Context Clues & Inferencing
Jordan was skeptical about the rumor spreading around the school.
What does skeptical mean?
Doubtful; not easily convinced.
A student rushing into class just as the bell rings.
Task: Create a complete sentence.
“The student ran into the classroom right as the bell rang.”
Cause: He stayed up too late finishing his project.
Effect?
He was exhausted the next morning.
Task: Read a short sentence aloud at a steady rate.
Prompt: “The movie starts at seven, so we need to leave soon.”
Student maintains clear articulation and controlled pacing.
After the argument, the room felt tense, and no one spoke for several minutes.
What can you infer?
People felt uncomfortable or upset.
A teen volunteering at an animal shelter.
Task: Use a complex sentence (with “because,” “although,” “when,” etc.)
Although she was tired after school, she still volunteered at the animal shelter.
Cause: The internet connection kept dropping during her presentation.
Effect?
Her presentation was disrupted or she couldn’t finish smoothly.
Task: Explain in one clear sentence what you did this morning, keeping a natural—not rushed—rate.
Goal: Appropriate speech rate during connected speech.
The teacher’s instructions were ambiguous, leaving several students confused.
What does ambiguous mean using context?
Unclear; able to be understood in more than one way.
A group collaborating on a science project.
Task: Produce a compound sentence.
The group worked on the science project, and they finished just before the deadline.
Cause: The coach noticed the team lacked communication.
Effect?
The coach scheduled extra practice or team-building exercises
Prompt: “Yesterday, the students collaborated on the biology experiment.”
Task: Read or repeat the sentence clearly. If there’s a slip, repair it with good articulation.
Goal: Self-monitoring and intelligibility.
Despite the setback, Mia remained resilient and kept practicing.
What can you infer about Mia?
She bounces back and doesn’t give up.
A teenager practicing guitar on stage.
Task: Produce a sentence using an adjective clause (who/that/which).
The teenager, who had practiced for months, finally performed on stage.
Cause: Maya ignored the warning signs on the hiking trail.
Effect?
She got lost or ran into danger.
Task: Describe a picture or short scenario (e.g., “A student giving a class presentation”) using 2–3 connected sentences with clear articulation and steady pacing.
Goal: Connected speech intelligibility.
The villain’s plan was so elaborate that it took the detectives hours to understand it.
What does elaborate mean using context?
Very detailed or complicated.
Someone studying with multiple books, notes, and a laptop.
Task: Produce a sentence using advanced structure (introductory phrase or participial phrase).
Introductory phrase: short group of words at beginning of sentence. Ex: Before school, I grabbed breakfast.
Participial phrase: starts with a verb ending in -ing or -ed. Ex: Covered in paint, the dog looked guilty (describes the dog)
Surrounded by textbooks and notes, the student prepared for the final exam.
Cause: The school implemented a stricter phone policy to reduce distractions.
Effect?
Students focused more, or fewer disruptions occurred.
Task: Explain how to do something (e.g., “how to study for a test” or “how to make a sandwich”) in 4–5 connected sentences while maintaining clarity, articulation, and a controlled rate.
Goal: High-level connected speech at 90% intelligibility.