YEAR 3

comprehension
Student Book fiction

My Name

www.readingeggspress.com
Reading Eggspress Comprehension Year 3 Student Book, Fiction
ISBN: 978-1-74215-455-8
Copyright © Blake eLearning 2020
Blake Publishing
Locked Bag 2022
Glebe NSW 2037
www.blake.com.au
Publisher: Katy Pike
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 FICTION

Contents
Comprehension • Term 1 Date Completed

Page 1 Finding facts and information ......................................................... / /

3 Drawing conclusions ....................................................................... / /
5 Point of view ..................................................................................... / /
7 Think marks ...................................................................................... / /
9 Making predictions .......................................................................... / /
Comprehension • Term 2
11 Visualisation ..................................................................................... / /
13 Making connections ........................................................................ / /
15 Main idea and details...................................................................... / /
17 Making inferences ........................................................................... / /
19 Sequencing events........................................................................... / /
Comprehension • Term 3
21 Analysing character feelings and motivation ................................. / /
23 Sequencing events........................................................................... / /
25 Finding facts and information ......................................................... / /
27 Point of view ..................................................................................... / /
29 Making connections ........................................................................ / /
Comprehension • Term 4
31 Cause and effect .............................................................................. / /
33 Making inferences ........................................................................... / /
35 Making connections ........................................................................ / /
37 Sequencing events........................................................................... / /
39 Visualisation ..................................................................................... / /

COMPREHENSION • YEAR 3 • 978 1 74215 455 8 iii © Blake eLearning

 FICTION
In this book
The Reading Eggspress Comprehension program shows students how to understand the literal meaning
of a text and its vocabulary, and its inferred meaning. This workbook has 20 step-by-step lessons, over
four terms, that teach key strategies for students to use when they read. Each lesson uses a levelled extract
and focuses on a single comprehension strategy. The lessons align with the following components of the
Australian Curriculum:

Australian Curriculum content codes and descriptions

ACELA1596 – Draw connections between personal experiences and the worlds of texts, and share
responses with others
ACELT1599 – Discuss how language is used to describe the settings in texts, and explore how the settings
shape the events and influence the mood of the narrative
ACELT1600 – Discuss the nature and effects of some language devices used to enhance meaning and
shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose
ACELY1675 – Identify the point of view in a text and suggest alternative points of view
ACELY1679 – Read an increasing range of different types of texts by combining contextual, semantic,
grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting,
confirming, rereading, reading on and self-correcting
ACELY1680 – Use comprehension strategies to build literal and inferred meaning and begin to evaluate
texts by drawing on a growing knowledge of context, text structures and language features

Comprehension strategy overview

Comprehension type Strategy Pages
Finding facts and information 1, 25
Literal Main idea and details 15
Looks for explicitly stated answers in the texts.
Answers Who, What, When and Where questions. Sequencing events 19, 23, 37

Think marks 7

Cause and effect 31

Inferential Drawing conclusions 3
Finds implied information in the text. Looks for text
clues and evidence that point to the correct answer. Making inferences 17, 33

Making predictions 9

Character behaviour 21
Critical Making connections 13, 29, 35
Asks for connections or opinions on information in
the text. Uses text clues to support the connections. Point of view 5, 27

Visualisation 11, 39

COMPREHENSION • YEAR 3 • 978 1 74215 455 8 iv © Blake eLearning

Finding facts and information FICTION

Some answers are clearly seen in the text. Ask these questions: Who? What?
Where? When?

Read the passage.

Colour where
Shugg’s Pet Octopus Duke threw
Shugg’s
As Shugg and Katie walked home backpack.
through the park, Duke stepped out
from behind a tree. “Trying to scare
Circle how
me, were you?”
Duke got
Highlight “No,” said Shugg. Shugg’s
where Shugg backpack.
and Katie Duke snatched Shugg’s backpack and
were going. threw it up into a very tall tree. He
stood under the tree with his hands on
Underline his hips. “Now let’s see you climb up
what Duke and get it.”
asked Shugg.

Circle the correct answers.

1 Where were Shugg and Katie going?
a to school b to the park c home d to the beach

2 What does Duke ask Shugg?

a May I look inside your backpack? b May I look at your octopus?
c Where can we play this afternoon? d Were you trying to scare me?

3 How did Duke get Shugg’s backpack?

a He snatched it. b He asked for it. c He bought it. d He tossed it.

4 Who threw Shugg’s backpack?

a Duke b Shugg c Katie d Shugg’s brother

5 Where did Shugg’s backpack land?

a up a tree b under a tree c into the lake d under a chair

COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 1 © Blake eLearning

FICTION
Finding facts and information
Read the passage.
Colour Peter’s
words.
Peter looked down at the backpack
poking out from under the bed. Then
Highlight
who saw the he shook his head. “Nah! Not even you Underline the
things that
backpack. would bring home an octopus.” Shugg found
in the pantry.
Later that night, Shugg raided
Put a box the pantry. He found a tin of
around where crab meat and some lobster-
the backpack
was. flavoured noodles. He opened
both and pushed them under
the bed.
Circle when
Shugg raided
the pantry.

6 Who looked down at the backpack?

_____________________________________________________________________________

7 Where was the backpack?

_____________________________________________________________________________
_____________________________________________________________________________

8 What did Peter say?

_____________________________________________________________________________
_____________________________________________________________________________

9 When did Shugg raid the pantry?

_____________________________________________________________________________

10 What did Shugg find in the pantry?

_____________________________________________________________________________
_____________________________________________________________________________
COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 2 © Blake eLearning
Drawing conclusions FICTION

Make your own judgements to draw conclusions from a text. Clues in the text will
help you.

Read the passage.

Circle what
the movie
Circle the No problem! was about.
word that
tells us Jack It was Sunday afternoon. I was in my
was enjoying bedroom watching a good movie about Put a box
around the
the movie. aliens when Mum poked her head in. You
narrator’s
could tell by the look on her face that she name.
Highlight wasn’t happy.
the word that “Just look at the state of this
tells what
Jack’s room
room, Jack,” she said. “It looks like
looked like. a pigsty. Turn off that screen and
clean it up.”
Underline “In a minute,” I answered,
why Jack wishing she’d go away. The
didn’t want aliens were about to attack
to turn off the
Earth and I wanted to see
television.
what was going to happen.

Circle the correct answers.

1 Which is the best conclusion? Jack was watching a ...
a comedy. b cartoon. c science fiction movie. d horror movie.

2 Which word is the clue to question 1’s answer?

a bedroom b aliens c good d watching

3 Which is the best conclusion? Jack’s room was ...

a muddy. b spotless. c organised. d messy.

4 Which word is the clue to question 3’s answer?

a pigsty b state c clean d good

5 Which phrase tells us that the movie was at an exciting point?

a In a minute b go away c about to attack d wanted to see
COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 3 © Blake eLearning
FICTION
Drawing conclusions
Read the passage.
Colour the
reason Jack
I asked Mum where she’d put my lunch.
wanted Mum
Usually it was on the bench. to drive him
“Oh, I don’t do lunches,” Mum said. “You to school.
have to make your own sandwiches.”
“I’m already late,” I grumbled. “You’re going Underline
Put a box
around who to have to drive me to school.” who Jack
blamed for
Jack asked Mum shook her head. “I don’t think so, dear. being late
where his
lunch was.
I don’t run a taxi service. You’ll have to for school.
walk.”
Grabbing my school bag, I raced out the
Circle the door. Thanks to Mum, I didn’t have
word that a hope of getting to school on time.
suggests that
Jack was in a On the way I tried to think of a good
bad mood. excuse to tell my teacher. I decided
it was easier to tell Mr Jones the truth.

6 What can we conclude about who usually made Jack’s lunch?

_____________________________________________________________________________

7 What is the clue to question 6’s answer?

_____________________________________________________________________________

8 Why can we conclude that Jack had probably overslept?

_____________________________________________________________________________

9 How do we know that Jack was going to be late for school?

_____________________________________________________________________________
_____________________________________________________________________________

10 Why can we conclude that Jack thought it was his mum’s fault that he was going
to be late for school?
_____________________________________________________________________________
COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 4 © Blake eLearning
Point of view FICTION

To identify a character’s point of view, consider how they behave and feel.

Read the passage.

Underline the
words the
Kalo Li’s New Country narrator uses
to describe the
A good thing about working in the customers.
restaurant is I can choose any dish I
like. Won ton noodle soup is my favourite.
Put a box
Some customers are funny and have a around the
Circle the joke with you. Old people seem to be adjective the
food the narrator narrator uses to
likes best.
easier to talk to. describe
Others aren’t so nice. When they order the soup.
their food, they say things like, “No salt.
Highlight why
the narrator No soy sauce. Be quick about it.”
likes the old I’m very careful when taking down
people.
their order, so that I get it right.

Circle the correct answers.

1 From the narrator’s point of view, which is the best dish in the restaurant?
a chicken’s feet b won ton noodle soup c roast goose

2 How does the narrator express her opinion about the dish she likes most? She says ...
a it is delicious. b it’s amazing. c she loves it. d it’s her favourite.

3 What is the narrator’s opinion of the older customers? She ...

a thinks they are funny. b doesn’t like them.
c likes them. d is scared of them.

4 How does the narrator express her opinion of the older customers? She says they ...
a are easier to talk to. b tell funny jokes.
c don’t like salt. d are in a hurry.

5 What is the narrator’s overall opinion of the customers?

a She likes them all. b She doesn’t like any of them.
c Some are nice and others are not so nice. d She thinks they are rude.
COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 5 © Blake eLearning
FICTION
Point of view
Read the passage.

Our school had a Food Day. Mum made

me some honey king prawns to take to Circle what
school. the principal
thinks of Hong
The principal was very impressed with Kong food.
our Hong Kong food.
Put a box On Friday, the principal said, “We’re Highlight
around the
pronouns that
going to visit your restaurant, Kalo. My what kind of a
show that Kalo staff and I will be coming tomorrow student Kalo
thinks she is.
is the narrator. night for dinner.”
My face went red. I wondered what the
Underline a principal would order. What if he
sentence that
didn’t like the food? What if I
shows that Kalo
feels nervous. dropped a spring roll on him?
What would my principal say
to Mum? I was not the best
student in the school.

6 What was the principal’s opinion of food from Hong Kong?

7 How do we know that the events in the story are told from Kalo’s point of view?

8 How does Kalo feel about the principal and his staff coming to visit her restaurant?

9 Which sentence gives the best clue to question 8’s answer?

10 What is Kalo’s opinion of herself as a student?

COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 6 © Blake eLearning

Think marks FICTION

Use special marks to label the parts of a text you see clearly; the parts you don’t
understand; and your personal connections to the text.

Read the passage.

If you had to look
up the meaning
If you can see
question 1’s The Lazy Tortoise of the word skink,
place a W next to
answer clearly All the animals of the world were very
it. If you knew the
place a J excited. meaning, place a
next to it.
“The great god Jupiter is getting married, P next to it.

If you had to look

and we’re all invited to the wedding!” said
up the meaning a heron. If you can see
of the word question 4’s
“What about me?” asked a cockroach.
heron, place a answer place
“Are you sure that even the small a J next to it.
W next to it. If
you knew the creatures are invited?”
meaning, place a “Yes, every one of us,” replied a skink.
P next to it. “Jupiter said that every living creature
is invited to the wedding.”
Draw a chain
next to a
Soon, an amazing swarm of living
situation you can creatures began to head to the
connect to. palace!

Circle the correct answers.

1 How were all the animals of the world feeling?
a happy b excited c confused d sad

2 What kind of creature is a heron?

a a reptile b a marsupial c an insect d a bird

3 What is a skink?
a a type of snake b a type of bird c a type of lizard d a type of monkey

4 Where were all the creatures going?

a to the palace b to the jungle c to the zoo d to the park

5 Which of the following situations can most of us connect to?

a going to a god’s wedding b walking with a swarm of animals
c talking to a cockroach d feeling excited about something
COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 7 © Blake eLearning
FICTION
Think marks
Read the passage. Do you
understand how
If you can see Only after the wedding, when all the guests Jupiter punished
question 6’s the tortoise? If
were enjoying a feast, did the tortoise plod you do, place a
answer clearly
up to the palace. Jupiter was very cross.
place a J P next to the
next to it. “Why are you so late?” he demanded. answer.

“Every other creature in the world

Place a Pnext managed to be at my wedding, but not Draw a chain
next to the
to question
7’s answer to
you.” part of the text
show that you “Well, I didn’t want to leave my home,” that you can
understand that said the tortoise. “I was happy at home, connect to.
part of the text.
all snug and cosy.”
If you had to
Jupiter was furious. The tortoise would
look up the
Place a P next
rather be in a filthy ditch than in his royal meanings of
to furious if you
know what it palace! snug and cosy,
means. Use place a W next
“So it shall be!” he said. “If you love your to the words. If
a W if you are
unsure of its
home so much, you will carry it on your you knew the
meaning. back for the rest of your life!” answer, use a
P instead.

6 How did Jupiter feel when he saw the tortoise plodding up to the palace?

7 What reason did the tortoise give for being late?

8 What does it mean to be snug and cosy?

9 How did Jupiter punish the tortoise for being late?

10 Write about a time when you had to go somewhere but would rather have
stayed at home.

COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 8 © Blake eLearning

Making predictions FICTION

We can predict what is going to happen in a text based on clues in the words
and pictures, and on what we already know.

Read the passage. Underline the

things Captain
Circle a word What Kind of Pirate? Red Beard and
his crew like
that tells us Narrator: Somewhere on the seven seas
what Captain to do.
is a pirate called Captain Red Beard. The
Red Beard and
his crew like Captain has a ship called The Black Beast.
Highlight the
to collect. It is a very fine pirate ship. Captain Red question Captain
Beard and his crew like dropping in on other Red Beard asks.
pirate ships and stealing their treasure.
Put a box
around the
Fingers: Pirate ship on the starboard bow, Colour the
word that Captain. reason Captain
shows how Captain Red Beard: Good spotting, Fingers. Red Beard gives
Captain Red for wanting to
Happy seadogs! Let’s meet them.
Beard and his board the ship.
crew get their Ahoy there fellow pirates! Can my crew and
treasure. I board your ship? We could swap a few
pirate tales of terror and treasure.

Circle the correct answers.

1 What two predictions can you make about what will happen next in the story?
a Captain Red Beard and his crew will invite the other crew onto their ship.
b Captain Red Beard and his crew will board the pirate ship.
c Captain Red Beard and his crew will shout louder.
d Captain Red Beard and his crew will steal the pirates’ treasure.
e Captain Red Beard and his crew will tell the other pirates a story.

2 What evidence is there in the text to support your predictions?

Choose three answers.
a Captain Red Beard and his crew like dropping in on other pirate ships.
b Captain Red Beard’s ship is called The Black Beast.
c Captain Red Beard and his crew like stealing other pirates’ treasure.
d Fingers spotted a ship on the starboard bow.
e Captain Red Beard wants to meet the pirates on the other ship.
COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 9 © Blake eLearning
FICTION
Making predictions
Read the passage.
Colour two
sentences
Narrator: Captain Red Beard had an idea.
that help you
Captain Red Beard: Well, Captain Rat, you understand
are the nastiest pirates I have ever met. We what Captain
would like to help you be nasty. You must Red Beard and
his crew are
decide on the nastiest thing you can do to planning to do.
us. My crew will go below decks while you
Underline the have a nasty little meeting about it.
adjectives
Captain Red Narrator: Captain Rat thought this was
Beard uses to a wonderfully nasty idea. His crew all
describe Captain argued about what was nastiest.
Rat’s crew.
Captain Red Beard and his crew
went below.

3 What prediction can you make about what Captain Red Beard is planning to do?

4 What do you know about pirates that helped you make your prediction?

5 What prediction can you make about what Captain Rat and his crew might do to
Captain Red Beard and his crew?

6 What evidence is there in the text that helped you make your prediction?

COMPREHENSION • YEAR 3 • TERM 1 • 978 1 74215 455 8 10 © Blake eLearning

Visualisation FICTION

Imagining images of people, places and events can help to build understanding
of a text.

Read the poems.

In Poem 1, circle
3. Spider
the words that
helped you 1. Tree Hairy, hidden
see what was
Giant, strong Seeing, watching, knowing
happening in Waits with all patience
the tree. Climbing, swinging, playing
Fun among the branches Strikes
Gum
In Poem 2, colour
the words that
In Poem 3,
helped you
see what the
2. Spaghetti underline the
Loopy, meaty words that
spaghetti looked
helped you see
like on the fork. Slurping, slipping, twisting what the spider
Between my fork and mouth was doing.
Yum

Read each of the poems again. As you do so, visualise what you are reading about.
Draw a picture of the images from each poem.

Poem 1 Poem 2 Poem 3

COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 11 © Blake eLearning

FICTION
Visualisation
Read the poems.
Highlight the
words that helped
1. Zebra you see why the
Black and white stripes zebra ran.
Grazing on shrubs and leaves
Sudden snorts, the smell of lion Put a box
Run! around the
Circle the words words that
that tell you what helped you see
the zebra looked 2. Balloons what the children
like. Pink, white and blue were doing.
Bobbing in the garden
Happy children eating, playing
Underline the
words that tell
Party! Circle the words
that helped you
you where the
visualise how the
balloons were.
3. New shoes person wearing
Shiny, squeaky the shoes felt.
Colour the words Stepping, striding, stomping
that helped you Hurting my heels, pinching my toes
see how the Ouch!
shoes moved.

Read each of the poems again. As you do so, visualise what you are
reading about. Draw a picture of the images as you read each poem.

Poem 1 Poem 2 Poem 3

COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 12 © Blake eLearning

Making connections FICTION

Find the links between nouns and pronouns, so you can keep track of characters
in a story.

Read the passage.

Circle the The Fine Line Highlight

pronoun “I”
and the noun it “Where are you going, Garth?” Mum the pronoun
refers to. called as I tried to slip out the front door. “myself” and the
noun it refers to.
I tried to tell myself it was only half a
Underline the
pronoun that lie. I was going to Snake’s place, I just
stands in place wasn’t staying there.
of “Garth and
Snake”. We sat out the front of his place while I
put on my blades.
Put a box
around the “Garth, if my mum asks,” he said,
pronoun “she” standing up, “just say we went to
and the person it
refers to.
the park, okay?” He laughed.
“What she doesn’t know won’t
hurt her, right? Come on.”

Circle the correct answers.

1 In the text, who does the pronoun “I” refer to?
a Snake b Snake’s mum c Garth’s mum d Garth

2 In paragraph 3, which noun could replace the pronoun “his”?

a Garth’s b Snake’s c Snake d Garth

3 In paragraph 4, who is speaking?

a Snake b Garth c Snake’s mum d Garth’s mum

4 In paragraph 4, who does the pronoun “we” refer to? Snake and …
a his brother b his mum c Garth d his dad

5 In paragraph 4, which phrase could replace the pronoun “she”?

a your mum b my mum c his mum d their mum
COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 13 © Blake eLearning
FICTION
Making connections
Read the passage.

Circle narrator’s
name. “Pay the man, Garth,” Snake said.

Underline the
Luckily I had five bucks on me, so I
pronoun “We” paid up.
and the nouns it
refers to. We sat outside in the gutter to eat.
We chose a spot so we could watch
Colour two some builders working nearby.
pronouns that
stand in place One of the builders had a dog. He
of the words sniffed at us. I offered him a chip.
“the dog”.
He liked that and he was
Highlight coming back for another
two different chip when Snake finished
pronouns that
stand in place the last of his drink. He
of the phrase threw the can at him.
“Garth and
Snake”.

6 Who does the pronoun “I” refer to?

7 Which nouns could replace the pronoun “we”?

8 Who sniffed at us?

9 Who did Snake throw the can at?

10 In the last sentence, who do the pronouns “He” and “him” refer to?

COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 14 © Blake eLearning

Main idea and details FICTION

The main idea or key point is what the text is about. Details support the main idea.

Read the passage.

Underline the The North Wind

sentence that best
expresses the and the Sun
main idea of
The Wind and the Sun had a
the text. Put a box
competition to see who could make a around a
sentence that
Highlight the man take off his coat. The Wind began
shows what effect
sentence that
to blow as hard as he could. He blew the Wind had on
supports the
the man.
main idea. directly on the man with a whipping,
punching wind. The man became cold
and wrapped his coat closely
around his body. No matter how
hard the Wind blew, it was useless
—the man only held
his coat more tightly.

Circle the correct answer/s.

1 Which sentence best expresses the main idea of the text?
a The Wind tried hard to frighten the man.
b The Wind tried hard to make the man take off his coat.
c The Wind tried hard to make the man hold on to his coat.
d The Wind tried hard to make the man cold.
2 Which three details support the main idea?
a The Wind whipped and punched around the man.
b The man became cold.
c The Wind blew directly on the man.
d The man wrapped his coat closely around his body.
e The man held his coat more tightly.
f The Wind blew as hard as he could.
COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 15 © Blake eLearning
FICTION
Main idea and details
Read the passage.

Now it was the Sun’s turn. She

came out from behind the cloud
Highlight the
Sun’s actions. and shone brightly. The man began
to sweat from the heat and decided
Underline the he could go no further.
words that show So he stopped, took off
what the Sun
made the man his coat and continued
do. This will Put a box
his walk. around a
help you find
the answer to sentence that
question 3. shows what effect
the Sun had on
the man.

3 What is the main idea of the text?

4 Which three details helped you find the main idea?

a

COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 16 © Blake eLearning

Making inferences FICTION

Make inferences about a text by drawing on your own experiences. Look for
information in the text that is not directly stated.

Read the passage.

Highlight the
words that tell us
Invisi-Pets
why Olivia could “What’s a Whoowuzzler?” asked Olivia.
tell that Wuzzy “It’s an invisible pet,” said Sam. “I’ve called mine Wuzzy.”
was real.
“And what exactly does Wuzzy look like?” asked Olivia,
putting her hand in the box. It was a shock to find that
Circle the
words that tell she could feel something small and soft even though she
us what colour couldn’t see anything.
Wuzzy was.
“Well, he kind of looks like a guinea pig but he has
feathers instead of fur. His feathers are red, with a few
Underline the blue ones on his belly,” Sam replied.
sentence that
gives the best Olivia slowly felt the creature in the box all over. She had
description to agree that it was exactly what Wuzzy felt like—
of Wuzzy.
a feather-covered guinea pig.

Circle the correct answers.

1 What can we infer about Wuzzy from Sam’s description?
a Wuzzy is furry. b Wuzzy is colourful.
c Wuzzy is tiny. d Wuzzy is scruffy.

2 Which words are clues to question 1’s answer?

a guinea pig b kind and looks
c feathers and fur d red and blue

3 What other inference can we make about Wuzzy? Wuzzy is …

a a guinea pig. b a bird.
c an unusual creature. d a soft toy.

4 Which phrase is the clue to question 3’s answer?

a a feather-covered guinea pig b creature in the box
c looks like a guinea pig d a shock
COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 17 © Blake eLearning
FICTION
Making inferences
Read the passage.

Underline how
Zazz moved. Back at home, Zazz grew as fast as
Wuzzy had done, but not from eating. The
more she bounced the more Zazz grew.
Circle words And she bounced everywhere! Wuzzy’s
that tell you that screeching was no longer the problem.
Wuzzy and Zazz Highlight four
were noisy. Now it was the thumping of Zazz’s long
words that
tail. suggest the
reason for Zazz
The only way to stop the thumping was
getting bigger.
to get Zazz to jump on the bed. When
Wuzzy saw how much fun jumping on
the bed was, he wanted to do it too. And, Put a box
around the
when Olivia and Sam saw how much fun
word that
their invisi-pets were having bouncing on names a part of
the bed, they couldn’t help but join in. Zazz’s body.

5 We can infer that Zazz has lots of energy. What is the clue?

6 Which two words suggest that Wuzzy and Zazz are noisy creatures?

7 Write a description of Zazz based on clues in the text.

8 What does the word invisi-pets suggest about Wuzzy and Zazz?

9 How can we tell that Olivia and Sam enjoy playing with their pets?

COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 18 © Blake eLearning

Sequencing events FICTION

Numbers and words give clues to the order in which things happen.

Read the passage.

Underline Toothless! Highlight the

the first thing words that tell
Grandad and Lucy wheeled Crazy Cleaner us what Lucy
Lucy did.
down to the beach. Lucy set its dials to did before she
‘underwater’ and ‘pickup’. She pushed it turned Crazy
Colour the Cleaner on.
into the water and turned it on. Crazy
words that
show what Cleaner chugged through the surf.
Lucy said while “Now we’ll find your teeth,” said Lucy. Circle the
Crazy Cleaner
“Is it supposed to spurt out steam like words that
was chugging
through the surf. that?” asked Grandad. Steam was pouring show that Crazy
from Crazy Cleaner’s engine. Cleaner threw
the umbrella
“Oh no! Something’s wrong,” said Lucy. after the hat.
Underline
the question “Look! It’s heading up the beach.” Crazy
Grandad asked Cleaner was chugging over the sand
when he saw towards them.
steam coming
“Watch out!” shouted Grandad. They
out of Crazy
Cleaner. ducked, as Crazy Cleaner threw a hat at
them and then an umbrella.

Number the sentences from 1–7 to show the order in which the events happened.

Steam started coming out of Crazy Cleaner’s engine.

Lucy set the dials on Crazy Cleaner.

Lucy said that something was wrong with Crazy Cleaner.

Crazy Cleaner threw an umbrella at Grandad and Lucy.

Grandad and Lucy pushed Crazy Cleaner down to the beach.

Crazy Cleaner chugged through the surf.

Crazy Cleaner threw a hat at Grandad and Lucy.

COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 19 © Blake eLearning

FICTION
Sequencing events

Read the passage.

Underline what
Lucy said while
“Are we there yet? Is this the spot?” asked she studied
Grandad, staring into the water. the map.
Lucy pulled a map out of her pocket and
studied it. “Yes, this is it.”
Put a box
Grandad grabbed his fishing rod. He put a around what
Highlight prawn on his hook. Lucy grabbed her fishing Lucy did before
Lucy’s first rod. Then, she pulled a metal box from her she pulled the
action. pocket. She tied it to the end of her fishing metal box from
her pocket.
line.
Colour what
“Isn’t that Doggie’s Little Helper?” asked
Grandad Grandad. “How’s that going to find my
did after he teeth?”
grabbed his “It used to be Doggie’s Little Helper,
fishing rod.
but I’ve fixed it. Now it finds false teeth
instead of dog bones,” said Lucy.

Write the following events in the correct sequence.

• Meanwhile Grandad put a prawn on his hook.

• Grandad asked if it was Doggie’s Little Helper.
• Then Lucy pulled a metal box out of her pocket.
• First, Lucy pulled a map out of her pocket and studied it.
• Lucy said she’d fixed it and now it found false teeth.
• She tied the box to the end of her fishing line.

COMPREHENSION • YEAR 3 • TERM 2 • 978 1 74215 455 8 20 © Blake eLearning

 FICTION
Analysing character feelings and motivation
Word choice and punctuation can reveal a lot about a character’s feelings and
what motivates them to behave in a certain way.

Read the passage.

Circle words
that give us
Chocolate Chuckles
clues about how “There’s no milk!” said Mum as she
Mum felt. slammed the fridge door closed. She
turned around and glared at me.
Colour the
Put a box I didn’t say a word. sentence that
around the Luckily for me, the kitchen was full of shows why the
phrase that tells narrator was
cupcakes, cheese and biscuits, bowls
us the narrator pleased the
was relieved of chips, sausage rolls, pickled onions, kitchen was
about something. streamers, hats and blowers. In the full of food.
middle of it all was a huge ginger birthday
cake with “Happy 80th Birthday” around
the edge.
Lucky for me because Mum couldn’t
see the empty milk carton I’d just been
drinking from.

Circle the correct answers.

1 When Mum says “There’s no milk!”, how does she most likely sound?
a disappointed b confused c happy d angry
2 Which word is a clue to question 1’s answer?
a turned b glared c fridge d milk
3 Which phrase is a clue to question 1’s answer?
a slammed the fridge door b turned around
c Luckily for me d a huge ginger birthday cake
4 Which punctuation is a clue to question 1’s answer?
a . b , c ! d ’
5 How would the narrator have felt when she realised her mum couldn’t see
the empty milk carton?
a disappointed b confused c relieved d afraid
COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 21 © Blake eLearning
FICTION
Analysing character feelings and motivation
Read the passage. In paragraph
1, highlight the
“I’m not going to do it, Mabel,” words that show
what Grandpa
Grandpa was saying. He looked really
was doing.
grumpy and he was shaking his head.
“My teeth are staying in my head until
Underline I die.” He waggled them with
Grandpa’s his tongue. They were the
dialogue. most disgusting pair of false
teeth you’ve ever seen.
Colour the “They’re so worn,” said
narrator’s
Grandma.
thoughts on
Grandpa’s teeth. “It would be much easier
to chew with new ones,”
Put a box said Mum.
around
Grandma’s
dialogue.

6 Which word tells us that Grandpa was in a bad mood?

7 Why was Grandpa in a bad mood?

8 What was the narrator’s opinion of Grandpa’s false teeth?

9 Why did Grandma think Grandpa needed new teeth?

10 Why did Mum think Grandpa should get new teeth?

COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 22 © Blake eLearning

Sequencing events FICTION

Numbers and words give clues to the order in which things happen.

Read the passage.

Circle the scene
Underline the
first action that Fairy’s Wings number.
happens in Scene 1 THE GARDEN
the play.
Highlight the
Late afternoon. Troy and Tania enter word that tells us
running. Troy has a tennis ball, and they that Troy comes
engage in a game of tag. back on stage.

Troy: Tania! Catch! Chasing her.

Colour Troy’s
Tania: Troy … It’s too hard. Throw it final action.
softer. She throws the tennis ball at
him. Troy has disappeared. Troy! Where
are you? Give it back. It’s my ball.
Troy reappears and torments Tania with
her ball. As he does this he falls into
a pile of freshly swept leaves.

Circle the correct answer for each question.

1 Which part of the play is this?

a the beginning b the middle c the end
2 How do we know which part of the play it is?
a It’s late afternoon. b They’re in the garden.
c It’s Scene 1. d They’re playing tag.
3 Number the following events to show the order in which they happened.
Troy goes off stage.
Troy throws the ball at Tania.
Troy and Tania come onto the stage.
Troy falls into a pile of leaves.
Troy comes back on stage.
COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 23 © Blake eLearning
FICTION
Sequencing events
Read the passage.
Highlight the
words that show
Underline Tania’s Tania bounces the thistledown on the what Troy is doing
first action. palm of her hand. while Tania is
speaking to her
Tania: Oh, it tickles. mum.
Circle the word
that tells us that Mum laughs. Troy re-enters flying
Troy comes back a model aeroplane. They collide.
on stage.
Troy: Tania, watch out!
Colour the words Tania: Troy.
that show when
Troy: You broke the propeller off.
Tania breaks the
propeller. Troy attempts to fix the propeller during
the following dialogue.
Tania: Do you think there are such
things as fairies, Mum?

4 In this passage, which is the first action that happens?

5 Which word tells us that Troy has been on the stage before?

6 What is Troy doing while Tania and her mum discuss fairies?

7 Complete the following sentence:

Tania breaks the propeller on Troy’s plane after

and before

COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 24 © Blake eLearning

Finding facts and information FICTION

Some answers are clearly seen in the text. Ask these questions: Who? What?
Where? When?

Read the passage.

Underline the
phrase that tells
Wally the Water Dragon Colour when
the frogs
us where the Once upon a time, we used to have lots croaked
frogs lived. especially
of frogs living in our pond. We watched loudly.
their eggs hatch into tadpoles. The frogs
Circle what croaked a chorus to us every night. They
frogs’ eggs Put a box
were especially loud when it rained. around the
become when
they hatch. We don’t have frogs anymore. We have pronoun that
dragons instead. The dragons ate the shows who
thinks the
Highlight the
frogs’ eggs, the tadpoles, and the baby dragons eat the
sound frogs frogs. So the big frogs hopped baby goldfish.
make. away to find a safer home.
We still have big goldfish living
in our pond. The dragons don’t
eat the adult goldfish, but I
think they eat the babies.

Circle the correct answers.

1 Where did the frogs used to live?
a beside the river b among the flowers
c beneath the window d in the pond
2 What do frogs’ eggs hatch into?
a goldfish b dragons c tadpoles d baby frogs
3 What did the frogs do every night?
a croak b swim c sleep d play
4 When did the frogs croak the loudest?
a at night b in the morning c when it rained d in the summer
5 Who thinks the dragons eat the baby goldfish?
a the adult goldfish b the narrator c the big frogs d the baby
COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 25 © Blake eLearning
FICTION
Finding facts and information

Read the passage. Colour the

possums’
nighttime
A fat blue-tongue lizard lives under behaviour.
Highlight the garage box on our balcony. He
when the lizard comes out when the sun shines and
appears. flicks his long, blue tongue, trying
to catch insects.
Underline the Possums hiss in the night and
blue-tongue
rustle through the trees. They
lizard’s home.
are heading for the banana
palms at the back of the house,
Circle the key hoping to find a bunch of ripe
word that tells
bananas for a feast.
us how the blue-
tongue lizard
catches insects.

6 Where does the blue-tongue lizard live?

7 When does the blue-tongue lizard come out of its home?

8 How does the blue-tongue lizard catch insects?

9 What do the possums do at night?

10 Where are the banana palms?

COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 26 © Blake eLearning

Point of view FICTION

To identify a character’s point of view, consider how they behave and feel.

Read the passage.

Circle the Yellow-Bellied Goalie

word that Ben unpacked the goalie gear from the Highlight the
means the sentence that
same as
bag. He pulled on the heavy chest plate,
tells us what
scared. the green-coloured leg pads and the bright Ben thought of
orange foot kickers. He put on the safety himself.
Underline
helmet.
Ben’s “OK, Ben, you’re ready for battle,” said Coach. Colour the
thoughts. word that
Battle? That’s what it was all right. is similar in
Ben couldn’t move. He was afraid to move. meaning to
run away
He stood like a statue. He wanted to run from.
away. The only trouble was he could
barely walk in his leg pads, let
alone run.
He’d be the biggest joke in the
team. A giant, padded chicken,
trying to escape its fate.

Circle the correct answers.

1 How did Ben feel about playing goalie? He was …
a excited. b angry. c scared. d happy.

2 Which is the best clue to how Ben felt?

a He couldn’t move. b He felt like a statue.
c He was ready for battle. d He wanted to run away.

3 In Ben’s view, what kind of goalie would he make?

a a bad one b a good one c a brave one d a strong one

4 Which phrase helps you see Ben’s view? He said …

a he’d try his best. b he’d be the biggest joke in the team.

COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 27 © Blake eLearning

FICTION
Point of view
Read the passage.

Underline the
sentences The umpire blew the whistle. The game was
that show over.
what Ben’s Circle the
teammates
“You’re a great goalie!” yelled David, patting word that
said to him. Ben on the back. describes the
kind of goalie
“Benny, you’re on fire,” cheered another boy. Ben thought
Highlight a Ben held his head up high, held his chest he was before.
phrase that
out and threw his hands in the air, making high
shows that
Ben was fives with his team. Colour two
proud of adjectives that
Ben had done it. He had gone from yellow- describe the
himself.
bellied to big, brave goalie, and it hadn’t kind of goalie
hurt a bit. Ben thinks he
is now.
Being a goalie wasn’t
so bad after all. Maybe, just
maybe, he’d give it another
go next week.

5 From the point of view of Ben’s teammates, what kind of goalie is he?

6 In your own words, explain how Ben’s opinion of himself as a goalie has changed.

7 How does Ben feel about playing goalie in the future?

COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 28 © Blake eLearning

Making connections FICTION

Linking a text to your own life is a great way to build understanding. Look for key
words and phrases in the text to make connections.

Read the passages.

How Owl Got His Feathers
When the world was young, Underline the key Cinderella gazed sadly at
words in each text
Owl did not have feathers. the dying embers in the
that show why the
One day, all the world’s main characters fireplace. Her stepsister’s
birds decided to hold a need a special cruel words rang through
grand ball. outfit. her head.
“How can I go?” sighed “You can’t possibly come
Owl. “All the other birds will Highlight the key with us to the grand ball.
wear fine suits to the ball. words in each text Everyone will laugh at you
I have no feathers, and that show why the in those miserable rags!”
they’ll make fun of me.” main characters
can’t go to the “But you can go to
Hawk heard what Owl special event. the ball,” said a kind
had said, and he told the voice. Cinderella gave a
other birds. Every bird Colour the key start. “I am your fairy
gave Hawk a feather, and words in each text godmother,” continued the
Hawk passed the feathers that show who voice, “and I will give you a
to Owl. helped the main fine silk gown to wear.”
characters.

Circle the correct answers.

1 What are the connections between the texts?
a The main characters have only rags to wear.
b The main characters want to go to a ball.
c The main characters are birds.
d The main characters are given fine silk gowns to wear.
e The main characters don’t have suitable outfits to wear to a ball.
f The main characters are sitting in front of a fireplace.
g Kind strangers help the main characters.
h The main characters are afraid that people will make fun of them.
COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 29 © Blake eLearning
FICTION
Making connections
Read the passages.
There are around 200
Circle the word different owl species. They
Owl was so pleased! He flew in each text that are nocturnal, which means
proudly to the ball. shows what owls
they are active at night.
are covered in.
Owl was having such a During the day, they stay
wonderful time that he hidden in trees.
didn’t want to give the Underline the Most owls hunt insects,
feathers back, so he silently words in each text
small mammals and other
flew away and hid amongst that tell us what
owls do during
birds. Some species hunt
the trees in the forest. fish. Their powerful talons,
the day.
When the party was over, or claws, help them catch
the other birds looked for and kill their prey.
Owl, but they could not Highlight the
words in each text Compared to other birds
find him. His new feathers of prey, owls are very quiet
that show how an
helped him blend into the owl’s feathers help in flight. They are hard to
environment. to protect it. spot during the day. Their
Now, Owl only feathers have a pattern
comes out to that helps them blend in
Colour the words
hunt at night, with the environment.
in each text that
when the other tell us what owls
birds are do at night.
sleeping.

2 Use the information in the texts to write a short report about owls. Use the
headings provided.
Owls
Covering:

Daytime activities:

Nocturnal activities:

Camouflage:

COMPREHENSION • YEAR 3 • TERM 3 • 978 1 74215 455 8 30 © Blake eLearning

Cause and effect FICTION

Writing describes actions and thoughts. Their cause (why they happen) leads to
effects (what the results are).

Read the passage.

Put a box The Illawarry Cassary Colour the

around what clue to why the
“I’ve got an illawarry cassary,” I said. narrator called
the narrator did
to pretend he Angus eyeballed me. “A what?” himself an idiot.
was bored. “An illawarry cassary. It’s a type of meat
eating bird.” Underline
Highlight the “How come,” said Angus, still standing with what the
narrator said
sentence that his elbows across his chest, “we haven’t heard
shows why the when Angus
about this bird before?” asked to see
narrator almost
choked. “You never asked,” I said, and yawned as if the bird.
I was really bored.
“We’d like to see it.”
I almost choked in mid-yawn. “You idiot!” I was
thinking. Of course they’d want to see it.
I thought fast. “It always spits on strangers.”

Circle the correct answers.

1 What happened when Angus asked why they’d never heard of the narrator’s bird
before? The narrator pretended to be …
a confused. b upset. c surprised. d bored.
2 What caused the narrator to almost choke?
a gulping in too much air b shock when he heard what Angus said
c a tickle in his throat d excitement when he heard what Angus said
3 Why did the narrator call himself an idiot?
a He’d spoken without thinking. b He should have brought the bird with him.
c He should have chosen a different pet. d He was embarrassed about choking.
4 What is the most likely reason the narrator said his bird spat on strangers?
a to impress Angus b to encourage Angus to come and see it
c to stop Angus wanting to see it d to warn Angus not to get too close to it
COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 31 © Blake eLearning
FICTION
Cause and effect
Read the passage.
Highlight the
reason Angus,
Emu gave another howl. In less than a Martin and
Underline second, I heard three sets of feet running Alex ran away.
what happened
down the driveway.
just after Emu
howled. I couldn’t move. What was going on? Surely
Underline
they weren’t scared of a little wet bantam two things
calling out for his dinner? Hadn’t they ever that are
Colour why
the narrator seen a chicken before? different at
school these
was surprised I stepped forward to go and get Emu in out days.
when the boys
of the rain, when I suddenly saw it. From
ran away.
where Angus, Martin and Alex had stood,
Emu was a two-metre-tall, spiky-feathered,
war-helmeted, bloodcurdle-screaming,
hungry illawarry cassary!
At school these days we never talk
about our pets. And no-one calls
me Flake anymore!

5 What happened just after Emu howled?

6 Why was the narrator surprised that Angus, Martin and Alex were running away?

7 What had caused Angus, Martin and Alex to run away?

8 Name two things that happened as a result of the boys seeing the narrator’s
‘illawarry cassary’.

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 32 © Blake eLearning

Making inferences FICTION

Make inferences about a text by drawing on your own experiences. Look for
information in the text that is not directly stated.

Read the passage.

Highlight why
Charles E.
Lookout London Worthington
needs help.
Hello, Will and Vika. You are needed urgently in
London, England. Charles E. Worthington needs
your help. Something very important is missing. Colour two
things the
Do not delay. In the corner of the room, under
wristbands
the junk, you will find a parcel containing two can do.
Circle where transporter wristbands. You must wear these
the parcel was. wristbands at all times. They allow you to
travel at the blink of an eye and they will
Underline keep us in contact.
how long it Remember, this mission is Top Secret.
will take to get
to London.
Do not tell anyone you are SWAT
agents. You must leave at once.

Circle the correct answers.

1 Which is the best inference? Will and Vika are in a …
a neat room. b dark room. c big room. d messy room.
2 Which word is the clue to question 1’s answer?
a parcel b junk c important d corner
3 How long will it take Will and Vika to get to London?
a hours b weeks c days d seconds
4 Which phrase is the clue to number 3’s answer?
a the blink of an eye b Do not delay
c at all times d allow you to travel
5 What is the most likely reason Charles E. Worthington needs Will and Vika’s help?
a to find out what’s missing b to find what’s missing
c to learn about being a SWAT agent d to find a parcel
COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 33 © Blake eLearning
FICTION
Making inferences
Read the passage.
Underline
Charlie’s Once across the park they took a
description of the shortcut through some of London’s old
West End. and narrow cobbled laneways. They came
out at Piccadilly Circus.
Circle the word
that means lots
“This part of the West End is the world’s Colour the
theatre capital,” said Charlie. places that
of activity and
people can visit
movement. There were signs everywhere saying what in the West End.
was on, what was coming, and who was
starring. It was a bustle of restaurants,
cafes, theatres and cinemas. The three
of them walked over to a half-price
ticket booth. The lady recognised Charlie
straight away.

6 We can infer that many actors work in the West End. What is the clue?

7 What does the word bustle suggest about the kind of place the West End is?

8 What does the passage suggest about the kinds of things people can do in the
West End?

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 34 © Blake eLearning

Making connections FICTION

Linking a text to other texts you have read is a great way to build understanding.
Look for key words and phrases in the texts to make the connections.

Read the passage.

In paragraph 1,
circle one verb
that describes Hedgehogs in the City
something you
have done or Zed and DD, each wrapped in a pickle
might do. jar, tipped over and began to roll slowly.
The bottled hedgehogs picked up speed, In paragraph 3,
bumping and spinning their way down underline what
In paragraph might happen if
2, highlight Garbage Hill. you dropped a
something you glass jar.
have thrown or
They skipped over old cars and spun off
might throw in slimy piles of vegetables, getting air as
the garbage bin. they hurtled forever downwards. In paragraph 3,
colour what the
The two jars collided in midair before sand felt like.
landing with a PLUNK! DD’s jar smashed
into a million pieces. Zed’s jar spun on
the spot until he popped out, fast as a
cork. He shot along the sand, grinding
his way to a gritty stop. Pickles

Circle your answers.

1 Which of the following have you done, or might you do?
a buy a jar of pickles b throw an empty pickle jar in the recycling bin
c roll down a slope in a pickle jar d store things in an empty pickle jar
e roll down a slope f see a hedgehog
g see a hedgehog in a pickle jar h play on a garbage heap
i collide with someone j watch an empty pickle jar smash into pieces
k fall in the sand l collide with someone while wrapped
in a pickle jar

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 35 © Blake eLearning

FICTION
Making connections
Read the passage.
In paragraph 2,
circle an
The three hedgehogs fell into an oasis: adjective that
a place that only a hedgehog could describes
dream of. Piles of rotting rubbish filled the heap.
the air with sweet aromas. It smelt like
home. Colour the
Underline the word Ruttel
As the hedgehogs settled on top of the uses to describe
reason this place
reminds the heap, they slowly took in the landscape. this place.
hedgehogs of Animals of all kinds stared back at
home. them. This was a magical place where
all animals were equal and humans
Highlight the did most of the work. “This really
key words that is paradise,” Ruttel mused.
tell us who lives
in this place.

2 The ‘oasis’ the three hedgehogs land in is a zoo. Carefully read the description of
what they see around them.

If you have visited a zoo, write about the things you saw. If you haven’t been to a zoo,
think of books you have read and write about the things you would expect to see.

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 36 © Blake eLearning

Sequencing events FICTION

Numbers and words give clues to the order in which things happen.

Read the passage.

Why Bear Has a Stumpy Tail

Underline the
Fox saw her friend, Bear. Fox had just
event that
happened first. stolen a string of fish.
Colour what
“Can you share them with me?” should happen
Highlight the asked Bear. just before Bear
first thing Fox said gives his tail
Bear should do. “No!” snapped Fox. “Catch your own.” a strong tug.

“How can I?” asked Bear. “The lake is

frozen.”
“Cut a hole in the ice,” said Fox. “Then,
stick your tail in the lake and hold it
there as long as you can. It will hurt
when the fish grab it. When you
think you have enough fish,
give your tail a strong
tug to pull out the fish.”

Circle the correct answers.

1 Which event happened first?
a Fox saw her friend Bear. b Fox stole some fish.

2 Number the actions to show the order in which they should happen.

Fox said that Bear should wait until his tail started to hurt.

Fox said that Bear should cut a hole in the ice.

Fox said that Bear should pull out the fish.

Fox said that Bear should stick his tail in the water.

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 37 © Blake eLearning

FICTION
Sequencing events
Read the passage.

Underline what
Fox watched as Bear put his tail in the
Bear did while
Fox watched on. water. Then she ran off laughing. Bear Circle the
thought he felt some fish bite his tail. time word in the
second sentence.
Highlight the But what he was really feeling was water
words that show freezing around his tail. When the pain
when Bear Colour the
started pulling at
got too great, he pulled at his tail.
sentence that
his tail. Nothing happened. He pulled harder. He shows what
pulled so hard that his happened after
Bear pulled his tail
tail broke off. All that out of the water.
was left was a little
stumpy tail, like bears
have today.

3 When did Fox leave?

4 When did the water start freezing around Bear’s tail?

5 When did Bear start pulling at his tail?

6 What finally happened to Bear’s tail?

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 38 © Blake eLearning

Visualisation FICTION

Imagining images of people, places and events can help to build understanding
of a text.

Read the passage.

Circle the
adjective that Limericks
describes 1. There was a young lady whose chin
the lady. Colour the
Resembled the point of a pin, instrument the
So she had it made sharp lady played.
Highlight the
phrase that And purchased a harp
describes what Circle the
And played several tunes with her chin.
the lady’s chin adjective that
looked like. describes
2. There was an old man with a nose,
the man.
Who said, “If you choose to suppose
That my nose is too long, Underline the
you are certainly wrong!” adjective that
describes the
That remarkable man with a nose. man’s nose.

1 Read the poems. As you do so, visualise what you are reading about.
Draw a picture of the images as you read each poem.

Poem 1 Poem 2

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 39 © Blake eLearning

FICTION
Visualisation
Read the passage.

1. There was an old man with a beard,

Who said, “It is just as I feared!
Two owls and a hen,
Four larks and a wren,
Have all built their nests in my beard!”
Highlight the
2. There was a young lady whose bonnet words that
helped you see
Came untied when the birds sat upon it; the different
Circle the word
that helped you But she said, “I don’t care! birds.
see what the old All the birds in the air
man looked like. Underline the
Are welcome to sit on my bonnet!” words that
helped you
Put a box
see how the
around the word
lady’s bonnet
that helped you
came untied.
see what the
young lady wore
on her head.

2 Read the poems again. As you do so, visualise what you are reading about.
Draw a picture of the images as you read each poem.

Poem 1 Poem 2

COMPREHENSION • YEAR 3 • TERM 4 • 978 1 74215 455 8 40 © Blake eLearning