A Mysterious Discovery Part 1

  • Grade: Year 6
    Activity type: Interactive Activity

A Mysterious Discovery Part 1

Course
English
Grade
Year 6
Section
Reading Comprehension
Outcome
A Mysterious Discovery Part 1 (narrative)
Activity Type
Interactive Activity
Activity ID
20759

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  • Year 5
    • Literature
      • Literature and context

        • ACELT1608 – Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts

      • Responding to literature

        • ACELT1609 – Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others

        • ACELT1795 – Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences

      • Examining literature

        • ACELT1610 – Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses

    • Literacy
      • Texts in context

        • ACELY1698 – Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context

      • Interacting with others

        • ACELY1699 – Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students' own experiences and present and justify a point of view

        • ACELY1796 – Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes

      • Interpreting, analysing, evaluating

        • ACELY1702 – Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning

  • Year 6
    • Language
      • Language for interaction

        • ACELA1516 – Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase

      • Text structure and organisation

        • ACELA1518 – Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects

        • ACELA1521 – Understand the uses of commas to separate clauses

    • Literature
      • Literature and context

        • ACELT1613 – Make connections between students' own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts

      • Responding to literature

        • ACELT1614 – Analyse and evaluate similarities and differences in texts on similar topics, themes or plots

        • ACELT1615 – Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts

      • Examining literature

        • ACELT1616 – Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author's individual style

    • Literacy
      • Interacting with others

        • ACELY1709 – Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

        • ACELY1816 – Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience

      • Interpreting, analysing, evaluating

        • ACELY1712 – Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings

        • ACELY1713 – Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts

        • ACELY1801 – Analyse strategies authors use to influence readers

  • Y5&6 – Year 5 and 6
    • Y5&6.R – Reading
      • They draw on knowledge and skills that include:

        • Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies

        • Y5&6.R.2 – Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations

        • Y5&6.R.4 – Recognising basic grammatical constructions and understanding how these affect meaning

        • Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)

  • 6 – Year 6
    • 6.RS – The reading standard
      • Key characteristics of texts that students read at this level

        • 6.RS.1 – The texts that students use to meet the reading demands of the curriculum at this level will often include:

          • 6.RS.1.a – Abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding

          • 6.RS.1.b – Some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text

          • 6.RS.1.c – Some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions

          • 6.RS.1.e – Sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)

          • 6.RS.1.f – A significant amount of vocabulary that is unfamiliar to the students (including academic and content-specific words and phrases), which is generally explained in the text by words or illustrations

          • 6.RS.1.h – Illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation.

This activity is not included in United Kingdom – National Curriculum.

You can go to an overview of all the curricula here.

  • 5 – Grade 5
    • RL.5 – Reading: Literature
      • Literacy

        • RL.5.1 – Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

        • RL.5.2 – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

        • RL.5.3 – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

      • Literacy

        • RL.5.4 – Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

        • RL.5.5 – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

        • RL.5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.

      • Literacy

        • RL.5.7 – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

        • RL.5.9 – Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

      • Literacy

        • RL.5.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

    • SL.5 – Speaking & Listening
      • Literacy

        • SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.5.1.a – Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

          • SL.5.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.5.1.c – Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

          • SL.5.1.d – Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

      • Literacy

        • SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

    • L.5 – Language
      • Literacy

        • L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

        • L.5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

          • L.5.4.a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

      • Literacy

        • L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

          • L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.

      • Literacy

        • L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

          • L.5.3.b – Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

    • RF.5 – Reading: Foundational Skills
      • Literacy

        • RF.5.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.5.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

      • Literacy

        • RF.5.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.5.4.a – Read grade-level text with purpose and understanding.

          • RF.5.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

          • RF.5.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    • W.5 – Writing
      • Literacy

        • W.5.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

          • W.5.9.a – Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).