Infer one character feeling, motive, or attitude from textual evidence.
Free to use and free to share. There is no sign-up, no score, and nothing a child does here is recorded or sent anywhere.
Practise it now
Sort each statement: written on the page, hidden underneath, or floating rubbish.
This exercise practises infer a character state alongside its own main skill, Stated vs inferred.
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A worked example
One question of the kind this skill is tested with, worked all the way through: the reasoning, and what the wrong answers are there to catch.
What a character does, not what they say
Read the passage, then decide how Tom is really feeling.
Tom said the trial had gone fine. He put his boots by the door with the laces still knotted and went straight upstairs without taking his coat off. His dinner stayed on the table until it went cold. Later his sister heard him bouncing a ball against his bedroom wall, over and over.
Upset about the trial
Pleased with how the trial went
Too tired to eat
Angry with his sister
Answer: Upset about the trial
How you get there
Tom says the trial went fine, and everything he does says otherwise. He leaves his laces knotted, keeps his coat on, does not eat, and bounces a ball at the wall for a long time. Those four actions all point the same way, and the only thing the passage connects them to is the trial. When what a character does and what a character says disagree, believe what they do.
Why the other answers tempt
"Too tired to eat" fits the cold dinner on its own, and tiredness is a fair guess from one detail. It cannot explain the knotted laces, the coat or the ball, and an inference has to cover all the evidence rather than one piece of it.
If they are stuck, say this
List what the character does, ignoring what they say, then ask which single feeling would explain every item on your list at once.
Sort each statement: written on the page, hidden underneath, or floating rubbish.
This engine’s own main skill is Stated vs inferred. It practises infer a character state alongside it.
Reading well means holding three piles apart. STATED is anything you could underline: the words are physically there, like the coins being counted twice. INFERRED is what the clues force to be true even though the writer never wrote it: patched patches, counted coins and choosing between bread and a candle only add up one way, so being short of money is locked in without ever being said. UNSUPPORTED is the guess that feels sensible but has no clue behind it, like going hungry tonight, when in fact she bought the bread. The test that separates the last two is simple: name the clue. If you can point at the words that force your idea, it is an inference and you can defend it in an answer. If you cannot, you have imagined it, and in an exam it costs you the mark.
What to say if they get stuck
For STATED you must be able to put your finger on the words. If you are joining two clues together, it is not stated.
For HIDDEN, ask what the detail is doing there. Nobody counts coins twice, or chooses between bread and a candle, unless money is tight.
For the bin, ask what clue would have to exist. Nothing in the passage says what happens after she leaves the shop, so anything about tonight is a guess.
How infer a character state differs from the skills beside it
The same exercise practises several skills, and telling them apart is often the difficulty rather than the exercise itself. On this page the skill is: infer one character feeling, motive, or attitude from textual evidence, and it stops where one character and one supported inference only.
Questions parents ask about infer a character state
Answered from what the skill map records about this skill, not from a template. Every answer here is on the page, and the same questions are the page's FAQ structured data.
Infer one character feeling, motive, or attitude from textual evidence. It is one of 41 named English skills in the 11+, in the reading strand, and this page carries 1 interactive exercise that practises it.
"Too tired to eat" fits the cold dinner on its own, and tiredness is a fair guess from one detail. It cannot explain the knotted laces, the coat or the ball, and an inference has to cover all the evidence rather than one piece of it. The wrong answers on this skill are built out of that, not out of random numbers, so it is worth naming out loud before your child meets it under time pressure.
Point at the next move rather than explaining the whole rule. List what the character does, ignoring what they say, then ask which single feeling would explain every item on your list at once.
The skill map draws the line here: One character and one supported inference only. A question past that line is testing a different named English skill, which is worth knowing before you spend a week practising the wrong one.
The reading strand holds 11 skills that are tested together, and the pages next to infer a character state are infer implicit meaning, interpret a word in context and retrieve an explicit detail. Each has its own exercise and its own link, and none of them needs an account.
Use Inference Iceberg, embedded on this page. It is the exercise the skill map attaches to infer a character state, it runs in the browser with no account to make, nothing is scored, and nothing a child does here is recorded or sent anywhere. It also has its own link, so you can send it to a child without sending them anywhere else first.
Comprehension, vocabulary, grammar and punctuation are four different problems
A free diagnostic separates them, so practice goes where the gap actually is rather than on whichever one is easiest to set.
