Reading Resource PackLevel: Second

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Contents

1. How To Guide: Reading Resource

2. Fictional Question Bank

3. Non-Fiction Question Bank

4. Grammar Tasks

5. Online Resources

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Reading Resource Pack: Second Level The purpose of this pack is to provide your child with a range of reading tasks which can be used with any texts they may have at home. You will find a section appropriate for fictional texts and a section for non-fiction texts. You could also use the questions in response to your favourite movie, T.V. show episode or Newsround show! We hope you find this pack to be useful in continuing learning at home.

Questions are based on the six key skills; remembering, understanding, applying, analysing, evaluating and creating. Each of the fiction/non-fiction question banks will follow this structure.

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Fictional Question BankRemembering

Name all the characters in the story and explain their relationship to each other. For example: In Toy Story: Woody is Buzz’s best friend.

Pick a main character. Are they good or bad? Give evidence as to why you think this. Remember quotation marks “…” and page numbers.

Write a brief paragraph about how the story ended. Did you predict this ending? If so, explain why- what make you think this was going to happen? If not, what did you think was going to happen instead and why?

Who solved the problem in the story? What did they do? What is the setting of the story? How did you know? Give

evidence (Front cover, blurb, quotation?) Understanding

What is the most important part of the story? Draw an illustration to show the most important event in the story. Write a brief summary of what is happening and why you think it is the most important event in the story.

Write a summary of the main events in the story/ chapter. Remember to only include the events that are vital to the story.

Write a paragraph to describe what would happen if there were a sequel to your story or for the next chapter.

What do you have in common with the main character? Give evidence to explain your answer.

What is your opinion on the main characters actions in the story? Would you have done anything differently? If so, why?

Explain why the story has the title it was given. Do you agree with this title? Explain. If not, what do you think would be a more appropriate title? Explain and give evidence.

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Metalinguistic: Write a list of words you do not know the meaning of from your book/chapter. Use your metalinguistic strategies to help come to an understanding. Then write each word in a sentence.

From whose point of view is the story told? Applying

Connecting text to self: Have you ever been in a situation like the main character. Explain your answer and how you felt.

Connecting text to text: Does the story and/or characters remind you of any other text/ media that you have previously read, watched and/or listened to? If so, what is it that is similar?

Connecting text to world: Can you think of any knowledge you have of the world and current/past events which have helped you understand the text in more depth? For example: Having an understanding of the events of World War 1 would help you understand events taking place in the novel The War Horse by Michael Morpurgo.

Comparing: Give an example of someone you know who is like one of the characters in the story. Give evidence from the story and life events to compare the character to this person. For example: My teacher is like Miss Honey. For example: in Matilda Miss Honey is patient and kind. She says …... I remember a time when my teacher was kind when she…..

What is the genre of this story? How do you know? Why do you think the author wrote this story? Do you think

they are trying to teach us something? If so, what do you think it was they were trying to teach and what did you learn from reading this story?

What unanswered questions do you have about this story? Analysing

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Draw an illustration of one of the characters from the story. Label the illustration with evidence from the text that helped you to visualise what this character was like (personality and/or looks). This could be phrases or single adjectives. Remember: to use quotation marks “...” and note down the page number.

Read the beginning of the story. Write your own version of what you think will happen next.

Why do you think the main character made the choices he/she made? Do you agree or disagree with these decisions? Although you may disagree, can you understand why these decisions were made? Explain.

In your opinion, what was the most sad/funny event in the story? Explain and give evidence. Remember quotation marks “…” and page number.

How did the main character change from the beginning of the story? What were they like to start with and what are they like now? Explain and give evidence of this change.

What was the turning point in the story? What was it that changed? Was it a positive or negative change?

What was the theme of the story? Find some evidence to show this theme throughout the story/chapter. Have you experienced any other stories/media with a similar theme? What was it? (Remember: the theme is what the author is trying to teach us throughout the story. For example: love/ friendship/ jealousy.)

Which events could not have happened in real life? Explain your answer.

Comparing characters: how are the characters similar and/or different to each other. Find evidence to support your opinion.

Evaluating

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Evaluate this story giving a rating from 1-10, with 10 being the highest. Write a short paragraph explaining why you would /would not recommend this book to others.

Would you like to read other books by this author? Why/why not? If so, research other potential books by this author you would like to read in the future.

What would happen if a key event did not happen in the story? How would the plot of the story change? In your opinion, would this make the story better or worse?

What character would you most like to be friends with and why? Give evidence to explain your answer.

Creating Design a book cover for a book with the same title. Write a

blurb for the new story. Make sure your blurb doesn’t give too much away but still interests the reader.

Go even further… Use the book title to create your own story. Remember: Beginning (include where your story is set and who your characters are), Middle (What problem does your character face?) and End (How does your character resolve the problem... or does he/she?).

Create an additional character for the story. Draw and describe this character (Remember to include physical and personality descriptions) and explain their role in the story.

Create a new setting for the story. How would this alter/change the story?

How would changing the time period alter the plot of the story? Think about past, present and future.

Create a new title for the story. Explain why you think this would be better than the original. Give evidence to support your opinion.

What is an alternative ending to this story? Write a brief paragraph with your own idea.

How could you have solved the problem in a new way? Write a new resolution with your own ideas.

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Non-Fiction Question BankRemembering

Did you notice any different types of print? What types of prints did you see? Make a list (E.G.: bold, italics, underlined, different fonts).

Can you find any charts, graphs or diagrams in the text? If so, what page and what was their purpose? Write down some information or facts that you can interpret from them.

Can you find any captions? What is their purpose? How many items are listed in the contents page, index

page and glossary? Can you record 3 chapter names and their page numbers, record 3 definitions from the glossary and 3 page numbers and the facts, which you would find on these from the index?

Were there any headings or subheadings in this text? List at least 5.

What type of media was used in this text? Make a list. And record the page number (E.g.: illustrations, photographs, maps etc.)

Who is the author/authors of this text? Research if they have written any other non-fiction text. If so, what were they about?

Does the front cover grab your attention? Explain your answer fully. What does it include?

Make a list of facts you have learned from the non-fiction text. (Try to see if you can remember any before you look back at the text.)

Understanding Summarise a section of the text.

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What are some important words connected to this topic? Create a word bank with these technical terms and state what they mean. You can use the glossary to help you.

Applying What unanswered questions do you still have about the

topic covered in the text? How might you go about finding these answers for yourself? Come up with at least 1 unanswered question and find the answer.

Who might be interested in reading this text? Explain why. What genre of non-fiction is this text? (Science,

geography, history etc.) Can you name any other non-fiction books you have read with the same genre?

Would you recommend this text to a friend? Why or why not?

How could this text help you in the real world? If you could ask the author a question what would you ask

and why? What is the purpose of this non-fiction text?

Analysing Did the text change your view on the topic? If so, why?

Was it a positive change? What lesson can you learn from the text and why? How do the pictures in the book help you to understand

the text in more depth? Connecting text-to-text: Can you connect this non-fiction

text to a fictional book you have read. For example: Non-fiction text about horses used in the World War reminds me of the fictional text ‘The War Horse’.

What did you find most interesting about the text and why?

What are the features that are used throughout this text? Make a list.

Evaluating10

Do you think the author/authors of the text are experts on this topic? If so, explain why. You could even research the authors to help back up your opinion.

What is your opinion of the text? What did you like/dislike? What interested you into reading this text? (Topic, Front

Cover, Recommendation etc.) Was there anything surprising that you read? Explain.

Creating If you could add an additional section/chapter to this text,

what would it be about? If you could interview the author, what questions would

you ask him or/ her? Make a list. If you could re-name the text, what would your title be?

Explain why you think this would be a more appropriate title than the original.

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Grammar Tasks Second Level : 2.1 Topic 1: Primary 5- Sentences

Activity 1- Rewrite the sentences and add the missing speech marks.

1. Is that a new bag? Asked Tom.2. What is your name? enquired John.3. I love it! exclaimed Laura.4. I like these shoes said Cara. I like them too thought Tina.5. What did you say to me? Asked Julie.6. Be careful with that! warned Kim.

REMEMBER- speech marks are used to show spoken words in a text. (hint- there may be more than one person speaking)

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Activity 2- Rewrite the following sentences by adding in ALL the missing punctuation.

1. wow thought ben, what a lovely view2. can you pass me that pencil please asked jill 3. what is your favourite colour asked blair I like blue replied amy 4. london is my favourite city thought angela 5. I cant wait to be grown up exclaimed george6. What did you just say to your brother shouted mum angrily

Activity 3 - Rewrite the sentences and correct the errors.

1. The Boy Went to school, to find his friend2. i cant wait to see the film Thought ben.3. i love this colour shouted lucie i like it too, thought Freya.4. Don’t you think the weather is strange asked kim5. the sun is so bright, exclaimed Eva6. john?, is that you over there enquired kyle.

Activity 4- In your jotter write your own 6 sentences that include speech. Remember to include ALL punctuation.

Topic 2: Primary 5- Verbs

REMEMBER- speech marks aren’t the only thing missing in these sentences.

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Activity 1- Write the past tense of the following verbs .

1. Climb2. Watch 3. Feed 4. Run5. Eat6. Jump7. Skip 8. Hop

Activity 2- Use your 8 answers in sentences (remember punctuation!)

Activity 3- These sentences are in the present tense. Change the underlined verb to make it the perfect tense.

For example- I buy bread every day would become- I have bought bread every day.

REMEMBER- past simple tense we usually add ‘d’ or ‘ed’ to the verb family.

HINT- smile ------- smiled

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1. We meet at the station.2. I teach the children.3. It catches the ball.4. I bring lunch to school.5. I feel a draught from the window.

Activity 4- These verbs do not use the past simple form to make their perfect tense. Can you work them out?

Example- To eat- I have eaten.

1. To draw 2. To know 3. To break 4. To ring 5. To see 6. To be 7. To grow8. To speak

Topic 3 - Primary 5- Singular and plural

REMEMBER- we use the verb to have + simple past tense form.

Hint- Hannah has talked to her friend.

REMEMBER- to add ‘I have’ when changing to perfect tense.

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Activity 1- Make these singular nouns plural.

1. Bag 2. Brush3. Church 4. Chair 5. Fridge6. Bird 7. Family 8. Party 9. Animal 10. Glass

Activity 2 - Use the plural nouns to write 10 sentences.

Activity 3- Copy and complete the following sentences by using is or are.

1. The bamboo _________ growing tall.2. The hippos _________ playing in the mud.3. The cello _________ out of tune.4. The party ________ full of children.5. We ________ going out to the shops.6. The camera ________ full of photographs.

REMEMBER- for MOST nouns we add on an ‘s’.

REMEMBER- for nouns ending in ‘y’ we drop the ‘y’ and add an ‘ies’.

REMEMBER- Each sentence should include the correct punctuation.

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7. The book _________ £20.8. The animals ___________ drinking from the watering hole.

Activity 4/5- Write the plural of each word and then write in alphabetical order.

1. Factory2. Dictionary3. Abbey4. Railway5. Melody6. Balcony 7. Ceremony 8. Alley 9. Decoy 10.Ceremony

Grammar Tasks- continued Second Level : 2.2 Topic 1: Primary 6 – Verbs

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Activity 1 – Write the verb tenses with I for each verb. An example has been done for you.

Past Simple

Past Progressive

Perfect Past Perfect

Present Simple

Present Progressive

Future

To climb

I climbed

I was climbing

I have been climbing

I had climbed

I climb

I am climbing

I will climb

To eat

To speak

To draw

To think

To swim

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Activity 2 – Underline the verb in each sentence and write which type of tense it is.

E.g. The dog was running in the park. - Past progressive tense

1. The cat was walking on the narrow wall. 2. The ladder fell with a crash.3. He had forgotten his car keys.4. We shall visit at the weekend.5. I have seen that film before.

Activity 3 – Write each sentence twice. Once in the present progressive tense and once in the past progressive tense . E.g. I ride my bike – 1. I am riding my bike. 2. I was riding my bike.

1 I go for a walk.2 They ride their horses.3 We swim.

Activity 4 - Write each sentence twice. Once in the perfect tense and once in the past perfect tense .

E.g. The boy crossed the road. – 1. The boy has been crossing the road. 2. The boy had crossed the road.

HINT: Use the information box at the top of the page to help you.

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1. The birds flew away.2. My strap broke.3. They ate.

Topic 2: Primary 6 – Singular and Plural

Activity 1 – Make these singular nouns plural.

1. woman 2. tooth3. ox 4. foot5. mouse 6. postman

HINT: Remember these nouns are not made plural in the usual way!

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Activity 2 – Put each plural noun you have made in Activity 1 in a sentence of your own.

Activity 3 – Copy and complete these sentences using is or are .

1. The mice __________ chewing through the rope. 2. The ox _________ working in the field. 3. The people _______ having a good time.

Activity 4 – Copy and complete these sentences using was or were .

1. The children ____________ having tea.2. The geese ___________swimming in the pond.3. My tooth ___________ hurting.

Topic 3: Primary 6 – Direct Speech in Sentences

HINT: Read your sentence out loud to make sure it makes sense.

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Activity 1 – Copy the sentences (including the punctuation!) and underline the spoken words.

E.g. “I’m thinking of trying mountain climbing,” said Sue, “because I think it would be amazing!”

1. “Finish your paintings,” instructed the teacher, “and then tidy up.”2. “My cousin is coming at the weekend,” said Amy, “and we are going

to fly my kite.”3. “The car was parked outside the house,” explained Mr Webb to the

policeman. “It must have been stolen in the early hours of the morning.”

4. “I really like apples and oranges,” said Abigail, “but I don’t like bananas!”

Activity 2 – Copy each sentence and finish it with what you think the speaker might say.

Add the missing punctuation.

1. I’ve made an apple pie said Harry so …2. I took the dog to the vet said Rob

because…

HINT: Think about the words that are actually spoken. These should be surrounded by speech marks.

Remember to use a comma if the sentence has been split!

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3. When you have finished your homework said Mum can you…4. I’m staying in said Dad until…5. I’ll meet you at one o’clock said Joe outside…

Activity 3 – Look at the conversation below. Write the conversation below using direct speech.

Grammar Tasks- continued Second Level : 2.3 Topic 1: Primary 7 – Verbs

REMEMBER:

Speech marks go at the beginning and end of the spoken words. Punctuation at the end of the spoken words goes before the speech marks. When a different person speaks, start a new line.

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Activity 1 - Rewrite the sentences and underline the MODAL VERB in each sentence.

1. I must remember to take my homework to school.2. I should warn you that the weather will get worse. 3. It might be a good idea to ring up and check what time it starts.4. Can you reach the top shelf?5. They would like to visit in the spring.6. I could eat a horse!7. You many leave at 6 o’clock.8. May I borrow that CD?

Activity 2- Write 6 sentences of your own that include modal verbs.

REMEMBER- Modal verbs are- may, can, might, must, could, would and should.

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Activity 3 - Copy and complete the sentences by adding CAN or MAY.

1. _________ I have a cup of tea and a slice of toast?2. _________ you find your way?3. You _________ go to the library if you _________ find your library card.4. _________ I go to the shops please?5. I don’t know if I _________ cone out today.6. Please _______ I have some more?

Activity 4- Copy each of these sentences by adding MIGHT or MUST.

1. If you __________ sing along, do it quietly!2. The river _________ flood if it keeps on raining.3. She __________ set off now because the bus _________ be early.4. I think I _________ go out later.5. You ________ do your chores!6. ________ you be so rude?

Activity 5 - Copy each of these sentences by adding COULD, WOULD or SHOULD.

1. We ________ easily climb that mountain.2. We _______ not attempt to climb that mountain.3. We _______ be foolish to climb that mountain.4. I ________ clean the kitchen.5. I ________ clean the kitchen but my back is sore.6. I ________ clean the kitchen, but I think ill wait until later.

Activity 6 - Write sentences using these pair of verbs and underline the MODAL verb.

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1. Can, go2. Might, arrive 3. Would, remember 4. Should, leave 5. May, go6. Must, arrive7. Could, remember8. Could, leave Topic 2: Primary 7 – Homophones and homonyms

Activity 1- Rewrite the sentences and choose the correct HOMOPHONE from the brackets to complete each sentence.

1. The cowboy ___________ into town. (rode/road)2. The _________ approached the castle. (night/ knight)3. I __________ what I had to do. (knew/new)4. I can’t wait to ________ the movie. (sea/see)5. The ____ on TV made me want to buy the phone. (add/ad)6. The ______ of Skye is so beautiful (isle/aisle)

Activity 2 - Write 6 sentences of your own using any of the homophones above.

REMEMBER- When creating your own sentences remember to use interesting vocabulary to up-level your writing and remember punctuation.

REMEMBER- Homophones are words that sound the same but have different definitions.

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Activity 3 - Copy the clues and write the correct homophone next to it.

1. Material obtained from trees (would/wood)2. A type of fish (plaice/place)3. Opposite of left (right/write)4. To pull along behind (toe/tow)5. A facial feature (knows/nose)6. A feature in a church (altar/alter)7. Married to your uncle (ant/aunt)8. The number after seven (eight/ate)9. Creates honey (be/bee)10. A type of wood (beech/beach)

Activity 4 - Write clues for the homophones that were NOT answers in activity 3.

Activity 5 - Choose a homophone below and write a sentence. 1. Billed or build 2. Beet or beat 3. Blew or blue4. By or bye or buy 5. Cereal or serial 6. Band or banned 7. Dear or deer8. Desert or dessert 9. Cue or queue10. Ewe or you

Topic 3: Primary 7 – Sentences

REMEMBER- pay close attention to the homophone you have chosen and remember to use up-levelled vocabulary in your sentences.

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Activity 1- Rewrite the sentences and underline the subject and the object of the sentence.

1. Sam concentrated on his reading.2. Ali washed the car.3. The horse jumped the fence.4. My friends bought me a present.5. The archer shot the targets.6. Policeman catch robbers.7. Nina ate a biscuit.8. The spider devoured the fly.

Activity 2- Write 6 sentences of your own and remember to include a subject and an object.

Activity 3- Copy and complete the sentences by adding an interesting OBJECT to each one.

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1. Kali grabbed __________2. The young girl split ____________3. Frank bought some ___________4. The giraffe ate ____________5. My cousin made ____________6. Kimberly loved to eat _________7. Tony reached out for the ____________8. My mum made me ____________

Activity 4 - Copy each of these sentences and include an interesting adjective in front of each subject and each object.

1. The man ate the pie. 2. The decorator painted the wall.3. The boy flew his kite. 4. The cobra hissed at the woman.5. Blackbirds eat worms.

Activity 5- Write sentences of your own using these pairs of subjects and objects.

1. Subject- cat, object- tree2. Subject- pirate, object- treasure 3. Subject- musician, object- song 4. Subject- bird, object- nest 5. Subject- policewoman, object- traffic

REMEMBER- Use the skills you have been practising in class and up-level your language where possible.

REMEMBER- Make your sentences interesting by using adjectives.

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Online Resources https://www.education.com/stories/

Lots of interactive stories that the children can listen to for enjoyment. The site also has a selection of literacy games.

https://www.doorwayonline.org.uk/activities/speller/ Spelling resource using fry’s common words

https://bbc.co.uk/bitesize Activities based on each level of the curriculum. Ideas of stories to read and games to play.

https://www.twinkl.co.uk/resources/curriculum-for- excellence-second/class-management-second-scotland-cfe/school-closures-class-management-second-scotland-cfe

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A wide range of reading, writing and grammar activities for second level literacy.

https://highlandliteracy.com/developing-literacy-second- level/Examples of second level literacy activities that can be complete independently as well as online activities and challenges

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