English|

rehension

3428 or the Ne
-907 curriculum!

sole) 4 One
 ~ KS2 English
somprehension
Targeted Question Book — Year 6

This Targeted Question Book from CGP is perfect for helping Year 6 pupils
develop their comprehension skills — and broaden their vocabularies.

It contains fifteen texts covering a wide range of authors and genres,

including fiction, non-fiction and poetry.

Each text is accompanied by a range of comprehension questions that

cover all the skills pupils will need for the new National Curriculum!

Don’t miss CGP’s Book Two for more Year 6 Comprehension practice!

Acknowledgements:
p.2: Text © Science Museum
p.4: © Louis Sachar, 1998, Holes, Bloomsbury Publishing Plc.
p.8: Article by Alexandra Sims © The Independent
p. 10: Reproduced with permission of Curtis Brown Ltd, London on behalf of The Beneficiaries of the Estate of Laurie Lee. Copyright © [Laurie Lee/ 1959]
p.|2: Article © copyright Guardian News & Media Ltd 2015
p.14: Autumn copyright © Adrian Henri 1991.
Reproduced by permission of the Estate of Adrian Henri c/o Rogers, Coleridge & White Ltd., Powis Mews, London W111 IJN
January by John Updike. Copyright © John Updike 1993, used by permission of The Wylie Agency (UK) Limited.
p.|6: Letters to Children by C.S. Lewis copyright © C.S. Lewis Pt. Ltd 1985. Extract reprinted by permission.
p.18: Extract from The Lord of the Rings: The Return of the King by J.R.R. Tolkien used by permission of the Tolkien Estate Limited
© The Tolkien Estate Limited 1937, 1965
p.20: Royal Archives / © Her Majesty Queen Elizabeth II 2015
p.26: | Can Jump Puddles by Alan Marshall, Australia June 2010. Reproduced with permission by Penguin Australia Pty Ltd.

Published by CGP ISBN: 978 | 78294 451 5

Editors: Alex Fairer, Rachel Grocott, Ceara Hayden, Catherine Heygate Printed by Elanders Ltd, Newcastle upon Tyne.
Consultants: Samantha Bensted, Amanda MacNaughton, Maxine Petrie Cover image and illustrations on pages |, 4, 10, 14, 18, 20, 24, 28, 32 © clipart.com

With thanks to Alison Griffin and Holly Poynton for the proofreading. ace heheh GP) 2015
With thanks to Laura Jakubowski for the copyright research.
L All rights reserved.

Photocopying this book is not permitted. Extra copies are available from CGP.
0800 1712712 * www.cgpbooks.co.uk
 Yer

30119 028 027 || ll

WI WJEHEGWE EG ww

VIG W WCET IMEIG BS ooo e es soccsccenecxcedoch sect cbesesinescrenscucierouteresonrsssoeersesouesvennnonsins 2

PR STUPIVCE
Non-fiction from http://antenna.sciencemuseum.org.uk

Fiction by Louis Sachar

eCPM MAR ERE AY ise oe. oc scacaccascatcacsvooeccuszodesnosasast0telvo

snsteoss onssasronnatershttcmeniiarortensh arreeee 6
Memoir by Daniel Tammet

Hostages to Handheld Devices 000... cccccceeseseeseneeseneesenseneneeneenenecaeeesseensensneeees 8

News article from The Independent

RACH aedEMER ENS aro occa ole asst oo scad eleven te toada teal Woes eteke esd ottantetvonttthe foamsanaeignanape 10
Autobiographical novel by Laurie Lee

DIVIDIC FOL RELAY SO AY 9 Lone. srcesces ccnpgeesespanpotcesocersetsaseantqednenetnegs snetsecauicsecncnsersuae 12

News article from The Guardian
steer I4
POGIMNS ADOUt SCASONSG......osc5c0e:5005ics000.500-p8esuseesnsnssznnserepusetovnsessseesswenessenasulmammigcaiee:
Poetry by Adrian Henri and John Updike LONDON BOROUGH OF
SUTTON
PEG CES PONG. S. LO@WIS .35.5.-0002--nccecs--seclnarerrepepseg eyecare 16
Non-fiction by C.S. Lewis ELLOS
30119 028 027 47 4
The Lord of the Rings.............----3-:---y.cscsa:4] Wckeprap aceon Goer 7 Penne 18
Classic fiction by J.R.R. Tolkien
ee a
Queen Victoria’s Diary ...................
zi
pence |ins lacs

Wren 20
Non-fiction by Queen Victoria

TE cong need a. 7 EE eae ee enna RE ope Gar nee AY CINE ORES a2

Classic poetry by Rudyard Kipling

U CS fe oe ehag sr
UiS SUA OAC
SUFee oy cde yoke deen Fines “a eder eee ay oe heg Re nee Vo
Myth by H.A. Guerber
Pee eeerena etes doses vile strona sldnsanero ince noche iotase hore toate AE 26
Autobiography by Alan Marshall

MY Ce aii gnOUGUE nag niteaadio aeaiRb BMG Bierce: 28

iho tidedeccescilee-casasesnesssess
Classic fiction by Jack London

ae sr ee ee Fe Bo hc, ese. HER NG as aces Bo aed SIT sane 30

Classic fiction by William Shakespeare

Change Your Journey to SCHOOL... ee eeeeeeseeeseeeseeeseeeseeeseeeneneaes 32

Write your own persuasive text
 An Interview with Nixie Labs

Nixie Labs, Inc. is an American company based in Silicon Valley in California. The team of
scientists and engineers at Nixie Labs is developing the world's first small, wearable camera
drone. In this interview, a computer scientist from Nixie Labs explains the project.

Floris Ernst is a computer scientist working on the Nixie drone’s flight

control systems. We asked him about the project and his work...

What are you making?

‘I'm helping to create Nixie, a wearable camera drone. Nixie will be portable, automatic
and help take spectacular pictures outdoors by automatically framing the user. | am
working on the motion sensors and algorithms to make Nixie fly smoothly and accurately.’

5 How did the Nixie project start?

‘Christoph, the inventor of Nixie, was inspired by the idea of a drone to help take photos
of exciting outdoor sports like rock climbing. It’s really hard to handle a camera while
hanging on to a cliff, but there’s potential for great pictures. Nixie could open up the sky
to amateur photographers.’

10 What makes this drone different?

‘Nixie is wearable! That makes it easy to transport and use anywhere. Most camera
drones are bulky and slow to set up, and require a dedicated pilot or GPS-mapped flight
plan. Nixie does one thing: take pictures of its owner. By automating this, we can refine
the design so anyone can use it confidently.’

15 Is it safe for people to use drones?

‘We're thinking a lot about safety. Automating its flight reduces pilot error. Nixie is small
and light so it won’t do major damage even if it crashes. But people will still need to think
carefully and be considerate to others before they launch a Nixie. | personally don’t like
the idea of drones flying around and peeking into every hole.’

20 How will Nixie be used?

‘We think Nixie will suit outdoor sportspeople, like rock climbers. But we've spoken to
people in firefighting, where a cheap, quick drone to help them see a new high angle of a
dangerous situation could help them a lot. Wearing a Nixie might also help locate people
in alpine rescue or other emergency situations.’

25 What’s next for the Nixie project?

‘There's a lot of work to do! We need to work out the best shape to make Nixie a
user-friendly wearable device. We're experimenting with how to control Nixie, such as
with smartphones or gestures. And we need to improve how accurately Nixie can return
to its owner once it’s taken its pictures. It will be a busy year.’

From http://antenna.sciencemuseum.org.uk

Year 6 — Targeted Comprehension © Not to be photocopied

G) ‘According to Floris Ernst, what "one thing" is Nixie designed to do?

POS o SoHE ESE HEHHHEHHEHHEHEHEHHHEEHHEHHESHHSSHHHHHSHESHESHHSHETHEHHHEEHEHEHTESHEHHETHHE EH THHHTHHESHEHHHEHSHHEHHHHHHEHE HHH SHH HHEHHEHH SHH HSH HSH EEE
1 mark

POPP ooo eH HEEHE HEHEHE EHH HH HEHEHE ESE EEHEHETHETHHTEHHSEHESESHHESESHHEHHEHHHEHHEHEEHEHEHSHHHHEHEHHEEHHEHHHHHHEHSH SH HSH EEE

POSSE HEHEHE ESE SEH EE HEHE SHEESH SHH EHH HEHEHE EEE EH HEE HHS HEHEHE THEEHHESHHEHHEHEHEHEHEHHEHHEHHHHHSH HSH HHTHEHEHHHEHHEHH HE HS EHEE HEE
1 mark

Pee eee reese SEES EERE EHSHETHS ETE ESE SEH SHEESH HEHEHE SHSHHETHHEHSHESHSEHSESHSHETESHHSSHHHEHSHESHEHHHHHH HTH OHHH HHH HSSHOHESEH SHEESH EEE

se
Cee e eee eee EES EEHEEHHETH EH HSE SHESHH SHE SHEESH ESHESHE SHEESH HESEHEHS HEHEHE EE HET HHOTHESHHHEHHESHESHHEHHHHH HHH HHH HEHEHE HEHEHE SHH TSO SHEE EHH EEE

eee eee eee sees SESE SOFTEST H THESES SS HEHHESH SHOES HHEH HEHEHE HEHEHE EHHHET HTH THES HSH HEHEHOHH HHH HHH HH HS EHHH HHH HSH HTH HSH SEH HEHE EOE
2 marks

ee eee eee EOE SHE SEE EEHSESHESHSES HSH SHE SHES E SHES HHESH HEHEHE SEHHESS TSH SHSEH OHH HE SHSHESHHSHHHTHEHEHSHHSHSHEH HEH HH HSH HEH HEHE SEHEEE

eee eee oOo HETHEHS EHS SEH SEH EH HSEHHESH EEE EHS HHH HESHSESSHSHSEETHEHEH EHH HSTHTHSHHSHSHHH HHH HEHHEHHHHSH HHH HSH SHH HHH HHEH HEHEHE HEHE HOES

eee eee eee EEE TEETH EHH EHHEHSHETHE HEHEHE SHH HHHEH HEH HEH EHH STEHT HHSHHHHHOHHHHHHHSH HHH HHH EHH HHH HHH HH SHH SHHSHSHSHHSHHHH HSH HEH HEE SOD

Pee eee rere eee eS HTH HEHE EHS EE EHETHEEHEH ESE EHHEHEHEHHESHSHEEHE HEHE HEHEHE HEHEHE HHH SHS HEHHH HHH SH EHHHE HEHEHE HH HHES HEHEHE HH HEE HEHEE OES

woe OOO eee HOHE HEHEHE HEHEHE EET H HEHEHE HHH HESS HEEHEHHEHEHHTHEHH HEHE SHEHHHHSHHSHEHHHHSHHHSHEHHHHHHHHSSHHSHSHESHESH HHH SHE HOH HHEED
2 marks

[.)
2 marks

Pee eee meee HHH HE THH HHH EEE EHH HET EESEESHEEEHEHEHEHTESEHEHHSHSHHH SESH HHHHHHHSHSHHHE SHH HHH HH SEH EE HS ES ESE EEE ES

Total
out of 10
Pe eee eee eee ee SSE SEHHEHEHSHSESHEEHSOE THES ESH HEHEHE EHEHESEHTEHSHEHHHHHE HE HHH HEH ES HEH ESET ESE EH EH EHH EHS HEB EH EHH EBE HE

© Not to be photocopied Year 6 — Targeted Gotcha ia

 Louis Sachar is an American author who has written many books for children. Holes is one of his
most popular novels. It tells the story of Stanley, a boy cursed with bad luck. Due to a series
of unfortunate events, Stanley finds himself at Camp Green Lake Juvenile Detention Centre...

There is no lake at Camp Green Lake. There once was a very large lake here, the
largest lake in Texas. That was over a hundred years ago. Now it is just a dry, flat
wasteland.
There used to be a town of Green Lake as well. The town shriveled and dried up
5 along with the lake, and the people who lived there.
During the summer the daytime temperature hovers around ninety-five degrees in
the shade—if you can find any shade. There’s not much shade in a big dry lake.
The only trees are two old oaks on the eastern edge of the “lake.” A hammock is
stretched between the two trees, and a log cabin stands behind that.
10 The campers are forbidden to lie in the hammock. It belongs to the Warden. The
Warden owns the shade.
Out on the lake, rattlesnakes and scorpions find shade under rocks and in the holes
dug by the campers.
Here’s a good rule to remember about rattlesnakes and scorpions: If you don’t
15 bother them, they won’t bother you.
Usually.
Being bitten by a scorpion or even a rattlesnake is not
the worst thing that can happen to you. You won’t die.
Usually.
20 Sometimes a camper will try to be bitten by a scorpion,
or even a small rattlesnake. Then he will get to spend a day
or two recovering in his tent, instead of having to dig a hole
out on the lake.
But you don’t want to be bitten by a yellow-spotted
25 lizard. That’s the worst thing that can happen to you. You
will die a slow and painful death.
Always.
If you get bitten by a yellow-spotted lizard, you might as
well go into the shade of the oak trees and lie in the hammock.
30 There is nothing anyone can do to you anymore.

An extract from Holes by Louis Sachar.

Year 6 — Targeted Comprehension © Not to be photocopied

a
 Over a century ago, Camp Green Lake was very different to the way it is now.
In what ways has the area changed over time?

HEE SESE EH HEHEHE ETE SHEE HEHEHE EH ETE E HEHEHE EESE HEHEHE EHH HEHEHE H HEHEHE HEHEHE HEHEHE SEH HHHHH ES ES EHH SHEE HEHEHE ETE E YS
PRP eee eee eee HHH

eee eee eee eee EEE HEHEHE SESE HE ESE SHEE E HHH HH EH HEHEHE HE HEHEHE SHEESH ESHEH HEHEHE HEE HEH HHEHEHHESHESHEE HEHEHE HH HEHE SEHSHEHHSSSEHHSSS
Pe eee

EESOSOSE TESTO SHES HHEHEHSEEHESEEHOHHHEOHHO HEE HEH HEE EHOSHSH SHOE EEST EH HSES EFOSC ESELEEHOBELEHEFLEOLESLSEH SSS
CORSE HEHEHE SHEEP

THOSE OS EHAESHRESH HHS OOOH ECHOCHHEHTHEECHHEEHHOHEEHESHEHEHEEHCTHELHHOHEMOS HHS EHSEOSEHHT HSH ORO HFOBSCESESOEFO LOOSE
POMPOM HHAHHET

cece acacesceabesia bee dbcece eee reese cica es aeeevate Se Be sewe ssc eee esis eS eadeldeiesaPesdsiciecvicic 6 ace dele tidoeciaiessicononcvece
2 marks

eb s 6.0)e 6)0)0/6) 6)o.0el8/e)e1e 6)mele © © © 61068101016 61616601610, 610 610 6180'S 019) 4 @)28) M8) 6:8: 8)0 '6(00/6018 018 01S (06) 6..6:18; MR Ae S16) O18) Ble le)S180) Sie 8 ALS eel
mie einielels e616) elete a6 ule «6

0)66-06 6.0 10.0 0:80 6 @,0)0. 6)0)060 6)0le 8) 'e\(eL 6 els ¢ 6 6.0),6 0/0! 616) Om eee ie a0 16)6)18 @ O09 6)8 Be S816) eee ee) ate
Siulainiet ale the sie) see winiarmiars ee 86) 0.44) 6.8.6.6.6.6 © 66) 0 0le leans -6 0p
2 marks

Sd ele le.s oe 00 s(n) Sle) .6'866 0.6 80'S 0 e/a 010 6168 0,001 4/0) 0)8:6)a) 0 8 a(e'6'e, o(e) 4 © ¢ 01e/8)6)9)\e1 8/0/0018 /0 Re, Sie C/G) Ee 6/6) SSS MMe Sie) 6)Si'9) 4)0)sei,
Siaainlatalmiateta aialeldie ee foleleslelainie6

e's ae 6's 6 e's O66 6 Of670's oFed 8's Sse 's eee wis 0 Sia a Gwe © C1elela1s 0S 1g"S'S" e ea) e tS Se SiR) V aS) 6 S/R O1W 8 OTSIST SS) soe BS iw6
Seta leas os aisteta siete e a'a.c eleldtale e e's uletele nie be

eel uve ele 6 © 6.5/0 618 80 0 6 eG 6 Ce @:0 e%e Oe NIG O'S SU CUTS @ 0'U OU 6 88 010 00 '8'e 60 Oe 6068 CIN 0 'SS 0 © Ble) 6 Uree eres 6 \4)5'6)s ee
Welelsto wele e816 6 eleld a's e¥e ele a6
nc eid v0 oo
2 marks

e's €.6 6 6)6 61016160 66 6/610 6)6. 6 000 @ 6 6 66,010 9:0 010 0.0.0.0 ov 0.0.0 m6 0.60 0.0 0.0.69 00 6.0 0.6 60.2 0.00.9 vie 9.0)0 0.0 8.0 C914 9/5 6 sf 6) 52 24,8 00 08 85 0
2 clalelelsle.e) ssa oldie 6061p

eo alale s\67601016 6/86 615 6 610 60 6 066 6 0.6.8 O10 0.8'6'0'0 0:6 0.0 6 SOC 06 O10 0 6 0.0,8 0 BO 6S 6 e.6 6.00 6 CCC 0's. 6 6 5:20 Cree Bee ee Cees e.8
wesla eis elelets isis ale late siele a eas

The boys at Camp Green Lake have been sent there as a punishment for bad behaviour.
Do you think digging holes on the lake is a suitable punishment? Explain your answer.

CO
6 8.6.5 © 20

KOS AE

@ Not to be photocopied
SESE
©1010 6.0016) © 10 © 60/0 216 O18 b 60

EHTTEEEEEETOCHEHESCEOCHHES
01016 6 00,0 6.016

EHH
0.6010 © 6 OCH

EETEHOHESESHHETHHOHEHEHHH
SSE OKO THEE SSC

EHSL
HOFF

SEES
ECHFCOCHECHES

EEE ESSE
SBE CELLO HOSES

HESSEOEEESEBEEEEEHOOCD
HH BOS ESO

Year 6 — Targeted Comprehension

OBES
OES

Total
out of 10
Bis
 Born on a Blue Day

This extract is from a book by Daniel Tammet called Born on a Blue Day. Daniel has savant
syndrome and a form of Asperger's syndrome. This means he is incredibly intelligent and has
an amazing memory, but he often has trouble interacting and communicating with others.

I was born on 31 January 1979 — a Wednesday. I know it was a Wednesday,

because the date is blue in my mind and Wednesdays are always blue, like the number
nine or the sound of loud voices arguing. I like my birth date, because of the way
I’m able to visualise most of the numbers in it as smooth and round shapes, similar to
5 pebbles on a beach. That’s because they are prime numbers: 31, 19, 197, 97, 79 and
1979 are all divisible only by themselves and one; I can recognise every prime up to
9973 by their ‘pebble-like’ quality. It’s just the way my brain works.
I have a rare condition known as savant syndrome, little known before its
portrayal by actor Dustin Hoffman in the Oscar-winning 1988 film Rain Man. Like.
10 Hoffman’s character, Raymond Babbitt, I have an almost obsessive need for order and
routine, which affects virtually every aspect of my life. For example, I eat exactly 45
grams of porridge for breakfast each morning; I weigh the bowl withan electronic
“scale to make sure. Then I count the number of items of clothing ’m-wearing before /
I leave my house. I get-anxiousifI. can’t
drink my cups of tea atthe same time each ~
15 day. Whenever I become too stressed and I can’t breathe properly, I close my eyes and
count. Thinking of numbers helps me to become calm again.
“Numbers are my friends and they are always around me: Each one is unique and “,
has its own personality. Eleven is friendly and five is loud, whereas four is both shy —
and quiet ~ it’s my favourite number, perhaps because it reminds me of myself. Some~
20 are big — 23, 667, 1179 — while others are small: 6, 13, 581. Some are beautiful, like
333, and some are ugly, like 289. To me, every number is special.
No matter where I go or what I’m doing, numbers are never far from my
thoughts. In an interview with chat show host David Letterman in New York, I
told David he looked like the number 117 — tall and lanky. Later outside, in the
25 appropriately numerically named Times Square, I gazed up at the towering skyscrapers .
and/felt surrounded by nines— the number I most associate with feelings of immensity.)
Scientists call my visual, emotional experience of numbers synaesthesia, a rare
neurological mixing of the senses, which most commonly results in the ability to see
alphabetical letters and/or numbers in colour. Mine is an unusual and complex type,
30 through which I see numbers as shapes, colours, textures and motions. The number
one, for example, is a brilliant and bright white, like someone shining a torch beam
into my eyes. Five is a clap of thunder or the sound of waves crashing against rocks.
Thirty-seven is lumpy like porridge, while eighty-nine reminds me of falling snow.

An extract from Born on a Blue Day by Daniel Tammet.

Year 6 — Targeted Comprehension @ Not to be photocopied

 What is a prime number? How is
-Daniel-able to recognise them?

Come meee eee reese ees er esses EEE E EEE E HEE HEHE HHS OHHH HEHEHE HEHEHE EHS HEHE EH HEHEHE HEH EE HHH HEHEHE HEHEHE HES HSEHE EHH EHH EH EHH HEHEHE HEHE YE

Pee mee eee reese eee Eee EEE ETH HEHE SHEE SEE SEE HEESEHHE HEHEHE HESS SESE EHEHEHEHHHHTHEHES OSES EEE HES HES ESE THESES E HEH HEH HEHEHE HEHEHE SEES
2 marks

Describe Daniel's morning-routine. What happens if he doesn't follow his regular routine?

eT ee SSSSTEHEEECHESCSTEHESHETHEEEEHHE EE TE SHES EH HES EHH SEE EEE ES HSH HSESEHES EH EH HSH S EHS ESHS HS HEHEHE HESE LOH EOS
Ce eee cere eee see

eee EHSL EHHESCEEEES HEE TETEETHEHEHE HEHEHE S HS HHSS HES EH ESEHE HEHEHE E HEHEHE HEHEHE TEBE S EB ES HEHE SEHELEEL OES
Cece reece dee eee

E6066 666666 e MSR EMSE SRST OHH SH EHH ESE MSOC EMTEEEEEH OOH DEE SHEE ESESKES EC TCHSETHOSOSESFOE LE SHCOCE LEASE HCO ®
60.6 6 OOS OO 66 OOOO
2 marks

Ue eels ele © © 610 o's Ole 670 6 616 Glee a's ud 610 6:06 © © 0.0 0.00 5 0 0 6.018 Bate diate OWE) 60 0 e/e'e'S'S © C0016 ONG 16 C196 O'S & 018 O's Ce Sele Sige oe 0
© 0 6 chalevetelltl e's alelelae a ate ee

6 0161616 6,606, 8 Bie 0 6.0, 6),6:0 6.0) 6 6:0 08's e106 6 6 6)Oe O18 6 OXaa Se)6 o Ea 6S oO O60 UCR SE ela Se Se Mele Wee Oe ee
aid ale waverw a!ara cis wel e 6406 618 ©6150) oe. s/e)e see's «@ Ge

6 0.0 00:4: 6B A)(86'6 € 00 0 0 6/0 6 6\0'0 00.0 010 6 0 u'S e002 08'S 0/0
a wlslelaluipleis aisleleis Slaléicle seed © 0 peice oleic. eleoie =,0lb's 6.0166 ¢ 0014 0 6 616. 'e\0:060'6.0' 08, 0:6 001.6 010: 0 00

d (line 26)?
by nines"
What does Daniel mean when he says he "felt surrounde

Ayal I cc aati tina c ite cedecesca cs ROVE QT OOD TARR SH AIONM A 25 5: }

What do you think it would be like to live with savant syndrome?

cee at can 99h SESE 5 LEE RI aE IL IPSS RII roe HY er aE —

NNR eto ef sds aag ries STIR ors cxedaset ss. .<e<o 00s sss RORABOD. 20... ain
j out of 10

© Not to be photocopied Year 6 — Targeted Comprehension

 Hostages to Handheld Devices

Mobile phones, tablets and computers are now so popular that some children spend more time
playing games on them than they do playing sports. Many people are worried that this is bad
for children's health. This article looks at children's attitudes towards technology and sport.

One in four children class playing video

games as “‘exercise’’, survey finds
23 per cent of young people surveyed 30 “technology plays heavily in the lives of
viewed playing video games as a form young people” this fondness for gadgets
of exercise raising fears that young should not be taken “as a sign of young
people are becoming “‘hostages to people’s closed-mindedness to other forms
handheld devices”. of social activity.”
One in four British children believe that The report concludes: “There is no resisting
playing video games is a form of exercise the march of technology. Policymakers can
according to a new report which warns that feel nostalgic for a time before the challenges
sport in schools is at a “critical crossroads”. new connected technologies have brought in
engaging young people, or they can harness
Youth Sport Trust, a national charity which
these technologies to their advantage.”
promotes physical education and sport,
warned that young people risk becoming “In order to get children active from a
“hostages to handheld devices” after young age, a more holistic approach* to PE
surveying |,000 children aged between five is needed, one which integrates technology
and 16. and the delivery of a seamless, intuitive and
digitally enhanced form of physical activity.”
The survey found that while three quarters
of children say they enjoy PE lessons and 40 Ali Oliver, Chief Executive of the Youth
per cent want to play more sport, 23 per Sport Trust who has worked in education
cent of children thought that “playing a type and sports development for 20 years, said:
of computer game with friends is a type of “| think that we’re starting to see changes in
exercise.” the way that primary schools are looking at
and thinking about PE and sport, to see it
The survey forms part of a study called “The
much more as part of the holistic education
Class of 2035”, which warns that PE lessans
of the child rather than a kind of bolt on,
in schools are crucial in order “to avoid a
extra-curricular programme which | think,
physically and socially disengaged future
if the investment continues, probably in
generation, over dependent on technology.”
the next two to four years, we will see an
It is suggested that schools should look increase in participation in primary schools
for ways to incorporate technology into as a result.”
sports lessons and explains that although

From www.independent.co.uk/
Glossary
a more holistic approach — a more rounded approach: |
SLT SAA EE SEES Ts Is SST am ae

Year 6 — Targeted Comprehension © Not to be photocopied

G) Do lines 1-5 present a positive or negative view of handheld devices? Explain your answer.

wleisier sree lelele rere e)0 e:'eeiu) ee Wie ereere a6 eels e's (6 eee eie/e'8'8'e S66 Cle ee ee oe Ce ew ee eee
pia laleialelle lenevetevele Tuleliala/dits laters sie (eValaln "eis aXe (Glo) aie e)le) 0)ele e/a e 0°00' Sie! es

0:0) slip e’pyelelerea)eleje"s sie Gee eae ela e(6je se) s dja 1s Wie Oe 6 e160 ¢\0)6\(0\'0) 60s" 0)6 0142 09), 9,09
rate (alate taleWuste: ie swin-lui'e,© aha tdusltnjalie ihtose @ lake bp. apelele.elevellesl@niialwlee [e00e)(6)(00e
2 marks

Find and copy an example of alliteration from lines 6-10.

Why do you think the authors of the report chose this phrase?

W018 616 © O16 680) 416: 018 00 0 00116 0.6/0) 6 416 61S 18)9618'S 19 0180) 8 2.8
Bialolatialaie ata sicis a o)6)k) 0 elu) ala bieie 6/0/41 Glace) Guei[b/ele: 010) 016 6:0.b 616 a Blas) e:0)0.0)/0 6)016'6' 6 F10/b:6 0.08 0:8 610 6180 a6

Minle 6 le)00:6 ole teleevee Sle 610 oes wale e 686 616, 8 A168 SU ONE 6 RICO OO O00 OAS 6.8/S STUyET OTe OU Owe Che OO 6 66) SFB S\01 e218 09). #
a iailali: oe nib eRNGhe 6:6 alalavalal bie 6.66! 6.6s) «60

6 010 0:06 0:06 0:6 010 6 8.0 0 6 8 010 6101016 6:0 8.060600 0:00 0 0 6.6.0.6 0 0.6 66.00 018)0'8 010 0.6 0.0 68 8
ea 0 6 « evaiGiaielela/alelalnialslalelevs 6c) ele alevalets efule( bie (c'c/e 00.0.0 6 0.66 6.0 006
2 marks

(3) The majority of children questioned for the study (circle one):

a. class video games as exercise _b. enjoy PE lessons _—_c._want to play more sport ~ |ax

(4) Summarise lines 31-34 in your own words.

SE ETT

0:0 0 €)68°s) 0,6: 80:0 19.0 06 10)6\6: eles U6 0.60 6/6 60)'0/0 09 6:6) 2 'ai0)e.0 6.06 81848) o,2,6). 0.0 0:\0'0'00, 0/50 Sew ee
le nlata laters eleleleleisievelelalw) ei .6 S10) = 6)0016619510, 0 elete (a0 a)08 06

(5) “the march of technology" in line 36 is an example of (circle one):

a. personification b. a metaphor c. onomatopoeia d. a simile laa

(6) In lines 41-45, which verb does the writer use that means "to include"?

AE6 6:8 Ae) Odd G00. 419 PSEO.9 RA OO) 0/8 OLE 6.018) QPS, 0)FAP Rie Rim BURP em (O06 OlOLe: SS. BiSis SYR C O0610.0 0:00:81 8u9is Be 0 O:8.0.18'0 88°08
aiigalra le 00.6 Laleipinleie Sadionni ele lela’ ain e614, Ga Cle Giele mee

Do you think Ali Oliver feels optimistic or pessimistic about |

the future of PE in primary schools? Explain your answer.

i
''s fn uso w (01016)0)'e 76!66 16)(0,1m)0/0) 660,810 '0)'6'0.0 1018, 0)\0'¢ 6 0S 0 US) S10 01080 0)0!0,0:6'8 0) 'e C0 Bae 6:8 Owetee's e909 Bielee™
Reatatatatetatate tetas ea cetetwin letpin late ie eile fateislers ss in elaine eo

/®)\e'¥, 06:6 (0\'e a,0 (6)0,016) 0''4)'6 0 00/0 eae o\6ite (ei8\s 0 5 0500 0 6 00 '8 e/a eeleiare ene ee /0'9' 08/0 0 '0 00/08
etattelibieiea ils (e/bi(a luila|'w’u'al’a)io (h(a tna Glels Xa\'efe/efe ielyae
Total
out of 10
©. eie CeCe a CED SSC SE RSS TESTO E HE CROCE BEES SO SCR ROOT EO CHC CRC LO Re
nip a fate colleieialeiete iaielisieialw aie le araleleletbisie ile le/s ip 6 'e-¢ Cleve.

@ Not to be photocopied : Year 6 — Targeted Comprehension

 Cider With Rosie

Cider With Rosie by Laurie Lee is an autobiographical novel, based on the author's own childhood. 7
It is set in the rural village of Slad in Gloucestershire. This extract is set just before the end of
World War One and describes the day Lee's family moved to Slad from the nearby town of Stroud.

I was set down from the carrier’s cart at the age

of three; and there with a sense of bewilderment and
terror my life in the village began. ;

The June grass, amongst which I stood, was

5 taller than I was, and I wept. I had never been so close
to grass before. It towered above me and all around
me, each blade tattooed with tiger-skins of sunlight.
It was knife-edged, dark, and a wicked green, thick as
a forest and alive with grasshoppers that chirped and
10 chattered and leapt through the air like monkeys.

‘hwas lost and didn’t know where to move. A tropic heat oozed up from the
ground;rank with sharp odours of roots and nettles. Snow-clouds of elder-blossom
banked in the sky, showering upon me the fumes and flakes of their sweet and giddy
suffocation. High overhead ran frenzied larks, screaming, as though the sky were
15 tearing apart.

For the first time in my life I was out of the sight of humans. For the first
time in my life I was alone in a world whose behaviour I could neither predict nor
fathom: a world of birds that squealed, of plants that stank, of insects that sprang
about without warning. I was lost and I did not expect to be found again. I put back
20 my head and howled, and the sun hit me smartly on the face, like a bully.

From this daylight nightmare I was awakened, as from many another, by the
appearance of my sisters. They came scrambling and calling up the steep rough
bank, and parting the long grass found me. Faces of rose, familiar, living; huge
shining faces hung up like shields between me and the sky; faces with grins and
25 white teeth (some broken) to be conjured up like genii with a howl, brushing off
terror with their broad scoldings and affection. They leaned over me — one, two,
three — their mouths smeared with red currants and their hands dripping with juice.

“There, there, it’s all fight, don’t you wail any more. Come down ’ome and
we’ ll stuff you with currants.”

30 And Marjorie, the eldest, lifted me into her long brown hair, and ran me
jogging down the path and through the steep rose-filled garden, and set me down
on the cottage doorstep, which was our home, though I couldn’t believe it.

An extract from Cider With Rosie by Laurie Lee.

Year 6 — Targeted Comprehension © Not to be photocopied

 17

G) Give two reasons why the narrator is afraid when he is standing in the grass.

Reen en We I eee dl
Ac nS Ate er CURETAL HAPS ISIE RIES RIC CnCICIO PCC) CPCHCT CRN RCETRTD BURTTET NTC RCTAYETECTa CUR SeTiC PEC UOT CWE CRE RCC Me

2 marks

016,6)07 6 16'0) 66161016 016 19:0) 6 'e'0'(6:16/16' 6101916: C10 016 60:01 9'0.01 0810) 6:6) 6/0 6 [88/09 6/o eee s Siac *.eisie.5isieie se
Pune cietarataretalelctateiaistalerataiacn/ sin ciaieisla/e/e/s1eisie! eeu s\e'8 1666) €)6\e 04

CRS Ce SCCM De RCM CMC UE RC Ea Cue SAC CS ICE CCR CWT OCB EAR aI a a
A PhO RCNCECACIOIO EC RIMIRIGIS Bi 6 GICID IG CICROICIOICIET CHOIR OICRO CROICIOOICICHCHOM i RUMNCRCHCIC

(3) a. Which of the following techniques does the narrator use to describe the sun
in line 20? Circle one.

a. onomatopoeia b. alliteration c. a simile d. repetition spat

b. What effect does this description of the sun have on the reader?

dete) ofFetele 6 pie Vey ee casigg < Siae ds SeveRye sss Ss.
aie courteous ote IR Ge alata eRe Uke oe ole Bee's alale jn lua els Sis pipiatale areje"eisisS lo eeine'e infec 0

2 marks

Do you find the narrator's description of the natural

world in lines 4-20 surprising? Explain your answer.

@ Not to be photocopied
eis eT wiaie\s! e/a len) s/s) caje)ela)e) wise (@ 6.0616 a\e © 0 ela ere fears crare 0)6)e)0:.6 9.0/0 €)0/8/e S e\9' se) ee.
Tale a (aiaiotel sin: a iniajaielelaidisls
e'R19 © Cle Sele eS ee C0 8 0/8

Year 6 — Targeted Comprehension

Total
out of 10
=
 Olympic Torch Relay, Day 52

In the seventy days before the start of the London 2012 Olympics, the Olympic torch made
an 8,000 mile journey around the British Isles. 8,000 people were lucky enough to carry the
torch for part of this journey. In this article, Matt King, one of the torchbearers, tells his story.

I'll be carrying the Olympic torch through Dunstable early on Monday morning, before
eight o’clock, so hopefully the weather will have improved. I’m massively looking
forward to it, of course.

I could never have foreseen how my life was going to pan out. Eight years ago I was
playing rugby league for the London Broncos colts side. We travelled to Halifax
one weekend, stayed overnight, and on Sunday I was paralysed from the neck down,
making a tackle. As I lay on the ground I knew straightaway what had happened to me
and, for a boy of 17, it was devastating.
I was in Stoke Mandeville hospital for nine months (the torch will visit Stoke
Mandeville, birthplace of the Paralympic Games in 1948, shortly after I’ve done my
leg of the relay) and found myself at a crossroads. I could either give up, or try to
rebuild my life. So I went back to school and finished my A-levels, then went to the
University of Hertfordshire, where I got a first-class degree in law. Now I work for a
City law firm, where I have a training contract, working with clients with spinal and
brain injuries. They are quite complicated cases and I can have empathy with them.
This has been a surreal month for me. A few weeks ago a very official-looking letter
dropped through my door box. It looked serious and | thought it may be about my tax.
It was from the prime minister’s office, telling me that I’d been given an OBE%. It
came out of the blue and is a tremendous honour; when I told my mum, she cried. The
honour was, I suppose, for my charity work with people with spinal injuries. But I’ve
not consciously looked for recognition. I’ve just tried in the last eight years since that
fateful day to live as normal life as possible.
I know I won’t be the last person to be paralysed in a sporting accident. It was a freak
incident, and no one’s fault — I don’t hold any grudges. I knew rugby had its risks,
but you just think that accident is going to happen to someone else. I still follow
rugby league and rugby union, though; in fact I got my RFU coaching badges after the
accident and went back to my old union club in Biggleswade to coach the youngsters.
They were great, but I found it tough as it emphasised what I couldn’t do anymore.
Today will be great, though: a once-in-a-lifetime opportunity, and recognition for my
family, friends and all those strangers who have helped me after those dark times in 2004.

Glossary
pecial award for outstanding services to the community
RSS LE NTeR BO SS aa REA ASRS ST SO TC IS OES SSO

Year 6 — Targeted Comprehension © Not to be photocopied

 13

CG) How did Matt rebuild his life after his accident?

:6)50)(0 MG \0.8):01.8189) 0);0) € 1a SR wie eysisierejserecereveserereieienela

Stet eee Tesi elena tal ein aialialalraiaicelaseceseipiraialeii/e) Raielele. 8/016) 10).0 (0)0L0\@\90)10 10(6(0/0 R800). 00 |p.0,01:0:,0, 0

6 000,010) 0)0 sijs\¢ a8 6\810 le 6.67048 0,6 8!8,0 00,0 '*1e 090,06 © Sueue Riel
Peay aiaiavarethveceiere! shale lesais,eielejateha/ mete oun, ©\einsejeis: ¥\e,0 nicislele «(6 (6)e\are).e) 6 © 106.6 (ejale.n¢)9) #10)8.6.0.0)

alW'. 6)0)0 16016 (sie 08) 816106) 616(6.4) odie m8 6 e)e)450\ 86m 80:0) 8re 810)e.\s si6)meie/e\seieie) Sie). Se SIRES ie ect
Fn lcra crete eter aietehala\ araielc elale/aleie/e erels aie(e(wierecera\@.c/ esse 616,06 e000

6 s\a1e)e e'ninieieisie) Wiss se’ 8 © 6.¥ 0/6 e1eieke Cee ele ese 8 0 0 eee ieS's) n)6
RUCHSI Ta aia ole stedelotale «elevaie ciate aialela ete lac Wie)'s: 0,eivileys aoe /eibleleiese(aie eS 'piel'ele/e(s sie eieie'e\ece 616'0)

CRC Aa a CCU UA hs eA a la Sl
ee oS ae ye ee BO © Se TB BP a ee a ee

ole 6a 8.0/0)©)6/0516 onelereveie rent, 040018 €le)6) ere) © se) OYearsiwie (s/o Sle ™ A>)S/ s)SiS See mao
ee eraroic eel ieteiabaietatc citiaretslclalerstetets ole 'slei'e’ eis pivieis elevolelele/ ele,o/ele\e\(o (ele) e eile
2 marks

(4) What does Matt mean by “that fateful day" in lines 21-227
Why do you think he describes it in this way?

Wa w.6 5116 0S, 816' 8's: Ses sialsia) an! aie) Sale ee ele eA URS. 2-8 elie ee eas SSS eS
ee AAS: relat aifalete @.#. e768 Simi KG, BIE.6:os wm Sime 616 66 0 SP e886. 6 416614. 6 Che 68/6. 65

Or ACM MCMCACE ICA AACR RSTT SI A aa IRTT el clic) Pda

oc seok PON arRPV I aR ORONO: SOR OR Se CEC Cr CCAS
2 marks

8 6:6 Oe 6S Sie Niele GNIS 00 Ne Slain mis) 68 88 See eS a Se SRS ee ee

Be ed bie ace eae Ud aie wee SO a OM Swe 6 COC RW 6006 06.8 80.8

6.0 0 00.0 6 6 glee Ra E a)Miele sei mie Sees Mies eee.) 5/50s Ssaieiass O88) Seis ls eee ewe
ea Sco. Gee Seale F206 OO EKG CCC AEN SOE O wD 60000 8 60 08S
2 marks

(6) Matt says he feltdevastated after his accident (line 8). Do you think he still feels this way?
Explain your answer.

”
6)sia)ehajais\G,eoimiuinislc @apr'are ©:4 s'6)6 6:09:06: 9'9\6\0 0)eieiaiia elo:e)'s)#).9 oe wisye ersieisiaisiesvoeunuevwon
Eero e tera eis aici eras istelale eleleveleilelic! ie/elelslais\el ec: 6'e/0 s)a\«©

MES 6 O68 RAK CC Ce HO Pelee 6.0.0 88 CSE CEOS Ow OEE SO eS eee meeCe Oe
ete taratei erate latalaiel area ala ale oie ATU Sialalalniciwie a,6 e1S S'S «0.9 vie eae
Total
out of 10
0.6 010 see Sinise ese CeCe Er Teer eeesececes ese
60ei0) c/o) 06 6 'eisie/eveleis\e6
Tenn Tieia ats aiatavalieieietalelsl ciate vislalsisiers 676 ee \e/< a0

@ Not to be photocopied Year 6 — Targeted Comprehension

 Poems about Seasons
a

Adrian Henri and John Updike were both born in 1932. Henri was a British poet and painter,
while Updike was an American poet and writer. They are both known for writing poems that
describe familiar scenes. In these poems, they use vivid language to bring the seasons to life.

Autumn

Season of conkers and fireworks

and mellow fruitfulness. New shoes,
and a coat that’s a bit too big,
to grow into next year. Blackberries
along the canal, white jungles
of frost on the window. Leaves
to kick all the way home,
the smell of bonfires,
stamping the ice on puddles
10 into crazy paving. The nights come in
early, and you can’t play out
after school. Soon
there’|l be tangerines in the shops,
in shiny paper like Christmas lights.

The little ones write letters to Santa Claus. January

The big ones laugh under the streetlights. The days are short,
The sun a spark,
Adrian Henri
Hung thin between
The dark and dark.

Fat snowy footsteps

Track the floor.
Milk bottles burst
Outside the door.

The river is
A frozen place
Held still beneath
The trees of lace.

The sky is low.

The wind is gray.
The radiator
Purrs all day.

John Updike
OT

Year 6 — Targeted Comprehension © Not to be photocopied

 1S

In January, the poet says in line 1 that the "days are short".
Which phrase from Autumn describes short days?

0.0 610.0 0060 6 efb 0 0 0 06 80 e100 60 ts Sele ele See asics shee cle eeeeecieise 000 0 .s.sie
Gieene cian Teme clelaiie) cle srt: 0) ell eile sie Slee eee vlc) s\eibiele ise selec obo 6 e166 b 0 Sts

0)6/0: 06-81 8/em

Eatateral ate aretaalaietaleteteratelarcicte seis lelsai¥Talalsislere evelee™@ «ae evn eelaieie 6 /ebs) e\(el(ei wke6ia\'s 9X0 6 b'6(6).0 0.6810. 810-6 © 6)0, 6)8)\6)\¢)'8/ 6819: 6)eie%e:a'4:(e'8):¢ 0 © Baie 0/0)\0, 0:0: 0

eve 0/010) 616s 616 16aKeie),0i eis) # 0/016) 6/6) 07,0,'8)16) «8:60! Sie)eieiie: e 16\eni miei Sie e168) 01So) eae Sea
Rote arerata ataie ovata laiutelietavave oftesie steve: sia) uiuie (alle/sitpieria) éiiei(ehain (elele(e'e.e\ejeieie sia [6)6

e.5. 808 * ee Sis Sie oS

See ea ark S)cialelic is eis = p CHRTRIse)6 arSiS\'si See SisLS[e(O\slieiit: a ne S10 6 Olas 67e 2)'n(0 Sila) S 6 v6 80/0/68 10,6 wuss W\8) 6'e6\ALe Rie Ale e eV lee M's ole S16 S:-59 8 a8.)

Why do you think the poet chose the verb "purrs" to describe
the sound of the radiator in line 16 of January?

ChCHCRC NCE CCH ECD SSCL aC SAK aS ONCE BCACEG ONY SON NOES ELE A 9A)
ADE R ARGS S.c05 CGO n CRB OID CIO OCI CICIOROW EC CLO EC SCA EE ORCRC TRC SOICBON HIM EC SOIC

ue CIC i, Ou TCR TT a UE a a aE ONO a a a ee kN NC i

AAA GAAG SO 2 Oic. IEOOD © BOS Ol. coe ONO ROR LACOSTE CHa On CR ER
2 marks

6.0 09. ¢6:.8/'S:0)6 (0\\ei0!.e) 190, 616 0/86) 8)8/e/e) ae) © 628 10) 56: 51S Skee ee ee oh eae
URTeT act aavete GNCMNaNs. eign ciate eharei¥%e|e' eTeatia lsha)0)eNe'a ole (6'.5; hele)ie)ia(e('s 1a\0\0)\0:'6 (8,10[e\\0\61616:

© Oe COG Mae Core CSS RES TS ES © Mee S08 BNET eee See a es
cialaiala chatter aren ete etaaa te brats cd @Uhetste Sd UsiGle esUla W ole dw ala wie e's © 0.6 W'S Ne

CCCI 2 OR A a ES dll nae ak te nah

Pee ee Wt EID SICA ue CA ACCME TORIC GNROUS BOe SeWD. BI ea uC

io
OG OS 0.9 C18 CieleeSirieen sie emeweiere se sis ceiseneeveucome:
ee eee areal ee eUe Me. Maret atenctn els) ¢ivieletaibySel sustie (6)2.000 eXe olen s,6 81616 010/s.0916(0.0,01.00 Clwiei6

HERA ICRTRCRCUDICHORE CRCHGR BC BCI kw ata Tek M CB Te a a A al

tah 7 Sher i Bois soit OLA
Total
emp

out of 10
FC Se C00 Vee Seeeeseececaeeevererseeerces o ee
Spee ieee aleietatal esajelaletaia alalalalievellaraleiolstolsleie:s) a)e.0 ae 0°0 e7a)ein 6 6.6100) 000/9) 6:00 e200

© Not to be photocopied Year 6 — Targeted Comprehension

 A Letter from C.S. Lewis

C.8. Lewis was a British author and academic. He wrote many books for children and adults.
His best-known children's books are The Chronicles of Narnia, a series of seven fantasy novels.
In this abridged version of his letter, Lewis offers one of his fans advice on how to write well.

26 June 1956

Dear Joan—

Thanks for your letter of the 3rd. You describe your Wonderful Night v. well. That
is, you describe the place and the people and the night and the feeling of it all, very
5 well — but not the thing itself — the setting but not the jewel. And no wonder!
Wordsworth often does just the same. His Prelude (you’re bound to read it about
10 years hence. Don’t try it now, or you’ll only spoil it for later reading) is full of
moments in which everything except the thing itself is described. If you become a
writer you’ll be trying to describe the thing all your life: and lucky if, out of dozens
10 __ of books, one or two sentences, just for a moment, come near to getting if across.
[el
What really matters is:—

1. Always try to use the language so as to make quite clear what you mean and
make sure your sentence couldn’t mean anything else.

2. Always prefer the plain direct word to the long, vague one. Don’t implement
15 promises, but keep them.

3. Never use abstract nouns when concrete ones will do. If you mean “More people
died” don’t say “Mortality rose.”

4. In writing. Don’t use adjectives which merely tell us how you want us to feel
about the thing you are describing. I mean, instead of telling us a thing was
20 “terrible,” describe it so that we’ll be terrified. Don’t say it was “delightful”;
make us say “delightful” when we’ve read the description. You see, all those
words (horrifying, wonderful, hideous, exquisite) are only like saying to your
readers, “Please will you do my job for me.”

5. Don’t use words too big for the subject. Don’t say “infinitely” when you
Zo mean “very”; otherwise you’ll have no word left when you want to talk about
something really infinite.

Thanks for the photos. You and Aslan both look v. well. I hope you’ll like your new
home.

With love,
30 yours

C.S. Lewis

Year 6 — Targeted Comprehension © Not to be photocopied

 17

a) What metaphor does Lewis use to comment on the way Joan described her "Wonderful Night"?

Pee e eee HEHEHE HESS ESET EHH EHH EHE EEE HEHEHE EHETH HE HEH HHESHESHHE SHEESH SHE HEHE SHHEHHHEHSH HHH HEHE HHH SHH HHH HH EHH HHH HHH THEE EE

(2) In your own words, explain why Lewis tells Joan not
to read Wordsworth's Prelude until she is older.

Pee e eee ESHEETS HEHEHE HEHEHE EHS EH ETH EHE SHOE HTHEEHEH EEE EHH SESH EHH SHHSHHHHHEHSHH HEHEHE SHS SHSHHEHE HTH SHE SHESHSHHEH OTOH ES

eee eee eee EHH H EE HEHEHE HEHE SHES HES HSH HSESHH HSE HETHSH THEO HHHHHHHHHHHE HHH HHH HESH SHH HH HSHHSHHH HH SHSHHEHHHEH HSE OS
2 marks

(3) Do you think Lewis finds describing "the thing itself" easy or difficult? Explain your answer.

Peer eseee reese ees esses eeeEFEeEeFEFEEEEEEEEE EH ESESEHEEHE ESE ES ESEE HE SES ESSE SESE HEHEHE EH SESH SESH ESSE ESSE HEHESEHE SEES E ESET EOS

COP AH OSES ESSE SESE EHOHHEEEEEHEHSEOEESE OMS OCC ECCESEECOCOEHESECOCHEH HOLES HSCOH OHO LEH S AHHH ESEEOSSE SESE SOLES HES EESESHESEHESEDSS

(4) In lines 12-13, Lewis advises Joan to avoid (circle one):

a. repetition b. contradictions c. exaggeration d. ambiguity SOTA. :

(5) What does this letter tell you about how you should use adjectives in your writing?

eee eee eee SSeS SESE EEEHTEHHE HEHEHE HETE SETHE EHHESHESEHH EH HETHHHHETHHHHE HEHEHE HEHEHE HEH HHH H THES HHO HHEHHSEHHSH SHH HS HEHEHE HSH HHH SHEE HEHE TEES

2 marks

y
elclcle ala sieisielsletae steve « 0 ee elelsicleldie « 610 0 Sb Clele le wo ees c ce OF SMSO READE SC SCSLCSR TOTS VED EES OSiceeoererenReeeeeeereceeaisiecisineeesaceenee

ROC HOSES SETHE SEACH EESHHR EC OSES HOSEA HCH ESOHHETCHHETO HEHE EHH HEHE HHEHH HOHE HOH EE SH HEE OHO BETO HOSELEEE HOE OES

Total
out of 10
POPC eH eee EHR HHH EEE EHH ERE HSE ESTES EEE SES EHH HOHE ESE EES EHH HEHEHE HS HEHEHE HEEES EHH HOSES ES ELEEH ESOS OES ETO

@ Not to be photocopied Year 6 — Targeted Comprehension

 The Lord of the Rings

The Lord of the Rings by J.R.R. Tolkien is one of the most popular novels ever written.
Approximately 150 million copies have been sold since it was published in the 1950s. In this
extract, Gandalf (a wizard) is travelling to the city of Minas Tirith with Pippin (a hobbit).

Pippin looked out from the shelter of Gandalf’s cloak. He wondered if he was
awake or still sleeping, still in the swift-moving dream in which he had been wrapped so
long since the great ride began. The dark world was rushing by and the wind sang loudly
in his ears. He could see nothing but the wheeling stars, and away to his right vast shadows
5 against the sky where the mountains of the South matched past. Sleepily he tried to
reckon the times and stages of their journey, but his memory was drowsy and uncertain.
There had been the first ride at terrible speed without a halt, and then in the dawn
he had seen a pale gleam of gold, and they had come to the silent town and the great
empty house on the hill. And hardly had they reached its shelter when the winged shadow
10 had passed over once again, and men wilted with fear. But Gandalf had spoken soft words
to him, and he had slept in a corner, tired but uneasy, dimly aware of comings and goings
and of men talking and Gandalf giving orders. And then again riding, riding in the night.
This was the second, no, the third night since he had looked in the Stone. And with that
hideous memory he woke fully, and shivered, and the noise of the wind became filled with
15 menacing voices.

A light kindled in the sky, a blaze of yellow fire behind dark barriers. Pippin
coweted back, afraid for a moment, wondering into what dreadful country Gandalf was
bearing him. He rubbed his eyes, and then he saw that it was the moon rising above the
eastern shadows, now almost at the full. So the night was not yet old and for hours the
20 dark journey would go on. He stirred and spoke.

‘Where ate we, Gandalf?’ he asked.

‘In the realm of Gondor,’ the wizard answered. “The land of Anérien is still passing by.’
There was a silence again for a while. Then, ‘What is that?’ cried Pippin suddenly,
clutching at Gandalf’s cloak. “Look! Fire, red fire! Are there dragons in this land? Look,
25 there is another!’

An extract from The Lord of the Rings: The Return of the King by J.R.R. Tolkien.

Year 6 — Targeted Comprehension © Not to be photocopied

 19

1) Find and copy an example of personification from the first paragraph.

Pee eee eee HOHE SESE SESHEHEEEHEE SHEESH ESSE HS ES HSH SE HELHEHES HOHE EEE HES ESE EHH HEHEHE HEHEHE HH ESE SHE HEHESE SEH HH ESH HEEB HEHEHE EEE LOO

HHO HHH HEHEHE ESSE EEE EEE EHH HOHE HEHEHE HEHEHE HEHEHE SESH HEHEHE EEE ES HHH EB EEE ES ESEHSE HEB EHB SOBEL ESE EEE
POP eee eee Hee Hee

Come cece eee eee esse ee ees ES SESE ESEEE EES ESH OE SESESES EH EEEHEEHHHSESESEHSH EHH E SESH SEES HEHSHEHESESHESESESEHESESESEES ESE L ESE OEE
2 marks

660 © 0 we a be 6 © 016 6)8 0 © 600,610) 0 00 616 8.6 (6)6 6:6 6:06.66 610 0 00 6.6 ae 0860) 66 (610180 6 6a 6 6:0 016) 616 6510) 5 6 0 6.0) 000 8 e10 @ 809) 6 2 2 188.6
win leipralal© 016 S1616 66.86 «601016

ble: €)elatele 4.6.0.0 Siehe o'er eGlel.4 Bid 6 6 efe:0 O10) 6 of.0 6 O88 6.016 O16 6070) 6 ONS BleLG Clee 1B ONOIS O10 60E OS CLONE C1O)T, CONTENDS SO SONS) COTES O80) ARTS S 6 a 8S 6.0)80R8
co cgale meld) bile) @ie e's edi

Od Bie 0 ele ele © 216.6 0 6)6 & 10/0! 0 050) 0 /6).6 (0.[0)6) 016) 6 10f6 0/00 0 6'010560, 66.6 CSD O,910)0, 9S) 8 0/6 B S1el61S C18) S19 6,C16) O10),4) 0.a)'0) MIS OM PEED Ce 0:0 Sle ge
© wie @ :Fiele.8 6 lustele nile 6 ele 4.615600

01086 0's Cis Cele Se) 0 plese) Sele) e's ss) 6 Rie a ee. 6 eisis ee ae
Eiolets wide ee atsletsiale nies! s/s, eles els ole cilelele o ete é\6'e 601s cle)e) 0,0) 5 s's)6 (6 6)s 16616 0,e sole s/a)6.0 n\n 6 9:0) 0)610) 0)e/S 06

SO TEM ECESHO EHEC ECR ECOH SS HOES MH MMSE SH SECEEHEHRETH HELE SEHHO CHOCO S REHM OOO SECC E HOOKER ECS OF EE AEH EEOC Oe
00.6 COs POET ETCH

siclalabel sls: Sievers ialelelald) aa o/s/e ip)ae 6.) 68. 616 6)66 610 (0 5)6b 0 B 0 06 6.0, 610) 0 66.66 0:6) 0/0 © 8 0)6 6:06:10) 0 0 66:60 616.6 6).0 © 00) 010) 00:6) 66.00 0/0 6 06/0 00 00) 80,0 0:0 0 90.0 018) 0)8).0'0 e)9:0
2 marks

SoM aTRRERErat els) Sidlalae seis) 6S) ecaletbleiSlere) Glee) ele 6 es

Slaihialaietelhinlalelals

@ Not to be photocopied
aluis(s ls Sh eiwiGlsieliu elele eels
coe

G16 6 eo6 e cee

6.06 a 616001616

CAS CH ESE
6.6.86

TOS TLS SEFC

SO COOH

COR HHRA
SH SHORES

SEH B EO
HEFCE

REH CORED
HOE HOCH

ECE HERR
EEC

GC
CO

HH
SO.

DES
08

SE

Year 6 — Targeted Comprehension

8 0 B10 6

HOR Ee
Total
out of 10
hs
 Queen Victoria’s Diary

Early in the morning on the 20* June 1837, King William IV of Great Britain died. He was
succeeded by his niece, Victoria, who was just 18 years old. Queen Victoria went on to reign
for 68 years. In this extract from her diary, Victoria describes the morning she became Queen.

Tuesday, 20 June 1837

I was awoke at 6 o’clock by Mamma, who told me that the Archbishop of Canterbury
and Lord Conyngham were here, and wished to see me. I got out of bed and went into
my sitting-room (only in my dressing-gown), and alone, and saw them. Lord Conyngham
5 (the Lord Chamberlain) then acquainted me that my poor Uncle, the King, was no more,
and had expired at 12 minutes p.2 this morning, and consequently that I am Queen. Lord
Conyngham knelt down and kissed my hand, at the same time delivering to me the official
announcement of the poor King’s demise. The Archbishop then told me that the Queen
was desirous that he should come and tell me the details of the last moments of my poor,
10 good Uncle; he said that he had directed his mind to religion, and had died in a perfectly
happy, quiet state of mind, and was quite prepared for his death. He added that the King’s
sufferings at the last were not very great but that there was a good deal of uneasiness.
Lord Conyngham, whom I charged to express my feelings of condolence and sorrow to
the poor Queen, returned directly to Windsor. I then went to my room and dressed. Since
15 it has pleased Providence to place me in this station, I shall do my utmost to fulfil my
duty towards my country; I am very young and perhaps in many, though not in all things,
inexperienced, but I am sure, that very few have more real good will and more real desire
to do what is fit and right than I have.
7 KK

At 9 came Lord Melbourne, whom I saw in my room, and of course quite alone as I shall
20 always do all my Ministers. He kissed my hand and I then acquainted him that it had long
been my intention to retain him and the rest of the present Ministry at the head of affairs,
and that it could not be inbetter hands than his. ... He then read to me the Declaration
which I was to read to the Council, which he wrote himself and which is a very fine one.
I then talked with him some little time longer after which he left me. ... I like him very
25. much and feel confidence in him. He is a very straightforward, honest, clever and good
man. I then wrote a letter to the Queen.
—

An extract from Queen Victoria’s diary.

Year 6 — Targeted Comprehension © Not to be photocopied

 2]

ff) What does the word "expired" (line 6) mean? Check your answer in a dictionary.

Pee eee eee Ooo HET H EHH HEE HEHE EHH EEE HEHEHE HHH HHESHHHHETHH HSH SHES EHH SEH EH HHH HHH HEHEHE HHH THEE HS HEH HES HSH HH HHS H THESE SHS HHHH SHEE
1 mark

COSHH SHO HSS EH SEE SE HEHEHE HEHEHE SEE EEE EEE EEE HEHEHE HEHEHE HEHEHE H HEHEHE SHEESH EHH EHH H HEHEHE HOHE SESH ESE SHE HE HEH HEHEHE EH EHO RE OE OOO e
1 mark

CESS HELA SES HOH SOS OS SEE HO SEMI ECOHEETESOCSCOHSCHEHOHSOCHHSEHSHH CEH EROS ETCH OCHS EOHO HHS LERSELB HS CECTECFC ES ES ESESB BESET EOCHOS
COPE H SESS ECHSES

06 0 0 6 Ueln eT OTe ce eee esreeceneseeHFFETeECE SEES HEHE OCH EHEHH OSHS HHL OHME LESH LS EBSEOC RTECS ETH HEHE EBS HSELS OHO Oe
eee cb ob oc 66 60 0 6 wt

Gelolote: visa ele.eo eielW alse elele cave 06. 0106 616 Uses (eee onal e/e 616 01016 016 15,10 [0 6.6 8 G16 016 0.61016 616 C10 lele) © © 0.6 O10 0 0.0/0 )0)6)60 sie eas efe epee OV © G0, 0\6i6 60610, 6 S106 alee 6 a
1 mark

elelee ele eee 070.0 0 6.618\060).6)6,9/ 08) 616) 6 (eu le 6 0/62 0Ve aleia €)e:e:0S 10:8 01616, F1O'S 61016 © O76 O16, 6 6.0 U {Ge B O1S'2.0. 0 E10: 00:0 0 0.6 00.0100 6.010 0100 a eae 0 6)0'8 0.0
ib op ww okie wieleleve. ea

-6)e. © 6 6.0.0.0 0 mie(e 0 6% ols Giale Um 0)ape (60 G.0.6'6 0 0 2 0.0 6 © 00 & SiMiehe 10 G10 6/6 6 Ca VRC GCOS ODES RET AOE GOR RES SOS S SC eRe see eee eeeeas
ate oeldia a uke cleieus

Oi Oi MCR Cut CMC TOMO ORC ROM RCC ce eC eC) a ee a ee a al i id

AOI rn a CEO NIC

SEC OTMEM RESO CE CEASE SIS CREROHER SHH TSSSCHSCECEEHSERHSOC HEHE EES H HES EETASS oO MERE EHH EERE ECC OCEDESSO BBO BER E LECCE OOS
CRM Se ASR SR MOE
2 marks

@) How do you think Victoria felt when she heard that she was Queen? Explain your answer.

Ka
6/01 jets eleie ele) oie au nie uc) (6 © 10:6 6 Sle bie(Die aise rere 19101 e'6i070 0 le\ereles Cie (ele '0:e'e'ea ee 06 0 (e 0 '8'e e\e/e(e (a 0lR 8/0 \s\e\e/E\ole
sliciiotutctateteteta tstw(éteeierste valu tn uiwilwis ie)'¢ oats ees

ee ce ee ese eceoeeee ee CoV eeee Hee eoe ee

aiallatelsitateratexele/éiele le(een a'eteteleleisielelere ielele's 6s 'ele lee e'ese' 6 0 lela) 6 010 e clenete vie ele eels ie eles cece

Total
out of 10
asian latavalstsid's bes bie'e's clalsis else cose see cic 0 6 0 09 6's)e 6 6 06 0701s 60 08 0'e Bee 0 006 ee Fee ee oe 00 0 6's 8000 8 6 OO 88008 Cle Cowes

© Not to be photocopied Year 6 — Targeted Comprehension

22

|
4
-

Rudyard Kipling wrote lots of books and poems for children, including The Jungle Book and the
Just So Stories. He wrote If— for his son, John. Although this poem was written more than
100 years ago, it is still very popular, and has even been voted the nation's favourite poem.

If you can keep your head when all about you

Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise:

If you can dream—and not make dreams your master;

10 If you can think—and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
15 Or watch the things you gave yout life to, broken,
And stoop and build ’em up with worn-out tools:

If you can make one heap of all your winnings

And tisk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
20 And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on!’

ie)On If you can talk with crowds and keep your virtue,
Or walk with Kings—nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
30 With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And—which is more—you'll be a Man, my son!

Rudyard Kipling

Year 6 — Targeted Comprehension © Not to be photocopied

 2S.

1) Is this poem written in the first, second or third person?

Pee e eT SEHR EHH HEHEHE HSSH SH HEHE SE HEHEHE HEHEHE HEHEHE EES HEHE EHTS EHSHH EHH HEHEHE HSE HEH HEHEHE HOH HHH SHEESH HHH HHH HEHE SESH HHH ESE ES
1 mark

PoP eee eee sete HEE eee SEETHER EHH EHH EEE HEHE HEHE EHEHE HEE EEHE EHH EE EHESEEESHHEHHEHEHEHHH HH EHH HS HHH HEHEHE EHS HHS HH SHEESH SEES
1 mark

(3) According to the poem, if people tell lies about you, you should (circle one):

a. tell lies b. stay calm c. trust yourself d. not tell lies 1 mark

(4) "If you can force your heart and nerve and sinew / To serve your turn long after
they are gone" (lines 21-22). Which word best sums up these lines?

a. arrogance b. perseverance c. self-confidence d. complacency

rs)
1 mark

(5) What do you think the word "virtue" (line 25) means? Check your answer in a dictionary.

eee Meee eee Soe SESESH HHS ES EO TEEE SEE ST HSE HOSES ESE SEHESHEHHSH EHH ESE SEES ESO HEHE SESH HEHEHE HEH HEHE SESE SHH EH ESE SESE SEO ES EES
lax
1 mark

(6) “the unforgiving minute” in line 29 is an example of (circle one):

a. a simile b. a metaphor c. personification d. onomatopoeia i

bce
mar’

Do you think it would be easy or difficult to treat "Triumph and Disaster"

“just the same" (lines 11-12)? Explain your answer.

eee ee eee reese eee EE EEHHHESHEEHE TE HEH HSE EHHEHET HEHE SESH HE HSH HHETHEHH HEHEHE HH HEHHHHHH HOHE HH HEHE HHT HHHESTHSHHH HHS HEHEHE HHT HEHEHE OE

eee ewe eee eee eee eee EEE EHEHESEHEEH ESSE HEHEHE EHET HEHEHE SHH EE HHEH HSH SSH HSHH SHES HH SHH HHH HEH HSH HHH HSS HEH HHH HHS HHH HEHEHE HEEB EOE

eee ee cee eee ee eee ESE SHEESH SHH EHH EE EE SESH HEE HESEHSEEESHE SHES HOESHES EHH SH SE HHS OES EHH SHES E SESE HHH HHH SEH ERE SM ESTES ES HSH SEES
2 marks

Total
out of 10

© Not to be photocopied Year 6 — Targeted Comprehension

 Theseus’s Adventures

Theseus was a great hero in Greek mythology. As a young man, he set out on the difficult and
_ dangerous journey from his birthplace, Troezen, to the Greek capital, Athens. He experienced
many adventures during his journey. This extract describes two of those adventures.

Theseus continued his journey in peace, until he came to the Isthmus of

Corinth, where two adventures awaited him. The first was with a cruel giant named
Sinis, nicknamed The Pine-bender, whose usual practice was to bend some huge pine
until its top touched the ground, and call to any unsuspecting passer-by to seize it and
5 lend him a helping hand for a moment. Then, as soon as the innocent stranger had
complied with his request, he would suddenly let go the pine, which, freed from his
gigantic grasp, sptang back to its upright position, and hurled the unfortunate traveler
way up in the air, to be dashed to pieces against the rocky mountain side.
Theseus, who had already heard of the giant’s
10 stratagem*, skillfully eluded the danger, and finally caused
Sinis to perish by the same cruel death which he had dealt
out to so many others.
In one place the Isthmus of Corinth was
exceedingly narrow, and the only practicable pathway led
15 along a rocky ledge, guarded by a robber named Sciron, who
forced all who tried to pass him to wash his feet. While the
traveler was thus engaged, and knelt in the narrow pathway
to do his bidding, he would suddenly raise his foot, kick him over the side, and hurl
him down into the sea below, where a huge tortoise was ever waiting with gaping jaws
20 to devour the victims.
Instead of yielding* to Sciron’s exactions*, Theseus drew his sword, and by his
determined bearing so terrified the robber, that he offered him a free passage. This
offer, however, did not satisfy Theseus, who said he would sheathe his sword only on
condition that Sciron performed for him the menial office* he had imposed upon so
25 many others. Sciron dared not refuse, and obeyed in fear and trembling; but he was
doomed never to molest* any one again, for Theseus kicked him over the precipice*,
into the breakers, where the tortoise feasted upon his remains with as keen a relish as
upon former victims.

An abridged extract from Myths of Greece and Rome by H.A. Guetbet.

Glossary
stratagem — trick exactions — demands molest — attack
yielding — giving in menial office — lowly task precipice — steep cliff

Year 6 — Targeted Comprehension © Not to be photocopied

 25

What do you think the word "eluded" (line 10) means? Check your answer in a dictionary.

ele Use Ne SUS WE SS CC O'S CMCC CCC CRC OCC RS USC Cee Ree eee eee OTe SO e eT Oe BeesE eRe neee
Siete teteNslalseluts/s ele'a a Slee e's se e's eleles Sela e's 6's Gs le ules ss

eee 8 ee P'S Ce SsOle ee Oa 66 CSCO CTE EOP SETAE CEH SEES OOCHOC ESE EERE OCHO OOOO 22 2 C'S SO COC 6 COR C1018
g atalchekavakaratoralerereGheleia Gears S's se alee bee

6160) © 01610 6:0 (016/01 6)5 16:06 6 0 6 0 0 0.6016 © 00/010) 6),010, 4 6 019 6 60/6, 64 010 09 9 49:98 6\8)0,0 0)0.ele9)8)0 2.8) 0
pidiateleleleliacalaleelala\e\6 cae 6.611610 6 ~ 9/6) 6)(0 (0 6:6 6010 © 0101.0) 0160106100100

ee) 6.0. 0.'010. 9 OF8 68 68 S18) 619) 68) em am Sm. wey A)ALOK
ale ate watelavelalatatere’ ele) e bla) eela\e.6.« 6)8 ia)eie6).6.eteTer els O.e)6 06.00 Gee. e'me iG\c eres ¢.6) 6:0 8.8 0'6 4:6: 00:0 Wn) 6)e) ©.0),9)'6:0)1@: 6)GiSKC)

6)0 [eih\e) eins te)eew 6.0) 0)6 6:6)6; 61.010 /8..6)/0:'0):0,06},6\0)/0).6'08) 6)0/0; 6 (0/6 (01.6: © 0).0) 6.8!'6) 8) 0/8) ve S806 ie Cleisie) Sis ss e°8 Sie SiS e
SVetaietale (ofelaleia! ua lslete.euie 6 16Sleielleiel eile eile/e:e)e/6).6/e(0\0) 66

[oft 0 0)0.0\ e096) 0 6)0 (6,6, 610 0 0.6.00 Pe 0.4.00 2)Ry66. 0.6)6C je 6.89 80.0 R900 0,8 6.60) 0.0/5.8) eye pesiaele © ©
wield Ga Glalacalcus Wa¥S oe pele aca ias 0)076)0) 00.0.8 s (ajelae.0 6.9)0' 0 a6" 6:00 600

How did &ciron feel when he was forced to wash Theseus's feet?
Why do you think he felt this way?

ala Stale ieie & ele erele tee Pastore ane leks: 066) ees Sele (eb! 8)6),6)'0, 8)6) a) (a\a e686 610 ©0161 0'0),0).0) 0)8'6 016) 6).0,6 C1010) C01 00 8 ORFS) nie e:6:0.600) 01.0) 6/8) 610 @/SiS//8/e).e) eee. 6 eis) 5.8) 885 6 6)0.eie

6) 6'e'e16'e &0.0 6 0 0 6 0)9 [6010 6 6:0 Ow ere ee lee ee @ 6 6 © > Oe ela Sle) ss) BYS)e\ aie ee ale Siegel eS 16)6)Vis) 9)Sieie ee
aialalcletaldieteollclviclslele/ ss eis WU bh iuleaele 8 a S/eb eae) es
2 marks

ic\0.00.6 00/00 Sieh 6 eoaieie 6c) e ola) a ete, Ge a.'0:4 8.0 O19 6 Ole se i0i8..5, 0 210 e655 90.0) 0)6.0 8,0.\0 .0:ole
leluintorsiclale.sie alee @\elelelmislere. @¢).010 016 (@ wines) els 6 6.016 016..0.0/4.0) 8106.06.00. 6

a
© ¢ 6.6) 6.4) 00:6 O15) 00:6) © 0'0)6 6:6 0).0)0) 6:96.08: 8,6):0) 0)0,08 0 0 0.0 856)0 00 89 OO. 0:86:02) BG BOE aS
eine areal alaieiele leila avmisieln alel sie (sle w(ele)s eGe.6)e 5)aeielel® a)8/6) 8)6:6 (e1e) a)6,0 :8)6 oe

6)4/8) 1.616) 6161610) 0)8:8) 06.06 0)84, 06 0.08 0 .6)6 0H) 0)0 00.0 O19 06 0.6: 0,00 0:0 0.6.0 00 0.0, 0:00.00) 0'9 0 00 0
aiatararannratwi wie alae 4.6) @.e mia) @)m.@ ais al(alaj@(6i6l 4/016) Ko
Total
out of 10
sale 088 6/00 816 606.0 C14 2.C'0 CC HASTE CELE CORERES AACR AE HRS THEE HEREC SSeS EMS HSeHE SH eee
Piaalainta araie sin leleinrale)s elem alelajele) aie) e 06)

@ Not to be photocopied Year 6 — Targeted Comprehension

 | Can Jump Puddles

Alan Marshall was born in a small town in southeastern Australia in 1902. As a child, he suffered
from Infantile Paralysis, also known as polio. This illness left Alan unable to walk without
crutches. In this extract, Alan describes how the people around him reacted when he fell ill.

I had not long started school when I contracted Infantile Paralysis. The epidemic
that began in Victoria in the early 1900s moved into the country districts from the more
populated areas, striking down children on isolated farms and in bush homes. I was the
only victim in Turalla, and the people for miles around heard of my illness with a feeling
5 of dread. They associated the word ‘Paralysis’ with idiocy, and the query ‘Have you heard
if his mind is affected?’ was asked from many a halted buggy’, the driver leaning over the
wheel for a yarn* with a friend met on the road.

For a few weeks the neighbours drove quickly past our house, looking hurriedly,
with a new interest, at the old picket fence, the unbroken colts* in the stockyard and
10 my tricycle lying on its side by the chaff house*. They called their children in earlier,
wrapped them more warmly and gazed at them anxiously when they coughed or sneezed.

‘It hits you like a blow from God,’ said Mr Carter, the baker, who believed that
this was so. He was the Superintendent of the Bible Class and proclaimed in his weekly
announcements, as he faced his pupils with a sombre look:

15 ‘Next Sunday morning at Divine Service the Rev. Walter Robertson, B.A., will offer
up prayers for the speedy recovery of this brave boy sorely stricken with a fell” disease.
A full attendance is requested.’

Father, after hearing of these words, stood in the street one day tugging at his
sandy moustache with a nervous, troubled hand, while he explained to Mr Carter just
20 how I happened to catch the disease.

‘They say you breathe the germ in,’ he said. ‘It’s just floating about in the air —
everywhere. You never know where it is. It must have been just floating past his nose
when he breathed in and that was the end of him. He went down like a pole~axed"
steer”. If he’d been breathing out when that germ passed he’d’ve been right.’

25 He paused, then added sadly, ‘Now you’re praying for him.’

An extract from I Can Jump Puddles by Alan Marshall.

Glossary

buggy — horse-drawn carriage yarn — chat colts — young male horses

chaff house — farm building —_fell — deadly pole-axed — stunned steer — young bull

Year 6 — Targeted Comprehension © Not to be photocopied

 Bx

Which word could the author have used in line 5 instead of "query"?

6 06 68 S15 SC SSN ec ee CSOT S HC UNS RCC CR OTH OKO CMHC OCC SO ORE CeCe CES ESO SEH CC OCH CC RESO 0
Sislelsie eretelululetelslo We Gtelele eee ces 0 0 6 6 6a be
1 mark

a. Which of the following words best describes the local community's response
to Alan's illness? Circle one.

a. happiness b. anger c. confusion d. curiosity 1 mark

b. Use evidence from the text to explain your answer to part a.

eee iale © 6.cSle.6 9)6 6.6 6 ales sie 0.0 0 0 0

&
aieieieiale Stetina) cla s'e a> Clalela ele a Si6Je.0 ole en cle 6.6 0:6 © 0160 0 0 ele elec bic)e ss wis © 6 60 606 6 0 ees Bale e)e 6 00 6 ee) s os p06: 6)6D
Gb

ave. BisIe\g 60s) oe a ef oop sue 6S) eTO (be (6 0b fe)E'S eTe''e 16,°S 10 eG) SR ele's b.66 CaS He eee /Gie/e 6p 00) Bane) oe CFs Se 8208S O18 0 68
ie wTu nila. o lle alteinlche FiRLAMEMG, SUOLeTs KeiSin’ vile, ee\e)S2eler pe
ue 2 marks

© 610) b/6)60100 670 0)6):6),016).6 618.6 e066: 016pB; 6 (0/16'6)10) 0 eee re!ehe)o.6:.0.0) 0:a0 8 ehalin Ee) a0) €:.0) 010):0% eS, SRLS Se
micieie alu ete’ sisieleieiale.eleiels mivlale! s eiwinegels e)elalald) a 6/6 else 0.0 6,6s

0 S/o) ee aki eie: Seles 6 .6)e10, Weis) e\s)08)0:9)5 29 = 2 2

lchalelktelets eieretetel eters terelnte oal ain isle e 0)6/ 6:0: 6,0) 0 lee) eTeTe. 6)816.0 Ole! 66 (6)0.0 ee. 810. 050.0) 0)8's)01 810.0: 0).8,.5 8/8 O10) S1EyE e010 ©

Do you think Alan's father felt optimistic or pessimistic about Alan's chances of recovery?
Explain your answer.

2 marks

The title of Alan's book is | Can Jump Puddles. What does this title suggest
about Alan's attitude towards his disability? Explain your answer.

"
CS Oa aN aa aa a ahi held
en NB Sa Os st A 6 cir ic oe" cin Cor TS SSC

| Total
out of 10
0\elei ele 610 (910; ale' 0/000 0)6%) 0%6"(00/686 Exe 10/00 (6/0 010 eis(e'e See1e eee C8 eee eae Bele ee a ele e
PUGHENeNGHalatatats isletats lelcle leis aistaliaielalalelate¥els Inlelis/e\s 0c

© Not to be photocopied Year 6 — Targeted Comprehension

 White Fang
fe

White Fang is a novel by the American author, Jack London. It is set in the Yukon Territory in
north-western Canada, and tells the story of a wild wolfdog called White Fang. In this extract,
White Fang is getting ready to escape from his first master, a native American called Grey Beaver.

In the fall of the year, when the days were shortening and the bite of the frost was
coming into the air, White Fang got his chance for liberty. For several days there had been
a great hubbub in the village. The summer camp was being dismantled, and the tribe, bag
and baggage, was preparing to go off to the fall hunting. White Fang watched it all with eager
5 eyes, and when the tepees began to come down and the canoes were loading at the bank, he
understood. Already the canoes were departing, and some had disappeared down the river.
Quite deliberately he determined
to stay behind. He waited his opportunity to
slink out of camp to the woods. Here, in the
10 running stream where ice was beginning to form,
he hid his trail. Then he crawled into the heart
of a dense thicket and waited. The time passed
by, and he slept intermittently for hours. Then
he was aroused by Grey Beaver’s voice calling
15 him by name. There were other voices. White Fang could hear Grey Beaver’s squaw taking
part in the search, and Mit-sah, who was Grey Beaver’s son.
White Fang trembled with fear, and though the impulse came to crawl out of his
hiding-place, he resisted it. After a time the voices died away, and some time after that he
crept out to enjoy the success of his undertaking. Darkness was coming on, and for a while
20 he played about among the trees, pleasuring in his freedom. Then, and quite suddenly, he
became aware of loneliness. He sat down to consider, listening to the silence of the forest
and perturbed by it. That nothing moved nor sounded, seemed ominous. He felt the lurking
of danger, unseen and unguessed. He was suspicious of the looming bulks of the trees
and of the dark shadows that might conceal all manner of perilous things.
PBS Then it was cold. Here was no warm side of a tepee against which to snuggle. The
frost was in his feet, and he kept lifting first one fore-foot and then the other. He curved his
bushy tail around to cover them, and at the same time he saw a vision. There was nothing
strange about it. Upon his inward sight was impressed a succession of memory-pictures.
He saw the camp again, the tepees, and the blaze of the fires. He heard the shrill voices of
30 the women, the gruff basses of the men, and the snarling of the dogs. He was hungry, and he
remembered pieces of meat and fish that had been thrown him. Here was no meat, nothing
but a threatening and inedible silence.

An extract from White Fang by Jack London.

Year 6 — Targeted Comprehension © Not to be photocopied

 we

1) In line 6, Jack London says White Fang "understood". What do you think he understood?

HEHEHE SOE OSH OHEEEEEE THEE HEE S EEE HE EEHEHHHE HEHEHE EE EE EESE EEE HE EHHEEES OSES H OLE SOS ESE S ELEN Oe
CCPC OT SHOE

EE HES HEHEHE HHT EEE ESESEHHEHEEEE EEE HEE HEHEHE SHEESH EET ETE ESE SESE SESE HEE HEE EH EEEEH HEHEHE HE HH ESE S OSE EEE ES
POP e meee eee eee eee

e ese esses eee eeEe sees SESFEEEEH TESS ESHHEHES HEHEHE ESEE EEE OSES EHES ESE EEE HEHEHE EHEESHE HHH HH SESE HSE HS ES EEO ES
Pee e meee eres eee

ses eE SESE ESeESEHEE EET HEHE HEHE HETES EHO HEHEHE SHEETS E SES ESHEHSHEH HEHEHE HHH ESE HESEH ESE EHH SHEESH H EEE EE EEE
Pome meee reese eee

‘ 0 20:00 2&2 000

a)ule ele.s w 616101616 660 616 60 656 0 Ge (6 6 © 's 40) 06 0)0)0 6 6 6 6 © 6 610.0 016 010 00:0 0.6 6.06 0 0 6:6 0.0 6 0 6 0 0.6.0 000.0. 6 2 6 610.0 6 0:6 6:80 5 0 6 O16 6:60) 6:4 010 815 O02

alolel ela etelel’ bis wa se 0000s 6 66 6 ee ela's bis 6 » atU, © 616 6:ee oe) a)6 ele 6 eres © O%e 6 Oale Nee Ome (ee Die CRTs 66" @ 6616 6 0:16 eTole Slee es eiele Se SIN STelSi0 |S Sic s\a/a\\s'a)0)e 6 e/6°

0!0.6101 OOK 6.6 '0)0 6 616''G\ a OO 6'R O80 0088S) 6.0) m 0)O's) 0 /8le Ce es sin iaie
Gleleaietetal wim aie eimielay ee, 6169166106 Os GLe\ole la)ee (elie © O06) ene) 6 940: 6)\0 ele) 616,06) 6)mie)\0 © ©)60\0 6.6 8 '0\6)'8) 610)'8 06

Sigile/siele eielsal arnold (elfeleiele) 0 6/)s.8 6 © 616 10/0/6.6) 8)ain 50'0\0 oleae e608 08 6 1016'S. 2 6,0)6/ 8/06) 06 Oe 010 060 0% 010).0 e180 8 0:6 0 6 0:0 6 6 80 0 0 0 O06 6.0 .0:0) 0,60) 6 5)4 © Bin) 00/9 a8) 0 Cie e1e
2 marks

6:6 B10, 016 O18 Om 0 016) 6 0180106 0.010 O/C Sao SRE CREF FCOHRC SHEL ETCH SARK O HES EHEC RCS ORO See
we 616 ©0668 Sew 6 © a © © 6.015 6 616 6 0.6 0.6 66.616 6.6.0 6.600.666

6)60:0 6:06:06. 6 0)0' 0)6.0 6 60 6 61010 84, BNO 80 060 06 0 O SUC Sih eae © ols alee 6 86610 6 6/6 0 60 0's, 00/0
slalale sis ee else elaine) ee.e e)6)\s 16106 6 018 10\8) 65.6 6.616 610.06. 6.610 686) 6)6.8
2 marks

%
6 00/¢.6.0'6.6 60 Bis Ulee esSipIO 16 6.0.0 8100 0)6.6.0 0.058 88) 6 S'e 0 .6.0:0'6 6 6.0 00.0.0 006 0. CF OE 6984. 01010 66.08 0 C00
RiRVGiaiateiatelniall (ela Siwiars Sls sles 6 ule) elels wiGhalle|@ (6 618)» 6 a 66

Sela + CESS SOS ECS SO se Ma SSCETSASCHSS ESS S SE CHSCEHO CL EH PSHE HSCHS SER ARSE ERE Te ASR CREO BETTE CTC OCH HAO R RO Re BBO Be
SCE

Total
out of 10
Pee eee meee eee eH RES EH COTE HEHEHE SHEESH SESE HE HEHEHE HEE HHS EHEESHHHES HEHEHE EEE E HEHEHE H OHH SESE SHES ES EEE EOS

© Not to be photocopied Year 6 — Targeted Comprehension

 Macbeth

William Shakespeare lived more than 400 years ago. Many people see him as the greatest writer
in the English language. Macbeth is one of Shakespeare's best-known plays. In this scene,
Macbeth and his friend Banquo are travelling to the town of Forres when they meet three witches.

Enter MACBETH and BANQUO.

MACBETH: So foul and fair a day | have not seen.
BANQUO: How far is’t called to Forres? What are these,
So withered and so wild in their attire”,
That look not like th’inhabitants o’th’earth, 5
And yet are on’t? Live you, or are you aught*
That man may question? You seem to understand me,
By each at once her choppy finger laying
Upon her skinny lips; you should be women,
And yet your beards forbid me to interpret 10
That you are so. 4
MACBETH: Speak if you can: what are you?
FIRST WITCH: All hail Macbeth! Hail to thee, Thane* of Glamis!

SECOND WITCH: _ All hail Macbeth! Hail to thee, Thane of Cawdor!

THIRD WITCH: All hail Macbeth that shalt be king hereafter! 15

BANQUO: Good sir, why do you start, and seem to fear
Things that do sound so fair? I’th’name of truth
Are ye fantastical*, or that indeed
Which outwardly ye show? My noble partner
You greet with present grace and great prediction 20
Of noble having and of royal hope,
That he seems rapt withal*. To me you speak not.
If you can look into the seeds of time
And say which grain will grow and which will not, ;
Speak then to me, who neither beg nor fear 25
Your favours nor your hate.
FIRST WITCH: Hail!
SECOND WITCH: © Hail!
THIRD WITCH: Hail!

An extract from Act |, Scene 3 of Macbeth by William Shakespeare.

Glossary

attire — clothes Thane — a person holding some of the King's land _ rapt withal — amazed
aught — anything fantastical — imaginary
SE TC EL RE TR a EF

Year 6 — Targeted Comprehension @ Not to be photocopied

 Sy

a) "not like th'inhabitants o'th'earth” (line 5). Three letters are missing from this phrase.
Rewrite it below, replacing the apostrophes with the appropriate letters.

Poe e eee SHEE ETE EHH HEHE EEHEESHE SHEESH ETS EH EEHHHEHS EEE THESE HHH THE EE HEH HEHEHE HEHEHE HEHEHE HHH HET HHH HHS HH HH HEHEHE HHH HEH HEHEHE HEE ES
(s
2 marks

Pee eee eee eH EEE HHH HEH HHEHEESESHEEHEEHEEEHEE HEHEHE HEHEEHHEEHEHEEH EEE SESH EH EHEEEHEHHEHEHHSHESHHEHEHE THE SHHEHHEHSHH HH SHHSEHSEHSHH HSE EE

POP e eee HHS HES HEHEHE EHH SHEESH EHH EEH SHE SEHE SE EEEEHTEHSEHEEEEEHESHEEHE SETHE SEHEHEHEHHEHHEEEHESHTHHEEHHEHESEHEHHESHHE HHS HESS H SHH HE EEE
2 marks

meee eee eee ease HnesoF eee eee E EEE ETH SEH EEE EHH TOTET HOHE TOT H ESE SESE HEHEHE EHH EH EH OTHEHSH HHH HHH HEHEHE HHH EH HSE HHH HHH EHH SHH E HEHEHE

wee e ed ee esses eee eeeeseseseeeseeeeesesesesereeEseEEEEETHEEESEETESE ETE HEHEHE THHHHSH HHS THESES H SHS HH SHEE HEHEHE HHEHEEHHE THEE SHE
1 mark

(4) What does line 16 tell you about Macbeth's reaction to

The Witches’ prophecy that he will become king?

6.6 .6.0.6:0.6/6616 a 0:0 6 © 0.0. 6.0:0 © 6 0.00 (618:0:0/6 06 010, 6 0 6 © 0:6 6160/00 0 6)0 6 00) 0 06'0) 0/66 e600 6.6.9010 0706/6 81/0/60 (6 80a 0,60/8/8616 i8\6) 88/9) e010) ©
Ris Glaie @18 6 (dm .6 ala .6)0 01e)s 4c

0.0 6 0 8 O60 06 6 8 00 0 0.0.6.0.6 0.0010 6:0. 00 6.0.00 6 6.06 0.00.0 00 0 80 Od v0 6s 80 06600000 FO OO ea S40 6006 0 O16 0 010 0 66 6 04 OS 8)8)s ssa 0 6 8/0
0105 6 a0 6 6.0 006 © 06
1 mark

(5) Find and copy a phrase from lines 16-21 which shows that
Banquo isn't sure whether The Witches are real or not.

Gistelalerels ale pie s(4diele aise) 06s 676 616 (8101 8 f 6,6 a,0:0 (6'.60):0).0).0(0-0' 6.186 GeO, 01.0) 6)0 0)6:66) 0 0)0).6 08:8) OO) Ole 816) 0)08a 6)6600/06 058 0/8 OTS) 0 (e)0O 18 80 Be 0.618 S (Ge O19) 8)8) e108 e)a elaiaie
S
1 mark

(6) "look into the seeds of time / And say which grain will grow" (lines 23-24).
This is an example of (circle one):

a. onomatopoeia b. personification c. a metaphor d. a simile

fe)
te,

@) Do you think Banquo is afraid of The Witches? Explain your answer.

NN mn FI TELS «1c icicysis «)6ieie aiorsislefeiaselelerd. 9 vi016 sie,eloieiSieroie; ¢:016i6)8 0:010.0,0[0\0)0i 9:0'4/ 8's elexe.sia.0 o\e:0.0/eieisie sisielsie.a\s)= Ee,
a
; Total
out of 10

@ Not to be photocopied Year 6 — Targeted Comprehension

 Change Your Journey to School

By now, you've had plenty of practice at reading texts and answering questions. Now it's time
to write your own text, think of some questions, and then swap with a friend.

Write a text that will persuade young people to walk or cycle to school rather than going by car.
You could include health and environmental benefits, and you should use really persuasive language.

1 Q.
'
iS
0
4 } 4 3

Year 6 — Targeted Comprehension © Not to be photocopied

 33
Now write some comprehension questions about your text in the turquoise boxes.

eee ee eses sess eseoeeeeeseeeeeeeeeeeeeeees ee eZ FEE FFE THE EHEEHEHEEHHETHEHHETHHTHET SETHE HEHEHE THEHHHTHESESEEEESETEHESEEHE EE EESD

2 marks

Pee e oe eo eee eee eee e ee SEHEEET EET HHS SHEESH EE HEHEHE HHEHEHSO SESH OE SHESHHETHSHHSEHEEHHESESHHESH SHS SHS HHS EHSHSEH ESSE THHTHSEHHEEE EEE SED

2 marks

TCT ee ee ee ee ee eee Ee me ir ir ir

2 marks

ge OE enema —-

Now swap with a friend. . Total

Can they answer your questions? Can you answer theirs? a
© Not to be photocopied _ Year 6 — Targeted Comprehension
O16 06
 CGP

The trick to doing well in usuO

ZSH
|
KS2 Comprehension is practice...
...and this brilliant CGP book is packed with all the practice Year 6 pupils will need!

e Fifteen varied texts including fiction, non-fiction and poetry...

By a range of well-known authors — from Shakespeare to the modern day

e Includes every type of question pupils will need to practise...

Inference, fact retrieval, use of language, open response... they’re all in here!
uols
— 912A
e Ideal for building comprehension skills and vocabulary...
We've covered the tough new National Curriculum requirements perfectly

And of course, CGP’s clear and friendly style makes learning as painless as possible ©

P.S. Looking for more Comprehension practice at the same difficulty level? Ai
Don’t miss CGP’s Year 6 Targeted Question Book Two! (978 178294 702 8) iis

f
uoh
YO0g
d—
—~c
i.

This side down

BN 978 1 il451

nicr
ere
SR
eo]
‘ae
¢

1782 |

UN
UN
E6CW21 £3.50
(Retail Price)
www.cgpbooks.co.uk