Free Printable WorksheetEnglishGrade 6English CurriculumELA.6.22

6.22 Textual Evidence & Inference Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Grade 6 English worksheet provides structured practice on 6.22 Textual Evidence & Inference. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Textual Evidence & Inference - Cite relevant textual evidence to support analysis of what a literary text states explicitly and what it implies; distinguish strong from insufficient evidence. (CCSS RL.6.1; CA RL.6.1; MA RL.6.1; NY 6R1; VA 6.RL; TX §110.22(b)(5)(G),(6)(C))

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Grade 6

Subject

English

Domain

English Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 6.22 Textual Evidence & Inference skill assessments:

Problem 1Difficulty: Mastery
A character writes a letter to his future self: “Remember to be brave.” He then describes how he avoided raising his hand in class, even though he knew the answer, because he feared sounding “stupid.” At the end, he seals the letter and labels it: OPEN AFTER I TRY. He places it in his desk, not his drawer, “where his hands could reach it without thinking.”
Which detail best supports the inference that the character is preparing to change his behavior?
AHe feared sounding stupid.
BHe avoided raising his hand.
CHe puts the letter in a drawer.
DHe labels the letter “OPEN AFTER I TRY” and keeps it within easy reach.
Solution & Explanation:Labeling the letter for after he tries and keeping it where he’ll see it suggests he is making a plan to act braver in the future.
Problem 2Difficulty: Mastery
In the chapter, the main character says the abandoned house on the hill is “empty.” But she also mentions that the porch swing “keeps its rhythm” even when there’s no wind, and that a lamp in the upstairs window “refuses to stay dark.” She tells herself the light is “just a reflection,” yet she never looks directly at it. When her friend suggests going closer, she replies, “No reason,” and walks faster.
Which inference is most strongly supported about the character’s claim that the house is “empty”?
AShe is excited to explore the house.
BShe has lived in the house before.
CShe senses something unsettling and is trying to convince herself there is nothing there.
DShe knows the house is full of friendly pets.
Solution & Explanation:The repeated eerie details and her avoidance of looking at the light show she feels uneasy and is talking herself into believing the house is empty.
Problem 3Difficulty: Mastery
A narrator describes a friend who always arrives late and says, “Time doesn’t hold her.” When the friend finally arrives on time for the narrator’s recital, she sits in the front row with flowers. Afterward, she says, “I didn’t want to miss you,” but then laughs and adds, “Don’t get used to it.” The narrator writes, “Her joke was a bow on something real.”
Which detail best supports the inference that the friend’s lateness is not the whole story about how she feels?
AThe friend usually arrives late.
BThe friend arrives on time with flowers and says she didn’t want to miss the narrator.
CThe narrator writes about time.
DThe friend laughs.
Solution & Explanation:Showing up on time with flowers and stating she didn’t want to miss the recital is strong evidence of care that goes beyond her usual lateness.

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Frequently Asked Questions

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Grade 6 English students. It aligns with educational standard ELA.6.22 (Cite relevant textual evidence to support analysis of what a literary text states explicitly and what it implies; distinguish strong from insufficient evidence. (CCSS RL.6.1; CA RL.6.1; MA RL.6.1; NY 6R1; VA 6.RL; TX §110.22(b)(5)(G),(6)(C))).

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