6th grade How a part fits a story worksheet

How a part fits a story

Grade 6 Reading Worksheet - Challenge Me

Circle the best answer.

1. Read this first

   The Unfinished Mural (story)

   [1] Milo joined a group painting a mural for the school reading corner. [2] The sketch showed a wide tree, but one large branch stopped near the page’s edge. [3] Milo thought the gap looked strange beside the carefully finished leaves. [4] A classmate explained that the branch would point toward a blank space for student book titles. [5] Milo stepped back and imagined words filling that open space. [6] The group painted the branch without closing the gap. [7] The next day, classmates added titles on small paper leaves. [8] The open space filled with recommendations in many different handwritings. [9] Milo noticed that the branch seemed to welcome each new title. [10] Visitors stopped to read the leaves and suggested more books. [11] The mural was still growing after the paint had dried. [12] Milo left an empty basket of paper leaves below it.

2. 1.

   Pia reads the text. If sentence [2] were removed, what would the reader understand less clearly?

   • The reader would miss how sentence [2] shows the mural is completely filled, leaving no room for student titles.
   • The reader would learn the group ran out of paint.
   • The reader would miss how sentence [2] shows the branch stopping at an empty space and sets up Milo’s concern.
   • The mention of a branch would disappear; the story's meaning would be identical.
3. 2.

   Ren reads the text. If sentence [4] were removed, what would the reader understand less clearly?

   • The reader would learn the titles have already been painted.
   • The reader would miss how sentence [4] confirms the blank space is accidental and must be painted over.
   • The reader would miss how sentence [4] reframes the gap as an invitation rather than an error.
   • The mention of book titles would disappear; the story's meaning would be identical.
4. 3.

   Tala reads the text. If sentence [11] were removed, what would the reader understand less clearly?

   • The reader would miss how sentence [11] ends student participation once the paint has dried.
   • The mention of dry paint would disappear; the story's meaning would be identical.
   • The reader would learn the group repaints the wall.
   • The reader would miss how sentence [11] extends the story beyond the finished painting.
5. 4.

   Zee reads the text. How do [2] and [8] work together? Say which part sets up, which resolves, and what the pair shows about the story’s design.

   • [2] sets up a gap that looks like a mistake; [8] resolves it by filling the gap with titles, so the story turns an apparent flaw into its purpose.
   • [2] sets up a finished branch; [8] resolves it by erasing the branch, so the story removes a mistake.
   • [2] sets up a useful blank space; [8] resolves it as a mistake, so the story is built to reject the titles.
   • [2] sets up a tree drawing; [8] resolves it with more leaves, so the story is built to add decoration.
6. 5.

   Bo reads the text. How do [7] and [12] work together? Say which part sets up, which resolves, and what the pair shows about the story’s design.

   • [7] sets up a finished mural; [12] resolves by removing the leaves, so the story closes the project to ideas.
   • [7] sets up student titles filling the mural; [12] resolves with blank leaves, so the story invites continued participation.
   • [7] sets up book titles on small leaves; [12] resolves with books in the basket, so the story shifts to a book display for visitors.
   • [7] sets up paper leaves; [12] resolves with a basket, so the story is built to list mural supplies.

7. The Clock Garden (story)

   [1] Zee made a schedule for the school garden club’s Saturday planting day. [2] The schedule placed every task before a short break at noon. [3] Zee worried that a pause would leave too much work for the afternoon, especially when the garden beds still needed careful preparation. [4] A classmate noticed that the first group grew tired while carrying water. [5] Zee watched two students stop to rest beside the empty seed trays. [6] Zee moved the break earlier and divided the remaining jobs into smaller parts, so the students could return to one clear task at a time. [7] After the pause, the group returned to the trays with steady attention. [8] They planted the last seeds before the end of the club meeting. [9] Zee checked the clock and found that the new plan finished on time. [10] The classmate asked whether Zee would keep the revised plan next week. [11] Zee wrote a note beside the earlier break on the schedule. [12] The note said that a short rest helped the team finish carefully.

8. 6.

   Tala reads the text. If sentence [3] were removed, what would the reader understand less clearly?

   • The mention of the schedule would disappear; the story's meaning would be identical.
   • The reader would miss how sentence [3] states the belief the later break will test.
   • The reader would learn the club has canceled planting.
   • The reader would miss how sentence [3] shows Zee already welcomes breaks.
9. 7.

   Zee reads the text. If sentence [5] were removed, what would the reader understand less clearly?

   • The mention of seed trays would disappear; the story's meaning would be identical.
   • The reader would learn the students dislike gardening.
   • The reader would miss how sentence [5] makes the cost of nonstop work visible.
   • The reader would miss how sentence [5] suggests no one is tired.
10. 8.

    Bo reads the text. How do [3] and [9] work together? Say which part sets up, which resolves, and what the pair shows about the story’s design.

    • [3] sets up Zee’s worry that a break loses time; [9] resolves it with an on-time finish, so the story tests a concern against a result.
    • [3] sets up a planting time; [9] resolves with a clock check, so the story is built to track time.
    • [3] sets up a schedule worry; [9] resolves with an unfinished meeting, so the story shows the plan failing.
    • [3] sets up a helpful break; [9] resolves with a late finish, so the story warns against resting.
11. 9.

    Esme reads the text. How do [5] and [7] work together? Say which part sets up, which resolves, and what the pair shows about the story’s design.

    • [5] sets up steady work; [7] resolves with less attention, so the story shows the break causing fatigue.
    • [5] sets up fatigue; [7] resolves it with renewed attention after rest, so the story shows the break’s effect.
    • [5] sets up seed trays; [7] resolves with garden work, so the story is built to name tasks.
    • [5] sets up a rest beside the trays; [7] resolves with lost seeds, so the story shows the garden work stopping for the day.
12. 10.

    Jun reads the text. How do [6] and [12] work together? Say which part sets up, which resolves, and what the pair shows about the story’s design.

    • [6] sets up the earlier break; [12] resolves by removing it, so the story returns to the first schedule.
    • [6] sets up an earlier break plan; [12] resolves it with the reason to keep it, so the story explains why the plan should continue.
    • [6] sets up a smaller task list; [12] resolves with no tasks, so the story cancels the planting day.
    • [6] sets up a schedule change; [12] resolves with a note, so the story is built to list planning steps.