- What is the most reasonable inference about the envelope?
Answer: It contains news specifically intended for Maya, probably positive or important.
When you encounter inference questions on the TACHS reading exam, you need to look for clues in the text that point toward conclusions not explicitly stated. The key is finding evidence that supports logical reasoning about what's happening.
Let's examine the textual evidence: the cafeteria becomes silent (suggesting something important), the principal carries a "small envelope" while "scanning each table," and his gaze "settled on Maya, who looked up with wide, hopeful eyes." These details work together to suggest the envelope contains something specifically for Maya, and her "hopeful eyes" indicate she's expecting positive news.
Choice D is correct because the principal's deliberate search for Maya, combined with her hopeful expression, strongly suggests the envelope contains news meant specifically for her—likely something positive or significant that she's been anticipating.
Choice A fails because personal mail wouldn't require the principal to search the cafeteria for a specific student. Choice B is illogical since a notice for the "entire student body equally" wouldn't involve scanning tables to find one particular person. Choice C doesn't work because cafeteria menus wouldn't create the dramatic silence described, nor would they require seeking out Maya specifically.
For TACHS inference questions, always connect multiple story elements to build your conclusion. Look for emotional cues (like Maya's "hopeful eyes") and behavioral details (like the principal's purposeful search) that together paint a clearer picture than any single detail alone. The strongest inferences combine several pieces of textual evidence.
- What can the reader infer about the librarian's belief?
Answer: She thinks the catalog classification is incorrect and is correcting it.
When you encounter inference questions on reading passages, you need to look for clues about what characters are thinking or feeling based on their actions, not what's directly stated.
Let's examine what the librarian actually does: she places a book labeled "Adventure" in the Mystery section, then deliberately changes the catalog record from "Adventure" to "Mystery." These are intentional, methodical actions that suggest she believes the original classification was wrong and is fixing it.
Choice C correctly captures this inference. The librarian's systematic approach—both physically moving the book and updating the written record—indicates she thinks the catalog classification is incorrect and is correcting it.
Choice A is wrong because there's no evidence she wants to hide the book. She's still making it available to patrons, just in a different section. Choice B misreads the situation entirely—she's not removing mystery books but rather adding one to that section. Choice D assumes she made an error, but her deliberate actions (moving the book AND updating the record) suggest confidence in her decision, not a mistake.
The key word here is "infer"—you must read between the lines based on the character's behavior. The librarian's careful, two-step process of relocating and re-cataloging shows purposeful correction, not confusion or hiding.
For TACHS reading inference questions, always ask yourself: "What do this character's actions tell me about their thoughts or motivations?" Look for patterns in behavior rather than assuming mistakes or hidden motives without clear evidence.
- What can be inferred about Lina's attention?
Answer: She is expecting someone important to arrive and is watching for that person.
When you encounter inference questions on reading passages, you need to look beyond what's explicitly stated and determine what the author is suggesting through context clues and character behavior.
Let's analyze Lina's actions: despite applause happening around her, she's not fully engaged with the performance. Instead, she's "scanning each newcomer carefully" at the entrance doors. The word "scanning" suggests purposeful, methodical observation rather than casual glancing. This behavior indicates she's looking for someone specific.
Choice D is correct because Lina's focused attention on the entrance, combined with her careful examination of each person arriving, strongly suggests she's waiting for a particular individual to show up. Her polite but distracted clapping shows she's going through the motions while her real attention is elsewhere.
Choice A is wrong because there's no indication she's worried about her seat—she's actively watching people come in, not trying to prevent them from entering her area. Choice B misinterprets her behavior; she's not showing signs of wanting to leave but rather waiting for someone to arrive. Choice C incorrectly assumes she's conducting some kind of count, but "scanning each newcomer carefully" suggests she's looking for someone specific, not tallying numbers.
For TACHS reading inference questions, focus on what characters do and why they might be doing it. Look for action words that reveal motivation—here, "scanning" and "carefully" are key clues that point to purposeful searching rather than random observation.
- What is the most logical inference regarding the cacti?
Answer: Someone within the office is secretly placing the plants as a weekly gesture.
When you encounter reading comprehension questions asking for logical inferences, you need to analyze the given facts and determine what conclusion best fits all the evidence without contradicting any details.
Let's examine what we know: Mr. Patel receives cacti every Friday at noon, there's no delivery record, no note accompanies them, and security cameras show nothing unusual. The correct answer is D because it's the only explanation that accounts for all these facts. Someone with building access could place the plants without being logged as a delivery, explain the lack of security footage (since they belong there), and reasonably choose to remain anonymous.
Looking at the wrong answers: A suggests the ventilation system carries plants, which is physically impossible—ventilation systems cannot transport potted cacti. B proposes mistaken nursery deliveries, but this contradicts the "no delivery logged" detail and wouldn't explain the consistent Friday timing. C implies Mr. Patel has weekly amnesia about his own orders, which fails to explain why there are no delivery records or purchase receipts he would surely encounter.
Notice how A and C require you to ignore key evidence, while B contradicts explicit facts. Only D incorporates every piece of information provided.
For TACHS reading questions, always check that your chosen inference aligns with all given details. Wrong answers often sound plausible initially but fall apart when you test them against every fact in the passage. The strongest inference explains everything without requiring you to dismiss any evidence.
- Based on the passage, what is the most reasonable inference about who placed the cranes on the desks?
Answer: A student who sits in the back of the room secretly folded and distributed the cranes before class.
When you encounter reading comprehension questions asking for inferences, you need to look for clues in the text that point toward the most logical conclusion, even when it's not directly stated.
The passage provides key evidence pointing to students as the crane-makers. The most telling detail is that "several desks near the back still had scraps of colorful origami paper tucked into their corners." This physical evidence directly connects the back-of-the-room area to the crane-making activity. Additionally, when Mrs. Delgado asks about the cranes, "no one admitted to making them" - this suggests students were involved but chose not to confess, which is typical student behavior after a harmless prank or surprise.
Choice A correctly identifies this logical connection between the evidence and the most reasonable conclusion. Choice B assumes Mrs. Delgado made them herself, but there's no textual evidence supporting this, and her genuine surprise reaction suggests otherwise. Choice C about a custodian has no supporting evidence - custodians typically clean, not create decorative origami displays. Choice D suggesting the principal delivered them lacks any textual support and doesn't explain why origami scraps would be left specifically at back desks.
For TACHS reading inference questions, always anchor your reasoning in specific textual evidence rather than making unsupported assumptions. Look for details that create a logical chain of reasoning, and eliminate choices that require you to invent information not provided in the passage.
- What can the reader infer about the bakery's Thursday operations?
Answer: The bakers worked extended hours on Thursday night to prepare extra goods for Friday.
When you encounter an inference question on the TACHS reading exam, you're being asked to use evidence from the passage to draw a logical conclusion that isn't directly stated. Look for clues that point to one clear explanation.
The passage provides three key pieces of evidence: the bread scent lingered past 8 PM (two hours after closing), neighbors heard ovens running after sunset, and the display case was "piled high" with cinnamon rolls the next morning. These details all point to extended baking activity on Thursday night. Answer choice A correctly connects these clues—the bakers worked late to prepare extra goods, explaining both the extended oven use and the abundant Friday inventory.
Looking at the wrong answers: Choice B suggests a nearby restaurant caused the bread aroma, but this doesn't explain why the bakery's own ovens were heard running or why their display case was suddenly full. Choice C claims the smell came from burned bread earlier, but burned bread wouldn't create the pleasant "fresh bread" scent described, nor would it explain the late oven activity. Choice D blames a malfunctioning air-conditioning system, which couldn't account for the oven sounds or the increased inventory.
For TACHS inference questions, choose the answer that explains all the evidence in the passage, not just one detail. Wrong answers often address only part of the information provided or introduce explanations that contradict the passage's details. Always ask yourself: "Does this choice account for everything I read?"
- What can the reader infer about the team's familiarity with Coach Rivera's routine?
Answer: The team has practiced these specific drills often and recognizes the whistle signals.
When you encounter inference questions on reading passages, you're being asked to draw logical conclusions from the evidence provided, not just recall stated facts. Look for clues about what the text suggests but doesn't explicitly say.
The passage gives us two key pieces of evidence: Coach Rivera "stacked the cones in reverse order" and "tapped her whistle twice," after which "the players immediately rearranged themselves without further instruction." The word "immediately" and the phrase "without further instruction" are crucial clues. This suggests the players understood exactly what these signals meant, indicating they've experienced this routine many times before.
Choice A correctly identifies that the team recognizes these specific signals because they've practiced these drills repeatedly. The immediate response without needing verbal explanation demonstrates familiarity.
Choice B contradicts the passage entirely—the players responded instantly without any verbal reminders. Choice C also contradicts the evidence; if the coach frequently changed plans and caused confusion, the players wouldn't respond so smoothly and immediately. Choice D introduces information not supported by the text—there's no indication the cones were misplaced or that the team invented anything new.
For TACHS reading inference questions, focus on what the author suggests through specific word choices and actions rather than what's directly stated. Words like "immediately," "without instruction," and "automatically" often signal established routines or familiarity. Always choose the inference most directly supported by textual evidence, avoiding answers that contradict the passage or introduce unsupported ideas.
- What can be inferred about Sonia?
Answer: She is anxious about technology and wants to ensure the file uploads correctly.
When you encounter inference questions on reading passages, you need to look for clues in the text that suggest something beyond what's directly stated. The key is finding evidence that logically supports only one conclusion.
Let's examine what the passage tells us: Sonia completed her essay well ahead of schedule but deliberately waited until the last possible moment to submit it, then "refreshed the submission page repeatedly." This behavior pattern reveals her true concern.
The correct answer is B because the evidence points to technology anxiety. Someone confident in the upload process wouldn't repeatedly refresh the page - that's classic behavior of someone worried about technical glitches or wanting confirmation that the submission worked properly. The refreshing action is the crucial clue that reveals her underlying concern about the technology.
Here's why the other options don't fit: A is wrong because enjoying pressure doesn't explain the repeated page refreshing - someone who thrives under pressure would submit confidently and move on. C makes no logical sense since waiting until the deadline actually increases the risk of classmates seeing her work if the system is slow or crowded. D contradicts the passage entirely, which explicitly states she finished "days before the deadline."
For TACHS reading inference questions, always look for behavioral clues that reveal character motivations. Pay special attention to specific actions described in the passage - like "refreshing repeatedly" - as these details often provide the strongest evidence for the correct inference.
- What can be inferred about recent trail usage?
Answer: Most hikers have recently been choosing the muddy route despite its condition.
When you encounter inference questions on reading passages, look for clues in the text that allow you to draw logical conclusions about what's happening beyond what's explicitly stated.
The passage describes two contrasting paths: one muddy with "fresh boot prints" and another that's "overgrown with untouched brambles." The key evidence is the combination of fresh boot prints in the mud alongside the overgrown, untouched condition of the alternative path. Fresh boot prints indicate recent human activity, while "untouched brambles" suggest an absence of foot traffic.
Choice D correctly synthesizes this evidence. Despite the muddy, unpleasant conditions, hikers have been choosing this route recently (evidenced by fresh prints), while avoiding the drier but overgrown alternative. This explains why one path shows heavy recent use while the other remains undisturbed.
Choice A incorrectly assumes storm damage caused the vegetation loss, but the passage doesn't mention storms or vegetation removal—only that one path is muddy. Choice B contradicts the evidence since maintained paths wouldn't be muddy with brambles; the contrast between the paths suggests different usage patterns, not recent maintenance. Choice C misinterprets the overgrown trail as animal territory, but "untouched brambles" indicates a complete lack of traffic, not animal use keeping humans away.
For inference questions, focus on what the evidence directly supports rather than elaborate explanations that require information not in the text. Look for the conclusion that most simply and completely explains all the given details.
- What is the most plausible inference about the mechanic's decision?
Answer: He does not expect any more customers and wants to begin shutting down early.
When you encounter inference questions on reading passages, you're being asked to make logical conclusions based on evidence in the text, not wild guesses. The key is finding clues that point to the most reasonable explanation for a character's behavior.
Looking at the details here, the mechanic has finished work (wiping grease from his hands), checked the time, and deliberately turned off the shop sign 15 minutes early. The word "quietly" suggests this is an intentional, somewhat secretive action. These clues collectively point to someone who's done for the day and wants to wrap up early without drawing attention.
Choice B captures this perfectly - he's finished his work, doesn't expect more customers, and is beginning his shutdown routine early. This interpretation fits all the textual evidence naturally.
Choice A focuses on electricity costs, but there's no indication the mechanic is concerned about expenses - just timing. Choice C suggests he'll reopen later, but "quietly" turning off the sign indicates he's closing down, not planning to return. Choice D implies he forgot about extended hours, but his deliberate checking of the clock shows he's very aware of the time and making a conscious choice.
For TACHS reading inference questions, always look for the answer that accounts for all the details in the passage while making the most logical sense. Avoid answers that require you to invent information not suggested by the text or that ignore key descriptive words like "quietly."
- What can be inferred about Nadia's interests?
Answer: She is particularly fascinated by historical navigation and exploration.
This question tests your ability to make logical inferences from textual evidence. When you encounter inference questions, look for specific details in the passage that point to broader conclusions about characters, situations, or themes.
The passage provides clear behavioral evidence about Nadia's preferences. She "paused longest at the maritime exhibit," actively engaged by "tracing the outlines of old maps with her finger," and showed genuine curiosity by "asking the guide numerous questions about famous voyages." This sustained, focused interest in navigation and exploration materials strongly suggests she's fascinated by historical seafaring and discovery. In contrast, she "barely glanced at the modern sculpture wing," indicating minimal interest in contemporary art.
Choice A correctly captures this inference about her fascination with historical navigation and exploration, supported directly by her extended engagement with maritime materials.
Choice B contradicts the evidence—Nadia actively sought explanations from the guide about voyages, showing she values guided information rather than avoiding it.
Choice C misreads her behavior entirely. Nothing suggests she dislikes museums or finds them overly structured; her engaged participation in the tour indicates genuine interest in the museum experience.
Choice D directly contradicts the passage. She barely looked at modern sculptures and spent most time with maritime exhibits, proving she didn't come primarily for contemporary art.
Remember: strong inference questions require you to draw logical conclusions that go beyond what's explicitly stated, but your inferences must be firmly rooted in textual evidence. Look for patterns in character behavior and explicit details that support broader conclusions.
- What can be inferred about Jonathan's focus during the debate?
Answer: He is primarily interested in Sylvia's arguments and responses.
When you encounter an inference question, you need to read between the lines and look for patterns in the described behavior. The passage describes Jonathan's actions in two different scenarios: when Sylvia is speaking versus when others are speaking.
Let's trace Jonathan's behavior carefully. When Sylvia cites statistics, he responds with vigorous nodding and active note-taking. However, when Sylvia pauses and other speakers take over, his note-taking slows down and he "rarely looked up." This contrast reveals where his attention and interest lie.
Choice C correctly captures this pattern - Jonathan is primarily focused on Sylvia's contributions to the debate, showing engagement when she speaks and less attention when others do.
Choice A misreads the situation entirely. Jonathan isn't disengaged; he's actively nodding and taking notes, just selectively during Sylvia's portions. Choice B contradicts the evidence since his behavior clearly changes depending on who's speaking - he doesn't find all speakers equally compelling. Choice D makes an unsupported assumption about his prior knowledge. The passage shows he's engaged with Sylvia's statistics (nodding vigorously), which suggests interest rather than boredom from repetition.
On reading comprehension questions, pay close attention to contrasting behaviors or situations described in the passage. Authors often use these contrasts to reveal character motivations, preferences, or attitudes. Look for signal words like "when," "however," and "but" that highlight these important distinctions.
- Which inference about Tyler's reasoning is best supported?
Answer: He hopes to reach shelter at the bus stop before the impending rain begins.
When you encounter inference questions on reading comprehension tests, you need to identify what the author suggests without directly stating. Look for context clues in the passage that point to logical conclusions about characters' motivations or situations.
In this passage, Tyler performs three specific actions in sequence: he looks at dark clouds, zips his jacket, and quickens his pace toward the bus stop despite having twenty minutes until the bus arrives. These details work together to paint a clear picture. Dark clouds typically signal approaching rain, zipping a jacket suggests preparation for weather changes, and hurrying toward shelter when you have extra time indicates anticipating unfavorable conditions. Tyler's reasoning is that he wants to reach the bus stop (which provides shelter) before it starts raining.
Choice A incorrectly assumes Tyler thinks the schedule changed, but the passage explicitly states he knows the bus isn't due for twenty minutes. Choice C about track practice ignores all the weather-related context clues and makes an unsupported leap about his athletic interests. Choice D about a forgotten wallet introduces information completely absent from the passage and doesn't explain why he'd look at clouds or zip his jacket.
Choice B correctly connects all the textual evidence: Tyler sees storm clouds approaching and wants to reach shelter before the rain starts, which explains both his preparation (zipping jacket) and urgency (quickening pace) despite having plenty of time.
For inference questions, always ground your answer in specific details from the passage. Avoid choices that introduce new information not suggested by the text or ignore key context clues the author provides.
- What does Leo's humming most likely suggest about his mindset?
Answer: He is preparing himself confidently for a possible turnaround.
When you encounter questions about character mindset or motivation, look for clues in the character's actions and their emotional context. The key is connecting what characters do with what they're likely feeling or thinking.
Leo's humming reveals his confident, prepared mindset. The passage tells us he hums "the same nervous tune he had hummed before every comeback the season prior." This detail is crucial—it establishes a pattern where Leo's pregame humming has been associated with successful comebacks in the past. Despite being down by two runs, he's following his established ritual, suggesting he believes another comeback is possible. The word "nervous" shows he feels pressure, but his adherence to a successful routine indicates confidence in his team's ability to turn things around.
Choice B is wrong because Leo's actions show engagement, not doubt—he tightens his glove and jogs onto the field purposefully. Choice C misses the point entirely; the passage specifies this is "his" tune that he hums as a personal ritual, not a response to stadium music. Choice D makes no sense given the context—Leo clearly understands the game situation (knowing they're down by two with one inning left) and is preparing to play defense.
On TACHS reading questions about character analysis, pay attention to patterns and rituals mentioned in the text. When a passage describes a character's repeated behavior, especially one linked to past success, it usually signals confidence or positive preparation rather than doubt or confusion.
- What can be logically inferred from this information?
Answer: Arjun had abandoned an online ticket order partway through the purchase process.
This question tests your ability to make logical inferences by analyzing what information is given and what's missing. When you see "logically inferred," you need to find the conclusion that best explains all the facts presented.
The key facts are: (1) Arjun received an email praising his mezzanine seat choice, (2) he included a coupon, and (3) he hadn't actually purchased tickets yet. The most logical explanation is that Arjun started the online ticket purchasing process, selected mezzanine seats, but didn't complete the transaction. Many websites send follow-up emails to customers who abandon their shopping carts, often including incentives like coupons to encourage completion of the purchase.
Looking at the wrong answers: (B) suggests the theater sent someone else's confirmation to Arjun, but the email specifically praised "Arjun" for his choice, indicating it was meant for him personally. (C) proposes his friends secretly bought tickets as a gift, but this doesn't explain why Arjun would receive the email or why he thinks he hasn't purchased tickets. (D) claims everyone automatically gets free mezzanine tickets monthly, but this doesn't explain the personalized praise for Arjun's "choice" or why a coupon would be necessary.
For inference questions on the TACHS, always look for the answer that explains all the given facts without requiring additional assumptions. The correct inference should feel like the natural, logical conclusion that ties everything together rather than introducing new, unexplained elements.
- What can be inferred from Sara's behavior?
Answer: She wonders if her appearance affected her friend's failure to respond.
This question tests your ability to make inferences about character behavior by analyzing actions and their logical connections. When reading comprehension asks "what can be inferred," you need to find the conclusion that's most strongly supported by the evidence in the passage.
Sara's sequence of actions tells a clear story: she waves at her friend, doesn't get a response, then immediately checks her reflection and adjusts her hat. This behavior pattern suggests she's questioning whether something about her appearance might have prevented her friend from recognizing or responding to her. The timing is key—she checks her appearance right after the failed interaction, indicating she's connecting the two events.
Choice A is incorrect because there's no evidence Sara thinks the person is someone else—she still refers to them as "her friend." Choice B assumes Sara believes her friend saw her and chose to ignore her, but the passage doesn't suggest Sara thinks this was intentional. Choice D misreads the situation entirely; Sara adjusts her hat after the failed wave, not before, and it's clearly a response to what just happened, not preparation for a meeting.
Choice C correctly captures Sara's thought process: she's wondering if her appearance somehow affected the interaction. Her immediate move to check and adjust her appearance shows she's considering whether how she looked played a role in her friend's non-response.
On inference questions, look for the choice that requires the smallest logical leap from the text. The character's actions should directly support your conclusion without requiring you to assume additional information.
- What can be logically inferred?
Answer: Someone continued woodworking in the garage after Mr. Soto left.
When you encounter inference questions on reading tests, you're being asked to draw logical conclusions based on evidence in the passage. The key is finding clues that point to what most likely happened, even if it's not explicitly stated.
Let's examine the evidence: there's a "fresh layer of sawdust" on the workbench, and the "scent of pine" remains in the garage two hours after Mr. Soto locked up. The word "fresh" is crucial here—it suggests the sawdust appeared recently, likely after Mr. Soto left. Pine scent often comes from cutting or sanding pine wood, which would produce sawdust.
Choice C is correct because it logically connects both pieces of evidence. Fresh sawdust appearing after the owner left, combined with the lingering pine smell, strongly suggests someone was doing woodwork in the garage after Mr. Soto locked up.
Choice A incorrectly assumes paint cans would smell like pine—paint typically has chemical odors, not wood scents. Choice B doesn't explain why rain would create pine-scented sawdust; water damage would produce different debris. Choice D fails because wind-blown sawdust from a distant site wouldn't be "fresh" on the workbench or create a concentrated pine scent inside a locked garage.
For inference questions, look for answer choices that logically explain all the evidence presented. Avoid options that require you to make unsupported assumptions or that only address part of the evidence. The correct inference should feel like the most reasonable explanation for everything described in the passage.
- What does Yusuf's reaction most likely indicate?
Answer: He added too much pepper, making the soup spicier than he expected.
When you encounter reading comprehension questions about characters' actions and reactions, look for context clues that reveal cause and effect relationships. The key is connecting the character's behavior to what logically triggered it.
In this passage, you need to trace the sequence: Yusuf sprinkles pepper, tastes the soup, then immediately reaches for water while fanning his mouth. These are classic signs of someone who has eaten something too spicy. The water and mouth-fanning are universal responses to excessive heat from spices, and since pepper was the last thing added, it's the most logical culprit.
Choice B correctly identifies that Yusuf added too much pepper, making the soup spicier than expected. His immediate physical reactions—reaching for water and fanning his mouth—are telltale signs of dealing with too much spice.
Choice A suggests the soup was too cold, but cold soup wouldn't cause someone to fan their mouth or desperately reach for water. Choice C proposes an allergic reaction, but the passage shows typical responses to spicy food, not allergic symptoms like swelling or difficulty breathing. Choice D claims he dislikes an unrelated ingredient, but his reaction happened immediately after adding pepper, making the pepper the obvious cause.
For reading comprehension questions about character reactions, always look at the timing and sequence of events. Pay attention to physical responses and match them to their most logical causes. When multiple events happen in quick succession, the most recent action usually explains the immediate reaction that follows.
- What can be inferred about Ms. Chen's grading style?
Answer: She is thorough and dedicated, providing detailed feedback even after hours.
When you encounter inference questions about character traits, look for specific actions and details that reveal deeper qualities beyond what's directly stated.
The passage shows Ms. Chen working alone after school has ended, carefully "erasing red marks" and "jotting quick notes beside each one." These details reveal her character through her actions. She's not just grading papers—she's taking time to remove harsh red marks (showing consideration for students' feelings) and adding personalized feedback notes (showing investment in their learning). The fact that she's doing this after hours, when she could have gone home, demonstrates dedication. Answer choice D correctly captures this thorough, dedicated approach.
Let's examine why the other options miss the mark. Choice A suggests she delegates grading, but the passage clearly shows her doing the work herself. Choice B claims she's rushing to leave, yet the evidence shows the opposite—she's staying late and taking extra care with detailed feedback. Choice C assumes she avoids grading during class due to fear, but there's no evidence about her classroom behavior or emotions regarding student reactions.
For TACHS reading inference questions, remember that the correct answer must be directly supported by evidence in the passage. Don't choose answers that require you to make unsupported leaps or assumptions. Look for actions, dialogue, and descriptions that logically lead to your conclusion about character traits or motivations. The text will always provide the clues you need.
- What can be inferred about the temperature change?
Answer: The room became cooler after she allowed fresh air to enter.
When you encounter inference questions on reading passages, you need to determine what logically follows from the given information, even when it's not directly stated. Look for cause-and-effect relationships between actions and reactions.
In this passage, Nori's sequence of actions tells a clear story: she opens the window to let in a breeze, then immediately reaches for a sweater. The key insight is understanding why someone would put on a sweater right after opening a window. Since sweaters provide warmth, this suggests she became cold.
The correct answer is C because the most logical explanation for Nori's behavior is that the incoming breeze lowered the room's temperature, prompting her to seek additional warmth from the sweater.
Let's examine why the other options don't work. Choice A incorrectly suggests the sweater was blocking a draft and that removing it warmed the room—but the passage shows Nori reaching for the sweater to put it on, not removing it. Choice B mentions dust and discomfort, but there's no evidence in the passage about dust or any discomfort beyond temperature. Choice D introduces an entirely unrelated concept about noise and appointments that has nothing to do with the described actions.
For inference questions, focus on the most direct cause-and-effect relationship supported by the text. Don't overthink or introduce information that isn't there. When someone's actions suggest they're responding to a physical change (like temperature), choose the answer that most logically explains that response based on common human behavior.
