Sample from Cracking Comprehension Year 4 Pupil Assessment...

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)



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.



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.



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



36

Teac

hing

text

: Gra

ndpa

’s In

dian

Sum

mer

Cr

acki

ng th

e qu

estio

ns

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stio

nA

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erCD

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ark

Use

ful s

trat

egie

sA

ddit

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orm

atio

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The

hors

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opy

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key

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ds.

• (a

) Thi

nk a

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• (b

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Each

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th 1

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te

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• Th

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sual

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g to

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cont

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refu

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ng k

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ords

.•

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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

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para

grap

h 2)

.•

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the

sent

ence

and

con

side

r the

impa

ct o

f the

wor

d.

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he h

orse

s tro

tted

out

into

the

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a h

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arag

raph

4).

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hy d

o yo

u th

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the

auth

or c

hose

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se

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rline

d w

ord

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e se

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• Th

e se

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efor

e w

as ta

lkin

g ab

out a

real

w

ater

rive

r.•

She

wan

ts y

ou to

imag

ine

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y it

is.

• Pe

ople

are

all

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ing

alon

g to

geth

er.

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1

1 m

ark

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stio

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or’s

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ords

.•

Scan

the

text

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he s

ente

nce

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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

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head

s.•

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wki

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• A

maz

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e do

gs, p

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hors

es a

nd c

ows

in

the

stre

et.

(b)

• It

is a

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w/d

iffer

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o th

em.

2MI1

/ 2M

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2 m

arks

Que

stio

n fo

cus:

expl

ain

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renc

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es:

• Co

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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

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k fo

r an

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opria

te e

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d a

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from

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ce to

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e te

xt.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 4



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)’.

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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.

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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

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at-g

rand

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athi

ng

in th

e riv

er?

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on’t

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nd it

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k it’

s an

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sual

thin

g to

do.

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ksQ

uest

ion

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s: ex

plai

n th

e m

eani

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f wor

ds in

cont

ext.

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tegi

es:

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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.

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an th

e te

xt fo

r the

wor

d ‘p

uzzl

ed’ (

para

grap

h 2)

.•

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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).

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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



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



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



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



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



Sample from Cracking Comprehension Year 4 Pupil Assessment...

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Transcript of Sample from Cracking Comprehension Year 4 Pupil Assessment...