sample from cracking comprehension year 4 pupil assessment...
TRANSCRIPT
18
Task 4Teacher notes: Cliffhanger
Curriculum references: Years 3-4 Programme of Study – Reading ComprehensionChildren should develop positive attitudes to reading and understanding of what they read by:
• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
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
• identifying main ideas drawn from more than one paragraph and summarising these
Running the taskThis task assesses children’s ability to identify the main ideas in the text (2C3), to make inferences from text (2MI1) and to explain and justify these inferences with evidence from the text (2MI2).
• Explain that this extract comes from a story set in an adventure holiday.
• Read the extract together and ask children to give an oral response before running the task:
– Take each character at a time. Ask children who the characters are and what they are doing. If needed, explain that Tim, Biscuits, Giles and Kelly are children on an adventure holiday, and Jake and Sally are the instructors.
– Ask them to say what they think the dilemma is in this part of the story.
• Give out the task sheet and read through the questions together. Check children understand what they are being asked to do, i.e. find words and phrases from the text to answer the questions and then write a paragraph about what they would do if they were in this situation.
• Support less able writers or children with poor decoding skills as suggested in the introduction to this book.
• Circulate while children perform the task and discuss their opinions with them. Support those who need it and challenge those who may be able to show higher reading skills
Assessment guidanceUse the grid below to identify the assessable elements children are working on in this task.
2C3 2MI1 and 2MI2
Typically, children working at the expected standard will:• identify the main ideas, e.g The children are taking place in
a canoe race
Typically, children working at the expected standard will:• make inferences from the text, e.g. Giles is nasty because of
the names he calls the other characters• explain inferences and justify them with evidence from the
text, e.g. Tim thought Giles was a bully because he said ‘He’s going to get us later’
26177 CC YEAR 4 Assessment Tasks REPRINT NOV 2014.indd 18 19/11/2014 09:43
Sample from Cracking Comprehension Year 4 Pupil Assessment Tasks
19
Task 4Teacher notes: Cliffhanger
What to expect
1. What activity are the children doing? Which words in the text tell you this? Less able readers are likely to identify the word ‘canoe’. Other children may refer to
‘the winning post’ and ‘finish the race first’ as telling them it is a canoe race.
2. Why didn’t Jake dive in to find Theresa? Why did Jake and Sally say ‘Phew!’? Most children will identify that Theresa was a doll. Some children may also suggest
that Jake didn’t dive in because he realised it wasn’t a child and a doll can’t drown. They will suggest that Jake and Sally were relived.
3. Why do Tim and Biscuits want to rescue Theresa straightaway? Less able readers may suggest that they wanted to rescue her before she got lost or
because Kelly was upset. Other children will support this by reference to the text, e.g. they think she needs rescuing straightaway because she’s ‘a little purple blob floating off’ or ‘before she gets swallowed up by a fish’, or because Kelly is very upset as she is sobbing and yelling.
4. What sort of personality does Giles have? Find as many words and phrases from the text as you can to support your answer and write them below.
Less able readers will use words from their own knowledge to describe Giles, such as ‘mean’ or ‘bad-tempered’ and give an example from the text to show this, e.g. he calls Tim and Biscuits nasty names. Other children may also say he wanted to win the race and didn’t care about the others. Some children may suggest he was a bully and quote Tim saying ‘He’s going to get us later’.
5. What does Tim think Giles will do later? How do you think Tim feels about Giles? Less able readers will identify Tim’s words ‘He’s going to get us later’ with no
explanation of meaning. Other children will explain that Tim thinks Giles will be angry or bully them. These children are likely to give a personal response to how Tim feels about Giles, e.g. he’s frightened of him, or they may use textual clues to infer Tim’s feelings, e.g. Tim thinks Giles is a bully but he still doesn’t do what he wants on the river, so Tim doesn’t give in to the bullying.
6. Think about what you would do if you were Tim or Biscuits. On a separate piece of paper, write a paragraph to say what you think Tim and Biscuits should have done and give reasons for your answer.
Less able readers may give their opinion and support it with evidence based on one factor, e.g. how Kelly felt and how they wanted to help her or that they would lose the race so shouldn’t have stopped. Other children will expand their answer with more than one reason, suggesting that they should not let the team down; that winning was more important than a doll; or that friendship was more important than winning.
(2C3)
(2MI1)
(2C3)
(2MI2)
(2MI2)
(2MI2)
26177 CC YEAR 4 Assessment Tasks REPRINT NOV 2014.indd 19 19/11/2014 09:43
Sample from Cracking Comprehension Year 4 Pupil Assessment Tasks
20You may photocopy this page Cracking Comprehension Year 4 © Rising Stars UK Ltd 2014.
Task 4
From Cliffhanger
Jacqueline Wilson
‘Theresa’s drowning!’ Kelly sobbed.
‘Where? W
hich canoe? There isn’t a Theresa on the course! Kelly, w
ho’s Theresa?’ they shouted urgently, Jake jumping
up to dive to the rescue.
‘She’s her stupid Troll doll,’ Giles said disgustedly, as the
mighty Panthers raced past tow
ards the winning post.
Jake sat down again, and he and Sally w
aved their hands and w
ent Phew!
‘Please, Jake! Can’t you dive in a look at her?’ Kelly yelled. ‘O
h, Theresa. Where are you?’
‘Hey!’ said Biscuits, his eyes beady. ‘Look, Theresa’s just
bobbing past!’
I looked – and saw a little purple blob floating off tow
ards the bank.
‘It is Theresa! It’s OK, Kelly,’ I shouted. ‘W
e’ve spotted her, Biscuits and m
e. We’ll get her.’
‘Yeah, we’ll get her out for you, Kelly,’ said Biscuits. ‘Er …
how
do we get the canoe to go sidew
ays, Tim?’
‘Like this? Mm
m. N
o. Like this?’
Our canoe w
obbled dramatically as w
e experimented.
‘What are you tw
o playing at?’ Giles yelled. ‘Finish the race
first. We’ve all got to finish or w
e won’t get any points. You
can go back for her doll afterwards.’
‘She can’t wait!’ said Kelly.
‘Come on, Biscuits,’ I said. ‘Before she gets sw
allowed up by
a fish or something.’
We m
ade for the bank as best we could.
‘You berks!’ Giles yelled in disgust. ‘You w
eedy nerdy little cissies.’
‘I wish he’d get sw
allowed up by a fish,’ said Biscuits. ‘A
socking great shark.’
‘He’s going to get us later,’ I said.
26177 CC YEAR 4 Assessment Tasks REPRINT NOV 2014.indd 20 19/11/2014 09:43
Sample from Cracking Comprehension Year 4 Pupil Assessment Tasks
21
Task 4
Name: Date:
You may photocopy this page Cracking Comprehension Year 4 © Rising Stars UK Ltd 2014.
Answer the questions about the text and then write a paragraph to say what you think Tim and Biscuits should have done. Remember to give reasons for your answer. Try to include evidence from the text to support your reasons.
1. What activity are the children doing? Which words in the text tell you this?
2. Why didn’t Jake dive in to find Theresa? Why did Jake and Sally say ‘Phew!’?
3. Why do Tim and Biscuits want to rescue Theresa straightaway?
4. What sort of personality does Giles have? Find as many words and phrases from the text as you can to support your answer and write them below.
5. What does Tim think Giles will do later? How do you think Tim feels about Giles?
6. Think about what you would do if you were Tim or Biscuits. On a separate piece of paper, write a paragraph to say what you think Tim and Biscuits should have done and give reasons for your answer.
26177 CC YEAR 4 Assessment Tasks REPRINT NOV 2014.indd 21 19/11/2014 09:43
Sample from Cracking Comprehension Year 4 Pupil Assessment Tasks
34
Unit 4 Other places: Grandpa’s Indian Summer/The Man Whose Mother wasa Pirate
Key text featuresBoth of the texts are extracts from longer stories. In the extracts we are shown places that are unfamiliar to the characters.
• The Teaching text is from Grandpa’s Indian Summer by Jamila Gavin, in which two children from the UK first experience the teeming streets of the vast Indian city of Calcutta (now called Kolkata).
• The Practice text is from The Man Whose Mother was a Pirate by Margaret Mahy. In this extract the little man first sees the sea.
Reading the Teaching text: Grandpa’s Indian Summer • Introduce the text. Explain that it tells the story of Neetu and Sanjay, who go from the UK to India to stay
with their Grandpa Chatterji. They also meet their great-grandmother, who is very old, and take her to bathe in the holy River Ganges.
• Read the text aloud to the children whilst they try to sketch the scene being described. If possible, show some internet images of the busy city.
Reading the Practice text: The Man Whose Mother was a Pirate • Before they read the text, ask which children have seen the sea. Do they remember when they first
saw it and what they first thought of it?
• 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.
Extending readingWhere the Forest Meets the Sea – Jeannie Baker (9780744513059, Walker 1989)
Mirror – Jeannie Baker (9781406309140, Walker 2010)
Meerkat Mail – Emily Gravett (9781405090759, Macmillan 2009)
Tin Forest – Helen Ward (9781840117431, Templar 2009)
The Magic Orange Tree – Jamila Gavin (9780805210774, USA only 2000)
The No 1 Car Spotter – Diane Wolkstein (9781406320770, Walker 2010)
The Owl Tree – Jenny Nimmo (9781406305180, Walker 2007)
Moving into writing• Reread the description of the Calcutta street.
• Make a class ‘freeze-frame’ photo of everything described in the word picture.
• Ask the children to suggest other images in addition to rivers that could be used to describe the busy-ness.
• Challenge the children to write a description of a busy place nearby.
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 34 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide
35
Listening comprehension
Q1: Do you think Neeta and Sanjay have spent a lot of time with their great grandmother before this? Explain your answer.
A1: No. They ‘studied the old lady’ (paragraph 1); they don’t know what she likes to do or how important the river has become to her.
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: ‘it was a torrent of living creatures’ (paragraph 4). What does the word ‘torrent’ mean?
A2: Flood, river, stream, fast flowing queue, flow, rush.
Strategy: Consider where in the text the quotation is from. Listen carefully to that part. Consider the meaning of the word.
Q3: What are the clues in this text that the story is set in a different time and place from where you live?
A3: ‘Calcutta’ (paragraph 1); horses and carriages; bathing in the river; people carrying things on their backs and on their heads; ‘rickshaws’ (paragraph 4), ‘pigs and horses and cows’ (paragraph 4) wandering in the street.
Strategy: Listen again to the whole text, noting words and phrases which answer the question.
Teaching text: Grandpa’s Indian Summer
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 35 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide
36
Teac
hing
text
: Gra
ndpa
’s In
dian
Sum
mer
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. ‘
The
hors
es se
t off
clip
-clo
ppin
g, th
eir h
oove
s ec
hoin
g do
wn
the
broa
d Ca
lcut
ta st
reet
s’ (p
arag
raph
1).
(
a) D
o yo
u th
ink
the
stre
ets
are
very
noi
sy
here
?
(
b) C
opy
the
wor
d or
wor
ds fr
om th
e se
nten
ce th
at h
elp
you
to a
nsw
er th
e qu
estio
n.
(a)
No.
(b)
‘echo
ing
(dow
n)’.
2LfE
12
mar
ksQ
uest
ion
focu
s: id
entif
y pr
ecis
e us
e of
wor
ds o
r phr
ases
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• (a
) Thi
nk a
bout
the
scen
e cr
eate
d in
the
read
er’s
min
d in
this
se
nten
ce.
• (b
) Car
eful
ly re
read
the
sent
ence
, dec
idin
g w
hich
wor
d to
cop
y.
Each
par
t of t
he q
uest
ion
is
wor
th 1
mar
k.
2. W
hat d
oes
the
wor
d ‘p
uzzl
ed’ (
para
grap
h 2)
te
ll yo
u ab
out N
eetu
and
San
jay’
s re
actio
ns
to th
e id
ea o
f gre
at-g
rand
mot
her b
athi
ng
in th
e riv
er?
• Th
ey d
on’t
unde
rsta
nd it
.•
They
thin
k it’
s an
unu
sual
thin
g to
do.
2C2
2
mar
ksQ
uest
ion
focu
s: ex
plai
n th
e m
eani
ng o
f wor
ds in
cont
ext.
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
the
answ
er c
an b
e fo
und.
• Sc
an th
e te
xt fo
r the
wor
d ‘p
uzzl
ed’ (
para
grap
h 2)
.•
Care
fully
read
the
sent
ence
and
con
side
r the
impa
ct o
f the
wor
d.
3. ‘t
he h
orse
s tro
tted
out
into
the
road
and
jo
ined
a h
uman
rive
r’ (p
arag
raph
4).
W
hy d
o yo
u th
ink
the
auth
or c
hose
to u
se
the
unde
rline
d w
ord
in th
e se
nten
ce?
• Th
e se
nten
ce b
efor
e w
as ta
lkin
g ab
out a
real
w
ater
rive
r.•
She
wan
ts y
ou to
imag
ine
how
bus
y it
is.
• Pe
ople
are
all
mov
ing
alon
g to
geth
er.
2LfE
1
1 m
ark
Que
stio
n fo
cus:
com
men
t on
auth
or’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
.•
Scan
the
text
for t
he s
ente
nce
in c
onte
xt.
• Co
nsid
er w
hy th
e au
thor
mig
ht h
ave
chos
en th
e w
ord.
4. (
a) H
ow d
o yo
u th
ink
Nee
tu a
nd S
anja
y fe
lt lo
okin
g ou
t of t
he c
arria
ge w
indo
ws?
(b) W
hy d
o yo
u th
ink
they
feel
this
?
(a)
• Su
rpris
ed a
t som
e of
the
unus
ual t
hing
s th
ey
saw
, suc
h as
peo
ple
carr
ying
thin
gs o
n th
eir
head
s.•
Frig
hten
ed b
y th
e bi
rds
swoo
ping
, flap
ping
and
squa
wki
ng.
• A
maz
ed b
y th
e do
gs, p
igs,
hors
es a
nd c
ows
in
the
stre
et.
(b)
• It
is a
ll ne
w/d
iffer
ent t
o th
em.
2MI1
/ 2M
I2
2 m
arks
Que
stio
n fo
cus:
expl
ain
infe
renc
es.
Stra
tegi
es:
• Co
nsid
er w
here
in th
e te
xt th
e an
swer
can
be
foun
d.•
Scan
the
text
for r
efer
ence
s to
Nee
tu a
nd S
anja
y•
Care
fully
read
the
para
grap
h.•
Use
you
r ow
n ex
perie
nce
to th
ink
abou
t how
the
child
ren
felt.
Awar
d 1
mar
k fo
r an
appr
opria
te e
mot
ion.
Awar
d a
seco
nd m
ark
for a
qu
otat
ion
from
/ref
eren
ce to
id
eas i
n th
e te
xt.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 4
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 36 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide
37
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
1. ‘
The
hors
es se
t off
clip
-clo
ppin
g, th
eir h
oove
s ec
hoin
g do
wn
the
broa
d Ca
lcut
ta st
reet
s’ (p
arag
raph
1).
(
a) D
o yo
u th
ink
the
stre
ets
are
very
noi
sy
here
?
(
b) C
opy
the
wor
d or
wor
ds fr
om th
e se
nten
ce th
at h
elp
you
to a
nsw
er th
e qu
estio
n.
(a)
No.
(b)
‘echo
ing
(dow
n)’.
2LfE
12
mar
ksQ
uest
ion
focu
s: id
entif
y pr
ecis
e us
e of
wor
ds o
r phr
ases
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• (a
) Thi
nk a
bout
the
scen
e cr
eate
d in
the
read
er’s
min
d in
this
se
nten
ce.
• (b
) Car
eful
ly re
read
the
sent
ence
, dec
idin
g w
hich
wor
d to
cop
y.
Each
par
t of t
he q
uest
ion
is
wor
th 1
mar
k.
2. W
hat d
oes
the
wor
d ‘p
uzzl
ed’ (
para
grap
h 2)
te
ll yo
u ab
out N
eetu
and
San
jay’
s re
actio
ns
to th
e id
ea o
f gre
at-g
rand
mot
her b
athi
ng
in th
e riv
er?
• Th
ey d
on’t
unde
rsta
nd it
.•
They
thin
k it’
s an
unu
sual
thin
g to
do.
2C2
2
mar
ksQ
uest
ion
focu
s: ex
plai
n th
e m
eani
ng o
f wor
ds in
cont
ext.
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
the
answ
er c
an b
e fo
und.
• Sc
an th
e te
xt fo
r the
wor
d ‘p
uzzl
ed’ (
para
grap
h 2)
.•
Care
fully
read
the
sent
ence
and
con
side
r the
impa
ct o
f the
wor
d.
3. ‘t
he h
orse
s tro
tted
out
into
the
road
and
jo
ined
a h
uman
rive
r’ (p
arag
raph
4).
W
hy d
o yo
u th
ink
the
auth
or c
hose
to u
se
the
unde
rline
d w
ord
in th
e se
nten
ce?
• Th
e se
nten
ce b
efor
e w
as ta
lkin
g ab
out a
real
w
ater
rive
r.•
She
wan
ts y
ou to
imag
ine
how
bus
y it
is.
• Pe
ople
are
all
mov
ing
alon
g to
geth
er.
2LfE
1
1 m
ark
Que
stio
n fo
cus:
com
men
t on
auth
or’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
.•
Scan
the
text
for t
he s
ente
nce
in c
onte
xt.
• Co
nsid
er w
hy th
e au
thor
mig
ht h
ave
chos
en th
e w
ord.
4. (
a) H
ow d
o yo
u th
ink
Nee
tu a
nd S
anja
y fe
lt lo
okin
g ou
t of t
he c
arria
ge w
indo
ws?
(b) W
hy d
o yo
u th
ink
they
feel
this
?
(a)
• Su
rpris
ed a
t som
e of
the
unus
ual t
hing
s th
ey
saw
, suc
h as
peo
ple
carr
ying
thin
gs o
n th
eir
head
s.•
Frig
hten
ed b
y th
e bi
rds
swoo
ping
, flap
ping
and
squa
wki
ng.
• A
maz
ed b
y th
e do
gs, p
igs,
hors
es a
nd c
ows
in
the
stre
et.
(b)
• It
is a
ll ne
w/d
iffer
ent t
o th
em.
2MI1
/ 2M
I2
2 m
arks
Que
stio
n fo
cus:
expl
ain
infe
renc
es.
Stra
tegi
es:
• Co
nsid
er w
here
in th
e te
xt th
e an
swer
can
be
foun
d.•
Scan
the
text
for r
efer
ence
s to
Nee
tu a
nd S
anja
y•
Care
fully
read
the
para
grap
h.•
Use
you
r ow
n ex
perie
nce
to th
ink
abou
t how
the
child
ren
felt.
Awar
d 1
mar
k fo
r an
appr
opria
te e
mot
ion.
Awar
d a
seco
nd m
ark
for a
qu
otat
ion
from
/ref
eren
ce to
id
eas i
n th
e te
xt.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 4
Teac
hing
text
: Gra
ndpa
’s In
dian
Sum
mer
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
5. ‘
It w
as a
torr
ent o
f liv
ing
crea
ture
s am
ong
whi
ch w
ande
red
dogs
and
pig
s and
hor
ses
and
cow
s’ (p
arag
raph
4).
T
he a
utho
r cho
se to
link
thes
e an
imal
s us
ing
‘and
’ inst
ead
of ju
st c
omm
as. W
hy d
o yo
u th
ink
she
did
that
?
• To
mak
e it
seem
s as i
f the
y ju
st k
eep
com
ing.
• It
soun
ds a
s if t
here
are
mor
e of
them
this
way
.•
To e
mph
asis
e th
e ra
nge
of d
iffer
ent t
hing
s.
2C7
1 m
ark
Que
stio
n fo
cus:
expl
ain
how
lang
uage
use
cont
ribut
es to
mea
ning
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Co
nsid
er h
ow th
e m
eani
ng w
ould
sub
tly c
hang
e if
ther
e w
ere
com
mas
.
6. N
umbe
r the
pla
ces
to s
how
the
orde
r in
whi
ch N
eeta
and
San
jay
saw
them
.
In
to a
ver
y bu
sy ro
ad.
To
a pl
ace
whe
re p
eopl
e ga
ther
ed.
Thr
ough
wid
e, e
mpt
y st
reet
s.
O
ver a
brid
ge.
The
trip
thro
ugh
Calc
utta
took
Nee
ta a
nd S
anja
y1
Thr
ough
wid
e, e
mpt
y st
reet
s.2
Into
a v
ery
busy
road
.3
Ove
r a b
ridge
.4
To a
pla
ce w
here
peo
ple
gath
ered
.
2C4
2
mar
ksQ
uest
ion
focu
s: su
mm
aris
e 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.
• Re
read
the
text
.•
Und
erlin
e ea
ch p
lace
as
it is
des
ribed
.•
Com
pare
the
orde
r you
r und
erlin
ed p
lace
s w
ith th
e pl
aces
list
ed
in th
e qu
estio
n.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 4
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 37 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide
38
The Man Whose Mother Was a PirateMargaret Mahy
1 Suddenly there was the sea.
2 The little man could only stare. He hadn’t dreamed of the BIGNESS of the sea. He hadn’t dreamed of the blueness of it. He hadn’t thought it would roll like kettledrums, and swish itself on to the beach. He opened his mouth, and the drift and the dream of it, the weave and the wave of it, the fume and foam of it never left him again. At his feet the sea stroked the sand with soft little paws. Farther out, the great, graceful breakers moved like kings into court, trailing the peacock-patterned sea behind them.
8 A rosy sea captain stopped to watch them.
9 “Well, here are two likely people,” he cried. “Will you be my bo’sun, Madam? And you, little man, you can be my cabin boy.”
11 “Thank you!” said the little man.
12 ‘“Say, ‘Aye, aye sir!’” roared the captain.
13 “Aye, aye, sir!” replied the little man just as smartly as if he’d been saying, “Aye, aye, sir!” all his life.
© Rising Stars UK Ltd 2014. Cracking Comprehension Year 4
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 38 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide
39
Unit 4: The Man Whose Mother Was a Pirate Practice text questions
Name: Class: Date:
© Rising Stars UK Ltd 2014. Cracking Comprehension Year 4
1. What does the word ‘Suddenly’ (paragraph 1) tell you at the beginning of this extract?
2. How do you know that the little man hadn’t ever seen the sea before this? Use two ideas from the text in your answer.
3. Why is ‘BIGNESS’ (paragraph 2) written in capital letters?
4. Reread the long paragraph. Tick the sentence that summarises this paragraph best:
The man thought the sea was very loud and very big. The man fell in love with the sea and knew it would never leave him. The man was surprised that the sea was full of people, animals and birds.
5. ‘He opened his mouth and the drift and the dream of it, the weave and the wave of it, the fume and the foam of it never left him again’ (paragraph 2).
(a) What do you notice about the pairs of words; drift and dream, weave and wave, fume and foam.
(b) Why do you think the author chose to write like this?
6. The sea did not really ‘[stroke] the sand with soft little paws’ (paragraph 2), so why did the author use those words?
7. Do you think the sea captain is going to be a kind man?
Yes No
Use ideas from the text in your answer.
8. Why do you think the captain wants the little man to say ‘Aye, aye sir!’ instead of ‘Thank you!’?
9. Tick two features of this text which tells you that it’s fiction:
It’s about pirates. The events described are not likely to be true. It describes the sea with inventive language. It tells you how pirates speak to their captain.
2C2
1 mark
2MI1/2MI2
2 marks
2C7
1 mark
2C4
1 mark
2LfE1
2 marks
2C1
1 mark
2C7
1 mark
2MI3
1 mark
2TC1
2 marks
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 39 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide
40
Prac
tice
text
: The
Man
Who
se M
othe
r Was
a P
irat
e 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 d
oes
the
wor
d ‘S
udde
nly’
(par
agra
ph 1
) tel
l you
at t
he b
egin
ning
of
this
ext
ract
?
It te
lls y
ou th
at th
e lit
tle m
an/n
arra
tor h
adn’
t ex
pect
ed to
see
the
sea
just
then
/is s
urpr
ised
.2C
21
mar
kQ
uest
ion
focu
s: ex
plai
n th
e m
eani
ng o
f wor
ds in
cont
ext.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
begi
nnin
g of
the
extr
act t
o es
tabl
ish
the
cont
ext.
• Co
nsid
er w
hat i
nfor
mat
ion
‘Sud
denl
y’ g
ives
.
2. H
ow d
o yo
u kn
ow th
at th
e lit
tle m
an h
adn’
t ev
er se
en th
e se
a be
fore
this
?
U
se tw
o id
eas f
rom
the
text
in y
our a
nsw
er.
We
know
bec
ause
it te
lls u
s th
at th
e lit
tle m
an
hadn
’t ‘d
ream
ed’ (
para
grap
h 2)
or ‘
thou
ght’
(par
agra
ph 2
) abo
ut th
e se
a an
d he
is s
o su
rpris
ed
that
he
coul
d on
ly s
tare
.
2MI1
/2M
I2
2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
and
just
ify w
ith e
vide
nce
form
the
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Sk
im th
e te
xt to
gai
n an
ove
rall
feel
ing
for t
he li
ttle
man
’s re
spon
se.
• Sc
an th
e te
xt fo
r ide
as/q
uota
tions
to u
se in
the
answ
er.
Awar
d 1
mar
k fo
r a b
rief
expl
anat
ion
and
1 m
ark
for
clea
r ref
eren
ce to
/quo
tatio
n fro
m th
e te
xt.
3. W
hy is
‘BIG
NES
S’ (p
arag
raph
2) w
ritte
n in
ca
pita
l let
ters
?•
It sh
ows
that
the
little
man
was
sur
pris
ed a
t how
bi
g th
e se
a w
as.
• It
help
s to
sho
w ju
st h
ow B
IG th
e se
a is
.
2C7
1
mar
kQ
uest
ion
focu
s: ex
plai
n ho
w p
rese
ntat
ion
cont
ribut
es to
mea
ning
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Sc
an th
e te
xt fo
r the
wor
d.•
Care
fully
read
the
sent
ence
it is
in to
gai
n an
und
erst
andi
ng o
f co
ntex
t.
4. R
erea
d th
e lo
ng p
arag
raph
. Tic
k th
e se
nten
ce th
at su
mm
aris
es th
is p
arag
raph
be
st:
Th
e m
an th
ough
t the
sea
was
ver
y lo
ud
and
very
big
.
The
man
fell
in lo
ve w
ith th
e se
a an
d kn
ew it
wou
ld n
ever
leav
e hi
m.
Th
e m
an w
as su
rpris
ed th
at th
e se
a w
as
full
of p
eopl
e, a
nim
als a
nd b
irds.
The
man
fell
in lo
ve w
ith th
e se
a an
d kn
ew it
w
ould
nev
er le
ave
him
.2C
4
1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
the
mai
n id
ea.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Rere
ad th
e lo
ng p
arag
raph
, cns
ider
ing
the
ques
tion.
• Se
lect
the
best
opt
ion.
5. ‘
He
open
ed h
is m
outh
and
the
drift
and
the
drea
m o
f it,
the
wea
ve a
nd th
e w
ave
of it
, the
fu
me
and
the
foam
of i
t nev
er le
ft hi
m a
gain
’ (p
arag
raph
2).
(
a) W
hat d
o yo
u no
tice
abou
t the
pai
rs o
f un
derli
ned
wor
ds?
(
b) W
hy d
o yo
u th
ink
the
auth
or c
hose
to
writ
e lik
e th
is?
(a) P
airs
of w
ords
beg
in w
ith th
e sa
me
lett
er/
allit
erat
e.
(b)
• Th
e au
thor
wan
ts th
e re
ader
to u
nder
stan
d ho
w
amaz
ed th
e lit
tle m
an is
by
the
sea.
• Th
e w
ritin
g is
like
poe
try
beca
use
it’s
the
best
w
ay to
sho
w th
e lit
tle m
an’s
feel
ings
.•
Rhyt
hm re
crea
tes
the
ebb
and
flow
/sou
nd o
f th
e se
a.
2LfE
1
2 m
arks
Que
stio
n fo
cus:
com
men
t on
the
writ
er’s
use
of w
ords
, incl
udin
g
figur
aive
lang
uage
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• (a
) Loo
k at
pai
rs o
f wor
ds a
nd id
entif
y si
mila
ritie
s.•
(b) C
onsi
der t
he im
pact
of t
his
kind
of w
ritin
g.
Awar
d 1
mar
k fo
r eac
h pa
rt o
f th
e qu
estio
n.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 4
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 40 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide
41
Prac
tice
text
: The
Man
Who
se M
othe
r Was
a P
irat
e 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 s
ea d
id n
ot re
ally
‘str
oked
the
sand
w
ith so
ft li
ttle
paw
s’ (p
arag
raph
2) s
o w
hy
did
the
writ
er u
se th
ose
wor
ds?
• Sh
e’s tr
ying
to sh
ow h
ow g
entle
and
pla
yful
the
sea
is a
t the
litt
le m
an’s
feet
.•
She’s
con
tinui
ng to
use
alli
tera
tion/
writ
e w
ith lo
ts
of w
ords
beg
inni
ng w
ith th
e sa
me
soun
d.•
She ’s
usi
ng h
issi
ng so
unds
to im
itate
the
soun
d
of th
e se
a.
2C7
1 m
ark
Que
stio
n fo
cus:
expl
ain
how
lang
uage
cont
ribut
es to
the
mea
ning
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Sc
an th
e te
xt fo
r the
sen
tenc
e to
und
erst
and
the
cont
ext.
• Th
ink
of th
e im
age
mad
e in
the
read
er’s
head
by
that
sen
tenc
e.
7. D
o yo
u th
ink
the
sea
capt
ain
is g
oing
to
be a
kin
d m
an?
Y
es
N
o
U
se id
eas
from
the
text
in y
our a
nsw
er.
Yes
• Be
caus
e he
’s de
scrib
ed a
s ‘ro
sy’.
No
• B e
caus
e he
roar
s w
hen
the
little
man
say
s ‘Th
ank
you!
’ (lin
e x)
.
2MI3
1
mar
kQ
uest
ion
focu
s: pr
edic
t wha
t mig
ht h
appe
n fro
m d
etai
ls st
ated
and
im
plie
d.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
find
the
answ
er.
• S c
an th
at p
art o
f the
text
, loo
king
for i
nfor
mat
ion
to in
clud
e in
th
e an
swer
.
Ther
e is
no
mar
k fo
r the
firs
t pa
rt o
f the
ans
wer
.
8. W
hy d
o yo
u th
ink
the
capt
ain
wan
ts th
e lit
tle m
an to
say
‘Aye
, aye
sir!’
(lin
e 13
) in
stea
d of
‘Tha
nk y
ou!’
(line
11)
?
‘Aye
, aye
sir’
is w
hat s
ailo
rs s
ay to
the
ship
’s ca
ptai
n.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
hy th
e au
thor
mig
ht h
ave
mad
e th
at d
ecis
ion.
9. T
ick
two
feat
ures
of t
his
text
whi
ch te
lls
you
that
it’s
fictio
n:
It’
s abo
ut p
irate
s.
The
even
ts d
escr
ibed
are
not
like
ly to
be
true
.
It de
scrib
es th
e se
a w
ith in
vent
ive
lang
uage
.
It te
lls y
ou h
ow p
irate
s spe
ak to
thei
r ca
ptai
n.
• Th
e ev
ents
des
crib
ed a
re n
ot li
kely
to b
e tr
ue.
• It
desc
ribes
the
sea
with
inve
ntiv
e la
ngua
ge.
2TC1
2
mar
ksQ
uest
ion
focu
s: id
entif
y th
e th
emes
and
conv
entio
ns o
f the
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Sk
im re
ad th
e te
xt a
gain
.•
Rere
ad th
e st
atem
ents
in th
e qu
estio
n id
entif
ying
thos
e ar
e ar
e fe
atur
es o
f a fi
ctio
n te
xt.
Awar
d 1
mar
k fo
r a b
rief
expl
anat
ion
and
anot
her f
or
refe
renc
e to
/ a q
uota
tion
from
th
e te
xt.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 4
Que
stio
nA
nsw
erCD
/ M
ark
Use
ful s
trat
egie
sA
ddit
iona
l inf
orm
atio
n
1. W
hat d
oes
the
wor
d ‘S
udde
nly’
(par
agra
ph 1
) tel
l you
at t
he b
egin
ning
of
this
ext
ract
?
It te
lls y
ou th
at th
e lit
tle m
an/n
arra
tor h
adn’
t ex
pect
ed to
see
the
sea
just
then
/is s
urpr
ised
.2C
21
mar
kQ
uest
ion
focu
s: ex
plai
n th
e m
eani
ng o
f wor
ds in
cont
ext.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Care
fully
read
the
begi
nnin
g of
the
extr
act t
o es
tabl
ish
the
cont
ext.
• Co
nsid
er w
hat i
nfor
mat
ion
‘Sud
denl
y’ g
ives
.
2. H
ow d
o yo
u kn
ow th
at th
e lit
tle m
an h
adn’
t ev
er se
en th
e se
a be
fore
this
?
U
se tw
o id
eas f
rom
the
text
in y
our a
nsw
er.
We
know
bec
ause
it te
lls u
s th
at th
e lit
tle m
an
hadn
’t ‘d
ream
ed’ (
para
grap
h 2)
or ‘
thou
ght’
(par
agra
ph 2
) abo
ut th
e se
a an
d he
is s
o su
rpris
ed
that
he
coul
d on
ly s
tare
.
2MI1
/2M
I2
2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
and
just
ify w
ith e
vide
nce
form
the
text
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Sk
im th
e te
xt to
gai
n an
ove
rall
feel
ing
for t
he li
ttle
man
’s re
spon
se.
• Sc
an th
e te
xt fo
r ide
as/q
uota
tions
to u
se in
the
answ
er.
Awar
d 1
mar
k fo
r a b
rief
expl
anat
ion
and
1 m
ark
for
clea
r ref
eren
ce to
/quo
tatio
n fro
m th
e te
xt.
3. W
hy is
‘BIG
NES
S’ (p
arag
raph
2) w
ritte
n in
ca
pita
l let
ters
?•
It sh
ows
that
the
little
man
was
sur
pris
ed a
t how
bi
g th
e se
a w
as.
• It
help
s to
sho
w ju
st h
ow B
IG th
e se
a is
.
2C7
1
mar
kQ
uest
ion
focu
s: ex
plai
n ho
w p
rese
ntat
ion
cont
ribut
es to
mea
ning
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• Sc
an th
e te
xt fo
r the
wor
d.•
Care
fully
read
the
sent
ence
it is
in to
gai
n an
und
erst
andi
ng o
f co
ntex
t.
4. R
erea
d th
e lo
ng p
arag
raph
. Tic
k th
e se
nten
ce th
at su
mm
aris
es th
is p
arag
raph
be
st:
Th
e m
an th
ough
t the
sea
was
ver
y lo
ud
and
very
big
.
The
man
fell
in lo
ve w
ith th
e se
a an
d kn
ew it
wou
ld n
ever
leav
e hi
m.
Th
e m
an w
as su
rpris
ed th
at th
e se
a w
as
full
of p
eopl
e, a
nim
als a
nd b
irds.
The
man
fell
in lo
ve w
ith th
e se
a an
d kn
ew it
w
ould
nev
er le
ave
him
.2C
4
1 m
ark
Que
stio
n fo
cus:
sum
mar
ise
the
mai
n id
ea.
Stra
tegi
es:
• Ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
Rere
ad th
e lo
ng p
arag
raph
, cns
ider
ing
the
ques
tion.
• Se
lect
the
best
opt
ion.
5. ‘
He
open
ed h
is m
outh
and
the
drift
and
the
drea
m o
f it,
the
wea
ve a
nd th
e w
ave
of it
, the
fu
me
and
the
foam
of i
t nev
er le
ft hi
m a
gain
’ (p
arag
raph
2).
(
a) W
hat d
o yo
u no
tice
abou
t the
pai
rs o
f un
derli
ned
wor
ds?
(
b) W
hy d
o yo
u th
ink
the
auth
or c
hose
to
writ
e lik
e th
is?
(a) P
airs
of w
ords
beg
in w
ith th
e sa
me
lett
er/
allit
erat
e.
(b)
• Th
e au
thor
wan
ts th
e re
ader
to u
nder
stan
d ho
w
amaz
ed th
e lit
tle m
an is
by
the
sea.
• Th
e w
ritin
g is
like
poe
try
beca
use
it’s
the
best
w
ay to
sho
w th
e lit
tle m
an’s
feel
ings
.•
Rhyt
hm re
crea
tes
the
ebb
and
flow
/sou
nd o
f th
e se
a.
2LfE
1
2 m
arks
Que
stio
n fo
cus:
com
men
t on
the
writ
er’s
use
of w
ords
, incl
udin
g
figur
aive
lang
uage
.St
rate
gies
:•
Care
fully
read
the
ques
tion,
mar
king
key
wor
ds.
• (a
) Loo
k at
pai
rs o
f wor
ds a
nd id
entif
y si
mila
ritie
s.•
(b) C
onsi
der t
he im
pact
of t
his
kind
of w
ritin
g.
Awar
d 1
mar
k fo
r eac
h pa
rt o
f th
e qu
estio
n.
© R
isin
g St
ars
UK
Ltd
2014
.
Crac
king
Com
preh
ensi
on Y
ear 4
26177 CC YEAR 4 Teachers Book REPRINT NOV 2014.indd 41 19/11/2014 10:33
Sample from Cracking Comprehension Year 4 Teacher's Guide