Sample from Cracking Comprehension Year 5 Pupil Assessment...

30

Task 7Teacher notes: By the River

Curriculum references: Years 5–6 Programme of Study – Reading ComprehensionChildren should maintain positive attitudes to reading and understanding of what they read by:

• learning a wider range of poetry by heart• preparing poems and plays to read aloud and to perform, showing understanding through intonation,

tone and volume so that the meaning is clear to an audience

Children should discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

Children should participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

Children should provide reasoned justifications for their views

Running the taskThis task assesses children’s ability to make inferences from the text and justify these with evidence (2MI1 and 2MI2), as well as their understanding of the writer’s use of language and its impact on the reader at word, sentence and text level (2LfE1 and 2LfE2).

• Explain that children will be looking at a poem called ‘By the River’. Can they predict what the poem will be about from the title? Ask for suggestions (2MI3).

• Read out the poem aloud. In pairs, children talk about whether their predictions were right. Check their understanding of the terms used, e.g. ‘jenny wren’.

• Ask children to close their eyes and imagine the scene while you re-read the poem. Allow time to discuss what they think it was like by the river.

• Briefly discuss whether they enjoyed listening to the poem being read aloud, and ask them to explain why they felt the way they did. Did closing their eyes help? What is it about the poem that appeals to them, or not?

• Allow children time to learn the poem and perform it when they have finished the task. Discuss what helps them to learn it, and what strategies they used.

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

2LfE1 and 2LfE2 2MI1, 2MI2 and 2MI3Typically children working at the expected standard will:• identify and/or comment on the writers’ use of specific

words or phrases e.g. ‘mumbling ‘ and ‘fumbling’ remind you of the sort of noise bees make

• discuss and evaluate how writers use words, phrases and language features to have an impact on the reader, at word, sentence and text level

Typically children working at the expected standard will:• make straightforward inferences from the text, e.g. he

closes his eyes to go to sleep because he has made a pillow out of his coat

• make inferences based on the evidence from different points and justify with evidence from the text, e.g. it’s summer because there are bees and grasshoppers

• predict what might happen from details stated and implied (above)

26177 CC YEAR 5 Assessment Tasks REPRINT NOV 2014.indd 30 19/11/2014 10:18

Sample from Cracking Comprehension Year 5 Pupil Assessment Tasks

31

Task 7Teacher notes: By the River

What to expect

(2Ml2)

(2Ml2)

(2LfE1)

(2LfE2)

(2LfE2)

(2Ml1)

(2LfE2)

1. In which season is the poem set? Give two examples from the poem to support your answer.

Children should understand that it is summer. The most obvious clues are probably the insects. Children may also refer to the strawberries and cream as a summer treat and the fact that he is lying outside near a river also indicates warm weather. More able children will be able to give more than one indication of the season, while others may refer to one idea only.

2. Why do you think the narrator closes his eyes? Less able readers may suggest that he is going to go to sleep. More able readers may

suggest that he wants to concentrate on enjoying the moment – the sounds and the sensations of summer.

3. Choose five words which describe sounds in the poem and say why they help you to imagine the sound and the thing making it.

Children may explain that these words echo the sounds. More able readers may be able to refer to onomatopoeia and how poets use this to create specific effects.

4. Explain why you think the poet uses the words ‘branches’, ‘twitching’, ‘scratching’ and ‘itchy’ in verse 3?

Most children will explain that these words echo the noise the creatures make. More able readers may identify the repeated ’ch’ and refer to onomatopoeia and how poets use this to create specific effects.

5. The poet uses two similes in the poem. What are they and why does he use them? Less able readers may give a general answer that they make you imagine the sound

or sight even more vividly. More able readers should be more specific, e.g. the sawing makes you think how the pigeon’s cooing goes on and on for ever and starts to get on the writer’s nerves, while the comb running through hair helps you imagine how the wind looks as it sweeps through the grass.

6. Out of all the things the poet describes, what one thing is most important to him? Most children should be able to identify that it is the tea. More able readers may

repeat the poet’s exact words to support their answer.

7. How would you describe the overall effect of the poem? Give examples to show what you mean.

Most children will be able to describe the poem’s overall impact. More able readers may explain how the poet has achieved that effect by language which describes soothing and dreamy sounds and sights.



32You may photocopy this page Cracking Comprehension Year 4 © Rising Stars UK Ltd 2014.

Lying on the river bankbeneath the trailing willow,my anorak behind my headfolded as a pillow,

I close my eyes and listen tothe many sounds around me,lapping water near my feet,a mumbling, fumbling brown bee,

a jenny wren in the branchestwitching among the twigs,a grasshopper not far awayscratching itchy legs,

a coo-coo-cooing pigeonhigh up in an old oak tree,like someone sawing a plank of wood –and sawing endlessly!

A breeze is whiffling through the grasslike a comb running through your hair,and little-globs-of-amber-antsare scuttering here and there.

The river’s sliding gently,dreaming of the sea,and I am thinking of only one thing:strawberries and cream for tea!

Task 7

By the RiverMatt Simpson



33You may photocopy this page Cracking Comprehension Year 4 © Rising Stars UK Ltd 2014.

Task 7

Name: Date:

Read the text, then answer the questions.

1. In which season is the poem set? Give two examples from the poem to support your answer.

2. Why do you think the narrator closes his eyes?

3. Choose five words which describe sounds in the poem and say why they help you to imagine the sound and the thing making it.

4. Explain why you think the poet uses the words ‘branches’, ‘twitching’, ‘scratching’ and ‘itchy’ in verse 3.

5. The poet uses two similes in the poem. What are they and why does he use them?

6. Out of all the things the poet describes, what one thing is most important to him?

7. How would you describe the overall effect of the poem? Give examples to show what you mean.



26

Unit 3 Childhood: You Can’t Be That/The Colour of My Dreams

Key text features

These two poems are about the thoughts of two different children.

• The Teaching text, ‘You Can’t Be That’, is by Brian Patten and is a child’s response to adults’ aspirations for him.

• The Practice text, ‘The Colour of My Dreams’ by Peter Dixon, is a first-person poem written from the point of view of a dyslexic learner.

Reading the Teaching text: You Can’t Be That

• Do any of the children know what they want to be when they grow up? Invite them to share thoughts with the class. Or make a list of aspirational jobs together and ask the children to match their classmates to the jobs.

• Tell them at least some of the things you thought you wanted to be when you were younger. Did you become one of those?

• Read the poem together. Ask the children for their immediate responses to the poem.

Reading the Practice text: The Colour of My Dreams

• Read and discuss the poem. Invite any dyslexic children in the class to comment before asking the more fluent readers.

• Remind the children that they are now going to work independently to practise the strategies introduced during the teaching session.

Extending reading

‘Growing’ from Plum – Tony Mitton (9781903015855, Barn Owl 2010)

‘Childhood Tracks’ from Only One of Me – James Berry (9780330418317, Macmillan 2004)

‘Chimney Boy’s Story’ from Boneyard Rap – Wes Magee (9780750228602, Hodder 2001)

‘Why’ from First Poems for Thinking – Robert Fisher (9781898255307, Nash Pollock 2000)

Moving into writing

• Reread the poems. Ask the children to use ideas to make predictions about the careers that the narrator of either of the poems might follow: which is more likely to be a lawyer, an artist, an architect, a DJ, a magician. Ask them to find evidence in the poems to support their ideas.

• Challenge the children to insert another verse or two in the style of their chosen poem, explaining what happened when the narrator grew up.

26177 CC Year 5 Teachers Book REPRINT NOV 2014.indd 26 19/11/2014 10:39

Sample from Cracking Comprehension Year 5 Teacher's Guide

27

Listening comprehension

Q1: Which three things did the narrator say he wanted to be?

A1: Tree, ocean, range of mountains.

Strategy: Listen to the text again. Make notes.

Q2: Why does he want to be a range of mountains?

A2: So streams will flow through him and he’ll be ‘the home of eagles’ (verse 5)/He’ll be ‘full of nooks, crannies, valleys and fountains’ (verse 5).

Strategy: Listen to the text again. Make notes.

Q3: Why was it important to ‘them’ that the child says something that they understand?

A3: Because they say that ‘children always become/At least one of the things/We want them to be’ (verse 7).

Strategy: Consider where in the text you’re most likely to find this information. Listen to that part again.

Teaching text: You Can’t Be That



28

Teac

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text

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read

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ords

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page

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ds

from

the

poem

.•

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se 1

).•

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se 3

).•

‘mus

icia

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erse

5).

• ‘fo

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ns’ (

vers

e 5)

.•

‘hay

’/’pl

ay’ (

vers

e 7)

.•

‘am

bitio

n’/’m

agic

ian’

(ver

se 8

).

2C6

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ark

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text

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tion,

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king

key

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xt fo

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© R

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g St

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UK

Ltd

2014

.

Crac

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ddit

iona

l inf

orm

atio

n

1. M

atch

the

way

the

text

is p

rese

nted

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.

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• Sk

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2. W

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rrat

or k

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scus

s how

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read

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e qu

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n, m

arki

ng k

ey w

ords

.•

Scan

the

poem

for r

efer

ence

s to

‘the

y’ a

nd ‘t

hem

’.•

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k ab

out w

ho ‘t

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mig

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e.•

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k ab

out h

ow th

e po

em w

ould

cha

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ere

nam

ed.

3. T

he p

oem

is d

ivid

ed in

to v

erse

s.

Ch

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two

reas

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hy th

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star

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new

ver

se.

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ffere

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n is

spea

king

.

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look

s goo

d on

the

page

.

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ems n

eed

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es.

Each

ver

se is

a m

axim

um o

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lin

es lo

ng.

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er v

erse

s int

rodu

ce n

ew

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s.

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arks

Q

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w p

rese

ntat

iona

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s con

trib

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to

mea

ning

.St

rate

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:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Su

mm

aris

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erse

as

you

read

it.

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list o

f opt

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in th

e qu

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n an

d co

nsid

er e

ach

one

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of t

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.

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.

4. W

rite

two

sets

of r

hym

ing

wor

ds

from

the

poem

.•

‘TV’

/’me’

(ver

se 1

).•

‘MC’

/’me’

(ver

se 3

).•

‘mus

icia

n’/’b

eaut

icia

n’ (v

erse

5).

• ‘fo

unta

ins’/

’mou

ntai

ns’ (

vers

e 5)

.•

‘hay

’/’pl

ay’ (

vers

e 7)

.•

‘am

bitio

n’/’m

agic

ian’

(ver

se 8

).

2C6

1 m

ark

Q

uest

ion

focu

s: id

entif

y la

ngua

ge fe

atur

es o

f the

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Sc

an th

e te

xt fo

r rhy

min

g w

ords

.

© R

isin

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ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 5

Teac

hing

text

: You

Can

’t Be

Tha

t Cr

acki

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e qu

estio

ns

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

5. W

hat d

o yo

u th

ink

is B

rian

Patt

en’s

mes

sage

to c

hild

ren

in th

is p

oem

?

E

xpla

in y

our a

nsw

er, u

sing

quo

tatio

ns

from

the

poem

.

• Pa

rent

s don

’t un

ders

tand

you

: ‘The

y do

not u

nder

stan

d m

e’ (v

erse

7).

• Yo

u sh

ould

be

wha

teve

r you

wan

t to

be: ‘

They

do

not

real

ize

I can

fulfi

l any

am

bitio

n’ (v

erse

8).

• B e

ing

a po

et is

the

best

job

beca

use

you

are

a m

agic

ian

and

so y

ou ‘c

an fu

lfil a

ny a

mbi

tion’

(ver

se 8

).

2C4

2 m

arks

Que

stio

n fo

cus:

sum

mar

ise

mai

n id

eas f

rom

mor

e th

an o

ne v

erse

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Sk

im th

e po

em w

hile

con

side

ring

the

poet

’s m

essa

ge.

• Sc

an th

e te

xt to

find

rele

vant

quo

tatio

ns.

Awar

d 1

mar

k fo

r an

acce

ptab

le

‘mes

sage

’ and

ano

ther

for a

su

ppor

ting

quot

atio

n.

6. W

hat d

o yo

u th

ink

of th

e po

em?

E

xpla

in y

our a

nsw

er, u

sing

quo

tatio

ns

from

the

poem

.

• I t

hink

it’s

silly

bec

ause

peo

ple

can’

t be

tree

s an

d sa

y th

at ‘a

mill

ion

bird

s will

fly

thro

ugh

me’

(ver

se 1

).•

I thi

nk it

’s m

agic

al b

ecau

se it

say

s th

at h

e is

a m

agic

ian

and

he c

an b

e ‘a

lost

gla

de in

whi

ch u

nico

rns s

till p

lay’

(v

erse

7).

• I t

hink

it’s

insp

iratio

nal b

ecau

se it

tells

chi

ldre

n th

at

they

don

’t ha

ve to

be

wha

t ‘th

ey’ s

ay th

ey h

ave

to b

e be

caus

e ‘T

hey

do n

ot u

nder

stan

d’ (v

erse

7).

You

can

be

wha

teve

r you

wan

t to

be.

2MI2

2

mar

ksQ

uest

ion

focu

s: ex

plai

n in

fere

nces

and

just

ify w

ith e

vide

nce

from

the

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Sk

im th

e te

xt w

hils

t con

side

ring

your

resp

onse

.•

Look

for w

ords

and

phr

ases

from

the

poem

you

can

use

in y

our

answ

er.

Awar

d 1

mar

k fo

r a p

erso

nal

resp

onse

with

a b

rief

expl

anat

ion

and

a se

cond

mar

k fo

r a su

ppor

ting

quot

atio

n.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 5



30

1 I’m a really rotten reader

the worst in all the class,

the sort of rotten reader

that makes you want to laugh.

5 I’m last in all the readin’ tests,

my score’s not on the page

and when I read to teacher

she gets in such a rage.

9 She says I cannot form my words

she says I can’t build up

and that I don’t know phonics

– and don’t know c-a-t from k-u-p.

13 They say that I’m dyxlectic

(that’s a word they’ve just found out)

… but when I get some plasticine

I know what that’s about.

17 I make these scary monsters

I draw these secret lands

and get my hair all sticky

and paint on all me hands.

21 I make these super models,

I build these smashing towers

that reach up to the ceiling

– and take me hours and hours.

25 I paint these lovely pictures

in thick green drippy paint

that gets all on the carpet –

and makes the cleaners faint.

29 I build great magic forests

weave bushes out of string

and paint pink panderellos

and birds that really sing.

33 I play my world of real believe

I play it every day

and teachers stand and watch me

but don’t know what to say.

37 They give me diagnostic tests

they try out reading schemes,

but none of them will ever know

the colour of my dreams.

© Rising Stars UK Ltd 2014. Cracking Comprehension Year 5

The Colour of My DreamsPeter Dixon



31

Unit 3: The Colour of My Dreams Practice text questions

Name: Class: Date:

© Rising Stars UK Ltd 2014. Cracking Comprehension Year 5

1. (a) Write two pairs of rhyming words.

(b) Write one pair of words that nearly rhyme.

2. The poem is divided into verses. Tick two reasons why the poet starts a new verse.

A different person is speaking.

It looks good on the page.

Poems with this pattern of rhythm and rhyme usually have verses.

You can set it to music and sing it.

Each verse has one pair of rhyming words.

Each verse is about a new topic.

3. ‘I play my world of real believe’. What do you think the poet means by the words underlined?

4. What is the function of the dashes in ‘k-u-p’?

5. Dyslexic writers often muddle up the sounds in words. How does the poet make a joke about this?

6. The poet uses lots of adjectives in verses 5–8, but many fewer in the other verses. Think about what he is describing in verses 5–8. Why do you think he uses more adjectives here? Include quotations from the poem in your answer.

7. Tick or cross these statements to show what the writer is good at:

reading drawing painting plasticine

making models readin’ tests dreaming sounding out

8. Do you think the poet is trying to be encouraging to children who can’t read well? Yes / No Explain your answer using quotations from the poem.

9. In this poem and in the poem ‘You can’t be that’, the poet refers to ‘they’. Are ‘they’ the same people in both poems? Explain who ‘they’ might refer to in each.

2C6

2 marks

2C7

2 marks

2C1

1 mark

2C6

1 mark

2LfE1

1 mark

2LfE2

2 marks

2C4

1 mark

2MI2

2 marks

2C9

2 marks



32

Prac

tice

text

: The

Col

our o

f My

Dre

ams

Crac

king

the

ques

tions

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

1. (

a) W

rite

two

pairs

of r

hym

ing

wor

ds.

(

b) W

rite

one

pair

of w

ords

that

ne

arly

rhym

e.

(a)

Acce

pt a

ny p

airs

of r

hym

ing/

half-

rhym

ing

wor

ds,

e.g.

‘pag

e’/’r

age’

, ‘out

’/’ab

out’

(ver

se 4

); ‘la

nds’/

’han

ds’,

‘tow

ers’/

’hou

rs’ (

vers

e 5)

; ‘pa

int’/

’fain

t’ (v

erse

7);

‘strin

g’/’s

ing’

(ver

se 8

); ‘d

ay’/’

say’

(ver

se 9

); ‘sc

hem

es’/’

drea

ms’

(ver

se 1

0).

(b)

‘clas

s’/’la

ugh’

(ver

se 1

); ‘u

p’/’k

-u-p

’ (ve

rse

3).

2C6

2 m

arks

Que

stio

n fo

cus:

iden

tify

stru

ctur

al fe

atur

es o

f the

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Sc

an th

e te

xt fo

r rhy

min

g w

ords

.

Awar

d 1

mar

k fo

r tw

o pa

irs o

f rh

ymin

g w

ords

. Aw

ard

the

seco

nd m

ark

for o

ne

pair

of n

ear-

rhym

es.

2. T

he p

oem

is d

ivid

ed in

to v

erse

s.

Tick

two

reas

ons w

hy th

e po

et st

arts

a

new

ver

se.

A

diff

eren

t per

son

is s

peak

ing.

I

t loo

ks g

ood

on th

e pa

ge.

P

oem

s w

ith th

is p

atte

rn o

f rh

ythm

and

rhym

e us

ually

hav

e ve

rses

.

You

can

set i

t to

mus

ic a

nd si

ng it

.

Eac

h ve

rse

has

one

pair

of

rhym

ing

wor

ds.

E

ach

vers

e is

abo

ut a

new

topi

c.

• Po

ems

with

this

pat

tern

of r

hyth

m a

nd rh

yme

usua

lly

have

ver

ses.

• Ea

ch v

erse

has

one

pai

r of r

hym

ing

wor

ds.

• Ea

ch v

erse

is a

bout

a n

ew to

pic.

2C7

2

mar

ksQ

uest

ion

focu

s: ex

plai

n ho

w th

e st

ruct

ural

feat

ures

link

to th

e m

eani

ng.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Sum

mar

ise

each

ver

se a

s yo

u re

ad it

.•

Rere

ad th

e lis

t of o

ptio

ns in

the

ques

tion

and

cons

ider

eac

h on

e ag

ains

t you

r und

erst

andi

ng o

f the

poe

m.

3. ‘I

pla

y m

y w

orld

of r

eal b

elie

ve’.

Wha

t do

you

thin

k th

e po

et m

eans

by

the

unde

rline

d w

ords

?

Acce

pt a

reas

onab

le a

nsw

er w

hich

reco

gnis

es th

at h

e is

mak

ing

a di

stin

ctio

n be

twee

n m

ake

belie

ve a

nd re

al

belie

ve to

sho

w th

at h

e re

ally

bel

ieve

s in

dre

ams.

2C1

1

mar

kQ

uest

ion

focu

s: gi

ve th

e m

eani

ng o

f wor

ds in

cont

ext.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Scan

the

poem

for t

he w

ords

in th

e qu

estio

n an

d re

ad th

em in

co

ntex

t.•

Cons

ider

wha

t you

thin

k th

e po

et m

ight

mea

n.

4. W

hat i

s the

func

tion

of th

e da

shes

in

‘k-u

-p’?

It in

dica

tes

that

the

read

er s

houl

d so

und

out t

he le

tter

s lik

e a

begi

nner

read

er.

2C6

1

mar

kQ

uest

ion

focu

s: id

entif

y pr

esen

tatio

nal f

eatu

res.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Scan

the

poem

for a

wor

d yo

u ha

ve to

sou

nd o

ut.

• Co

nsid

er h

ow y

ou k

new

to s

ound

it o

ut.

5. D

ysle

xic

writ

ers o

ften

mud

dle

up th

e so

unds

in w

ords

.

H

o w d

oes t

he p

oet m

ake

a jo

ke

abou

t thi

s?

He

writ

es ‘d

yxle

ctic

’ (ve

rse

4) in

stea

d of

dys

lexi

c.2L

fE1

1

mar

kQ

uest

ion

focu

s: co

mm

ent o

n a

writ

er’s

use

of la

ngua

ge.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Scan

the

text

for a

refe

renc

e to

bei

ng d

ysle

xic.

• Lo

ok c

aref

ully

at t

he w

ord.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 5



33

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

1. (

a) W

rite

two

pairs

of r

hym

ing

wor

ds.

(

b) W

rite

one

pair

of w

ords

that

ne

arly

rhym

e.

(a)

Acce

pt a

ny p

airs

of r

hym

ing/

half-

rhym

ing

wor

ds,

e.g.

‘pag

e’/’r

age’

, ‘out

’/’ab

out’

(ver

se 4

); ‘la

nds’/

’han

ds’,

‘tow

ers’/

’hou

rs’ (

vers

e 5)

; ‘pa

int’/

’fain

t’ (v

erse

7);

‘strin

g’/’s

ing’

(ver

se 8

); ‘d

ay’/’

say’

(ver

se 9

); ‘sc

hem

es’/’

drea

ms’

(ver

se 1

0).

(b)

‘clas

s’/’la

ugh’

(ver

se 1

); ‘u

p’/’k

-u-p

’ (ve

rse

3).

2C6

2 m

arks

Que

stio

n fo

cus:

iden

tify

stru

ctur

al fe

atur

es o

f the

text

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Sc

an th

e te

xt fo

r rhy

min

g w

ords

.

Awar

d 1

mar

k fo

r tw

o pa

irs o

f rh

ymin

g w

ords

. Aw

ard

the

seco

nd m

ark

for o

ne

pair

of n

ear-

rhym

es.

2. T

he p

oem

is d

ivid

ed in

to v

erse

s.

Tick

two

reas

ons w

hy th

e po

et st

arts

a

new

ver

se.

A

diff

eren

t per

son

is s

peak

ing.

I

t loo

ks g

ood

on th

e pa

ge.

P

oem

s w

ith th

is p

atte

rn o

f rh

ythm

and

rhym

e us

ually

hav

e ve

rses

.

You

can

set i

t to

mus

ic a

nd si

ng it

.

Eac

h ve

rse

has

one

pair

of

rhym

ing

wor

ds.

E

ach

vers

e is

abo

ut a

new

topi

c.

• Po

ems

with

this

pat

tern

of r

hyth

m a

nd rh

yme

usua

lly

have

ver

ses.

• Ea

ch v

erse

has

one

pai

r of r

hym

ing

wor

ds.

• Ea

ch v

erse

is a

bout

a n

ew to

pic.

2C7

2

mar

ksQ

uest

ion

focu

s: ex

plai

n ho

w th

e st

ruct

ural

feat

ures

link

to th

e m

eani

ng.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Sum

mar

ise

each

ver

se a

s yo

u re

ad it

.•

Rere

ad th

e lis

t of o

ptio

ns in

the

ques

tion

and

cons

ider

eac

h on

e ag

ains

t you

r und

erst

andi

ng o

f the

poe

m.

3. ‘I

pla

y m

y w

orld

of r

eal b

elie

ve’.

Wha

t do

you

thin

k th

e po

et m

eans

by

the

unde

rline

d w

ords

?

Acce

pt a

reas

onab

le a

nsw

er w

hich

reco

gnis

es th

at h

e is

mak

ing

a di

stin

ctio

n be

twee

n m

ake

belie

ve a

nd re

al

belie

ve to

sho

w th

at h

e re

ally

bel

ieve

s in

dre

ams.

2C1

1

mar

kQ

uest

ion

focu

s: gi

ve th

e m

eani

ng o

f wor

ds in

cont

ext.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Scan

the

poem

for t

he w

ords

in th

e qu

estio

n an

d re

ad th

em in

co

ntex

t.•

Cons

ider

wha

t you

thin

k th

e po

et m

ight

mea

n.

4. W

hat i

s the

func

tion

of th

e da

shes

in

‘k-u

-p’?

It in

dica

tes

that

the

read

er s

houl

d so

und

out t

he le

tter

s lik

e a

begi

nner

read

er.

2C6

1

mar

kQ

uest

ion

focu

s: id

entif

y pr

esen

tatio

nal f

eatu

res.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Scan

the

poem

for a

wor

d yo

u ha

ve to

sou

nd o

ut.

• Co

nsid

er h

ow y

ou k

new

to s

ound

it o

ut.

5. D

ysle

xic

writ

ers o

ften

mud

dle

up th

e so

unds

in w

ords

.

H

ow d

oes t

he p

oet m

ake

a jo

ke

abou

t thi

s?

He

writ

es ‘d

yxle

ctic

’ (ve

rse

4) in

stea

d of

dys

lexi

c.2L

fE1

1

mar

kQ

uest

ion

focu

s: co

mm

ent o

n a

writ

er’s

use

of la

ngua

ge.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Scan

the

text

for a

refe

renc

e to

bei

ng d

ysle

xic.

• Lo

ok c

aref

ully

at t

he w

ord.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 5

Prac

tice

text

: The

Col

our o

f My

Dre

ams

Crac

king

the

ques

tions

Que

stio

nA

nsw

erCD

/ M

ark

Use

ful s

trat

egie

sA

ddit

iona

l inf

orm

atio

n

6. T

he p

oet u

ses

lots

of a

djec

tives

in

vers

es 5

–8, b

ut m

any

few

er in

the

othe

r ver

ses.

T

hink

abo

ut w

hat h

e is

des

crib

ing

in v

erse

s 5–

8. W

hy d

o yo

u th

ink

he

uses

mor

e ad

ject

ives

her

e?

I

nclu

de q

uota

tions

from

the

poem

in

you

r ans

wer

.

• Ve

rses

5–8

des

crib

e th

e im

agin

ativ

e w

orld

that

the

poet

can

cre

ate.

He

mak

es ’s

cary

mon

ster

s’ an

d ‘m

agic

fo

rest

s’ an

d w

eave

s ‘bu

shes

out

of s

trin

g’.•

T he

othe

r ver

ses t

ell a

bout

the

thin

gs th

at th

e po

et c

an’t

do, s

o he

use

s les

s im

agin

ativ

e la

ngua

ge.

2LfE

22

mar

ksQ

uest

ion

focu

s: di

scus

s and

eva

luat

e ho

w th

e po

et u

ses l

angu

age

to

impa

ct o

n th

e re

ader

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Sc

an th

e po

em fo

r adj

ectiv

es. U

nder

line

them

.•

Skim

ver

ses

5–8,

thin

king

abo

ut w

hy th

e po

et u

ses

such

inte

rest

ing

lang

uage

in th

ese

vers

es.

Awar

d 1

mar

k fo

r rec

ogni

tion

that

the

poet

use

s mor

e ad

ject

ives

whe

n de

scrib

ing

his

‘crea

tive

self’

. Aw

ard

anot

her m

ark

for t

he

incl

usio

n of

app

ropr

iate

wor

ds

or p

hras

es fr

om th

e po

em.

7. T

ick

or c

ross

thes

e st

atem

ents

to

show

wha

t the

writ

er is

goo

d at

:

rea

ding

d

raw

ing

m

akin

g m

odel

s

rea

din’

test

s

pai

ntin

g

sou

ndin

g ou

t

pla

stic

ine

d

ream

ing

N -

read

ing

Y - d

raw

ing

Y - m

akin

g m

odel

sN

- re

adin

’ tes

tsY

- pai

ntin

gN

- so

undi

ng o

utY

- pla

stic

ine

Y - d

ream

ing

2C4

1

mar

kQ

uest

ion

focu

s: su

mm

aris

e id

eas f

rom

mor

e th

an o

ne v

erse

.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• re

ad th

roug

h th

e po

em ti

ckin

g or

cro

ssin

g ea

ch it

ems

as it

is

men

tione

d.

8. D

o yo

u th

ink

the

poet

is tr

ying

to b

e en

cour

agin

g to

chi

ldre

n w

ho c

an’t

read

wel

l?

Y

es /

No

E

xpla

in y

our a

nsw

er u

sing

qu

otat

ions

from

the

poem

.

Yes

• H

e sa

ys th

at y

ou c

an b

e go

od a

t oth

er th

ings

eve

n if

you’

re n

ot g

ood

at re

adin

g: ‘w

hen

I get

som

e pl

astic

ine,

I kn

ow w

hat t

hat’s

abo

ut’ (

vers

e 4)

.•

He ’

s ha

ppy,

eve

n if

he’s

not g

ood

at re

adin

g: ‘I

pla

y m

y w

orld

of r

eal b

elie

ve/I

play

it e

very

day

’ (ve

rse

9).

• H

e’s

very

cre

ativ

e: ‘I

mak

e th

ese

supe

r mod

els/

I bui

ld

thes

e sm

ashi

ng to

wer

s’ (v

erse

6).

No

• H

e sa

ys th

at n

o on

e kn

ows w

hat h

e’s g

ood

at: ‘n

one

of

them

will

eve

r kno

w, t

he co

lour

of m

y dre

ams’

(ver

se 1

0).

• H

e ke

eps

mak

ing

peop

le c

ross

: ‘W

hen

I rea

d to

teac

her

she

gets

in su

ch a

rage

/ it g

ets a

ll on

the

carp

et a

nd

mak

es th

e cl

eane

rs fa

int’

(ver

se 2

).•

He

says

that

no

one

unde

rsta

nds

him

: ‘tea

cher

s sta

nd

and

wat

ch m

e/bu

t don

’t kn

ow w

hat t

o sa

y’ (v

erse

9).

2MI2

2

mar

ksQ

uest

ion

focu

s: ex

plai

n in

fere

nces

and

just

ify th

em.

Stra

tegi

es:

• Ca

refu

lly re

ad th

e qu

estio

n, m

arki

ng k

ey w

ords

.•

Skim

the

poem

whi

le c

onsi

derin

g th

e po

et’s

mes

sage

.•

Scan

the

text

to fi

nd re

leva

nt q

uota

tions

Awar

d 1

mar

k fo

r an

acce

ptab

le

‘mes

sage

’ and

ano

ther

for a

su

ppor

ting

quot

atio

n.

9. I

n th

is p

oem

and

in th

e po

em ‘Y

ou

can’

t be

that

’ the

poe

t ref

ers t

o ‘th

ey’.

Are

‘they

’ the

sam

e pe

ople

in b

oth

poem

s? E

xpla

in w

ho ‘t

hey’

mig

ht

refe

r to

in e

ach

poem

.

• In

this

poe

m ‘t

hey’

refe

rs to

teac

hers

and

exp

erts

who

co

me

in to

find

out

wha

t the

poe

t can

’t re

ad.

• In

‘You

can

’t do

that

’, ‘the

y’ re

fers

to a

dults

in g

ener

al,

incl

udin

g te

ache

rs, p

aren

ts a

nd ‘e

xper

ts’.

2C9

2

mar

ksQ

uest

ion

focu

s: m

ake

com

paris

ons b

etw

een

poem

s.St

rate

gies

:•

Care

fully

read

the

ques

tion,

mar

king

key

wor

ds.

• Sk

im th

e po

ems

whi

lst c

onsi

derin

g th

e qu

estio

n.

• Re

ad o

ne p

oem

at a

tim

e m

ore

care

fully

, con

side

ring

the

iden

tity

of ‘t

hey’.

Awar

d 1

mar

k fo

r rec

ogni

tion

of

who

‘the

y’ is

in e

ach

poem

.

© R

isin

g St

ars

UK

Ltd

2014

.

Crac

king

Com

preh

ensi

on Y

ear 5



Sample from Cracking Comprehension Year 5 Pupil Assessment...

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Transcript of Sample from Cracking Comprehension Year 5 Pupil Assessment...