Prime-Time Comprehension: Ages 5-7 by Teacher Superstore

RIC-6324 4.5/786

Titles in this series:

Prime-time comprehension (Ages 5–7) Prime-time comprehension (Ages 8–10) Prime-time comprehension (Ages 11+)

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

Name of Purchaser:

Date of Purchase:

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Signature of Purchaser:

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School Order# (if applicable):

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Prime-time comprehension (Ages 5–7) is one title in a three-book series. In each book are 20 varied and interesting original texts. For each text there are comprehension questions (encompassing three different levels of reasoning) and a related activity. Included in each book are: • 5 fiction texts • 5 comic strips • 5 nonfiction texts • 5 poems

r o e t s Bo r e p ok u S Prime-time comprehension (Ages 5–7)

Prime-time comprehension (Ages 8–10) Prime-time comprehension (Ages 11+)

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The books in this series are:

Contents

© R. I . C.Publ i cat i ons Teachers notes.................................................................................... iv – v •f or r evi ew pur posesonl y• My Lego car (Fiction)...........................................................................2–5 ®

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The other side of the river (Comic).........................................................6–9 Snakes (Nonfiction)...........................................................................10–13 The firefighter (Poetry).......................................................................14–17 My red box (Fiction)...........................................................................18–21 Good on ya, Grandma (Comic)..........................................................22–25 Crocodiles (Nonfiction)......................................................................26–29 Mum sings in the shower (Poetry)......................................................30–33 Helping Mum in the yard (Fiction).......................................................34–37 Slip, slop, slap (Comic)......................................................................38–41 Pirates (Nonfiction)............................................................................42–45 The wish (Poetry)...............................................................................46–49 Our walk (Fiction)..............................................................................50–53 The decision (Comic).........................................................................54–57 The fastest animal on Earth (Nonfiction).............................................58–61 Farmyard cat (Poetry)........................................................................62–65 Fun House (Fiction)...........................................................................66–69 Traffic light sandwiches (Comic)........................................................70–73 Why do we have toes? (Nonfiction)....................................................74–77 School photo (Poetry)........................................................................78–81 Answers............................................................................................82–85

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Prime-time comprehension

iii

Teachers otes n There are 20 age-appropriate texts from four different formats (fiction, comic strips, nonfiction and poetry) included in this book. The level of difficulty of the text among the formats differs. For example, the comic strips are generally much shorter and easier to read than the fiction and nonfiction texts and the poetry tends to be more challenging. The questions are organised into three categories—Levels A, B and C—which are outlined below.

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Four pages accompany each of the 20 texts. Each group of four pages consists of the following:

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Student page 1 The text, in the style of one of the four formats, with appropriate illustrations included.

Student page 2 Questions related to the text – Level A (i.e. literal) and Level B (i.e. interpretive).

Student page 3 Questions related to the text – Level C (i.e. evaluative). Student page 3 An activity related to the text. The three levels of questioning are:

Literal –C the. answer isb provided int the text. ©R . I . Pu l i ca i o ns Level B Interpretive – The answer is inferred using information in the text. •f o r r e vi ew pur posesonl y• Level C Evaluative – The answer requires associations to be made Level A

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between the text’s content and personal experience and knowledge.

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Activity pages

These may require students to apply knowledge gained from the text, from their personal experiences and, in some cases, to use their imagination.

. te Answers o c . che e r o t r s super Answers to all questions are provided on pages 82–85.

Levels B and C answers are provided as a guide only as answers to interpretive and evaluative questions will vary. Teachers may need to assess answers individually and judge whether they are acceptable.

Prime-time comprehension

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Teachers otes n The text The format is stated.

Levels A and B questions

The text is presented.

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Literal questions are presented.

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The title of the text is given.

Interpretive questions are presented.

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Evaluative questions are presented.

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Activity

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Prime-time comprehension

Varied and interesting activities expand on some of the concepts presented in the text.

My Leg

Fictio

Step 1.

I make a box.

Step 2.

I make windows and doors.

Step 3.

I make the roof.

o ® car – 1

Step 6.

I add a driver.

Step 7.

I make a big shed.

Step 8.

I call Mum to have a look at it.

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Step 4.

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Step 5.

r o e t s Bo r e p on it. ok I put four wheels u S I make the lights.

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Step 9.

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Prime-time comprehension

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n Fictio

My Leg

o ® car – 2

Level A 1. At which step did he make the roof?

r o e t s Bo r e p ok u 4. What was S the car made from? 2. How many wheels did he add?

5. What did the boy make at Step 2?

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3. What was Step 7?

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2. What part of a car would go ‘Beep! Beep!’?

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. tea driver do? 3. What does o c . c e her r o t s s r u e p no 4. Could the driver take the car out at night? yes

Why/Why not? 5. What did the boy make to keep his car in? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

My Leg

n Fictio

o ® car – 3

Level C 1. Why do you think the boy wanted his

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mum to look at the car?

2. Do you think the boy had fun making the car?

yes

Why/Why not?

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4. Name two things you would like to make with Lego®.

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3. What do you think Step 11 could be?

o c . c e her r o t s super 5. If you didn’t have Lego , how else could you make a car?

Prime-time comprehension

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Sequencing

r o e t s Bo r e p ok u S

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Cut and paste the pictures from the story in the correct order.

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Prime-time comprehension

The other

side of t

he river – 1

r o e t s Bo r e p ok u S HELLO TO YOU, OVER THERE!

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c Comi

HELLO!

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. te o HOW DO I GET TO BUT... YOU ARE ON c . THE OTHER SIDE? THEe OTHER SIDE! che r o r st super

Prime-time comprehension

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The other

c Comi

side of t

he river – 2

Level A 1. What is the girl doing?

r o e t s Bo r 3. Who says, ‘How doe I get to the other side?’ p ok u 4. Are the children S in the city or the country?

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2. Where does the story take place?

5. Are the children on the same side of the river? yes

Level B

1. How can you tell who is speaking when reading a comic?

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2. Why do you think the words are in capital letters?

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o c . 3. What do you think boy is looking for at the e beginning? chthe r e o t r s super

4. Why do the children cup their hands around their mouth? 5. How did the girl know the boy wants to fish? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

The other

c Comi

side of t

he river – 3

Level C 1. What might be in the boxes the children have with them?

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2. Do we need to know the names of the children in the story? yes

Why/Why not?

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Why/Why not?

4. Why does the girl think he is asking her a silly question?

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5. What do you think will happen next? 8

Prime-time comprehension

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Your turn!

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Write suitable words in the boxes for this comic strip.

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Prime-time comprehension

ction

Nonfi

Snakes – 1

Nonfiction

r o e t s Bo r e p ok u S can swim and climb trees well. Most snakes All snakes hunt their prey.

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Snakes are long and legless. They live in many places but not where it is very cold.

Some snakes, like pythons and boa constrictors, can squeeze their prey to death.

Anacondas belong to the boa family. They are some of the biggest snakes on Earth. They can grow to more than 100 centimetres thick around the middle and more than seven metres in length.

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When a snake grows too big for its skin it grows a new skin and leaves its old skin behind. Most snakes are shy and usually try to keep away from people. Most snakes are harmless but there are some that can be very dangerous. To be safe, don’t go near any snakes.

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o c . e Sea snakesc live in clear, warm water. They feed, hin the r o t r breed and grow e sea. Their tails are flat, like s s r u e p a paddle. This helps them to swim.

Prime-time comprehension

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ction

Nonfi

Snakes – 2

Level A 1. Do snakes have legs?

yes

r o e t s B r noo yes 3. Do snakes hunt? e p o u 4. Are most snakes S dangerous? yes no k yes

5. How long can an anaconda grow?

Level B

1. Do sea snakes need to come out of water?

yes

Why/Why not?

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2. Can most snakes swim?

2. Why are pythons and boa constrictors dangerous to other

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animals?

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3. Do snakes eat other animals or do they eat plants?

o c . c e he r 4. Are you more likely to see snakes in summer or winter? o t r s super Why?

5. What would a snake probably do if it saw you?

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Prime-time comprehension

ction

Nonfi

Snakes – 3

Level CNonfiction 1. Why do you think people sometimes find old dried up snake skins

r o e t s Bo r e p o u 2. If you see a snake, S should you try to touch it? yes kno Why/Why not?

3. Have you ever seen a snake?

yes

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on the ground?

How did you feel or how do you think you would feel if you saw

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4. What should people do when they see a snake?

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one?

. teto see an anaconda at a zoo? yes no o 5. Would you like c . c e r Explain your answer. h er o t s super

Prime-time comprehension

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Snakes lo ok a

nd soun d

’ like the letter ‘S

Read the letter ‘s’ words and draw the pictures!

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sandal

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smile

sausage roll

school

skeleton

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Santa Claus

o c . che e r o t r s super surfboard

sandcastle

saint

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sandwich

Prime-time comprehension

The fir efighter – 1

y Poetr

I want to be a firefighter ‘Cos they are very brave.

r o e t s Bo r e Find young and old top save. ok u S They rescue cats from tops of trees, They get to ring the bell. At fires they squirt the long, red hose; Their job is really swell.

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They climb right up tall buildings to

Their vision blurs, their face turns black …

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Mmmm … I might be Mayor instead!

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Prime-time comprehension

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y Poetr

The fir efighter – 2

Level A 1. What does the boy in the poem first want to be when he grows up?

r o e t s Bo r 2. Who do they save?e p ok u 3. Where do S they rescue cats from?

4. What colour is the hose in the poem?

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meaning.

2. Why did the boy want to be a firefighter?

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1. Underline the word ‘swell’. Write some words with the same

o c . 3. Why does he change poem? chehis mind at the end of the e r o t r s super

4. The boy decides to become the leader of the town instead. What do we call this person? 5. What would have made the firefighters’ vision blur and their faces go black? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

The fir efighter – 3

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Level C 1. What do you think would be the best things about being a

r o e t s Bo r e p ok u 2. What would theS worst thing be?

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firefighter?

. What is the number to call in case of fire? 3 If there was a fire at your house, the fire brigade would want to know your street address. Write it below.

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4. What should you do if there’s a fire at your school? Write some instructions; e.g. where to line up.

o c . c e her r o t s s r u e p 5. Write two rules to follow to keep safe when around matches,

barbeques, candles or heaters.

Prime-time comprehension

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Uses for

a bucket

of water

Water is not just used to put out fires. List ten ways you could use a bucket of water. Some of the pictures may help you.

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2. 3.

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7. 8.

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9. 10.

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Prime-time comprehension

Fictio

My red box – 1

I have a big red box under my bed. I keep red things in it because I like red best.

r o e t s Bo r e ok I have some red toys.p The red car and the fire engine were my u brother’s. He can’t Sfind them.

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There are new things and old things in the box.

There are red clothes, too. I have a red cap, some red ribbons and one old red sock I found in the park. Mum said it was smelly, so she washed it. Then I put it back in the box. And there are some things I like to use. There’s some red stickers, lots of red crayons, a red pen that Dad thinks he lost, some big sheets of red paper and red glitter.

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Prime-time comprehension

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n Fictio

My red box – 2

Level A 1. Why are all the things in the girl’s box red?

r o e t s B r 2. Where does the girle keep her red box? o p ok u S 3. What toys are in the box? 4. How many socks are in the box? 5. Which things in the box can she draw with?

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3. What other red things could she put in her box?

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1. Did the old sock belong to the girl?

o c . c e her r o t s super 4. Why was the girl able to catch the ladybird?

5. How do you know her brother hasn’t looked in the red box? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Fictio

My red box – 3

Level C 1. If you had a special box, what colour would it be?

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What things would you put in your box?

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2. What other things would you like to collect?

Why?

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4. Do you think Dad really lost his pen?

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yes

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What happened to it?

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5. Even adults collect things, like dolls, spoons or teacups. Write about a collector you know. 20

Prime-time comprehension

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The colour red

r o e t s Bo r e p ok u S

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Teac he r

Circle and colour all the things below that would be red.

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Prime-time comprehension

c Comi

Good on

Dear Grandma

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Hmmm!

ya, Grandma – 1

Please come to my Love Nathan. socker © game. R. I . C.Publ i cat i ons

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•f orr evi ew pur posesonl y•

. te o c PS: bring muney for . c e her r sweets, if you want. o t s super

Prime-time comprehension

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c Comi

Good on

ya, Grandma – 2

Level A 1. What is the boy doing?

r o e t s Bo r e 2. Who is he writing to? p ok u 3. What doesS the boy want his grandma to bring?

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4. What is the name of the boy who wrote the letter? 5. What sport does the boy play?

Level B

1. Circle the correct spelling for the two words spelt incorrectly in the story.

socker soccer sockar socher

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2. Does Nathan want Grandma to bring or buy sweets? How do you know this?

. te o c 3. Who do you think wants the sweets? . che e r o no yes t r 4. Did Nathan post the letter? Why s do you think he did super

this? 5. Why are the words written inside a different shape in the first comic box? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Good on

c Comi

ya, Grandma – 3

Level C 1. What are some things the boy might need to take to his soccer

r o e t s B r 2. List some good reasonse for playing soccer. o p ok u S

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game?

3. Why do you think the boy wanted his grandma at the game?

4. Do you think his grandma will go to the game and bring sweets? Why/Why not?

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yes

. tinvited someone to watch you play sport o 5. Have you evere or watch c . c no yes e you do something else? Write about it. her r o t s s r u e p

Prime-time comprehension

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Acrostic

Choose words from the bottom of the page. Finish each sentence to tell why playing soccer is great.

r o e t s Bo r e p ok u S

O utside, you get fresh C atch up with

. .

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S occer is good e

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R unning keeps you

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o c . che e r o t r s sup er friends air

exercise

fit

fun

team

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Prime-time comprehension

ction

Nonfi

Crocodiles – 1

r o e t s Bo r e p ok u S

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Nonfiction

Long, long ago, when the dinosaurs were alive on Earth, crocodiles were here, too.

Crocodiles often lie low in the water. They can keep very still and look just like a log. But they are ready to snap! Crocodiles can move very fast on land and in water. They can jump high too.

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Some crocodiles live for more than 70 years.

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Crocodiles can eat fish and birds with one bite. If they want to eat a big animal, they drag it into the water with their teeth and hold it under to drown it. Sometimes they put the animal under a log to hold it still. Then they rip off bits of meat as they roll over.

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Prime-time comprehension

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ction

Nonfi

Crocodiles – 2

Level A 1. What do crocodiles look like in the water?

r o e t s Bo r 3. What small animalse do crocodiles like to eat? p ok u S 4. Do crocodiles eat meat or do they eat plants? 5. Have crocodiles been around for a long time?

Level B

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2. Do they lie high or low in the water?

yes

1. Why do crocodiles keep very still when they’re lying in the

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2. Why do crocodiles drag big animals into the water?

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3. What do you think a crocodile’s teeth would be like?

o c . c e r 4. Why would it be h dangerous for you to swim in er o t s water where super there might be a crocodile?

5. Why couldn’t you climb a small tree to get away from a crocodile? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

ction

Nonfi

Crocodiles – 3

Nonfiction

Level C

1. Do you like crocodiles?

yes

Why/Why not?

r o e t s Bo r e p ok u 2. A mother crocodile is very gentle with her babies and carries them S in her mouth. How you think she would treat you?

3. Do you think crocodiles have many enemies? Write a list.

yes

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yes

Why/Why not?

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4. There are lots more crocodiles in Australia because people are not allowed to kill them. Do you think this is a good thing?

o c . ch 5. Some crocodiles can grow seven metres long. Walk 14 steps to e r oyou feel if you saw see approximately how e long that is! Howr would t r s s u e p a crocodile this big?

Prime-time comprehension

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We’re j u

st warming up!

Crocodiles often lie in the sun with their mouths wide open. They look like they’re smiling, but they’re just warming up.

r o e t s Bo r e p ok u S

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Teac he r

Draw two crocodiles lying in the sun.

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o c . che e r o t r s super

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Prime-time comprehension

Mum sing

y Poetr

s in the

shower – 1

Mum sings in the shower, She does it all the time.

r o e t s Bo r e p Her singing is a crime. ok u S So I thought up a plan, To stop the awful din. I grabbed a lonely frog And quickly threw him in.

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She sings so out of tune,

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Lee-Ann Holmes

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And she forgets to sing!

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Prime-time comprehension

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y Poetr

Mum sing

s in the

shower – 2

Level A 1. Where did the mother sing?

r o e t s Bo r e p say ‘is a crime’? ok 3. What does the author u S 4. Why does Mum now forget to sing? 5. What word in the poem rhymes with ‘crime’?

Level B

1. Did the boy think his mother was a good singer?

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2. How often did Mum sing?

yes

Why/Why not?

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3. Circle the correct spelling for the word used in the poem that means the same as ‘tossed’ ?

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o c . c e no yes r 4. Is singing out of h tune a crime? Explain what ereally o t r s super

through throo threw thru

a crime is.

5. Did the boy’s plan work?

yes

What was his plan?

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Prime-time comprehension

Mum sing

y Poetr

s in the

shower – 3

Level C 1. Do you think the family is pleased that Mum no longer sings in the shower?

yes

2. Are you scared of frogs?

Why/Why not?

yes

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Teac he r

r o e t s Bo r e p ok u S no

Why/Why not?

3. The Australian corroboree frog is in danger of one day being extinct. How can we try to stop this from happening? Discuss this with a friend, then write two suggestions.

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4. Think about any frogs you have seen. What kind of habitat or environment were they in?

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o c . che e r o t r s sto p e 5. Do you think the mum will startu sing inr the shower again?

yes

Why/Why not?

Prime-time comprehension

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it Activ

Likes an

d dislikes

Write what you like and don’t like about frogs. Look back at the poem and at your answers to the questions.

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What I don’t like about frogs

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What I like about frogs

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o c . che e r o t r s super

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Prime-time comprehension

Helping M

Fictio

um in th e yard – 1

Job 1. Rake all the leaves.

r o e t s Bo r e p ok u S Job 3. Pull out the weeds. Job 4. Put the weeds in the bin.

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Job 2. Put the leaves in the bin.

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Job 6. Water the plants.

. teJob 8. Have a drink of water. o c . che e r o t r s super Job 7. Fill the jug.

Job 9. Put air in our tyres. Job 10. Ride our bikes to the shop to buy ice-creams!

Prime-time comprehension

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n Fictio

Helping M

um in th e yard – 2

Level A 1. In which job did they pull out the weeds?

r o e t s Bo r 3. How did they go toe the shop? p ok u 4. What did they Sdrink?

5. Where did the girl put the leaves in Job 2?

Level B

ew i ev Pr

Teac he r

2. What was Job 6?

w ww

m . u

2. Why did they have to put air in their bikes’ tyres?

. te the plants?

3. Why was it a good idea to rake the leaves before they watered

o c . c e her r o t s super 4. Why did they need a drink of water in Job 8? 5. Did the order in which they did the jobs matter?

yes

Why/Why not? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Helping M

n Fictio

um in th e yard – 1

Level C 1. Which job wouldn’t you like doing?

r o e t s Bo r e p ok u 2. What do you think Sa Job 11 could be in the story? Why/Why not?

3. Can you ride a bike?

yes

ew i ev Pr

Teac he r

Why?

Where do you like to ride

your bike?

yes

How do you know this?

w ww

m . u

4. Do you think the mum liked the way her daughter had helped her?

. te should do jobs at home? yes ono 5. Do you think children c . c e her r Why/Why not? o st super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

Helping D

it Activ

ad in the kitchen

Fill in the missing jobs and drawings to write about helping Dad in the kitchen. Job 1

Job 1. Make a cake.

Job 2

r o e t s Bo r e p o u S Job 3. Put water in the sink. k

Job 3

Job 4. Wash the dishes. Job 5.

ew i ev Pr

Teac he r

Job 2. Put it in the oven.

Job 4

©R . I . C.Publ i cat i ons Job 5 Job 6. Job 6 •f orr e vi ew pur posesonl y•

w ww

Job 7

. te

m . u

Job 7.

Job 8

o c . che e r o t Job 8. r s super

Job 9

Job 10

Job 9. Take cake out of oven. Job 10. Eat it!

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Slip, sl o p , sl a p – 1

c Comi

Oh no! I forgot to put some on. Ouch! I’m burnt!

r o e t s Bo r e p ok u S

I know what to do. Slip on a shirt.

ew i ev Pr

Teac he r

Have you got sunscreen on, Ben? You look red.

w ww

m . u

Slop on sunscreen. © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

. te

o c . c e And slap h on e a hat. r o t r s super

Prime-time comprehension

Thanks, Emma. I won’t forget next time.

R.I.C. Publications® – www.ricpublications.com.au

Slip, sl o p , sl a p – 2

c Comi

Level A 1. Where are the children?

r o e t s Bo r e 3. What did the boy forget to do? p ok u S 4. Name the first thing the girl told the boy to do?

5. What was the second and third thing the boy had to do?

ew i ev Pr

Teac he r

2. What are they doing?

w ww

1. Who was dressed well to play at the beach? 2. Why was Ben burnt?

. te

m . u

Level B

o c no . 3. Had the children just arrived at the beach? yes ch e r e o t r s su er p 4. How did Emma know Ben was burnt?

5. Was Emma a kind girl?

yes

Why/Why not?

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Slip, sl o p , sl a p – 3

c Comi

Level C 1. What sort of hat is best to wear in the sun?

r o e t s Bo r no yes e 2. Have you ever been p sunburnt? What did it feel like? o u k S

ew i ev Pr

Teac he r

3. If at the beach all day, how often do you think you should put sunscreen on?

4. The afternoon is often the hottest time of the day. What times of the day is it best to play on the beach so you are less likely to be burnt?

m . u

w ww

5. Is a top with no sleeves good enough to wear in the sun? yes

. te

o c . che e r o t r s super

Explain what would be a good shirt to wear in the sun, then draw it. 40

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

it Activ

Sun safety

Fill in the spaces and draw the pictures. When out in the sun, you should:

, r o e t s B r e oo p u k S

ew i ev Pr

Teac he r

slip on a

w ww

m . u

©R . I . C.Publ i cat i ons slop on •f orr evi ew pur posesonl y•

. te

o c . ch e and slap on a . r er o st super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

ction

Nonfi

Pirates – 1

Nonfiction

Pirates attack and rob people at sea. Lots of stories tell about pirates from long ago. But there are still some pirates at sea today.

r o e t s Bo r e p ok u S Pirates wanted to look scary so they could frighten people,

ew i ev Pr

Teac he r

The pirate flag is scary. It is called the Jolly Roger.

who would then just give them all their things.

A pirate captain is the boss of the ship. Sometimes, pirate captains left people to die alone on islands. Sometimes, they threw people over the side of the ship. They even made some walk the plank.

w ww

Blackbeard was a very scary pirate captain. He was very mean. After he was killed, people looked for his treasure. But no-one found it or was even sure if there was any.

. te

m . u

which they hid and made a map to show where it was.

o c . che e r o t r s super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

ction

Nonfi

Pirates – 2

Level A 1. What do pirates do?

r o e t s Bo r e 3. Who was a mean pirate? p ok u 4. Why didn’tS anyone find his treasure? yes

5. Where did pirate captains throw people?

Level B

ew i ev Pr

Teac he r

2. Are there still pirates today?

w ww

3. Why were people scared of pirates?

. te

m . u

2. Pirates don’t live on land. Where do they live?

o c . c e he r 4. Where might pirates have got their treasure from? o t r s super

5. Why did pirates have a scary flag? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

ction

Nonfi

Pirates – 3

Nonfiction

Level C

1. Do you think pirates were kind and friendly?

yes

r o e t s Bo r e p ok u 2. Do you like stories S about pirates? yes no Why/Why not?

3. Would you want to be a pirate?

yes

ew i ev Pr

Teac he r

Explain why you think this.

Why/Why not?

w ww

yes

Why/Why not?

m . u

4. Do you think pirates today bury their treasure on islands?

. te a pirate might wear? o 5. What is something c . c e her r o t s super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

ction

Nonfi

Captain Hook

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

In the story Peter Pan, the character named Hook was a pirate. Following the list, draw a picture of him in the box below. He had: • long, black, curly hair • a pirate hat • a black beard • a patch on one eye • a wooden leg • a hook on one hand. • a parrot on his shoulder

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

y Poetr

r o e t s Bo r e pOh, I wish I could be a peewee. ok u S The earth and the sky is theirs.

ew i ev Pr

Teac he r

The wish – 1

They fly and land wherever they please, They have no worries or cares.

w ww

. te

m . u

o c . che e r o t The peewee lands, his heart r s pounding, super But …

And looks around this way and that.

For magpies and hawks could attack anytime, And he’d make a good meal for a cat. Lee-Ann Holmes 46

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

y Poetr

The wish – 2

Level A 1. When could magpies and hawks attack peewees?

r o e t s Bo r e 2. What does the girl wish she could be? p ok u 3. Where does the girl think 4. Does the girl think peewees S peewees can fly and land? have any worries or cares? yes

ew i ev Pr

Teac he r

5. Was the girl thinking or saying the first part of the poem? thinking

saying

m . u

Why/Why not?

w ww

2. What animals does the peewee have to be careful of?

. te

o c . ch e 3. Where might the peewee look for magpies and hawks that could r er o t s s r u e p attack?

4. Where might the peewee look for cats? 5. Why might the peewee never be able to relax? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

y Poetr

The wish – 3

Level C 1. Why do you think magpies and hawks attack peewees?

2. What is your favourite bird?

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S

Describe it.

w ww

m . u

4. If you were a bird, what would be your favourite things to do?

. te

o c . c e r 5. Would you rather be h a bird or a human? er o t s super Give reasons.

Draw your favourite bird.

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

it Activ

‘Free as a bird’

Write the good things and bad things about being a peewee. Look back at the poem and your answers to the questions for help.

r o e t s Bo r e p ok u S

Disadvantages (Bad things)

ew i ev Pr

Teac he r

Advantages (Good things)

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Fictio

Our walk – 1

When we were at the beach, Mum and I went for a long walk. The wet sand was hard and good to walk on.

r o e t s Bo r e p ok u ‘Look at this, Sarah’, S said Mum.

ew i ev Pr

Teac he r

We saw lots of pretty shells on the sand. We picked some up to look at them.

I picked up a tiny, blue sand crab. It curled into a ball in my hand. Mum said it was scared. I put it back on the sand. I didn’t want to hurt it.

Then we sat on a rock and ate the snack Mum had made. Then we put our rubbish in our bag to take home with us.

w ww

. te

m . u

Mum said the only things we should leave at the beach are our footprints.

o c . che e r o t r s super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

n Fictio

Our walk – 2

Level A 1. Where did they walk?

r o e t s Bo r e 3. What colour was the crab? p ok u 4. What is theS name of the girl in the story? 5. Where did they put their rubbish?

Level B

1. How did Mum know the crab was scared?

ew i ev Pr

Teac he r

2. Was it a short walk or a long walk?

w ww

3. Why did they sit on a rock to eat?

. te

m . u

o c . c e her r o t s super 4. Did they stop walking when they wanted to eat? yes

5. Who is telling the story? How do you know? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

n Fictio

Our walk – 3

Level C 1. What do you think Sarah was wearing?

r o e t s Bo r e p oyes u 2. Have you left footprints S in the sand at the beach? k What happens to footprints left in the sand?

3. Do you like walking on the beach?

yes

Why/Why not?

ew i ev Pr

Teac he r

w ww

m . u

4. Why did they take their rubbish home?

. te 5. Why should we always put shells ando creatures back where they were. found? c che e r o r st super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

A day

it Activ

at the beach

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Circle all the things you might take to the beach.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

c Comi

The decision – 1 Yes … … No

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Hmmm! Will I or won’t I?

w ww

. te

m . u

Il could …i © R. I . C.Pub i c a t ons just do it! •f orr evi ew pur posesonl y• What if it is too cold? I might freeze!

o c . c e r Okay: h e o t r s uper 1 … 2 … 3 … jump!s

Prime-time comprehension

SPLASH!

R.I.C. Publications® – www.ricpublications.com.au

c Comi

The decision – 2

Level A 1. What is the title of the story?

r o e t s Bo r 3. What numbers are e in the story? p ok u 4. Which word Sis written in capital letters? 5. What word is written in a different print?

Level B

1. Where did the girl jump? 2. How do you know she jumped?

ew i ev Pr

Teac he r

2. How many times is the word ‘No’ written?

3. Was the girl talking to someone?

w ww

m . u

How do you know this?

. temake a decision? yes no What o 4. Did the girl was it? c . che e r o r st super

5. What was the girl worried about?

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

c Comi

The decision – 3

Level C 1. Do you think the girl’s decision was an important one?

r o e t s Bo r e p ok u 2. Why do you think Sthe girl couldn’t make up her mind? no

Why/Why not?

3. How important are the pictures in this comic? Why?

ew i ev Pr

Teac he r

yes

What was it?

w ww

. te

m . u

4. Have you ever had to make a difficult decision?

5. Name three reasons why children should learn to swim.

o c . che e r o t r s super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

it Activ

Pool safety

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Circle the children doing unsafe things.

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

OW ALL

m . u

w ww

. te

The fast

ion

ct Nonfi

est an

imal on Earth – 1

Nonfiction

Some animals walk or run on the Earth, while some swim in the water and others fly in the air.

r o e t s Bo r e p ok u S

The fastest animal on land is the cheetah. This large cat is able to run at speeds of up to 120 kilometres per hour. That is faster than most cars driving down a street.

ew i ev Pr

Teac he r

The fastest animal of all of them is the peregrine falcon, able to dive through the air at a speed of 320 kilometres per hour! Why does it do this? It circles high in the sky looking for food. Then when it spots its prey, it tucks in its wings, sticks its claws out and dives down to grab a smaller bird or a furry animal.

w ww

The fastest swimming animal is the sailfish. It is a bit slower than a cheetah. The fastest human on Earth is Usain Bolt. He runs at a speed of about 37.5 km/h. Isn’t it good that humans don’t have to run to catch their food?

. te

m . u

o c . cheGulp! e r o t r s super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

The fast

ion

ct Nonfi

est an

imal on Earth – 2

Level A 1. What is the fastest animal on Earth?

r o e t s Bo r e 3. Who is the fastest person on Earth? p ok u 4. How fast can Sthe fastest human run?

ew i ev Pr

Teac he r

2. How fast can it fly?

5. Why do peregrine falcons circle in the sky?

Level B

1. What do peregrine falcons eat?

2. Would a cheetah be able to catch yes

w ww

m . u

Usain Bolt?

3. Why do you think peregrine falcons stick their claws out when

. te

they dive in the air?

o c . c e herfalcon, a sailfish r 4. Why couldn’t a peregrine and a human have a o t s super race?

5. Do you think peregrine falcons can see very well? yes

Why do you think this?

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

The fast

ion

ct Nonfi

est an

imal on Earth – 3

Level CNonfiction 1. Why don’t humans have to run to catch their food?

r o e t s Bo r e p ok u 2. Would a car orS a cheetah win a very long race? Why?

3. Name three animals that can run faster than you.

ew i ev Pr

Teac he r

w ww

m . u

5. Would you like to be able to fly like a peregrine falcon? yes

Why/Why not? . te o c . che e r o t r s super Draw a picture of you flying fast.

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

it Activ

Speed

Colour, cut, sort and paste these pictures so the slowest animal is first and the fastest is last.

r o e t s Bo r e p ok u S

6. Fastest

ew i ev Pr

Teac he r

1. Slowest

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

y Poetr

Farmya rd

cat – 1

I’m here to apply For the job of farmyard cat.

r o e t s Bo r e p‘Scat!’ ok But most people just say u S The nicest cat you’ll meet, I am never one to grouch. I promise not to leave Many cat hairs on the couch.

ew i ev Pr

Teac he r

My name is Edward Charles,

w ww

And wait till you hear me sing!

. te

I love to show affection—

m . u

I tap dance, play the drums …

o c . c e r The only fault I have ish …e o t r s s r u e p I’m very scared of rats! Much more than other cats.

Lee-Ann Holmes

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

y Poetr

Farmya rd

cat – 2

Level A 1. What job does the cat want to apply for?

r o e t s Bo r e 2. What is the cat’s real name? p ok u 3. What instrument S does the cat play?

4. What type of dancing does the cat do?

5. Which word in the poem rhymes with

ew i ev Pr

Teac he r

w ww

m . u

1. Where do you think the cat is?

. te

2. Is the cat male or female?

How do you know?

o c . c e r 3. To who is the cath probably talking? er o t s super 4. What do people want cats to do when they say ‘scat’ to them?

5. Do you think the cat would be better as a pet or a farmyard cat?

Why?

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

y Poetr

Farmya rd

cat – 3

Level C 1. How do cats show affection?

r o e t s Bo r e 2. Does the cat promise not to sit on the couch? p ok u Explain your answer. S

ew i ev Pr

Teac he r

3. Besides owning a farmyard cat, what other things could farmers do to keep their grain safe from being eaten by rats?

w ww

Why/Why not?

. te

yes

m . u

4. Do you think Edward Charles will get the job?

o c . 5. Write three words c to e Draw a picture of a rat. her r describe a rat. o st super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

it Activ

Farmya rd cat wanted

Make a poster for the job of farmyard cat. Make sure you include:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

• what kind of cat can apply • what skills the cat needs to have; e.g. ‘must be able to …’ • what jobs it will be doing • where to send the application to.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Fictio

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Fun House – 1

w ww

. te

m . u

During the school holidays, my brother, my sister and I went to the ‘Fun House for Kids’. It’s a big room full of activities for children. There’s a pit filled with different coloured balls, a tunnel to slide through, padded stairs, slides, ladders, bridges and lots more.

o c . che e r o t r s su r pe I liked the space tower the best. I sat at the top, looked out and pretended I was on another planet.

We had a great time at the Fun House. Our favourite games to play there were ‘tag’ and ‘hide and seek’. If you go to the Fun House, take a pair of socks and a water bottle, because all that playing is very thirsty work! 66

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

n Fictio

Fun House – 2 TAG!

Level A 1. When did the children go to the Fun House?

r o e t s Bo r efor? 2. Who is the Fun p House ok u 3. List three things S that are part of the Fun House.

ew i ev Pr

Teac he r

4. What are the children’s favourite games at the Fun House?

1. How many children went to the Fun House?

w ww

Why/Why not?

. te

yes

m . u

2. Do you think there were lots of other children there?

3. Name some of the things children could do at the Fun House; e.g. crawling.

o c . che e r o t r s super

4. What could you do in the pit? 5. Do you think the space tower is tall?

yes

How do you

think children get to the top of it? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Fictio

Fun House – 3

Level C 1. Why would playing ‘hide and seek’ in the Fun House be fun?

r o e t s Bo r e p ok u 2. What do you think Sthe person telling the story wants you to do?

ew i ev Pr

Teac he r

3. Why do you think children need to wear socks in the Fun House?

most fun? Why?

. te

m . u

w ww

4. Which activity in the Fun House do you think would be the

o c . che e r o t r s super

5. Would you like to own the Fun House?

yes

Why/Why not? 68

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

it Activ

Design yo

ur own

Fun House!

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Draw four Fun House activities.

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

c Comi

Traffic lig

What’s for lunch, Dad?

ht sand

wiches – 1

First we punch three holes in each top slice.

Teac he r

Then we put some of the salad on the bottom of the bread: tomato for the red light …

ew i ev Pr

r o e t s Bo r e p ok WHAT? u S

Traffic light sandwiches

Cheese for the yellow light, and lettuce for the green light.

w ww

m . u

. te ostep? Now, what’s the . next Put the top slice on. c che e See the traffic lights? r o r st EAT IT! super Yeah, cool!

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

c Comi

Traffic lig

ht sand

wiches – 2

Level A 1. What was the dad making for lunch?

r o e t s Bo r e 2. How many holes did the dad p ok punch in eachu top slice of bread? S 3. What colours were the traffic lights?

4. What food made the red light?

ew i ev Pr

Teac he r

. te

2. Why did Dad punch holes in the top slice?

m . u

w ww

1. Do you think the children had seen traffic light sandwiches before? no Why do you think this? yes

o c . che e r o 3. What colour was the r 4 . Were the children helping dad or t s s r u e p middle light in the traffic just watching him?

light sandwiches?

5. Do you think the children liked the traffic lights?

yes

How do you know? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Traffic lig

c Comi

ht sand

wiches – 3

Level C 1. After the top slices were placed back on the sandwiches, how did

r o e t s Bo r e 2. What is in your favourite healthy sandwich? p ok u S

ew i ev Pr

Teac he r

they see the colours?

3. Do you think you will try making traffic light sandwiches with your mum or dad at home?

yes

Why/Why not?

w ww

. te

5. What other foods could you use to make traffic light sandwiches?

m . u

Why/Why not?

Draw a set of real traffic lights.

o c . che e r o t r s super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

Hea lth y sandwiches

it Activ

Write the steps and draw how to make your favourite healthy sandwich.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Step 1

Step 2

m . u

w ww

Step 3

. te

o c . che e r o t r s super

Step 4

R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Why do w e have toes? – 1

ction

Nonfi

r o e t s Bo r e p ok u S

Nearly every animal that walks has toes.

Toes are a very small part of our body but they are a BIG help to us.

ew i ev Pr

Teac he r

Nonfiction

When we walk, run and jump, our toes help to push our legs off the ground.

m . u

w ww

Most humans have 10 toes. Human toes have become shorter over the years, but we still need them to walk well.

We must look after our toes and toenails. Our shoes need to fit well. They must not be too tight.

. te

o c . che e r o t r s super

Prime-time comprehension

R.I.C. Publications® – www.ricpublications.com.au

ction

Nonfi

Why do w e have toes? – 2

Level A 1. Do our toes help to push us off the ground? yes

r o e t s Bo r e p ok u S

2. What could happen if we didn’t have big toes?

3. Our big toes help us to keep our

4. Which toes are most important to us?

ew i ev Pr

Teac he r

m . u

1. Why did the author write ‘BIG’ in capital letters?

w ww

. teneed to look after our toes? 2. Why do we o c . c e her r o t s super

3. How can we look after our toes?

4. Are your big toes your longest toes? 5. Is this fiction or nonfiction? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

ction

Nonfi

Why do w e have toes? – 3

Nonfiction

Level C

1. What do you think would happen if we couldn’t move our toes?

r o e t s Bo r e p ok u 2. Have you or someone S you know hurt a toe? Who was it?

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What happened?

3. How many toes would you like to have? Why?

(b) (c) (d)

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My guess

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(a)

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4. Humans have 10 toes. How many toes do you think these animals have? Guess, then find out! Actual number

o c A hippopotamus? . ch e r e o t r s super A snail? An emu?

A sloth?

5. What are some different ways animals use their toes? 76

Prime-time comprehension

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Toes

r o e t s Bo r e p ok u S

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Look at some different animals in books and draw their toes. See if your friends can guess which animal each set belongs to.

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These toes belong to a

These toes belong to a .

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. Prime-time comprehension

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School p

h ot o – 1

School photos are in. They’re giving them out.

r o e t s Bo r e ‘Arrrrghh!’ I shout. p ok u S I look like I am ready to sneeze. Nobody ask

To see mine, please.

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Here comes mine.

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At home, I give it

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To Mum with a shove.

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‘Oh, what a gorgeous Photo, love.’

Lee-Ann Holmes

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The end of my nose?

Prime-time comprehension

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School p

h ot o – 2

Level A 1. Where were the photos taken?

OL S HO TO SCPHO

r o e t s Bo r e 2. What is being handed out? p ok u 3. What did the Sboy think was on his nose? 4. What word in the poem rhymed with ‘out’?

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5. What was wrong with the boy’s eyes in the photo?

Level B

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2. What doesn’t the boy like about his mouth in the photo?

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3. Why didn’t the boy want anyone to see his photo?

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4. Who said, ‘What a gorgeous photo, love’? 5. The boy gave the photo to Mum ‘with a shove’. Explain what this means. R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

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School p

h ot o – 3

Level C 1. Do you think the boy really had a fly on his nose?

yes

r o e t s Bo r e p ok u 2. Do you think Mum Sreally liked the photo or was she being kind?

Explain why you think this.

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Why/Why not?

3. What does the worst photo you’ve seen of yourself look like?

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4. What do you think the boy’s mother will do with the photo?

. teface look like o 5. What does your c Draw a picture of . just before you sneeze? che e yourself sneezing. r o t r s super

Prime-time comprehension

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Five fa vourite photos

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Think about photos of you. Pick five and tell about them.

r o e t s Bo Who took Who were r e you with? o the photo? p u k S

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Where were you and why?

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Prime-time comprehension

Answers My Lego® car...................2–5 Level A 1. Step 3 2. four 3. I make a big shed. 4. Lego® blocks 5. windows and doors

Activity – Your turn! Possible answers include: Boy – Would you like me to tie your shoelace for you? Girl – Yes, please! Girl – Thank you!

3. Possible answers include: It’s also dangerous. They go into smoky rooms, flames billow round their head. Their vision blurs and their face goes black. He doesn’t like getting smoke in his eyes. 4. Mayor 5. The smoke and heat from the fire.

r o e t s Bo r e p ok u S Snakes......................... 10–13

Level C 1. Possible answers include: He was proud of it. He thought she’d like it. He wanted her to see it. 2. Possible answers include: Yes – because he made a whole car. Yes – because he played with it and made noises. Yes – because he wanted his mum to see it. 3. Possible answers include: I park it in the shed. I drive along the road. I put the Lego® blocks away. 4. Possible answers include: house, crane, aeroplane, fire engine. 5. Possible answers include: out of boxes, other toy blocks.

Level A 1. no 2. yes 3. yes 4. no 5. more than seven metres.

Level B 1. No – They feed, breed and grow in the sea. 2. They can squeeze their prey to death. 3. Snakes eat other animals. 4. Summer. Snakes don’t like the cold. 5. Possible answers include: Slither away as fast as it can. Try to get away from you.

Level C 1. Possible answers include: climbing the ladder, squirting the hose, saving people. 2. You could get burnt/die. 3. 000: Answers will vary. 4. Answers will vary. 5. Possible answers include: Keep children well away from fires. Don’t place heaters or candles near curtains. Blow candles out before you go to bed. Do not leave candles alight overnight.

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Level B 1. Brrrum! Brrrum! Beep! Beep! 2. the horn 3. drive the cars 4. Yes – because it has lights. 5. a big shed

4. He was already on the other side of the river according to her position. 5. Possible answers include: The boy might ask, ‘How do I get over to your side?’ The boy might ask, ‘Is there a bridge?’

Activity – Uses for a bucket of water Possible answers include: to use the water to: make a cup of tea, water the plants, drink, give pets a drink, wash the dishes, windows or clothes.

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Level A 1. fishing 2. near a river 3. the boy 4. the country 5. no

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Level B 1. The callout/speech bubble/circle points to the person speaking. 2. To show they are calling out or yelling. 3. a bridge, a way to cross the river 4. Possible answers include: To direct the sound of their voices so they could be heard more easily. To act like a megaphone. 5. He had a fishing rod and tackle box.

Level B 1. No, she found it. 2. They are in the girl’s box. 3. Possible answers include: a red book, a red bag, a red bottle 4. It was sleeping. 5. Possible answers include: He still hasn’t found his toys. The girl still has her brother’s toys. If he had, he would have taken his toys out of the box.

o c . che e r o t r s super

Level C 1. Possible answers include: hooks, sinkers, fishing line, swivels, bait. 2. No – It’s not important to the story. 3. Possible answers include: Yes – because parents wouldn’t leave small children alone near water. No – because the story didn’t mention them and they weren’t in the picture.

Level C 1. Possible answers include: When a snake grows too large for its skin, it sheds it and leaves it behind. When a snake grows too big for its skin, it makes a new skin and leaves its old skin behind. 2. Possible answers include: No – It might bite you. No – It could be poisonous. 3. Answers will vary. 4. Possible answers include: Leave it alone. Call the snake collector/local council. 5. Answers will vary.

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The other side of the river ........................................6–9

Level A 1. The girl likes red best as a colour. 2. under her bed 3. a red car and a fire engine 4. one 3. red crayons and a red pen

The firefighter............. 14–17

Level A 1. a firefighter 2. people and animals (young and old, and cats) 3. the top of trees 4. red 5. a bell Level B 1. Possible answers include: good, great, terrific, cool. 2. He thinks it would be exciting.

Prime-time comprehension

Level C 1. Answers will vary. 2. Answers will vary. 3. Possible answers include: food, a butterfly/pet, plants 4. No – The girl took it. 5. Answers will vary. Activity – The colour red Rudolph’s nose, cherries, fire engine, tomato sauce, ladybird, robin, strawberries, tomato, wine, rose

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Answers Good on ya, Grandma .................................... 22–25 Level A 1. Writing a letter 2. To his grandma 3. Money for sweets 4. Nathan 5. soccer

Level B 1. Job 10 2. The air in their tyres must have been low. 3. The plants and weeds wouldn’t be wet and soggy. 4. After all of their hard work, they were thirsty. 5. It wasn’t possible to do the second job before the first one.

r o e t s Bo r e p ok u S

Level C 1. Possible answers include: shin pads, water bottle, hat, soccer boots 2. Possible answers include: fitness, friendship, fun. 3. To watch him and to buy him lollies. 4. Possible answers include: Yes – she will probably go to the game and bring/buy lollies because Nathan invited her. 5. Answers will vary.

Mum sings in the shower .................................... 30–33

Level A 1. in the shower 2. all the time 3. Mum’s singing 4. She is looking for a frog. 5. time

Level B 1. No – He says, ‘She sings so out of tune Her singing is a crime.’ He also calls it an ‘awful din’. 2. No – She stops singing and looks for a frog. 3. threw 4. No – A crime is when a law is broken; e.g. stealing. 5. Yes – He threw a frog in the shower to frighten his mother. Now whenever she is in the shower, she looks for the frog instead of singing.

Level C 1. Answers will vary. 2. Possible answer: Ride home again. 3. Answers will vary. 4. Yes – She gave her a treat at the end. 5. Possible answers include: Yes – They could earn pocket money. Yes – It helps Mum and Dad.

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Level B 1. (a) money (b) soccer 2. Buy sweets. He invites her to bring money for sweets. 3. Nathan 4. Possible answers include: No, he handed it to his grandmother because she lives nearby. He handed it to his grandmother to save money on postage. He handed it to his grandmother because he wanted an answer right away. 5. He was thinking.

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Level C 1. Answers will vary. 2. Answers will vary; e.g. not very gently. 3. Answers will vary. 4. Answers may vary. 5. Possible answers include: scared, terrified, frightened, excited.

Slip, slop, slap............. 38–41 Level A 1. at the beach 2. building sandcastles 3. Put sunscreen on. 4. Slip on a shirt. 5. Slop on sunscreen and slap on a hat.

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Level C 1. A hat with a wide brim. 2. Answers will vary. 3. Answers will vary; e.g. at least every two hours, after swimming. 4. Early morning and late afternoon 5. No – Answers will vary.

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Crocodiles.................... 26–29 Level A 1. a log 2. low 3. fish and birds 4. meat 5. yes

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Activity – Acrostic S occer is good exercise. O utside, you get fresh air. C atch up with friends. C heer for your team. E veryone has fun. R unning keeps you fit.

Level C 1. Possible answers include: Yes – She is a terrible singer. No – It’s nice to hear singing. 2. Possible answers include: No – They’re cute. Yes – They’re cold and wet. 3. Possible answers include: Get rid of toads because they eat frogs. Make a pond. Create gardens. 4. Possible answers: wet, green, humid environment. 5. Possible answer: Yes – If she doesn’t see the frog in the shower for a few days, she’ll sing.

Level B 1. Emma 2. He forgot to put sunscreen on. 3. no 4. His skin looked red. 5. Yes – She taught Ben what to do.

Level B 1. They are trying to look like a log so they can sneak up on their prey. 2. To drown them. 3. large and sharp 4. A crocodile might try to bite or eat you. 5. Crocodiles can jump to catch their meal.

Helping Mum in the yard .................................... 34–37

Level A 1. Job 3 2. Water the plants. 3. riding on bikes 4. water 5. in the bin

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Prime-time comprehension

Pirates......................... 42–45

Level A 1. Attack and rob people at sea. 2. yes 3. Blackbeard 4. He might not have had any. 5. Over the side of the ship Level B 1. ship 2. They live at sea. 3. Pirates looked scary and they robbed and killed people. 4. They took treasure off people on other boats or ships. 5. to frighten people

Answers Level C 1. No – They robbed and killed people. 2. Possible answer: Yes – They are exciting. 3. Possible answers include: No – People don’t like them. Yes – They do lots of travelling. 4. No – There are too many people on islands. They sell the treasure and put money in the bank. 5. an eye patch, a wooden leg, an earring, a scarf, a sword

Level A 1. peregrine falcon 2. 320 km/h 3. Usain Bolt 4. 37.5 km/h 5. to look for food

Activity – A day at the beach towel, thongs, sunscreen, hat, sunglasses, water bottle, picnic basket

The decision................. 54–57 Level A 1. The decision 2. once 3. 1, 2 and 3 4. SPLASH! 5. could

Level B 1. No – He is frightened of being attacked. 2. magpies, hawks and cats 3. in the air or sky 4. on the ground 5. He always has to be careful of predators.

Level B 1. smaller birds and furry animals 2. yes 3. to grab their prey 4. The falcon moves in the air, the sailfish moves in the sea and a human moves on land. 5. Yes – They can see possible prey from high in the sky.

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The fastest animal on Earth .................................... 58–61

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The wish...................... 46–49 Level A 1. anytime 2. a peewee 3. wherever they please 4. no 5. thinking

Level C 1. long shorts, T-shirt, hat 2. Possible answers include: Yes – The water/tide washes them away. The wind blows the sand and covers them up. 3. Answers will vary. 4. There was no bin on the beach and they didn’t want to litter. 5. Possible answers include: Sometimes creatures live in shells. If everyone took shells from the beach, there would soon be none left. The creatures would die.

Level C 1. Answers will vary; e.g. we are able to farm them in pens or cages. 2. A cheetah can run faster than some cars, but it would get tired. A car would be able to keep going. 3. Possible answers include: cheetah, lion, horse, dog, wombat (30 km/h), deer. 4. They tuck their wings in. 5. Answers will vary.

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Level C 1. Peewees are smaller than they are. 2. Possible answer: Willy Wag Tail. They are black and white and they wag their tails and sing all the time. 3. Possible answers include: Put a bell around their neck. Keep them indoors at night. 4. flying around in the sky 5. Answers will vary.

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Our walk..................... 50–53 Level A 1. along the beach 2. a long walk 3. blue 4. Sarah 5. in their bag

Level B 1. It curled up in Sarah’s hand. 2. It lives in the sand. 3. Possible answers include: There were no tables and chairs around. The sand was wet. 4. yes 5. Sarah – In the story it says: ‘Look at this, Sarah’, said Mum.

Level C 1. No – It wouldn’t affect anyone else if she did or did not jump into the pool. 2. She didn’t like to go swimming in cold water. 3. Not very, the words are more important. 4. Teacher check 5. Possible answers: So that they can save themselves if they fall into a pool or the ocean. So that they can have a swim and feel safe. It’s healthy. It’s fun.

Activity – Speed snail, turtle, human, horse, sailfish, cheetah

Farmyard cat.............. 62–65

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Level B 1. into a pool 2. Because of the words ‘1 … 2 … 3 … jump’. 3. No – She was thinking because the words were in thought bubbles. 4. yes – to jump 5. The water being too cold

Level A 1. farmyard cat 2. Edward Charles 3. the drums 4. tap dancing 5. grouch

o c . che e r o t r s super Activity – Pool safety • running on cement • diving in shallow end • sunbathing • pushing another child in or under the water

Prime-time comprehension

Level B 1. on a farm 2. Male. His name is Edward Charles, which is a name for a male. 3. A human, possibly the owner of the farm. 4. to go away 5. He wouldn’t be good at catching rats. Level C 1. They rub themselves against your legs or jump onto your lap. 2. No – He just promises not to leave many cat hairs on the couch. 3. Keep their grain in silos. Put poison around to kill the rats.

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Answers 4. Possible answers include: No – He won’t chase the rats. Yes – He has many other skills. 5. Possible answers include: small, brown, grey, furry, fast, pesky, dirty, smelly.

Fun House................... 66–69

Level C 1. through the three holes in the bread 2. Answers will vary. 3. Answers will vary. 4. Yes – They contain bread, cheese, lettuce and tomato, which are all good for you. 5. Possible answers include: green – capsicum or cucumber, red – capsicum or beetroot, yellow – capsicum or peanut butter

School photo............... 78–81 Level A 1. At school 2. school photos 3. a fly 4. shout 5. They were closed.

r o e t s Bo r e p ok u S

Level B 1. three 2. Yes – It is a fun place to go and it was during the school holidays. 3. sliding, throwing, climbing, stepping, and swinging 4. Throw balls at one another or bury each other. 5. Yes – They probably climb up stairs or a ladder.

Why do we have toes? .................................... 74–77

Level A 1. yes 2. We could fall over. 3. balance 4. our big toes 5. usually 10 Level B 1. To show that toes are a very big help to us. 2. Possible answers include: Toes are a big help to us. Our toes are important for walking and balance. We use our big toes to push our legs up off the ground. 3. Trim your toenails and buy shoes that fit well. 4. Answers will vary. 5. nonfiction

Level B 1. He saw a terrible photo of himself. 2. His front teeth are missing. 3. He looked like he was ready to sneeze, his front teeth were missing, his eyes were closed and he had a fly on the end of his nose. 4. His mother 5. Possible answers include: he wanted to be rid of it; he didn’t want to look at it; he knew she’d want it.

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Level A 1. during the school holidays 2. children/kids 3. Students can choose three from the following list: a pit filled with balls of different colours, a tunnel to slide through, padded stairs, slides, ladders, bridges and a space tower. 4. tag and hide and seek 5. socks

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3. yellow 4. Just watching him 5. Yes – They said, ‘Yeah, cool’.

Level C 1. Possible answer: No – The author just wrote it to make the poem funny. 2. Possible answers include: No – She was probably being kind. Yes – Mothers always like photos of their children. 3. Answers will vary. 4. Possible answers include: Put it away with other family photos. Show it to everyone. 5. Possible answers include: ugly, all screwed up, like you’re in pain.

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Level C 1. There are many places to hide. 2. Go to a fun house to play and have fun. 3. Possible answers include: So their toenails don’t puncture the jumping castle. So their feet don’t dirty the materials. So their shoes won’t hurt any other kids; e.g. stepping on their feet. 4. Answers will vary. 5. Possible answers include: Yes – I could play in it all the time. No – I don’t like climbing and sliding.

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Traffic light sandwiches .................................... 70–73 Level A 1. traffic light sandwiches 2. three 3. red, yellow and green 4. tomato 5. to be the green light

Level C 1. We would find it difficult to walk, run or balance. 2. Answers will vary. 3. Answers will vary. 4. An emu has three toes on each foot. A hippopotamus foot has four webbed toes. A snail has one foot and no toes. The three-toed sloth has three toes. 5. Animals use their toes in much the same ways as we use our hands and feet. Chimpanzees grab food and take it to their mouth. Animals dig, hold food down so they can tear bits off, pounce and kick. Some animals even have suction pads on their toes so they can walk upside down on the ceiling.

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Level B 1. No – Their dad had to explain what they were. 2. So you could see the sandwich fillings underneath through the holes.

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Prime-time comprehension