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Task 3Teacher notes: Go Ahead, Secret Seven
Curriculum references: Years 3-4 Programme of Study – Reading ComprehensionChildren should develop positive attitudes to reading and understanding of what they read by:
• discussing words and phrases that capture the reader’s interest and imagination
Children should understand what they read, in books they can read independently, by:
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied
Running the taskThis task assesses children’s ability to draw inferences such as inferring characters’ feelings, thoughts and motives from their actions (2MI1), and justifying inferences with evidence (2MI2) as well as predicting what might happen from details stated and implied (2MI3).
The children identify and/or comment on writers’ use of words, phrases and language features including figurative language (2LfE1). They also discuss and evaluate how writers use words, phrases and language features to have an impact on the reader at word, sentence and text level (2LfE2).
• Explain to the children that they are going to read a story written by a famous writer, Enid Blyton. George and his friends call themselves ‘The Secret Seven’ and they try to solve crimes. They decide that they must practise the skills they need. Here, George is practising ‘shadowing’ people. Explain that this means following someone without being seen.
• You may choose to remind the children that verbs are ‘doing words’ and revise this before the task starts, so that they are better able to tackle the questions which refer to verbs.
• Give children time to read the story independently, then discuss any vocabulary they find difficult.
• Children then carry out the task in groups or individually. Support children with low levels in writing skills or reading skills as suggested in the introduction to this book.
• At the end of the task, talk with children about why George was not keeping himself safe. Nobody knew where he was, and even he didn’t know where he was going.
Assessment guidanceUse the grid below to identify the assessable elements children are working on in this area.
2LfE1 and 2LfE2 2MI1, 2MI2 and 2MI3
Typically children working at the expected standard will:• identify and/or comment on writers’ use of words, phrases
and language features including figurative language• discuss and evaluate how writers use words, phrases and
language features to have an impact on the reader at word, sentence and text level
Typically children working at the expected standard will:• draw inferences such as inferring characters’ feelings,
thoughts and motives from their actions• justify inferences with evidence• predict what might happen from details stated and implied
26177 CC YEAR 3 Assessment Tasks REPRINT NOV 2014.indd 14 19/11/2014 10:15
Sample from Cracking Comprehension Year 3 Pupil Assessment Task
15
Task 3Teacher notes: Go Ahead, Secret Seven
What to expect
(2MI1/2MI2)
(2MI2)
(2MI1)
(2MI1/2MI2)
(2LfE1/2LfE2)
(2LfE2)
(2LfE1/2fE2)
(2MI3)
1. How do you think George is feeling at the beginning of this story? How do you know that?
Most children will explain that George is doing something scary, so he is scared. More able readers will refer to the text, e.g. the fact that his heart is beating rapidly tells us that he is scared.
2. Why is this story set at night? Some children will point out that it makes it easier for George to hide and follow the
man. More able readers may see that it adds to the atmosphere, in that it.
3. What story did George make up about the tall man? Why did he do this? All children should realise that George was pretending to himself that the man was a
jewel thief. More able children may be able to explain that this was to make it more exciting/real for himself.
4. George had a toy truncheon with him. Why do you think he brought it? Less able readers may suggest that he can use it to protect himself. Some children
might also explain that it helps him play the role, referring to the point in the text ‘pretending to himself that there might be a great danger from a fierce thief!’.
5. There are two points in the story where the author seems to be talking to George. Give an example of where she does this. Why do you think she does this?
All children should be able to find an example of the author addressing George. More able readers should be able to say that it makes it seem more urgent and tense as in a pantomime – ‘look behind you!’. Some children may also be able to explain that this draws the reader into the story, into the street itself.
6. ‘Be careful now, creep round the corner …’ Why do you think the author chooses the word ‘creep’ instead of ‘walk’?
Some children may say that it sounds more like the way George is moving without being able to explain why. Most children will add that it sounds as if he is moving quietly or keeping his head down. They may also see that it adds to the atmosphere, by adding suspense and a sense that what George is doing is unusual.
7. Choose two more verbs in the story which you think describe the action well. Less able readers may choose words which are not verbs, or may need to be
reminded that verbs are ‘doing words’. Most children should be able to choose two colourful verbs. Some children may also be able to say why they have chosen them.
8. What do you think will happen next? Why Most children will be able to suggest something. More able readers will have
noticed Blyton has hinted in the text that there is someone following George himself, and build this into what they write.
26177 CC YEAR 3 Assessment Tasks REPRINT NOV 2014.indd 15 19/11/2014 10:15
Sample from Cracking Comprehension Year 3 Pupil Assessment Task
16You may photocopy this page Cracking Comprehension Year 3 © Rising Stars UK Ltd 2014.
Task 3
The man cam
e along. He w
as a tall, stooping fellow,
wearing a hat, and carrying a bag. G
ood! Suppose there w
ere stolen jewels in that bag! G
eorge would trail him
right to his hom
e, and he would then know
where this
supposed robber lived!
It seemed very real som
ehow, not pretence. The night
was dark, the m
an came along w
ithout guessing that a boy w
as pressing himself into the shadow
s of a bush, and G
eorge suddenly found his heart beginning to thump.
The man passed.
Now
to follow him
without being seen. If he spotted
George, then G
eorge had failed. But George w
as certain he could shadow
the man right back to his house
without once being seen.
He cam
e out from the bush and began to follow
the man,
keeping well into the darkness of the trees that lined the
road. Dow
n the road to the corner. Round the corner. Be careful now
, creep round the corner, in case the man
knows he is being follow
ed!
George crept cautiously, his rubber truncheon in his
hand, pretending to himself that there m
ight be great danger from
a fierce thief!
He heaved a sigh of relief. There w
as the man, half-w
ay dow
n the road. George trotted on after him
. Look behind you, G
eorge, as well as in front. Q
uick, George, look
behind you!
But George didn’t look behind him
. He only looked in
front, and followed the m
an steadily. Once, w
hen he stopped to tie his shoelace, G
eorge darted into a nearby gate, afraid that the m
an might turn and see him
.
He crept out after half a m
inute, and saw the m
an w
alking on again, swinging his bag. After him
went
George, deciding to get a little nearer, so that he could
see exactly where the m
an lived when he w
ent into his house.
From Go A
head, Secret SevenEnid Blyton
26177 CC YEAR 3 Assessment Tasks REPRINT NOV 2014.indd 16 19/11/2014 10:15
Sample from Cracking Comprehension Year 3 Pupil Assessment Task
17You may photocopy this page Cracking Comprehension Year 3 © Rising Stars UK Ltd 2014.
Task 3
Name: Date:
Read the story, then answer the questions.
1. How do you think George is feeling at the beginning of this story? How do you know that?
2. Why is this story set at night?
3. What story did George make up about the tall man? Why did he do this?
4. George had a toy truncheon with him. Why do you think he brought it?
5. There are two points in the story where the author seems to be talking to George. Give an example of where she does this.
Why do you think she does this?
6. ‘Be careful now, creep round the corner …’ Why do you think the author chooses the word ‘creep’ instead of ‘walk’?
7. Choose two more verbs in the story which you think describe the action well.
8. What do you think will happen next? Why?
26177 CC YEAR 3 Assessment Tasks REPRINT NOV 2014.indd 17 19/11/2014 10:15
Sample from Cracking Comprehension Year 3 Pupil Assessment Task
42
Unit 5 Small creatures: From Spawn to Frog
Key text features
Both texts are from ‘From Spawn to Frog’.
• The Teaching text explains how the frogs lay their eggs.
• The Practice text explains how the spawn evolves into a tadpole and finally a frog.
Reading the text: From Spawn to Frog
• Introduce the text by showing the accompanying cover illustration and asking the children whetherthey think this is a fiction or a non-fiction text. Discuss their responses.
• Explain that it’s an explanation, following the growth from egg to frog.
• Read the text and look for features of explanation texts: its purpose is to explain how somethinghappens; it’s written in the present tense; it contains connectives of time and sequencing (e.g. soon,eventually, while).
• Read the Teaching text first, then answer the questions with the children.
• Once they have read the Practice text, remind the children that they are now going to workindependently to practise the strategies introduced during the teaching session.
Extending reading
Wild Things! Penguin in the Post – Lisa Regan (9781408179413, Bloomsbury 2013)
A Pet’s Life, Dogs – Anita Ganeri (9780431177885, Heinemann 2009)
Nibble’s Guide to Caring for Your Hamster – Anita Ganeri (9781406250602, Raintree 2013)
Moving into writing
• Reread both texts.
• Ask the children to draw a flow diagram which shows what happens from egg to frog. Point out theuse of the headings in this process.
• Ask the children to research another life cycle (e.g. insect, bird) and to draw a flow diagram to showhow the creature develops.
• Reread these texts and revisit features of explanations.
• Ask the children to use their flow diagrams to write their own explanatory texts.
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 42 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide
43
Listening comprehension
Q1: Where do you find frogspawn?
A1: In water or wet places.
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 are the eggs protected? Find two ways.
A2: ‘slippery mass of eggs’ (paragraph 2)/’jellylike covering’ (paragraph 3).
Strategy: Consider where in the text the information might be found. Listen carefully to that part. Make a note of words used in the text.
Q3: What does the embryo use for food while it grows?
A3: ‘the yolk’ (paragraph 5).
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.
Teaching text: From Spawn to Frog
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 43 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide
44
Teac
hing
text
: Fro
m S
paw
n to
Fro
g Cr
acki
ng th
e qu
estio
ns
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
1. W
hat i
s fro
g sp
awn?
‘[A fl
oatin
g] c
lum
p of
egg
s’ (p
arag
raph
1)
2C8
1 m
ark
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion
from
non
-fict
ion.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
the
para
grap
h.
2. Fr
om th
e fir
st s
ectio
n, c
opy
anot
her w
ord
whi
ch te
lls y
ou th
at th
e eg
gs a
re to
geth
er
and
not s
epar
ate.
• ‘c
lum
p’ (p
arag
raph
1)
• ‘m
ass’
(par
agra
ph 1
)2C
1
1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in co
ntex
t.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
•Co
nsid
er w
here
in th
e te
xt to
look
for t
he a
nsw
er.
•Sc
an th
e pa
ragr
aph
for w
ords
des
crib
ing
the
eggs
.
3. W
hy d
o eg
gs th
at a
re la
id in
a b
ig b
all h
ave
a be
tter
cha
nce
of g
row
ing
into
frog
s?•
Beca
use
a bi
g ba
ll of
egg
s is
too
larg
e to
be
eate
n.•
It’s
a fo
rm o
f pro
tect
ion.
2C8
1
mar
kQ
uest
ion
focu
s: re
trie
ve in
form
atio
n fro
m a
non
-fict
ion
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
•Co
nsid
er w
here
in th
e te
xt to
look
for t
he a
nsw
er.
•Ca
refu
lly re
ad th
at p
arag
raph
, con
side
ring
the
ques
tion.
4. S
ugge
st o
ne h
eadi
ng fo
r the
firs
t thr
ee
para
grap
hs o
f the
text
.•
Acce
pt a
rang
e of
idea
s w
hich
sum
mar
ise
the
cont
ent:
frog
spaw
nla
ying
egg
sce
lls
2C4
1
mar
kQ
uest
ion
focu
s: su
mm
aris
e m
ain
idea
s fro
m m
ore
than
one
par
agra
ph.
Stra
tegi
es:
•Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
re-r
ead
the
open
ing
3 pa
ragr
aphs
of t
he te
xt.
•D
ecid
e w
hat t
he m
ain
idea
of t
his
part
of t
he te
xt is
abo
ut.
•Su
gges
t the
hea
ding
.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 3
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 44 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide
45
Teac
hing
text
: Fro
m S
paw
n to
Fro
g
Crac
king
the
ques
tions
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
5. (
a) W
hat k
ind
of te
xt to
you
thin
k is
?
fict
ion
i
nstr
uctio
n
poe
m
exp
lana
tion
d
iary
(b) E
xpla
in y
our a
nsw
er.
(a)
expl
anat
ion
(b)
The
text
exp
lain
s how
frog
spaw
n de
velo
ps in
to
to ta
dpol
es.
2TC1
2 m
arks
Que
stio
n fo
cus:
iden
tify
the
conv
entio
ns o
f a ra
nge
of te
xts.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Thin
k ab
out w
hat t
he te
xt is
for:
is it
a s
tory
to e
nter
tain
, or i
s it
non-
fictio
n, to
giv
e in
form
atio
n?•
Read
the
kind
s of
non
-fict
ion
idea
s in
the
ques
tion.
Whi
ch o
ne
fits
the
text
bes
t?•
Writ
e a
sent
ence
to e
xpla
in w
hat h
elpe
d yo
u to
mak
e yo
ur
de
cisi
on.
6. T
he w
r iter
use
s so
me
less
fam
iliar
wor
ds
such
as ‘
cell’
(par
agra
ph 3
) and
‘em
bryo
’ (p
arag
raph
5).
W
h y d
o yo
u th
ink
the
writ
er u
ses
thes
e w
ords
?
• T h
ey a
re th
e m
ost a
ccur
ate
wor
ds to
use
.•
The
writ
er is
teac
hing
the
read
er th
e co
rrec
t w
ords
.•
So th
at th
e re
ader
kno
ws w
hat t
he w
ords
mea
n.
2LfE
1
1 m
ark
Que
stio
n fo
cus:
com
men
t on
the
writ
er’s
use
of la
ngua
ge.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Skim
the
who
le te
xt w
hils
t con
side
ring
the
ques
tion.
• Re
mem
ber t
o gi
ve a
reas
on fo
r you
r dec
isio
n. B
ase
the
reas
on
on th
e te
xt.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 3
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
1. W
hat i
s fro
g sp
awn?
‘[A fl
oatin
g] c
lum
p of
egg
s’ (p
arag
raph
1)
2C8
1 m
ark
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion
from
non
-fict
ion.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
the
para
grap
h.
2. F
rom
the
first
sec
tion,
cop
y an
othe
r wor
d w
hich
tells
you
that
the
eggs
are
toge
ther
an
d no
t sep
arat
e.
• ‘c
lum
p’ (p
arag
raph
1)
• ‘m
ass’
(par
agra
ph 1
)2C
1
1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in co
ntex
t.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt to
look
for t
he a
nsw
er.
• Sc
an th
e pa
ragr
aph
for w
ords
des
crib
ing
the
eggs
.
3. W
hy d
o eg
gs th
at a
re la
id in
a b
ig b
all h
ave
a be
tter
cha
nce
of g
row
ing
into
frog
s?•
Beca
use
a bi
g ba
ll of
egg
s is
too
larg
e to
be
eate
n.•
It’s
a fo
rm o
f pro
tect
ion.
2C8
1
mar
kQ
uest
ion
focu
s: re
trie
ve in
form
atio
n fro
m a
non
-fict
ion
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt to
look
for t
he a
nsw
er.
• Ca
refu
lly re
ad th
at p
arag
raph
, con
side
ring
the
ques
tion.
4. S
ugge
st o
ne h
eadi
ng fo
r the
firs
t thr
ee
para
grap
hs o
f the
text
.
• Ac
cept
a ra
nge
of id
eas
whi
ch s
umm
aris
e th
e co
nten
t:
frog
spaw
n
layi
ng e
ggs
ce
lls
2C4
1
mar
kQ
uest
ion
focu
s: su
mm
aris
e m
ain
idea
s fro
m m
ore
than
one
par
agra
ph.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
re-r
ead
the
open
ing
3 pa
ragr
aphs
of t
he te
xt.
• D
ecid
e w
hat t
he m
ain
idea
of t
his
part
of t
he te
xt is
abo
ut.
• Su
gges
t the
hea
ding
.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 3
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 45 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide
46
From Spawn to Frog
1 The tadpole Then the embryo leaves its jelly shell and attaches itself to a weed in the water. It is now
a tadpole – a baby frog. The tadpoles are too small to swim away from this weed, which is now their food as well as their home. They grow until they are big enough and strong enough to break free from the weed and swim in the water. They eat other weeds and small plants called algae.
7 The tadpole begins to change After about five weeks, the tadpole begins to change. It starts to grow hind legs. Behind its
head, bulges appear where its front legs are growing. Its tail becomes smaller. Lungs begin to develop, preparing the frog for its life on land. Now and then, the tadpole wiggles to the surface to breathe in air. It eats plants, frogs’ eggs and other tadpoles.
12 Almost there Over time, the tadpole becomes even more frog-like. It sheds its skin and lips. Its mouth
widens, and it loses its horny jaws. The tail becomes much smaller, and the legs grow. The lungs are almost functioning at this point.
16 The frog Eleven weeks after the egg was laid, a fully developed frog with lungs, legs, and no tail
emerges from the water. To start with, it is very tiny, and is called a froglet. This froglet will live mostly on land, with occasional swims. The tiny froglet begins to eat insects and worms. Eventually, it grows and becomes a big frog. It will find a mate. The female lays the eggs and the whole process begins again.
© Rising Stars UK Ltd 2014. Cracking Comprehension Year 3
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 46 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide
47
Unit 5: From Spawn to Frog Practice text questions
Name: Class: Date:
© Rising Stars UK Ltd 2014. Cracking Comprehension Year 3
1. What is the first food the tadpole eats after it is free of its jelly shell?
2. ‘the tadpole wiggles to the surface’ (paragraph 2).
What does ‘wiggles’ tell you about how the tadpole moves?
3. What do tadpoles eat? Explain your answer using ideas from the text.
4. Write numbers to show the order in which this text describes how tadpoles begin to change.
tail shrinks lungs develop
back legs grow front legs grow
5. ‘Almost there’ (paragraph 3). What is the function of this heading?
6. ‘The lungs are almost functioning at this point’ (paragraph 3).
Tick the best meaning for the word ‘functioning’ in this text:
running watching
working solid
7. ‘it is very tiny, and is called a froglet’ (paragraph 4).
Why do you think a very tiny frog is called a froglet?
8. List two ways from the text that frogs are different from tadpoles.
9. Tick two sentences which you might find in a text like this:
Freddy the frog hopped happily across the lily pad.
A tadpole breathes through gills in the side of its head.
If you lick a frog every morning before breakfast, the day can only get better.
Day 74: One of the froglets left the pond today.
Tadpoles swim by wiggling their tails.
2MI1
1 mark
2C1
1 mark
2C8
1 mark
2C4
2 marks
2C6
1 mark
2C1
1 mark
2C1
2 marks
2C8
1 mark
2TC1
1 mark
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 47 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide
48
Prac
tice
text
: Fro
m S
paw
n to
Fro
g Cr
acki
ng th
e qu
estio
ns
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
1. W
hat i
s th
e fir
st fo
od th
e ta
dpol
e ea
ts a
fter
it
is fr
ee o
f its
jelly
she
ll?A
wee
d in
the
wat
er.
2MI1
1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt y
ou c
an fi
nd in
form
atio
n th
at w
ill h
elp
to a
nsw
er th
e qu
estio
n.•
Care
fully
read
that
par
t of t
he te
xt, c
onsi
derin
g th
e qu
estio
n.
2. ‘
the
tadp
ole
wig
gles
to th
e su
rfac
e’
(par
agra
ph 2
).
W
hat d
oes ‘
wig
gles
’ tel
l you
abo
ut h
ow th
e ta
dpol
e m
oves
?
Side
to s
ide/
wav
y.2C
1
1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in co
ntex
t.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Fo
cus
on th
e un
derli
ned
wor
d; w
hat d
oes
it te
ll yo
u?•
Cons
ider
oth
er w
ords
the
auth
or c
ould
hav
e us
ed a
nd w
hy th
at
one
was
cho
sen.
3. W
hat d
o ta
dpol
es e
at?
Expl
ain
your
ans
wer
us
ing
idea
s fro
m th
e te
xt.
They
eat
pla
nts,
othe
r tad
pole
s an
d fr
ogs’
eggs
.2C
8
1 m
ark
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion
from
a n
on-fi
ctio
n te
xt.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
that
par
t of t
he te
xt.
• U
se id
eas
in th
e te
xt n
ot g
ener
al k
now
ledg
e.
4. W
rite
num
bers
to sh
ow th
e or
der i
n w
hich
th
is te
xt d
escr
ibes
how
tadp
oles
beg
in to
ch
ange
.
t
ail s
hrin
ks
bac
k le
gs g
row
l
ungs
dev
elop
f
ront
legs
gro
w
3 t
ail s
hrin
ks1
bac
k le
gs g
row
4 l
ungs
dev
elop
2 f
ront
legs
gro
w
2C4
2
mar
ksQ
uest
ion
focu
s: su
mm
arise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt to
look
for t
he a
nsw
er.
• Ca
refu
lly re
ad th
at p
art o
f the
text
.
Awar
d 2
mar
ks fo
r all
corr
ect.
Awar
d 1
mar
k if
two
even
ts a
re
corr
ectly
sequ
ence
d.
5. ‘A
lmos
t the
re’ (
para
grap
h 3)
.
W
hat i
s the
func
tion
of th
is h
eadi
ng?
• Th
ey in
trod
uce
the
info
rmat
ion
in th
e fo
llow
ing
para
grap
h.•
They
tell
you
it’s
near
ly th
e en
d of
the
tran
sfor
mat
ion
proc
ess.
2C6
1
mar
kQ
uest
ion
focu
s: id
entif
y st
ruct
ural
and
pre
sent
atio
nal f
eatu
res o
f a te
xt.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Iden
tify
the
unde
rline
d w
ords
in th
e te
xt.
• Co
nsid
er th
eir f
unct
ion.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 3
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 48 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide
49
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
1. W
hat i
s th
e fir
st fo
od th
e ta
dpol
e ea
ts a
fter
it
is fr
ee o
f its
jelly
she
ll?A
wee
d in
the
wat
er.
2MI1
1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt y
ou c
an fi
nd in
form
atio
n th
at w
ill h
elp
to a
nsw
er th
e qu
estio
n.•
Care
fully
read
that
par
t of t
he te
xt, c
onsi
derin
g th
e qu
estio
n.
2. ‘
the
tadp
ole
wig
gles
to th
e su
rfac
e’
(par
agra
ph 2
).
W
hat d
oes ‘
wig
gles
’ tel
l you
abo
ut h
ow th
e ta
dpol
e m
oves
?
Side
to s
ide/
wav
y.2C
1
1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in co
ntex
t.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Fo
cus
on th
e un
derli
ned
wor
d; w
hat d
oes
it te
ll yo
u?•
Cons
ider
oth
er w
ords
the
auth
or c
ould
hav
e us
ed a
nd w
hy th
at
one
was
cho
sen.
3. W
hat d
o ta
dpol
es e
at?
Expl
ain
your
ans
wer
us
ing
idea
s fro
m th
e te
xt.
They
eat
pla
nts,
othe
r tad
pole
s an
d fr
ogs’
eggs
.2C
8
1 m
ark
Que
stio
n fo
cus:
retr
ieve
info
rmat
ion
from
a n
on-fi
ctio
n te
xt.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
Care
fully
read
that
par
t of t
he te
xt.
• U
se id
eas
in th
e te
xt n
ot g
ener
al k
now
ledg
e.
4. W
rite
num
bers
to sh
ow th
e or
der i
n w
hich
th
is te
xt d
escr
ibes
how
tadp
oles
beg
in to
ch
ange
.
t
ail s
hrin
ks
bac
k le
gs g
row
l
ungs
dev
elop
f
ront
legs
gro
w
3 t
ail s
hrin
ks1
bac
k le
gs g
row
4 l
ungs
dev
elop
2 f
ront
legs
gro
w
2C4
2
mar
ksQ
uest
ion
focu
s: su
mm
arise
mai
n id
eas f
rom
mor
e th
an o
ne p
arag
raph
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt to
look
for t
he a
nsw
er.
• Ca
refu
lly re
ad th
at p
art o
f the
text
.
Awar
d 2
mar
ks fo
r all
corr
ect.
Awar
d 1
mar
k if
two
even
ts a
re
corr
ectly
sequ
ence
d.
5. ‘A
lmos
t the
re’ (
para
grap
h 3)
.
W
hat i
s the
func
tion
of th
is h
eadi
ng?
• Th
ey in
trod
uce
the
info
rmat
ion
in th
e fo
llow
ing
para
grap
h.•
They
tell
you
it’s
near
ly th
e en
d of
the
tran
sfor
mat
ion
proc
ess.
2C6
1
mar
kQ
uest
ion
focu
s: id
entif
y st
ruct
ural
and
pre
sent
atio
nal f
eatu
res o
f a te
xt.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Iden
tify
the
unde
rline
d w
ords
in th
e te
xt.
• Co
nsid
er th
eir f
unct
ion.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 3
Prac
tice
text
: Fro
m S
paw
n to
Fro
g Cr
acki
ng th
e qu
estio
ns
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
6. ‘T
he lu
ngs a
re a
lmos
t fun
ctio
ning
at t
his
poin
t’ (p
arag
raph
3).
T
ick
the
best
mea
ning
for t
he w
ord
‘fu
nctio
ning
’ in th
is te
xt:
ru
nnin
g
w
atch
ing
w
orki
ng
so
lid
wor
king
2C1
1 m
ark
Que
stio
n fo
cus:
give
the
mea
ning
of w
ords
in co
ntex
t.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er th
e m
eani
ng o
f the
wor
d an
d th
en o
f all
the
othe
r
wor
ds in
the
ques
tion.
• Ch
oose
the
wor
d w
hose
mea
ning
is c
lose
st to
the
unde
rline
d w
ord.
7. ‘i
t is v
ery
tiny,
and
is ca
lled
a fro
glet
’ (p
arag
raph
4).
W
hy d
o yo
u th
ink
a ve
ry ti
ny fr
og is
cal
led
a fr
ogle
t?
• A
frogl
et is
like
a p
igle
t – it
’s a
youn
g ve
rsio
n.•
If y o
u ad
d -le
t ont
o a
wor
d it
mea
ns a
smal
l one
, lik
e pi
glet
and
not
elet
.
2C1
2 m
arks
Que
stio
n fo
cus:
cons
ider
the
mea
ning
of w
ords
in co
ntex
t.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt to
look
for i
nfor
mat
ion.
• Sc
an th
e te
xt fo
r the
wor
d “f
rogl
et” t
o un
ders
tand
its
cont
ext.
• Th
ink
abou
t wha
t the
wor
d m
eans
and
why
the
auth
or u
sed
it he
re.
8. L
ist t
wo
way
s fr
om th
e te
xt th
at fr
ogs
are
diffe
rent
from
tadp
oles
.A
ny tw
o of
:
• Fr
ogs
have
lung
s/le
gs/n
o ta
il.•
Frog
s liv
e on
land
.•
Frog
s ea
t ins
ects
and
wor
ms.
• Fr
ogs
lays
egg
s.
2C8
1
mar
kQ
uest
ion
focu
s: re
trie
ve in
form
atio
n fro
m a
non
-fict
ion
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er w
here
in th
e te
xt th
e an
swer
will
be.
• Sc
an th
at p
art o
f the
text
, loo
king
for t
he a
nsw
er.
• Re
mem
ber t
o us
e id
eas
from
the
text
, not
gen
eral
kno
wle
dge.
9. T
ick
two
sent
ence
s w
hich
you
mig
ht fi
nd
in a
text
like
this
:
Fr
eddy
the
frog
hop
ped
happ
ily a
cros
s th
e lil
y pa
d.
A
tadp
ole
brea
thes
thro
ugh
gills
in th
e si
de o
f its
hea
d.
If
you
lick
a fr
og e
very
mor
ning
bef
ore
brea
kfas
t, th
e da
y ca
n on
ly g
et b
ette
r.
D
ay 7
4: O
ne o
f the
frog
lets
left
the
pond
toda
y.
Tad
pole
s sw
im b
y w
iggl
ing
thei
r tai
ls.
• A
tadp
ole
brea
thes
thro
ugh
gills
in th
e si
de o
f its
hea
d.•
Tadp
oles
sw
im b
y w
iggl
ing
thei
r tai
ls.
2TC1
1
mar
kQ
uest
ion
focu
s: id
entif
y th
e co
nven
tions
of a
rang
e of
text
s.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Re
read
the
sent
ence
s fr
om th
e qu
estio
n on
e at
a ti
me.
•
Ask
you
rsel
f, “W
ould
this
sen
tenc
e fit
in a
text
like
this
?”
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 3
26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 49 19/11/2014 10:30
Sample From Cracking Comprhension Year 3 Teacher's Guide