Reading


 * BREAKERS READING WORK WEEK 10**

__** School Journal 2000 Part Two Number Three **__

**BAA!**

**In this story the lamb goes Baa! This is known as** **bleating.** **Listed below are six more animals. Choose the term which tells you what sound each makes.**
 * 1) horses
 * 2) lions
 * 3) donkeys
 * 4) bulls
 * 5) monkeys
 * 6) hyenas

**bellow bray chatter laugh neigh roar**

**Answer these:**
 * 1) What is the first hint that Ms Mika doesn’t really want the lamb to stay in the classroom all day?
 * 2) Why does Daniel suggest the lamb be called ‘Baaarbie’?
 * 3) Suggest why Tamsin decided to call the lamb Pam?
 * 4) Why did everyone laugh when they heard the title of the science project the lamb ate?

**The writer uses another sound word - //Glomp! -// to suggest the sound of the lamb clamping its mouth onto the baby’s bottle used to feed her. Here are six more sound effects words. Suggest what might make each sound. You suggestions don’t have to be connected with the story.**
 * 1) tinkle
 * 2) clunk
 * 3) fsst
 * 4) ting
 * 5) psssh
 * 6) crackle

**Here are five sentences about the story. Some of them are wrong. Make the correct sentences blue and the incorrect red. Explain what is wrong with those you’ve made red.**

**Listed below are four qualities shown by Ms Mika. Find a piece of supporting evidence for each one:**
 * 1) She is patient
 * 2) She is good-humoured
 * 3) She is practical
 * 4) She has a sense of humour

**Complete this sentence. Delete out any words that don’t apply:** I think/don’t think animals should be allowed to come to school because _

School Journal 2000 Part Two Number Three

**WATERCRESS**

**Answer the following questions**
 * 1) Give one example that shows Scabbie to be disobedient
 * 2) What caused Piripi’s Mum to go “Ae Marika! Aue!”?
 * 3) What is Piripi’s usual task after dinner?
 * 4) How do you know that the story Poppa tells Piripi is an old story?

**Good writers //foreshadow// (signal) coming events - they hint at them so that the reader is alert to what might happen in the future. For example, if we find out a character can’t swim, and later that character has to cross a swift river, we sense danger.** **Here are some sentences from this story. Choose two that you think foreshadow later events. In each case say what later event is being hinted at.**
 * 1) He watched in horror as Scabbie headed for the top of Pukenui
 * 2) All those stories about Taniwha - it’s too scary
 * 3) He pulled himself to his feet and started off down the hill without touching the watercress.
 * 4) His mother was waiting for him at the back door
 * 5) He was almost sure he saw Poppa wink at him
 * 6) Piripi took Poppa’s hand, and together they walked slowly down the river

Sentence ___ foreshadows__ Sentence ___ foreshadows__

**Complete this sentence. Delete the words which don’t apply** I liked/did not like this story because __

**Use the correct forms of these 5 verbs from the story to fill in the gaps in the sentences:**

**scatter scud loll snatch mumble**


 * 1) ___ in a deck chair is a pleasant way to spend a summer’s afternoon.__
 * 2) __ If you ___ at a ball when trying to catch it, you’ll often drop it.
 * 3) The boys  __when the bull charged towards them.__
 * 4) __ “The audience can’t hear you if you ____” said the drama teacher.__
 * 5) __ Windsurfers ___ across the while caps in the strong wind.

**Put these events from the story in the right order**
 * 1) Piripi set off home
 * 2) Piripi’s father told him a story
 * 3) Piripi heard his mother call out
 * 4) Piripi took Scabbie for a run
 * 5) Piripi’s father wanted to talk to him under the cherry tree
 * 6) Scabbie woke Piripi up
 * 7) Scabbie ran to the top of Pukenui
 * 8) The family ate dinner

**There are 10 errors in this extract that has been badly copied from the story. Fix the mistakes in red text.** He lay down on the warm grass and watched the white clouds, scuding along over his head, his eyes closed..... A cold wet nose and a warm tonge woke him. scabbie was back. And hed bought Piripi a present, a big bunch of fresh, green watercress lay on the grass beside him. Scabbie’s shinning eyes were fixed on Piripi, and his tongue were lolling as he waits to be praised.

School Journal 2000 Part Two Number Three

**SMILE, PLEASE** **Put these events from the story in the right order**
 * 1) The children organise themselves into position
 * 2) Mr Napier spots Hopa wearing odd socks
 * 3) Mr Napier tells Rama to wait till after the photo
 * 4) Kate Lee comes in to join the group
 * 5) The children call out “Rotten cheese”
 * 6) Bridie sneezes
 * 7) Mr Napier puts the school and class name on the board
 * 8) Jonathan and Hopa swap places

**You are the director of this play. One of your tasks is to help people understand** **how** **lines should be said. Choose two of the four lines listed below. Write a brief explanation of how each of the lines you have chosen should be said. You might suggest a tone of voice, or a gesture that goes with the line.**
 * 1) **Mr Napier** : Yes, all right, Kate
 * 2) **Mr Napier**: After the photo, Rama
 * 3) **Mr Napier**: Oh no!
 * 4) **Rama**: But, Mr Napier...!

Line ___ should be said ___________________

Line ____ should be said __________________

**Put these words from the play in alphabetical order, then use three of them to fill in the gaps in the sentences:** **squeeze stand spell studies stop** **swap smile sneeze** **Complete this sentence. Cross out the words that don’t apply:**
 * 1) **If you _______ cards wisely you can soon build up sets**
 * 2) **You should not _________ fruit in a supermarket because you will bruise it**
 * 3) **Study is more efficient if you have a ________ every 20 minutes**

I liked/did not like this play because __________________

**PHOENIX READING WORK WEEK 10**


 * __ School Journal 2000 Part Three Number One __**

**CHIRPY**

**Here is a passage from the story. Unfortunately two words were spelt wrongly and eight punctuation errors were made when it was being copied out. Correct each error. The punctuation marks you need to use are listed below the passage.**

“What the? demanded a vioce from behind him. Cam turned round, and the torch beam shone into his face blinding him the kicthen light flashed on. Cam!” said dad. “I came down here and saw the torch, and I ..... His voice faltered.

**... “ “ “, . and two capital letters**

**Below are some statements to do with the article. For each one either agree or disagree with it. Then write a sentence to explain your choice.**

Insects are pests that should be killed when they come inside

You should not interfere when a cat catches some small creature

Cam’s father is sneaky

Cam is a disobedient boy

**Writers use adverbs to tell us how things are said.** **e.g. “No!” said Dad** **//sharply.//** **//“//You said you were going to wait till morning to do that,” he said** **//accusingly.//** **//Here are 5 more things said in the story. For each one add an adverb to say how it was probably said. Use a different adverb each time.//**
 * 1) “Why kill it, Dad?” asked Cam
 * 2) “I’m too tired to argue,” said Dad
 * 3) __ “I thought I told you not to shift that dishwasher,” said Dad ___
 * 4) __ “This one’s dead meat,” said Cam ___
 * 5) __ “Noisy devil,” said Dad __

**Complete the sentence below:**

I think the best word to describe Cam is ___ because__ __

**Many words appeal to one or more of our senses. For example, if we say something** **//sparkled//** **in the sun we are appealing to the sense of** **sight.** **Words like** **//click//** **and** **//crack//** **appeal to our sense of** **sound** **, while** **//sweet//** **and** **//sour//** **are** **taste** **words. Below is a list of words from this article which appeal to one or more of our senses. List each one in the chart under any sense that is appeals to.**

**meowing spiky hopped jumped scrunch scuttled chirp wriggle sighed cool rustle shining shrill muttered**


 * **sight** || **touch** || **taste** || **smell** || **sound** ||

School Journal 2000 Part Three Number One

**__ ALL IN A DAY’S WORK __**

**Use the words below the passage to fill in the gaps in the passage itself**

Becky was very good at spotting _. She noticed things that ___ others missed - like “No Junk Mail” stickers. She had noticed many things about the house at Number 47 Craig Road. The__ __leading to it was dark and__ ___. The house__ was old and grey, with of rust on its roof. It looked _, and so did the tatty _ that hung in the windows. It looked like a house that _ be _ - but someone lived there.

**curtains deserted details faded itself patches path should some weedy**

**Every story has a key moment in it - a moment which shapes everything else that happens in the story. Listed below are some possible key moments in this story. Choose the one you think is the most important. Write a sentence to explain your choice.**
 * 1) Becky got some extra circulars to deliver
 * 2) Becky turned down her mother’s offer to deliver to number 47 for her
 * 3) Becky spotted that there was no milk bottle at number 47
 * 4) Becky decided to tell her mother about her suspicions
 * 5) Becky urged her mother to go round and check out number 47
 * 6) Becky’s mum called out “hello” and Becky saw someone move in the house
 * 7) The police broke into the house

**I think the key moment is number ___ because__ _**

**Listed below are 4 pairs of details from the story. Each pair can be divided into a cause and an effect. In the space beside each sentence say which is the cause and which is the effect. One has been done for you as an example.**


 * //effect// || Becky was disappointed || Becky had to deliver circulars and miss swimming || //cause// ||
 * || Becky was good at her job || Mrs Taylor sent extra circulars for Becky to deliver ||  ||
 * || Becky felt like a wimp || Becky was scared going down the path at number 47 ||  ||
 * || There was no empty milk bottle at the gate || Becky suspected something was wrong ||  ||
 * || Becky was given a gold bracelet || Becky’s actions led to the rescue of Mrs Marsh ||  ||

**Here are some words and phrases that might describe Becky. Choose the two that you think are the most accurate. For each one provide one piece of supporting evidence from the story.**

**alert sensible easily frightened responsible brave polite**


 * 1) I think Becky is  __because__ _
 * 2) I think Becky is  __because__

School Journal 2000 Part Three Number One

**TAKE IT FROM THE TOP**

**Listed below the table are several lines from the play. Match them up with the descriptions given down the left hand side of the page. You should check the context on pages 31 and 32.**
 * 1) **How often have Ro, Sam and Amber been rehearsing?**
 * 1) **Why does Jayne call Ro, Sam and Amber ‘a bunch of slackers’?**
 * 1) **Give one reason why Sam’s display of ‘illness’ is not very convincing**
 * 1) **Why is Amber so shocked when Jayne complains that Ro’s death means that she’ll have to rewrite the whole play?**

... but if you work hard, I’ll take you all out for pizza afterwards You’re not for real - are you? Ro, those were the worst bits of acting I’ve seen in years But Jayne, Ro has just ..... We’re not up to the sad part year, Amber I mean right, sure You’re not ?
 * **Description** || **Example** ||
 * A remark showing disbelief ||  ||
 * A comment critical of someone ||  ||
 * An unfinished sentence ||  ||
 * An encouraging remark ||  ||
 * A remark showing surprise ||  ||
 * An attempt to be cool ||  ||
 * A sarcastic comment ||  ||

**Provide stage directions saying how the following lines should be said.** **//e.g. Jayne (//** **//apparently near tears)//** **//What a disaster!//** **Your direction should reflect what is going on in the play when the line is said.**
 * 1) Ro (________________) I’m fed up with rehearsals every day
 * 2) Ro (_________________) I’ve got an idea. Let’s act like we’re too sick to do our parts.
 * 3) Jayne (____________) That last bit’s not in the script.
 * 4) Amber (___________________) He’s fainted! We’ll have to cancel the rehearsal.
 * 5) Jayne (___________________) No, he’s dead.

**Here are some adjectives that might apply to the characters in the play. Choose** **three** **of them. For each one say which character it describes, and give a piece of supporting evidence from the play.** **clever quick-thinking easily fooled convincing supportive** **1.** **2.**  **3.**

WARRIORS READING WORK WEEK 10

__**School Journal 2000 Part Four Number On****e**__

**THE GAME**

Here is a list of descriptive words and phrases. Choose the three that your think //best// describes the Space World game players. Choose the three that you think //best// describe the arcade ifself. //Base your choices on what you’re told on page 2.//

**young polite aggressive badly-behaved modest keen to play dark noisy well-lit**

**virtually adult-free menacing cheerful lowlife scum**


 * **Words or phrases describing the players** || **Words or phrases describing the arcade** ||

**Answer these:**
 * 1) Matt’s ‘feet rested on pedals, and the fingers of his left hand danced over four keys set on a lever’. Which one word in this sentence tells you that Matt was a skillful player?
 * 2) Write down three details that show that Matt was badly affected by his experiences in playing the new machine
 * 3) Why were adult fighter pilots no use against the alien fighters?

**Complete the following sentences. Delete any words that don’t apply:** I like/don’t like arcade games because __ The best arcade game I’ve ever played is __ because

**Use the words below the passage to fill in the gaps in the passage itself:** This story suggest two things that many people will _ disturbing. One is that we are already under _ from alien invaders. While for years much has been made of sightings of strange craft in our, the idea that aliens are fighting a secret war against us is _. The second disturbing thing is the ___ that children are the key to defeating__ _ aliens. And what if harmless fun in arcades is real _ against a _ enemy. Does that mean other arcade games aren’t what they seem? Perhaps when you a character in an arcade game, a real person somewhere in the world!

**attack dangerous dies find idea new shoot skies these warfare**

The writer uses some interesting verbs in this story. Match six of the words below with the meanings listed on the left.
 * 1) slid out of control
 * 2) moved and stopped abruptly
 * 3) grabbed tightly
 * 4) tearing
 * 5) sprang
 * 6) rushed at great speed

**shoved skidded flicked gripped jerked bounded hurtled clawing**

School Journal 2000 Part Four Number One

__ **THERE STOOD A MAN** __

**Here are ten events from the story, but they’re in the wrong order. Put them in the right order.**
 * 1) George woke up about mid-day
 * 2) Night began to fall
 * 3) George smelled food
 * 4) Shorty told George there was no-one with him when he came into camp
 * 5) George rubbed the bump on his head and wondered where he was
 * 6) Shorty told George he would lead him down the old greenstone trail
 * 7) George followed the Maori along a faint track
 * 8) The men in the camp stared at George as he swayed unsteadily
 * 9) George thought about Robbie Burn’s lines about ghosts and ghoulies
 * 10) A Maori suddenly appeared ahead of him

**Complete these sentences using information from the story**
 * 1) George didn’t know where he was because _____
 * 2) __ George started thinking of ‘ghoulies and ghosties’ because __
 * 3) __ The Maori guide suggested that George keep quiet by _______
 * 4) __ The first sign that there was a camp nearby was ___

**When the Maori guide pointed at George’s feet and beckoned, George took this as a signal to walk. See if you can come up with a hand signal for each of the following commands. Write your description beside each command:**
 * 1) Keep quiet
 * 2) Speed up
 * 3) Stop
 * 4) Come here

**Complete the following sentences. Delete the words which don’t apply** If I had found myself lost like George I would have _ I think the best word to describe George is because __ I enjoyed/did not enjoy this story because __

**If you were alert when reading the story the idea that the Maori guide was a ghost would not have surprised you. List below 4 clues given by the writer to suggest that the Maori was a ghost**

School Journal 2000 Part Four Number One

**WRITE ON** **Here are the five different Valentines Card message types mentioned in the play. Rank them from one to five, from most appealing (number 1) to least appealing (number 5). Write a sentence to explain why you picked number 1 and number 5.** **A poem** **A message that tells the truth about you** **A message based on the letters of your name** **‘lovey dovey’ stuff** **An honest message that sincerely reflects the writer’s feelings** **I chose message ___ as my first choice because _______________** **I chose message ___ as my fifth choice because _______________** **Solomon has difficulty coming up with a poem to put on his Valentine. See if you can do better! Choose one of the four starting lines given and write three more lines for each. Your aim is to come up with a** **usable** **four-line poem.** **In the table below are 5 adjectives used in the play. Below it is a list of other words. Complete the table below by choosing words from the list:**
 * 1) **Every time I look at you .....**
 * 2) **Your eyes shine like the morning sun .....**
 * 3) **If you could know just how I feel ......**
 * 4) **You make me happy all the time ......**

**bizarre deceitful feeble gentle harsh** **marvellous normal sincere**
 * **Adjectives from the play** || **A word that has the same meaning** || **A word of opposite meaning** ||
 * raucous ||  ||   ||
 * weird ||  ||   ||
 * honest ||  ||   ||
 * pathetic ||  ||   ||

CHIEFS READING WORK WEEK 10

__** School Journal 2000 Part Four Number Two **__

** GET OUT OF MY HA I R **

Tamsin and Lashana seem to be quite different sorts of people. Contrast the two girls. Try to find five points of difference between them and write them in the table below


 * **Tamsin** || **Lashana** ||

**Stories often have a key point - the turning point of the story, when we can see what will happen in the end. Some possible key moments in this story are listed below. Choose the one you think is the most important moment. Then write a short explanation of why you think it is.**
 * 1) Lashana makes a mess of streaking her hair
 * 2) Shay makes a mess on Lashana’s t-shirt
 * 3) Kids at school make smart cracks about Lashana’s hair
 * 4) Lashana wakes the baby by playing her tapes loudly
 * 5) Lashana hears Tamsin crying in the night
 * 6) Shay grabs Lashana’s finger when she goes to poke him in the ribs
 * 7) Tamsin says Shay must really like Lashana
 * 8) Tamsin offers to do Lashana’s hair
 * 9) Lashana offers to hold Shay

I think that sentence is the key moment because __

**Say when in the story Lashana shows each of these attitudes:**
 * 1) sympathy
 * 2) disgust
 * 3) anger
 * 4) sullenness
 * 5) helpfulness

**Complete the following sentences. Cross out any words which don’t apply.** I do/do not feel sorry for Tamsin because I like Lashana //least// when I like Lashana //most// when

The title of this story is an expression which means “Stop annoying me”. In fact Lashana’s hair - and particularly the blonde blob - is referred to several times and helps to show what her feelings are towards Tamsin. Complete the table below which shows the links.


 * **When the reference is made** || **The reference itself** || **What is shows about Lashana’s attitudes** ||
 * When Lashana is trying to put a blonde streak in her hair || Lashana’s attempted blonde streak turns into a blonde blob || Lashana is very hostile - blames Tamsin and her baby ||
 * The next day at school ||  ||   ||
 * Just before bed, after an earlier argument because Lashana woke the baby ||  || Still resentful - her feelings are not going away ||
 * After Lashana hears Tamsin crying in the night ||  ||   ||
 * || The blonde bit of hair was sticking up at a weird angle ||  ||
 * ||  || Most of her differences with Tamsin have been resolved ||

School Journal 2000 Part Four Number Two

__ **POROS OF MALIA** __

**Use the words below the passage to fill in the gaps in the passage itself**

The _ Olympics put great pressure on those taking part. Standards are extremely high because athletes are professionals, and work full-time at improving their __. It must be a real test of__ to start a race in front of about 100,000 people, when you know that most of the other runners are going to be  __than you. Some athletes end up using drugs to__ ___ their speed and strength. It is clear, though, that nerves still get the__ __of many athletes, and they under-perform. What this story shows is that none of this is new. Many__ ago the pressures were just as ___.

**better boost centuries especially faster intense** **modern nerve now performance**

**It is clear from this story that while some things in the ancient Olympics were the same as in the modern ones, other things were different. Write at least 4 differences down based on what you’re told in the text and pictures on pages 34 and 35.**

**One person who read this story said it ended too soon - it should have described the race itself. Say whether or not you agree, and why.**

**State whether you agree or disagree with the following statements and why.** Taking part is more important than winning We should put up statues of our Olympic gold medal winners Competing in the Olympics would not be enjoyable

**Unscramble the following sentences from the story** athletes him now other the watching were athletes line moving starting the the to were all beat competitors he knew one that the the to was

**The opening sentence in this story is a** **simile** **- a simile compares two things using the word ‘like’ or ‘as’. The idea is to draw on something familiar to the reader to help the reader imagine something else. Try coming up with your own comparisons to finish these statements.**
 * 1) When the race started, the crowd roared like/as if
 * 2) Poros burst out of the starting holes like/as if
 * 3) The tension pressed down on Poros like

School Journal 2000 Part Four Number Two

**ANIMALS WHO BITE** **Listed in this table are some descriptions of people commonly found in talk shows. Put each comment from the list below the table beside the person most likely to make it:**
 * 1) **Which of these words best describes the tone of this play?**
 * 2) angry b) light-hearted c) critical d) serious
 * 3) **What two reasons does Trevor give for not biting?**
 * 4) **What does Brian do that makes the audience accuse him of being ill-mannered?**
 * 5) **Why does Brian bite, according to him?**

**Hey, brothers, chill out You pickin’ a fight with me? Get used to it, lady** **I just wanna say, like, you know, like, I mean, I just think .... you know** **And he .... he nibbled my ear and made it bleed** **You gotta hold him and make him feel secure** **Complete the following sentences. Cross out any words which do not apply.** I like/don’t like talk shows because ______
 * **Typical talk-show person** || **What each might say** ||
 * Someone aggressive ||  ||
 * Someone empty-headed ||  ||
 * A peacemaker ||  ||
 * Someone stubborn ||  ||
 * Someone who likes to analyse others ||  ||
 * A victim ||  ||

I would/would not like to be a guest on a talk show because _________

**Match the examples of conversational language below with the list of descriptions:** **I’m Get used to it, lady** **You got something to say? If you were my lion, I’d**
 * 1) **An unfinished sentence _______________**
 * 1) **A contraction or shortened form _____________**
 * 1) **A phrase in which a word has been left out ____________**
 * 1) **A simple sentence ___________**