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The Shift That Looked Empty
Analyze an original animal-rescue story and cite multiple details to support explicit statements and inferences.
Grade 7ELAInteractive · Printable
Aligned toRL.7.1
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 13 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- ELA
- Question types
- Multiple choice, Matching, Circle the answer, Short answer
About this worksheet
What students practice
- Students cite several details to support explicit statements and inferences about a story.
- Students distinguish observations from conclusions and explain how evidence supports a claim.
How to use
Have students read independently, then complete the evidence questions. Discuss why a true detail may not support a particular claim.
Curriculum
Common Core standard covered
Cite several pieces of evidence from the text to support what it says directly and what can be inferred from it.
Preview
OwlSheets.com
The Shift That Looked Empty
Use several details to distinguish what a story states from what it suggests.
Read the story
Notice what the volunteers observe, record, and conclude.
The Shift That Looked Empty
1On her first Saturday at the animal rescue, Tamsin hoped to appear in the volunteer newsletter carrying a newly adopted puppy. Instead, Jo, the coordinator, assigned her to the rabbit room with Nabil. Their instructions were to replace water, fold clean towels, and record what they observed. Across the hall, someone was arranging bright bandannas for adoption photographs.
2Nabil handed Tamsin a clipboard. Beside a rabbit named Pebble, the morning volunteer had written, “Food untouched at ten.” Pebble crouched behind a cardboard shelter. Tamsin checked the water and neatly folded the towels. Then she wrote “Nothing happened” in the afternoon space. The room was quiet except for the scrape of Nabil’s pencil.
3“That leaves the next person guessing,” Nabil said, pointing to her entry. He turned back one page. Earlier volunteers had recorded where Pebble sat and whether he approached his dish. “We don’t decide what a behavior means,” he added. “Jo does that. We give her something specific to work with.” Tamsin erased her words, although she pressed hard enough to wrinkle the paper.
4While Nabil collected supplies, Tamsin sat beside the doorway without reaching toward Pebble. A cart rattled past, and he pulled farther behind the shelter. After the hallway emptied, he came out and took a piece of hay. She wrote both events, including their times. Later, a slammed cupboard sent him back into hiding. Tamsin added that too, resisting the urge to write “He hates noise.”
5When Jo returned, Tamsin slid the clipboard across the table. “Maybe the hallway is bothering him,” she said. Jo read the entries, then asked Nabil to move the supply cart away from the rabbit-room door during the next shift. “We’ll keep recording before we draw a conclusion,” Jo said. She left Pebble’s food and shelter where they were.
6At closing, the newsletter volunteer asked whether anyone had a photograph to share. Tamsin’s phone was still zipped inside her bag. She looked at Pebble, half hidden behind the cardboard wall, and shook her head. Then she asked Jo whether tomorrow’s volunteers would see the clipboard. Jo showed her the hook beside the doorway, where each incoming volunteer checked the notes.
7Before leaving, Tamsin reread her entries. She added that Pebble had eaten while the hallway was empty, not merely that he had eaten. On the hook, the clipboard looked ordinary: bent corner, gray string, a pencil worn almost to its eraser. Tamsin turned it so the written side faced outward.
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