Comprehension for Independent Readers: Ages 8-9

RIC-6351 3.5/722

Comprehension for independent readers (Ages 8–9)

Copyright Notice A number of pages in this book are worksheets.

The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Published by R.I.C. Publications® 2012 Copyright© Edward Connor 2012 ISBN 978-1-921750-75-5 RIC– 6351

Titles in this series: Comprehension for independent readers (Ages 8–9) Comprehension for independent readers (Ages 10+)

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

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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 Comprehension for independent readers (Ages 8–9) offers a range of writing genres and activities to develop the skills required for comprehension.

The aim is to provide students with the opportunity to work independently to extract information from different texts and to demonstrate the different levels of comprehension: literal, inferential and applied.

The other title in the series is: Comprehension for independent readers (Ages 10+)

Contents

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Teachers notes ..........................................................................................................................................................v Curriculum links.................................................................................................................................................vi – ix Space is the place (Poster) .................................................................................................................................. 2–4 The life of John Ronald Reuel Tolkien (Time line) .............................................................................................. 5–7 How to cross the road at traffic lights (Flowchart) ........................................................................................... 8–10 The jungle book and Alice’s adventures in Wonderland (Scanning) .............................................................. 11–13 Reading sense out of nonsense (Interpreting) ................................................................................................ 14–16 Random ideas (Facts and opinions) ................................................................................................................ 17–19 The human body (Diagrams) ........................................................................................................................... 20–22 Missing words (Crosswords) .......................................................................................................................... 23–24 Definitions (Crosswords) ....................................................................................................................................... 25 The rainbow bird (Poetry) ...................................................................................................................................... 26 Baby’s dream (Poetry) ............................................................................................................................................ 27 The fish (Poetry) ..................................................................................................................................................... 28 Rhyming couplets (Poetry) ..................................................................................................................................... 29 At the bottom of the garden – 1 (Story) ......................................................................................................... 30–32 At the bottom of the garden – 2 (Story) ........................................................................................................ 33–35 Simon’s School Supplies (Sales catalogue) .................................................................................................... 36–38 Tautology and double negatives (Awkward writing) ...................................................................................... 39–41 Fishy fish (Data grid) .............................................................................................................................................. 42 Who killed Willard? (Data grid) ............................................................................................................................ 43 Classifying animals (Data grid) ............................................................................................................................. 44 Superheroes (Data grid) ........................................................................................................................................ 45 Sandra at the zoo (Comic book) ...................................................................................................................... 46–48 A lot of work for a prince (Play script) ............................................................................................................ 49–52 Understanding proverbs (Proverbs) ................................................................................................................. 53–54 Proverb word search (Proverbs) ...................................................................................................................... 55–56 Answers .......................................................................................................................................................... 57–61

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Note: R.I.C. Publications® punctuates speech as recommended by Style manual for authors, editors and printers, 6th edition 2002.

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Comprehension for independent readers

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Teachers notes Most units in the book focus on the literal, inferential and evaluative comprehension of a particular text type or the use of a specific figure of speech. Appreciation of the latter is necessary for the inferential and evaluative levels of comprehension.

A number of units are puzzle-based and focus on the understanding of vocabulary and the skill of scanning as well as extracting information from text types such as time lines.

Figures of speech featured

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• Proverbs

T focus of the unit is highlighted The aat the top of each page.

Comprehension skills

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• Scanning • Interpreting • Fact or opinion

Language feature

• Awkward writing

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C.Publ i cat i ons format of questions ranges Text types • usedf orr evi ew pur posesThe o l ychoice •and matching from n multiple

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to those requiring a full written explanation.

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Poster Time line Flowchart Diagram Poetry Narrative Sales catalogue Information in table Comic book Play script

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• • • • • • • • • •

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Something extra

At the end of most units, is an additional activities section with suggestions for developing students’ understanding and the theme of the unit.

Classroom organisation The aim of the book is for students to work independently but there are times when discussion with peers would be beneficial to each student’s full understanding and enjoyment of the unit.

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Comprehension for independent readers

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Curriculum links for Year 4 NOTE: All Curriculum links are copyright of ACARA

TEACHERS NOTES ©Australian Curriculum, Assessment and Reporting Authority 2012

LANGUAGE STRAND

ACTIVITY

• Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)

• • • • •

Flowchart Facts Poetry ‘Awkward’ Proverbs

• Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)

• ‘Nonsense’

• • • •

‘Nonsense’ Diagrams Catalogue Comic

• Grid

r o e t s Bo r e p ok u S Posters Flowchart Diagrams Poetry Grid Play

• • • • • •

Time line Facts Crosswords Story Comic Proverbs

• Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

• • • • • • •

Posters Flowchart ‘Nonsense’ Crosswords Story ‘Awkward’ Proverbs

• • • • • •

Time line Scanning Diagrams Poetry Catalogue Grid

• Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)

• Scanning • Story • Comic

• ‘Nonsense’ • Grid • Play

• Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)

• Posters • ‘Nonsense’ • Play

• Time line • Diagrams

• Understand that the meaning of sentences can be enriched through the use of noun groups/ phrases and verb groups/phrases and prepositional phrases (ACELA1493)

• • • •

• • • •

• Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)

• ‘Nonsense’ • Grid

• Story • Comic

• Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)

• Scanning • Poetry

• ‘Nonsense’ • Story

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• Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)

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• • • • • •

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• Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)

• Diagrams

• Recognise homophones and know how to use context to identify correct spelling (ACELA1780)

• Scanning

LITERATURE STRAND

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• Crosswords

ACTIVITY

• Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

• Facts

• Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

• • • • • •

• Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

• Poetry • Grid

Comprehension for independent readers

‘Nonsense’ Crosswords Story Grid

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Flowchart Diagrams Poetry Catalogue

Posters Flowchart Facts Poetry ‘Awkward’ Comic

• • • • •

Time line ‘Nonsense’ Diagrams Story Grid

• Story • Play

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Curriculum links for Year 4 (continued) NOTE: All Curriculum links are copyright of ACARA

TEACHERS NOTES

©Australian Curriculum, Assessment and Reporting Authority 2012

• Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

• Story • Play

• Grid

• Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)

• ‘Nonsense’ • Poetry • Comic

• Facts • ‘Awkward’ • Play

• Create literary texts that explore students’ own experiences and imagining (ACELT1607)

• Story • Comic

• Poetry • Play

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• Create literary texts by developing storylines, characters and settings (ACELT1794)

• Posters • Grid • Play

LITERACY STRAND

• ‘Nonsense’ • Comic

ACTIVITY

• Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)

• • • •

• Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)

• Posters • Facts

• Flowchart • Diagrams

• Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)

• Flowchart • Diagrams • Story

• Scanning • Poetry

• Read different types of texts by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)

• • • • • •

Posters Flowchart Diagrams Poetry Catalogue Play

• • • • •

• Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

• • • •

Flowchart Diagrams Catalogue Proverbs

• Facts • Crosswords • Grid

• Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

• • • •

Posters ‘Nonsense’ Diagrams Comic

• • • •

• Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

• ‘Awkward’

• Write using clearly formed joined letters, and develop increased fluency and automaticity (ACELY1696)

• Comic

• Play

• Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)

• Posters • Comic

• ‘Nonsense’ • Play

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• Posters • Facts

• Time line • Catalogue

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• Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)

Posters Facts ‘Awkward’ Play

• ‘Nonsense’ • Poetry • Comic

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Comprehension for independent readers

Time line Scanning Crosswords Story Comic

Time line Facts Crosswords Play

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Curriculum links for Year 5 NOTE: All Curriculum links are copyright of ACARA

TEACHERS NOTES ©Australian Curriculum, Assessment and Reporting Authority 2012

LANGUAGE STRAND

ACTIVITY

• Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)

• Crosswords • ‘Nonsense’

• Scanning • Play

• Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

• Play

• Understand how to move beyond making bare assertions and take account of differing perspectives and points of view (ACELA1502)

• Proverbs • Poster • Facts & opinions • Catalogue

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• Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)

• Facts & opinions • Poetry • Story

• Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)

• Data grid • Play

• Catalogue

• Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

• Data grid • Story

• ‘Nonsense’

• Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)

• ‘Nonsense’ • Story

• Data grid • ‘Awkward’

• Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)

• Proverbs • Scanning

• Crosswords

• Understand how to use banks of known words, as well as word origins, prefixes and suffixes, to learn and spell new words (ACELA1513)

• Crosswords • Data grid • Story

• Scanning • Play

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Proverbs Time line Catalogue Diagrams Facts & opinions Comic

• • • • • •

Poster Flowchart Crosswords Poetry Story Play

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• Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)

• • • • • •

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• Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

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LITERATURE STRAND

• Poster • Catalogue • Facts & opinions • Diagrams • Story • ‘Awkward’

• Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)

• Facts & opinions • Poetry

• Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)

• Facts & opinions • Proverbs

• Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

• Facts & opinions • Proverbs

• Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

• Proverbs • Catalogue • Poetry

• Poster • Scanning

• Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

• Data grid

• Poetry

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Comprehension for independent readers

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Curriculum links for Year 5 (continued) NOTE: All Curriculum links are copyright of ACARA

TEACHERS NOTES

©Australian Curriculum, Assessment and Reporting Authority 2012

LITERACY STRAND

ACTIVITY

• Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)

• Facts & opinions • Scanning

• Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)

• • • • •

Proverbs Facts & opinions Poetry ‘Awkward’ Comic

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• • • •

‘Nonsense’ Story Data grid Play

• Proverbs • Comic

• Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)

• Facts & opinions • Poster • Comic • Play

• Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)

• • • • • •

Proverbs Scanning Facts & opinions Poetry Data grid Play

• • • • •

Poster ‘Nonsense’ Diagrams Story Comic

• Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)

• • • •

Poster Catalogue Scanning Story

• • • •

Flowchart Crosswords ‘Nonsense’ Data grid

• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)

• • • • • •

Proverbs Time line Crosswords Facts & opinions Diagrams ‘Awkward’

• • • • • •

Scanning Flowchart Scanning ‘Nonsense’ Story Data grid

• Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

• • • •

Facts & opinions • ‘Nonsense’ Diagrams • Poetry Story • Comic Play

• Poetry • Play

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• Use interaction skills, for example paraphrasing, questioning and interpreting nonverbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

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• Reread and edit student’s own and others’ work using agreed criteria for text structures and language features (ACELY1705)

• Facts & opinions • ‘Nonsense’ • ‘Awkward’ • Data grid

• Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

• Proverbs • Poetry • Comic

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Comprehension for independent readers

• Diagrams • Story

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Space is the place

POSTER

Voyager 2 passed Uranus in 1986. The planet’s atmosphere is mainly made of hydrogen.

o e t s Voyager 2r passed Neptune in B r e o 1989. In 1612, Galileo observed the p o u k planet but thought it was a star.

S

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Pioneer 11 flew by Saturn in 1979.

The planet’s rings are mainly chunks of ice.

Jupiter was examined in 1973

by Pioneer 10. The planet is 318 times larger than Earth.

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Mariner 4 passed Mars (the ‘Red Planet’) in 1965. Mars’ Olympus Mons is one of the largest mountains in the solar system, rising 22 km from the planet’s surface.

Beautiful Earth; have we been visited?

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The sun’s surface temperature is 5500 ºC and at its core is 20 000 000 ºC.

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Mariner 10 passed near Mercury in 1974. It is the closest planet to the sun.

Neil Armstrong walked on our moon in 1969.

In 1978, Pluto’s largest moon, Charon, was discovered. The spacecraft, New Horizons, should be near Pluto in 2015.

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Comprehension for independent readers

Mariner 2, in 1962, flew by Venus. The planet is a little smaller than Earth, but has no moon.

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Space is the place

POSTER

In each multiple-choice question, one of the answers is correct, two are incorrect and one is totally, even absurdly, wrong.

In a group, read the questions and discuss why the absurd answers are so wrong.

r o e t s Bo r e p ok Which planet was visited by a spacecraft in 1974? u S Canberra Neptune Mercury

Use the poster on page 2 to answer the questions.

For each question, shade the bubble beneath the answer you think is correct.

Which planet is nearest in size to the Earth?

Venus

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Mt Everest

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one

twelve

Judging by the sizes as shown in the poster, which planet is the smallest?

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Earth’s moon

Uranus

Pluto is no longer considered a planet, but one of thousands of icy rocks in that part of the solar system. How many planets are there in the solar system now? ten

Mars

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Saturn

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Uranus

Pluto

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Which part of the sun is its hottest? ch e r e o t r s the surface thes apple the edges uper

Mercury

the centre

Which planet of the solar system has not as yet been reached by a spacecraft from Earth?

Venus

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Saturn

Pluto

Comprehension for independent readers

none

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Space is the place

POSTER

Use the poster on page 2 to answer the questions.

What is Charon? a planet

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A manned spacecraft landed on the moon for the first time.

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A spacecraft landed on the moon for the first time.

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Charon was discovered.

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an atmosphere

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There was a storm on Mercury.

a moon

How many different types of spacecraft are mentioned on the poster? four

the solar system

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New Horizons is set to reach Pluto in 2015, but something could go wrong to prevent this or even destroy the craft.

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Suggest something that could go wrong.

SOMETHING EXTRA • In a group, discuss and share your knowledge of the solar system, the galaxy and the universe.

• Use your combined knowledge of space to create a science fiction story based on factual data.

• Go a step further and record your story as a play with sound effects and a narrator.

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Comprehension for independent readers

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The life of John Ronald Reuel Tolkien This time line shows some of the important events in the life of the wellknown author, John Ronald Reuel Tolkien.

JRR Tolkien dies.

TIME LINE

1980

1970

Receives a CBE (Commander of the Order of the British Empire) from the Queen.

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The two towers, being the first and second parts of The lord of the rings, are published.

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r o e t s B r 1960o (1971: Edith dies.) e p ok u S The return of the king, being The fellowship of the ring and The adventures of Tom Bombadil is published.

the third part of The lord of the rings, is published.

1950

1940

At Oxford, with other authors (including CS Lewis) he forms a storytelling club called ‘The Inklings’.

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1920

Marries Edith Bratt.

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Having enlisted in the army in 1915 as a second lieutenant, leaves at conclusion of World War One.

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Starts work as an academic at Leeds University.

o c . che His mother, Mabel Tolkien e r o (nee Suffield), dies. t r s super 1900 Is taken to England by his mother. His father, Arthur, stays in South Africa.

1910

Starts studying at Oxford University, where he achieves a first-class honours degree in English literature.

His father dies while still in SA.

1890

Is born in South Africa of British parents.

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Comprehension for independent readers

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The life of John Ronald Reuel Tolkien

TIME LINE

In each multiple-choice question, one of the answers is correct, two are incorrect and one is totally, even absurdly, wrong.

In a group, read the questions and discuss why the absurd answers are so wrong.

r o e t s Bo r e pbeneath the ok For each question, shade the bubble u answer you think is correct.S John Ronald Reuel Tolkien is best known by the name: John Smith.

Gandalf.

Time Line.

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Use the time line on page 5 to answer the questions.

JRR Tolkien.

Why does the time line have arrowheads at both its top and bottom?

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1932

1937

in length.

2012

o c . ch e What was Tolkien’s father’s first name? r er o t s super Mr Tolkien Brian Arthur Ronald In the time line, what do the letters ‘SA’ refer to?

South Australia

6

concept.

When was The Hobbit published?

1837

continuous.

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Comprehension for independent readers

South America

South Africa

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The life of John Ronald Reuel Tolkien

TIME LINE

Use the time line on page 5 to answer the questions.

What was Tolkien’s mother’s surname before she became Mrs Tolkien?

She didn’t have one.

Reuel

r o e t s Bo r e p ok u One caused The box They S the other to would appear happened the

It is clearer to read than each being in separate boxes.

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happen.

same year.

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Why are the notices about Tolkien’s CBE and his wife’s death listed in the same information box?

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Suffield

too small.

When was Tolkien married and when was his third son born?

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1892 & 1924

What are the titles of the three parts of The lord of the rings?

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What is the ‘prequel’ to The lord of the rings? (‘Prequel’ means ‘comes before’.)

SOMETHING EXTRA

• Find out more about Tolkien’s life.

• Tolkien’s brother, Hilary, had a dog that was called Bilbo when it was good and Baggins when it was bad. Find out the connection between this and Tolkien’s work.

• The time line mentions the author CS Lewis. Find out what he wrote and why not read some of his works, too!

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Comprehension for independent readers

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How to cross the road at traffic lights

FLOWCHART

By answering yes or no to the questions, this flowchart explains how to cross the road at traffic lights.

No

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Yes

Press the button and wait patiently. Try not to fidget, press the button over and over, or pick your nose.

Yes

It is now safe to cross the road, but it is safer to be careful, so …

Have the ‘walk safe’ lights turned to green or has the figure of a ‘walk safe’ person been lit up by a green light?

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Are the ‘walk safe’ lights green or is the figure of a ‘walk safe’ person lit up by a green light?

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… check both directions of the road for any vehicles that could pose a risk to you.

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Walk across the road carefully: not too quickly and not too slowly. Do not run, skip or hop.

No

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Is it clear and safe to cross?

Yes

o c . che e r o t r s super Have you reached the other side of the road?

PET WASTE

Yes

Well done!

Continue safely on your way.

Do not talk to strangers or step on dog poop.

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Comprehension for independent readers

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How to cross the road at traffic lights

FLOWCHART

Use the flowchart on page 8 to answer the questions.

What instruction to operate the ‘walk safe’ lights are you given if they are not green?

What instructions are you given first if the ‘walk safe’ lights are green?

© R. I .

C.Publ i cat i ons f o r evi ew p r p se s onl y• When• does ther flowchart indicate it isu safe too cross the road?

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What do you think would happen if the ‘walk safe’ lights were broken and stuck on red?

m . u

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

ew i ev Pr

Teac he r

According to the flowchart, does it matter how you cross the road?

. te

Explain your answer.

o c . che e r o t r s super

For how long do you have to keep walking across the road?

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Comprehension for independent readers

9

How to cross the road at traffic lights

FLOWCHART

Use the flowchart on page 8 to answer the questions.

What choice does the flowchart give you immediately before crossing the road?

What is the least number of decisions that someone crossing the road has to make according to the flowchart?

r o e t s Bo r e p ok u S Have you reached another road you want to cross?

Yes

ew i ev Pr

Teac he r

No

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

(a) To which parts of the flowchart would this extra question box go?

(b) Which parts of the flowchart would the ‘Yes’ and ‘No’ arrows lead?

w ww

m . u

Yes: No:

. te • Rewrite the instructions SOMETHING EXTRA

o c . for crossing a road as a c e her r procedure. o t s super • Write these questions and instructions in boxes to construct a flowchart titled ‘How to scratch an itch’.

• Question boxes have arrows to Yes and No diamonds.

Instruction boxes just have arrows to the next box.

10

In boxes from the ‘Yes’ diamonds, write: – Do you have an itch?

– Is the itch in an area you can reach?

– Place the fingernail tips of one hand on the itch and press in a little.

– Move your fingers back and forth over the itch 10 times.

In boxes from the ‘No’ diamonds, write: – Then you don’t need to scratch.

– If you can’t reach it, you can’t scratch it.

Comprehension for independent readers

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The jungle book and Alice’s adventures in Wonderland

SCANNING

The two sets of quotations, from The jungle book by Rudyard Kipling and Alice’s adventures in Wonderland by Lewis Carroll, have deliberately been rearranged to make them more awkward for you to read.

THE JUNGLE BOOK

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

ew i ev Pr

Teac he r

I have no gift of words, but I speak the truth.

There is no harm in a man’s cub. None can hope to lead the Pack forever. What is the Law of the Jungle? Fire … every beast lives in deadly fear of it. The Bear is their mother.

There is none like to me! None of the Jungle People like being disturbed. Well, if I am a man, a man I must become. In the jungle, life and food depend on keeping your temper.

Why should I waste wisdom on a river turtle? For the strength of the Pack is the Wolf, and the strength of the Wolf is the Pack. I will remember what I was, I am sick of rope and chains. I will go out to my own kind, and the wood folk in their lairs. These are the four that are never content. A black shadow dropped down into the circle. But he had a voice as soft as wild honey dripping from a tree. ‘A brave heart and a courteous tongue’, said he. His spots are the joy of the Leopard. None of the Jungle People like being disturbed. His strength goes from him and he gets feebler.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• ALICE IN WONDERLAND

. te

m . u

w ww

What is the use of a book, without pictures or conversations? Oh my ears and whiskers, how late it’s getting! Curiouser and curiouser! But if I’m not the same, the next question is, ‘Who in the world am I?’ I don’t know the meaning of half those long words, and I don’t believe you do either! I can’t explain myself, I’m afraid, Sir, because I’m not myself you see. If it had grown up, it would have made a dreadfully ugly child; but it makes rather a handsome pig, I think. We’re all mad here. Off with her head! Everything’s got a moral, if only you can find it. We called him Tortoise because he taught us. Begin at the beginning and go on till you come to the end: then stop. You’re nothing but a pack of cards! But then, shall I never get any older than I am now? A cat may look at a king. It would be so nice if something made sense for a change. Read the directions and directly you will be directed in the right direction.

Why, this watch is exactly two days slow. Let me see: four times five is twelve, and four times six is thirteen, and four times seven is … oh dear!

o c . che e r o t r s super

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Comprehension for independent readers

11

The jungle book and Alice’s adventures in Wonderland

SCANNING

It would be too much bother to read the quotations over and over in order to answer these questions so just scan them instead.

Use the extracts on page 11 to answer the questions.

From The jungle book.

What word rhymes with ‘year’?

What word has ‘th’ exactly in the centre?

What two parts of the body are mentioned?

ew i ev Pr

r o e t s Bo r e ok What two words mean ‘ap human child’? u S

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

From Alice’s adventures in Wonderland.

m . u

What two words have a double ‘p’ in them?

Teac he r

What word starts and ends with the letter ‘d’?

What word is a homophone to a word that has to do with rope?

(Homophones are words with different meanings that sound the same.)

w ww

. te

o c . che e r o t r s super What adjective is used to describe ‘words’?

According to one of the quotes, what are we all?

What word rhymes with ‘years’?

12

Comprehension for independent readers

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The jungle book and Alice’s adventures in Wonderland

SCANNING

Use the extracts on page 11 to answer the questions from either set of quotations.

What two words each have the letter ‘e’ three times?

Homophones are words that sound the same but have different spelling and meaning. What word is a homophone to a word that means ‘a servant’?

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

ew i ev Pr

Teac he r

According to the quotes, what shouldn’t wise thoughts be wasted on?

What may a cat look at?

How was a timepiece running?

What frightens creatures very much?

What is someone losing that is making him weaker?

w ww

. t SOMETHING EXTRAe

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e • Here is a game that requires the opposite of scanning. It requires that every word of the r o quotations is read. r st super – Six students stand at the front of the class, each with a copy of the quotes.

– The teacher chooses the ‘killer’ words; for example, those with double letters, that end with the letter ‘e’, that include the letter ‘t’, or that have a possessive or contraction apostrophe.

– The six students read the quotations, just one word each at a time but missing out the ‘killer’ words.

– Anyone who reads a ‘killer’ word drops out. Reading continues until the winner is left.

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Comprehension for independent readers

13

Reading sense out of nonsense

INTERPRETING

`Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe.

This is possibly the most famous piece of nonsense ever written. It is the first verse of ‘Jabberwocky’ by Lewis Carroll in Through the looking-glass and what Alice found there (1872).

It showed the world that nonsense could be fun as well as clever.

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u It is important that no matter how nonsensical a sentence might be, it has to be S grammatically correct to have any value. Although you can’t fully understand the meaning of ‘Jabberwocky’, you can still see sense in it if you understand how nouns, verbs, adjectives and adverbs work.

Nouns are naming words of places, people, things and ideas; e.g. Antarctica, Miss Jones, Vikings, yacht, atmosphere, happiness.

Adjectives are words that describe nouns—how they look, sound or feel etc.; e.g. green, loud, lumpy, seven, triangular.

© R. I .

C.Publ i cat i ons Verbs are action• words and also being words; f o r r e v i e w pur posesonl y• e.g. run, walk, laugh, hide, talk (action verbs)

w ww

Adverbs are words that describe verbs—how an action is performed; e.g. quickly, easily, loudly, soft, unpleasantly.

m . u

am, is, are, were, was (being verbs).

In these sentences underline the nouns, adjectives, verbs and adverbs using different colours.

. te o • The red dog jumped acrobatically over the lazy lizard. c . c e • Seven sweet strawberries wereh greedily eaten by four furry frogs. r er o st super • My little sister threw a brick at my poor head.

• Delicious apples deliciously taste nothing like furry frogs.

NOUNS

ADJECTIVES

red, lazy dog, lizard seven, sweet, four, strawberries, frogs furry sister, brick, head little, poor apples, frogs delicious, furry 14

Comprehension for independent readers

VERBS

ADVERBS

jumped were eaten threw taste

acrobatically greedily deliciously

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Reading sense out of nonsense

INTERPRETING

Here are some sentences that are nonsensical because some of the words in them are pure gibberish. But there is sense to them because, just like those in ‘Jabberwocky’, they are grammatically correct.

In all sentences, the gibberish words follow these rules.

Nouns begin with the letter ‘n’.

r o e t s Bo r Verbs begin with the letter ‘v’. e p ok Adverbs end u with the letters ‘ly’.

S Use the information on page 14 to help you rewrite the sentences.

ew i ev Pr

Teac he r

Adjectives begin with the letters ‘aj’.

Identify each type of word in each sentence.

Use the clue and selection of real words to rewrite each sentence so that it makes sense. Sentence (a) has been done for you. (a)

The nobnik obsuly vaffall a ajoral natruplex.

Adjectives

yellow, sour, pretty, hard, delicious

Verbs

kicked, ate, jumped, lost, kissed

w ww Adverbs

m . u

noun adverb verb adjective noun ©R .

I .

C.Publ i cat i ons Clue The sentence is about something that was devoured.

•f or r evi ew pur posesonl y• Nouns anvil, Mt Everest, banana, cloud, monkey, moon, China

quickly, fast, greedily, slowly, furiously, lovingly

. te

The monkey greedily ate a yellow banana.

Your answer Of course it could have been other answers like, ‘The monkey slowly ate the delicious banana’. (b)

o c . e Thec neminer vod ajinol as it has ajoilic ninols but no nilooshes. her r o st super

Clue

The sentence is about a marine creature.

Nouns

cat, shark, octopus, arms, trees, stars, fingers, frogs, farms

Adjectives

big, crazy, strange, happy, eight, beautiful

Verbs

ran, ate, is, die, jumps

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Comprehension for independent readers

15

Reading sense out of nonsense

INTERPRETING

Use the information on pages 14 and 15 to help you rewrite the sentences. (c)

The ajillol and ajify nissoes villop many noos very crickily.

Clue

The sentence is about something you can see in a garden.

Nouns

whales, bird, roses, rhinoceroses, bees, snails, beetle

Adjectives

drab, ugly, yellow, weird, red, sleepy

Verbs

ew i ev Pr

Teac he r

Adverbs

r o e t s Bo r e fly, wrangle, pskip, attract, wiggle, dream ok u clumsily, S easily, madly, awkwardly, sluggishly, quickly

Your answer (d)

Nerri Noluck and the ajinni noops mlofly vizzy and pottily vimf.

© R. I .

C.Publ i cat i ons Nouns •f orr evi ew pur posesonl y• Adjectives seven, gigantic, microscopic, bazaar, absurd, crazy Clue

The sentence is about a well-known princess and her friends.

sparrow, Snow, Jack, pies, houses, Prince, dwarfs, Beauty, Ripper, apple, cats, White, Charming, strawberries

Adverbs

merrily, deviously, shrewdly, wisely, sweetly

Your answer

. te

m . u

cheat, scheme, sing, borrow, sharpen, whistle, expel

w ww

Verbs

o c . c e r • Work with a partner to identifyh possible nouns, adjectives, t e o r s supone r verbs and adverbs in the verse from ‘Jabberwocky’ page 14.

SOMETHING EXTRA

• Find a copy of ‘Jabberwocky’ and, in a group, practise reading it as if it makes complete sense. Take different parts and recite the poem to the rest of the class.

• In a group, prepare a dialogue of ‘nonsense’ but include little clues or drawings to give your audience a hint as to what the dialogue is about.

• Research the nonsense works of authors such as Spike Milligan, Edward Lear, Ogden Nash, Mervyn Peake and John Lennon.

16

Comprehension for independent readers

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Random ideas

FACTS AND OPINIONS

Which statement is a fact and which is an opinion?

‘Jack and Jill’ is a nursery rhyme.

‘Jack and Jill’ is the best nursery rhyme.

What do you think?

Teac he r

Rome is the capital city of Italy.

ew i ev Pr

r o e t s Bconfusion. r e oo Facts and opinions often cause p u k S A fact is a true statement about something that can be proven to be correct; for example: This is a fact that can be verified by finding Italy on a map, checking the legend for the capital city symbol and comparing it with the symbol next to the city of Rome.

An opinion is a statement about something that someone believes to be true. Different people hold different opinions about the same things for different reasons; for example:

© R. I .

C.Publ i cat i ons Chocolate ice-cream tastes better than strawberry ice-cream.

•f orr evi ew pur posesonl y•

w ww

m . u

This is an opinion that the speaker holds. To him or her, chocolate ice-cream might taste better but to many others it may not. It cannot be proven to be correct so it can’t be stated as a fact.

Some statements are neither a matter of fact nor opinion.

. te

o c . cheHow far is it to the beach? r e o t r s s r u e p A lie is told to try to make others believe that an untruth is true; for example: A question is asked to find out information; for example,

I have never in my life eaten food.

A mistake can occur when someone believes they have factual information but they do not; for example: Auckland is the capital city of New Zealand.

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Comprehension for independent readers

17

Random ideas

FACTS AND OPINIONS

People are always stating facts about things but just because someone says something, it does not make it true.

Use the information on page 17 to help you complete the task.

Tick either TRUE or FALSE.

TRUE

Planet Earth is part of our solar system.

Summer is hotter than winter but not as hot as autumn.

There is a McDonald’s™ restaurant on the moon.

Jupiter is the nearest planet to our sun.

The moon is made of green cheese.

Teac he r

The sun is a star.

ew i ev Pr

r o e t s Bo r e p ok u In most countries there are four seasons in the year.

S Summer is warmer than winter.

FALSE

Š R. I .

C.Publ i cat i ons The order of seasons is summer, autumn, winter and spring. •f orr evi ew pur posesonl y• The sun’s name is Sol, which is why we have such names as, The rockets that go into space are made of paper.

Each season is about three months long.

Venus is on one side of Earth and Mars is on the other.

There are more suns in our solar system than planets.

18

w ww

. te

m . u

the ‘solar system’ and ‘solar power’.

o c . chChristmas e In the southern hemisphere, occurs during winter.r er o st super

Comprehension for independent readers

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Random ideas

FACTS AND OPINIONS

Use the information on page 17 to help you complete the task.

In pairs, read and discuss the three opinions on smoking.

Give each opinion a rating out of 10. (Zero out of 10 means it is not reasonable at all and 10 out of 10 means it is very reasonable.)

Briefly explain the ratings you apply to each opinion.

Teac he r A

I think that smokers who don’t just quit are idiots.

B

Rating

ew i ev Pr

r o e t s Bfoolish. r e oo I think that anyone who starts smoking is very p u k S

10

Rating

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

10

I think that smoking is cool and anyone who smokes is cool.

m . u

Rating

w ww

C

. t SOMETHING EXTRA e

10

o c . c e her r • As a class, discuss and compare the opinions on smoking and the ratings given by each pair of o t s super students.

• Try this ‘friend compatibility’ activity.

– Write a few sentences giving your opinions on these topics: pets, television, school, sports, homework, music, pocket money, food.

– Compare your opinions with someone else and give each a rating out of 10. (Zero out of 10 if they are completely different and 10 out of 10 if they are exactly the same.)

– Add the ratings out of a possible 80 (10 for each topic).

– The higher the total, the more compatible you are as friends.

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Comprehension for independent readers

19

The human body

DIAGRAMS

THE HUMAN SKELETON

A MOLAR TOOTH enamel

cranium gum clavicle

mandible

sternum

nerve

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

ribs

radius

AN EYE eyelid

femur

eyelashes

eye muscle

patella

fibula

tibia

eyebrow

ew i ev Pr

Teac he r

pelvis

dentine

bone

ulna

tear duct

cornea (clear covering over iris and pupil)

© R. I .

C.Publ i cat i ons iris (coloured part of eye) •f orr evi ew pur posesonl y• pupil

A LEG

AN ARM

m . u

shoulder

w ww

thigh

. te

o c . che e r o t r s super arm pit

knee

calf

elbow

Hand

shin

wrist ankle

arch thumb

pinky ring

middle index

(Fingers)

20

toes

Comprehension for independent readers

sole

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The human body

DIAGRAMS

Use the labelled diagrams on page 20 to help you answer the questions.

Which bones make up the chin and shoulder?

What is the softer layer beneath a tooth’s enamel?

The chin:

r o e t s Bo r e p o u ktop and bottom parts of What are the S the foot called?

Which part of the leg is behind the

What is a tooth firmly imbedded in?

What are the ribs connected to?

What is the proper name of the bone we call the ‘funny bone’?

Clear part:

What is at the heart of a tooth that causes pain when the tooth decays?

What is the finger next to the thumb called?

Which part of the body is at the base of the hand that allows it to twist and turn with such flexibility?

shin?

What are the coloured and clear parts of the eye called?

ew i ev Pr

Teac he r

The shoulder:

w ww

m . u

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Coloured part:

. tcan you feel just beneath o Which bonee c . the surface of the c shin? e her r o t s super

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Comprehension for independent readers

21

The human body

DIAGRAMS

Use the labelled diagrams on page 20 to help you answer the questions.

Which bone includes the chin?

Look at the diagrams of the leg and the eye. Are they left or the right?

The leg:

shoulder, elbow, wrist, pupil, iris, ankle, thigh, knee, arch, thumb

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

Which two bones make up the arm between the wrist and the elbow?

Which is the longest bone in the body?

Place the body parts in alphabetical order.

ew i ev Pr

Teac he r

The eye:

© R. I .

C.Publ i cat i ons Rearrange• thef letters findv the names ortor e i e w pur posesonl y• of the bones.

w ww

(b) a b f i l u

. te

(c) a c i m n r u

(d) a d i r s u

SOMETHING EXTRA

m . u

(a) a a e l l p t

• Explore the internet and other resources for labelled diagrams of things that interest you; for example: transport, animals, plants, buildings, sports equipment, maps. Choose one to copy and label.

o c . che e r o t r s sup er • Draw a labelled diagram of an imaginary creature, machine or construction.

(e) e h m r s u u

(f)

efmru

• Draw a plan of a favourite place you visit regularly. Write an explanation to describe how to get from the entrance to a particular feature.

• Draw a labelled diagram of an imaginary place.

22

Comprehension for independent readers

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Missing words – 1

CROSSWORDS

The first letter of the missing word is given in each clue.

1.

2.

3.

4.

7.

8.

5.

6.

9.

10.

r o e t s Bo r e p ok u S 11.

14.

16.

18.

15.

17.

19.

20.

21.

22.

ACROSS

DOWN

Š R. .

C .Publ i cHave at i o nsthat a s is off when

you noticed toI buy some up and on when down? • f o r r e v i e w p u r p o se s on y •system. you think you are?’ demanded number ‘Who d We have a base t l

I went to the grocery s vegetables and fruit.

ew i ev Pr

Teac he r

13.

12.

the angry teacher.

I wonder what makes water w

?

However, there are many o systems beside base ten.

number

To breathe, you must first i and then you must exhale it.

Diana was the name of an English princess and a Greek goddess, but only one of them for short. was called Princess D

. te

some air

m . u

E are not snakes or giant worms; believe it or not, they are fish.

w ww

The teacher will e the student’s writing and make it even better.

o c . che e r o t r s super

when crossing the road by Stay s checking for traffic and being sensible.

Cross with c when it is safe to cross the road. Do not run or dawdle and don’t be foolish.

They say that the o animal of all.

is the happiest

If someone is d it does not help to simply yell at them.

The sun is very f away but we still feel its heat and see its brilliant light.

‘It wasn’t my f

Be sensible a

To t someone up you need some rope of thick string or a long snake.

It is s

least once in a while.

to act foolishly.

Did you w your name at the top of this sheet as you were told to?

I am going t

cross the road carefully.

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’, said Bart again.

There’s north, south, west and e

Be friendly o

.

else I will leave.

Each time I try to do around-the-world on -y I hit my head with it. the y

Comprehension for independent readers

23

Missing words – 2

CROSSWORDS

The first letter for each of the missing words and its position in the puzzle is given; for (A10) = it starts with the letter ‘i’ and is at 10 across in the puzzle. example: i

1.

2.

R

3.

4.

7.

Teac he r

11.

N

14.

17.

20.

N

12.

15.

V

T

18.

21.

T

16.

19.

W

L

22.

O

ew i ev Pr

13.

F

9.

R

10.

6.

r o e t s B r A o e p o u k S S N

8.

5.

M

© .

I .

C.Pu l i cat i ons I R Nb •f orr evi ew pur pos sonl y• Fe 24.

27.

w ww

• S (A1) is my favourite season because i (A10) makes the flowers bloom and the (A23). birds start s

. te

26.

28.

• When the business went bankrupt, one p (D2) said, ‘I am no longer the o (A21) of this (D4) home’. business, so I will g

o c . che e r o t r s super

(D6) must be clever little worms to know • I what an inch is. But do they know what n (D18) are and are they smart enough not to get e (A17) by birds?

(A20) but it drives me g (D24) • I like a g (A27) when I look at abstract art, a (A26) I just don’t understand it.

(A8) is, n (A19) I did not do it.

• ‘The t I repeat, n (D22), no, no I did not rob the (D5) the loot anywhere’, bank, so I did not s said the bank robber.

24

25.

m . u

23.

Comprehension for independent readers

(D14), they o • When sweethearts are d (A7) go to see a s (A15).

• Have you noticed that iron is hard but wool is (A28) and a (D20) that water i s (D12) wet? If you haven’t, you should g (D25) see a doctor a (D26) once.

(D8) my own shoelaces but o • I can t (D16) always comes undone.

• In the desert there are places called oases.

(A11). They are Just one is called an o lovely places to go i (D3) and h (D9) a rest and e (A13) this crossword.

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Definitions

CROSSWORDS

This is a typical kind of crossword, where a clue gives a short definition of the answer.

To help you, some letters have been placed in the puzzle.

1.

L

2.

3.

4.

5.

X r o e t s B r e o p ok O u S

6.

S

7.

ACROSS

10.

12.

13.

H 16.

19.

14.

L 17.

T

9.

11.

ew i ev Pr

Teac he r

8.

T

15.

18.

20.

U

R

Š R. I .

C.Publ i cat i ons R •f orr evi ew pur p osesonl y• DOWN 21.

22.

íŁš Initials added to the end of a letter to show more has been added.

íŁś A spiritual being from heaven.

íŁť When something is to follow another.

íŁ¸ Pathways leading out of a building.

íŁź Probably the most popular type of pet.

. te

m . u

íŁľ A fashion that lasts a short time.

w ww

íŁľ The part of a fire that you can see.

íŁˇ A pronoun that refers to the speaker. íŁş When someone or something has been standing still in one place.

o c . che e r o t r s super

íŁ˝ What to do when the lights turn green.

íŁżí¤’ A joining word that tells in which direction something moved.

íŁżí¤‰ A word meaning ‘not this one’.

íŁżí¤‹ How long that something survived.

íŁżí¤Š Dangerous part of a bull or noisy part of a car.

íŁżí¤Ž A joining word (preposition) showing that something is above another.

íŁżí¤Œ A joining word (preposition) indicating where something is.

íŁżí¤? A laughing sound.

íŁżí¤? An animal’s hearing organs.

íŁżí¤‘ To decay or go mouldy.

íŁżí¤? Could be something to eat once you take it out of its shell or an insult or the part that tightens onto a screw.

í¤€í¤’ A pronoun showing that something belongs to a female. í¤€í¤‰ Abbreviation for the Northern Territory. í¤€í¤Š Automobiles.

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í¤€í¤’ It goes with 18 across to make fun of someone who has had an accident. (Not a nice thing to do!)

Comprehension for independent readers

25

The rainbow bird

POETRY

One line is missing from each verse of the poem.

• Read through the poem and the choice of lines in the box below.

• Choose a line to fit in each verse.

• Write the line in the space provided.

• On plain paper, copy and illustrate the poem.

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

(a)

(c)

Its breast was yellow, its face was red.

With rainbow confetti speckled over its head.

When it looked at me as if to speak.

Its tail as orange as the setting sun,

ew i ev Pr

(b)

Teac he r

In summer, stones were warm to hold, And the light as bright as elfin gold.

Dragonflies hummed but all else was still,

© R. I .

C.Publ i cat i ons Ar purple was ono itss back, •f or evquestion i ewmark pu r p esonl y•

(e)

26

w ww

(d)

Would it whistle or might it trill, As it gazed at me from the windowsill?

. te

m . u

That swirled and curled over a dot of black.

It looked at me as if to say,

o c It up and flew to another shore. . c e r Yeth before it flew I’m sure, I think,o er t s sandp er It looked at meu gave a wink.

Its feet were pointy as well as brown,

Have you ever seen a bird so bright?

Its wings were blue and as if for fun,

A rosy glow was upon each feather,

‘What shall I do to make your day?’

It flew so high it touched the sky,

But to my regret there was no more,

‘How do you do, how do you do?’

A spot of pink was on its beak,

A bird of colour came to my windowsill.

Comprehension for independent readers

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Baby’s dream

POETRY

One line is missing from each verse of the poem.

• Read through the poem and the choice of lines in the box below.

• Choose a line to fit in each verse.

• Write the line in the space provided.

• On plain paper, copy and illustrate the poem.

r o e t s Bo r e p ok One, two, thee, four and then some more, u S Sheep jump over baby and go out the door.

Hush, pretty baby, go to sleep,

ew i ev Pr

Teac he r

(a)

Five, six, seven, eight and nine, When you wake up, the sun will shine.

Mummy sang a lullaby while Daddy rocked the cradle,

(b) (c)

© .

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C .

Pu b l i c at o ns She R drifted off to sleep on the wings ofi butterfl ies.

They took her to a land of fantasy and joy, •f oWhere rr e vi ew pur posesonl y• baby danced and played with her favourite toy.

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(d)

. te

(e)

m . u

A purple unicorn skipped over a stream, She was a part of baby’s little dream.

She cared for baby all through the night.

Then came the dawn and baby woke up, And mother was there with milk in a cup.

o c . che e r o t r s s up She knew deep inside Mummy was the unicorn. er

Baby was dancing like a spinning top,

After a while the baby closed her eyes,

The moon smiled down and winked his eye,

Her horn was silver and her eyes were bright,

Baby smiled brightly just like a tiny fawn,

And Pooch barked the tune as best as he was able.

Along came a pony dressed in pink,

Sliding down a rainbow onto a bed of flowers,

Mummy will help you count your sheep.

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Comprehension for independent readers

27

The fish

POETRY

(c)

Suspicious of the fish that strike.

© R. I .

C.Publ i cat i ons Two eyes look up but around.

•f orr ev i ew p unot r p osesonl y•

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(d)

On the surface, seabirds sit, Their feet in danger to get bit.

The moray eel with sharpened teeth, Slips into coral and hides beneath.

Two monstrous shadows dim the light, And all are frozen, all in fright.

Little eyes strain through the dark,

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m . u

(b)

r o e t s Bo r e p ok u S Below the waves, above the sand The seaweed sways like a waving hand.

The tuna swim and the dolphins play,

ew i ev Pr

(a)

Teac he r

One line is missing from each verse of the poem.

• Read through the poem and the choice of lines in the box below.

• Choose a line to fit in each verse.

• Write the line in the space provided.

• On plain paper, copy and illustrate the poem.

o c . che e r o t r s super

If it’s whale they’ll breath a sigh, If it’s shark they’ll flee or die.

The shadows pass and those that hide,

(e)

28

Seek a glimpse of whale or shark.

Then gliding comes the manta ray.

Clownfish dance like underwater rainbows.

The sun sets gently in the west

Some fish so dark, some fish so bright,

The shy sardines a skittish tyke,

The coral towers like candy palaces,

Hear propellers churn the tide.

The porpoise and the slow tortoise,

The flounder lays upon the ground,

Comprehension for independent readers

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Rhyming couplets

POETRY

Rhyming couplets are sets of two lines that rhyme.

They are often used to create entire poems but they can also be used on their own to paint small and often humorous, poetic pictures.

r o e t s Bo r e Write each line correctly in the space provided. p ok u (a) I went to S London to visit the queen,

The letters of the words in the second line of each rhyming couplet have been jumbled up.

but esh wsa no a daet whti rM eBna.

(b) I hate eating cabbage soup, ti tsstea lkie eatngi piynub ppoo.

ew i ev Pr

Teac he r

© R. I .

C.Publ i cat i ons ubt eh flel fof adn suqahsed a moknye.

•f orr evi ew pur posesonl y•

(c) Humpty Dumpty sat on a donkey,

w ww

os eh rna hmeo adn todl hsi mmmuy.

. te

(e) The lady wears so much makeup,

o c . che e r o t r Roses are red and violets are blue, s super surga rtos ym theet nad os od yuo. fi ehs eilmss ehr aecf illw abekr pu.

(f)

m . u

(d) A soldier lost his gun and money,

SOMETHING EXTRA • The teacher writes the first line of a rhyming couplet and students individually write the second line. Vote for whose line is the best.

• Write humorous rhyming couplets using well-known characters and places as the subject.

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Comprehension for independent readers

29

At the bottom of the garden – I

STORY

Philip was happy with the new house his family had just moved into. It was in the country and was on a large property. There were trees and shrubs and lots of room to play cricket.

Philip loved cricket so much he even dreamt of it. He was a pretty good bowler for a tenyear-old and he always had a cricket ball with him wherever he went. He was at that moment tossing one up into the air and catching it, first with his right hand and then with his left. Now and again he mimicked an overarm.

r o e t s Bo r e p oend-all o’ it’, replied ‘The young gentleman mightu like the game but that’s not the be-all andk a different voice but withS the same accent as the first.

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Teac he r

‘D’ya think so, Paddy?’ He heard a lilting deep voice asking from behind him. Philip turned but there was no-one there. He peered into the trees for a glimpse of whoever had spoken but saw nothing. He thought perhaps it was his imagination.

‘What’s the be-all and end-all o’ it then, Mick?’ It sounded like a third voice.

‘Why, Mac O’Fugule, isn’t it clear that the lad can’t see us … just like the rest o’ the human folk? That’s the be-all and end-all o’ it’, stated Mick in reply.

‘To be sure, to be sure, but it looks like he hears us and that’s also a part of it and if he can hear perhaps he can see’, added Paddy’s voice hopefully.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

‘That’s the sort of hope-filled nonsense that the leprechauns gibber’, concluded Mick. But just as those words were spoken, Philip saw a puff of bluish-white smoke materialise out of nowhere and lazily float away carried by the gentle breeze.

w ww

m . u

The boy rubbed his eyes and squinted them for good measure, but he saw nothing more.

‘My imagination was never this good’, he said.

‘Look at him. Is he mad or a dunce?’ More puffs of smoke and a glimmer of colour appeared in front of the boy.

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o c . che e r o t r s super

‘Stop talking about me if I can’t see you. It’s not good manners’, said Philip, who was by then both curious and perplexed. Then they suddenly appeared … three gnomes: two with white beards and the other with a ginger one; each wearing green, red and yellow clothing; droopy pointy caps; and one of them puffing on a long-stemmed clay pipe.

‘I do believe the lad can see us’, said one of the gnomes.

‘Pleased we are to greet you, young sir’, said another. ‘This here is Mick and this one is Mac, and at your service I’m Paddy O’Whack.’

‘Now we can play cricket’, said the one named Mick O’Leary with a cheerful smile and a shine on his rosy, chubby cheeks.

30

Comprehension for independent readers

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At the bottom of the garden – I

STORY

Use the text on page 30 to help you answer the questions.

Shade the bubble.

What pleased Philip the most about the family’s new house?

r o e t s Bo r e p ok It was a large house. u Slots of room to play cricket.

There was It was close to school and friends.

Which gnome spoke first?

Mick

Mack

Paddy

ew i ev Pr

Teac he r

There were gnomes in the garden.

Whack

What first gave the gnomes hope that Philip would eventually see them?

He liked cricket.

© R. I .

C.Publ i cat i ons •saw f o rsmoke. r evi ew pur posesonl y• He the He could hear them.

He was young.

blinked

squinted

yelled

. te

What did Paddy mean by the ‘be-all and end-all o’ it’?

m . u

What extra thing did Philip do to make sure about something?

w ww

o c . che e r o t r s swritten pe When the gnomes said ‘of’ it wasu asr ‘o’. Why was that?

What made the gnomes think Philip liked cricket?

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asked

Comprehension for independent readers

31

At the bottom of the garden – I

STORY

Use the text on page 30 to help you answer the questions.

Why did Philip rub his eyes?

Copy a sentence (or part of it) that gives the impression that it was a quiet and peaceful setting.

Which words in the story mean these?

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

ew i ev Pr

Teac he r

(a) copied: (b) flicker:

(c) puzzled:

© R. I .

C.Publ i cat i ons examine closely: •f orr evi ew pur posesonl y•

(d) block of land: (e) (f)

partly close eyes:

w ww

m . u

(g) appear out of nowhere: (h) polite behaviour:

. tegame for three or more players. o A comprehension questions c . e • Choose a story known by allc players. her r o t s u • One player is ‘it’ and the rest each write s three comprehension per SOMETHING EXTRA

questions about the story on separate pieces of paper.

• The player who is ‘it’ asks questions he or she thinks could be asked about the story. When a question matches one written by the other players, whoever wrote it shows it to the rest of the players.

• The first player to show all three questions is the winner.

• This game can also be played using people, places and things as the subject of the questions; for example: friends, celebrities, countries, machines, famous landmarks.

32

Comprehension for independent readers

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At the bottom of the garden – 2

STORY

When Philip first met the gnomes—Mick, Mack and Paddy—he was surprised, but when they told him they wanted to play cricket he was stumped. ‘Why do you want to play cricket?’ he asked, blinking his eyes several times.

‘Daft silly question to be asking for sure’, said Mick.

‘Don’t go being so harsh on the lad’, interjected Paddy.

‘It is not polite.’

r o e t s Bo r e Philip always took a cricket ball with him wherever p ok he went and he had done so that day when he went u exploring the bottom part of the garden of his family’s new S home. ‘Why do you want my cricket ball?’

ew i ev Pr

Teac he r

‘And he has the cricket ball’, cautioned Mack.

‘More daft questions’, said Mick. ‘We don’t have one o’ our own o’ course.’

‘Don’t mind Mick, he is just too eager to play a game of the cricket to mind his manners’, Paddy explained. ‘The MacDougall boys took our cricket ball thirty years ago and then went and lost it. Foolish magpies that they are.’

‘You simply could have gone to a shop and bought one’, suggested Philip.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• ‘I understand’, said Philip. ‘I would love to play cricket with you. But where?’

The gnomes looked at themselves and then back up at Philip as if to say, ‘Looking like this?’

Mick shook his head despairingly and added, ‘Daft boy’.

m . u

w ww

The gnomes led him down a path that should have led to the creek at the bottom of the garden but instead led to a lovely green cricket pitch. Without wasting any time explaining anything to Philip, they started playing.

They had a great time and the gnomes proved to be very good batsmen, but Philip was the best bowler. Suddenly there was a loud put-put-putting noise and the smell of petrol fumes.

‘It’s the MacDougalls’, grumbled Mack.

. te riding on homemade tricycles powered by oldolawnmower motors.

Three gnomes appeared c .

They circled around Philip and the other gnomes, yelling and jeering and tossing clumps of c e her r dried mud at them. o t s sthought r pe ‘Stop that!’ yelled Philip and before heu about his actions, he took a short run-up and bowled the cricket ball right at one of the MacDougall boys. Philip was a medium pace bowler and the ball bounced off MacDougall’s helmet with no harm done to his head, but the thump of the ball caused him to move quickly and cross the path of one of his brothers.

As the ball ricocheted off the helmet, Paddy hit it with his bat and sent it bouncing off the helmet of another MacDougall gnome, who lost control of his tricycle. The cricket ball was still in the air when Philip dived and caught it before it hit the ground. ‘Howzat?’ he yelled with satisfaction.

‘Out!’ replied Mick, Mack and Paddy.

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Comprehension for independent readers

33

At the bottom of the garden – 2

STORY

Use the text on page 33 to help you answer the questions.

‘At the bottom of the garden’ is the title of the story, of which this text is the final chapter. Give the chapter its own title.

Why did Mack say, ‘And he has the cricket ball’?

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u Sas used at the beginning of this chapter, means to be ‘perplexed’ The word ‘stumped’, or ‘bewildered’. It also has another meaning that gives it more significance in this story. What is this other meaning?

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Shade the bubble to show your answer.

Why did Mick make several slightly nasty comments about Philip?

Because he asked ‘foolish’ questions.

w ww

Because he was a good bowler.

. te

Because he didn’t like him.

m . u

Because he was a boy.

o c . c e hr r Because it was a typo. e o t s super Because Mick was being nasty.

In Question 4, why is the word ‘foolish’ written in inverted commas?

Because that was Mick’s opinion.

Because it was spoken by someone.

34

Comprehension for independent readers

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At the bottom of the garden – 2

STORY

Use the text on page 33 to help you answer the questions.

What is meant by, ‘Looking like this?’ (Italicised in the middle of the chapter.)

The gnomes speak English slightly differently from the way we do. Give examples to show this.

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

ew i ev Pr

Teac he r

Why didn’t Philip think before bowling the cricket ball at MacDougall?

Why didn’t the cricket ball hurt MacDougall’s head badly?

Which words in the chapter mean these?

w ww

(b) purchased

(a) warned

. t exhauste

(c) astonished (e)

(g) evade (i)

interrupted

(d) clarified

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e (h) contentment r o t r s supe r (j) speed (f)

rebounded

SOMETHING EXTRA • Illustrate ‘At the bottom of the garden’ (Parts 1 and 2) in four pictures.

• Write captions for each illustration.

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Comprehension for independent readers

35

Simon’s School Supplies

SALES CATALOGUE

Supplying the public since

1938

Just ask the Pie Man.

r o School bags e t s B r e o p ok Free!* u S

A must for every student!

Colourful and practical. Backpacks priced from:

Teac he r

Large size - $65.00 Medium size - $35.00 Small size - $15.00

ew i ev Pr

Solar-powered calculator with all the essential mathematical functions.

You should have this!

Other styles available.

*With purchases over $150.00.

While stocks last.

Lunchboxes © R. I .

C.Publ i cat i ons A big must-have item!

Colour Marker Pens •f orr evi ew p ur pos esonl y • All sizes: fat and slim bodies;

w ww

fine-, medium- and broad-tipped.

Packs of 10, 20, 50 and 100 pens.

The exec. box – Divided into compartments to hold a drink, fruit and sandwich. Decorated with dollar symbols to inspire children: $4.00, $6.00 and $9.00

. te

m . u

Various makes: Tekta, Giono, Pilol, Greyola and Colmpens.

Prices start at only $5.00 and range up to $35.00. Waterproof, permanent, fluorescent, bright, child-safe and cheap.

o c . che Desktop necessities e r o t r s super Who could refuse such essentials?

Pens: red, green, blue, black and every other Novelty boxes – Shaped just like trucks, cars, ballet shoes and jewellery boxes for lunchtime fun: $7.00 and $12.00 (

colour you can imagine. $0.55 each or $4.50 for set of 10. (Mix the colours if you want to.)

Pencils – Sets of three writing pencils, a pencil sharpener, ruler and an eraser for $2.00.

Packet of colour pencils – 10 pencils $3.50.

20 pencils $5.55.

Prices range according to size.)

Simon’s is simply the best!

Weekdays: 9.00 am to 5.00 pm Saturdays: 10.00 am to 3.00 pm 36

Comprehension for independent readers

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Simon’s School Supplies

SALES CATALOGUE

Use the sales catalogue on page 36 to help you answer the questions.

What is the earliest time you can go shopping at Simon’s on a Wednesday?

What is Simon’s slogan or catchphrase?

ew i ev Pr

Name three things that are considered essential to have on a school desk.

Is $65 the price for the most expensive school bag sold by Simon’s? Explain your answer.

w ww

Teac he r

r o e t s Bo r e p o How late can youu stay shopping at Simon’s on a Sunday? k S

m . u

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

How does the catalogue try to persuade the reader to buy the items on sale?

. te

o c . che e r o t r s su r When did Simon’s School Supplies store first open? pe

Explain the reason why ‘Just ask the Pie Man.’ is written under the store’s name.

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Comprehension for independent readers

37

Simon’s School Supplies

SALES CATALOGUE

Use the sales catalogue on page 36 to help you answer the questions.

Are the calculators really free? Explain your answer.

Can customers be certain of getting a free calculator even if they meet the conditions? Explain your answer.

Why is one of the types of lunchboxes available called the Exec.? (Hint: Exec. is short for Executive.)

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

ew i ev Pr

Teac he r

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

List four differences between the two different types of lunchbox.

w ww

. te

SOMETHING EXTRA

m . u

o c . che e r o t r s super

Design a sales catalogue: • Include real products and prices or invent products to sell; for example: a sales catalogue for witches with products like bat wings and rat tails; or a sales catalogue of the future selling a range of robots with special features that can do jobs around the home.

38

Comprehension for independent readers

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Tautology and double negatives

AWKWARD WRITING

There are many ways that writing can be made awkward.

These include tautology and double negatives.

TAUTOLOGY

? ?

r o e t s Bo r e ‘Return’ means ‘to go back’ so the sentence should simply p ok be: The man returnedu home.

S Can you find the unnecessary word in this sentence?

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Teac he r

Tautology is the unnecessary use of different words to say the same thing; for example: The man returned back home.

The repetition that this section deals with has to do with unnecessarily using a second word that uselessly repeats the meaning of the first word before it.

The word is ‘first’ because the word before the second word can only be the first word.

Examples of redundancy:

•c PIN (The © R. I .

C.Publ i anumber t i on s‘N’ means number.)

Fall down (You don’t fall up!)

• New invention (An invention is new.)

• f ohave rr ev i emeaning.) w pur p se so nl y Silly fool (Both the same •o Yelled loudly (How else• do you yell?)

• ATM machine (The ‘M’ means machine.)

• •

w ww

m . u

DOUBLE NEGATIVE

A double negative is saying that something is not what you are saying it is not. That means that it is exactly what you are saying it is not; for example: The pixie is not unlovable.

. te o This means that the pixie is lovable. If it is not unlovable then it must be the opposite of c . ch unlovable which is lovable.

The two negatives, ‘not’ and ‘un_’,e cancel each other and r er o leave ‘lovable’ behind. st super Examples of double negative statements:

• He wasn’t not allowed. (He was allowed.)

• I didn’t say nothing. (I said something.)

• She isn’t unimaginative (She is imaginative.) • I’m not unsure. (I am sure.)

• It wasn’t nowhere. (It was somewhere.)

• He’s not unhappy. (He is happy.)

• They haven’t done nothing wrong. (They have done something wrong.)

• She was never disloyal. (She was always loyal.)

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Comprehension for independent readers

39

Tautology and double negatives

AWKWARD WRITING

Use the text on page 39 to help you answer the questions.

Underline the unnecessary words and write the sentences without them. (a) The armed gunman told everyone in the bank to drop down to the floor and then ordered the bank teller to put the cash money in a bag.

ew i ev Pr

Teac he r

(b)

r o e t s Bo r e p ok u The tuna fish was Sused on the pizza pie to make the best meal ever.

Underline the double negatives and write the sentences without them.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

(a) I was not unable to get the kitten out of the mouse hole.

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o c . che e r o t r s super

(c) The teacher did not disagree with my explanation.

40

m . u

(b) The creature was not non-human.

Comprehension for independent readers

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Tautology and double negatives

AWKWARD WRITING

Use the text on page 39 to help you answer the questions.

Rewrite the sentences without tautologies and double negatives. (a) The naughty cheeky child doesn’t not talk back to the mother.

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

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Teac he r

(b) I repeat again that these two equal halves are both not unobviously mine.

(c) The pouring down rain is never not made out of cats and dogs.

(d) You circle around to the other side and enter in through the backdoor while I won’t not hide here.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww (f)

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m . u

(e) Past history has shown that smoking is not non-fatal.

This is the final end of this exercise and you aren’t disallowed to stop.

SOMETHING EXTRA

o c . che e r o t r s super

• Write a short paragraph which has a tautology or a double negative in it. Read the paragraph to the class quickly but clearly and see who can pick out the fault.

Use this list of common tautologies. The words in brackets are those that are not needed: classify (into groups), connect (together), drop (down), (exact) same, follow (after), green [or blue or whatever] (in colour), (harmful) injuries, join (together), (pair of) twins, (past) history, reason (why) R.I.C. Publications® ~ www.ricpublications.com.au

Comprehension for independent readers

41

Fishy fish

DATA GRID

Data is information and a grid is an arrangement of cells or boxes that stores the data in a system that is easy to read.

A data grid is made up of columns (vertical) and rows (horizontal).

Use the information in the text to complete the data grid below.

r o e t s Bo r e p ok ‘What’s the matter, Stanley,u my good sardine?’ I asked him.

S (Here is another piece of information; Stanley is a sardine. Enter it in cell numbered 2.)

Not very long ago a friend of mine, named Stanley, was looking very worried.

ew i ev Pr

Teac he r

(Here is the first piece of information. Enter the name ‘Stanley’ in cell numbered 1.)

‘Everything’s the matter, Priscilla, and it’s all the fault of that rotten Rodney.’

(Here are two more names. Enter ‘Priscilla’ in cell numbered 3 and ‘Rodney’ in 4.)

I’ve never liked piranhas, sharks or barracudas, so I wasn’t surprised that Rodney had been causing problems. I hoped it wasn’t too bad. I asked, ‘What has he done now?’

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

(Do you see the next piece of information and the problem? There are three types of fish mentioned but you don’t know which of them Rodney is, so you can’t enter anything into the grid yet.)

w ww

(So Rodney is a shark and its size is 3 metres. Enter that into the grid and do the rest on your own now.)

. te

m . u

‘That rotten three-metre shark ate my uncle. It’s a shame that he couldn’t swim as fast as you can or he might have escaped. Poor Uncle.’

o c . che e r ‘I guess not, but I wish he could have’,r moaned o t s super Stanley. ‘He owed me five pieces of seaweed.’

‘Well, you can’t expect an eight-centimetre sardine to swim as fast as a 50-centimetre salmon. That’s common fish sense’, I explained.

NAME

TYPE OF FISH

1

2

SIZE

3 4 42

Comprehension for independent readers

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Who killed Willard?

DATA GRID

How good a detective are you? This story will test you out. Tick the cells in the data grid to work out who had motive, means and opportunity.

I’m a detective working on the Willard murder case. I’m brilliant and I have collected a lot of the evidence, but I still can’t figure out whodunit. (‘Whodunit’ is a real word. It means a story about a murder but the readers don’t know who is guilty until the end so they keep asking, ‘Who done it?’ Of course, this is bad grammar because they should say, ‘Who did it?’)

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Teac he r

r o e t s Bo r e I have three suspects, Flora Fatal, Lynda Lethal and Dianna Deadly.

I need to work out p o k which of them had theu motive, means and opportunity to murder Willard.

(Did you get that?

S Motive, means and opportunity.)

Criminals need to have a reason to commit a crime, otherwise why would they do it?

That’s what we call motive. Miss Lethal will inherit Willard’s fortune, which is a fantastic motive, but that doesn’t mean she is guilty. She still needs to have means and opportunity.

Miss Deadly has hated Willard since he ran over her kitten and that is also a great motive.

(Murder is usually about money, hate or love.)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Criminals also need to have the means to commit the crime. ‘Means’ means having the equipment or ability to do something. So it’s obvious that since Willard was shot, the criminal had to have a gun. Both Flora and Dianna belong to a gun club, so getting a gun would be easy for them. I found a receipt for a gun that was bought recently and the name on it was Miss Lynda Lethal.

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Finally, criminals need to have an opportunity to commit their terrible deeds. A criminal has to be in the right place at the right time, which is really the wrong place for the victim. As Willard was murdered in the library at around three o’clock in the afternoon, the criminal had to be there, too.

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o c . che e r o t r s suhad r pe That’s the evidence. Can you tell me who motive,

Between 2 pm and 4 pm Flora and Lynda were with others in the dining room, which is next door to the library and both were seen to leave the dining room for a few minutes several times during that period. It would have been easy for either of them to slip into the library instead of going to the bathroom, as they claimed. means and opportunity to commit the murder? Can you tell me who done it? I mean, who did it?

SUSPECT

MOTIVE

MEANS

OPPORTUNITY

Flora Fatal Lynda Lethal Dianna Deadly R.I.C. Publications® ~ www.ricpublications.com.au

Comprehension for independent readers

43

Classifying animals

DATA GRID

Scientists put animals into classes or groups according to things they have in common; for example, mammals are warm-blooded with fur or hair on their bodies and they suckle their young.

There are six classes of animal: bird, fish, amphibian, mammal, reptile and invertebrate (with no backbone).

An animal that has a meat-only diet is a carnivore. One that eats plants only is a herbivore. An animal that will eat everything is an omnivore.

r o e t s Bo r e p ok u Enter the animals inS the first column in alphabetical order.

A few first letters of the names are already there to help you.

housefly, human,

bat, flea,

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Teac he r

Some creatures are nocturnal, meaning they are active at night.

Others are diurnal, which means they are active during the daytime.

owl, eagle, cobra, preying mantis, cow, tortoise, chicken, koala

For each animal, enter its class, diet and activity (diurnal or nocturnal).

(A little extra help: In this list there are 4 mammals, 3 birds, 3 invertebrates (insects), 2 reptiles also 5 omnivores, 5 carnivores, 2 herbivores and 4 nocturnal, 8 diurnal.)

ANIMAL b

ACTIVITY © R. I .

C.PDIET ubl i cat i on s •f orr evi ew pur posesonl y• CLASS

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Comprehension for independent readers

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Superheroes

DATA GRID

When information is presented in a data grid, it is easy for the reader to see the facts.

SUPER HERO

NORMAL NAME*

Ant Head Man

Ian Sect

ORIGIN

POWERS

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Earth Head turns into a giant ant head. r o e t s r Jupiter B Tornado Woman Tara Nadeo Can up a tornado. e owhirl p o B O Boy Peter Pew Venus Can blastk a stink from his armpits. u SLaverna Valcanio Earth Can turn into living lava.

Lava Girl * Name used in their normal lives.

Read the information in the data grid and answer the questions.

Which two superheroes have something in common and what is it?

© R. I .

C.Publ i cat i ons Which superhero’s ability is something that we cans do,o but not as • super?

• f orr e vi e w pu r p oallse n l y

Explain the reason for the normal names used by any two of the heroes.

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o c . che e r o t r s super

Which of the super powers would you want to have and why?

SOMETHING EXTRA • Create a data grid of people you know or people who interest you. The information could include age, hair colour, eye colour, height, country of birth, favourite film, sport, book or food.

• Create a data grid of landmarks that interest you. The information could include if it was natural or constructed, its location, and if it’s ancient or modern.

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Comprehension for independent readers

45

Sandra at the zoo

COMIC BOOK

In comic strips, what each person says is written in speech bubbles.

No, sweetie. They are too bouncy.

Daddy, can I have a skunk?

Daddy, can I have a lion?

No, sweetie. They are too dangerous .

r o e t s Bo r e p ok u S No, sweet. They are too smelly.

Daddy, can I have an elephant?

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Teac he r

Daddy, can I have a kangaroo?

No, Sandy. They are too LARGE.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

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o c . che e r o t r s super

What is it, Daddy?

It is an animal you can’t have!

46

That’s right, honey. A koala is not bouncy, dangerous, smelly or too LARGE, but it is something else.

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Daddy, a koala doesn’t bounce and it is not dangerous and it is not stinky and not too large, so I must be allowed to have one.

But I want a cute, cuddly pet that doesn’t bounce or is dangerous or smelly and not too large.

Comprehension for independent readers

Here, have a worm!

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Sandra at the zoo

COMIC BOOK

Use the comic strip on page 46 to help you answer the questions.

How many panels are in this comic strip?

List in order the animals that the little girl asked for.

Which animals did the father say were too:

Cross out the pet names that the father did not call Sandra.

© RSandy .

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C.PSandy ubl i cat i o ns sugar beach Sandra little one •f orr evi ew pur posesonl y• What animal did the father offer Sandra as a pet?

(a) Tick the words that you think describe Sandra’s father.

honey

sweetheart

Sands

sweet

mean

foolish

patient

clever

serious

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funny

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strawberry

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Teac he r

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r o e t s Bo r e p o (b) large? k (a) dangerous? u S What reasoning did Sandra use to state that she should be allowed to have a koala?

generous lazy

o c . che e r o t r s super

(b) Explain why you have chosen these words.

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Comprehension for independent readers

47

Sandra at the zoo

COMIC BOOK

Use the comic strip on page 46 to help you answer the questions.

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

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Do you think Sandra’s father gave a good reason why she couldn’t have a pet koala? Explain your answer.

Teac he r

Make up reasons that Sandra’s father could have given to explain why she could not have two of the other animals in the comic.

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© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

SOMETHING EXTRA

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• Adapt a joke to make up a little comic book. Keep the drawings simple. There is usually no need to even draw a background. For example:

o c . chA.e ‘To get to the other side.’ e r o t r – Panel 1: Chicken crossing a road. s super Q. ‘Why did the chicken cross the road?’

– Panel 2: Chicken on the other side of the road with another chicken.

– Panel 3: Second chicken asking, ‘Why did you cross the road?

– Panel 4: First chicken answers, ‘To get to this side, of course – bird brain!’

• Work in a group and share your talents.

• When the comic book is done, present it to the rest of the class.

• You could use a computer drawing program to compose the comic.

48

Comprehension for independent readers

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A lot of work for a prince

PLAY SCRIPT

When reading a play script, the character’s name is listed on the left of the text and what he or she says is on the right.

Directions for the actors are written in italics in brackets.

These tell the actor what to do. They are not to be read.

Characters: Prince Charming: handsome, spoilt and not very smart Prince’s butler: a clever servant who does not think much of the prince Cinderella: lovely girl dressed in old and tattered clothing Stepmother: loud-voiced and pushy

Teac he r

Scene:

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r o e t s Bo r e p ok u Front room of Cinderella’s house S (A knock at the door. Cinderella answers it.)

Cinderella: (Curtseying) Your Highness. You honour us, knocking on our humble front door. Your presence brightens our world like the sun.

Prince:

The door is too hard. I hurt my knuckles knocking on it.

Butler:

Poor prince. His knuckles hurt. Does he want his mummy to kiss them better?

© R. I .

C.Publ i cat i ons comes rushing into the room.)

•(Stepmother f orr e vi ew pur posesonl y•

Stepmother: Did I hear someone say, ‘Prince’? Out of the way, raggedy Anne. (Pushing Cinderella away and curtseying so low that she falls over.)

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(To the audience) Another goofball! I am the smartest man in the kingdom and I have to do this for a living? What a life!

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Butler:

Stepmother: (Getting up) Welcome, Your Highness. Please enter my beautiful, if humble, home. Your presence brightens …

Cinderella: Prince: Butler:

. te I’ve already said that you old witch. o (Interrupting) c . ch (Entering) This is beautiful? Even my horses wouldn’t want to stay here. e r er o st sup Now, now, Your Graciousness, mind your manners. Mummy doesn’t like her er charming boy being a stuck-up snob. Get on with the task.

Prince:

Which is?

Butler:

What we’ve only been doing all day. The shoe … try on the shoe like the book says.

Prince:

Of course, silly me. We always have to do what the book says. Madam, I wish to try on your shoe.

(Stepmother immediately begins to take off a shoe but falls over.)

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Comprehension for independent readers

49

A lot of work for a prince Butler:

PLAY SCRIPT

(Sighing) Not you, Sire. You don’t try on her shoe; she tries on your shoe.

(Prince begins to take off his shoe.)

Butler:

Not your actual shoe, Sire. This one. (Handing the slipper to the prince)

Stepmother: (Rushing to a chair and knocking Cinderella over on her way) You don’t have to ask me twice. (Taking off her shoe)

r o e t s Bo r e (Giving the slipper back to the butler) p o u k You do this one.

S As if I didn’t know.

(The other three reel back from her smelly foot.)

Butler:

Phew! It smells like a cat died in her sock.

Butler:

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Teac he r

Prince:

(Hesitatingly, the butler tries the slipper on the stepmother’s foot but it does not fit.)

Stepmother: Keep trying, keep trying. Push harder, use a shoehorn, slap on some grease, get a hammer.

Butler:

Sorry, madam, it won’t fit. Just like the book says, your foot is too fat.

Cinderella:

© R. I .

C.Publ i cat i ons (Pushing the stepmother out of the chair and sitting down) Now it’s my turn, you old beanbag.

Just like thei book says—watch weep.

•f o rr ev ew pur pand os esonl y•

Butler:

(Trying the slipper on Cinderella) A perfect fit, just like the book says.

Stepmother: I’ll put my foot on a diet. Come back next week.

Butler: Prince: Butler:

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Prince:

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Cinderella: Waa-hoo! (To stepmother) Take that, you old fossil! (To the Prince.) My handsome hero. (To the Butler) You’re tickling my foot.

Finally! Now I can go back to the palace and get a nice warm bath with some perfumed soap and some sweeties and my soft, cosy woolly blankie.

. te o c No? What a bore! What else does that book say I have to. do?

Kiss her hand? c e Say she is lovely? h Have the old hag arrested for having fat feet? r e o t r s super A little more than that, Your Incredibleness.

The book says you have to sweep Not so quick, Your Magnificence. You are not finished yet.

her up in your arms, take her to the palace and marry her.

Prince:

The book says what? I knew I should have read it. But it has so many pages and hardly any pictures. Life is so unfair!

Butler:

Poor Prince, life is so hard with all your gold and parties and fine clothes and delicious food and horses and toys.

Prince:

(Putting a hand to his ear) Hear that? Mother is calling me. Got to go. Bye all.

Coming, Mummy. (Runs off stage)

50

Comprehension for independent readers

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A lot of work for a prince

PLAY SCRIPT

Use the play script on pages 49 and 50 to help you answer the questions.

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r o e t s Bo r e oatkCinderella’s house?

What had the princep and butler been doing before arriving u S

Teac he r

Who do you think is the star or central character of this small play? Explain your choice.

Do you think the Prince’s opening line suits his character? Explain your answer.

Write one of the directions that each character had to follow. (a)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Prince:

(c) Cinderella:

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(d) Stepmother:

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(b) Butler:

What props were used in the play? (A prop is an object used on stage by an actor.)

o c . che e r o t r s sup Suggest two names each that would suite ther butler and the stepmother.

Butler:

Stepmother:

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Comprehension for independent readers

51

A lot of work for a prince

PLAY SCRIPT

List the exaggerated titles that the butler called the prince.

(a) Why do you think the butler called the prince by so many exaggerated grand titles?

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

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(b) What ‘proper’ title did the butler use when he addressed the prince?

© R. I .

C.Publ i cat i ons Imagine that the ugly stepsisters had entered the stage with their mother. Suggest a •f orr evi ew pur posesonl y• line for each of them to say at some point during the play.

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Stepsister 1:

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Stepsister 2:

The play ended with the prince running away by pretending he heard the queen calling him. Write another excuse that he could he have invented.

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SOMETHING EXTRA • Work in a group to compose your own play script. Use a fairytale or a nursery rhyme as the basis for it or entirely make it up.

– Keep the play simple with just a few characters and props.

– Stage your play for others to enjoy.

– Look up <http://www.freedrama.net/>.

52

Comprehension for independent readers

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Understanding proverbs

PROVERBS

A proverb is a short saying that offers advice on how we should behave and treat others. It uses poetic language to convey its message.

To match each proverb with its meaning, write the letter of the correct meaning next to each proverb.

PROVERBS

r o e t s Bo r e ok (ii) A stitch in timep saves nine. u (iii) An appleS a day keeps the doctor away.

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(i) A fool and his money are soon parted.

(iv) Actions speak louder than words. (v) Great oaks grow from little acorns.

(vi) If you play with fire, you’ll get burnt.

(vii) Don’t judge a book by its cover.

© R. I .

C.Publ i cat i ons f o rr evlight i ew ur posesonl y• (ix) • Many hands make work.p

(viii) Necessity is the mother of invention.

(xi) It never rains but it pours.

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MEANINGS

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(x) Liars need good memories.

.starts Everythingt e off being small. o c .

You pay for foolishc actions. e handr r Be careless with moneye you’ll soon have none. o t s super If you really need something, you can find a way to get it.

Eat healthily and you’ll stay healthy.

A B C D E

It’s how someone acts that matters, not what they say.

F

If you tell a lie, you need to remember saying it or you’ll get caught out.

G

Take care of a problem before it gets worse.

It’s not how people look that makes them good or bad.

H

Cooperation is the way to achieve things.

J

It’s never just one bad thing that happens, but many.

K

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Comprehension for independent readers

I

53

Understanding proverbs

PROVERBS

A proverb is a short saying that offers advice on how we should behave and treat others. It uses poetic language to convey its message.

To match each proverb with its meaning, write the letter of the correct meaning next to each proverb.

PROVERBS

r o e t s B r e oo (ii) Once bitten, twice shy. p u k S another. (iii) One good turn deserves (iv) Spare the rod and spoil the child. (v) Sticks and stones will break my bones but names will never hurt me. (vi) The early bird catches the worm. (vii) The first step is the hardest.

© R. I .

C.Publ i cat i ons First come, first served.

• f o rr evi ew pur posesonl y•

(viii) Two wrongs don’t make a right. (ix)

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(i) Out of sight, out of mind.

(x) Where there’s a will, there’s a way.

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(xi) When the cat’s away, the mice will play.

MEANINGS

A .

Try hard, keep tryingt and you’ll succeed.

B e o c We learn from our misfortunes.

C . c e her When the one in charge isn’t around, the others will not work.

Dr o t s E su er Beginning a project is the hardest part of it. p Don’t be lazy and you’ll get what you’re after.

Say what you like; it’s only words.

F

You help me and I’ll help you.

G

We so easily forget.

Children need punishment to learn.

H

Arrive before others and you’ll be the first in line.

J

Revenge is not right.

K

54

Comprehension for independent readers

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Proverb word search

PROVERBS

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a day keeps the trdooc © R. I .

C.P ubl i cat i ons time saves inne .

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Find the 20 words in the word search. They go from left to right and top to bottom.

Letters are used only once.

When the word search is complete, there are 14 unused letters. Reading from left to right and top to bottom, the letters make up three words from this proverb. Underline the three words.

Sticks and stones will break my bones but names will never hurt me.

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Comprehension for independent readers

55

Proverb word search

PROVERBS

A proverb is a short saying that offers advice on how we should behave and treat others. It uses poetic language to convey its message. i

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Rearrange the jumbled words in each proverb.

louder than sowrd . © R. I .

C.P ubl i cat i ons and his money are soon dpetar A lofo •f orr evi ew pur posesserved onl y• come, ftisr stfri

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Find the 19 words in the word search. They go from left to right and top to bottom.

Letters are used only once.

When the word search is complete, there are 10 unused letters. Reading from left to right and top to bottom, the letters make up two words from this proverb. Underline the two words.

Spare the rod and spoil the child.

56

Comprehension for independent readers

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Answers SPACE IS THE PLACE – Poster

pages 2–4

1.

4.

7.

9.

Mercury 2. Venus 3. eight Mercury 5. the centre 6. none A moon 8. four A manned spacecraft landed on the moon for the first time.

10. Answers may include: aliens coming to earth, UFO’s, abductions 11. Teacher check. Answers may include: systems failure, collision with meteor

dripping, dropped fear heart, tongue not mad remember, believe a river turtle two days slow strength

pages 5–7

JRR Tolkien To show that time is continuous.

1937 4. Arthur South Africa 6. Suffield It is clearer to read than each being in separate boxes.

8. 1916 & 1924 9. The fellowship of the ring, The two towers and The return of the king 10. The Hobbit

2.

4.

6.

8.

10.

12.

14.

16.

man’s cub mother directed long ears made a king fire

READING SENSE OUT OF NONSENSE – Interpreting

pages 14–16

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Teac he r

1.

3.

5.

7.

9.

11.

13.

15.

17.

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

THE LIFE OF JOHN RONALD REUEL TOLKIEN – Time line 1.

2.

3.

5.

7.

THE JUNGLE BOOK AND ALICE’S ADVENTURES IN WONDERLAND – Scanning pages 11–13

2. (a) The monkey greedily ate a yellow banana. (b) The octopus is strange it has eight arms but no fingers. (c) The yellow and red roses attract many bees very quickly. (d) Snow White and the seven dwarfs merrily whistle and sweetly sing.

RANDOM IDEASt –i Facts opinions pages 17–19 © R. I .

C.Publ i ca oandn s 1. True 2. False 3. True • f o r r e v i e w p u r p o s e s o n l y • 4. True 5. True 6. False HOW TO CROSS THE ROAD AT TRAFFIC LIGHTS – Flowchart pages 8–10

. te

7. False 10. True 13. True

8. False 11. False 14. False

THE HUMAN BODY – Diagrams 1.

3.

5.

7.

9.

11.

13.

15.

17.

9. True 12. True 15. False

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1. Press the button and wait patiently.

(No more than this.)

2. Check both sides of the road for any vehicles that could pose a risk to you.

3. You would get stuck in a loop waiting for the lights to change.

4. When the ‘walk safe’ lights turn green.

5. Yes, only cross when it is safe. Don’t cross too quickly or slowly. Do not run, skip or hop.

6. Until you reach the other side.

7. To check and cross if it is safe.

8. Three 9. (a) After the last box on the left side of the page. (b) The ‘Yes’ arrow would lead back to the first question box and the ‘No’ arrow would lead back to the last box on the left side of the page.

pages 20–22

mandible and clavicle 2. calf iris and cornea 4. index tibia 6. dentine bone 8. arch and sole sternum 10. humerus nerve 12. wrist mandible 14. right and right radius and ulna 16. femur (a) patella (b) fibula (c) cranium (d) radius (e) humerus (f) femur 18. ankle, arch, elbow, iris, knee, pupil, shoulder, thigh, thumb, wrist

o c . che e r o t r s super

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Comprehension for independent readers

57

Answers MISSING WORDS – Crosswords

7. wet 13. care 21. write

ten otter tie

3. other 9. deaf 18. or

Teac he r

do safe silly

8. edit 15. far 22. to

often end art ga

8.

15.

21.

28.

truth show owner soft

10. it 17. eaten 23. singing

into

4.

8.

16.

24.

go tie one ga

5.

9.

18.

25.

stash have nouns go

THE FISH – Poetry

(a) Then gliding comes the mantra ray. (b) The shy sardines a skittish tyke, (c) The flounder lays upon the ground, (d) Seek a glimpse of whale or shark. (e) Hear propellers churn the tide.

RHYMING COUPLETS – Poetry 1. (a) (b) (c) (d) (e) (f)

page 28

page 29

But she was on a date with Mr Bean.

It tastes like eating bunyip poop.

But he fell off and squashed a monkey.

So he ran home and told his mummy.

If she smiles her face will break up.

Sugar rots my teeth and so do you.

7. next 13. lasted 20. hers

2. angel 11. other 17. nut

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8. dog 16. on 21. NT

2.

3.

4.

5.

6.

Mick He could hear them. squinted As with all humans, Philip was unable to see the gnomes so there was no use hoping that he could.

When he spoke, he did not sound the letter ‘f’ due to his lilting accent.

He was playing with a cricket ball.

He couldn’t believe what he was seeing.

(The smoke) lazily float away carried by the gentle breeze. (a) mimicked (b) glimmer (c) perplexed (d) property (e) peered (f) squinted (g) materialise (h) manners

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5. PS 10. to 19. run

page 25

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Mummy will help you count your sheep, And Pooch barked the tune as best as he was able.

After a while the baby closed her eyes, Her horn was silver and her eyes were bright, Baby smiled brightly just like a tiny fawn,

© R. I .

C.Publ i cat i ons AT THE BOTTOM OF THE GARDEN – 1 – Story pages 30–32 •f orr evi ew pu r p o s e s o n l y • 1. There was lots of room to play cricket.

dating no

THE RAINBOW BIRD – Poetry (a) (b) (c) (d) (e)

(a) (b) (c) (d) (e)

page 27

r o e t s Bo r e p ok u S 4. eels 12. fault 20. yo-yo

DEFINITIONS – Crosswords Across: 1. flame 9. go 18. ha 22. cars Down: 1. fad 6. stood 15. ears

BABY’S DREAM – Poetry

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Page 23 Across: 1. store 5.

10. inhale 11.

16. at 19.

Down: 1. switch 2.

5. Di 6.

14. east 17.

Page 24 Across: 1. spring 7.

11. oasis 13.

19. no 20.

26. as 27.

Down: 2. partner 3.

6. inchworms 12. is 14.

20. also 22.

26. at

pages 23–24

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3. me 12. horn 20. ha

4. exits 14. at

page 26

A bird of colour came to my windowsill.

A spot of pink was on its beak, Its wings were blue and as if for fun, ‘What shall I do to make your day?’

But to my regret there was no more,

Comprehension for independent readers

7.

8.

9.

10.

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

Answers AT THE BOTTOM OF THE GARDEN – 2 – Story

pages 33–35

1. (a) (b) 2. (a) (b) (c) 3. (a)

armed, down, bank, cash fish, pie not unable, I was able … not non-human, … was human not disagree, The teacher did agree …

The cheeky (or naughty) child talks back to the mother. (b) I repeat that these halves are obviously mine. (c) The pouring rain is made out of cats and dogs. (d) You circle to the other side and enter through the backdoor while I hide here. (e) History has shown that smoking is fatal. (f) This is the end of this exercise and you are allowed to stop.

FISHY FISH – Data grid page 42

r o e t s Bo r e p ok u S NAME Stanley Priscilla Rodney

TYPE OF FISH sardine salmon shark

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1. Teacher check 2. as a warning; as if Mick offended Philip, he might not play cricket with them.

3. It is a pun on the cricket term ‘stumped’ which is a way that the wicket keeper can get a batsman out.

4. Because he asked ‘foolish’ questions.

5. Because that was Mick’s opinion.

6. As they were gnomes, they would cause a stir in a shop.

7. Teacher check. Answers may include: ‘Don’t go being so harsh’, ‘he has the cricket ball’, ‘one o’ our own o’ course’ and ‘Foolish magpies that they are’ 8. He was angry.

9. He was wearing a helmet.

10. (a) cautioned (b) bought (c) surprised (d) explained (e) fumes (f) ricocheted (g) move quickly (h) satisfaction (i) interjected (j) pace

TAUTOLOGY AND DOUBLE NEGATIVES – Awkward writing pages 39–41

SIZE 8 cm 50 cm 3m

pages 36–38 © R .

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C .Publ i cat i ons 1. 9.00 am WHO KILLED WILLARD? – Data grid page 43 2. Simon is • simply the r best!r Just aski the Pie f o ev e wMan.pur p osesMOTIVE onl y•OPPORTUNITY SUSPECT MEANS

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3. It is not open at all on Sunday.

4. Pens, writing and coloured pencils.

5. No, it says ‘prices from’ which means they are the lowest prices.

6. Uses words like ‘must’, ‘should’ and ‘who could refuse’.

7. 1938.

8. It is part of the slogan and related Simon’s store to the nursery rhyme to attract attention.

9. No because $150 worth of goods must be bought first to be eligible.

10. No, because the stock might run out.

11. It is to inspire children to work hard at school so they get well-paid jobs later.

12. Price, shape, decoration and one is to inspire while the other is for fun.

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Flora Fatal Lynda Lethal Dianna Deadly

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SIMON’S SCHOOL SUPPLIES – Sales catalogue

CLASSIFYING ANIMALS – Data grid ANIMAL bat chicken cobra cow eagle flea housefly human koala owl preying mantis tortoise

CLASS mammal bird reptile mammal bird invertebrate invertebrate mammal mammal bird invertebrate reptile

DIET omnivore omnivore carnivore herbivore carnivore carnivore omnivore omnivore herbivore carnivore carnivore omnivore

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Comprehension for independent readers

page 44 ACTIVITY nocturnal diurnal diurnal diurnal diurnal nocturnal diurnal diurnal nocturnal nocturnal diurnal diurnal

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Answers SUPERHEROES – Data grid

page 45

1. Ant Head Man and Lava Girl are both from Earth.

2. B.O. Boy can ‘blast a stink from his armpits’.

3. Ian Sect sounds like ‘insect’, which an ant is.

Tara Nadeo sounds like ‘tornado’.

Peter Pew is like a bad smell, which BO is.

Laverna Valcanio sounds like ‘lava’ and ‘volcano’.

4. Teacher check SANDRA AT THE ZOO – Comic book

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C.Publ i cat i ons •f orr evi ew pur posesonl y•

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7.

8.

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1. Teacher check 2. Calling at other houses and trying the slipper on other ladies.

3. Teacher check 4. Choose from: (a) enters, begins to take off his shoe, reels back from stepmother’s smelly feet, gives slipper back to his butler, puts a hand to his ear, runs off stage (b) speaks to the audience, sighs, hands the slipper to the prince, reels back from stepmother’s smelly feet, tries the slipper on stepmother, tries the slipper on Cinderella (c) answers the knock on the door, curtsies, interrupts, pushes stepmother out of chair and sits down, (in one line) speaks separately to stepmother, prince and butler (d) rushes into the room, pushes Cinderella out of the way and curtsies so low that she falls over, gets up, falls over as she begins to take off her shoe, rushes to a chair and knocks Cinderella over, takes off her shoe 5. a slipper and a chair 6. Teacher check 7. Graciousness, Magnificence and Incredibleness 8. (a) Teacher check. Answers may include: he was being sarcastic, he was bored, annoyed, mischievous (b) Your Highness, Sire 9. Teacher check 10. Teacher check

r o e t s Bo r e p ok u S pages 46–48

seven kangaroo, lion, skunk, elephant, koala (a) lion (b) elephant Koalas don’t bounce, are not dangerous, don’t stink and are not too large. sweetheart, Sands, strawberry, sugar, Sandy beach, Sandra, little one a worm (a) – (b) Teacher check Teacher check Teacher check

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5.

pages 49–52

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2.

3.

4.

A LOT OF WORK FOR A PRINCE – Play script

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Comprehension for independent readers

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Answers UNDERSTANDING PROVERBS – Proverbs

pages 53–54

D H A F B C I E J G K

Page 54 PROVERBS (i) Out of sight, out of mind. (ii) Once bitten, twice shy. (iii) One good turn deserves another. (iv) Spare the rod and spoil the child.

H C G I

r o e t s Bo r e p ok u S i n e c o v e r v

b u t s d o c t o r

s n e v e r t u r n

d e s e r v e s n e

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3. sticks, but, never Page 56 1. (a) speak, words (c) First, first (e) mother (g) bird, worm (i) Liars 2. m i c e s

f c o T b b a o a h

(b) (d) (f) (h) (j) i w u w i y k r p e

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in, nine hands, work fire, burnt Where, will sight, out e l h a n d s t l e

i l k b u r n t e r

© R. I .

C.Publ i cat i ons (b) fool, parted Sticks and stones will break my bones oaks, little but names will never me.

•f o rhurt r e vi ewFpur posesonl y(f)(d)• bitten, shy The early bird catches the worm.

The first step is the hardest.

Two wrongs don’t make a right.

First come, first served.

Where there’s a will, there’s a way.

When the cat’s away, the mice will play.

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(vi) (vii) (viii) (ix) (x) (xi)

apple, doctor by, cover never, but turn, deserves Two, make

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A E K J B D

l p a r t e d l f

i r f s o a k s o

a s i p w o r m o

r h r e s i p b l

(h) first, is, hardest (j) mice, play

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(v)

Page 55 1. (a) (c) (e) (g) (i) 2. n

pages 55–56

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Page 53 PROVERBS (i) A fool and his money are soon parted. (ii) A stitch in time saves nine. (iii) An apple a day keeps the doctor away. (iv) Actions speak louder than words. (v) Great oaks grow from little acorns. (vi) If you play with fire you’ll get burnt. (vii) Don’t judge a book by its cover. (viii) Necessity is the mother of invention. (ix) Many hands make light work. (x) Liars need good memories. (xi) It never rains but it pours.

PROVERB WORD SEARCH – Proverbs

s y s a p s l i f

f p e t k o i a t i

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r h a r d e s t e s

s a l i t t l e n t

t w o r d s b i r d

3. spare, spoil

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Comprehension for independent readers

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