What Can the Evidence Support?
This independent Grade 6 assessment closes the chapter on facts, opinions, assumptions, evidence, supported inference and written explanation. Pupils read a new text, complete short evidence-based tasks, and finish with a three-paragraph written response.
What Can the Evidence Support?
Chapter Closing Assessment · approximately 30–35 minutes
You can recognise facts, opinions and assumptions; tell the difference between what a text states and what a reader infers; make a reasonable inference; find relevant evidence; and explain your thinking clearly in writing.
Read the text
The Forgotten Folder
On Thursday afternoon, Maya's class was preparing for the school exhibition.
Each group had been given part of the classroom to display work from the term. Maya and Felix were responsible for arranging a table of photographs, captions and short pieces of writing.
“Where's the blue folder?” Felix asked.
Maya looked under a pile of paper.
“I thought you had it.”
Felix shook his head.
The blue folder contained the final captions they had printed the day before.
Maya checked the shelf beside the window and then opened her school bag.
Nothing.
“We can't put the photographs up without the captions,” Felix said.
Maya looked at the clock. Their teacher had said that everything needed to be ready before the final lesson ended.
“I'll check the printer room,” she said.
She returned a few minutes later without the folder.
Felix was standing beside the display table.
“I bet someone from the other group took it by mistake,” he said.
“Maybe,” Maya replied.
At the next table, two pupils were cutting coloured paper. A blue folder was lying beside them.
Felix pointed.
“See?”
Maya walked over.
“Is that ours?”
One of the pupils opened it.
The folder contained sheets of coloured card and several unfinished drawings.
“No,” Maya said.
When she returned to their table, Felix was looking underneath it.
“This is a disaster.”
Maya smiled.
“Not yet.”
She picked up one of the photographs.
“We still have the files on the computer. We could print the captions again.”
Felix looked towards the printer room.
“There are fifteen of them.”
Maya had already opened the document.
Before she pressed print, their teacher came across the room holding a blue folder.
“Is anyone missing this?”
Felix stared at it.
“Where was it?”
“On my desk,” the teacher said. “Someone left it there after yesterday's lesson.”
Maya took the folder.
Felix laughed.
“So much for my theory.”
“We did have another plan,” Maya said.
“Yes,” Felix replied. “A much more annoying plan.”
They carried the folder back to the display table and began matching the captions to the photographs.
Part 1 · Fact, opinion or assumption?
Part 2 · What does the text actually tell us?
Felix sees a blue folder on another group's table and thinks it belongs to Maya and him.
Part 3 · Supported inference
Part 4 · Evidence or guess?
Part 5 · Final written assessment
Your job is not simply to retell what happened. Use details from the text to show what Maya's actions and words suggest about her.
Paragraph 1 · Your interpretation
Explain what you infer about Maya. You might think she is calm, practical, persistent, solution-focused, or you may have another interpretation that you can support with evidence. Introduce your main idea and briefly explain what makes you think this.
The sentence starter is optional.Paragraph 2 · Evidence and explanation
Choose one important moment from the text. Explain what Maya does or says, what this shows about her, and how it supports your interpretation. Do not just copy a sentence from the story. Explain why the detail matters.
Paragraph 3 · Further evidence and conclusion
Choose a different piece of evidence. Explain what this second detail shows. Then finish by bringing your evidence together: what can we reasonably conclude about Maya from the way she deals with the problem?
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