The End of the Road
by Sascha Goddard
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.
illustrated by Beth Hughes
SAMPLEPAGES
Phonics
Say these words
In some words one sound is made by two or three letters, e.g. c-oa-s-t becomes coast. Some decodable words in this book are:
coast thump
High-frequency words
These are some common high-frequency words that you will encounter in this book:
went it’s just help so have were out said
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:
sandwich windmill
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
The End of the RoadSAMPLEPAGES
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Finn, Alba, Mum and Dad got in the car. Pat the dog did too.
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2
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3
They were going to a farm. It was out near the coast.
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Mum took a left turn. They all felt a big thump.
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4
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5
Dad got out to have a look.
“It’s such bad luck,” said Finn.
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6
Soon they were back on the road. Then they were on the exit ramp!
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7
“I just need a rest,” said Mum. “We will be quick.”
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8
At the end of the next road, Mum went right.
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“Are we lost?” said Finn.
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9
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“We just might be,” said Dad. “It’s the big sandwich!” said Alba.
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Then the rain fell down. It fell so hard!
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10
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11
Next, a big gust of wind shook the car.
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12
“We are so near the farm now,” said Mum. “See that windmill on the hill?”
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Finn did see cows on the road.
13
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“We can help them!” said Mum.
Shoo! Moo SAMPLEPAGES
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14
“We are at the end of the road!” said Dad.
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Finn got out of the car.
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15
“We are at the farm!” he said.
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16
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 these people are going? 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 3: What does the word ‘coast’ mean on this page?
• Page 5: Who gets out of the car to look at the tyre?
• Page 8: How do you think the family are feeling now? Why do you think that?
• Page 10: Point to the exclamation mark on this page. Why do you think the author chose
• to use an exclamation mark here?
• Page 15: What happened after the family arrived at the end of the road?
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 9780190339845
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 Hughes
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
4 Oxford Reading Level
Fully decodable Fiction
Letters and Sounds: Phase 4
Phonics focus: adjacent consonant words (CVCC) HFWs: went, it’s, just, help, so, have, were, out, said
On the road to the farm!
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.
Apps Can Help
by Janine Scott
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. t-or-ch becomes torch. Some decodable words in this book are:
without torch books
High-frequency words
These are some common high-frequency words that you will encounter in this book:
went it’s just help so have were out
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:
camcorder lens bulb
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.
SAMPLEPAGES
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.
by Janine Scott
Apps Can Help SAMPLEPAGES
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Apps help us. Without apps, we need a lot of things.
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2
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An app can list jobs. Without an app, you need a pad and pen.
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3
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Now, an app can have all the best bands.
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4
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5
Then, you needed a boom box. You took it out with you.
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6
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This is a fax. Faxes sent letters. Faxes were quicker than the mail. SAMPLEPAGES
Now, you can just send a text. It’s quicker.
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7
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This is a camcorder. It recorded films. It had a big lens.
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8
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Now, you can record films with an app. It’s so quick.
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9
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This is a map book. Map books were kept in the car. SAMPLEPAGES
10
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Now, you can have an app. The app has lots of maps.
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11
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12
bulb
Then, you needed a torch. You put in a bulb if it went out.
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Now, a torch app can help. You can see well at night.
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13
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Apps help us with all sorts of things.
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This app has facts.
14
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We can have fun without apps, too. What apps help you?
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15
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16
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 you will learn about in this book? What kind of app do you think the people in the picture might be using?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: What is another word for ‘pad’?
• Page 7: What was the order in which these types of messages started being used: fax, mail, text?
• Page 9: What is the family doing on this page?
• Page 11: Do you think it’s common to find a map book in a car now? Why do you think that?
• Page 15: Do you think the author likes to use apps? Why do you think that?
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 9780190339869
Designed by Marley Berger 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:
Ines Bazdar / Alamy Stock Photo, Cover; Oleh Liubimtsev/Shutterstock, p.1, back cover; Dana Henry Photography/Shutterstock, p.2 bottom right; Zoonar GmbH / Alamy Stock Photo, p.2 bottom left; Judith Collins / Alamy Stock Photo, p.2 top middle; Steve Outram / Alamy Stock Photo, p.2 top right; Nerthuz / Alamy Stock Photo, p.2 middle; moviephoto/123RF, p.2 top left; Oleksii Sergieiev/123RF, p.3; Happy Together/Shutterstock, p.4, p.16 top left; Krakenimages.com/ Shutterstock, p.5; piyaphun juntraverot/123RF, p.6; WANDER WOMEN COLLECTIVE/Getty Images, p.7; Slatan/Shutterstock, p.8; fizkes/123RF, p.9, p.16 top right; numb / Alamy Stock Photo, p.10; Tero Vesalainen / Shutterstock, p.11, p.16 bottom left; Luis Molinero / Shutterstock, p.12; Avery Del Miller/Shutterstock, p.13; Cyberstock / Alamy Stock Photo, p.14; Hananeko_Studio/Shutterstock, p.15, p.16 bottom right; Ienjoyeverytime/ Shutterstock, p.16 background
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.
visit us at oup.com.au or contact customer support at oup.com.au/help How can apps help you? Fully decodable Non-fiction Letters and Sounds: Phase 4 Phonics focus: adjacent consonant words (CVCC) HFWs: went, it’s, just, help, so, have, were, out HUMANITIES & SOCIAL SCIENCES 4 Oxford Reading Level 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. s-n-ai-l-s becomes snails. Some decodable words in this book are:
moist snails bloom sweet
High-frequency words
These are some common high-frequency words that you will encounter in this book:
from like some come there again
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:
swing sniff fresh
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 Holly Harper
illustrated by Sofia Cardoso
Sam’s Bright Yard SAMPLEPAGES
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2
Sam’s yard was not green. There were brown boxes and a swing.
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3
“I like bright yards,” said Sam. “I have a plan to fix this.”
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4
Sam started to clear up trash from the yard. Sid waited on the stairs.
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5
The buckets were like pots. Sam put in some moist soil.
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6
“Now I will put some seeds in the soil,” said Sam. “It will look so bright.”
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Sam went back again and again. At the end of the week, there were green shoots.
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7
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8
The next week, the sun was hot. Sam’s shoots all started to droop. They went brown.
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9
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“My seeds!” Sam said with a sniff. “Now I will never have a bright yard.”
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on Sam, we can start again,” said Sid. “We will help.”
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10
“Come
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11
Gail got her drill. Sid added the fresh soil. Sam put in some seeds.
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12
In a week, the green shoots were back. Sam took off all the snails.
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13
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Then the yard went black. There was a storm! Dad and Gail hung up the cloth.
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The storm lifted.
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They smell so sweet!
14
In three weeks, the shoots started to bloom.
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15
“Now my yard is green, red and pink,” said Sam. “I like my bright yard.”
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SAMPLEPAGES
16
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 the character on the cover is doing? Have you ever done some gardening before?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 2: Point to the word that describes the colour of Sam’s yard.
• Page 6: Do you think Sam’s plan will work? Why do you think that?
• Page 9: What is another word for ‘yard’?
• Page 13: Why did the author use an exclamation mark on this page?
• Page 15: How did Sam’s yard change throughout the book?
Ask the student to look at the images on the final page of the book and use these to retell the story 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
SAMPLEPAGES
Designed by Lisa Howard 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.
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 9780190339883
Illustrations 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.
4 Oxford Reading Level
Fully decodable Fiction
Letters and Sounds: Phase 4
Phonics focus: adjacent consonant words (CCV, CCVC) HFWs: from, like, some, come, there, again
has a plan for her yard.
Sam
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.
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. t-r-ai-n-i-ng becomes training. Some decodable words in this book are:
smooth training start sports
High-frequency words
These are some common high-frequency words that you will encounter in this book:
from like some there again
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:
lunchbox drink snack
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.
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.
by Sascha Goddard
We Like to Help SAMPLEPAGES
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2
We can all help out. It’s good to have a job.
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SAMPLEPAGES
3
It is my job to fix my bed. I like to smooth the sheets flat.
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I pack my lunchbox and drink. It helps Dad out.
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4
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My job is to hand out the maths books. She tells me I am a star.
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5
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6
I feed the chickens and pick up some eggs. I like my job.
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SAMPLEPAGES
7
There is a sports drill. I come for the training.
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SAMPLEPAGES
8
I like picking up trash from the yard. It’s my job to help out.
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SAMPLEPAGES
9
Some kids are just starting. I help them feel that they belong.
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10
It’s my job to help the sports coach. I get the balls from the shed.
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SAMPLEPAGES
11
It’s my job to get a snack. I like the sweet plums from the tree.
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I help with dinner. I help again the next night. It’s my job. SAMPLEPAGES
12
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13
It’s my job to clear the dishes. I put them on the sink.
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SAMPLEPAGES
14
I grab all my stuff. It’s my job to put it in my room.
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It feels good to help out. Can you help out, too?
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15
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16 16
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 kind of things do you think you will learn about in this book? Who do you think is helping out?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: What does this child like to do with the sheets?
• Page 8: What is another word for ‘trash’?
• Page 9: How does this child’s job benefit the school community?
• Page 13: Why do you think the author keeps using the phrase ‘it’s my job’?
• Page 15: List the jobs you can remember learning about in 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 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 9780190339906
Designed by Vonda Pestana 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: Yaoinlove/Shutterstock, Cover, p.16 top left; JulieanneBirch/ Getty Images, p.1, p.7, p.12, p.16 top right; ZouZou/Shutterstock, p.2, back cover; Iryna Dincer/Shutterstock, p.3, p.15 bottom middle; Daisy Daisy/Shutterstock, p.4; courtneyk/Getty Images, p.5, p.15 top; wavebreakmedia/Shutterstock, p.6, p.15 middle left; Warah38/Shutterstock, p.8, p.16 bottom left; Monkey Business Images/Shutterstock, p.9, p.15 middle right; poltu shyamal/Shutterstock, p.10, p15 bottom left; Tatevosian Yana/ Shutterstock, p.11, p.15 bottom right; pikselstock/Shutterstock, p.13; Denise Andersen/Shutterstock, p.14, p.16 bottom right
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.
SAMPLEPAGES
4 Oxford Reading Level
Fully decodable Non-fiction
Letters and Sounds: Phase 4
Phonics focus: adjacent consonant words (CCV, CCVC) HFWs: from, like, some, come, there, again
How will you help out?
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.
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. c-o-ff-ee becomes coffee. Some decodable words in this book are:
screeching coffee crisp
High-frequency words
These are some common high-frequency words that you will encounter in this book:
children little one do when what love
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:
scrunch downstairs insisted indeed upstairs
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover
SAMPLEPAGES
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 Julie Ellis
illustrated by Ruth Bennett
The Best Buns Ever SAMPLEPAGES
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Kim and Min were cooking buns.
2
“Check the steps,” said Kim.
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“We can do without!” said Min.
SAMPLEPAGES
The buns burnt.
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3
“The pan was too hot when we put them in,” said Kim.
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Flint sprinted to Min and Kim.
4
crunch scrunch SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“The gulls love them, too,” said Min.
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5
The next lot was far too bland.
“We left out the butter!” said Nan.
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6
Downstairs, Clair’s plump hens were screeching for buns.
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“My hens love them,” said Clair.
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The next lot felt just like rubber.
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7
“We put in too much egg mix,” said Kim.
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Nan had one with coffee.
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8
“They are grand. I do like thick buns,” Nan said.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
9
The next lot smelt good, but they were too strong.
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“I spilt this powder,” said Min.
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10
“Good, I love strong buns,” said Nan. “Just a little bit,” Nan added with a sniff.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
11
Then the buns were just too crisp.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“We put in too much of this!” said Kim.
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12
“I love crisp buns with lots of butter,” said Mum.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“The next ones will be softer!” insisted Min.
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13
The next buns were light indeed, but too little!
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“This was not the right cutter,” said Kim.
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The children upstairs took the little buns.
14
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“Can we have the next lot, too?” they said.
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15
“What if we do all the steps?” hinted Kim.
“Then they will be the best buns!” said Min.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
16
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 the characters are doing in the kitchen? What do you think might be the main problem in this story?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: What is wrong with this lot of buns?
• Page 4: Why did Flint sprint over to Min and Kim?
• Page 6: What is the opposite of ‘downstairs’?
• Page 11: What happened to the buns after Min spilt the powder?
• Page 15: What do you think the author is trying to say through telling this 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
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 9780190339920
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.
Illustrations by Ruth Bennett
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
4 Oxford Reading Level
Fully decodable Fiction
Letters and Sounds: Phase 4
Phonics focus: adjacent consonant words (CCVCC, CCCVC, CCCVCC)
HFWs: children, little, one, do, when, what, love
Min and Kim ever get it right?
Will
BIOLOGICAL SCIENCES & CHEMICAL 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.
Pot Plants
Ridgway-Faye
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OXFORD READING FOR COMPREHENSION
Gemma
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-oi-l becomes soil. Some decodable words in this book are:
soil droops
High-frequency words
These are some common high-frequency words that you will encounter in this book:
children little one do when what
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:
clump fronds strands spring
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.
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.
Pot Plants
by Gemma Ridgway-Faye
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
Children can help tend pot plants.
2
Pot plants are green, bright and fun to have.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
What do you need to start?
You just need to pick a plant.
SAMPLEPAGES
3
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
This plant has light green fronds. All the fronds form a thick clump.
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frond
4
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5
Pot plants need to get some light. They will wilt in too much sun and turn brown.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Tree roots do this too.
Pot plant roots twist down into the soil.
SAMPLEPAGES
6
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
A plant needs a drink if it droops. Do not drench it.
SAMPLEPAGES
7
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
8
This plant has little flecks of bright pink.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
This one looks like lots of coins.
Plants do not do well when the room is too hot.
SAMPLEPAGES
Keep the air moist for the plants.
9
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
This pot plant has stems that bend. They can curl and stick up high. stem SAMPLEPAGES
10
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Feed it plant food to help it stand up strong.
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Some plants feed on bugs.
11
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
12
This plant looks like strands of hair. The strands spill down off the shelf. They look like string.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
This plant has sharp points on the end.
point SAMPLEPAGES
13
This plant can hurt you. No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
fresh shoot
14
This plant has a fresh shoot. It will spring up strong and tall.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
You can have lots of pot plants.
15
Pot plants will do well if you tend them.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
16
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 you will learn about in this book? Where do you think the book is set?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 4: What colour are the fronds?
• Page 7: What do you think will happen if you drench a plant?
• Page 9: What is the opposite of ‘moist’?
• Page 13: Why is the word ‘point’ in a green box with an arrow?
• Page 15: What steps did you learn in this book for taking care of pot plants?
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
SAMPLEPAGES
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia
© Oxford University Press
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 9780190339944
Designed by Ruth Comey 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:
Ludmila Kapustkina/Shutterstock, Cover; Tatiana Buzmakova/Shutterstock, p.1, p.7, p.16 top right; RONNACHAIPARK/Shutterstock, p.2, p.16 top left; Kikujiarm/ Shutterstock, p.3; Menno van der Haven/Shutterstock, p.4; Daria Minaeva/ Shutterstock, p.5; Rtimages/Shutterstock, p.6; Gina Kelly / Alamy Stock Photo, p.8 top; DimaBerlin/Shutterstock, p.8 bottom; smirart/Shutterstock, p.9, p.16 bottom left; Sozina Kseniia/Shutterstock, p.10; VH-studio/Shutterstock, p.11 top; Hayati Kayhan/Shutterstock, p.11 bottom; MariaNikiforova/Shutterstock, p.12; Hvarts/Shutterstock, p.13 top; Teerasak/Shutterstock, p.13 bottom; Toyakisphoto/Shutterstock, p.14; Artit Wongpradu/Shutterstock, p.15, p.16 top right; tete_escape/Shutterstock, Back cover
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.
Oxford Reading Level
4
Fully decodable
Non-fiction
Letters and Sounds: Phase 4
Phonics focus: adjacent consonant words (CCVCC, CCCVC, CCCVCC)
HFWs: children, little, one, do, when, what
BIOLOGICAL SCIENCES & CHEMICAL SCIENCES visit us at oup.com.au or contact customer support at oup.com.au/help What pot plants do you like? SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
