rising stars - introduction...(e.g. unit 1, pg 12–13) extension to encourage wider reading...

Teacher’s Guide Notes for Cracking Comprehension Year 4: Unit 3

Includes:• Introduction to Cracking Comprehension• Text: Gangsta Granny• Teaching Notes for Gangsta Granny• Listening Comprehension questions for Gangsta

Granny• Comprehension questions for Gangsta Granny• Practice Text: The Better Brown Stories• Teaching Notes for The Better Brown Stories• Comprehension questions for The Better Brown

Stories

4

IntroductionWhat is Cracking Comprehension?Cracking Comprehension is a step-by-step resource to improve the comprehension skills of children aged 6–11 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 whiteboard modelling CD ROM 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.

What’s in it?Cracking Comprehension offers nine comprehension units for each year. The units for each term 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.

How does a unit work?Each unit provides the following material, on the whiteboard modelling CD ROM, online and within this Teacher’s Guide.

Type of teaching CD ROM Teacher’s Guide

Pupil material Teaching support

Whole class An illustrated, interactive Teaching text for use on the IWB. (Read)

Printable copies of the text. (menu, teacher resources, Teaching text)

Teaching notes on key text features, advice on introducing the texts and ideas for extension into a writing activity. (e.g. Unit 1, pg 8)

Listening comprehension

Audio of each text for flexible use. (Read, listen)

Three Listening comprehension questions. (menu, Read, listening questions / menu, teacher resources, Listening comprehension questions)

Photocopiable version of the questions; also answers and teaching strategies. (e.g. Unit 1, pg 9–11)

Group and class discussion/independent follow-up

Six Teaching text questions to work through together, with opportunities for the teacher to model the process of:

read the text ➟

zap the question ➟

search the text ➟

crack the answer (Question zap)

A PCM of the six questions for applying the process and answering the questions independently.(menu, teacher resources, Teaching text questions)

A table showing the questions, answers, strategies, content domains and marks for each question.(e.g. Unit 1, pg 10–11)

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5

Independent work Photocopiable Practice text which offers opportunities for similar questions to those on the Teaching text.(Practice text)

Photocopiable version of nine questions, to enable independent practice of the processes and strategies taught.(menu, teacher resources, Practice text questions)

Photocopiable Practice text, plus photocopiable question sheet. A table showing the questions, answers, strategies and content domains and marks for each question.(e.g. Unit 1, pg 12–13)

Extension to encourage wider reading

Suggestions for extended reading for each unit, to encourage the reading of whole texts. Chosen by Marilyn Brocklehurst of the Norfolk Children’s Book Centre.(e.g. Unit 1, pg 8)

How do I use it?The pathway through each Cracking Comprehension unit is flexible, according to the specific needs of you and your children. 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 content domains you want the children to practise. However you choose to use the material, we recommend that you use the following process.

SESSION 1Step 1: Introduce, Listen and/or Read

• Introduce the interactive Teaching text on the IWB, using the ‘Key text features’ and ‘Reading the Teaching text’ questions in the Teacher’s Guide.

• Press ‘Listen’ to use the audio, and to see the Listening comprehension questions on screen. These are also provided as photocopiable versions, along with answers and teaching strategies, in the Teacher’s Guide. It is most effective to use these now, before the children get to know the text well.

• Alternatively, you can read the text yourself. If you read it aloud, or play the audio, you will enable a wider range of children in the class to participate fully in the lesson.

Step 2: Modelling

• Work with the children to model the Cracking Comprehension process, using the first question as a model.

• Zap the question: Teach children how to interpret the question: What is being asked? Which reading strategies will be needed to find the answer? (Answers and strategies are supplied in the Teacher’s Guide.)

• Search the text: Use ‘Text search ‘ to identify where in the text the answer is most likely to be found; teach children to identify words, sentences, paragraphs that may be useful. Use the on-screen tools to highlight relevant pieces of text, and Copy to Crack it to transfer these to the evidence section of ‘Crack it’.

RS40039 book.indd 5 22/07/2016 14:41

• Crack the question: Use the information 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. This discussion can be a useful teaching tool.

SESSION 2Step 1: Modelling

• Use the interactive Teaching text to ask and answer some ‘warm-up’ questions to re-familiarise the children with the text. (This can be the first question you modelled in the previous session.) Use the on-screen help to reinforce the Zap/Search/Crack it process. You can also make use of the notes in the Teacher’s Guide to focus on question-specific strategies. Allow less-confident readers to listen again to the audio recording of the teaching text if they wish.

Step 2: Applying

• Give the children photocopies of the Teaching text and questions (menu, teacher resources on the CD ROM) so that they can apply the strategies they have learned in the previous session. Ask the children to work independently and give their own answers.

Step 2: Checking

• Now allow the children to mark their own work as you revisit the model answers on screen. 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, but certain specific elements may be needed to gain the mark. Look for these elements in both the model answer and the children’s answers.

SESSION 3Step 1: Practising

• 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 PCMs can be found in Teacher Resources on the CD ROM, and in the Teacher’s Guide.)

Step 2: Checking

• Display the Practice text on the IWB and 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. Depending on the time available, some of these sessions may be combined, although this process should be followed where possible.

Extending the learningOnce children have interrogated the texts in each unit, they will be in a good position to use the understanding they have gained as a springboard for extending learning, either through writing or through developing further reading pathways. Brief suggestions for both of these routes are included in the Teacher’s Guide.

• The ‘Moving into writing’ section includes a starting point in the text and a suggestion to encourage talk for writing, prior to children writing their own text.

• The ‘Extending reading’ ideas can be used to help children to make links between texts in order to develop understanding of text type/genre, to compare authorial styles, and to help them to develop choices and preferences as readers through other, high-quality texts.

6

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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 below shows the objectives linked to each of the content domains.

Content domain reference Y3/4 Y5/6

2a give/explain the meaning of words in context

2a 2a

2b retrieve and record information/identify key details from fiction and non-fiction

3 4, 5

2c summarise main ideas from more than one paragraph

2e 2e

2d make inferences from the text/explain and justify inferences with evidence from the text

2c 2c, 8

2e predict what might happen from details stated and implied

2d 2d

2f identify/explain how information/narrative content is related and contributes to meaning as a whole

2f 2f

2g identify/explain how meaning is enhanced through choice of words and phrases

1g 3

2h make comparisons within the text

1f

Throughout this Teacher’s Guide, reference is made to the content domains using the codes in the left-hand column. Some of the objectives that are not assessable are explored through the ‘Moving into writing’ activities.

7

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© 2016 Rising Stars UK Ltd. Cracking Comprehension Year 4 Unit 3 Teaching Text

Gangsta Granny by David Walliams

To Ben, all the diamond rings looked pretty much the same. However, Granny seemed to knoweach of them as if they were her oldest friends. “Such a little beauty,” she said as she brought thering up to her eye for a closer inspection. “This is the first one I stole, back when I was a nipper.”

“I grew up in a small village and my family wasvery poor,” continued Granny. “And up on topof the hill was this grand country house wherea lord and lady lived. Lord and Lady Davenport.It was just after the war and we didn’t havemuch food in those days. I was hungry, so onenight at midnight, when everyone was asleep Icrept out of my mother and father’s littlecottage. Under the cover of darkness, I mademy way through the woods and up the hill toDavenport House.”

“Weren’t you scared?” asked Ben.

“Yes of course I was. Being alone in the darkwoods at night, it was terrifying. There wereguard dogs at the house. Great black Dobermans. So as quietly as I could, I climbed a drainpipeand found an unlocked window. I was a very little girl at eleven, small for my age. So I managed tosqueeze myself through a tiny gap in the window, and landed behind a velvet curtain. When Ipulled back the curtain, I realised I was in Lord and Lady Davenport’s bedroom.

“Oh no!” said Ben.

“Oh yes,” continued the old lady. “I thought I might just take some food perhaps, but next to thebed I saw this little beauty.” She indicated the diamond ring.

26 © Rising Stars UK Ltd 2016

Cracking Comprehension Teacher’s Guide Year 4 Unit 3 • Fiction

Teac

hing

text

: Gan

gsta

Gra

nny

Cra

ckin

g th

e qu

esti

ons

Que

stio

nA

nsw

erC

D/m

ark

Use

ful s

trat

egie

s1.

“T

o Be

n, a

ll th

e di

amon

d rin

gs

look

ed p

rett

y m

uch

the

sam

e.”

Th

e w

ords

“pr

etty

muc

h th

e sa

me”

tell

us w

hat?

Tic

k on

e.

! B

en lo

ves

all t

he d

iam

ond

rings

eq

ually

.

! H

e’s

neve

r pai

d m

uch

atte

ntio

n to

di

amon

d rin

gs.

! A

ll he

car

es a

bout

is h

ow m

uch

he

can

sell

them

for.

! B

en is

fasc

inat

ed b

y th

e st

orie

s be

hind

how

Gra

nny

cam

e by

eac

h of

the

rings

.

He’

s ne

ver p

aid

muc

h at

tent

ion

to d

iam

ond

rings

.2a 1

mar

k

Que

stio

n fo

cus:

giv

e m

eani

ng o

f wor

ds in

con

text

.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•Sc

an th

e te

xt fo

r the

sen

tenc

e.•

Car

eful

ly re

ad th

e se

nten

ces

arou

nd th

is on

e to

und

erst

and

the

cont

ext.

•M

atch

the

optio

ns in

the

ques

tion

to y

our u

nder

stan

ding

of t

he w

ords

.

2.

Whi

ch w

ords

in p

arag

raph

1 te

ll yo

u th

at G

rann

y w

as fo

nd o

f the

di

amon

d rin

gs.

“her

old

est f

riend

s”

Also

acc

ept:

“Suc

h a

little

bea

uty”

.

2g 1 m

ark

Que

stio

n fo

cus:

exp

lain

how

mea

ning

is e

nhan

ced

thro

ugh

the

auth

or’s

choi

ce o

f wor

ds.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for t

he w

ords

.•

Car

eful

ly re

ad th

e re

leva

nt s

ectio

n of

the

text

whi

le c

onsid

erin

g th

e im

pact

of t

he w

ords

.

3.

How

do

you

thin

k Be

n fe

lt w

hen

Gra

nny

said

: “Th

is is

the

first

on

e I s

tole

, bac

k w

hen

I was

a

nipp

er.”

Surp

rised

– o

r an

appr

opria

te s

ynon

ym.

2d 1 m

ark

Que

stio

n fo

cus:

usi

ng in

fere

nce

to im

prov

e un

ders

tand

ing.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for i

nfor

mat

ion.

•C

aref

ully

read

that

par

t of t

he te

xt, t

hink

ing

abou

t how

Ben

is fe

elin

g.

4.

(a) W

hat d

id G

rann

y pl

an to

ste

al

from

the

hous

e?

(b

) Wha

t did

she

ste

al?

(a) F

ood

(b) T

he d

iam

ond

ring

2b 2 m

arks

Que

stio

n fo

cus:

find

ing

info

rmat

ion.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt y

ou’ll

find

the

answ

er.

•Sc

an th

e te

xt fo

r the

info

rmat

ion.

RS40039 book.indd 26 22/07/2016 14:41

© Rising Stars UK Ltd 2016 27

Year 4 Unit 3 • Fiction Cracking Comprehension Teacher’s Guide

Que

stio

nA

nsw

erC

D/m

ark

Use

ful s

trat

egie

s5.

A

t the

beg

inni

ng o

f the

sto

ry, B

en

thou

ght h

is gr

anny

was

bor

ing.

(a

) Writ

e on

e w

ord

to s

how

how

yo

u th

ink

he fe

els

abou

t her

by

the

end

of th

is ex

trac

t.

(b

) Exp

lain

you

r ans

wer

.

Acc

ept i

deas

of s

urpr

ise th

at c

ontr

ast t

o bo

ring.

E.g

.:

•In

tere

stin

g•

Surp

risin

g•

Crim

inal

•C

ool

Expl

anat

ions

sho

uld

be li

nked

to th

e an

swer

to

(a).

E.g.

:

•It’

s in

tere

stin

g to

hav

e a

gran

ny w

ho’s

a je

wel

thie

f.•

Mos

t gra

nnie

s ar

e qu

iet a

nd w

ell b

ehav

ed

so it

’s su

rpris

ing

to th

ink

of o

ne w

ho is

a

gang

sta.

2h 2 m

arks

Que

stio

n fo

cus:

mak

e co

mpa

rison

s w

ithin

the

text

.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•Sk

im re

ad th

e w

hole

text

, thi

nkin

g ab

out t

he q

uest

ion.

•W

hen

you

have

ans

wer

ed p

art (

a), t

hink

abo

ut w

hat m

ade

you

deci

de

on y

our a

nsw

er. W

rite

a se

nten

ce to

exp

lain

why

you

thou

ght o

f th

at w

ord.

6.

Wha

t do

you

thin

k m

ight

hap

pen

next

in th

is st

ory?

Tic

k on

e.

! G

rann

y w

ill g

ive

Ben

a ch

ocol

ate

bisc

uit.

! G

rann

y w

ill te

ll Be

n of

f for

pok

ing

arou

nd in

her

room

.

! B

en w

ill s

ay th

at h

e w

ants

to

phon

e hi

s pa

rent

s an

d go

hom

e.

! B

en w

ill a

sk G

rann

y to

tell

him

m

ore

stor

ies

abou

t whe

re s

he g

ot

the

othe

r rin

gs a

nd b

race

lets

.

Ben

will

ask

Gra

nny

to te

ll hi

m m

ore

stor

ies

abou

t whe

re s

he g

ot th

e ot

her r

ings

and

br

acel

ets.

2e 1 m

ark

Que

stio

n fo

cus:

pre

dict

wha

t mig

ht h

appe

n.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•Sk

im re

ad th

e te

xt fo

r the

ove

rall

mea

ning

of i

t.•

Re-r

ead

the

optio

ns in

the

ques

tion

and

deci

de w

hich

one

you

thin

k is

mor

e lik

ely.

•C

aref

ully

re-r

ead

the

text

to c

onfir

m y

our p

redi

ctio

n.

Teac

hing

text

: Gan

gsta

Gra

nny

Cra

ckin

g th

e qu

esti

ons

RS40039 book.indd 27 22/07/2016 14:41



Listening Comprehension: Questions and Answers


Q1: Why do you think Granny told Ben how poor and hungry she was?

A1: Accept answer which recognise that she is trying to make Ben understand why she acted as she did.

Strategy: Think about what you already know about the story, including its title. Listen to the whole extract and think about the question.

Q2: How did Granny get into the house?

A2: Past the guard dogs, up a drainpipe and in through an unlocked window.

Strategy: Consider where in the text the information might be found. Listen carefully to that part. Jot down the words used in the text.

Q3: The book is called Gangsta Granny. How does this text support the book’s title?

A3: Accept answers that recognise that gangsters steal things.

Strategy: Listen carefully to the whole text again while you think about the question.

RS40039 book.indd 25 22/07/2016 14:41

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

Name: Class: Date:

1 mark

1 mark

1 mark

2 marks

1 mark

2 marks

Year 4 Unit 3 • FictionGangsta Granny

1. “To Ben, all the diamond rings looked pretty much the same.” The words “pretty much the same” tell us what? Tick one.

Ben loves all the diamond rings equally. He’s never paid much attention to diamond rings. All he cares about is how much he can sell them for. Ben is fascinated by the stories behind how Granny came by each of the rings.

2. Which words in paragraph 1 tell you that Granny was fond of the diamond rings?

3. How do you think Ben felt when Granny said: “This is the first one I stole, back when I was a nipper”?

4. (a) What did Granny plan to steal from the house?

(b) What did she steal?

5. At the beginning of the story, Ben thought his granny was boring.

(a) Write one word to show how you think he feels about her by the end of this extract.

(b) Explain your answer.

6. What do you think might happen next in this story? Tick one.

Granny will give Ben a chocolate biscuit. Granny will tell Ben off for poking around in her room. Ben will say that he wants to phone his parents and go home. Ben will ask Granny to tell him more stories about where

she got the other rings and bracelets.


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

The Better Brown StoriesAllan Ahlberg

Brian Brown, who had no dog of his own, nevertheless knew more about dogs than any boy in Snuggleton. His room was full of dog books; in school even the teacher had come to rely on his superior knowledge. At home, Brian did his share of the hoovering and often boiled eggs for the family breakfast. All he asked for in return was a dog or, more particularly, a puppy. His thoughtless parents, however, refused to consider it and his apathetic sister was no help either. Brian endured the situation with dignity. As time went by, he slowly covered the walls of his room with dog pictures, collected cheap sets of dog cards whenever he went to an antique fair … and waited.

It was half-past ten on a cool May night … Brian ate a sandwich at the kitchen table and listened to the radio. Suddenly there was a newsflash: “WE INTERRUPT THIS PROGRAMME TO REPORT ANOTHER MISSING DOG IN SNUGGLETON.” It was the Plumber’s Pekinese, apparently. The police were at the scene of the crime in Roman Road. Owners were again advised to check the whereabouts of their dogs and warned to “STAY INDOORS”.

Brian wandered over to the window. His cool yet curiously reckless mind was considering this business of the missing dogs. He drew the curtain aside. Fog, drifting in from the sea, pressed up against the glass and smothered the view. The street lamp was barely visible. Brian listened: faint rumblings from the fridge, gurgling water in the radiator. Outside, a distant throbbing. He switched off the light.

1

11

18

RS40039 book.indd 28 22/07/2016 14:41



Prac

tice

text

: The

Bet

ter B

row

n St

orie

s C

rack

ing

the

ques

tion

s

Que

stio

nA

nsw

erC

D/m

ark

Use

ful s

trat

egie

s1.

W

hy is

it a

bit

surp

risin

g th

at B

rian

is su

ch a

n ex

pert

on

dogs

?H

e di

dn’t

have

a d

og.

2b 1 m

ark

Que

stio

n fo

cus:

retr

ieve

info

rmat

ion.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

•C

aref

ully

read

the

para

grap

h to

find

you

r ans

wer

.

2.

Writ

e a

ques

tion

that

Bria

n’s

teac

her m

ight

ask

him

whe

n sh

e is

rely

ing

on h

is su

perio

r kno

wle

dge.

Acc

ept a

ny q

uest

ion

that

is a

bout

dog

s. E

.g.:

•H

ow m

any

teet

h do

es a

dog

hav

e?•

Whi

ch k

inds

of d

og m

ake

the

best

pet

s?

Do

not a

ccep

t per

sona

l que

stio

ns a

bout

w

hy B

rian

likes

dog

s or

wha

t kin

d of

dog

he

wou

ld li

ke. T

hese

que

stio

ns d

o no

t pro

be h

is su

perio

r kno

wle

dge.

2d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for i

nfor

mat

ion.

•C

aref

ully

read

that

par

t of t

he te

xt, b

ut re

mem

ber t

hat t

he a

nsw

er w

on’t

be in

the

text

; you

hav

e to

und

erst

and

the

char

acte

rs a

nd w

rite

wha

t yo

u th

ink

they

mig

ht s

ay.

3.

Join

eac

h ch

arac

ter t

o w

ords

the

writ

er u

ses

to d

escr

ibe

them

.

Br

ian

apat

hetic

H

is pa

rent

s en

durin

g

H

is sis

ter

thou

ghtle

ss

Bria

n en

durin

g

His

pare

nts

thou

ghtle

ss

His

siste

r apa

thet

ic

2b 1 m

ark

Que

stio

n fo

cus:

retr

ieve

info

rmat

ion.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

•C

aref

ully

read

the

para

grap

h to

find

you

r ans

wer

.

4.

“Bria

n en

dure

d th

e si

tuat

ion.

”

W

hich

wor

d or

phr

ase

is cl

oses

t in

mea

ning

to “

endu

red”

in th

is se

nten

ce?

Tick

one

.

! c

ontin

ued

! e

njoy

ed

! p

ut u

p w

ith

! e

ndan

gere

d

Put u

p w

ith2a 1

mar

k

Que

stio

n fo

cus:

exp

lain

the

mea

ning

of w

ords

in c

onte

xt.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for t

he s

ente

nce.

•Sc

an th

e te

xt to

find

the

sent

ence

.•

Car

eful

ly re

ad th

at p

art o

f the

text

, thi

nkin

g ab

out w

hat t

he s

ente

nce

mig

ht m

ean.

5.

At t

he e

nd o

f par

agra

ph 1

, it s

ays

that

Bria

n w

aite

d. W

hat d

o yo

u th

ink

he w

as w

aitin

g fo

r?

Acc

ept a

nsw

ers

that

reco

gnise

he

was

w

aitin

g fo

r an

oppo

rtun

ity to

acq

uire

a d

og.

E.g.

:

•H

e’s

wai

ting

until

his

pare

nts

give

in a

nd

get h

im a

pup

py.

•H

e’s

wai

ting

for h

is bi

rthd

ay b

ecau

se h

e m

ight

get

a p

uppy

then

.

2e 1 m

ark

Que

stio

n fo

cus:

pre

dict

wha

t mig

ht h

appe

n.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•Sk

im re

ad th

e te

xt fo

r the

ove

rall

mea

ning

of i

t.•

Car

eful

ly re

read

the

para

grap

h m

entio

ned

in th

e qu

estio

n an

d th

ink

abou

t wha

t you

alre

ady

know

abo

ut B

rian.

RS40039 book.indd 30 22/07/2016 14:41



Que

stio

nA

nsw

erC

D/m

ark

Use

ful s

trat

egie

s6.

W

rite

a w

ord,

phr

ase

or c

laus

e fr

om p

arag

raph

1 th

at g

ives

a

reas

on w

hy th

e po

lice

mig

ht a

sk

Bria

n fo

r hel

p.

“kne

w m

ore

abou

t dog

s th

an a

ny b

oy in

Sn

uggl

eton

.”

Do

not a

ccep

t “A

ll he

ask

ed fo

r in

retu

rn

was

a d

og o

r, m

ore

part

icul

arly

, a p

uppy

.”

2f 1 m

ark

Que

stio

n fo

cus:

iden

tify

how

nar

rativ

e co

nten

t is

rela

ted.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

aref

ully

rere

ad p

arag

raph

2 to

find

out

how

the

polic

e ne

ed h

elp.

•C

aref

ully

rere

ad p

arag

raph

1, t

hink

ing

abou

t the

way

s Br

ian

coul

d he

lp th

em.

7.

Bria

n is

desc

ribed

as

havi

ng a

“c

ool y

et c

urio

usly

reck

less

m

ind”

.

W

hat d

o yo

u th

ink

the

auth

or

mea

nt b

y th

is? T

ick

one.

! H

e w

as c

alm

, cle

ver a

nd b

rave

.

! H

e go

t ang

ry v

ery

quic

kly.

! H

e go

t int

o tr

oubl

e be

caus

e he

di

dn’t

thin

k th

ings

thro

ugh.

! H

e di

dn’t

care

abo

ut a

nyon

e el

se.

He

was

cal

m, c

leve

r and

bra

ve.

2g 1 m

ark

Que

stio

n fo

cus:

iden

tify

how

mea

ning

is e

nhan

ced

thro

ugh

the

auth

or’s

choi

ce o

f wor

ds.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for t

he w

ords

.•

Scan

that

par

t of t

he te

xt, l

ooki

ng fo

r the

wor

ds in

the

ques

tion.

•Th

ink

of e

very

thin

g el

se y

ou k

now

abo

ut th

e ch

arac

ter.

•C

aref

ully

rere

ad th

e op

tions

in th

e qu

estio

n.

8.

Do

you

thin

k Br

ian

mig

ht h

ave

take

n th

e Pe

kine

se?

Expl

ain

your

an

swer

.

No,

bec

ause

he

was

at h

ome

whe

n he

hea

rd

the

new

s so

he

coul

dn’t

have

bee

n ou

t st

ealin

g th

e do

g.

Also

acc

ept a

“Ye

s” a

nsw

er if

the

expl

anat

ion

is lo

gica

l and

cle

arly

rela

tes

back

to

eve

nts

in th

e st

ory.

E.g

.:

Yes,

bec

ause

he

mig

ht h

ave

stol

en th

e do

g ea

rlier

but

the

polic

e ha

ve o

nly

just

foun

d ou

t.

2d 1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

onsid

er w

here

in th

e te

xt to

look

for i

nfor

mat

ion.

•C

aref

ully

read

that

par

t of t

he te

xt, b

ut re

mem

ber t

hat t

he a

nsw

er w

on’t

be in

the

text

; you

hav

e to

und

erst

and

the

char

acte

rs a

nd th

ink

abou

t w

hat t

hey

mig

ht d

o.

9.

Writ

e th

e pa

ragr

aph

num

ber t

hat

mat

ches

eac

h of

thes

e st

atem

ents

.

! I

ntro

duce

s th

e pr

oble

m in

the

stor

y.

! B

egin

s to

exp

lore

how

the

prob

lem

mig

ht b

e so

lved

.

! I

ntro

duce

s th

e ch

arac

ters

.

! G

ives

hin

ts a

bout

who

mig

ht

solv

e th

e pr

oble

m.

2 In

trod

uces

the

prob

lem

in th

e st

ory.

3 Be

gins

to e

xplo

re h

ow th

e pr

oble

m m

ight

be

sol

ved.

1 In

trod

uces

the

char

acte

rs.

3 (A

lso a

ccep

t 1) G

ives

hin

ts a

bout

who

m

ight

sol

ve th

e pr

oble

m.

2c 2 m

arks

Que

stio

n fo

cus:

sum

mar

ise

idea

s fr

om m

ore

than

one

par

agra

ph.

Stra

tegi

es:

•C

aref

ully

read

the

ques

tion,

mar

king

key

wor

ds.

•C

aref

ully

read

eac

h pa

ragr

aph

sepa

rate

ly, c

onsid

erin

g w

hich

sta

tem

ent

appl

ies

to it

.•

Read

all

the

othe

r par

agra

phs

to c

heck

you

hav

e gi

ven

the

best

ans

wer

.

Prac

tice

text

: The

Bet

ter B

row

n St

orie

s C

rack

ing

the

ques

tion

s

RS40039 book.indd 31 22/07/2016 14:41


Name: Class: Date:

© Rising Stars UK Ltd 2016. You may photocopy this page. 29

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

1 mark

2 marks

2b

2d

2b

2a

2e

2f

2g

2d

2c

1. Why is it a bit surprising that Brian is such an expert on dogs?

2. Write a question that Brian’s teacher might ask him when she is relying on his superior knowledge.

3. Join each character to words the writer uses to describe them.

Brian apathetic

His parents enduring

His sister thoughtless

4. “Brian endured the situation.”

Which word or phrase is closest in meaning to “endured” in this sentence? Tick one.

continued ! put up with ! enjoyed ! endangered !5. At the end of paragraph 1, it says that Brian waited. What do you think he was waiting for?

6. Write a word, phrase or clause from paragraph 1 that gives a reason why the police might ask Brian for help.

7. Brian is described as having a “cool yet curiously reckless mind”.

What do you think the author meant by this? Tick one.

He was good at solving problem and puzzles. ! He got angry very quickly. ! He got into trouble because he didn’t think things through. ! He didn’t care about anyone else. !8. Do you think Brian might have taken the Pekinese? Explain your answer.

9. Write the paragraph number that matches each of these statements.

Introduces the problem in the story. ! Begins to explore how the problem might be solved. ! Introduces the characters. ! Gives hints about who might solve the problem. !

RS40039 book.indd 29 22/07/2016 14:41

Content domains

All of the content domains are covered. The Practice texts generally mirror the content domains of the Teaching texts in order that children can practise independently what they have been taught.

Unit Text titles Fiction/non-fiction/poetry

2a 2b 2c 2d 2e 2f 2g 2h

1The Children of Green Knowe

Fiction✓ ✓ ✓ ✓ ✓

War Boy Fiction ✓ ✓ ✓ ✓ ✓

2Diary of a Killer Cat Fiction ✓ ✓ ✓ ✓ ✓

Harriet’s Hare Fiction ✓ ✓ ✓ ✓ ✓ ✓ ✓

3Gangsta Granny Fiction ✓ ✓ ✓ ✓ ✓ ✓

The Better Brown Stories

Fiction✓ ✓ ✓ ✓ ✓ ✓ ✓

4Mackerel and Chips Fiction ✓ ✓ ✓ ✓ ✓

Oliver Twist’s Childhood

Fiction✓ ✓ ✓ ✓ ✓ ✓

5Knight Survival Guide Non-fiction ✓ ✓ ✓ ✓ ✓

Knight Survival Guide Non-fiction ✓ ✓ ✓ ✓ ✓ ✓

6

Are You Wasting Good Food?

Non-fiction✓ ✓ ✓ ✓ ✓

Would You Eat Less-Than-Perfect Fruit and Vegetables?


7What is a Robot? Non-fiction ✓ ✓ ✓ ✓

Robots in Films and TV


8Childhood Tracks Poetry ✓ ✓ ✓ ✓

Hot Food Poetry ✓ ✓ ✓ ✓ ✓ ✓

9A Small Dragon Poetry ✓ ✓ ✓ ✓

The Spirit of Place Poetry ✓ ✓ ✓ ✓ ✓ ✓


RS40039 book.indd 80 22/07/2016 14:41

PLEASE NOTE: THIS BOOK MAY ONLY BE PHOTOCOPIED WHERE SPECIFIED. WE APPRECIATE YOUR HELP IN PROTECTING OUR COPYRIGHT.

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Cracking Comprehension Year 4 (9781786002266) pack includes:

– Whiteboard Modelling Units CD-ROM – Teacher’s Guide – Assessment Tasks (this item)

Text, design and layout © 2016 Rising Stars UK Ltd First published in 2016 by Rising Stars UK Ltd Rising Stars UK Ltd, part of Hodder Education Group An Hachette UK Company Carmelite House 50 Victoria Embankment London EC4Y 0DZ www.risingstars-uk.com All facts are correct at time of going to press.

Authors: Kate Ruttle, Gillian Howell, Rachel Rick and Ione Branton Publisher: Laura White Illustrators: David Woodroffe and Emily Skinner, Graham Cameron Illustration Copyediting: Jennie Clifford Proofreading: Keyline Consultancy Typesetting: Fakenham Prepress Solutions Ltd Logo, cover and text design: Julie Martin Printed by: Ashford Colour Press Ltd

Whiteboard Modelling Units Author: Kate Ruttle Publisher: Laura White Software development: Alex Morris Illustrations: Graham Cameron Illustration Voiceover: Michael Adams, Hilary Beaton, Victoria Gould, Charlotte Kirkland, Jamie Landmann CD-ROM production: Ashford Colour Press Ltd © 2016 Rising Stars UK Ltd

All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, Barnard’s Inn, 86 Fetter Lane, London EC4A 1EN UK.

Pages that can be photocopied are clearly marked at the bottom of each page. The rights of Kate Ruttle, Gillian Howell, Rachel Rick and Ione Branton to be identified as the author of this work have been asserted by them in accordance with the Copyright, Design and Patents Act 1998.

British Library Cataloguing-in-Publication Data A CIP record for this book is available from the British Library.

Text acknowledgements p8 The Children of Green Knowe by Lucy M Boston, Faber and Faber; p12 War Boy by Michael Foreman; p16 The Diary of a Killer Cat by Anne Fine; p20 Harriet’s Hare by Dick King-Smith; p24 Gangsta Granny by David Walliams; p28 The Better Brown stories by Allan Ahlberg; p32 Mackerel and Chips by Michael Morpurgo, Hodder Children’s Books, an imprint of Hachette; p40 & 44 Knight’s Survival Guide by Anna Claybourne, published by A+C Black, reprinted by permission of Bloomsbury; p56 What is a Robot? by Clive Gifford; p64 Childhood Tracks by James Berry; p68 Hot Food by Michael Rosen, from The Hypnotiser; p72 A Small Dragon by Brian Patten © Brian Patten. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews, London W11 1JN; p76 ‘The Spirit of Place’, by Richard Brown, in The Midnight Party, Poems for More Than One Voice (1993), Richard Brown, Cambridge University Press, reproduced with permission.

Text acknowledgements

p6 The Pudding Like a Night on the Sea by Ann Cameron; p10 The Green Ship by Quentin Blake; p14 The Little Ghost by Otfried Preussler; p18 Cliffhanger by Jacqueline Wilson; p22 The Wonderful Smells by Julia Donaldson; p26 A Dream of Elephants by Tony Mitton; p30 Autumn Gilt by Valerie Bloom; p34 Daddy Fell into the Pond by Alfred Noyes by permission of The Society of Authors as the Literary Representative of the Estate of Alfred Noyes; p38 The Music Lesson Rap by Clare Bevan; p46 Rocket Balloon by Simon Mugford

Image acknowledgements

©P6 Rouzes/iStockphoto; p40 Vectorikart/iStockphoto; p44 Brad Sauter/iStockphoto; p48 3DSculptor/Shutterstock; p52 Dorling Kindersley (left), Assalve/iStockphoto (right).

rising stars - introduction...(e.g. unit 1, pg 12–13) extension to encourage wider reading...

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