NEW HORIZONS FOR PRIMARY SCHOOLS
Teachers’ Guide Manual for Formulating Reading Comprehension Questions Samuel S. Myers, Literacy Specialist Juárez & Associates, Inc. Laurel Brent-Harris, Literacy Specialist Ministry of Education, Youth & Culture
The New Horizons for Primary Schools (NHP) is a seven-year, joint initiative of the Government of Jamaica (GOJ) and the United States Agency for International Development (USAID)
April 2004
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Teachers’ Guide Manual for Formulating Reading Comprehension Questions
Grades 1 – 6
Samuel S. Myers Laurel Brent-Harris
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Contents Acknowledgements …………………………………………………
4
Introduction …………………………………………………………
5
The Barrett Taxonomy ………………………………………………
8
Applying the Barrett Taxonomy ……………………………………
13
Sample Selection 1, “Needing a Friend” ……………………………
16
Application of the Barrett Taxonomy Based on “Needing a Friend” …………………………………………………
19
Sample Selection 2, “Mists of Change” ……………………………
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Application Exercise Based on “Mists of Change” …………………
26
Samples of Reading Comprehension Questions ……………………
27
GRADE 1 ………………………
28
GRADE 2 …………………………
43
GRADE 3 …………………………
59
GRADE 4 …………………………
77
GRADE 5 …………………………
96
GRADE 6 …………………………
116
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Acknowledgements We express our sincere thanks and appreciation to Carlis Wolfe-Sittol and Vilma Bryan, NHP Associates, for the tremendous job they performed in refining and rewriting the Comprehension questions initially formulated by the teachers during the Cluster Workshops. Their contribution made our editing and collating tasks, in producing the final product, much easier.
S.M. L.B-H.
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THE GUIDE MANUAL FOR FORMULATING READING COMPREHENSION QUESTIONS INTRODUCTION This Teachers’ Guide Manual is based on your work during literacy cluster workshop activities, October 2002 to May 2003, involving the New Horizons for Primary Schools. These workshops emphasized the view that every aspect of reading instruction is directed toward one primary objective: the child’s ability to comprehend what he/she reads. Accordingly, the overall purpose was to help you develop a clear concept of reading comprehension and to apply this understanding in the planning of a systematic approach to help children develop the ability to comprehend what they read. IMPORTANT REMINDERS Different types of information may be derived from reading the same material. For instance, one may read to find: the main idea; supporting details; or to draw inferences, etc. Since these types of information represent outcomes of the comprehension process, they will be referred to as comprehension outcomes. Comprehension outcomes have been defined and classified in a variety of ways by writers in the field of reading. You will recall that the system of classification introduced to you in the cluster workshops was The Taxonomy of the Cognitive and Affective Dimensions of Reading Comprehension developed by Thomas C. Barrett (1968). This Taxonomy will again be provided for you in this guide manual and will be referred to in the application activities in order to provide you with a consistent framework in your development of comprehension activities. The five categories of the taxonomy (see Barrett Taxonomy) are organised on the basis of the level of thinking presumably required for students to produce the
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particular comprehension task outcomes - the fifth category represents what is considered to be the highest level of thinking. Within each category, is a series of task requirements for the students. You are encouraged to apply these task requirements in helping children improve their ability to comprehend what they read. TWO IMPORTANT WAYS IN WHICH THE BARRETT’S TAXONOMY CAN BE USED To begin with, the Barrett’s Taxonomy can be used as a basis for developing purposes and questions for guiding children’s reading. In the second instance it can be used as a tool in analyzing the questions presented in reading materials in order to determine the types of comprehension outcomes that are being emphasized. In using the taxonomy for either of these purposes, a thorough knowledge of the reading selection upon which questions are based is essential. The teacher’s preparation for instruction assumes a special urgency. The Barrett’s taxonomy is presented for your review. Worthy of note are the five (5) categories of comprehension outcomes: 1.
Literal Comprehension entailing recognition and recall of ideas and information explicitly stated in the reading selection,
2.
Reorganization dealing with the organizing of ideas and information explicitly stated,
3.
Inferential Comprehension demonstrated by the student when ideas and information, explicitly stated, are used as the basis for making intelligent guesses/hypotheses,
4.
Evaluation requiring responses, by the students, indicating that an evaluative judgement has been made, and
5.
Appreciation involving all the above cognitive dimensions of reading, and requiring the students to be aesthetically and emotionally, (affectively) sensitive to the ideas and information in the reading selection. 6
As you did during the cluster workshop, examine carefully the comprehension outcome as well as the task required by the students to produce the desired outcome. As a teacher you will always need to seize the opportunity to demonstrate both your understanding of a specific taxonomy of comprehension outcomes and your ability to apply this taxonomy in planning activities which focus on increasing your students’ comprehension ability.
Finally, children’s comprehension ability is affected by the pattern of questions they learn to anticipate. When your students are given the opportunity to ask questions during Reciprocal Teaching, they will pattern their questions on the ones you often ask them.
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THE BARRETT TAXONOMY Cognitive and Affective Dimensions of Reading Comprehension 1.0
Literal Comprehension. Literal comprehension focuses on ideas and information which are explicitly stated in the selection. Purposes for reading and teacher's questions designed to elicit responses at this level may range from simple to complex. A simple task in literal comprehension may be the recognition or recall of a single fact or incident. A more complex task might be the recognition or recall of a series of facts or the sequencing of incidents in a reading selection. Purposes and questions at this level may have the following characteristics.
1.1
Recognition requires the student to locate or identify ideas or information explicitly stated in the reading selection itself or in exercises which use the explicit ideas and information presented in the reading selection. Recognition tasks are: 1.11
Recognition of Details. The student is required to locate or identify facts such as the names of characters, the time of the story, or the place of the story.
1.12
Recognition of Main Ideas. The student is asked to locate or identify an explicit statement, in or from a selection, which is a main idea of a paragraph or a larger portion of the selection.
1.13
Recognition of a Sequence. The student is required to locate or identify the order of incidents or actions explicitly stated in the selection.
1.14
Recognition of Comparison. The student is requested to locate or identify likenesses and differences in characters, time and places that are explicitly stated in the selection.
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1.15
Recognition of Cause and Effect Relationships. The student in this instance may be required to locate or identify the explicitly stated reasons for certain happenings or actions in the selection.
1.16
Recognition of Character Traits. The student is required to identify or locate explicit statements about a character which help to point out the type of person he or she is.
1.2
Recall requires the student to produce from memory ideas and information explicitly stated in the reading selection. Recall tasks are: 1.21
Recall of Details. The student is asked to produce from memory facts such as the names of characters, the time of the story, or the place of the story.
1.22
Recall of Main Ideas. The student is required to state a main idea of a paragraph or a larger portion of the selection from memory, when the main idea is explicitly stated in the selection.
1.23
Recall of a Sequence. The students is asked to provide from memory the order of incidents or actions explicitly stated in the selection.
1.24
Recall of Comparisons. The student is required to call up from memory the likenesses and differences in characters, times, and places that are explicitly stated in the selection.
1.25
Recall of Cause and Effect Relationships. The student is requested to produce from memory explicitly stated reasons for certain happenings or actions in the selection.
1.26
Recall of Character Traits. The student is asked to call up from memory explicit statements about characters which illustrate the type
of persons they are. 2
Reorganization. Reorganization requires the student to analyze, synthesize, and/or organize ideas or information explicitly stated in the selection. To produce the desired thought products, the reader may utilize the statements of the author verbatim or he may paraphrase or translate the author's statements. Reorganization tasks are:
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2.1
Classifying. In this instance the student is required to place people, things, places, and/or events into categories.
2.2
0utlining. The student is requested to organize the selection into outline form using direct statements or paraphrased statements from the selection.
2.3
Summarizing. The student is asked to condense the selection using direct or paraphrased statements from the selection.
2.4
Synthesizing. In this instance, the student is requested to consolidate explicit ideas or information from more than one source.
3.0
Inferential Comprehension. Inferential Comprehension is demonstrated by the student when he uses the ideas and information explicitly stated in the selection, his intuition, and his personal experience as a basis for conjectures and hypotheses. Inferences drawn by the student may be either convergent or divergent in nature and the student may or may not be asked to verbalize the rationale underlying his inferences. In general, then, inferential comprehension is stimulated by purposes for reading and teachers' questions which demand thinking and imagination that go beyond the printed page. 3.1
Inferring Supporting Details. In this instance, the student is asked to conjecture about additional facts the author might have included in the selection which would have made it more informative, interesting, or appealing.
3.2
Inferring Main Ideas. The student is required to provide the main idea, general significance, theme, or moral which is not explicitly stated in the selection.
3.3
Inferring Sequence. The student, in this case, may be requested to conjecture as to what action or incident might have taken place between two explicitly stated actions or incidents, or he may be asked to hypothesize about what would happen next if the selection had not ended as it did but had been extended.
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3.4
Inferring Comparisons. The student is required to infer likenesses and differences in characters, times, or places. Such inferential comparisons revolve around ideas such as: "here and there," "then and now," "he and he," "he and she," and "she and she."
3.5
Inferring Cause and Effect Relationships. The student is required to hypothesize about the motivations of characters and their interactions with time and place. He may also be required to conjecture as to what caused the author to include certain ideas, words, characterizations, and actions in his writing.
3.6
Inferring character Traits. In this case, the student is asked to hypothesize about the nature of characters on the basis of explicit clues presented in the selection.
3.7
Predicting Outcomes. The student is requested to read an initial portion of the selection and on the basis of this reading he is required to conjecture about the outcome of the selection.
3.8
Interpreting Figurative Language. The student, in this
instance, is asked to
infer literal meaning from the author's figurative use of language. 4.0
Evaluation. Purposes for reading and teacher's questions, in this instance, require responses by the student which indicate that he has made an evaluative judgment by comparing ideas presented in the selection with external criteria provided by the teacher, other authorities, or other written sources, or with internal criteria provided by the reader's experiences, knowledge, or values. In essence evaluation deals with
judgment and focuses on qualities of accuracy, acceptability, desirability,
worth or probability of occurrence. Evaluative thinking may be demonstrated
by
asking the student to make the following judgments. 4.1
Judgments of Reality or Fantasy. Could this really happen? Such a question calls for a judgment by the reader based on his experience.
4.2
Judgments of Fact or Opinion. Does the author provide
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adequate support for his conclusions? Is the author attempting to sway your thinking? Questions of this type require the student to analyze and evaluate the writing on the basis of the knowledge he has on the subject as well as to analyze and evaluate the intent of the author. 4.3
Judgments of Adequacy and Validity. Is the information presented here in keeping with what you have read on the subject in other sources? Questions of this nature call for the reader to compare written sources of information, with an eye toward agreement and disagreement or completeness and incompleteness.
4.4
Judgments of appropriateness. What part of the story best describes the main character? Such a question requires the reader to make a judgment about the relative adequacy of different parts of the selection to answer the question.
4.5
Judgments of Worth, Desirability and Acceptability. Was the character right or wrong in what he did? Was his behaviour good or bad? Questions of this nature call for judgments based on the reader's moral code or his value system.
Appreciation. Appreciation involves all the previously cited cognitive dimensions of reading, for it deals with the psychological and aesthetic impact of the selection on the reader. Appreciation calls for the student to be emotionally and aesthetically sensitive to the work and to have a reaction to the worth of its psychological and artistic elements. Appreciation includes both the knowledge of, and the emotional response to, literary techniques, forms, styles, and structures. 5.1
Emotional Response to the content. The student is required to verbalize his feelings about the selection in terms of interest, excitement, boredom, fear, hate, amusement, etc. It
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is concerned with the emotional impact of the total work on the reader. 5.2
Identification with Characters or Incidents. Teachers' questions of this nature will elicit responses from the reader which demonstrate his sensitivity to, sympathy for, and empathy with characters and happenings portrayed by the author.
5.3
Reactions to the Author's Use of Language. In this instance, the student is required to respond to the author's craftsmanship in terms of the semantic dimensions of the selection, namely, connotations and denotations of words.
5.4
Imagery. In this instance, the reader is required to verbalize his feelings with regard to the author's artistic ability to paint word pictures which cause the reader to visualize, smell, taste, hear, or feel.
Thomas C. Barrett, "The Barrett Taxonomy of the Cognitive andAffective Dimensions of Reading Comprehension, " in Innovation and Change in Reading Instruction, ed. Helen M. Robinson (sixty seventh Yearbook of the National society for the Study of Education, pt.2 [Chicago: The National Society for the Study of Education, 1968]), pp. 19-23. Reprinted by permission of Thomas C. Barrett and The National Society for the Study of Education.
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Applying the Barrett Taxonomy in Generating Questions for Reading Comprehension
Rationale It is essential for you, as teachers to define your objectives for reading comprehension in terms of specific outcomes that represent different levels of thinking. You should then ask questions which will encourage children to read, for comprehension outcomes at these levels. Only as you analyse both your objectives and the questions you ask, will children be assisted to develop the ability to read beyond the literal level of comprehension. It will require only minimal adjustment for you to convert a task requirement into an objective for reading comprehension. Look back at Inferential Comprehension 3.0 in the Barrett’s taxonomy and examine 3.2: Inferring Main Ideas. Converted to an objective, this would read: “The student is required to provide the main idea, which is not explicitly stated in paragraph 2, by writing it down and/or reading it aloud to members of the class”. Applying the Barrett’s Taxonomy The Barrett’s taxonomy is a useful framework for the development of questions designed to stimulate children’s thinking skills in reading. By using this framework in the analyzing the reading selections in the class basal readers, you will be able to develop questions at a range of levels to be used for: setting overall purposes for reading; guiding children’s reading as they progress through the selection; and for stimulating discussion following the reading of the selection. Activity 1 The following story, “Needing a Friend”, has been used in applying the Barrett’s taxonomy for the development of comprehension questions. As you read the questions that have been derived from this story, think of other questions that could be written. Depending on the ability of your students, the story may be appropriate for Grades 2 to 3. You will note that it will not always be
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possible to write questions for all the categories of the taxonomy. The content of the reading selections varies in terms of the types of questions that are appropriate. As you read each question based on “Needing a Friend”, consider the corresponding task requirement in the Barrett’s taxonomy.
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NEEDING A FRIEND
Tina stood looking out the window, "WHY did we have to come to this place?" she asked her brother Pedro. "You know why as well as I do," said Pedro. "This is a big city. It's a good place for Dad to find work." "But I don't LIKE it here," said Tina, starting to cry. "There's no one to play with. The only girl around is that stuck-up one who lives downstairs. She never comes out. All SHE ever does is sit at her window." "Well, WE'LL never make friends standing at THIS window," said Pedro. "I'm going out!" Pedro ran out the door, and Tina looked out of the window again. "He isn't going to make any friends," she told herself as she watched him from the window. But soon, two boys ran up to Pedro. The three boys talked a little. Then, they all walked down the street. "What are you looking at?" asked Tina's sister Carla, coming into the room. "Nothing!" said Tina. "You've been looking out that window for days now," said Carla. "Why don't you go out and try to make friends?"
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"I can't," said Tina, starting to cry again. "Things aren't the same here." Then, still crying, Tina ran out of the house and down to the street. "What is the matter?" someone asked. Tina looked up. A girl in a blue dress was at a window just above her. It was the girl Tina'd told Pedro about. "You're new here, aren't you?" asked the girl. Tina nodded. "Is that why you're crying?" asked the girl. Tina nodded again, but she stopped crying. "Why don't you come in and talk to me?" asked the girl in the blue dress. "Why don't you come out?" asked Tina. "I can't," said the girl. "Come on in." So, Tina walked back up the steps and into the girl's house. The girl in the blue dress was still sitting at the window. "What's the matter with you?" asked Tina. "Why are you just sitting there like that?" "I can't walk," said the girl.
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"That's why I have no one to play with." "I'll play with you if you want," said Tina, sitting down beside the girl. "But I can't go out," said the girl. "That's OK," said Tina. "We can still be friends. We can play in here." "I'm glad you've come here to live," said the girl. "I need a friend." "Me, too," said Tina. "Me, too." _________________________________________________________________________ “Needing a Friend”, in Franco, John M. et al, (1970). I build, I Belong, I Believe, American Book Company (New York: Litton Educational Publishing Inc. (pp. 12 – 17)
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APPLICATION OF THE BARRETT TAXONOMY "Needing a Friend" 1.0
Literal Comprehension: 1.1
Recognition 1.11
Find the sentence that tells who Pedro is:
1.12
Find the sentences on page 17 that tell what Tina and the girl in the blue dress both need.
1.13
Number these sentences in the order in which they happen in the story: The girl in the blue dress talks to Tina. _____Carla asks Tina what she is looking at out the window. _____Pedro meets two boys. _____Tina and the girl in the blue dress decided to be friends. _____Tina runs out of the house crying.
1.14
Look at the pictures of Tina on pages 13 and 17. What differences can you see in the way Tina looks?
1.15
Find the sentence on page 16 that tells why the girl in the blue dress sits by the window all day.
1.16 1.2
Not appropriate in this story.
Recall 1.21
Who are the main characters in this story?
1.22
Why are Tina and the girl in the blue dress happy they met?
1.23
How do Tina and the girl in the blue dress become friends? 19
1.24
How are Tina and her new friend alike?
1.25
Why does the girl in the blue dress have no one to play with before she meets Tina?
1.26 2.0
Not appropriate in this story.
Reorganization: 2.1
Put each word under the proper heading: Pedro
dress
friends
City
downstairs
window
House
Tina Carla
wheelchair
People
Places
Things
2.2
Not appropriate in this story.
2.3
What was this story about?
2.4
Pedro says that the big city is a good place for his Dad to find work. Where could we look to find out what kind of job his father might find if he lived in our city?
3.0
Inferential Comprehension: 3.1
What else could the author have told us about Tina and her family?
3.2
What can we learn from this story?
3.3
If the story hadn't ended here, what do you think would have happened to Tina and her new friend?
3.4
How do you think Tina's feelings about the city change from the time she first comes to the city to live to the time she meets the girl in the blue dress?
3.5
Why do you think Pedro meets some friends before Tina does?
3.6
What kind of girl do you think Tina's new friend is?
3.7
Read pages 12-14. What do you think will happen next?
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3.8
What does Tina mean when she calls the girls downstairs "stuckup?”
4.0
Evaluation: 4.1
Could this be a true story?
4.2
Not appropriate in this story.
4.3
How many of you have ever seen a person in a wheelchair or have read a book about a person who couldn't walk? The girl in the blue dress says that she can't go out because she can't walk.
5.0
4.4
What part of the story best tells how Tina felt about the city?
4.5
Should Pedro have gone outside without Tina?
Appreciation: 5.1
What parts of the story were most interesting to you?
5.2
How did you feel when Tina was crying because she had no friends?
5.3
Why do you think the we'll and this are in capital letters in this sentence? "Well, WE'LL never make friends just standing at THIS window", said Pedro".
5.4
How does the author let you know that the girl in the blue dress is lonely and wants to have a friend?
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Activity 2 In Activity 1, the comprehension questions, based on the story “Needing a Friend”, were formulated for you. You were encouraged to compare the questions from the passage with the corresponding task required by the students to produce the comprehension outcomes in the responses expected for them. In Activity 2, you are provided with another story, “Mists of Change”, considered suitable for an average Grade 6 class. Read the story carefully and then complete the matching exercise which follows it. In this exercise you are asked to match questions, based on the story, with categories of comprehension outcomes from the Barrett’s taxonomy. Each question is correctly matched with a corresponding category from the Barrett’s taxonomy.
The
Answer
Key
provided
at
the
end
of
the
exercise.
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MISTS OF CHANGE Lucy was delighted when she was hired as supervisor in the machine shop. Her experience as a drill press operator in her uncle's small business had given her a chance to become very skillful on the drill press, and she was able to demonstrate to Mr. Fallon, the foreman, that she could turn out parts to the most exact specifications. Her uncle had been skeptical about her chances: not only was she a girl, but she had quit school without talking with the guidance counselor about problems she might encounter in the job market. "Do you mean to tell me, " her uncle asked, "that they're putting you in charge of a department of men?" "That's right! Isn't it wonderful?" The job was hers and she couldn't wait to get started. On Monday, there she was in the plant, half an hour before the first man showed up. She waited in Mr. Fallon's office until he came and led her into a corner of the shop. "here is where you'll work," he said. He introduced her to the four men already engaged in preparing their machines for the day's work. "As I told you on Friday, we have government contracts. There's plenty of work here for a long time - if you do the job." "Oh, I'll do it," Lucy said eagerly. "I've been working for this day for a long time." "Yeah, okay. Well, there's nothing much to do for a while - until they get started. Just feel your way - no pressure."
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"Thank you, Mr. Fallon." As the day went on, Lucy saw men come in with blueprints and discuss materials and specifications with the machine operators, who asked questions and then went to work. Nobody seemed to notice her, except for an occasional curt nod. When she joined two people poring over a blueprint, the look she got almost congealed her blood, and she backed off. About eleven o'clock she turned into the mesh gate behind which parts were kept in neat little bins, and she began to look into each bin, fingering and identifying the parts. Several times men came to the gate and asked for a part and she was able to locate it and hand it out immediately. At one point, one of the machinists called to her, "Would you mind grabbing a broom and sweeping up some of these fillings? I almost tripped." Tears came to her eyes, but she got the broom and swept the floor. When the quitting bell rang, she walked slowly out of the plant and home, saying nothing even when her uncle greeted her and asked how things had gone. She had been working for several days when she began to know why her uncle had worked for so many years to complete the high school apprenticeship programme and join the union. She knew that she had been easily fooled by Fallon. Her experience in her uncle's shop had not prepared her for all the things that could happen once she left his protection. On Friday, she saw another woman come on the floor of the plant and stand talking with Mr. Fallon. Lucy saw her being led to another group of machines and left there, looking as uncomfortable as Lucy knew she must have looked on her first day. At lunchtime, Lucy made a beeline for the other woman and suggested they have lunch together. The new "supervisor" was Amy, and Lucy lost no time in telling her that Fallon was a liar, that he hired women as "supervisors" to fulfill the letter of the government contract that said there was to be no discrimination in hiring. But they were no more supervisors than they were plant managers!
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But Amy needed the job desperately. She had a sick mother and a young brother to support and no prospect of any other kind of job. She had the rent to pay and food to buy; she had to stay on the job. Lucy felt even more depressed. She was not coming back to work on Monday. She was lucky that she had a comfortable home and a family that could take care of her for a little while longer. She was determined, however, that when she went back to school, she would bring up this experience and try to find ways of preventing employers from evading the law.
From: "The Mists of Change" by Charlotte Epstein, Temple University Philadelphia, Pa. 1976.
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APPLICATION EXERCISE BASED ON, “Mists of Change” Each of the questions in the column on the left is based on the story “The Mists of Change”. Each of the items in the column on the right identifies one category of comprehension outcome in the Barrett taxonomy. In the blank in front of each question place the letter preceeding the category that the question represents. Use each letter only once. _____1.
_____2.
_____3.
_____4.
_____5.
_____6. _____7.
What else could the author have Told us about Lucy’s quitting school? What did Lucy tell Amy was the real reason they had been hired? What made Lucy begin to know why her uncle had worked so hard to complete the high school apprenticeshiip programme? What was Mr. Fallon’s attitude towards the women who worked for him? What part of the story best describes why Amy needed job? What did Lucy learn from working in the machine shop? How would you have felt about working for Mr. Fallon if you had been Lucy?
_____8.
Should Amy have stayed with the job even though she knew that Mr. Fallon was a liar?
_____9.
Could the experience Lucy and Amy had with Mr. Fallon really happen?
_____10.
How did your feelings change as you read different parts of the story?
Key: 1. C; 2. A; 3. F;
A. B.
1.21 1.26
C.
3.1
D. E. F.
3.2 3.4 3.5
G.
3.6
H. I.
4.1 4.3
J.
4.4
K.
4.5
L.
5.1
M.
5.2
N.
5.3
4. G; 5. J; 6. D; 7. M;
Recall of Details Recall of Character Traits Inferring Supporting Details Inferring Main Ideas Inferring Comparisons Inferring Cause and Effect Relationships Inferring Character Traits Judgements of Reality Judgements of Adequacy and Validity Judgements of Appropriateness Judgements of Worth, Desirability and Acceptability Emotional Response to the Content Identification with Characters or Incidents Reactions to the Author’s Use of Language
8. K; 9. H; 10. L.
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Samples of Teachers’ Reading Comprehension Questions Applying the Barrett’s Taxonomy What follows are representative samples of the reading comprehension questions which you had formulated from your class readers during the cluster workshops, using the Barrett’s Taxonomy as the framework. These questions have been edited and refined. The basal class reader and the story selection on which the questions are based have been identified. The grade level, at which the reader is normally used, has been indicated. You are encouraged refer to the Barrett’s Taxonomy, The Application Activities, and these Sample Questions in designing other reading comprehension questions as you prepare yourself for instruction.
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Reader:
Get Set (Year 1, Term 2)
Story Title:
“The Bag in the Tree”, (p.7)
Grade Level
1
Literal Level Recognition 1.11
Find the sentence that tells the name of the boy.
1.11
Find the sentence that tells whose name is on the bag.
1.12
Find the sentence that tells what was in the bag.
1.12
Find the sentence that tells what was in the tree.
1.13
Number these sentences in the order in which they come.
1.13
A.
That is not your bag.
B.
We go to Roy with the bag.
C.
I see a bag in a tree
Number these sentences in order. A
Come and bat the ball with me.
B
I am going with it to look for Roy
C
I go up and get the bag.
1.15
Find the sentence on page 2 that tells why Sam went up the tree.
1.15
Find the sentence that tells what the boy looked for on the bag.
Recall 1.21
What are the names of the two boys?
1.21
What did the boys look for on the bag? 28
1.22
What is the title of the story?
1.22
Where was Sam going with his bat?
1.23
What did the boys do when they found the bag?
1.23
How did Roy get his bag?
1.24
How are Sam and the boy alike?
1.24
How are Sam and Roy alike?
1.25
Why did Sam go up the tree?
1.25
Why is Sam going with his bat?
Recognition 2.1
Put each word under the correct heading. People
2.1
Roy
bat
boy
Sam
bag
ball
tree
Put these under the correct heading Naming Words Bat
name see
come Tree
2.3
Things
go
Action Words
boy ball
Tell the story about Sam. Tell the story about Roy’s bag.
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Inferential Comprehension 3.1
How do you think Sam got the bag from the tree?
3.1
How do you think the bag got in the tree?
3.3
What else could the author have told us about Roy?
3.3
What else could the author have told us about Sam?
3.4
What happened when Sam saw the bag in the tree?
3.4
What do you think happened when Sam went to Roy with the bag?
3.5
Why do you think Sam went to Roy with the bag?
3.5
Why do you think Sam went to get the bag from the tree?
3.6
What kind of person do you think Roy is?
3.6
What kind of person do you think Sam is?
3.7
What do you think the three boys will do next?
3.7
What do you think will happen next in the story?
Evaluation 4.1
Do you think this is a true story?
4.1
What part of the story could be true?
4.3
How many of you have ever lost your school bag? What happened?
4.3
How many of you have ever helped someone to find a lost school bag? Tell what happened.
4.4
What part of the story tells you that Roy was glad to find his bag?
4.4
What part of the story tells you how the boy felt about the bag?
4.5
Should Sam have gone up the tree to get the bag?
4.5
Should the boy have looked for a name on the bag?
30
Appreciation 5.1
What part of the story do you like best?
5.1
What part of the story made you feel happy?
5.2
How did you feel when Sam said he was going up the tree to get the bag?
5.2
How did you feel when Roy got the bag?
5.3
How does the author let you know that Roy had good manners?
5.3
How does the author let you know that the boy was honest?
31
Story Reader:
Go! (Year 1, Term 3)
Story Title:
“Rain In The Country” (pp. 5 – 6)
Grade Level:
1
Literal Level Recognition 1.11
Find the sentence that tells who is helping the pigs out of the rain.
1.11
Find the sentence that tells who is helping mother.
1.12
Find a sentence on page 5 that tells where it is raining.
1.12
Find the sentence on page 6 that tells the places where it is raining.
1.13
Number these sentences in the order as they come in the story.
1.13
A
It is raining on the road.
B
It is raining in the yard.
C
It is raining at school
D
It is raining in the country
Number these sentences in the order they come in the story. A
Mother is running to get the things
B
A big truck is in the road
C
The rain is good for the farmer
D
Some girls are playing too
1.15
Find the sentence on page 5 that tells why mother is running.
1.15
Find the sentence on page 6 that tells why the truck is on the road.
32
Recall 1.21
Give the names of the people in the story.
1.21
Where are the children going?
1.21
Why is the rain good for the farmer?
1.21
Why are the children running?
1.22
Name the places where it is raining.
1.22
What is happening when it is raining in the yard?
1.23
How are the mother and the dog alike?
1.23
How are the girls and the boys alike?
1.24
Why is the rain good for the farmer?
1.24
Why does the truck have to go slowly?
Reorganization 2.1
Put each word under the correct heading People children
school
boats
road
girls
market
truck
home
Places
Things
Unscramble these words termak
dorsar
niranig
cutrk
m_____
r____
r______
t____
2.3
What is the story about?
2.4
Where could we look to find what the farmer takes to the market?
2.4
Where could we look to find what crops the farmer grows?
33
Inferential Level 3.1
What other animals could the farmer be helping out of the rain?
3.1
What things do you think mother is taking out of the rain?
3.2
What can we learn about when it rains?
3.2
What can we learn about how children behave when it rains?
3.3
If the farmer did not help the pigs out of the rain, what do you think would have happened to them?
3.3
What do you think would happen if the truck did not go slowly when it is raining?
3.4
How do you think the farmer’s feelings about his crops change after it rains?
3.4
How do you think the children’s feelings change from when they are at school to when they get home?
3.5
Why do you think the farmer takes his crops to market?
3.5
Why do you think the truck is going to the market?
Evaluation 4.1
Could this be a true story?
4.1
Could the children have stayed at school until after the rain?
4.3
What other things do children do when it rains?
4.3
How many of you have ever played in the rain? What happened?
4.4
What part of the story best tells what happens when it rains?
4.4
What part of the story tells what animals do when it rains?
4.5
Should children stop and play or try to get home when it rains?
4.5
Should the boy have gone to help his mother? Why?
34
Application 5.1
What part of the story is most interesting to you?
5.1
What part of the story do you like best?
5.2
How did you feel when the children were playing in the rain?
5.2
How do you feel when it is raining?
35
Reader:
Get Set (Year 1, Term 2)
Story Title:
“The Donkey Cart” (pp. 8 –13)
Grade Level:
1
Literal Comprehension Recognition 1.11
Find the sentence on page 12 that tells what is in the cart.
1.11
Find the sentence that tells us the name of the man on the donkey cart.
1.12
Find the sentence that tells us why Mr. Black was going to school.
1.12
Find the sentence that tells us the name of the man on the donkey cart.
1.13
Number the sentences in the order in which they happen in the story. _____ Pat and Sam went on the donkey cart. _____ Pat told Mr. Black Good morning. _____ Pat and Sam saw the donkey cart coming.
1.13
What happened when they saw the donkey cart?
1.14
Look at the pictures of Sam on pages 8 and10. What differences can you see in the way Sam looks?
1.14
Look at the pictures of Pam on pages 12 and13. What differences can you see in the way Pam looks?
1.15
Find the sentence on page 12 that tells why Mr. Black was going to school.
1.15
Find the sentence that tells you why the children thought that the donkey was funny.
36
Recall 1.21
Who are the characters in the story?
1.21
What are the names of the children in the story?
1.22
What was the first sentence Pat said to Mr. Black?
1.22
What was Mr. Black taking for the teacher?
1.23
What was the first thing Sam showed to Mr. Black?
1.23
Who was the first person to get on the cart with Mr. Black?
1.25
Why are the children in the cart?
1.25
Why was Mr. Black going to school?
Reorganization 2.1
Put each word under the correct heading Living things
Non- living
Mat, donkey, bag, cart, Mr. Black, tam, Sam, Pat 2.1
Put each word under the proper heading People
Places
Things
school, Sam, cart, bat, bag, Mr. Black, hat, tam 2.3
What was the story about?
2.3
Write 3 sentences telling how the children went to school that morning
Inferential Comprehension 3.1
What else could the author have told us about Mr. Black?
3.1
What else could the author have told us about Mr. Black’s visit to the school?
3.2
What can we learn from this story?
3.2
What can we learn from Pat’s greeting to Mr. Black?
3.3
If the story had not ended here, what do you think would have happened to the children when they reach school?
3.3
What do you think could have happened to the cart when they were on their way to school?
37
3.4
How do you think Pat & Sam felt before and after travelling in the cart with Mr. Black?
3.4
How do you think Mr. Black felt before and after he picked up the two children?
3.5
Why do you think Mr. Black took two mats for the teacher?
3.5
Why do you think he offered the children a ride in the cart?
3.6
What kind of man do you think Mr. Black is?
3.6
What do you think the teacher is like?
3.7
Tell how the teacher will use the mats?
3.7
What do you think would have happened if the Mr. Black did not give them a ride in the donkey cart?
3.8
What does Sam mean when he said, “what a funny donkey?”
Evaluation 4.1
Could this story be true? Why
4.1
What parts of the story could not be true? Why/
4.3
Have you ever seen a donkey cart before? Where did you see the donkey cart?
4.3
Have you ever ridden in a donkey cart? How did it feel?
4.4
What part of the story best describes Mr. Black?
4.5
Should Mr. Black have given the children a ride in the cart? Why?
4.5
Should the children ride with Mr. Black?
Appreciation 5.1
What part of the story was most interesting to you?
5.2
How do you think Pat & Sam felt about riding on the donkey cart?
5.3
How did you feel when the children took the ride from Mr. Black?
5.2
How would you feel if you were the teacher who received the mat?
5.4
How did the author let you know that the donkey was really funny?
5.4
How did the author let you know that the cart was really funny?
38
Reader:
Get Set (Year 1 Term 2)
Story Title:
“The Kite” (pp. 20 - 23)
Grade Level:
1
Literal Comprehension Recognition 1.11
Find the names of the children in the story
1.11
Find the sentence on p. 20 that tells you about the size of the kite.
1.12
On p. 22 find the sentence that tells us how many cats are playing.
1.12
Find the sentence on p. 22 that tells where Pat is going.
1.13
Number these sentences according to how they happen in the story. ------ Pat is going up the tree ------The two cats are playing with the kite too. ------Pat is playing with a kite.
1.13
Number these sentences in the order in which they happen in the story according to how they happen in the story. ------She is going to get the kite. ------Pat is playing with a kite. ------Pat is going up the tree.
1.14
Look at the pictures of the tree on p. 22 and p. 23. What difference can you see?
1.14
Look at the pictures on pg. 20 and p. 23. What differences can you see in the way Pat looks?
1.15
Find the sentence on p. 21 that tells you why she should not climb the tree.
1.15
Find the sentence on p.21 that tells you why Pat fell from the tree.
39
Recall 1.21
Who are the characters in the story?
1.21
Which character was playing with the kite?
1.22
Why didn’t Sam climb the tree?
1.22
Why did Pat climb the tree?
1.23
What was the first thing Sam said to Pat about her kite?
1.23
What did Sam say after this?
1.25
Why Sam did not help Pat?
1.25
Why did Pat fall from the tree?
Reorganization 2.1
Put each word under the proper heading People
Things
Pat, Sam, girl, boy, kite, tree, 2.1
bat.
Put each word under the proper heading Living things
Non- Living things
cats
2.3
What was the story about?
2.3
Write 3 sentences telling how Pat fell from the tree?
2.4
Pat’s kite was in the tree. Where could we look for help to get it?
2.4
Pat fell from the tree. What could we look for to find out if she is hurt?
Inferential 3.1
What else could the author have told us about Pat’s accident?
3.1
What else could the author have told us about the kite?
3.2
What can we learn from Pat’s mistake?
3.2
What have you learned from this story about climbing trees?
40
3.3
If the story had not ended that way what do you think would have happened to the kite?
3.3
If the story had not ended here what do you think the cats would have done to help Pat?
3.4
How do you think Pat’s feelings about climbing the little tree changed after she fell?
3.4
What do you think would have happened to Pat’s kite if there were no trees?
3.5
Why do you think Sam did not want to climb the tree?
3.5
What time of the day do you think it was?
3.6
What kind of person do you think Pat is?
3.6
What kind of friend do you think Sam is to Pat?
3.7
Read p. 23. What do you think will happen next?
3.8
What do you think would have happened if Pat and Sam had climbed the tree together?
Evaluation 4.1
Could an accident like this happen to you? How?
4.1
What parts of the story do you think could be true?
4.3
How many of you know or have heard of someone falling from a tree? What happened?
4.3
Have you ever read a story like this one? What happened in that story?
4.4
What part of the story best describes Pat as a stubborn girl?
4.4
What part of the story best tells us that Sam was right when he says the tree was too little for Pat?
4.5
“You are not a good friend”. Do you think Pat should have said that to Sam? Why?
4.5
Should Sam have helped Pat when she fell from the tree?
41
Appreciation 5.1
What part of the story did you like best?
5.1
What part of the story was most exciting to you?
5.2
How did you feel when Pat fell from the tree?
5.2
How did you feel when Pat said to Sam, “You are not a good friend?”
5.3
What do you think the author meant when Pat said, that is “O.K”
5.4
How did the author let you know that Pat was scared?
5.4
How did the story help you to see that Sam was a caring boy?
42
Reader:
Stories About Us (Year 2 Term 1)
Story Title:
“The New Boy” (pp. 9 – 11)
Grade Level:
2
Literal Comprehension Recognition 1.11
Find the name of the new boy in the story.
1.11
Find the sentence on p.9 that tells you who the boys are happy to see.
1.12
Find the sentence on p 9 that tells you how the new boy looks
1.12
Find the sentence on pg 9 that tells you who sat beside the new boy
1.13
Number these sentence in order in which they happen in the story: -------------Allan gives Errol some of his lunch. -------------Errol looks in his bag. -------------The big van comes in the schoolyard.
1.13
Number these sentence in order in which they happen in the story: -------------The children run to buy lunch. -------------Errol puts his hand in his pocket -------------Teacher calls him and puts him to sit near to Errol?
1.15
Find the sentence on pg.11 that tells why Errol could not buy his lunch.
1.15
Find the sentence on pg.10 that tells us why Allan had to share his lunch?
Recall 1.21
Who are the main characters in the story?
1.21
Which character was responsible to take care of Allan?
1.22
What happened when Allan shared his lunch?
1.22
Why was the new boy unhappy?
1.23
How did Errol and Allan become friends?
43
1.23
What happened after he lost his money?
1.24
How are Errol and his new friend alike?
1.24
How are Errol and his new friend different?
1.25
Why does Errol have no friends in class?
1.25
Why is Errol a happy boy now?
Reorganization 1.1
Put each word under the proper column Nouns
Verbs
Lunch, money, sit, bag, play, run, patties 2.1
Put each word under the proper heading Living things
Non- Living things
Errol, teacher, bag, patties 2.3
What was this story about?
2.3
Rewrite this story telling how Allan and Errol became friends?
Inferential 3.1
What else could the author have told us about Allan?
3.1
What else could the author have told us about Errol’s money?
3.2
What can we learn from Errol’s mistake?
3.2
What have you learned from this story about keeping our money in our pockets?
3.3
If the story had not ended that way what do you think would have happened to the new boy?
3.3
If Errol had not lost his money what would have happened to the new boy?
3.4
How do you think Allan’s feelings about the school change when he helped Errol?
3.4
How do you think Allan felt on the first day of school before and after he helped him?
3.5
Why do you think Allan did not play with Errol at first? 44
3.5
Why do you think Errol was searching for his money?
3.6
What type of person do you think Allan was?
3.6
What type of person do you think Errol was?
3.7
Read lines 12-15 on page 10. What do you think will happen next?
3.7
Read lines 7-8 on page 11. What do you think will happen next?
Evaluation 4.1
Do you think this story is true?
4.1
What parts of the story could be true?
4.2
Do you think Errol has really learned a lesson and will be more careful in the future? Why?
4.2
What do you think Allan learned from this experience?
4.3
Have you ever owned something and lost it because you did not take care of it? Explain?
4.3
Have you ever gone to a new school? Explain how you felt.
4.4
What part of the story best tells you how Errol felt when he lost his money?
4.4
What part of the story best tells you that Errol and Allan really care for each other?
4.5
Should Allan have shared his lunch? Why?
4.5
Do you think Errol deserved to have lost his lunch money? Why do you say that?
Appreciation 5.1
What part of the story made you feel unhappy?
5.1
What part of the story was most interesting to you?
5.2
How did you feel when Errol said, “My money is not here!”
5.2
How did you feel when Allan helped Errol?
5.4
How did the author let you know that Errol was happy for what Allan did for him? 45
5.4
How did the author let you know that the children wanted to have Allan around?
46
Reader:
Stories About Us (Year 2 Term 1)
Story Title:
“The Big Green Lizard” (pp. 25 – 26)
Grade Level:
2
Literal Comprehension Recognition 1.11
Find the sentence that tells you when they went to pick mangoes
1.12
Find the sentence that tells you what Patsy and Jack went to do
1.12
Find the sentence that tells you what Jack saw in the tree
1.13
Number these sentence in order in which they happen in the story? --------Patsy went up the tree --------Big children do not run from little lizards --------Patsy and Jack went pick mangoes.
1.13
Put these words in the correct order to form a sentence. (a)
You jump lizard A is going to on.
(b)
She and ran and ran
1.15
Find the sentence that tells you why she let go off the bag.
1.15
Find the sentence that tells you why Jack shouted to Patsy?
Recall 1.21
Who were the main characters?
1.21
Who saw the lizard first?
1.22
Who said to Patsy: “Look out!”
1.22
Who had a big bag to put the mangoes?
1.23
What happened when Patsy climbed the tree?
1.23
What happened when the lizard ran across Patsy’s hand?
1.24
What was the difference between Patsy and Jack’s behaviour towards the lizard?
1.24
What was the difference between Patsy’s container and Jack’s container? 47
1.25
Why did Patsy run and run?
1.25
Why did Jack call out to Patsy saying, “stop Patsy!”
Reorganization 1.11
Put each word in the correct group. Fruit
People
Thing
Tree, lighting, basket, Patsy, Jack, children, mango 1.11
Put each word under the correct heading Verb
Noun
bag, basket, climb, run, should, climb. 2.13
What was the story about?
2.13
Rewrite the story in your own words?
Inferential 3.1
What else could the author have told us about Patsy’s adventure?
3.1
What else could the author have told us about Patsy and Jack’s need?
3.2
What have you learnt from Patsy’s experience?
3.2
What did you learn from this story that might be important to you some day?
3.3
After reading the last paragraph on page 26, what do you think will happen next?
3.3
If the lizard was not on the tree what do you think would have happened to Jack and Patsy’s container?
3.3
How do you think Patsy’s feelings changed from the time she climbed the
tree to the time when she saw the lizard in the tree. 3.2
Why do you think Jack kept calling to Patsy?
3.5
Why do you think she dropped the bag?
3.6
What kind of person do you think Patsy is?
3.2
Where do you think Patsy will run?
3.7
What could have happened if Patsy didn’t run from the Lizard?
3.3
What is meant by the phrase “came down like lightning”
3.8
What is meant by the phrase “Patsy just ran for the better” 48
Evaluation 4.1
Could this story really happen?
4.1
Have you ever been frightened by a lizard? What happened?
4.2
Should Patsy drop the bag and run?
4.2
Jack saw the lizard and called Patsy. Should he have called Patsy?
4.3
How many of you ever touched a lizard? How does it feel?
4.3
Have you ever seen a lizard in your room/? What did you do?
4.4
What part of the story best describes Patsy?
4.4
What parts of this story do you think could really happen?
4.5
Should Patsy have climbed the tree?
4.5
Should Pasty have ran home without the mangoes?
Appreciation 5.1
What parts of the story were most amusing to you?
5.1
What parts of the story you did not enjoy?
5.2
How did you feel when the lizard ran across Patsy’s hand?
5.2
How did you feel when Jack said, “Look out, Patsy a lizard is going to jump on you”?
5.4
How does the author let you know that Patsy was very scared?
5.4
How does the author let you know that Jack was disappointed when Patsy ran away?
49
Reader:
Up the Road (Year 2, Term 2)
Story Title:
“The Visitor” (pp. 14 – 18)
Grade Level:
2
Literal Comprehension Recognition 1.11
Find the sentence on page 16 that tells who the visitor was.
1.11
Find the sentence on page 16 that tells what time of the day it was.
1.12
Find the sentence that tells that Jack was the boy’s uncle.
1.12
Find the sentence that tells where mother was gone.
1.13
Number these sentence in the order in which they happen in the story. _____ My mother came from the shop. _____ He pushed the gate and came in the yard. _____ We were alone in the yard. _____ Uncle Jack stayed with us that day. _____ The door was shut.
1.13
Number these sentences in the order they happen in the story. _____ The next day he took the bus to the country. _____ We came out of the house and went to them. _____ The man came up to the window. _____ My mother came from the shop with a big bag of things. _____ My brother and I put on our new clothes.
50
1.14
Look at the pictures of the boys on pages 15 and 16. What difference can you see in the way the boys look?
1.15
Find the sentence on page 14 that tells why the man pushed the gate.
1.15
Find the sentence that tells why the boys went to make sure the door was locked.
Recall 1.21
What is the title of the story?
1.21
Where were the boys when Uncle Jack came to the house.
1.22
Where did Uncle Jack come from?
1.22
Who are the main characters in the story?
1.23
What did mother do when she came from the shop and saw the man?
1.23
What did the boys do when their uncle gave them the things?
1.24
How are the two boys different?
1.25
Why did the boys give Uncle Jack a big hug?
1.25
Why did the boys come out of the house?
Reorganization 2.1
Put each word under the proper heading. People mother
house
England
boys
gate
bag
country
father
house
uncle
door
Places
Things
51
2.1
Put these under the following headings. One mother
things
children
house
farm
holidays
More than one
clothes
2.3
Tell what happened when father came home.
2.3
What was the story about?
2.4
Where else could people stay when visiting a country?
2.4
Tell a story about a visitor who came to your house.
Inferential Comprehension 3.1
What else could we be told about Uncle Jack?
3.1
What else could the author have told us about the boys?
3.2
What can we learn from the story?
3.2
Do you think this was a loving family? Why?
3.3
What do you think Uncle Jack will do other than work on the farm?
3.3
If mother had not come at that time, what do you think the boys would do?
3.4
How do you think the boys felt when they found out that the man was their uncle?
3.4
How do you think the boys’ feelings to their uncle changed from the time they first saw him to when he gave them presents?
3.5
Why do you think Uncle Jack is not going back to England?
3.5
Why do you think one brother was afraid and the other was not?
52
3.6
What kind of person do you think Uncle Jack was?
3.6
The boys asked the man “What do you want?” “Who are you?” What kind of person do you think the boy was?
3.7
Read page 16. What do you think mother will do next?
3.7
What do you think the boys will do when they go to the country for the holidays?
Evaluation 4.1
Could this story have happened? Why?
4.1
Could this be a true story?
4.3
How many of you have had visitors come to your home when no adult was there? What did you do?
4.3
How many of you have had visitors come from abroad? Tell me about it.
4.4
What part of the story tells how Jack felt about the children?
4.4
What part of the story tells how father felt about Jack?
4.5
Should the boys have shut the door when they saw the man looking? Why?
4.5
Should the man have pushed the gate and entered the yard?
Appreciation 5.1
What part of the story was most interesting to you? Why?
5.2
How did you feel when the children got the new clothes.
5.4
How does the author let you know that the boys did not know the visitor?
5.4
How does the author let you know that Uncle Jack had not seen the boys in a while?
53
Reader:
Across the Bridge (Year 2, Term 3)
Story Title:
“Town Rat and Country Rat” (pp. 19 – 23)
Grade Level:
2
Literal Comprehension Recognition 1.11
Find the sentence that tells where the town rat went to look for his friends.
1.11
Find the sentence on page 23 that tells what time of the day the country rat reached home.
1.11
Find the sentence on page 22 that tells what the rats did when they saw the food on the table.
1.11
Find the sentence that tells how the rats got to town.
1.12
Number these sentences in the order in which they come. _____ He was so tired that he had to sit and rest for a long time. _____ There were people up and down the streets. _____ The town rat and country rats were friends. _____ The place was so quiet that he soon went to sleep. _____ The shed was full of corn that was put out to dry.
1.12
Number these sentences in the order they happen. _____ One day the town rat went to look for his friend. _____ The rats jumped off the table and ran. _____ He did not stop till he got back to his home. _____ They went into a house to look for food. _____ He went into the corn shed. 54
1.13
Read pages 19 and 23. What difference do you notice in the time of day?
1.13
Look at page 22. Find two sentences which tell that the town rat and the country rat like different food.
1.14
Find the sentence on page 22 that tells why the rats jumped off the table.
1.14
Find the sentence on page 20 that tells why the country rat did not want to go into the house.
Recall 1.21
What time did the town rat leave to go to his friend?
1.21
What did the rats find in the shed?
1.21
What happened when the country rat ran into the street?
1.22
Why did the town rat and the country rat go to town?
1.22
Why did the country mouse not like the city?
1.22
Why did the town rat want the country rat to go to town?
1.23
What happened when the rats went into the house to look for food?
1.23
What happened after the country rat ran out of the house?
1.24
How are the town rat and the country rat different?
1.25
Why did the town rat sit under a tree?
1.25
Why did the country rat go to town with his friend?
1.25
Why did the rats jump off the table and run?
55
Reorganization 2.1
Put each word under the correct heading. Naming Word rat
goes
live
friend
sat
corn
climbed
house
country
eat
bed
food
Doing Word
Put these words under the correct heading Present tense smelled
eat
goes
got
looks
want
went
did
saw
climbed
came
stay
stop
like
Past tense
2.3
Tell what the country rat did when the people came in
2.3
Tell what happened to the town rat when he went to the country.
2.4
Where could you look to find out what foods rats like to eat.
2.4
Where in the house are you likely to find rats?
Inferential Comprehension 3.1
What else could the author have told us about the rats?
3.1
What else could the author have told us about the rats’ journey to and from the city?
3.2
What can we learn from the story?
56
3.2
What can we learn from the country rat?
3.3
What do you think the town rat did after the country rat ran away?
3.3
What do you think the country rat did when he reached home?
3.4
How do you think the country rat’s feelings about the city changed from the time she first went to the city?
3.4
How do you think the town rat’s feelings for country rat changed after the country rat ran away?
3.5
Why do you think the town rat likes to eat the food that people eat?
3.5
Why do you think the country rat ran away back to the country?
3.5
Why do you think the country rat was so willing to go to town with the town rat?
3.6
What kind of rat do you think the country rat is?
3.6
What kind of creature do you think the town rat is?
3.7
What do you think will happen to the friendship between the town rat and the country rat?
3.7
What do you think the people will do when they come in and find out that the rats had gone in their food?
3.8
What do you think the writer means when he said ‘We do not live by the corn here?” “The country rat was having a good time?”
Evaluation 4.1
Do you think this is a true story?
4.1
Do you think rats can do what the rats in the story did?
4.3
Have you ever seen a rat? What did you do?
57
4.3
Would you be able to tell the difference between the town ran and the country rat? How?
4.4
What part of the story best tells how the town rat feels about the country now?
4.4
What part of the story best tells how the town rat feels about the country rat?
4.5
Should the country rat have run away when the people came in?
4.5
Should the country rat have followed the town rat to the town?
Appreciation 5.1
What part of the story was most interesting to you?
5.1
What part of the story did you like best?
5.2
How did you feel when the town rat got to the country and did not see his friend, the country rat?
5.2
How did you feel when the country rat reached home and sat down to rest?
5.3
How did the author let you know that the country rat did not enjoy living in the town?
5.3
How did the author let you know that it was difficult for country rat to live in the town?
58
Reader:
Stories of Fun And Adventure (Year 3, Term 2)
Story Title:
“The Boy who Cried Wolf” (pp. 18 – 22)
Grade Level:
3
Literal Comprehension Recognition 1.11
Find the sentence in the story on page18 that tells what is the duty of the shepherd boy.
1.11
Find the sentence that tells you where the boy lived.
1.12
Find the sentence on page 22 that tells what the shepherd boy did when the wolf rushed down the mountain.
1.12
Find the sentence that tells what the people did when the boy cried wolf! wolf!
1.13
Number these sentence in the order in which they happen in the story. -----------They rushed out to help him. -----------The people went back to the town. -----------So he called, Wolf! Wolf! Wolf!
1.13
Find the sentence that tells you what happened after the boy cried wolf! Wolf!
1.14
Compare the picture on page 18 with that on page 21 and note the difference.
1.14
Compare the first answer to the shepherd boy’s call to that of the last day’s call.
1.15
Find the sentence that tells why the boy called wolf! wolf!
1.15
Find the sentence that tells why the people were angry with the shepherd boy.
59
Recall 1.21
Who are the main characters in the story?
1.21
Where did the shepherd boy live?
1.22
How many times did the boy cry wolf! Wolf!
1.22
Why did the boy cry Wolf! Wolf! Wolf! Again?
1.23
What is it the shepherd boy has to do early every morning?
1.23
The shepherd boy caused a lot of trouble to the people. Tell how he was scolded in each case.
1.25
What caused the death of his sheep?
1.25
Why the people did not help the shepherd boy?
Reorganization 2.1
Put each word under the proper heading: People
Animal
Place
shepherd, sheep, wolf., children, boy, men, mountains, towns 2.1
Put these words in alphabetical order shepherd, sheep, wolf., children, boy, men, mountains, towns fields farm
2.3
What is the story about?
2.3
Write a paragraph telling how you think the boy felt when he lost his sheep.
Inferential 3.1
What else could the author have told us about the shepherd boy?
3.1
What else could the author have told us about the wolf’s attack?
3.2
What can we learn from the story?
3.2
What can we learn from this story about telling lies?
3.3
Explain what happened each time the boy called Wolf! Wolf!
3.3
Explain the people’s response each time the boy cried Wolf! Wolf!
3.4
How do you think the feelings of the shepherd boy changed after his sheep was killed?
60
3.4
How do you think the feelings of the people changed after the wolf killed the boy’s sheep?
3.5
Why do you think the shepherd boy was left alone to take care of the sheep?
3.5
What is the effect of the boy’s laughter on the people?
3.6
What kind of person do you think the shepherd boy is?
3.6
What can you say about the boy since he enjoys ‘fooling around’?
3.7
After reading page 20 what do you think the boy will do?
3.7
After losing all his sheep what do you think will happen next?
3.8
What do you think is meant by the phrase “ you must do better than that!”
3.8
What do you think is meant by fooling someone?
Evaluation 4.1
Do you think this story is true? Why?
4.1
What parts of this do you think could really happen?
4.3
Do you know anybody who is always trying to fool people? What do you think about somebody who does this?
4.3
Do you think there is any difference between fooling people and lying? If so, what?
4.4
What part of the story best tells you how the people felt about the shepherd boy?
4.4
What parts of the story best tells you how the shepherd boy felt?
4.5
Were the people right in not coming the third time? Why?
4.5
Should the boy be left alone to watch the sheep? Why not?
Appreciation 5.1
What sections of the story do you like best?
5.1
What sections of the story do you not like?
5.2
How do you think the boy felt when he lost all his sheep?
5.2
How do you think the people felt when he kept fooling them?
61
5.4
How does the author let you know that the shepherd boy was afraid of the wolf?
5.4
How did the author let you know that the people were angry with the boy?
62
Reader:
Stories from Nowadays and Long Ago (Year 3, Term 3)
Story Title:
“Lovers Leap” (pp. 19 – 21)
Grade Level:
3
Literal Comprehension Recognition 1.11
Find the sentence that tells you, in which parish Lovers Leap is found.
1.11
Find the sentence that tells you which place Lover’s Leap is near to.
1.12
Find the sentence that tells you what the master wanted.
1.12
Locate the sentence that tells you the master knew about their secret meetings.
1.13
Number these sentence in the order they happen in the story. ------- Chardley shot him dead. --------Chardley kicked the youth’s dead body over the cliff. --------He and the girl started to meet in secret. --------They met at the top of the high cliff. --------Then she leaped over the cliff herself.
1.13
1.14
Rearrange the words to form a sentence: (a)
Cliff he the went That night to.
(b)
The slave So to not love did Youth want her he.
Look at the pictures of the slave Youth on pages 20 and 21. What differences can you see in the way the slave Youth looks?
1.14
Read the paragraph 20 and find out what both characters wanted?
1.15
Find the sentence on page 20 that explains why the youth did not come back to Chardley Hall?
1.15
Find the sentence on page 21 that tells what caused the death of the slave youth. 63
Recall 1.21
How high is the cliff?
1.21
When you stand at the edge of the cliff what do you see?
1.22
Why was the master angry with the slave youth?
1.22
Why did the slave girl fight Chardley?
1.23
How did the couple meet each other?
1.23
The girl’s brother told the master about their secret meetings. What happened next?
1.25
Why did the couple have to meet in secret?
1.25
Why did the girl’s brother tell the slave master about their secret meetings?
3.12
What type of person is Mr. Chardley?
1.26
What word is used to describe Mr. Chardley?
Reorganization 2.1
Put these words under the correct heading People
Place
Thing
Master Lover’s Leap
St. Elizabeth
mountain
slave cliff
rocks 2.2
Put these words under the correct heading 1 syllables
2 syllables
3 syllables
slave beautiful secret angry plantation brother heard kill come kick fight body 2.3
What was the story about?
2.3
Read page 21 and tell in your own words how the girl died.
2.4
Lover’s Leap is a place in Jamaica. Where would we look to find this place?
2.4
Where could we look to find out what happens on a slave plantation?
64
Inferential 3.1
What else could the author have told us about the girl’s relationship with the slave youth?
3.1
What other information could the author tell us about the girl’s brother?
3.2
What can we learn from this story?
3.2
What have you learnt from this story about people who are in charge?
3.3
If the story had not ended this way what do you think would have happened to the couple?
3.3
If the girl got married to the master what do you think would have happened to her brother?
3.4
How do you think the slave girl felt about her lover when the story began, as compared to when he was chased off the property?
3.4
How do you think the slave girl felt when she had to meet her lover in secret?
3.5
Why do you think the slave master wanted the beautiful girl for himself?
3.5
What caused Mr. Chardley to be angry with the slave youth?
3.6
What kind of person do you think the slave master is?
3.6
What kind of person do you think the slave girl’s brother is?
3.7
What do you think would have happened if the girl was in love with Mr. Chardley?
3.7
What do you think would have happened if the slave boy knew that Mr. Chardley was waiting for him on the cliff?
3.8
What do you think the brother meant when he said “life would be better for him?”
3.9
What do you think the expression “then she leaped over the cliff” means?
Evaluation 4.1
Could this story be true? Explain
4.1
What parts of this story do you think could really happen?
4.2
Have you ever read a story or seen a movie like this before? Do you think it could be true to life? Why or why not? 65
4.2
Do you agree that the author should let the girl die? Why?
4.3
What part of the story best describes Mr. Chardley ?
4.3
What part of the story best describes the love the slave girl had for the youth slave?
4.4
Should the girl have fought Mr. Chardley when he killed her lover?
4.4
Should the couple have been meeting in secret?
Appreciation 5.1
What part of the story was most scary to you?
5.1
What part of the story made you feel happy?
5.2
How did you feel when the girl leapt over the cliff?
5.2
How did you feel when the brother told the master about the couple’s secret meetings?
5.3
How did the author let you know that the master wanted to have a relationship with the girl?
5.3
How did the author let you know that the couple was scared of the slave master?
66
Reader:
Stories From Nearby and Far (Year 3, Term 1)
Story Title:
The Rain Maker (pp. 12 – 16)
Grade Level:
3
Literal Comprehension Recognition 1.11
Find the sentence that tells where Jomo lived.
1.11
Find the sentence on page 18 that tells what time Jomo reached Nyam’s house.
1.12
Find the sentence on page 12 that tells what Jomo wished for.
1.12
Find the sentence on page 15 that tells what Jomo did to make rain.
1.13
Number these sentence in the order in which they come.
1.13
A
Go into my cave and get the pot that is on the ground.
B
The ground was hard and the grass was brown.
C
The cows would have no water.
D
Then came the loud noise of thunder.
E
Jomo took up the pile of wood and went back to Nyami.
Number these sentences in the order they happen A
Jomo went into the cave
B
Jomo picked up the pan and went to get water.
C
Jomo lived with his father on a farm.
D
Jomo stooped and looked at Nyami
E
Jomo did as he was told.
67
1.14
Look at the pictures on pages 12 and 16. What difference can you see in the way Jomo looks?
1.14
Read pages 12 and 16. Compare how the land looked when Jomo left and he returned.
1.15
Find the sentence on page 12 that tells why Jomo went to visit Nyami.
1.15
Find the sentence on page 16 that tells why Nyami told Jomo to run home.
1.16
Find the sentence on page 12 that tells what kind of person Nyami is.
Recall 1.21
Who are the main characters in the story?
1.21
What is the witch doctor’s name?
1.22
Why did Jomo go to see Nyami?
1.22
Tell two things that will happen if there is no rain.
1.23
What did the rainmaker do to cause rain to fall?
1.23
What did Nyami tell Jomo to do when he asked him to make rain?
1.24
Compare the place Jomo lived to where Nyami lived?
1.24
Compare the time Jomo left home to when he returned home.
1.25
Why are the rivers nearly dry?
1.25
Why did Jomo have to run home?
1.26
According to Jomo what kind of man was Nyami.?
68
Reorganization 2.1
Put each word under the correct heading. Living Things Jomo wood Rain Nyami
Non Living Things
water cave
clouds
cow
pot
farmer
fire witchdoctor
2.2
Draw Nyami’s cave with the things in it.
2.2
Draw Nyami collecting wood for the fire.
2.3
Tell what Nyami did in order to make rain.
2.3
Tell in three sentences what the story is about.
2.4
Where could you look to find out what is on a farm?
2.4
Where could you look to find where Africa is?
Inferential Comprehension 3.1
What else could the author have told us about Jomo’s family?
3.1
What else could the author have told us about Nyami?
3.1
What can you learn from Jomo?
3.1
What lessons can you learn from the story?
3.2
If Jomo had not gone to Nyami what do you think would have happened on the farm?
3.2
What do you think would have happened if Jomo had not done what Nyami told him to do?
3.3
How do you think Jomo’s feelings changed from the time he left his farm to when he returned?
3.3
How do you think the grass looked after the rain came?
69
3.4
Why do you think the witchdoctor helped Jome?
3.4
Why do you think Nyami used boiling water?
3.5
What kind of person do you think Jomo was?
3.5
What kind of person do you think Nyami was?
3.6
Read page 6. What do you think will happen next?
3.6
What do you think Nyami will do after Jomo has left?
Evaluation 4.1
Could this be a true story? Why?
4.1
Could anyone you know make rain fall? Explain.
4.3
How many of you have ever seen a witch doctor?
4.3
Have you ever read anything about witch doctors? Share it with us.
4.4
What part of the story tells you that Jomo was obedient?
4.4
What part of the story tells you that Nyami was kind?
4.5
Do you think Jomo should have gone to see Nyami? Why?
4.5
Do you think Jomo should have done the things Nyami told him to do?
Appreciation 5.1
How did you feel when Jomo said that the river was dry, the ground was hard, the grass was brown, his cows would have nothing to eat and would die?
5.1
What part of the story made you sad/afraid?
5.1
How did you feel when Nyami began to talk and dance?
5.1
How did you feel when Jomo was going to the witch doctor?
70
5.2
The author describes Nyami as a wise man. Do you agree? Explain.
5.3
How does the author let you know that Jomo was obedient?
5.3
How does the author make you feel at the end of the story?
71
Reader:
Stories From Nearby and Far Away (Year 3, Term 1)
Story Title:
“Lighting the Fire” (pp. 5 – 11)
Grade Level:
3
Literal Comprehension Recognition 1.1
Find the question on page 6 that tells you what Peter liked to do.
1.1
Find the sentence that tells with whom Peter lived.
1.2
Find the sentence on page 6 that tells what Granny told Peter about fire.
1.2
Find the sentence on page 8 that tells what Peter threw on the fire when it got bigger.
1.3
Number these sentences in the order in which they come in the story. _____ Peter did not know what to do. _____ Peter sat under a tree and rested his head on his hands. _____ Peter poured some kerosene oil on the sticks. _____ Peter liked to watch his Granny light the fire. _____ Peter got some sticks and dried leaves and put them on a pile.
1.3
Number these sentences in the order in which they come in the story. _____ Granny said her head was hurting her. _____ Granny said “We could have lost our house” _____ Granny said “When you are older you can do it for me” _____ Granny said “I am going to get a pan of water” _____ Granny was going to cook some cornmeal porridge
72
1.4
Look at the picture of Peter on pages 5 and 9. What difference can you se in the way Peter looks?
1.4
Look at the pictures of Granny on pages 5 and 10. What difference do you see in the way she looks?
1.5
Find the sentence on page 6 that tells why Peter should not light the fire.
1.5
Find the sentence on page 7 that tells why Peter decided to light the fire.
Recall 1.21
Who were the characters in the story?
1.21
What did the people use to beat the flames?
1.22
What did Granny tell Peter to get while she went for the water.
1.22
What did Granny say would happen if Peter used too much kerosene.
1.23
How did Peter light the fire?
1.23
How do the people put out the fire?
1.24
How are Granny and Peter different in the way they light the fire?
1.24
How are Peter and Granny alike after the fire was put out?
1.25
Why did Peter throw the pot of cornmeal on the fire?
1.25
Why was there a lot of noise after the fire died down?
Recognition 2.1
Arrange these words under the correct heading. Present Tense throw
lived
catch
poured
cook
teach
got
jumped
looked caught call
try
Past Tense
hear 73
2.1
Arrange these under the correct headings. People
house
river
water
Peter
hands
fire
bush
grass
people
pot
woman
sticks
yard
bed
Places
Things
2.2
What was the story about?
2.3
Pretend you are Peter. Tell the story.
2.4
Where could you look to find different ways of making fire?
2.4
Where could you look to find different ways of putting out fire?
Inferential Comprehension 3.1
What else could the author have told you about Peter’s family?
3.1
What else could the author have told you about Granny’s family?
3.2
What can we learn from the story?
3.2
What can we learn from Peter’s action?
3.3
If Granny had not gone to fetch water, what do you think Peter would have done?
3.3
What do you think would have happened if the people had not come to put the fire out?
3.4
How do you think Peter’s feelings about lighting fire changed from the time he asked Granny to let him light the fire to when the fire was put out?
3.4
How do you think Granny’s feelings for Peter changed from the time Peter asked her to let him light the fire to when she came back from getting the water? 74
3.5
Why do you think Peter disobeyed his Granny?
3.5
Why do you think Peter’s grandmother told him to wait until he was older to light the fire?
3.6
What kind of person do you think Peter is?
3.6
What kind of persons do you think the people are?
3.7
Read pages 10 and 11. What do you think will happen next?
3.7
What do you think Peter’s grandmother will do to him when she gets over her headache?
3.8
Why do you think Granny said “Do you hear me, Peter”?
3.8
What do you think Granny meant when she said that fire was a bad thing?
Evaluation 4.1
Could this be a true story? Why?
4.1
Do you think this really happened? Why?
4.2
Where do you think the story took place? The city or in the country?
4.3
How many of you have ever seen people putting out fire? Tell about it.
4.3
How many of you have ever disobeyed and then something bad happened?
4.4
What part of the story best tells how Peter feels about what he had done?
4.4
What part of the story best tells how Peter feels when he saw the blaze?
4.5
Should Peter have tried to light the fire? Why?
4.5
Should the people have helped to put out the fire? Why do you say so?
75
Appreciation 5.1
What part of the story do you like best?
5.1
What part of the story made you feel scared?
5.3
How did you feel when Peter lit the fire and it blazed?
5.3
How did you feel when the people came to help put out the flames?
5.4
How does the author let you know that Peter was not obedient?
5.4
How does the author let you know that the people around were kind and caring?
76
Reader:
Anancy and Cow and Other Stories
Story Title:
“Anancy and Cow” (pp. 3 – 11)
Grade Level:
4
Literal Comprehension Recognition 1.11
Find the sentence that tells what Anancy was doing when Brother Cow saw him.
1.11
Find the sentence on page 4 that tells that Anancy had a wife and children.
1.12
Find the sentence on page 4 that tells that Anancy thought he would have meat to eat.
1.13
Find the sentence on page 10 that tells how Cow got away.
1.13
Number these sentence in the order they appear in the story. _____ Cow put his tail on his back and ran away. _____ He thought he knew how to get some meat. _____ He wanted everybody to think that cow was making trouble. _____ So he let Annancy put the rope around his neck. _____ Then Annancy thought of a way to make sure Brother Cow was not as smart as Annancy.
1.13
Write these events in the order they happened. Annancy took up the knife to cut off cow’s tail. Brother Cow fanned his tail very hard. Annancy tied the rope to the tree
77
They set off for Annancy’s home. 1.14
Look at the pictures of Annancy on pages 4 and 10. What difference do you see?
1.15
Find the sentence on page 5 which tells why Cow had to fan his tail.
1.15
Find the sentence on page 10 which tells why Annancy did not cut off Cow’s head.
1.16
Find the sentence on page 7 that tells that Annancy was smarter than Brother Cow.
1.16
Find the sentence on page 6 which tells that Annancy’s children would be afraid.
Recall 1.21
Who are the main characters in the story?
1.21
Where was Brother Annancy when he saw Brother Cow?
1.21
What did Annancy give Cow?
1.22
Why would you not be surprised that Annancy got an idea?
1.22
Why did cow let Annancy put the rope around his neck?
1.23
How did Brother Cow get away from Annancy?
1.23
How did Annancy get Brother Cow to come to his home?
1.24
How are Annancy and Brother Cow different?
1.25
Why did Brother Cow agree to go to Annancy’s home?
1.25
Why did Annancy give a loud shout?
Reorganization 2.1
Write each set of words in alphabetical order:
78
2.1
1. around
all
about
away
Annancy
2. brother
better
bush
back
but
been
3. chew
come
called
out
children
Cow
Write these words under the right column. Noun
Pronoun
he
his
your
you
I
tail
neck
place
home
children
poor
little
nice
sweet
smart
Adjectives
big
2.3
What is the story about?
2.3
How did Annancy get Cow to go to his house?
2.4
What other Annancy stories do you know?
2.4
Where could you find other Annancy stories?
Inferential 3.1
What else could the author have told us about Annancy’s family?
3.1
What else could the author have told us about Brother Cow?
3.2
What can we learn from the story?
3.2
What have you learnt about the behaviour of Anancy?
3.3
If the story had not ended there, what do you think would have happened to Brother Cow?
3.3
If Brother Cow had not agreed to go home with Brother Annancy, what do you think would have happened?
79
3.4
How do you think Brother Cow’s feelings about Brother Annancy changed from the time he saw him to the time when he got away?
3.4
How do you think Annancy’s feeling towards Brother Cow changed from the first time he saw him to when Cow ran away?
3.5
Why did Annancy really want cow to fan his tail?
3.5
What was the real reason why Annancy wanted to put a rope around Cow’s neck?
3.6
What does this story tell you about the type of person Annancy really is?
3.6
What kind of a character was Brother Cow? Give reasons for your answer.
3.7
Read page 10. What do you think will happen next?
3.7
What do you think Annancy will do when he realizes that Brother cow has escaped?
3.8
“Annancy got an idea” – What does it mean to get an idea?
Evaluation 4.1
Do you think this story could happen? Why?
4.1
Could this be a true story?
4.3
How many of you know Annancy stories?
4.3
Tell some other things that Annancy always do?
4.3
Does Annancy always have his own way?
4.5
Should Brother Cow have gone to Annancy’s home? Why?
4.5
Should Brother Cow have run away when the knife cut the rope?
Appreciation 5.1
What part of the story was interesting to you?
80
5.1
What part of the story did you not like? Why?
5.2
How did you feel when Brother Cow got away from Annancy?
5.2
How did you feel when Anancy said he had to kill Cow?
5.4
How does the author let you know that Annancy wanted to kill Brother Cow?
5.4
How does the author let you know that Annancy was up to some trick?
5.4
How does the author let you know that Brother Cow was not smart?
81
Reader:
The Cat Woman and the Spinning Wheel
Story title:
“Can Annie Make Friends?” (pp. 10 – 21)
Grade Level:
4
Literal Level 1.11
Find the sentence that tells the name of the teacher.
1.11
Find the sentence that tells the name of the best reader in the class before Annie came.
1.12
Find the sentence on page 15 that tells why Annie did not want to go to school.
1.12
Find the sentence on page 18 that tells Annie had no one to talk to .
1.13
Number these sentence as they appear in the story. _____ “This is Annie” said Miss Spence to the class. _____ The teacher was calling on all the children to read. _____ Not even the girls with kind faces would talk to Annie. _____ Annie made friends after all. _____ Lena looked around in a very boastful way.
1.13
Write these sentences in the order they happen in the story -------- She read well and did not make any mistakes. ---------She jumped and made a mistake. --------As she read she became braver. ---------She saw when the paper hit Annie. ---------‘I didn’t mean to do it,’ she said in a small voice.
82
--------- She wanted to be friendly. ---------She said it because she was afraid the other girls might not be her best friend
1.14
Look at the pictures of Annie on pages 10 and 17. What difference do you notice?
1.14
Read pages 13 - 14. What difference is there between the boys’ and the girls’ behaviour to Annie?
1.15
Find the sentence on page 17 that tells why Annie did not want to go to school.
1.15
Find the paragraph on page 19 that tells why Annie made a mistake when she was asked to read?
1.16
Find the sentence on page 11 that tells that Lena was boastful.
1.16
Find the sentence on page 12 that tells that Annie was proud.
Recall 1.21
What is the name of the main character in the story?
1.21
What is the name of the teacher?
1.22
Why did the boys look at the girls when Miss Spence said the girl must be honest?
1.22
Why did Lena go to talk to the girls and try to be nice to them?
1.23
How did Annie and her classmates become friends?
1.23
Name the things that Lena did to Annie.
1.24
How are Lena and Annie different?
1.24
Compare the behaviour of the girls towards Annie at the beginning of the story to the end.
83
1.25
Why does Annie have no one to play with at the beginning of the story?
1.25
Why does Annie not want to go to school?
1.26
What did Lena say about Annie after she read for Miss Spence?
1.26
How did Miss Spence feel towards Annie?
Reorganization 2.1
Put each word under the proper heading Nouns
2.1
boastful
faces
moved
friends
father
read
kind
cried
ugly
proud
play
book
school
tease
sad
boys
Adjectives
Verbs
Put these sentences under the proper heading, and punctuate them. Questions
Statements
Why do they tease you The children laughed Who did that Who is the girl I don’t like school Annie is a nanny What a way this new girl is boasty What is wrong Annie
84
2.3
What was the story about? Pretend you are Annie. Tell how you became friend with the girls. Read pages 20-21. Tell how Lena came to say she is sorry.
2.4
Annie’s father said that Nanny was a great woman. Where could you find information about Nanny?
2.4
What do you know about Nanny?
Inferential Comprehension 3.1
What else could the author have told us about Annie’s family?
3.1
Why do you think Annie changed her school?
3.2
What can we learn from the story?
3.2
What have you learnt from the story about how to treat new classmates?
3.3
Lena told the boy to “walk off”. What do you think would have happened if he had stayed?
3.3
What do you think would have happened if Annie had told Miss Spence that it was Lena who threw the paper?
3.4
Compare the behaviour between the girls and the boys towards Annie.
3.4
How do you think Miss Spence feels towards Lena after she says she is sorry?
3.5
Why do you think Lena was so mean to Annie?
3.5
Why do you think Annie said she was not proud?
3.6
What kind of person do you think Lena was?
3.6
What kind of person do you think Miss Spence is?
3.6
Who is your favourite character, Lena or Annie? Why?
3.7
What do you think will happen to Annie and her classmates?
85
3.7
How do you think Annie’s parents acted when Annie told them what happened at school?
3.8
Explain what is meant by, “Boy mind yourself.”
3.8
What does the expression “walk off” mean? Why do you think it is not a good expression for children to use?
Evaluation 4.1
Do you think this could be a true story? Why?
4.1
Do you think all children behave that way to new students?
4.2
“What a way she boasty.” Do you agree that Annie was boastful? Why?
4.2
In the children’s opinion Lena was not brave. What do you think?
4.3
Have you ever gone to another school or place where you had no friends?
4.3
How did you feel?
4.3
Have you ever gone to a place where you had no friends? How did the other children make you feel?
4.4
What part of the story tells how Annie felt about school?
4.4
What part of the story best describes Lena’s attitude?
4.5
Should the girls have joined with Lena against Annie? Explain.
4.5
Do you think Annie should have tried to read badly so she could have friends? Why?
Appreciation 5.1
What part of the story made you sad?
5.1
What part of the story was most interesting to you?
5.1
How did you feel when Annie started crying because of what Lena said?
86
5.1
How did you feel when Lena started to cry?
5.2
Why did you think the author made Lena use words like “Walk off” and “boy mind yourself.”
5.3
How does the author let you know that Lena was not a kind person?
5.3
How does the author let you know that Annie had loving parents.
87
Reader:
The Cat Woman and The Spinning Wheel
Story Title:
“Good Follows Good” (pp. 24 – 32)
Grade Level:
4
Literal Comprehension Recognition 1.11
Find the sentence that tells you where the people are.
1.11
Locate the sentence that tells you what the children are waiting for.
1.12
Find the sentence on pg 25 that tells you what everyone was doing while the old woman was begging.
1.12
What does the old woman want?
1.13
Number these sentences in the order in which they happened in the story? ------- Willy stood there looking at the old woman ------- Willy wanted to go into the bus. ------- Some of the big people were reading newspaper while the others were talking. ------- Willy walked over quickly to the old woman.
1.13
Number these sentences in the order in which they happened in the story. ___Willy started to walk home ___Willy was standing alone at the bus stop ___The old lady thanked Willy for the bus fare ___The bus bell rang
1.14
How are Willy and the old lady alike?
1.15
How was Willy different from the people at the bus stop?
1.15
Find the sentence that tells you why the people were not paying any attention to the old lady.
1.17
Find the sentence that tells you how the lady was able to get home?
88
Recall 1.21
Who are the main characters in the story?
1.21
Where are the people standing?
1.22
What was the old woman begging?
1.22
Why were the people not paying any attention to the lady?
1.23
How did the boy receive help from the old lady?
1.23
How did Willy meet the old woman again?
1.24
What differences are pointed out in the story between where they met on page 24 at first to where they met on page 28
1.24
How are Willy and the old lady alike?
1.25
Why was Willy lost? What mistake did he make?
1.25
Why is it that it was only Willy who responded to the old lady?
Reorganization 2.1
Put these words in alphabetical order: reading, shut, bus, road, money fare, people, school
2.1
Put these words under the proper heading People
Places
Things
Willy
old woman
children
Albert
basket
grandson
Old woman White Road Market
money
school
2.3
Retell the story?
2.3
Tell in your own words about how Willy met the old lady again?
2.4
Willy gave the old lady his bus fare and he walked home. Where would you look to find some one like this?
89
Inferential 3.1
What else could the author have told us about Willy?
3.1
What other information could the author include about the old lady?
3.2
Why do you think Willy gave his bus fare to the old lady?
3.2
Why do you think the old lady helped Willy?
3.3
If Willy was not lost do you think he would have met the old lady again?
3.3
If Willy did not give the old lady his bus fare, what do you think would have happened to her?
3.4
How do you think Willy felt before& after helping the old lady?
3.4
How do you think her feelings changed from the time she came to the bus begging to the time she met Willy?
3.5
Why do you think the people at the bus stop were doing their own thing?
3.5
Why do you think the old lady had to beg her bus fare?
3.6
What kind of student do you think Willy is?
3.6
What kind of person do you think the old lady is?
3.7
If Willy had not walked to the market, do you think he would have received help? How?
3.7
If Willy had not gone to school, do you think the old lady would have received help from Willy?
3.8
What do you think the old lady meant when she said, “ If you do good in life good will follow you”
3.8
What do you think the old lady meant when she said, “ May you live and never want”?
Evaluation 4.1
Could this story really happen? Explain
4.1
What parts of the story could be true?
4.3
Have you ever helped someone, when no one else would help that person? How did you feel afterwards?
4.3
Why did you help someone who needs help?
4.5
Should Willy have given the money to the old lady? Why? 90
4.5
Willy walked home. Should he have walked on the back roads?
Appreciation 5.1
What parts of the story were most interesting?
5.1
How did you feel when the people paid no attention to the old lady?
5.2
How did you feel when Willy got lost?
5.2
How did you feel when he met the old lady again?
5.4
How did the author let you know that the old lady really needed the bus fare?
5.4
How did the author let you know that Willy needed help?
91
Reader:
A Game called Football and Other Stories
Story Title:
“Do Not Enter” (pp. 2 – 9)
Grade Level:
4
Literal Comprehension Recognition 1.11
Identify the words that state which danger was over Old Man Jack’s place.
1.11
Find and list the words that are used to describe Alvin.
1.12
Find the sentence on page 17 that tells what Alvin was after.
1.13
Number these sentence in the order in which they happened in the story: ------Peter rubbed 3 kinds of bush on Alvin. ------Old Man Jack was taking out the cows. ------The boys decided to shoot birds. ------Old man Jack caught a boy and beat him -------Alvin fell into the prickles
1.14
Look at the pictures of Alvin on pages 11 and 17. What differences can you see in the way Alvin looks?
1.14
What are the differences in both boys’ behaviour?.
1.15
Find the sentence that tells you why the boys decide to shoot birds.
1.15
Find the sentence on pages 10 and 11 that tells why Alvin and Peter planned to visit Old Man Jack’s Place.
Recall 1.21
Who are the main characters in the story?
1.21
Where did the story take place?
1.22
Who was the Old Man Jack?
1.22
Why did Peter and Alvin want to go to Old Man Jack’s place?
1.23
What happened after Alvin hit the bees box?
92
1.23
Tell what plans were made before they went to Old Man Jack’s place.
1.24
How are the two boys different?
1.24
How are Peter and Alvin alike?
1.25
What motivated Alvin and Jack to go to Old Man Jack’s place?
1.25
Why did Peter agree to go to Old Man Jack’s place?
Reorganization 2.1
Put these words in alphabetical order Hiding, belly, birds, honey Rubber, shoot, sign, fence
2.1
Put these words in alphabetical order man, old, brave, Allan, Peter, bees, dog, cows, honey
2.3
What was the story, “Do Not Enter”, about?
2.3
Look at the 5th paragraph on page 19. Rewrite the story as is if you were telling someone else about Alvin’s mistake
2.4
Where can you look to find the sign “Do not enter?”
Inferential 3.1
What else could the author have told us about the Old Man Jack ‘s place?
3.1
What else could we learn from Alvin and Peter’s experience?
3.2
What lessons can we learn from this story?
3.3
If the story hadn’t ended here what do you think would have happened to Alvin and Peter?
3.4
How do you think Peter’s feelings about the visit to Old Man Jack’s place changed from the time he agreed to visit to the time he actually visited?
3.5
Why do you think Peter went over the fence before Alvin?
3.5
Why do you think Peter decided to go with Alvin to Old Man Jack’s place? 93
3.6
What kind of parents do you think the boys have?
3.6
What type of person do you think Old Man Jack was?
3.7
Do you think the boys would ever go back to Old Man Jack’s place?
3.7
Read the last paragraph. Tell what will happen next?
3.8
What do you think the author means by “as he took off at lightning speed through the bushes?”
3.8
What did Peter mean when said “ He would beat us until we were black and blue”.
Evaluation 4.1
Could Peter and Alvin’s experience be real?
4.1
Could this story be a true story/ Explain?
4.2
Could the rubbing of the three kinds of bushes soothe the bites on Alvin’s body? Explain.
4.3
How many of you ever got in trouble with a slingshot? How? What happened?
4.3
What parts of the story best tells you that the boys were disobedient?
4.4
What parts of the story best tells Alvin’s mistake?
4.4
Should Peter and Alvin have gone to Old Man Jack’s place?
4.5
Should Peter have allowed Alvin to use the slingshot?
Appreciation 5.1
What part of the story made you feel very angry?
5.1
Describe the part of the story you like best?
5.2
Was Old Man Jack as unkind as the boys made him to be?
5.2
How did you feel when Alvin was bitten by the bees?
5.4
How else could the author have ended the story?
94
95
Reader:
Sweet Sweet Mango Tree and Other Stories
Story Title:
“Jenny Never Did Anything Right” (Pages 18 – 24)
Grade Level:
5
Literal Comprehension Recognition 1.11
Find the sentence on page 3 that tells who Jenny is.
1.12
Find the sentence on page 20 that tells what Jenny did on her way home from school.
1.12
Find the sentence that tells you some things that Jenny couldn’t do.
1.13
Number these sentences in the order in which they happened in the story. _________ Jenny was thinking how to do things right _________ The old lady asked her to start the fire _________ The little children always take water in the house _________ Jenny laughed, but she did not tell her about the old woman
1.11
Number these sentences in the order in which they happened in the story. --------Jenny went to see the old lady but she wasn’t there. --------Jenny sat on the bank under a plum tree -------Jenny’s mother realized that she was learning to do things
1.14
Look at the pictures of Jenny on pages 20 and 25. What differences can you see in the way Jenny looks?
1.14
Identify the word on page 20, that the writer uses to describe Jenny’s character
1.15
Find the sentence on page 21 that tells why Jenny was so sad.
1.15
Find the sentence that tells you why Jenny was happy?
96
Recall 1.21
Who are the main characters in the story?
1.21
What were the things Jenny could not do?
1.22
Why is Jenny now able to start doing things at home?
1.22
Why did Jenny go back to visit the lady?
1.23
What did the old woman tell her to do in each case?
1.23
What happened each time she tried?
1.24
What are the differences in Jenny’s character before and after she meet the old lady
1.24
What type of person was Jenny?
1.25
What was Jenny’s life before and after she met the old lady?
1.25
Jenny was able to do things now. What caused this change?
Reorganization 2.1
Put each word under the correct heading Action Words
Describing Word
Naming Words
Funny, old, house, start, woman, sad, Jenny, blow, stick, kind, went, splash 2.2
In not more than 50 words write a paragraph telling how you think Jenny felt when she was able to do something right.
2.3
What was the story about?
Inferential 3.1
What else could the author have told us about Jenny and her mother?
3.2
What can other mothers learn from Jenny’s mother’s mistake?
3.3
If the story had not ended here, what do you think would have happened to Jenny?
97
3.4
How do you think Jenny’s feelings changed about doing things right, from the time she met the old lady?
3.5
Why do you think Jenny couldn’t do anything right?
3.6
What kind of woman do you think the old woman is?
3.7
What do you think would have happened to Jenny if she hadn’t met the old lady?
3.8
What do you think Jenny’s mother is like?
3.9
What do you think might have happened if Jenny had told her mother about the old woman?
Evaluation 4.1
What parts of the story do you think could really happen?
4.1
Could this story be true?
4.2
Have you ever tried to do things and found that you just couldn’t get them right?
4.2
How did you feel?
Did you have a similar experience as Jenny. How did you feel when your parents or teachers spoke to you about this?
4.3
What parts of the story best tells you how Jenny felt when she met the old lady?
4.3
What part of the story best tells how Jenny felt about herself?
4.4
Should Jenny tell her mother how she learnt to do things right?
4.4
Should Jenny tell anyone how she finally learn to do things properly?
Appreciation 5.1
What parts of story were most scary to you? Why?
5.1
What parts of the story was uninteresting to you? Why?
5.2
If you were Jenny how would you feel if your mother constantly tells you that you can’t do anything right?
5.3
How does the author let you know that Jenny wanted to do things right? 98
5.4
How did you feel when Jenny sat under the plum tree?
5.5
How did the author let you know that Jenny’s mother did not help her, but only criticize her?
99
Reader
Heights By Great Men
Story Title:
“Home With Mama” (Pages 14 – 32)
Grade Level:
5
Literal Comprehension Recognition 1.11
Find the sentence that tells who came into the room.
1.11
Find the sentence that tells you what mother was doing.
1.12
Find the sentence that tells where the family was going.
1.13
Find the sentence that explains why their mother was vexed.
1.14
Write the following words in alphabetical order. Work, factory, shop, trucks, country, gate, verandah, aunt, job.
1.13
Put the following words under the appropriate heading Adjective
Verb
excited, happy, cry, work, pretty, sad, read, eat. 1.15
Find the difference between Aunt Mary’s daughter and Mama’s children. Find the difference between Aunt Mary and Mama.
1.16
Find the sentence that explains why the children were taken to the country.
1.17
Find the sentence that tells us why Mama came back for the children.
Recall 1.21
Who are the main characters in the story?
1.21
Which one of the characters lived in the country?
1.22
Why did mama take her children to the country?
1.22
Why did the children’s mother sound vexed in the beginning of the story?
1.23
List the first set of things they said on their way to the country?
1.24
What was mama like before and after she got the work?
100
1.24 1.25
What was life like before and after the children’s father died?
How did the children feel when they were taken to Aunt Mary’s house and when they were taken back home?
1.26
Why did mother have to take her children to Mary’s house?
Reorganization 2.1
Write the duties under the correct (name) character Sarah
Cissie
Jake
Milk the cows , read, play with the dolly, wash the clothes, keep the house clean, wash the dishes at nights. 2.1
Write a paragraph telling what the story is about.
2.2
Write a paragraph telling chores they had to do at Aunt Mary’s house.
2.3
Mama thought that by going back to Kingston without the children she would be better able to find a job. Where could we look to find a job for their mother?
Inferential 3.1
What else could the author have told us about Jake?
3.1
What else could the author tell about Aunt Mary’s daughter?
3.2
What can we learn from this story about relatives?
3.2
What can we learn from this story that might be important to you someday as a parent?
3.3
If mother had not taken the children to Aunt Mary’s house, what do you think would have happened to them?
3.3
If mother had not returned for her children what do you think would have happened to the children?
101
3.4
How do you think the children’s feeling changed from the day they went to the country to the time they went back to Kingston?
3.4
How do you think the children’s feelings changed, from the time their mother left them, to the time she came back for them?
3.5
Why do you think Cissie treated the children badly?
3.5
Why do you think Aunt Mary opened the letter?
3.6
What kind of girl do you think Sarah is?
3.6
What kind of person do you think Aunt Mary is?
3.7
Read p. 15. What do you think will happen next?
3.7
Read the 4th paragraph on p.26. What do you think will happen next?
3.8
What Aunt Mary mean when she said, “Don’t forget oneself, girl”
Evaluation 4.1
Could this story be true?
4.1
What parts the story do you think could really happen?
4.2
Have you ever had to stay with somebody else besides your mother or Grandmother. How did you like this?
4.2
What are some of the problems that might cause children to have to live with other people for a while ?
4.3
What part of the story best tells you how much they miss their mother?
4.4
What part of the story best tells you that Aunt Mary could be described as a bully?
4.5
Should Aunt Mary have opened Sarah’s letter.
4.6
Should mother have left her children with Aunt Mary since she knew she quarrels a lot?
Appreciation 5.1
What part of the story was most fearful to you? 102
5.1
What parts of the story were most interesting to you?
5.2
How do you feel when the children had to work so hard?
5.2
How do you feel when their mother came for them?
5.3
How does the author let you know that mother really love her children?
5.4
How does the author let you know that Cissie was treated better than the other children?
103
Reader:
Sweet Sweet Mango Tree and Other Stories
Story Title:
“Sweet Sweet Mango Tree” (pp. 2 – 9)
Grade Level:
5
Literal Comprehension Recognition of Details. 1.11
Find the sentence on page 2 that tells that Ben is lazy.
1.11
Find the sentence on page 4 that tells what fell out of the tree.
1.11
Find the words the old man sang as he danced around the tree.
1.12
Find the sentence on page 3 that tells what Ben saw when he walked through the bush.
1.12
Find the sentence on page 7 that tells what Ben asked for.
1.12
Find the sentence on page 5 that tells what Ben asked for.
1.13
Arrange these sentences in the order in which they happen in the story. _____ More money just fell _____ The next day Ben ran to the tree _____ The old man put the rice and peas in the basket _____ He heard a voice far away in the bush _____ This way I will not have to work again.
1.13
Arrange these sentences in the order they occur in the story. _____ Ben was making a lot of money _____ Ben had filled all the baskets _____ Ben wanted to see what was happening
104
_____ Ben stood still _____ Ben saw a funny thing
1.14
Read pages 6 and 8 and tell the difference in what happened to Ben when he sang and danced.
1.14
Read pages 8 and 9 and tell the difference between what Ben and the old man asked for.
1.15
Find the sentence on page 7 that tells why everything went back up the tree when Ben said the words.
1.15
Find the sentence that tells why Ben wanted money
Recall 1.21
Who is the main character in the story?
1.21
What is the story about?
1.22
Why did the things Ben ask for go back in the tree?
1.22
Why did nothing happen the first time when Ben danced?
1.23
How do Ben and the old man get things from the mango tree?
1.23
How does the old man get rice and meat for his children?
1.24
How are Ben and the old man different?
1.24
What things did Ben ask for that were different from what the old man asked for?
1.25
Why did Ben decide to ask for money?
1.25
Why didn’t Ben get what he asked for at first?
105
Reorganization 2.1
Write true or false beside each sentence. The old man saw a lot of green mangoes under the tree.
______
Ben was a man who liked to work.
______
Ben wanted to see what was happening
______
The old man danced and sang
______
The old man did not say thanks when the rice and meat
2.1
fell from the tree
______
Ben said he was hungry and wanted food
______
Ben did not want any more money
______
Nobody ever saw Ben again
______
Put these word under the correct heading Nouns
2.2
Pronouns
tree,
old,
he,
bush,
bread,
hungry,
food,
I,
loud,
mangoes,
me,
it,
good,
his,
him,
Adjectives
rich,
green,
Make an outline of the story by telling: Who was Ben What he did What happened to him
106
2.3
What is the story about? .
2.3
Tell the story in not more than ten sentences.
2.4
The old man danced and sang. Where do your parents get food for their children?
2.4
Money fell from the tree. Where would you expect to find large sums of money?
Inferential Comprehension 3.1
What else could the author have told us about Ben?
3.1
What else could the author have told us about the old man and his children?
3.2
What can we learn from this story?
3.2
What can we learn about being lazy and greedy?
3.2
What do you think it would be like if people could get anything they wanted without working?
3.3
If the story had not ended there, what do you think would have happened to Ben?
3.3
If the man did not get food from the tree, what do you think he would have done?
3.3
What do you think would have happened if the old man knew that Ben was under the tree?
3.4
How do you think Ben’s feelings about the things he should ask the tree for changed from the time he heard the old man asked to when he asked for them?
3.5
How do you think the old man’s attitude to the tree differ from Ben’s?
3.6
What is the difference between needing and wanting something? 107
3.6
Why do you think the old man did not think about the green mangoes when he saw them under the tree?
3.6
Why do you think the money continued to fall from the tree?
3.7
What kind of person do you think Ben is? Why?
3.7
How would you describe the old man?
3.8
Read page 10 again. What do you think will happen next?
3.8
What do you think will happen to the old man?
3.8
Do you think the tree will always give him food?
Evaluation 4.1
Do you think this is a true story? Why?
4.3
Suppose you had a tree in your yard that could give you everything you asked for. What would you ask for?
4.4
What part of the story best describes the kind of person Ben is?
4.4
What part of the story best describes the old man?
4.5
Should Ben have asked for more than he needed? Why?
4.5
Do you think the tree should have rained money and covered Ben? Why?
Appreciation 5.1
What part of the story did you like best?
5.1
How did the ending of the story make you feel?
5.2
How do you feel about a person who asks for more than he needs?
5.2
How did you feel when all the money began to fall and cover Ben?
108
5.4
How does the author make you feel differently towards Ben and the old man?
5.4
How do you feel about how the tree treated Ben as compared to how it treated the old man?
5.4
Pretend you are the tree. Tell how you feel about Ben.
109
Reader:
Short Cut
Story Title:
Short Cut (pp. 4 – 19)
Grade Level:
5
Literal Comprehension Recognition 1.11
Find the sentence that tells who was the Devil.
1.11
Find the paragraph on page 5 that tells that the man was a stranger.
1.12
George and Alton fussed a lot. Find three things that Alton said which shows this.
1.12
Find the sentence on page 15 that tells that Georgie was sorry he took the short cut.
1.13
1.13
Arrange these sentences in the order they happened in the story. a)
George was tearing through the bushes like a wild elephant.
b)
Georgie hurried to the station with his father.
c)
Georgie saw his chance and ran across the rocky ground
d)
Georgie heard a sound outside
e)
Georgie got down out of the guinep tree in a flash
f)
Georgie picked up a two dollar note from the ground.
Put these sentence in the order in which they happen. a)
Their father put an end to the quarrel.
b)
At the same time a piece of paper blew up in the air.
110
1.14
c)
You love to tell stories too much.
d)
In no time they were moving through the hills.
e)
Devil showed his teeth as if he were smiling and rolled over.
f)
At the same time the man stepped out of the bushes.
Look at the pictures of Georgie on pages 8 and 19. What difference can you see in the way Georgie looks.
1.14
Find one section of the story where Devil nearly got Georgie into trouble and one section where Devil was a help.
1.15
Find the sentence on page 4 that tells how George feels while in the tree.
1.15
Find the sentence on page 10 that tells why Georgie could not move.
Recall 1.21
Who is the main character in the story?
1.21
What time of the day were the boys at the seaside?
1.22
What did Alton tell Georgie about taking the short cut?
1.22
How did Georgie find the cave?
1.23
What happened when Georgie was halfway out of the cave?
1.23
How was George able to escape from the man?
1.24
How are Georgie and his brother different?
1.24
How are Georgie’s father and the policeman alike?
1.25
Why did the man not finish the sentence when he saw Georgie?
1.25
Why did Georgie hold his breath and squeeze up his body?
111
Reorganization 2.1
Write down the letter for each of the following sentences and say whether they are true or false. a)
Alton told Georgie it was a good idea to use the short cut.
b)
Georgie came to a guinep tree laden with guinep.
c)
While George was in the tree he saw a donkey coming with a crocus bag on his back.
2.1
d)
The man with the donkey was rough and mean.
e)
After the man kicked at the devil, the dog went in the bushes.
f)
A guinep fell and hit the man but he did not even notice.
g)
Georgie saved Devil from the man.
Put each pair of words under the correct heading Adjective good, morning
came, slowly
ran, quickly
short, time
thick, bush
went, carefully
held, tightly
dark, cave
crocus, bag
eating, quietly
Noun
Verb
Adverb
looked, closely
Inferential Comprehension 3.1
What else could the author have told us about Georgie’s family?
3.1
What else could the author have told us about the man with the money?
112
3.2
What can we learn from the story about taking short cuts?
3.1
What can you learn from the story about the behaviour of animals?
3.3
What do you think would have happened if the man had seen Georgie in the guinep tree?
3.3
What do you think would have happened if the police had found the money?
3.3
What do you think would have happened if Georgie had laughed out when the donkey kicked the man?
3.4
How do you think Georgie’s feelings about taking short cuts changed from the time he left his brother to when the story ends?
3.4
How do you think the policemen’s feelings about Georgie’s story change from the time they got to the guinep tree to when they left?
3.5
Why do you think Georgie said the man was a duppy?
3.5
Why do you think Georgie’s father went to the police station?
3.6
Would you say that Georgie is brave or foolish? Why?
3.6
What kind of person would you say Georgie’s father is?
3.7
What do you think Georgie’s parents will do to him when he gets home?
3.7
Do you think Georgie will ever take short cuts again? Why?
3.8
Give in your own words the meaning of the following. “His heart nearly dropped out of his mouth.” “Devil came flying back.” “His heart turned over.”
3.8
What does father mean when he says, “I will deal with George later”?
3.8
What does Alton mean when he says you are “too hard ears”?
113
Evaluation 4.1
Could this be a true story? Why?
4.1
Do you think Duppies are real? Why?
4.3
How many of you have ever taken short cuts to go any where? What happened?
4.3
How many of you have ever gone in a cave? How does it feel?
4.4
What part of the story best describes how Georgie felt about the robber?
4.4
What is the most important thing Devil did in the story?
4.5
Should Georgie have left his brother and gone through the short-cut? Why?
4.5
Do you think Georgie’s father should have gone to the police after Georgie told him about the robber? Why?
Appreciation 5.1
What is the most exciting part of the story?
5.1
Which part of the story you find most amusing?
5.2
How did you feel when Georgie was in the cave and the man stepped out of the bushes?
5.2
How did you feel when Georgie was in the tree and the guinep dropped on the man?
5.2
Who would you rather have for a brother, Georgie or Alton? Why?
5.3
Why do you think the writer uses exclamation sign and capital letters in “Help, Devil! Help?”
5.4
How does the author let you know that Georgie was afraid when he heard the noise in the bushes?
114
5.4
Why does the author use the words ‘Tearing through the bushes like a wild elephant’, when Georgie was going home?
115
Reader:
Some of the World’s Great in Sports
Story Title:
“Muhammed Ali” (pp. 38 – 48)
Grade Level:
6
Literal Comprehension Recognition 1.11
Find the sentence on page 41 which tells which school Cassius Clay attended.
1.11
Find the paragraph on page 39 which tells that Cassius Clay changed his name.
1.12
Find the paragraph on page 39 which tells that Cassius Clay’s career as a boxer had begun.
1.12
Find the sentence on page 43 which tells which year he became the World Heavy Weight Boxer.
1.13
Number these sentences in the order in which they happen. _____ His speed and skill as a light heavyweight boxer amazed all those who saw him perform. _____Cassius went to Central High School but did not do as well in his school work as he was doing in the boxing ring. _____On the 12th November 1955, just six weeks after he had joined the gym, Cassius boxed in his first public amateur bout. _____ For six years Clay fought as an amateur boxer winning championship and titles and adding fame to his name.
116
1.13
Arrange these events in the order they happen. _____ He defeated the British Heavyweight and Commonwealth Champion. _____ He was defeated by Leon Spinks. _____ Cassius Clay boxed in his first amateur bout. _____ He fought the second best heavyweight boxer, Doug Jones. _____ He fought the famous World Heavyweight Champion Sonny Liston. _____ He lost his first professional fight to Joe Fraizer
1.14
Look at the pictures on pages 38 and 43. What difference can you see in the way Cassius looks?
1.14
Compare what happened in 1971 to what happened in 1976.
1.15
Find the sentence on page 41 which tells why Cassius brought glory and pride to the United States.
1.15
Find the paragraph on page 45 which tells why Cassius boxing licence and the World Heavyweight title were taken from him.
1.16
Find the sentence on page 45 which tells that Cassius got a lot of publicity.
1.16
Find the sentence on page 48 that suggests Ali was a determined man.
Recall 1.21
What is the name of the policeman?
1.21
Who did Ali fight to win the World Heavyweight title?
1.22
Why did the boys go to the policeman?
1.22
Why did Ali become the Heavyweight Champion of the world?
117
1.23
Name the boxer Ali defeated to become the greatest heavyweight boxer of all times.
1.23
Give the name of Cassius’s new religion
1.25
Why did Ali refuse to be drafted in the army?
1.25
Why did the policeman encourage the boys to go to the gym?
Recognition 2.1
Put each word under the correct heading. Noun
Verb
Adjective
heavyweight,
Pronoun
I,
stood,
amateur,
listened,
their,
Younger,
school,
ring,
who,
opponent,
Fame,
you,
tired,
speed,
his,
country,
treat,
2.3
What was the story about?
2.3
Give a summary of the fight between Cassius Clay and Sonny Liston.
2.4
Ali says he is the greatest boxer. Where could one look to find if this is true?
2.4
Where else could we look to find the life story of other great boxers?
Inferential Comprehension 3.1
What else could the author have told us about Ali’s early life?
3.1
What motivated Ali to become a professional boxer?
3.2
What lesson can we learn from the life of Muhammed Ali? 118
3.2
Ali stood up for what he believed and refused to be drafted in the army.
3.2
What lesson can we learn from this?
3.3
What do you think would have happened if Cassius and his brother had caught the boy who stole his bicycle?
3.3
What do you think would have happened to Ali’s boxing career if he had gone to the army?
3.4
How do you think Cassius’ feeling about boxing changed from the time he was in high school to when he won his first title fight?
3.4
How do you think Cassius feeling for his country, United States, changed after he was stripped of his titles?
3.5
What effect did Ali’s religion have on his boxing career?
3.5
Why do you think Ali became a Muslim?
3.6
Ali kept on saying he is the greatest. What kind of person do you think he is?
3.6
Give your opinion on the character of Ali.
3.7
After reading page 47, what do you think will happen to Ali.
3.7
How do you think the policeman featured in Ali’s career?
3.8
Explain what Ali meant when he said “Eat! Eat! Your words.” Give the meanings of these phrases used by the author. ‘back up his word’ ‘bad mouthing his opponents’
Evaluation 4.1
Can you identify someone with similar character to Ali?
4.1
Do you think this is a true story? Why?
119
4.1
Identify one statement of fact in the story.
4.1
The author says Ali will go down in history as the greatest boxer of all times. Do you agree? Why?
4.2
How many of you have ever watched a boxing match?
4.2
Tell about it.
4.3
What parts of the story emphasize Ali’s greatness?
4.3
What part of the story supports Ali when he says he is the greatest?
4.4
Should Muhammed have refused the draft? Why?
4.4
Should Muhammed have gone back to box after he was given a licence to fight again?
Appreciation 5.1
What part of the story do you find most interesting.
5.1
Do you find the story exciting? Why?
5.1
How did you feel when Muhammed was not allowed to fight?
5.1
When you read the lines of poetry Muhammed wrote how did you feel?
5.2
If you were Sonny Liston, how would you feel to be challenged by the world’s greatest boxer?
5.2
If you were a spectator at the ring side during the fight with Sony Liston, how would you feel?
5.3
Read page 44. How does the author make you feel that Ali is a better fighter than Liston.
5.3
How do you feel when you hear these words, “I am the greatest”?
120
Reader:
Crab Hunt and Other Stories
Story Title:
“Crab Hunt” (pp. 2 – 13)
Grade Level:
6
Literal Comprehension Recognition 1.11
Find the sentence on page 4 that tells what worries Alty.
1.11
Find the sentence on page 10 that tells what George did when the crocodile charged at him.
1.12
Find the sentence on page 2 that tells that the men were going crab hunting.
1.12
Find the sentence on page 6 that tells what George and the boys intend to do with the crab they catch.
1.13
Arrange these events in order of sequence. _____ In the darkness neither George or Eddie could see …. make a grimace. _____ There was silence for a while as they walked on. _____ They passed through Golden Grove and headed for the morass. _____ The boys gained confidence after George had spoken. _____ The crab swung its giant claws off the ground and pinched one of his fingers.
1.13
Arrange these sentences in order. George flung the branch as far as he could.
121
George dodged around the tree and escaped. George looked in the direction from which the whisper had come. George could see it clearly for by now the moon had risen. George, the only adult in the party, was in the lead. George passed the crab to him. 1.14
Write the sentence on page 6 that tells that the boys were no longer afraid after George spoke to them.
1.14
Read pages 4 and 7 and compare how Alty views crab catching.
1.14
Read pages 4 and 9. What difference do you see in the way Eddie view crocodile.
1.15
Find the paragraph on page 5 that tells why Eddie did not like the crocodile talk.
1.15
Find the sentence on page 7 that tells why Alty said he was not going to catch any more crabs.
1.16 1.16
Find the sentence that tells that Ali is boastful.
.
Find the sentence that tells that Alty was afraid.
Recall 1.21
Name the characters in the story.
1.21
Where did the story take place?
1.22
Why were George and the boys going out to catch crabs when it was raining?
1.22
What did Alty remember about Jamaican geography?
122
1.23
Give in order the instructions George gave Eddie to escape from the crocodile.
1.23
What did George do to escape from the crocodile?
1.24
How are Alty and Eddie alike?
1.24
How are George and Eddie different?
1.25
Why did the crocodile run after the branch George flung at him?
1.26
Why did Eddie shriek and jump up in the air?
2.1
Group these words according to the sound “ed” make.
t
2.1
gained
inquired
passed
folded
fetched
disappeared
asked
headed
grabbed
explained
walked
pinched
climbed
splashed
halted
moved
followed
seemed
d
ed
Put these pairs of words under the correct heading. Adjective
Nouns
day, night
complete, darkness
empty, bag
asked, breathlessly
scampered, swiftly
clumsy, reptile
swampy, ground
spoken, earnestly
Verbs
Adverbs
went, quietly 123
2.2
Make an outline of the map of Jamaica. Identify the parish of St. Thomas and put in Golden Grove.
2.2
Make a sketch of the path the boys took to catch crabs.
2.3
Tell how George and Eddie escaped from the crocodile.
2.3
Give a summary of what happened when Eddie saw the crocodile.
2.4
Where could you look to find out where Golden Grove is in St. Thomas?
2.4
Where could you look to find out how crocodiles behave?
Inferential Comprehension 3.1
What else could the author have told you about the boys?
3.1
What else could the author have told you about the behaviour of crocodiles?
3.1
What can we learn from this story?
3.1
Do you think crab hunting is a good activity for fun? Why?
3.2
What do you think would have happened if George had not deceived the crocodile?
3.2
What do you think would have happened to Eddie if George had run off and left him?
3.3
How do you think the boys’ attitude to crab hunting changed, from the time they left to go, to when they returned?
3.3
How do you think George’s feeling about the presence of crocodile change from the time he heard Eddie tell what he had read about crocodiles to when he saw the crocodile?
3.4
George said he could not leave Eddie. Why do you think he could not?
3.4
Why do you think George dropped the bag of crabs when he tried to escape from the crocodile?
124
3.5
What kind of person do you think George is?
3.5
Do you think Eddie was brave or a coward? Why?
3.6
Read page 13. What do you think will happen next?
3.6
Do you think the boys will go crab hunting again? Why?
3.7
What do you think is meant by “take to his heels”, “head-on collision” “feeling movement”?
Evaluation 4.1
Do you think this is a true story? Why?
4.1
Could George have deceived the crocodile and escaped the way he did?
4.2
Say whether these statements are facts or opinions. (a)
If you hold a crab from behind it cannot bite you.
(b)
There are no alligators in Jamaica.
(c)
The best time to catch crab is on rainy nights.
(d)
People always go crab hunting with torches.
(e)
St. Thomas is noted for crocodiles.
(f)
Crocodiles sometimes travel in pairs.
4.3
How many of you have ever seen a live crocodile? Tell about it.
4.3
Do you think there are alligators in Jamaica? How could you find out?
4.4
What part of the story best describes the kind of person George is?
4.4
What part of the story best describes the kind of person Alty is?
4.5
Do you think that Alty should have run away and left George and Eddie? Why?
4.5
Should the boys have run away and left the bag of crabs?
125
Appreciation 5.1
What part of the story do you find most interesting?
5.1
Who do you like better, Alty or Eddie? Why?
5.2
How did you feel when Eddie was making his escape from the crocodile?
5.2
How did you feel when Eddie came face to face with the crocodile?
5.4
How does the author let you know that George was a caring person?
5.4
How does the author let you know that the boys were enjoying catching the crabs?
126
Reader:
The Prize – Back To School
Story Title:
“Back To School” (Pages 2 – 17)
Grade
6
Literal Comprehension Recognition 1.11
Find the sentence, which tells the number of children Mrs Brown has.
1.11
Find the sentence, which tells what problem Errol had.
1.12
Find the sentence on page 19, which tells how old Errol is.
1.12
Find the sentence on page 18, which tells you who Mr Lee is.
1.13
Number these sentences in the order they come in the story. -----The man asked Errol to keep his voice down. -----The driver asked Mr. Lee where they were having the film show. ----- Mrs. Brown made coconut drops and pudding for the people to eat. ----- Mr. Lee and Errol planned a film show to raise money.
1.13
Place these in the order, which they happen in the story. ----- The doctor examined Errol’s ears. -----Errol and Mr. Lee drove from Content Valley to Kingston. -----The doctor told Mr. Lee and Errol that Errol’s eardrum was not working. -----.Mr. Lee said that he would take Errol to see a specialist.
1.14
Look at the pictures on pages 24and 27. What difference can you see in the way Errol looks?
1.14
Look at the pictures on pages 30 and 31. What differences can you see in the way Mr. Lee looks?
1.15
Find the sentence on page 30 which tells you why Mr. Lee, Mrs. Brown and Errol could not believe their ears.
1.15
Find the sentence on page 25, which tells you why Mr. Lee’s mouth suddenly dropped.
127
Recall 1.21
Who are the main characters in this story?
1.21
How much money did the doctor say Errol ‘s hearing aid would cost?
1.22
Why did Mr. Lee go to Errol’s house bright and early Tuesday morning?
1.22
Why was Mr. Lee surprised?
1.23
How did Mr. Lee know that Errol had a hearing problem?
1.23
How did Mr. Lee know that Errol was a bright boy?
1.24
How are Mr. Lee and Errol alike while the doctor was explaining what was the problem with Errol’s ears?
1.24
How are Mr. Lee and Errol different when the doctor shows them the hearing Aid ?
1.25
Why did Mrs. Brown ask, “Speak to me, Sir, what business do you have with me?”
1.25
Why did Mr. Lee want to speak with Mrs Brown?
Reorganization Put these words under the correct heading: Proper Nouns or Common Nouns 2.1
Mrs. Brown, Mr. Lee, Errol, doctor, principal, car, house, Content Valley School, children mother Kingston,
2.1
Put these words under the proper heading: People
Place
Things
Content Valley, Mr. Lee, coconut. Drops, ginger beer, Grove, village, driver, film show, Errol, doctor, seat, bus. 2.2
Summarize in not more than a paragraph what the story is about.
2.2
Make a summary of the preparation that was made for the film show. (Not more than a paragraph).
128
2.3
Mrs. Brown says, “As for Errol there is really no hope and half the time he goes on like he doesn’t even hears me” Where could she go to find out if Errol was having a hearing problem?
2.4
Errol said, “Mr. Lee! I have a good idea. What about a film show at school?” Where else could Mr. Lee and Errol have planned to have the show?
Inferential 3.1
What else could the author have told us about the film show?
3.1
What else could the author have told us about Errol’s family?
3.2
What can we learn from this story?
3.2
What can we learn from Mr. Lee as a Principal?
3.3
If the Principal had not tried to help Errol with his problem, what do you think would have happen to Errol?
3.3
If the doctor had not helped Errol by reducing the cost of the hearing aid through assistance from the hospital, how do you think the money would have been raised?
3.4
How do you think Mrs. Brown feels about Errol now as against the time when she did not know his problem?
3.4
How do you think Errol feels now that he can hear well?
3.5
Why do you think Mr. Brown was so willing to assist with the film show?
3.5
Why do you think Mr. Lee was able to find out that Errol had a hearing problem before his mother did?
3.6
What kind of mother do you think Mrs. Brown is?
3.6
What kind of person do you think Errol is?
3.7
Read the second paragraph on page 19. What do you think will happen after this conversation between Mr. Lee and Mrs. Brown?
3.7
Read page 21. Say what you think will happen next?
3.8
What does the author mean when he says, “That’s a good joke?”
3.8
What does the author mean when he says, “Errol, Mr. Lee and Mrs. Brown could not believe their ears?”
129
Evaluation 4.1
Could this story really happen?
4.1
Could this story be true?
4.3
How many of you have ever seen or read of a person who had a hearing problem?
4.3
How many of you ever read about deafness or seen a deaf person trying to hear what someone else is saying?
4.4
What part of the story best tells the person who had the most work in preparation for the film show?
4.4
What part of the story best tells about how Mr. Lee felt about Errol?
4.5
Should Mr. Lee have been so caring towards Errol? Tell why?
4.5
Should Mrs. Brown have treated Mr. Lee so badly when he visited her house? Explain why?
Appreciation 5.1
What part of the story did you find most interesting?
5.1
What part of the story did you not like? Say why?
5.2
How did you feel when Mrs. Brown said, ‘ Speak to me, Sir what business do you have with me. I am a busy woman and I don’t have much for me to talk”
5.2
How did you feel when the doctor told Errol he was going to take a good look at the inside of his ears?
5.3
Why do you think the author uses the word ‘wrong” twice in line 12 on page 18?
5.3
Why do you think the author said the people just “laughed and laughed?
5.4
How does the author make you know that the big man did not understand why Mrs. Brown, Mr. Lee and Errol were laughing when he asked Errol to keep his voice down?
5.4
What phrase on page 29 does the writer use to let you know that the preparation for the film show was about to change?
130
Reader:
A Dream Come True
Story Title:
“Keep Your Feet on the Ground” (Pages 2 – 10)
Grade:
6
Literal Comprehension Recognition 1.11
Find the sentence that tells you who Cissy lived with.
1.11
Find the sentence that tells you where Cissy lived.
1.12
Find the sentence on page 2 that tells you where Cissy enjoyed going?
1.13
Put the following sentences in the correct order in which they would come in the story. -----
Cissy decided that she would buy pigs.
-----
Cissy felt that the people would be amazed to see her in fine clothes.
-----
It was a lonely day when Cissy set out for the village with the pan of milk.
-----
Cissy planned to buy a hen.
-----
Cissy’s grandmother warned her about dreaming so much.
-----
Cissy said that her grandmother might decide to come and live on the new farm.
1.14
What was the difference between Cissy and her grandmother?
1.14
What are the differences between living in the mountain and living in the village?
1.15
Find the sentence that tells you why Cissie’s grandmother keeps reminding her to “keep her feet on the ground” and don’t lose her head.
131
Recall 1.21
Who are the main characters?
1.21
Where did the story take place?
1.22
Why is Cissie happy when there is a lot of grass?
1.22
Why did Cissy say she wanted to live in the village?
1.23
Cissy said “when I walk through the village in my fine clothes there are some things that will happen”. List them!
1.23
Cissie noticed the land was flat. What did she plan to do next?
1.24
What is the difference between Cissie and her grandmother?
1.24
What were the similarities of her dreams?
1.25
What caused Cissie to daydream a lot?
1.25
Did her daydreaming get her in trouble?
Re-organization 2.1
Put these words in alphabetical order: Factory, village, Cissy, rabbit, cocoa, pan. radio, eggs
2.1
Find the opposites of these words buy
bumpy
tame
sell
smooth
good
sad
wild
2.2
What is the story about?
2.2
Write a paragraph telling how you think Cissie’s grandmother felt about her.
2.3
Cissie daydreams about living in a village as a good place for her to live. Where could she find information?
Inference 3.1
What else could the author have told us about her grandmother?
3.1
What else could the author tell us about Cissie’s background?
3.2
What can you learn from the story? 132
3.2
Do you think it is a bad thing to daydream?
3.3
If the story had not ended here, what do you think would happen to Cissie?
3.4
Compare the differences in opportunities in living at the village as against living on a farm.
3.4
What are the similarities in living in the village as against living on the farm?
3.5
Why do you think grandmother kept reminding her about daydreaming?
3.5
What was the effect of Cissie’s daydreaming?
3.6
What kind of person do you think Cissie is?
3.6
What kind of person do you think Cissie’s grandmother was, to be warning her about daydreaming?
3.7
What do you think would happen to Cissie if her dreams came true?
3.7
What kind of relationship would Cissie have with the people in the village if her dreams came true?
3.8
What do you think grandmother meant when she said, “keep your feet on the ground and don’t lose your head.” What do you think grandmother meant when she says, “take care not to fly past your nest?”
Evaluation 4.1
Could this story be true?
4.1
What parts of this story do you think could really happen?
4.2
People often daydream about all the great things they would like to do. Have you ever done this? What are some of the great things you would like to do or like to be?
4.3
In your opinion, could Cissie make her dreams come true? What are some of the things she would have had to find out first?
4.4
What part of the story best tells us about how Cissy felt about living in the village?
4.4
What part of the story best tells us that Cissy was really a dreamer?
133
4.5
Do you think it was a bad thing for Cissy to be a daydreamer? Why do you say so?
4.6
Do you think we can get things only by daydreaming about them? Why do you say so?
Appreciation 5.1
What part of the story was most interesting to you? What part of the story was boring to you?
5.1
How did you feel when Cissy kept dreaming about living in the village?
5.2
How do you feel when the milk pan fell from her head?
5.2
How did the author let you know that daydreaming alone cannot make things work?
5.3
How does the author let you know that Cissy’s grandmother was wiser than she? Do you think that old people are often wiser than young people?
134
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