cracking - garlinge primary · book band blue unit teaching/practice title page 10 teaching text...
TRANSCRIPT
Teaching and Assessment Guide
CRACKING COMPREHENSION
Year 1
Kate Ruttle
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ContentsHow to use this resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction to Cracking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
LOOK AND LISTEN
Unit Teaching/Practice Title Page
1 Teaching text The Gingerbread Man 8
Practice text The Three Billy Goats Gruff 13
2 Teaching text Sam and Misty 15
Practice text Cat and Mouse 19
3 Teaching text Very Little Rapunzel – Teresa Heapy 22
Practice text Bal Puts His Shoes On – Zoe Clarke 27
BOOK BAND RED
Unit Teaching/Practice Title Page
4 Teaching text Zack’s Moon 30
Practice text Tess’s Pool 34
5 Teaching text The Farmyard 37
Practice text Tim’s Van 41
6 Teaching text What Can You See by the Sea? – Lou Kuenzler 45
Practice text How Does It Feel? – Simon Mugford 49
BOOK BAND YELLOW
Unit Teaching/Practice Title Page
7 Teaching text The Sick Dragon 52
Practice text Skip and the Shark 56
8 Teaching text The Sun and the Stars 61
Practice text Men on the Moon 65
9 Teaching text Night Travels – Joe Berger 69
Practice text Goldilocks and the Three Bears – Abigail Flint 73
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BOOK BAND BLUE
Unit Teaching/Practice Title Page
10 Teaching text North Pole, South Pole – Pip Jones 77
Practice text Our Team – Simon Mugford 81
11 Teaching text My Big Band – Tony Mitton 85
Practice text There’s a Wise Old Owl – Anonymous 89
BOOK BAND GREEN
Unit Teaching/Practice Title Page
12 Teaching text Minibeasts in the Garden or Park 93
Practice text Minibeasts in the Pond 97
13 Teaching text Lion’s Lunch 101
Practice text The Lion and the Mouse 105
14 Teaching text New Clothes for Alex – Mary Dickinson 109
Practice text A Bun for Barney – Joyce Dunbar 113
15 Teaching text Forest School – Ciaran Murtagh 117
Practice text Summer Coat, Winter Coat – Zoe Clarke 121
ASSESSMENT TASKS
Task A: Farm Animals 126
Task B: Martha’s Night 132
Task C: Are You New To Newts? 138
Answers to Assessment Tasks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Content domain coverage. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
l The Interactive Modelling Software
l All teaching notes
l Teaching text questions
l Progress Task sheets for all Assessment Tasks
Don’t forget to log on to My Rising Stars to access:
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4 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
In all of the units, the process of using the Practice text exactly mirrors that of the Teaching text. This is so that the children are more familiar with expectations in the Practice text and can therefore work a little more independently. The pace will always be controlled by the teacher, who moves the group or class on to the next question together.
1 Revisit the key strategies taught using the Teaching text, and then distribute photocopies of the Practice text, for children to practise answering the questions, applying the strategies taught. (These can be found in the home screen of the Interactive Modelling Software online, or photocopied from the Teacher’s Guide.)
Read each question aloud, and allow children time to answer before moving on to the next. Less-confident children might benefit from either working in pairs or revisiting the more familiar Teaching text, before working more independently.
1 In the Question zap tab, click on the first question to open it. Read it aloud.
2 Zap the question: Teach children how to interpret the question:
“What is being asked?”
“What steps might you take to answer this question?”
Use the on-screen tools to highlight key words in the question. Answers and strategies are supplied in the Teacher’s Guide.
3 Teach children to identify parts of the image, words, or sentences that may be useful in answering the question. On the Search tab, use the on-screen tools to highlight parts of the picture or text. The children can use the scissors tool to ‘cut’ these out. Click ‘Copy to Crack it’ to transfer this picture or text to the evidence section of ‘Crack it’.
4 In the Crack it tab, use the copied picture or text in the ‘evidence’ section to write or orally compose an answer.
This can be run either as a whole-class, or with an adult-led group.
1 Introduce the unit by sharing the ‘Key text features’.
2 Click on the Look tab in the Interactive Modelling Software to access the ‘teaching texts’. The initial ‘teaching texts’ are picture based. Later units have text with audio. In both cases, the Listening comprehension questions are shown on the first screen.
How to use this resourceIntroduce, Listen and Read
Model
Practise and ApplyUnit 2 • LOOK AND LISTEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 19
1 2
Cat and Mouse
✁
✁
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
21
Unit 2 • LOOK AND LISTEN
Prac
tice
text
: Cat
and
Mou
se
Crac
king
the
ques
tions
Que
stio
nAn
swer
Focu
sSt
rate
gy
1.
Whi
ch p
ictu
re w
ill y
ou c
ut o
ut a
nd
stic
k on
the
big
num
ber 1
?C.
Mou
se ru
nnin
g aw
ay. N
o ch
eese
in m
outh
.1e
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.Te
ll th
e ch
ildre
n to
:•
look
car
eful
ly a
t the
firs
t tw
o pi
ctur
es.
• th
ink
abou
t wha
t the
cat
is d
oing
and
wha
t the
mou
se is
doi
ng.
• lo
ok a
t the
pic
ture
cho
ices
in th
e m
iddl
e ro
w a
nd d
ecid
e w
hich
one
fits
bes
t.
2.
Whi
ch p
ictu
re w
ill y
ou c
ut o
ut a
nd
stic
k on
the
big
num
ber 2
?A.
Mou
se ru
nnin
g ba
ck to
hol
e w
ith c
hees
e.1e
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.Te
ll th
e ch
ildre
n to
:•
look
car
eful
ly a
t the
firs
t tw
o pi
ctur
es in
the
bott
om ro
w.
• th
ink
abou
t wha
t the
cat
is d
oing
and
wha
t the
mou
se is
doi
ng.
• lo
ok a
t the
pic
ture
cho
ices
in th
e m
iddl
e ro
w a
nd d
ecid
e w
hich
one
fits
bes
t.
3.
Why
is th
e ca
t lyi
ng ju
st w
here
he
is
lyin
g?H
e is
gua
rdin
g th
e m
ouse
hol
e/st
oppi
ng th
e m
ouse
from
com
ing
out.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
• lo
ok c
aref
ully
at t
he p
ictu
res.
• th
ink
abou
t the
ord
er o
f act
ions
in th
e st
ory.
• th
ink
of re
ason
s w
hy a
cat
mig
ht li
e ou
tsid
e a
mou
se h
ole.
4.
Why
doe
s th
e m
ouse
ste
p ve
ry
quie
tly a
roun
d th
e sle
epin
g ca
t?H
e do
esn’
t wan
t to
wak
e it.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
• lo
ok c
aref
ully
to a
t the
pic
ture
s.•
thin
k ab
out t
he o
rder
of a
ctio
ns in
the
stor
y.•
thin
k of
reas
ons
why
a m
ouse
mig
ht s
tep
care
fully
aro
und
a sle
epin
g ca
t.
5.
Why
did
the
mou
se lo
ok s
hock
ed
whe
n it
saw
the
cat’
s ea
rs c
omin
g up
to th
e ta
ble?
He
knew
he
was
goi
ng to
hav
e to
esc
ape
with
hi
s ch
eese
.1d
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.Te
ll th
e ch
ildre
n to
:•
look
car
eful
ly a
t the
pic
ture
s.•
thin
k ab
out t
he o
rder
of a
ctio
ns in
the
stor
y.•
thin
k of
reas
ons
why
the
mou
se m
ight
look
sho
cked
.
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 5
Children can extend their learning, either through writing (see Moving into writing) or through developing further reading pathways (see Extending reading). Brief suggestions for both of these routes are included in each unit of the Teacher’s Guide. It is anticipated you will use your professional understanding of effective ways to teach reading and writing if you follow the suggestions.
Termly assessment tasks allow you to monitor children’s progress. Introduce the assessment tasks and explain and model what you want the children to do.
1 Provide each child with a question sheet.
2 Read each question/instruction aloud and give children the opportunity to read the text and record their answer.
3 Allow oral responses when they enable you to assess comprehension separately from accuracy or from writing.
Extend
Assess
16 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2 • LOOK AND LISTEN
Reading the Practice text: Cat and Mouse
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 19 for the children to use independently or in pairs.
l Introduce the title of the text: Cat and Mouse. What do the children know about cats and mice? What are their expectations of the text?
l Show them the cartoon strips. Do they think that their expectations are correct?
l Together, create a shared oral text about the first two pictures before the children begin their task.
l The children should look at the first story and decide which picture goes into the empty place. They can then cut and stick the picture in place if they have individual copies. (If working on paper, the children will need access to scissors and glue in order to answer the first two questions. All other questions should be answered orally.)
l They can then do the same with the second part of the story.
l Ask the children to tell the story in the pictures to a friend. Sample their storytelling to check that they are able to link the pictures.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why might the mouse want to come out of the mouse hole?
l Why does the mouse run away when she thinks the cat has seen her?
l Do you think the cat was really sleeping?
l What do you think happens next?
l How do you think the story finishes?
Moving into writing
l Listen again to the story of Sam and Misty.
l Ask the children to pretend they are dogs like Misty. Can they show you – just using their faces and their hands – what Misty would look like when she thought Sam was going to take her for a walk? When she saw that there was a space on the sofa beside Sam? When Sam pointed to her basket? When Sam came to the door? When Sam didn’t pay her any attention?
l Revisit the same scenarios, but now ask the children to give you words. Write the children’s suggestions of happy and sad words in two columns as a word bank.
l Ask pairs of children to choose either the first three pictures or the second three pictures.
l Within their pairs, ask the children to retell the story of their pictures. Let both children in the pair tell the story. Encourage their response partner to suggest new details or information they could add. Remind them to add information about how Misty felt.
l Ask the children to write the part of the story that tells about their three pictures.
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Unit 2 • LOOK AND LISTEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 17
Listening Comprehension: Questions and AnswersUse the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the script.
Q1: Is Sam a dog or a man?
A1: A man
Strategy: Ask the children to listen to the beginning of the audio again to hear the opening of the story and to raise their hands when something in the story tells them the answer to their question. Accept sensible answers that are rooted in the audio, e.g. that Sam makes a decision; that Misty is not a man’s name; that it tells us that Misty is a dog.
Q2: What kind of morning did Misty want?
A2: A busy morning
Strategy: Ask the children to listen again to the relevant part of the story and to raise their hands when they hear the answer to the question. Can they tell you the words in the audio that give them the information?
Q3: Why do you think Misty is carrying her lead around?
A3: She needs her lead to go for a walk.
Strategy: Ask the children to listen again to the second part of the story and to think about their experience/knowledge of dogs and walks. Explain that they sometimes will need to use their knowledge of the world to answer some questions and, if there isn’t an answer in the text itself, then they should use what they know anyway.
Rosie’s Walk – Pat Hutchins
A Bear-y Tale – Anthony Browne
A Ball for Daisy – Chris Raschka
Extending reading
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126 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task A
Farm Animals
Teacher notes: Assessment Task A
Use the information below to identify whether each child is working at the expected standard for Year 1 Term 1.
Children working at this standard should:
l be secure when reading words using Letter and Sounds phase 2 and 3 digraphs and trigraphs
l be reading Yellow Book Banded reading books (or higher)
l be confident enough with reading the words that they can begin to pay attention to the meaning
l have experiences of reading books with a range of purposes (including stories and non-fiction) and written in
a range of styles.
Assessment guidance
Typically, children working at the expected standard will:
l know that some texts tell stories and others give information
l answer questions about the information on a page
l answer ‘how’ and ‘why’ questions when the answer is clear
l use the title of a non-fiction text to make predictions of what it might be about.
Use the list below to identify the content domains that the children are working on in this task.
identify/ explain key aspects of fiction and non-fiction texts such as characters, events, titles
and information
1b
predict what might happen on the basis of what has happened so far 1e
Introducing the text
Tell the children they are going to read some information about farm animals.
l Discuss whether they think this text will be a story. Talk about their expectations. Ensure they understand
what “information” means and how it is different from a story.
– Children who are working below the expected standard may need more experience of reading and looking
at fiction and non-fiction books.
– Children who are working at greater depth within the expected standard may be able to talk about text
features they might expect in a non-fiction text.
l Think, pair, share experiences and knowledge about farm animals.
l Together, make a list of farm animals. Ask the children to name four animals they think might be in a text
about farm animals.
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130 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Assessment Task A • FARM ANIMALS
Read the text, then answer the questions.1 This is a . Draw lines from the label to the part of the animal.
2 Tick the animal that has wool for its coat.
3 Tick the animal that has an udder.
beard
horn
hoof
Name:
Date:
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2 Display the Practice text tab in the Interactive Modelling Software. Use the strategies suggested in the Teacher’s Guide to mark and discuss the children’s answers. You may want to let children mark their own work, although you will want to monitor their answers as part of your ongoing assessment procedures.
As children begin working with increasing independence, you can move on to select more texts in other Cracking Comprehension Year 1 units, or well-known class stories that give additional opportunities to practise the skills and strategies that children found most challenging.
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6 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Introduction to Cracking Comprehensionn What is Cracking Comprehension?Cracking Comprehension Year 1 will gradually help children to develop the techniques to answer the types of questions asked in the Key Stage 1 national test for reading at the end of Year 2.
Cracking Comprehension offers a complete teaching and learning package to ensure all children make progress through:
● whole-class or group teaching, modelling and practice
● small-group practice, working with a greater degree of independence and familiarity
● individual formative assessment online and in the classroom.
Cracking Comprehension Year 1 comprises both this teacher’s guide, and online access to Interactive Modelling Software and printable resources on My Rising Stars at www.risingstars-uk.com. The different components interweave.
The teacher’s guide provides photocopiable teaching and practice texts, teaching notes and assessment tasks.
The online access at My Rising Stars provides interactive tools and pupil quizzes for modelling and practice. The Interactive Modelling Software helps teachers and children model key reading skills, and can be followed by the pupil quizzes, when children can practise the skills acquired independently, at home or in small working groups. The online pupil quizzes can be used to track and monitor progress, using the reporting and progress area.
Between them, these components provide you with everything you need for weekly or bi-weekly comprehension lessons.
n Cracking Comprehension and the National Curriculum for English
The progression and structured development of the texts means that Cracking Comprehension Year 1 addresses all of the statements in the National Curriculum reading section 1 – word reading. The main focus, however, is the reading section 2 – comprehension.
The Year 1 texts create the foundation from which children can progress towards the end-of-Year 2 national tests by explicitly teaching and modelling the comprehension skills needed. The references included on page 146 are those used to identify different
‘content domains’ of reading in the Y2 national tests together with the NC objectives.
n What’s in it?Cracking Comprehension Year 1 offers 15 comprehension teaching units and three assessment tasks which address and develop different skills needed for reading.
At this level, the texts children access for comprehension should be slightly easier than those they can decode independently. For this reason, the texts here are carefully organised according to growth in decoding ability (please see the units table on page 146 for reference).
The texts within the first two units do not anticipate that the children will read, but do expect that they are familiar with books and stories. The intention is that we initially separate and teach comprehension skills to enable children to:
● Engage with, and understand, the text.
● Understand questions and identify the information needed.
● Match what they hear with what they can see or read.
● Follow instructions as to how to respond to questions.
In Unit 2, the expectation increases as children also need to:
● Recognise that a sequence of images can show events in a story, rather than each image representing a separate story.
● Demonstrate their understanding of story structure by predicting the most appropriate ending to the story.
In Unit 3, children are expected to read speech bubbles with which they are familiar. From Unit 4 the Book Band level at which they are doing comprehension activities should be easier than their independent and guided reading levels. Units 4–15 gradually teach and extend the skills needed to demonstrate reading comprehension.
By using this structured progression, we can gradually prepare children not just to understand what they are reading, but also to demonstrate their understanding through written answers to comprehension questions. Three optional assessment activities at the back of the book support you in determining whether children are on track to meet expected standards by the end of Year 1.
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 7
Introduction to Cracking Comprehension
Listening comprehension
All texts have suggested listening comprehension questions that enable you to probe more deeply into the children’s understandings of the text. These questions have three key functions:
● to develop vocabulary, since it is widely accepted that one of the biggest barriers to good comprehension is limited vocabulary;
● to develop the comprehension skills that children will need to call upon;
● to encourage discussion around the text, exploring ideas which are beyond the children’s ability to read or record.
By using this structured progression, we can gradually prepare children not just to understand what they are reading, but also to demonstrate their understanding through written answers to comprehension questions.
n How do I use the teaching units?The pathway through each Cracking Comprehension Year 1 unit is flexible, according to the specific needs of you and your children. (See the How to use this resource on pages 4–5 for a suggested learning pathway.) Whether you choose to teach a comprehension lesson every day for a week, weekly over a half-term or for a focused half day per half-term is your choice.
n How do I use the Assessment Tasks?There are three assessment tasks, all aimed at children in year 1 or in the early stages of reading with comprehension. The tasks provide a range of Assessment for Learning activities to give you some more objective understanding of how the children perform at an isolated task.
The tasks are intended to be used as follows:
● Task A, after Unit 5, at the end of Y1 term 1. It assumes secure knowledge of Letters and Sounds phase 3 graphemes.
● Task B, after Unit 10, at the end of Y1, term 2. It assumes secure knowledge of phase 3 and 4 graphemes and developing familiarity with phase 5
(new ways of pronouncing familiar graphemes and new ways of representing familiar phonemes).
● Task C, after Unit 15, at the end of Y1 term 3. It assumes secure knowledge of phase 5.
The tasks are not tests and are not intended to be carried out in test conditions. They are written for use with a whole class or with small groups of children.
Running the tasks
Each of the tasks comes with its own teacher notes which offer advice for each of the stages. The tasks all follow the same format:
● Introducing the text. This is intended to stimulate the children’s interest and to engage prior knowledge. This is always a discursive activity.
● Reading the text. It is recommended that you begin with shared reading – this task is not primarily intended to test decoding. Distribute sufficient copies of the text so that all children can see it. Children need to be able to read the text without engaging all of their cognitive capacity, or they have nothing in reserve to spend on understanding the text. Reading the text together takes away the anxiety children may have about tricky words and initially introduces them to the language and expectation of the text.
● Talking about the text. If you set up the task with a shared conversation, children’s confidence in the written task will increase. Questions are suggested to ensure that you model skills for finding answers to questions rather than rehearsing answers to the questions the children will be asked.
● Answering the written questions. At this point, ensure that each child has a copy of the text and a copy of the question sheet. The format used for these question sheets is similar to the format used for the related unit so should not be too alarming for the children.
In each of the unit descriptions, indicative behaviours are suggested for children who are working at or below the standards which indicate whether or not the child is on track to meet expected standards at the end of the year. If the outcomes of the assessment reinforce other concerns you have, raise them with your school SENDCO.
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• LOOK AND LISTEN
8 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1LOOK AND
LISTEN
The Gingerbread Man/The Three Billy Goats Gruff
Key text features
Both ‘texts’ are pictures that depict a key incident from a familiar story.
l The Teaching text is a picture of the Gingerbread Man arriving at the river, pursued by a line of people and creatures.
l The Practice text is a picture of the Troll arriving on the bridge to confront Big Billy Goat Gruff.
Reading the Teaching text: The Gingerbread Man
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software. You can also download the Teaching text and questions for children to work from if you wish.
l Introduce the text by asking the children which story this picture is about. [The Gingerbread Man] Listen to the audio retelling of the story. Work through the listening comprehension questions. These can also be found on page 11.
l Ask the children: can you tell me the names of all of the people and animals that are chasing the Gingerbread Man in this picture? [Little Old Woman, cat, dog, Little Old Man, horse, sheep] And what’s that in the doorway? Oh yes, it’s a … [hen/chicken]
l Read the teacher’s script below aloud to the children. Some of what you read out will be incorrect. The children should mark/cross the parts of the picture (or on screen) to show which bits are wrong. Read slowly, giving them time to mark their picture. Do not read the words in square brackets. These are only there to help you.
Teacher’s Script
I’m going to tell you some things about the picture, but I can’t see your picture and some of the things I say might be wrong. If I say something and you think it’s wrong, I want you to put a cross on the thing that’s wrong.
Let’s try.
The Gingerbread Man is running away. He’s being chased by a lot of people and animals. But one of the animals isn’t chasing. She’s watching from the farmhouse door. She’s a mouse.
Did I say something wrong? Yes – it’s not a mouse. It’s a hen. Did you put a cross on the hen? Show me. Remember, you don’t have to say anything if I make a mistake, you just have to draw a cross on the thing I get wrong.
The Gingerbread Man is running away. Behind him, there’s a Little Old Woman, and behind her there’s a white and ginger badger. [cat]
The Little Old Man is number five in the line, and in front of him there’s a cow. [dog]
The last of the animals chasing the Gingerbread Man is a giraffe. [sheep]
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 9
Unit 1 • LOOK AND LISTEN
Just behind the Gingerbread Man is a Little Old Woman. She’s looking very happy. [sad/cross]
Oh no. The Gingerbread Man has a problem. He can’t run any further because there’s a busy road [river] in front of him.
But he’s not too worried. He can see a rabbit [fox] in front of him. She’ll help him to get across.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l What happened next? Can anyone tell me how the story ends?
l What do you think the fox is thinking now? How do you know?
Reading the Practice text: The Three Billy Goats Gruff
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 13 for the children to use independently or in pairs.
l Ask the following questions:– Which story is this picture about? [The Three Billy Goats Gruff ]– Can you tell me the names of all of the animals in the picture? [Troll, Little Billy Goat
Gruff, Middle Sized Billy Goat Gruff and Big Billy Goat Gruff ]– Which smaller creatures can you see? [frogs, snails, birds, fish]
l Read the script below aloud to the children. Read slowly, giving them time to mark their picture. Don’t read the words in square brackets. These are only there to help you.
Teacher’s Script
I’m going to tell you some things about the picture, but I can’t see your picture and some of the things I say might be wrong. If I say something and you think it’s wrong, I want you to put a cross on the thing that’s wrong.
Let’s try.
Lots of little animals have come to see what’s happening. A family of cats is sitting on the bridge.
Did I say something wrong? Yes – it’s not a family of cats. It’s a family of snails. Did you put a cross on the snails? Show me.
Now listen carefully. You don’t have to say anything if I make a mistake, you just have to draw a cross on the thing I get wrong.
Two of the Billy Goats have already crossed the bridge. They are lying down and having a sleep [standing up/watching/eating].
The bridge goes over a busy road [river].
Near the two Billy Goats who have crossed the bridge, there is a group of five [two] birds. One is watching to see what happens.
A fierce tiger [troll] is climbing onto the bridge. It has sharp teeth, claws and three hairs [two long horns] on its head.
Sitting beside Big Billy Goat Gruff are some penguins [frogs]. They usually live in the river, but they have come out to see what’s going on too.
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10 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1 • LOOK AND LISTEN
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Big Billy Goat Gruff is about to walk across the bridge. What happens next?
l Can anyone tell me how the story ends?
Moving into writing
l Listen again to the audio recording of The Gingerbread Man while the children look at their pictures.
l Let the children work in pairs. Each child should use their picture to retell part of the story to their response partner.
l Show children the names of the Gingerbread Man and the Fox.
l Let the children work with their response partner to role-play a more extended dialogue between the Gingerbread Man and the Fox. Give both children the opportunity to try out both parts.
l Show the children a speech bubble. If the Gingerbread Man were speaking, what is the most important thing he would say to the Fox? If the Fox were speaking, what is the most important thing he would say to the Gingerbread Man?
l Create a shared word bank of key words that children might need support with spelling.
l Give children speech bubbles to write their ideas in.
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Unit 1 • LOOK AND LISTEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 11
Listening Comprehension: Questions and Answers
Q1: Who made the Gingerbread Man?
A1: The Little Old Woman
Strategy: The children may know the answer from their own experience of the story. Ask them to listen again to the opening of the story and to raise their hands when they hear the answer to the question, which begins with the word ‘Who’. Ask them whether it would be sensible to suggest a place or a time in answer to that question. Identify the fact that the question word ‘Who’ needs a person or character as the answer.
Q2: What did she use for his eyes?
A2: Currants
Strategy: The children may know the answer from their own experience of the story. Ask them to listen again to the relevant part of the story and to raise their hands when they hear the answer to the question, which begins with the word ‘What’. Ask them whether it would be sensible to suggest a person or a time in answer to that question. Identify the fact that the question word ‘What’ needs a thing as the answer.
Q3: Where did the Gingerbread Man meet the Fox?
A3: At the river
Strategy: The children may know the answer from their own experience of the story. Ask them to listen again to the relevant part of the story and to raise their hands when they hear the answer to the question, which begins with the word ‘Where’. Ask them whether it would be sensible to suggest a person or a time in answer to that question. Identify the fact that the question word ‘Where’ needs a place as the answer.
Retellings of The Gingerbread Man and The Three Billy Goats Gruff
Each Peach Pear Plum – Janet and Allen Ahlberg
Mixed Up Fairy Tales – Hilary Robinson and Nick Sharratt
Extending reading
Use the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the script.
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12 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1 • LOOK AND LISTEN
Teac
hing
text
: The
Gin
gerb
read
Man
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Th
e G
inge
rbre
ad M
an is
runn
ing
away
. Beh
ind
him
, the
re’s
the
Litt
le O
ld W
oman
, and
beh
ind
her t
here
’s a
whi
te a
nd g
inge
r bad
ger.
badg
er c
at1a 1b
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts;
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
use
your
eye
s or
fing
ers
to p
oint
to e
ach
of th
e c
hara
cter
s as
they
are
men
tione
d.•
cros
s ou
t any
cha
ract
er th
at is
wro
ng in
the
scrip
t.Ch
eck
child
ren
unde
rsta
nd th
e w
ord
‘beh
ind’
.
2.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Th
e Li
ttle
Old
Man
is n
umbe
r five
in th
e lin
e,
and
in fr
ont o
f him
ther
e’s
a co
w.
cow
dog
1a 1bQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s; id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ch
eck
ever
ythi
ng th
at is
read
out
: is
the
Litt
le O
ld M
an re
ally
num
ber fi
ve?
Chec
k ch
ildre
n un
ders
tand
the
wor
ds ‘i
n fr
ont’
.
3.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Th
e la
st o
f the
ani
mal
s ch
asin
g th
e G
inge
rbre
ad M
an is
a g
iraff
e.
gira
ffe
chic
ken
1a 1bQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s; id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lis
ten
care
fully
to th
e st
ory.
•ch
eck
whe
ther
the
scrip
t was
righ
t.Ch
eck
child
ren
unde
rsta
nd th
e w
ord
‘last
’.
4.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Ju
st b
ehin
d th
e G
inge
rbre
ad M
an is
a L
ittle
O
ld W
oman
. She
’s lo
okin
g ve
ry h
appy
.
happ
y sa
d/cr
oss
1a 1bQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s; id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lis
ten
care
fully
to th
e st
ory.
•ch
eck
whe
ther
the
desc
riptio
n is
true
for t
he p
ictu
re.
Chec
k ch
ildre
n un
ders
tand
the
wor
ds ‘b
ehin
d’.
5.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
O
h no
. The
Gin
gerb
read
Man
has
a p
robl
em.
He
can’
t run
any
furt
her b
ecau
se th
ere’
s a
busy
road
in fr
ont o
f him
.
road
rive
r1a 1b
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts;
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
thin
k ab
out t
he tw
o pi
eces
of i
nfor
mat
ion:
(a) b
usy
and
(b) r
oad.
•
thin
k ab
out w
hat i
s th
e m
ost i
mpo
rtan
t thi
ng th
at m
ight
be
wro
ng.
Chec
k ch
ildre
n un
ders
tand
the
wor
ds ‘i
n fr
ont’
.
6.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Bu
t he’
s no
t too
wor
ried.
He
can
see
a ra
bbit
in fr
ont o
f him
. She
’ll h
elp
him
to g
et a
cros
s.
rabb
it fo
x1a 1b
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts;
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t he
saw
and
wha
t mig
ht h
appe
n ne
xt.
452572_U1_Crack_Comp_2e_Y1.indd 12 06/03/19 5:07 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 13
Unit 1 • LOOK AND LISTEN
The Three Billy Goats Gruff
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14 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 1 • LOOK AND LISTEN
Prac
tice
text
: The
Thr
ee B
illy
Goa
ts G
ruff
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Tw
o of
the
Billy
Goa
ts h
ave
alre
ady
cros
sed
the
brid
ge. T
hey
are
lyin
g do
wn
and
havi
ng a
sle
ep.
sleep
sta
ndin
g up
/wat
chin
g/ea
ting
1a 1bQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s; id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lis
ten
care
fully
to th
e st
ory.
•us
e yo
ur e
yes
or fi
nger
s to
poi
nt to
eac
h of
the
char
acte
rs m
entio
ned.
•cr
oss
out a
ny c
hara
cter
that
is w
rong
in th
e sc
ript.
Chec
k ch
ildre
n un
ders
tand
the
wor
d ‘a
lread
y’.
2.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Th
e br
idge
goe
s ov
er a
bus
y ro
ad.
road
rive
r1a 1b
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts;
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
thin
k ab
out t
he tw
o pi
eces
of i
nfor
mat
ion:
(a) b
usy
and
(b) r
oad.
•
thin
k ab
out w
hat i
s th
e m
ost i
mpo
rtan
t thi
ng th
at m
ight
be
wro
ng.
Chec
k ch
ildre
n un
ders
tand
the
wor
d ‘o
ver’
.
3.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
N
ear t
he tw
o Bi
lly G
oats
who
hav
e cr
osse
d th
e br
idge
, the
re is
a g
roup
of fi
ve b
irds.
They
’re
wat
chin
g to
see
wha
t hap
pens
.
five
two
1a 1bQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s; id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lis
ten
care
fully
to th
e st
ory.
•ch
eck
whe
ther
the
desc
riptio
n is
true
for t
he p
ictu
re.
Chec
k ch
ildre
n un
ders
tand
the
wor
d ‘n
ear’
.
4.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
A
fierc
e tig
er is
clim
bing
ont
o th
e br
idge
.
tiger
trol
l1a 1b
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts;
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
thin
k ab
out t
he tw
o pi
eces
of i
nfor
mat
ion:
(a) fi
erce
and
(b) t
iger
. •
thin
k ab
out w
hat i
s th
e m
ost i
mpo
rtan
t thi
ng th
at m
ight
be
wro
ng.
Chec
k ch
ildre
n un
ders
tand
the
wor
d ‘o
nto’
.
5.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
It
has
sha
rp te
eth,
cla
ws
and
thre
e ha
irs o
n its
hea
d.
thre
e lo
ng h
airs
two
long
hor
ns1a 1b
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts;
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
chec
k w
heth
er th
e de
scrip
tion
is tr
ue fo
r the
pic
ture
.Ch
eck
child
ren
unde
rsta
nd th
e w
ords
‘cla
ws’
and
‘hor
ns’.
6.
List
en c
aref
ully
. Wha
t is w
rong
with
my
sent
ence
? Pu
t a c
ross
on
the
pict
ure
to sh
ow m
e.
Si
ttin
g be
side
Big
Billy
Goa
t Gru
ff a
re so
me
peng
uins
. The
y us
ually
live
in th
e riv
er, b
ut th
ey
have
com
e ou
t to
see
wha
t’s g
oing
on
too.
peng
uins
frog
s1a 1b
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts;
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
chec
k w
heth
er th
e de
scrip
tion
is tr
ue fo
r the
pic
ture
.Ch
eck
child
ren
unde
rsta
nd th
e w
ord
‘usu
ally
’.
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• LOOK AND LISTEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 15
Unit 1FICTION
Unit 2LOOK AND
LISTEN
Key text features
l The ‘texts’ are both strip cartoons that are divided into sets of three pictures. The third picture of each strip is missing and the children have to select the appropriate picture from a choice of three.
l The Teaching text is Sam and Misty.
l The Practice text is Cat and Mouse.
Reading the Teaching text: Sam and Misty
l Introduce the text by letting the children listen to the audio while they look at the pictures. Work through the listening comprehension questions.
l Talk about the big numbers. What do they think happens in that space? Explain that they will have to choose a picture which fits on the number.
l Talk about how they should choose a picture. Discuss the fact that the picture should show what happens next.
l Access the Teaching text on the Interactive Modelling Software or download individual versions that the children can work from. The children should look at the first story and decide which picture goes into the empty place. They can drag and drop the image or stick the picture in place if they have individual copies. (If working on paper, the children will need access to scissors and glue in order to answer the first two questions. All other questions should be answered orally.) They can then do the same with the second part of the story.
l Ask the children to tell the story in the pictures to a friend. Sample their storytelling to check that they are able to link the pictures.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l What time of day is it? Could it be any other time?
l Why do you think the dog has its lead in its mouth? What does it want?
l How does the man feel? What has the dog done? Where should the dog be?
l What do you think happens next?
l How do you think this story finishes?
l What does Sam want to do now? What does Misty want to do now?
l Who do you think will get what they want? Why do you think that?
l Do you think Misty will be allowed to go for her walk after breakfast?
Sam and Misty/Cat and Mouse
452572_U2_Crack_Comp_2e_Y1.indd 15 06/03/19 5:06 PM
16 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2 • LOOK AND LISTEN
Reading the Practice text: Cat and Mouse
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 19 for the children to use independently or in pairs.
l Introduce the title of the text: Cat and Mouse. What do the children know about cats and mice? What are their expectations of the text?
l Show them the cartoon strips. Do they think that their expectations are correct?
l Together, create a shared oral text about the first two pictures before the children begin their task.
l The children should look at the first story and decide which picture goes into the empty place. They can then cut and stick the picture in place if they have individual copies. (If working on paper, the children will need access to scissors and glue in order to answer the first two questions. All other questions should be answered orally.)
l They can then do the same with the second part of the story.
l Ask the children to tell the story in the pictures to a friend. Sample their storytelling to check that they are able to link the pictures.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why might the mouse want to come out of the mouse hole?
l Why does the mouse run away when she thinks the cat has seen her?
l Do you think the cat was really sleeping?
l What do you think happens next?
l How do you think the story finishes?
Moving into writing
l Listen again to the story of Sam and Misty.
l Ask the children to pretend they are dogs like Misty. Can they show you – just using their faces and their hands – what Misty would look like when she thought Sam was going to take her for a walk? When she saw that there was a space on the sofa beside Sam? When Sam pointed to her basket? When Sam came to the door? When Sam didn’t pay her any attention?
l Revisit the same scenarios, but now ask the children to give you words. Write the children’s suggestions of happy and sad words in two columns as a word bank.
l Ask pairs of children to choose either the first three pictures or the second three pictures.
l Within their pairs, ask the children to retell the story of their pictures. Let both children in the pair tell the story. Encourage their response partner to suggest new details or information they could add. Remind them to add information about how Misty felt.
l Ask the children to write the part of the story that tells about their three pictures.
452572_U2_Crack_Comp_2e_Y1.indd 16 06/03/19 5:06 PM
Unit 2 • LOOK AND LISTEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 17
Listening Comprehension: Questions and AnswersUse the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the script.
Q1: Is Sam a dog or a man?
A1: A man
Strategy: Ask the children to listen to the beginning of the audio again to hear the opening of the story and to raise their hands when something in the story tells them the answer to their question. Accept sensible answers that are rooted in the audio, e.g. that Sam makes a decision; that Misty is not a man’s name; that it tells us that Misty is a dog.
Q2: What kind of morning did Misty want?
A2: A busy morning
Strategy: Ask the children to listen again to the relevant part of the story and to raise their hands when they hear the answer to the question. Can they tell you the words in the audio that give them the information?
Q3: Why do you think Misty is carrying her lead around?
A3: She needs her lead to go for a walk.
Strategy: Ask the children to listen again to the second part of the story and to think about their experience/knowledge of dogs and walks. Explain that they sometimes will need to use their knowledge of the world to answer some questions and, if there isn’t an answer in the text itself, then they should use what they know anyway.
Rosie’s Walk – Pat Hutchins
A Bear-y Tale – Anthony Browne
A Ball for Daisy – Chris Raschka
Extending reading
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18 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 2 • LOOK AND LISTEN
Teac
hing
text
: Sam
and
Mis
ty
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Whi
ch p
ictu
re w
ill y
ou p
ut o
n th
e bi
g nu
mbe
r 1?
B. M
isty
is in
her
bas
ket.
1eQ
uest
ion
focu
s: pr
edic
t wha
t mig
ht h
appe
n on
the
basi
s of w
hat h
as b
een
read
so
far.
Tell
the
child
ren
to:
•lo
ok c
aref
ully
at t
he fi
rst t
wo
pict
ures
.•
thin
k ab
out w
hat t
he m
an is
doi
ng a
nd w
hat h
e ha
s to
ld th
e do
g to
do.
•lo
ok a
t the
pic
ture
cho
ices
and
dec
ide
whi
ch o
ne fi
ts b
est.
2.
Whi
ch p
ictu
re w
ill y
ou p
ut o
n th
e bi
g nu
mbe
r 2?
A. M
isty
is s
tand
ing
by th
e fr
ont d
oor.
1eQ
uest
ion
focu
s: pr
edic
t wha
t mig
ht h
appe
n on
the
basi
s of w
hat h
as b
een
read
so
far.
Tell
the
child
ren
to:
•lo
ok c
aref
ully
at t
he fi
rst t
wo
pict
ures
in th
e bo
ttom
row
.•
thin
k ab
out w
hat t
he m
an is
doi
ng a
nd w
hat t
he d
og is
doi
ng.
•lo
ok a
t the
pic
ture
cho
ices
and
dec
ide
whi
ch o
ne fi
ts b
est.
3.
Wha
t tim
e of
day
doe
s th
is s
tory
ta
ke p
lace
?
H
ow d
o yo
u kn
ow?
mor
ning
•Th
e m
an is
stil
l wea
ring
his
bedc
loth
es.
•H
e is
read
ing
the
pape
r and
his
pos
t.•
The
audi
o te
lls y
ou.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•lis
ten
care
fully
to th
e st
ory.
•lo
ok c
aref
ully
at t
he p
ictu
res.
Wha
t clu
es c
an y
ou s
ee a
bout
wha
t tim
e of
da
y it
is?
4.
Why
doe
s M
isty
jum
p up
ont
o th
e so
fa?
to g
et S
am’s
att
entio
n1d
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
thin
k ab
out t
he o
rder
of a
ctio
ns in
the
stor
y.•
thin
k of
reas
ons
why
a d
og m
ight
brin
g th
eir l
ead.
5.
Why
was
Mis
ty h
appy
whe
n sh
e w
as n
ear t
he fr
ont d
oor a
nd S
am
cam
e to
her
?
She
thou
ght h
e w
as g
oing
to ta
ke h
er fo
r a
wal
k.1d
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.Te
ll th
e ch
ildre
n to
:•
liste
n ca
refu
lly to
the
stor
y.•
thin
k ab
out t
he o
rder
of a
ctio
ns in
the
stor
y.•
look
at M
isty
and
thin
k ab
out w
hat s
he w
ants
to h
appe
n ne
xt.
452572_U2_Crack_Comp_2e_Y1.indd 18 06/03/19 5:06 PM
Unit 2 • LOOK AND LISTEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 19
1 2
Cat and Mouse
✁
✁
452572_U2_Crack_Comp_2e_Y1.indd 19 06/03/19 5:06 PM
Unit 2 • LOOK AND LISTEN
20 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Listening Practice QuestionsThe following practice questions can be asked by you and answered by the children as part of a listening comprehension exercise.
1. Which picture will you cut out and stick on the big number 1?
2. Which picture will you cut out and stick on the big number 2?
3. Why is the cat lying just where he is lying?
4. Why does the mouse step very quietly around the sleeping cat?
5. Why did the mouse look shocked when it saw the cat’s ears coming up to the table?
452572_U2_Crack_Comp_2e_Y1.indd 20 06/03/19 5:06 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 21
Unit 2 • LOOK AND LISTEN
Prac
tice
text
: Cat
and
Mou
se
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Whi
ch p
ictu
re w
ill y
ou c
ut o
ut a
nd
stic
k on
the
big
num
ber 1
?C.
Mou
se ru
nnin
g aw
ay. N
o ch
eese
in m
outh
.1e
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.Te
ll th
e ch
ildre
n to
:•
look
car
eful
ly a
t the
firs
t tw
o pi
ctur
es.
•th
ink
abou
t wha
t the
cat
is d
oing
and
wha
t the
mou
se is
doi
ng.
•lo
ok a
t the
pic
ture
cho
ices
in th
e m
iddl
e ro
w a
nd d
ecid
e w
hich
one
fits
bes
t.
2.
Whi
ch p
ictu
re w
ill y
ou c
ut o
ut a
nd
stic
k on
the
big
num
ber 2
?A.
Mou
se ru
nnin
g ba
ck to
hol
e w
ith c
hees
e.1e
Que
stio
n fo
cus:
pred
ict w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad
so fa
r.Te
ll th
e ch
ildre
n to
:•
look
car
eful
ly a
t the
firs
t tw
o pi
ctur
es in
the
bott
om ro
w.
•th
ink
abou
t wha
t the
cat
is d
oing
and
wha
t the
mou
se is
doi
ng.
•lo
ok a
t the
pic
ture
cho
ices
in th
e m
iddl
e ro
w a
nd d
ecid
e w
hich
one
fits
bes
t.
3.
Why
is th
e ca
t lyi
ng ju
st w
here
he
is
lyin
g?H
e is
gua
rdin
g th
e m
ouse
hol
e/st
oppi
ng th
e m
ouse
from
com
ing
out.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•lo
ok c
aref
ully
at t
he p
ictu
res.
•th
ink
abou
t the
ord
er o
f act
ions
in th
e st
ory.
•th
ink
of re
ason
s w
hy a
cat
mig
ht li
e ou
tsid
e a
mou
se h
ole.
4.
Why
doe
s th
e m
ouse
ste
p ve
ry
quie
tly a
roun
d th
e sle
epin
g ca
t?H
e do
esn’
t wan
t to
wak
e it.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•lo
ok c
aref
ully
to a
t the
pic
ture
s.•
thin
k ab
out t
he o
rder
of a
ctio
ns in
the
stor
y.•
thin
k of
reas
ons
why
a m
ouse
mig
ht s
tep
care
fully
aro
und
a sle
epin
g ca
t.
5.
Why
did
the
mou
se lo
ok s
hock
ed
whe
n it
saw
the
cat’
s ea
rs c
omin
g up
to th
e ta
ble?
He
knew
he
was
goi
ng to
hav
e to
esc
ape
with
hi
s ch
eese
.1d
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.Te
ll th
e ch
ildre
n to
:•
look
car
eful
ly a
t the
pic
ture
s.•
thin
k ab
out t
he o
rder
of a
ctio
ns in
the
stor
y.•
thin
k of
reas
ons
why
the
mou
se m
ight
look
sho
cked
.
452572_U2_Crack_Comp_2e_Y1.indd 21 06/03/19 5:06 PM
• LOOK AND LISTEN
22 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3LOOK AND
LISTEN
Very Little Rapunzel/Bal Puts His Shoes OnTeresa Heapy/Zoe Clarke
Key text features
Both texts are picture books that have dialogue in speech bubbles.
l The Teaching text is Very Little Rapunzel by Teresa Heapy.
l The Practice text is Bal Puts His Shoes On by Zoe Clarke.
Reading the Teaching text: Very Little Rapunzel
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software. You can also download the Teaching text and questions for children to work from if you wish.
l Introduce the text by asking the children what they know about the story of Rapunzel. (They may know it as the Disney film Tangled). If possible, show the children some online images and recap the story.
l Show the children the pictures while you read the teacher’s script below. Work through the listening comprehension questions.
l Children will need access to scissors and glue in order to answer the first four questions. All other questions should be answered orally.
l For the first four questions, you may choose to encourage the children to join the correct speech bubble to the picture or to cut it out and stick it on. If so, the children will need colour pencils, the downloaded Teaching text PCM, scissors and glue. All other questions should be answered orally.
Teacher’s Script
We’re going to begin a story about Very Little Rapunzel.
Very Little Rapunzel lived in a tall tower. She refused to have her hair cut. She sometimes pushed her very long hair out of the window and sometimes pulled it back inside.
At the bottom of the tower, there was a Very Little Prince. He saw the hair being pulled into the tower. “Where has all that hair gone?” he said. “Come on, hair! Come back! Come down!”
“Hello! Come on, climb up!” said Very Little Rapunzel. Very Little Rapunzel let down her hair and the Very Little Prince climbed all the way up.
Very Little Rapunzel and the Very Little Prince tried to have a play. “It’s a bit hard to play football.”
And then Very Little Rapunzel scratched her head. “Mummy,” she said, “my head is all itchy.”
“And me!” said the Very Little Prince.
Very Little Rapunzel’s mummy had a quick look.
“Oh no!” she said. “You’ve got nits.”
452572_U3_Crack_Comp_2e_Y1.indd 22 07/03/19 10:06 AM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 23
Unit 3 • LOOK AND LISTEN
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l What else, apart from playing football, do you think Very Little Rapunzel might have found it hard to do with her long hair?
l What are nits?
l Why did Mummy say “Oh no?”
l Do you think Rapunzel will have her hair cut now? Why, or why not?
Reading the Practice text: Bal Puts His Shoes On
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 27 for the children to use independently or in pairs.
l Introduce the text by asking the children about the title of the story.– How many different kinds of shoes can the children list? (E.g. school shoes, trainers,
boots, sandals, etc.)– What helps the children decide which shoes they will wear? (E.g. where they are
going, what the weather is like, etc.)
l Together, look at the pictures and talk about what you can find out about Bal’s experiences.
l For the first four questions, you may choose to encourage the children to join the correct speech bubble to the picture or to cut it out and stick it on. If so, the children will need colour pencils, the downloaded Practice text PCM, scissors and glue. All other questions should be answered orally.
The children will need to see the pictures and questions while you read the script.
Teacher’s Script
We’re going to listen to a story about Bal. Bal has lots of shoes, but he can’t always decide which ones to put on.
Bal put his sandals on. “It is too cold for sandals,” he said. “Next time, I will wear my shoes.”
Bal put his shoes on. “It is too damp for shoes,” he said. “Next time, I will wear my boots.”
Bal put his boots on. “It is too hot for boots,” he said. “What will I wear next time?”
Bal put his slippers on. “I will keep my slippers on!” he said. “I can always wear my slippers inside the house.”
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Which time of year do you think it was in each of the pictures? How do you know?
l Why was Bal happy when he was wearing his slippers?
452572_U3_Crack_Comp_2e_Y1.indd 23 06/03/19 5:06 PM
24 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3 • LOOK AND LISTEN
Moving into writing
l Show pictures or examples of different types of hats the children might own (e.g. sun hat, woolly hat, baseball cap, cycle helmet, dressing-up hats). Talk about when and why they might wear each hat.
l Ask the children to think what would happen if they wore the wrong hat for an activity (e.g. a cowboy hat for building a snowman; a woolly hat on the beach). What might a speech bubble say about the hat?
l Encourage the children to draw pictures of themselves wearing the wrong hat.
l Encourage them to think, pair, share their ideas for speech bubbles.
l Ask the children to complete their speech bubbles and stick them on their pictures.
452572_U3_Crack_Comp_2e_Y1.indd 24 06/03/19 5:06 PM
Unit 3 • LOOK AND LISTEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 25
Listening Comprehension: Questions and Answers
Q1: Who are the people in the story?
A1: Very Little Rapunzel, her mummy and the Very Little Prince
Strategy: Ask the children whether they think the names of the characters are in the pictures or the words they hear. How do they know? Let them look and listen to find the answer to the question.
Q2: Where was the Very Little Prince at the beginning of the story?
A2: At the bottom of the tower
Strategy: Ask the children whether they think the answer to the question is in the pictures or the words they hear. How do they know? Let them look and listen to find the answer to the question.
Q3: What do you think will happen next?
A3: Accept answers that relate to the story.
Strategy: Ask the children to listen again while they look at the pictures. There is no right answer – the question asks ‘What do you think … ?’ – but encourage them to suggest a reason for their idea.
Very Little Red Riding Hood/Very Little Cinderella/Very Little Sleeping Beauty – Teresa Heapy
Big Bad Owl – Steve Smallman
Extending reading
Use the Teaching text images (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the script.
452572_U3_Crack_Comp_2e_Y1.indd 25 06/03/19 5:06 PM
26 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 3 • LOOK AND LISTEN
Teac
hing
text
: Ver
y lit
tle R
apun
zel
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e fir
st
pict
ure?
“Com
e on
, hai
r! Co
me
back
! Com
e do
wn!
”1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re. T
hink
abo
ut w
hat i
s ha
ppen
ing.
•lis
ten
to th
is p
art o
f the
sto
ry a
gain
.•
read
the
spee
ch b
ubbl
es. W
hich
one
mat
ches
this
pic
ture
?•
use
the
mod
ellin
g so
ftw
are
and/
or th
e PC
M to
mat
ch th
e sp
eech
bub
ble
to th
e pi
ctur
e.
2.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e se
cond
pic
ture
?
“Hel
lo! C
ome
on, c
limb
up!”
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
. Thi
nk a
bout
wha
t is
happ
enin
g.•
liste
n to
this
par
t of t
he s
tory
aga
in.
•re
ad th
e sp
eech
bub
bles
. Whi
ch o
ne m
atch
es th
is p
ictu
re?
•us
e th
e m
odel
ling
soft
war
e an
d/or
the
PCM
to m
atch
the
spee
ch b
ubbl
e to
the
pict
ure.
3.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hat d
o yo
u th
ink
the
Very
Litt
le P
rince
will
se
e w
hen
he c
limbs
up
to th
e to
p of
the
hair?
Acce
pt a
nsw
ers
such
as:
•Ra
punz
el•
her m
umm
y•
a ho
use
in th
e to
wer
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•th
ink
abou
t wha
t the
Ver
y Li
ttle
Prin
ce m
ight
exp
ect t
o se
e.•
thin
k ab
out w
hat y
ou c
an s
ee in
the
pict
ures
. Wha
t else
mig
ht th
ere
be?
4.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e th
ird p
ictu
re?
“It i
s a b
it ha
rd to
pla
y fo
otba
ll.”
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
. Thi
nk a
bout
wha
t is
happ
enin
g.•
liste
n to
this
par
t of t
he s
tory
aga
in.
•re
ad th
e sp
eech
bub
bles
. Whi
ch o
ne m
atch
es th
is p
ictu
re?
•us
e th
e m
odel
ling
soft
war
e an
d/or
the
PCM
to m
atch
the
spee
ch b
ubbl
e to
the
pict
ure.
5.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hy is
it a
bit
hard
to p
lay
foot
ball?
Very
Litt
le R
apun
zel’s
hai
r kee
ps
gett
ing
in th
e w
ay.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
. Thi
nk a
bout
wha
t is
happ
enin
g.•
liste
n to
this
par
t of t
he s
tory
aga
in.
•th
ink
abou
t wha
t mak
es p
layi
ng fo
otba
ll so
har
d.•
expl
ain
your
ans
wer
usi
ng e
vide
nce
from
the
text
.
6.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e fo
urth
pic
ture
?
“Oh
no. Y
ou’v
e go
t nits
.”1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
. Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re. T
hink
abo
ut w
hat i
s ha
ppen
ing.
•lis
ten
to th
is p
art o
f the
sto
ry a
gain
.•
read
the
spee
ch b
ubbl
es. W
hich
one
mat
ches
this
pic
ture
?•
use
the
mod
ellin
g so
ftw
are
and/
or th
e PC
M to
mat
ch th
e sp
eech
bub
ble
to th
e pi
ctur
e.
452572_U3_Crack_Comp_2e_Y1.indd 26 06/03/19 5:06 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 27
Unit 3 • LOOK AND LISTEN
Bal Puts His Shoes On by Zoe ClarkeCan you match the speech bubble to the image?
It is too hot for boots!
I will keep my slippers on!
It is too damp for shoes!
✁ ✁ ✁ ✁
It is too cold for sandals!
452572_U3_Crack_Comp_2e_Y1.indd 27 07/03/19 9:45 AM
Unit 3 • LOOK AND LISTEN
28 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Listening Practice QuestionsThe following practice questions can be asked by you and answered by the children as part of a listening comprehension exercise.
1. Listen to the story and look at the pictures. Which of the speech bubbles matches the first picture?
2. Listen to the story and look at the pictures. Which of the speech bubbles matches the second picture?
3. Listen to the story and look at the pictures. Which of the speech bubbles matches the third picture?
4. Listen to the story and look at the pictures. Which of the speech bubbles matches the fourth picture?
5. What can Bal do when he is wearing his slippers?
6. What should Bal do before he decides which shoes to put on?
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 29
Unit 3 • LOOK AND LISTEN
Prac
tice
text
: Bal
Put
s H
is S
hoes
On
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e fir
st
pict
ure?
“It i
s too
col
d fo
r san
dals!
”1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re. T
hink
abo
ut w
hat i
s ha
ppen
ing.
•lis
ten
to th
is p
art o
f the
sto
ry a
gain
.•
read
the
spee
ch b
ubbl
es. W
hich
one
mat
ches
this
pic
ture
?
2.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e se
cond
pic
ture
?
“It i
s too
dam
p fo
r sho
es!”
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n te
xts,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd
info
rmat
ion.
Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re. T
hink
abo
ut w
hat i
s ha
ppen
ing.
•lis
ten
to th
is p
art o
f the
sto
ry a
gain
.•
read
the
spee
ch b
ubbl
es. W
hich
one
mat
ches
this
pic
ture
?
3.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e th
ird p
ictu
re?
“It i
s too
hot
for b
oots
!”1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts, t
itles
and
in
form
atio
n.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
. Thi
nk a
bout
wha
t is
happ
enin
g.•
liste
n to
this
par
t of t
he s
tory
aga
in.
•re
ad th
e sp
eech
bub
bles
. Whi
ch o
ne m
atch
es th
is p
ictu
re?
4.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hich
of t
he s
peec
h bu
bble
s m
atch
es th
e fo
urth
pic
ture
?
“I w
ill k
eep
my
slipp
ers o
n!”
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n te
xts,
such
as c
hara
cter
s, ev
ents
, titl
es a
nd
info
rmat
ion.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
. Thi
nk a
bout
wha
t is
happ
enin
g.•
liste
n to
this
par
t of t
he s
tory
aga
in.
•re
ad th
e sp
eech
bub
bles
. Whi
ch o
ne m
atch
es th
is p
ictu
re?
5.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hat c
an B
al d
o w
hen
he is
wea
ring
his
slipp
ers?
He
can
do a
nyth
ing
insi
de. A
ccep
t an
swer
s su
ch a
s:•
play
with
his
mum
.•
play
with
the
dog.
•pl
ay w
ith h
is to
ys.
•w
atch
TV.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
. Thi
nk a
bout
wha
t Bal
is d
oing
.•
thin
k ab
out w
hat o
ther
thin
gs h
e co
uld
do w
hen
he is
wea
ring
his
slipp
ers.
6.
List
en to
the
stor
y an
d lo
ok a
t the
pic
ture
s.
W
hat s
houl
d Ba
l do
befo
re h
e de
cide
s w
hich
sh
oes
to p
ut o
n?
Acce
pt a
nsw
ers
such
as:
•Lo
ok o
ut o
f the
win
dow
to s
ee
wha
t the
wea
ther
is li
ke.
•Th
ink
abou
t wha
t he
is g
oing
to
do.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
s. Th
ink
abou
t why
Bal
mad
e th
e w
rong
cho
ices
and
the
clue
s Ba
l co
uld
use
befo
re h
e de
cide
s w
hich
sho
es to
wea
r.
452572_U3_Crack_Comp_2e_Y1.indd 29 06/03/19 5:06 PM
• BOOK BAND RED
30 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 4BOOK BAND
RED
Zack’s Moon/Tess’s Pool
Key text features
The text shows four pictures that tell a story. Each picture is accompanied by a choice of two short texts. The children are asked to read both texts and circle the one they think matches the picture.
l The Teaching text is Zack’s Moon.
l The Practice text is Tess’s Pool.
Reading the Teaching text: Zack’s Moon
l Introduce the text by asking the children about the title.– Can they tell you the name of the main character?– Can they tell you what the story might be about?
l Access the Teaching text on the Interactive Modelling Software or download individual versions that the children can work from. Without showing the cartoon strip of pictures, let the children listen to the audio. Work through the listening comprehension questions.
l Explain that beside each picture there will be two short texts, called A and B. Tell the children that they will need to read both of the texts and decide which one matches the picture and tells the story. They should choose the correct, matching text, and delete the incorrect text.
l Show each picture with the two texts. Together decide which text to delete and discuss reasons for the choice.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why did Zack get out of bed?
l What did he see when he looked out of the window?
l Why did he need his torch to look at the moon?
l Do you think he really went to the moon?
Reading the Practice text: Tess’s Pool
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 34 for the children to use independently or in pairs.
l Introduce the text by asking the children about the title.– Can they tell you the name of the main character?– Can they tell you what the story might be about?
l Ask the listening practice questions on page 35.
l Together, look at the pictures and create a story to tell about it.
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 31
Unit 4 • BOOK BAND RED
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l How was Tess feeling at the beginning of this story?
l Why did she dig a hole?
l Do you think this was a good idea?
l What other things could Tess have done instead?
Moving into writing
l Listen again to the audio for Zack’s Moon.
l Use a drama session to extend ‘Zack’s dream’.
– What happened when he landed on the moon?
– What did it feel like to be on the moon? What was Zack wearing? How did he move?
– Did Zack see any aliens or any other creatures? Was anything growing on the moon?
452572_U4_Crack_Comp_2e_Y1.indd 31 06/03/19 5:05 PM
Unit 4 • BOOK BAND RED
32 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Listening Comprehension: Questions and AnswersUse the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together.
Q1: When does this story take place: in the morning, afternoon, bedtime or night time?
A1: Night time/At night
Strategy: Ask the children to listen to the beginning of the audio to hear again the opening of the story, and to raise their hands when something in the story tells them the answer to the question. Draw their attention to ‘When’ and point out that ‘When’ asks for a time, not a person, thing or place.
Q2: What made Zack stop being scared?
A2: The moon/Moonlight/It wasn’t dark any more.
Strategy: Ask the children to listen again to the relevant part of the story and to raise their hands when they hear the answer to the question. Draw their attention to ‘What’ and remind them that ‘What’ asks for a thing or something happening, not a person or a place.
Q3: Why did Zack dream about going to the moon?
A3: He had been looking at his book./He had seen the moon.
Strategy: Ask the children to listen again to the second part of the story and to think about their experience/knowledge of dreaming. Explain that they sometimes will need to use their knowledge of the world to answer some questions and, if there isn’t an answer in the text itself, then they should use what they know anyway. ‘Why’ questions often ask you to think about what you already know.
Whatever Next! – Jill Murphy
Man on the Moon – Simon Bartram
Extending reading
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 33
Unit 4 • BOOK BAND RED
Teac
hing
text
: Zac
k’s
Moo
n Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
A. Z
ack
was
in b
ed. I
t was
nig
ht a
nd it
was
da
rk.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
and
thin
k ab
out w
hat i
s ha
ppen
ing.
•re
ad b
oth
of th
e se
nten
ces.
Whi
ch s
ente
nce
tells
you
abo
ut th
e pi
ctur
e?•
read
the
sent
ence
s ag
ain
to c
heck
you
hav
e th
e rig
ht a
nsw
er. C
ircle
A o
r B to
sh
ow y
our c
hoic
e.•
draw
a li
ne th
roug
h th
e ot
her t
ext.
2.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
B. H
e go
t up.
The
moo
n w
as u
p hi
gh.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
and
thin
k ab
out w
hat i
s ha
ppen
ing.
•re
ad b
oth
of th
e se
nten
ces.
Whi
ch s
ente
nce
tells
you
abo
ut th
e pi
ctur
e?•
read
the
sent
ence
s ag
ain
to c
heck
you
hav
e th
e rig
ht a
nsw
er. C
ircle
A o
r B to
sh
ow y
our c
hoic
e.•
draw
a li
ne th
roug
h th
e ot
her t
ext.
3.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
A. Z
ack
got h
is to
rch
and
his
book
. The
moo
n w
as in
his
boo
k.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t is
happ
enin
g.•
read
bot
h of
the
sent
ence
s. W
hich
sen
tenc
e te
lls y
ou a
bout
the
pict
ure?
•re
ad th
e se
nten
ces
agai
n to
che
ck y
ou h
ave
the
right
ans
wer
. Circ
le A
or B
to
show
you
r cho
ice.
•dr
aw a
line
thro
ugh
the
othe
r tex
t.
4.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
A. Z
ack
will
be
a m
an o
n th
e m
oon.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
and
thin
k ab
out w
hat i
s ha
ppen
ing.
•re
ad b
oth
of th
e se
nten
ces.
Whi
ch s
ente
nce
tells
you
abo
ut th
e pi
ctur
e?•
read
the
sent
ence
s ag
ain
to c
heck
you
hav
e th
e rig
ht a
nsw
er. C
ircle
A o
r B to
sh
ow y
our c
hoic
e.•
draw
a li
ne th
roug
h th
e ot
her t
ext.
5.
Read
all
of th
e se
nten
ces
you
have
ci
rcle
d. D
o th
ey te
ll th
e st
ory?
Do
they
mat
ch th
e pi
ctur
es?
Yes:
if th
e se
nten
ces
mat
ch th
e pi
ctur
es a
nd
tell
a st
ory,
ask
chi
ldre
n to
tell
the
stor
y to
a
frie
nd.
No:
if th
e se
nten
ces
do n
ot m
atch
the
pict
ures
, he
lp c
hild
ren
to re
visi
t and
cor
rect
them
.
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•lo
ok a
t all
of th
e pi
ctur
es a
nd th
ink
abou
t the
sto
ry th
ey te
ll.•
now
read
all
the
circ
led
sent
ence
s. D
o th
ey te
ll th
e sa
me
stor
y?
452572_U4_Crack_Comp_2e_Y1.indd 33 06/03/19 5:05 PM
34 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
A. Tess was in her garden. The sun was too hot.
B. Tess was in bed. It was night.
A. Tess got her garden tools. She cut a bunch of flowers.
B. Tess got her garden tools. She dug and dug until she had a deep pool.
A. Tess began to fill the deep pool.
B. Tess put the flowers into a jug.
A. Tess sat on her chair with the jug of flowers.
B. Tess put her chair in the pool. Now she was cool.
Unit 4 • BOOK BAND RED
Tess’s Pool
452572_U4_Crack_Comp_2e_Y1.indd 34 06/03/19 5:05 PM
Unit 4 • BOOK BAND RED
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 35
Listening Practice Questions
1. Which sentence tells you about what is happening in this picture? Circle A or B to show your choice. Draw a line through the other text.
2. Which sentence tells you about what is happening in this picture? Circle A or B to show your choice. Draw a line through the other text.
3. Which sentence tells you about what is happening in this picture? Circle A or B to show your choice. Draw a line through the other text.
4. Which sentence tells you about what is happening in this picture? Circle A or B to show your choice. Draw a line through the other text.
5. Read all of the sentences you have circled. Do they tell the story? Do they match the pictures?
452572_U4_Crack_Comp_2e_Y1.indd 35 06/03/19 5:05 PM
36 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 4 • BOOK BAND RED
Prac
tice
text
: Tes
s’s
Pool
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
A. T
ess
was
in h
er g
arde
n. T
he s
un w
as to
o ho
t.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t is
happ
enin
g.•
read
bot
h of
the
sent
ence
s. W
hich
sen
tenc
e te
lls y
ou a
bout
the
pict
ure?
•re
ad th
e se
nten
ces
agai
n to
che
ck y
ou h
ave
the
right
ans
wer
. Circ
le A
or B
to
sho
w y
our c
hoic
e.•
draw
a li
ne th
roug
h th
e ot
her t
ext.
2.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
B. T
ess
got h
er g
arde
n to
ols.
She
dug
and
dug
until
she
had
a d
eep
pool
.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t is
happ
enin
g.•
read
bot
h of
the
sent
ence
s. W
hich
sen
tenc
e te
lls y
ou a
bout
the
pict
ure?
•re
ad th
e se
nten
ces
agai
n to
che
ck y
ou h
ave
the
right
ans
wer
. Circ
le A
or B
to
sho
w y
our c
hoic
e.•
draw
a li
ne th
roug
h th
e ot
her t
ext.
3.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
A. T
ess
bega
n to
fill
the
deep
poo
l.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t is
happ
enin
g.•
read
bot
h of
the
sent
ence
s. W
hich
sen
tenc
e te
lls y
ou a
bout
the
pict
ure?
•re
ad th
e se
nten
ces
agai
n to
che
ck y
ou h
ave
the
right
ans
wer
. Circ
le A
or B
to
sho
w y
our c
hoic
e.•
draw
a li
ne th
roug
h th
e ot
her t
ext.
4.
Whi
ch s
ente
nce
tells
you
abo
ut
wha
t is
happ
enin
g in
this
pic
ture
? Ci
rcle
A o
r B to
sho
w y
our c
hoic
e.
Dra
w a
line
thro
ugh
the
othe
r tex
t.
B. T
ess
put h
er c
hair
in th
e po
ol. N
ow s
he w
as
cool
.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t is
happ
enin
g.•
read
bot
h of
the
sent
ence
s. W
hich
sen
tenc
e te
lls y
ou a
bout
the
pict
ure?
•re
ad th
e se
nten
ces
agai
n to
che
ck y
ou h
ave
the
right
ans
wer
. Circ
le A
or B
to
sho
w y
our c
hoic
e.•
draw
a li
ne th
roug
h th
e ot
her t
ext.
5.
Read
all
of th
e se
nten
ces
you
have
ci
rcle
d. D
o th
ey te
ll th
e st
ory?
Do
they
mat
ch th
e pi
ctur
es?
Yes:
if th
e se
nten
ces
mat
ch th
e pi
ctur
es a
nd
tell
a st
ory,
ask
chi
ldre
n to
tell
the
stor
y to
a
frie
nd.
No:
if th
e se
nten
ces
do n
ot m
atch
the
pict
ures
, he
lp c
hild
ren
to re
visi
t and
cor
rect
them
.
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•lo
ok a
t all
of th
e pi
ctur
es a
nd th
ink
abou
t the
sto
ry th
ey te
ll.•
now
read
all
the
circ
led
sent
ence
s. D
o th
ey te
ll th
e sa
me
stor
y?
452572_U4_Crack_Comp_2e_Y1.indd 36 06/03/19 5:05 PM
• BOOK BAND RED
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 37
Unit 5BOOK BAND
RED
The Farmyard/Tim’s Van
Key text features
The texts are moving towards traditional comprehension, but all of the answers are now multiple choice. The text content is familiar to children through books and their own knowledge of the world.
l The Teaching text is The Farmyard.
l The Practice text is Tim’s Van.
Reading the Teaching text: The Farmyard
l Introduce the text by asking the children about the title.– Where do they think this story will be set?– Which characters would they expect to find? Why?
l Access the Teaching text on the Interactive Modelling Software or download individual versions that the children can work from. Without showing them the text, let the children listen to the audio and work through the listening comprehension questions.– Show children the Teaching text and read through it together.– Talk about how to show the answer to the questions (by ticking the box next to the
correct answer).
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l What do you think the farmer was called?
l Why was the farmer in the farmyard?
l Why did she need buckets?
l What does the word “pen” mean where it says “she put food in the pen for the goats”?
l Why do you think the farmer puts the hens in a shed? Do you think it is a comfortable shed for hens?
Reading the Practice text: Tim’s Van
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 41 for the children to use independently or in pairs.
l Introduce the text by asking the children about the title. – Can they tell you the name of the main character?– Can they tell you what the story might be about?– Show children the Practice text and read through it together, – Talk about how to show the answer to the questions (by ticking the box next to the
correct answer).
452572_U5_Crack_Comp_2e_Y1.indd 37 06/03/19 5:05 PM
38 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5 • BOOK BAND RED
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why did Tim need a van?
l What kind of job do you need a van for?
l What happened to make Tim feel sad? Would it make you feel sad?
l What happened next?
l How did Tim feel? How do you know?
l What does the word “posh” mean in the sentence “He got a posh car”?
l Why do you think Tim put polish on his car?
Moving into writing
l Look again at The Farmyard.
l Ask the children to make a list of all the farm animals they can think of.
l Let small groups focus on one animal each and use books and the internet to find out what the animal eats and how the farmer has to look after it. Ask the children to share what they have found out.
l Give children a page laid out like the Teaching text, with the first box filled in using the text from The Farmyard. Tell them they are going to write their own version of the text. They need to think of two animals and write how the farmer looks after them.
l Ask them to talk with a response partner about what they are going to write and draw in each of the other boxes.
452572_U5_Crack_Comp_2e_Y1.indd 38 06/03/19 5:05 PM
Unit 5 • BOOK BAND RED
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 39
Listening Comprehension: Questions and Answers
Q1: What was the farmer going to do in the farmyard?
A1: Feed the animals.
Strategy: Ask the children to listen to the beginning of the audio to hear again the opening of the story, and to raise their hands when something in the story tells them the answer to the question. Draw their attention to ‘What’ and point out that ‘What’ asks for a thing, not a time, person or place.
Q2: Which animals does the text talk about?
A2: Cows, goats and hens
Strategy: Ask the children to listen again to the relevant part of the story and to raise their hands when they hear the answer to the question. Point out that the question asks for the names of animals, so one animal name will not be enough.
Q3: What is the farmer going to do after she has looked after the animals?
A3: Go to bed.
Strategy: Ask the children to listen again to the second part of the story. What does it tell us about what the farmer is going to do?
Usborne’s Farmyard Tales – Stephen Cartright and Heather Amery
Summer at Skylark Farm – Heidi Swan
Appleby Farm – Cathy Bramley
Cars, Trains, Ships and Planes – Dorling Kindersley
Extending reading
Use the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together.
452572_U5_Crack_Comp_2e_Y1.indd 39 06/03/19 5:05 PM
40 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 5 • BOOK BAND RED
Teac
hing
text
: The
Far
mya
rd
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Choo
se a
box
to a
nsw
er th
e qu
estio
n.
Th
e fa
rmer
was
.
in th
e fa
rmya
rd ✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
read
all
of th
e id
eas
for t
he w
ay th
e se
nten
ce m
ight
end
and
dec
ide
whi
ch is
true
. •
read
the
text
aga
in to
che
ck y
ou w
ere
right
.•
tick
the
answ
er th
at is
true
.Re
min
d th
e ch
ildre
n th
at th
e qu
estio
ns a
re u
sual
ly in
the
sam
e or
der a
s th
e te
xt.
2.
Choo
se a
box
to a
nsw
er th
e qu
estio
n.
Th
e fa
rmer
had
food
for t
he
.
anim
als
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•re
ad a
ll of
the
idea
s fo
r the
way
the
sent
ence
mig
ht e
nd a
nd d
ecid
e w
hich
is tr
ue.
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e on
e th
at is
true
. Be
care
ful b
ecau
se o
ne o
f the
cho
ices
is tr
ying
to tr
ick
you.
3.
Choo
se a
box
to a
nsw
er th
e qu
estio
n.
D
id th
e co
ws
and
the
shee
p ge
t foo
d?
No
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whe
ther
the
answ
er is
‘yes
’ or ‘
no’.
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e rig
ht a
nsw
er.
4.
Choo
se a
box
to a
nsw
er th
e qu
estio
n.
Th
e fa
rmer
put
food
in th
e fo
r th
e go
at.
box
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•re
ad a
ll of
the
idea
s fo
r the
mis
sing
wor
d an
d de
cide
whi
ch is
righ
t.•
read
the
text
aga
in to
che
ck y
ou w
ere
right
.•
tick
the
answ
er th
at is
righ
t.Re
min
d th
e ch
ildre
n th
at th
ey d
o no
t hav
e to
read
the
who
le te
xt to
ans
wer
eac
h qu
estio
n –
just
the
part
of t
he te
xt w
here
they
mig
ht fi
nd th
e an
swer
.
5.
Choo
se a
box
to a
nsw
er th
e qu
estio
n.
Th
e fa
rmer
put
the
hens
in th
e .
shed
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•re
ad a
ll of
the
idea
s fo
r the
way
the
sent
ence
mig
ht e
nd a
nd d
ecid
e w
hich
is tr
ue.
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e an
swer
that
is tr
ue.
Rem
ind
the
child
ren
that
they
do
not h
ave
to re
ad th
e w
hole
text
from
the
begi
nnin
g.
6.
Choo
se a
box
to a
nsw
er th
e qu
estio
n.
N
ow th
e fa
rmer
can
go
to
.
bed
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•re
ad a
ll of
the
idea
s fo
r the
way
the
sent
ence
mig
ht e
nd a
nd d
ecid
e w
hich
is tr
ue.
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e an
swer
that
is tr
ue.
Rem
ind
the
child
ren
that
they
do
not h
ave
to re
ad th
e w
hole
text
from
the
begi
nnin
g.
452572_U5_Crack_Comp_2e_Y1.indd 40 06/03/19 5:05 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 41
Unit 5 • BOOK BAND RED
Tim’s Van
Tim had a red van for his job. He put wax on it.
Oh no! The van had a bang and a bash. Tim was sad. He had tears on his cheek.
Then, Tim got a posh car. He put polish on it. He was not sad.
452572_U5_Crack_Comp_2e_Y1.indd 41 06/03/19 5:05 PM
42 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Unit 5 • BOOK BAND RED
Tim’s Van
Tick ✓ a box to answer each question.
1 The man is .
Tim
Tom
Sam
2 The man had a .
car
van
book
3 Did the van get a bang and a bash?
Yes No
4 The man was sad. He had .
a long beard
wax in his hair
tears on his cheek
Name: Date:
452572_U5_Crack_Comp_2e_Y1.indd 42 06/03/19 5:05 PM
Unit 5 • BOOK BAND RED
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 43
5 Then, Tim got a posh ____________________ .
chair
van
car
6 Tim put on his posh car.
red
wax
polish
452572_U5_Crack_Comp_2e_Y1.indd 43 06/03/19 5:05 PM
Unit 5 • BOOK BAND RED
44 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Prac
tice
text
: Tim
’s V
an
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Tick
a b
ox to
ans
wer
the
ques
tion.
Th
e m
an is
.
Tim
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•re
ad a
ll of
the
idea
s fo
r the
way
the
sent
ence
mig
ht e
nd a
nd d
ecid
e w
hich
is tr
ue.
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e an
swer
that
is tr
ue.
Rem
ind
the
child
ren
that
the
ques
tions
are
usu
ally
in th
e sa
me
orde
r as
the
text
.
2.
Tick
a b
ox to
ans
wer
the
ques
tion.
Th
e m
an h
ad a
.
van
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•re
ad a
ll of
the
idea
s fo
r the
way
the
sent
ence
mig
ht e
nd a
nd d
ecid
e w
hich
is tr
ue.
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e an
swer
that
is tr
ue.
3.
Tick
a b
ox to
ans
wer
the
ques
tion.
D
id th
e va
n ge
t a b
ang
and
a ba
sh?
Yes
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whe
ther
the
answ
er is
‘yes
’ or ‘
no’.
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e rig
ht a
nsw
er.
4.
Tick
a b
ox to
ans
wer
the
ques
tion.
Th
e m
an w
as s
ad. H
e ha
d .
tear
s on
his
che
ek ✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
read
all
of th
e id
eas
for t
he w
ay th
e se
nten
ce m
ight
end
and
dec
ide
whi
ch is
true
. •
read
the
text
aga
in to
che
ck y
ou w
ere
right
.•
tick
the
answ
er th
at is
true
.Re
min
d th
e ch
ildre
n th
at th
ey d
o no
t hav
e to
read
the
who
le te
xt fr
om th
e be
ginn
ing.
5.
Tick
a b
ox to
ans
wer
the
ques
tion.
Th
en, T
im g
ot a
pos
h .
car ✓
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
read
all
of th
e id
eas
for t
he w
ay th
e se
nten
ce m
ight
end
and
dec
ide
whi
ch is
true
. •
read
the
text
aga
in to
che
ck y
ou w
ere
right
.•
tick
the
answ
er th
at is
true
.
6.
Tick
a b
ox to
ans
wer
the
ques
tion.
Ti
m p
ut
on
his
posh
car
.
polis
h ✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
read
all
of th
e id
eas
for t
he m
issi
ng w
ord
and
deci
de w
hich
is ri
ght
•re
ad th
e te
xt a
gain
to c
heck
you
wer
e rig
ht.
•tic
k th
e an
swer
that
is ri
ght.
Rem
ind
the
child
ren
that
they
do
not h
ave
to re
ad th
e w
hole
text
to a
nsw
er e
ach
ques
tion
– ju
st th
e pa
rt o
f the
text
whe
re th
ey m
ight
find
the
answ
er.
452572_U5_Crack_Comp_2e_Y1.indd 44 06/03/19 5:05 PM
• BOOK BAND RED
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 45
Unit 1FICTION
Unit 6BOOK BAND
RED
Key text features
Both texts are non-fiction and contribute to developing the children’s vocabulary.
l The Teaching text is What Can You See by the Sea? by Lou Kuenzler.
l The Practice text is How Does It Feel? by Simon Mugford.
Reading the Teaching text: What Can You See by the Sea?
l Introduce the text by asking the children what they think we can see at the seaside. Make a list of all the things the children suggest. Divide your list into different categories. E.g.– Things people do (e.g. build sandcastles, paddle)– Things people buy (e.g. buckets and spades, ice-cream)– Features of the seaside (e.g. sand, rocks)– Birds and animals (e.g. seagulls, fish)– Things you find on the beach (e.g. seaweed, shells)
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software for this unit. You can also download the Teaching text and questions for the children to work from if you wish. Children will need access to the PCM to answer questions 1–4. All other questions should be answered orally.
l Show the children the Teaching text and talk about the pictures together. Can the children identify the creatures and suggest some words to describe them?
l Work through the listening comprehension questions.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l How are cliffs, rocks and rock pools different?
l What do you think these creatures might eat?
l Which of these creatures do you like best? Why?
Reading the Practice text: How Does It Feel?
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from pages 50–51 for the children to use independently or in pairs.
l Introduce the Practice text by asking the children to shut their eyes and feel all around them. Ask them to suggest words that describe what things feel like (e.g. hard, soft, squishy) rather than listing the things they can feel.
l Say some objects aloud and ask the children to suggest describing words for how the things feel (e.g. a cat, grass, a ball, a candle, a pine cone).
l Show the children the Practice text and talk about the pictures. Challenge the children to suggest alternative words that could describe each of the objects.
What Can You See by the Sea?/How Does It Feel?Lou Kuenzler/Simon Mugford
452572_U6_Crack_Comp_2e_Y1.indd 45 06/03/19 5:13 PM
46 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6 • BOOK BAND RED
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l How are the hot pasta and the wet dog the same?
l Which other words could you use to describe how the bricks feel?
l Which other things can you think of that feel like the pineapple does? Explain your answers.
Moving into writing
l Revisit How Does It Feel?
l Create a shared list of words that describe how things feel (e.g. smooth, prickly, crinkly, dry, cold, hard, sticky, etc.).
l Encourage groups of children to work together to identify how different objects feel – each group could work with a different selection of objects. Ask them to use sticky notes to label each object and then choose another word to describe how it feels.
l Let the children visit other groups’ objects. Encourage them to add alternative describing words to the sticky notes to identify how each of the objects feels.
l Take and print photographs of some of the objects.
l Ask the children to select some of the photographs and write sentences explaining how they feel. As an extension, you could ask the children to select pairs of objects that feel the opposite of one another (e.g. hard/soft; smooth/prickly) and to write sentences about each pair using words like but or and.
452572_U6_Crack_Comp_2e_Y1.indd 46 06/03/19 5:13 PM
Unit 6 • BOOK BAND RED
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 47
Listening Comprehension: Questions and Answers
Q1: Which birds and animals does the text talk about?
A1: Puffins, seal, dolphin, crab
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Q2: Which of the creatures is a bird?
A2: Puffin
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Q3: Which creature lives in a rock pool?
A3: Crab
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
What Is Sound? – Kay Barnham
What Are Materials? – Kay Barnham
What Is Light? – Kay Barnham
The Seasons – Becky Dickinson
Extending reading
Use the Teaching text (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the script.
452572_U6_Crack_Comp_2e_Y1.indd 47 06/03/19 5:13 PM
48 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6 • BOOK BAND RED
Teac
hing
text
: Wha
t Can
You
See
by
the
Sea?
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Read
the
first
sen
tenc
e. C
ircle
the
wor
d th
at
you
need
to fi
nish
the
sent
ence
.cl
iffs
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
and
thin
k ab
out w
hat i
t sho
ws.
•re
ad th
e se
nten
ce to
them
selv
es, t
hink
ing
abou
t the
mis
sing
wor
d.•
look
at a
ll th
e ch
oice
s in
the
ques
tion.
•
circ
le th
e w
ord
or w
rite
it on
the
line.
2.
Read
the
seco
nd s
ente
nce.
Circ
le th
e w
ord
that
you
nee
d to
fini
sh th
e se
nten
ce.
rock
s1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t it s
how
s.•
read
the
sent
ence
to th
emse
lves
, thi
nkin
g ab
out t
he m
issi
ng w
ord.
•lo
ok a
t all
the
choi
ces
in th
e qu
estio
n.
•ci
rcle
the
wor
d or
writ
e it
on th
e lin
e.
3.
Read
the
third
sen
tenc
e. C
ircle
the
wor
d th
at
you
need
to fi
nish
the
sent
ence
.se
a1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t it s
how
s.•
read
the
sent
ence
to th
emse
lves
, thi
nkin
g ab
out t
he m
issi
ng w
ord.
•lo
ok a
t all
the
choi
ces
in th
e qu
estio
n. C
ircle
the
wor
d or
writ
e it
on th
e lin
e.
4.
Read
the
four
th s
ente
nce.
Circ
le th
e w
ord
that
yo
u ne
ed to
fini
sh th
e se
nten
ce.
rock
poo
l1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t it s
how
s.•
read
the
sent
ence
to th
emse
lves
, thi
nkin
g ab
out t
he m
issi
ng w
ord.
•lo
ok a
t all
the
choi
ces
in th
e qu
estio
n.
•ci
rcle
the
wor
d or
writ
e it
on th
e lin
e.
5.
Wha
t do
the
wor
ds a
t the
bot
tom
of e
ach
box
tell
you?
Cho
ose
one.
th
e na
me
of th
e cr
eatu
re
ho
w it
mov
es
w
here
it li
ves
w
hat i
t eat
s
whe
re it
live
s ✓
1aQ
uest
ion
focu
s: d
raw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•lo
ok a
t the
wor
ds a
t the
bot
tom
of e
ach
box,
thin
king
abo
ut th
e in
form
atio
n th
ey g
ive.
•pu
t a ti
ck in
the
box
next
to th
e rig
ht a
nsw
er.
6.
Doe
s a
seal
live
in a
rock
poo
l?N
o ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•th
ink
abou
t whi
ch p
ictu
re a
nd s
ente
nce
they
will
nee
d to
look
at.
•re
ad th
e se
nten
ce to
them
selv
es, t
hink
ing
abou
t the
que
stio
n.•
put a
tick
in th
e bo
x ne
xt to
the
right
ans
wer
.
452572_U6_Crack_Comp_2e_Y1.indd 48 06/03/19 5:13 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 49
Unit 6 • BOOK BAND RED
Name: Date:
How Does It Feel? by Simon Mugford
Write the correct word to compete the sentence.
1 Look at the image. Write the correct word to complete the sentence.
The pineapple is .
rough smooth silky
2 Look at the image. Write the correct word to complete the sentence.
The pasta is very .
cold hard hot
3 Look at the image. Write the correct word to complete the sentence.
The bricks do not bend.
They are .
bendy cold stiff
452572_U6_Crack_Comp_2e_Y1.indd 49 06/03/19 5:13 PM
50 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 6 • BOOK BAND RED
4 Look at the image. Write the correct word to complete the sentence.
The dog is very .
hot rough wet
5 What does the sentence about the pineapple tell you? Tick one.
what the pineapple smells like
what you do with the pineapple
what the pineapple feels like
if you like the pineapple
6 Do bricks bend?
Yes No
Name: Date:
452572_U6_Crack_Comp_2e_Y1.indd 50 06/03/19 5:13 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 51
Unit 6 • BOOK BAND RED
Prac
tice
text
: How
Doe
s It
Fee
l?
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Look
at t
he im
age.
Writ
e th
e co
rrec
t wor
d to
co
mpl
ete
the
sent
ence
.
The
pine
appl
e is
___
____
___.
roug
h1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
look
at t
he p
ictu
re a
nd th
ink
abou
t wha
t it s
how
s.•
read
the
sent
ence
to y
ours
elf t
hink
ing
abou
t the
mis
sing
wor
d.•
look
at a
ll th
e ch
oice
s in
the
ques
tion.
•
writ
e th
e w
ord
on th
e lin
e or
circ
le it
.
2.
Look
at t
he im
age.
Writ
e th
e co
rrec
t wor
d to
co
mpl
ete
the
sent
ence
.
The
past
a is
ver
y __
____
____
.
hot
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
and
thin
k ab
out w
hat i
t sho
ws.
•re
ad th
e se
nten
ce to
you
rsel
f thi
nkin
g ab
out t
he m
issi
ng w
ord.
•lo
ok a
t all
the
choi
ces
in th
e qu
estio
n.
•w
rite
the
wor
d on
the
line
or c
ircle
it.
3.
Look
at t
he im
age.
Writ
e th
e co
rrec
t wor
d to
co
mpl
ete
the
sent
ence
.
The
bric
ks d
o no
t ben
d.
They
are
___
____
___.
stiff
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
and
thin
k ab
out w
hat i
t sho
ws.
•re
ad th
e se
nten
ce to
you
rsel
f, th
inki
ng a
bout
the
mis
sing
wor
d.•
look
at a
ll th
e ch
oice
s in
the
ques
tion.
•
writ
e th
e w
ord
on th
e lin
e or
circ
le it
.
4.
Look
at t
he im
age.
Writ
e th
e co
rrec
t wor
d to
co
mpl
ete
the
sent
ence
.
The
dog
is v
ery
____
____
__.
wet
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•lo
ok a
t the
pic
ture
and
thin
k ab
out w
hat i
t sho
ws.
•re
ad th
e se
nten
ce to
you
rsel
f thi
nkin
g ab
out t
he m
issi
ng w
ord.
•lo
ok a
t all
the
choi
ces
in th
e qu
estio
n.
•w
rite
the
wor
d on
the
line
or c
ircle
it.
5.
Wha
t doe
s th
e se
nten
ce a
bout
the
pine
appl
e te
ll yo
u? T
ick
one.
wha
t the
pin
eapp
le s
mel
ls lik
e
wha
t you
do
with
the
pine
appl
e
wha
t the
pin
eapp
le fe
els
like
if yo
u lik
e th
e pi
neap
ple
wha
t the
pin
eapp
le fe
els
like ✓
1aQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s.Te
ll th
e ch
ildre
n to
:•
look
at t
he w
ords
at t
he b
otto
m o
f the
box
, thi
nkin
g ab
out t
he in
form
atio
n th
ey g
ive.
•pu
t a ti
ck in
the
box
next
to th
e rig
ht a
nsw
er.
6.
Do
bric
ks b
end?
No ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•th
ink
abou
t whi
ch p
ictu
re y
ou w
ill n
eed
to lo
ok a
t.•
read
the
ques
tion
to y
ours
elf,
thin
king
abo
ut th
e an
swer
.•
put a
tick
in th
e bo
x ne
xt to
the
right
ans
wer
.
452572_U6_Crack_Comp_2e_Y1.indd 51 06/03/19 5:13 PM
• BOOK BAND YELLOW
52 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7BOOK BAND
YELLOW
The Sick Dragon/Skip and the Shark
Key text features
The texts continue to move towards traditional comprehension, with a longer text and a range of question types, including those where the children have to write one-word answers. The Teaching text is a fantasy story; the Practice text is an adventure story.
l The Teaching text is The Sick Dragon.
l The Practice text is Skip and the Shark.
Reading the Teaching text: The Sick Dragon
l Introduce the text by asking the children about the title.– Is this going to be a real-life story? How do you know?– What do you think might happen in the story?
l Access the Teaching text on the Interactive Modelling Software or download individual versions that the children can work from. Without showing the text, let the children listen to the audio and work through the listening comprehension questions.– Show the children the text and read through it together.– Talk about how to show the answer for the different question types.– When the children do this activity, you can read the questions aloud to them.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why was the king sad at the beginning of the story?
l What was wrong with Carlos?
l What did the vet say he had to do?
l Was she right? Why do you say that?
l Do you think this is a real-life story? Why do you say that?
l How was Carlos different at the end of the story?
l How was the king different?
l What had the vet got that she didn’t have at the beginning of the story?
452572_U7_Crack_Comp_2e_Y1.indd 52 06/03/19 5:13 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 53
Unit 7 • BOOK BAND YELLOW
Reading the Practice text: Skip and the Shark
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from pages 56–57 for the children to use independently or in pairs.
l Introduce the text by asking the children about the title. – Can they tell you what the story might be about?– What kind of character might Skip be? Is Skip a person or an animal?– Is a shark likely to be friendly or not?– Show the children the text and read through it together.– Talk about how to show the answer for the different question types.– When the children do this activity, you can read the questions aloud to them.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why did Jen and Raj go out in the boat?
l How do you think they felt when they didn’t see sharks?
l What made the splashing sound?
l How did Raj know that there was a shark in the water?
l Why did the sailor put a ring in the water?
l How did Jen feel at the end?
Moving into writing
l Look again at The Sick Dragon.
l Talk about what King Kevin and Carlos can do now that Carlos is well again. What kind of fun and adventures could they have?
l In a drama lesson, explore and develop the children’s ideas.
l Let the children share ideas for a story with a response partner. Encourage them to draw their story in a sequence of pictures.
l Let the children use their pictures to tell the story to their response partner.
l Give the children zigzag books so they can write and illustrate their own story about Carlos the dragon.
l Ask them to talk with a response partner about what they are going to write and draw in each of the other boxes.
452572_U7_Crack_Comp_2e_Y1.indd 53 06/03/19 5:13 PM
Unit 7 • BOOK BAND YELLOW
54 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Listening Comprehension: Questions and Answers
Q1: Why was King Kevin sad?
A1: His pet dragon was sick.
Strategy: Ask the children to listen to the beginning of the audio to hear again the opening of the story, and to raise their hands when something in the story tells them the answer to the question. Draw their attention to ‘Why’, and point out that ‘Why’ asks for a reason.
Q2: What did Carlos have to do to get better?
A2: Run outside (in the day and at night).
Strategy: Ask the children to listen again to the relevant part of the story and to raise their hands when they hear the answer to the question. Point out that the question begins with ‘What’, so they will need to talk about a thing or an action in the answer.
Q3: Why did the king give the vet a bag of coins?
A3: To say thank you/To pay her/Because she made Carlos better
Strategy: Ask the children to listen again to the end of the story and to raise their hands when something in the story tells them the answer to the question. Draw their attention to ‘Why’, and remind them that ‘Why’ asks for a reason.
Shark in the Park – Nick Sharratt
Lost and Found – Oliver Jeffers
Waiting – Kevin Henkes
Extending reading
Use the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together.
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 55
Unit 7 • BOOK BAND YELLOW
Teac
hing
text
: The
Sic
k D
rago
n Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Join
the
boxe
s.
Ke
vin
was
a
dr
agon
.
Ka
ren
was
a
ki
ng.
Ca
rlos
was
a
ve
t.
Kevi
n w
as a
dr
agon
.Ka
ren
was
a
king
.Ca
rlos
was
a
vet.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad a
ll th
e pa
rts
of th
e qu
estio
n.•
deci
de w
hich
sen
tenc
e be
ginn
ing
mat
ches
whi
ch s
ente
nce
endi
ng.
•re
read
the
text
to c
heck
you
are
righ
t.
2.
How
was
Car
los?
Cho
ose
all t
he th
ings
the
vet
said
.to
o fa
t ✓to
o m
uch
food
✓to
o m
uch
sleep
✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad a
ll th
e pa
rts
of th
e qu
estio
n.•
tick
thre
e bo
xes
that
sho
w w
hat t
he v
et s
aid.
•re
read
the
text
to c
heck
you
are
righ
t.
3.
Fini
sh th
e se
nten
ce.
Th
e ve
t sai
d Ca
rlos
mus
t in
the
gard
en.
run
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad a
ll th
e pa
rts
of th
e qu
estio
n.•
deci
de w
hich
is th
e be
st w
ord
to w
rite
on th
e lin
e.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
4.
Fini
sh th
e se
nten
ce.
Ca
rlos
had
to ru
n at
to
o.
nigh
t1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whi
ch is
the
best
wor
d to
writ
e on
the
line.
•re
read
the
text
to c
heck
you
are
righ
t.Re
min
d ch
ildre
n th
at th
ey d
o no
t hav
e to
read
the
who
le te
xt to
ans
wer
the
ques
tion.
Th
ey ju
st n
eed
to re
ad th
e pa
rt w
here
they
can
find
the
answ
er.
5.
Fini
sh th
e se
nten
ce.
Th
e ki
ng g
ave
the
vet a
bag
of
.
coin
s1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whi
ch is
the
best
wor
d to
fini
sh th
e se
nten
ce.
•re
read
the
text
to c
heck
you
are
righ
t.
6.
Was
the
king
sad
at t
he e
nd?
Choo
se a
box
.N
o ✓
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
heth
er th
e an
swer
is ‘y
es’ o
r ‘no
’.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
•tic
k ‘y
es’ o
r ‘no
’.
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56 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Unit 7 • BOOK BAND YELLOW
Skip and the Shark
Jen and Raj went on a boat. Skip the dog went with them. They went to look for sharks.
They did not see sharks. There were starfish and little clownfish, but no sharks.
There was a big splash. “Did Skip jump in?” said Jen.“Yes,” said Raj. “Look, there he is.”
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Unit 7 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 57
“Look. There is a fin!” said Raj. “It has a sharp point so it must be a shark’s fin.”“Help! The shark will get my dog,” Jen yelled.
Sam the sailor put a ring in the water.“Tell your dog to swim to the ring,” he said.Skip swam to the ring. The man got him onto the boat.
“I had a bad fright, Skip,” said Jen. “But the shark did not get you.”“I am glad,” said Raj.
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58 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Skip and the Shark
1 Join the boxes.
Jen and Raj were dog.
Skip was a sailor.
Sam was a children.
2 Finish the sentence.
Jen and Raj went to look for .
3 Tick two kinds of fish they saw.
crabs clownfish
starfish big fish
Name: Date:
Unit 7 • BOOK BAND YELLOW
452572_U7_Crack_Comp_2e_Y1.indd 58 06/03/19 5:13 PM
Unit 7 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 59
4 Finish the sentence.
The shark’s fin had a sharp .
5 Finish the sentence.
Skip had to swim to a .
6 Did the shark get Skip? Tick a box.
Yes No
Name: Date:
452572_U7_Crack_Comp_2e_Y1.indd 59 06/03/19 5:13 PM
60 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 7 • BOOK BAND YELLOW
Prac
tice
text
: Ski
p an
d th
e Sh
ark
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Join
the
boxe
s.
Je
n an
d Ra
j wer
e do
g.
Sk
ip w
as a
sailo
r.
Sa
m w
as a
child
ren.
Jen
and
Raj w
ere
dog.
Skip
was
a
sailo
r.Sa
m w
as a
ch
ildre
n.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad a
ll th
e pa
rts
of th
e qu
estio
n.•
deci
de w
hich
sen
tenc
e be
ginn
ing
mat
ches
whi
ch s
ente
nce
endi
ng.
•re
read
the
text
to c
heck
you
are
righ
t.
2.
Fini
sh th
e se
nten
ce.
Je
n an
d Ra
j wen
t to
look
for
.
shar
ks1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
que
stio
n.•
deci
de w
hich
is th
e be
st w
ord
to fi
nish
the
sent
ence
.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
3.
Tick
two
kind
s of
fish
they
saw
.st
arfis
h ✓
clow
nfish
✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
all
the
part
s of
the
ques
tion.
•tic
k tw
o bo
xes
that
sho
w w
hat k
inds
of fi
sh th
ey s
aw.
•re
read
the
text
to c
heck
you
are
righ
t.
4.
Fini
sh th
e se
nten
ce.
Th
e sh
ark’
s fin
had
a s
harp
.
poin
t1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whi
ch is
the
best
wor
d to
writ
e on
the
line.
•re
read
the
text
to c
heck
you
are
righ
t.Re
min
d ch
ildre
n th
at th
ey d
o no
t hav
e to
read
the
who
le te
xt to
ans
wer
the
ques
tion.
Th
ey ju
st n
eed
to re
ad th
e pa
rt w
here
they
can
find
the
answ
er.
5.
Fini
sh th
e se
nten
ce.
Sk
ip h
ad to
sw
im to
a
.
ring
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
hich
is th
e be
st w
ord
to w
rite
on th
e lin
e.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
6.
Did
the
shar
k ge
t Ski
p? T
ick
a bo
x.N
o ✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
heth
er th
e an
swer
is ‘y
es’ o
r ‘no
’.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
•tic
k ‘y
es’ o
r ‘no
’.
452572_U7_Crack_Comp_2e_Y1.indd 60 06/03/19 5:13 PM
• BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 61
Unit 8BOOK BAND
YELLOW
The Sun and the Stars/Men on the Moon
Key text features
The texts continue to move towards traditional comprehension, with longer texts and a range of question types, including those where the children have to write one-word answers. Both texts are non-fiction and relate to space.
l The Teaching text is The Sun and the Stars.
l The Practice text is Men on the Moon.
Reading the Teaching text: The Sun and the Stars
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software. You can also download the Teaching text and questions for children to work from if you wish.
l Introduce the text by asking the children about the title.– Do you think this is going to be a story or information? How do you know?– What do you think this information text will tell you about?
l Without showing the text, let the children listen to the audio. Work through the listening comprehension questions.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l What other information do you know about the sun?
l Why is it important that the sun can keep our planet hot?
l How do we use the sun’s light?
l What other information do you know about the stars?
Reading the Practice text: Men on the Moon
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from pages 65–66 for the children to use independently or in pairs.
l Introduce the text by asking the children about the title.– Do you think this is going to be a story or information? How do you know?– What do you think this information text will tell you about?
452572_U8_Crack_Comp_2e_Y1.indd 61 06/03/19 5:12 PM
62 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8 • BOOK BAND YELLOW
Talk-about questions
Ask these questions after the children have completed the comprehension questions.
l What other information do you know about the moon?
l What other information do you know about the men who go into space?
l Why do they need to wear space suits?
l What does “orbit” mean?
l Why do you think the men were sent to the moon?
Moving into writing
l Reread The Sun and the Stars.
l Use information sources (books and the internet) to find information about the moon.
l Begin to write a shared text about the moon, using language like that used in the Teaching text.
l Give the children a template for an electronic fact file about the moon.– Encourage the children to find and copy pictures of the moon.– They can find out and write about the Apollo missions, or any aspects about space
travel that they find interesting.
452572_U8_Crack_Comp_2e_Y1.indd 62 06/03/19 5:12 PM
Unit 8 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 63
Listening Comprehension: Questions and Answers
Q1: What is the name of the planet we live on?
A1: Earth
Strategy: Ask the children to listen to the beginning of the audio to hear again the opening of the text and to raise their hands when something in the text tells them the answer to the question. Draw their attention to ‘What’ in the question, and explain that the answers to ‘What’ questions are usually found in the text.
Q2: Which two planets are closer to the sun than we are?
A2: Mercury and Venus
Strategy: Ask the children to listen again to the relevant part of the text and to raise their hands when they hear the answer to the question. Point out that the question begins with ‘Which’, and remind them that the answers to ‘Which’ questions will be found in the text.
Q3: Why is the Morning Star not a good name for the first star we see?
A3: Because it is a planet (or because we see it in the evening or at night)
Strategy: Ask the children to listen again to the end of the text and to raise their hands when something in the text tells them the answer to the question. Draw their attention to ‘Why’ in the question, and remind them that ‘Why’ asks for a reason so they have to listen to the text and think about their answer.
Whatever Next! – Jill Murphy
Bright Sky, Starry City – Uma Krishnaswami and Aimee Sicuro
Toys in Space – Mini Grey
How to Catch a Star – Oliver Jeffers
One Giant Leap – the Story of Neil Armstrong – Don Brown
Sun, Moon and Stars – Stephanie Turnbull
Extending reading
Use the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together.
452572_U8_Crack_Comp_2e_Y1.indd 63 06/03/19 5:12 PM
64 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8 • BOOK BAND YELLOW
Teac
hing
text
: The
Sun
and
the
Star
s Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Fini
sh th
e se
nten
ce.
W
e ar
e on
a p
lane
t cal
led
.
Eart
h1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
hich
is th
e be
st w
ord
to fi
nish
the
sent
ence
.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
2.
Fini
sh th
e se
nten
ce.
W
e ge
t fr
om th
e su
n.
light
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whi
ch is
the
best
wor
d to
writ
e on
the
line.
•re
read
the
text
to c
heck
you
are
righ
t.
3.
Fini
sh th
e se
nten
ce.
W
e ca
nnot
go
to th
e su
n. It
is to
o a
nd to
o .
far
hot
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whi
ch a
re th
e be
st tw
o w
ords
to w
rite
on th
e lin
e.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
4.
Choo
se y
es o
r no.
M
ercu
ry is
a p
lane
t.
M
ercu
ry is
nea
rer t
he s
un th
an E
arth
is.
W
e ca
n go
to M
ercu
ry.
Yes ✓
Yes ✓
No
✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
care
fully
read
all
the
part
s of
the
ques
tion.
•re
read
eac
h st
atem
ent a
nd d
ecid
e w
heth
er th
e an
swer
is ‘y
es’ o
r ‘no
’.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
•tic
k ‘y
es’ o
r ‘no
’ for
eac
h st
atem
ent.
5.
Fini
sh th
e se
nten
ce.
Th
e su
n is
a
.
star
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whi
ch is
the
best
wor
d to
writ
e on
the
line.
•re
read
the
text
to c
heck
you
are
righ
t.Re
min
d ch
ildre
n th
at th
ey d
o no
t hav
e to
read
the
who
le te
xt to
ans
wer
the
ques
tion.
Th
ey ju
st n
eed
to re
ad th
e pa
rt w
here
they
can
find
the
answ
er.
6.
Whi
ch is
the
first
sta
r you
see
at n
ight
?M
orni
ng S
tar/
Venu
s1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
hat t
he a
nsw
er is
.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
452572_U8_Crack_Comp_2e_Y1.indd 64 06/03/19 5:12 PM
Unit 8 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 65
Men on the Moon
The moon is a long way away.But men have been to the moon.They went in 1969.
The men got into a rocket.10 – 9 – 8 – 7 – 6 – 5 – 4 – 3 – 2 – 1Blast off.
The rocket zoomed up and up. It went into outer space. It went into orbit around the moon.
452572_U8_Crack_Comp_2e_Y1.indd 65 06/03/19 5:12 PM
Unit 8 • BOOK BAND YELLOW
66 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Then, the rocket’s landing craft took the men to the moon.They went down a ladder onto the moon.
The men floated and jumped on the moon.They picked up rocks to bring back with them.
The landing craft left the moon and went back to the rocket.The rocket zoomed back. It landed with a splash down into the sea.
452572_U8_Crack_Comp_2e_Y1.indd 66 06/03/19 5:12 PM
Unit 8 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 67
Name: Date:
Men on the Moon
Finish the sentences.
1 Men went to the moon in .
2 They got into a . It took off.
3 The rocket went into .
Then it went into around the moon.
4 Tick yes or no.
The rocket landed on the moon.
Yes No
The men went up a ladder to get to the moon.
Yes No
The men picked up rocks from the moon.
Yes No
Finish the sentences.
5 The landing craft went back to the .
6 What did the rocket splash down into?
452572_U8_Crack_Comp_2e_Y1.indd 67 06/03/19 5:12 PM
68 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 8 • BOOK BAND YELLOW
Prac
tice
text
: Men
on
the
Moo
n Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Fini
sh th
e se
nten
ce.
M
en w
ent t
o th
e m
oon
in
.
1969
(also
acc
ept a
rock
et)
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•de
cide
whi
ch is
the
best
wor
d to
fini
sh th
e se
nten
ce.
•re
read
the
text
to c
heck
you
are
righ
t.
2.
Fini
sh th
e se
nten
ce.
Th
ey g
ot in
to a
. I
t too
k of
f.
rock
et1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
hich
is th
e be
st w
ord
to w
rite
on th
e lin
e.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
3.
Fini
sh th
e se
nten
ce.
Th
e ro
cket
wen
t int
o . T
hen
it w
ent i
nto
aro
und
the
moo
n.
(out
er) s
pace
orbi
t1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
hich
are
the
best
two
wor
ds to
writ
e on
the
line.
•re
read
the
text
to c
heck
you
are
righ
t.
4.
Tick
yes
or n
o.
The
rock
et la
nded
on
the
moo
n.
Th
e m
en w
ent u
p a
ladd
er to
get
to th
e m
oon.
Th
e m
en p
icke
d up
rock
s fr
om th
e m
oon.
No
✓
No
✓
Yes ✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
care
fully
read
all
the
part
s of
the
ques
tion.
•re
read
eac
h st
atem
ent a
nd d
ecid
e w
heth
er th
e an
swer
is ‘y
es’ o
r ‘no
’.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
•tic
k ‘y
es’ o
r ‘no
’ for
eac
h st
atem
ent.
5.
Fini
sh th
e se
nten
ce.
Th
e la
ndin
g cr
aft w
ent b
ack
to th
e .
rock
et1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
hich
is th
e be
st w
ord
to w
rite
on th
e lin
e.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
Rem
ind
child
ren
that
they
do
not h
ave
to re
ad th
e w
hole
text
to a
nsw
er th
e qu
estio
n.
They
just
nee
d to
read
the
part
whe
re th
ey c
an fi
nd th
e an
swer
.
6.
Wha
t did
the
rock
et s
plas
h do
wn
into
?th
e se
a1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
deci
de w
hat t
he a
nsw
er is
.•
rere
ad th
e te
xt to
che
ck y
ou a
re ri
ght.
452572_U8_Crack_Comp_2e_Y1.indd 68 06/03/19 5:12 PM
• BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 69
Unit 9BOOK BAND
YELLOW
Night Travels/Goldilocks and the Three BearsJoe Berger/Abigail Flint
Key text features
Both texts are fiction: one is a fantasy adventure; the other is a retelling of a traditional story.
l The Teaching text is Night Travels by Joe Berger.
l The Practice text is Goldilocks and the Three Bears by Abigail Flint.
Reading the Teaching text: Night Travels
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software for this unit. You can also download the Teaching text and questions for the children to work from if you wish.
l Introduce the text by reading the first line aloud: “This summer, Mum and I visited Earth for our holidays.” Ask questions to establish expectations. E.g.– What is Earth? (Focus on Earth, the planet.)– What kind of people would visit Earth? (E.g. people, aliens from a different planet or
outer space)
l Talk about the kinds of things the visitors might see. Show the children the Teaching text and talk about the pictures together. Can the children identify the aliens? How do they know they are aliens? Read the text together.
l Work through the listening comprehension questions.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Was dressing up as cats a good idea?
l Why do you think Mum and the little alien were scared?
l What might happen next? Why do you think that?
Reading the Practice text: Goldilocks and the Three Bears
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 73 for the children to use independently or in pairs.
l Introduce the Practice text by asking the children to briefly tell each other the story of Goldilocks and the Three Bears. The children should know this traditional tale.
452572_U9_Crack_Comp_2e_Y1.indd 69 06/03/19 5:12 PM
70 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 9 • BOOK BAND YELLOW
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l “The last bowl was perfect.” What do you think this means? What is “perfect” porridge like?
l Which of the chairs do you think looks most comfortable?
l What are the clues in the pictures on the walls that tell you who lives in the house?
Moving into writing
l Revisit Goldilocks and the Three Bears.
l Ask the children to work in groups to continue the story.
l In their groups, encourage them to act out the end of the story, each taking a different role. Allow time for them to swap roles so that they are all confident in each of the roles.
l Encourage the children to work with a response partner from a different group. Find and download images of the rest of the story for them to sequence.
l Ask the children to either write about one of the images you found or to write the rest of the story.
452572_U9_Crack_Comp_2e_Y1.indd 70 06/03/19 5:12 PM
Unit 9 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 71
Listening Comprehension: Questions and Answers
Q1: Look at the first picture. Who is “I”?
A1: The young alien
Strategy: Encourage the children to use all the clues they have. We know the speaker is an alien and is travelling with Mum.
Q2: Why did the aliens travel at night?
A2: Earth people are afraid of aliens, and they did not want to scare them.
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Encourage them to look and listen to find the answer to the question.
Q3: Why did the aliens decide to dress up as cats?
A3: So they did not scare the Earth people
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Encourage them to look and listen to find the answer to the question.
The String – Tom Knight
The Three Goats and the Troll – Alison Milford
Pirates to the Rescue series – Tom Easton
Extending reading
Use the Teaching text images (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the text.
452572_U9_Crack_Comp_2e_Y1.indd 71 06/03/19 5:12 PM
72 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 9 • BOOK BAND YELLOW
Teac
hing
text
: Nig
ht T
rave
ls
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Dad
and
I vi
site
d Ea
rth.
W
rite
Yes
or N
o.N
o1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
deci
de if
the
sent
ence
in th
e qu
estio
n te
lls y
ou th
e sa
me
thin
g. If
it d
oes,
you
shou
ld
writ
e ‘Y
es’.
If n
ot, y
ou s
houl
d w
rite
‘No’
.
2.
We
trav
elle
d at
nig
ht.
W
rite
Yes
or N
o.Ye
s1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
deci
de if
the
sent
ence
in th
e qu
estio
n te
lls y
ou th
e sa
me
thin
g. If
it d
oes,
you
shou
ld
writ
e ‘Y
es’.
If n
ot, y
ou s
houl
d w
rite
‘No’
.
3.
We
wen
t to
the
city
at n
ight
.
W
rite
Yes
or N
o.N
o1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
deci
de if
the
sent
ence
in th
e qu
estio
n te
lls y
ou th
e sa
me
thin
g. If
it d
oes,
you
shou
ld
writ
e ‘Y
es’.
If n
ot, y
ou s
houl
d w
rite
‘No’
.
4.
We
liked
the
city
.
W
rite
Yes
or N
o.Ye
s1d
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
read
the
text
. Thi
nk a
bout
wha
t it t
ells
you.
•re
mem
ber t
hat y
ou a
re n
ot to
ld th
e an
swer
to th
e qu
estio
n. Y
ou h
ave
to re
ad th
e in
form
atio
n yo
u ar
e gi
ven
and
deci
de w
hat y
ou th
ink
the
answ
er is
.
5.
Choo
se o
ne.
W
e dr
esse
d up
as:
□ c
ards
. □
ca
rts.
□ c
ars.
□
ca
ts.
cats
. ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n te
xts,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
read
the
text
. Thi
nk a
bout
wha
t it t
ells
you.
•tic
k th
e w
ord
that
mat
ches
the
text
.
6.
“Now
Mum
was
scar
ed.”
“s
care
d” m
eans
the
sam
e as
whi
ch w
ord?
Ch
oose
one
.
□ a
fraid
□
sa
d
□ c
ross
□
shou
ting
afra
id ✓
1aQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
find
“Now
Mum
was
scar
ed” i
n th
e te
xt.
•th
ink
abou
t wha
t the
wor
d “s
care
d” m
eans
.•
look
at t
he c
hoic
es in
the
ques
tion.
Tic
k th
e be
st o
ne.
452572_U9_Crack_Comp_2e_Y1.indd 72 06/03/19 5:12 PM
Unit 9 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 73
Goldilocks and the Three Bears by Abigail Flint
Goldilocks saw three bowls of porridge.The first bowl was too hot.The second bowl was too cold.The last bowl was perfect.Goldilocks ate it all.
Goldilocks saw three chairs.The first chair was too high.The second chair was too low.The third chair was perfect.The chair broke.
Goldilocks saw three beds.The first bed was too hard.The second bed was too soft.The last bed was perfect.
452572_U9_Crack_Comp_2e_Y1.indd 73 06/03/19 5:12 PM
Unit 9 • BOOK BAND YELLOW
74 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Name: Date:
Unit 9 • BOOK BAND YELLOW
Goldilocks and the Three Bears
Use the story and pictures to answer the questions.
1 Goldilocks saw three bowls of corn flakes.
Write Yes or No.
2 The first bowl was too hot.
Write Yes or No.
3 Goldilocks saw three chairs.
Write Yes or No.
4 Goldilocks liked the third chair best.
Write Yes or No.
5 Tick one.
Goldilocks saw three:
baths. birds.
beds. buds.
452572_U9_Crack_Comp_2e_Y1.indd 74 06/03/19 5:12 PM
Unit 9 • BOOK BAND YELLOW
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 75
Name: Date:
6 “The last bed was perfect.”
“perfect” means the same as what?
Tick one.
awful just right
bad okay
452572_U9_Crack_Comp_2e_Y1.indd 75 06/03/19 5:12 PM
Unit 9 • BOOK BAND YELLOW
76 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Prac
tice
text
: Gol
dilo
cks
and
the
Thre
e Be
ars
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Gol
dilo
cks
saw
thre
e bo
wls
of c
orn
flake
s.
W
rite
Yes
or N
o.N
o1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
deci
de if
the
sent
ence
in th
e qu
estio
n te
lls y
ou th
e sa
me
thin
g. If
it d
oes,
you
shou
ld
writ
e ‘Y
es’.
If n
ot, y
ou s
houl
d w
rite
‘No’
.
2.
The
first
bow
l was
too
hot.
W
rite
Yes
or N
o.Ye
s1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
deci
de if
the
sent
ence
in th
e qu
estio
n te
lls y
ou th
e sa
me
thin
g. If
it d
oes,
you
shou
ld
writ
e ‘Y
es’.
If n
ot, y
ou s
houl
d w
rite
‘No’
.
3.
Gol
dilo
cks
saw
thre
e ch
airs
.
W
rite
Yes
or N
o.Ye
s1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
deci
de if
the
sent
ence
in th
e qu
estio
n te
lls y
ou th
e sa
me
thin
g. If
it d
oes,
you
shou
ld
writ
e ‘Y
es’.
If n
ot, y
ou s
houl
d w
rite
‘No’
.
4.
Gol
dilo
cks
liked
the
third
cha
ir be
st.
W
rite
Yes
or N
o.Ye
s1d
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
read
the
text
. Thi
nk a
bout
wha
t it t
ells
you.
•re
mem
ber t
hat y
ou a
re n
ot to
ld th
e an
swer
to th
e qu
estio
n. Y
ou h
ave
to re
ad th
e in
form
atio
n yo
u ar
e gi
ven
and
deci
de w
hat y
ou th
ink
the
answ
er is
.
5.
Tick
one
.
G
oldi
lock
s sa
w th
ree:
□ b
aths
. □
bi
rds.
□ b
eds.
□
bu
ds.
beds
. ✓1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
tick
the
wor
d th
at m
atch
es th
e te
xt.
6.
“The
last
bed
was
per
fect
.”
“p
erfe
ct” m
eans
the
sam
e as
wha
t?
Ti
ck o
ne.
□ a
wfu
l
□
ju
st ri
ght
□ b
ad
□
okay
just
righ
t ✓1a
Que
stio
n fo
cus:
draw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•fin
d th
e se
nten
ce “T
he la
st b
ed w
as p
erfe
ct” i
n th
e te
xt.
•th
ink
abou
t wha
t the
wor
d “p
erfe
ct” m
eans
.•
look
at t
he c
hoic
es in
the
ques
tion.
Tic
k th
e be
st o
ne.
452572_U9_Crack_Comp_2e_Y1.indd 76 06/03/19 5:12 PM
• BOOK BAND BLUE
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 77
Unit 1FICTION
Unit 10BOOK BAND
BLUE
Key text features
Both texts are non-fiction and contribute to developing the children’s vocabulary and knowledge of the world.
l The Teaching text is North Pole, South Pole by Pip Jones.
l The Practice text is Our Team by Simon Mugford.
Reading the Teaching text: North Pole, South Pole
l What do the children think of when you talk about the North Pole or the South Pole? Group their responses. E.g.– Where these places are– How you might get to these places– Who and what lives at these places
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software for this unit. You can also download the Teaching text and questions for the children to work from if you wish.
l Without showing the text, let the children listen to the audio. Work through the listening comprehension questions.
l Show the children the text and look at the pictures. Read through it together.
l Check the children understand that the circular map shows an image of the Earth.– Ask if they can identify any features, e.g. land, sea, ice.– Show the children where the UK is on the map. Ask them if it is closer to the North
Pole or the South Pole.– Talk about scale. Explain that from the UK to the North Pole is over 4,000 km and it is
over 15,000 km to the South Pole.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l If you lived at the North Pole, what kind of clothes do you think you would need to have? Why?
l Do you think it would be more colourful living at the North Pole or the South Pole? Why?
l Where would you rather live: the North Pole or the South Pole? Why?
Reading the Practice text: Our Team
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 81 for the children to use independently or in pairs.
l Introduce the text by asking the children to tell you what the word team means.
l What do the children do in teams?
l What kind of team might the book be about?
North Pole, South Pole/Our TeamPip Jones/Simon Mugford
452572_U10_Crack_Comp_2e_Y1.indd 77 06/03/19 5:11 PM
78 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10 • BOOK BAND BLUE
Talk-about questions
Ask these questions after the children have done the comprehension activities.
l Does the child in the text like sports? Explain your answer.
l Why do the football team stretch their arms and legs?
l What does a coach do with a team?
Moving into writing
l Revisit North Pole, South Pole. Point out how the text looks at the same thing in two different places.
l Choose a topic about a different time or place you want the children to focus on, comparing it with the time and place they are familiar with.
l Encourage groups of children to consider different aspects of the time/place you want them to compare with their own experience.
l Ask the children to share what they discovered with other groups so that all the children can consider more than one aspect of comparison.
l Encourage the children to work with a response partner to practise saying some sentences comparing the familiar with the unfamiliar.
l Ask the children to write an information report modelled on North Pole, South Pole, comparing the two times/places.
452572_U10_Crack_Comp_2e_Y1.indd 78 06/03/19 5:11 PM
Unit 10 • BOOK BAND BLUE
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 79
Listening Comprehension: Questions and Answers
Q1: Where are the coldest places on Earth?
A1: At the top and the bottom/The North Pole and South Pole
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Q2: Why can’t birds at the South Pole build nests high in trees?
A2: There are no trees at the South Pole.
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Q3: Polar bears eat fish and seals. Why don’t they also eat penguins?
A3: Penguins only live near the South Pole and polar bears only live near the North Pole.
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Play Outside – Zoë Clarke
Amazing Animation – Ciaran Murtagh
Into the Woods with Barnaby Bear – Lou Kuenzler
Amazing Animal Babies – Kay Barnham
Extending reading
Use the Teaching text images (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the text.
452572_U10_Crack_Comp_2e_Y1.indd 79 06/03/19 5:11 PM
80 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10 • BOOK BAND BLUETe
achi
ng te
xt: N
orth
Pol
e, S
outh
Pol
e Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Whe
re a
re th
e po
les?
Com
plet
e th
e se
nten
ce u
sing
a w
ord
from
the
text
.
Th
e N
orth
Pol
e is
at t
he
of
the
wor
ld.
Th
e So
uth
Pole
is a
t the
o
f th
e w
orld
.
The
Nor
th P
ole
is a
t the
top
of
the
wor
ld.
The
Sout
h Po
le is
at t
he b
otto
m
of th
e w
orld
.
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
for t
he s
ente
nces
in th
e te
xt.
•co
py th
e w
ords
from
the
text
into
the
gaps
.
2.
Choo
se o
ne.
In
the
Sout
h Po
le, b
irds
mak
e ne
sts:
□ i
n tr
ees.
□ u
nder
the
snow
.
□ o
n ro
ck.
on ro
ck. ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt.
3.
Choo
se o
ne.
In
the
Nor
th P
ole,
peo
ple
live:
□ i
n to
wns
and
citi
es.
□ u
nder
a b
lank
et o
f sno
w.
□ o
n bo
ats.
in to
wns
and
citi
es. ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt.
4.
Whi
ch a
nim
als
live
at th
e So
uth
Pole
?
Ch
oose
two.
□ A
rctic
foxe
s
□ P
engu
ins
□ P
olar
bea
rs
□ W
hale
s
peng
uins
✓w
hale
s ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt.
•re
mem
ber t
o tic
k tw
o.
5.
Whi
ch a
nim
als
live
at th
e N
orth
Pol
e?
Choo
se tw
o.
□ i
cefis
h
□ p
engu
ins
□ p
olar
bea
rs
□ s
eals
pola
r bea
rs ✓
seal
s ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt.
•re
mem
ber t
o tic
k tw
o.
6.
Writ
e on
e th
ing
that
is th
e sa
me
at th
e N
orth
Pol
e an
d th
e So
uth
Pole
.Ac
cept
:•
They
are
the
cold
est p
lace
s on
Ea
rth.
•ic
e•
Seal
s and
wha
les l
ive
in th
e se
a.
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt fo
r som
ethi
ng th
at is
the
sam
e at
bot
h th
e N
orth
Pol
e an
d th
e So
uth
Pole
.
452572_U10_Crack_Comp_2e_Y1.indd 80 06/03/19 5:11 PM
Unit 10 • BOOK BAND BLUE
Our Team by Simon MugfordSchool sports
At our school, we play lots of sports. We keep fit by running, jumping and catching.There are five players in our football team. We work together to play the game.
Training
We work as a team to practise our skills – this is called training.Before we start training, we stretch our arms and legs. This stops us getting hurt.If we do get hurt, we must stop playing and get help.Our coach makes us take breaks and drink lots of water too.
How we play
We kick the ball to each other.Players score by getting the ball into the other team’s net. Our goalkeeper tries to stop the ball going in our net.The team that scores the most goals wins.
The big match
Our football team is playing in a big match today.We’ve trained hard.We’ve warmed up.We’ll work together to stop the other team scoring goals.We have a lot of fun playing in a team.
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 81
452572_U10_Crack_Comp_2e_Y1.indd 81 06/03/19 5:11 PM
Unit 10 • BOOK BAND BLUE
82 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Name: Date:
Our Team
Use the story and pictures to answer the questions.
1 How many players are in the football team?
Write a word from the text.
2 Tick one.
At school, we:
play lots of sports.
play some sports.
never play sports.
3 Tick one.
When we train, we:
eat lots of food.
practise our skills.
run very fast.
452572_U10_Crack_Comp_2e_Y1.indd 82 06/03/19 5:11 PM
Unit 10 • BOOK BAND BLUE
Name: Date:
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 83
4 What does our coach make us do when we are training?
Tick two.
Drink water.
Get hurt.
Stretch our arms and legs.
Kick the ball hard.
5 How do you win a game?
Tick two.
Drink water.
Shout loudly.
Score goals.
Stop the other team scoring goals.
6 Write one thing that is good about playing in a team.
452572_U10_Crack_Comp_2e_Y1.indd 83 06/03/19 5:11 PM
84 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 10 • BOOK BAND BLUEPr
acti
ce te
xt: O
ur T
eam
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
How
man
y pl
ayer
s ar
e in
the
foot
ball
team
?
Writ
e a
wor
d fr
om th
e te
xt.
five
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
for t
he s
ente
nce
in th
e te
xt. D
o no
t rel
y on
per
sona
l exp
erie
nce.
•co
py th
e w
ord
from
the
text
.
2.
Tick
one
.
At s
choo
l, w
e:
□ p
lay
lots
of s
port
s.
□ p
lay
som
e sp
orts
.
□ n
ever
pla
y sp
orts
.
play
lots
of s
port
s. ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt. D
o no
t rel
y on
per
sona
l exp
erie
nce.
3.
Tick
one
.
Whe
n w
e tr
ain,
we:
□ e
at lo
ts o
f foo
d.
□ p
ract
ise
our s
kills
.
□ r
un v
ery
fast
.
prac
tise
our s
kills
. ✓1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f non
-fict
ion
text
s, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
thin
k ab
out t
he in
form
atio
n yo
u w
ill n
eed
to fi
nd. T
hink
abo
ut w
here
in th
e te
xt y
ou w
ill lo
ok fo
r it.
•lo
ok a
t the
text
and
thin
k ab
out w
hat i
t tel
ls th
em.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt. D
o no
t rel
y on
per
sona
l exp
erie
nce.
4.
Wha
t doe
s ou
r coa
ch m
ake
us d
o w
hen
we
are
trai
ning
?
Tick
two.
□ D
rink
wat
er.
□ G
et h
urt.
□ S
tret
ch o
ur a
rms
and
legs
.
□ K
ick
the
ball
hard
.
Drin
k w
ater
. ✓
Stre
tch
our a
rms
an
d le
gs. ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt. D
o no
t rel
y on
per
sona
l exp
erie
nce.
•re
mem
ber t
o tic
k tw
o.
5.
How
do
you
win
a g
ame?
Ti
ck tw
o.
□ D
rink
wat
er.
□ S
core
goa
ls.
□ S
hout
loud
ly.
□ S
top
the
othe
r tea
m s
corin
g go
als.
Scor
e go
als.
✓
Stop
the
othe
r tea
m s
corin
g go
als.
✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt. D
o no
t rel
y on
per
sona
l exp
erie
nce.
•re
mem
ber t
o tic
k tw
o.
6.
Writ
e on
e th
ing
that
is g
ood
abou
t pl
ayin
g in
a te
am.
Acce
pt:
•Yo
u w
ork
toge
ther
.•
You
have
a lo
t of f
un.
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
at t
he te
xt fo
r inf
orm
atio
n. D
o no
t rel
y on
per
sona
l exp
erie
nce.
452572_U10_Crack_Comp_2e_Y1.indd 84 06/03/19 5:11 PM
• BOOK BAND BLUE
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 85
Unit 1FICTION
My Big Band/There’s a Wise Old OwlTony Mitton/Anonymous
Unit 11BOOK BAND
BLUE
Key text features
Both texts are poems with a clear rhyming structure.
l The Teaching text is My Big Band by Tony Mitton.
l The Practice text is There’s a Wise Old Owl by Anonymous.
Reading the Teaching text: My Big Band
l Introduce the poem by talking about music bands. Ask the children questions. E.g.– Which music bands do you like listening to? Have you ever seen them in concert?– Which musical instruments might you see or hear in a band? What kinds of noises do
the different instruments make?
l Ask the children to mime playing musical instruments such as the drum, the triangle, the cymbals, the recorder and the guitar. Can children make sounds like the different instruments?
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software. You can also download the Teaching text and questions for the children to work from if you wish.
l Show the children the poem and talk about the pictures. Talk about the story the pictures tell.
l Read the poem aloud to the children first, and then read it together as a class. Together, discuss the rhyming structure. If necessary, prompt the children to point out the rhyming words or clap the rhythm.
l Work through the listening comprehension questions.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Which of these instruments have you played? Why?
l Is there any way the band could be quieter? What would have to change?
Reading the Practice text: There’s a Wise Old Owl
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 89 for the children to use independently or in pairs.
l Introduce the poem by showing children pictures and, if possible, a video of owls. You may choose to find a video of owls flying at night to reflect the content of the poem.
l Again, read the poem aloud to the children first, and then read it together as a class. Prompt the children to notice the rhyming structure here too. Encourage them to point out the rhyming words or clap the rhythm.
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86 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11 • BOOK BAND BLUE
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Do you think this is happening during the day or at night? Why?
l Where do you think the owl might be flying to at the end of the rhyme?
Moving into writing
l Revisit There’s a Wise Old Owl.
l Together, explore some possible actions to accompany each line of this poem – actions help with memory. Encourage the children to learn to recite the poem from memory if possible, with actions.
l Discuss other animals the children might see sitting in a tree (e.g. squirrel, cat, bird). Together, rework the first few lines of the poem, changing the words to reflect one of these animals.
l E.g.There’s a long-tailed catWith a cold wet noseTwo furry earsAnd claws for its toes
l Ask the children to draw and write lines for a new poem based on There’s a Wise Old Owl.
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Unit 11 • BOOK BAND BLUE
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 87
Listening Comprehension: Questions and Answers
Q1: Look at the picture. Can you find the names of the instruments in the poem?
A1: (Will depend on the pictures)
Strategy: Ask the children to name the instruments in each picture and to point to the matching word in the text.
Q2: Can you find a sound word and say which instrument made it?
A2: (Any of the word/instruction pairs from the poem)
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Q3: Do you think the children in the band were playing quietly? Why do you think that?
A3: Accept reasonable answers. E.g. No – because they were all playing together./Mum said they had to be quiet./they are all noisy instruments.
Strategy: Explain to the children that the answer is not in the poem; they have to think about the information in the poem and then think about what they know from their own lives.
The Koala Who Could – Rachel Bright
The Orchard Book of Nursery Rhymes – Faith Jaques
Oi Frog! – Kes Gray
Extending reading
Use the Teaching text images (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the text.
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88 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11 • BOOK BAND BLUETe
achi
ng te
xt: M
y Bi
g Ba
nd
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Choo
se o
ne.
Th
e tr
iang
le w
ent:
□ t
ring.
□ t
ing.
□ t
oot.
□ t
ara.
ting.
✓1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
poem
you
will
look
for i
t.•
look
for t
he w
ord
in th
e po
em.
•tic
k th
e w
ord
you
find
in th
e po
em.
2.
Find
the
wor
d th
at c
ompl
etes
this
sen
tenc
e.
‘W
hee’
wen
t the
___
____
____
___.
whi
stle
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n te
xts,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
thin
k ab
out t
he in
form
atio
n yo
u w
ill n
eed
to fi
nd. T
hink
abo
ut w
here
in th
e po
em y
ou w
ill lo
ok fo
r it.
•lo
ok fo
r the
sen
tenc
e in
the
poem
. Fill
in th
e ga
p us
ing
a w
ord
from
the
poem
.
3.
Find
the
wor
d th
at c
ompl
etes
this
sen
tenc
e.
‘_
____
____
’ wen
t the
cym
bal.
cras
h1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
poem
you
will
look
for i
t.•
look
for t
he s
ente
nce
in th
e po
em. F
ill in
the
gap
usin
g a
wor
d fr
om th
e po
em.
4.
Whi
ch in
stru
men
ts w
ere
in th
e ba
nd?
Ch
oose
two.
□ p
iano
□
sh
aker
□ v
iolin
□
tru
mpe
t
□ d
rum
□
gu
itar
drum
✓tr
umpe
t ✓1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
.•
read
the
poem
. Thi
nk a
bout
wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e te
xt.
•re
mem
ber t
o tic
k tw
o.
5.
Wha
t did
Mum
say
?“Q
uiet
” 1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion
text
s, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
poem
you
will
look
for i
t.•
look
for t
he s
ente
nce
in th
e po
em.
•w
rite
your
ans
wer
.
6.
Writ
e on
e w
ord
or p
hras
e to
sho
w h
ow M
um
felt.
Acce
pt:
•fe
d up
•an
gry
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t wha
t the
ir m
um/d
ad/c
arer
wou
ld s
ay a
nd fe
el if
all
this
noi
se w
as in
thei
r hou
se.
•re
ad th
e po
em a
gain
, thi
nkin
g ab
out M
um.
452572_U11_Crack_Comp_2e_Y1.indd 88 06/03/19 5:11 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 89
There’s a Wise Old Owl by Anonymous
There’s a big-eyed owlWith a pointed nose
Two pointed earsAnd claws for his toes
He sits in a treeAnd looks at you
He flaps his wingsAnd says ‘twit-twoo!’
Unit 11 • BOOK BAND BLUE
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Unit 11 • BOOK BAND BLUE
90 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
There’s a Wise Old Owl
Use the poem and pictures to answer the questions.
1 Tick one.
The owl is:
wax.
wise.
wet.
wooden.
2 Write a word to complete the sentence.
The owl has for his toes.
3 Write a word to complete the sentence.
The owl sits in a .
4 Write a word to complete the sentence.
The owl says .
Name: Date:
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 91
Unit 11 • BOOK BAND BLUE
5 Which parts of the owl are pointed?
Tick two.
ears
nose
eyes
tail
feet
tummy
6 Draw lines to join the words to the owl. One has been done for you.
Name: Date:
ear
eye
claw
wing
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92 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 11 • BOOK BAND BLUE
Prac
tice
text
: The
re’s
a W
ise
Old
Ow
l Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Tick
one
.
Th
e ow
l is:
□ w
ax.
□
wet
.
□ w
ise.
□
w
oode
n.
wis
e. ✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
look
for i
t.•
look
for t
he in
form
atio
n in
the
poem
/titl
e.•
tick
the
wor
ds y
ou fi
nd in
the
poem
/titl
e.
2.
Writ
e a
wor
d to
com
plet
e th
e se
nten
ce.
Th
e ow
l has
___
____
___
for h
is to
es.
claw
s1b
Que
stio
n fo
cus:
iden
tify
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
thin
k ab
out t
he in
form
atio
n yo
u w
ill n
eed
to fi
nd. T
hink
abo
ut w
here
in th
e po
em y
ou w
ill lo
ok fo
r it.
•lo
ok fo
r the
info
rmat
ion
in th
e po
em. F
ill in
the
gap
usin
g a
wor
d fr
om th
e po
em.
3.
Writ
e a
wor
d to
com
plet
e th
e se
nten
ce.
Th
e ow
l sits
in a
___
____
___.
tree
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
poem
you
will
look
for i
t.•
look
for t
he in
form
atio
n in
the
poem
. Fill
in th
e ga
p us
ing
a w
ord
from
the
poem
.
4.
Writ
e a
wor
d to
com
plet
e th
e se
nten
ce.
Th
e ow
l say
s __
____
____
.
“tw
it-tw
oo”
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
poem
you
will
look
for i
t.•
look
for t
he in
form
atio
n in
the
poem
. Fill
in th
e ga
p us
ing
a w
ord
from
the
poem
.
5.
Whi
ch p
arts
of t
he o
wl a
re p
oint
ed?
Ti
ck tw
o.
□ e
ars
□
eyes
□
feet
□
no
se
□
tail
□
tum
my
nose
✓
ears
✓
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
poem
you
will
look
for i
t.•
read
the
poem
. Thi
nk a
bout
wha
t it t
ells
you.
•tic
k th
e in
form
atio
n th
at m
atch
es th
e po
em.
•re
mem
ber t
o tic
k tw
o.
6.
Dra
w li
nes
to jo
in th
e
wor
ds to
the
owl.
O
ne h
as b
een
done
fo
r you
.
1aQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
look
at t
he w
ords
aro
und
the
pict
ure.
•sc
an th
e po
em fo
r eac
h of
the
wor
ds.
•dr
aw a
line
bet
wee
n ea
ch w
ord
and
the
owl’s
bod
y pa
rt.
ear
eye
claw
win
g
ear
eye
claw
win
g
452572_U11_Crack_Comp_2e_Y1.indd 92 06/03/19 5:11 PM
• BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 93
Unit 1FICTION
Unit 12BOOK BAND
GREEN
Key text features
The texts continue to move towards traditional comprehension, with fewer illustrations and a range of question types, most of which ask the children to write short answers. Both texts are non-fiction information texts about common minibeasts.
l The Teaching text is Minibeasts in the Garden or Park.
l The Practice text is Minibeasts in the Pond.
Reading the Teaching text: Minibeasts in the Garden or Park
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software. You can also download the Teaching text and questions for children to work from if you wish.
l Introduce the text by asking the children about the title.– What is a minibeast? (A small creature) Have you seen any? (E.g. insects, spiders,
snails, etc.)– What do you think this text might be about?– Which minibeasts would you look for in a garden or park?
l Without showing the text, let the children listen to the audio. Work through the listening comprehension questions.
l Show the children the text and read it through together.
l Talk about how to show the answer for the different question types.
l Most children should be able to do the activity independently.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Is this text fiction or non-fiction? How do you know?
l Why do you think it starts by telling you what a minibeast is?
l How is a bee the same as a butterfly?
l How is a spider different from a daddy-long-legs (or crane fly)? Which is an insect?
l Why do you think gardeners don’t like slugs and snails?
l What did you learn when you read this text?
Minibeasts in the Garden or Park/Minibeasts in the Pond
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94 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12 • BOOK BAND GREEN
Reading the Practice text: Minibeasts in the Pond
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 97 for the children to use independently or in pairs.
l Introduce the text by asking the children about the title.– What is a minibeast? [A small creature] Have you seen any that like ponds?
[E.g. dragonflies, frogs, tadpoles, etc.]– What do you think this text might be about?– Which minibeasts might you find in a pond?
l Emphasise the safety aspects of looking in or near water, and stress the need for adult supervision.
l Show the children the text and read it through together.
l Talk about how to show the answer for the different question types.
l Most children should be able to do the activity independently.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Have you ever seen minibeasts in or near a pond?
l How are dragonflies and butterflies the same?
l What is the difference between a frog and a toad? What is the same?
l What is the difference between a garden snail and a pond snail? What is the same?
l Which pond minibeast would you most like to see?
l Why is it so important to be with an adult if you want to look for minibeasts in or near a pond?
Moving into writing
l Take some minibeast identification books outside with you and do a minibeast hunt in the school grounds. Ask the children to sketch the creatures they find.
l Back in class, ask the children to find out more about the minibeasts they saw.
l Reread Minibeasts in the Garden or Park and talk about the text structure: introduction, followed by headings and short paragraphs.
l Ask the children to plan their text with a response partner. Provide writing frames if necessary.
l Once the children have spoken their planned text aloud, let them decide whether to handwrite their text or to use a computer.
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Unit 12 • BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 95
Listening Comprehension: Questions and Answers
Q1: What is a minibeast?
A1: A small animal
Strategy: Ask the children to listen to the beginning of the audio to hear again the opening of the text and to raise their hands when something in the text tells them the answer to the question. Remind them that the answers to ‘What’ questions are usually found in the text. Also remind them that questions are usually asked in the order in which the answers are found in the text.
Q2: How can you tell if a minibeast is an insect or not?
A2: Insects have six legs.
Strategy: Ask the children to think about where in the text they are likely to find the answer. Listen again to that part of the text and ask the children to raise their hands when they hear the answer to the question.
Q3: Why should you have an adult with you when you look for minibeasts?
A3: Because some minibeasts sting
Strategy: Ask the children to think about where in the text they are likely to find the answer. Listen again to that part of the text and ask the children to raise their hands when they hear the answer to the question. Remind the children that ‘Why’ questions need to be answered with an explanation. Tell the children that they need to see if there is an answer in the text before they use their own knowledge of the world; if there is an answer in the text, they should use that.
Use the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together.
Mad about Minibeasts! – Giles Andreae and David Wojtowycz
Let’s Look for Minibeasts – Caz Buckingham and Andrea Pinnington
Twist and Hop, Minibeast Bop! – Tony Mitton and Guy Parker-Rees
Extending reading
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96 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12 • BOOK BAND GREEN
Teac
hing
text
: Min
ibea
sts
in th
e G
arde
n or
Par
k Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Writ
e th
e na
mes
of t
hree
inse
cts
that
live
in g
arde
ns a
nd p
arks
.An
y th
ree
of a
nts,
flies
, bee
s, bu
tter
flies
, la
dybi
rds.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
care
fully
read
the
ques
tion.
•sc
an th
e te
xt, l
ooki
ng fo
r the
nam
es o
f thr
ee in
sect
s.•
copy
the
nam
es o
f the
inse
cts.
2.
Labe
l the
se p
ictu
res
to s
how
how
an
inse
ct g
row
s.la
rva,
pup
a (c
orre
ctly
labe
lled)
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
look
at t
he p
ictu
res.
•sc
an th
e te
xt fo
r wor
ds th
at n
ame
each
sta
ge in
how
an
inse
ct g
row
s.•
writ
e th
e w
ords
in th
e sp
aces
.
3.
Find
the
spid
er.
spid
er p
ictu
re (w
ith e
ight
legs
) tic
ked
1aQ
uest
ion
focu
s: d
raw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•us
e th
e he
adin
gs to
dec
ide
whe
re to
look
for i
nfor
mat
ion.
•fin
d in
form
atio
n in
the
text
that
will
hel
p yo
u to
cho
ose
the
right
pic
ture
.
4.
How
do
mos
t spi
ders
cat
ch th
eir
food
?Th
ey s
pin
stic
ky w
ebs/
in w
ebs.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. •
use
the
head
ings
to d
ecid
e w
here
to lo
ok fo
r inf
orm
atio
n.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
•w
rite
the
answ
er.
5.
Wha
t is
the
bott
om s
ide
of a
slu
g ca
lled?
the
foot
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. •
use
the
head
ings
to d
ecid
e w
here
to lo
ok fo
r inf
orm
atio
n.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
•w
rite
the
answ
er.
6.
Wha
t hel
ps s
lugs
and
sna
ils to
slid
e ov
er ro
ugh
grou
nd?
They
mak
e a
stic
ky s
lime.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. •
use
the
head
ings
to d
ecid
e w
here
to lo
ok fo
r inf
orm
atio
n.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
•w
rite
the
answ
er.
452572_U12_Crack_Comp_2e_Y1.indd 96 06/03/19 5:11 PM
Unit 12 • BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 97
Minibeasts are very small animals. You can find them outside in a garden, a park, a wood or a pond. There are many different kinds of minibeasts.
Insects
Insects all have six legs. Many insects live in ponds. Water boatmen, whirligig beetles and pond skaters are all insects that live in ponds. Some flying insects, like dragonflies, live in ponds when they are larvae.
Frogs and toads
Frogs and toads are minibeasts. Frogs live in ponds. Toads don’t live in ponds, but they need to live near ponds to lay their eggs. Frogs and toads both lay their eggs in a sticky jelly in ponds. Tadpoles hatch from the eggs. They grow into frogs or toads.
Pond snails
Some snails live in rivers and ponds. Like land snails, pond snails have hard shells that protect them. They can pull their soft bodies inside their shells if they think danger is near. Pond snails eat tiny plants, called algae, as well as dead plants. They help to keep ponds clean and fresh.
You must have an adult with you if you go near a pond to look for minibeasts. If you catch a minibeast, you should always let it go again.
Life cycle of a pond insect
egg
nymph
adult
Minibeasts in the Pond
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Unit 12 • BOOK BAND GREEN
98 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
1 Write the names of three insects that live in ponds.
2 Label these pictures to show how a pond insect grows.
3 Circle the frog.
Minibeasts in the Pond
Name: Date:
452572_U12_Crack_Comp_2e_Y1.indd 98 06/03/19 5:11 PM
Unit 12 • BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 99
4 What hatches from a toad’s egg?
5 What does a pond snail do if it thinks danger is near?
6 Why do people like to have pond snails in their ponds?
Name: Date:
452572_U12_Crack_Comp_2e_Y1.indd 99 06/03/19 5:11 PM
100 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 12 • BOOK BAND GREEN
Prac
tice
text
: Min
ibea
sts
in th
e Po
nd
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Writ
e th
e na
mes
of t
hree
inse
cts
that
live
in p
onds
.w
ater
boa
tmen
, whi
rligi
g be
etle
s, po
nd s
kate
rs1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
scan
the
text
, loo
king
for t
he n
ames
of t
hree
inse
cts.
•co
py th
e na
mes
of t
he in
sect
s.
2.
Labe
l the
se p
ictu
res
to s
how
how
a
pond
inse
ct g
row
s.eg
g, n
ymph
, adu
lt (c
orre
ctly
labe
lled)
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad th
e qu
estio
n.•
look
at t
he p
ictu
res.
•sc
an th
e te
xt fo
r wor
ds th
at n
ame
each
sta
ge in
how
an
inse
ct g
row
s.•
writ
e th
e w
ords
in th
e sp
aces
.
3.
Circ
le th
e fr
og.
frog
(in
pond
) circ
led
1aQ
uest
ion
focu
s: d
raw
on
know
ledg
e of
voc
abul
ary
to u
nder
stan
d te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•us
e th
e he
adin
gs to
dec
ide
whe
re to
look
for i
nfor
mat
ion.
•fin
d in
form
atio
n in
the
text
that
will
hel
p yo
u to
cho
ose
the
right
pic
ture
.
4.
Wha
t hat
ches
from
a to
ad’s
egg
?a
tadp
ole
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. •
use
the
head
ings
to d
ecid
e w
here
to lo
ok fo
r inf
orm
atio
n.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
•w
rite
the
answ
er.
5.
Wha
t doe
s a
pond
sna
il do
if it
th
inks
dan
ger i
s ne
ar?
It p
ulls
its b
ody
insi
de it
s sh
ell.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of n
on-fi
ctio
n, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. •
use
the
head
ings
to d
ecid
e w
here
to lo
ok fo
r inf
orm
atio
n.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
•w
rite
the
answ
er.
6.
Why
do
peop
le li
ke to
hav
e po
nd
snai
ls in
thei
r pon
ds?
They
hel
p to
kee
p po
nds
clea
n.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f non
-fict
ion,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•us
e th
e he
adin
gs to
dec
ide
whe
re to
look
for i
nfor
mat
ion.
•fin
d in
form
atio
n in
the
text
that
will
hel
p yo
u to
ans
wer
the
ques
tion.
•
writ
e th
e an
swer
.
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• BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 101
Unit 1FICTION
Unit 13BOOK BAND
GREEN
Lion’s Lunch/The Lion and the Mouse
Key text features
The texts continue to move towards traditional comprehension. The illustrations are supportive of, but not integral to, the text. There is a range of question types, most of which ask the children to write some slightly longer answers. Both texts are familiar fables that feature talking animals and have a moral.
l The Teaching text is Lion’s Lunch.
l The Practice text is The Lion and the Mouse.
Reading the Teaching text: Lion’s Lunch
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software. You can also download the Teaching text and questions for children to work from if you wish.
l Introduce the text by asking the children about the title.– Does this sound like a story or an information text? Why?– It is a story. Have you heard a story with a title like this before? What do you
remember about it?– Explain that this story is a retelling, so the writer has heard the story and has written
it again using their own words and adding their own details.– What kinds of creatures would you expect to find in this story?
l Without showing the text, let the children listen to the audio.– Show the children the text and read through it together.– Talk about how to show the answer for the different question types.– Most children should be able to do the activity independently.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why do you think Lion did not go and get his own lunch?
l Do you think the other animals were kind to Lion, or were they silly?
l Do you think Lion will have any lunch today? Why?
l What will happen if Lioness tries to trick the animals again?
Reading the Practice text: The Lion and the Mouse
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 105 for the children to use independently or in pairs.
l Introduce the text by asking the children about the title.– Does this sound like a story or an information text? Why?– It is a story. Have you heard a story with a title like this before? What do you
remember about it?
452572_U13_Crack_Comp_2e_Y1.indd 101 06/03/19 5:10 PM
102 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13 • BOOK BAND GREEN
– Explain that this story is a retelling, so the writer has heard the story and has written it again using their own words and adding their own details.
– What kinds of creatures would you expect to find in this story?– Show the children the text and read through it together.– Talk about how to show the answer for the different question types.– Most children should be able to do the activity independently.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Why did Lion laugh when Mouse spoke to him?
l Why do you think he decided to let Mouse go?
l Why did Mouse decide to help Lion?
l What could Mouse do to help Lion that Lion couldn’t do himself?
l What can we learn from this story?
Moving into writing
l Reread The Lion and the Mouse.
l Give the children A3 paper divided into six sections. Ask them to think about how they would divide the story up into five or six sections.
l Encourage them to work with a response partner to agree what to draw in each section so that they create a storyboard of the story.
l Ask them to work with a different response partner. Each child should use the storyboard to tell their partner their version of the story. Ask the response partner to say one thing that was done well and one thing that could be improved.
l Ask the children to write their version of the story in their own words.
452572_U13_Crack_Comp_2e_Y1.indd 102 06/03/19 5:10 PM
Unit 13 • BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 103
Listening Comprehension: Questions and Answers
Q1: What did Lioness say she was going to do for Lion?
A1: Get him some lunch.
Strategy: Ask the children to listen to the beginning of the audio to hear again the opening of the story, and to raise their hands when something in the story tells them the answer to the question. Remind them that the answers to ‘What’ questions are usually found in the text. Also remind them that questions are usually asked in the order in which the answers are found in the text.
Q2: Which was the first animal that Lioness sent to visit Lion?
A2: Zebra
Strategy: Ask the children to think about where in the text they are likely to find the answer. Listen again to that part of the text and ask the children to raise their hands when they hear the answer to the question. Remind them that the answer to ‘Which’ questions will usually be found in the text, so they will need to listen carefully to find the answer and choose from different animals.
Q3: Which was the last animal that Lioness tried to get to visit Lion?
A3: Fox
Strategy: Ask the children to think about where in the text they are likely to find the answer. Listen again to that part of the text and ask the children to raise their hands when they hear the answer to the question. Remind them that the answer to ‘Which’ questions will usually be found in the text, so they will need to listen carefully to find the answer and choose from different animals.
The Lion and the Mouse – Jerry Pinkney
The North Wind and the Sun – Brian Wildsmith
The Fox and the Crow – Mairi Mackinnon and Rocio Martinez
Extending reading
Use the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together.
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104 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13 • BOOK BAND GREEN
Teac
hing
text
: Lio
n’s
Lunc
h Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Who
wen
t to
get s
ome
lunc
h fo
r Li
on?
Lion
ess
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•fin
d in
form
atio
n in
the
text
that
will
hel
p yo
u to
ans
wer
the
ques
tion.
•
writ
e th
e an
swer
.
2.
Mat
ch w
hat L
ione
ss s
aid
to e
ach
of
the
anim
als.
Zebr
a
Lion
nee
ds h
is fr
iend
s to
vis
it hi
m.
Dee
r Li
on is
feel
ing
sick
.Fo
x
Lion
is n
ot fe
elin
g ve
ry w
ell.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad a
ll th
e pa
rts
of th
e qu
estio
n ca
refu
lly.
•sc
an th
e te
xt, l
ooki
ng fo
r the
ans
wer
to e
ach
part
of t
he q
uest
ion
sepa
rate
ly.
•w
hen
you
know
eac
h an
swer
, dra
w a
line
to jo
in u
p th
e in
form
atio
n.
3.
Wha
t did
Fox
see
out
side
Lio
n’s
cave
?
W
hat d
id h
e no
t see
?
He
saw
foot
prin
ts g
oing
into
the
cave
.H
e di
d no
t see
foot
prin
ts c
omin
g ou
t.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
read
bot
h pa
rts
of th
e qu
estio
n ca
refu
lly.
•de
cide
whe
re y
ou w
ill fi
nd th
e an
swer
to th
e fir
st p
art o
f the
que
stio
n. R
ead
that
par
t of t
he te
xt a
nd w
rite
the
answ
er.
•de
cide
whe
re y
ou w
ill fi
nd th
e an
swer
to th
e se
cond
par
t of t
he q
uest
ion.
Re
ad th
at p
art o
f the
text
and
writ
e th
e an
swer
.
4.
Why
did
Fox
run
away
?H
e di
d no
t wan
t to
be L
ion’
s lu
nch.
/He
knew
he
was
bei
ng tr
icke
d.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. •
thin
k ab
out w
here
you
will
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to
answ
er th
e qu
estio
n.
•re
read
that
par
t of t
he te
xt a
nd w
rite
the
answ
er.
5.
Whi
ch a
nim
al d
o yo
u th
ink
was
th
e cl
ever
est?
Why
?Fo
x.H
e w
ould
not
be
tric
ked.
/He
look
ed b
efor
e he
di
d an
ythi
ng./H
e th
ough
t abo
ut w
hat h
e kn
ew.
Or:
Lion
ess.
She
knew
how
to tr
ick
som
e of
the
anim
als.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly. N
ote
that
the
wor
ds ‘d
o yo
u th
ink’
mea
n th
at
the
answ
er is
not
writ
ten
in th
e te
xt. Y
ou h
ave
to w
ork
out w
hat y
ou th
ink
•th
ink
abou
t whe
re y
ou w
ill fi
nd id
eas
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er
the
ques
tion.
•
rere
ad th
at p
art o
f the
text
and
writ
e w
hat y
ou th
ink.
6.
How
did
Lio
ness
pla
n to
get
Lio
n’s
lunc
h? C
hoos
e on
e.Sh
e pl
anne
d to
tric
k th
e ot
her a
nim
als
so L
ion
coul
d ea
t the
m. ✓
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•re
ad a
ll th
e pa
rts
of th
e qu
estio
n ca
refu
lly.
•re
read
the
text
, thi
nkin
g ab
out L
ione
ss’s
pla
n.•
rere
ad a
ll th
e ch
oice
s in
the
ques
tion
agai
n an
d tic
k th
e be
st a
nsw
er.
452572_U13_Crack_Comp_2e_Y1.indd 104 06/03/19 5:10 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 105
Unit 13 • BOOK BAND GREEN
One day, Lion put his big foot down on a mouse. “Now I have got you,” he said. “I will have you for my lunch.”
“Oh, please don’t eat me, Lion,” said Mouse. “If you let me go, I will help you.”
“How can you help me?” laughed Lion. “I am big and strong, and you are so small.” He laughed and laughed. Then he took his paw off the mouse and Mouse ran away.
“Thank you, Mouse,” he said. “Even though you are little, you could help me. You saved my life.”
“You helped me, Lion,” said Mouse. “Now I will help you.” Mouse took the net in her sharp little teeth. She bit the net and tore it and chewed it. At last there was a big hole in the net and Lion got out.
The Lion and the Mouse
The next day, Lion was trapped in a hunter’s net. He roared and roared, but he couldn’t get out. Then he heard a small voice.
452572_U13_Crack_Comp_2e_Y1.indd 105 06/03/19 5:10 PM
106 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
The Lion and the Mouse
Use the text and pictures to answer the questions.
1 What did Lion catch for his lunch?
2 Why did Lion let it go? Tick one.
He wasn’t hungry because he had eaten his lunch.
It was too small and he wanted something bigger.
It made him laugh.
3 Why did Lion roar?
4 How did Mouse help Lion?
5 Why do you think the Lion said “thank you” to Mouse?
Name: Date:
Unit 13 • BOOK BAND GREEN
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 107
Unit 13 • BOOK BAND GREEN
6 Draw lines to show who did what in the story.
Lion caught Lion in a net.
Mouse let Mouse go.
Hunters helped Lion to get free.
Name: Date:
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108 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 13 • BOOK BAND GREEN
Prac
tice
text
: The
Lio
n an
d th
e M
ouse
Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Wha
t did
Lio
n ca
tch
for h
is lu
nch?
a m
ouse
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•fin
d in
form
atio
n in
the
text
that
will
hel
p yo
u to
ans
wer
the
ques
tion.
•
writ
e th
e an
swer
.
2.
Why
did
Lio
n le
t it g
o? T
ick
one.
It m
ade
him
laug
h. ✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad a
ll th
e pa
rts
of th
e qu
estio
n ca
refu
lly.
•de
cide
whi
ch p
art o
f the
text
you
will
nee
d to
rere
ad to
find
the
answ
er.
•re
read
all
the
choi
ces
in th
e qu
estio
n ag
ain
and
tick
the
best
ans
wer
.
3.
Why
did
Lio
n ro
ar?
He
was
trap
ped
in a
hun
ter’
s ne
t.1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. •
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
•w
rite
the
answ
er.
4.
How
did
Mou
se h
elp
Lion
?Sh
e m
ade
a ho
le in
the
net.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•fin
d in
form
atio
n in
the
text
that
will
hel
p yo
u to
ans
wer
the
ques
tion.
•
writ
e th
e an
swer
.
5.
Why
do
you
thin
k th
e Li
on s
aid
“tha
nk y
ou” t
o M
ouse
?Sh
e sa
ved
his
life.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly. N
ote
that
the
wor
ds ‘d
o yo
u th
ink’
mea
n th
at
the
answ
er m
ay n
ot b
e w
ritte
n in
the
text
. You
hav
e to
wor
k ou
t wha
t you
th
ink.
•
thin
k ab
out w
here
you
will
find
idea
s in
the
text
that
will
hel
p yo
u to
ans
wer
th
e qu
estio
n.
•re
read
that
par
t of t
he te
xt a
nd w
rite
wha
t you
thin
k.
6.
Dra
w li
nes
to s
how
who
did
wha
t in
the
stor
y.Li
on
caug
ht L
ion
in a
net
. M
ouse
le
t Mou
se g
o.
Hun
ters
he
lped
Lio
n to
get
free
.
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•re
ad a
ll pa
rts
of th
e qu
estio
n ca
refu
lly.
•sc
an th
e te
xt, l
ooki
ng fo
r the
ans
wer
to e
ach
part
of t
he q
uest
ion
sepa
rate
ly.
•w
hen
you
know
eac
h an
swer
, dra
w a
line
to jo
in u
p th
e in
form
atio
n.
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• BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 109
Unit 14BOOK BAND
GREEN
New Clothes for Alex/A Bun for BarneyMary Dickinson/Joyce Dunbar
Key text features
The texts continue to move towards traditional comprehension. The illustrations are supportive of, but not integral to, the text. There is a range of question types, most of which ask the children to write some slightly longer answers. The texts describe real-life situations. Although the main character in A Bun for Barney is a bear, his situation is one that children will relate to.
l The Teaching text is an extract from New Clothes for Alex by Mary Dickinson.
l The Practice text is A Bun for Barney taken from Barney the Bear by Joyce Dunbar.
Reading the Teaching text: New Clothes for Alex
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software. You can also download the Teaching text and questions for children to work from if you wish.
l Introduce the text by asking the children about their experience of buying clothes.
l Ask the children to predict what the story might be about from the title.– Can they tell you who might be in the story?– Can they tell you where the story might be set?
l Without showing the text, let the children listen to the audio.
l Show the children the text and read through it together.
l Talk about how to show the answer for the different question types.
l Most children should be able to do the activity independently.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l When did Alex start complaining?
l Do you think he looked carefully at all the clothes Mum showed him?
l Why do you think Mum wanted Alex to have some new clothes?
Reading the Practice text: A Bun for Barney
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 113 for the children to use independently or in pairs.
l Introduce the title of the story: A Bun for Barney.
l Explain that Barney the Bear has a bun and other creatures want some of it. Ask the children what they would do in that situation. Would they share the bun or keep it to themselves?
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110 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14 • BOOK BAND GREEN
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Was Barney looking forward to eating his bun?
l Can you remember the description of the bun from the text? Would you like a bun like that?
l Barney gave the wasp a cherry. Do you think the other wasps will leave him alone too? What do you think might happen?
Moving into writing
l Reread New Clothes for Alex.
l Ask the children to work in pairs to explore the dialogue in the story. Give them highlighters. Ask them to highlight Alex’s words in one colour and his mother’s words in another.
l Then, ask them to reread the extract as a playscript.
l Back together again, ask the children to tell you some words to describe Alex (e.g. grumpy, cross, angry) and some words to describe his mum (e.g. angry, fed up).
l Ask the children to choose one of the characters to write about. Ask them to explain why the character felt this way. Encourage the children to use words from your list in their writing. Remind them to use capital letters and full stops, and to remember finger spaces. They could write a diary entry written by one of the characters after the shopping day or add speech-bubble text to pictures of the characters.
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Unit 14 • BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 111
Listening Comprehension: Questions and Answers
Q1: Who are the characters in this story?
A1: Alex and his mother/Mum
Strategy: Ask the children to listen to the beginning of the audio to hear again the opening of the story and to raise their hands when something in the story tells them the answer to the question. Remind them that the answers to ‘Who’ questions are people or characters. Also remind them that questions are usually asked in the order in which the answers are found in the text.
Q2: What did Mum do that surprised Alex?
A2: She growled back at him.
Strategy: Ask the children to think about where in the text they are likely to find the answer. Listen again to that part of the text and ask the children to raise their hands when they hear the answer to the question. Remind them that the answer to ‘What’ questions will usually be found in the text and it will probably be an object or an action.
Q3: Did they find clothes that Alex liked? How do you know?
A3: No, because Alex would not look at any of the clothes. / Yes, because problems are usually solved in stories.
Strategy: Point out that this is a two-part question. The answer to a ‘Did’ question is usually either ‘Yes’ or ‘No’, but the second part is a ‘How’ question, which needs to be answered with an explanation.
Ask the children to think about where in the text they are likely to find the answer. Listen again to that part of the text and ask the children to raise their hands when they hear the answer to the question.
My Two Grannies – Floella Benjamin
The Sports Day – Nick Butterworth and Mick Inkpen
Poppy and Max and Too Many Muffins – Sally Grindley
Alfie and the Big Boys – Shirley Hughes
Big Bad Bun – Jeanne Willis
Extending reading
Use the Teaching text image (either on the modelling software or downloaded) to answer the following listening comprehension questions together.
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112 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14 • BOOK BAND GREEN
Teac
hing
text
: New
Clo
thes
for A
lex
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Alex
sai
d he
wan
ted
to g
o ho
me.
Why
? Ch
oose
on
e.Th
ere
wer
e to
o m
any
peop
le. ✓
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad a
ll th
e pa
rts
of th
e qu
estio
n ca
refu
lly.
•de
cide
whi
ch p
art o
f the
text
you
will
nee
d to
rere
ad to
find
the
answ
er.
•re
read
all
the
choi
ces
in th
e qu
estio
n ag
ain
and
tick
the
best
ans
wer
.
2.
Alex
gav
e hi
s m
othe
r his
ver
y fie
rce
mon
ster
st
are.
Wha
t did
she
do
next
?Sh
e gr
owle
d ba
ck a
t hi
m.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•sc
an th
e te
xt fo
r the
wor
ds “v
ery
fierc
e m
onst
er st
are”
and
car
eful
ly re
ad th
e ne
xt
sent
ence
s, th
inki
ng a
bout
the
answ
er.
3.
Whi
ch c
loth
es d
id M
um a
nd A
lex
look
at?
Ch
oose
thre
e.An
y th
ree
of T
-shi
rts,
swea
ters
, sho
es
or tr
ouse
rs.
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad a
ll th
e pa
rts
of th
e qu
estio
n ca
refu
lly.
•sc
an th
e te
xt, l
ooki
ng fo
r the
nam
es o
f clo
thes
.•
chec
k w
heth
er th
e cl
othe
s ar
e lis
ted
in th
e qu
estio
n.
4.
Wha
t was
in th
e la
st w
indo
w th
ey lo
oked
at?
Trou
sers
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•de
cide
whi
ch p
art o
f the
text
you
will
nee
d to
read
.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
•w
rite
the
answ
er.
5.
Did
Ale
x lik
e sh
oppi
ng fo
r clo
thes
? H
ow d
o yo
u kn
ow?
No.
He
wan
ted
to g
o ho
me.
/He
said
he
wou
ld
not w
ear t
he c
loth
es./
He
said
he
did
not l
ike
anyt
hing
.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•re
ad b
oth
part
s of
the
ques
tion
care
fully
. •
writ
e ‘y
es’ o
r ‘no
’ to
answ
er th
e fir
st p
art o
f the
que
stio
n.
•re
read
the
text
to fi
nd a
reas
on fo
r you
r ans
wer
.
6.
Do
you
thin
k Al
ex w
ill fi
nd c
loth
es h
e lik
es?
Expl
ain
your
ans
wer
.Ac
cept
an
answ
er
with
a re
ason
able
ex
plan
atio
n. E
.g.
Yes,
beca
use
stor
ies
have
hap
py e
ndin
gs.
No,
bec
ause
he
is n
ot
even
look
ing
at th
e cl
othe
s.
1eQ
uest
ion
focu
s: pr
edic
t wha
t mig
ht h
appe
n on
the
basi
s of w
hat h
as b
een
read
so fa
r.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
. Not
e th
at ‘d
o yo
u th
ink’
mea
ns th
at th
e an
swer
mig
ht n
ot
be in
the
text
.•
thin
k ab
out w
hat y
ou k
now
abo
ut A
lex
•re
read
the
text
aga
in, t
hink
ing
abou
t the
que
stio
n.•
writ
e ‘y
es’ o
r ‘no
’ fol
low
ed b
y an
exp
lana
tion.
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Unit 14 • BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 113
A Bun for Barney by Joyce DunbarBarney the Bear had a bun.It was an iced currant bun with five cherries on.Barney said, “An iced currant bun with five cherries on will go down nicely in my tum.” And he settled down to eat his bun.
But before he could take a bite a wasp came whizzing and buzzing.“Will you please go away,” said Barney, “and leave me to eat my bun.”
But the wasp buzzed louder and said, “Yes, if you give me a cherry.”So Barney gave the wasp a cherry.“Oh well,” he said with a sigh, “an iced currant bun with four cherries on is better than a bun with none.”
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114 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Unit 14 • BOOK BAND GREEN
A Bun for Barney
1 What was Barney’s bun like? Tick the best answer.
It was an iced bun.
It was a currant bun.
It was an iced currant bun with cherries on.
It was an iced bun with cherries on.
2 Barney settled down to eat his bun. What came whizzing and buzzing?
3 What did Barney do in this text? Tick three.
He settled down.
He ate a bun.
He ate a cherry.
He had a bun.
He asked a wasp to go away.
4 What did Barney give the wasp to make it go away?
Name: Date:
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 115
Unit 14 • BOOK BAND GREEN
5 Does Barney like buns? How do you know?
6 Do you think Barney will get to eat his bun? Explain your answer.
Name: Date:
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116 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 14 • BOOK BAND GREEN
Prac
tice
text
: A B
un fo
r Bar
ney
Crac
king
the
ques
tion
s
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Wha
t was
Bar
ney’
s Bu
n lik
e? T
ick
the
best
an
swer
.It
was
an
iced
cur
rant
bun
with
ch
errie
s on
. ✓1b
Que
stio
n fo
cus:
iden
tify/
expl
ain
key
aspe
cts o
f fict
ion,
such
as c
hara
cter
s, ev
ents
.Te
ll th
e ch
ildre
n to
:•
read
all
the
part
s of
the
ques
tion
care
fully
. •
deci
de w
hich
par
t of t
he te
xt y
ou w
ill n
eed
to re
ad to
find
the
answ
er.
•re
read
all
the
choi
ces
in th
e qu
estio
n ag
ain
and
tick
the
best
ans
wer
.
2.
Barn
ey s
ettle
d do
wn
to e
at h
is b
un. W
hat
cam
e w
hizz
ing
and
buzz
ing?
a w
asp
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•de
cide
whi
ch p
art o
f the
text
you
will
nee
d to
read
.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
3.
Wha
t did
Bar
ney
do in
this
text
? Ti
ck th
ree.
He
sett
led
dow
n. ✓
He
had
a bu
n. ✓
He
aske
d a
was
p to
go
away
. ✓
1cQ
uest
ion
focu
s: id
entif
y an
d ex
plai
n th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•ca
refu
lly re
ad a
ll th
e pa
rts
of th
e qu
estio
n.•
scan
the
text
, loo
king
for t
he a
ctio
ns n
amed
in th
e qu
estio
n.•
tick
each
act
ion
whe
n yo
u sp
ot it
.
4.
Wha
t did
Bar
ney
give
the
was
p to
mak
e it
go
aw
ay?
a ch
erry
1bQ
uest
ion
focu
s: id
entif
y/ex
plai
n ke
y as
pect
s of fi
ctio
n, su
ch a
s cha
ract
ers,
even
ts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•de
cide
whi
ch p
art o
f the
text
you
will
nee
d to
read
.•
find
info
rmat
ion
in th
e te
xt th
at w
ill h
elp
you
to a
nsw
er th
e qu
estio
n.
5.
Doe
s Ba
rney
like
bun
s? H
ow d
o yo
u kn
ow?
Yes.
He
said
it w
ould
go
dow
n ni
cely
in
his
tum
./He
wan
ted
to b
e le
ft
alon
e to
eat
it./H
e ga
ve th
e w
asp
a ch
erry
so
it w
ould
leav
e hi
m
alon
e to
eat
it.
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•re
ad b
oth
part
of t
he q
uest
ion
care
fully
. •
writ
e ‘y
es’ o
r ‘no
’ to
answ
er th
e fir
st p
art o
f the
que
stio
n.
•re
read
the
text
to fi
nd a
reas
on fo
r you
r ans
wer
.
6.
Do
you
thin
k Ba
rney
will
get
to e
at h
is b
un?
Expl
ain.
Acce
pt a
n an
swer
with
a
reas
onab
le e
xpla
natio
n. E
.g.
Yes,
beca
use
stor
ies
have
hap
py
endi
ngs.
No,
bec
ause
the
was
p m
ight
com
e ba
ck to
get
ano
ther
che
rry.
1eQ
uest
ion
focu
s: p
redi
ct w
hat m
ight
hap
pen
on th
e ba
sis o
f wha
t has
bee
n re
ad so
far.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly. N
ote
that
‘do
you
thin
k’ m
eans
that
the
answ
er m
ight
not
be
in th
e te
xt.
•th
ink
abou
t wha
t you
kno
w a
bout
Bar
ney
in th
is s
tory
.•
rere
ad th
e te
xt a
gain
, thi
nkin
g ab
out t
he q
uest
ion.
•w
rite
‘yes
’ or ‘
no’ f
ollo
wed
by
an e
xpla
natio
n.
452572_U14_Crack_Comp_2e_Y1.indd 116 06/03/19 5:10 PM
• BOOK BAND GREEN
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 117
Unit 15BOOK BAND
GREEN
Forest School/Summer Coat, Winter CoatCiaran Murtagh/Zoe Clarke
Key text features
Both texts are non-fiction and contribute to developing the children’s vocabulary and knowledge of the world.
l The Teaching text is Forest School by Ciaran Murtagh.
l The Practice text is Summer Coat, Winter Coat by Zoe Clarke.
Reading the Teaching text: Forest School
l Ask the children what they know about Forest School, if anything.– Do they go to Forest School/have they done it at school or another centre?
l Ask the children to think, pair, share some of the things they might find if they went for a walk outside (e.g. sticks, leaves, feathers, stones, snail shells, plants, minibeasts).
l Access a full-colour version of the Teaching text and questions on the Interactive Modelling Software for this unit. You can also download the Teaching text and questions for the children to work from if you wish.
l Share the text with the children and talk about the images. Can children identify what the children are doing in each picture? What might they be finding out?
l Work through the listening comprehension questions.
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l Which of the activities that the children in the text did would you most like to do? Why?
l Do you think children need special clothes to do Forest School?
l What other activities do you think children could do at Forest School? Why would these be fun?
Reading the Practice text: Summer Coat, Winter Coat
l Access the Practice text on the modelling software or download a version that the children can work from. The Practice text can also be photocopied from page 121 for the children to use independently or in pairs.
l Introduce the text by asking the children to tell you how their summer coats are different from their winter coats.
l Talk about animals’ coats. What does this mean? (E.g. hair, fur, feathers)– How might an animal’s summer coat be different from its winter one?
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118 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15 • BOOK BAND GREEN
Talk-about questions
Ask these questions after the children have completed the comprehension activities.
l What do animals’ winter coats need to do that summer coats don’t do?
l What can you tell about animals whose coats turn white for the winter?
l Do you think all animals have a different coat in winter? Why?
Moving into writing
l Ask the children to think about playtime.– What kinds of activities can they do?– Who is there to help them?– Who do they do the activities with?
l Revisit the Forest School text. Point out that the text is divided into short topics, each comprising one or two sentences.
l Let the children work with a response partner to practise saying some sentences for a text about playtime at your school.
l Ask the children to write a text, modelled on Forest School, about playtime at your school
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Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 119
Unit 15 • BOOK BAND GREEN
Listening Comprehension: Questions and Answers
Q1: Where might Forest Schools take place?
A1: Outside, in a garden, park, playground, wood or forest
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Q2: Why might you look inside an old tree trunk?
A2: To look for minibeasts
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Q3: What can we use to build a shelter?
A3: Sticks
Strategy: Ask the children whether they think the answer to the question is in the pictures or the writing. How do they know? Let them look and listen to find the answer to the question.
Toys from 100 Years Ago – Isabel Thomas
World Book Day – Anne Glennie
My Super Senses – Isabel Thomas
Flower Power – Judith Heneghan
Extending reading
Use the Teaching text images (either on the modelling software or downloaded) to answer the following listening comprehension questions together. The children will need to see the pictures while they listen to the audio or hear you read the text.
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120 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15 • BOOK BAND GREEN
Teac
hing
text
: For
est S
choo
l Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
Choo
se o
ne.
If
you
wan
t to
“get
clo
se to
nat
ure”
, you
hav
e to
:
□ g
o ou
tsid
e.
□
read
a b
ook.
□ g
o fo
r a d
rive.
□
st
ay in
side
.
go o
utsi
de. ✓
1aQ
uest
ion
focu
s: dr
aw o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
look
for t
he w
ords
“get
clo
se to
nat
ure”
and
car
eful
ly re
ad th
e se
nten
ce.
•lo
ok a
t the
cho
ices
in th
e qu
estio
n an
d de
cide
whi
ch o
ne is
bes
t.
2.
Who
tells
the
grou
p w
hat w
e ar
e go
ing
to b
e do
ing
toda
y?th
e le
ader
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t whe
re in
the
text
you
will
find
the
info
rmat
ion.
•ca
refu
lly re
ad th
e te
xt. W
rite
the
wor
ds fr
om th
e te
xt.
3.
Writ
e tw
o pl
aces
that
the
book
tells
you
to h
unt
for m
inib
east
s.Ac
cept
any
two
of:
•un
der s
tone
s•
unde
r lea
ves
•up
hig
h•
way
dow
n lo
w•
insi
de tr
ee tr
unks
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t whe
re in
the
text
you
will
look
for t
he in
form
atio
n.•
care
fully
read
the
text
. Writ
e tw
o pl
aces
from
the
text
.
4.
Wha
t is
the
first
thin
g to
do
whe
n yo
u he
lp to
bu
ild a
she
lter?
Clea
r som
e sp
ace.
1cQ
uest
ion
focu
s: id
entif
y th
e se
quen
ce o
f eve
nts i
n te
xts.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
w
ill lo
ok fo
r it.
•ca
refu
lly re
ad th
e te
xt. W
rite
the
wor
ds fr
om th
e te
xt.
5.
Why
mig
ht a
lead
er li
ght a
fire
? Ch
oose
one
.
□ t
o co
ok fo
od
□
to
look
nic
e
□ t
o ke
ep w
arm
□
to m
ake
light
to k
eep
war
m ✓
1dQ
uest
ion
focu
s: m
ake
infe
renc
es fr
om th
e te
xt.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t whe
re in
the
text
you
will
look
for t
he in
form
atio
n.•
care
fully
read
the
text
. Thi
nk a
bout
wha
t it t
ells
you.
•tic
k th
e bo
x th
at e
xpla
ins
the
info
rmat
ion
give
n in
the
text
.
6.
Mat
ch th
e to
ols
with
wha
t the
y he
lp u
s do
.
cutt
ers
ta
p
ham
mer
s sn
ap
poin
ted
stic
ks
dig
cutt
ers
ta
p
ham
mer
s sn
ap
poin
ted
stic
ks
dig
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t whe
re in
the
text
you
will
look
for t
he in
form
atio
n.•
care
fully
read
the
text
. Joi
n th
e to
ols
to th
eir a
ctio
ns.
452572_U15_Crack_Comp_2e_Y1.indd 120 06/03/19 5:09 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 121
Summer Coat, Winter Coat by Zoe ClarkeWhat’s the weather like outside?
If it’s cold and windy you will need a coat. Some animals have coats too, but they are not like yours.
Some animals change their coats when the seasons change. Just like you, they wear a different coat when it’s cold.
Some animals have coats that turn white in winter.
The Arctic fox and snowshoe hare both have brown summer coats.
Their white winter coats are thick and warm. This colour helps the fox and hare to stay safely hidden in the snow.
Unit 15 • BOOK BAND GREEN
Mountain goats have a short, hairy coat in the summer, which keeps them cool.
In the winter, their hair grows long and thick to keep them warm. In the spring, their long coat falls off.
A ptarmigan’s feathers change colour when the seasons change.
In winter, it grows a white feather coat on its body and feet. The thick feathers on its feet make a snow shoe. This helps the bird walk on snowy ground.
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122 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page
Unit 15 • BOOK BAND GREEN
Summer Coat, Winter Coat
Use the text and pictures to answer the questions.
1 “when the seasons change”
What is a season?
Tick one.
a nice place to visit
a time of year
something you do
something you see
2 When do animals wear a different coat?
3 Write two things about a mountain goat’s summer coat.
4 What colour is an Arctic fox’s coat before it turns white?
Name: Date:
452572_U15_Crack_Comp_2e_Y1.indd 122 06/03/19 5:09 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 You may photocopy this page 123
Unit 15 • BOOK BAND GREEN
5 Why do some animals grow a different coat in winter?
Tick one.
They want to look good.
They need to keep warm.
So they know it is winter.
6 Draw a line from each animal to show how their coats change in winter.
mountain goat fur goes white
Arctic fox gets feathery feet
ptarmigan hair gets long and thick
Name: Date:
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124 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Unit 15 • BOOK BAND GREEN
Prac
tice
text
: Sum
mer
Coa
t, W
inte
r Coa
t Cr
acki
ng th
e qu
esti
ons
Que
stio
nA
nsw
erFo
cus
Stra
tegy
1.
“whe
n th
e se
ason
s cha
nge”
W
hat i
s a
seas
on?
Ti
ck o
ne.
□ a
nic
e pl
ace
to v
isit
□ a
tim
e of
yea
r
□ s
omet
hing
you
do
□ s
omet
hing
you
see
a tim
e of
yea
r ✓1a
Que
stio
n fo
cus:
dra
w o
n kn
owle
dge
of v
ocab
ular
y to
und
erst
and
text
s.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
look
for t
he w
ords
“whe
n th
e se
ason
s cha
nge”
.•
care
fully
read
the
sent
ence
with
the
wor
ds.
•lo
ok a
t the
cho
ices
in th
e qu
estio
n an
d de
cide
whi
ch o
ne is
bes
t.
2.
Whe
n do
ani
mal
s w
ear a
diff
eren
t coa
t?“w
hen
it is
col
d”Al
so a
ccep
t:•
whe
n it
is h
ot
1bQ
uest
ion
focu
s: e
xpla
in k
ey a
spec
ts o
f non
-fict
ion
text
s, su
ch a
s titl
es a
nd in
form
atio
n.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
thin
k ab
out t
he in
form
atio
n yo
u w
ill n
eed
to fi
nd. T
hink
abo
ut w
here
in th
e te
xt y
ou
will
look
for t
he in
form
atio
n.•
care
fully
read
the
text
and
thin
k ab
out w
hat i
t tel
ls yo
u.•
writ
e th
e w
ords
from
the
text
.
3.
Writ
e tw
o th
ings
abo
ut a
mou
ntai
n go
at’s
su
mm
er c
oat.
Acce
pt a
ny tw
o of
:•
It is
sho
rt.
•It
is h
airy
.•
It k
eeps
them
coo
l.
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
w
ill lo
ok fo
r the
info
rmat
ion.
•ca
refu
lly re
ad th
e te
xt a
nd th
ink
abou
t wha
t it t
ells
you.
•w
rite
the
wor
ds fr
om th
e te
xt. D
on’t
forg
et to
writ
e tw
o th
ings
.
4.
Wha
t col
our i
s an
Arc
tic fo
x’s
coat
bef
ore
it tu
rns
whi
te?
brow
n1c
Que
stio
n fo
cus:
iden
tify
the
sequ
ence
of e
vent
s in
text
s.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
thin
k ab
out t
he in
form
atio
n yo
u w
ill n
eed
to fi
nd. T
hink
abo
ut w
here
in th
e te
xt y
ou
will
look
for t
he in
form
atio
n.•
care
fully
read
the
text
and
thin
k ab
out w
hat i
t tel
ls yo
u.•
writ
e th
e w
ords
from
the
text
.
5.
Why
do
som
e an
imal
s gr
ow a
diff
eren
t coa
t in
win
ter?
Ti
ck o
ne.
□ T
hey
wan
t to
look
goo
d.
□ T
hey
need
to k
eep
war
m.
□ S
o th
ey k
now
it is
win
ter.
They
nee
d to
kee
p w
arm
. ✓1d
Que
stio
n fo
cus:
mak
e in
fere
nces
from
the
text
.Te
ll th
e ch
ildre
n to
:•
read
the
ques
tion
care
fully
.•
thin
k ab
out t
he in
form
atio
n yo
u w
ill n
eed
to fi
nd. T
hink
abo
ut w
here
in th
e te
xt y
ou
will
look
for t
he in
form
atio
n.•
care
fully
read
the
text
and
thin
k ab
out w
hat i
t tel
ls yo
u.•
tick
the
info
rmat
ion
that
exp
lain
s th
e in
form
atio
n gi
ven
in th
e te
xt.
452572_U15_Crack_Comp_2e_Y1.indd 124 06/03/19 5:09 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 125
Unit 15 • BOOK BAND GREEN
6.
Dra
w o
ne li
ne fr
om e
ach
anim
al to
sho
w h
ow
thei
r coa
ts c
hang
e in
win
ter.
m
ount
ain
goat
fu
r goe
s w
hite
Ar
ctic
fox
gets
feat
hery
feet
pt
arm
igan
ha
ir ge
ts lo
ng a
nd th
ick
mou
ntai
n go
at
fur g
oes
whi
te
Arct
ic fo
x ge
ts fe
athe
ry
feet
ptar
mig
an
hair
gets
long
an
d th
ick
1bQ
uest
ion
focu
s: id
entif
y ke
y as
pect
s of n
on-fi
ctio
n te
xts,
such
as t
itles
and
info
rmat
ion.
Tell
the
child
ren
to:
•re
ad th
e qu
estio
n ca
refu
lly.
•th
ink
abou
t the
info
rmat
ion
you
will
nee
d to
find
. Thi
nk a
bout
whe
re in
the
text
you
will
fin
d it.
•ca
refu
lly re
ad th
e te
xt. T
hink
abo
ut w
hat i
t tel
ls yo
u.•
join
the
anim
als
to h
ow th
eir c
oats
cha
nge.
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126 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
Assessment Task A
Farm Animals
Teacher notes: Assessment Task A
Use the information below to identify whether each child is working at the expected standard for Year 1 Term 1. Children working at this standard should:
l be secure when reading words using Letter and Sounds phase 2 and 3 digraphs and trigraphs
l be reading Yellow Book Banded reading books (or higher)
l be confident enough with reading the words that they can begin to pay attention to the meaning
l have experiences of reading books with a range of purposes (including stories and non-fiction) and written in a range of styles.
Assessment guidance
Typically, children working at the expected standard will:
l know that some texts tell stories and others give information
l answer questions about the information on a page
l answer ‘how’ and ‘why’ questions when the answer is clear
l use the title of a non-fiction text to make predictions of what it might be about.
Use the list below to identify the content domains that the children are working on in this task.
identify/ explain key aspects of fiction and non-fiction texts such as characters, events, titles and information 1b
predict what might happen on the basis of what has happened so far 1e
Introducing the text
Tell the children they are going to read some information about farm animals.
l Discuss whether they think this text will be a story. Talk about their expectations. Ensure they understand what “information” means and how it is different from a story.– Children who are working below the expected standard may need more experience of reading and looking
at fiction and non-fiction books.– Children who are working at greater depth within the expected standard may be able to talk about text
features they might expect in a non-fiction text.
l Think, pair, share experiences and knowledge about farm animals.
l Together, make a list of farm animals. Ask the children to name four animals they think might be in a text about farm animals.
452572_AA_Crack_Comp_2e_Y1.indd 126 06/03/19 5:03 PM
Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019 127
Assessment Task A • FARM ANIMALS
Reading the text
l Begin with a shared reading of the text, introducing some of the text features and explaining how to read captions and labels. Talk about the function of the arrows pointing from the text to the picture.
l Let the children read the text to a response partner.
l Ask the children if there were any words they didn’t know before they read the text.– All of the words in this text should be decodable by children who are reading securely at phase 3.– Children who are working below the expected standard may not be able to decode the less familiar words.– Those who are working at greater depth within the expected standard may be able to suggest new labels
they could write for these animals.
Talking about the text
l Compare the children’s predictions about which animals might be in the text to the reality of the text.
l Ask the children to look at the picture of two of the animals. Ask them to tell you something that is the same about them and something that is different.
l Ask the children questions about the text, such as the following.– Which animal stays with the farmer at night? Where do you think it sleeps? Why?– Which animals have hooves? How do you know?– Which animal has a coat of wool? How do you know?
l Ask response partners to talk about the text and to ask each other questions.
l Ask the children whether there was anything they didn’t understand.– Children who are working below the expected standard may not be able to respond to questions about
what they have read, even if they can repeat the words.
Answering the written questions
Distribute copies of the text and the task sheet. Ask the children to write their names.
Tell the children that you will all answer the questions together. You will tell them what they need to do and then they can have a go. Emphasise that they are allowed to use words and information from the text in their answer.
1. This is a .
Draw lines from the label to the part of the animal. (1b)
Ask the children to write the name of the animal on the line.
They should then read the labels and draw lines joining the words to the correct part of the animal. Remind them to look at the text to find the information they need.
Children who are working below the expected standard may need additional help to locate the name of the animal on the page. See whether they can finish the sentence orally and tell you what each of the labels refers to.
2. Tick the animal that has wool for its coat. (1b)
Read the question aloud to the children and model finding and recording the information requested.
Children who are working below the expected standard may need additional help to find the information requested on the page. Point out the emboldened text. Can they read it? Can they match it to words in the non-fiction text? Can they answer the questions orally?
3. Tick the animal that has an udder. (1b)
Ask the children to work independently to answer the question.
Children who are working below the expected standard may need additional help to find the information requested on the page. Point out the emboldened text. Can they read it? Can they match it to words in the non-fiction text? Can they answer the questions orally?
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Assessment Task A • FARM ANIMALS
4. Tick the animal that can run and bark. (1b)
Ask the children to work independently to answer the question.
Children who are working below the expected standard may need additional help to find the information requested on the page. Point out the emboldened text. Can they read it? Can they match it to words in the non-fiction text? Can they answer the questions orally?
5. Draw lines to show where the animals spend the night. (1b)
Read the whole question to the children. Together, model and complete the box on the left, joining the animals to the place they spend the night.
Ask the children to complete the right-hand box themselves.
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Sheep GoatSheep have coats of wool. Goats go maaa.
They go into a pen at night. They go into a shed at night.
Dog CowDogs can run and bark. Cows go moo.
They are with the farmer at night. They go to the barn at night.
It has a short tail.
It has a tail.
This is a hoof.
It has a beard.
It has horns.
It has ears. It has ears.
It has ears.
It has four legs. It has a tail. This is an udder. This is a hoof.
It has wool on its legs.
Assessment Task A • FARM ANIMALS
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Assessment Task A • FARM ANIMALS
Read the text, then answer the questions.
1 This is a .
Draw lines from the label to the part of the animal.
2 Tick the animal that has wool for its coat.
3 Tick the animal that has an udder.
beard
horn
hoof
Name: Date:
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4 Tick the animal that can run and bark.
5 Draw lines to show where the animals spend the night.
in a shed
in a pen
with the farmer
in a barn
Assessment Task A • FARM ANIMALS
Name: Date:
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Assessment Task B •
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Assessment Task B
Martha’s Night
Teacher notes: Assessment Task B
Use the information below to identify whether each child is working at the expected standard for Year 1 Term 2. Children working at this standard should:
l be secure when reading words using Letter and Sounds phases 2, 3 and 4 graphemes and be developing some knowledge and skills in phase 5
l be confident in reading Blue Book Banded reading books (or higher)
l with support, know when meaning has been lost and reread the text to repair understanding when asked to do so
l be confident enough with reading the words that they can pay increased attention to the meaning
l have experiences of reading texts with a range of purposes (including stories and non-fiction) and written in a range of styles. They can talk about what they like about a text.
Assessment guidance
Typically, children working at the expected standard will be able to:
l know that events are linked in a story
l find specific pieces of information in response to questions
l answer ‘how’ and ‘why’ questions when the answer is clear
l know whether an event happened before or after another event
l answer simple ‘how’ or ‘why’ questions that explore a character’s motivations and feelings.
Use the list below to identify the content domains that the children are working on in this task.
identify/explain key aspects of fiction and non-fiction texts such as characters, events, titles and information 1b
make inferences from the text 1d
Introducing the text
Tell the children they are going to read a story about a little girl who is camping in her garden.
l Discuss the children’s experiences and knowledge of camping. Have any of them ever been inside a tent?
l Think, pair, share experiences or knowledge of tents, dens and other temporary structures.– Children who are working below the expected standard may need support to stay on topic and to limit their
conversations to tents and camping.– Those who are working at greater depth within the expected standard may be able to predict the kinds of
events that might happen in a story about camping.
Reading the text
l Begin with a shared reading of the text, introducing the characters and vocabulary, and clarifying the relationship between the pictures and the texts.
l Let the children read the text to a response partner.
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l Ask the children if there were any words they didn’t know before they read the text.– All of the words in this text should be decodable by children who are reading securely at phase 4.– Children who are working below the expected standard may not be able to decode the less familiar words,
nor read all of the common exception words.– Those who are working at greater depth within the expected standard may be able to reproduce and spell
some of these trickier words.
Talking about the text
l Compare the children’s predictions about what might happen with the events in the story.
l Ask the children to look at the first picture and the last picture and tell you what has changed. Can some of them also tell you what happened in between these pictures?
l Ask the children questions about the text, such as the following.– Do you think this story takes place in summer or winter? Why?– Do you think Martha was looking forward to sleeping in the tent at the beginning of the story?
l Ask response partners to talk about the text and to ask each other questions.
l Ask the children whether there was anything they didn’t understand.– Children who are working below the expected standard may not be able to respond to the story as a whole;
they may only be able to talk about each individual frame of the story.– Children who working at greater depth within the expected standard may be able to use the pictures to retell the
story to each other, perhaps adding in extra details.
Answering the written questions
Distribute copies of the text and the task sheet. Ask children to write their names.
Draw their attention to question 4. Explain that they need to join the dots to show the beginning and end of sentences about the text.
Tell the children that they can try as much of the task as they feel able to. Emphasise that they are allowed to use words and information from the text in their answers.
1. Dad and Martha went to sleep in a . (1b)
Write the word from the text to finish the sentence.
Children who are working below the expected standard may need additional help to locate the word ‘tent’ on the page. See whether they can finish the sentence orally, using just the pictures.
Children who are working at greater depth within the expected standard may be able to write the word from memory, segmenting it to spell. Encourage them to check the spelling with the word on the page.
2. In the night, Martha felt a on her . (1b)
Write two words from the text to finish the sentence.
Children who are working below the expected standard may need additional help to locate the words ‘drip’ and ‘hand’ on the page. See whether they can finish the sentence orally, using just the pictures.
Children who are working at greater depth within the expected standard may be able to write the words from memory, segmenting them to spell. Encourage them to check the spelling with the word on the page
3. Tip was Martha’s . Pickles was Martha’s . (1b)
Write two words from the text. These exact sentences are not in the text, and nor are they adjacent to each other, so the question is slightly more stretching.
Children who are working below the expected standard may need support in relating the sentences in the question to those in the text.
Children who are working at greater depth within the expected standard may be ready to be taught to scan the text for the names of the animals.
Assessment Task B • MARTHA’S NIGHT
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Assessment Task B • MARTHA’S NIGHT
4. Join the dots. (1b)
Join the dots to complete the sentences. The information is found in three different chunks of text.
Children who are working below the expected standard may need support in tackling this question, both in terms of its layout and the reading required. Support them with finding one piece of information at a time.
Children who are working at greater depth within the expected standard may be quickly able to locate the passages of text they will need to read in order to find the answer.
5. In the end, Martha went to get into her bed because . (1d)
Finish the sentence using information from the text. This question may stretch many children because it requires a level of inferential thought but, more importantly, it needs the children to identify information and then organise their thoughts into a sentence.
Children who are working below the expected standard may need support in tackling this question. They may be able to demonstrate understanding orally but there may be some difficulty in organising the words to make a sentence.
Children who are working at the expected standard may need to work with a response partner to agree the way they want to word the sentence.
Children who are working at greater depth within the expected standard may be quickly able to locate the information in the text and then reshape it in their answer.
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Assessment Task B • MARTHA’S NIGHT
“It will be hot tonight,” said Dad. “Let’s sleep in a tent.”
Martha said, “But I think there will be a storm.”
“No,” said Dad. So they put up the tent.
In the night, Martha felt a drip on her hand. She got up and went out of the tent. There was a storm and it was raining. Her feet got wet.
Martha felt a scratch on her left leg. She bent down. It was Tip, the cat.
She felt a peck on her right leg. It was Pickles, the chicken. “Ow, Pickles. That hurt!” she said.
Martha’s Night
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Assessment Task B • MARTHA’S NIGHT
Then she trod on a stick. It had a thorn on it. Her foot began to bleed.
“I will not sleep the rest of the night in the garden,” she said. “It is too wet and there are things that hurt me. I am going to get into my bed.”
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Assessment Task B • MARTHA’S NIGHT
Name: Date:
Read the text, then answer the questions.
1 Dad and Martha went to sleep in a .
2 In the night, Martha felt a
on her .
3 Tip was Martha’s . Pickles was
Martha’s .
4 Draw lines to show what happened.
Tip hurt Martha’s • • foot.
Pickles hurt Martha’s • • right leg.
The thorn hurt Martha’s • • left leg.
5 In the end, Martha went to get into her bed because
.
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Assessment Task C
Are You New to Newts?
Teacher notes: Assessment Task C
Use the information below to identify whether each child is working at the expected standard for Year 1 Term 3. Children working at this standard should:
l read accurately by blending sounds in words containing grapheme-phoneme correspondences that have been taught
l be confident in reading Green or Orange Book Banded reading books (or higher)
l be able to make simple inferences and predictions based on what they have read
l be able to self-monitor when reading to show awareness that what they have read doesn’t make sense, and reread the text to correct the error
l be able to talk about texts with a range of purposes (including stories and non-fiction) and written in a range of styles. They can talk about what they like and dislike about a text.
Assessment guidance
Typically, children working at the expected standard will be able to:
l find specific pieces of information in response to questions, even when the information is presented in different formats
l explain their understanding of a text clearly
l refer to the text to recite the main points in sequence
l link events in a text and answer questions about the order of events.
Use the list below to identify the content domains that the children are working on in this task.
identify/explain key aspects of fiction and non-fiction texts such as characters, events, titles and information 1b
identify and explain the sequence of events in texts 1c
Introducing the text
Tell the children they are going to read an information text called Are You New to Newts?
l Discuss the children’s prior knowledge of newts. Do any of them know what a newt is? Show them images from the text or from other non-fiction sources (such as a book or the internet).
l Ask them what kind of information they would expect in a text called Are You New to Newts?– Children who are working below the expected standard may need support in distinguishing between stories
and information texts.– Those who are working at greater depth within the expected standard may be able to predict the kinds of
information the text might contain.
l Think, pair, share words to describe the newts they are shown.
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Assessment Task C • ARE YOU NEW TO NEWTS?
Reading the text
l Begin with a shared reading of the text, introducing the layout. Discuss the headings and talk about how they can help you to find information quickly. If the children are unfamiliar with diagrams to show life cycles, explain what they represent.
l Let the children read the text to a response partner.
l Ask the children if there were any words they didn’t know before they read the text.– All of the words in this text should be decodable by children who are reading securely at phase 5.– Children who are working below the expected standard may not be able to decode the less familiar words,
nor read all of the common exception words.– Those who are working at greater depth within the expected standard may be able to blend and read some
of the less familiar words.
Talking about the text
l Compare the children’s predictions about what might be included in the text with the information given. Were their predictions accurate?
l Ask the children questions about the text, such as the following.– How are newts and frogs the same? How are they different?– Where do newts live in the summer? Why do they need to be in water in the summer?– Where do newts live in the autumn? What do they eat?– Why do you think all the headings are questions?
l Ask response partners to talk about the text and to ask each other questions.
l Ask the children whether there was anything they didn’t understand.– Children who are working below the expected standard may not be able to respond to the text as a whole,
and may not make links between different pieces of information.– Children who are working at greater depth within the expected standard may be able to use the headings
to move swiftly around the text to find answers and ask their own questions.
Answering the written questions
Distribute copies of the text and the task sheet. Ask children to write their names.
You should use your professional judgement to determine which of the children should work independently, who might work in pairs and who you want to work with as a guided group.
Look together at the task sheet and talk about how they should answer each of the questions.
l Questions 1 and 2 need single-word answers.
l Questions 3 and 4 need to have a box ticked.
l Questions 5 and 6 need a few words or a short sentence.
Tell the children that they can try as much of the task as they feel able to. Emphasise that they should use words and information from the text in their answers.
1. Which animal do newts look like? (1b)
Children who are working below the expected standard may need additional help to understand which part of the text to look at. Remind them that most questions are in the same order as the text.
Children who are working at greater depth within the expected standard may be able to write the word from memory, segmenting it to spell. Encourage them to check the spelling with the word on the page.
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Assessment Task C • ARE YOU NEW TO NEWTS?
2. When do newts come out to eat? (1b)
Write the word from the text to answer the question.
Children who are working below the expected standard may need additional help to understand which part of the text to look at. Remind them that most questions are in the same order as the text.
Children who are working at greater depth within the expected standard may be able to write the answer from memory. Encourage them to check their answer with the text.
3. How do newts keep their eggs safe? Tick one. (1b)
Reread the text, reread all the options, then tick a box.
Children who are working below the expected standard may need support in reading some of the words in the options. They may be confused by having different options to choose from. Show them how to read the text first, then compare the information they have just read with the options.
Children who are working at greater depth within the expected standard may easily find the relevant information by looking at the headings and remembering which option to choose.
4. In this text, what is a larva? Tick one. (1b)
This question is about developing vocabulary. The children should look for the word “larva” in the text, reread all the options and tick a box.
Children who are working below the expected standard may need support in learning to scan for a word. Teach them to look for a pattern of letters in the word.
Children who are working at greater depth within the expected standard may be quickly able to scan the text, locate the word and understand its meaning.
5. Look at the life cycle. What happens after the adult newt? (1c)
The question expects an answer that is more than one word, but isn’t necessarily a full sentence. There are several different possible answers to the question. The children are asked to find information in a diagram and record their answer in a linear text.
Children who are working below the expected standard may need support in tackling this question. First check that they understand how to read the life cycle. Then ask them to work orally to find the answer to the question. They may need help in phrasing their answer.
Children who are working at the expected standard may need to work with a response partner to agree the way they want to word their answer.
Children who are working at greater depth within the expected standard may be quickly able to locate the information in the text and then independently reshape it in their answer.
6. Write one way in which an adult newt is different from a newly hatched newt. (1c)
The question expects an answer that is more than one word, but isn’t necessarily a full sentence. There are several different possible answers to the question. The children are asked to find information, then organise their ideas to reword and record their answer.
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Assessment Task C • ARE YOU NEW TO NEWTS?
Children who are working below the expected standard may need support in tackling this question. They may be able to demonstrate understanding orally but there may be some difficulty in organising the words to make a sentence.
Children who are working at the expected standard may need to work with a response partner to agree the way they want to word the sentence.
Children who are working at greater depth within the expected standard may be quickly able to locate the information in the text and then reshape it in their answer.
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Assessment Task C • ARE YOU NEW TO NEWTS?
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Are You New to Newts?You have probably seen a frog, but have you ever seen a newt? They look a bit like little dragons.
Where do newts live?In the summer, newts live in ponds. For the rest of the year, they live under logs and rocks. Newts rest in the daylight and come out at night to eat.
What do newts eat?Newts eat animals that are smaller than they are, such as insects and worms. In the summer, they also eat frog tadpoles.
How are newts born?A newt lays two or three eggs every day in the summer, until it has laid about 200 eggs. They lay their eggs in pond water. They wrap each egg up in a leaf to keep it safe.
How do newts grow?A newly hatched larva has a head like the adult newt, but its body looks more like a tadpole. As the larva grows, its arms and legs appear and the fin on its tail starts to disappear.
Life cycle of a newt
adult newt
growing larva
a newly hatched larva
a newt egg
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Read the text, then answer the questions.
1 Which animal do newts look like?
2 When do newts come out to eat?
3 How do newts keep their eggs safe? Tick one.
They sit on their eggs to keep them warm.
They lay their eggs in mud at the bottom of ponds.
They wrap each of their eggs in its own leaf.
They lay their eggs in jelly so animals won’t like the taste.
4 In this text, what is a larva? Tick one.
a caterpillar a young insect
a young frog a young newt
Assessment Task C • ARE YOU NEW TO NEWTS?
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Assessment Task C • ARE YOU NEW TO NEWTS?
5 Look at the life cycle. What happens after the adult newt?
6 Write one way in which an adult newt is different from a newly hatched newt.
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Answers
✓
✓
✓
Children should be awarded 1 mark for each question answered correctly.
Assessment Task A: Farm Animals 1. Lines should be drawn to show:
beard
horn
hoof
2.
3.
4.
5.
in a shed
in a pen
with the farmer
in a barn
Assessment Task B: Martha’s Night1. Dad and Martha went to sleep in a tent.
2. In the night, Martha felt a drip on her hand.
3. Tip was Martha’s cat. Pickles was Martha’s chicken.
4. Join the dots.
Tip hurt Martha’s • • foot.
Pickles hurt Martha’s • • right leg.
The thorn hurt Martha’s • • left leg.
5. In the end Martha went to get into her bed because:
it was too wet and there were things that hurt her.
she couldn’t sleep.
or something similar.
Assessment Task C: Are you New to Newts?
1. dragons
2. at night/night time
3. They wrap each of their eggs in its own leaf. ✓
4. a young newt ✓
5. Answers should acknowledge that adult newts lay eggs and the life cycle begins again.
6. Answers may include: it is bigger, it has legs, it has a longer body, it has scales, it is thicker. Award marks for those suggestions that make sense where the children have looked closely at the life cycle image.
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CONTENT DOMAIN COVERAGE
Reference Description National Curriculum content domain1a draw on knowledge of vocabulary to understand
texts2a – drawing on what they already know or on background information and vocabulary [provided by the teacher]
1b identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
4 – explain clearly their understanding of what is read [to them]
2b – retrieving and recording information and identifying key details from fiction and non-fiction
1c identify and explain the sequence of events in texts 2c – discussing the significance of the title and events
1d make inferences from the text 2d – making inferences on the basis of what is being said and done
1e predict what might happen on the basis of what has been read so far
2e – predicting what might happen on the basis of what has been read so far
Unit Letters and Sounds Phase Book Band Features1
2
3
1
2
3 – developing
Lilac Pink Pink
‘Look and Listen’
These texts teach the comprehension skills of finding information, sequencing and predicting without requiring children to read.
(Content domains 1b, 1c and 1e)
4
5
6
3 – secure
4 – developing
Red Children select simple sentences to match a picture.
(Content domains 1a, 1b and 1d)
7
8
9
4 – secure
5 – developing
Yellow Appropriate text with one-word or multiple choice answers.
(Content domains 1a, 1b, 1c and 1d)
10
11
Blue Appropriate text with multiple choice and short answer questions (content domain 1b)
12
13
14
15
5 – secure Green Appropriate text with a range of layouts for short-answer questions
(Content domains 1a, 1b, 1c, 1d and 1e)
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Teach and Practice
Look and Listen Book Band Red Book Band Yellow
Content domain Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
The
Gin
gerb
read
Man
(Tea
chin
g te
xt)
The
Thre
e Bi
lly G
oats
Gru
ff (P
ract
ice
text
)
Sam
and
Mis
ty (T
each
ing
text
)
Cat a
nd M
ouse
(Pra
ctic
e te
xt)
Very
Litt
le R
apun
zel (
Teac
hing
text
)
Bal P
uts
His
Sho
es O
n (P
ract
ice
text
)
Zack
’s M
oon
(Tea
chin
g te
xt)
Tess
’s P
ool (
Prac
tice
text
)
The
Farm
yard
(Tea
chin
g te
xt)
Tim
’s V
an (P
ract
ice
text
)
Wha
t Can
You
See
by
the
Sea?
(Tea
chin
g te
xt)
How
Doe
s It
Fee
l? (P
ract
ice
text
)
The
Sick
Dra
gon
(Tea
chin
g te
xt)
Skip
and
the
Shar
k (P
ract
ice
text
)
The
Sun
and
the
Star
s (T
each
ing
text
)
Men
on
the
Moo
n (P
ract
ice
text
)
Nig
ht T
rave
ls (T
each
ing
text
)
Gol
dilo
cks
and
the
Thre
e Be
ars
(Pra
ctic
e te
xt)
1a draw on knowledge of vocabulary to understand texts
✓ ✓ ✓ ✓ ✓ ✓
1b identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
1c identify and explain the sequence of events in texts
✓ ✓ ✓ ✓
1d make inferences from the text
✓ ✓ ✓ ✓ ✓ ✓
1e predict what might happen on the basis of what has been read so far
✓ ✓
CONTENT DOMAIN COVERAGE
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148 Cracking Comprehension Year 1 Teaching and Assessment Guide © Rising Stars UK Ltd 2019
CONTENT DOMAIN COVERAGE
Assessment TasksBook Band Blue Book Band Green
Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 A B C
Nor
th P
ole,
Sou
th P
ole
(Tea
chin
g te
xt)
Our
Tea
m (P
ract
ice
text
)
My
Big
Band
(Tea
chin
g te
xt)
Ther
e’s
a W
ise
Old
Ow
l (Pr
actic
e te
xt)
Min
ibea
sts
in th
e G
arde
n or
Par
k (T
each
ing
text
)
Min
ibea
sts
in th
e Po
nd (P
ract
ice
text
)
Lion
’s L
unch
(Tea
chin
g te
xt)
The
Lion
and
the
Mou
se (P
ract
ice
text
)
New
Clo
thes
for A
lex
(Tea
chin
g te
xt)
A Bu
n fo
r Bar
ney
(Pra
ctic
e te
xt)
Fore
st S
choo
l (Te
achi
ng te
xt)
Sum
mer
Coa
t, W
inte
r Coa
t (Pr
actic
e te
xt)
Farm
Ani
mal
s
Mar
tha’
s N
ight
Are
You
New
to N
ewts
?
✓ ✓ ✓ ✓ ✓ 1a
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1b
✓ ✓ ✓ ✓ ✓ ✓ ✓ 1c
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 1d
✓ ✓ ✓ 1e
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Notes
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Notes
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Notes
452572_ANS_Crack_Comp_2e_Y1.indd 151 06/03/19 5:02 PM
AcknowledgementsThe Publishers would like to thank the following for permission to reproduce copyright material.
Text acknowledgementsP22 Very Little Rapunzel by Teresa Heapy, illustrated by Sue Heap. Published by Red Fox. Reprinted by permission of The Random House Group Limited. © 2017; p27 Bal Puts His Shoes On by Zoe Clarke; p45 What Can You See by the Sea? by Lou Kuenzler; p49 How Does It Feel? By Simon Mugford; p69 Night Travels by Joe Berger reproduced by permission of David Higham Associates; p73 Goldilocks and the Three Bears by Abigail Flint; p77 North Pole, South Pole by Pip Jones (Copyright © Pip Jones, 2016) Reproduced by permission of A M Heath & Co. Ltd. Authors’ Agents.; p81 Our Team by Simon Mugford; p85 My Big Band by Tony Mitton by permissions of David Higham Associates; p109 New Clothes for Alex by Mary Dickinson with the permission of the author; p113 A Bun for Barney by Joyce Dunbar. Reproduced by permission of The Agency (London) Ltd © Joyce Dunbar, 1987.; p117 Forest School by Ciaran Murtagh; p121 Summer Coat, Winter Coat by Zoe Clarke.
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ISBN: 978 1 5104 5257 2
Text, design and layout © 2019 Rising Stars UK LtdFirst published in 2019 by Rising Stars UK Ltd Rising Stars UK Ltd, part of the Hodder Education Group, An Hachette UK Company Carmelite House50 Victoria EmbankmentLondon EC4Y 0DZ
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Impression number 10 9 8 7 6 5 4 3 2 1 Year 2022 2021 2020 2019
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Author: Kate RuttlePublisher: Laura WhiteCover and text design: Helen TownsonIllustrations by Emily SkinnerEditorial: Rachel Nickolds, Kirsty Taylor, Becca Law, Jennie Clifford, Estelle Lloyd
Typesetting: Aptara Inc. Printed in the United KingdomA catalogue record for this title is available from the British Library.
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