Year 3 · Chapter 7

Reading fiction

By the end of this chapter you will be able to

Find a detail in a story and check it in the text
Name the characters and the setting of a story, and explain a word from its context
Put the events of a story in order, and name the beginning, the problem and the ending
Work out how a character feels from what they do and say, and quote the evidence
Predict what will happen next, using clues the writer states or implies
Recognise a fable, a myth or a traditional tale, and name its theme or lesson

You should already know

Reading and retelling simple stories (Year 2)
Clauses and conjunctions, and their use in stories (Chapter 4)
Past and present tense, and paragraphs (Chapter 6)

Where this leads

Reading poetry and plays, and words that catch the reader's interest (Chapter 8)
Reading non-fiction and retrieving facts (Chapter 9)
Writing stories with characters, setting and plot (Chapter 10)

National Curriculum for England, Key Stage 2 English, Year 3. Content: Listen to, discuss and read a range of fiction, including fairy stories, myths and legends; retell some of them, Check that a text makes sense and explain the meaning of words in context, Retrieve information and key details from a story, Identify characters, setting and plot, Draw inferences about feelings, thoughts and motives from actions and speech, and give evidence, Predict what might happen from details that are stated and implied, Identify themes and conventions in fables, myths and traditional tales, Ask questions to improve understanding of a text, and take turns in discussion.

Exercise P Do you remember?

FWrite the past tense of take.

Done

FWhich word class is quickly in this sentence? Ben ran quickly.

Done

FAdd the inverted commas: Mia said, Let's go.

Done

FWhich conjunction joins the two clauses in this sentence? Mia smiled when she saw the puppy.

Done

FChoose the correct word: Put your coat over ____ peg. (their / there)

Done

7.1

Retrieving details from a story

Year 3
Retrieve information and key details from a story, Check that the answer is in the text

Video lesson: Retrieving details from a storyComing soon

Story. Priya took her red kite to the park on Saturday. Then the wind pulled it into a tree. What happens next?

When you read a story, you often need to retrieve information. To retrieve means to find a detail that the text states, and to check it before you answer.

Start with the question word: who, where, when, what or why. It points you to one sentence. Find that sentence, and check the detail against the words on the page.

Read this short story. Then answer the questions in exercise 7A.

The Lost Kite

Priya had a red kite with a long blue tail. On Saturday morning, she took it to the park with her dad. The wind was strong and the sky was clear. Priya ran across the grass, and the kite soared high above the trees. Then a sudden gust pulled the string out of her hands. The kite drifted over the pond and landed in a tall oak tree. Priya's dad tried to reach it with a long stick, but it was too high. Just then, a girl called Amira came over with a kite of her own. 'Let's ask the park keeper,' she said. The keeper brought a tall ladder, and soon the red kite was back in Priya's hands.

Retrieving a detail: find the question word, find the sentence, then check the detail.

Key ideas

To retrieve information, find a detail that the text states.
The question word (who, where, when, what, why) shows which sentence to read.
The answer is in the text. Read the sentence again to check it.
Retrieve means copy a detail, or use close words for it. Do not add a guess.
Talk about a story with a grown-up: take turns to ask and answer, and listen to each other.

Worked example 7.1.1

Use the extract: Tom ate his toast at seven. Then he put on his coat and walked to school with his friend Ella. Who did Tom walk to school with?

Method. Find the question word: who. It asks for a person.

Find the key words in the question. These words tell us which sentence to read: who.
who
Find the sentence that gives the answer. The text says:
walked to school with his friend Ella
Write the answer.
Ella

Check. The text says his friend Ella. ✓

Worked example 7.1.2

Use the extract: Tom ate his toast at seven. Then he put on his coat and walked to school with his friend Ella. When did Tom eat his toast?

Method. Find the question word: when. It asks for a time.

Find the key words in the question. These words tell us which sentence to read: when.
when
Find the sentence that gives the answer. The text says:
Tom ate his toast at seven
Write the answer.
at seven

Check. The text says at seven. ✓

Worked example 7.1.3

Use the extract: Tom ate his toast at seven. Then he put on his coat and walked to school with his friend Ella. Where did Tom walk?

Method. Find the question word: where. It asks for a place.

Find the key words in the question. These words tell us which sentence to read: where.
where
Find the sentence that gives the answer. The text says:
walked to school with his friend Ella
Write the answer.
to school

Check. The text says walked to school. ✓

Watch out

Watch out: a retrieved answer must come from the text. Do not write what you think happens. If you cannot find the detail, read the question again and look for a different sentence.

Exam tip

Grown-up tip. Read the story aloud together. Ask a question, such as "Where did the kite land?", and ask your child to point to the sentence that answers it. Then take turns to ask questions too.

7.2

Characters, setting and word meaning

Year 3
Name the characters and the setting of a story, Explain a word from the words around it

Video lesson: Characters, setting and word meaningComing soon

Story. Maya and Grandad walked along the harbour on a Friday evening. Who was there, and where were they?

A character is a person or animal in a story. The setting is where and when the story happens. Writers often tell us the setting in the first few sentences.

Some words have more than one meaning. To work out what a word means in a story, read the words around it, and ask: what makes sense here?

Read this short story. Then answer the questions in exercise 7B.

A Walk by the Harbour

The harbour town of Kettlecove was busy on Friday evening. Stalls lined the cobbled quay, and lanterns swung gently above them. The sky was turning pink and orange over the sea. Maya held Grandad's hand as they wandered past the fish stall. The smell of fresh bread drifted from the bakery on the corner. 'Look at those boats,' said Grandad, pointing at the masts that bobbed on the water. Maya had never seen the harbour so crowded. Then she spotted a small blue stall that sold hand-carved wooden ships. 'Could we look?' she asked, her eyes shining. Grandad smiled and nodded. They spent the rest of the evening choosing the very best ship.

The characters answer who. The setting answers where and when.

Key ideas

A character is a person or animal in a story. The main character is the one the story is mostly about.
The setting is where and when the story happens.
Writers often give the setting in the first few sentences.
To find the meaning of a word in context, read the words around it.
A detail about a place can show the setting, such as the sea, the smell of bread or the lanterns.

Worked example 7.2.1

Use the extract: The cold wind blew across the empty beach at Pebble Cove, where Jo was building a sandcastle. Where is the story set?

Method. Find the words that tell us the place.

Find the key words in the question. These words tell us which sentence to read: where.
where
Find the sentence that gives the answer. The text says:
the empty beach at Pebble Cove
Write the answer.
the empty beach at Pebble Cove

Check. The setting is a beach. ✓

Worked example 7.2.2

Use the extract: The cold wind blew across the empty beach at Pebble Cove, where Jo was building a sandcastle. Who is the character in the story?

Method. Find the person the story is about.

Find the key words in the question. These words tell us which sentence to read: who.
who
Find the sentence that gives the answer. The text says:
where Jo was building a sandcastle
Write the answer.
Jo

Check. Jo is the one building the sandcastle. ✓

Worked example 7.2.3

Use the extract: The cold wind blew across the empty beach at Pebble Cove, where Jo was building a sandcastle. In this sentence, what does blew mean?
(a) sang loudly
(b) moved through the air quickly
(c) stopped suddenly

Method. Read the words around blew.

Look at the words around blew. The wind is moving across the beach.
The cold wind blew across the empty beach
Test each meaning. Sang loudly does not fit wind, and stopped suddenly does not fit a wind moving across a beach.
(a) and (c) do not fit
Choose the meaning that fits. Blew means the wind moved through the air.
(b)
Write the answer.
(b) moved through the air quickly

Check. Read the sentence with the meaning in place: The cold wind moved through the air. ✓

Watch out

Watch out: a setting is not only a place. It can also be a time, such as a Friday evening. A character can be an animal, too.

Exam tip

Grown-up tip. Ask your child: who is in the story? Where and when does it happen? Then ask about one word: what does it mean in this sentence? Look at the words around it together.

7.3

Plot: beginning, problem, middle and ending

Year 3
Identify the plot of a story: the beginning, the problem, the middle and the ending, Put the events of a story in order

Video lesson: Plot: beginning, problem, middle and endingComing soon

Story. Sam had one week to finish a science model. Would his first try work?

The plot is the events of a story, in the order they happen. Most stories have a beginning, a middle and an ending. The beginning introduces the characters and the setting, and often shows a problem.

In the middle, the characters try to solve the problem. The ending puts the problem right, or shows what happens after it.

Read this short story. Then answer the questions in exercise 7C.

Sam's Volcano

Sam had one week to finish his science model. At first, he made a flat pile of wet clay. It did not look like a mountain at all, and Sam sat on the step with a long sigh. Then his sister Ruby arrived with a tin of baking soda. 'Build it around a plastic bottle,' she suggested. So Sam built a tall, lumpy cone over the bottle and painted it brown. On Thursday, he poured in vinegar and a squirt of red food colour. The mixture bubbled up and spilled down the sides, just like lava. His teacher clapped, and Sam grinned from ear to ear.

A plot line with five stages: beginning, problem, middle, climax and ending.

Key ideas

The plot is the events of a story, in order.
The beginning introduces the characters and the setting.
The problem is the difficulty the main character must deal with.
The middle shows attempts to solve the problem. The ending puts it right.
Words such as first, then, next and finally help you to put events in order.

Worked example 7.3.1

Put these events in the order they happened in the story. Write the letters in order.
(a) The tide came in and washed it away.
(b) Ali started a sandcastle.
(c) Ali finished the walls.

Method. Look for the time words in each event, and the order they must happen in.

Find event 1 in the story. Events happen in the order the story tells them.
(b) Ali started a sandcastle.
Find event 2 in the story. Events happen in the order the story tells them.
(c) Ali finished the walls.
Find event 3 in the story. Events happen in the order the story tells them.
(a) The tide came in and washed it away.
Write the answer.
b, c, a

Check. The tide washes the castle away only after it is built. ✓

Watch out. Also accept any order that matches the story, if you explain the order.

Worked example 7.3.2

Use the extract: Max lived with his gran by the sea. He loved to fish from the old pier. Which sentence introduces the setting?

Method. Look for the sentence that tells us where the story is set.

Find the key words in the question. These words tell us which sentence to read: setting.
setting
Find the sentence that gives the answer. The text says:
Max lived with his gran by the sea
Write the answer.
Max lived with his gran by the sea.

Check. This is the beginning of the story. ✓

Worked example 7.3.3

What is the problem in this part of the story? Max's boat sprang a leak, and the water was rising fast.

Method. Look for the thing that goes wrong.

Find the key words in the question. These words tell us which sentence to read: problem.
problem
Find the sentence that gives the answer. The text says:
sprang a leak
Write the answer.
The boat has sprung a leak.

Check. A leak is the problem. ✓

Watch out

Watch out: do not put the events in the order you like best. Put them in the order they happen in the story. An ending comes last, even when you read it first.

Exam tip

Grown-up tip. Ask your child: what happened first? What went wrong? How was the problem put right? Then ask them to draw a plot line with three or five stages, and label it.

7.4

Inferring feelings and motives

Year 3
Infer how characters feel from their actions and speech, Give evidence from the text for an inference

Video lesson: Inferring feelings and motivesComing soon

Story. Ben was waiting for his spelling test to be marked. How do you think he feels?

Writers do not always say how a character feels. They show it through what the character does and says. When you work out a feeling or a reason that is not stated, you are making an inference.

A motive is the reason a character does something. An inference must be backed by evidence: the words or actions in the text that gave you the idea.

Read this short story. Then answer the questions in exercise 7D.

The Spelling Test

Ben's hands were sweaty as Mrs Patel handed out the spelling test. He read the first word twice before he wrote it. Then he tapped his pencil on the desk, one, two, three times. He glanced at Amira's paper, and then quickly looked away. 'Stop fidgeting, Ben,' whispered Leo. Ben did not reply. When the test was over, he folded his paper into a small square and kept it in his pocket. Later, Mrs Patel called his name. Ben stood up slowly. 'You got every word right,' she said with a big smile. Ben's face lit up, and he ran to hug his mum at the door.

An inference: look at what the character does, think what it shows, then decide how the character feels.

Key ideas

A feeling can be shown by what a character does, not only by what they say.
An inference is a sensible conclusion, based on evidence in the text.
A motive is the reason why a character does something.
Always give evidence: quote the words or the actions that point to your answer.
Several clues that point the same way make a stronger inference.

Worked example 7.4.1

Use the extract: Ruby clenched her fists and stared at the floor. 'It's not fair,' she muttered. How does Ruby feel? Give evidence.

Method. Read what Ruby does and says, then think what it shows.

Read what the character does and says. Actions and words are clues to how a character feels or what they want.
clenched her fists / It's not fair
Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
Write the answer.
angry

Check. Clenched fists and an angry remark both show anger. ✓

Worked example 7.4.2

Use the extract: Ali grinned, shut the book, and jumped off the sofa. How does Ali feel? Give evidence.

Method. Think about what a grin and a jump show.

Read what the character does and says. Actions and words are clues to how a character feels or what they want.
grinned / jumped off the sofa
Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
Write the answer.
happy or excited

Check. A grin and a jump show a good feeling. ✓

Watch out. Also accept: pleased, delighted.

Worked example 7.4.3

Use the extract: Hal kept checking the clock. He left his tea untouched. How does Hal feel? Give evidence.

Method. Think about why someone keeps looking at the time.

Read what the character does and says. Actions and words are clues to how a character feels or what they want.
kept checking the clock
Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
Write the answer.
worried

Check. Checking the clock again and again shows he is waiting anxiously. ✓

Watch out. Also accept: anxious, impatient.

Watch out

Watch out: do not say how a character feels without evidence. Also, a character can feel more than one thing at once. Look for every clue before you choose.

Exam tip

Grown-up tip. Act out a short scene with your child. Ask: what does the character do? What does that show? How do you think they feel? Then ask: which words in the story tell you?

7.5

Predicting what happens next

Year 3
Predict what might happen from details that are stated and implied, Give a clue from the text for a prediction

Video lesson: Predicting what happens nextComing soon

Story. Mia found a small brass key in the garden. What do you think she will do next?

To predict means to make a sensible guess about what will happen next. Good predictions use clues. Some clues are stated: the writer says them. Others are implied: the reader has to work them out.

A prediction must match the story so far. Give a clue to show why you think it.

Read this short story. Then answer the questions in exercise 7E.

The Locked Shed

The old shed at the bottom of the garden had been locked for as long as Mia could remember. One rainy afternoon, she lifted a flowerpot by the gate and found a small brass key. It fitted the padlock perfectly. Inside, the air smelled of dust and apples. A wooden box sat on a shelf, with a faded label that said 'Grandma's Maps'. Mia lifted the lid and saw a folded paper with a drawing of the river, a bridge and a red X. 'Maybe there is treasure,' she whispered. Then she heard footsteps on the path outside. Someone was coming, and the shed door was still open.

A prediction uses clues from the text to make a sensible guess.

Key ideas

A prediction is a sensible guess about what will happen next, based on clues.
A stated clue is written in the text. An implied clue must be worked out.
A good prediction matches the story so far.
Always give a clue from the text to show why you think it.
Writers often end a part of a story with a question or a surprise, so the reader wants to read on.

Worked example 7.5.1

Use the extract: The sky went dark. Thunder rumbled, and Sam ran to shut the window. What will probably happen next?

Method. Look at the clues: the sky, and the sound of thunder.

Find the clues in the text. Clues are details the writer states or only implies.
The sky went dark / Thunder rumbled
Think about what usually follows. A good prediction matches the clues and what has happened so far.
Write the answer.
It will rain, or a storm will start.

Check. Dark skies and thunder usually come before rain. ✓

Worked example 7.5.2

Use the extract: The fridge was empty and the cupboards were bare. Dad put on his coat and took his wallet. What is Dad most likely to do next?

Method. Put the two clues together: the food has run out, and Dad is ready to go out with his money.

Find the clues in the text. Clues are details the writer states or only implies.
The fridge was empty / took his wallet
Think about what usually follows. A good prediction matches the clues and what has happened so far.
Write the answer.
He will go to the shop.

Check. Empty cupboards and a wallet point to a shopping trip. ✓

Watch out. Also accept: He will go out to buy food.

Worked example 7.5.3

Use the extract: The back door was open, and a small trail of muddy paw prints led to the kitchen. What might have happened?

Method. The paw prints are an implied clue: something with paws came in.

Find the clues in the text. Clues are details the writer states or only implies.
a small trail of muddy paw prints led to the kitchen
Think about what usually follows. A good prediction matches the clues and what has happened so far.
Write the answer.
An animal came in from the garden.

Check. Muddy paw prints lead from the door into the kitchen. ✓

Watch out. Also accept: A pet, such as a dog or a cat, came in.

Watch out

Watch out: a prediction is a guess, not a fact. Do not say what will definitely happen. Say what is most likely, and give the clue that shows why.

Exam tip

Grown-up tip. Pause a story at an exciting point, and ask your child: what do you think will happen? What clue makes you think that? Then read on to see if the guess was right.

7.6

Themes and traditional tales: fables, myths and legends

Year 3
Recognise some kinds of traditional tale: fairy stories, fables, myths and legends, Identify the theme or lesson of a tale, and retell a tale in your own words

Video lesson: Themes and traditional tales: fables, myths and legendsComing soon

Story. The hare was sure he would win the race. Was he right?

A traditional tale is an old story that has been told for many years. A fable is a short tale with animals who talk, and it ends with a moral, which is a lesson. A myth is an old story that explains something in nature, such as why the sun moves across the sky. A legend is an old story about a hero or a real place.

A theme is the big idea that a story is about. A convention is a feature that many stories of one kind share, such as Once upon a time, or animals that talk in a fable.

Read this traditional tale. Then answer the questions in exercise 7F.

The Tortoise and the Hare

Once upon a time, a hare boasted to everyone that he was the fastest animal in the forest. One day, a slow tortoise said, 'I will race you to the big oak tree.' The hare laughed loudly and set off at great speed. Halfway there, he was so sure of winning that he lay down for a nap. The tortoise did not stop. He kept walking, step by step, until he reached the oak tree. When the hare woke, he raced to the tree, but the tortoise had already arrived. Everyone in the forest cheered for the tortoise. The hare learned that boasting and carelessness can lose a race.

The conventions of a fable: animals talk, the story has a clear lesson, and the theme is the big idea.

Key ideas

A fable is a short tale with animals who talk, and it has a moral (a lesson).
A myth explains something in nature. A legend is about a hero or a real place.
A fairy tale often begins with Once upon a time and may end happily ever after.
The theme is the big idea, and it can be stated in your own words.
Retell a tale in your own words, by its main events, in the right order.

Worked example 7.6.1

Which feature shows that a story is a fable?
(a) animals who talk and a lesson at the end (b) a school trip (c) a list of facts

Method. Think about what a fable is.

Check option (a). A fable has animals who talk, and it ends with a moral.
(a) animals who talk and a lesson
Check the other options. A school trip and a list of facts do not belong to a fable.
(b) and (c) do not fit
Write the answer.
(a) animals who talk and a lesson at the end

Check. The animals and the moral are the conventions of a fable. ✓

Worked example 7.6.2

Use the extract: A greedy fox grabbed all the grapes and ate until he was sick. He never shared with anyone. What is the theme? Say it in your own words, and give evidence.

Method. Look at what the fox does, and what it leads to.

Read what the character does and says. Actions and words are clues to how a character feels or what they want.
grabbed all the grapes / ate until he was sick
Put the clues together. Clues that point the same way make a good inference. Always give the evidence.
Write the answer.
Being greedy can make you lose out.

Check. The fox's greed leads to a bad result, so that is the theme. ✓

Watch out. Also accept: Greed does not pay; sharing is better.

Worked example 7.6.3

Which of these is a myth?
(a) a story that explains why the sea is salty (b) a report on the weather (c) a shopping list

Method. A myth is an old story that explains something in nature.

Find the story that explains something. A myth explains a natural thing with an old story.
(a) explains why the sea is salty
Check the others. A report and a shopping list do not explain anything in nature.
(b) and (c) do not fit
Write the answer.
(a) a story that explains why the sea is salty

Check. The myth explains something in nature with a story. ✓

Watch out

Watch out: a fable is not a true story about real animals. Its animals talk because it is a traditional tale. The moral is the lesson, which is not always the same as the theme. Write the theme in your own words.

Exam tip

Grown-up tip. Retell a tale aloud together, in your own words. Take turns: one of you tells the first part, and the other tells the next part. Then ask: what is the lesson? Is it the same lesson a friend would give?

Chapter summary

Skill	Method
Retrieve	Find a detail the text states. Use the question word (who, where, when, what, why) to find the sentence.
Character and setting	A character is a person or animal in the story. The setting is where and when it happens.
Word meaning in context	Read the words around the word, and choose the meaning that fits the sentence.
Plot	The events of a story in order: beginning, problem, middle, climax and ending.
Infer	Work out a feeling or motive that is not stated, from what the character does and says. Give the evidence.
Predict	A sensible guess about what will happen next, from clues that are stated or implied. Give a clue.
Fable, myth and legend	A fable has animals who talk and a moral. A myth explains something in nature. A legend is about a hero or a place.
Theme	The big idea a story is about, which you can say in your own words and support with a sentence from the text.

Can you…?

I can retrieve a detail from a story, and check it in the text
I can name the characters and the setting of a story
I can explain the meaning of a word from the words around it
I can put the events of a story in order, and name the problem and the ending
I can infer a feeling or a motive, and give evidence from the text
I can predict what will happen next, using clues
I can recognise a fable, a myth or a traditional tale, and name its theme or lesson
I can ask questions about a text and take turns when I talk about a story

Key terms

character: a person or animal in a story
setting: where and when a story takes place
plot: the events of a story, in the order they happen
theme: the big idea that a story is about
infer: to work out a feeling or a reason that is not stated, using evidence from the text
retrieve: to find a detail that the text states, and check it
evidence: the words or actions in the text that support an answer
predict: to make a sensible guess about what will happen next, using clues
fable: a short traditional tale with animals who talk, that ends with a moral
myth: an old story that explains something in nature
legend: an old story about a hero or a real place
moral: the lesson that a fable teaches

Total 17 marks. Allow about 17 minutes.

← Chapter 6: Tense and paragraphs Chapter 8: Reading poetry and plays →

Reading fiction

By the end of this chapter you will be able to

You should already know

Where this leads

Exercise P Do you remember?

Retrieving details from a story

Key ideas

Watch out

Exam tip

Exercise 7A Practice: retrieving details from The Lost Kite

Characters, setting and word meaning

Key ideas

Watch out

Exam tip

Exercise 7B Practice: characters, setting and word meaning

Plot: beginning, problem, middle and ending

Key ideas

Watch out

Exam tip

Exercise 7C Practice: plot and the order of events

Inferring feelings and motives

Key ideas

Watch out

Exam tip

Exercise 7D Practice: inferring feelings and motives

Predicting what happens next

Key ideas

Watch out

Exam tip

Exercise 7E Practice: predicting from clues

Themes and traditional tales: fables, myths and legends

Key ideas

Watch out

Exam tip

Exercise 7F Practice: traditional tales, themes and retelling

Chapter summary

Can you…?

Key terms

Exercise 7Z Check-up

Exercise 7X Practice test questions