Year 6 - Comprehension

1 LICENCE TERMSP ermission to use and reproduce the materials in this publication is on anon-exclusive and non-assignable basis. This licence only covers use of this Publication by the purchaser s Educa-tional Establishment for educational purposes or for the purchaser s per-sonal reference only. This permission terminates if you breach these licence terms. Any other use(including use for commercial purposes) is strictly prohibited. Educational Establishment means any school and any other description ofeducational establishment as may be specified by order of the Secretary ofState under s 174 of the Copyright Designs and Patents Act, 1988 (asamended, modified or re-enacted from time to time).

2 Full terms and conditions can be found at 6 - ComprehensionFiction, Non - Fiction and Poetry Texts in version1 ContentsTheme: VictoriansThe Circus2 Harriet Lister Housemaid4 The History Of The Circus6 Theme: Mountain EnvironmentThe Final Push8 The Conquest Of Everest10 The Climb12 Theme: SightBeauty The Guide Dog14 How The Eye Works16 Louis Braille18 Theme: RiversRiver Rescue20 The River Amazon22 Fury Over Thames Toll Charges24 Theme: CastlesCome To Willaby Castle26 The History Of Castles28 The Family Outing30 Theme: FoodSlaving Over A Hot Stove32 School Dinners Or Sandwiches?34A Balanced Diet36 Theme: TalentOur School s Got Talent38 Letter Of Complaint40 The Talent Show42 Theme: CavesStranded In A Cave44 School Visits Are They Worth Doing?

3 46 The Cave48 Answers 50 Topical Resources to Topical Resources LICENCE TERMS available at: the latest catalogueTel 01772 863158 Fax 01772 866153 Email: our Website Peter BellFirst Published April 2011 ISBN 978-1-907269-51-6 Illustrated by John Hutchinson, Art Works, Fairhaven,69 Worden Lane, Leyland, PrestonDesigned by Paul Sealey, PS3 Creative, 3 WentworthDrive, Thornton, LancashirePrinted in the UK for Topical Resources Ltd by T. Snape and Co Ltd., Boltons Court, Preston,LancashirePermission to use and reproduce the materials in thispublication is on a non-exclusive and non-assignablebasis. This licence only covers use of this Publicationby the purchaser s Educational Establishment foreducational purposes or for the purchaser s personalreference only.

4 This permission terminates if youbreach these licence terms. Any other use (includinguse for commercial purposes) is strictly prohibited. Educational Establishment means any school andany other description of educational establishment asmay be specified by order of the Secretary of Stateunder s 174 of the Copyright Designs and Patents Act,1988 (as amended, modified or re-enacted from time totime).Terms and conditions can be found at Resources is the trading name of Topical Resources Ltd, registered in England number office: Jumps Farm, Durton Lane, Broughton, Preston, Lancashire. PR3 5 LEYEAR 6 - ComprehensionFiction, Non-Fiction and Poetry Texts in ThemesIntroductionYear 6 Comprehension is a collection of fiction, non-fiction and poetry texts grouped inthemes suitable for the age group.

5 These exercises can be used to prepare children for SATstyle tests or matched to themes the class may be studying at the time. The question pagesare split into three sections. Section A gives an overview of the text with missing words orphrases to find, Section B contains open-ended questions and Section C is a relevant writtenchallenge for more able pupils or those who work quickly . All the pages have been printed Landscape to make maximum use of the space on Interactive Whiteboards. Black and whiteimages are used in the paper book; full colour images have been used in the written by:Peter Bell, Heather Bell, Kath Cope, Sue Garnett, George Stewart and Charles DickensTopical Resources publishes a range of Educational Materials for use in Primary Schools andPre-School Nurseries and 1 Victorians Topical Resources to Topical Resources LICENCE TERMS available at: with amazement, Mr Gradgrind crossed tothe spot where his family was thus disgraced, laidhis hand upon each erring child, and said: Louisa!

6 Thomas! Both rose, red and disconcerted. But, Louisalooked at her father with more boldness thanThomas did. Indeed, Thomas did not look at him,but gave himself up to be taken home like amachine. In the name of wonder, idleness and folly! said MrGradgrind, leading each away by a hand; what doyou do here? Wanted to see what it was like, returned Louisashortly. What it was like? Yes father.. Thomas, though I have the fact before me, I find itdifficult to believe that you, with your education andresources, should have brought your sister to ascene like this. I brought him, father, said Louisa, quickly . Iasked him to come.

7 I am sorry to hear it. I am very sorry indeed tohear it. It makes Thomas no better, and it makesyou worse, Louisa. She looked at her father again, but no tear felldown her cheek. You Thomas and you, to whom the circle of thesciences is open, Thomas and you, who may besaid to be replete with facts; Thomas and you, whohave been trained to mathematical exactness;Thomas and you here! cried Mr. Gradgrind. Inthis degraded position! I am amazed. The children return home in disgrace, and are metby their father s friend Mr. Bounderby, an equallystrict Victorian gentleman. Well! blustered Mr Bounderby, what s thematter? What is young Thomas in the dumpsabout?

8 He spoke of young Thomas, but he looked atLouisa. We were peeping at the circus, muttered Louisahaughtily, without lifting up her eyes, and fathercaught us. And Mrs Gradgrind, said her husband in a loftymanner, I should as soon have expected to findmy children reading poetry. Dear me, whimpered Mrs Gradgrind. How canyou, Louisa and Thomas! I wonder at you. Ideclare you re enough to make one regret everhaving had a family at all. I have a great mind tosay I wish I hadn t. Then what would you havedone, I should like to know. Mr Gradgrind did not seem favourably impressedby these cogent remarks. He frowned impatiently.

9 As if, with my head in its present throbbing state,you couldn t go and look at the shells and mineralsand things provided for you, instead of circuses! said Mrs story is set in Victorian Times. TheGradgrind children have been brought upvery strictly. Their father believes theyshould spend their time learning believes there is no time to wasteenjoying life or having fun. One day thechildren decide to make a secret visit tothe circus. Unfortunately, their fathercatches them watching the circus is how the story What does Mr Gradgrind believe his children should be doing?2 Why do you think the children decided to make a secret visit to the circus?

10 3 What does the phrase red and disconcerted imply?4 What did Mr Gradgrind think that Thomas had done?5 What reasons did Mr Gradgrind give for being amazed at finding Thomasat the circus?6 How did the children know Mr Bounderby?7 We were peeping at the circus, muttered Louisa haughtily, without liftingher eyes, and father caught us. What does this sentence suggest abouthow Louisa was feeling?8 Who regretted ever having a family at all ?9 What did Mrs Gradgrind think the children should have been doing insteadof looking at circuses?Imagine a circus has come to your town. Write a short story in which you arecaught making a secret visit to the 1 VictoriansSection BSection ASection C Topical Resources to Topical Resources LICENCE TERMS available at: the best word or group of words to fit the passage and put a ringaround your Gradgrind children, Louisa and Thomas, are caught watching the circuswithout permission.