Comprehension e Book

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Help your child with comprehension

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Many comprehension passages are complex and confusing. There

are some simple strategies which may help if they are applied consistently and patiently.

Have you ever read a passage and not understood it?

When we read our eyes can read the words but we are not truly

reading unless we are taking meaning from the words. When we

read, it has to make sense, otherwise we are not truly reading. To

read we must read and understand the implication that the words

are telling us. Many children find this very difficult.

Now read this simple passage and the questions out loud to your

child:

Autumn

Autumn is the season which comes between summer and winter.

There are several changes that begin in this colourful season. Days

will become shorter. Leaves of trees turn from green to vibrant

red, yellow and orange. Trees need sunlight to keep their leaves a

lively green. Without sunlight leaves turn colours. The grass is no

longer blanketed with dew but with frost, almost every morning, as

temperatures reach the freezing point. Animals start storing up a

food supply to last through the long winter months. These changes

occur as we adjust from the heat of the summer to the chill of the winter.

Now answer these questions orally.

1. What season is this passage about?

2. What does the passage say happens to the day?

3. What are animals doing?

This time your child has read and heard the passage and the

questions. This reinforces the meaning and the principles of how to

tackle comprehension.

Help your child with reading comprehension


Comprehension does not come naturally to some children. These

children must be told that the text is supposed to make sense.

Some children need help to understand how one action in the

passage leads to another. ie that autumn means that the day gets shorter and the leaves fall off the trees! Some connections come

easier and quicker for some than others. The problem is that

some youngsters need and deserve explicit instructions in how to

comprehend.

Comprehension is like having a pretend conversation. Natural

readers ‘hear’ their thinking in their heads as an inner conversation

that helps them make sense of what they read. You can help to

develop these conversations with your child by discussing the

passages with them. It is useful to also help your child make

personal connections to the story e.g. talking about them helping

‘Mum bake a cake!

Children need to have a firm foundation so that they will think as

they read. This is quite a mature concept but one worth working

on so that they are able to develop awareness of their own

thinking and relate this to the words which they read.

Provide structure for your child to think when they read. Children

must develop an awareness of their own thinking, so that they can

monitor themselves while they read.

Keep the text simple until this structure is firmly in place. If the

text is too difficult your child is using all his thought processes in

understanding the words so they have more difficulty in making

sense of the story.

As this understanding process develops and your child

comprehends more easily your child is also learning to understand

different characters, to feel sympathetic, to gradually appreciate

other people’s feelings and to learn about different situations in

life.

Many of your child’s favourite books are excellent material. Try this passage from this simple story below.

Remember read it twice out loud together.

Read the questions together. Look for answers in the text!


.

Once when a Lion was asleep a little Mouse began running up and

down upon him; this soon wakened the Lion, who placed his huge

paw upon him, and opened his big jaws to swallow him. "Pardon, O

King," cried the little Mouse: "forgive me this time, I shall never

forget it: who knows but what I may be able to do you a turn some

of these days?"

The Lion was so tickled at the idea of the Mouse being able to help

him, that he lifted up his paw and let him go.

Sometime after the Lion was caught in a trap, and the hunters who

desired to carry him alive to the King, tied him to a tree while they

went in search of a wagon to carry him on.

Just then the little Mouse happened to pass by, and seeing the sad

plight in which the Lion was, went up to him and soon gnawed away

the ropes that bound the King of the Beasts. "Was I not right?" said

the little Mouse.

‘Little friends may prove great friends’

Questions

1. What did the mouse do to the sleeping Lion? 2. Did the lion eat the mouse? If not what did he do?

3. How did the mouse get away from the lion?

4. Where did the mouse find the lion next time?

5. How did the mouse help the lion?

The practice passage should be easy reading for your child i.e. at the

correct level. It is always good to help keep the child’s concentration

and to help your child learn to comprehend with some of the ideas

The Lion and the Mouse

A fable by Aesop


It is great to ask children questions about the passage they are reading. Questions such as ‘Is this boy like you?’ will sometimes

give you the most surprising answers and help the child to have

concrete and vivid ‘pictures’ in their heads.

It is helpful to encourage your child to decide which parts of the

story are important and should be remembered. This can be done

by highlighting sentences by re-reading them, or even by dividing

the passage into sections.

It is a good idea to put all the important facts from a book/passage

together and use them to understand and have a complete picture

of the theme of the story.

It is a good idea to encourage the children to read and re-read

sections of the passage. Encourage your child to know when their

understanding of the passage has ceased and that is when he must re-read, highlight words and ask questions!

Always encourage your child to make connections with situation they have

encountered. The fact that they have a smaller brother or sister which you

encourage them to look after may be a suitable analogy with this story.

Children may also make the inference that it is unusual for a mouse to

approach a lion at all! The fact that this wouldn’t happen in real life is a

mature thought process and one that should be encouraged and discussed.

This reasoning helps your child to have a more complete understanding in

arguments, when reading texts and relating them to real life situations and

to appreciate other people’s points of view.

Many children like to discuss and decide how a story might end. The

pictures in the book stimulate their imaginations and lead the child to

predict what may happen next. This line of thought should be

encouraged and it is fun discussing this with children.

It is often good to ask children what picture of the story they have in

their heads. Children should be encouraged to discuss their thoughts on

a person in the story. Why did Little Red Riding Hood’s Grandma live in

the middle of a wood? Would that be lonely, frightening or peaceful?


The most useful pattern for successful comprehension is:

1. Read the passage through twice out loud and together

2. Read the first question.

3. Look for the appropriate answer in the text 4. It may help to underline words on the page

5. Write the answer in a sentence

6. Help your child with questions which need an opinion.

It is a good idea to make lists on a separate piece of paper. It is

alright to have your own opinions.

Now try this comprehension. Read and re read then read the

questions. Look for the answers in the text.

An adventure with a shark

One day we saw a battle between two fishermen and a shark which

had been playing about our boat for some time, driving away the

fish and showing his teeth at our bait! Suddenly we heard a great

shouting between two fishermen who were fishing on the rock

opposite us and saw them pulling away on the stout line with the

shark floundering at the other. The line broke but the fisherman

sprang fearlessly into the water after the shark!

Before they could get into deep water one of them seized the shark

by the tail and ran up the beach with him. However the shark

twisted round, turning his head under his body and showed his

teeth near to the fisherman’s hand. The fisherman let him go and sprang out of the way.

The shark now turned tail, flapping and floundering towards deep

water. The other fisherman who was brave as a lion seized him by

the tail and made a spring towards the beach. His friend was at the

same time attacking the shark with stones and a large stick. But as

soon as the shark could turn he had to let go of his hold.

So the battle went on for some time, the shark in a rage, splashing

and twisting about and the fishermen in high excitement yelling at


the top of their voices, but the shark got off at last carrying away a

hook and line and not a few severe bruises.

Questions

1. Name two ways the shark was spoiling the fishing.

2. What did the two fishermen do when the shark broke the

line?

3. How did the shark make the fisherman let go?

4. How did the shark make his way back into deep water?

5. Why did the shark carry away the hook and the line?

6. How do you know that the shark was badly hurt?

7. Would you like to argue with a shark?

Answers

1. Driving away the fish

Showing his teeth at the bait

2. They sprang into the water after the shark. 3. The shark turned around and showed his teeth near the

fisherman’s hand.

4. Flapping and floundering

5. The fisherman had to let go of the line

6. The shark escaped with not a few bruises.

7. NO. It would not be a good idea!


Here are some simple passages to introduce comprehension to

Year 2 children

Hetty Hen the teacher

Here is Hetty Hen. She has five chicks looking at her. The story book is blue. Hetty loves reading stories. The chicks all listen. The story is about autumn. Are you listening?

1. How many chicks are there in the picture? 2. What colour is the book?

3. The story is about- - - - - .

4. What is the teacher’s name?

This story should be read together with your child. The child may

answer the questions orally or write the answers

The boy’s name is Tommy. He loves autumn.

He jumps into the pile of leaves. The farmer has put all the leaves in a pile. Oh dear! What a

mess!


What happened here?

1. Do you know the name of the boy?

2. Who put the leaves in the pile

3. What does Tommy like?

4. Do you like playing in the leaves?

5. Please draw me a pile of leaves in the space below


answer the questions orally or write the answers using sentences.

Here is the farmer sweeping up the leaves again. He puts them in the bin The leaves are brown, red and gold. Can you find some leaves

these colours?

Are you listening?

1. Who swept up the leaves?

2. Where did he put the leaves this time? 3. What colour are the leaves?

4. Can you make an autumn picture with your leaves?

This story should be read together with your child.


This boy’s name is John. He has put all these leaves in a pile. John is keeping them for his

hedgehog.

The hedgehog is called Prickly. The pile of leaves will help to keep

the hedgehog warm on cold nights.

Did you know this? 1. What is this boy’s name? 2. Why has he put the leaves in a pile? 3. What is his pet called? 4. Who will sleep in the leaves?

This story should be read together with your child.

Hetty Hen tells her chicks that they must get ready for autumn. She says that soon it will get dark earlier. The farmer will keep

the chicks warm in a bed of straw. She tells the chicks that it is time to play now.

The end of the story

Answer the questions orally or write the answers using sentences.

5. What happens in autumn?

6. How will the chicks keep warm?

7. Do you like autumn?

8. What are the chicks told to do at the end of the story?


answer the questions orally or write the answers using sentences.


Answers Passage 1

1. There are five chicks in the picture.

2. The story book is blue

3. The story is about autumn.

4. The teacher’s name is Hetty Hen.

Passage 2

1. The boy’s name is Tommy.

2. The farmer put the leaves in a pile.

3. Tommy loves autumn.

4. Yes leaves are fun.

Passage 3

1. The farmer swept up the leaves.

2. He puts them in a bin.

3. The leaves are brown, red and gold.

Passage 4

1. The boy’s name is John.

2. The pile of leaves will help keep the hedgehog warm.

3. The hedgehog is called Prickly.

4. Prickly will sleep in the leaves.

Passage 5

1. It will get dark early.

2. The farmer gives the chicks a bed of straw to keep warm.

3. It is time to play.

4. Yes it is fun as we can play with conkers.


Help your child prepare for the Reading tasks together at home

It is always useful to take some passages from a book which is at the

correct level for your child’s reading in Year 2. This should be made as

enjoyable and exercise as possible. Ask your child to read the passage

and then you read the passage again to your child.

General thoughts and questions

A discussion should take place after reading and could involve:

Re-telling what has happened in the book so far

Predicting what might happen later in the book.

Ask your child whether after reading the first few pages of the

book would this make you want to carry on reading it? Why?

How do you think the story will end?

Why do you think this book is called.........

Which part of the story do you think is the funniest/saddest/most interesting? Why do you think that?

Did the book make you think of something which had once

happened to you?

Playing ball Travelling

With non-fiction texts the discussion and questions could involve;

KS1 Reading Tasks – Level Two Reading texts for parents


Asking the child to recap on the broad topic

Talking about the particular sections he/she would be interested in

reading next.

Do the pictures/layout help you understand the book better? How?

Are the pictures clear? Do they make the book more enjoyable?

With all texts:

Provide opportunities for the child to respond to the book so far

Encourage the child to talk about the meaning and significance of

what he/she has read

Ensure that your child has a complete understanding of all the

vocabulary used in the book

Make a list with your children of the order in which things

happened

Points to think about when choosing a book:

Clear print

Factual information included at end of story

Amusing illustrations which aid understanding

Clear, predictable pattern to story- line

Unexpected ending

Use of bold print and capitalisation in text for emphasis

Has a non-fiction book got an index and a contents page?


Suggested books for you to use with your child and questions to

ask

Fiction books

.

Another Fine Mess – Tony Bonning & Sally Hobson

Questions during reading the story

• How did the fox feel at the beginning of the story?

• When the fox looks at his calendar how does he feel?

• Who did Fox not want to come to his ‘den’?

• Have you any idea what Partridge will do with the rubbish? Is

there a reason that you think that?

Mr. Wolf’s Pancakes – Jan Fearnley

Picture Mammoth

Questions to ask during reading

• What do you think Mr. Wolf is like?

• What does Mr. Wolf want to eat and why does he not have it?

• Describe what Mr. Wolf’s neighbours are like.

• What did Mr. Wolf do when his neighbours wouldn’t help him?

• Has anyone not helped you?

Questions after reading the whole story

Did you enjoy the ending of the story and why?

How did you think Mr. Wolf felt at the end of the story?

Describe another Wolf story.

• Describe your favourite food and why do you like it?


• What do you do when you need help?

• Could you do what Mr. Wolf did?

Non-fiction books

General questions for discussing non-fiction texts after reading

• What is a non-fiction book? Can you name one?

• If you were using an atlas what would you expect to learn?

• What sort of non- fiction book have you used in class?

• How do you find the correct page in an Information book? How

would you use it to find something out?

• Explain how pictures/layout help you use the book better?

• Are the illustrations useful? Do they help you find and consolidate

the information?

Animal Young: Mammals – Rod Theodorou


• What is a mammal?

• Name three common mammals?

• Look at page 13. Why are the words ‘energy’ and ‘teats’ written in

bold?

• What do you think of the layout of this book?

Questions after reading the whole book

• When do you use a non -fiction book?

• What helps you visualise what the mammals are like?

• Why can some animals protect themselves from their attackers?

• Would this book be useful to you at home? Why/ why not?


Looking at Minibeasts – Ladybirds and Beetles - Sally Morgan

Belitha Press 1-84138-166-7 (hardback)


• What is special about ladybirds?

• What is the difference between ladybirds and beetles?

• Where would you expect to find ladybirds?

• How does this book attract your attention?

Questions after reading the whole book

• What do you think about the pictures in this book?

• Where can you find out about beetles live?

• Do you like labelled pictures and photographs?

• Which is better to make details clearer photographs or pictures?

• Which section of the book did you enjoy most?


Comprehension for Key stage 2

A Mermaid and a Magic Comb

Comprehension reading passage

The coast near Lizard Point in Cornwall is a place of great beauty, with

steep wave battered cliffs, towering over little hidden coves and beaches. Here the sea has always shaped the lives of those that live

close by. And, as many a fisherman knows, it hides many secrets and

mysteries.

If you walk along the coast, you will find lots of strange things that

have been left stranded on the shore. But none stranger than that

found by an old Cornish man, some four hundred year ago.

The man's name was Lutey and he lived in a cottage in the little village

of Corantyn (now Cury) near Mullion. It was a fine summer's day: the

sun shining in a cloudless sky. He was walking in one of the coves near

the Lizard Point. The tide had gone out, leaving a wide bar of sand.

He was walking along, looking at the shells and flotsam that had

washed up onto the beach, when he saw, in a deep pool left by the

falling tide, a beautiful lady. She had long golden hair and was sitting

on a rock. She seemed very upset and was crying pitifully.

As he came near, she darted from the rock into the pool and he saw, to

his amazement, that she was a mermaid. He was curious and a little

alarmed, for he had heard many tales of the danger of such 'sea sirens'

from the fishermen of Gunwalloe. He wanted to run home but, thinking

of her pitiful cries, he moved carefully towards the pool.

He could see that the mermaid too was very afraid, as she tried to hide herself in the rocks among the seaweed. "You needn't mind me", he

said. "I'm an old man. I won't hurt you. What are ye doing by thyself

then, this time o' day?" At first, she was too afraid to speak, then

crying bitterly she begged him to go away.

The old man again told her he meant her no harm but could not


leave her when she was so upset. "What saddens you, young one?"

he said. His voice was kind and the mermaid swam a little nearer to

the rock. She looked at him with large green eyes, and, after a little

more coaxing, she told him her story.

She had been swimming near the coast with her husband and children. Tired by the hot sun, the merman suggested swimming to

a cave they liked, in Kynance Cove. They entered the cavern at

mid-tide. There was some nice soft weed, and the cave was

deliciously cool. Her husband settled down to sleep and told them

not to wake him until the turn of the tide. Tired out by their play,

the little ones too settled down.

She had left the cove to look for food and smelt a beautiful scent on

the summer breeze. It came from the flowers that grew about the

point, so she had drifted in on the waves, to get as close as

possible. Her mind lulled by the sweet perfume, she had not noticed

the falling tide, until she found herself cut off in the rock pool.

Now she could not get back to her husband and family. She looked

again towards the sea. Seeing once more the long dry bar of sand,

she again began to cry. "What shall I do?" she said. "I must get

back to the cave."

The old man tried to comfort her but she told him that, if her

husband awoke and found her missing, he would be terribly angry.

She was supposed to be hunting food for his dinner. He would, she

said, be sure to awake at the turn of the tide, as that was his

dinnertime. If no food arrived, he'd raise a storm in his fury and

would, as likely as not, eat the children, for mermen were very savage when they were hungry.

The old man was horrified by this and asked what he could do to

help. She begged him to carry her out to sea. If he would be so

kind, she would grant him three wishes. At once he knelt down

upon the rock and the mermaid clasped her fair arms around his

neck. He got up from the rock and slowly carried the mermaid

across the sands on his back.

As he put her gently into the sea, she thanked him and asked him

what he wished. "I ask not," said he, "for silver or gold, but for the

power to do good: to break evil spells, to charm away disease and to find stolen property."


The mermaid happily agreed to give him these powers. She told him

he must come to the half-tide rock the next day, and she would tell him how to achieve the things he wanted. Then, taking her comb

from her golden hair, she gave it to him and told him to comb the

water with it when he got to the rock.

Next day he went to the rock, combed the water and the mermaid

appeared.

She thanked him again for his help, and began to tell him many

magical things: he learned how to break the spells of witches, how to

prepare a cup of water that would show the face of a thief and the

healing power of seaweed and herbs.

She told him that, as long as he kept the comb, she would come to

him whenever he combed the water with it. Then, with a smile, she

slid off the rock and disappeared. They met several times after that

and the old man learned many secret things.

Once the Mermaid"s curiosity got the better of her. She persuaded

her old friend to take her to a secret place, from which she could see

more of the dry land and the strange people, with split tails, who

lived on it.

When he took her back to the sea, she asked him to visit her home,

and even promised to make him young if he would do so. To this, the

old man gently said no.

Instead he stayed in his cottage and became known as a strong

healer who could charm away the worst of luck. And this learning, he

passed on to his children, along with the magic comb.

The rock at which they met, became known as 'Mermaid’s Rock'. And

should you doubt this story, just visit the coast and ask for Mermaid’s

Rock. It will soon be pointed out to you. You may even be lucky

enough to see a mermaid yourself; but remember, such magic only

happens to those who truly believe.


Questions

1.In what county is this story set?

2.Describe the coast.

3.What was the Cornish Man’s name?

4.What did he find?

5.What was the mermaid doing?

6.Why was the man afraid of the mermaid?

7.How had the mermaid fallen into the pool?

8.What would the mermaid’s husband do when he woke up?

9. What did the man do for the mermaid?

10. What did the man ask the mermaid for?


11.Where did the man go the next day?

12.The mermaid told him many secret things. What were they?

13.What did the man have that belonged to the mermaid?

14. How did meeting with the mermaid change the man?

15. Mermaid’s rock is special. Describe why this is so.

What do these words mean?

1. Battered 3. curiosity

2. Flotsam 4. achieve

The Little Mermaid

The Little Mermaid statue was a present from brewer Carl Jacobsen

(The Carlsberg Breweries) to the city of Copenhagen, made by a then little known sculptor called Edvard Erichsen. The Little Mermaid

was unveiled at Langelinje in 1913, as part of a general trend in

Copenhagen in those days, selecting classical and historical figures

to be used as decorations in the city's parks and public areas.


Answers. These are some of the answers. There may be other

interpretations 5. In what county is this story set? The story is set in Cornwall 6. Describe the coast? The coast is a place of great beauty, with steep wave

battered cliffs, towering over little hidden coves and beaches 3. What was the Cornish Man’s name? His name was Lutey.

4. What did he find? He found a mermaid

5. What was the mermaid doing? She was crying.

6. Why was the man afraid of the mermaid? He had heard many tales of the danger of such 'sea sirens' from the

fishermen

7. How had the mermaid fallen into the pool? She found herself cut off in the rock pool when the tide went out. 8. What would the mermaid’s husband do when he woke up? He

would be terribly angry and might eat the children

9. What did the man do for the mermaid? He got up from the rock and slowly carried the mermaid across the

sands on his back.

10. What did the man ask the mermaid for? He asked her for the for

the power to do good

11. Where did the man go the next day? Next day he went to the rock, combed the water and the mermaid

appeared.

12. The mermaid told him many secret things. What were they? He learned how to break the spells of witches, how to prepare a cup

of water that would show the face of a thief and the healing power of


the seaweeds and herbs.

13. What did the man have that belonged to the mermaid? She told him that, as long as he kept the comb, she would come to

him

14. How did meeting with the mermaid change the man? He stayed in his cottage and became known as a strong healer

who could charm away the worst of luck

15. Mermaid’s rock is special. Describe why this is so. You may be

lucky enough to see a mermaid

16. What do these words mean

1. Battered beaten

2. Flotsam debris in the sea

3. curiosity enquiring mind

4. achieve gain


FASTER than fairies, faster than witches, Bridges and houses, hedges and ditches;

And charging along like troops in a battle, All through the meadows the horses and cattle: All of the sights of the hill and the plain

Fly as thick as driving rain; And ever again, in the wink of an eye, Painted stations whistle by.

Here is a child who clambers and scrambles, All by himself and gathering brambles; Here is a tramp who stands and gazes;

And there is the green for stringing the daisies! Here is a cart run away in the road Lumping along with man and load; And here is a mill and there is a river:

From a Railway Carriage by Robert Louis Stevenson

1. 1. Who did the train travel faster than?

2. What charged like troops in a battle?

3. Name three things that the train passed on its journey?

4. What is the child doing?

5. What does clamber mean?

6. Explain what the ‘in the wink of an eye’ means?

7. Describe what the tramp is doing?

8. What is a glimpse?

9. Where are the horses ?

Year 3 comprehension paper


10. Who is driving the cart?

11. Who is with the child?

12. What is on the green?

Answers

1. The train travelled faster than fairies.

2. Horses travelled along like troops in a battle.

3. The train passed bridges and houses ,hedges or ditches

( any three accepted).

4. The child is gathering brambles.

5. To clamber is to climb.

6. In the wink of an eye means quickly.

7. The tramp stands and stares

.

8. A glimpse is a quick look.

9. The horses are in the meadow.

10. The man is driving the cart

11. The child is alone.

12. There are daises on the green.


Waiting, waiting, waiting,

For the party to begin;

Waiting, waiting, waiting, waiting, For the laughter and the din;

Waiting, waiting, waiting

With hair just so

And clothes trim and tidy

From top‐knot to toe.

The floor is all shiny; The lights are ablaze;

There are sweetmeats in plenty

And cakes beyond praise.

Oh the games and the dancing,

The tricks and the toys

The music and the madness

The colour and noise!

Waiting, waiting, waiting

For the first knock on the door –

Was ever such waiting,

Such waiting before?

Read the poem through twice then answer the questions below.

Write your answers in complete sentences. 1. What is the poet waiting for?

____________________________________________________________

2. Why do you think the poet repeats the word ‘waiting’ three times?

________________________________________________________________

3. Describe how the writer has prepared him/herself for the party.

_______________________________________________________________

4. Underline the correct answer:

a. The floor/door/lights is all shiny

b. The fire/lights/candles are ablaze

c. The writer’s hair is also/just right/just so

5. What does the phrase ‘cakes beyond praise’ mean?

_____________________________________________________________

6.What is the writer particularly looking forward to?

________________________________________________________________

Year 4 comprehension Waiting, waiting


7a. What food will the party‐goers enjoy?

___________________________________________________________

b. What party food do you like?

___________________________________________________________

7. Some words show that this poem was written quite a long time ago.

What are sweetmeats?

9. The poet uses plenty of adjectives in the poem. Think of another

adjective that could be used in place of each of those below.

a. Trim ______________________________________

b. Shiny __________________________________

c. Plenty ___________________________________

d. Madness _______________________________

10. At what point will the waiting be over?

___________________________________________________________

_______________________

Now imagine you are waiting for your own party to begin. Describe how

you feel.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____________________

Hints for answers

These are not full answers, just ideas to help. Encourage your child to

write in full sentences and express his/her own views.

1. What is the poet waiting for?

The party to begin.

2. Why do you think the poet repeats the word ‘waiting’ three times?


Builds up anticipation

3. Describe how the writer has prepared him/herself for the party.

This is in lines 6‐8

4. Underline the correct answer:

a. The floor/door/lights is all shiny

b. The fire/lights/candles are ablaze

c. The writer’s hair is also/just right/just so

5. What does the phrase ‘cakes beyond praise’ mean?

Too good to describe

a. Trim neat

b. Shiny bright

c. Plenty ample

d. Madness

6.What is the writer particularly looking forward to?

Food; games; toys; noise

7.What food will the party‐goers enjoy?

Sweetmeats and cake

8. Some words show that this poem was written quite a long time ago.

What are sweetmeats?

Any form of sweet food

9. The poet uses plenty of adjectives in the poem. Think of another

adjective that could be used in place of each of those below.

a. Trim neat

b. Shiny bright

c. Plenty ample

d. Madness

10. At what point will the waiting be over?

When there is a knock on the door


Butterfly Camouflage

All wild creatures have ways of protecting themselves from their enemies. Butterflies and moths can be eaten by an enemy; one way they can avoid an early death is to hide or disappear into their surroundings.

They may camouflage themselves by looking like another object, or they may take on the patterns and colours of local trees, rocks or leaves. Many animals have patterns of colour on their bodies that allow them to blend into their surroundings this way. These animals are hard to detect as long as they stay still. But, once they move, you can easily pick them out. That is because humans, as well as many other animals, have specialised brain cells that can tell when something is moving. Predators also use camouflage to hide until their prey is close enough to be caught and eaten.

Butterflies, which are active by day, usually rest with their wings together over their backs and remain motionless. As a result, they are less likely to be seen, especially from above. Only when they move can you detect their presence and real shape. Some butterflies rest like moths with their wings spread out. They disguise themselves as either living or decaying leaves, blending in with their environment. Some butterflies and moths have marks on their wings that look like eyes. This can scare their enemies so the prey can make a quick getaway.

Many caterpillars go through a series of moults, they push through their old skin to allow new skin to come out. By moulting, a caterpillar not only increases its size, but can also change its colouring and appearance. This is another way that it can stay safe from predators.

Because a pupa cannot move around, the insect is far more likely to be eaten by predators at this time than when it is a caterpillar or an adult. For the majority of pupae, their best hope for survival is to adapt their shape and colour to their surroundings.

Some of the most colourful butterflies don't need to hide because they are poisonous to their predators. The poison in a butterfly's body comes from the plants it ate as a caterpillar. For example, monarch caterpillars feed on the poisonous milkweed plant and these poisons then are a part of their systems when they become adults. Think about and answer the following questions:

How does camouflage protect animals from their enemies?

Year 5 Comprehension on Butterflies


________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. Name three ways that butterflies can blend in with their environment. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. What do you think would happen if the environment of butterflies changed? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. Explain another way that butterflies that do not disguise themselves can

protect themselves from their enemies. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Suggested answers

1. One way they can avoid an early death is to hide or disappear into

their surroundings.

2. By looking like another object; or they may take on the patterns and

colours of local trees, rocks or leaves; disguise themselves as either living

or decaying leaves.

3. They would find it hard to survive.

4. Some of the most colourful butterflies don't need to hide because they

are poisonous to their predators. The poison in a butterfly's body comes

from the plants it ate as a caterpillar.

Licensed under a Creative Commons Attribution Share-Alike 3.0 License


Comprehension for year 6 on Constellations


Illustrations taken from Comic Strip History of Space by Sally Kindberg and Tracey Turner, by kind

permission of Bloomsbury Books. © Bloomsbury Books 2010, not to be reproduced in any other

format without permission.


http://www.bloomsbury.com/childrens/

Questions

1. Which nationality of people in this article named the constellation

Scorpion?

2. What sort of creature is a scorpion and to what else does it lend its

name?

3. What is the other name for the constellation that looks like ‘The twins ‘?

Who named these two constellations?

4. Give two reasons why they might have looked different to different people?

5. When you live in England or Europe which stars can you not see? Are

there any that can be seen wherever you live?

6. Which is one of the easiest constellations to see in the night sky?


7. Who did the Ancient Greeks name Orion after? By what other names was

it known and by whom?

8. Why is it surprising that so many people named the Great bear by the

same image?

10.What are the two names of the brightest stars in the sky? Why do you

think people gave them these names?

11.Give the names of the constellation in the Southern Hemisphere which had

four different names in four different countries ?

12. Give your definition of what a constellation is?

13. See if you can draw one of the constellations named above or another one

that you might know.

Answers

1. People from Babylonia and the Maya people from South America named

the constellation Scorpion.

2. Scorpions are arachnids. They are related to spiders and ticks. They also lend their name to an astrological sign in the Zodiac, called Scorpio.

3. The other name for the constellation that the Babylonians named Twins

was a Peccary. The Maya of South America named it after a peccary.

4. People see things differently in the sky as it depends on the time of the

year and where you live on Earth. The weather conditions can also make a

difference.


5. You cannot see the stars that are shining deep in the Southern

hemisphere. Yes there are some that can be seen by people in both

hemispheres.

6. Orion’s belt is a very well known constellation and is easily recognised.

7. The Greeks named Orion after a hunter killed by the Gods for being

cheeky. It was also known as the Shepherd of Anu by the Babylonians and

in Egypt it is called Sah, boyfriend of the goddess Sopdet.

8. The Great Bear is a large constellation and it is called that by everyone as it is a good resemblance to a bear!

9. The Plough and the Great dipper are the brightest stars. Ploughing and

ploughs were very much part of life for Ancient Greeks. It is known as the

Big Dipper because the major stars can be seen to follow the rough outline

of a large ladle or dipper

10.In the Southern Hemisphere the Southern Cross is very conspicuous. The

people of South island New Zealand call it Anchor of the Milky Way. In

Indonesia they call it the Stingray. The Aborigines call it either possum or

Head of emu in the sky.

Southern Cross or Crux


Comprehension Year 7 To the Cuckoo

To the Cuckoo by William Wordsworth

O blithe newcomer! I have heard, I hear thee and rejoice: O Cuckoo! shall I call thee bird, Or but a wandering Voice?

While I am lying on the grass Thy twofold shout I hear; From hill to hill it seems to pass, At once far off and near.

Though babbling only to the vale Of sunshine and of flowers, Thou bringest unto me a tale Of visionary hours. Thrice welcome, darling of the Spring! Even yet thou art to me No bird, but an invisible thing, A voice, a mystery;

The same whom in my schoolboy days I listened to; that Cry Which made me look a thousand ways In bush, and tree, and sky.

To seek thee did I often rove Through woods and on the green; And thou wert still a hope, a love; Still longed for, never seen!

And I can listen to thee yet; Can lie upon the plain And listen, till I do beget That golden time again.

O blessèd birth! the earth we pace Again appears to be An unsubstantial, fairy place, That is fit home for Thee!

Questions Please answer in complete sentences.

1. Why does Wordsworth describe the cuckoo as ‘blithe newcomer’?


________________________________________________________________

________________________________________________________________

2What four word term does he use to describe the cuckoo?

________________________________________________________________

3.Why does Wordsworth say the cuckoo is ‘an invisible thing’?

________________________________________________________________

________________________________________________________________

4.What does ‘thrice’ mean?

________________________________________________________________

5.Is the speaker hearing the cuckoo for the first time in his life?

________________________________________________________________

6.Explain the reason for your answer to Q5.

________________________________________________________________

________________________________________________________________

7. The sound of the cuckoo has two main effects on the poet. Tick the correct

two.

a. It reminds him of his youth.

b. It makes him sad.

c. It makes the earth seem unreal.

d. It makes him aware of mortality.

8. What is the effect of the accent on blessèd in the last verse?

________________________________________________________________

________________________________________________________________

William Wordsworth (April 7, 1770 – April 23, 1850) was an important poet of

the Romantic Age in English literature.

Many people think that The Prelude, an autobiographical poem of his early years

is his masterpiece. Wordsworth was England's Poet Laureate from 1843 until his

death in 1850.

Wordsworth was born as second of five children in the Lake District. After

the death of his mother in 1778, his father sent him to Hawkshead

Grammar School. In 1783 his father died. Wordsworth went to St John's

College, Cambridge in 1787. Three years later, in 1790, he visited France

and supported the Republican movement. The following year, he graduated from

Cambridge.

In 1793 Wordsworth published the poetry collections An Evening Walk and

Descriptive Sketches. In 1795 he met Samuel Taylor Coleridge in Somerset. The

two poets quickly developed a close friendship. In 1797, Wordsworth and his sister, Dorothy, moved to Somerset, just a few miles away from Coleridge's


home in Nether Stowey. Together, Wordsworth and Coleridge produced Lyrical

Ballads (1798), an important work in the English Romantic movement.

Wordsworth, Dorothy, and Coleridge went to Germany in the autumn of 1798. He began to work on the important autobiographical piece The Prelude. He also

wrote a number of famous poems, including "the Lucy poems." He and his sister

moved back to England, now to Dove Cottage in Grasmere in the Lake District, and this time with the poet Robert Southey nearby. Wordsworth, Coleridge, and

Southey came to be known as the "Lake Poets". Through this period, many of his poems speak of death, endurance, separation, and grief. In 1805 he married a childhood friend, Mary Hutchinson. Dorothy continued to live with the couple. Two of his children, Thomas and Catherine, died in 1812. In

1813 his family, including Dorothy, moved to Rydal Mount, Ambleside, where he

spent the rest of his life. Questions

1How many younger siblings did Wordsworth have? ______________________________________________________________

2. How old was Wordsworth when he died? ______________________________________________________________

3. What important post did Wordsworth hold? ______________________________________________________________

4. Who wrote the Lyrical Ballads? ______________________________________________________________

5. Name two works written by Wordsworth whilst in Germany. ______________________________________________________________

6. Which poets formed ‘The Lake Poets’? ______________________________________________________________

7. Why were they so named? ________________________________________________________________ ________________________________________________________________

8. What happened to Wordsworth in 1812? _______________________________________________________________


.Answers

These answers are just guidelines. 1. Cuckoos are summer visitors.

2. Darling of the Spring! 3. However hard he looks, he has never seen it.

4. Three times

5. No

6. He refers to having heard the cuckoo in his schooldays.

7. A and c 8. It means two syllables are pronounced, making the verse scan.

1. Three.

2. He was 80.

3. Wordsworth was Poet Laureate.

4. Wordsworth and Coleridge produced Lyrical Ballads.

5. The Prelude and The Lucy Poems.

6. Wordsworth, Coleridge, and Southey 7. They lived in the Lake District. 8. Two of his children, Thomas and Catherine, died in 1812.

William Wordsworth Wikimedia Commons


There comes a time in every boy's life when he suddenly has a strong

desire to go somewhere and dig a hidden treasure. This desire came

upon Tom Sawyer one day. He went to look for Joe but Joe failed to

share this desire. Next, Tom looked for Ben but Ben went out fishing.

As Tom was walking back home, he stumbled upon Huck who was all

ears to Tom's idea. They went to a quiet place and discussed the matter secretly. Huck was always willing to be part of anything exciting because

he was such a carefree boy.

"Where will we dig?" asked Huck.

"Oh, almost everywhere." replied Tom.

"Why, are treasures hidden all around?"

"No. Treasures are hidden in special places. Sometimes on islands,

sometimes in rotten chests under a dead old tree where the shadow falls

at midnight. But most of them are hidden in haunted houses."

The last location gave Huck goose pimples but it made him even

more curious to learn about finding treasures.

"Who hides them?"

"Robbers, of course. Who do you think? Sunday school teachers?"

As they talked, they became more and more excited about treasure hunting. Both boys started to daydream what they would do with the

many treasures they might find.

1. What made Tom think of treasure hunting?

______________________________________________________

______________________________________________________

2. How would you describe Huck.

Tom Sawyer


______________________________________________________

______________________________________________________

3. Who asked the question "Who hides them?" and why did he ask it?

______________________________________________________

______________________________________________________

4. What is the meaning of the phrase "who was all ears to Tom's

idea".

______________________________________________________

______________________________________________________

5. Why did Huck have goose pimples?

______________________________________________________

______________________________________________________

Answers

1. It was a time in Tom's life when he suddenly has a strong desire to go

somewhere and dig a hidden treasure.

2. Huck was a carefree boy who was willing to be part of anything

exciting.

3. Huck asked the question because he was curious to learn about finding

treasures.

4. It means to pay full attention in listening to Tom's ideas.

5. Huck had goose pimples because he has to find some treasures hidden

in haunted houses.


I need to think……….

I wonder……………

It might mean…………..

The beginning is ………………

Thoughts on how to approach comprehension

A process of logical

thinking


I need to look for clues………….

I need to use logic……..

I need to find clue words….

Think about story line……

Imagine what people in story are

thinking…..

Look at pictures……….

Re-read for clarification


What can I see……?

What can I hear…….?

What can I hear……..?

Can I feel or touch……..?

Is the taste good…..?

Is this real……….?

Imagination


How did this passage start…?

What happened next…….?

Who is the most important character?

Where did this all happen?

Where is the passage about?

When was it written?

Who wrote the story?

What words are important?

Now for a recap…..!


What happened first?

What was the consequence of this?

Remember ………………………!

How did it all end?

Which words must I remember?

Why did it end in this way?

Which is the most important event?

Recall all the events…


I wonder why……..?

Is this the real meaning?

When did this happen?

Who is who?

Remember to reread the question!

How many people are in the passage?

Why did this happen?

Who caused this to happen?

What word is important?

Ponder…..think


I now think …..because……

I realise now…….

My opinion now is……

I used to wonder but now I think…..

Analysing


I judge….because

I agree or I disagree……

That is good…or bad because….

I liked or disliked…….

I learnt new words……

I enjoyed or disliked this passage

because……….

Rate


A final thought with open-ended questions!

THE PROUD LITTLE APPLE BLOSSOM

It was the month of May, but the wind still blew cool, for the sun was not

yet ready to shed his warmest rays on the waiting earth.

Yet some of the birds had come, and more were on their way, and many

beautiful blossoms were already showing their pink and white blooms, so

that from bush and tree, field and flower, came the glad cry,

"Spring is here! Spring is here."

Now, it happened that a young princess rode by a beautiful orchard in full

bloom, and she stopped to pick a branch of apple blossoms to take to her

palace. All who saw the apple blossom praised its beauty and fragrance

until the blossom became proud, and thought that beauty was the only

valuable thing in the world.

But as the apple blossom looked out upon the field she thought: "Not all

of the plants are rich and beautiful, as I am, some seem poor and plain."

And she noticed a little, common, yellow flower, which seemed to lift up

its sunny head and grow everywhere.

The apple blossom said to the plain little flower, "What is your name?"

"I am called the dandelion," replied the little flower.

"Poor little plant," said the apple blossom. "It is not your fault; but how

sad you must feel to be so plain and to bear such an ugly name."


Before the little plant could reply a lovely little sunbeam came dancing

along and said: "I see no ugly flowers. They are all beautiful alike to me."

And he kissed the apple blossom; but he stooped low and lingered long to

kiss the little yellow dandelion in the field.

And then some little children came tripping across the field. The youngest

laughed when they saw the dandelions and kissed them with delight. The

older children made wreaths and dainty chains of them. They picked carefully those that had gone to seed, and tried to blow the feathery

down off with one breath, making joyous wishes.

"Do you see," said the sunbeam, "the beauty of the dandelion?"

"Only to children are they beautiful," said the proud apple blossom.

By and by an old woman came into the field. She gathered the roots of

the dandelions, out of which she made tea for the sick, and she sold

others for money to buy milk for the children.

"But beauty is better than all this," still said the proud little apple

blossom.

Just then the princess came along. In her hand she carried something

that seemed like a beautiful flower. She covered it carefully from the

wind. What do you think it was?

It was the feathery crown of the dandelion. "See!" she said, "how

beautiful it is! I will paint it in a picture with the apple blossoms."

Then the sunbeam kissed the apple blossom, and as he stooped low to

kiss the dandelion the apple blossom blushed with shame.

Hans Christian Andersen [Adapted]

1.What time of the year is it at the start of the story?

2. Who picked a piece of apple blossom?

3. What did the people say that made the apple blossom proud?

4. Which flower did the Apple blossom call ugly?

5. What did the children make from some flowers?

6. What did the old lady pick and why?


7. What did the princess carry along carefully in her hand?

8. What was the princess going to do with the dandelion and the apple

blossom?

9. What did the sunbeam do?

10 How did the apple blossom react to this action?

11. Have to ever felt ashamed about something that you have done?

12. How do you think that the dandelion might have felt about the apple blossom’s comments?

13. Explain what Spring means to you?

14. Which season of the year do you like best and why?

15.Do yu agree with this story that all flowers are beautiful.?

16. Describe how you might grow some seeds?

17. Draw a picture of your favourite flower.

18. Write a paragraph about your favourite story

19 Draw a picture about of your favourite season.

20. Write your thoughts about this story.


Answers

1. The story starts in Spring.

2. The princess picked a piece of apple blossom.

3. The people said that the apple blossom was beautiful.

4. The apple blossom called the dandelion ugly.

5. The children made a daisy chain from daises.

6. She gathered the roots of the dandelions, out of which she

made tea for the sick, and she sold others for money to buy milk

for the children.

7. The princess carried the feathery crown of the dandelion.

8. The princess painted the dandelion in a picture with the apple

blossoms.

9. The sunbeam kissed the dandelion and the apple blossom.

10. The apple blossom blushed with shame.

11. Marker to mark.

12. Marker to mark.

13. Marker to mark.

14 Marker to mark.

15. Marker to mark.

16. Marker to mark.

17. Marker to mark.

18. Marker to mark.

19. Marker to mark.

20. Marker to mark.

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