Free Printable WorksheetEnglishGrade 6English CurriculumELA.6.24

6.24 Make Inferences Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Grade 6 English worksheet provides structured practice on 6.24 Make Inferences. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Make Inferences (Literature) - Combine textual clues with background knowledge to infer motives, traits, and unstated ideas; verify with 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 6.24 Make Inferences skill assessments:

Problem 1Difficulty: Mastery
At the end of the semester we were asked to write a note to our future selves. Most people used markers and added exclamation points. I wrote mine in pencil, faint and careful: Remember the feeling of almost speaking. Then I erased the sentence until only a gray shadow remained. When the teacher collected the envelopes, I sealed mine anyway. It felt like mailing an empty box—heavy, not because of what was inside, but because of what I couldn’t put there.
What can you infer about the narrator sealing the envelope even after erasing the message?
AThey still want to acknowledge their fear and growth, even if they can’t express it clearly yet.
BThey are trying to trick the teacher with an empty envelope.
CThey forgot to write anything and sealed it by accident.
DThey believe pencil marks are illegal in envelopes.
Solution & Explanation:The narrator writes a vulnerable idea, erases it, yet still seals the envelope with a meaningful metaphor; that shows unresolved feelings and self-awareness, not a prank, an accident, or a rule about pencil.
Problem 2Difficulty: Mastery
My brother and I found the letter in a cookbook no one used. It was addressed to my mother, dated before I was born. My brother wanted to read it out loud. I didn’t—not because I respect privacy more than he does, though I pretended that was the reason—but because the paper looked tired, the edges softened as if it had been opened and closed too many times. My mother came in and saw us holding it. She didn’t ask what it said. She asked, “Is the oven still on?” and began turning knobs that weren’t lit, checking temperatures that weren’t there.
What can you infer about the mother’s behavior with the oven knobs?
AShe is anxious about the letter and uses a practical task to avoid facing what it represents.
BShe truly believes the oven is on and is confused.
CShe wants to break the stove out of anger.
DShe changes the subject only because she hates books.
Solution & Explanation:Turning unlit knobs shows nervous energy; ignoring the letter’s content and focusing on a ‘safe’ household worry suggests avoidance and anxiety, not confusion, sabotage, or book-hatred.
Problem 3Difficulty: Mastery
The first snow always makes our street look honest—every footprint visible, every shortcut exposed. This year I watched from my window as my neighbor Mrs. Rhee swept her steps again and again, even though the snow kept falling. Her broom moved like a metronome. When I offered to help, she said, “No, thank you,” without turning around. The next day her steps were perfectly clean, but the rest of the walkway was untouched. A narrow path led from her door to the street, as if she had tunneled through the weather rather than defeated it.
What can you infer about why Mrs. Rhee clears only a narrow path?
AShe wants the whole street to look messy.
BShe focuses on what is necessary and controllable, perhaps because she feels overwhelmed and needs a small sense of order.
CShe is trying to trap visitors by making the path small.
DShe is practicing for a broom contest.
Solution & Explanation:The repeated sweeping and metronome image suggest coping through routine; the narrow path shows she’s doing the minimum to function while controlling what she can, not trapping people or seeking competition.

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Frequently Asked Questions

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QIs this 6.24 Make Inferences worksheet free for teachers and homeschoolers?

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QCan students practice 6.24 Make Inferences online with instant feedback?

Yes! In addition to this printable worksheet, students can practice 6.24 Make Inferences interactively on our platform with automated grading, instant score tracking, and detailed step-by-step solutions.

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.6.24 (Combine textual clues with background knowledge to infer motives, traits, and unstated ideas; verify with 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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