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TRANSCRIPT
Teaching and Assessment Guide
CRACKING COMPREHENSION
Kate Ruttle
Year 4
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ContentsHow to use this resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Cracking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
FICTION
Unit Teaching/Practice Title Page
1 Teaching text The Children of Green Knowe – Lucy M. Boston 8
Practice text War Boy – Michael Foreman 12
2 Teaching text The Diary of a Killer Cat – Anne Fine 16
Practice text Harriet’s Hare – Dick King-Smith 20
3 Teaching text The Scroll of Alexandria: A Lottie Lipton Adventure – Dan Metcalf 24
Practice text The Better Brown Stories – Allan Ahlberg 28
4 Teaching text Mackerel and Chips – Michael Morpurgo 32
Practice text Oliver Twist’s Childhood – Charles Dickens 36
5 Teaching text Charlotte’s Web – E.B. White 40
Practice text Stuart Little – E.B. White 44
6 Teaching text How to Train Your Dragon – Cressida Cowell 48
Practice text How to Train Your Dragon – Cressida Cowell 52
7 Teaching text An Egyptian Myth – Kate Ruttle 56
Practice text A Korean Myth – Kate Ruttle 60
NON-FICTION
Unit Teaching/Practice Title Page
8 Teaching text Knight Survival Guide: Are You Tough Enough? – Anna Claybourne 66
Practice text Knight Survival Guide: Are You Tough Enough? – Anna Claybourne 70
9 Teaching text Are You Wasting Good Food? – Kate Ruttle 74
Practice text Would You Eat Less-Than-Perfect Fruit and Vegetables? – Kate Ruttle 78
10 Teaching text What Is a Robot? – Kate Ruttle 82
Practice text Robots in Films and TV Programmes – Kate Ruttle 86
11 Teaching text The Battle of Britain – Gillian Clements 90
Practice text Dunkirk – Kate Ruttle 94
12 Teaching text Epic: Animal Migrations – Camilla de la Bédoyère 98
Practice text Epic: Animal Migrations – Camilla de la Bédoyère 102
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POETRY
Unit Teaching/Practice Title Page
13 Teaching text Childhood Tracks – James Berry 106
Practice text Hot Food – Michael Rosen 110
14 Teaching text A Small Dragon – Brian Patten 114
Practice text The Spirit of Place – Richard Brown 118
15 Teaching text The Kitten at Play – William Wordsworth 122
Practice text Letting in the Light – Elizabeth Lindsay 126
ASSESSMENT TASKS
Fiction
Task 1: The Pudding Like a Night on the Sea – Ann Cameron 130
Task 2: The Green Ship – Quentin Blake 134
Task 3: The Little Ghost – Otfried Preussler 138
Task 4: Cliffhanger – Jacqueline Wilson 142
Non-fiction
Task 5: Homesick Bugsy the Beagle 146
Task 6: Rocket Balloon 150
Task 7: Mummies 154
Poetry
Task 8: A Dream of Elephants – Tony Mitton 158
Task 9: Daddy Fell into the Pond – Alfred Noyes 162
Answers to Assessment Tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Content Domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Content Domain Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
l The Interactive Modelling Software
l All teaching notes
l Teaching text questions
l Progress Task sheets for all Assessment Tasks
Don’t forget to log on to My Rising Stars to access:
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4 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
1 Give the children copies of the Teaching text and questions so that they can apply the strategies they learned in the previous session. (These can be found in the home screen for each unit, by clicking the Teaching text button.)
2 Ask the children to work independently and give their own answers.
3 In the Question zap tab, select a question. Move to the Crack it tab, and click Check it to review the model answer. Repeat for each question. Allow the children to mark their own work as you review each model answer. You can also check answers and strategies in the Teacher’s Guide.
4 Encourage discussion so that the children can compare their own answers to the model answer. There may be alternative possible ‘correct’ answers for each question.
1 Introduce the unit by sharing the Key text features and Reading the Teaching text questions in the Teacher’s Guide.
2 Use the Read tab text in the Interactive Modelling Software to introduce the Teaching text. Press the play button to listen to the audio. The Listening comprehension questions will be shown on screen. If you prefer, you can read the text yourself.
How to use this resourceIntroduce, Listen and Read
1 In the Question zap tab, click on the first question to open it.
2 Zap the question: Teach children how to interpret the question:
“What is being asked?”
“Which reading strategies will be needed to find the answer?”
Use the on-screen tools to highlight key words in the question.
Answers and strategies are supplied in the Teacher’s Guide.
3 In the Text search tab, use the on-screen tools to highlight any pieces of text that are relevant to the question. Click Copy to Crack it to transfer this text to the evidence section of the Crack it tab.
4 In the Crack it tab, use the copied text in the Evidence section to write an answer. Compare this with the model answer given in the Teacher’s Guide and encourage the children to discuss and consider the relative merits of their own answers and the model answer.
Model
Apply
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 5
1 Revisit the key strategies taught using the Teaching text, and then distribute photocopies of the Practice text, and Practice text questions, for children to practise answering the questions, using and applying the strategies taught. (These can be found in the home screen for each unit, by clicking the Practice text button, and in the Teacher’s Guide.)
2 Display the Practice text tab in the Interactive Modelling Software. Use the strategies suggested in the Teacher’s Guide to mark and discuss the children’s answers. Let children mark their own work, although you will want to monitor their answers as part of your ongoing assessment procedures.
Children can extend their learning, either through writing (see Moving into writing) or through developing further reading pathways (see Extending reading). Brief suggestions for both of these routes are included in each unit of the Teacher’s Guide. It is anticipated you will use your professional understanding of effective ways to teach reading and writing if you follow the suggestions.
1 Introduce the Assessment Tasks through class discussion so that children are clear what they are being asked to do. If appropriate, display the text in the Interactive Modelling Software and read it out. If the text is a playscript or a poem which lends itself well to being read aloud, encourage children to enact some or all of the text over the course of the assessment.
2 Provide each child with the question sheet.
3 Circulate throughout the task, offering support or challenge as necessary. Allow verbal responses, where required, to enable you to assess understanding independently of reading accuracy.
Practise
Extend
Assess
Unit 4 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 37
Name:
Class: Date:1 Why was Oliver sent to a baby-farm?
2 In this text, what do you think the “baby-farm” was? Tick one. a farm where babies were grown
□ a building where people went to choose a baby to adopt □
a building where orphaned babies were allowed to grow up □ a health farm where people went to have their babies □
3 “She kindly kept most of the money and managed to raise her young crop of orphans on even
less than the parish provided for them.” Do you think it was kind of her? Explain your answer.4 Do you think Oliver was happy at the baby-farm? Explain your answer fully using ideas from
the text.
5 List two things that happened to Oliver on his ninth birthday.6 “Goodness gracious! Is that you, Mr Bumble, sir?” said Mrs Mann, thrusting her head out of the
window. “(Susan, take Oliver and them two other brats upstairs, and wash ‘em directly.) Well
Mr Bumble, how glad I am to see you!” (paragraph 5) Why did the author use brackets in direct speech?
7 Why do you think Mrs Mann wants Oliver and the other two boys to be taken out of the cellar?8 Based on what you have read so far, tick the statement that is the best prediction of what
happens just after Oliver is taken to see Mr Bumble. Tick one. He is adopted by a loving family.
□ He is taken to a workhouse, where he is treated even more cruelly. □
Mr Bumble is angry with Mrs Mann because Oliver is so thin. □ Mr Bumble likes Oliver and takes him home with him.
□9 This story was originally written over 100 years ago. List two ideas from the text that show it is
not set in the 21st century.
1 mark
1 mark
2b
1 mark
2a
1 mark
2d
1 mark
2d
2d
1 mark
2e
2 marks
2f
1 mark
2b
1 mark
2f
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6 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Introduction to Cracking Comprehensionn What is Cracking Comprehension?Cracking Comprehension is a step-by-step resource to improve the comprehension skills of children aged 5–11 years old. It teaches children the skills and strategies they need to successfully explain their understanding of a wide range of texts, and offers ideas to extend their enjoyment of, and engagement with, reading.
The Interactive Modelling Software and this Teacher’s Guide will help children to develop the techniques to answer the types of questions asked in the Key Stage 2 National Test for Reading, and help you to deliver the 2014 National Curriculum for English, including the harder question paper which requires more in-depth understanding.
The Assessment Tasks provide a range of assessment for learning (AfL) activities for reading comprehension within the new Primary National Curriculum for Key Stage 2 English. These tasks can be used alongside the teaching units or as stand-alone assessment tasks.
Cracking Comprehension comprises both this Teacher’s Guide and online access to the Interactive Modelling Software and printable resources on My Rising Stars at www.risingstars-uk.com. The icon, used throughout this book, highlights where access to online content is required.
The online access at My Rising Stars provides interactive tools and pupil quizzes for modelling and practice. The Interactive Modelling Software helps teachers and children model key reading skills, and can be followed by the pupil quizzes, where children can practise the skills acquired independently, at home or in small working groups. The online pupil quizzes can be used to track and monitor progress, using the reporting and progress area.
n What is in it?Cracking Comprehension offers 15 comprehension units and nine Assessment Tasks for each year organised by text type (fiction, non-fiction, playscripts and poetry), and includes full teacher and assessment guidance.
The units have been chosen to support the expectations of the new National Curriculum for Key Stage 2 English. The texts can also be used as resources to complement your wider teaching.
n Cracking Comprehension and the National Curriculum for English
The 2016 test framework recognises eight ‘content domains’ which can be assessed in reading tests and which primarily interrogate the reading comprehension objectives of the national curriculum.
The table on pages 170–171 gives a summary of content domain coverage for each comprehension unit and assessment task.
n How do I use the teaching units?The pathway through each Cracking Comprehension unit is flexible, according to the specific needs of you and your children. (See How to use this resource on pages 4–5 for a suggested learning pathway.) Whether you choose to teach a comprehension lesson every day for a week, weekly over a half-term or for a focused half day per half-term is your choice. The range of content domains practised during each unit is clearly indicated. This gives you the opportunity to decide which assessable elements you want the children to practise.
n How do I use the Assessment Tasks?The tasks are not tests and are therefore not carried out under test conditions. Children may work on the tasks individually, in pairs or in groups. The tasks encourage a variety of activities including reading out loud, learning by heart and performance, all of which are emphasised in the new curriculum. The tasks may be used in any order.
There are no hard-and-fast time limits for these tasks, and some children may need more time than others. Tasks involving performance will need a greater time allowance than others. We suggest one-and-a-half to two hours on average.
Gathering and using evidence for diagnostic assessment
The outcomes for each task supply evidence for the regular review of children’s progress in reading. The teacher notes provide a question-by-question breakdown giving examples of likely outcomes for each question at three standards of achievement: children working towards the expected standard, at the expected standard and those working at greater depth within the expected standard.
For maximum flexibility, the tasks are designed to be administered in any order, and so a single benchmark standard is required. The benchmark used in all the tasks is the expected standard at the end of the year. As children typically make significant progress over the course of the year, you will need to take this into account when assessing children against expected progress, particularly for any tasks children attempt during the first half of the academic year.
The questions for each task focus on several content domains from the new programme of study.
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 7
Introduction to Cracking Comprehension
Support for assessment for learning
A simple, tick-based pupil self-assessment sheet for each Assessment Task can be found on My Rising Stars. Use this after the task, to give children the opportunity to reflect on what they can do. Begin by discussing the questions with the class, and then give children an opportunity to fill in the sheets individually. Those struggling with reading may need individual help to fill in their sheets.
Use the self-assessment sheets, together with your own assessment of each child’s attainment in the task, to set future targets for reading. A child’s completed self-assessment sheet could form the focus of a meeting you have with them about their reading targets.
n Using Cracking Comprehension with other resources
Cracking Comprehension can be used as a stand-alone resource for teaching reading comprehension, or together with other Rising Stars resources to support your classroom teaching and improve outcomes for the children in your class. Detailed mapping documents, which provide further detail on how Cracking Comprehension content can be used successfully with some of the resources listed below, can be found on My Rising Stars.
Progress in Reading Assessment (PiRA)
PiRA is the best-selling stand-alone reading test which can be used to track children’s progress from one term to the next, throughout Key Stages 1 and 2. Cracking Comprehension is an ideal teaching tool to ensure good progress through PiRA because the texts are of a similar length and demand, and the range and presentation of questions are based on those used
in the National Tests. Strategies that are learned and practised in Cracking Comprehension are all appropriate and useful for PiRA.
On Track Comprehension
On Track Comprehension is a structured intervention programme for children in Key Stage 2 who are falling behind in comprehension. One of the key areas of focus for On Track Comprehension is developing vocabulary and skills for working out the meaning of words. This is in response to research which shows that a more limited vocabulary is one of the biggest barriers to accurate comprehension for many children. On Track Comprehension also provides opportunities for children to respond to texts orally, before they record written answers.
Cracking Writing
Cracking Writing units can be used as extension tasks for Cracking Comprehension. Each of the Cracking Writing units is closely related to a Cracking Comprehension unit and includes comprehension questions before going on to use the text extract as a model for writing. Grammar is extensively taught in context in the units.
Read in to Writing
In addition to one-off comprehension tasks based on short texts and text extracts, many schools are now opting to read full-length books together, in order to give children opportunities to read and respond to entire good-quality texts. Extracts from some of these texts, or related to the texts, are used in Cracking Comprehension in order to build children’s familiarity with the texts.
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• FICTION
8 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1FICTION
The Children of Green Knowe/War BoyLucy M. Boston/Michael Foreman
Key text features
The texts present different views of children and childhood.
l The Teaching text is an extract from the beginning of The Children of Green Knowe by Lucy M. Boston.
l The Practice text is an extract from War Boy by Michael Foreman.
Reading the Teaching text: The Children of Green Knowe
l Introduce the text by explaining that the extract is from the beginning of a book that was first published in 1954. Tolly has come to stay with his grandmother at Green Knowe, a house that has been in her family for generations. It is his first time at the house and the land is flooded when he arrives.
l Access the Interactive Modelling Software for this unit. Read the extract aloud.
l After listening to the story, talk about the children’s impressions of each of the characters.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 10–11).
Reading the Practice text: War Boy
l Before they read the story, ask the children what they know about the Second World War. Discuss growing up during the Second World War. How might it be different from today?
l Once they have read the story, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the beginning of War Boy, talking about the choice of anecdote that the author made.
l Ask the children to think about their own experiences. If they were to choose one anecdote about something that happened (or almost happened, or they wish had happened) in their lives, what would it be?
l Allow them to tell partners about their anecdote and encourage partners to ask questions.
l Reread the extract and discuss key points of first-person storytelling before the children begin to write.
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Unit 1 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 9
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Iggy and Me – Jenny Valentine
The Fish in Room 11 – Heather Dyer
Voices in the Park – Anthony Browne
Invisible Vinnie – Jenny Nimmo
The Marble Crusher – Michael Morpurgo
Extending reading
Q1: What do you think Tolly would see if he looked out of the window when it wasn’t flooded?
A1: A garden/lawns and flower beds/grass
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of the words used in the text.
Q2: What is the Linnet? How old is this one?
A2: A boat: this one is no more than 20 years old.
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of the words used in the text.
Q3: Who do you think Toby might be?
A3: Tolly’s grandfather – the one who he looks very like
Strategy: Listen again to the whole text, noting words and phrases which answer the question.
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10 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1 • FICTION
Teac
hing
text
: The
Chi
ldre
n of
Gre
en K
now
e Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Why
is M
r Bog
gis
wea
ring
long
w
adin
g bo
ots
(long
wel
lingt
on
boot
s)?
•Th
e la
nd is
floo
ded.
•H
e ca
me
thro
ugh
the
flood
.•
The
flood
wat
er is
goi
ng d
own.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Scan
the
text
for r
efer
ence
to lo
ng w
adin
g bo
ots.
2.
Giv
e an
othe
r nam
e by
whi
ch
Mas
ter T
osel
and
is c
alle
d in
the
stor
y.
Tolly
(also
acc
ept T
oby
or T
osel
and)
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for “
Mas
ter T
osel
and”
.•
Read
the
surr
ound
ing
text
, con
side
ring
whi
ch o
ther
nam
e m
ay a
lso b
e us
ed
for t
he s
ame
pers
on.
3.
“Isn
’t h
e th
e fa
ir sp
it of
his
gr
andf
athe
r! M
ight
be
the
sam
e co
me
back
.” (p
arag
raph
7)
In
this
sen
tenc
e, “t
he fa
ir sp
it of
his
gr
andf
athe
r” m
eans
the
sam
e as
: Ch
oose
one
.
□ H
e ca
n sp
it as
far a
s hi
s gr
andf
athe
r can
.
□ H
e is
blo
nd li
ke h
is g
rand
fath
er.
□ H
e is
as
good
-look
ing
as h
is
gran
dfat
her.
□ H
e lo
oks
just
like
his
gra
ndfa
ther
.
He
look
s ju
st li
ke h
is g
rand
fath
er.
2a 1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
optio
ns, c
onsid
erin
g w
hich
one
wou
ld m
ake
the
best
sens
e.•
Scan
the
text
for t
he w
ords
and
car
eful
ly re
ad th
e pa
ragr
aphs
nea
rby.
4.
Mat
ch e
ach
piec
e of
dia
logu
e w
ith
the
spea
ker.
(See
box
es ri
ght.)
“Sha
ll I t
ake
him
out
w
ith m
e in
to th
e ba
rn
this
aft
erno
on w
hile
I c
ut w
ood,
to k
eep
hi
m o
ut o
f you
r way
?”
Mr B
oggi
s
“He’
s not
in m
y w
ay
at a
ll bu
t I e
xpec
t he
w
ould
like
to g
o.”
(line
26)
G
reat
Gra
ndm
othe
r
“Oh
yes,
plea
se!”
(line
27)
Tol
ly
“Ver
y w
ell, B
oggi
s, yo
u ca
n ke
ep h
im ti
ll te
a-tim
e.
Goo
d-by
e, T
oby”
(line
28)
G
reat
Gra
ndm
othe
r
2b 2 m
arks
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
this
dia
logu
e ca
me
from
.•
Scan
that
par
t of t
he te
xt lo
okin
g fo
r the
dia
logu
e.•
Use
info
rmat
ion
such
as
– te
xt la
yout
– pu
nctu
atio
n–
sens
eto
dec
ide
who
is s
peak
ing.
Awar
d 2
mar
ks fo
r all
four
pie
ces
of d
ialo
gue
corr
ectly
att
ribut
ed.
Awar
d 1
mar
k fo
r thr
ee c
orre
ct a
nsw
ers.
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 11
Unit 1 • FICTION
5.
This
sto
ry w
as w
ritte
n ov
er 6
0 ye
ars
ago.
Fi
nd o
ne p
iece
of e
vide
nce
that
sh
ows
that
the
sett
ing
for t
he s
tory
is
not
mod
ern
times
.
Acce
pt a
ny o
f:
•Th
e ch
ild is
cal
led
Mas
ter T
osel
and.
•M
r Bog
gis
is a
lso c
alle
d Bo
ggis
.•
Gre
at-G
rand
mot
her i
s ca
lled
“ma’
am”
(par
agra
ph 7
).•
cutt
ing
woo
d/lo
gs fo
r the
fire
•la
ngua
ge s
uch
as “l
east
way
s” (p
arag
raph
7)
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
rere
ad th
e te
xt lo
okin
g fo
r ide
as, o
bjec
ts, w
ords
or w
ays
of th
inki
ng
that
are
not
com
mon
ly u
sed
toda
y.
6.
Choo
se fo
ur o
f the
se s
tate
men
ts to
cr
eate
a s
umm
ary
of th
e st
ory
so
far.
□ T
he fl
oods
wer
e be
ginn
ing
to g
o do
wn.
□ T
olly
cou
ld s
ee th
e sh
apes
of l
awns
in
the
rippl
es o
f the
floo
d.
□ T
olly
com
es d
owns
tairs
for l
unch
.
□ B
oggi
s br
ings
in lo
gs fo
r the
fire
.
□ H
e st
acks
them
bes
ide
the
ingl
enoo
k fir
epla
ce.
□ T
here
’s a
lway
s a
Linn
et o
n th
e riv
er.
□ B
oggi
s bo
rrow
s bo
ots
from
his
ni
ece
who
se b
oy is
in h
ospi
tal.
□ B
oggi
s gi
ves
Tolly
boo
ts to
wea
r.
□ M
rs O
ldkn
ow c
alls
Tolly
“Tob
y”.
□ T
olly
goe
s w
ith B
oggi
s to
the
barn
.
Acce
pt a
ny fo
ur o
f:
•Th
e flo
ods
wer
e be
ginn
ing
to g
o do
wn.
•Bo
ggis
brin
gs in
logs
for t
he fi
re.
•Bo
ggis
giv
es T
olly
boo
ts to
wea
r.•
Mrs
Old
know
cal
ls To
lly “T
oby”
.•
Tolly
goe
s w
ith B
oggi
s to
the
barn
.
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le te
xt w
hile
con
side
ring
the
ques
tion.
•Re
ad th
e st
atem
ents
and
dec
ide
whi
ch a
re m
ost u
sefu
l to
sum
mar
ise
the
stor
y so
far.
Rem
embe
r to
tick
four
.
452602_U01_CC_2e_Y4_008-015.indd 11 06/03/19 8:38 AM
Unit 1 • FICTION
12 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
War BoyMichael Foreman
I woke up when the bomb came through my roof. It came through at an angle, overflew my bed by inches, bounced up over my mother’s bed, hit the mirror, dropped into the grate and exploded up the chimney. It was an incendiary. A fire-bomb.
My brother Ivan appeared in pyjamas and his Home Guard tin hat. Being in the Home Guard, he had ensured that all the rooms in our house were stuffed with sandbags. Ivan threw sand over the bomb but the dry sand kept sliding off. He threw the hearthrug over the bomb and jumped up and down on it, until brother Pud arrived with a bucket of wet sand from the yard. This did the trick.
Mother grabbed me from the bed. The night sky was filled with lights. Searchlights, anti-aircraft fire, stars and a bombers’ moon. The sky bounced as my mother ran. Just as we reached our dug-out across the street, the sky flared red as the church exploded.
1
5
11
452602_U01_CC_2e_Y4_008-015.indd 12 06/03/19 8:38 AM
Unit 1 • FICTION
Name: Class: Date:
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 13
1 Where was the narrator just before this story begins?
2 “I woke up when the bomb came through my roof.” (paragraph 1)
Why do you think the author began the story with this sentence?
3 “It was an incendiary. A fire-bomb.” (paragraph 1)
Why do you think the author added the information telling you what kind of bomb it was?
4 The Home Guard were not soldiers but they were trained to keep people in towns and cities safe.
How did being in the Home Guard help Ivan and Pud to keep the family safe?
5 How do you think Ivan felt when he was throwing sand on the bomb?
Explain your answer using ideas from the text.
6 Do you think it was dark outside?
Yes □ No □ Explain your answer using ideas from the text.
7 “the sky flared red as the church exploded.”
Suggest a different word with a similar meaning that the author could have used instead of “flared”.
8 The setting for this story is in 1940.
Find two more pieces of evidence that show that the setting is during a war.
9 Do you think the narrator was an adult or a child when this event happened?
Explain your answer using ideas from the text.
1 mark
2d
1 mark
2f
1 mark
2g
2 marks
2d
1 mark
2d
2 marks
2f
2 marks
2d
1 mark
2a
1 mark
2d
452602_U01_CC_2e_Y4_008-015.indd 13 06/03/19 8:38 AM
14 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1 • FICTION
Prac
tice
text
: War
Boy
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Whe
re w
as th
e na
rrato
r jus
t bef
ore
this
sto
ry b
egin
s?in
bed
/asle
ep2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
that
par
t of t
he te
xt.
2.
“I w
oke
up w
hen
the
bom
b ca
me
thro
ugh
my
roof
.” (p
arag
raph
1)
W
hy d
o yo
u th
ink
the
auth
or b
egan
th
e st
ory
with
this
sen
tenc
e?
•It
is a
n ex
citin
g/su
rpris
ing
begi
nnin
g.•
It m
akes
you
wan
t to
find
out w
hat h
appe
ns
next
.•
It is
the
begi
nnin
g of
the
adve
ntur
e he
is
writ
ing
abou
t.
2f 1 m
ark
Que
stio
n fo
cus:
exp
lain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
why
the
auth
or m
ight
hav
e m
ade
that
dec
isio
n.
3.
“It w
as a
n in
cend
iary
. A fi
re-b
omb.
” (p
arag
raph
1)
W
hy d
o yo
u th
ink
the
auth
or a
dded
th
e in
form
atio
n te
lling
you
wha
t ki
nd o
f bom
b it
was
?
in c
ase
the
read
er d
idn’
t kno
w w
hat a
n in
cend
iary
was
/to
emph
asis
e th
e po
int
2g 1 m
ark
Que
stio
n fo
cus:
exp
lain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
that
par
t of t
he te
xt.
•Co
nsid
er re
ason
s w
hy th
e au
thor
mig
ht h
ave
chos
en to
use
this
lang
uage
.
4.
The
Hom
e G
uard
wer
e no
t sol
dier
s bu
t the
y w
ere
trai
ned
to k
eep
peop
le in
tow
ns a
nd c
ities
saf
e.
H
ow d
id b
eing
in th
e H
ome
Gua
rd
help
Ivan
and
Pud
to k
eep
the
fam
ily s
afe?
•Al
l the
room
s in
the
hous
e w
ere
stuf
fed
with
sa
ndba
gs.
•Th
ey k
new
how
to d
eal w
ith th
e bo
mb.
•Pu
d us
ed w
et s
and
to p
ut th
e bo
mb
out.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for m
entio
n of
the
Hom
e G
uard
.•
Care
fully
read
that
par
t of t
he te
xt.
5.
How
do
you
thin
k Iv
an fe
lt w
hen
he
was
thro
win
g sa
nd o
n th
e bo
mb?
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e te
xt.
•fr
ustr
ated
/ang
ry/c
ross
bec
ause
the
sand
ke
pt s
lippi
ng o
ff•
wor
ried/
anxi
ous
beca
use
it w
as in
the
sam
e ro
om a
s hi
s m
othe
r and
bro
ther
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
the
answ
er w
ill b
e.•
Care
fully
read
that
par
t of t
he te
xt.
•U
se y
our o
wn
expe
rienc
e an
d em
path
y to
ans
wer
the
ques
tion.
Awar
d 1
mar
k fo
r rec
ogni
tion
of th
e fe
elin
g an
d an
othe
r for
an
expl
anat
ion
whi
ch re
late
s to
info
rmat
ion
give
n in
the
text
.
452602_U01_CC_2e_Y4_008-015.indd 14 06/03/19 8:38 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 15
Unit 1 • FICTION
6.
Do
you
thin
k it
was
dar
k ou
tsid
e?
□ Y
es
□ N
o
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e te
xt.
Yes
•It
was
nig
ht ti
me.
•Th
ey w
ere
in b
ed.
•Iv
an w
as w
earin
g hi
s py
jam
as.
No
•Th
e ni
ght s
ky w
as fi
lled
with
ligh
t (“fl
ared
re
d” li
ne 1
5).
2d 1 m
ark
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
the
answ
er w
ill b
e.•
Care
fully
read
that
par
t of t
he te
xt.
Ther
e is
no
mar
k fo
r the
firs
t par
t of t
he q
uest
ion.
7.
“the
sky
flare
d re
d as
the
chur
ch
expl
oded
.”
Su
gges
t a d
iffer
ent w
ord
with
a
sim
ilar m
eani
ng th
at th
e au
thor
co
uld
have
use
d in
stea
d of
“flar
ed”.
Acce
pt s
ugge
stio
ns s
uch
as g
low
ed, b
urne
d,
blaz
ed, fl
ashe
d, s
park
ed, fl
amed
.2a 1
mar
k
Que
stio
n fo
cus:
giv
e th
e m
eani
ng o
f wor
ds in
con
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Scan
the
text
look
ing
for r
elev
ant w
ords
and
info
rmat
ion.
8.
The
sett
ing
for t
his
stor
y is
in 1
940.
Fi
nd tw
o m
ore
piec
es o
f evi
denc
e th
at s
how
that
the
sett
ing
is d
urin
g a
war
.
•Th
ere’
s an
ince
ndia
ry b
omb.
•Th
e H
ome
Gua
rd.
Men
tion
of:
•sa
ndba
gs in
the
hous
e•
sear
chlig
hts/
sky
fille
d w
ith li
ghts
•an
ti-ai
rcra
ft fi
re•
an in
cend
iary
bom
b•
the
Hom
e G
uard
•a
bom
bers
’ moo
n•
a du
g-ou
t•
the
chur
ch e
xplo
ded.
2f 2 m
arks
Que
stio
n fo
cus:
exp
lain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for e
vide
nce
of a
war
-tim
e se
ttin
g.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
9.
Do
you
thin
k th
e na
rrato
r was
an
adul
t or a
chi
ld w
hen
this
eve
nt
happ
ened
?
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e te
xt.
a ch
ild:
•H
e is
sle
epin
g in
the
sam
e ro
om a
s hi
s m
othe
r.•
He
is n
ot h
elpi
ng h
is b
roth
ers
to p
ut th
e bo
mb
out.
•It
say
s “m
othe
r gra
bbed
me
from
the
bed”
.•
It s
ays
“the
sky
boun
ced
as m
y m
othe
r ran
”, w
hich
sho
ws
that
she
was
car
ryin
g hi
m.
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
for a
n ov
eral
l im
pres
sion
.•
Scan
it fo
r spe
cific
det
ails.
Awar
d 1
mar
k fo
r rec
ogni
tion
that
the
auth
or w
as a
chi
ld.
Awar
d 1
mar
k fo
r evi
denc
e fr
om th
e te
xt fo
r thi
s.
452602_U01_CC_2e_Y4_008-015.indd 15 06/03/19 8:38 AM
• FICTION
16 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2FICTION
The Diary of a Killer Cat/Harriet’s HareAnne Fine/Dick King-Smith
Key text features
Both texts are extracts from books which feature talking animals.
l The Diary of a Killer Cat, by former children’s laureate Anne Fine, is written as a first-person narrative by a killer cat.
l The award-winning Harriet’s Hare, by Dick King-Smith, is about a young girl’s encounter with a talking hare from outer space.
Reading the Teaching text: The Diary of a Killer Cat
l Access the Interactive Modelling Software for this unit.
l Introduce the text by showing the title and author. Is Anne Fine familiar to any of the children?
l Talk about the title and establish expectations.
l Read the extract aloud to the children and discuss it against their predictions.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 18–19).
Reading the Practice text: Harriet’s Hare
l Before you read the text, tell the children the name of the author. Do they recognise it?
l Show the children pictures of crop circles. Discuss how they might have been made.
l Once they have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the extract from The Diary of a Killer Cat.
l Give the children the chance to explore more about the character of the cat, based on drama activities such as hot-seating.
l Let the children work in groups to discuss other things that the Killer Cat might get up to – and to work out the cat’s responses.
l Ask the children to write another adventure of the Killer Cat.
452602_U02_CC_2e_Y4_016-023.indd 16 06/03/19 8:38 AM
Unit 2 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 17
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Finger Eater – Dick King-Smith
The Legend of Captain Crow’s Teeth – Eoin Colfer
The Dragonsitter – Josh Lacey
Extending reading
Q1: What was on the notice at the top of the cat’s case notes?
A1: “HANDLE WITH CARE”
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of the words used in the text.
Q2: How many other animals are mentioned in the text?
A2: Two: the Rottweiler and the baby gerbil
Strategy: Listen carefully to the whole text. Jot down references to animals.
Q3: What does the cat mean by “And neither can anyone else round here” (paragraph 4)?
A3: The people in the room couldn’t take a joke either/got cross with him.
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of the words used in the text.
452602_U02_CC_2e_Y4_016-023.indd 17 06/03/19 8:38 AM
18 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2 • FICTION
Teac
hing
text
: The
Dia
ry o
f a K
iller
Cat
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
“I w
as st
ill q
uite
susp
icio
us w
hen
we
reac
hed
the
desk
.”
Su
gges
t ano
ther
wor
d to
repl
ace
“s
uspi
ciou
s” th
at k
eeps
the
sam
e m
eani
ng.
Acce
pt w
ords
or p
hras
es s
uch
as d
isbe
lievi
ng,
war
y, d
oubt
ful,
cage
y, d
ubio
us, u
nsur
e w
hat
was
goi
ng o
n.
2a 1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
info
rmat
ion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
to re
ad th
e se
nten
ce in
con
text
.•
Cons
ider
the
mea
ning
of t
he w
ord
to b
e re
plac
ed.
2.
“So
I was
a li
ttle
rude
in th
e w
aitin
g ro
om.
So
wha
t? I
hate
wai
ting.
” (p
arag
raph
2)
U
nder
line
the
wor
ds th
at te
ll yo
u th
at th
e na
rrato
r isn
’t s
orry
for
bein
g ru
de in
the
wai
ting
room
.
“So
wha
t”2g 1
mar
k
Que
stio
n fo
cus:
expl
ain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
info
rmat
ion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
.•
Rere
ad th
e qu
estio
n an
d th
ink
abou
t the
mea
ning
of t
he w
ords
.
3.
Wha
t is
the
mai
n id
ea o
f the
se
cond
par
agra
ph?
Choo
se th
e be
st a
nsw
er.
□ I
was
sitt
ing
quie
tly a
nd th
e ba
by
gerb
il w
ound
me
up. I
did
n’t m
ean
any
harm
.
□ I
was
bor
ed s
o I s
tart
ed to
look
ar
ound
for s
omet
hing
to d
o.
□ I
was
alre
ady
cros
s an
d si
ttin
g in
th
e ca
ge m
ade
me
even
cro
sser
.
□ I
was
bor
ed a
nd c
ross
and
thou
ght
I wou
ld te
ase
my
neig
hbou
r.
I was
bor
ed a
nd c
ross
and
thou
ght I
’d te
ase
my
neig
hbou
r.2c 1
mar
k
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
info
rmat
ion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
.•
Com
pare
the
info
rmat
ion
in th
e te
xt w
ith th
e qu
estio
n op
tions
.
4.
The
cat c
ompl
ains
that
bab
y ge
rbils
can
not t
ake
a jo
ke.
W
hat w
as th
e ca
t doi
ng th
at h
e m
ight
thin
k w
as a
joke
?
licki
ng h
is li
ps a
nd p
rete
ndin
g to
eat
the
gerb
il2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
info
rmat
ion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
.
452602_U02_CC_2e_Y4_016-023.indd 18 06/03/19 8:38 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 19
Unit 2 • FICTION
5.
The
cat o
ften
exa
gger
ates
(mak
es
thin
gs s
ound
mor
e dr
amat
ic th
an
they
real
ly a
re).
Giv
e tw
o ex
ampl
es
from
the
text
.
Exam
ples
:
•“a
litt
le ru
de” (
para
grap
h 2)
•“a
few
hun
dred
min
utes
” (pa
ragr
aph
2)•
“hal
f to
deat
h” (p
arag
raph
2)
•“H
ones
tly” (
para
grap
h 3)
Also
acc
ept:
•“n
o re
ason
on
eart
h” (p
arag
raph
1)
•“t
he o
nly
reas
on” (
para
grap
h 1)
2g 2 m
arks
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
look
ing
for w
ords
and
phr
ases
whi
ch e
xagg
erat
e.
Awar
d 1
mar
k fo
r eac
h ex
ampl
e gi
ven,
up
to 2
mar
ks.
6.
Whi
ch o
f the
follo
win
g is
the
mos
t lik
ely
to h
appe
n w
hen
the
cat g
ets
in to
see
the
vet?
Cho
ose
one.
□ T
he c
at w
ill h
iss
and
try
to s
crat
ch
the
vet.
□ T
he c
at w
ill re
fuse
to le
ave
its c
age.
□ T
he c
at w
ill b
e pu
rrin
g to
sho
w it
is
happ
y.
□ T
he c
at w
ill s
leep
pea
cefu
lly d
urin
g th
e ap
poin
tmen
t.
Ex
plai
n yo
ur a
nsw
er.
The
cat w
ill h
iss
and
try
to s
crat
ch th
e ve
t.
Acce
pt e
xpla
natio
ns th
at re
fer t
o th
e ca
t’s
beha
viou
r ear
lier i
n th
e ex
trac
t. E.
g.
•Th
e w
ords
“Kill
er C
at” a
re in
the
title
, so
he
is n
ot a
gen
tle c
at.
•Th
e ca
t has
trie
d to
frig
hten
eve
ryon
e el
se it
ha
s m
et s
o fa
r.•
The
cat h
as “H
andl
e w
ith C
are”
writ
ten
on
its c
ase
note
s be
caus
e it
is d
ange
rous
.
2e 2 m
arks
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
from
det
ails
stat
ed a
nd im
plie
d.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le te
xt w
hile
con
side
ring
the
ques
tion.
•Sc
an th
e te
xt fo
r wor
ds o
r ide
as to
use
in y
our a
nsw
er.
Awar
d 1
mar
k fo
r the
firs
t par
t of t
he q
uest
ion
(an
accu
rate
pre
dict
ion)
and
th
e se
cond
mar
k fo
r an
expl
anat
ion
whi
ch re
fers
bac
k to
oth
er e
vent
s in
the
text
.
452602_U02_CC_2e_Y4_016-023.indd 19 06/03/19 8:38 AM
Unit 2 • FICTION
20 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Harriet’s HareDick King-Smith
Harriet walked into the middle of the circle. It was big, perhaps twenty metres across, and all the corn in it was squashed down to the ground, flat, as though an enormously heavy weight had rested there.
As she stood there now, in the stillness, with no sound but distant birdsong, a hare suddenly came out into the corn circle and stopped and sat up. It turned its head a little sideways, the better to see her.
Harriet stood stock-still. Aren’t you handsome, she thought, with your tawny coat and your black-tipped ears and your long hind legs. Don’t run away. I won’t hurt you.
For a moment the hare stayed where it was, watching her. Then, to her great surprise, it lolloped right up to her.
Surprise is one thing, but total amazement is quite another, and that was what Harriet next felt when all of a sudden the hare said, loudly and clearly, “Good morning.”
Harriet pinched herself, hard. Wake up, she thought. This whole thing is a dream, hares don’t talk, and then she said it aloud: “Hares don’t talk.”
“I’m sure they don’t as a general rule,” said the hare, “but I’m a rather unusual hare.”
“You certainly are,” said Harriet. “Are you anything to do with this corn circle?”
For a moment the hare didn’t answer but fell to grooming its face. Then it said, “What’s your name?”
“Harriet.”
“Can you keep a secret, Harriet?”
“Yes.”
“I,” said the hare, “am a visitor from outer space.”
“You mean … this circle was made by your spacecraft?”
“Yes.”
“So you come from another planet.”
“Yes, I come from Pars.”
1
4
7
10
12
15
17
21
23
24
25
26
27
28
29
30
19
452602_U02_CC_2e_Y4_016-023.indd 20 06/03/19 8:38 AM
Unit 2 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 21
Name: Class: Date:
1 What was Harriet’s first thought about why the corn was squashed flat?
2 “a hare suddenly came out into the corn circle and stopped and sat up.” (paragraph 2)
Why do you think the author used the word “suddenly”?
3 “Harriet stood stock-still.”
What do the underlined words mean in this sentence?
4 The author uses three adjectives to describe the hare. Draw lines to match the adjective and the part of the hare’s body.
long coat
tawny ears
black-tipped legs
5 “Then, to her great surprise, it lolloped up to her.”
a) Tick the words or word that you think are closest in meaning to the underlined word.
bounded □ moved slowly □ inched towards her □ b) Why do you think the writer used the original word and not one of these synonyms?
6 Number these events to show the order in which they happened.
The hare spoke. Harriet saw the hare.
Harriet pinched herself. Harriet stood on the flattened corn.
7 Harriet asked if the hare had anything to do with the corn circle. Why did it not answer immediately?
8 Why do you think Harriet pinched herself?
9 Do you think Harriet will keep the secret?
Yes □ No □ Explain your answer using ideas from the text.
1 mark
2b
1 mark
2g
1 mark
2a
2 marks
2a/2g
1 mark
2b
1 mark
2d
2 marks
2e
1 mark
2d
2 marks
2c
452602_U02_CC_2e_Y4_016-023.indd 21 06/03/19 8:38 AM
22 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2 • FICTION
Prac
tice
text
: Har
riet’
s H
are
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
hat w
as H
arrie
t’s
first
thou
ght
abou
t why
the
corn
was
squ
ashe
d fla
t?
an “e
norm
ously
hea
vy w
eigh
t had
rest
ed
ther
e” (p
arag
raph
1)
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•Sc
an th
e te
xt fo
r the
info
rmat
ion.
2.
“a h
are
sudd
enly
cam
e ou
t int
o th
e co
rn c
ircle
and
stop
ped
and
sat u
p.”
(par
agra
ph 2
)
W
hy d
o yo
u th
ink
the
auth
or u
sed
the
wor
d “s
udde
nly”
?
•to
sho
w th
at it
was
a s
urpr
ise
for H
arrie
t w
hen
it ap
pear
ed•
to s
ugge
st th
at th
e ha
re w
as h
idin
g fr
om h
er
2g 1 m
ark
Que
stio
n fo
cus:
exp
lain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
rere
ad th
e te
xt e
xtra
ct c
onsi
derin
g th
e im
pact
of t
he w
ord
“sud
denl
y”.
3.
“Har
riet s
tood
stoc
k-st
ill.”
W
hat d
o th
e un
derli
ned
wor
ds
mea
n in
this
sen
tenc
e?
“Sto
ck-s
till”
mea
ns u
nmov
ing,
mot
ionl
ess,
com
plet
ely/
abso
lute
ly s
till.
2a 1 m
ark
Que
stio
n fo
cus:
giv
e th
e m
eani
ng o
f wor
ds in
con
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•Sc
an th
at p
art o
f the
text
, loo
king
for t
he a
nsw
er.
•Ca
refu
lly re
read
the
sent
ence
.
4.
The
auth
or u
ses
thre
e ad
ject
ives
to
des
crib
e th
e ha
re. D
raw
line
s to
m
atch
the
adje
ctiv
e an
d th
e pa
rt o
f th
e ha
re’s
bod
y.
(S
ee ri
ght.)
long
co
at
taw
ny
ears
blac
k-tip
ped
legs
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•Sc
an th
e te
xt fo
r the
info
rmat
ion.
•M
atch
the
text
to th
e qu
estio
n.
Awar
d 1
mar
k fo
r all
answ
ers
corr
ectly
join
ed.
5.
“The
n, to
her
gre
at su
rpris
e, it
lo
llope
d up
to h
er.”
(a
) Tic
k th
e w
ords
or w
ord
that
you
th
ink
are
clos
est i
n m
eani
ng to
the
unde
rline
d w
ord.
□ b
ound
ed
□ m
oved
slo
wly
□ i
nche
d to
war
ds h
er
(b
) Why
do
you
thin
k th
e w
riter
us
ed th
e or
igin
al w
ord
and
not o
ne
of th
ese
syno
nym
s?
(a) b
ound
ed
(b) A
ccep
t an
expl
anat
ion
such
as
the
follo
win
g:
•“lo
llope
d” d
escr
ibes
how
a h
are
mov
es w
hen
it is
n’t i
n a
hurr
y.•
The
writ
er th
ough
t tha
t “lo
llope
d” w
as a
m
ore
desc
riptiv
e w
ord.
•N
one
of th
e sy
nony
ms
mea
ns e
xact
ly th
e sa
me
as th
e or
igin
al w
ord.
2a/2
g
2 m
arks
Que
stio
n fo
cus:
giv
e th
e m
eani
ng o
f wor
ds in
con
text
/exp
lain
how
mea
ning
is
enha
nced
thro
ugh
choi
ce o
f wor
ds a
nd p
hras
es.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he s
ente
nce
in it
s co
ntex
t to
see
wha
t add
ition
al
info
rmat
ion
ther
e is
.•
Cons
ider
why
the
writ
er c
hose
to u
se th
e w
ord.
Awar
d 1
mar
k fo
r eac
h pa
rt o
f the
que
stio
n.
452602_U02_CC_2e_Y4_016-023.indd 22 06/03/19 8:38 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 23
Unit 2 • FICTION
6.
Num
ber t
hese
eve
nts
to s
how
the
orde
r in
whi
ch th
ey h
appe
ned.
□ T
he h
are
spok
e.
□ H
arrie
t pin
ched
her
self.
□ H
arrie
t saw
the
hare
.
□ H
arrie
t sto
od o
n th
e fla
tten
ed c
orn.
The
hare
spo
ke.
3
Har
riet p
inch
ed h
erse
lf.
4
Har
riet s
aw th
e ha
re.
2
Har
riet s
tood
on
the
flatt
ened
cor
n.
1
2c 2 m
arks
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
text
to re
min
d yo
urse
lf of
the
even
ts.
•Ca
refu
lly re
ad th
e op
tions
.•
Whe
n yo
u ha
ve c
hose
n, s
kim
-read
the
text
aga
in to
che
ck th
e m
atch
.
Awar
d 2
mar
ks if
all
even
ts a
re c
orre
ctly
seq
uenc
ed.
Awar
d 1
mar
k if
two
even
ts a
re c
orre
ctly
iden
tified
as
cons
ecut
ive.
7.
Har
riet a
sked
if th
e ha
re h
ad
anyt
hing
to d
o w
ith th
e co
rn c
ircle
. W
hy d
id it
not
ans
wer
imm
edia
tely
?
•It
was
tryi
ng to
dec
ide
whe
ther
to tr
ust h
er.
•It
did
n’t y
et k
now
any
thin
g ab
out h
er.
•It
wan
ted
to k
now
her
nam
e fir
st.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Dec
ide
whe
re in
the
text
you
will
find
the
answ
er.
•Ca
refu
lly re
read
that
par
t of t
he te
xt, c
onsi
derin
g th
e qu
estio
n.
8.
Why
do
you
thin
k H
arrie
t pin
ched
he
rsel
f?•
She
wan
ted
to c
heck
whe
ther
she
was
aw
ake
or d
ream
ing.
•Be
caus
e th
e ha
re s
poke
to h
er a
nd in
the
real
wor
ld h
ares
do
not s
peak
.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Dec
ide
whe
re in
the
text
you
will
find
the
answ
er.
•Ca
refu
lly re
read
that
par
t of t
he te
xt, c
onsi
derin
g th
e qu
estio
n.
9.
Do
you
thin
k H
arrie
t will
kee
p th
e se
cret
?
□ Y
es
□ N
o
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e te
xt.
Yes
•Sh
e fo
und
it ha
rd to
bel
ieve
that
the
hare
w
as ta
lkin
g an
d sh
e co
uld
hear
it.
•Sh
e pr
omis
ed th
at s
he w
ould
kee
p a
secr
et.
No
•An
yone
wou
ld w
ant t
o bo
ast a
bout
hav
ing
a ta
lkin
g ha
re fo
r a fr
iend
.•
Oth
er p
eopl
e m
ight
ask
abo
ut th
e cr
op c
ircle
an
d th
en s
he w
ould
hav
e to
tell
them
.
2e 2 m
arks
Que
stio
n fo
cus:
pre
dict
wha
t mig
ht h
appe
n fro
m d
etai
ls st
ated
and
impl
ied.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
for a
n ov
eral
l im
pres
sion
whi
le y
ou c
onsi
der t
he
ques
tion.
•Sc
an fo
r wor
ds a
nd p
hras
es to
use
in th
e an
swer
.
Awar
d 1
mar
k fo
r a b
rief e
xpla
natio
n w
hich
mat
ches
the
yes/
no c
hoic
e.
Awar
d 1
mar
k fo
r app
ropr
iate
quo
tatio
n fr
om/r
efer
ence
to th
e te
xt.
452602_U02_CC_2e_Y4_016-023.indd 23 06/03/19 8:38 AM
• FICTION
24 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3FICTION
The Scroll of Alexandria: A Lottie Lipton Adventure/The Better Brown StoriesDan Metcalf/Allan Ahlberg
Key text features
The texts are both from near the beginning of books and create different portraits of children at home.
l The Teaching text is from The Scroll of Alexandria by Dan Metcalf.
l The Practice text is from The Better Brown Stories by Allan Ahlberg.
Reading the Teaching text: The Scroll of Alexandria
l Introduce the text by asking what the children know about museums and, in particular, the British Museum in London. Discuss:– why people go to museums– what you expect to find in them.
l Explain that this story is set in the British Museum in 1928.
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about what might be different if this story were set today.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 26–27)
Reading the Practice text: The Better Brown Stories
l Introduce the text by asking whether the children know any other books by Allan Ahlberg. Explain that this is a group of stories about nine-year-old Brian Brown’s family.
l Once they have read the story, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the extract from The Scroll of Alexandria.
l Tell the children you want them to write about an adventure in a museum.
l In groups, ask them to make lists of all the kinds of things they might expect to find in a museum and identify one or two that might lead to an adventure.
l Invite the children to share their ideas with another group.
l In pairs, ask the children to plan and develop an idea for a story based in a museum. They should try out an idea with a different response partner before writing their story.
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Unit 3 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 25
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Q1: Where is Lottie at the beginning of the text?
A1: In the British Museum (Do NOT accept in the library.)
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: Why did Lottie hide in the library?
A2: Her uncle told her to./She liked being in the library.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about why Lottie hid.
Q3: Why did Lottie come out of her hiding place?
A3: She knew the answer to the American’s question.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about why Lottie came out of hiding.
The Lottie Lipton Adventure series – Dan Metcalf
The Secret Lake – Karen Ingles
Swallows and Amazons – Arthur Ransome
Secret Seven series – Enid Blyton
Extending reading
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26 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3 • FICTION
Teac
hing
text
: The
Scr
oll o
f Ale
xand
ria: A
Lot
tie
Lipt
on A
dven
ture
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Look
at p
arag
raph
2, b
egin
ning
“T
he c
ry e
choe
d …
”.
(a
) How
did
Lot
tie fe
el w
hen
she
hear
d th
e cr
y “L
ottie
!”?
(b
) Fin
d an
d co
py o
ne w
ord
whi
ch
give
s yo
u th
is in
form
atio
n.
(a)
Acce
pt a
des
crip
tion
whi
ch im
plie
s sc
ared
/wor
ried/
anxi
ous.
(b)
Acce
pt e
ither
:
• “g
ulpe
d”•
“dar
ted”
2d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
para
grap
h fo
r an
over
all f
eelin
g of
how
Lot
tie fe
lt.•
Care
fully
read
the
para
grap
h tr
ying
to id
entif
y w
ords
that
giv
e yo
u th
at
info
rmat
ion.
2.
Who
crie
d “L
ottie
!”?Si
r Tre
vely
an2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ord.
•Ca
refu
lly re
ad th
e te
xt, l
ooki
ng fo
r a p
laus
ible
cha
ract
er w
ho m
ay h
ave
calle
d.
3.
“Lot
tie q
uick
ly h
id h
erse
lf in
a n
ook
betw
een
som
e ne
arby
boo
kcas
es.”
W
hich
wor
d or
phr
ase
is c
lose
st
in m
eani
ng to
“noo
k” in
this
se
nten
ce?
Choo
se o
ne.
□ b
ooks
helf
□ c
upbo
ard
□ s
mal
l spa
ce
□ s
tatu
e
smal
l spa
ce2a 1
mar
k
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
sen
tenc
e.•
Scan
the
text
to fi
nd th
e se
nten
ce.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he w
ord
mig
ht
mea
n.
4.
Why
doe
s th
e au
thor
tell
us th
at
Unc
le B
ert’
s m
oust
ache
“dro
oped
”?to
em
phas
ise
how
wor
ried
he is
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
the
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
look
ing
for t
he w
ord
in th
e qu
estio
n.•
Care
fully
read
the
sent
ence
con
tain
ing
the
wor
d, c
onsi
derin
g its
im
plic
atio
ns.
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 27
Unit 3 • FICTION
5.
Choo
se th
ree
thin
gs w
e kn
ow a
re
true
abo
ut L
ottie
from
this
ext
ract
.
□ S
he w
as b
orn
in E
gypt
.
□ S
he li
kes
livin
g w
ith h
er g
reat
unc
le.
□ S
he s
pend
s al
l her
tim
e in
the
libra
ry.
□ S
he li
ves
in th
e gr
ound
s of
the
mus
eum
.
□ S
he k
now
s so
me
info
rmat
ion
abou
t th
e lib
rary
.
She
likes
livi
ng w
ith h
er g
reat
unc
le.
She
lives
in th
e gr
ound
s of
the
mus
eum
.
She
know
s so
me
info
rmat
ion
abou
t the
lib
rary
.
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out e
ach
of th
e st
atem
ents
sep
arat
ely.
Whe
re in
the
text
will
you
fin
d re
leva
nt in
form
atio
n?•
Care
fully
read
the
rele
vant
sec
tions
of t
he te
xt to
dec
ide
whe
ther
you
kno
w
from
the
text
that
the
stat
emen
t is
true
.
Awar
d 1
mar
k fo
r tw
o co
rrec
t or 2
mar
ks fo
r all
thre
e co
rrec
t.
6.
Why
did
the
auth
or b
egin
the
book
w
ith th
e w
ord
“Lot
tie!”?
Acce
pt p
laus
ible
reas
ons
such
as:
•so
the
read
er is
inte
rest
ed in
wha
t has
ha
ppen
ed a
nd w
ants
to re
ad m
ore
•to
est
ablis
h th
e na
me
of th
e m
ain
char
acte
r•
to w
arn
us th
at L
ottie
is th
e ty
pe o
f per
son
who
get
s in
to tr
oubl
e.
2f 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
. •
Care
fully
read
the
begi
nnin
g of
the
text
, con
side
ring
the
impa
ct o
f the
au
thor
’s d
ecis
ion
and
the
info
rmat
ion
the
read
er is
giv
en.
452602_U03_CC_2e_Y4_024-031.indd 27 06/03/19 8:23 AM
Unit 3 • FICTION
28 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
The Better Brown StoriesAllan Ahlberg
Brian Brown, who had no dog of his own, nevertheless knew more about dogs than any boy in Snuggleton. His room was full of dog books; in school even the teacher had come to rely on his superior knowledge. At home, Brian did his share of the hoovering and often boiled eggs for the family breakfast. All he asked for in return was a dog or, more particularly, a puppy. His thoughtless parents, however, refused to consider it and his apathetic sister was no help either. Brian endured the situation with dignity. As time went by, he slowly covered the walls of his room with dog pictures, collected cheap sets of dog cards whenever he went to an antique fair … and waited.
It was half-past ten on a cool May night … Brian ate a sandwich at the kitchen table and listened to the radio. Suddenly there was a newsflash: “WE INTERRUPT THIS PROGRAMME TO REPORT ANOTHER MISSING DOG IN SNUGGLETON.” It was the Plumber’s Pekinese, apparently. The police were at the scene of the crime in Roman Road. Owners were again advised to check the whereabouts of their dogs and warned to “STAY INDOORS”.
Brian wandered over to the window. His cool yet curiously reckless mind was considering this business of the missing dogs. He drew the curtain aside. Fog, drifting in from the sea, pressed up against the glass and smothered the view. The street lamp was barely visible. Brian listened: faint rumblings from the fridge, gurgling water in the radiator. Outside, a distant throbbing. He switched off the light.
1
10
16
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Unit 3 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 29
Name: Class: Date:
1 Why is it a bit surprising that Brian is such an expert on dogs?
2 Write a question that Brian’s teacher might ask him when she is relying on his superior knowledge.
3 Draw lines to join each character to words the writer uses to describe them.
Brian apathetic
his parents dignified
his sister thoughtless
4 “Brian endured the situation”
Which word or phrase is closest in meaning to “endured” in this sentence? Tick one.
continued □ put up with □ enjoyed □ endangered □5 At the end of paragraph 1, it says that Brian waited. What do you think he was waiting for?
6 Find and copy a word, phrase or clause from paragraph 1 that gives a reason why the police might ask Brian for help.
7 Brian is described as having a “cool yet curiously reckless mind”.
What do you think the author meant by this? Tick one.
He was calm, clever and brave. □ He got angry very quickly. □ He got into trouble because he didn’t think things through. □ He didn’t care about anyone else. □8 Do you think Brian might have taken the Pekinese? Explain your answer.
9 Write the paragraph number that matches each of these statements.
introduces the problem in the story
begins to explore how the problem might be solved
introduces the characters
gives hints about who might solve the problem
1 mark
2b
1 mark
2d
1 mark
2b
1 mark
2f
1 mark
2e
1 mark
2a
1 mark
2d
2 marks
2c
1 mark
2g
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30 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3 • FICTION
Prac
tice
text
: The
Bet
ter B
row
n St
orie
s Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Why
is it
a b
it su
rpris
ing
that
Bria
n is
suc
h an
exp
ert o
n do
gs?
He
does
not
hav
e a
dog.
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
the
para
grap
h to
find
you
r ans
wer
.
2.
Writ
e a
ques
tion
that
Bria
n’s
teac
her m
ight
ask
him
whe
n sh
e is
re
lyin
g on
his
sup
erio
r kno
wle
dge.
Acce
pt a
ny q
uest
ion
that
is a
bout
dog
s. E.
g.
•H
ow m
any
teet
h do
es a
dog
hav
e?•
Whi
ch k
inds
of d
og m
ake
the
best
pet
s?
Do
not a
ccep
t per
sona
l que
stio
ns a
bout
why
Br
ian
likes
dog
s or
wha
t kin
d of
dog
he
wou
ld
like.
The
se q
uest
ions
do
not p
robe
his
sup
erio
r kn
owle
dge.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r inf
orm
atio
n.•
Care
fully
read
that
par
t of t
he te
xt, b
ut re
mem
ber t
hat t
he a
nsw
er w
ill n
ot
be in
the
text
; you
hav
e to
und
erst
and
the
char
acte
rs a
nd w
rite
wha
t you
th
ink
they
mig
ht s
ay.
3.
Dra
w li
nes
to jo
in e
ach
char
acte
r to
wor
ds th
e w
riter
use
s to
des
crib
e th
em.
Br
ian
apat
hetic
hi
s pa
rent
s di
gnifi
ed
hi
s si
ster
th
ough
tless
Bria
n ap
athe
tic
his
pare
nts
dign
ified
his
sist
er
thou
ghtle
ss
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
the
para
grap
h to
find
you
r ans
wer
.
4.
“Bria
n en
dure
d th
e si
tuat
ion.
”
W
hich
wor
d or
phr
ase
is c
lose
st
in m
eani
ng to
“end
ured
” in
this
se
nten
ce?
Tick
one
.
□ c
ontin
ued
□ e
njoy
ed
□ p
ut u
p w
ith
□ e
ndan
gere
d
put u
p w
ith2a 1
mar
k
Que
stio
n fo
cus:
exp
lain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
sen
tenc
e.•
Scan
the
text
to fi
nd th
e se
nten
ce.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he s
ente
nce
mig
ht m
ean.
5.
At th
e en
d of
par
agra
ph 1
, it s
ays
that
Bria
n w
aite
d. W
hat d
o yo
u th
ink
he w
as w
aitin
g fo
r?
Acce
pt a
nsw
ers
that
reco
gnis
e he
was
wai
ting
for a
n op
port
unity
to a
cqui
re a
dog
. E.g
.
•H
e is
wai
ting
until
his
par
ents
giv
e in
and
ge
t him
a p
uppy
.•
He
is w
aitin
g fo
r his
birt
hday
bec
ause
he
mig
ht g
et a
pup
py th
en.
2e 1 m
ark
Que
stio
n fo
cus:
pre
dict
wha
t mig
ht h
appe
n fro
m d
etai
ls st
ated
and
impl
ied.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
for t
he o
vera
ll m
eani
ng o
f it.
•Ca
refu
lly re
read
the
para
grap
h m
entio
ned
in th
e qu
estio
n an
d th
ink
abou
t w
hat y
ou a
lread
y kn
ow a
bout
Bria
n.
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 31
Unit 3 • FICTION
6.
Find
and
cop
y a
wor
d, p
hras
e or
cl
ause
from
par
agra
ph 1
that
giv
es
a re
ason
why
the
polic
e m
ight
ask
Br
ian
for h
elp.
“kne
w m
ore
abou
t dog
s tha
n an
y bo
y in
Sn
uggl
eton
.”
Do
not a
ccep
t “Al
l he
aske
d fo
r in
retu
rn w
as a
do
g or
, mor
e pa
rtic
ular
ly, a
pup
py.”
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
nar
rativ
e co
nten
t is r
elat
ed.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
rere
ad p
arag
raph
2 to
find
out
how
the
polic
e ne
ed h
elp.
•Ca
refu
lly re
read
par
agra
ph 1
, thi
nkin
g ab
out t
he w
ays
Bria
n co
uld
help
them
.
7.
Bria
n is
des
crib
ed a
s ha
ving
a “c
ool
yet c
urio
usly
reck
less
min
d”.
W
hat d
o yo
u th
ink
the
auth
or
mea
nt b
y th
is?
Tick
one
.
□ H
e w
as c
alm
, cle
ver a
nd b
rave
.
□ H
e go
t ang
ry v
ery
quic
kly.
□ H
e go
t int
o tr
oubl
e be
caus
e he
di
dn’t
thin
k th
ings
thro
ugh.
□ H
e di
dn’t
car
e ab
out a
nyon
e el
se.
He
was
cal
m, c
leve
r and
bra
ve.
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
wor
ds.
•Sc
an th
at p
art o
f the
text
, loo
king
for t
he w
ords
in th
e qu
estio
n.•
Thin
k of
eve
ryth
ing
else
you
kno
w a
bout
the
char
acte
r.•
Care
fully
rere
ad th
e op
tions
in th
e qu
estio
n.
8.
Do
you
thin
k Br
ian
mig
ht h
ave
take
n th
e Pe
kine
se?
Expl
ain
your
an
swer
.
No,
bec
ause
he
was
at h
ome
whe
n he
hea
rd
the
new
s so
he
coul
d no
t hav
e be
en o
ut
stea
ling
the
dog.
Also
acc
ept a
“Yes
” ans
wer
if th
e ex
plan
atio
n is
lo
gica
l and
cle
arly
rela
tes
back
to e
vent
s in
the
stor
y. E
.g.
Yes,
beca
use
he m
ight
hav
e st
olen
the
dog
earli
er b
ut th
e po
lice
have
onl
y ju
st fo
und
out.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r inf
orm
atio
n.•
Care
fully
read
that
par
t of t
he te
xt, b
ut re
mem
ber t
hat t
he a
nsw
er w
ill n
ot
be in
the
text
; you
hav
e to
und
erst
and
the
char
acte
r and
thin
k ab
out w
hat
he m
ight
do.
9.
Writ
e th
e pa
ragr
aph
num
ber t
hat
mat
ches
eac
h of
thes
e st
atem
ents
.
□ i
ntro
duce
s th
e pr
oble
m in
the
stor
y
□ b
egin
s to
exp
lore
how
the
prob
lem
m
ight
be
solv
ed
□ i
ntro
duce
s th
e ch
arac
ters
□ g
ives
hin
ts a
bout
who
mig
ht s
olve
th
e pr
oble
m
2 in
trod
uces
the
prob
lem
in th
e st
ory
3 be
gins
to e
xplo
re h
ow th
e pr
oble
m m
ight
be
solv
ed
1 in
trod
uces
the
char
acte
rs
3 (A
lso a
ccep
t 1) g
ives
hin
ts a
bout
who
mig
ht
solv
e th
e pr
oble
m
2c 2 m
arks
Que
stio
n fo
cus:
sum
mar
ise
idea
s fro
m m
ore
than
one
par
agra
ph.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
eac
h pa
ragr
aph
sepa
rate
ly, c
onsi
derin
g w
hich
sta
tem
ent
appl
ies
to it
.•
Read
all
the
othe
r par
agra
phs
to c
heck
you
hav
e gi
ven
the
best
ans
wer
.
452602_U03_CC_2e_Y4_024-031.indd 31 06/03/19 8:23 AM
• FICTION
32 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 4FICTION
Mackerel and Chips/Oliver Twist’s ChildhoodMichael Morpurgo/Charles Dickens
Key text features
The texts present contrasting views of children and childhood.
l The Teaching text is an extract from the beginning of Mackerel and Chips by Michael Morpurgo.
l The Practice text is an adaptation of an extract from Oliver Twist by Charles Dickens.
Reading the Teaching text: Mackerel and Chips
l Are the children familiar with any other works by Michael Morpurgo? What kind of stories does he write?
l What can the children predict about the genre from the title?
l Access the Interactive Modelling Software for this unit. Read the extract aloud. After listening to this extract, how do the children think the story might progress?
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 34–35).
Reading the Practice text: Oliver Twist’s Childhood
l Before they read the story, ask the children what they already know about Oliver Twist and the author Charles Dickens.
l Once they have read the story, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the beginning of Mackerel and Chips.
l Ask the children to identify information in what they have read that will help them to predict how the story moves forward. What do they think will happen next?
l Explore some of their ideas through drama.
l Ask the children to write the rest of the story.
452602_U04_CC_2e_Y4_032-039.indd 32 06/03/19 8:25 AM
Unit 4 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 33
Mackerel and Chips/Oliver Twist’s ChildhoodMichael Morpurgo/Charles Dickens
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
The Daydreamer – Ian McEwan
The Lion and Unicorn – Shirley Hughes
The Indian in the Cupboard – Lynne Reid Banks
One Dog and His Boy – Eva Ibbotson
A Hen in the Wardrobe – Wendy Meddour
The Unforgotten Coat – Frank Cottrell Boyce
Extending reading
Q1: What can you predict about the story from just the opening line?
A1: The story is about a family holiday on the Isles of Scilly. They have been before.
The story is written in the first person.
Strategy: Listen to the opening sentence. Make notes, including as much information as you can from it.
Q2: What did Eloise want Leah to do?
A2: Tell her the wish.
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make notes of words used in the text.
Q3: What was Leah’s birthday present from her mum?
A3: A morning of mackerel fishing/going out on her own with Mr Pender.
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make notes of words used in the text.
452602_U04_CC_2e_Y4_032-039.indd 33 06/03/19 8:25 AM
34 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 4 • FICTION
Teac
hing
text
: Mac
kere
l and
Chi
ps
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Whi
ch w
ords
in p
arag
raph
2 te
ll yo
u th
is w
as n
ot L
eah’
s fir
st v
isit
to
the
Isle
s of
Sci
lly?
“whe
re w
e st
ay” (
line
3) m
eans
they
hav
e be
en
ther
e be
fore
.2g 1
mar
k
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
to th
is q
uest
ion.
•Sc
an th
e te
xt fo
r inf
orm
atio
n ab
out w
here
they
are
on
holid
ay.
•Ca
refu
lly re
ad th
at p
art o
f the
text
to fi
nd o
ut h
ow y
ou k
now
this
was
not
he
r firs
t vis
it.
2.
“My
birt
hday
. Ten
yea
rs o
ld”
(par
agra
ph 2
). W
hy d
id th
e au
thor
us
e su
ch s
hort
sen
tenc
es h
ere?
•to
intr
oduc
e th
e na
rrato
r•
to s
how
us
that
it is
a fi
rst-
pers
on n
arra
tive
•to
sho
w th
at th
e na
rrato
r fel
t spe
cial
•to
ech
o th
e na
rrato
r’s
spee
ch
2f 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
the
quot
atio
n co
mes
from
.•
Care
fully
read
that
par
t of t
he te
xt, c
onsi
derin
g th
e im
pact
of t
he a
utho
r’s
choi
ce o
f lan
guag
e.
3.
Do
you
thin
k Le
ah w
ould
be
happ
y if
her w
ish
real
ly c
ame
true
? Ye
s / N
o
Ex
plai
n yo
ur a
nsw
er.
Yes
•Sh
e w
ould
kno
w w
hat i
t fel
t lik
e.•
She
sees
the
lifeb
oats
and
wan
ts to
go
in
one.
•Sh
e w
ould
be
able
to s
ave
som
eone
’s li
fe.
No
•Sh
e w
ould
be
in a
n em
erge
ncy
and
that
w
ould
n’t b
e go
od.
•Sh
e w
ould
be
in d
ange
r.•
She
mig
ht b
e se
asic
k.
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r Lea
h’s
wis
h.•
Read
the
wis
h an
d th
ink
abou
t the
impl
icat
ions
of i
t com
ing
true
.
Awar
d 1
mar
k fo
r a re
ason
able
exp
lana
tion
that
mat
ches
the
yes/
no a
nsw
er
give
n.
4.
Mr P
ende
r ask
s Le
ah if
she
get
s se
asic
k at
the
end
of th
e pa
ssag
e.
Wha
t do
you
thin
k he
r res
pons
e te
lls u
s ab
out h
er?
•Sh
e do
esn’
t kno
w if
she
get
s se
asic
k.•
She
has
been
sea
sick
bef
ore
but h
opes
that
sh
e w
on’t
be
this
tim
e.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
to th
is q
uest
ion.
•Th
ink
abou
t the
impl
icat
ions
of L
eah’
s an
swer
.
Awar
d 1
mar
k fo
r eith
er a
nsw
er.
452602_U04_CC_2e_Y4_032-039.indd 34 06/03/19 8:25 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 35
Unit 4 • FICTION
5.
Choo
se th
e be
st s
umm
ary
of th
is
pass
age.
□ L
eah
is o
n ho
liday
with
her
fam
ily,
stay
ing
in M
rs P
ende
r’s
B&B.
It’s
he
r birt
hday
.
□ L
eah
is g
oing
out
with
Mr P
ende
r in
his
mac
kere
l boa
t. M
r Pen
der
war
ns h
er th
at th
e se
a m
ay b
e ch
oppy
but
she
say
s sh
e do
esn’
t ge
t sea
sick
.
□ L
eah’
s bi
rthd
ay w
ish
is to
go
in th
e lif
eboa
t, bu
t her
birt
hday
trea
t is
to
go m
acke
rel fi
shin
g w
ith M
r Pen
der.
□ L
eah’
s bi
rthd
ay p
rese
nt w
as a
tr
ip in
Mr P
ende
r’s
mac
kere
l boa
t w
ithou
t Elo
ise.
Leah
’s b
irthd
ay w
ish
is to
go
in th
e lif
eboa
t, bu
t her
birt
hday
trea
t is
to g
o m
acke
rel fi
shin
g w
ith M
r Pen
der.
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to e
nsur
e go
od u
nder
stan
ding
. Sel
ect t
he s
umm
ary
stat
emen
t tha
t is
clos
est t
o th
e m
eani
ng o
f the
text
.
6.
Base
d on
wha
t you
hav
e re
ad s
o fa
r, ch
oose
the
stat
emen
t tha
t is
the
best
pre
dict
ion
of w
hat w
ill
happ
en in
the
rest
of t
his
stor
y.
□ L
eah
will
cat
ch lo
ts o
f mac
kere
l an
d M
rs P
ende
r will
coo
k th
em fo
r Le
ah’s
birt
hday
tea.
□ L
eah
will
be
seas
ick
and
Mr P
ende
r w
ill h
ave
to b
ring
her h
ome
with
out
catc
hing
any
fish
.
□ T
here
will
be
a st
orm
at s
ea a
nd
Leah
will
be
very
bra
ve.
□ S
omet
hing
will
go
wro
ng a
nd L
eah
will
be
resc
ued
by th
e lif
eboa
t.
Som
ethi
ng w
ill g
o w
rong
and
Lea
h w
ill b
e re
scue
d by
the
lifeb
oat.
2e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
from
det
ails
stat
ed a
nd im
plie
d.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
, kee
ping
the
optio
ns in
min
d.•
Cons
ider
eac
h op
tion
in tu
rn, s
cann
ing
all o
f the
text
look
ing
for i
nfor
mat
ion
to s
uppo
rt it
.
452602_U04_CC_2e_Y4_032-039.indd 35 06/03/19 8:25 AM
Unit 4 • FICTION
36 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Oliver Twist’s ChildhoodAdapted from the book Oliver Twist by Charles Dickens
When his mother died, leaving Oliver as an orphaned baby, the parish generously decided to ‘farm’ him out. In other words, he would be sent to a ‘baby-farm’ where twenty or thirty other villains – who were as guilty as Oliver of the crime of poverty – rolled about the floor all day, without the inconvenience of too much food or too much clothing.
The culprits at the baby-farm were looked after by an elderly woman for the princely sum of sevenpence-halfpenny per week. Sevenpence-halfpenny each week, said the parish, is enough to provide food for a child. Mrs Mann, who was a woman of wisdom and experience, felt that sevenpence-halfpenny would buy so much food it might make a child ill; she knew what was good for children! She kindly kept most of the money and managed to raise her young crop of orphans on even less than the parish provided for them.
It cannot be expected that this system of farming would produce any very extraordinary or luxuriant crop. Oliver Twist’s ninth birthday found him a small, thin child. He was celebrating his birthday in the coal-cellar with two other young gentlemen, with whom he had been locked up for daring to be hungry.
Mrs Mann, the good lady of the house, glanced up and saw Mr Bumble, who looked after the workhouse, marching up the path.
“Goodness gracious! Is that you, Mr Bumble, sir?” said Mrs Mann, thrusting her head out of the window. “(Susan, take Oliver and them two other brats upstairs, and wash ‘em directly.) Well Mr Bumble, how glad I am to see you!”
Mrs Mann showed the beadle into a small parlour with a brick floor. “I am here on business, Mrs Mann,” he declared. “The boy, Oliver Twist, is nine years old today and is therefore too old to remain here. So we have decided to put him to work back at the workhouse. The parish has already been generous enough to him and now it is time for him to pay it back. Let me see him at once.”
“I’ll fetch him directly,” said Mrs Mann. Oliver, having had his skin rubbed raw, was led back into the room by his kindly protectress.
1
6
14
19
21
25
31
452602_U04_CC_2e_Y4_032-039.indd 36 06/03/19 8:25 AM
Unit 4 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 37
Name: Class: Date:
1 Why was Oliver sent to a baby-farm?
2 In this text, what do you think the “baby-farm” was? Tick one.
a farm where babies were grown □ a building where people went to choose a baby to adopt □ a building where orphaned babies were allowed to grow up □ a health farm where people went to have their babies □3 “She kindly kept most of the money and managed to raise her young crop of orphans on even
less than the parish provided for them.”
Do you think it was kind of her? Explain your answer.
4 Do you think Oliver was happy at the baby-farm? Explain your answer fully using ideas from the text.
5 List two things that happened to Oliver on his ninth birthday.
6 “Goodness gracious! Is that you, Mr Bumble, sir?” said Mrs Mann, thrusting her head out of the window. “(Susan, take Oliver and them two other brats upstairs, and wash ‘em directly.) Well Mr Bumble, how glad I am to see you!” (paragraph 5)
Why did the author use brackets in direct speech?
7 Why do you think Mrs Mann wants Oliver and the other two boys to be taken out of the cellar?
8 Based on what you have read so far, tick the statement that is the best prediction of what happens just after Oliver is taken to see Mr Bumble. Tick one.
He is adopted by a loving family. □ He is taken to a workhouse, where he is treated even more cruelly. □ Mr Bumble is angry with Mrs Mann because Oliver is so thin. □ Mr Bumble likes Oliver and takes him home with him. □9 This story was originally written over 100 years ago. List two ideas from the text that show it is
not set in the 21st century.
1 mark
1 mark
2b
1 mark
2a
1 mark
2d
1 mark
2d
2d
1 mark
2e
2 marks
2f
1 mark
2b
1 mark
2f
452602_U04_CC_2e_Y4_032-039.indd 37 06/03/19 8:25 AM
38 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 4 • FICTION
Prac
tice
text
: Oliv
er T
wis
t’s
Child
hood
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Why
was
Oliv
er s
ent t
o a
ba
by-fa
rm?
His
mot
her d
ied
whe
n he
was
a b
aby.
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
this
info
rmat
ion
is m
ost l
ikel
y to
be
foun
d.•
Scan
the
text
for r
efer
ence
to a
bab
y-fa
rm.
•Ca
refu
lly re
ad th
e pa
ragr
aph.
2.
In th
is te
xt, w
hat d
o yo
u th
ink
the
“bab
y-fa
rm” w
as?
Tick
one
.
□ a
farm
whe
re b
abie
s w
ere
grow
n
□ a
bui
ldin
g w
here
peo
ple
wen
t to
choo
se a
bab
y to
ado
pt
□ a
bui
ldin
g w
here
orp
hane
d ba
bies
w
ere
allo
wed
to g
row
up
□ a
hea
lth fa
rm w
here
peo
ple
wen
t to
hav
e th
eir b
abie
s
a bu
ildin
g w
here
orp
hane
d ba
bies
wer
e al
low
ed to
gro
w u
p2a 1
mar
k
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
the
mea
ning
of e
ach
of th
e op
tions
in th
e qu
estio
n an
d ch
oose
th
e be
st fi
t.•
Scan
the
first
two
para
grap
hs to
iden
tify
othe
r wor
ds a
nd p
hras
es.
3.
“She
kin
dly
kept
mos
t of t
he m
oney
an
d m
anag
ed to
rais
e he
r you
ng
crop
of o
rpha
ns o
n ev
en le
ss th
an
the
paris
h pr
ovid
ed fo
r the
m.”
D
o yo
u th
ink
it w
as k
ind
of h
er?
Expl
ain
your
ans
wer
.
No.
She
was
ste
alin
g fr
om th
e ch
ildre
n be
caus
e sh
e w
asn’
t fee
ding
the
child
ren
enou
gh.
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
hs.
4.
Do
you
thin
k O
liver
was
hap
py
at th
e ba
by-fa
rm?
Expl
ain
your
an
swer
fully
usi
ng id
eas
from
the
text
.
Yes
•Th
ere
wer
e ot
her c
hild
ren
for h
im to
pla
y w
ith.
•H
e di
dn’t
hav
e to
do
muc
h; h
e ro
lled
arou
nd
on th
e flo
or a
ll da
y.•
He
was
look
ed a
fter
by
Mrs
Man
n.
No
•M
rs M
ann
kept
the
child
ren
hung
ry.
•M
rs M
ann
hurt
him
.•
Mrs
Man
n lo
cked
him
in a
cel
lar.
•H
e w
as s
mal
l and
thin
.
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ords
“bab
y-fa
rm”.
•Re
read
the
near
by te
xt fo
r ref
eren
ce to
whe
ther
Oliv
er w
as h
appy
.
452602_U04_CC_2e_Y4_032-039.indd 38 06/03/19 8:25 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 39
Unit 4 • FICTION
5.
List
two
thin
gs th
at h
appe
ned
to
Oliv
er o
n hi
s ni
nth
birt
hday
.Ac
cept
any
two
of:
•H
e w
as lo
cked
in th
e ce
llar.
•H
e ha
d hi
s sk
in ru
bbed
raw
.•
He
was
take
n to
see
Mr B
umbl
e.
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
the
answ
er w
ill b
e.•
Scan
that
par
t of t
he te
xt fo
r ref
eren
ce to
thin
gs th
at h
appe
ned
to O
liver
.
Awar
d 1
mar
k fo
r tw
o co
rrec
t ans
wer
s.
6.
Why
did
the
auth
or u
se b
rack
ets
in
dire
ct s
peec
h in
par
agra
ph 5
?•
to s
how
that
this
is a
n ‘a
side
’ to
Susa
n•
Mrs
Man
n is
spe
akin
g qu
ietly
to S
usan
so
that
Mr B
umbl
e ca
nnot
hea
r.•
This
is p
art o
f a d
iffer
ent c
onve
rsat
ion
– no
t th
e on
e sh
e is
hav
ing
with
Mr B
umbl
e.
2f 1 m
ark
Que
stio
n fo
cus:
exp
lain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Rere
ad th
e pa
ssag
e to
you
rsel
f. H
ow d
id y
ou re
ad th
ose
wor
ds?
•Co
nsid
er w
hy b
rack
ets
are
norm
ally
use
d, a
nd o
ther
pun
ctua
tion
the
auth
or
coul
d ha
ve u
sed.
7.
Why
do
you
thin
k M
rs M
ann
wan
ts
Oliv
er a
nd th
e ot
her t
wo
boys
to b
e ta
ken
out o
f the
cel
lar?
She
does
n’t w
ant M
r Bum
ble
to k
now
that
sh
e ha
s lo
cked
them
in th
e ce
llar.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
use
ful i
nfor
mat
ion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
.
8.
Base
d on
wha
t you
hav
e re
ad so
fa
r, tic
k th
e st
atem
ent t
hat i
s the
be
st p
redi
ctio
n of
wha
t hap
pens
ju
st a
fter
Oliv
er is
take
n to
see
Mr
Bum
ble.
Tic
k on
e.
□ H
e is
ado
pted
by
a lo
ving
fam
ily.
□ H
e is
take
n to
a w
orkh
ouse
, whe
re
he is
trea
ted
even
mor
e cr
uelly
.
□ M
r Bum
ble
is a
ngry
with
Mrs
Man
n be
caus
e O
liver
is s
o th
in.
□ M
r Bum
ble
likes
Oliv
er a
nd ta
kes
him
hom
e w
ith h
im.
He
is ta
ken
to a
wor
khou
se, w
here
he
is
trea
ted
even
mor
e cr
uelly
.2e 1
mar
k
Que
stio
n fo
cus:
pre
dict
wha
t mig
ht h
appe
n fro
m d
etai
ls st
ated
and
impl
ied.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
, kee
ping
the
optio
ns in
min
d.•
Cons
ider
eac
h op
tion
in tu
rn, s
cann
ing
all o
f the
text
look
ing
for i
nfor
mat
ion
to s
uppo
rt it
.
9.
This
sto
ry w
as o
rigin
ally
writ
ten
over
100
yea
rs a
go. L
ist t
wo
idea
s fr
om th
e te
xt th
at s
how
it is
not
set
in
the
21st
cen
tury
.
•W
e do
not
hav
e w
orkh
ouse
s or
bab
y-fa
rms.
•Th
e w
ay th
e ch
ildre
n ar
e tr
eate
d w
ould
be
illeg
al to
day.
•“c
oal-c
ella
r”/”
parlo
ur”/
”bea
dle”
are
wor
ds
no lo
nger
use
d.•
The
mon
ey is
old
fash
ione
d:
“sev
enpe
nce-
halfp
enny
”.•
“Sev
enpe
nce-
halfp
enny
” wou
ld n
ot b
e en
ough
to fe
ed a
chi
ld to
day.
2f 2 m
arks
Que
stio
n fo
cus:
exp
lain
how
nar
rativ
e co
nten
t is r
elat
ed.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
to fi
nd id
eas,
wor
ds a
nd p
ract
ices
that
are
not
par
t of l
ife
toda
y.
452602_U04_CC_2e_Y4_032-039.indd 39 06/03/19 8:25 AM
• FICTION
40 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5FICTION
Charlotte’s Web/Stuart LittleE.B. White
Key text features
The texts are both extracts from classic children’s fiction from the 1940s and 1950s.
l The Teaching text is from Charlotte’s Web by E.B. White.
l The Practice text is from Stuart Little by E.B. White.
Reading the Teaching text: Charlotte’s Web
l Have the children read Charlotte’s Web or seen the film?
l Explain that the book was written in the 1950s. Can the children list ways in which life has changed since those times?
l Introduce the text by explaining that the book is set on an American farm. Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about why Fern might have wanted a pet pig.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 42–43).
Reading the Practice text: Stuart Little
l What do the children know about Stuart Little? Have they seen the film or read the book?
l Show them images of the inside of a grand piano. Talk about how the action of pressing a key makes a felt hammer strike a string to make a noise. What do they think it would be like to be inside a piano when it is being played?
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the extract from Stuart Little. Explain to the children that you want them to write about another adventure Stuart might have.
l Arrange the children in groups. Give each group some sticky notes. Ask each group to record one characteristic of either Stuart or George on each note. Give them time to compare their ideas with those of other groups.
l Discuss how these characteristics might affect the way the characters respond to a range of different situations.
l In pairs, ask the children to develop one of the situations discussed and plan the shape of the new adventure. Children should make notes of any details they might want to incorporate.
l Encourage the children to explain their ideas to a new response partner. Ask the response partner to give feedback, before children start to write.
452602_U05_CC_2e_Y4_040-047.indd 40 06/03/19 8:27 AM
Unit 5 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 41
Charlotte’s Web/Stuart LittleE.B. White
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Little House on the Prairie – Laura Ingalls Wilder
The Sheep-Pig – Dick King-Smith
The Borrowers – Mary Norton
Pippi Longstocking – Astrid Lindgren
Stig of the Dump – Clive King
Extending reading
Q1: Where do you think Wilbur had been before he was two weeks old?
A1: Inside/in the kitchen/in a barn
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: How did Wilbur make himself a place to sleep?
A2: He dug a tunnel in the straw with his snout and then crawled into the tunnel.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about what Wilbur is doing.
Q3: Fern treated Wilbur like her baby. Find two pieces of evidence for this statement.
A3: Accept any two of:
• She worried that he would be too cold at night./“It relieved her mind to know that her baby would sleep covered up.”
• She fed him from a bottle./“she held the bottle for him while he sucked.”
• She gave him a ride in her doll’s pram./“Fern would pick him up and put him in the carriage alongside the doll.”
Strategy: Listen to the whole text again, being alert for information about Fern treating Wilbur like a baby. Jot down the details you notice.
452602_U05_CC_2e_Y4_040-047.indd 41 06/03/19 8:27 AM
42 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5 • FICTION
Teac
hing
text
: Cha
rlott
e’s
Web
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Wilb
ur w
as b
orn
in th
e sp
ring.
Fi
nd o
ne p
iece
of e
vide
nce
for t
his
stat
emen
t. U
se d
irect
quo
tatio
ns
from
the
text
.
Acce
pt e
ither
:
•“I
t was
app
le-b
loss
om ti
me”
•“t
he d
ays w
ere
gett
ing
war
mer
”
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of th
e se
ason
s.•
Care
fully
read
the
sent
ence
s ar
ound
the
evid
ence
.•
Rem
embe
r to
give
a d
irect
quo
tatio
n.
2.
Look
at t
he p
arag
raph
beg
inni
ng
“Car
ryin
g a
bott
le o
f milk
…”.
W
hy w
ould
Wilb
ur n
ot b
e co
ld a
t ni
ght?
•H
e du
g a
tunn
el in
the
box
of s
traw
.•
He
was
com
plet
ely
cove
red
up b
y th
e st
raw
.2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
sea
rchi
ng fo
r rel
evan
t inf
orm
atio
n to
ans
wer
the
ques
tion.
3.
Look
at t
he p
arag
raph
beg
inni
ng
“Car
ryin
g a
bott
le o
f milk
…”.
Fi
nd a
nd c
opy
one
wor
d th
at te
lls
you
Fern
was
del
ight
ed th
at W
ilbur
w
ould
be
war
m.
“enc
hant
ed”
Do
not a
ccep
t “re
lieve
d”.
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for a
wor
d w
ith th
is m
eani
ng.
•Ca
refu
lly re
read
the
sent
ence
con
tain
ing
the
wor
d to
che
ck y
our r
espo
nse.
4.
Find
and
cop
y tw
o pl
aces
Fer
n w
ent w
ithou
t Wilb
ur.
Acce
pt a
ny tw
o of
:
•“t
he b
us”
•“s
choo
l”•
“ups
tairs
”
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for t
he a
nsw
er.
•Re
mem
ber t
o fin
d an
d co
py, n
ot p
arap
hras
e.
452602_U05_CC_2e_Y4_040-047.indd 42 06/03/19 8:27 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 43
Unit 5 • FICTION
5.
Choo
se w
hich
of t
he fo
llow
ing
are
true
and
whi
ch a
re fa
lse
(see
righ
t).
True
Fals
e
Wilb
ur w
as s
hut i
n a
woo
den
box
full
of
stra
w.
✓
Fern
’s fa
ther
was
not
w
orrie
d ab
out W
ilbur
be
ing
cold
at n
ight
.✓
Wilb
ur w
aite
d fo
r the
sc
hool
bus
with
Fer
n.✓
Wilb
ur a
lway
s w
ent
to s
leep
bes
ide
Fern
’s d
oll.
✓
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out e
ach
of th
e st
atem
ents
sep
arat
ely.
Con
side
r whe
re in
the
text
yo
u w
ill fi
nd re
leva
nt in
form
atio
n.•
Care
fully
read
the
rele
vant
sec
tions
of t
he te
xt to
dec
ide
whe
ther
eac
h st
atem
ent i
s tr
ue o
r fal
se.
Awar
d 2
mar
ks fo
r all
four
ans
wer
s co
rrec
t.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
6.
Whi
ch o
f the
se w
ould
be
the
best
tit
le fo
r thi
s ex
trac
t fro
m th
e bo
ok?
Ch
oose
one
.
□ F
ern
and
Frie
nds
□ F
ern
and
Wilb
ur
□ W
ilbur
’s N
ew H
ome
□ W
ilbur
’s D
ay
Fern
and
Wilb
ur2c 1
mar
k
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
ain
an o
vera
ll un
ders
tand
ing
of it
s m
eani
ng.
•Ca
refu
lly re
ad th
e op
tions
in th
e qu
estio
n, m
atch
ing
them
aga
inst
you
r ov
eral
l und
erst
andi
ng.
452602_U05_CC_2e_Y4_040-047.indd 43 06/03/19 8:27 AM
Unit 5 • FICTION
44 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Stuart LittleE.B. White
Mr and Mrs Little, and their son George, were very surprised when a second child was born looking like a mouse. They called him Stuart.
Stuart was also helpful when it came to Ping-pong. The Littles liked Ping-pong, but the balls had a way of rolling under chairs, sofas, and radiators, and this meant that the players were forever stooping down and reaching under things. Stuart soon learned to chase balls, and it was a great sight to see him come out from under a hot radiator, pushing a Ping-pong ball with all his might, the perspiration rolling down his cheeks. The ball, of course, was almost as high as he was, and he had to throw his whole weight against it in order to keep it rolling.
The Littles had a grand piano in their living room, which was all right except that one of the keys was a sticky key and didn’t work properly. Mrs Little said she thought it must be the damp weather, but I don’t see how it could be the damp weather, for the key had been sticking for about four years, during which time there had been many bright clear days. But anyway, the key stuck, and was a great inconvenience to anyone trying to play the piano. It bothered George particularly when he was playing the ‘Scarf Dance’, which was rather lively. It was George who had the idea of stationing Stuart inside the piano to push the key up the second it was played. This was no easy job for Stuart, as he had to crouch down between the felt hammers so that he wouldn’t get hit on the head. But Stuart liked it just the same: it was exciting inside the piano, dodging about, and the noise was quite terrific. Sometimes after a long session he would emerge quite deaf, as though he had just stepped out of an airplane after a long journey; and it would be some little time before he felt really normal again.
1
3
11
452602_U05_CC_2e_Y4_040-047.indd 44 06/03/19 8:27 AM
Unit 5 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 45
Name: Class: Date:
1 Look at the second paragraph, beginning “Stuart was also helpful …”.
What does the word “stooping” mean? Tick one.
bending □ looking □ slouching □ stretching □
2 Why did Stuart find it hard to push a Ping-pong ball?
3 Look at the paragraph beginning “The Littles had a grand piano …”.
Find and copy three words that tell us why a sticky key was a problem.
4 The sticky key was probably not caused by the weather.
Find one piece of evidence for this statement. Use direct quotations from the text.
5 Why do you think George suggested that Stuart should be inside the piano when it was being played?
6 Give two reasons why it was uncomfortable for Stuart to be inside the piano.
7 In spite of the discomfort, why is it likely that Stuart will go into the piano the next time George asks?
8 Tick one box in each row to show whether each statement is true or false.
True False
Stuart Little’s brother was also a mouse.
Stuart liked to play Ping-pong.
Stuart liked being inside the piano.
Sometimes, being inside the piano made Stuart deaf for a bit.
9 Which of these would be the best title for this extract? Tick one.
Inside the Piano □ Stuart Helps Out □
Stuart the Ball Boy □ The Sticky Key □
1 mark
2b
1 mark
2a
1 mark
2b
1 mark
2d
1 mark
2d
1 mark
2e
2 marks
2b
1 mark
2c
2 marks
2d
452602_U05_CC_2e_Y4_040-047.indd 45 06/03/19 8:27 AM
46 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5 • FICTION
Prac
tice
text
: Stu
art L
ittle
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Look
at t
he fi
rst p
arag
raph
, be
ginn
ing
“Stu
art w
as a
lso
help
ful …
”.
W
hat d
oes
the
wor
d “s
toop
ing”
m
ean?
Ti
ck o
ne.
□ b
endi
ng
□ l
ooki
ng
□ s
louc
hing
□ s
tret
chin
g
bend
ing
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he w
ord.
•Ca
refu
lly re
ad th
e se
nten
ce c
onta
inin
g th
e w
ord,
then
iden
tify
a w
ord
in th
e qu
estio
n w
ith th
e sa
me
mea
ning
.
2.
Why
did
Stu
art fi
nd it
har
d to
pus
h a
Ping
-pon
g ba
ll?•
The
ball
was
alm
ost a
s hi
gh a
s he
was
.•
He
had
to th
row
all
his
wei
ght b
ehin
d it.
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er to
the
ques
tion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
3.
Look
at t
he p
arag
raph
beg
inni
ng
“The
Litt
les h
ad a
gra
nd p
iano
…”.
Fi
nd a
nd c
opy
thre
e w
ords
that
tell
us w
hy a
stic
ky k
ey w
as a
pro
blem
.
Acce
pt e
ither
:
•“d
idn’
t wor
k pr
oper
ly”
•“a
gre
at in
conv
enie
nce”
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
look
ing
for t
he a
nsw
er.
•Re
mem
ber t
o fin
d an
d co
py, n
ot p
arap
hras
e.
4.
The
stic
ky k
ey w
as p
roba
bly
not
caus
ed b
y th
e w
eath
er.
Fi
nd o
ne p
iece
of e
vide
nce
for t
his
stat
emen
t. U
se d
irect
quo
tatio
ns
from
the
text
.
Acce
pt e
ither
:
•“t
he k
ey h
ad b
een
stic
king
for a
bout
four
ye
ars”
•“t
here
had
bee
n m
any
brig
ht c
lear
day
s”
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of th
e w
eath
er.
•Ca
refu
lly re
ad th
e se
nten
ces
arou
nd th
e ev
iden
ce.
•Re
mem
ber t
o gi
ve a
dire
ct q
uota
tion.
5.
Why
do
you
thin
k G
eorg
e su
gges
ted
that
Stu
art s
houl
d be
in
side
the
pian
o w
hen
it w
as b
eing
pl
ayed
?
Stua
rt c
ould
pus
h th
e ke
y up
whe
n it
was
pl
ayed
, so
his
mus
ic s
ound
ed b
ette
r.2d 1
mar
k
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er to
the
ques
tion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
452602_U05_CC_2e_Y4_040-047.indd 46 06/03/19 8:27 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 47
Unit 5 • FICTION
6.
Giv
e tw
o re
ason
s w
hy it
was
un
com
fort
able
for S
tuar
t to
be
insi
de th
e pi
ano.
Acce
pt a
ny tw
o of
:
•H
e ha
d to
cro
uch
dow
n to
avo
id b
eing
hit
on th
e he
ad.
•H
e ha
d to
dod
ge a
bout
.•
“the
noi
se w
as q
uite
terri
fic”
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of S
tuar
t bei
ng u
ncom
fort
able
.•
Care
fully
read
the
sent
ence
s ar
ound
the
evid
ence
.•
Eith
er g
ive
dire
ct q
uota
tions
or p
arap
hras
e th
eir m
eani
ng fo
r you
r ans
wer
.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
7.
In s
pite
of t
he d
isco
mfo
rt, w
hy is
it
likel
y th
at S
tuar
t will
go
into
the
pian
o th
e ne
xt ti
me
Geo
rge
asks
?
Acce
pt a
nsw
ers
that
reco
gnis
e an
y of
:
•H
e ha
s be
en in
side
the
pian
o m
ore
than
on
ce, s
o he
is li
kely
to g
o ag
ain.
•It
say
s th
at h
e lik
ed it
.•
Stua
rt li
kes
to b
e he
lpfu
l.
2e 1 m
ark
Que
stio
n fo
cus:
pre
dict
wha
t mig
ht h
appe
n fro
m d
etai
ls st
ated
and
impl
ied.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for a
reas
on w
hy S
tuar
t mig
ht g
o in
to th
e pi
ano
agai
n.•
Care
fully
read
the
sect
ions
of t
ext y
ou fi
nd to
che
ck y
our a
nsw
er.
8.
Tick
one
box
in e
ach
row
to sh
ow
whe
ther
eac
h st
atem
ent i
s tru
e or
fa
lse.
True
Fals
e
Stua
rt L
ittle
’s
brot
her w
as a
lso a
m
ouse
.
Stua
rt li
ked
to p
lay
Ping
-pon
g.
Stua
rt li
ked
bein
g in
side
the
pian
o.
Som
etim
es, b
eing
in
side
the
pian
o m
ade
Stua
rt d
eaf f
or
a bi
t.
True
Fals
e
Stua
rt L
ittle
’s
brot
her w
as a
lso a
m
ouse
.✓
Stua
rt li
ked
to p
lay
Ping
-pon
g.✓
Stua
rt li
ked
bein
g in
side
the
pian
o.✓
Som
etim
es, b
eing
in
side
the
pian
o m
ade
Stua
rt d
eaf f
or
a bi
t.
✓
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out e
ach
of th
e st
atem
ents
sep
arat
ely.
Con
side
r whe
re in
the
text
yo
u w
ill fi
nd re
leva
nt in
form
atio
n.•
Care
fully
read
the
rele
vant
sec
tions
of t
he te
xt to
dec
ide
whe
ther
eac
h st
atem
ent i
s tr
ue o
r fal
se.
Awar
d 2
mar
ks fo
r all
four
ans
wer
s co
rrec
t.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
9.
Whi
ch o
f the
se w
ould
be
the
best
tit
le fo
r thi
s ex
trac
t? T
ick
one.
□ I
nsid
e th
e Pi
ano
□ S
tuar
t Hel
ps O
ut
□ S
tuar
t the
Bal
l Boy
□ T
he S
ticky
Key
Stua
rt H
elps
Out
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
ain
an o
vera
ll un
ders
tand
ing
of it
s m
eani
ng.
•Ca
refu
lly re
ad th
e op
tions
in th
e qu
estio
n, m
atch
ing
them
aga
inst
you
r ov
eral
l und
erst
andi
ng.
452602_U05_CC_2e_Y4_040-047.indd 47 06/03/19 8:27 AM
• FICTION
48 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6FICTION
How to Train Your DragonCressida Cowell
Key text features
The texts are both extracts from the same fantasy novel.
l The Teaching text is an extract from How to Train Your Dragon, entitled First Catch Your Dragon, by Cressida Cowell.
l The Practice text is an extract from How to Train Your Dragon, entitled Into the Dragons’ Cave, by Cressida Cowell.
Reading the Teaching text: First Catch Your Dragon
l What do the children know about How to Train Your Dragon? Have any of them seen the films or read the books? Invite the children to share their experiences and impressions.
l What do the children know about Vikings? Invite them to share their knowledge.
l Introduce the text by explaining that the book is set in Viking times, on an imaginary island called Berk. Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about why the Vikings might want to tame the dragons.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 50–51).
Reading the Practice text: Into the Dragons’ Cave
l Encourage the children to think, pair, share what they remember about Hiccup and the other boys from the Teaching text.
l Discuss why the boys might be going into the dragons’ cave.
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the extracts from How to Train Your Dragon.
l Explain to the children that you want them to write about what might happen next in this story.
l Use a drama session to explore the children’s ideas and develop characterisation of Hiccup, Gobber and the other boys.
l In pairs, ask the children to make a story map showing how their story could develop. They should include any details they want to feature in their writing, such as information relating to Vikings.
l Encourage the children to explain their ideas to a new response partner for feedback, before they start to write.
452602_U06_CC_2e_Y4_048-055.indd 48 06/03/19 8:28 AM
Unit 6 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 49
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
The How to Train Your Dragon series – Cressida Cowell
The Wizards of Once – Cressida Cowell
The Kingdom of Gems trilogy – Jasper Cooper
The Wee Free Men – Terry Pratchett
The Secret Lake – Karen Inglis
Kestrel Island – A.B. Martin
Extending reading
Q1: What are the boys aiming to achieve on this adventure?
A1: Accept either:
• to prove themselves as Viking heroes
• to catch dragons
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: What do the words “Ohhhhhh suffering scallops” tell us about how Hiccup is feeling?
A2: He is scared/worried.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about what Hiccup might be feeling.
Q3: The words “scenic spot” are usually used to describe somewhere beautiful. Why does Gobber use it to describe Wild Dragon Cliff?
A3: Accept either:
• He thinks it is beautiful.
• He is being sarcastic.
Strategy: Listen to the whole text again, being alert for information about Wild Dragon Cliff, why the boys are at Wild Dragon Cliff, and why someone would describe it as a “scenic spot”.
452602_U06_CC_2e_Y4_048-055.indd 49 06/03/19 8:28 AM
50 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6 • FICTION
Teac
hing
text
: Firs
t Cat
ch Y
our D
rago
n Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Look
at t
he p
arag
raph
beg
inni
ng
“Hic
cup
will
be
lead
ing
you
…”.
(a) F
ind
and
copy
two
wor
ds th
at
expl
ain
why
Hic
cup
shou
ld n
ot b
e le
adin
g th
e ad
vent
ure.
(b) F
ind
and
copy
four
wor
ds th
at
expl
ain
why
Hic
cup
is g
oing
to le
ad
the
adve
ntur
e.
(a) “
com
plet
ely
usel
ess”
(b) “
son
of th
e CH
IEF”
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
look
ing
first
for t
he a
nsw
er to
(a)
and
then
for t
he a
nsw
er to
(b).
•Re
mem
ber t
o fin
d an
d co
py, n
ot p
arap
hras
e.
Capi
talis
atio
n of
“CH
IEF”
is n
ot n
eces
sary
.
Awar
d 1
mar
k fo
r eac
h co
rrec
t ans
wer
.
2.
In th
e pa
ragr
aph
begi
nnin
g “O
ur
drag
ons a
re w
hat s
et u
s apa
rt!”,
G
obbe
r say
s “I
t is o
nly
the
VIKI
NG
H
ERO
ES w
ho d
are
to ta
me
the
wild
est,
mos
t dan
gero
us c
reat
ures
on
ear
th.”
W
hat a
re th
e cr
eatu
res
that
G
obbe
r is
talk
ing
abou
t?
drag
ons
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he w
ords
in th
e qu
estio
n.•
Care
fully
read
the
sent
ence
s ar
ound
the
wor
ds, l
ooki
ng fo
r clu
es a
bout
the
crea
ture
s.
3.
Why
do
the
Viki
ng b
oys
wan
t to
pass
the
Dra
gon
Initi
atio
n Te
st?
so th
ey c
an e
nter
the
Hai
ry H
oolig
an T
ribe
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for t
he w
ords
in th
e qu
estio
n.•
Care
fully
read
the
sent
ence
s ar
ound
the
wor
ds, l
ooki
ng fo
r rea
sons
why
the
boys
wou
ld w
ant t
o do
this
.
4.
In th
e pa
ragr
aph
begi
nnin
g “T
he c
liff l
oom
ed d
izzy
ingl
y hi
gh
abov
e th
em”,
wha
t doe
s th
e w
ord
“loom
ed” t
ell u
s ab
out t
he c
liff?
Choo
se o
ne.
□ I
t is
dark
col
oure
d.
□ I
t is
tric
ky to
clim
b.
□ I
t is
thre
aten
ing.
□ I
t is
cove
red
in m
ist.
It is
thre
aten
ing.
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he w
ords
in th
e qu
estio
n.•
Care
fully
read
the
sent
ence
con
tain
ing
the
wor
d, c
onsi
derin
g th
e im
plic
atio
ns o
f the
wor
d.
452602_U06_CC_2e_Y4_048-055.indd 50 06/03/19 8:28 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 51
Unit 6 • FICTION
5.
Choo
se w
hich
of t
he fo
llow
ing
are
true
and
whi
ch a
re fa
lse
(see
righ
t).
TF
All V
ikin
gs e
njoy
rid
ing
hors
es.
✓
The
first
job
the
boys
mus
t do
is st
eal
som
ethi
ng.
✓
The
boys
hav
e co
me
to W
ild D
rago
n Cl
iff
to s
ee h
ow m
any
drag
ons
they
can
sp
ot.
✓
Wild
Dra
gon
Cliff
is
very
hig
h.✓
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out e
ach
of th
e st
atem
ents
sep
arat
ely.
Con
side
r whe
re in
the
text
yo
u w
ill fi
nd re
leva
nt in
form
atio
n.•
Care
fully
read
the
rele
vant
sec
tions
of t
he te
xt to
dec
ide
whe
ther
eac
h st
atem
ent i
s tr
ue o
r fal
se.
Awar
d 2
mar
ks fo
r all
four
ans
wer
s co
rrec
t.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
6.
This
adv
entu
re ta
kes p
lace
in
win
ter.
Fi
nd tw
o pi
eces
of e
vide
nce
for t
his
stat
emen
t. Yo
u do
not
hav
e to
use
di
rect
quo
tatio
ns fr
om th
e te
xt.
Acce
pt a
ny tw
o of
:
•Th
ey a
re s
tand
ing
in s
now
./“G
obbe
r spa
t so
lem
nly
into
the
snow
.”•
They
can
see
the
cliff
./“In
sum
mer
you
co
uld
bare
ly e
ven
see
the
cliff
…”
•Th
e dr
agon
s ar
e hi
bern
atin
g./I
t is
sile
nt
exce
pt fo
r the
sou
nd o
f the
dra
gons
sn
orin
g./“
the
omin
ous,
low
rum
ble
of th
eir
snor
es.”
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of th
e se
ason
s.•
Care
fully
read
the
sent
ence
s ar
ound
the
evid
ence
.•
Giv
e ei
ther
dire
ct q
uota
tions
or p
arap
hras
e th
eir m
eani
ng.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
452602_U06_CC_2e_Y4_048-055.indd 51 06/03/19 8:28 AM
Unit 6 • FICTION
52 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Into the Dragons’ CaveCressida Cowell
Although he wasn’t your usual mindless thug of a Hooligan, Hiccup wasn’t a wimp, either. Being frightened is not the same as being a coward. Maybe he was as brave as anyone else there, because he went to catch a dragon despite knowing what dragons are like. And, when he had climbed perilously to the mouth of the cave and had found that inside there was a long, twisty tunnel, he still went down it, despite not being too keen on long, twisty tunnels with dragons at the end of them.
The tunnel was dripping and clammy. At times it was high enough for the boys to walk upright. Then it would close down into narrow, claustrophobic holes that the boys could only just squeeze through, squirming on their stomachs, with the flares held in their mouths.
After ten long minutes of walking and crawling into the heart of the cliff, the stench of dragon – a salty stink of seaweed and old mackerel heads – got stronger and stronger, until finally it became unbearable and the tunnel opened out into a ginormous cavern.
The cavern was full of more dragons than Hiccup could ever have imagined existed.
They were every possible colour and size, and they included all the species that Hiccup had heard of, and quite a few more that he hadn’t.
Hiccup started sweating as he looked around him at pile after pile of the animals, draped over every available surface; even hanging upside-down from the roof like giant bats. They were all fast asleep, and most of them were snoring in unison. This was a sound so loud and so deep that it seemed to penetrate right into Hiccup’s body and vibrate around his soft insides, churning his stomach and bowels, and forcing his heart to beat at the same slow dragon pulse.
If one, just one, of these countless creatures were to wake up, it would raise the alarm to the others and the boys would meet a horrible death.
1
8
12
16
18
20
33
452602_U06_CC_2e_Y4_048-055.indd 52 06/03/19 8:28 AM
Unit 6 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 53
Name: Class: Date:
1 Find and copy two words from the first paragraph that tell us what most of the Hooligan Tribe are like.
2 In the first paragraph, what does the word “despite” mean? Tick one.
although □ because □ thoughtless □ unkind □
3 What did Hiccup expect to find at the end of the tunnel?
4 The tunnel was not a comfortable place to be.
Find two pieces of evidence from paragraph 2 for this statement. You do not have to use direct quotations from the text.
5 Look at the paragraph beginning “After ten long minutes …”.
Find and copy the first word that warns us that dragons do not smell good.
6 Why do you think the smell got stronger as the boys got closer to the end of the tunnel?
7 Give two reasons why Hiccup might have been surprised when he reached the end of the tunnel.
8 Tick to show which statement is true for each place. One statement is true for both places.
Tunnel Cave
long and twisty
full of dragons
stench of dragon
dragons hanging upside down
9 Number the events to show the order in which Hiccup did them.
He started sweating. He smelled the dragons.
He climbed the cliff. He went down the tunnel.
1 mark
2b
1 mark
2a
1 mark
2b
2 marks
2d
1 mark
2d
2 marks
2h
1 mark
2g
1 mark
2d
2 marks
2c
452602_U06_CC_2e_Y4_048-055.indd 53 06/03/19 8:28 AM
54 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6 • FICTION
Prac
tice
text
: Int
o th
e D
rago
n’s
Cave
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Find
and
cop
y tw
o w
ords
from
the
first
par
agra
ph th
at te
ll us
wha
t m
ost o
f the
Hoo
ligan
Trib
e ar
e lik
e.
“min
dles
s thu
g”2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
look
ing
for t
he a
nsw
er.
•Re
mem
ber t
o fin
d an
d co
py, n
ot p
arap
hras
e.
2.
In th
e fir
st p
arag
raph
, wha
t doe
s th
e w
ord
“des
pite
” mea
n? T
ick
one.
□ a
lthou
gh
□ b
ecau
se
□ t
houg
htle
ss
□ u
nkin
d
alth
ough
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he w
ord.
(The
re a
re tw
o in
stan
ces
in th
is p
arag
raph
, bot
h w
ith th
e sa
me
mea
ning
.)•
Care
fully
read
the
sent
ence
s co
ntai
ning
the
wor
d, th
en id
entif
y a
wor
d in
th
e qu
estio
n w
ith th
e sa
me
mea
ning
.
3.
Wha
t did
Hic
cup
expe
ct to
find
at
the
end
of th
e tu
nnel
?dr
agon
s2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er to
the
ques
tion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
4.
The
tunn
el w
as n
ot a
com
fort
able
pl
ace
to b
e.
Fi
nd tw
o pi
eces
of e
vide
nce
from
pa
ragr
aph
2 fo
r thi
s st
atem
ent.
You
do n
ot h
ave
to u
se d
irect
qu
otat
ions
from
the
text
.
Acce
pt a
ny tw
o of
:
•It
was
wet
./“dr
ippi
ng a
nd c
lam
my”
•It
was
low
./“na
rrow
, cla
ustr
opho
bic
hole
s”•
It w
as a
tigh
t fit./
“the
boy
s cou
ld o
nly
just
sque
eze
thro
ugh,
squi
rmin
g on
thei
r st
omac
hs”
•It
was
dar
k./“
the
flare
s hel
d in
thei
r mou
ths”
2d 2 m
arks
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of c
ondi
tions
in th
e tu
nnel
.•
Care
fully
read
the
sent
ence
s ar
ound
the
evid
ence
.•
Giv
e ei
ther
dire
ct q
uota
tions
or p
arap
hras
e th
eir m
eani
ng.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
5.
Look
at t
he p
arag
raph
beg
inni
ng
“Aft
er te
n lo
ng m
inut
es …
”.
Fi
nd a
nd c
opy
the
first
wor
d th
at
war
ns u
s th
at d
rago
ns d
o no
t sm
ell
good
.
“ste
nch”
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
look
ing
for w
ords
that
refe
r to
smel
l.•
Scan
the
para
grap
h, lo
okin
g fo
r the
firs
t ref
eren
ce to
a s
mel
l and
reco
gnis
ing
that
the
auth
or c
hose
a p
artic
ular
wor
d to
war
n th
e re
ader
that
the
smel
l w
as b
ad.
452602_U06_CC_2e_Y4_048-055.indd 54 06/03/19 8:28 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 55
Unit 6 • FICTION
6.
Why
do
you
thin
k th
e sm
ell g
ot
stro
nger
as
the
boys
got
clo
ser t
o th
e en
d of
the
tunn
el?
They
wer
e ge
ttin
g cl
oser
to th
e dr
agon
s (a
nd
the
smel
l was
com
ing
from
the
drag
ons)
.2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er to
the
ques
tion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
7.
Giv
e tw
o re
ason
s w
hy H
iccu
p m
ight
hav
e be
en s
urpr
ised
whe
n he
reac
hed
the
end
of th
e tu
nnel
.
Acce
pt a
ny tw
o of
:
•Th
e ca
vern
was
gin
orm
ous.
•Th
ere
wer
e m
ore
drag
ons
than
Hic
cup
imag
ined
exi
sted
.•
Ther
e w
ere
spec
ies
of d
rago
n th
at H
iccu
p ha
d ne
ver h
eard
of.
•Th
ere
wer
e dr
agon
s ev
eryw
here
.
2d 1 m
ark
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er to
the
ques
tion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
8.
Tick
to sh
ow w
hich
stat
emen
t is
true
for e
ach
plac
e. O
ne st
atem
ent
is tr
ue fo
r bot
h pl
aces
.
Tunn
elCa
ve
long
and
twis
ty
full
of d
rago
ns
sten
ch o
f dra
gon
drag
ons
hang
ing
upsi
de d
own
Tunn
elCa
ve
long
and
twis
ty✓
full
of d
rago
ns✓
sten
ch o
f dra
gon
✓✓
drag
ons
hang
ing
upsi
de d
own
✓
2h 2 m
arks
Que
stio
n fo
cus:
mak
e co
mpa
rison
s with
in th
e te
xt.
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out e
ach
of th
e st
atem
ents
sep
arat
ely.
Con
side
r whe
re in
the
text
yo
u w
ill fi
nd th
e re
leva
nt in
form
atio
n.•
Care
fully
read
the
rele
vant
sec
tions
of t
he te
xt to
dec
ide
whi
ch o
f the
pla
ces
each
sta
tem
ent d
escr
ibes
.
Awar
d 2
mar
ks fo
r all
five
answ
ers
corr
ect.
Awar
d 1
mar
k fo
r fou
r ans
wer
s co
rrec
t.
9.
Num
ber t
he e
vent
s to
sho
w th
e or
der i
n w
hich
Hic
cup
did
them
.
□ H
e st
arte
d sw
eatin
g.
□ H
e sm
elle
d th
e dr
agon
s.
□ H
e cl
imbe
d th
e cl
iff.
□ H
e w
ent d
own
the
tunn
el.
He
star
ted
swea
ting.
4
He
smel
led
the
drag
ons.
3
He
clim
bed
the
cliff
. 1
He
wen
t dow
n th
e tu
nnel
. 2
2c 2 m
arks
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
who
le te
xt fo
r eac
h of
the
even
ts d
escr
ibed
.•
Num
ber t
he e
vent
s, th
en c
heck
you
r ans
wer
aga
inst
the
text
.
Awar
d 2
mar
ks fo
r all
even
ts c
orre
ctly
seq
uenc
ed.
Awar
d 1
mar
k fo
r tw
o ev
ents
cor
rect
ly s
eque
nced
.
452602_U06_CC_2e_Y4_048-055.indd 55 06/03/19 8:28 AM
• FICTION
56 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7FICTION
An Egyptian Myth/A Korean MythKate Ruttle
Key text features
The texts are both short creation myths from different cultures.
l The Teaching text is an Egyptian myth retold by Kate Ruttle.
l The Practice text is a Korean myth retold by Kate Ruttle.
Reading the Teaching text: An Egyptian Myth
l What do the children know about myths? Confirm that they are often stories that explain how things came to be in the natural world and usually have some element of magic or reference to gods. Myths are often specific to individual cultures.
l What do the children know about Ancient Egypt, its pharaohs and gods? Show them pictures of some Ancient Egyptian gods, including Ra, Set, Isis, Osiris and Horus.
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about whether this is really likely to be the reason that the Nile floods each year.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 58–59).
Reading the Practice text: A Korean Myth
l Encourage the children to think, pair, share what they remember about myths.
l Introduce the text by exploring the children’s knowledge of different types of tree. Show pictures of birch, oak, maple, fir, pine and holly (you may wish to show the deciduous trees with and without leaves). Ask the children to identify similarities and differences between the trees.
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread these myths, confirming key features of myths with the children.
l Read the children a myth linked to a country you have studied in geography. The internet is a rich source of myths for children.
l Explain to the children that they are going to create a multimedia presentation of their own version of the new myth.
l Encourage the children to work in groups to retell and improve the myth.
l In pairs, ask the children to illustrate key events in the myth, draw relevant illustrations and scan these (if done on paper). They can then use word-processing software to write and edit their version of the myth, inserting their images to illustrate it.
452602_U07_CC_2e_Y4_056-065.indd 56 06/03/19 8:30 AM
Unit 7 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 57
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Stories from Ancient Egypt – Joyce Tyldesley
A Year Full of Stories – Angela McAllister
The Orchard Book of Greek Myths – Geraldine McCaughrean
Beowulf – Michael Morporgo
Illustrated Norse Myths – Alex Frith
Q1: Why was Osiris made the first pharaoh?
A1: He was Ra’s favourite grandchild and a good man.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: Why do you think Set was made god of deserts and storms?
A2: Accept answers such as:
• People don’t usually live in the desert, so Set could not hurt them.
• Set was angry and storms are angry.
• The desert is not an important place of which to be god.
Strategy: Listen to the whole text again, thinking about what Set did and how Ra felt about him.
Q3: List all the Egyptian gods and goddesses mentioned in the story.
A3: Ra, Osiris, Isis, Set, Horus
Strategy: Listen to the whole text again, being alert for information about gods and goddesses
Extending reading
452602_U07_CC_2e_Y4_056-065.indd 57 06/03/19 8:30 AM
58 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7 • FICTION
Teac
hing
text
: An
Egyp
tian
Myt
h Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Look
at t
he fi
rst p
arag
raph
. Fin
d an
d co
py fi
ve w
ords
that
exp
lain
w
hen
thes
e ev
ents
hap
pene
d.
“Bef
ore
the
begi
nnin
g of
tim
e”2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
look
ing
for t
he a
nsw
er.
•Re
mem
ber t
o fin
d an
d co
py, n
ot p
arap
hras
e.
2.
In th
e fir
st p
arag
raph
, wha
t doe
s th
e w
ord
“sol
itary
” mea
n?
Ch
oose
one
.
□ p
rivat
e
□ q
uiet
□ s
ingl
e
□ u
nsoc
iabl
e
sing
le2a 1
mar
k
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he w
ord.
•Ca
refu
lly re
ad th
e se
nten
ce c
onta
inin
g th
e w
ord,
then
iden
tify
a w
ord
in th
e qu
estio
n w
ith th
e sa
me
mea
ning
.
3.
Why
did
Set
kill
Osi
ris?
•H
e w
as je
alou
s.•
He
wan
ted
to b
e th
e ph
arao
h.2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er to
the
ques
tion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
4.
Why
doe
s th
e w
riter
men
tion
the
god
Ra in
the
first
par
agra
ph?
It is
impo
rtan
t to
know
who
Ra
is fo
r the
w
hole
sto
ry.
2f 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he in
form
atio
n in
the
ques
tion.
•Sk
im-re
ad th
e w
hole
text
, con
side
ring
the
role
of R
a in
the
text
.•
Refle
ct o
n th
e im
pact
of m
entio
ning
Ra
at th
is e
arly
poi
nt.
452602_U07_CC_2e_Y4_056-065.indd 58 06/03/19 8:30 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 59
Unit 7 • FICTION
5.
Ra w
as th
e m
ost p
ower
ful o
f the
go
ds.
Fi
nd tw
o pi
eces
of e
vide
nce
for t
his
stat
emen
t. Yo
u do
not
hav
e to
use
di
rect
quo
tatio
ns fr
om th
e te
xt.
Acce
pt a
ny tw
o of
:
•H
e w
as th
e fir
st g
od.
•Al
l of t
he o
ther
god
s w
ere
eith
er h
is w
ife o
r hi
s ch
ildre
n an
d gr
andc
hild
ren/
“the
y ha
d m
any
child
ren
and
gran
dchi
ldre
n”•
It w
as h
is jo
b to
run
the
wor
ld, b
ut h
is
fam
ily h
elpe
d./“
His
fam
ily w
ere
all g
ods l
ike
him
, and
they
hel
ped
him
to ru
n th
e w
orld
.”•
He
was
abl
e to
mak
e O
siris
a p
hara
oh./“
Ra
mad
e hi
m th
e fir
st ru
ler –
the
first
pha
raoh
of
all
of E
gypt
.”•
He
deci
des
wha
t eac
h go
d is
resp
onsi
ble
for./
Set w
as b
anis
hed
to b
ecom
e re
spon
sibl
e fo
r des
erts
and
sto
rms./
“Ra
gave
H
orus
the
resp
onsi
bilit
y of
pro
tect
ing
all
futu
re p
hara
ohs,
as w
ell a
s mak
ing
him
god
of
the
sky.
”
2d 2 m
arks
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of R
a’s
posi
tion.
•Ca
refu
lly re
ad th
e se
nten
ces
arou
nd th
e ev
iden
ce.
•G
ive
eith
er d
irect
quo
tatio
ns o
r par
aphr
ase
thei
r mea
ning
.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
6.
Whi
ch o
f the
se w
ould
be
the
best
tit
le fo
r thi
s m
yth?
Ch
oose
one
.
□ W
hy O
siris
Was
the
Firs
t Pha
raoh
□ W
hy th
e N
ile R
ises
Eac
h Ye
ar
□ W
hy S
et K
illed
Osi
ris
□ W
ho A
re th
e Eg
yptia
n G
ods?
Why
the
Nile
Ris
es E
ach
Year
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
ain
an o
vera
ll un
ders
tand
ing
of it
s m
eani
ng.
•Ca
refu
lly re
ad th
e op
tions
in th
e qu
estio
n, m
atch
ing
them
aga
inst
you
r ov
eral
l und
erst
andi
ng.
452602_U07_CC_2e_Y4_056-065.indd 59 06/03/19 8:30 AM
Unit 7 • FICTION
60 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
A Korean MythOne day, years and years ago, the birds of this world knew that cold winter was approaching and began to fly south to warmer countries. All except one little bird who had a broken wing and could not fly.
“I will ask the trees in the forest if they can keep me warm in the cold winter,” he said.
So, he jumped and he flapped towards the trees at the fringe of the forest. He first met a majestic birch. “Magnificent Birch,” he sang, “will you allow me to stay warm in your branches during the cold winter?”
“Certainly not!” the birch tree said. “I have to take care of my branches.”
The little bird staggered on until he came to a great oak tree. “Oh, mighty Oak, when winter comes, I may freeze. Will you keep me warm in your branches?”
“No, for you might eat my acorns!” replied the oak. “Go away.”
The little bird jumped and he flapped until he came to a maple tree. “Oh, glorious Maple, will you let me spend winter in your warm branches?”
“I shall not!” replied the maple. “I never help strangers.”
The poor little bird did not know where to go, but he kept staggering and flapping along with his broken wing. Presently the fir tree saw him and said, “Come here, little bird. You may spend the winter in my branches.”
The pine tree nearby said, “I will spread my branches to keep the wind away.”
The holly tree added, “You may eat my berries. They are good food for birds.”
The little bird was very comfortable in his warm nest, protected from the cold wind and with holly berries to eat.
That night, the Frost King said, “North Wind, it’s time to start winter. Blow the leaves from the trees, my friend, except for those who helped the bird with the broken wing. For their kindness, they may keep their leaves, even in winter.”
1
4
6
9
10
13
14
16
17
20
21
22
26
452602_U07_CC_2e_Y4_056-065.indd 60 06/03/19 8:30 AM
Unit 7 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 61
Name: Class: Date:
1 From the first paragraph, find and copy four words that explain when these events happened.
2 Why does the bird call the trees “magnificent”, “mighty” and “glorious”?
3 Look at the paragraph beginning “So, he jumped and he flapped…”.
What does the word “fringe” mean?
Tick one.
centre □ edge □ heart □ nearby □
4 Write the name of the tree beside the excuse it gave not to help the bird.
“No, for you might eat my acorns!”
“I never help strangers.”
“I have to take care of my branches.”
5 Why does the writer tell you in the first paragraph that the bird had a broken wing?
6 Tick one box in each row to show whether the statement is true or false.
True False
The bird wanted the trees to give him food.
The bird tried to fly south.
The bird asked politely for help.
The bird was comfortable in its nest in the fir tree.
1 mark
2b
1 mark
2d
1 mark
2a
1 mark
2b
1 mark
2f
2 marks
2b
452602_U07_CC_2e_Y4_056-065.indd 61 06/03/19 8:30 AM
Unit 7 • FICTION
62 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Name: Class: Date:
7 List three trees from the story that were allowed to keep their leaves, even in winter.
8 The story is set just before the beginning of winter.
Find two pieces of evidence for this statement. You do not have to use direct quotations from the text.
9 Which of these would be the best title for this myth?
Tick one.
The Bird with the Broken Wing □ Why Some Trees Are Evergreen □ Why the Bird Didn’t Fly South □ King Frost and the North Wind □ 1 mark
2c
1 mark
2d
2 marks
2d
452602_U07_CC_2e_Y4_056-065.indd 62 06/03/19 8:30 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 63
Unit 7 • FICTION
Prac
tice
text
: A K
orea
n M
yth
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
Fr
om th
e fir
st p
arag
raph
, find
and
co
py fo
ur w
ords
that
exp
lain
whe
n th
ese
even
ts h
appe
ned.
“yea
rs a
nd y
ears
ago
”2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
look
ing
for t
he a
nsw
er.
•Re
mem
ber t
o fin
d an
d co
py, n
ot p
arap
hras
e.
2.
Why
doe
s th
e bi
rd c
all t
he tr
ees
“mag
nific
ent”
, “m
ight
y” a
nd
“glo
rious
”?
He
is tr
ying
to fl
atte
r the
m s
o th
at th
ey
help
him
.2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for t
he w
ords
the
bird
cal
ls th
e tr
ees.
•Co
nsid
er w
hy th
e bi
rd w
ould
hav
e us
ed th
ese
adje
ctiv
es.
3.
Look
at t
he p
arag
raph
beg
inni
ng
“So,
he
jum
ped
and
he fl
appe
d …
”.
W
hat d
oes
the
wor
d “f
ringe
” mea
n?
Ti
ck o
ne.
□ c
entr
e
□ e
dge
□ h
eart
□ n
earb
y
edge
2a 1
mar
k
Que
stio
n fo
cus:
exp
lain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he w
ord.
•Ca
refu
lly re
ad th
e se
nten
ce c
onta
inin
g th
e w
ord,
then
iden
tify
a w
ord
in th
e qu
estio
n w
ith th
e sa
me
mea
ning
.
4.
Writ
e th
e na
me
of th
e tr
ee b
esid
e th
e ex
cuse
it g
ave
not t
o he
lp th
e bi
rd.
“N
o, fo
r you
mig
ht e
at m
y ac
orns
!”
“I
nev
er h
elp
stra
nger
s.”
“I
hav
e to
take
car
e of
my
bran
ches
.”
“No,
for y
ou m
ight
eat
my
acor
ns!”
– oa
k
“I n
ever
hel
p st
rang
ers.”
– m
aple
“I h
ave
to ta
ke c
are
of m
y br
anch
es.”
– bi
rch
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
pass
age,
look
ing
for t
he e
xcus
es th
e tr
ees
gave
the
bird
.•
Writ
e th
e na
me
of th
e tr
ee b
esid
e ea
ch o
f the
exc
uses
.
452602_U07_CC_2e_Y4_056-065.indd 63 06/03/19 8:30 AM
64 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7 • FICTION
5.
Why
doe
s th
e w
riter
tell
you
in th
e fir
st p
arag
raph
that
the
bird
had
a
brok
en w
ing?
The
fact
that
the
bird
can
’t fl
y is
impo
rtan
t to
the
stor
y.2f 1
mar
k
Que
stio
n fo
cus:
exp
lain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for t
he in
form
atio
n in
the
ques
tion.
•Sk
im-re
ad th
e w
hole
text
, con
side
ring
the
situ
atio
n of
the
bird
in th
e te
xt.
•Re
flect
on
the
impa
ct o
f men
tioni
ng th
e bi
rd’s
inab
ility
to fl
y at
this
ear
ly
poin
t.
6.
Tick
one
box
in e
ach
row
to s
how
w
heth
er th
e st
atem
ent i
s tr
ue o
r fa
lse.
True
Fals
e
The
bird
wan
ted
the
tree
s to
giv
e hi
m fo
od.
The
bird
trie
d to
fly
sou
th.
The
bird
ask
ed
polit
ely
for h
elp.
The
bird
was
co
mfo
rtab
le in
its
nes
t in
the
fir
tree
.
True
Fals
e
The
bird
wan
ted
the
tree
s to
giv
e hi
m fo
od.
✓
The
bird
trie
d to
fly
sou
th.
✓
The
bird
ask
ed
polit
ely
for h
elp.
✓
The
bird
was
co
mfo
rtab
le in
its
nes
t in
the
fir
tree
.
✓
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out e
ach
of th
e st
atem
ents
sep
arat
ely.
Con
side
r whe
re in
the
text
yo
u w
ill fi
nd re
leva
nt in
form
atio
n.•
Care
fully
read
the
rele
vant
sec
tions
of t
he te
xt to
dec
ide
whe
ther
eac
h st
atem
ent i
s tr
ue o
r fal
se.
Awar
d 2
mar
ks fo
r all
four
ans
wer
s co
rrec
t.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
7.
List
thre
e tr
ees
from
the
stor
y th
at
wer
e al
low
ed to
kee
p th
eir l
eave
s, ev
en in
win
ter.
fir,
pine
, hol
ly2d 1
mar
k
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er to
the
ques
tion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
452602_U07_CC_2e_Y4_056-065.indd 64 06/03/19 8:30 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 65
Unit 7 • FICTION
8.
The
stor
y is
set
just
bef
ore
the
begi
nnin
g of
win
ter.
Fi
nd tw
o pi
eces
of e
vide
nce
for t
his
stat
emen
t. Yo
u do
not
hav
e to
use
di
rect
quo
tatio
ns fr
om th
e te
xt.
Acce
pt a
ny tw
o of
:
•W
e ar
e to
ld th
at w
inte
r is
com
ing.
/“th
e bi
rds
knew
that
col
d w
inte
r was
app
roac
hing
”•
The
bird
tells
the
oak
that
win
ter i
s co
min
g./“
whe
n w
inte
r com
es, I
may
free
ze.”
•Th
e Fr
ost K
ing
told
the
Nor
th W
ind
to
star
t win
ter./
“Nor
th W
ind,
it’s
tim
e to
star
t w
inte
r.”
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of th
e se
ason
s.•
Care
fully
read
the
sent
ence
s ar
ound
the
evid
ence
.•
Giv
e ei
ther
dire
ct q
uota
tions
or p
arap
hras
e th
eir m
eani
ng.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
9.
Whi
ch o
f the
se w
ould
be
the
best
tit
le fo
r thi
s m
yth?
Ti
ck o
ne.
□ T
he B
ird w
ith th
e Br
oken
Win
g
□ W
hy S
ome
Tree
s Ar
e Ev
ergr
een
□ W
hy th
e Bi
rd D
idn’
t Fly
Sou
th
□ K
ing
Fros
t and
the
Nor
th W
ind
Why
Som
e Tr
ees
are
Ever
gree
n2c 1
mar
k
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
ain
an o
vera
ll un
ders
tand
ing
of it
s m
eani
ng.
•Ca
refu
lly re
ad th
e op
tions
in th
e qu
estio
n, m
atch
ing
them
aga
inst
you
r ov
eral
l und
erst
andi
ng.
452602_U07_CC_2e_Y4_056-065.indd 65 06/03/19 8:30 AM
• NON-FICTION
66 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8NON-FICTION
Knight Survival Guide: Are You Tough Enough?Anna Claybourne
Key text features
Both texts are extracts from the same book: Knight Survival Guide: Are You Tough Enough? by Anna Claybourne.
Reading the Teaching and Practice texts: Knight Survival Guide
l Access the Interactive Modelling Software for this unit. Discuss the title and sub-title before reading the text: Knight Survival Guide: Are You Tough Enough?
l Encourage predictions of the text. Ask questions such as: – What do you already know about knights? – What does the sub-title tell you about being a knight? – What do you expect to find out in the text?
l Invite the children to complete the first two columns in a KWL grid (I know, I want to find out, I learned).
l Tell them that they will be able to complete the final column once they have explored the text further.
l Read the extract aloud. Allow children time to complete the final column of their grid. What did they find out?
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 68–69).
Moving into writing
l Talk about the style of writing, giving instructions and information.
l Ask the children to think of another job that they know something about (e.g. a job that someone in the family does; a teacher; a soldier; a doctor; a builder; a shop assistant; a hotel receptionist). If possible, give the children time to research their chosen job.
l Let the children plan a text using paragraph headings. As part of their planning, suggest that they consider images, labels and text boxes.
l Challenge the children to create, edit and improve their text on a computer.
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Unit 8 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 67
I Am a Doctor – Deborah Chancellor
Helping Out: At the Dog Rescue Centre – Judith Anderson
Helping in the Community – Victoria Parker
Extending reading
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Q1: Which words at the beginning of the text encourage the reader to want to be a knight?
A1: “Being a knight is GREAT!” (paragraph 1) (Also “Being a knight is fun” paragraph 2)
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of the words used in the text.
Q2: Why do you have to be strong?
A2: To wear the heavy armour/because it is hard work/because you have to lift a heavy sword
Strategy: Remember to use information in the text, not your general knowledge! Listen carefully and find ideas in the text.
Q3: Would you be a page, a squire or a knight? How do you know?
A3: A page – because I’m not yet 14.
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make notes of words used in the text.
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68 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8 • NON-FICTION
Teac
hing
text
: Kni
ght S
urvi
val G
uide
: Are
You
Tou
gh E
noug
h?
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
hy d
o yo
u th
ink
the
auth
or
writ
es “A
re y
ou to
ugh
enou
gh?”
(p
arag
raph
2) a
s a
ques
tion?
•to
mak
e yo
u fe
el in
volv
ed in
the
text
•to
mak
e yo
u th
ink
abou
t the
ans
wer
•to
mak
e yo
u w
ant t
o re
ad th
e te
xt•
to w
arn
you
that
a k
nigh
t’s
job
is h
ard
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to
mea
ning
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Skim
-read
the
text
that
follo
ws
the
ques
tion,
con
side
ring
your
ans
wer
.
2.
“Bei
ng a
kni
ght i
s fun
, but
it’s
not
an
eas
y rid
e.”
In
this
sen
tenc
e, “i
t’s n
ot a
n ea
sy
ride”
is c
lose
st in
mea
ning
to w
hich
op
tion?
Cho
ose
one.
□ Y
ou h
ave
to b
e a
good
hor
se-ri
der.
□ T
he h
orse
s ar
e di
fficu
lt to
han
dle.
□ Y
ou h
urt y
ours
elf i
f you
fall
off.
□ I
t is
a ha
rd jo
b to
do.
It is
a h
ard
job
to d
o.2a 1
mar
k
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ords
in th
e qu
estio
n.•
Care
fully
read
the
wor
ds in
thei
r con
text
, con
side
ring
all t
he m
eani
ngs
give
n in
the
ques
tion.
•D
ecid
e w
hich
mea
ning
mak
es th
e m
ost s
ense
in th
is te
xt.
3.
You
need
to b
e st
rong
to b
e a
knig
ht!
W
hich
two
thin
gs a
re p
artic
ular
ly
heav
y?
•ar
mou
r•
swor
d2b 1
mar
k
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion
from
non
-fict
ion.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ord
“hea
vy”.
•Ca
refu
lly re
ad th
e fo
llow
ing
para
grap
h.
4.
It ta
kes
a lo
ng ti
me
to le
arn
to b
e a
knig
ht.
N
umbe
r the
trai
ning
sta
ges
to
show
the
orde
r in
whi
ch y
ou d
o th
em.
□ k
nigh
t
□ p
age
□ s
quire
3 kn
ight
1 pa
ge
2 sq
uire
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ords
and
con
side
r the
ir pu
rpos
e.
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 69
Unit 8 • NON-FICTION
5.
Wou
ld y
ou b
e go
od a
t bei
ng a
pa
ge?
□ Y
es
□ N
o
W
hy d
o yo
u th
ink
this
? U
se id
eas
from
the
text
in y
our a
nsw
er.
Yes
•I a
m g
ood
at ti
dyin
g up
/tak
ing
mes
sage
s.•
I do
not m
ind
hard
wor
k if
it m
eans
I co
uld
be a
kni
ght.
•I l
ike
fight
ing.
•I a
m s
tron
g.•
I am
goo
d at
ridi
ng.
No
•I d
o no
t wan
t to
fight
.•
I do
not l
ike
keep
ing
thin
gs c
lean
and
tidy
/ta
king
mes
sage
s.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Find
the
info
rmat
ion
on b
eing
a p
age.
•Re
ad it
car
eful
ly.
•Re
mem
ber t
o us
e id
eas
from
the
text
in y
our a
nsw
er.
Ther
e is
no
mar
k fo
r the
firs
t par
t of t
he q
uest
ion
(yes
/no)
.
Awar
d 1
mar
k on
ly if
refe
renc
e is
mad
e to
idea
s in
the
text
in th
e an
swer
.
6.
Why
do
you
thin
k th
is b
ook
is
calle
d Kn
ight
Sur
viva
l Gui
de?
Refe
r to
two
idea
s in
the
text
in y
our
answ
er.
It h
elps
you
to u
nder
stan
d w
hat y
ou h
ave
to
do if
you
wan
t to
be a
kni
ght,
such
as
wea
ring
heav
y ar
mou
r and
lear
ning
how
to fi
ght w
ith
a he
avy
swor
d.
2c 2 m
arks
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le te
xt w
hilst
con
side
ring
the
ques
tion.
•Fi
nd tw
o th
ings
that
a k
nigh
t wou
ld h
ave
to k
now
or d
o if
he w
ante
d to
su
rviv
e.
Awar
d 1
mar
k fo
r eac
h id
ea w
hich
is re
fere
nced
in th
e te
xt, u
p to
a to
tal
of 2
mar
ks.
452602_U08_CC_2e_Y4_066-073.indd 69 06/03/19 8:39 AM
Unit 8 • NON-FICTION
70 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Knight Survival Guide: Are You Tough Enough?Anna Claybourne
Showing offWhen there are no real battles, take part in a tournament. This is a fighting competition in which you can show off your skills.
Charge!To joust, you must:
1. Ride towards your enemy at top speed.2. Try to hit him with your lance.3. Wear your smartest armour!
The winnersKnights who won a joust were given a prize. They were usually given money.
For the ladiesKnights sometimes fought to impress a lady.
Knight rulesA good knight must be very polite to ladies. Always bow and kneel to a lady and never, ever swear at her!
Your special ladyYou can even fight for a lady. In any fight, make sure you wear her family colours or coat of arms.
Take careKnights were expected to defend and protect women.
On a missionYour king or lord might test you by sending you on a quest, or mission. You might have to catch an enemy or save a prisoner in a castle.
Top questsIf you are really lucky you might get to find treasure or rescue a princess from a tower. And all knights want to fight a dragon, of course!
Cup of magicSome knights went on a great adventure to find a magical cup called the Holy Grail.
1
4
9
11
13
16
19
21
24
27
452602_U08_CC_2e_Y4_066-073.indd 70 06/03/19 8:39 AM
Unit 8 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 71
Name: Class: Date:
1 mark
2b
1 mark
2a
1 mark
2d
2 marks
2b
1 mark
2f
2 marks
2b
1 mark
2g
1 mark
2g
1 Why would a knight take part in a tournament? Give two reasons from the text.
2 What does the heading “Showing off” tell us about the author’s feelings about tournaments?
3 “make sure you wear her … coat of arms.”
In this sentence, the underlined words are closest in meaning to the following. Tick one.
warm winter coat □ something you wear in secret □ family’s shield □ another layer of protection □
4 At this time, were ladies seen as strong and independent, or weak and fragile?
Explain your answer using ideas from the text.
5 Use information from the text to write a definition of a joust for the glossary.
6 Give two reasons from the text why knights would fight in a tournament.
7 “Your king or lord might test you by sending you on a quest, or mission” (paragraph 8). Why did the writer add the words “or mission”?
8 “And all knights want to fight a dragon, of course!” (paragraph 9). Why did the writer use the words “of course!” to finish the sentence?
9 Do you think the text would be helpful if you wanted to be a knight?
Yes □ No □ Explain your answer using ideas from the text.
2 marks
2c
452602_U08_CC_2e_Y4_066-073.indd 71 06/03/19 8:39 AM
72 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8 • NON-FICTION
Prac
tice
text
: Kni
ght S
urvi
val G
uide
: Are
You
Tou
gh E
noug
h?
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Why
wou
ld a
kni
ght t
ake
part
in
a to
urna
men
t? G
ive
two
reas
ons
from
the
text
.
Acce
pt a
ny tw
o fr
om:
•H
e co
uld
win
mon
ey.
•H
e ca
n sh
ow o
ff h
is s
kills
.•
He
can
impr
ess
a la
dy.
•It
can
kee
p hi
m re
ady
for b
attle
.
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ord
“tou
rnam
ent”
and
read
the
info
rmat
ion
arou
nd it
.•
Und
erlin
e th
e re
ason
s as
you
find
them
.•
Sele
ct th
e tw
o m
ost i
nter
estin
g re
ason
s fo
r you
r ans
wer
.
2.
Wha
t doe
s th
e he
adin
g “S
how
ing
off”
tell
us a
bout
the
auth
or’s
fe
elin
gs a
bout
tour
nam
ents
?
•It
sug
gest
s th
at th
e au
thor
thin
ks th
ey a
re
silly
and
not
nec
essa
ry.
•If
the
knig
hts
are
show
ing
off,
they
are
not
be
havi
ng p
rope
rly.
•Sh
e do
esn’
t thi
nk th
ey a
re a
goo
d id
ea.
•Sh
e th
inks
they
are
spe
cial
/a c
hanc
e to
sh
ow y
our s
kills
.
2g 1 m
ark
Que
stio
n fo
cus:
exp
lain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
wha
t you
kno
w a
bout
sho
win
g of
f. Is
it a
goo
d th
ing
or a
bad
th
ing?
Awar
d 1
mar
k fo
r rec
ogni
tion
that
“sho
win
g of
f” h
as c
onno
tatio
ns b
eyon
d pr
actis
ing
and
dem
onst
ratin
g sk
ills.
3.
“mak
e su
re y
ou w
ear h
er …
co
at o
f arm
s.”
In th
is s
ente
nce,
the
unde
rline
d w
ords
are
clo
sest
in m
eani
ng to
w
hich
opt
ion?
Tic
k on
e.
□ w
arm
win
ter c
oat
□ f
amily
’s s
hiel
d
□ s
omet
hing
you
wea
r in
secr
et
□ a
noth
er la
yer o
f pro
tect
ion
fam
ily’s
shi
eld
2a 1 m
ark
Que
stio
n fo
cus:
giv
e th
e m
eani
ng o
f wor
ds in
con
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ords
in th
e qu
estio
n.•
Care
fully
read
the
wor
ds in
thei
r con
text
, con
side
ring
all t
he m
eani
ngs
give
n in
the
ques
tion.
•D
ecid
e w
hich
mea
ning
mak
es th
e m
ost s
ense
in th
is te
xt.
4.
At th
is ti
me,
wer
e la
dies
see
n as
st
rong
and
inde
pend
ent,
or w
eak
and
fragi
le?
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e te
xt.
Ladi
es w
ere
seen
as
bein
g w
eak
and
fragi
le.
They
nee
ded
to b
e pr
otec
ted
and
defe
nded
–
alth
ough
they
like
d to
wat
ch k
nigh
ts fi
ghtin
g fo
r the
m a
nd w
earin
g th
eir c
olou
rs.
2d 1 m
ark
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Rere
ad th
e te
xt, c
onsi
derin
g th
e qu
estio
n.•
Iden
tify
the
mai
n id
ea fi
rst,
then
just
ify w
ith e
vide
nce
from
the
text
.
452602_U08_CC_2e_Y4_066-073.indd 72 06/03/19 8:39 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 73
Unit 8 • NON-FICTION
5.
Use
info
rmat
ion
from
the
text
to
writ
e a
defin
ition
of a
jous
t for
the
glos
sary
.
•fig
htin
g co
mpe
titio
n•
knig
hts
fight
ing
•rid
ing
and
fight
ing
•fig
ht w
ith la
nces
•co
mpe
te w
ith la
nces
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for i
nfor
mat
ion
abou
t jou
sts.
•Ca
refu
lly re
ad th
e in
form
atio
n.•
Sum
mar
ise
the
info
rmat
ion
for y
our d
efini
tion.
Awar
d 1
mar
k fo
r a re
ason
able
defi
nitio
n of
a jo
ust.
Awar
d 1
mar
k fo
r the
use
of
info
rmat
ion
in th
e te
xt.
6.
Giv
e tw
o re
ason
s fr
om th
e te
xt
why
kni
ghts
wou
ld fi
ght i
n a
tour
nam
ent.
Acce
pt a
ny tw
o fr
om:
•to
sho
w o
ff th
eir s
kills
.•
to w
ear t
he s
mar
test
arm
our
•to
win
mon
ey•
to im
pres
s a
lady
•Th
ey li
ke fi
ghtin
g/rid
ing
fast
/usi
ng a
sw
ord
or la
nce.
•to
win
a p
rize
2b 2 m
arks
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for i
nfor
mat
ion
abou
t tou
rnam
ents
.•
Care
fully
read
the
info
rmat
ion.
Awar
d 1
mar
k fo
r eac
h re
ason
giv
en, u
p to
a to
tal o
f 2 m
arks
. Do
not a
ccep
t ‘f
or fu
n’.
7.
“You
r kin
g or
lord
mig
ht te
st y
ou b
y se
ndin
g yo
u on
a q
uest
, or m
issi
on”
(par
agra
ph 8
).
W
hy d
id th
e w
riter
add
the
wor
ds
“or m
issi
on”?
to e
xpla
in w
hat a
que
st is
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to
mea
ning
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
why
the
auth
or m
ight
hav
e m
ade
that
dec
isio
n.
8.
“And
all
knig
hts w
ant t
o fig
ht a
dr
agon
, of c
ours
e!” (
para
grap
h 9)
.
W
hy d
id th
e w
riter
use
the
wor
ds
“of c
ours
e!” t
o fin
ish
the
sent
ence
?
•Fi
ghtin
g dr
agon
s is
som
ethi
ng th
at
ever
yone
kno
ws
abou
t kni
ghts
.•
to b
e sa
rcas
tic/m
ake
a jo
ke (d
rago
ns a
re
not r
eal)
2g 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
why
the
auth
or m
ight
hav
e m
ade
that
dec
isio
n.
9.
Do
you
thin
k th
e te
xt w
ould
be
help
ful i
f you
wan
ted
to b
e a
knig
ht?
□ Y
es
□ N
o
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e te
xt.
Yes
•It
tells
you
thin
gs y
ou n
eed
to k
now
, suc
h as
that
you
sho
uld
prac
tice
for b
attle
s by
ta
king
par
t in
tour
nam
ents
.•
It te
lls y
ou im
port
ant r
ules
for b
eing
a
knig
ht s
uch
as y
ou m
ust b
e po
lite
to la
dies
.
No
•It
doe
sn’t
giv
e m
uch
info
rmat
ion
abou
t fig
htin
g. It
just
tells
you
how
to jo
ust i
n a
tour
nam
ent.
•It
giv
es y
ou a
bit
of in
form
atio
n ab
out
bein
g a
knig
ht, b
ut it
doe
sn’t
tell
you
muc
h.
It is
not
ver
y us
eful
to k
now
that
you
hav
e to
bow
and
kne
el to
a la
dy.
2c 2 m
arks
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
for a
n ov
eral
l im
pres
sion
.•
Scan
it fo
r spe
cific
det
ails.
Awar
d 1
mar
k fo
r an
expl
anat
ion
and
anot
her f
or re
fere
nce
to id
eas
or
info
rmat
ion
in th
e te
xt.
452602_U08_CC_2e_Y4_066-073.indd 73 06/03/19 8:39 AM
74 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Key text features
The texts are both persuasive and biased texts linked by the idea of reducing food waste.
l The Teaching text is Are You Wasting Good Food? It gives information about household food waste.
l The Practice text is Would You Eat Less-Than-Perfect Fruit and Vegetables? It considers the wastage in pre-farm-gate waste.
Both texts are based on information provided at www.wrap.org.uk.
Reading the Teaching text: Are You Wasting Good Food?
l Introduce the text by asking the children to think-pair-share what they know about recycling and then about how much food is thrown away in their house each week.
l Access the Interactive Modelling Software for this unit. Talk about the title of the text. What do they think it will be about?
l Read the text to the children and ask if they think their predictions were accurate.
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 76–77).
Reading the Practice text: Would You Eat Less-Than-Perfect Fruit and Vegetables?
l Introduce the text by asking the children what they think pre-farm-gate waste means.
l Once they have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Ask the children to work in pairs (or threes) to research more about food waste. There are many internet sites about the subject, some aimed at children.
l Challenge each pair to agree wording for their ‘Ten Top Tips’ to reduce food waste.
l Ask the children to create posters of their ‘Ten Top Tips’.
Unit 9NON-FICTION
Are You Wasting Good Food?/Would You Eat Less-Than-Perfect Fruit and Vegetables?Kate Ruttle
452602_U09_CC_2e_Y4_074-081.indd 74 06/03/19 8:39 AM
Unit 9 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 75
Listening Comprehension: Questions and Answers
.Q1: How much food are we throwing away each year? What can that weight be compared to?
A1: 8 million tonnes, which can be compared to 2 million elephants or 2,000 killer whales or 500,000 double-decker buses.
Strategy: Listen carefully for a number near the beginning of the text. Think about the information you are given immediately after you first hear the word.
Q2: Which two reasons are given for throwing away food from a plate or lunch box?
A2: Being a picky eater/having more food than you wanted to eat
Strategy: Think about where in the text you might find the reason. Listen carefully to that part of the text, listening for reasons, not facts.
Q3: What is a landfill site, according to this text?
A3: It is a huge hole in the ground that is filled up with rubbish.
Strategy: Listen to the end of the text, considering the question. Listen out for the words “landfill site” and jot down the words used to explain it. Do not just rely on general knowledge.
The listening comprehension questions can be accessed on the modelling software for this unit.
Good Enough to Eat – Lizzy Rockwell
How Did That Get in My Lunchbox? – Chris Butterworth
Why Do We Eat? – Stephanie Turnball
Extending reading
452602_U09_CC_2e_Y4_074-081.indd 75 06/03/19 8:39 AM
76 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 9 • NON-FICTION
Teac
hing
text
: Are
You
Was
ting
Goo
d Fo
od?
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
“8 m
illio
n to
nnes
of e
dibl
e fo
od”
W
hich
wor
d or
phr
ase
is c
lose
st in
m
eani
ng to
the
wor
d “e
dibl
e”?
Choo
se o
ne.
□ p
oiso
nous
□ o
ut o
f dat
e
□ c
ooke
d
□ e
atab
le
eata
ble
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
to fi
nd th
e w
ord
in th
e qu
estio
n.•
Care
fully
read
that
par
t of t
he te
xt, t
hink
ing
abou
t wha
t the
wor
d m
ight
m
ean.
•Lo
ok a
t the
opt
ions
giv
en in
the
ques
tion.
Whi
ch w
ord
has
the
clos
est
mea
ning
?
2.
Giv
e tw
o ex
ampl
es fr
om th
e te
xt o
f ed
ible
food
that
is th
row
n aw
ay.
Acce
pt a
ny tw
o of
:
•br
ead,
rolls
, cak
e•
sala
d, s
alad
veg
etab
les
•po
tato
es, c
arro
ts•
bana
nas,
othe
r fru
it•
yogh
urts
, milk
, fru
it dr
inks
•ve
geta
bles
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
. Do
not j
ust u
se y
our
exis
ting
gene
ral k
now
ledg
e. C
heck
in th
is te
xt.
•Ca
refu
lly re
ad th
e pa
ragr
aph
to fi
nd th
e in
form
atio
n yo
u ne
ed.
•Re
mem
ber t
o m
entio
n tw
o th
ings
.
3.
Why
did
the
writ
er u
se a
flow
cha
rt
in th
is te
xt?
to s
how
one
reas
on w
hy w
e ar
e w
astin
g fo
od2f 1
mar
k
Que
stio
n fo
cus:
expl
ain
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to m
eani
ng
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Read
the
four
opt
ions
giv
en in
the
ques
tion.
•Lo
ok fo
r the
flow
cha
rt, a
nd re
ad it
car
eful
ly.
4.
Why
do
you
thin
k th
e w
riter
tells
yo
u th
at fa
mili
es a
re w
astin
g m
oney
?
Acce
pt a
nsw
ers
that
sho
w a
n un
ders
tand
ing
of th
e m
essa
ge o
f the
text
. E.g
.
•to
sho
ck th
e re
ader
•to
mak
e th
e re
ader
thin
k ab
out w
hat t
hey
coul
d ha
ve fo
r the
mon
ey•
to g
et th
e re
ader
’s in
tere
st a
nd a
tten
tion
•to
sho
w w
hat a
was
te o
f mon
ey th
e fo
od
was
te is
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to
mea
ning
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he p
arag
raph
abo
ut m
oney
.•
Rere
ad th
at p
arag
raph
and
con
side
r its
impa
ct in
the
who
le te
xt.
452602_U09_CC_2e_Y4_074-081.indd 76 06/03/19 8:39 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 77
Unit 9 • NON-FICTION
5.
Choo
se th
e st
atem
ent t
hat i
s th
e be
st s
umm
ary
of id
eas
from
the
last
thre
e pa
ragr
aphs
.
□ T
he w
eath
er a
ffec
ts h
ow w
ell a
cr
op g
row
s.
□ W
e do
not
like
to b
uy fr
uit a
nd
vege
tabl
es w
ith b
lem
ishe
s.
□ I
f we
buy
less
-tha
n-pe
rfec
t cro
ps,
the
farm
ers
will
not
was
te th
e fo
od.
□ W
e ne
ed to
find
way
s of
redu
cing
th
e am
ount
of f
ood
we
was
te.
Mos
t fam
ilies
are
put
ting
£700
-wor
th o
f foo
d a
year
into
hol
es in
the
grou
nd a
nd th
is n
eeds
to
cha
nge.
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
rere
ad th
e pa
ragr
aphs
iden
tified
.•
Dec
ide
whi
ch o
ne is
the
best
sum
mar
y of
the
last
thre
e pa
ragr
aphs
.
6.
This
text
end
s w
ith a
que
stio
n.
Wha
t doe
s th
e w
riter
thin
k is
the
answ
er?
Use
two
idea
s fr
om th
e te
xt in
you
r ans
wer
.
Acce
pt re
leva
nt a
nsw
ers
that
are
bas
ed o
n id
eas
in th
e te
xt. E
.g.
•St
op b
eing
a p
icky
eat
er.
•D
o no
t put
too
muc
h fo
od o
nto
a pl
ate
or
into
a lu
nch
box.
•As
k m
y m
um/d
ad n
ot to
thro
w a
way
too
muc
h fo
od.
•Ea
t foo
d th
at is
not
ent
irely
fres
h.
Also
acc
ept “
Do
not t
hrow
aw
ay to
o m
uch
food
” if i
t is
supp
orte
d by
ano
ther
rele
vant
an
swer
. By
itsel
f, th
is a
nsw
er g
ets
no m
arks
.
2d 2 m
arks
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Rere
ad th
e te
xt, l
ooki
ng fo
r ide
as y
ou c
ould
incl
ude
in y
our a
nsw
er.
Awar
d 1
mar
ks o
f eac
h id
ea fr
om th
e te
xt, u
p to
a to
tal o
f 2 m
arks
.
452602_U09_CC_2e_Y4_074-081.indd 77 06/03/19 8:39 AM
Unit 9 • NON-FICTION
78 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Would You Eat Less-Than-Perfect Fruit and Vegetables?Farms in the UK are currently throwing away around 3 million tonnes of edible fruit and vegetables each year. Why are they throwing it away? It’s because shoppers don’t want to buy fruit and vegetables that look slightly different from all other fruit and vegetables. If shoppers won’t buy these fruit and vegetables from the shops, the shops won’t buy them from the farmers.
Many UK farmers sell their fruit and vegetable crops to supermarkets. The supermarkets will only buy carrots that are a particular colour, shape and size: they don’t want long thin carrots, or short fat ones. Carrots that are slightly bent, or have bumps and lumps, won’t end up in a supermarket. Instead, hundreds of tonnes of perfectly good, carroty-tasting carrots are being left to rot in heaps on the farm, being fed to animals or are being ploughed back and left to rot in fields.
Farmers harvest the crop.
Supermarkets buy some of the crop from the farmer.
We buy our fruit and vegetables from the supermarket.
Blemished and wonky crops are left to rot.
The biggest difficulty farmers have is that they rely on different types of weather coming at just the right times of year. If the autumn is too long or the spring is too wet, apples and pears may end up with little brown patches on their skin. These blemishes don’t affect the taste, and don’t do us any harm, but we don’t like to buy them and the fruit ends up rotting on the farms and in the orchards.
What’s the answer? Some supermarkets now sell “wonky” fruit and vegetables at a lower price, to see whether shoppers will buy them. These “weather-blemished” crops usually taste just the same as the other crops on sale, they just don’t look as pretty. If people buy these crops from the supermarkets, the farmers get paid something for them and don’t have to watch the crops rotting before they leave the farm gate.
Reducing food waste is a shared problem and we need to find a shared solution. What do you think you can do about it?
1
11
18
24
30
FACT BOX
3 million tonnes is the same weight as:
• 6 cruise liners
• 4 big aeroplanes, including passengers
452602_U09_CC_2e_Y4_074-081.indd 78 06/03/19 8:39 AM
Unit 9 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 79
Name: Class: Date:
1 Give a reason from the text to explain why farms are throwing away so much edible fruit and vegetables.
2 Why did the writer use a fact box in this text? Tick one.
so that the text does have too many words □ to help readers understand what “3 million tonnes” means □ to explain why so much fruit and vegetables are wasted □ to tell readers to eat different-looking fruit and vegetables □
3 Give two reasons from the text why a supermarket might reject a carrot.
4 What happens to the carrots the supermarkets don’t buy?
5 “These blemishes don’t affect the taste.”
Tick the phrase that is closest in meaning to “blemishes”. Tick one.
bruises or other damage □ maggots or other insect damage □ marks or patches on the skin □ size and shape of the fruit □
6 Why do you think the supermarkets have to sell the “wonky” fruit and vegetables at a lower price?
7 Tick the statement that is the best summary of ideas from the last three paragraphs. Tick one.
The weather affects how well a crop grows. □ We do not like to buy fruit and vegetables with blemishes. □ If we buy less-than-perfect crops, the farmers will not waste the food. □ We need to find ways of reducing the amount of food we waste. □8 Put one tick in each row to show whether the fact is true or false.
True False
All the fruit and vegetables we throw away would fit into a long train.
Many shoppers will only buy fruit and vegetables that look normal.
Any fruit and vegetables the farmers cannot sell are eaten on the farm.
Fruit with blemishes on the skin taste the same as prettier fruit.
1 mark
2b
1 mark
2f
1 mark
2b
1 mark
2b
1 mark
2a
1 mark
2d
1 mark
2c
2 marks
2b
452602_U09_CC_2e_Y4_074-081.indd 79 06/03/19 8:39 AM
80 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 9 • NON-FICTION
Prac
tice
text
: Wou
ld Y
ou E
at L
ess-
Than
-Per
fect
Fru
it A
nd V
eget
able
s?
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
G
ive
a re
ason
from
the
text
to
expl
ain
why
farm
s ar
e th
row
ing
away
so
muc
h ed
ible
frui
t and
ve
geta
bles
.
Shop
pers
do
not w
ant t
o bu
y fr
uit a
nd
vege
tabl
es th
at lo
ok s
light
ly d
iffer
ent f
rom
all
othe
r fru
it an
d ve
geta
bles
.
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
. Do
not j
ust u
se y
our
exis
ting
gene
ral k
now
ledg
e. C
heck
in th
is te
xt.
•Ca
refu
lly re
ad th
e pa
ragr
aph
to fi
nd th
e in
form
atio
n yo
u ne
ed.
2.
Why
did
the
writ
er u
se a
fact
box
in
this
text
? Ti
ck o
ne.
□ s
o th
at th
e te
xt d
oes
not h
ave
too
man
y w
ords
□ t
o he
lp re
ader
s un
ders
tand
wha
t “3
mill
ion
tonn
es” m
eans
□ t
o ex
plai
n w
hy s
o m
uch
frui
t and
ve
geta
bles
are
was
ted
□ t
o te
ll re
ader
s to
eat
diff
eren
t-lo
okin
g fr
uit a
nd v
eget
able
s
to h
elp
read
ers
unde
rsta
nd w
hat “
3 m
illio
n to
nnes
” mea
ns2f 1
mar
k
Que
stio
n fo
cus:
exp
lain
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to m
eani
ng
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Read
the
four
opt
ions
giv
en in
the
ques
tion.
•Lo
ok fo
r the
fact
box
, and
read
it c
aref
ully
.•
Rere
ad th
e op
tions
in th
e qu
estio
n.•
Dec
ide
whi
ch o
ne is
the
best
exp
lana
tion
for t
he w
riter
’s d
ecis
ion.
3.
Giv
e tw
o re
ason
s fr
om th
e te
xt
why
a s
uper
mar
ket m
ight
reje
ct a
ca
rrot
.
Acce
pt a
ny tw
o of
:
•to
o lo
ng a
nd th
in•
too
shor
t and
fat
•sli
ghtly
ben
t•
have
bum
ps a
nd lu
mps
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
. Do
not j
ust u
se y
our
exis
ting
gene
ral k
now
ledg
e. C
heck
in th
is te
xt.
•Ca
refu
lly re
ad th
e pa
ragr
aph
to fi
nd th
e in
form
atio
n yo
u ne
ed.
4.
Wha
t hap
pens
to th
e ca
rrot
s th
e su
perm
arke
ts d
on’t
buy
?•
They
are
left
to ro
t in
heap
s on
the
farm
.•
They
are
fed
to a
nim
als.
•Th
ey a
re p
loug
hed
back
and
left
to ro
t in
field
s.
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
. Do
not j
ust u
se y
our
exis
ting
gene
ral k
now
ledg
e. C
heck
in th
is te
xt.
•Ca
refu
lly re
ad th
e pa
ragr
aph
to fi
nd th
e in
form
atio
n yo
u ne
ed.
5.
“The
se b
lem
ishe
s don
’t a
ffect
the
tast
e.”
Ti
ck th
e ph
rase
that
is c
lose
st in
m
eani
ng to
“ble
mis
hes”
. Tic
k on
e.
□ b
ruis
es o
r oth
er d
amag
e
□ m
arks
or p
atch
es o
n th
e sk
in
□ m
aggo
ts o
r oth
er in
sect
dam
age
□ s
ize
and
shap
e of
the
frui
t
mar
ks o
r pat
ches
on
the
skin
2a 1 m
ark
Que
stio
n fo
cus:
exp
lain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
to fi
nd th
e w
ord
in th
e qu
estio
n.•
Care
fully
read
that
par
t of t
he te
xt, t
hink
ing
abou
t wha
t the
wor
d m
ight
m
ean.
•Lo
ok a
t the
opt
ions
giv
en in
the
ques
tion.
Whi
ch w
ord
has
the
clos
est
mea
ning
?
452602_U09_CC_2e_Y4_074-081.indd 80 06/03/19 8:39 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 81
Unit 9 • NON-FICTION
6.
Why
do
you
thin
k th
e su
perm
arke
ts
sell
the
“won
ky” f
ruit
and
vege
tabl
es a
t a lo
wer
pric
e?
Acce
pt a
nsw
ers
such
as
the
follo
win
g.
•to
per
suad
e sh
oppe
rs to
buy
them
•be
caus
e sh
oppe
rs w
on’t
pay
as
muc
h fo
r th
em•
to te
ach
peop
le th
at th
ey ta
ste
the
sam
e
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Dec
ide
whe
re in
the
text
to lo
ok fo
r an
answ
er.
•Re
ad th
at p
art o
f the
text
car
eful
ly w
hile
con
side
ring
the
ques
tion.
7.
Tick
the
stat
emen
t tha
t is
the
best
su
mm
ary
of id
eas
from
the
last
th
ree
para
grap
hs. T
ick
one.
□ T
he w
eath
er a
ffec
ts h
ow w
ell a
cr
op g
row
s.
□ W
e do
not
like
to b
uy fr
uit a
nd
vege
tabl
es w
ith b
lem
ishe
s.
□ I
f we
buy
less
-tha
n-pe
rfec
t cro
ps,
the
farm
ers
will
not
was
te th
e fo
od.
□ W
e ne
ed to
find
way
s of
redu
cing
th
e am
ount
of f
ood
we
was
te.
If w
e bu
y le
ss-t
han-
perf
ect c
rops
, the
farm
ers
won
’t w
aste
the
food
.2c 1
mar
k
Que
stio
n fo
cus:
sum
mar
ise
idea
s fro
m m
ore
than
one
par
agra
ph.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Read
the
four
opt
ions
giv
en in
the
ques
tion.
•Ca
refu
lly re
read
the
para
grap
hs id
entifi
ed.
•Re
read
the
optio
ns in
the
ques
tion.
•D
ecid
e w
hich
one
is th
e be
st s
umm
ary
of th
e tw
o pa
ragr
aphs
.
8.
Put o
ne ti
ck in
eac
h ro
w to
sho
w
whe
ther
the
fact
is tr
ue o
r fal
se.
(See
tabl
e on
the
right
.)
TF
All t
he fr
uit a
nd v
eget
able
s w
e th
row
aw
ay w
ould
fit i
nto
a lo
ng
trai
n.✓
Man
y sh
oppe
rs w
ill o
nly
buy
frui
t and
veg
etab
les
that
look
no
rmal
.✓
Any
frui
t and
veg
etab
les
the
farm
ers
can
not s
ell a
re e
aten
on
the
farm
.✓
Frui
t with
ble
mis
hes
on th
e sk
in
tast
e th
e sa
me
as p
rett
ier f
ruit.
✓
2b 2 m
arks
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Look
for i
nfor
mat
ion
abou
t eac
h st
atem
ent i
n th
e te
xt s
epar
atel
y.•
Scan
the
text
for w
ords
in th
e qu
estio
n. C
aref
ully
read
the
para
grap
h an
d de
cide
whe
ther
the
fact
is tr
ue o
r fal
se. D
o no
t rel
y ju
st o
n ge
nera
l kn
owle
dge.
452602_U09_CC_2e_Y4_074-081.indd 81 06/03/19 8:39 AM
• Non-fiction
82 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10NON-FICTION
What Is a Robot?/Robots in Films and TV ProgrammesKate Ruttle
Key text features
Both texts are non-fiction report texts about robots.
l What Is a Robot? is a simple introduction to robots.
l Robots in Films and TV Programmes is a brief look at the use of robots on screen.
Reading the Teaching text: What Is a Robot?
l Access the Interactive Modelling Software for this unit. Introduce the text by showing the title. Can the children predict whether this is likely to be a fiction or non-fiction text? What clues are they using in their prediction?
l Talk about the children’s prior knowledge of robots. Can they write a definition?
l Read the text aloud to the children and discuss it against the children’s predictions.
l Read the text again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 84–85).
Reading the Practice text: Robots in Films and TV Programmes
l What do the children understand by the term ‘science-fiction’? What are their predictions about this text?
l Once they have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Talk about the children’s experiences of seeing robots on TV and in films. From Star Wars to cartoons such as WALL-E, Robots, The Incredibles and Big Hero 6, robots are commonplace in films and cartoons.
l Reread the Practice text.
l Tell the children they are going to write a new section of the Practice text about robots in cartoons.
l Discuss why some cartoons have robots when all cartoon characters are drawn and could be made to do anything.
l In groups, ask the children to make a list of features that robots in cartoons share.
l Ask the children to add another heading together with information about cartoon robots to continue this text.
452602_U10_CC_2e_Y4_082-089.indd 82 06/03/19 8:39 AM
Unit 10 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 83
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Q1: How do people often control robots?
A1: By computer
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of the words used in the text. Make sure you use ideas from the text, not your own general knowledge.
Q2: Name two places that people can not safely go to, but a robot can.
A2: Space/deep underwater/into fires/under the ice/into volcanoes/over forests and oceans
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of the words used in the text. Make sure you use ideas from the text, not your own general knowledge.
Q3: Why do you think different robots might need to move in different ways?
A3: So they can do different things and go to different places
Strategy: The question suggests that the answer may not be directly in the text. Listen again to the whole text for information about the jobs that robots do and think about the implications for how they need to move.
Space Blog – Angela Royston
King Arthur’s Tale – Anita Ganeri
Robots – Clive Gifford
Extending reading
452602_U10_CC_2e_Y4_082-089.indd 83 06/03/19 8:39 AM
84 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10 • NON-FICTION
Teac
hing
text
: Wha
t Is
a Ro
bot?
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Wha
t is
the
defin
ition
of a
robo
t us
ed in
this
text
?“a
mac
hine
that
doe
s a se
ries o
f tas
ks w
ithou
t th
e he
lp o
f a p
erso
n”2b 1
mar
k
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n fro
m n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for a
defi
nitio
n.
2.
How
are
robo
ts’ s
enso
rs li
ke h
uman
se
nses
?Th
ey h
elp
the
robo
t to
find
out a
bout
the
wor
ld a
roun
d it.
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he in
form
atio
n in
the
ques
tion.
•
Care
fully
read
that
par
t of t
he te
xt, l
ooki
ng fo
r inf
orm
atio
n ab
out s
enso
rs.
3.
Why
cou
ld y
ou n
ot a
sk a
la
wn-
mow
ing
robo
t to
vacu
um
your
car
pets
?
Each
robo
t can
onl
y do
the
task
s it
has
been
de
sign
ed to
do.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he in
form
atio
n in
the
ques
tion.
•Sk
im-re
ad th
e te
xt, t
hink
ing
abou
t the
que
stio
n an
d fin
ding
idea
s to
incl
ude.
4.
The
writ
er ta
lks
abou
t rob
ots’
ha
nds,
arm
s an
d br
ains
.
W
hy d
o yo
u th
ink
she
uses
wor
ds
for t
he h
uman
bod
y to
talk
abo
ut a
m
achi
ne?
•to
hel
p th
e re
ader
to u
nder
stan
d w
hat e
ach
part
doe
s, by
mak
ing
links
bet
wee
n pe
ople
an
d ro
bots
•be
caus
e w
e do
not
hav
e ot
her w
ords
to
desc
ribe
thos
e pa
rts
for r
obot
s
2g 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for l
inks
bet
wee
n ro
bots
and
par
ts o
f the
hum
an b
ody.
•Co
nsid
er th
e im
pact
of t
he w
ords
.
452602_U10_CC_2e_Y4_082-089.indd 84 06/03/19 8:39 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 85
Unit 10 • NON-FICTION
5.
Why
do
you
thin
k w
e do
not
sen
d so
man
y pe
ople
to e
xplo
re s
pace
an
y m
ore?
U
se a
reas
on fr
om th
e te
xt in
you
r an
swer
.
We
send
robo
ts b
ecau
se:
•w
e do
not
hav
e to
wor
ry a
bout
feed
ing
them
•w
e do
not
hav
e to
thin
k ab
out k
eepi
ng
them
saf
e•
even
if th
e sp
acec
raft
cra
shes
, no
pers
on is
hu
rt.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he in
form
atio
n in
the
ques
tion.
•Sk
im-re
ad th
e te
xt, t
hink
ing
abou
t the
que
stio
n an
d fin
ding
idea
s to
incl
ude.
Do
not a
ccep
t ans
wer
s th
at a
re b
ased
on
opin
ions
or g
ener
al k
now
ledg
e ra
ther
th
an id
eas
in th
e te
xt e
.g. ‘
It is
che
aper
to s
end
robo
ts in
to s
pace
.’
6.
Wha
t can
robo
ts d
o?
Ch
oose
thre
e an
swer
s fr
om th
e te
xt.
• b
uild
car
s
• m
ake
deci
sion
s fo
r the
mse
lves
• s
mel
l if t
here
is a
fire
• fl
y in
to a
vol
cano
• s
end
info
rmat
ion
from
spa
ce
• t
ell y
ou if
they
like
som
ethi
ng
build
car
s
fly in
to a
vol
cano
send
info
rmat
ion
from
spa
ce
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Trea
t eac
h fa
ct s
epar
atel
y.•
Scan
for t
he k
ey w
ords
.•
Rere
ad th
e te
xt, t
icki
ng a
nsw
ers
in th
e qu
estio
n as
you
reac
h th
em.
452602_U10_CC_2e_Y4_082-089.indd 85 06/03/19 8:39 AM
Unit 10 • NON-FICTION
86 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Robots in Films and TV ProgrammesRobots have been characters in films for over 75 years. In the early days, the robots were just people in robot costumes.
Computer robots50 years ago, computers were the size of wardrobes and so modern that most people had never seen one except in films. People were very excited about computers, so robots had flashing orange and red lights to make people think they were controlled by computers. Since they were still people in costume, however, most film robots still looked like people.
Puppet robotsThat was changed by the BBC TV series Doctor Who. In 1963, the Daleks arrived. Daleks – which had people inside them – looked like enormous salt-shakers on wheels. They introduced the idea that robots didn’t have to look like people, and could even be played by ‘puppets’. The most famous film robots ever made are probably R2D2 and C-3PO from the film Star Wars. The first of the Star Wars films was made in 1977. C-3PO looks like a human. R2D2 looks a bit like a dustbin. He is short, with flashing lights and beeping sounds. In some scenes, R2D2 had a man crouched inside him, but in most he was a radio-controlled puppet.
CGIToday, most robots in films are made using computer-generated imagery (CGI). Since the early 2000s, CGI has been the main type of special effect in films. Robots have become part of those ‘special effects’: they are no longer people in suits, or even radio-controlled puppets. Today, they are drawings that are made to move using CGI. But since they’re only drawings, the size and shape of CGI robots can be anything you can imagine.
1
3
9
19
452602_U10_CC_2e_Y4_082-089.indd 86 06/03/19 8:39 AM
Unit 10 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 87
Name: Class: Date:
1 mark
2b
1 mark
2b
1 mark
2b
1 mark
2g
1 mark
2c
1 mark
2d
2 marks
2c
2 marks
2d
1 mark
2a
1 Why did robots in early films look like humans?
2 “computers were the size of wardrobes” (paragraph 2)
Suggest a different word or phrase to replace “the size of wardrobes”.
3 Why did film robots 50 years ago have flashing lights?
4 Why are Daleks so important in the history of screen robots?
5 “R2D2 looks a bit like a dustbin.” Why does the writer give the reader this information?
6 Write an alternative heading for the last paragraph.
7 Film-makers today probably wouldn’t hire an actor to play a robot. Why not?
8 Number these types of robots in the order in which they were used in films.
robots that look like anything you can imagine
robots that look as if they were controlled by computers
robots that look like people in suits
robots that are puppets
9 What do you think a robot would look like in a film that was made in 1990? Tick one.
a person in a costume
a puppet
CGI
Explain your answer.
452602_U10_CC_2e_Y4_082-089.indd 87 06/03/19 8:39 AM
88 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10 • NON-FICTION
Prac
tice
text
: Rob
ots
in F
ilms
and
TV P
rogr
amm
es
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
hy d
id ro
bots
in e
arly
film
s lo
ok
like
hum
ans?
They
wer
e ju
st p
eopl
e in
cos
tum
es.
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n fro
m n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•Sc
an th
e te
xt fo
r the
info
rmat
ion.
2.
“com
pute
rs w
ere
the
size
of
war
drob
es” (
para
grap
h 2)
Su
gges
t a d
iffer
ent w
ord
or p
hras
e to
repl
ace
“the
size
of w
ardr
obes
”.
Acce
pt a
n an
swer
whi
ch im
plie
s ve
ry b
ig/
huge
/mas
sive
.2a 1
mar
k
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
the
mea
ning
of t
he q
uota
tion
in th
e co
ntex
t of t
he te
xt.
3.
Why
did
film
robo
ts 5
0 ye
ars
ago
have
flas
hing
ligh
ts?
to m
ake
peop
le th
ink
they
wer
e co
ntro
lled
by
com
pute
rs2b 1
mar
k
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•Sc
an th
e te
xt fo
r the
info
rmat
ion.
4.
Why
are
Dal
eks
so im
port
ant i
n th
e hi
stor
y of
scr
een
robo
ts?
They
wer
e th
e fir
st s
cree
n ro
bots
that
did
not
lo
ok li
ke p
eopl
e.2b 1
mar
k
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•Sc
an th
e te
xt fo
r the
info
rmat
ion.
5.
“R2D
2 lo
oks a
bit
like
a du
stbi
n.”
Why
doe
s th
e w
riter
giv
e th
e re
ader
th
is in
form
atio
n?
so th
e re
ader
can
imag
ine
wha
t R2D
2 lo
oks
like
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he q
uota
tion.
•Co
nsid
er th
e im
pact
of t
he a
utho
r’s
choi
ce o
f wor
ds.
6.
Writ
e an
alte
rnat
ive
head
ing
for
the
last
par
agra
ph.
Acce
pt re
ason
able
idea
s su
ch a
s:
•CG
I rob
ots
•Im
agin
ativ
e ro
bots
•Ro
bots
of t
he fu
ture
•21
st-c
entu
ry ro
bots
•Sp
ecia
l-eff
ect r
obot
s
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
final
par
agra
ph to
get
the
gist
.•
Revi
sit p
revi
ous
head
ings
to u
nder
stan
d th
e st
ruct
ure.
452602_U10_CC_2e_Y4_082-089.indd 88 06/03/19 8:39 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 89
Unit 10 • NON-FICTION
7.
Film
-mak
ers
toda
y pr
obab
ly
wou
ldn’
t hire
an
acto
r to
play
a
robo
t. W
hy n
ot?
Robo
ts a
re n
ow ju
st d
raw
ings
/CG
I rob
ots
can
be u
sed/
spec
ial e
ffec
ts a
re a
vaila
ble.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
use
ful i
nfor
mat
ion.
•Ca
refu
lly re
read
that
par
t of t
he te
xt, c
onsi
derin
g th
e qu
estio
n.
8.
Num
ber t
hese
type
s of
robo
ts in
th
e or
der i
n w
hich
they
wer
e us
ed
in fi
lms.
□ r
obot
s th
at lo
ok li
ke a
nyth
ing
you
can
imag
ine
□ r
obot
s th
at lo
ok a
s if
they
wer
e co
ntro
lled
by c
ompu
ters
□ r
obot
s th
at lo
ok li
ke p
eopl
e in
sui
ts
□ r
obot
s th
at a
re p
uppe
ts
4 ro
bots
that
look
like
any
thin
g yo
u ca
n im
agin
e
2 ro
bots
that
look
as
if th
ey w
ere
cont
rolle
d by
co
mpu
ters
1 ro
bots
that
look
like
peo
ple
in s
uits
3 ro
bots
that
are
pup
pets
2c 2 m
arks
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
who
le te
xt fo
r des
crip
tions
of r
obot
s.•
Thin
k of
the
orde
r in
whi
ch th
ey w
ere
intr
oduc
ed.
Awar
d 2
mar
ks fo
r all
answ
ers
corr
ectly
ord
ered
.
Awar
d 1
mar
k fo
r tw
o co
nsec
utiv
e an
swer
s be
ing
corr
ect.
9.
Wha
t do
you
thin
k a
robo
t wou
ld
look
like
in a
film
that
was
mad
e in
19
90?
Tick
one
.
□ a
per
son
in a
cos
tum
e
□ a
pup
pet
□ C
GI
Ex
plai
n yo
ur a
nsw
er.
a pu
ppet
.
1990
is b
efor
e 20
00, s
o it
will
not
be
CGI.
It
is a
fter
the
1960
s an
d 19
70s
so it
pro
babl
y w
ould
n’t j
ust b
e a
pers
on in
a s
uit.
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for i
nfor
mat
ion
abou
t tim
es b
efor
e an
d af
ter t
he 1
990s
.•
Cons
ider
wha
t rob
ots
wer
e lik
e be
fore
then
and
aft
er th
en.
Awar
d 1
mar
k fo
r eac
h pa
rt o
f the
que
stio
n.
452602_U10_CC_2e_Y4_082-089.indd 89 06/03/19 8:39 AM
• NON-FICTION
90 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11NON-FICTION
The Battle of Britain/DunkirkGillian Clements/Kate Ruttle
Key text features
The texts are historical report texts relating to key events in British history.
l The Teaching text is an extract from The Battle of Britain, entitled The Battle of Britain Begins, by Gillian Clements.
l The Practice text is from Dunkirk by Kate Ruttle.
Reading the Teaching text: The Battle of Britain Begins
l What do the children know about the Second World War? Do they know when it was? Do they know which countries were involved, and on which side? What were the names of the key people involved? What were the important events?
l Explain that less than a year after the war began, in June 1940, Hitler’s armies had taken France, Belgium, Czechoslovakia, Poland and Holland, and were setting out to invade Britain.
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about what they have learned about the war.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 92–93).
Reading the Practice text: Dunkirk
l What do the children know about the events at Dunkirk during the Second World War? Show them where Dunkirk is on a map, and explain that the text describes a famous episode during the war.
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread both extracts.
l Explain to the children that you want them to write a similar descriptive piece about an event you have studied in history.
l Ask the children to think about or research the event. Show them how to use a mind map to record different aspects of the event.
l Show them an image of the event/part of the event. Together, talk about the feelings and motivations of the people involved or affected.
l Encourage the children to use sticky notes on their mind map to add interesting details to grip the reader, e.g. sound effects, smells, reactions or quotations.
l In pairs, ask the children to use their mind map to tell a response partner about the event. Ask the response partner to give feedback.
l Encourage the children to write their description of the event.
452602_U11_CC_2e_Y4_090-097.indd 90 06/03/19 8:40 AM
Unit 11 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 91
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
My Secret War Diary – Marcia Williams
War Boy: A Wartime Childhood – Michael Foreman
The Worst Children’s Jobs in History – Tony Robinson
Horrible Histories: Woeful Second World War – Terry Deary
Extending reading
Q1: Which countries had already been invaded and occupied by the Germans at the start of the battle of Britain?
A1: Czechoslovakia, Poland, Holland, France and Belgium
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: What does “SCRAMBLE! SCRAMBLE!” mean?
A2: It is an instruction to pilots to rush to their aeroplanes and take to the air.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q3: Why was Hitler determined to have control of the skies above Britain?
A3: Without the British planes above them, Hitler believed that the German army would soon take over Britain.
Strategy: Listen to the whole text again, being alert for the importance of control of the skies.
452602_U11_CC_2e_Y4_090-097.indd 91 06/03/19 8:40 AM
92 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11 • NON-FICTION
Teac
hing
text
: The
Bat
tle o
f Brit
ain
Begi
ns
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
hat w
as th
e na
me
of:
(a
) Ger
man
y’s
lead
er?
(b
) the
Ger
man
air
forc
e?
(a) (
Adol
f) H
itler
(b) t
he L
uftw
affe
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
text
, loo
king
for t
he a
nsw
er.
2.
Look
at t
he fi
rst p
arag
raph
.
W
hich
of t
he o
ptio
ns is
the
wor
d “f
alle
n” c
lose
st in
mea
ning
to?
Ch
oose
one
.
□ b
een
inva
ded
□ b
een
redu
ced
□ b
roke
n do
wn
□ t
rippe
d ov
er
been
inva
ded
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted.
•Re
ad th
e op
tions
giv
en in
the
ques
tion
and
rere
ad th
e se
nten
ce, t
hink
ing
abou
t the
mea
ning
of t
he w
ord
in th
is c
onte
xt.
3.
The
deve
lopm
ent o
f rad
ar w
as
impo
rtan
t to
the
Briti
sh d
urin
g th
e w
ar.
Fi
nd a
nd c
opy
a se
nten
ce th
at
expl
ains
why
.
Acce
pt e
ither
of t
he fo
llow
ing:
•“A
maz
ingl
y, it
cou
ld d
etec
t thi
ngs i
n th
e ai
r lo
ng b
efor
e yo
u co
uld
see
them
.”•
“Rad
ar st
atio
ns b
uilt
alon
g th
e Br
itish
coa
st
coul
d w
arn
the
RAF
whe
n G
erm
an p
lane
s w
ere
on th
eir w
ay.”
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ord
“rad
ar”.
•Ca
refu
lly re
ad th
e se
nten
ces
arou
nd th
e w
ord,
tryi
ng to
thin
k w
hy it
was
im
port
ant.
4.
“Rat
atat
!”
W
hy is
this
wor
d w
ritte
n ita
lics?
to s
how
that
it is
a s
ound
eff
ect
2f 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to m
eani
ng
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for t
he w
ord.
•Ca
refu
lly re
ad th
e pa
ragr
aph
cont
aini
ng th
e w
ord.
•Re
flect
on
the
impa
ct o
f writ
ing
this
wor
d in
ital
ics.
452602_U11_CC_2e_Y4_090-097.indd 92 06/03/19 8:40 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 93
Unit 11 • NON-FICTION
5.
Giv
e tw
o w
ays
in w
hich
the
Briti
sh
had
prep
ared
for a
Ger
man
att
ack.
Acce
pt a
ny tw
o of
:
•Th
e RA
F ha
d bu
ilt n
ew a
nd fa
ster
pla
nes.
•Br
itish
sci
entis
ts h
ad d
evel
oped
rada
r.•
They
had
bui
lt ra
dar s
tatio
ns to
war
n th
e RA
F w
hen
Ger
man
pla
nes
wer
e on
thei
r w
ay.
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
ain
an o
vera
ll un
ders
tand
ing
of th
e m
eani
ng o
f th
e te
xt.
•Sc
an th
e te
xt fo
r evi
denc
e of
Brit
ish
prep
arat
ions
for i
nvas
ion.
6.
Num
ber t
he e
vent
s to
sho
w th
e or
der i
n w
hich
they
are
men
tione
d in
the
text
.
□ R
adar
sta
tions
wer
e bu
ilt a
long
the
Briti
sh c
oast
.
□ T
he L
uftw
affe
sta
rted
to b
omb
Briti
sh s
hips
.
□ H
itler
dec
ided
to p
repa
re fo
r an
inva
sion
.
□ R
adar
det
ecte
d a
mas
s of
Ger
man
fig
hter
s an
d bo
mbe
rs.
Rada
r sta
tions
wer
e bu
ilt a
long
the
Br
itish
coa
st.
1
The
Luft
waf
fe s
tart
ed to
bom
b
Briti
sh s
hips
. 4
Hitl
er d
ecid
ed to
pre
pare
for a
n in
vasi
on.
3
Rada
r det
ecte
d a
mas
s of
Ger
man
fig
hter
s an
d bo
mbe
rs.
2
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
who
le te
xt fo
r eac
h of
the
even
ts d
escr
ibed
.•
Num
ber t
he e
vent
s, th
en c
heck
you
r ans
wer
aga
inst
the
text
.
Awar
d 2
mar
ks fo
r all
even
ts c
orre
ctly
seq
uenc
ed.
Awar
d 1
mar
k fo
r tw
o ev
ents
cor
rect
ly s
eque
nced
.
452602_U11_CC_2e_Y4_090-097.indd 93 06/03/19 8:40 AM
Unit 11 • NON-FICTION
94 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
DunkirkIn May 1940, things were not going well for the allied British and French forces in northern France. The German army had been cunning, and had managed to separate the allies into two smaller groups.
One group of nearly 400,000 allied soldiers had to retreat from the advancing German army until they reached the French coast near the town of Dunkirk. The soldiers could not retreat any further because the sea was behind them, so they worked out the best way to defend the beach and settled down, hoping for rescue. But Dunkirk harbour had been bombed, so the great warships that could transport men back to England had to stay offshore because they couldn’t reach the troops on the beaches. The German army was poised to attack.
It looked like all was lost for these soldiers.
The British commanders lost no time. They requested that the owners and crew of every boat along the south-east coast of England should go and help rescue the troops. Overnight, a great flotilla of small boats – rowing boats, fishing boats, pleasure boats, yachts, even lifeboats – set out to cross the 75 km of English Channel to ferry the men from the beach at Dunkirk to the warships. As they approached France, the little boats were attacked with bombs, mines and even torpedoes, but they didn’t give up.
In the end, nearly 340,000 British and French troops were evacuated from Dunkirk over the space of nine days. They left behind them guns, vehicles, ammunition and food – but the lives of most of the soldiers were saved.
1
4
12
13
20
452602_U11_CC_2e_Y4_090-097.indd 94 06/03/19 8:40 AM
Unit 11 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 95
Name: Class: Date:
1 mark
2d
1 mark
2g
1 mark
2a
1 mark
2g
1 mark
2b
2 marks
2d
1 mark
2f
1 mark
2c
2 marks
2e
1 In the first paragraph, the German army is described as “cunning”. Why does the author use the word “cunning” instead of clever?
Tick one.
The word “cunning” makes us think of foxes, and the German army were like foxes.
We admire clever people, and the writer doesn’t want us to admire the German army.
There is no good reason. The words mean exactly the same thing.
The German army were lucky in the decisions they made.
2 Look at the paragraph beginning “One group of …”. Find and copy one word that means the same as withdraw.
3 Look at the paragraph beginning “One group of …”. Find and copy one word that shows that the warships were huge and powerful.
4 According to the text, what did the soldiers do while they hoped for rescue?
5 “It looked like all was lost for these soldiers.” Give two reasons for this statement. Explain your reasons.
6 “It looked like all was lost for these soldiers.” Why is this paragraph so short?
7 Why do you think the British commanders “lost no time”?
8 How do you think the German army felt when they discovered so many of the allied soldiers were being rescued? Explain your answer using ideas from the text.
9 What do you think the main lesson we can learn from this event is?
Tick one.
When to sail a small boat across the channel.
You should defend yourself while you hope for rescue.
You should not give up, even when something seems hopeless.
You should always obey a request from the army.
452602_U11_CC_2e_Y4_090-097.indd 95 06/03/19 8:40 AM
96 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11 • NON-FICTION
Prac
tice
text
: Dun
kirk
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
In th
e fir
st p
arag
raph
, the
Ger
man
ar
my
is d
escr
ibed
as
“cun
ning
”.
Why
doe
s th
e au
thor
use
the
wor
d “c
unni
ng” i
nste
ad o
f cle
ver?
Ti
ck o
ne.
□ T
he w
ord
“cun
ning
” mak
es u
s th
ink
of fo
xes,
and
the
Ger
man
arm
y w
ere
like
foxe
s.
□ W
e ad
mire
cle
ver p
eopl
e, a
nd th
e w
riter
doe
sn’t
wan
t us
to a
dmire
th
e G
erm
an a
rmy.
□ T
here
is n
o go
od re
ason
. The
wor
ds
mea
n ex
actly
the
sam
e th
ing.
□ T
he G
erm
an a
rmy
wer
e lu
cky
in th
e de
cisi
ons
they
mad
e.
We
adm
ire c
leve
r peo
ple,
and
the
writ
er d
oesn
’t
wan
t us
to a
dmire
the
Ger
man
arm
y.
2g 1 m
ark
Que
stio
n fo
cus:
exp
lain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
con
side
ring
the
impa
ct o
f the
w
ord
“cun
ning
”.•
Read
the
optio
ns in
the
ques
tion,
then
cho
ose
the
one
that
is c
lose
st to
yo
ur u
nder
stan
ding
.
2.
Look
at t
he p
arag
raph
beg
inni
ng
“One
gro
up o
f …”.
Fi
nd a
nd c
opy
one
wor
d th
at
mea
ns th
e sa
me
as w
ithdr
aw.
“ret
reat
”2a 1
mar
k
Que
stio
n fo
cus:
exp
lain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for a
wor
d w
ith th
is m
eani
ng.
•Ca
refu
lly re
read
the
sent
ence
con
tain
ing
the
wor
d to
che
ck y
our r
espo
nse.
3.
Look
at t
he p
arag
raph
beg
inni
ng
“One
gro
up o
f …”.
Fi
nd a
nd c
opy
one
wor
d th
at
show
s th
at th
e w
arsh
ips
wer
e hu
ge
and
pow
erfu
l.
“gre
at”
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted,
sea
rchi
ng fo
r a w
ord
that
impl
ies
size
and
pow
er.
4.
Acco
rdin
g to
the
text
, wha
t did
the
sold
iers
do
whi
le th
ey h
oped
for
resc
ue?
Acce
pt e
ither
of:
•Th
ey w
orke
d ou
t how
to d
efen
d th
e be
ach.
•Th
ey d
efen
ded
the
beac
h.
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
•Sc
an th
e te
xt fo
r evi
denc
e of
wha
t the
sold
iers
did
whi
le th
ey h
oped
for r
escu
e.
5.
“It l
ooke
d lik
e al
l was
lost
for t
hese
so
ldie
rs.”
G
ive
two
reas
ons
for t
his
stat
emen
t.
Expl
ain
your
reas
ons.
Acce
pt a
ny tw
o of
:•
“The
sold
iers
cou
ld n
ot re
trea
t any
furt
her
beca
use
the
sea
was
beh
ind
them
.”•
The
Ger
man
arm
y w
as p
oise
d to
att
ack.
If th
ey
did
atta
ck, t
hey
wou
ld k
ill o
r cap
ture
all t
he a
llied
tr
oops
.•
Dun
kirk
har
bour
had
bee
n bo
mbe
d, so
the
war
ship
s cou
ldn’
t tak
e th
e tro
ops o
ff th
e be
ache
s.
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
ain
an o
vera
ll und
erst
andi
ng o
f the
mea
ning
of t
he
text
.•
Scan
the
text
, loo
king
for r
easo
ns w
hy a
ll m
ight
be
lost
.•
Giv
e ea
ch re
ason
and
then
exp
lain
why
you
sug
gest
ed it
.
Awar
d 1
mar
k fo
r eac
h re
ason
and
exp
lana
tion,
up
to a
tota
l of 2
mar
ks.
452602_U11_CC_2e_Y4_090-097.indd 96 06/03/19 8:40 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 97
Unit 11 • NON-FICTION
6.
“It l
ooke
d lik
e al
l was
lost
for t
hese
so
ldie
rs.”
W
hy is
this
par
agra
ph s
o sh
ort?
Acce
pt a
nsw
ers
that
reco
gnis
e an
y of
:
•It
mar
ks th
e tu
rnin
g po
int i
n th
e te
xt fr
om
defe
at to
resc
ue.
•Th
e pa
ragr
aph
stan
ds o
ut.
•Th
e sh
ort p
arag
raph
is e
mph
asis
ed a
s be
ing
impo
rtan
t.
2f 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to
mea
ning
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le te
xt, c
onsi
derin
g th
e ov
eral
l mea
ning
of t
he te
xt
befo
re th
e pa
ragr
aph
and
the
text
aft
er th
e pa
ragr
aph.
•Co
nsid
er th
e im
pact
of t
his
very
sho
rt p
arag
raph
at t
his
poin
t in
the
text
.
7.
Why
do
you
thin
k th
e Br
itish
co
mm
ande
rs “l
ost n
o tim
e”?
They
kne
w th
at th
e tr
oops
wou
ld b
e ca
ptur
ed o
r ki
lled
unle
ss th
ey to
ok a
ctio
n qu
ickl
y.2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he w
ords
in th
e qu
estio
n.•
Care
fully
read
the
rele
vant
par
agra
phs,
cons
ider
ing
the
ques
tion.
8.
How
do
you
thin
k th
e G
erm
an
arm
y fe
lt w
hen
they
dis
cove
red
so
man
y of
the
allie
d so
ldie
rs w
ere
bein
g re
scue
d?
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e te
xt.
Acce
pt a
nsw
ers w
ith re
leva
nt e
xpla
natio
ns. E
.g.
•re
lieve
d: if
the
sold
iers
wer
e go
ne, t
here
w
ould
n’t b
e m
uch
fight
ing.
•ha
ppy:
they
cou
ld u
se a
ll th
e su
pplie
s th
e al
lied
sold
iers
had
left
beh
ind.
•an
gry:
they
mis
sed
out o
n ki
lling
/cap
turin
g al
lied
sold
iers
.
2e 2 m
arks
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
from
det
ails
stat
ed a
nd im
plie
d.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le te
xt, t
hink
ing
abou
t the
Ger
man
arm
y’s
reac
tions
to
the
even
ts.
•Sc
an th
e te
xt, l
ooki
ng fo
r whe
re y
ou m
ight
find
an
answ
er.
•Ca
refu
lly re
ad th
e re
leva
nt s
ectio
ns, c
onsi
derin
g th
e qu
estio
n.
Awar
d 1
mar
k fo
r an
appr
opria
te e
xpre
ssio
n of
em
otio
n an
d 1
mar
k fo
r an
expl
anat
ion
of th
e em
otio
n.
9.
Wha
t do
you
thin
k th
e m
ain
less
on
we
can
lear
n fr
om th
is e
vent
is?
Ti
ck o
ne.
□ W
hen
to s
ail a
sm
all b
oat a
cros
s th
e ch
anne
l.
□ Y
ou s
houl
d de
fend
you
rsel
f whi
le
you
hope
for r
escu
e.
□ Y
ou s
houl
d no
t giv
e up
, eve
n w
hen
som
ethi
ng s
eem
s ho
pele
ss.
□ Y
ou s
houl
d al
way
s ob
ey a
requ
est
from
the
arm
y.
You
shou
ldn’
t giv
e up
, eve
n w
hen
som
ethi
ng
seem
s ho
pele
ss.
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le te
xt, c
onsi
derin
g w
hat l
esso
n ca
n be
lear
ned.
•Co
mpa
re y
our a
nsw
er to
the
optio
ns in
the
ques
tion.
452602_U11_CC_2e_Y4_090-097.indd 97 06/03/19 8:40 AM
• NON-FICTION
98 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12NON-FICTION
Epic: Animal MigrationsCamilla de la Bédoyère
Key text features
The texts are information report texts about animals that migrate long distances.
l The Teaching text is an extract from Epic: Animal Migrations, entitled Grey Whale – Crossing the World’s Oceans, by Camilla de la Bédoyère.
l The Practice text is an extract from Epic: Animal Migrations, entitled Arctic Tern – Record-Breaking Flier, by Camilla de la Bédoyère.
Reading the Teaching text: Grey Whale – Crossing the World’s Oceans
l Ask the children to define the word migration. Record their answers and discuss reasons for animal migrations (generally to avoid harsh winters, to find reliable food supplies or to find better breeding grounds).
l Show the children images of a grey whale.
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about what they found out about the whales’ migration.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 100–101).
Reading the Practice text: Arctic Tern – Record-Breaking Flier
l Ask the children to think, pair, share their knowledge and understanding of migration, including what they learned in the previous session.
l Show images of the Arctic tern.
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread both extracts.
l Explain to the children that you want them to write a similar style of information text on a familiar topic, e.g. based on the science or geography curriculum.
l In groups, ask the children to consider why the author used each of the different layout features (such as tables, maps, fact boxes, images, timelines, text and headings).
l Give the children time to undertake additional research around their topic.
l Still in their groups, ask the children to create a planning document, using sticky notes to record key points and to try out different layouts for their text.
l In pairs, ask the children to use their planning document to tell a response partner what they plan to write. Ask the response partner to give feedback.
l Encourage the children to write their information text.
452602_U12_CC_2e_Y4_098-105.indd 98 06/03/19 8:40 AM
Unit 12 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 99
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
The Animal Book: A Visual Encyclopedia of Life on Earth – Dorling Kindersley
Amazing Animal Journeys – Chris Packham
Wild Animal Atlas: Earth’s Astonishing Animals and Where They Live – National Geographic Kids
Extending reading
Q1: What is the difference between the polar waters and the tropical seas?
A1: The polar waters are cold; the tropical seas are warm.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: Why do the baby whales need to build up stamina when they are in Mexico?
A2: So they are able to swim north to the Arctic
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q3: What strategy do orcas use when they want to hunt baby grey whales?
A3: They separate the calves from their mothers before launching an attack.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
452602_U12_CC_2e_Y4_098-105.indd 99 06/03/19 8:40 AM
100 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12 • NON-FICTION
Teac
hing
text
: Gre
y W
hale
– C
ross
ing
the
Wor
ld’s
Oce
ans
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
Lo
ok a
t the
tabl
e at
the
star
t of t
he
extr
act.
Fi
nd a
nd c
opy
two
reas
ons
why
th
e w
hale
s m
igra
te.
“For
food
and
cal
ving
”2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
sect
ion
of te
xt in
dica
ted,
look
ing
for t
he a
nsw
er.
Awar
d 1
mar
k fo
r bot
h an
swer
s co
rrec
t.
2.
Find
and
cop
y on
e w
ord
that
m
eans
the
sam
e as
bab
y w
hale
s.“c
alve
s”/c
alf
Also
acc
ept “
new
born
”.
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for a
wor
d w
ith th
is m
eani
ng.
•Ca
refu
lly re
read
the
sent
ence
con
tain
ing
the
wor
d to
che
ck y
our r
espo
nse.
3.
Look
at t
he g
rey
wha
le ti
mel
ine.
W
hy d
o gr
ey w
hale
s le
ave
the
Arct
ic in
the
win
ter?
“foo
d is
redu
ced”
Do
not a
ccep
t ans
wer
s th
at s
ugge
st th
e se
a is
to
o co
ld fo
r the
m u
nles
s th
ere
is a
refe
renc
e to
fo
od b
eing
har
der t
o fin
d.
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
sect
ion
of te
xt in
dica
ted,
look
ing
for t
he a
nsw
er.
4.
Why
is it
par
ticul
arly
impo
rtan
t th
at p
regn
ant f
emal
es e
at w
ell
whe
n th
ey a
re in
the
Arct
ic?
•Th
ey h
ardl
y fe
ed w
hile
they
are
in M
exic
o (e
ven
thou
gh th
ey a
re fe
edin
g th
eir c
alve
s).
•Th
ey n
eed
to b
e st
rong
eno
ugh
to s
wim
to
Mex
ico
and
give
birt
h.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
et a
sen
se o
f the
info
rmat
ion.
•Sc
an th
e te
xt fo
r inf
orm
atio
n re
latin
g to
the
wha
les’
feed
ing
habi
ts.
•Ca
refu
lly re
ad th
e pa
ragr
aphs
con
tain
ing
the
info
rmat
ion.
452602_U12_CC_2e_Y4_098-105.indd 100 06/03/19 8:40 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 101
Unit 12 • NON-FICTION
5.
Whi
ch w
ords
are
mis
sing
from
the
sent
ence
s be
low
?
U
se in
form
atio
n fr
om th
e te
xt to
he
lp y
ou.
G
rey
wha
les
eat
. Yo
ung
wha
les
are
eate
n by
.
Gre
y w
hale
s ea
t am
phip
ods.
(Acc
ept
“tin
y se
a cr
eatu
res”
.)
Youn
g w
hale
s ar
e ea
ten
by o
rcas
. (A
ccep
t “ki
ller w
hale
s”.)
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, con
side
ring
each
of t
he s
tate
men
ts s
epar
atel
y.•
Care
fully
read
rele
vant
par
ts o
f the
text
.
6.
Why
do
you
thin
k th
e au
thor
use
s a
tabl
e to
sho
w th
e w
here
/whe
n/w
hy/h
ow o
f the
wha
les’
mig
ratio
n?
Ch
oose
one
.
□ t
o dr
aw a
tten
tion
to th
e in
form
atio
n
□ t
o gi
ve th
e re
ader
a re
st
□ t
o su
mm
aris
e im
port
ant
info
rmat
ion
□ t
o su
rpris
e th
e re
ader
so
they
re
ad o
n
to s
umm
aris
e im
port
ant i
nfor
mat
ion
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to m
eani
ng
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
sect
ion
of te
xt in
dica
ted,
con
side
ring
the
auth
or’s
lik
ely
inte
ntio
ns.
•Re
read
the
optio
ns in
the
ques
tion
and
sele
ct th
e be
st fi
t.
452602_U12_CC_2e_Y4_098-105.indd 101 06/03/19 8:40 AM
Unit 12 • NON-FICTION
102 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Arctic Tern – Record-Breaking FlierCamilla de la Bédoyère
Where Between the Arctic and Antarctic
When July to November, April to June
Why For food
How Flying
Arctic terns regularly migrate between the Arctic, near the North Pole, and Antarctica, near the South Pole. If they travelled in a straight line, the route would be 15,000 km. However, these globe-trotters fly in a figure-of-eight to make the most of prevailing winds and save energy.
Each bird’s round trip actually covers an incredible 70,000 km.
Food
Arctic terns feed at sea by skimming fish from near the water’s surface, or plunging head-first into the water to grab crustaceans in their beaks.
When they reach the Antarctic, the terns feed on vast amounts of food. There are huge swarms of Antarctic krill (small, shrimp-like crustaceans) in the Weddell Sea in the southern summer, which draw many animals to the region.
Two summers
Arctic terns are almost unique among animals because they experience both the Arctic summer and the Antarctic summer. Chicks hatch in the Arctic breeding grounds and grow fast so that they are ready to begin the long flight to the Antarctic. When the terns head south they cover about 330 km a day, but they can travel up to 670 km every day on the return flight!
Arctic tern timeline
July–September November–March April–June
The birds leave their breeding sites in Greenland, near the North Pole. At the end of August, they spend a month at a stop-over point in the middle of the North Atlantic to feed.
In the middle of September the birds head south.
In November, the birds reach the Weddell Sea in the Antarctic.
They leave the Antarctic and head back to the Arctic, flying in a massive ‘S’ shape to follow the winds. Some birds take a break at the stop-over point in the North Atlantic.
In June, the birds reach Greenland to rest and breed.
THIS IS THE LONGEST REGULAR MIGRATION
OF ANY BIRD.
ARCTIC TERNS SPEND MORE
HOURS IN THE SUNLIGHT THAN ANY OTHER BIRD.
452602_U12_CC_2e_Y4_098-105.indd 102 06/03/19 8:40 AM
Unit 12 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 103
Name: Class: Date:
1 mark
2b
1 mark
2a
1 mark
2b
1 What is the reason the terns migrate?
2 Look at the paragraph beginning “Arctic terns regularly migrate …”. Find and copy a phrase that means travellers.
3 What do terns eat? Find two things.
4 Look at the paragraph beginning “Arctic terns regularly migrate …”. Which of the following options is the word “prevailing” closest in meaning to? Tick one.
most basic • most common • most helpful • most successful •
5 The sub-title of this text is “Record-Breaking Flier”. Why is this appropriate? Give two reasons.
6 It is 15,000 km from the North Pole to the South Pole, yet the terns fly nearly 70,000 km. Find two pieces of evidence to explain why this is. You do not have to use direct quotations
from the text.
7 Why does it take the terns longer to fly south than it does for them to fly north? Give two reasons.
8 Why do Arctic terns spend more hours in the sunlight than any other bird?
9 Why do you think the author includes a timeline? Tick one.
to prove that Arctic terns spend more time in the sunlight than any other bird • to help the reader understand where the birds’ journey begins and ends • so the reader knows how the birds spend each month • to explain why the birds fly back to the Arctic in an ‘S’ shape •
1 mark
2a
1 mark
2c
2 marks
2b
2 marks
2d
1 mark
2b
1 mark
2f
452602_U12_CC_2e_Y4_098-105.indd 103 06/03/19 8:40 AM
104 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12 • NON-FICTION
Prac
tice
text
: Arc
tic
Tern
– R
ecor
d-Br
eaki
ng F
lier
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
hat i
s th
e re
ason
the
tern
s m
igra
te?
“For
food
”2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
text
, loo
king
for t
he a
nsw
er.
2.
Look
at t
he p
arag
raph
beg
inni
ng
“Arc
tic te
rns r
egul
arly
mig
rate
…”.
Fi
nd a
nd c
opy
a ph
rase
that
m
eans
trav
elle
rs.
“glo
be-tr
otte
rs”
2a 1 m
ark
Que
stio
n fo
cus:
exp
lain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
para
grap
h in
dica
ted,
look
ing
for a
wor
d w
ith th
is m
eani
ng.
•Ca
refu
lly re
read
the
sent
ence
con
tain
ing
the
wor
d to
che
ck y
our r
espo
nse.
3. W
hat d
o te
rns
eat?
Fin
d tw
o th
ings
.Ac
cept
any
two
of:
•cr
usta
cean
s•
fish
•kr
ill
2b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
look
ing
for w
ords
that
mig
ht m
ean
food
. •
Care
fully
read
the
part
s of
the
text
you
iden
tify,
look
ing
for t
he a
nsw
er.
Rem
embe
r to
list t
wo
thin
gs.
Awar
d 1
mar
k fo
r tw
o co
rrec
t ans
wer
s.
4.
Look
at t
he p
arag
raph
beg
inni
ng
“Arc
tic te
rns r
egul
arly
mig
rate
…”.
W
hich
of t
he fo
llow
ing
optio
ns is
th
e w
ord
“pre
vaili
ng” c
lose
st in
m
eani
ng to
?
Ti
ck o
ne.
□ m
ost b
asic
□ m
ost c
omm
on
□ m
ost h
elpf
ul
□ m
ost s
ucce
ssfu
l
mos
t com
mon
2a 1 m
ark
Que
stio
n fo
cus:
exp
lain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
para
grap
h in
dica
ted.
•Re
ad th
e op
tions
giv
en in
the
ques
tion
and
rere
ad th
e se
nten
ce, t
hink
ing
abou
t the
mea
ning
of t
he w
ord
in th
is c
onte
xt.
5.
The
sub-
title
of t
his
text
is
“Rec
ord-
Brea
king
Flie
r”.
Why
is th
is a
ppro
pria
te?
G
ive
two
reas
ons.
•Te
rns
have
the
“long
est r
egul
ar m
igra
tion
of
any
bird
”.•
“Arc
tic te
rns s
pend
mor
e ho
urs i
n th
e su
nlig
ht th
an a
ny o
ther
bird
.”
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
et a
sen
se o
f it w
hile
con
side
ring
the
ques
tion.
452602_U12_CC_2e_Y4_098-105.indd 104 06/03/19 8:40 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 105
Unit 12 • NON-FICTION
6.
It is
15,
000
km fr
om th
e N
orth
Pol
e to
the
Sout
h Po
le, y
et th
e te
rns
fly
near
ly 7
0,00
0 km
.
Fi
nd tw
o pi
eces
of e
vide
nce
to
expl
ain
why
this
is. Y
ou d
o no
t hav
e to
use
dire
ct q
uota
tions
from
th
e te
xt.
Tern
s do
not
fly
in a
str
aigh
t lin
e.
•Th
ey fl
y in
a fi
gure
-of-
eigh
t.•
They
fly
in a
mas
sive
‘S’ s
hape
.
Tern
s us
e th
e w
ind
to h
elp
them
.
•Th
ey m
ake
the
mos
t of t
he p
reva
iling
win
ds.
•It
hel
ps th
em to
sav
e en
ergy
.
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for e
vide
nce
of w
hy th
e te
rns’
jour
ney
is s
o
muc
h lo
nger
.•
Care
fully
read
the
sent
ence
s ar
ound
the
evid
ence
.•
Giv
e ei
ther
dire
ct q
uota
tions
or p
arap
hras
e th
eir m
eani
ng.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
7.
Why
doe
s it
take
the
tern
s lo
nger
to
fly
sout
h th
an it
doe
s fo
r the
m
to fl
y no
rth?
G
ive
two
reas
ons.
•Th
ey re
st fo
r a m
onth
whe
n th
ey fl
y so
uth.
•Th
ey fl
y so
uth
with
thei
r you
ng.
2d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for m
entio
n of
the
time
take
n to
fly.
•Ca
refu
lly re
ad s
ente
nces
in th
e re
leva
nt p
arts
of t
he te
xt, l
ooki
ng fo
r the
an
swer
to th
e qu
estio
n.
Awar
d 1
mar
k fo
r eac
h co
rrec
t ans
wer
, up
to a
tota
l of 2
mar
ks.
8.
Why
do
Arct
ic te
rns
spen
d m
ore
hour
s in
the
sunl
ight
than
any
ot
her b
ird?
They
exp
erie
nce
both
the
Arct
ic s
umm
er a
nd
the
Anta
rctic
sum
mer
.2b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om n
on-fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, loo
king
for t
he a
nsw
er.
9.
Why
do
you
thin
k th
e au
thor
in
clud
es a
tim
elin
e?
Ti
ck o
ne.
□ t
o pr
ove
that
Arc
tic te
rns
spen
d m
ore
time
in th
e su
nlig
ht th
an a
ny
othe
r bird
□ t
o he
lp th
e re
ader
und
erst
and
whe
re th
e bi
rds’
jour
ney
begi
ns
and
ends
□ s
o th
e re
ader
kno
ws
how
the
bird
s sp
end
each
mon
th
□ t
o ex
plai
n w
hy th
e bi
rds
fly b
ack
to
the
Arct
ic in
an
‘S’ s
hape
so th
e re
ader
kno
ws
how
the
bird
s sp
end
each
m
onth
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
info
rmat
ion
is re
late
d an
d co
ntrib
utes
to
mea
ning
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
sect
ion
indi
cate
d, c
onsi
derin
g th
e au
thor
’s
likel
y in
tent
ions
.•
Rere
ad th
e op
tions
in th
e qu
estio
n an
d se
lect
the
best
fit.
452602_U12_CC_2e_Y4_098-105.indd 105 06/03/19 8:40 AM
• Poetry
106 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13POETRY
Childhood Tracks/Hot FoodJames Berry/Michael Rosen
Key text features
The poems show different experiences of being a child.
l The Teaching text is the poem Childhood Tracks by James Berry.
l The Practice text is the poem Hot Food by Michael Rosen.
Reading the Teaching text: Childhood Tracks
l Introduce the title of the poem. Make a word web, recording all the meanings of the word ‘tracks’ that are familiar to the children.
l Introduce the poet James Berry. He was born in Jamaica and moved to the UK when he was 16.
l Access the Interactive Modelling Software for this unit. Read the poem together and discuss what it is about.
l Read the poem again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 108–109).
Reading the Practice text: Hot Food
l Before they read the poem, ask the children if they have ever put a piece of food into their mouths and found it to be too hot. What did they do? How do they cool food down before they eat it?
l Once they have read the poem, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Suggest developing a class poem called School Tracks based on Childhood Tracks.
l Use all five senses. Divide the class into groups, each of which should focus on memories of the school through one sense.
l Encourage each group to make their memories into a verse.
l Give each verse to another group of children to see if they can polish and improve it.
452602_U13_CC_2e_Y4_106-113.indd 106 06/03/19 8:40 AM
Unit 13 • POETRY
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 107
Listening Comprehension: Questions and Answers
Q1: What was a “snowball” (verse 1)?
A1: (Sheared) ice with syrup
Strategy: Listen carefully to the beginning of the poem. Make a note of the words used in the text.
Q2: How do you know that the poet lived near the sea or a river?
A2: He talks about seeing “fishing nets repaired between canoes” (verse 4)/hears “sea-sound” (verse 3).
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of words used in the text.
Q3: The poem is called Childhood Tracks. What is it about?
A3: Memories of childhood: it is like making a list of song tracks, except that these are memories of the poet’s childhood.
Strategy: Listen again to the whole text, noting words and phrases which answer the question.
The listening comprehension questions can be accessed on the modelling software for this unit..
You Are Old, Father William from Read Me and Laugh – Lewis Carroll
There Was a Naughty Boy by John Keats in 101 Poems for Children – Carol Ann Duffy
Extending reading
452602_U13_CC_2e_Y4_106-113.indd 107 06/03/19 8:40 AM
108 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13 • POETRY
Teac
hing
text
: Chi
ldho
od T
rack
s Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Choo
se th
e se
nses
the
poem
m
entio
ns.
□ h
earin
g
□ s
ight
□ t
astin
g
□ s
mel
ling
□ t
ouch
ing
hear
ing
sigh
t
tast
ing
smel
ling
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n fro
m fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
for r
efer
ence
to s
ense
s.•
Tick
off
the
sens
es w
hen
you
find
them
.
All f
our s
ense
s ne
eded
to e
arn
the
mar
k.
2.
In v
erse
2, w
hy d
o yo
u th
ink
the
poet
rem
embe
rs th
ese
part
icul
ar
smel
ls?
Acce
pt a
ny tw
o of
:
•Th
ey a
re v
ery
stro
ng s
mel
ls.•
They
are
all
arou
nd h
im.
•Th
ey a
re v
ery
smel
ly/s
tinky
.•
They
are
par
ticul
ar to
the
plac
e w
here
he
lived
.
2d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
rere
ad th
e se
cond
ver
se.
•Co
nsid
er th
e an
swer
s to
the
ques
tions
.
Awar
d 1
mar
k fo
r eac
h re
ason
giv
en, u
p to
a to
tal o
f 2 m
arks
.
3.
In v
erse
4, w
here
wer
e th
e go
ats
and
wha
t wer
e th
ey d
oing
?Th
ey w
ere
sitt
ing
in th
e sh
ade
of d
iffer
ent
bana
na tr
ees,
chew
ing
thei
r cud
.2b 1
mar
k
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
for r
efer
ence
to g
oats
.•
Rere
ad th
e lin
es a
nd th
ink
abou
t mea
ning
.•
Mat
ch th
e m
eani
ng o
f the
opt
ion
to th
e lin
e in
the
poem
.
4.
Whe
re d
id th
e po
et li
ve?
Ch
oose
one
.
□ c
ity
□ t
own
□ v
illag
e
Ex
plai
n ho
w y
ou k
now
.
villa
ge
•H
e ta
lks
abou
t “vi
llage
-mad
e w
et su
gar”
(li
ne 5
) and
see
ing
“a v
illag
e w
orkm
an”
(line
24)
.•
Ther
e ar
e do
nkey
s, go
ats
and
hills
. The
se
thin
gs a
re fo
und
in v
illag
es, n
ot to
wns
and
ci
ties.
2d 2 m
arks
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
poem
to g
et a
gen
eral
idea
.•
Scan
for s
peci
fic in
form
atio
n.
Awar
d 1
mar
k fo
r an
unde
rsta
ndin
g th
at h
e liv
ed in
a v
illag
e.
Awar
d 1
mar
k fo
r the
quo
tatio
n fr
om, o
r ref
eren
ce to
, the
text
.
452602_U13_CC_2e_Y4_106-113.indd 108 06/03/19 8:40 AM
Unit 13 • POETRY
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 109
5.
Thes
e m
emor
ies
are
not f
rom
th
e U
K.
Fi
nd tw
o pi
eces
of e
vide
nce
from
the
poem
to s
uppo
rt th
is
stat
emen
t.
Any
two
piec
es o
f evi
denc
e fro
m th
e po
em. E
.g.
•“E
atin
g yo
ung
jelly
-coc
onut
” (lin
e 4)
•dr
inki
ng fr
om “a
cal
abas
h go
urd”
(lin
e 6)
•“S
mel
ling
a pa
tch
of fe
rmen
ting
pine
appl
es”
(line
8)
•pa
lm tr
ees
“at C
hris
tmas
tim
e” (l
ine
22)
•vi
llage
wor
kman
with
“bag
and
mac
hete
” (li
ne 2
4)•
“ban
ana
tree
s” (l
ine
26)
•“c
oil o
f pla
ited
toba
cco”
(lin
e 28
)•
“sch
ooly
ard/
betw
een
palm
and
alm
ond
tree
s” (l
ines
30–
31)
•“fi
shin
g ne
ts re
paire
d be
twee
n ca
noes
” (li
ne 3
6).
2f 2 m
arks
Que
stio
n fo
cus:
exp
lain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
who
le te
xt lo
okin
g fo
r evi
denc
e to
ans
wer
the
ques
tion.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
6.
Each
sta
nza
(ver
se) i
n th
is p
oem
ha
s a
diff
eren
t the
me.
Writ
e th
e th
eme
of e
ach
stan
za. T
he fi
rst o
ne
has
been
don
e fo
r you
.
St
anza
1: t
aste
Stan
za 2
: sm
ellin
g
Stan
za 3
: hea
ring
Stan
za 4
: see
ing
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Look
at t
he re
latio
nshi
p be
twee
n st
anza
1 a
nd th
e su
mm
ary
wor
d.•
Read
the
next
sta
nzas
and
try
to w
ork
out a
sum
mar
y w
ord
for e
ach
one.
452602_U13_CC_2e_Y4_106-113.indd 109 06/03/19 8:40 AM
Unit 13 • POETRY
110 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Hot FoodMichael Rosen
We sit down to eatand the potato’s a bit hotso I only put a little bit on my forkand I blowwhooph whoophuntil it’s cooljust coolthen into the mouthnice.and there’s my brotherhe’s doing the samewhooph whoophinto the mouthnice.there’s my mumshe’s doing the samewhooph whoophinto the mouthnice.
But my dad.My dad.What does he do?He stuffs a great big chunk of potatointo his mouthThenthat really does it.His eyes pop outhe flaps his handshe blows, he puffs, he yellshe bobs his head up and downhe spits bits of potatoall over his plateand he turns to us and he says,“Watch out everybody –the potato’s very hot.”
1
5
10
15
20
25
30
35
452602_U13_CC_2e_Y4_106-113.indd 110 06/03/19 8:40 AM
Unit 13 • POETRY
Name: Class: Date:
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 111
1 Which meal do you think the family is eating?
Explain why you think it is that meal.
2 How do you think the narrator knows what to do when the potato is too hot?
3 Why do you think the poet repeats the line “whooph whooph”?
4 “He bobs his head up and down.” Suggest a different word the writer could have used.
5 What do you think the narrator said to Dad after he said “Watch out everybody – the potato’s very hot” (verse 2)?
6 “But my dad. My dad. What does he do?” (verse 2)
Why do you think the narrator chooses to use a question here?
7 Tick true or false in the following table to show what you should do when eating hot food.
True FalseStuff a great big chunk in your mouth.
Blow gently.
Spit bits of potato everywhere.
Put a little bit on your fork.
8 Why do you think the poet has written this poem in the present tense (e.g. “We sit down to eat” instead of “We sat down to eat”)?
9 This poem has two main parts: lines 1–19 and then lines 20 to the end. A summary sentence has been written for the first part. Write a summary sentence for the second part.
Lines 1–19: The potato is hot so most of the family take a little bit on their fork and blow on it before eating it and enjoying it.
Lines 20–the end:
1 mark
2d
1 mark
2d
1 mark
2g
1 mark
2a
1 mark
2e
1 mark
2f
1 mark
2d
1 mark
2f
2 marks
2c
452602_U13_CC_2e_Y4_106-113.indd 111 06/03/19 8:40 AM
112 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13 • POETRY
Prac
tice
text
: Hot
Foo
d Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Whi
ch m
eal d
o yo
u th
ink
the
fam
ily
is e
atin
g?
Ex
plai
n w
hy y
ou th
ink
it is
that
m
eal.
•lu
nch/
tea/
dinn
er/s
uppe
r•
They
are
eat
ing
hot f
ood
incl
udin
g ho
t po
tato
es.
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
, con
side
ring
the
ques
tion.
2.
How
do
you
thin
k th
e na
rrato
r kn
ows
wha
t to
do w
hen
the
pota
to
is to
o ho
t?
Acce
pt a
n an
swer
suc
h as
:
•pr
evio
us e
xper
ienc
e•
He
has
wat
ched
his
Mum
in th
e pa
st.
•H
e ha
s le
arne
d fr
om m
akin
g m
ista
kes.
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Rere
ad th
e po
em, c
onsi
derin
g th
e qu
estio
n.•
This
is a
‘wha
t do
you
thin
k’ q
uest
ion
so th
e an
swer
will
not
be
dire
ctly
in
the
text
3.
Why
do
you
thin
k th
e po
et re
peat
s th
e lin
e “w
hoop
h w
hoop
h”?
•to
bui
ld u
p an
und
erst
andi
ng o
f exp
ecte
d be
havi
our
•be
caus
e th
ey a
ll kn
ew w
hat t
o do
•be
caus
e w
hat t
hey
wer
e do
ing
is n
orm
al•
beca
use
that
is w
hat y
ou w
ould
exp
ect
to d
o•
to s
how
they
all
did
the
sam
e th
ing
2g 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds a
nd
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
reas
ons
why
the
poet
mig
ht h
ave
chos
en to
use
this
pat
tern
in
his
poem
.
4.
“He
bobs
his
hea
d up
and
dow
n.”
Su
gges
t a d
iffer
ent w
ord
the
writ
er
coul
d ha
ve u
sed.
nods
, dip
s, bo
bble
s, jo
gs. A
ccep
t mov
es.
2a 1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for t
he li
ne in
que
stio
n.•
Visu
alis
e th
e ac
tion
•Su
gges
t a d
iffer
ent w
ord.
5.
Wha
t do
you
thin
k th
e na
rrato
r sa
id to
Dad
aft
er h
e sa
id “W
atch
ou
t eve
rybo
dy –
the
pota
to’s
ver
y ho
t” (v
erse
2)?
•I k
now
.•
That
’s w
hy I
blew
on
my
pota
to b
efor
e pu
ttin
g it
in m
y m
outh
.
2e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
from
det
ails
stat
ed a
nd im
plie
d.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
last
par
t of t
he p
oem
.•
Cons
ider
wha
t you
mig
ht re
ply
in th
e sa
me
situ
atio
n.
452602_U13_CC_2e_Y4_106-113.indd 112 06/03/19 8:40 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 113
Unit 13 • POETRY
6.
“But
my
dad.
M
y da
d.
Wha
t doe
s he
do?”
(ver
se 2
)
W
hy d
o yo
u th
ink
the
narra
tor
choo
ses
to u
se a
que
stio
n he
re?
•H
e is
intr
oduc
ing
the
idea
that
his
dad
di
dn’t
do
the
sam
e as
the
othe
rs.
•H
e is
bui
ldin
g su
spen
se.
•H
e is
usi
ng n
ew s
ente
nce
stru
ctur
e to
poi
nt
out t
hat h
is d
ad d
id s
omet
hing
diff
eren
t.
2f 1 m
ark
Que
stio
n fo
cus:
exp
lain
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
for t
he li
ne a
nd re
ad th
e lin
es a
roun
d it.
•Co
nsid
er w
hy th
e po
et m
ight
hav
e m
ade
that
dec
isio
n.
7.
Tick
true
or f
alse
in th
e fo
llow
ing
tabl
e to
sho
w w
hat y
ou s
houl
d do
w
hen
eatin
g ho
t foo
d.
Stuf
f a g
reat
big
chu
nk in
you
r mou
th.
Blow
gen
tly.
Spit
bits
of p
otat
o ev
eryw
here
.
Put a
litt
le b
it on
you
r for
k.
Stuf
f a g
reat
big
chu
nk in
you
r mou
th. –
FAL
SE
Blow
gen
tly. –
TRU
E
Spit
bits
of p
otat
o ev
eryw
here
. – F
ALSE
Put a
litt
le b
it on
you
r for
k. –
TRU
E
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
for e
ach
of th
e st
atem
ents
.•
Rere
ad th
e lin
es a
nd th
ink
abou
t the
ir m
eani
ng.
•D
ecid
e w
heth
er th
e w
riter
is a
ppro
ving
or d
isap
prov
ing
of e
ach
actio
n.
8.
Why
do
you
thin
k th
e po
et h
as
writ
ten
this
poe
m in
the
pres
ent
tens
e (e
.g. “
We
sit d
own
to e
at”
inst
ead
of “W
e sa
t dow
n to
eat
”)?
•It
mak
es it
see
m li
ke it
is h
appe
ning
now
.•
It s
ound
s lik
e he
is te
lling
wha
t is
happ
enin
g as
it is
hap
peni
ng.
2f 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
the
mea
ning
as a
who
le.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
poem
to re
mem
ber w
hat h
appe
ns.
•Co
nsid
er w
hy th
e po
et m
ight
hav
e m
ade
that
dec
isio
n.
9.
This
poe
m h
as tw
o m
ain
part
s: lin
es 1
–19
and
then
line
s 20
to th
e en
d.
A
sum
mar
y se
nten
ce h
as b
een
writ
ten
for t
he fi
rst p
art.
W
rite
a su
mm
ary
sent
ence
for t
he
seco
nd p
art.
Li
nes
1–19
: The
pot
ato
is h
ot so
m
ost o
f the
fam
ily ta
ke a
litt
le b
it on
thei
r for
k an
d bl
ow o
n it
befo
re
eatin
g it
and
enjo
ying
it.
Li
nes
20–t
he e
nd:
Acce
pt a
ny s
ensi
ble
sum
mar
y of
par
t 2. E
.g.
Dad
put
s a
larg
e pi
ece
of p
otat
o in
his
mou
th
but i
t is
too
hot a
nd h
e ca
nnot
eat
it.
2c 2 m
arks
Que
stio
n fo
cus:
sum
mar
ise
the
mai
n id
eas.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
for a
n ov
eral
l im
pres
sion
.•
Scan
it fo
r ide
as to
use
in th
e an
swer
.
Awar
d 1
mar
k fo
r a b
rief e
xpla
natio
n an
d an
othe
r for
refe
renc
e to
/a q
uota
tion
from
the
poem
.
452602_U13_CC_2e_Y4_106-113.indd 113 06/03/19 8:40 AM
• Poetry
114 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14POETRY
A Small Dragon/The Spirit of PlaceBrian Patten/Richard Brown
Key text features
Both poems introduce fantasy/sci-fi ideas and settings.
l The Teaching text, A Small Dragon by Brian Patten, is a poem about a dragon in the woodshed.
l The Practice text, The Spirit of Place by Richard Brown, is a poem intended to be read by four voices and is the beginning of a horror story.
Reading the Teaching text: A Small Dragon
l Introduce the poem by telling the children the title of the poem and the poet. Are the children familiar with Brian Patten? What are their expectations of him?
l Have the children read other dragon poems? Discuss their expectations.
l Access the Interactive Modelling Software for this unit.
l Read the poem aloud, making the most of the structure so that the children can hear the rationale for new lines and for verses.
l Read the poem again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 116–117).
Reading the Practice text: The Spirit of Place
l Let a group of children rehearse reading this poem aloud and present it to the rest of the class.
l Once they have read the poem, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread The Spirit of Place.
l Encourage performance – with sound effects if possible.
l Tell the children they’re going to continue the poem to describe what happens when the creature arrives.
l Use drama techniques to explore what might happen. Allow the children time to discuss, explain and enact their ideas.
l In groups, ask the children to create a story map to plan the events they agreed on.
l Reread the poem, reminding the children of the way the voices are used.
l In groups, ask the children to continue the poem.
452602_U14_CC_2e_Y4_114-121.indd 114 06/03/19 8:31 AM
Unit 14 • POETRY
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 115
Listening Comprehension: Questions and Answers
.Q1: Is this a poem about a pet dragon? Explain your answer.
A1: No. The dragon suddenly appeared in the poet’s woodshed.
Strategy: Consider where in the text the information might be found. Listen carefully to that part.
Q2: Which of the foods the poet tried to feed the dragon would be the most difficult to obtain?
A2: The roots of stars
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of words used in the text and use them as you explain your answer.
Q3: Do you think the dragon would make a good pet? Explain your answer.
A3: No, it would not make a good pet. It would not survive long without proper food and it is not eating the food it is given.
Yes, it would make a good pet. It would be fun to have a dragon and see who believes in it and who does not; finding out who “will pass this way” without an invitation.
Strategy: Listen to the whole poem. Use ideas from the text, not general knowledge.
The listening comprehension questions can be accessed on the modelling software for this unit.
On the Ning Nang Nong from Nation’s Favourite Children’s Poems – Spike Milligan
Voice in the Tunnel from Ghosts Galore – Robert Fisher
Witch Words from Witch Words – Robert Fisher
Meeting Midnight from New and Collected Poems for Children – Carol Ann Duffy
Extending reading
452602_U14_CC_2e_Y4_114-121.indd 115 06/03/19 8:31 AM
116 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14 • POETRY
Teac
hing
text
: A S
mal
l Dra
gon
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
Fi
nd a
nd c
opy
the
phra
se fr
om
vers
e 1
that
sho
ws
that
the
poet
th
inks
the
drag
on h
as o
nly
rece
ntly
co
me
out o
f the
fore
st.
“leav
es a
re st
ill re
flect
ing
in it
s eye
s” (v
erse
1)
2d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for e
vide
nce.
2.
“... a
nd is
mos
ttim
es si
lent
.”
W
hy d
o yo
u th
ink
the
poet
use
d th
e un
derli
ned
wor
d in
stea
d of
say
ing
“mos
t of t
he ti
me”
or
“usu
ally
”?
Acce
pt a
ny a
nsw
er th
at re
flect
s a
plau
sibl
e in
tent
ion
of th
e po
et. E
.g.
•H
e w
ante
d to
end
the
line
with
“sile
nt” t
o m
ake
it st
and
out m
ore.
•Th
e lin
es in
this
ver
se a
re v
ery
shor
t: th
e fir
st
two
have
eig
ht s
ylla
bles
and
the
seco
nd tw
o ha
ve o
nly
six.
•A
long
er w
ord
wou
ld b
e ou
t of p
lace
.•
“mos
ttim
es” i
s a
very
eco
nom
ical
wor
d an
d po
ets
like
to u
se e
cono
mic
al w
ords
.
2g 1 m
ark
Que
stio
n fo
cus:
expl
ain
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
for t
hese
wor
ds a
nd re
ad th
em in
con
text
.•
Cons
ider
a re
ason
for t
he p
oet’
s w
ord
choi
ce.
3.
Com
plet
e th
is ta
ble
show
ing
th
e m
ain
idea
of e
ach
vers
e.
(See
righ
t.)
1 w
here
the
drag
on c
ame
from
(lin
es 2
–3)
2 fin
ding
food
for t
he d
rago
n (li
nes
5–6)
3 its
nes
t (lin
es 9
–10)
4 sh
arin
g th
e dr
agon
/sha
ring
belie
f in
the
drag
on (l
ines
13–
16)
2c 3 m
arks
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
eac
h ve
rse
and
sum
mar
ise
its m
ain
idea
.
Awar
d 1
mar
k fo
r eac
h br
ief s
umm
ary
of th
e m
ain
idea
of a
ver
se, u
p to
a
tota
l of 3
mar
ks.
4.
Find
a li
ne fr
om th
e po
em th
at
sugg
ests
that
the
drag
on is
not
at
hom
e in
the
woo
dshe
d.
•“I
nee
d/fo
od y
ou c
an’t
pro
vide
” (ve
rse
2)•
“it is
out
of p
lace
her
e” (v
erse
3)
2d 1 m
ark
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
poem
, loo
king
for w
ords
and
phr
ases
that
sug
gest
the
drag
on is
not
at h
ome.
452602_U14_CC_2e_Y4_114-121.indd 116 06/03/19 8:31 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 117
Unit 14 • POETRY
5.
Choo
se w
hich
of t
he fo
llow
ing
are
true
and
whi
ch a
re fa
lse
(see
righ
t)
to s
how
thin
gs w
e ar
e to
ld a
bout
th
e dr
agon
in th
e te
xt.
TF
It is
in th
e po
et’s
w
oods
hed.
✓
It h
as c
ome
from
a
fore
st.
✓
It is
red.
✓
It is
abo
ut th
e sa
me
size
as
a b
ird.
✓
Its
nest
is m
ade
of c
oal.
✓
It is
qui
et.
✓
2b 2 m
arks
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n fro
m fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
sep
arat
ely
for e
ach
piec
e of
info
rmat
ion.
If y
ou c
an fi
nd th
e in
form
atio
n, ti
ck ‘T
rue’
. If t
he a
nsw
er is
false
, or w
e do
n’t k
now
if it
’s tr
ue o
r no
t, tic
k ‘F
alse
’.
Awar
d 2
mar
ks fo
r all
answ
ers
corr
ect.
Awar
d 1
mar
k fo
r 3 a
nsw
ers
corr
ect.
6.
Wha
t is
the
poet
’s fe
elin
g ab
out
the
drag
on?
Use
wor
ds fr
om th
e po
em in
you
r ans
wer
.
•Th
e po
et th
inks
that
the
drag
on is
w
onde
rful
. He
says
“I w
ould
com
e/hu
rryin
g to
you
r hou
se to
let y
ou sh
are
this
won
der”
(v
erse
4).
•Th
e po
et is
wor
ried
abou
t tel
ling
peop
le
abou
t his
dra
gon
beca
use
he d
oesn
’t
thin
k th
ey w
ill b
elie
ve h
im. H
e sa
ys “I
wan
t in
stea
d to
see/
if yo
u yo
urse
lf w
ill p
ass t
his
way
” (ve
rse
4).
2d 2 m
arks
Que
stio
n fo
cus:
exp
lain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le p
oem
whi
le c
onsi
derin
g th
e qu
estio
n.•
Scan
the
poem
for w
ords
or i
deas
to u
se in
you
r ans
wer
.
Awar
d 1
mar
k fo
r a b
rief e
xpla
natio
n of
wha
t the
poe
t fee
ls.
Awar
d 1
mar
k fo
r an
appr
opria
te q
uota
tion
from
/ref
eren
ce to
the
poem
.
452602_U14_CC_2e_Y4_114-121.indd 117 06/03/19 8:31 AM
Unit 14 • POETRY
118 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
The Spirit of PlaceRichard Brown
A poem for four voices
Here is just the beginning of a horror story. Where will it end?
1: There was a sea2: a blue sea3: a secret blue sea4: and in this sea1: there was an island2: a spiky island3: a spiky green island4: and in this island1: there was a valley2: a deep valley3: a hot deep valley4: and in this valley
1: there was a tree2: a vast tree3: a vast ancient tree4: and in the roots of this tree1: there was an egg2: a historic egg3: a prehistoric egg4: and in this egg1: there was a creature2: a live creature3: a creature so wild4: so full of energyAll: the old tree trembled.
1: And in a hurricane2: a tearing hurricane3: a fierce tearing hurricane4: that tree crackedAll: cracked to the roots.1: And out of those roots2: those shattered roots3: roots laid bare in the howl4: climbed the creature1: the wild creature2: so full of energy3: so full of destruction4: it shrieked for escape.
1: There was a sea2: a blue sea3: a boiling blue sea4: and in this sea1: there was an island2: a spiky island3: an island in turmoil4: it was ready to plunge1: plunge into the sea2: the boiling sea3: and swim, swim, swimAll: towards us all.
1
13
26
39
452602_U14_CC_2e_Y4_114-121.indd 118 06/03/19 8:31 AM
Unit 14 • POETRY
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 119
Name: Class: Date:
1 Do you think the island sounded welcoming at the beginning of the poem?
Yes • No • Explain your answer using ideas from the poem.
2 What are the first words in the poem that warn us we should fear the creature?
3 Find and copy three powerful words the poet uses in verse 3 (beginning “And in a hurricane”) to show the strength of the wind.
4 What is the impact of the poet’s use of four voices? Explain your answer using ideas from the poem.
5 Why do you think the poet decided to write about a storm at the point in the story when the creature is born?
6 The last verse begins by nearly repeating the lines at the beginning of the first verse.
Why do you think the poet changes “secret” (verse 1) to “boiling” (verse 4)?
Explain why the poet used both of the words.
7 There are four verses in this poem. Complete this table showing the main idea of each verse.
Verse Main idea1 establish the setting and introduce the egg
2
3
4
8 “an island in turmoil” (verse 4). What does the word “turmoil” mean in this poem?
Tick the best option.
order • chaos • calm • escape •
9 What is the poet’s feeling about the creature? Use words from the poem in your answer.
2 marks
2d
1 mark
2g
3 marks
2g
2 marks
2f
1 mark
2f
2 marks
2h
3 marks
2c
1 mark
2a
2 marks
2d
452602_U14_CC_2e_Y4_114-121.indd 119 06/03/19 8:31 AM
120 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14 • POETRY
Prac
tice
text
: The
Spi
rit o
f Pla
ce
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
D
o yo
u th
ink
the
isla
nd s
ound
ed
wel
com
ing
at th
e be
ginn
ing
of th
e po
em?
□ Y
es
□ N
o
Ex
plai
n yo
ur a
nsw
er u
sing
idea
s fr
om th
e po
em.
Yes
•W
e ar
e to
ld th
at th
e is
land
was
in a
blu
e se
a. T
he fa
ct th
at th
e tr
ee is
vas
t and
an
cien
t hel
ps to
reas
sure
us
that
it’s
saf
e.
No
•Th
e fir
st w
e he
ar a
bout
the
isla
nd is
that
it
is “s
piky
gre
en” (
vers
e 1)
and
that
it’s
in a
“s
ecre
t blu
e se
a” (v
erse
1).
“Sec
ret”
doe
sn’t
so
und
wel
com
ing
and
neith
er d
oes
“spi
ky”.
2d 2 m
arks
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
for e
vide
nce.
Awar
d 1
mar
k fo
r a b
rief e
xpla
natio
n th
at m
atch
es th
e ye
s/no
cho
ice.
Awar
d 1
mar
k fo
r an
appr
opria
te q
uota
tion
from
/ref
eren
ce to
the
text
.
2.
Wha
t are
the
first
wor
ds in
the
poem
that
war
n us
we
shou
ld fe
ar
the
crea
ture
?
“so
full
of d
estr
uctio
n” (v
erse
3).
Also
acc
ept
“wild
” (ve
rse
2).
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
info
rmat
ion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
.
3.
Find
and
cop
y th
ree
pow
erfu
l w
ords
the
poet
use
s in
ver
se 3
(b
egin
ning
“And
in a
hur
rican
e”) t
o sh
ow th
e st
reng
th o
f the
win
d.
Acce
pt a
ny th
ree
of:
•“h
urric
ane”
•“t
earin
g”•
“fier
ce”
•“c
rack
ed”
•“s
hatt
ered
”•
“how
l”
2g 3 m
arks
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
vers
e fo
r pow
erfu
l wor
ds.
Awar
d 1
mar
k fo
r eac
h w
ord,
up
to a
tota
l of 3
mar
ks.
4.
Wha
t is
the
impa
ct o
f the
poe
t’s
use
of fo
ur v
oice
s? E
xpla
in y
our
answ
er u
sing
idea
s fr
om th
e po
em.
It b
uild
s te
nsio
n by
repe
atin
g an
d de
velo
ping
on
sim
ple
idea
s. O
ne p
erso
n ca
n m
ake
a si
mpl
e st
atem
ent,
e.g.
“the
re w
as a
sea”
(li
ne 3
9), a
nd o
ther
s ad
d a
wor
d to
dev
elop
th
e se
ttin
g an
d th
e te
nsio
n, e
.g. “
a bl
ue se
a/a
boili
ng b
lue
sea”
(lin
es 3
6–37
).
2f 2 m
arks
Que
stio
n fo
cus:
iden
tify
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
poem
whi
lst c
onsi
derin
g th
e qu
estio
n.•
Look
for i
deas
to u
se in
you
r ans
wer
.
Awar
d 1
mar
k fo
r a b
rief e
xpla
natio
n of
the
impa
ct o
f fou
r voi
ces.
Awar
d 1
mar
k fo
r app
ropr
iate
quo
tatio
n fr
om/r
efer
ence
to th
e te
xt.
5.
Why
do
you
thin
k th
e po
et d
ecid
ed
to w
rite
abou
t a s
torm
at t
he p
oint
in
the
stor
y w
hen
the
crea
ture
is
born
?
It e
mph
asis
es th
e w
ild a
nd d
estr
uctiv
e na
ture
of
the
crea
ture
.2f 1
mar
k
Que
stio
n fo
cus:
iden
tify
how
nar
rativ
e co
nten
t is r
elat
ed a
nd c
ontr
ibut
es to
m
eani
ng a
s a w
hole
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
info
rmat
ion.
•Ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
impa
ct.
452602_U14_CC_2e_Y4_114-121.indd 120 06/03/19 8:31 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 121
Unit 14 • POETRY
6.
The
last
ver
se b
egin
s by
nea
rly
repe
atin
g th
e lin
es a
t the
be
ginn
ing
of th
e fir
st v
erse
.
W
hy d
o yo
u th
ink
the
poet
cha
nges
“s
ecre
t” (v
erse
1) t
o “b
oilin
g”
(ver
se 4
)?
Ex
plai
n w
hy th
e po
et u
sed
both
of
the
wor
ds.
“Sec
ret”
is a
cal
m w
ord
and
was
app
ropr
iate
w
hen
the
crea
ture
was
stil
l ins
ide
the
egg.
H
owev
er, a
fter
it h
as e
scap
ed, t
he s
ea is
“b
oilin
g” to
refle
ct th
e da
nger
.
2h 2 m
arks
Que
stio
n fo
cus:
mak
e co
mpa
rison
s with
in th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
part
s of
the
poem
men
tione
d.•
Cons
ider
the
impa
ct o
f eac
h w
ord.
Awar
d 1
mar
k fo
r an
expl
anat
ion
for e
ach
of th
e w
ords
use
d in
the
ques
tion,
up
to a
tota
l of 2
mar
ks.
7.
Ther
e ar
e fo
ur v
erse
s in
this
poe
m.
Com
plet
e th
e ta
ble
show
ing
the
mai
n id
ea o
f eac
h ve
rse.
(See
rig
ht.)
1 es
tabl
ish
the
sett
ing
and
intr
oduc
e
the
egg
2 in
trod
uce
the
crea
ture
3 th
e bi
rth
of th
e cr
eatu
re
4 th
e cr
eatu
re e
scap
es fr
om th
e is
land
2c 3 m
arks
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
eac
h ve
rse
and
sum
mar
ise
its m
ain
idea
.
Awar
d 1
mar
k fo
r eac
h br
ief s
umm
ary
of th
e m
ain
idea
of a
ver
se, u
p to
a to
tal
of 3
mar
ks.
8.
“an
isla
nd in
turm
oil”
(line
41)
. W
hat d
oes
the
wor
d “t
urm
oil”
mea
n in
this
poe
m?
Ti
ck th
e be
st o
ptio
n.
□ o
rder
□ c
haos
□ c
alm
□ e
scap
e
chao
s2a 1
mar
k
Que
stio
n fo
cus:
giv
e th
e m
eani
ng o
f wor
ds in
con
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
for t
he re
leva
nt p
art o
f the
poe
m.
•Ca
refu
lly re
read
the
line.
•Co
nsid
er e
ach
of th
e op
tions
giv
en: w
hich
is th
e cl
oses
t to
the
mea
ning
of
the
wor
d?
9.
Wha
t is
the
poet
’s fe
elin
g ab
out
the
crea
ture
? U
se w
ords
from
the
poem
in y
our a
nsw
er.
•Th
e po
et th
inks
that
the
crea
ture
is
dang
erou
s.•
The
poem
is a
war
ning
that
it is
sw
imm
ing
“tow
ards
us a
ll” (v
erse
4).
•Th
e w
hole
poe
m is
a w
arni
ng a
bout
the
“ene
rgy/
so fu
ll of
des
truc
tion”
(ver
se 3
) of
the
crea
ture
that
had
plu
nged
into
the
sea
and
is n
ow th
reat
enin
g us
all.
2d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le te
xt w
hile
con
side
ring
the
ques
tion.
•Sc
an th
e te
xt fo
r wor
ds o
r ide
as to
use
in y
our a
nsw
er.
Awar
d 1
mar
k fo
r a b
rief e
xpla
natio
n.
Awar
d 1
mar
k fo
r app
ropr
iate
quo
tatio
n/w
ords
from
the
text
.
452602_U14_CC_2e_Y4_114-121.indd 121 06/03/19 8:31 AM
• Poetry
122 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15POETRY
The Kitten at Play/Letting in the LightWilliam Wordsworth/Elizabeth Lindsay
Key text features
The texts are both poems about kittens.
l The Teaching text is The Kitten at Play by William Wordsworth.
l The Practice text is Letting in the Light by Elizabeth Lindsay.
Reading the Teaching text: The Kitten at Play
l Ask the children to think, pair, share their experiences of having kittens or other young animals. What kinds of things do young animals like doing?
l Together, ask the children to develop a list of vocabulary they could use to describe young animals. Keep a record of their ideas.
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about whether the poem describes the kinds of things they think kittens enjoy.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 124–125).
Reading the Practice text: Letting in the Light
l Encourage the children to think, pair, share what they know about animals at birth. Establish that some animals in the wild are born ready to run, while many other animals have babies that are helpless, e.g. kittens and puppies are born with their eyes closed, and their eyes do not open until a couple of weeks after birth.
l Introduce the poem by explaining that it is narrated by a kitten of about two weeks old.
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread these poems and compare their structures, including rhyme, rhythm and use of new lines.
l Find similarities in the poems (e.g. both focus on a limited range of the kittens’ experiences, both identify that kittens are playful).
l Explain to the children that they are going to write their own poem about a young animal. They can choose whether or not it should have a rhythm or rhyme.
l Encourage the children to work in groups to discuss ideas and identify attributes/experiences they wish to include.
l In pairs, ask the children to write and edit their poem. Poetry takes a lot of editing and improving, so word-processing is ideal for this task.
452602_U15_CC_2e_Y4_122-129.indd 122 06/03/19 8:40 AM
Unit 15 • POETRY
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 123
Listening Comprehension: Questions and Answers
.Q1: Where is the kitten?
A1: On the wall
Strategy: Think about where in the poem you would find the answer to this question. Listen to that part of the poem again.
Q2: In the poem, the kitten is compared to two other things. What are they?
A2: A tiger and a conjurer
Strategy: Listen to the whole poem again, listening out for other nouns or similes used to describe the kitten.
Q3: Listen again to the last two lines. “Yet were gazing thousands there,/What would little Tabby care?” What is your answer to this question?
A3: She would not care because she is not performing but is amusing herself.
Strategy: Listen to the whole Poem again, being alert for information about what the kitten is doing and thinking about.
The listening comprehension questions can be accessed on the modelling software for this unit.
The Lost Words – Robert Macfarlane
The Last Hedgehog – Pam Ayres
We Animals Would Like a Word with You – John Agard
100 Best Poems for Children – Roger McGough
Extending reading
452602_U15_CC_2e_Y4_122-129.indd 123 06/03/19 8:41 AM
124 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15 • POETRY
Teac
hing
text
: The
Kit
ten
at P
lay
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
In th
e ve
rse
1, w
hat d
oes
the
wor
d “s
port
ing”
mea
n?
Ch
oose
one
.
□ c
ompe
ting
□ k
icki
ng
□ p
layi
ng
□ r
unni
ng
play
ing
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
vers
e in
dica
ted
look
ing
for t
he w
ord.
•Ca
refu
lly re
ad th
e lin
e co
ntai
ning
the
wor
d, th
en id
entif
y a
wor
d in
the
ques
tion
with
the
sam
e m
eani
ng.
2.
The
poem
is s
et in
the
autu
mn
or
win
ter.
Fi
nd tw
o pi
eces
of e
vide
nce
from
ve
rse
1 to
sup
port
this
sta
tem
ent.
Acce
pt a
ny tw
o of
:
•Th
e le
aves
are
with
ered
./“W
ither
ed le
aves
”•
The
leav
es a
re fa
lling
from
the
tree
./“th
e le
aves
that
fall”
•It
is fr
osty
./“th
e ca
lm a
nd fr
osty
air”
2d 2 m
arks
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
vers
e in
dica
ted,
look
ing
for e
vide
nce
of th
e se
ason
.•
Care
fully
read
the
lines
aro
und
the
evid
ence
.•
Giv
e ei
ther
dire
ct q
uota
tions
or p
arap
hras
e th
eir m
eani
ng.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
3.
Look
at v
erse
2.
Fi
nd a
nd c
opy
two
wor
ds th
at
show
how
the
kitt
en m
oves
.
Acce
pt a
ny tw
o of
:
•“s
tart
s”•
“cro
uche
s”•
“str
etch
es”
•“p
aws”
•“d
arts
”•
“tig
er-le
ap”
2b 1 m
ark
Que
stio
n fo
cus:
retr
ieve
and
reco
rd in
form
atio
n fro
m fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
vers
e in
dica
ted,
con
side
ring
the
ques
tion.
•Co
py tw
o w
ords
to d
escr
ibe
the
kitt
en’s
mov
emen
ts.
4.
“Now
she
mee
ts h
er c
omin
g pr
ey.”
W
hat i
s th
e ki
tten
’s p
rey?
leav
es2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
text
, loo
king
for t
he li
ne q
uote
d.•
Care
fully
read
the
lines
aro
und
the
quot
atio
n, c
onsi
derin
g th
e qu
estio
n.
452602_U15_CC_2e_Y4_122-129.indd 124 06/03/19 8:41 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 125
Unit 15 • POETRY
5.
In v
erse
3, w
hy d
oes
the
poet
co
mpa
re th
e ki
tten
to a
con
juro
r?•
She
is q
uick
.•
She
is g
race
ful.
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds a
nd
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
vers
e to
gai
n an
ove
rall
unde
rsta
ndin
g of
its
mea
ning
.•
Care
fully
read
the
vers
e ag
ain,
con
side
ring
the
ques
tion.
6.
Wha
t is
the
kitt
en d
oing
th
roug
hout
ver
ses
2 an
d 3?
Ch
oose
one
.
□ S
he is
look
ing
at th
e le
aves
falli
ng.
□ S
he is
tryi
ng to
cat
ch th
e le
aves
.
□ S
he is
cha
sing
her
tail.
□ S
he is
jum
ping
and
leap
ing
for f
un.
She
is tr
ying
to c
atch
the
leav
es.
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
text
to g
ain
an o
vera
ll un
ders
tand
ing
of it
s m
eani
ng.
•Ca
refu
lly re
ad th
e op
tions
in th
e qu
estio
n, m
atch
ing
them
aga
inst
you
r ov
eral
l und
erst
andi
ng.
452602_U15_CC_2e_Y4_122-129.indd 125 06/03/19 8:41 AM
Unit 15 • POETRY
126 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Letting in the LightElizabeth Lindsay
I am warm wrapped in my fur My wobbly legs resting as I lie here, My eyes still closed. Soon they will open
Letting in the light, And when I see I’ll spin the world round in tumbles As I play chasing my tail, Or hunt specks of dust in the sunlight And wash the paws I have never seen. My mother washes my face Her tongue smoothing my fur, I hear her purr, And see, yes, see some pink.
Her busy tongue, her whiskers, Fur and eyes so orange bright, She bends towards me, Licking and licking, And over I go.
I see light everywhere And begin to know I have opened my eyes.
1
5
10
15
20
452602_U15_CC_2e_Y4_122-129.indd 126 06/03/19 8:41 AM
Unit 15 • POETRY
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 127
Name: Class: Date:
1 The use of the word “warm” in the first line helps us to understand that the kitten is feeling what? Tick one. anxious • excited • joyous • safe •
2 From the first five lines, find and copy two phrases that show the kitten is newly born.
3 What will the kitten do to “spin the world round in tumbles”?
4 Look at lines 5–10. Find and copy one word that means the same as tiny pieces.
5 Why has the kitten never seen her paws?
6 How does the kitten change between the beginning and end of the poem?
7 Tick one box to choose whether each statement is true or false.
True False
The mother cat is licking the kitten’s paws.
The mother cat is purring.
The mother cat is pink.
The mother cat’s tongue is smoothing the kitten’s fur.
8 We are never told that the poem is about a kitten. Find two pieces of evidence that the poem is about a kitten. You do not have to use direct
quotations from the text.
9 Why is the poem called Letting in the Light? Tick one. It is about: what the kitten will do when her eyes are open. • what the kitten will do in the morning, when it is light. • the kitten’s first experiences of being licked by her mother. • the first time the kitten opened her eyes. •
1 mark
2g
1 mark
2d
1 mark
2d
1 mark
2d
1 mark
2a
2 marks
2b
1 mark
2h
2 marks
2d
1 mark
2c
452602_U15_CC_2e_Y4_122-129.indd 127 06/03/19 8:41 AM
128 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15 • POETRY
Prac
tice
text
: Let
ting
in th
e Li
ght
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
Th
e us
e of
the
wor
d “w
arm
” in
the
first
line
hel
ps u
s to
und
erst
and
that
the
kitt
en is
feel
ing
wha
t?
Ti
ck o
ne.
□ a
nxio
us
□ e
xcite
d
□ j
oyou
s
□ s
afe
safe
2g 1 m
ark
Que
stio
n fo
cus:
iden
tify
how
mea
ning
is e
nhan
ced
thro
ugh
choi
ce o
f wor
ds
and
phra
ses.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
first
line
, con
side
ring
the
impa
ct o
f the
wor
d.•
Care
fully
read
the
optio
ns in
the
ques
tion,
mat
chin
g th
em a
gain
st y
our
over
all u
nder
stan
ding
.
2.
From
the
first
five
line
s, fin
d an
d co
py tw
o ph
rase
s th
at s
how
the
kitt
en is
new
ly b
orn.
•“(
My)
wob
bly
legs
”•
“(M
y) e
yes s
till c
lose
d”2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
lines
indi
cate
d, lo
okin
g fo
r the
ans
wer
.•
Rem
embe
r to
find
and
copy
, not
par
aphr
ase.
3.
Wha
t will
the
kitt
en d
o to
“s
pin
the
wor
ld ro
und
in tu
mbl
es”?
She
will
cha
se h
er ta
il.2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
, loo
king
for t
he li
ne in
the
ques
tion.
•Ca
refu
lly re
ad a
djac
ent l
ines
, con
side
ring
the
ques
tion.
4.
Look
at l
ines
5–1
0.
Fi
nd a
nd c
opy
one
wor
d th
at
mea
ns th
e sa
me
as ti
ny p
iece
s.
“spe
cks”
2a 1 m
ark
Que
stio
n fo
cus:
expl
ain
the
mea
ning
of w
ords
in c
onte
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
lines
indi
cate
d, lo
okin
g fo
r the
wor
d.•
Care
fully
rere
ad th
e lin
es c
onta
inin
g th
e w
ord
to c
heck
you
r res
pons
e.
5.
Why
has
the
kitt
en n
ever
see
n
her p
aws?
Her
eye
s ha
ve n
ot y
et o
pene
d.2d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
, loo
king
for t
he in
form
atio
n in
the
ques
tion.
•Ca
refu
lly re
ad a
djac
ent l
ines
, con
side
ring
the
ques
tion.
452602_U15_CC_2e_Y4_122-129.indd 128 06/03/19 8:41 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 129
Unit 15 • POETRY
6.
How
doe
s th
e ki
tten
cha
nge
betw
een
the
begi
nnin
g an
d en
d of
th
e po
em?
At th
e st
art,
her e
yes
are
clos
ed. A
t the
end
, he
r eye
s ar
e op
en a
nd s
he c
an s
ee.
2h 1 m
ark
Que
stio
n fo
cus:
mak
e co
mpa
rison
s with
in th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
who
le p
oem
, con
side
ring
the
ques
tion.
•Ca
refu
lly re
ad th
e po
em a
gain
, loo
king
for w
hat c
hang
es.
7.
Choo
se w
heth
er e
ach
stat
emen
t is
true
or f
alse
.
True
Fals
e
The
mot
her c
at is
lic
king
the
kitt
en’s
pa
ws.
The
mot
her c
at is
pu
rrin
g.
The
mot
her c
at is
pin
k.
The
mot
her c
at’s
to
ngue
is s
moo
thin
g th
e ki
tten
’s fu
r.
True
Fals
e
The
mot
her c
at is
lic
king
the
kitt
en’s
pa
ws.
✓
The
mot
her c
at is
pu
rrin
g.✓
The
mot
her c
at is
pin
k.✓
The
mot
her c
at’s
to
ngue
is s
moo
thin
g th
e ki
tten
’s fu
r.✓
2b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
deta
ils fr
om fi
ctio
n.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out e
ach
of th
e st
atem
ents
sep
arat
ely.
Con
side
r whe
re in
the
poem
yo
u w
ill fi
nd re
leva
nt in
form
atio
n.•
Care
fully
read
the
rele
vant
sec
tions
of t
he p
oem
to d
ecid
e w
heth
er e
ach
stat
emen
t is
true
or f
alse
.
Awar
d 2
mar
ks fo
r all
four
ans
wer
s co
rrec
t.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
8.
We
are
neve
r tol
d th
at th
e po
em is
ab
out a
kitt
en.
Fi
nd tw
o pi
eces
of e
vide
nce
that
th
e po
em is
abo
ut a
kitt
en. Y
ou d
o no
t hav
e to
use
dire
ct q
uota
tions
fr
om th
e te
xt.
Acce
pt a
ny tw
o of
:
•Sh
e is
cov
ered
in fu
r./“w
rapp
ed in
my
fur”
•H
er m
othe
r pur
rs, s
o sh
e is
a c
at./“
I hea
r h
er p
urr”
•H
er m
othe
r is
licki
ng h
er fa
ce./“
My
mot
her
was
hes m
y fa
ce/H
er to
ngue
smoo
thin
g
my
fur”
2d 2 m
arks
Que
stio
n fo
cus:
expl
ain
and
just
ify in
fere
nces
with
evi
denc
e fro
m th
e te
xt.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Scan
the
poem
, loo
king
for e
vide
nce
that
it is
abo
ut a
kitt
en.
•Ca
refu
lly re
ad th
e lin
es a
roun
d th
e ev
iden
ce.
•G
ive
eith
er d
irect
quo
tatio
ns o
r par
aphr
ase
thei
r mea
ning
.
Awar
d 1
mar
k fo
r eac
h pi
ece
of e
vide
nce
give
n, u
p to
a to
tal o
f 2 m
arks
.
9.
Why
is th
e po
em c
alle
d Le
ttin
g in
th
e Li
ght?
Ti
ck o
ne.
It
is a
bout
:
□ w
hat t
he k
itten
will
do
whe
n he
r ey
es a
re o
pen.
□ w
hat t
he k
itten
will
do
in th
e m
orni
ng, w
hen
it is
ligh
t.
□ t
he k
itten
’s fi
rst e
xper
ienc
es o
f be
ing
licke
d by
her
mot
her.
□ t
he fi
rst t
ime
the
kitt
en o
pene
d
her e
yes.
the
first
tim
e th
e ki
tten
ope
ned
her e
yes.
2c 1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
-read
the
poem
to g
ain
an o
vera
ll un
ders
tand
ing
of it
s m
eani
ng.
•Ca
refu
lly re
ad th
e op
tions
in th
e qu
estio
n, m
atch
ing
them
aga
inst
you
r ov
eral
l und
erst
andi
ng.
452602_U15_CC_2e_Y4_122-129.indd 129 06/03/19 8:41 AM
130 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 1FICTION
Teacher notes: The Pudding Like a Night on the Sea
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
l understand what they read, in books they can read independently, by:
– checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
– asking questions to improve their understanding of a text
– drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
– predicting what might happen from details stated and implied
– identifying how language, structure and presentation contribute to meaning.
Running the task
l Explain that this extract comes from a story by Ann Cameron called The Pudding Like a Night on the Sea.
l Discuss the term “narrator”, ensuring they understand that the narrator refers to himself/herself in the first person as “I”.
l Talk about temptation. Ask them to discuss in pairs a situation where they have been told they cannot have something, but it is there in front of them. How would that feel? What would they do?
l Read the text together and discuss it briefly. Remember that you may have opportunities for further assessment at this stage.
l Encourage the children to reread the text to themselves. Support children who may need support
with their reading skills, perhaps reading the text with them.
l Ask children to work on the task with a partner. While they do so, circulate and offer support to those who need it and challenge others, as appropriate. Encourage the children to expand their answers and include references to the text.
l Children who finish early, or who are working at greater depth within the expected standard, may enjoy looking for similes in the passage. These are mostly signalled by “like”; some children may identify “than” as well: “The pudding looked softer and lighter than air”; “With waves on top like the ocean”, etc. Ask the children to comment on the author’s style and suggest alternatives for the word “said”, which is used for every exchange.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l show an understanding of the meaning of vocabulary in context 2al retrieve key details and quotations from fiction and non-fiction to demonstrate understanding of
character, events and information; provide developed explanations for key information and events and for characters’ actions and motivations 2b
l make developed inferences drawing on evidence from the text; explain and justify inferences, providing evidence from the text to support reasoning 2d
l make developed predictions that are securely rooted in the text 2el identify/explain how the choice of language enhances the meaning of texts. 2g
The Pudding Like a Night on the SeaAnn Cameron
452602_A01_CC_2e_Y4_130-133.indd 130 06/03/19 8:41 AM
Assessment Task 1 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 131
What to expect
1 What do the two children think of the pudding? Find two things they say which show this.
Most children should be able to identify that the children thought the pudding was “wonderful”, it had “waves on top like the ocean” and it tasted like “a whole raft of lemons” or “a night on the sea”. Children working at greater depth within the expected standard should recognise that the opening sentence is also the children’s view, as this is first-person narration.
(2b)
2 Why were the children told to leave the pudding alone?
Most children will understand that the children’s father was saving the pudding for their mother. Children working at greater depth within the expected standard may refer to the extra care he has taken with it – making the lovely pudding and cleaning up so everything was “perfect”.
(2b)
3 Who made the pudding? Say how you know.
Most children should be able to state that it was the narrator’s father. Children working towards the expected standard may not refer to the information later in the text – where the narrator refers to ‘my father’ – but will simply explain it is a grown-up. Children working at greater depth within the expected standard will take information from more than one place in the text.
(2d)
4 The children “guarded” the pudding? Why does the author say this?
Children working towards the expected standard should understand, possibly with prompting, that the children are not guarding the pudding at all, and this is just the narrator’s excuse for hanging around it longingly. Children working at greater depth within the expected standard may realise that the description of “guarding” is a joke by the author for the readers.
(2g)
5 Why do you think the narrator tasted the pudding?
Children working towards the expected standard might take this at face value and give the narrator’s own reason, i.e. “because Huey tried it first”. Children working at greater depth within the expected standard might explain that Huey’s descriptions made him/her want to try it and he/she had been wanting to try it all the time.
(2d)
6 Why did the pudding end up looking like “craters on the moon”?
Most children should understand that it had holes in it; children working at greater depth within the expected standard should be able to explain that this was because the children had scooped out bits to taste the pudding.
(2a)
7 How do you think the children felt after they tried to smooth over the pudding? Say why you think this.
Some children may bring their own feelings to bear and will say they felt guilty, naughty or frightened. Children working at greater depth within the expected standard may pay close attention to the text and say that they were trying to make it look as though they hadn’t touched the pudding by smoothing over the holes. Those who think the children were scared about what would happen when their father found out will refer to the fact that the children go and hide in their room as further evidence of this.
(2d)
8 How do you think the father will react when he sees the pudding at the end? Say why you think this.
Most children should be able to infer that the father would be angry. Children working towards the expected standard should be able to explain why they think this using evidence from the text: the instructions he gave to the children; the tone of voice in which he gave them; the fact that they are hiding from him. Children working at greater depth within the expected standard may give a more complex explanation: he would be angry because the children had disobeyed him, but also disappointed that the children’s mother couldn’t have the pudding and his effort has been wasted.
(2e)
452602_A01_CC_2e_Y4_130-133.indd 131 06/03/19 8:41 AM
132 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task 1 • FICTION
Fro
m T
he
Pu
dd
ing
Like
a N
igh
t on
th
e Se
a b
y A
nn
Ca
mer
on
The
pu
ddin
g lo
oked
sof
ter
an
d li
ghte
r th
an
air
.
“Don
e!”
he
said
. He
wa
shed
all
th
e p
ots,
sp
lash
ing
wa
ter
on
the
floo
r, a
nd
wip
ed t
he
cou
nte
r so
fa
st h
is h
air
ma
de c
ircl
es
aro
un
d h
is h
ead.
“Per
fect
!” h
e sa
id. “
Now
I’m
goi
ng
to t
ake
a n
ap
. If
som
eth
ing
imp
orta
nt
ha
pp
ens,
bot
her
me.
If
not
hin
g im
por
tan
t h
ap
pen
s, d
on’t
bot
her
me.
An
d –
the
pu
ddin
g is
fo
r yo
ur
mot
her
. Lea
ve t
he
pu
ddin
g a
lon
e!”
He
wen
t to
th
e li
vin
g ro
om a
nd
wa
s a
slee
p in
a m
inu
te,
sitt
ing
stra
igh
t u
p in
his
ch
air
.
Hu
ey a
nd
I gu
ard
ed t
he
pu
ddin
g.
“Oh
, it’s
a w
onde
rfu
l pu
ddin
g,”
Hu
ey s
aid
.
“Wit
h w
ave
s on
top
like
th
e oc
ean
,” I
sa
id.
“I w
onde
r h
ow it
ta
stes
,” H
uey
sa
id.
“Lea
ve t
he
pu
ddin
g a
lon
e,”
I sa
id.
“If
I ju
st p
ut
my
fin
ger
in –
th
ere
– I’
ll k
now
how
it t
ast
es,”
H
uey
sa
id.
“You
did
it!”
I s
aid
. “H
ow d
oes
it t
ast
e?”
“It
tast
es li
ke a
wh
ole
raft
of
lem
ons,
” h
e sa
id. “
It t
ast
es li
ke
a n
igh
t on
th
e se
a.”
“You
’ve
ma
de a
hol
e in
th
e p
udd
ing!
” I
said
. “B
ut
sin
ce y
ou
did
it, I
’ll h
ave
a t
ast
e.”
An
d it
ta
sted
like
a w
hol
e n
igh
t of
le
mon
s. I
t ta
sted
like
floa
tin
g a
t se
a.
“It’s
su
ch a
big
pu
ddin
g,”
Hu
ey s
aid
. “It
ca
n’t
hu
rt t
o h
ave
a
litt
le m
ore.
”
“Sin
ce y
ou t
ook
mor
e, I
’ll h
ave
mor
e,”
I sa
id.
“Th
at
wa
s a
big
ger
lick
th
an
I t
ook!
” H
uey
sa
id. “
I’m
goi
ng
to h
ave
mor
e a
gain
.”
“Wh
oop
s!”
I sa
id.
“You
pu
t in
you
r w
hol
e h
an
d!”
Hu
ey s
aid
. “Lo
ok a
t th
e p
udd
ing
you
sp
ille
d on
th
e fl
oor!
”
“I a
m g
oin
g to
cle
an
it u
p,”
I s
aid
. An
d I
took
th
e ra
g fr
om
the
sin
k.
“Th
at’s
not
rea
lly
clea
n,”
Hu
ey s
aid
.
“It’s
th
e be
st I
ca
n d
o,”
I sa
id.
“Loo
k a
t th
e p
udd
ing!
” H
uey
sa
id.
It lo
oked
like
cra
ters
on
th
e m
oon
. “W
e h
ave
to
smoo
th
this
ove
r,”
I sa
id. “
So it
look
s th
e w
ay
it d
id b
efor
e! L
et’s
get
sp
oon
s.”
An
d w
e ev
ened
th
e to
p o
f th
e p
udd
ing
wit
h s
poo
ns,
an
d w
hil
e w
e ev
ened
it, w
e a
te s
ome
mor
e.
“Th
ere
isn
’t m
uch
left
,” I
sa
id.
“We
wer
e su
pp
osed
to
lea
ve t
he
pu
ddin
g a
lon
e,”
Hu
ey s
aid
.
“We’
d be
tter
get
aw
ay
from
her
e,”
I sa
id. W
e ra
n in
to o
ur
bedr
oom
an
d cr
aw
led
un
der
the
bed.
Aft
er a
lon
g ti
me
we
hea
rd m
y fa
ther
’s v
oice
.
“Com
e in
to t
he
kitc
hen
, dea
r,”
he
said
. “I
ha
ve s
omet
hin
g fo
r yo
u.”
452602_A01_CC_2e_Y4_130-133.indd 132 06/03/19 8:41 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 133
Assessment Task 1 • FICTION
Name: Class: Date:
Read the text, then answer the questions.
1 What do the two children think of the pudding? Find two things they say which show this.
2 Why were the children told to leave the pudding alone?
3 Who made the pudding? Say how you know.
4 The children “guarded” the pudding. Why does the author say this?
5 Why do you think the narrator tasted the pudding?
6 Why did the pudding end up looking like “craters on the moon”?
7 How do you think the children felt after they tried to smooth over the pudding? Say why you think this.
8 How do you think the father will react when he sees the pudding at the end? Say why you think this.
452602_A01_CC_2e_Y4_130-133.indd 133 06/03/19 8:41 AM
134 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 2FICTION
Teacher notes: The Green Ship
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
– increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
l understand what they read, in books they can read independently, by:– checking that the text makes sense to them,
discussing their understanding and explaining the meaning of words in context
– drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
– predicting what might happen from details stated and implied
– identifying main ideas drawn from more than one paragraph and summarising these.
Running the task
l Explain that this text is taken from a story (The Green Ship by Quentin Blake) about two children who climb into a garden and discover a ship made from bushes and trees.
l Read the extract together.
l You may need to check that children understand some of the vocabulary or geographical concepts, e.g. “Bosun”, “stowaways”, “swabbin’ the decks”, “deck-quoits”, “Arctic”, “Equator”.
l Before answering the questions, ask the children to give an oral response to the story. Ask them to say
what they think the story is about and what feeling the text evokes. Make notes of their oral responses.
l Then ask the children to answer the questions about the text.
l Help those who need support in writing and/or decoding, as suggested in the introduction to this book.
l Circulate as children perform the task, and discuss the questions with them. Support those who need it and challenge those who are working at greater depth within the expected standard.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l retrieve key details and quotations from fiction and non-fiction to demonstrate understanding of character, events and information 2b
l accurately and selectively summarise main ideas, events, characters and information in fiction and non-fiction texts 2c
l make developed inferences drawing on evidence from the text 2dl explain and justify inferences, providing evidence from the text to support reasoning 2dl make developed predictions that are securely rooted in the text. 2e
The Green ShipQuentin Blake
452602_A02_CC_2e_Y4_134-137.indd 134 06/03/19 8:41 AM
Assessment Task 2 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 135
What to expect
1 What is the imaginary world in the story?
Some children will suggest that the imaginary world is the places that the children pretend to travel to. However, others may also suggest that the ship is part of the imaginary world.
(2c)
2 Draw lines to match the places the children imagined they sailed to with the real-world object.
Most children should be able to match the place with the object correctly.
(2b)
3 How does the author remind you that the ship is made of trees and bushes?
Some children will point out that some of the places they sail to are part of the garden, e.g. “bushes became icebergs”. Those working at greater depth within the expected standard should be able to make the connection between “swabbin’ the decks” actually being sweeping away leaves and the Bosun looking like a gardener.
(2d)
4 Were the children invited into the garden at the start of the story? Explain your answer.
Most children will recognise that the children were probably not invited in as they were “taken by surprise” by Mrs Tredegar’s voice. Children working at greater depth within the expected standard may also explain that Mrs Tredegar and the gardener were also pretending to punish them (“clap them in irons”, “swabbin’ the decks”), which suggests that they weren’t invited in to start with.
(2d)
5 How do you think Mrs Tredegar feels about having the children in her garden? What happens in the story to make you think this?
Most children will recognise that Mrs Tredegar welcomed the children into the garden because she gave them tea and invited them back, although some might mistake her first words for annoyance. Children working at greater depth within the expected standard will also recognise that she enjoyed playing with them because she “trained” them as “crew”, brought out the old atlas, and suggested the “ceremony of Crossing the Line”.
(2d)
6 Number the following sentences 1 to 5 in the order that they happen in the story.
Children working at the expected standard should be able to number the events correctly. Children working towards the expected standard may order the third sentence (“They got permission from their aunt”) in the incorrect place.
(2c)
7 At the end of the extract, Mrs Tredegar decides that they must have crossed the Equator. What do you think might happen next?
Most children should be able to come up with a suitable suggestion for the “ceremony of Crossing the Line”. Children working at greater depth within the expected standard will come up with more creative ideas for what the ceremony might involve.
(2e)
8 On a separate piece of paper, write what happens in no more than five lines, summarising the main ideas from the paragraphs.
Some children will struggle to include all the parts of the story and will either miss points or write too much. Children working at greater depth within the expected standard should be able to write clear, concise sentences.
(2c)
452602_A02_CC_2e_Y4_134-137.indd 135 06/03/19 8:42 AM
136 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task 2 • FICTION
Fro
m T
he
Gre
en S
hip
by
Qu
enti
n B
lak
eA
nd
then
su
dden
ly w
e w
ere
take
n b
y su
rpri
se b
y a
voi
ce
wh
ich
sa
id: “
Wel
l, w
ha
t h
ave
we
her
e, B
osu
n?
Stow
aw
ays
?”
Ther
e w
as
a t
hin
lady
in a
da
rk d
ress
look
ing
up
at
us.
“Wh
at
do y
ou t
hin
k, B
osu
n?
Sha
ll w
e cl
ap
th
em in
iron
s?”
“On
ly y
oun
gste
rs,”
sa
id t
he
Bos
un
, wh
o a
ctu
all
y lo
oked
m
ore
like
a g
ard
ener
. “Sw
abb
in’ t
he
deck
s is
th
e th
ing,
if y
ou
ask
me.
”
“An
d a
fter
th
at
per
ha
ps
we
sha
ll h
ave
tea
on
dec
k.”
Swa
bbin
g th
e de
ck t
urn
ed o
ut
to b
e sw
eep
ing
aw
ay
the
lea
ves;
bu
t te
a r
eall
y w
as
tea
, wit
h m
ade
ira
ca
ke a
nd
cucu
mbe
r sa
ndw
ich
es. A
t th
e en
d of
it M
rs T
rede
gar
(th
at
wa
s h
er n
am
e) s
aid
: “Th
e B
osu
n w
ill s
ee y
ou a
shor
e. A
ny
wh
y n
ot c
ome
abo
ard
aga
in t
omor
row
? I’
m s
ure
th
at’s
wh
at
the
Ca
pta
in w
ould
ha
ve w
ish
ed.”
Nex
t m
orn
ing,
wit
h p
erm
issi
on f
rom
ou
r a
un
t, w
e w
ere
back
a
t th
e gr
een
sh
ip.
We
clim
bed
the
ma
sts.
We
took
tu
rns
to s
tan
d a
t th
e w
hee
l a
nd
stee
r th
e sh
ip. M
rs T
rede
gar
show
ed u
s h
ow t
o u
se t
he
tele
scop
e. B
y th
e en
d of
th
e da
y w
e w
ere
a f
ull
y-tr
ain
ed c
rew
.
On
ou
r n
ext
visi
t M
rs T
rede
gar
pro
duce
d a
n o
ld a
tla
s, a
nd
ever
y da
y a
fter
th
at
we
ima
gin
ed t
ha
t w
e w
ere
voya
gin
g to
som
e n
ew p
lace
. A fl
ower
urn
bec
am
e a
n I
tali
an
ru
in; a
p
alm
tre
e (t
her
e re
all
y w
as
a p
alm
tre
e) b
eca
me
the
far-
off
shor
e of
Egy
pt.
On
e ch
illy
da
y w
e p
rete
nde
d w
e w
ere
in t
he
Arc
tic.
Bu
shes
bec
am
e ic
eber
gs a
nd
som
e sh
eep
th
at
ha
d go
t in
to t
he
gard
en b
y m
ista
ke b
eca
me
pol
ar-
bea
rs.
The
last
few
da
ys o
f ou
r h
olid
ay
wer
e h
ot a
nd
sun
ny.
Th
ey
got
hot
ter
an
d h
otte
r. W
e w
ore
sun
ha
ts a
nd
pla
yed
deck
-qu
oits
an
d dr
an
k lo
ts o
f li
mej
uic
e. I
t se
emed
as
thou
gh w
e w
ere
hea
din
g so
uth
wa
rd t
hro
ugh
tro
pic
al s
eas.
Eve
ntu
all
y it
be
cam
e so
hot
th
at
Mrs
Tre
dega
r de
cide
d th
at
we
mu
st h
ave
re
ach
ed t
he
Equ
ato
r, a
nd
tha
t w
e m
ust
ha
ve t
he
cere
mon
y of
C
ross
ing
the
Lin
e.
452602_A02_CC_2e_Y4_134-137.indd 136 06/03/19 8:42 AM
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 137
Assessment Task 2 • FICTION
Name: Class: Date:
Read the text, then answer the questions.
1 What is the imaginary world in the story?
2 Draw lines to match the places the children imagined they sailed to with the real-world object.
Italy sheep
Egypt flower urn
Arctic palm tree
3 How does the author remind you that the ship is made of trees and bushes?
4 Were the children invited into the garden at the start of the story? Explain your answer.
5 How do you think Mrs Tredegar feels about having the children in her garden? What happens in the story to make you think this?
6 Number the following sentences 1 to 5 in the order that they happen in the story.
The children pretended the sheep were polar bears.
They had tea and cake.
They got permission from their aunt.
They swept the decks.
They climbed the masts.
7 At the end of the extract, Mrs Tredegar decides that they must have crossed the Equator. What do you think might happen next?
8 On a separate piece of paper, write what happens in no more than five lines, summarising the main ideas from the paragraphs.
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138 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 3FICTION
Teacher notes: The Little Ghost
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
– using dictionaries to check the meaning of words that they have read
– discussing words and phrases that capture the reader’s interest and imagination
l understand what they read, in books they can read independently, by:– checking that the text makes sense to them,
discussing their understanding and explaining the meaning of words in context
– drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
– identifying how language, structure and presentation contribute to meaning
l participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Running the task
l Explain to the class that this extract is from the beginning of the book The Little Ghost and is setting the scene about the main character – the little ghost.
l Distribute copies of the text and ask the children to read it to themselves. Ask them to identify any words that are unfamiliar or words that they do not know as they read the text. Explain how to pronounce “Eulenstein” and “Eulenberg”, and explain that these are place names.
l Now read the text as a class, stopping at any unfamiliar words that the children have identified, e.g. “awakened”, “legal” and “remote”. Be careful not to explain the words used in the task: “harmless” and “provoked”. However, the children could use a
dictionary to explore these for themselves before they begin the questions.
l Ask the children to complete the questions about the text.
l Support children who are working towards the expected standard and help those who may need extra support with writing.
l Read question 8 and then read the next paragraph of the book (see question 8 ‘What to expect’). Encourage the children to give a personal viewpoint on how this would make a ghost’s life easier. Encourage them to image the sort of things the ghost might be able to do with his bunch of keys.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l show an understanding of the meaning of vocabulary in context 2al retrieve key details and quotations from fiction and non-fiction to demonstrate understanding
of character, events and information 2bl provide developed explanations for key information and events and for characters’ actions
and motivations 2bl explain and justify inferences, providing evidence from the text to support reasoning 2dl identify/explain how the choice of language enhances the meaning of texts. 2g
The Little GhostOtfried Preussler
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Assessment Task 3 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 139
What to expect
1 Find and copy one word from the first paragraph that tells us the ghost was not dangerous.
Most children working at the expected standard should be able to identify the word “harmless”. Children working towards the expected standard may answer with the phrase “never hurt anyone”. Remind the children to give one word as their answer.
(2a)
2 The author explains in the first paragraph that this type of ghost would “never hurt anyone unless they are provoked”. Which of the words below could the author have used instead of the word “provoked”? Tick all that apply.
This is a challenging question but children working at the expected standard should be able to identify at least one synonym of “provoked”. Children working towards the expected standard may need further support to attempt this question.
(2a)
3 Explain two things that would happen when the clock struck twelve.
Most children should be able to select two things that happened. Explain to children that they should have put each answer on a separate line but they would still gain both marks if they have written two acceptable points on one line.
(2b)
4 Using the information in the text, tick one box in each row to show whether each sentence is true or false.
Children working at the expected standard should be able to answer this question correctly. Those working towards the expected standard may answer the last three sentences incorrectly, thereby demonstrating a lack of understanding of the text.
(2b)
5 Why did the little ghost sneeze when he climbed out of the chest?
Most children should be able to answer this question correctly.
(2b)
6 In the final paragraph, what is the little ghost likened to? Explain why this is a good simile.
Most children working at the expected standard should be able to explain this simile in their own words. Children working towards the expected standard may simply state “because the ghost looked like mist”, without explaining the features of a ghost or mist and how they are the same.
(2g)
7 In the final paragraph, what does the text explain that the little ghost actually needed the bunch of keys for?
Children working at greater depth within the expected standard should be able to answer this question clearly. Those working at the expected standard may need further guidance to formulate a clear answer to demonstrate their understanding.
(2d)
8 Listen to your teacher read the next section of the story and discuss how this would make the little ghost’s life easier. What other things might he be able to do with his keys?
Read the children the next section of the story:
However, that was not the only reason why the little ghost always carried the bunch of keys. All he had to do was to wave them in the air, and every door and gate would open. Locked or bolted, latched or left ajar, they all opened of their own accord … One wave of the bunch of keys, and they would open; a second wave, and they closed again.
Children working at the expected standard should be able to discuss how the little ghost could move around the castle, even through locked doors, and should be able to suggest some ideas of what else he might be able to do. Children working at greater depth within the expected standard will be able to suggest more imaginative and fantastical ideas. Children working towards the expected standard may offer a simple suggestion without clear understanding of the possibilities available to the little ghost.
(2d)
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140 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task 3 • FICTION
From The Little Ghost by Otfried PreusslerThe little ghost had lived in Eulenstein Castle for hundreds of years. He was one of those harmless little ghosts who haunt places by night, and never hurt anyone else unless they are provoked.
During the day, he slept up in the attic in a heavy, iron-bound oak chest. The chest was well hidden behind one of the big chimneys. No one knew it really belonged to a ghost.
But at night, when the Town Hall clock struck twelve in the town of Eulenberg at the foot of the castle, the little ghost awakened. On the very last stroke of twelve, he would open his eyes, stretch and yawn. Then he would put his hand under the old letters and legal documents he used for a pillow, and bring out a bunch of keys. There were thirteen keys; the little ghost always carried them around. He would wave them at the lid of the chest, and immediately the lid would begin to open of its own accord.
Now the little ghost could climb out of the chest. He always bumped into the cobwebs; no human being had visited this remote attic for years, so it was covered with cobwebs and was dreadfully dusty. Even the cobwebs were full of dust. Showers of dust came tumbling down, if anything touched them.
“A-tishoo!”
Every night, as the little ghost climbed out of the chest, he would bump into the cobwebs, get some dust up his nose, and sneeze. He would shake himself once or twice, to make sure he was really awake. Then he would float out from behind the chimney and begin his nightly haunting.
Like all ghosts, he weighed nothing at all. He was light and airy as a wisp of mist. Luckily he never stirred without his bunch of thirteen keys, or the least breath of wind might have blown him away to goodness knows where.
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 141
Assessment Task 3 • FICTION
Name: Class: Date:
Read the text, then answer the questions.
1 Find and copy one word from the first paragraph that tells us the ghost was not dangerous.
2 The author explains in the first paragraph that this type of ghost would “never hurt anyone unless they are provoked”. Which of the words below could the author have used instead of the word “provoked”. Tick all that apply.
angered irritated sleepy annoyed happy
3 Explain two things that would happen when the clock struck twelve.
(a)
(b)
4 Using the information in the text, tick one box in each row to show whether each sentence is true or false.
True False
The little ghost used old papers for his pillow.
The little ghost carried three keys.
The little ghost didn’t need to put the key in the lock to open the chest.
The little ghost struggled to push open the chest.
People came into the attic to see the little ghost.
5 Why did the little ghost sneeze when he climbed out of the chest?
6 In the final paragraph, what is the little ghost likened to? Explain why this is a good simile.
7 In the final paragraph, what does the text explain that the little ghost actually needed the bunch of keys for?
8 Listen to your teacher read the next section of the story and discuss how this would make the little ghost’s life easier. What other things might he be able to do with his keys?
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142 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 4FICTION
Teacher notes: Cliffhanger
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
l understand what they read, in books they can read independently, by:– asking questions to improve their understanding
of a text
– drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
– identifying main ideas drawn from more than one paragraph and summarising these
– identifying how language, structure and presentation contribute to meaning
l participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Running the task
l Explain that this extract comes from a story set on an adventure holiday.
l Read the extract together and ask the children to give an oral response before running the task.– Take each character at a time. Ask the children
who the characters are and what they are doing. If necessary, explain that Tim, Biscuits, Giles and Kelly are children on an adventure holiday, and Jake and Sally are the instructors.
– Ask them to say what they think the dilemma is in this part of the story.
l Give out the task sheet and read through the questions together. Check the children understand what they are being asked to do, i.e. answer the questions and then write a paragraph about what they would do if they were in this situation.
l Help children who may need support in writing or decoding, as suggested in the introduction to this book.
l Circulate while the children perform the task, and discuss their opinions with them. Support those who need it and challenge those who are working at greater depth within the expected standard.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l accurately and selectively summarise main ideas, events, characters and information in fiction and non-fiction texts 2c
l make developed inferences drawing on evidence from the text 2dl explain and justify inferences, providing evidence from the text to support reasoning 2dl identify/explain how the choice of language enhances the meaning of texts. 2g
CliffhangerJacqueline Wilson
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Assessment Task 4 • FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 143
What to expect
1 What activity are the children doing? Which words in the text tell you this?
Children working towards the expected standard are likely to identify the word “canoe”. Most other children may refer to “the winning post” and “finish the race first” as telling them it is a canoe race.
(2c)
2 Why didn’t Jake dive in to find Theresa? Why did Jake and Sally say “Phew!”?
Most children will identify that Theresa was a doll. Some children working at greater depth within the expected standard may also suggest that Jake didn’t dive in because he realised it wasn’t a child and a doll can’t drown. They will suggest that Jake and Sally were relieved.
(2d)
3 Why do Tim and Biscuits want to rescue Theresa straightaway? Tick true or false for each of the following reasons.
Most children should be able to answer correctly. Children working towards the expected standard may incorrectly answer the first two options, thereby demonstrating a lack of understanding that a doll cannot drown but can still get lost.
(2c)
4 What sort of personality does Giles have? Find as many words and phrases from the text as you can to support your answer and write them below.
Children working towards the expected standard will use words from their own knowledge to describe Giles, such as “mean” or “bad-tempered”, and will give an example from the text to show this, e.g. “he calls Tim and Biscuits nasty names”. Other children may also say he wanted to win the race and didn’t care about the others. Children working at greater depth within the expected standard may suggest he was a bully and quote Tim saying “He’s going to get us later”.
(2g)
5 What does Tim think Giles will do later? How do you think Tim feels about Giles?
Children working towards the expected standard will identify Tim’s words, “He’s going to get us later”, with no explanation of meaning. Children working at the expected standard will explain that Tim thinks Giles will be angry or bully him. These children are likely to give a personal response to how Tim feels about Giles, e.g. “he’s frightened of him” or they may use textual clues to infer Tim’s feelings, e.g. “Tim thinks Giles is a bully but he still doesn’t do what he wants on the river, so Tim doesn’t give in to the bullying”.
(2d)
6 Think about what you would do if you were Tim or Biscuits. On a separate piece of paper, write a paragraph to say what you think Tim and Biscuits should have done and give reasons for your answer. Try to include evidence from the text to support your reasons.
Children working towards the expected standard may give their opinion and support it with evidence based on one factor, such as how Kelly felt and how they wanted to help her, or that they would have lost the race so shouldn’t have stopped. Other children will expand their answer with more than one reason, suggesting that they should not let the team down; that winning was more important than a doll; or that friendship was more important than winning.
(2d)
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144 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task 4 • FICTION
Fro
m C
liff
ha
nge
r b
y Ja
cqu
elin
e W
ilso
n“T
her
esa
’s d
row
nin
g!”
Kel
ly s
obbe
d.
“Wh
ere?
Wh
ich
ca
noe
? Th
ere
isn
’t a
Th
eres
a o
n t
he
cou
rse!
Kel
ly, w
ho’
s Th
eres
a?”
th
ey s
hou
ted
urg
entl
y,
Jake
jum
pin
g u
p t
o di
ve t
o th
e re
scu
e.
“Sh
e’s
her
stu
pid
Tro
ll d
oll,”
Gil
es s
aid
dis
gust
edly
, as
the
mig
hty
Pa
nth
ers
race
d p
ast
tow
ard
s th
e w
inn
ing
pos
t.
Jake
sa
t do
wn
aga
in, a
nd
he
an
d Sa
lly
wa
ved
thei
r h
an
ds a
nd
wen
t Ph
ew!
“Ple
ase
, Ja
ke! C
an
’t y
ou d
ive
in a
nd
look
for
her
?”
Kel
ly y
elle
d. “
Oh
, Th
eres
a. W
her
e a
re y
ou?”
“Hey
!” s
aid
Bis
cuit
s, h
is e
yes
bea
dy. “
Look
, Th
eres
a’s
ju
st b
obbi
ng
pa
st!”
I lo
oked
– a
nd
saw
a li
ttle
pu
rple
blo
b fl
oati
ng
off
tow
ard
s th
e ba
nk.
“It
is T
her
esa
! It’s
OK
, Kel
ly,”
I s
hou
ted.
“W
e’ve
sp
otte
d h
er, B
iscu
its
an
d m
e. W
e’ll
get
her
.”
“Yea
h, w
e’ll
get
her
ou
t fo
r yo
u, K
elly
,” s
aid
Bis
cuit
s.
“Er
… h
ow d
o w
e ge
t th
e ca
noe
to
go s
idew
ays
, Tim
?”
“Lik
e th
is?
Mm
m. N
o. L
ike
this
?”
Ou
r ca
noe
wob
bled
dra
ma
tica
lly
as
we
exp
erim
ente
d.
“Wh
at
are
you
tw
o p
layi
ng
at?
” G
iles
yel
led.
“Fi
nis
h
the
race
firs
t. W
e’ve
all
got
to
fin
ish
or
we
won
’t g
et
an
y p
oin
ts. Y
ou c
an
go
back
for
her
dol
l aft
erw
ard
s.”
“Sh
e ca
n’t
wa
it!”
sa
id K
elly
.
“Com
e on
, Bis
cuit
s,”
I sa
id. “
Bef
ore
she
gets
sw
all
owed
up
by
a fi
sh o
r so
met
hin
g.”
We
ma
de f
or t
he
ban
k a
s be
st w
e co
uld
.
“You
ber
ks!”
Gil
es y
elle
d in
dis
gust
. “Yo
u w
eedy
ner
dy
litt
le c
issi
es.”
“I w
ish
he’
d ge
t sw
all
owed
up
by
a fi
sh,”
sa
id B
iscu
its.
“A
soc
kin
g gr
eat
sha
rk.”
“He’
s go
ing
to g
et u
s la
ter,
” I
said
.
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 145
Assessment Task 4 • FICTION
Name: Class: Date:
Read the text, then answer the questions.
1 What activity are the children doing? Which words in the text tell you this?
2 Why didn’t Jake dive in to find Theresa? Why did Jake and Sally say “Phew!”?
3 Why do Tim and Biscuits want to rescue Theresa straightaway? Tick true or false for each of the following reasons.
True False
so she doesn’t get lost
so she doesn’t drown
so she doesn’t get eaten by a fish
because Kelly was upset
4 What sort of personality does Giles have? Find as many words and phrases from the text as you can to support your answer and write them below.
5 What does Tim think Giles will do later? How do you think Tim feels about Giles?
6 Think about what you would do if you were Tim or Biscuits. On a separate piece of paper, write a paragraph to say what you think Tim and Biscuits should have done and give reasons for your answer. Try to include evidence from the text to support your reasons.
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146 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 5NON-FICTION
Teacher notes: Homesick Bugsy the Beagle
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
– discussing words and phrases that capture the reader’s interest and imagination
l understand what they read, in books they can read independently, by:
– checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
– drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
– predicting what might happen from details stated and implied
– identifying main ideas drawn from more than one paragraph and summarising these
l retrieve and record information from non-fiction.
Running the task
l Display the text and ask the children to look at the layout. Ask them to say what type of text this is. Do they think it is fiction or non-fiction, and why? Read it together. Check the children are familiar with the vocabulary and ask them to summarise the content of the newspaper article. Make a note of individual responses.
l Explain, if needed, that the article is a recount of events that have already happened. Remind the children of the main questions that are answered in a recount text: Who? What? When? Where? Why? How? Ask the children to find the names of those involved in the event, when and where it took place, and why.
l Invite the children to say how newspaper and magazine articles often include opinion as well as facts and quotations from the people involved. Ensure the children are familiar with the way direct and indirect quotations are written.
l Ask the children in what tense the passage is mostly written, and why it uses this tense. Ask the children to underline the present tense verbs in one colour and explain why the writer uses them.
l Circulate as the children perform the task and discuss their opinions with them.
l As a plenary, ask the children to verbally summarise the story, encouraging them to try to remember all the key facts.
Typically, children working at the expected standard will:
l show an understanding of the meaning of vocabulary in context 2al accurately and selectively summarise main ideas, events, characters and information in fiction
and non-fiction texts 2cl make developed inferences drawing on evidence from the text 2dl explain and justify inferences, providing evidence from the text to support reasoning 2dl make developed predictions that are securely rooted in the text 2el identify/explain how information in non-fiction is related and contributes to meaning as a whole. 2f
Homesick Bugsy the Beagle
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
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Assessment Task 5 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 147
What to expect
1 Find and copy one word from the beginning of the article that tells us that, in the day time, Bugsy disappeared.
Most children should be able to identify the word “vanished”. Children working towards the expected standard may need reminding to provide only one word.
(2a)
2 Why did Bugsy take the bus to Sheffield? Tick the most suitable answer.
Children working at the expected standard will be able to identify the rationale behind Bugsy’s travels. Those working towards the expected standard may select an alternative option and will need to be reminded to reread the article.
(2f)
3 Order the following events from 1 to 5 in the order that they happened.
Children working at greater depth within the expected standard will be able to sequence these events correctly. Children working at the expected standard may muddle some of the sequence and will need to be reminded to read the beginning of the article slowly and carefully. Those working towards the expected standard will find this question challenging.
(2c)
4 Why might Mrs Jones have followed Bugsy?
Children working at the expected standard may suggest that she was curious. Children working at greater depth within the expected standard may speculate that Mrs Jones was worried because Bugsy kept disappearing and/or because he had been acting strangely and she thought he missed his old home.
(2d)
5 Explain why Bugsy was described as “enterprising”.
This is a challenging question for children to explain clearly while demonstrating an understanding of the word “enterprising”. Those working at the expected standard should be able to explain that he did something unusual for a dog, or did something special. Those working at greater depth within the expected standard should be able to explain using an example from the text.
(2a)
6 Draw lines to match the character from the article with what we know about them.
Children working at the expected standard should be able to link the character with the statements, sometimes completing it by a process of elimination. Those working towards the expected standard will need reminding to use the text as a basis for their choices.
(2c)
7 How do you think Mr and Mrs Jones will stop Bugsy from travelling on the bus?
This question has the potential for a wide range of responses. All children should be able to suggest a way that Mr and Mrs Jones could stop Bugsy. Those working at greater depth within the expected standard will suggest more appropriate or creative solutions for the problem.
(2e)
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148 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task 5 • NON-FICTION
Homesick Bugsy the Beagle
Homesick Bugsy the Beagle Takes the BusOwners Jack and Carol Jones were worried when their family pet, Bugsy the beagle, disappeared from their home every day at the same time and then returned, at the same time every day.
‘It’s as if he was going out to work!’ said Mrs Jones, 42. ‘He jumped over the garden wall and vanished every morning at 8.30 but he always came back at 6 p.m.’
Mrs and Mrs Jones, with Bugsy, had moved from Sheffield to Doncaster last month. Mrs Jones explained that it was clear that Bugsy missed his old home.
‘For a couple of days he just moped about and was off his food,’ said Mrs Jones. ‘Then he started his disappearing act.’
JOINING THE COMMUTE
The mystery was solved when Mrs Jones decided to follow Bugsy last week.
She was amazed to see him joining a queue at a nearby bus stop. People at the stop appeared to be talking to him and patting him. When the bus arrived, Bugsy hopped on with the other passengers. That evening, Mrs Jones watched again as the evening
bus pulled up, the doors opened and off jumped Bugsy.
Mrs Jones discovered that the enterprising animal caught the bus to his old home in Sheffield, spent the day in the area where he used to live and then came home again later. Regular commuters on the bus route became used to seeing the solo beagle and enjoyed his company.
A spokesman from Yorks Buses told us that, although this was an irregularity, there was nothing in their rule book to state that unaccompanied beagles cannot travel. However, travelling without paying a fare is against the rules. On a more serious note, they also stated that a loose dog alone on a bus might pose a danger to other travellers and the driver.
Mr and Mrs Jones apologised to the bus company and promised that Bugsy’s travelling days are over.
5 July The DONCASTER ADVERTISER
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 149
Assessment Task 5 • NON-FICTION
Name: Class: Date:
Read the text, then answer the questions.
1 Find and copy one word from the beginning of the article that tells us that, in the day time, Bugsy disappeared.
2 Why did Bugsy take the bus to Sheffield? Tick the most suitable answer.
He enjoyed being patted by the people. He was homesick.
He liked going to visit different places. He wanted to go to work.
3 Order the following events from 1 to 5 in the order that they happened.
Bugsy was being patted by the people waiting for the bus.
Bugsy stopped eating his food.
Bugsy disappeared every morning at 8:30.
Mr and Mrs Jones moved to Doncaster.
Mrs Jones followed Bugsy.
4 Why might Mrs Jones have followed Bugsy?
5 Explain why Bugsy was described as “enterprising”.
6 Draw lines to match the character from the article with what we know about them.
Mrs Jones enjoyed Bugsy’s company.
The commuters on the bus didn’t pay the bus fare.
The bus company discovered Bugsy caught the bus.
Bugsy talked to Bugsy.
The people at the bus stop thought Bugsy might be dangerous.
7 How do you think Mr and Mrs Jones will stop Bugsy from travelling on the bus?
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150 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 6NON-FICTION
Teacher notes: Rocket Balloon
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
l understand what they read, in books they can read independently, by:– checking that the text makes sense to them,
discussing their understanding and explaining the meaning of words in context
– asking questions to improve their understanding of a text
– predicting what might happen from details stated and implied
l retrieve and record information from non-fiction.
Running the task
l Display the text and ask the children to read it together in pairs. Ask them what type of text this is and to explain how they know.
l Discuss the features of instructional writing.
l Discuss the purpose of the pictures and whether the children think it would be as easy to follow without them.
l Give the children the task sheet and ask them to complete the questions independently.
l Circulate as the children complete the task and support them as necessary.
l If there is time, you could ask groups to follow the instructions and make the rocket balloon. Ask them to assess if the instructions were easy to follow and whether they would suggest any changes or alterations.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l show an understanding of the meaning of vocabulary in context 2al retrieve key details and quotations from fiction and non-fiction to demonstrate understanding
of character, events and information 2bl accurately and selectively summarise main ideas, events, characters and information in fiction
and non-fiction texts 2cl make developed predictions that are securely rooted in the text 2el make accurate and appropriate comparisons within texts. 2h
Rocket Balloon
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Assessment Task 6 • NON-FICTION
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What to expect
1 What items do you need to make a rocket balloon? Tick all that apply.
This question should be answered correctly by most children.
(2b)
2 Look at steps 1 to 5. Find and copy one word that tells us that we need to blow up the balloon.
Most children working at the expected standard should be able to locate the correct word to answer this question.
(2a)
3 Number these instructions 1 to 5 in the order they occur in the text.
Children working at the expected standard should be able to sequence these events correctly using the text. Those working towards the expected standard may confuse steps 3 and 4.
(2c)
4 Once you have followed instructions 1 to 5 what happens to the balloon when you let it go?
This is a straightforward question that all children should be able to answer.
(2b)
5 Tick the picture that shows the correct movement of the balloon and air.
Most children should be able to answer this correctly using the text.
(2b)
6 What phrase from the text is used to describe the movement of an object when a force is working in the opposite direction?
This phrase is more challenging to locate and the children need to understand the text to be able to find it. Children working at the expected standard should be able to answer this correctly.
(2a)
7 Why is there a section about rockets in these instructions?
Children working towards the expected standard might answer simply “you might want to make a rocket” or “the balloon is called a rocket” without understanding the comparison between a rocket and the balloon experiment. Most children working at the expected standard should be able to formulate a simple answer to this question. Children working at greater depth within the expected standard may offer a more detailed explanation of the comparison.
(2h)
8 What do you think would happen if you used a bigger balloon for this experiment? Explain your answer using evidence from the text.
This question should be answered clearly by those children working at greater depth within the expected standard. Children working at the expected standard may offer a simple answer without explaining the link between the balloon and a rocket. Children working towards the expected standard may be unable to justify their answer using the text.
(2e)
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Assessment Task 6 • NON-FICTION
Rocket BalloonMake a balloon that flies
like a rocket
You will need:• piece of string
(about 2 to 3 metres long)• balloon• 2 chairs• drinking straw• tape• scissors 1 Tie one end of the string to
the back of the chair.
3 Attach the pieces of tape to the straw as shown.
4 Inflate the balloon, hold the opening and attach it to the straw with the tape.
5 Pull the balloon to one end of the string and let go. What happens?
Action and reaction
To make something move one way, a force has to work in the opposite direction – this is known as “action and reaction”. The air inside the inflated balloon is pushing in all directions. When you let go of the balloon, air rushes out the hole, creating a pushing force in the opposite direction. This makes the balloon move.
Rockets
Real rockets work in a similar way to your rocket balloon. A rocket engine works by exploding fuel inside a chamber that is open at the bottom. The force of the exploding fuel coming out of the rocket creates an opposite force that pushes the rocket up and on into space.
The balloon starts to move as soon as you let go.
Air is forced out of the balloon in one
direction.The balloon moves in the
opposite direction to the airflow.
2 Thread the straw onto the string and tie the other end of the string to the other chair.
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Assessment Task 6 • NON-FICTION
Name: Class: Date:
Read the text, then answer the questions.
1 What items do you need to make a rocket balloon? Tick all that apply.
a stool a straw a piece of string a rocket a balloon
2 Look at steps 1 to 5. Find and copy one word that tells us that we need to blow up the balloon.
3 Number these instructions 1 to 5 in the order they occur in the text.
Let go of the balloon. Tie the string onto a chair.
Collect all the equipment that you need. The balloon starts to move.
Blow up the balloon.
4 Once you have followed instructions 1 to 5, what happens to the balloon when you let it go?
5 Tick the picture that shows the correct movement of the balloon and air.
6 What phrase from the text is used to describe the movement of an object when a force is working in the opposite direction?
7 Why is there a section about rockets in these instructions?
8 What do you think would happen if you used a bigger balloon for this experiment? Explain your answer using evidence from the text.
Balloon
Air Air Air Air
Balloon BalloonBalloon
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Assessment Task 7NON-FICTION
Teacher notes: Mummies
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
– reading books that are structured in different ways and reading for a range of purposes
l retrieve and record information from non-fiction
l understand what they read, in books they can read independently, by:– checking that the text makes sense to them,
discussing their understanding and explaining the meaning of words in context
– identifying main ideas drawn from more than one paragraph and summarising these.
Running the task
l Display the text and read the title. Ask the children to say what type of text they think this will be. Do they think it is fiction or non-fiction, and why?
l Read it together and check the children are familiar with the vocabulary. Ask the children to find the glossary and explain why they think a glossary is needed in this type of text. Make notes of their oral responses.
l Look together through the text and ask the children to identify the features of explanation texts, e.g. an introduction to the topic, cause and effect vocabulary, temporal connectives, present tense verbs, sub-headings, paragraphs and technical terms. Make notes of their oral responses.
l Provide the children with the task sheet and a copy of the flow chart resource sheet available from the CD ROM and online. Ask them to collaborate to choose sentences, phrases and key words to show the process as a flow chart. Explain that there are six stages on the flow chart so they should mark up six stages in the text before they begin. Ensure that everyone is familiar with the idea of a flow chart and how it works.
l Help children who may need support in writing and decoding, as suggested in the introduction to this book.
l Circulate as the children perform the task and discuss their opinions with them. Support those who need it and challenge those who are working at greater depth within the expected standard.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l show an understanding of the meaning of vocabulary in context 2al retrieve key details and quotations from fiction and non-fiction to demonstrate understanding
of character, events and information 2bl provide developed explanations for key information and events and for characters’ actions
and motivations 2bl accurately and selectively summarise main ideas, events, characters and information in fiction
and non-fiction texts 2cl identify/explain how information in non-fiction is related and contributes to meaning as a whole. 2f
Mummies
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Assessment Task 7 • NON-FICTION
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 155
What to expect
1 What is mummification?
Some children may answer that it is about embalming and wrapping a body, which is the explanation closest to the term “mummification”. Children working at greater depth within the expected standard may link it to the general definition at the start of the piece and say that it is about preserving dead bodies to make them look lifelike.
(2a)
2 What is the purpose of the first paragraph?
Most children should recognise that the first paragraph is an introduction to mummification. Children working at the expected standard will go further, e.g. saying that it tells us when it happened and gives a short description of what it is. Children working at greater depth within the expected standard may see that it introduces the two stages and so helps to organise the detailed description that follows for the reader.
(2f)
3 Why did the author use the two sub-headings “Embalming” and “Wrapping the mummy”?
Most children should see that the sub-headings describe the content under each one. Children working at greater depth within the expected standard will also link them back to the two stages described in the introduction.
(2f)
4 What was wrapped inside the layers of bandages around the mummy? Tick all that apply.
All children should identify that amulets were wrapped into the bandages. Most children should also add the scroll of the Book of the Dead and possibly the cloth painted with the god Osiris.
(2b)
5 You need a blank flow chart. Your teacher will give you this.
Choose key words and phrases from the text.
Use them to fill in the six-step flow chart to show the mummification process.
Children may make different choices about how they break up the six stages. A sample is shown in the answers at the back of this book, but be prepared to discuss other ways of organising the information to discover the understanding behind the children’s rationales. Some children will find it harder to distil the information into key points and will often quote directly from the text. Children working at greater depth within the expected standard should mostly select relevant points for their boxes and leave out much of the detail.
(2b/
2c)
6 Read the facts below and draw a line to link each fact to the section in which you would expect to find this sentence.
All children should be able to link the glossary term in the options. Children working towards the expected standard may struggle to correctly link the other options. Children working at the expected standard should be able to correctly link the facts with the appropriate sub-heading, possibly using a process of elimination to help them.
(2c)
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Assessment Task 7 • NON-FICTION
Glossaryamulet small charms to ward off evil spellsembalming treating a dead body in order to preserve itnatron a natural saltpapyrus paper made from reedssarcophagus a large stone coffin, usually carved and decoratedunderworld the Egyptians believed that, when they died, they went to the underworld
where they would be judged. If they were judged to be pure and good, they would go to a place that was like Egypt, and live there forever.
MummiesMummiesLong ago, the Ancient Egyptians invented a way of preserving dead bodies that enables them to remain lifelike.
This included two stages: first embalming and then wrapping and burying the body in a tomb. The process is called mummification.
EmbalmingFirst the body is taken to a special place for purification. There the embalmers wash the body with palm wine and rinse it with water from the River Nile. Then one of the embalmers makes a cut on the left side of the body and removes most of the internal organs. These are packed in natron which makes them dry out. The body is then covered and stuffed with natron to dry it out.
After around 40 days, the body is washed once more with water from the Nile. Then it is covered with oils to help the skin stay flexible. The internal organs are wrapped in linen and put back inside the body. The body is then stuffed with dry materials so that it looks lifelike. Finally, it is rubbed in scented oils and is ready to be wrapped.
Wrapping the mummyThe body is wrapped in fine linen. A papyrus scroll with spells from the Book of the Dead is placed between the wrapped hands. More linen strips are placed around the body and resin is painted on them to help them stick together. The embalmers place small amulets between the layers of linen to protect the mummy on its journey to the underworld. A cloth, painted with a picture of the god Osiris, is then wrapped around the whole body. Finally, a large cloth is used to enclose the whole mummy and tied with strips of cloth.
Before the body is put into the coffin, a board is placed on top of it. It is then lowered into a first coffin. This is then put inside a second coffin.
Finally, the body and its coffins are placed inside a large stone sarcophagus in the tomb.
Now the body is ready for its journey through the underworld. If he is judged to be good, he will be sent to live for all eternity in the beautiful “Field of Reeds”.
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Assessment Task 7 • NON-FICTION
Name: Class: Date:
Read the text, then answer the questions.
1 What is mummification?
2 What is the purpose of the first paragraph?
3 Why did the author use the two sub-headings “Embalming” and “Wrapping the mummy”?
4 What was wrapped inside the layers of bandages around the mummy? Tick all that apply.
Amulets
Palm wine
A scroll from the Book of the Dead
Cloth painted with a picture of the god Osiris
Large stones
5 You need a blank flow chart. Your teacher will give you this.
Choose key words and phrases from the text.
Use them to fill in the six-step flow chart to show the mummification process.
6 Read the facts below and draw a line to link each fact to the section in which you would expect to find this sentence.
The Ancient Egyptians believed that mummification helped people reach the afterlife.
Mummies
Purification is when things are made clean. Embalming
All the rags used by the embalmers are kept and are buried with the mummy.
Wrapping the mummy
Bandaging a mummy took between 1 and 2 weeks. Glossary
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Assessment Task 8POETRY
Teacher notes: A Dream of Elephants
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
– preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
– discussing words and phrases that capture the reader’s interest and imagination
– recognising some different forms of poetry [for example, free verse, narrative poetry]
l understand what they read, in books they can read independently, by:– checking that the text makes sense to them,
discussing their understanding and explaining the meaning of words in context
– drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
– identifying how language, structure and presentation contribute to meaning.
Running the task
l Distribute copies of the poem and ask the class to read this in pairs.
l Ask the class what type of poetry this is and discuss the features (rhyming alternate lines).
l Discuss with the class the first and the last verse being the same. Ask why they think the author has done this.
l Discuss the features of an elephant: what they look like; how big they are; how they move. Ask the class to think about these features as they read the poem
again and see if they can spot their inclusion in the poem.
l Ask the class to complete the task sheet. Remind the children to provide only one word for both questions 3 and 4.
l After the children have finished the task, ask them to discuss what alternative title they could suggest for the poem. They could also learn one of the verses and then perform this to the class using expression.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l show an understanding of the meaning of vocabulary in context 2al retrieve key details and quotations from fiction and non-fiction to demonstrate understanding
of character, events and information 2bl provide developed explanations for key information and events and for characters’ actions
and motivations 2bl make developed inferences drawing on evidence from the text 2dl explain and justify inferences, providing evidence from the text to support reasoning 2dl identify/explain how the choice of language enhances the meaning of texts. 2g
A Dream of ElephantsTony Mitton
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Assessment Task 8 • POETRY
Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 159
What to expect
1 What do we know about the writer’s dream from the first verse? Tick all that apply.
Most children should be able to select the three correct statements.
(2b)
2 Write two things that verse 2 tells us about the weather in the poem.
Most children should be able to identify two aspects of the weather.
(2b)
3 Find and copy one word from verse 2 that tells us the elephants were serious.
Children working at the expected standard should be able to select the correct word from the text.
(2a)
4 Find and copy one other word from verse 3 that is also used to describe the elephant’s character.
This is more challenging than question 3 and there may be a variety of different responses. Children should be encouraged to think about the elephants’ character and how they feel.
(2a)
5 How do you think the writer felt watching the elephants? Explain how you know, using evidence from the text.
Children working at the expected standard should be able to select the reference to “amazed” from the poem. Children working at greater depth within the expected standard should be able to explain this feeling using their own words.
(2d)
6 What do you think the writer means by the line “They merged into the heat and dust”?
Children working towards the expected standard may simply state “they were in the dust”. Those working at the expected standard will be able to explain clearly that they disappeared out of sight. Children working at greater depth within the expected standard will be able to explain that the heat and the dust obscured the view of the elephants once they were in the distance, so they were out of sight.
(2g)
7 Using information from the poem, tick one box in each row to show whether each statement is true or false.
Children working towards the expected standard may incorrectly suggest that the author dreamed of elephants because he likes them, without basing their view on what they know from the poem. Children working at the expected standard should answer these statements correctly but a few of these children may find the third statement difficult to explain from the text.
(2b)
8 What did the elephants think of the writer in the poem? Explain how you know.
Most children will be able to explain that the elephants paid no attention to the writer’s presence and ignored him. Children working at the expected standard should be able to explain they know this from the fact that the elephants just walked past the writer.
(2d)
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Assessment Task 8 • POETRY
A Dream of Elephants by Tony Mitton
I dreamed a dream of elephants.
I cannot tell you why.
But in my dream I saw the herd
go slowly walking by.
They moved beneath a blazing sun,
through rising dust and heat.
They made their solemn journey
on strong and silent feet.
And as I watched, the steady herd
walked slowly, sadly by,
until I stood, amazed, alone,
beneath a silent sky.
I watched them as they moved
away.
I watched as they walked on.
They merged into the heat and dust
till all of them were gone.
I dreamed a dream of elephants.
I cannot tell you why.
But in my dream I saw the herd
go slowly walking by.
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Assessment Task 8 • POETRY
Name: Class: Date:
Read the text, then answer the questions.
1 What do we know about the writer’s dream from the first verse? Tick all that apply.
He dreamed of elephants. The elephants were in a large group.
There were baby elephants in the group. They walked slowly.
2 Write two things that verse 2 tells us about the weather in the poem.
(a)
(b)
3 Find and copy one word from verse 2 that tells us the elephants were serious.
4 Find and copy one other word from verse 3 that is also used to describe the elephants’ character?
5 How do you think the writer felt watching the elephants? Explain how you know, using evidence from the text.
6 What do you think the writer means by the line “They merged into the heat and dust”?
7 Using information from the poem, tick one box in each row to show whether each statement is true or false.
True False
The author dreamed of elephants because he likes them.
The elephants’ feet were quiet.
The herd kept walking without stopping.
The author was scared by the elephants.
8 What did the elephants think of the writer in the poem? Explain how you know.
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Assessment Task 9POETRY
Teacher notes: Daddy Fell into the Pond
Curriculum references: Years 3–4
Programme of study: Reading comprehension
Children should be taught to:
l develop positive attitudes to reading and understanding of what they read by:– listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks
– preparing poems and playscripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
– discussing words and phrases that capture the reader’s interest and imagination
– recognising some different forms of poetry [for example, free verse, narrative poetry]
l understand what they read, in books they can read independently, by:– checking that the text makes sense to them,
discussing their understanding and explaining the meaning of words in context
– asking questions to improve their understanding of a text
– predicting what might happen from details stated and implied
– identifying how language, structure and presentation contribute to meaning.
Running the task
l Read the poem to the class with expression and ask the class for their views on the poem.
l Ask them now to read it together in pairs and think about what type of poetry this is. Discuss the narrative aspect of this poem and the rhyming words.
l Read the task’s questions to the children. If the children are struggling with question 1, ask them why they think the poet talks about the people and the sky on the same line. (This could alternatively be
done in a plenary where the children could improve their answer).
l Remind them to tick every statement that applies in question 5 and, in question 6, to tick only one column for each statement.
l Now ask them to complete the task sheet questions.
l When the children have finished, ask groups to learn a verse each and perform it to the rest of the class using expression and intonation.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l show an understanding of the meaning of vocabulary in context 2al retrieve key details and quotations from fiction and non-fiction to demonstrate understanding
of character, events and information 2bl make developed predictions that are securely rooted in the text 2el identify/explain how the choice of language enhances the meaning of texts 2gl make accurate and appropriate comparisons within texts. 2h
Daddy Fell into the PondAlfred Noyes
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Assessment Task 9 • POETRY
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What to expect
1 What is the poet trying to do with the two short sentences on the first line of the poem?
This is a very challenging question. Some children may answer “to make it interesting” without understanding the poet’s intent. Children working at the expected standard are likely to answer “to make it sound boring and dull”. Children working at greater depth within the expected standard should be able to understand that the poet is setting the scene by linking the mood of the people and the grey colour of the sky.
(2g)
2 In the third line of the poem, what word with the same meaning could have been used instead of “dismal”?
Children working at the expected standard should be able to find a suitable synonym. Children working towards the expected standard may incorrectly offer a word that describes a day rather than a feeling e.g. ‘grey’, ‘rainy’.
(2a)
3 What sort of day do you think that the narrator has had, from the details in verse 1? Explain using evidence from the text.
Most children should be able to correctly identify that they have had a boring day. Children working at the expected standard should be able to quote some evidence from the text to demonstrate this.
(2e)
4 How does the mood of the characters change between verse 1 and verse 2? Why does this happen?
Children working at the expected standard should be able to answer this question clearly. Children working at greater depth within the expected standard should offer more evidence from the text.
(2h)
5 What does Timothy do in verse 2? Tick all that apply.
Most children should be able to answer this question. Some children working towards the expected standard may answer “He laughs at Dad”, which is not textually accurate.
(2b)
6 Tick true or false to the following statements from verse 3 of the poem.
This should be a straightforward question for the children to answer. Some children working towards the expected standard may not fully understand that the gardener “shaking silently” means laughing or that a “drake” is a male duck.
(2b)
7 What do you think Dad might say? What do you think might happen next?
This is a fairly open question for children to give their own views. Answers should be based on the text.
(2e)
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Assessment Task 9 • POETRY
Daddy Fell into the Pond by Alfred NoyesEveryone grumbled. The sky was grey.We had nothing to do and nothing to say.We were nearing the end of a dismal day.And there seemed to be nothing beyond, Then Daddy fell into the pond!
And everyone’s face grew merry and bright,And Timothy danced for sheer delight.“Give me the camera, quick, oh quick!He’s crawling out of the duckweed!” Click!
Then the gardener suddenly slapped his kneeAnd doubled up, shaking silently,And the ducks all quacked as if they were daft,And it sounded as if the old drake laughed.Oh there wasn’t a thing that didn’t respond When Daddy fell into the pond!
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Assessment Task 9 • POETRY
Name: Class: Date:
Read the text, then answer the questions.
1 What is the poet trying to do with the two short sentences on the first line of the poem?
2 In the third line of the poem, what word with the same meaning could have been used instead of “dismal”?
3 What sort of day do you think that the narrator has had, from the details in verse 1? Explain using evidence from the text.
4 How does the mood of the characters change between verse 1 and verse 2? Why does this happen?
5 What does Timothy do in verse 2? Tick all that apply.
He takes a photograph. He laughs at Dad.
He crawls out of the duckweed. He dances around.
6 Tick true or false to the following statements from verse 3 of the poem.
True False
The gardener was laughing very hard.
Everyone and everything reacted in some way.
The old duck was silent and shocked.
The ducks made lots of noise.
7 What do you think Dad might say? What do you think might happen next?
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Answers
Fiction
Assessment Task 11 They thought the pudding was wonderful. Any two
of: “softer and lighter than air”; “waves on top like the ocean”; it tasted like “a whole raft of lemons” or “a night on the sea”.
2 They were told to leave the pudding alone because it was for their mother.
3 The children’s father. At the end, the narrator refers to “my father’s voice” and the person speaking is clearly the person who made the pudding.
4 The children “guarded” the pudding as an excuse for hanging round it hopefully. Their father had not asked them to guard it and there was no need to – they just couldn’t drag themselves away from the tempting sight.
5 Because the brother had tried it first. Children working at greater depth within the standard may recognise that was just an excuse because the narrator really wanted to try it and the brother said it tasted good.
6 Because the children had kept on scooping out bits to taste.
7 They felt frightened about what would happen, which is why they ran away and hid under their beds.
8 The father will probably be very angry. The reasons the children may give for inferring this include: the father gave them very strict instructions not to touch the pudding; the children ran off and hid under the bed, which implies they are afraid of their father’s reaction.
Assessment Task 21 A ship at sea.
2 Italy sheep
Egypt flower urn
Arctic palm tree
3 “Swabbing’ the deck turned out to be sweeping away the leaves”; “Bushes become icebergs”.
4 They were not invited because they were taken by surprise by Mrs Tredegar’s voice.
5 She enjoys their visits because she makes them tea, “trained” them as “crew”, gets an atlas, suggests the “ceremony of Crossing the Line” (Equator).
6 The children pretended the sheep were polar bears: 5 They had tea and cake: 2 They got permission from their aunt: 3 They swept the decks: 1 They climbed the masts: 4
7 They might have a ceremony or celebration/party/more cake and tea.
8 Answers will vary.
Assessment Task 31 “harmless”
2 angered; irritated; annoyed
3 Any two of: the ghost woke up/he would open his eyes/stretch/yawn/take his keys/open the chest/get out of the chest.
4 The little ghost used old papers for his pillow: T The little ghost carried three keys: F The little ghost didn’t need to put the key in the lock to open the chest: T The little ghost struggled to push open the chest: F People came into the attic to see the little ghost: F
5 The little ghost sneezed because the attic was very dusty/full of cobwebs.
6 The little ghost is likened to mist. This is good because a ghost is white and light like mist.
7 Without the keys he might have blown away.
8 Discussion question answers will vary
Assessment Task 41 A canoeing race: “canoe”, “winning post”, “finish the
race first”.
2 Giles told Jake that Theresa was only a doll. They said “Phew!” because they were relieved it wasn’t a child drowning.
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ANSWERS
3
T F
so she doesn’t get lost ✓
so she doesn’t drown ✓
so she doesn’t get eaten by a fish ✓
because Kelly was upset ✓
4 Competitive; bad-tempered; bullying. Words from the text include “stupid”, “disgustedly”, “Finish the race first”, “You berks”, “yelled in disgust”, “You weedy nerdy little cissies”, “He’s going to get us later”.
5 Tim thinks Giles will bully them. The children should give a personal response to how Tim feels about Giles.
6 Answers will vary.
Non-fiction
Assessment Task 51 “vanished”
2 He was homesick.
3 Bugsy was being patted by the people waiting for the bus: 5 Bugsy stopped eating his food: 2 Bugsy disappeared every morning at 8:30: 3 Mr and Mrs Jones moved to Doncaster: 1 Mrs Jones followed Bugsy: 4
4 Curiosity; to find out what happened; she was worried.
5 It is unusual for a dog to take a bus on its own/he found his own solution to being homesick/he discovered how to go back to his old home.
6 Mrs Jones enjoyed Bugsy’s company.
The commuters didn’t pay the bus fare. on the bus
The bus discovered Bugsy company caught the bus.
Bugsy talked to Bugsy.
The people at thought Bugsy might the bus stop be dangerous.
7 By keeping an eye on him/keeping him on a lead/ taking him back to visit/building a higher wall.
Assessment Task 61 A straw; a piece of string; a balloon.
2 “inflate”
3 Let go of the balloon: 4 Collect all the equipment that you need 1 Blow up the balloon: 3
Tie the string onto a chair: 2 The balloon starts to move: 5
4 The balloon starts to move.
5 The second picture should be ticked.
6 “Action and reaction”.
7 Rockets work in a similar way to this rocket balloon.
8 The balloon might travel faster like a rocket shown in the text. Credit should be given to children who suggest that the movement will be different (e.g. slower) and that a rocket is a different size and travels at a different speed to the balloon.
Assessment Task 71 It is the process of preserving a dead body.
2 It introduces the topic and gives background information.
3 To break up the text; to signal the content of the new paragraph.
4 Amulets; a scroll from the Book of the Dead; cloth painted with a picture of the god Osiris.
5 Sample flow chart:
1 Embalmers wash the body in palm wine and water from the Nile.
→
2 Organs are removed and the organs and body are packed in natron to dry them out.
→
3 40 days later, the body is washed again and oiled. The organs are put back.
→
4 The body is wrapped in layers of linen with a papyrus scroll and amulets.
→
5 The body has a board put on top of it and is lowered into the first coffin, then into the second one.
→
6 Finally it is placed inside the stone sarcophagus in the tomb.
Balloon
Air
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168 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
ANSWERS
6.
The Ancient Egyptians believed that mummification helped people reach the afterlife.
Mummies
Purification is when things are made clean.
Embalming
All the rags used by the embalmers are kept and are buried with the mummy.
Wrapping the mummy
Bandaging a mummy took between 1 and 2 weeks.
Glossary
Poetry
Assessment Task 81 He dreamed of elephants.
They walked slowly. The elephants were in a large group.
2 It was sunny/dusty/hot.
3 “solemn”
4 “sadly”
5 The writer felt “amazed”. The writer was in awe/found it incredible/wonderful to watch.
6 They disappeared out of sight into the dusty landscape.
7 The author dreamed of elephants because he likes them: F The elephants’ feet were quiet: T The herd kept walking without stopping: T The author was scared by the elephants: F
8 They ignored him/her. They just walked on/past.
Assessment Task 91 He is linking the people’s mood to the boring-coloured
sky.
2 Boring/dreary/drab/dull/gloomy/depressing or any other suitable synonyms.
3 A boring day. They have done nothing and the weather has been bad/dismal.
4 They are bored in the first verse, e.g. “nothing to do” and in the second verse they are laughing, e.g. “merry and bright”. This is because Dad falls into the pond.
5 He takes a photograph. He dances around.
6
T F
The gardener was laughing very hard. ✓
Everyone and everything reacted in some way.
✓
The old duck was silent and shocked. ✓
The ducks made lots of noise. ✓
7 He might laugh with everyone else/He might be cross they are laughing at him/He might get out of the pond/He might splash water at everyone else/ He might go home to get dry.
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Key Stage 1 content domains
1a draw on knowledge of vocabulary to understand texts
1b identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
1c identify and explain the sequence of events in texts
1d make inferences from the text
1e predict what might happen on the basis of what has been read so far
Key Stage 2 content domains
2a give/explain the meaning of words in context
2b retrieve and record information/identify key details from fiction and non-fiction
2c summarise main ideas from more than one paragraph
2d make inferences from the text/explain and justify inferences with evidence from the text
2e predict what might happen from details stated and implied
2f identify/explain how information/narrative content is related and contributes to meaning as a whole
2g identify/explain how meaning is enhanced through choice of words and phrases
2h make comparisons within the text
CONTENT DOMAINS
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CONTENT DOMAIN COVERAGE
Teach and Practice
Fiction
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
The
Child
ren
of G
reen
Kno
we
(Tea
chin
g te
xt)
War
Boy
(Pra
ctic
e te
xt)
The
Dia
ry o
f a K
iller
Cat
(Tea
chin
g te
xt)
Har
riet’
s H
are
(Pra
ctic
e te
xt)
The
Scro
ll of
Ale
xand
ria: A
Lot
tie L
ipto
n Ad
vent
ure
(Tea
chin
g te
xt)
The
Bett
er B
row
n st
orie
s (P
ract
ice
text
)
Mac
kere
l and
Chi
ps (T
each
ing
text
)
Oliv
er T
wis
t’s
Child
hood
(Pra
ctic
e te
xt)
Char
lott
e’s
Web
(Tea
chin
g te
xt)
Stua
rt L
ittle
(Pra
ctic
e te
xt)
Firs
t Cat
ch Y
our D
rago
n (T
each
ing
text
)
Into
the
Dra
gons
’ Cav
e (P
ract
ice
text
)
An E
gypt
ian
Myt
h (T
each
ing
text
)
A Ko
rean
Myt
h (P
ract
ice
text
)
Knig
ht S
urvi
val G
uide
: Are
You
Tou
gh E
noug
h? (T
each
ing
text
)
Knig
ht S
urvi
val G
uide
: Are
You
Tou
gh E
noug
h? (P
ract
ice
text
)
Are
You
Was
ting
Goo
d Fo
od?
(Tea
chin
g te
xt)
Wou
ld Y
ou E
at L
ess-
Than
-Per
fect
Fru
it an
d Ve
geta
bles
? (P
ract
ice
text
)
2a give/explain the meaning of words in context
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2b retrieve and record information/identify key details from fiction and non-fiction
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2c summarise main ideas from more than one paragraph
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2d make inferences from the text/explain and justify inferences with evidence from the tex
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2e predict what might happen from details stated and implied
✓ ✓ ✓ ✓ ✓ ✓
2f identify/explain how information/narrative content is related and contributes to meaning as a whole
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2g identify/explain how meaning is enhanced through choice of words and phrases
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2h make comparisons within the text
✓
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 171
Assessment Tasks
Non-fiction Poetry Fiction Non-fiction Poetry
Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 1 2 3 4 5 6 7 8 9
Wha
t Is
a Ro
bot?
(Tea
chin
g te
xt)
Robo
ts in
Film
s an
d TV
Pro
gram
mes
(Pra
ctic
e te
xt)
The
Batt
le o
f Brit
ain
(Tea
chin
g te
xt)
Dun
kirk
(Pra
ctic
e te
xt)
Gre
y W
hale
(Tea
chin
g te
xt)
Arct
ic T
ern
(Pra
ctic
e te
xt)
Child
hood
Tra
cks
(Tea
chin
g te
xt)
Hot
Foo
d (P
ract
ice
text
)
A Sm
all D
rago
n (T
each
ing
text
)
The
Spiri
t of P
lace
(Pra
ctic
e te
xt)
The
Kitt
en a
t Pla
y (T
each
ing
text
)
Lett
ing
in th
e Li
ght (
Prac
tice
text
)
The
Pudd
ing
Like
a N
ight
on
the
Sea
The
Gre
en S
hip
The
Litt
le G
host
Cliff
hang
er
Hom
esic
k Bu
gsy
the
Beag
le
Rock
et B
allo
on
Mum
mie
s
A D
ream
of E
leph
ants
Dad
dy F
ell i
nto
the
Pond
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2a
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2b
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2c
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2d
✓ ✓ ✓ ✓ ✓ ✓ ✓ 2e
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2f
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 2g
✓ ✓ ✓ ✓ 2h
CONTENT DOMAIN COVERAGE
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Notes
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 173
Notes
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174 Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Notes
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Cracking Comprehension Year 4 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 175
Notes
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Authors: Kate Ruttle , Gillian Howell, Rachel Rick, Ione BrantonPublisher: Laura WhiteCover and text design: Helen TownsonIllustrations by Emily Skinner, Graham Cameron IllustrationEditorial: Rachel Nickolds, Kirsty Taylor, Becca Law, Jennie Clifford, Estelle Lloyd
Typesetting: Aptara Inc. Printed in the United Kingdom.A catalogue record for this title is available from the British Library.
AcknowledgementsThe Publishers would like to thank the following for permission to reproduce copyright material.
Text acknowledgementsP8 The Children of Green Knowe by Lucy M. Boston, reproduced by permission of Faber and Faber; p12 War Boy by Michael Foreman reproduced by permission of Pavilion Books;p16 The Diary of a Killer Cat by Anne Fine reproduced by permission of David Higham Associates; p20 Harriet’s Hare by Dick King-Smith reproduced by permission of A P Watt at United Agents on behalf of Dick King-Smith; p24 The Scroll of Alexandria by Dan Metcalf © Dan Metcalf, 2017, The Scroll of Alexandria: A Lottie Lipton Adventure, Bloomsbury Publishing Plc.; p28 The Better Brown Stories by Allan Ahlberg (Puffin Books, 1996) Text copyright © Allan Ahlberg, 1995, Images copyright © Fritz Wegner, 1995.; p32 Mackerel and Chips by Michael Morpurgo reproduced by permission of David Higham Associates; p40 Charlotte’s Web by E. B White. Copyright © 1952 by E.B White. Reprinted by permission of ICM Partners; p44 Stuart Little by E.B White. Copyright © 1945 by E.B White. Reprinted by permission of ICM partners; p48, 52 How to Train Your Dragon by Cressida Cowell, Hodder Children’s, an imprint of Hachette; p66, 70 Knight Survival Guide: Are You Tough Enough? by Anna Claybourne © Anna Claybourne, 2011, Bloomsbury Publishing Plc.; p90 The Battle of Britain by Gillian Clements, Franklin Watts, an imprint of Hachette; p98, 102 Epic: Animal Migrations by Camilla de la Bédoyère, Wayland, an imprint of Hachette; p106 Childhood Tracks by James Berry. Reproduced with permission of Bloodaxe Books; p110 Hot Food by Michael Rosen (©Michael Rosen, 1988) is printed by permission of United Agents ( HYPERLINK “http://www.unitedagents.co.uk” www.unitedagents.co.uk) on behalf of Michael Rosen; p114 ‘A Small Dragon’ from Selected Poems by Brian Patten. Published by Penguin Books, 2007. Copyright © Brian Patten. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews, London W11 1JN; p118 The Spirit of Place by Richard Brown in The Midnight Part, Poems for More Than One Voice (1993), Richard Brown, Cambridge Univerity Press, reproduced with permission; p126 Letting in the Light by Elizabeth Lindsay (Copyright © Elizabeth Lindsay) Reproduced by permission of A.M. Heath & Co Ltd.; p130 The Julian Stories by Ann Cameron. Published by Tamarind Books. Reprinted by permissions of The Random House Group Limited. © 2013; p134 The Green Ship by Quentin Blake; p140 The Little Ghost by Otfried Preussler reproduced by Andersen Press Ltd; p144 Cliffhanger by Jacqueline Wilson reproduced by permission of David Higham Associates; p150 Rocket Balloon from My Big Science Book by Simon Mugford, reproduced by permission of Priddy Books; p160 A Dream of Elephants by Tony Mitton reproduced by permission of David Higham Associates; p164 When Daddy Fell Into the Pond by Alfred Noyes reproduced with permission of The Society of Authors as the Literary Representative of the Estate of Alfred Noyes.
Image acknowledgements© p52 Into the Dragon’s Cave illustrated by Cressida Cowell; p132 Rouzes/iStockphoto; p148 Brad Sauter/iStockphoto; p152 3DSculptor/Shutterstock; p156 Dorling Kindersley (left), Assalve/iStockphoto (right).
Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity.
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