Upper READING COMPREHENSION TALES FOR A DARK NIGHT FS noe AWWA ene " A Sy \\ < S Published byREADING COMPREHENSION (Upcer) Published by R.LC. Publications® 1999 Reprinted under licence by Prim-Ed Publishing 1998 Copyright® Bruce Tutfin and Diane Henderson 1998 ISBN 978-1-86400-521-9 PR-O116 ‘Additional titles available in tis series: READING COMPREHENSION (Lower) READING COMPREHENSION (Midalo) Prim-Ed Publishing Marshmeadowe New Foss Co, Wexford wuwprin-ed com Internet websites This master may only be reproduced by the ‘original purchaser for use with ther class(as). The publisher prohibits the loaning or onseling ofthis master forthe purposes of reproduction. Copyright Notice Blackline masters orcopymastersare published and sold with a fimited copyright. This copyright allows publishars to provide taachers and schools with a wide range of learning activities without copyright being breached. 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While these ara checked and rachocked atthe time of publication, ‘the publisher has no control ovar any subsequent changes which may be made to wabpagas. tis strongiyrecommonded thatthe class twacher checks all URLs bofore allowing pupils to access them, View all pages online Website: wwnwiprim-ed comForeword Reading Comprehension is designed to present the three levels of questioning to pupils in an attractive format, using original and interesting fiction stories. Where used, artwork has a dual purpose: to increase motivation to read, and to provide visual cues to understanding the story. To assist teachers, while at the same time being unobtrusive to ubils, the comprehension exercises on each worksheet have been coded, as follows Level A—Use one word or a short phrase to answer these questions. Literal (recognise and recall directly from text) Level B—use brief sentences to answer these questions. Interpretive (infer meaning by combining personal experience with text) Level C—Use full sentences to answer these on a separate piece of paper. Evaluative/Appreciative [make associations with text, personal experience and knowledge) Although it is suggested that pupils write their answers for Level C, it may be more appropriate tor pupils to provide answers orally, depending on their skill level. Curriculum links have been included to assist planning. This series includes: Reading Comprehension—Lower Reading Comprehension —Middle Reading Comprehension Upper Contents Curriculum Links iil Interesting Words Record ..... ucaenonccesacemcarsoaTiveN Story Outline v Deadman’s Swamp 12 Annie the Witch wens sseninennnnaninnensses SA A Skeleton in the Closet . sonnei vce 5-6 Last Train HOME sacs iiieuranaunioeamencanamaanel-B Just a QUICK SWIM on ncaa catcnsreescci OND Space Transporter 11-12 Temper Tantrum sane anestescoastinoeavassscanenenest Bs The Scarecrow 15-16 The Kitchen Wonder - soe TAB. Beware the Dog] .. saat canaparmouarsrpns | 20 Sacred Waters 21-22 The Babysitter 23-24 ANSWETS sosenstesnesen seotetnnsnnsicntennas nase DS Prim-Ed Publiahing Reading Comprehension TReading Comprehension Curriculum Links Tho English Language Revised Primary School Curriculum for Ireland acknowledges that the Ultimate objective of reading is comprehension or the reconstruction of meaning. However, as children mature and deat with texts of increasing complexity they need to devalop higher comprehension skills such as analysis, synthesis, inferance and deduction. These may be acquired through a consistent and structured experience of questioning, discussing and probing of text Reading Comprehension is a high-interest comprehension series, which focuses on this through enabling the child to experience comprehension at literal, inferential and evaluative levels. It covers ‘many of the content objectives from the four Strands of the English Language programme. The objectives include that the child should be enabled to Book | Strand Strand Unit | Class | Content Objectives Lower | Recoptivenass | Reading 1st 2nd | + Engage in shared reading activities to language + Develop reading skills through ‘engaging with reading material appropriate to hisiher stage of development Writing + Exparience how a story stiucture is ‘organised by reading and listening to fiction Competence | Reading + Read froma range of children's and. literature confidence in + Find information and share it with using others language Developing Reading + Develop comprehension strategies cognitive such as recalling details and events, abilities assimilating facts, retelling stories foal Writing * Write an explanation for something language + Write answers to questions asked by the teacher Emotional and | Resding + Engage with a wide variety of text imaginative + Respond to characters and events in gelesen dey Papas Writing + Express feelings in writing Middle |’Receptiveness | Reading 3rd @ 4th | + Understand the relationshio between to Language text and illustration Writing + Use reading as a stimulus for writing Compatence | Reading + Develop basic retrieval skills and seanning and skimming confidence in using language Prim-Ed Publishing Reading Comprehension 7Reading Comprehension Cur! ulum Links Book | Strand Strand Unit | Class | Content Objectives Middle | Developing Reading 3rd 4th |+ Continue to develop a range of cognitive comprehension strategies to deal abilities with narrative, expository, and through representational reading material language assimilation, deduction, inforence, analysis, prediction, evaluation, Emotional and | Reading ‘+ Extend and develop his/her response: imaginative to increasinaly challanging reading development material Writing + Write about favourite roments, characters and events in stories + Express in waiting hisiher reactions to reading Upper | Receptiveness | Reading Sth a 6th [+ Engage with increasing range of to Language narrative, expository and representational text Writing + Express and communicate reactions 10 roading experiences Competence | Reading + Engage with books in group or in and whole-class settings confidence in using language Developing Reading + Use comprehension skills such as cognitive analysing, confirming, evaluating, abilities synthesising and correlating to aid through deduction, problem-solving and language prediction + Develop study skills such as skimming, scanning and summarising + Support arguments and opinions with evidence from the text Emotional and | Reading ‘+ Relate personal experience to the imaginative ideas and emotions conveyed in the development text through Writing + Express a personal reaction to ideas, language ‘motions and images encountered in literature Prim-Ed Publihing Reading Comprehension 7Interesting Words Record Word Write any help given with meaning Wiite your explanation Dictionary help ifneeded Prim-d Publishing Reading ComprehensionStory Outline Title Setting Characters Events and Action Prim-d Publishing Reading ComprehensionDeadman's Swamp The light from the campfire held the darkness back for a short distance, but it couldn't do anything about the damp cold of Deadman’s ‘Swamp that wormed into their bones. Nor could it disperse the long tendrils of mist that snaked above the ground. ‘So,’ Marty asked at last, as they sat watching the potatoes roast in the hot coals. ‘How did this place get its name? His cousin Tammy poked the fire with a stick, sending a shower of orange sparks into the night sky “Way, way back—about a hundred years ago—there was a man called Dennis Bryant, who tried to start a farm here, He built a shack, about a kilometre north of where we are now, while he cleared the land. After a year of struggling alone, he decided he needed a wife to help with the work, so he went to the city where he found a young girl silly enough to believe his lies about his ‘farm’ “You can imagine how Elizabeth—that was her name—felt when she arrived here and found this was to be her new home. And what was worse, Bryant was a drunk. Every night, he would drink himself to sleep on rum. Except for the nights when he would yell and abuse poor Elizabeth. ‘Finally, she decided enough was enough. One night, when Bryant was asleep at the kitchen table, Elizabeth packed her few belongings in a flour bag and left, planning to walk back to the city. “But Bryant woke up unexpectedly and caught her. He flew into a rage and—deliberately or accidentally—killed Elizabeth. When he realised what he'd done, he panicked. He knew his neighbours would take justice into their own hands, without waiting for the police to arrive, so he decided his safest bet was to hide “The police, when they eventually arrived, used an Aboriginal tracker to track him down— to here. But they couldn't find Bryant, no matter what they did. He was just too cunning. He used to move through the treetops, so the tracker couldn't find him. Even worse. guilt had driven him totally insane by now, and they sometimes heard him at night, laughing wildly in the darkness.” ‘What happened in the end?’ Marty asked. It seemed to have got a lot colder and he shivered, wriggling closer to the fire. ‘Nothing,’ Tammy shrugged, giving the fire one last prod, ‘Even though they camped here for a month, the police never found a trace of Dennis Bryant. In the end, they just, gave up. But some people say Tammy never got to finish her sentence. She was interrupted by a high-pitched, crazy laugh ... coming from the treetop directly above her head. Prim-Ed Publehing Reading Comprehension TDeadman's Swamp Level A—use one word or a short phrase to answer these questions. 1. How far from the swamp was the shack Dennis Bryant built? 2. Dennis Bryant had a wife, What was hername? 3. Who killed Dennis Bryant’s wife? 4. How long did the police stay at the swamp looking for Dennis Bryant? Level B—Use brief sentences to answer the: questions. 1. Why couldn't the Aboriginal trackers follow Dennis Bryant's tracks after he reached the swamp? 2. In which country do you think this story happened? Why? 3. Why did the police believe Dennis Bryant had become insane? Level C—Use full sentences to answer these on a separate piece of pape! ear 41. Why do you think the swamp is called ‘Deadman's Swamp’? 2. Do you think Marty believed Tammy’ story? Why? 3. Should Dennis Bryant's wife have vied to run away? Explain your answer. 4. How did the author set the scene fora scary story? Prim-Ed Publehing Reading ComprehensionAnnie the Witch "You're crazy, Mike! Old Annie's a witch— ‘everyone knows that!” ‘Rubbish, lan! My Mum and Dad say she’s just a lonely old lady. ‘Y'm telling you she’s a witch.’ lan shook his head, his eyes behind the thick lenses opened wide and round. He dropped his voice to @ whisper. ‘And. she killed her husband—she served him poisoned cookies and milk. Homemade choc-chip cookies. And you want to go there by yourself—you're a nutcase!” FZ ee But nothing could shake Mike. “SB... ‘1m going to weed her garden tor her— and she's going to pay me ten euros ‘And when | have that ten euros, I'l have saved enough for a new CD-ROM drive for my computer. And it you're very lucky, | might let you play with it sometimes.” “Yeah, if you're alive, you mean ‘Weeding the garden was a lot harder than Mike thought it would be. It was hot, for a start, and the garden hadn't been looked after for a very long time. The sweat was soon pouring off his face as he struggled to pull out weeds nearly as tall as he wes. By the time the last weed had been pulled and he had raked the garden bed and cleaned up. he was exhausted. As he put the garden tools in the shed, Mrs Roberts—that was Annie's name—came out of the door and stood on the porch, shading her eyes. She really did look like a witch, Mike had to admit, with her long black dress and boots, and a black blouse, done up high at the neck and fastened with a brooch. But she seemed perfectly normal, even friendly, and she was very pleased with Mike's work. “Come inside, young man, she said. ‘I'l just get my purse and pay you. You've done a very good job.” Itwas gloomy in the house and it smelled sort of ... strange. But Mike wasn't going to let his imagination run away with him. “There's a surprise for you on the table,” Mrs Roberts called from the next room. ‘Help yourself.” A minute or two later, she came back into the room. Her eyes lit up and she smiled when she saw what Mike was doing, “| hope you liked those,’ she said with a croak, “I made them myself. Choc-chip cookies are a favourite of mine Prim-Ed Publishing Reading Comprehension:Annie the Witch Level A—use one word or a short phrase to answer these questions. 1. How much money was Mike going to earn for weeding the garden? 2. What did Mrs Roberts give Mike for afternoon tea? 3. What did Mike want to buy with the money he earnt? 4. lan wears glasses. True or False? Level B—use brief sentences to answer these questions. 1. Did Mike work hard at weeding the garden? How do you know? 2. Do you think Mike’s parents believed the stories about Annie being a witch? Explain why you think this. 3. What time of the year do you think this story takes place? Why? 4. Mike thinks the house smells ‘strange’, What do you think it smelled of? Level C—Use full sentences to answer these on a separate piece of paper. Mike is a very level-headed boy. Do you agree or disagree? Explain your answer 2. Write another paragraph, teling what happens next. 3. Make a chart: on one side lst all the ‘Normal’ things the author says about Mrs Roberts. On the other side, lst al the ‘Spooky’ things the author says about Mrs Roberts 4. Imagine Mike doesn’t come home that night. What would lan tell Mike's parents about what happened? Prim-Ed Publ Reading Comprehension aA Skeleton in the Closet “Mum,’ Jessica asked between mouthfuls of her dinner. ‘What's a ‘skeleton in the closet’ mean?’ ‘Don't talk with your mouth full, Jess,’ her mother answered automatically. Sorry.’ She swallowed. ‘What does it mean?’ ‘A skeleton in the closet? Well, it’s sort of @ farmily secret, something you would rather not have anyone else know about. For example, if one of your father's family in the past had been hanged for treason, that would be a skeleton in his family's closet. Though heaven knows they've got enough skeletons in that family already,’ she muttered. “Why pick on my family?’ Jess's dad snapped. "Yours isn’t so wonderful itself, you know. It was your great-uncle who was married twice, remember—at the same time! ‘Well at least | don’t have a great-grandfather who likes to sit on the roof of the nursing home, in the rain, in his underpants, singing God Save the Queen!" ‘He's a bit eccentric, that's all’ Jessica's father had gone quite red in the face, and a vein was sticking out on his forehead “He's @ fruiteakel’ her mum yelled back, “OK, guys, | get the picture!’ Jess said, before things got any worse. ‘Sheesh! Forget | even asked!" Alter dinner, the house was very quiet. Neither her mum nor dad were talking to each other. Her mum did the ironing in front of the television, rubbing furiously at the clothes, slamming the iron down on the board and glaring at her husband, who hid behind his newspaper. Finally, she gathered up the carefully pressed clothes in her arms. ‘Fruitcake!’ she hissed as she swept from the room, ‘The whole family’s a bunch of raving loonies,’ she muttered to herself, as she put Jess's T-shirts in the drawer, & ‘Don't know why | married him in the first => place,’ she grumbled, as she picked up Jess's, ~ skirts ‘And he’s just as bad as the rest,’ she said, opening the door to Jess's wardrobe. The long thin fingers of white bone yy emerged from between the neatly ~7 hanging clothes, and fastened themselves tightly around her throat, cutting off her air before she even had a chance to scream. Reading Comprehension eA Skeleton in the Closet Level A—use one word or a short phrase to answer these questions. 1. What is a ‘skeleton in the closet’? 2. Whose great-grandfather liked to sit on the roof of the nursing home and sing God Save the Queen? 3. What household job did Jessica's mother do in front of the television? 4. Whose closet was the skeleton hiding in? Level B—Use brief sentences to answer these questions. 1. Why does Jess say ‘Sheesh! Forget | even asked!" to her parents? 2. Why does the author say Jess's dad ‘hid’ behind his newspaper? 3. Was Jess's mum in a good mood or a bad mood? Explain your answer. 4. Explain why Jess's dad might have a vein sticking out on his forehead. Level C—Use full sentences to answer these on a separate piece of paper. 1. What does Jess's mother think of her husband's family? How do you know? 2. Read the last paragraph again. Has the writer set the scene well? How could it be improved? 3. What do you think will happen to Jess's mother? 4. The vtiter never tels you, but do you think Jess is an only chitd? Why? Prim-Ed Publishing Reading Comprehension, eLast Train Home "Now, are you sure you're going to be all right?" “Yes, Aunt Kerri, I'll be fine,’ Peter sighed. She always fussed so much. He was 11 years old for heaven's sake! ‘Well, Ill just wait here with you, if you like,’ she said, fiddling with the collar of his jacket. “Until the last train arrives, | mean.” ‘Ill be OK, Aunt Kerri. Honest,’ Peter said. ‘I've done this before. And Dad'll be waiting at the other end, remember. “idon’t know Peter almost shoved her up the escalator. ‘Itll be fine. Truly. See you later. Thanks for having me. Bye.” Peter flopped down on the seat when Aunt Kerti had gone. The station was deserted, and he could see only the silver rails, glistening in the overhead light, until they vanished into the darkness. It was cold, too, he thought. Suddenly cold. He blew on his cupped hands to warm them, and his breath puffed out in clouds in front of him. This was weird! He thought he heard something and looked round, startled. But there was nothing there. Then he realised that it wasn’t a noise that had startled him—but a total /ack of noise. It was so quiet it felt as if his ears had been plugged with cottonwool. There wasn’t even any sound from the motorway, which was only metres away. Peter had just made up his mind to run up the escalator and see if Aunt Kerri was still in the carpark when he saw the single headlight of his train coming down the track. He breathed a big sigh of relief. He'd soon be on board, with light and warmth and—best of all—other people. It certainly was a quiet train, he thought, as it eased to a stop in front of him. In fact, apart from a slight squeal of brakes, he couldn't hear any noise from it. The doors to the carriage slid open, and he stepped gratefully inside. That was better. He was warmer already, and as the train surged powerfully away from the station, Peter felt his fear evaporate. Dork, he told himsetf. Scaredy-cat. Frightened of the dark, just like a little kid. Boy, wouldn't the other kids at school give him heaps if they knew Ticket, please,’ said a voice that sounded like fingernails scraping down a blackboard. Peter looked up at the arinning skull beneath the ticket collector's hat, and screamed ... and screamed ... and screamed But there was no one to hear him. Prim-Ed Publehing Reading Comprehension 7Last Train Home Level A—use one word or a short phrase to answer these questions. 1. Who was going to be waiting for Peter at the end of his ride? 2. The train was very noisy when it arrived. True or False? 3. How far was the motorway from the train station? 4. Was Peter wearing a jumper or a jacket? Level B—use brief sentences to answer these questions. 1. Reread to find out how the author describes the ticket collector's voice Is this an effective description? What words would you use? 2. Was the railway station a single-level building? How do you know? TICKET PLEASE 3. Why was Peter in such a hurry to make A his Aunt go home? 4. Why do you think Peter felt better once he got on board the train? Level C—use full sentences to answer these on a separate piece of paper. 1. Why does the author say there was no one to hear Peter when he screamed? 2. Who do you think the ticket collector really is? 3. Does the writer give you any clues in the story that something ‘wei’ is happening? What are they? What else could the writer have added to make the story better? 4. Suppose Aunt Keri had gone on the train with Peter. How do you think the story would be different? Prim-Ed Publ Reading Comprehension @Just a Quick Swim “Are you sure you're going to be all right home by yourself?’ ‘Of course | am, Mum,’ Brooke said. ‘No sweat. You and Dad enjoy yourselves.” ‘Well, | just don't like leaving you alone like this.” “Mum, it's only going to be for a couple of hours!” “Well, allright, then "Oh, one thing,’ her dad said as he hurried out the front door. ‘Don't go in the pool. | haven't finished cleaning it yet!” "But, Dad ...” ‘No arguments, please! Just stay out of the pool, Brooke! > With her parents safely out of the way, Brooke stood at the family room door and looked at the pool in the back garden. It wasn't fair, she thought. Here by herself ... a boiling hot day ... and a pool that was ... well, she had to admit it did look a bit funny, sort of murky and green-grey. Then the breeze rippled the surface of the water, and the sun threw little sparkles of light from the ripples. It looked s-0-0-0 cool! Brooke made up her mind. She ran to her bedroom and changed quickly into her swimming costume. She'd have plenty of time for a quick swim and then she could hang her swimming costume out to dry before Mum arid Dad got back. They'd never know. Up close, the water in the pool seemed to have got ... darker. She couldn't see the bottom at the deep end at all. And there were waves as well, almost like in the river on @ winter's day. That was funny; it didn’t seem all that windy, and yet it had to be the wind. Didn't it? Brooke held her breath, closed her eyes and dived cleanly into the water. It was much ‘warmer than she'd expected, almost too warm. She opened her eyes underwater and found herself in @ green world, lit from above by constantly moving rays of sunlight. It seemed 4 long way to the top, much further than she remembered, and she was just starting to panic when her head broke the surface and she was able to suck in great, gasps of air. She was treading water when something brushed past her leg. No, not some thing really. just the underwater pressure wave of something moving by, something big and very close. Frightened, Brooke started to swim for the edge of the pool, thrashing frantically. ‘She wasn’t even halfway there before the triangular fin, grey with a white tip, and larger ‘than her head, sliced through the water towards ner. Prim-Ed Publehing Reading ComprehensionJust a Quick Swim Level A—use one word or a short phrase to answer these questions. 1. How long were Brooke's parents going to be away? 2. Why wasn't Brooke allowed in the pool? 3. Where was the pool? 4. What colour is the pool water? Level B—use brief sentences to answer these questions. 1. What was Brooke going to do with her swimming costume so her parents wouldn't know she'd been swimming? Would this work? Explain. 2. Why was Brooke ‘thrashing frantically’ for the side of the pool? 3. What do you think was in the pool with Brooke? How do you know? 4. What makes Brooke decide to disobey her parents? Level C—Use full sentences to answer these on a separate piece of paper. 1. What clues does the writer give you that the pool isnot just an ordinary poo? 2. Why/is the story caled ‘Just a Quick Swim’? What else might ithave been called? 3. Inno more than two paragraphs, describe what Brooke's parents discover when they come home. 4. _ Is this good ‘surprise ending’? Give reasons fr your answer. Prim-Ed Publishing Reading Comprehension, i)Ss pace Transporter ‘Dad'll go ballistic if he finds out you've been playing with his computer. You know what he's like,’ Jason warned his brother. “He won't find out .., unless you dob on me,’ Mark said “Asif” “All right, we'll just have a quick look and then shut, it down, and no one will ever know. OK? ‘Ok,’ Jason shrugged. ‘It's your funeral if you're caught.’ Itwas a strange-looking machine, this new computer. It was one Dad had brought home from the office where he worked—an experimental model, he said. Mark flicked on the power switch and it beeped and whirred and the hard drive spun up to speed. The screen burst into a mad riot of colours, shifting and changing, so bright they almost hurt your eyes. Then big white letters began to appear, whizzing across the soreen to form two words in the middle: ‘SPACE TRANSPORTER’. “Yest" said Mark, punching the air in excitement. ‘A computer game! | knew it! Dad's only been pretending to work, but he's really been playing games in here.’ ENTER NAMES VOYAGER #1 VOYAGER #2: Jason's fingers flew across the keyboard as he typed in their names. INPUT ACCEPTED. COMMENCE TRANSPORT PROGRAM. AUTO-RETRIEVE INITIATED. The screen flared brightly, causing both boys to squint against the sudden light. There was a high-pitched whine coming from the computer now, an annoying insect-like noise ‘that set their teeth on edge as it rapidly rose in volume and pitch. “I think we'd better shut it off, Jason,’ Mark J yelled, reaching for the power switch. He was, if the truth was known, more than just : =) alittle bit frightened. Ce | / \ His hand never reached the switch. A _( single beam of dazzling white light burst C out of the computer screen, wrapping the 4 S boys in its glow, coating them with light, q ~ until they themselves seemed to be Z LN) _ glowing. Then it died down just as. if ° XC suddenly. And the boys were no longer there. = oN On the screen, the letters changed. 1 \ w TRANSPORT SUCCESSFUL. DESTINATION Wow ALPHA CENTAURI. RETRIEVE DATE: 2015. Prim-Ed Publehing Reading Comprehension 7Ss pace Transporter Level A—use one word or a short phrase to answer these questions. 4. Jason and Mark were just good friends. True or False? 2. Who tumed the computer on? 3. What sort of noise did the computer make after Jason typed in their names? 4. Why didn't Mark manage to turn off the computer? Level B—Use brief sentences to answer the: questions. 1. What sort of person do you think the boys’ father was? Explain your answer. 2. Why does the writer say Mark was ‘more than a little bit frightened’? 3. Write two clues you are given that the computer is not just an ordinary computer. fy) (by 4. What do you think the boys’ father did for a living? Level C—use full sentences to answer these on a separate piece of paper. 1. Do you think it's at all possible that the boys might survive their tip? Explain your reasoning 2. The boys’ father comes home and finds the last message on the computer screen. What does he do? 3. What advantages would there be to @ real space transporter? ‘What disadvantages? 4. The writer never tals you what the boys look lke, Why do you think this is? Prim-Ed Publiehing Reading Comprehension TZ‘Temper Tantrum “That temper of yours is going to land you in hot water one day, Alexa,’ her mother said. ‘'m going to the shops, and when | get back, | expect the kitchen to be neat and tidy. Is that clear?” Alexa waited until she was sure her mother was out of the house before she threw the tea towel across the kitchen ‘Stupid housel’ she yelled. ‘Stupid dishes! Stupid mother! Stupid ... stupid ... everything! NS She felt a bit better after her yelling, and opened the dishwasher to stack the dishes inside, As she picked up the first cups, the dishwasher door slowly closed. She ‘tied opening it with her foot, but it refused to budge. She set the cups down and opened it by hand. It closed again. She opened it again, feeling her temper rise to the boil. It closed again. ‘Yaarggh!’ she yelled. “You stupid dishwasher!" Then she kicked it, right in the middle of the door. Because she was just wearing slippers, it probably hurt her foot more ‘than the dishwasher, but it felt good. She opened the door, picked up the cups, and bent down. A huge wave of hot, soapy water shot out of the dishwasher. It soaked Alexa from head to toe, and splashed and foamed over the kitchen floor, even up the walls. It surged around the kitchen, a mini-tidal wave. “Yaarggh!" she yelled again, in surprise and fright. She drew her arm back, the one holding Mum's best china cup, and let fly. She was so angry, she missed, even at that, close range. The cup hit the worktop and shattered into hundreds of pieces. The food mixer on the shelf suddenly whirred into life, the beaters spinning round, faster and faster, until they were just a silver blur. Dad's cooking knives—his good ones in the wooden block—shivered like frightened puppies, then suddenly whirred out of the block, zipping past Alexa’s nose, and burying themselves with a ‘thunk’ deep in the pantry door. > és The cooker came on by itself, the rings glowing bright red. The microwave joined in, its door slamming open and shut, roaring at her like an angry. beast. Terrified,” Alexa heard a new noise behind her. It was ‘the vacuum cleaner, motor at full power, the hose rearing up like an angry snake, coming towards her, closer and closer “Alexa, I'm back,’ her mother said, and Alexa raced to meet her. ‘Have you finished cleaning up yet?’ Her mother went into the kitchen. ‘Perfect,’ she said with a smile, looking around the neat-as- a-pin kitchen. ‘You see, you can do it when you put your mind toit. Prim-Ed Publehing Reading Comprehension TS‘Temper Tantrum Level A—use one word or a short phrase to answer these questions. 4. What was Alexa wearing on her feet? 2. Where was Alexa’s mother going? 3. Where did the ‘mini tidal wave’ of hot soapy water come from? 4. Which one of the kitchen appliances roared at Alexa? Level B—Use brief sentences to answer these questions. 1. Why was Alexa in such a bad mood? 2. What parts of the stary tell you Alexa has a very short temper? 3. Why does the writer say the knives ‘shivered like frightened puppies’? 4. Why did Alexa race to meet her mother when she came home? Level C—use full sentences to answer these on a separate piece of paper. 1. Give your explanation for why the kitchen was perfectly neat when Alexa's mother looked 2. Suggest three things Alexa could do to help her control her temper. 3. If Alexa’s mather came home and the kitchen was stl a total mess, how might Alexa explain it? 4. What is the funniest part of this story? Explain your choice. Prim-Ed Publishing Reading Comprehension, 1The Scarecrow Shane was scared, No, more than seared—he was terrified! The Scarecrow was after him, and he knew if he ever got hold of him, even for an instant ... he shivered and tried to run. But it was dark, and he couldn't see where he was going, except that he was running through some sort of forest. Or trying to run was more like it The ground was soft and spongy, and his feet sank into it with every step. as though he was running through honey. The tree branches reached for him. straining like fingers, trying to hold him back. They whipped at his face, and he raised his arms to protect himself as he struggled to run. That's when he saw he was dressed in just his pyjamas—his thin summer ones—and it was cold, so cold, in this strange world, ‘Help me!” he called, but his voice was swallowed up by the darkness, too weak and feeble to escape. And he knew—just knew-—there was no one to hear his call for help anyway. He was completely on his own. Something caught his ankle and he lost his balance, his arms waving wildly as he crashed to the ground. Before he could move, green vines, as thick as a man’s wrist, snaked around and over him, over his throat and arms and legs, pinning him to the ground, flat on his back, like an insect mounted on a board. He heard the Scarecrow coming and struggled furiously to free himself. But the vines just pulled tighter, until he thought he wouldn't be able to breathe. The squelching footsteps drew nearer, and the Scarecrow appeared out of the gloom. Shane was too frightened even to call out. He just stared, his eyes bulging in his head as the figure shambled closer. It stopped at his feet, a doll of straw stuffed inside old clothes, a silly hat on its flour-bag ‘head’. Then it looked down, and Shane saw its eyes. They were red, and glowed like coals in a campfire. Shane looked into those eyes and felt himself being drawn down, down, down ... He opened his mouth and screamed. ‘Wake up! Shane, wake up! You're dreaming.’ His mother shook him awake, untangling the bedclothes from his wrists and ankles and around his throat. He was soaking wet with perspiration and his eyes were wide open in terror until, gradually, he realised where he was. He let his head sink back on the pillow. His mother stayed with him for a long time, while he told her his story. She wiped his forehead soothingly until, finally, he fell back to sleep. ‘As she turned off the light, something caught his mother’s eye, something lying on the bedroom carpet. She bent down and picked it up. i> wondering how a piece of straw came to be in Shane's bedroom. Prim-Ed Publehing Reading Comprehension 1The Scarecrow Level A—use one word or a short phrase to answer these questions. 1. What was the Scarecrow's head made from? 2. What did Shane’s mother do to help him fall back to sleep? 3. What held Shane down, pinning him to the ground? 4. What was Shane wearing? Level B—use brief sentences to answer these questions. 1. Why was Shane soaking wet with perspiration when he woke up? 2. Explain the significance of Shane's mother finding the piece of straw in his bedroom. 3. If the Scarecrow was just a dall of straw stuffed inside old clothes, why was Shane so terrified? 4. Why does the writer say the Scarecrow’s eyes glowed ‘like coals in a camptire’? Level C—Use full sentences to answer these on a separate piece of paper. 1. Imagine Shane doesn't wake up when he does, What happens next in his dream? 2. Have you ever had a nightmare? Tell about it. 3. What else might Shane’s mother have done to help him get back to sleep? 4. Drawr a picture of how you see the Scarecrow. Prim-Ed Publehing Reading Comprehension TEThe Kitchen Wonder “Don't touch that dial, folks, ‘cause have / got a deal for you" The smiling face of Kev the Kitchen King beamed out of the television set, and Julia groaned, They always put these ads on right at the most interesting part of the show. Kev held up a gadget about the size of a Swiss army knife. “Meet the Kitchen Wonder,’ he said. 't slices, it dices ...’ He attacked a carrot, reducing it to long decorative orange curls. it grates, it chops, it blends, it mixes ..." In double quick time, he had chopped a tomato into slices and a potato into chips. ‘Is one gadget no kitchen can possibly do without! Julia sighed. She was glad her dad wasn't watching, or he would have been on the phone by now, ordering the Kitchen Wonder. He was a sucker for gadgets, but he only used them for a week or two and then they were stuck in a kitchen drawer and forgotten. She lifted the remote control to change the channel ‘Hold it!’ said Kev. ‘Don't change channels, because that's not all. My friends,’ he went on, as the camera moved in for a close-up, ‘with the Kitchen ‘Wonder, you'll be able to throw away those old-fashioned mixers and food processors, blenders and juice extractors—because you'll never need them again.” Oh, sure, Julia thought. And Ill bet it can vacuum the floor too. And feed the cat. Kev was looking serious now. ‘The Kitchen Wondér—the most important breakthrough of ‘the century—will guard your home from burglars, save you money on your water and electricity bills, turn your gardens into a showcase, sharpen your knives, leave your hair silky soft and shining—even vacuum your house and feed your cat, all automatically.” “That does it,’ Julia said, clicking the remote control. The television set changed channels—and Kev was there, too. But now he looked sad. ‘lasked you not to change channels,’ he said. ‘And | don't like people who don’t do as they're asked. But never mind, the Kitchen Wonder can deal with that too.’ Julia clicked again—and again—but it was the same each time. Still Kev, looking sadder and sadder. “Lwish you hadn't forced me into this,” he said. ‘But | told you not to touch the dial.’ He lifted the Kitchen Wonder, pointed it directly at Julia, and pressed a little red button on its side. “Darn kids,’ Julia's mother said, walking into the empty room. ‘I've told them a thousand times not to leave the television set on when they're not watching it!” Prim-Ed Publehing Reading Comprehension 7The Kitchen Wonder Level A—use one word or a short phrase to answer these questions. 1. What is the ‘Kitchen Wonder’? 2. What did Julia's dad do with the gadgets he bought? 3. When Key says ‘Don't touch that dial, folks’, what dial is he talking about? 4. Why did Julia groan? Level B—Use brief sentences to answer these questions. 1. Do you think Julia is the only child in the family? Explain your reasoning, 2. What tells you Julia did not like this sort of television advertisement? 3. Why did Kev look sadder and sadder each time Julia changed channels? 4. Make a list of all the things the ‘kitchen Wonder’ can do, Could such a gadget possibly exist? Level C—Use full sentences to answer these on a separate piece of paper. 41. Do you think Julia's dad would buy the ‘Kitchen Wonder’? Why? 2. Why do you think there are so many of these sorts of ‘gadgets’ advertised on television? 3. In one paragraph, tell what has happened to Julia atthe end of the story. ‘What type of person is most likely to buy these sorts of gadgets? Prim-Ed Publ Reading Comprehension TeBeware the Dog Buster Brown was a burglar—and a good one, too, he thought. He'd never been caught by the police, because he never took chances. He was always prepared for anything He read the sign on the front gate of the house he was about to burgle. ‘Don't worry about the dog—beware the owner!’ it said, Buster smiled. It was quite a nice sign, too— all polished brass and held in place by only two screws, If he had time on the way out, he might add it to his collection. The old glass doors were easy to open, and he was inside in a flash. He used a tiny torch 10 see his way—just enough light so he didn’t bang into anything, but not enough to wake anyone up. It was a weird house sure enough. Although it looked quite normal outside, inside it was all gloomy, with dark, old-fashioned furniture covered in dust. It smelled funny, too, like @ house that has been closed up for years—or like ... like wet earth, he thought, when you turned it over with a shovel. A shiver walked its way up his. spine. Stop it! he said in his mind, Get on with the job. The dog, a golden poodle of some sort, came trotting into the room, its claws clicking on the wooden floorboards, It stopped when it saw Buster, then wagged its tail madly and went over to him, licking his outstretched hand and rolling over on its back to have its ‘tummy scratched ‘Good boy,’ Buster whispered. ‘You're a great guard dog—you try to lick burglars to death. Satisfied he'd made friends long enough, Buster began to wander round the house, choosing items to put in his backpack. His skilled eye only picked out the best antiques He was going to make a real Killing tonight! He put a pair of silver candleholders in his pack, then moved on to another room. This was a dining room, he saw, and there was a very good quality silver tea and coffee service on the sideboard. His new friend, the ‘Well, boy,’ Buster whispered finally. That might do. Any more and | won't be able to carry it!” He swung the heavy pack onto his shoulders, just as the lights came on, nearly blinding him. He shielded his eyes with his hand, The air suddenly smelled worse, as it something had died in the room, ‘You're a very silly man,’ the figure in the doorway said, his voice dry as dust. The man came closer, and Buster could see he was dressed in a dark suit, with a cape with a red sik lining, "You should have taken more notice of the sign outside,’ he rasped. Then he smiled, so Buster could see the two gleaming fangs that curved down past his bottom lip. Prim-Ed Publehing Reading Comprehension 7Beware the Dog Level A—use one word or a short phrase to answer these questions. 1. What was the sign on the front gate made of? 2. What was the owner of the house wearing? 3. If Buster was a burglar, how come he had never been caught by the police? 4. What did the guard dog do when it saw Buster? Level B—Use brief sentences to answer the: questions. 1. What made Buster smile when he read the sign on the front gate? 2. What does the writer mean by saying Buster was going to 'make a real killing’? 3. Whatis the significance of the strange man having two gleaming fangs? 4. Can you think of a good name for the guard dog? Level C—Use full sentences to answer these on a separate piece of paper. 1. What is going to happen to Buster? 2. Why would anyone choose to be: a burglar? 3. Why do you think the strange man didnt have a ‘teal’ ‘guard dog? 4. Suggest four things you can do to prevent burglars breaking into your home. Prim-Ed Publehing Reading Comprehension 0Sacred Waters To say that Diane was bad-mannered was an understatement—she was in fact a self-centred, spoil little brat, whose parents gave her whatever she wanted just so ‘they didn’t have to put up with her temper tantrums. She would scream and kick, lie on the floor and drum her heels. even hold her breath until she went red in the face. Panic-stricken, her parents always gave in. So it was, that she sat on the deserted beach in Coral Bay, wearing an expensive wetsuit, while she pulled on equally expensive flippers. Her parents were back at the caravan, recovering from the tantrum she'd thrown when they'd told her it was too dangerous to go snorkelling alone. Dangerous, she snorted, She could do just anything she wanted—and no one in the world was going to stop her! ‘What are you doin’?’ the voice asked, and she jumped. She hadn't even heard the man Itwas as though he'd suddenly appeared next to her on the beach. ‘| beg your pardon?’ she asked icily, as soon as she'd recovered. She didn’t like surprises. “I said, what are you doin'?" “What's it look like?’ she replied, very rudely, and spat into her face mask, rinsing it out in saltwater. ‘I'm going snorkelling.” “Shouldn't go out there,’ the man growled, nodding towards the blue ocean. ‘Sacred waters, they are. No place for kids.” “Rubbish!” Diane said, standing up. ‘I'm going swimming and that's that!’ She waded into the gentle waves. “You go out there, kid, you'll be in big trouble!’ the man called after her. Diane didn’t even bother to reply, just slipped face down into the water, kicking strongly and slipping out over the coral reef. It was a fairyland out there—brightly-coloured corals and plants and fish that darted away at her approach. She saw a ray, flapping as though it was flying through the water, and a turtle that zoomed away in a flurry of legs the instant it saw her. Then something caught her attention in a small + valley between two outcrops of coral. Taking a deep breath, she lifted her feet and glided down ‘What she saw made her tingle with sheer delight— a whole colony of seahorses dancing in the water. Just wait until she told her parents. Running short of air, she started up—and then stopped. The seahorses—thousands of them— were attaching themselves to her, their tiny fins rippling in the water, pulling her down, down. She watched the last silver bubbles of her breath ripple up to the top of the water. Prim-Ed Publehing Reading Comprehension iSacred Waters Level A—use one word or a short phrase to answer these questions. 4. What would Diane do if she couldn't get her own way? 2. What were her parents doing? 3. What did the turtle do when it saw Diane? 4. What is the name of the town this story is set in? Level B—use brief sentences to answer these questions. 1. What clues tell you Diane and her parents were probably on holidays? 2. Why do you think the writer mentions that Diane's wetsuit and flippers were expensive? 3. Why does Diane always get whatever she wants? 4. Why does the writer use the word ‘fairyland! to describe the coral reef? Level C—use full sentences to answer these on a separate piece of paper. 1. What are some of the good things about diving? What are some of the dangers? 2. Toprotect the environment, make a set of four rues that all divers should obey. 3. Do you agree that someone lke Diane wouldn't have many friends? Explain your answer. 4. For what possible reasons might someone lke Diane be interested in diving? Prim-Ed Publ Reading Comprehension 2The Babysitter lam so tired, Melissa thought, flopping back onto the lounge in front of the television. Three boys aged eight, six and four were a handful at the best of times, but Alastair, Cameron and Hamish were altogether something else! Since four o'clock that afternoon she'd begged, pleaded, bullied, pushed and shoved the boys to get them fed, bathed, changed into pyjamas, stories read and in bed. Now, finally, they were asleep. Sleep, she thought, what a great idea that would be. But she had assignments to write for University. Maybe just a couple of minutes to relax first. Leaning back into the soft cushions, she swung her feet up and onto the couch. Whoever had told her babysitting was an easy way to make money obviously hadn't met the three Connolly boys! They made a cyclone look like a little gust of wind! The television droned on in the background, and the room was warm, with the lights turned down. Melissa's eyes felt heavier and heavier. Mustn’t go to sleep, she thought— which was exactly what she did, of course. Itwas a weird dream she had. And even as she was having it, she knew it was a dream For some reason, she dreamt she was a witch, in America, during the 1600s. A neighbour had turned her in to the authorities, saying he'd seen her flying about on her broomstick, with her black cat in her arms. It was,nonsense, of course. She did have a black cat, but he was just an ordinary old tomeat—and her broom flew only when she attacked the dust and dirt with it! But they'd gone ahead with the trial, despite her pleas of innocence. Friends and neighbours, anxious not to be accused themselves, had come forward to condemn her. She couldn't believe her ears as person after person lied under oath. Then the judge, dressed in black, had leant forward and stared down at her. “Melissa Henderson, you have been accused of witchcraft and found guilty by this court. Your punishment will be death by fire, the sentence to be carried out immediately.’ Kicking and screaming, Melissa was dragged from the court into the town, square, where she was tied to a wooden post rammed into the earth. Wood was piled around her and a fiaming torch thrust into it. The hungry flames licked at the dry wood ‘Nol’ Melissa screamed. ''m not a witch. I'm not, This isn’t reall! It's just @ dream!" She woke up. Her first feeling was relief, glad to be out of her dream and +" back in her own time. Then she felt the heat on her legs, the first bite of the flames, and 6 struggled to free herself from the stake in the back garden. The heat haze )¥ shimmered all around her as the flames grew, but she could see Alastair, bi Cameron and Hamish, smiling sweetly at her, Babysitters were such fun! Q) Prim-Ed Publehing Reading Comprehension 2The Babysitter Level A—use one word or a short phrase to answer these questions. 1. What was the sumame of Alastair, Cameron and Hamish? 2. What country did Melissa dream she was in? 3. Melissa really did have a black cat. True or False? 4. How was the judge dressed? Pe POY Level B—use brief sentences to answer these questions. 1. Why was Melissa so tired? 2. Inher dream, why did her friends and neighbours turn against her? 3. What was the penalty for being found guilty of witchcraft? 4. When Melissa first woke up, she was relieved to find it was just a dream. But this soon changed. Why? Level C—Use full sentences to answer these on a separate piece of paper. 1. Why do you think the people in her dream were so frightened of witches? 2. Would you rather ive today or in the 1600s? Why? 3. The last sentence is only four words long, but i is very important ta the story. Do you agree or disagroe? Explain your reasons. 4. What else might Melissa have dane or said to the judge to prove she wasr't a witch? Prim-Ed Publehing Reading Comprehension ry