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CRACKING COMPREHENSION

Teaching and Assessment Guide

Year 2

Kate Ruttle

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ContentsHow to use this resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction to Cracking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

FICTION

Unit Teaching/Practice Title Page

1 Teaching text Timid Tim and the Cuggy Thief – John Prater 8

Practice text Dogger – Shirley Hughes 12

2 Teaching text George and the Dragon – Chris Wormell 16

Practice text There’s No Such Thing as a Dragon – Jack Kent 20

3 Teaching text Something Else – Kathryn Cave 24

Practice text Dilly’s Sports Day – Tony Bradman 28

4 Teaching text Sophie’s Snail – Dick King-Smith 32

Practice text Willie Whiskers – Margaret Gordon 36

5 Teaching text The Island of Serpents – Linda Chapman 40

Practice text The Mystery of the Green Lady – Helen Moss 44

6 Teaching text The Fox and the Cockerel – Kate Ruttle 48

Practice text The Fox and the Lion – Kate Ruttle 52

7 Teaching text The Pig’s Knickers – Jonathan Emmett 56

Practice text Uncle Gobb – Michael Rosen 60

NON-FICTION


8 Teaching text Big Cat, Little Cat – Lisa Regan 64

Practice text Dolphins – Kate Ruttle 68

9 Teaching text What Was London Like Before the Great Fire? – Kate Ruttle 72

Practice text What Was London Like After the Great Fire? – Kate Ruttle 76

10 Teaching text Making Bread – Kate Ruttle 80

Practice text Planting Bulbs – Kate Ruttle 84

11 Teaching text Seas and Oceans – Izzi Howell 88

Practice text A Walk from Our Island School – Deborah Chancellor 92

12 Teaching text Here to Help: Firefighter – Rachel Blount 96

Practice text Here to Help: Police Officer – Rachel Blount 100

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POETRY


13 Teaching text Mice – Rose Fyleman 104

Practice text Like an Animal – Joan Poulson 108

14 Teaching text Little Miss Muffet – Anon 112

Practice text Twinkle, Twinkle, Little Star – Jane Taylor, Anon, Lewis Carroll 116

15 Teaching text The City Farm – Brian Moses 120

Practice text Miss Smith – Brian Moses 124

ASSESSMENT TASKS

Fiction

Task 1: Mr Buzz the Beeman – Allan Ahlberg 128

Task 2: Jake the Good Bad Dog – Annette and Nick Butterworth 132

Task 3: The Bog Baby – Jeanne Willis 136

Task 4: The Hodgeheg – Dick King-Smith 140

Non-fiction

Task 5: Penguins – Ione Branton 144

Task 6: Eruption! – Anita Ganeri 148

Task 7: Your Senses – Jinny Johnson 152

Poetry

Task 8: Goldfish – John Walsh 156

Task 9: The Snowman – Wes Magee 160

Answers to Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Content Domain Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

l The Interactive Modelling Software

l All teaching notes

l Teaching text questions

l Progress Task sheets for all Assessment Tasks

Don’t forget to log on to My Rising Stars to access:

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4 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019

1 Give the children copies of the Teaching text and questions so that they can apply the strategies they learned in the previous session. (These can be found in the home screen for each unit, by clicking the Teaching text button.)

2 Ask the children to work independently and give their own answers.

3 In the Question zap tab, select a question. Move to the Crack it tab, and click Check it to review the model answer. Repeat for each question. Allow the children to mark their own work as you review each model answer. You can also check answers and strategies in the Teacher’s Guide.

4 Encourage discussion so that the children can compare their own answers to the model answer. There may be alternative possible ‘correct’ answers for each question.

1 In the Question zap tab, click on the first question to open it.

2 Zap the question: Teach children how to interpret the question:

“What is being asked?”

“Which reading strategies will be needed to find the answer?”

Use the on-screen tools to highlight key words in the question.

Answers and strategies are supplied in the Teacher’s Guide.

3 In the Text search tab, use the on-screen tools to highlight any pieces of text that are relevant to the question. Click Copy to Crack it to transfer this text to the evidence section of the Crack it tab.

4 In the Crack it tab, use the copied text in the Evidence section to write an answer. Compare this with the model answer given in the Teacher’s Guide and encourage the class to discuss and consider the relative merits of their own answers and the model answer.

1 Introduce the unit by sharing the Key text features and Reading the Teaching text questions in the Teacher’s Guide.

2 Use the Read tab text in the Interactive Modelling Software to introduce the teaching. Press the play button to listen to the audio. The Listening comprehension questions will be shown on screen. If you prefer, you can read the text yourself.

How to use this resourceIntroduce, Listen and Read

Model

Apply

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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 5

1 Revisit the key strategies taught using the Teaching text, and then distribute photocopies of the Practice text, and Practice text questions, for children to practise answering the questions, using and applying the strategies taught. (These can be found in the home screen for each unit, by clicking the Practice text button, and in the Teacher’s Guide.)

2 Display the Practice text tab in the Interactive Modelling Software. Use the strategies suggested in the Teacher’s Guide to mark and discuss the children’s answers. Let children mark their own work, although you will want to monitor their answers as part of your ongoing assessment procedures.

Children can extend their learning, either through writing (see Moving into writing) or through developing further reading pathways (see Extending reading). Brief suggestions for both of these routes are included in each unit of the Teacher’s Guide. It is anticipated you will use your professional understanding of effective ways to teach reading and writing if you follow the suggestions.

1 Introduce the Assessment Tasks through class discussion so that children are clear what they are being asked to do. If appropriate, display the text in the Interactive Modelling Software and read it out. If the text is a playscript or a poem which lends itself well to being read aloud, encourage children to enact some or all of the text over the course of the assessment.

2 Provide each child with the question sheet.

3 Circulate throughout the task, offering support or challenge as necessary. Allow verbal responses, where required, to enable you to assess understanding independently of reading accuracy.

Practise

Extend

Assess

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Introduction to Cracking Comprehensionn Cracking Comprehension and the

National Curriculum for EnglishThe 2016 test framework recognises eight ‘content domains’ which can be assessed in reading tests and which primarily interrogate the reading comprehension objectives of the national curriculum.

The table on pages 167–168 gives a summary of content domain coverage for each comprehension unit and assessment task.

n How do I use the teaching units?The pathway through each Cracking Comprehension unit is flexible, according to the specific needs of you and your children. (See How to Use this Book on pages 4–5 for a suggested learning pathway.) Whether you choose to teach a comprehension lesson every day for a week, weekly over a half-term or for a focused half day per half-term is your choice. The range of content domains practised during each unit is clearly indicated. This gives you the opportunity to decide which assessable elements you want the children to practise.

n How do I use the Assessment Tasks?The tasks are not tests and are therefore not carried out under test conditions. Children may work on the tasks individually, in pairs or in groups. The tasks encourage a variety of activities including reading out loud, learning by heart and performance, all of which are emphasised in the new curriculum. The tasks may be used in any order.

There are no hard-and-fast time limits for these tasks, and some children may need more time than others. Tasks involving performance will need a greater time allowance than others. We suggest one-and-a-half to two hours on average.

Gathering and using evidence for diagnostic assessment

The outcomes for each task supply evidence for the regular review of children’s progress in reading. The teacher notes provide a question-by-question breakdown giving examples of likely outcomes for each question at three standards of achievement: children towards the expected standard, at the expected standard and those working at greater depth within the expected standard.

n What is Cracking Comprehension?Cracking Comprehension is a step-by-step resource to improve the comprehension skills of children aged 5–11 years old. It teaches children the skills and strategies they need to successfully explain their understanding of a wide range of texts, and offers ideas to extend their enjoyment of, and engagement with, reading.

The Interactive Modelling Software and this Teacher’s Guide will help children to develop the techniques to answer the types of questions asked in the Key Stage 2 National Test for Reading and help you to deliver the 2014 National Curriculum for English, including the harder question paper which requires more in-depth understanding.

The Assessment Tasks provide a range of assessment for learning (AfL) activities for reading comprehension within the new Primary National Curriculum for Key Stage 2 English. These tasks can be used alongside the teaching units or as stand-alone assessment tasks.

Cracking Comprehension comprises both this Teacher’s Guide, and online access to the Interactive Modelling Software and printable resources on My Rising Stars at www.risingstars-uk.com. The icon, used throughout this book, highlights where access to online content is required.

The online access at My Rising Stars provides interactive tools and pupil quizzes for modelling and practice. The Interactive Modelling Software helps teachers and children model key reading skills, and can be followed by the pupil quizzes, where children can practise the skills acquired independently, at home or in small working groups. The online pupil quizzes can be used to track and monitor progress, using the reporting and progress area.

n What is in it?Cracking Comprehension offers 15 comprehension units and nine Assessment Tasks for each year organised by text type (fiction, non-fiction, playscripts and poetry), and includes full teacher and assessment guidance.

The units have been chosen to support the expectations of the new National Curriculum for Key Stage 2 English. The texts can also be used as resources to complement your wider teaching.

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INTRODUCTION TO CRACKING COMPREHENSION

For maximum flexibility, the tasks are designed to be administered in any order, and so a single benchmark standard is required. The benchmark used in all the tasks is the expected standard at the end of the year. As children typically make significant progress over the course of the year, you will need to take this into account when assessing children against expected progress, particularly for any tasks children attempt during the first half of the academic year.

The questions for each task focus on several content domains from the new programme of study.

Support for assessment for learning

A simple, tick-based pupil self-assessment sheet for each Assessment Task can be found on My Rising Stars. Use this after the task, to give children the opportunity to reflect on what they can do. Begin by discussing the questions with the class, and then give children an opportunity to fill in the sheets individually. Those struggling with reading may need individual help to fill in their sheets.

Use the self-assessment sheets, together with your own assessment of each child’s attainment in the task, to set future targets for reading. A child’s completed self-assessment sheet could form the focus of a meeting you have with them about their reading targets.

n Using Cracking Comprehension with other resources

Cracking Comprehension can be used as a stand-alone resource for teaching reading comprehension, or together with other Rising Stars resources to support your classroom teaching and improve outcomes for the children in your class. Detailed mapping documents, which provide further detail on how Cracking Comprehension content can be used successfully with some of the resources listed below, can be found on My Rising Stars.

Progress in Reading Assessment (PiRA)PiRA is the best-selling stand-alone reading test which can be used to track children’s progress from one term

to the next, throughout Key Stages 1 and 2. Cracking Comprehension is an ideal teaching tool to ensure good progress through PiRA because the texts are of a similar length and demand, and the range and presentation of questions are based on those used in the National Tests. Strategies that are learned and practised in Cracking Comprehension are all appropriate and useful for PiRA.

On Track Comprehension

On Track Comprehension is a structured intervention programme for children in Key Stage 2 who are falling behind in comprehension. One of the key areas of focus for On Track Comprehension is developing vocabulary and skills for working out the meaning of words. This is in response to research which shows that a more limited vocabulary is one of the biggest barriers to accurate comprehension for many children. On Track Comprehension also provides opportunities for children to respond to texts orally, before they record written answers.

Cracking Writing

Cracking Writing units can be used as extension tasks for Cracking Comprehension. Each of the Cracking Writing units is closely related to a Cracking Comprehension unit and includes comprehension questions before going on to use the text extract as a model for writing. Grammar is extensively taught in context in the units.

Read in to Writing

In addition to one-off comprehension tasks based on short texts and text extracts, many schools are now opting to read full-length books together, in order to give children opportunities to read and respond to entire good-quality texts. Extracts from some of these texts, or related to the texts, are used in Cracking Comprehension in order to build children’s familiarity with the texts.

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l Fiction


timid tim and the cuggy thief/DoggerJohn Prater/Shirley Hughes

Key text features

The texts are both from the beginning of ‘real world’ stories featuring children who lose a favourite comfort object.

l The Teaching text is from Timid Tim and the Cuggy Thief by John Prater.

l The Practice text is from Dogger by Shirley Hughes

Reading the teaching text: Timid Tim and the Cuggy Thief

l Introduce the text by asking the children what they think a cuggy might be. Have they heard the word before? If not, tell them that the story is about a boy who loses a favourite toy. Let them make suggestions.

l Access the Interactive Modelling Software for this unit. Listen to the text, or read the extract aloud. Ask them if they think their predictions will come true.

l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 10–11).

Reading the Practice text: Dogger

l Have any of the class read Dogger before? If not, tell them that it is another story about a boy who loses a favourite toy. Can they predict what Dogger might be?

l Once they have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Reread Timid Tim and the Cuggy Thief. Ask the children to help you make a list of things they know about Tim, and then to make a list of things they know about the Cuggy Thief.

l Ask them to think about how the story will continue. Will the Cuggy Thief bring back Tim’s cuggy or will Tim have to go and look for it?

l Let the children work in small groups to talk/act out/draw what Tim might have to do to get his cuggy back.

l Let groups share their ideas.

l Together, make a list of nouns and adjectives that might be useful to describe the Cuggy Thief and where he lives.

l Ask children to tell their Timid Tim story to a response partner before writing it.

Unit 1Fiction

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Unit 1 • Fiction


Listening comprehension: Questions and Answers

Q1: What is a cuggy?

A1: A (special soft and sleepy) blanket

Strategy: Listen for the word ‘cuggy’. Listen to the sentence that the word is in.

Q2: What is a Cuggy Thief?

A2: A thief who steals your favourite things.

Strategy: Which part of the text do you think you will find that information in? Listen carefully to the song and find out everything you can.

Q3: Do you think Tim will get his cuggy back? Why?

A3: Yes, because that’s what usually happens in stories.

Strategy: This is a ‘do you think’ question so the answer will not be in the text. Listen again, thinking about the text and everything you know about stories.

The listening comprehension questions can be accessed on the modelling software for this unit.

Katie Morag books – Mairi Hedderwick

Mog the Forgetful Cat – Judith Kerr

Old Bear – Jane Hissey

Extending reading

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Unit 1 • Fiction

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hing

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Unit 1 • Fiction

5.

‘A c

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of a

ir bl

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m’

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to u

nder

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d te

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the

child

ren

to:

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lly re

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n, m

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to lo

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r the

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ds.

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an th

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tions

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ch is

mos

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6.

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Tim

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ggy

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Unit 1 • Fiction

12 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page

DoggerShirley Hughes

At tea-time Dave was rather quiet.

In the bath he was even quieter.

At bed-time he said: “I want Dogger.”

But Dogger was nowhere to be found.

Mum looked under the bed. She looked behind the cupboard. She searched in the kitchen and underneath the stairs.

Dave watched anxiously through the banisters. Joe watched through the bars of his cot.

Bella joined in to look for Dogger. She turned out her own toy box in case he was in there, but he wasn’t.

When Dad came home he looked for Dogger too. He searched in the shed and down the garden path with a torch.

But Dogger was quite lost.

Dave was very sad when he went to bed. Bella kindly lent him one of her teddies to go to sleep with but it was not the same thing as Dogger. Dave kept waking up in the night and missing him.

1

2

3

4

5

7

9

11

13

14

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Unit 1 • Fiction

Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 13

Name: Class: Date:

1 What time of day was it at the beginning of the story? Tick one.

lunch-time □ bath-time □ tea-time □ bed-time □

2 What did Dave want?

3 Why do you think Mum looked under the bed?

4 Why was Dave anxious? Tick one.

because Bella had Dogger □ because Dogger was missing □ because Joe had Dogger □ because he was tired □

5 Bella turned out her own toy box.

What does “turned out” mean in this sentence? Tick one.

put all her toys away in it □ took everything out to check inside it □ tidied it carefully so she could see all the teddies □ turned it upside down □

6 Why did Bella lend Dave a teddy?

1 mark

1b

1 mark

1b

1 mark

1d

1 mark

1d

1 mark

1a

1 mark

1d

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Unit 1 • Fiction

Prac

tice

text

: Dog

ger

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the

ques

tion

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cts o

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ch a

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ract

ers,

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ts,

title

s and

info

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ion.

Tell

the

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ren

to:

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refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

care

fully

read

the

para

grap

h th

en lo

ok b

ack

at th

e w

ord

choi

ces

in th

e qu

estio

n to

find

the

answ

er.

2.

Wha

t did

Dav

e w

ant?

Dog

ger

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

care

fully

read

the

para

grap

h to

find

you

r ans

wer

.

3.

Why

do

you

thin

k M

um lo

oked

un

der t

he b

ed?

Acce

pt a

n an

swer

that

reco

gnis

es s

he w

as

look

ing

for D

ogge

r and

did

not

kno

w w

here

he

mig

ht b

e/he

was

oft

en fo

und

unde

r the

bed

.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

. Not

e th

at th

is is

a ‘w

hy d

o yo

u th

ink’

que

stio

n so

the

answ

er w

ill n

ot b

e di

rect

ly in

the

text

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r use

ful i

nfor

mat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat M

um is

look

ing

for

and

why

.

4.

Why

was

Dav

e an

xiou

s? T

ick

one.

□ b

ecau

se B

ella

had

Dog

ger

□ b

ecau

se J

oe h

ad D

ogge

r

□ b

ecau

se D

ogge

r was

mis

sing

□ b

ecau

se h

e w

as ti

red

beca

use

Dog

ger w

as m

issi

ng ✓

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r use

ful i

nfor

mat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat m

ight

mak

e

Dav

e an

xiou

s.•

rere

ad th

e op

tions

in th

e an

swer

and

thin

k ab

out w

hich

is m

ost l

ikel

y.

452589_U1_CC_2e_Y2_008-015.indd 14 06/03/19 11:25 AM


Unit 1 • Fiction

5.

Bella

turn

ed o

ut h

er o

wn

toy

box.

W

hat d

oes

“tur

ned

out”

mea

n in

th

is s

ente

nce?

Tic

k on

e.

□ p

ut a

ll he

r toy

s aw

ay in

it

□ t

ook

ever

ythi

ng o

ut to

che

ck

insi

de it

□ t

idie

d it

care

fully

so

she

coul

d se

e al

l the

tedd

ies

□ t

urne

d it

upsi

de d

own

took

eve

ryth

ing

out t

o ch

eck

insi

de it

✓1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

wor

ds.

•sc

an th

e te

xt to

find

the

wor

ds.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he w

ords

mig

ht

mea

n.•

rere

ad th

e op

tions

in th

e qu

estio

n an

d de

cide

whi

ch is

mos

t lik

ely.

6.

Why

did

Bel

la le

nd D

ave

a te

ddy?

•to

mak

e hi

m fe

el b

ette

r•

beca

use

they

cou

ld n

ot fi

nd D

ogge

r1d 1

mar

k

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r use

ful i

nfor

mat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out h

ow D

ave

is fe

elin

g an

d ho

w B

ella

is tr

ying

to h

elp.

452589_U1_CC_2e_Y2_008-015.indd 15 06/03/19 11:25 AM

l Fiction


George and the Dragon/there’s no Such thing as a Dragonchris Wormell/Jack Kent

Key text features

Both texts are extracts from the beginning of stories about dragons.

l The Teaching text is the opening of George and the Dragon by Chris Wormell. The story begins with the author building up a description of a terrible and mighty dragon.

l The Practice text is the beginning of There’s No Such Thing as a Dragon by Jack Kent. It is a story of what happens when you do not believe in something that really exists.

Reading the teaching text: George and the Dragon

l Introduce the text by asking the children what they know about dragons. What do dragons look like? What can they do? How do they behave?

l Access the Interactive Modelling Software for this unit. Listen to the text or read the extract aloud. Did the children learn anything else about dragons in this description?


Reading the Practice text: There’s No Such Thing as a Dragon

l Explain that this is the beginning of another story. Ask the children to listen carefully in order to find out how the dragon changes.

Moving into writing

l Reread There’s No Such Thing as a Dragon.

l Ask the children to think about what might happen next. Will Billy pat the dragon? What might happen if he does? What might happen if they all continue to ignore it?

l Allow the children to think, in pairs, and share for their ideas.

l Ask them to draw three pictures to show what will happen next.

l Tell the children to cut the pictures out and then use them to write a beginning, middle and end of the next part of the story.

Unit 2Fiction

452589_U2_CC_2e_Y2_016-023.indd 16 06/03/19 11:26 AM

Unit 2 • Fiction



Q1: Where does the dragon live?

A1: Far away/in the high mountains/in a cave/in a valley

Strategy: Listen for the information and decide which parts are most important.

Q2: What could the dragon do to the forest?

A2: It could burn it down (with its fiery breath).

Strategy: Consider which information is important to answer the question.

Q3: This description is at the beginning of the story. What is the most important thing we know about the dragon? Why?

A3: Accept any reasoned answer, e.g. it is fierce, terrible and mighty because that is what all of this text is about.

Strategy: Ask the children to listen to the whole text again while they think about this question. Remind them that you want them to explain their answer.


Tarquin the Wonder Horse – June Crebbin

Care of Henry – Anne Fine

I Am Cat – Jackie Morris

Daisy Dawson – Steve Voake

Extending reading

452589_U2_CC_2e_Y2_016-023.indd 17 06/03/19 11:26 AM


Unit 2 • Fiction

teac

hing

text

: Geo

rge

and

the

Dra

gon

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

Ch

oose

thre

e fa

cts

we

know

abo

ut

the

drag

on fr

om th

e fir

st s

ente

nce.

□ H

e w

as m

ight

y.

□ H

e at

e pr

ince

sses

.

□ H

e liv

ed in

a d

ark

cave

.

□ H

e liv

ed o

n to

p of

a h

igh

mou

ntai

n.

□ H

e liv

ed in

a d

eep

valle

y.

He

was

mig

hty.

✓

He

lived

in a

dar

k ca

ve. ✓

He

lived

in a

dee

p va

lley.

✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Rem

ind

the

child

ren

that

, for

mos

t com

preh

ensi

on a

ctiv

ities

, the

que

stio

ns

are

in th

e sa

me

orde

r as

the

info

rmat

ion,

so

ques

tions

at t

he b

egin

ning

of t

he

page

are

abo

ut th

e be

ginn

ing

of th

e te

xt.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•un

derli

ne th

e nu

mbe

rs in

the

ques

tion

– it

is e

asy

to fo

rget

them

.•

read

the

first

sen

tenc

e ca

refu

lly –

the

ques

tion

tells

you

whe

re in

the

text

to

look

for t

he a

nsw

er.

•re

ad e

ach

of th

e st

atem

ents

in th

e qu

estio

n an

d co

mpa

re th

em to

the

info

rmat

ion

in th

e te

xt.

Awar

d 1

mar

k fo

r all

thre

e an

swer

s co

rrec

t.

2.

Num

ber t

hese

eve

nts

in th

e or

der

in w

hich

we

are

told

them

.

Th

e dr

agon

cou

ld:

□ b

urn

dow

n a

fore

st.

□ fl

y hi

gher

than

the

clou

ds.

□ b

rush

aw

ay a

n ar

my.

□ s

mas

h a

cast

le w

all.

burn

dow

n a

fore

st.

2

fly h

ighe

r tha

n th

e cl

ouds

. 1

brus

h aw

ay a

n ar

my.

4

smas

h a

cast

le w

all.

3

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

and

expl

ain

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•co

nsid

er if

any

of t

he w

ords

in th

e qu

estio

n ar

e in

the

text

(yes

– th

ey a

ll ar

e). S

can

the

text

for t

hose

wor

ds.

•nu

mbe

r the

wor

ds a

s yo

u fin

d th

em in

the

text

.•

writ

e nu

mbe

rs in

the

boxe

s to

sho

w th

e or

der o

f the

info

rmat

ion.

3.

“with

a sw

eep

of h

is m

onst

rous

w

ing”

(lin

es 7

–8)

W

hat d

oes

the

wor

d “m

onst

rous

” te

ll us

abo

ut th

e dr

agon

’s w

ing?

Ch

oose

one

.

□ I

t use

d to

bel

ong

to a

mon

ster

.

□ I

t had

a m

onst

er’s

face

on

it.

□ I

t was

shi

ny a

nd s

harp

.

□ I

t was

ver

y bi

g.

It w

as v

ery

big.

✓1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t the

mea

ning

of t

he

wor

ds.

•sc

an th

e te

xt fo

r the

wor

d “m

onst

rous

” and

read

the

lines

aro

und

the

wor

d.•

cons

ider

the

info

rmat

ion

give

n an

d tic

k th

e be

st a

nsw

er.

452589_U2_CC_2e_Y2_016-023.indd 18 06/03/19 11:26 AM


Unit 2 • Fiction

4.

Fill

in th

e m

issi

ng w

ords

in th

e fir

st

sent

ence

.

Fa

r, a

way

in th

e hi

gh,

mou

ntai

ns in

a d

eep,

v

alle

y in

a d

ark,

cave

ther

e liv

ed a

mig

hty

drag

on.

W

hy d

o yo

u th

ink

the

writ

er c

hose

to

use

thes

e w

ords

?

Far,

far a

way

in th

e hi

gh, h

igh

mou

ntai

ns in

a

deep

, dee

p va

lley

in a

dar

k, d

ark

cave

ther

e liv

ed a

mig

hty

drag

on.

Acce

pt a

n an

swer

that

reco

gnis

es th

e po

wer

of

repe

titio

n, e

.g.

•H

e w

ante

d to

sho

w h

ow m

ight

y th

e dr

agon

w

as b

ecau

se e

very

thin

g ab

out h

im is

big

. •

He

wan

ted

to m

ake

the

read

er im

agin

e th

e dr

agon

’s h

ome.

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•fil

l in

the

mis

sing

wor

ds fi

rst.

•th

ink

abou

t why

the

writ

er u

sed

thos

e w

ords

.•

read

the

who

le s

ente

nce

alou

d to

you

rsel

f. W

hat i

s th

e im

pact

of t

he w

ords

?•

rem

embe

r tha

t thi

s is

a ‘w

hy d

o yo

u th

ink’

que

stio

n. T

hat m

eans

you

will

ha

ve to

thin

k of

the

answ

er fo

r you

rsel

f.

5.

Fill

in th

e m

issi

ng w

ords

.

Th

e dr

agon

cou

ld fl

y hi

gher

than

a

and

fast

er th

an

.

hous

e

all t

he b

irds

(Acc

ept “

bird

”/”a

bird

”/”t

he

bird

s”.)

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t wha

t the

que

stio

n is

as

king

.•

scan

the

text

for t

he w

ord

“hig

her”

and

read

the

lines

aro

und

the

wor

d.•

copy

the

wor

d th

at fi

ts in

to th

e sp

ace.

•do

the

sam

e w

ith th

e w

ord

“fas

ter”

.

Awar

d 1

mar

k fo

r bot

h an

swer

s co

rrec

t.

6.

Why

do

you

thin

k th

e dr

agon

wen

t to

the

cast

le?

Choo

se o

ne.

□ H

e lik

ed s

mas

hing

cas

tles.

□ H

e w

as a

ngry

.

□ H

e di

d no

t lik

e ar

mie

s.

□ H

e w

ante

d to

get

a p

rince

ss fr

om

the

cast

le.

□ H

e w

as a

terr

ible

dra

gon.

Ex

plai

n w

hy y

ou th

ink

that

.

Acce

pt a

ny a

nsw

er a

s lo

ng a

s th

e se

lect

ion

an

d th

e ex

plan

atio

n m

atch

. E.g

.

He

was

a te

rrib

le d

rago

n. ✓

He

wan

ted

to s

how

peo

ple

how

terr

ible

he

was

so

he s

mas

hed

up th

e ca

stle

.

He

was

ang

ry. ✓

Dra

gons

nee

d to

be

angr

y to

hav

e fla

mes

and

he

had

to s

et s

omet

hing

on

fire

to g

et ri

d of

hi

s fla

mes

.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

read

the

who

le te

xt, t

hink

ing

abou

t the

opt

ions

in th

e qu

estio

n.•

tick

the

answ

er y

ou th

ink

is b

est.

•w

rite

a re

ason

usi

ng id

eas

from

the

text

.

452589_U2_CC_2e_Y2_016-023.indd 19 06/03/19 11:26 AM

Unit 2 • Fiction


there’s no Such thing as a DragonJack Kent

Billy Bixbee was rather surprised when he woke one morning and found a dragon in his room.

It was a small dragon, about the size of a kitten.

The dragon wagged its tail happily when Billy patted its head.

Billy went downstairs to tell his mother.

“There’s no such thing as a dragon!” said Billy’s mother. And she said it as if she meant it.

Billy went back to his room and began to dress. The dragon came close to Billy and wagged his tail. But Billy didn’t pat it. If there’s no such thing as something, it’s silly to pat it on the head.

Billy washed his face and hands and went down to breakfast. The dragon went too. It was bigger now, almost the size of a dog.

1

3

4

5

6

8

11

452589_U2_CC_2e_Y2_016-023.indd 20 06/03/19 11:26 AM

Unit 2 • Fiction


Name: Class: Date:

1 Tick three facts we know from the first sentence.

The dragon was called Billy. □ The dragon was in Billy’s room. □ Billy saw the dragon in the morning. □ Billy had a pet dragon. □ Billy was surprised to see the dragon. □

2 Number these events in the order in which we are told them.

Billy went downstairs. □ Billy patted the dragon’s head. □ Billy did not pat the dragon’s head. □ Billy’s mother said, “There’s no such thing as a dragon!” □

3 Read the sentence. Underline the word that tells you how the dragon felt when Billy patted its head.

“The dragon wagged its tail happily when Billy patted its head.” (line 4)

4 How do you think Billy felt when he was getting dressed? Tick the one answer.

He felt happy because there was a dragon in his room. □ He felt cross with his mother because she did not listen to him. □ He felt confused because there was a dragon but his mother □

said it did not exist.

He felt silly because he had already patted the dragon’s head. □

5 Complete the sentences.

At first, the dragon was about the size of a .

When Billy went down to breakfast, the dragon was about the size of a

.

6 Why do you think the dragon was bigger by the time Billy went down to breakfast?

1 mark

1b

1 mark

1c

1 mark

1a

1 mark

1d

1 mark

1b

1 mark

1d

452589_U2_CC_2e_Y2_016-023.indd 21 06/03/19 11:26 AM


Unit 2 • Fiction

Prac

tice

text

: the

re’s

no

Such

thi

ng a

s a

Dra

gon

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

Ti

ck th

ree

fact

s w

e kn

ow fr

om th

e fir

st s

ente

nce.

□ T

he d

rago

n w

as c

alle

d Bi

lly.

□ T

he d

rago

n w

as in

Bill

y’s

room

.

□ B

illy

had

a pe

t dra

gon.

□ B

illy

saw

the

drag

on in

the

mor

ning

.

□ B

illy

was

sur

pris

ed to

see

the

drag

on.

The

drag

on w

as in

Bill

y’s

room

. ✓

Billy

saw

the

drag

on in

the

mor

ning

. ✓

Billy

was

sur

pris

ed to

see

the

drag

on. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•un

derli

ne th

e nu

mbe

rs in

the

ques

tion

– it

is e

asy

to fo

rget

them

.•

rem

embe

r tha

t the

que

stio

n te

lls y

ou w

here

in th

e te

xt to

look

for t

he a

nsw

er.

•re

ad th

e fir

st s

ente

nce

care

fully

.•

read

eac

h of

the

stat

emen

ts in

the

ques

tion

and

com

pare

them

to th

e in

form

atio

n in

the

text

. It i

s im

port

ant o

nly

to u

se in

form

atio

n th

at is

in th

e te

xt fo

r que

stio

ns li

ke th

is.

Awar

d 1

mar

k fo

r all

thre

e an

swer

s co

rrec

t.

2.

Num

ber t

hese

eve

nts

in th

e or

der

in w

hich

we

are

told

them

.

□ B

illy

wen

t dow

nsta

irs.

□ B

illy

patt

ed th

e dr

agon

’s h

ead.

□ B

illy

did

not p

at th

e dr

agon

’s h

ead.

□ B

illy’

s m

othe

r sai

d, “T

here

’s n

o su

ch th

ing

as a

dra

gon!

”

Billy

wen

t dow

nsta

irs

2

Billy

pat

ted

the

drag

on’s

hea

d 1

Billy

did

not

pat

the

drag

on’s

hea

d 4

Billy

’s m

othe

r sai

d, “T

here

’s n

o su

ch

thin

g as

a d

rago

n!”

3

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

and

expl

ain

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•w

rite

num

bers

in th

e bo

xes

to s

how

the

orde

r of t

he in

form

atio

n.•

cons

ider

if a

ny o

f the

wor

ds in

the

ques

tion

are

in th

e te

xt (y

es –

they

all

are)

. Sc

an th

e te

xt fo

r tho

se w

ords

.•

num

ber t

he w

ords

as

you

find

them

in th

e te

xt.

3.

Read

the

sent

ence

. Und

erlin

e th

e w

ord

that

tells

you

how

the

drag

on

felt

whe

n Bi

lly p

atte

d its

hea

d.

“T

he d

rago

n w

agge

d its

tail

happ

ily

whe

n Bi

lly p

atte

d its

hea

d.” (

line

4)

“hap

pily

”1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•no

t rea

d th

e te

xt a

gain

bec

ause

all t

he in

form

atio

n yo

u ne

ed is

in th

e qu

estio

n.•

rere

ad th

e se

nten

ce c

aref

ully

, thi

nkin

g ab

out h

ow th

e dr

agon

was

feel

ing.

•un

derli

ne th

e w

ord

that

giv

es y

ou th

e in

form

atio

n.

4.

How

do

you

thin

k Bi

lly fe

lt w

hen

he w

as g

ettin

g dr

esse

d? T

ick

one

answ

er.

□ H

e fe

lt ha

ppy

beca

use

ther

e w

as a

dr

agon

in h

is ro

om.

□ H

e fe

lt cr

oss

with

his

mot

her

beca

use

she

did

not l

iste

n to

him

.

□ H

e fe

lt co

nfus

ed b

ecau

se th

ere

was

a

drag

on b

ut h

is m

othe

r sai

d it

did

not e

xist

.

□ H

e fe

lt si

lly b

ecau

se h

e ha

d al

read

y pa

tted

the

drag

on’s

hea

d.

He

felt

conf

used

bec

ause

ther

e w

as a

dra

gon

but h

is m

othe

r sai

d it

did

not e

xist

. ✓1d 1

mar

k

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•po

int o

ut th

at th

is is

a ‘h

ow d

o yo

u th

ink’

que

stio

n. T

hat m

eans

that

the

answ

er w

ill n

ot b

e in

the

text

. You

will

hav

e to

read

the

text

and

see

wha

t yo

u th

ink.

•th

ink

abou

t whe

re y

ou w

ill fi

nd th

is in

form

atio

n.•

read

that

par

t of t

he te

xt c

aref

ully

, loo

king

for t

he in

form

atio

n.•

read

all

of th

e m

ultip

le-c

hoic

e op

tions

car

eful

ly a

nd d

ecid

e w

hich

one

is

best

.

452589_U2_CC_2e_Y2_016-023.indd 22 06/03/19 11:26 AM


Unit 2 • Fiction

5.

Com

plet

e th

e se

nten

ces.

At

firs

t, th

e dr

agon

was

abo

ut th

e si

ze o

f a

.

W

hen

Billy

wen

t dow

n to

bre

akfa

st.

The

drag

on w

as a

bout

the

size

of a

.

kitt

en

dog

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t wha

t the

que

stio

n is

as

king

.•

scan

the

text

for t

he w

ords

“abo

ut th

e si

ze o

f a” a

nd re

ad th

e lin

es a

roun

d th

e w

ord.

•co

py th

e w

ord

that

fits

into

the

spac

e.•

do th

e sa

me

the

next

tim

e yo

u se

e “a

bout

the

size

of a

”.

Awar

d 1

mar

k fo

r bot

h an

swer

s co

rrec

t.

6.

Why

do

you

thin

k th

e dr

agon

was

bi

gger

by

the

time

Billy

wen

t dow

n to

bre

akfa

st?

Acce

pt re

ason

able

ans

wer

s su

ch a

s:

•H

e di

d no

t lik

e be

ing

igno

red.

•H

e w

ante

d Bi

lly to

pat

him

on

the

head

ag

ain.

•H

e w

ante

d to

sho

w B

illy’

s m

othe

r tha

t he

did

exis

t.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly. N

ote

that

this

is a

‘why

do

you

thin

k’

ques

tion.

Tha

t mea

ns th

at th

e an

swer

will

not

be

in th

e te

xt. Y

ou w

ill n

eed

to re

ad th

e te

xt a

nd s

ee w

hat y

ou th

ink.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

find

that

info

rmat

ion

in th

e te

xt.

452589_U2_CC_2e_Y2_016-023.indd 23 06/03/19 11:26 AM

l Fiction


Something Else/Dilly’s Sports DayKathryn cave/tony Bradman

Key text features

Both texts are extracts from the beginning of fantasy stories, and feature creatures as main characters.

Both stories begin by telling the reader about a problem the main character has.

l The Teaching text is the opening of Something Else by Kathryn Cave. Something Else is a small, lonely creature who is rejected because he is different from the others.

l The Practice text is the beginning of Dilly’s Sports Day taken from Dilly Goes on Holiday by Tony Bradman. Dilly the Dinosaur does not feel well, but it has nothing to do with the fact that it is sports day!

Reading the teaching text: Something Else

l Introduce the title: Something Else. What do the children understand by the term?

l Access the Interactive Modelling Software for this unit. Read the beginning of the text to the children or listen to the audio track. Is “Something Else” a kind name to call the creature? Can they think of a better one?

l Read the rest of the text to the children or listen to the audio track.


Reading the Practice text: Dilly’s Sports Day

l Have the children read or seen any other Dilly the Dinosaur stories? Did they enjoy them? Talk about the character of Dilly the Dinosaur.

l Read the story to the children.

l Once you have read the story, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Reread Dilly’s Sports Day.

l Talk about the children’s expectations of the story, based on this extract.

– Why does Dilly not like sports day?

– What might happen?

l Ask the children to role-play the story in groups, and then tell their version to a friend before writing their own version of the story.

Unit 3Fiction

452589_U3_CC_2e_Y2_024-031.indd 24 06/03/19 11:29 AM

Unit 3 • Fiction



Q1: What is the main character’s name?

A1: Something Else

Strategy: The children may know the answer because Something Else is also the title of the book/he is the only named character/the story is about him.

Q2: Why did Something Else try to be like the others?

A2: He wanted to be liked/to have friends/not to be alone.

Strategy: Listen to the middle section of the text. Think about the things Something Else did and his possible motives for doing them.

Q3: Why were the others unkind to Something Else?

A3: He was not like them.

Strategy: Ask the children to listen to the whole text again while they think about this question.


Q Pootle 5 in Space! – Nick Butterworth

Troll and the Oliver – Adam Stower

The Bog Baby – Jeanne Willis

Extending reading

452589_U3_CC_2e_Y2_024-031.indd 25 06/03/19 11:29 AM


Unit 3 • Fiction

teac

hing

text

: Som

ethi

ng E

lse

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

Ch

oose

thre

e fa

cts

we

know

abo

ut

Som

ethi

ng E

lse fr

om th

e fir

st

sent

ence

.

□ H

e lo

oked

odd

.

□ H

e liv

ed o

n a

win

dy h

ill.

□ H

e ha

d no

frie

nds.

□ H

e w

as a

n al

ien.

□ H

e liv

ed a

lone

.

He

lived

on

a w

indy

hill

. ✓

He

had

no fr

iend

s. ✓

He

lived

alo

ne. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e fir

st s

ente

nce

care

fully

.•

read

eac

h of

the

stat

emen

ts in

the

ques

tion

and

com

pare

them

to th

e in

form

atio

n in

the

text

.

Esta

blis

h w

hat t

hey

know

from

read

ing

the

text

, oth

erw

ise

they

mig

ht m

ake

assu

mpt

ions

or u

se p

ictu

res

unle

ss e

xplic

itly

taug

ht n

ot to

.

Awar

d 1

mar

k fo

r thr

ee a

nsw

ers

corr

ect.

2.

“He

knew

that

was

wha

t he

was

bec

ause

eve

ryon

e sa

id so

.” (li

nes

4–6)

W

ho d

o yo

u th

ink

“eve

ryon

e” w

as?

the

othe

r chi

ldre

n/cr

eatu

res

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•no

tice

that

the

wor

ds b

efor

e th

e qu

estio

n ar

e w

ords

from

the

text

.•

read

the

ques

tion

slow

ly a

nd c

aref

ully

.•

rem

embe

r tha

t thi

s is

a ‘w

ho d

o yo

u th

ink’

que

stio

n, s

o th

e an

swer

will

not

be

dire

ctly

in th

e te

xt.

•sc

an th

e w

hole

text

for t

he s

ente

nce

“He

knew

that

was

wha

t he

was

be

caus

e ev

eryo

ne sa

id so

.” (li

ne 3

–4)

•re

ad c

aref

ully

onc

e yo

u ha

ve fo

und

the

sent

ence

, unt

il yo

u ha

ve fo

und

the

info

rmat

ion

you

need

to a

nsw

er th

e qu

estio

n.•

thin

k ab

out y

our a

nsw

er to

the

ques

tion.

3.

Writ

e tw

o th

ings

from

the

text

that

So

met

hing

Else

did

to tr

y to

be

like

the

othe

rs.

Acce

pt tw

o of

:

•si

t with

them

•w

alk

with

them

•jo

in in

thei

r gam

es•

smile

•sa

y “H

i!”•

pain

t pic

ture

s•

play

gam

es

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly. W

here

do

you

thin

k yo

u w

ill fi

nd th

is

info

rmat

ion?

•re

ad th

at p

art o

f the

text

car

eful

ly, l

ooki

ng fo

r tw

o id

eas.

•co

py th

e w

ords

from

the

text

car

eful

ly.

4.

How

do

you

thin

k So

met

hing

Else

fe

lt w

hen

they

sai

d, “Y

ou d

on’t

be

long

” (lin

e 9)

? Ch

oose

the

best

an

swer

.

□ s

ad

□ e

xcite

d

□ a

ngry

□ b

ored

Acce

pt e

ither

of:

sad ✓

angr

y ✓

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

mem

ber t

hat t

his

is a

‘how

do

you

thin

k’ q

uest

ion.

Tha

t mea

ns th

at th

e an

swer

will

not

be

in th

e te

xt. Y

ou w

ill h

ave

to re

ad th

e te

xt a

nd s

ee w

hat

you

thin

k.•

thin

k ab

out w

here

you

will

find

this

info

rmat

ion.

•re

ad th

at p

art o

f the

text

car

eful

ly, lo

okin

g fo

r the

info

rmat

ion.

•re

ad a

ll of

the

mul

tiple

-cho

ice

optio

ns c

aref

ully

and

dec

ide

whi

ch is

bes

t.

452589_U3_CC_2e_Y2_024-031.indd 26 06/03/19 11:29 AM


Unit 3 • Fiction

5.

Why

did

he

brin

g hi

s lu

nch

in a

pa

per b

ag?

to b

e lik

e th

e ot

hers

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•sc

an th

e te

xt fo

r the

wor

ds “p

aper

bag

”.•

read

the

text

car

eful

ly to

find

the

info

rmat

ion.

•co

py th

e w

ords

.

6.

Whe

re d

o yo

u th

ink

Som

ethi

ng E

lse

wen

t at t

he e

nd o

f thi

s te

xt?

Acce

pt a

reas

onab

le a

nsw

er th

at re

flect

s th

e st

ory,

e.g

. He

wen

t hom

e.1e 1

mar

k

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad

so fa

r.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

find

that

info

rmat

ion

in th

e te

xt.

452589_U3_CC_2e_Y2_024-031.indd 27 06/03/19 11:29 AM

Unit 3 • Fiction


Dilly’s Sports DayTony Bradman

“Mother,” said my little brother Dilly at breakfast this morning. “I don’t feel well.”

Mother felt his forehead. He didn’t have a temperature so she asked him if he had a pain.

Dilly nodded.

“Where does it hurt?” said Mother.

“Here,” said Dilly. He pointed to his stomach. “And here, and here, and here, and here … ” he said, pointing to his head, his tail and lots of places in between.

Mother looked up and winked at Father over Dilly’s head.

“I see,” she said with a smile. “This doesn’t have anything to do with it being your school sports day today, does it?”

“No, Mother,” said Dilly. “Of course not.”

1

3

5

6

7

10

12

15

452589_U3_CC_2e_Y2_024-031.indd 28 06/03/19 11:29 AM

Unit 3 • Fiction


Name: Class: Date:

1 Who did not feel well at the beginning of this text? Tick one.

the person who is telling the story □ Dilly □ Mother □

2 Who is telling the story? Tick one.

Mother □ Dilly’s friend □ Father □ Dilly’s sister □ Dilly □

3 Write two places that Dilly pointed to from the text.

4 Why do you think Mother winked at Father? Tick one.

She was worried that Dilly was ill. □ She was angry with Dilly. □ She had something in her eye. □ She wanted Father to know that she understood Dilly’s problem. □

5 What did Mother think was the reason for Dilly not to be feeling well?

6 What do you think Mother decided to do?

1 mark

1b

1 mark

1d

1 mark

1b

1 mark

1d

1 mark

1b

1 mark

1e

452589_U3_CC_2e_Y2_024-031.indd 29 06/03/19 11:29 AM


Unit 3 • Fiction

Prac

tice

text

: Dill

y’s

Spor

ts D

ay

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

W

ho d

id n

ot fe

el w

ell a

t the

be

ginn

ing

of th

is te

xt?

Tick

one

.

□ t

he p

erso

n w

ho is

telli

ng th

e st

ory

□ M

othe

r

□ D

illy

Dill

y ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, r

emem

berin

g th

at th

e qu

estio

n te

lls

you

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

read

the

begi

nnin

g of

the

text

car

eful

ly.

•re

ad e

ach

of th

e op

tions

in th

e qu

estio

n an

d co

mpa

re th

em to

the

info

rmat

ion

in th

e te

xt.

2.

Who

is te

lling

the

stor

y? T

ick

one.

□ M

othe

r

□ F

athe

r

□ D

illy

□ D

illy’

s fr

iend

□ D

illy’

s si

ster

Dill

y’s

sist

er ✓

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t the

ir an

swer

to th

e qu

estio

n. T

he a

nsw

er is

not

dire

ctly

in th

e te

xt s

o lo

ok fo

r the

clu

e: “m

y lit

tle b

roth

er” (

line

1).

•tic

k th

e be

st a

nsw

er.

3.

Writ

e tw

o pl

aces

that

Dill

y po

inte

d to

from

the

text

.Ac

cept

two

of:

•hi

s st

omac

h•

his

head

•hi

s ta

il•

lots

of p

lace

s in

bet

wee

n

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re y

ou w

ill fi

nd th

is in

form

atio

n.•

read

that

par

t of t

he te

xt c

aref

ully

, loo

king

for t

wo

idea

s.•

copy

the

wor

ds fr

om th

e te

xt c

aref

ully

.

Awar

d 1

mar

k fo

r tw

o an

swer

s co

rrec

t.

4.

Why

do

you

thin

k M

othe

r win

ked

at F

athe

r? T

ick

one.

□ S

he w

as w

orrie

d th

at D

illy

was

ill.

□ S

he w

as a

ngry

with

Dill

y.

□ S

he h

ad s

omet

hing

in h

er e

ye.

□ S

he w

ante

d Fa

ther

to k

now

that

sh

e un

ders

tood

Dill

y’s

prob

lem

.

She

wan

ted

Fath

er to

kno

w th

at s

he

unde

rsto

od D

illy’

s pr

oble

m. ✓

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•no

te th

at th

is is

a ‘w

hy d

o yo

u th

ink’

que

stio

n. T

hat m

eans

that

the

answ

er

will

not

be

in th

e te

xt. Y

ou w

ill h

ave

to re

ad th

e te

xt a

nd s

ee w

hat y

ou th

ink.

•th

ink

abou

t whe

re y

ou w

ill fi

nd th

is in

form

atio

n.•

read

that

par

t of t

he te

xt c

aref

ully

, loo

king

for t

he in

form

atio

n.•

read

all

of th

e m

ultip

le-c

hoic

e op

tions

car

eful

ly a

nd d

ecid

e w

hich

one

is

bes

t.

452589_U3_CC_2e_Y2_024-031.indd 30 06/03/19 11:29 AM


Unit 3 • Fiction

5.

Wha

t did

Mot

her t

hink

was

the

reas

on fo

r Dill

y no

t to

be fe

elin

g w

ell?

It w

as s

port

s da

y.1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•re

ad th

e te

xt c

aref

ully

to fi

nd o

ut w

hat M

othe

r tho

ught

.•

copy

the

wor

ds.

6.

Wha

t do

you

thin

k M

othe

r dec

ided

to

do?

Acce

pt a

reas

onab

le a

nsw

er th

at re

flect

s th

e st

ory,

e.g

. Sen

d D

illy

to s

choo

l.1e 1

mar

k

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad

so fa

r.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

find

that

info

rmat

ion

in th

e te

xt.

452589_U3_CC_2e_Y2_024-031.indd 31 06/03/19 11:29 AM

l Fiction


Sophie’s Snail/Willie WhiskersDick King-Smith/Margaret Gordon

Key text features

The texts are both from the beginning of books and show different ways of telling stories about animals.

l The Teaching text is from Sophie’s Snail by Dick King-Smith.

l The Practice text is from Willie Whiskers by Margaret Gordon.

Reading the teaching text: Sophie’s Snail

l Introduce the text by asking what the children know about the author Dick King-Smith: has anyone read/seen any films of his books? What do the children know about the type of stories he writes?

l Explain that this text is from the beginning of the story. What can the children predict about it?

l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them if they think their predictions will come true.


Reading the Practice text: Willie Whiskers

l Introduce the title of the book and explain that Willie is a mouse and he is the main character in the story. Can the children predict any of his adventures?

l Once they have read the story, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Reread the beginning of Willie Whiskers.

l Ask the children to draw their own idea of what he looks like. Remind the children that all we know for sure is that he is like “a hairy golf ball” (paragraph 3).

l Around their picture, ask them to think about and draw different adventures he could have.

l Give the children time to discuss their ideas for adventures with a response partner. Together with their response partner, they should orally work up one of their ideas to write a story.

Unit 4Fiction

452589_U4_CC_2e_Y2_032-039.indd 32 06/03/19 11:30 AM

Unit 4 • Fiction



Q1: “A chicken standing on one leg!” they said (paragraph 4). Who are “they”?

A1: Mark and Matthew (the twins)

Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of words used in the text.

Q2: How old are the children?

A2: Sophie is four; the twins are six.


Q3: What is a snail’s foot?

A3: A big muscle that it travels on



Aristotle – Dick King-Smith

Jamil’s Clever Cat – Fiona French

I Am Cat – Jackie Morris

Extending reading

452589_U4_CC_2e_Y2_032-039.indd 33 06/03/19 11:30 AM


Unit 4 • Fiction

teac

hing

text

: Sop

hie’

s Sn

ail

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

““

I can

!” sa

id M

atth

ew a

nd M

ark

with

one

voi

ce” (

para

grap

h 2)

.

W

hat d

o yo

u th

ink

the

wor

ds “w

ith

one

voic

e” m

ean?

Cho

ose

one.

□ T

hey

both

thou

ght i

t, bu

t onl

y on

e sa

id it

.

□ T

heir

voic

es s

ound

ed a

bit

the

sam

e.

□ M

atth

ew s

poke

and

Mar

k ag

reed

w

ith h

im.

□ T

hey

said

the

sam

e th

ing

at th

e sa

me

time.

They

sai

d th

e sa

me

thin

g at

the

sam

e

time.

✓1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad a

ll of

the

poss

ible

ans

wer

s slo

wly

and

car

eful

ly, a

nd tr

y to

rem

embe

r all

the

optio

ns.

•sc

an th

e te

xt fo

r the

wor

ds “w

ith o

ne v

oice

” and

read

the

text

aro

und

it.•

rere

ad th

e op

tions

and

dec

ide

whi

ch is

bes

t.

2.

Giv

e tw

o w

ays

in w

hich

Mat

thew

an

d M

ark

are

alik

e.Ac

cept

two

of:

•Th

ey a

re tw

ins.

•Th

ey lo

ok a

like.

•Th

ey s

ay th

e sa

me

thin

gs a

t the

sam

e tim

e.•

They

are

the

sam

e ag

e.•

They

are

bro

ther

s.•

They

bot

h ha

ve a

sis

ter.

•Th

ey s

peak

at t

he s

ame

time.

1b 2 m

arks

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re y

ou w

ill fi

nd th

is in

form

atio

n in

the

text

.•

thin

k ab

out t

he m

eani

ng o

f the

wor

ds in

the

ques

tion

and

mat

ch it

to y

our

unde

rsta

ndin

g of

the

wor

ds in

the

text

(non

e of

the

wor

ds in

the

ques

tion

are

in th

e te

xt).

• to

writ

e w

ords

from

the

text

if y

ou th

ink

you

can,

eve

n in

que

stio

ns li

ke th

is.

Awar

d 1

mar

k fo

r eac

h re

ason

giv

en, t

o a

tota

l of 2

mar

ks.

3.

“As w

ell a

s loo

king

exa

ctly

alik

e, th

e tw

ins n

early

alw

ays s

aid

exac

tly

the

sam

e th

ing

at e

xact

ly th

e sa

me

time.

” (pa

ragr

aph

2)

W

hy d

o yo

u th

ink

the

auth

or u

ses

“exa

ctly

” so

muc

h to

des

crib

e th

e tw

ins?

He

wan

ts to

em

phas

ise

just

how

alik

e th

ey a

re.

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•no

tice

that

this

is a

‘why

do

you

thin

k’ q

uest

ion.

Tha

t mea

ns th

at th

e an

swer

will

not

be

in th

e te

xt. Y

ou w

ill n

eed

to re

ad th

e te

xt a

nd s

ee w

hat

you

thin

k.•

deci

de w

here

to s

tart

read

ing

to lo

ok fo

r the

ans

wer

.•

thin

k ab

out w

hat y

ou n

eed

to k

now

that

will

hel

p yo

u to

ans

wer

the

ques

tion.

•fin

d th

at in

form

atio

n in

the

text

.•

writ

e w

hat y

ou th

ink

is th

e re

ason

.

452589_U4_CC_2e_Y2_032-039.indd 34 06/03/19 11:30 AM


Unit 4 • Fiction

4.

“ “Th

at’s

silly

,” sa

id S

ophi

e se

rious

ly.”

(par

agra

ph 5

)

W

hat d

oes

this

tell

you

abou

t So

phie

?

•Sh

e is

ser

ious

.•

She

does

not

alw

ays

say

wha

t her

bro

ther

s sa

y.•

She

is n

ot a

fraid

to s

ay th

at h

er b

roth

ers

say

silly

thin

gs.

•Sh

e th

inks

her

bro

ther

s ar

e si

lly.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

find

that

info

rmat

ion

in th

e te

xt a

nd in

the

ques

tion

itsel

f.•

writ

e yo

ur a

nsw

er.

5.

Dad

ask

ed th

e ch

ildre

n to

tell

him

w

hich

ani

mal

has

onl

y on

e fo

ot.

W

hat i

s th

e an

swer

to h

is q

uest

ion?

a sn

ail

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

find

that

info

rmat

ion

in th

e te

xt.

•w

rite

thei

r ans

wer

.

6.

Wha

t do

you

thin

k So

phie

will

do

next

tim

e sh

e se

es a

sna

il?Ac

cept

an

answ

er th

at b

uild

s on

wha

t we

alre

ady

know

abo

ut th

e ch

arac

ter o

f Sop

hie.

E.

g.

•Pi

ck it

up

and

look

at t

he fo

ot.

1e 1 m

ark

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad

so fa

r.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly. T

his

ques

tion

asks

you

to u

se w

hat

you

know

abo

ut S

ophi

e an

d th

ink

abou

t wha

t mig

ht h

appe

n ne

xt.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.•

writ

e yo

ur a

nsw

er.

452589_U4_CC_2e_Y2_032-039.indd 35 06/03/19 11:30 AM

Unit 4 • Fiction


Willie WhiskersMargaret Gordon

Willie Whiskers lived at 3, Orangeblossom Avenue. His front door was a little hole in the skirting board of the kitchen. His back door led to the larder. This was the most important part of the house for Willie Whiskers and his family. It was full of good things to eat.

Willie Whiskers lived with his mum and dad, Mr and Mrs Whiskers, and all his brothers and sisters. Willie Whiskers wasn’t sure how many. Some days he thought there were nine and some days he thought there were ten.

Willie Whiskers couldn’t count very well. He was also bad at adding up. He was best at eating up. He was fat. He was very fat. He looked like a hairy golf ball.

“A young mouse should not be so round,” said Mr Whiskers.

“What?” said Willie Whiskers. He was dreaming of biscuit crumbs.

“You’re too fat,” said Mrs Whiskers. “If you’re not careful, you’ll get stuck one day.”

1

5

8

11

12

13

452589_U4_CC_2e_Y2_032-039.indd 36 06/03/19 11:30 AM

Unit 4 • Fiction


Name: Class: Date:

1 When Willie went out of his front door, where would he be?

2 “His back door led to the larder.”

What does the word “larder” mean? Tick one.

a special place in the mousehole □ the kitchen □ the playground □ the room where food is stored □

3 Why do you think Willie Whiskers is not sure about how many brothers and sisters he has?

4 “He was also bad at adding up. He was best at eating up.” (paragraph 3)

What does this tell you about Willie Whiskers?

5 “He was fat. He was very fat. He looked like a hairy golf ball.” (paragraph 3)

Why do you think the author tells us the same thing in three different ways?

6 What might happen to Willie later in the story?

1 mark

1b

1 mark

1a

1 mark

1d

1 mark

1d

1 mark

1d

1 mark

1e

452589_U4_CC_2e_Y2_032-039.indd 37 06/03/19 11:30 AM


Unit 4 • Fiction

Prac

tice

text

: Will

ie W

hisk

ers

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

W

hen

Will

ie w

ent o

ut o

f his

fron

t do

or, w

here

wou

ld h

e be

?in

the

kitc

hen

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•sc

an th

e te

xt, l

ooki

ng fo

r the

wor

ds “f

ront

doo

r”.

•fin

d th

e an

swer

.

2.

“His

bac

k do

or le

d to

the

lard

er.”

W

hat d

oes

the

wor

d “la

rder

” m

ean?

Tic

k on

e.

□ a

spe

cial

pla

ce in

the

mou

seho

le

□ t

he k

itche

n

□ t

he p

layg

roun

d

□ t

he ro

om w

here

food

is s

tore

d

the

room

whe

re fo

od is

sto

red ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad a

ll of

the

poss

ible

ans

wer

s slo

wly

and

car

eful

ly a

nd tr

y to

rem

embe

r all

the

optio

ns.

•sc

an th

e te

xt fo

r the

wor

d “la

rder

” and

read

the

text

aro

und

it.•

rere

ad th

e op

tions

and

dec

ide

whi

ch is

bes

t.

3.

Why

do

you

thin

k W

illie

Whi

sker

s is

no

t sur

e ab

out h

ow m

any

brot

hers

an

d si

ster

s he

has

?

•H

e ca

nnot

cou

nt v

ery

wel

l.•

He

only

thin

ks o

f foo

d.•

Ther

e ar

e so

man

y it

is h

ard

to k

eep

coun

t of

them

.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•no

tice

that

this

is a

‘why

do

you

thin

k’ q

uest

ion

so th

e an

swer

will

not

be

in

the

text

but

ther

e w

ill b

e cl

ues

to h

elp

you

to th

ink

abou

t it.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.•

writ

e yo

ur a

nsw

er.

452589_U4_CC_2e_Y2_032-039.indd 38 06/03/19 11:30 AM


Unit 4 • Fiction

4.

“He

was

also

bad

at a

ddin

g up

. H

e w

as b

est a

t eat

ing

up.”

(par

agra

ph 3

)

W

hat d

oes

this

tell

you

abou

t Will

ie

Whi

sker

s?

He

is g

reed

y.

Also

acc

ept:

•H

e is

not

ver

y go

od a

t add

ition

.•

He

is n

ot v

ery

clev

er.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

find

that

info

rmat

ion

in th

e te

xt a

nd in

the

ques

tion

itsel

f.•

writ

e yo

ur a

nsw

er.

5.

“He

was

fat.

He

was

ver

y fa

t. H

e lo

oked

like

a h

airy

gol

f bal

l.”

(par

agra

ph 3

)

W

hy d

o yo

u th

ink

the

auth

or te

lls

us th

e sa

me

thin

g in

thre

e di

ffer

ent

way

s?

•Sh

e w

ants

to e

mph

asis

e th

is fa

ct a

bout

W

illie

.•

She

wan

ts to

mak

e su

re th

at th

e re

ader

re

mem

bers

how

fat W

illie

is.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

find

that

info

rmat

ion

in th

e te

xt a

nd in

the

ques

tion

itsel

f.•

writ

e yo

ur a

nsw

er.

6.

Wha

t mig

ht h

appe

n to

Will

ie la

ter

in th

e st

ory?

Acce

pt a

n an

swer

that

bui

lds

on w

hat w

e al

read

y kn

ow a

bout

the

char

acte

r. E.

g.

•H

e m

ight

get

stu

ck s

omew

here

.•

He

mig

ht g

et s

tuck

in th

e la

rder

.•

He

mig

ht e

at a

ll th

e fo

od in

the

lard

er.

1e 1 m

ark

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad

so fa

r.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re to

sta

rt re

adin

g to

look

for t

he a

nsw

er.

•th

ink

abou

t wha

t you

nee

d to

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.•

writ

e yo

ur a

nsw

er.

452589_U4_CC_2e_Y2_032-039.indd 39 06/03/19 11:30 AM

• FICTION


Unit 5FICTION

The Island of Serpents/The Mystery of the Green LadyLinda Chapman/Helen Moss

Key text features

The texts are both taken from adventure stories.

l The Teaching text is an extract entitled On the Beach, from The Island of Serpents by Linda Chapman.

l The Practice text is an extract entitled In the Castle Dungeon, from The Mystery of the Green Lady by Helen Moss.

Reading the Teaching text: On the Beach

l Introduce the text by asking the children about the kinds of adventures they think people might have on a beach. What sort of characters might they meet? (Include discussion about characters and creatures that may be found in fantasy/adventure stories, such as pirates, mermaids, whales, etc.)

l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about the adventure. Was it anything like the adventures they have just been discussing?

l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 42–43).

Reading the Practice text: In the Castle Dungeon

l Talk about the setting of a castle dungeon. What would it be like? What kinds of adventures might people have there? What kinds of characters might they meet? (Include discussion about characters that are often found in fantasy/adventure stories, such as knights, dragons, kings, ghosts, etc.)

l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Reread these extracts. Talk about what might happen next in each of the stories.

l Explain to the children that they are going to write their own adventure story.

l In groups, ask the children to think of a range of settings for an adventure story (e.g. a lighthouse, woods, a park).

l Ask pairs to select a setting and discuss what kind of adventure might take place there.

l Still in their pairs, ask the children to plan their adventure story.

l Encourage each child to tell their story to a response partner and receive feedback before writing.

452589_U5_CC_2e_Y2_040-047.indd 40 06/03/19 11:30 AM

Unit 5 • FICTION


Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.

Adventure Stories for 7 Year Olds – Helen Paiba

The Marble Crusher – Michael Morpurgo

How to Be a Lion – Ed Vere

The Amelia Fang series – Laura Ellen Anderson

Pete Potts and the Petrifying Plughole – Kris Saville

Extending reading

Q1: What was the sign about?

A1: The mermaids’ singing

Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.

Q2: Why do the mermaids want people to go to sleep on the beach?

A2: So they will drown when the tide comes in


Q3: Why did Olly not know about the mermaids before they reached the island?

A3: She did not read the sign./Alex did not tell her until they were on the island.

Strategy: Listen to the whole text again, thinking about what Olly knows.

452589_U5_CC_2e_Y2_040-047.indd 41 06/03/19 11:30 AM


Unit 5 • FICTION

Teac

hing

text

: On

the

Beac

h Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Wha

t doe

s th

e w

ord

“BEW

ARE”

tell

you

abou

t the

sig

n?

Ch

oose

one

.

□ I

t is

expl

aini

ng s

omet

hing

.

□ I

t is

givi

ng in

form

atio

n.

□ I

t is

givi

ng a

war

ning

.

□ I

t is

telli

ng a

joke

.

It is

giv

ing

a w

arni

ng. ✓

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

, thi

nkin

g ab

out a

ll th

e op

tions

.•

scan

the

text

for t

he w

ord

“BEW

ARE”

, and

read

the

sent

ence

s ar

ound

it.

•re

read

the

optio

ns a

nd d

ecid

e w

hich

is b

est.

2.

Wha

t hap

pene

d to

mak

e Al

ex s

tart

to

feel

sle

epy?

He

hear

d si

ngin

g.1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•sc

an th

e te

xt, l

ooki

ng fo

r the

wor

d “s

leep

y”.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.

3.

“He

knew

he

had

to b

lock

out

the

sing

ing.

”

W

hat d

o th

e w

ords

“blo

ck o

ut”

mea

n he

had

to d

o?

Ch

oose

one

.

□ e

njoy

the

sing

ing

□ n

ot li

sten

to th

e si

ngin

g

□ s

ing

loud

ly h

imse

lf

□ s

top

the

sing

ing

not l

iste

n to

the

sing

ing ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

.•

scan

the

text

for t

he w

ords

“blo

ck o

ut”,

and

read

the

sent

ence

s ar

ound

them

.•

rere

ad th

e op

tions

and

dec

ide

whi

ch is

bes

t.

452589_U5_CC_2e_Y2_040-047.indd 42 06/03/19 11:30 AM


Unit 5 • FICTION

4.

Find

and

cop

y tw

o th

ings

Ale

x us

ed s

o th

ey c

ould

not

hea

r the

m

erm

aid.

earp

hone

s

tissu

es

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

•fin

d an

d co

py tw

o th

ings

.

5.

Why

did

Olly

say

she

doe

s no

t lik

e m

erm

aids

?Ac

cept

an

answ

er th

at re

cogn

ises

the

mer

mai

d’s

sing

ing

was

har

mfu

l to

her/

coul

d ha

ve le

d to

her

dro

wni

ng. E

.g.

•Th

e m

erm

aid

was

tryi

ng to

dro

wn

her.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

6.

Num

ber t

hese

eve

nts

to s

how

the

orde

r the

y ha

ppen

ed in

the

stor

y.

□ A

lex

pulle

d O

lly a

cros

s th

e sa

nds.

□ A

lex

put o

n hi

s ea

rpho

nes.

□ A

lex

shou

ted,

“Be

care

ful!”

□ A

lex

put t

issu

es in

Olly

’s e

ars.

Alex

pul

led

Olly

acr

oss

the

sand

s. 4

Alex

put

on

his

earp

hone

s 2

Alex

sho

uted

, “Be

car

eful

!” 1

Alex

put

tiss

ues

in O

lly’s

ear

s. 3

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

and

expl

ain

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

eve

nts

in th

e qu

estio

n.•

num

ber t

he e

vent

s as

they

find

them

in th

e te

xt.

•w

rite

num

bers

in th

e bo

xes

to s

how

the

orde

r of t

he in

form

atio

n.

452589_U5_CC_2e_Y2_040-047.indd 43 06/03/19 11:30 AM

Unit 5 • FICTION


The Mystery of the Green LadyHelen Moss

In the Castle Dungeon

Sam and Meena are in the dungeon of Stirling Castle. Sam thought he saw a ghost of the Green Lady, but Meena doesn’t believe in ghosts …

Meena peeped through the keyhole. The room was dimly lit by an old lantern.

Something was moving in the shadows. Meena spotted a green velvet cloak and long black hair.

The Green Lady knelt next to an old wooden chest. She turned a key in the lock and pushed up the lid. A cloud of dust swirled up. She reached inside to lift something out.

It was an old sword! Its handle glinted with jewels. The Green Lady slid the sword into her shoulder bag. Then she took the lantern and disappeared through another door.

Sam’s voice trembled. “See? I told you ghosts are real.”

“That lady wasn’t a ghost,” Meena said. “Her brown bag came from the market. My sister bought one just the same last week.”

Sam pushed against the door. Slowly, it creaked open.

Meena wiped cobwebs from the wooden chest.

1

3

5

7

10

13

14

16

17

452589_U5_CC_2e_Y2_040-047.indd 44 06/03/19 11:30 AM

Unit 5 • FICTION


Name: Class: Date:

1 mark

1d

1 mark

1a

1 mark

1c

1 What does the word “dimly” tell you about the room?

Tick one.

It is brightly lit. □ It has a warm fire. □ It is nearly dark. □ It looks comfortable. □

2 What was the Green Lady kneeling beside?

3 “Its handle glinted with jewels.”

Which word (or words) means the same as “glinted”?

Tick one.

blinked □ sparkled □ was heavy □ was full of □

4 Find and copy two things Meena saw before she saw the sword.

5 How do we know that the chest had not been opened in a long time?

6 Number these events to show the order in which they happened in the story.

The Green Lady disappeared through another door. □ Sam pushed against the door. □ Meena peeped through the keyhole. □ The Green Lady opened the chest. □

1 mark

1b

1 mark

1b

1 mark

1d

452589_U5_CC_2e_Y2_040-047.indd 45 06/03/19 11:30 AM


Unit 5 • FICTION

Prac

tice

text

: In

the

Cast

le D

unge

on

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

W

hat d

oes

the

wor

d “d

imly

” tel

l yo

u ab

out t

he ro

om?

Ti

ck o

ne.

□ I

t is

brig

htly

lit.

□ I

t has

a w

arm

fire

.

□ I

t is

near

ly d

ark.

□ I

t loo

ks c

omfo

rtab

le.

It is

nea

rly d

ark.

✓1d 1

mar

k

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

, thi

nkin

g ab

out

all t

he o

ptio

ns.

•sc

an th

e te

xt fo

r the

wor

d “d

imly

”, an

d re

ad th

e se

nten

ces

arou

nd it

.•

rere

ad th

e op

tions

and

dec

ide

whi

ch is

bes

t.

2.

Wha

t was

the

Gre

en L

ady

knee

ling

besi

de?

“an

old

woo

den

ches

t”1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

an

d in

form

atio

n.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.

3.

“Its

han

dle

glin

ted

with

jew

els.”

W

hich

wor

d m

eans

the

sam

e as

“g

linte

d”?

Ti

ck o

ne.

□ b

linke

d

□ s

park

led

□ w

as h

eavy

□ w

as fu

ll of

spar

kled

✓1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

, thi

nkin

g ab

out

all t

he o

ptio

ns.

•sc

an th

e te

xt fo

r the

wor

d “g

linte

d”, a

nd re

ad th

e se

nten

ces

arou

nd it

.•

rere

ad th

e op

tions

and

dec

ide

whi

ch is

bes

t.

4.

Find

and

cop

y tw

o th

ings

M

eena

saw

bef

ore

she

saw

the

swor

d.

Acce

pt tw

o of

:

•a

dim

ly li

t roo

m•

an o

ld la

nter

n•

a gr

een

velv

et c

loak

•lo

ng b

lack

hai

r•

the

Gre

en L

ady

•an

old

woo

den

ches

t•

a ke

y in

the

lock

•a

clou

d of

dus

t

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

an

d in

form

atio

n.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.•

find

and

copy

two

thin

gs.

452589_U5_CC_2e_Y2_040-047.indd 46 06/03/19 11:30 AM


Unit 5 • FICTION

5.

How

do

we

know

that

the

ches

t ha

d no

t bee

n op

ened

in a

long

tim

e?

•Th

e ch

est w

as d

usty

./“A

clou

d of

dus

t sw

irled

up.

”•

It w

as c

over

ed in

cob

web

s./“M

eena

wip

ed

cobw

ebs f

rom

the

woo

den

ches

t.”

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

6.

Num

ber t

hese

eve

nts

to s

how

the

orde

r in

whi

ch th

ey h

appe

ned

in

the

stor

y.

□ T

he G

reen

Lad

y di

sapp

eare

d th

roug

h an

othe

r doo

r.

□ S

am p

ushe

d ag

ains

t the

doo

r.

□ M

eena

pee

ped

thro

ugh

the

keyh

ole.

□ T

he G

reen

Lad

y op

ened

the

ches

t.

The

Gre

en L

ady

disa

ppea

red

thro

ugh

anot

her d

oor.

3

Sam

pus

hed

agai

nst t

he d

oor.

4

Mee

na p

eepe

d th

roug

h th

e ke

yhol

e.

1

The

Gre

en L

ady

open

ed th

e ch

est.

2

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

and

expl

ain

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

eve

nts

in th

e qu

estio

n.•

num

ber t

he e

vent

s as

you

find

them

in th

e te

xt.

•w

rite

num

bers

in th

e bo

xes

to s

how

the

orde

r of t

he in

form

atio

n.

452589_U5_CC_2e_Y2_040-047.indd 47 06/03/19 11:30 AM

• FICTION


Unit 6FICTION

The Fox and the Cockerel/The Fox and the LionKate Ruttle

Key text features

Both texts are retellings of Aesop’s Fables.

l The Teaching text is The Fox and the Cockerel retold by Kate Ruttle.

l The Practice text is The Fox and the Lion retold by Kate Ruttle.

Reading the Teaching text: The Fox and the Cockerel

l Introduce the text by asking the children what they know about foxes in stories. List words that might describe a fox in a story (e.g. clever, cunning, sly).

l Explain that in fables, the characters are usually animals and there is usually a lesson we can learn from the story.

l Access the Interactive Modelling Software for this unit. Read the fable to the children and ask them to think about the character of the fox. Was he like the foxes they already knew about from other stories?

l Read the fable again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 50–51).

Reading the Practice text: The Fox and the Lion

l What do the children remember about words that might describe a fox in a story? Which words might describe a lion in a story?

l Once they have read the fable, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Reread both fables. Talk about what happened in each one.

l Explain to the children that they are going to write their own version of a fable. Tell them a simple fable, e.g. The Tortoise and the Hare, The Lion and the Mouse, The Fox and the Crow. (There are many online versions if you do not have access to suitable books.)

l Use a drama session to explore the fable.

l In pairs, ask the children to make a writing plan for the fable.

l Encourage each child to tell their fable to a response partner and receive feedback before writing.

452589_U6_CC_2e_Y2_048-055.indd 48 06/03/19 11:30 AM

Unit 6 • FICTION


Listening Comprehension: Questions and Answers

Orchard Aesop’s Fables – Michael Morpurgo

The Boy Who Cried Wolf – Tony Ross

Aesop’s Funky Fables – Vivian French and Korky Paul

The Tortoise and the Hare – Jerry Pinkney

The Grasshopper and the Ant: Aesop’s Fables in Verses – Sigal Adler

Extending reading


Q1: Who was in the roosting tree with the cockerel?

A1: The hens


Q2: The cockerel said he could see the farmer’s dogs. Do you think he really could see them? Why?

A2: No. He was testing the fox./He was trying to make the fox go away.

Strategy: Listen to the whole text again, thinking about what happened when the cockerel said he could see the dogs.

Q3: What did the cockerel do to make the hens think he was clever?

A3: He did not believe the fox./He tricked the fox into running away.

Strategy: Listen to the whole text again, thinking about what the cockerel did that was clever.

452589_U6_CC_2e_Y2_048-055.indd 49 06/03/19 11:30 AM


Unit 6 • FICTION

Teac

hing

text

: The

Fox

and

the

Cock

erel

Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Look

at t

he fi

rst s

ente

nce.

W

hat d

oes

the

wor

d “r

oost

ing”

m

ean?

Ch

oose

one

.

□ c

ooki

ng

□ c

row

ing

□ s

leep

ing

□ t

alki

ng

sleep

ing ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

.•

scan

the

sent

ence

iden

tified

for t

he w

ord

“roo

stin

g”, t

hen

care

fully

read

the

who

le s

ente

nce.

•re

read

the

optio

ns a

nd d

ecid

e w

hich

is b

est.

2.

Wha

t did

the

cock

erel

cro

w a

t?th

e su

nset

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•sc

an th

at p

art o

f the

text

, loo

king

for t

he w

ord

“cro

w”.

3.

Find

and

cop

y th

e fo

ur w

ords

that

te

ll yo

u th

e go

od n

ews

the

fox

is

shar

ing.

“all

anim

als a

re fr

iend

s”1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

•fin

d an

d co

py fo

ur w

ords

.

4.

Why

did

the

fox

run

away

whe

n he

thou

ght t

he fa

rmer

’s d

ogs

wer

e co

min

g?

•H

e w

as fr

ight

ened

of t

he d

ogs.

•Th

e do

gs m

ight

cha

se h

im.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

452589_U6_CC_2e_Y2_048-055.indd 50 06/03/19 11:30 AM


Unit 6 • FICTION

5.

Wha

t do

you

thin

k th

e fo

x w

ould

ha

ve d

one

if th

e co

cker

el h

ad fl

own

dow

n to

him

?

•ea

ten

him

•ta

ken

him

aw

ay

Do

not a

ccep

t:

•hu

gged

him

1e 1 m

ark

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad

so fa

r.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

an

answ

er.

•re

mem

ber t

hat ‘

wha

t do

you

thin

k’ m

eans

that

the

answ

er w

ill n

ot b

e w

ritte

n in

the

text

.•

thin

k ab

out w

hat y

ou k

now

and

wha

t mig

ht h

appe

n.•

read

the

who

le fa

ble,

thin

king

abo

ut w

hat t

he q

uest

ion

is a

skin

g.

6.

Wha

t les

son

does

this

fabl

e te

ach

us?

Ch

oose

one

.

□ A

ll an

imal

s sh

ould

be

frie

nds

with

al

l oth

er a

nim

als.

□ I

f som

ethi

ng s

ound

s to

o go

od to

be

true

, it i

s pr

obab

ly n

ot tr

ue.

□ I

f you

thin

k so

meo

ne is

not

cle

ver,

they

pro

babl

y ar

e.

□ N

ever

list

en w

hen

foxe

s sp

eak.

If s

omet

hing

sou

nds

too

good

to b

e tr

ue, i

t is

prob

ably

not

true

. ✓1d 1

mar

k

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

.•

thin

k ab

out t

he c

hoic

es g

iven

in th

e qu

estio

n. W

hich

one

is th

e be

st fi

t?•

rere

ad th

e te

xt to

che

ck th

at y

ou a

re g

ivin

g th

e be

st a

nsw

er.

452589_U6_CC_2e_Y2_048-055.indd 51 06/03/19 11:30 AM

Unit 6 • FICTION


The Fox and the LionKate Ruttle

The lion was getting old. He couldn’t see very well, and his knees hurt when he ran. This meant that he wasn’t able to hunt anymore, and he was getting hungry. He came up with a cunning plan to encourage his dinner to come to him.

He sat near his cave and told passing animals that he was ill and would like visitors to come and chat with him. Many animals felt safe, thinking that the lion was weak, and came close enough to talk. However, when the visitors came close enough, the lion did not so much chat to them as eat them.

One day, a fox passed by the cave. “Hello Fox,” whispered Lion. “I’m too weak to talk. I can only whisper at the moment. Could you come closer?”

“I don’t think so,” said Fox. “I notice that while there are lots of footprints going towards your cave, there are none coming away from it. I think I’ll be on my way.”

1

5

10

12

452589_U6_CC_2e_Y2_048-055.indd 52 06/03/19 11:30 AM

Unit 6 • FICTION


Name: Class: Date:

1 mark

1a

1 mark

1b

1 mark

1b

1 mark

1d

1 mark

1e

1 mark

1d

1 Look at the first paragraph. What does the word “cunning” mean?

Tick one.

clever □ happy □ lazy □ quick □

2 Where did the lion sit?

3 Find and copy two words that tell you what the lion did when animals came close to chat to him.

4 Why did the fox not go closer to the lion’s cave?

5 What do you think the lion would have done if the fox had come close to him?

6 What lesson does this fable teach us?

Tick one.

A lion is always a dangerous animal. □ Always believe what people tell you. □ If you eat your friends, you soon run out of food. □ Never be kind to other animals. □

452589_U6_CC_2e_Y2_048-055.indd 53 06/03/19 11:30 AM


Unit 6 • FICTION

Prac

tice

text

: The

Fox

and

the

Lion

Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Look

at t

he fi

rst p

arag

raph

. Wha

t do

es th

e w

ord

“cun

ning

” mea

n?

Ti

ck o

ne.

□ c

leve

r

□ h

appy

□ l

azy

□ q

uick

clev

er ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

.•

scan

the

para

grap

h id

entifi

ed fo

r the

wor

d “c

unni

ng”,

then

car

eful

ly re

ad th

e se

nten

ce c

onta

inin

g th

e w

ord.

•re

read

the

optio

ns a

nd d

ecid

e w

hich

is b

est.

2.

Whe

re d

id th

e lio

n si

t?ne

ar h

is c

ave

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•sc

an th

e te

xt, l

ooki

ng fo

r the

wor

ds “s

at”.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.

3.

Find

and

cop

y tw

o w

ords

that

tell

you

wha

t the

lion

did

whe

n an

imal

s ca

me

clos

e to

cha

t to

him

.

“eat

them

”1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.•

find

and

copy

two

wor

ds.

4.

Why

did

the

fox

not g

o cl

oser

to

the

lion’

s ca

ve?

•H

e co

uld

see

that

no

othe

r ani

mal

s ha

d co

me

away

from

the

cave

.•

He

knew

that

the

lion

wou

ld e

at h

im.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

452589_U6_CC_2e_Y2_048-055.indd 54 06/03/19 11:30 AM


Unit 6 • FICTION

5.

Wha

t do

you

thin

k th

e lio

n w

ould

ha

ve d

one

if th

e fo

x ha

d co

me

clos

e to

him

?

eate

n hi

m

Do

not a

ccep

t:

chat

ted

to h

im

1e 1 m

ark

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad so

far.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

an

answ

er.

•re

mem

ber t

hat ‘

wha

t do

you

thin

k’ m

eans

that

the

answ

er w

ill n

ot b

e w

ritte

n

in th

e te

xt.

•th

ink

abou

t wha

t you

kno

w a

nd w

hat m

ight

hap

pen.

•re

ad th

e w

hole

fabl

e, th

inki

ng a

bout

wha

t the

que

stio

n is

ask

ing.

6.

Wha

t les

son

does

this

fabl

e te

ach

us?

Ti

ck o

ne.

□ A

lion

is a

lway

s a

dang

erou

s an

imal

.

□ A

lway

s be

lieve

wha

t peo

ple

tell

you.

□ I

f you

eat

you

r frie

nds,

you

soon

ru

n ou

t of f

ood.

□ N

ever

be

kind

to o

ther

ani

mal

s.

A lio

n is

alw

ays

a da

nger

ous

anim

al. ✓

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

.•

thin

k ab

out t

he c

hoic

es g

iven

in th

e qu

estio

n. W

hich

one

is th

e be

st fi

t?•

rere

ad th

e te

xt to

che

ck th

at y

ou a

re g

ivin

g th

e be

st a

nsw

er.

452589_U6_CC_2e_Y2_048-055.indd 55 06/03/19 11:30 AM

• FICTION


Unit 7FICTION

The Pig’s Knickers/Uncle GobbJonathan Emmett/Michael Rosen

Key text features

The texts are both extracts from funny stories.

l The Teaching text is from The Pig’s Knickers by Jonathan Emmett.

l The Practice text is from Uncle Gobb by Michael Rosen.

Reading the Teaching text: The Pig’s Knickers

l Introduce the text by asking the children whether they think this is going to be a real-life story. Explore the clues in the title that help them to answer the question. Discuss what kinds of information the title of a story can give.

l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to reflect on their predictions.


Reading the Practice text: Uncle Gobb

l Read the story title to the children. Do they know how an uncle is related to someone? (E.g. a parent’s brother.)


Moving into writing

l Reread The Pig’s Knickers. Talk about what happened.

l Explain to the children that they are going to write their own story about an animal who does not want to look dull and drab.

l Together, list a range of animals that might feel dull and drab. These can include pets (e.g. cats, dogs, rabbits), farm animals (e.g. chickens, horses, sheep), wild animals (e.g. elephants, camels), undersea creatures (e.g. whales, limpets, starfish), etc.

l Ask the children to select two or three creatures and draw them, first looking dull and drab and then looking exciting and colourful. What did the animals do to change their looks? Did the changes make the animal happier? How does their story continue?

l Encourage each child to share their story idea with a response partner and receive feedback before writing.

452589_U7_CC_2e_Y2_056-063.indd 56 06/03/19 11:34 AM

Unit 7 • FICTION



Q1: Where did Pig live?

A1: Hilltop Farm


Q2: What did Pig want to change about himself?

A2: He wanted to look more special.


Q3: Why did Pig not already know how to put on the knickers?

A3: He had never worn them before.

Strategy: Think about where in the text you would find the answer to this question. What are the clues in the text that could help you to answer the question?

The Owl Who Was Afraid of the Dark – Jill Tomlinson

Diamond in the Snow – Jonathan Emmett

Uncle Gobb and the Dread Shed – Michael Rosen

Captain Pug – Laura James

Soon – Timothy Knapman

Extending reading

452589_U7_CC_2e_Y2_056-063.indd 57 06/03/19 11:34 AM


Unit 7 • FICTION

Teac

hing

text

: The

Pig

’s K

nick

ers

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

(a

) How

do

you

thin

k Pi

g fe

lt at

the

begi

nnin

g of

the

text

?

Ch

oose

one

.

□ a

ngry

□ e

xcite

d

□ h

appy

□ s

ad

(b

) Why

do

you

thin

k Pi

g fe

lt th

is w

ay?

(a)

sad ✓

(b)

•H

e w

as fe

elin

g so

rry

for h

imse

lf.

•H

e w

ante

d to

look

mor

e sp

ecia

l.•

He

was

dra

b an

d du

ll.

1d; 1

b

2 m

arks

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

; ide

ntify

key

asp

ects

of fi

ctio

n te

xts,

such

as c

hara

cter

s, ev

ents

, titl

es a

nd in

form

atio

n.

Tell

the

child

ren

to:

•tr

eat e

ach

part

of t

he q

uest

ion

sepa

rate

ly.

•re

ad q

uest

ion

part

(a) s

low

ly a

nd c

aref

ully

.•

care

fully

read

the

part

of t

he te

xt id

entifi

ed in

the

ques

tion,

con

side

ring

the

optio

ns.

•re

ad q

uest

ion

part

(b) s

low

ly a

nd c

aref

ully

.•

rere

ad th

e se

ctio

n of

the

text

iden

tified

, loo

king

for r

easo

ns w

hy P

ig fe

lt lik

e th

is.

Awar

d 1

mar

k fo

r eac

h pa

rt o

f the

que

stio

n.

2.

Look

at t

he p

arag

raph

beg

inni

ng “L

ook

at

me

…”.

Fi

nd a

nd c

opy

one

wor

d th

at m

eans

the

sam

e as

sadl

y.

“glu

mly

”1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e pa

ragr

aph

iden

tified

, loo

king

for a

wor

d w

ith th

e sa

me

mea

ning

as

the

one

give

n in

the

ques

tion.

•fin

d an

d co

py o

ne w

ord.

3.

Who

do

you

thin

k th

e po

lka-

dot k

nick

ers

belo

nged

to?

the

farm

er/t

he fa

rmer

’s w

ife1d 1

mar

k

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

4.

Why

did

Pig

not

toss

the

knic

kers

aw

ay?

•Th

ey w

ere

rath

er s

peci

al.

•Th

ey w

ere

not d

rab

and

dull.

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

452589_U7_CC_2e_Y2_056-063.indd 58 06/03/19 11:34 AM


Unit 7 • FICTION

5.

Find

and

cop

y tw

o re

ason

s w

hy P

ig w

as

trem

endo

usly

ple

ased

with

the

knic

kers

.Th

ey w

ere

just

his

siz

e.Th

ey w

ere

the

perf

ect c

olou

r for

him

.

Also

acc

ept:

•Th

ey w

ere

not d

rab

and

dull.

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

•fin

d tw

o re

ason

s.

6.

Num

ber t

he e

vent

s to

sho

w th

e or

der i

n w

hich

they

hap

pene

d in

the

stor

y.

□ T

he w

ind

drop

ped

the

knic

kers

on

Pig

’s h

ead.

□ P

ig fe

lt pl

ease

d w

ith th

e kn

icke

rs.

□ P

ig w

as g

azin

g at

his

refle

ctio

n.

□ P

ig w

orke

d ou

t how

to p

ut th

e

knic

kers

on.

The

win

d dr

oppe

d th

e kn

icke

rs

on P

ig’s

hea

d.

2

Pig

felt

plea

sed

with

the

knic

kers

. 4

Pig

was

gaz

ing

at h

is re

flect

ion.

1

Pig

wor

ked

out h

ow to

put

the

knic

kers

on.

3

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

and

expl

ain

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

eve

nts

liste

d.•

num

ber t

he e

vent

s as

you

find

them

in th

e te

xt.

•w

rite

num

bers

in th

e bo

xes

to s

how

the

orde

r of t

he in

form

atio

n.

452589_U7_CC_2e_Y2_056-063.indd 59 06/03/19 11:34 AM

Unit 7 • FICTION


Uncle Gobb Michael Rosen

Now, everyone knew that Uncle Gobb had a shiny face. And just to be clear, it’s perfectly OK for people to have shiny faces. And it’s perfectly OK for people to shine their shiny faces. The thing is, Malcolm had never ever seen anyone shine their face before.

This is what happened:

Malcolm was crouching down looking through the keyhole. He saw Uncle Gobb take a piece of cloth in his right hand; in his left hand he took some stuff to make windows shiny. He squirted the shiny stuff into the cloth, took the cloth up to his face and started shining. Round and round and round, over his cheeks, his chin, his forehead till it was all very, very shiny.

When he was finished, Uncle Gobb looked in the mirror and said, “Hey, Gobby, you’re looking good today.”

Malcolm stared. Well, it was one-eye staring because the keyhole wasn’t big enough for him to do a full two-eye stare.

1

5

6

11

13

452589_U7_CC_2e_Y2_056-063.indd 60 06/03/19 11:34 AM

Unit 7 • FICTION


Name: Class: Date:

1 a) Look at the paragraph beginning “Malcolm was crouching …”.

How do you think Malcolm felt when he saw what Uncle Gobb was doing?

Tick one.

angry □ surprised □ happy □ frightened □ b) Why do you think Malcolm felt this way?

2 Look at the paragraph beginning “Michael was crouching …”.

Tick one word that means the same as “crouching”.

bending □ sitting □ lying □ standing □

3 Find and copy two things Uncle Gobb used to shine his face.

4 Where was Malcolm when Uncle Gobb was shining his face?

5 a) How do you think Uncle Gobb felt when he had finished shining his face?

b) Find and copy three words that tell you this.

6 Number the events to show the order in which they happened in the story.

Uncle Gobb looked in the mirror. □ Uncle Gobb started shining his face. □ Malcolm looked through the keyhole. □ Uncle Gobb squirted shiny stuff into a cloth. □

2 marks

1d; 1b

1 mark

1b

1 mark

1d

2 marks

1d

1 mark

1a

1 mark

1c

452589_U7_CC_2e_Y2_056-063.indd 61 06/03/19 11:34 AM


Unit 7 • FICTIONPr

acti

ce te

xt: U

ncle

Gob

b Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

(a) L

ook

at th

e pa

ragr

aph

begi

nnin

g “M

alco

lm w

as c

rouc

hing

…”.

H

ow d

o yo

u th

ink

Mal

colm

felt

whe

n he

saw

w

hat U

ncle

Gob

b w

as d

oing

?

Ti

ck o

ne.

□ a

ngry

□ s

urpr

ised

□ h

appy

□ f

right

ened

(b

) Why

do

you

thin

k M

alco

lm fe

lt th

is w

ay?

(a)

surp

rised

✓

(b)

He

had

neve

r see

n an

yone

shi

ne th

eir

face

bef

ore.

Also

acc

ept:

•H

e di

d no

t kno

w th

at p

eopl

e sh

ined

th

eir f

aces

.

1d; 1

b

2 m

arks

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

; ide

ntify

key

asp

ects

of fi

ctio

n te

xts,

such

as c

hara

cter

s, ev

ents

.

Tell

the

child

ren

to:

•tr

eat e

ach

part

of t

he q

uest

ion

sepa

rate

ly.

•re

ad q

uest

ion

part

(a) s

low

ly a

nd c

aref

ully

.•

care

fully

read

the

part

of t

he te

xt id

entifi

ed in

the

ques

tion,

con

side

ring

the

optio

ns.

•re

ad q

uest

ion

part

(b) s

low

ly a

nd c

aref

ully

.•

rere

ad th

e se

ctio

n of

the

text

iden

tified

, loo

king

for r

easo

ns w

hy M

alco

lm fe

lt th

is w

ay.

Awar

d 1

mar

k fo

r eac

h pa

rt o

f the

que

stio

n.

2.

Look

at t

he p

arag

raph

beg

inni

ng “M

icha

el

was

cro

uchi

ng …

”.

Ti

ck o

ne w

ord

that

mea

ns th

e sa

me

as

“cro

uchi

ng”.

□ b

endi

ng

□ s

ittin

g

□ l

ying

□ s

tand

ing

bend

ing ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d al

l of t

he p

ossi

ble

answ

ers

slow

ly a

nd c

aref

ully

.•

scan

the

text

for t

he w

ord

“cro

uchi

ng”,

and

read

the

sent

ence

s ar

ound

it.

•re

read

the

optio

ns a

nd d

ecid

e w

hich

is b

est.

3.

Find

and

cop

y tw

o th

ings

Unc

le G

obb

used

to

shi

ne h

is fa

ce.

“a p

iece

of c

loth

”“s

tuff

to m

ake

win

dow

s shi

ny”

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

•fin

d tw

o th

ings

.

4.

Whe

re w

as M

alco

lm w

hen

Unc

le G

obb

was

sh

inin

g hi

s fa

ce?

•on

the

othe

r sid

e of

a d

oor

•ou

tsid

e th

e ro

om1d 1

mar

k

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

452589_U7_CC_2e_Y2_056-063.indd 62 06/03/19 11:34 AM


Unit 7 • FICTION

5.

(a) H

ow d

o yo

u th

ink

Unc

le G

obb

felt

whe

n he

had

fini

shed

shi

ning

his

face

?

(b

) Fin

d an

d co

py th

ree

wor

ds th

at te

ll yo

u th

is.

(a)

hand

som

e

ple

ased

with

him

self

sat

isfie

d(b

) “y

ou’re

look

ing

good

”

1d 2 m

arks

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•tr

eat e

ach

part

of t

he q

uest

ion

sepa

rate

ly.

•re

ad q

uest

ion

part

(a) s

low

ly a

nd c

aref

ully

.•

cons

ider

whe

re in

the

text

you

will

find

the

answ

er.

•ca

refu

lly re

ad th

at p

art o

f the

text

, con

side

ring

the

ques

tion.

•re

ad q

uest

ion

part

(b) s

low

ly a

nd c

aref

ully

.•

rere

ad th

e te

xt to

find

clu

es.

Awar

d 1

mar

k fo

r eac

h pa

rt o

f the

que

stio

n.

6.

Num

ber t

he e

vent

s to

sho

w th

e or

der i

n w

hich

they

hap

pene

d in

the

stor

y.

□ U

ncle

Gob

b lo

oked

in th

e m

irror

.

□ U

ncle

Gob

b st

arte

d sh

inin

g hi

s fa

ce.

□ M

alco

lm lo

oked

thro

ugh

the

keyh

ole.

□ U

ncle

Gob

b sq

uirt

ed s

hiny

stu

ff in

to

a cl

oth.

Unc

le G

obb

look

ed in

the

mirr

or.

4

Unc

le G

obb

star

ted

shin

ing

his f

ace.

3

Mal

colm

look

ed th

roug

h th

e ke

yhol

e.

1

Unc

le G

obb

squi

rted

shin

y st

uff i

nto

a cl

oth.

2

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

and

expl

ain

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

eve

nts

liste

d.•

num

ber t

he e

vent

s as

you

find

them

in th

e te

xt.

•w

rite

num

bers

in th

e bo

xes

to s

how

the

orde

r of t

he in

form

atio

n.

452589_U7_CC_2e_Y2_056-063.indd 63 06/03/19 11:34 AM

l NoN-fictioN


Big cat, Little cat/DolphinsLisa Regan/Kate Ruttle

Key text features

Both texts are present tense, non-chronological report texts with headings.

l The Teaching text finds similarities between big wild cats and domestic cats.

l The Practice text is a question-and-answer text about dolphins.

Reading the teaching text: Big Cat, Little Cat

l Introduce the text by asking the children to predict what the text might be about.

l Access the Interactive Modelling Software for this unit. Listen to the text or read the extract aloud. Are their predictions confirmed?

l Check they understand that you have to read the emboldened heading before the text that comes next, but you can read the headings in any order.


Reading the Practice text: Dolphins

l Introduce the title of the text: Dolphins. What do the children know about dolphins? Is there anything that they would like to know about dolphins? Write down the children’s questions.

l Once you have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Reread Dolphins. Remind the children about the structure.

l Write one of the children’s questions from earlier. Model strategies for finding the answer.

l With the children’s help, reconstruct the answer into short oral text, and then write it.

l Ask the children to think of an animal they like. They should write two questions about the animal, find out the answers, and then write their text using Dolphins as a model.

Unit 8NoN-fictioN

452589_U8_CC_2e_Y2_064-071.indd 64 06/03/19 11:37 AM

Unit 8 • NoN-fictioN



Q1: Where do most big cats live?

A1: In the wild

Strategy: The children may be able to answer this question from general knowledge, but remind them to listen for the information in the text.

Q2: What does “nap” (line 3) mean in this text?

A2: To sleep or doze

Strategy: The children should listen out for the word in its context and consider its meaning.

Q3: What do you think is the purpose of this text?

A3: Explore the children’s answers, e.g. the writer is trying to tell people that big cats, like lions, are the same as little pet cats.

Strategy: Ask the children to listen to the whole text again while they think about this question. Remind them that you want them to explain their answer, not just say ‘yes’ or ‘no’. Talk to the children about what ‘purpose’ means – why do you think the text has been written?


Great White Shark – Camilla Bedoyere

Bumblebee – Ruth Thomson

Extending reading

452589_U8_CC_2e_Y2_064-071.indd 65 06/03/19 11:37 AM



teac

hing

text

: Big

cat

, Lit

tle c

at

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

W

hy d

o bi

g ca

ts n

ap d

urin

g th

e da

y? C

hoos

e on

e.

□ T

hey

are

tired

.

□ T

hey

can

sleep

for 2

0 ho

urs.

□ T

hey

hunt

at n

ight

.

□ T

hey

do n

ot li

ke th

e lig

ht.

They

hun

t at n

ight

. ✓

Som

e ch

ildre

n m

ay ti

ck ‘T

hey

are

tired

.’,

whi

ch is

not

str

ictly

wro

ng. L

ook

toge

ther

at

the

text

, ide

ntify

ing

the

reas

on w

hich

is

intr

oduc

ed b

y th

e w

ord

‘bec

ause

’.

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Rem

ind

child

ren

that

, for

mos

t com

preh

ensi

on a

ctiv

ities

, the

que

stio

ns a

re in

th

e sa

me

orde

r as

the

info

rmat

ion,

so

ques

tions

at t

he b

egin

ning

of t

he p

age

are

abou

t the

beg

inni

ng o

f the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad a

ll of

the

poss

ible

ans

wer

s slo

wly

and

car

eful

ly. D

o yo

u re

mem

ber

whi

ch is

righ

t?•

scan

the

text

unt

il yo

u fin

d th

e w

ords

you

thin

k ar

e th

ere.

Did

you

rem

embe

r th

e rig

ht a

nsw

er?

2.

Whi

ch k

ind

of c

at c

an s

leep

for

long

er: b

ig c

ats

or li

ttle

cat

s?bi

g ca

ts1d 1

mar

k

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•w

ork

out t

he a

nsw

er fr

om in

form

atio

n gi

ven

in th

e te

xt.

•sc

an th

e te

xt fo

r num

bers

that

tell

you

how

long

eac

h ca

t sle

eps

for.

3.

Big

cats

’ tee

th a

re “l

ike

kniv

es”.

Why

doe

s th

e w

riter

tell

you

this

? Ch

oose

the

best

reas

on.

□ s

o yo

u do

not

put

you

r han

ds in

th

eir m

outh

s

□ t

o he

lp y

ou to

und

erst

and

how

sh

arp

the

teet

h ar

e

□ b

ecau

se th

eir t

eeth

are

kni

ves

□ b

ecau

se w

e us

e kn

ives

to c

ut u

p m

eat

to h

elp

you

to u

nder

stan

d ho

w s

harp

the

teet

h ar

e. ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

ds “l

ike

kniv

es”.

•ca

refu

lly re

read

the

who

le p

arag

raph

to s

ee h

ow th

e w

riter

has

use

d th

e w

ords

.•

care

fully

read

the

optio

ns g

iven

in th

e qu

estio

n.•

deci

de w

hich

opt

ion

is th

e be

st e

xpla

natio

n.

4.

Wha

t do

big

cats

and

litt

le c

ats

both

hav

e?sh

arp

teet

h1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e he

adin

gs c

aref

ully

and

look

for s

omet

hing

that

bot

h ki

nds

of

cat h

ave.

452589_U8_CC_2e_Y2_064-071.indd 66 06/03/19 11:37 AM



5.

Choo

se b

ig, l

ittle

or b

oth

to s

how

w

hich

cat

fact

is tr

ue.

Th

ey li

ve in

the

wild

.

□ b

ig

□ l

ittle

□ b

oth

Th

ey h

unt f

or fo

od a

t nig

ht.

□ b

ig

□ l

ittle

□ b

oth

Th

ey e

at m

eat.

□ b

ig

□ l

ittle

□ b

oth

Th

ey c

atch

rabb

its a

nd b

irds.

□ b

ig

□ l

ittle

□ b

oth

They

live

in th

e w

ild. b

ig ✓

They

hun

t for

food

at n

ight

. bot

h ✓

They

eat

mea

t. bo

th ✓

They

cat

ch ra

bbits

and

bird

s. lit

tle ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

ns s

low

ly a

nd c

aref

ully

.•

use

the

head

ings

to fi

nd o

ut w

here

to re

ad.

•re

ad th

e te

xt c

aref

ully

to fi

nd th

e in

form

atio

n.•

tick

the

rele

vant

box

es.

Awar

d 1

mar

k fo

r all

four

ans

wer

s co

rrec

t.

6.

Wou

ld a

big

cat

be

a go

od p

et?

Expl

ain

why

.N

o.

Acce

pt re

ason

s su

ch a

s:

•Th

ey s

leep

all

day

whe

n pe

ople

are

aw

ake.

• Th

ey h

unt a

t nig

ht w

hen

peop

le a

re

sleep

ing

and

that

wou

ld b

e da

nger

ous.

•Th

ey e

at m

eat,

and

peop

le a

re m

eat.

•Th

eir t

eeth

are

ver

y sh

arp

and

coul

d hu

rt

som

eone

.

1d 2 m

arks

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Expl

ain

to th

e ch

ildre

n th

at th

e an

swer

to th

is q

uest

ion

is n

ot w

ritte

n in

the

text

: the

y ha

ve to

thin

k ab

out e

very

thin

g th

ey k

now

abo

ut b

ig c

ats.

Tell

them

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t the

ans

wer

you

thin

k is

true

.•

read

the

text

aga

in, j

ust t

o ch

eck.

Awar

d an

add

ition

al m

ark

for a

reas

onab

le e

xpla

natio

n.

452589_U8_CC_2e_Y2_064-071.indd 67 06/03/19 11:37 AM



Dolphins

Are dolphins fish?

No, dolphins are not fish – they are mammals that spend all of their lives in water. Fish can breathe in water, but dolphins can’t. Dolphins need to come up to the surface of the ocean and breathe air into their lungs.

How do dolphins eat?

Dolphins have up to 100 teeth. (Adult humans have 44.) They only have one set of teeth so they don’t have any baby teeth. They don’t use their teeth to chew their food. They use their teeth to catch their food, like a net. They swallow their food whole, without chewing it.

Do dolphins drink water?

No. Dolphins live in salty water which is not good to drink. Instead, they get water from the fish they catch.

1

2

5

6

10

11

www.dolphins.org/kids_dolphin_facts

452589_U8_CC_2e_Y2_064-071.indd 68 06/03/19 11:37 AM



Name: Class: Date:

1 Dolphins are not fish. How are they not like fish? Tick one.

Dolphins cannot breathe in water. □ Dolphins get air from the fish they catch. □ Dolphins spend all of their lives in the water . □ Dolphins live in oceans and seas. □

2 Who has more teeth: dolphins or adult humans?

3 A dolphin’s teeth are “like a net” (lines 8–9). Why does the writer tell you this? Tick one.

so you do not put your hands in their mouths □ to help you to understand how they use their teeth □ because their teeth are nets □ because their teeth have holes in them □

4 How do dolphins swallow their food?

5 Tick ✓ to show the fact is true. Cross ✗ to show it is not.

Dolphins are fish. □ Dolphins have up to 100 teeth. □ They chew their food with their sharp teeth. □ They get water by eating fish. □

6 Would it be sensible to keep a dolphin in a swimming pool? Explain your answer.

1 mark

1b

1 mark

1b

1 mark

1a

1 mark

1b

1 mark

1b

2 marks

1d

452589_U8_CC_2e_Y2_064-071.indd 69 06/03/19 11:37 AM



Prac

tice

text

: Dol

phin

s cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

ercD

/Mar

kU

sefu

l str

ateg

ies

1.

Dol

phin

s ar

e no

t fish

. How

are

they

di

ffer

ent f

rom

fish

? Ti

ck o

ne.

□ D

olph

ins

cann

ot b

reat

he in

wat

er.

□ D

olph

ins

get a

ir fr

om th

e fis

h th

ey

catc

h.

□ D

olph

ins

spen

d al

l of t

heir

lives

in

the

wat

er.

□ D

olph

ins

live

in o

cean

s an

d se

as.

Dol

phin

s ca

nnot

bre

athe

in w

ater

. ✓1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Rem

ind

the

child

ren

that

, for

mos

t com

preh

ensi

on a

ctiv

ities

, the

que

stio

ns

are

in th

e sa

me

orde

r as

the

info

rmat

ion,

so

ques

tions

at t

he b

egin

ning

of t

he

page

are

abo

ut th

e be

ginn

ing

of th

e te

xt.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad a

ll of

the

poss

ible

ans

wer

s slo

wly

and

car

eful

ly. D

o yo

u re

mem

ber

whi

ch is

righ

t?•

scan

the

text

unt

il yo

u fin

d th

e w

ords

you

thin

k ar

e th

ere.

•di

d yo

u re

mem

ber t

he ri

ght a

nsw

er?

2.

Who

has

mor

e te

eth:

dol

phin

s or

ad

ult h

uman

s?do

lphi

ns1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

For t

his

ques

tion,

the

child

ren

will

hav

e to

wor

k ou

t the

ans

wer

from

in

form

atio

n gi

ven

to th

em in

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r num

bers

that

tell

you

how

man

y te

eth

dolp

hins

and

hu

man

s ha

ve.

3.

A do

lphi

n’s

teet

h ar

e “li

ke a

net

” (li

nes

8–9)

. Why

doe

s th

e w

riter

tell

you

this

? Ti

ck th

e be

st re

ason

.

□ s

o yo

u do

not

put

you

r han

ds in

th

eir m

outh

s

□ t

o he

lp y

ou to

und

erst

and

how

th

ey u

se th

eir t

eeth

□ b

ecau

se th

eir t

eeth

are

net

s

□ b

ecau

se th

eir t

eeth

hav

e ho

les

in

them

to h

elp

you

to u

nder

stan

d ho

w th

ey u

se th

eir

teet

h ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

ds “l

ike

a ne

t”.

•ca

refu

lly re

read

the

who

le p

arag

raph

to se

e ho

w th

e w

riter

has

use

d th

e w

ords

.•

care

fully

read

the

optio

ns g

iven

in th

e qu

estio

n.•

deci

de w

hich

opt

ion

is th

e be

st e

xpla

natio

n.

4.

How

do

dolp

hins

sw

allo

w th

eir

food

?Th

ey s

wal

low

it w

hole

.1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e he

adin

gs c

aref

ully

and

look

for a

hea

ding

abo

ut e

atin

g.

452589_U8_CC_2e_Y2_064-071.indd 70 06/03/19 11:37 AM



5.

Tick

✓ to

sho

w th

e fa

ct is

true

.

Cr

oss ✗

to s

how

it is

not

.

□ D

olph

ins

are

fish.

□ D

olph

ins

have

up

to 1

00 te

eth.

□ T

hey

chew

thei

r foo

d w

ith th

eir

shar

p te

eth.

□ T

hey

get w

ater

by

eatin

g fis

h.

Dol

phin

s ar

e fis

h. ✗

Dol

phin

s ha

ve u

p to

100

teet

h. ✓

They

che

w th

eir f

ood

with

thei

r sha

rp te

eth.

✗Th

ey g

et w

ater

by

eatin

g fis

h. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•us

e th

e he

adin

gs.

•re

ad th

e te

xt c

aref

ully

to fi

nd th

e in

form

atio

n.•

plac

e a

tick

or c

ross

in e

ach

box.

Awar

d 1

mar

k fo

r all

four

ans

wer

s co

rrec

t.

6.

Wou

ld it

be

sens

ible

to k

eep

a do

lphi

n in

a s

wim

min

g po

ol?

Expl

ain

your

ans

wer

.

No.

Acce

pt a

nsw

ers

whi

ch re

late

to th

e te

xt

such

as:

•Th

ey n

eed

to b

e in

sal

ty w

ater

and

sw

imm

ing

pool

wat

er is

not

sal

ty.

•Th

ey n

eed

to c

atch

and

eat

fish

and

we

do

not h

ave

fish

in o

ur s

wim

min

g po

ols.

1d 2 m

arks

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Expl

ain

to th

e ch

ildre

n th

at th

e an

swer

to th

is q

uest

ion

is n

ot w

ritte

n in

the

text

: the

y ha

ve to

thin

k ab

out e

very

thin

g th

ey k

now

abo

ut d

olph

ins.

Tell

them

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t the

ans

wer

you

thin

k is

true

.•

read

the

text

aga

in, j

ust t

o ch

eck.

Awar

d an

add

ition

al m

ark

for a

reas

onab

le e

xpla

natio

n.

452589_U8_CC_2e_Y2_064-071.indd 71 06/03/19 11:37 AM

l NoN-fictioN


What Was London Like Before the Great fire?/ What Was London Like After the Great fire?Kate Ruttle

Key text features

These texts are historical reports about London before and after the Great Fire in 1666.

l The Teaching text tells about London in the years before the Great Fire. The text answers the question posed by its title and has headings to help the reader to locate information efficiently.

l The Practice text tells about London immediately after the fire. Again, the text answers the question in the title and is organised by headings.

Reading the teaching text: What Was London Like Before the Great Fire?

l Introduce the text by asking the children what they know about the Great Fire of London. Establish that:

– it was in 1666, nearly 500 years ago

– London in those days was a very different city from today. How many ways can the children think of in which it might be different?

l Access the Interactive Modelling Software for this unit. Read the text to the children or listen to the audio.


Reading the Practice text: What Was London Like After the Great Fire?

l Explain that this text follows on, describing London after the Great Fire.


Moving into writing

l Reread the texts and talk about how they are organised.

l Give the children some historical information (either more about the fire or about a different, more local, historical event).

l Ask children to use these texts as a model for language and organisation for their own writing.

Unit 9NoN-fictioN

452589_U9_CC_2e_Y2_072-079.indd 72 06/03/19 11:37 AM




Q1: Why does the text begin with the words “In the 1660s”?

A1: So that you know when it is set

Strategy: The children should listen to the whole text before attempting to answer the question. Establish that texts often begin with phrases that set the time. Can the children think of any that they know from fiction texts? (E.g. “Later that day”.)

Q2: What were the names of the three cities that were London?

A2: Westminster, Southwark, London

Strategy: The children should listen carefully to the first part of the text again. They might find it helpful to jot down the names while you read or play the audio track.

Q3: Which city would you have liked to live in? Why?

A3: Accept any reasoned answer, e.g. Westminster, because that’s where rich people live/Southwark, because it sounds more interesting/City of London, because I like shopping.

Strategy: Ask the children to listen to the whole text again while they think about this question. Remind them you want them to explain their answer, not just say ‘yes’ or ‘no’.


The Great Fire of London – Gillian Clements

The Great Fire of London – Deborah Fox

London’s Burning – Pauline Francis

Samuel Pepys – Paul Harrison

Toby and the Great Fire of London – Margaret Nash

The Great Fire of London – Jenny Powell

Extending reading

452589_U9_CC_2e_Y2_072-079.indd 73 06/03/19 11:37 AM



teac

hing

text

: Wha

t Was

Lon

don

Like

Bef

ore

the

Gre

at f

ire?

cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

ercD

/Mar

kU

sefu

l str

ateg

ies

1.

In th

e 16

60s,

who

live

d in

W

estm

inst

er?

the

king

(and

his

rich

frie

nds)

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Rem

ind

the

child

ren

that

, for

mos

t com

preh

ensi

on a

ctiv

ities

, the

que

stio

ns

are

in th

e sa

me

orde

r as

the

info

rmat

ion,

so

ques

tions

at t

he b

egin

ning

of t

he

page

are

abo

ut th

e be

ginn

ing

of th

e te

xt.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

if a

ny o

f the

wor

ds in

the

ques

tion

are

in th

e te

xt (y

es –

“166

0s” l

ine

1).

•sc

an th

e te

xt fo

r tho

se w

ords

.•

(onc

e yo

u ha

ve fo

und

the

wor

ds) r

ead

care

fully

unt

il yo

u ha

ve fo

und

the

info

rmat

ion

you

need

to a

nsw

er th

e qu

estio

n.•

copy

the

wor

d(s)

from

the

text

car

eful

ly.

2.

Choo

se th

ree

fact

s th

at w

ere

true

ab

out S

outh

war

k.

□ L

ots

of p

oor p

eopl

e liv

ed th

ere.

□ P

arlia

men

t was

ther

e.

□ I

t was

on

the

river

Tha

mes

.

□ I

t was

ver

y no

isy.

□ P

eopl

e th

rew

thei

r was

te in

to th

e st

reet

.

Lots

of p

oor p

eopl

e liv

ed th

ere.

✓It

was

ver

y no

isy.

✓Pe

ople

thre

w th

eir w

aste

into

the

stre

et. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

if a

ny o

f the

wor

ds in

the

ques

tion

are

in th

e te

xt (y

es –

“Sou

thw

ark”

.•

scan

the

text

for t

he w

ord.

•re

ad th

e op

tions

in th

e qu

estio

n ca

refu

lly a

nd c

heck

eac

h on

e ag

ains

t the

text

.

Awar

d 1

mar

k fo

r thr

ee a

nsw

ers

corr

ect.

3.

“Thi

s was

whe

re th

e m

erch

ants

did

th

eir t

radi

ng.”

W

hat d

oes

the

wor

d “m

erch

ants

” m

ean?

Cho

ose

one.

□ p

eopl

e w

ho li

ved

near

the

king

□ p

eopl

e w

ho w

orke

d to

mak

e th

ings

□ p

eopl

e w

ho b

ough

t and

sol

d th

ings

□ p

eopl

e w

ho d

id n

o w

ork

peop

le w

ho b

ough

t and

sol

d th

ings

✓1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t wha

t the

que

stio

n is

as

king

.•

scan

the

text

for t

he w

ord

“mer

chan

ts” a

nd re

ad th

e lin

es a

roun

d th

e w

ord.

•th

ink

abou

t wha

t you

can

lear

n ab

out w

hat m

erch

ants

did

.•

rere

ad th

e op

tions

in th

e qu

estio

n.•

choo

se th

e on

e yo

u th

ink

is th

e be

st d

escr

iptio

n.

4.

Wha

t inf

orm

atio

n do

es th

e se

cond

he

adin

g in

trod

uce?

info

rmat

ion

abou

t the

rive

r (Th

ames

)1c 1

mar

k

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•lo

ok fo

r the

sec

ond

head

ing

and

read

it, a

nd th

en c

onsi

der w

hat i

t ref

ers

to.

452589_U9_CC_2e_Y2_072-079.indd 74 06/03/19 11:37 AM



5.

Why

was

the

river

Tha

mes

bus

ier i

n th

e 16

60s

than

it is

now

?Th

ere

wer

e no

trai

ns o

r lor

ries

so e

very

thin

g w

as c

arrie

d by

boa

ts o

r shi

ps.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•de

cide

whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t the

mea

ning

of t

he w

ords

in th

e qu

estio

n an

d m

atch

it to

you

r un

ders

tand

ing

of th

e w

ords

in th

e te

xt (n

one

of th

e w

ords

in th

is q

uest

ion

are

in th

e te

xt).

•w

rite

wor

ds fr

om th

e te

xt if

you

thin

k yo

u ca

n.

Acce

pt a

ny a

nsw

er th

at re

cogn

ises

that

mor

e bo

ats

and

ship

s w

ere

need

ed

beca

use

ther

e w

as n

ot a

noth

er w

ay to

car

ry th

ings

from

all

arou

nd th

e w

orld

.

6.

Do

you

thin

k it

wou

ld h

ave

been

in

tere

stin

g to

be

besi

de th

e Th

ames

in th

e 16

60s?

Ex

plai

n yo

ur a

nsw

er.

•Ye

s, be

caus

e it

was

ver

y bu

sy/y

ou c

ould

see

go

ods

and

peop

le fr

om a

ll ov

er th

e w

orld

.•

No,

bec

ause

it w

as to

o bu

sy a

nd y

ou m

ight

ge

t los

t.

1d 2 m

arks

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

mem

ber t

hat t

his i

s a ‘d

o yo

u th

ink’

que

stio

n –

that

mea

ns th

e an

swer

will

not

be

in th

e te

xt. Y

ou h

ave

to u

se in

form

atio

n in

the

text

to in

form

you

r opi

nion

s.•

only

rere

ad th

e pa

rt o

f the

text

abo

ut th

e Th

ames

to fi

nd in

form

atio

n to

use

in

the

answ

er, b

ecau

se th

e qu

estio

n re

fers

to th

e Th

ames

spe

cific

ally

.

Awar

d an

add

ition

al m

ark

for a

reas

onab

le e

xpla

natio

n.

452589_U9_CC_2e_Y2_072-079.indd 75 06/03/19 11:37 AM



What Was London Like After the Great fire?

On Friday 7th September 1666, the fire was almost out. It had been burning for five days.

The wind wasn’t blowing so hard any more and people could see what the city looked like.

Homes destroyed

The air was grey with ashes and smoke. Over 13,000 houses and 10 churches had been destroyed. Thousands of people had run into the fields and hills around London to escape from the fire, and now they had nowhere to go. Some people left London. Poor people lived on the streets and begged for money.

Homes rebuilt

After a while, some people were given work. They had to clear up the mess left by the fire. Then builders started to build new homes. The government said that all new buildings had to be built out of brick or stone instead of wood.

1

3

5

6

11

12

452589_U9_CC_2e_Y2_072-079.indd 76 06/03/19 11:37 AM



Name: Class: Date:

1 Tick three things we know about 7th September 1666 from the first three sentences.

The Great Fire of London started. □ The wind was blowing less hard. □ The fire went out. □ People could see what the city looked like. □ The fire had been burning for five days. □

2 How many homes were destroyed by the Great Fire?

3 “Over 13,000 houses and 10 churches had been destroyed.”

What does the word “destroyed” mean in this sentence? Tick one.

rebuilt □ burned or knocked down □

left empty □ a bit damaged □

4 What information does the last heading introduce?

5 Why do you think the government said that all new homes had to be made of brick or stone instead of wood?

6 Do you think it would have been sensible to stay in London after the fire? Explain your answer.

1 mark

1b

1 mark

1a

1 mark

1c

1 mark

1d

2 marks

1d

1 mark

1b

452589_U9_CC_2e_Y2_072-079.indd 77 06/03/19 11:37 AM



Prac

tice

text

: Wha

t Was

Lon

don

Like

Aft

er th

e G

reat

fire

?

crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

cD/M

ark

Use

ful s

trat

egie

s1.

Ti

ck th

ree

thin

gs w

e kn

ow a

bout

7t

h Se

ptem

ber 1

666

from

the

first

th

ree

sent

ence

s.

□ T

he G

reat

Fire

of L

ondo

n st

arte

d.

□ T

he w

ind

was

blo

win

g le

ss h

ard.

□ T

he fi

re w

ent o

ut.

□ P

eopl

e co

uld

see

wha

t the

city

lo

oked

like

.

□ T

he fi

re h

ad b

een

burn

ing

for fi

ve

days

.

The

win

d w

as b

low

ing

less

har

d. ✓

Peop

le c

ould

see

wha

t the

city

look

ed li

ke. ✓

The

fire

had

been

bur

ning

for fi

ve d

ays. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Rem

ind

the

child

ren

that

, for

mos

t com

preh

ensi

on a

ctiv

ities

, the

que

stio

ns

are

in th

e sa

me

orde

r as

the

info

rmat

ion,

so

ques

tions

at t

he b

egin

ning

of t

he

page

are

abo

ut th

e be

ginn

ing

of th

e te

xt.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•un

derli

ne th

e nu

mbe

rs in

the

ques

tion.

It is

eas

y to

forg

et th

em.

•re

ad th

e fir

st th

ree

sent

ence

s ca

refu

lly.

•re

ad e

ach

of th

e st

atem

ents

in th

e qu

estio

n an

d co

mpa

re th

em to

the

info

rmat

ion

in th

e te

xt.

Awar

d 1

mar

k fo

r all

thre

e an

swer

s co

rrec

t.

2.

How

man

y ho

mes

wer

e de

stro

yed

by th

e G

reat

Fire

?13

,000

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•us

e th

e he

adin

gs to

hel

p w

ork

out w

hich

par

t of t

he te

xt to

read

.•

(onc

e yo

u ha

ve fo

und

the

wor

ds) r

ead

care

fully

unt

il yo

u ha

ve fo

und

the

info

rmat

ion

you

need

to a

nsw

er th

e qu

estio

n.•

copy

the

num

ber f

rom

the

text

car

eful

ly.

3.

“Ove

r 13,

000

hous

es a

nd 1

0 ch

urch

es h

ad b

een

dest

roye

d.”

W

hat d

oes

the

wor

d “d

estr

oyed

” m

ean

in th

is s

ente

nce?

Tic

k on

e.

□ r

ebui

lt

□ b

urne

d or

kno

cked

dow

n

□ l

eft e

mpt

y

□ a

bit

dam

aged

burn

ed o

r kno

cked

dow

n ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

voca

bula

ry to

und

erst

and

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t wha

t the

que

stio

n is

as

king

.•

scan

the

text

for t

he w

ord

“des

troy

ed” a

nd re

ad th

e lin

es a

roun

d th

e w

ord.

•th

ink

abou

t wha

t you

can

lear

n ab

out b

uild

ings

that

wer

e de

stro

yed.

•re

read

the

optio

ns in

the

ques

tion.

•ch

oose

the

one

you

thin

k is

the

best

des

crip

tion.

4.

Wha

t inf

orm

atio

n do

es th

e la

st

head

ing

intr

oduc

e?H

omes

wer

e be

ing

rebu

ilt a

fter

the

fire.

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•lo

ok fo

r the

last

hea

ding

and

read

it, t

hen

cons

ider

wha

t it r

efer

s to

.

452589_U9_CC_2e_Y2_072-079.indd 78 06/03/19 11:37 AM



5.

Why

do

you

thin

k th

e go

vern

men

t sa

id th

at a

ll ne

w h

omes

had

to b

e m

ade

of b

rick

or s

tone

inst

ead

of

woo

d?

so th

ere

wou

ld n

ever

be

anot

her fi

re li

ke th

is

one

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•re

mem

ber t

hat t

his

is a

‘why

do

you

thin

k’ q

uest

ion

– th

at m

eans

the

answ

er w

ill n

ot b

e in

the

text

. You

hav

e to

use

info

rmat

ion

in th

e te

xt to

in

form

you

r opi

nion

s.

6.

Do

you

thin

k it

wou

ld h

ave

been

se

nsib

le to

sta

y in

Lon

don

afte

r the

fir

e? E

xpla

in y

our a

nsw

er.

•Ye

s, be

caus

e th

e ne

w h

ouse

s w

ere

mad

e of

st

one

so th

ey w

ould

not

bur

n.•

No,

bec

ause

it w

as d

estr

oyed

and

ther

e w

ere

poor

peo

ple

begg

ing

for m

oney

.

1d 2 m

arks

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

mem

ber t

hat t

his

is a

‘do

you

thin

k’ q

uest

ion

– th

at m

eans

the

answ

er

will

not

be

in th

e te

xt. Y

ou h

ave

to u

se in

form

atio

n in

the

text

to in

form

you

r op

inio

ns.

•yo

u w

ill n

eed

to re

ad a

ll of

the

text

to fi

nd in

form

atio

n to

use

in th

e an

swer

be

caus

e th

e qu

estio

n re

fers

to th

e w

hole

of t

he te

xt.

452589_U9_CC_2e_Y2_072-079.indd 79 06/03/19 11:37 AM

• NON-FICTION


Unit 10NON-FICTION

Making Bread/Planting BulbsKate Ruttle

Key text features

The texts both have a brief introduction followed by an instructional text.

l The Teaching text is Making Bread.

l The Practice text is Planting Bulbs.

Reading the Teaching text: Making Bread

l Introduce the text by asking what the children know about bread. Do they know how it is made? Have they watched someone making bread? What kinds of bread do they like eating?

l Talk about the title of the text. What do they think it will be about?

l Access the Interactive Modelling Software for this unit. Read the extract aloud.


Reading the Practice text: Planting Bulbs

l Have any of the class got a garden? Have they seen bulbs? If not, show them some pictures from the internet. Have they watched someone planting bulbs or helped to plant bulbs?

l Show the children pictures of spring flowers that come from bulbs. Do the children know the names of any of these flowers? (E.g. daffodils, tulips, irises, crocuses, snowdrops, bluebells)

l Once they have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Introduce another simple cooking task. Take photographs of the children following the instructions.

l As a class, sequence the photographs to show the order of events.

l Ask the children to talk to a response partner: one child should give the other instructions (following the sequence of the photographs) while the other one mimes following the instructions exactly.

l Ask the children to write the instructions they needed to give and to follow.

452589_U10_CC_2e_Y2_080-087.indd 80 06/03/19 2:32 PM

Unit 10 • NON-FICTION



The Ultimate Children’s Cookbook – Dorling Kindersley

Ready, Steady, Grow! – Royal Horticultural Society

Extending reading

Q1: What is the first piece of information you are given in this text?

A1: People all over the world make some form of bread.

Strategy: Listen carefully to the opening of the text and think about what ‘information’ means.

Q2: What does the word “ingredients” mean?

A2: The things you need to use to make the bread.

Strategy: Listen to the whole text, listening out for every time you hear the word “ingredients”. Think about the information you are given immediately after you first hear the word.

Q3: What is the first instruction you are given?

A3: Measure out all the ingredients into a large bowl.

Strategy: Think about everything you know about instructions. What makes instructions different from other kinds of sentences? Listen to the whole text again, thinking about instructions.

452589_U10_CC_2e_Y2_080-087.indd 81 06/03/19 2:32 PM



Teac

hing

text

: Mak

ing

Brea

d Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Wha

t hap

pens

if y

ou a

dd o

ther

in

gred

ient

s to

you

r dou

gh?

□ Y

ou m

ake

bigg

er lo

aves

of b

read

.

□ Y

ou m

ake

diff

eren

t kin

ds o

f bre

ad

□ Y

ou m

ake

a be

tter

dou

gh.

□ Y

ou m

ake

brea

d by

bak

ing

the

doug

h.

You

mak

e di

ffer

ent k

inds

of b

read

. ✓1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

care

fully

read

the

para

grap

h to

find

you

r ans

wer

.•

rere

ad th

e op

tions

in th

e qu

estio

n an

d ch

oose

the

best

one

.

2.

Find

and

cop

y tw

o th

ings

that

you

al

way

s ne

ed to

mak

e do

ugh

for

brea

d.

flour

wat

er

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

care

fully

read

the

para

grap

h to

find

you

r ans

wer

.

Awar

d 1

mar

k fo

r bot

h an

swer

s co

rrec

t.

3.

Whi

ch s

ente

nce

is a

n in

stru

ctio

n?

Choo

se o

ne.

□ W

hich

type

s of

bre

ad h

ave

you

eate

n?

□ M

akin

g Br

ead

□ W

hat y

ou h

ave

to d

o

□ B

ake

the

brea

d fo

r 20–

25 m

inut

es.

Bake

the

brea

d fo

r 20–

25 m

inut

es. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

wha

t you

kno

w a

bout

inst

ruct

ions

.•

read

the

optio

ns c

aref

ully

and

iden

tify

the

key

feat

ures

.

452589_U10_CC_2e_Y2_080-087.indd 82 06/03/19 2:32 PM



4.

“Mix

them

up

and

knea

d th

em.”

Th

e w

ord

“kne

ad” i

n th

is s

ente

nce

is c

lose

st in

mea

ning

to (c

hoos

e on

e):

□ s

quee

ze a

nd p

ress

them

.

□ m

ix a

nd s

tir th

em.

□ t

ell t

hem

they

are

impo

rtan

t to

you.

□ s

tam

p an

d kn

eel o

n th

em.

sque

eze

and

pres

s th

em. ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

wor

d.•

scan

the

text

to fi

nd th

e w

ord.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he w

ord

mig

ht

mea

n.

5.

Wha

t do

you

thin

k ha

ppen

s af

ter

you

have

follo

wed

inst

ruct

ion

7?Po

ssib

le a

nsw

ers

coul

d in

clud

e:

•Yo

u ha

ve a

loaf

of b

read

.•

You

can

eat t

he b

read

.•

You

have

to w

ait f

or th

e br

ead

to c

ool d

own.

Do

not a

ccep

t:

•Yo

u ha

ve to

wai

t for

the

brea

d to

coo

k.

1e 1 m

ark

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad so

far.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r inf

orm

atio

n.•

thin

k ab

out w

hat h

as h

appe

ned

so fa

r and

wha

t you

thin

k m

ight

hap

pen

next

.

6.

Num

ber t

hese

eve

nts

to s

how

the

orde

r in

whi

ch th

ey h

appe

n.

□ M

ake

the

doug

h in

to a

mou

nd.

□ P

ut a

cle

an c

loth

ove

r the

dou

gh.

□ P

ut th

e do

ugh

onto

a b

akin

g tr

ay.

□ M

ix th

e in

gred

ient

s to

geth

er.

Mak

e th

e do

ugh

into

a m

ound

. 3

Put a

cle

an c

loth

ove

r the

dou

gh.

2

Put t

he d

ough

ont

o a

baki

ng tr

ay.

4

Mix

the

ingr

edie

nts

toge

ther

. 1

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

scan

the

text

for t

he a

ctio

ns in

the

ques

tion.

•ca

refu

lly re

ad th

e te

xt a

nd n

umbe

r the

eve

nts.

452589_U10_CC_2e_Y2_080-087.indd 83 06/03/19 2:32 PM



Planting BulbsHave you ever noticed the bright colours of spring flowers? Most of them are grown from bulbs, which contain the food that the flower needs to grow. If you want your flowers to appear in the spring, you will need to plant your bulbs in the autumn, either in the garden or in a pot.

How to plant a bulb:

1. Dig a hole that is three to four times as deep as the bulb.

2. Plant most bulbs with the round bit facing down and the pointy bit facing up. If you’re not sure which is which, plant the bulb on its side. The roots will grow down and the bud will sprout up.

3. If you’re growing bulbs in a garden, mark the spot where you have planted the bulb. Write the name of the flower on a lollipop stick and push it into the ground above the bulb.

4. Wait and watch.

5. Once the bulbs have finished flowering, leave the leaves until they begin to turn yellow. This lets the bulb make the food it needs to flower again next year.

1

5

6

7

10

13

14

452589_U10_CC_2e_Y2_080-087.indd 84 06/03/19 2:32 PM



Name: Class: Date:

1 mark

1b

1 mark

1b

1 mark

1a

1 mark

1c

1 Why are most spring flowers grown from bulbs? Tick one.

so the flowers have bright colours □ so you plant them in the autumn □ so the flowers have food to grow □ so they flower in the spring □

2 Find and copy two places you can plant a bulb.

3 Which sentence is an instruction? Tick one.

Have you ever noticed the bright colours of spring flowers? □ How to plant a bulb: □ Planting Bulbs □ Dig a hole that is three to four times as deep as the bulb. □

4 “The roots will grow down and the bud will sprout up.”

The word “sprout” in the sentence is closest in meaning to (tick one):

green vegetable. □ grow. □ stem. □ leaf. □

5 “Wait and watch.”

Write what you think will happen next.

6 Number these events to show the order in which they happen.

Enjoy the spring flowers. □ Let the leaves turn yellow. □ Plant the bulb. □ Let the roots grow down. □

1 mark

1b

1 mark

1e

452589_U10_CC_2e_Y2_080-087.indd 85 06/03/19 2:32 PM



Prac

tice

text

: Pla

ntin

g Bu

lbs

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

W

hy a

re m

ost s

prin

g flo

wer

s gr

own

from

bul

bs?

Tick

one

.

□ S

o th

e flo

wer

s ha

ve b

right

col

ours

.

□ S

o yo

u pl

ant t

hem

in th

e au

tum

n.

□ S

o th

e flo

wer

s ha

ve fo

od to

gro

w.

□ S

o th

ey fl

ower

in th

e sp

ring.

So th

e flo

wer

s ha

ve fo

od to

gro

w. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

care

fully

read

the

para

grap

h to

find

you

r ans

wer

.•

rere

ad th

e op

tions

in th

e qu

estio

n an

d ch

oose

the

best

one

.

2.

Find

and

cop

y tw

o pl

aces

you

can

pl

ant a

bul

b.in

the

gard

en

in a

pot

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

care

fully

read

the

para

grap

h to

find

you

r ans

wer

.

Awar

d 1

mar

k fo

r bot

h an

swer

s co

rrec

t.

3.

Whi

ch s

ente

nce

is a

n in

stru

ctio

n?

Tick

one

.

□ H

ave

you

ever

not

iced

the

brig

ht

colo

urs

of s

prin

g flo

wer

s?

□ H

ow to

pla

nt a

bul

b:

□ P

lant

ing

Bulb

s

□ D

ig a

hol

e th

at is

thre

e to

four

tim

es a

s de

ep a

s th

e bu

lb.

Dig

a h

ole

that

is th

ree

to fo

ur ti

mes

as

deep

as

the

bulb

. ✓1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

wha

t you

kno

w a

bout

inst

ruct

ions

.•

read

the

optio

ns c

aref

ully

and

iden

tify

the

key

feat

ures

.

4.

“The

root

s will

gro

w d

own

and

the

bud

will

spro

ut u

p.”

Th

e w

ord

“spr

out”

in th

is s

ente

nce

is c

lose

st in

mea

ning

to (t

ick

one)

:

□ g

reen

veg

etab

le.

□ g

row

.

□ s

tem

.

□ l

eaf.

grow

. ✓1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r the

wor

d.•

scan

the

text

to fi

nd th

e w

ord.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he w

ord

mig

ht m

ean.

452589_U10_CC_2e_Y2_080-087.indd 86 06/03/19 2:32 PM



5.

“Wai

t and

wat

ch.”

W

rite

wha

t you

thin

k w

ill h

appe

n ne

xt.

Poss

ible

ans

wer

s co

uld

incl

ude:

The

flow

ers

will

gro

w./T

he s

tem

/sta

lk/s

hoot

w

ill a

ppea

r abo

ve th

e gr

ound

.

1e 1 m

ark

Que

stio

n fo

cus:

pre

dict

wha

t mig

ht h

appe

n on

the

basi

s of w

hat h

as b

een

read

so

far.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

cons

ider

whe

re in

the

text

to lo

ok fo

r inf

orm

atio

n.•

thin

k ab

out w

hat h

as h

appe

ned

so fa

r and

wha

t you

thin

k m

ight

hap

pen

next

.

6.

Num

ber t

hese

eve

nts

to s

how

the

orde

r in

whi

ch th

ey h

appe

n.

□ E

njoy

the

sprin

g flo

wer

s.

□ P

lant

the

bulb

.

□ L

et th

e le

aves

turn

yel

low

.

□ L

et th

e ro

ots

grow

dow

n.

Enjo

y th

e sp

ring

flow

ers.

3

Plan

t the

bul

b.

1

Let t

he le

aves

turn

yel

low

. 4

Let t

he ro

ots

grow

dow

n.

2

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

scan

the

text

for t

he a

ctio

ns in

the

ques

tion.

•ca

refu

lly re

ad th

e te

xt a

nd n

umbe

r the

eve

nts.

452589_U10_CC_2e_Y2_080-087.indd 87 06/03/19 2:32 PM

• NON-FICTION


Unit 11NON-FICTION

Seas and Oceans/A Walk from Our Island SchoolIzzi Howell/Deborah Chancellor

Key text features

The texts are both from non-fiction information texts about oceans and islands.

l The Teaching text is from Fact Cat: Seas and Oceans by Izzi Howell.

l The Practice text is an extract entitled The Isle of Mull, from A Walk from Our Island School by Deborah Chancellor.

Reading the Teaching text: Seas and Oceans

l Introduce the text by asking the children if they have ever seen the sea. Who has been to the seaside? Who has been out on the sea in a boat? Who has seen the sea from an aeroplane?

l Make a mind map to record what the children know about the sea.

l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about any new information they discovered about the sea.


Reading the Practice text: The Isle of Mull

l Read the title of the extract to the children. If possible, show them a map of the UK, and identify the Isle of Mull (off the west coast of Scotland and north of Glasgow).

l Talk about islands. What makes living on an island different from living on the mainland?


Moving into writing

l Reread The Isle of Mull.

l Explain to the children that they are going to write a similar text about the area around your school.

l In groups, ask the children to identify interesting places close to the school that they might want to write about. If possible, take the children for a walk around the locations, taking photographs for them to use in their writing.

l Each child in the group should select one location to discuss with a response partner, and then write about it. If the children are using computers for their writing, they can use imported digital photographs from the previous step, if available.

l Encourage the children to read each other’s work and help one another to improve their writing.

452589_U11_CC_2e_Y2_088-095.indd 88 06/03/19 2:34 PM




Continents – Izzi Howell

First Animal Encyclopedia: Seas and Oceans – Anna Claybourne

This Is How We Do It – Matt Lamothe

Big Blue Whale – Nicola Davies

Extending reading

Q1: Where is most of the water on Earth found?

A1: In seas and oceans


Q2: How many oceans are there?

A2: Five


Q3: What might you find on a coastline? Use ideas from the text.

A3: Beaches/sand/pebbles


452589_U11_CC_2e_Y2_088-095.indd 89 06/03/19 2:34 PM



Teac

hing

text

: Sea

s an

d O

cean

s Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Show

whi

ch ty

pe o

f wat

er is

foun

d in

eac

h pl

ace.

W

rite

S if

the

wat

er is

sal

t wat

er.

W

rite

F if

the

wat

er is

fres

h w

ater

.

S or

F

Sea

S

Oce

anS

Lake

F

Rive

rF

1b 2 m

arks

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

the

info

rmat

ion

you

need

.•

care

fully

read

that

par

t of t

he te

xt, l

ooki

ng to

see

whi

ch k

ind

of w

ater

is

foun

d in

eac

h pl

ace.

Awar

d 2

mar

ks fo

r all

four

box

es c

orre

ctly

com

plet

ed.

Awar

d 1

mar

k fo

r thr

ee b

oxes

cor

rect

ly c

ompl

eted

.

2.

Look

at t

he s

econ

d pa

ragr

aph.

Fi

nd a

nd c

opy

one

wor

d th

at

mea

ns th

e sa

me

as jo

ined

.

“con

nect

ed”

1a 1 m

ark

Que

stio

n fo

cus:

dra

w o

n kn

owle

dge

of v

ocab

ular

y to

und

erst

and

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e pa

ragr

aph

iden

tified

, loo

king

for a

wor

d w

ith th

e m

eani

ng

give

n in

the

ques

tion.

•fin

d an

d co

py o

ne w

ord.

3.

Find

and

cop

y th

e na

me

of tw

o oc

eans

.Ac

cept

two

of:

•Ar

ctic

Oce

an•

Atla

ntic

Oce

an•

Indi

an O

cean

•Pa

cific

Oce

an•

Sout

hern

Oce

an

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

they

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.•

find

and

copy

two

answ

ers.

452589_U11_CC_2e_Y2_088-095.indd 90 06/03/19 2:34 PM



4.

Seas

are

smal

ler t

han

ocea

ns.

W

rite

one

fact

from

the

text

to

show

this

is tr

ue.

Acce

pt e

ither

:

•“A

sea

is p

art o

f an

ocea

n.”

•O

cean

s co

ntai

n se

vera

l sea

s.

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

d “s

ea”,

and

then

read

the

sent

ence

s ar

ound

it.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

5.

Whi

ch tw

o th

ings

mee

t at a

co

astli

ne?

•la

nd•

wat

er/s

ea/o

cean

Do

not a

ccep

t:

•sa

nd•

pebb

les

•cl

iffs

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

6.

Whi

ch s

tate

men

t is

true

abo

ut

beac

hes?

Ch

oose

one

.

□ A

ll co

asts

hav

e be

ache

s.

□ A

ll be

ache

s ar

e sa

ndy.

□ W

aves

mov

e be

ache

s al

ong

the

coas

t.

□ B

each

es a

re m

ade

of s

and

or

pebb

les.

Beac

hes

are

mad

e of

san

d or

peb

bles

. ✓1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is

aski

ng.

452589_U11_CC_2e_Y2_088-095.indd 91 06/03/19 2:34 PM



The Isle of MullDeborah Chancellor

Holly, Jude and Robert are exploring the town of Tobermory on the Isle of Mull in Scotland.

Different BoatsHolly, Jude and Robert see lots of boats in the harbour. Some are fishing boats and others are sailing boats. The Isle of Mull is surrounded by the sea, so boats are important to life on the island.

The children cross over Main Street to explore the fishing pier. They find some fishing tackle and look at the wicker baskets that are used to hold shellfish. Their teacher explains that these baskets are called creels.

1

3

4

10

As the children look out across the harbour, they see a ferry arriving at the terminal to the north of the harbour. People can catch a car ferry to mainland Scotland from Tobermory.

Coastal PathThe footpath Holly, Jude and Robert want to take is near the tourist centre. It is called a coastal path because it follows the coastline.

17

23

24

452589_U11_CC_2e_Y2_088-095.indd 92 06/03/19 2:34 PM



Name: Class: Date:

1 mark

1b

1 mark

1b

1 Look at the second paragraph.

Find and copy one word that means all around.

2 Who might use a creel?

3 Find and copy the name of two types of boats.

4 It is easy to get to the mainland from Mull.

Write one fact from the text to show this is true.

5 Which statement is true about the coastal path?

Tick one.

It is in the harbour. □ It is in the tourist centre. □ It is near the school. □ It follows the coastline. □

6 Draw lines to join the name of each place to a word that tells you what it is.

Mull town

Tobermory footpath

coastal path island

1 mark

1a

1 mark

1d

1 mark

1b

1 mark

1b

452589_U11_CC_2e_Y2_088-095.indd 93 06/03/19 2:34 PM



Prac

tice

text

: The

Isle

of M

ull

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

Lo

ok a

t the

sec

ond

para

grap

h.

Fi

nd a

nd c

opy

one

wor

d th

at

mea

ns a

ll ar

ound

.

“sur

roun

ded”

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e pa

ragr

aph

iden

tified

, loo

king

for a

wor

d w

ith th

e m

eani

ng

give

n in

the

ques

tion.

•fin

d an

d co

py o

ne w

ord.

2.

Who

mig

ht u

se a

cre

el?

•a

fishe

rman

•so

meo

ne w

ho w

ants

to c

atch

she

llfish

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

d “c

reel

”, th

en re

ad th

e se

nten

ces

arou

nd it

.•

thin

k ab

out w

hat y

ou k

now

that

will

hel

p yo

u to

ans

wer

the

ques

tion.

•se

arch

for c

lues

in th

e te

xt.

3.

Find

and

cop

y th

e na

me

of tw

o ty

pes

of b

oats

.Ac

cept

two

of:

•“fi

shin

g bo

ats”

•“s

ailin

g bo

at”

•“f

erry

” or “

car f

erry

”

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r typ

es o

f boa

ts.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.•

find

and

copy

two

answ

ers.

4.

It is

eas

y to

get

to th

e m

ainl

and

from

Mul

l.

W

rite

one

fact

from

the

text

to

show

this

is tr

ue.

“Peo

ple

can

catc

h a

car f

erry

to m

ainl

and

Scot

land

from

Tob

erm

ory.

”1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

d “m

ainl

and”

.•

care

fully

read

that

par

t of t

he te

xt, t

hink

ing

abou

t wha

t the

que

stio

n is

ask

ing.

452589_U11_CC_2e_Y2_088-095.indd 94 06/03/19 2:34 PM



5.

Whi

ch s

tate

men

t is

true

abo

ut th

e co

asta

l pat

h?

Ti

ck o

ne.

□ I

t is

in th

e ha

rbou

r.

□ I

t is

in th

e to

uris

t cen

tre.

□ I

t is

near

the

scho

ol.

□ I

t fol

low

s th

e co

astli

ne.

It fo

llow

s th

e co

astli

ne. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

the

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.

6.

Dra

w li

nes

to jo

in th

e na

me

of e

ach

plac

e to

a w

ord

that

tells

you

wha

t it

is.

Mul

l

tow

n

Tobe

rmor

y

foot

path

coas

tal p

ath

is

land

Mul

l

to

wn

Tobe

rmor

y

foot

path

coas

tal p

ath

isla

nd

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r eac

h of

the

plac

e na

mes

.•

care

fully

read

aro

und

the

plac

e na

mes

, loo

king

to s

ee w

hat e

ach

plac

e is

.

Awar

d 1

mar

k fo

r all

thre

e lin

es c

orre

ctly

dra

wn.

452589_U11_CC_2e_Y2_088-095.indd 95 06/03/19 2:34 PM

• NON-FICTION


Unit 12NON-FICTION

Here to Help: Firefighter/Here to Help: Police OfficerRachel Blount

Key text features

Both texts are recount information texts about people who work for the emergency services.

l The Teaching text is from Here to Help: Firefighter by Rachel Blount.

l The Practice text is from Here to Help: Police Officer by Rachel Blount.

Reading the Teaching text: Here to Help: Firefighter

l Introduce the text by asking the children what they understand by the term ‘emergency services’. What is an emergency? Who can you call in an emergency? How do you contact them?

l Have the children ever seen a fire engine? What was it doing? Where was it going?

l Access the Interactive Modelling Software for this unit. Read the text to the children and ask them to think about any new information they discovered.

l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 98–99 ).

Reading the Practice text: Here to Help: Police Officer

l Read the title of the extract to the children. What do they think it is going to be about?


Moving into writing

l Reread both of the extracts.

l Explain to the children that they are going to write a similar text about someone who helps them in school. Discuss who this could be (e.g. an MDSA, TA, admin person, first aider, teacher, headteacher). Guide the children towards choosing an adult who will consent to being interviewed (ensure staff are given advance notice).

l In groups, ask the children to think of questions to ask the helping adult in an interview.

l Let the children interview the adult and record the answers. If possible, let them take photos of different aspects of the adult’s work.

l Working in pairs, the children should create a word-processed information text about an aspect of the work the helping adult does.

l Encourage the children to read each other’s work and help one another to improve their writing.

452589_U12_CC_2e_Y2_096-103.indd 96 06/03/19 2:36 PM




Popcorn: People Who Help Us: Police – Honor Head

Popcorn: People Who Help Us: Firefighters – Honor Head

People Who Help Us: Doctor – Rebecca Hunter

People Who Help Us: Lifeboat Crew Member – Rebecca Hunter

Extending reading

Q1: How does Leanne know that there is an emergency?

A1: Her bleeper goes off./The commander tells her.

Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about what you’re told about how she knows.

Q2: Why do firefighters have to move fast?

A2: They are dealing with emergencies./People might be hurt./To stop accidents from getting worse.

Strategy: Listen to the whole text again, thinking about the question and what you already know about firefighters.

Q3: Why do you think the firefighters check every room in the burning restaurant?

A3: In case someone is trapped in a room

Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about why the firefighters might need to go inside the building.

452589_U12_CC_2e_Y2_096-103.indd 97 06/03/19 2:36 PM



Teac

hing

text

: Her

e to

Hel

p: F

irefig

hter

Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Who

do

you

thin

k “t

he

com

man

der”

is?

•th

e bo

ss•

the

pers

on in

cha

rge

•th

e pe

rson

who

tells

Lea

nne

wha

t to

do

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

2.

Look

at t

he in

form

atio

n un

der t

he

“Em

erge

ncy”

hea

ding

.

Fi

nd a

nd c

opy

one

wor

d th

at

mea

ns th

e te

am o

f peo

ple

who

w

ork

on a

fire

eng

ine.

“cre

w”

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e se

ctio

n id

entifi

ed, l

ooki

ng fo

r a w

ord

with

the

mea

ning

gi

ven

in th

e qu

estio

n.•

find

and

copy

one

wor

d.

3.

Why

doe

s th

e fir

e en

gine

driv

er

turn

on

the

light

s an

d si

ren?

•so

that

oth

er d

river

s le

t the

m p

ass

•to

war

n ot

her d

river

s th

e fir

e en

gine

is

com

ing

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s titl

es a

nd

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

ds “l

ight

s” a

nd “s

iren”

.•

care

fully

read

that

par

t of t

he te

xt, t

hink

ing

abou

t wha

t the

que

stio

n is

as

king

.

4.

Why

do

you

thin

k Le

anne

mig

ht

need

her

bre

athi

ng a

ppar

atus

w

hen

she

goes

to a

fire

?

so s

he c

an b

reat

he e

ven

if th

e pl

ace

is fu

ll of

sm

oke

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

452589_U12_CC_2e_Y2_096-103.indd 98 06/03/19 2:36 PM



5.

The

firefi

ghte

rs h

urry

to th

e em

erge

ncy.

Fi

nd a

nd c

opy

two

thin

gs th

ey d

o to

mak

e su

re th

ey a

re q

uick

.

Acce

pt tw

o of

:

•Ru

n to

the

fire

engi

ne.

•Ro

ll th

eir t

rous

ers

over

thei

r boo

ts.

•Tu

rns

on th

e lig

hts

and

sire

n.•

Slid

e do

wn

a po

le.

1b 2 m

arks

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r wor

ds th

at m

ean

quic

k, o

r thi

ngs

that

sho

w th

e fir

efigh

ters

ar

e hu

rryi

ng.

•fin

d tw

o th

ings

.

6.

Whi

ch s

tate

men

t is

true

?

Ch

oose

one

.

□ L

eann

e on

ly g

oes

out t

o fig

ht fi

res.

□ L

eann

e te

lls e

very

one

wha

t to

do.

□ L

eann

e he

lps

peop

le w

ho a

re in

tr

oubl

e.

□ L

eann

e ne

ver g

oes

into

a b

uild

ing

that

is o

n fir

e.

Lean

ne h

elps

peo

ple

who

are

in tr

oubl

e. ✓

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t all

the

optio

ns.

•co

nsid

er e

ach

of th

e st

atem

ents

sep

arat

ely.

•re

read

the

text

, loo

king

for e

vide

nce

to s

how

whe

ther

eac

h on

e is

true

.•

tick

one

box.

452589_U12_CC_2e_Y2_096-103.indd 99 06/03/19 2:36 PM



Here to Help: Police OfficerRachel Blount

Hello, my name is Amanda and I am a police officer. It is my job to deal with crime and keep people safe.

This is the police station where I work. Lots of other police officers work here too.

I usually work in the day. Sometimes I work at night. Police officers have to work all through the night so that we can protect people all the time.

There is a big car park where all our vehicles are kept.

On PatrolI patrol on my own, unless I am working at night. If I need other police officers to help me I put out a call on my radio. Any police officers that are close by respond and then come to help.

Every day is very different when you are a police officer. Some days I visit victims of crime, take statements from people who have seen a crime or help people in the street.

Sometimes I use a patrol car. It is white with bright blue and yellow markings. It has lights on the top and a siren that makes a loud noise.

1

3

6

12

21

24

14

15

452589_U12_CC_2e_Y2_096-103.indd 100 06/03/19 2:36 PM



Name: Class: Date:

1 mark

1a

1 mark

1b

1 Where does Amanda work?

2 Look at the fourth paragraph.

Find and copy one word that means cars, motorbikes and vans.

3 “Police officers have to work all through the night so that we can protect people all the time.”

What does the word “protect” mean?

Tick one.

fight off □ look after □ chase away □ call up □4 Why do you think Amanda might put out a call on her radio?

5 Police officers are very busy.

Find and copy two things they do to help people.

6 Which statement is true?

Tick one.

Amanda always goes on patrol in a car. □ Amanda calls other police officers on her phone. □ Amanda always patrols with another officer. □ Sometimes Amanda works at night. □

1 mark

1b

1 mark

1a

1 mark

1d

2 marks

1b

452589_U12_CC_2e_Y2_096-103.indd 101 06/03/19 2:36 PM



Prac

tice

text

: Her

e to

Hel

p: P

olic

e O

ffice

r Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Whe

re d

oes

Aman

da w

ork?

a po

lice

stat

ion

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

you

will

find

this

info

rmat

ion.

•ca

refu

lly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he q

uest

ion

is a

skin

g.

2.

Look

at t

he fo

urth

par

agra

ph.

Fi

nd a

nd c

opy

one

wor

d th

at

mea

ns c

ars,

mot

orbi

kes a

nd v

ans.

“veh

icle

s”1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e pa

ragr

aph

iden

tified

, loo

king

for a

wor

d w

ith th

e m

eani

ng

give

n in

the

ques

tion.

•fin

d an

d co

py o

ne w

ord.

3.

“Pol

ice

offic

ers h

ave

to w

ork

all

thro

ugh

the

nigh

t so

that

we

can

prot

ect p

eopl

e al

l the

tim

e.”

W

hat d

oes

the

wor

d “p

rote

ct”

mea

n?

Ti

ck o

ne.

□ fi

ght o

ff

□ l

ook

afte

r

□ c

hase

aw

ay

□ c

all u

p

look

aft

er ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n an

d th

e po

ssib

le a

nsw

ers

slow

ly a

nd c

aref

ully

.•

scan

the

text

for t

he w

ord

“pro

tect

”, an

d re

ad th

e se

nten

ces

arou

nd it

.•

rere

ad th

e op

tions

and

dec

ide

whi

ch is

bes

t.

4.

Why

do

you

thin

k Am

anda

mig

ht

put o

ut a

cal

l on

her r

adio

?to

ask

for h

elp

Also

acc

ept a

nsw

ers

such

as:

•if

ther

e is

trou

ble

•if

ther

e is

dan

ger

•if

she

sees

a c

rime

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

text

they

will

find

this

info

rmat

ion.

•re

mem

ber t

hat ‘

do y

ou th

ink’

mea

ns th

at th

e an

swer

will

not

be

writ

ten

in th

e te

xt.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

sear

ch fo

r clu

es in

the

text

.

452589_U12_CC_2e_Y2_096-103.indd 102 06/03/19 2:36 PM



5.

Polic

e of

ficer

s ar

e ve

ry b

usy.

Fi

nd a

nd c

opy

two

thin

gs th

ey d

o to

hel

p pe

ople

.

Acce

pt tw

o of

:

•“d

eal w

ith c

rime”

•“k

eep

peop

le sa

fe”

•“w

ork

all t

hrou

gh th

e ni

ght”

•“p

rote

ct p

eopl

e”•

“vis

it vi

ctim

s of c

rime”

•“t

ake

stat

emen

ts”

•“h

elp

peop

le in

the

stre

et”

•go

on

patr

ol

1b 2 m

arks

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r wor

ds th

at te

ll yo

u w

hat p

olic

e of

ficer

s do

.•

find

two

answ

ers.

Awar

d 1

mar

k fo

r eac

h co

rrec

t ans

wer

, up

to a

max

imum

of 2

mar

ks.

6.

Whi

ch s

tate

men

t is

true

?

Ti

ck o

ne.

□ A

man

da a

lway

s go

es o

n pa

trol

in

a ca

r.

□ A

man

da c

alls

othe

r pol

ice

offic

ers

on h

er p

hone

.

□ A

man

da a

lway

s pa

trol

s w

ith

anot

her o

ffice

r.

□ S

omet

imes

Am

anda

wor

ks a

t ni

ght.

Som

etim

es A

man

da w

orks

at n

ight

. ✓1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts

non

-fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t all

the

optio

ns.

•co

nsid

er e

ach

of th

e st

atem

ents

sep

arat

ely.

•re

read

the

text

, loo

king

for e

vide

nce

to s

how

whe

ther

eac

h on

e is

true

.•

tick

one

box.

452589_U12_CC_2e_Y2_096-103.indd 103 06/03/19 2:36 PM

• POETRY


Unit 13POETRY

Mice/Like an AnimalRose Fyleman/Joan Poulson

Key text features

Both texts are simple rhyming poems.

l The Teaching text is Mice by Rose Fyleman.

l The Practice text is Like an Animal by Joan Poulson. It is about how a child can move like different animals.

Reading the Teaching text: Mice

l Introduce the text by asking the children what they know about mice. Look for answers including what they eat/ what eats them/ where they live/ what they look like/ what they do, etc.

l Access the Interactive Modelling Software for this unit. Read the Teaching text aloud to the children or listen to the audio track. What can they tell you about the type of text they heard? (It is a poem.) How do they know? (It has rhyme and rhythm.)

l Read the complete poem aloud to the children or listen to the audio track.

l Reread the poem, pausing before every rhyming word. Can the children predict the missing word?

l Read the poem again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 106–107).

Reading the Practice text: Like an Animal

l Introduce the title of the text: Like an Animal. What do the children think it might be about? Clarify that it will not be about animals because the title is Like an Animal.

l Read the poem aloud to the children. Were their predictions confirmed?

l Reread the poem, pausing before every rhyming word. Can the children predict the missing word?


Moving into writing

l Reread Like an Animal. Remind the children about the structure.

l Let the children try to create their own verse. Provide scaffolding using the structure of the poem.

l Remind them that their verses do not need to rhyme.

452589_U13_CC_2e_Y2_104-111.indd 104 06/03/19 2:38 PM

Unit 13 • POETRY



Rumble in the Jungle – Giles Andreae

Why the Animals Came to Town – Michael Foreman

Crocodiles Are the Best Animals of All! – Sean Taylor

Extending reading

Q1: What is this text about?

A1: It is about mice.

Strategy: The children will need to listen to the whole text and consider their response.

Understanding the main idea is an important skill to develop for listening comprehension since, increasingly, we deliver curriculum information to children primarily through spoken language.

Q2: Which part of the mouse is long and which part of it is small?

A2: The tail; the face.

Strategy: Listen to the whole poem again, listening out for the words long and small and thinking about which body part each adjective refers to.

Q3: What do you notice about the beginning and end of the poem?

A3: They are the same (apart from the word “But” at the end of the poem).

Strategy: The children will need to listen to the whole poem, listening out for the answer to the question.

452589_U13_CC_2e_Y2_104-111.indd 105 06/03/19 2:38 PM


Unit 13 • POETRY

Teac

hing

text

: Mic

e Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Writ

e th

e w

ords

from

the

poem

th

at rh

yme

with

:

sm

all

w

hite

to

uch

all

whi

tem

uch

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

a p

oem

to lo

ok fo

r rhy

min

g w

ords

.•

care

fully

read

the

poem

aga

in, l

iste

ning

out

for r

hym

ing

wor

ds.

Awar

d 1

mar

k fo

r all

thre

e an

swer

s co

rrec

t.

2.

“The

y ni

bble

thin

gs”

Th

e w

ord

“nib

ble”

is c

lose

st in

m

eani

ng to

(cho

ose

one)

:

□ b

reak

.

□ c

rum

b.

□ g

naw

.

□ r

each

.

gnaw

. ✓1a 1

mar

k

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t the

mea

ning

s of

the

wor

ds.

•sc

an th

e te

xt fo

r the

wor

d “n

ibbl

e” a

nd re

ad th

e lin

e co

ntai

ning

the

wor

d.•

look

at t

he p

ictu

re to

con

firm

you

r cho

ice.

•co

nsid

er th

e in

form

atio

n gi

ven

and

tick

the

best

ans

wer

.

3.

Wha

t do

the

mic

e do

at n

ight

?“R

un a

bout

the

hous

e”.

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

d “n

ight

”.•

cons

ider

the

info

rmat

ion

give

n an

d w

rite

the

answ

er.

4.

Find

and

cop

y tw

o w

ords

that

de

scrib

e th

e co

lour

s on

a m

ouse

.“p

ink”

, “w

hite

”.1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e po

em fo

r the

col

our w

ords

. •

rere

ad th

e lin

es, c

heck

ing

that

the

colo

ur w

ords

des

crib

e th

e m

ice.

452589_U13_CC_2e_Y2_104-111.indd 106 06/03/19 2:38 PM


Unit 13 • POETRY

5.

Wha

t do

the

mic

e do

so

that

no-

one

likes

them

muc

h? F

ind

an id

ea

from

the

poem

.

Eith

er

They

run

abou

t the

hou

se a

t nig

ht.

or They

nib

ble

thin

gs th

ey s

houl

d no

t tou

ch.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Expl

ain

to th

e ch

ildre

n th

at th

e an

swer

to th

is q

uest

ion

is n

ot w

ritte

n in

the

text

: the

y ha

ve to

thin

k ab

out e

very

thin

g th

ey h

ave

been

told

in th

e te

xt.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e po

em fo

r ide

as e

xpla

inin

g w

hy n

o-on

e se

ems

to li

ke m

ice

ve

ry m

uch.

•ca

refu

lly re

ad th

e in

form

atio

n ar

ound

the

idea

s ea

ch ti

me.

6.

Wha

t do

you

thin

k th

e po

et li

kes

abou

t mic

e?Ac

cept

ans

wer

s lin

ked

to id

eas

in th

e po

em

such

as:

•Th

ey lo

ok c

ute.

•Th

eir f

aces

are

sm

all.

•N

o-on

e el

se li

kes

them

.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Expl

ain

to th

e ch

ildre

n th

at th

e an

swer

to th

is q

uest

ion

is n

ot w

ritte

n in

the

text

: the

y ha

ve to

thin

k ab

out e

very

thin

g th

ey k

now

abo

ut th

e w

riter

’s v

iew

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t wha

t you

hav

e re

ad.

•w

rite

an a

nsw

er.

452589_U13_CC_2e_Y2_104-111.indd 107 06/03/19 2:38 PM

Unit 13 • POETRY


Like an AnimalJoan Poulson

I snarl and snaparound the parkpretend that I’m astrong, fierce shark.

I jump and hopoff a fallen logpretend that I’m abright-eyed frog.

I slide zigzagbeside the lakepretend that I’m apatterned snake.

I leap and spring,bound everywherepretend that I’m along-legged hare.

1

5

9

13

452589_U13_CC_2e_Y2_104-111.indd 108 06/03/19 2:38 PM

Unit 13 • POETRY


Name: Class: Date:

1 mark

1b

1 mark

1a

1 mark

1b

1 mark

1b

1 mark

1c

1 mark

1d

1 Write the words from the poem that rhyme with:

park

log

lake

2 “I leap and spring,

bound everywhere”

The word “bound” is closest in meaning to (tick one):

burn. □ sleep. □ jump. □ sprint. □

3 Where does the child pretend to be a snake?

4 Find and copy two words that describe the shark.

5 Finish the verse.

I slither and slide,

leave a silver trail

pretend that I’m

a brown-shelled .

How do you know which animal name to write?

6 Why do you think the child was moving in so many different ways in the poem?

452589_U13_CC_2e_Y2_104-111.indd 109 06/03/19 2:38 PM


Unit 13 • POETRY

Prac

tice

text

: Lik

e an

ani

mal

Cr

acki

ng th

e qu

esti

ons

Que

stio

nA

nsw

erCD

/Mar

kU

sefu

l str

ateg

ies

1.

Writ

e th

e w

ords

from

the

poem

th

at rh

yme

with

:

pa

rk

lo

g

la

ke

shar

kfr

ogsn

ake

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

an

d in

form

atio

n.

This

que

stio

n re

quire

s th

e ch

ild to

writ

e th

e an

swer

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

a p

oem

to lo

ok fo

r rhy

min

g w

ords

.•

care

fully

read

the

poem

aga

in, l

iste

ning

out

for r

hym

ing

wor

ds.

2.

“I le

ap a

nd sp

ring,

bo

und

ever

ywhe

re”

Th

e w

ord

“bou

nd” i

s cl

oses

t in

mea

ning

to (t

ick

one)

:

□ b

urn.

□ s

leep

.

□ j

ump.

□ s

prin

t.

jum

p. ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t the

mea

ning

s of

the

wor

ds.

•sc

an th

e te

xt fo

r the

wor

d “b

ound

” and

read

the

lines

aro

und

the

wor

d.•

cons

ider

the

info

rmat

ion

give

n an

d tic

k th

e be

st a

nsw

er.

3.

Whe

re d

oes

the

child

pre

tend

to b

e a

snak

e?be

side

the

lake

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

an

d in

form

atio

n.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e te

xt fo

r the

wor

d “s

nake

”.•

cons

ider

the

info

rmat

ion

give

n an

d w

rite

the

answ

er.

4.

Find

and

cop

y tw

o w

ords

that

de

scrib

e th

e sh

ark.

stro

ng

fierc

e

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

an

d in

form

atio

n.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•sc

an th

e po

em fo

r the

ver

se a

bout

the

shar

k.•

rere

ad th

e po

em, l

ooki

ng fo

r wor

ds th

at d

escr

ibe

the

shar

k.

452589_U13_CC_2e_Y2_104-111.indd 110 06/03/19 2:38 PM


Unit 13 • POETRY

5.

Fini

sh th

e ve

rse.

I s

lithe

r and

slid

e,

le

ave

a si

lver

trai

l

pr

eten

d th

at I’

m

a

brow

n-sh

elle

d __

____

____

.

H

ow d

o yo

u kn

ow w

hich

ani

mal

na

me

to w

rite?

snai

l

Acce

pt a

nsw

ers

that

reco

gnis

e th

e st

ruct

ure

of

the

poem

. E.g

.

•It

rhym

es w

ith tr

ail.

•Th

e in

form

atio

n m

akes

me

thin

k of

a s

nail.

•It

has

a s

hell

and

it le

aves

a s

ilver

trai

l.

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Expl

ain

to th

e ch

ildre

n th

at th

ey n

eed

to th

ink

abou

t how

eac

h ve

rse

is w

ritte

n.

Poin

t out

that

:

•th

e w

ords

at t

he e

nd o

f the

sec

ond

and

last

line

s rh

yme,

so

if yo

u ca

n th

ink

of a

rh

yme

you

can

fill i

n th

e m

issi

ng w

ord.

•ea

ch v

erse

giv

es y

ou in

form

atio

n ab

out t

he a

nim

al, s

o lo

ok fo

r clu

es a

bout

how

it

mov

es a

nd w

hat i

t loo

ks li

ke.

Onc

e th

ey h

ave

wor

ked

out t

he a

nsw

er, a

sk th

em to

writ

e it

and

then

exp

lain

whi

ch

stra

tegy

they

use

d to

wor

k it

out.

Awar

d 1

mar

k fo

r ans

wer

s th

at in

clud

e bo

th th

e an

imal

nam

e an

d th

e ex

plan

atio

n.

6.

Why

do

you

thin

k th

e ch

ild w

as

mov

ing

in s

o m

any

diff

eren

t way

s in

the

poem

?

She

was

pre

tend

ing

to b

e di

ffer

ent a

nim

als.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Expl

ain

to th

e ch

ildre

n th

at th

e an

swer

to th

is q

uest

ion

is n

ot w

ritte

n in

the

text

: th

ey h

ave

to th

ink

abou

t eve

ryth

ing

they

kno

w a

bout

the

child

in th

e po

em.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e tit

le s

low

ly a

nd c

aref

ully

.•

cons

ider

wha

t the

title

tells

them

you

wha

t hap

pens

in th

e po

em.

452589_U13_CC_2e_Y2_104-111.indd 111 06/03/19 2:38 PM

• POETRY


Unit 14POETRY

Little Miss Muffet/Twinkle, Twinkle, Little StarAnon/Jane Taylor, Anon, Lewis Carroll

Key text features

Both texts are traditional nursery rhymes that also have modern versions.

l The Teaching text is Little Miss Muffet, together with three modern versions.

l The Practice text is Twinkle, Twinkle, Little Star, together with a modern version and a version from Alice in Wonderland by Lewis Carroll.

Reading the Teaching text: Little Miss Muffet

l Introduce the text by asking the children to recite it with you. Ask them if there are any words they do not understand.

l Access the Interactive Modelling Software for this unit. Read the first version aloud to the children or listen to the audio track. Is this version familiar? What can they tell you about the type of text they heard? How do they know?

l Read the other three versions. Invite the children to tell you what they thought of them.

l Read the extracts again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 114–115).

Reading the Practice text: Twinkle, Twinkle, Little Star

l Read the familiar version to the children. Can they guess what the next two are? Read all of the poems aloud. Check that there is no unfamiliar vocabulary.


Moving into writing

l Reread Little Miss Muffet. Tell the children they are going to make up their own version.

l Together make a list of things you might sit on. Point out that the word must have two syllables (e.g. table, sofa, TV, bathtub, armchair). Then ask the children to think of words that rhyme. Point out that they can make up words or use names or silly words (e.g. mable, pofa, purlub).

l Which words in the poem have to rhyme with the food she is eating? (the last words) How many syllables is it? (Chapattis and chips – kiss on the lips; strawberry jelly – it’s on my belly.)

452589_U14_CC_2e_Y2_112-119.indd 112 06/03/19 2:40 PM

Unit 14 • POETRY



Old King Cole Played in Goal – Laurence Anholt

Little Bo-Peep’s Missing Sheep – Alan Durant

Extending reading

Q1: In the first poem, the girl sits on a tuffet. What does she sit on in the second poem?

A1: A bucket

Strategy: The children will need to listen to the second poem and consider their response.

Q2: List all of the food from all four poems.

A2: Curds and whey, chocolate ice-cream, chapattis and chips, strawberry jelly

Strategy: The children will need to listen to all of the poems, listening out for food words. Suggest that they record them in a list, or draw them, to remember.

Q3: Draw a quick picture of the last poem. Put in all of the detail you can remember.

A3: The picture should include a girl on a tuffet/stool, strawberry jelly and a tiger lying beside her pointing at his belly.

Strategy: The children will need to listen carefully to the final poem, adding the detail to their drawing.

452589_U14_CC_2e_Y2_112-119.indd 113 06/03/19 2:40 PM


Unit 14 • POETRY

Teac

hing

text

: Lit

tle M

iss

Muf

fet

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

W

rite

the

wor

ds fr

om th

e fir

st

poem

that

rhym

e w

ith:

M

uffe

t

be

side

her

cu

rds

and

whe

y

tuff

etsp

ider

away

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

a p

oem

to lo

ok fo

r rhy

min

g w

ords

.•

care

fully

read

the

poem

aga

in, l

iste

ning

out

for r

hym

ing

wor

ds.

Awar

d 1

mar

k fo

r all

thre

e an

swer

s co

rrec

t.

2.

In p

oem

2, w

hy is

the

girl

not c

alle

d M

iss

Muf

fet?

Cho

ose

one.

□ S

omeo

ne g

ot b

ored

.

□ M

uffe

t doe

s no

t rhy

me

with

buc

ket.

□ Y

ou c

anno

t eat

ice-

crea

m w

hen

you

are

sitt

ing

on a

tuff

et.

Muf

fet d

oes

not r

hym

e w

ith b

ucke

t. ✓

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

mem

ber t

hat t

he q

uest

ion

tells

you

to re

ad p

oem

2.

•re

ad th

e op

tions

in th

e qu

estio

n.•

sele

ct th

e be

st re

ason

.

3.

Whi

ch a

nim

al c

omes

to ta

lk to

Mis

s Tu

cket

in p

oem

2?

a tig

er1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e se

cond

poe

m.

•co

nsid

er th

e in

form

atio

n gi

ven

and

writ

e th

e an

swer

.

4.

In th

e la

st p

oem

, do

you

thin

k M

iss

Muf

fet w

ill d

o w

hat t

he ti

ger t

ells

her t

o do

?

Sa

y w

hy.

Acce

pt a

ny a

nsw

er th

at m

akes

refe

renc

e to

th

e co

ntex

t of t

his

vers

ion.

•Ye

s, be

caus

e ot

herw

ise

it m

ight

eat

her

.•

No,

bec

ause

it w

ould

be

a w

aste

of j

elly

.

1e 1 m

ark

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n re

ad so

far.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

mem

ber t

hat t

his

is a

‘do

you

thin

k’ q

uest

ion

– th

at m

eans

the

answ

er

will

not

be

in th

e po

em. Y

ou h

ave

to u

se in

form

atio

n in

the

poem

to in

form

yo

ur o

pini

ons.

•re

ad th

e po

em c

aref

ully

, thi

nkin

g ab

out w

hat t

he ti

ger w

ants

.

452589_U14_CC_2e_Y2_112-119.indd 114 06/03/19 2:40 PM


Unit 14 • POETRY

5.

Choo

se th

e be

st la

st li

ne fo

r thi

s po

em.

Li

ttle

Mis

s Tu

cket

Sa

t on

a bu

cket

D

rinki

ng s

ome

choc

olat

e m

ilksh

ake.

Al

ong

cam

e a

tiger

W

ho s

at d

own

besi

de h

er

□ A

nd s

aid,

“Wou

ld y

ou li

ke

stra

wbe

rry

inst

ead?

”

□ A

nd s

aid,

“Wou

ld y

ou li

ke a

cre

am

cake

?”

□ A

nd s

aid,

“Can

I ea

t you

for m

y di

nner

?”

And

said

, “W

ould

you

like

a c

ream

cak

e?” ✓

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e po

em in

the

ques

tion

care

fully

.•

look

at t

he o

ther

poe

ms

to s

ee w

hich

line

s rh

yme.

Und

erlin

e th

e rh

ymes

.•

choo

se th

e lin

e th

at h

as th

e be

st rh

yme.

6.

Mat

ch th

e be

low

to s

how

wha

t the

gi

rls w

ere

eatin

g.

Mis

s Tu

cket

chap

attis

an

d ch

ips

Mis

s M

abel

ice-

crea

m

Mis

s M

uffe

tst

raw

berr

y je

lly

Mis

s Tu

cket

chap

attis

an

d ch

ips

Mis

s M

abel

ice-

crea

m

Mis

s M

uffe

tst

raw

berr

y je

lly

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t wha

t the

y ha

ve to

do.

•th

ink

abou

t whe

re in

eac

h po

em it

tells

you

wha

t the

girl

s w

ere

eatin

g

(line

3).

•fin

d ou

t wha

t the

girl

s w

ere

eatin

g, o

ne a

t a ti

me.

•lo

ok fo

r the

poe

m a

bout

the

first

girl

men

tione

d. F

ind

out h

er fo

od a

nd jo

in

the

boxe

s.•

repe

at fo

r the

oth

er g

irls.

452589_U14_CC_2e_Y2_112-119.indd 115 06/03/19 2:40 PM

Unit 14 • POETRY


Twinkle, Twinkle, Little Star

Twinkle, Twinkle, Little Star

Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are.

Jane Taylor

Twinkle, Twinkle, Chocolate Bar

Twinkle, twinkle, chocolate bar, Your dad drives a rusty car. Press the starter, Pull the choke. Off he goes in a cloud of smoke.

Anon

Twinkle, Twinkle, Little Bat!

Twinkle, twinkle, little bat, How I wonder what you’re at! Up above the world you fly, Like a tea-tray in the sky.

Lewis Carroll

1

8

14

452589_U14_CC_2e_Y2_112-119.indd 116 06/03/19 2:40 PM

Unit 14 • POETRY


Name: Class: Date:

1 mark

1b

1 mark

1c

1 mark

1b

1 mark

1d

1 mark

1c

1 mark

1b

1 Write the words from the first poem that rhyme with:

star high

2 In poem 2, why is the first line not “Twinkle, twinkle, chocolate cake”? Tick one.

The writer likes bars of chocolate better than chocolate cake. □ Chocolate cake does not fit with the poem’s rhymes. □ Chocolate cake does not twinkle. □

3 What do you do after you press the starter in poem 2?

4 In poem 2, do you think the car is a new car? Say why.

5 Twinkle, twinkle, little .

I see you have a nice new coat.

Which is the best missing word for the first line of this poem? Tick one.

horse □ boy □ moon □ goat □

6 Draw lines to show which things you read about in the same poem.

star tea-tray

chocolate bar diamond

bat cloud of smoke

452589_U14_CC_2e_Y2_112-119.indd 117 06/03/19 2:40 PM


Unit 14 • POETRY

Prac

tice

text

: Tw

inkl

e, T

win

kle,

Lit

tle S

tar

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

W

rite

the

wor

ds fr

om th

e fir

st

poem

that

rhym

e w

ith:

st

ar

hi

gh

are

sky

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

a p

oem

to lo

ok fo

r rhy

min

g w

ords

.•

care

fully

read

the

poem

aga

in, l

iste

ning

out

for r

hym

ing

wor

ds.

Awar

d 1

mar

k fo

r bot

h an

swer

s co

rrec

t.

2.

In p

oem

2, w

hy is

the

first

line

not

“T

win

kle,

twin

kle,

cho

cola

te c

ake”

?

Ti

ck th

e be

st a

nsw

er.

□ T

he w

riter

like

s ba

rs o

f cho

cola

te

bett

er th

an c

hoco

late

cak

e.

□ C

hoco

late

cak

e do

es n

ot fi

t with

th

e po

em’s

rhym

es.

□ C

hoco

late

cak

e do

es n

ot tw

inkl

e.

Choc

olat

e ca

ke d

oes

not fi

t with

the

poem

’s

rhym

es. ✓

1c 1 m

ark

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

mem

ber t

hat t

he q

uest

ion

tells

you

to re

ad p

oem

2.

•re

ad th

e op

tions

in th

e qu

estio

n.•

sele

ct th

e be

st re

ason

.

3.

Wha

t do

you

do a

fter

you

pre

ss th

e st

arte

r in

poem

2?

(you

) pul

l the

cho

ke1b 1

mar

k

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts,

title

s and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e se

cond

poe

m.

•co

nsid

er th

e in

form

atio

n gi

ven

and

writ

e th

e an

swer

.

4.

In p

oem

2, d

o yo

u th

ink

the

car i

s a

new

car

?

Sa

y w

hy.

Acce

pt a

ny a

nsw

er th

at m

akes

refe

renc

e to

th

e co

ntex

t of t

his

vers

ion.

•Ye

s, be

caus

e it

has

butt

ons

to p

ress

and

pul

l.•

No,

bec

ause

it is

rust

y an

d it

mak

es s

mok

e.

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

mem

ber t

hat t

his

is a

‘do

you

thin

k’ q

uest

ion

– th

at m

eans

the

answ

er w

ill n

ot

be in

the

poem

. You

hav

e to

use

info

rmat

ion

in th

e po

em to

info

rm y

our o

pini

ons.

•re

ad th

e po

em c

aref

ully

, thi

nkin

g ab

out w

hat y

ou k

now

abo

ut th

e ca

r.

452589_U14_CC_2e_Y2_112-119.indd 118 06/03/19 2:40 PM


Unit 14 • POETRY

5.

Whi

ch is

the

best

mis

sing

wor

d fo

r th

e fir

st li

ne o

f thi

s po

em?

Tick

one

.

Tw

inkl

e, tw

inkl

e,

little

,

I s

ee y

ou h

ave

a ni

ce n

ew c

oat.

□ h

orse

□ m

oon

□ b

oy

□ g

oat

goat

✓1c 1

mar

k

Que

stio

n fo

cus:

iden

tify

the

sequ

ence

of e

vent

s in

text

s.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

ad th

e lin

es in

the

ques

tion

care

fully

.•

look

at t

he o

ther

Tw

inkl

e, T

win

kle

poem

s to

see

whi

ch li

nes

rhym

e.•

unde

rline

the

rhym

es.

•ch

oose

the

wor

d th

at h

as th

e be

st rh

yme.

6.

Dra

w li

nes

to s

how

whi

ch th

ings

yo

u re

ad a

bout

in th

e sa

me

poem

.

star

tea-

tray

choc

olat

e ba

rdi

amon

d

bat

clou

d of

sm

oke

star

tea-

tray

choc

olat

e ba

rdi

amon

d

bat

clou

d of

sm

oke

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts, t

itles

an

d in

form

atio

n.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly, t

hink

ing

abou

t wha

t you

hav

e to

do.

•tr

y to

rem

embe

r the

thin

gs in

the

seco

nd c

olum

n.•

read

the

poem

s on

e at

a ti

me,

sca

nnin

g fo

r one

of t

he th

ings

men

tione

d in

the

seco

nd c

olum

n.

452589_U14_CC_2e_Y2_112-119.indd 119 06/03/19 2:40 PM

• POETRY


Unit 15POETRY

The City Farm/Miss SmithBrian Moses

Key text features

Both texts are poems based on children’s experiences in school.

l The Teaching text is The City Farm by Brian Moses.

l The Practice text is Miss Smith by Brian Moses.

Reading the Teaching text: The City Farm

l Introduce the text by discussing farms and city farms. Explain that a city farm is similar to a typical farm because it has animals that children can look at and find out about, but it is found in a city, rather than in the countryside.

l Talk about the animals children might expect to see on a farm.

l Access the Interactive Modelling Software for this unit. Read the poem to the children and ask them to think about what new information they discovered about city farms.

l Read the poem again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 122–123).

Reading the Practice text: Miss Smith

l Ask the children what they like to write about. Do they prefer coming up with their own ideas for what to write, or do they like it when you suggest titles and themes?

l Once they have read the poem, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Moving into writing

l Reread Miss Smith. Talk about what happens in the poem.

l Explain to the children that they are going to come up with their own ideas for a poem, and then write it. (Their poem does not have to rhyme.)

l Encourage the children to think, pair, share what they would like to write, and give reasons why they should be allowed to use these ideas.

l Ask the children to select their favourite idea, share it with a new response partner and receive feedback before writing.

452589_U15_CC_2e_Y2_120-127.indd 120 06/03/19 2:42 PM

Unit 15 • POETRY



Please Mrs Butler – Allan Ahlberg

No Breathing in Class – Michael Rosen

Poems to Perform – Julia Donaldson

The Puffin Book of Fantastic First Poems – June Crebbin

Read Me First – published by Macmillan Children’s Books

Extending reading

Q1: What made the children turn round in alarm?

A1: They were told that the goose might go for their knees.

Strategy: Think about where in the poem you would find the answer to this question. Listen to that part of the poem again.

Q2: What did the goose do as the children went into the farm?

A2: He opened one eye./He gazed long and hard at them.


Q3: Which animal did the children stare at?

A3: A mother sow


452589_U15_CC_2e_Y2_120-127.indd 121 06/03/19 2:42 PM


Unit 15 • POETRY

Teac

hing

text

: The

Cit

y Fa

rm

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

Lo

ok a

t the

firs

t ver

se.

Fi

nd a

nd c

opy

two

anim

als

the

child

ren

saw

at t

he c

ity fa

rm.

Acce

pt tw

o of

:

•go

ats

•du

cks

•ch

icke

ns•

a go

ose

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e ve

rse

iden

tified

in th

e qu

estio

n, lo

okin

g fo

r the

ans

wer

to

the

ques

tion.

•fin

d tw

o an

swer

s.

2.

Wha

t rea

son

is g

iven

for t

he g

oose

le

ttin

g th

e ch

ildre

n sli

p by

?H

e m

ust h

ave

been

real

ly ti

red.

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

poem

you

will

find

the

answ

er.

•ca

refu

lly re

ad th

at v

erse

, loo

king

for t

he a

nsw

er to

the

ques

tion.

3.

Look

at t

he s

econ

d ve

rse.

W

hat d

oes

the

wor

d “g

aze”

mea

n?

Ch

oose

one

.

□ h

iss

□ h

onk

□ p

eck

□ s

tare

star

e ✓

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e ve

rse

iden

tified

, loo

king

for a

wor

d w

ith th

e sa

me

mea

ning

as

“gaz

e”.

•re

read

the

optio

ns a

nd d

ecid

e w

hich

is b

est.

4.

Find

and

cop

y tw

o an

imal

s th

e ch

ildre

n fe

d.Ac

cept

two

of:

•go

at•

chic

kens

•la

mbs

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

poem

you

will

find

the

answ

er.

•ca

refu

lly re

ad th

at v

erse

, loo

king

for t

he a

nsw

er to

the

ques

tion.

•fin

d an

d co

py tw

o an

swer

s.

452589_U15_CC_2e_Y2_120-127.indd 122 06/03/19 2:42 PM


Unit 15 • POETRY

5.

Choo

se w

hich

of t

he fo

llow

ing

fact

s ar

e tr

ue a

nd w

hich

are

fals

e (s

ee

right

).

The

goos

e so

met

imes

att

acks

pe

ople

’s k

nees

.T

The

goos

e at

tack

ed th

e ch

ildre

n as

they

wen

t int

o th

e fa

rm.

F

The

child

ren

fed

the

goos

e.F

The

goos

e ch

ased

the

child

ren

away

from

the

farm

.T

1b 2 m

arks

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts

and

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•tr

eat e

ach

sent

ence

sep

arat

ely.

•th

ink

abou

t whe

re in

the

poem

you

will

find

the

info

rmat

ion

you

need

.•

care

fully

read

that

par

t of t

he p

oem

, loo

king

to s

ee if

the

answ

er is

true

or

false

.

Awar

d 2

mar

ks fo

r all

four

box

es c

orre

ctly

com

plet

ed.

Awar

d 1

mar

k fo

r thr

ee b

oxes

cor

rect

ly c

ompl

eted

.

6.

Whi

ch a

nim

al d

o yo

u th

ink

the

child

ren

will

rem

embe

r bes

t?

Ex

plai

n w

hy, u

sing

idea

s fr

om th

e po

em.

Acce

pt a

ny a

nim

al m

entio

ned,

pro

vidi

ng th

e re

ason

giv

en is

from

the

poem

. E.g

.

•th

e go

ose,

bec

ause

it c

hase

d th

em•

the

lam

bs, b

ecau

se th

ey b

ottle

-fed

them

Do

not a

ccep

t ans

wer

s th

at a

re n

ot c

lose

ly

linke

d to

the

text

. E.g

.

•th

e la

mbs

, bec

ause

they

wer

e cu

te

1e 1 m

ark

Que

stio

n fo

cus:

pre

dict

wha

t mig

ht h

appe

n on

the

basi

s of w

hat h

as b

een

read

so fa

r.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

read

the

who

le p

oem

, thi

nkin

g ab

out w

hich

ani

mal

the

child

ren

will

re

mem

ber b

est.

•th

ink

abou

t wha

t you

kno

w th

at w

ill h

elp

you

to a

nsw

er th

e qu

estio

n.•

rem

embe

r tha

t you

will

nee

d to

giv

e id

eas

from

the

poem

in y

our a

nsw

er.

452589_U15_CC_2e_Y2_120-127.indd 123 06/03/19 2:42 PM

Unit 15 • POETRY


Miss SmithBrian Moses

Miss Smith, can I ask a question? Could monsters invade our school? Can I put them in my story? That would be so cool.

I know you said you wanted no more monsters in Class Three. But I’d make mine really different, give me a chance and you’ll see.

I know a lot about monsters, I’ve got such a great idea. I could make it so exciting, it would fill you full of fear.

You’re trying not to laugh, Miss Smith, I can see it in the way you look. But I know so much about monsters, I think I could write a book!

1

5

9

13

452589_U15_CC_2e_Y2_120-127.indd 124 06/03/19 2:42 PM

Unit 15 • POETRY


Name: Class: Date:

1 mark

1b

1 mark

1a

1 mark

1b

1 mark

1d

2 marks

1b; 1d

1 mark

1e

1 Look at the first verse.

What idea does the speaker want to include in the story?

2 Look at the first verse.

Find and copy the word which means enter.

3 Why is the speaker checking their story idea with the teacher?

4 Find and copy one thing the speaker says that shows they do not plan to write a funny story.

5 Tick one box in each row to show which sentences are true and which are false.

True False

The children are writing poetry.

Miss Smith is the teacher.

Miss Smith has told the children to write about monsters.

The speaker wants to make their reader feel scared.

6 Do you think the teacher will let the speaker write about monsters? Explain why, using ideas from the poem.

452589_U15_CC_2e_Y2_120-127.indd 125 06/03/19 2:42 PM


Unit 15 • POETRY

Prac

tice

text

: Mis

s Sm

ith

Crac

king

the

ques

tion

sQ

uest

ion

Ans

wer

CD/M

ark

Use

ful s

trat

egie

s1.

Lo

ok a

t the

firs

t ver

se.

W

hat i

dea

does

the

spea

ker w

ant

to in

clud

e in

the

stor

y?

mon

ster

s in

vadi

ng th

e sc

hool

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts a

nd

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e ve

rse

iden

tified

in th

e qu

estio

n, lo

okin

g fo

r the

ans

wer

to th

e qu

estio

n.

2.

Look

at t

he fi

rst v

erse

.

Fi

nd a

nd c

opy

the

wor

d w

hich

m

eans

ent

er.

“inva

de”

1a 1 m

ark

Que

stio

n fo

cus:

draw

on

know

ledg

e of

voc

abul

ary

to u

nder

stan

d te

xts.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e ve

rse

iden

tified

, loo

king

for a

wor

d w

ith th

e sa

me

mea

ning

as

ent

er.

•fin

d an

d co

py o

ne w

ord.

3.

Why

is th

e sp

eake

r che

ckin

g th

eir

stor

y id

ea w

ith th

e te

ache

r?Th

e te

ache

r sai

d sh

e w

ante

d no

mor

e m

onst

ers

in C

lass

Thr

ee.

1b 1 m

ark

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts a

nd

info

rmat

ion.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•th

ink

abou

t whe

re in

the

poem

you

will

find

the

answ

er.

•ca

refu

lly re

ad th

at v

erse

, loo

king

for t

he a

nsw

er to

the

ques

tion.

4.

Find

and

cop

y on

e th

ing

the

spea

ker s

ays

that

sho

ws

they

do

not p

lan

to w

rite

a fu

nny

stor

y.

Acce

pt e

ither

:

•“I

cou

ld m

ake

it so

exc

iting

”•

“it w

ould

fill

you

full

of fe

ar”

1d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•ca

refu

lly re

ad th

e ve

rse

iden

tified

in th

e qu

estio

n, lo

okin

g fo

r the

ans

wer

to th

e qu

estio

n.•

find

and

copy

one

thin

g.

452589_U15_CC_2e_Y2_120-127.indd 126 06/03/19 2:42 PM


Unit 15 • POETRY

5.

Put t

icks

in th

e ta

ble

to s

how

whi

ch

sent

ence

s ar

e tr

ue a

nd w

hich

are

fa

lse.

True

Fals

e

The

child

ren

are

writ

ing

poet

ry.

Mis

s Sm

ith is

the

teac

her.

Mis

s Sm

ith h

as to

ld

the

child

ren

to w

rite

abou

t mon

ster

s.

The

spea

ker w

ants

to

mak

e th

eir r

eade

r fee

l sc

ared

.

True

Fals

e

The

child

ren

are

writ

ing

poet

ry.

✓

Mis

s Sm

ith is

the

teac

her.

✓

Mis

s Sm

ith h

as to

ld

the

child

ren

to w

rite

abou

t mon

ster

s.✓

The

spea

ker w

ants

to

mak

e th

eir r

eade

r fee

l sc

ared

✓

1b; 1

d

2 m

arks

Que

stio

n fo

cus:

iden

tify

key

aspe

cts o

f fict

ion

text

s, su

ch a

s cha

ract

ers,

even

ts a

nd

info

rmat

ion;

mak

e in

fere

nces

from

the

text

.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•tr

eat e

ach

sent

ence

sep

arat

ely.

•th

ink

abou

t whe

re in

the

poem

you

will

find

the

info

rmat

ion

you

need

.•

care

fully

read

that

par

t of t

he p

oem

, loo

king

to s

ee if

the

answ

er is

true

or

false

.

Awar

d 2

mar

ks fo

r all

four

box

es c

orre

ctly

tick

ed.

Awar

d 1

mar

k fo

r thr

ee b

oxes

cor

rect

ly ti

cked

6.

Do

you

thin

k th

e te

ache

r will

let

the

spea

ker w

rite

abou

t mon

ster

s?

Expl

ain

why

, usi

ng id

eas

from

the

poem

.

Acce

pt a

ny a

nsw

er, p

rovi

ded

it is

sup

port

ed

with

idea

s fr

om th

e po

em. E

.g.

•N

o, b

ecau

se s

he th

inks

it is

a fu

nny

idea

.•

No,

bec

ause

she

sai

d sh

e di

d no

t wan

t any

m

ore

mon

ster

s.•

Yes,

beca

use

he s

ays

he k

now

s a

lot a

bout

m

onst

ers.

•Ye

s, be

caus

e he

pro

mis

ed to

mak

e hi

s st

ory

real

ly d

iffer

ent.

1e 1 m

ark

Que

stio

n fo

cus:

pred

ict w

hat m

ight

hap

pen

on th

e ba

sis o

f wha

t has

bee

n

read

so fa

r.

Tell

the

child

ren

to:

•re

ad th

e qu

estio

n slo

wly

and

car

eful

ly.

•re

read

the

who

le p

oem

, thi

nkin

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452589_U15_CC_2e_Y2_120-127.indd 127 06/03/19 2:42 PM


Assessment Task 1FICTION

Teacher notes: Mr Buzz the Beeman

Curriculum references: Year 2

Programme of study: Reading comprehension

Children should be taught to:

l develop pleasure in reading, motivation to read, vocabulary and understanding by:– discussing the sequence of events in books and

how items of information are related– becoming increasingly familiar with and retelling

a wider range of stories, fairy stories and traditional tales

l understand both the books that they can already read accurately and fluently and those that they listen to by:– making inferences on the basis of what is being

said and done

l explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Running the task

l Tell the children that they will be reading a story about a man called Mr Buzz. Ask the children to suggest what job Mr Buzz might have. (He is a beekeeper.) Ask them what they know about bees and why people keep them.

l Display the text and discuss the illustrations. Before reading the text, point out and discuss the meaning of any unfamiliar vocabulary (e.g. “bee-hive” and “swarm”).

l Read the text aloud, asking the children to follow silently.

l Ask the children one or more questions about the story, e.g. What happened at the end of the story? Why do you think the bees came back? What do you think might happen next?

l Read the text a second time, this time asking the children to join in. You could also ask a particular

group of children to read the words Mr Buzz says. Ask them how they will recognise these words. (They are inside inverted commas.)

l Display the task sheet. Read the discussion question, giving the children an opportunity to retell the story to each other in pairs, and then assess whether their partner’s retelling included all the events of the story in the correct order.

l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.

l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.

l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.

Assessment guidance

Use the list below to identify the content domains that the children are working on in this task.

Typically, children working at the expected standard will:

l make simple and general inferences based on the text 1dl retrieve relevant details from fiction and non-fiction to demonstrate understanding of character,

events and information. 1b

Mr Buzz the BeemanAllan Ahlberg

452589_A1_CC_2e_Y2_128-131.indd 128 06/03/19 11:48 AM

Assessment Task 1 • FICTION


What to expect

Discussion question

l Retell the story to a friend. Use your own words. Did you include all the events, and put them in the right order?

Children working towards the expected standard may not remember all the events in the story, or may get them in the wrong order. Children working at the expected standard should be able to retell the main events of the story in the right order. In addition, children working at greater depth within the expected standard may be able to retell and correctly order subsidiary events (such as Mr Buzz’s family putting on protective gear).

Written questions

1 What was Mr Buzz doing in the garden?

Most children working at or towards the expected standard may answer that he was working. Some children working at or at greater depth may answer that he was building a new bee-hive.

(1b)

2 What was the terrible thing Mr Buzz saw? Tick the best answer.

His bees were flying away.

Almost all children should be able to answer this question correctly.

(1b)

3 Who went chasing after the bees? Tick the best answer.

Mr and Mrs Buzz and their children

Children working at the expected standard or at greater depth within the expected standard should be able to answer this question correctly. Some children working towards the expected standard may answer incorrectly, as the wording of the correct answer does not match the text exactly.

(1b)

4 Why do you think the Buzz family put on bee-hats and bee-gloves before they chased the bees?

Children working towards the expected standard may not be able to answer this question satisfactorily. Children working at or at greater depth within the expected standard should be able to give a satisfactory answer, such as “So that the bees couldn’t sting them” or “To avoid getting stung”.

(1d)

5 Why do you think the Buzz family chased after the bees?

This question should be accessible to most children, but is open to a range of possible answers, depending on the sophistication of the children’s understanding. Children working towards the expected standard may give an answer that only takes into account the most immediate motivation, e.g. “Because they wanted to catch them”. Children working at the expected standard may give an answer that considers the ultimate goal of chasing the bees, e.g. “Because they wanted to bring them back”. A few children working at greater depth within the expected standard may consider the longer-term consequences of the bees’ disappearance, giving an answer such as “Because they needed the bees to make a living”.

(1d)

452589_A1_CC_2e_Y2_128-131.indd 129 06/03/19 11:48 AM



Mr Buzz the Beeman by Allan AhlbergOne morning Mr Buzz was working in the garden.He was making a new bee-hive.Suddenly he saw a terrible thing.Some of the bees were in a swarm –and they were flying away!

When bees fly off in a swarm,they almost never come back.Mr Buzz knew this.

“The bees are buzzing off!” he cried.So then Mr Buzz and his familyput on their bee-hatsand their bee-gloves,picked up a bee-basket –and went chasing after the bees.

Suddenly Mr Buzz saw where the bees were going.“Those bees are not buzzing off!”he cried.“They are buzzing back again!”And so they were –straight back into the new hivethat Mr Buzz had made.

452589_A1_CC_2e_Y2_128-131.indd 130 06/03/19 11:48 AM


Name: Class: Date:


Talk about this question.l Retell the story to a friend. Use your own words. Did you include all the events,

and put them in the right order?

Write the answers to these questions.

1 What was Mr Buzz doing in the garden?

2 What was the terrible thing Mr Buzz saw? Tick one.

a bee □

his new bee-hive was broken □

his bees were flying away □

his old bee-hive was broken □

3 Who went chasing after the bees? Tick one.

Mr Buzz □

Mrs Buzz □

Mr and Mrs Buzz □

Mr and Mrs Buzz and their children □

4 Why do you think the Buzz family put on bee-hats and bee-gloves before they chased the bees?

5 Why do you think the Buzz family chased after the bees?

452589_A1_CC_2e_Y2_128-131.indd 131 06/03/19 11:48 AM



Teacher notes: Jake the Good Bad Dog




l develop pleasure in reading, motivation to read, vocabulary and understanding by:– listening to, discussing and expressing views

about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently

– discussing and clarifying the meanings of words, linking new meanings to known vocabulary

l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on

background information and vocabulary provided by the teacher

– making inferences on the basis of what is being said and done

l participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say


Running the task

l Tell the children that they will be reading a story called Jake the Good Bad Dog. Ask the children what they think is strange about the title of the story. Discuss how the title describes Jake as both “good” and “bad”, and ask the class to discuss why this might be.

l Display the text and discuss the illustrations. Read the text aloud, asking the children to follow silently.

l Ask the children to discuss in pairs what they thought of the story and what they thought of Jake.

l Read the text a second time, this time asking the children to join in.

l Display the task sheet. Read the first discussion question. Give the children an opportunity to discuss this in pairs. Encourage the children to feed back

with their answers following the order of the events in the text. For each event, encourage the children to give detail.

l Read the next discussion questions. Ask the children to discuss in groups how they would feel if Jake was their dog and what they might say to him.




Assessment guidance



l explain the meaning of words in context 1al make simple and general inferences based on the text. 1d

Jake the Good Bad DogAnnette and Nick Butterworth

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What to expect

Discussion question

l What were the four things that the story tells us Jake liked to do that were bad?

Children working towards the expected standard may not remember all the events in the story. Children working at the expected standard should be able to retell the main events of the story in the right order with some additional detail. Children working at greater depth within the expected standard may be able to identify each of the four things that Jake liked to do and give detail for each of these, identifying why they were bad things to do.

Written questions

1 “He would sneak up behind them when they were dozing.”

Choose one word the author could have used to keep the meaning of the sentence the same instead of:

“sneak”. Most children should be able to answer with “creep” or “tiptoe”. Suitable alternatives that suggest stealth should be credited.

“dozing”. Most children should be able to answer with “sleeping”, “snoozing”, “resting” or “chilling”. Suitable alternatives that suggest sleepiness should be credited. The suffix -ing does not need to be used to allow the mark.

Only one word is acceptable. If any children have written more than one word, the answer should be marked incorrect.

(1a)

2 “Then he would bark loudly and watch, as they rushed for the safety of the lake, complaining noisily.”

Find and copy one word in this sentence that tells us that the ducks were not happy.

“complaining”: Children working towards the expected standard may pick out the word “noisily”, which is incorrect since it does not explain that the ducks were not happy. Most other children should be able to answer this question. No other word is allowed.

(1a)

3 The ducks “rushed for the safety of the lake”. Explain why the lake was safe.

Children working at or at greater depth within the expected standard should be able to answer this question correctly, explaining that the lake was safe for ducks as Jake could not easily follow them (because he could not swim as well as they could). Children working towards the expected standard may repeat the question that the lake was safe without giving an explanation.

(1d)

4 Why does the text say that Jake “needed to smell like a sheep”. Tick the best answer.

So the sheep did not realise he was a dog. Most children working towards the expected standard may answer “so that he could bark at them”, which is a simplistic response. Other children should find this question straightforward to answer.

(1d)

5 Do you think Jake wanted to be bad? Circle your answer. Explain your answer.

Yes / No

Children working towards the expected standard may not attempt to answer this question or may provide an inappropriate answer. Children working at the expected standard should be able to explain that he tried to be good but could not stop himself. Children working at greater depth within the expected standard should be able to fully explain that the text suggests that Jake wanted to be good but found temptations impossible to resist.

(1d)

452589_A2_CC_2e_Y2_132-135.indd 133 06/03/19 11:50 AM



From Jake the Good Bad Dog by Annette and Nick ButterworthJake was a bad dog. He knew he was. Sometimes he tried to be good but it was no use.

He loved to chase the ducks in the park. He would sneak up behind them when they were dozing. Then he would bark loudly and watch, as they rushed for the safety of the lake, complaining noisily.

Jake couldn’t resist the smell of the dirty washing. Whenever it was being sorted out, he just had to play with it. Then he would leave it lying all over the house.

He had to roll in the sheep’s droppings on the common. He liked the smell. Besides, he needed to smell like a sheep if he was going to creep up on them and round them up.

Then there was food. Or more particularly, chocolate. No chocolate was safe if Jake could reach it. Once he ate fourteen chocolate cream eggs, one after the other. He was sorry afterwards, especially as they made him ill, but he just couldn’t resist them.

He couldn’t help being bad.

452589_A2_CC_2e_Y2_132-135.indd 134 06/03/19 11:50 AM


Name: Class: Date:


Talk about this question.l What were the four things that the story tells us Jake liked to do that were bad?


1 “He would sneak up behind them when they were dozing.”

Choose one word the author could have used to keep the meaning of the sentence the same instead of:

“sneak” “dozing”

2 “Then he would bark loudly and watch, as they rushed for the safety of the lake, complaining noisily.”

Find and copy one word in this sentence that tells us that the ducks were not happy.

3 The ducks “rushed for the safety of the lake”. Explain why the lake was safe.

4 Why does the text say that Jake “needed to smell like a sheep”? Tick one.

So people thought he was a sheep. □

So he could be a bad dog. □

So the sheep did not realise he was a dog. □

So he could bark at them. □

5 Do you think Jake wanted to be bad? Circle your answer.

Yes / No

Explain your answer.

452589_A2_CC_2e_Y2_132-135.indd 135 06/03/19 11:50 AM



Teacher notes: The Bog Baby










– answering and asking questions– predicting what might happen on the basis of

what has been read so far.

Running the task

l Ask the children if they have ever gone fishing in a pond. Explain that the story they are going to read is about children who find something unusual in a pond. Ask the children to suggest what the unusual thing might be.

l Display the text and discuss the illustrations. Before reading the text, point out and discuss the meaning of any unfamiliar vocabulary (e.g. “dell”, “newts”, “squelchy”, “boggly” and “spiky”).


l Ask the children one or more questions about the story, e.g. Why do you think the children told a lie and said they were going to Annie’s house when they were not?


l Display the task sheet. Read the first sentence of the discussion question, giving the children an opportunity to discuss the question in pairs or small groups before sharing their ideas with the class. Then read the second sentence of the discussion question, and give the children time, working in pairs or small groups, to formulate questions they could ask about the text. Encourage the children to have a go at answering each other’s questions.



l Circulate as children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.

Assessment guidance



l retrieve relevant details from fiction and non-fiction to demonstrate understanding of character, events and information 1b

l make simple and general predictions based on the text. 1e

The Bog BabyJeanne Willis

452589_A3_CC_2e_Y2_136-139.indd 136 06/03/19 2:44 PM



What to expect

Discussion question

l What do you think the children felt when they saw the Bog Baby swinging through the flower stalks?

Children working towards the expected standard may have difficulties answering this question. Children working at the expected standard should be able to identify an appropriate emotion using simple language (e.g. “surprised”, “excited” or “scared”). Children working at greater depth within the expected standard may use more advanced language to describe a range of possible emotions (e.g. “amazed”, “astonished”, “astounded”, “delighted”, “thrilled”, “fearful”, “nervous” or “anxious”).

Written questions

1 What did the children do that was bad? Tick all the right answers.

They told a lie. □ They went fishing by themselves. □ Children working towards the expected standard may not answer correctly. A few children working

at the expected standard may fail to tick “They told a lie” because this wording does not appear in the text. Most children working at the expected standard and all children working at greater depth within the expected standard should be able to identify both correct answers.

(1b)

2 Write two things you know about the pond.

Children working at and at greater depth within the expected standard should be able to identify two of these facts about the pond. It was: magic, in Bluebell Wood, only ever there in spring, and squelchy round the edge.

(1b)

3 What did the Bog Baby look like?

Put ticks in the table to show which descriptions are true and which are false.

Description True FalseHe was blue. ✓

He was the size of a newt. ✓

He had a spiky tail. ✓

He had ears like a mouse. ✓

Children working at and at greater depth within the expected standard should be able to select the correct true/false answer for the four sentences.

(1b)

4 What do you think the children did next?

Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the children in the story and the situation they are in. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.

(1e)

5 What do you think the Bog Baby did next?

Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the Bog Baby. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.

(1e)

✓ ✓

452589_A3_CC_2e_Y2_136-139.indd 137 06/03/19 2:44 PM



From The Bog Baby by Jeanne WillisLong ago, when we were little, me and Chrissy did something bad. We said we were going to Annie’s house to play, but we didn’t.

We went fishing. All by ourselves. Which wasn’t allowed.

Chrissy said there was a magic pond in Bluebell Wood.

It was only ever there in spring. When it rained it made a huge puddle in the dell and pond creatures came. We would fish for newts, she said.

I won’t tell if you don’t. So we went.

We found the pond. It was squelchy round the edge. The bluebells squeaked under our boots.

We fished and fished but we didn’t catch a newt. We caught something much better. We caught a Bog Baby.

He was the size of a frog, only round and blue. He had boggly eyes and a spiky tail and I do remember he had ears like a mouse. He came swinging through the flower stalks and jumped into the water. He floated up and down on his back and sucked his toes.

That’s when I fished him out. He didn’t struggle. He sat in my hands and looked surprised. He was as soft as jelly. Like he had no bones.

452589_A3_CC_2e_Y2_136-139.indd 138 06/03/19 2:44 PM


Name: Class: Date:


Talk about this question.l What do you think the children felt when they saw the Bog Baby swinging through

the flower stalks?


1 What did the children do that was bad? Tick all the right answers.

They went to Annie’s house. □ They played together. □

They told a lie. □ They went fishing by themselves. □

2 Write two things you know about the pond.

a)

b)

3 What did the Bog Baby look like?

Put ticks in the table to show which descriptions are true and which are false.

Description True False

He was blue.

He was the size of a newt.

He had a spiky tail.

He had ears like a mouse.

4 What do you think the children did next?

5 What do you think the Bog Baby did next?

452589_A3_CC_2e_Y2_136-139.indd 139 06/03/19 2:44 PM



Teacher notes: The Hodgeheg






– discussing the sequence of events in books and how items of information are related

– recognising simple recurring literary language in stories and poetry


– discussing their favourite words and phrases


background information and vocabulary provided by the teacher.

Running the task

l Tell the children that the text they are going to read comes from a book called The Hodgeheg. Ask the children if they know the story and, if they do, to explain what it is about (a hedgehog). Discuss the play on language in the title, and explain that there is more play on language in the part of the story they are going to read.

l Display the text and discuss the illustrations. Before reading the text, point out and discuss the meaning of any unfamiliar vocabulary (e.g. “dazedly”, “Peony”, “Petunia” and “wearily”). Do not discuss the meaning of “deserted” since this is the subject of one of the questions.


l Ask the children one or more questions about the story, e.g. What happened to Max when he tried to cross the road? Why did it take Max a while to answer his family’s questions? What happened to Max’s words when he talked?


l Display the task sheet. Read the discussion question, giving the children an opportunity to discuss the question in pairs or small groups before sharing their ideas with the class.


l Point out that question 1 asks for a single word; stress to the children that they should write no more than one word.



Assessment guidance



l identify and explain the sequence of events in texts 1cl explain the meaning of words in context. 1a

The HodgehegDick King-Smith

452589_A4_CC_2e_Y2_140-143.indd 140 06/03/19 11:51 AM



What to expect

Discussion questions

l What is your favourite thing that Max says? Why?

Children working towards the expected standard may not be able to identify a favourite thing that Max says, or may be able to identify one, but not explain why they like it. Children working at the expected standard and at greater depth within the expected standard should be able to identify one or more favourite sayings and offer a simple explanation for their preferences.

Written questions

1 “He remembered nothing of his journey home, wobbling dazedly along the now deserted pavement, guided only by his sense of smell. All he knew was that he had an awful headache.” Find and copy one word from this section that tells us that there was nobody around.

Children working at the expected standard or at greater depth within the expected standard should be able to answer correctly (“deserted”). Children working towards the expected standard may find it difficult to retrieve the information within the sentences given.

(1a)

2 What happened when Max got home? Tick the right answer.

His family crowded round him.

Most children should be able to select the correct answer. Some children working towards the expected standard may get the answer wrong.

(1c)

3 What happened after something hit Max on the bottom?

Children working at the expected standard or at greater depth should be able to answer correctly (“Max banged his head”). Children working towards the expected standard may find it difficult to retrieve the information because of Max’s muddled speech.

(1c)

4 Max’s sisters are called Peony, Pansy and Petunia. Why do you think the writer chose these names?

Children working towards the expected standard may be unable to answer this question. Children working at the expected standard should be able to identify that the writer chose the names because they all begin with the letter “p”. In addition, children working at greater depth within the standard may recognise that all three names are the names of flowers and/or may comment on the writer’s intention behind his choice of names (e.g. that making them all so similar adds to the humour).

(1a)

5 Number these events from 1 to 5 to show the order they happened in.

Max wobbled home. □ Max crossed the road and got hit by a cyclist. □ Max told his family what happened. □ Max found where the humans cross the road. □ Max’s family crowded round him. □ Children working at or at greater depth within the expected standard should be able to order these

events correctly.

(1c)

3

2

5

1

4

452589_A4_CC_2e_Y2_140-143.indd 141 06/03/19 11:51 AM



From The Hodgeheg by Dick King-SmithMax, a young hedgehog, had been on an adventure to cross the road. As he was crossing, he was hit by a cyclist.

He remembered nothing of his journey home, wobbling dazedly along the now deserted pavement, guided only by his sense of smell. All he knew was that he had an awful headache.

The family had crowded round him on his return, all talking at once.

“Where have you been all this time?” asked Ma.

“Are you all right, son?” asked Pa.

“Did you cross the road?” they both said, and Peony, Pansy and Petunia echoed, “Did you? Did you? Did you?”

For a while Max did not reply. His thoughts were muddled, and when he did speak, his words were muddled too.

“I got a head on the bump,” he said slowly.

The family looked at one another.

“Something bot me on the hittom,” said Max, “and then I headed my bang. My ache bads headly.”

“But did you cross the road?” cried his sisters.

“Yes,” said Max wearily. “I hound where the fumans cross over, but –”

“But the traffic only stops if you’re a human?” interrupted Pa.

“Yes,” said Max. “Not if you’re a hodgeheg.”

452589_A4_CC_2e_Y2_140-143.indd 142 06/03/19 11:51 AM


Name: Class: Date:


Talk about this question.l What is your favourite thing that Max says? Why?


1 “He remembered nothing of his journey home, wobbling dazedly along the now deserted pavement, guided only by his sense of smell. All he knew was that he had an awful headache.”

Find and copy one word from this section that tells us that there was nobody around.

2 What happened when Max got home? Tick the right answer.

He was hit by a cyclist. □

He wobbled along the pavement. □

He had a headache. □

His family crowded round him. □

3 What happened after something hit Max on the bottom?

4 Max’s sisters are called Peony, Pansy and Petunia. Why do you think the writer chose these names?

5 Number these events from 1 to 5 to show the order they happened in.

Max wobbled home. □

Max crossed the road and got hit by a cyclist. □

Max told his family what happened. □

Max found where the humans cross the road. □

Max’s family crowded round him. □

452589_A4_CC_2e_Y2_140-143.indd 143 06/03/19 11:51 AM


Assessment Task 5NON-FICTION

Teacher notes: Penguins





how items of information are related– being introduced to non-fiction books that are

structured in different ways



– answering and asking questions

l participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.

Running the task

l Write the title of the text on the board: Penguins. Tell the children this is the title of the text they are about to read. Ask them to read the title and suggest what the text might be about.

l Ask the children if they know anything about penguins. Encourage a class discussion with any facts that the children already know.

l Display the text. Before reading, you may want to point out and discuss any difficult or unfamiliar vocabulary (e.g. “hemisphere”, “flightless”).


l Ask the children to say what sort of text this is and how they know.

l Ask the children what sort of image the picture is (a diagram), and why the writer has included it.

l Read the text aloud together.

l Display the task sheet. Read the discussion question, giving the children an opportunity to discuss it in pairs or small groups before sharing their ideas with the class.



l Circulate as the children perform the task. Support those who need it and challenge those who show higher reading skills.

Assessment guidance



l retrieve and explain relevant details from fiction and non-fiction to demonstrate understanding of character, events and information 1b

l identify sequences of events in a range of straightforward texts. 1c

PenguinsIone Branton

452589_A5_CC_2e_Y2_144-147.indd 144 06/03/19 11:54 AM

Assessment Task 5 • NON-FICTION


What to expect


l Where and in what climates can penguins live?

Children working towards the expected standard will simply state that penguins live somewhere cold. Those working at the expected standard should be able to explain that penguins can live somewhere hot or somewhere cold and should be able to give examples, e.g. Antarctica or Africa. In addition, children working at greater depth within the expected standard may be able to explain that penguins only live in the southern hemisphere.

l Where do penguins spend most of their lives?

Children working towards the expected standard will state that penguins spend most of their time swimming. Children working at the expected standard should be able to recognise that penguins spend long periods of time out at sea. In addition, children working at greater depth within the expected standard may recognise that penguins come to land to lay their eggs and breed.

Written questions

1 According to the text, which is the smallest penguin?

Most children should be able to find this information (“The Fairy penguin”) within the text.

(1b)

2 When does the penguin come back to live on the land?

Children working at the expected standard should offer an answer based on the text, such as “to lay their eggs”. Children working at greater depth within the expected standard may offer a more precise and/or detailed explanation such as “when it is the breeding season so that they can lay their eggs”. Children working towards the expected standard may select the incorrect part of the text –“to look after their young” – without demonstrating understanding that it is the breeding season or they need to come back to land to lay their eggs.

(1c)

3 Put the following statements in the order in which they occur in the steps of a penguin’s life. The first one has been done for you.

The steps are clearly labelled in the text, which should support the children who are working towards the expected standard. Most children should manage to sequence this question correctly.

(1c)

4 According to the text, what keeps the egg warm when the Dad is holding it?

Most children should be able to identify “a fold of skin” from within the text.

(1b)

5 Draw lines to match what each part of a penguin’s body is used for.

Children working at the expected standard, and those working at greater depth within the expected standard, should be able to use the diagram clearly to match the features with their purpose. Children working towards the expected standard may have more difficulty linking the correct body part with the correct purpose.

(1b)

452589_A5_CC_2e_Y2_144-147.indd 145 06/03/19 11:54 AM



Penguins by Ione BrantonPenguins are birds that live in the southern hemisphere and are flightless. Some penguins live on Antarctica, like the Emperor penguin, where it is very cold but some, like the African penguin, can live where it is much warmer in countries like Australia and South Africa.

There are around 18 different types of penguins and they all are different sizes and look different. Emperor penguins are the largest and the Fairy penguin is the smallest.

Penguins love water and they spend much of their time swimming. They are expert swimmers and they can often spend up to 4 months out at sea. The Gentoo penguin is the fastest swimmer and can reach speeds of an incredible 22 miles per hour.

They come back to live on the land in the breeding season to lay their eggs and look after their young. After their young leave the nest penguins go back to sea again.

The steps of a penguin’s lifeStep 1 Dad holds the egg on his feet. A fold of skin helps keep the

egg warm.Step 2 The chick hatches. The parents take turns holding it on their feet.Step 3 The chicks all snuggle together to keep warm.Step 4 The chick loses its baby feathers.Step 5 The chick grows up and becomes an adult.

Thick feathers that keep them warm.

Short sharp beak for catching fish.

Black and white colour makes them harder to see in the sea.Triangle-shaped tail

that helps them steer while swimming.

Stiff flippers help them to swim fast in the water.

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Name: Class: Date:


Talk about these questions.l Where and in what climates can penguins live?

l Where do penguins spend most of their lives?


1 According to the text which is the smallest penguin?

2 When does the penguin come back to live on the land?

3 Put the following statements in the order in which they occur in the steps of a penguin’s life. The first one has been done for you.

The chick loses its feathers.

The Dad holds the egg on his feet. 1

The chick becomes an adult.

The chick hatches.

The chicks snuggle together for warmth.

4 According to the text, what keeps the egg warm when the Dad is holding it?

5 Draw lines to match what each part of a penguin’s body is used for.

feathers swim fast

flippers steer

beak keep them warm

tail catching fish

colour harder to see

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Teacher notes: Eruption!




l develop pleasure in reading, motivation to read, vocabulary and understanding by:– being introduced to non-fiction books that are

structured in different ways– discussing and clarifying the meanings of words,

linking new meanings to known vocabulary





Running the task

l Write the title of the text on the board: Eruption! Tell the children this is the title of the text they are about to read. Ask them to read the title and suggest what the text might be about.

l Identify the exclamation mark, explaining what it is for those children who are not familiar with it. Discuss why the author has used an exclamation mark in the title, explaining that it is there to show alarm or shock.

l Display the text. Before reading, you may want to point out and discuss any difficult or unfamiliar vocabulary (e.g. “volcano(es)”, “erupt”, “lava”, “fiery”).


l Ask the children to say what sort of text this is, and how they know.

l Ask the children what sort of image the picture is (a diagram), and why the writer has included it. Revise the term “caption”, and discuss why the diagram has one.

l Read the text aloud together.

l Display the task sheet. Read the discussion question, giving the children an opportunity to discuss it in pairs or small groups before sharing their ideas with the class.




Assessment guidance



l identify the meaning of vocabulary in context 1al retrieve and explain relevant details from fiction and non-fiction to demonstrate understanding

of character, events and information. 1b

Eruption!Anita Ganeri

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What to expect


l What do you notice about the first three sentences of the text?

l Why do you think the writer started the text in this way?

Children working towards the expected standard may notice that the first three sentences are all questions, but will typically be unable to give a satisfactory explanation of why the writer chose to do this.

Children working at the expected standard should notice that the first three sentences are all questions. Some of them may comment that all the questions begin with the same question word, “What”. They are able to give a simple explanation for the use of questions, such as “to make the reader think” or “to get the reader interested in finding out the answer”.

In addition, children working at greater depth within the expected standard may notice that the questions are like riddles. They may also comment on the use of active/dramatic verbs (“spits”, “shoots” and “explodes”). They may suggest that the writer chose these words to make the start of the text more exciting and to draw the reader in.

Written questions

1 “Sometimes the melted rock bursts up through a hole or crack in the ground.”

Suggest a word that the author could have used instead of “burst”.

Children working at the expected standard and at greater depth within the expected standard should be able to provide a suitable synonym for the word “burst”, which suggests force of movement. Children working towards the expected standard may use a simple interpretation of the word, such as “pops”, which does not suggest movement with force.

(1a)

2 Tick the best words to finish this sentence.

A volcano begins when ________________

melted rock comes up through the ground.

Children working at the expected standard and at greater depth within the expected standard should be able to select the correct answer, which is a simple rewording of the text. Children working towards the expected standard may select one of the incorrect answers, which are all direct quotes from the text.

(1b)

3 What is the rock that comes out of a volcano called?

Children at all levels should be able to identify the word “lava”.

(1b)

4 In the last paragraph, the volcano lava is compared to water. Find and copy two words that do this.

Any two of the following words are acceptable: “spurt”/“fountains”/“pour”/“rivers”/“flowing”.

Almost all children should be able to identify two of these words.

(1a)

5 Name one thing that flowing lava can do.

Children at all levels should be able to identify one of the following: “bury whole villages”/“set trees on fire”/“set houses on fire”/“set trees and houses on fire”.

(1b)

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From Eruption! The Story of Volcanoes by Anita GaneriWhat looks like a mountain but spits out fire?

What shoots clouds of smoke from a hole in its top?

What sometimes explodes with a BANG?

A volcano!

It’s starting to erupt.

The story of a volcano starts underground. If you jump up and down on the ground, it feels solid and hard.

But inside the earth, it is so hot that the rocks melt. The rocks are runny like melted butter.

Sometimes the melted rock bursts up through a hole or a crack in the ground. This is how a volcano begins.

The rock that comes out of a volcano is called lava. At first, it is runny and red-hot. It cools down in the air and turns into hard, black rock.

Sometimes volcanoes spurt out fiery fountains of lava. Other volcanoes pour out lava in great rivers of fire. Once the lava starts flowing, nothing can stop it. It can bury whole villages and set trees and houses on fire.

Melted rock: Inside a volcano, the melted rock rises because it is hotter and lighter than the rocks around it.

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Name: Class: Date:


Talk about these questions.

l What do you notice about the first three sentences of the text?

l Why do you think the writer started the text in this way?


1 “Sometimes the melted rock bursts up through a hole or crack in the ground.”

Suggest a word that the author could have used instead of “burst”.

2 Tick the best words to finish this sentence.

A volcano begins when

you jump up and down on the ground.

melted rock comes up through the ground.

lava cools down in the air.

whole villages are buried.

3 What is the rock that comes out of a volcano called?

4 In the last paragraph, the volcano lava is compared to water. Find and copy two words that show this.

5 Name one thing that flowing lava can do.

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Teacher notes: Your Senses





how items of information are related– being introduced to non-fiction books that are

structured in different ways– discussing and clarifying the meanings of words,

linking new meanings to known vocabulary






Running the task

l Display the text. Ask the children to say what sort of text this is and how they know. Encourage them to comment on the way the text is organised.

l Before reading, you may want to highlight and discuss any difficult or unfamiliar vocabulary (e.g. “nerves”, “structures”).

l Read the text together, one paragraph at a time. Ask a quick comprehension question after each paragraph, e.g. paragraph 1: What are the five senses?; paragraph 2: What are nerves?; paragraph 3: What does the word “zoom” tell you?; paragraph 4: Which sense takes up the largest part of your brain?

l Display the task sheet. Read the two discussion questions one at a time, giving the children an opportunity to discuss each question in pairs or small groups before sharing their ideas with the class.




Assessment guidance




l make simple and general inferences based on the text. 1d

Your Senses Jinny Johnson

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What to expect

Discussion question

l How are the second, third and fourth paragraphs related to each other?

Children working towards the expected standard and some working at the expected standard may not be able to answer this question. Children working at greater depth within the expected standard and some working at the expected standard should be able to identify that all these paragraphs relate to the brain.

Written questions

1 “Imagine the world if you could not see things or hear your friends talking, or if you could not smell and taste your food.”

Why does the writer say this? Tick the best answer.

To help you realise how much you rely on your senses.

Children working at greater depth within the expected standard and most children working at the expected standard should be able to answer correctly. Some children working at the expected standard may wrongly choose the first answer (“To improve your imagination.”). Children working towards the expected standard may wrongly choose the second or third answer (“To let you know that some people cannot hear.”/“To let you know that some people cannot see.”).

(1d)

2 Draw a line to match each sense to the right part of the body.

Senses Parts of the body sight nose hearing skin smell eyes taste tongue touch ears

Answering this question combines textual inference with inference from illustrations and existing knowledge. Children at all levels should be able to match each sense with the correct part of the body.

(1d)

3 Which part of your body controls your senses?

All Children should be able to identify the brain as the part of the body that controls the senses.

(1b)

4 Number these facts from 1 to 4 to show the order they appear in the text.

The brain sorts out the messages from the nerves. □ Messages travel along nerves. □ Your brain controls your senses. □ You have five main senses. □ Children working at or at greater depth within the expected standard should be able to number the

facts correctly. Children working towards the expected standard may transpose the order of facts 2 and 3.

(1b)

5 Why do you think nerves run to all parts of the body?

Children working at or at greater depth within the expected standard should be able to provide a simple explanation, based on the experiential knowledge that you can sense every part of your body, e.g. “So that all parts of your body can feel.”/“Otherwise you wouldn’t be able to feel all of your body.”

(1d)

4

2

3

1

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From Your Senses by Jinny JohnsonWhat are senses?Imagine the world if you could not see things or hear your friends talking, or if you could not smell and taste your food. We do not often think about our senses, but they tell us what is going on around us. We have five main senses. These are sight, hearing, smell, taste and touch.

The sense centreYour brain controls your senses. Messages travel from your eyes, ears, nose, tongue and skin to tell it what is going on. The messages travel along special pathways in the body called nerves.

Messages to the brainNerves go from the brain to all parts of your body. A message can zoom along the nerves to the brain in a tiny fraction of a second.

Jobs for the brainThe brain sorts out the messages it receives from the nerves. Look at the picture below to see which parts of the brain sort out messages to do with your senses.

nerves – special structures like wires that run from the brain to all parts of the body

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Name: Class: Date:


Talk about this question.l How are the second, third and fourth paragraphs related to each other?


1 Read this sentence from the text.

“Imagine the world if you could not see things or hear your friends talking, or if you could not smell and taste your food.”

Why does the writer say this? Tick the best answer.

to improve your imagination

to let you know that some people cannot hear

to let you know that some people cannot see

to help you realise how much you rely on your senses

2 Draw a line to match each sense to the right part of the body.

Senses Parts of the body sight nose hearing skin smell eyes taste tongue touch ears

3 Which part of your body controls your senses?

4 Number these facts from 1 to 4 to show the order they appear in the text.

The brain sorts out the messages from the nerves.

Your brain controls your senses.

Messages travel along nerves.

You have five main senses.

5 Why do you think nerves run to all parts of the body?

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Assessment Task 8POETRY

Teacher notes: Goldfish






– recognising simple recurring literary language in stories and poetry

– discussing their favourite words and phrases





l explain and discuss their understanding of books, poems and other material, both those they listen to and those that they read for themselves.

Running the task

l Display the text. Read the poem aloud, asking the children to follow silently.

l Ask the children what kind of text they think it is, and how they know. Ask the children what features the text has that tells us that it is a poem (short lines, not full sentences, punctuation).

l Discuss the use of the hyphens in the second verse. Explain that they link two words together for effect. The longer lines are to illustrate pause and poetic licence/effect.

l Read the poem together.

l Ask the class if they have ever owned a fish or ever won one at a fair. Ask the class where the goldfish in the poem might have come from.

l Display the task sheet. Read the discussion questions.

l Ask the children to discuss with a partner if the poem has a pattern. Ask the class if there are any rhyming words. Establish the pattern of the rhyming words used in the poem.

l Ask the class to read the poem in pairs, each child reading one verse.

l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers. Point out that question 3 is asking why and not how the goldfish’s feeling changes.



Assessment guidance




l make simple and general inferences based on the text. 1d

GoldfishJohn Walsh

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Assessment Task 8 • POETRY


What to expect


l What pattern does the poem have?

l Why did the author write the poem this way?

Children working towards the expected standard may not be able to identify the alternate rhyming lines. Children working at the expected standard should be able to identify one or more rhyming words and begin to explain why the author has written it this way. In addition, children working at greater depth within the expected standard may be able to explain the rhyming pattern clearly and explain that the author has created this for effect and to add interest.

Written questions

1 In the first verse, why is the goldfish sad?

Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the goldfish is sad because she is trapped in a plastic bag and does not have room to swim. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “She can’t swim round”, without explaining that this is because she is in a bag.

(1b)

2 Why are the scissors needed in the poem?

Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the scissors are needed to cut a hole in the bag and let the fish into the bowl. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “To snip a hole”, without explaining that they are to be able to let the fish into the bowl.

(1b)

3 Why does the goldfish’s feeling change in the second verse?

All children should be able to identify that the goldfish becomes happy in the second verse but, to answer the question correctly, the children need to identify that the fish becomes happy because she is no longer in a bag and has a bowl of water in which to swim. Children working at the expected standard and at greater depth within the expected standard should be able to answer this clearly. Children working towards the expected standard may only offer an answer that explains the fish is now happy without answering why this is the case.

(1d)

4 What is the first thing the goldfish does when she gets into her new bowl? Tick the correct answer.

flips her tail

Most children should be able to correctly identify the answer. A few children working towards the expected standard may incorrectly identify “swims in circles” as the answer.

(1b)

5 Find and copy a phrase that tells us that the poet is pleased to own the fish.

All children working at greater depth within the expected standard should correctly identify the words “you’re mine”, demonstrating an understanding that these are the only words in the poem that offer the poet’s opinion about the fish. Most children working at the expected standard should also correctly identify the phrase. Children working towards the expected standard may choose other phrases from the poem without being able to identify the poet’s opinion.

(1d)

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Goldfish by John WalshOne small fish in aPolythene bagCan’t swim round, canOnly look sad.Take a pair of scissors,Snip a quick hole,Down flops waterAnd fish into a bowl!

She waits a little moment,Flips her tail free,Then off into circlesAs frisky as can be.Dash-about – splash-about –Do what you wish:You’re mine, you black-spottedCheeky-eyedFish!

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Name: Class: Date:


Talk about these questions.

l What pattern does the poem have?

l Why did the author write the poem this way?


1 In the first verse, why is the goldfish sad?

2 Why are the scissors needed in the poem?

3 Why does the goldfish’s feeling change in the second verse?

4 What is the first thing the goldfish does when she gets into her new bowl? Tick the correct answer.

looks sad

flips her tail

swims in circles

splashes about

5 Find and copy a phrase that tells us that the poet is pleased to own the fish.

452589_A8_CC_2e_Y2_156-159.indd 159 06/03/19 11:55 AM


Assessment Task 9POETRY

Teacher notes: The Snowman





how items of information are related– discussing and clarifying the meanings of words,

linking new meanings to known vocabulary– continuing to build up a repertoire of poems

learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear






Running the task

l Display the text. Ask the children to read the title.

l Ask the children why they think the poem has been written in the way it has. Discuss that the writer has written it in a tall way, a bit like a tall snowman.

l Read the poem aloud, asking the children to follow silently. Then read the poem together.

l Ask the children to think back to when they last had snow and how they felt going outside to play. Ask them if they remember making a snowman and whether they were proud of seeing him outside.

l Display the task sheet. Read the discussion questions.

l Discuss each question, encouraging the children to think about and compare to the time they made a snowman and how they felt.

l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers. Point out that question 2 is asking the children not just to identify the two things but also to explain why.



l Finish the session by putting the class into groups of four children and ask them to read one verse each. Give them time to practise their verse and encourage them to memorise their words. Perform the poems to the rest of the class, encouraging children to say their verse with enthusiasm and expression.

Assessment guidance



l identify the meaning of vocabulary in context 1al identify sequences of events in a range of straightforward texts. 1c

The SnowmanWes Magee

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What to expect

Discussion question

l Why does the poem start with the words “Child’s play”?

Most children should be able to participate in a discussion about why this poem starts with “Child’s play”, explaining that it is particularly children who enjoy playing in the snow and making snowmen.

Written questions

1 Number these events 1 to 5 in the order that the snowman is created in the poem. The first one has been done for you.

pebbles for eyes □5 stick □4 carrot nose □3 scarf and hat □2 built-up snow □1 Almost all children should be able to answer this question correctly.

(1c)

2 Explain what two things happen to the snowman after three days.

This question involves an explanation of the two things that happen to the snowman in this verse, not just an identification of the two things.

Children working at the expected standard should be able to identify the correct part in the text and may answer using text lifts without explanation, e.g. “he becomes grey with age and shrinks”. Children working at greater depth within the expected standard should be able to explain this in their own words, e.g. “he becomes dirty (because he is three days old)”. Children working towards the expected standard may select single words from the text or incorrectly identify that the world turns green.

(1a)

3 Find and copy one word in verse 3 that tells us the snowman is getting smaller.

This question involves an understanding of the word “shrinks”. Most children should be able to answer this question correctly.

(1a)

4 Match the explanation of what happens in each verse.

Verse 1 The snowman stands in the snow.

Verse 2 The snowman has gone.

Verse 3 The snowman is made.

Verse 4 The snowman begins to melt.

This question involves the children understanding a summary of each verse. Most children working at the expected standard and those working at greater depth within the expected standard should be able to identify the correct summary of each verse.

(1c)

5 What other word or words could the author have used in the last verse instead of “reclaimed”?

This is quite a challenging question. Children who are working towards the expected standard and those at the expected standard may struggle to understand or find a suitable alternative word(s), e.g. “taken back”/“returned”/“get back”/“retrieved”. Those children working at greater depth within the expected standard should be able to answer correctly from the suggested answers given.

(1a)

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The Snowman by Wes MageeChild’s play:stacked snow,scarf, hat,carrot nose,stick andround pebblesfor eyes.

He freezes:fat targetfor snowballerswho dearlywant toknock offhis block.

Three days,and greywith agehe shrinksas warmthturns theworld green.

Scarf, hatare reclaimed.Pebbles markhis grave,damp lawnwhere achild plays.

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Name: Class: Date:


Talk about this question.

l Why does the poem start with the words “Child’s play”?


1 Number these events 1 to 5 in the order that the snowman is created in the poem. The first one has been done for you.

pebbles for eyes

scarf and hat

carrot nose

stick

built-up snow 1

2 Explain what two things happen to the snowman after three days.

(1)

(2)

3 Find and copy one word in verse 3 that tells us the snowman is getting smaller.

4 Match the explanation of what happens in each verse.

Verse 1 The snowman stands in the snow.




5 What other word or words could the author have used in the last verse instead of “reclaimed”?

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Answers

Fiction

Assessment Task 11 Most children working at or towards the expected

standard may answer that he was working. Some children working at or at greater depth within the expected standard may answer that he was building a new bee-hive.

2 his bees were flying away ✓

3 Mr and Mrs Buzz and their children ✓

4 Children working at or at greater depth within the expected standard should be able to give a satisfactory answer, such as “So that the bees couldn’t sting them” or “To avoid getting stung”.

5 Children working towards the expected standard may give an answer that only takes into account the most immediate motivation, e.g. “Because they wanted to catch them”. Children working at the expected standard may give an answer that considers the ultimate goal of chasing the bees, e.g. “Because they wanted to bring them back”. A few children working at greater depth within the expected standard may consider the longer-term consequences of the bees’ disappearance, giving an answer such as “Because they needed the bees to make a living”.

Assessment Task 21 “sneak”: Acceptable answers include “ creep” or “tiptoe”.

“dozing”: Acceptable answers include “sleeping”, “snoozing”, “resting”, “chilling”.

Only one word is acceptable. If any children have written more than one word, the answer should be marked incorrect.

2 complaining

3 Children working at the expected standard should be able to explain that the ducks rushed into the lake to get away from Jake. Most of these children, together with those working at greater depth within the expected standard, should then also be able to explain that Jake could not easily follow the ducks because he could not swim as well as they could so they could get away from Jake. Children working towards the expected standard may repeat the question that the lake was safe without giving an explanation.

4 so the sheep did not realise he was a dog ✓

5 No

This is a challenging question that children working towards the expected standard may struggle to answer clearly. These children may tick “Yes”, giving an explanation that Jake enjoyed chasing sheep or eating chocolate, or they may tick “No” without a clear explanation. Children working at the expected standard should tick “No” and be able to explain that he tried to be good but could not stop himself. Children working at greater depth within the expected standard should be able to fully explain that he found chasing ducks, playing in dirty washing, rounding up sheep and eating chocolate too tempting to be able to stop himself. These children may pick out and use the word “resist” in their answers.

Assessment Task 31 They told a lie. ✓

They went fishing by themselves. ✓

2 Children working at and at greater depth within the expected standard should be able to identify two of these facts about the pond. It was: magic, in Bluebell Wood, only ever there in spring, and squelchy round the edge.

3

Description True FalseHe was blue. ✓

He was the size of a newt. ✓

He had a spiky tail. ✓

He had ears like a mouse. ✓

4 Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the children in the story and the situation they are in. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.

5 Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the Bog Baby. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.

452589_Ans_CC_2e_Y2_164-169.indd 164 06/03/19 12:45 PM


ANSWERS

Assessment Task 41 deserted

2 His family crowded round him. ✓

3 Children working at or at greater depth within the expected standard should be able to answer correctly (“Max banged his head”). Children working towards the expected standard may find it difficult to retrieve the information because of Max’s muddled speech.

4 Children working at the expected standard should be able to identify that the writer chose the names because they all begin with the letter “p”. In addition, children working at greater depth within the standard may recognise that all three names are the names of flowers and/or may comment on the writer’s intention behind his choice of names (e.g. that making them all so similar adds to the humour).

5 Max wobbled home. 3

Max crossed the road and got hit by a cyclist. 2

Max told his family what happened. 5

Max found where the humans cross the road. 1

Max’s family crowded round him. 4

Non-fiction

Assessment Task 51 The Fairy penguin.

Most children should be able to find this information within the text.

2 In the breeding season/When it is time to lay their eggs.

Children working at the expected standard should offer an answer based on the text, such as “to lay their eggs”. Children working at greater depth within the expected standard may offer a more precise and/or detailed explanation such as “when it is the breeding season so that they can lay their eggs”. Children working towards the expected standard may select the incorrect part of the text – “to look after their young” – without demonstrating understanding that it is the breeding season or they need to come back to land to lay their eggs.

3 The chick loses its feathers. 4

The Dad holds the egg on his feet. 1

The chick becomes an adult. 5

The chick hatches. 2

The chicks snuggle together for warmth. 3

4 A fold of skin.

Most children should be able to identify this information within the text.

5 feathers swim fast

flippers steer

beak keep them warm

tail catching fish

colour harder to see

Assessment Task 61 “explodes”/“rushes”/“shoots”/“spits” or any suitable

synonym for “burst”.

Children working at and at greater depth within the expected standard should be able to provide a suitable synonym for the word “burst”, which suggests force of movement. Children working towards the expected standard may use a simple interpretation of the word, such as “pops”, which does not suggest movement with force.

2 melted rock comes up through the ground. ✓

Children working at and at greater depth within the expected standard should be able to select the correct answer, which is a simple rewording of the text. Children towards the expected standard may select one of the incorrect answers, which are all direct quotes from the text.

3 lava

4 Accept any two of the following words: “spurt”/ “fountains”/“pour”/“rivers”/“flowing”.

Almost all children should be able to identify two of these words.

5 Children at all levels should be able to identify one of the following: “bury whole villages”/“set trees on fire”/“set houses on fire”/“set trees and houses on fire”.

Assessment Task 71 to help you realise how

much you rely on your senses ✓

Children working at greater depth within the expected standard and most children working at the expected standard should be able to answer correctly. Some children working at the expected standard may wrongly choose the first answer (“To improve your imagination”). Children working towards the expected standard may wrongly choose the second or third answer (“To let you know that some people cannot hear.”/“To let you know that some people cannot see.”).

452589_Ans_CC_2e_Y2_164-169.indd 165 06/03/19 12:45 PM


ANSWERS

2 Senses Parts of the body

sight nose

hearing skin

smell eyes

taste tongue

touch ears

3 The brain

4 The brain sorts out the messages from the nerves. 4

Your brain controls your senses. 2

Messages travel along nerves. 3

You have five main senses. 1

Children working towards the expected standard may transpose the order of facts 2 and 3.

5 Children working at or at greater depth within the expected standard should be able to provide a simple explanation, based on the experiential knowledge that you can sense every part of your body, e.g. “So that all parts of your body can feel.”/“Otherwise you wouldn’t be able to feel all of your body.”

Poetry

Assessment Task 81 The goldfish is sad because she is trapped in a plastic

bag and does not have room to swim around.

Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the goldfish is sad because she is trapped in a plastic bag and does not have room to swim. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “She can’t swim round”, without explaining that this is because she is in a bag.

2 The scissors are needed to cut a hole in the bag and free the fish into the new bowl.

Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the scissors are needed to cut a hole in the bag and let the fish into the bowl. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “To snip a hole”, without explaining that they are to be able to let the fish into the bowl.

3 The fish becomes happy because it is free and can swim around in a bowl of water.

All children should be able to identify that the goldfish becomes happy in the second verse but, to answer the question correctly, the children need to identify that

the fish becomes happy because she is no longer in a bag and has a bowl of water in which to swim. Children working at the expected standard and at greater depth within the expected standard should be able to answer this clearly. Children working towards the expected standard may only offer an answer that explains the fish is now happy without answering why this is the case.

4 flips her tail ✓ Most children should be able to correctly identify the

answer. A few children working towards the expected standard may incorrectly identify “swims in circles” as the answer.

5 you’re mine

All children working at greater depth within the expected standard should correctly identify the words “you’re mine”, demonstrating an understanding that these are the only words in the poem that offer the poet’s opinion about the fish. Most children working at the expected standard should also correctly identify the phrase. Children working towards the expected standard may choose other phrases from the poem without being able to identify the poet’s opinion.

Assessment Task 91 pebbles for eyes 5

scarf and hat 2

carrot nose 3

stick 4

built-up snow 1

2 He becomes dirty (1) and he begins to melt (2).

Children working at the expected standard should be able to identify the correct part in the text and may answer using text lifts without explanation, e.g. “he becomes grey with age and shrinks”. Children working at greater depth within the expected standard should be able to explain this in their own words, e.g. “he becomes dirty (because he is three days old)”/“he begins to melt (because it is warm)”. Children working towards the expected standard may select single words from the text or incorrectly identify that the world turns green.

3 shrinks

4 Verse 1 The snowman stands in the snow.




5 “taken back”/“returned”/“get back”/“retrieved”or similar words that indicate the possessions are taken back by their owners.

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CONTENT DOMAIN COVERAGE

Teach and Practice

Fiction

Content domain Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Tim

id T

im a

nd th

e Cu

ggy

Thie

f (Te

achi

ng te

xt)

Dog

ger (

Prac

tice

text

)

Geo

rge

and

the

Dra

gon

(Tea

chin

g te

xt)

Ther

e’s

No

Such

Thi

ng a

s a

Dra

gon

(Pra

ctic

e te

xt)

Som

ethi

ng E

lse (T

each

ing

text

)

Dill

y’s

Spor

ts D

ay (P

ract

ice

text

)

Soph

ie’s

Sna

il (T

each

ing

text

)

Will

ie W

hisk

ers

(Pra

ctic

e te

xt)

The

Isla

nd o

f Ser

pent

s (T

each

ing

text

)

The

Mys

tery

of t

he G

reen

Lad

y (P

ract

ice

text

)

The

Fox

and

the

Cock

erel

(Tea

chin

g te

xt)

The

Fox

and

the

Lion

(Pra

ctic

e te

xt)

The

Pig’

s Kn

icke

rs (

Teac

hing

text

)

Unc

le G

obb

(Pra

ctic

e te

xt)

Big

Cat,

Litt

le C

at (T

each

ing

text

)

Dol

phin

s (P

ract

ice

text

)

Wha

t Was

Lon

don

Like

Bef

ore

the

Gre

at F

ire?

(Tea

chin

g te

xt)

Wha

t Was

Lon

don

Like

Aft

er th

e G

reat

Fire

? (P

ract

ice

text

)

1a draw on knowledge of vocabulary to understand texts

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

1b identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

1c identify and explain the sequence of events in texts

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

1d make inferences from the text

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

1e predict what might happen on the basis of what has been read so far

✓ ✓ ✓ ✓ ✓ ✓

452589_Ans_CC_2e_Y2_164-169.indd 167 06/03/19 12:45 PM


CONTENT DOMAIN COVERAGE

Assessment Tasks

Non-fiction Poetry Fiction Non-fiction Poetry

Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 1 2 3 4 5 6 7 8 9

Mak

ing

Brea

d (T

each

ing

text

)

Plan

ting

Bulb

s (P

ract

ice

text

)

Seas

and

Oce

ans

(Tea

chin

g te

xt)

A W

alk

from

Our

Isla

nd S

choo

l (Pr

actic

e te

xt)

Her

e to

Hel

p: F

irefig

hter

(Tea

chin

g te

xt)

Her

e to

Hel

p: P

olic

e O

ffice

r (Pr

actic

e te

xt)

Mic

e (T

each

ing

text

)

Like

an

Anim

al (P

ract

ice

text

)

Litt

le M

iss

Muf

fet (

Teac

hing

text

)

Twin

kle,

Tw

inkl

e, L

ittle

Sta

r (Pr

actic

e te

xt)

The

City

Far

m (T

each

ing

text

)

Mis

s Sm

ith (P

ract

ice

text

)

Mr B

uzz

the

Beem

an

Jake

the

Goo

d Ba

d D

og

The

Bog

Baby

The

Hod

gehe

g

Peng

uins

Erup

tion!

Your

Sen

ses

Gol

dfish

The

Snow

man

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1a

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1b

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1c

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1d

✓ ✓ ✓ ✓ ✓ ✓ 1e

452589_Ans_CC_2e_Y2_164-169.indd 168 06/03/19 12:45 PM

AcknowledgementsThe Publishers would like to thank the following for permission to reproduce copyright material.

Text acknowledgementsp8 Timid Tim and the Cuggy Thief by John Prater; p12 Dogger by Shirley Hughes published by The Bodley Head. Reproduced by permission of The Random House Group Ltd. © 1977; p16 Excerpt(s) from GEORGE AND THE DRAGON by Chris Wormell, 2002 by Chris Wormell. Used by permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Penguin Random House LLC. All Rights Reserved./ Published by Jonathan Cape. Reproduced by permission of The Random House Group Ltd. © 2002; p20 There’s No Such Thing as a Dragon by Jack Kent, copyright © 1975 by Penguin Random House LLC. Used by permission of Golden Books, an imprint of Random House Children’s Books, a division of Penguin Random House LLC. All rights reserved.; p24 Something Else by Kathryn Cave, Puffin, an imprint of Penguin Books Ltd; p28 Dilly’s Sports Day by Tony Bradman. Reproduced by permission of The Agency (London) Ltd. © Tony Bradman, 1990. First by Piccadilly Press.; p32 Sophie’s Snail by Dick King-Smith. Text © 1988 Dick King-Smith. Reproduced by permission of Walker Books Ltd, London SE11 5HJ/ Audio used with permission of A P Watt at United Agents on behalf of Dick King-Smith; p36 Willie Whiskers by Margaret Gordon (Puffin Books, 1991) Copyright © Margaret Gordon, 1991. Reproduced by permission of Penguin Books Ltd; p40 The Island of Serpents by Linda Chapman Copyright © 2017 Linda Chapman; p44 The Mystery of the Green Lady by Helen Moss by permission of Andrew Nurnberg Associates; p56 The Pig’s Knickers by Johnathan Emmett. Text © 2010 Johnathan Emmett. THE PIG’S KNICKERS by Johnathan Emmett & illustrated by Vanessa Cabban. Reproduced by permission of Walker Books Ltd, London SE11 5HJ; p60 Uncle Gobb by Michael Rosen © Michael Rosen, 2015, Uncle Gobb and the Dread Shed, Bloomsbury Publishing Plc.; p64 Big Cat, Little Cat by Lisa Regan © Bloomsbury Publishing Plc. Used with permission.; p88 Seas and Oceans by Izzi Howell, Wayland, an imprint of Hachette; p92 A Walk from Our Island School by Deborah Chancellor, Franklin Watts, an imprint of Hachette; p96 Here to Help: Firefighter and p100 Here to Help: Police Officer by Rachel Blount, Franklin Watts, an imprint of Hachette; p104 Mice by Rose Fyleman, reproduced with permission of The Society of Authors as the Literary Representative of the Estate of Rose Fyleman; p108 Like an Animal by Joan Poulson; p120, p124 The City Farm and Miss Smith by Brian Moses, reproduced with the permission of the author; p128 Mr Buzz the Beeman by Allan Ahlberg (Puffin Books, 1981) Copyright © Allan Ahlberg, 1981. Reproduced by permission of Penguin Books Ltd.; p132 Jake the Good Bad Dog by Annette and Nick Butterworth, with permission of the authors; p136 The Bog Baby by Jeanne Willis (Puffin, 2008) Text copyright © Jeanne Willis, 2008. Reproduced by permission of Penguin Book Ltd.; p140 The Hodgeheg by Dick King-Smith reproduced by permission of A P Watt at United Agents; p144 Penguins by Ione Bratton; p148 Eruption! by Anita Ganeri (Dorling Kindersley Children, 2015) Copyright © Anita Ganeri; p152 Your Senses by Jinny Johnson, published with permission of Macmillan Children’s Books, an imprint of Pan Macmillan, a division of Macmillan Publishers International Limited. Text copyright © 2013 Macmillan Publishers International Ltd; p156 Goldfish by John Walsh; p160 The Snowman by Wes Magee, reproduced by permission of the author.

Image acknowledgementsp92 Richard Newton/Alamy Stock Photo; antb/Shutterstock; p134 Jake the Good Bad Dog illustrations by Annette and Nick Butterworth.Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity.Although every effort has been made to ensure that website addresses are correct at time of going to press, Rising Stars cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser.Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.Orders: please contact Bookpoint Ltd, 130 Park Drive, Milton Park, Abingdon, Oxon OX14 4SE. Telephone: (44) 01235 400555. Email: [email protected] are open from 9 a.m. to 5 p.m., Monday to Saturday, with a 24-hour message answering service. Visit ourwebsite at www.risingstars-uk.com for details of the full range of Rising Stars publications.Online support and queries email: [email protected]

ISBN: 978 1 5104 5258 9

Text, design and layout © 2019 Rising Stars UK LtdFirst published in 2019 by Rising Stars UK Ltd Rising Stars UK Ltd, part of the Hodder Education Group, An Hachette UK Company Carmelite House50 Victoria EmbankmentLondon EC4Y 0DZwww.risingstars-uk.comImpression number 10 9 8 7 6 5 4 3 2 1 Year 2022 2021 2020 2019 All rights reserved. Apart from any use permitted under UK copyright law, the material in this publication is copyright and cannot be photocopied or otherwise produced in its entirety or copied onto acetate without permission. Electronic copying is not permitted. Permission is given to teachers to make copies of pages marked ‘© Rising Stars UK Ltd 2019. You may photocopy this page’ for classroom distribution only, to pupils within their own school or educational institution. The material may not be copied in unlimited quantities, kept on behalf of others, distributed outside the purchasing institution, copied onwards, sold to third parties, or stored for future use in a retrieval system. This permission is subject to the payment of the purchase price of the book. If you wish to use the material in any way other than as specified you must apply in writing to the Publisher at the above address.Authors: Kate Ruttle, Ione Branton, Helen LewisPublisher: Laura WhiteCover and text design: Helen TownsonIllustrations by Emily Skinner, Graham Cameron IllustrationEditorial: Rachel Nickolds, Kirsty Taylor, Becca Law, Jennie Clifford, Estelle LloydTypesetting: Aptara Inc. Printed by: Ashford Colour Press LtdA catalogue record for this title is available from the British Library.

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