How a part fits a story

Grade 6 Reading Worksheet - Building Confidence

Circle the best answer.

1. Read this first

   The Missing Label (story)

   [1] Noah helped arrange seed jars for the school garden display on Friday afternoon. [2] One clear jar lacked a label, though the other containers identified their seeds and described the plants that might grow. [3] Noah put the jar near the front so the missing name would be easy to notice. [4] A visitor asked whether those small brown seeds needed sun or shade. [5] Noah could not answer because several kinds of seeds looked alike, especially after they had been stored inside similar glass containers. [6] Noah checked the club notebook and found a sketch of the jar with its name. [7] The sketch showed that the seeds belonged to a climbing bean plant. [8] Noah wrote a new label and added a short note about sunlight. [9] The visitor read the note and chose a place for a future garden bed. [10] Later, Noah checked every other jar against the notebook. [11] The display now gave visitors the details they needed instead of only pretty rows. [12] Noah taped the notebook sketch beside the jars before the fair opened.

2. 1.

   Ari reads the text. What job does sentence [2] do in the whole story?

   • It merely mentions a clear jar.
   • It solves the visitor’s question about the seeds at once.
   • It suggests Noah forgot the jars.
   • It sets up a problem visitors cannot solve by looking.
3. 2.

   Bo reads the text. What job does sentence [5] do in the whole story?

   • It shows why the missing label matters.
   • It suggests the visitor knows the seeds.
   • It merely mentions brown seeds.
   • It shows the label was not needed.
4. 3.

   Kira reads the text. How do sentences [4] and [9] work together?

   • Together they suggest the visitor plants seeds that day.
   • The first asks a question that the visitor’s later choice answers.
   • Both merely list a visitor.
   • The first makes the ending unrelated to the question.
5. 4.

   Luz reads the text. How do sentences [5] and [11] work together?

   • Both merely list seed names.
   • The first shows an early limit that the final display overcomes.
   • Together they suggest Noah replaces all the jars.
   • The first shows that the display remained confusing after the final check.

6. The Folded Map (story)

   [1] Pia drew a map for classmates visiting the school art room. [2] The first version showed the stairs and the main hallway only, because Pia had followed the most familiar route during the first afternoon. [3] Pia folded the map and left it near the front desk. [4] A classmate using a rolling cart asked how to reach the room without the stairs. [5] Pia looked at the map and realized that one useful route was missing. [6] Together they walked past the library to find the wide ramp, checking whether each hallway had enough space for the rolling cart. [7] Pia drew that route in green beside the first route. [8] The new line crossed a quiet courtyard before reaching the art room. [9] The classmate followed the green line with the cart and reached the door. [10] Pia asked another student to test both routes on the map. [11] Both students arrived at the room by following different paths, which helped Pia confirm that each marked line was understandable. [12] Pia placed the revised map at the desk for the next group.

7. 5.

   Esme reads the text. What job does sentence [2] do in the whole story?

   • It gives visitors a complete route through the main hallway.
   • It suggests Pia refuses to change the map.
   • It plants the limitation the next visitor will expose.
   • It merely mentions stairs.
8. 6.

   Jun reads the text. What job does sentence [5] do in the whole story?

   • It ends the route problem without a change to the map.
   • It merely mentions the map.
   • It turns a visitor’s question into a revision.
   • It suggests the art room moves.
9. 7.

   Kira reads the text. What job does sentence [11] do in the whole story?

   • It shows that the green route fails when the students use it.
   • It suggests the courtyard has closed.
   • It merely mentions students.
   • It tests whether the revised map serves both needs.
10. 8.

    Luz reads the text. How do sentences [2] and [7] work together?

    • The first sets up a limit that the later route repairs.
    • The first shows a good route being removed.
    • Both merely list map lines.
    • Together they suggest the desk has no maps.
11. 9.

    Milo reads the text. How do sentences [4] and [9] work together?

    • Together they suggest the cart breaks.
    • Both merely list a rolling cart.
    • The first leaves the request unanswered.
    • The first states a request that the later arrival answers.
12. 10.

    Noah reads the text. How do sentences [5] and [12] work together?

    • Together they suggest the visitors skip art.
    • The first shows a realization that the revised map puts into practice.
    • The first shows Pia ignoring the earlier insight.
    • Both merely list a map.