Year 6 · Chapter 3

Inference: feelings, thoughts and motives

By the end of this chapter you will be able to

Infer how a character feels from what they do
Infer what a character thinks or wants from what they say
Give evidence from the text to support an inference
Judge whether a claim is supported, contradicted or not decided by the text
Write a question that the text leaves open, to help understanding

You should already know

Finding information in a text, and copying evidence (Chapter 1 of this book)
Explaining the meaning of words in context (Chapter 2 of this book)

Where this leads

Prediction from clues in the text (Chapter 4 of this book)
Language and structure: how the writer creates effects (Chapter 5 of this book)

KS2 SATs practice for reading (Year 6). Original questions in the style of the national tests. Content: Infer a character’s feelings, thoughts and motives from their actions, and from what is said (Y5-6 reading, R6), Support an inference with evidence from the text, using a quotation or a line reference (Y5-6 reading, R6), Separate what a text states from what it implies, and judge a claim as true, false or can’t tell (Y5-6 reading, R6), Ask questions to improve understanding of a text, and find where the text leaves a question open (Y5-6 reading, R5).

Exercise P Do you remember?

FWrite the word that means to work out something from clues, rather than because the text says it. Write one word.

Done

FWrite the word that means the reason why someone does something. Write one word.

Done

FWhich word is a pronoun in this sentence: Maya said she was fine.? Write the word only.

Done

FWrite the word that means the feelings a character has, such as happiness or worry. Write one word.

Done

FWhich punctuation mark ends a question? Write the name of the mark.

Done

3.1

Feelings from what a character does

Year 6
Infer a character’s feelings from their actions (Y5-6 reading, R6)

Video lesson: Feelings from what a character doesComing soon

This is practice material, not the official test.

Every text and question in this book was written for practice. It is not a real test paper, and the marks, the timing and the question types are a practice guide only.

Story. Jamie is at the school sports day. He is about to run in the final race, and his dad has said he might come to watch.

Jamie at the school sports day. Read the story and think about what Jamie does and says.

The sports day whistle blew, and Jamie walked to the start line with his hands in his pockets. He stared at his trainers, which had been his brother’s, and wondered whether the laces would hold.

‘You’ve got this,’ said his friend Leo, bouncing on his toes. ‘Just run like you did in practice.’

‘Yeah,’ Jamie said. ‘Maybe.’

He glanced at the stand. His dad was not there. Jamie had told him about the race on Monday, and on Tuesday, and again that morning, and his dad had said that he would try to come. Jamie pushed the thought away and crouched into position.

When the starter shouted, Jamie ran as fast as he could. His legs burned, and the other runners drew level with him near the bend. He kept his eyes on the white tape at the finish, and he did not look at the crowd.

He crossed the line second. A teacher clapped, and Leo whooped, but Jamie walked straight past them to the bench at the edge of the field. He sat down, took a deep breath, and pulled his jumper over his face.

Later, his dad’s car pulled up by the gate, and Jamie heard the door slam. He did not look up. He stayed where he was, with his back to the field, and listened to the footsteps on the grass.

Writers often do not say how a character feels. Instead they show it through what the character does: how they stand, where they look, and what they choose to do. Use these actions to infer the feeling.

Key ideas

An inference is a sensible conclusion from the evidence in the text.
Look at actions: where a character looks, how they stand, what they hide or avoid.
Ask yourself: what feeling would make a person do this?

Worked example 3.1.1

Jamie walks to the start line with his hands in his pockets. How does he feel? Write one feeling.

Method. Use the action to work out the feeling.

Find the action. Jamie keeps his hands hidden in his pockets.
his hands in his pockets
Ask what the action shows. People often hide their hands when they are worried or nervous.
hidden hands
Write the inference. Jamie feels nervous about the race.
nervous
Write the answer.
nervous

Check. The action supports the feeling. ✓

Worked example 3.1.2

Jamie walks straight past his friends to the bench. What does this suggest about how he feels?

Method. Look at what Jamie does after the race, and what it shows.

Find the action. He walks past his friends, who are clapping.
walked straight past them
Ask what it shows. Someone who is upset may want to be alone.
wants to be alone
Write the inference. Jamie is upset and does not want to celebrate.
upset and wants to be alone
Write the answer.
he is upset and wants to be alone

Check. The action supports the inference. ✓

Worked example 3.1.3

He stayed where he was, with his back to the field. What does this suggest?

Method. Look at the position of the character and what it shows.

Find the action. Jamie stays with his back to the field.
with his back to the field
Ask what it shows. Turning away hides the face from others.
turns away
Write the inference. Jamie does not want others to see how he feels.
does not want to be seen
Write the answer.
he does not want to be seen

Check. Turning away shows he does not want to be seen. ✓

Watch out

Watch out: do not state the feeling without the evidence. Name the action first, then say what it suggests.

Exam tip

Grown-up tip. Ask your child to act out how a character in the story stands, and to guess the feeling from the pose.

3.2

Thoughts and motives from what is said

Year 6
Infer a character’s thoughts and motives from what they say, with evidence (Y5-6 reading, R6)

Video lesson: Thoughts and motives from what is saidComing soon

Story. Ben and Sofia are at home, and Tom and his mum are in the kitchen. The words that each character says give clues about what they think and want.

Two friends talk in a short extract. Think about what Sofia does and says.

‘Are you coming to the shop?’ asked Ben.

‘In a minute,’ said Sofia, not looking up from her book. She turned a page, then another, but her eyes did not move across the words.

‘You always say that.’

‘I said in a minute.’

A short extract in a family kitchen. Think about what Tom does and says.

Mum put the cake on the table. ‘I made it myself,’ she said, ‘with the recipe from Gran.’

Tom took a small slice and said it was lovely, even though it was slightly burnt at the edges. He ate it slowly, and he did not ask for a second piece.

What a character says can reveal a thought, a feeling or a motive: the reason why they act. A character may say one thing and mean another, so look at the words and the situation together.

Key ideas

A motive is the reason why a character does something.
Look at what is said, and at what the character does at the same time.
A character can be kind, or polite, when they say something that is not quite what they think.

Worked example 3.2.1

Sofia says In a minute, but she does not look up from her book. What does she probably want?

Method. Look at the words, and at what Sofia does while she speaks.

Find the words. Sofia says she will come in a minute.
In a minute
Find the action. She does not look up, and her eyes do not move across the words.
her eyes did not move
Work out the motive. She is putting off going, so she wants to stay where she is.
to stay where she is
Write the answer.
to stay where she is

Check. The action supports the motive. ✓

Worked example 3.2.2

Tom says the cake was lovely, but the edges were burnt. Why might he say this?

Method. Look at what Tom says, and the detail that he does not mention.

Find the words. Tom says it was lovely, even though it was slightly burnt.
said it was lovely
Find the motive. He wants to be kind, so that his mum does not feel bad.
be kind
Work out the reason. Tom is protecting his mum’s feelings.
to protect his mum’s feelings
Write the answer.
to protect his mum’s feelings

Check. The motive is kindness to Mum. ✓

Worked example 3.2.3

Ben says You always say that. What does this suggest about Ben?

Method. Look at the words Ben uses, and what they show about his past experience.

Find the words. You always say that.
You always say that
Work out the meaning. Always means that this has happened many times.
many times
Write the inference. Ben has heard Sofia put things off before.
he has heard Sofia put things off before
Write the answer.
he has heard Sofia put things off before

Check. The word always shows a pattern. ✓

Watch out

Watch out: a character’s words may be kind even when the feeling is different. Look for the motive behind the words.

Exam tip

Grown-up tip. Ask your child to read a line of dialogue twice: once as the words say, and once as the character really feels.

3.3

Giving evidence for an inference

Year 6
Support an inference with evidence from the text, using a quotation or a line reference (Y5-6 reading, R6)

Video lesson: Giving evidence for an inferenceComing soon

Story. Maya gets a letter in the post. She does not want to say what it says, and she walks to the park to think. Read her story and find the evidence for what she feels.

Maya comes home to a letter. Read the story and think about what Maya does and thinks.

The envelope was waiting on the mat when Maya came home from school. She recognised the handwriting at once, and her stomach gave a small jolt.

‘Anything interesting?’ asked Mum, from the kitchen.

‘Just a leaflet,’ Maya said. She folded the letter into four and pushed it deep into her pocket. ‘I’m going to the park.’

‘Take a coat. It looks like rain.’

‘I will.’ She did not take a coat. She walked slowly along the road, her hand in her pocket, and her fingers kept touching the folded paper.

At the park gate, she stopped. A group of children were kicking a ball on the grass, and she thought about joining them. Instead she sat on the bench by the pond, and she read the letter three times. The words did not change. The school band had chosen someone else for the solo, and the letter said that her audition had not been successful.

Maya looked at the ducks for a long time. Then she took out her phone, and she typed a message to her best friend, Ella. She deleted it. She typed again, and this time she sent it: ‘Can you come round after tea? I need to tell you something.’

The first raindrops fell on the water, and Maya did not move to find shelter.

An inference needs evidence. Copy the words from the text that show the feeling, or give the line reference. Then explain how the evidence supports your inference.

Key ideas

Every inference needs evidence from the text: a quotation or a line reference.
Explain how the evidence supports the inference, in one sentence.
Do not use evidence that the text does not give.

Worked example 3.3.1

Maya’s stomach gives a small jolt when she sees the handwriting. What does this show she feels? Give the evidence.

Method. Find the evidence in the text, then explain what it shows.

Find the evidence. The text says her stomach gave a small jolt.
her stomach gave a small jolt
Explain what it shows. A jolt in the stomach is a sign of nerves or worry.
nerves or worry
Write the inference. Maya is worried or nervous about the letter.
worried or nervous
Write the answer.
worried or nervous

Check. The evidence supports the inference. ✓

Worked example 3.3.2

Maya read the letter three times. What does this suggest? Give the evidence.

Method. Find the evidence, then say what repeated reading shows.

Find the evidence. The text says she read the letter three times.
read the letter three times
Explain what it shows. People read a letter again when they cannot believe it.
cannot believe it
Write the inference. Maya is very upset by the news.
very upset by the news
Write the answer.
she is very upset by it

Check. Repeated reading shows she is upset. ✓

Worked example 3.3.3

Maya did not take a coat. What does this suggest about her mind?

Method. Find the evidence, then say what the action shows.

Find the evidence. The text says she did not take a coat, even though Mum said it looked like rain.
She did not take a coat
Explain what it shows. Ignoring sensible advice suggests her mind is elsewhere.
her mind is elsewhere
Write the inference. Maya is not thinking clearly about the weather.
not thinking clearly
Write the answer.
she is not thinking clearly

Check. The action shows her mind is elsewhere. ✓

Watch out

Watch out: copy the evidence exactly, and explain it. A quotation alone does not show the inference.

Exam tip

Grown-up tip. Ask your child to find one line in the story that proves how a character feels, and to read it aloud.

Exercise 3C Practice: giving evidence

FHow does Maya feel when she sees the handwriting on the envelope? Choose one: excited and happy / worried or nervous / bored and tired.

Done

FWhy does Maya fold the letter into four and push it deep into her pocket? Choose one: she wants to keep it safe for later / she does not want Mum to see it / she is going to post it back.

Done

FWhat does She did not take a coat suggest about Maya? Choose one: she is not thinking clearly about the weather / she is excited about the rain / she is already cold.

Done

FWhat does her fingers kept touching the folded paper suggest? Choose one: she keeps checking that the letter is still there, because it worries her / she is trying to make a paper plane / her fingers hurt from the cold.

Done

FMaya read the letter more than once. Copy the words that show this.

Done

FWhy does Maya delete her first message? Choose one: she does not want to tell Ella yet / she has already sent it / she has forgotten Ella’s name.

Done

FWhat does Maya’s message suggest she needs? Choose one: support from her best friend / to be left alone / to borrow money.

Done

PSWhat does Maya looking at the ducks for a long time suggest? Choose one: she is lost in thought / she is bored and wants to go home / she is waiting for someone.

Done

RWhy does Maya not move when the first raindrops fall? Give one reason, and copy a quotation.

Done

3.4

Stated or implied: true, false or can’t tell

Year 6
Separate what a text states from what it implies, and judge a claim as true, false or can’t tell (Y5-6 reading, R6)

Video lesson: Stated or implied: true, false or can’t tellComing soon

Story. A reader is asked to judge some claims about the sports day and the letter. Each claim is supported, contradicted, or not decided by the text.

Jamie at the school sports day. Read the story and think about what Jamie does and says.

The sports day whistle blew, and Jamie walked to the start line with his hands in his pockets. He stared at his trainers, which had been his brother’s, and wondered whether the laces would hold.

‘You’ve got this,’ said his friend Leo, bouncing on his toes. ‘Just run like you did in practice.’

‘Yeah,’ Jamie said. ‘Maybe.’

Later, his dad’s car pulled up by the gate, and Jamie heard the door slam. He did not look up. He stayed where he was, with his back to the field, and listened to the footsteps on the grass.

Maya comes home to a letter. Read the story and think about what Maya does and thinks.

The envelope was waiting on the mat when Maya came home from school. She recognised the handwriting at once, and her stomach gave a small jolt.

‘Anything interesting?’ asked Mum, from the kitchen.

‘Just a leaflet,’ Maya said. She folded the letter into four and pushed it deep into her pocket. ‘I’m going to the park.’

‘Take a coat. It looks like rain.’

‘I will.’ She did not take a coat. She walked slowly along the road, her hand in her pocket, and her fingers kept touching the folded paper.

The first raindrops fell on the water, and Maya did not move to find shelter.

A claim is True when the text supports it, False when the text contradicts it, and can’t tell when the text does not give enough evidence. Use only the text, not what you expect.

Key ideas

True: the text supports the claim, with evidence.
False: the text says the opposite, or gives a clear detail that contradicts the claim.
Can’t tell: the text does not give enough evidence to decide.

Worked example 3.4.1

Claim: Jamie is nervous before the race. Write True, False or Can’t tell.

Method. Find the evidence, then judge the claim.

Find the evidence. He walks to the start line with his hands in his pockets.
his hands in his pockets
Judge the claim. Hidden hands suggest nerves, so the claim is supported.
supported
Write the answer. The claim is true.
True
Write the answer.
True

Check. The evidence supports the claim. ✓

Worked example 3.4.2

Claim: Jamie is pleased with coming second. Write True, False or Can’t tell.

Method. Look for evidence about how Jamie feels about second place.

Look for evidence. The text shows him walking past his friends, but not what he thinks about second place.
no clear detail
Judge the claim. The text does not give enough evidence to decide.
not enough evidence
Write the answer. We cannot tell, so the answer is can’t tell.
Can’t tell
Write the answer.
Can’t tell

Check. The text does not decide the feeling. ✓

Worked example 3.4.3

Claim: Maya has told Mum what the letter says. Write True, False or Can’t tell.

Method. Find the detail that contradicts the claim.

Find the evidence. Maya says, Just a leaflet.
Just a leaflet
Judge the claim. She is hiding the letter, so she has not told Mum.
has not told
Write the answer. The claim is false.
False
Write the answer.
False

Check. The text shows the opposite. ✓

Watch out

Watch out: a claim can be true in real life but still be can’t tell for this text. Use only the evidence in the story.

Exam tip

Grown-up tip. Make three claims about a story you have read together. Ask your child to say which ones are true, false, or can’t tell, and why.

3.5

Asking questions to improve understanding

Year 6
Ask questions to improve understanding of a text, and find where the text leaves a question open (Y5-6 reading, R5)

Video lesson: Asking questions to improve understandingComing soon

Story. A reading group is discussing the sports day story and the letter. Each reader writes a question that the text leaves open, so that the group can talk about it.

Jamie at the school sports day. Read the story and think about what Jamie does and says.

The sports day whistle blew, and Jamie walked to the start line with his hands in his pockets. He stared at his trainers, which had been his brother’s, and wondered whether the laces would hold.

‘You’ve got this,’ said his friend Leo, bouncing on his toes. ‘Just run like you did in practice.’

‘Yeah,’ Jamie said. ‘Maybe.’

Later, his dad’s car pulled up by the gate, and Jamie heard the door slam. He did not look up. He stayed where he was, with his back to the field, and listened to the footsteps on the grass.

Two friends talk in a short extract. Think about what Sofia does and says.

‘Are you coming to the shop?’ asked Ben.

‘In a minute,’ said Sofia, not looking up from her book. She turned a page, then another, but her eyes did not move across the words.

‘You always say that.’

‘I said in a minute.’

Good readers ask questions while they read. A good question points to something the text does not explain fully, such as a reason, a feeling or what will happen next.

Key ideas

A good question asks why, or how a character feels, and the text does not answer it directly.
A question that the text answers clearly is not a question to improve understanding.
Write the question so that it can be answered from the evidence.

Worked example 3.5.1

Write a question about Jamie that the text leaves open.

Method. Look for something the text shows but does not explain fully.

Find the gap. The text shows Jamie walks past his friends, but not why.
walked straight past them
Write the question. A question about the reason for the action is a good question.
Why does Jamie walk past them?
Check the question. The text does not answer it straight away, so it helps understanding.
helps understanding
Write the answer.
Why does Jamie walk straight past his friends?

Check. The question is left open by the text. ✓

Worked example 3.5.2

Which question would help you understand Sofia better? A: What is the name of the shop? B: Why does Sofia keep turning pages?

Method. Decide which question is about Sofia’s feelings, and which one is a simple fact.

Read question A. The name of the shop is a detail, not a feeling.
name of the shop
Read question B. Turning pages without reading is about Sofia’s feelings.
turning pages
Choose the better question. B helps you understand what Sofia thinks and feels.
B
Write the answer.
B

Check. B asks about Sofia’s feelings. ✓

Worked example 3.5.3

Write a question about Ben, to find out why he keeps asking.

Method. Ask about the reason behind what the character does.

Find the action. Ben asks Sofia to come to the shop.
Are you coming to the shop?
Find the gap. The reason he wants her to come is not stated.
not stated
Write the question. A question about his reason helps understanding.
Why does Ben want Sofia to come?
Write the answer.
Why does Ben want Sofia to come to the shop?

Check. The reason is not stated in the text. ✓

Watch out

Watch out: a question with a yes or no answer may not help much. Ask about why, how, or what a character feels.

Exam tip

Grown-up tip. Read a story together and pause at one point. Ask your child to ask you a question that helps them understand.

Exercise 3E Practice: asking questions

FWrite one question you could ask to help you understand why Jamie walks past his friends.

Done

FWrite one question you could ask about the letter, to find out what Maya will do next.

Done

RWhich question would help you understand Sofia better? A: What is Ben’s favourite shop? B: Why does Sofia keep turning pages without reading? Write A or B.

Done

PSWhich question can the text answer? A: Who gave Mum the recipe? B: What colour was the cake? Write A or B.

Done

RWrite one question about Tom that would help you understand his real feelings about the cake.

Done

PSWrite one question about Ben, to find out why he keeps asking Sofia.

Done

RWhy is a question about feelings a good question to ask when reading a story? Give one reason.

Done

Chapter summary

Skill	Method
Infer a feeling	Name the action, then say what feeling would make a person do it.
Infer a motive	Look at what is said and done together, and ask why the character acts this way.
Give evidence	Copy the words that prove the inference, and explain how they show it.
True, false or can’t tell	True if the text supports it, false if it contradicts it, and can’t tell if the evidence is not enough.
Ask a question	Ask why or how about something the text leaves open.

Can you…?

I can infer how a character feels from what they do
I can infer what a character thinks or wants from what they say
I can give evidence from the text to support an inference
I can judge a claim as true, false or can’t tell from the evidence
I can ask a question that the text leaves open, to help my understanding

Key terms

inference: a sensible conclusion from the evidence in the text
evidence: the words in the text that support an inference or an answer
motive: the reason why a character does something
implied: suggested by the text, but not stated directly
stated: said clearly in the text
contradict: to say the opposite of something
irritated: annoyed, a little angry

Total 18 marks. Allow about 18 minutes.

← Chapter 2: Vocabulary in context Chapter 4: Prediction from clues in the text →

Inference: feelings, thoughts and motives

By the end of this chapter you will be able to

You should already know

Where this leads

Exercise P Do you remember?

Feelings from what a character does

Jamie at the school sports day. Read the story and think about what Jamie does and says.

Key ideas

Watch out

Exam tip

Exercise 3A Practice: feelings from actions

Thoughts and motives from what is said

Two friends talk in a short extract. Think about what Sofia does and says.

A short extract in a family kitchen. Think about what Tom does and says.

Key ideas

Watch out

Exam tip

Exercise 3B Practice: thoughts and motives from speech

Giving evidence for an inference

Maya comes home to a letter. Read the story and think about what Maya does and thinks.

Key ideas

Watch out

Exam tip

Exercise 3C Practice: giving evidence

Stated or implied: true, false or can’t tell

Jamie at the school sports day. Read the story and think about what Jamie does and says.

Maya comes home to a letter. Read the story and think about what Maya does and thinks.

Key ideas

Watch out

Exam tip

Exercise 3D Practice: true, false or can’t tell

Asking questions to improve understanding

Jamie at the school sports day. Read the story and think about what Jamie does and says.

Two friends talk in a short extract. Think about what Sofia does and says.

Key ideas

Watch out

Exam tip

Exercise 3E Practice: asking questions

Chapter summary

Can you…?

Key terms

Exercise 3Z Check-up

Exercise 3X Practice test questions

Want a tutor to go through this chapter with your child?