The Siren's Song

  • Grade: Year 5
    Activity type: Interactive Activity

The Siren's Song

Course
English
Grade
Year 5
Section
Reading Comprehension
Outcome
The Siren's Song (poetry)
Activity Type
Interactive Activity
Activity ID
20599

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  • Year 5
    • Language
      • Text structure and organisation

        • ACELA1504 – Understand how texts vary in purpose, structure and topic as well as the degree of formality

        • ACELA1506 – Understand how possession is signalled through apostrophes and how to use apostrophes of possession for common and proper nouns

      • Expressing and developing ideas

        • ACELA1508 – Understand how noun and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea

    • Literature
      • Examining literature

        • ACELT1611 – Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes

    • 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
    • Literature
      • Examining literature

        • ACELT1617 – Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse

  • 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.3 – Understanding that words and phrases can have figurative as well as literal meanings and that some words have different meanings depending on the context

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

  • 5 – Year 5
    • 5.RS – The reading standard
      • Key characteristics of texts that students read at this level

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

          • 5.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

          • 5.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

          • 5.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

          • 5.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

          • 5.RS.1.g – Figurative and/or ambiguous language that the context helps students to understand

    • 5.WS – The writing standard
      • Key characteristics of students' writing at this level

        • 5.WS.1 – These texts will include, when appropriate:

          • 5.WS.1.c – Simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically

  • 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.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.g – Figurative and/or ambiguous language that the context helps students to understand

          • 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.

  • 4 – Grade 4
    • RL.4 – Reading: Literature
      • Literacy

        • RL.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

        • RL.4.2 – Determine a theme of a story, drama, or poem from details in the text; summarize the text.

      • Literacy

        • RL.4.4 – Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

        • RL.4.5 – Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

        • RL.4.6 – Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

      • Literacy

        • RL.4.7 – Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

      • Literacy

        • RL.4.10 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

    • RI.4 – Reading: Informational Text
      • Literacy

        • RI.4.1 – Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

    • SL.4 – Speaking & Listening
      • Literacy

        • SL.4.2 – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

        • SL.4.3 – Identify the reasons and evidence a speaker provides to support particular points.

        • SL.4.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

          • SL.4.1.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.4.1.b – Follow agreed-upon rules for discussions and carry out assigned roles.

          • SL.4.1.c – Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

          • SL.4.1.d – Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

      • Literacy

        • SL.4.4 – Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

        • SL.4.6 – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

    • RF.4 – Reading: Foundational Skills
      • Literacy

        • RF.4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.4.3.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.4.4 – Read with sufficient accuracy and fluency to support comprehension.

          • RF.4.4.a – Read grade-level text with purpose and understanding.

          • RF.4.4.b – Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

          • RF.4.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    • W.4 – Writing
      • Literacy

        • W.4.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.

          • W.4.9.a – Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

    • L.4 – Language
      • Literacy

        • L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.

          • L.4.3.a – Choose words and phrases to convey ideas precisely.*

          • L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

      • Literacy

        • L.4.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

          • L.4.4.a – Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

          • L.4.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

        • L.4.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

          • L.4.5.a – Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

  • 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.

      • 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).

      • 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.

        • L.5.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

          • L.5.5.a – Interpret figurative language, including similes and metaphors, in context.

      • 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.