Oxford Level 1+

Big, Bad Bug

Author: Roderick Hunt
Illustrator: Alex Brychta
Teaching Notes author: Kate Ruttle
Information about assessment and curriculum links can be found at the end of these Teaching Notes.

= Language comprehension
= Word recognition

Group or guided reading

Introducing the book
(Predicting) Read the title, pointing to the words, and showing the picture. Encourage children to
use prediction: What do you think is going to happen in this story?
Look through the book, talking about what happens on each page. Can children identify any
of the bugs?

Strategy check
Remind the children to read from left to right and to sound out words.

Independent reading
Ask the children to read the story aloud. Praise and encourage them while they read, and prompt
as necessary.
(Clarifying) Ask the children to explain what the story is about. Did Dad find a bug?
Check that the children:
use phonic knowledge to sound out and blend the phonemes in words (see chart below).
use comprehension skills to work out what is happening.
Make a note of any difficulties the children encounter and of strategies they use to solve
problems.

Returning to the text

(Clarifying) Look at page 4. Can the children tell you where Chip found his bug?
Look at page 4. Ask them to sound out the word c-u-p cup.
(Clarifying) Ask Where did Dad’s bug come from?
Discuss any words the children found tricky and talk about strategies used.

Group and independent reading activities

Hear and say sounds in words in the order in which they occur.
Give each child three counters. Tell them that they will need to use one counter to show each of
the sounds they hear in a word.
Model the task. Say the word big. Repeat it, this time allowing a slight pause between each of
the sounds b-i-g. Say the word one more time with distinct pauses between each sound b – i – g.

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 As you say each sound, push one counter forward, so the children see you have all three
counters pushed forwards.
Now work together to consider the word bug. Go through the processes as before with
the children.
Can the children work independently to do the same task for the words: bad, pot, bag,
cup, in, on?
Can children show how many sounds there are – and tell you which sounds they are – for
some of the words on page 5?
Use phonic knowledge to write simple, regular words.
Write the words: A bug on a and tell the children that you are going to tell them different
ways to finish the sentence and ask them to spell the final word each time.
Start with cup. Before children write, sound-talk the word together c-u-p cup. Can children
show you on their fingers how many sounds there are in the word and the order in which
they have to represent them? Ask children to write the word cup.
Repeat for other places the children found or kept bugs: lid, bud, log, bag, pot.
Look at the letters each child used to represent each of the words. Are they showing
3 letters each time? Are they the appropriate choice of letters?
Extend vocabulary, exploring the meanings and sounds of new words.
(Imagining) Reread the story aloud to the children.
Look at the way Dad describes his big, bad bug. It’s as big as a rat.
Show children a potato. What else might a potato bug be as big as?
Explore ideas and language. Help the children to develop lots of ideas for completing the
simile, e.g. As big as a: bat, can, apple, camera, ball,
computer mouse.
Can each child suggest an appropriate way to complete the simile?

Speaking, listening and drama activities

Use talk to organise, sequence and clarify thinking.
You will need: potatoes or small boxes, pipe cleaners, matchsticks, straws, wobbly eyes,
tissue paper, coloured cellophane ... and any other appropriate craft pieces.
Give the children the opportunity to make their own version of Dad’s big, bad bug.
Reread the book together, focusing on Dad. At which point did he decide to make
his own bug?
Let the children work in pairs, as independently as possible, working together to build their
own big, bad bug.
Listen to the children’s use of language for negotiating, organizing, sequencing and clarifying
their thoughts.

Writing activities
Writes things such as labels.
Ask the children to draw all of the places the children found bugs in
the book.
They can then label their drawings, sounding out the letters they For teachers
need for each word. They could use computers for this activity. Helping you with free eBooks, inspirational
resources, advice and support
Check which sounds children are able to represent in each word. For parents
Helping your child’s learning
with free eBooks, essential
tips and fun activities

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© Oxford University Press 2014
 Big, Bad Bug (Oxford Level 1+) curriculum coverage chart
Links to Oxford Ros Wilson Reading Criterion Scales:
• Can blend CVC words (e.g. bag, log, rip). (RCS Emergent Grade, 16)
• Can use their knowledge of letter/sound correspondences to help them read simple unknown words.
(RCS Emergent Grade, 17)
• Can use pictures to predict what is happening in a story. (RCS Emergent Grade, 21)
• Can use phonic knowledge at current level to attempt unknown words. (RCS Emergent Grade, 22)
• Can talk about the main points/key events in a text (e.g. main story setting, events, principle character).
(RCS Emergent Grade, 24)

Comprehension strategies
• Comprehension strategies are taught throughout the Teaching Notes to enable pupils to understand what they are
reading in books that they can read independently. In these Teaching Notes the following strategies are taught:
Predicting, Clarifying, Imagining

ENGLAND The National Curriculum in England: Reception

EYFS The activities in this book develop all areas listed within the following Early Learning
Goals: 01, 02, 03, 09, 10.

Letters and For children Phonemes introduced and HF tricky Context words
Sounds working within revisited in this book: words Kipper, Chip
Phase 2 b, ff; s, a, t, p, i, n, d, g, o, c,
u, r, h, b, l

SCOTLAND Curriculum for Excellence: Literacy and English experiences and outcomes – Early Level
Listening and As I listen and talk in different situations, I am learning to take turns and am developing my
talking awareness of when to talk and when to listen (LIT 0-02a / ENG 0)
I listen or watch for useful or interesting information and I use this to make choices or learn new
things (LIT 0-04a)
As I listen and take part in conversations and discussions, I discover new words and phrases which
I use to help me express my ideas, thoughts and feelings (LIT 0-10a)

Reading I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn
(LIT 0-01a / 0-11a / LIT 0-20a)
I explore sounds, letters and words, discovering how they work together, and I can use what I
learn to help me as I read and write (ENG 0-12a / LIT 0-13a / LIT 0-21a)
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)
I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different
ways (LIT 0-19a)

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)
Within real and imaginary situations, I share experiences and feelings, ideas and information in
a way that communicates my message (LIT 0-26a)

WALES Literacy and Numeracy Framework: Reception

Oracy Learners are able to talk about things from their experience and share information (YR_OracSpea.1)
Learners are able to exchange ideas in one-to-one and small group discussions, e.g. with friends
(YR_OracColl.1)
Learners are able to take part in activities alongside others, with some interaction (YR_OracColl.2)

Reading Learners are able to recognise that words are constructed from phonemes (sounds) and that
phonemes are represented by graphemes (written letters):
– blend combinations of letters (YR_ReadStrat.2i)
– segment combinations of letters (YR_ReadStrat.2ii)
Learners are able to read simple captions and texts recognising high-frequency words (YR_ReadStrat.4)
Learners are able to make meaning from visual features of the text, e.g. illustrations, photographs,
diagrams and charts (YR_ReadStrat.7)
Learners are able to follow texts read to them and respond appropriately (YR_ReadResp.2)

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 Writing Learners are able to convey meaning through pictures and mark making (YR_WritMean.2)
Learners are able to discriminate between letters (YR_WritGPSH.3)

NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Primary Level 1
Talking and Pupils can understand short explanations and simple discussions (L1_com_talk.1iii)
listening Pupils can use vocabulary from within their experience to describe thoughts and feelings
(L1_com_talk.3)
Pupils can listen for information (L1_com_talk.1i)
Pupils can make eye contact and take turns whilst engaging in conversation (L1_com_talk.6)

Reading Pupils show understanding of the meaning carried by print, pictures and images (L1_com_read.1)
Pupils can understand that words are made up of sounds and syllables and that sounds are
represented by letters (L1_com_read.2i)
Pupils can read and understand familiar words, signs and symbols in the environment
(L1_com_read.3i)
Pupils can talk about what they read and answer questions (L1_com_read.5)

Writing Pupils can express thoughts, feelings and ideas, from within their experience, using symbols,
pictures, words, phrases and simple sentences (L1_com_writ.2)
Pupils can write words using sound-symbol correspondence (L1_com_writ.4i)

© Oxford University Press 2014