More Stories B Biff, Chip and Kipper Stories Group/Guided Reading NotesStage 2 More Stories B Group/Guided Reading Notes Gill Howell Contents Introduction 2 Comprehension strategies 3 Vocabulary and phonic opportunities 4 Curriculum coverage chart 5 Ee Kipper’s Laces Group or guided reading 8 . Group and independent reading activities 9 Speaking, listening and drama activities 10 Writing activities "1 z The Wobbly Tooth iF | Group or guided reading 12 Group and independent reading activities 13 ie Z Speaking, listening and drama activities 14 Writing activities 15 2 Byoay] The Foggy Day Group or guided reading 16 Group and independent reading activities 7 «| Speaking, listening and drama activities 18 Writing activities 19 ({ERREe) Biff’s Aeroplane Group or guided reading 20 Group and independent reading activities 21 Speaking, listening and drama activities 22 Writing activities 23 "iieo| Floppy the Hero Group or guided reading 24 Group and independent reading activities 25 Speaking, listening and drama activities 26 Writing activities 27 cs The Chase Group or guided reading 28 Group and independent reading activities 29 Speaking, listening and drama activities 30 Writing activities 31Introduction The stories at Stage 2 feature the characters introduced at Stage 1 in settings and situations 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 (Q 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 e e 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 Kipper's Laces 4 ’ v v v The Wobbly Tooth ¢ v v v v The Foggy Day v Y v v v Biff's Aeroplane v v v v v Floppy the Hero v ’ v 4 v The Chase v v v v v Comprehension strategies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 | and, at, block, Dad, did, had, helped, him, his, hooray, Kipper, made, Miss Green, told, up, upset Kipper's Laces Tricky words a, class, couldn't, he, laces, new, no, oh, said, school, shoes, the, tie, tried, wanted, was Decodable words | and, Biff, Chip, Dad, glad, had, her, hit, it, Kipper, Mum, never, not, on, sad, swing, tooth, upset, went, wobbly The Wobbly Tooth Tricky words ‘a, gone, I'm, mind, no, oh, out, pull, pushed, said, sorry, swallowed, the, to, wanted, was Decodable words | Biff, Dad, car, children, Chip, fed, fog, foggy, got, had, home, into, it, it’s, lost, monster, Mum, see, shopping, ‘The Foggy Day stopped, this, up Tricky words ‘a, couldn't, go, light, no, oh, said, saw, the, they, to, walk, wanted, was, way, were, worse Decodable words | an, and, bed, Biff, cry fly, good, helped, her, it, looked, made, Mum, on, park, trees, up, went Biff's Aeroplane Tricky words aeroplane, couldn't, everyone, find, flew, for, houses, over, she, the, to, upstairs, wanted, was Decodable words | and, at, back, barked, barn, Chip, dog, down, Floppy, get, 004, had, in, jumped, looked, on, ran, see, went. Floppy the Hero Tricky words a, by, door, engine, everyone, fire, fireman, he, hero, little, puppies, pushed, said, she, some, the, there, to, out, was, what, window Decodable words | and, bad, Biff, cat, crash, cross, dog, Floppy, good, got, it, jumped, man, market, Mum, stay, went The Chase Tricky words a, basket, chased, clothes, everyone, he, new, oranges, over, plates, said, saw, some, the, they, to, toilet, wanted, was, what, you Vocabulary and phonic opportunitiesCurriculum coverage chart Speaking, listening, drama __| Reading Writing 32,41 Os259 14 G7482 Working towards Level 1 Scotland (5-14) Level A Level A Level A ey) N. Ireland ‘Attention and listening 5 1,3,4,5,6,7,8,9,11 1,2,3,4,5 wy Phonological awareness 2, 5 Social use of language 3, 4, 6 Language and thinking 1, 4, 5, 6,7,8,9, 10,11 Wales Range: 1, 3, 5 Range: 2, 4, 5, 6 Range: 2, 3, 4 (key Stage 1) Skills 1, 2, 3, 4, 5, 6 Skills: 1,2, 4 Skills: 1, 2,3, 4, Language development: 1,2 _ | Language development: 1 | 6, 7,8 The Wobbly Tooth PNS Literacy 32 Os156 m4 Framework (YF) Ou National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A i) N. Ireland Attention and listening 5 1,3,4,5,6,7,8,9, 10,11 | 1,35 ew Phonological awareness 2, 4, 5 Social use of language 3, 4, 6 Language and thinking 1, 3, 4, 5,6,7,8,9, 10, 11 Wales Range: 1, 3,5 Range: 2, 4,5, 6 Range: 2, 3, 4 (Key Stage 1) Skills: 1, 2, 3, 4, 5,6 Skills: 1, 2,4 Skills: 1, 2,3, 4, Language development: 1, 2 67.8 Q>= Language comprehension = Year = Word recognition In the designations such as 5.2, the first number represents P= Primary the strand and the second number the bullet point F = Foundation/reception Curriculum coverage chartCurriculum coverage chart (Key Stage 1) Skills: 1, 2, 3, 4, 5, 6 Language development: 1, 2, 4 Speaking, listening, drama Reading Writing ‘The Foggy Day PNS Literacy 14 Os1,56,59 mi Framework e Or7 National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A (P1) N. Ireland Attention and listening 2,5 | 1,3, 4,5,6,7,8,9, 11 | 1,3,5 (Puy) Phonological awareness 2, 4, 5 Social use of language 3, 4, 6 Language and thinking 1, 4, 5, 6,7,8,9, 10,11 Wales Range: 1, 2, 3,5 Range: 2, 3, 4 Skills: 1, 2, 3, 4, 6, 7,8 development: 1 Biff's Aeroplane PNS Literacy 32 Os156 4 Framework (vr) O73,7.4,83 National Curriculum | Working towards Level 1 ‘Scotland (5-14) Level A Level A Level A (Pt) N.Ireland Attention and listening2,5 | 1,3,4,5,6,7.89, | 345 wy) Phonological awareness 2, 3,5 | 10, 11 Social use of language 3, 4, 6 Language and thinking 1, 3, 4, 5,6, 7,8, 9, 10,11 Wales Range: 1, 2, 3,5 Range: 2, 4, 5, 6 Range: 1, 2, 3, 4,5 (Key Stage 1) Skills: 1, 2, 3, 4, 5,6 Skills: 1, 2 Language development: 1,2 | LanguageCurriculum coverage chart Speaking, listening, drama Reading Writing | Floppy the Hero PNS Literacy 31,41 © 5.1,57,59 91 Framework wr) G73.74 National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A (Pt) N. Ireland Attention and listening 5 1,2,3,4,5,6,7,8,9 | 12,345 wy Phonological awareness 2, 3,5 | 10, 11, 12 Social use of language 3, 4, 6 Language and thinking 1, 2, 3, 4,5, 6,7,8,9, 10, 11 Wales Range: 1, 2, 3, 5 Range: 2, 4,5, 6 Range: 1, 2, 3, 4,5, (Key Stage 1) Skills: 1, 2, 3, 4, 5,6 Skills: 1, 2, 4 67 Language development: 1, 2 Skills: 1, 2, 3, 4, 5, 6, 78,9 The Chase PNS Literacy 1.4,2.2 Os15359 94 Framework (vF) Or National Curriculum | Working towards Level 1 Scotland (5-14) Level A Level A Level A Pt) N.Ireland Attention and listening 5 1,3.4,5,6.7,89, [13,5 wy Phonological awareness 2 10, 11, 12 Social use of language 3, 4, 6 Language and thinking 1, 2, 3, 4,5,6,7,8,9,11 Extended vocabulary 1, 3 Wales Range: 1, 2,3 Range: 2, 4, 5, 6 Range: 2, 3, 4,7 (Key Stage 1) Skills: 1, 2, 3, 4, 5, 6 Skills: 1, 2 Skills: 1, 2, 3, 4,5, Language development: 1, 2, 67.8 3,4 Curriculum coverage chartKipper’s Laces Q= Language comprehension _R, AF = QCA reading assessment focus © = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book © (Clarifying) Read the title, pointing to the words, and showing the picture. Ask the children: Does Kipper look happy or unhappy? Why do you think that? Look at Kipper's shoes. Are they done up or undone? Q (Prediction) Ask: What do you think the story will be about? © Look through the book and use some of the high frequency words as you discuss the story (see the chart on page 4). Strategy check Remind the children to sound the phonemes in new words to work them out. Encourage them to use the pictures to understand what happens in the story. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. © Help the children to work out tricky words, e.g. ‘shoes’ (page 1), ‘couldn't’ (page 2) and ‘tried’ (page 12). Assessment Check that children: @ (R, AF1) track text, matching letters to sounds © (R, AF1) use phonic knowledge to sound out and blend the phonemes in words, particularly the phonic words (see chart on page 4) 8 Kipper's Laces© (R, AF3) use comprehension skills to work out what is happening in the story. Returning to the text @ (Questioning, Clarifying) Check the children’s understanding and clarify any misunderstandings by asking a variety of questions that require recall, inference and deduction, such as: Why was Kipper upset that he couldn't tie his laces? How did Dad help him? Do you think using the block was a good idea? Why did Kipper say ‘Oh no!’ at the end of the story? @ (summarising) Ask the children to retell the story in two or three sentences. Group and independent reading activities Objective Show an understanding of story elements, e.g. sequence of events, ‘openings (8.2). Retell narratives in the correct sequence (7.4). @ (Questioning) Ask: Who is the story about? What happens at the beginning of the story? What happens in the middle of the story? How does the story end? © Ask the children to retell the story to a partner using their own words. Children who need to can refer to the book as a prompt. Assessment (R, AF2) Can the children remember the events in the correct sequence? Do they need to refer to the book? Objective Read a range of familiar and common words and simple sentences independently (5.9). © write the following part-sentences on the board with the missing words written separately alongside them: Kipper new shoes. wanted He tie his laces. couldn't helped him. Dad The had PE. class Kipper's Laces© Ask the children to read the sentences and work out where the last word on each line should go to make the sentences right. Assessment (R, AF1) Do the children reread the sentences to check they make sense? Objective Use phonic knowledge to write simple regular words (5.8). @® You will need photocopies of the following sentences for each child: Kipper couldn't tie his. .... The..... had PE. Kipper was Dad made a . Read the sentences together and ask the children to predict the missing words. Ask them to write the missing word into each sentence and then to check their final sentence with the story. Assessment (W, AF8) Do the children use their knowledge of phonics to attempt to spell the words? Speaking, listening and drama activities Objective Use talk to clarify thinking, ideas, feelings and events (3.2). Use language to imagine and recreate roles and experiences (4.1). © Ask the children to discuss Kipper's feelings in the story. © Turn to pages 6 and 7. Ask: Do you think the boys are being nasty? Why are they laughing? © Ask the children to discuss the difference between teasing and bullying and why bullying is wrong. Ask: Who would they tell if they were being bullied? @ (imagining) Ask the children to imagine they are Kipper and to describe how he learnt to tie his laces. Kipper’s LacesObjective Assessment Writing activities Write captions, and begin to form simple sentences using some punctuation (11.1). Discuss the people in school that help the children, e.g. friends, older pupils, the teacher, the head teacher, the secretary. Ask the children to draw a picture of themselves and a person in school who helps them. Then ask them to draw a speech bubble coming from the person saying ‘can help you.’ Encourage the children to talk to a partner about how the person in their picture helps them. (W, AF8) Are the children using their knowledge of letter-sound correspondence to write the sentence? Kipper’s Laces 112 The Wobbly Tooth Q>= Language comprehension _R, AF = QCA reading assessment focus = Word recognition W,AF = QCA writing assessment focus Group or guided reading Introducing the book @ (Caritying) Read the title, pointing to the words. Show the picture, and ask the children: What is Kipper thinking about? Who js the Tooth Fairy and what does she do? @ (Prediction) Ask: What do you think the story will be about? © (Clarifying) Look through the book to see whether Kipper got any money from the Tooth Fairy. Ask: Where did he get the money? @ As you look through the book, use some of the high frequency words as you discuss the story (see the chart on page 4) Strategy check Remind the children to sound the phonemes in new words to work them out. Encourage them to use the pictures to understand what happens in the story. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. @ Help the children to work out tricky words, e.g. ‘wobbly’ (page 1), ‘gone’ (page 10) and ‘swallowed’ (page 11). Assessment Check that children: @ (R, AF1) track text, matching letters to sounds The Wobbly Tooth@ (R, AF1) use phonic knowledge to sound out and blend the phonemes in words, particularly the phonic words (see chart on page 4) © (R, AF3) use comprehension skills to work out what is happening in the story. Returning to the text © (Questioning, Clarifying) Check the children’s understanding and clarify any misunderstandings by asking a variety of questions that require recall, inference and deduction, such as: Why do you think Kipper didn’t want Mum to pull out his tooth? Do you think Dad would have really used the big pliers on page 4? Page 12: Why was Kipper upset that he had swallowed his tooth? Why was he glad at the end of the story? @ (summarising) Ask the children to retell the story in two or three sentences. Group and independent reading activities Objective Retell narratives in the correct sequence, drawing on the language patterns of stories (7.4). @ Aimagining, summarising) Ask the children to work with a partner. Tell them to pretend to be one of the characters in the story, other than Kipper, and describe what happened to Kipper’s tooth. Allow them to use some of the language in the book. Assessment (R, AF2) Are the children able to describe the events from another point of view? Objective Explore and experiment with sounds, words and texts (5.1). © write the words ‘sad’ and ‘glad’ on the board. Ask the children to point out the phonemes that make the words rhyme ('-ad’). Ask the children to think of words that rhyme with ‘sad’ and ‘glad’. Draw up a list, e.g. ‘bad’, ‘dad’, ‘had’, ‘lad’, ‘mad, etc. Ask them to make up a silly sentence using the words they suggest, e.g. ‘The bad lad was mad.’ The Wobbly Tooth 13Assessment (R, AF1) Can the children use the rhyming sound to come up with new words? Objective To recognise common digraphs (5.6). © write these digraphs on a board: ‘th’, ‘sh’, ‘ch’. Ask the children to say what sound each digraph makes and to look through the text to find any words that contain them (‘tooth’, ‘pushed’, ‘Chip’). Ask the children to think of a new sentence for each of the words and scribe their suggestions on the board. Assessment (R, AF1) Can the children recognise the sounds the digraphs make when they are not in a word? Speaking, listening and drama activities Objective Use talk to organise, sequence and clarify thinking, ideas, feelings and events (3.2). @ Ask the children to discuss how to take care of their teeth and why it is important. @ Ask them to think about what is harmful for teeth and what is good. © Make a list on the board of their suggestions, under the headings ‘Good’ and ‘Bad’. 14 The Wobbly ToothWriting activities Objective Write labels (11.1). @ Talk about all the things that are needed to look after our teeth. Write the children’s suggestions on the board. © Ask the children to draw pictures of all the things they need to brush their teeth and then label their pictures. Assessment (W, AF8) Are they using their knowledge of letter-sound correspondence to write the labels? The Wobbly Tooth 1516 Seguray] The Foggy Day 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) Read the title. Point to the words, and help children to see the word ‘Fog’ in ‘Foggy’. Ask the children: What happens when it is foggy? @ (Prediction) Ask: What do you think the story will be about? @ (Carifying) Look through the book to see what happened in the fog. How did they find their way home? © As you look through the book, use some of the high frequency words as you discuss the story (see the chart on page 4). Strategy check Remind the children to sound the phonemes in new words to work them out. Encourage them to use the pictures to understand what happens in the story. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. Assessment Check that children: © (R, AFI) track text, matching letters to sounds @ (8, AF1) use phonic knowledge to sound out and blend the phonemes in words, particularly the phonic words (see chart on page 4) The Foggy Day© (R, AF3) use comprehension skills to work out what is happening in the story. Returning to the text © (Questioning, Clarifying) Check their understanding and clarify any misunderstandings by asking a variety of questions that require recall, inference and deduction, such as: Why did the children say ‘Oh no!’ on page 3? How did the children feel about going shopping? Why did they walk home? Why did they get lost? What happened at the end? @ (summarising) Ask the children to retell the story in two or three sentences. Group and independent reading activi' Objective Show an understanding of the elements of stories such as sequence of events and openings (7.3). Retell narratives in the correct sequence (7.4). @ (imagining, Clarifying) Ask the children to choose one of the characters in the story and retell the events from that character's point of view. Give them an opening as a prompt, such as ‘One foggy day, Biff was playing with Kipper and Chip.’ Assessment (f, AF2) Are the children able to describe events from another point of view? Objective Read a range of familiar and common words and simple sentences independently (5.9). © You will need individual word cards of the words in the following sentences: Dad wanted to go shopping. They got into the car. © Write the sentences on the board. Jumble up all the word cards, give them out to some volunteers and ask the children to put the words in The Foggy Day 17order to make the two sentences on the board. Jumble up the cards again and challenge them to see if they can make other sentences from ‘the words. Assessment (R, AF1) Do the children experiment with the word order to make sentences that make sense? Can they read the sentences they make? Objective Explore and experiment with sounds, words and texts (5.1). © Ask the children to find the word ‘fog’ in the story. Can they think of words that rhyme with ‘fog’? Ask them to make up a sentence using the words they suggest, e.g. ‘A dog saw a log in the fog.’ Assessment (R, AF1) Can the children recognise the letters that make the rhyming sound? Objective To recognise common digraphs (5.6). © write these digraphs on a board: ‘th’, ‘ch’, ‘sh’; and these words underneath them: ‘shopping’, ‘children’, ‘the’, ‘they’, ‘Chip’. Look at the first digraph ‘th’ and together say its sound. Ask a volunteer to point to a word that has the ‘th’ digraph. Ask another child to underline the digraph in the word, e.g. ‘they’. Ask other children to point to and underline the ‘ch’ and ‘sh’ digraphs in the other words. ‘Assessment (R, AF) Can the children recognise the letters that make up each digraph? Do they know the sound that each digraph makes? Speaking, listening and drama activities Objective Speak clearly and audibly, showing awareness of the listener (1.4). You will need a blindfold, a variety of objects with different textures and smells, e.g. an orange, a furry toy, a metal spoon. Put the objects in different locations in the classroom and cover each with a cloth. © Talk about how the children in the story couldn’t see their way home because of the fog. The Foggy Day© Explain that the children are going to play a game: one child wears a blindfold, while another child gives directions towards an object. The blindfolded child then uses his/her senses, e.g. smell or touch, to identify the object. Writing activities Objective Write captions, and begin to form simple sentences using some punctuation (11.1). @ Talk about all the different types of weather, and list them on the board. © Ask the children to draw pictures of four different types of weather and write a sentence describing the weather underneath, e.g. “It was foggy/ sunny/windy/snowy.” Assessment (W, AF8) Are the children using their knowledge of letter-sound correspondence to write the sentence? The Foggy Day 19Biff’s Aeroplane 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, Prediction) Read the title and look at the picture. Ask: What do you think the story will be about? © (Questioning, Clarifying) Ask: Where is Biff playing with her aeroplane? Do you think Biff's aeroplane can fly? © Help the children to read ‘aeroplane’ by breaking it into syllables (‘aer-o-plane’). © (Questioning, Clarifying) Look through the book to see what happens when Biff flies her aeroplane in the park. Ask: Where did the aeroplane go? Where did Biff look for it? Where did she find it? @ As you look through the book, use some of the high frequency words as you discuss the story (see the chart on page 4). Strategy check Remind the children that looking for words inside longer words can help them to read new words. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. Assessment Check that children: @ (R, AFI) track text, matching letters to sounds 20 Biff's Aeroplane© (RAFI) use phonic knowledge to sound out and blend the phonemes in words, particularly the phonic words (see chart on page 4) © (R, AF3) use comprehension skills to work out what is happening in the story. Returning to the text © (Questioning, Clarifying) Ask a variety of questions to help children recall, infer and deduce what happened in the story, such as: Who helped Biff to make the aeroplane? Why did Biff go to the park? Was the aeroplane good at flying? How do you know? Why did Biff want to cry? What happened at the end? @ (summarising) Ask the children to retell the story in two or three sentences. Group and independent reading acti les Objective Show an understanding of the elements of stories such as sequence of events and openings (7.3). Retell narratives in the correct sequence (7.4). @ (Caritying) Ask: What happened in the story opening? What happened in the middle of the story? What happened at the end of the story? @ Ask the children to retell the story to a partner using their own words. Assessment (R, AF2) Are most children able to recall the story from memory? Objective Use language to imagine and recreate roles and experiences (8.3). G (imagining) Ask the children to imagine and describe how Biff felt when she made the aeroplane, when she flew it in the park, when she lost it, when the family had to go home without it, and when she found it on her bed at the end. Ask them: What do you think Biff might have said in each situation? Allow the children to take it in turns to role-play Biff in these situations, while other children play the parts of Mum, Dad, Chip and Kipper. Biff’s Aeroplane 21Assessment Objective Oo Assessment Objective oO Assessment Objective (R, AF3) Can the children suggest what Biff might say in each situation? Do they show empathy for Biff in their role-play? Explore and experiment with sounds, words and texts (5.1). You will need plasticmagnetic letters or letter cards to spell ‘aeroplane’. Ask the children to say the letter names in the word ‘aeroplane’. Muddle up the letters, and demonstrate how to make a new, shorter word, e.g. ‘pen’, ‘pan’, ‘plan’, ‘lane’, etc. Ask the children to see how many new words they can make from the letters. (R, AF1) Can the children experiment with combinations of different letters? Use phonic knowledge to write simple regular words (5.8). You will need photocopies of these sentences: Biff made __ aeroplane. __ helped her. She ____ to the park. The aeroplane was on the___. Ask the children to read the sentences and write the missing words in the spaces. Children who need to can check with the story. (W, AF8) Do the children attempt to spell the words independently? Speaking, listening and drama activities Use talk to organise, sequence and clarify thinking, ideas, feelings and events (3.2). Ask the children to talk about any models they have made and to explain how they assembled them. Did they use a kit or did they make it up themselves? What sorts of materials did they use? 22 Biff’s AeroplaneWriting activities Objective Write their own names (11.1). © Show the children how to make a paper aeroplane. Explain that folding the paper at the tip of the plane makes it stiff and helps it to fly. © Ask the children to make a paper plane of their own and to decorate it. ‘© Ask each child to write this sentence, using his/her name, on a blank sentence strip: “..... made this aeroplane.” © Make a class display of the aeroplanes and the sentences. Assessment (W, AF2) Are the children able to write their own names? Biff’s Aeroplane 23§ "xi.-r0| Floppy the Hero Q = Language comprehension _R, AF = QCA reading assessment focus © = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book e (Questioning, Clarifying) Look at the picture. Ask the children: Who is this? Read the title. What is a hero? What sorts of things do heroes do? Q (Prediction) Ask: What do you think the story will be about? © Look through the book to see what Floppy does to be a hero. @ As you look through the book, use some of the high frequency words as you discuss the story (see the chart on page 4). Strategy check Remind the children to look at the initial letters and use the pictures to help them to work out new words. Independent reading @ Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. Assessment Check that children: @ (R, AFI) track text, matching letters to sounds © (R, AFI) use phonic knowledge to sound out and blend the phonemes in words, particularly the phonic words (see chart on page 4) © (R, AF3) use comprehension skills to work out what is happening in the story. 24 Floppy the HeroReturning to the text © (Questioning, Clarifying) Ask a variety of questions to help children recall, infer and deduce what happened in the story, such as: What happened at the beginning of the story? Why did the firefighter tell the people to get back? What did Floppy do? How did the children feel? How do you think Floppy knew that the puppies were in the barn? Why was Floppy a hero? @ (summarising) Ask the children to retell the story in two or three sentences. Group and independent reading activities Objective Show an understanding of the elements of stories such as characters and sequence of events (7.3). Retell narratives in the correct sequence, drawing on the language patterns of stories (7.4). @ (Clarifying, imagining) Ask the children to work with a partner. Ask one of each pair to imagine they are either Biff, Chip or Kipper and the other to be Mum or Dad. Ask the children to describe to ‘Mum’ or ‘Dad’ what happened during the fire and what Floppy did. Encourage the children who are in the role of Mum or Dad to ask questions about the events. Assessment (R, AF2) Are the children able to retell the main events? Objective Read a range of familiar and common words and simple sentences independently (5.9). @ You will need two cards for each of the following sentences: one with the speech on it, the other, the speaker. "Get back,” said a firefighter. "Get Floppy,” said Chip. “What a good dog!” said everyone. Mix the sentence cards and ask the children to read them and to match the speaker to the words. Ask them to check the sentences with the book. Floppy the Hero 25Assessment (R, AF1) Do the children match the sentences together from memory, or do they refer to the book for the answers? Objective Explore and experiment with sounds, words and texts (5.1). © You will need plastic letters or letter cards to spell ‘fire engine’. Ask the children to say the letter names in the words ‘fire engine’. Muddle up the letters, and demonstrate how to make a new, shorter word, e.g. ‘fin’, ‘fir’, ‘fig’, ‘grin’, etc. Ask the children to see how many new words they can make from the letters. Assessment (R, AF1) Can the children experiment with combinations of different letters? Objective Read some high frequency words (5.7). © Ask the children to find the following high frequency words as quickly as they can in their books: ‘was’, ‘said’, ‘went’, ‘see’, ‘and’, ‘the’, ‘get’, ‘had’, ‘looked’. When they find each one ask a volunteer to read the sentence in which it occurs. Assessment (R, AF) Can the children find the high frequency words easily? Speaking, listening and drama activities Objective Use language to imagine and recreate roles and experiences (4.1).Use talk to organise, sequence and clarify thinking, ideas, feelings and events (3.1). © Ask the children what they know about fire fighters, what they do and how they keep safe near a fire. © Ask the children to take turns to be a fire fighter from the story and sit in the hot seat. Encourage the others to ask the ‘fire fighter’ questions about the events and how he/she felt. 26 Floppy the HeroWriting activities Objective Attempt writing for various purposes (9.1). © Ask the children to imagine that a newspaper hears about Floppy the hero and wants to put a photograph in the paper. © Ask them to draw the photograph and write a caption under it for the newspaper. @ Invite the children to read their captions. Encourage each child to say which one they liked best and why. Assessment (W, AF1) Have the children written imaginative captions for their ‘photographs’? Floppy the Hero 27The Chase 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) Read the title and look at the picture. @ (Questioning, Clarifying, Prediction) Ask the children: Why do you think Floppy is looking at the cat? What do you think the story will be about? © Look through the book to see what happens when Floppy chases the cat. Ask: Who thinks Floppy was a bad dog and why? Who thinks Floppy was a good dog and why? @ As you look through the book, use some of the high frequency words as you discuss the story (see the chart on page 4). Strategy check Remind the children to look at the initial letters and the pictures to work out new words. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. Assessment Check that children: © (R, AFI) track text, matching letters to sounds © (R, AF1) use phonic knowledge to sound out and blend the phonemes in words, particularly the phonic words (see chart on page 4) © (R, AF3) use comprehension skills to work out what is happening in the story. 28 The ChaseReturning to the text © (Questioning, Clarifying) Ask a variety of questions to help children recall, infer and deduce what happened in the story, such as: What did Floppy want at the beginning of the story? Where did Biff and Mum go to get the new basket? What did Biff tell Floppy to do while she and Mum went to the toilet? What did Floppy do? Why was everyone cross? Why did Mum think Floppy had been good? Had he? @ (summarising) Ask the children to retell the story in two or three sentences. Group and independent reading activities Objective Show an understanding of the elements of stories such as sequence of events and openings (7.3). You will need these sentences from the story written on strips of paper: Floppy wanted a new basket. “Stay Floppy,” said Biff. Floppy saw a cat. Crash went the oranges. “What a bad dog,” everyone said. @ (Garifying) Muddle up the sentence strips and ask the children to rearrange them in the correct sequence. Assessment (R, AF2) Are the children able to reorder the sentences correctly? Objective Read a range of familiar and common words and simple sentences independently (5.9). © write these sentences with missing words on the board: Mum and Biff ..... to the market. They gota..... basket. Floppy.....acat. Everyone .... . cross. The Chase30 Assessment Objective Assessment Objective e The Chase Write the missing words on the board (‘went', ‘new’, ‘saw’, ‘was’) and ask the children to choose the correct word to make each sentence make sense. (R, AF1) Can the children differentiate between ‘was’ and ‘saw’? Read a range of familiar and common words and simple sentences independently (5.1). Make phonetically plausible attempts at more complex words (5.8). Ask the children to look through the story and find all the things in the market that the cat jumped over. Ask them to read the sentences and write the items as a list, i.e. oranges, plates, clothes. Ask them to look at the illustrations and add other words of things that were in the market to their list, e.g. dog baskets, lemons, cups, bowls, hats. (R, AF1) Do the children recognise other things in the market? Do they use phonics to attempt spelling them? Speaking, listening and drama activities Sustain attentive listening (2.2). Speak clearly and audibly (1.4). Ask the children to sit in a circle and play ‘I went to the market and bought...’. Start the children off by saying ‘I went to the market and bought a new dog basket.’ Then the next child repeats your sentence and adds another item, e.g. ‘I went to the market and bought a new dog basket and some oranges.’ The children continue round the circle, each one adding something new to the list. When someone forgets an item, they take a turn at beginning the game again.Writing activities Objective Attempt writing for various purposes (9.1). @ (imagining) Ask the children to think of something new in the market that the cat and Floppy could have jumped over. Encourage them to try and think of something that would have created a funny or messy situation. @ Ask them to draw a picture of either Floppy or the cat in their new situation and write a sentence beginning “Floppy/The cat jumped over...” Assessment (W, AF1) Do the children think of humorous situations to write about? (W, AF8) Do they attempt to spell the words? The Chase 3132 OXFORD Great Clarendon Street, Oxford OX2 6DP Oxford University Press isa department of the University of ‘Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in ‘Oxford New York ‘Auckland Cape Town Dar es Salaam Hong Kong_ Karachi Kuala Lumpur Madrid Melbourne Mexico City. Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Maly Japan Poland Portugal Singapore South Korea Switzerland Thailand ‘Turkey Ukraine Vietnam Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries ‘Text © Oxford University Press 2008 Written by Gill Howell, 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 ISPIRATIONAL 5 ‘or free professional develo} : pment, iscres gases ste ook plea www.oxfordprimary.co-uk sere FOR TEACHERS NTS HELPING YOU pont Past common concer k ‘www.oxfordowl.co.ut i contains advice on how to share This site tunce pure sounds, ow to prone hontoencage oka n s we rueh more. Mommmena itt your parents ~ cee All rights reserved. No part ofthis publication may be reproduced, ‘stored ina 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 unde 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: 978-0:19.848150-8 10987654 Page make-up by Thomson Digital Printed in China by Imago Paper used in the production ofthis book is a natural, recyclable product made from wood grown in sustainable forests. The ‘manufacturing process conforms to the environmental regulations ofthe country of erigin, fe about their children’s cod -¥ Biff, Chip and Kipper Stories Book Band 3 Yellow Oxford Reading Tree Stage 2 More Stories B use a wider vocabulary and feature the characters introduced at Stage | and I+ set in familiar situations and settings. 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 @ correlation chart showing curriculum links ‘+ More Stories B Develop a more varied vocabulary with predictable sentence structures to support reading success. For professional development plus free sources and eBooks www. primary.co.uk OXFORD Te ome ISBN 978-0-19-848150-8 '780198"481508 See OR ES EL e aT rae)