Y3–6one unit
PawSteps · Pets on the Green

KS2 English — Reading Comprehension & Writing

The skills tested in the Year 6 reading paper, taught through three original animal texts that get harder — a hedgehog's night shift, why Marvin the tortoise is not for sale, and two opposing views on keeping exotic pets. With the six question types, worked marking, writing craft and four tasks. The texts get harder; the skills stay the same.

England National Curriculum · English — reading comprehension, writing composition, vocabulary & grammar · Years 3–6 · Ages 7–11 · Works at any point in KS2

What a child will be able to do

Reading

Writing

All the teaching, texts, questions and writing tasks below are free to read and print. The answer keys, the common-mistakes guide and the teaching notes are PawSteps Premium.

Part 1 — The six question types

Every reading comprehension question is one of six kinds. A child who can name the type knows what the answer should look like.

TypeThe question sounds likeThe answer is
Retrieval"What…" "Where…" "Who…"Copied or paraphrased from the text
Vocabulary"What does the word ___ mean?"A definition that fits this sentence
Inference"Why do you think…" "How did they feel…"Worked out from clues, with evidence
Prediction"What might happen next?"A sensible guess based on the text
Summary"Sum up the main point…"Short, in your own words
Author's choice"Why has the writer used…"The effect the word or technique has
💡 The one thing that raises marks fastest — point at the text

Even in inference questions, the mark scheme wants evidence. Teach every child to answer in two halves: "I think… because the text says…" That single sentence structure fits four of the six question types.

Text A Year 3/4

Text A · Year 3/4

The Night Shift

Everybody thinks hedgehogs are slow. They think this because they have only ever seen one in the daytime, curled into a ball at the bottom of a garden, refusing to do anything at all. And it is true that a hedgehog in the daytime is not very impressive. It is a spiky football with a nose.

But you are looking at the wrong shift.

At about nine o'clock at night, something changes. The ball uncurls. A snout appears, then four surprisingly long legs, and the hedgehog stands up — properly up, higher than you would think possible — and sets off.

And then it runs.

A hedgehog can travel two miles in a single night. Two miles. For an animal the size of a grapefruit, that is like a person walking from London to Brighton before breakfast. It will cross gardens, squeeze under fences, climb walls if it has to, and it will do all of this in almost total darkness, because a hedgehog's eyes are poor and it barely uses them.

Instead it uses its nose, which is extraordinary, and its ears, which are better than yours.

By four in the morning it will have eaten around a hundred and fifty insects, visited a dozen gardens, and got into at least one argument. Then it will find somewhere dark, curl up, and go back to being a spiky football until the sun goes down again.

So the next time somebody tells you hedgehogs are slow, you can tell them the truth. They are not slow. You are just asleep.

Questions — Text A (13 marks)

  1. How far can a hedgehog travel in one night? (1) Retrieval
  2. What time does the hedgehog set off? (1) Retrieval
  3. What does the word extraordinary mean in this text? (1) Vocabulary
  4. The writer says a daytime hedgehog is "a spiky football with a nose." Why has the writer described it this way? (2) Author's choice
  5. Why does the hedgehog not use its eyes very much? Give two reasons from the text. (2) Retrieval
  6. "You are looking at the wrong shift." What does the writer mean by this? (2) Inference
  7. Why do you think the writer saved the last line — "You are just asleep" — until the end? (2) Author's choice
  8. Sum up what this text is about in one sentence. (2) Summary

Text B Year 5

Text B · Year 5

Why We Do Not Sell Marvin

People ask, about once a fortnight, whether Marvin is for sale.

Marvin is an Aldabra giant tortoise. He weighs ninety-one kilograms — about the same as a very large man — and he is somewhere between sixty and eighty years old, though nobody is certain, because he arrived before anyone was keeping proper records.

The people who ask are not being unkind. They have met him, they have been allowed to touch the ridged dome of his shell, and they have watched him work his way through a cabbage with the unhurried concentration of somebody doing a crossword. They want one. I understand entirely.

But there are three reasons the answer is always no.

The first is that he would outlive you. Aldabra tortoises regularly reach a hundred and fifty. If you bought Marvin tomorrow, you would need to name him in your will, and so would whoever inherited him. He is not a pet. He is a family heirloom that eats.

The second is that he is enormous, and enormous animals need enormous rooms. In winter Marvin must be kept above eighteen degrees, indoors, in a space he can actually walk about in. Most people picture a tortoise in a cardboard box. Marvin requires something closer to a garage, heated day and night, for six months of the year.

The third reason is the important one. Marvin knows this place. He knows where the sun falls at eleven o'clock in the morning, and he goes there. He knows the sound of the wheelbarrow and he knows what it usually means. He has particular corners of the paddock he prefers and particular ones he ignores, and he has had sixty years to work all of this out.

Move him, and none of it comes with him.

He would survive. Tortoises are tough, and he would eat and sleep and carry on. But he would spend a very long time learning a new garden, and he does not have as many years spare as people assume.

So no. Marvin is not for sale. You are, however, very welcome to come and sit with him. He will not do anything interesting. That is rather the point.

Questions — Text B (19 marks)

  1. How much does Marvin weigh? (1) Retrieval
  2. Why is nobody certain how old Marvin is? (1) Retrieval
  3. What does the phrase unhurried concentration suggest about how Marvin eats? (2) Vocabulary / inference
  4. The writer calls Marvin "a family heirloom that eats." Explain what this means and why the writer has used this description. (3) Author's choice
  5. Give two things Marvin needs in winter. (2) Retrieval
  6. The writer says the third reason is "the important one." Explain why the writer thinks it is more important than the other two. (3) Inference
  7. "He would survive." Why does the writer say survive rather than be happy? (2) Author's choice
  8. Look at the final two lines. What does the writer mean by "That is rather the point"? (2) Inference
  9. Would you like to own a tortoise after reading this text? Use evidence from the text to explain your answer. (3) Opinion with evidence

Text C Year 6 — comparing two views

Text C1 · from an online forum post

"The problem was never keeping reptiles"

I've kept reptiles for eleven years and I'm tired of being told I shouldn't.

Every time somebody posts a photo of their bearded dragon, three people appear to explain that wild animals belong in the wild. Fine. Except my dragon isn't wild. She was bred in captivity, her parents were bred in captivity, and she has never seen Australia and never will. Releasing her into the wild wouldn't be freeing her. It would be killing her.

What people actually mean is that they don't like the idea. And I understand the instinct, but it isn't an argument.

Here is what is true. Kept badly, a reptile suffers enormously — wrong temperature, wrong size enclosure, no UVB, and it declines slowly and invisibly over years. That happens constantly and it is a genuine scandal.

But kept properly, a captive-bred reptile lives longer than a wild one, eats better, never faces a predator and receives veterinary care. My dragon is nine. In Australia she would have been lucky to reach six.

The problem was never keeping reptiles. The problem is keeping them badly, and the answer to that is better information, not fewer keepers.

Text C2 · from a wildlife charity newsletter

"Why is it being bred at all?"

Every year, thousands of exotic animals are surrendered, abandoned or found dead in British homes.

The pattern is depressingly consistent. An animal is bought on impulse, often after being seen online. The buyer has no idea of the cost, the lifespan, or the specialist care required. Within a year, the novelty has worn off and the animal is advertised for free, passed on, or quietly allowed to die.

Defenders of the trade point out that captive-bred animals cannot be released and are better off than wild ones. This is true of the well-kept minority. It says nothing about the majority.

We would ask a simple question: if the animal cannot be returned to the wild, and most owners cannot meet its needs, why is it being bred at all?

The reptile trade in this country is worth millions of pounds. It exists because animals are bred to be sold, not because animals need homes. Every well-cared-for bearded dragon in a properly heated vivarium exists alongside a great many that do not.

We are not asking for a ban. We are asking for licensing, for mandatory care information at the point of sale, and for a serious conversation about whether an animal that requires this much specialist knowledge should be available to anyone with fifty pounds.

Questions — Text C (18 marks)

  1. How long has the writer of Text C1 kept reptiles? (1)
  2. Why does the writer of C1 say releasing her dragon would be "killing her"? (2)
  3. In Text C2, what does the phrase depressingly consistent suggest about the writer's attitude? (2)
  4. Text C1 says a captive-bred reptile "lives longer than a wild one." How does Text C2 respond to this argument? (3)
  5. Both texts agree about one thing. What is it? Use evidence from both texts. (3)
  6. Which text do you find more convincing? Give two reasons, using evidence from the texts. (4)
  7. Text C2 ends with a question about "anyone with fifty pounds." Why has the writer chosen to end this way? (3)

Part 2 — Writing

The four stages

Good writing is not written once. It is planned, drafted, edited and published.

StageWhat happensTime
PlanDecide the structure and the main points5 min
DraftWrite itMost of the time
EditImprove the words and sentences5 min
ProofreadCheck spelling and punctuation3 min
⚠️ Editing is not proofreading

Editing improves the writing — better word, clearer sentence, moved paragraph. Proofreading fixes mistakes — spelling, capitals, full stops. Do them separately; trying to do both at once means doing neither well.

Sentence types

TypeStructureExample
SimpleOne ideaThe hedgehog ran.
CompoundTwo ideas joined by and, but, or, soThe hedgehog ran and the fox followed.
ComplexA main idea plus a subordinate clauseAlthough it was raining, the hedgehog ran.
💡 Vary the length

Three long sentences in a row send a reader to sleep. So does five short ones. Long, long, short. The short one lands.

Subordinating conjunctions

These start a subordinate clause — a part of a sentence that can't stand alone: because · although · while · when · if · since · after · before · unless · whereas. For example: "Although he is enormous, Marvin is gentle." · "Marvin moves slowly because nothing has ever chased him."

Punctuation to master in KS2

MarkUse
.End of a sentence
,Separate items in a list; after a subordinate clause at the start
'Contraction (don't) or possession (Marvin's shell)
" "Speech
:Introduce a list or an explanation
;Join two closely related sentences
–   ( )Add extra information — informally with a dash, more formally with brackets
The apostrophe rule

Contraction: the apostrophe replaces missing letters — do not → don't. Possession: it shows belonging — Marvin's shell. Plural: no apostrophe at allthree tortoises, never three tortoise's.

Choosing better words

WeakBetter
saidwhispered, muttered, announced, replied
bigenormous, vast, towering, immense
walkedtrudged, strolled, marched, crept
nicekind, generous, thoughtful, warm
lookedglanced, stared, peered, studied

But use words you actually understand. A wrong word chosen because it sounds impressive is worse than a plain one used correctly.

Part 3 — Writing tasks

Task 1 — Explanation Year 3/4

Write an explanation of why hedgehogs come out at night. Include what they do at night, why night is better than day for them, and at least two sentences using because. Write two paragraphs.

Task 2 — Persuasive letter Year 5

Someone in your class wants to buy a giant tortoise. Write a letter persuading them to think again. Include a clear opening saying why you are writing, three reasons each in its own paragraph, and a polite ending. Use at least three subordinating conjunctions.

Task 3 — Balanced argument Year 6

Should exotic animals be kept as pets? Write a balanced argument that presents both sides before giving your own view. Structure: introduction → arguments for → arguments against → your own view, with reasons. Use evidence from Texts C1 and C2.

Task 4 — Description Year 5/6

Write a description of an animal waking up. Use at least three carefully chosen adjectives, one simile or metaphor, a short sentence for effect, and varied sentence lengths. Do not tell a story — just describe the moment.

Answers & marking

Text A

1. Two miles (1). 2. About nine o'clock at night (1). 3. Very unusual / amazing / remarkable (1).

4. (2) It makes the reader picture the hedgehog as round, spiky and slightly comic (1); it makes the contrast with the running hedgehog later more surprising (1).

5. (2) Its eyes are poor (1); it is dark at night, so eyes are less useful (1). Accept: it uses its nose and ears instead.

6. (2) You are looking at the wrong time of day (1); the hedgehog is only active at night, so daytime observations don't show what it's really like (1).

7. (2) It's a surprise / a joke turning the point back on the reader (1); it makes the argument memorable and ends strongly (1).

8. (2) Any accurate one-sentence summary, e.g. "Hedgehogs seem slow but are actually very active at night, when people are asleep." 1 mark for partly accurate, 2 for capturing both halves.

Text B

1. Ninety-one kilograms (1). 2. He arrived before anyone kept proper records (1).

3. (2) He eats slowly and carefully (1), taking his time and concentrating rather than rushing (1).

4. (3) An heirloom is passed down through a family (1); it suggests Marvin will outlive his owner and be inherited (1); "eats" is a joke — unlike a normal heirloom he needs feeding, reminding the reader he's a living responsibility (1).

5. (2) Kept above eighteen degrees (1); indoors, in a heated space big enough to walk about in (1).

6. (3) The first two reasons are practical, solvable with money or space (1); the third is about Marvin himself — he knows the place and has spent sixty years learning it (1); moving him takes away something irreplaceable, so it's about his wellbeing not the owner's convenience (1).

7. (2) "Survive" means staying alive but not necessarily content (1); the writer admits Marvin wouldn't die but makes clear surviving isn't good enough (1).

8. (2) Marvin not doing anything interesting is exactly the appeal (1); the calm and slowness are the point, and rushing to see something happen misses it (1).

9. (3) Any view, must use evidence: 1 for a view, 1 for evidence from the text, 1 for explaining why that evidence matters to the decision.

Text C

1. Eleven years (1).

2. (2) She was bred in captivity and has never lived in the wild (1); she wouldn't have the skills to survive there, so releasing her would kill rather than free her (1).

3. (2) The writer finds it sad (1) and is frustrated it keeps happening in the same way (1).

4. (3) C2 accepts it is true (1) but says it only applies to "the well-kept minority" (1) and says nothing about the majority, which are not well kept (1).

5. (3) Both agree that many exotic animals are kept badly (1); C1 calls it "a genuine scandal" (1); C2 describes animals "surrendered, abandoned or found dead" (1).

6. (4) Any choice: 1 per reason, 1 per piece of supporting evidence. Strong answers acknowledge the strength of the other text.

7. (3) "Fifty pounds" is a small amount (1), contrasting sharply with the specialist knowledge the writer says is needed (1); ending on a question leaves the reader thinking rather than being told what to conclude (1).

The mistakes to watch for

Answering an inference question with a retrieval answer. "Why do you think she felt sad?" is not answered by "because it says she was sad." Look for what isn't said.

Giving an opinion with no evidence. "I think it's good" scores nothing. "I think it's good because the text says…" scores.

Copying a whole sentence when a word was asked for. "Find and copy a word" means one word.

Ignoring the mark allocation. A 3-mark question wants three things. One sentence will not do it.

Summarising by retelling. A summary is shorter and in your own words. Retelling the whole text in order is not a summary.

Apostrophes on plurals. Tortoises, not tortoise's.

Teaching notes

Teach the six question types explicitly and name them. Children who can say "that's an inference question" know the answer needs evidence. Children who can't are guessing at what's wanted.

"I think… because the text says…" is the highest-value sentence structure in KS2 reading. Drill it until automatic. It fits inference, opinion, author's choice and prediction — four of the six types.

Mark allocation should be taught as information. A 3-mark question is telling you it wants three things. Children routinely write one sentence for three marks and are puzzled to lose two.

Text C is deliberately unresolved. Neither writer is wrong, and both make points the other doesn't answer. That's uncomfortable for children who expect a right answer — and it's exactly the discomfort Year 6 comparison questions test.

Let the class argue about Text C before writing. Ask who they agree with and make them justify it out loud. The written answers are noticeably better afterwards, and the disagreement itself teaches that evidence matters more than opinion.

Keep using Gary, Rosie and Marvin. Children who met them in KS1 recognise them here, and recognising a character across four years of school is a small thing that matters to a child who has moved schools or been out of education.

Part of the KS2 resources · leads on to GCSE English Paper 1 →

Teaching, texts & tasks are free · the answer keys are Premium