
1. Identify Clues
What should we circle?
2. Use Schema
Who carries a whistle?
Pencil Down,
Eyes Sharp
Ready to mark the trail? Your next case file is waiting.
Begin Investigation
Clue Hunting Practice Worksheet Field Annotation Notes
Case Log: Multi-Evidence Training
Target: 2x Practice
Investigator:
Date:
1
The Missing Playbook
Evidence Exhibit A
Coach Henderson checked his desk drawer for the tenth time. The neon-blue playbook was gone. He noticed a single piece of dried grass on the rug near the desk. Just then, Leo, the team’s center, walked into the office. Leo was still wearing his heavy outdoor boots, and his jeans were damp at the ankles. He was breathing hard and kept looking back toward the muddy practice field. Coach Henderson noticed a flash of neon-blue sticking out of Leo's backpack.
Investigator Labels
Inference: Where did Leo likely come from right before entering the office?
2
The Dugout Shadow
Evidence Exhibit B
Sarah walked into the dugout after the game and found her equipment bag open. Her lucky batting gloves were gone. On the bench next to her bag was a sticky lollipop stick and a small, silver whistle with the school logo on it. Sarah remembered seeing Coach's young son, Tommy, sitting on that bench earlier, blowing on his toy whistle and eating a treat while he watched the game. Sarah looked toward the playground and saw Tommy running with something neon-pink in his hands.
Investigator Labels
Inference: Who took Sarah's gloves, and how do you know?
Lesson 3 Master Guide Investigator Master Guide
Session 3: Clue Hunting Annotations (Mystery)
Week 2 Day 1
Objective
Students will use the C / ? system to annotate text evidence and schema in longer mystery passages with distractor details.
Strategy
C = Circle Clue? = Label Schema in Margin
20-Minute Session Flow
0:00-0:03
Flash Hook
Show a highlighter. "Is a highlighter enough? No, we need to talk back to the text. We need symbols."
0:03-0:08
Direct Instruction (Slides)
Show Slide 3. Model "The Missing Playbook". Circle the neon-blue flash (C) and write "Leo has it!" (?) in the margin.
0:08-0:18
Guided Practice (2 Scenarios)
Students annotate Scenario 1 (Playbook) and Scenario 2 (Batting Gloves). Remind them to sift past the weather/extra objects.
Annotation Check
"If you circle EVERYTHING, you haven't found the clues. You've just made the page messy. Only circle the 'Pass' that leads to the 'Goal'."
Lesson 3 Answer Key Lesson 3 Answer Key
Teacher Use Only
Investigation 1: The Missing Playbook
Circle (C): "flash of neon-blue sticking out of Leo's backpack," "dried grass on the rug," "Leo's jeans were damp at the ankles."
Label (?): "Leo was on the wet field" / "He has the playbook."
Inference: Leo took the playbook and was hiding it on the practice field.
Investigation 2: The Dugout Shadow
Circle (C): "sticky lollipop stick," "small, silver whistle with the school logo," "Tommy running with something neon-pink."
Label (?): "Tommy was on the bench" / "Tommy has Sarah's gloves."
Inference: Tommy (Coach's son) took Sarah's batting gloves while playing in the dugout.
Closing the Case Slides Lesson 4
Closing the
Case
Using the TID strategy to write official reports.
Building the Case
A Master Investigator doesn't just find a clue. They build a bridge from that clue to the answer.
Important Evidence
I found a muddy footprint near the safe.
Detailed Examination
"This proves someone was there recently because the mud is still wet."
The TID Strategy
T
TOPIC
State your answer clearly.
I
IMPORTANT EVIDENCE
Cite the specific clues from the text.
D
DETAILED EXAMINATION
Explain how the clues prove your topic.
Case Report Example
Leo likely took the playbook. The text says there was "a flash of neon-blue sticking out of Leo's backpack." Since the playbook was neon-blue, his backpack contains the stolen item.
TOPIC
EVIDENCE
EXAMINATION
Double Report
Head to your Case Closing Reports. You have TWO investigations to finish today. Use TID for both!
Start Reporting
Case Closing Report Worksheet Case Closing Report
SRSD TID Strategy Practice
Target: 2x Practice
Investigator:
Date:
1
The Shadow in the Hall
"Principal Higgins noticed that the giant 'Championship Spirit' banner was gone from the wall. The cafeteria smelled like floor wax and fresh paint. He spotted a thin trail of white gym chalk leading from the cafeteria toward the equipment room. Inside the room, he found a pair of silver basketball shoes, size 12, resting on a pile of blue mats. Earlier that day, the school's star player, 6-foot-4-inch Big Mike, had complained loudly that he couldn't find his extra-large silver game shoes. He had looked everywhere, including the lockers and the parking lot."
Prompt: Who likely moved the banner?
T (Topic - Your Answer)
I (Important Evidence - Clues)
D (Detailed Examination - Why?)
2
The Wet Cleat Mystery
"The locker room was empty except for Marcus, who was leaning against his metal locker and staring at the floor. His baseball pants were soaking wet from the knees down, and there were bright green grass stains on his white jersey. Outside, the baseball field was a muddy mess from the afternoon rainstorm. Marcus looked at his teammates celebrating their victory near the bus, but he didn't join in. He just kept rubbing his right shoulder and wincing, while a half-eaten sandwich sat untouched on the bench beside him."
Prompt: Why is Marcus not celebrating with his team?
T
I
D
Lesson 4 Master Guide Investigator Master Guide
Session 4: Closing the Case (Mystery)
Week 2 Day 2
Objective
Students will draft evidence-based responses using the T-I-D strategy (Topic, Important Evidence, Detailed Examination).
SRSD Strategy
T = Topic (Answer)I = Important Evidence (Clue)D = Detailed Examination (Why)
20-Minute Session Flow
0:00-0:03
The "Final Report"
"Detectives don't just find clues; they write reports. If the report is weak, the culprit goes free. We need TIDE to make our reports strong."
0:03-0:08
Direct Instruction (Slides)
Model the "Leo and the Playbook" example using T-I-D. Emphasize that 'D' is where we use our schema to connect the 'I' back to the 'T'.
0:08-0:18
Guided Practice (Worksheet)
Students solve two cases: "The Shadow in the Hall" and "The Wet Cleat". Assist them in sifting through distractors (e.g., shoe size vs. locker number).
Check for 'D'
"You gave me the evidence, but you didn't EXAMINE it. WHY does the size 12 shoe mean it was Big Mike? Connect that dot for me."
Lesson 4 Answer Key Lesson 4 Answer Key
Teacher Use Only
Case 1: The Shadow in the Hall
T: Big Mike moved the banner.
I: "found a pair of silver basketball shoes, size 12," "Big Mike complained he couldn't find his extra-large silver shoes."
D: Big Mike is 6-foot-4 and wears extra-large size 12 shoes. Since those shoes were in the room with the banner trail, he is the most likely suspect who was there.
Case 2: The Wet Cleat Mystery
T: Marcus is injured or in pain.
I: "kept rubbing his right shoulder and wincing," "didn't join in" the celebration.
D: Rubbing a shoulder and wincing usually means something hurts. If he is in pain, he wouldn't want to jump around and celebrate, even if his team won.
Distractors to ignore: "pants soaking wet," "grass stains on jersey" (these just prove he played in the rain, not why he isn't celebrating).
Scouting for Details Slides Phase 2: Sports
Scouting for
Details
Mastering the difference between reading stats and reading players.
The Scout's Eyes
Scanning
"Hunting for explicit facts."
Numbers, names, and dates.
Scouting
"Hunting for implicit meaning."
Feelings, traits, and predictions.
The Report Anatomy
Official File
Player Name
Marcus "The Wall" Stone
Field Notes
"Marcus arrived 30 minutes before the rest of the team. He was seen re-tying his cleats three times until they were perfectly tight."
Scan it (Explicit)
What is the player's nickname?
Scout it (Implicit)
What do Marcus's actions tell you about his personality?
Scout's Decision
?
"How many home runs did he hit?"
SCANNING
?
"Is this player a team leader?"
SCOUTING
Draft Your
Report
Head to the Scouting Lab. It's time to find the hidden truth about our top draft picks.
Play Ball!
Scouting Lab Worksheet Official Scouting Lab
Prospect Evaluation: Double Training
Target: 2x Practice
Scout:
Date:
Prospect #42: Jax "The Jet" Thompson
"Jax arrived at the field before the gates even opened. While other players were joking around, Jax was on the third base line, practicing his sliding technique until his uniform was caked in red clay. Even when winning by 10 runs, he stayed near the railing, studying the opposing pitcher's every move."
Scan Task (Explicit)
What was Jax's uniform covered in?
Scout Task (Implicit)
What is Jax's attitude toward the game?
Prospect #18: Leo "The Anchor" Valez
"Leo sat at the very end of the bench with his arms folded across his chest. He didn't look at the field; instead, he kept his eyes on his coach's clipboard. When the coach called for a substitute, Leo didn't grab his glove right away. He stood up slowly and let out a long, heavy sigh before walking toward the field with his head down."
Scan Task (Explicit)
Where was Leo sitting?
Scout Task (Implicit)
How is Leo likely feeling about the game?
Summary Report (TIDE Prep)
Compare these two players. Which one would you want on your team? Give ONE piece of Important Evidence from the reports to support your choice.
Lesson 5 Master Guide Investigator Master Guide
Session 5: Scouting for Details (Sports Phase)
Week 3 Day 1
Objective
Students will transition from "Detective" to "Scout," distinguishing between Scanning for facts and Scouting for character traits.
Strategy Link
Scanning = Explicit (Point to it)
20-Minute Session Flow
0:00-0:03
Phase Shift Hook
"We aren't just solving crimes anymore. We are scouting players. A scout has to see what the scoreboard doesn't show."
0:03-0:08
Direct Instruction (Slides)
Model the difference between "Jax's batting average" (fact) and "Jax's focus" (trait). Show how authors use deeds to show traits.
0:08-0:18
Guided Practice (2x Reports)
Students analyze Jax and Leo. Watch Out: Students often choose "Leo sat on the bench" as an inference. Remind them that's a fact (Explicit).
Investigator Check
"Is 'He sighed' a fact or a feeling? It's a fact! What does that sigh SCOUT for us? That's the inference."
Lesson 5 Answer Key Lesson 5 Answer Key
Teacher Use Only
Prospect 1: Jax "The Jet" Thompson
Scanning (Explicit): Red clay.
Scouting (Implicit): Dedicated, hardworking, or highly focused.
Distractors ignored: "gates even opened," "shouting encouragement," "small spiral notebook."
Prospect 2: Leo "The Anchor" Valez
Scanning (Explicit): End of the bench.
Scouting (Implicit): Discouraged, unhappy, bored, or disengaged.
Distractors ignored: "arms folded," "substitute," "head down."
Summary Evaluation (TIDE Prep)
"I would draft Jax because he is more hardworking. The evidence says he was 'practicing his sliding technique' before the gates opened, which shows he puts in more effort than other players."
Evidence Assist Slides The Assist
The Evidence
Assist
Connecting the perfect clue to the winning inference.
What is an Assist?
In basketball, an assist is a pass that leads directly to a basket.
In reading, EVIDENCE is the pass that leads directly to your INFERENCE.
No Evidence = No Inference
"Don't take a shot in the dark."
Play-by-Play Clues
"Thompson grabbed the rebound and took off like a lightning bolt. He didn't even look at his teammates. He drove straight into three defenders, his eyes locked on the rim, and forced a wild shot that bounced off the side of the backboard."
The Inference
Thompson was being a "ball hog" or playing selfishly.
The Assists (Evidence)
"Didn't look at his teammates"
"Eyes locked on the rim"
"Forced a wild shot"
Strong vs. Weak Assists
Inference: The team is tired.
Weak Assist
"The game has been going for a long time."
This is just a fact, not a clue about the players.
Strong Assist
"Three players have their hands on their knees and are breathing heavily."
This directly proves they are exhausted!
Court is
Open
Get your Evidence Assist Worksheet ready. Time to make the perfect pass.
Tip Off!
Evidence Assist Worksheet Evidence Assist Log
Basketball Division: 2x Practice
Lesson 6
Investigator:
Date:
Live Play-by-Play A
The Final Buzzer
"With only ten seconds left, Malik brought the ball up the court, but his hands were shaking so hard the ball almost slipped away. He saw his rival, Jackson, smearing a grin across his face. Malik pulled the ball back, grit his teeth, and drove toward the basket into a wall of three defenders."
Inference: Malik is feeling nervous.
The Assist (Evidence):
Inference: Malik chose to drive because he was angry at Jackson.
The Assist (Evidence):
Live Play-by-Play B
The Sideline Signal
"Coach Miller stood up and began waving her arms wildly toward the referee. She looked down at her clipboard and threw it onto the floor. When the referee didn't blow the whistle, Coach Miller turned around and started pacing back and forth, rubbing her face with her hands."
Inference: Coach Miller is frustrated with the referee's decision.
The Assist (Evidence):
Inference: Coach Miller was trying to get the referee's attention.
The Assist (Evidence):
The Detailed Examination (DE)
Choose one "Assist" from above. Examine it. Why does that evidence prove the inference? Use your schema.
Lesson 6 Master Guide Investigator Master Guide
Session 6: The Evidence Assist (Sports Phase)
Week 3 Day 2
Objective
Students will identify specific text evidence (the "Assist") to support provided inferences and practice Detailed Examination (D) .
The Assist
"Evidence is the pass that leads to the scoring inference."
20-Minute Session Flow
0:00-0:03
Basketball Metaphor
"If I score a basket but no one passed me the ball, did I have an assist? No. An inference without evidence is a shot in the dark."
0:03-0:08
Direct Instruction (Slides)
Walk through Slides 3-4. Compare strong vs. weak evidence. A weak assist is just a random fact. A strong assist PROVES the inference.
0:08-0:18
Guided Practice (2x Scenarios)
Students find 'Assists' for Malik and Coach Miller. Remind them to skip over the details about the quiet gym or the clipboard color.
Check for Connection
"You said Malik is nervous because the count is 3-2. Is a 3-2 count a CLUE or a FACT about the game? Let's find a clue about MALIK himself."
Lesson 6 Answer Key Lesson 6 Answer Key
Teacher Use Only
Scenario 1: Malik (Nervous/Angry)
Inference 1: Nervous. Assist: "hands were shaking so hard the ball almost slipped away."
Inference 2: Angry at Jackson. Assist: "grit his teeth, and drove toward the basket" after seeing Jackson's grin.
Distractors to ignore: "ten seconds left," "wall of three defenders."
Scenario 2: Coach Miller (Frustrated/Attention)
Inference 1: Frustrated. Assist: "threw it [clipboard] onto the floor" or "rubbing her face with her hands."
Inference 2: Getting attention. Assist: "waving her arms wildly toward the referee."
Distractors to ignore: "didn't blow the whistle," "pacing back and forth."
Detailed Examination (D) Sample
"I chose the shaking hands. This proves Malik is nervous because when people are very anxious or scared, their body often shakes, making it hard to hold onto things like a basketball."
Double Play Slides Lesson 7
Double Play
Matchup
One inference, two assists. Making your case unshakeable.
The Double Play
In baseball, a double play is getting two outs at once. It’s a total game-changer.
In reading, a "Double Play" is using TWO pieces of evidence to support ONE inference.
1
2
Unshakeable Evidence
"One clue is a hint. Two clues is a fact."
Stronger Defense
The Inference
The pitcher is losing his focus.
Assist #1
He has thrown three balls in a row far outside the strike zone.
Assist #2
He keeps staring at the noisy crowd instead of his catcher.
Identify the Duo
"Jenny tightened her grip on the bat until her knuckles turned white. She took a deep breath, closed her eyes for a split second, and stepped into the box with a determined scowl on her face."
Inference: Jenny is nervous but focused.
Knuckles turned white
Deep breath
Clean Up
Hitter
It's time to step up to the plate. Find your double-play evidence on the scorecard.
Batter Up!
Double Play Matchup Worksheet Double Play Matchup
Baseball Division: 2x Practice
Lesson 7
Investigator:
Date:
2x
Find TWO separate assists (pieces of evidence) for each scenario below.
Scenario A: The Rookie's Moment
"Ben stood in the on-deck circle. He kept wiping his palms on his pants and jumping up and down to shake the stiffness out of his legs. When the umpire called 'Batter up!', Ben tripped slightly over the edge of the dugout step."
Inference: Ben is feeling a lot of pressure and is nervous.
Evidence Assist #1
Evidence Assist #2
Scenario B: The Comeback Catcher
"Jackson slapped his catcher's mitt and gave a sharp nod to the pitcher. He stood up and pointed to his teammates on the field, shouting encouragement. Even though they were down by three, Jackson was grinning and jogging to his position with a spring in his step."
Inference: Jackson is feeling confident and ready to win.
Evidence Assist #1
Evidence Assist #2
The Detailed Examination (DE)
Choose one scenario. Explain how those two clues work together to prove your answer.
Lesson 7 Master Guide Investigator Master Guide
Session 7: Double Play Matchup (Sports Phase)
Week 4 Day 1
Objective
Students will learn to find multiple pieces of evidence to support a single inference, creating a "Double Play" for their case.
The Strategy
"One clue is a hint. Two clues is a fact."
20-Minute Session Flow
0:00-0:03
Baseball Metaphor
"In baseball, a double play gets two outs at once. In reading, two pieces of evidence make your answer twice as strong."
0:03-0:08
Direct Instruction (Slides)
Walk through Slides 2-3. Show how "shaking hands" PLUS "looking at the ground" creates a stronger case for "nervous" than just one clue alone.
0:08-0:18
Guided Practice (2x Matchups)
Students find two assists for "Ben" and "Jackson". Focus: Sifting through distractors like the "roaring fans" or "catcher's mitt".
Investigator Challenge
"Can you find TWO different passes that led to this goal? If you only have one, the defense (distractor details) might win."
Lesson 7 Answer Key Lesson 7 Answer Key
Teacher Use Only
Scenario A: The Rookie's Moment
Inference: Ben is feeling pressure and nervous.
Double Play (2 Assists): 1. "wiping his palms on his pants" 2. "tripped slightly over the edge of the dugout step."
Distractor to ignore: "jumping up and down" (could just be warming up), "stadium was vibrating."
Scenario B: The Comeback Catcher
Inference: Jackson is feeling confident and ready to win.
Double Play (2 Assists): 1. "Jackson was grinning" 2. "jogging to his position with a spring in his step."
Distractor to ignore: "slapped his catcher's mitt," "down by three."
Detailed Examination (D) Sample
"I chose Scenario A. I know from my schema that sweaty palms and being clumsy (tripping) are physical signs of being extremely nervous. Since Ben shows both, it proves the pressure is getting to him."
Commentary Booth Slides Lesson 8
Commentary
Booth
Using the TID strategy to explain the game.
Analyzing the Game
A Master Investigator acts like a "Color Commentator." You don't just say what happened—you explain why.
The Observation:
"The batter dropped his head and walked slowly."
The TID Examination:
"This shows he is discouraged. Walking with a dropped head usually happens when someone feels they have failed."
The TID Strategy
Topic • Evidence • Examination
The Script (TID)
T
Topic: "The pitcher is losing his confidence."
I
Important Evidence: "He just threw three balls in a row and won't look at his coach."
D
Detailed Examination: "Failing to hit the strike zone and avoiding eye contact are signs of feeling defeated."
Booth Practice
"Marcus adjusted his batting gloves until they were perfectly tight, then lets out a sharp, confident whistle while looking past the outfield fence."
T
Marcus is ready to hit a home run.
I
He is whistling and "looking past the outfield fence."
D
Checking equipment and whistling shows a calm, ready-to-win mindset.
The Mic
Is Hot
Head to the Commentary Booth. You have TWO players to analyze today. Use TID to crush your reporting!
Live in 3... 2... 1...
Commentary Booth Worksheet Commentary Booth Report
SRSD TIDE Strategy Practice
ON AIR
Commentator:
Date:
Live Transcript 1
The High-Stakes Hurl
"Miller wipes sweat from his forehead for the fifth time. He looks at the dugout and gives a small shake of his head toward his coach. His grip on the ball is so tight his fingernails are turning white."
TIDE Commentary Log:
T
I
DE
Live Transcript 2
The Outfield Wall
"The outfielder, Maya, is standing in the grass with her back to the plate. She isn't looking at the batter. Instead, she's staring at the hole in the center-field fence and pulling nervously at the loose stitching on her glove."
TIDE Commentary Log:
T
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DE
Lesson 8 Master Guide Investigator Master Guide
Session 8: Commentary Booth (Sports Phase)
Week 4 Day 2
Objective
Students will use the T-I-D strategy to write sports commentary, moving from simple observations to detailed examinations.
Color Commentary
Explain the WHY behind the highlight.
20-Minute Session Flow
0:00-0:03
Microphone Hook
"The fans saw the pitcher shake his head. They don't know WHY. That's your job. You are the expert in the booth."
0:03-0:08
Direct Instruction (Slides)
Walk through Slides 2-4. Contrast simple 'Play-by-Play' (Explicit) with 'Color Commentary' (T-I-D). Emphasize the 'D' (Detailed Examination).
0:08-0:18
Guided Practice (Worksheet)
Students write T-I-D commentary for Miller and Maya. Challenge: Ensure they use their schema for the 'D' section (e.g., "Sweating 5 times shows he is stressed").
Investigator Feedback
"Your Topic and Evidence are perfect. Now, do a Detailed Examination. Tell the fans EXACTLY how that clue proves your answer. Don't leave them guessing!"
Lesson 8 Answer Key Lesson 8 Answer Key
Teacher Use Only
Investigation 1: The High-Stakes Hurl
T: Miller is feeling extreme pressure and is unsure of his next move.
I: "shake of his head toward his coach," "fingernails are turning white."
D: Grabbing things so hard your nails turn white is a physical reaction to stress. Shaking his head at the coach shows he doesn't agree with the strategy or lacks the confidence to do it.
Distractors to ignore: "wipes sweat... fifth time" (it's hot in baseball), "count is 3-2".
Investigation 2: The Outfield Wall
T: Maya is distracted and worried about her mistake.
I: "back to the plate," "pulling nervously at the loose stitching on her glove."
D: Outfielders should always face the plate. Turning her back means she isn't ready. Nervous habits like picking at glove stitching show her mind is on a past mistake (the hole in the fence) rather than the current pitch.
Distractor to ignore: "standing in the grass."
Dragon Dialogue Slides Phase 3: Dragons
Dialogue and
Deeds
Uncovering a dragon's heart through their words and actions.
Beyond the Scales
Authors rarely tell you exactly what a dragon is feeling. They show you through two things:
DIALOGUE
What they say (and how they say it).
DEEDS
What they actually DO.
The Dragon's Truth
"Words are smoke. Actions are fire."
Dragon Dialogue
"Begone, tiny traveler!" Ignis rumbled, his voice cracking like dry wood. "I have no interest in your shiny trinkets. They only make a mess of my perfectly organized hoard."
The Inference
Ignis is grumpy and values order over wealth.
The Evidence Assist
"Voice cracking" (shows age/grumpiness) and "perfectly organized" (shows he's tidy).
Dragon Deeds
"Cinder watched the village children playing in the snow. She took a deep breath and released a tiny, controlled puff of warmth from her snout—just enough to melt the ice around their frozen well, but not enough to scare them."
What is Cinder like?
Inference: Cinder is kind and careful.
Deed: "Released a tiny, controlled puff" to help without scaring.
Face the
Ancient Ones
Head to your Dragon Deeds Lab. Listen to their words and watch their movements carefully.
Enter the Cave
Dragon Deeds Worksheet Dragon Deeds Lab
Observation Report: 3x Practice
Lesson 9
Investigator:
Date:
Part 1: Flameheart's Words
"The dust on those emeralds is three hundred years old! If you move them, you'll ruin the perfect silence of this cave. Read a story with me or leave me to my peace. The map-makers are always so loud and messy with their heavy boots and bright torches."
Inference: What does Flameheart value most?
Part 2: Frostwing's Actions
"Frostwing landed softly in the square. The village houses were made of wood and straw, which were very dry from the summer sun. Frostwing used her sharp claws to carefully carve a deep trench around the village's burning haystack. Then she beat her massive blue wings to blow the thick smoke away from the houses and toward the open sea."
Inference: What kind of personality does Frostwing have?
Part 3: The Shadow Dragon
"Obsidian hissed at the approaching map-makers, but he didn't attack. The map-makers carried heavy bronze compasses and wore thick fur cloaks. Instead of breathing fire, Obsidian gently placed a heavy silver shield over the glowing crystals in the floor. 'These are not for your greedy eyes,' he rumbled softly, his tail sweeping away the map-makers' footprints from the sand until the floor was perfectly smooth again."
Prompt: Why is Obsidian acting this way? Use TID.
T
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Lesson 9 Master Guide Investigator Master Guide
Session 9: Dialogue and Deeds (Dragon Phase)
Week 5 Day 1
Objective
Students will infer dragon character traits and feelings from Dialogue and Actions , ignoring descriptive distractors.
Strategy
"Words are smoke. Actions are fire."
20-Minute Session Flow
0:00-0:03
Ancient Scroll Hook
"Dragons don't have human faces to show emotions. We have to be experts at listening to what they say and watching what they do."
0:03-0:08
Direct Instruction (Slides)
Walk through Slides 3-4. Show how Ignis's dialogue reveals he's grumpy, even though the author never uses that word.
0:08-0:18
Guided Practice (3 Scenarios)
Students analyze Flameheart, Frostwing, and Obsidian. Focus: Sifting through distractors like the "dusty emeralds" or "glowing crystals".
Check for 'D'
"You found the deed (clue). Now do the Detailed Examination. WHY does carving a trench prove Frostwing is kind? Use your schema about fire and safety."
Lesson 9 Answer Key Lesson 9 Answer Key
Teacher Use Only
Part 1: Flameheart's Words
Inference: Flameheart values peace, quiet, and old things (books/dust) more than money.
Evidence: "ruin the perfect silence," "dust on those emeralds is three hundred years old," "leave me to my peace."
Part 2: Frostwing's Actions
Inference: Frostwing is helpful, protective, and caring toward the village.
Evidence: "carve a deep trench around the village's burning haystack," "beat her wings to blow the smoke away."
Part 3: TIDE Practice (Obsidian)
T: Obsidian is trying to protect the crystals from the map-makers.
I: "placed a heavy silver shield over the glowing crystals," "hissed at the approaching map-makers."
D: Hissing is a warning to stay away. By covering the crystals with a shield, he is physically hiding them so the map-makers can't take them or see them.
Distractor to ignore: "tail sweeping away... footprints" (this just shows he's tidy/stealthy, not why he covered the crystals).
Hidden Hoard Slides Lesson 10
Hidden Hoard
Inferences
Solving the "Why" behind dragon behaviors through cause and effect.
The Dragon's Chain
Everything a dragon does has a reason. Sometimes the author tells you the EFFECT, but hides the CAUSE.
The Question Type:
"Why did the dragon..."
"What caused the..."
CAUSE
EFFECT
Connect the Chain
"Find the spark that lit the flame."
The Smoke Signal
"Suddenly, the ground began to shake. Deep within the mountain, the Great Obsidian Dragon roared—not with anger, but with a high-pitched, wailing sound. Seconds later, a cloud of black smoke puffed from the cave entrance, and a swarm of bats flew out in a panic."
Visible Effect
"Black smoke and panicking bats."
The Hidden Cause?
"The dragon's high-pitched wail."
The Inference
The dragon is in pain or the cave is collapsing.
Schema to the Rescue
"Why is the dragon hovering near the village's tallest tower but not attacking?"
Text Clue
"She is clutching a small, golden shield to her chest."
My Schema
Dragons protect things they value, or things that belong to their hoard.
Inference: The shield is part of her hoard and she is guarding it.
Map the
Connection
Head to your Dragon Cave Scenarios. Every roar has a reason. Every puff of smoke has a source. Find them.
Start Tracking
Dragon Cave Scenarios Worksheet Dragon Cave Scenarios
Cause & Effect: Advanced Practice
Target: 2x Practice
Investigator:
Date:
Scenario 1: Barnaby’s Growl
"Whenever the shadow of a passing cloud hit the mouth of the cave, Barnaby would snap his head up and release a low, vibrating growl. The pile of silver coins beneath him was cool and smooth, and a small spider was crawling across a suit of old armor in the corner. Barnaby didn't move an inch from the coins, but his tail twitched violently back and forth, knocking over a shield. He didn't look at the spider or the armor; his eyes were fixed entirely on the light at the cave’s entrance."
Visible Effect (What happened)
Barnaby growls and his tail twitches when light changes.
Inferred Cause (Why it happened)
Scenario 2: Ash’s Vigil
"Despite the freezing mountain wind howling outside, Ash kept her massive wings folded tightly over the entrance to a small crevice. The rocks around her were covered in thick white frost, and a group of mountain goats climbed past her without her even noticing. She wouldn't fly away to hunt for food, even though her stomach let out a hungry rumble. Every few minutes, she would gently lean her head down and let out a soft, warm breath into the dark hole behind her wings."
Visible Effect (What happened)
Ash won't move to eat and breathes into the crevice.
Inferred Cause (Why it happened)
Investigator Sifting Task
Both scenarios have distractors. Why are the "mountain goats" in Scenario 2 NOT the cause of Ash's behavior? Use the word Schema in your answer.
Lesson 10 Master Guide Investigator Master Guide
Session 10: Hidden Hoard Inferences (Dragon Phase)
Week 5 Day 2
Objective
Students will infer Cause & Effect relationships (The "Why") by connecting text clues to their schema while sifting through distractors.
The Strategy
Connect the Spark (Cause) to the Flame (Effect).
20-Minute Session Flow
0:00-0:03
Observation Hook
"If I see smoke coming from a cave, do I know if the dragon is cooking or if a knight is attacking? We need to look for the tiny clues nearby."
0:03-0:08
Direct Instruction (Slides)
Walk through Slides 3-4. Emphasize using schema (e.g., "I know dragons protect their young") to explain a Cause that isn't written down.
0:08-0:18
Guided Practice (2x Scenarios)
Students analyze Barnaby and Ash. Distractor Check: Help them ignore the "silver coins" or "freezing wind" if they aren't the primary cause.
Cause Check
"You said the wind caused her to stay. But the text says she was hungry and STILL didn't move. Does wind usually stop a giant dragon from eating? Let's look at what she's hiding under her wings."
Lesson 10 Answer Key Lesson 10 Answer Key
Teacher Use Only
Scenario 1: Barnaby
Effect: Barnaby growls and his tail twitches when shadows appear.
Cause: Barnaby is guarding his treasure and thinks the shadows might be an intruder or a threat.
Distractors to ignore: "suit of armor," "silver coins" (the cause is the SHADOW, the coins are just what he's sitting on).
Scenario 2: Ash
Effect: Ash is starving but refuses to move her wings from the crevice.
Cause: She is protecting something very important inside the crevice (like an egg or a hatchling).
Distractors to ignore: "freezing mountain wind," "hungry rumble" (these are effects of her staying, not the cause of her staying).
Final Analysis (TIDE) Sample
"I used scenario 2. I know from my schema that animals will skip meals and ignore cold weather if they are protecting their babies. Since Ash won't leave even though she's hungry, I can examine this and conclude she is a mother dragon protecting her young."
Slaying the Prompt Slides Lesson 11
Slaying the
Prompt
Using TID to conquer the multi-headed questions of dragon lore.
The Multi-Headed Beast
Some questions have more than one "head." If you only answer part of it, the prompt wins.
The Monster Prompt:
"How did the dragon's mood change after the traveler left, AND what evidence supports your conclusion?"
Slash & Sort
"Divide the question. Conquer with TID."
Conquering with TID
T
Topic: Answer BOTH parts of the slashed question.
I
Important Evidence: Use clues for EACH part.
D
Detailed Examination: Connect all dots together.
Slash Training
"Why did the dragon choose to hide the map / and what does this reveal about his true mission?"
Target 1
The "Why"
Target 2
The "Character"
The Scrolls
Are Ready
Head to your Quest Prompt Slaying Log. You have TWO ancient scrolls to analyze. Use Slash & Sort and TID for both!
Begin the Hunt
The Quest Prompt Worksheet Quest Prompt Slaying
Advanced Evaluation: SRSD TID Practice
Target: 2x Practice
Investigator:
Date:
1
The Guardian of the Peak
"For centuries, Zephyr has lived atop the highest peak of the Cloud Mountains, where the snow never melts and the air is thin. The King’s army marched into the valley below with their bright bronze shields and long spears. Zephyr didn't roar or breathe fire. Instead, she began gathering huge, white boulders and placing them in a perfect circle around the village’s only water spring. A few soldiers pointed their spears up at her, but Zephyr remained perfectly still, her eyes fixed not on the army, but on the small group of children huddled near the well. She let out a single, low rumble that sounded more like a purr than a growl."
Prompt: What is Zephyr's true intention / and what evidence suggests she is not a threat?
T
I
D
2
The Dragon’s Choice
"Ember noticed the village sheep wandering toward the edge of the wolf-forest. The sun was setting, and the shepherd was busy fixing a broken wagon wheel near the village gate. Ember didn't let out a roar of hunger, even though she hadn't eaten in two days. Instead, she flew low and slow, using the massive shadow of her wings to nudge the flock back toward their wooden pen. She didn't leave until the shepherd had noticed the sheep and locked the gate tight. She gave a small, sharp nod to the man before flying back to the high cliffs. A small forest wolf watched from the shadows, but it didn't dare approach the sheep."
Prompt: Why did Ember choose to help the flock / and what does this reveal about her character?
T
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Lesson 11 Master Guide Investigator Master Guide
Session 11: Slaying the Prompt (Dragon Phase)
Week 6 Day 1
Objective
Students will use the Slash & Sort technique to break down multi-part implicit questions and answer them fully using T-I-D .
The Strategy
Divide the prompt into "heads." Slay each head one by one.
20-Minute Session Flow
0:00-0:03
The Hydra Metaphor
"Some prompts have two heads. If you only slay one, the other one gets you! We have to find where the question splits."
0:03-0:08
Direct Instruction (Slides)
Show Slide 3. Model the 'Slash' (/) between the two parts of the question. Show how a T-I-D response must address BOTH parts in the 'T' section.
0:08-0:18
Guided Practice (2x Quests)
Students slash and sort prompts for "Zephyr" and "Ember". Challenge: Ensure they don't get distracted by the "white boulders" or "King's army" unless it's the relevant evidence.
Hydra Check
"You answered why she hid the map, but did you answer what it reveals about her character? That's the second head! Go back and finish the job."
Lesson 11 Answer Key Lesson 11 Answer Key
Teacher Use Only
Quest 1: Zephyr (The Guardian)
T: Zephyr's intention is to protect the village's water supply, and her focus on the children proves she is not a threat.
I: "boulders in a perfect circle around the village’s only water spring," "eyes fixed... on the small group of children."
D: By circling the water, she is guarding the most important resource. Fixing her eyes on the children instead of the soldiers suggests a motherly or protective instinct rather than a desire to fight.
Quest 2: Ember (The Choice)
T: Ember helped the sheep to keep them safe from wolves, showing she is a compassionate protector.
I: "using the shadow of her wings to nudge the flock back," "didn't leave until the shepherd had locked the gate."
D: Staying until the gate was locked shows she wanted to make sure the job was finished. Using shadows instead of fire shows she didn't want to hurt the sheep she was saving.
Master Investigator Finale Slides Finale
Master
Investigator
Graduation Day. The TID is rising.
The TID Toolkit
T
Topic
"Name the culprit or the cause."
I
Evidence
"Cite the clues from the text."
D
Examination
"Explain why it all matters."
The Certification
To earn your badge, you must solve three final cases:
Slash & Sort the prompts.
Show your Text + Schema.
The Final
Frontier
Head to your Master Investigator Final Challenge. May your clues be sharp and your TID be strong.
Begin Graduation
Master Investigator Final Challenge Master Investigator Certification
Final Capstone Challenge: 3-Part Investigation
Investigator Candidate:
Case 01
The Silent Whistle
"Detective Lopez found a crumpled-up team roster near the pitcher's mound. The name 'Leo V.' was circled in red ink. On the back, someone had doodled a trophy with a large 'X' through it. There was also a sticky yellow stain on the ground that smelled like lemon-lime sports drink."
Prompt: Why did the suspect likely target the item? Use TIDE.
T
I
DE
Case 02
The Benchwarmer’s Secret
"Sammy sat at the end of the bench with a thick binder. He watched the opposing team’s star player, then scribbled notes and whispered to the assistant coach. By the fourth quarter, the coach was standing right next to Sammy, nodding at everything he wrote."
Prompt: What is Sammy's secret role on the team? Use TIDE.
T
I
DE
Case 03
The Healer's Hoard
"Luna’s cave was filled with dried lavender and honey. She nudged a bowl of spring water toward a wounded wolf and used her tail to form a protective wall across the opening while the animal slept."
Final Slaying: What is Luna's mission / and how do her actions prove she is different?
T
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DE
Lesson 12 Master Guide Investigator Master Guide
Session 12: Master Investigator Finale (Graduation)
Week 6 Day 2
Objective
Students will demonstrate mastery of all skills (Anatomy, Formula, Annotation, Assists, T-I-D) by solving three multi-genre cases.
Materials
Master Investigator Finale Slides
Final Challenge Packet
Investigator Badges (Optional/Reward)
20-Minute Session Flow
0:00-0:03
Review (Slides)
Quickly flip through Slide 2's toolkit. "You've worked for 6 weeks. Today, you graduate."
0:03-0:18
The Final Challenge
Students solve Case 01 (Mystery), 02 (Sports), and 03 (Dragons). Teacher Role: Circulate and remind students to 'Slash the Hydra' in the final prompt.
0:18-0:20
Certification
Celebrate their growth. Collect packets for final review.
Graduation Criteria
1. Did they cross out distractor details?
2. Does the 'D' section explain the 'I' evidence?
3. Did they answer BOTH parts of the final quest?
Lesson 12 Answer Key Lesson 12 Answer Key
Teacher Use Only
Case 01: The Silent Whistle (Mystery)
T: Leo V. took the whistle because he was angry about losing the championship.
I: "Leo V. was circled in bright red ink," "doodled a small picture of a trophy with a large 'X' through it."
D: Drawing an X through a trophy shows a dislike for the prize or the result of the game. Circling a specific name on a roster usually targets that person as the one involved in the incident.
Case 02: The Benchwarmer (Sports)
T: Sammy is acting as a strategic scout for his team.
I: "pointing toward the player’s left foot and whispering to the assistant coach," "coach was standing right next to Sammy, nodding at everything he wrote."
D: Pointing out a specific foot of a rival player suggests he found a weakness. The coach nodding and standing near him proves that Sammy's notes are valuable for winning the game.
Case 03: The Healer’s Hoard (Dragons)
T: Luna’s mission is to heal and protect animals, and her hoard of herbs proves she is peaceful unlike greedy dragons.
I: "filled with bundles of dried lavender and jars of sticky honey," "tail forming a protective wall across the opening."
D: Lavender and honey are used for medicine, not for gathering wealth. Protecting a sleeping animal with her tail instead of eating it shows she values life over power.
Unit Completion Note
Students should have successfully "slashed" the final multi-part prompt in Case 03 to receive full Master Investigator certification.
