Oxford Level 1

Fly Away
Written by Roderick Hunt. Illustrated by Nick Schon, based on the original
characters created by Roderick Hunt and Alex Brychta.
Teaching notes written by Thelma Page.
Information about assessment and curriculum links can be found at the end of these Teaching Notes.

Group/Guided reading
Introducing the story
• These wordless stories allow children to learn how stories work, including the order and direction
in which they are read. Children will enjoy talking about the story and discussing what is
happening in the pictures; this will help prepare them for their first steps as readers. The pictures
provide lots of opportunities for playing with environmental sounds. Respond to children’s ideas
by repeating them back and adding to them, using new words to increase their word banks.
• Read the title and talk about what Dad is doing. Talk to the children about what a scarecrow is,
what they are used for and what they look like.
• Look at the cover picture and ask the children to say what they think the book will be about.
Ask: Do you think Dad needs a scarecrow?
• Read the blurb on the back cover to the children and ask them to think about what Mum and Dad
might make scarecrows out of.

Reading the story

• Ask the children to point to the title as you read it to them.
• Ask the children to turn the pages of the book and describe what they see in the pictures, telling
the story together.
• Before you turn the page, talk about what might happen next in the story.
• Encourage the children to add sounds to accompany the action in the story and talk about any
sounds that might be found in the story setting.

Returning to the story

• Ask the children to retell the story in their own words.
• Look at pages 4 and 5 and ask the children to explain what Mum and Dad are doing. Ask: What is
Mum making? What is Dad doing?
• Look at pages 6 and 7 where Mum and Dad reveal the finished scarecrows. Ask: What do you
think Mum and Dad might be saying? What do Biff, Chip and Kipper think of the scarecrows?
• Look again at page 8 and ask the children to explain what has happened at the end of the story.
Ask: Did the scarecrows work?

Speaking, listening and drama activities

• Look through the book and talk about what Mum and Dad did to make the scarecrows and how
they made them look like Biff, Chip and Kipper. Use the book as a prompt for the children.

© Oxford University Press 2014

 • Ask the children to work in pairs. In their pairs, one child should pretend to be Mum and the other
is Dad. Tell the children to imagine what Mum and Dad might have been saying to each other as
they worked. For example, Can you pass me the scissors please? Is there any more straw? I’ve
nearly finished Kipper, who are you making?
• Listen to the conversations that the pairs have invented. If appropriate, encourage the children to
develop their conversations into role-plays where they act out the activities that Mum and Dad did
to make the scarecrows and the conversation that they imagined Mum and Dad would be having.

Writing activities
• Use the book to make a list of all the things you need to make a scarecrow.
• Begin by looking at pages 2–3. Notice what Dad is using, and what Mum is doing. Ask the children
to name the things they would need, e.g. wire, posts, staples, etc.
• Act as scribe to write the words that the children suggest and if appropriate, sometimes ask them
for help with spelling, e.g. ask: What does ‘post’ begin with?
• Look carefully at all the pictures to help you to add to the list. Read the final list together.
Cross-curricular suggestion
Design and technology – Mum and Dad made scarecrows using lots of different materials. Ask the
children to design their own scarecrow and to think about the different materials they could use to
make it. Discuss the properties of the materials that they choose and why they would be suitable
for making a scarecrow.

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© Oxford University Press 2014
 Fly Away (Oxford Level 1) curriculum coverage chart
Links to Oxford Reading Criterion Scale:
• Can hold books the right way up and turn the pages. (READ) [ORCS Pre-reading Standard, 1]
• Handles books carefully. (READ) [ORCS Pre-reading Standard, 2]
• Can recognise familiar words and signs such as their own name, advertising logos, other common words. (READ) [ORCS Pre-reading
Standard, 5]
• Listens attentively to stories and other texts as they are read aloud (at an age-appropriate interest level). (READ) [ORCS Pre-reading
Standard, 6]
• Can gain simple meaning from texts using illustrations, when not yet able to read the text itself. (D) [ORCS Pre-reading Standard, 7]
• Shows curiosity about content of texts. (D) [ORCS Pre-reading Standard, 9]

Letters and Sounds: Phase 1

• Decode and Develop titles are designed to support children with the transition from phonic readers to richer reading with highly
decodable stories. This title is approximately 60–70% decodable when read alongside Letters and Sounds Phase 1.

ENGLAND The National Curriculum in England: Statutory framework for the early years foundation stage
EYFS The activities in this book develop all areas listed within the following Early Learning Goals: 01, 02, 03, 09, 10.

SCOTLAND Curriculum for Excellence: Literacy and English experiences and outcomes – Early Level
Listening I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn
and talking (LIT 0-01a / 0-11a / LIT 0-20a)
As I listen and talk in different situations, I am learning to take turns and am developing my awareness of
when to talk and when to listen (LIT 0-02a / ENG 0)
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways
(LIT 0-01c)

Reading I use signs, books or other texts to find useful or interesting information and I use this to plan, make
choices or learn new things (LIT 0-14a)
To help me understand stories and other texts, I ask questions and link what I am learning with what
I already know (LIT 0-07a / LIT 0-16a / ENG 0-17a)
I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes
and dislikes (LIT 0-01b / LIT 0-11b)

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

WALES Foundation Phase Framework: Nursery

Oracy Use sentences with five or more words with some grammatical immaturities (N_OracSpea.4)
Participate in discussions with other children and/or adults (N_OracColl.1)
Take part in activities alongside others (N_OracColl.2)

Reading Make meaning from pictures in books, adding details to their explanations (N_ReadStrat.8)
Recall details of a story or text by answering open-ended questions or referring to picture prompts
(N_ReadComp.1)
Show an interest in books and enjoy their content (N_ReadResp.1)

Writing Begin to recognise the alphabetic nature of writing and understand that written symbols have meaning
(N_WritMean.5)
Identify letter sounds through exploration of their shape using tactile letter forms and multi-sensory play
activities (N_WritGPSH.3)

NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Primary Level 1
Talking and Use vocabulary from within their experience to describe thoughts and feelings (L1_com_talk.3)
listening Make eye contact and take turns whilst engaging in conversation (L1_com_talk.6)
Understand short explanations and simple discussions (L1_com_talk.1iii)

Reading Show understanding of the meaning carried by print, pictures and images (L1_com_read.1)
Read and understand familiar words, signs and symbols in the environment (L1_com_read.3i)
Use language associated with texts (L1_com_read.4)
Talk about what they read and answer questions (L1_com_read.5)

Writing Write words using sound-symbol correspondence (L1_com_writ.4i)

© Oxford University Press 2014