Unit 1 • FICTION

War Boy
Michael Foreman

1 I woke up when the bomb came through my roof. It came through at an

angle, overflew my bed by inches, bounced up over my mother’s bed, hit
the mirror, dropped into the grate and exploded up the chimney. It was an
incendiary. A fire-bomb.
5 My brother Ivan appeared in pyjamas and his Home Guard tin hat. Being
in the Home Guard, he had ensured that all the rooms in our house were
stuffed with sandbags. Ivan threw sand over the bomb but the dry sand kept
sliding off. He threw the hearthrug over the bomb and jumped up and down
on it, until brother Pud arrived with a bucket of wet sand from the yard. This
did the trick.
11 Mother grabbed me from the bed. The night sky was filled with lights.
Searchlights, anti-aircraft fire, stars and a bombers’ moon. The sky bounced
as my mother ran. Just as we reached our dug-out across the street, the sky
flared red as the church exploded.

12   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U01_CC_2e_Y4_008-015.indd 12 06/03/19 8:38 AM

 Unit 1 • FICTION

Name: Class: Date:

1 Where was the narrator just before this story begins? 2d

1 mark

2 “I woke up when the bomb came through my roof.” (paragraph 1)

Why do you think the author began the story with this sentence?
2f

1 mark

3 “It was an incendiary. A fire-bomb.” (paragraph 1)

2g
Why do you think the author added the information telling you what kind of bomb it was?
1 mark

4 The Home Guard were not soldiers but they were trained to keep people in towns and cities safe.
2d
How did being in the Home Guard help Ivan and Pud to keep the family safe?
1 mark

5 How do you think Ivan felt when he was throwing sand on the bomb?

Explain your answer using ideas from the text.

2d

2 marks

6 Do you think it was dark outside?

Yes □   No □
2d
Explain your answer using ideas from the text.
1 mark

7 “the sky flared red as the church exploded.”

2a
Suggest a different word with a similar meaning that the author could have used instead of “flared”.
1 mark

8 The setting for this story is in 1940.

Find two more pieces of evidence that show that the setting is during a war.
2f

2 marks

9 Do you think the narrator was an adult or a child when this event happened?

Explain your answer using ideas from the text.

2d

2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 13

452602_U01_CC_2e_Y4_008-015.indd 13 06/03/19 8:38 AM

 Practice text: War Boy Cracking the questions
Question Answer CD/Mark Useful strategies
1. Where was the narrator just before in bed/asleep 2d Question focus: make inferences from the text.
this story begins? 1 mark Strategies:
Unit 1 • FICTION

452602_U01_CC_2e_Y4_008-015.indd 14
• Carefully read the question, marking key words.
• Consider where in the text to look for the answer.
• Carefully read that part of the text.
2. “I woke up when the bomb came • It is an exciting/surprising beginning. 2f Question focus: explain how narrative content is related and contributes to
through my roof.” (paragraph 1) • It makes you want to find out what happens 1 mark meaning as a whole.
Why do you think the author began next. Strategies:
the story with this sentence? • It is the beginning of the adventure he is
• Carefully read the question, marking key words.
writing about.
• Consider why the author might have made that decision.
3. “It was an incendiary. A fire-bomb.” in case the reader didn’t know what an 2g Question focus: explain how meaning is enhanced through choice of words
(paragraph 1) incendiary was/to emphasise the point 1 mark and phrases.
Why do you think the author added Strategies:
the information telling you what • Carefully read the question, marking key words.
kind of bomb it was? • Consider where in the text to look for the answer.
• Carefully read that part of the text.
• Consider reasons why the author might have chosen to use this language.
4. The Home Guard were not soldiers • All the rooms in the house were stuffed with 2d Question focus: make inferences from the text.
but they were trained to keep sandbags. 1 mark Strategies:
people in towns and cities safe. • They knew how to deal with the bomb.
• Carefully read the question, marking key words.
How did being in the Home Guard • Pud used wet sand to put the bomb out.
• Scan the text for mention of the Home Guard.
help Ivan and Pud to keep the • Carefully read that part of the text.
family safe?
5. How do you think Ivan felt when he • frustrated/angry/cross because the sand 2d Question focus: explain and justify inferences with evidence from the text.

14   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
was throwing sand on the bomb? kept slipping off 2 marks Strategies:
Explain your answer using ideas • worried/anxious because it was in the same
• Carefully read the question, marking key words.
from the text. room as his mother and brother
• Consider where in the text the answer will be.
• Carefully read that part of the text.
• Use your own experience and empathy to answer the question.
Award 1 mark for recognition of the feeling and another for an explanation
which relates to information given in the text.

06/03/19 8:38 AM
 6. Do you think it was dark outside? Yes 2d Question focus: explain and justify inferences with evidence from the text.

□ Yes □ No • It was night time. 1 mark Strategies:

Explain your answer using ideas • They were in bed. • Carefully read the question, marking key words.
from the text. • Ivan was wearing his pyjamas. • Consider where in the text the answer will be.
No • Carefully read that part of the text.

452602_U01_CC_2e_Y4_008-015.indd 15
• The night sky was filled with light (“flared There is no mark for the first part of the question.
red” line 15).
7. “the sky flared red as the church Accept suggestions such as glowed, burned, 2a Question focus: give the meaning of words in context.
exploded.” blazed, flashed, sparked, flamed. 1 mark Strategies:
Suggest a different word with a • Carefully read the question, marking key words.
similar meaning that the author • Consider where in the text to look for the answer.
could have used instead of “flared”. • Scan the text looking for relevant words and information.
8. The setting for this story is in 1940. Mention of: 2f Question focus: explain how narrative content is related and contributes to
Find two more pieces of evidence • sandbags in the house 2 marks meaning as a whole.
that show that the setting is during • searchlights/sky filled with lights Strategies:
a war. • anti-aircraft fire • Carefully read the question, marking key words.
• There’s an incendiary bomb. • an incendiary bomb • Scan the text for evidence of a war-time setting.
• The Home Guard. • the Home Guard
• a bombers’ moon Award 1 mark for each piece of evidence given, up to a total of 2 marks.
• a dug-out
• the church exploded.
9. Do you think the narrator was an a child: 2d Question focus: explain and justify inferences with evidence from the text.
adult or a child when this event • He is sleeping in the same room as his 2 marks Strategies:
happened? mother. • Carefully read the question, marking key words.
Explain your answer using ideas • He is not helping his brothers to put the • Skim-read the text for an overall impression.
from the text. bomb out. • Scan it for specific details.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
• It says “mother grabbed me from the bed”.
• It says “the sky bounced as my mother ran”, Award 1 mark for recognition that the author was a child.
which shows that she was carrying him. Award 1 mark for evidence from the text for this.

15
Unit 1 • FICTION

06/03/19 8:38 AM
 Unit 2 • FICTION

Harriet’s Hare
Dick King-Smith

1 Harriet walked into the middle of the circle. It was big, perhaps twenty
metres across, and all the corn in it was squashed down to the ground, flat,
as though an enormously heavy weight had rested there.

4 As she stood there now, in the stillness, with no sound but distant birdsong,
a hare suddenly came out into the corn circle and stopped and sat up. It
turned its head a little sideways, the better to see her.

7 Harriet stood stock-still. Aren’t you handsome, she thought, with your tawny
coat and your black-tipped ears and your long hind legs. Don’t run away. I
won’t hurt you.

10 For a moment the hare stayed where it was, watching her. Then, to her great
surprise, it lolloped right up to her.

12 Surprise is one thing, but total amazement is quite another, and that was
what Harriet next felt when all of a sudden the hare said, loudly and clearly,
“Good morning.”
15 Harriet pinched herself, hard. Wake up, she thought. This whole thing is a
dream, hares don’t talk, and then she said it aloud: “Hares don’t talk.”
17 “I’m sure they don’t as a general rule,” said the hare, “but I’m a rather
unusual hare.”
19 “You certainly are,” said Harriet. “Are you anything to do with this corn
circle?”
21 For a moment the hare didn’t answer but fell to grooming its face. Then it
said, “What’s your name?”

23 “Harriet.”
24 “Can you keep a secret, Harriet?”
25 “Yes.”
26 “I,” said the hare, “am a visitor from outer space.”
27 “You mean … this circle was made by your spacecraft?”
28 “Yes.”
29 “So you come from another planet.”
30 “Yes, I come from Pars.”

20   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U02_CC_2e_Y4_016-023.indd 20 06/03/19 8:38 AM

 Unit 2 • FICTION

Name: Class: Date:

1 What was Harriet’s first thought about why the corn was squashed flat? 2b

1 mark
2 “a hare suddenly came out into the corn circle and stopped and sat up.” (paragraph 2)
2g
Why do you think the author used the word “suddenly”?
1 mark

3 “Harriet stood stock-still.”

2a
What do the underlined words mean in this sentence?
1 mark

4 The author uses three adjectives to describe the hare. Draw lines to match the adjective and
the part of the hare’s body.

long coat
2b
tawny ears

black-tipped legs 1 mark

5 “Then, to her great surprise, it lolloped up to her.”

a) Tick the words or word that you think are closest in meaning to the underlined word.

bounded □   moved slowly □   inched towards her □

2a/2g
b) Why do you think the writer used the original word and not one of these synonyms?
2 marks

6 Number these events to show the order in which they happened.

2c
The hare spoke. Harriet saw the hare.

Harriet pinched herself. Harriet stood on the flattened corn. 2 marks

7 Harriet asked if the hare had anything to do with the corn circle. Why did it not answer
2d
immediately?
1 mark

2d
8 Why do you think Harriet pinched herself?
1 mark

9 Do you think Harriet will keep the secret?

Yes □   No □
Explain your answer using ideas from the text.
2e

2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 21

452602_U02_CC_2e_Y4_016-023.indd 21 06/03/19 8:38 AM

 Practice text: Harriet’s Hare Cracking the questions
Question Answer CD/Mark Useful strategies
1. What was Harriet’s first thought an “enormously heavy weight had rested 2b Question focus: retrieve and record information.
about why the corn was squashed there” (paragraph 1) 1 mark Strategies:
flat?
Unit 2 • FICTION

452602_U02_CC_2e_Y4_016-023.indd 22
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer.
• Scan the text for the information.
2. “a hare suddenly came out into the • to show that it was a surprise for Harriet 2g Question focus: explain how meaning is enhanced through choice of words
corn circle and stopped and sat up.” when it appeared 1 mark and phrases.
(paragraph 2) • to suggest that the hare was hiding from her Strategies:
Why do you think the author used • Carefully read the question, marking key words.
the word “suddenly”? • Carefully reread the text extract considering the impact of the word
“suddenly”.
3. “Harriet stood stock-still.” “Stock-still” means unmoving, motionless, 2a Question focus: give the meaning of words in context.
What do the underlined words completely/absolutely still. 1 mark Strategies:
mean in this sentence? • Carefully read the question, marking key words.
• Consider where in the text you will find the answer.
• Scan that part of the text, looking for the answer.
• Carefully reread the sentence.
4. The author uses three adjectives long coat 2b Question focus: retrieve and record information.
to describe the hare. Draw lines to tawny ears 1 mark Strategies:
match the adjective and the part of
black-tipped legs • Carefully read the question, marking key words.
the hare’s body.
• Consider where in the text you will find the answer.
(See right.) • Scan the text for the information.
• Match the text to the question.
Award 1 mark for all answers correctly joined.

22   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
5. “Then, to her great surprise, it (a) bounded 2a/2g Question focus: give the meaning of words in context/explain how meaning is
lolloped up to her.” (b) Accept an explanation such as the 2 marks enhanced through choice of words and phrases.
(a) Tick the words or word that you following: Strategies:
think are closest in meaning to the • “lolloped” describes how a hare moves when • Carefully read the question, marking key words.
underlined word. it isn’t in a hurry. • Scan the text for the sentence in its context to see what additional
□ bounded • The writer thought that “lolloped” was a information there is.
moved slowly more descriptive word. • Consider why the writer chose to use the word.
□ • None of the synonyms means exactly the
□ inched towards her Award 1 mark for each part of the question.
same as the original word.
(b) Why do you think the writer
used the original word and not one
of these synonyms?

06/03/19 8:38 AM
 6. Number these events to show the The hare spoke. 3 2c Question focus: summarise main ideas from more than one paragraph.
order in which they happened. Harriet pinched herself. 4 2 marks Strategies:
□ The hare spoke. Harriet saw the hare. 2 • Carefully read the question, marking key words.
□ Harriet pinched herself. Harriet stood on the flattened corn. 1 • Skim-read text to remind yourself of the events.
Harriet saw the hare. • Carefully read the options.

452602_U02_CC_2e_Y4_016-023.indd 23
□ • When you have chosen, skim-read the text again to check the match.
□ Harriet stood on the flattened corn.
Award 2 marks if all events are correctly sequenced.
Award 1 mark if two events are correctly identified as consecutive.
7. Harriet asked if the hare had • It was trying to decide whether to trust her. 2d Question focus: make inferences from the text.
anything to do with the corn circle. • It didn’t yet know anything about her. 1 mark Strategies:
Why did it not answer immediately? • It wanted to know her name first.
• Carefully read the question, marking key words.
• Decide where in the text you will find the answer.
• Carefully reread that part of the text, considering the question.
8. Why do you think Harriet pinched • She wanted to check whether she was 2d Question focus: make inferences from the text.
herself? awake or dreaming. 1 mark Strategies:
• Because the hare spoke to her and in the
• Carefully read the question, marking key words.
real world hares do not speak.
• Decide where in the text you will find the answer.
• Carefully reread that part of the text, considering the question.
9. Do you think Harriet will keep the Yes 2e Question focus: predict what might happen from details stated and implied.
secret? • She found it hard to believe that the hare 2 marks Strategies:
□ Yes □ No was talking and she could hear it. • Carefully read the question, marking key words.
Explain your answer using ideas • She promised that she would keep a secret. • Skim-read the text for an overall impression while you consider the
from the text. No question.
• Anyone would want to boast about having a • Scan for words and phrases to use in the answer.
talking hare for a friend. Award 1 mark for a brief explanation which matches the yes/no choice.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
• Other people might ask about the crop circle Award 1 mark for appropriate quotation from/reference to the text.
and then she would have to tell them.

23
Unit 2 • FICTION

06/03/19 8:38 AM
 Unit 3 • FICTION

The Better Brown Stories

Allan Ahlberg

1 Brian Brown, who had no dog of his own, nevertheless knew more about
dogs than any boy in Snuggleton. His room was full of dog books; in school
even the teacher had come to rely on his superior knowledge. At home, Brian
did his share of the hoovering and often boiled eggs for the family breakfast.
All he asked for in return was a dog or, more particularly, a puppy. His
thoughtless parents, however, refused to consider it and his apathetic sister
was no help either. Brian endured the situation with dignity. As time went by,
he slowly covered the walls of his room with dog pictures, collected cheap sets
of dog cards whenever he went to an antique fair … and waited.

10 It was half-past ten on a cool May night … Brian ate a sandwich at the
kitchen table and listened to the radio. Suddenly there was a newsflash: “WE
INTERRUPT THIS PROGRAMME TO REPORT ANOTHER MISSING DOG IN
SNUGGLETON.” It was the Plumber’s Pekinese, apparently. The police were
at the scene of the crime in Roman Road. Owners were again advised to
check the whereabouts of their dogs and warned to “STAY INDOORS”.

16 Brian wandered over to the window. His cool yet curiously reckless mind
was considering this business of the missing dogs. He drew the curtain aside.
Fog, drifting in from the sea, pressed up against the glass and smothered
the view. The street lamp was barely visible. Brian listened: faint rumblings
from the fridge, gurgling water in the radiator. Outside, a distant throbbing.
He switched off the light.

28   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U03_CC_2e_Y4_024-031.indd 28 06/03/19 8:23 AM

 Unit 3 • FICTION

Name: Class: Date:

1 Why is it a bit surprising that Brian is such an expert on dogs? 2b

1 mark

2 Write a question that Brian’s teacher might ask him when she is relying on his superior
2d
knowledge.

1 mark

3 Draw lines to join each character to words the writer uses to describe them.

Brian apathetic
2b
his parents dignified
his sister thoughtless 1 mark

4 “Brian endured the situation”

Which word or phrase is closest in meaning to “endured” in this sentence? Tick one.

continued □ put up with □ 2a

enjoyed □ endangered □ 1 mark

2e
5 At the end of paragraph 1, it says that Brian waited. What do you think he was waiting for?

1 mark

6 Find and copy a word, phrase or clause from paragraph 1 that gives a reason why the police
2f
might ask Brian for help.

1 mark

7 Brian is described as having a “cool yet curiously reckless mind”.

What do you think the author meant by this? Tick one.

He was calm, clever and brave. □

He got angry very quickly. □
2g
He got into trouble because he didn’t think things through. □
He didn’t care about anyone else. □ 1 mark

2d
8 Do you think Brian might have taken the Pekinese? Explain your answer.

1 mark

9 Write the paragraph number that matches each of these statements.

introduces the problem in the story

begins to explore how the problem might be solved

2c
introduces the characters

gives hints about who might solve the problem 2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 29

452602_U03_CC_2e_Y4_024-031.indd 29 06/03/19 8:23 AM

 Practice text: The Better Brown Stories Cracking the questions
Question Answer CD/Mark Useful strategies
1. Why is it a bit surprising that Brian He does not have a dog. 2b Question focus: retrieve and record information.
is such an expert on dogs? 1 mark Strategies:
Unit 3 • FICTION

452602_U03_CC_2e_Y4_024-031.indd 30
• Carefully read the question, marking key words.
• Consider where in the text to look for the answer.
• Carefully read the paragraph to find your answer.
2. Write a question that Brian’s Accept any question that is about dogs. E.g. 2d Question focus: make inferences from the text.
teacher might ask him when she is • How many teeth does a dog have? 1 mark Strategies:
relying on his superior knowledge. • Which kinds of dog make the best pets? • Carefully read the question, marking key words.
Do not accept personal questions about why • Consider where in the text to look for information.
Brian likes dogs or what kind of dog he would • Carefully read that part of the text, but remember that the answer will not
like. These questions do not probe his superior be in the text; you have to understand the characters and write what you
knowledge. think they might say.
3. Draw lines to join each character 2b Question focus: retrieve information.
to words the writer uses to describe 1 mark Strategies:
them.
• Carefully read the question, marking key words.
Brian apathetic Brian apathetic • Consider where in the text to look for the answer.
his parents dignified his parents dignified • Carefully read the paragraph to find your answer.
his sister thoughtless his sister thoughtless
4. “Brian endured the situation.” put up with 2a Question focus: explain the meaning of words in context.
Which word or phrase is closest 1 mark Strategies:
in meaning to “endured” in this • Carefully read the question, marking key words.
sentence? Tick one. • Consider where in the text to look for the sentence.
□ continued • Scan the text to find the sentence.
enjoyed • Carefully read that part of the text, thinking about what the sentence

30   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
□ might mean.
□ put up with

□ endangered

5. At the end of paragraph 1, it says Accept answers that recognise he was waiting 2e Question focus: predict what might happen from details stated and implied.
that Brian waited. What do you for an opportunity to acquire a dog. E.g. 1 mark Strategies:
think he was waiting for? • He is waiting until his parents give in and • Carefully read the question, marking key words.
get him a puppy. • Skim-read the text for the overall meaning of it.
• He is waiting for his birthday because he • Carefully reread the paragraph mentioned in the question and think about
might get a puppy then. what you already know about Brian.

06/03/19 8:23 AM
 6. Find and copy a word, phrase or “knew more about dogs than any boy in 2f Question focus: identify how narrative content is related.
clause from paragraph 1 that gives Snuggleton.” 1 mark Strategies:
a reason why the police might ask Do not accept “All he asked for in return was a • Carefully read the question, marking key words.
Brian for help. dog or, more particularly, a puppy.” • Carefully reread paragraph 2 to find out how the police need help.
• Carefully reread paragraph 1, thinking about the ways Brian could

452602_U03_CC_2e_Y4_024-031.indd 31
help them.
7. Brian is described as having a “cool He was calm, clever and brave. 2g Question focus: identify how meaning is enhanced through choice of words
yet curiously reckless mind”. 1 mark and phrases.
What do you think the author Strategies:
meant by this? Tick one. • Carefully read the question, marking key words.
□ He was calm, clever and brave. • Consider where in the text to look for the words.
He got angry very quickly. • Scan that part of the text, looking for the words in the question.
□ • Think of everything else you know about the character.
He got into trouble because he
□ • Carefully reread the options in the question.
didn’t think things through.

□ He didn’t care about anyone else.

8. Do you think Brian might have No, because he was at home when he heard 2d Question focus: make inferences from the text.
taken the Pekinese? Explain your the news so he could not have been out 1 mark Strategies:
answer. stealing the dog.
• Carefully read the question, marking key words.
Also accept a “Yes” answer if the explanation is • Consider where in the text to look for information.
logical and clearly relates back to events in the • Carefully read that part of the text, but remember that the answer will not
story. E.g. be in the text; you have to understand the character and think about what
Yes, because he might have stolen the dog he might do.
earlier but the police have only just found out.
9. Write the paragraph number that 2c Question focus: summarise ideas from more than one paragraph.
matches each of these statements. 2 marks Strategies:

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
□ introduces the problem in the story 2 introduces the problem in the story • Carefully read the question, marking key words.
□ begins to explore how the problem 3 begins to explore how the problem might be • Carefully read each paragraph separately, considering which statement
might be solved solved applies to it.
introduces the characters 1 introduces the characters • Read all the other paragraphs to check you have given the best answer.
□
□ gives hints about who might solve 3 (Also accept 1) gives hints about who might
the problem solve the problem

31
Unit 3 • FICTION

06/03/19 8:23 AM
 Unit 4 • FICTION

Oliver Twist’s Childhood

Adapted from the book Oliver Twist by Charles Dickens

1 When his mother died, leaving Oliver as an orphaned baby, the parish
generously decided to ‘farm’ him out. In other words, he would be sent to
a ‘baby-farm’ where twenty or thirty other villains – who were as guilty as
Oliver of the crime of poverty – rolled about the floor all day, without the
inconvenience of too much food or too much clothing.
6 The culprits at the baby-farm were looked after by an elderly woman for
the princely sum of sevenpence-halfpenny per week. Sevenpence-halfpenny
each week, said the parish, is enough to provide food for a child. Mrs
Mann, who was a woman of wisdom and experience, felt that sevenpence-
halfpenny would buy so much food it might make a child ill; she knew what
was good for children! She kindly kept most of the money and managed to
raise her young crop of orphans on even less than the parish provided for
them.
14 It cannot be expected that this system of farming would produce any very
extraordinary or luxuriant crop. Oliver Twist’s ninth birthday found him a
small, thin child. He was celebrating his birthday in the coal-cellar with two
other young gentlemen, with whom he had been locked up for daring to be
hungry.
19 Mrs Mann, the good lady of the house, glanced up and saw Mr Bumble,
who looked after the workhouse, marching up the path.
21 “Goodness gracious! Is that you, Mr Bumble, sir?” said Mrs Mann, thrusting
her head out of the window. “(Susan, take Oliver and them two other brats
upstairs, and wash ‘em directly.) Well Mr Bumble, how glad I am to see
you!”
25 Mrs Mann showed the beadle into a small parlour with a brick floor. “I am
here on business, Mrs Mann,” he declared. “The boy, Oliver Twist, is nine
years old today and is therefore too old to remain here. So we have decided
to put him to work back at the workhouse. The parish has already been
generous enough to him and now it is time for him to pay it back. Let me
see him at once.”
31 “I’ll fetch him directly,” said Mrs Mann. Oliver, having had his skin rubbed
raw, was led back into the room by his kindly protectress.

36   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U04_CC_2e_Y4_032-039.indd 36 06/03/19 8:25 AM

 Unit 4 • FICTION

Name: Class: Date:

1 Why was Oliver sent to a baby-farm? 2b

1 mark
2 In this text, what do you think the “baby-farm” was? Tick one.

a farm where babies were grown □

a building where people went to choose a baby to adopt □
2a
a building where orphaned babies were allowed to grow up □
a health farm where people went to have their babies □ 1 mark

3 “She kindly kept most of the money and managed to raise her young crop of orphans on even
less than the parish provided for them.”
2d
Do you think it was kind of her? Explain your answer.
1 mark

4 Do you think Oliver was happy at the baby-farm? Explain your answer fully using ideas from
2d
the text.
1 mark

2b
5 List two things that happened to Oliver on his ninth birthday.
1 mark

6 “Goodness gracious! Is that you, Mr Bumble, sir?” said Mrs Mann, thrusting her head out of the
window. “(Susan, take Oliver and them two other brats upstairs, and wash ‘em directly.) Well
Mr Bumble, how glad I am to see you!” (paragraph 5)
2f
Why did the author use brackets in direct speech?
1 mark

2d
7 Why do you think Mrs Mann wants Oliver and the other two boys to be taken out of the cellar?
1 mark

8 Based on what you have read so far, tick the statement that is the best prediction of what
happens just after Oliver is taken to see Mr Bumble. Tick one.

He is adopted by a loving family. □

He is taken to a workhouse, where he is treated even more cruelly. □
2e
Mr Bumble is angry with Mrs Mann because Oliver is so thin. □
Mr Bumble likes Oliver and takes him home with him. □ 1 mark

9 This story was originally written over 100 years ago. List two ideas from the text that show it is
not set in the 21st century.
2f

2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 37

452602_U04_CC_2e_Y4_032-039.indd 37 06/03/19 8:25 AM

 Practice text: Oliver Twist’s Childhood Cracking the questions
Question Answer CD/Mark Useful strategies
1. Why was Oliver sent to a His mother died when he was a baby. 2b Question focus: retrieve information.
baby-farm? 1 mark Strategies:
Unit 4 • FICTION

452602_U04_CC_2e_Y4_032-039.indd 38
• Carefully read the question, marking key words.
• Consider where in the text this information is most likely to be found.
• Scan the text for reference to a baby-farm.
• Carefully read the paragraph.
2. In this text, what do you think the a building where orphaned babies were 2a Question focus: give the meaning of words in context.
“baby-farm” was? Tick one. allowed to grow up 1 mark Strategies:
□ a farm where babies were grown • Carefully read the question, marking key words.
□ a building where people went to • Consider the meaning of each of the options in the question and choose
choose a baby to adopt the best fit.
a building where orphaned babies • Scan the first two paragraphs to identify other words and phrases.
□
were allowed to grow up

□ a health farm where people went

to have their babies

3. “She kindly kept most of the money No. She was stealing from the children 2d Question focus: explain and justify inferences with evidence from the text.
and managed to raise her young because she wasn’t feeding the children 1 mark Strategies:
crop of orphans on even less than enough.
• Carefully read the question, marking key words.
the parish provided for them.”
• Carefully read the paragraphs.
Do you think it was kind of her?
Explain your answer.
4. Do you think Oliver was happy Yes 2d Question focus: explain and justify inferences with evidence from the text.
at the baby-farm? Explain your • There were other children for him to play 1 mark Strategies:
answer fully using ideas from the with. • Carefully read the question, marking key words.

38   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
text. • He didn’t have to do much; he rolled around • Scan the text for the words “baby-farm”.
on the floor all day. • Reread the nearby text for reference to whether Oliver was happy.
• He was looked after by Mrs Mann.
No
• Mrs Mann kept the children hungry.
• Mrs Mann hurt him.
• Mrs Mann locked him in a cellar.
• He was small and thin.

06/03/19 8:25 AM
 5. List two things that happened to Accept any two of: 2b Question focus: retrieve information.
Oliver on his ninth birthday. • He was locked in the cellar. 1 mark Strategies:
• He had his skin rubbed raw. • Carefully read the question, marking key words.
• He was taken to see Mr Bumble. • Consider where in the text the answer will be.
• Scan that part of the text for reference to things that happened to Oliver.

452602_U04_CC_2e_Y4_032-039.indd 39
Award 1 mark for two correct answers.
6. Why did the author use brackets in • to show that this is an ‘aside’ to Susan 2f Question focus: explain how narrative content is related and contributes to
direct speech in paragraph 5? • Mrs Mann is speaking quietly to Susan so 1 mark meaning as a whole.
that Mr Bumble cannot hear. Strategies:
• This is part of a different conversation – not
• Carefully read the question, marking key words.
the one she is having with Mr Bumble.
• Reread the passage to yourself. How did you read those words?
• Consider why brackets are normally used, and other punctuation the author
could have used.
7. Why do you think Mrs Mann wants She doesn’t want Mr Bumble to know that 2d Question focus: make inferences from the text.
Oliver and the other two boys to be she has locked them in the cellar. 1 mark Strategies:
taken out of the cellar?
• Carefully read the question, marking key words.
• Consider where in the text you will find useful information.
• Carefully read that part of the text.
8. Based on what you have read so He is taken to a workhouse, where he is 2e Question focus: predict what might happen from details stated and implied.
far, tick the statement that is the treated even more cruelly. 1 mark Strategies:
best prediction of what happens
• Carefully read the question, marking key words.
just after Oliver is taken to see Mr
• Skim-read the text, keeping the options in mind.
Bumble. Tick one.
• Consider each option in turn, scanning all of the text looking for information
□ He is adopted by a loving family. to support it.
□ He is taken to a workhouse, where
he is treated even more cruelly.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
□ Mr Bumble is angry with Mrs Mann
because Oliver is so thin.

□ Mr Bumble likes Oliver and takes

him home with him.
9. This story was originally written • We do not have workhouses or baby-farms. 2f Question focus: explain how narrative content is related.
over 100 years ago. List two ideas • The way the children are treated would be 2 marks Strategies:
from the text that show it is not set illegal today.
• Carefully read the question, marking key words.
in the 21st century. • “coal-cellar”/”parlour”/”beadle” are words
• Scan the text to find ideas, words and practices that are not part of life
no longer used.
today.
• The money is old fashioned:
“sevenpence-halfpenny”.
• “Sevenpence-halfpenny” would not be

39
Unit 4 • FICTION

enough to feed a child today.

06/03/19 8:25 AM
 Unit 5 • FICTION

Stuart Little
E.B. White

1 Mr and Mrs Little, and their son George, were very surprised when a second child
was born looking like a mouse. They called him Stuart.
3 Stuart was also helpful when it came to Ping-pong. The Littles liked Ping-
pong, but the balls had a way of rolling under chairs, sofas, and radiators,
and this meant that the players were forever stooping down and reaching
under things. Stuart soon learned to chase balls, and it was a great sight
to see him come out from under a hot radiator, pushing a Ping-pong ball
with all his might, the perspiration rolling down his cheeks. The ball, of
course, was almost as high as he was, and he had to throw his whole weight
against it in order to keep it rolling.
11 The Littles had a grand piano in their living room, which was all right
except that one of the keys was a sticky key and didn’t work properly.
Mrs Little said she thought it must be the damp weather, but I don’t see
how it could be the damp weather, for the key had been sticking for about
four years, during which time there had been many bright clear days. But
anyway, the key stuck, and was a great inconvenience to anyone trying
to play the piano. It bothered George particularly when he was playing
the ‘Scarf Dance’, which was rather lively. It was George who had the idea
of stationing Stuart inside the piano to push the key up the second it was
played. This was no easy job for Stuart, as he had to crouch down between
the felt hammers so that he wouldn’t get hit on the head. But Stuart liked it
just the same: it was exciting inside the piano, dodging about, and the noise
was quite terrific. Sometimes after a long session he would emerge quite
deaf, as though he had just stepped out of an airplane after a long journey;
and it would be some little time before he felt really normal again.

44   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U05_CC_2e_Y4_040-047.indd 44 06/03/19 8:27 AM

 Unit 5 • FICTION

Name: Class: Date:

1 Look at the second paragraph, beginning “Stuart was also helpful …”.
2a
What does the word “stooping” mean? Tick one.
bending □ looking □  slouching □  stretching □ 1 mark

2b
2 Why did Stuart find it hard to push a Ping-pong ball?
1 mark

3 Look at the paragraph beginning “The Littles had a grand piano …”.
2b
Find and copy three words that tell us why a sticky key was a problem.
1 mark

4 The sticky key was probably not caused by the weather.

2d
Find one piece of evidence for this statement. Use direct quotations from the text.
1 mark

5 Why do you think George suggested that Stuart should be inside the piano when it was being
played?
2d

1 mark

6 Give two reasons why it was uncomfortable for Stuart to be inside the piano.
2d

2 marks

7 In spite of the discomfort, why is it likely that Stuart will go into the piano the next time
George asks?
2e

1 mark

8 Tick one box in each row to show whether each statement is true or false.

True False
Stuart Little’s brother was also a mouse.
Stuart liked to play Ping-pong.
2b
Stuart liked being inside the piano.
Sometimes, being inside the piano made Stuart deaf for a bit.
2 marks

9 Which of these would be the best title for this extract? Tick one.
2c
Inside the Piano □ Stuart the Ball Boy □
Stuart Helps Out □ The Sticky Key □ 1 mark

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 45

452602_U05_CC_2e_Y4_040-047.indd 45 06/03/19 8:27 AM

 Practice text: Stuart Little Cracking the questions
Question Answer CD/Mark Useful strategies
1. Look at the first paragraph, bending 2a Question focus: explain the meaning of words in context.
beginning “Stuart was also 1 mark Strategies:
helpful …”.
Unit 5 • FICTION

452602_U05_CC_2e_Y4_040-047.indd 46
• Carefully read the question, marking key words.
What does the word “stooping” • Scan the paragraph indicated, looking for the word.
mean? • Carefully read the sentence containing the word, then identify a word in the
Tick one. question with the same meaning.

□ bending

□ looking

□ slouching

□ stretching
2. Why did Stuart find it hard to push • The ball was almost as high as he was. 2b Question focus: identify key details from fiction.
a Ping-pong ball? • He had to throw all his weight behind it. 1 mark Strategies:
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer to the question.
• Carefully read that part of the text, considering the question.
3. Look at the paragraph beginning Accept either: 2b Question focus: identify key details from fiction.
“The Littles had a grand piano …”. • “didn’t work properly” 1 mark Strategies:
Find and copy three words that tell • “a great inconvenience” • Carefully read the question, marking key words.
us why a sticky key was a problem. • Carefully read the paragraph indicated, looking for the answer.
• Remember to find and copy, not paraphrase.
4. The sticky key was probably not Accept either: 2d Question focus: explain and justify inferences with evidence from the text.
caused by the weather. • “the key had been sticking for about four 1 mark Strategies:
Find one piece of evidence for this years” • Carefully read the question, marking key words.

46   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
statement. Use direct quotations • “there had been many bright clear days” • Scan the text, looking for evidence of the weather.
from the text. • Carefully read the sentences around the evidence.
• Remember to give a direct quotation.
5. Why do you think George Stuart could push the key up when it was 2d Question focus: explain and justify inferences with evidence from the text.
suggested that Stuart should be played, so his music sounded better. 1 mark Strategies:
inside the piano when it was being
• Carefully read the question, marking key words.
played?
• Consider where in the text you will find the answer to the question.
• Carefully read that part of the text, considering the question.

06/03/19 8:27 AM
 6. Give two reasons why it was Accept any two of: 2d Question focus: explain and justify inferences with evidence from the text.
uncomfortable for Stuart to be • He had to crouch down to avoid being hit 2 marks Strategies:
inside the piano. on the head. • Carefully read the question, marking key words.
• He had to dodge about. • Scan the text, looking for evidence of Stuart being uncomfortable.
• “the noise was quite terrific” • Carefully read the sentences around the evidence.

452602_U05_CC_2e_Y4_040-047.indd 47
• Either give direct quotations or paraphrase their meaning for your answer.

Award 1 mark for each piece of evidence given, up to a total of 2 marks.

7. In spite of the discomfort, why is Accept answers that recognise any of: 2e Question focus: predict what might happen from details stated and implied.
it likely that Stuart will go into the • He has been inside the piano more than 1 mark Strategies:
piano the next time George asks? once, so he is likely to go again. • Carefully read the question, marking key words.
• It says that he liked it. • Scan the text, looking for a reason why Stuart might go into the piano again.
• Stuart likes to be helpful. • Carefully read the sections of text you find to check your answer.
8. Tick one box in each row to show 2b Question focus: identify key details from fiction.
whether each statement is true or 2 marks Strategies:
false.
• Carefully read the question, marking key words.
True False True False • Think about each of the statements separately. Consider where in the text
Stuart Little’s Stuart Little’s you will find relevant information.
brother was also a brother was also a ✓ • Carefully read the relevant sections of the text to decide whether each
mouse. mouse. statement is true or false.

Stuart liked to play Stuart liked to play Award 2 marks for all four answers correct.
✓
Ping-pong. Ping-pong. Award 1 mark for three answers correct.
Stuart liked being Stuart liked being
✓
inside the piano. inside the piano.
Sometimes, being Sometimes, being
inside the piano inside the piano

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
✓
made Stuart deaf for made Stuart deaf for
a bit. a bit.

9. Which of these would be the best Stuart Helps Out 2c Question focus: summarise main ideas from more than one paragraph.
title for this extract? Tick one. 1 mark Strategies:
□ Inside the Piano • Carefully read the question, marking key words.
□ Stuart Helps Out • Skim-read the text to gain an overall understanding of its meaning.
Stuart the Ball Boy • Carefully read the options in the question, matching them against your
□ overall understanding.
□ The Sticky Key

47
Unit 5 • FICTION

06/03/19 8:27 AM
 Unit 6 • FICTION

Into the Dragons’ Cave

Cressida Cowell

1 Although he wasn’t your usual mindless thug of a Hooligan, Hiccup

wasn’t a wimp, either. Being frightened is not the same as being a coward.
Maybe he was as brave as anyone else there, because he went to catch a
dragon despite knowing what dragons are like. And, when he had climbed
perilously to the mouth of the cave and had found that inside there was a
long, twisty tunnel, he still went down it, despite not being too keen on long,
twisty tunnels with dragons at the end of them.
8 The tunnel was dripping and clammy. At times it was high enough for the
boys to walk upright. Then it would close down into narrow, claustrophobic
holes that the boys could only just squeeze through, squirming on their
stomachs, with the flares held in their mouths.
12 After ten long minutes of walking and crawling into the heart of the cliff,
the stench of dragon – a salty stink of seaweed and old mackerel heads – got
stronger and stronger, until finally it became unbearable and the tunnel
opened out into a ginormous cavern.
16 The cavern was full of more dragons than Hiccup could ever have imagined
existed.
18 They were every possible colour and size, and they included all the species
that Hiccup had heard of, and quite a few more that he hadn’t.
20 Hiccup started sweating as he looked around him at pile after pile of the
animals, draped over every available surface; even hanging upside-down
from the roof like giant bats.
They were all fast asleep, and
most of them were snoring in
unison. This was a sound so
loud and so deep that it seemed
to penetrate right into Hiccup’s
body and vibrate around his soft
insides, churning his stomach
and bowels, and forcing his heart
to beat at the same slow dragon
pulse.
33 If one, just one, of these countless
creatures were to wake up, it
would raise the alarm to the
others and the boys would meet a
horrible death.

52   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U06_CC_2e_Y4_048-055.indd 52 06/03/19 8:28 AM

 Unit 6 • FICTION

Name: Class: Date:

1 Find and copy two words from the first paragraph that tell us what most of the Hooligan Tribe
2b
are like.
1 mark

2a
2 In the first paragraph, what does the word “despite” mean? Tick one.

although □   because □   thoughtless □   unkind □ 1 mark

2b
3 What did Hiccup expect to find at the end of the tunnel?
1 mark

4 The tunnel was not a comfortable place to be.

Find two pieces of evidence from paragraph 2 for this statement. You do not have to use direct
quotations from the text.
2d

2 marks

5 Look at the paragraph beginning “After ten long minutes …”.

2g
Find and copy the first word that warns us that dragons do not smell good.
1 mark

2d
6 Why do you think the smell got stronger as the boys got closer to the end of the tunnel?
1 mark

7 Give two reasons why Hiccup might have been surprised when he reached the end of the
tunnel.
2d

1 mark

8 Tick to show which statement is true for each place. One statement is true for both places.

Tunnel Cave
long and twisty
full of dragons
2h
stench of dragon
dragons hanging upside down
2 marks

9 Number the events to show the order in which Hiccup did them.
2c
He started sweating.    He smelled the dragons.   
He climbed the cliff.       He went down the tunnel. 2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 53

452602_U06_CC_2e_Y4_048-055.indd 53 06/03/19 8:28 AM

 Practice text: Into the Dragon’s Cave Cracking the questions
Question Answer CD/Mark Useful strategies
1. Find and copy two words from the “mindless thug” 2b Question focus: identify key details from fiction.
first paragraph that tell us what 1 mark Strategies:
most of the Hooligan Tribe are like.
Unit 6 • FICTION

452602_U06_CC_2e_Y4_048-055.indd 54
• Carefully read the question, marking key words.
• Carefully read the paragraph indicated, looking for the answer.
• Remember to find and copy, not paraphrase.
2. In the first paragraph, what does although 2a Question focus: explain the meaning of words in context.
the word “despite” mean? Tick one. 1 mark Strategies:
□ although • Carefully read the question, marking key words.
□ because • Scan the paragraph indicated, looking for the word. (There are two
thoughtless instances in this paragraph, both with the same meaning.)
□ • Carefully read the sentences containing the word, then identify a word in
unkind
□ the question with the same meaning.

3. What did Hiccup expect to find at dragons 2b Question focus: identify key details from fiction.
the end of the tunnel? 1 mark Strategies:
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer to the question.
• Carefully read that part of the text, considering the question.
4. The tunnel was not a comfortable Accept any two of: 2d Question focus: explain and justify inferences with evidence from the text.
place to be. • It was wet./“dripping and clammy” 2 marks Strategies:
Find two pieces of evidence from • It was low./“narrow, claustrophobic holes” • Carefully read the question, marking key words.
paragraph 2 for this statement. • It was a tight fit./“the boys could only • Scan the text, looking for evidence of conditions in the tunnel.
You do not have to use direct just squeeze through, squirming on their • Carefully read the sentences around the evidence.
quotations from the text. stomachs” • Give either direct quotations or paraphrase their meaning.
• It was dark./“the flares held in their mouths”

54   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
Award 1 mark for each piece of evidence given, up to a total of 2 marks.
5. Look at the paragraph beginning “stench” 2g Question focus: identify how meaning is enhanced through choice of words
“After ten long minutes …”. 1 mark and phrases.
Find and copy the first word that Strategies:
warns us that dragons do not smell • Carefully read the question, marking key words.
good. • Carefully read the paragraph indicated, looking for words that refer to smell.
• Scan the paragraph, looking for the first reference to a smell and recognising
that the author chose a particular word to warn the reader that the smell
was bad.

06/03/19 8:28 AM
 6. Why do you think the smell got They were getting closer to the dragons (and 2d Question focus: make inferences from the text.
stronger as the boys got closer to the smell was coming from the dragons). 1 mark Strategies:
the end of the tunnel?
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer to the question.
• Carefully read that part of the text, considering the question.

452602_U06_CC_2e_Y4_048-055.indd 55
7. Give two reasons why Hiccup Accept any two of: 2d Question focus: explain and justify inferences with evidence from the text.
might have been surprised when • The cavern was ginormous. 1 mark Strategies:
he reached the end of the tunnel. • There were more dragons than Hiccup • Carefully read the question, marking key words.
imagined existed. • Consider where in the text you will find the answer to the question.
• There were species of dragon that Hiccup • Carefully read that part of the text, considering the question.
had never heard of.
• There were dragons everywhere.
8. Tick to show which statement is 2h Question focus: make comparisons within the text.
true for each place. One statement 2 marks • Carefully read the question, marking key words.
is true for both places. • Think about each of the statements separately. Consider where in the text
Tunnel Cave Tunnel Cave you will find the relevant information.
• Carefully read the relevant sections of the text to decide which of the places
long and twisty long and twisty ✓
each statement describes.
full of dragons full of dragons ✓
Award 2 marks for all five answers correct.
stench of dragon stench of dragon ✓ ✓
Award 1 mark for four answers correct.
dragons hanging dragons hanging
upside down ✓
upside down

9. Number the events to show the 2c Question focus: summarise main ideas from more than one paragraph.
order in which Hiccup did them. 2 marks Strategies:
□ He started sweating. He started sweating. 4 • Carefully read the question, marking key words.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
□ He smelled the dragons. He smelled the dragons. 3 • Scan the whole text for each of the events described.
He climbed the cliff. He climbed the cliff. 1 • Number the events, then check your answer against the text.
□
□ He went down the tunnel. He went down the tunnel. 2 Award 2 marks for all events correctly sequenced.
Award 1 mark for two events correctly sequenced.

55
Unit 6 • FICTION

06/03/19 8:28 AM
 Unit 7 • FICTION

A Korean Myth
1 One day, years and years ago, the birds of this world knew that cold winter
was approaching and began to fly south to warmer countries. All except one
little bird who had a broken wing and could not fly.
4 “I will ask the trees in the forest if they can keep me warm in the cold
winter,” he said.
6 So, he jumped and he flapped towards the trees at the fringe of the forest. He
first met a majestic birch. “Magnificent Birch,” he sang, “will you allow me
to stay warm in your branches during the cold winter?”
9 “Certainly not!” the birch tree said. “I have to take care of my branches.”
10 The little bird staggered on until he came to a great oak tree. “Oh, mighty
Oak, when winter comes, I may freeze. Will you keep me warm in your
branches?”
13 “No, for you might eat my acorns!” replied the oak. “Go away.”
14 The little bird jumped and he flapped until he came to a maple tree. “Oh,
glorious Maple, will you let me spend winter in your warm branches?”
16 “I shall not!” replied the maple. “I never help strangers.”
17 The poor little bird did not know where to go, but he kept staggering and
flapping along with his broken wing. Presently the fir tree saw him and said,
“Come here, little bird. You may spend the winter in my branches.”
20 The pine tree nearby said, “I will spread my branches to keep the wind away.”
21 The holly tree added, “You may eat my berries. They are good food for birds.”
22 The little bird was very
comfortable in his warm nest,
protected from the cold wind and
with holly berries to eat.
26 That night, the Frost King said,
“North Wind, it’s time to start
winter. Blow the leaves from the
trees, my friend, except for those
who helped the bird with the
broken wing. For their kindness,
they may keep their leaves, even
in winter.”

60   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U07_CC_2e_Y4_056-065.indd 60 06/03/19 8:30 AM

 Unit 7 • FICTION

Name: Class: Date:

1 From the first paragraph, find and copy four words that explain when these events happened. 2b

1 mark

2d
2 Why does the bird call the trees “magnificent”, “mighty” and “glorious”?
1 mark

3 Look at the paragraph beginning “So, he jumped and he flapped…”.

What does the word “fringe” mean?

Tick one.

centre □
edge □
2a
heart □
nearby □ 1 mark

4 Write the name of the tree beside the excuse it gave not to help the bird.

“No, for you might eat my acorns!”

2b
“I never help strangers.”

“I have to take care of my branches.” 1 mark

2f
5 Why does the writer tell you in the first paragraph that the bird had a broken wing?
1 mark

6 Tick one box in each row to show whether the statement is true or false.

True False

The bird wanted the trees to give him food.

The bird tried to fly south.

The bird asked politely for help. 2b

The bird was comfortable in its nest in the fir tree.

2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 61

452602_U07_CC_2e_Y4_056-065.indd 61 06/03/19 8:30 AM

 Unit 7 • FICTION

Name: Class: Date:

2d
7 List three trees from the story that were allowed to keep their leaves, even in winter.
1 mark

8 The story is set just before the beginning of winter.

Find two pieces of evidence for this statement. You do not have to use direct quotations from
the text.
2d

2 marks

9 Which of these would be the best title for this myth?

Tick one.

The Bird with the Broken Wing □

Why Some Trees Are Evergreen □
Why the Bird Didn’t Fly South □
2c

King Frost and the North Wind □ 1 mark

62   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U07_CC_2e_Y4_056-065.indd 62 06/03/19 8:30 AM

 Practice text: A Korean Myth Cracking the questions
Question Answer CD/Mark Useful strategies
1. From the first paragraph, find and “years and years ago” 2b Question focus: identify key details from fiction.
copy four words that explain when 1 mark Strategies:
these events happened.

452602_U07_CC_2e_Y4_056-065.indd 63
• Carefully read the question, marking key words.
• Carefully read the paragraph indicated, looking for the answer.
• Remember to find and copy, not paraphrase.
2. Why does the bird call the trees He is trying to flatter them so that they 2d Question focus: make inferences from the text.
“magnificent”, “mighty” and help him. 1 mark Strategies:
“glorious”?
• Carefully read the question, marking key words.
• Scan the text, looking for the words the bird calls the trees.
• Consider why the bird would have used these adjectives.
3. Look at the paragraph beginning edge 2a Question focus: explain the meaning of words in context.
“So, he jumped and he flapped …”. 1 mark Strategies:
What does the word “fringe” mean? • Carefully read the question, marking key words.
Tick one. • Scan the paragraph indicated, looking for the word.
centre • Carefully read the sentence containing the word, then identify a word in the
□ question with the same meaning.
□ edge

□ heart

□ nearby
4. Write the name of the tree beside “No, for you might eat my acorns!” – oak 2b Question focus: identify key details from fiction.
the excuse it gave not to help the “I never help strangers.” – maple 1 mark Strategies:
bird.
“I have to take care of my branches.” – birch • Carefully read the question, marking key words.
“No, for you might eat my acorns!”

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
• Scan the passage, looking for the excuses the trees gave the bird.
• Write the name of the tree beside each of the excuses.
“I never help strangers.”

“I have to take care of my

branches.”

63
Unit 7 • FICTION

06/03/19 8:30 AM
 5. Why does the writer tell you in the The fact that the bird can’t fly is important to 2f Question focus: explain how narrative content is related and contributes to
first paragraph that the bird had a the story. 1 mark meaning as a whole.
broken wing? Strategies:
• Carefully read the question, marking key words.
• Scan the paragraph indicated, looking for the information in the question.
Skim-read the whole text, considering the situation of the bird in the text.
Unit 7 • FICTION

452602_U07_CC_2e_Y4_056-065.indd 64
• Reflect on the impact of mentioning the bird’s inability to fly at this early
point.
6. Tick one box in each row to show 2b Question focus: identify key details from fiction.
whether the statement is true or 2 marks Strategies:
false.
• Carefully read the question, marking key words.
True False True False • Think about each of the statements separately. Consider where in the text
you will find relevant information.
The bird wanted The bird wanted • Carefully read the relevant sections of the text to decide whether each
the trees to give the trees to give ✓ statement is true or false.
him food. him food.
Award 2 marks for all four answers correct.
The bird tried to The bird tried to
fly south. fly south. Award 1 mark for three answers correct.
✓

The bird asked The bird asked

politely for help. politely for help. ✓

The bird was The bird was

comfortable in comfortable in
its nest in the fir its nest in the fir
✓
tree. tree.

7. List three trees from the story that fir, pine, holly 2d Question focus: explain and justify inferences with evidence from the text.

64   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
were allowed to keep their leaves, 1 mark Strategies:
even in winter.
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer to the question.
• Carefully read that part of the text, considering the question.
Award 1 mark for three answers correct.

06/03/19 8:30 AM
 8. The story is set just before the Accept any two of: 2d Question focus: explain and justify inferences with evidence from the text.
beginning of winter. • We are told that winter is coming./“the birds 2 marks Strategies:
Find two pieces of evidence for this knew that cold winter was approaching” • Carefully read the question, marking key words.
statement. You do not have to use • The bird tells the oak that winter is • Scan the text, looking for evidence of the seasons.
direct quotations from the text. coming./“when winter comes, I may freeze.” • Carefully read the sentences around the evidence.

452602_U07_CC_2e_Y4_056-065.indd 65
• The Frost King told the North Wind to • Give either direct quotations or paraphrase their meaning.
start winter./“North Wind, it’s time to start
Award 1 mark for each piece of evidence given, up to a total of 2 marks.
winter.”
9. Which of these would be the best Why Some Trees are Evergreen 2c Question focus: summarise main ideas from more than one paragraph.
title for this myth? 1 mark Strategies:
Tick one. • Carefully read the question, marking key words.
□ The Bird with the Broken Wing • Skim-read the text to gain an overall understanding of its meaning.
Why Some Trees Are Evergreen • Carefully read the options in the question, matching them against your
□ overall understanding.
□ Why the Bird Didn’t Fly South

□ King Frost and the North Wind

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
65
Unit 7 • FICTION

06/03/19 8:30 AM
 Unit 8 • NON-FICTION

Knight Survival Guide: Are You Tough

Enough?
Anna Claybourne

1 Showing off
When there are no real battles, take part in a tournament. This is a fighting
competition in which you can show off your skills.
4 Charge!
To joust, you must:
1. Ride towards your enemy at top speed.
2. Try to hit him with your lance.
3. Wear your smartest armour!
9 The winners
Knights who won a joust were given a prize. They were usually given money.
11 For the ladies
Knights sometimes fought to impress a lady.
13 Knight rules
A good knight must be very polite to ladies. Always bow and kneel to a lady
and never, ever swear at her!
16 Your special lady
You can even fight for a lady. In any fight, make sure you wear her family
colours or coat of arms.
19 Take care
Knights were expected to defend and protect women.
21 On a mission
Your king or lord might test you by sending you on a quest, or mission. You
might have to catch an enemy or save a prisoner in a castle.
24 Top quests
If you are really lucky you might get to find treasure or rescue a princess
from a tower. And all knights want to fight a dragon, of course!
27 Cup of magic
Some knights went on a great adventure to find a magical cup called the
Holy Grail.

70   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U08_CC_2e_Y4_066-073.indd 70 06/03/19 8:39 AM

 Unit 8 • NON-FICTION

Name: Class: Date:

1 Why would a knight take part in a tournament? Give two reasons from the text.
2b

1 mark

2g
2 What does the heading “Showing off” tell us about the author’s feelings about tournaments?

1 mark

3 “make sure you wear her … coat of arms.”

In this sentence, the underlined words are closest in meaning to the following. Tick one.

warm winter coat □ something you wear in secret □ 2a

family’s shield □ another layer of protection □ 1 mark

4 At this time, were ladies seen as strong and independent, or weak and fragile?
2d
Explain your answer using ideas from the text.

1 mark

2b
5 Use information from the text to write a definition of a joust for the glossary.

2 marks

6 Give two reasons from the text why knights would fight in a tournament.
2b

2 marks

7 “Your king or lord might test you by sending you on a quest, or mission” (paragraph 8). Why did
2f
the writer add the words “or mission”?

1 mark

8 “And all knights want to fight a dragon, of course!” (paragraph 9). Why did the writer use the
words “of course!” to finish the sentence?
2g

1 mark

9 Do you think the text would be helpful if you wanted to be a knight?

Yes □   No □
Explain your answer using ideas from the text.
2c

2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 71

452602_U08_CC_2e_Y4_066-073.indd 71 06/03/19 8:39 AM

 Practice text: Knight Survival Guide: Are You Tough Enough? Cracking the questions
Question Answer CD/Mark Useful strategies
1. Why would a knight take part in Accept any two from: 2b Question focus: retrieve and record information.
a tournament? Give two reasons • He could win money. 1 mark Strategies:
from the text. • He can show off his skills.

452602_U08_CC_2e_Y4_066-073.indd 72
• Carefully read the question, marking key words.
• He can impress a lady. • Scan the text for the word “tournament” and read the information around it.
• It can keep him ready for battle.
Unit 8 • NON-FICTION

• Underline the reasons as you find them.

• Select the two most interesting reasons for your answer.

2. What does the heading “Showing • It suggests that the author thinks they are 2g Question focus: explain how meaning is enhanced through choice of words
off” tell us about the author’s silly and not necessary. 1 mark and phrases.
feelings about tournaments? • If the knights are showing off, they are not Strategies:
behaving properly.
• Carefully read the question, marking key words.
• She doesn’t think they are a good idea.
• Consider what you know about showing off. Is it a good thing or a bad
• She thinks they are special/a chance to
thing?
show your skills.
Award 1 mark for recognition that “showing off” has connotations beyond
practising and demonstrating skills.
3. “make sure you wear her … family’s shield 2a Question focus: give the meaning of words in context.
coat of arms.” 1 mark Strategies:
In this sentence, the underlined
• Carefully read the question, marking key words.
words are closest in meaning to
• Scan the text for the words in the question.
which option? Tick one.
• Carefully read the words in their context, considering all the meanings given
□ warm winter coat in the question.
□ family’s shield • Decide which meaning makes the most sense in this text.

□ something you wear in secret

□ another layer of protection

72   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
4. At this time, were ladies seen as Ladies were seen as being weak and fragile. 2d Question focus: explain and justify inferences with evidence from the text.
strong and independent, or weak They needed to be protected and defended – 1 mark Strategies:
and fragile? although they liked to watch knights fighting
• Carefully read the question, marking key words.
Explain your answer using ideas for them and wearing their colours.
• Reread the text, considering the question.
from the text. • Identify the main idea first, then justify with evidence from the text.

06/03/19 8:39 AM
 5. Use information from the text to • fighting competition 2b Question focus: identify key details from non-fiction.
write a definition of a joust for the • knights fighting 2 marks Strategies:
glossary. • riding and fighting • Carefully read the question, marking key words.
• fight with lances • Scan the text for information about jousts.
• compete with lances • Carefully read the information.

452602_U08_CC_2e_Y4_066-073.indd 73
• Summarise the information for your definition.
Award 1 mark for a reasonable definition of a joust. Award 1 mark for the use
of information in the text.
6. Give two reasons from the text Accept any two from: 2b Question focus: retrieve and record information.
why knights would fight in a • to show off their skills. 2 marks Strategies:
tournament. • to wear the smartest armour • Carefully read the question, marking key words.
• to win money • Scan the text for information about tournaments.
• to impress a lady • Carefully read the information.
• They like fighting/riding fast/using a sword
Award 1 mark for each reason given, up to a total of 2 marks. Do not accept
or lance.
‘for fun’.
• to win a prize
7. “Your king or lord might test you by to explain what a quest is 2f Question focus: identify how information is related and contributes to
sending you on a quest, or mission” 1 mark meaning as a whole.
(paragraph 8). Strategies:
Why did the writer add the words • Carefully read the question, marking key words.
“or mission”? • Consider why the author might have made that decision.
8. “And all knights want to fight a • Fighting dragons is something that 2g Question focus: explain how meaning is enhanced through choice of words
dragon, of course!” (paragraph 9). everyone knows about knights. 1 mark and phrases.
Why did the writer use the words • to be sarcastic/make a joke (dragons are Strategies:
“of course!” to finish the sentence? not real) • Carefully read the question, marking key words.
• Consider why the author might have made that decision.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
9. Do you think the text would be Yes 2c Question focus: summarise main ideas from more than one paragraph.
helpful if you wanted to be a • It tells you things you need to know, such 2 marks Strategies:
knight? as that you should practice for battles by • Carefully read the question, marking key words.
□ Yes □ No taking part in tournaments. • Skim-read the text for an overall impression.
Explain your answer using ideas • It tells you important rules for being a • Scan it for specific details.
from the text. knight such as you must be polite to ladies.
Award 1 mark for an explanation and another for reference to ideas or
No
information in the text.
• It doesn’t give much information about
fighting. It just tells you how to joust in a
tournament.
• It gives you a bit of information about
being a knight, but it doesn’t tell you much.
It is not very useful to know that you have

73
Unit 8 • NON-FICTION

to bow and kneel to a lady.

06/03/19 8:39 AM
 Unit 9 • Non-fiction

Name: Class: Date:

1 Give a reason from the text to explain why farms are throwing away so much edible fruit and
2b
vegetables.

1 mark

2 Why did the writer use a fact box in this text? Tick one.

so that the text does have too many words □

to help readers understand what “3 million tonnes” means □
to explain why so much fruit and vegetables are wasted □ 2f

to tell readers to eat different-looking fruit and vegetables □ 1 mark

2b
3 Give two reasons from the text why a supermarket might reject a carrot.

1 mark

2b
4 What happens to the carrots the supermarkets don’t buy?

1 mark

5 “These blemishes don’t affect the taste.”

Tick the phrase that is closest in meaning to “blemishes”. Tick one.

bruises or other damage □ maggots or other insect damage □ 2a

marks or patches on the skin □ size and shape of the fruit □ 1 mark

6 Why do you think the supermarkets have to sell the “wonky” fruit and vegetables at a
2d
lower price?

1 mark

7 Tick the statement that is the best summary of ideas from the last three paragraphs. Tick one.

The weather affects how well a crop grows. □

We do not like to buy fruit and vegetables with blemishes. □
If we buy less-than-perfect crops, the farmers will not waste the food. □ 2c

We need to find ways of reducing the amount of food we waste. □ 1 mark

8 Put one tick in each row to show whether the fact is true or false.

True False

All the fruit and vegetables we throw away would fit into a long train.

Many shoppers will only buy fruit and vegetables that look normal.

Any fruit and vegetables the farmers cannot sell are eaten on the farm. 2b

Fruit with blemishes on the skin taste the same as prettier fruit.
2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 79

452602_U09_CC_2e_Y4_074-081.indd 79 06/03/19 8:39 AM

 Unit 10 • Non-fiction

Robots in Films and TV Programmes

1 Robots have been characters in films for over 75 years. In the early days, the
robots were just people in robot costumes.

3 Computer robots
50 years ago, computers were the size of wardrobes and so modern that
most people had never seen one except in films. People were very excited
about computers, so robots had flashing orange and red lights to make
people think they were controlled by computers. Since they were still people
in costume, however, most film robots still looked like people.
9 Puppet robots
That was changed by the BBC TV series Doctor Who. In 1963, the Daleks
arrived. Daleks – which had people inside them – looked like enormous salt-
shakers on wheels. They introduced the idea that robots didn’t have to look
like people, and could even be played by ‘puppets’. The most famous film
robots ever made are probably R2D2 and C-3PO from the film Star Wars.
The first of the Star Wars films was made in 1977. C-3PO looks like a human.
R2D2 looks a bit like a dustbin. He is short, with flashing lights and beeping
sounds. In some scenes, R2D2 had a man crouched inside him, but in most
he was a radio-controlled puppet.
19 CGI
Today, most robots in films are made using computer-generated imagery
(CGI). Since the early 2000s, CGI has been the main type of special effect in
films. Robots have become part of those ‘special effects’: they are no longer
people in suits, or even radio-controlled puppets. Today, they are drawings
that are made to move using CGI. But since they’re only drawings, the size
and shape of CGI robots can be anything you can imagine.

86   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U10_CC_2e_Y4_082-089.indd 86 06/03/19 8:39 AM

 Unit 10 • Non-fiction

Name: Class: Date:

1 Why did robots in early films look like humans? 2b

1 mark

2 “computers were the size of wardrobes” (paragraph 2)

2a
Suggest a different word or phrase to replace “the size of wardrobes”.
1 mark

2b
3 Why did film robots 50 years ago have flashing lights?
1 mark

4 Why are Daleks so important in the history of screen robots?

2b

1 mark

5 “R2D2 looks a bit like a dustbin.” Why does the writer give the reader this information?
2g

1 mark

2c
6 Write an alternative heading for the last paragraph.
1 mark

7 Film-makers today probably wouldn’t hire an actor to play a robot. Why not?
2d

1 mark

8 Number these types of robots in the order in which they were used in films.

robots that look like anything you can imagine

robots that look as if they were controlled by computers

2c
robots that look like people in suits

robots that are puppets 2 marks

9 What do you think a robot would look like in a film that was made in 1990? Tick one.

a person in a costume

a puppet

CGI

Explain your answer.

2d

2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 87

452602_U10_CC_2e_Y4_082-089.indd 87 06/03/19 8:39 AM

 Practice text: Robots in Films and TV Programmes Cracking the questions
Question Answer CD/Mark Useful strategies
1. Why did robots in early films look They were just people in costumes. 2b Question focus: retrieve and record information from non-fiction.
like humans? 1 mark Strategies:

452602_U10_CC_2e_Y4_082-089.indd 88
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer.
• Scan the text for the information.
Unit 10 • Non-fiction

2. “computers were the size of Accept an answer which implies very big/ 2a Question focus: give the meaning of words in context.
wardrobes” (paragraph 2) huge/massive. 1 mark Strategies:
Suggest a different word or phrase • Carefully read the question, marking key words.
to replace “the size of wardrobes”. • Consider the meaning of the quotation in the context of the text.
3. Why did film robots 50 years ago to make people think they were controlled by 2b Question focus: retrieve and record information.
have flashing lights? computers 1 mark Strategies:
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer.
• Scan the text for the information.
4. Why are Daleks so important in the They were the first screen robots that did not 2b Question focus: retrieve and record information.
history of screen robots? look like people. 1 mark Strategies:
• Carefully read the question, marking key words.
• Consider where in the text you will find the answer.
• Scan the text for the information.
5. “R2D2 looks a bit like a dustbin.” so the reader can imagine what R2D2 looks 2g Question focus: identify how meaning is enhanced through choice of words
Why does the writer give the reader like 1 mark and phrases.
this information? Strategies:
• Carefully read the question, marking key words.
• Scan the text for the quotation.

88   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
• Consider the impact of the author’s choice of words.
6. Write an alternative heading for Accept reasonable ideas such as: 2c Question focus: summarise main ideas.
the last paragraph. • CGI robots 1 mark Strategies:
• Imaginative robots • Carefully read the question, marking key words.
• Robots of the future • Skim-read the final paragraph to get the gist.
• 21st-century robots • Revisit previous headings to understand the structure.
• Special-effect robots

06/03/19 8:39 AM
 7. Film-makers today probably Robots are now just drawings/CGI robots can 2d Question focus: make inferences from the text.
wouldn’t hire an actor to play a be used/special effects are available. 1 mark Strategies:
robot. Why not?
• Carefully read the question, marking key words.
• Consider where in the text you will find useful information.
• Carefully reread that part of the text, considering the question.

452602_U10_CC_2e_Y4_082-089.indd 89
8. Number these types of robots in 2c Question focus: summarise main ideas from more than one paragraph.
the order in which they were used 2 marks Strategies:
in films.
• Carefully read the question, marking key words.
□ robots that look like anything you 4 robots that look like anything you can • Scan the whole text for descriptions of robots.
can imagine imagine • Think of the order in which they were introduced.
□ robots that look as if they were 2 robots that look as if they were controlled by
Award 2 marks for all answers correctly ordered.
controlled by computers computers
Award 1 mark for two consecutive answers being correct.
□ robots that look like people in suits 1 robots that look like people in suits
□ robots that are puppets 3 robots that are puppets
9. What do you think a robot would a puppet. 2d Question focus: explain and justify inferences with evidence from the text.
look like in a film that was made in 1990 is before 2000, so it will not be CGI. It 2 marks Strategies:
1990? Tick one. is after the 1960s and 1970s so it probably • Carefully read the question, marking key words.
□ a person in a costume wouldn’t just be a person in a suit. • Scan the text for information about times before and after the 1990s.
□ a puppet • Consider what robots were like before then and after then.
□ CGI Award 1 mark for each part of the question.
Explain your answer.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
89
Unit 10 • Non-fiction

06/03/19 8:39 AM
 Unit 11 • NON-FICTION

Dunkirk
1 In May 1940, things were not going well for the allied British and French
forces in northern France. The German army had been cunning, and had
managed to separate the allies into two smaller groups.
4 One group of nearly 400,000 allied soldiers had to retreat from the
advancing German army until they reached the French coast near the town
of Dunkirk. The soldiers could not retreat any further because the sea was
behind them, so they worked out the best way to defend the beach and
settled down, hoping for rescue. But Dunkirk harbour had been bombed, so
the great warships that could transport men back to England had to stay
offshore because they couldn’t reach the troops on the beaches. The German
army was poised to attack.
12 It looked like all was lost for these soldiers.
13 The British commanders lost no time. They requested that the owners and
crew of every boat along the south-east coast of England should go and help
rescue the troops. Overnight, a great flotilla of small boats – rowing boats,
fishing boats, pleasure boats, yachts, even lifeboats – set out to cross the
75 km of English Channel to ferry the men from the beach at Dunkirk to
the warships. As they approached France, the little boats were attacked with
bombs, mines and even torpedoes, but they didn’t give up.
20 In the end, nearly 340,000 British and French troops were evacuated from
Dunkirk over the space of nine days. They left behind them guns, vehicles,
ammunition and food – but the lives of most of the soldiers were saved.

94   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U11_CC_2e_Y4_090-097.indd 94 06/03/19 8:40 AM

 Unit 11 • NON-FICTION

Name: Class: Date:

1 In the first paragraph, the German army is described as “cunning”.

Why does the author use the word “cunning” instead of clever?
Tick one.
The word “cunning” makes us think of foxes, and the German army were like foxes.
We admire clever people, and the writer doesn’t want us to admire the German army. 2g
There is no good reason. The words mean exactly the same thing.
The German army were lucky in the decisions they made. 1 mark

2 Look at the paragraph beginning “One group of …”.

2a
Find and copy one word that means the same as withdraw.
1 mark

3 Look at the paragraph beginning “One group of …”. 2g

Find and copy one word that shows that the warships were huge and powerful.
1 mark

2b
4 According to the text, what did the soldiers do while they hoped for rescue?
1 mark

5 “It looked like all was lost for these soldiers.”

Give two reasons for this statement.
Explain your reasons.
2d

2 marks

6 “It looked like all was lost for these soldiers.”

2f
Why is this paragraph so short?
1 mark
2d
7 Why do you think the British commanders “lost no time”?
1 mark

8 How do you think the German army felt when they discovered so many of the allied soldiers
were being rescued?
Explain your answer using ideas from the text.
2e

2 marks

9 What do you think the main lesson we can learn from this event is?
Tick one.
When to sail a small boat across the channel.
You should defend yourself while you hope for rescue. 2c
You should not give up, even when something seems hopeless.
You should always obey a request from the army. 1 mark

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 95

452602_U11_CC_2e_Y4_090-097.indd 95 06/03/19 8:40 AM

 Practice text: Dunkirk Cracking the questions
Question Answer CD/Mark Useful strategies
1. In the first paragraph, the German We admire clever people, and the writer doesn’t 2g Question focus: explain how meaning is enhanced through choice of words
army is described as “cunning”. want us to admire the German army. 1 mark and phrases.
Why does the author use the word Strategies:

452602_U11_CC_2e_Y4_090-097.indd 96
“cunning” instead of clever?
• Carefully read the question, marking key words.
Tick one. • Carefully read the paragraph indicated, considering the impact of the
Unit 11 • NON-FICTION

□ The word “cunning” makes us think word “cunning”.

of foxes, and the German army • Read the options in the question, then choose the one that is closest to
were like foxes. your understanding.
□ We admire clever people, and the
writer doesn’t want us to admire
the German army.
□ There is no good reason. The words
mean exactly the same thing.
□ The German army were lucky in the
decisions they made.
2. Look at the paragraph beginning “retreat” 2a Question focus: explain the meaning of words in context.
“One group of …”. 1 mark Strategies:
Find and copy one word that • Carefully read the question, marking key words.
means the same as withdraw. • Scan the paragraph indicated, looking for a word with this meaning.
• Carefully reread the sentence containing the word to check your response.
3. Look at the paragraph beginning “great” 2g Question focus: identify how meaning is enhanced through choice of words.
“One group of …”. 1 mark Strategies:
Find and copy one word that • Carefully read the question, marking key words.
shows that the warships were huge • Carefully read the paragraph indicated, searching for a word that implies
and powerful. size and power.
4. According to the text, what did the Accept either of: 2b Question focus: identify key details from non-fiction.

96   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
soldiers do while they hoped for • They worked out how to defend the beach. 1 mark Strategies:
rescue? • They defended the beach. • Carefully read the question, marking key words.
• Scan the text for evidence of what the soldiers did while they hoped for rescue.
5. “It looked like all was lost for these Accept any two of: 2d Question focus: explain and justify inferences with evidence from the text.
soldiers.” • “The soldiers could not retreat any further 2 marks Strategies:
Give two reasons for this because the sea was behind them.” • Carefully read the question, marking key words.
statement. • The German army was poised to attack. If they • Skim-read the text to gain an overall understanding of the meaning of the
Explain your reasons. did attack, they would kill or capture all the allied text.
troops. • Scan the text, looking for reasons why all might be lost.
• Dunkirk harbour had been bombed, so the • Give each reason and then explain why you suggested it.
warships couldn’t take the troops off the beaches.
Award 1 mark for each reason and explanation, up to a total of 2 marks.

06/03/19 8:40 AM
 6. “It looked like all was lost for these Accept answers that recognise any of: 2f Question focus: explain how information is related and contributes to
soldiers.” • It marks the turning point in the text from 1 mark meaning as a whole.
Why is this paragraph so short? defeat to rescue. Strategies:
• The paragraph stands out. • Carefully read the question, marking key words.
• The short paragraph is emphasised as being • Skim-read the whole text, considering the overall meaning of the text

452602_U11_CC_2e_Y4_090-097.indd 97
important. before the paragraph and the text after the paragraph.
• Consider the impact of this very short paragraph at this point in the text.
7. Why do you think the British They knew that the troops would be captured or 2d Question focus: make inferences from the text.
commanders “lost no time”? killed unless they took action quickly. 1 mark Strategies:
• Carefully read the question, marking key words.
• Scan the text for the words in the question.
• Carefully read the relevant paragraphs, considering the question.
8. How do you think the German Accept answers with relevant explanations. E.g. 2e Question focus: predict what might happen from details stated and implied.
army felt when they discovered so • relieved: if the soldiers were gone, there 2 marks Strategies:
many of the allied soldiers were wouldn’t be much fighting. • Carefully read the question, marking key words.
being rescued? • happy: they could use all the supplies the • Skim-read the whole text, thinking about the German army’s reactions to
Explain your answer using ideas allied soldiers had left behind. the events.
from the text. • angry: they missed out on killing/capturing • Scan the text, looking for where you might find an answer.
allied soldiers. • Carefully read the relevant sections, considering the question.
Award 1 mark for an appropriate expression of emotion and 1 mark for an
explanation of the emotion.
9. What do you think the main lesson You shouldn’t give up, even when something 2c Question focus: summarise main ideas from more than one paragraph.
we can learn from this event is? seems hopeless. 1 mark Strategies:
Tick one. • Carefully read the question, marking key words.
□ When to sail a small boat across • Skim-read the whole text, considering what lesson can be learned.
the channel. • Compare your answer to the options in the question.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
□ You should defend yourself while
you hope for rescue.

□ You should not give up, even when

something seems hopeless.

□ You should always obey a request

from the army.

97
Unit 11 • NON-FICTION

06/03/19 8:40 AM
 Unit 13 • Poetry

Hot Food
Michael Rosen

1 We sit down to eat 20 But my dad.

and the potato’s a bit hot My dad.
so I only put a little bit on my fork What does he do?
and I blow He stuffs a great big chunk of potato
5 whooph whooph into his mouth
until it’s cool 25 Then
just cool that really does it.
then into the mouth His eyes pop out
nice. he flaps his hands
10 and there’s my brother he blows, he puffs, he yells
he’s doing the same 30 he bobs his head up and down
whooph whooph he spits bits of potato
into the mouth all over his plate
nice. and he turns to us and he says,
15 there’s my mum “Watch out everybody –
she’s doing the same 35 the potato’s very hot.”
whooph whooph
into the mouth
nice.

110   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U13_CC_2e_Y4_106-113.indd 110 06/03/19 8:40 AM

 Unit 13 • Poetry

Name: Class: Date:

1 Which meal do you think the family is eating?

2d
Explain why you think it is that meal.
1 mark

2d
2 How do you think the narrator knows what to do when the potato is too hot?

1 mark

2g
3 Why do you think the poet repeats the line “whooph whooph”?

1 mark

2a
4 “He bobs his head up and down.” Suggest a different word the writer could have used.

1 mark

5 What do you think the narrator said to Dad after he said “Watch out everybody – the potato’s
2e
very hot” (verse 2)?

1 mark

6 “But my dad.
My dad.
What does he do?” (verse 2)
2f
Why do you think the narrator chooses to use a question here?

1 mark

7 Tick true or false in the following table to show what you should do when eating hot food.
True False
Stuff a great big chunk in your mouth.
Blow gently.
2d
Spit bits of potato everywhere.
Put a little bit on your fork. 1 mark

8 
Why do you think the poet has written this poem in the present tense (e.g. “We sit down to
2f
eat” instead of “We sat down to eat”)?

1 mark

9 
This poem has two main parts: lines 1–19 and then lines 20 to the end. A summary sentence
has been written for the first part. Write a summary sentence for the second part.
Lines 1–19: The potato is hot so most of the family take a little bit on their fork and blow on it
before eating it and enjoying it.
Lines 20–the end:
2c

2 marks

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 111

452602_U13_CC_2e_Y4_106-113.indd 111 06/03/19 8:40 AM

 Practice text: Hot Food Cracking the questions
Question Answer CD/Mark Useful strategies
1. Which meal do you think the family • lunch/tea/dinner/supper 2d Question focus: explain and justify inferences with evidence from the text.
is eating? • They are eating hot food including hot 1 mark Strategies:
Explain why you think it is that potatoes.
Unit 13 • Poetry

• Carefully read the question, marking key words.

452602_U13_CC_2e_Y4_106-113.indd 112
meal. • Skim-read the text, considering the question.
2. How do you think the narrator Accept an answer such as: 2d Question focus: make inferences from the text.
knows what to do when the potato • previous experience 1 mark Strategies:
is too hot? • He has watched his Mum in the past. • Carefully read the question, marking key words.
• He has learned from making mistakes. • Reread the poem, considering the question.
• This is a ‘what do you think’ question so the answer will not be directly in
the text
3. Why do you think the poet repeats • to build up an understanding of expected 2g Question focus: explain how meaning is enhanced through choice of words and
the line “whooph whooph”? behaviour 1 mark phrases.
• because they all knew what to do Strategies:
• because what they were doing is normal
• Carefully read the question, marking key words.
• because that is what you would expect
• Consider reasons why the poet might have chosen to use this pattern in
to do
his poem.
• to show they all did the same thing
4. “He bobs his head up and down.” nods, dips, bobbles, jogs. Accept moves. 2a Question focus: give the meaning of words in context.
Suggest a different word the writer 1 mark Strategies:
could have used. • Carefully read the question, marking key words.
• Scan the text for the line in question.
• Visualise the action
• Suggest a different word.
5. What do you think the narrator • I know. 2e Question focus: predict what might happen from details stated and implied.
said to Dad after he said “Watch • That’s why I blew on my potato before 1 mark Strategies:

112   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
out everybody – the potato’s very putting it in my mouth.
• Carefully read the question, marking key words.
hot” (verse 2)?
• Carefully read the last part of the poem.
• Consider what you might reply in the same situation.

06/03/19 8:40 AM
 6. “But my dad. • He is introducing the idea that his dad 2f Question focus: explain how narrative content is related and contributes to
My dad. didn’t do the same as the others. 1 mark meaning as a whole.
What does he do?” (verse 2) • He is building suspense. Strategies:
Why do you think the narrator • He is using new sentence structure to point
• Carefully read the question, marking key words.
chooses to use a question here? out that his dad did something different.
• Scan the poem for the line and read the lines around it.

452602_U13_CC_2e_Y4_106-113.indd 113
• Consider why the poet might have made that decision.
7. Tick true or false in the following 2d Question focus: make inferences from the text.
table to show what you should do 1 mark Strategies:
when eating hot food.
• Carefully read the question, marking key words.
Stuff a great big chunk in your mouth. Stuff a great big chunk in your mouth. – FALSE • Scan the poem for each of the statements.
Blow gently. Blow gently. – TRUE • Reread the lines and think about their meaning.
Spit bits of potato everywhere. Spit bits of potato everywhere. – FALSE • Decide whether the writer is approving or disapproving of each action.
Put a little bit on your fork. Put a little bit on your fork. – TRUE
8. Why do you think the poet has • It makes it seem like it is happening now. 2f Question focus: identify how narrative content is related and contributes to the
written this poem in the present • It sounds like he is telling what is happening 1 mark meaning as a whole.
tense (e.g. “We sit down to eat” as it is happening. Strategies:
instead of “We sat down to eat”)?
• Carefully read the question, marking key words.
• Skim-read the poem to remember what happens.
• Consider why the poet might have made that decision.
9. This poem has two main parts: Accept any sensible summary of part 2. E.g. 2c Question focus: summarise the main ideas.
lines 1–19 and then lines 20 to the Dad puts a large piece of potato in his mouth 2 marks Strategies:
end. but it is too hot and he cannot eat it.
• Carefully read the question, marking key words.
A summary sentence has been • Skim-read the text for an overall impression.
written for the first part. • Scan it for ideas to use in the answer.
Write a summary sentence for the
Award 1 mark for a brief explanation and another for reference to/a quotation

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
second part.
from the poem.
Lines 1–19: The potato is hot so
most of the family take a little bit
on their fork and blow on it before
eating it and enjoying it.
Lines 20–the end:

113
Unit 13 • Poetry

06/03/19 8:40 AM
 Unit 15 • Poetry

Letting in the Light

Elizabeth Lindsay

1 I am warm wrapped in my fur

My wobbly legs resting as I lie here,
My eyes still closed.
Soon they will open

5 Letting in the light,

And when I see
I’ll spin the world round in tumbles
As I play chasing my tail,
Or hunt specks of dust in the sunlight
10 And wash the paws I have never seen.
My mother washes my face
Her tongue smoothing my fur,
I hear her purr,
And see, yes, see some pink.

15 Her busy tongue, her whiskers,

Fur and eyes so orange bright,
She bends towards me,
Licking and licking,
And over I go.

20 I see light everywhere

And begin to know
I have opened my eyes.

126   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019 You may photocopy this page

452602_U15_CC_2e_Y4_122-129.indd 126 06/03/19 8:41 AM

 Unit 15 • Poetry

Name: Class: Date:

1 
The use of the word “warm” in the first line helps us to understand that the kitten is feeling what? 2g
Tick one.
anxious •     excited •     joyous •     safe • 1 mark

2 From the first five lines, find and copy two phrases that show the kitten is newly born.
2d

1 mark
2d
3 What will the kitten do to “spin the world round in tumbles”?

1 mark

4 Look at lines 5–10.

2a
Find and copy one word that means the same as tiny pieces.

1 mark
2d
5 Why has the kitten never seen her paws?

1 mark

6 How does the kitten change between the beginning and end of the poem?
2h

1 mark

7 Tick one box to choose whether each statement is true or false.

True False
The mother cat is licking the kitten’s paws.
The mother cat is purring.
The mother cat is pink. 2b

The mother cat’s tongue is smoothing the kitten’s fur.

2 marks

8 We are never told that the poem is about a kitten.

Find two pieces of evidence that the poem is about a kitten. You do not have to use direct
quotations from the text.
2d

2 marks

9 Why is the poem called Letting in the Light?

Tick one.
It is about:
what the kitten will do when her eyes are open. •
what the kitten will do in the morning, when it is light. • 2c
the kitten’s first experiences of being licked by her mother. •
the first time the kitten opened her eyes. • 1 mark

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019   You may photocopy this page 127

452602_U15_CC_2e_Y4_122-129.indd 127 06/03/19 8:41 AM

 Practice text: Letting in the Light Cracking the questions
Question Answer CD/Mark Useful strategies
1. The use of the word “warm” in the safe 2g Question focus: identify how meaning is enhanced through choice of words
first line helps us to understand 1 mark and phrases.
that the kitten is feeling what? Strategies:
Unit 15 • Poetry

452602_U15_CC_2e_Y4_122-129.indd 128
Tick one. • Carefully read the question, marking key words.
□ anxious • Carefully read the first line, considering the impact of the word.
excited • Carefully read the options in the question, matching them against your
□ overall understanding.
□ joyous
□ safe
2. From the first five lines, find and • “(My) wobbly legs” 2d Question focus: make inferences from the text.
copy two phrases that show the • “(My) eyes still closed” 1 mark Strategies:
kitten is newly born.
• Carefully read the question, marking key words.
• Carefully read the lines indicated, looking for the answer.
• Remember to find and copy, not paraphrase.
3. What will the kitten do to She will chase her tail. 2d Question focus: make inferences from the text.
“spin the world round in tumbles”? 1 mark Strategies:
• Carefully read the question, marking key words.
• Scan the poem, looking for the line in the question.
• Carefully read adjacent lines, considering the question.
4. Look at lines 5–10. “specks” 2a Question focus: explain the meaning of words in context.
Find and copy one word that 1 mark Strategies:
means the same as tiny pieces. • Carefully read the question, marking key words.
• Scan the lines indicated, looking for the word.
• Carefully reread the lines containing the word to check your response.
5. Why has the kitten never seen Her eyes have not yet opened. 2d Question focus: make inferences from the text.

128   Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
her paws? 1 mark Strategies:
• Carefully read the question, marking key words.
• Scan the poem, looking for the information in the question.
• Carefully read adjacent lines, considering the question.

06/03/19 8:41 AM
 6. How does the kitten change At the start, her eyes are closed. At the end, 2h Question focus: make comparisons within the text.
between the beginning and end of her eyes are open and she can see. 1 mark Strategies:
the poem?
• Carefully read the question, marking key words.
• Skim-read the whole poem, considering the question.
• Carefully read the poem again, looking for what changes.

452602_U15_CC_2e_Y4_122-129.indd 129
7. Choose whether each statement is 2b Question focus: identify key details from fiction.
true or false. 2 marks Strategies:
True False True False • Carefully read the question, marking key words.
The mother cat is The mother cat is • Think about each of the statements separately. Consider where in the poem
licking the kitten’s licking the kitten’s ✓ you will find relevant information.
paws. paws. • Carefully read the relevant sections of the poem to decide whether each
statement is true or false.
The mother cat is The mother cat is
✓
purring. purring. Award 2 marks for all four answers correct.
The mother cat is pink. The mother cat is pink. ✓ Award 1 mark for three answers correct.
The mother cat’s The mother cat’s
tongue is smoothing tongue is smoothing ✓
the kitten’s fur. the kitten’s fur.

8. We are never told that the poem is Accept any two of: 2d Question focus: explain and justify inferences with evidence from the text.
about a kitten. • She is covered in fur./“wrapped in my fur” 2 marks Strategies:
Find two pieces of evidence that • Her mother purrs, so she is a cat./“I hear • Carefully read the question, marking key words.
the poem is about a kitten. You do her purr” • Scan the poem, looking for evidence that it is about a kitten.
not have to use direct quotations • Her mother is licking her face./“My mother • Carefully read the lines around the evidence.
from the text. washes my face/Her tongue smoothing • Give either direct quotations or paraphrase their meaning.
my fur”
Award 1 mark for each piece of evidence given, up to a total of 2 marks.

Cracking Comprehension Year 4 Teaching and Assessment Guide   © Rising Stars UK Ltd 2019
9. Why is the poem called Letting in the first time the kitten opened her eyes. 2c Question focus: summarise main ideas from more than one paragraph.
the Light? 1 mark Strategies:
Tick one. • Carefully read the question, marking key words.
It is about: • Skim-read the poem to gain an overall understanding of its meaning.
what the kitten will do when her • Carefully read the options in the question, matching them against your
□ overall understanding.
eyes are open.
□ what the kitten will do in the
morning, when it is light.
□ the kitten’s first experiences of
being licked by her mother.
□ the first time the kitten opened
her eyes.

129
Unit 15 • Poetry

06/03/19 8:41 AM