Sample from Cracking Comprehension Year 3 Pupil Assessment...

14

Task 3Teacher notes: Go Ahead, Secret Seven

Curriculum references: Years 3-4 Programme of Study – Reading ComprehensionChildren should develop positive attitudes to reading and understanding of what they read by:

• discussing words and phrases that capture the reader’s interest and imagination

Children should understand what they read, in books they can read independently, by:

• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied

Running the taskThis task assesses children’s ability to draw inferences such as inferring characters’ feelings, thoughts and motives from their actions (2MI1), and justifying inferences with evidence (2MI2) as well as predicting what might happen from details stated and implied (2MI3).

The children identify and/or comment on writers’ use of words, phrases and language features including figurative language (2LfE1). They also discuss and evaluate how writers use words, phrases and language features to have an impact on the reader at word, sentence and text level (2LfE2).

• Explain to the children that they are going to read a story written by a famous writer, Enid Blyton. George and his friends call themselves ‘The Secret Seven’ and they try to solve crimes. They decide that they must practise the skills they need. Here, George is practising ‘shadowing’ people. Explain that this means following someone without being seen.

• You may choose to remind the children that verbs are ‘doing words’ and revise this before the task starts, so that they are better able to tackle the questions which refer to verbs.

• Give children time to read the story independently, then discuss any vocabulary they find difficult.

• Children then carry out the task in groups or individually. Support children with low levels in writing skills or reading skills as suggested in the introduction to this book.

• At the end of the task, talk with children about why George was not keeping himself safe. Nobody knew where he was, and even he didn’t know where he was going.

Assessment guidanceUse the grid below to identify the assessable elements children are working on in this area.

2LfE1 and 2LfE2 2MI1, 2MI2 and 2MI3

Typically children working at the expected standard will:• identify and/or comment on writers’ use of words, phrases

and language features including figurative language• discuss and evaluate how writers use words, phrases and

language features to have an impact on the reader at word, sentence and text level

Typically children working at the expected standard will:• draw inferences such as inferring characters’ feelings,

thoughts and motives from their actions• justify inferences with evidence• predict what might happen from details stated and implied

26177 CC YEAR 3 Assessment Tasks REPRINT NOV 2014.indd 14 19/11/2014 10:15

Sample from Cracking Comprehension Year 3 Pupil Assessment Task

15

Task 3Teacher notes: Go Ahead, Secret Seven

What to expect

(2MI1/2MI2)

(2MI2)

(2MI1)

(2MI1/2MI2)

(2LfE1/2LfE2)

(2LfE2)

(2LfE1/2fE2)

(2MI3)

1. How do you think George is feeling at the beginning of this story? How do you know that?

Most children will explain that George is doing something scary, so he is scared. More able readers will refer to the text, e.g. the fact that his heart is beating rapidly tells us that he is scared.

2. Why is this story set at night? Some children will point out that it makes it easier for George to hide and follow the

man. More able readers may see that it adds to the atmosphere, in that it.

3. What story did George make up about the tall man? Why did he do this? All children should realise that George was pretending to himself that the man was a

jewel thief. More able children may be able to explain that this was to make it more exciting/real for himself.

4. George had a toy truncheon with him. Why do you think he brought it? Less able readers may suggest that he can use it to protect himself. Some children

might also explain that it helps him play the role, referring to the point in the text ‘pretending to himself that there might be a great danger from a fierce thief!’.

5. There are two points in the story where the author seems to be talking to George. Give an example of where she does this. Why do you think she does this?

All children should be able to find an example of the author addressing George. More able readers should be able to say that it makes it seem more urgent and tense as in a pantomime – ‘look behind you!’. Some children may also be able to explain that this draws the reader into the story, into the street itself.

6. ‘Be careful now, creep round the corner …’ Why do you think the author chooses the word ‘creep’ instead of ‘walk’?

Some children may say that it sounds more like the way George is moving without being able to explain why. Most children will add that it sounds as if he is moving quietly or keeping his head down. They may also see that it adds to the atmosphere, by adding suspense and a sense that what George is doing is unusual.

7. Choose two more verbs in the story which you think describe the action well. Less able readers may choose words which are not verbs, or may need to be

reminded that verbs are ‘doing words’. Most children should be able to choose two colourful verbs. Some children may also be able to say why they have chosen them.

8. What do you think will happen next? Why Most children will be able to suggest something. More able readers will have

noticed Blyton has hinted in the text that there is someone following George himself, and build this into what they write.



16You may photocopy this page Cracking Comprehension Year 3 © Rising Stars UK Ltd 2014.

Task 3

The man cam

e along. He w

as a tall, stooping fellow,

wearing a hat, and carrying a bag. G

ood! Suppose there w

ere stolen jewels in that bag! G

eorge would trail him

right to his hom

e, and he would then know

where this

supposed robber lived!

It seemed very real som

ehow, not pretence. The night

was dark, the m

an came along w

ithout guessing that a boy w

as pressing himself into the shadow

s of a bush, and G

eorge suddenly found his heart beginning to thump.

The man passed.

Now

to follow him

without being seen. If he spotted

George, then G

eorge had failed. But George w

as certain he could shadow

the man right back to his house

without once being seen.

He cam

e out from the bush and began to follow

the man,

keeping well into the darkness of the trees that lined the

road. Dow

n the road to the corner. Round the corner. Be careful now

, creep round the corner, in case the man

knows he is being follow

ed!

George crept cautiously, his rubber truncheon in his

hand, pretending to himself that there m

ight be great danger from

a fierce thief!

He heaved a sigh of relief. There w

as the man, half-w

ay dow

n the road. George trotted on after him

. Look behind you, G

eorge, as well as in front. Q

uick, George, look

behind you!

But George didn’t look behind him

. He only looked in

front, and followed the m

an steadily. Once, w

hen he stopped to tie his shoelace, G

eorge darted into a nearby gate, afraid that the m

an might turn and see him

.

He crept out after half a m

inute, and saw the m

an w

alking on again, swinging his bag. After him

went

George, deciding to get a little nearer, so that he could

see exactly where the m

an lived when he w

ent into his house.

From Go A

head, Secret SevenEnid Blyton



17You may photocopy this page Cracking Comprehension Year 3 © Rising Stars UK Ltd 2014.

Task 3

Name: Date:

Read the story, then answer the questions.

1. How do you think George is feeling at the beginning of this story? How do you know that?

2. Why is this story set at night?

3. What story did George make up about the tall man? Why did he do this?

4. George had a toy truncheon with him. Why do you think he brought it?

5. There are two points in the story where the author seems to be talking to George. Give an example of where she does this.

Why do you think she does this?

6. ‘Be careful now, creep round the corner …’ Why do you think the author chooses the word ‘creep’ instead of ‘walk’?

7. Choose two more verbs in the story which you think describe the action well.

8. What do you think will happen next? Why?



42

Unit 5 Small creatures: From Spawn to Frog

Key text features

Both texts are from ‘From Spawn to Frog’.

• The Teaching text explains how the frogs lay their eggs.

• The Practice text explains how the spawn evolves into a tadpole and finally a frog.

Reading the text: From Spawn to Frog

• Introduce the text by showing the accompanying cover illustration and asking the children whetherthey think this is a fiction or a non-fiction text. Discuss their responses.

• Explain that it’s an explanation, following the growth from egg to frog.

• Read the text and look for features of explanation texts: its purpose is to explain how somethinghappens; it’s written in the present tense; it contains connectives of time and sequencing (e.g. soon,eventually, while).

• Read the Teaching text first, then answer the questions with the children.

• Once they have read the Practice text, remind the children that they are now going to workindependently to practise the strategies introduced during the teaching session.

Extending reading

Wild Things! Penguin in the Post – Lisa Regan (9781408179413, Bloomsbury 2013)

A Pet’s Life, Dogs – Anita Ganeri (9780431177885, Heinemann 2009)

Nibble’s Guide to Caring for Your Hamster – Anita Ganeri (9781406250602, Raintree 2013)

Moving into writing

• Reread both texts.

• Ask the children to draw a flow diagram which shows what happens from egg to frog. Point out theuse of the headings in this process.

• Ask the children to research another life cycle (e.g. insect, bird) and to draw a flow diagram to showhow the creature develops.

• Reread these texts and revisit features of explanations.

• Ask the children to use their flow diagrams to write their own explanatory texts.

26177 CC YEAR 3 Teachers Book REPRINT NOV 2014.indd 42 19/11/2014 10:30

Sample From Cracking Comprhension Year 3 Teacher's Guide

43

Listening comprehension

Q1: Where do you find frogspawn?

A1: In water or wet places.

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 are the eggs protected? Find two ways.

A2: ‘slippery mass of eggs’ (paragraph 2)/’jellylike covering’ (paragraph 3).


Q3: What does the embryo use for food while it grows?

A3: ‘the yolk’ (paragraph 5).


Teaching text: From Spawn to Frog



44

Teac

hing

text

: Fro

m S

paw

n to

Fro

g Cr

acki

ng th

e qu

estio

ns

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

1. W

hat i

s fro

g sp

awn?

‘[A fl

oatin

g] c

lum

p of

egg

s’ (p

arag

raph

1)

2C8

1 m

ark

Que

stio

n fo

cus:

retr

ieve

info

rmat

ion

from

non

-fict

ion.

Stra

tegi

es:

•Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

Care

fully

read

the

para

grap

h.

2. Fr

om th

e fir

st s

ectio

n, c

opy

anot

her w

ord

whi

ch te

lls y

ou th

at th

e eg

gs a

re to

geth

er

and

not s

epar

ate.

• ‘c

lum

p’ (p

arag

raph

1)

• ‘m

ass’

(par

agra

ph 1

)2C

1

1 m

ark

Que

stio

n fo

cus:

give

the

mea

ning

of w

ords

in co

ntex

t.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

•Co

nsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

•Sc

an th

e pa

ragr

aph

for w

ords

des

crib

ing

the

eggs

.

3. W

hy d

o eg

gs th

at a

re la

id in

a b

ig b

all h

ave

a be

tter

cha

nce

of g

row

ing

into

frog

s?•

Beca

use

a bi

g ba

ll of

egg

s is

too

larg

e to

be

eate

n.•

It’s

a fo

rm o

f pro

tect

ion.

2C8

1

mar

kQ

uest

ion

focu

s: re

trie

ve in

form

atio

n fro

m a

non

-fict

ion

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

•Co

nsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

•Ca

refu

lly re

ad th

at p

arag

raph

, con

side

ring

the

ques

tion.

4. S

ugge

st o

ne h

eadi

ng fo

r the

firs

t thr

ee

para

grap

hs o

f the

text

.•

Acce

pt a

rang

e of

idea

s w

hich

sum

mar

ise

the

cont

ent:

frog

spaw

nla

ying

egg

sce

lls

2C4

1

mar

kQ

uest

ion

focu

s: su

mm

aris

e m

ain

idea

s fro

m m

ore

than

one

par

agra

ph.

Stra

tegi

es:

•Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Care

fully

re-r

ead

the

open

ing

3 pa

ragr

aphs

of t

he te

xt.

•D

ecid

e w

hat t

he m

ain

idea

of t

his

part

of t

he te

xt is

abo

ut.

•Su

gges

t the

hea

ding

.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 3



45

Teac

hing

text

: Fro

m S

paw

n to

Fro

g

Crac

king

the

ques

tions

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

5. (

a) W

hat k

ind

of te

xt to

you

thin

k is

?

fict

ion

i

nstr

uctio

n

poe

m

exp

lana

tion

d

iary

(b) E

xpla

in y

our a

nsw

er.

(a)

expl

anat

ion

(b)

The

text

exp

lain

s how

frog

spaw

n de

velo

ps in

to

to ta

dpol

es.

2TC1

2 m

arks

Que

stio

n fo

cus:

iden

tify

the

conv

entio

ns o

f a ra

nge

of te

xts.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Thin

k ab

out w

hat t

he te

xt is

for:

is it

a s

tory

to e

nter

tain

, or i

s it

non-

fictio

n, to

giv

e in

form

atio

n?•

Read

the

kind

s of

non

-fict

ion

idea

s in

the

ques

tion.

Whi

ch o

ne

fits

the

text

bes

t?•

Writ

e a

sent

ence

to e

xpla

in w

hat h

elpe

d yo

u to

mak

e yo

ur

de

cisi

on.

6. T

he w

r iter

use

s so

me

less

fam

iliar

wor

ds

such

as ‘

cell’

(par

agra

ph 3

) and

‘em

bryo

’ (p

arag

raph

5).

W

h y d

o yo

u th

ink

the

writ

er u

ses

thes

e w

ords

?

• T h

ey a

re th

e m

ost a

ccur

ate

wor

ds to

use

.•

The

writ

er is

teac

hing

the

read

er th

e co

rrec

t w

ords

.•

So th

at th

e re

ader

kno

ws w

hat t

he w

ords

mea

n.

2LfE

1

1 m

ark

Que

stio

n fo

cus:

com

men

t on

the

writ

er’s

use

of la

ngua

ge.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Skim

the

who

le te

xt w

hils

t con

side

ring

the

ques

tion.

• Re

mem

ber t

o gi

ve a

reas

on fo

r you

r dec

isio

n. B

ase

the

reas

on

on th

e te

xt.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 3

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

1. W

hat i

s fro

g sp

awn?

‘[A fl

oatin

g] c

lum

p of

egg

s’ (p

arag

raph

1)

2C8

1 m

ark

Que

stio

n fo

cus:

retr

ieve

info

rmat

ion

from

non

-fict

ion.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

Care

fully

read

the

para

grap

h.

2. F

rom

the

first

sec

tion,

cop

y an

othe

r wor

d w

hich

tells

you

that

the

eggs

are

toge

ther

an

d no

t sep

arat

e.

• ‘c

lum

p’ (p

arag

raph

1)

• ‘m

ass’

(par

agra

ph 1

)2C

1

1 m

ark

Que

stio

n fo

cus:

give

the

mea

ning

of w

ords

in co

ntex

t.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

• Sc

an th

e pa

ragr

aph

for w

ords

des

crib

ing

the

eggs

.

3. W

hy d

o eg

gs th

at a

re la

id in

a b

ig b

all h

ave

a be

tter

cha

nce

of g

row

ing

into

frog

s?•

Beca

use

a bi

g ba

ll of

egg

s is

too

larg

e to

be

eate

n.•

It’s

a fo

rm o

f pro

tect

ion.

2C8

1

mar

kQ

uest

ion

focu

s: re

trie

ve in

form

atio

n fro

m a

non

-fict

ion

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

• Ca

refu

lly re

ad th

at p

arag

raph

, con

side

ring

the

ques

tion.

4. S

ugge

st o

ne h

eadi

ng fo

r the

firs

t thr

ee

para

grap

hs o

f the

text

.

• Ac

cept

a ra

nge

of id

eas

whi

ch s

umm

aris

e th

e co

nten

t:

frog

spaw

n

layi

ng e

ggs

ce

lls

2C4

1

mar

kQ

uest

ion

focu

s: su

mm

aris

e m

ain

idea

s fro

m m

ore

than

one

par

agra

ph.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Care

fully

re-r

ead

the

open

ing

3 pa

ragr

aphs

of t

he te

xt.

• D

ecid

e w

hat t

he m

ain

idea

of t

his

part

of t

he te

xt is

abo

ut.

• Su

gges

t the

hea

ding

.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 3



46

From Spawn to Frog

1 The tadpole Then the embryo leaves its jelly shell and attaches itself to a weed in the water. It is now

a tadpole – a baby frog. The tadpoles are too small to swim away from this weed, which is now their food as well as their home. They grow until they are big enough and strong enough to break free from the weed and swim in the water. They eat other weeds and small plants called algae.

7 The tadpole begins to change After about five weeks, the tadpole begins to change. It starts to grow hind legs. Behind its

head, bulges appear where its front legs are growing. Its tail becomes smaller. Lungs begin to develop, preparing the frog for its life on land. Now and then, the tadpole wiggles to the surface to breathe in air. It eats plants, frogs’ eggs and other tadpoles.

12 Almost there Over time, the tadpole becomes even more frog-like. It sheds its skin and lips. Its mouth

widens, and it loses its horny jaws. The tail becomes much smaller, and the legs grow. The lungs are almost functioning at this point.

16 The frog Eleven weeks after the egg was laid, a fully developed frog with lungs, legs, and no tail

emerges from the water. To start with, it is very tiny, and is called a froglet. This froglet will live mostly on land, with occasional swims. The tiny froglet begins to eat insects and worms. Eventually, it grows and becomes a big frog. It will find a mate. The female lays the eggs and the whole process begins again.

© Rising Stars UK Ltd 2014. Cracking Comprehension Year 3



47

Unit 5: From Spawn to Frog Practice text questions

Name: Class: Date:

© Rising Stars UK Ltd 2014. Cracking Comprehension Year 3

1. What is the first food the tadpole eats after it is free of its jelly shell?

2. ‘the tadpole wiggles to the surface’ (paragraph 2).

What does ‘wiggles’ tell you about how the tadpole moves?

3. What do tadpoles eat? Explain your answer using ideas from the text.

4. Write numbers to show the order in which this text describes how tadpoles begin to change.

tail shrinks lungs develop

back legs grow front legs grow

5. ‘Almost there’ (paragraph 3). What is the function of this heading?

6. ‘The lungs are almost functioning at this point’ (paragraph 3).

Tick the best meaning for the word ‘functioning’ in this text:

running watching

working solid

7. ‘it is very tiny, and is called a froglet’ (paragraph 4).

Why do you think a very tiny frog is called a froglet?

8. List two ways from the text that frogs are different from tadpoles.

9. Tick two sentences which you might find in a text like this:

Freddy the frog hopped happily across the lily pad.

A tadpole breathes through gills in the side of its head.

If you lick a frog every morning before breakfast, the day can only get better.

Day 74: One of the froglets left the pond today.

Tadpoles swim by wiggling their tails.

2MI1

1 mark

2C1

1 mark

2C8

1 mark

2C4

2 marks

2C6

1 mark

2C1

1 mark

2C1

2 marks

2C8

1 mark

2TC1

1 mark



48

Prac

tice

text

: Fro

m S

paw

n to

Fro

g Cr

acki

ng th

e qu

estio

ns

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

1. W

hat i

s th

e fir

st fo

od th

e ta

dpol

e ea

ts a

fter

it

is fr

ee o

f its

jelly

she

ll?A

wee

d in

the

wat

er.

2MI1

1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt y

ou c

an fi

nd in

form

atio

n th

at w

ill h

elp

to a

nsw

er th

e qu

estio

n.•

Care

fully

read

that

par

t of t

he te

xt, c

onsi

derin

g th

e qu

estio

n.

2. ‘

the

tadp

ole

wig

gles

to th

e su

rfac

e’

(par

agra

ph 2

).

W

hat d

oes ‘

wig

gles

’ tel

l you

abo

ut h

ow th

e ta

dpol

e m

oves

?

Side

to s

ide/

wav

y.2C

1

1 m

ark

Que

stio

n fo

cus:

give

the

mea

ning

of w

ords

in co

ntex

t.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Fo

cus

on th

e un

derli

ned

wor

d; w

hat d

oes

it te

ll yo

u?•

Cons

ider

oth

er w

ords

the

auth

or c

ould

hav

e us

ed a

nd w

hy th

at

one

was

cho

sen.

3. W

hat d

o ta

dpol

es e

at?

Expl

ain

your

ans

wer

us

ing

idea

s fro

m th

e te

xt.

They

eat

pla

nts,

othe

r tad

pole

s an

d fr

ogs’

eggs

.2C

8

1 m

ark

Que

stio

n fo

cus:

retr

ieve

info

rmat

ion

from

a n

on-fi

ctio

n te

xt.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

Care

fully

read

that

par

t of t

he te

xt.

• U

se id

eas

in th

e te

xt n

ot g

ener

al k

now

ledg

e.

4. W

rite

num

bers

to sh

ow th

e or

der i

n w

hich

th

is te

xt d

escr

ibes

how

tadp

oles

beg

in to

ch

ange

.

t

ail s

hrin

ks

bac

k le

gs g

row

l

ungs

dev

elop

f

ront

legs

gro

w

3 t

ail s

hrin

ks1

bac

k le

gs g

row

4 l

ungs

dev

elop

2 f

ront

legs

gro

w

2C4

2

mar

ksQ

uest

ion

focu

s: su

mm

arise

mai

n id

eas f

rom

mor

e th

an o

ne p

arag

raph

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

• Ca

refu

lly re

ad th

at p

art o

f the

text

.

Awar

d 2

mar

ks fo

r all

corr

ect.

Awar

d 1

mar

k if

two

even

ts a

re

corr

ectly

sequ

ence

d.

5. ‘A

lmos

t the

re’ (

para

grap

h 3)

.

W

hat i

s the

func

tion

of th

is h

eadi

ng?

• Th

ey in

trod

uce

the

info

rmat

ion

in th

e fo

llow

ing

para

grap

h.•

They

tell

you

it’s

near

ly th

e en

d of

the

tran

sfor

mat

ion

proc

ess.

2C6

1

mar

kQ

uest

ion

focu

s: id

entif

y st

ruct

ural

and

pre

sent

atio

nal f

eatu

res o

f a te

xt.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Iden

tify

the

unde

rline

d w

ords

in th

e te

xt.

• Co

nsid

er th

eir f

unct

ion.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 3



49

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

1. W

hat i

s th

e fir

st fo

od th

e ta

dpol

e ea

ts a

fter

it

is fr

ee o

f its

jelly

she

ll?A

wee

d in

the

wat

er.

2MI1

1 m

ark

Que

stio

n fo

cus:

mak

e in

fere

nces

from

the

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt y

ou c

an fi

nd in

form

atio

n th

at w

ill h

elp

to a

nsw

er th

e qu

estio

n.•

Care

fully

read

that

par

t of t

he te

xt, c

onsi

derin

g th

e qu

estio

n.

2. ‘

the

tadp

ole

wig

gles

to th

e su

rfac

e’

(par

agra

ph 2

).

W

hat d

oes ‘

wig

gles

’ tel

l you

abo

ut h

ow th

e ta

dpol

e m

oves

?

Side

to s

ide/

wav

y.2C

1

1 m

ark

Que

stio

n fo

cus:

give

the

mea

ning

of w

ords

in co

ntex

t.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Fo

cus

on th

e un

derli

ned

wor

d; w

hat d

oes

it te

ll yo

u?•

Cons

ider

oth

er w

ords

the

auth

or c

ould

hav

e us

ed a

nd w

hy th

at

one

was

cho

sen.

3. W

hat d

o ta

dpol

es e

at?

Expl

ain

your

ans

wer

us

ing

idea

s fro

m th

e te

xt.

They

eat

pla

nts,

othe

r tad

pole

s an

d fr

ogs’

eggs

.2C

8

1 m

ark

Que

stio

n fo

cus:

retr

ieve

info

rmat

ion

from

a n

on-fi

ctio

n te

xt.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Cons

ider

whe

re in

the

text

to lo

ok fo

r the

ans

wer

.•

Care

fully

read

that

par

t of t

he te

xt.

• U

se id

eas

in th

e te

xt n

ot g

ener

al k

now

ledg

e.

4. W

rite

num

bers

to sh

ow th

e or

der i

n w

hich

th

is te

xt d

escr

ibes

how

tadp

oles

beg

in to

ch

ange

.

t

ail s

hrin

ks

bac

k le

gs g

row

l

ungs

dev

elop

f

ront

legs

gro

w

3 t

ail s

hrin

ks1

bac

k le

gs g

row

4 l

ungs

dev

elop

2 f

ront

legs

gro

w

2C4

2

mar

ksQ

uest

ion

focu

s: su

mm

arise

mai

n id

eas f

rom

mor

e th

an o

ne p

arag

raph

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt to

look

for t

he a

nsw

er.

• Ca

refu

lly re

ad th

at p

art o

f the

text

.

Awar

d 2

mar

ks fo

r all

corr

ect.

Awar

d 1

mar

k if

two

even

ts a

re

corr

ectly

sequ

ence

d.

5. ‘A

lmos

t the

re’ (

para

grap

h 3)

.

W

hat i

s the

func

tion

of th

is h

eadi

ng?

• Th

ey in

trod

uce

the

info

rmat

ion

in th

e fo

llow

ing

para

grap

h.•

They

tell

you

it’s

near

ly th

e en

d of

the

tran

sfor

mat

ion

proc

ess.

2C6

1

mar

kQ

uest

ion

focu

s: id

entif

y st

ruct

ural

and

pre

sent

atio

nal f

eatu

res o

f a te

xt.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Iden

tify

the

unde

rline

d w

ords

in th

e te

xt.

• Co

nsid

er th

eir f

unct

ion.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 3

Prac

tice

text

: Fro

m S

paw

n to

Fro

g Cr

acki

ng th

e qu

estio

ns

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

6. ‘T

he lu

ngs a

re a

lmos

t fun

ctio

ning

at t

his

poin

t’ (p

arag

raph

3).

T

ick

the

best

mea

ning

for t

he w

ord

‘fu

nctio

ning

’ in th

is te

xt:

ru

nnin

g

w

atch

ing

w

orki

ng

so

lid

wor

king

2C1

1 m

ark

Que

stio

n fo

cus:

give

the

mea

ning

of w

ords

in co

ntex

t.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er th

e m

eani

ng o

f the

wor

d an

d th

en o

f all

the

othe

r

wor

ds in

the

ques

tion.

• Ch

oose

the

wor

d w

hose

mea

ning

is c

lose

st to

the

unde

rline

d w

ord.

7. ‘i

t is v

ery

tiny,

and

is ca

lled

a fro

glet

’ (p

arag

raph

4).

W

hy d

o yo

u th

ink

a ve

ry ti

ny fr

og is

cal

led

a fr

ogle

t?

• A

frogl

et is

like

a p

igle

t – it

’s a

youn

g ve

rsio

n.•

If y o

u ad

d -le

t ont

o a

wor

d it

mea

ns a

smal

l one

, lik

e pi

glet

and

not

elet

.

2C1

2 m

arks

Que

stio

n fo

cus:

cons

ider

the

mea

ning

of w

ords

in co

ntex

t.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt to

look

for i

nfor

mat

ion.

• Sc

an th

e te

xt fo

r the

wor

d “f

rogl

et” t

o un

ders

tand

its

cont

ext.

• Th

ink

abou

t wha

t the

wor

d m

eans

and

why

the

auth

or u

sed

it he

re.

8. L

ist t

wo

way

s fr

om th

e te

xt th

at fr

ogs

are

diffe

rent

from

tadp

oles

.A

ny tw

o of

:

• Fr

ogs

have

lung

s/le

gs/n

o ta

il.•

Frog

s liv

e on

land

.•

Frog

s ea

t ins

ects

and

wor

ms.

• Fr

ogs

lays

egg

s.

2C8

1

mar

kQ

uest

ion

focu

s: re

trie

ve in

form

atio

n fro

m a

non

-fict

ion

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Co

nsid

er w

here

in th

e te

xt th

e an

swer

will

be.

• Sc

an th

at p

art o

f the

text

, loo

king

for t

he a

nsw

er.

• Re

mem

ber t

o us

e id

eas

from

the

text

, not

gen

eral

kno

wle

dge.

9. T

ick

two

sent

ence

s w

hich

you

mig

ht fi

nd

in a

text

like

this

:

Fr

eddy

the

frog

hop

ped

happ

ily a

cros

s th

e lil

y pa

d.

A

tadp

ole

brea

thes

thro

ugh

gills

in th

e si

de o

f its

hea

d.

If

you

lick

a fr

og e

very

mor

ning

bef

ore

brea

kfas

t, th

e da

y ca

n on

ly g

et b

ette

r.

D

ay 7

4: O

ne o

f the

frog

lets

left

the

pond

toda

y.

Tad

pole

s sw

im b

y w

iggl

ing

thei

r tai

ls.

• A

tadp

ole

brea

thes

thro

ugh

gills

in th

e si

de o

f its

hea

d.•

Tadp

oles

sw

im b

y w

iggl

ing

thei

r tai

ls.

2TC1

1

mar

kQ

uest

ion

focu

s: id

entif

y th

e co

nven

tions

of a

rang

e of

text

s.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Re

read

the

sent

ence

s fr

om th

e qu

estio

n on

e at

a ti

me.

•

Ask

you

rsel

f, “W

ould

this

sen

tenc

e fit

in a

text

like

this

?”

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 3



Sample from Cracking Comprehension Year 3 Pupil Assessment...

Documents

Transcript of Sample from Cracking Comprehension Year 3 Pupil Assessment...