| Booked Yalow Decode and Develop Biff, Chip and Kipper Stories Group/Guided Reading NotesStage 3 Decode:and Develop Group/Guided Reading Notes Lucy Tritton Contents Introduction 2 Comprehension strategies 3 Vocabulary and phonic opportunities 4 Curriculum coverage chart 5 Floppy and the Puppets Group or guided reading 8 Group and independent reading activities 9 Speaking, listening and drama activities 10 Writing activities "1 Monkeys on the Car Group or guided reading 12 Group and independent reading activities 3B Speaking, listening and drama activities 14 Writing activities 15 Dragons! Group or guided reading 16 Group and independent reading activities 7 Speaking, listening and drama activities 18 Writing activities 19 The Enormous Picture Group or guided reading 20 Group and independent reading activities 21 Speaking, listening and drama activities 22 Writing activities 23 Gran and the Go-karts Group or guided reading 24 Group and independent reading activities 25 Speaking, listening and drama activities 27 27 Helicopter Rescue Group or guided reading 28 Group and independent reading activities 29 Speaking, listening and drama activities 31 Writing activities 31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 Decode and Develop book tells a complete story, using natural language, with a greater number of phonically decodable words and a selection of high frequency words, all supported by funny and engaging pictures. The books offer plenty of scope for developing children’s decoding and language comprehension skills. When used alongside your systematic phonic teaching they will help children put all their reading skills into practise 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 () 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 which 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, give them plenty of opportunities to revisit the stories. This includes: re-reading independently re-reading with a partner re-reading at home listening to audio versions of the story hearing the story read to them by others as they follow the printed text. Re-reading and re-hearing helps children develop automatic word recognition and gives them models of fluent, expressive reading. Comprehension strategies Story Comprehension strategy taught through these Group/Guided Reading Notes Prediction | Questioning | Clarifying | summarising | Imagining Floppy and the Rees ’ ’ v y y Monkeys on the Car a a ie . Dragons! ‘ ’ v y v The Enormous i Picture a a id a is Gran and the Go-karts a a id e af Helicopter Rescue v v v v Comprehension strategies4 Vocabulary and phonic opportunities Each story contains many decodable words, providing lots of opportunities to practise phonic and word recognition skills. This chart shows the tricky words used in each book. The tricky words are common, or necessary for the story, 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. Picture Floppy and the Tricky words was he asleep barked said children some dream happy Puppets basket so were like played gave wake Monkeys on the Car_| Tricky words ‘they you children said crossing saw elephant(s) lion(s) baby pulled safari wipers zebra(s) monkeys jumped Dragons! Tricky words ‘are be they you said children don’t silly went green make Mrs May play it's sticks dragon(s) The Enormous Tricky words was all she we said came broke cost Mrs May enormous children people picture money your made paint copy squares yellow mended our Gran and the Go-karts Tricky words all was you said fast faster have race won again past track children went oh began I'll next time Helicopter Rescue Tricky words they we you was said went children saw call-out it's, people must real rescue boy winch Vocabulary and phonic opportunitiesCurriculum coverage chart for Excellence (P1) LT 0-01, LIT 0-04a UT 0-20 ‘Speaking, listening, drama Reading Writing Floppy and the Puppets PNS Literacy 13 9 Framework (YF) Oss.72 Ges National Curriculum _| Working within Level 1 ‘Scotland: Curriculum | LIT 0-01a/LIT 0-11a/LIT 0-20a, UT 0-O1a/LIT 0-11a/ LIT 0-26a N. Ireland (P1/Y1) Attention and listening: 2, 5 Phonological awareness: 2, 5 Social use of language: 1, 3, 4, 5, 6,7,8,9, 10,11 Extended vocabulary: 1 Reading: 1, 4, 5, 6, 7,8 Writing: 1, 2, 4, 5 Wales (Key Stage 1) Range: 1a, b, ¢ 2a, b, 3a Range: 4a, e, 5a, 6a, b, Range: 2, 3, 4 (Key Stage 1) skills: 1, 2, 3, 5 Skills: 1a, b, 2a Skills: 1, 2, 3, 5 Skills: 1b, 2a Skills: 1, 2, 3, 7,8, 9 Monkeys on the Car PNS Literacy 14 9 Framework O25 On National Curriculum | Working within Level 1 Scotland: Curriculum | LIT 0-02a/ENG 0-03a, LIT 0-O1a/LIT 0-11a/ LT 0-26a for Excellence (P1) | LIT 0-04a, LIT 0-092 LIT 0-20a, ENG 0-12a/LIT 0-13a/LIT 0-214, LIT 0-198 N.Ireland Attention and listening: 2,5 | Reading: 1, 3, 4, 5,6,7,8 | Writing: 1, 3, 4, em) Phonological awareness: 2, 5 5,6 Social use of language: 3, 6 Language and thinking: 1, 411 Extended vocabulary: 3 Wales Range: 1a, ¢, 3a Range: 4a, e, 5a, 6a, b,¢ | Range: 2, 3, 4 Skills: 1, 2, 3, 7,8, 9 Curriculum coverage chart fsCurriculum coverage chart Skills: 1, 2, ,3, 5a, B 62, bd, j Skills: 1c, 2a, b, de Speaking, listening, drama [Reading ‘Writing Dragons! PNS Literacy 4 Oss W Framework (YF) Ga183 Working within Level 1 an ‘Scotland: Curriculum | LIT 0-01¢, LIT 0-02a/ENG 0-03a, ENG 0-12a/LIT 0-13a/ | ENG 0-12a/ for Excellence (P1)__| LIT 0-09a UTo-21a, LiTO-19a _| LIT 0-13a, LIT 0-21 N. Ireland (P1/Y1) Attention and listening skills: 2,5 | Reading: 1,6, 7,8 | Writing: 1, 2,5 Social use of language: 3, 5, 6 Language and thinking: 1, 3-11 Extended vocabulary: 1 Wales (Key Stage 1) | Range: 1b, ¢, 2a, b, 34,65 Range: 4a, e, g, 5a, | Range: 2, 3, 4 Skills: 1, 2, 3, 7, 8, 9 The Enormous Picture key Stage 1) Skills: 1, 2, 3, 4,5 Curriculum coverage chart 6a, bcd Skills: 1a, b, ¢, 2a, ode PNS Literacy 15) 9 Framework (YF) Os2.55,58 Ou National Curriculum —_| Working within Level 1 ‘Scotland: Curriculum | LIT 0-01a/LIT 0-11a/LIT 0-20a,, LT O-O1a/tiT O-11a/ | LIT 0-26a for Excellence (P1)__| LIT 0-01¢, LIT 0-02a/ENG 0-03a, LIT 0-02a, ENG 0-12a/ LT 0-04a UT 0-13alLIT 0-214, UT 0-19 N. Ireland Attention and listening skills: 2,5 | Reading: 1,3, 4,5, | Writing: 1,5 (uri) Phonological awareness: 5 68 Social use of language: 3, 4, 5 Language and thinking: 1, 3-9 Extended vocabulary: 1 Wales Range: 1b, ¢, 2, 3a Range: 4a, c, e, g, 5a, | Range: 1, 2, 3, 4,7 Skills: 1, 2, 3, 5, 7, 8,9Curriculum coverage chart Speaking, listening, drama Reading Gran and the Go-karts PNS Literacy Framework (YF) Osasr Q73.74 National Curriculum Working within Level 1 ‘Scotland: Curriculum for Excellence (P1) LIT 0-01¢, LIT 0-02a/ENG 0-032, LIT 0-04, LIT 0-098 ENG 0-012a/ UT 0-13a/LIT 0-214 ENG 012a/LIT 0-13a/ LIT 0-21a, LIT 0-26a (Key Stage 1) Skills: 1, 2, 3, 5a, b bod Skills: 1¢, d, 2a, ce N. Ireland “Attention and listening: 2, 5 Reading: 1, 3, 4,5, |writing: 1,3,4,5 ew Phonolgicl awarsevas: 3 67.8 Social use of language: 3, 4, 5, 6 Language and thinking: 1, 4-9, 11 Extended vocabulary: 1 Wales Range: 1b, « 3a Range:da, «5a, | Ranger4 (Key Stage 1) Skills: 1, 2, 3, 4 6a,b, Gd Skills: 1, 2, 3, 5,7, Skills: 1b, 2a,¢ 39 Helicopter Rescue PN Literacy 1314 11 Framework (YF) Os Qrasss National Curriculum: Working within Level 1 Scotland: LIT 0-01c, LIT 0-O2a/ENG 0-03a, UT 0-O1a/LIT 0-11a/ | LITO-21b Curriculum for LIT 0-04a, LIT 0-09a LIT 0-20a, ENG Excellence (P1) 0-12a/LIT 0-13a/LIT 0-212, LT 0-199 N.Weland ‘tention and listening 2, 5 Reading: 1.3, 4.5, | wating: 1,3, 5 (Py) Phonological awareness: 2, 4 67.8 Social use of language: 3, 4, 5 Language and thinking: 3-9, 11 Extended vocabulary: 1 ‘Wales Range: 1¢, 2a, 3a,c Range: 4a, e, g, 6a, Range: 1, 2, 4,7 Skills: 1, 2, 3, 5, 7, 89 bullet px Q-= Language comprehension In the designations such as 5.2, the first number represents the strand and the second number the ford recognition Y= Year P= Primary Curriculum coverage chart="et...| Floppy and the Puppets pss Q = Language comprehension _R, AF = QCA reading assessment focus = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book @ (Questioning) Read the title to the children. Look at the cover picture. Ask the children: How do you think Floppy is feeling? @ (Carifying) Ask the children to look through the book and find the puppets in Floppy’s dream. Ask: Do they look familiar? @G (imagining, Prediction) Look at pages 12-13. Ask: What do you imagine is happening here? Do you think Floppy is happy about what is going on? © Encourage the children to talk about times they might have seen a puppet show or played with puppets. Strategy check Remind the children to use letter sounds to work out unfamiliar words. Independent reading © Ask the children to read the story aloud, Praise and encourage them while they read, and prompt as necessary. © Ask the children to tell you why the word barked is repeated twice on page 6. @ Ask the children to find words that have a double consonant (puppets, fell, happy) 8 Floppy and the PuppetsAssessment Check that children: © (R, AFI) apply phonic knowledge to work out new words © (R, AF4) are able to recognise strategies used in a text to add emphasis. Returning to the text @ (Garifying) Ask the children why the Biff puppet gave Floppy bits of wood to eat @ (Questioning) Ask: Why was Floppy happy to wake up? G (Prediction) Ask: Do you think the family will play with the puppets again? @ (summarising) Ask the children to re-tell the story in their own words. 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). © Turn to page 2 and invite children to read the words by sounding out and blending the phonemes all through the word, e.g. ‘Th-i-s p-u-pp-e-t i-s D-a-d.’ © Repeat for words on other pages. Are there any words where the children struggle? Check with the list of tricky words for this title on page 4. Assessment (R, AF1) Can the children sound out and blend the phonemes all through the words from left to right with confidence? Objective Extend their vocabulary, exploring the meaning and sounds of new words (7.2). © Read through the story with the children. Encourage the children to tell you which words are new to them, or note which words the children find difficult. © Make a list of the words on the board in a random order, having first discussed the meaning of the words and sounded them out together. Floppy and the Puppetse Assessment Objective eo Assessment Objective e Read out a word and ask the children to have a go writing it on their whiteboards. Ask the children if they know what the word means. Repeat with the other words. For an extra challenge, rub the words off the board and repeat the activity. (R, AF1) Are children able to attempt to write the words and tell you their meanings? Use language to imagine and recreate roles and experiences (8.3). (imagining) Floppy barked because he did not like the puppets, although the children didn’t realise this was why he was barking. Ask: What other things might the children have thought Floppy was barking at? In pairs ask the children to write or draw in large thought bubbles what Floppy might have been barking at, e.g. the post being delivered, a cat walking along the window ledge, etc. Ask the children: Has anyone got a dog? What does it bark at? Display the thought bubbles on the board and ask pairs to talk through their choice. (R, AF2) Do the children use their own knowledge of the things dogs might not like? Speaking, listening and drama activities Use language to imagine and recreate roles and experiences (1.3). Write the names of the characters in the story on pieces of paper and distribute to the children or tell the children what role they should take, for example Biff, Chip, Kipper, Floppy, Mum, Dad, the dog puppet, the ‘mum’ puppet, the ‘dad’ puppet, etc. 10 Floppy and the Puppets© Invite a character to tell the story or parts of the story from their viewpoint, e.g. Chip might talk about playing with the puppets, Floppy barking and being told by Mum to play elsewhere. Writing activities Objective Attempt writing for various purposes, using features of different forms such as lists, stories and instructions (9). © Ask the children to write a few words or sentences to describe a happy dream for Floppy. Talk through some ideas first, e.g. Floppy going to a place where there is an endless supply of dog food or being given a very long walk in the park! @ The children can also draw a picture to go with their writing and add a speech bubble with words or pictures of things Floppy might like, e.g. a ball, a bow! of dog food, etc. Assessment (W, AF1) Are the dreams imaginative? (W, AF2) Are the children’s ideas clearly presented? Floppy and the Puppets 11Monkeys on the Car Q = Language comprehension R, AF = QCA reading assessment focus © = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book @ Read the title to the children. Look at the cover picture together. Ask the children: What is happening in the picture? @ (Giarifying) Ask the children to look quickly through the book and see what animals they can find. Can they name them? Ask: What kind of place is this? @ Crediction) Look at page 12. Ask: Do you think the monkeys are meant to be doing this? @ Encourage the children to talk about wild animals they have seen in the wild or on television. Ask: What is your favourite wild animal? Strategy check Remind the children to sound out and blend new words. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. © Ask the children to point out the exclamation marks and talk about how they should say these phrases. © Encourage the children to try to sound out and blend the animal names. 12 Monkeys on the CarAssessment Check that children: © (R, AFI) apply phonic knowledge to work out new words © (R, AF4) note the punctuation in the text and read the text with the appropriate intonation. Returning to the text @ (Clarifying) Discuss Biff’s joke about zebras. Ask: Why is it funny? @ (Ciarifying, Questioning) Ask: Do you think Biff really thought the monkeys were bad? @ Crediction) Ask: What might happen now that the car doesn’t have any wipers? @ (summarising) Ask the children to re-tell the story in their own words. Group and independent reading activities Objective Link sounds to letters, naming and sounding the letters of the alphabet (5.2) © write the letters e, /, m and z on the board. @ Say: Tell me the name of an animal that begins with /e/. Can you find ‘one in the book? @ Repeat for the other letters listed. If you have time, suggest other letters not in the list. Encourage the children to make letter cards for a display showing the letter, the animal name and a drawing of the animal. Assessment (R, AF2) Can the children think of an animal for every letter of the alphabet? Objective Read simple words by sounding out and blending the phonemes all through the word from left to right (5.5). Monkeys on the Car 13@ Ask the children to find the words took on page 1, bad on page 14 and yes on page 16. @ Ask the children to practise saying and writing the words. Assessment (R, AF1) Do the children find the words easily on the page? Objective Show an understanding of the elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how (7.3). @ (Gaaritying) Ask the children to turn to the start of the book and tell you the order in which the family see the animals. © Draw a ‘map’ of the safari park on the board. Show a road with an ‘Entrance’ at one end and an ‘Exit’ at the other end. © Ask the children to copy your map and mark where along the road the family saw the different animals. They could draw the animals and add other elements such as trees, play areas, visitor shop, cars, etc. Assessment (R, AF2) Can the children place the animals along the road in the same order they are mentioned in the story? Speaking, listening and drama activities Objective Speak clearly and audibly with confidence and control and show awareness of the listener (1.4). You will need: a model animal. @ Sit the children in a circle and pass round the model animal. © Encourage children to talk about a visit they might have had to a zoo or safari park and what happened there. If they haven't been to either of these, ask them to talk about any experiences they have had with a pet or a friend's pet. © Check that the children are speaking clearly and audibly. 14 Monkeys on the CarWriting activities Objective Attempt writing for various purposes, using features of different forms such as lists, stories and instructions (9). You will need: some pictures of monkeys, elephants, zebras and lions. © Talk about the animals the children see at the safari park. © Divide the children into groups of four and give each group a picture. @ Ask the children to think of words to describe their animal. Encourage children to write their ideas in a list and to be as adventurous as possible with their choice of descriptive words. @ Share the children’s ideas as a class and then write one sentence to describe each animal, including the children’s descriptive words. Assessment (W, AF2) Are the descriptions of the animals accurate? Monkeys on the Car 1516 Dragons! @= Language comprehension, AF = QCA reading assessment focus © = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book eo (Questioning) Read the title to the children. Look at the cover picture. Ask: What do you think Wilf and Biff have seen? Why do they look so surprised? © (iaritying) Look at page 1. Ask: Where are the children and Mrs May? @ (imagining, Prediction) Ask: What sort of things could you do if you were ina wood? Why do you think Mrs May has taken the children to the wood? @ Encourage the children to tell you about times they have visited a large wood and what they did there. Strategy check Remind the children to sound out and blend unfamiliar words. Independent reading @ Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. © On page 2 help the children to sound out and blend the word wigwams. @ (Clarifying) Check that the children know what a wigwam is by looking at the illustration together (a dwelling made out of wood and covered in materials such as grass, bark, cloth, etc). @ (Carifying) Ask: Why didn’t Chip see the dragons? Dragons!Assessment Check that children: © (8, AFI) apply phonic knowledge to work out new words @ (R, AF3) are able to interpret information from the text. Returning to the text @Q (clarifying) Ask: Why is a wood a good place to collect materials to make a wigwam? What could the wigwam be used for? @ (clarifying) Ask: Why do you think the play is being performed outside rather than in a theatre? @ (Prediction) Ask: What do you think would happen if it started to rain? @ (summarising) Ask the children to re-tell the story in their own words. Group and independent reading activities Objective Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words (5.9). You will need: small boxes or bowls; the following words written on separate pieces of card: get, that, red, see, them, can, did. © Give groups of children a box of word cards. © Ask them to take it in turns to take a word card out of the box and to read a word for the others to write down. © Remind them to listen out for familiar sounds in order to spell the words correctly. Assessment (R, AF1) Do the children apply their knowledge of phonics to read and spell correctly? Objective Use language to imagine and recreate roles and experiences (8.3). © (Garifying) Turn to page 16 and together read what Chip says about the dragons. © Talk about how Chip might fee! now he knows that there really were ‘dragons’ in the wood. Dragons! 718 Assessment Objective e Assessment Objective Dragons! In pairs, ask the children to think what else Chip might say to Biff and Wilf, e.g. he might be sorry that he called them silly, etc. Invite pairs to act out what they think Chip might say. One child should be Chip, the other should be Biff or Wilf. (R, AF3) Do the children’s sentences reflect Chip’s character? Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions and actions (8.1). (Clarifying) Read pages 4 to 11 of the story to the children. Ask: What does the part where Chip is always looking the wrong way remind you of? Give more clues and glean from the children that it is like a scene from a pantomime (‘He's behind you!’). Talk about whether the children think this is funny. Ask the children what else Chip might have said, e.g. ! don’t believe you! Re-read the story together, making up actions to go with the dialogue. (R, AF3) Do the children suggest appropriate actions for the text? Speaking, listening and drama activities Use language to imagine and recreate roles and experiences (4). Ask groups of children to put together and act out a short scene along the lines of pages 4 to 11. They can base it on the story or make up their ‘own version. Encourage the characters to use appropriate expression. Invite groups to act out their scene to the class.Objective Assessment Writing activities Write their own names and other things such as labels and captions and begin to form simple sentences using punctuation (11). You will need: outline drawings of dragons, a queen and a king on separate pieces of paper; coloured pencils. Give each child outline drawings of two dragons, a queen and a king. Ask the children to colour in the drawings and then write a label for each of the characters, e.g. red dragon, green dragon, green queen and red king. Some children might wish to describe the characters in a simple sentence under the caption and drawing. (W, AF2) Do the children label the characters correctly? Dragons! 19| The Enormous Picture }. | Q>= Language comprehension _R, AF = QCA reading assessment focus F) | (= word recognition W, AF = QCA writing assessment focus o Group or guided reading Introducing the book @ (Questioning) Read the title to the children. Look at the cover picture. Ask the children: Who is on the front cover? What do you think the enormous picture will be? © iarifying) Look at page 1. Ask: What has happened to the minibus? © (Carifying) Turn to pages 8-9. Ask: What are the children doing? @ (Prediction) Ask: How do you think painting a picture will help to mend the minibus? Strategy check Remind the children to use letter sounds to work out unfamiliar words. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. @ (Gaaritying) On pages 2-3 ask: How do you think the children feel about the minibus breaking down? @ On page 4 help the children to read the word enormous by breaking it up into syllables. Encourage them to blend the phonemes. Assessment Check that children: © (R, AF1) apply phonic knowledge to work out new words. 20 The Enormous Picturee e e Objective oO Assessment Objective o Returning to the text (imagining) Ask: What part of the picture would you want to paint? (Clarifying) Ask: Why did the children go to the art gallery? Why did everyone laugh at Chip’s joke? (Summarising) Ask the children to re-tell the story in their own words. Group and independent reading activities Link sounds to letters, naming and sounding the letters of the alphabet (5.2). Read simple words by sounding out and blending the phonemes all through the word from left to right (5.5). Write the letters p and m on the board. Remind the children of the sounds the letters make, Ask them to write the letters down on a piece of paper in two columns. Ask them to read through the book finding all the words that begin with the letter p and then all the words beginning with the letter m. (p - picture, paint, petals, people, m- minibus, money, Mrs, May, made, mended.) Invite children to tell you the words they have found. Write the words on the board and read them with the children, sounding out and blending the phonemes for any unfamiliar words. (R, AF1) Do the children find all the words beginning with p and m? Read some high frequency words (5.8). Write enormous on the board and then the words: no, on, so, in, me. Ask the children to try and make the short words using the letters in enormous. Say that there is one word that can’t be made. Ask: Which one is it? The Enormous Picture 2122 e e Assessment Objective oe Assessment Objective Before the children start, ask them to read the short words to you. Challenge some children to find other words. (R, AF1) Do they find all the words? Did they identify the incorrect word? Retell narratives in the correct sequence, drawing on the language patterns of stories (7.4). You will need: a storyboard of four squares on an A4 sheet of paper. (Clarifying, Summarising) Ask the children to re-tell the story as though they were Mrs May. Discuss the events of the story through the eyes of Mrs May asking children for suggestions as to how she would be feeling. Encourage children to draw a picture in each box for the stages of the story, e.g. the minibus breaking down, children painting the picture, the display in the hall, taking the children on a trip. Some children may wish to write short sentences below their picture saying briefly what happened at each stage. (R, AF2) Do the children re-tell the story in the correct order? Speaking, listening and drama activities Extend their vocabulary, exploring the meanings and sounds of new words (1.5). Ask the children what word is used to describe the picture the children paint (enormous). Encourage children to tell you other words that could be used to describe the size of the picture, e.g. big, large, gigantic, huge. Discuss whether they think any of their words work better. The Enormous PictureObjective Assessment Writing activities Attempt writing for various purposes, using features of different forms such as lists, stories and instructions (9). You will need: an A4 piece of paper with an outline drawing of a flower. Talk about what the children in the story might do to advertise their exhibition. Gather children’s ideas; they might mention posters, leaflets, radio advertisement, etc. Talk about the type of information that would be useful in the advertisement, e.g. name of event, time of the event, date, place, how much it costs, etc. Ask for suggestions for a good time for the event, e.g. 3 p.m. Repeat for name, place and cost. Write these on the board. In groups, pairs or individually give out the A4 sheet of paper with the outline drawing Using the ideas on the board, ask the children to write the information clearly on to or around the flower to make a poster. (W, AF2) Is the information on the poster clearly displayed? The Enormous Picture 23‘Eee Gran and the Go-karts Q= tanguage comprehension _R, AF = QCA reading assessment focus © = Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book eo (Questioning) Read the title to the children. Look at the cover picture. Ask the children: Who is in the picture? @ (Clarifying) Look at page 7. Ask: What are the children doing? Who has won the race? Q imagining) Ask the children to look quickly through the book: Why do you think Gran ended up in a go-kart? Do you think she wanted to have a go? @ Encourage the children to talk about times they might have been in a go-kart or another type of race. Strategy check Remind the children to sound out and blend new words. Independent reading @ Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. © Ask the children to tell you why the word faster is repeated twice on page 12. @ (Caritying) Ask: Did everyone enjoy the go-karting? Assessment Check that children © (R, AF3) are able to retrieve information from the text © (R, AF4) are able to recognise strategies used in text to add emphasis. 24 Gran and the Go-kartsReturning to the text @ (Clarifying) Ask: Why did the children say ‘bad luck’ to Gran? © (Clarifying) Ask: Why did the children have to put on kit before racing the go-karts? @ (Prediction) Ask: What do you think Mum and Dad might have thought of Gran’s racing? @ (summarising) Ask the children to re-tell the story in their own words. Group and independent reading acti Objective Read some high frequency words (5.4). © In small groups, ask the children to take it in turns to read out a word that they are familiar with from the book. © The others in the group must find the word. @ The first child to do so puts up their hand and reads out the word, saying on which page they found it. If correct they take a turn at choosing and reading out a word for the others to find. Assessment (R, AF1) Do all the children read and find the words quickly and confidently? Objective Recognise common digraphs (5.7). @ Write the digraph /ch/ on the board and discuss with the children the sound it makes. @ Ask the children to see if they can find any words in the story that have the digraph /ch/ either at the start of the word or the end. © They will find children on pages 1, 8 and 10, Chip on pages 2, 4 and 6 and such on page 8. Gran and the Go-karts = 25,26 Assessment Objective Assessment Ask the children to think of other words with /ch/ at either the beginning of the word or at the end. Make a list on the board and sound out each word. (R, AF1) Do the children find all the instances of the words in the book with the digraph /ch/? Show an understanding of the main elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how (7.3). Retell narratives in the correct sequence, drawing ‘on the language patterns of stories (7.4). (Summarising, Clarifying) Ask the children to take it in turns to re-tell the story: each child describes one page, then passes the book to the next child. Then encourage the children to re-tell the story without using the book, describing the main events. Provide the following words and simple sentences on the board or ona worksheet for the children to complete in pairs or as a class: fun the Gran too kit 1 took the children to a go-kart track. 2. Put on this 3 Wilf won ___ race. 4 ButGran went ___ fast. 5 “That was ________ !" said Gran. (R, AF2) Did the children refer to the book to complete the sentences? Gran and the Go-kartsSpeaking, Objective Use language to imagine and recreate roles and experiences (4). istening and drama activities @ Invite children to take on the role of Gran and sit in the hot seat. © Encourage the other children to ask the child playing Gran some questions, for example, how she felt watching the children go round in the go-karts; how she felt as she zoomed around the circuit; and how she felt at the end of the race. Writing activities Objective Attempt writing for various purposes, using features of different forms such as lists, stories and instructions (9). @ Explain to the children that they are going to create a poster to advertise the go-kart centre. @ The poster needs to be bold and attractive so that it encourages people to read it and to come and try out the go-karting experience. @ Talk about words that could be used to describe the go-kart centre, e.g. amazing, fantastic, wonderful, etc. © Help children to spell and sound out the words they have chosen to describe the centre. @ The children plan and draw their poster, thinking about what other information would be useful to have on the poster. Assessment (W, AF3) Is the poster eye-catching and is the information on the poster relevant? Gran and the Go-karts_ 27.een Helicopter Rescue 28 Q>= Language comprehension _R, AF = QCA reading assessment focus B S ze © - Word recognition W, AF = QCA writing assessment focus Group or guided reading Introducing the book e (Questioning) Read the title to the children. Look at the cover picture. Ask the children: What is happening in the picture? © (Carifying) Ask: Do you know what is special about this helicopter? Why is it painted yellow? (It is a rescue helicopter.) © (Carifying) Ask the children to look quickly through the book. Ask: Were you right? e (imagining) Ask the children to tell you what special qualities they imagine the people who fly the helicopter have, e.g. they are brave, quick thinking, helpful, thoughtful, etc. Strategy check Remind the children to use letter sounds to work out unfamiliar words. Independent reading © Ask the children to read the story aloud. Praise and encourage them while they read, and prompt as necessary. © on page 7 talk about the exclamation marks after the three instances of Rescue and encourage the children to read the words with the appropriate expression. © (Clarifying) At the end, ask why Chip said ‘That was a real rescue!’. Helicopter RescueAssessment Check that children: @ (R, AF1) apply phonic knowledge to work out new words @ (R, AF3) are able to interpret information from the text. Returning to the text © (iarifying) Ask: Why do you think the children were allowed into the helicopter? Why did they have to get out when the rescue call came in? © (Carifying) Ask: Why is a helicopter a good thing to use to rescue people? @ imagining) Ask: Why did the boat get into trouble? Do you think it was the children’s fault? @ (summarising) Ask the children to re-tell the story in their own words. Group and independent reading activities Objective Explore and experiment with sounds, words and text (5.1). © Turn to page 13 and ask the children to point to the word rock. @ Invite a child to say the word using their phonic knowledge. © Ask the children to think of a word that rhymes with rock, e.g. dock, sock, clock. © Pool the suggestions, writing them on the board and sounding them cout with the children. Assessment (R, AF1) Do children spell the words correctly? Objective Show an understanding of the elements of stories, such as main character, sequence of events, and openings and how information can be found in non-fiction texts to answer questions about where, who, why and how (7.4) @ (summarising) invite children to tell you the main events of the story. First of all ask what happened at the start, then what happened in the middle, and finally what happened at the end. Helicopter Rescue 2930 @ Talk about the type of information that is at the start of the story (giving information about where the children are and what they are doing). Repeat for the middle (the exciting action) and the end (how everything was ok). © Give pairs of children an A3 page divided into three columns. Write at the top of the columns ‘Beginning’, ‘Middle’, ‘End’. Say each word and explain what it means. @ Ask the children to draw pictures to show the stages of the story. © Ask: Which part of the story did you find the most exciting? Assessment (R, AF2) Do the children put the correct information into the correct column? Objective Show an understanding of the elements of stories, such as main character, sequence of events, and opening and how information can be found in non-fiction text to answer questions about where, who, why and how (8.3). You will need: some simple information books on types of transport, which should include helicopters and/or boats (if possible); sticky notes. eo Give groups of children a few of the information books to look at and some sticky notes. @ Ask them to put a sticky note in the book every time they see a picture of a helicopter or boat or whenever they see the words helicopter and boat. @ At the end of the task ask groups how many sticky notes they have used. @ Ask some questions, e.g. Where might you find boats? How does a helicopter fly? Can the children answer the questions using information they have found? Assessment (R, AF2) Can the children identify different boats and helicopters in the information books? Helicopter RescueSpeaking, listening and drama activities Objective Use language to imagine and recreate roles and experiences (1.3). Speak clearly and audibly with confidence and control and show awareness of the listener (1.4). You will need: a model boat. @ Look at pages 12-15 with the children. @ Ina circle, pass the boat around, and ask the children to make suggestions as to how the people who are being rescued might have felt when the boat first hit the rock; how might they have felt when they were waiting for the helicopter; and how might they have felt after they had been rescued. Writing activities Objective Write their own names and other things such as labels and captions and begin to form simple sentences sometimes using punctuation (11). You will need: copies of a picture of a helicopter rescue or the illustration from p15. ‘© Show the children the picture of the helicopter rescue and discuss what is happening in the picture. © Asa class, add labels to the picture to identify the different parts, e.g. helicopter, propellers, winch, lifeboat, pilot. Encourage the children to help you write the labels as appropriate. © Ask the children to think about what is happening in the picture. Can they think of a simple caption to describe the action? Assessment (W, AF2) Can the children help to write suitable labels and a caption for the picture? Helicopter Rescue 3132 OXFORD [UNIVERSITY PRESS 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 Dares Salaam Hong Kong. Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi [New Delhi Shanghai Taipet Toronto With offices in Angentina 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 in the UK and in certain other countries ‘Text © Oxford University Press 2011 Written by Lucy Tritton, 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 2011 INSPIRATIONAL supPoR: T FOI For tre profesional developement sources an ae gece str én }ooks, please go to www.oxfordprimary.co.uk PARENTS sg YOU ENGAGE wehrgr resarened the mee con i ave abot and worres Pride answers and support ® a (l.co. www.oxfordowl oe aevwte contains advice on ow t he ee pure sounds, how to pronoun book reourage pour reading: and how to enc vempope vou wate Tjeeful and recommend it to Yo yon concerns se ee 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 under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scape ofthe above should be sent to the Rights Department, Oxford University Pres, atthe 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 and Nick Schon, based on the original characters created by Roderick Hunt and Alex Brychta ISBN: 978-0:198488028 1098765 Page makeup by Thomson Digital Printed in China by Imago Paper used in the production ofthis book isa natural, recyclable product made from wood grown in sustainable forests. The manufacturing process conforms to the environmental regulations of the country of origin. 6 it their children’s - -Biff, Chip and Kipper Stories Oxford Reading Tree Stage 3 Decode and Develop stories build on the reading skills from Stage 2. They continue to support children’s transition from fully decodable phonic readers to stories with richer language. 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: @ vocabulary chart @ correlation chart showing curriculum links INSPIRATIONAL SUPPORT FOR TEACHE For professional development plus free resources and eBooks www.oxfordprimary.co.uk Tar ener OXFORD Reng Coen a EO eee et tery ro ORCS eC) fax +44 (0) 1865 313472 Sr ce aace * Decode and Develop Practise decoding skills through language-rich stories. ISBN 978-0-19-848402-8 gn I 801 84028