The

Big, Bad
Snake

Oxford Level 1+ More B

The Big, Bad Snake Series created by Roderick Hunt a nd Alex Brychta

Written by Paul Shipton, based on the original characters created by Roderick Hunt and Alex Brychta.
Illustrated by Alex Brychta.
Teaching notes written by Helen McGonigal.

Group/Guided reading
Introducing the story
• Look at the front cover together. Ask the children: What are the children doing? What are they
thinking or saying? What do you think will happen in the story?
• Read the title together. Sound out and blend big, b-i-g and bad, b-a-d. Ask the children to repeat
the individual sounds after you and then ask them to blend the sounds together to say the word.
• Turn to the back cover and read the blurb to the children. Sound out the word big, b-i-g. Talk
about the grapheme i and ask the children to find another word that contains this grapheme (is).
Then look through the book to find other words that contain this grapheme (it, hiss, did).
• This story includes many decodable words, providing lots of opportunities for children to practise
the skill of sounding out and blending new words. There are also a number of high frequency
tricky words used in the book. These words are common but may not conform to the phonic
teaching that children will have learned at this point. Read these words for the children if
necessary, to help build familiarity before they read the story independently.
the was
Reading the story
• Ask the children to read the story aloud and help where necessary. Praise and encourage them as
they read. Remind the children to sound out and blend new words, for example b-i-g, D-a-d, g-o-t.
• On page 2, remind the children that the text in speech bubbles shows that characters are
speaking. Point out that the speech bubble is coming from Biff, Chip and Kipper. Draw attention
to the exclamation mark. Explain that punctuation such as exclamation marks affect how you
say something. Model for the children how to read all the speech with lots of expression and
encourage them to do the same.
• On page 3, draw attention to the grapheme -ss in hiss,h-i-ss. Talk about the grapheme -ss, where
two letters are code for a sound. Explain that it is code for the /s/ sound.
• Pause at the end of page 5 and ask the children: What is Dad doing? What do you think he will do
with the balloon?
• On page 7 ask: What has happened to the balloon snake? What will happen next?
Returning to the story
• Ask the children to re-tell the story in their own words.
• Return to page 2. Ask the children: How do Biff, Chip and Kipper feel here?
• Now return to pages 6 and 7. Ask the children: How do Biff, Chip and Kipper feel here? Why
weren’t the children afraid of the balloon?
• Look again at page 8. Ask the children: Why is Dad running away? Do you think that he is
really scared?
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 Independent reading
• Introduce the story as in the Introducing the story section above.
• Encourage the children to read the story 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, for example b-a-d,
r-u-n, p-e-n.
• Support children with reading tricky words.
• This book also contains a number of challenge words, which children may need more support with
at this stage, but which enrich the story:
snake TV eek balloon went
If a word is too difficult, simply read the word for them.
• Remind the children that the text in speech bubbles shows that characters are speaking. Model for
the children how to read all the speech with lots of expression and encourage them to do the same.
• For suggestions of questions to ask the children and discussion points for after they have read
the story, please refer to the notes on the inside covers of the pupil book.

Speaking, listening and drama activities

• Talk about the sound that the balloon makes in the story. Say: In the story the balloon makes
a hiss sound. What other sounds might a balloon make? Help the children to think about balloons
– they might squeak when you tie a knot in the end or go pop when they burst.
• Talk about how the snake also makes a hiss sound in the story. Tell the children that you are
going to play a game. Give the children the name of an object or animal and ask them to think
of a sound word for that object/animal. On your count of three ask all the children to say their
sound. Talk about the different sounds that the children have made for that object/animal.
Did they all make the same sound?

Writing activities
• As a class activity, encourage the children to tell you what happened in the story. Act as scribe
and encourage the children to use their phonics skills and knowledge of letter sounds to help you
spell the words, especially words from the story such as big, bad and Dad. Use the words ‘First’,
‘Then’ and ‘Finally’ to help the children to put events in the correct order. Encourage the children to
include sound words as they retell the story.
• Provide the children with paper and a range of writing and drawing materials. Encourage them
to draw a picture of their favourite animal. Help the children to write the name of the animal they
have drawn and the sound the animal makes. Encourage the children to use their phonics skills to
help you to spell words. Ask them to write their name on their work.

Cross-curricular suggestion
Science – Find out more about snakes. How do they move?
What do they eat? What is their natural habitat?
Where in the world do you find them?
Do we have any snakes in this country?

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 Curriculum links and assessment
Links to Oxford Reading Criterion Scale
• Can retell an event in a story or information from a non-fiction text (may only be brief). (ORCS Pre-reading Standard, 14)
• Knows that text runs from left to right and top downwards in English. (ORCS Pre-reading Standard, 17)
• Is beginning to hear and identify where sounds appear in words. (ORCS Pre-reading Standard, 18)
• When prompted, can use illustrations to support talk about what is happening in a text and to predict what might happen
next. (ORCS Standard 1, 3)
• Can use developing GPC knowledge to sound and blend simple VC and CVC words. (ORCS Standard 1, 5)
• Is able to read some words from the YR high frequency word list. (ORCS Standard 1, 6)
• Can talk about the main points/key events in a text, e.g. main story setting, events, principle character. (ORCS Standard 1, 8)
• Knows a wider range of GPCs and can sound and blend to read most CVC words (including words with double letters, e.g. bell,
hiss). (ORCS Standard 1, 10)

Letters and Sounds: Phase 2

Decode and Develop titles are designed to support children with the transition from phonic readers to richer
reading with highly decodable stories. These titles tell a complete story using natural language, with a high proportion
of phonically decodable words and a selection of high frequency words, accompanied by funny and engaging pictures.

ENGLAND The National Curriculum in England: Statutory framework for the early years foundation stage
Early Learning Goals Book-related assessment pointers

Speaking Children express themselves effectively, showing Encourage children to take turns in conversation.
awareness of listeners’ needs. (ELG03.1) Prompt children to speak clearly in activities and
group discussions.

Children use past, present and future forms Encourage children to use correct tenses when
accurately when talking about events that have discussing what has happened and what might
happened or are to happen in the future. (ELG03.2) happen in the story.

Children develop their own narratives and Encourage all children to retell the story in their own
explanations by connecting ideas or events. words.
(ELG03.3)

Listening and Children listen attentively in a range of situations. Ensure children are listening during activities.
Attention (ELG01.1)

Understanding Children follow instructions involving several ideas Ensure children follow instructions during activities.
or actions. (ELG02.1)

Children answer ‘how’ and ‘why’ questions about Prompt children to answer a variety of questions
their experiences and in response to stories or during and after reading the story.
events. (ELG02.2)

Reading Children read and understand simple sentences. Listen to children reading and prompt with questions
(ELG09.1) to check comprehension of the text.

Children use phonic knowledge to decode regular Ensure children are sounding out and blending
words and read them aloud accurately. They also correctly. Help them to read tricky words and
read some common irregular words. (ELG09.2) challenge words where necessary.

Children demonstrate understanding when talking Prompt children to answer a variety of questions
with others about what they have read. (ELG09.3) during and after reading the story to check
comprehension.

Writing Children use their phonic knowledge to write words Encourage all children to help in spelling words during
in ways which match their spoken sounds. They also tasks in which you act as scribe.
write some irregular common words. (ELG10.1

Children write simple sentences which can be read Ensure all children participate in writing tasks at an
by themselves and others. Some words are spelt appropriate level. Encourage them to write the animal
correctly and others are phonetically plausible. name and animal noise on their drawing using their
(ELG 10.2) phonics skills to spell words.

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

Listening and I enjoy exploring events and characters in stories and Prompt children to answer a variety of questions
Talking other texts and I use what I learn to invent my own, during and after reading the story. Encourage all
sharing these with others in imaginative ways. (LIT children to retell the story in their own words.
0-09b / LIT 0-31a)

Within real and imaginary situations, I share Ensure all children participate in group discussion
experiences and feelings, ideas and information in a and offer suggestions for sounds made by a variety
way that communicates my message. (LIT 0-09a) of objects/animals.

I enjoy exploring and playing with the patterns and Encourage children to explore sounds for a variety of
sounds of language, and can use what I learn. (LIT objects and animals and to use these in the writing
0-01a / 0-11a / LIT 0-20a) activity.

Reading I explore sounds, letters and words, discovering how Ensure children are sounding out and blending
they work together, and I can use what I learn to correctly. Help them to read tricky words and
help me as I read and write. (ENG 0-12a / LIT 0-13a challenge words where necessary.
/ LIT 0-21a)

Writing As I play and learn, I enjoy exploring interesting Encourage all children to help in spelling words during
materials for writing and different ways of recording tasks in which you act as scribe.
my experiences and feelings, ideas and information.
(LIT 0-21b)

I explore sounds, letters and words, discovering how Ensure all children participate in writing tasks at an
they work together, and I can use what I learn to appropriate level. Encourage them to write the animal
help me as I read or write. (ENG 0-12a / LIT 0-13a / name and animal noise on their drawing using their
LIT 0-21a) phonics skills to spell words.

WALES Curriculum for Wales: Foundation Phase Framework (Revised 2015), Reception Level
Framework Objectives Book-related assessment pointers

Oracy In simple terms, retell narratives or information that Prompt children to answer a variety of questions
they have heard (YR_OracList.6) during and after reading the story. Encourage all
children to retell the story in their own words.

Exchange ideas in one-to-one and small group Ensure all children participate in group discussion
discussions, e.g. with friends (YR_OracColl.1) and offer suggestions for sounds made by a variety of
objects/animals.

Reading Understand that print carries meaning and is read Ensure children read left to right and top to bottom,
left to right, top to bottom (YR_ReadStrat.2) including reading speech bubbles.

Link and identify a growing number of spoken Ensure children are sounding out and blending
sounds to letters (YR_ReadStrat.4) correctly.

Recognise that words are constructed from Ensure children are sounding out and blending
phonemes (sounds) and that phonemes are correctly. Help them to read tricky words and
represented by graphemes (written letters): challenge words where necessary.
– orally blend combinations of known letters (YR_
ReadStrat.5i)

Read simple words such as consonant-vowel-conso- Encourage children to read CVC words in the story.
nant words (YR_ReadStrat.8)

Predict an end to stories (YR_ReadComp.4) Prompt children to predict what will happen next in
the story as they read.

Writing Recognise the alphabetic nature of writing and Ensure all children understand the letters they are
understand that written symbols have meaning forming and the sounds they relate to.
(YR_WritMean.5)

Mark make or write in response to a variety of Encourage children to explore sounds for a variety of
stimuli on subjects that are of interest or importance objects and animals and to use these in the writing
to them including stories and personal experiences activity.
(YR_WritMean.1)

Produce pieces of emergent writing (YR_ Ensure all children participate in writing tasks at an
WritMean.2) appropriate level. Encourage them to write the animal
name and animal noise on their drawing using their
phonics skills to spell words.

Contribute to a form modelled by the teacher, e.g. Encourage all children to help in spelling words during
through shared writing (YR_WritStru.2) tasks in which you act as scribe.

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 NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Primary Level 1
Levels of Progression Book-related assessment pointers

Talking and Listen for information (L1_com_talk.1i) Ensure children are listening during activities.
Listening
Understand that words are made up of sounds and Ensure children are sounding out and blending
syllables and that sounds are represented by letters correctly.
(L1_com_read.2i)

Reading Use reading strategies (L1_com_read.2i) Ensure children are sounding out and blending
correctly. Help them to read tricky words and
challenge words where necessary.

Show understanding of the meaning carried by print, Listen to children reading and prompt with questions
pictures and images (L1_com_read.1) to check comprehension of the text.

Talk about what they read and answer questions Prompt children to answer a variety of questions
(L1_com_read.5) during and after reading the story to check
comprehension.

Writing Write words using sound-symbol correspondence Encourage children to explore sounds for a variety of
(L1_com_writ.4i) objects and animals and to use these in the writing
activity.

Express thoughts, feelings and ideas, from within Ensure all children participate in writing tasks at an
their experience, using symbols, pictures, words, appropriate level. Encourage them to write the animal
phrases and simple sentences (L1_com_writ.2) name and animal noise on their drawing using their
phonics skills to spell words.

© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.