Prime-Time Comprehension: Ages 8-10 by Teacher Superstore

RIC-6325 4.5/787

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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Date of Purchase:

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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.

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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 8–10) 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 Car rally (Fiction) ..................................................................................2–5 •f orWhich r ev ew(Comic) pu.....................................................................6–9 r posesonl y• is i closer?

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Why do we have fingernails? (Nonfiction) ..........................................10–13 A certain smile (Poetry) .....................................................................14–17 Fitting in (Fiction) ..............................................................................18–21 The letter (Comic) .............................................................................22–25 Oil (Nonfiction) .................................................................................26–29 The promise (Poetry) ........................................................................30–33 The Super Six (Fiction) .....................................................................34–37 Let’s make pancakes (Comic) ...........................................................38–41 Why do we yawn? (Nonfiction) .........................................................42–45 Picnic and a swim (Poetry) ................................................................46–49 World record! (Fiction)......................................................................50–53 There’s a ghost in my cupboard (Comic) ...........................................54–57 Robots (Nonfiction) ...........................................................................58–61 Little angels (Poetry) .........................................................................62–65 A new pet (Fiction) ...........................................................................66–69 Lunch! (Comic).................................................................................70–73 Why do volcanoes erupt? (Nonfiction)...............................................74–77 Speech and drama teacher (Poetry) ..................................................78–81 Answers ...........................................................................................82–86

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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:

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. interpretive).

Student page 4

An activity related to the text.

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

The three levels of questioning are:

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Student page 1

Literal –C The. answer provided int the text. ©R . I . Puisb 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 82–86.

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.

Car rally – 1

Fictio

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Yesterday, my family went in a car rally. Everyone had to get into their cars with a set of instructions and drive around answering questions. It was loads of fun. We had to dress up as something starting with ‘G’ or ‘S’, so we dressed as the ‘Good-looking Snorkellers’! We wore bathers, masks, snorkels and swim fins. Mum even wore pink elephant floaties! We looked really funny. At each checkpoint the five of us got out of the car and went to the desk where we had to do something silly, like sing a song, to get points.

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At the end of the race we went to a lake where we played games and had a sausage sizzle. In one game, they put a biscuit on my forehead and I had to get it into my mouth without touching it. It was tricky, but I won a chocolate frog. After the games they had the presentations and our family won $150 for the ‘Best Dressed Team’! We decided to donate the money back to them later, because the car rally was to raise money for charity. If they run the car rally again next year, we will definitely go in it!

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Prime-time comprehension

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Car rally – 2

Fictio

Level A 1. When did the family go on the car rally?

r o e t s Bo r e p ok u 3. List three things Sthe family wore. 4. What did Mum wear on her arms in the car rally?

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2. How many people are in the family?

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Level B 1. What is a snorkel used for?

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2. Explain what a car rally is.

3. How do you know they were a caring, generous family?

4. Suggest another prize category they could have had during the car rally. Prize for the 5. Which part of this car rally would you have enjoyed most? R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Car rally – 3

Fictio

Level C 1. Would you like to go on a car rally?

yes

Why/Why not?

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r o e t s Bo r e p ok u S 2. Why did the organisers of the rally ask people to dress up?

3. What has your school done to raise money for charity?

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o c . che e r o t r s super 5. What do you think your family would have done with $150 prize money?

4. Name a charity you think the rally organisers could have been raising money for.

Prime-time comprehension

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Dressing up

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For the car rally, people had to dress as something starting with ‘G’ or ‘S’. Think of four other ‘G’ or ‘S’ costume ideas and draw and label them.

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Prime-time comprehension

Which is

Comi

r o e t s Bo r e p ok u S I can see the clothes line.

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I can see the hay shed!

closer? – 1

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I can see old Mrs Wilson’s house.

o c . che e r o t r s super Well … we can see the stars, so I guess the stars are closer.

Which do you think is closer; Canberra or the stars? 6

Prime-time comprehension

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Comi

Which is

closer? – 2

Level A 1. Where are the children? 2. What is the first thing the children see?

r o e t s Bo r e 4. Is it morning or night-time? p ok u 5. What are theS children wearing?

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3. What is the third thing they see?

Canberra

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3. Write a dictionary definition of a star.

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2. In your own words, describe what a star looks like.

o c . cduring e no yes 4. Can you see stars the day? Explain your answer. her r o st super 5. Have you ever looked at a star through a telescope? What difference does a telescope make?

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Prime-time comprehension

yes

Comi

Which is

closer? – 3

Level C 1. Are the stars really closer than Canberra?

yes

r o e t s Bo r e p ok u S 2. Explain why the children said the stars were closer.

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Explain your answer.

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Explain how you worked this number out.

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4. How many stars do you think are in the sky?

. te o no yes 5. Have you ever been to Canberra? c . c e r Name some things that h youe might see there. o t r s super

Prime-time comprehension

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Where is

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Canberra?

Look in a book or on the internet to find out about Canberra. Kanganet

Results for search on: Canberra

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

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Australian capital city information

Size:

Population: List four facts about Parliament House.

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List three other special sights in Canberra.

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Parliament House

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Prime-time comprehension

Why do we h ave

ctio i f n o N

fngernails? – 1

Nonfiction

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Have you ever wondered why you have fingernails? It seems the most likely reason for fingernails and toenails is that they are useful. Fingernails help humans to scratch things, peel fruit, open things, undo knots and do many other tasks. Fingernails help your hands to grip things and start rips and tears, too.

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would be more difficult to scratch itches, wash your hair, open foods, pull out splinters and lots of other jobs.

. tefingernails are o Like skin and hair, c . type of protein. made out of keratin, a c e her, which st r o We mostly get keratin from gelatin super is made from the hooves of animals. If your nails are weak and break easily, your body might need more keratin. Keratin is good for your skin, too. Nails should also be well cared for. Dirt under our nails should be removed to get rid of any germs we may have picked up during the day. 10

Prime-time comprehension

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ctio i f n o N

Why do we h ave

fngernails? – 2

Level A 1. What is the most likely reason for fingernails and toenails?

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3. What are fingernails made from? 4. What else is made from this? 5. How many fingernails do most people have?

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2. Name three things we can do with our nails.

Level B

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2. Do you bite your fingernails? Why isn’t biting your fingernails a good thing to do?

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o c . 3. If you had softc fingernails, what could you do? e her r o t s super 4. Why are dirty nails unhealthy?

5. Name a fruit you could peel with your fingernails. R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

Why do we h ave

ctio i f n o N

fngernails? – 3

LevelNonfiction C

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2. How does dirt get under our fingernails?

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1. What sometimes happens after you bang your fingernail with a hammer?

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4. Research foods people can eat that contain keratin or gelatin.

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o c . c e hyour r 5. Think of any other thingse do with your fingernails. o t s super Name some.

Prime-time comprehension

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A lit tle expe

riment

Press down on the top of your fingernail. What happens to the colour of it?

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r o e t s Bo r e What happens when you prelease the pressure? ok u S

If the colour comes back quickly, it usually means your blood is being pumped around your body and you are healthy. Sometimes doctors do this little test to see if people are well. Draw what happened in your experiment.

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Fig. 1 Pressing the fingernail

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o c . che e r o t r Explain why your finger changed colour. s su per

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Prime-time comprehension

Poetr

A certai n smile – 1

For three years, once a week, My brother and I swam in the creek.

r o e t s B r e oo His urge to swim, and promptly stopped. p u k S He said he’d seen a crocodile And it had a certain kinda smile. How ridiculous, I said, quick to scoff. He’s just trying to put me off. So down I strutted to the creek,

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But, suddenly, my brother dropped

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And just as it was about to eat, Its long-awaited special treat,

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A crocodile swim up to me.

. te o That fat and clever crocodile. c . che e r o t r s super Lee-Ann Holmes He gave a certain kinda smile,

Prime-time comprehension

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A certai n smile – 2

Poetr

Level A 1. Who swam in the creek once a week?

r o e t s Bo r e 3. What word rhymesp with ‘eat’ in the poem? ok u 4. What did theS brother see that made him stop swimming?

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2. How many years had they been swimming together?

5. Write the two adjectives that describe the crocodile in the last line of the poem.

Level B

1. Circle the word with a similar meaning to ‘promptly’

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bird

ridiculous

weak

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2. Circle the word with a similar meaning to ‘absurd’. swim

. te plants fish meat o c . c e her r means? 4. What do you think strutted o t s super 3. What do crocodiles eat? Circle the correct answers.

5. The boys in the poem swam regularly. Name something you do regularly.

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Prime-time comprehension

A certai n smile – 3

Poetr

Level C 1. What was the crocodile’s long-awaited special treat at the end of the poem?

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3. Would you swim where there might be crocodiles? Explain your answer.

yes

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r o e t s Bo r e 2. Is this a fiction or nonfiction ppoem? ok u S How do you know?

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5. Describe the ‘certain kinda smile’ the crocodile might have had.

Prime-time comprehension

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Crocodiles

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Nile crocodiles can grow up to six metres long. Measure how far this is and draw and label four things that are as long as a Nile crocodile.

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Prime-time comprehension

Fitting in –

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

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Fictio

‘How was school today, darling?’

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‘Of course she will. Why, what happened?’

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‘Not so good. Mum, Emily won’t be my friend anymore.’

‘Well, we were playing my game, then Emily said she wanted to play a different game, but I said we had to finish my game. Then she said she didn’t want to be my friend anymore and she and some of the other girls just walked off.’

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o c . c e her r ‘Oh, I see. Well, sometimes girls say things like t that—but she probably o s s r up only meant it for today. I’m sure she’ll bee your friend again tomorrow. Besides, maybe they were a bit tired of your game and wanted to play something else. Perhaps you should have just stopped your game and played the new game together with them. What do you think?’ ‘Yes, maybe. Their game did look kind of fun. Thanks, Mum.’ ‘No problem, sweetheart. Now, would you like some chocolate cake?’ ‘Yes, please!’ 18

Prime-time comprehension

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Fitting in –

Fictio

Level A 1. What is the title of this story? 2. Who are the three main characters in the story?

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4. How many times did the daughter speak?

5. Who was the girl’s friend at school?

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r o e t s Bo r e 3. How many peoplep were having this conversation? o u k S

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Level B

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2. The daughter’s name was Sarah. Write Mum or Sarah next to each part of speech so that it looks like the script for a play.

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3. Do you think this sort of disagreement had happened to Sarah before?

o c . che e r o t r s upSarah’s er 4. Why did the other girls stops playing game? yes

Why/Why not?

5. Why do you think Sarah’s mother gave her some chocolate cake?

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Prime-time comprehension

Fitting in –

Fictio

Level C 1. Do you think the mother’s answers were helpful for her daughter? yes

Explain your answer.

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r o e t s Bo r e p ok u S 2. What else could the mother have suggested?

3. Do you think everything would be okay between the girls the next day? yes

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Why or why not?

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Prime-time comprehension

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Write y ou

r own play

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Talk through a similar school problem with someone and write a play about it. Write each speaker’s name on the left. Give your play a title.

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Draw a picture of your solution. R.I.C. Publications® – www.ricpublications.com.au

Prime-time comprehension

The letter

Comi

Dear Mum, I’m writing this letter because …

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No, she’ll know something is up.

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Dear Mum How are you? I love you …

–1

No, that’s no good.

I have something to tell you …

And I know I can tell you, because …

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You are just the best mum in the world.

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Prime-time comprehension

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The letter

–2

Level A 1. Who was the letter to? 2. With what two words did the letter start?

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5. Where did he hit the cricket ball?

Level B

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r o e t s Bo r e 3. Who wrote the letter? p ok u 4. What kind ofS ball was it?

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3. The comic strip had thoughts and spoken words. What was spoken in the second box?

o c . che e r o t r 5. Why did Phillip decide to leave outp ‘How are you? I love you’? s su er 4. How many characters do you see in this comic strip?

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Prime-time comprehension

The letter

Comi

–3

Level C

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1. How would you have told your mother about the window?

2. What do you think Phillip’s mother will say?

3. Phillip’s first thought was to run and hide. Was the letter a better idea? no

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yes

Why or why not?

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4. Should he have lied instead?

yes

5. This story has a happy ending. What do you think it will be?

Prime-time comprehension

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Owning up

Owning up to something is taking responsibility for your actions. Have you ever had trouble owning up to something? Write about it!

r o e t s Bo r e p ok u S What did you do?

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When did it happen?

How did you tell your parents?

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What happened next?

What advice would you give others about owning up?

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Prime-time comprehension

tion

Oil – 1

c Nonfi

Nonfiction We mostly think of oil as coming from deep under the Earth’s surface, but it can also come from a rock—A special kind of rock called shale. Australia has mined shale for oil since 1865. During the last century, this oil was used in kerosene lamps, for cleaning clothes and for greasing machinery. Candles were also made from shale oil.

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r o e t s Bo r e pand other engines that use petrolowere But in the 1890s motor cars developed. u k Petrol is a product of Scrude oil, which is found under the Earth’s surface. Today, underground oilfields like Bass Strait supply Australia with 70 per cent of its needs for crude oil. (Bass Strait is the body of water between Australia and Tasmania.) This supply of oil is drying up, so there is now more interest in shale oil again. Large amounts of shale have been found in Queensland, but it is difficult, takes longer and is more expensive to process than underground oil.

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Prime-time comprehension

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tion

Oil – 2

c Nonfi

Level A 1. What is the title of this nonfiction text? 2. Besides deep under the Earth’s surface, where can oil be found?

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5. What were being developed in the 1890s?

Level B

1. Is shale found deep underground or near the surface?

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r o e t s Bo r e p ok 3. When did mining of shale begin in Australia? u 4. What typeS of lamp uses shale oil?

2. Why do engines depend on crude oil?

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3. How do you think the oil from Bass Strait gets to the mainland?

4. If our electricity is not working, what two things mentioned in the text could we use for lighting?

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o c . che e r o t r sshale oil than oil from sup 5. Why could it be more expensive to e process r underground?

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Prime-time comprehension

tion

Oil – 3

c Nonfi

Nonfiction

Level C

1. Why is Australia less dependent on oil from overseas than many other countries?

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3. Why is oil exploration important for Australia?

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r o e t s Bothis is? r e 2. Shale is not always the same colour. Why do you think p ok u S

4. Which of the two problems mentioned at the end of the text do you think is the more serious? Give reasons for your answer.

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5. Why is oil so important to the world?

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An oil rig drilling oil from the seabed 28

Prime-time comprehension

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Imagin

e a life without oil

All these products are made from crude oil.

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Write about how different our lives would be without oil.

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Prime-time comprehension

The prom

Poetr

ise – 1

I’m in the dentist’s chair today And a huge penance I have to pay!

r o e t s Bo r e p o u k They leave the waiting room in fright S So they won’t endure the same evil plight. I open my mouth and he starts to drill,

Too late to ask for a needle I s’pose, I’m thinking as I gaze up his nose. Six fillings is my price to pay

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The scream from the dentist’s chair is shrill.

Arriving home, I look in the fridge.

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My favourite cake, Mum! Ridgy-didge!

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I mean to say, a guy has to eat.

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It wouldn’t hurt to have one little treat! Lee-Ann Holmes

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To stop all sweets, starting from NOW!

Prime-time comprehension

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The prom

Poetr

ise - 2

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

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3. How many holes did the patient need to have filled?

4. Did the patient in the poem have a needle?

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2. What did the patient promise?

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1. What is the setting for The promise?

2. What made all the other patients leave the dentist’s surgery?

. te o 3. What difference would it have made if the patient had. ac needle? che e r o r st super 4. Why did the patient scream?

5. Why did the patient have so many holes in his teeth?

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Prime-time comprehension

The prom

Poetr

ise – 3

Level C 1. Who is telling the story?

r o e t s Bo r e p o u 3. People don’t normally scream at the dentist, so why wouldk the author put S this in the poem? 4. How often should we brush our teeth?

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2. What do you think the slang term ridgy-didge means in this poem?

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5. Who else could help this patient keep his promise?

o c . Colour where sugaryc e r foods are on the food h e o t r s super pyramid and discuss how much of these foods you should eat.

Prime-time comprehension

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Oral hygien

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

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Take a look at each picture. These items can help with oral hygiene. Discuss with a partner, then write an explanation of how these things could help our teeth.

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m . u

o c . che e r o t r s super

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

Prime-time comprehension

The Sup

er Six – 1

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

ew i ev Pr

Teac he r

Fictio

. te

m . u

w ww

The Super Six stared at the 70 giant spiderlings. How would they defeat this enemy? They seemed powerless against these two-metre tall creatures. Even Mr and Mrs Super with their super strength were stumped. The Super Twin Girls’ speed, which usually came in handy, now seemed useless. Super Boy’s invisibility wouldn’t help. Even Super Baby couldn’t use his ability to talk to animals to reason with the spiderlings.

o c . che e r o t r s Flapping? Yes, r upe Then … another noise! Buzzing? s Humming? Swishing?

The spiderlings had made a circle around the Super Six and were closing in on them. The huge, hungry spiderlings’ mouths began to water as they prepared for their meal. Closer, closer, closer they crept.

flapping! A huge flock of gigantic hawks was headed their way. But how? Everyone looked at Super Baby who was concentrating on his conversation with the enormous hawks. He was telling them where they could have a massive feed! Suddenly, the hawks began swooping and snatching the spiderlings. Soon there was no trace of the monster spiderlings who had threatened the human race. Super Baby had saved the day! 34

Prime-time comprehension

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

Fictio

The Sup

er Six – 2

Level A 1. What are the ‘Super Six’?

r o e t s Bo r 3. Which of the Supere Six could become invisible? p o u k 4. How big were the spiderlings? S 5. Who was the youngest member of the Super Six family?

Level B

1. What was Super Baby’s special talent?

ew i ev Pr

Teac he r

2. What power did the Super Twins have?

2. Why weren’t the Super Twin Girls able to help?

w ww

. te

3. What was the name given for a group of birds?

m . u

o c . 4. Which sentence in the story was the scariest to you? ch e r er o t s super 5. What did Super Baby first try to do to solve their dilemma?

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Prime-time comprehension

The Sup

Fictio

er Six – 3

Level C 1. How do you think the Super Six felt when they saw the flock of gigantic hawks coming?

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S could Super Baby have called upon to eat the 2. What other animals spiderlings?

3. Whose powers might have been handy if the threat had been a giant robot?

w ww

. te

m . u

4. If you had a special power, what would you like it to be?

o c . che e r o t r s super

5. Write about another story where a small creature saved the day.

Prime-time comprehension

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

ity

Write yo

ur own S

uper Six adventure!

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

ew i ev Pr

Teac he r

Activ

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

Let’s ma

ke pancakes – 1

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

Put on the lid and shake… and shake …

Pour and cook.

Add the water.

ew i ev Pr

Teac he r

Comi

w ww

. te

Flip and cook some more.

m . u

o c . che e r o t r s super Then eat!

Yum! I’m having grasshoppers and elephants’ toenails.

WHAT?! 38

Prime-time comprehension

I’m having syrup and banana on mine. Just joking! I’m having strawberries and cream.

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

Comi

Let’s ma

ke pancakes – 2

Level A 1. What were the children making?

r o e t s Bo r e p o u k 3. What was the first thing the children did? S 4. What did the girl want on her pancakes?

5. How many characters are in the story?

Level B

ew i ev Pr

Teac he r

2. What do they do to the mixture before they pour it out?

1. What would have been in the container before they started; liquid or powder?

w ww

3. Who did the cooking on the stove?

. te

m . u

2. Why did they have to shake the mixture so much?

Why?

o c 4. How would they know how much water to add? . che e r o t r s super

5. If they were out of syrup, what could they use that is similar?

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Prime-time comprehension

Let’s ma

Comi

ke pancakes – 3

Level C 1. Why would some people prefer to make pre-mix pancakes instead of using their own ingredients?

Teac he r

Why? Why not?

3. What would you have on your pancakes?

ew i ev Pr

r o e t s Bo r e pknew Mum was joking about what ok 2. Do you think the children she wanted on u Sshe told them? yes no her pancakes before

w ww

. te

m . u

would need?

o c . che e r o t r s super

5. What do you think the ellipses (…) were used to show in the comic?

Prime-time comprehension

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ity

Proced

Activ

ure writing

From the comic strip, write a recipe/procedure for making pancakes.

r o e t s Bo r You will need: e p ok u S Method:

ew i ev Pr

Teac he r

Pancakes

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

Why d o we yawn? – 1

tion

c Nonfi

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

ew i ev Pr

Teac he r

Nonfiction

m . u

w ww

The truth is, we don’t really know why people yawn! Sometimes it may be because we’re tired or bored. Sometimes we yawn just because we see someone else doing it.

. te

o c . che e r o t r s super

But scientists agree that yawning is good for us. It helps us control the air we breathe in and out. This air flows through our lungs and into our blood. So, yawning can change the levels of oxygen and carbon dioxide in our body. A yawn can be triggered by being tired or bored because that is when our breathing is shallow and not much oxygen is being passed into the blood. After we yawn, we are more alert, our heart beats faster, we get rid of carbon dioxide that has built up, and we send more blood to our brain.

So next time your teacher or your mum tells you to stop yawning, simply say, ‘I just needed to regulate the carbon dioxide and oxygen levels in my blood!’

Prime-time comprehension

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

tion

c Nonfi

Why d o we yawn? – 2

Level A 1. Do scientists really know what makes us yawn?

r o e t s Bo r e p o u 3. Which gas does our body need when we breathe in?k S 4. What is the gas we breathe out called? 5. What carries oxygen through our body?

Level B

1. Why is yawning good for us?

ew i ev Pr

Teac he r

2. What are two things that usually trigger a yawn?

3. What is the opposite of shallow breathing?

w ww

m . u

4. Why do you think talking about yawning makes you feel like you want to

. te

o c no yes 5. Have you everc seen a dog yawn? . e her r o Why do you think they dos this? t s uper yawn?

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Prime-time comprehension

Why d o we yawn? – 3

tion

c Nonfi

LevelNonfiction C 1. Why might a teacher ask you to stop yawning?

Teac he r

Yawn in front of someone and write down what happens!

ew i ev Pr

r o e t s Bo r e p ok u Scould make a friend yawn? yes no 2. Do you think you

w ww

. te

m . u

3. Why are our lungs so important?

4. What will you say next time your teacher or mother asks you to stop yawning?

o c . che e r o t r s super

5. If you say this, what do you think your teacher or mother’s reaction might be?

Prime-time comprehension

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Involu ntary refexes

ity

Activ

Make a list of all the things that happens to our body after we yawn. After we yawn, we are

Teac he r

means we can’t help it happening. Goosebumps is another involuntary reflex. Can you think of any others?

ew i ev Pr

r o e t s Bo r e p ok u S A yawn is an involuntary reflex, which

w ww

Choose from one of the involuntary reflexes above and research it on the internet or in a book. What causes it?

. te

m . u

o c . che e r o t r s super

Can it harm us? yes

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Prime-time comprehension

Picnic an

Poetr

d a swim – 1

A picnic and a swim Each holiday is a rule. We’ll eat our lunch then change For a quick dip in the pool.

Teac he r

Surely we’ve remembered All that we need to bring.

We’ve meat and salad rolls And two big picnic rugs. Five litres of cold water And insect spray for bugs.

ew i ev Pr

r o e t s Bo r e pwith ok Our picnic basket’s loaded u A meal fit for a king. S

w ww

We’ve apples and bananas, Three different types of cheese, We brought a jumper each, In case there is a breeze.

. te

m . u

Three large extra towels, Avocado dip and Jatz™.

o c . We’ve had our tea andc cake e hr r On a tablecloth of cotton, e o t s super But looks like we can’t swim — Our togs we have forgotten!

Lee-Ann Holmes

Prime-time comprehension

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

Poetr

Picnic an

d a swim – 2

Level A 1. What was the plan for the day?

r o e t s Bo r e p o u k 3. What was the tablecloth made from? S 4. How many litres of water did they take?

ew i ev Pr

Teac he r

2. Did they take insect repellent?

5. What was with the salad on the rolls?

Level B

1. What season of the year do you think it would have been; summer, autumn, winter or spring?

w ww

. te

m . u

Why?

o c Explain your answer. . che e r o t r s super

4. Do you think they planned and organised their picnic well?

5. Did they take anything for sun protection?

yes

What?

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Prime-time comprehension

Picnic an

Poetr

d a swim – 3

Level C 1. This family seemed to remember everything except the most important thing. How could they make sure they don’t forget their togs next time?

Teac he r

could they have taken on their day out?

ew i ev Pr

r o e t s Bo r e p ok u S costume or togs, what other extra items or games 2. Besides a swimming 3. Do you think they could still have a fun day without swimming? no

m . u

w ww

4. Describe one fun day that you have had out with family or friends.

. te

o c . che e r o t r s super 5. What was the thing that made it the most fun?

Prime-time comprehension

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

ity

Plan a

Activ

fun day out

Where would you go?

r o e t s Bo r e p ok u S What would you take? What are some activities you would plan?

ew i ev Pr

Teac he r

Who would you invite?

w ww

. te

m . u

Draw a picture of your fun day out!

o c . che e r o t r s super

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

Prime-time comprehension

World r ecord! – 1

Fictio

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

ew i ev Pr

Teac he r

Today is Day 10. Day 10 of what you ask? This is Day 10 of me chewing this bubble gum. All the flavour has gone out of it, but I don’t mind anymore. You see, I’m going for the world record for the longest time chewing gum. But it’s a secret because other people might think it’s silly. Mum sees me chewing sometimes and she says ‘Are you chewing gum again?’ She hasn’t realised it is the same bit all the time. It’s not too bad because every two days I sneak a drop of strawberry topping onto my gum. That makes it taste better again for a while.

w ww

. te

Now, I’m not sure how strict the rules are for winning the world record, but I do stop chewing now and then. When it is mealtime I pop it out and press it under the table. When it is time to brush my teeth, I press it onto the hot tap until I’m finished brushing. And I don’t chew when I’m in bed either. I stick it on the wall next to my pillow. So I guess I’d better check the rules. 50

m . u

o c . che e r o t r s super

Prime-time comprehension

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Fictio

World r ecord! – 2

Level A 1. Which world record is the girl trying to break?

r o e t s Bo r e p ok u 3. What sort ofS gum is it? 4. Where does she stick the gum when she’s eating?

5. How does the girl put some flavour back into the gum?

ew i ev Pr

Teac he r

2. How long has she been chewing the same piece of gum?

w ww

m . u

2. Why does the girl take the gum out of her mouth at mealtimes?

. te no

3. Do you think its a good idea she hasn’t told anyone her secret?

o c . e Why/Why not? c her r o t s super yes

4. Do you think her mother will catch on to what’s happening?

yes

Why/Why not? 5. How do you think the gum would taste after two days? Why?

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

Prime-time comprehension

World r ecord! – 3

Fictio

Level C 1. When do you think it would be hardest to hide the fact that she was chewing gum?

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u 2. What rules are there at your school about chewing gum? S What is your opinion of these rules?

3. What do you think the mother will say when she finds out? Why?

w ww

. te

m . u

4. If you could choose to break a world record, which would it be?

o c . che e r o t r s super

5. The world record for the biggest bubble blown with gum is 50.8 cm across, using three pieces of gum. Estimate the size of the biggest bubble you have ever made with bubble gum or with soapy water. How could you blow a bigger bubble?

Prime-time comprehension

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

ity

World rec ords

Activ

3. The longest nose on a man?

Try to guess and draw what the world records are for the following. (The answers can be found at the back of the book.)

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

ew i ev Pr

Teac he r

1. The most tennis balls held by a dog in its mouth without assistance?

4. The longest distance walking on your hands?

w ww

m . u

2. The longest toenails on a woman?

. te

o c . che e r o t r s super

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5. The longest moustache on a man?

Prime-time comprehension

There’s a gh

Comi

ost in m y cupboard – 1 What’s the matter, Penny?

MUM!

r o e t s Bo r e p ok u S Don’t be silly, sweetheart. We’ve talked about this 100 times.

ew i ev Pr

Teac he r

Mum, there’s a ghost in my cupboard.

But honey, I always check for you and there’s never any ghost. You know that.

Can you check again, pleeeeeeease?

You see, there’s nothing there …

Ok, darling.

w ww

. te

m . u

o c . che e r o t r s super Hey! You two really got me this time!

ARRRRGGHHH! 54

BLAH!!

Prime-time comprehension

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

Comi

There’s a gh

ost in m y cupboard – 2

Level A 1. Where was the girl?

r o e t s Bo r e pshe was afraid of? ok 3. What did the girl say u S 4. What were three other names the mother called Penny?

5. How many characters do you see in this comic strip?

Level B

ew i ev Pr

Teac he r

2. Who called to her mother?

m . u

1. Where is the boy at the start of the story?

w ww

3. Why did Mum get such a fright?

. techildren play this trick? o 4. Why did the c . che e r o t r sof just ‘please’? supe r 5. Why did the author write ‘pleeeeease’ instead

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

Prime-time comprehension

There’s a gh

Comi

ost in m y cupboard – 3

Level C 1. Do you think it was a good trick?

yes

r o e t s Bo r e phave played a trick on their mother ok 2. Do you think the children before? u How do you know? S 3. Do you think the girl sometimes has bad dreams? How do you know?

yes

ew i ev Pr

Teac he r

Why/Why not?

w ww

5. Think of a harmless payback prank for the mother to play on her children. Describe it and draw a picture in the box.

. te

m . u

yes

o c . che e r o t r s super

Prime-time comprehension

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

ity

Sequen

Activ

cing

Cut out the statements below and glue them in the order the story happened. Draw a picture for each.

r o e t s Bo r e p ok u S 2

ew i ev Pr

Teac he r

w ww

The boy yells ‘BLAH!’ from the cupboard.

. te

Everyone laughs.

The girl calls out to her mother.

m . u

The mother opens the cupboard door.

o c . che e r o t r s super

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

Prime-time comprehension

Robot s–1

tion

c Nonfi

Nonfiction

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

ew i ev Pr

Teac he r

Robots are one of the best things people have ever made. Robots are used in all sorts of ways. They come in all shapes and sizes. Some robots can move like us, but they can do things we can not do. A robot can work in deep water or in a fire. A doctor can work a robot inside a person’s body. A robot can work up in space or on another planet. Robots are also used to do things we don’t want to do.

w ww

. te

Most robots are produced to work in factories. They can do the same thing over and over again without getting tired. Robots are used to make cars. They can even shear a sheep. A robot can sometimes work faster than a human and doesn’t need food and water. A robot doesn’t have to go to sleep and doesn’t stop to talk. It just needs to be oiled or repaired now and then.

m . u

o c . che e r o t r s super

Luckily for us, a robot can do many things—but it can’t think for itself. A robot needs to be told what to do. That is why a person will always be a robot’s boss. 58

Prime-time comprehension

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

tion

c Nonfi

Robot s–2

Level A 1. Can a robot work in a fire?

yes

r o e t s Bo r e p ok 4. Where are robots mainly used? u S 5. What can a robot do with a sheep? 2. How can some robots be used in hospitals?

ew i ev Pr

Teac he r

3. Are there robots in space?

Level B

w ww

1. How many hours a day could a robot work?

. te

m . u

o c . che e r o 3. How are robots like humans? t r s super 2. How big is a robot?

4. Why don’t robots need food and water?

5. Why do robots have human bosses?

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Prime-time comprehension

Robot s–3

tion

c Nonfi

Level C 1. Why do you think robots are used on planets or in space instead of people?

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u S about robots. 2. Write two good things 3. What are two things that you think are not good about robots?

w ww

5. If you had a robot, what would you like it to do?

. te

m . u

o c . che e r o t r s super

Prime-time comprehension

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

ity

My ro bo t

Activ

Imagine you made your own robot! Fill in this profile about your robot.

r o e t s Bo r e Name: p ok u S Size:

ew i ev Pr

Teac he r

My robot profle

Colour:

Purpose:

Special functions:

w ww

. te

m . u

o c . che e r o t r s super

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

Prime-time comprehension

Little angels – 1

Poetr

Little angels The world is full of angels found in each and every kid,

r o e t s Bo r e p on them you can’t rely. ok But if you want a compliment, u S Take yesterday for instance, an example that is true. And they are all forgiven for the things they said and did.

When I’ve a zit upon my chin there’s not much I can do. But Master 10 had a solution for his mum to try.

ew i ev Pr

Teac he r

Their honesty and openness are such we can’t deny,

‘Mum, what you need is Youthful Essence, that’s what you should buy. ‘It fills fine lines and wrinkles and it’s good for pimples, too,

© R. I . C.Publ i cat i ons Or you could try, from Charma, a treatment for your pores, •f orr evi ew pur posesonl y• Though on TV the ladies don’t have zits as big as yours.’ And judging by your chin I think this treatment’s overdue.

w ww

He’s only tryin’ to help, I realised, what an angel dear. Thus I went out and bought the cream that he’d seen on TV.

. t Lee-Ann Holmese

At fifty dollars for a jar, I hope it works for me.

m . u

So, horrified, I looked at him, but he seemed so sincere.

o c . che e r o t r s super

Prime-time comprehension

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

Little angels – 2

Poetr

Level A 1. What did the lady have on her chin?

r o e t s Bo r e p othe products from? 3. Where did the son get his information or knowledge of k u S 4. According to the poem, what does Charma treat?

5. What price was the cream Mum bought?

Level B

ew i ev Pr

Teac he r

2. What were the son’s solutions?

1. What is a compliment?

Write the line that tells us.

w ww

m . u

2. What age was the boy in the poem?

3. What line leads us to believe the story in this poem could have really happened?

. te

o c . che e r o t r s more than once? suadvertisements per 4. Do you think the boy saw the TV yes

Explain.

5. According to the poem, who are little angels?

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Prime-time comprehension

Little angels – 3

Poetr

Level C 1. Do you think the boy was being nasty or trying to be helpful?

r o e t s Bo r e ok 3. Can we always believep what we are told on television advertisements? u no S yes

ew i ev Pr

Teac he r

2. Do you think the cream will work?

Why/Why not?

4. Describe one television advertisement you can remember. Why do you remember it?

. te

m . u

w ww

Draw the product being advertised in the television advertisement you remember.

o c . che e r o t r s super

5. What are three qualities of an effective advertisement?

Prime-time comprehension

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

Design a

ity

Activ

skin product!

What will it be called?

r o e t s Bo r e p ok What will it do for the skin? u S

ew i ev Pr

Teac he r

Who will the product be used by?

How will it be packaged?

What will the price be?

Where can we buy it?

m . u

w ww

. te

Draw a picture of your new product.

o c . che e r o t r s super

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

Prime-time comprehension

A new pet

Fictio

–1

The school sports were coming up. I was doing a bit of training running around a paddock at home on our farm. When I ran past one spot where there was a patch of long grass, I heard a rustle. On my next lap I heard the rustle again. ‘This thing is bigger than a snake’, I thought. But this time I also heard a noise.

ew i ev Pr

Teac he r

r o e t s Bo r ‘Tsk, tsk!’ e p o u k ‘Willie wagtails?’ I wondered. S As I jogged to the spot the next time, I stopped. ‘Tsk, tsk’, the noise went.

‘Tsk, tsk’, I mimicked and the rustle in the grass came closer to me. Suddenly, out of the long grass jumped a baby wallaby! A joey. It was so cute! I knelt down on the ground and repeated the noise, ‘tsk, tsk’, to coax it forward. It didn’t need any coaxing! It just jumped right up to me and did a somersault into my lap, as if it was jumping into its mother’s pouch! I pulled the hem of my T-shirt up around it and carried it back to the house.

m . u

w ww

explained that the joey’s mother was probably being chased by dogs and dumped the joey in the grass to keep him safe, hoping to return to collect him later. I guess the mother wasn’t able to return. So we had a new pet! Mum made a pouch which she hung on a chair and we fed Billy special milk from an eyedropper. He and our kitten, Fluffy, soon became great friends.

. te

o c . che e r o t r s super

Prime-time comprehension

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

A new pet

Fictio

–2

Level A 1. Why was the girl jogging?

r o e t s Bo r e p called? ok 3. What is a baby wallaby u Scall their baby wallaby? 4. What did they 5. What did they use to feed the baby wallaby from?

Level B

1. Did the girl find a snake? 2. Do you think the family liked animals?

yes

ew i ev Pr

Teac he r

2. Where did the girl live?

w ww

m . u

4. Why did the girl pull up the hem of her T-shirt?

5. Underline these words in the text, then use a dictionary to find their meanings.

. te

(a) Paddock:

(b) Mimic:

o c . che e r o t r s super

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

Prime-time comprehension

A new pet

Fictio

–3

Level C 1. What do you think wallabies may eat as they grow older?

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

3. Why did the Joey somersault into the girl’s lap?

4. Name some crops grown in paddocks.

ew i ev Pr

Teac he r

2. Why do you think the Joey’s mother wasn’t able to return?

w ww

. te

m . u

o c . che e r o t r s super

Prime-time comprehension

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

ity

Activ

Respon

sible pet ow

nership

Dogs can be a big threat to our native wildlife. What can dog owners do to prevent their dogs killing our native animals?

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

ew i ev Pr

Teac he r

Suggestion 1:

Suggestion 2:

w ww

m . u

Suggestion 3:

Suggestion 4:

. te

o c . che e r o t r s super

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

Prime-time comprehension

Comi

Lunch! LUNCHTIME, KIDS!

Great! I’m starving.

Ohhh!

Humans They smell good!

r o e t s Bo r e p ok u S What’s there to eat?

Teac he r

What do we do?

Our what?

What’s that?

ew i ev Pr

Easy! You stick your proboscis into the human and suck the blood out.

Is it hard to do?

Aunty who?

w ww

. te

m . u

and go before the human even knows what’s happening.

Why, what happens if we get caught?

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Tee hee! Not aunty, its an an-ti-co-ag-u-lant. It makes their blood run thin.

Ewwww!

Well … um … ah

That!

Prime-time comprehension

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

Comi

Lunch!

Level A 1. What were the four main characters in this story?

r o e t s Bo r e 3. What is the name p for a mosquito’s needle nose? o u k 4. Where was S the anticoagulant found?

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2. What was on the menu for lunch?

5. What does an anticoagulant do?

Level B

1. Why was, ‘LUNCHTIME, KIDS!’ written in capital letters?

2. Why do you think Mother Mozzie broke the word ‘anticoagulant’ into syllables?

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3. Why were the young mosquitoes told to collect human blood quickly?

4. Do you think the young mosquitoes had tried blood before? Why/Why not?

yes

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5. What did Mother Mozzie show her children that frightened them?

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Prime-time comprehension

Comi

Lunch!

Level C 1. Name three negative things about mosquitoes.

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r o e t s Bo r e p ok u 2. Suggest three ways you could protect yourself from being bitten by a S mosquito.

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3. Do you think this comic strip was educational? Explain.

yes

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4. What other animals besides humans could be bitten by mosquitos?

5. How would making our blood thinner benefit mosquitoes?

Prime-time comprehension

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ity

Activ

Make a

quick comic

Think of another animal that could be explaining ‘what and how to eat’ to her young. Write and draw a comic strip about it.

r o e t s Bo r e p ok • teaching a bear cub to raid a beehive for honey u S • teaching a kitten how to lap milk Here are some examples:

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• teaching an elephant calf to grab branches with its trunk

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Prime-time comprehension

Why do

ctio i f n o N

volcan oe

s erupt? – 1

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

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Nonfiction

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Have you ever wondered what makes a volcano erupt? A volcanic eruption is a bit like shaking up a soft drink can then popping the tab; but instead of bubbles coming out of the top, a volcano spews out melted rock!

. tthe middle of the Earth becomes very hot, it meltsoand is When the rock ine c . and pressure inside the Earth can make this molten then called magma. Gas c e hine r rock move. Water and gas the magma change into o steam when it gets to t r s s r up erock coming out of the earth the top and it spurts out of the ground. Molten is called lava. Lava can flow out of a volcano like a river of fire.

Volcanoes can erupt suddenly, or just smoke away for many years. A famous eruption that caught everyone by surprise was Mount Vesuvius, which erupted in the city of Pompeii in Italy. If you walk through the ruins of Pompeii, you can see plaster casts of people and animals. Scientists have made them from hollows where the people and animals were burnt and buried. 74

Prime-time comprehension

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ctio i f n o N

Why do

volcan oe

s erupt? – 2

Level A 1. What does the writer think the eruption of a volcano is like?

r o e t s Bo r e 3. What happens to rock pwhen it becomes very hot? ok u Sor molten rock called? 4. What is melted

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2. What is in the middle of the Earth?

5. What is the molten rock that spurts out of the Earth called?

Level B

1. Why did so many people die when Vesuvius erupted?

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2. Why is lava so dangerous?

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o c . che e r o t r s super 4. Why are some volcanoes considered to be safe and others dangerous? 3. Why does the author say lava can flow ‘like a river of fire’?

5. Why is Pompeii a very popular tourist destination?

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Prime-time comprehension

Why do

ctio i f n o N

volcan oe

s erupt? – 3

Level C 1. Explain why people were buried when Mount Vesuvius erupted in Pompeii.

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r o e t s Bo r e 2. Write something you’vep seen or heard about any volcanoo or its crater. u k S

3. A vulcanologist is a person who studies volcanoes. Would you like to be a vulcanologist?

yes

Why/Why not?

4. Mount Vesuvius could erupt again at any time. Would you live next to yes

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Why/Why not?

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Mount Vesuvius?

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5. Why do you think some people live next to Mount Vesuvius or other volcanoes?

Prime-time comprehension

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ity

Min i resear ch task

Activ

Volcanoes There are about 850 active volcanoes in the world today. Choose one to research on the internet and fill out the form below.

r o e t s Bo r e ok 1. Location of the p volcano u 2. How longS it has been active 3. (a) When it last erupted (b) What happened

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Mark the location of your volcano on the map below.

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4. How far away the closest people live 5.

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Name of volcano:

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Prime-time comprehension

Speech a

Poetr

nd dram

a teacher

My speech and drama teacher is a grumpy, strict, old bag. Dad finally said he’d come and see, just so I wouldn’t nag.

r o e t s Bo r e p ok ‘Ms Smith, I can’t help noticing the money on your desk.’ u My teacher turnedS and stared at him with looks that were grotesque. My dad he listened quietly to suggestion on suggestion,

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From Ms Smith on good technique and then he asked a question.

With head held high she then explained, ‘It’s like a swearing jar. It teaches perfect diction and it’s worked a charm so far. ‘You see, from students I expect the highest elocution. To gain this standard I have found a wonderful solution.

© R. I . C.Publ i cat i ons Now if you don’t pay me five pounds, I’ll cut your slack tongue out’. •f orr evi ew pur posesonl y• ‘Wow, what a trick!’ chuckled my dad. ‘Now help me understand, ‘I give them all three chances, then on strike three I will shout—

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My teacher gave a little smile, ‘Well now, Mr Monroe,

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What’s in the blue container there, right near your other hand?’

‘Perhaps you have not heard then, hmmm? They don’t all pay, you know!’

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Lee-Ann Holmes

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Prime-time comprehension

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Poetr

Speech a

nd dram

a teacher

Level A 1. What is the name of the teacher in the poem? 2. What does the lady teach?

r o e t s Bo r e p ok of the poem? , u S

4. How much was the fine for poor diction? 5. What was the name of the student’s father in the poem?

Level B

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3. What are three adjectives used to describe the teacher in the first sentence

1. How many containers were on the

2. What would the author have you believe is in

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3. Is this a fiction or nonfiction poem?

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the blue container?

. te to the students who didn’t pay the five pounds? o 4. What happened c . che e r o t r s super How do you know?

5. Write five nouns from the story that end in tion.

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Prime-time comprehension

Speech a

Poetr

nd dram

a teacher

Level C 1. Why do you think the student kept nagging her father to come to a lesson?

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r o e t s Bo r e 2. ‘Wow, what a trick!’ chuckled believed the p my dad. Had the girl’s fatherok u no yes S story? Explain why you think this.

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4. What are three qualities a good teacher should have?

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country this poem is set.

o c . che e r o no yes t r 5. Did you like the poem? s super Why/Why not?

Prime-time comprehension

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ity

Activ

What happen s next?

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

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Draw a picture of what Mr Monroe’s face would have looked like at the end of the poem!

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What do think he would have said or done next?

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o c Write another versec or two for the poem. (It doesn’t have to. rhyme!) e her r o t s super

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Prime-time comprehension

Answers Car rally ....................... 2–5 Level A 1. yesterday 2. five 3. Students may choose three from the following list: bathers, mask, snorkel, swim fins. 4. pink elephant floaties 5. something silly, like sing a song

Activity – A little experiment The finger under the nail turns white. Colour is restored.

A certain smile ........... 14–17 Level A 1. a boy and his brother/two brothers 2. three 3. treat 4. a crocodile 5. fat, clever

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

Level C 1. Answers will vary. 2. to make it more fun 3. Possible answers include: held special dress days, sold special items at the tuckshop, raffles, learna-thon, walk-a-thon 4. Answers may include: cancer, leukaemia, Flying Doctors, Legacy, guide dogs. 5. Answers may include: spent it, kept it, donated it back to the charity

Activity – Where is Canberra? Location: Australian Capital Territory Size: 2400 square kilometres. Population: about 347 000 people

Why do we have fngernails? ................................... 10–13

Level B 1. quickly 2. ridiculous 3. fish and meat 4. walked proudly 5. Possible answers include: swimming lessons, brush my teeth, eat meals, go to bed, soccer training

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Level B 1. breathing under water 2. driving around in a car answering questions and doing things to get points 3. They donated their prize money back to the charity. 4. Possible answers include: Best performance at checkpoint, Best dressed car, Highest bribe money paid 5. Possible answers: games at the lake, sausage sizzle, dressing up

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Level C 1. No, we can see the stars in the sky, but we know they’re a long way away. 2. They thought the stars were closer because they could see them. They thought Canberra was further away because they couldn’t see Canberra. 3. Possible answers include: the moon, clouds, planes 4. Possible answers include: Billions, because there are millions in our galaxy and there are many galaxies in the sky. 5. Possible answers include: Yes/No. Parliament House, the Prime Minister, Telstra tower, War Memorial

Level C 1. the boy 2. Fiction. Possible answers include: The author could not tell the story if he were dead, crocodiles don’t smile, you wouldn’t swim in a river where there were crocodiles. 3. Probable answer: No, because it would be dangerous. 4. Possible answers include: In a swimming pool and between the flags on the beach. 5. Possible answer: A smile you would have before you ate something delicious.

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Activity – Dressing up Possible answers include: Saints, Superman, surfers, ghost, good students, good samaritans, grandmas, gardeners

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Activity – Crocodiles Possible answers: a firefighter ladder, a bus, backyard pool, a rope

Fitting in ..................... 18–21

o c . che e r o t r s super

Which is closer? ...........6–9

Level A 1. in a bedroom looking out the window 2. the hayshed 3. old Mrs Wilson’s house 4. night-time 5. their pyjamas Level B 1. Australia 2. Possible answers include: a shiny dot in the sky, a twinkling dot, a sun 3. Possible answer: A large, naturally luminous, gaseous body, such as the sun. 4. Possible answers include: No, because you can see better when the sky is black. 5. Yes/No. A telescope makes the star appear much closer.

Level B 1. Keratin contains protein that helps make our nails strong. 2. Possible answers include: Bitten nails don’t look good and it’s unhealthy. Gripping and ripping is difficult with bitten nails. 3. Eat more gelatin. 4. Germs can gather in the dirt under our fingernails. 5. Possible answers include: mandarin, orange

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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Level A 1. They are useful to us. 2. Students may choose three from the following list: scratch things, peel fruit, open things, undo knots, grip things and start rips and tears. 3. keratin 4. skin and hair 5. ten

Level C 1. Possible answers include: Sometimes the nail turns black and falls off. A blood blister forms under the nail. 2. from playing, handling objects, everyday activities 3. We should keep them trimmed and use a nailbrush in the shower. 4. Carrots, mangos, sweet potatoes and cantaloupe have a lot of keratin. The protein is also found in spinach, squash and broccoli. 5. Possible answers include: Pull out a prickle, thread a sewing needle.

Prime-time comprehension

Level A 1. Fitting in 2. mum, daughter, Emily 3. two 4. four 5. Emily

Level B 1. Possible answers include: No. They took turns; new speaker, new paragraph; the conversation flowed. 2. Mum, Sarah, Mum, Sarah, Mum, Sarah, Mum, Sarah 3. No. She was asking for advice. 4. Possible answers include: Perhaps they were bored or tired of that game. Sarah was being bossy. 5. to make her feel better and forget about it

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Answers 5. Possible answers include: The mother gives the boy a hug and thanks him for being honest. The mother understands it was an accident and the boy offers his pocket money to pay for a new window.

Oil ............................. 26–29

4. after meals but at least once a day 5. Possible answers include: his parents, family, friends Activity – Oral hygiene An apple helps clean our teeth. Dental ribbon helps to clean between the teeth and prevent holes. Milk contains protein which strengthens our teeth.

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

The letter ............... 22–25 Level A 1. the mother 2. Dear Mum 3. Phillip 4. a cricket ball 5. through the window

Level B 1. Possible answers include: Because he was feeling guilty. He didn’t know what words to say. He was scared of of getting into trouble. 2. Possible answers include: Leave it on the kitchen table. Leave it on her pillow. Hand it to her and run. Hand it to her with a flower from the garden. 3. ‘No, that’s no good.’ 4. one 5. Possible answers include: His mother would know something was wrong. It would sound like he was crawling or buttering her up.

Level A 1. oil 2. shale rock 3. 1865 4. a kerosene lamp 5. motor cars and other engines that use petrol

Level B 1. near the surface 2. Petrol is a product of crude oil. 3. Possible answer: pipe under water 4. lamps and candles 5. Possible answer: Because it is difficult and it takes longer to get it out of the rock

Level C 1. Possible answer: Because we have our own supply 2. Possible answer: Because of different coloured rocks 3. Possible answer: The world needs more oil and we can sell it overseas. 4. Possible answer: The supply of oil is drying up. This is more serious because we can’t make oil and if there is no more to find, we won’t have any. 5. Possible answer: We use oil to run our cars, machinery and for many other things.

The Super Six ............. 34–37

Level A 1. a family with superpowers 2. speed 3. Super Boy 4. 2 metres tall 5. Super Baby

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Level C 1. Possible answer: Yes. They were wise, but understanding and sensible. 2. Possible answers include: Walk away. Play with somebody else. 3. Possible answer: Yes, because disagreements often happen between friends. 4. Answers will vary. 5. Possible answers include: Sometimes others can see more clearly than ourselves, especially when we are upset. Adults have experienced many problems children face and can give good advice.

Level B 1. to talk to animals 2. The Spiderlings had made a circle around the Super Six. 3. flock 4. Possible answers include: Closer, closer, closer they crept. The huge, hungry spiderlings’ mouths began to water as they prepared for their meal. 5. He tried to reason with or talk to the spiderlings.

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The promise .............. 30–33

Level C 1. relieved 2. Possible answers include: gigantic frogs, bats, lizards 3. Mr and Mrs Super with their super strength 4. Possible answers include: speed, invisibility, telepathy, strength 5. Possible story: The lion and the mouse

Let’s make pancakes ... 38–41

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Level C 1. Possible answers include: The same way. Tell her face-to-face. Text her. Get my little brother to tell her. 2. Possible answers include: That’s okay, darling, but you will have to pay for it with your pocket money. No computer games for a week. No cricket for a week. 3. Possible answer: Yes. It pays to be honest. 4. Possible answers include: No. Because they would notice the broken window so you should own up to it. The truth always comes out in the end. Telling the truth is the right thing to do.

Level A 1. The promise. 2. to stop eating sweets 3. six 4. no 5. up the dentist’s nose

Level B 1. a dentist’s surgery 2. the screams from the patient 3. A needle makes your mouth go numb and you don’t feel pain. 4. the drilling hurt. 5. Because he ate too many sweets and chocolates. Level C 1. the patient at the dentist 2. great (usual meaning is ‘true’) 3. It makes the poem more exciting/fun.

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Prime-time comprehension

Level A 1. pancakes 2. Add water and shake 3. add the water 4. syrup and banana 5. three; a lady, a boy and a girl/mother, son and daughter Level B 1. powder 2. to mix all the powder into the water 3. Possible answers include: A lady, probably their mum. Because the stove is hot and dangerous for children. So that the children would not burn themselves. 4. Possible answers include: There is a fill line on the container. The instructions were on the container. 5. honey

Answers Level C 1. Possible answers include: It is easier and quicker. It is easier for children to use. 2. Yes, because nobody would actually eat grasshoppers and elephants’ toenails. 3. Possible answers include: jam, honey, syrup, ice-cream and chocolate topping, lemon juice and sugar 4. flour, milk, sugar, egg, butter 5. time taken for shaking the mixture

Level C 1. He/She might think it is bad manners or showing that you are bored. 2. Possible answer: Yes. They yawned within a minute. 3. Our lungs take in the oxygen we need for our blood. 4. ‘I just needed to regulate the carbon dioxide and oxygen levels in my blood!’ 5. Possible answers include: I think they will be impressed with my knowledge. They might be surprised I know what causes yawning. They might say, ‘Don’t be cheeky!’

World record! .............. 50–53 Level A 1. longest time chewing gum 2. for 10 days 3. bubble gum 4. under the table 5. with a drop of strawberry topping

r o e t s Bo r e p ok u S Activity – Involuntary reflexes After we yawn, we are more alert, our heart beats faster, we get rid of carbon dioxide that has built up, and we send more blood to our brain. Possible answers include: Blinking when something comes close to our eyes. Reflexes. Jerking your foot when someone taps your knee.

Level B 1. Possible answers include: If you can stop chewing now and then. If you can stop chewing to brush your teeth and eat. 2. So she doesn’t accidentally swallow it while she’s eating. 3. Possible answers include: Yes, because they might think she is silly. No, because otherwise they might not believe she’s been chewing long enough for the world records. 4. Possible answers include: Yes, because she will notice they haven’t bought any for a while. Yes, because she will not see the daughter ever put new gum in her mouth. Yes, because she will wonder why she is always chewing. No, she probably won’t take that much notice. 5. Possible answers: Yuck! Bland. No flavour or taste would be left in it.

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Activity – Procedure writing You will need: one container of pancake shake 330 mL water butter/oil for cooking Method: 1. Preheat frying pan and grease well. 2. Shake bottle to loosen dry mix. 3. Remove lid. 4. Fill bottle with water to level indicated on the label. 5. Replace lid and shake for 1 min. 6. Pour batter into frying pan to desired size. 7. Cook for 1 minute on each side or until golden brown.

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5. Possible answers include: Yes/No. Perhaps animals get tired or bored like we do. For the same reasons humans do.

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Level A 1. No 2. tiredness or bordeom 3. oxygen 4. carbon dioxide 5. our blood

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Level B 1. Answers may include: It helps us with the air we breathe in and out. The air flows through our lungs into our blood. Yawning keeps the air we breathe in (oxygen) and the air we breathe out (carbon dioxide) at good levels in our body. A yawn carries more oxygen to our lungs. After we yawn, we are more alert, our heart beats faster, we get rid of carbon dioxide that has built up, and we send more blood to our brain. 2. into our lungs 3. deep breathing 4. Possible answers include: instinct, it’s contagious, it makes you think about it, they are taking in air so we want to take some in too

Level B 1. Summer. Because it is hot in summer. 2. Possible answers include: meat and salad rolls, avocado dip and chips, apples and bananas, cheese, cake 3. Possible answers include: Tag, Frisbee™, ball games, cricket, soccer 4. Possible answer: Yes. They took lots of things and only forgot their togs. 5. Yes. They took sunscreen and hats.

Level C 1. Possible answer: When she had to eat or brush her teeth. 2. Possible answers include: No gum allowed at school. Not fair! I agree, because students might just spit it out in the playground. 3. Possible answers include: Don’t be ridiculous! That’s disgusting! Wow, a world record! Keep it up. 4. Possible answers include: Longest time playing Xbox™/computer games. Most chocolate eaten in 1 hour. Longest time dancing. 5. Answers will vary. Possible answer: More gum/soap in the water.

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Level A 1. a picnic and a swim 2. yes 3. cotton 4. five litres 5. meat

Why do we yawn? ............................... 42–45

Level C 1. Possible answers include: Wear their togs under their clothes. Pack them first. 2. Possible answers include: totem tennis™, soccer ball/cricket set, sand buckets, boogie boards 3. Possible answers include: Yes. There are plenty of other things you can do. They could paddle in the shallow end. They could swim in their clothes. 4. and 5. Answers will vary

Prime-time comprehension

Activity – World records 1. five (2003) 2. approximately 22 cm long each with a combined length of 2.2 metres (1991) 3. 8.78 cm from the bridge to the tip (2001) 4. A man walked on his hands for 10 hours each day for 55 days to walk 140 kilometres. (early 1990s) 5. 3.39 metres (1993)

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Answers 5. Possible answers: Because they need to be programmed/told what to do. They cannot think for themselves.

There’s a ghost in my cupboard ............... 54–57 Level A 1. in bed 2. Penny 3. She thought there was a ghost in the cupboard. 4. sweetheart, honey, darling 5. three

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

Level C 1. Possible answers include: Yes. Because the mother got a huge fright. No. Because it really scared their mother. 2. Yes. Because the mother said, ‘You two really got me this time’. 3. Yes. Because the mother says, ‘We’ve talked about this 100 times. I always check for you and there’s never any ghost’. 4. Answers will vary. 5. Possible answers include: Mother could place plastic wrap over her children’s glass of water. Mother could place a rubber frog in the children’s school shoes or a rubber snake in their underwear drawer.

Activity – Design a skin product! (Example)

Name: Used by: What does it do:

Inner Self women Smooths skin and removes wrinkles. in a box $25 per 200g

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Level B 1. in the cupboard 2. to play a trick on his mother 3. Because she didn’t expect any ‘monster’ in the cupboard. 4. for a joke 5. Repeating ‘e’ makes it sound like pleading, not just asking.

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Level C 1. Because there is no oxygen in space and robots don’t breathe. 2. Possible answers include: They work faster than humans. They can work in extremely hot temperatures. They don’t get tired. They don’t need food or water. 3. Possible answers include: We have to oil/maintain them. They cannot think or problem-solve for themselves. They replace people in some jobs. 4. Possible answers include: They could think for themselves and could become more intelligent than humans. They could become the boss of humans and take over the world! 5. Possible answers include: Make my bed. Mow the lawn and take me to school.

Level C 1. trying to be helpful 2. Answers will vary. 3. No, because businesses are sometimes trying to trick you to get money, or try to persuade you to buy their item over another. 4. Answers will vary. 5. Possible answers include: Catchy tune, bright colours, expressive voices

Be packaged in: Price: Where can it be bought:

in supermarkets/ chemist

A new pet ................. 66–69

Activity – My robot (Example)

Level A 1. She was training for the school sports day. 2. in the country on a farm 3. a joey 4. Billy 5. an eyedropper

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Little angels ............. 62–65

Level B 1. No 2. Possible answers include: Yes, because they made a pouch for the wallaby. Yes, they took it in and cared for it. They gave the baby wallaby a name. 3. Possible answer: It was too young. 4. Possible answers include: So she could carry the wallaby home. To wrap and keep it warm. To make the wallaby feel secure like he was in his mother’s pouch. 5. paddock – a field on the farm mimic – to copy coax – to persuade gradually

o c . che e r o t r s super

Robots .................... 58–61 Level A 1. yes 2. for operations 3. yes 4. in factories 5. shear it

Dan As big as a boy Red My servant Do house chores, make my bed, mow the lawn, take me to school, do homework, do anything I want it to do and understand human language.

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Activity – Sequencing Correct order: The girl calls out to her mother. The mother opens the cupboard door. The boy yells ‘BLAH!’ from the cupboard. Everyone laughs.

Name: Size: Colour: Purpose: Special functions:

Level B 1. 24 2. They come in all shapes and sizes. 3. They move like us. 4. Possible answers: Because they are metal/mechanical. They don’t have a digestive system.

Level A 1. a zit/pimple 2. Youthful Essence/Charma, a product from a television advertisement 3. TV 4. your pores 5. $50.00

Level B 1. Something that someone tells you about yourself that is good 2. 10. ‘master 10 had a solution.’ 3. ‘Take yesterday for instance, an example that is true’ 4. Yes, because he knows what Youthful Essence does and was able to repeat the advertisement word for word. 5. all children

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Prime-time comprehension

Level C 1. grass 2. The dogs may have caught her. 3. That’s how they enter their mother’s pouch. 4. Possible answers: sugar cane, vegetables, wheat, corn Activity – Responsible pet ownership Possible answers include: Keep them on a chain/leash or inside a fenced yard. Train them. Take them to obedience school so they come when called. Keep an eye on them at all times.

Answers 4. Some volcanoes can erupt suddenly, while others just smoke away for many years. 5. Possible answers include: People go to Pompeii to see plaster casts scientists have made of people and animals that were burnt during the eruption. They go to see the destruction a volcano can cause.

Lunch! .................. 70–73 Level A 1. mosquitoes 2. humans/people 3. a proboscis 4. their saliva 5. makes blood run thin

Example: It took a while for Dad to pick his jaw up off the floor.

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Level C 1. Possible answers include: they spread disease. They make you itch. They take your blood. They bite/ sting. They can make you sick. 2. Possible answers include: Use insect repellent. Empty water trays under pot plants to limit breeding around the house. Light citronella candles. Stay indoors at dusk. Install flyscreens to house windows. 3. Possible answers: Yes. It taught us the words ‘proboscis’ and ’anticoagulant’ and what they mean. 4. Cats, dogs, cattle, larger insects – any animal. 5. It would make the blood flow faster and not clot.

Level C 1. The river of lava came so quickly they didn’t have time to get away. 2. Possible answers include: Lava spurts out of the top of a volcano. Lava is so hot, trees catch on fire when lava flows past them. A build-up of pressure inside the earth can cause a volcano to erupt. 3. Possible answer: Yes. It sounds exciting. No. It sounds dangerous. 4. Possible answer: No. I wouldn’t risk my life. 5. Possible answers include: To see them erupt. They have their business/home/ family there.

And when he opened it again, it was so he could ROAR! ‘Now you see here, Ms Smith, I can’t believe what you have done. ‘I’m thoroughly disgusted with the business that you run.

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Level B 1. Because the mother mosquito was yelling it/calling out to her babies 2. to make it easier for the children to hear 3. so they could get away and wouldn’t get slapped 4. No, because they didn’t know what to do. 5. a mosquito being slapped by a human

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Activity – What happens next? Possible answers: shocked, disgusted Possible answers include: Called the police. Given the teacher a piece of his mind. Taken his daughter home and called the other children’s parents.

‘My daughter told me that you were a cruel and mean old cow, ‘I’m calling the police on you 'cos I believe her now!’

o c . che e r o t r s super

Level A 1. It is like shaking up a soft drink can then popping the tab. 2. rock 3. it melts 4. magma 5. lava Level B 1. Possible answers include: It took them by surprise. The people of Pompeii weren’t expecting an eruption. 2. It flows quickly like a river and it is extremely hot. 3. to make it easier for us to understand/visualise/imagine

Level B 1. two 2. tongues 3. Fiction. A teacher wouldn’t really cut children’s tongues out. She would go to jail if she did. 4. They had their tongues cut out. 5. suggestion, question, diction, elocution, solution.

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Why do volcanoes erupt? .............................. 74–77

Level A 1. Mrs Smith 2. speech and drama 3. grumpy, strict, old 4. five pounds (£5) 5. Mr Monroe

Level C 1. Possible answers include: So that he could see what was going on. So he would believe what the daughter reported about the teacher. 2. No. It was too absurd/cruel/ unbelievable. 3. England 4. Possible answers include: Knowledge, patience, pleasant voice, personality, sense of humour 5. Possible answers include: Yes. It was funny/cool. It gives you a laugh/shock. No. Getting tongues cut out is gross/ disgusting/cruel.

Prime-time comprehension