Summarize a story without opinions
Grade 6 Reading Worksheet - Building Confidence
Circle the best answer.
Read this first
The Class Flag (story)
[1] Pia’s class planned a flag for a school hallway display about favorite local places, which would help visitors recognize places near the school. [2] Pia drew a tall tree in the center because many classmates liked the park. [3] Several classmates wanted the library and the footbridge included as well. [4] Pia divided the paper into three wide sections and made a new drawing. [5] When blue paint ran low, the group mixed a lighter shade for the bridge, since the original color would not cover the bridge section. [6] Pia tested the color on scrap paper before adding it to the flag. [7] The group painted each section and left the flag flat to dry. [8] A corner curled while the paint dried, so Pia placed a book beside it. [9] The next morning, the flag lay flat and the colors were bright. [10] Pia and the classmates carried it carefully to the display board, taking care not to bend the still delicate paper. [11] Students stopped to name the places shown in the three sections. [12] Pia pinned a small caption under the flag explaining the group’s choices.
Event-and-response strip: 1. Classmates requested more places → Pia redrew the flag in three sections | 2. Blue paint ran low → Pia tested a lighter mix before painting | 3. A corner curled → Pia held it flat and later displayed the flag
Marked focus event: Classmates requested more places → ?Ari reads The Class Flag and its strip. Which objective summary covers the whole story?
- Pia placed a book beside one curling corner of a painted flag.
- Pia displayed a flag, then asked classmates which places should appear on it.
- Pia made the most beautiful flag the school had ever seen.
- Pia revised a class flag to include three local places, solved paint and drying problems, and displayed it with a caption.
The Class Flag (story)
[1] Pia’s class planned a flag for a school hallway display about favorite local places, which would help visitors recognize places near the school. [2] Pia drew a tall tree in the center because many classmates liked the park. [3] Several classmates wanted the library and the footbridge included as well. [4] Pia divided the paper into three wide sections and made a new drawing. [5] When blue paint ran low, the group mixed a lighter shade for the bridge, since the original color would not cover the bridge section. [6] Pia tested the color on scrap paper before adding it to the flag. [7] The group painted each section and left the flag flat to dry. [8] A corner curled while the paint dried, so Pia placed a book beside it. [9] The next morning, the flag lay flat and the colors were bright. [10] Pia and the classmates carried it carefully to the display board, taking care not to bend the still delicate paper. [11] Students stopped to name the places shown in the three sections. [12] Pia pinned a small caption under the flag explaining the group’s choices.
Event-and-response strip: 1. Classmates requested more places → ? | 2. Blue paint ran low → Pia tested a lighter mix before painting | 3. A corner curled → Pia held it flat and later displayed the flag
Marked focus event: Classmates requested more places → ?Ari makes a short summary of The Class Flag. Which event-and-response entry about the whole story belongs in it?
- Classmates requested more places → this was the best moment in the story
- Classmates requested more places → Pia redrew the flag in three sections
- Pia’s class planned a flag for a school hallway display about favorite local places, which would help visitors recognize places near the school.
- Classmates requested more places → Pia tested a lighter mix before painting
The Class Flag (story)
[1] Pia’s class planned a flag for a school hallway display about favorite local places, which would help visitors recognize places near the school. [2] Pia drew a tall tree in the center because many classmates liked the park. [3] Several classmates wanted the library and the footbridge included as well. [4] Pia divided the paper into three wide sections and made a new drawing. [5] When blue paint ran low, the group mixed a lighter shade for the bridge, since the original color would not cover the bridge section. [6] Pia tested the color on scrap paper before adding it to the flag. [7] The group painted each section and left the flag flat to dry. [8] A corner curled while the paint dried, so Pia placed a book beside it. [9] The next morning, the flag lay flat and the colors were bright. [10] Pia and the classmates carried it carefully to the display board, taking care not to bend the still delicate paper. [11] Students stopped to name the places shown in the three sections. [12] Pia pinned a small caption under the flag explaining the group’s choices.
Event-and-response strip: 1. Classmates requested more places → Pia redrew the flag in three sections | 2. Blue paint ran low → Pia tested a lighter mix before painting | 3. A corner curled → Pia held it flat and later displayed the flag
Marked focus event: Blue paint ran low → ?Esme reads The Class Flag and its strip. Which objective summary covers the planning and painting?
- The tree stood in the center of Pia’s first drawing.
- Pia should have kept the original tree design because it looked better.
- After classmates requested more places, Pia redrew the flag in sections and tested a new paint color before the group painted.
- The group painted the flag before Pia divided the design into sections.
The Class Flag (story)
[1] Pia’s class planned a flag for a school hallway display about favorite local places, which would help visitors recognize places near the school. [2] Pia drew a tall tree in the center because many classmates liked the park. [3] Several classmates wanted the library and the footbridge included as well. [4] Pia divided the paper into three wide sections and made a new drawing. [5] When blue paint ran low, the group mixed a lighter shade for the bridge, since the original color would not cover the bridge section. [6] Pia tested the color on scrap paper before adding it to the flag. [7] The group painted each section and left the flag flat to dry. [8] A corner curled while the paint dried, so Pia placed a book beside it. [9] The next morning, the flag lay flat and the colors were bright. [10] Pia and the classmates carried it carefully to the display board, taking care not to bend the still delicate paper. [11] Students stopped to name the places shown in the three sections. [12] Pia pinned a small caption under the flag explaining the group’s choices.
Event-and-response strip: 1. Classmates requested more places → Pia redrew the flag in three sections | 2. Blue paint ran low → Pia tested a lighter mix before painting | 3. A corner curled → ?
Marked focus event: A corner curled → ?Kira makes a short summary of The Class Flag. Which event-and-response entry about the final problem and result belongs in it?
- A corner curled → Pia held it flat and later displayed the flag
- A corner curled → Pia redrew the flag in three sections
- A corner curled → this was the best moment in the story
- Pia’s class planned a flag for a school hallway display about favorite local places, which would help visitors recognize places near the school.
A Lunch Garden Chart (story)
[1] Noah’s class grew herbs in small pots beside the school lunchroom. [2] The class wanted a chart so volunteers would know which pots needed water, especially when a different student took the job each afternoon. [3] Noah first wrote only the plant names on a sheet of paper. [4] Jun pointed out that new volunteers would not know the last watering day. [5] Noah added a date column and checked each pot with Jun. [6] One label had fallen from a pot, so the pair compared its leaves with the class list, using the shape and size recorded during an earlier lesson. [7] They replaced the label after the teacher confirmed the plant name. [8] Noah copied the dates carefully onto the chart and hung it near the pots. [9] A volunteer watered two pots and recorded the new date that afternoon. [10] Noah noticed the update when the class returned the next day. [11] The chart helped the next volunteers avoid watering the same pots again, which could damage plants with already damp soil. [12] Noah left a pencil beside the chart so later updates would be easy.
Event-and-response strip: 1. Volunteers needed more than names → Noah added a date column | 2. A pot lost its label → Noah checked leaves and replaced the label | 3. Volunteers watered pots → They updated the chart for the next group
Marked focus event: Volunteers needed more than names → ?Milo reads A Lunch Garden Chart and its strip. Which objective summary covers the whole story?
- Noah designed the finest garden chart any class could make.
- Volunteers updated the chart before Noah added names and dates.
- Noah left a pencil beside the chart near the lunchroom.
- Noah improved a watering chart with dates, checked a missing plant label, and used updates to help volunteers care for the herbs.
A Lunch Garden Chart (story)
[1] Noah’s class grew herbs in small pots beside the school lunchroom. [2] The class wanted a chart so volunteers would know which pots needed water, especially when a different student took the job each afternoon. [3] Noah first wrote only the plant names on a sheet of paper. [4] Jun pointed out that new volunteers would not know the last watering day. [5] Noah added a date column and checked each pot with Jun. [6] One label had fallen from a pot, so the pair compared its leaves with the class list, using the shape and size recorded during an earlier lesson. [7] They replaced the label after the teacher confirmed the plant name. [8] Noah copied the dates carefully onto the chart and hung it near the pots. [9] A volunteer watered two pots and recorded the new date that afternoon. [10] Noah noticed the update when the class returned the next day. [11] The chart helped the next volunteers avoid watering the same pots again, which could damage plants with already damp soil. [12] Noah left a pencil beside the chart so later updates would be easy.
Event-and-response strip: 1. Volunteers needed more than names → ? | 2. A pot lost its label → Noah checked leaves and replaced the label | 3. Volunteers watered pots → They updated the chart for the next group
Marked focus event: Volunteers needed more than names → ?Milo makes a short summary of A Lunch Garden Chart. Which event-and-response entry about the whole story belongs in it?
- Volunteers needed more than names → this was the best moment in the story
- Noah’s class grew herbs in small pots beside the school lunchroom.
- Volunteers needed more than names → Noah checked leaves and replaced the label
- Volunteers needed more than names → Noah added a date column
A Lunch Garden Chart (story)
[1] Noah’s class grew herbs in small pots beside the school lunchroom. [2] The class wanted a chart so volunteers would know which pots needed water, especially when a different student took the job each afternoon. [3] Noah first wrote only the plant names on a sheet of paper. [4] Jun pointed out that new volunteers would not know the last watering day. [5] Noah added a date column and checked each pot with Jun. [6] One label had fallen from a pot, so the pair compared its leaves with the class list, using the shape and size recorded during an earlier lesson. [7] They replaced the label after the teacher confirmed the plant name. [8] Noah copied the dates carefully onto the chart and hung it near the pots. [9] A volunteer watered two pots and recorded the new date that afternoon. [10] Noah noticed the update when the class returned the next day. [11] The chart helped the next volunteers avoid watering the same pots again, which could damage plants with already damp soil. [12] Noah left a pencil beside the chart so later updates would be easy.
Event-and-response strip: 1. Volunteers needed more than names → Noah added a date column | 2. A pot lost its label → Noah checked leaves and replaced the label | 3. Volunteers watered pots → They updated the chart for the next group
Marked focus event: Volunteers needed more than names → Noah added a date columnPia reads A Lunch Garden Chart and its strip. Which objective summary covers the chart revision?
- The first sheet of paper had plant names on it.
- Jun’s suggestion was obviously the best idea in the class.
- Jun explained why plant names were not enough, so Noah added a date column and checked the pots.
- Noah checked the pots and dates before Jun explained what new volunteers would need to know about watering.
A Lunch Garden Chart (story)
[1] Noah’s class grew herbs in small pots beside the school lunchroom. [2] The class wanted a chart so volunteers would know which pots needed water, especially when a different student took the job each afternoon. [3] Noah first wrote only the plant names on a sheet of paper. [4] Jun pointed out that new volunteers would not know the last watering day. [5] Noah added a date column and checked each pot with Jun. [6] One label had fallen from a pot, so the pair compared its leaves with the class list, using the shape and size recorded during an earlier lesson. [7] They replaced the label after the teacher confirmed the plant name. [8] Noah copied the dates carefully onto the chart and hung it near the pots. [9] A volunteer watered two pots and recorded the new date that afternoon. [10] Noah noticed the update when the class returned the next day. [11] The chart helped the next volunteers avoid watering the same pots again, which could damage plants with already damp soil. [12] Noah left a pencil beside the chart so later updates would be easy.
Event-and-response strip: 1. Volunteers needed more than names → Noah added a date column | 2. A pot lost its label → ? | 3. Volunteers watered pots → They updated the chart for the next group
Marked focus event: A pot lost its label → ?Pia makes a short summary of A Lunch Garden Chart. Which event-and-response entry about the missing label belongs in it?
- A pot lost its label → this was the best moment in the story
- Noah’s class grew herbs in small pots beside the school lunchroom.
- A pot lost its label → Noah checked leaves and replaced the label
- A pot lost its label → They updated the chart for the next group
A Lunch Garden Chart (story)
[1] Noah’s class grew herbs in small pots beside the school lunchroom. [2] The class wanted a chart so volunteers would know which pots needed water, especially when a different student took the job each afternoon. [3] Noah first wrote only the plant names on a sheet of paper. [4] Jun pointed out that new volunteers would not know the last watering day. [5] Noah added a date column and checked each pot with Jun. [6] One label had fallen from a pot, so the pair compared its leaves with the class list, using the shape and size recorded during an earlier lesson. [7] They replaced the label after the teacher confirmed the plant name. [8] Noah copied the dates carefully onto the chart and hung it near the pots. [9] A volunteer watered two pots and recorded the new date that afternoon. [10] Noah noticed the update when the class returned the next day. [11] The chart helped the next volunteers avoid watering the same pots again, which could damage plants with already damp soil. [12] Noah left a pencil beside the chart so later updates would be easy.
Event-and-response strip: 1. Volunteers needed more than names → Noah added a date column | 2. A pot lost its label → Noah checked leaves and replaced the label | 3. Volunteers watered pots → They updated the chart for the next group
Marked focus event: Volunteers watered pots → ?Tala reads A Lunch Garden Chart and its strip. Which objective summary covers the missing label and later use?
- The unlabeled pot had leaves that Noah examined.
- Noah confirmed a plant’s identity and replaced its label; volunteers then recorded watering dates for the next group.
- Volunteers updated dates before Noah replaced the missing label.
- The volunteers were careless to lose a label in the first place.
A Lunch Garden Chart (story)
[1] Noah’s class grew herbs in small pots beside the school lunchroom. [2] The class wanted a chart so volunteers would know which pots needed water, especially when a different student took the job each afternoon. [3] Noah first wrote only the plant names on a sheet of paper. [4] Jun pointed out that new volunteers would not know the last watering day. [5] Noah added a date column and checked each pot with Jun. [6] One label had fallen from a pot, so the pair compared its leaves with the class list, using the shape and size recorded during an earlier lesson. [7] They replaced the label after the teacher confirmed the plant name. [8] Noah copied the dates carefully onto the chart and hung it near the pots. [9] A volunteer watered two pots and recorded the new date that afternoon. [10] Noah noticed the update when the class returned the next day. [11] The chart helped the next volunteers avoid watering the same pots again, which could damage plants with already damp soil. [12] Noah left a pencil beside the chart so later updates would be easy.
Event-and-response strip: 1. Volunteers needed more than names → Noah added a date column | 2. A pot lost its label → Noah checked leaves and replaced the label | 3. Volunteers watered pots → ?
Marked focus event: Volunteers watered pots → ?Tala makes a short summary of A Lunch Garden Chart. Which event-and-response entry about the missing label and later use belongs in it?
- Volunteers watered pots → They updated the chart for the next group
- Volunteers watered pots → Noah added a date column and checked each pot with Jun
- Volunteers watered pots → this was the best moment in the story
- Noah’s class grew herbs in small pots beside the school lunchroom.