Biff, Chip and Kipper Stories Group/Guided Reading Notes Stage 1 OXFORDStage 1 Wee Group/Guided Reading Notes Thelma Page Contents Introduction 2 Comprehension strategies 3 Vocabulary and phonic opportunities 4 Curriculum coverage chart 5 Who Is It? Group or guided reading 8 Group and independent reading activities 9 Speaking, listening and drama activities 10 Writing activities 1 Floppy Floppy Group or guided reading 2 Group and independent reading activities B Speaking, listening and drama activities 14 Writing activities 15 Six in a Bed Group or guided reading 16 Group and independent reading activities 7 Speaking, listening and drama activities 18 Writing activities 19 A Good Trick Group or guided reading 20 Group and independent reading activities 21 Speaking, listening and drama activities 22 Writing activities 23 Fun at the Beach Group or guided reading 24 Group and independent reading activities 25 Speaking, listening and drama activities 26 Writing activities 27 The Pancake Group or guided reading 28 Group and independent reading activities 29 Speaking, listening and drama activities 30 Writing activities 302 Introduction Introduction Oxford Reading Tree stories at Stages 1-4 feature settings and situations most children will find familiar. The stories reflect the experiences of most 4-6-year-olds: having a bath, going to a party, having new shoes, getting into trouble. Children of this age will readily identify with the characters and situations. This also helps build comprehension. Each book tells a complete story, using natural language, phonically decodable words and high frequency words, all supported by funny and engaging pictures. The books offer plenty of scope for developing children’s word recognition and language comprehension skills. When used alongside your systematic phonic teaching they will help children put all their reading skills into practice in a highly motivating way. Using the books This booklet provides suggestions for using the books for guided, group and independent activities. The reading activities include ideas for developing children’s word recognition (J and language comprehension @ skills. Within word recognition, there are ideas for helping children practise their phonic skills and knowledge, as well as helping them to tackle words that are not easy to decode phonically. The language comprehension ideas include suggestions for teaching the skills of prediction, questioning, clarifying, summarising and imagining in order to help children understand the text and the whole stories. Suggestions are also provided for speaking, listening, drama and writing activities.Reading fluency To support children in developing fluency in their reading, and give them plenty of opportunities to revisit the stories. This includes: © rereading independently rereading with a partner rereading at home listening to audio versions of the story (e.g. Talking Stories) hearing the story read to them by others as they follow the printed text. Rereading and rehearing helps children develop automatic word recognition and gives them models of fluent, expressive reading Comprehension strategies Story Comprehension Strategies taught through these Group/Guided Reading Notes Prediction | Questioning | Clarifying | Summarising | Imagining Who Is It? ‘ v v ’ v Floppy Floppy v v v ’ v Six in a Bed v v v ‘ v A Good Trick v v v Y v Fun at the Beach v v v v v The Pancake v v v v v ‘Comprehension strategies4 Vocabulary and phonic opportunities The chart shows the main words used in each book. The decodable words listed should be decodable for most children at this Stage. The tricky words are common but do not conform to the phonic rules taught up to this point - children will need support to learn and recognise them. If children struggle with one of these words you can model how to read it. Decodable words a, and, Biff, Dad, is, it, Mum Who Is It? Tricky words Chip, Floppy, Kipper, no, spaceman, who a Decodable words loppy Flo PY FIOPPY | ricky words Floppy, no, oh : Decodable words a, and, Biff, Dad, in, Mum Six in a Bed Tricky words Chip, Floppy Decodable words a, big, box, rug ‘A Good Trick Tricky words Kipper, little, sheet Decodable words and, Biff, Dad, Mum Fun at the Beach | — 5 Tricky words Chip, Floppy, Kipper, oh Decodable words an The Pancake 2 ‘Tricky words butter, eggs, flour, milk, frying, pancake, race, the Vocabulary and phonic opportunitiesCurriculum coverage chart Speaking, listening, drama Reading Writing ‘Who is it? PNS Literacy 12 Os255 M4 Framework wr) O71.73 National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A (Pt) N.Ireland Attention and listening 5 1,4,5,6,7,11 1.2.45 wy Phonological awareness 2, 5 Social use of language 3, 4 Language and thinking 4, 6, 7, 89,11 Wales Range 1, 2, 3 Range 1, 2,4,5,6 | Range 1, 2, 3,4 (Key Stage 1) Skills 2, 3, 4, 5, 6 Skills 1, 2 Skills 1, 2, 3, 4, 7, 8,9 Floppy Floppy PNS Literacy 13 Os257 Wd Framework (ve) Gr4.83 National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A i) N. Ireland Attention and listening 5 1,3,4,5,6,7,11 4415 (uy) Phonological awareness 5 Social use of language 3, 4 Language and thinking 1, 3, 4, 5,6,7,8,9, 10,11 Wales Range 1, 2, 3 Range 1, 2,4,5,6 | Range 1, 2, 3,4 (Key Stage 1) Skills 2, 3, 4,5, 6 Skills 1, 2 Skills 1, 2, 3,4, 7, 89 Q = Language comprehension © = Word recognition In the designations such as 5.2, the first number represents the strand and the second number the bullet point Curriculum coverage chartCurriculum coverage chart (Key Stage 1) Skills 2, 3, 4, 5, 6 Language development 3 Skills 1, 2 Language development 1 Speaking, listening, drama Reading Writing PNS Literacy 14 Os4510 na Framework (YF) 72.73 National Curriculum | Working towards Level 1 ‘Scotland (5-14) Level A Level A Level A i) N. Ireland Attention and listening 5 1, 3,4, 5, 6,7, 11 1,2,3,4,5 (PY) Phonological awareness 2, 5 Social use of language 3, 4 Language and thinking 1, 2, 3, 4,5, 6,7,8,9,11 Extended vocabulary 1, 3 Wales Range 1, 2,3 Range 1, 2, 4,5, 6 Range 1, 2, 3,4 (Key Stage 1) Skills 2, 3, 4, 5,6 Skills 1, 2 Skills 1, 2, 3, 4,5, Language development 3 7,8,9 A Good Trick PNS Literacy 13 Os254 91 Framework (YF) O72.73 National Curriculum | Working towards Level 1 ‘Scotland (5-14) Level A Level A Level A 1) N. Ireland Attention and listening 5 1, 3,4, 5,6, 7,11 1,3,5,6 (py) Phonological awareness 2, 5 Social use of language 3, 4 Language and thinking 1, 3, 4, 5,6, 7, 8,9, 11 Extended vocabulary 3 Wales Range 1, 2, 3,5 Range 1, 2, 4, 5,6 Range 1, 2, 3,4 Skills 1, 2, 3, 4, 7, 8,9 Curriculum coverage chartCurriculum coverage chart Speaking, listening, drama Reading Fun at the Beach PNS Literacy 12 Osos " Framework wn) 7273 National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A (P1) N.Ireland Attention and listening 5 1,3,4,5,6,7,11 12.345 (yt) Phonological awareness 2, 5 Social use of language 3, 4 Language and thinking 1, 2, 3, 4,5,6,7,8,9, 11 ‘Wales Range 1, 2, 3, 5 Range 1,2,4,5,6 | Range 1, 2, 3, 4,7 (Key Stage 1) Skills 2, 3, 4,5, 6 Skills 1, 2 Skills 1, 2, 3, 4, 7, 89 ‘The Pancake PNS Literacy 13 O5659 10 Framework we) O7274 National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A (Pt) N. Ireland Attention and listening 5 1,3,4,5,6,7.11 13,5 (uy) Phonological awareness 2, 5 Social use of language 3, 4 Language and thinking 1, 3, 5, 6,7,8,9, 11 ‘Wales Range 1, 2, 3, 5 Range 1, 2,4,5,6 | Range 1, 2, 3,4 (Key Stage 1) Skills 2, 3, 4,5, 6 Skills 1, 2 Skills 1, 2, 3, 8,9 Curriculum coverage chartWho Is It? B ( Q=tanguage comprehension R, AF = QCA reading assessment focus ©) = Word recognition W, AF= QCA writing assessment focus Group or guided reading Introducing the book © (Garifying) Look at the cover. Ask: What is the grey shape in the picture? @ (Carifying) Read the blurb on the back cover and talk about shadows. © Check that the children can read the words listed on the back cover. @ (Prediction) Look at some of the pictures. Ask: What do you think the children are doing in the tent? Strategy check Ask the children to show you where to begin reading on each page. Independent reading @ Ask the children to read the story aloud. Praise and encourage them while they read, and prompt them, as necessary. e (Summarising) Ask the children to explain what the children were doing in the tent. Assessment Check that children: @ (R, AF1) link sounds to letters @ (R, AF1) read some high frequency words © (R, AF1) know that print carries meaning and, in English, is read from left to right and top to bottom. 8 ~— Wholsit?Returning to the text © (Questioning) Ask: Who was the spaceman? What did Dad do to look like ‘one? Ask the children to point to the word ‘Dad’. © (summarising, Clarifying) Ask: How did they make shadows in the tent? e (Questioning) Ask: How can you tell which is Biff and which is Chip on pages 2 and 3? What sound does ‘Biff’ start with? What about ‘Chip’? Group and independent reading activities Objective Know that print carries meaning (7.1). © (Questioning) Look at pages 2 and 3. Read the words on these pages. Ask: Where are Biff and Chip? Notice that the text tells us the names of the people in the tent. Turn over and ask the children: Who is inside the tent? Whose names are on this page? Look at pages 6 and 7. Ask: Who is in the tent? What is different this time? Assessment (R, AF2) Notice whether children can make the connection between the names in the text and the illustrations. Objective Link sounds to letters (5.2). @ Ask the children to find a word that begins with the phoneme you say, e.g. ‘m’ (say ‘mmm’). When everyone has found the word in the text, look at each letter and segment the word: ‘M-u-m’. Repeat with other short names: ‘Dad, ‘Biff, ‘Chip’. Then segment and blend the longer names: ‘Floppy’, ‘Kipper’. Assessment (R, AF1) Could the children recognise and use the phonemes to segment and blend the names? Objective Read simple words by sounding out and blending the phonemes all through the word from left to right (5.5). Who Is It? 9© Ask the children to find ‘and’ on page 3. Say the letter sounds of the word in order together, then blend them together to read the word. Turn to page 5 and find ‘and’ again. Ask a volunteer to say the letter sounds, then blend them to read the word. Repeat on page 7. Ask the children to tell you the letters in order so that you can write the word on the board. Now write a consonant (e.g. ‘b’, ‘h’, ‘I’, or ‘s’) in front of ‘and’. Ask the children to sound out and read the new word. Assessment (R, AF1) Could the children say the letter sounds in order, then blend them to read the word? Objective Show an understanding of the elements of stories, such as main characters, sequence of events (7.3). © (summarising) Ask the children to tell you the names of the children in the family. Ask: Who else is in the story? @ Aimagining, Prediction) Ask: Why do you think Wilf and Wilma were there? Discuss possible reasons. Ask: What might happen next? Assessment (R, AF2) Did the children link Biff, Chip and Kipper as belonging in the same family? (®, AF3) Could they suggest what might happen next? Speaking, listening and drama activities Objective Use talk to organise, sequence and clarify thinking (1.2). © (summarising) Talk about the shadows and how they were made. Ask: Would this work on a sunny day? @ On pages 5 and 7 get the children to notice that it is getting dark. Ask them to work with a partner and to explain to each other how to make shadows in a tent. © Then, in turn, each pair explains this to the group. Who Is It?Writing activities Objective Write their own names and other things such as labels and captions (11.1). © (Questioning) Ask the children to look at the pictures and choose the shadow of one character from the story. @ Ask them to copy the shadow and write ‘Who is it?’ underneath, then write the name of the character on the back of their picture. © Allow the children to take turns to show their pictures to the group, ask the question and see if the others get it right. Assessment (W, AF2) Could the children write the question and the answer? (W, AF2) Did they pay close attention to the spelling? Who Is It? 11Floppy Floppy Q= Language comprehension _R, AF = QCA reading assessment focus © = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book © (ciarifying, Prediction) Ask the children to name the dog on the front cover. If they do not know him, introduce Floppy. Read the title. Ask: Does he look like a floppy dog? © Check that the children can read the words listed on the back cover. @ (Prediction) Look at the pictures. Ask: Do you think Floppy is a good or a naughty dog in this story? Strategy check Remind the children to point to the words while reading. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt them, as necessary. @ (summarising) Ask the children to explain why it says ‘Floppy Floppy’ on the last page. Assessment Check that children: @ (R, AF1) link sounds to letters © (R, AF1) read some high frequency words @ (R, AF1) know that print carries meaning and, in English, is read from left to right and top to bottom. 12 Floppy FloppyReturning to the text © (Questioning) Ask: Why did Biff say ‘Oh Floppy’ on page 1? @ (Questioning) Ask: Why do you think Chip said ‘No, Floppy’ on page 2? @ (arifying) Ask: What did Floppy do on page 6 that dogs nearly always do? Group and independent reading activities Objective Retell narratives in the correct sequence (7.4). @ (Questioning) Read the story again, noticing how the family tries to have a picnic while Floppy gets in the way. Then go back to page 1 and see what Floppy does first. Ask the children to explain what Floppy is doing on pages 2 and 3. Then talk about the next two things he does - digging a hole and chasing a cat. Close the book and ask the children if they can retell the story. Praise them for remembering incidents, and allow them to use the book to check, if necessary. Assessment (R, AF2) Were the children able to remember incidents from the story? Could they retell the story in their own words? Objective Use language to imagine and recreate roles (8.3). @ (imagining) Ask the children to think about the story from Floppy’s point of view. Ask: Did he mean to knock over Biff's tray? Why did he think Chip might give him a biscuit? Was he being naughty when he dug a hole, or just trying to bury his bone? Did he think he was being helpful by chasing the cat out of the garden? Retell the story together from Floppy's point of view. Assessment (R, AF2) Could the children suggest things that Floppy might have been thinking? Floppy Floppy 13Objective Read some high frequency words (5.7). oO Ask the children to find the word ‘no’ in the story. Make a list of high frequency words that the children have met, e.g. ‘a’, ‘and’, ‘the’, ‘is’, ‘it’, ‘dad’, ‘mum’, ‘big’. Practise reading the words from a list on a board, ‘or make flashcards. If you make two cards for each word you can play ‘picking up pairs’ games and ‘snap’. Assessment (R, AF1) Did the children recognise the high frequency words on sight? Objective Link sounds to letters, naming and sounding letters of the alphabet (5.2). © Use a printed alphabet or frieze, or write the letters a-z as a list. Say or sing the alphabet together. Read the title of the book together. Ask the children to tell you the name of the first letter (‘F’), then find it in the alphabet frieze or list. Ask them to say the letter sound, then ask them to think of another word that begins with that letter. Do the same with each letter in the word ‘Floppy’. If the children find this easy, ask them to look for other letters in the print on the cover of the book. Together, name each letter, say its sound and find it in the alphabet list or frieze. Assessment (R, AF1) Could the children say both the letter name and the sound for the letters in the story title? Speaking, listening and drama activities Objective Use language to imagine and recreate experiences (1.3). You will need a selection of small toy animals. Q magining, clarifying) Talk about the toy animals. Ask the children to decide which one they would like as a pet. Ask them, in turn, to tell you what their new pet eats, where it sleeps and how they take it out for exercise. © Discuss animals that make good pets and animals that need to live in the wild. Floppy FloppyWriting activities Objective Write labels (11.1). @ (Ciarifying, imagining) Ask the children to think about all the things that Floppy needs, e.g. a bed, food and water bowls, a brush, collar, lead, etc. @ Ask them to draw Floppy surrounded by the things he needs. @ The children could attempt to write labels for his things. Assessment (W, AF8) Were the children able to use their phonic knowledge to attempt to spell the words? Floppy Floppy 15Six in a Bed Q= Language comprehension R, AF = QCA reading assessment focus © = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book © (Garifying) Look at the picture. Ask: Do you know who is in the bed? What time of day is it? How do you know? @ (Prediction) Read the title. Ask: Are there six in the bed now? What do you think will happen? Read the blurb on the back cover. © Check that the children can read the words listed on the back cover. Strategy check Remind the children to use letter sounds to help them recognise names in the story. Independent reading © Ask children to read the story aloud. Praise and encourage them while they read, and prompt them, as necessary. @ (summarising) Ask the children to explain why the story is called Six in a Bed when there are only five people in the family. Assessment Check that children: @ (R, AFI) link sounds to letters © (R, AF1) read some high frequency words © (R, AF1) know that print carries meaning and, in English, is read from left to right and top to bottom. 16 Sixina Bedeo Objective oO Assessment Objective e Assessment Returning to the text (Questioning) Ask: Who wanted to get into bed first? What did he bring with him? Can you see Kipper’s name? (Questioning) Ask: Who was next? What did he bring? (Summarising, Imagining) Ask: What happened at the end of the story? What do you think might have happened next? Group and independent reading activities Read texts compatible with their phonic knowledge and skills (5.10). Ask the children to segment and then blend the words in the title to practise their phonic skills. On page 1, ask the children to read the words, then ask: How can you be sure that it doesn’t say ‘Dad and Mum’? On page 2, get the children to notice that the order of names in the text matches the order of the people in the bed. Ask them: How do you recognise Kipper’s name? Say all the phonemes together. Repeat with ‘Chip’ and ‘Biff’ on pages 4 and 6. Help the children say all the phonemes in ‘Floppy’ on page 8. Ask the children to reread the story independently. (R, AF1) Could the children use phonics to read the names of the characters? Show an understanding of the elements of stories such as the main characters, sequence of events (7.3). (Questioning, Summarising) After you have read the story, ask the children if they can remember the order that the children got into the bed. Ask: Who was first? Who was second? Third? Who was last? Look back at the book to check. Ask a volunteer to retell the story. Praise the children for remembering the correct order. (R, AF2) Could the children recall the events in the right order? Did they identify the characters correctly? Six in a Bed 718 Objective e Assessment Objective o Assessment Objective Six in a Bed Extend their vocabulary, exploring the meanings and sounds of new words (7.2). (Imagining, Clarifying) Look at Kipper on page 1. Ask the children: Was he rushing into Mum and Dad's room? Suggest some words to describe Kipper. Ask: /s he excited? Unsure? Impatient? Hopeful? What do you think he was thinking? What do you think he said to Mum and Dad? Look at the children on pages 6 and 7 and ask: What do you think Biff and Chip are talking about? What do you think Floppy might be thinking? Turn to page 8: What is everyone saying now? What noise did the bed make? Think of some words to describe the crash, e.g. ‘creak’, ‘thump’, ‘bang’, ‘bump’. Decide which words sound best. (R, AF2) Could the children apply their understanding of the story to explain what happened using a wider vocabulary? Hear and say sounds in the order in which they occur (5.4). Ask the children to find the word ‘Six’ in the story title. Ask them to point to each letter and say the letter sounds in order. Write ‘six’. Ask the children to say all the sounds in order, then erase ‘x’ and replace it with ‘t’. Ask the children to say all the sounds and read the new word. (R, AF1) Could the children say the sounds in order? Speaking, listening and drama activities Speak clearly and audibly with confidence and control and show awareness of the listener (1.4). (Clarifying) Ask the children to tell you the names of all the members of the family in the story. Then ask the children, in turn, to tell the class the names of everyone in their own family. Ask them to say who is older and who is younger than them.@ Encourage other members of the group to ask the speaker questions about their family. Writing activities Objective Write names as labels (11.1). @ (ovestioning) Ask the children to draw all the members of the family in the story. © Ask them to write the person's name under the right picture. © The children could then draw and name everyone in their own family. © Encourage them to show their pictures when describing their family in the speaking, listening and drama activity. Assessment (W, AF2) Could the children draw and name each member of the family? Six in a Bed 19A Good Trick = Language comprehension Ry AF = QCA reading assessment focus ©)= Word recognition W, AF= QCA writing assessment focus Group or guided reading Introducing the book © (ciarifying, Prediction) Look at the characters in the picture. Ask: Who are these children? Can you guess what they are doing? © Check that the children can read the words listed on the back cover. Q (Prediction) Read the blurb on the back cover. Ask: What magic trick do you think Biff and Chip might do? Strategy check Remind the children to use letter sounds to work out new words and to use the picture to confirm that they are right. Independent reading © Ask the children to read the story aloud. Encourage them to take time to look at the pictures and talk about them. @ (summarising) Ask the children to say what the trick was. Ask them to say where Kipper was at the beginning of the story. Assessment Check that children: © (R, AF1) link sounds to letters @ (R, AF1) read some high frequency words © (R, AF1) know that print carries meaning and, in English, is read from left to right and top to bottom. 20 =A Good Tricke e e e Objective Assessment Objective oO Returning to the text (Questioning) Ask: What is Chip holding on page 1? Sound out the word ‘rug’. (Questioning) Ask: When they were getting the trick ready, what do you think they did first? (Questioning) Ask: How many words are on page four? What do they say? How many are there on page six? Which word is different from the ones on page four? (Questioning, Clarifying) Look at the cover again and ask: Why are people clapping? Have people clapped anything you have done? Group and independent reading activities Link sounds to letters (5.2). Write a capital letter ‘B’ and a lower case ‘b’ on a board. Ask the children to look through the story to find words beginning with ‘b’. Ask individuals to read the words they find. Talk about capital letters for names. Focus on the ‘b’ sound in each word. Ask the children to think of some more words and names that begin with ‘b’. (R, AF1) Notice whether children can link the letter sound to the printed letter. Can they think of more words beginning with ‘b’? Hear and say sounds in words in the order in which they occur (5.4). Look at the banner on page 1. Ask the children to read it. Work out ‘Biff’ and ‘Chip’ together, using phonemes in order. Ask individuals to say the sounds in ‘rug’, sheet’, ‘big’ and ‘box’ in order in the same way. Show the children how to count the phonemes by raising a finger to match each sound. Blend the sounds together to say each word again. Praise the children for separating and then blending all the sounds. Write some more CVC words on a board, such as ‘hat’, ‘top’, ‘lid’. Ask individuals to say the sounds in the words in order, then blend the sounds to say the word. A Good Trick 21Assessment (R, AF1) Could the children identify and say the sounds in order and blend them to read the words? Objective Show an understanding of the main elements of stories such as the sequence of events (7.3). © (summarising) Show the children page 1 and ask: What happened next? Turn the page to check that they were right. Ask: What happened after that? Turn the page and check. Ask: What was under the big box? After children answer, turn the page to see what happened. Ask the children to explain how the story ends. Ask: Was it a good trick? Assessment (R, AF2) Did the children recall and understand the sequence of events? Objective Extend their vocabulary, exploring the meanings and sounds of new words (7.2). © arifying) Look at the picture on the cover together. Ask the children to tell you what Biff and Chip are wearing. Make a list of the words they suggest, e.g. top hat, turban, shawl, jacket, bow tie, earrings, etc. Encourage the children to tell you about any occasions where they have dressed up in different clothes. Ask them to name the clothes that they wore. Assessment Could the children name the items of clothing in the story? Could they name other clothes that they had worn? Speaking, listening and drama activities Objective Use language to recreate roles and experiences (1.3). © imagining, summarising) Ask the children to explain how Biff and Chip did their trick. © Ask them to tell you what things they would need, to do the trick in the classroom. Make a list. © Collect the equipment and ask for volunteers to act out the trick. 22 A Good TrickObjective e Assessment Encourage them to imagine what Chip and Biff might have said. Ask: What would Kipper say at the end? Let other children have a turn Writing activities Attempt writing for various purposes, using features of different forms such as lists (9.1). (Summarising, Imagining) Explain that you want the children to make a list of the things they will need to do for the trick in the story. Show them how to use the words in the story by demonstrating how to find one of them and writing it down, e.g. ‘rug’. Demonstrate how to set out a list. Ask the children to draw any picture from the story under their list. (R, AF2) Could the children use the book to help them find the words for the list? Did they understand how to set out the list? A Good Trick 23Group or guided reading Introducing the book © (Carifying) Read the title and the words ‘Grand Pier’. Ask a volunteer to explain what a pier is. If necessary, explain that it is a long platform that runs out into the sea. It reaches out into deep water so that boats can be tied up at the end of it. Look at the picture of part of the pier on page 6. © Check that the children can read the words listed on the back cover. @ (Prediction) Ask the children to predict what the family might do on the pier. © (Questioning) Ask the children to tell you the names of the characters in the order they appear on the front cover. Strategy check Remind the children to use letter sounds to work out the names of the characters and then use the pictures to confirm that they are right. Independent reading @ Ask the children to read the story aloud. Encourage them to take time to look at the pictures and talk about them. @ (summarising) Ask the children to say which part of the story they thought was funniest. Encourage them to give reasons for their choices. Assessment Check that children: © (R, AF1) link sounds to letters 24 Fun at the Beach© e eo eo eo e Objective iw] Assessment Objective e (R, AF1) read some high frequency words (R, AF1) know that print carries meaning and, in English, is read from left to right and top to bottom: Returning to the text (Questioning) Ask: Where were Mum and Dad on page 2? (Clarifying) Look at the mirrors on pages 4 and 5. Ask: Were they ordinary mirrors? Why do you think the reflections were funny? (Imagining) At the end of the story ask: What did Dad say when he saw Floppy? Could Floppy go in a car or ona train? Why not? (Prediction) Ask: What do you think might happen next? Group and independent reading activities Read a range of familiar words independently (5.9). You will need some small cards with the names of the family members in the story and some reusable adhesive. Turn to any page. Ask the children to choose a character name card and read it aloud. Ask them to attach their cards to the book beside the picture of that person. Praise children for recognising the name on sight and for matching it correctly. (R, AF1) Were the children able to read the names and match them correctly? Was any name more difficult than others for the children to recognise? Extend their vocabulary, exploring the meanings and sounds of new words (7.2). (Clarifying) Read the notices on page 4 with the children. Talk about what happens in a hall of mirrors. Look at the pictures and ask the children to explain how the mirrors are different from usual. Read the next notice Fun atthe Beach 2526 Assessment Objective e Assessment Objective e and ask the children to explain which way people are supposed to walk. Turn to page 7 and read all the notices. Find the word ‘inflatable’ and notice that it begins with ‘in’. Ask the children if anyone can explain what inflatable boats are. Ask them to show you one in the picture. (R, AF2) Did the children understand what a ‘hall of mirrors’ is? Did they understand the meaning of ‘inflatable’? Show an understanding of the main elements of stories such as the sequence of events (7.3). (Questioning, Summarising) Ask the children to tell you what the family did on the pier. Ask them: What happened first? What did they do when they came off the pier? What did Floppy do on the beach? Retell the main parts of the story together, without the book, then use the story to check that you were right (R, AF1) Could the children talk about the story in the right order? Could they use words such as ‘first’, ‘next’, ‘then’ and ‘after’? Speaking, listening and drama activities Use talk to organise, sequence and clarify thinking, ideas, feelings and events (1.2). (Clarifying, Imagining) Look at pages 6 and 7 together. Use the picture to talk about things you can do at the beach. Notice what people are wearing. Ask: Is it a very hot day? Do you think the children have been in the sea? What else could they do on the beach? Ask the children to explain the reasons for their ideas. Ask the children, in turn, to tell you what they like best about the beach. Fun at the BeachWriting activities Objective Begin to form simple sentences (11.1). @ (imagining) Ask the children to imagine a day at the beach. Use the book as a reminder of some of the things we can do at the seaside. Ask: What else have you done at the beach? . @ Ask them to draw a picture of themselves at the beach with their family. @ Help them to write a sentence about the picture. e Allow the children to show their pictures and read their sentences to the other children. Assessment (W, AF1) Could the children imagine a day at the beach and draw the picture? (W, AF6) Did they think of a sentence and attempt to write it? Fun at the Beach 27pavcare | The Pancake Cae Q = Language comprehension _R, AF = QCA reading assessment focus NEP | | = word recognition W, AF = QCA writin assessment focus Group or guided reading Introducing the book @ (ciarifying) Read the title and ask: Have you had pancakes? Do you like them? © (Prediction, Clarifying) Ask the children to say what they think you would need to make a pancake. © Cover ‘cake’ on the cover and ask the children to use phonics to read ‘Pan’. © (Clarifying) Look at the picture on the back cover. Ask the children to explain why the pancake is out of the pan. Strategy check Remind the children to use letter sounds to work out new words in this story. Independent reading @ Ask the children to read the story aloud. Encourage them to take time to look at the pictures and talk about them. @ (summarising) Ask the children to explain who made the pancake and what Mum did with it. Assessment Check that children: @ (R, AF1) link sounds to letters © (R, AFI) read some high frequency words 28 The Pancake© (R, AF1) know that print carries meaning and, in English, is read from left to right and top to bottom. Returning to the text @ (Questioning) Ask these questions, allowing children to check the answers on pages 2 and 3: What was the first thing Dad put in the pancake? Can you find the word? What do they put in next? Who put in the eggs? © (Questioning, Clarifying) Ask: Why did they need butter? Where did Kipper put the butter? Q imagining) At the end of the story ask: Who do you think won the race? Do you think it is easy to run fast and toss a pancake at the same time? What might happen? Group and independent reading activities Objective Read simple words by sounding out and blending the phonemes all through the word from left to right (5.5). @ on page 1, ask the children to say all the phonemes in ‘pan’ in order: (‘p-a-n’). Count the phonemes as you say them. Then show the children how to blend them to read the word. Write ‘can’ on a board and ask children to read it in the same way. Repeat with ‘fan’, ‘man’, ‘tan’ and ‘van’. Turn to page 4. Say and count all the phonemes in ‘milk’. Repeat with ‘silk’, Assessment (R, AF1) Were the children able to say and count all the phonemes in these words? Could they blend them to read the words? Objective Retell narratives in the correct sequence (7.4). © (Questioning, summarising) Ask the children to tell you the ingredients for making pancakes. First, think of the foods used and make a list. Then look in the book to check. Ask them to say what you must do with the eggs, flour and milk. Ask: Why did they put butter in the pan? How did The PancakeDad cook the pancake? Why do you think he tossed it? What happened at the end of the story? Assessment (R, AF2) Could the children explain the sequence of events in the story? Objective Extend their vocabulary, exploring the meanings and sounds of new words (7.2). © (Carifying) Find the book in the picture on page 1. Read the words ‘Family Cook Book’. Ask: What would you find in a cookery book? Introduce the words ‘recipes’ and ‘ingredients’ and explain what each word means. Encourage the children to talk about anything they have cooked at home and how they did it. Repeat the words ‘recipe’ and ‘ingredients’ as appropriate. Explain any other new words that arise in the discussion of cooking at home. Assessment (R, AF2) Did the children understand the meanings of the words ‘recipe’, ‘ingredients’, ‘cookery book’? Speaking, listening and drama acti Objective Use language to recreate roles and experiences (1.3). © (Questioning, imagining) Talk about what happened in the story. Look at the pictures to see what each character did. Notice the reaction of the children when Dad tossed the pancake on page 7. @ Ask volunteers to be Dad, Mum, Biff, Chip and Kipper and act out the story, letting each character mime their part in making the pancake, and, finally, role-playing the pancake race. © Repeat with other children taking the roles. Writing activities Objective Attempt writing for various purposes, such as instructions (10.1). © (Garifying) Show the children how to write the instructions for making a pancake. 30 The Pancake© Use the book to list the ingredients. As you write, ask the children to tell you the letters of the simple phonic words such as ‘milk’ and ‘eggs’. @ Then ask them to tell you what to do to make the pancake: mix together the flour, milk and eggs; melt the butter in the pan; cook the pancake; toss the pancake. @ Ask the children to draw a picture of one of the instructions for the recipe and write the sentence, e.g. ‘Toss the pancake.’ Assessment (W, AF2) Did the children contribute ideas for the instructions? Could they illustrate and write one of the instructions? The Pancake = 33132 Great Clarendon Street, Oxford OX2 6DP (Oxford University Press isa department of the University of (Oxford. Ie furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dares Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi. Shanghal Taipei “Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford isa registered trade mark of Oxford University Press {n the UK and in certain other countries Text © Oxford University Press 2008 ‘Written by Thelma Page, based on the original characters created by Roderick Hunt and Alex Brychta, ‘The moral rights of the author have been asserted Database right Oxford University Press (maker) First published 2008 This edition published 2011 INSPIRATIONAL ‘SUPPOI ML RT FOR TI es free Professional development NERS ideos from leading experts, pli Yesources and free eBooks, pleaser www.oxfordprimary.co.uk eract Swers an support it ‘and pr s WawoeforaowLeok v ne site contains advice on how to S10 ns tiyow to pronounce pure sounds: book Tncourage boys’ reading and how to ene We hope you will find the ste much mors geomnmend £0 YOU PATE ~ _ == = = = All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press. at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer British Library Cataloguing in Publication Data Data available Cover illustrations Alex Brychta ISBN: 9784419:848051-8 109876543 Page make-up by Thomson Digital Printed in China by Imago Paper used in the production of this book is a natural recyclable produet made from wood grown in sustainable forests. ‘The manufacturing process conforms to the environmental regulations ofthe country of origin. os -Biff, Chip and Kipper Stories Oxford Reading Tree Oxford Reading Tree Stage | First Words are ideal for developing speaking and listening. These stories introduce children to a few simple words and the characters’ names. These notes provide: © group and guided reading activities © group and independent reading activities to practise word recognition and comprehension skills ideas for speaking, listening and drama activities © ideas for writing activities ‘assessment opportunities They include: © a decodable and tricky words chart © a correlation chart showing curriculum links INSPIRATIONAL SUPPORT FOR TEACHERS For professional development plus free resources and eBooks www.oxfordprimary.co.uk OXFO Cet aaa ora) oT Corr marty Peery i) fax +44 (0) Stage 1 Oe Ey Pence how to turn pages and begin On a eta ee ony Pee la Re ene ead Coe Be Dee Rk Era where a story begins and how Pontes + First Words Practise simple words and. the characters’ names. Sear Practise simple words ond. re ems ISBN 978-0-19-848051-8 9°780198"480518'