teachers' guide

NEW HORIZONS FOR PRIMARY SCHOOLS

Teachers Guide Manual for Formulating Reading

Comprehension Questions

The Newof th

Samuel S. Myers, Literacy Specialist Jurez & Associates, Inc.

Laurel Brent-Harris, Literacy Specialist Ministry of Education, Youth & Culture

Horizons for Primary Schools (NHP) is a seven-year, joint initiative e Government of Jamaica (GOJ) and the United States Agency

for International Development (USAID)

April 2004

1

Teachers Guide Manual for Formulating Reading

Comprehension Questions

Grades 1 6

Samuel S. Myers Laurel Brent-Harris

2

Contents

Acknowledgements Introduction The Barrett Taxonomy Applying the Barrett Taxonomy Sample Selection 1, Needing a Friend Application of the Barrett Taxonomy Based on Needing a Friend Sample Selection 2, Mists of Change Application Exercise Based on Mists of Change Samples of Reading Comprehension Questions GRADE 1

GRADE 2

GRADE 3

GRADE 4

GRADE 5

GRADE 6

4 5 8 13 16 19 23 26 27 28 43 59 77 96 116

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Acknowledgements

We express our sincere thanks and appreciation to Carlis Wolfe-Sittol and Vilma Bryan, NHP

Associates, for the tremendous job they performed in refining and rewriting the Comprehension

questions initially formulated by the teachers during the Cluster Workshops. Their contribution

made our editing and collating tasks, in producing the final product, much easier.

S.M.

L.B-H.

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THE GUIDE MANUAL FOR FORMULATING READING

COMPREHENSION QUESTIONS

INTRODUCTION

This Teachers Guide Manual is based on your work during literacy cluster workshop activities,

October 2002 to May 2003, involving the New Horizons for Primary Schools.

These workshops emphasized the view that every aspect of reading instruction is directed toward

one primary objective: the childs ability to comprehend what he/she reads. Accordingly, the

overall purpose was to help you develop a clear concept of reading comprehension and to apply

this understanding in the planning of a systematic approach to help children develop the ability

to comprehend what they read.

IMPORTANT REMINDERS

Different types of information may be derived from reading the same material. For instance, one

may read to find: the main idea; supporting details; or to draw inferences, etc. Since these types

of information represent outcomes of the comprehension process, they will be referred to as

comprehension outcomes.

Comprehension outcomes have been defined and classified in a variety of ways by writers in the

field of reading. You will recall that the system of classification introduced to you in the cluster

workshops was The Taxonomy of the Cognitive and Affective Dimensions of Reading

Comprehension developed by Thomas C. Barrett (1968).

This Taxonomy will again be provided for you in this guide manual and will be referred to in the

application activities in order to provide you with a consistent framework in your development of

comprehension activities. The five categories of the taxonomy (see Barrett Taxonomy) are

organised on the basis of the level of thinking presumably required for students to produce the

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particular comprehension task outcomes - the fifth category represents what is considered to be

the highest level of thinking. Within each category, is a series of task requirements for the

students. You are encouraged to apply these task requirements in helping children improve their

ability to comprehend what they read.

TWO IMPORTANT WAYS IN WHICH THE BARRETTS

TAXONOMY CAN BE USED To begin with, the Barretts Taxonomy can be used as a basis for developing purposes and

questions for guiding childrens reading. In the second instance it can be used as a tool in

analyzing the questions presented in reading materials in order to determine the types of

comprehension outcomes that are being emphasized.

In using the taxonomy for either of these purposes, a thorough knowledge of the reading

selection upon which questions are based is essential. The teachers preparation for instruction

assumes a special urgency.

The Barretts taxonomy is presented for your review. Worthy of note are the five (5) categories

of comprehension outcomes:

1. Literal Comprehension entailing recognition and recall of ideas and

information explicitly stated in the reading selection,

2. Reorganization dealing with the organizing of ideas and information

explicitly stated,

3. Inferential Comprehension demonstrated by the student when ideas and

information, explicitly stated, are used as the basis for making intelligent

guesses/hypotheses,

4. Evaluation requiring responses, by the students, indicating that an evaluative

judgement has been made, and

5. Appreciation involving all the above cognitive dimensions of reading, and

requiring the students to be aesthetically and emotionally, (affectively) sensitive

to the ideas and information in the reading selection.

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As you did during the cluster workshop, examine carefully the comprehension outcome as well

as the task required by the students to produce the desired outcome.

As a teacher you will always need to seize the opportunity to demonstrate both your

understanding of a specific taxonomy of comprehension outcomes and your ability to apply this

taxonomy in planning activities which focus on increasing your students comprehension ability.

Finally, childrens comprehension ability is affected by the pattern of questions they learn to

anticipate. When your students are given the opportunity to ask questions during Reciprocal

Teaching, they will pattern their questions on the ones you often ask them.

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THE BARRETT TAXONOMY

Cognitive and Affective Dimensions of

Reading Comprehension 1.0 Literal Comprehension. Literal comprehension focuses on ideas and

information which are explicitly stated in the selection. Purposes for

reading and teacher's questions designed to elicit responses at this level

may range from simple to complex. A simple task in literal comprehension

may be the recognition or recall of a single fact or incident. A more

complex task might be the recognition or recall of a series of facts or the

sequencing of incidents in a reading selection. Purposes and questions at

this level may have the following characteristics.

1.1 Recognition requires the student to locate or identify ideas or information

explicitly stated in the reading selection itself or in exercises which use the

explicit ideas and information presented in the reading selection.

Recognition tasks are:

1.11 Recognition of Details. The student is required to locate or identify facts

such as the names of characters, the time of the story, or the place of the

story.

1.12 Recognition of Main Ideas. The student is asked to locate or identify an

explicit statement, in or from a selection, which is a main idea of a

paragraph or a larger portion of the selection.

1.13 Recognition of a Sequence. The student is required to locate or

identify the order of incidents or actions explicitly stated in the

selection.

1.14 Recognition of Comparison. The student is requested to locate or

identify likenesses and differences in characters, time and places that

are explicitly stated in the selection.

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1.15 Recognition of Cause and Effect Relationships. The student in this

instance may be required to locate or identify the explicitly stated

reasons for certain happenings or actions in the selection.

1.16 Recognition of Character Traits. The student is required to identify or

locate explicit statements about a character which help to point out the

type of person he or she is.

1.2 Recall requires the student to produce from memory ideas and information

explicitly stated in the reading selection. Recall tasks are:

1.21 Recall of Details. The student is asked to produce from memory facts

such as the names of characters, the time of the story, or the place of the

story.

1.22 Recall of Main Ideas. The student is required to state a main idea of a

paragraph or a larger portion of the selection from memory, when the

main idea is explicitly stated in the selection.

1.23 Recall of a Sequence. The students is asked to provide from memory

the order of incidents or actions explicitly stated in the selection.

1.24 Recall of Comparisons. The student is required to call up from memory

the likenesses and differences in characters, times, and places that are

explicitly stated in the selection.

1.25 Recall of Cause and Effect Relationships. The student is requested to

produce from memory explicitly stated reasons for certain happenings or

actions in the selection.

1.26 Recall of Character Traits. The student is asked to call up from

memory explicit statements about characters which illustrate the type

of persons they are.

2 Reorganization. Reorganization requires the student to analyze, synthesize, and/or organize

ideas or information explicitly stated in the selection. To produce the desired thought

products, the reader may utilize the statements of the author verbatim or he may paraphrase

or translate the author's statements. Reorganization tasks are:

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2.1 Classifying. In this instance the student is required to place people,

things, places, and/or events into categories.

2.2 0utlining. The student is requested to organize the selection into

outline form using direct statements or paraphrased statements from the

selection.

2.3 Summarizing. The student is asked to condense the selection using direct

or paraphrased statements from the selection.

2.4 Synthesizing. In this instance, the student is requested to

consolidate explicit ideas or information from more than one

source.

3.0 Inferential Comprehension. Inferential Comprehension is demonstrated by the student

when he uses the ideas and information explicitly stated in the selection, his intuition,

and his personal experience as a basis for conjectures and hypotheses. Inferences

drawn by the student may be either convergent or divergent in nature and the student

may or may not be asked to verbalize the rationale underlying his inferences. In

general, then, inferential comprehension is stimulated by purposes for reading and

teachers' questions which demand thinking and imagination that go beyond the printed

page.

3.1 Inferring Supporting Details. In this instance, the student is asked to conjecture

about additional facts the author might have included in the selection which

would have made it more informative, interesting, or appealing.

3.2 Inferring Main Ideas. The student is required to provide the main idea, general

significance, theme, or moral which is not explicitly stated in the selection.

3.3 Inferring Sequence. The student, in this case, may be requested to conjecture

as to what action or incident might have taken place between two explicitly

stated actions or incidents, or he may be asked to hypothesize about what

would happen next if the selection had not ended as it did but had been

extended.

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3.4 Inferring Comparisons. The student is required to infer likenesses and

differences in characters, times, or places. Such inferential comparisons

revolve around ideas such as: "here and there," "then and now," "he and he,"

"he and she," and "she and she."

3.5 Inferring Cause and Effect Relationships. The student is required to

hypothesize about the motivations of characters and their interactions with

time and place. He may also be required to conjecture as to what caused the

author to include certain ideas, words, characterizations, and actions in his

writing.

3.6 Inferring character Traits. In this case, the student is asked to hypothesize

about the nature of characters on the basis of explicit clues presented in the

selection.

3.7 Predicting Outcomes. The student is requested to read an initial portion of

the selection and on the basis of this reading he is required to conjecture

about the outcome of the selection.

3.8 Interpreting Figurative Language. The student, in this instance, is asked to

infer literal meaning from the author's figurative use of language.

4.0 Evaluation. Purposes for reading and teacher's questions, in this instance,

require responses by the student which indicate that he has made an evaluative

judgment by comparing ideas presented in the selection with external criteria provided

by the teacher, other authorities, or other written sources, or with internal criteria

provided by the reader's experiences, knowledge, or values. In essence evaluation

deals with judgment and focuses on qualities of accuracy, acceptability, desirability,

worth or probability of occurrence. Evaluative thinking may be demonstrated by

asking the student to make the following judgments.

4.1 Judgments of Reality or Fantasy. Could this really happen?

Such a question calls for a judgment by the reader based on

his experience.

4.2 Judgments of Fact or Opinion. Does the author provide

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adequate support for his conclusions? Is the author

attempting to sway your thinking? Questions of this type

require the student to analyze and evaluate the writing on

the basis of the knowledge he has on the subject as well as

to analyze and evaluate the intent of the author.

4.3 Judgments of Adequacy and Validity. Is the information

presented here in keeping with what you have read on the

subject in other sources? Questions of this nature call for

the reader to compare written sources of information, with an

eye toward agreement and disagreement or completeness

and incompleteness.

4.4 Judgments of appropriateness. What part of the story best

describes the main character? Such a question requires the

reader to make a judgment about the relative adequacy of

different parts of the selection to answer the question.

4.5 Judgments of Worth, Desirability and Acceptability. Was the

character right or wrong in what he did? Was his behaviour

good or bad? Questions of this nature call for judgments

based on the reader's moral code or his value system.

Appreciation. Appreciation involves all the previously cited

cognitive dimensions of reading, for it deals with the psychological

and aesthetic impact of the selection on the reader. Appreciation

calls for the student to be emotionally and aesthetically sensitive to

the work and to have a reaction to the worth of its psychological

and artistic elements. Appreciation includes both the knowledge of,

and the emotional response to, literary techniques, forms, styles,

and structures.

5.1 Emotional Response to the content. The student is required

to verbalize his feelings about the selection in terms of

interest, excitement, boredom, fear, hate, amusement, etc. It

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is concerned with the emotional impact of the total work on

the reader.

5.2 Identification with Characters or Incidents. Teachers' questions of this

nature will elicit responses from the reader which demonstrate his

sensitivity to, sympathy for, and empathy with characters and happenings

portrayed by the author.

5.3 Reactions to the Author's Use of Language. In this instance, the student is

required to respond to the author's craftsmanship in terms of the semantic

dimensions of the selection, namely, connotations and denotations of

words.

5.4 Imagery. In this instance, the reader is required to verbalize his feelings

with regard to the author's artistic ability to paint word pictures which

cause the reader to visualize, smell, taste, hear, or feel.

Thomas C. Barrett, "The Barrett Taxonomy of the Cognitive andAffective Dimensions of

Reading Comprehension, " in Innovation and Change in Reading Instruction, ed. Helen M.

Robinson (sixty seventh Yearbook of the National society for the Study of Education, pt.2

[Chicago: The National Society for the Study of Education, 1968]), pp. 19-23. Reprinted by

permission of Thomas C. Barrett and The National Society for the Study of Education.

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Applying the Barrett Taxonomy in Generating Questions for Reading

Comprehension

Rationale It is essential for you, as teachers to define your objectives for reading comprehension in terms

of specific outcomes that represent different levels of thinking. You should then ask questions

which will encourage children to read, for comprehension outcomes at these levels. Only as you

analyse both your objectives and the questions you ask, will children be assisted to develop the

ability to read beyond the literal level of comprehension.

It will require only minimal adjustment for you to convert a task requirement into an objective

for reading comprehension. Look back at Inferential Comprehension 3.0 in the Barretts

taxonomy and examine 3.2: Inferring Main Ideas. Converted to an objective, this would read:

The student is required to provide the main idea, which is not explicitly stated in paragraph 2,

by writing it down and/or reading it aloud to members of the class.

Applying the Barretts Taxonomy

The Barretts taxonomy is a useful framework for the development of questions designed to

stimulate childrens thinking skills in reading. By using this framework in the analyzing the

reading selections in the class basal readers, you will be able to develop questions at a range of

levels to be used for: setting overall purposes for reading; guiding childrens reading as they

progress through the selection; and for stimulating discussion following the reading of the

selection.

Activity 1

The following story, Needing a Friend, has been used in applying the Barretts taxonomy for

the development of comprehension questions. As you read the questions that have been derived

from this story, think of other questions that could be written. Depending on the ability of your

students, the story may be appropriate for Grades 2 to 3. You will note that it will not always be

14

possible to write questions for all the categories of the taxonomy. The content of the reading

selections varies in terms of the types of questions that are appropriate. As you read each

question based on Needing a Friend, consider the corresponding task requirement in the

Barretts taxonomy.

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NEEDING A FRIEND

Tina stood looking out the window, "WHY did we have to come to this place?" she

asked her brother Pedro.

"You know why as well as I do," said Pedro. "This is a big city. It's a good place for

Dad to find work."

"But I don't LIKE it here," said Tina, starting to cry. "There's no one to play with. The

only girl around is that stuck-up one who lives downstairs. She never comes out. All SHE ever

does is sit at her window."

"Well, WE'LL never make friends standing at THIS window," said Pedro. "I'm

going out!"

Pedro ran out the door, and Tina looked out of the window again.

"He isn't going to make any friends," she told herself as she watched him from the

window.

But soon, two boys ran up to Pedro. The three boys talked a little. Then, they all

walked down the street.

"What are you looking at?" asked Tina's sister Carla, coming into the room.

"Nothing!" said Tina.

"You've been looking out that window for days now," said Carla. "Why don't you

go out and try to make friends?"

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"I can't," said Tina, starting to cry again. "Things aren't the same here."

Then, still crying, Tina ran out of the house and down to the street. "What is the matter?"

someone asked.

Tina looked up. A girl in a blue dress was at a window just above her. It was the girl

Tina'd told Pedro about.

"You're new here, aren't you?" asked the girl.

Tina nodded.

"Is that why you're crying?" asked the girl.

Tina nodded again, but she stopped crying.

"Why don't you come in and talk to me?" asked the girl in the blue dress.

"Why don't you come out?" asked Tina.

"I can't," said the girl.

"Come on in."

So, Tina walked back up the steps and into the girl's house. The girl in the blue

dress was still sitting at the window.

"What's the matter with you?" asked Tina. "Why are you just sitting there like

that?"

"I can't walk," said the girl.

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"That's why I have no one to play with."

"I'll play with you if you want," said Tina, sitting down beside the girl.

"But I can't go out," said the girl.

"That's OK," said Tina. "We can still be friends. We can play in here."

"I'm glad you've come here to live," said the girl. "I need a friend."

"Me, too," said Tina. "Me, too."

_________________________________________________________________________

Needing a Friend, in Franco, John M. et al, (1970). I build, I Belong, I Believe,

American Book Company (New York: Litton Educational Publishing Inc. (pp. 12 17)

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APPLICATION OF THE BARRETT TAXONOMY

"Needing a Friend"

1.0 Literal Comprehension:

1.1 Recognition

1.11 Find the sentence that tells who Pedro is:

1.12 Find the sentences on page 17 that tell what Tina and the

girl in the blue dress both need.

1.13 Number these sentences in the order in which they happen in the story:

The girl in the blue dress talks to Tina.

_____Carla asks Tina what she is looking at out the

window.

_____Pedro meets two boys.

_____Tina and the girl in the blue dress decided to be

friends.

_____Tina runs out of the house crying.

1.14 Look at the pictures of Tina on pages 13 and 17. What differences can

you see in the way Tina looks?

1.15 Find the sentence on page 16 that tells why the girl in the blue dress

sits by the window all day.

1.16 Not appropriate in this story.

1.2 Recall

1.21 Who are the main characters in this story?

1.22 Why are Tina and the girl in the blue dress happy they met?

1.23 How do Tina and the girl in the blue dress become friends?

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1.24 How are Tina and her new friend alike?

1.25 Why does the girl in the blue dress have no one to play with before she

meets Tina?


2.0 Reorganization:

2.1 Put each word under the proper heading:

Pedro dress friends Tina

City downstairs window Carla

House wheelchair

People Places Things


2.3 What was this story about?

2.4 Pedro says that the big city is a good place for his Dad to find work.

Where could we look to find out what kind of job his father might

find if he lived in our city?

3.0 Inferential Comprehension:

3.1 What else could the author have told us about Tina and her family?

3.2 What can we learn from this story?

3.3 If the story hadn't ended here, what do you think would have

happened to Tina and her new friend?

3.4 How do you think Tina's feelings about the city change from the

time she first comes to the city to live to the time she meets the girl

in the blue dress?

3.5 Why do you think Pedro meets some friends before Tina does?

3.6 What kind of girl do you think Tina's new friend is?

3.7 Read pages 12-14. What do you think will happen next?

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3.8 What does Tina mean when she calls the girls downstairs

"stuckup?

4.0 Evaluation:

4.1 Could this be a true story?


4.3 How many of you have ever seen a person in a wheelchair or have

read a book about a person who couldn't walk? The girl in the blue

dress says that she can't go out because she can't walk.

4.4 What part of the story best tells how Tina felt about the city?

4.5 Should Pedro have gone outside without Tina?

5.0 Appreciation:

5.1 What parts of the story were most interesting to you?

5.2 How did you feel when Tina was crying because she had no

friends?

5.3 Why do you think the we'll and this are in capital letters in this

sentence? "Well, WE'LL never make friends just standing at THIS

window", said Pedro".

5.4 How does the author let you know that the girl in the blue dress is

lonely and wants to have a friend?

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Activity 2

In Activity 1, the comprehension questions, based on the story Needing a Friend, were

formulated for you. You were encouraged to compare the questions from the passage with

the corresponding task required by the students to produce the comprehension outcomes

in the responses expected for them. In Activity 2, you are provided with another story,

Mists of Change, considered suitable for an average Grade 6 class. Read the story

carefully and then complete the matching exercise which follows it. In this exercise you

are asked to match questions, based on the story, with categories of comprehension

outcomes from the Barretts taxonomy.

Each question is correctly matched with a corresponding category from the Barretts

taxonomy. The Answer Key provided at the end of the exercise.

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MISTS OF CHANGE

Lucy was delighted when she was hired as supervisor in the machine shop. Her

experience as a drill press operator in her uncle's small business had given her a chance to

become very skillful on the drill press, and she was able to demonstrate to Mr. Fallon, the

foreman, that she could turn out parts to the most exact specifications.

Her uncle had been skeptical about her chances: not only was she a girl, but she had

quit school without talking with the guidance counselor about problems she might encounter in

the job market.

"Do you mean to tell me, " her uncle asked, "that they're putting you in charge of a

department of men?"

"That's right! Isn't it wonderful?"

The job was hers and she couldn't wait to get started.

On Monday, there she was in the plant, half an hour before the first man showed up.

She waited in Mr. Fallon's office until he came and led her into a corner of the shop. "here is

where you'll work," he said. He introduced her to the four men already engaged in preparing

their machines for the day's work.

"As I told you on Friday, we have government contracts. There's plenty of work here

for a long time - if you do the job."

"Oh, I'll do it," Lucy said eagerly. "I've been working for this day for a long time."

"Yeah, okay. Well, there's nothing much to do for a while - until they get started. Just

feel your way - no pressure."

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"Thank you, Mr. Fallon."

As the day went on, Lucy saw men come in with blueprints and discuss materials and

specifications with the machine operators, who asked questions and then went to work.

Nobody seemed to notice her, except for an occasional curt nod. When she joined two people

poring over a blueprint, the look she got almost congealed her blood, and she backed off.

About eleven o'clock she turned into the mesh gate behind which parts were kept in

neat little bins, and she began to look into each bin, fingering and identifying the parts. Several

times men came to the gate and asked for a part and she was able to locate it and hand it out

immediately. At one point, one of the machinists called to her, "Would you mind grabbing a

broom and sweeping up some of these fillings? I almost tripped."

Tears came to her eyes, but she got the broom and swept the floor. When the quitting

bell rang, she walked slowly out of the plant and home, saying nothing even when her uncle

greeted her and asked how things had gone.

She had been working for several days when she began to know why her uncle had

worked for so many years to complete the high school apprenticeship programme and join the

union. She knew that she had been easily fooled by Fallon. Her experience in her uncle's shop

had not prepared her for all the things that could happen once she left his protection.

On Friday, she saw another woman come on the floor of the plant and stand talking

with Mr. Fallon. Lucy saw her being led to another group of machines and left there, looking

as uncomfortable as Lucy knew she must have looked on her first day.

At lunchtime, Lucy made a beeline for the other woman and suggested they have lunch

together. The new "supervisor" was Amy, and Lucy lost no time in telling her that Fallon was

a liar, that he hired women as "supervisors" to fulfill the letter of the government contract that

said there was to be no discrimination in hiring. But they were no more supervisors than they

were plant managers!

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But Amy needed the job desperately. She had a sick mother and a young brother to

support and no prospect of any other kind of job. She had the rent to pay and food to buy; she

had to stay on the job.

Lucy felt even more depressed. She was not coming back to work on Monday. She was

lucky that she had a comfortable home and a family that could take care of her for a little while

longer. She was determined, however, that when she went back to school, she would bring up

this experience and try to find ways of preventing employers from evading the law.

From: "The Mists of Change" by Charlotte Epstein,

Temple University Philadelphia, Pa. 1976.

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APPLICATION EXERCISE BASED ON, Mists of Change Each of the questions in the column on the left is based on the story The Mists of Change. Each of the items in the column on the right identifies one category of comprehension outcome in the Barrett taxonomy. In the blank in front of each question place the letter preceeding the category that the question represents. Use each letter only once. _____1. _____2. _____3. _____4. _____5. _____6. _____7. _____8. _____9. _____10.

What else could the author have Told us about Lucys quitting school? What did Lucy tell Amy was the real reason they had been hired? What made Lucy begin to know why her uncle had worked so hard to complete the high school apprenticeshiip programme? What was Mr. Fallons attitude towards the women who worked for him? What part of the story best describes why Amy needed job? What did Lucy learn from working in the machine shop? How would you have felt about working for Mr. Fallon if you had been Lucy? Should Amy have stayed with the job even though she knew that Mr. Fallon was a liar? Could the experience Lucy and Amy had with Mr. Fallon really happen? How did your feelings change as you read different parts of the story?

A.B.

C.

D.E.F.

G.

H.I.

J.

K.

L.

M.

N.

1.211.26

3.1

3.23.43.5

3.6

4.14.3

4.4

4.5

5.1

5.2

5.3

Recall of Details Recall of Character Traits Inferring Supporting Details Inferring Main Ideas Inferring Comparisons Inferring Cause and Effect Relationships Inferring Character Traits Judgements of Reality Judgements of Adequacy and Validity Judgements of Appropriateness Judgements of Worth, Desirability and Acceptability Emotional Response to the Content Identification with Characters or Incidents Reactions to the Authors Use of Language

Key: 1. C; 2. A; 3. F; 4. G; 5. J; 6. D; 7. M; 8. K; 9. H; 10. L.

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Samples of Teachers Reading Comprehension Questions Applying the Barretts

Taxonomy

What follows are representative samples of the reading comprehension questions which you had

formulated from your class readers during the cluster workshops, using the Barretts Taxonomy

as the framework. These questions have been edited and refined. The basal class reader and

the story selection on which the questions are based have been identified. The grade level, at

which the reader is normally used, has been indicated.

You are encouraged refer to the Barretts Taxonomy, The Application Activities, and these

Sample Questions in designing other reading comprehension questions as you prepare yourself

for instruction.

27

Reader: Get Set (Year 1, Term 2)

Story Title: The Bag in the Tree, (p.7)

Grade Level 1

Literal Level

Recognition

1.11 Find the sentence that tells the name of the boy.

1.11 Find the sentence that tells whose name is on the bag.

1.12 Find the sentence that tells what was in the bag.

1.12 Find the sentence that tells what was in the tree.

1.13 Number these sentences in the order in which they come.

A. That is not your bag.

B. We go to Roy with the bag.

C. I see a bag in a tree

1.13 Number these sentences in order.

A Come and bat the ball with me.

B I am going with it to look for Roy

C I go up and get the bag.

1.15 Find the sentence on page 2 that tells why Sam went up the tree.

1.15 Find the sentence that tells what the boy looked for on the bag.

Recall

1.21 What are the names of the two boys?

1.21 What did the boys look for on the bag?

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1.22 What is the title of the story?

1.22 Where was Sam going with his bat?

1.23 What did the boys do when they found the bag?

1.23 How did Roy get his bag?

1.24 How are Sam and the boy alike?

1.24 How are Sam and Roy alike?

1.25 Why did Sam go up the tree?

1.25 Why is Sam going with his bat?

Recognition

2.1 Put each word under the correct heading.

People Things

Roy bat boy tree

Sam bag ball

2.1 Put these under the correct heading

Naming Words Action Words

Bat name see boy

come Tree go ball

2.3 Tell the story about Sam.

Tell the story about Roys bag.

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Inferential Comprehension

3.1 How do you think Sam got the bag from the tree?

3.1 How do you think the bag got in the tree?

3.3 What else could the author have told us about Roy?

3.3 What else could the author have told us about Sam?

3.4 What happened when Sam saw the bag in the tree?

3.4 What do you think happened when Sam went to Roy with the bag?

3.5 Why do you think Sam went to Roy with the bag?

3.5 Why do you think Sam went to get the bag from the tree?

3.6 What kind of person do you think Roy is?

3.6 What kind of person do you think Sam is?

3.7 What do you think the three boys will do next?

3.7 What do you think will happen next in the story?

Evaluation

4.1 Do you think this is a true story?

4.1 What part of the story could be true?

4.3 How many of you have ever lost your school bag? What happened?

4.3 How many of you have ever helped someone to find a lost school bag?

Tell what happened.

4.4 What part of the story tells you that Roy was glad to find his bag?

4.4 What part of the story tells you how the boy felt about the bag?

4.5 Should Sam have gone up the tree to get the bag?

4.5 Should the boy have looked for a name on the bag?

30

Appreciation

5.1 What part of the story do you like best?

5.1 What part of the story made you feel happy?

5.2 How did you feel when Sam said he was going up the tree to get the bag?

5.2 How did you feel when Roy got the bag?

5.3 How does the author let you know that Roy had good manners?

5.3 How does the author let you know that the boy was honest?

31

Story Reader: Go! (Year 1, Term 3)

Story Title: Rain In The Country (pp. 5 6)

Grade Level: 1

Literal Level

Recognition

1.11 Find the sentence that tells who is helping the pigs out of the rain.

1.11 Find the sentence that tells who is helping mother.

1.12 Find a sentence on page 5 that tells where it is raining.

1.12 Find the sentence on page 6 that tells the places where it is raining.

1.13 Number these sentences in the order as they come in the story.

A It is raining on the road.

B It is raining in the yard.

C It is raining at school

D It is raining in the country

1.13 Number these sentences in the order they come in the story.

A Mother is running to get the things

B A big truck is in the road

C The rain is good for the farmer

D Some girls are playing too

1.15 Find the sentence on page 5 that tells why mother is running.

1.15 Find the sentence on page 6 that tells why the truck is on the road.

32

Recall

1.21 Give the names of the people in the story.

1.21 Where are the children going?

1.21 Why is the rain good for the farmer?

1.21 Why are the children running?

1.22 Name the places where it is raining.

1.22 What is happening when it is raining in the yard?

1.23 How are the mother and the dog alike?

1.23 How are the girls and the boys alike?

1.24 Why is the rain good for the farmer?

1.24 Why does the truck have to go slowly?

Reorganization

2.1 Put each word under the correct heading


children school boats road

girls market truck home

Unscramble these words

termak dorsar niranig cutrk

m _ _ _ _ _ r _ _ _ _ r _ _ _ _ _ _ t _ _ _ _

2.3 What is the story about?

2.4 Where could we look to find what the farmer takes to the market?

2.4 Where could we look to find what crops the farmer grows?

33

Inferential Level

3.1 What other animals could the farmer be helping out of the rain?

3.1 What things do you think mother is taking out of the rain?

3.2 What can we learn about when it rains?

3.2 What can we learn about how children behave when it rains?

3.3 If the farmer did not help the pigs out of the rain, what do you think would have happened to them?

3.3 What do you think would happen if the truck did not go slowly when it is

raining?

3.4 How do you think the farmers feelings about his crops change after it rains?

3.4 How do you think the childrens feelings change from when they are at

school to when they get home?

3.5 Why do you think the farmer takes his crops to market?

3.5 Why do you think the truck is going to the market?

Evaluation


4.1 Could the children have stayed at school until after the rain?

4.3 What other things do children do when it rains?

4.3 How many of you have ever played in the rain? What happened?

4.4 What part of the story best tells what happens when it rains?

4.4 What part of the story tells what animals do when it rains?

4.5 Should children stop and play or try to get home when it rains?

4.5 Should the boy have gone to help his mother? Why?

34

Application

5.1 What part of the story is most interesting to you?

5.1 What part of the story do you like best?

5.2 How did you feel when the children were playing in the rain?

5.2 How do you feel when it is raining?

35

Reader: Get Set (Year 1, Term 2)

Story Title: The Donkey Cart (pp. 8 13)

Grade Level: 1

Literal Comprehension

Recognition 1.11 Find the sentence on page 12 that tells what is in the cart.

1.11 Find the sentence that tells us the name of the man on the donkey cart.

1.12 Find the sentence that tells us why Mr. Black was going to school.

1.12 Find the sentence that tells us the name of the man on the donkey cart.

1.13 Number the sentences in the order in which they happen in the story.

_____ Pat and Sam went on the donkey cart.

_____ Pat told Mr. Black Good morning.

_____ Pat and Sam saw the donkey cart coming.

1.13 What happened when they saw the donkey cart?

1.14 Look at the pictures of Sam on pages 8 and10. What differences can you

see in the way Sam looks?

1.14 Look at the pictures of Pam on pages 12 and13. What differences can you

see in the way Pam looks?

1.15 Find the sentence on page 12 that tells why Mr. Black was going to

school.

1.15 Find the sentence that tells you why the children thought that the donkey

was funny.

36

Recall 1.21 Who are the characters in the story?

1.21 What are the names of the children in the story?

1.22 What was the first sentence Pat said to Mr. Black?

1.22 What was Mr. Black taking for the teacher?

1.23 What was the first thing Sam showed to Mr. Black?

1.23 Who was the first person to get on the cart with Mr. Black?

1.25 Why are the children in the cart?

1.25 Why was Mr. Black going to school?

Reorganization 2.1 Put each word under the correct heading

Living things Non- living

Mat, donkey, bag, cart, Mr. Black, tam, Sam, Pat

2.1 Put each word under the proper heading


school, Sam, cart, bat, bag, Mr. Black, hat, tam

2.3 What was the story about?

2.3 Write 3 sentences telling how the children went to school that morning

Inferential Comprehension 3.1 What else could the author have told us about Mr. Black?

3.1 What else could the author have told us about Mr. Blacks visit to the

school?


3.2 What can we learn from Pats greeting to Mr. Black?

3.3 If the story had not ended here, what do you think would have happened to

the children when they reach school?

3.3 What do you think could have happened to the cart when they were on

their way to school?

37

3.4 How do you think Pat & Sam felt before and after travelling in the cart

with Mr. Black?

3.4 How do you think Mr. Black felt before and after he picked up the two

children?

3.5 Why do you think Mr. Black took two mats for the teacher?

3.5 Why do you think he offered the children a ride in the cart?

3.6 What kind of man do you think Mr. Black is?

3.6 What do you think the teacher is like?

3.7 Tell how the teacher will use the mats?

3.7 What do you think would have happened if the Mr. Black did not give

them a ride in the donkey cart?

3.8 What does Sam mean when he said, what a funny donkey?

Evaluation 4.1 Could this story be true? Why

4.1 What parts of the story could not be true? Why/

4.3 Have you ever seen a donkey cart before? Where did you see the donkey

cart?

4.3 Have you ever ridden in a donkey cart? How did it feel?

4.4 What part of the story best describes Mr. Black?

4.5 Should Mr. Black have given the children a ride in the cart? Why?

4.5 Should the children ride with Mr. Black?

Appreciation 5.1 What part of the story was most interesting to you?

5.2 How do you think Pat & Sam felt about riding on the donkey cart?

5.3 How did you feel when the children took the ride from Mr. Black?

5.2 How would you feel if you were the teacher who received the mat?

5.4 How did the author let you know that the donkey was really funny?

5.4 How did the author let you know that the cart was really funny?

38

Reader: Get Set (Year 1 Term 2)

Story Title: The Kite (pp. 20 - 23)

Grade Level: 1


Recognition 1.11 Find the names of the children in the story

1.11 Find the sentence on p. 20 that tells you about the size of the kite.

1.12 On p. 22 find the sentence that tells us how many cats are playing.

1.12 Find the sentence on p. 22 that tells where Pat is going.

1.13 Number these sentences according to how they happen in the story.

------ Pat is going up the tree

------The two cats are playing with the kite too.

------Pat is playing with a kite.

1.13 Number these sentences in the order in which they happen in the story

according to how they happen in the story.

------She is going to get the kite.

------Pat is playing with a kite.

------Pat is going up the tree.

1.14 Look at the pictures of the tree on p. 22 and p. 23. What difference can

you see?

1.14 Look at the pictures on pg. 20 and p. 23. What differences can you see

in the way Pat looks?

1.15 Find the sentence on p. 21 that tells you why she should not climb the

tree.

1.15 Find the sentence on p.21 that tells you why Pat fell from the tree.

39

Recall 1.21 Who are the characters in the story?

1.21 Which character was playing with the kite?

1.22 Why didnt Sam climb the tree?

1.22 Why did Pat climb the tree?

1.23 What was the first thing Sam said to Pat about her kite?

1.23 What did Sam say after this?

1.25 Why Sam did not help Pat?

1.25 Why did Pat fall from the tree?

Reorganization 2.1 Put each word under the proper heading

People Things

Pat, Sam, girl, boy, kite, tree, bat.


Living things Non- Living things

cats


2.3 Write 3 sentences telling how Pat fell from the tree?

2.4 Pats kite was in the tree. Where could we look for help to get it?

2.4 Pat fell from the tree. What could we look for to find out if she is hurt?

Inferential 3.1 What else could the author have told us about Pats accident?

3.1 What else could the author have told us about the kite?

3.2 What can we learn from Pats mistake?

3.2 What have you learned from this story about climbing trees?

40

3.3 If the story had not ended that way what do you think would have

happened to the kite?

3.3 If the story had not ended here what do you think the cats would have

done to help Pat?

3.4 How do you think Pats feelings about climbing the little tree changed

after she fell?

3.4 What do you think would have happened to Pats kite if there were no

trees?

3.5 Why do you think Sam did not want to climb the tree?

3.5 What time of the day do you think it was?

3.6 What kind of person do you think Pat is?

3.6 What kind of friend do you think Sam is to Pat?

3.7 Read p. 23. What do you think will happen next?

3.8 What do you think would have happened if Pat and Sam had climbed the

tree together?

Evaluation 4.1 Could an accident like this happen to you? How?

4.1 What parts of the story do you think could be true?

4.3 How many of you know or have heard of someone falling from a tree?

What happened?

4.3 Have you ever read a story like this one? What happened in that story?

4.4 What part of the story best describes Pat as a stubborn girl?

4.4 What part of the story best tells us that Sam was right when he says the

tree was too little for Pat?

4.5 You are not a good friend. Do you think Pat should have said that to

Sam? Why?

4.5 Should Sam have helped Pat when she fell from the tree?

41

Appreciation 5.1 What part of the story did you like best?

5.1 What part of the story was most exciting to you?

5.2 How did you feel when Pat fell from the tree?

5.2 How did you feel when Pat said to Sam, You are not a good friend?

5.3 What do you think the author meant when Pat said, that is O.K

5.4 How did the author let you know that Pat was scared?

5.4 How did the story help you to see that Sam was a caring boy?

42

Reader: Stories About Us (Year 2 Term 1)

Story Title: The New Boy (pp. 9 11)

Grade Level: 2


Recognition 1.11 Find the name of the new boy in the story.

1.11 Find the sentence on p.9 that tells you who the boys are happy to see.

1.12 Find the sentence on p 9 that tells you how the new boy looks

1.12 Find the sentence on pg 9 that tells you who sat beside the new boy

1.13 Number these sentence in order in which they happen in the story:

-------------Allan gives Errol some of his lunch.

-------------Errol looks in his bag.

-------------The big van comes in the schoolyard.

1.13 Number these sentence in order in which they happen in the story:

-------------The children run to buy lunch.

-------------Errol puts his hand in his pocket

-------------Teacher calls him and puts him to sit near to Errol?

1.15 Find the sentence on pg.11 that tells why Errol could not buy his lunch.

1.15 Find the sentence on pg.10 that tells us why Allan had to share his lunch?

Recall 1.21 Who are the main characters in the story?

1.21 Which character was responsible to take care of Allan?

1.22 What happened when Allan shared his lunch?

1.22 Why was the new boy unhappy?

1.23 How did Errol and Allan become friends?

43

1.23 What happened after he lost his money?

1.24 How are Errol and his new friend alike?

1.24 How are Errol and his new friend different?

1.25 Why does Errol have no friends in class?

1.25 Why is Errol a happy boy now?

Reorganization 1.1 Put each word under the proper column

Nouns Verbs

Lunch, money, sit, bag, play, run, patties


Living things Non- Living things

Errol, teacher, bag, patties

2.3 What was this story about?

2.3 Rewrite this story telling how Allan and Errol became friends?

Inferential 3.1 What else could the author have told us about Allan?

3.1 What else could the author have told us about Errols money?

3.2 What can we learn from Errols mistake?

3.2 What have you learned from this story about keeping our money in our

pockets?

3.3 If the story had not ended that way what do you think would have

happened to the new boy?

3.3 If Errol had not lost his money what would have happened to the new

boy?

3.4 How do you think Allans feelings about the school change when he

helped Errol?

3.4 How do you think Allan felt on the first day of school before and after he

helped him?

3.5 Why do you think Allan did not play with Errol at first?

44

3.5 Why do you think Errol was searching for his money?

3.6 What type of person do you think Allan was?

3.6 What type of person do you think Errol was?

3.7 Read lines 12-15 on page 10. What do you think will happen next?

3.7 Read lines 7-8 on page 11. What do you think will happen next?

Evaluation 4.1 Do you think this story is true?

4.1 What parts of the story could be true?

4.2 Do you think Errol has really learned a lesson and will be more careful in

the future? Why?

4.2 What do you think Allan learned from this experience?

4.3 Have you ever owned something and lost it because you did not take care

of it? Explain?

4.3 Have you ever gone to a new school? Explain how you felt.

4.4 What part of the story best tells you how Errol felt when he lost his

money?

4.4 What part of the story best tells you that Errol and Allan really care for

each other?

4.5 Should Allan have shared his lunch? Why?

4.5 Do you think Errol deserved to have lost his lunch money? Why do you

say that?

Appreciation 5.1 What part of the story made you feel unhappy?

5.1 What part of the story was most interesting to you?

5.2 How did you feel when Errol said, My money is not here!

5.2 How did you feel when Allan helped Errol?

5.4 How did the author let you know that Errol was happy for what Allan did

for him?

45

5.4 How did the author let you know that the children wanted to have Allan

around?

46

Reader: Stories About Us (Year 2 Term 1)

Story Title: The Big Green Lizard (pp. 25 26)

Grade Level: 2


Recognition 1.11 Find the sentence that tells you when they went to pick mangoes

1.12 Find the sentence that tells you what Patsy and Jack went to do

1.12 Find the sentence that tells you what Jack saw in the tree

1.13 Number these sentence in order in which they happen in the story?

--------Patsy went up the tree

--------Big children do not run from little lizards

--------Patsy and Jack went pick mangoes.

1.13 Put these words in the correct order to form a sentence.

(a) You jump lizard A is going to on.

(b) She and ran and ran

1.15 Find the sentence that tells you why she let go off the bag.

1.15 Find the sentence that tells you why Jack shouted to Patsy?

Recall 1.21 Who were the main characters?

1.21 Who saw the lizard first?

1.22 Who said to Patsy: Look out!

1.22 Who had a big bag to put the mangoes?

1.23 What happened when Patsy climbed the tree?

1.23 What happened when the lizard ran across Patsys hand?

1.24 What was the difference between Patsy and Jacks behaviour towards the

lizard?

1.24 What was the difference between Patsys container and Jacks container?

47

1.25 Why did Patsy run and run?

1.25 Why did Jack call out to Patsy saying, stop Patsy!

Reorganization 1.11 Put each word in the correct group.

Fruit People Thing

Tree, lighting, basket, Patsy, Jack, children, mango

1.11 Put each word under the correct heading

Verb Noun

bag, basket, climb, run, should, climb.


2.13 Rewrite the story in your own words?

Inferential 3.1 What else could the author have told us about Patsys adventure?

3.1 What else could the author have told us about Patsy and Jacks need?

3.2 What have you learnt from Patsys experience?

3.2 What did you learn from this story that might be important to you some

day?

3.3 After reading the last paragraph on page 26, what do you think will

happen next?

3.3 If the lizard was not on the tree what do you think would have happened to

Jack and Patsys container? 3.3 How do you think Patsys feelings changed from the time she climbed the

tree to the time when she saw the lizard in the tree.

3.2 Why do you think Jack kept calling to Patsy?

3.5 Why do you think she dropped the bag?

3.6 What kind of person do you think Patsy is?

3.2 Where do you think Patsy will run?

3.7 What could have happened if Patsy didnt run from the Lizard?

3.3 What is meant by the phrase came down like lightning

3.8 What is meant by the phrase Patsy just ran for the better

48

Evaluation 4.1 Could this story really happen?

4.1 Have you ever been frightened by a lizard? What happened?

4.2 Should Patsy drop the bag and run?

4.2 Jack saw the lizard and called Patsy. Should he have called Patsy?

4.3 How many of you ever touched a lizard? How does it feel?

4.3 Have you ever seen a lizard in your room/? What did you do?

4.4 What part of the story best describes Patsy?

4.4 What parts of this story do you think could really happen?

4.5 Should Patsy have climbed the tree?

4.5 Should Pasty have ran home without the mangoes?

Appreciation 5.1 What parts of the story were most amusing to you?

5.1 What parts of the story you did not enjoy?

5.2 How did you feel when the lizard ran across Patsys hand?

5.2 How did you feel when Jack said, Look out, Patsy a lizard is going to

jump on you?

5.4 How does the author let you know that Patsy was very scared?

5.4 How does the author let you know that Jack was disappointed when Patsy

ran away?

49

Reader: Up the Road (Year 2, Term 2)

Story Title: The Visitor (pp. 14 18)

Grade Level: 2


Recognition

1.11 Find the sentence on page 16 that tells who the visitor was.

1.11 Find the sentence on page 16 that tells what time of the day it was.

1.12 Find the sentence that tells that Jack was the boys uncle.

1.12 Find the sentence that tells where mother was gone.

1.13 Number these sentence in the order in which they happen in the story.

_____ My mother came from the shop.

_____ He pushed the gate and came in the yard.

_____ We were alone in the yard.

_____ Uncle Jack stayed with us that day.

_____ The door was shut.

1.13 Number these sentences in the order they happen in the story.

_____ The next day he took the bus to the country.

_____ We came out of the house and went to them.

_____ The man came up to the window.

_____ My mother came from the shop with a big bag of things.

_____ My brother and I put on our new clothes.

50

1.14 Look at the pictures of the boys on pages 15 and 16. What difference can you see in the way the boys look?

1.15 Find the sentence on page 14 that tells why the man pushed the gate.

1.15 Find the sentence that tells why the boys went to make sure the door was

locked.

Recall

1.21 What is the title of the story?

1.21 Where were the boys when Uncle Jack came to the house.

1.22 Where did Uncle Jack come from?

1.22 Who are the main characters in the story?

1.23 What did mother do when she came from the shop and saw the man?

1.23 What did the boys do when their uncle gave them the things?

1.24 How are the two boys different?

1.25 Why did the boys give Uncle Jack a big hug?

1.25 Why did the boys come out of the house?

Reorganization

2.1 Put each word under the proper heading.


mother house England boys

gate bag country father

house uncle door

51

2.1 Put these under the following headings.

One More than one

mother things children

house farm holidays

clothes

2.3 Tell what happened when father came home.


2.4 Where else could people stay when visiting a country?

2.4 Tell a story about a visitor who came to your house.


3.1 What else could we be told about Uncle Jack?

3.1 What else could the author have told us about the boys?

3.2 What can we learn from the story?

3.2 Do you think this was a loving family? Why?

3.3 What do you think Uncle Jack will do other than work on the farm?

3.3 If mother had not come at that time, what do you think the boys would do?

3.4 How do you think the boys felt when they found out that the man was their uncle?

3.4 How do you think the boys feelings to their uncle changed from the time

they first saw him to when he gave them presents?

3.5 Why do you think Uncle Jack is not going back to England?

3.5 Why do you think one brother was afraid and the other was not?

52

3.6 What kind of person do you think Uncle Jack was?

3.6 The boys asked the man What do you want? Who are you? What

kind of person do you think the boy was?

3.7 Read page 16. What do you think mother will do next?

3.7 What do you think the boys will do when they go to the country for the

holidays?

Evaluation

4.1 Could this story have happened? Why?


4.3 How many of you have had visitors come to your home when no adult was

there? What did you do?

4.3 How many of you have had visitors come from abroad? Tell me about it.

4.4 What part of the story tells how Jack felt about the children?

4.4 What part of the story tells how father felt about Jack?

4.5 Should the boys have shut the door when they saw the man looking? Why?

4.5 Should the man have pushed the gate and entered the yard?

Appreciation

5.1 What part of the story was most interesting to you? Why?

5.2 How did you feel when the children got the new clothes. 5.4 How does the author let you know that the boys did not know the visitor?

5.4 How does the author let you know that Uncle Jack had not seen the boys

in a while?

53

Reader: Across the Bridge (Year 2, Term 3)

Story Title: Town Rat and Country Rat (pp. 19 23)

Grade Level: 2


Recognition

1.11 Find the sentence that tells where the town rat went to look for his friends.

1.11 Find the sentence on page 23 that tells what time of the day the country rat reached home.

1.11 Find the sentence on page 22 that tells what the rats did when they saw the food on the table.

1.11 Find the sentence that tells how the rats got to town.

1.12 Number these sentences in the order in which they come.

_____ He was so tired that he had to sit and rest for a long time.

_____ There were people up and down the streets.

_____ The town rat and country rats were friends.

_____ The place was so quiet that he soon went to sleep.

_____ The shed was full of corn that was put out to dry.

1.12 Number these sentences in the order they happen.

_____ One day the town rat went to look for his friend.

_____ The rats jumped off the table and ran.

_____ He did not stop till he got back to his home.

_____ They went into a house to look for food.

_____ He went into the corn shed.

54

1.13 Read pages 19 and 23. What difference do you notice in the time of day?

1.13 Look at page 22. Find two sentences which tell that the town rat and the

country rat like different food.

1.14 Find the sentence on page 22 that tells why the rats jumped off the table.

1.14 Find the sentence on page 20 that tells why the country rat did not want to

go into the house.

Recall

1.21 What time did the town rat leave to go to his friend?

1.21 What did the rats find in the shed?

1.21 What happened when the country rat ran into the street?

1.22 Why did the town rat and the country rat go to town?

1.22 Why did the country mouse not like the city?

1.22 Why did the town rat want the country rat to go to town?

1.23 What happened when the rats went into the house to look for food?

1.23 What happened after the country rat ran out of the house?

1.24 How are the town rat and the country rat different?

1.25 Why did the town rat sit under a tree?

1.25 Why did the country rat go to town with his friend?

1.25 Why did the rats jump off the table and run?

55

Reorganization


Naming Word Doing Word

rat goes live friend

sat corn climbed house

country eat bed food

Put these words under the correct heading

Present tense Past tense

smelled eat goes got

looks want went did

saw climbed came stay

stop like

2.3 Tell what the country rat did when the people came in

2.3 Tell what happened to the town rat when he went to the country.

2.4 Where could you look to find out what foods rats like to eat.

2.4 Where in the house are you likely to find rats?


3.1 What else could the author have told us about the rats?

3.1 What else could the author have told us about the rats journey to and from

the city?


56

3.2 What can we learn from the country rat?

3.3 What do you think the town rat did after the country rat ran away?

3.3 What do you think the country rat did when he reached home?

3.4 How do you think the country rats feelings about the city changed from the time she first went to the city?

3.4 How do you think the town rats feelings for country rat changed after the

country rat ran away?

3.5 Why do you think the town rat likes to eat the food that people eat?

3.5 Why do you think the country rat ran away back to the country?

3.5 Why do you think the country rat was so willing to go to town with the

town rat?

3.6 What kind of rat do you think the country rat is?

3.6 What kind of creature do you think the town rat is?

3.7 What do you think will happen to the friendship between the town rat and the country rat?

3.7 What do you think the people will do when they come in and find out that

the rats had gone in their food?

3.8 What do you think the writer means when he said

We do not live by the corn here?

The country rat was having a good time?

Evaluation

4.1 Do you think this is a true story?

4.1 Do you think rats can do what the rats in the story did?

4.3 Have you ever seen a rat? What did you do?

57

4.3 Would you be able to tell the difference between the town ran and the

country rat? How?

4.4 What part of the story best tells how the town rat feels about the country now?

4.4 What part of the story best tells how the town rat feels about the country

rat?

4.5 Should the country rat have run away when the people came in?

4.5 Should the country rat have followed the town rat to the town?

Appreciation

5.1 What part of the story was most interesting to you?

5.1 What part of the story did you like best?

5.2 How did you feel when the town rat got to the country and did not see his friend, the country rat?

5.2 How did you feel when the country rat reached home and sat down to rest?

5.3 How did the author let you know that the country rat did not enjoy living in the town?

5.3 How did the author let you know that it was difficult for country rat to

live in the town?

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Reader: Stories of Fun And Adventure (Year 3, Term 2)

Story Title: The Boy who Cried Wolf (pp. 18 22)

Grade Level: 3


Recognition 1.11 Find the sentence in the story on page18 that tells what is the duty of the

shepherd boy.

1.11 Find the sentence that tells you where the boy lived.

1.12 Find the sentence on page 22 that tells what the shepherd boy did when the

wolf rushed down the mountain.

1.12 Find the sentence that tells what the people did when the boy cried wolf!

wolf!

1.13 Number these sentence in the order in which they happen in the story.

-----------They rushed out to help him.

-----------The people went back to the town.

-----------So he called, Wolf! Wolf! Wolf!

1.13 Find the sentence that tells you what happened after the boy cried wolf!

Wolf!

1.14 Compare the picture on page 18 with that on page 21 and note the

difference.

1.14 Compare the first answer to the shepherd boys call to that of the last

days call.

1.15 Find the sentence that tells why the boy called wolf! wolf!

1.15 Find the sentence that tells why the people were angry with the shepherd

boy.

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Recall 1.21 Who are the main characters in the story?

1.21 Where did the shepherd boy live?

1.22 How many times did the boy cry wolf! Wolf!

1.22 Why did the boy cry Wolf! Wolf! Wolf! Again?

1.23 What is it the shepherd boy has to do early every morning?

1.23 The shepherd boy caused a lot of trouble to the people. Tell how he was

scolded in each case.

1.25 What caused the death of his sheep?

1.25 Why the people did not help the shepherd boy?

Reorganization 2.1 Put each word under the proper heading:

People Animal Place

shepherd, sheep, wolf., children, boy, men, mountains, towns

2.1 Put these words in alphabetical order

shepherd, sheep, wolf., children, boy, men, mountains, towns fields farm

2.3 What is the story about?

2.3 Write a paragraph telling how you think the boy felt when he lost his

sheep.

Inferential 3.1 What else could the author have told us about the shepherd boy?

3.1 What else could the author have told us about the wolfs attack?


3.2 What can we learn from this story about telling lies?

3.3 Explain what happened each time the boy called Wolf! Wolf!

3.3 Explain the peoples response each time the boy cried Wolf! Wolf!

3.4 How do you think the feelings of the shepherd boy changed after his sheep

was killed?

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3.4 How do you think the feelings of the people changed after the wolf killed

the boys sheep?

3.5 Why do you think the shepherd boy was left alone to take care of the

sheep?

3.5 What is the effect of the boys laughter on the people?

3.6 What kind of person do you think the shepherd boy is?

3.6 What can you say about the boy since he enjoys fooling around?

3.7 After reading page 20 what do you think the boy will do?

3.7 After losing all his sheep what do you think will happen next?

3.8 What do you think is meant by the phrase you must do better than that!

3.8 What do you think is meant by fooling someone?

Evaluation 4.1 Do you think this story is true? Why?

4.1 What parts of this do you think could really happen?

4.3 Do you know anybody who is always trying to fool people? What do you

think about somebody who does this?

4.3 Do you think there is any difference between fooling people and lying? If

so, what?

4.4 What part of the story best tells you how the people felt about the

shepherd boy?

4.4 What parts of the story best tells you how the shepherd boy felt?

4.5 Were the people right in not coming the third time? Why?

4.5 Should the boy be left alone to watch the sheep? Why not?

Appreciation 5.1 What sections of the story do you like best?

5.1 What sections of the story do you not like?

5.2 How do you think the boy felt when he lost all his sheep?

5.2 How do you think the people felt when he kept fooling them?

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5.4 How does the author let you know that the shepherd boy was afraid of the

wolf?

5.4 How did the author let you know that the people were angry with the boy?

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Reader: Stories from Nowadays and Long Ago (Year 3, Term 3)

Story Title: Lovers Leap (pp. 19 21)

Grade Level: 3


Recognition 1.11 Find the sentence that tells you, in which parish Lovers Leap is found.

1.11 Find the sentence that tells you which place Lovers Leap is near to.

1.12 Find the sentence that tells you what the master wanted.

1.12 Locate the sentence that tells you the master knew about their secret

meetings.

1.13 Number these sentence in the order they happen in the story.

------- Chardley shot him dead.

--------Chardley kicked the youths dead body over the cliff.

--------He and the girl started to meet in secret.

--------They met at the top of the high cliff.

--------Then she leaped over the cliff herself.

1.13 Rearrange the words to form a sentence:

(a) Cliff he the went That night to.

(b) The slave So to not love did Youth want her he.

1.14 Look at the pictures of the slave Youth on pages 20 and 21. What

differences can you see in the way the slave Youth looks?

1.14 Read the paragraph 20 and find out what both characters wanted?

1.15 Find the sentence on page 20 that explains why the youth did not come

back to Chardley Hall?

1.15 Find the sentence on page 21 that tells what caused the death of the slave

youth.

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Recall 1.21 How high is the cliff?

1.21 When you stand at the edge of the cliff what do you see?

1.22 Why was the master angry with the slave youth?

1.22 Why did the slave girl fight Chardley?

1.23 How did the couple meet each other?

1.23 The girls brother told the master about their secret meetings. What

happened next?

1.25 Why did the couple have to meet in secret?

1.25 Why did the girls brother tell the slave master about their secret

meetings?

3.12 What type of person is Mr. Chardley?

1.26 What word is used to describe Mr. Chardley?

Reorganization 2.1 Put these words under the correct heading

People Place Thing

Master Lovers Leap St. Elizabeth mountain slave cliff

rocks

2.2 Put these words under the correct heading

1 syllables 2 syllables 3 syllables

slave beautiful secret angry plantation brother heard

kill come kick fight body


2.3 Read page 21 and tell in your own words how the girl died.

2.4 Lovers Leap is a place in Jamaica. Where would we look to find this

place?

2.4 Where could we look to find out what happens on a slave plantation?

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Inferential 3.1 What else could the author have told us about the girls relationship with

the slave youth?

3.1 What other information could the author tell us about the girls brother?


3.2 What have you learnt from this story about people who are in charge?

3.3 If the story had not ended this way what do you think would have

happened to the couple?

3.3 If the girl got married to the master what do you think would have

happened to her brother?

3.4 How do you think the slave girl felt about her lover when the story began,

as compared to when he was chased off the property?

3.4 How do you think the slave girl felt when she had to meet her lover in

secret?

3.5 Why do you think the slave master wanted the beautiful girl for himself?

3.5 What caused Mr. Chardley to be angry with the slave youth?

3.6 What kind of person do you think the slave master is?

3.6 What kind of person do you think the slave girls brother is?

3.7 What do you think would have happened if the girl was in love with

Mr. Chardley?

3.7 What do you think would have happened if the slave boy knew that Mr.

Chardley was waiting for him on the cliff?

3.8 What do you think the brother meant when he said life would be better

for him?

3.9 What do you think the expression then she leaped over the cliff means?

Evaluation 4.1 Could this story be true? Explain

4.1 What parts of this story do you think could really happen?

4.2 Have you ever read a story or seen a movie like this before? Do you think

it could be true to life? Why or why not?

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4.2 Do you agree that the author should let the girl die? Why?

4.3 What part of the story best describes Mr. Chardley ?

4.3 What part of the story best describes the love the slave girl had for the

youth slave?

4.4 Should the girl have fought Mr. Chardley when he killed her lover?

4.4 Should the couple have been meeting in secret?

Appreciation 5.1 What part of the story was most scary to you?

5.1 What part of the story made you feel happy?

5.2 How did you feel when the girl leapt over the cliff?

5.2 How did you feel when the brother told the master about the couples

secret meetings?

5.3 How did the author let you know that the master wanted to have a

relationship with the girl?

5.3 How did the author let you know that the couple was scared of the slave

master?

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Reader: Stories From Nearby and Far (Year 3, Term 1)

Story Title: The Rain Maker (pp. 12 16)

Grade Level: 3


Recognition 1.11 Find the sentence that tells where Jomo lived.

1.11 Find the sentence on page 18 that tells what time Jomo reached Nyams

house.

1.12 Find the sentence on page 12 that tells what Jomo wished for.

1.12 Find the sentence on page 15 that tells what Jomo did to make rain.

1.13 Number these sentence in the order in which they come.

A Go into my cave and get the pot that is on the ground.

B The ground was hard and the grass was brown.

C The cows would have no water.

D Then came the loud noise of thunder.

E Jomo took up the pile of wood and went back to Nyami.

1.13 Number these sentences in the order they happen

A Jomo went into the cave

B Jomo picked up the pan and went to get water.

C Jomo lived with his father on a farm.

D Jomo stooped and looked at Nyami

E Jomo did as he was told.

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1.14 Look at the pictures on pages 12 and 16. What difference can you see in the way Jomo looks?

1.14 Read pages 12 and 16. Compare how the land looked when Jomo left and

he returned.

1.15 Find the sentence on page 12 that tells why Jomo went to visit Nyami.

1.15 Find the sentence on page 16 that tells why Nyami told Jomo to run home.

1.16 Find the sentence on page 12 that tells what kind of person Nyami is.

Recall

1.21 Who are the main characters in the story?

1.21 What is the witch doctors name?

1.22 Why did Jomo go to see Nyami?

1.22 Tell two things that will happen if there is no rain.

1.23 What did the rainmaker do to cause rain to fall?

1.23 What did Nyami tell Jomo to do when he asked him to make rain?

1.24 Compare the place Jomo lived to where Nyami lived?

1.24 Compare the time Jomo left home to when he returned home.

1.25 Why are the rivers nearly dry?

1.25 Why did Jomo have to run home?

1.26 According to Jomo what kind of man was Nyami.?

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Reorganization


Living Things Non Living Things

Jomo wood water cave

Rain clouds cow fire

Nyami pot farmer witchdoctor

2.2 Draw Nyamis cave with the things in it.

2.2 Draw Nyami collecting wood for the fire.

2.3 Tell what Nyami did in order to make rain.

2.3 Tell in three sentences what the story is about.

2.4 Where could you look to find out what is on a farm?

2.4 Where could you look to find where Africa is?


3.1 What else could the author have told us about Jomos family?

3.1 What else could the author have told us about Nyami?

3.1 What can you learn from Jomo?

3.1 What lessons can you learn from the story?

3.2 If Jomo had not gone to Nyami what do you think would have happened on the farm?

3.2 What do you think would have happened if Jomo had not done what

Nyami told him to do?

3.3 How do you think Jomos feelings changed from the time he left his farm to when he returned?

3.3 How do you think the grass looked after the rain came?

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3.4 Why do you think the witchdoctor helped Jome?

3.4 Why do you think Nyami used boiling water?

3.5 What kind of person do you think Jomo was?

3.5 What kind of person do you think Nyami was?

3.6 Read page 6. What do you think will happen next?

3.6 What do you think Nyami will do after Jomo has left?

Evaluation

4.1 Could this be a true story? Why?

4.1 Could anyone you know make rain fall? Explain.

4.3 How many of you have ever seen a witch doctor?

4.3 Have you ever read anything about witch doctors? Share it with us.

4.4 What part of the story tells you that Jomo was obedient?

4.4 What part of the story tells you that Nyami was kind?

4.5 Do you think Jomo should have gone to see Nyami? Why?

4.5 Do you think Jomo should have done the things Nyami told him to do?

Appreciation

5.1 How did you feel when Jomo said that the river was dry, the ground was

hard, the grass was brown, his cows would have nothing to eat and would

die?

5.1 What part of the story made you sad/afraid?

5.1 How did you feel when Nyami began to talk and dance?

5.1 How did you feel when Jomo was going to the witch doctor?

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5.2 The author describes Nyami as a wise man. Do you agree? Explain.

5.3 How does the author let you know that Jomo was obedient?

5.3 How does the author make you feel at the end of the story?

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Reader: Stories From Nearby and Far Away (Year 3, Term 1)

Story Title: Lighting the Fire (pp. 5 11)

Grade Level: 3


Recognition

1.1 Find the question on page 6 that tells you what Peter liked to do.

1.1 Find the sentence that tells with whom Peter lived.

1.2 Find the sentence on page 6 that tells what Granny told Peter about fire.

1.2 Find the sentence on page 8 that tells what Peter threw on the fire when it

got bigger.

1.3 Number these sentences in the order in which they come in the story.

_____ Peter did not know what to do.

_____ Peter sat under a tree and rested his head on his hands.

_____ Peter poured some kerosene oil on the sticks.

_____ Peter liked to watch his Granny light the fire.

_____ Peter got some sticks and dried leaves and put them on a pile.

1.3 Number these sentences in the order in which they come in the story.

_____ Granny said her head was hurting her.

_____ Granny said We could have lost our house

_____ Granny said When you are older you can do it for me

_____ Granny said I am going to get a pan of water

_____ Granny was going to cook some cornmeal porridge

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1.4 Look at the picture of Peter on pages 5 and 9. What difference can you se in the way Peter looks?

1.4 Look at the pictures of Granny on pages 5 and 10. What difference do you

see in the way she looks?

1.5 Find the sentence on page 6 that tells why Peter should not light the fire.

1.5 Find the sentence on page 7 that tells why Peter decided to light the fire.

Recall

1.21 Who were the characters in the story?

1.21 What did the people use to beat the flames?

1.22 What did Granny tell Peter to get while she went for the water.

1.22 What did Granny say would happen if Peter used too much kerosene.

1.23 How did Peter light the fire?

1.23 How do the people put out the fire?

1.24 How are Granny and Peter different in the way they light the fire?

1.24 How are Peter and Granny alike after the fire was put out?

1.25 Why did Peter throw the pot of cornmeal on the fire?

1.25 Why was there a lot of noise after the fire died down?

Recognition

2.1 Arrange these words under the correct heading.

Present Tense Past Tense

throw lived catch poured

cook teach got jumped

looked caught call try hear

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2.1 Arrange these under the correct headings.


house river water Peter

hands fire bush grass people

pot woman sticks yard bed


2.3 Pretend you are Peter. Tell the story.

2.4 Where could you look to find different ways of making fire?

2.4 Where could you look to find different w

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