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TN The Camcorder

The document provides teaching notes for the story 'The Camcorder' aimed at helping pupils develop comprehension strategies and word recognition skills. It includes activities for group and independent reading, focusing on prediction, questioning, and summarizing, as well as writing and speaking exercises. The notes emphasize the importance of using phonic knowledge to decode words and engage with the text meaningfully.

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9 views3 pages

TN The Camcorder

The document provides teaching notes for the story 'The Camcorder' aimed at helping pupils develop comprehension strategies and word recognition skills. It includes activities for group and independent reading, focusing on prediction, questioning, and summarizing, as well as writing and speaking exercises. The notes emphasize the importance of using phonic knowledge to decode words and engage with the text meaningfully.

Uploaded by

yingtaoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Oxford Level 4 More Stories A

The Camcorder
Teaching Notes Author: Gill Howell
Comprehension strategies Decodable words
• Comprehension strategies are taught call, camcorder, came, children, day, got, had, her, house, made,
throughout the Teaching Notes to enable make, men, race, running, saw, shouted, smile, sports, them, took,
pupils to understand what they are reading tree, want(ed), wedding, were
in books that they can read independently. In
these Teaching Notes the following strategies Tricky words
are taught: anniversary, burglars, easy, everyone, laugh(ed), phone, police,
Prediction, Questioning, Clarifying, showed, two, video
Summarising, Imagining
= Language comprehension

= Word recognition

Group or guided reading


Introducing the book
(Questioning, Clarifying) Look at the cover and ask the children if they know what Wilma is holding.
(Clarifying) Read the title, and discuss what a camcorder does.
(Prediction) Look through the book at the pictures, up to page 13, and discuss what the story is
about. Ask: What do you think will happen?
• Talk about what happens on each page. Use some of the high frequency words as you discuss the story.
Strategy check
Remind the children to use the letter sounds to help them read new words.

Independent reading
• Ask the children to read the story. Praise and encourage them while they read, and prompt as necessary.
If the children have difficulty reading ‘anniversary’ on page 8, or ‘burglars’ on page 17, encourage
them to break the words down into syllables to work them out.
• Encourage the children to use their knowledge of letter sounds to help them work out new words.
(Summarising) Ask children to retell the story from page 14 to the end in just two or three sentences.
Check that children:
• track text matching letters to sounds
• use phonic knowledge to sound out and blend the phonemes in words, particularly the decodable words
• recognise the difference between ‘watched’, ‘saw’ and ‘looked’ on pages 12–13
• use comprehension skills to work out what is happening in the story.
Returning to the text
(Prediction, Questioning, Clarifying) Check their understanding and clarify any misunderstanding
by asking a variety of questions that require recall, inference and deduction such as: What is a
camcorder? (page 1) Why do they laugh at Wilma’s video? (page 13) What did Wilma do when she
saw the burglars? (page 16) How did Wilma’s video help the police catch the burglars?
(Prediction, Imagining) Ask: What do you think the police said to Wilma at the end of the story?

1 © Oxford University Press 2014


Group and independent reading activities
Read more challenging texts which can be decoded using their acquired phonic knowledge and skills.
You will need the following word cards: ‘camcorder’, ‘video’, ‘anniversary’, ‘burglars’ and ‘police’.
Ask the children to tell you which words have three syllables (‘cam–cord–er’ and ‘vid–e–o’).
• Repeat for five syllables and two syllables.
• To help show the syllables, the words could be cut up in the relevant places and then reassembled by
the children.
• Invite children to sound out and blend the phonemes all through the words, e.g. ‘v–i–d–e–o’.
Do the children recognise the syllables in the words?
Visualise and comment on events, characters and ideas, making imaginative links to their own
experiences.
(Imagining) Discuss how Wilma’s video helped the police to catch the burglars.
• Discuss times when the children have been thanked for doing something helpful at school or at
home. Ask: What sort of things did people say to you?
• Ask the children to look at the picture on page 24 and suggest what the policewoman said to Wilma.
• Write some of their suggestions on the board.
• Ask the children to write a sentence saying what they think the policewoman is saying to Wilma.
• If necessary, provide the children with a sentence stem and ask them to finish the sentence,
e.g. ‘Well done Wilma. That was…’
• Support those who need it by giving them some vocabulary to help them, such as ‘a good idea’,
‘very clever’, ‘brave’, etc.
• Invite children to read out their sentences with the appropriate expression.
Do the children interpret the information they have effectively?
Use syntax and context when reading for meaning.
You will need to write these unfinished sentences on the board:
The children…the race.
They…the sports day.
They…at Jo’s wedding.
Then the missing words:
‘watched’ ‘saw’ ‘looked’
(Clarifying) Ask the children to fill in the gaps with words that make sense, without using their books,
writing out the whole sentence.
• Ask them to write a new sentence using one of the verbs.
Do the children recognise that the word ‘at’ affects their choice of verb?

Speaking, listening and drama activities


Take turns to speak and listen to others’ suggestions.
• Look together at the illustration on pages 18–19.
• Sit the children in a circle. Ask them to think about how the police would go about finding the
burglars if they didn’t have Wilma’s video.
• Ask them, in turn, to add one thing each to a description of the two burglars to give to the police.
• Ask the children to imagine what the burglars are saying to each other.

2 © Oxford University Press 2014


Writing activities
Create short simple texts on paper that combine words with images.
• Ask the children to draw a ‘wanted poster’ of the burglars and label it with key words about their
appearance.
Are the children able to use imaginative, descriptive vocabulary?

For teachers
Helping you with free eBooks, inspirational
resources, advice and support
For parents
Helping your child’s learning
with free eBooks, essential
tips and fun activities

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

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