Counting the Beat
by Carmel Reilly
illustrated by Tom Jellett
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.
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Phonics Say these words
In some words one sound is made by two or three letters, e.g. f-ir-s-t becomes first. Some decodable words in this book are:
play without cried squeak first true
High-frequency words
These are some common high frequency words that you will encounter in this book:
about saw day Mrs oh people their
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:
Kayla Floyd fiddle
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.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Carmel Reilly
illustrated by Tom Jellett
Counting the Beat SAMPLEPAGES
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2
“Meet the band, Mum,” said Ada. “Floyd will play the fiddle. Kayla will play the recorder.”
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3
“Ada will sing. I will be on drums,” added Kezz.
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4
“Is it true that you were in a band, Mrs Roy?” said Kayla.
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5
“I was the drummer in People Power,” replied Mum. “Now I am teaching Kezz.”
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6
“Can we play in this room?” said Ada.
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7
“It is too little,” replied Mum. “What about the deck?”
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8
First, Ada and Kezz set up the drum kit.
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9
Then, Kayla and Floyd found spots for their stands.
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Floyd was the first to start playing. His fiddle let out an odd squeak.
10
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11
“Oh! Ow!” cried Ada.
Floyd tried again. The squeak was just as bad.
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12
Ted ran up, barking.
“Hush, Ted!” cried Ada. “We cannot hear.”
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13
“Oh, Ted, we can do without that racket,” said Mum.
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Floyd started to play again. His fiddle sounded better now.
14
“Let’s join in,” said Ada.
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The recorder and drums did not blend with the fiddle.
15
“Stop!” Ada cried.
thump squeal screech
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16
“I have no clue how to blend the sounds,” said Ada.
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17
“Well, the drums keep the beat,” said Kezz. “So, let’s start with the drums!”
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Kezz started playing first.
He counted the beats as he hit the drums.
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18
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Next, Kayla and Floyd added in their parts.
Then, Ada began to sing.
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19
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20
“This is good!” cried Kezz, twirling a drumstick in the air.
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Ted saw the drumstick.
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21
He put his paws up. Then he started to howl.
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22
“Ted wishes he was in the band, too!” said Floyd.
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23
“No,” said Ada. “He just spent all day wishing he had that drumstick.”
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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. What do you think these characters will do in the story? Where do you think the story takes place?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 5: Who is learning the drums?
• Page 10: What happened after Floyd started playing?
• Page 13: What does the word ‘racket’ mean?
• Page 17: What types of punctuation has the author used on this page?
• Page 20: How do you think Kezz is feeling here? How do you know?
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
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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 9780190339968
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.
Illustrations by Tom Jellett
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
5 Oxford Reading Level
Fully decodable Fiction
Letters and Sounds: Phase 5
Phonics focus: ay, ou, ie, ea, oy, ir, ue, aw
HFWs: about, saw, day, Mrs, oh, people, their
visit us at oup.com.au or contact customer support at oup.com.au/help
will the band ever sound good? ART, DESIGN, TECHNOLOGY SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
How
The Joy of Songs 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-t-r-ea-m becomes stream. Some decodable words in this book are:
magpie stream stir dawn
High-frequency words
These are some common high-frequency words that you will encounter in this book:
about saw day people their
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:
background venues soundtracks uplifting
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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
Songs Songs Each Day 2 Background Songs 4 Songs Out and About 8 Songs at Gigs 14 Soundtracks 16 Teaching with Songs 18 Songs of Joy 22 Look It Up 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.
The Joy of
Songs Each Day
Songs are part of each day.
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Songs can bring joy.
2
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Do you hear songs each day? I bet you do!
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Songs might play in the car.
3
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Background Songs
Some people play songs when eating.
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Songs at dinner can be fun.
4
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Some people enjoy songs when they cook.
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Sway and stir!
5
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Songs help some people with art.
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Tie the strings as you hear relaxing jazz.
6
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Songs can block out loud sounds.
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Put on songs and read.
7
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Songs Out and About Songs bring joy to trips.
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Sing out loud!
8
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Blues tracks are fun for road trips.
9
Some people enjoy their songs in the car.
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Trips feel quicker with songs.
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Earbuds are good for train trips.
10
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A strong beat can help when you run.
11
Some people play songs so they go quicker!
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You might hear songs at the shops.
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You can play them, too.
12
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Birds caw their songs at dawn.
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This magpie is singing.
13
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Songs at Gigs
People go to venues to hear bands.
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Fans gather.
14
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Joy is in the air. Fans bond.
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The fans were delighted when they saw the band.
15
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Soundtracks
Songs in films can express feelings.
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This film ends with an uplifting song.
16
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A soundtrack is the songs and sounds in a film. Stream
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17
a soundtrack you like.
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Teaching with Songs
The teacher might invent a song. Songs help us remember things.
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18
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The teacher might lead a song.
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19
When we all sing, there is a lot of sound!
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The teacher might teach some steps.
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Dip and slide
20
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He likes to twist and twirl.
21
It’s fun to stay fit with songs.
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Songs of Joy
Each day brings lots of songs!
When do you enjoy songs?
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22
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Songs can bring joy.
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23
Start each day with a song!
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Look It Up
bond: get to like someone
caw: a harsh and loud bird call express: say what you are thinking or feeling venues: spots where bands and singers
24
can
Index band/s..................................................14,
singing ................................................... 8,
teacher .........................................
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play
15
13
18, 19, 20
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 book is called The Joy of Songs? What do you think you will learn in this book?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: How do you think the people singing in the car are feeling? What makes you think this?
• Page 7: What word on this page is the opposite of ‘quiet’?
• Page 11: Why do you think the author decided to use an exclamation mark after the word ‘quicker’?
• Page 17: What is a soundtrack?
• Page 22: Is this book fiction or non-fiction? How do you know?
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 9780190339982
Designed by Kerri Wilson McConchie 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:
hanapon1002/Shutterstock, Cover; George Rudy/Shutterstock, p.2; Prostock-studio/Shutterstock, p.3, p.23 bottom; Gorodenkoff/ Shutterstock,
p.4; PR Image Factory/Shutterstock, p.5; fizkes/Shutterstock, p.6; MR.Yanukit/Shutterstock, p.7; Dziurek/Shutterstock, p.8; Soloviova Liudmyla/Shutterstock, p.9; Pavel L Photo and Video/Shutterstock, p.10; Zoteva/Shutterstock, p.11; Erickson Stock / Alamy Stock Photo, p.12; Hatchapong Palurtchaivong/Shutterstock, p.13; Avalon.red/ Alamy Stock Photo, p.13 inset; Matt Crossick / Alamy Stock Photo, p.14; PeopleImages.com - Yuri A / Shutterstock, p.15, p.16; courtneyk/Getty Images, p.17; Ground Picture/Shutterstock, p.18, p.23 top right; SpeedKingz/Shutterstock, p.19; BearFotos/ Shutterstock, p.20, p.21, p.23 middle, back cover; Ruslan Huzau/ Shutterstock, p.22.
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.
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5 Oxford Reading Level
Fully decodable Non-fiction
Letters and Sounds: Phase 5
Alternative spellings: /ar/, /air/, /or/, /ur/, /oo/, /ai/, /ee/, /igh/, / oa/, /(y)oo/, /oo/, sh/, /zh/
Phonics focus: ay, ou, ie, ea, oy, ir, ue, aw
HFWs: about, saw, day, people, their
HFWs: your
ART, DESIGN, TECHNOLOGY
can bring joy all day. visit us at oup.com.au or contact customer support at oup.com.au/help
Songs
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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 words
In some words one sound is made by two or three letters, e.g. ph-ew becomes phew. Some decodable words in this book are:
alley—phew—time—home
High-frequency words
These are some common high-frequency words that you will encounter in this book: made—came—make—time—Mr—ask—asked—looked
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:
athlete—volleyball—trapeze—sauntered—hurdles
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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
Up in the Air SAMPLEPAGES
illustrated by Alex Patrick
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Marc loved to run. Tooba did not understand. She did not love to run.
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2
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3
At lunch, Marc sped outside. It was time for his laps.
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“Ask first!” fumed Mr Paul.
4
When it was home time, Marc sprinted out again.
whoosh
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“Look out,” yelled Tooba.
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Marc dashed and sprinted. His dog Joe came too.
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5
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6
The next day, it was time for laps.
“There goes Marc!” said Raf. “Phew!” said Dal.
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7
A few kids liked to run, but that did not include Tooba.
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“You are such a good athlete. How come you never join in?” Marc asked Tooba.
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9
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“I am a whiz at volleyball and trapeze,” replied Tooba. “Running is just dull.”
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10
“What?” cried Marc. “Running is not dull! Come on, I will take you jogging.”
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11
At home, Phillipa made a snack. Then they went outside.
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12
“I bet you will enjoy running with us,” said Phillipa. “OK,” said Tooba.
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13
Marc hummed a tune. The sunshine was bright, but Tooba still found running dull.
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14
They ran down an alley and up a hillside.
“Are we there yet?” asked Tooba.
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Tooba sauntered down the hill. “Thanks,
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16
“How about one quick sprint?” asked Marc.
“Fine,” sighed Tooba. Marc took off.
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Marc saw a puddle and waved to Tooba.
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“Look out!” shouted Marc.
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18
Tooba did not even have time to stop. She just looked up.
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19
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“Are you hurt?” asked Marc. “No!” smiled Tooba. “I was up in the air!”
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On the way back home, Tooba leaped all the gaps. SAMPLEPAGES
20
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21
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22
Tooba ran with Marc, Dal and Raf. “Tooba likes running now,” said Marc.
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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. What do you think the characters are doing together? What do you think might happen in this story?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 5: ‘Dashed’ and ‘sprinted’ mean similar things. Why do you think the author used both words?
• Page 10: Why do you think Marc wants to encourage Tooba to go running with him?
• Page 13: What does ‘dull’ mean?
• Page 17: What is Marc warning Tooba about?
• Page 22: What caused Tooba to start running with her classmates?
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
Designed by Vonda Pestana in collaboration with Oxford University Press
Printed in China by Leo Paper Products Ltd
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 9780190340001
Illustrations by Alex Patrick
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
5 Oxford Reading Level
Fully decodable Fiction
Letters and Sounds: Phase 5
Alternative spellings: wh, ph, ew, oe, au, ey, a-e, e-e, i-e, o-e, u-e HFWs: made, came, make, time, Mr, ask, asked, looked
visit us at oup.com.au or contact customer support at oup.com.au/help
Tooba ever like to run?
Will
HEALTH & PHYSICAL EDUCATION
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
Fun Outside
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.
SAMPLEPAGES
Phonics Say these words
In some words one sound is made by two or three letters, e.g. b-ea-ch becomes beach. Some decodable words in this book are:
beach whoosh surf dolphins
High-frequency words
These are some common high-frequency words that you will encounter in this book:
made came make time asked looked
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:
outside playground taut telescope
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 Julie Ellis
Outside 2 Make Time 22 Look It Up and Index 24
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Fun Outside
We made slides about what we enjoy outside.
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2
Outside
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You can have fun outside.
SAMPLEPAGES
Spending time outside can help make you fit.
3
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The Playground
You can run, jump and hide at the playground.
You can whiz on the roundabout.
4
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I like to play at the playground. It’s close to my home.
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I went inside.
5
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The Pool
You can whoosh down a slide at the pool. He rushes down.
SAMPLEPAGES
6
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I went upside-down.
7
I like to cool down in the pool. I point my toes as I swim.
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The Park
You can spend time at the park.
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A new game is fun.
8
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I kept the string taut.
9
I made a kite. It goes high.
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The Ropes
You can scramble up high to the ropes.
The gear helps keep me safe.
10
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I swung on a trapeze.
11
I like to go up and swing.
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The Track
You can see athletes run a medley at the track.
Look at the athletes running this medley.
12
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SAMPLEPAGES
13
I cleared the bar. It’s a rule.
I am an athlete. I launch with a pole.
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The Beach
14
can enjoy the surf at the beach.
the waves from the dunes. SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
You
Check
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15
Dolphins came.
I launch myself into the waves. I stay close to Mum.
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The Pond
You might see frogs in the pond.
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You might see tadpoles, too.
16
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I drew and painted in my notebook.
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17
I like to draw what I see in the pond.
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The Woods
You can enjoy a hike in the woods.
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There is so much to see.
18
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The trees looked big in the valley.
19
I like to see birds and plants.
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The Stars
You can see the stars shine when it’s dark.
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The moon shines, too.
20
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I like to look at the stars with a telescope.
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I asked Mum about the stars.
21
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Make Time
It’s fun to spend time outside.
SAMPLEPAGES
Make time to get outside.
22
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23
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 like to do? Do what you enjoy! SAMPLEPAGES
Look
24
at
medley: mix of events launch: send off surf: crashing waves Index birds .......................................................... 19 dunes ......................................................... 14 hike ........................................................... 18 plants ........................................................ 19 telescope ................................................... 21 waves ........................................................ 14, 15 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
It Up athletes: people that train
sports
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 activities do you think might be in this book? What do you think you’ll learn about in this book?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 5: Who do you think is talking about playing at the playground?
• Page 8: Point to a punctuation mark on this page. What is it called?
• Page 10: What helps to keep you safe on the ropes?
• Page 13: What does the word ‘launch’ mean?
• Page 19: What is your favourite outdoor place to visit? What kind of birds and plants are there?
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 9780190340025
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:
Max Topchii/Shutterstock, Cover; wavebreakmedia/Shutterstock, p.2; caseyjadew/Shuttrstock, p.3 top; Ekkasit A Siam/Shutterstock, p.3 bottom; Suzanne Long / Alamy Stock Photo, p.3 middle; p.22; MBI/Alamy Stock Photo, p.4; Manny DaCunha/Shutterstock, p.5; Creativa Images/Shutterstock, p.6; WANDER WOMEN COLLECTIVE/Getty Images, p.7; IndianFaces/Shutterstock, p.8; TimeImage Production/Shutterstock, p.9, p.23 bottom; Elizaveta Galitckaia/Shutterstock, p.10; Maliutina Anna/Shutterstock, p.11; Sergey Novikov/Shutterstock, p.12, p.23 top; Jim Lane / Alamy Stock Photo, p.13; lkonya/Shutterstock, p.14; Denis Moskvinov/Shutterstock, p.15; Bottle Top Photography/Shutterstock, p.15; Claudia Evans/Shutterstock, p.16; Dmitry Naumov/Shutterstock, p.17; Purino/shutterstock, p.18; vovan/Shutterstock, p.20; Ippei Naoi/Getty Images, p.19; Stock-Asso/Shutterstock, p.21; Photo Melon/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.
5 Oxford Reading Level
Fully decodable Non-fiction
Letters and Sounds: Phase 5
Phonics focus: wh, ph, ew, oe, au, ey, a-e, e-e, i-e, o-e, u-e HFWs: made, came, make, time, asked, looked
What do you
enjoy doing outside? HEALTH & PHYSICAL EDUCATION 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
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. sh-ou-l-d-er becomes shoulder. Some decodable words in this book are:
instead boulder shoulder
High-frequency words
These are some common high-frequency words that you will encounter in this book:
old I’m don’t put called could should would
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:
apricot glittering unicorn overhead
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 Cameron Macintosh
Ren’s Shining Star SAMPLEPAGES
illustrated by Sam Loman
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It was a humid day. Ren, Mum and Dad were in the bush. They put up a tent.
2
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3
“We could make a fire when it gets dark,” said Mum.
“It’s too hot for that,” said Ren.
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4
After dinner, they all sat down.
“I have been baking,” said Dad. “Have some apricot pie!”
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SAMPLEPAGES
They were about to eat when Ren looked up.
“Look at that bright, glittering star!” she said.
5
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6
“What a nice star,” said Dad. “We should find out what it’s called.”
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7
“We can find the star on my map,” said Mum. “This arrow points north.”
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“What is it called?” asked Ren.
“It’s called the Dog Star,” Mum replied.
8
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9
SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“I will call it the Gold Unicorn Star instead,” said Ren. “Perfect!” said Dad.
10
“Tell me about my Gold Unicorn Star,” said Ren.
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“It’s old and far from us,” replied Mum.
SAMPLEPAGES
SAMPLEPAGES
“I’m going to find it from home!” said Ren.
“It’s near a group of three stars,” said Mum.
11
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Back at home, Ren went outside. She looked up to find her star.
12
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13
“The star is so faint!” Ren called to Mum. Ren was sad.
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14
“There is just far too much light. It comes from the town,” said Mum.
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15
“The light stops us seeing all the stars well,” said Mum.
“Light ruins star gazing!” said Ren.
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16
“Don’t be sad,” said Dad. “We can go for a drive to see the star again.”
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17
Ren was excited. “That would be super cool!” she cried.
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“We can go soon,” said Dad.
SAMPLEPAGES
Mum, Dad and Ren
SAMPLEPAGES
18
The next night,
went out to the hills.
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They came to a vast field. They hurried to a boulder and looked up to space.
19
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“Look,” said Ren. “You can see the Gold Unicorn Star overhead.”
“Yes, that’s the same star,” said Mum.
20
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21
“The star is so bright,” said Dad. “Have a look!”
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Ren, Mum and Dad got back in the car. Ren looked out the window on the way home.
22
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Ren waved at the star over her shoulder.
“See you again soon!” she called out.
23
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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. Where do you think this book takes place? 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: Why doesn’t Ren want Mum to make a campfire?
• Page 7: Do you think this book is fiction or non-fiction? Why?
• Page 12: How do you think Ren is feeling? What makes you think this?
• Page 19: What’s another word for ‘boulder’?
• Page 23: Can you name three different types of punctuation on this page?
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
Printed in China by Leo Paper Products Ltd
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 9780190340049
Illustrations by Sam Loman Designed by Ruth Comey in collaboration with Oxford University Press
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
5 Oxford Reading Level Ren looks for her shining star. Fully decodable Fiction Letters and Sounds: Phase 5 Alternative spellings: a, e, i, o, u, c, ow, ie, ea, er, ou HFWs: old, I’m, don’t, put, called, could, should, would EARTH & SPACE SCIENCES & PHYSICAL 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.
Ask About It
by Janine Scott
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. wh-a-t becomes what. Some decodable words in this book are:
what space boulders
High-frequency words
These are some common high-frequency words that you will encounter in this book:
old I’m don’t called could should would
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:
captivate limestone sunspots exoplanets
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.
SAMPLEPAGES
by Janine Scott
Ask About It 2 What Makes Land Shift Over Time? 4 How Do Clouds Form? 8 What Are Stars Made Of? 12 What Are Exoplanets? 14 What Makes Day and Night? 18 Don’t Stop Asking! 22 Look It Up 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.
Ask About It
Ask
You could ask a trusted adult.
2
About It What would you like to understand?
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Do you ponder the stars?
3
We all have things that captivate us. They might be clouds or underground caves.
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What Makes Land Shift Over Time?
forever.
Even old cliffs can shrink.
4
Places don’t stay the same
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 wind can erode the boulders over time.
SAMPLEPAGES
Waves can grind vast boulders into sand.
5
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Rivers can erode land.
SAMPLEPAGES
This river carries rocks and soil to the sea.
6
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Rivers can form stunning caves below the ground.
SAMPLEPAGES
This is a limestone cave.
7
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How Do Clouds Form?
Let’s see how clouds form. Clouds are made from drops.
8
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SAMPLEPAGES
9
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The sun heats liquid from the sea. Some liquid turns into gas. Gas cools into drops, forming clouds.
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It will not rain.
10
When you see this cloud, the weather should be perfect.
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It will rain a lot.
11
When you see this cloud, it could storm.
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What Are Stars Made Of?
Stars are super hot balls of gas and dust.
Stars can have darker bits called sunspots.
12
sunspot
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13
sun us
Most stars are far from us. The sun is a star.
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What
14
are planets that don’t orbit the same sun as us. This exoplanet is called HD 100546 b. SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Are Exoplanets? Exoplanets
HD 100546 b is made from gas. It is about 7 times bigger than Jupiter.
Jupiter
SAMPLEPAGES
HD 100546 b
15
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The exoplanet takes about 250 years to orbit its sun.
The path of orbit
SAMPLEPAGES
HD 100546 b
16
Sun
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Experts studied space to find this exoplanet.
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If you could name it, what would you call it?
17
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What Makes Day and Night?
We are on a rotating planet.
Each time we rotate, that’s one day.
18
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The side facing the sun has daytime. For the rest of the planet, it’s night.
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daytime
19
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20
The sun goes down at the end of the day. It is sunset.
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21
You might see some red at sunset. This is due to scattering light.
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Don’t Stop Asking!
We all want to understand new things.
SAMPLEPAGES
22
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What would you like to ask about next?
SAMPLEPAGES
I’m keen to understand cliff layers.
23
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Look It Up
boulders: big round rocks
erode: grind down Jupiter: the fifth planet from the sun orbit: go round a sun or planet
:
24
rotating
spinning Index gas ........................................
12, 15 stars ...................................... 3, 12, 13 weather ............................................. 10 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
9,
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 kinds of questions might be asked or answered in this book? What questions could you ask about the picture on the front cover?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 5: Name the punctuation marks you can see on this page.
• Page 12: What features can you see on this page that show that this book is non-fiction?
• Page 13: True or false? The sun is a star.
• Page 21: What does ‘scattering’ mean?
• Page 22: Which of the topics in this book would you like to find out more about?
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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First published 2023
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Designed
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5
Reading Level What do you want to find out about? Fully decodable Non-fiction Letters and Sounds: Phase 5 Alternative spellings: a, e, i, o, u, c, ow, ie, ea, er, ou HFWs: old, I’m, don’t, put, called, could, should, would EARTH & SPACE SCIENCES & PHYSICAL 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.
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