Printable Grade 6 Reading: Inference & Text Evidence — a 5-page Grade 6 Reading practice set with 12 problems and an answer key, ready to print from your browser.
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CurriculaMap · Grade 6 · Reading
Build close-reading skills with inference, text evidence, vocabulary in context, and author’s craft questions across informational and fiction passages.
In a city, a row of trees does more than make a sidewalk look inviting. Leaves catch some of the tiny particles carried by traffic, while branches provide shade that keeps pavement from heating as quickly. On a summer afternoon, shaded pavement can be much cooler than nearby asphalt in full sun. That difference matters because hot pavement warms the air around it and can make a neighborhood uncomfortable.
Tree roots also change what happens after a storm. Roots create spaces in the soil where rainwater can soak in instead of rushing across a sidewalk into a drain. The water that stays in the ground can later help the tree grow. During a dry spell, however, young trees may need extra water because their roots have not reached very far.
For these reasons, city planners often choose tree species carefully. A good street tree must tolerate heat, compacted soil, and pollution, but it must also fit beneath wires and beside buildings. Planting a tree is a small action with benefits that can last for decades, as long as people care for it while it becomes established.
What is the central idea of the passage?
What can you infer about why young city trees need extra care? Use evidence from the passage.
In the second paragraph, what does the word “compacted” most nearly mean in context?
How does the author organize the passage to explain the benefits and challenges of city trees?
Nell had watched the lighthouse lamp blink out every evening for three weeks. The old generator coughed, the wires had cracked, and the harbor committee had decided to wait until spring to make repairs. “Boats have GPS now,” Mr. Vale said at the meeting. Nell looked through the window at the fishing boats returning in the fog and thought about how small a screen might seem from far out on dark water.
On Saturday, she carried a toolbox up the lighthouse stairs. She could not fix the generator, but she found a hand-crank lantern in a cabinet marked EMERGENCY. At sunset, Nell climbed to the gallery and turned the crank until her arm ached. The lantern made a narrow circle of light, not bright enough to guide a boat by itself, but bright enough to show that someone was watching.
For six nights, Nell kept the lantern turning. On the seventh night, the harbor committee arrived with new wire, a battery, and three volunteers. Mr. Vale tightened the last connection while Nell held the lantern. When the repaired lamp swept across the fog, a horn sounded from the water. Nell smiled, but she did not put away the hand-crank lantern. She knew a town’s most important tools were sometimes the ones people remembered to use before they were needed.
Why does Nell decide to keep using the hand-crank lantern?
What can you infer about Mr. Vale’s attitude toward the lighthouse at the beginning? Cite one detail.
What does the image of the lamp sweeping across the fog suggest at the end of the passage?
How does the setting of the foggy harbor affect the problem Nell is trying to solve?
Both passages show people responding to a challenge. Compare the response in each passage and support your answer with one detail from each.
Which passage more directly explains a cause-and-effect relationship? Explain how the author makes that relationship clear.
How do the authors use a repeated image — roots in the first passage and light in the second — to develop each passage’s message?
What shared theme can you infer from both passages? State the theme and provide evidence from each text.
For teacher or parent use only. Answers are listed in problem order.
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