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  Oxford Level 2

Things with Wings

Author: Paul Shipton
Teacher’s Notes author: Liz Miles
Text type: non-chronological report
Curriculum link: Understanding the world

Synopsis
This book looks at insects, bats and birds that all have wings and can fly. It also explores birds
that have wings but cannot fly.

Extended text
This longer version of the book gives extra details and information to support children with
comprehension.

• Butterflies often have colourful wings. They use their wings to fly, and so do lots of other flying
insects such as flies, ladybirds, dragonflies, bees and wasps.
• Bats have wings that look like flaps of skin. They use their wings at night, when they fly after
creatures they can eat, such as moths.
• The wings of birds have lots of interlocking feathers and most birds use their wings to fly. Some
birds’ wings are colourful, like those of a parrot. Certain birds, such as eagles, have very large
wings. Some eagles fly low and grab fish to eat from the water with their claw-like talons. Other
birds have tiny wings, like the bee hummingbird that uses its wings to hover in front of a flower
while it feeds on the flower’s nectar.
• Some birds have wings but cannot fly, like the penguin, rhea, emu and kiwi. Penguins use their
wings to swim. The ostrich can run fast on its long legs.

Group/Guided reading
Introducing the book
• Look at the front cover together. Say: I wonder what this is a picture of. Read the title and ask:
Can you think of any other creatures that have wings?
• (Predicting) Turn to p3 and read the Contents together. Ask the children which creatures they
might see on the ‘Insect’ pages.
• On p3, ask the children to compare the wings of each creature – how are they different from one
another? Explain to the children that the bird at the bottom does have very small wings, but
they can’t be seen.
• Turn to p5 and ask: What sort of animals are these? Ask the children to point to the
insects’ wings.

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Strategy check
• As they read, encourage the children to sound out and blend new words, e.g. ‘f-i-sh’.
• This book includes many decodable words, providing lots of opportunities for children to practise
the skill of sounding out and blending new words. There are also some high-frequency tricky words
in the book. Support the children with these words, explaining that they are tricky but also very
common and useful. If a word is too difficult, simply read the word for them:
are all
• There are a number of topic words used in the book. These include common words that may not
conform to the phonics teaching that children will have learned at this point, and subject-specific
vocabulary that may be unfamiliar. They are listed and defined on the inside front cover. Explain
to the children that these words may be challenging but they are important for the topic. Read
these words for the children if necessary, to help build familiarity before they read the book
independently:
butterfly fly birds talons

During reading
• Ask the children to read the book aloud and help them where necessary. Praise and encourage
them as they read.
• After reading pp4–5, ask: What sort of creature is a butterfly?
• (Questioning) Ask the children to pair up with someone else. Ask them to make up questions about
the insects on p5, taking it in turns. You could model this for them by thinking aloud, e.g. say: I
wonder which insect has the biggest wings.
• Turn to pp6–7 and say: I wonder what these pages are about. Encourage the children to read the
heading. On p7, point to the label and ask: What is this label telling us?
• (Summarizing) Look together at the pictures on p9 and invite the children to describe the ways in
which the wings of the two birds are different. Support them to read the text for each picture and
then ask them if they can spot what the big bird is carrying in its talons.
• (Predicting) Look at p10 and discuss the differences between the birds. Say: I wonder why some
birds have long legs and some birds have long wings. Encourage the children to make suggestions.
• Turn to p11 and ask: Does a penguin have wings? What does it use them for? Tell the children that
the big bird on p11 is called an ostrich. Ask: What does it use its long legs for?

Returning to the book

• (Summarizing) Look at p12 together. Ask the children to identify the creature in each picture and to
say whether or not it can fly.
• (Clarifying) Turn back to the cover and read the title. Challenge the children to remember the four
types of ‘things with wings’ that are in the book. Encourage them to look back through the book if
they need to, to help them remember.
• (Summarizing) Talk about each of the four ‘things with wings’ from the book. Ask: What do they
use their wings for? How do the birds that cannot fly use their wings and legs?

Independent reading
• Introduce the book as in the Group/Guided reading section above.
• Encourage the children to read the book as independently as possible. Remember to give them lots
of encouragement and praise.
• As they read, encourage the children to sound out and blend new words, e.g. w-i-ng, i-n-s-e-c-t-s,
m-o-th, c-a-n-n-o-t.

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• This book also contains a number of topic words, which children may need more support with at
this stage, but which enrich the book. They are listed and defined on the inside front cover. If a
word is too difficult, simply read the word for them.
• Remind the children to use the pictures to support their comprehension when reading the text.
Speaking and listening
• Discuss whether the children have seen any of the ‘things with wings’ they have just read about.
Encourage them to share their experiences with the class, describing the animal and how they felt
about it when they saw it.
• Ask the children to talk with a partner about which of the animals in the book is their favourite,
and to explain why.
• Encourage the children to exchange ideas about what other ‘things with wings’ they would like to
see, and why. Ask: Where do you think you could find these animals?

Writing activity
• Ask the children to choose their favourite ‘thing with wings’ from the book and to draw a picture
of it.
• Support the children to add labels to their pictures (e.g. wings, legs, talons) and encourage them
to say the words out loud before they write them down.
• Prompt them to check their spelling by reading their labels aloud.
Cross-curricular activity
Understanding the world
• Encourage the children to go outside and look for things with wings. Working in pairs, each pair
could focus on a different tree or other area. Ask them to sketch anything with wings that they
can see. Help them to label what they see and record whether it was flying or not.
• The children could share their findings with each other and compare the creatures that they saw.
• They could redraw and colour the animals that they found, and add labels. Then you could create
a classroom display of things with wings under the headings ‘Insects’ and ‘Birds’.

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Things with Wings
Curriculum links and assessment
Links to Oxford Reading Criterion Scale
• I s beginning to blend adjacent consonants in words in a range of combinations: CVCC CCVC.
(READ) (Standard 1, 13)
• Can read words with consonant digraphs: ch, sh, th, ng. (READ) (Standard 1, 15)
• With support, can find information to help answer simple, literal questions. (R) (Standard 1, 18)

Letters and Sounds: Phase 3

inFact Level 2 books are designed to support children with the transition from phonic readers to richer reading with
highly decodable non-fiction. These books cover non-fiction topics using natural language, with a high proportion
of phonically decodable words and a selection of high-frequency words. Each book also has a limited number of
non-decodable or unfamiliar topic words to enrich the language and ensure that children learn something new.

ENGLAND The National Curriculum in England: Reception

EYFS Early Learning Goals Book-related assessment pointers

ELG 03 Children use past, present and future forms Check the children use the past and future tenses
Speaking accurately when talking about events that correctly when they are talking about the creatures they
have happened or are to happen in the future. have seen and those they would like to see.
(ELG03.2)

ELG 01 Children listen attentively in a range of Check the children listen to others’ experiences and
Listening and situations. (ELG01.1) thoughts as well as share their own.
attention

ELG 02 Children answer ‘how’ and ‘why’ questions Check the children are able to answer questions you
Understanding about their experiences and in response to pose about birds and insects.
stories or events. (ELG02.2)

ELG 09 Children read and understand simple Check the children can read some of the simple
Reading sentences. (ELG09.1) sentences and link them to the correct pictures.

ELG 10 Children use their phonic knowledge to write Check the children can write phonetically plausible
Writing words in ways which match their spoken labels.
sounds. They also write some irregular
common words. (ELG10.1)

SCOTLAND Curriculum for Excellence: Literacy experiences and outcomes, Early Level
Experiences and outcomes Book-related assessment pointers

Listening and As I listen and take part in conversations and Check the children listen to others’ experiences and
talking discussions, I discover new words and phrases thoughts as well as share their own.
which I use to help me express my ideas,
thoughts and feelings. (LIT 0-10a)

To help me understand stories and other texts, I Check the children ask and answer questions about
ask questions and link what I am learning with birds and insects.
what I already know.
(LIT 0-07a / LIT 0-16a / ENG 0-17a)

Reading I explore sounds, letters and words, discovering Check the children can read simple words and
how they work together, and I can use what I sentences, and recognize new vocabulary when they
learn to help me as I read and write. return to the text.
(ENG 0-12a / LIT 0-13a / LIT 0-21a)

Writing I explore sounds, letters and words, discovering Check the children can write phonetically plausible
how they work together, and I can use what I labels.
learn to help me as I read or write.
(ENG 0-12a / LIT 0-13a / LIT 0-21a)

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 WALES Curriculum for Wales: Foundation Phase Framework, Reception
Framework objectives Book-related assessment pointers

Oracy talk about things from their experience and Check the children can talk about the creatures they
share information (YR_OracSpea.3) have seen and those they would like to see.

ask questions about something that has been Check the children ask questions about the creatures
said (YR_OracList.9) in the book.

show that they have listened to others, e.g. by Check the children listen to others’ experiences and
drawing a picture (YR_OracList.1) thoughts as well as share their own.

Reading apply the following reading strategies with Check the children can read some of the simple
support: words and sentences, using initial letters and picture
– context cues, e.g. pictures, initial sound clues as prompts.
(YR_ReadStrat.6iii)

Writing recognise the alphabetic nature of writing and Check the children can write phonetically plausible
understand that written symbols have meaning labels.
(YR_WritMean.5)

NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Level 1

Levels of Progression Book-related assessment pointers

Talking and use vocabulary from within their experience to Check the children talk about the creatures they
listening describe thoughts and feelings (L1_com_talk.3) have seen and those they would like to see, and use
the past and future tenses correctly when doing so.
talk about their experiences (L1_com_talk.4)

listen for information (L1_com_talk.1i) Check the children listen to others’ experiences and
thoughts as well as share their own.

Reading show understanding of the meaning carried by Check the children can read some of the simple
print, pictures and images (L1_com_read.1) sentences and link them to the correct pictures.

Writing write words using sound-symbol correspondence Check the children can write phonetically plausible
(L1_com_writ.4i) labels.

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