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Primary English · Year 3Chapter 9 · Reading non-fiction
Year 3 · Chapter 9

Reading non-fiction

By the end of this chapter you will be able to

  • Say what a non-fiction text is for, and who it is written for
  • Use a contents page, headings and sub-headings to find the right part of a book
  • Find facts in captions, labelled diagrams, bullet points and tables
  • Use an index, a glossary and a dictionary, and put words in alphabetical order
  • Tell a fact from an opinion, and give the clue words that show which is which
  • Summarise the main points of a section in one sentence

You should already know

  • Retelling and discussing texts, and finding evidence in the text (Chapter 7)
  • The parts of a poem and a play script (Chapter 8)
  • Word classes, paragraphs and headings (Chapters 3 and 6)

Where this leads

  • Writing stories with settings, characters and plot (Chapter 10)
  • Writing letters, instructions, reports and explanations (Chapter 11)
  • Reading longer non-fiction texts in Year 4

National Curriculum for England, Key Stage 2 English, Year 3. Content: Read non-fiction texts with different structures for different purposes, and recognise their purpose and audience, Use a contents page, headings, sub-headings, an index and a glossary to find information, Retrieve and record information from information texts, using captions, labelled diagrams, bullet points and tables, Use a dictionary to check the meaning and the spelling of words, using the first two or three letters, Identify the main ideas drawn from more than one paragraph and summarise them, Tell fact from opinion, and take part in discussion by taking turns and giving reasons.

Exercise P  Do you remember?

1
FWhich word is the verb in this sentence? The bee landed on the flower.
2
FWhat is a paragraph?
3
FPut these words in alphabetical order: sun, moon, star.
4
FWhich punctuation mark ends a question?
5
FWhat is an adjective?
9.1

Purpose and audience

Year 3
Read non-fiction for different purposes, Recognise the purpose and audience of an information leaflet, instructions, a recount and a letter
Video lesson: Purpose and audienceComing soon
Story. Priya finds a leaflet about a park at the library. Who wrote it, why did they write it, and who is it for?

Every non-fiction text has a purpose. The purpose is the reason the writer wrote it: to inform, to instruct, to tell what happened, or to ask or thank someone. Every text also has an audience. The audience is the person or people the writer wants to read it.

Different text types have different purposes and clue words. The table shows four common types.

Text typePurposeClue words and layout
Information leafletto tell readers facts and what to doheadings, bullet points, you and us
Instructionsto tell readers how to do somethinga command word first, then the steps in order
Recountto tell what happened, in orderpast tense and time words, such as first, then, on Monday
Letterto tell or ask a person you knowDear ..., then a sign-off such as Love from ...

Read the leaflet in the box. Then answer the questions in exercise 9A.

Welcome to Willow Park (information leaflet)

Willow Park is a green space in the middle of town. It is open to everyone, and it is free to visit.

Come and enjoy a walk, a picnic or a game with friends.

What you can see

  • A large pond with ducks and frogs
  • A play area for children
  • Benches under the old willow trees
  • A path all the way around the pond

Please remember

Keep dogs on a lead near the pond. Take your rubbish home with you. Thank you for helping us keep the park clean and safe.

Read the titlewhat is it about?Look at the layoutheadings, lists, a greeting?Ask whyto tell, to instruct or to ask?Ask whowho will read it?
Four questions that find the purpose and audience of a text.

Key ideas

  • The purpose is the reason a writer wrote the text.
  • The audience is the person or people who will read it.
  • An information leaflet gives facts, often under headings and in bullet points.
  • Instructions start with a command word and give the steps in order.
  • A recount uses past tense and time words to tell events in order.
  • A letter starts with a greeting and ends with a sign-off.
Worked example 9.1.1
Who is the audience of the leaflet? Give the words from the text that show who it is for.

Method. Find the words that speak to the people who will read the leaflet.

  1. Find the key words in the question. These words tell us where to look: audience.
    audience
  2. Find the words in the text that answer it. The text says:
    Come and enjoy a walk, a picnic or a game with friends.
  3. Write the answer.
    Visitors to the park, such as families and friends.

Check. The leaflet invites visitors and their friends to come. ✓

Worked example 9.1.2
Which text type is this? Pour the milk into the bowl. Then stir. Name it and give two clue words.

Method. Look for a command word at the start, and words that put the steps in order.

  1. Read the words in the question. Decide who the words are for and what they do.
    Pour the milk into the bowl. Then stir.
  2. Find the clue words and the layout. Each text type has its own clue words.
    Pour / Then
  3. Write the answer.
    instructions: they start with a command word (pour) and give the steps in order (then stir).

Check. The text tells the reader what to do, one step at a time. ✓

Worked example 9.1.3
Which text type is this? Yesterday, we went to the zoo. We saw the penguins, and then we ate lunch. Name it and give two clue words.

Method. Look for past tense verbs and words about time.

  1. Read the words in the question. Decide who the words are for and what they do.
    Yesterday, we went to the zoo. We saw the penguins, and then we ate lunch.
  2. Find the clue words and the layout. Each text type has its own clue words.
    Yesterday / went / saw
  3. Write the answer.
    a recount: it tells what happened, in order, in the past tense (went, saw, ate).

Check. The events are told in order, and the verbs are in the past tense. ✓

Watch out

Watch out: a text can have more than one purpose. A leaflet can also tell the reader what to do, so look at the whole text, not only the first line.

Exam tip

Grown-up tip. Ask your child who they think a text is for, and what they think the writer wanted the reader to do. Then ask which words helped them decide.

Exercise 9A  Practice: purpose and audience

1
FWhich two animals can you see in the pond, according to the leaflet?
2
FIs the park free to visit? Copy the words that give the answer.
3
FWho is the leaflet written for? Give one group of people.
4
PSWhat is the purpose of the leaflet? Answer in your own words.
5
FWhich heading tells the reader what to do in the park?
6
PSFind one word in the leaflet that speaks directly to the reader.
7
PSWhy does the leaflet use a list of bullet points under What you can see?
8
RWhy must dogs be kept on a lead near the pond? Use the leaflet to explain.
9
FWhich text type is this? On Monday we walked to the farm and fed the goats. Name it and give one clue word.
10
PSWhich text type is this? First, fill the watering can. Then pour the water on the seeds. Name it and give one clue word.
11
RWhich text type is this? Dear Grandad, thank you for the book. Love from Sam. Name it and give two clue words.
9.2

Contents, headings and sub-headings

Year 3
Use a contents page and headings to find information, Tell a heading from a sub-heading
Video lesson: Contents, headings and sub-headingsComing soon
Story. Ben wants to find out how bees make honey. Before he reads the whole book, he looks at the contents page.

A contents page is at the front of a book. It lists the main parts of the book, and the page where each one starts.

A heading names a main part of a text. A sub-heading names a smaller part inside a heading. Use the contents page and the headings to go straight to the part you need, instead of reading everything.

Read the guide in the box. Then answer the questions in exercise 9B.

Bees: A Short Guide (information guide)

Contents

  • 1 What bees do: page 2
  • 2 Inside the hive: page 3
  • 3 Keeping bees safe: page 4

1 What bees do

Nectar and pollen

Bees visit flowers to collect nectar and pollen. Nectar is a sweet liquid, and bees turn it into honey. Bees also carry pollen from flower to flower, which helps plants make seeds.

2 Inside the hive

Workers and the queen

A honeybee colony lives in a hive. Most of the bees are workers, and they are all female. The queen is the bee that lays the eggs.

3 Keeping bees safe

Planting for bees

People can help bees by planting flowers that they like, such as lavender and clover.

Contents1 What bees dopage 22 Inside the hivepage 33 Keeping bees safepage 4
A contents page lists each part of the book with the page where it starts.

Key ideas

  • A contents page lists the main parts of a book and the page where each one starts.
  • A heading names a main part of a text.
  • A sub-heading names a smaller part inside a heading.
  • Headings and sub-headings help you go straight to the information you need.
  • Read the contents page first, then the headings, then the part you need.
Worked example 9.2.1
Which sub-heading tells you how bees make honey? Copy it.

Method. Find the sentence about honey, then look at the sub-heading above it.

  1. Find the key words in the question. These words tell us where to look: honey.
    honey
  2. Find the words in the text that answer it. The text says:
    Nectar is a sweet liquid, and bees turn it into honey.
  3. Write the answer.
    Nectar and pollen

Check. The honey sentence sits under the sub-heading Nectar and pollen. ✓

Worked example 9.2.2
On which page does section 1, What bees do, start?

Method. Find the words What bees do in the contents list, and read the page number after them.

  1. Find the key words in the question. These words tell us where to look: What bees do.
    What bees do
  2. Find the words in the text that answer it. The text says:
    1 What bees do: page 2
  3. Write the answer.
    page 2

Check. The contents list gives page 2. ✓

Worked example 9.2.3
Why is Workers and the queen a sub-heading, and not a heading?

Method. Look at where the words sit in the guide.

  1. Find where it sits. It comes after the heading 2 Inside the hive.
    after 2 Inside the hive
  2. Think about its size. A sub-heading names a smaller part inside a heading.
    a smaller part of section 2
  3. Write the answer.
    It names a smaller part inside section 2.

Check. A sub-heading sits below a heading. ✓

Watch out. A heading names the whole section; a sub-heading names one part of it.

Watch out

Watch out: do not stop at the first heading you see. Check the sub-headings too, because the part you need may sit under a smaller heading.

Exam tip

Grown-up tip. Ask your child to find the page for one section, using the contents page only. Then ask them to find a sub-heading in that section, without reading the paragraphs.

Exercise 9B  Practice: contents, headings and sub-headings

1
FOn which page does section 2, Inside the hive, start?
2
FWhich page would you turn to in order to read about keeping bees safe?
3
FWhich section tells you what nectar is?
4
FWhat do bees carry from flower to flower?
5
FWhich bee lays the eggs in the hive?
6
PSName two flowers that people can plant to help bees.
7
PSWhich sub-heading would you read to find out about the workers?
8
FWhat is a contents page for?
9
FWhat is the difference between a heading and a sub-heading?
10
PSPut these headings in the order they come in the guide: Planting for bees, Inside the hive, What bees do.
11
RWhy are headings and a contents page useful? Give one reason.
9.3

Captions, diagrams, bullet points and tables

Year 3
Retrieve facts from captions, labelled diagrams, bullet points and tables, Record information from non-fiction
Video lesson: Captions, diagrams, bullet points and tablesComing soon
Story. Lena is writing a school report about plants. She uses a labelled diagram, a table and a list of bullet points to find her facts.

Information texts often use more than words. A caption is a short sentence under a picture or a table. It tells you what the picture or table shows.

A labelled diagram is a picture with names on lines that point to its parts. A bullet point is a short point in a list, with one fact in each point. A table has rows and columns: read across a row, and down a column, to find a fact.

Read the text in the box. Then answer the questions in exercise 9C.

Parts of a Plant (information text with a diagram and a table)

Most plants have roots, a stem, leaves and flowers. Each part has a job.

flowerleafstemroots

Figure 1: A plant with its main parts labelled.

  • Roots hold the plant in the soil and take in water.
  • The stem holds up the leaves and flowers.
  • Leaves use light to make food for the plant.
  • Flowers make seeds.

Parts that we eat

Some parts of plants are good to eat. The table shows some examples.

PlantPart we eat
Carrotroot
Lettuceleaves
Broccoliflower head
Applefruit

Table 1: Some plants and the part we eat.

Read the captionwhat does the picture show?Check the labelswhich part is which?Read the bulletsone fact in each pointRead the tableacross a row, down a column
Four ways to find facts in an information text: captions, labels, bullet points and tables.

Key ideas

  • A caption is a short sentence under a picture or a table, and it says what the picture or table shows.
  • A labelled diagram names the parts of a picture, with a label for each part.
  • A bullet point is a short point in a list, usually with one fact in each point.
  • In a table, read across a row to find the row you want, then read down to the column heading.
  • Write the facts you find in your own words, so you can check them later.
Worked example 9.3.1
Which part of a plant makes seeds?

Method. Find the bullet point about seeds.

  1. Find the key words in the question. These words tell us where to look: seeds.
    seeds
  2. Find the words in the text that answer it. The text says:
    Flowers make seeds.
  3. Write the answer.
    flowers

Check. The last bullet point says flowers make seeds. ✓

Worked example 9.3.2
In Table 1, which column tells you what part of the apple we eat?

Method. Find the apple, then read across to the column that says what we eat.

  1. Find the row for apple. Read across the row to find the apple.
    Apple | fruit
  2. Read up to the column heading. The column heading tells you what the word in the row means.
    Part we eat
  3. Write the answer.
    The Part we eat column: the apple is a fruit.

Check. Read across the row, then up to the heading. ✓

Watch out. Read across the row first, then up the column. Do not mix up the rows and the columns.

Worked example 9.3.3
Why are bullet points quick to use when you are finding facts?

Method. Think about how a reader scans a list.

  1. Look at the list. Each bullet point is short and sits on its own line.
    one fact per point
  2. Think about searching. You can scan the list and find the fact you need in a few seconds.
    scan the list
  3. Write the answer.
    Each point is short, so you can find one fact quickly.

Check. Short points on their own lines are easy to scan. ✓

Watch out. Also accept: each point is one fact, so it is easy to find.

Watch out

Watch out: a caption tells you what a picture shows, but it does not always give you a fact you can copy. Check the labels and the text as well.

Exam tip

Grown-up tip. Look at a picture in a book together. Ask your child to point to one label, read the caption, and tell you one fact from it.

Exercise 9C  Practice: captions, diagrams, bullet points and tables

1
FWhich part of the plant holds it in the soil?
2
FWhich part of the plant uses light to make food?
3
FLook at the labelled diagram. Which label names the part that holds up the leaves and flowers?
4
FLook at Table 1. Which part of the carrot do we eat?
5
PSLook at Table 1. Which plant do we eat the leaves of?
6
PSHow many bullet points describe the job of a plant part?
7
PSWhat does the caption under Figure 1 tell you about the picture?
8
FWhat is a caption for?
9
FWhat is a labelled diagram?
10
PSWrite one more row for a pea plant, in the same two-column table: Plant and Part we eat.
11
RExplain why a plant needs both roots and leaves. Use one fact from the text.
9.4

Index, glossary and dictionary

Year 3
Use an index and a glossary to find information, Use a dictionary to check the meaning and spelling of a word
Video lesson: Index, glossary and dictionaryComing soon
Story. Omar is reading about ponds. He turns to the index to find the right page, and then he checks a word in the glossary.

An index is at the back of a book. It lists the topics in alphabetical order, with the page numbers where each topic is found.

A glossary is a list of key words in a book, with their meanings. It is also in alphabetical order.

A dictionary is also in alphabetical order. To find a word quickly, look at its first two or three letters. Frog starts with fr, so you look for fr near the start of the dictionary.

Read the extract in the box. Then answer the questions in exercise 9D.

Habitats (non-fiction extract with an index and a glossary)

Page 2

A habitat is the place where an animal or plant lives. Woodland and hedges are habitats. Many animals find food and shelter in the same habitat.

Page 3

A hedgehog sleeps in a pile of leaves in a hedge or a wood. Ponds are home to frogs and newts, and many plants grow in the water.

Index

  • frog, page 3
  • hedgehog, page 3
  • newt, page 3
  • pond, page 3
  • woodland, page 2

Glossary

  • habitat: the place where an animal or plant lives
  • newt: a small animal that lives in ponds
  • shelter: a place that protects an animal from weather and danger
Look in the indexfind the topic and its pageTurn to the pageread the factsCheck the glossaryfind the meaning
Using an index to find a page, and a glossary to find a meaning.

Key ideas

  • An index lists topics in alphabetical order, with the page numbers where they are found.
  • A glossary lists key words in alphabetical order, with their meanings.
  • In a dictionary, look at the first two or three letters to find a word quickly.
  • Words that start with the same letter are put in order by their second letter, then their third.
  • A dictionary can also help you check the spelling of a word you have read.
Worked example 9.4.1
Put these two words in dictionary order: lemon, lamp.

Method. Look at the first letter of each word, then the next letters.

  1. Look at the first letter of each word. A dictionary puts words in alphabetical order, from A to Z.
    lemon: l / lamp: l
  2. If two words start with the same letter, look at the next letters. Compare the second and third letters, one pair at a time.
    lam / lem
  3. Write the answer.
    lamp, lemon

Check. The order is lamp, lemon, because a comes before e. ✓

Worked example 9.4.2
Which page would you turn to in order to find out about ponds? Use the index.

Method. Find pond in the index and read the page number after it.

  1. Find the key words in the question. These words tell us where to look: pond.
    pond
  2. Find the words in the text that answer it. The text says:
    pond, page 3
  3. Write the answer.
    page 3

Check. The index says pond, page 3. ✓

Worked example 9.4.3
Why does a glossary put its words in alphabetical order?

Method. Think about how a reader finds one word in a long list.

  1. Think about finding a word. If the words are in order, you can find one quickly.
    A to Z
  2. Think about the reader. A reader can move through the list from A to Z, without reading every word.
    move from A to Z
  3. Write the answer.
    So that a reader can find a word quickly.

Check. Alphabetical order makes any word quick to find. ✓

Watch out. Also accept: so the reader does not have to read every word to find the one they need.

Watch out

Watch out: the index gives page numbers, not the meanings. Use the glossary for a meaning, and the index for a page.

Exam tip

Grown-up tip. Ask your child to put five words from the house into alphabetical order, using only the first two letters. Then ask them to check the order in a real dictionary.

Exercise 9D  Practice: index, glossary and dictionary

1
FWhich page would you turn to in order to read about frogs?
2
FWhich page is about woodland?
3
FWhat does the glossary say a habitat is?
4
FWhich word comes first in the glossary: newt or shelter?
5
PSName a habitat where a hedgehog sleeps.
6
PSWhich two animals live in ponds, according to the text?
7
PSThe index says frog, page 3. What does the 3 tell you?
8
RWhy is an index useful when you want to find out about one animal? Give one reason.
9
FPut these words in dictionary order: sheep, shadow, shell.
10
PSWhich two letters would you look at first in a dictionary to find frog?
11
RWrite the meaning of habitat in your own words. Check it against the glossary.
9.5

Fact and opinion

Year 3
Tell a fact from an opinion, and give the clue words that show an opinion, Take part in a discussion, taking turns and giving reasons
Video lesson: Fact and opinionComing soon
Story. Ruth reads two sentences about puffins. One can be checked in a book. The other is what someone thinks. Can you tell which is which?

A fact is something that can be checked, and is true. An opinion is what someone thinks or feels. Two people can have different opinions about the same thing.

Clue words often show an opinion: think, believe, should, best, most beautiful and favourite. A fact can be checked in a book, in a reliable source, or by looking.

Read the text in the box. Then answer the questions in exercise 9E.

Puffins (information text with facts and opinions)

Puffins are seabirds with black and white feathers. In spring and summer, their beaks turn bright orange and yellow.

Puffins nest in burrows on cliffs and islands. Each year, a puffin lays one egg. Adults eat small fish, such as sand eels.

I think puffins are the most beautiful birds in the world. Everyone should visit a cliff to see them.

Factcan be checked in a bookPuffins nest in burrows.Opinionsays what someone thinksI think puffins are lovely.
A fact can be checked; an opinion says what someone thinks.

Key ideas

  • A fact can be checked, and is true.
  • An opinion says what someone thinks or feels, and other people may disagree.
  • Clue words for an opinion include think, believe, should, best and favourite.
  • A writer can give facts and opinions in the same text. Read each sentence on its own.
  • In a discussion, listen to others, take turns, and give a reason for your opinion.
Worked example 9.5.1
Is "Puffins nest in burrows on cliffs and islands" a fact or an opinion? Explain.

Method. Decide whether the sentence can be checked, or only shows a feeling.

  1. Find the key words in the question. These words tell us where to look: nest.
    nest
  2. Find the words in the text that answer it. The text says:
    Puffins nest in burrows on cliffs and islands.
  3. Write the answer.
    A fact: it can be checked in a book about puffins.

Check. It can be checked, so it is a fact. ✓

Worked example 9.5.2
Which word in the last sentence shows that it is an opinion?

Method. Find the last sentence and look for a clue word.

  1. Find the key words in the question. These words tell us where to look: clue.
    clue
  2. Find the words in the text that answer it. The text says:
    Everyone should visit a cliff to see them.
  3. Write the answer.
    should

Check. Should shows what the writer thinks people ought to do. ✓

Worked example 9.5.3
Is I think puffins are beautiful a fact or an opinion? Explain.

Method. Look for a clue word, then ask whether it can be checked.

  1. Look for a clue word. Think shows what the writer believes.
    I think
  2. Ask whether it can be checked. Beautiful is a judgement, and people may disagree.
    beautiful
  3. Write the answer.
    An opinion, because I think shows a belief.

Check. Think is a clue word for an opinion. ✓

Watch out. Also accept: an opinion, because beautiful is a judgement.

Watch out

Watch out: a sentence with a number or a name is not always a fact. Ask whether it can be checked, and whether it shows what someone thinks.

Exam tip

Grown-up tip. Read two sentences about an animal. Ask your child which one can be checked, and which one shows what someone thinks. Ask them to say which words helped them decide.

Exercise 9E  Practice: fact and opinion

1
FCopy one fact about the colour of a puffin's beak in spring and summer.
2
FWhere do puffins nest?
3
FHow many eggs does a puffin lay each year?
4
FWhat do adult puffins eat?
5
PSCopy the sentence that starts with the words I think.
6
PSIs Everyone should visit a cliff to see them a fact or an opinion? Explain.
7
PSGive one clue word that shows a sentence is an opinion.
8
RIs Puffins are seabirds with black and white feathers a fact or an opinion? How could you check it?
9
FWhat is an opinion?
10
PSGive one fact about a bird you know. How could you check it?
11
RIn a class discussion, a friend says puffins are the best birds. Name two things you should do before you give your own opinion.
9.6

Summarising the main points

Year 3
Identify the main ideas from more than one paragraph and summarise them, Record facts from non-fiction in notes, Give a short talk to a group, with a plan
Video lesson: Summarising the main pointsComing soon
Story. Jack has to tell his class what a text is about, in one sentence. First he finds the main idea of each paragraph.

A summary gives the main points of a text in a short form, in your own words. It leaves out small details and examples.

To summarise, find the main idea of each paragraph. Then join the main ideas into one or two sentences. Check that your summary says what the whole text is about.

When you read for information, you can also record facts in notes, such as a table. A table makes the facts easy to find later.

Read the explanation in the box. Then answer the questions in exercise 9F.

Why Leaves Change Colour (explanation)

In spring and summer

Leaves are green in spring and summer. The green colour comes from a substance called chlorophyll. Chlorophyll helps the leaf make food from sunlight.

In autumn

As the days get shorter and colder, the tree stops making chlorophyll. The green fades, and the yellow and orange colours that were already in the leaf begin to show.

Why leaves fall

Many trees do not need their leaves in winter. A layer of cells forms where the leaf joins the stem, and the leaf falls off.

Find the main ideaof each paragraphJoin the ideasin your own wordsCheck itdoes it cover the text?
Three steps to write a summary: find the main ideas, join them, and check the summary.

Key ideas

  • A summary gives the main points in your own words, and leaves out small details.
  • To summarise, find the main idea of each paragraph, then join them into one or two sentences.
  • A summary of a whole text covers every main idea, not only the first paragraph.
  • Record facts in notes or a table so you can find them later.
  • When you give a short talk, plan one fact to start with and one question for the listeners.
Worked example 9.6.1
What is the main idea of the section Why leaves fall?

Method. Read the section and find what happens to the leaf.

  1. Find the key words in the question. These words tell us where to look: Why leaves fall.
    Why leaves fall
  2. Find the words in the text that answer it. The text says:
    A layer of cells forms where the leaf joins the stem
  3. Write the answer.
    A layer of cells forms where the leaf joins the stem, and the leaf falls off.

Check. The section says a layer of cells forms, and the leaf falls off. ✓

Worked example 9.6.2
Summarise the first section, In spring and summer, in one sentence.

Method. Find the main ideas, then join them in your own words.

  1. Find the main ideas. The section says the leaves are green, and why.
    green; chlorophyll
  2. Join the ideas. Use your own words and keep only the main points.
    green because of chlorophyll, which makes food
  3. Write the answer.
    Leaves are green in spring and summer because chlorophyll makes food from sunlight.

Check. The sentence keeps the two main ideas. ✓

Watch out. A summary is shorter than the text. Leave out the small details.

Worked example 9.6.3
Record the facts about spring and summer, and about autumn, in a two-column table.

Method. Choose two columns, then find one fact for each row.

  1. Choose the two columns. Use one column for the season and one for the leaves.
    Season | leaf colour
  2. Find the facts. Each season has one main fact in the text.
    spring and summer: green; autumn: yellow and orange
  3. Write the answer.
    Spring and summer | green. Autumn | the green fades; yellow and orange show.

Check. Each row has one season and one fact from the text. ✓

Watch out. Keep the facts short. A table is for notes, not for whole sentences.

Watch out

Watch out: a summary is not a copy. Do not copy whole sentences from the text; say the main idea in your own words.

Exam tip

Grown-up tip. Ask your child to tell you what one paragraph is about in one sentence. Then ask them to say one fact and one question, as if they were talking to a class.

Exercise 9F  Practice: summarising the main points

1
FWhat colour are the leaves in spring and summer?
2
FWhat substance makes leaves green?
3
FWhy does the tree stop making chlorophyll?
4
FWhich two colours begin to show in autumn?
5
PSWhat forms where the leaf joins the stem?
6
PSWrite the main idea of the section In autumn in one sentence.
7
PSWrite a one-sentence summary of the whole text.
8
FWhat is a summary?
9
PSCopy and complete these notes: Spring and summer: leaves are ____. Autumn: the ____ fades and yellow and orange show.
10
PSPlan a two-minute talk to tell your class how leaves change colour. Write one fact you will say first, and one question you will ask the class.
11
RExplain why the leaves look yellow and orange in autumn. Use one fact from the text.

Chapter summary

SkillMethod
Purpose and audienceAsk why the text was written and who it is for. Look at the layout and the clue words.
Contents, headings and sub-headingsThe contents page gives the page for each part. Headings name main parts; sub-headings name smaller parts.
Captions, labelled diagrams, bullet points and tablesA caption says what a picture shows. Labels name the parts. Read a table across a row, then up to the heading.
Index and glossaryThe index gives topics and page numbers. The glossary gives key words and meanings. Both are in alphabetical order.
DictionaryUse the first two or three letters to find a word quickly, and to check its spelling.
Fact and opinionA fact can be checked. An opinion says what someone thinks; clue words include think, should and best.
SummaryFind the main idea of each paragraph, then write the main points in one or two sentences, in your own words.
Recording factsNote facts in a table, with one column for each heading.
DiscussionListen, take turns, and give a reason for your opinion.

Can you…?

  • I can say the purpose and the audience of a text
  • I can use a contents page, headings and sub-headings to find a part of a book
  • I can find facts in captions, labelled diagrams, bullet points and tables
  • I can use an index, a glossary and a dictionary
  • I can put words in alphabetical order, using the first two or three letters
  • I can tell a fact from an opinion, and give the clue words that show an opinion
  • I can summarise the main points of a text in my own words
  • I can take turns and give a reason in a discussion

Key terms

audience
the people a writer wants to read a text
purpose
the reason a writer wrote a text, such as to inform, to instruct or to tell what happened
contents page
the list at the front of a book that gives the page where each part starts
heading
a word or line that names a main part of a text
sub-heading
a smaller heading inside a main part of a text
caption
a short sentence under a picture or a table that says what it shows
labelled diagram
a picture with names on lines that point to its parts
bullet point
a short point in a list, often with one fact in each point
table
information in rows and columns
index
the list at the back of a book, in alphabetical order, that gives the pages where topics are found
glossary
a list of key words in a book, in alphabetical order, with their meanings
dictionary
a book that lists words in alphabetical order and gives their meanings
fact
something that can be checked and is true
opinion
what someone thinks or feels, which other people may not share
summary
a short version of a text that gives its main points in your own words

Exercise 9Z  Check-up

1
What is the main purpose of an information leaflet?
2
A contents list says: Chapter 1 page 2; Chapter 2 page 7; Chapter 3 page 12. Which chapter starts on page 7?
3
Put these words in alphabetical order: owl, badger, fox.
4
What is a caption?
5
What does a glossary contain?
6
Is Chips are the best food in the world a fact or an opinion? Explain.
7
Summarise these sentences in one sentence: Bats are mammals. They can fly. They eat insects.
8
Who is an instructions text written for?
9
Which tense do recounts usually use for the events?
10
A reader needs to find facts about puffin nests quickly. Which two features of a non-fiction text would help most? Explain.

Total 16 marks. Allow about 16 minutes.

Exercise 9X  Practice test questions

1
FUse the letter in the box. Who is the letter written to?[1 mark]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

2
FUse the letter above. Who wrote it?[1 mark]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

3
PSUse the letter above. What is its purpose?[2 marks]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

4
PSUse the letter above. Give two features that show it is written to a friend.[2 marks]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

5
FUse the letter above. What did Priya eat for lunch?[1 mark]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

6
FUse the letter above. Copy one fact about the museum visit.[1 mark]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

7
PSUse the letter above. Copy one opinion.[1 mark]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

8
PSUse the letter above. Summarise the letter in one sentence.[2 marks]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

9
PSUse the letter above. Why does Priya write Please write back?[2 marks]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

10
RUse the letter above. Name the text type. Give two reasons from the letter to support your answer.[3 marks]

Letter to Sam (letter)

Dear Sam,

Last Saturday, Mum and I went to the city museum. We saw a huge model of a dinosaur, and I looked closely at a real fossil. It was cold and heavy.

After that, we had lunch in the café, and I ate a jam sandwich.

You would love the room with the moving machines. Could you come with us next time? Please write back and tell me about your new bike.

Love from Priya

← Chapter 8: Reading poetry and playsChapter 10: Writing stories →

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