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Primary English · Year 4Chapter 10 · Reading non-fiction
Year 4 · Chapter 10

Reading non-fiction

By the end of this chapter you will be able to

  • Name the parts of a non-fiction text, and say how each one helps the reader
  • Identify the purpose and the audience of a text, and the features that show them
  • Use a dictionary to choose the meaning of a word that fits its sentence
  • Find facts in several sections, using the headings, and record them in a table
  • Find the main idea of each paragraph, and write a short summary in your own words
  • Infer an idea from clues in a text, give evidence, and discuss it politely

You should already know

  • Finding a fact in a text and predicting from it (Chapter 8 of this book)
  • Alphabetical order and the spelling of words (Chapter 2 of this book)
  • Fronted adverbials and Standard English verb forms (Chapters 6 and 7 of this book)
  • Reading a poem or a play and its features (Chapter 9 of this book)

Where this leads

  • Writing stories and using the features of a text in your own writing (Chapter 11 of this book)
  • Writing non-fiction with headings, and editing it (Chapter 12 of this book)

National Curriculum for England, Key Stage 2 English, Year 4. Content: Books structured in different ways and for a range of purposes: contents, headings, sub-headings, captions and glossaries, Use dictionaries to check the meaning of words that have been read, in their sentence, Identify the main ideas drawn from more than one paragraph and summarise them, Retrieve and record information from non-fiction, using headings to find it, Infer from information in a text, with evidence, and identify its purpose and audience, Follow the conventions for discussion, and speak in a greater variety of situations.

Exercise P  Do you remember?

1
FPut these three words in alphabetical order: lamp, apple, kite.
2
FWrite the plural of fox. Write the word only.
3
FWrite the Standard English form of this sentence: We was late for school.
4
FWrite the fronted adverbial in this sentence: After lunch, we walked to the park.
5
FWhat is a sub-heading? Answer in one short sentence.
10.1

How a non-fiction text is organised

Year 4
Recognise the features that organise a text: contents list, headings, sub-headings, captions and glossary (RC1b), Retrieve facts by using the headings to find the right part (RC3)
Video lesson: How a non-fiction text is organisedComing soon
Story. Tomas is writing a project about lighthouses. He opens the leaflet, reads the contents list, and then turns to the heading that he needs.

The organisation of a non-fiction text is how its parts are arranged. Many information texts use a contents list at the top, headings for each main part, sub-headings for smaller parts, a caption under a picture, and a glossary of key words at the end. Each feature helps you find information without reading every word.

Look first at the labelled page, then read the leaflet in the box. Then answer the questions in exercise 10A.

The Lighthouse1 TitleContents: 1, 2, 32 Contents listHeading3 HeadingParagraph text4 Paragraphpicture5 Picturecaption under the picture6 Captionglossary of key words7 Glossary
The parts of a non-fiction page, and what each one is for

The Lighthouse

Contents

  1. What is a lighthouse?
  2. How the light works
  3. Keeping ships safe
What is a lighthouse?

A lighthouse is a tall tower built on the coast or on a rock near the sea. At the top, a strong light shines out over the water.

How the light works

The light shines through a large lens. A lens is a curved piece of glass that bends the light into a strong beam. Some lighthouses flash their lights, so that sailors can tell one lighthouse from another.

Figure 1: A lighthouse with a beam of light shining over the sea.

Keeping ships safe

Ships use the beam to stay away from rocks and shallow water. A sailor who sees the beam knows that the coast is near, and can steer around the danger. Most lighthouses today run automatically, but their lights still guide ships at night.

Glossary

beam
a line of light that shines out in one direction
lens
a curved piece of glass that bends light
beam of light
Figure 1 in The Lighthouse: a lighthouse with a beam of light over the sea

Key ideas

  • A contents list shows the main parts of a text, in the order they come.
  • A heading names a main part; a sub-heading names a smaller part inside it.
  • A caption tells you what a picture or a table shows.
  • A glossary explains key words, so you do not have to guess what they mean.
Worked example 10.1.1
In The Lighthouse, which heading would you read to find out why ships need lighthouses?

Method. Use the heading that matches the topic of the question.

  1. Read the headings. The headings are What is a lighthouse?, How the light works and Keeping ships safe.
    three headings
  2. Match the topic. The question is about ships, and safety is the topic of the last heading.
    ships and safety
  3. Check the section. The section says ships use the beam to stay away from rocks and shallow water.
    stay away from rocks
  4. Write the answer.
    Keeping ships safe

Check. The heading names the topic of the question. ✓

Worked example 10.1.2
What does the caption Figure 1: A lighthouse with a beam of light shining over the sea tell you?

Method. A caption is a short sentence that goes with a picture.

  1. Find the caption. The caption is in italics, inside the leaflet, after the paragraph about the light.
    Figure 1
  2. Read what it says. It names a lighthouse and a beam of light over the sea.
    a lighthouse and a beam
  3. Say what the caption does. The caption tells the reader what to look for in the picture.
    what the picture shows
  4. Write the answer.
    It tells you what the picture shows.

Check. A caption explains the picture it sits next to. ✓

Worked example 10.1.3
In The Lighthouse, what does the glossary say that a lens is?

Method. A glossary lists key words at the end of a text, with their meanings.

  1. Find the glossary. The glossary comes at the end of the leaflet.
    Glossary
  2. Find the word. Lens is the second word in the glossary.
    lens
  3. Copy its meaning. The meaning is written after the word.
    a curved piece of glass that bends light
  4. Write the answer.
    a curved piece of glass that bends light

Check. The glossary gives the meaning of lens. ✓

Watch out

Watch out: a contents list shows the order of the parts, and a heading names a part. Do not read the whole leaflet when a heading will take you to the part you need.

Exam tip

Grown-up tip. Look at a real leaflet or a book together. Ask your child to find the contents list, then one heading, then one caption. Ask: "Which part would you read first to answer my question?"

Exercise 10A  Practice: how a text is organised

1
FWhich heading comes second in the contents list of The Lighthouse?
2
FWhich heading would you read to find out how the light is made to shine far across the water?
3
FOn which heading would you find the reason that ships need lighthouses?
4
FWhat is the purpose of the contents list? Answer in one short sentence.
5
FWhich word in the glossary means a curved piece of glass?
6
FWrite the glossary meaning of beam.
7
FWhy do some lighthouses flash their lights? Use the text.
8
PSWhat does the caption under the picture tell you? Answer in one sentence.
9
PSName two features that help a reader find information quickly in any non-fiction text.
10
PSTomas wants to write one sentence saying that most lighthouses run automatically. Under which heading in The Lighthouse should he look?
11
RWhy is it helpful for a non-fiction text to use headings? Explain in one or two sentences.
10.2

Purpose and audience

Year 4
Identify the purpose of a text: to inform, instruct, persuade or entertain (RC1b), Identify the audience of a text, and the features that show the purpose and audience (RC1b, RC3)
Video lesson: Purpose and audienceComing soon
Story. Ruby sees a poster on the wall of the school library. Before she reads it, she asks herself who the poster is for, and why it was written.

Every non-fiction text has a purpose, which is the reason the writer wrote it. A text may inform (give facts), instruct (tell the reader how to do something), persuade (try to make the reader agree or act) or entertain. Its audience is the group of readers it is written for.

A writer shows the purpose and audience with features. Common features include commands (words such as Ask or Bring), the word you to speak to the reader, questions, exclamation marks and bullet points.

Read the poster in the box. Then answer the questions in exercise 10B.

Join the Reading Club!

Do you love a good story? Are you looking for a new adventure? Then come to the Reading Club in the school library on Thursday lunchtimes.

Why join?
  • Read books you have never tried before.
  • Share your favourite stories with friends.
  • Earn a sticker for every book you finish.

Everyone is welcome, from Year 3 to Year 6. You do not need to be a fast reader. You only need to enjoy books and be willing to share your ideas.

How to sign up
  • Ask at the library desk.
  • Bring a book you have finished.
  • Sign the list by the door.

Don't wait! Sign up before the next meeting, and bring a friend with you. There is no cost to join.

Key ideas

  • Purpose is the reason for writing: to inform, instruct, persuade or entertain.
  • Audience is the group of readers that a text is written for.
  • Commands and the word you show that the writer wants the reader to act.
  • A feature is a clue, such as a bullet point or an exclamation mark, that helps you see the purpose.
Worked example 10.2.1
What is the purpose of the poster Join the Reading Club!? Answer in one word.

Method. Look for what the writer wants the reader to do.

  1. Read the title and first lines. The poster asks the reader to join a club.
    join the Reading Club
  2. Look for commands and reasons. Ask, Bring and Sign are commands, and the bullet points give reasons to join.
    commands and reasons
  3. Decide the purpose. A text that tries to make the reader take action is persuasive.
    persuade
  4. Write the answer.
    persuade

Check. The writer tries to make the reader join. ✓

Worked example 10.2.2
Who is the audience of the poster? Name the group of readers.

Method. Find who the poster is written for.

  1. Find who is welcome. The poster says everyone is welcome, from Year 3 to Year 6.
    from Year 3 to Year 6
  2. Check the words used. The writer speaks to you and your friend, so the readers are pupils.
    you, your friend
  3. Name the group. The audience is the pupils in those year groups.
    pupils from Year 3 to Year 6
  4. Write the answer.
    pupils from Year 3 to Year 6

Check. The audience is the group the writer speaks to. ✓

Worked example 10.2.3
Give one feature that shows the poster wants the reader to act.

Method. Look for words that tell the reader what to do.

  1. Look at the bullet points. Under How to sign up, each bullet starts with a verb.
    Ask, Bring, Sign
  2. Name the feature. A verb at the start of a sentence, telling the reader to do something, is a command.
    command
  3. Give an example. Ask at the library desk tells the reader what to do.
    Ask at the library desk
  4. Write the answer.
    commands, such as Ask at the library desk.

Check. The commands show that the reader should act. ✓

Watch out

Watch out: a text can have more than one purpose. This poster gives information about the club, but its main purpose is to persuade pupils to join.

Exam tip

Grown-up tip. Ask your child who the poster is for, and how they know. Then ask: "What does the writer want you to do?" Accept any sensible answer that points to words on the page.

Exercise 10B  Practice: purpose and audience

1
FWhich year groups are welcome at the Reading Club?
2
FWhere and when does the Reading Club meet?
3
FWhich small word shows that the writer is talking straight to the reader?
4
FWhat is the first word of the command under How to sign up?
5
FWhich mark shows strong urgency in Don't wait!?
6
FWhich question does the poster ask to catch the reader's attention?
7
FIn any non-fiction text, what is a bullet point list usually for? Answer in one short sentence.
8
PSWhich phrase shows the audience? Copy the words that say who is welcome.
9
PSWrite one command from the poster.
10
PSA writer wants a cautious reader to join a club. Name one way the writer could reassure them, and say why it helps.
11
RExplain how two features can show that a text is persuasive.
10.3

Dictionaries: checking the meaning of a word

Year 4
Use a dictionary to check the meaning of a word that has been read, choosing the meaning that fits its sentence (RC1c), Put words in alphabetical order, using the first and second letters (RC1c)
Video lesson: Dictionaries: checking the meaning of a wordComing soon
Story. Kofi reads about seeds for his science homework. He finds the word disperse, which he does not know, so he checks a dictionary.

A dictionary gives the meaning of a word, and it lists words in alphabetical order. When a word has more than one meaning, the dictionary numbers each one. To check a word, read the sentence it is in, and then choose the meaning that fits.

Read the text in the box, then look at the dictionary entries in the table. Then answer the questions in exercise 10C.

How Seeds Travel

A plant cannot walk to a new place, so it must send its seeds away. This is called seed dispersal. Seeds can be dispersed by wind, by water, by animals and even by the plant's own pods.

Some seeds are light and fluffy. A dandelion seed has a tiny parachute that catches a gust of wind and carries it far away.

Other seeds float. A coconut is buoyant, so it can drift across the sea until it washes up on a new beach. Then it may grow there.

Some seeds hitch a ride. A burr is a prickly seed case that sticks to fur or clothing. The animal carries it away before the burr falls off.

A few pods burst open with force. When a gorse pod dries in the sun, it can split open suddenly and fling its seeds away from the parent plant.

WordClassMeaning
buoyantadjectiveable to float on water
burrnouna prickly seed case that sticks to fur or clothing
disperseverbto spread out over a wide area
gustnouna sudden, strong rush of wind
podnoun1 a long case that holds seeds, as in a pea pod; 2 a small group of whales or dolphins

Key ideas

  • Use a dictionary to check the meaning of a word you have read.
  • Read the word in its sentence, then choose the meaning that fits.
  • Dictionaries order words alphabetically: compare the first letters, then the second letters.
  • A word can have more than one meaning, so check which one fits the text.
Worked example 10.3.1
Which meaning of gust fits the sentence a gust of wind?

Method. Read the sentence, then the dictionary entry.

  1. Find the word in the sentence. The text says a gust of wind carries a seed far away.
    a gust of wind
  2. Read the entry. The dictionary gives gust as a noun: a sudden, strong rush of wind.
    gust (noun)
  3. Test the meaning. A sudden, strong rush of wind fits the sentence about the seed being carried.
    fits
  4. Write the answer.
    a sudden, strong rush of wind

Check. The meaning fits the sentence. ✓

Worked example 10.3.2
Put these words in alphabetical order: pod, gust, burr.

Method. Compare the first letters, then the others if needed.

  1. Look at the first letters. The first letters are p, g and b.
    p, g, b
  2. Order the first letters. b comes first, then g, then p.
    b, g, p
  3. Write the words in order. Burr, then gust, then pod.
    burr, gust, pod
  4. Write the answer.
    burr, gust, pod

Check. b comes before g, and g before p. ✓

Worked example 10.3.3
The word pod has two meanings. Which one fits the plant's own pods in How Seeds Travel?

Method. Read the sentence, then choose the meaning that fits.

  1. Read the sentence. The text says the plant's own pods can send seeds away.
    the plant's own pods
  2. Read the two meanings. Meaning 1 is a long case that holds seeds; meaning 2 is a group of whales or dolphins.
    1 and 2
  3. Choose the fitting meaning. Only meaning 1 fits a plant and seeds.
    meaning 1
  4. Write the answer.
    a long case that holds seeds

Check. A plant's pod holds seeds, so meaning 1 fits. ✓

Watch out

Watch out: check the number of the meaning. A word can have a second meaning that does not fit the text at all, so always read the sentence first.

Exam tip

Grown-up tip. Ask your child to put five words from a book into alphabetical order, using only the first two letters. Then ask them to read the sentence before choosing a meaning.

Exercise 10C  Practice: using a dictionary

1
FWhich word in the text means able to float on water?
2
FWrite the dictionary meaning of disperse.
3
FWhich word in the text is a prickly seed case?
4
FPut these five words in alphabetical order: gust, buoyant, pod, disperse, burr.
5
FWhich of these two words comes first in a dictionary: buoyant or burr? Write the word only.
6
FWhich word in the table is an adjective?
7
FThe word pod has two meanings in the table. What number is the meaning about a group of whales or dolphins?
8
FWhich word is missing from the dictionary table: burr, buoyant, disperse, gust or seed?
9
PSGive the word from the text that the dictionary defines as a prickly seed case that sticks to fur or clothing.
10
PSIn the text, a coconut is buoyant. Using the dictionary, explain in one sentence what this tells you about a coconut.
11
PSIn the first paragraph, which word is the form of disperse that names the way seeds are spread?
12
RWhy is a dictionary more reliable than a guess when you meet an unknown word?
13
RExplain how you would find the word gust in a dictionary quickly, using its first letters.
10.4

Finding and recording information in several sections

Year 4
Retrieve information from several sections of a non-fiction text, using the headings and sub-headings to find it (RC3), Record the facts in a table, so that they can be compared (RC3)
Video lesson: Finding and recording information in several sectionsComing soon
Story. Amira is making a poster about bread for her class. She uses the sub-headings to find facts quickly, and she writes each fact in a table.

Long information texts are split into parts with headings and sub-headings. To retrieve a fact, use the heading that matches your question, and scan that part for the detail you need. When facts come from more than one section, record them in a table, so you can compare them easily.

Read the text in the box. Then answer the questions in exercise 10D. The table shows one way to record your facts.

Making a Loaf of Bread

Ingredients

Most bread is made from flour, water, yeast and salt. Flour is made by grinding wheat grains at a mill. Yeast is a tiny living fungus, and it is added to the flour and water so that the bread can rise.

Mixing and kneading

Mix the ingredients in a large bowl until they form a soft dough. Then knead the dough on a floured surface. Kneading makes the dough smooth and stretchy, so it can hold the gas made by the yeast.

Rising

Cover the dough and leave it in a warm place. The yeast feeds on the sugars in the flour and gives off gas. The gas makes the dough swell until it has doubled in size.

Baking and cooling

Shape the dough into a loaf and bake it in a hot oven until it turns golden brown. Let the loaf cool on a wire rack before you cut it, so that the middle can set.

SectionFact I recorded
RisingThe dough is left in a warm place to rise.
Baking and coolingThe loaf is left on a wire rack before it is cut.

Key ideas

  • Use the heading that matches the question, then scan that part.
  • To retrieve a fact is to find a fact that the text states.
  • When facts come from several sections, record them in a table to compare them.
  • Sub-headings name the smaller parts, so they help you find one fact quickly.
Worked example 10.4.1
Which heading would you read to find out why the dough is left in a warm place?

Method. Match the question to the heading.

  1. Think about the question. The question asks about a warm place, which is part of making the dough rise.
    warm place, rise
  2. Read the headings. The headings are Ingredients, Mixing and kneading, Rising and Baking and cooling.
    four headings
  3. Choose the heading. The Rising section tells you to leave the dough in a warm place.
    Rising
  4. Write the answer.
    Rising

Check. The Rising section names the warm place. ✓

Worked example 10.4.2
Name the two ingredients in the Ingredients section that are not water or flour.

Method. Read the list of ingredients carefully.

  1. Find the list. The first sentence lists flour, water, yeast and salt.
    flour, water, yeast, salt
  2. Remove flour and water. The two ingredients that are left are yeast and salt.
    yeast, salt
  3. Write the answer. Both are named in the first sentence of the section.
    yeast and salt
  4. Write the answer.
    yeast and salt

Check. Both are in the list of ingredients. ✓

Worked example 10.4.3
Record the stage in which the loaf turns golden brown.

Method. Look for the words golden brown, then find the heading above them.

  1. Find the words. The text says the loaf is baked until it turns golden brown.
    golden brown
  2. Find the heading. That sentence sits under the heading Baking and cooling.
    Baking and cooling
  3. Record the stage. Write the heading as the stage in your table.
    Baking and cooling
  4. Write the answer.
    Baking and cooling

Check. The heading tells you the stage. ✓

Watch out

Watch out: a heading may not give you the exact fact. Read the whole section under the heading before you record a fact in your table.

Exam tip

Grown-up tip. Ask your child to find one fact in the text using its heading, and then write it in a two-column table. Talk about why the table makes the facts easier to compare.

Exercise 10D  Practice: finding and recording facts

1
FWhat does the yeast give off as it feeds on the sugars in the flour?
2
FWhy is the loaf left on a wire rack before it is cut?
3
FWhat does kneading make the dough? Use the text.
4
FWhere is the dough left to rise?
5
FWhy are the stages of a process often written under their own sub-headings?
6
FCopy and complete this table. Write the answer for each stage from the text.
(a)(a) Mixing and kneading: what happens to the ingredients?
(b)(b) Rising: what happens to the dough?
(c)(c) Baking and cooling: what colour does the loaf become?
7
PSWhich two headings mention heat or warmth? Write the two headings.
8
PSA reader wants one fact about a single stage. Name two features that help them find that part quickly.
9
PSA reader wants to know what a picture in a leaflet shows. Choose caption, glossary or contents list.
10
PSWrite one fact about yeast from the Ingredients section, and one fact about what yeast does from the Rising section.
11
PSCopy the words after so in the Mixing and kneading section that tell why kneading helps the bread.
12
RExplain why sub-headings help a reader who needs facts from several sections.
10.5

Main ideas and summarising a longer text

Year 4
Identify the main ideas drawn from more than one paragraph, and summarise them in your own words (RC2e), Distinguish a main idea from a supporting detail (RC2e)
Video lesson: Main ideas and summarising a longer textComing soon
Story. Dev has to give a one-minute talk about rivers. He finds the main idea of each paragraph, and then he writes one short summary.

A main idea is the most important point of a paragraph. Details, examples and numbers support the main idea. A summary gives the main ideas of a longer text in a short form, in your own words. It leaves out small details and examples.

To summarise a text, find the main idea of each paragraph, then put those main ideas together in one or two sentences.

Read the text in the box. Then answer the questions in exercise 10E.

Why Rivers Matter

1A river is a natural stream of fresh water that flows downhill, usually to a lake or the sea. Rivers begin as small streams high in the hills, and they grow bigger as other streams join them.

2Rivers are important to people. Many towns were built beside rivers, because the water could be used for drinking, washing and farming. Boats still carry goods along some rivers today.

3Rivers are also home to many living things. Fish, frogs, water beetles and river plants all depend on clean water. When a river becomes polluted, these animals and plants can be harmed.

4Finally, rivers change the land. Moving water carries soil and small stones downstream, and over many years this can shape valleys. Rivers can also flood their banks after heavy rain, so people must plan carefully near them.

1 Rivers flow to the sea2 Rivers help people3 Rivers feed wildlife4 Rivers shape the landSummaryone short sentencein your own words
The main idea of each paragraph joined into one summary

Key ideas

  • A main idea is the point of a paragraph; a detail supports it.
  • Find the main idea of each paragraph, then join them into a short summary.
  • A summary is in your own words and leaves out small details.
  • Signal words such as finally show that a paragraph is the last point.
Worked example 10.5.1
What is the main idea of paragraph 3?

Method. Read the whole paragraph, then find the point it makes.

  1. Read the paragraph. It talks about fish, frogs, water beetles and river plants.
    fish, frogs, beetles, plants
  2. Find the point it makes. These are all living things that depend on rivers.
    living things
  3. Write the main idea. The first sentence states the point of the paragraph.
    Rivers are also home to many living things.
  4. Write the answer.
    Rivers are also home to many living things.

Check. The first sentence states the main idea. ✓

Worked example 10.5.2
Is Boats still carry goods along some rivers today a main idea or a detail?

Method. Ask whether the sentence is the point of its paragraph or supports it.

  1. Find the sentence. It is the last sentence of paragraph 2.
    paragraph 2
  2. Find the point of the paragraph. Paragraph 2 says rivers are important to people.
    important to people
  3. Decide. The boats sentence gives an example, so it is a detail.
    a detail
  4. Write the answer.
    a detail

Check. It supports the main idea with an example. ✓

Worked example 10.5.3
Write a one-sentence summary of paragraph 2.

Method. Find the main idea, then write it in your own words.

  1. Find the main idea. Paragraph 2 says rivers are important to people.
    important to people
  2. List the supporting points. Drinking, washing, farming, and boats carrying goods.
    water, farming, transport
  3. Write one sentence. Combine the main idea with the key points, in your own words.
    Rivers are useful to people, for water, farming and transport.
  4. Write the answer.
    Rivers are useful to people, for water, farming and transport.

Check. The summary keeps the main idea and drops the details. ✓

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 say what one paragraph is about in one sentence. Then ask them to say the whole text in two sentences, without looking back at the page.

Exercise 10E  Practice: main ideas and summaries

1
FWhich paragraph is about the living things that depend on rivers?
2
FWhich signal word shows that a point is the last one in a list of points? Choose finally, because or however.
3
FWhat is the main idea of paragraph 2? Answer in one sentence.
4
FName one detail in paragraph 2 that supports its main idea.
5
FName two living things mentioned in paragraph 3.
6
FWhy do writers group related points into paragraphs? Answer in one sentence.
7
PSIs Rivers begin as small streams high in the hills a main idea or a detail? Choose main idea or detail.
8
PSWhat is the main idea of paragraph 4? Answer in one sentence.
9
PSWrite a one-sentence summary of paragraph 1.
10
PSIn any summary, which kind of sentence is usually left out? Give a reason.
11
RWrite one sentence that sums up the whole text, using the four main ideas in your own words.
12
RWhy is it not enough to copy whole sentences from the text when you summarise?
10.6

Inferring from information, and talking about a text

Year 4
Infer from information in a text, giving evidence from the text (RC2c applied to non-fiction), Follow the conventions for discussion: take turns, listen and give reasons (SL2), Speak in a greater variety of situations, using a formal opening for a presentation (SL4)
Video lesson: Inferring from information, and talking about a textComing soon
Story. Mia's group is talking about hedgehogs before a class debate. Mia uses the text to explain her ideas, and she listens carefully before she replies.

Inference means working out something that the writer does not say directly, using clues in the text and what you already know. Always give evidence: the words in the text that support your idea.

In a group discussion, take turns, listen to others, give a reason for what you say, and disagree politely. A talk to a class needs a more formal opening than a chat with a friend.

Read the text in the box. Then answer the questions in exercise 10F.

Hedgehogs in Our Gardens

Hedgehogs are small, spiky mammals that visit many British gardens. They are nocturnal, which means they come out to feed at night and sleep during the day.

What do hedgehogs eat?

Hedgehogs eat beetles, worms, slugs and other small creatures. Because they eat slugs, they can help a gardener by keeping some garden pests under control.

Where do hedgehogs sleep?

A hedgehog may build a nest from dry leaves and grass, under a hedge or a pile of logs. In winter, many hedgehogs hibernate, which means they sleep for a long time to save energy when food is hard to find.

How can you help?
  • Leave a pile of leaves in a quiet corner.
  • Make a small gap in the fence so they can move between gardens.
  • Do not leave out milk, because it can make them ill.

Hedgehogs are shy, so move slowly and quietly if you see one.

Key ideas

  • An inference is a sensible conclusion that uses clues from the text.
  • Give evidence from the text when you make an inference.
  • In a discussion, take turns, listen, and give reasons for what you say.
  • A formal talk starts politely and says what the talk is about.
Worked example 10.6.1
Why are hedgehogs most likely to be seen in the evening? Use the text.

Method. Find the clue, then work out the reason.

  1. Find the clue. The text says hedgehogs are nocturnal.
    nocturnal
  2. Read what it means. Nocturnal means they come out to feed at night and sleep during the day.
    come out to feed at night
  3. Make the inference. So they are most likely to be seen in the evening, when they are coming out to feed.
    evening
  4. Write the answer.
    they are nocturnal, so they come out to feed at night

Check. The clue and the inference match. ✓

Worked example 10.6.2
What is the purpose of this text?

Method. Look at what the text does most.

  1. Read the sections. The sections give facts about what hedgehogs eat, where they sleep and how to help them.
    facts and help
  2. Find the main aim. Most of the text gives facts, so it informs.
    inform
  3. Name the purpose. The purpose is to inform readers about hedgehogs and how to help them.
    inform
  4. Write the answer.
    to inform readers about hedgehogs and how to help them

Check. The text gives facts and some advice. ✓

Worked example 10.6.3
Which opening suits a formal talk to your class? Choose Hey, hedgehogs are cool! or Good morning. Today I will talk about hedgehogs in our gardens.

Method. A formal talk needs a polite greeting and a clear statement of the topic.

  1. Test the first opening. "Hey, hedgehogs are cool!" is casual, and it does not say what the talk is about.
    casual
  2. Test the second opening. It greets the class politely and names the topic.
    polite, names the topic
  3. Choose the formal one. The second opening suits a formal talk.
    Good morning
  4. Write the answer.
    Good morning. Today I will talk about hedgehogs in our gardens.

Check. A formal opening is polite and names the topic. ✓

Watch out

Watch out: an inference is not a guess. Point to the words in the text that support your idea, and say why they do.

Exam tip

Grown-up tip. Read the text together and ask: "What can we work out that the writer does not say?" Ask your child to give a reason from the text each time, and to say what a polite way of disagreeing sounds like.

Exercise 10F  Practice: inference and talking about a text

1
FWhat does nocturnal mean in the text? Use the words after it.
2
FWhat does hibernate mean in the text? Use the words after it.
3
FName one feature that most information leaflets use to show the order of their parts.
4
FWhat should you not leave out for a hedgehog?
5
FWhat might a hedgehog build from dry leaves and grass?
6
FA reader needs to know what a difficult word means in a leaflet. Choose contents list, glossary or caption.
7
PSWhy might a pile of leaves be useful to a hedgehog? Use the text.
8
PSThe text says hedgehogs are shy. What might frighten a hedgehog in a garden?
9
PSWhich purpose fits a text that tells a reader how to make a sandwich, step by step? Choose inform, instruct or persuade.
10
RA group member says hedgehogs drink milk every night. Which reply is the better way to disagree? Choose That is silly. or I do not agree, because the text says milk can make them ill.
11
RWhich opening suits a formal presentation to your class? Choose Hey, hedgehogs are cool! or Good morning. Today I will talk about hedgehogs in our gardens.
12
RInfer why a garden with long grass and hedges would suit a hedgehog. Give evidence from the text.

Chapter summary

SkillMethod
OrganisationA contents list, headings, sub-headings, captions and a glossary help you find information. Use the one that matches the question.
PurposeWhy the writer wrote it: to inform, instruct, persuade or entertain. Features such as commands or questions show it.
AudienceThe group of readers a text is written for. The word you and the level of the language show it.
DictionaryRead the word in its sentence, then choose the meaning that fits. Use alphabetical order to find words.
Retrieve and recordFind the heading that matches the question, scan that part, and write each fact in a table.
Main ideaThe point of a paragraph. Details and examples support it.
SummaryA short version of the text, in your own words, with the main ideas only.
InferenceA sensible conclusion from clues in the text, with evidence to support it.
DiscussionTake turns, listen, give reasons, and disagree politely.
Formal talkStart with a polite greeting, and say what the talk is about.

Can you…?

  • I can name the parts of a non-fiction text, and say how each one helps the reader
  • I can identify the purpose and the audience of a text, and the features that show them
  • I can use a dictionary to choose the meaning of a word that fits its sentence
  • I can put words in alphabetical order, using the first and second letters
  • I can find facts in several sections, using the headings, and record them in a table
  • I can find the main idea of each paragraph, and tell a main idea from a detail
  • I can write a short summary of a longer text, in my own words
  • I can make an inference from clues, and give evidence from the text
  • I can take part in a discussion politely, and give a formal opening for a talk

Key terms

organisation
the way a text is arranged, with its parts, headings and features
contents list
a list at the front of a text that shows its main parts and the order they come in
heading
a word or phrase that names a main part of a text
sub-heading
a heading for a smaller part inside a main part
caption
a short sentence under a picture that says what it shows
glossary
a list of key words with their meanings, at the end of a text
dictionary
a book that gives the meanings of words, in alphabetical order
purpose
the reason a writer wrote a text: to inform, instruct, persuade or entertain
audience
the group of readers that a text is written for
feature
a clue in a text, such as a heading, a command or a bullet point, that shows its purpose or organisation
retrieve
to find a fact that the text states
record
to write facts down, for example in a table or in notes
main idea
the most important point of a paragraph; details support it
summary
a short version of a text, in your own words, with the main ideas only
inference
a sensible conclusion that you reach using clues in the text, with evidence
evidence
the words in the text that support an idea or an inference
nocturnal
active at night, and asleep during the day
hibernate
to sleep for a long time in winter to save energy
command
a sentence or verb that tells the reader to do something, such as Bring a towel

Exercise 10Z  Check-up

1
In The Lighthouse, name the two features that show what a picture shows and what a word means.
2
What is the purpose of the poster Join the Reading Club!? Write one word.
3
Put these three words in alphabetical order: pod, buoyant, gust.
4
Which heading in Making a Loaf of Bread explains why the dough is left in a warm place?
5
What is the main idea of paragraph 3 in Why Rivers Matter? Copy the first sentence.
6
In Hedgehogs in Our Gardens, what does nocturnal mean? Use the words after it.
7
What does a burr do, according to How Seeds Travel?
8
Name a feature that shows a text is organised in parts, and say what it helps the reader do.
9
In Hedgehogs in Our Gardens, why might a hedgehog be hard to see during the day? Use the text.
10
Explain the difference between a main idea and a detail. Answer in one or two sentences.

Total 20 marks. Allow about 20 minutes.

Exercise 10X  Practice test questions

1
F

Contents: 1 Trains; 2 Stations; 3 Tickets.

Which number would you read to learn about tickets?[1 mark]
2
FWhich word comes first in a dictionary: cradle or crate? Write the word only.[1 mark]
3
FWrite the name of the words under a picture that tell the reader what the picture shows.[1 mark]
4
F

Swim Club! Come along on Tuesday at four o'clock. Bring a towel and a drink. Don't be late!

State the purpose of this poster, and give one feature that shows it.[2 marks]
5
PS

Bees visit many flowers each day. They collect nectar and pollen. Nectar is turned into honey in the hive.

Write the main idea of this paragraph in one sentence.[2 marks]
6
F

Tides

  • Sub-heading: High tide
  • Sub-heading: Low tide
Which sub-heading would you read to learn about the time when the water is at its lowest? Write the sub-heading.[2 marks]
7
RIn one sentence, explain what a summary does.[2 marks]
8
PS

Owls hunt at night. They have excellent hearing and sharp eyes. Many owls nest in holes in old trees.

Write the main idea of this text in one sentence, then give one detail that supports it.[3 marks]
9
PS

Dear parents, please remember to bring your child's water bottle on Monday. Thank you.

Write the purpose and the audience of this letter, and give one feature that shows its purpose.[3 marks]
10
R

Many shops in town close early on Sundays. The sign on the door says Closed until Monday.

Make an inference about the shop. Give your inference, and one piece of evidence from the text that supports it.[3 marks]
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