Matilda provides many opportunities for readers to make inferences about what they are reading. More often than not, these inferences are confirmed later on in the text. In this activity, students will be able to monitor their thinking while they read – paying close attention to the interpretations, or inferences, they are making and understanding how that helps readers comprehend the text.
Here are some examples:The first example is from Mr. Wormwood: " 'Listen boy,' he said, addressing the son and ignoring Matilda, 'seeing as you'll be going into this business with me one day, you've got to know how to add up the profits you make at the end of each day.' "
It can be inferred that Matilda, being as bright as she is, will be able to compute the problem faster than her older brother.
The second example is from Miss Honey: " 'And you must remember that this aunt of mine is a much respected figure in the community. She has a lot of influence.' 'Who is she?' Matilda asked.”
It can be inferred that the cruel person she is referring to has to be none other than Miss Trunchbull.
Last, towards the end of the novel Matilda states, "I've been thinking about it all the way back from your cottage and I believe I've got just a tiny bit of an idea."
It can be inferred that Matilda is going to develop a plan to help Miss Honey escape from Miss Trunchbull once and for all.
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Student Instructions
Create a storyboard illustrating inferences about Matilda with examples from the text.
Choose engaging picture books with clear illustrations and subtle clues. Read aloud and pause to ask students what they think is happening, guiding them to look for details that aren't stated directly.
Pause while reading a story to verbalize your thinking process. Share how you use clues from the text and pictures to draw conclusions, making your inference process transparent for students.
Work with students to list types of clues (like dialogue, actions, or setting) that help them make inferences. Display the chart in your classroom as a visual reminder during reading activities.
Pair or group students to discuss and record their inferences using short text excerpts. Encourage them to support their ideas with evidence from the story, fostering teamwork and critical thinking.
At the end of a lesson, ask students to write one inference they made and the clue that led them there. Quickly review these responses to check for understanding and plan next steps.
Making inferences means using clues from the story and your own knowledge to figure out what is not directly stated. In Matilda, readers often guess characters' feelings or motives based on their words and actions, helping deepen understanding of the text.
To teach inference skills, have students identify quotes from Matilda where something is implied but not stated, discuss what they think is happening, and explain their reasoning. Using a graphic organizer like a spider map helps visualize their thoughts and evidence.
Examples include inferring Matilda's intelligence when she solves problems quickly, guessing the identity of Miss Honey's cruel relative as Miss Trunchbull, or predicting Matilda's plan to help Miss Honey based on her statements. These moments encourage students to read between the lines.
Making inferences allows students to connect with characters and events, leading to deeper comprehension. In Matilda, many key details are implied, so inference helps readers fully understand the plot and character motivations.
A simple activity is to have students create a storyboard or spider map with three quotes from Matilda. For each quote, they write their inference and illustrate the scene, then share and discuss their ideas with the class.