8501RB Comprehension through cloze_Book 2_Print low res watermarked

© R.I.C. Publications 

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Comprehension through cloze (Book 2) 

Published by R.I.C. Publications ® 2021 

Copyright © R.I.C. Publications ® 2021 

ISBN 978-1-922426-71-0 

RIC–8501 

Titles in this series: 

Comprehension through cloze Book 1 (Year 1) 






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Teacher notes......................................iv–ix 

Morning chores 

cloze....................................................2–3 

making connections...................... 4–5 

A view of the zoo 

cloze....................................................6–7 

inferring............................................. 8–9 

What a disaster! 

cloze.................................................10–11 

visualising........................................12–13 

Ready robots 

cloze................................................ 14–15 

determining importance........... 16–17 

The world’s worst little sister 

cloze................................................ 18–19 

making connections................. 20–21 

Foods of the forest 

cloze.............................................. 22–23 

determining importance......... 24–25 

Which way would you choose? 


visualising.....................................28–29 

Cooking show for children 


summarising................................ 32–33 

When Grandpa was a boy 

cloze..............................................34–35 

inferring........................................36–37 

Gardening poem 


predicting.....................................40–41 

Snorkelling 


clarifying/declunking.............. 44–45 

Foreword 

Detailed drawings and interesting text make up this collection of comprehension activities. The book provides two 

distinct sections relating to each drawing and text: 

1. Cloze activity pages: 

Each picture-story provides the reader with two exercises. 

First exercise: The reader is provided with a complete text and shows comprehension by completing the 

accompanying picture. 

Second exercise: The reader shows comprehension by completing a cloze task based on the accompanying picture. 

There is opportunity in some activities for slightly varied answers or drawings. If the answer or drawing provided 

can be justified by the instruction then it should be seen as acceptable. 

Cloze comprehension provides an ideal indication of comprehension levels. 

2. Comprehension strategy pages: 

Each text has two additional comprehension pages that focus on a specific comprehension strategy. These pages 

can be used to teach these comprehension strategies. 

The texts and activities enable teachers to provide variety to any English language program. 

Contents 

Learning to fly 


questioning................................. 48–49 

The Clootie tree 


synthesising................................. 52–53 

Ready to ride 


summarising................................56–57 

Pirate Pete 


questioning..................................60–61 

Family picnic 


making connections.................64–65 

A lovely home 


inferring........................................68–69 

The Viking ship 


predicting......................................72–73 

Sand fox cubs 

cloze...............................................74–75 

visualising..................................... 76–77 

Cara the crane 


summarising................................80–81 

My new room 


visualising.....................................84–85 

Mister Shoemaker 


predicting.....................................88–89 

Animals in the circus 


synthesising................................. 92–93 

Mister Fancy Pants 


questioning..................................96–97 

What nasty children! 


synthesising............................ 100–101 

What a strange hill! 

cloze......................................... 102–103 

clarifying/declunking..........104–105 

Ally the adventurer 

cloze......................................... 106–107 

predicting................................108–109 

Jane’s house 


inferring....................................... 112–113 

The lighthouse 

cloze.............................................114–115 

determining importance........ 116–117 

Tubing trouble 

cloze.............................................118–119 

making connections.............. 120–121 



Hidden kittens 

cloze........................................... 122–123 

clarifying/declunking............124–125 

Naughty sheep 

cloze........................................... 126–127 

questioning...............................128–129 

Answers..........................................130–134 

R.I.C. Publications ® www.ricpublications.com.au 978-1-922426-71-0 COMPREHENSION THROUGH CLOZE Book 2 iii

Teacher notes 

Cloze 

Cloze is a reading comprehension activity in which words are deleted from a text. Readers are required to 

complete the blanks as they read to construct meaning. 

When completing a cloze text, readers have to search on either side of the missing word in the sentence to 

find what should be included. Readers must consider context as well as vocabulary. Cloze is commonly used 

as an assessment method because of its many advantages. 

Advantages of cloze: 

• helps identify reader knowledge and understanding of the reading process 

• helps teachers work out the cueing systems readers use to construct meaning 

• can assess reader vocabulary and topic knowledge (and can also promote vocabulary production) 

• helps readers monitor their understanding of a text as they read 

• encourages readers to think critically about, and analyse, a text 

• reinforces grammatical knowledge because readers need to work out what part of speech is required to fill 

the gap 

• reinforces syntactical knowledge (the arrangement of words and phrases in a sentence). 

Predicting 

Other comprehension strategies 

Predicting is thinking about what might happen in the story, using information gathered so far. Predicting links prior 

knowledge and new information. 

Predicting encourages readers to look for evidence or clues in the text and revise initial predictions if necessary. 

Predictions are not wild guesses, but well thought out, logical ideas based on the information provided and some 

prior knowledge. Predictions will not always be correct. 

Predicting can occur at word, sentence or text levels. Students may predict what the next words, sentence or 

paragraph might say. 

Predicting can occur before, during or after reading a text. 

Visualising 

Visualising involves using prior knowledge and experiences to create a mental image from what is happening in a 

text read, viewed or heard. 

Visualising brings a text to life, engages the imagination and uses all of the senses—sight (colour and shape), taste, 

smell, sound and touch. 

No two students visualise the same mental image for the same text. 

Visualising is like creating an image on a blank movie screen. The text is the script and the reader is the director. 

Making connections 



Making connections involves linking to the text, background information (prior knowledge) and personal experiences, 

to construct meaning. It includes text-to-self, text-to-text and text-to-world connections. 

Text to self links the text to the reader’s own life and personal experiences; for example, ‘That reminds me of when ...’. 

Text to text links the reader’s knowledge of other texts to the text being read; for example, ‘This text is the same as/ 

different to the text about ...’. 

Text to world connections links what the reader knows about the world to the text; for example, ‘This text is like/ 

different to something that happened in the real world ...’. 

iv 

COMPREHENSION THROUGH CLOZE Book 2 978-1-922426-71-0 R.I.C. Publications ® www.ricpublications.com.au

Teacher notes 

Questioning 

Questioning involves expressing, posing or answering questions to develop a clear understanding of the text. 

Asking and answering questions can operate at different levels of thinking and includes literal, inferential and 

evaluative questions. Literal questions are often referred to as ‘in the book/right there’ questions, inferential questions 

are ‘think and search’ questions, and evaluative questions are referred to as ‘in my head’ questions. 

Questioning should occur before, during and after reading to help the reader fully understand the text. 

Before reading 

Questions will relate to the illustration on the front cover, the title and the blurb. Questions can be asked about what 

the story/text may be about. 

During reading 

Questions will relate to information they have read, the meaning of words, what paragraphs are about, how ideas 

relate to each other, what has happened so far and so on. 

After reading 

Questions may relate to how the story ends, the main idea, personal opinions of the characters, what happened to 

the characters and so on. 

Clarifying/Declunking 

(also self-monitoring and fix-up strategies) 

Clarifying involves making clear words, ideas and messages in the text in order to understand the text better. 

Clarifying involves using ‘fix-up’ strategies such as reading on (to gain more information), re-reading, looking at 

pictures, consulting a dictionary, using prior knowledge, reflecting on the text read so far, rephrasing a difficult 

sentence or section of a text in own words, or thinking about what the writer is trying to say. 

Declunking relates to removing chunks or obstacles to understanding such as a difficult word that needs to be decoded. 

Declunking can involve developing decoding skills—sounding out, looking for letter blends, prefixes and suffixes, root 

words and so on; and also increasing vocabulary. It can include re-reading a sentence to work out the meaning of a 

word within the context. 

Summarising 

Summarising is recalling the main points or ideas of a text and how they relate to each other. 

Summarising requires readers to sequence a text, retell a text using the vocabulary used in the text, put it into their 

own words (paraphrase) and, finally, select the most important ideas to sum up what the author has told them. 

Summarising involves selecting the keywords in a paragraph, locating the topic sentence; i.e. a sentence that 

contains the main message often found at the start or conclusion of a paragraph (older readers); articulating the idea 

in a sentence; and repeating this process until they have completed the text (older students). 

Knowledge of text structures can make it easier for readers to summarise a text because they can work out which parts 

of the text are important and which are less important. They can then delete the supporting details from their summary. 



Determining importance 

This strategy involves separating the essential (big/main ideas) from non-essential information (supporting details) or 

determining what is important/’weeding out’ unnecessary information. 

To determine importance readers use their background knowledge to: 

• identify all key pieces of information or facts in a text 

• sort this information into categories 

• order the facts in an appropriate way. 

Webs and other concept/mind mapping diagrams may be useful tools to help students represent and collate ideas in 

a text. 

R.I.C. Publications ® www.ricpublications.com.au 978-1-922426-71-0 COMPREHENSION THROUGH CLOZE Book 2 v

Teacher notes 

Inferring 

Inferring involves identifying hidden messages in a text. Readers do this by combining information from the text with 

their prior knowledge to create opinions. Inferences are not explicitly stated by the writer but are hinted at. Inferring 

is often referred to as ’reading between the lines’. 

Inferring involves piecing together clues from the text and own experiences to draw a conclusion. Readers must be 

able to justify their inferences using clues from the text. 

When inferring, readers: 

1. Think of background knowledge that relates to the text. 

2. Look for clues the writer has given in the text. 

3. Create inferential questions that tie together background knowledge and clues in the text. 

4. Answer the inferential questions they created. 

Synthesising 

Synthesising is a very complex process and involves higher-order thinking. It involves many different strategies 

including retelling, analysing, evaluating, summarising, inferring and linking to personal experiences and knowledge. 

When synthesising, readers put all the strategies together and use them all at once while reading. 

A student definition may mean: putting the pieces together to see them in a new way. 

Synthesising is a continuous and evolving process that requires readers to construct and manipulate meaning during 

and after reading. Synthesising means constantly changing thinking during the reading process so that what was 

thought at the beginning is often different to what was thought at the end. 

Synthesising occurs when readers merge new information with prior knowledge to form a new idea, perspective or 

opinion. 



vi 


Teacher notes – Scope and sequence chart – 1 

Text title Predicting Visualising 

Making 

connections 

Questioning 

Clarifying/ 

Declunking 

Summarising 

Determining 

importance 

Inferring Synthesising 

Morning chores ✔ 

A view of the zoo ✔ 

What a disaster! ✔ 

Ready robots ✔ 

The world‘s worst little 

sister 

✔ 

Foods of the forest ✔ 

Which way would you 

choose? 

Cooking show for 

children 

When Grandpa was 

a boy 

Gardening poem ✔ 

✔ 

Snorkelling ✔ 

Learning to fly ✔ 

The Clootie tree ✔ 

Ready to ride ✔ 

Pirate Pete ✔ 

✔ 

✔ 



Family picnic ✔ 

R.I.C. Publications ® www.ricpublications.com.au 978-1-922426-71-0 COMPREHENSION THROUGH CLOZE Book 2 vii

Teacher notes – Scope and sequence chart – 2 

Text title Predicting Visualising 

Making 

connections 

Questioning 

Clarifying/ 

Declunking 

Summarising 

Determining 

importance 

Inferring Synthesising 

A lovely home ✔ 

The Viking ship ✔ 

Sand fox cubs ✔ 

Cara the crane ✔ 

My new room ✔ 

Mister Shoemaker ✔ 

Animals in the circus ✔ 

Mister Fancy Pants ✔ 

What nasty children! ✔ 

What a strange hill! ✔ 

Ally the adventurer ✔ 

Jane’s house ✔ 

The lighthouse ✔ 

Tubing trouble ✔ 

Hidden kittens ✔ 

Naughty sheep ✔ 



viii 


Teacher Notes – Text Overview 

Text title 

Word 

count 

Lexile ranking 

Curriculum learning area link (if applicable) 

Morning chores 139 1010L–1200L Science—Biological sciences 

A view of the zoo 141 610L–800L Science—Biological sciences 

What a disaster! 138 610L–800L English—Literature and Literacy 

Ready robots 129 610L–800L English—Literature and Literacy 

The world‘s worst little sister 139 1010L–1200L English—Literature and Literacy 

Foods of the forest 139 610L–800L English—Literature and Literacy 

Which way would you choose? 140 1010L–1200L English—Literature and Literacy 

Cooking show for children 143 610L–800L Health and Physical Education—Being healthy, safe and active 

When Grandpa was a boy 140 410L–600L HASS—History 

Gardening poem 141 410L–600L Science—Biological sciences 

Snorkelling 131 410L–600L English—Literature and Literacy 

Learning to fly 141 410L–600L Science—Biological sciences 

The Clootie tree 138 610L–800L English—Literature and Literacy 

Ready to ride 140 810L–1000L English—Literature and Literacy 

Pirate Pete 120 810L–1000L English—Literature and Literacy 

Family picnic 120 610L–800L Health and Physical Education—Being healthy, safe and active 

A lovely home 121 810L–1000L English—Literature and Literacy 

The Viking ship 131 810L–1000L English—Literature and Literacy 

Sand fox cubs 143 610L–800L Science—Biological sciences 

Cara the crane 139 610L–800L English—Literature and Literacy 

My new room 106 410L–600L English—Literature and Literacy 

Mister Shoemaker 116 610L–800L English—Literature and Literacy 

Animals in the circus 109 610L–800L English—Literature and Literacy 

Mister Fancy Pants 120 610L–800L English—Literature and Literacy 

What nasty children! 142 610L–800L English—Literature and Literacy 



What a strange hill! 123 410L–600L English—Literature and Literacy 

Ally the adventurer 118 810L–1000L Health and Physical Education—Being healthy, safe and active 

Jane’s house 132 410L–600L HASS—Geography 

The lighthouse 115 610L–800L English—Literature and Literacy 

Tubing trouble 122 610L–800L 

English—Literature and Literacy 

Health and Physical Education—Being healthy, safe and active 

Hidden kittens 131 410L–600L Science—Biological sciences 

Naughty sheep 122 410L–600L English—Literature and Literacy 

R.I.C. Publications ® www.ricpublications.com.au 978-1-922426-71-0 COMPREHENSION THROUGH CLOZE Book 2 ix

Pictorial 


Visiting her grandparents’ farm was Molly’s favourite thing to do in the school 

holidays. There were so many chores she could help with each morning as the 

sun was coming up. Since the sow had her two piglets she was always hungry, 

so Molly would throw her the kitchen scraps from the night before from the 



scrap bucket. Next, she would feed the baby lamb with a bottle of special 

milk her grandfather had prepared. After that, she would fill the large water 

bucket by the fence for the animals to drink from. Molly was a little afraid of 

the two geese as they were very watchful of their four baby goslings and she 

knew they could bite, hard! The hen and her five chicks were the last to be fed 

with the chicken feed kept by the henhouse. 

2 


Cloze 


Visiting her grandparents’ 

thing to do in the school 

she could help with each 

up. Since the sow had her two 

was Molly’s favourite 

. There were so many chores 

as the sun was coming 

she was always 

hungry, so Molly would throw her the kitchen scraps from the night before 

from the 

bucket. Next, she would feed the baby 

with a bottle of special 

her grandfather had prepared. After that, she would fill the large 



drink from. Molly was a little 

bucket by the fence for the 

to 

of the two geese as they 

were very watchful of their four baby goslings and she knew they could bite, 

hard! The hen and her five chicks were the last to be fed with the chicken feed 

kept by the . 

R.I.C. Publications ® www.ricpublications.com.au 978-1-922426-71-0 COMPREHENSION THROUGH CLOZE Book 2 3


Morning chores – 1 

Text to self 

1. Molly has a lot of chores to do on the farm. 

Write or draw about a time you have done chores. 

2. Molly is afraid of the geese on the farm. 

Draw a picture of an animal you have felt afraid of. 

3. Write why you are afraid of this animal. 



4 



Morning chores – 2 

Text to text 

4. Does this text make you think of a nursery rhyme? Write the name of it. 

5. Does this text make you think of another story? Write a sentence to explain 

what the story is about. 

Text to world 

6. How is this story the same as something that is in the real world? Write a 

sentence. 

7. Do you think that all children have chores to do? 

Yes 

No 

Explain your answer. 



8. List three chores that children might help with. They could be inside the 

home or in the garden. 


Pictorial 


Ginger the giraffe loved to watch over the zoo. His long neck meant he could 

reach the leaves at the very top of the tree in his pen and he could look at the 

other animals. Ginger could see Pepper Penguin and her brothers Peter and 

Patrick. He loved to watch them play in the water. Beside Ginger, there was 

Hetty the hippopotamus and her new calf Hugo. Across the way, was Zara 



the zebra. Elly the elephant had her pen near the front of the zoo. Finally, 

there was Larry the lion. Ginger was pleased that there was a great distance 

between them. He could see that Larry was well fed by the zoo’s staff but he 

did know that in the wild he and Zara would have to stay away from Larry. 

Lions love to hunt giraffes and zebras. 

6 


Cloze 


Ginger the giraffe loved to watch over the 

meant he could reach the 

at the very top of the tree in his pen and he could look at the other 

. Ginger could see Pepper 

. His long 

and her brothers Peter and Patrick. He loved to watch them play in the 

. Beside Ginger, there was Hetty the hippopotamus 

and her new calf Hugo. Across the way, was Zara the . 



Elly the elephant had her pen near the 

Finally, there was Larry the 

of the zoo. 

. Ginger was pleased 

that there was a great distance between them. He could see that Larry 

was well fed by the zoo’s 

but he did know that in the 

he and Zara would have to stay away from Larry. 

Lions love to 

giraffes and zebras. 


Inferring 

A view of the zoo – 1 

1. Do you think this picture looks like a real zoo? 

Yes 

No 


2. Explain why Ginger the giraffe is glad to be far away from Larry the lion. 

3. Look at the picture. Does Hetty the hippopotamus look happy or sad? 

Happy 

Sad 

Explain why you think she might feel this way. 

4. Do you think that all animals are happy to live in zoos? 

Yes 



No 


8 


Inferring 

A view of the zoo – 2 

5. Imagine that one of the animals has escaped from their pen. Write or draw 

about what you predict would happen in the zoo. 

6. In the picture, there are many children visiting the zoo. Write a short story 

about one of the children you can see in the picture. Explain who they are 

and why they are visiting the zoo. 




Pictorial 


Imelda the inventor climbed out from the time machine she had built. There 

was a grumpy bird watching her from the branch by the swing. Imelda didn’t 

notice but there was also a small girl sitting on the swing. She was wearing a 

deerskin cloak and her hair was dirty and tangled. Imelda put on her helmet 

and stepped on her hoverboard. She pushed the joystick to move forward and 

her stripy scarf flew out behind her. ‘What went wrong?’ she asked herself. ‘I 

was supposed to go back to 1926, to meet my great-grandparents. Not to 

prehistoric days!’ Imelda had quickly jumped back into the machine to return 

to the present. As Imelda was zooming back to her workshop, she heard the 

swing creak and looked back to see the cave girl. ‘What a DISASTER!’ Imelda 

cried. 



10 


Cloze 


Imelda the 

she had built. There was a grumpy 

from the 

there was also a small 

climbed out from the time 

watching her 

by the swing. Imelda didn’t notice but 

a deerskin cloak and her 

dirty and tangled. Imelda put on her 

sitting on the swing. She was 

and stepped 

on her hoverboard. She pushed the joystick to move forward and her stripy 

flew out behind her. ‘What went wrong?’ she asked 

. ‘I was supposed to go back to 1926, to meet my 

was 



great-grandparents. Not to prehistoric days!’ Imelda had quickly jumped back 

into the machine to 

zooming back to her 

cried. 

to the present. As Imelda was 

, she heard the swing creak and 

back to see the cave girl. ‘What a DISASTER!’ Imelda 


Visualising 

What a disaster! – 1 

1. Draw pictures of each of these things. 

(a) The cave girl’s parents 

(b) Imelda’s great-grandparents 

(c) Imelda’s workshop (d) The inside of the time machine 

2. Write about where you would like to visit if you had a time machine. 



12 


Visualising 

What a disaster! – 2 

3. Draw pictures of these places from the story. 

(a) The cave girl’s home environment 

(b) Imelda’s great-grandparents’ home in 1926 




Pictorial 

Ready robots 

‘Buzz, click, brrrrrrr’, said 74N5, the small round robot with three thin legs. 

‘What did she say?’ asked Robbie, the tall smiling robot with the key in his 

back. ‘Hmmm, I think she said we’re ready to go’, replied Rosy, the short, fat 



robot who sat on three wheels. ‘Oh, wow! Can we finally start our mission?’ 

asked Robbie. Rosy answered, ‘Yes, my computer says it’s time’. Robbie 

pressed in his nose button and the six lights on the bottom of his feet started 

to flash quickly. One by one, the robots turned on their switches and the 

aerials on their heads sent up the signal that they were ready for the mission. 

Robbie waited and listened carefully with his big ears for the reply to come 

from above. 

14 


Cloze 

Ready robots 

‘Buzz, click, brrrrrrr’, said 74N5, the small round robot with three thin 

robot with the key in his 

. ‘What did she say?’ asked Robbie, the tall smiling 

. ‘Hmmm, I think she said 

we’re ready to go’, replied Rosy, the short, fat robot who sat on three 

. ‘Oh, wow! Can we finally start our mission?’ asked 

Robbie. Rosy answered, ‘Yes, my computer says it’s time’. Robbie pressed 

in his nose button and the six 

of his 

on the bottom 



started to flash quickly. One by one, the 

turned on their switches and the aerials on their 

sent up the signal that they were ready for the 

. Robbie waited and listened carefully with his big 

for the reply to come from above. 



Ready robots – 1 

1. What is this story about? 

2. What are the three robots ready for in this story? 

3. Use the picture and the story to help you fill in the chart. 

Name 

Robbie 

Describing 

words 

Small 

Round 

Can talk 

Yes 

Has a 

face 

No 

Parts of this robot 

• 

• 

• 

• 

• 

• Three thin legs 

• 

• Three wheels 



4. What do you think the robots will do on their mission? Write your 

prediction. 

• 

• 

16 



Ready robots – 2 

5. Decide whether you think the information is important in the story or just 

interesting. Tick the box to show your choice. 

(a) 

(b) 

(c) 

(d) 

(e) 

Information from the story Important Interesting 

‘Yes, my computer says it’s time’ 

the six lights on the bottom of 

his feet started to flash quickly 

the aerials on their heads sent 

up the signal that they were 

ready for the mission 

the small round robot with three 

thin legs 

the short, fat robot who sat on 

three wheels 

6. Which part do the robots use to send a signal? 

7. Which part do you think is the most important on each robot and why? 

Name Most important part Reason why 

74N5 



Robbie 

Rosy 


Pictorial 

The world‘s worst little sister 

Sam was so excited to try ice-skating for the first time, he had been asking his 

mum and dad to go for weeks. ‘Sure, we’ll go soon enough’, they would reply. 

Sam’s sister, Mary, wasn’t even that interested in ice-skating, as she didn’t 



like to be out in the cold. When the day finally arrived, Sam got dressed in 

his special cap with the pom-pom on top and his favourite jumper with the 

Christmas trees on it. Mary wore her pointy woollen hat and warm spotted 

scarf. When they arrived, Sam rushed out onto the ice and his parents 

shouted, ‘BE CAREFUL!’ He slipped and fell onto his backside right away. As 

he watched Mary glide gracefully past him, in front of the two tall Christmas 

trees, he sadly thought, ‘Gee, I really have the world’s worst little sister’. 

18 


Cloze 

The world‘s worst little sister 

Sam was so excited to try ice- for the first time, he 

had been asking his mum and dad to go for weeks. ‘Sure, we’ll go soon 

enough’, they would reply. Sam’s 

, Mary, wasn’t 

even that interested in ice-skating, as she didn’t like to be out in the 

. When the day finally arrived, Sam got dressed 

in his special cap with the pom-pom on top and his favourite jumper with 

the 

trees on it. Mary wore her pointy woollen 

and warm spotted 

arrived, Sam rushed out onto the ice and his 

‘BE CAREFUL!’ He slipped and 

. When they 



shouted, 

onto his backside 

right away. As he watched Mary glide gracefully past him, in front of the two 

tall Christmas 

, he sadly thought, ‘Gee, I really have 

the world’s worst little ’. 



The world‘s worst little sister – 1 

Text to self 

1. In the story, Sam is not happy with his sister Mary. 

Write or draw about a time you were not happy with someone in your 

family. 

2. Sam’s parents are worried about him staying safe in this story. 

Write or draw about a time someone in your family was worried about you. 



3. Sam fell and hurt himself in this story. Write about a time you hurt yourself. 

20 



The world‘s worst little sister – 2 

Text to text 

4. Name a TV show or a film with a brother and sister in it. 

5. Draw a picture of this brother and sister. 

Text to world 

6. What do you know about ice-skating? Write or draw what you know. 

7. Do people ice-skate in your country? 



Yes 

No 

If yes, in which season of the year? 


Pictorial 


One sunny day in the forest, a rabbit popped her head up out of her burrow to 

find some grass to eat. She was surprised to see a group of other animals all 

around her. ‘I wonder what they all eat’, she thought. ‘Hello everyone, can I ask 

you, what do you eat?’ Hedgehog popped out from behind the flowery bush 

and yawned, ‘Slugs, worms and beetles are my favourites’. Squirrel called 



out from up in the tree, ‘I like nuts, berries and seeds the best!’ Deer peeked 

out from behind the tree and said, ‘Grasses and shrubs are what I like most!’ 

Rabbit looked over and saw a fox poking his head through the long grass and 

he answered her slowly, ‘Berries, birds ... and my favourite food is RABBITS!’ 

he yelled, as he pounced in her direction. 

22 


Cloze 


One sunny day in the forest, a 

up out of her burrow to find some grass to 

was surprised to see a group of other 

her. ‘I wonder what they all eat’, she 

everyone, can I 

popped out from 

‘Slugs, worms and 

called out from up in the 

seeds the 

Rabbit looked over and saw a 

through the long 

popped her head 

. She 

all around 

. ‘Hello 

you, what do you eat?’ Hedgehog 

the flowery bush and yawned, 

are my favourites’. Squirrel 

, ‘I like nuts, berries and 

!’ Deer peeked out from behind the 



and said, ‘Grasses and shrubs are what I like most!’ 

poking his head 

and he answered her slowly, ‘Berries, 

birds ... and my favourite food is 

!’ he yelled, as he 

pounced in her direction. 



Foods of the forest – 1 

1. Why is this story called Foods of the forest? 

2. Fill in the chart to show what each animal from the story eats. Write or 

draw the answers. Some boxes will be empty. 

Animal 

Rabbit 

Hedgehog 

Squirrel 

Deer 

Fox 

Foods they eat 

3. Which animal eats plants and other creatures? 



4. Name all of the plants you can see in the picture. 

24 



Foods of the forest – 2 

5. Draw the missing picture from each food chain diagram. 

(a) 

(b) 

6. Tick or cross to show information about each animal. 

Is small 

Has fur 

Has four 

limbs 

Can climb 

a tree 

Deer Rabbit Fox Hedgehog Squirrel 




Pictorial 


OFF THE MAP 

MERMAI D SEA 

CERTAIN DOOM 

THE HILL 

FOR SALE 

WEST ROAD 

THE KE E P 

DE E P LAKE 

E AST ROAD 

SOUTH ROAD 

DOCS PLACE 

We know the story of Jack and Jill going up the hill to fetch a pail of water, 

but we don’t know about what happened next! Jill had to get Jack to see a 

doctor to fix his broken ‘crown’. Luckily, there was a map inside their hut which 



showed the big castle to the north where the doctor stayed. This was next 

to the unicorn forest. Jill had to decide, would they take the east road and 

pass by the giant dragon and his dark cave, or would they take the west road 

and go by the mermaid sea. Jill had heard scary stories from travellers on 

both roads. If they took the west road, they would also have to cross the old 

wooden bridge in the north and Jill was afraid of heights. Which way would 

you choose? 

26 


Cloze 


OFF THE MAP 

MERMAI D SEA 

THE KE E P 

We know the 

CERTAIN DOOM 

THE HILL 

FOR SALE 

to fetch a pail of 

know about what happened next! Jill had to get 

of Jack and Jill going up the 

see a doctor to fix his broken ‘crown’. Luckily, there was a 

inside their hut which showed the big castle to the north where the 

stayed. This was next to the unicorn forest. Jill 

had to decide, would they take the east road and pass by the giant 

and his dark 

take the west road and go by the 

WEST ROAD 

RABBIT VALLEY 

E AST ROAD 

scary stories from travellers on both 

west road, they would also have to cross the old wooden 

SOUTH ROAD 

DOCS PLACE 

, but we don’t 



DE E P LAKE 

to 

, or would they 

sea. Jill had heard 

. If they took the 

in the north and Jill was afraid of heights. Which way would you choose? 


Visualising 

Which way would you choose? – 1 

1. Draw pictures of these places from the story. 

(a) Inside the dragon’s cave 

(b) Inside the doctor’s castle 



28 


Visualising 

Which way would you choose? – 2 

2. Imagine you are in each place. Describe how it looks, sounds and smells. 

Place What do you see? What do you hear? What do you 

smell? 

Unicorn 

forest 

Dragon’s 

cave 

Mermaid 

sea 

3. The story is called Which way would you choose? Imagine you are Jill and 

write about how you will get Jack to the doctor’s house. Use the back of 

this page if you need more space. 




Pictorial 


‘Hello everyone, I’m your host, Jemma, and I have my special helpers Ben 

and Ava here. Today, we’ll be making tasty strawberry scones! Yum! To make 

these scones you will need: strawberries, flour, sugar, baking powder, butter, 

salt, eggs, milk and an adult to help you. First, cut up the strawberries. Next, 

measure two cups of flour and put it in a bowl with the salt, sugar and baking 



powder. After that, cut the butter into pieces and rub it into the dry mixture 

with your fingers. Now add the strawberries to the bowl. Finally, add two eggs 

and milk slowly and mix well. Put the dough on a floured bench and make a 

large, flat round shape. Cut it into eight pieces like a pizza and place it on a 

baking tray. Put it in the oven to bake for 25 minutes.’ 

30 


Cloze 


‘Hello everyone, I’m your 

, Jemma, and I have 

my special helpers Ben and Ava here. Today, we’ll be making tasty 

strawberry 

will 

butter, salt, 

First, 

! Yum! To make these scones you 

: strawberries, flour, sugar, baking powder, 

, milk and an adult to help you. 

up the strawberries. Next, measure two 

of flour and put it in a 

salt, sugar and baking powder. After that, 

with the 

the butter 

into pieces and rub it into the dry mixture with your . 

Now add the strawberries to the 

eggs and milk slowly and 

a floured 

it into eight 

25 minutes.’ 

. Finally, add two 

well. Put the dough on 

and make a large, flat round shape. Cut 

like a pizza and place it on a baking 



. Put it in the to bake for 


Summarising 

Cooking show for children – 1 

1. Who is the host of the cooking show? 

2. What are the names of the helpers? 

3. What are they making on the cooking show? 

4. Write the main steps for making strawberry scones. 

first 

next 

after that 

now 



finally 

32 


Summarising 

Cooking show for children – 2 

5. Draw pictures of each of the ingredients needed for strawberry scones. 

6. Colour to show whether the item is needed to make this recipe. 

Electric mixer Yes No Bowl Yes No 



Saucepan Yes No Knife Yes No 

Microwave Yes No Oven Yes No 

Baking tray Yes No 

Measuring 

cups 

Yes 

No 


Pictorial 


I love to hear my grandpa tell stories about when he was a boy. So many 

things are different now! When my grandpa was a boy, many things were 

delivered to people’s houses. They didn’t go to the shop for everything like 

they do today. There weren’t so many cars when my grandpa was a boy. My 

grandpa had a special job. He would help deliver milk to the people in the 



village. I’ve seen a photo of the big black and white horse with blinkers on. 

Behind the horse is a cart, with two giant wheels that have 12 spokes on each 

of them. My grandpa and his friend, Joe, would lead the horse from house to 

house and fill the glass milk bottles from the two big metal milk cans that sat 

on the back of the cart. 

34 


Cloze 


I love to hear my grandpa tell stories about when he was a . 

So many things are different now! When my 

many things were delivered to people’s 

to the 

many cars 

special 

was a boy, 

. They didn’t go 

for everything like they do today. There weren’t so 

my grandpa was a boy. My grandpa had a 

. He would help deliver 

to the people in the village. I’ve seen a photo of the big 

and white horse with blinkers on. Behind the horse is a , 



with two giant wheels that have 12 spokes on each of them. My grandpa 

and his friend, Joe, would lead the 

and fill the glass milk 

from house to 

from 

the two big metal 

cans that sat on the back of the 

. 


Inferring 

When Grandpa was a boy – 1 

1. In the story it says, ‘There weren’t so many cars when my grandpa was a 

boy’. Write why you think this was. 

2. What do you think might happen if a horse was delivering milk on your 

street today? 

3. Why do you think the horse in the picture is wearing blinkers? 

4. The milk is put into glass bottles. What do we use to store milk more than 

glass these days? 

5. In the story, the boys who are working are about nine or ten years old. Do 

young children have jobs these days? 

Yes 

No 




36 


Inferring 

When Grandpa was a boy – 2 

6. In the story it says, ‘When my grandpa was a boy, many things were 

delivered to people’s houses. They didn’t go to the shop for everything like 

they do today’. 

Look at the list below and tick or cross to show if you think the item was 

delivered to homes like the milk was. 

Item 

Was it home 

delivered? 3 or 8 

milk 3 

fizzy drinks 

groceries 

newspapers 

coal 

bread 

Explain why you think this 

I saw a picture and read a story 

about it. 

7. Explain where you think the horse in the picture lived and who took care of 

it. Do you think the horse liked to deliver milk? Write your thoughts. Use the 

back of this page if you need more space. 




Pictorial 


FERTILISER 

The sun is out, today is a good day. 

Let’s do some work, no time to play. 

We’ve planted the flowers now, all in a row. 

You take the rake and I’ll take the hoe. 

It’s time to clear and scrape and dig. 

We’ll plant the seeds so they can grow big. 

The dog can help, she has a digger. 

I’ll start a hole and she’ll make it bigger. 

Move the sticks and stones to the edge. 

We’ll plant some herbs, some fruit and veg. 

When the seeds are in, it’s time to water. 

Cover them with dirt first, that’s the right order. 



You take the hose and I’ll use the can. 

Get the soil very wet, that is the plan. 

We’ve worked very well, all day on our feet. 

Now it’s time for a rest, let’s go take a seat. 

38 


Cloze 


FERTILISER 

The sun is out, today is a good . 

Let’s do some work, no time to . 

We’ve planted the 

a row. 

You take the 

now, all in 

and I’ll take the hoe. 

It’s time to clear and scrape and . 

We’ll plant the 

big. 

The 

I’ll start a 

Move the sticks and 

We’ll 

and veg. 

so they can grow 

can help, she has a digger. 

and she’ll make it bigger. 

to the edge. 

some herbs, some fruit 

When the seeds are in, it’s time to . 



Cover them with 

You take the 

Get the soil very wet, that is the plan. 

first, that’s the right order. 

and I’ll use the can. 

We’ve worked very well, all day on our . 

Now it’s time for a 

, let’s go take a seat. 


Predicting 

Gardening poem – 1 


1. Read the title. Write what you think this text will be about. 

2. Look at the picture. Write about what you see. 


3. What does the word ‘can’ mean in this story? Use the picture to help you. 

4. What is another name for a ‘digger’? Use the picture to help you. 

5. Where do you think these people are? Explain your answer. 



40 


Predicting 

Gardening poem – 2 

After reading 

6. What kinds of seeds do you think the people are planting in their garden? 

Herbs Fruits Vegetables 

7. In the picture, the people are starting a garden. Draw a picture of what 

you think the garden will look like in one year. 




Pictorial 

Snorkelling 

Dear Amy 

Look what I did on my holiday! I went snorkelling and it was so much fun! You 

have to wear a mask so you can see under the water and you wear flippers 

on your feet to help you swim. You put the snorkel in your mouth so you can 



breathe while you are looking underwater. I learned how to dive under the 

water too, you can see me diving in this picture. When you dive you have to 

hold your breath. The best place to snorkel was by the two coconut trees. 

That was where I saw a big octopus, three starfish and five different tropical 

fish. They were all so colourful! I hope you can learn how to snorkel some day. 

You will love it! 

From James 

42 


Cloze 

Snorkelling 

Look what I did on my 

so much 

so you can see under the 

on your 

your 

Amy 

! You have to wear a 

! I went snorkelling and it was 

and you wear flippers 

to help you swim. You put the snorkel in 

so you can breathe while you are looking 

underwater. I learned how to dive under the water too, you can see 

me 

was by the two coconut 

in this picture. When you dive you have to 

your breath. The best place to 



. That was where I saw 

a big octopus, three 

and five different tropical 

. They were all so colourful! I hope you can learn how 

to snorkel some day. You will love it! 

From James 



Snorkelling – 1 

1. Read the words below and count the syllables. Write them in the table. 

underwater flippers tropical paddle 

octopus holiday diving coconut 

Two syllables Three syllables Four syllables 

2. Read the words in the table below and add the word from the story that is 

in the same word family. Write a meaning for each word. 

Base word Word from the story Meaning of the word from the 

story 

colour 

look 

dive 

learn 

3. Read the words from the story. Circle the words that have the long ‘e’ 

sound. Draw a line under the letters that make this sound. 



went breathe under see water 

three breath feet trees 

44 



Snorkelling – 2 

4. Colour ‘Yes’ or ‘No’ to answer these questions. 

Have you been to a beach? 

Yes 

No 

Yes No 

Have you seen an octopus? 

Have you sent a postcard? 

Have you been on a holiday? 

5. Write something you know about each of these things from the story. 

(a) starfish 

Yes 

Yes 

(b) tropical fish 

(c) flippers (d) snorkelling 



No 

No 


Pictorial 


Betty and Billy Bird hatched from their eggs in the birdhouse. The baby birds 

had to wait for their feathers to grow strong enough for them to start flying. 

Today was the day! The sun was shining and Betty and Billy were ready. 

Mother Bird showed them how to flap their wings and she took off up into 

the sky. Betty tried first because she was the first one to hatch. She started 



from the perch and flapped her wings hard until she made it to the top of the 

birdhouse. She waved her wing happily. ‘I did it!’ she said loudly. ‘Your turn, 

Billy’. Billy jumped from the perch and flapped with all of his might but instead 

of going up he dropped to the fence below. ‘Never mind’, said Mother Bird. 

‘Try again now Billy, you can do it!’ 

46 


Cloze 


Betty and Billy Bird hatched from their 

birdhouse. The baby birds had to wait for their 

in the 

to grow strong enough for them to start flying. Today was the day! The 

Mother 

was shining and Betty and Billy were ready. 

showed them how to flap their wings and 

she took off up into the sky. Betty tried first because she was the first one 

to 

and flapped her 

top of the 

. She started from the 

hard until she made it to the 



. She waved her wing happily. ‘I did 

it!’ she said loudly. ‘Your turn, Billy’. Billy jumped from the perch and 

with all of his might but instead of going up he 

dropped to the 

below. ‘Never mind’, said Mother 

. ‘Try again now Billy, you can do it!’ 


Questioning 

Learning to fly – 1 


1. Look at the picture. Write a question you have about it. 

2. Read the title. Who do you think is learning to fly? 

Explain why you think this. 


3. How do you think Mother Bird knew that her babies were ready to learn to 

fly? 



48 


Questioning 

Learning to fly – 2 

After reading 

4. What do you think happens next in this story? Write or draw your ideas. 

5. Write a question that you have about flying. 

6. How can you find an answer to this question? 




Pictorial 


1 

Beltane 

1 

Samhain 

We’re visiting the Clootie tree, take some cloth and come with me. 

We’ll go in May on the day of Beltane, or else in November, we call that Samhain. 

Dip the cloth in the well and make it wet, now circle the well, we’re not done yet. 

If you happen to have an ache or a pain, you can rub the cloth there to take it away. 



We’ll throw a coin inside the well, then say a prayer or maybe a spell. 

Now it’s time to go to the tree, that hawthorn there, do you see? 

Let’s take your cloth and tie it on, like so many others have already done. 

Clootie wells and trees can be found in Ireland, Scotland and on the Isle of Man. 

People have been following this old tradition for many, many years. 

50 


Cloze 


We’re visiting the Clootie 

take some cloth and 

come with me. 

We’ll go in 

on the day of Beltane, 

or else in 

we call that Samhain. 

Dip the 

in the well and make it 

done yet. 

If you happen to have an ache or a 

cloth there to take it away. 

We’ll throw a 

maybe a spell. 

Now it’s time to go to the 

see? 

, 

, 

, now circle the well, we’re not 

, you can rub the 

inside the well, then say a prayer or 

, that hawthorn there, do you 

Let’s take your and it on, like so 

many others have already done. 

Clootie 

on the Isle of Man. 

MAY 

1 

Beltane 

NOVEMBER 

1 

Samhain 



and trees can be found in Ireland, Scotland and 

People have been following this old tradition for many, many . 


Synthesising 

The Clootie tree – 1 

1. Write in each box to tell what you thought about this story. 


I thought a Clootie tree was ... 


Now I’m thinking a Clootie tree is … 

After reading 

Now I know this about a Clootie tree … 



52 


Synthesising 

The Clootie tree – 2 

2. Had you heard of Samhain and Beltane before you read this story? 

Yes 

No 


3. Explain why you think people visit the Clootie tree. 

4. What does this story remind you of? Write or draw your answer. 




Pictorial 

Ready to ride 

When I go to ride my horse, Flame, I have to go through a lot of steps to make 

sure we are both ready. After I take Flame out of her stall, I give her a quick 

brush down. Next, I take the pad that sits under the saddle and put it on her 

back. The saddle goes on top of the pad and I have to check the strap around 



her belly is fastened tightly. After I pull the strap tightly three times, I take 

the bridle and put it over her head. The bit on the bridle goes inside Flame’s 

mouth. It’s important for me to have my riding clothes and boots on and the 

most important thing for me to wear is my helmet. The stable’s cat, Freddo, 

likes to sit and watch me get Flame ready. 

54 


Cloze 

Ready to ride 

When I go to ride my 

a lot of steps to make sure we are both 

, Flame, I have to go through 

. After 

I take Flame out of her stall, I give her a quick brush down. Next, I take 

the pad that sits 

and I have to check the 

the saddle and put it on her 

. The goes on top of the pad 

around her belly is fastened 

tightly. After I pull the strap tightly three times, I take the bridle and put it 

over her 



. The bit on the bridle goes inside Flame’s 

. It’s important for me to have my riding clothes and 

on and the most important thing for me to wear is my 

. The stable’s , Freddo, likes to 

sit and watch me get 

ready. 


Summarising 

Ready to ride – 1 

1. Look at the picture and write about what you can see. 

2. Fill out the table below to show the five Ws from the story. Use pictures and 

words. If the information is not in the story you can guess. 

Who? 

What? 

Where? 

When? 



Why? 

56 


Summarising 

Ready to ride – 2 

3. What are the steps the girl takes to get Flame ready to ride? 

first 

next 

then 

after that 

finally 

4. What does the girl in the story say is the most important? 



5. Why is this the most important? 


Pictorial 

Pirate Pete 

Pirate Pete had at last found the treasure he had been looking for for so 

long! He had been sailing around the islands in his ship for many years and 

finally he spotted Skull Island, where the treasure was buried. He proudly 



put his wooden leg up on the treasure chest to show his crew that he was in 

charge. The three feathers in his hat were blowing in the sea breeze and his 

parrot, Jack, sat tall on his shoulder. Pete had lost a lot in his life: one eye was 

covered with a patch, one hand was replaced by a hook and one leg was also 

gone. But now that he had his treasure he was very happy. 

58 


Cloze 

Pirate Pete 

Pirate Pete had at last found the 

he had been 

looking for for so long! He had been sailing around the islands in his 

where the treasure was 

leg up on the treasure 

in charge. The three feathers in his 

the sea breeze and his 

Pete had lost a lot in his life: one 

for many years and finally he spotted Skull Island, 

, one hand was replaced by a 

and one leg was also gone. But now that he had his 

he was very happy. 

. He proudly put his wooden 

to show his crew that he was 

were blowing in 



, Jack, sat tall on his shoulder. 

was covered with a 


Questioning 

Pirate Pete – 1 


1. Read the title. Write a question you have about pirates. 

2. Look at the picture. Write a question you have about what you can see. 


3. How do you think Pirate Pete lost his hand, leg and eye? Write or draw 

about what you think happened. 



60 


Questioning 

Pirate Pete – 2 

After reading 

4. Write two questions you have after reading this story. 

(a) 

(b) 

5. In the story, Pirate Pete was very happy to find the treasure. Write or draw 

about what you think he will do next. 




Pictorial 

Family picnic 

Roger wags his tail. Dad throws him a hot piece of sausage and he gobbles it 

down quickly. ‘Delicious!’ Roger moves over to Tim, who is eating a sandwich. 



A tasty piece of chicken drops down to the ground and Roger grabs it. ‘Yum!’ 

Next he moves towards Mum, who pours herself a drink then gives him a pat 

and tells him he’s a good boy. ‘I am a good boy!’ Roger thinks. Last at the table 

is little Ella. She’s eating an ice cream and Roger knows she will offer him a 

lick. ‘So cold and so sweet!’ After the family have finished eating, they will play 

with the football sitting on the grass. ‘I love picnics!’ thinks Roger. 

62 


Cloze 

Family picnic 

Roger wags his 

moves over to Tim, who is 

piece of chicken drops down to the 

grabs it. ‘Yum!’ Next he moves towards 

herself a 

. Dad throws him a hot piece of 

and he gobbles it down quickly. ‘Delicious!’ Roger 

a sandwich. A tasty 

and Roger 

, who pours 

, then gives him a pat and tells him he’s 



a good boy. ‘I am a good boy!’ Roger thinks. Last at the table is little Ella. 

She’s an ice and Roger 

knows she will offer him a lick. ‘So cold and so sweet!’ After the family have 

finished eating, they will play with the 

sitting on the 

. ‘I love picnics!’ Roger. 



Family picnic – 1 

Text to self 

1. Have you ever been on a picnic? 

Yes 

No 

2. Colour ‘Yes’ or ‘No’ to answer the questions about you. 

Yes 

Do you like to eat sausages like the dad in the story? 

Do you like to eat sandwiches like Tim from the story? 

Yes No 

Do you like to eat ice cream like Ella from the story? 

Do you like picnics like Roger from the story? 

Text to text 

3. Have you seen a picnic in a story before? 

Yes No 

If yes, which story? 

Text to world 

4. Which season of the year is best for a picnic in your country? 

summer autumn winter spring 

Explain why. 



Yes 

Yes 

No 

No 

No 

64 



Family picnic – 2 

Text to world 

5. Imagine that you are planning a picnic for your family. Fill out the 

information in the chart with words or drawings. 

Who will go on the 

picnic? 

Where will you go for 

the picnic? 

What foods will you 

eat there? 

6. Design an invitation for the picnic you planned. Make sure you include: to, 

what, where, when and from. 




Pictorial 

A lovely home 

Mr and Mrs Gnome were very proud of their beautiful new mushroom home. 

There was a mushroom chimney on top of the spotted mushroom roof to let 



the smoke from the fireplace out. The shutters on the windows kept the snow 

from getting inside in winter. The three large trees around the house gave 

them shade in summer. The front door had two windows at the top so you 

could see who was coming to visit. The small mushroom at the front was the 

place for the postperson to deliver the mail and the giant sunflower in the 

garden were lovely to look at and gave them seeds to eat with their breakfast. 

Mr and Mrs Gnome have a lovely home! 

66 


Cloze 

A lovely home 

Mr and Mrs Gnome were very proud of their beautiful new mushroom 

top of the spotted mushroom roof to let the 

the fireplace out. The shutters on the 

. There was a chimney on 

snow from getting inside in winter. The three large 

around the house gave them shade in 

front 

front was the place for the 

the giant 

kept the 

. The 

from 

had two windows at the top so you could 



who was coming to visit. The small mushroom at the 

to deliver the mail and 

in the garden were lovely to look at and 

gave them seeds to 

with their breakfast. Mr and Mrs 

Gnome have a lovely .! 


Inferring 

A lovely home – 1 

1. Use your imagination to answer these questions about Mr and Mrs 

Gnome. 

Do you think Mr and 

Mrs Gnome have ... 

Yes or No 

Why or why not? 

any children? 

any pets? 

a car? 

a bicycle? 

a job? 

2. Explain why you think Mr and Mrs Gnome have a fireplace. 

3. Who do you think comes to visit Mr and Mrs Gnome? Explain your answer. 



4. Draw a picture of Mr and Mrs Gnome’s breakfast. 

68 


Inferring 

A lovely home – 2 

5. Who do you think Mr and Mrs Gnome get letters from? 

6. Imagine you are the postperson delivering a short letter to the Gnomes. 

Write what is in the letter in this box. 

Dear Mr and Mrs Gnome 

From 

7. Imagine what the inside of the mushroom house looks like. Draw the rooms. 

(a) kitchen (b) bedroom (c) bathroom 




Pictorial 


‘Heave ho, let’s go!’ yelled Odin the Viking king, as he raised his hammer up 

to the sky. The Vikings pushed their large and heavy oars through the water, 

each keeping in perfect time. All of the Vikings were wearing their horned 

helmets and each was holding a weapon. The first Viking held a small axe, the 



second a pike, the third had a long axe and the fourth had a giant black axe. 

The boat had three shields down the side. As if this sight wasn’t scary enough, 

the Vikings’ boat had a horse’s head on the front with four sharp teeth and a 

long and curly tongue coming out of its mouth. The striped sail was catching 

the wind and the Vikings were well on their way to battle. 

70 


Cloze 


‘Heave ho, let’s go!’ yelled Odin the 

his hammer up to the 

and heavy oars through the 

time. All of the Vikings were wearing their horned 

and each was holding a weapon. The 

held a small axe, the second a pike, the 

king, as he raised 

. The Vikings pushed their large 

, each keeping in perfect 

Viking 

had 

a long axe and the fourth had a giant black axe. The boat had three 



Vikings’ boat had a horse’s 

down the side. As if this sight wasn’t scary enough, the 

and a long and curly 

on the front with four sharp 

coming 

out of its . The striped was 

catching the wind and the Vikings were well on their way to battle. 


Predicting 

The Viking ship – 1 


1. Look at the picture. Where do you think the Vikings are going? Write or 

draw your ideas. 

2. Why do you think the Vikings are wearing helmets? 


3. What do you think these parts from the story mean? 

words 

meaning 

Heave ho, let’s go! 

The striped sail was 

catching the wind 

... well on their way 

to battle 



72 


Predicting 

The Viking ship – 2 

After reading 

4. Were your predictions from questions one and two correct? 

Yes 

No 

5. What do you think will happen next in the story? Draw or write your 

predictions. 




Pictorial 

Sand fox cubs 

‘Why do we all have such big ears?’ one of the three baby cubs asked Mother 

Sand Fox one morning. ‘I know!’ said his sister. ‘It’s so we can fly like the birds!’ 

A camel, who was taking a drink at the waterhole nearby, laughed out loud. 



Mother Sand Fox stood up on top of the den she had dug for her family to live 

in. ‘No, I’m sorry little one, but we can’t fly.’ Father Sand Fox was returning to 

the den with some food in his mouth to share with Mother Sand Fox and their 

three cubs. He dropped the food in front of the cubs and said, ‘One reason we 

have such big ears is to listen for our prey. I could hear this rabbit under the 

ground and that’s how I caught it for our breakfast’. 

74 


Cloze 

Sand fox cubs 

‘Why do we all have such big 

?’ one of the three 

baby cubs asked Mother Sand Fox one morning. ‘I know!’ said his sister. ‘It’s 

so we can fly like the !’ A , 

who was taking a drink at the 

nearby, laughed 

out loud. Mother Sand Fox stood up on top of the den she had dug for 

her 

to live in. ‘No, I’m sorry little one, but we can’t 

.’ Father Sand Fox was returning to the den with some 



in his mouth to share with Mother Sand Fox and their 

cubs. He dropped the food in front of the cubs and 

said, ‘One reason we have such big ears is to 

for our 

prey. I could hear this 

under the ground and that’s 

how I caught it for our breakfast’. 


Visualising 

Sand fox cubs – 1 

1. In this story, the sand fox family live in an underground den. 

Imagine how it might look and draw a picture in the box. 

2. Think about what it might be like inside this den and write words in the 

chart to describe it. 

What can you smell? 

What sounds can you 

hear? 

What can you see? 



76 


Visualising 

Sand fox cubs – 2 

3. One of the sand fox cubs thought she could fly with her big ears. Imagine 

the cubs can fly and draw a picture. 

4. Write a story about the flying sand fox cubs. 




Pictorial 


Cara the crane was the hardest working crane in the city. She had helped to 

build all of the tall buildings in the city skyline. On the left side was the tallest 

building of them all. It had a triangle-shaped top and a long spire reaching up 

high. In the middle of the skyline, was a wide, rectangular building. Another 



crane was sat on top of that one to work on the buildings below. On the right 

side of the skyline was Cara’s first building. That one was only eight stories 

high. Cara worked with her driver, Gus. He wore earmuffs because it was very 

noisy on the construction site. Cara the crane was lifting a very heavy metal 

bar and Gus was steering so she knew where to put it down. Cara and Gus 

made a good team. 

78 


Cloze 


Cara the crane was the hardest working 

She had helped to 

skyline. On the left side was the tallest 

in the city. 

all of the tall buildings in the city 

of them all. It 

had a triangle-shaped top and a long spire reaching up high. In the middle 

of the skyline, was a 

building. That one was only 

with her 

because it was very 

the crane was lifting a very 

, rectangular building. Another 

was sat on top of that one to work on the buildings 

.. On the right side of the skyline was Cara’s first 

stories high. Cara worked 

, Gus. He wore 

on the construction site. Cara 

metal bar and Gus 



was steering so she knew where to put it down. Cara and Gus made a 

team. 


Summarising 

Cara the crane – 1 

1. Who is the main character in this story? What is she? 

2. Who is the other character named in the story? What does he do? 

3. The story talks about three buildings. Use the picture and the story to write 

a description of each building in the table below. 

Building on the left Building in the middle Building on the right 



80 


Summarising 

Cara the crane – 2 

4. Fill out the chart with information from the story. Use the picture and the 

words to help you. 

Who is the story 

about? 

What information 

does the story tell 

you? 

Where is the 

story set? 

5. Use the information in the chart above to write a two-sentence summary 

of this story. A summary is a short text which tells only the main information 

and not the details. 



6. Which do you think is the most important sentence in this story? Copy it. 


Pictorial 

My new room 

I’m so happy! My parents have done up my bedroom for me! Now I have a 

stripy mat on the floor next to my bed. There is a comfortable chair for me to 



sit in while I read my books. The shelf above the chair holds my books and 

my football trophy. On my bed there is a blanket with colourful spots. In the 

corner of my room is a table with my fishbowl on top. I have two goldfish who 

I have to feed each morning. I also have a big mirror to show me how I look 

after I get dressed in the morning. 

82 


Cloze 

My new room 

I’m so happy! My parents have done up my 

for me! Now I 

have a stripy on the floor next to my . 

There is a comfortable chair for me to 

with colourful 

with my fishbowl on top. I have 

in while I 

my books. The shelf above the chair holds my 



and my football trophy. On my bed there is a blanket 

. each morning. I also have a big 

to show me how I look after I get dressed in the morning. 

.. In the corner of my room is a table 

goldfish who I have to 


Visualising 

My new room – 1 

1. Think about your bedroom at home. Is it the same as the bedroom from 

this story? Answer the questions. 

Does your bedroom have ... 

a mat on the floor? 

a bed in it? 

any pets living in it? 

any trophies in it? 

any books in it? 

Yes 

Yes 

Yes 

Yes 

Yes 

No 

No 

No 

No 

No 

2. Think about a bedroom you would like to have. Draw it. 



84 


Visualising 

My new room – 2 

3. The child in the story has a trophy for football. Think about why he or she 

won this trophy. Write the reason. 

4. The bedroom in the story has a fishbowl with two goldfish living in it. Imagine 

you could have any pet you want. Describe your pet in the table below. 

My pet’s size 

My pet’s features 

My pet’s name 

My pet’s favourite 

activity 

5. Draw a picture of you and this pet together. 




Pictorial 


Mister Shoemaker worked well into the night by candlelight, to finish the pair 

of boots he had been asked to make for the king by morning. If he did a good 

job, he would have many orders from the people in the castle. His three most 

important tools were on the table in front of him. He had a sharp blade for 

cutting the leather; two long, thin metal rods for punching holes in the leather; 

and a hammer to hit the rods with. He used a very thick needle and really 



strong thread to sew the boots together. The shoemaker was pleased with his 

fine work and he was sure the king would be too. 

86 


Cloze 


Mister Shoemaker worked well into the 

, to finish the of boots he had 

been asked to make for the king by morning. If he did a good job, he would 

have many orders from the 

most important 

in front of him. He had a sharp blade for 

two long, 

and a 

were on the 

by 

in the castle. His three 

the leather; 



metal rods for punching holes in the leather; 

to hit the rods with. He used a very thick 

and really strong 

to sew the 

boots together. The shoemaker was pleased with his fine work and he was 

sure the 

would be too. 


Predicting 

Mister Shoemaker – 1 

1. Look at the picture. Write what you think this story could be about. 

2. Read the title. Do you think Mister Shoemaker is the person in the picture? 

Yes 

No 





3. Predict which words will come next in these sentences from the story. 

(a) He had a sharp blade for ... 

(b) The shoemaker was pleased with his fine work and he was sure … 

88 


Predicting 

Mister Shoemaker– 2 

4. Check your predictions from the first activity page. Were your predictions 

correct? 

all most some none 

5. Think about what could happen next in the story. Write or draw your 

predictions. 

(a) Mister Shoemaker does not finish the boots on time. What happens 

next? 

(b) Mister Shoemaker does finish the boots on time. What happens next? 




Pictorial 


The first circus took place over 200 years ago. The circus would travel from 

town to town to entertain people. Now we still have some circuses but most 



countries have banned animals from performing in them. In this picture, you 

can see an elephant and its trainer. The trainer is wearing a top hat and is 

holding a whip. The elephant is balancing on two legs and is wearing a starcovered 

costume on its head and on its back. The small round podium it is 

standing on also has stars on it. Why do you think circus animals have been 

banned? Do you think this is a good idea? 

90 


Cloze 


The first took place over 200 

ago. The circus would travel from town to 

to entertain 

people. Now we still have some circuses but most countries have banned 

see an 

from performing in them. In this picture, you can 

and its trainer. The trainer is wearing a 

top and is holding a . The 



elephant is balancing on two 

and is wearing a star- 

and on its back. The small 

on it. Why 

covered costume on its 

round podium it is standing on also has 

do you think 

animals have been banned? Do you 

this is a good idea? 


Synthesising 

Animals in the circus – 1 

1. How long ago was the first circus? 

2. What does the story say is different about circuses now? 

3. Some animals live freely and some live in captivity. Write about a time you 

have seen an animal in each setting. Use the example to help you. 

A free animal I saw was 

e.g. Once I saw a pelican catching 

a fish on a beach. 

4. Draw a picture of each animal. 

An animal in captivity I saw was 

e.g. Once I saw a snake in a tank at 

my cousin’s house. 



92 


Synthesising 

Animals in the circus – 2 

5. Write or draw some things you know about circuses. You can use 

information from the story and other things you know. 

6. At the end of the story there are two questions. Answer them with your 

ideas. 

(a) Why do you think circus animals have been banned? 

(b) Do you think this is a good idea? 

(c) 




Yes 

No 


Pictorial 


Mister Fancy Pants was almost always looking in the mirror. He liked to see 

all of the beautiful jewels and clothes he owned. Mister Fancy Pants went 



shopping a lot too. In the mirror, he admired the new and very large diamond 

ring on his left hand. On his right hand, he wore two other rings with shining 

stones in them. His pointy shoes curled up at the front and his wig curled up at 

the back. On his head was a heavy crown with three lovely stones on the side. 

His new shirt had a heart-shaped picture on the front. ‘Hmmm’, thought Mister 

Fancy Pants, ‘I wonder which pair of trousers I should wear on my shopping 

trip today?’ 

94 


Cloze 


Mister Fancy Pants was almost always looking in the . 

He liked to 

all of the beautiful jewels and clothes he 

owned. Mister Fancy Pants went shopping a lot too. In the mirror, he 

admired the new and very 

. On his right hand, he wore 

other rings with shining stones in them. His pointy 

diamond ring on his left 



curled up at the front and his wig curled up at the back. On his 

was a heavy 

three lovely stones on the side. His new 

with 

had a 

picture on the front. ‘Hmmm’, thought Mister Fancy 

Pants, ‘I wonder which pair of trousers I should 

on my 

shopping trip today?’ 


Questioning 

Mister Fancy Pants – 1 

1. Look at the title and the picture. Write two questions you have. 

(a) 

(b) 


2. Do you think Mr Fancy Pants has a job? 


3. Do you think this story is set in the present time? 

Yes No 


4. What do you think is Mr Fancy Pants’s favourite thing? 



Draw and label it. 


Yes 

No 

96 


Questioning 

Mister Fancy Pants – 2 

After reading 

5. Imagine you are meeting Mr Fancy Pants from this story. Write three 

questions you could ask him. 

• 

• 

• 

6. Think of one question Mr Fancy Pants might ask you when you meet. 

• 

7. Imagine four things that Mr Fancy Pants will buy on his shopping trip 

today. Draw and label them below. 

(a) 

(c) 

(b) 



(d) 


Pictorial 


An old woman was picking mushrooms in the forest one day when she heard 

some crying. She found Hansel and Gretel, two young children, very hungry 

and very cold. ‘Come to stay with me’, the kind old woman said. ‘I can keep 

you warm and fed.’ Hansel and Gretel made a plan. They quite liked the old 



woman’s house and they thought they could have it as their own. ‘I know,’ said 

Gretel to Hansel one day, ‘we’ll push her into the oven and shut the door!’ ‘Are 

you sure?’ asked Hansel. He didn’t mind the old woman so much, but Gretel 

thought she was too bossy. ‘I’m sure’, she said. When the woman was standing 

by the oven, all dressed in her fur scarf and her hat and her boots, Gretel 

came up behind her and gave her a big shove. 

98 


Cloze 


An old woman was 

mushrooms in the forest one 

day when she heard some crying. She found Hansel and Gretel, two young 

me’, the kind old 

, very hungry and very cold. ‘Come to stay with 

said. ‘I can keep you warm and 

fed.’ Hansel and Gretel made a plan. They quite liked the old woman’s 

and they 

they could have it 

as their own. ‘I know,’ said Gretel to Hansel one day, ‘we’ll push her into the 

and shut the 

asked Hansel. He didn’t mind the 

!’ ‘Are you sure?’ 



woman so much, but 

Gretel thought she was too bossy. ‘I’m sure’, she said. When the woman was 

standing by the 

, all dressed in her fur scarf and her 

hat and her boots, Gretel came up 

her and gave her a 

big shove. 


Synthesising 

What nasty children! – 1 

1. In this story, there are three characters. Write their names and whether 

you think they are good or bad. Explain your choices. 

Character name Good or bad Reasons 

2. There is a fairytale called Hansel and Gretel that is different. Write what 

you know about that story. 



100 


Synthesising 

What nasty children! – 2 

3. Draw a picture of when the old woman found the children in the forest. 

Use the story to help you. 

4. What do you think happened next in this story? Write or draw your ideas. 




Pictorial 


T-rex was strolling in the jungle one day, when he passed by something he had 

never seen before. There was a huge hill behind him but it wasn’t just any hill. 

This very large hill had smoke, ash, sparks and rocks coming out of the top of 



it. T-rex could hear a noise that sounded like the waves in the ocean. T-rex saw 

two giant birds flying beside the strange hill. ‘Watch out!’ he called to them. 

‘That hill looks dangerous!’ The two birds called back, ‘That’s not a hill, silly 

T-rex. It’s a volcano’. ‘Oh no,’ thought the T-rex, ‘volcanoes are unsafe! I don’t 

think I’ll come back here again!’ He lifted his heavy tail from the ground and 

ran away quickly. 

102 


Cloze 


T-rex was strolling in the 

one day, when he 

passed by something he had never seen before. There was a huge 

hill had 

behind him but it wasn’t just any hill. This very large 

, ash, sparks and 

coming out of the top of it. T-rex could hear a 

sounded like the 

that 

in the ocean. T-rex saw two giant 

flying beside the strange hill. ‘Watch out!’ he called to 



them. ‘That hill looks dangerous!’ The two birds called back, ‘That’s not a hill, 

silly T-rex. It’s a 

’. ‘Oh no,’ thought the T-rex, ‘volcanoes 

are unsafe! I don’t think I’ll come back here again!’ He lifted his heavy 

from the ground and 

away 

quickly. 



What a strange hill! – 1 

1. Did you know what the hill was before reading the story? 

Yes 

No 


2. Explain what was making the noise that ‘sounded like waves in the ocean’. 

3. At the end of the story, the T-rex thought: 

‘Volcanoes are unsafe! I don’t think I’ll come back here again!’ 

Rewrite this information using your own words. 

4. Write or draw what you know about each thing. If you draw, add labels to 

give more information. 

(a) volcanoes 

(b) dinosaurs 



104 



What a strange hill! – 2 

5. Match the words from the story with a word that has a similar meaning. 

strolling • • suddenly 

unsafe • • stupid 

quickly • • walking 

silly • • dangerous 

6. Count and write the number of syllables in each word from the story. Use 

your pencil to draw a line to show the syllables. 

For example: fly/ing 

2 

(a) u n s a f e (b) s o u n d e d 

(c) d a n g e r o u s (d) v o l c a n o 

(e) o c e a n (f) h e a v y 

7. Explain why the two birds called the T-rex ‘silly’. 



8. Do you agree that the T-rex is ‘silly’? 


Yes 

No 


Pictorial 


Ally the adventurer was rowing her small boat towards the cave. She was 

well-prepared for the day’s adventure. She had her packed lunch and her 

water bottle and she was wearing a hat and a long-sleeved shirt to protect 

her from the hot sun. Ally liked to take pictures of the animals she saw on her 

adventures. She had just taken a picture of the two bats hanging from the top 

of the cave. One of the bats was covering its face with its wing to hide from the 

daylight. Ally passed by a small island with two small and spiky-looking bushes 

on it on her way into the dark cave. She wondered what she might see inside. 



106 


Cloze 


Ally the adventurer was rowing her small 

the 

She had her packed 

towards 

. She was well-prepared for the day’s adventure. 

and her 

bottle and she was wearing a hat and a long-sleeved 

to protect her from the hot 

.. Ally liked to take pictures 

of the animals she saw on her adventures. She had just taken a picture of 

the two 



the bats was covering its face with its 

the daylight. Ally passed by a small 

hanging from the top of the cave. One of 

to hide from 

with two small 

and spiky-looking 

on it on her way into the dark 

. She wondered what she might see inside. 


Predicting 

Ally the adventurer – 1 

1. Read the title and look at the picture. Make some guesses to describe the 

character: I think Ally the adventurer … 

2. Use the picture to help you predict the end of these sentences from the 

story. 

(a) Ally the adventurer was rowing her small boat … 

(b) She had packed her … 

(c) 



Ally liked to … 

108 


Predicting 

Ally the adventurer – 2 


3. Tick the boxes in the table below that show if your predictions in question 2 

were correct. 

(a) Ally the adventurer was rowing her 

small boat towards the cave. 

(b) She had packed her lunch and her 

water bottle … 

(c) Ally liked to take pictures of the 

animals she saw … 

After reading 

Almost the 

same 

Not the 

same 

3. Write or draw about what you think Ally did and saw inside the cave. 




Pictorial 


I went to stay at my friend Jane’s house and we had so much fun! Her house is 

very big, much bigger than mine. Her house has two storeys and mine only has 

one. I got to meet Jane’s dog, Lucky. Jane has told me so much about Lucky. 

He’s very friendly and playful. He loves to chase after his ball and he always 



keeps it by his side so he’s ready to play fetch. Jane has a beautiful flower 

garden out the back and a lot of pretty butterflies come to visit there. When 

I was waving goodbye to Jane, we saw two big butterflies right beside the 

house! Jane’s house has two spotted toadstools out the front. One is very big! 

Jane told me they grow there after it rains. 

110 


Cloze 


I went to stay at my 

fun! Her 

than mine. Her house has 

has one. I got to meet Jane’s 

is very big, much 

Jane’s house and we had so much 

storeys and mine only 

, Lucky. Jane has 

told me so much about Lucky. He’s very friendly and playful. He loves 

to 

side so he’s ready to 

after his ball and he always keeps it by his 

fetch. Jane has a beautiful 



garden out the back and a lot of pretty butterflies 

come to visit there. When I was waving goodbye to Jane, we saw two big 

right beside the house! Jane’s house has two spotted 

toadstools out the 

One is very big! Jane told me they 

there after it rains. 


Inferring 

Jane’s house – 1 

1. Do you think it is the first time the friend has been to Jane’s house? 

Yes 

No 


2. What do you think Jane told her friend about Lucky the dog? Write what 

you think she said. 

3. Think about how Jane’s flower garden looks. Use the story to help you 

draw a picture of it. 



112 


Inferring 

Jane’s house – 2 

4. Write three things you think the two friends did at the sleepover. Use the 

story and your own ideas. 

I think Jane and her friend … 

(a) 

(b) 

(c) 

5. Who else do you think lives at Jane’s house? Draw and label her family. 



6. Do you think Jane’s friend will come to stay again? 

Yes 

No 



Pictorial 


The lighthouse stands up tall on the hill. It helps the boats to know where the 

land is when they travel past at night. There is a small house behind it where 

the lighthouse keeper lives. A lot of animals can be seen in the area. There is 

a big pelican which stands up on the rocks and spreads its huge wings. There 



is a family of three dolphins that swim past the lighthouse each morning. 

Sometimes, there is even a gigantic whale which swims past and blows air 

and water out of its blowhole. The local children like to take the small rowing 

boat out on the water to watch these beautiful sea creatures. 

114 


Cloze 


The lighthouse stands up tall on the 

travel past at 

to know where the 

. There is a small 

. It helps the 

is when they 

behind it where the lighthouse keeper lives. A lot of animals can be seen in the 

area. There is a big 

spreads its huge wings. There is a family of 

that 

there is even a gigantic 

which stands up on the rocks and 



dolphins 

past the lighthouse each morning. Sometimes, 

which swims past and blows 

and water out of its blowhole. The local children like to 

take the small rowing 

out on the water to watch these 

beautiful sea creatures. 



The lighthouse – 1 

1. This story is called The lighthouse. What information does the story give 

about lighthouses? 

2. What is something else this story gives a lot of information about? Circle 

your answer. 

The lighthouse keeper the children the animals 

3. Fill out the table about the animals in the story. 

Animal name 

Sea creature? 

Yes/No 

Information about this animal 



4. Write a new title for this story. 

116 



The lighthouse – 2 

5. Explain why you chose this title. 

6. Read the parts of the story below and decide whether you think the 

information is important or interesting. 

Information Important Interesting 

The lighthouse stands up tall on the hill. 

It helps the boats to know where the land is 

when they travel past at night. 

A lot of animals can be seen in the area. 

There is a family of three dolphins that swim 

past the lighthouse each morning. 

7. Write some important information you could add to make this story longer. 



8. Write one thing you learned from this story. 


Pictorial 


Ted and his little sister, Fran, went tubing on the river one day. Ted had tied 

rope to each tube to make sure the two stayed together. In parts of the river, 

the rapids were fast and Fran was worried, as she had only just started 

learning to swim. All of a sudden, they passed over a sharp rock and it cut the 



rope. Ted looked back to see Fran falling through the tube! ‘Help!’ Fran called 

out. Ted had to think quickly. What could he do? Ted decided to use the oar he 

was holding to reach out to Fran in her tube. ‘Turn around, Fran! You have to 

grab on to this oar so I can tie us back together!’ 

118 


Cloze 


Ted and his little 

one day. Ted had tied 

, Fran, went tubing on the 

tube to make sure the two stayed together. In parts of the river, the rapids 

were 

started learning to 

and Fran was worried, as she had only just 

to each 

. All of a sudden, they passed over 

a sharp and it the rope. Ted 



looked back to see Fran falling through the ! 

‘Help!’ Fran called out. Ted had to think quickly. What could he do? Ted 

decided to use the 

he was holding to reach out to 

in her tube. ‘Turn around, Fran! You have to grab on to 

this oar so I can 

us back together!’ 



Tubing trouble – 1 

Text to self 

1. Read the title and look at the picture to write what you know about tubing. 

2. Look at the picture. Write about who the people in the picture remind you 

of and why. 

3. Write or draw about a time you went tubing or did another activity in the 

water. 

4. How did you feel when you were doing this activity? 

Text to text 



5. Describe a story or a film you know that is like this story. 

120 



Tubing trouble – 2 

Text to world 

6. This story is set in a river. Write about a river you have been to or one you 

know about. 

7. The brother in this story has to rescue his sister. What do we call people 

who have the job of rescuing others from the water? 

8. In this story, the characters are floating in tubes. What is another way 

these tubes can be used? 

9. Look at the picture. Do you think this story happened in your country? 



Yes 

No 



Pictorial 


The sun was shining and three birds were flying high in the sky. The kittens 

decided it would be fun to hide from Mother Cat. Stripy kitten was the first to 



find a hiding place. She went and hid behind the stone wall. ‘Mum will never 

find me here!’ she thought. Spotty kitten went and hid up in the top of the tree. 

‘Mother won’t find me here!’ he thought. Ginger kitten saw a huge rock and 

decided to hide underneath it. She burrowed under the rock so that only her 

head was poking out. ‘I have the best hiding place’, she thought. ‘I bet I won’t 

be found until last!’ Mother Cat came walking down the valley and called out, 

‘Meow! Kittens, where are you? It’s time for your lunch!’ 

122 


Cloze 


The 

were flying high in the 

be fun to hide from Mother 

to 

was shining and three 

. The kittens decided it would 

. Stripy kitten was the first 

a hiding place. She went and hid behind the stone 

. ‘Mum will never me here!’ 

she thought. Spotty kitten went and hid up in the 

the 

She burrowed under the rock so that only her 

. ‘Mother won’t find me here!’ he thought. Ginger 



saw a huge rock and decided to hide underneath it. 

was 

poking out. ‘I have the best hiding place’, she thought. ‘I bet I won’t be found 

until last!’ Mother Cat came walking down the valley and called out, ‘Meow! 

, where are you? It’s time for your lunch!’ 

of 



Hidden kittens – 1 

1. Why did the kittens hide from their mother? 

2. How many cats are in this story? 

3. Look at the words from the story. Write the number of syllables and a 

meaning for each word. 

Word Syllables Meaning 

shining 

thought 

underneath 

burrowed 

4. Draw a picture about a time you have played hide and seek. 



5. Write a sentence to explain your picture. 

124 



Hidden kittens – 2 

6. In the story, there are three words which come from the root word ‘hide’. 

Use other words from the story to make the different word forms like in the 

example. 

Root word Past tense -ing form 

e.g. hide hid hiding 

find 

decided 

7. Sort the words from the story into the table. See the example. 

shining 

flying 

walking 

kitten hide stripe ginger behind 

high time it walking sky 

Short ‘i’ sound 

e.g. hid 

Long ‘i’ sound 

find 




Pictorial 

Naughty sheep 

Have you ever seen such a sight? 

Six sheep playing through the night. 

Two on the hill, beside the farmhouse. 

One hiding in the flower bush, quiet as a mouse. 

Another by the same bush, who is holding a cane. 

The old cow is watching, she thinks ‘What a pain! 

These sheep are always behaving this way!’ 

‘Come join us old girl, what do you say?’ 



Yells the sheep on the roof, stood up on the barn. 

The last one calls out, ‘We’re doing no harm’, 

as she flies through the air, right past the tree. 

‘No thanks’, says the cow. ‘This isn’t for me! 

Now please be quiet so I can get some sleep, 

you silly, childish and rude little sheep!’ 

126 


Cloze 

Naughty sheep 

Have you ever seen such a sight? 

Six sheep playing through the night. 

Two on the , beside the . 

One hiding in the 

bush, quiet as a mouse. 

Another by the same bush, who is holding a . 

The old 

These 

‘Come join us old girl, what do you say?’ 

Yells the sheep on the 

The last one calls out, ‘We’re doing no harm’, 

is watching, she thinks ‘What a pain! 

. are always behaving this way!’ 

, stood up on the barn. 



as she through the air, right past the .. 

‘No thanks’, says the cow. ‘This isn’t for me! 

Now please be so I can get some , 

you silly, childish and rude little sheep!’ 


Questioning 

Naughty sheep – 1 


1. Look at the picture. Write a question you have about the story. 

2. Why do you think the story is called Naughty sheep? 


3. Use the information in the story to answer this question. 

Why is the cow unhappy? 

4. Use your imagination to answer this question. 

Why does one sheep have a cane? 

5. Give an opinion to answer this question. 



Why do you think this story uses rhyming words? 

128 


Questioning 

Naughty sheep – 2 

After reading 

6. Can you answer the question you wrote for question number one, now you 

have read the story? 

Yes 

No 


7. Do you agree with the cow that the sheep are silly, childish and rude? 

Yes 

No 


8. Did you like the cow or the sheep more in this story? Explain your answer. 



9. Did you enjoy this story? 

Yes 

No 



Answers 

All cloze answers are given in order. 


Cloze 

farm, holidays, morning, piglets, scrap, lamb, milk, water, 

animals, afraid, henhouse 


Text to self 

1.–3. Answers will vary. 

Text to text 

4. Answers will vary but could include: ‘Old MacDonald’ 

5. Answers will vary. 

Text to world 


8. Answers will vary but could include: washing dishes, 

setting the table, cleaning their rooms, weeding the 

garden, and taking out the rubbish. 


Cloze 

zoo, neck, leaves, animals, penguin, water, zebra, front, lion, 

staff, wild, hunt 

Inferring 


2. Ginger the giraffe is glad to be far away from Larry 

the lion because lions hunt giraffes in the wild. 

3. Happy. Explanations will vary but could include 

because she has a new baby. 



Cloze 

inventor, machine, bird, branch, girl, wearing, hair, helmet, 

scarf, herself, return, workshop, looked 

Visualising 


Ready robots 

Cloze 

legs, back, wheels, lights, feet, robots, heads, mission, ears 


1. This story is about three robots. 

2. The robots in the story are ready for a mission. 

3. Name 

Robbie 

74N5 

Rosy 

Describing 

words 

Tall 

Smiling 

Small 

Round 

Short 

Fat 

Can 

talk 

Yes 

No 

Yes 

Has a 

face 

Yes 

No 

Yes 

Parts of this robot 

• Key in back 

• Lights on feet 

• Button nose 

• Big ears 

• Aerial on head 

• Thee thin legs 


• Three wheels 

• Computer 



5. 

Information from the story Important Interesting 

(a) ‘yes, my computer says it’s 

time’ 

3 

(b) the six lights on the bottom 

of his feet started to flash 

3 

quickly 

(c) the aerials on their heads 

sent up the signal that they 3 

were ready for the mission 

(d) 

(e) 

the small round robot with 

three thin legs 

the short, fat robot who sat 

on three wheels 

6. The robots use the aerials on their heads to send a 

signal. 


The world's worst little sister 

Cloze 

skating, sister, cold, Christmas, hat, scarf, parents, fell, trees, 

sister 


Text to self 


Text to text 


Text to world 





Cloze 

rabbit, eat, animals, thought, ask, behind, beetles, tree, best, 

tree, fox, grass, RABBITS 


1. This story is called Foods of the forest because it is 

about what animals in the forest eat. 

3 

3 

130 


Answers 

2. Animal Foods they eat 

Rabbit 

grass 

Hedgehog slugs worms beetles 

Squirrel nuts berries seeds 

Deer grasses shrubs 

Fox berries birds rabbits 

3. fox 

4. trees, shrubs, bushes, flowers, acorns, grasses 

5. (a) grass 

(b) hedgehog 

6. 

Deer Rabbit Fox Hedgehog Squirrel 

Is small 8 3 3 3 3 

Has fur 3 3 3 8 3 

Has four 

limbs 

3 3 3 3 3 

Can climb a 

tree 

8 8 8 8 3 


Cloze 

story, hill, water, Jack, map, doctor, dragon, cave, mermaid, 

roads, bridge 

Visualising 



Cloze 

host, scones, need, eggs, cut, cups, bowl, cut, fingers, bowl, 

mix, bench, pieces, tray, oven 

Summarising 

1. Jemma 

2. Ben and Ava 

3. strawberry scones 

4. first First, cut up the strawberries. 

next 

Next, measure two cups of flour and put it in a 

bowl with the salt, sugar and baking powder. 

after 

that 

After that, cut the butter into pieces and rub it 

into the dry mixture with your fingers. 

now Now add the strawberries to the bowl. 

finally 

Finally, add two eggs and milk slowly and mix 

well. Put the dough on a floured bench and 

make a large, flat round shape. Cut it into eight 

pieces like a pizza and place it on a baking tray. 

Put it in the oven to bake for 25 minutes. 

5. Teacher check 

6. Electric mixer No Bowl Yes 

Saucepan No Knife Yes 

Microwave No Oven Yes 

Baking tray Yes Measuring cups Yes 


Cloze 

boy, grandpa, houses, shop, when, job, milk, black, cart, 

horse, house, bottles, milk, cart 

Inferring 


3. Answers will vary but could include: the horse is 

wearing blinkers so it doesn’t see things that scare it. 

4. plastic 

5. No, because young children are not allowed to work 

anymore. 

6. Answers will vary. All items were home delivered in the 

past. 



Cloze 

day, play, flowers, rake, dig, seeds, dog, hole, stones, plant, 

water, dirt, hose, feet, rest 

Predicting 



2. In the picture, I can see two people working in the 

garden. There is a dog helping them. 


3. The word 'can' means ‘watering can’ in this story. 

4. Another name for a ‘digger’ is a spade or a shovel. 

5. Answers will vary but can include: I think these people 

are in their garden outside of their house. 

After reading 


Snorkelling 



Cloze 

Dear, holiday, fun, mask, water, feet, mouth, diving, hold, 

snorkel, trees, starfish, fish 


1. Two syllables Three syllables Four syllables 

diving 

paddle 

flippers 

tropical 

octopus 

holiday 

coconut 

underwater 


Answers 

2. Base word Word from 

the story 

Meaning of the word from 

the story 

colour colourful Lots of bright colours 

look looking Using your eyes to see 

dive diving Going under the water 

learn learned Gained a new skill 

3. breathe, see, three, feet, trees 



Cloze 

eggs, feathers, sun, Bird, hatch, perch, wings, birdhouse, 

flapped, fence, Bird 

Questioning 



2. Answers will vary but could include: I think the baby 

birds will learn to fly because they can’t fly when they 

are first born. 


3. Answers will vary but could include: I think Mother Bird 

knew the babies were ready to fly because she could see 

them flapping their wings. 

After reading 


6. Answers will vary but could include: ask an adult, look 

in a book, or use the Internet. 


Cloze 

tree, May, November, cloth, wet, pain, coin, tree, cloth, tie, 

wells, years 

Synthesising 


Ready to ride 

Cloze 

horse, ready, under, back, saddle, strap, head, mouth, boots, 

helmet, cat, Flame 

Summarising 

1. Answers will vary but could include: In the picture I can 

see a girl and a horse in a stable. The girl is wearing 

riding clothes. 


3. first 

next 

then 

after that 

finally 

After I take Flame out of her stall, I give her a 

quick brush down. 

Next, I take the pad that sits under the saddle 

and put it on her back. 

The saddle goes on top of the pad and I have 

to check the strap around her belly is fastened 

tightly. 

After I pull the strap tightly three times, I take 

the bridle and put it over her head. 

The bit on the bridle goes inside Flame's mouth. 

4. The girl in the story says her helmet is the most 

important thing. 

5. The helmet is the most important as it will protect her 

head if she falls off her horse. 

Pirate Pete 

Cloze 

treasure, ship, buried, chest, hat, parrot, eye, patch, hook, 

treasure 

Questioning 





After reading 


Family picnic 

Cloze 

tail, sausage, eating, ground, Mum, drink, eating, cream, 

football, grass, thinks 


Text to self 


Text to text 


Text to world 




A lovely home 

Cloze 

home, mushroom, smoke, windows, trees, summer, door, see, 

postperson, sunflowers, eat, home 

Inferring 


2. Answers will vary but could include: to keep their 

house warm in the winter. 


132 


Answers 


Cloze 

Viking, sky, water, helmets, first, third, shields, head, teeth, 

tongue, mouth, sail 


2. Answers will vary but could include: to protect their 

heads in a battle. 


Sand fox cubs 

Cloze 

wars, birds, camel, waterhole, family, fly, food, three, listen, 

rabbit 

Visualising 



Cloze 

crane, build, building, wide, crane, below, eight, driver, 

earmuffs, noisy, heavy, good 

Summarising 

1. The main character in this story is Cara and she is a 

crane. 

2. The other character in this story is Gus. He is the 

crane driver. 


5. Answers will vary but could include: This is a story 

about a crane called Cara and her driver, Gus. Cara 

and Gus are a good team and they work hard. 


My new room 

Cloze 

bedroom, mat, bed, sit, read, books, spots, two, feed, mirror 

Visualising 

1–5. Answers will vary. 


Cloze 

night, candlelight, pair, people, tools, table, cutting, thin, 

hammer, needle, thread, king 

Predicting 


Synthesising 

1. The first circus was over 200 years ago. 

2. The story says most countries have banned animals 

from performing in circuses now. 



Cloze 

mirror, see, large, hand, two, shoes, head, crown, shirt, heart, 

wear 

Questioning 



Cloze 

picking, children, woman, house, thought, oven, door, old, 

oven, behind 

Synthesising 

1. Character names are: Hansel, Gretel and Old 

Woman. Other answers will vary. 

2. Answers will vary but could include: Hansel and 

Gretel is a fairytale about two children who are taken 

by a witch to be eaten. 



Cloze 

jungle, hill, smoke, rocks, noise, waves, birds, volcano, tail, 

ran 



2. Answers will vary but could include: The noise that 

sounded like the ocean was the lava inside the 

volcano. 


5. strolling/walking; unsafe/dangerous; quickly/ 

suddenly; silly/stupid 

6. (a) un/safe 2 (b) sound/ed 2 

(c) dang/er/ous 3 (d) vol/can/o 3 

(e) o/cean 2 (f) heav/y 2 

7. Answers will vary but could include: The birds called the 

T-rex silly because he didn’t know the hill was a volcano. 






Cloze 

circus, years, town, animals, elephant, hat, whip, legs, head, 

stars, circus, think 

Cloze 

boat, cave, lunch, water, shirt, sun, bats, wing, island, bushes, 

cave 

Predicting 



Answers 



Cloze 

friend, house, bigger, two, dog, chase, play, flower, 

butterflies, front, grow 

Inferring 



Cloze 

hill, boats, land, night, house, pelican, three, swim, whale, air, 

boat 


1. This story tells us that a lighthouse helps the boats to 

see where the land is at night. 

2. The animals 

3. 

Animal 

name 

Sea creature? 

Yes/No 

Information about this 

animal 

Pelican No 

The big pelican stands up 

on the rocks and spreads its 

huge wings. 

Dolphins Yes 

Three dolphins swim past the 

lighthouse each morning. 

Whale Yes 

The gigantic whale swims 

past and blows air and water 

out of its blowhole. 


6. Information Important Interesting 

The lighthouse stands up tall 

on the hill. 

3 

It helps the boats to know 

where the land is when they 3 

travel past at night. 

A lot of animals can be seen in 

the area. 

3 

There is a family of three 

dolphins that swim past the 

lighthouse each morning. 

3 



Cloze 

sister, river, rope, fast, swim, rock, cut, tube, oar, Fran, tie 



7. Lifeguard or lifesaver 

8. Answers will vary but could include: the tubes go 

inside tyres. 


Cloze 

sun, birds, sky, Cat, find, wall, find, top, tree, kitten, head, 

Kittens 


1. Answers will vary but could include: The kittens were 

playing a game. 

2. 4 

3. Word Syllables Meaning 

shining 2 Something bright and glowing 

thought 1 An idea in your mind 

underneath 3 Below or under something 

burrowed 2 Dug a hole 


6. Root word Past tense -ing form 

e.g. hide hid hiding 

shine shone shining 

fly flew flying 

walk walked walking 

find found finding 

decide decided deciding 

7. Short ‘i’ sound Long ‘i’ sound 

e.g. hid 

kitten 

ginger 

it 

walking 

find 

hide 

stripe 

behind 

high 

time 

sky 

Naughty sheep 

Cloze 

hill, farmhouse, flower, cane, cow, sheep, roof, flies, tree, 

quiet, sleep 

Questioning 


3. The cow is unhappy because the sheep are always 

playing and she can’t sleep. 




134

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