CRACKING COMPREHENSION Teaching and Assessment Guide Year 2 Kate Ruttle
CRACKING COMPREHENSION
Teaching and Assessment Guide
Year 2
Kate Ruttle
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ContentsHow to use this resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Cracking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
FICTION
Unit Teaching/Practice Title Page
1 Teaching text Timid Tim and the Cuggy Thief – John Prater 8
Practice text Dogger – Shirley Hughes 12
2 Teaching text George and the Dragon – Chris Wormell 16
Practice text There’s No Such Thing as a Dragon – Jack Kent 20
3 Teaching text Something Else – Kathryn Cave 24
Practice text Dilly’s Sports Day – Tony Bradman 28
4 Teaching text Sophie’s Snail – Dick King-Smith 32
Practice text Willie Whiskers – Margaret Gordon 36
5 Teaching text The Island of Serpents – Linda Chapman 40
Practice text The Mystery of the Green Lady – Helen Moss 44
6 Teaching text The Fox and the Cockerel – Kate Ruttle 48
Practice text The Fox and the Lion – Kate Ruttle 52
7 Teaching text The Pig’s Knickers – Jonathan Emmett 56
Practice text Uncle Gobb – Michael Rosen 60
NON-FICTION
Unit Teaching/Practice Title Page
8 Teaching text Big Cat, Little Cat – Lisa Regan 64
Practice text Dolphins – Kate Ruttle 68
9 Teaching text What Was London Like Before the Great Fire? – Kate Ruttle 72
Practice text What Was London Like After the Great Fire? – Kate Ruttle 76
10 Teaching text Making Bread – Kate Ruttle 80
Practice text Planting Bulbs – Kate Ruttle 84
11 Teaching text Seas and Oceans – Izzi Howell 88
Practice text A Walk from Our Island School – Deborah Chancellor 92
12 Teaching text Here to Help: Firefighter – Rachel Blount 96
Practice text Here to Help: Police Officer – Rachel Blount 100
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POETRY
Unit Teaching/Practice Title Page
13 Teaching text Mice – Rose Fyleman 104
Practice text Like an Animal – Joan Poulson 108
14 Teaching text Little Miss Muffet – Anon 112
Practice text Twinkle, Twinkle, Little Star – Jane Taylor, Anon, Lewis Carroll 116
15 Teaching text The City Farm – Brian Moses 120
Practice text Miss Smith – Brian Moses 124
ASSESSMENT TASKS
Fiction
Task 1: Mr Buzz the Beeman – Allan Ahlberg 128
Task 2: Jake the Good Bad Dog – Annette and Nick Butterworth 132
Task 3: The Bog Baby – Jeanne Willis 136
Task 4: The Hodgeheg – Dick King-Smith 140
Non-fiction
Task 5: Penguins – Ione Branton 144
Task 6: Eruption! – Anita Ganeri 148
Task 7: Your Senses – Jinny Johnson 152
Poetry
Task 8: Goldfish – John Walsh 156
Task 9: The Snowman – Wes Magee 160
Answers to Assessment Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Content Domain Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
l The Interactive Modelling Software
l All teaching notes
l Teaching text questions
l Progress Task sheets for all Assessment Tasks
Don’t forget to log on to My Rising Stars to access:
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4 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
1 Give the children copies of the Teaching text and questions so that they can apply the strategies they learned in the previous session. (These can be found in the home screen for each unit, by clicking the Teaching text button.)
2 Ask the children to work independently and give their own answers.
3 In the Question zap tab, select a question. Move to the Crack it tab, and click Check it to review the model answer. Repeat for each question. Allow the children to mark their own work as you review each model answer. You can also check answers and strategies in the Teacher’s Guide.
4 Encourage discussion so that the children can compare their own answers to the model answer. There may be alternative possible ‘correct’ answers for each question.
1 In the Question zap tab, click on the first question to open it.
2 Zap the question: Teach children how to interpret the question:
“What is being asked?”
“Which reading strategies will be needed to find the answer?”
Use the on-screen tools to highlight key words in the question.
Answers and strategies are supplied in the Teacher’s Guide.
3 In the Text search tab, use the on-screen tools to highlight any pieces of text that are relevant to the question. Click Copy to Crack it to transfer this text to the evidence section of the Crack it tab.
4 In the Crack it tab, use the copied text in the Evidence section to write an answer. Compare this with the model answer given in the Teacher’s Guide and encourage the class to discuss and consider the relative merits of their own answers and the model answer.
1 Introduce the unit by sharing the Key text features and Reading the Teaching text questions in the Teacher’s Guide.
2 Use the Read tab text in the Interactive Modelling Software to introduce the teaching. Press the play button to listen to the audio. The Listening comprehension questions will be shown on screen. If you prefer, you can read the text yourself.
How to use this resourceIntroduce, Listen and Read
Model
Apply
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 5
1 Revisit the key strategies taught using the Teaching text, and then distribute photocopies of the Practice text, and Practice text questions, for children to practise answering the questions, using and applying the strategies taught. (These can be found in the home screen for each unit, by clicking the Practice text button, and in the Teacher’s Guide.)
2 Display the Practice text tab in the Interactive Modelling Software. Use the strategies suggested in the Teacher’s Guide to mark and discuss the children’s answers. Let children mark their own work, although you will want to monitor their answers as part of your ongoing assessment procedures.
Children can extend their learning, either through writing (see Moving into writing) or through developing further reading pathways (see Extending reading). Brief suggestions for both of these routes are included in each unit of the Teacher’s Guide. It is anticipated you will use your professional understanding of effective ways to teach reading and writing if you follow the suggestions.
1 Introduce the Assessment Tasks through class discussion so that children are clear what they are being asked to do. If appropriate, display the text in the Interactive Modelling Software and read it out. If the text is a playscript or a poem which lends itself well to being read aloud, encourage children to enact some or all of the text over the course of the assessment.
2 Provide each child with the question sheet.
3 Circulate throughout the task, offering support or challenge as necessary. Allow verbal responses, where required, to enable you to assess understanding independently of reading accuracy.
Practise
Extend
Assess
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6 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Introduction to Cracking Comprehensionn Cracking Comprehension and the
National Curriculum for EnglishThe 2016 test framework recognises eight ‘content domains’ which can be assessed in reading tests and which primarily interrogate the reading comprehension objectives of the national curriculum.
The table on pages 167–168 gives a summary of content domain coverage for each comprehension unit and assessment task.
n How do I use the teaching units?The pathway through each Cracking Comprehension unit is flexible, according to the specific needs of you and your children. (See How to Use this Book on pages 4–5 for a suggested learning pathway.) Whether you choose to teach a comprehension lesson every day for a week, weekly over a half-term or for a focused half day per half-term is your choice. The range of content domains practised during each unit is clearly indicated. This gives you the opportunity to decide which assessable elements you want the children to practise.
n How do I use the Assessment Tasks?The tasks are not tests and are therefore not carried out under test conditions. Children may work on the tasks individually, in pairs or in groups. The tasks encourage a variety of activities including reading out loud, learning by heart and performance, all of which are emphasised in the new curriculum. The tasks may be used in any order.
There are no hard-and-fast time limits for these tasks, and some children may need more time than others. Tasks involving performance will need a greater time allowance than others. We suggest one-and-a-half to two hours on average.
Gathering and using evidence for diagnostic assessment
The outcomes for each task supply evidence for the regular review of children’s progress in reading. The teacher notes provide a question-by-question breakdown giving examples of likely outcomes for each question at three standards of achievement: children towards the expected standard, at the expected standard and those working at greater depth within the expected standard.
n What is Cracking Comprehension?Cracking Comprehension is a step-by-step resource to improve the comprehension skills of children aged 5–11 years old. It teaches children the skills and strategies they need to successfully explain their understanding of a wide range of texts, and offers ideas to extend their enjoyment of, and engagement with, reading.
The Interactive Modelling Software and this Teacher’s Guide will help children to develop the techniques to answer the types of questions asked in the Key Stage 2 National Test for Reading and help you to deliver the 2014 National Curriculum for English, including the harder question paper which requires more in-depth understanding.
The Assessment Tasks provide a range of assessment for learning (AfL) activities for reading comprehension within the new Primary National Curriculum for Key Stage 2 English. These tasks can be used alongside the teaching units or as stand-alone assessment tasks.
Cracking Comprehension comprises both this Teacher’s Guide, and online access to the Interactive Modelling Software and printable resources on My Rising Stars at www.risingstars-uk.com. The icon, used throughout this book, highlights where access to online content is required.
The online access at My Rising Stars provides interactive tools and pupil quizzes for modelling and practice. The Interactive Modelling Software helps teachers and children model key reading skills, and can be followed by the pupil quizzes, where children can practise the skills acquired independently, at home or in small working groups. The online pupil quizzes can be used to track and monitor progress, using the reporting and progress area.
n What is in it?Cracking Comprehension offers 15 comprehension units and nine Assessment Tasks for each year organised by text type (fiction, non-fiction, playscripts and poetry), and includes full teacher and assessment guidance.
The units have been chosen to support the expectations of the new National Curriculum for Key Stage 2 English. The texts can also be used as resources to complement your wider teaching.
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 7
INTRODUCTION TO CRACKING COMPREHENSION
For maximum flexibility, the tasks are designed to be administered in any order, and so a single benchmark standard is required. The benchmark used in all the tasks is the expected standard at the end of the year. As children typically make significant progress over the course of the year, you will need to take this into account when assessing children against expected progress, particularly for any tasks children attempt during the first half of the academic year.
The questions for each task focus on several content domains from the new programme of study.
Support for assessment for learning
A simple, tick-based pupil self-assessment sheet for each Assessment Task can be found on My Rising Stars. Use this after the task, to give children the opportunity to reflect on what they can do. Begin by discussing the questions with the class, and then give children an opportunity to fill in the sheets individually. Those struggling with reading may need individual help to fill in their sheets.
Use the self-assessment sheets, together with your own assessment of each child’s attainment in the task, to set future targets for reading. A child’s completed self-assessment sheet could form the focus of a meeting you have with them about their reading targets.
n Using Cracking Comprehension with other resources
Cracking Comprehension can be used as a stand-alone resource for teaching reading comprehension, or together with other Rising Stars resources to support your classroom teaching and improve outcomes for the children in your class. Detailed mapping documents, which provide further detail on how Cracking Comprehension content can be used successfully with some of the resources listed below, can be found on My Rising Stars.
Progress in Reading Assessment (PiRA)PiRA is the best-selling stand-alone reading test which can be used to track children’s progress from one term
to the next, throughout Key Stages 1 and 2. Cracking Comprehension is an ideal teaching tool to ensure good progress through PiRA because the texts are of a similar length and demand, and the range and presentation of questions are based on those used in the National Tests. Strategies that are learned and practised in Cracking Comprehension are all appropriate and useful for PiRA.
On Track Comprehension
On Track Comprehension is a structured intervention programme for children in Key Stage 2 who are falling behind in comprehension. One of the key areas of focus for On Track Comprehension is developing vocabulary and skills for working out the meaning of words. This is in response to research which shows that a more limited vocabulary is one of the biggest barriers to accurate comprehension for many children. On Track Comprehension also provides opportunities for children to respond to texts orally, before they record written answers.
Cracking Writing
Cracking Writing units can be used as extension tasks for Cracking Comprehension. Each of the Cracking Writing units is closely related to a Cracking Comprehension unit and includes comprehension questions before going on to use the text extract as a model for writing. Grammar is extensively taught in context in the units.
Read in to Writing
In addition to one-off comprehension tasks based on short texts and text extracts, many schools are now opting to read full-length books together, in order to give children opportunities to read and respond to entire good-quality texts. Extracts from some of these texts, or related to the texts, are used in Cracking Comprehension in order to build children’s familiarity with the texts.
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l Fiction
8 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
timid tim and the cuggy thief/DoggerJohn Prater/Shirley Hughes
Key text features
The texts are both from the beginning of ‘real world’ stories featuring children who lose a favourite comfort object.
l The Teaching text is from Timid Tim and the Cuggy Thief by John Prater.
l The Practice text is from Dogger by Shirley Hughes
Reading the teaching text: Timid Tim and the Cuggy Thief
l Introduce the text by asking the children what they think a cuggy might be. Have they heard the word before? If not, tell them that the story is about a boy who loses a favourite toy. Let them make suggestions.
l Access the Interactive Modelling Software for this unit. Listen to the text, or read the extract aloud. Ask them if they think their predictions will come true.
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 10–11).
Reading the Practice text: Dogger
l Have any of the class read Dogger before? If not, tell them that it is another story about a boy who loses a favourite toy. Can they predict what Dogger might be?
l 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.
Moving into writing
l Reread Timid Tim and the Cuggy Thief. Ask the children to help you make a list of things they know about Tim, and then to make a list of things they know about the Cuggy Thief.
l Ask them to think about how the story will continue. Will the Cuggy Thief bring back Tim’s cuggy or will Tim have to go and look for it?
l Let the children work in small groups to talk/act out/draw what Tim might have to do to get his cuggy back.
l Let groups share their ideas.
l Together, make a list of nouns and adjectives that might be useful to describe the Cuggy Thief and where he lives.
l Ask children to tell their Timid Tim story to a response partner before writing it.
Unit 1Fiction
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Unit 1 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 9
Listening comprehension: Questions and Answers
Q1: What is a cuggy?
A1: A (special soft and sleepy) blanket
Strategy: Listen for the word ‘cuggy’. Listen to the sentence that the word is in.
Q2: What is a Cuggy Thief?
A2: A thief who steals your favourite things.
Strategy: Which part of the text do you think you will find that information in? Listen carefully to the song and find out everything you can.
Q3: Do you think Tim will get his cuggy back? Why?
A3: Yes, because that’s what usually happens in stories.
Strategy: This is a ‘do you think’ question so the answer will not be in the text. Listen again, thinking about the text and everything you know about stories.
The listening comprehension questions can be accessed on the modelling software for this unit.
Katie Morag books – Mairi Hedderwick
Mog the Forgetful Cat – Judith Kerr
Old Bear – Jane Hissey
Extending reading
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10 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1 • Fiction
teac
hing
text
: tim
id t
im a
nd th
e cu
ggy
thie
f cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
ercD
/Mar
kU
sefu
l str
ateg
ies
1.
Whi
ch w
ord
tells
us
abou
t Tim
? Ch
oose
one
.
□ b
rave
□ m
essy
□ s
hy
□ u
nhap
py
shy ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h th
en lo
ok b
ack
at th
e w
ord
choi
ces
in th
e qu
estio
n to
find
the
answ
er.
2.
Wha
t did
Tim
like
?Ac
cept
any
of t
he fo
llow
ing.
•to
be
still
and
qui
et•
his
(spe
cial
sof
t and
sle
epy)
bla
nket
•hi
s cu
ggy
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h to
find
you
r ans
wer
.
3.
Why
do
you
thin
k Ti
m k
ept h
is
blan
ket w
ith h
im a
ll th
e tim
e?Ac
cept
any
ans
wer
whi
ch re
cogn
ises
that
it
mak
es h
im fe
el c
omfo
rtab
le/s
afe/
sleep
y.1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
. Not
e th
at th
is is
a ‘w
hy d
o yo
u th
ink’
que
stio
n so
the
answ
er w
ill n
ot b
e di
rect
ly in
the
text
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r use
ful i
nfor
mat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out h
ow T
im fe
els
whe
n he
ha
s hi
s cu
ggy.
4.
Why
did
the
othe
r chi
ldre
n te
ase
Tim
? Ch
oose
one
.
□ H
e al
way
s ha
d hi
s cu
ggy.
□ T
hey
did
not l
ike
him
.
□ T
hey
liked
sin
ging
.
□ T
hey
wan
ted
him
to p
lay
with
th
em.
He
alw
ays
had
his
cugg
y. ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r use
ful i
nfor
mat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hy c
hild
ren
teas
e ea
ch
othe
r.•
rere
ad th
e op
tions
in th
e an
swer
and
thin
k ab
out w
hich
is m
ost l
ikel
y.
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 11
Unit 1 • Fiction
5.
‘A c
hilli
ng b
last
of a
ir bl
ew th
roug
h th
e be
droo
m’
W
hat d
oes
the
wor
d ch
illin
g m
ean
in th
is s
ente
nce?
Cho
ose
one.
□ d
ark
□ g
entle
□ p
layf
ul
□ s
cary
scar
y ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
wor
ds.
•sc
an th
e te
xt to
find
the
wor
ds.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he w
ords
mig
ht
mea
n.•
rere
ad th
e op
tions
in th
e qu
estio
n an
d de
cide
whi
ch is
mos
t lik
ely.
6.
Why
did
Tim
yel
l at t
he to
p of
hi
s vo
ice?
•H
e w
ante
d th
e Cu
ggy
Thie
f to
brin
g hi
s cu
ggy
back
•H
e w
ante
d hi
s m
um to
com
e an
d he
lp h
im•
He
was
ver
y up
set/
angr
y.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r use
ful i
nfor
mat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out h
ow T
im is
feel
ing
and
wha
t has
just
hap
pene
d.
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Unit 1 • Fiction
12 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
DoggerShirley Hughes
At tea-time Dave was rather quiet.
In the bath he was even quieter.
At bed-time he said: “I want Dogger.”
But Dogger was nowhere to be found.
Mum looked under the bed. She looked behind the cupboard. She searched in the kitchen and underneath the stairs.
Dave watched anxiously through the banisters. Joe watched through the bars of his cot.
Bella joined in to look for Dogger. She turned out her own toy box in case he was in there, but he wasn’t.
When Dad came home he looked for Dogger too. He searched in the shed and down the garden path with a torch.
But Dogger was quite lost.
Dave was very sad when he went to bed. Bella kindly lent him one of her teddies to go to sleep with but it was not the same thing as Dogger. Dave kept waking up in the night and missing him.
1
2
3
4
5
7
9
11
13
14
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Unit 1 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 13
Name: Class: Date:
1 What time of day was it at the beginning of the story? Tick one.
lunch-time □ bath-time □ tea-time □ bed-time □
2 What did Dave want?
3 Why do you think Mum looked under the bed?
4 Why was Dave anxious? Tick one.
because Bella had Dogger □ because Dogger was missing □ because Joe had Dogger □ because he was tired □
5 Bella turned out her own toy box.
What does “turned out” mean in this sentence? Tick one.
put all her toys away in it □ took everything out to check inside it □ tidied it carefully so she could see all the teddies □ turned it upside down □
6 Why did Bella lend Dave a teddy?
1 mark
1b
1 mark
1b
1 mark
1d
1 mark
1d
1 mark
1a
1 mark
1d
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14 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1 • Fiction
Prac
tice
text
: Dog
ger
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
W
hat t
ime
of d
ay w
as it
at t
he
begi
nnin
g of
the
stor
y? T
ick
one.
□ l
unch
-tim
e
□ t
ea-t
ime
□ b
ath-
time
□ b
ed-t
ime
tea-
time ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h th
en lo
ok b
ack
at th
e w
ord
choi
ces
in th
e qu
estio
n to
find
the
answ
er.
2.
Wha
t did
Dav
e w
ant?
Dog
ger
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h to
find
you
r ans
wer
.
3.
Why
do
you
thin
k M
um lo
oked
un
der t
he b
ed?
Acce
pt a
n an
swer
that
reco
gnis
es s
he w
as
look
ing
for D
ogge
r and
did
not
kno
w w
here
he
mig
ht b
e/he
was
oft
en fo
und
unde
r the
bed
.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
. Not
e th
at th
is is
a ‘w
hy d
o yo
u th
ink’
que
stio
n so
the
answ
er w
ill n
ot b
e di
rect
ly in
the
text
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r use
ful i
nfor
mat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat M
um is
look
ing
for
and
why
.
4.
Why
was
Dav
e an
xiou
s? T
ick
one.
□ b
ecau
se B
ella
had
Dog
ger
□ b
ecau
se J
oe h
ad D
ogge
r
□ b
ecau
se D
ogge
r was
mis
sing
□ b
ecau
se h
e w
as ti
red
beca
use
Dog
ger w
as m
issi
ng ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r use
ful i
nfor
mat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat m
ight
mak
e
Dav
e an
xiou
s.•
rere
ad th
e op
tions
in th
e an
swer
and
thin
k ab
out w
hich
is m
ost l
ikel
y.
452589_U1_CC_2e_Y2_008-015.indd 14 06/03/19 11:25 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 15
Unit 1 • Fiction
5.
Bella
turn
ed o
ut h
er o
wn
toy
box.
W
hat d
oes
“tur
ned
out”
mea
n in
th
is s
ente
nce?
Tic
k on
e.
□ p
ut a
ll he
r toy
s aw
ay in
it
□ t
ook
ever
ythi
ng o
ut to
che
ck
insi
de it
□ t
idie
d it
care
fully
so
she
coul
d se
e al
l the
tedd
ies
□ t
urne
d it
upsi
de d
own
took
eve
ryth
ing
out t
o ch
eck
insi
de it
✓1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
wor
ds.
•sc
an th
e te
xt to
find
the
wor
ds.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he w
ords
mig
ht
mea
n.•
rere
ad th
e op
tions
in th
e qu
estio
n an
d de
cide
whi
ch is
mos
t lik
ely.
6.
Why
did
Bel
la le
nd D
ave
a te
ddy?
•to
mak
e hi
m fe
el b
ette
r•
beca
use
they
cou
ld n
ot fi
nd D
ogge
r1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r use
ful i
nfor
mat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out h
ow D
ave
is fe
elin
g an
d ho
w B
ella
is tr
ying
to h
elp.
452589_U1_CC_2e_Y2_008-015.indd 15 06/03/19 11:25 AM
l Fiction
16 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
George and the Dragon/there’s no Such thing as a Dragonchris Wormell/Jack Kent
Key text features
Both texts are extracts from the beginning of stories about dragons.
l The Teaching text is the opening of George and the Dragon by Chris Wormell. The story begins with the author building up a description of a terrible and mighty dragon.
l The Practice text is the beginning of There’s No Such Thing as a Dragon by Jack Kent. It is a story of what happens when you do not believe in something that really exists.
Reading the teaching text: George and the Dragon
l Introduce the text by asking the children what they know about dragons. What do dragons look like? What can they do? How do they behave?
l Access the Interactive Modelling Software for this unit. Listen to the text or read the extract aloud. Did the children learn anything else about dragons in this description?
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 18–19).
Reading the Practice text: There’s No Such Thing as a Dragon
l Explain that this is the beginning of another story. Ask the children to listen carefully in order to find out how the dragon changes.
Moving into writing
l Reread There’s No Such Thing as a Dragon.
l Ask the children to think about what might happen next. Will Billy pat the dragon? What might happen if he does? What might happen if they all continue to ignore it?
l Allow the children to think, in pairs, and share for their ideas.
l Ask them to draw three pictures to show what will happen next.
l Tell the children to cut the pictures out and then use them to write a beginning, middle and end of the next part of the story.
Unit 2Fiction
452589_U2_CC_2e_Y2_016-023.indd 16 06/03/19 11:26 AM
Unit 2 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 17
Listening comprehension: Questions and Answers
Q1: Where does the dragon live?
A1: Far away/in the high mountains/in a cave/in a valley
Strategy: Listen for the information and decide which parts are most important.
Q2: What could the dragon do to the forest?
A2: It could burn it down (with its fiery breath).
Strategy: Consider which information is important to answer the question.
Q3: This description is at the beginning of the story. What is the most important thing we know about the dragon? Why?
A3: Accept any reasoned answer, e.g. it is fierce, terrible and mighty because that is what all of this text is about.
Strategy: Ask the children to listen to the whole text again while they think about this question. Remind them that you want them to explain their answer.
The listening comprehension questions can be accessed on the modelling software for this unit.
Tarquin the Wonder Horse – June Crebbin
Care of Henry – Anne Fine
I Am Cat – Jackie Morris
Daisy Dawson – Steve Voake
Extending reading
452589_U2_CC_2e_Y2_016-023.indd 17 06/03/19 11:26 AM
18 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2 • Fiction
teac
hing
text
: Geo
rge
and
the
Dra
gon
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
Ch
oose
thre
e fa
cts
we
know
abo
ut
the
drag
on fr
om th
e fir
st s
ente
nce.
□ H
e w
as m
ight
y.
□ H
e at
e pr
ince
sses
.
□ H
e liv
ed in
a d
ark
cave
.
□ H
e liv
ed o
n to
p of
a h
igh
mou
ntai
n.
□ H
e liv
ed in
a d
eep
valle
y.
He
was
mig
hty.
✓
He
lived
in a
dar
k ca
ve. ✓
He
lived
in a
dee
p va
lley.
✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Rem
ind
the
child
ren
that
, for
mos
t com
preh
ensi
on a
ctiv
ities
, the
que
stio
ns
are
in th
e sa
me
orde
r as
the
info
rmat
ion,
so
ques
tions
at t
he b
egin
ning
of t
he
page
are
abo
ut th
e be
ginn
ing
of th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•un
derli
ne th
e nu
mbe
rs in
the
ques
tion
– it
is e
asy
to fo
rget
them
.•
read
the
first
sen
tenc
e ca
refu
lly –
the
ques
tion
tells
you
whe
re in
the
text
to
look
for t
he a
nsw
er.
•re
ad e
ach
of th
e st
atem
ents
in th
e qu
estio
n an
d co
mpa
re th
em to
the
info
rmat
ion
in th
e te
xt.
Awar
d 1
mar
k fo
r all
thre
e an
swer
s co
rrec
t.
2.
Num
ber t
hese
eve
nts
in th
e or
der
in w
hich
we
are
told
them
.
Th
e dr
agon
cou
ld:
□ b
urn
dow
n a
fore
st.
□ fl
y hi
gher
than
the
clou
ds.
□ b
rush
aw
ay a
n ar
my.
□ s
mas
h a
cast
le w
all.
burn
dow
n a
fore
st.
2
fly h
ighe
r tha
n th
e cl
ouds
. 1
brus
h aw
ay a
n ar
my.
4
smas
h a
cast
le w
all.
3
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
and
expl
ain
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•co
nsid
er if
any
of t
he w
ords
in th
e qu
estio
n ar
e in
the
text
(yes
– th
ey a
ll ar
e). S
can
the
text
for t
hose
wor
ds.
•nu
mbe
r the
wor
ds a
s yo
u fin
d th
em in
the
text
.•
writ
e nu
mbe
rs in
the
boxe
s to
sho
w th
e or
der o
f the
info
rmat
ion.
3.
“with
a sw
eep
of h
is m
onst
rous
w
ing”
(lin
es 7
–8)
W
hat d
oes
the
wor
d “m
onst
rous
” te
ll us
abo
ut th
e dr
agon
’s w
ing?
Ch
oose
one
.
□ I
t use
d to
bel
ong
to a
mon
ster
.
□ I
t had
a m
onst
er’s
face
on
it.
□ I
t was
shi
ny a
nd s
harp
.
□ I
t was
ver
y bi
g.
It w
as v
ery
big.
✓1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t the
mea
ning
of t
he
wor
ds.
•sc
an th
e te
xt fo
r the
wor
d “m
onst
rous
” and
read
the
lines
aro
und
the
wor
d.•
cons
ider
the
info
rmat
ion
give
n an
d tic
k th
e be
st a
nsw
er.
452589_U2_CC_2e_Y2_016-023.indd 18 06/03/19 11:26 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 19
Unit 2 • Fiction
4.
Fill
in th
e m
issi
ng w
ords
in th
e fir
st
sent
ence
.
Fa
r, a
way
in th
e hi
gh,
mou
ntai
ns in
a d
eep,
v
alle
y in
a d
ark,
cave
ther
e liv
ed a
mig
hty
drag
on.
W
hy d
o yo
u th
ink
the
writ
er c
hose
to
use
thes
e w
ords
?
Far,
far a
way
in th
e hi
gh, h
igh
mou
ntai
ns in
a
deep
, dee
p va
lley
in a
dar
k, d
ark
cave
ther
e liv
ed a
mig
hty
drag
on.
Acce
pt a
n an
swer
that
reco
gnis
es th
e po
wer
of
repe
titio
n, e
.g.
•H
e w
ante
d to
sho
w h
ow m
ight
y th
e dr
agon
w
as b
ecau
se e
very
thin
g ab
out h
im is
big
. •
He
wan
ted
to m
ake
the
read
er im
agin
e th
e dr
agon
’s h
ome.
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•fil
l in
the
mis
sing
wor
ds fi
rst.
•th
ink
abou
t why
the
writ
er u
sed
thos
e w
ords
.•
read
the
who
le s
ente
nce
alou
d to
you
rsel
f. W
hat i
s th
e im
pact
of t
he w
ords
?•
rem
embe
r tha
t thi
s is
a ‘w
hy d
o yo
u th
ink’
que
stio
n. T
hat m
eans
you
will
ha
ve to
thin
k of
the
answ
er fo
r you
rsel
f.
5.
Fill
in th
e m
issi
ng w
ords
.
Th
e dr
agon
cou
ld fl
y hi
gher
than
a
and
fast
er th
an
.
hous
e
all t
he b
irds
(Acc
ept “
bird
”/”a
bird
”/”t
he
bird
s”.)
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t wha
t the
que
stio
n is
as
king
.•
scan
the
text
for t
he w
ord
“hig
her”
and
read
the
lines
aro
und
the
wor
d.•
copy
the
wor
d th
at fi
ts in
to th
e sp
ace.
•do
the
sam
e w
ith th
e w
ord
“fas
ter”
.
Awar
d 1
mar
k fo
r bot
h an
swer
s co
rrec
t.
6.
Why
do
you
thin
k th
e dr
agon
wen
t to
the
cast
le?
Choo
se o
ne.
□ H
e lik
ed s
mas
hing
cas
tles.
□ H
e w
as a
ngry
.
□ H
e di
d no
t lik
e ar
mie
s.
□ H
e w
ante
d to
get
a p
rince
ss fr
om
the
cast
le.
□ H
e w
as a
terr
ible
dra
gon.
Ex
plai
n w
hy y
ou th
ink
that
.
Acce
pt a
ny a
nsw
er a
s lo
ng a
s th
e se
lect
ion
an
d th
e ex
plan
atio
n m
atch
. E.g
.
He
was
a te
rrib
le d
rago
n. ✓
He
wan
ted
to s
how
peo
ple
how
terr
ible
he
was
so
he s
mas
hed
up th
e ca
stle
.
He
was
ang
ry. ✓
Dra
gons
nee
d to
be
angr
y to
hav
e fla
mes
and
he
had
to s
et s
omet
hing
on
fire
to g
et ri
d of
hi
s fla
mes
.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
read
the
who
le te
xt, t
hink
ing
abou
t the
opt
ions
in th
e qu
estio
n.•
tick
the
answ
er y
ou th
ink
is b
est.
•w
rite
a re
ason
usi
ng id
eas
from
the
text
.
452589_U2_CC_2e_Y2_016-023.indd 19 06/03/19 11:26 AM
Unit 2 • Fiction
20 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
there’s no Such thing as a DragonJack Kent
Billy Bixbee was rather surprised when he woke one morning and found a dragon in his room.
It was a small dragon, about the size of a kitten.
The dragon wagged its tail happily when Billy patted its head.
Billy went downstairs to tell his mother.
“There’s no such thing as a dragon!” said Billy’s mother. And she said it as if she meant it.
Billy went back to his room and began to dress. The dragon came close to Billy and wagged his tail. But Billy didn’t pat it. If there’s no such thing as something, it’s silly to pat it on the head.
Billy washed his face and hands and went down to breakfast. The dragon went too. It was bigger now, almost the size of a dog.
1
3
4
5
6
8
11
452589_U2_CC_2e_Y2_016-023.indd 20 06/03/19 11:26 AM
Unit 2 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 21
Name: Class: Date:
1 Tick three facts we know from the first sentence.
The dragon was called Billy. □ The dragon was in Billy’s room. □ Billy saw the dragon in the morning. □ Billy had a pet dragon. □ Billy was surprised to see the dragon. □
2 Number these events in the order in which we are told them.
Billy went downstairs. □ Billy patted the dragon’s head. □ Billy did not pat the dragon’s head. □ Billy’s mother said, “There’s no such thing as a dragon!” □
3 Read the sentence. Underline the word that tells you how the dragon felt when Billy patted its head.
“The dragon wagged its tail happily when Billy patted its head.” (line 4)
4 How do you think Billy felt when he was getting dressed? Tick the one answer.
He felt happy because there was a dragon in his room. □ He felt cross with his mother because she did not listen to him. □ He felt confused because there was a dragon but his mother □
said it did not exist.
He felt silly because he had already patted the dragon’s head. □
5 Complete the sentences.
At first, the dragon was about the size of a .
When Billy went down to breakfast, the dragon was about the size of a
.
6 Why do you think the dragon was bigger by the time Billy went down to breakfast?
1 mark
1b
1 mark
1c
1 mark
1a
1 mark
1d
1 mark
1b
1 mark
1d
452589_U2_CC_2e_Y2_016-023.indd 21 06/03/19 11:26 AM
22 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2 • Fiction
Prac
tice
text
: the
re’s
no
Such
thi
ng a
s a
Dra
gon
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
Ti
ck th
ree
fact
s w
e kn
ow fr
om th
e fir
st s
ente
nce.
□ T
he d
rago
n w
as c
alle
d Bi
lly.
□ T
he d
rago
n w
as in
Bill
y’s
room
.
□ B
illy
had
a pe
t dra
gon.
□ B
illy
saw
the
drag
on in
the
mor
ning
.
□ B
illy
was
sur
pris
ed to
see
the
drag
on.
The
drag
on w
as in
Bill
y’s
room
. ✓
Billy
saw
the
drag
on in
the
mor
ning
. ✓
Billy
was
sur
pris
ed to
see
the
drag
on. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•un
derli
ne th
e nu
mbe
rs in
the
ques
tion
– it
is e
asy
to fo
rget
them
.•
rem
embe
r tha
t the
que
stio
n te
lls y
ou w
here
in th
e te
xt to
look
for t
he a
nsw
er.
•re
ad th
e fir
st s
ente
nce
care
fully
.•
read
eac
h of
the
stat
emen
ts in
the
ques
tion
and
com
pare
them
to th
e in
form
atio
n in
the
text
. It i
s im
port
ant o
nly
to u
se in
form
atio
n th
at is
in th
e te
xt fo
r que
stio
ns li
ke th
is.
Awar
d 1
mar
k fo
r all
thre
e an
swer
s co
rrec
t.
2.
Num
ber t
hese
eve
nts
in th
e or
der
in w
hich
we
are
told
them
.
□ B
illy
wen
t dow
nsta
irs.
□ B
illy
patt
ed th
e dr
agon
’s h
ead.
□ B
illy
did
not p
at th
e dr
agon
’s h
ead.
□ B
illy’
s m
othe
r sai
d, “T
here
’s n
o su
ch th
ing
as a
dra
gon!
”
Billy
wen
t dow
nsta
irs
2
Billy
pat
ted
the
drag
on’s
hea
d 1
Billy
did
not
pat
the
drag
on’s
hea
d 4
Billy
’s m
othe
r sai
d, “T
here
’s n
o su
ch
thin
g as
a d
rago
n!”
3
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
and
expl
ain
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•w
rite
num
bers
in th
e bo
xes
to s
how
the
orde
r of t
he in
form
atio
n.•
cons
ider
if a
ny o
f the
wor
ds in
the
ques
tion
are
in th
e te
xt (y
es –
they
all
are)
. Sc
an th
e te
xt fo
r tho
se w
ords
.•
num
ber t
he w
ords
as
you
find
them
in th
e te
xt.
3.
Read
the
sent
ence
. Und
erlin
e th
e w
ord
that
tells
you
how
the
drag
on
felt
whe
n Bi
lly p
atte
d its
hea
d.
“T
he d
rago
n w
agge
d its
tail
happ
ily
whe
n Bi
lly p
atte
d its
hea
d.” (
line
4)
“hap
pily
”1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•no
t rea
d th
e te
xt a
gain
bec
ause
all t
he in
form
atio
n yo
u ne
ed is
in th
e qu
estio
n.•
rere
ad th
e se
nten
ce c
aref
ully
, thi
nkin
g ab
out h
ow th
e dr
agon
was
feel
ing.
•un
derli
ne th
e w
ord
that
giv
es y
ou th
e in
form
atio
n.
4.
How
do
you
thin
k Bi
lly fe
lt w
hen
he w
as g
ettin
g dr
esse
d? T
ick
one
answ
er.
□ H
e fe
lt ha
ppy
beca
use
ther
e w
as a
dr
agon
in h
is ro
om.
□ H
e fe
lt cr
oss
with
his
mot
her
beca
use
she
did
not l
iste
n to
him
.
□ H
e fe
lt co
nfus
ed b
ecau
se th
ere
was
a
drag
on b
ut h
is m
othe
r sai
d it
did
not e
xist
.
□ H
e fe
lt si
lly b
ecau
se h
e ha
d al
read
y pa
tted
the
drag
on’s
hea
d.
He
felt
conf
used
bec
ause
ther
e w
as a
dra
gon
but h
is m
othe
r sai
d it
did
not e
xist
. ✓1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•po
int o
ut th
at th
is is
a ‘h
ow d
o yo
u th
ink’
que
stio
n. T
hat m
eans
that
the
answ
er w
ill n
ot b
e in
the
text
. You
will
hav
e to
read
the
text
and
see
wha
t yo
u th
ink.
•th
ink
abou
t whe
re y
ou w
ill fi
nd th
is in
form
atio
n.•
read
that
par
t of t
he te
xt c
aref
ully
, loo
king
for t
he in
form
atio
n.•
read
all
of th
e m
ultip
le-c
hoic
e op
tions
car
eful
ly a
nd d
ecid
e w
hich
one
is
best
.
452589_U2_CC_2e_Y2_016-023.indd 22 06/03/19 11:26 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 23
Unit 2 • Fiction
5.
Com
plet
e th
e se
nten
ces.
At
firs
t, th
e dr
agon
was
abo
ut th
e si
ze o
f a
.
W
hen
Billy
wen
t dow
n to
bre
akfa
st.
The
drag
on w
as a
bout
the
size
of a
.
kitt
en
dog
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t wha
t the
que
stio
n is
as
king
.•
scan
the
text
for t
he w
ords
“abo
ut th
e si
ze o
f a” a
nd re
ad th
e lin
es a
roun
d th
e w
ord.
•co
py th
e w
ord
that
fits
into
the
spac
e.•
do th
e sa
me
the
next
tim
e yo
u se
e “a
bout
the
size
of a
”.
Awar
d 1
mar
k fo
r bot
h an
swer
s co
rrec
t.
6.
Why
do
you
thin
k th
e dr
agon
was
bi
gger
by
the
time
Billy
wen
t dow
n to
bre
akfa
st?
Acce
pt re
ason
able
ans
wer
s su
ch a
s:
•H
e di
d no
t lik
e be
ing
igno
red.
•H
e w
ante
d Bi
lly to
pat
him
on
the
head
ag
ain.
•H
e w
ante
d to
sho
w B
illy’
s m
othe
r tha
t he
did
exis
t.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly. N
ote
that
this
is a
‘why
do
you
thin
k’
ques
tion.
Tha
t mea
ns th
at th
e an
swer
will
not
be
in th
e te
xt. Y
ou w
ill n
eed
to re
ad th
e te
xt a
nd s
ee w
hat y
ou th
ink.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
find
that
info
rmat
ion
in th
e te
xt.
452589_U2_CC_2e_Y2_016-023.indd 23 06/03/19 11:26 AM
l Fiction
24 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Something Else/Dilly’s Sports DayKathryn cave/tony Bradman
Key text features
Both texts are extracts from the beginning of fantasy stories, and feature creatures as main characters.
Both stories begin by telling the reader about a problem the main character has.
l The Teaching text is the opening of Something Else by Kathryn Cave. Something Else is a small, lonely creature who is rejected because he is different from the others.
l The Practice text is the beginning of Dilly’s Sports Day taken from Dilly Goes on Holiday by Tony Bradman. Dilly the Dinosaur does not feel well, but it has nothing to do with the fact that it is sports day!
Reading the teaching text: Something Else
l Introduce the title: Something Else. What do the children understand by the term?
l Access the Interactive Modelling Software for this unit. Read the beginning of the text to the children or listen to the audio track. Is “Something Else” a kind name to call the creature? Can they think of a better one?
l Read the rest of the text to the children or listen to the audio track.
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 26–27).
Reading the Practice text: Dilly’s Sports Day
l Have the children read or seen any other Dilly the Dinosaur stories? Did they enjoy them? Talk about the character of Dilly the Dinosaur.
l Read the story to the children.
l Once you have read the story, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread Dilly’s Sports Day.
l Talk about the children’s expectations of the story, based on this extract.
– Why does Dilly not like sports day?
– What might happen?
l Ask the children to role-play the story in groups, and then tell their version to a friend before writing their own version of the story.
Unit 3Fiction
452589_U3_CC_2e_Y2_024-031.indd 24 06/03/19 11:29 AM
Unit 3 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 25
Listening comprehension: Questions and Answers
Q1: What is the main character’s name?
A1: Something Else
Strategy: The children may know the answer because Something Else is also the title of the book/he is the only named character/the story is about him.
Q2: Why did Something Else try to be like the others?
A2: He wanted to be liked/to have friends/not to be alone.
Strategy: Listen to the middle section of the text. Think about the things Something Else did and his possible motives for doing them.
Q3: Why were the others unkind to Something Else?
A3: He was not like them.
Strategy: Ask the children to listen to the whole text again while they think about this question.
The listening comprehension questions can be accessed on the modelling software for this unit.
Q Pootle 5 in Space! – Nick Butterworth
Troll and the Oliver – Adam Stower
The Bog Baby – Jeanne Willis
Extending reading
452589_U3_CC_2e_Y2_024-031.indd 25 06/03/19 11:29 AM
26 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3 • Fiction
teac
hing
text
: Som
ethi
ng E
lse
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
Ch
oose
thre
e fa
cts
we
know
abo
ut
Som
ethi
ng E
lse fr
om th
e fir
st
sent
ence
.
□ H
e lo
oked
odd
.
□ H
e liv
ed o
n a
win
dy h
ill.
□ H
e ha
d no
frie
nds.
□ H
e w
as a
n al
ien.
□ H
e liv
ed a
lone
.
He
lived
on
a w
indy
hill
. ✓
He
had
no fr
iend
s. ✓
He
lived
alo
ne. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e fir
st s
ente
nce
care
fully
.•
read
eac
h of
the
stat
emen
ts in
the
ques
tion
and
com
pare
them
to th
e in
form
atio
n in
the
text
.
Esta
blis
h w
hat t
hey
know
from
read
ing
the
text
, oth
erw
ise
they
mig
ht m
ake
assu
mpt
ions
or u
se p
ictu
res
unle
ss e
xplic
itly
taug
ht n
ot to
.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
2.
“He
knew
that
was
wha
t he
was
bec
ause
eve
ryon
e sa
id so
.” (li
nes
4–6)
W
ho d
o yo
u th
ink
“eve
ryon
e” w
as?
the
othe
r chi
ldre
n/cr
eatu
res
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•no
tice
that
the
wor
ds b
efor
e th
e qu
estio
n ar
e w
ords
from
the
text
.•
read
the
ques
tion
slow
ly a
nd c
aref
ully
.•
rem
embe
r tha
t thi
s is
a ‘w
ho d
o yo
u th
ink’
que
stio
n, s
o th
e an
swer
will
not
be
dire
ctly
in th
e te
xt.
•sc
an th
e w
hole
text
for t
he s
ente
nce
“He
knew
that
was
wha
t he
was
be
caus
e ev
eryo
ne sa
id so
.” (li
ne 3
–4)
•re
ad c
aref
ully
onc
e yo
u ha
ve fo
und
the
sent
ence
, unt
il yo
u ha
ve fo
und
the
info
rmat
ion
you
need
to a
nsw
er th
e qu
estio
n.•
thin
k ab
out y
our a
nsw
er to
the
ques
tion.
3.
Writ
e tw
o th
ings
from
the
text
that
So
met
hing
Else
did
to tr
y to
be
like
the
othe
rs.
Acce
pt tw
o of
:
•si
t with
them
•w
alk
with
them
•jo
in in
thei
r gam
es•
smile
•sa
y “H
i!”•
pain
t pic
ture
s•
play
gam
es
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly. W
here
do
you
thin
k yo
u w
ill fi
nd th
is
info
rmat
ion?
•re
ad th
at p
art o
f the
text
car
eful
ly, l
ooki
ng fo
r tw
o id
eas.
•co
py th
e w
ords
from
the
text
car
eful
ly.
4.
How
do
you
thin
k So
met
hing
Else
fe
lt w
hen
they
sai
d, “Y
ou d
on’t
be
long
” (lin
e 9)
? Ch
oose
the
best
an
swer
.
□ s
ad
□ e
xcite
d
□ a
ngry
□ b
ored
Acce
pt e
ither
of:
sad ✓
angr
y ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
mem
ber t
hat t
his
is a
‘how
do
you
thin
k’ q
uest
ion.
Tha
t mea
ns th
at th
e an
swer
will
not
be
in th
e te
xt. Y
ou w
ill h
ave
to re
ad th
e te
xt a
nd s
ee w
hat
you
thin
k.•
thin
k ab
out w
here
you
will
find
this
info
rmat
ion.
•re
ad th
at p
art o
f the
text
car
eful
ly, lo
okin
g fo
r the
info
rmat
ion.
•re
ad a
ll of
the
mul
tiple
-cho
ice
optio
ns c
aref
ully
and
dec
ide
whi
ch is
bes
t.
452589_U3_CC_2e_Y2_024-031.indd 26 06/03/19 11:29 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 27
Unit 3 • Fiction
5.
Why
did
he
brin
g hi
s lu
nch
in a
pa
per b
ag?
to b
e lik
e th
e ot
hers
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•sc
an th
e te
xt fo
r the
wor
ds “p
aper
bag
”.•
read
the
text
car
eful
ly to
find
the
info
rmat
ion.
•co
py th
e w
ords
.
6.
Whe
re d
o yo
u th
ink
Som
ethi
ng E
lse
wen
t at t
he e
nd o
f thi
s te
xt?
Acce
pt a
reas
onab
le a
nsw
er th
at re
flect
s th
e st
ory,
e.g
. He
wen
t hom
e.1e 1
mar
k
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
find
that
info
rmat
ion
in th
e te
xt.
452589_U3_CC_2e_Y2_024-031.indd 27 06/03/19 11:29 AM
Unit 3 • Fiction
28 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Dilly’s Sports DayTony Bradman
“Mother,” said my little brother Dilly at breakfast this morning. “I don’t feel well.”
Mother felt his forehead. He didn’t have a temperature so she asked him if he had a pain.
Dilly nodded.
“Where does it hurt?” said Mother.
“Here,” said Dilly. He pointed to his stomach. “And here, and here, and here, and here … ” he said, pointing to his head, his tail and lots of places in between.
Mother looked up and winked at Father over Dilly’s head.
“I see,” she said with a smile. “This doesn’t have anything to do with it being your school sports day today, does it?”
“No, Mother,” said Dilly. “Of course not.”
1
3
5
6
7
10
12
15
452589_U3_CC_2e_Y2_024-031.indd 28 06/03/19 11:29 AM
Unit 3 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 29
Name: Class: Date:
1 Who did not feel well at the beginning of this text? Tick one.
the person who is telling the story □ Dilly □ Mother □
2 Who is telling the story? Tick one.
Mother □ Dilly’s friend □ Father □ Dilly’s sister □ Dilly □
3 Write two places that Dilly pointed to from the text.
4 Why do you think Mother winked at Father? Tick one.
She was worried that Dilly was ill. □ She was angry with Dilly. □ She had something in her eye. □ She wanted Father to know that she understood Dilly’s problem. □
5 What did Mother think was the reason for Dilly not to be feeling well?
6 What do you think Mother decided to do?
1 mark
1b
1 mark
1d
1 mark
1b
1 mark
1d
1 mark
1b
1 mark
1e
452589_U3_CC_2e_Y2_024-031.indd 29 06/03/19 11:29 AM
30 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3 • Fiction
Prac
tice
text
: Dill
y’s
Spor
ts D
ay
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
W
ho d
id n
ot fe
el w
ell a
t the
be
ginn
ing
of th
is te
xt?
Tick
one
.
□ t
he p
erso
n w
ho is
telli
ng th
e st
ory
□ M
othe
r
□ D
illy
Dill
y ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, r
emem
berin
g th
at th
e qu
estio
n te
lls
you
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
read
the
begi
nnin
g of
the
text
car
eful
ly.
•re
ad e
ach
of th
e op
tions
in th
e qu
estio
n an
d co
mpa
re th
em to
the
info
rmat
ion
in th
e te
xt.
2.
Who
is te
lling
the
stor
y? T
ick
one.
□ M
othe
r
□ F
athe
r
□ D
illy
□ D
illy’
s fr
iend
□ D
illy’
s si
ster
Dill
y’s
sist
er ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t the
ir an
swer
to th
e qu
estio
n. T
he a
nsw
er is
not
dire
ctly
in th
e te
xt s
o lo
ok fo
r the
clu
e: “m
y lit
tle b
roth
er” (
line
1).
•tic
k th
e be
st a
nsw
er.
3.
Writ
e tw
o pl
aces
that
Dill
y po
inte
d to
from
the
text
.Ac
cept
two
of:
•hi
s st
omac
h•
his
head
•hi
s ta
il•
lots
of p
lace
s in
bet
wee
n
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re y
ou w
ill fi
nd th
is in
form
atio
n.•
read
that
par
t of t
he te
xt c
aref
ully
, loo
king
for t
wo
idea
s.•
copy
the
wor
ds fr
om th
e te
xt c
aref
ully
.
Awar
d 1
mar
k fo
r tw
o an
swer
s co
rrec
t.
4.
Why
do
you
thin
k M
othe
r win
ked
at F
athe
r? T
ick
one.
□ S
he w
as w
orrie
d th
at D
illy
was
ill.
□ S
he w
as a
ngry
with
Dill
y.
□ S
he h
ad s
omet
hing
in h
er e
ye.
□ S
he w
ante
d Fa
ther
to k
now
that
sh
e un
ders
tood
Dill
y’s
prob
lem
.
She
wan
ted
Fath
er to
kno
w th
at s
he
unde
rsto
od D
illy’
s pr
oble
m. ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•no
te th
at th
is is
a ‘w
hy d
o yo
u th
ink’
que
stio
n. T
hat m
eans
that
the
answ
er
will
not
be
in th
e te
xt. Y
ou w
ill h
ave
to re
ad th
e te
xt a
nd s
ee w
hat y
ou th
ink.
•th
ink
abou
t whe
re y
ou w
ill fi
nd th
is in
form
atio
n.•
read
that
par
t of t
he te
xt c
aref
ully
, loo
king
for t
he in
form
atio
n.•
read
all
of th
e m
ultip
le-c
hoic
e op
tions
car
eful
ly a
nd d
ecid
e w
hich
one
is
bes
t.
452589_U3_CC_2e_Y2_024-031.indd 30 06/03/19 11:29 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 31
Unit 3 • Fiction
5.
Wha
t did
Mot
her t
hink
was
the
reas
on fo
r Dill
y no
t to
be fe
elin
g w
ell?
It w
as s
port
s da
y.1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•re
ad th
e te
xt c
aref
ully
to fi
nd o
ut w
hat M
othe
r tho
ught
.•
copy
the
wor
ds.
6.
Wha
t do
you
thin
k M
othe
r dec
ided
to
do?
Acce
pt a
reas
onab
le a
nsw
er th
at re
flect
s th
e st
ory,
e.g
. Sen
d D
illy
to s
choo
l.1e 1
mar
k
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
find
that
info
rmat
ion
in th
e te
xt.
452589_U3_CC_2e_Y2_024-031.indd 31 06/03/19 11:29 AM
l Fiction
32 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Sophie’s Snail/Willie WhiskersDick King-Smith/Margaret Gordon
Key text features
The texts are both from the beginning of books and show different ways of telling stories about animals.
l The Teaching text is from Sophie’s Snail by Dick King-Smith.
l The Practice text is from Willie Whiskers by Margaret Gordon.
Reading the teaching text: Sophie’s Snail
l Introduce the text by asking what the children know about the author Dick King-Smith: has anyone read/seen any films of his books? What do the children know about the type of stories he writes?
l Explain that this text is from the beginning of the story. What can the children predict about it?
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them if they think their predictions will come true.
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 34–35).
Reading the Practice text: Willie Whiskers
l Introduce the title of the book and explain that Willie is a mouse and he is the main character in the story. Can the children predict any of his adventures?
l Once they have read the story, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the beginning of Willie Whiskers.
l Ask the children to draw their own idea of what he looks like. Remind the children that all we know for sure is that he is like “a hairy golf ball” (paragraph 3).
l Around their picture, ask them to think about and draw different adventures he could have.
l Give the children time to discuss their ideas for adventures with a response partner. Together with their response partner, they should orally work up one of their ideas to write a story.
Unit 4Fiction
452589_U4_CC_2e_Y2_032-039.indd 32 06/03/19 11:30 AM
Unit 4 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 33
Listening comprehension: Questions and Answers
Q1: “A chicken standing on one leg!” they said (paragraph 4). Who are “they”?
A1: Mark and Matthew (the twins)
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: How old are the children?
A2: Sophie is four; the twins are six.
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.
Q3: What is a snail’s foot?
A3: A big muscle that it travels on
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.
The listening comprehension questions can be accessed on the modelling software for this unit.
Aristotle – Dick King-Smith
Jamil’s Clever Cat – Fiona French
I Am Cat – Jackie Morris
Extending reading
452589_U4_CC_2e_Y2_032-039.indd 33 06/03/19 11:30 AM
34 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 4 • Fiction
teac
hing
text
: Sop
hie’
s Sn
ail
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
““
I can
!” sa
id M
atth
ew a
nd M
ark
with
one
voi
ce” (
para
grap
h 2)
.
W
hat d
o yo
u th
ink
the
wor
ds “w
ith
one
voic
e” m
ean?
Cho
ose
one.
□ T
hey
both
thou
ght i
t, bu
t onl
y on
e sa
id it
.
□ T
heir
voic
es s
ound
ed a
bit
the
sam
e.
□ M
atth
ew s
poke
and
Mar
k ag
reed
w
ith h
im.
□ T
hey
said
the
sam
e th
ing
at th
e sa
me
time.
They
sai
d th
e sa
me
thin
g at
the
sam
e
time.
✓1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad a
ll of
the
poss
ible
ans
wer
s slo
wly
and
car
eful
ly, a
nd tr
y to
rem
embe
r all
the
optio
ns.
•sc
an th
e te
xt fo
r the
wor
ds “w
ith o
ne v
oice
” and
read
the
text
aro
und
it.•
rere
ad th
e op
tions
and
dec
ide
whi
ch is
bes
t.
2.
Giv
e tw
o w
ays
in w
hich
Mat
thew
an
d M
ark
are
alik
e.Ac
cept
two
of:
•Th
ey a
re tw
ins.
•Th
ey lo
ok a
like.
•Th
ey s
ay th
e sa
me
thin
gs a
t the
sam
e tim
e.•
They
are
the
sam
e ag
e.•
They
are
bro
ther
s.•
They
bot
h ha
ve a
sis
ter.
•Th
ey s
peak
at t
he s
ame
time.
1b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re y
ou w
ill fi
nd th
is in
form
atio
n in
the
text
.•
thin
k ab
out t
he m
eani
ng o
f the
wor
ds in
the
ques
tion
and
mat
ch it
to y
our
unde
rsta
ndin
g of
the
wor
ds in
the
text
(non
e of
the
wor
ds in
the
ques
tion
are
in th
e te
xt).
• to
writ
e w
ords
from
the
text
if y
ou th
ink
you
can,
eve
n in
que
stio
ns li
ke th
is.
Awar
d 1
mar
k fo
r eac
h re
ason
giv
en, t
o a
tota
l of 2
mar
ks.
3.
“As w
ell a
s loo
king
exa
ctly
alik
e, th
e tw
ins n
early
alw
ays s
aid
exac
tly
the
sam
e th
ing
at e
xact
ly th
e sa
me
time.
” (pa
ragr
aph
2)
W
hy d
o yo
u th
ink
the
auth
or u
ses
“exa
ctly
” so
muc
h to
des
crib
e th
e tw
ins?
He
wan
ts to
em
phas
ise
just
how
alik
e th
ey a
re.
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•no
tice
that
this
is a
‘why
do
you
thin
k’ q
uest
ion.
Tha
t mea
ns th
at th
e an
swer
will
not
be
in th
e te
xt. Y
ou w
ill n
eed
to re
ad th
e te
xt a
nd s
ee w
hat
you
thin
k.•
deci
de w
here
to s
tart
read
ing
to lo
ok fo
r the
ans
wer
.•
thin
k ab
out w
hat y
ou n
eed
to k
now
that
will
hel
p yo
u to
ans
wer
the
ques
tion.
•fin
d th
at in
form
atio
n in
the
text
.•
writ
e w
hat y
ou th
ink
is th
e re
ason
.
452589_U4_CC_2e_Y2_032-039.indd 34 06/03/19 11:30 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 35
Unit 4 • Fiction
4.
“ “Th
at’s
silly
,” sa
id S
ophi
e se
rious
ly.”
(par
agra
ph 5
)
W
hat d
oes
this
tell
you
abou
t So
phie
?
•Sh
e is
ser
ious
.•
She
does
not
alw
ays
say
wha
t her
bro
ther
s sa
y.•
She
is n
ot a
fraid
to s
ay th
at h
er b
roth
ers
say
silly
thin
gs.
•Sh
e th
inks
her
bro
ther
s ar
e si
lly.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
find
that
info
rmat
ion
in th
e te
xt a
nd in
the
ques
tion
itsel
f.•
writ
e yo
ur a
nsw
er.
5.
Dad
ask
ed th
e ch
ildre
n to
tell
him
w
hich
ani
mal
has
onl
y on
e fo
ot.
W
hat i
s th
e an
swer
to h
is q
uest
ion?
a sn
ail
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
find
that
info
rmat
ion
in th
e te
xt.
•w
rite
thei
r ans
wer
.
6.
Wha
t do
you
thin
k So
phie
will
do
next
tim
e sh
e se
es a
sna
il?Ac
cept
an
answ
er th
at b
uild
s on
wha
t we
alre
ady
know
abo
ut th
e ch
arac
ter o
f Sop
hie.
E.
g.
•Pi
ck it
up
and
look
at t
he fo
ot.
1e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly. T
his
ques
tion
asks
you
to u
se w
hat
you
know
abo
ut S
ophi
e an
d th
ink
abou
t wha
t mig
ht h
appe
n ne
xt.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.•
writ
e yo
ur a
nsw
er.
452589_U4_CC_2e_Y2_032-039.indd 35 06/03/19 11:30 AM
Unit 4 • Fiction
36 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Willie WhiskersMargaret Gordon
Willie Whiskers lived at 3, Orangeblossom Avenue. His front door was a little hole in the skirting board of the kitchen. His back door led to the larder. This was the most important part of the house for Willie Whiskers and his family. It was full of good things to eat.
Willie Whiskers lived with his mum and dad, Mr and Mrs Whiskers, and all his brothers and sisters. Willie Whiskers wasn’t sure how many. Some days he thought there were nine and some days he thought there were ten.
Willie Whiskers couldn’t count very well. He was also bad at adding up. He was best at eating up. He was fat. He was very fat. He looked like a hairy golf ball.
“A young mouse should not be so round,” said Mr Whiskers.
“What?” said Willie Whiskers. He was dreaming of biscuit crumbs.
“You’re too fat,” said Mrs Whiskers. “If you’re not careful, you’ll get stuck one day.”
1
5
8
11
12
13
452589_U4_CC_2e_Y2_032-039.indd 36 06/03/19 11:30 AM
Unit 4 • Fiction
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 37
Name: Class: Date:
1 When Willie went out of his front door, where would he be?
2 “His back door led to the larder.”
What does the word “larder” mean? Tick one.
a special place in the mousehole □ the kitchen □ the playground □ the room where food is stored □
3 Why do you think Willie Whiskers is not sure about how many brothers and sisters he has?
4 “He was also bad at adding up. He was best at eating up.” (paragraph 3)
What does this tell you about Willie Whiskers?
5 “He was fat. He was very fat. He looked like a hairy golf ball.” (paragraph 3)
Why do you think the author tells us the same thing in three different ways?
6 What might happen to Willie later in the story?
1 mark
1b
1 mark
1a
1 mark
1d
1 mark
1d
1 mark
1d
1 mark
1e
452589_U4_CC_2e_Y2_032-039.indd 37 06/03/19 11:30 AM
38 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 4 • Fiction
Prac
tice
text
: Will
ie W
hisk
ers
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
W
hen
Will
ie w
ent o
ut o
f his
fron
t do
or, w
here
wou
ld h
e be
?in
the
kitc
hen
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•sc
an th
e te
xt, l
ooki
ng fo
r the
wor
ds “f
ront
doo
r”.
•fin
d th
e an
swer
.
2.
“His
bac
k do
or le
d to
the
lard
er.”
W
hat d
oes
the
wor
d “la
rder
” m
ean?
Tic
k on
e.
□ a
spe
cial
pla
ce in
the
mou
seho
le
□ t
he k
itche
n
□ t
he p
layg
roun
d
□ t
he ro
om w
here
food
is s
tore
d
the
room
whe
re fo
od is
sto
red ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad a
ll of
the
poss
ible
ans
wer
s slo
wly
and
car
eful
ly a
nd tr
y to
rem
embe
r all
the
optio
ns.
•sc
an th
e te
xt fo
r the
wor
d “la
rder
” and
read
the
text
aro
und
it.•
rere
ad th
e op
tions
and
dec
ide
whi
ch is
bes
t.
3.
Why
do
you
thin
k W
illie
Whi
sker
s is
no
t sur
e ab
out h
ow m
any
brot
hers
an
d si
ster
s he
has
?
•H
e ca
nnot
cou
nt v
ery
wel
l.•
He
only
thin
ks o
f foo
d.•
Ther
e ar
e so
man
y it
is h
ard
to k
eep
coun
t of
them
.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•no
tice
that
this
is a
‘why
do
you
thin
k’ q
uest
ion
so th
e an
swer
will
not
be
in
the
text
but
ther
e w
ill b
e cl
ues
to h
elp
you
to th
ink
abou
t it.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.•
writ
e yo
ur a
nsw
er.
452589_U4_CC_2e_Y2_032-039.indd 38 06/03/19 11:30 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 39
Unit 4 • Fiction
4.
“He
was
also
bad
at a
ddin
g up
. H
e w
as b
est a
t eat
ing
up.”
(par
agra
ph 3
)
W
hat d
oes
this
tell
you
abou
t Will
ie
Whi
sker
s?
He
is g
reed
y.
Also
acc
ept:
•H
e is
not
ver
y go
od a
t add
ition
.•
He
is n
ot v
ery
clev
er.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
find
that
info
rmat
ion
in th
e te
xt a
nd in
the
ques
tion
itsel
f.•
writ
e yo
ur a
nsw
er.
5.
“He
was
fat.
He
was
ver
y fa
t. H
e lo
oked
like
a h
airy
gol
f bal
l.”
(par
agra
ph 3
)
W
hy d
o yo
u th
ink
the
auth
or te
lls
us th
e sa
me
thin
g in
thre
e di
ffer
ent
way
s?
•Sh
e w
ants
to e
mph
asis
e th
is fa
ct a
bout
W
illie
.•
She
wan
ts to
mak
e su
re th
at th
e re
ader
re
mem
bers
how
fat W
illie
is.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
find
that
info
rmat
ion
in th
e te
xt a
nd in
the
ques
tion
itsel
f.•
writ
e yo
ur a
nsw
er.
6.
Wha
t mig
ht h
appe
n to
Will
ie la
ter
in th
e st
ory?
Acce
pt a
n an
swer
that
bui
lds
on w
hat w
e al
read
y kn
ow a
bout
the
char
acte
r. E.
g.
•H
e m
ight
get
stu
ck s
omew
here
.•
He
mig
ht g
et s
tuck
in th
e la
rder
.•
He
mig
ht e
at a
ll th
e fo
od in
the
lard
er.
1e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re to
sta
rt re
adin
g to
look
for t
he a
nsw
er.
•th
ink
abou
t wha
t you
nee
d to
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.•
writ
e yo
ur a
nsw
er.
452589_U4_CC_2e_Y2_032-039.indd 39 06/03/19 11:30 AM
• FICTION
40 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5FICTION
The Island of Serpents/The Mystery of the Green LadyLinda Chapman/Helen Moss
Key text features
The texts are both taken from adventure stories.
l The Teaching text is an extract entitled On the Beach, from The Island of Serpents by Linda Chapman.
l The Practice text is an extract entitled In the Castle Dungeon, from The Mystery of the Green Lady by Helen Moss.
Reading the Teaching text: On the Beach
l Introduce the text by asking the children about the kinds of adventures they think people might have on a beach. What sort of characters might they meet? (Include discussion about characters and creatures that may be found in fantasy/adventure stories, such as pirates, mermaids, whales, etc.)
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about the adventure. Was it anything like the adventures they have just been discussing?
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 42–43).
Reading the Practice text: In the Castle Dungeon
l Talk about the setting of a castle dungeon. What would it be like? What kinds of adventures might people have there? What kinds of characters might they meet? (Include discussion about characters that are often found in fantasy/adventure stories, such as knights, dragons, kings, ghosts, etc.)
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread these extracts. Talk about what might happen next in each of the stories.
l Explain to the children that they are going to write their own adventure story.
l In groups, ask the children to think of a range of settings for an adventure story (e.g. a lighthouse, woods, a park).
l Ask pairs to select a setting and discuss what kind of adventure might take place there.
l Still in their pairs, ask the children to plan their adventure story.
l Encourage each child to tell their story to a response partner and receive feedback before writing.
452589_U5_CC_2e_Y2_040-047.indd 40 06/03/19 11:30 AM
Unit 5 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 41
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Adventure Stories for 7 Year Olds – Helen Paiba
The Marble Crusher – Michael Morpurgo
How to Be a Lion – Ed Vere
The Amelia Fang series – Laura Ellen Anderson
Pete Potts and the Petrifying Plughole – Kris Saville
Extending reading
Q1: What was the sign about?
A1: The mermaids’ singing
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: Why do the mermaids want people to go to sleep on the beach?
A2: So they will drown when the tide comes in
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q3: Why did Olly not know about the mermaids before they reached the island?
A3: She did not read the sign./Alex did not tell her until they were on the island.
Strategy: Listen to the whole text again, thinking about what Olly knows.
452589_U5_CC_2e_Y2_040-047.indd 41 06/03/19 11:30 AM
42 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5 • FICTION
Teac
hing
text
: On
the
Beac
h Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Wha
t doe
s th
e w
ord
“BEW
ARE”
tell
you
abou
t the
sig
n?
Ch
oose
one
.
□ I
t is
expl
aini
ng s
omet
hing
.
□ I
t is
givi
ng in
form
atio
n.
□ I
t is
givi
ng a
war
ning
.
□ I
t is
telli
ng a
joke
.
It is
giv
ing
a w
arni
ng. ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
, thi
nkin
g ab
out a
ll th
e op
tions
.•
scan
the
text
for t
he w
ord
“BEW
ARE”
, and
read
the
sent
ence
s ar
ound
it.
•re
read
the
optio
ns a
nd d
ecid
e w
hich
is b
est.
2.
Wha
t hap
pene
d to
mak
e Al
ex s
tart
to
feel
sle
epy?
He
hear
d si
ngin
g.1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•sc
an th
e te
xt, l
ooki
ng fo
r the
wor
d “s
leep
y”.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.
3.
“He
knew
he
had
to b
lock
out
the
sing
ing.
”
W
hat d
o th
e w
ords
“blo
ck o
ut”
mea
n he
had
to d
o?
Ch
oose
one
.
□ e
njoy
the
sing
ing
□ n
ot li
sten
to th
e si
ngin
g
□ s
ing
loud
ly h
imse
lf
□ s
top
the
sing
ing
not l
iste
n to
the
sing
ing ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
.•
scan
the
text
for t
he w
ords
“blo
ck o
ut”,
and
read
the
sent
ence
s ar
ound
them
.•
rere
ad th
e op
tions
and
dec
ide
whi
ch is
bes
t.
452589_U5_CC_2e_Y2_040-047.indd 42 06/03/19 11:30 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 43
Unit 5 • FICTION
4.
Find
and
cop
y tw
o th
ings
Ale
x us
ed s
o th
ey c
ould
not
hea
r the
m
erm
aid.
earp
hone
s
tissu
es
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
•fin
d an
d co
py tw
o th
ings
.
5.
Why
did
Olly
say
she
doe
s no
t lik
e m
erm
aids
?Ac
cept
an
answ
er th
at re
cogn
ises
the
mer
mai
d’s
sing
ing
was
har
mfu
l to
her/
coul
d ha
ve le
d to
her
dro
wni
ng. E
.g.
•Th
e m
erm
aid
was
tryi
ng to
dro
wn
her.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
6.
Num
ber t
hese
eve
nts
to s
how
the
orde
r the
y ha
ppen
ed in
the
stor
y.
□ A
lex
pulle
d O
lly a
cros
s th
e sa
nds.
□ A
lex
put o
n hi
s ea
rpho
nes.
□ A
lex
shou
ted,
“Be
care
ful!”
□ A
lex
put t
issu
es in
Olly
’s e
ars.
Alex
pul
led
Olly
acr
oss
the
sand
s. 4
Alex
put
on
his
earp
hone
s 2
Alex
sho
uted
, “Be
car
eful
!” 1
Alex
put
tiss
ues
in O
lly’s
ear
s. 3
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
and
expl
ain
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
eve
nts
in th
e qu
estio
n.•
num
ber t
he e
vent
s as
they
find
them
in th
e te
xt.
•w
rite
num
bers
in th
e bo
xes
to s
how
the
orde
r of t
he in
form
atio
n.
452589_U5_CC_2e_Y2_040-047.indd 43 06/03/19 11:30 AM
Unit 5 • FICTION
44 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
The Mystery of the Green LadyHelen Moss
In the Castle Dungeon
Sam and Meena are in the dungeon of Stirling Castle. Sam thought he saw a ghost of the Green Lady, but Meena doesn’t believe in ghosts …
Meena peeped through the keyhole. The room was dimly lit by an old lantern.
Something was moving in the shadows. Meena spotted a green velvet cloak and long black hair.
The Green Lady knelt next to an old wooden chest. She turned a key in the lock and pushed up the lid. A cloud of dust swirled up. She reached inside to lift something out.
It was an old sword! Its handle glinted with jewels. The Green Lady slid the sword into her shoulder bag. Then she took the lantern and disappeared through another door.
Sam’s voice trembled. “See? I told you ghosts are real.”
“That lady wasn’t a ghost,” Meena said. “Her brown bag came from the market. My sister bought one just the same last week.”
Sam pushed against the door. Slowly, it creaked open.
Meena wiped cobwebs from the wooden chest.
1
3
5
7
10
13
14
16
17
452589_U5_CC_2e_Y2_040-047.indd 44 06/03/19 11:30 AM
Unit 5 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 45
Name: Class: Date:
1 mark
1d
1 mark
1a
1 mark
1c
1 What does the word “dimly” tell you about the room?
Tick one.
It is brightly lit. □ It has a warm fire. □ It is nearly dark. □ It looks comfortable. □
2 What was the Green Lady kneeling beside?
3 “Its handle glinted with jewels.”
Which word (or words) means the same as “glinted”?
Tick one.
blinked □ sparkled □ was heavy □ was full of □
4 Find and copy two things Meena saw before she saw the sword.
5 How do we know that the chest had not been opened in a long time?
6 Number these events to show the order in which they happened in the story.
The Green Lady disappeared through another door. □ Sam pushed against the door. □ Meena peeped through the keyhole. □ The Green Lady opened the chest. □
1 mark
1b
1 mark
1b
1 mark
1d
452589_U5_CC_2e_Y2_040-047.indd 45 06/03/19 11:30 AM
46 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5 • FICTION
Prac
tice
text
: In
the
Cast
le D
unge
on
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
hat d
oes
the
wor
d “d
imly
” tel
l yo
u ab
out t
he ro
om?
Ti
ck o
ne.
□ I
t is
brig
htly
lit.
□ I
t has
a w
arm
fire
.
□ I
t is
near
ly d
ark.
□ I
t loo
ks c
omfo
rtab
le.
It is
nea
rly d
ark.
✓1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
, thi
nkin
g ab
out
all t
he o
ptio
ns.
•sc
an th
e te
xt fo
r the
wor
d “d
imly
”, an
d re
ad th
e se
nten
ces
arou
nd it
.•
rere
ad th
e op
tions
and
dec
ide
whi
ch is
bes
t.
2.
Wha
t was
the
Gre
en L
ady
knee
ling
besi
de?
“an
old
woo
den
ches
t”1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
an
d in
form
atio
n.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.
3.
“Its
han
dle
glin
ted
with
jew
els.”
W
hich
wor
d m
eans
the
sam
e as
“g
linte
d”?
Ti
ck o
ne.
□ b
linke
d
□ s
park
led
□ w
as h
eavy
□ w
as fu
ll of
spar
kled
✓1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
, thi
nkin
g ab
out
all t
he o
ptio
ns.
•sc
an th
e te
xt fo
r the
wor
d “g
linte
d”, a
nd re
ad th
e se
nten
ces
arou
nd it
.•
rere
ad th
e op
tions
and
dec
ide
whi
ch is
bes
t.
4.
Find
and
cop
y tw
o th
ings
M
eena
saw
bef
ore
she
saw
the
swor
d.
Acce
pt tw
o of
:
•a
dim
ly li
t roo
m•
an o
ld la
nter
n•
a gr
een
velv
et c
loak
•lo
ng b
lack
hai
r•
the
Gre
en L
ady
•an
old
woo
den
ches
t•
a ke
y in
the
lock
•a
clou
d of
dus
t
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
an
d in
form
atio
n.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.•
find
and
copy
two
thin
gs.
452589_U5_CC_2e_Y2_040-047.indd 46 06/03/19 11:30 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 47
Unit 5 • FICTION
5.
How
do
we
know
that
the
ches
t ha
d no
t bee
n op
ened
in a
long
tim
e?
•Th
e ch
est w
as d
usty
./“A
clou
d of
dus
t sw
irled
up.
”•
It w
as c
over
ed in
cob
web
s./“M
eena
wip
ed
cobw
ebs f
rom
the
woo
den
ches
t.”
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
6.
Num
ber t
hese
eve
nts
to s
how
the
orde
r in
whi
ch th
ey h
appe
ned
in
the
stor
y.
□ T
he G
reen
Lad
y di
sapp
eare
d th
roug
h an
othe
r doo
r.
□ S
am p
ushe
d ag
ains
t the
doo
r.
□ M
eena
pee
ped
thro
ugh
the
keyh
ole.
□ T
he G
reen
Lad
y op
ened
the
ches
t.
The
Gre
en L
ady
disa
ppea
red
thro
ugh
anot
her d
oor.
3
Sam
pus
hed
agai
nst t
he d
oor.
4
Mee
na p
eepe
d th
roug
h th
e ke
yhol
e.
1
The
Gre
en L
ady
open
ed th
e ch
est.
2
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
and
expl
ain
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
eve
nts
in th
e qu
estio
n.•
num
ber t
he e
vent
s as
you
find
them
in th
e te
xt.
•w
rite
num
bers
in th
e bo
xes
to s
how
the
orde
r of t
he in
form
atio
n.
452589_U5_CC_2e_Y2_040-047.indd 47 06/03/19 11:30 AM
• FICTION
48 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6FICTION
The Fox and the Cockerel/The Fox and the LionKate Ruttle
Key text features
Both texts are retellings of Aesop’s Fables.
l The Teaching text is The Fox and the Cockerel retold by Kate Ruttle.
l The Practice text is The Fox and the Lion retold by Kate Ruttle.
Reading the Teaching text: The Fox and the Cockerel
l Introduce the text by asking the children what they know about foxes in stories. List words that might describe a fox in a story (e.g. clever, cunning, sly).
l Explain that in fables, the characters are usually animals and there is usually a lesson we can learn from the story.
l Access the Interactive Modelling Software for this unit. Read the fable to the children and ask them to think about the character of the fox. Was he like the foxes they already knew about from other stories?
l Read the fable again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 50–51).
Reading the Practice text: The Fox and the Lion
l What do the children remember about words that might describe a fox in a story? Which words might describe a lion in a story?
l Once they have read the fable, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread both fables. Talk about what happened in each one.
l Explain to the children that they are going to write their own version of a fable. Tell them a simple fable, e.g. The Tortoise and the Hare, The Lion and the Mouse, The Fox and the Crow. (There are many online versions if you do not have access to suitable books.)
l Use a drama session to explore the fable.
l In pairs, ask the children to make a writing plan for the fable.
l Encourage each child to tell their fable to a response partner and receive feedback before writing.
452589_U6_CC_2e_Y2_048-055.indd 48 06/03/19 11:30 AM
Unit 6 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 49
Listening Comprehension: Questions and Answers
Orchard Aesop’s Fables – Michael Morpurgo
The Boy Who Cried Wolf – Tony Ross
Aesop’s Funky Fables – Vivian French and Korky Paul
The Tortoise and the Hare – Jerry Pinkney
The Grasshopper and the Ant: Aesop’s Fables in Verses – Sigal Adler
Extending reading
The listening comprehension questions can be accessed on the modelling software for this unit.
Q1: Who was in the roosting tree with the cockerel?
A1: The hens
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: The cockerel said he could see the farmer’s dogs. Do you think he really could see them? Why?
A2: No. He was testing the fox./He was trying to make the fox go away.
Strategy: Listen to the whole text again, thinking about what happened when the cockerel said he could see the dogs.
Q3: What did the cockerel do to make the hens think he was clever?
A3: He did not believe the fox./He tricked the fox into running away.
Strategy: Listen to the whole text again, thinking about what the cockerel did that was clever.
452589_U6_CC_2e_Y2_048-055.indd 49 06/03/19 11:30 AM
50 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6 • FICTION
Teac
hing
text
: The
Fox
and
the
Cock
erel
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Look
at t
he fi
rst s
ente
nce.
W
hat d
oes
the
wor
d “r
oost
ing”
m
ean?
Ch
oose
one
.
□ c
ooki
ng
□ c
row
ing
□ s
leep
ing
□ t
alki
ng
sleep
ing ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
.•
scan
the
sent
ence
iden
tified
for t
he w
ord
“roo
stin
g”, t
hen
care
fully
read
the
who
le s
ente
nce.
•re
read
the
optio
ns a
nd d
ecid
e w
hich
is b
est.
2.
Wha
t did
the
cock
erel
cro
w a
t?th
e su
nset
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•sc
an th
at p
art o
f the
text
, loo
king
for t
he w
ord
“cro
w”.
3.
Find
and
cop
y th
e fo
ur w
ords
that
te
ll yo
u th
e go
od n
ews
the
fox
is
shar
ing.
“all
anim
als a
re fr
iend
s”1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
•fin
d an
d co
py fo
ur w
ords
.
4.
Why
did
the
fox
run
away
whe
n he
thou
ght t
he fa
rmer
’s d
ogs
wer
e co
min
g?
•H
e w
as fr
ight
ened
of t
he d
ogs.
•Th
e do
gs m
ight
cha
se h
im.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
452589_U6_CC_2e_Y2_048-055.indd 50 06/03/19 11:30 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 51
Unit 6 • FICTION
5.
Wha
t do
you
thin
k th
e fo
x w
ould
ha
ve d
one
if th
e co
cker
el h
ad fl
own
dow
n to
him
?
•ea
ten
him
•ta
ken
him
aw
ay
Do
not a
ccep
t:
•hu
gged
him
1e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
an
answ
er.
•re
mem
ber t
hat ‘
wha
t do
you
thin
k’ m
eans
that
the
answ
er w
ill n
ot b
e w
ritte
n in
the
text
.•
thin
k ab
out w
hat y
ou k
now
and
wha
t mig
ht h
appe
n.•
read
the
who
le fa
ble,
thin
king
abo
ut w
hat t
he q
uest
ion
is a
skin
g.
6.
Wha
t les
son
does
this
fabl
e te
ach
us?
Ch
oose
one
.
□ A
ll an
imal
s sh
ould
be
frie
nds
with
al
l oth
er a
nim
als.
□ I
f som
ethi
ng s
ound
s to
o go
od to
be
true
, it i
s pr
obab
ly n
ot tr
ue.
□ I
f you
thin
k so
meo
ne is
not
cle
ver,
they
pro
babl
y ar
e.
□ N
ever
list
en w
hen
foxe
s sp
eak.
If s
omet
hing
sou
nds
too
good
to b
e tr
ue, i
t is
prob
ably
not
true
. ✓1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
.•
thin
k ab
out t
he c
hoic
es g
iven
in th
e qu
estio
n. W
hich
one
is th
e be
st fi
t?•
rere
ad th
e te
xt to
che
ck th
at y
ou a
re g
ivin
g th
e be
st a
nsw
er.
452589_U6_CC_2e_Y2_048-055.indd 51 06/03/19 11:30 AM
Unit 6 • FICTION
52 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
The Fox and the LionKate Ruttle
The lion was getting old. He couldn’t see very well, and his knees hurt when he ran. This meant that he wasn’t able to hunt anymore, and he was getting hungry. He came up with a cunning plan to encourage his dinner to come to him.
He sat near his cave and told passing animals that he was ill and would like visitors to come and chat with him. Many animals felt safe, thinking that the lion was weak, and came close enough to talk. However, when the visitors came close enough, the lion did not so much chat to them as eat them.
One day, a fox passed by the cave. “Hello Fox,” whispered Lion. “I’m too weak to talk. I can only whisper at the moment. Could you come closer?”
“I don’t think so,” said Fox. “I notice that while there are lots of footprints going towards your cave, there are none coming away from it. I think I’ll be on my way.”
1
5
10
12
452589_U6_CC_2e_Y2_048-055.indd 52 06/03/19 11:30 AM
Unit 6 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 53
Name: Class: Date:
1 mark
1a
1 mark
1b
1 mark
1b
1 mark
1d
1 mark
1e
1 mark
1d
1 Look at the first paragraph. What does the word “cunning” mean?
Tick one.
clever □ happy □ lazy □ quick □
2 Where did the lion sit?
3 Find and copy two words that tell you what the lion did when animals came close to chat to him.
4 Why did the fox not go closer to the lion’s cave?
5 What do you think the lion would have done if the fox had come close to him?
6 What lesson does this fable teach us?
Tick one.
A lion is always a dangerous animal. □ Always believe what people tell you. □ If you eat your friends, you soon run out of food. □ Never be kind to other animals. □
452589_U6_CC_2e_Y2_048-055.indd 53 06/03/19 11:30 AM
54 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6 • FICTION
Prac
tice
text
: The
Fox
and
the
Lion
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Look
at t
he fi
rst p
arag
raph
. Wha
t do
es th
e w
ord
“cun
ning
” mea
n?
Ti
ck o
ne.
□ c
leve
r
□ h
appy
□ l
azy
□ q
uick
clev
er ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
.•
scan
the
para
grap
h id
entifi
ed fo
r the
wor
d “c
unni
ng”,
then
car
eful
ly re
ad th
e se
nten
ce c
onta
inin
g th
e w
ord.
•re
read
the
optio
ns a
nd d
ecid
e w
hich
is b
est.
2.
Whe
re d
id th
e lio
n si
t?ne
ar h
is c
ave
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•sc
an th
e te
xt, l
ooki
ng fo
r the
wor
ds “s
at”.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.
3.
Find
and
cop
y tw
o w
ords
that
tell
you
wha
t the
lion
did
whe
n an
imal
s ca
me
clos
e to
cha
t to
him
.
“eat
them
”1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.•
find
and
copy
two
wor
ds.
4.
Why
did
the
fox
not g
o cl
oser
to
the
lion’
s ca
ve?
•H
e co
uld
see
that
no
othe
r ani
mal
s ha
d co
me
away
from
the
cave
.•
He
knew
that
the
lion
wou
ld e
at h
im.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 55
Unit 6 • FICTION
5.
Wha
t do
you
thin
k th
e lio
n w
ould
ha
ve d
one
if th
e fo
x ha
d co
me
clos
e to
him
?
eate
n hi
m
Do
not a
ccep
t:
chat
ted
to h
im
1e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad so
far.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
an
answ
er.
•re
mem
ber t
hat ‘
wha
t do
you
thin
k’ m
eans
that
the
answ
er w
ill n
ot b
e w
ritte
n
in th
e te
xt.
•th
ink
abou
t wha
t you
kno
w a
nd w
hat m
ight
hap
pen.
•re
ad th
e w
hole
fabl
e, th
inki
ng a
bout
wha
t the
que
stio
n is
ask
ing.
6.
Wha
t les
son
does
this
fabl
e te
ach
us?
Ti
ck o
ne.
□ A
lion
is a
lway
s a
dang
erou
s an
imal
.
□ A
lway
s be
lieve
wha
t peo
ple
tell
you.
□ I
f you
eat
you
r frie
nds,
you
soon
ru
n ou
t of f
ood.
□ N
ever
be
kind
to o
ther
ani
mal
s.
A lio
n is
alw
ays
a da
nger
ous
anim
al. ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
.•
thin
k ab
out t
he c
hoic
es g
iven
in th
e qu
estio
n. W
hich
one
is th
e be
st fi
t?•
rere
ad th
e te
xt to
che
ck th
at y
ou a
re g
ivin
g th
e be
st a
nsw
er.
452589_U6_CC_2e_Y2_048-055.indd 55 06/03/19 11:30 AM
• FICTION
56 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7FICTION
The Pig’s Knickers/Uncle GobbJonathan Emmett/Michael Rosen
Key text features
The texts are both extracts from funny stories.
l The Teaching text is from The Pig’s Knickers by Jonathan Emmett.
l The Practice text is from Uncle Gobb by Michael Rosen.
Reading the Teaching text: The Pig’s Knickers
l Introduce the text by asking the children whether they think this is going to be a real-life story. Explore the clues in the title that help them to answer the question. Discuss what kinds of information the title of a story can give.
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to reflect on their predictions.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 58–59).
Reading the Practice text: Uncle Gobb
l Read the story title to the children. Do they know how an uncle is related to someone? (E.g. a parent’s brother.)
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread The Pig’s Knickers. Talk about what happened.
l Explain to the children that they are going to write their own story about an animal who does not want to look dull and drab.
l Together, list a range of animals that might feel dull and drab. These can include pets (e.g. cats, dogs, rabbits), farm animals (e.g. chickens, horses, sheep), wild animals (e.g. elephants, camels), undersea creatures (e.g. whales, limpets, starfish), etc.
l Ask the children to select two or three creatures and draw them, first looking dull and drab and then looking exciting and colourful. What did the animals do to change their looks? Did the changes make the animal happier? How does their story continue?
l Encourage each child to share their story idea with a response partner and receive feedback before writing.
452589_U7_CC_2e_Y2_056-063.indd 56 06/03/19 11:34 AM
Unit 7 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 57
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Q1: Where did Pig live?
A1: Hilltop Farm
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: What did Pig want to change about himself?
A2: He wanted to look more special.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q3: Why did Pig not already know how to put on the knickers?
A3: He had never worn them before.
Strategy: Think about where in the text you would find the answer to this question. What are the clues in the text that could help you to answer the question?
The Owl Who Was Afraid of the Dark – Jill Tomlinson
Diamond in the Snow – Jonathan Emmett
Uncle Gobb and the Dread Shed – Michael Rosen
Captain Pug – Laura James
Soon – Timothy Knapman
Extending reading
452589_U7_CC_2e_Y2_056-063.indd 57 06/03/19 11:34 AM
58 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7 • FICTION
Teac
hing
text
: The
Pig
’s K
nick
ers
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
(a
) How
do
you
thin
k Pi
g fe
lt at
the
begi
nnin
g of
the
text
?
Ch
oose
one
.
□ a
ngry
□ e
xcite
d
□ h
appy
□ s
ad
(b
) Why
do
you
thin
k Pi
g fe
lt th
is w
ay?
(a)
sad ✓
(b)
•H
e w
as fe
elin
g so
rry
for h
imse
lf.
•H
e w
ante
d to
look
mor
e sp
ecia
l.•
He
was
dra
b an
d du
ll.
1d; 1
b
2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
; ide
ntify
key
asp
ects
of fi
ctio
n te
xts,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.
Tell
the
child
ren
to:
•tr
eat e
ach
part
of t
he q
uest
ion
sepa
rate
ly.
•re
ad q
uest
ion
part
(a) s
low
ly a
nd c
aref
ully
.•
care
fully
read
the
part
of t
he te
xt id
entifi
ed in
the
ques
tion,
con
side
ring
the
optio
ns.
•re
ad q
uest
ion
part
(b) s
low
ly a
nd c
aref
ully
.•
rere
ad th
e se
ctio
n of
the
text
iden
tified
, loo
king
for r
easo
ns w
hy P
ig fe
lt lik
e th
is.
Awar
d 1
mar
k fo
r eac
h pa
rt o
f the
que
stio
n.
2.
Look
at t
he p
arag
raph
beg
inni
ng “L
ook
at
me
…”.
Fi
nd a
nd c
opy
one
wor
d th
at m
eans
the
sam
e as
sadl
y.
“glu
mly
”1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e pa
ragr
aph
iden
tified
, loo
king
for a
wor
d w
ith th
e sa
me
mea
ning
as
the
one
give
n in
the
ques
tion.
•fin
d an
d co
py o
ne w
ord.
3.
Who
do
you
thin
k th
e po
lka-
dot k
nick
ers
belo
nged
to?
the
farm
er/t
he fa
rmer
’s w
ife1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
4.
Why
did
Pig
not
toss
the
knic
kers
aw
ay?
•Th
ey w
ere
rath
er s
peci
al.
•Th
ey w
ere
not d
rab
and
dull.
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
452589_U7_CC_2e_Y2_056-063.indd 58 06/03/19 11:34 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 59
Unit 7 • FICTION
5.
Find
and
cop
y tw
o re
ason
s w
hy P
ig w
as
trem
endo
usly
ple
ased
with
the
knic
kers
.Th
ey w
ere
just
his
siz
e.Th
ey w
ere
the
perf
ect c
olou
r for
him
.
Also
acc
ept:
•Th
ey w
ere
not d
rab
and
dull.
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
•fin
d tw
o re
ason
s.
6.
Num
ber t
he e
vent
s to
sho
w th
e or
der i
n w
hich
they
hap
pene
d in
the
stor
y.
□ T
he w
ind
drop
ped
the
knic
kers
on
Pig
’s h
ead.
□ P
ig fe
lt pl
ease
d w
ith th
e kn
icke
rs.
□ P
ig w
as g
azin
g at
his
refle
ctio
n.
□ P
ig w
orke
d ou
t how
to p
ut th
e
knic
kers
on.
The
win
d dr
oppe
d th
e kn
icke
rs
on P
ig’s
hea
d.
2
Pig
felt
plea
sed
with
the
knic
kers
. 4
Pig
was
gaz
ing
at h
is re
flect
ion.
1
Pig
wor
ked
out h
ow to
put
the
knic
kers
on.
3
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
and
expl
ain
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
eve
nts
liste
d.•
num
ber t
he e
vent
s as
you
find
them
in th
e te
xt.
•w
rite
num
bers
in th
e bo
xes
to s
how
the
orde
r of t
he in
form
atio
n.
452589_U7_CC_2e_Y2_056-063.indd 59 06/03/19 11:34 AM
Unit 7 • FICTION
60 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Uncle Gobb Michael Rosen
Now, everyone knew that Uncle Gobb had a shiny face. And just to be clear, it’s perfectly OK for people to have shiny faces. And it’s perfectly OK for people to shine their shiny faces. The thing is, Malcolm had never ever seen anyone shine their face before.
This is what happened:
Malcolm was crouching down looking through the keyhole. He saw Uncle Gobb take a piece of cloth in his right hand; in his left hand he took some stuff to make windows shiny. He squirted the shiny stuff into the cloth, took the cloth up to his face and started shining. Round and round and round, over his cheeks, his chin, his forehead till it was all very, very shiny.
When he was finished, Uncle Gobb looked in the mirror and said, “Hey, Gobby, you’re looking good today.”
Malcolm stared. Well, it was one-eye staring because the keyhole wasn’t big enough for him to do a full two-eye stare.
1
5
6
11
13
452589_U7_CC_2e_Y2_056-063.indd 60 06/03/19 11:34 AM
Unit 7 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 61
Name: Class: Date:
1 a) Look at the paragraph beginning “Malcolm was crouching …”.
How do you think Malcolm felt when he saw what Uncle Gobb was doing?
Tick one.
angry □ surprised □ happy □ frightened □ b) Why do you think Malcolm felt this way?
2 Look at the paragraph beginning “Michael was crouching …”.
Tick one word that means the same as “crouching”.
bending □ sitting □ lying □ standing □
3 Find and copy two things Uncle Gobb used to shine his face.
4 Where was Malcolm when Uncle Gobb was shining his face?
5 a) How do you think Uncle Gobb felt when he had finished shining his face?
b) Find and copy three words that tell you this.
6 Number the events to show the order in which they happened in the story.
Uncle Gobb looked in the mirror. □ Uncle Gobb started shining his face. □ Malcolm looked through the keyhole. □ Uncle Gobb squirted shiny stuff into a cloth. □
2 marks
1d; 1b
1 mark
1b
1 mark
1d
2 marks
1d
1 mark
1a
1 mark
1c
452589_U7_CC_2e_Y2_056-063.indd 61 06/03/19 11:34 AM
62 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7 • FICTIONPr
acti
ce te
xt: U
ncle
Gob
b Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
(a) L
ook
at th
e pa
ragr
aph
begi
nnin
g “M
alco
lm w
as c
rouc
hing
…”.
H
ow d
o yo
u th
ink
Mal
colm
felt
whe
n he
saw
w
hat U
ncle
Gob
b w
as d
oing
?
Ti
ck o
ne.
□ a
ngry
□ s
urpr
ised
□ h
appy
□ f
right
ened
(b
) Why
do
you
thin
k M
alco
lm fe
lt th
is w
ay?
(a)
surp
rised
✓
(b)
He
had
neve
r see
n an
yone
shi
ne th
eir
face
bef
ore.
Also
acc
ept:
•H
e di
d no
t kno
w th
at p
eopl
e sh
ined
th
eir f
aces
.
1d; 1
b
2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
; ide
ntify
key
asp
ects
of fi
ctio
n te
xts,
such
as c
hara
cter
s, ev
ents
.
Tell
the
child
ren
to:
•tr
eat e
ach
part
of t
he q
uest
ion
sepa
rate
ly.
•re
ad q
uest
ion
part
(a) s
low
ly a
nd c
aref
ully
.•
care
fully
read
the
part
of t
he te
xt id
entifi
ed in
the
ques
tion,
con
side
ring
the
optio
ns.
•re
ad q
uest
ion
part
(b) s
low
ly a
nd c
aref
ully
.•
rere
ad th
e se
ctio
n of
the
text
iden
tified
, loo
king
for r
easo
ns w
hy M
alco
lm fe
lt th
is w
ay.
Awar
d 1
mar
k fo
r eac
h pa
rt o
f the
que
stio
n.
2.
Look
at t
he p
arag
raph
beg
inni
ng “M
icha
el
was
cro
uchi
ng …
”.
Ti
ck o
ne w
ord
that
mea
ns th
e sa
me
as
“cro
uchi
ng”.
□ b
endi
ng
□ s
ittin
g
□ l
ying
□ s
tand
ing
bend
ing ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d al
l of t
he p
ossi
ble
answ
ers
slow
ly a
nd c
aref
ully
.•
scan
the
text
for t
he w
ord
“cro
uchi
ng”,
and
read
the
sent
ence
s ar
ound
it.
•re
read
the
optio
ns a
nd d
ecid
e w
hich
is b
est.
3.
Find
and
cop
y tw
o th
ings
Unc
le G
obb
used
to
shi
ne h
is fa
ce.
“a p
iece
of c
loth
”“s
tuff
to m
ake
win
dow
s shi
ny”
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
•fin
d tw
o th
ings
.
4.
Whe
re w
as M
alco
lm w
hen
Unc
le G
obb
was
sh
inin
g hi
s fa
ce?
•on
the
othe
r sid
e of
a d
oor
•ou
tsid
e th
e ro
om1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
452589_U7_CC_2e_Y2_056-063.indd 62 06/03/19 11:34 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 63
Unit 7 • FICTION
5.
(a) H
ow d
o yo
u th
ink
Unc
le G
obb
felt
whe
n he
had
fini
shed
shi
ning
his
face
?
(b
) Fin
d an
d co
py th
ree
wor
ds th
at te
ll yo
u th
is.
(a)
hand
som
e
ple
ased
with
him
self
sat
isfie
d(b
) “y
ou’re
look
ing
good
”
1d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•tr
eat e
ach
part
of t
he q
uest
ion
sepa
rate
ly.
•re
ad q
uest
ion
part
(a) s
low
ly a
nd c
aref
ully
.•
cons
ider
whe
re in
the
text
you
will
find
the
answ
er.
•ca
refu
lly re
ad th
at p
art o
f the
text
, con
side
ring
the
ques
tion.
•re
ad q
uest
ion
part
(b) s
low
ly a
nd c
aref
ully
.•
rere
ad th
e te
xt to
find
clu
es.
Awar
d 1
mar
k fo
r eac
h pa
rt o
f the
que
stio
n.
6.
Num
ber t
he e
vent
s to
sho
w th
e or
der i
n w
hich
they
hap
pene
d in
the
stor
y.
□ U
ncle
Gob
b lo
oked
in th
e m
irror
.
□ U
ncle
Gob
b st
arte
d sh
inin
g hi
s fa
ce.
□ M
alco
lm lo
oked
thro
ugh
the
keyh
ole.
□ U
ncle
Gob
b sq
uirt
ed s
hiny
stu
ff in
to
a cl
oth.
Unc
le G
obb
look
ed in
the
mirr
or.
4
Unc
le G
obb
star
ted
shin
ing
his f
ace.
3
Mal
colm
look
ed th
roug
h th
e ke
yhol
e.
1
Unc
le G
obb
squi
rted
shin
y st
uff i
nto
a cl
oth.
2
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
and
expl
ain
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
eve
nts
liste
d.•
num
ber t
he e
vent
s as
you
find
them
in th
e te
xt.
•w
rite
num
bers
in th
e bo
xes
to s
how
the
orde
r of t
he in
form
atio
n.
452589_U7_CC_2e_Y2_056-063.indd 63 06/03/19 11:34 AM
l NoN-fictioN
64 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Big cat, Little cat/DolphinsLisa Regan/Kate Ruttle
Key text features
Both texts are present tense, non-chronological report texts with headings.
l The Teaching text finds similarities between big wild cats and domestic cats.
l The Practice text is a question-and-answer text about dolphins.
Reading the teaching text: Big Cat, Little Cat
l Introduce the text by asking the children to predict what the text might be about.
l Access the Interactive Modelling Software for this unit. Listen to the text or read the extract aloud. Are their predictions confirmed?
l Check they understand that you have to read the emboldened heading before the text that comes next, but you can read the headings in any order.
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 66–67).
Reading the Practice text: Dolphins
l Introduce the title of the text: Dolphins. What do the children know about dolphins? Is there anything that they would like to know about dolphins? Write down the children’s questions.
l Once you have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread Dolphins. Remind the children about the structure.
l Write one of the children’s questions from earlier. Model strategies for finding the answer.
l With the children’s help, reconstruct the answer into short oral text, and then write it.
l Ask the children to think of an animal they like. They should write two questions about the animal, find out the answers, and then write their text using Dolphins as a model.
Unit 8NoN-fictioN
452589_U8_CC_2e_Y2_064-071.indd 64 06/03/19 11:37 AM
Unit 8 • NoN-fictioN
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 65
Listening comprehension: Questions and Answers
Q1: Where do most big cats live?
A1: In the wild
Strategy: The children may be able to answer this question from general knowledge, but remind them to listen for the information in the text.
Q2: What does “nap” (line 3) mean in this text?
A2: To sleep or doze
Strategy: The children should listen out for the word in its context and consider its meaning.
Q3: What do you think is the purpose of this text?
A3: Explore the children’s answers, e.g. the writer is trying to tell people that big cats, like lions, are the same as little pet cats.
Strategy: Ask the children to listen to the whole text again while they think about this question. Remind them that you want them to explain their answer, not just say ‘yes’ or ‘no’. Talk to the children about what ‘purpose’ means – why do you think the text has been written?
The listening comprehension questions can be accessed on the modelling software for this unit.
Great White Shark – Camilla Bedoyere
Bumblebee – Ruth Thomson
Extending reading
452589_U8_CC_2e_Y2_064-071.indd 65 06/03/19 11:37 AM
66 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8 • NoN-fictioN
teac
hing
text
: Big
cat
, Lit
tle c
at
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
W
hy d
o bi
g ca
ts n
ap d
urin
g th
e da
y? C
hoos
e on
e.
□ T
hey
are
tired
.
□ T
hey
can
sleep
for 2
0 ho
urs.
□ T
hey
hunt
at n
ight
.
□ T
hey
do n
ot li
ke th
e lig
ht.
They
hun
t at n
ight
. ✓
Som
e ch
ildre
n m
ay ti
ck ‘T
hey
are
tired
.’,
whi
ch is
not
str
ictly
wro
ng. L
ook
toge
ther
at
the
text
, ide
ntify
ing
the
reas
on w
hich
is
intr
oduc
ed b
y th
e w
ord
‘bec
ause
’.
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Rem
ind
child
ren
that
, for
mos
t com
preh
ensi
on a
ctiv
ities
, the
que
stio
ns a
re in
th
e sa
me
orde
r as
the
info
rmat
ion,
so
ques
tions
at t
he b
egin
ning
of t
he p
age
are
abou
t the
beg
inni
ng o
f the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad a
ll of
the
poss
ible
ans
wer
s slo
wly
and
car
eful
ly. D
o yo
u re
mem
ber
whi
ch is
righ
t?•
scan
the
text
unt
il yo
u fin
d th
e w
ords
you
thin
k ar
e th
ere.
Did
you
rem
embe
r th
e rig
ht a
nsw
er?
2.
Whi
ch k
ind
of c
at c
an s
leep
for
long
er: b
ig c
ats
or li
ttle
cat
s?bi
g ca
ts1d 1
mar
k
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•w
ork
out t
he a
nsw
er fr
om in
form
atio
n gi
ven
in th
e te
xt.
•sc
an th
e te
xt fo
r num
bers
that
tell
you
how
long
eac
h ca
t sle
eps
for.
3.
Big
cats
’ tee
th a
re “l
ike
kniv
es”.
Why
doe
s th
e w
riter
tell
you
this
? Ch
oose
the
best
reas
on.
□ s
o yo
u do
not
put
you
r han
ds in
th
eir m
outh
s
□ t
o he
lp y
ou to
und
erst
and
how
sh
arp
the
teet
h ar
e
□ b
ecau
se th
eir t
eeth
are
kni
ves
□ b
ecau
se w
e us
e kn
ives
to c
ut u
p m
eat
to h
elp
you
to u
nder
stan
d ho
w s
harp
the
teet
h ar
e. ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
ds “l
ike
kniv
es”.
•ca
refu
lly re
read
the
who
le p
arag
raph
to s
ee h
ow th
e w
riter
has
use
d th
e w
ords
.•
care
fully
read
the
optio
ns g
iven
in th
e qu
estio
n.•
deci
de w
hich
opt
ion
is th
e be
st e
xpla
natio
n.
4.
Wha
t do
big
cats
and
litt
le c
ats
both
hav
e?sh
arp
teet
h1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e he
adin
gs c
aref
ully
and
look
for s
omet
hing
that
bot
h ki
nds
of
cat h
ave.
452589_U8_CC_2e_Y2_064-071.indd 66 06/03/19 11:37 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 67
Unit 8 • NoN-fictioN
5.
Choo
se b
ig, l
ittle
or b
oth
to s
how
w
hich
cat
fact
is tr
ue.
Th
ey li
ve in
the
wild
.
□ b
ig
□ l
ittle
□ b
oth
Th
ey h
unt f
or fo
od a
t nig
ht.
□ b
ig
□ l
ittle
□ b
oth
Th
ey e
at m
eat.
□ b
ig
□ l
ittle
□ b
oth
Th
ey c
atch
rabb
its a
nd b
irds.
□ b
ig
□ l
ittle
□ b
oth
They
live
in th
e w
ild. b
ig ✓
They
hun
t for
food
at n
ight
. bot
h ✓
They
eat
mea
t. bo
th ✓
They
cat
ch ra
bbits
and
bird
s. lit
tle ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
ns s
low
ly a
nd c
aref
ully
.•
use
the
head
ings
to fi
nd o
ut w
here
to re
ad.
•re
ad th
e te
xt c
aref
ully
to fi
nd th
e in
form
atio
n.•
tick
the
rele
vant
box
es.
Awar
d 1
mar
k fo
r all
four
ans
wer
s co
rrec
t.
6.
Wou
ld a
big
cat
be
a go
od p
et?
Expl
ain
why
.N
o.
Acce
pt re
ason
s su
ch a
s:
•Th
ey s
leep
all
day
whe
n pe
ople
are
aw
ake.
• Th
ey h
unt a
t nig
ht w
hen
peop
le a
re
sleep
ing
and
that
wou
ld b
e da
nger
ous.
•Th
ey e
at m
eat,
and
peop
le a
re m
eat.
•Th
eir t
eeth
are
ver
y sh
arp
and
coul
d hu
rt
som
eone
.
1d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Expl
ain
to th
e ch
ildre
n th
at th
e an
swer
to th
is q
uest
ion
is n
ot w
ritte
n in
the
text
: the
y ha
ve to
thin
k ab
out e
very
thin
g th
ey k
now
abo
ut b
ig c
ats.
Tell
them
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t the
ans
wer
you
thin
k is
true
.•
read
the
text
aga
in, j
ust t
o ch
eck.
Awar
d an
add
ition
al m
ark
for a
reas
onab
le e
xpla
natio
n.
452589_U8_CC_2e_Y2_064-071.indd 67 06/03/19 11:37 AM
Unit 8 • NoN-fictioN
68 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Dolphins
Are dolphins fish?
No, dolphins are not fish – they are mammals that spend all of their lives in water. Fish can breathe in water, but dolphins can’t. Dolphins need to come up to the surface of the ocean and breathe air into their lungs.
How do dolphins eat?
Dolphins have up to 100 teeth. (Adult humans have 44.) They only have one set of teeth so they don’t have any baby teeth. They don’t use their teeth to chew their food. They use their teeth to catch their food, like a net. They swallow their food whole, without chewing it.
Do dolphins drink water?
No. Dolphins live in salty water which is not good to drink. Instead, they get water from the fish they catch.
1
2
5
6
10
11
www.dolphins.org/kids_dolphin_facts
452589_U8_CC_2e_Y2_064-071.indd 68 06/03/19 11:37 AM
Unit 8 • NoN-fictioN
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 69
Name: Class: Date:
1 Dolphins are not fish. How are they not like fish? Tick one.
Dolphins cannot breathe in water. □ Dolphins get air from the fish they catch. □ Dolphins spend all of their lives in the water . □ Dolphins live in oceans and seas. □
2 Who has more teeth: dolphins or adult humans?
3 A dolphin’s teeth are “like a net” (lines 8–9). Why does the writer tell you this? Tick one.
so you do not put your hands in their mouths □ to help you to understand how they use their teeth □ because their teeth are nets □ because their teeth have holes in them □
4 How do dolphins swallow their food?
5 Tick ✓ to show the fact is true. Cross ✗ to show it is not.
Dolphins are fish. □ Dolphins have up to 100 teeth. □ They chew their food with their sharp teeth. □ They get water by eating fish. □
6 Would it be sensible to keep a dolphin in a swimming pool? Explain your answer.
1 mark
1b
1 mark
1b
1 mark
1a
1 mark
1b
1 mark
1b
2 marks
1d
452589_U8_CC_2e_Y2_064-071.indd 69 06/03/19 11:37 AM
70 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8 • NoN-fictioN
Prac
tice
text
: Dol
phin
s cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
ercD
/Mar
kU
sefu
l str
ateg
ies
1.
Dol
phin
s ar
e no
t fish
. How
are
they
di
ffer
ent f
rom
fish
? Ti
ck o
ne.
□ D
olph
ins
cann
ot b
reat
he in
wat
er.
□ D
olph
ins
get a
ir fr
om th
e fis
h th
ey
catc
h.
□ D
olph
ins
spen
d al
l of t
heir
lives
in
the
wat
er.
□ D
olph
ins
live
in o
cean
s an
d se
as.
Dol
phin
s ca
nnot
bre
athe
in w
ater
. ✓1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Rem
ind
the
child
ren
that
, for
mos
t com
preh
ensi
on a
ctiv
ities
, the
que
stio
ns
are
in th
e sa
me
orde
r as
the
info
rmat
ion,
so
ques
tions
at t
he b
egin
ning
of t
he
page
are
abo
ut th
e be
ginn
ing
of th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad a
ll of
the
poss
ible
ans
wer
s slo
wly
and
car
eful
ly. D
o yo
u re
mem
ber
whi
ch is
righ
t?•
scan
the
text
unt
il yo
u fin
d th
e w
ords
you
thin
k ar
e th
ere.
•di
d yo
u re
mem
ber t
he ri
ght a
nsw
er?
2.
Who
has
mor
e te
eth:
dol
phin
s or
ad
ult h
uman
s?do
lphi
ns1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
For t
his
ques
tion,
the
child
ren
will
hav
e to
wor
k ou
t the
ans
wer
from
in
form
atio
n gi
ven
to th
em in
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r num
bers
that
tell
you
how
man
y te
eth
dolp
hins
and
hu
man
s ha
ve.
3.
A do
lphi
n’s
teet
h ar
e “li
ke a
net
” (li
nes
8–9)
. Why
doe
s th
e w
riter
tell
you
this
? Ti
ck th
e be
st re
ason
.
□ s
o yo
u do
not
put
you
r han
ds in
th
eir m
outh
s
□ t
o he
lp y
ou to
und
erst
and
how
th
ey u
se th
eir t
eeth
□ b
ecau
se th
eir t
eeth
are
net
s
□ b
ecau
se th
eir t
eeth
hav
e ho
les
in
them
to h
elp
you
to u
nder
stan
d ho
w th
ey u
se th
eir
teet
h ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
ds “l
ike
a ne
t”.
•ca
refu
lly re
read
the
who
le p
arag
raph
to se
e ho
w th
e w
riter
has
use
d th
e w
ords
.•
care
fully
read
the
optio
ns g
iven
in th
e qu
estio
n.•
deci
de w
hich
opt
ion
is th
e be
st e
xpla
natio
n.
4.
How
do
dolp
hins
sw
allo
w th
eir
food
?Th
ey s
wal
low
it w
hole
.1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e he
adin
gs c
aref
ully
and
look
for a
hea
ding
abo
ut e
atin
g.
452589_U8_CC_2e_Y2_064-071.indd 70 06/03/19 11:37 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 71
Unit 8 • NoN-fictioN
5.
Tick
✓ to
sho
w th
e fa
ct is
true
.
Cr
oss ✗
to s
how
it is
not
.
□ D
olph
ins
are
fish.
□ D
olph
ins
have
up
to 1
00 te
eth.
□ T
hey
chew
thei
r foo
d w
ith th
eir
shar
p te
eth.
□ T
hey
get w
ater
by
eatin
g fis
h.
Dol
phin
s ar
e fis
h. ✗
Dol
phin
s ha
ve u
p to
100
teet
h. ✓
They
che
w th
eir f
ood
with
thei
r sha
rp te
eth.
✗Th
ey g
et w
ater
by
eatin
g fis
h. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•us
e th
e he
adin
gs.
•re
ad th
e te
xt c
aref
ully
to fi
nd th
e in
form
atio
n.•
plac
e a
tick
or c
ross
in e
ach
box.
Awar
d 1
mar
k fo
r all
four
ans
wer
s co
rrec
t.
6.
Wou
ld it
be
sens
ible
to k
eep
a do
lphi
n in
a s
wim
min
g po
ol?
Expl
ain
your
ans
wer
.
No.
Acce
pt a
nsw
ers
whi
ch re
late
to th
e te
xt
such
as:
•Th
ey n
eed
to b
e in
sal
ty w
ater
and
sw
imm
ing
pool
wat
er is
not
sal
ty.
•Th
ey n
eed
to c
atch
and
eat
fish
and
we
do
not h
ave
fish
in o
ur s
wim
min
g po
ols.
1d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Expl
ain
to th
e ch
ildre
n th
at th
e an
swer
to th
is q
uest
ion
is n
ot w
ritte
n in
the
text
: the
y ha
ve to
thin
k ab
out e
very
thin
g th
ey k
now
abo
ut d
olph
ins.
Tell
them
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t the
ans
wer
you
thin
k is
true
.•
read
the
text
aga
in, j
ust t
o ch
eck.
Awar
d an
add
ition
al m
ark
for a
reas
onab
le e
xpla
natio
n.
452589_U8_CC_2e_Y2_064-071.indd 71 06/03/19 11:37 AM
l NoN-fictioN
72 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
What Was London Like Before the Great fire?/ What Was London Like After the Great fire?Kate Ruttle
Key text features
These texts are historical reports about London before and after the Great Fire in 1666.
l The Teaching text tells about London in the years before the Great Fire. The text answers the question posed by its title and has headings to help the reader to locate information efficiently.
l The Practice text tells about London immediately after the fire. Again, the text answers the question in the title and is organised by headings.
Reading the teaching text: What Was London Like Before the Great Fire?
l Introduce the text by asking the children what they know about the Great Fire of London. Establish that:
– it was in 1666, nearly 500 years ago
– London in those days was a very different city from today. How many ways can the children think of in which it might be different?
l Access the Interactive Modelling Software for this unit. Read the text to the children or listen to the audio.
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 74–75).
Reading the Practice text: What Was London Like After the Great Fire?
l Explain that this text follows on, describing London after the Great Fire.
l Once you have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread the texts and talk about how they are organised.
l Give the children some historical information (either more about the fire or about a different, more local, historical event).
l Ask children to use these texts as a model for language and organisation for their own writing.
Unit 9NoN-fictioN
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Unit 9 • NoN-fictioN
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 73
Listening comprehension: Questions and Answers
Q1: Why does the text begin with the words “In the 1660s”?
A1: So that you know when it is set
Strategy: The children should listen to the whole text before attempting to answer the question. Establish that texts often begin with phrases that set the time. Can the children think of any that they know from fiction texts? (E.g. “Later that day”.)
Q2: What were the names of the three cities that were London?
A2: Westminster, Southwark, London
Strategy: The children should listen carefully to the first part of the text again. They might find it helpful to jot down the names while you read or play the audio track.
Q3: Which city would you have liked to live in? Why?
A3: Accept any reasoned answer, e.g. Westminster, because that’s where rich people live/Southwark, because it sounds more interesting/City of London, because I like shopping.
Strategy: Ask the children to listen to the whole text again while they think about this question. Remind them you want them to explain their answer, not just say ‘yes’ or ‘no’.
The listening comprehension questions can be accessed on the modelling software for this unit.
The Great Fire of London – Gillian Clements
The Great Fire of London – Deborah Fox
London’s Burning – Pauline Francis
Samuel Pepys – Paul Harrison
Toby and the Great Fire of London – Margaret Nash
The Great Fire of London – Jenny Powell
Extending reading
452589_U9_CC_2e_Y2_072-079.indd 73 06/03/19 11:37 AM
74 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 9 • NoN-fictioN
teac
hing
text
: Wha
t Was
Lon
don
Like
Bef
ore
the
Gre
at f
ire?
cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
ercD
/Mar
kU
sefu
l str
ateg
ies
1.
In th
e 16
60s,
who
live
d in
W
estm
inst
er?
the
king
(and
his
rich
frie
nds)
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Rem
ind
the
child
ren
that
, for
mos
t com
preh
ensi
on a
ctiv
ities
, the
que
stio
ns
are
in th
e sa
me
orde
r as
the
info
rmat
ion,
so
ques
tions
at t
he b
egin
ning
of t
he
page
are
abo
ut th
e be
ginn
ing
of th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
if a
ny o
f the
wor
ds in
the
ques
tion
are
in th
e te
xt (y
es –
“166
0s” l
ine
1).
•sc
an th
e te
xt fo
r tho
se w
ords
.•
(onc
e yo
u ha
ve fo
und
the
wor
ds) r
ead
care
fully
unt
il yo
u ha
ve fo
und
the
info
rmat
ion
you
need
to a
nsw
er th
e qu
estio
n.•
copy
the
wor
d(s)
from
the
text
car
eful
ly.
2.
Choo
se th
ree
fact
s th
at w
ere
true
ab
out S
outh
war
k.
□ L
ots
of p
oor p
eopl
e liv
ed th
ere.
□ P
arlia
men
t was
ther
e.
□ I
t was
on
the
river
Tha
mes
.
□ I
t was
ver
y no
isy.
□ P
eopl
e th
rew
thei
r was
te in
to th
e st
reet
.
Lots
of p
oor p
eopl
e liv
ed th
ere.
✓It
was
ver
y no
isy.
✓Pe
ople
thre
w th
eir w
aste
into
the
stre
et. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
if a
ny o
f the
wor
ds in
the
ques
tion
are
in th
e te
xt (y
es –
“Sou
thw
ark”
.•
scan
the
text
for t
he w
ord.
•re
ad th
e op
tions
in th
e qu
estio
n ca
refu
lly a
nd c
heck
eac
h on
e ag
ains
t the
text
.
Awar
d 1
mar
k fo
r thr
ee a
nsw
ers
corr
ect.
3.
“Thi
s was
whe
re th
e m
erch
ants
did
th
eir t
radi
ng.”
W
hat d
oes
the
wor
d “m
erch
ants
” m
ean?
Cho
ose
one.
□ p
eopl
e w
ho li
ved
near
the
king
□ p
eopl
e w
ho w
orke
d to
mak
e th
ings
□ p
eopl
e w
ho b
ough
t and
sol
d th
ings
□ p
eopl
e w
ho d
id n
o w
ork
peop
le w
ho b
ough
t and
sol
d th
ings
✓1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t wha
t the
que
stio
n is
as
king
.•
scan
the
text
for t
he w
ord
“mer
chan
ts” a
nd re
ad th
e lin
es a
roun
d th
e w
ord.
•th
ink
abou
t wha
t you
can
lear
n ab
out w
hat m
erch
ants
did
.•
rere
ad th
e op
tions
in th
e qu
estio
n.•
choo
se th
e on
e yo
u th
ink
is th
e be
st d
escr
iptio
n.
4.
Wha
t inf
orm
atio
n do
es th
e se
cond
he
adin
g in
trod
uce?
info
rmat
ion
abou
t the
rive
r (Th
ames
)1c 1
mar
k
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•lo
ok fo
r the
sec
ond
head
ing
and
read
it, a
nd th
en c
onsi
der w
hat i
t ref
ers
to.
452589_U9_CC_2e_Y2_072-079.indd 74 06/03/19 11:37 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 75
Unit 9 • NoN-fictioN
5.
Why
was
the
river
Tha
mes
bus
ier i
n th
e 16
60s
than
it is
now
?Th
ere
wer
e no
trai
ns o
r lor
ries
so e
very
thin
g w
as c
arrie
d by
boa
ts o
r shi
ps.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•de
cide
whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t the
mea
ning
of t
he w
ords
in th
e qu
estio
n an
d m
atch
it to
you
r un
ders
tand
ing
of th
e w
ords
in th
e te
xt (n
one
of th
e w
ords
in th
is q
uest
ion
are
in th
e te
xt).
•w
rite
wor
ds fr
om th
e te
xt if
you
thin
k yo
u ca
n.
Acce
pt a
ny a
nsw
er th
at re
cogn
ises
that
mor
e bo
ats
and
ship
s w
ere
need
ed
beca
use
ther
e w
as n
ot a
noth
er w
ay to
car
ry th
ings
from
all
arou
nd th
e w
orld
.
6.
Do
you
thin
k it
wou
ld h
ave
been
in
tere
stin
g to
be
besi
de th
e Th
ames
in th
e 16
60s?
Ex
plai
n yo
ur a
nsw
er.
•Ye
s, be
caus
e it
was
ver
y bu
sy/y
ou c
ould
see
go
ods
and
peop
le fr
om a
ll ov
er th
e w
orld
.•
No,
bec
ause
it w
as to
o bu
sy a
nd y
ou m
ight
ge
t los
t.
1d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
mem
ber t
hat t
his i
s a ‘d
o yo
u th
ink’
que
stio
n –
that
mea
ns th
e an
swer
will
not
be
in th
e te
xt. Y
ou h
ave
to u
se in
form
atio
n in
the
text
to in
form
you
r opi
nion
s.•
only
rere
ad th
e pa
rt o
f the
text
abo
ut th
e Th
ames
to fi
nd in
form
atio
n to
use
in
the
answ
er, b
ecau
se th
e qu
estio
n re
fers
to th
e Th
ames
spe
cific
ally
.
Awar
d an
add
ition
al m
ark
for a
reas
onab
le e
xpla
natio
n.
452589_U9_CC_2e_Y2_072-079.indd 75 06/03/19 11:37 AM
Unit 9 • NoN-fictioN
76 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
What Was London Like After the Great fire?
On Friday 7th September 1666, the fire was almost out. It had been burning for five days.
The wind wasn’t blowing so hard any more and people could see what the city looked like.
Homes destroyed
The air was grey with ashes and smoke. Over 13,000 houses and 10 churches had been destroyed. Thousands of people had run into the fields and hills around London to escape from the fire, and now they had nowhere to go. Some people left London. Poor people lived on the streets and begged for money.
Homes rebuilt
After a while, some people were given work. They had to clear up the mess left by the fire. Then builders started to build new homes. The government said that all new buildings had to be built out of brick or stone instead of wood.
1
3
5
6
11
12
452589_U9_CC_2e_Y2_072-079.indd 76 06/03/19 11:37 AM
Unit 9 • NoN-fictioN
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 77
Name: Class: Date:
1 Tick three things we know about 7th September 1666 from the first three sentences.
The Great Fire of London started. □ The wind was blowing less hard. □ The fire went out. □ People could see what the city looked like. □ The fire had been burning for five days. □
2 How many homes were destroyed by the Great Fire?
3 “Over 13,000 houses and 10 churches had been destroyed.”
What does the word “destroyed” mean in this sentence? Tick one.
rebuilt □ burned or knocked down □
left empty □ a bit damaged □
4 What information does the last heading introduce?
5 Why do you think the government said that all new homes had to be made of brick or stone instead of wood?
6 Do you think it would have been sensible to stay in London after the fire? Explain your answer.
1 mark
1b
1 mark
1a
1 mark
1c
1 mark
1d
2 marks
1d
1 mark
1b
452589_U9_CC_2e_Y2_072-079.indd 77 06/03/19 11:37 AM
78 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 9 • NoN-fictioN
Prac
tice
text
: Wha
t Was
Lon
don
Like
Aft
er th
e G
reat
fire
?
crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
cD/M
ark
Use
ful s
trat
egie
s1.
Ti
ck th
ree
thin
gs w
e kn
ow a
bout
7t
h Se
ptem
ber 1
666
from
the
first
th
ree
sent
ence
s.
□ T
he G
reat
Fire
of L
ondo
n st
arte
d.
□ T
he w
ind
was
blo
win
g le
ss h
ard.
□ T
he fi
re w
ent o
ut.
□ P
eopl
e co
uld
see
wha
t the
city
lo
oked
like
.
□ T
he fi
re h
ad b
een
burn
ing
for fi
ve
days
.
The
win
d w
as b
low
ing
less
har
d. ✓
Peop
le c
ould
see
wha
t the
city
look
ed li
ke. ✓
The
fire
had
been
bur
ning
for fi
ve d
ays. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Rem
ind
the
child
ren
that
, for
mos
t com
preh
ensi
on a
ctiv
ities
, the
que
stio
ns
are
in th
e sa
me
orde
r as
the
info
rmat
ion,
so
ques
tions
at t
he b
egin
ning
of t
he
page
are
abo
ut th
e be
ginn
ing
of th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•un
derli
ne th
e nu
mbe
rs in
the
ques
tion.
It is
eas
y to
forg
et th
em.
•re
ad th
e fir
st th
ree
sent
ence
s ca
refu
lly.
•re
ad e
ach
of th
e st
atem
ents
in th
e qu
estio
n an
d co
mpa
re th
em to
the
info
rmat
ion
in th
e te
xt.
Awar
d 1
mar
k fo
r all
thre
e an
swer
s co
rrec
t.
2.
How
man
y ho
mes
wer
e de
stro
yed
by th
e G
reat
Fire
?13
,000
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•us
e th
e he
adin
gs to
hel
p w
ork
out w
hich
par
t of t
he te
xt to
read
.•
(onc
e yo
u ha
ve fo
und
the
wor
ds) r
ead
care
fully
unt
il yo
u ha
ve fo
und
the
info
rmat
ion
you
need
to a
nsw
er th
e qu
estio
n.•
copy
the
num
ber f
rom
the
text
car
eful
ly.
3.
“Ove
r 13,
000
hous
es a
nd 1
0 ch
urch
es h
ad b
een
dest
roye
d.”
W
hat d
oes
the
wor
d “d
estr
oyed
” m
ean
in th
is s
ente
nce?
Tic
k on
e.
□ r
ebui
lt
□ b
urne
d or
kno
cked
dow
n
□ l
eft e
mpt
y
□ a
bit
dam
aged
burn
ed o
r kno
cked
dow
n ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
voca
bula
ry to
und
erst
and
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t wha
t the
que
stio
n is
as
king
.•
scan
the
text
for t
he w
ord
“des
troy
ed” a
nd re
ad th
e lin
es a
roun
d th
e w
ord.
•th
ink
abou
t wha
t you
can
lear
n ab
out b
uild
ings
that
wer
e de
stro
yed.
•re
read
the
optio
ns in
the
ques
tion.
•ch
oose
the
one
you
thin
k is
the
best
des
crip
tion.
4.
Wha
t inf
orm
atio
n do
es th
e la
st
head
ing
intr
oduc
e?H
omes
wer
e be
ing
rebu
ilt a
fter
the
fire.
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•lo
ok fo
r the
last
hea
ding
and
read
it, t
hen
cons
ider
wha
t it r
efer
s to
.
452589_U9_CC_2e_Y2_072-079.indd 78 06/03/19 11:37 AM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 79
Unit 9 • NoN-fictioN
5.
Why
do
you
thin
k th
e go
vern
men
t sa
id th
at a
ll ne
w h
omes
had
to b
e m
ade
of b
rick
or s
tone
inst
ead
of
woo
d?
so th
ere
wou
ld n
ever
be
anot
her fi
re li
ke th
is
one
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•re
mem
ber t
hat t
his
is a
‘why
do
you
thin
k’ q
uest
ion
– th
at m
eans
the
answ
er w
ill n
ot b
e in
the
text
. You
hav
e to
use
info
rmat
ion
in th
e te
xt to
in
form
you
r opi
nion
s.
6.
Do
you
thin
k it
wou
ld h
ave
been
se
nsib
le to
sta
y in
Lon
don
afte
r the
fir
e? E
xpla
in y
our a
nsw
er.
•Ye
s, be
caus
e th
e ne
w h
ouse
s w
ere
mad
e of
st
one
so th
ey w
ould
not
bur
n.•
No,
bec
ause
it w
as d
estr
oyed
and
ther
e w
ere
poor
peo
ple
begg
ing
for m
oney
.
1d 2 m
arks
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
mem
ber t
hat t
his
is a
‘do
you
thin
k’ q
uest
ion
– th
at m
eans
the
answ
er
will
not
be
in th
e te
xt. Y
ou h
ave
to u
se in
form
atio
n in
the
text
to in
form
you
r op
inio
ns.
•yo
u w
ill n
eed
to re
ad a
ll of
the
text
to fi
nd in
form
atio
n to
use
in th
e an
swer
be
caus
e th
e qu
estio
n re
fers
to th
e w
hole
of t
he te
xt.
452589_U9_CC_2e_Y2_072-079.indd 79 06/03/19 11:37 AM
• NON-FICTION
80 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10NON-FICTION
Making Bread/Planting BulbsKate Ruttle
Key text features
The texts both have a brief introduction followed by an instructional text.
l The Teaching text is Making Bread.
l The Practice text is Planting Bulbs.
Reading the Teaching text: Making Bread
l Introduce the text by asking what the children know about bread. Do they know how it is made? Have they watched someone making bread? What kinds of bread do they like eating?
l Talk about the title of the text. What do they think it will be about?
l Access the Interactive Modelling Software for this unit. Read the extract aloud.
l Read the extract again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 82–83).
Reading the Practice text: Planting Bulbs
l Have any of the class got a garden? Have they seen bulbs? If not, show them some pictures from the internet. Have they watched someone planting bulbs or helped to plant bulbs?
l Show the children pictures of spring flowers that come from bulbs. Do the children know the names of any of these flowers? (E.g. daffodils, tulips, irises, crocuses, snowdrops, bluebells)
l 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.
Moving into writing
l Introduce another simple cooking task. Take photographs of the children following the instructions.
l As a class, sequence the photographs to show the order of events.
l Ask the children to talk to a response partner: one child should give the other instructions (following the sequence of the photographs) while the other one mimes following the instructions exactly.
l Ask the children to write the instructions they needed to give and to follow.
452589_U10_CC_2e_Y2_080-087.indd 80 06/03/19 2:32 PM
Unit 10 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 81
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
The Ultimate Children’s Cookbook – Dorling Kindersley
Ready, Steady, Grow! – Royal Horticultural Society
Extending reading
Q1: What is the first piece of information you are given in this text?
A1: People all over the world make some form of bread.
Strategy: Listen carefully to the opening of the text and think about what ‘information’ means.
Q2: What does the word “ingredients” mean?
A2: The things you need to use to make the bread.
Strategy: Listen to the whole text, listening out for every time you hear the word “ingredients”. Think about the information you are given immediately after you first hear the word.
Q3: What is the first instruction you are given?
A3: Measure out all the ingredients into a large bowl.
Strategy: Think about everything you know about instructions. What makes instructions different from other kinds of sentences? Listen to the whole text again, thinking about instructions.
452589_U10_CC_2e_Y2_080-087.indd 81 06/03/19 2:32 PM
82 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10 • NON-FICTION
Teac
hing
text
: Mak
ing
Brea
d Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Wha
t hap
pens
if y
ou a
dd o
ther
in
gred
ient
s to
you
r dou
gh?
□ Y
ou m
ake
bigg
er lo
aves
of b
read
.
□ Y
ou m
ake
diff
eren
t kin
ds o
f bre
ad
□ Y
ou m
ake
a be
tter
dou
gh.
□ Y
ou m
ake
brea
d by
bak
ing
the
doug
h.
You
mak
e di
ffer
ent k
inds
of b
read
. ✓1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h to
find
you
r ans
wer
.•
rere
ad th
e op
tions
in th
e qu
estio
n an
d ch
oose
the
best
one
.
2.
Find
and
cop
y tw
o th
ings
that
you
al
way
s ne
ed to
mak
e do
ugh
for
brea
d.
flour
wat
er
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h to
find
you
r ans
wer
.
Awar
d 1
mar
k fo
r bot
h an
swer
s co
rrec
t.
3.
Whi
ch s
ente
nce
is a
n in
stru
ctio
n?
Choo
se o
ne.
□ W
hich
type
s of
bre
ad h
ave
you
eate
n?
□ M
akin
g Br
ead
□ W
hat y
ou h
ave
to d
o
□ B
ake
the
brea
d fo
r 20–
25 m
inut
es.
Bake
the
brea
d fo
r 20–
25 m
inut
es. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
wha
t you
kno
w a
bout
inst
ruct
ions
.•
read
the
optio
ns c
aref
ully
and
iden
tify
the
key
feat
ures
.
452589_U10_CC_2e_Y2_080-087.indd 82 06/03/19 2:32 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 83
Unit 10 • NON-FICTION
4.
“Mix
them
up
and
knea
d th
em.”
Th
e w
ord
“kne
ad” i
n th
is s
ente
nce
is c
lose
st in
mea
ning
to (c
hoos
e on
e):
□ s
quee
ze a
nd p
ress
them
.
□ m
ix a
nd s
tir th
em.
□ t
ell t
hem
they
are
impo
rtan
t to
you.
□ s
tam
p an
d kn
eel o
n th
em.
sque
eze
and
pres
s th
em. ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
wor
d.•
scan
the
text
to fi
nd th
e w
ord.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he w
ord
mig
ht
mea
n.
5.
Wha
t do
you
thin
k ha
ppen
s af
ter
you
have
follo
wed
inst
ruct
ion
7?Po
ssib
le a
nsw
ers
coul
d in
clud
e:
•Yo
u ha
ve a
loaf
of b
read
.•
You
can
eat t
he b
read
.•
You
have
to w
ait f
or th
e br
ead
to c
ool d
own.
Do
not a
ccep
t:
•Yo
u ha
ve to
wai
t for
the
brea
d to
coo
k.
1e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad so
far.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r inf
orm
atio
n.•
thin
k ab
out w
hat h
as h
appe
ned
so fa
r and
wha
t you
thin
k m
ight
hap
pen
next
.
6.
Num
ber t
hese
eve
nts
to s
how
the
orde
r in
whi
ch th
ey h
appe
n.
□ M
ake
the
doug
h in
to a
mou
nd.
□ P
ut a
cle
an c
loth
ove
r the
dou
gh.
□ P
ut th
e do
ugh
onto
a b
akin
g tr
ay.
□ M
ix th
e in
gred
ient
s to
geth
er.
Mak
e th
e do
ugh
into
a m
ound
. 3
Put a
cle
an c
loth
ove
r the
dou
gh.
2
Put t
he d
ough
ont
o a
baki
ng tr
ay.
4
Mix
the
ingr
edie
nts
toge
ther
. 1
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
scan
the
text
for t
he a
ctio
ns in
the
ques
tion.
•ca
refu
lly re
ad th
e te
xt a
nd n
umbe
r the
eve
nts.
452589_U10_CC_2e_Y2_080-087.indd 83 06/03/19 2:32 PM
Unit 10 • NON-FICTION
84 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Planting BulbsHave you ever noticed the bright colours of spring flowers? Most of them are grown from bulbs, which contain the food that the flower needs to grow. If you want your flowers to appear in the spring, you will need to plant your bulbs in the autumn, either in the garden or in a pot.
How to plant a bulb:
1. Dig a hole that is three to four times as deep as the bulb.
2. Plant most bulbs with the round bit facing down and the pointy bit facing up. If you’re not sure which is which, plant the bulb on its side. The roots will grow down and the bud will sprout up.
3. If you’re growing bulbs in a garden, mark the spot where you have planted the bulb. Write the name of the flower on a lollipop stick and push it into the ground above the bulb.
4. Wait and watch.
5. Once the bulbs have finished flowering, leave the leaves until they begin to turn yellow. This lets the bulb make the food it needs to flower again next year.
1
5
6
7
10
13
14
452589_U10_CC_2e_Y2_080-087.indd 84 06/03/19 2:32 PM
Unit 10 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 85
Name: Class: Date:
1 mark
1b
1 mark
1b
1 mark
1a
1 mark
1c
1 Why are most spring flowers grown from bulbs? Tick one.
so the flowers have bright colours □ so you plant them in the autumn □ so the flowers have food to grow □ so they flower in the spring □
2 Find and copy two places you can plant a bulb.
3 Which sentence is an instruction? Tick one.
Have you ever noticed the bright colours of spring flowers? □ How to plant a bulb: □ Planting Bulbs □ Dig a hole that is three to four times as deep as the bulb. □
4 “The roots will grow down and the bud will sprout up.”
The word “sprout” in the sentence is closest in meaning to (tick one):
green vegetable. □ grow. □ stem. □ leaf. □
5 “Wait and watch.”
Write what you think will happen next.
6 Number these events to show the order in which they happen.
Enjoy the spring flowers. □ Let the leaves turn yellow. □ Plant the bulb. □ Let the roots grow down. □
1 mark
1b
1 mark
1e
452589_U10_CC_2e_Y2_080-087.indd 85 06/03/19 2:32 PM
86 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10 • NON-FICTION
Prac
tice
text
: Pla
ntin
g Bu
lbs
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
hy a
re m
ost s
prin
g flo
wer
s gr
own
from
bul
bs?
Tick
one
.
□ S
o th
e flo
wer
s ha
ve b
right
col
ours
.
□ S
o yo
u pl
ant t
hem
in th
e au
tum
n.
□ S
o th
e flo
wer
s ha
ve fo
od to
gro
w.
□ S
o th
ey fl
ower
in th
e sp
ring.
So th
e flo
wer
s ha
ve fo
od to
gro
w. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h to
find
you
r ans
wer
.•
rere
ad th
e op
tions
in th
e qu
estio
n an
d ch
oose
the
best
one
.
2.
Find
and
cop
y tw
o pl
aces
you
can
pl
ant a
bul
b.in
the
gard
en
in a
pot
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
ans
wer
.•
care
fully
read
the
para
grap
h to
find
you
r ans
wer
.
Awar
d 1
mar
k fo
r bot
h an
swer
s co
rrec
t.
3.
Whi
ch s
ente
nce
is a
n in
stru
ctio
n?
Tick
one
.
□ H
ave
you
ever
not
iced
the
brig
ht
colo
urs
of s
prin
g flo
wer
s?
□ H
ow to
pla
nt a
bul
b:
□ P
lant
ing
Bulb
s
□ D
ig a
hol
e th
at is
thre
e to
four
tim
es a
s de
ep a
s th
e bu
lb.
Dig
a h
ole
that
is th
ree
to fo
ur ti
mes
as
deep
as
the
bulb
. ✓1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
wha
t you
kno
w a
bout
inst
ruct
ions
.•
read
the
optio
ns c
aref
ully
and
iden
tify
the
key
feat
ures
.
4.
“The
root
s will
gro
w d
own
and
the
bud
will
spro
ut u
p.”
Th
e w
ord
“spr
out”
in th
is s
ente
nce
is c
lose
st in
mea
ning
to (t
ick
one)
:
□ g
reen
veg
etab
le.
□ g
row
.
□ s
tem
.
□ l
eaf.
grow
. ✓1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r the
wor
d.•
scan
the
text
to fi
nd th
e w
ord.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he w
ord
mig
ht m
ean.
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 87
Unit 10 • NON-FICTION
5.
“Wai
t and
wat
ch.”
W
rite
wha
t you
thin
k w
ill h
appe
n ne
xt.
Poss
ible
ans
wer
s co
uld
incl
ude:
The
flow
ers
will
gro
w./T
he s
tem
/sta
lk/s
hoot
w
ill a
ppea
r abo
ve th
e gr
ound
.
1e 1 m
ark
Que
stio
n fo
cus:
pre
dict
wha
t mig
ht h
appe
n on
the
basi
s of w
hat h
as b
een
read
so
far.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
cons
ider
whe
re in
the
text
to lo
ok fo
r inf
orm
atio
n.•
thin
k ab
out w
hat h
as h
appe
ned
so fa
r and
wha
t you
thin
k m
ight
hap
pen
next
.
6.
Num
ber t
hese
eve
nts
to s
how
the
orde
r in
whi
ch th
ey h
appe
n.
□ E
njoy
the
sprin
g flo
wer
s.
□ P
lant
the
bulb
.
□ L
et th
e le
aves
turn
yel
low
.
□ L
et th
e ro
ots
grow
dow
n.
Enjo
y th
e sp
ring
flow
ers.
3
Plan
t the
bul
b.
1
Let t
he le
aves
turn
yel
low
. 4
Let t
he ro
ots
grow
dow
n.
2
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n, m
arki
ng k
ey w
ords
.•
scan
the
text
for t
he a
ctio
ns in
the
ques
tion.
•ca
refu
lly re
ad th
e te
xt a
nd n
umbe
r the
eve
nts.
452589_U10_CC_2e_Y2_080-087.indd 87 06/03/19 2:32 PM
• NON-FICTION
88 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11NON-FICTION
Seas and Oceans/A Walk from Our Island SchoolIzzi Howell/Deborah Chancellor
Key text features
The texts are both from non-fiction information texts about oceans and islands.
l The Teaching text is from Fact Cat: Seas and Oceans by Izzi Howell.
l The Practice text is an extract entitled The Isle of Mull, from A Walk from Our Island School by Deborah Chancellor.
Reading the Teaching text: Seas and Oceans
l Introduce the text by asking the children if they have ever seen the sea. Who has been to the seaside? Who has been out on the sea in a boat? Who has seen the sea from an aeroplane?
l Make a mind map to record what the children know about the sea.
l Access the Interactive Modelling Software for this unit. Read the extract to the children and ask them to think about any new information they discovered about the sea.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 90–91).
Reading the Practice text: The Isle of Mull
l Read the title of the extract to the children. If possible, show them a map of the UK, and identify the Isle of Mull (off the west coast of Scotland and north of Glasgow).
l Talk about islands. What makes living on an island different from living on the mainland?
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread The Isle of Mull.
l Explain to the children that they are going to write a similar text about the area around your school.
l In groups, ask the children to identify interesting places close to the school that they might want to write about. If possible, take the children for a walk around the locations, taking photographs for them to use in their writing.
l Each child in the group should select one location to discuss with a response partner, and then write about it. If the children are using computers for their writing, they can use imported digital photographs from the previous step, if available.
l Encourage the children to read each other’s work and help one another to improve their writing.
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Unit 11 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 89
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Continents – Izzi Howell
First Animal Encyclopedia: Seas and Oceans – Anna Claybourne
This Is How We Do It – Matt Lamothe
Big Blue Whale – Nicola Davies
Extending reading
Q1: Where is most of the water on Earth found?
A1: In seas and oceans
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q2: How many oceans are there?
A2: Five
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
Q3: What might you find on a coastline? Use ideas from the text.
A3: Beaches/sand/pebbles
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again.
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90 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11 • NON-FICTION
Teac
hing
text
: Sea
s an
d O
cean
s Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Show
whi
ch ty
pe o
f wat
er is
foun
d in
eac
h pl
ace.
W
rite
S if
the
wat
er is
sal
t wat
er.
W
rite
F if
the
wat
er is
fres
h w
ater
.
S or
F
Sea
S
Oce
anS
Lake
F
Rive
rF
1b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
the
info
rmat
ion
you
need
.•
care
fully
read
that
par
t of t
he te
xt, l
ooki
ng to
see
whi
ch k
ind
of w
ater
is
foun
d in
eac
h pl
ace.
Awar
d 2
mar
ks fo
r all
four
box
es c
orre
ctly
com
plet
ed.
Awar
d 1
mar
k fo
r thr
ee b
oxes
cor
rect
ly c
ompl
eted
.
2.
Look
at t
he s
econ
d pa
ragr
aph.
Fi
nd a
nd c
opy
one
wor
d th
at
mea
ns th
e sa
me
as jo
ined
.
“con
nect
ed”
1a 1 m
ark
Que
stio
n fo
cus:
dra
w o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e pa
ragr
aph
iden
tified
, loo
king
for a
wor
d w
ith th
e m
eani
ng
give
n in
the
ques
tion.
•fin
d an
d co
py o
ne w
ord.
3.
Find
and
cop
y th
e na
me
of tw
o oc
eans
.Ac
cept
two
of:
•Ar
ctic
Oce
an•
Atla
ntic
Oce
an•
Indi
an O
cean
•Pa
cific
Oce
an•
Sout
hern
Oce
an
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
they
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.•
find
and
copy
two
answ
ers.
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 91
Unit 11 • NON-FICTION
4.
Seas
are
smal
ler t
han
ocea
ns.
W
rite
one
fact
from
the
text
to
show
this
is tr
ue.
Acce
pt e
ither
:
•“A
sea
is p
art o
f an
ocea
n.”
•O
cean
s co
ntai
n se
vera
l sea
s.
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
d “s
ea”,
and
then
read
the
sent
ence
s ar
ound
it.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
5.
Whi
ch tw
o th
ings
mee
t at a
co
astli
ne?
•la
nd•
wat
er/s
ea/o
cean
Do
not a
ccep
t:
•sa
nd•
pebb
les
•cl
iffs
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
6.
Whi
ch s
tate
men
t is
true
abo
ut
beac
hes?
Ch
oose
one
.
□ A
ll co
asts
hav
e be
ache
s.
□ A
ll be
ache
s ar
e sa
ndy.
□ W
aves
mov
e be
ache
s al
ong
the
coas
t.
□ B
each
es a
re m
ade
of s
and
or
pebb
les.
Beac
hes
are
mad
e of
san
d or
peb
bles
. ✓1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is
aski
ng.
452589_U11_CC_2e_Y2_088-095.indd 91 06/03/19 2:34 PM
Unit 11 • NON-FICTION
92 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
The Isle of MullDeborah Chancellor
Holly, Jude and Robert are exploring the town of Tobermory on the Isle of Mull in Scotland.
Different BoatsHolly, Jude and Robert see lots of boats in the harbour. Some are fishing boats and others are sailing boats. The Isle of Mull is surrounded by the sea, so boats are important to life on the island.
The children cross over Main Street to explore the fishing pier. They find some fishing tackle and look at the wicker baskets that are used to hold shellfish. Their teacher explains that these baskets are called creels.
1
3
4
10
As the children look out across the harbour, they see a ferry arriving at the terminal to the north of the harbour. People can catch a car ferry to mainland Scotland from Tobermory.
Coastal PathThe footpath Holly, Jude and Robert want to take is near the tourist centre. It is called a coastal path because it follows the coastline.
17
23
24
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Unit 11 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 93
Name: Class: Date:
1 mark
1b
1 mark
1b
1 Look at the second paragraph.
Find and copy one word that means all around.
2 Who might use a creel?
3 Find and copy the name of two types of boats.
4 It is easy to get to the mainland from Mull.
Write one fact from the text to show this is true.
5 Which statement is true about the coastal path?
Tick one.
It is in the harbour. □ It is in the tourist centre. □ It is near the school. □ It follows the coastline. □
6 Draw lines to join the name of each place to a word that tells you what it is.
Mull town
Tobermory footpath
coastal path island
1 mark
1a
1 mark
1d
1 mark
1b
1 mark
1b
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94 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11 • NON-FICTION
Prac
tice
text
: The
Isle
of M
ull
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
Lo
ok a
t the
sec
ond
para
grap
h.
Fi
nd a
nd c
opy
one
wor
d th
at
mea
ns a
ll ar
ound
.
“sur
roun
ded”
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e pa
ragr
aph
iden
tified
, loo
king
for a
wor
d w
ith th
e m
eani
ng
give
n in
the
ques
tion.
•fin
d an
d co
py o
ne w
ord.
2.
Who
mig
ht u
se a
cre
el?
•a
fishe
rman
•so
meo
ne w
ho w
ants
to c
atch
she
llfish
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
d “c
reel
”, th
en re
ad th
e se
nten
ces
arou
nd it
.•
thin
k ab
out w
hat y
ou k
now
that
will
hel
p yo
u to
ans
wer
the
ques
tion.
•se
arch
for c
lues
in th
e te
xt.
3.
Find
and
cop
y th
e na
me
of tw
o ty
pes
of b
oats
.Ac
cept
two
of:
•“fi
shin
g bo
ats”
•“s
ailin
g bo
at”
•“f
erry
” or “
car f
erry
”
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r typ
es o
f boa
ts.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.•
find
and
copy
two
answ
ers.
4.
It is
eas
y to
get
to th
e m
ainl
and
from
Mul
l.
W
rite
one
fact
from
the
text
to
show
this
is tr
ue.
“Peo
ple
can
catc
h a
car f
erry
to m
ainl
and
Scot
land
from
Tob
erm
ory.
”1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
d “m
ainl
and”
.•
care
fully
read
that
par
t of t
he te
xt, t
hink
ing
abou
t wha
t the
que
stio
n is
ask
ing.
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 95
Unit 11 • NON-FICTION
5.
Whi
ch s
tate
men
t is
true
abo
ut th
e co
asta
l pat
h?
Ti
ck o
ne.
□ I
t is
in th
e ha
rbou
r.
□ I
t is
in th
e to
uris
t cen
tre.
□ I
t is
near
the
scho
ol.
□ I
t fol
low
s th
e co
astli
ne.
It fo
llow
s th
e co
astli
ne. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
the
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.
6.
Dra
w li
nes
to jo
in th
e na
me
of e
ach
plac
e to
a w
ord
that
tells
you
wha
t it
is.
Mul
l
tow
n
Tobe
rmor
y
foot
path
coas
tal p
ath
is
land
Mul
l
to
wn
Tobe
rmor
y
foot
path
coas
tal p
ath
isla
nd
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r eac
h of
the
plac
e na
mes
.•
care
fully
read
aro
und
the
plac
e na
mes
, loo
king
to s
ee w
hat e
ach
plac
e is
.
Awar
d 1
mar
k fo
r all
thre
e lin
es c
orre
ctly
dra
wn.
452589_U11_CC_2e_Y2_088-095.indd 95 06/03/19 2:34 PM
• NON-FICTION
96 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12NON-FICTION
Here to Help: Firefighter/Here to Help: Police OfficerRachel Blount
Key text features
Both texts are recount information texts about people who work for the emergency services.
l The Teaching text is from Here to Help: Firefighter by Rachel Blount.
l The Practice text is from Here to Help: Police Officer by Rachel Blount.
Reading the Teaching text: Here to Help: Firefighter
l Introduce the text by asking the children what they understand by the term ‘emergency services’. What is an emergency? Who can you call in an emergency? How do you contact them?
l Have the children ever seen a fire engine? What was it doing? Where was it going?
l Access the Interactive Modelling Software for this unit. Read the text to the children and ask them to think about any new information they discovered.
l Read the extract again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 98–99 ).
Reading the Practice text: Here to Help: Police Officer
l Read the title of the extract to the children. What do they think it is going to be about?
l Once they have read the extract, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread both of the extracts.
l Explain to the children that they are going to write a similar text about someone who helps them in school. Discuss who this could be (e.g. an MDSA, TA, admin person, first aider, teacher, headteacher). Guide the children towards choosing an adult who will consent to being interviewed (ensure staff are given advance notice).
l In groups, ask the children to think of questions to ask the helping adult in an interview.
l Let the children interview the adult and record the answers. If possible, let them take photos of different aspects of the adult’s work.
l Working in pairs, the children should create a word-processed information text about an aspect of the work the helping adult does.
l Encourage the children to read each other’s work and help one another to improve their writing.
452589_U12_CC_2e_Y2_096-103.indd 96 06/03/19 2:36 PM
Unit 12 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 97
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Popcorn: People Who Help Us: Police – Honor Head
Popcorn: People Who Help Us: Firefighters – Honor Head
People Who Help Us: Doctor – Rebecca Hunter
People Who Help Us: Lifeboat Crew Member – Rebecca Hunter
Extending reading
Q1: How does Leanne know that there is an emergency?
A1: Her bleeper goes off./The commander tells her.
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about what you’re told about how she knows.
Q2: Why do firefighters have to move fast?
A2: They are dealing with emergencies./People might be hurt./To stop accidents from getting worse.
Strategy: Listen to the whole text again, thinking about the question and what you already know about firefighters.
Q3: Why do you think the firefighters check every room in the burning restaurant?
A3: In case someone is trapped in a room
Strategy: Think about where in the text you would find the answer to this question. Listen to that part of the text again, thinking about why the firefighters might need to go inside the building.
452589_U12_CC_2e_Y2_096-103.indd 97 06/03/19 2:36 PM
98 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12 • NON-FICTION
Teac
hing
text
: Her
e to
Hel
p: F
irefig
hter
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Who
do
you
thin
k “t
he
com
man
der”
is?
•th
e bo
ss•
the
pers
on in
cha
rge
•th
e pe
rson
who
tells
Lea
nne
wha
t to
do
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
2.
Look
at t
he in
form
atio
n un
der t
he
“Em
erge
ncy”
hea
ding
.
Fi
nd a
nd c
opy
one
wor
d th
at
mea
ns th
e te
am o
f peo
ple
who
w
ork
on a
fire
eng
ine.
“cre
w”
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e se
ctio
n id
entifi
ed, l
ooki
ng fo
r a w
ord
with
the
mea
ning
gi
ven
in th
e qu
estio
n.•
find
and
copy
one
wor
d.
3.
Why
doe
s th
e fir
e en
gine
driv
er
turn
on
the
light
s an
d si
ren?
•so
that
oth
er d
river
s le
t the
m p
ass
•to
war
n ot
her d
river
s th
e fir
e en
gine
is
com
ing
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s titl
es a
nd
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
ds “l
ight
s” a
nd “s
iren”
.•
care
fully
read
that
par
t of t
he te
xt, t
hink
ing
abou
t wha
t the
que
stio
n is
as
king
.
4.
Why
do
you
thin
k Le
anne
mig
ht
need
her
bre
athi
ng a
ppar
atus
w
hen
she
goes
to a
fire
?
so s
he c
an b
reat
he e
ven
if th
e pl
ace
is fu
ll of
sm
oke
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
452589_U12_CC_2e_Y2_096-103.indd 98 06/03/19 2:36 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 99
Unit 12 • NON-FICTION
5.
The
firefi
ghte
rs h
urry
to th
e em
erge
ncy.
Fi
nd a
nd c
opy
two
thin
gs th
ey d
o to
mak
e su
re th
ey a
re q
uick
.
Acce
pt tw
o of
:
•Ru
n to
the
fire
engi
ne.
•Ro
ll th
eir t
rous
ers
over
thei
r boo
ts.
•Tu
rns
on th
e lig
hts
and
sire
n.•
Slid
e do
wn
a po
le.
1b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r wor
ds th
at m
ean
quic
k, o
r thi
ngs
that
sho
w th
e fir
efigh
ters
ar
e hu
rryi
ng.
•fin
d tw
o th
ings
.
6.
Whi
ch s
tate
men
t is
true
?
Ch
oose
one
.
□ L
eann
e on
ly g
oes
out t
o fig
ht fi
res.
□ L
eann
e te
lls e
very
one
wha
t to
do.
□ L
eann
e he
lps
peop
le w
ho a
re in
tr
oubl
e.
□ L
eann
e ne
ver g
oes
into
a b
uild
ing
that
is o
n fir
e.
Lean
ne h
elps
peo
ple
who
are
in tr
oubl
e. ✓
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t all
the
optio
ns.
•co
nsid
er e
ach
of th
e st
atem
ents
sep
arat
ely.
•re
read
the
text
, loo
king
for e
vide
nce
to s
how
whe
ther
eac
h on
e is
true
.•
tick
one
box.
452589_U12_CC_2e_Y2_096-103.indd 99 06/03/19 2:36 PM
Unit 12 • NON-FICTION
100 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Here to Help: Police OfficerRachel Blount
Hello, my name is Amanda and I am a police officer. It is my job to deal with crime and keep people safe.
This is the police station where I work. Lots of other police officers work here too.
I usually work in the day. Sometimes I work at night. Police officers have to work all through the night so that we can protect people all the time.
There is a big car park where all our vehicles are kept.
On PatrolI patrol on my own, unless I am working at night. If I need other police officers to help me I put out a call on my radio. Any police officers that are close by respond and then come to help.
Every day is very different when you are a police officer. Some days I visit victims of crime, take statements from people who have seen a crime or help people in the street.
Sometimes I use a patrol car. It is white with bright blue and yellow markings. It has lights on the top and a siren that makes a loud noise.
1
3
6
12
21
24
14
15
452589_U12_CC_2e_Y2_096-103.indd 100 06/03/19 2:36 PM
Unit 12 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 101
Name: Class: Date:
1 mark
1a
1 mark
1b
1 Where does Amanda work?
2 Look at the fourth paragraph.
Find and copy one word that means cars, motorbikes and vans.
3 “Police officers have to work all through the night so that we can protect people all the time.”
What does the word “protect” mean?
Tick one.
fight off □ look after □ chase away □ call up □4 Why do you think Amanda might put out a call on her radio?
5 Police officers are very busy.
Find and copy two things they do to help people.
6 Which statement is true?
Tick one.
Amanda always goes on patrol in a car. □ Amanda calls other police officers on her phone. □ Amanda always patrols with another officer. □ Sometimes Amanda works at night. □
1 mark
1b
1 mark
1a
1 mark
1d
2 marks
1b
452589_U12_CC_2e_Y2_096-103.indd 101 06/03/19 2:36 PM
102 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12 • NON-FICTION
Prac
tice
text
: Her
e to
Hel
p: P
olic
e O
ffice
r Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Whe
re d
oes
Aman
da w
ork?
a po
lice
stat
ion
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
you
will
find
this
info
rmat
ion.
•ca
refu
lly re
ad th
at p
art o
f the
text
, thi
nkin
g ab
out w
hat t
he q
uest
ion
is a
skin
g.
2.
Look
at t
he fo
urth
par
agra
ph.
Fi
nd a
nd c
opy
one
wor
d th
at
mea
ns c
ars,
mot
orbi
kes a
nd v
ans.
“veh
icle
s”1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e pa
ragr
aph
iden
tified
, loo
king
for a
wor
d w
ith th
e m
eani
ng
give
n in
the
ques
tion.
•fin
d an
d co
py o
ne w
ord.
3.
“Pol
ice
offic
ers h
ave
to w
ork
all
thro
ugh
the
nigh
t so
that
we
can
prot
ect p
eopl
e al
l the
tim
e.”
W
hat d
oes
the
wor
d “p
rote
ct”
mea
n?
Ti
ck o
ne.
□ fi
ght o
ff
□ l
ook
afte
r
□ c
hase
aw
ay
□ c
all u
p
look
aft
er ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n an
d th
e po
ssib
le a
nsw
ers
slow
ly a
nd c
aref
ully
.•
scan
the
text
for t
he w
ord
“pro
tect
”, an
d re
ad th
e se
nten
ces
arou
nd it
.•
rere
ad th
e op
tions
and
dec
ide
whi
ch is
bes
t.
4.
Why
do
you
thin
k Am
anda
mig
ht
put o
ut a
cal
l on
her r
adio
?to
ask
for h
elp
Also
acc
ept a
nsw
ers
such
as:
•if
ther
e is
trou
ble
•if
ther
e is
dan
ger
•if
she
sees
a c
rime
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
text
they
will
find
this
info
rmat
ion.
•re
mem
ber t
hat ‘
do y
ou th
ink’
mea
ns th
at th
e an
swer
will
not
be
writ
ten
in th
e te
xt.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
sear
ch fo
r clu
es in
the
text
.
452589_U12_CC_2e_Y2_096-103.indd 102 06/03/19 2:36 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 103
Unit 12 • NON-FICTION
5.
Polic
e of
ficer
s ar
e ve
ry b
usy.
Fi
nd a
nd c
opy
two
thin
gs th
ey d
o to
hel
p pe
ople
.
Acce
pt tw
o of
:
•“d
eal w
ith c
rime”
•“k
eep
peop
le sa
fe”
•“w
ork
all t
hrou
gh th
e ni
ght”
•“p
rote
ct p
eopl
e”•
“vis
it vi
ctim
s of c
rime”
•“t
ake
stat
emen
ts”
•“h
elp
peop
le in
the
stre
et”
•go
on
patr
ol
1b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r wor
ds th
at te
ll yo
u w
hat p
olic
e of
ficer
s do
.•
find
two
answ
ers.
Awar
d 1
mar
k fo
r eac
h co
rrec
t ans
wer
, up
to a
max
imum
of 2
mar
ks.
6.
Whi
ch s
tate
men
t is
true
?
Ti
ck o
ne.
□ A
man
da a
lway
s go
es o
n pa
trol
in
a ca
r.
□ A
man
da c
alls
othe
r pol
ice
offic
ers
on h
er p
hone
.
□ A
man
da a
lway
s pa
trol
s w
ith
anot
her o
ffice
r.
□ S
omet
imes
Am
anda
wor
ks a
t ni
ght.
Som
etim
es A
man
da w
orks
at n
ight
. ✓1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts
non
-fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t all
the
optio
ns.
•co
nsid
er e
ach
of th
e st
atem
ents
sep
arat
ely.
•re
read
the
text
, loo
king
for e
vide
nce
to s
how
whe
ther
eac
h on
e is
true
.•
tick
one
box.
452589_U12_CC_2e_Y2_096-103.indd 103 06/03/19 2:36 PM
• POETRY
104 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13POETRY
Mice/Like an AnimalRose Fyleman/Joan Poulson
Key text features
Both texts are simple rhyming poems.
l The Teaching text is Mice by Rose Fyleman.
l The Practice text is Like an Animal by Joan Poulson. It is about how a child can move like different animals.
Reading the Teaching text: Mice
l Introduce the text by asking the children what they know about mice. Look for answers including what they eat/ what eats them/ where they live/ what they look like/ what they do, etc.
l Access the Interactive Modelling Software for this unit. Read the Teaching text aloud to the children or listen to the audio track. What can they tell you about the type of text they heard? (It is a poem.) How do they know? (It has rhyme and rhythm.)
l Read the complete poem aloud to the children or listen to the audio track.
l Reread the poem, pausing before every rhyming word. Can the children predict the missing word?
l Read the poem again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 106–107).
Reading the Practice text: Like an Animal
l Introduce the title of the text: Like an Animal. What do the children think it might be about? Clarify that it will not be about animals because the title is Like an Animal.
l Read the poem aloud to the children. Were their predictions confirmed?
l Reread the poem, pausing before every rhyming word. Can the children predict the missing word?
l Once you have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread Like an Animal. Remind the children about the structure.
l Let the children try to create their own verse. Provide scaffolding using the structure of the poem.
l Remind them that their verses do not need to rhyme.
452589_U13_CC_2e_Y2_104-111.indd 104 06/03/19 2:38 PM
Unit 13 • POETRY
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 105
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Rumble in the Jungle – Giles Andreae
Why the Animals Came to Town – Michael Foreman
Crocodiles Are the Best Animals of All! – Sean Taylor
Extending reading
Q1: What is this text about?
A1: It is about mice.
Strategy: The children will need to listen to the whole text and consider their response.
Understanding the main idea is an important skill to develop for listening comprehension since, increasingly, we deliver curriculum information to children primarily through spoken language.
Q2: Which part of the mouse is long and which part of it is small?
A2: The tail; the face.
Strategy: Listen to the whole poem again, listening out for the words long and small and thinking about which body part each adjective refers to.
Q3: What do you notice about the beginning and end of the poem?
A3: They are the same (apart from the word “But” at the end of the poem).
Strategy: The children will need to listen to the whole poem, listening out for the answer to the question.
452589_U13_CC_2e_Y2_104-111.indd 105 06/03/19 2:38 PM
106 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13 • POETRY
Teac
hing
text
: Mic
e Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Writ
e th
e w
ords
from
the
poem
th
at rh
yme
with
:
sm
all
w
hite
to
uch
all
whi
tem
uch
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
a p
oem
to lo
ok fo
r rhy
min
g w
ords
.•
care
fully
read
the
poem
aga
in, l
iste
ning
out
for r
hym
ing
wor
ds.
Awar
d 1
mar
k fo
r all
thre
e an
swer
s co
rrec
t.
2.
“The
y ni
bble
thin
gs”
Th
e w
ord
“nib
ble”
is c
lose
st in
m
eani
ng to
(cho
ose
one)
:
□ b
reak
.
□ c
rum
b.
□ g
naw
.
□ r
each
.
gnaw
. ✓1a 1
mar
k
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t the
mea
ning
s of
the
wor
ds.
•sc
an th
e te
xt fo
r the
wor
d “n
ibbl
e” a
nd re
ad th
e lin
e co
ntai
ning
the
wor
d.•
look
at t
he p
ictu
re to
con
firm
you
r cho
ice.
•co
nsid
er th
e in
form
atio
n gi
ven
and
tick
the
best
ans
wer
.
3.
Wha
t do
the
mic
e do
at n
ight
?“R
un a
bout
the
hous
e”.
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
d “n
ight
”.•
cons
ider
the
info
rmat
ion
give
n an
d w
rite
the
answ
er.
4.
Find
and
cop
y tw
o w
ords
that
de
scrib
e th
e co
lour
s on
a m
ouse
.“p
ink”
, “w
hite
”.1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e po
em fo
r the
col
our w
ords
. •
rere
ad th
e lin
es, c
heck
ing
that
the
colo
ur w
ords
des
crib
e th
e m
ice.
452589_U13_CC_2e_Y2_104-111.indd 106 06/03/19 2:38 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 107
Unit 13 • POETRY
5.
Wha
t do
the
mic
e do
so
that
no-
one
likes
them
muc
h? F
ind
an id
ea
from
the
poem
.
Eith
er
They
run
abou
t the
hou
se a
t nig
ht.
or They
nib
ble
thin
gs th
ey s
houl
d no
t tou
ch.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Expl
ain
to th
e ch
ildre
n th
at th
e an
swer
to th
is q
uest
ion
is n
ot w
ritte
n in
the
text
: the
y ha
ve to
thin
k ab
out e
very
thin
g th
ey h
ave
been
told
in th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e po
em fo
r ide
as e
xpla
inin
g w
hy n
o-on
e se
ems
to li
ke m
ice
ve
ry m
uch.
•ca
refu
lly re
ad th
e in
form
atio
n ar
ound
the
idea
s ea
ch ti
me.
6.
Wha
t do
you
thin
k th
e po
et li
kes
abou
t mic
e?Ac
cept
ans
wer
s lin
ked
to id
eas
in th
e po
em
such
as:
•Th
ey lo
ok c
ute.
•Th
eir f
aces
are
sm
all.
•N
o-on
e el
se li
kes
them
.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Expl
ain
to th
e ch
ildre
n th
at th
e an
swer
to th
is q
uest
ion
is n
ot w
ritte
n in
the
text
: the
y ha
ve to
thin
k ab
out e
very
thin
g th
ey k
now
abo
ut th
e w
riter
’s v
iew
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t wha
t you
hav
e re
ad.
•w
rite
an a
nsw
er.
452589_U13_CC_2e_Y2_104-111.indd 107 06/03/19 2:38 PM
Unit 13 • POETRY
108 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Like an AnimalJoan Poulson
I snarl and snaparound the parkpretend that I’m astrong, fierce shark.
I jump and hopoff a fallen logpretend that I’m abright-eyed frog.
I slide zigzagbeside the lakepretend that I’m apatterned snake.
I leap and spring,bound everywherepretend that I’m along-legged hare.
1
5
9
13
452589_U13_CC_2e_Y2_104-111.indd 108 06/03/19 2:38 PM
Unit 13 • POETRY
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 109
Name: Class: Date:
1 mark
1b
1 mark
1a
1 mark
1b
1 mark
1b
1 mark
1c
1 mark
1d
1 Write the words from the poem that rhyme with:
park
log
lake
2 “I leap and spring,
bound everywhere”
The word “bound” is closest in meaning to (tick one):
burn. □ sleep. □ jump. □ sprint. □
3 Where does the child pretend to be a snake?
4 Find and copy two words that describe the shark.
5 Finish the verse.
I slither and slide,
leave a silver trail
pretend that I’m
a brown-shelled .
How do you know which animal name to write?
6 Why do you think the child was moving in so many different ways in the poem?
452589_U13_CC_2e_Y2_104-111.indd 109 06/03/19 2:38 PM
110 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13 • POETRY
Prac
tice
text
: Lik
e an
ani
mal
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erCD
/Mar
kU
sefu
l str
ateg
ies
1.
Writ
e th
e w
ords
from
the
poem
th
at rh
yme
with
:
pa
rk
lo
g
la
ke
shar
kfr
ogsn
ake
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
an
d in
form
atio
n.
This
que
stio
n re
quire
s th
e ch
ild to
writ
e th
e an
swer
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
a p
oem
to lo
ok fo
r rhy
min
g w
ords
.•
care
fully
read
the
poem
aga
in, l
iste
ning
out
for r
hym
ing
wor
ds.
2.
“I le
ap a
nd sp
ring,
bo
und
ever
ywhe
re”
Th
e w
ord
“bou
nd” i
s cl
oses
t in
mea
ning
to (t
ick
one)
:
□ b
urn.
□ s
leep
.
□ j
ump.
□ s
prin
t.
jum
p. ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t the
mea
ning
s of
the
wor
ds.
•sc
an th
e te
xt fo
r the
wor
d “b
ound
” and
read
the
lines
aro
und
the
wor
d.•
cons
ider
the
info
rmat
ion
give
n an
d tic
k th
e be
st a
nsw
er.
3.
Whe
re d
oes
the
child
pre
tend
to b
e a
snak
e?be
side
the
lake
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
an
d in
form
atio
n.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e te
xt fo
r the
wor
d “s
nake
”.•
cons
ider
the
info
rmat
ion
give
n an
d w
rite
the
answ
er.
4.
Find
and
cop
y tw
o w
ords
that
de
scrib
e th
e sh
ark.
stro
ng
fierc
e
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
an
d in
form
atio
n.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•sc
an th
e po
em fo
r the
ver
se a
bout
the
shar
k.•
rere
ad th
e po
em, l
ooki
ng fo
r wor
ds th
at d
escr
ibe
the
shar
k.
452589_U13_CC_2e_Y2_104-111.indd 110 06/03/19 2:38 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 111
Unit 13 • POETRY
5.
Fini
sh th
e ve
rse.
I s
lithe
r and
slid
e,
le
ave
a si
lver
trai
l
pr
eten
d th
at I’
m
a
brow
n-sh
elle
d __
____
____
.
H
ow d
o yo
u kn
ow w
hich
ani
mal
na
me
to w
rite?
snai
l
Acce
pt a
nsw
ers
that
reco
gnis
e th
e st
ruct
ure
of
the
poem
. E.g
.
•It
rhym
es w
ith tr
ail.
•Th
e in
form
atio
n m
akes
me
thin
k of
a s
nail.
•It
has
a s
hell
and
it le
aves
a s
ilver
trai
l.
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Expl
ain
to th
e ch
ildre
n th
at th
ey n
eed
to th
ink
abou
t how
eac
h ve
rse
is w
ritte
n.
Poin
t out
that
:
•th
e w
ords
at t
he e
nd o
f the
sec
ond
and
last
line
s rh
yme,
so
if yo
u ca
n th
ink
of a
rh
yme
you
can
fill i
n th
e m
issi
ng w
ord.
•ea
ch v
erse
giv
es y
ou in
form
atio
n ab
out t
he a
nim
al, s
o lo
ok fo
r clu
es a
bout
how
it
mov
es a
nd w
hat i
t loo
ks li
ke.
Onc
e th
ey h
ave
wor
ked
out t
he a
nsw
er, a
sk th
em to
writ
e it
and
then
exp
lain
whi
ch
stra
tegy
they
use
d to
wor
k it
out.
Awar
d 1
mar
k fo
r ans
wer
s th
at in
clud
e bo
th th
e an
imal
nam
e an
d th
e ex
plan
atio
n.
6.
Why
do
you
thin
k th
e ch
ild w
as
mov
ing
in s
o m
any
diff
eren
t way
s in
the
poem
?
She
was
pre
tend
ing
to b
e di
ffer
ent a
nim
als.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Expl
ain
to th
e ch
ildre
n th
at th
e an
swer
to th
is q
uest
ion
is n
ot w
ritte
n in
the
text
: th
ey h
ave
to th
ink
abou
t eve
ryth
ing
they
kno
w a
bout
the
child
in th
e po
em.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e tit
le s
low
ly a
nd c
aref
ully
.•
cons
ider
wha
t the
title
tells
them
you
wha
t hap
pens
in th
e po
em.
452589_U13_CC_2e_Y2_104-111.indd 111 06/03/19 2:38 PM
• POETRY
112 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14POETRY
Little Miss Muffet/Twinkle, Twinkle, Little StarAnon/Jane Taylor, Anon, Lewis Carroll
Key text features
Both texts are traditional nursery rhymes that also have modern versions.
l The Teaching text is Little Miss Muffet, together with three modern versions.
l The Practice text is Twinkle, Twinkle, Little Star, together with a modern version and a version from Alice in Wonderland by Lewis Carroll.
Reading the Teaching text: Little Miss Muffet
l Introduce the text by asking the children to recite it with you. Ask them if there are any words they do not understand.
l Access the Interactive Modelling Software for this unit. Read the first version aloud to the children or listen to the audio track. Is this version familiar? What can they tell you about the type of text they heard? How do they know?
l Read the other three versions. Invite the children to tell you what they thought of them.
l Read the extracts again, this time using the modelling software to model 'cracking' the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 114–115).
Reading the Practice text: Twinkle, Twinkle, Little Star
l Read the familiar version to the children. Can they guess what the next two are? Read all of the poems aloud. Check that there is no unfamiliar vocabulary.
l Once you have read the text, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread Little Miss Muffet. Tell the children they are going to make up their own version.
l Together make a list of things you might sit on. Point out that the word must have two syllables (e.g. table, sofa, TV, bathtub, armchair). Then ask the children to think of words that rhyme. Point out that they can make up words or use names or silly words (e.g. mable, pofa, purlub).
l Which words in the poem have to rhyme with the food she is eating? (the last words) How many syllables is it? (Chapattis and chips – kiss on the lips; strawberry jelly – it’s on my belly.)
452589_U14_CC_2e_Y2_112-119.indd 112 06/03/19 2:40 PM
Unit 14 • POETRY
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 113
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Old King Cole Played in Goal – Laurence Anholt
Little Bo-Peep’s Missing Sheep – Alan Durant
Extending reading
Q1: In the first poem, the girl sits on a tuffet. What does she sit on in the second poem?
A1: A bucket
Strategy: The children will need to listen to the second poem and consider their response.
Q2: List all of the food from all four poems.
A2: Curds and whey, chocolate ice-cream, chapattis and chips, strawberry jelly
Strategy: The children will need to listen to all of the poems, listening out for food words. Suggest that they record them in a list, or draw them, to remember.
Q3: Draw a quick picture of the last poem. Put in all of the detail you can remember.
A3: The picture should include a girl on a tuffet/stool, strawberry jelly and a tiger lying beside her pointing at his belly.
Strategy: The children will need to listen carefully to the final poem, adding the detail to their drawing.
452589_U14_CC_2e_Y2_112-119.indd 113 06/03/19 2:40 PM
114 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14 • POETRY
Teac
hing
text
: Lit
tle M
iss
Muf
fet
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
rite
the
wor
ds fr
om th
e fir
st
poem
that
rhym
e w
ith:
M
uffe
t
be
side
her
cu
rds
and
whe
y
tuff
etsp
ider
away
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
a p
oem
to lo
ok fo
r rhy
min
g w
ords
.•
care
fully
read
the
poem
aga
in, l
iste
ning
out
for r
hym
ing
wor
ds.
Awar
d 1
mar
k fo
r all
thre
e an
swer
s co
rrec
t.
2.
In p
oem
2, w
hy is
the
girl
not c
alle
d M
iss
Muf
fet?
Cho
ose
one.
□ S
omeo
ne g
ot b
ored
.
□ M
uffe
t doe
s no
t rhy
me
with
buc
ket.
□ Y
ou c
anno
t eat
ice-
crea
m w
hen
you
are
sitt
ing
on a
tuff
et.
Muf
fet d
oes
not r
hym
e w
ith b
ucke
t. ✓
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
mem
ber t
hat t
he q
uest
ion
tells
you
to re
ad p
oem
2.
•re
ad th
e op
tions
in th
e qu
estio
n.•
sele
ct th
e be
st re
ason
.
3.
Whi
ch a
nim
al c
omes
to ta
lk to
Mis
s Tu
cket
in p
oem
2?
a tig
er1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e se
cond
poe
m.
•co
nsid
er th
e in
form
atio
n gi
ven
and
writ
e th
e an
swer
.
4.
In th
e la
st p
oem
, do
you
thin
k M
iss
Muf
fet w
ill d
o w
hat t
he ti
ger t
ells
her t
o do
?
Sa
y w
hy.
Acce
pt a
ny a
nsw
er th
at m
akes
refe
renc
e to
th
e co
ntex
t of t
his
vers
ion.
•Ye
s, be
caus
e ot
herw
ise
it m
ight
eat
her
.•
No,
bec
ause
it w
ould
be
a w
aste
of j
elly
.
1e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad so
far.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
mem
ber t
hat t
his
is a
‘do
you
thin
k’ q
uest
ion
– th
at m
eans
the
answ
er
will
not
be
in th
e po
em. Y
ou h
ave
to u
se in
form
atio
n in
the
poem
to in
form
yo
ur o
pini
ons.
•re
ad th
e po
em c
aref
ully
, thi
nkin
g ab
out w
hat t
he ti
ger w
ants
.
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Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 115
Unit 14 • POETRY
5.
Choo
se th
e be
st la
st li
ne fo
r thi
s po
em.
Li
ttle
Mis
s Tu
cket
Sa
t on
a bu
cket
D
rinki
ng s
ome
choc
olat
e m
ilksh
ake.
Al
ong
cam
e a
tiger
W
ho s
at d
own
besi
de h
er
□ A
nd s
aid,
“Wou
ld y
ou li
ke
stra
wbe
rry
inst
ead?
”
□ A
nd s
aid,
“Wou
ld y
ou li
ke a
cre
am
cake
?”
□ A
nd s
aid,
“Can
I ea
t you
for m
y di
nner
?”
And
said
, “W
ould
you
like
a c
ream
cak
e?” ✓
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e po
em in
the
ques
tion
care
fully
.•
look
at t
he o
ther
poe
ms
to s
ee w
hich
line
s rh
yme.
Und
erlin
e th
e rh
ymes
.•
choo
se th
e lin
e th
at h
as th
e be
st rh
yme.
6.
Mat
ch th
e be
low
to s
how
wha
t the
gi
rls w
ere
eatin
g.
Mis
s Tu
cket
chap
attis
an
d ch
ips
Mis
s M
abel
ice-
crea
m
Mis
s M
uffe
tst
raw
berr
y je
lly
Mis
s Tu
cket
chap
attis
an
d ch
ips
Mis
s M
abel
ice-
crea
m
Mis
s M
uffe
tst
raw
berr
y je
lly
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t wha
t the
y ha
ve to
do.
•th
ink
abou
t whe
re in
eac
h po
em it
tells
you
wha
t the
girl
s w
ere
eatin
g
(line
3).
•fin
d ou
t wha
t the
girl
s w
ere
eatin
g, o
ne a
t a ti
me.
•lo
ok fo
r the
poe
m a
bout
the
first
girl
men
tione
d. F
ind
out h
er fo
od a
nd jo
in
the
boxe
s.•
repe
at fo
r the
oth
er g
irls.
452589_U14_CC_2e_Y2_112-119.indd 115 06/03/19 2:40 PM
Unit 14 • POETRY
116 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Twinkle, Twinkle, Little Star
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are.
Jane Taylor
Twinkle, Twinkle, Chocolate Bar
Twinkle, twinkle, chocolate bar, Your dad drives a rusty car. Press the starter, Pull the choke. Off he goes in a cloud of smoke.
Anon
Twinkle, Twinkle, Little Bat!
Twinkle, twinkle, little bat, How I wonder what you’re at! Up above the world you fly, Like a tea-tray in the sky.
Lewis Carroll
1
8
14
452589_U14_CC_2e_Y2_112-119.indd 116 06/03/19 2:40 PM
Unit 14 • POETRY
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 117
Name: Class: Date:
1 mark
1b
1 mark
1c
1 mark
1b
1 mark
1d
1 mark
1c
1 mark
1b
1 Write the words from the first poem that rhyme with:
star high
2 In poem 2, why is the first line not “Twinkle, twinkle, chocolate cake”? Tick one.
The writer likes bars of chocolate better than chocolate cake. □ Chocolate cake does not fit with the poem’s rhymes. □ Chocolate cake does not twinkle. □
3 What do you do after you press the starter in poem 2?
4 In poem 2, do you think the car is a new car? Say why.
5 Twinkle, twinkle, little .
I see you have a nice new coat.
Which is the best missing word for the first line of this poem? Tick one.
horse □ boy □ moon □ goat □
6 Draw lines to show which things you read about in the same poem.
star tea-tray
chocolate bar diamond
bat cloud of smoke
452589_U14_CC_2e_Y2_112-119.indd 117 06/03/19 2:40 PM
118 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14 • POETRY
Prac
tice
text
: Tw
inkl
e, T
win
kle,
Lit
tle S
tar
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
W
rite
the
wor
ds fr
om th
e fir
st
poem
that
rhym
e w
ith:
st
ar
hi
gh
are
sky
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
a p
oem
to lo
ok fo
r rhy
min
g w
ords
.•
care
fully
read
the
poem
aga
in, l
iste
ning
out
for r
hym
ing
wor
ds.
Awar
d 1
mar
k fo
r bot
h an
swer
s co
rrec
t.
2.
In p
oem
2, w
hy is
the
first
line
not
“T
win
kle,
twin
kle,
cho
cola
te c
ake”
?
Ti
ck th
e be
st a
nsw
er.
□ T
he w
riter
like
s ba
rs o
f cho
cola
te
bett
er th
an c
hoco
late
cak
e.
□ C
hoco
late
cak
e do
es n
ot fi
t with
th
e po
em’s
rhym
es.
□ C
hoco
late
cak
e do
es n
ot tw
inkl
e.
Choc
olat
e ca
ke d
oes
not fi
t with
the
poem
’s
rhym
es. ✓
1c 1 m
ark
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
mem
ber t
hat t
he q
uest
ion
tells
you
to re
ad p
oem
2.
•re
ad th
e op
tions
in th
e qu
estio
n.•
sele
ct th
e be
st re
ason
.
3.
Wha
t do
you
do a
fter
you
pre
ss th
e st
arte
r in
poem
2?
(you
) pul
l the
cho
ke1b 1
mar
k
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts,
title
s and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e se
cond
poe
m.
•co
nsid
er th
e in
form
atio
n gi
ven
and
writ
e th
e an
swer
.
4.
In p
oem
2, d
o yo
u th
ink
the
car i
s a
new
car
?
Sa
y w
hy.
Acce
pt a
ny a
nsw
er th
at m
akes
refe
renc
e to
th
e co
ntex
t of t
his
vers
ion.
•Ye
s, be
caus
e it
has
butt
ons
to p
ress
and
pul
l.•
No,
bec
ause
it is
rust
y an
d it
mak
es s
mok
e.
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
mem
ber t
hat t
his
is a
‘do
you
thin
k’ q
uest
ion
– th
at m
eans
the
answ
er w
ill n
ot
be in
the
poem
. You
hav
e to
use
info
rmat
ion
in th
e po
em to
info
rm y
our o
pini
ons.
•re
ad th
e po
em c
aref
ully
, thi
nkin
g ab
out w
hat y
ou k
now
abo
ut th
e ca
r.
452589_U14_CC_2e_Y2_112-119.indd 118 06/03/19 2:40 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 119
Unit 14 • POETRY
5.
Whi
ch is
the
best
mis
sing
wor
d fo
r th
e fir
st li
ne o
f thi
s po
em?
Tick
one
.
Tw
inkl
e, tw
inkl
e,
little
,
I s
ee y
ou h
ave
a ni
ce n
ew c
oat.
□ h
orse
□ m
oon
□ b
oy
□ g
oat
goat
✓1c 1
mar
k
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
ad th
e lin
es in
the
ques
tion
care
fully
.•
look
at t
he o
ther
Tw
inkl
e, T
win
kle
poem
s to
see
whi
ch li
nes
rhym
e.•
unde
rline
the
rhym
es.
•ch
oose
the
wor
d th
at h
as th
e be
st rh
yme.
6.
Dra
w li
nes
to s
how
whi
ch th
ings
yo
u re
ad a
bout
in th
e sa
me
poem
.
star
tea-
tray
choc
olat
e ba
rdi
amon
d
bat
clou
d of
sm
oke
star
tea-
tray
choc
olat
e ba
rdi
amon
d
bat
clou
d of
sm
oke
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
an
d in
form
atio
n.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly, t
hink
ing
abou
t wha
t you
hav
e to
do.
•tr
y to
rem
embe
r the
thin
gs in
the
seco
nd c
olum
n.•
read
the
poem
s on
e at
a ti
me,
sca
nnin
g fo
r one
of t
he th
ings
men
tione
d in
the
seco
nd c
olum
n.
452589_U14_CC_2e_Y2_112-119.indd 119 06/03/19 2:40 PM
• POETRY
120 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15POETRY
The City Farm/Miss SmithBrian Moses
Key text features
Both texts are poems based on children’s experiences in school.
l The Teaching text is The City Farm by Brian Moses.
l The Practice text is Miss Smith by Brian Moses.
Reading the Teaching text: The City Farm
l Introduce the text by discussing farms and city farms. Explain that a city farm is similar to a typical farm because it has animals that children can look at and find out about, but it is found in a city, rather than in the countryside.
l Talk about the animals children might expect to see on a farm.
l Access the Interactive Modelling Software for this unit. Read the poem to the children and ask them to think about what new information they discovered about city farms.
l Read the poem again, this time using the modelling software to model ‘cracking’ the questions together. Remember to look at the model answers and discuss strategies for different question types (see pages 122–123).
Reading the Practice text: Miss Smith
l Ask the children what they like to write about. Do they prefer coming up with their own ideas for what to write, or do they like it when you suggest titles and themes?
l Once they have read the poem, remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.
Moving into writing
l Reread Miss Smith. Talk about what happens in the poem.
l Explain to the children that they are going to come up with their own ideas for a poem, and then write it. (Their poem does not have to rhyme.)
l Encourage the children to think, pair, share what they would like to write, and give reasons why they should be allowed to use these ideas.
l Ask the children to select their favourite idea, share it with a new response partner and receive feedback before writing.
452589_U15_CC_2e_Y2_120-127.indd 120 06/03/19 2:42 PM
Unit 15 • POETRY
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 121
Listening Comprehension: Questions and AnswersThe listening comprehension questions can be accessed on the modelling software for this unit.
Please Mrs Butler – Allan Ahlberg
No Breathing in Class – Michael Rosen
Poems to Perform – Julia Donaldson
The Puffin Book of Fantastic First Poems – June Crebbin
Read Me First – published by Macmillan Children’s Books
Extending reading
Q1: What made the children turn round in alarm?
A1: They were told that the goose might go for their knees.
Strategy: Think about where in the poem you would find the answer to this question. Listen to that part of the poem again.
Q2: What did the goose do as the children went into the farm?
A2: He opened one eye./He gazed long and hard at them.
Strategy: Think about where in the poem you would find the answer to this question. Listen to that part of the poem again.
Q3: Which animal did the children stare at?
A3: A mother sow
Strategy: Think about where in the poem you would find the answer to this question. Listen to that part of the poem again.
452589_U15_CC_2e_Y2_120-127.indd 121 06/03/19 2:42 PM
122 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15 • POETRY
Teac
hing
text
: The
Cit
y Fa
rm
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
Lo
ok a
t the
firs
t ver
se.
Fi
nd a
nd c
opy
two
anim
als
the
child
ren
saw
at t
he c
ity fa
rm.
Acce
pt tw
o of
:
•go
ats
•du
cks
•ch
icke
ns•
a go
ose
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e ve
rse
iden
tified
in th
e qu
estio
n, lo
okin
g fo
r the
ans
wer
to
the
ques
tion.
•fin
d tw
o an
swer
s.
2.
Wha
t rea
son
is g
iven
for t
he g
oose
le
ttin
g th
e ch
ildre
n sli
p by
?H
e m
ust h
ave
been
real
ly ti
red.
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
poem
you
will
find
the
answ
er.
•ca
refu
lly re
ad th
at v
erse
, loo
king
for t
he a
nsw
er to
the
ques
tion.
3.
Look
at t
he s
econ
d ve
rse.
W
hat d
oes
the
wor
d “g
aze”
mea
n?
Ch
oose
one
.
□ h
iss
□ h
onk
□ p
eck
□ s
tare
star
e ✓
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e ve
rse
iden
tified
, loo
king
for a
wor
d w
ith th
e sa
me
mea
ning
as
“gaz
e”.
•re
read
the
optio
ns a
nd d
ecid
e w
hich
is b
est.
4.
Find
and
cop
y tw
o an
imal
s th
e ch
ildre
n fe
d.Ac
cept
two
of:
•go
at•
chic
kens
•la
mbs
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
poem
you
will
find
the
answ
er.
•ca
refu
lly re
ad th
at v
erse
, loo
king
for t
he a
nsw
er to
the
ques
tion.
•fin
d an
d co
py tw
o an
swer
s.
452589_U15_CC_2e_Y2_120-127.indd 122 06/03/19 2:42 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 123
Unit 15 • POETRY
5.
Choo
se w
hich
of t
he fo
llow
ing
fact
s ar
e tr
ue a
nd w
hich
are
fals
e (s
ee
right
).
The
goos
e so
met
imes
att
acks
pe
ople
’s k
nees
.T
The
goos
e at
tack
ed th
e ch
ildre
n as
they
wen
t int
o th
e fa
rm.
F
The
child
ren
fed
the
goos
e.F
The
goos
e ch
ased
the
child
ren
away
from
the
farm
.T
1b 2 m
arks
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•tr
eat e
ach
sent
ence
sep
arat
ely.
•th
ink
abou
t whe
re in
the
poem
you
will
find
the
info
rmat
ion
you
need
.•
care
fully
read
that
par
t of t
he p
oem
, loo
king
to s
ee if
the
answ
er is
true
or
false
.
Awar
d 2
mar
ks fo
r all
four
box
es c
orre
ctly
com
plet
ed.
Awar
d 1
mar
k fo
r thr
ee b
oxes
cor
rect
ly c
ompl
eted
.
6.
Whi
ch a
nim
al d
o yo
u th
ink
the
child
ren
will
rem
embe
r bes
t?
Ex
plai
n w
hy, u
sing
idea
s fr
om th
e po
em.
Acce
pt a
ny a
nim
al m
entio
ned,
pro
vidi
ng th
e re
ason
giv
en is
from
the
poem
. E.g
.
•th
e go
ose,
bec
ause
it c
hase
d th
em•
the
lam
bs, b
ecau
se th
ey b
ottle
-fed
them
Do
not a
ccep
t ans
wer
s th
at a
re n
ot c
lose
ly
linke
d to
the
text
. E.g
.
•th
e la
mbs
, bec
ause
they
wer
e cu
te
1e 1 m
ark
Que
stio
n fo
cus:
pre
dict
wha
t mig
ht h
appe
n on
the
basi
s of w
hat h
as b
een
read
so fa
r.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
read
the
who
le p
oem
, thi
nkin
g ab
out w
hich
ani
mal
the
child
ren
will
re
mem
ber b
est.
•th
ink
abou
t wha
t you
kno
w th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
rem
embe
r tha
t you
will
nee
d to
giv
e id
eas
from
the
poem
in y
our a
nsw
er.
452589_U15_CC_2e_Y2_120-127.indd 123 06/03/19 2:42 PM
Unit 15 • POETRY
124 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Miss SmithBrian Moses
Miss Smith, can I ask a question? Could monsters invade our school? Can I put them in my story? That would be so cool.
I know you said you wanted no more monsters in Class Three. But I’d make mine really different, give me a chance and you’ll see.
I know a lot about monsters, I’ve got such a great idea. I could make it so exciting, it would fill you full of fear.
You’re trying not to laugh, Miss Smith, I can see it in the way you look. But I know so much about monsters, I think I could write a book!
1
5
9
13
452589_U15_CC_2e_Y2_120-127.indd 124 06/03/19 2:42 PM
Unit 15 • POETRY
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 125
Name: Class: Date:
1 mark
1b
1 mark
1a
1 mark
1b
1 mark
1d
2 marks
1b; 1d
1 mark
1e
1 Look at the first verse.
What idea does the speaker want to include in the story?
2 Look at the first verse.
Find and copy the word which means enter.
3 Why is the speaker checking their story idea with the teacher?
4 Find and copy one thing the speaker says that shows they do not plan to write a funny story.
5 Tick one box in each row to show which sentences are true and which are false.
True False
The children are writing poetry.
Miss Smith is the teacher.
Miss Smith has told the children to write about monsters.
The speaker wants to make their reader feel scared.
6 Do you think the teacher will let the speaker write about monsters? Explain why, using ideas from the poem.
452589_U15_CC_2e_Y2_120-127.indd 125 06/03/19 2:42 PM
126 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15 • POETRY
Prac
tice
text
: Mis
s Sm
ith
Crac
king
the
ques
tion
sQ
uest
ion
Ans
wer
CD/M
ark
Use
ful s
trat
egie
s1.
Lo
ok a
t the
firs
t ver
se.
W
hat i
dea
does
the
spea
ker w
ant
to in
clud
e in
the
stor
y?
mon
ster
s in
vadi
ng th
e sc
hool
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts a
nd
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e ve
rse
iden
tified
in th
e qu
estio
n, lo
okin
g fo
r the
ans
wer
to th
e qu
estio
n.
2.
Look
at t
he fi
rst v
erse
.
Fi
nd a
nd c
opy
the
wor
d w
hich
m
eans
ent
er.
“inva
de”
1a 1 m
ark
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e ve
rse
iden
tified
, loo
king
for a
wor
d w
ith th
e sa
me
mea
ning
as
ent
er.
•fin
d an
d co
py o
ne w
ord.
3.
Why
is th
e sp
eake
r che
ckin
g th
eir
stor
y id
ea w
ith th
e te
ache
r?Th
e te
ache
r sai
d sh
e w
ante
d no
mor
e m
onst
ers
in C
lass
Thr
ee.
1b 1 m
ark
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts a
nd
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•th
ink
abou
t whe
re in
the
poem
you
will
find
the
answ
er.
•ca
refu
lly re
ad th
at v
erse
, loo
king
for t
he a
nsw
er to
the
ques
tion.
4.
Find
and
cop
y on
e th
ing
the
spea
ker s
ays
that
sho
ws
they
do
not p
lan
to w
rite
a fu
nny
stor
y.
Acce
pt e
ither
:
•“I
cou
ld m
ake
it so
exc
iting
”•
“it w
ould
fill
you
full
of fe
ar”
1d 1 m
ark
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•ca
refu
lly re
ad th
e ve
rse
iden
tified
in th
e qu
estio
n, lo
okin
g fo
r the
ans
wer
to th
e qu
estio
n.•
find
and
copy
one
thin
g.
452589_U15_CC_2e_Y2_120-127.indd 126 06/03/19 2:42 PM
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 127
Unit 15 • POETRY
5.
Put t
icks
in th
e ta
ble
to s
how
whi
ch
sent
ence
s ar
e tr
ue a
nd w
hich
are
fa
lse.
True
Fals
e
The
child
ren
are
writ
ing
poet
ry.
Mis
s Sm
ith is
the
teac
her.
Mis
s Sm
ith h
as to
ld
the
child
ren
to w
rite
abou
t mon
ster
s.
The
spea
ker w
ants
to
mak
e th
eir r
eade
r fee
l sc
ared
.
True
Fals
e
The
child
ren
are
writ
ing
poet
ry.
✓
Mis
s Sm
ith is
the
teac
her.
✓
Mis
s Sm
ith h
as to
ld
the
child
ren
to w
rite
abou
t mon
ster
s.✓
The
spea
ker w
ants
to
mak
e th
eir r
eade
r fee
l sc
ared
✓
1b; 1
d
2 m
arks
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts a
nd
info
rmat
ion;
mak
e in
fere
nces
from
the
text
.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•tr
eat e
ach
sent
ence
sep
arat
ely.
•th
ink
abou
t whe
re in
the
poem
you
will
find
the
info
rmat
ion
you
need
.•
care
fully
read
that
par
t of t
he p
oem
, loo
king
to s
ee if
the
answ
er is
true
or
false
.
Awar
d 2
mar
ks fo
r all
four
box
es c
orre
ctly
tick
ed.
Awar
d 1
mar
k fo
r thr
ee b
oxes
cor
rect
ly ti
cked
6.
Do
you
thin
k th
e te
ache
r will
let
the
spea
ker w
rite
abou
t mon
ster
s?
Expl
ain
why
, usi
ng id
eas
from
the
poem
.
Acce
pt a
ny a
nsw
er, p
rovi
ded
it is
sup
port
ed
with
idea
s fr
om th
e po
em. E
.g.
•N
o, b
ecau
se s
he th
inks
it is
a fu
nny
idea
.•
No,
bec
ause
she
sai
d sh
e di
d no
t wan
t any
m
ore
mon
ster
s.•
Yes,
beca
use
he s
ays
he k
now
s a
lot a
bout
m
onst
ers.
•Ye
s, be
caus
e he
pro
mis
ed to
mak
e hi
s st
ory
real
ly d
iffer
ent.
1e 1 m
ark
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n
read
so fa
r.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n slo
wly
and
car
eful
ly.
•re
read
the
who
le p
oem
, thi
nkin
g ab
out w
hat t
he te
ache
r mig
ht d
ecid
e.•
thin
k ab
out w
hat y
ou k
now
abo
ut te
ache
rs th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.•
rem
embe
r to
give
idea
s fr
om th
e po
em in
you
r ans
wer
.
452589_U15_CC_2e_Y2_120-127.indd 127 06/03/19 2:42 PM
128 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 1FICTION
Teacher notes: Mr Buzz the Beeman
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– discussing the sequence of events in books and
how items of information are related– becoming increasingly familiar with and retelling
a wider range of stories, fairy stories and traditional tales
l understand both the books that they can already read accurately and fluently and those that they listen to by:– making inferences on the basis of what is being
said and done
l explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Running the task
l Tell the children that they will be reading a story about a man called Mr Buzz. Ask the children to suggest what job Mr Buzz might have. (He is a beekeeper.) Ask them what they know about bees and why people keep them.
l Display the text and discuss the illustrations. Before reading the text, point out and discuss the meaning of any unfamiliar vocabulary (e.g. “bee-hive” and “swarm”).
l Read the text aloud, asking the children to follow silently.
l Ask the children one or more questions about the story, e.g. What happened at the end of the story? Why do you think the bees came back? What do you think might happen next?
l Read the text a second time, this time asking the children to join in. You could also ask a particular
group of children to read the words Mr Buzz says. Ask them how they will recognise these words. (They are inside inverted commas.)
l Display the task sheet. Read the discussion question, giving the children an opportunity to retell the story to each other in pairs, and then assess whether their partner’s retelling included all the events of the story in the correct order.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l make simple and general inferences based on the text 1dl retrieve relevant details from fiction and non-fiction to demonstrate understanding of character,
events and information. 1b
Mr Buzz the BeemanAllan Ahlberg
452589_A1_CC_2e_Y2_128-131.indd 128 06/03/19 11:48 AM
Assessment Task 1 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 129
What to expect
Discussion question
l Retell the story to a friend. Use your own words. Did you include all the events, and put them in the right order?
Children working towards the expected standard may not remember all the events in the story, or may get them in the wrong order. Children working at the expected standard should be able to retell the main events of the story in the right order. In addition, children working at greater depth within the expected standard may be able to retell and correctly order subsidiary events (such as Mr Buzz’s family putting on protective gear).
Written questions
1 What was Mr Buzz doing in the garden?
Most children working at or towards the expected standard may answer that he was working. Some children working at or at greater depth may answer that he was building a new bee-hive.
(1b)
2 What was the terrible thing Mr Buzz saw? Tick the best answer.
His bees were flying away.
Almost all children should be able to answer this question correctly.
(1b)
3 Who went chasing after the bees? Tick the best answer.
Mr and Mrs Buzz and their children
Children working at the expected standard or at greater depth within the expected standard should be able to answer this question correctly. Some children working towards the expected standard may answer incorrectly, as the wording of the correct answer does not match the text exactly.
(1b)
4 Why do you think the Buzz family put on bee-hats and bee-gloves before they chased the bees?
Children working towards the expected standard may not be able to answer this question satisfactorily. Children working at or at greater depth within the expected standard should be able to give a satisfactory answer, such as “So that the bees couldn’t sting them” or “To avoid getting stung”.
(1d)
5 Why do you think the Buzz family chased after the bees?
This question should be accessible to most children, but is open to a range of possible answers, depending on the sophistication of the children’s understanding. Children working towards the expected standard may give an answer that only takes into account the most immediate motivation, e.g. “Because they wanted to catch them”. Children working at the expected standard may give an answer that considers the ultimate goal of chasing the bees, e.g. “Because they wanted to bring them back”. A few children working at greater depth within the expected standard may consider the longer-term consequences of the bees’ disappearance, giving an answer such as “Because they needed the bees to make a living”.
(1d)
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130 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task 1 • FICTION
Mr Buzz the Beeman by Allan AhlbergOne morning Mr Buzz was working in the garden.He was making a new bee-hive.Suddenly he saw a terrible thing.Some of the bees were in a swarm –and they were flying away!
When bees fly off in a swarm,they almost never come back.Mr Buzz knew this.
“The bees are buzzing off!” he cried.So then Mr Buzz and his familyput on their bee-hatsand their bee-gloves,picked up a bee-basket –and went chasing after the bees.
Suddenly Mr Buzz saw where the bees were going.“Those bees are not buzzing off!”he cried.“They are buzzing back again!”And so they were –straight back into the new hivethat Mr Buzz had made.
452589_A1_CC_2e_Y2_128-131.indd 130 06/03/19 11:48 AM
Assessment Task 1 • FICTION
Name: Class: Date:
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 131
Talk about this question.l Retell the story to a friend. Use your own words. Did you include all the events,
and put them in the right order?
Write the answers to these questions.
1 What was Mr Buzz doing in the garden?
2 What was the terrible thing Mr Buzz saw? Tick one.
a bee □
his new bee-hive was broken □
his bees were flying away □
his old bee-hive was broken □
3 Who went chasing after the bees? Tick one.
Mr Buzz □
Mrs Buzz □
Mr and Mrs Buzz □
Mr and Mrs Buzz and their children □
4 Why do you think the Buzz family put on bee-hats and bee-gloves before they chased the bees?
5 Why do you think the Buzz family chased after the bees?
452589_A1_CC_2e_Y2_128-131.indd 131 06/03/19 11:48 AM
132 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 2FICTION
Teacher notes: Jake the Good Bad Dog
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– listening to, discussing and expressing views
about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
– discussing and clarifying the meanings of words, linking new meanings to known vocabulary
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher
– making inferences on the basis of what is being said and done
l participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
l explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Running the task
l Tell the children that they will be reading a story called Jake the Good Bad Dog. Ask the children what they think is strange about the title of the story. Discuss how the title describes Jake as both “good” and “bad”, and ask the class to discuss why this might be.
l Display the text and discuss the illustrations. Read the text aloud, asking the children to follow silently.
l Ask the children to discuss in pairs what they thought of the story and what they thought of Jake.
l Read the text a second time, this time asking the children to join in.
l Display the task sheet. Read the first discussion question. Give the children an opportunity to discuss this in pairs. Encourage the children to feed back
with their answers following the order of the events in the text. For each event, encourage the children to give detail.
l Read the next discussion questions. Ask the children to discuss in groups how they would feel if Jake was their dog and what they might say to him.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l explain the meaning of words in context 1al make simple and general inferences based on the text. 1d
Jake the Good Bad DogAnnette and Nick Butterworth
452589_A2_CC_2e_Y2_132-135.indd 132 06/03/19 11:50 AM
Assessment Task 2 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 133
What to expect
Discussion question
l What were the four things that the story tells us Jake liked to do that were bad?
Children working towards the expected standard may not remember all the events in the story. Children working at the expected standard should be able to retell the main events of the story in the right order with some additional detail. Children working at greater depth within the expected standard may be able to identify each of the four things that Jake liked to do and give detail for each of these, identifying why they were bad things to do.
Written questions
1 “He would sneak up behind them when they were dozing.”
Choose one word the author could have used to keep the meaning of the sentence the same instead of:
“sneak”. Most children should be able to answer with “creep” or “tiptoe”. Suitable alternatives that suggest stealth should be credited.
“dozing”. Most children should be able to answer with “sleeping”, “snoozing”, “resting” or “chilling”. Suitable alternatives that suggest sleepiness should be credited. The suffix -ing does not need to be used to allow the mark.
Only one word is acceptable. If any children have written more than one word, the answer should be marked incorrect.
(1a)
2 “Then he would bark loudly and watch, as they rushed for the safety of the lake, complaining noisily.”
Find and copy one word in this sentence that tells us that the ducks were not happy.
“complaining”: Children working towards the expected standard may pick out the word “noisily”, which is incorrect since it does not explain that the ducks were not happy. Most other children should be able to answer this question. No other word is allowed.
(1a)
3 The ducks “rushed for the safety of the lake”. Explain why the lake was safe.
Children working at or at greater depth within the expected standard should be able to answer this question correctly, explaining that the lake was safe for ducks as Jake could not easily follow them (because he could not swim as well as they could). Children working towards the expected standard may repeat the question that the lake was safe without giving an explanation.
(1d)
4 Why does the text say that Jake “needed to smell like a sheep”. Tick the best answer.
So the sheep did not realise he was a dog. Most children working towards the expected standard may answer “so that he could bark at them”, which is a simplistic response. Other children should find this question straightforward to answer.
(1d)
5 Do you think Jake wanted to be bad? Circle your answer. Explain your answer.
Yes / No
Children working towards the expected standard may not attempt to answer this question or may provide an inappropriate answer. Children working at the expected standard should be able to explain that he tried to be good but could not stop himself. Children working at greater depth within the expected standard should be able to fully explain that the text suggests that Jake wanted to be good but found temptations impossible to resist.
(1d)
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134 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task 2 • FICTION
From Jake the Good Bad Dog by Annette and Nick ButterworthJake was a bad dog. He knew he was. Sometimes he tried to be good but it was no use.
He loved to chase the ducks in the park. He would sneak up behind them when they were dozing. Then he would bark loudly and watch, as they rushed for the safety of the lake, complaining noisily.
Jake couldn’t resist the smell of the dirty washing. Whenever it was being sorted out, he just had to play with it. Then he would leave it lying all over the house.
He had to roll in the sheep’s droppings on the common. He liked the smell. Besides, he needed to smell like a sheep if he was going to creep up on them and round them up.
Then there was food. Or more particularly, chocolate. No chocolate was safe if Jake could reach it. Once he ate fourteen chocolate cream eggs, one after the other. He was sorry afterwards, especially as they made him ill, but he just couldn’t resist them.
He couldn’t help being bad.
452589_A2_CC_2e_Y2_132-135.indd 134 06/03/19 11:50 AM
Assessment Task 2 • FICTION
Name: Class: Date:
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 135
Talk about this question.l What were the four things that the story tells us Jake liked to do that were bad?
Write the answers to these questions.
1 “He would sneak up behind them when they were dozing.”
Choose one word the author could have used to keep the meaning of the sentence the same instead of:
“sneak” “dozing”
2 “Then he would bark loudly and watch, as they rushed for the safety of the lake, complaining noisily.”
Find and copy one word in this sentence that tells us that the ducks were not happy.
3 The ducks “rushed for the safety of the lake”. Explain why the lake was safe.
4 Why does the text say that Jake “needed to smell like a sheep”? Tick one.
So people thought he was a sheep. □
So he could be a bad dog. □
So the sheep did not realise he was a dog. □
So he could bark at them. □
5 Do you think Jake wanted to be bad? Circle your answer.
Yes / No
Explain your answer.
452589_A2_CC_2e_Y2_132-135.indd 135 06/03/19 11:50 AM
136 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task 3FICTION
Teacher notes: The Bog Baby
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– listening to, discussing and expressing views
about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
– discussing and clarifying the meanings of words, linking new meanings to known vocabulary
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher
– making inferences on the basis of what is being said and done
– answering and asking questions– predicting what might happen on the basis of
what has been read so far.
Running the task
l Ask the children if they have ever gone fishing in a pond. Explain that the story they are going to read is about children who find something unusual in a pond. Ask the children to suggest what the unusual thing might be.
l Display the text and discuss the illustrations. Before reading the text, point out and discuss the meaning of any unfamiliar vocabulary (e.g. “dell”, “newts”, “squelchy”, “boggly” and “spiky”).
l Read the text aloud, asking the children to follow silently.
l Ask the children one or more questions about the story, e.g. Why do you think the children told a lie and said they were going to Annie’s house when they were not?
l Read the text a second time, this time asking the children to join in.
l Display the task sheet. Read the first sentence of the discussion question, giving the children an opportunity to discuss the question in pairs or small groups before sharing their ideas with the class. Then read the second sentence of the discussion question, and give the children time, working in pairs or small groups, to formulate questions they could ask about the text. Encourage the children to have a go at answering each other’s questions.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l retrieve relevant details from fiction and non-fiction to demonstrate understanding of character, events and information 1b
l make simple and general predictions based on the text. 1e
The Bog BabyJeanne Willis
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Assessment Task 3 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 137
What to expect
Discussion question
l What do you think the children felt when they saw the Bog Baby swinging through the flower stalks?
Children working towards the expected standard may have difficulties answering this question. Children working at the expected standard should be able to identify an appropriate emotion using simple language (e.g. “surprised”, “excited” or “scared”). Children working at greater depth within the expected standard may use more advanced language to describe a range of possible emotions (e.g. “amazed”, “astonished”, “astounded”, “delighted”, “thrilled”, “fearful”, “nervous” or “anxious”).
Written questions
1 What did the children do that was bad? Tick all the right answers.
They told a lie. □ They went fishing by themselves. □ Children working towards the expected standard may not answer correctly. A few children working
at the expected standard may fail to tick “They told a lie” because this wording does not appear in the text. Most children working at the expected standard and all children working at greater depth within the expected standard should be able to identify both correct answers.
(1b)
2 Write two things you know about the pond.
Children working at and at greater depth within the expected standard should be able to identify two of these facts about the pond. It was: magic, in Bluebell Wood, only ever there in spring, and squelchy round the edge.
(1b)
3 What did the Bog Baby look like?
Put ticks in the table to show which descriptions are true and which are false.
Description True FalseHe was blue. ✓
He was the size of a newt. ✓
He had a spiky tail. ✓
He had ears like a mouse. ✓
Children working at and at greater depth within the expected standard should be able to select the correct true/false answer for the four sentences.
(1b)
4 What do you think the children did next?
Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the children in the story and the situation they are in. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.
(1e)
5 What do you think the Bog Baby did next?
Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the Bog Baby. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.
(1e)
✓ ✓
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Assessment Task 3 • FICTION
From The Bog Baby by Jeanne WillisLong ago, when we were little, me and Chrissy did something bad. We said we were going to Annie’s house to play, but we didn’t.
We went fishing. All by ourselves. Which wasn’t allowed.
Chrissy said there was a magic pond in Bluebell Wood.
It was only ever there in spring. When it rained it made a huge puddle in the dell and pond creatures came. We would fish for newts, she said.
I won’t tell if you don’t. So we went.
We found the pond. It was squelchy round the edge. The bluebells squeaked under our boots.
We fished and fished but we didn’t catch a newt. We caught something much better. We caught a Bog Baby.
He was the size of a frog, only round and blue. He had boggly eyes and a spiky tail and I do remember he had ears like a mouse. He came swinging through the flower stalks and jumped into the water. He floated up and down on his back and sucked his toes.
That’s when I fished him out. He didn’t struggle. He sat in my hands and looked surprised. He was as soft as jelly. Like he had no bones.
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Assessment Task 3 • FICTION
Name: Class: Date:
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 139
Talk about this question.l What do you think the children felt when they saw the Bog Baby swinging through
the flower stalks?
Write the answers to these questions.
1 What did the children do that was bad? Tick all the right answers.
They went to Annie’s house. □ They played together. □
They told a lie. □ They went fishing by themselves. □
2 Write two things you know about the pond.
a)
b)
3 What did the Bog Baby look like?
Put ticks in the table to show which descriptions are true and which are false.
Description True False
He was blue.
He was the size of a newt.
He had a spiky tail.
He had ears like a mouse.
4 What do you think the children did next?
5 What do you think the Bog Baby did next?
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Assessment Task 4FICTION
Teacher notes: The Hodgeheg
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– listening to, discussing and expressing views
about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
– discussing the sequence of events in books and how items of information are related
– recognising simple recurring literary language in stories and poetry
– discussing and clarifying the meanings of words, linking new meanings to known vocabulary
– discussing their favourite words and phrases
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher.
Running the task
l Tell the children that the text they are going to read comes from a book called The Hodgeheg. Ask the children if they know the story and, if they do, to explain what it is about (a hedgehog). Discuss the play on language in the title, and explain that there is more play on language in the part of the story they are going to read.
l Display the text and discuss the illustrations. Before reading the text, point out and discuss the meaning of any unfamiliar vocabulary (e.g. “dazedly”, “Peony”, “Petunia” and “wearily”). Do not discuss the meaning of “deserted” since this is the subject of one of the questions.
l Read the text aloud, asking the children to follow silently.
l Ask the children one or more questions about the story, e.g. What happened to Max when he tried to cross the road? Why did it take Max a while to answer his family’s questions? What happened to Max’s words when he talked?
l Read the text a second time, this time asking the children to join in.
l Display the task sheet. Read the discussion question, giving the children an opportunity to discuss the question in pairs or small groups before sharing their ideas with the class.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.
l Point out that question 1 asks for a single word; stress to the children that they should write no more than one word.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l identify and explain the sequence of events in texts 1cl explain the meaning of words in context. 1a
The HodgehegDick King-Smith
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Assessment Task 4 • FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 141
What to expect
Discussion questions
l What is your favourite thing that Max says? Why?
Children working towards the expected standard may not be able to identify a favourite thing that Max says, or may be able to identify one, but not explain why they like it. Children working at the expected standard and at greater depth within the expected standard should be able to identify one or more favourite sayings and offer a simple explanation for their preferences.
Written questions
1 “He remembered nothing of his journey home, wobbling dazedly along the now deserted pavement, guided only by his sense of smell. All he knew was that he had an awful headache.” Find and copy one word from this section that tells us that there was nobody around.
Children working at the expected standard or at greater depth within the expected standard should be able to answer correctly (“deserted”). Children working towards the expected standard may find it difficult to retrieve the information within the sentences given.
(1a)
2 What happened when Max got home? Tick the right answer.
His family crowded round him.
Most children should be able to select the correct answer. Some children working towards the expected standard may get the answer wrong.
(1c)
3 What happened after something hit Max on the bottom?
Children working at the expected standard or at greater depth should be able to answer correctly (“Max banged his head”). Children working towards the expected standard may find it difficult to retrieve the information because of Max’s muddled speech.
(1c)
4 Max’s sisters are called Peony, Pansy and Petunia. Why do you think the writer chose these names?
Children working towards the expected standard may be unable to answer this question. Children working at the expected standard should be able to identify that the writer chose the names because they all begin with the letter “p”. In addition, children working at greater depth within the standard may recognise that all three names are the names of flowers and/or may comment on the writer’s intention behind his choice of names (e.g. that making them all so similar adds to the humour).
(1a)
5 Number these events from 1 to 5 to show the order they happened in.
Max wobbled home. □ Max crossed the road and got hit by a cyclist. □ Max told his family what happened. □ Max found where the humans cross the road. □ Max’s family crowded round him. □ Children working at or at greater depth within the expected standard should be able to order these
events correctly.
(1c)
3
2
5
1
4
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Assessment Task 4 • FICTION
From The Hodgeheg by Dick King-SmithMax, a young hedgehog, had been on an adventure to cross the road. As he was crossing, he was hit by a cyclist.
He remembered nothing of his journey home, wobbling dazedly along the now deserted pavement, guided only by his sense of smell. All he knew was that he had an awful headache.
The family had crowded round him on his return, all talking at once.
“Where have you been all this time?” asked Ma.
“Are you all right, son?” asked Pa.
“Did you cross the road?” they both said, and Peony, Pansy and Petunia echoed, “Did you? Did you? Did you?”
For a while Max did not reply. His thoughts were muddled, and when he did speak, his words were muddled too.
“I got a head on the bump,” he said slowly.
The family looked at one another.
“Something bot me on the hittom,” said Max, “and then I headed my bang. My ache bads headly.”
“But did you cross the road?” cried his sisters.
“Yes,” said Max wearily. “I hound where the fumans cross over, but –”
“But the traffic only stops if you’re a human?” interrupted Pa.
“Yes,” said Max. “Not if you’re a hodgeheg.”
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Assessment Task 4 • FICTION
Name: Class: Date:
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 143
Talk about this question.l What is your favourite thing that Max says? Why?
Write the answers to these questions.
1 “He remembered nothing of his journey home, wobbling dazedly along the now deserted pavement, guided only by his sense of smell. All he knew was that he had an awful headache.”
Find and copy one word from this section that tells us that there was nobody around.
2 What happened when Max got home? Tick the right answer.
He was hit by a cyclist. □
He wobbled along the pavement. □
He had a headache. □
His family crowded round him. □
3 What happened after something hit Max on the bottom?
4 Max’s sisters are called Peony, Pansy and Petunia. Why do you think the writer chose these names?
5 Number these events from 1 to 5 to show the order they happened in.
Max wobbled home. □
Max crossed the road and got hit by a cyclist. □
Max told his family what happened. □
Max found where the humans cross the road. □
Max’s family crowded round him. □
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Assessment Task 5NON-FICTION
Teacher notes: Penguins
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– discussing the sequence of events in books and
how items of information are related– being introduced to non-fiction books that are
structured in different ways
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher
– answering and asking questions
l participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
Running the task
l Write the title of the text on the board: Penguins. Tell the children this is the title of the text they are about to read. Ask them to read the title and suggest what the text might be about.
l Ask the children if they know anything about penguins. Encourage a class discussion with any facts that the children already know.
l Display the text. Before reading, you may want to point out and discuss any difficult or unfamiliar vocabulary (e.g. “hemisphere”, “flightless”).
l Read the text aloud, asking the children to follow silently.
l Ask the children to say what sort of text this is and how they know.
l Ask the children what sort of image the picture is (a diagram), and why the writer has included it.
l Read the text aloud together.
l Display the task sheet. Read the discussion question, giving the children an opportunity to discuss it in pairs or small groups before sharing their ideas with the class.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l retrieve and explain relevant details from fiction and non-fiction to demonstrate understanding of character, events and information 1b
l identify sequences of events in a range of straightforward texts. 1c
PenguinsIone Branton
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Assessment Task 5 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 145
What to expect
Discussion questions
l Where and in what climates can penguins live?
Children working towards the expected standard will simply state that penguins live somewhere cold. Those working at the expected standard should be able to explain that penguins can live somewhere hot or somewhere cold and should be able to give examples, e.g. Antarctica or Africa. In addition, children working at greater depth within the expected standard may be able to explain that penguins only live in the southern hemisphere.
l Where do penguins spend most of their lives?
Children working towards the expected standard will state that penguins spend most of their time swimming. Children working at the expected standard should be able to recognise that penguins spend long periods of time out at sea. In addition, children working at greater depth within the expected standard may recognise that penguins come to land to lay their eggs and breed.
Written questions
1 According to the text, which is the smallest penguin?
Most children should be able to find this information (“The Fairy penguin”) within the text.
(1b)
2 When does the penguin come back to live on the land?
Children working at the expected standard should offer an answer based on the text, such as “to lay their eggs”. Children working at greater depth within the expected standard may offer a more precise and/or detailed explanation such as “when it is the breeding season so that they can lay their eggs”. Children working towards the expected standard may select the incorrect part of the text –“to look after their young” – without demonstrating understanding that it is the breeding season or they need to come back to land to lay their eggs.
(1c)
3 Put the following statements in the order in which they occur in the steps of a penguin’s life. The first one has been done for you.
The steps are clearly labelled in the text, which should support the children who are working towards the expected standard. Most children should manage to sequence this question correctly.
(1c)
4 According to the text, what keeps the egg warm when the Dad is holding it?
Most children should be able to identify “a fold of skin” from within the text.
(1b)
5 Draw lines to match what each part of a penguin’s body is used for.
Children working at the expected standard, and those working at greater depth within the expected standard, should be able to use the diagram clearly to match the features with their purpose. Children working towards the expected standard may have more difficulty linking the correct body part with the correct purpose.
(1b)
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Assessment Task 5 • NON-FICTION
Penguins by Ione BrantonPenguins are birds that live in the southern hemisphere and are flightless. Some penguins live on Antarctica, like the Emperor penguin, where it is very cold but some, like the African penguin, can live where it is much warmer in countries like Australia and South Africa.
There are around 18 different types of penguins and they all are different sizes and look different. Emperor penguins are the largest and the Fairy penguin is the smallest.
Penguins love water and they spend much of their time swimming. They are expert swimmers and they can often spend up to 4 months out at sea. The Gentoo penguin is the fastest swimmer and can reach speeds of an incredible 22 miles per hour.
They come back to live on the land in the breeding season to lay their eggs and look after their young. After their young leave the nest penguins go back to sea again.
The steps of a penguin’s lifeStep 1 Dad holds the egg on his feet. A fold of skin helps keep the
egg warm.Step 2 The chick hatches. The parents take turns holding it on their feet.Step 3 The chicks all snuggle together to keep warm.Step 4 The chick loses its baby feathers.Step 5 The chick grows up and becomes an adult.
Thick feathers that keep them warm.
Short sharp beak for catching fish.
Black and white colour makes them harder to see in the sea.Triangle-shaped tail
that helps them steer while swimming.
Stiff flippers help them to swim fast in the water.
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Assessment Task 5 • NON-FICTION
Name: Class: Date:
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 147
Talk about these questions.l Where and in what climates can penguins live?
l Where do penguins spend most of their lives?
Write the answers to these questions.
1 According to the text which is the smallest penguin?
2 When does the penguin come back to live on the land?
3 Put the following statements in the order in which they occur in the steps of a penguin’s life. The first one has been done for you.
The chick loses its feathers.
The Dad holds the egg on his feet. 1
The chick becomes an adult.
The chick hatches.
The chicks snuggle together for warmth.
4 According to the text, what keeps the egg warm when the Dad is holding it?
5 Draw lines to match what each part of a penguin’s body is used for.
feathers swim fast
flippers steer
beak keep them warm
tail catching fish
colour harder to see
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Assessment Task 6NON-FICTION
Teacher notes: Eruption!
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– being introduced to non-fiction books that are
structured in different ways– discussing and clarifying the meanings of words,
linking new meanings to known vocabulary
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher
– answering and asking questions
l participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
Running the task
l Write the title of the text on the board: Eruption! Tell the children this is the title of the text they are about to read. Ask them to read the title and suggest what the text might be about.
l Identify the exclamation mark, explaining what it is for those children who are not familiar with it. Discuss why the author has used an exclamation mark in the title, explaining that it is there to show alarm or shock.
l Display the text. Before reading, you may want to point out and discuss any difficult or unfamiliar vocabulary (e.g. “volcano(es)”, “erupt”, “lava”, “fiery”).
l Read the text aloud, asking the children to follow silently.
l Ask the children to say what sort of text this is, and how they know.
l Ask the children what sort of image the picture is (a diagram), and why the writer has included it. Revise the term “caption”, and discuss why the diagram has one.
l Read the text aloud together.
l Display the task sheet. Read the discussion question, giving the children an opportunity to discuss it in pairs or small groups before sharing their ideas with the class.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l identify the meaning of vocabulary in context 1al retrieve and explain relevant details from fiction and non-fiction to demonstrate understanding
of character, events and information. 1b
Eruption!Anita Ganeri
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Assessment Task 6 • NON-FICTION
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 149
What to expect
Discussion questions
l What do you notice about the first three sentences of the text?
l Why do you think the writer started the text in this way?
Children working towards the expected standard may notice that the first three sentences are all questions, but will typically be unable to give a satisfactory explanation of why the writer chose to do this.
Children working at the expected standard should notice that the first three sentences are all questions. Some of them may comment that all the questions begin with the same question word, “What”. They are able to give a simple explanation for the use of questions, such as “to make the reader think” or “to get the reader interested in finding out the answer”.
In addition, children working at greater depth within the expected standard may notice that the questions are like riddles. They may also comment on the use of active/dramatic verbs (“spits”, “shoots” and “explodes”). They may suggest that the writer chose these words to make the start of the text more exciting and to draw the reader in.
Written questions
1 “Sometimes the melted rock bursts up through a hole or crack in the ground.”
Suggest a word that the author could have used instead of “burst”.
Children working at the expected standard and at greater depth within the expected standard should be able to provide a suitable synonym for the word “burst”, which suggests force of movement. Children working towards the expected standard may use a simple interpretation of the word, such as “pops”, which does not suggest movement with force.
(1a)
2 Tick the best words to finish this sentence.
A volcano begins when ________________
melted rock comes up through the ground.
Children working at the expected standard and at greater depth within the expected standard should be able to select the correct answer, which is a simple rewording of the text. Children working towards the expected standard may select one of the incorrect answers, which are all direct quotes from the text.
(1b)
3 What is the rock that comes out of a volcano called?
Children at all levels should be able to identify the word “lava”.
(1b)
4 In the last paragraph, the volcano lava is compared to water. Find and copy two words that do this.
Any two of the following words are acceptable: “spurt”/“fountains”/“pour”/“rivers”/“flowing”.
Almost all children should be able to identify two of these words.
(1a)
5 Name one thing that flowing lava can do.
Children at all levels should be able to identify one of the following: “bury whole villages”/“set trees on fire”/“set houses on fire”/“set trees and houses on fire”.
(1b)
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Assessment Task 6 • NON-FICTION
From Eruption! The Story of Volcanoes by Anita GaneriWhat looks like a mountain but spits out fire?
What shoots clouds of smoke from a hole in its top?
What sometimes explodes with a BANG?
A volcano!
It’s starting to erupt.
The story of a volcano starts underground. If you jump up and down on the ground, it feels solid and hard.
But inside the earth, it is so hot that the rocks melt. The rocks are runny like melted butter.
Sometimes the melted rock bursts up through a hole or a crack in the ground. This is how a volcano begins.
The rock that comes out of a volcano is called lava. At first, it is runny and red-hot. It cools down in the air and turns into hard, black rock.
Sometimes volcanoes spurt out fiery fountains of lava. Other volcanoes pour out lava in great rivers of fire. Once the lava starts flowing, nothing can stop it. It can bury whole villages and set trees and houses on fire.
Melted rock: Inside a volcano, the melted rock rises because it is hotter and lighter than the rocks around it.
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Assessment Task 6 • NON-FICTION
Name: Class: Date:
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 151
Talk about these questions.
l What do you notice about the first three sentences of the text?
l Why do you think the writer started the text in this way?
Write the answers to these questions.
1 “Sometimes the melted rock bursts up through a hole or crack in the ground.”
Suggest a word that the author could have used instead of “burst”.
2 Tick the best words to finish this sentence.
A volcano begins when
you jump up and down on the ground.
melted rock comes up through the ground.
lava cools down in the air.
whole villages are buried.
3 What is the rock that comes out of a volcano called?
4 In the last paragraph, the volcano lava is compared to water. Find and copy two words that show this.
5 Name one thing that flowing lava can do.
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Assessment Task 7NON-FICTION
Teacher notes: Your Senses
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– discussing the sequence of events in books and
how items of information are related– being introduced to non-fiction books that are
structured in different ways– discussing and clarifying the meanings of words,
linking new meanings to known vocabulary
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher
– making inferences on the basis of what is being said and done
– answering and asking questions
l participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
Running the task
l Display the text. Ask the children to say what sort of text this is and how they know. Encourage them to comment on the way the text is organised.
l Before reading, you may want to highlight and discuss any difficult or unfamiliar vocabulary (e.g. “nerves”, “structures”).
l Read the text together, one paragraph at a time. Ask a quick comprehension question after each paragraph, e.g. paragraph 1: What are the five senses?; paragraph 2: What are nerves?; paragraph 3: What does the word “zoom” tell you?; paragraph 4: Which sense takes up the largest part of your brain?
l Display the task sheet. Read the two discussion questions one at a time, giving the children an opportunity to discuss each question in pairs or small groups before sharing their ideas with the class.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l retrieve and explain relevant details from fiction and non-fiction to demonstrate understanding of character, events and information 1b
l make simple and general inferences based on the text. 1d
Your Senses Jinny Johnson
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Assessment Task 7 • NON-FICTION
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What to expect
Discussion question
l How are the second, third and fourth paragraphs related to each other?
Children working towards the expected standard and some working at the expected standard may not be able to answer this question. Children working at greater depth within the expected standard and some working at the expected standard should be able to identify that all these paragraphs relate to the brain.
Written questions
1 “Imagine the world if you could not see things or hear your friends talking, or if you could not smell and taste your food.”
Why does the writer say this? Tick the best answer.
To help you realise how much you rely on your senses.
Children working at greater depth within the expected standard and most children working at the expected standard should be able to answer correctly. Some children working at the expected standard may wrongly choose the first answer (“To improve your imagination.”). Children working towards the expected standard may wrongly choose the second or third answer (“To let you know that some people cannot hear.”/“To let you know that some people cannot see.”).
(1d)
2 Draw a line to match each sense to the right part of the body.
Senses Parts of the body sight nose hearing skin smell eyes taste tongue touch ears
Answering this question combines textual inference with inference from illustrations and existing knowledge. Children at all levels should be able to match each sense with the correct part of the body.
(1d)
3 Which part of your body controls your senses?
All Children should be able to identify the brain as the part of the body that controls the senses.
(1b)
4 Number these facts from 1 to 4 to show the order they appear in the text.
The brain sorts out the messages from the nerves. □ Messages travel along nerves. □ Your brain controls your senses. □ You have five main senses. □ Children working at or at greater depth within the expected standard should be able to number the
facts correctly. Children working towards the expected standard may transpose the order of facts 2 and 3.
(1b)
5 Why do you think nerves run to all parts of the body?
Children working at or at greater depth within the expected standard should be able to provide a simple explanation, based on the experiential knowledge that you can sense every part of your body, e.g. “So that all parts of your body can feel.”/“Otherwise you wouldn’t be able to feel all of your body.”
(1d)
4
2
3
1
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Assessment Task 7 • NON-FICTION
From Your Senses by Jinny JohnsonWhat are senses?Imagine the world if you could not see things or hear your friends talking, or if you could not smell and taste your food. We do not often think about our senses, but they tell us what is going on around us. We have five main senses. These are sight, hearing, smell, taste and touch.
The sense centreYour brain controls your senses. Messages travel from your eyes, ears, nose, tongue and skin to tell it what is going on. The messages travel along special pathways in the body called nerves.
Messages to the brainNerves go from the brain to all parts of your body. A message can zoom along the nerves to the brain in a tiny fraction of a second.
Jobs for the brainThe brain sorts out the messages it receives from the nerves. Look at the picture below to see which parts of the brain sort out messages to do with your senses.
nerves – special structures like wires that run from the brain to all parts of the body
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Assessment Task 7 • NON-FICTION
Name: Class: Date:
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Talk about this question.l How are the second, third and fourth paragraphs related to each other?
Write the answers to these questions.
1 Read this sentence from the text.
“Imagine the world if you could not see things or hear your friends talking, or if you could not smell and taste your food.”
Why does the writer say this? Tick the best answer.
to improve your imagination
to let you know that some people cannot hear
to let you know that some people cannot see
to help you realise how much you rely on your senses
2 Draw a line to match each sense to the right part of the body.
Senses Parts of the body sight nose hearing skin smell eyes taste tongue touch ears
3 Which part of your body controls your senses?
4 Number these facts from 1 to 4 to show the order they appear in the text.
The brain sorts out the messages from the nerves.
Your brain controls your senses.
Messages travel along nerves.
You have five main senses.
5 Why do you think nerves run to all parts of the body?
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Assessment Task 8POETRY
Teacher notes: Goldfish
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– listening to, discussing and expressing views
about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
– recognising simple recurring literary language in stories and poetry
– discussing their favourite words and phrases
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher
– making inferences on the basis of what is being said and done
– answering and asking questions
l explain and discuss their understanding of books, poems and other material, both those they listen to and those that they read for themselves.
Running the task
l Display the text. Read the poem aloud, asking the children to follow silently.
l Ask the children what kind of text they think it is, and how they know. Ask the children what features the text has that tells us that it is a poem (short lines, not full sentences, punctuation).
l Discuss the use of the hyphens in the second verse. Explain that they link two words together for effect. The longer lines are to illustrate pause and poetic licence/effect.
l Read the poem together.
l Ask the class if they have ever owned a fish or ever won one at a fair. Ask the class where the goldfish in the poem might have come from.
l Display the task sheet. Read the discussion questions.
l Ask the children to discuss with a partner if the poem has a pattern. Ask the class if there are any rhyming words. Establish the pattern of the rhyming words used in the poem.
l Ask the class to read the poem in pairs, each child reading one verse.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers. Point out that question 3 is asking why and not how the goldfish’s feeling changes.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l retrieve and explain relevant details from fiction and non-fiction to demonstrate understanding of character, events and information 1b
l make simple and general inferences based on the text. 1d
GoldfishJohn Walsh
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Assessment Task 8 • POETRY
Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 157
What to expect
Discussion questions
l What pattern does the poem have?
l Why did the author write the poem this way?
Children working towards the expected standard may not be able to identify the alternate rhyming lines. Children working at the expected standard should be able to identify one or more rhyming words and begin to explain why the author has written it this way. In addition, children working at greater depth within the expected standard may be able to explain the rhyming pattern clearly and explain that the author has created this for effect and to add interest.
Written questions
1 In the first verse, why is the goldfish sad?
Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the goldfish is sad because she is trapped in a plastic bag and does not have room to swim. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “She can’t swim round”, without explaining that this is because she is in a bag.
(1b)
2 Why are the scissors needed in the poem?
Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the scissors are needed to cut a hole in the bag and let the fish into the bowl. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “To snip a hole”, without explaining that they are to be able to let the fish into the bowl.
(1b)
3 Why does the goldfish’s feeling change in the second verse?
All children should be able to identify that the goldfish becomes happy in the second verse but, to answer the question correctly, the children need to identify that the fish becomes happy because she is no longer in a bag and has a bowl of water in which to swim. Children working at the expected standard and at greater depth within the expected standard should be able to answer this clearly. Children working towards the expected standard may only offer an answer that explains the fish is now happy without answering why this is the case.
(1d)
4 What is the first thing the goldfish does when she gets into her new bowl? Tick the correct answer.
flips her tail
Most children should be able to correctly identify the answer. A few children working towards the expected standard may incorrectly identify “swims in circles” as the answer.
(1b)
5 Find and copy a phrase that tells us that the poet is pleased to own the fish.
All children working at greater depth within the expected standard should correctly identify the words “you’re mine”, demonstrating an understanding that these are the only words in the poem that offer the poet’s opinion about the fish. Most children working at the expected standard should also correctly identify the phrase. Children working towards the expected standard may choose other phrases from the poem without being able to identify the poet’s opinion.
(1d)
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Assessment Task 8 • POETRY
Goldfish by John WalshOne small fish in aPolythene bagCan’t swim round, canOnly look sad.Take a pair of scissors,Snip a quick hole,Down flops waterAnd fish into a bowl!
She waits a little moment,Flips her tail free,Then off into circlesAs frisky as can be.Dash-about – splash-about –Do what you wish:You’re mine, you black-spottedCheeky-eyedFish!
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Assessment Task 8 • POETRY
Name: Class: Date:
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Talk about these questions.
l What pattern does the poem have?
l Why did the author write the poem this way?
Write the answers to these questions.
1 In the first verse, why is the goldfish sad?
2 Why are the scissors needed in the poem?
3 Why does the goldfish’s feeling change in the second verse?
4 What is the first thing the goldfish does when she gets into her new bowl? Tick the correct answer.
looks sad
flips her tail
swims in circles
splashes about
5 Find and copy a phrase that tells us that the poet is pleased to own the fish.
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Assessment Task 9POETRY
Teacher notes: The Snowman
Curriculum references: Year 2
Programme of study: Reading comprehension
Children should be taught to:
l develop pleasure in reading, motivation to read, vocabulary and understanding by:– discussing the sequence of events in books and
how items of information are related– discussing and clarifying the meanings of words,
linking new meanings to known vocabulary– continuing to build up a repertoire of poems
learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
l understand both the books that they can already read accurately and fluently and those that they listen to by:– drawing on what they already know or on
background information and vocabulary provided by the teacher
– making inferences on the basis of what is being said and done
– answering and asking questions
l explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Running the task
l Display the text. Ask the children to read the title.
l Ask the children why they think the poem has been written in the way it has. Discuss that the writer has written it in a tall way, a bit like a tall snowman.
l Read the poem aloud, asking the children to follow silently. Then read the poem together.
l Ask the children to think back to when they last had snow and how they felt going outside to play. Ask them if they remember making a snowman and whether they were proud of seeing him outside.
l Display the task sheet. Read the discussion questions.
l Discuss each question, encouraging the children to think about and compare to the time they made a snowman and how they felt.
l Read through the written questions together, ensuring the children understand what they need to do. Do not discuss the answers. Point out that question 2 is asking the children not just to identify the two things but also to explain why.
l Give out individual copies of the task sheet, and ask the children to write the answers to questions 1 to 5.
l Circulate as the children perform the task. Support those who need it and challenge those who may be able to show higher reading skills.
l Finish the session by putting the class into groups of four children and ask them to read one verse each. Give them time to practise their verse and encourage them to memorise their words. Perform the poems to the rest of the class, encouraging children to say their verse with enthusiasm and expression.
Assessment guidance
Use the list below to identify the content domains that the children are working on in this task.
Typically, children working at the expected standard will:
l identify the meaning of vocabulary in context 1al identify sequences of events in a range of straightforward texts. 1c
The SnowmanWes Magee
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Assessment Task 9 • POETRY
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What to expect
Discussion question
l Why does the poem start with the words “Child’s play”?
Most children should be able to participate in a discussion about why this poem starts with “Child’s play”, explaining that it is particularly children who enjoy playing in the snow and making snowmen.
Written questions
1 Number these events 1 to 5 in the order that the snowman is created in the poem. The first one has been done for you.
pebbles for eyes □5 stick □4 carrot nose □3 scarf and hat □2 built-up snow □1 Almost all children should be able to answer this question correctly.
(1c)
2 Explain what two things happen to the snowman after three days.
This question involves an explanation of the two things that happen to the snowman in this verse, not just an identification of the two things.
Children working at the expected standard should be able to identify the correct part in the text and may answer using text lifts without explanation, e.g. “he becomes grey with age and shrinks”. Children working at greater depth within the expected standard should be able to explain this in their own words, e.g. “he becomes dirty (because he is three days old)”. Children working towards the expected standard may select single words from the text or incorrectly identify that the world turns green.
(1a)
3 Find and copy one word in verse 3 that tells us the snowman is getting smaller.
This question involves an understanding of the word “shrinks”. Most children should be able to answer this question correctly.
(1a)
4 Match the explanation of what happens in each verse.
Verse 1 The snowman stands in the snow.
Verse 2 The snowman has gone.
Verse 3 The snowman is made.
Verse 4 The snowman begins to melt.
This question involves the children understanding a summary of each verse. Most children working at the expected standard and those working at greater depth within the expected standard should be able to identify the correct summary of each verse.
(1c)
5 What other word or words could the author have used in the last verse instead of “reclaimed”?
This is quite a challenging question. Children who are working towards the expected standard and those at the expected standard may struggle to understand or find a suitable alternative word(s), e.g. “taken back”/“returned”/“get back”/“retrieved”. Those children working at greater depth within the expected standard should be able to answer correctly from the suggested answers given.
(1a)
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Assessment Task 9 • POETRY
The Snowman by Wes MageeChild’s play:stacked snow,scarf, hat,carrot nose,stick andround pebblesfor eyes.
He freezes:fat targetfor snowballerswho dearlywant toknock offhis block.
Three days,and greywith agehe shrinksas warmthturns theworld green.
Scarf, hatare reclaimed.Pebbles markhis grave,damp lawnwhere achild plays.
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Assessment Task 9 • POETRY
Name: Class: Date:
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Talk about this question.
l Why does the poem start with the words “Child’s play”?
Write the answers to these questions.
1 Number these events 1 to 5 in the order that the snowman is created in the poem. The first one has been done for you.
pebbles for eyes
scarf and hat
carrot nose
stick
built-up snow 1
2 Explain what two things happen to the snowman after three days.
(1)
(2)
3 Find and copy one word in verse 3 that tells us the snowman is getting smaller.
4 Match the explanation of what happens in each verse.
Verse 1 The snowman stands in the snow.
Verse 2 The snowman has gone.
Verse 3 The snowman is made.
Verse 4 The snowman begins to melt.
5 What other word or words could the author have used in the last verse instead of “reclaimed”?
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Answers
Fiction
Assessment Task 11 Most children working at or towards the expected
standard may answer that he was working. Some children working at or at greater depth within the expected standard may answer that he was building a new bee-hive.
2 his bees were flying away ✓
3 Mr and Mrs Buzz and their children ✓
4 Children working at or at greater depth within the expected standard should be able to give a satisfactory answer, such as “So that the bees couldn’t sting them” or “To avoid getting stung”.
5 Children working towards the expected standard may give an answer that only takes into account the most immediate motivation, e.g. “Because they wanted to catch them”. Children working at the expected standard may give an answer that considers the ultimate goal of chasing the bees, e.g. “Because they wanted to bring them back”. A few children working at greater depth within the expected standard may consider the longer-term consequences of the bees’ disappearance, giving an answer such as “Because they needed the bees to make a living”.
Assessment Task 21 “sneak”: Acceptable answers include “ creep” or “tiptoe”.
“dozing”: Acceptable answers include “sleeping”, “snoozing”, “resting”, “chilling”.
Only one word is acceptable. If any children have written more than one word, the answer should be marked incorrect.
2 complaining
3 Children working at the expected standard should be able to explain that the ducks rushed into the lake to get away from Jake. Most of these children, together with those working at greater depth within the expected standard, should then also be able to explain that Jake could not easily follow the ducks because he could not swim as well as they could so they could get away from Jake. Children working towards the expected standard may repeat the question that the lake was safe without giving an explanation.
4 so the sheep did not realise he was a dog ✓
5 No
This is a challenging question that children working towards the expected standard may struggle to answer clearly. These children may tick “Yes”, giving an explanation that Jake enjoyed chasing sheep or eating chocolate, or they may tick “No” without a clear explanation. Children working at the expected standard should tick “No” and be able to explain that he tried to be good but could not stop himself. Children working at greater depth within the expected standard should be able to fully explain that he found chasing ducks, playing in dirty washing, rounding up sheep and eating chocolate too tempting to be able to stop himself. These children may pick out and use the word “resist” in their answers.
Assessment Task 31 They told a lie. ✓
They went fishing by themselves. ✓
2 Children working at and at greater depth within the expected standard should be able to identify two of these facts about the pond. It was: magic, in Bluebell Wood, only ever there in spring, and squelchy round the edge.
3
Description True FalseHe was blue. ✓
He was the size of a newt. ✓
He had a spiky tail. ✓
He had ears like a mouse. ✓
4 Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the children in the story and the situation they are in. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.
5 Children working towards the expected standard may not attempt this question, or may provide a very short, simplistic or inappropriate answer. Children working at the expected standard should be able to describe a logical action that fits in with what we already know about the Bog Baby. Children working at greater depth within the expected standard may respond more imaginatively and/or in greater detail.
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ANSWERS
Assessment Task 41 deserted
2 His family crowded round him. ✓
3 Children working at or at greater depth within the expected standard should be able to answer correctly (“Max banged his head”). Children working towards the expected standard may find it difficult to retrieve the information because of Max’s muddled speech.
4 Children working at the expected standard should be able to identify that the writer chose the names because they all begin with the letter “p”. In addition, children working at greater depth within the standard may recognise that all three names are the names of flowers and/or may comment on the writer’s intention behind his choice of names (e.g. that making them all so similar adds to the humour).
5 Max wobbled home. 3
Max crossed the road and got hit by a cyclist. 2
Max told his family what happened. 5
Max found where the humans cross the road. 1
Max’s family crowded round him. 4
Non-fiction
Assessment Task 51 The Fairy penguin.
Most children should be able to find this information within the text.
2 In the breeding season/When it is time to lay their eggs.
Children working at the expected standard should offer an answer based on the text, such as “to lay their eggs”. Children working at greater depth within the expected standard may offer a more precise and/or detailed explanation such as “when it is the breeding season so that they can lay their eggs”. Children working towards the expected standard may select the incorrect part of the text – “to look after their young” – without demonstrating understanding that it is the breeding season or they need to come back to land to lay their eggs.
3 The chick loses its feathers. 4
The Dad holds the egg on his feet. 1
The chick becomes an adult. 5
The chick hatches. 2
The chicks snuggle together for warmth. 3
4 A fold of skin.
Most children should be able to identify this information within the text.
5 feathers swim fast
flippers steer
beak keep them warm
tail catching fish
colour harder to see
Assessment Task 61 “explodes”/“rushes”/“shoots”/“spits” or any suitable
synonym for “burst”.
Children working at and at greater depth within the expected standard should be able to provide a suitable synonym for the word “burst”, which suggests force of movement. Children working towards the expected standard may use a simple interpretation of the word, such as “pops”, which does not suggest movement with force.
2 melted rock comes up through the ground. ✓
Children working at and at greater depth within the expected standard should be able to select the correct answer, which is a simple rewording of the text. Children towards the expected standard may select one of the incorrect answers, which are all direct quotes from the text.
3 lava
4 Accept any two of the following words: “spurt”/ “fountains”/“pour”/“rivers”/“flowing”.
Almost all children should be able to identify two of these words.
5 Children at all levels should be able to identify one of the following: “bury whole villages”/“set trees on fire”/“set houses on fire”/“set trees and houses on fire”.
Assessment Task 71 to help you realise how
much you rely on your senses ✓
Children working at greater depth within the expected standard and most children working at the expected standard should be able to answer correctly. Some children working at the expected standard may wrongly choose the first answer (“To improve your imagination”). Children working towards the expected standard may wrongly choose the second or third answer (“To let you know that some people cannot hear.”/“To let you know that some people cannot see.”).
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ANSWERS
2 Senses Parts of the body
sight nose
hearing skin
smell eyes
taste tongue
touch ears
3 The brain
4 The brain sorts out the messages from the nerves. 4
Your brain controls your senses. 2
Messages travel along nerves. 3
You have five main senses. 1
Children working towards the expected standard may transpose the order of facts 2 and 3.
5 Children working at or at greater depth within the expected standard should be able to provide a simple explanation, based on the experiential knowledge that you can sense every part of your body, e.g. “So that all parts of your body can feel.”/“Otherwise you wouldn’t be able to feel all of your body.”
Poetry
Assessment Task 81 The goldfish is sad because she is trapped in a plastic
bag and does not have room to swim around.
Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the goldfish is sad because she is trapped in a plastic bag and does not have room to swim. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “She can’t swim round”, without explaining that this is because she is in a bag.
2 The scissors are needed to cut a hole in the bag and free the fish into the new bowl.
Children working at the expected standard and at greater depth within the expected standard should be able to clearly explain that the scissors are needed to cut a hole in the bag and let the fish into the bowl. Children working towards the expected standard may offer a simple explanation directly from the text, e.g. “To snip a hole”, without explaining that they are to be able to let the fish into the bowl.
3 The fish becomes happy because it is free and can swim around in a bowl of water.
All children should be able to identify that the goldfish becomes happy in the second verse but, to answer the question correctly, the children need to identify that
the fish becomes happy because she is no longer in a bag and has a bowl of water in which to swim. Children working at the expected standard and at greater depth within the expected standard should be able to answer this clearly. Children working towards the expected standard may only offer an answer that explains the fish is now happy without answering why this is the case.
4 flips her tail ✓ Most children should be able to correctly identify the
answer. A few children working towards the expected standard may incorrectly identify “swims in circles” as the answer.
5 you’re mine
All children working at greater depth within the expected standard should correctly identify the words “you’re mine”, demonstrating an understanding that these are the only words in the poem that offer the poet’s opinion about the fish. Most children working at the expected standard should also correctly identify the phrase. Children working towards the expected standard may choose other phrases from the poem without being able to identify the poet’s opinion.
Assessment Task 91 pebbles for eyes 5
scarf and hat 2
carrot nose 3
stick 4
built-up snow 1
2 He becomes dirty (1) and he begins to melt (2).
Children working at the expected standard should be able to identify the correct part in the text and may answer using text lifts without explanation, e.g. “he becomes grey with age and shrinks”. Children working at greater depth within the expected standard should be able to explain this in their own words, e.g. “he becomes dirty (because he is three days old)”/“he begins to melt (because it is warm)”. Children working towards the expected standard may select single words from the text or incorrectly identify that the world turns green.
3 shrinks
4 Verse 1 The snowman stands in the snow.
Verse 2 The snowman has gone.
Verse 3 The snowman is made.
Verse 4 The snowman begins to melt.
5 “taken back”/“returned”/“get back”/“retrieved”or similar words that indicate the possessions are taken back by their owners.
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CONTENT DOMAIN COVERAGE
Teach and Practice
Fiction
Content domain Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
Tim
id T
im a
nd th
e Cu
ggy
Thie
f (Te
achi
ng te
xt)
Dog
ger (
Prac
tice
text
)
Geo
rge
and
the
Dra
gon
(Tea
chin
g te
xt)
Ther
e’s
No
Such
Thi
ng a
s a
Dra
gon
(Pra
ctic
e te
xt)
Som
ethi
ng E
lse (T
each
ing
text
)
Dill
y’s
Spor
ts D
ay (P
ract
ice
text
)
Soph
ie’s
Sna
il (T
each
ing
text
)
Will
ie W
hisk
ers
(Pra
ctic
e te
xt)
The
Isla
nd o
f Ser
pent
s (T
each
ing
text
)
The
Mys
tery
of t
he G
reen
Lad
y (P
ract
ice
text
)
The
Fox
and
the
Cock
erel
(Tea
chin
g te
xt)
The
Fox
and
the
Lion
(Pra
ctic
e te
xt)
The
Pig’
s Kn
icke
rs (
Teac
hing
text
)
Unc
le G
obb
(Pra
ctic
e te
xt)
Big
Cat,
Litt
le C
at (T
each
ing
text
)
Dol
phin
s (P
ract
ice
text
)
Wha
t Was
Lon
don
Like
Bef
ore
the
Gre
at F
ire?
(Tea
chin
g te
xt)
Wha
t Was
Lon
don
Like
Aft
er th
e G
reat
Fire
? (P
ract
ice
text
)
1a draw on knowledge of vocabulary to understand texts
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
1b identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
1c identify and explain the sequence of events in texts
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
1d make inferences from the text
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
1e predict what might happen on the basis of what has been read so far
✓ ✓ ✓ ✓ ✓ ✓
452589_Ans_CC_2e_Y2_164-169.indd 167 06/03/19 12:45 PM
168 Cracking Comprehension Year 2 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
CONTENT DOMAIN COVERAGE
Assessment Tasks
Non-fiction Poetry Fiction Non-fiction Poetry
Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 1 2 3 4 5 6 7 8 9
Mak
ing
Brea
d (T
each
ing
text
)
Plan
ting
Bulb
s (P
ract
ice
text
)
Seas
and
Oce
ans
(Tea
chin
g te
xt)
A W
alk
from
Our
Isla
nd S
choo
l (Pr
actic
e te
xt)
Her
e to
Hel
p: F
irefig
hter
(Tea
chin
g te
xt)
Her
e to
Hel
p: P
olic
e O
ffice
r (Pr
actic
e te
xt)
Mic
e (T
each
ing
text
)
Like
an
Anim
al (P
ract
ice
text
)
Litt
le M
iss
Muf
fet (
Teac
hing
text
)
Twin
kle,
Tw
inkl
e, L
ittle
Sta
r (Pr
actic
e te
xt)
The
City
Far
m (T
each
ing
text
)
Mis
s Sm
ith (P
ract
ice
text
)
Mr B
uzz
the
Beem
an
Jake
the
Goo
d Ba
d D
og
The
Bog
Baby
The
Hod
gehe
g
Peng
uins
Erup
tion!
Your
Sen
ses
Gol
dfish
The
Snow
man
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1a
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1b
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1c
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1d
✓ ✓ ✓ ✓ ✓ ✓ 1e
452589_Ans_CC_2e_Y2_164-169.indd 168 06/03/19 12:45 PM
AcknowledgementsThe Publishers would like to thank the following for permission to reproduce copyright material.
Text acknowledgementsp8 Timid Tim and the Cuggy Thief by John Prater; p12 Dogger by Shirley Hughes published by The Bodley Head. Reproduced by permission of The Random House Group Ltd. © 1977; p16 Excerpt(s) from GEORGE AND THE DRAGON by Chris Wormell, 2002 by Chris Wormell. Used by permission of Alfred A. Knopf, an imprint of Random House Children’s Books, a division of Penguin Random House LLC. All Rights Reserved./ Published by Jonathan Cape. Reproduced by permission of The Random House Group Ltd. © 2002; p20 There’s No Such Thing as a Dragon by Jack Kent, copyright © 1975 by Penguin Random House LLC. Used by permission of Golden Books, an imprint of Random House Children’s Books, a division of Penguin Random House LLC. All rights reserved.; p24 Something Else by Kathryn Cave, Puffin, an imprint of Penguin Books Ltd; p28 Dilly’s Sports Day by Tony Bradman. Reproduced by permission of The Agency (London) Ltd. © Tony Bradman, 1990. First by Piccadilly Press.; p32 Sophie’s Snail by Dick King-Smith. Text © 1988 Dick King-Smith. Reproduced by permission of Walker Books Ltd, London SE11 5HJ/ Audio used with permission of A P Watt at United Agents on behalf of Dick King-Smith; p36 Willie Whiskers by Margaret Gordon (Puffin Books, 1991) Copyright © Margaret Gordon, 1991. Reproduced by permission of Penguin Books Ltd; p40 The Island of Serpents by Linda Chapman Copyright © 2017 Linda Chapman; p44 The Mystery of the Green Lady by Helen Moss by permission of Andrew Nurnberg Associates; p56 The Pig’s Knickers by Johnathan Emmett. Text © 2010 Johnathan Emmett. THE PIG’S KNICKERS by Johnathan Emmett & illustrated by Vanessa Cabban. Reproduced by permission of Walker Books Ltd, London SE11 5HJ; p60 Uncle Gobb by Michael Rosen © Michael Rosen, 2015, Uncle Gobb and the Dread Shed, Bloomsbury Publishing Plc.; p64 Big Cat, Little Cat by Lisa Regan © Bloomsbury Publishing Plc. Used with permission.; p88 Seas and Oceans by Izzi Howell, Wayland, an imprint of Hachette; p92 A Walk from Our Island School by Deborah Chancellor, Franklin Watts, an imprint of Hachette; p96 Here to Help: Firefighter and p100 Here to Help: Police Officer by Rachel Blount, Franklin Watts, an imprint of Hachette; p104 Mice by Rose Fyleman, reproduced with permission of The Society of Authors as the Literary Representative of the Estate of Rose Fyleman; p108 Like an Animal by Joan Poulson; p120, p124 The City Farm and Miss Smith by Brian Moses, reproduced with the permission of the author; p128 Mr Buzz the Beeman by Allan Ahlberg (Puffin Books, 1981) Copyright © Allan Ahlberg, 1981. Reproduced by permission of Penguin Books Ltd.; p132 Jake the Good Bad Dog by Annette and Nick Butterworth, with permission of the authors; p136 The Bog Baby by Jeanne Willis (Puffin, 2008) Text copyright © Jeanne Willis, 2008. Reproduced by permission of Penguin Book Ltd.; p140 The Hodgeheg by Dick King-Smith reproduced by permission of A P Watt at United Agents; p144 Penguins by Ione Bratton; p148 Eruption! by Anita Ganeri (Dorling Kindersley Children, 2015) Copyright © Anita Ganeri; p152 Your Senses by Jinny Johnson, published with permission of Macmillan Children’s Books, an imprint of Pan Macmillan, a division of Macmillan Publishers International Limited. Text copyright © 2013 Macmillan Publishers International Ltd; p156 Goldfish by John Walsh; p160 The Snowman by Wes Magee, reproduced by permission of the author.
Image acknowledgementsp92 Richard Newton/Alamy Stock Photo; antb/Shutterstock; p134 Jake the Good Bad Dog illustrations by Annette and Nick Butterworth.Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity.Although every effort has been made to ensure that website addresses are correct at time of going to press, Rising Stars cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser.Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.Orders: please contact Bookpoint Ltd, 130 Park Drive, Milton Park, Abingdon, Oxon OX14 4SE. Telephone: (44) 01235 400555. Email: [email protected] are open from 9 a.m. to 5 p.m., Monday to Saturday, with a 24-hour message answering service. Visit ourwebsite at www.risingstars-uk.com for details of the full range of Rising Stars publications.Online support and queries email: [email protected]
ISBN: 978 1 5104 5258 9
Text, design and layout © 2019 Rising Stars UK LtdFirst published in 2019 by Rising Stars UK Ltd Rising Stars UK Ltd, part of the Hodder Education Group, An Hachette UK Company Carmelite House50 Victoria EmbankmentLondon EC4Y 0DZwww.risingstars-uk.comImpression number 10 9 8 7 6 5 4 3 2 1 Year 2022 2021 2020 2019 All rights reserved. Apart from any use permitted under UK copyright law, the material in this publication is copyright and cannot be photocopied or otherwise produced in its entirety or copied onto acetate without permission. Electronic copying is not permitted. Permission is given to teachers to make copies of pages marked ‘© Rising Stars UK Ltd 2019. You may photocopy this page’ for classroom distribution only, to pupils within their own school or educational institution. The material may not be copied in unlimited quantities, kept on behalf of others, distributed outside the purchasing institution, copied onwards, sold to third parties, or stored for future use in a retrieval system. This permission is subject to the payment of the purchase price of the book. If you wish to use the material in any way other than as specified you must apply in writing to the Publisher at the above address.Authors: Kate Ruttle, Ione Branton, Helen LewisPublisher: Laura WhiteCover and text design: Helen TownsonIllustrations by Emily Skinner, Graham Cameron IllustrationEditorial: Rachel Nickolds, Kirsty Taylor, Becca Law, Jennie Clifford, Estelle LloydTypesetting: Aptara Inc. Printed by: Ashford Colour Press LtdA catalogue record for this title is available from the British Library.
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