18 © Rising Stars UK Ltd 2016

Assessment Task 4FictionThe Colour of HomeTeacher notes: The Colour of Home

Curriculum references: Years 5–6 Programme of study: Reading comprehension

Children should be taught to:• maintain positive attitudes to reading and

understanding of what they read by: – increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

– making comparisons within and across books• understand what they read by:

– checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

– drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

– predicting what might happen from details stated and implied

– identifying how language, structure and presentation contribute to meaning

• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

• provide reasoned justifications for their views.

Running the task

Since the passage refers to a child who is away from home and may have suffered violence or been involved in conflict, consider carefully whether this could trigger painful memories for any children in the class (e.g. looked-after children or refugees) and introduce the text with sensitivity.

• Explain that this extract is from a story by British author Mary Hoffman about a boy called Hassan, who has moved from Somalia to a UK school. Allow time to discuss how that might feel, e.g. what differences there would be between the two places, what emotions someone in this situation may feel.

• Pair the children with a partner of similar ability. Invite them to read the extract together and discuss it before working on answering the questions together. Support children who are working towards the expected standard to ensure they can understand the text; encourage children working at greater depth within the expected standard to expand their answers.

• Children who finish early could discuss or write about how they might respond if they were placed in a school in a country very different to where they were born.

Assessment guidance

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

Typically, children working at the expected standard will:• show an understanding of the meaning of vocabulary in context 2a

• retrieve key details and quotations from fiction and non-fiction to demonstrate understanding of character, events and information

2b

• provide developed explanations for key information and events and for characters’ actions and motivations

2b

• make developed inferences drawing on evidence from the text 2d

• explain and justify inferences, providing evidence from the text to support reasoning 2d

• identify/explain how the choice of language enhances the meaning of texts 2g

• make accurate and appropriate comparisons within texts. 2h

© Rising Stars UK Ltd 2016 19

The Colour of Home • Task 4

What to expect

1. Choose three things from the first three paragraphs that show you Hassan is in a strange and unfamiliar environment.

All children should understand the main differences: the school in Somalia was outside; that in Somalia, the weather was hot; that Hassan didn’t understand what people said; and that Hassan didn’t recognise the food. Also, he had never painted before. Children working at the expected standard will find the most significant differences: the food was so strange he couldn’t eat it; he couldn’t understand the children, even though they were trying to be kind; the weather makes him miserable because he’s so cold.

(2b)

2. Find and copy one word that tells us Hassan did not find England warm like Somalia.

Most children should find this straightforward to locate within the text.

(2a)

3. In what ways do you think Miss Kelly showed concern for Hassan? Give examples from the text to support your answer.

Children working at the expected standard will note that she asked the children to make him feel at home, and she smiled and encouraged him. Children working at greater depth within the expected standard may also point out that she shows him how to paint by movement because she knows he doesn’t understand English very well.

(2d)

4. How does Hassan’s school day now differ from Somalia? How do you know?

Children working towards the expected standard will understand that in Somalia they “had lessons out of doors” whereas here he stays in the classroom. Children working at greater depth within the expected standard will realise that this is to do with the weather. They may also give more examples including the unfamiliar food at lunchtime and that he could not understand the teacher’s words. Encourage the children to use examples from the text.

(2h)

5. Why do you think Hassan watched the other children before he began painting?

Many children will say that he wanted to copy them. Children working at greater depth within the expected standard will explain in more detail that it was an unfamiliar activity and he wasn’t sure what to do.

(2d)

6. Why does the author repeat the word “blue” when describing Hassan’s sky?

Children working at the expected standard will say that this emphasises how blue the sky is. Children working at greater depth within the expected standard might also draw a contrast between the sky of his home country and where he is now. In addition, they may realise that the repetition has more impact and an almost poetic feel.

(2g)

7. Compare how Hassan’s life in Somalia is first described to the description at the end of the text. How does the description change?

Children working at the expected standard will link Hassan’s life to his picture and recognise that the painted picture starts happy – with family, sunshine, animals – and then becomes scary – with a gun, bullets and flames. Children working at greater depth within the expected standard will compare the words used – “beautiful bright colours!” and “blue sky changed to a murky purple”. They might also mention that the red paint “splattered … on the white walls of the house” is like blood.

(2h)

8. What does Hassan’s finished painting tell you about his life in Somalia? Tick all suitable answers.

Most children should be able to answer this question correctly, identifying the two correct answers.

(2d)

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The Colour of Home • Task 4

From The Colour of Home by Mary Hoffman

“We have a new boy joining us at school today,” said Miss Kelly. “He’s called Hassan and he’s from Somalia. I want you to make him feel at home.”

But the classroom didn’t feel like home to Hassan at all. In his real home he had lessons out of doors from early in the morning until the sun got too hot at midday. Here he had to stay indoors except in the middle of the day, when he shivered outside in the damp playground. The children were friendly. They smiled at Hassan and one of the boys kicked a football towards him. But he didn’t understand anything that anyone said – only his name and “hello” and “toilet”. It was tiring remembering even a few English words.

After lunch, which Hassan didn’t eat, because he didn’t know what it was, Miss Kelly gave all the children big sheets of gritty grey paper and pinned them to easels. She gave Hassan paintbrushes and a pot of water and showed him where all the colours were. He understood from her smiles and movements that she wanted him to paint a picture, but he had never done such a thing before.

He watched the other children for a while, then chose a bottle of bright blue. He painted a blue, blue sky, without any clouds. Then a white house, a yellow sun and a mimosa tree. Outside the house he made stick figures – himself, his father, his mother holding a bundle that was his baby sister, his grandparents, his uncle, his two cousins. There were nine people outside the house, who all lived inside it.

Then Hassan took more paint and put in the animals – a flock of white sheep, some brown goats and a small sandy creature who was supposed to be his cat.

“What a lovely picture, Hassan,” said Miss Kelly. “What beautiful bright colours!”

But Hassan hadn’t finished. Now he chose red and orange and painted big flames on the roof of the house. The blue sky changed to a murky purple. He drew another figure with a gun, and made black bullets come out of it. He took the red paint again and splattered it on the white walls of the house.

Name: Date:

© Rising Stars UK Ltd 2016. You may photocopy this page. 21

The Colour of Home • Task 4

Read the text, then answer the questions.

1. Choose three things from the first three paragraphs that show you Hassan is in a strange and unfamiliar environment.

2. Find and copy one word that tells us Hassan did not find England warm like Somalia.

3. In what ways do you think Miss Kelly showed concern for Hassan? Give examples from the text to support your answer.

4. How does Hassan’s school day now differ from Somalia? How do you know?

5. Why do you think Hassan watched the other children before he began painting?

6. Why does the author repeat the word “blue” when describing Hassan’s sky?

7. Compare how Hassan’s life in Somalia is first described to the description at the end of the text. How does the description change?

8. What does Hassan’s finished painting tell you about his life in Somalia? Tick all suitable answers.

Hassan came from a dangerous place. Hassan lived in a big city.

Hassan’s house was burnt down. Hassan used to have lots of parties.