more improving comprehension 8-9 9781408168370 001 16.02.12€¦ · contents each text has three...

AndrewBrodie

A & C Black • London

for ages 8-9

ComprehensionMOREImproving

✓

ContentsEach text has three comprehension exercises to enable teachers to differentiate across the ability range.

Introduction Page 3

Eye test Narrative: Story with a familiar setting Pages 5–8

My teacher’s car Poetry: Pattern and rhyme Pages 9–12

Tirok and the tunnel pt 1 Narrative: Story set in an imaginary world Pages 13–16

Tirok and the tunnel pt 2 Narrative: Story set in an imaginary world Pages 17–20

Sydney Opera House Non-fiction: Information text Pages 21–24

Golden Eagle Non-fiction: Information text Pages 25–28

Months of the year Non-fiction: Information text Pages 29–32

Holiday journey Narrative: recount Pages 33–36

Hugo has a bath Narrative: fantasy Pages 37–40

Umbrella Play script Pages 41–44

Mr Steele Poetry: Pattern and rhyme Pages 45–48

A kitten Poetry: Pattern and rhyme Pages 49–52

Eleanor Farjeon Non-fiction: Biography Pages 53–56

New neighbour pt 1 Narrative: Story with a familiar setting Pages 57–60

New neighbour pt 2 Narrative: Story with a familiar setting Pages 61–64

IntroductionFollowing the success of the Improving Comprehension series, More Improving Comprehension provides a further range of interesting and exciting texts for sharing with pupils. The texts have been carefully selected to be appropriate to the age group and to cover a range of text types. The accompanying comprehension worksheets are differentiated at three levels and are designed to be used by individuals or small groups. Notes for teachers at the foot of each worksheet provide guidance on how to get the most from the texts and how to approach the questions on the sheet.

For monitoring and recording purposes, an Individual Record Sheet is provided on page 4 detailing reading and writing levels appropriate for Year 4. You may find it helpful to make indicative assessments of pupils’ levels in both reading and writing by considering their responses to the comprehension exercises.

How to use the book and CD-ROM together

The book has fifteen texts, which can be projected on to a whiteboard for whole class use from the CD-ROM, or photocopied/printed for use with small groups or individuals. Sharing the text either on screen or paper provides lots of opportunities for speaking and listening, for decoding words through a phonic approach, for reading and re-reading for meaning, and for satisfaction and enjoyment in shared success.

For each text there are three comprehension worksheets at different ability levels to enable teachers to differentiate across the ability range. An animal picture at the top of the sheet indicates the level of the worksheet. The cat exercises are at the simplest level; the dog exercises are at the next level; the rabbit exercises are at the most advanced level. You may decide to give some pupils the cat worksheet and then decide, on the basis of their success, to ask them to complete the dog worksheet. A similar approach could be taken with the dog and rabbit sheets.

After reading the text with the pupils, the teacher should discuss the tasks with the children, ensuring that they understand clearly how to complete the worksheet and reminding them to answer the questions using full sentences and correct punctuation.

National Curriculum levels

The worksheets are aimed at the following ability levels:

Cat worksheets are for pupils working confidently at Level 2. Dog worksheets are for pupils working towards Level 3. Rabbit worksheets are for pupils who are working confidently at Level 3.

3

Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012

Individual record sheetPupil’s name: __________________________________________________

Date of birth: __________________________________________________

Reading Level 2

I can show understanding when reading simple texts.

My reading of simple texts is generally accurate.

I can express opinions about major events or ideas in stories, poems and non-fiction.

I can use phonic skills in reading unfamiliar words and establishing meaning.

I can use graphic skills in reading unfamiliar words and establishing meaning.

I can use syntactic skills in reading unfamiliar words and establishing meaning.

I can use contextual skills in reading unfamiliar words and establishing meaning.

Reading Level 3

I can read a range of texts fluently and accurately.

I can read independently.

I use strategies appropriately to establish meaning.

In my responses to fiction I show understanding of the main points and I express preferences.

In my responses to non-fiction I show understanding of the main points and I express preferences.

I know the order of the alphabet.

I use my knowledge of the alphabet to locate books and find information.

Writing Level 2

My narrative writing communicates meaning.

My non-narrative writing communicates meaning.

I use appropriate and interesting vocabulary.

I show some awareness of the reader.

I can write a sequence of sentences to show ideas developing.

My sentences are sometimes demarcated by capital letters and full stops.

Usually, I can spell simple, monosyllabic words correctly or spell a phonetically plausible alternative.

My letters are accurately formed.

My letters are consistent in size.

Writing Level 3

My writing is often organised, imaginative and clear.

I use the main features of different forms of writing.

I am beginning to adapt my writing to different readers.

I use sequences of sentences to extend ideas logically.

I choose words for variety and interest.

The basic grammatical structure of my sentences is usually correct.

My spelling is usually accurate, including that of common, polysyllabic words.

I use punctuation accurately to mark sentences, including full stops, capital letters and question marks.

My handwriting is joined and legible.

4

5Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012

Joe went for an eye test. He sat in a big grey chair in a room with no windows.

The optician looked in his eyes. She asked Joe to look to the right. She looked carefully at each eye. Then he had to look to the left. He had to look up and he had to look down. All the time the optician looked in his eyes.

The optician shone a light in Joe’s eyes. Joe didn’t like it because it was very bright. She looked carefully in his right eye and then in his left eye.

Then the optician asked Joe to look at two white lights with black circles on them. He had to say whether the circles were smooth or bumpy. He had to describe whether they were clear or fuzzy.

Joe had to read some letters. He could read most of them. He could read the great big letter at the top. He could read the next three rows of letters as well but he couldn’t read the letters below those.

He had to wear some really strange glasses made of metal. Joe saw himself in the mirror. He thought he looked like a robot! The optician tried different lenses in the glasses. Some made his vision fuzzy. Some made his vision clear.

At last the optician said the test was over. She told Joe’s mum that he needed to get some new glasses. Joe was very pleased and

he chose some frames that made him look really good.

Eye test

6 Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012 Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012

Notes for teachersHelp the children to read the passage slowly and carefully, ensuring that they understand the story. Discuss the questions with them and encourage them to work out their answers orally before putting anything down on paper. Do they remember to write in complete sentences, using appropriate punctuation?

Name: _____________________________ Date: ______________

1 What colour was the chair that Joe sat in?

2 Who looked in Joe’s eyes?

3 Why didn’t Joe like the light?

4 What did Joe have to read?

5 What made Joe look like a robot?

6 Write about a time when you visited the optician or the dentist.

Eye test

7Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012 Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012

Name: _____________________________ Date: ______________

Notes for teachersHelp the children to read the passage slowly and carefully, ensuring that they understand the story. Discuss the questions with them and encourage them to work out their answers orally before putting anything down on paper. Do they remember to write in complete sentences, using appropriate punctuation? Note that to answer question 3 the pupils should describe the positions of the letters rather than attempting to list the actual letters that Joe would have seen.

1 In what directions did Joe have to look?

2 What did Joe have to notice about the circles?

3 Which letters could Joe read?

4 How did the optician use the strange glasses that Joe wore?

5 What did the optician decide about Joe’s eyes?

6 On a separate piece of paper, write about a time when you visited the optician or the dentist. Why did you have to go? What happened?

Eye test


1 What was the optician’s room like?

2 Why did the optician look so carefully into Joe’s eyes?

3 Why did Joe have to read the letters?

4 Why did he have to wear strange glasses?

5 How did the optician know that Joe needed some new glasses?

6 On a separate piece of paper, write about a time when you visited an optician or a dentist. Why did you have to go? Where did you have to go? What was special about the room you visited? What happened?

Name: _____________________________ Date: ______________

Notes for teachersHelp the children to read the passage slowly and carefully, ensuring that they understand the story. Discuss the questions with them and encourage them to write their answers in complete sentences, using appropriate punctuation. Can the pupils produce a detailed answer to question 6?

8 Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012

Eye test


My teacher’s car is a brand new carwith clean and shining wheels.“I am so proud,”she says out loud.I don’t know how she feels.

My teacher’s carwon’t get too far.It’s only got three wheels.It did have four, Not any more!I wonder how she feels.

My teacher’s carwon’t get too far.It’s only got two wheels.It did have three,then one broke free.I wonder how she feels.


My teacher’s carwon’t get too far.It’s only got one wheel.It did have two,but now not new.I wonder how she feels.

My teacher’s car’sa useless car‘cos it has got no wheels.She’s got a bike,or she could hike.I wonder how she feels.

My teacher’s car


Notes for teachersHelp the children to read the poem, ensuring that they understand the simple sequence of events. Discuss the questions with them and encourage them to work out their answers orally before putting anything down on paper. Do they remember to write in complete sentences, using appropriate punctuation?

1 What is the teacher’s car like to start with?

2 How does the car change in verse two of the poem?

3 What happened to a wheel in verse three?

4 How many wheels has the car got in verse four?

5 What is the car like at the end of the poem?

6 How do you think the teacher feels about the car at the end?

Name: _____________________________ Date: ______________

My teacher’s car


1 How does the teacher feel in verse one of the poem?

2 Why does she feel that way?

3 What happens to the car?

4 What could be causing the problems with the wheels?

5 How do you think the teacher feels by the end of the poem?

6 How can the teacher manage without a car?

Name: _____________________________ Date: ______________

Notes for teachersHelp the children to read the poem, ensuring that they understand the simple sequence of events. Discuss the questions with them and encourage them to work out their answers orally before putting anything down on paper. Do they remember to write in complete sentences, using appropriate punctuation?

My teacher’scar


Notes for teachersGive the children the poem to read by themselves. Are they able to write out the simple story, perhaps adding their own details to expand upon the sequence of events? Do they remember to write in complete sentences, using appropriate punctuation?

Name: _____________________________ Date: ______________

Read the poem ‘My teacher’s car’. The poem tells a story. Write the story in your own words, describing what happens. Try to explain how the teacher feels and how she or he is going to manage for transport in future.


My teacher’s car


The text below is from ‘Tirok’, a story set in the future, about a boy and his alien friends on a journey to Earth. At this point in the story they are beginning to uncover a mystery. On their spacecraft there is a tunnel not shown on any plan of the ship.

The tunnel shaped walkway, down which they quietly crept, appeared to be much like all the others on the Endeavour. Yet somehow it felt quite different. In other parts of the vessel there was the hum of quietly running engines, the chatter of voices in many different languages and the intermittent messages heard over the ship’s communication system. Here however, on this newly found route, there was just an eerie silence.

As they followed the curved way forward, the sense of courage they had started out with gradually ebbed away.

Jen was the first to voice what they were all beginning to think when she whispered, “Maybe this wasn’t such a smart idea, it’s rather eerie along here.”

“I think you could be right,” agreed Sote, also in a whisper. “Let’s just go on for a few more minutes, and if we don’t find anything interesting we’ll turn back.”

They continued to follow the winding path. It took them past several unusual gleaming silvery doors. At each, they paused hoping there would be a way of seeing inside. Outside the third one, Tirok noticed that Jen had the sort of look on her face that you might expect a person to have if they were concentrating very hard on a particularly tricky piece of school work. The three friends were a little disappointed that all the doors were very solid and very closed.

Shortly after passing the fourth door, they arrived at a very strange junction. To be more exact they nearly fell down it. The path quite suddenly dropped about a metre, before splitting in three different directions. Luckily Tirok, always observant, had spotted it just in time. His arm suddenly shot out to bar the way to the others, preventing them from taking a nasty tumble.

“That was close!” said Jen. By Judy Richardson


Tirok and the tunnel – part 1


Notes for teachersRead the passage through with the children – do they understand what is happening in the story? When tackling the first three questions, encourage pupils to look at all the possible answers before deciding which one is correct.

Name: _____________________________ Date: ______________

Ring the correct answers to the questions.

1 How many children are in the story?

One two three four

2 How did the children speak?

They They They They sang. whispered. shouted. laughed.

3 Where were the children walking?

On a hill. Along a street. By a river. In a tunnel.

Answer each of the next questions with a full sentence.

4 What were the doors like?

5 How many doors did they pass?

6 What did Tirok spot just in time?

Tirok and thetunnel – part 1



1 Which word is nearest in meaning to ‘winding’?

curved straight vertical horizontal

2 Which word is nearest in meaning to ‘followed’?

disappointed chased after pursued

3 Who was the first person to speak?

Tirok Jen Sote the captain

Answer the questions below using full sentences.

4 Who suggested turning back?

5 Why were the children disappointed?

6 What was strange about the junction?

Name: _____________________________ Date: ______________

Notes for teachersAsk the children to read the story out loud, taking it in turns to read – do they understand what is happening in the story? When tackling the first three questions, encourage pupils to look at all the possible answers before deciding which one is correct. They may find a dictionary or thesaurus helpful.



Name: _____________________________ Date: ______________

Notes for teachersAsk the children to read the passage to themselves before reading it out loud to each other in pairs. Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?



1 Which word is nearest in meaning to ‘intermittent’?

occasional continuous constant regular

2 Which word is nearest in meaning to ‘gleaming’?

shiny locked double glowing

3 Why did Tirok’s arm shoot out?

To hit an To block To catch To hit the animal. the way. Jen. light switch.


4 Why was Tirok good at spotting any danger?

5 Describe the walk that the children have taken.



“What a strange arrangement,” commented Sote. “There is a drop then we would have a choice of three ways. I really don’t think it would be wise to go any further.”

“Well not today anyway,” agreed Jen. For the first time since they had started, Tirok spoke. His voice was

very quiet and tinged with anxiety. “I have a nasty feeling that we would be in real trouble if we were found here.” (By this he didn’t mean the sort of trouble you might get into if you were caught in the wrong classroom during the lunch break, he meant the sort of trouble spelt D – A – N – G – E – R!)

“We should go back quickly and quietly and talk about it properly when we know we are safe.”

No one argued with such an obviously sensible idea, and no one spoke as they headed back the way they came. Again they were aware of the complete silence, broken only by the hushed sound of their soft-soled shoes on the glistening floor beneath their feet. It was not a moment too soon for any of them when they emerged onto Floating Walkway 17 on deck 42.

Feeling very relieved, the three adventurers quickly found the café, ordered drinks and chocolate muffins and began to talk about the tunnel. Back in the usual busy atmosphere of this part of the ship the children began to feel that perhaps they had imagined the danger. Perhaps they had misread the map and had been down a corridor that was, after all, quite ordinary. Perhaps the silver doors were just entrances to work rooms. Or perhaps they had imagined the whole thing.

Never, however, do three people all imagine the same thing at the same time. Little could they possibly have imagined the extent of the danger they had come close to in that walkway and just how perilous it would be to go past the three way junction they had reached that day.

Feeling quite cheered, Tirok, Jen and Sote arranged to meet up again the next day to do some more exploring. That was when the trouble would really begin.

By Judy Richardson


Tirok and the tunnel – part 2


Notes for teachersThis passage follows on from part 1 on page 13. Read the passage through with the children – do they understand what is happening in the story? Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?


1 Which word is nearest in meaning to ‘nasty’?

mean horrible smelly ugly

2 Which word is nearest in meaning to ‘trouble’?

strife prison crime danger

3 What did the children eat?

muffins nothing chocolate biscuits

Answer each of the next questions with a full sentence.

4 What were the children’s shoes like?

5 What deck did they arrive at?

6 What did the children decide to do the next day?

Name: _____________________________ Date: ______________



Name: _____________________________ Date: ______________

Notes for teachersThis passage follows on from part 1 on page 13. Ask the children to read the story out loud, taking it in turns to read – do they understand what is happening in the story? Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?


1 Which word is nearest in meaning to ‘drop’?

fall break clumsy release

2 Which word is opposite in meaning to ‘sensible’?

clever stupid sensitive sensation


3 Where did the three children first feel safe again?

4 What did they buy at the café?

5 How did their feelings change when they were at the café?

6 What might happen the next day?



Name: _____________________________ Date: ______________

Notes for teachersThis passage follows on from part 1 on page 13. Ask the children to work in pairs, reading the story out loud to each other. Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?



1 Which word is nearest in meaning to ‘caught’?

kidnapped snatched found arrested

2 Which word is nearest in meaning to ‘perilous’?

dangerous tortuous scandalous mysterious


3 How can we tell that the space-ship is very large?

4 What was the area near the café like?

5 Why did their feelings change when they were at the café?

6 What could happen next? On a separate sheet of paper write a continuation of the story.



The Sydney Opera House is one of the most famous buildings in the world. It is situated alongside the harbour in the city of Sydney in Australia.

Although it is in Australia, the Opera House was designed by an architect from Denmark. Jom Utzon produced his design in 1957 but the building wasn’t finished until sixteen years later.

Many performing arts events take place in the Sydney Opera House, not just opera! People can visit the Opera House to watch plays, ballet or other performances. They can also listen to music performed by orchestras or pop singers.

Over seven million people come to the Sydney Opera House each year just to see the amazing building. It has several different sections including a concert hall, three theatres and two other large halls. All of these are contained in the giant shapes that look like shells or sails.

Another famous landmark nearby is the Sydney Harbour Bridge, which was completed in 1932.


Sydney Opera House


Notes for teachersHelp the children to read the passage, ensuring that they understand that it is a piece of non-fiction writing. They may find it helpful to see other photographs of the building, perhaps by using computer software to show satellite images. Discuss the questions with them and encourage them to write their answers in full sentences.

1 In which country is the Sydney Opera House?

2 What does an architect do?

3 What country was the architect of the Sydney Opera House from?

4 How many years did it take to build the Sydney Opera House?

5 How many people visit the Sydney Opera House each year?

6 What other famous building is near to the Sydney Opera House?

Name: _____________________________ Date: ______________

Sydney Opera House


1 Where is the Sydney Opera House?

2 When was the Sydney Opera House first designed?

3 In what year was the Sydney Opera House completed?

4 What performing arts events could you see at the Sydney Opera House?

5 How many theatres are contained within the Sydney Opera House?

6 How much older than the Sydney Opera House is the Sydney Harbour Bridge?

Name: _____________________________ Date: ______________

Notes for teachersHelp the children to read the passage, ensuring that they understand that it is a piece of non-fiction writing. They may find it helpful to see other photographs of the building, perhaps by using computer software to show satellite images. Discuss the questions with them and encourage them to write their answers in full sentences.

Sydney Opera House


1 Why do you think the Sydney Opera House is so famous?

2 What was the nationality of the architect of the Sydney Opera House?

3 Why might people visit the Sydney Opera House?

4 Where might you go in this country to see performing arts events?

5 Do you know any famous buildings in this country? Find out about one of them and write some key points about it.

Name: _____________________________ Date: ______________

Notes for teachersEnsure that the children understand that the passage is a piece of non-fiction writing. They may find it helpful to see other photographs of the building, perhaps by using computer software to show satellite images. Discuss the questions with them and encourage them to write their answers in full sentences. Talk about ideas that they could use to answer question 6. They may need some help finding information about their chosen building.


Sydney Opera House

Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012 25Andrew Brodie: More Improving Comprehension for Ages 8–9 © A&C Black, Bloomsbury Publishing 2012

General informationThe golden eagle is a large bird of prey. Golden eagles live in mountainous areas though some also live by the coast. Most of the golden eagles in the United Kingdom live in the Highlands of Scotland. They are not easy to see as they tend to keep away from humans.

HabitatMountains, high forests, sea coasts.

NestingGolden eagles’ nests are known as eyries. The eyrie is made from sticks and is usually located on the edge of a cliff. The eagle usually lays two eggs, which are dull white in colour. The eggs take about six weeks to hatch. The eaglets begin to learn to fly about eleven or twelve weeks after hatching.

IdentificationThe golden eagle is very large and has a wing-span of approximately two metres. The adult is dark brown with a golden tinge to the head. Eagles can be seen soaring in the sky but they sometimes fly with slow wing beats.

FoodGolden eagles mainly eat rabbits, hares, grouse and other small birds. They will also take small lambs. They swoop down on their prey, travelling at a speed of up to ninety miles per hour.

Golden Eagle


Notes for teachersUnlike most of the comprehension exercises in this book, it is not essential that the children read the whole of the text before attempting the questions. A reference sheet such as this is designed so that information can be found quickly.

Look at the information about golden eagles then answer the questions below.

1 Which section tells us what the golden eagle looks like?

2 Where in this country could we see golden eagles?

3 What is the special name for the nest?

4 What do golden eagles eat?

5 What colour is the golden eagle?

6 Why might it be difficult to see golden eagles?

Name: _____________________________ Date: ______________

Golden Eagle


Look at the information about golden eagles then answer the questions below.

1 How many eggs does a female golden eagle normally lay at breeding time?

2 In what type of landscape might we find golden eagles?

3 How do golden eagles catch the animals they eat?

4 What is the wing-span of a golden eagle?

5 What do golden eagles make their eyries from?

6 Describe how golden eagles fly.

Name: _____________________________ Date: ______________


Golden Eagle


Look at the information about golden eagles then answer the questions using full sentences. Check your punctuation carefully.

1 What do you know about the golden eagles’ eyries?

2 Approximately how long after the eggs are laid do the young birds learn to fly?

3 What are the young golden eagles known as?

4 In which part of Scotland do golden eagles live?

5 Why might farmers not like golden eagles?

6 Using books or a computer find out about Sea Eagles. On a separate piece of paper, describe the sea eagle.

Name: _____________________________ Date: ______________



Golden Eagle


Here are the months of the year in order:

JanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovember December


This rhyme tells you about the number of days in each month.

Thirty days has September,April, June and November.All the rest have thirty-one,Except February alone,Which has twenty-eight days clear,And twenty-nine in each leap year.

Months of the years


Notes for teachersEncourage the children to search for the information needed to answer the questions using the months of the year sheet on page 29 for reference.

Look at the information about months of the year then answer the questions using full sentences. Check your punctuation carefully.

1 Which month follows March?

2 Which month is immediately before September?

3 Which months are in the summer?

4 Which months are in the autumn?

5 Which months are in the winter?

6 Which months are in the spring?

Name: _____________________________ Date: ______________Months of the year



1 Which month follows August?

2 Which month is immediately before June?

3 How many months have thirty days?

4 How many months have thirty-one days?

5 How many days are there in April?

6 How many days are there in August?

Name: _____________________________ Date: ______________

Notes for teachersEncourage the children to search for the information needed to answer the questions using the months of the year sheet on page 29 for reference.

Months of the year



1 Which month follows January?

2 Which month is immediately before January?

3 Which months have thirty days?

4 Which months have thirty-one days?

5 How many days are there altogether in the first six months of the year, when it is not a leap year?

6 How many days are there altogether in the second six months of the year?

Name: _____________________________ Date: ______________

Notes for teachersEncourage the children to search for the information needed to answer the questions using the months of the year sheet on page 29 for reference. You may like to discuss the current month and season.


Months of the year


Eliza went on holiday with her mum and dad. They set off from their home in Somerset, which is in the South-West of England.

First they travelled in a north-easterly direction towards Bristol, then they headed north. They stopped in Birmingham to visit some relatives, then they continued north until they reached the Lake District.

They stayed in the Lake District for two nights. While they were there they visited Beatrix Potter’s house and they enjoyed a boat trip on Lake Windermere.

From the Lake District the family headed north across the border into Scotland. It then took about three hours to reach the wooden lodge that they were going to stay in for four nights. The lodge was situated right next to a loch and had beautiful views of mountains. It was equipped with a hot tub so they were able to relax in the bubbling water and look out at the scenery.

When they left Scotland, Eliza and her parents travelled south, back into England. After a long journey they reached Sheffield, where they attended the wedding celebrations of Eliza’s cousin.

The family stayed in Sheffield for one night then continued travelling south to visit more relatives in London. They stayed there for a couple of hours then headed west. They were glad to reach home for a rest!


Holiday journey

N

W E

S


Notes for teachersHelp the children to read the passage, ensuring that they understand the sequence of events. Discuss the questions with them and encourage them to work out their answers orally before putting anything down on paper. Do they remember to write in complete sentences, using appropriate punctuation?

1 Who went on holiday?

2 Where did they set out from?

3 Why did they stop in Birmingham?

4 How long did they stay in the Lake District?

5 What sort of building did they stay in for four nights?

6 How long did they stay in Sheffield?

Name: _____________________________ Date: ______________

Holiday journey


1 Which direction is opposite to West?

2 Which three cities do we know the family visited?

3 What tourist activities did the family undertake when they were in the Lake District?

4 What was the scenery like at the lodge?

5 Why did the family visit Sheffield?

6 How long did they stay in London?

Name: _____________________________ Date: ______________

Notes for teachersHelp the children to read the passage, ensuring that they understand the sequence of events. Discuss the questions with them and encourage them to work out their answers orally before writing anything. Do they remember to write in complete sentences, using appropriate punctuation?

Holiday journey


1 Which direction is opposite to South-West?

2 In which three places did the family stay for at least one night?

3 Which city, mentioned in the story, did the family not stop at?

4 Write the places the family visited, in order.

5 Write the directions the family followed, in order.

6 On a separate sheet of paper, write about a journey that you have undertaken.

Name: _____________________________ Date: ______________

Notes for teachersHelp the children to read the passage, ensuring that they understand the sequence of events. Discuss your own location – in which part of the country is it? Encourage the children to talk in terms of compass directions.


Holiday journey


The following passage concerns a boy called Hugo who has accidentally shrunk to be just twelve centimetres tall. His mum has sent him to have a bath but he has the challenge of how to get in!

Hugo kept on his swimming shorts that he had put on at lunchtime. Then he turned to face the bath: the big question was how was he supposed to get in it? He couldn’t even see the taps from where he was, although he could hear the water gushing out of them.

He looked along the bath to the washing basket. Well, it was called a washing basket but it wasn’t actually a basket at all. It was made of wooden slats all slotted together in a criss-cross pattern so that between the slats there were square holes – perfect for putting hands and feet into, for anyone who was about twelve centimetres tall. Hugo ran to the washing not-basket and began climbing. It was actually quite scary because the top of the bath was nearly four times his height, but Hugo was feeling brave and very soon was able to swing himself off the side of the washing not-basket and on to the top edge of the bath.

The view from the top was also quite frightening. He could see the taps at the far end of the bath and he could see a lot of water in the bath already, but how could he reach the taps?

He managed to crawl on hands and knees very carefully along the top of the end of the bath until he reached the side of the bath that was against the wall. At least there was a wider ledge that he could walk along and, if he was careful, he wouldn’t slither down into the bath water. In places, though, there were obstacles!

The first thing he came across was quite easy to deal with. It was one of those bright pink fuzzy things, made of a sort of netting, which his mum used for washing with. It was extremely light and Hugo was able to just tip it over the side into the bath.


Hugo has a bath


Notes for teachersRead the passage through with the children – do they understand what is happening in the story? Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?


1 Which word is nearest in meaning to ‘challenge’?

obstacle task fight habit

2 Which word is nearest in meaning to ‘scary’?

frightening scared cruel horrible

3 What could Hugo hear?

his mum the radio water dripping water gushing

Use full sentences to answer the questions below.

4 What was the washing basket like?

5 How tall is Hugo?

6 How did Hugo move along the edge of the bath?

Name: _____________________________ Date: ______________

Hugo has a bath



1 Which word is opposite in meaning to ‘perfect’?

imperfect useless perfectly suitable

2 Which word is nearest in meaning to ‘slither’?

slip slap slop slope

3 What did Hugo use to climb on to the bath?

the taps the washing his swimming the pink basket shorts netting


4 About how high was the top of the bath?

5 Why did Hugo need to reach the taps?

6 How did Hugo deal with the first obstacle?

Name: _____________________________ Date: ______________

Notes for teachersRead the passage through with the children – do they understand what is happening in the story? Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?

Hugo has a bath



1 Which word is opposite in meaning to ‘accidentally’?

unintentionally purposefully purposely intention

2 Which word is nearest in meaning to ‘perfect’?

ideal good useless fine

3 What was frightening?

The gushing The flood. The view. The pink water. netting.


4 Why was the washing basket so useful?

5 What other obstacles might Hugo find along the edge of the bath?

6 Imagine if you were only 12 centimetres tall. What adventure might you have?

Name: _____________________________ Date: ______________

Notes for teachersAsk the children to read the passage, then check that they understand the sequence of events. Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context? Question 5, and particularly question 6, require the children to use their own ideas for writing.


Hugo has a bath


Here is a short play script.

Ali: Oh no, it’s raining! Boz: Don’t worry, I’ve brought the umbrella. Ali: Can I carry it? Boz: No, it’s my umbrella. Ali: Wouldn’t hurt to let me carry it. Boz: No, it’s my umbrella. Ali: Oh, go on, Boz! Don’t be mean! Boz: Oh, all right then!

Ali carries the umbrella for a while, then begins passing it from one hand to the other.

Ali: It’s heavy this umbrella. Boz: Yes, it is quite a heavy one. Ali: My arms are tired. Boz: Well, I’m not carrying it! Ali: But you wanted to in the first place. You said, ‘no, it’s my umbrella’! Boz: I know I did but I kindly let you carry it so you can carry it!

I don’t want to any more. Ali: Oh, please, Boz. My arms are tired! Boz: Oh, all right then!

Boz takes the umbrella and they continue walking.

Ali: Boz. Boz: What now? Ali: It’s stopped raining!


Umbrella


Notes for teachersRead the play script through with the children. If possible, encourage them to act it out in pairs – this will help them with their understanding of the simple story. Repeated reading to practise performing the play helps pupils to gain new reading vocabulary and to improve confidence in reading.

Name: _____________________________ Date: ______________


1 What type of writing is this passage?

A play script. A poem. A newspaper article. Prose.

2 How many people appear in the story?

one two three four


3 What are the names of the people in the story?

4 What are the people arguing about?

5 Who was carrying the umbrella to start with?

6 Who was carrying the umbrella at the end of the story?

Umbrella Umbrella



1 Who brought the umbrella?

2 What did Ali want to do?

3 Why didn’t Boz want Ali to carry the umbrella?

4 Do you think the characters are boys or girls?

5 Why did Ali change his or her mind about carrying the umbrella?

6 What do we know about the umbrella?

Name: _____________________________ Date: ______________

Notes for teachersEncourage the children to act out the script in pairs – this will help them with their understanding of the simple story. Repeated reading to practise performing the play helps pupils to gain new reading vocabulary and to improve confidence in reading.

Umbrella



1 Who did the umbrella belong to?

2 Why does some of the passage appear in italic writing?

3 How do you feel that Boz behaved towards Ali? Did this change during the story?

4 Which character is older, do you think? Why do you think this?

5 What do you think is the relationship between the two characters? Give some evidence to explain your answer.

Name: _____________________________ Date: ______________

Notes for teachersEncourage the children to act out the script in pairs – this will help them with their understanding of the simple story. Pupils will need to make their own interpretations of the story to find answers to questions 3, 4 and 5. They may feel that Ali and Boz are friends or they may think that they are siblings – either of these relationships could be the correct answer to question 5 (or, indeed, there may be other possible relationships) provided the children can give reasons why they have chosen a particular relationship.


Umbrella


Mr Steele’s got hairy ears,Mr Steele’s got spots.Mr Steele’s got bright red eyes.What else has he got?

Mr Steele’s got a pointy nose,Mr Steele’s got claws.Mr Steele’s got sharp green teeth,And bites with fierce jaws.

Mr Steele’s just marked my work,Mr Steele just moans. When I walk towards his desk,He groans and groans and groans.


Mr Steele


Notes for teachersRead the poem with the children, ensuring that they understand the viewpoints: ie, do they understand that the writer must be a child and that Mr Steele must be the teacher? Discuss the questions with them – ask them to prepare answers orally. Note that questions 3 and 4 could each be answered with one word but pupils should be encouraged to write them in full sentences.


1 How many verses does this poem have?

2 How many lines are there in each verse?

3 Which word rhymes with ‘claws’?

4 Which word rhymes with ‘spots’?

5 Which other words rhyme?

6 What do you think Mr Steele’s job is?

Name: _____________________________ Date: ______________

Mr Steele



1 What sort of writing is this?

2 Which pairs of words rhyme?

3 Look at the first verse. How many syllables are there in the first line?

4 Do the first lines of the other two verses have the same number of syllables as the first line of verse one?

5 Who do you think the writer of the poem is?

6 What is Mr Steele’s relationship to the writer?

Name: _____________________________ Date: ______________

Notes for teachersRead the poem with the children, ensuring that they understand the viewpoints: ie, do they understand that the writer must be a child and that Mr Steele must be the teacher? Discuss the questions with them – question 1 could be answered simply with ‘This is a poem’ but the children may also state that it rhymes and that it has three verses each with four lines. Question 4 could have ‘yes’ or ‘no’ as the answer, but encourage the children to expand on this to make appropriate comparisons between the verses.

Mr Steele



1 Describe the structure of the first verse. Think about any rhyming words as well as the number of syllables in each line.

2 Compare verses two and three with verse one. What is similar about them? What is different?

3 Use information from the poem to help you to describe Mr Steele.

4 Can you write an extra verse for the poem?

Name: _____________________________ Date: ______________

Notes for teachersRead the poem with the children, ensuring that they understand the viewpoints: ie, do they understand that the writer must be a child and that Mr Steele must be the teacher? Question 4 could have ‘yes’ or ‘no’ as the answer, but encourage the children to complete the task implied by the question!


Mr Steele


He’s nothing much but furAnd two round eyes of blue,He has a giant purrAnd a tiny mew.

He darts and pats the air,He starts and cocks his ear,When there is nothing thereFor him to see and hear.

He runs around in rings,But why we cannot tell;With sideways leaps he springsAt things invisible –

Then halfway through a leapHis startled eyeballs close,And he drops off to sleepWith one paw on his nose.

by Eleanor Farjeon


A kitten


Notes for teachersRead the poem with the children, ensuring that they realize that it is about a kitten. Can they visualize what the kitten is doing in each verse? Talk about the questions – ask them to prepare answers orally before writing them down. Encourage them to use full sentences with appropriate punctuation.

Name: _____________________________ Date: ______________


1 How many verses does this poem have?

2 How many lines are there in each verse?

3 Which word rhymes with ‘air’?

4 Which word rhymes with ‘springs’?

5 Which other words rhyme?

A kitten A kitten



1 What sort of writing is this?

2 Which pairs of words rhyme in verse one?

3 Look at the first verse. How many syllables are there in the last line?

4 Do the last lines of the other two verses have the same number of syllables as the last line of verse one?

5 Who wrote the poem?

6 What sort of things does the kitten spring at?

Name: _____________________________ Date: ______________

Notes for teachersAsk four children to read a verse each – the poem could be read out loud several times with different children reading different verses. Discuss the questions with them – question 1 could be answered simply with ‘This is a poem’ but the children may also state that it rhymes and that it has four verses each with four lines. Question 4 could have ‘yes’ or ‘no’ as the answer, but encourage the children to expand on this to make appropriate comparisons between the verses.

A kitten



1 Describe the structure of the first verse. Think about any rhyming words as well as the number of syllables in each line.

2 Compare the other verses to verse one. What is similar about them? What is different?

3 Use information from the poem to help you to describe the kitten.

4 Which two words do not fit with the rhyming pattern of the poem?

5 Write a verse of a poem about a bird or an animal of your choice. Try to follow a similar rhyming pattern to that found in ‘The Kitten’.

Name: _____________________________ Date: ______________

Notes for teachersAsk four children to read a verse each – the poem could be read out loud several times with different children reading different verses. Some children will need help with ideas before attempting the task in question 5.


A kitten


Fifty years ago Eleanor Farjeon was a very well known author of children’s stories and poems. For example, she wrote the poem ‘A Kitten’. Have you ever heard of her?

Eleanor Farjeon was born on 13th February 1881 and was known to her family as Nellie. She was often ill when she was a child. Although she had poor eyesight, she read lots of books and she began to write her own stories when she was very young.

When she grew up, Eleanor wrote books for children but she also wrote poems and plays. She was awarded with important prizes for her work, including the Carnegie Medal and the Hans Christian Anderson Medal.

Eleanor’s stories may seem very old-fashioned to us now but many of us still know her famous song ‘Morning has Broken’. This song is often sung in school assemblies and in churches but it was once a top ten pop song. A singer called Cat Stevens released the song in 1971.

Morning has broken, like the first morning.Blackbird has spoken, like the first bird.Praise for the singing, praise for the morning,Praise for the springing fresh from the word.

Sweet the rain's new fall, sunlit from heaven,Like the first dewfall, on the first grass,Praise for the sweetness of the wet garden,Sprung in completeness where his feet pass.

Mine is the sunlight, mine is the morning,Born of the one light, Eden saw play.Praise with elation, praise every morning,God's recreation of the new day.


Eleanor Farjeon


Notes for teachersRead the passage through with the children – do they understand that it is a non-fiction biography? Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?


1 Which word is nearest in meaning to ‘very well known’?

unknown familiar famous fabulous

2 Which word is nearest in meaning to ‘ill’?

well poor sickness unwell


3 In what year was Eleanor born?

4 What was Eleanor’s surname?

5 What famous song did Eleanor write?

6 In the song, which word rhymes with ‘pass’?

Name: _____________________________ Date: ______________Eleanor Farjeon



1 Which word is opposite in meaning to ‘very well known’?

unknown familiar famous infamous

2 Which word is nearest in meaning to ‘stories’?

poems scripts prose tales


3 What type of materials did Eleanor write?

4 What was Eleanor’s nickname as a child?

5 Which pairs of words rhyme in the song?

6 In the song, what is the difference between the last line compared to the other lines of each verse?

Name: _____________________________ Date: ______________

Notes for teachersRead the passage through with the children – do they understand that it is a non-fiction biography? Encourage them to consider the words in questions 1 and 2 in the context of the passage – which of the options would work best in the context?

Eleanor Farjeon



1 Which word could be used in place of ‘despite the fact that’?

example through released although

2 Which word is nearest in meaning to ‘author’?

writer poet playwright songwriter


3 How many years ago was Eleanor born?

4 From reading the passage, what do you know about her childhood?

5 Describe the structure of the first verse of the song. Think about any rhyming words as well as the number of syllables in each line.

�6 Compare the other verses to verse one. What is similar about them? What is different?

Name: _____________________________ Date: ______________

Notes for teachersRead the passage through with the children – do they understand that it is a non-fiction biography? As an extension activity you could ask the children to compose their own verse for the song – encourage them to follow the structure, scan and rhyming pattern of the verses in the actual song.


Eleanor Farjeon


Just as it began to get dark, Jason looked out of his bedroom window at the house across the road. New neighbours had moved in that very day and Jason was curious about them. He thought he had seen a boy of about his own age but he couldn’t be sure.

What was that? Looked like a flash. There it was again. Must be someone using a torch. There were lots of flashes. Some of the flashes seemed to last longer than others. Jason watched carefully.

Flash, flash, flash, flash. Gap. Flash. Gap. Flash, long flash, flash, flash. Gap. Flash, long flash, flash, flash. Gap. Long flash, long flash, long flash.

What was that all about? Jason sat back on his bed and puzzled, then he looked out of the window again and the whole process started all over for a second time.

He rushed downstairs to get his dad’s torch, which was kept in the boiler cupboard, then he rushed upstairs again. He opened the bedroom curtain and clicked the torch on but he didn’t know how many flashes he should do so he just left it on. Sadly, there was no reply from the window of his new neighbour’s house.

The next day at school, Jason asked his teacher if there was a way of sending messages by flashing a light.

“Oh yes,” said Miss Porter. “It’s called Morse Code. You can spell out individual letters to make words just by giving different length flashes. A short flash is called a dot and a long flash is called a dash. Why don’t you look it up on the internet?”

Jason rushed to the computer and typed ‘morse code’ into the search engine.


New neighbour (1)


Notes for teachersHelp the children to read the text, perhaps by asking them to take turns to read paragraphs. Do they understand the sequence of events? Talk about the questions and encourage the children to compose sentences orally before they write them down.


1 What was Jason curious about?

2 What did Jason see?

3 Why did Jason rush downstairs?

4 What was Jason’s teacher’s name?

5 What is the name of the code?

6 What are dots and dashes in the code?

Name: _____________________________ Date: ______________

New neighbour (1)



1 Why was Jason interested in the new neighbours?

2 Whose torch did Jason collect?

3 What did Jason do with the torch?

4 Why was Jason disappointed?

5 How is Morse Code used?

6 What did Jason’s teacher suggest he should do?

Name: _____________________________ Date: ______________

Notes for teachersAsk the children to take turns to read paragraphs. Do they understand the sequence of events? Talk about the questions and encourage the children to compose sentences orally before they write them down.

New neighbour (1)



1 Who do you think might be trying to contact Jason?

2 Why might this person be trying to contact Jason?

3 What was Jason puzzled about?

4 How many different letters were flashed to Jason in Morse Code?

5 How did Jason find out about Morse Code?

6 How would you find out about Morse Code?

Name: _____________________________ Date: ______________

Notes for teachersAsk the children to take turns to read paragraphs. Do they understand the sequence of events? Talk about the questions and encourage the children to compose sentences orally before they write them down. Check that the sentences are punctuated appropriately.


New neighbour (1)


Jason couldn’t wait for it to go dark. He hoped that his new neighbour would send a message again because now he would be able to work out what it said. He carefully placed the computer print-out of Morse Code on his window-sill.

The streetlights came on but there was no sign of any lights in the house across the road. Jason yawned and waited. His eyes became tired because he was staring so much, so he decided to lie down on his bed to wait. He would keep checking every few minutes.

“Jason! Jason!” Mum’s voice called up the stairs. “Only ten minutes until supper!”

Jason leapt up. He couldn’t believe he’d fallen asleep. He looked out of the window and stared across the road. Yes! The torch was flashing. He watched carefully and wrote down the dots and dashes.

Flash, flash, flash, flash. That was four dots.Flash. One dot. Flash, long flash, flash, flash. Dot, dash, dot, dot. Flash, long flash, flash, flash. Dot, dash, dot, dot. Long flash, long flash, long flash. Dash, dash, dash.He looked up each letter on his Morse Code print-out and worked out what

the message said. He decided to send back his own message. Jason picked up the torch and very carefully flashed the message: My name is Jason.

As soon as he had finished his message, Jason watched the reply coming back from across the road. ‘My name is Sam.’

“Supper!” called Mum from downstairs.


A . – G – – . M – – S . . . Y – . – – 5 . . . . .B – . . . H . . . . N – . T – Z – – . . 6 – . . . . C – . – . I . . O – – – U . . – 1 . – – – – 7 – – . . .D – . . J . – – – P . – – . V . . . – 2 . . – – – 8 – – – . .E . K – . – Q – – . – W . – – 3 . . . – – 9 – – – – .F . . – . L . – . . R . – . X – . . – 4 . . . . – 0 – – – – –

New neighbour (2)


Notes for teachersHelp the children to read the text, perhaps by asking them to take turns to read paragraphs. Do they understand the sequence of events? Talk about the questions and encourage the children to compose sentences orally before they write them down. Ensure that the children can see clearly the print out of Morse Code.


1 What did Jason put on his window-sill?

2 Why did Jason’s mum call him?

3 What was the first letter that Jason saw flashed out in Morse Code?

4 What was the second letter that Jason saw flashed out in Morse Code?

5 How would Jason flash out the first letter of his message in Morse Code?

6 What was the name of the boy who lived across the road?

Name: _____________________________ Date: ______________

New neighbour (2)



1 Why did Jason place the Morse Code print out on his window-sill?

2 Why did Jason get so tired?

3 What woke Jason?

4 What was the first message that Jason received?

5 How would Jason flash out his message in Morse Code? Show the message in dots and dashes.

Name: _____________________________ Date: ______________

Notes for teachersAsk the children to take turns to read the paragraphs of the text. Do they understand the sequence of events? Talk about the questions and encourage the children to compose sentences orally before they write them down. Ensure that the children can see clearly the print out of Morse Code.

New neighbour (2)


Notes for teachersAsk the children to take turns to read the paragraphs of the text. Do they understand the sequence of events? Talk about the questions and encourage the children to compose sentences orally before they write them down. Ensure that the children can see clearly the print out of Morse Code.


1 How did Jason nearly miss the message from across the road?

2 How would Sam flash out the final message in Morse Code? Show the message in dots and dashes.

3 What message would you send in Morse Code and who would you send it to? On the back of the sheet, write the message in Morse Code dots and dashes.

4 What do you think could happen next in the story?

Name: _____________________________ Date: ______________New

neighbour (2)

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