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Primary English · Year 4Chapter 8 · Reading fiction and vocabulary
Year 4 · Chapter 8

Reading fiction and vocabulary

By the end of this chapter you will be able to

  • Find a fact the writer has stated, and record it in a list or table
  • Work out what a word means from the words around it, and name a simile, metaphor or personification
  • Infer how a character feels or why they act, and give the evidence from the text
  • Explain how a word choice or a short sentence affects the reader, and name the parts of a story
  • Predict what happens next using clues, and ask a question that helps me understand
  • Name the theme and features of a traditional tale, and retell it in order

You should already know

  • Word classes, such as adverb and conjunction (Year 3, Chapter 3; Chapter 6 of this book)
  • Fronted adverbials and conjunctions (Chapter 6 of this book)
  • Standard English verb forms such as saw and went (Chapter 7 of this book)
  • Character, setting, plot and predicting in a story (Year 3, Chapter 7)

Where this leads

  • Explaining how language, structure and presentation shape meaning (Chapter 9 of this book)
  • Retrieving and recording information from non-fiction (Chapter 10 of this book)

National Curriculum for England, Key Stage 2 English, Year 4. Content: Listen to and discuss a wide range of fiction, and retrieve and record information from it, Check that the text makes sense, and explain the meaning of words in context, including shades of meaning and figurative language, Ask questions to improve understanding of a text, Infer characters' feelings, thoughts and motives from their actions, and give evidence from the text, Predict what might happen from details stated and implied, Explain the effect of word choice and of a story's structure on the reader, Recognise the features of fairy stories, myths and legends and their themes, and retell some of them orally, Take turns and listen in discussion, and explain understanding of books before writing.

Exercise P  Do you remember?

1
FWhat is the word for the place and time in which a story happens?
2
FWhich word class is quickly in this sentence? Ben ran quickly.
3
FWrite the fronted adverbial in this sentence: Later, Sam cleaned his room.
4
FWrite the conjunction in this sentence: Sam went to bed after he had brushed his teeth.
5
FWrite the correct past tense of the verb see: Yesterday Ruby ___ the rainbow. Write the word only.
8.1

Retrieving and recording information

Year 4
Find a fact that the writer has stated, and check that the answer makes sense (RC2a), Record the facts clearly in a list or table, ready to explain your understanding (SL1)
Video lesson: Retrieving and recording informationComing soon
Story. Lena is helping at a night market while her aunt is busy. Visitors ask her questions, so she checks the facts in the story before she answers them.

Retrieving means finding information that the writer has stated. A stated fact is written in the text, so you can point to the sentence that gives it. Read the question first, then search the text for the key words in the question.

Recording means writing the facts down clearly, in a list, a table or a short note. A table with a column for each question word keeps the facts in order.

Question wordWhat to look forExample from a story
Who?a name or a group of peopleJoss
Where?a placeon the harbour wall
When?a time or dayat half past eight
What?an object or an eventpainted shells

Key ideas

  • Retrieving means finding a fact the writer has stated, and pointing to the sentence that gives it.
  • Use the question words who, where, when, what and how many to search the text.
  • Record facts in a list or table, with one fact in each row or box.
  • A fact must come from the text. Do not record what you think might have happened.

Read: The Night Market

Every summer, the village of Marlow Cove holds a night market on the harbour wall. Lena helped her aunt set up their stall at six o'clock. By seven, there were fourteen stalls, a band playing near the boats, and the smell of fried fish drifting along the quay. Lena's aunt sold honey, and Lena sold painted shells for two pounds each. At half past eight, a small boy named Joss ran up to the table. He had lost his blue scarf near the lanterns. Lena did not hesitate. She pulled a spare scarf from her bag and handed it to him. "Keep it until you find yours," she said. Joss grinned and ran back into the crowd. At the end of the night, Lena counted her money. Her shells had made eight pounds, and her aunt had sold every jar of honey.

Worked example 8.1.1
Use this extract: The shop on Oak Road opened at nine and sold fresh bread, cakes and milk. What time did the shop open?

Method. Find the question word, then find the matching words in the text.

  1. Find the question word. When asks for a time.
    When did the shop open?
  2. Find the time in the extract. The extract says the shop opened at nine.
    opened at nine
  3. Check that it is a time. Bread, cakes and milk are things to buy, not times.
    at nine
  4. Write the answer.
    at nine

Check. The extract states the time. ✓

Worked example 8.1.2
Record the who, where and when of this extract in a table: On Saturday, Hana and her brother cycled to the lake at noon.

Method. Make one row for each question word, and copy the matching words.

  1. Find the who. Who is the name or the group of people.
    Hana and her brother
  2. Find the where. Where is the place they went.
    the lake
  3. Find the when. When is the day and time.
    On Saturday, at noon
  4. Write the answer.
    Who: Hana and her brother; Where: the lake; When: Saturday at noon

Check. Each row has one fact from the extract. ✓

Watch out. Copy the words from the extract. Do not add extra details.

Worked example 8.1.3
Which statement is not a fact in this extract? Mia wore a green hat to the park, and it started to rain. A: Mia wore a green hat. B: Mia had a dog. C: It started to rain.

Method. Check each statement against the extract.

  1. Check statement A. The extract says Mia wore a green hat.
    A is in the extract
  2. Check statement C. The extract says it started to rain.
    C is in the extract
  3. Check statement B. The extract does not mention a dog, so this is not a fact from the text.
    B is not in the extract
  4. Write the answer.
    Mia had a dog (B), because the extract does not mention a dog

Check. Only B is missing from the extract. ✓

Watch out

Watch out: write only what the text states. A reader may guess that Lena felt proud, but that is not stated in the text, so do not record it as a fact.

Exam tip

Grown-up tip. Read the box together. Ask your child to point to the sentence that answers each question, then copy the fact in their own words.

Exercise 8A  Practice: retrieving and recording facts

1
FUse The Night Market in the box. By seven, how many stalls were there?
2
FUse The Night Market in the box. What did Lena sell?
3
FUse The Night Market in the box. How much did each painted shell cost?
4
FUse The Night Market in the box. What colour was the scarf that Joss had lost?
5
FUse The Night Market in the box. Where was the night market held?
6
FUse The Night Market in the box. What time did Joss run up to the table?
7
FUse The Night Market in the box. Answer each part from the text.
(a)(a) What is the name of the boy?
(b)(b) Where did he lose his scarf?
(c)(c) What did Lena give him?
(d)(d) Where did he go after he grinned?
8
PSUse The Night Market in the box. Which two things were sold on the two stalls? Write both.
9
PSUse The Night Market in the box. How many painted shells did Lena sell? Explain how you know.
10
PSUse The Night Market in the box. Ali says that Lena gave Joss his own blue scarf back. Is Ali right? Explain.
11
RUse The Night Market in the box. Put these events in the order they happen in the text: (a) Joss grinned and ran back into the crowd. (b) Lena gave Joss a spare scarf. (c) Joss ran up to the table.
8.2

Word meanings in context, shades of meaning and figurative language

Year 4
Explain the meaning of words in context, using the clues around the word (RC2a), Explain shades of meaning, and recognise a simile, a metaphor and personification
Video lesson: Word meanings in context, shades of meaning and figurative languageComing soon
Story. Nadia has climbed into a dusty attic and found something that glimmers in the corner. To understand the story, she needs to know what the writer's words mean.

Good readers work out the meaning of a word from its context: the words, sentences and ideas around it. The hints that help you are called clues.

Shades of meaning are the small differences between words that mean nearly the same thing. Crept, walked and stomped all mean moving on foot, but each one gives a different picture. A writer chooses the word with the right shade.

Figurative language paints a picture. A simile compares two things using like or as. A metaphor says one thing is another, without like or as. Personification gives a human action to something that is not human: the wind whispered.

legs wobbly with ageclue in the textfrailthe wordweak, easily brokenthe meaning
The clues around a word help you work out its meaning.

Key ideas

  • Use the context: the words and ideas around a word often give its meaning.
  • Try the meaning in the sentence. If it fits the clues, it is probably right.
  • Shades of meaning: crept is quiet and slow; stomped is loud and heavy.
  • A simile uses like or as; a metaphor says one thing is another; personification gives a human action to a thing.

Read: The Silver Music Box

The attic was gloomy, and the air felt stale. Nadia shone her torch across the dusty floor. Boxes were piled high, and a frail chair leaned against the wall, its legs wobbly with age. In one corner, something glimmered. Nadia crept closer, careful not to disturb the cobwebs that drooped from the beams. It was a silver music box, its lid decorated with tiny stars. Nadia's heart thudded with excitement. She wound the key slowly, and a tinkling tune filled the room. The melody was as sweet as honey, and Nadia forgot all about the cold. Her grandmother had said the box was lost years ago. Nadia felt a surge of pride as she carried it down the stairs, holding it very carefully.

Worked example 8.2.1
Use The Silver Music Box in the box. What does frail mean in this sentence? A frail chair leaned against the wall, its legs wobbly with age.

Method. Use the clues in the sentence to work out the meaning.

  1. Find the clues. The legs are wobbly, and the chair is old.
    wobbly, with age
  2. Work out the meaning. A chair with wobbly legs is not strong, so it could break easily.
    not strong
  3. Check that it fits. Weak and easily broken fits both clues.
    weak and easily broken
  4. Write the answer.
    weak and easily broken

Check. Weak and easily broken fits both clues. ✓

Worked example 8.2.2
Which word shows the most careful way of moving? Choose crept, walked or stomped.

Method. Compare the shade of each word.

  1. Think about each word. Stomped is loud and heavy, walked is ordinary, and crept is slow and quiet.
    stomped = loud; walked = ordinary; crept = quiet
  2. Choose the word for careful movement. Careful and quiet matches crept.
    crept
  3. Check the others. Stomped would sound noisy, so it does not show care.
    crept (slow and quiet)
  4. Write the answer.
    crept (slow and quiet)

Check. Crept matches careful, quiet movement. ✓

Worked example 8.2.3
Name the simile in this sentence: The moon shone like a silver coin over the sea.

Method. Look for like or as, and the two things being compared.

  1. Look for like or as. A simile compares two things using like or as.
    like
  2. Find the two things. The moon is compared with a silver coin.
    the moon / a silver coin
  3. Copy the simile. Copy the words from like to the end of the comparison.
    like a silver coin
  4. Write the answer.
    like a silver coin

Check. Like starts the simile, and it ends with coin. ✓

Watch out. A metaphor does not use like or as.

Watch out

Watch out: a word may have more than one meaning in a dictionary. Choose the meaning that fits the sentence and its clues. Also, a metaphor does not use like or as, so do not call it a simile.

Exam tip

Grown-up tip. Cover the hard word with your finger and read the sentence. Ask your child: what does the sentence tell us? Then uncover the word and check that the meaning fits.

Exercise 8B  Practice: word meanings, shades and figures of speech

1
FIn The Silver Music Box the word gloomy describes the attic. Which meaning fits best? Choose bright and cheerful, dark and dismal or noisy and busy.
2
FIn The Silver Music Box, what does frail mean? Write the meaning in your own words.
3
FIn The Silver Music Box, what does glimmered mean? Write one word or a short phrase.
4
FIn The Silver Music Box the phrase a surge of pride describes how Nadia feels. Which meaning fits best? Choose a sudden rush, a slow feeling of doubt or a loud noise.
5
FUse The Silver Music Box in the box. Find one word that means not fresh.
6
FUse The Silver Music Box in the box. Copy the simile.
7
PSIn The Silver Music Box, Nadia crept closer. If the writer had used stomped instead, how would Nadia move?
8
PSWhich word gives the wind a human action? The wind whispered through the trees.
9
PSIs this sentence a simile or a metaphor? The classroom was a zoo at lunchtime. Choose simile or metaphor.
10
RIn The Silver Music Box, the writer chose gloomy rather than dark. Explain what extra idea gloomy gives the reader.
11
RWrite one sentence that uses the word frail to describe a person.
8.3

Inferring feelings, thoughts and motives from actions and words

Year 4
Infer how a character feels, and why they act, from their actions, words and the reactions of others (RC2c), Explain how a character's feelings are shown, and give evidence from the text (RC2c)
Video lesson: Inferring feelings, thoughts and motives from actions and wordsComing soon
Story. Omar is about to play the piano in front of his whole school. Watch what he does, because his actions will tell you how he feels.

To infer means to work out something the writer does not say directly. Writers show feelings through what a character does (he stared at the keys), what they say (I thought I'd forget everything), and how other people react to them.

A motive is the reason a character acts in a certain way. A good inference has two parts: the idea, and the evidence from the text that supports it. Use this frame: I think ___ because the text says '___'.

glanced at the dooraction: the evidencenervousfeeling: the inference
The action is the evidence. The feeling is the inference that you make from it.

Key ideas

  • To infer means to work out a feeling or reason that the writer does not say directly.
  • Evidence is the words from the text that support your idea. Always quote or point to it.
  • Look at what the character does, what they say, and how other people react.
  • A motive is the reason for an action, such as taking a deep breath to calm down.

Read: The School Recital

Omar sat at the back of the school hall with his music folded in his lap. Every few seconds, he glanced at the door. When his name was called, he stood up too quickly and knocked over his water bottle. A few children giggled, and Omar's cheeks turned pink. He walked slowly to the piano and sat down. For a long moment, he stared at the keys without moving. Then he took a deep breath, placed his hands on the keys and began to play. The first notes wobbled, but Omar did not stop. When he finished, the hall was silent for a second. Then Mrs Shah began to clap, and soon everyone was clapping. Omar bowed, and his grin seemed to fill the whole room. Afterwards, he hugged his little sister and said, "I thought I'd forget everything." She laughed and told him he had been brilliant.

Worked example 8.3.1
Use this extract: Omar knocked over his water bottle. A few children giggled, and Omar's cheeks turned pink. How does Omar feel? Give the evidence.

Method. Find the action, then the reaction that shows the feeling.

  1. Find the action. He knocks over the bottle, and the children laugh.
    knocked over his water bottle
  2. Find the reaction. Pink cheeks are a sign that someone is embarrassed.
    cheeks turned pink
  3. Give the feeling with the evidence. The feeling is embarrassed, and the evidence is his pink cheeks.
    embarrassed, because his cheeks turned pink
  4. Write the answer.
    embarrassed, because his cheeks turned pink

Check. The evidence supports the feeling. ✓

Worked example 8.3.2
Use this extract: For a long moment, he stared at the keys without moving. Why does Omar stay still? Give the evidence.

Method. Think about why someone would stop and stare.

  1. Find the action. He stares at the keys and does not move.
    stared at the keys without moving
  2. Think about the reason. He may be nervous and not ready to start.
    nervous
  3. Give the motive with the evidence. He is not ready to start yet.
    nervous, because he stared at the keys without moving
  4. Write the answer.
    he is nervous, because he stared at the keys without moving

Check. The action shows that he is not yet ready to play. ✓

Worked example 8.3.3
Use this extract: Omar bowed, and his grin seemed to fill the whole room. How does Omar feel at the end? Give the evidence.

Method. Look at the grin, which shows happiness.

  1. Find the action. He bows, and his grin is big.
    his grin seemed to fill the whole room
  2. Think about what a big grin means. A big grin shows happiness and pride.
    proud and happy
  3. Give the feeling with the evidence. The feeling is proud and happy, and the evidence is the grin.
    proud and happy, because his grin seemed to fill the whole room
  4. Write the answer.
    proud and happy, because his grin seemed to fill the whole room

Check. A big grin after playing shows pride and happiness. ✓

Watch out

Watch out: a feeling is not always named. Do not stop at the feeling: say which action or words show it. A character can also feel two things at once, such as nervous and determined.

Exam tip

Grown-up tip. Ask your child: what did they do, what did they say, and how did the others react? Then ask: what might they be feeling, and which words in the text tell you so?

Exercise 8C  Practice: inferring feelings and motives with evidence

1
FUse The School Recital in the box. How does Omar feel at the start? Give the evidence.
2
FUse The School Recital in the box. How does Omar feel when he knocks over his water bottle? Give the evidence.
3
FUse The School Recital in the box. What did Omar knock over?
4
FUse The School Recital in the box. Where was Omar sitting before his name was called?
5
FUse The School Recital in the box. Why does Omar take a deep breath before he plays? Give the evidence.
6
FUse The School Recital in the box. How does Omar feel when the first notes wobble? Give the evidence.
7
FUse The School Recital in the box. How does Mrs Shah feel about Omar? Give the evidence.
8
PSUse The School Recital in the box. Omar says, I thought I'd forget everything. What was he worried about before he played?
9
PSUse The School Recital in the box. Omar's sister laughed and said he had been brilliant. How do you think she feels about him? Give the evidence.
10
PSUse The School Recital in the box. The hall was silent for a second after Omar stopped playing. What does this show about the audience?
11
RUse The School Recital in the box. Is Omar more nervous at the start or at the end? Explain with two pieces of evidence.
8.4

The effect of word choice and story structure on the reader

Year 4
Explain the effect of word choice and sentence length on the reader (RC2f), Name the parts of a story's structure: beginning, build-up, climax and resolution
Video lesson: The effect of word choice and story structure on the readerComing soon
Story. Tom is alone in a dark corridor. Something creaks, and he has to face what is behind his door. The writer uses short sentences and strong words to make the reader feel the same tension.

The effect of a word or sentence is the feeling or picture it creates for the reader. Writers choose words carefully: froze is stronger than stopped, and crept is quieter than walked. Sentence length changes the pace. A very short sentence such as Nothing moved. makes the reader pause.

The structure of a story is how it is organised. Many stories have a beginning (who and where), a build-up (the problem grows), a climax (the most tense or exciting moment) and a resolution (the ending).

beginningbuild-upclimaxresolutionTime through the story, from left to right
Tension rises to the climax, and then falls in the resolution.

Key ideas

  • The effect is the feeling or picture a word or sentence creates for the reader.
  • Very short sentences make the reader pause and build suspense.
  • The structure of a story: beginning, build-up, climax and resolution.
  • The climax is the most tense or exciting moment; the resolution is how the story ends.

Read: The Creak in the Corridor

Tom stood in the dark corridor, outside his bedroom door. Somewhere below, the clock ticked. Nothing moved. Then, a floorboard creaked. Tom froze, and his breath caught in his throat. Slowly, the bedroom door began to open. He had never been so afraid in all his life. Then the door swung wide, and a small grey cat padded out, tail held high. Tom let out a shaky laugh. The cat blinked at him as if nothing had happened. Tom bent down and scratched behind its ears. "You gave me a fright," he whispered. Downstairs, Mum shouted that dinner was ready, and the house seemed to breathe again. Tom picked up the cat and followed the smell of toast down the stairs.

Worked example 8.4.1
Use this extract: Somewhere below, the clock ticked. Nothing moved. Why does the writer use the short sentence Nothing moved. here?

Method. Look at the length of the sentence and the pace it creates.

  1. Look at the length. Three words is very short after a longer sentence.
    Nothing moved.
  2. Think about the pace. A short sentence slows the reading and makes the reader pause.
    a slow, tense pause
  3. Name the effect. The reader waits, and expects something to happen.
    builds suspense
  4. Write the answer.
    it builds suspense by making the reader pause

Check. The pause makes the reader feel suspense. ✓

Worked example 8.4.2
Use this extract: Tom froze, and his breath caught in his throat. What is the effect of the word froze?

Method. Think about what the word froze means and what it makes the reader picture.

  1. Find the word. Froze means stopped still, suddenly.
    froze
  2. Think about the picture. The reader sees Tom stop with fear.
    stopped still
  3. Name the effect. The word shows that Tom was frightened, and it makes the reader feel tense.
    frightened and tense
  4. Write the answer.
    it shows Tom suddenly stopped still because he was frightened

Check. Froze makes the reader picture sudden fear. ✓

Worked example 8.4.3
Which part of a story structure is this sentence? Downstairs, Mum shouted that dinner was ready, and the house seemed to breathe again. Choose beginning, build-up, climax or resolution.

Method. Decide whether the sentence adds to the fear or ends it.

  1. Read the sentence. Mum calls about dinner, and the house feels calm.
    the house seemed to breathe again
  2. Decide what it does. It ends the fear, so the story is coming to an end.
    ends the fear
  3. Name the part. The part that ends the story is the resolution.
    resolution
  4. Write the answer.
    resolution

Check. The sentence ends the story calmly. ✓

Watch out

Watch out: do not say a word is "good" or "scary" without explaining why. Name the effect: what the reader feels or sees, and which word or sentence makes it happen.

Exam tip

Grown-up tip. Read the sentence Nothing moved. aloud twice, once with a pause and once without. Ask your child: how does the pause change the feeling?

Exercise 8D  Practice: the effect of words and the structure of a story

1
FUse The Creak in the Corridor in the box. Where is Tom at the start of the story?
2
FUse The Creak in the Corridor in the box. Which sound did Tom hear before the floorboard creaked?
3
FUse The Creak in the Corridor in the box. What does froze show about how Tom feels?
4
FUse The Creak in the Corridor in the box. What came out through the door?
5
FUse The Creak in the Corridor in the box. How does Tom feel when he lets out a shaky laugh? Give the evidence.
6
FUse The Creak in the Corridor in the box. What is the effect of the short sentence Nothing moved. on the reader?
7
PSUse The Creak in the Corridor in the box. Which sentence is the climax, the most tense moment?
8
PSUse The Creak in the Corridor in the box. Which sentence shows that the story has calmed down?
9
PSUse The Creak in the Corridor in the box. The writer says the house seemed to breathe again. What is the effect on the reader?
10
RUse The Creak in the Corridor in the box. Would the story be as frightening if it began with the cat? Explain using the structure.
11
RUse The Creak in the Corridor in the box. Why might the writer choose padded rather than walked for the cat?
8.5

Predicting what happens next, and asking questions

Year 4
Predict what might happen from details stated and implied (RC2d), Ask questions to improve understanding of a text (RC2b)
Video lesson: Predicting what happens next, and asking questionsComing soon
Story. Asha has found an old map in her grandad's book. She is alone in his cottage, and the weather is turning bad. What might she do next?

A prediction is a sensible guess about what will happen next. A good prediction uses clues. Some clues are stated: the writer says them directly. Others are implied: the text suggests them without saying them. A torch and boots suggest a trip outside. A red cross on a map suggests a place to find.

Asking questions helps you understand a text. Good questions often begin with why, how, what if or who. Try asking a question when something in a story does not make sense yet.

a clue in the textstated or impliedwhat I already knowmy own knowledgemy predictionwhat might happen
A good prediction uses a clue from the text and what you already know.

Key ideas

  • A prediction is a sensible guess, and a good one uses a clue from the text.
  • Stated clues are said directly; implied clues are suggested by the details.
  • Use words such as might or probably when you predict.
  • Ask a question that helps you understand: why, how, what if or who.

Read: The Map in the Book

Asha found the old map tucked inside her grandad's favourite book. It was folded into a tiny square, and its edges were brown and crumpled. A red cross marked a spot near the old mill. Underneath, in faded ink, someone had written: "Do not go after dark." Asha looked out of the window. Dark clouds were gathering over the hills, and the first drops of rain tapped against the glass. Her grandad had gone to hospital that morning, so Asha was staying in his cottage. She had promised to look after it. She folded the map and slipped it into her pocket. Then she pulled on her boots, took a torch from the hook and opened the back door. The wind pushed hard against her, and a gate banged somewhere behind the garden.

Worked example 8.5.1
Use this extract: Asha pulled on her boots and took a torch from the hook. Predict what she will do next.

Method. Find the clues, then use them to predict.

  1. Find the clues. Boots and a torch show she is getting ready to go out.
    boots and a torch
  2. Use what you know. People who put on boots and take a torch are usually going outside.
    going outside
  3. Make the prediction. The clues suggest she will go outside, in the dark.
    She will go outside with the torch.
  4. Write the answer.
    She will go outside with the torch.

Check. The clues point to a trip outside. ✓

Worked example 8.5.2
Use this extract: Her grandad had gone to hospital that morning, so Asha was staying in his cottage. Why might Asha feel worried?

Method. Look for the stated fact, then the feeling it might cause.

  1. Find the stated fact. Her grandad has gone to hospital.
    gone to hospital
  2. Find the implied feeling. Someone we love being in hospital makes us worried.
    worried
  3. Give the reason. The fact makes her worry about him.
    her grandad is in hospital, so she may be worried about him
  4. Write the answer.
    her grandad is in hospital, so she may be worried about him

Check. The stated fact explains the feeling. ✓

Watch out. The text does not say she is worried; the clue suggests it.

Worked example 8.5.3
Which question would help you understand this extract best? A: What is Asha's favourite food? B: Why did someone write Do not go after dark? C: What colour is the cottage door?

Method. Choose the question that links to the plot and the warning.

  1. Check A. Food does not help you understand the warning.
    A does not help
  2. Check C. The colour of the door is not important to the plot.
    C does not help
  3. Check B. The warning is important, and the question helps you think about the danger.
    B helps you understand
  4. Write the answer.
    B

Check. Only B helps you understand the warning. ✓

Watch out

Watch out: a prediction must link to a clue. "Asha will fly to the moon" is not sensible, because nothing in the text suggests it. Use words such as might or probably, because a prediction is a guess.

Exam tip

Grown-up tip. Pause at the end of a paragraph and ask: what do you think will happen next, and what clue made you think so? Then read on and check.

Exercise 8E  Practice: predicting and asking questions

1
FUse The Map in the Book in the box. What did Asha find tucked inside the book?
2
FUse The Map in the Book in the box. What warning was written on the map?
3
FUse The Map in the Book in the box. What marks the spot on the map?
4
FUse The Map in the Book in the box. Why is Asha staying in her grandad's cottage?
5
FUse The Map in the Book in the box. Where does Asha put the map?
6
FUse The Map in the Book in the box. Name two clues that show the weather is bad.
7
PSUse The Map in the Book in the box. Predict where Asha is going next. Give one clue.
8
PSUse The Map in the Book in the box. Predict how Asha will feel when she is out in the dark. Give one clue.
9
PSUse The Map in the Book in the box. Which question would help you understand the story best? Choose What is the name of the book?, Why did someone write "Do not go after dark"? or What is Asha's favourite colour?.
10
RUse The Map in the Book in the box. Ali says Asha will find her grandad at the mill. Is this a fair prediction? Explain with a clue from the text.
11
RUse The Map in the Book in the box. Predict two things that might happen next. Give one clue for each.
8.6

Traditional tales, myths and legends: themes, conventions and retelling

Year 4
Recognise the features of fairy stories, myths and legends and retell one orally, in order (RC1d), Identify themes and conventions in a range of books (RC1e), Take turns and listen when talking about a book, and prepare ideas before writing (RC4, SL1)
Video lesson: Traditional tales, myths and legends: themes, conventions and retellingComing soon
Story. Mira's grandmother tells her a story about a silent river. Like many stories told for many years, it begins with a familiar opening and ends with a lesson.

Fairy stories, myths and legends are traditional tales, told for many years. They share conventions: features that many stories of their kind have. A traditional tale often begins with Long ago or Once upon a time, has a problem that is solved by kindness, cleverness or magic, and uses patterns such as a rule of three.

A myth or a legend often explains something in nature, such as why a river sings. The theme is the big message of the story, such as kindness is rewarded. The theme is not the same as the plot: the plot is what happens.

Part of the storyQuestion to askExample from a story map
BeginningWhere and when? Who is in it?Long ago, a silent river
ProblemWhat goes wrong or is missing?The river does not sing
Helper or testWho helps, or what is tested?an old woman on the bank
Kind deed or magicWhat is done, or what magic happens?Mira shares her bread; the staff touches the water
Ending and lessonHow does it end, and what is the theme?the river sings; kindness is rewarded

Key ideas

  • A traditional tale often begins with Long ago or Once upon a time.
  • Conventions are features many stories share, such as a problem, a helper, magic or a rule of three.
  • A myth or legend often explains something in nature.
  • The theme is the big message; the plot is what happens.
  • To retell a story, use a story map and tell the events in order.

Read: Why the River Sings

Long ago, the river in the valley of Eshdale was silent. It flowed past the farms without a sound, and the villagers grew sad. One spring, a girl named Mira walked to the water with a basket of bread. An old woman sat on the bank, shivering in a thin cloak. Mira shared half of her bread and asked for no reward. The old woman smiled. "The river has been waiting for someone kind," she said. She touched the water with her staff. At once, the river began to ripple, then to sing a soft, rolling tune. Mira ran home to tell her family. From that day, the river has sung whenever a kind deed is done beside it. Some people say the old woman was a spirit of the river. Others say she was only a traveller. Most people agree that the river sings most sweetly in spring.

Worked example 8.6.1
Use this extract: Once upon a time, a poor miller had three daughters. Name one feature of a traditional tale shown in this extract.

Method. Look for the opening words and the pattern of the sentence.

  1. Look at the opening. Once upon a time is a common way to start a traditional tale.
    Once upon a time
  2. Look at the pattern. Three daughters is a rule of three, which is another common feature.
    three daughters
  3. Name the feature. The opening words show that this is a traditional tale.
    Once upon a time
  4. Write the answer.
    Once upon a time

Check. Once upon a time is a convention of traditional tales. ✓

Worked example 8.6.2
Use this extract: A hungry otter shared his last fish with a seal, and later the seal helped him escape from a net. Name a theme of this extract.

Method. Find the message, not the events.

  1. Find what the otter does. The otter shares his last fish, which is a kind act.
    shared his last fish
  2. Find what happens later. The seal helps him in return.
    helped him escape
  3. Name the theme. The message is that kindness brings good things back.
    kindness is rewarded
  4. Write the answer.
    kindness is rewarded

Check. The theme is the message, shown by the events. ✓

Worked example 8.6.3
Write a story map for this extract: A girl found a lost kitten. She took it home and fed it. Its owner came the next day and thanked her.

Method. Use the parts of a story map, in order.

  1. Find the beginning. The story starts when the girl finds the kitten.
    a girl found a lost kitten
  2. Find the problem and the kind deed. The kitten is lost, and the girl takes it home and feeds it.
    took it home and fed it
  3. Find the ending. The owner comes back and thanks her.
    thanked her
  4. Write the answer.
    Beginning: a girl finds a lost kitten. Problem: the kitten is lost. Kind deed: she takes it home and feeds it. Ending: the owner thanks her.

Check. The story map follows the order of the events. ✓

Watch out

Watch out: a theme is a message about life, such as kindness is rewarded. It is not the plot. "A girl helps a kitten" is the plot; "kindness matters" is the theme.

Exam tip

Grown-up tip. Talk about the story together. Take turns: your child gives an idea, you listen and ask one question, then swap. Then your child writes a story map before retelling the story in their own words.

Exercise 8F  Practice: traditional tales, themes and retelling

1
FUse Why the River Sings in the box. Which two words at the start show this is a traditional tale?
2
FUse Why the River Sings in the box. What was the river like at the start?
3
FUse Why the River Sings in the box. What did Mira share with the old woman?
4
FUse Why the River Sings in the box. What did the old woman use to touch the water?
5
FUse Why the River Sings in the box. Why did the river begin to sing?
6
FUse Why the River Sings in the box. What is a theme of this legend?
7
PSUse Why the River Sings in the box. Why does the story say that Mira asked for no reward?
8
PSUse Why the River Sings in the box. Which sentence explains why the river sings?
9
PSUse Why the River Sings in the box. What do some people believe the old woman was?
10
RUse Why the River Sings in the box. Retell the story in five sentences, in this order: the problem, the helper, the kind deed, the magic and the ending.
11
RUse Why the River Sings in the box. Is this a fairy tale, a myth or a legend? Explain with two features from the text.

Chapter summary

SkillMethod
RetrieveFind a fact the writer states, and point to the sentence that gives it.
RecordWrite facts in a list or table: who, where, when, what.
Word in contextUse the clues around the word, and check that the meaning fits the sentence.
Shades of meaningChoose the word whose strength or feeling fits: crept is quiet; stomped is loud.
Figurative languageSimile: like or as. Metaphor: one thing is another. Personification: a human action for a thing.
InferWork out a feeling or a reason from actions, words and reactions, then give evidence.
EffectWhat a word or sentence makes the reader feel or picture, such as suspense from a short sentence.
StructureBeginning, build-up, climax and resolution.
PredictA sensible guess that uses a clue from the text. Ask a question that helps you understand.
Theme and conventionThe theme is the big message; conventions are features of traditional tales, such as Long ago.

Can you…?

  • I can find a fact the writer has stated, and record it in a list or table
  • I can work out what a word means from the clues around it
  • I can explain a shade of meaning, and name a simile, a metaphor or personification
  • I can infer how a character feels or why they act, and give evidence from the text
  • I can explain the effect of a word choice or a short sentence on the reader
  • I can name the parts of a story: beginning, build-up, climax and resolution
  • I can predict what happens next using clues, and ask a question that helps me understand
  • I can name a theme and the features of a traditional tale, and retell one in order

Key terms

retrieve
to find a fact that the writer has stated
record
to write facts down clearly, in a list or a table
inference
a sensible idea about something the writer does not say directly, based on evidence
evidence
the words from the text that support an idea
context
the words, sentences and ideas around a word, which help you work out its meaning
character
a person, animal or creature in a story
setting
where and when a story happens
effect
the feeling or picture that a word or sentence creates for the reader
structure
how a story is organised: beginning, build-up, climax and resolution
climax
the most tense or exciting moment of a story
theme
the big message of a story, such as kindness is rewarded
convention
a feature that many stories of one kind share, such as Long ago or a rule of three
shades of meaning
words with similar meanings that differ in strength or feeling, such as crept, walked and stomped
simile
a comparison using like or as, such as as sweet as honey
metaphor
a comparison that says one thing is another, without like or as
personification
giving a human action to something that is not human, such as the wind whispered
traditional tale
a fairy story, myth or legend that has been told for many years
legend
a traditional tale that often explains something in nature

Exercise 8Z  Check-up

1
Use this extract: The market closed at ten o'clock, and the lanterns were switched off one by one. What time did the market close?
2
Use this extract: The old bridge was so frail that nobody dared to cross it. Find the word that means weak and easily broken.
3
Use this extract: The kitten's paws were as soft as velvet. Copy the simile.
4
Use this extract: Rosa looked at the empty cage and sighed. She had let the rabbit out by mistake. How does Rosa feel? Give the evidence.
5
Use this extract: The lights went out. Silence. Then, a soft knock came from the door. What is the effect of the one-word sentence Silence. on the reader?
6
Use this extract: Kai found a note in the old tree: "Meet me where the path ends." He grabbed his coat and ran out. Predict where Kai will go next. Give one clue.
7
Use this extract: Tara shared her lunch with a new boy who had none. By June, they were best friends. What is a theme of this extract?
8
Use this extract: On Friday, Nell and her dad cycled to the lake at noon. Write the who, the where and the when.
(a)(a) Who went cycling?
(b)(b) Where did they go?
(c)(c) When did they go?
9
Kai finds a note in an old tree and runs out in a hurry. Which question would help you understand his actions most? Choose What is Kai's favourite food?, What did the note mean? or What colour is his coat?.
10
Use this extract: Once upon a time, a poor miller had three daughters. Name one feature of a traditional tale shown in this extract.

Total 20 marks. Allow about 20 minutes.

Exercise 8X  Practice test questions

1
FFind the word in this extract that means not fresh: The bread had gone stale, so Jon threw it away.[1 mark]
2
FIs this sentence a simile or a metaphor? The lake was like a mirror that morning. Choose simile or metaphor.[1 mark]
3
FWhich two words show that this extract is set in the past? Long ago, the village had no bridge. People crossed the river in boats.[1 mark]
4
FUse this extract: Maya kept checking her phone. She had not answered Dan's message all day. How does Maya feel? Give the evidence.[2 marks]
5
FUse this extract: Hassan, the coach, blew the whistle at quarter to four. The team ran to the bench.[2 marks]
(a)(a) What time did the whistle blow?
(b)(b) Who blew the whistle?
6
PSUse this extract: The door creaked open, and a cold draught swept across the floor. On the table lay a single, unlit candle. Predict what might happen next. Give one clue.[2 marks]
7
PSUse this extract: The race was close. Ben pushed harder, and his legs burned. Then, with a final leap, he crossed the line first. What is the effect of the words his legs burned?[2 marks]
8
RUse this extract: Sam wanted the bigger apple, but he gave it to his little brother, who was hungry. Name a theme of this extract and give evidence from it.[3 marks]
9
PSUse this extract: A king lost his crown in the river. A fisherman found it, and he returned it without asking for anything. The king gave him a gold coin. Retell this extract in three sentences, in the right order.[3 marks]
10
RUse this extract: The night was cold and still. Then, from the woods, came a long, low howl. Nobody moved. Explain how the writer builds tension, using one word choice and the structure.[3 marks]
← Chapter 7: Noun phrases, pronouns and verb formsChapter 9: Reading poetry and plays aloud →

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