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Unit 7 Far far away:
Something Else/Dilly’s Sports Day
Key text features
Both texts are extracts from the beginning of fantasy stories, and feature creatures as main characters.
Both stories begin by telling the reader about a problem the main character has.
• Text 1 is the opening of Something Else by Kathryn Cave. Something Else is a small, lonely creature
who is rejected because he is different from the others.
• Text 2 is the beginning of Dilly’s Sports Day taken from Dilly goes on Holiday by Tony Bradman. Dilly the
Dinosaur doesn’t feel well, but it’s nothing to do with the fact that it’s sports day!
Reading the Teaching text: Something Else
• Introduce the title: Something Else. What do the children understand by the term? Have they heard it
before?
• Read the beginning of the text to the children or listen to the audio track. Is “Something Else” a kind
name to call the creature? Can they think of a better one?
• Read the rest of the text to the children or listen to the audio track.
Reading the Practice text: Dilly’s Sports Day
• Have the children read or seen any other Dilly the Dinosaur stories? Did they enjoy them? Talk about
the character of Dilly the Dinosaur.
• Read the story to the children.
• Once you have read the story, remind the children that they are now going to work independently to
practise the strategies introduced during the teaching session.
Extending reading
Q Pootle 5 in Space! – Nick Butterworth (9780007119738, HarperCollins Children’s Books 2004)
Zog – Julia Donaldson (9781407115597, Alison Green Books 2011)
Mungo and the Dinosaur Island – Timothy Knapman (9780141501109, Puffin 2008)
Where the Wild Things Are – Maurice Sendak (9780099408390, Red Fox 1963)
Troll and the Oliver – Adam Stower (9781848771734, Templar Pub 2013)
The Bog Baby – Jeanne Willis (9780141500300, Puffin 2008)
Moving into writing
•Reread Dilly’s Sports Day.
• Talk about the children’s expectations of the story, based on this extract.
o Why doesn’t Dilly like sports day?
o Will Mother let Dilly stay at home?
o Will he have to join in sports day?
o What might happen?
• Ask the children to role-play the story in groups, and then tell their version to a friend before writing
their own version of the story.
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Teaching text: Something Else Listening comprehension
Q1: What is the main character’s name?
A1: Something Else.
Strategy: The children may know the answer because Something Else is also the title
of the book/he is the only named character/the story is about him. (1C5)
Q2: Why did Something Else try to be like the others?
A2: He wanted to be liked/to have friends/not to be alone.
Strategy: Listen to the middle section of the text. Think about the things Something
Else did and his possible motives for doing them. (1MI1)
Q3: Why were the others unkind to Something Else?
A3: He wasn’t like them.
Strategy: Ask the children to listen to the whole text again while they think about this
question. (1MI1)
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He lived on a windy hill.
He had no friends.
He was an alien.
He lived alone.
excited
angry
bored
© Rising Stars UK Ltd 2014. sad
• sad
• angry
4. H
ow do you think Something Else felt
when they said, “You don’t belong”
(line 9)? Choose the best answer:
Accept any of:
• sit with them
• walk with them
• join in their games
• smile
• say “Hi!”
• paint pictures
• play games.
The other children/creatures.
3. Write two things from the text that
Something Else did to try to be like
the others.
Who do you think “everyone” was?
2. “ He knew that was what he was
because everyone said so.” (lines 4-6)
He looked odd.
• He lived on a windy hill.
• He had no friends.
• He lived alone.
1. C
hoose three facts we know about
Something Else from the first
sentence.
Answer
Question
Teaching text: Something Else “Sad” or “angry” are correct.
All answers must be correct for
the mark to be given.
Additional information
Cracking Comprehension Year 2
• Tell the children to read the question slowly and carefully.
• P
oint out that this is a “how do you think?” question. That means
that the answer won’t be in the text. They will have to read the
text and see what they think.
• Where do they think they will find this information?
• Tell them to read that part of the text carefully, looking for the
information.
• Tell them to read all of the multiple-choice options carefully and
decide which one is best.
• Tell the children to read the question slowly and carefully.
• Where do they think they will find this information?
• Tell them to read that part of the text carefully, looking for two
ideas.
• Tell them to copy the words from the text carefully.
1C4
1 mark
1MI1
1 mark
Tell the children:
• the words before the question are words from the text
• to read the question slowly and carefully
• the word “everyone” inside the speech marks is a word from the
text too
• this is a “who do you think?” question, so the answer won’t be
directly in the text
• to scan the whole text for the sentence “He knew that was what he
was because everyone said so.” (line 5-7)
• once they have found the sentence, they should read carefully
until they have found the information they need to answer the
question
• to think about their answer to the question.
• Tell the children to read the question slowly and carefully.
• E xplain that the question tells them where in the text to look for
the answer. Read the first sentence carefully.
• Tell them to read each of the statements in the question and
compare them to the information in the text.
• I t is important to help children establish what they know from
reading the text, otherwise they might make assumptions or use
pictures unless explicitly taught not to.
Useful strategies
1MI1
1 mark
1C4
1 mark
Focus/Mark
Cracking the questions
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To be like the others.
Accept a reasonable answer that reflects the story,
e.g. He went home.
5. W
hy did he bring his lunch in a
paper bag?
6. W
here do you think Something Else
went at the end of this text?
© Rising Stars UK Ltd 2014. Answer
Question
Teaching text: Something Else 1MI2
1 mark
1C4
1 mark
Focus/Mark
Tell the children to read the question slowly and carefully.
Where in the text do they think they will find this information?
Tell them to scan the text for the words “paper bag”.
Tell them to read the text carefully to find the information.
Tell them to copy the words.
Additional information
Cracking Comprehension Year 2
Tell the children to:
• read the question slowly and carefully
• decide where to start reading to look for the answer
• think about what they need to know that will help them to answer
the question
• find that information in the text.
•
•
•
•
•
Useful strategies
Cracking the questions
Teacher notes: Victoria Sponge Cake
Task 6
Curriculum references:
Year 2 Programme of Study – Reading Comprehension
Pupils should be taught:
• to develop pleasure in reading, motivation to read, vocabulary and understanding by:
o discussing the sequence of events in books and how items of information are related
o being introduced to non-fiction books that are structured in different ways
o discussing and clarifying the meanings of words, linking new meanings to known vocabulary
• to understand both the books that they can already read accurately and fluently and those that they listen
to by:
odrawing on what they already know or on background information and vocabulary provided by
the teacher
o predicting what might happen on the basis of what has been read so far.
Running the task
The discussion questions at the beginning of this task assess children’s ability to discuss the sequence of events
in books and how items of information are related (2b). The written questions in this task assess children’s ability
to draw on knowledge of vocabulary to understand texts (1C1) and to predict what might happen on the basis of
what has been read so far (1MI2).
• Display the text. Ask children what type of text it is, and how they know. Encourage them to comment on
the way the text is organised.
• Before reading, you may want to highlight and discuss any difficult or unfamiliar vocabulary (e.g. “Victoria”,
“tablespoons”, “icing sugar” and “mixture”).
• Read the text together. Ask a few questions about the text, e.g. What word could replace the heading “You will
need”? (e.g. Ingredients). How long do you need to leave the cake in the oven?
• Divide children into pairs or small groups and give them time to read the text aloud to each other, taking it
in turns to read one line or step.
• Display the task sheet. Read the discussion questions one at a time, giving children an opportunity to
discuss the question in pairs or small groups before sharing their ideas with the class.
• Read through the written questions together, ensuring children understand what they need to do. Do not
discuss the answers.
• Give out individual copies of the task sheet, and ask children to write the answers to questions 1 to 5.
• Circulate as children perform the task. Support those who need it and challenge those who may be able to
show higher reading skills.
Assessment guidance
Use the grid below to identify whether each child is working at the expected standard in each of this task’s
assessable elements.
Discussion questions
Written questions
2b
1C1
1MI2
Typically, children working at the
expected standard will:
• discuss the sequence of events and
how items of information are related.
Typically, children working at the
expected standard will:
• identify the meaning of vocabulary
in context.
Typically, children working at the
expected standard will:
• m
ake simple and general predictions
based on the text.
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Teacher
notes: Victoria Sponge Cake
Task 6
What to expect
Discussion questions
Look at the list of ingredients (under the heading “You will need”). Why are the
ingredients listed in this order?
Children working at or above the expected standard should recognise that the
ingredients are listed in the order in which they appear in the numbered steps/the
order in which they are needed.
2b
Look at the instructions for making the cake (the numbered steps). Could you change
the order of any of these steps?
Most children should recognise that it’s not possible to change the order of the steps.
Some children may suggest it might be possible to swap the order of steps 2 and 3.
Accept this as a possible answer.
Written questions
1. Draw a line to match each word from the text with a word or phrase that could
replace it.
slowly – bit by bit
divide – split
finally – last of all
middle – centre
Children working at or above the expected level should be able to match all four
words correctly.
2. Cross out the words that do not tell you the order to do things in.
(1C1)
Slowly
(1C1)
Spread
Children working at or above the expected level should be able to cross out the
correct words.
3. What does “dust the top with icing sugar” mean?
Children working at the expected standard may offer an explanation that is too
general, such as “put icing sugar over the top of the cake”. Children working above
expectations may offer a more precise and/or detailed explanation, such as “sprinkle
a small amount of icing sugar evenly over the top of the cake”.
(1C1)
4. There are 8 steps to make the cake. What do you think step 9 might be?
Children working at the expected standard should be able to suggest a logical ninth
step, such as “Cut into slices and eat”. Children working above expectations may draw
on their knowledge of the language conventions of recipes, suggesting “Store in an
airtight container”.
(1MI2)
5. This text comes from a book. What do you think the title of the next page in the
book might be?
Most children should be able to suggest the title of a recipe. Children working above
expectations, and some children working at the expected level, may suggest the title
of another cake recipe.
(1MI2)
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Victoria Sponge Cake
Task 6
Kate Ruttle
You will need:
200 grams of butter
200 grams of sugar
4 eggs
200 grams of flour
2 tablespoons of jam
100 grams of icing sugar
1. First, mix the butter and sugar together in a bowl.
2. Then, break the eggs into the bowl, and stir until you can’t see
any more egg.
3. Slowly add the flour, and stir gently until you can’t see any more
flour.
4. Next, divide the mixture between two cake tins.
5. Put the tins in the oven.
6. After 20 minutes, take the cakes out of the
oven and leave them to cool.
7. Spread jam on one of the cakes.
8. Finally, put the cakes together with
the jam in the middle, and dust the
top with icing sugar.
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Task 6
Name: Date:
Talk about these questions.
• Look at the list of ingredients (under the heading “You will need”). Why are
the ingredients listed in this order? • Look at the instructions for making the cake (the numbered steps). Could
you change the order of any of these steps? Write the answers to these questions.
1. Draw a line to match each word from the text with a word or phrase that could
replace it. Word from the text
Word or phrase that could replace it
slowly
bit by bit
divide
centre
finally
split
middle
last of all
2. Cross out the words that do not tell you the order to do things in. FirstNext
ThenSpread
SlowlyFinally
3. What does “dust the top with icing sugar” mean? 4. There are 8 steps to make the cake. What do you think step 9 might be? 5. This text comes from a book. What do you think the title of the next page in the
book might be? You may photocopy this page
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