Table Of Content•
Comprehension
Louis Fidge
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Comprehension
Louis Fidge
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MACMILLAN FOUNDATION SKILLS
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Contents
Page
Unit 1
Thinking of others 6
Unit 2
The water cycle 8
Unit 3
The 'lost' treasure 10
Unit 4
On top of Africa 12
Unit 5
Theseus and the Minotaur 14
Unit 6
Pollution 16
Unit 7
Water pollution 18
Unit 8
How green are you? 21
Unit 9
How music came to the world 24
Unit 10
William Shakespeare 27
Unit 11
Making the right decision 30
Unit 12
The world with its countries 33
Unit 13
Endangered animals 35
Unit 14
How did I get here? 38
,
Unit 15
Hot deserts 41
Unit 16
Wha.le-hunting 44
Unit 17
In charge 47
Unit 18
The history of New York 50
Unit 19
The poachers 53
Unit 20
The Olympic Games 57
Glossary 61
1
Skills, Scope and Sequence
Unit 1 Thinking of others
Text Type Story with a moral
Text Level Setting and characterisation
Sentence Level Abstract nouns
Word Level Common word endings ar and or
Unit 2 The water cycle
Text Type Information in form of flow diagram
Text Level Features of diagram; Literal comprehension
Sentence Level Prepositions
Word Level Word endin g our
Unit 3 The 'lost' treasure
Text Type Information text (report)
Text Level Que stions (literal/inferential/evaluative)
Sentence Level Verb tenses - present/past/future
Word Level Common word endings sure and ture
Unit 4 On top of Africa
Text Type Biographical account
Text Level Questions (lite ral/i nferential/evaIuative)
Sentence Level Subject/verb/object
Wo rd Level Spelling strategies for difficult words
Unit 5 Theseus and the Minotuar
Text Type Greek legend
Text Level Questions (Iiteral/i nferential/ appreciative/evalua tive)
Sentence Level Compound sentences
Word Level Synonyms
Unit 6 Pollution
Text Type Poem with a moral in form of a conversat ion
Text Level Features of poem; Questions
Sentence Level Positive and negative sentences
• Word Level Commo n word ending tion
Unit 7 Water pollution
Text Type Non -fiction information text (report)
Text Level Questions (literal/inferential)
Sentence Level Pronouns
Word Level Common word endin gs ary, ery and ory
Unit 8 How green are you?
Text Type Information text (report/checklist)
Text Level Questions (literal/inferential)
Sentence Level Imperative verbs in commands
Word Level Common word endings sion and ssion
Unit 9 How music came to the world
Text Type Traditional story (from South America)
Text Level Que stions (literal/inferential/appreciative)
Sentence Level Conjunctions
Word Level Study way sound of vowels following w is be affected
Unit 10 William Shakespeare
Text Type Autobiography
Text Level Cloze procedure
Sentence Level Composing endings to compound sentences
Word Level Study of words in which i sounds like ee
2
Unit 11 Making the right decision
Text Type Play based on English legend
Text Level Sequencing
Sentence Level Adjectives; Abstract nouns
Word Level Homophones
Unit 12 The world with its countries
Text Type Poem with a moral message
Text Level Features of the poem ; Questions
Sentence Level Possessive pronouns
Word Level Words with the same letter pattern but different pronunciation
Unit 13 Endangered animals
Text Type Presentation of information in chart-form
Text Level Literal comprehension ; Features of text
Sentence Level Sentences and phrases
Word Level Prefixes ex and mis
Unit 14 How did I get here?
Text Type Mystery story
Text Level Questions (literal/inferential)
Sentence Level Speech marks (direct speech)
Word Level Common word endings ance and ence
Unit 15 Hot deserts
Text Type Information text (non-chronolgical report)
Text Level Features of text; Questions
Sentence Level Singular and plurals
Word Level " Root words
Unit 16 Whale-hunting
Text Type Information text/poem with a moral issue
Text Level Questio ns (Iiteral/i nferential/appreciative)
Sentence Level Using awareness of grammar to complete sentences
Word Level Common word endin g ise
Unit 17 In charge
Text Type Adventure
Text Level Literal , inferential and evaluative comprehension
Sentence Level Punctuation
Word Level Spelling rule - i before e
Unit 18 The history of New York
Text Type Chronological report
Text Level Questions (literal/inferential)
Sentence Level Types of sentences
Word Level Proverbs
Unit 19 The poachers
Text Type Story raising moral issue
Text Level Literal , inferential and evaluative comprehension
Sentence Level Identifying verbs and adverbs
Word Level Common word endings ous and ious
Unit 20 The Olympic Games
Text Type Information text (report)
Text Level Questions (true or false)
Sentence Level Parts of speech (general)
Word Level Letter patterns ci and ti making a sh sound
3
Teacher's Notes
Introduction to the series
The texts
Each book in the series introduces pupils to a wide range of culturally appropriate text
types, including fiction, poetry and non-fiction. The books are carefully graded according
to readability and are incremental in difficulty. The books provide a valuable complement
to any other resources or series currently being used. The fact that each unit is structured
in the same way makes the books accessible and easy to use.
The related activities
The related activities support the development of essential reading skills, at Text Level,
encouraging pupils to read at different levels including literal, inferential and evaluative
comprehension skills. The stimulus passages are also used to help pupils develop skills at
Sentence Level (grammar and punctuation) and Word Level (spelling and vocabulary).
The Skills Scope and Sequence Chart
The Skills, Scope and Sequence Chart (on pages 2-3) provides an immediate overview of
text types included and skills being developed at Text, Sentence and Word Level. This
chart is very helpful for plann ing purposes.
Using the books
To gain maximum benefit from the books, it is suggested that they are used
systematically, working through each unit one at a time, in the given order. However, the
books may also be used flexibly, selecting units as desired to complement other work
being done in class.
Tackling the texts
The stimulus texts may be tackled in a variety of ways. They could be used for shared
reading. This could take the form of the teacher reading the whole text to the class or
inviting different pupils to contribute as appropriate. Certain texts e.g. poems, provide an
ideal opportunity for whole class participation . Alternatively the pupils could be asked to
read the text silently or read it aloud in pairs or in groups. Whatever approach is used, to
make the most of each text it should be discussed to ensure pupils have a good grasp of
the literal meaning of the text and any vocabulary they may not have met before. The
related Text Level activities may initially be done as a class verbally to help pupils reflect
on the texts.
Tackling the related activities
The related activities at Text, Sentence and Word Level may be used systematically or
selectively as desired . However they are used, it is suggested that prior to working any
activity there is some discussion with the pupils to ensure they understand what is
required of them.
4
Teaching Features of the books
Units of work
There are 20 units of work (of either two, three or four pagesin length). Eachunit is
structured in the same way i.e. a stimulus text, followed by three different levels of
activities (Text, Sentence and Word Level) .
Text Level act iv ities Sentence Level activi ties
Unit numb er and title (a range of di fferent ia ted (Grammar or
comprehension tasks) p unctu ation tasks)
Thinking of others fu r teeu,
, Wh at is the 5l"ttil"g of the story (thc place where I .!.ppenedP
1 Yo.-'ho do Ali and his friends meet1
Think at ulm~ Woi)'t.you M.." . h" lpc-d ot hen kldlo Y. J wtat probl ems does the stranger h.a.vc1
n l\'(~ ....,f) once a man Iollktl .\ 11 who w.1\ llJI'dJm" homewith 111\ Irl,'ll\1 !"i WSohoyn darftde re aAclhi mpeerts othn e i ns trtahneg gerro. uspo moentl hy idnrgi nb .1 chuoplptpue!n ot'df waWteh radt wd"ay ~? i t?
Ihr ll ll~h ..IWI-dry "'/ld. It\\'.., Ihr !J:..Jllt><l lI10nthofth..SUl11nWI.On ll1t'll What kind thmg drd Ahdc tu thl.' st,.a.ngcr
.i.l.n..tdy hlha<u. ,.u mo emlaO IIW"~'''' ''H 'e"': 1.nUll ,C~dl .I td rnee) )(on;, Jo Ilnd 1r0a1g1s1. tth ile: -"n,.a sT nhtu' n1gf. "r y, IaINnd1 (l 'h["I l Ir ~)(llrf l Y 1• WWhhyy ddoid yAolui gteh ti nwk eAa~k ecra naendd twhee asktrear'n? ger IS brolher'?
io ' him. lilt,y ...."In llned h lllJ,~'" him ..dnnk ~ nd tll '1Unl Iot"d ,h"'lf , How did the m"nger rl.'?o)l' All's lund 551
jou rney .hlOuSI) l/'1f Vo.X11 to Whdt do you think we cart leotrn Ir me ~tory1
II wav IWI lon ~ 1~IOft the-v l()'1,l Iho l w.n. Th e' tun bral down e' Tn
hud.', The KlI'und I....,.llIlt moreundy ofnd du\,y. 1h" t,WH i["no ,In 'l) o.
vpnngvrn 'lJ{hl. rtWtC' were no W~h'l "'-~ Il ' Ill:.Jlb)'. "non Ih':l1 "'·'UCJ- bc-&4n
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slarlng "I htrn Hr Im IlH'tl l.U ~ lr lurn<'d10 I/ll" w.. ln ·c..rf '.., ..ml ,,11.110 him.
'(;I' l· mr wall"! 10 my prollll:I, th.' \lrilnlll"" The ~ 1r a n;:t' r d rank Al1~ ~h .r t' , C\filth ostI'of:OJ)PO\l.te-o f ..l.lI:t.-
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twhae1t 1e\)r!(r' aa{nn)l(do"\ ;'I.· '\,1Ih1. ylI\I 'lmIlV'!, eun .o\..rn ,l 1e1E r.. .D..t.hh< llYdllJalllIr:Ih'A aT lp id l~b',ryen H~a r1h n,alelp i Wdr"lCll1'.-l.l.ek 1 cd r1 \(aa' un1d d1 I .owl1:.e l.1.a.("hk t eddr o.r l)'' lAlll.l: ll~l a('' (' .]~. TTIlhhN ee'- '_!S1A,Uo\pt _p~tArsd W1oMf" l,_l 'lll~!'r(T&It_J i" ... ..uol 0n.1.d ' lt1eU0n0l l0knm.l!ed;
n
.II' IN' rtJbblir with _ _
one rlItl1nln .&;, Ih" 'triln"..rc.sllt:'d,\1110 1111 hu n 11"'".5 urue 1" 1(0·' up and iii Th~~ " __In chmtllrlA: mo unt.,n,
.w~lI III' 1i 1l0I l\I0 'It"1·" 1""~h ,1 l ~rnb .t; uknCcg "Jfr-J1u'l Idrt1lnu. uIr'Gn lko e o fi1tr ~ )oI u ~mr 'p nu ,' HW,c\ho1" \Iw.( W" \II\"d htn :IaI\l 'lwC.IH~ ) I' n .v ootu Iahrk on.'o m11. .-.u.. .ltde.r ,~r}I.i( \·\,\ ".iSllor unrJ, , )'1l0l0'0l 1k",1 10•'}1 f'TTh QhNo/it!.oo' nc~'o~ok ."M" d4h5l "MIC~.a i1"l nI" l__!W'lOlthO ___U f"U_ll'l' IfiiihwMtoo lr:n I~N"e -llY(JWn tt\e m~, ., her ~ Jt chr n
.l'h '\l. Tlw ~lJ,m.l:"'f u n ilottJ.. H(" pl(l<d
Ail up .Ind PUI hun on J u llW'l WO AO llVlL
·1allow mc,-he-old Al, ·, (11I;I1d"
rh('\" WJlkl'\l f ,.. Ie" laJOm" 'IY\. Wltl, IIwM ~ j" t.o S"'P" oIttOrdlns 10 I" 'I¥IX'lt.ndI"p h~r Q'I" 0.' .
Th~ Ih(', ' SI j'f'l'd In .'lOnhhnlcnt,
The ~uan r; h..d H'r a1d Aas
ll lltln...H l"1'4d It'd 111('111 1<1 '"
; I,n j,'
Glossary of Language Terms
AdJ' l lIY. ..." . oI!Ilf C1I.... ..... ~r>tlon@: N,S'U v.. N"I. t •• _..." """ I","
Text for reading and discussio n w""d ' It ,~ lT'O'e_r>.. l lo. 1">OU/l rump''' ..,...,.,."'....1 1'0 . 1\<)1+'., "'.
A ~ , c."" "'t.I~ " " 'fH'l#11r..
Word Level activities Aa..Cfr't,No:l".-OmIr"tbfr 't p l 1'.l<. -tI.t. ..."I...I',.P I Y(M'fDrO '.,n.I..I .~l r~.bI .-U r '.IPIn, f.~o',,Il~. Il".." ' l.ol. v.'._I.I• Iw 1'QI• f.. ~ dtn~9. ~~O. ~.' lI..lt.l.-
' -'.'.'.'c'nt~
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(spe lling and vocabulary tasks) Alp•,:nh"".l<",l.l)by.t. .<." ~!bl<,"fou'I 'ht"ll"ul , , o r.n I,. q,r :O,ld_I.I I" rtl' llPkC.l.l '.y. .It. . ".~..l.y..l. wl.r."..." ," ~,", ,, .f ." .. ..,~..,. .I." I '«1 1-MAA~tl. " (0Pro.0" oal.0l0 I'0l9.·"0p." "".0f'.I"."" .-v.1n'-I·.I .~.f 1lln1'l"oQ' <t!W o~""prnI' ' r'.. "·C.K l. .".-. ..o l .clo.!lo'.!.y ·.r." .'1 ...I.•'.n.I .I.•f..1.;•.. !w..m. ...vto'P1. Ol"I'lO.I . .ftO PIh '".I
I '
Cha~I~r "I.•.tf•.Q.O (.:O. .IP". \..."I .; ....f. . OI;I"+dC _!Io"lh "'..I Ilr'J.KlI O" .I't ." t ·. ..' .1.J ,.l, f'("\ ~lWI lfl4ft1'"t..I,. l.n ...., .p.~p'''\NI'1l: .'.U' (. ~!AA"rJf'lp ont"(l o 1,atOnMb(1(.1''"Ili ~'I,fI~.'"', ""," p(,HIl1,.i "."..p~0M.I . < (~1l" O'i\"O"''"" c ,. .Iu hulI.t"l Ill "\ "'al(f.tjl!I<l< I'tO 'l, "1."J 0'rCf,''.l'.t .l '~ , l' , •
Comm.,.,d A comm.lnd ,\ V,·" ...." ", .. ·. M O<)'IW ,I
Glossary Cop.n..e.l.,uc.0np::1oc tllC Ot "oll" 4U~A~ct_oan'ljIul n"t1C"1'fl 'g lo on r' .P.11 . u,l.o.Nn "'tol ObJl~tt"v<.~to "","l~ h~lb IK. 11t1.o .t Ff'(tIll- •.•,.., ."- p•o o• te ,r. .t...J tII'T" «t
This explains and givesexamples of key language f1I.:."..'.I..h..Y. Q~1'!"'"tI .~...,d . .,l \'. '.I.fl:'[Itl'lw'ond l. toQfI Op.p..o...._." t'O.p'p.. o·t\. UlIf1I"._" I~
.."'p,",...~
COlllr,Clior> • rOltI>.rUOO'I I, .,.tIp"""",, l"On' t .adt " f"yf
terms and concepts covered in the activities. The ~~ ' !1! ~" <I"tO _wort! by ~ 1 m.1 1f
1d1o"t'"\',t ,__ .il.I.IO.._.. 1 llr"l OloIi
hf.l..l..t l. .pn/o'tf '>tAl' Ip .; II .~,,«.•,• 1 p h.. f( f4l"o"O"""'f(>~' ....
Glossary may be used for teaching purpo ses or for Homophon. "olf>09h_" ~ ""tIt1h If<.l.f .JI!~
.-.0 lllt ....... !tt.t ... ... . " ·..... N Potm " pMm" . pooenool... III"" ' .
reference by pupil. Len.0~Il~~. 1.. N....' . o.o- t ~rP. !I".o'!u"I lt..t'. , tt.I.l1Jn. wjo'Im.)V '..o ., '' l. l'I"r:n''',t' ~ Ci'4 dI. r~ rl uk 1 o." '1c· '''1t'u '"'' . .'rl' pr'0o'. ~r' nn1'' .'.t' 1'mll\I I'"I''o '!''r"o"<C" l,.l\t.f; d"' I'.J ' >l . o ~ IP"Ot.,J.~_."rI fI"f.I_"lk\l Jld".Y'rol~I'r~ "lrf.' .-r,...".P-.~.f ' .0'. .'I "1..o p'.O,, ,l .l I. l.'",1K '.III.,l!,CO'"- ·~ .""ll"Ie ' 'II; .l"(,..._'~, ylf.t 1tph',e "., "tr~ ' "Il"'' m,I.!," ~'"'.p' 'o"., ll.~ .. 1.l'.I" '. t
5
Thinking of others
Think of some ways you have helped others today.
There was once a man called Ali who was travelling home with his friends
through a hot, dry land. It was the hottest month of the summer. On their
way they met a poor stranger, dressed in rags. He was hungry and thirsty
and had no money. He asked if he could join them. The travellers felt sorry
for him. They welcomed him, gave him a drink and continued their
journey through the desert.
It was not long before they lost their way. The sun beat down even
harder. The ground became more sandy and dusty. There were no rivers or
springs in sight. There were no water wells nearby. Soon their water began
to run out. The situation was bad. They decided that the only way to
survive was to ration the water that was left between them. Each day, each
person drank just one small cupful when they stopped for the night.
One evening, when it was Ali's turn to drink, he noticed the stranger
staring at him. He immediately turned to the water-carrier and said to him,
'Give my water to my brother, the stranger.' The stranger drank Ali's share
of the water, for he was very thirsty. Ali had nothing to drink.
The next day the same thing happened again. The stranger drank the
water and Ali had none. Day after day it happened and each day Ali gave
toe stranger his water. Each day Ali became weaker and weaker.
One morning, the stranger called Ali to tell him it was time to get up and
get on his camel. 'Get up, Ali. We are not far from water now. Soon you
will be able to drink as much water as you like,' he said. Ali's friends looked
at the stranger curiously. 'How do you
know we are not far from water?' they
asked. The stranger smiled. He picked
Ali up and put him on a camel.
'Follow me,' he told Ali's friends.
They walked for a few kilometres.
Then they stopped in astonishment.
The stranger had repaid Ali's
kindness. He had led them to an
oasis!
6
EXT LEVEL
1 What is the setting of the story (the place where it happened)?
2 Who do Ali and his "friends meet?
3 What problems does the stranger have?
4 Soon after Ali met the stranger. something bad happened. What was it?
5 Why did each person in the group only drink a cupful of water a day?
6 What kind thing did Ali do to the stranger?
7 Why do you think Ali called the stranger 'his brother'?
8 Why did Ali get weaker and weaker?
9 How did the stranger repay Ali's kindness?
10 What do you think we can learn from the story?
SE r ENCE LEVEL
Complete each sentence with an abstract noun from the box.
beauty courage anger strength life fear poverty
sound danger speed
l!£=-e
1 Death is the opposite of
2 I was amazed by the of the princess.
3 The giant had the of ten men.
4 The shoppers were terrified and looked at the robber with _
5 The of the car was amazing.
6 There is . in climbing mountains.
7 The cook was filled with when she saw the mess in her kitchen.
8 The beggar lived in _
9 John showed great in fighting the lion.
10 The came to our ears.
ORO LEVEL
Write these words in two groups according"to the word endings (ar or or).
beggar radar doctor actor grammar cellar calculator editor
survivor burglar sugar conductor vinegar inspector scholar sailor
7
The water cycle
The flow diagram below shows you where water comes from .
Why do you think it is called a cycle? Does it have a beginning?
Does it have an end?
Water is warmed by the sun. It turns into water
vapour and rises.
The water vapour turns into small drops of
water. These drops of water form clouds.
As the clouds pass over high mountains and
hills the drops of water fall to the ground as
rain or snow.
Streams and rivers carry the water down from
the mountains and back towards the sea.
..-.. .... ~ ..".
~
....... I .......
..
8
