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Year 6 comprehension: The tide line

Read this poetry passage, then answer six questions about details, word meanings, inferences and purpose.

Before you read

Read once for the main idea, then look back for details. You can use the passage while answering.

The tide line

A thread of shells marks where the water stayed, A broken border on the level sand. The sea has drawn it, then has slipped away; I trace its ragged edge with one bare hand.

Beyond that line, a footprint fills with light; A shallow pool reflects the moving sky. The gulls turn pages neither black nor white, Their shadows folding as they wheel on high.

I set a stone beside a strand of weed, A marker for a place I think I know. But water writes with little care for me; It smooths the names that careful fingers show.

When I return, the stone has changed its place. The shells lie scattered in another seam. The shore has not preserved my tiny trace; It keeps a story larger than my scheme.

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Download the original passage, six questions and a separate answer section. The PDF includes links back to this page and the free diagnostic.

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Practise reading

Check your understanding

6 questions. Keep the passage open above and look back for evidence. This practice score stays on this page until you leave or restart. It is not an exam grade or a saved assessment.

Read all questions and answers
  1. 1. What marks the earlier water line?

    • A. A row of large stones
    • B. A painted sign
    • C. A thread of shells
    • D. A line of footprints
    Show answer 1

    A thread of shells: The opening line describes a thread of shells where the water stayed.

  2. 2. What happens to the speaker’s stone?

    • A. It becomes a shell
    • B. It disappears into the speaker’s pocket
    • C. It remains beside the same strand of weed
    • D. It changes its place
    Show answer 2

    It changes its place: On returning, the speaker finds that the stone has changed its place.

  3. 3. What does “ragged” suggest about the edge?

    • A. It is completely straight
    • B. It is uneven and broken
    • C. It is brightly painted
    • D. It is deep beneath the water
    Show answer 3

    It is uneven and broken: “A broken border” and the scattered natural material support an uneven edge.

  4. 4. What does the image of gulls turning pages suggest?

    • A. The birds are carrying books
    • B. The speaker has written on every wing
    • C. The clouds form printed sentences
    • D. Their moving wings and shadows resemble pages folding
    Show answer 4

    Their moving wings and shadows resemble pages folding: The following line describes shadows folding as the gulls wheel, developing the wing-and-page comparison.

  5. 5. What is suggested by water having “little care for me”?

    • A. The sea deliberately wants to hurt the speaker
    • B. The water is unable to move the stone
    • C. The speaker has stopped noticing the shore
    • D. The shore changes without following the speaker’s plans
    Show answer 5

    The shore changes without following the speaker’s plans: The water smooths marks and shifts objects regardless of the speaker’s marker or names.

  6. 6. How does the last stanza develop the speaker’s view?

    • A. It proves the original line will stay for ever
    • B. It asks the reader to build a wall beside the stone
    • C. It moves from trying to mark the shore to recognising its larger changes
    • D. It shows the speaker forgetting the first visit entirely
    Show answer 6

    It moves from trying to mark the shore to recognising its larger changes: The changed stone and shells undermine the attempt to preserve a small personal trace.

Explore comprehension skills

An original passage written for Trace Learn. Authored 2026-09-30. These are teaching questions, not a school entrance paper.

Questions parents ask

Does this practice save a score?

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Should I look back at the passage?

Yes. Find the words that support your answer. For an inference, explain how the details suggest your idea.

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