Ort BCK Icecream Tns

Oxford Level 1+ More First Sentences C
The Ice Cream

Teaching Notes Author: Gill Howell
Comprehension strategies Decodable words
• Comprehension strategies are taught an, at, big, can, get, on, run, van, yes
throughout the Teaching Notes to
enable pupils to understand what they Tricky words
are reading in books that they can read come, I, ice cream, Kipper, look, no, oh, one, out, splat, that, the, to, want
independently. In these Teaching Notes
the following strategies are taught: = Language comprehension
Prediction, Questioning, Clarifying,
= Word recognition
Summarising, Imagining
Group or guided reading

Introducing the book
(Clarifying, Prediction) Look together at the cover. Ask the children: Who is in the picture? What do
you think might happen in this story?
• Read the title, pointing to the words. Ask: What kind of ice cream do you like?
Look at the pictures in the book to see what happens and encourage the children to find and point to
the words ‘ice cream’ in the text.
• Use some of the words in the chart above as you discuss the story.
(Clarifying) Read the story so that the child can hear it as a rhyme. Ask: What do you notice about
the story? Which words rhyme?
• Read it again and wait for the children to supply the rhyming words.
(Prediction) Ask: What do you think Kipper said to the man on page 8? What do you think the man
said to Kipper?
Strategy check
Remind the children to read from left to right.
Independent reading
• Ask the children to read the story aloud. Praise accurate reading and the use of phonics to read new
words. Prompt them, if necessary.
Check that children:
• notice and talk about the words that rhyme
• use comprehension skills to work out what is happening in the story.
Returning to the text
(Questioning, Clarifying) Check children’s understanding and clarify any misunderstandings by asking
a variety of questions that require recall, inference and deduction such as: Where are the children in
the story? What kind of ice cream did Kipper buy? What happened to Kipper near the end?
Ask the children to find the words ‘ice cream’ in the text (pages 1 and 2).
(Summarising) Ask children to retell the story in two or three sentences.
1 © Oxford University Press 2014

Group and independent reading activities
Read simple words by sounding out and blending from left to right.
Find ‘can’ on page 1. Model segmenting it into phonemes in order and then blending them to read
the word. Ask the children to find ‘can’ again on this page. Together, say each sound separately. Cover
the ‘c’ in the first ‘can’, so only ‘an’ is showing. Ask: Which two sounds do these two letters make?
Find the word ‘an’ on this page.
Can the children show you how to read ‘get’ by sounding the letters?
Link sounds to letters, naming and sounding the letters.
Find ‘big’ on page 4. Model segmenting it into phonemes and blending them to read the word. Ask
everyone to say the three sounds. Talk about the beginning and ending sounds. Ask: What does the
word begin with? What does it end with?
Can the children match the sounds of ‘b’ and ‘g’ to their letter names?
Read a range of familiar and common words independently.
Ask the children to find ‘run’ on page 2. How did they know which word it was? Talk about the
strategy used. If necessary, model segmenting it into phonemes (r–u–n) and matching the phonemes
with the letters on the page.
Can the children find the word ‘van’ on the same page and read it using the same strategy?
Show an understanding of story elements, e.g. sequence of events, openings. Retell narratives in the
correct sequence, drawing on language patterns of stories.
(Questioning) Ask questions to help children recall the sequence of events, such as: What did Kipper
want at the start of the story? What did he do? What happened then? What happened to him in the
end? Read the story again, asking the children to listen for words that rhyme. Write ‘that’ and ‘splat’.
Can the children retell the story using the rhyming words?
Speaking, listening and drama activities

Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
• Together, think of questions to ask Kipper, e.g. What kind of ice cream do you like?, What made you
trip over?, Were you worried when you saw what happened to the ice cream?
• Demonstrate how to react in role by pretending to be Kipper yourself. Invite the children to ask
you questions.
Writing activities
Attempt writing for various purposes.
• Ask the children about the sorts of ice creams that they like.
• Talk about flavours and words for ‘cold’. Put them together, e.g. ‘lemon snow’. Talk about what this
ice cream would look like.
(Imagining) Ask the children to think of an ice cream they would like to eat. Allow them to draw this
and then invent a name for their own ice cream.
Do the children attempt to write names for the new ice creams?
For teachers
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www.oxfordowl.co.uk
2 © Oxford University Press 2014

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Oxford Level 1+ More First Sentences C

The Ice Cream

Group or guided reading

1 © Oxford University Press 2014

Speaking, listening and drama activities

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