Pat
by Sascha Goddard illustrated by Beth Hughes
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OXFORD READING FOR COMPREHENSION
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics Say these sounds s a t p
Developing Vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise this word before reading:
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.
www.oxfordowl.com.au
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Acknowledgement of Country
Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.
pat
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Sascha Goddard
illustrated by Beth Hughes
Pat SAMPLEPAGES
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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tap tap
2
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
pat pat SAMPLEPAGES
3
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tap tap
4
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5
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6 sssssssss
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pat pat SAMPLEPAGES
7
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8
tap tap
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9
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Pat! SAMPLEPAGES
10
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tap tap
11
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. What game do you think these people are playing? What do you think will happen in this story?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 2: Where do you think these people are?
• Page 4: Why do you think the words ‘tap tap’ are in a special bubble?
• Page 6: What is making the ‘ssss’ sound?
• Page 9: What happens after the girl knocks on the door?
• Page 10: As well as being the dog’s name, what else does the word ‘pat’ mean in the story?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.
SAMPLEPAGES
Published in Australia by Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia.
© Oxford University Press 2023
The moral rights of the author have been asserted.
First published 2023
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer.
ISBN 9780190339364
Illustrations by Beth Hughes Designed by Oxford University Press Printed in China by Leo Paper Products Ltd Oxford University Press Australia & New Zealand is committed to sourcing paper responsiblyNo part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Oxford Reading Level
Fully decodable Fiction
Letters and Sounds: Phase 2, Set 1 Phonics focus: s, a, t, p
1
HUMANITIES & SOCIAL SCIENCES visit us at oup.com.au or contact customer support at oup.com.au/help It is Pat! SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics Say these sounds
s a t p
High-frequency word
This is a common high-frequency word that you will encounter in this book: a
Developing vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise this word before reading:
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.
www.oxfordowl.com.au
SAMPLEPAGES
Acknowledgement of Country
Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.
Warning to First Nations Australians
Aboriginal and Torres Strait Islander peoples are advised that this publication may include images or names of people now deceased.
sap
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Tap, Tap
by Joanna LakeSAMPLEPAGES
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2
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pat
3
pat
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pat pat
4
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sap
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5
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
tap tap
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6
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sssssssss
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7
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a
8
tap
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9
sssssssss
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pat pat
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10
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11
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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12
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. Where do you think this book might be set? What kinds of things make a ‘tap tap’ sound?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: What sound does the bouncing ball make in this picture?
• Page 4: Why do you think the girl is patting the soil?
• Page 6: How does the author let us know that the man is using the hammer?
• Page 8: What is another word or words for ‘tap’?
• Page 10: What would make another good title for this book?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.
Published in Australia by Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia.
© Oxford University Press 2023
The moral rights of the author/s have been asserted.
First published 2023
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition on any acquirer.
ISBN 9780190339388
Designed by Oxford University Press
Printed in China by Leo Paper Products Ltd
Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.
Acknowledgements
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The publishers would like to thank the following for the permission to reproduce photographs:
Lopolo/Shutterstock, Cover, back cover; Makalish Andrey/Shutterstock, p.1, p.6, p.12 bottom; Becky Sheridan/Shutterstock, p.2; Liderina/ Shutterstock, p.3, p.12 top; Tatevosian Yana/Shutterstock, p.4, p.12 middle; Maria Arts/Shutterstock, p.5; Lucy M Ryan/Shutterstock, p.7; Suzanne Tucker/Shutterstock, p.8; suparerg/123RF.com, p.9; Ground Picture/ Shutterstock, p.10; Monkey Business Images/Shutterstock, p.11
We have made every effort to trace and contact all copyright holders before publication. If notified, the publisher will rectify any errors or omissions at the earliest opportunity.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
1 Oxford Reading Level Fully decodable Non-fiction Letters and Sounds: Phase 2, Set 1 Phonics focus: s, a, t, p HFW: a HUMANITIES & SOCIAL SCIENCES visit us at oup.com.au or contact customer support at oup.com.au/help Tap and pat. SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Just Like Mum
by Sascha Goddard illustrated by Beth Hughes
SAMPLEPAGES
OXFORD READING FOR COMPREHENSION
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics
Say these words
In some words one sound is made by two or three letters, e.g. s-qu-ea-l becomes squeal. Some decodable words in this book are:
squeal friends cleaned
High-frequency words
These are some common high-frequency words that you will encounter in this book:
by very waterDeveloping vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:
massive bubbly school unhappy grandchild
SAMPLEPAGES
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.
www.oxfordowl.com.au
Acknowledgement of Country
Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Sascha Goddard
illustrated by Beth Hughes
Just Like Mum SAMPLEPAGES
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Mum had some huge news for Alba and Finn.
2
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“Mama Carmen will come and live with us!” said Mum.
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Everybody was very happy. Alba let out a massive squeal.
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3
“My Mama Carmen is the best nan ever!” she said.
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4
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That night, Alba was not sleepy. She was too excited. Mama Carmen was so funny and bubbly.
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5
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Mama Carmen could do magic tricks. She was a very good chef, too. They would have so much fun!
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6
At school, Alba told her friends.
“Mama Carmen will live with us!” she said. “She will fly from her town in a huge plane.”
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7
“Hey, Alba, which room will Mama Carmen sleep in?” asked her friend Chris.
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“Maybe in the tiny study,” said Alba.
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8
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After school, Mum spoke to Finn and Alba. “We will need to make some changes,” said Mum. “Mama Carmen will sleep in Alba’s room.”
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9
“What about me?” asked Alba.
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“I’m very sorry, but Mama Carmen needs the space,” said Mum. “You will have the study as a bedroom now.”
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10
Alba was shocked. “But I love my room!” she said. She ran to her room and began to cry.
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11
Alba’s tummy felt all twisty. She loved her room just as it was. It was her room.
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12
“Mum, I want things to stay as they are,” said Alba. “Mama Carmen could sleep in the study. Or Finn can!”
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13
“Alba, I can see you feel unhappy,” said Mum. “It’s a big shift for you. But Dad and I think this is a good plan.”
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14
At dinner, Alba felt very grumpy. She drank some water. She did not eat much at all.
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15
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“Tonight, you and I will have a chat,” Mum said to Alba. “I want to tell you a family story.”
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16
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“Why is everything changing?” asked Alba that night. Mum smiled. “Things shifted for me, too. I was the same age as you,” said Mum.
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17
“My Papa Carlos came to live with my family. I had to give him my room.” Alba looked up at Mum’s face.
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18
The weekend came. Mum, Dad, Alba and Finn cleaned up the study.
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By that night they had made it look sparkly and new.
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Alba was ready to try out her new room. She was proud to be just like Mum.
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19
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Mama Carmen came the next week.
Alba ran to hug her.
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20
“You will have my old room!” said Alba. “Come and see!”
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21
Mama Carmen was very happy when she saw her new room.
“My Alba, you are the best,” she said.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Alba loved life with her funny and bubbly Mama Carmen.
She loved her new room, too.
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22
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23
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When Alba got old, she would want to live with family. She might even live in her grandchild’s room!
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Retell the story
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24
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. Why do you think the story is called Just Like Mum? What do you think will happen in the story?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: What sound did Alba let out?
• Page 7: What do you notice about Alba’s body language in this picture?
• Page 11: What do you think a ‘twisty’ tummy feels like?
• Page 19: What changed for Alba after she spoke with Mum?
• Page 21: How is the author trying to make you feel about changes at home?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.
SAMPLEPAGES
Published in Australia by Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia
© Oxford University Press 2023
The moral rights of the author have been asserted
First published 2023
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition on any acquirer.
ISBN 9780190340087
Designed by Claire Atteia in collaboration with Oxford University Press
Printed in China by Leo Paper Products Ltd
Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.
Illustrations by Beth HughesNo part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Fully decodable Fiction
Letters and Sounds: Phase 5
Alternative pronunciations: y, ch, g, ey
Alternative spellings: /c/, /v/, /w/, /e/, /ow/
HFWs: by, very, water
6 Oxford Reading Level Mum
has some news for Alba.
HUMANITIES & SOCIAL SCIENCES visit us at oup.com.au or contact customer support at oup.com.au/help SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics
Say these words
In some words one sound is made by two or three letters, e.g. th-ey becomes they. Some decodable words in this book are:
echo chef they friends
High-frequency words
These are some common high-frequency words that you will encounter in this book:
by very waterDeveloping vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:
chute Miriwoong Kimberley Dilboong Niyini
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.
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www.oxfordowl.com.au
Acknowledgement of Country
Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.
Warning to First Nations Australians
Aboriginal and Torres Strait Islander peoples are advised that this publication may include images or names of people now deceased.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
In the Spring Springtime 2 Changing Plants 6 Changing Animals 8 Changing People 12 Hot Season 20 A Magical Time 22 Glossary and Index 24 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Cameron Macintosh
Time for changing Springtime
Spring is a season when lots of things happen. People, plants and animals are changing.
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Spring happens between winter and summer.
spring
2
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Lots of buds come out in spring.
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Spring is not as cold as winter. Even grey days feel milder by the time spring arrives.
3
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Time for longer days
In spring, each day gets longer. The weather is mild.
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The sun stays in the sky later each day.
4
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Spring
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5
is a good time to have fun outside.
Longer days mean extra time in the park.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Changing Plants
Time for growth
In spring, lots of plants grow faster than in winter.
Spring sunlight helps plants grow very fast.
6
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Lots of flowers bloom in spring. Bees visit flowers and spread their pollen.
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Pollen helps plants make seeds.
7
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Changing Animals
Time for waking
Some animals sleep for much of winter. In spring, they wake.
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Lots of frogs, like this one, get active.
8
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This Gould’s wattled bat will spend much of spring hunting moths to eat.
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They have not had food for ages. They will be hungry.
9
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Time for babies
In spring, animals such as sheep and goats have babies. Fields echo with bleats and cries.
Baby goats are called kids.
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10
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The babies grow fast in the spring.
11
This kid grew a lot in just one season.
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Changing People
Time for fun
In spring, we can enjoy the brighter days.
It’s fun to swing in the spring air!
12 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
We can hike or ride bikes. We can play team sports.
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Football is fun in spring.
13
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Time for gardening
Spring is a good time to tend to pot plants and backyards.
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Weeds must be pulled up!
14
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The seedlings will grow into carrots.
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It’s a good time to expand the garden, too.
15
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Time for planting
In spring, farmers get their fields ready. Big trucks till the soil so plants can grow.
16
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It is time to plant seeds.
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Farmers give the soil fertiliser.
Chemicals in fertiliser help seeds grow.
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Some fertiliser is made from seaweed.
17
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Some farmers use a truck.
Next, farmers plant seeds. The seeds come out of a chute.
18
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Time for cooking
Spring is a good time to be a chef. There are lots of fresh greens.
These plants will make a tasty stew.
19
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Hot Season
The Miriwoong people of the Kimberley call springtime the hot season.
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Boab trees flower in the hot season.
20
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Niyini gather near water.
The dry part of the hot season is called Dilboong. The Miriwoong people look for Niyini (finches) by following their sounds.
21
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A Magical Time
Spring is a magical time. Lots of things are changing.
Plants grow.
Animals are born.
People enjoy mild weather.
22
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The sun is out. Go and have fun with friends!
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Enjoy the changing surroundings with your friends.
23
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Glossary
bleats: sounds made by goats
chute: a tube that seeds can slide down fertiliser: food for plants
pollen: a sweet powder found in flowers till: turn over the top part of the soil
Index change ................................ 2, 6, 8, 12, 22, 23 grow ....................................... 6, 11, 15, 16, 17 Miriwoong people ..................................... 20, 21 24
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. What do you know happens in spring? What else do you think you might learn in this book?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 4: How do you think the way people spend their time changes when the days get longer and there is more sunlight?
• Page 9: How does the picture and the caption help you understand the information on this page?
• Page 11: What is another word for ‘fast’?
• Page 17: Why do farmers put fertiliser in the soil during spring?
• End-of-text: Do you think the author enjoys springtime? Why or why not?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.
Published in Australia by Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia
© Oxford University Press 2023
The moral rights of the author have been asserted
First published 2023
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition on any acquirer.
ISBN 9780190340100
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Designed by Ana Cosma in collaboration with Oxford University Press
Printed in China by Leo Paper Products Ltd
Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.
Acknowledgements
The publishers would like to thank the following for the permission to reproduce photographs:
Monkey Business Images/Shutterstock, Cover
KarenHBlack/Shutterstock, p.3; Yevhenii Chulovskyi/Shutterstock, p.4; Drazen Zigic/Shutterstock, p.5; Misha KN/Shutterstock, p.6; lkordela/ Shutterstock, p.7, back cover; Viktor Loki/Shutterstock, p.8; Auscape International Pty Ltd /Alamy Stock Photo, p.9; Ginger Design/Shutterstock, p.10; emmanuellegrimaud/Shutterstock, p.11 top; Rosa Jay/Shutterstock, p.11 middle; Linas T/Shutterstock, p.11 bottom; TY Lim/Shutterstock, p.12; caseyjadew/Shutterstock, p.13; Attila Csaszar/Getty Images, p.14; John E. Manuel/Shutterstock, p.15; Pedal to the Stock/Shutterstock, p.16; Manu Reyes/Shutterstock, p.17; oticki/Shutterstock, p.18; Jacob Lund/ Shutterstock, p.19; Howlandsnap/Shutterstock, p.20; David Roy Carson/ Shutterstock, p.21; C J Wheeler / Alamy Stock Photo, p.22 top left; Jurga Jot/ Shutterstock, p.22 top right; Andrew Linscott/Shutterstock, p.22 middle left; Jens Holzmann/Shutterstock, p.22 middle right; Monkey Business Images/Shutterstock, p.22 bottom left; Ulza/Shutterstock, p.22 bottom right; Rawpixel.com/Shutterstock, p.23. (edited)
We have made every effort to trace and contact all copyright holders before publication. If notified, the publisher will rectify any errors or omissions at the earliest opportunity.
The publishers would like to thank the Mirima Dawang Woorlab-gerring for sharing their knowledge about the Miriwoong seasonal calendar.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
6 Oxford Reading Level What is spring like for you? Fully decodable Non-fiction Letters and Sounds: Phase 5 Alternative pronunciations: y, ch, g, ey Alternative spellings: /c/, /v/, /w/, /e/, /ow/ HFWs: by, very, water HUMANITIES & SOCIAL SCIENCES visit us at oup.com.au or contact customer support at oup.com.au/help SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
An Ocean of Sound
by Holly Harper illustrated by Sofia Cardoso
OXFORD READING FOR COMPREHENSION SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics Developing Vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:
idea heartbeat dissolving cough
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.
www.oxfordowl.com.au
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Acknowledgement of Country
Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Holly Harper
Chapter 1 A special guest 2 Chapter 2 Aunty Priya and Cousin Kiran 7 Chapter 3 A flood of noise 9 Chapter 4 A change of view 13 Chapter 5 Too quiet 21
illustrated by Sofia Cardoso
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
An Ocean of Sound SAMPLEPAGES
Chapter 1
A special guest
Sid’s school had a special guest.
“Hello everyone, my name is Ailsa,” the guest said. “I’m here to teach you about mindfulness.”
“What’s mindfulness?” asked Sid.
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“I’ve got an idea,” said Ailsa. “Why don’t I show you?”
2
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Sid breathed in and out. He drew his loop.
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3
“Let’s make a breathing board,” said Ailsa. “Draw a loop with the rhythm of your breathing. Clear your mind. If your mind starts to wander, bring it back to your breath.”
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Ailsa took the class outside.
“The world is an ocean of sound,” she said.
“What can you hear?”
Sid heard birds chirping, his classmates breathing and the leaves rustling.
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“Listen without judgement,” said Ailsa. “Notice your thoughts and feelings, then let them go.
4
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“Everybody pick a leaf and study it,” said Ailsa.
Sid traced the veins in his leaf.
“We are going to focus our thoughts only on this leaf,” said Ailsa. “It’s helpful to do this if we get overwhelmed by our thoughts.”
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5
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Together, the group did a guided meditation.
“Let your shoulders soften,” said Ailsa.
“Focus on your heartbeat. Picture any stress just dissolving away.”
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Sid felt so calm. He couldn’t wait to show his family what he had learned!
6
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Chapter 2
Aunty Priya and Cousin Kiran
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When Sid got home, Aunty Priya and Cousin Kiran were there. They were staying for the week. Sid was happy, but nervous. To be honest, they could be very noisy. It would be hard to relax!
7
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Sid wanted to teach Dad about mindfulness. He got out some paper to make a breathing board. Instead, Kiran scribbled all over it.
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“Dad! Make him stop!” cried Sid.
“Sid, be nice and share with Kiran,” warned Dad.
8
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Chapter 3
A flood of noise
Sid wanted to go for a walk to focus and calm down. Instead, Aunty Priya said they were going shopping. In the car, his aunt roared with laughter. His cousin started to cough. Sid could feel his stress growing.
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9
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Sid tried to meditate in the queue. It was too hard, though. The people were so loud! Sid was hot. He just wanted to leave. The world wasn’t an ocean of sound like Ailsa said. It was a flood of noise!
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10
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At home, Sid tried to calm down by mindfully observing a stick.
“It’s brown,” he thought, “and rough, and … hey!”
Kiran grabbed the stick and threw it.
“Why did you do that?” asked Sid. He felt angry and frustrated.
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11
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Sid was relieved when it was time for bed.
“I’ll meditate when everybody is asleep,” he thought.
“Then I can relax.” Sid stared at the ceiling. He tried to picture his stress slowly dissolving, but …
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12
zzzz
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Chapter 4 A change of view
At school, most of the students were excited to share how they had used mindfulness.
“My family did a guided meditation together,” said Evelyn. “It was great. We all felt so relaxed afterwards.”
13
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“What about a change of scenery?” said Evelyn.
“You should go somewhere less noisy.”
14
“My night wasn’t so good,” grumbled Sid. “If anything, it was tiresome. I love my family, obviously. I just wish they were more like yours!”
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Back at home, Sid tried to take Evelyn’s advice about a change of scenery. He went down to the garden, closed his eyes, and … “Fetch!” shouted Kiran.
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Sam sat nearby, meditating. Sid noticed that she wasn’t bothered by Kiran’s shouting.
15
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“I tried a change of scenery, but it didn’t work,” moaned Sid. “How can you meditate with all this noise?”
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“Maybe you should try a change of view instead,” said Sam. “Remember what Ailsa said? Mindfulness is about being present in the moment.”
16
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“Try to listen without judgement,” said Sam.
It was hard. Sid was annoyed at first. After a few minutes, though, he was able to listen without judgement. He noticed other sounds too – his nan singing and his dad laughing. Sid started to feel calm.
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17
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After a while, Kiran came over to them. “What are you doing?” he asked.
“We’re listening,” Sid told him.
“What are you listening to?” Kiran asked.
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Sid patted the ground beside him. “Why don’t you find out?” he said.
18
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Kiran sat down. Together they listened to the crickets
chirping. They also heard a plane flying overhead and the thud of joggers running past.
“Wow!” said Kiran. “It’s so noisy! Like …”
“An ocean of sound?” said Sid.
“Yes!” squealed Kiran. He started to listen again.
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chirp chirp
19
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Sid taught Kiran how to make his own breathing board.
Kiran traced the loop in time with his breathing.
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Next, Sam taught Kiran mindful observation with a rock.
Kiran ran inside. “Mum! Look at this amazing rock!” he shouted.
20
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Chapter 5
Too quiet
Soon the whole family was practising mindful observation. “This biscuit tin is so shiny!” said Nan. Afterwards, Sid offered to teach them guided meditation. “We were going to go shopping,” said Aunty Priya, “but that can wait. Let’s meditate!”
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21
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Over the next few days, Sid and his family practised mindfulness in different ways. They focused on breathing, meditating, noticing and listening.
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The more Sid listened, the more he noticed how happy everybody was – especially himself!
22
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When it was time for his relatives to leave, Aunt Priya gave him a hug.
“Thanks for teaching us mindfulness, Sid. I haven’t felt this relaxed in years!”
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After they were gone, Sid noticed something else.
“Now it seems too quiet!” he said.
23
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Retell the story SAMPLEPAGES
24
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. What do you think will happen in this story? Where do you think the sounds in the story might come from?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: What is a breathing board?
• Page 8: If you were Sid, how would you feel in this situation?
• Page 15: What does the word ‘nearby’ mean?
• Page 19: What is the main idea on this page?
• Page 23: Who was your favourite character in this story? Why?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
SAMPLEPAGES
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.
Published in Australia by Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia
© Oxford University Press 2023
The moral rights of the author have been asserted
First published 2023
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition on any acquirer.
ISBN 9780190340360
Designed by Ruth Comey in collaboration with Oxford University Press
Printed in in China by Leo Paper Products Ltd
Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.
Illustrations by Sofia CardosoNo part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
8 Oxford Reading Level Sid tries to practise mindfulness. Will it be too loud? Fully decodable Fiction SOCIAL EMOTIONAL LEARNING visit us at oup.com.au or contact customer support at oup.com.au/help SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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OXFORD
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics
Developing vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:
perceive familiar businessperson subtle
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.
www.oxfordowl.com.au
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Acknowledgement of Country
Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.
Warning to First Nations Australians
Aboriginal and Torres Strait Islander peoples are advised that this publication may include images or names of people now deceased.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Being
Our Best Traits 2 Kindness 4 Understanding 8 Creativity 12 Patience 16 Being Our Best 22 Glossary and Index 24 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Cameron Macintosh
Our Best
Our Best Traits
Each of us has wonderful character traits that we can share with other people. Our best traits can make other people’s lives better. These include traits such as:
• kindness
• understanding
• patience
• creativity.
We can be kind by giving to others.
2
SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
We can become more creative through practice.
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Everyone can work to develop these types of traits. This can help us improve our relationships with the people in our lives. It can also help us become more willing to consider other people’s choices and beliefs.
3
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Kindness
Kindness means being thoughtful and friendly to others. We can show kindness through kind words. We can also show it through actions that make other people’s lives better in some way.
Helping other people is one way to show kindness.
4
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True kindness involves doing something for other people without wanting anything in return. The best reward for kindness is often thanks or a smile.
We should always show our thanks when other people are kind to us.
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5
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Nic Marchesi and Lucas Patchett
Nic Marchesi and Lucas Patchett were saddened to see so many people in their city sleeping rough. They decided to help these people. They offered to wash and dry their clothes and belongings for free.
Nic and Lucas feel honoured to be able to support people facing homelessness.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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A team of volunteers enjoy chatting with friends in need out on shift.
They put washing machines and dryers in a van and drove it around the city. They soon had a small fleet of vans. Now they service Australia and New Zealand, too. Some vans have showers on board.
7
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Understanding
Understanding helps us know the right thing to do. It helps us perceive what is true. People often gain understanding from the hard things they go through in life.
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One way to gain understanding is through study.
8
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We can gain understanding by listening to other people’s perspectives.
Understanding also includes showing sympathy and tolerance. We can show understanding in how we respond to other people. We can stay calm and show respect.
9
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Luz Restrepo
Luz Restrepo left her home country to stay safe. She felt lonesome in her new home because she did not know anyone. However, she soon found other people who faced the same issues.
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Luz Restrepo helps others.
10
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Luz had many hard-working helpers who shared her mission.
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They shared some of the problems familiar to many people in a new country. Together, they made crafts and sold them to raise money to help others. Luz helps many people build new skills.
11
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Creativity
Creativity is using our imagination to come up with new ideas or make new things. It can also mean using our imagination to solve problems. Many people show their creativity through arts, such as painting or dancing.
These creative children are painting art on a beige wall.
12
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There are many things we can do to grow our creativity. We can choose an art form and practise it often. We can also study other people’s creativity to see how they do what they do.
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Watching other people can help us become more creative.
13
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William Kamkwamba
William Kamkwamba is a young man from Malawi. When William was 14, he lived on a farm with no access to power. He decided to build a windmill with wind turbines to make power. William taught himself to make spinning wind turbines.
14
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William reused materials he found.
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William found scrap parts on the farm. He put them together to make windmills that could power his home. He also built a windmill that could move water to where it was needed on the farm.
15
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Patience
Patience is the skill to wait for something no matter how long it takes. A patient person can work towards a goal for as long as it takes to achieve it.
Many things worth doing take patience.
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16
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When plans don’t work out, we need to keep trying.
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Patient people can keep doing something even when it seems very hard. They can even have a laugh about things when they are not going quite to plan.
17
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Wally Funk
Wally Funk waited a long time to achieve her goal.
Wally trained as an astronaut when she was 22 years old. She didn’t go into space until she was 82.
Wally’s dream was always to go into space.
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18
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In 1961, NASA trained a group of 13 female pilots, including Wally. The female pilots did better in many tests than the male trainees. However, NASA never sent the women into space. They sent men instead.
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Wally Funk took many tests while she was a trainee astronaut.
19
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After a lifetime of working as a pilot and flight instructor, Wally’s patience finally paid off. She put on a spacesuit and went soaring into the sky.
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In 2021, Wally fulfilled her dream of going into space.
20
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Wally went into space in a spacecraft owned by a businessperson. She had waited six decades for the opportunity. She was the oldest person ever to travel to space.
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Wally hoped for the view of a lifetime from this spacecraft.
21
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Being Our Best
We can all show kindness, wisdom, creativity and patience in many ways, including in small, subtle ways. This could be through kind words or the sharing of ideas.
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We can be our best in all sorts of wonderful ways.
22
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Ways We Can Be Our Best
We can share our things or help others.
We can read or listen to others.
We can develop ideas and find ways to share them.
We can keep working on our goals over time.
23
Kindness Understanding Creativity Patience SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
24 Glossary perceive: to see or understand subtle: something that is not very obvious sympathy: the ability to share other people’s feelings traits: ways of acting turbines: machines with blades turned by wind or water Index art/s ..............................................................................12, 13 beliefs ..................................................................................... 3 goals ..................................................................... 16, 18, 23 imagination ......................................................................... 12 practise ................................................................................ 13 relationships .......................................................................... 3 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. Why do you think this book is called Being Our Best? What kinds of people do you think you’ll read about in this book?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 6: What did Nic Marchesi and Lucas Patchett decide to do to help people facing homelessness?
• Page 10: Point to the caption on this page. How does this help you to understand the picture?
• Page 12: Share a time where you have done something creative.
• Page 16: What does the word ‘achieve’ mean?
• Page 24: What was your favourite part of this book? Why?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
SAMPLEPAGES
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Published in Australia by Oxford University Press
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First published 2023
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Acknowledgements
The publishers would like to thank the following for the permission to reproduce photographs: AnnaStills / Shutterstock, Cover; SewCream / Shutterstock, p.2; Jules Ingall/Getty Images, p.3; AnaLysiSStudiO / Shutterstock, p.4; Just Life / Shutterstock, p.5; Photos courtesy Orange Sky, p.6, p.7; Chinnapong / Shutterstock, p.8; Lev Dolgachov / Alamy Stock Photo, p.9; Photos courtesy Luz Restrepo, p.10, p.11; Jeffrey Isaac Greenberg 2+ / Alamy Stock Photo, p.12; Kuznetsov Dmitriy / Shutterstock, p.13; Photos courtesy Moving Windmills Project and Tom Rielly, p.14, p.15; trambler58/Shutterstock, p.15 left; 3d_man/ Shutterstock, p.15 right; photka/Shutterstock, p.15 background; SeventyFour / Shutterstock, p.16; Monkey Business Images / Shutterstock, p.17; ABACA / Shutterstock, p.18; Carl Iwasaki/Getty Images, p.19; ZUMA Press, Inc. / Alamy Stock Photo, p.20, p.21; MNStudio / Shutterstock, p.22, back cover; FamVeld / Shutterstock, p.23 top (1); Maya Afzaal / Shutterstock, p.23 top (2); Tatevosian Yana / Shutterstock, p.23 top (3); wavebreakmedia / Shutterstock, p.23 top (4); Patrick Foto / Shutterstock, p.23 bottom (1); Edward_Indy / Shutterstock, p.23 bottom (2); Ground Picture / Shutterstock, p.23 bottom (3); Olena Shvets / Shutterstock, p.23 bottom (4)
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