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Ort BCK Storm Tns

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41 views2 pages

Ort BCK Storm Tns

Uploaded by

ahmadsubhanidoger
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Oxford Level 4 Stories

The Storm
Teaching Notes Author: Thelma Page
Comprehension strategies Decodable words
• Comprehension strategies are taught bed, box, came, down, had, helped, her, his, home, mended, mess,
throughout the Teaching Notes to enable roof, room, things, time, tree, wind
pupils to understand what they are reading
in books that they can read independently. Tricky words
In these Teaching Notes the following barked, children, climbed, door, everyone, good, house, inside,
strategies are taught: key, opened, outside, painted, party, put, rain, school, storm, walls,
Prediction, Questioning, Clarifying, wanted, what
Summarising, Imagining
= Language comprehension

= Word recognition

Group or guided reading


Introducing the book
(Clarifying) Look at the picture. Ask: What kind of weather is this? Read the title of the story and the
blurb on the back cover.
Ask the children to read the words listed on the back cover.
(Prediction) Look through the book briefly and ask the children to say what they think will happen.

Strategy check
Remind the children to notice the exclamation marks to help them to read with expression.

Independent reading
• Ask the children to read the story aloud. Praise them for reading with expression. Prompt as necessary.
(Summarising) Ask the children to explain why the tree has fallen down.
Check that children:
• recognise automatically familiar high frequency words
• apply phonic knowledge and skills as the prime approach to reading
• identify main events and characters in stories
• use syntax and context when reading for meaning.
Returning to the text
(Questioning) Ask: What did they do to make the tree house look better? How do you think they felt
when they were having their party?
(Questioning) Ask: Why do you think Biff looked worried on page 11?
(Questioning) Ask: Which way was the wind blowing on pages 12 and 13? How do you know?
(Questioning) Ask: Why was Mrs May looking at her watch on page 14?

1 © Oxford University Press 2014


Group and independent reading activities
Recognise and use alternative ways of spelling graphemes for the ‘ae’ sound: ai, ay, a-e.
Ask the children to find two words on page 1 that have the long ‘ae’ sound (‘came’, ‘play’). Write
‘came’ on the board. Ask the children how they would write ‘same’, ‘tame’ and ‘blame’. Write ‘play’
on the board. Ask children how they would write ‘day’, ‘pay’ and ‘tray’. On page 6, ask the children to
tell you which letters make the long ‘ae’ sound in ‘painted’. Find the same letters making the long ‘ae’
sound on page 14: ‘rain’. Write ‘rain’ on the board and ask children to tell you how to write ‘train’,
‘brain’ and ‘drain’.
Could the children use the same spelling pattern to spell other words?
Make predictions showing an understanding of characters.
(Questioning, Prediction) Reread pages 2–7 to find out how the children tidied up the house. Turn
to pages 18–21. Ask: How do you think the children felt when they saw that the tree house was
smashed? What do you think they thought about the fallen tree? Does Biff look sad? Do you think it
was quite exciting to see that the tree had fallen down? Ask the children to say how they felt when
something of theirs was broken.
Could the children make thoughtful comments about what the characters might have felt?
Make predictions showing an understanding of events.
(Questioning, Prediction) Ask the children to explain what Floppy found. Why was Floppy able to find it?
Ask the children to think about another unusual thing that was found earlier in the new house. Do you
think there is a connection between the box and the little house? What might it be? Turn to page 23.
Ask them to give their ideas about how the key and the little house might be used in later stories.
Can the children suggest how these elements might be used in later stories?

Speaking, listening and drama activities


Take turns to speak and listen to others’ suggestions.
You will need a key.
(Imagining) Ask the children to sit in a circle. Show them your key and tell them it is a magic key.
Ask them to think of some magic powers for the key. What might it do? Pass the key around the
circle. Allow each child to say what its magic powers are; the person with the key is the only one to
speak. Ask everyone else to listen and wait for their turn.

Writing activities
Create short simple texts that combine words with images.
You will need a long strip of paper for each child.
(Summarising) Give each child a strip of paper.
• Ask them to draw the tree house in the tree on the left-hand end, and the fallen tree on the right-
hand end.
• In-between them, the children draw pictures and arrows to show what happened in the story in the
right order.
• Support them in writing brief captions, e.g. ‘The tree house’,
‘Going to school’, ‘The storm’, etc.
• Ask the children to use their picture sequences to retell the story.
Did the children use appropriate vocabulary when writing their For teachers
Helping you with free eBooks, inspirational
captions? Did they refer back to their books to check their spelling? resources, advice and support
For parents
Helping your child’s learning
with free eBooks, essential
tips and fun activities

www.oxfordowl.co.uk
2 © Oxford University Press 2014

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