Just Like Mum
by Sascha Goddard illustrated by Beth Hughes
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OXFORD READING FOR COMPREHENSION
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics
Say these words
In some words one sound is made by two or three letters, e.g. s-qu-ea-l becomes squeal. Some decodable words in this book are:
squeal friends cleaned
High-frequency words
These are some common high-frequency words that you will encounter in this book:
by very waterDeveloping vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:
massive bubbly school unhappy grandchild
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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 Sascha Goddard
illustrated by Beth Hughes
Just Like Mum SAMPLEPAGES
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Mum had some huge news for Alba and Finn.
2
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“Mama Carmen will come and live with us!” said Mum.
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Everybody was very happy. Alba let out a massive squeal.
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3
“My Mama Carmen is the best nan ever!” she said.
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4
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That night, Alba was not sleepy. She was too excited. Mama Carmen was so funny and bubbly.
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5
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Mama Carmen could do magic tricks. She was a very good chef, too. They would have so much fun!
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6
At school, Alba told her friends.
“Mama Carmen will live with us!” she said. “She will fly from her town in a huge plane.”
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7
“Hey, Alba, which room will Mama Carmen sleep in?” asked her friend Chris.
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“Maybe in the tiny study,” said Alba.
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8
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After school, Mum spoke to Finn and Alba. “We will need to make some changes,” said Mum. “Mama Carmen will sleep in Alba’s room.”
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9
“What about me?” asked Alba.
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“I’m very sorry, but Mama Carmen needs the space,” said Mum. “You will have the study as a bedroom now.”
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10
Alba was shocked. “But I love my room!” she said. She ran to her room and began to cry.
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11
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Alba’s tummy felt all twisty. She loved her room just as it was. It was her room.
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12
“Mum, I want things to stay as they are,” said Alba. “Mama Carmen could sleep in the study. Or Finn can!”
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13
“Alba, I can see you feel unhappy,” said Mum. “It’s a big shift for you. But Dad and I think this is a good plan.”
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14
At dinner, Alba felt very grumpy. She drank some water. She did not eat much at all.
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15
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“Tonight, you and I will have a chat,” Mum said to Alba. “I want to tell you a family story.”
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16
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“Why is everything changing?” asked Alba that night. Mum smiled. “Things shifted for me, too. I was the same age as you,” said Mum.
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17
“My Papa Carlos came to live with my family. I had to give him my room.” Alba looked up at Mum’s face.
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18
The weekend came. Mum, Dad, Alba and Finn cleaned up the study.
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By that night they had made it look sparkly and new.
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Alba was ready to try out her new room. She was proud to be just like Mum.
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19
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Mama Carmen came the next week.
Alba ran to hug her.
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20
“You will have my old room!” said Alba. “Come and see!”
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21
Mama Carmen was very happy when she saw her new room.
“My Alba, you are the best,” she said.
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Alba loved life with her funny and bubbly Mama Carmen.
She loved her new room, too.
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22
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23
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When Alba got old, she would want to live with family. She might even live in her grandchild’s room!
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Retell the story
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24
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Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. Why do you think the story is called Just Like Mum? What do you think will happen in the story?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: What sound did Alba let out?
• Page 7: What do you notice about Alba’s body language in this picture?
• Page 11: What do you think a ‘twisty’ tummy feels like?
• Page 19: What changed for Alba after she spoke with Mum?
• Page 21: How is the author trying to make you feel about changes at home?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.
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Published in Australia by Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia
© Oxford University Press 2023
The moral rights of the author have been asserted
First published 2023
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition on any acquirer.
ISBN 9780190340087
Designed by Claire Atteia in collaboration with Oxford University Press
Printed in China by Leo Paper Products Ltd
Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.
Illustrations by Beth HughesNo part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Fully decodable Fiction
Letters and Sounds: Phase 5
Alternative pronunciations: y, ch, g, ey
Alternative spellings: /c/, /v/, /w/, /e/, /ow/
HFWs: by, very, water
6 Oxford Reading Level Mum
has some news for Alba.
HUMANITIES & SOCIAL SCIENCES visit us at oup.com.au or contact customer support at oup.com.au/help SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics
Say these words
In some words one sound is made by two or three letters, e.g. th-ey becomes they. Some decodable words in this book are:
echo chef they friends
High-frequency words
These are some common high-frequency words that you will encounter in this book:
by very waterDeveloping vocabulary
This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:
chute Miriwoong Kimberley Dilboong Niyini
Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.
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www.oxfordowl.com.au
Acknowledgement of Country
Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.
Warning to First Nations Australians
Aboriginal and Torres Strait Islander peoples are advised that this publication may include images or names of people now deceased.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
In the Spring Springtime 2 Changing Plants 6 Changing Animals 8 Changing People 12 Hot Season 20 A Magical Time 22 Glossary and Index 24 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Cameron Macintosh
Time for changing Springtime
Spring is a season when lots of things happen. People, plants and animals are changing.
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Spring happens between winter and summer.
spring
2
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Lots of buds come out in spring.
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Spring is not as cold as winter. Even grey days feel milder by the time spring arrives.
3
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Time for longer days
In spring, each day gets longer. The weather is mild.
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The sun stays in the sky later each day.
4
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Spring
Longer
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5
is a good time to have fun outside.
days mean extra time in the park.
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Changing Plants
Time for growth
In spring, lots of plants grow faster than in winter.
Spring sunlight helps plants grow very fast.
6
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Lots of flowers bloom in spring. Bees visit flowers and spread their pollen.
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Pollen helps plants make seeds.
7
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Changing Animals
Time for waking
Some animals sleep for much of winter. In spring, they wake.
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Lots of frogs, like this one, get active.
8
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This Gould’s wattled bat will spend much of spring hunting moths to eat.
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They have not had food for ages. They will be hungry.
9
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Time for babies
In spring, animals such as sheep and goats have babies. Fields echo with bleats and cries.
Baby goats are called kids.
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10
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The babies grow fast in the spring.
11
This kid grew a lot in just one season.
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Changing People
Time for fun
In spring, we can enjoy the brighter days.
It’s fun to swing in the spring air!
12
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We can hike or ride bikes. We can play team sports.
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Football is fun in spring.
13
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Time for gardening
Spring is a good time to tend to pot plants and backyards.
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Weeds must be pulled up!
14
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The seedlings will grow into carrots.
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It’s a good time to expand the garden, too.
15
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Time for planting
In spring, farmers get their fields ready. Big trucks till the soil so plants can grow.
16
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It is time to plant seeds.
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Farmers give the soil fertiliser.
Chemicals in fertiliser help seeds grow.
Some fertiliser is made from seaweed.
17
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Some farmers use a truck.
Next, farmers plant seeds. The seeds come out of a chute.
18
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Time for cooking
Spring is a good time to be a chef. There are lots of fresh greens.
These plants will make a tasty stew.
19
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Hot Season
The Miriwoong people of the Kimberley call springtime the hot season.
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Boab trees flower in the hot season.
20
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Niyini gather near water.
The dry part of the hot season is called Dilboong. The Miriwoong people look for Niyini (finches) by following their sounds.
21
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A Magical Time
Spring is a magical time. Lots of things are changing.
Plants grow.
Animals are born.
People enjoy mild weather.
22
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The sun is out. Go and have fun with friends!
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Enjoy the changing surroundings with your friends.
23
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Glossary
bleats: sounds made by goats
chute: a tube that seeds can slide down fertiliser: food for plants
pollen: a sweet powder found in flowers till: turn over the top part of the soil
Index change ................................ 2, 6, 8, 12, 22, 23 grow ....................................... 6, 11, 15, 16, 17 Miriwoong people ..................................... 20, 21 24
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. What do you know happens in spring? What else do you think you might learn in this book?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 4: How do you think the way people spend their time changes when the days get longer and there is more sunlight?
• Page 9: How does the picture and the caption help you understand the information on this page?
• Page 11: What is another word for ‘fast’?
• Page 17: Why do farmers put fertiliser in the soil during spring?
• End-of-text: Do you think the author enjoys springtime? Why or why not?
Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.
After reading
Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:
• a Phonics and Comprehension Activity Sheet for this title
• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.
www.oxfordowl.com.au
Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.
Published in Australia by Oxford University Press
Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia
© Oxford University Press 2023
The moral rights of the author have been asserted
First published 2023
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
You must not circulate this work in any other form and you must impose this same condition on any acquirer.
ISBN 9780190340100
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Designed by Ana Cosma in collaboration with Oxford University Press
Printed in China by Leo Paper Products Ltd
Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.
Acknowledgements
The publishers would like to thank the following for the permission to reproduce photographs:
Monkey Business Images/Shutterstock, Cover
KarenHBlack/Shutterstock, p.3; Yevhenii Chulovskyi/Shutterstock, p.4; Drazen Zigic/Shutterstock, p.5; Misha KN/Shutterstock, p.6; lkordela/ Shutterstock, p.7, back cover; Viktor Loki/Shutterstock, p.8; Auscape International Pty Ltd /Alamy Stock Photo, p.9; Ginger Design/Shutterstock, p.10; emmanuellegrimaud/Shutterstock, p.11 top; Rosa Jay/Shutterstock, p.11 middle; Linas T/Shutterstock, p.11 bottom; TY Lim/Shutterstock, p.12; caseyjadew/Shutterstock, p.13; Attila Csaszar/Getty Images, p.14; John E. Manuel/Shutterstock, p.15; Pedal to the Stock/Shutterstock, p.16; Manu Reyes/Shutterstock, p.17; oticki/Shutterstock, p.18; Jacob Lund/ Shutterstock, p.19; Howlandsnap/Shutterstock, p.20; David Roy Carson/ Shutterstock, p.21; C J Wheeler / Alamy Stock Photo, p.22 top left; Jurga Jot/ Shutterstock, p.22 top right; Andrew Linscott/Shutterstock, p.22 middle left; Jens Holzmann/Shutterstock, p.22 middle right; Monkey Business Images/Shutterstock, p.22 bottom left; Ulza/Shutterstock, p.22 bottom right; Rawpixel.com/Shutterstock, p.23. (edited)
We have made every effort to trace and contact all copyright holders before publication. If notified, the publisher will rectify any errors or omissions at the earliest opportunity.
The publishers would like to thank the Mirima Dawang Woorlab-gerring for sharing their knowledge about the Miriwoong seasonal calendar.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
6 Oxford Reading Level What is spring like for you? Fully decodable Non-fiction Letters and Sounds: Phase 5 Alternative pronunciations: y, ch, g, ey Alternative spellings: /c/, /v/, /w/, /e/, /ow/ HFWs: by, very, water HUMANITIES & SOCIAL SCIENCES visit us at oup.com.au or contact customer support at oup.com.au/help SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
The Perfect Play
by Holly Harper Cardoso
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 Sofia
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Phonics
Say these words
In some words one sound is made by two or three letters, e.g. d-e-f-ea-t-ed becomes defeated. Some decodable words in this book are:
people fire-breathing defeated applause
High-frequency words
These are some common high-frequency words that you will encounter in this book:
house here please once any many because
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:
adventure knights gnomes bicycle 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
Cardoso
The Perfect PlaySAMPLEPAGES
illustrated by Sofia
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Sam and Sid’s grandmother took them to watch a play as a treat. The actors sang and danced in dazzling costumes.
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2
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3
Sam and Sid were amazed. They sat on the edge of their seats and listened in wonder. When the play was over, they cheered.
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On Monday morning, Sid and Sam had a plan.
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4
“Let’s put on a play,” said Sam.
“We could write a new script,” said Sid.
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5
“I’d like to put on a play full of adventure and wonder,” said Evelyn.
“It should make people gasp.”
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6
“No, I want it to be funny,” said Sid. “I want people to fall out of their seats clutching their bellies.”
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7
“It must have singing and dancing,” said Zak, “and some knights that ride on horseback. I love knights.”
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Sam wrote down everything.
“We have so many plans,” said Zak.
“Which one are we going to choose?” asked Evelyn.
“All of them!” said Sam.
8
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They wrote a play about some villagers that were captured by a fire-breathing dragon. Brave knights rescued the villagers. It had songs, dancing, jokes and adventure.
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9
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10
“We haven’t got any costumes or sets,” said Evelyn.
“It will be a challenge,” added Zak.
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“We will manage to put on the perfect play,” said Sam.
They decided to perform the play in Zak’s garage. Sam and Zak made a castle out of a large piece of butcher paper.
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11
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Sid and Evelyn designed the costumes for the knights.
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Could you please pass the tinfoil and the glue?
12
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13
“We can turn this bicycle into a horse,” said Sam.
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“These garden gnomes over here can be the villagers,” said Sid.
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14
“What about the dragon?” asked Zak. “I’ll look after that,” said Evelyn.
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15 It will make you gasp. They wrote invites. Please come to The Perfect Play. Knights! A dragon! Adventure! SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
On the night of the play, everyone came to Zak’s house.
In the garage, Sam peered out at the crowd. “There are so many people here!” she whispered.
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16
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17
“Don’t worry, they will love it,” Sid said. He was trying to comfort her. “It’s the perfect play!”
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Once Evelyn arrived with the dragon, they all climbed onto the stage.
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18
It did not take long for things to go wrong.
Sam’s voice froze up in the middle of a song because of her nerves.
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Sid did not know how to ride a bicycle.
Zak’s costume made him itch and it started to peel. The dragon kept nudging and licking
Evelyn’s face.
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19
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The last straw was when the castle fell over. Everybody gasped!
SAMPLEPAGES
20
There was a long pause. Everything was silent.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
At last, Sam’s voice came back.
Sid started to giggle too. Zak and Evelyn joined in.
Soon the crowd was in stitches. Ha ha!
SAMPLEPAGES
21
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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22
Once the brave knights defeated the dragon, the crowd burst into applause.
“I loved it!” said Nan. “Both thumbs up!”
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“That was so funny!” said Sid.
“There was singing, dancing and adventure,” said Zak.
“Plus, it made everybody gasp,” said Evelyn.
“It was the perfect play!” said Sam.
23
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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Retell the story
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24 24
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. What do you think will happen in this story? Do you think that the play will be perfect?
Why or why not?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 5: What does the word ‘wonder’ mean?
• Page 9: What three types of characters did the friends plan to include in their play?
• Page 15: On the invitation, point to the punctuation marks that convey excitement.
• Pages 18–19: What happened first: 1. The dragon started licking Evelyn’s face, or 2. Sam’s
• voice froze up?
• Page 22: Now that the play is over, how do you think the characters are feeling about it? Why do you think this?
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 9780190340124
SAMPLEPAGES
Illustrations by Sofia Cardoso
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.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Fully
Letters and Sounds: Phase 5
6 Oxford Reading Level What
Alternative spellings: /ch/, /j/, /m/, /n/, /r/, /s/, /z/, /u/, /i/, /ear/, /o/
HFWs: house, here, please, once, any, many, because
visit us at oup.com.au or contact customer support at oup.com.au/help
decodable
Fiction
SOCIAL EMOTIONAL LEARNING
could go wrong in the perfect play? 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 to Keep Safe Online
by Gemma Ridgway-Faye
OXFORD READING FOR COMPREHENSION
SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Phonics
Say these words
In some words one sound is made by two or three letters, e.g. t-ea-ch-er becomes teacher. Some decodable words in this book are:
download people raise teacher
High-frequency words
These are some common high-frequency words that you will encounter in this book:
house here please once any many because
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:
technology discover personal citizen
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.
How to Keep Safe Online Spending Time Online 2 The Rules 4 Keep Safe Online 20 Do Not Forget the Rules 22 Glossary and Index 24 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
by Gemma Ridgway-Faye
Spending Time Online
We use technology in so many ways. We go online to have fun. We can find things out, too.
There is a lot to discover online.
2
SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
3
Some things online are not safe. Here are some rules to keep you safe.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
A trusted grown-up can help you stay safe and have fun online.
SAMPLEPAGES
The Rules
Rule 1: Use Technology When Someone Is with You SAMPLEPAGES
Only spend time online when a grown-up you trust is there.
4
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Have someone there when you visit a website. They can watch videos with you. They can browse and download with you.
Get help when you download a program or picture.
5
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
Rule 2: Keep Login Details Safe
You will need to log in a lot. You must enter personal login details.
Log in with a trusted grown-up.
6
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
Keep personal login details secure. Do this when you sign in on any device.
SAMPLEPAGES
7
You must keep system login details top secret. No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Rule 3: Don’t Give Out
Personal Details
Never ever give out any personal details.
SAMPLEPAGES
A trusted grown-up can give you advice on personal details.
8
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Never
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Only ever post things to good friends and family.
9
post or send anything to someone you don’t know.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Rule 4: Never Make Friends Online
Never make friends online without asking a trusted grown-up first.
10
a trusted grown-up.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Speak with
SAMPLEPAGES
Tell a trusted grown-up if someone asks you to be their friend.
A trusted grown-up can advise you.
11
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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12
as you do when you are at home or at school.
people with respect when you are online.
Online Citizen SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Behave
Treat
Rule 5: Be a Good
13
.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Consider how a comment you post might make somebody feel. Be nice when you chat with peers
SAMPLEPAGES
Rule 6: Don’t Be Mean Behind the Screen
14
Think and be kind.
SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Do
not be mean just because you cannot be seen.
15
out for others and
up. Know what to do if somebody sends a mean
Tell
grown-up.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Look
speak
message.
a
SAMPLEPAGES
16 Spend lots of time offline.
Limit time online. Get out of the house and into nature. SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Rule 7: Manage Time Online
Write
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17
rules
that can balance online time.
It’s a challenge to manage screen time. You could help design some family rules.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Rule 8: Ask for Help
If you feel unsafe online, get help. Raise it with someone you trust.
A teacher will listen if something feels wrong.
18
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
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A trusted grown-up can judge what to do.
19
You must ask for help if something makes you worry.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Keep Safe Online
You will feel safer once you know the rules.
20
these rules any time
use 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.
Apply
you
21 Stick to the rules and have fun online. Pause and check. See if you are being safe. SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Do Not Forget the Rules
Rule 1: Use Technology when Someone Is with You
Rule 2: Keep Login Details Safe
Rule 3: Don’t Give out Personal Details
Rule 4: Never Make Friends Online
22
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
Rule 5: Be a Good Online Citizen
Rule 6: Don’t Be Mean behind the Screen
Rule 7: Manage Time Online
Rule 8: Ask for Help
23
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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24
to do a
download: to put something from the internet onto a device peers: people the same age as you post: to put something, such as a comment, online technology: up-to-date ways to do things Index nature ............................. 16 teacher ............................ 18 video ............................... 5 website ............................. 5 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Glossary device: a thing made
job
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? Do you think this book will be fiction or non-fiction?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 4: Who should be with you when you spend time online?
• Page 7: Why is TOP SECRET written across the picture of the computer?
• Page 9: What’s another meaning of the word ‘post’?
• Page 13: Why is it important to consider others’ feelings when you comment or post online?
• Pages 18–19: Summarise the rule that you’ve learned about on these pages.
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 9780190340148
SAMPLEPAGES
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.
Acknowledgements
The publishers would like to thank the following for the permission to reproduce photographs: StockImageFactory.com/Shutterstock, Cover; Drazen Zigic/ Shutterstock, p.2; Kostiantyn Voitenko/Shutterstock, p.3; Drazen Zigic/Shutterstock, p.4; New Africa/Shutterstock, p.6; 24Novembers/ Shutterstock, p.7, back cover; Michael William/Shutterstock, p.8; Attila Csaszar/Getty Images, p.9; AnnGaysorn/Shutterstock, p.11; July photographer/Shutterstock, p.14; Laura Dwight / Alamy Stock Photo, p.15; Gorodenkoff/Shutterstock, p.16; iofoto/Shutterstock, p.18; Catherine Falls Commercial/Getty Images, p.19; SpeedKingz/ Shutterstock, p.20; fizkes/Shutterstock, p.5, p.10, p.17,; Ground Picture/Shutterstock, p.12, p.13, p.21
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.
6 Oxford Reading Level
Fully decodable
Non-fiction
Letters and Sounds:
Phase 5
Alternative spellings: /ch/, /j/, /m/, /n/, /r/, /s/, /z/, /u/, /i/, /ear/, /o/
HFWs: house, here, please, once, any, many, because
Find out how to be safe online.
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.
The Ice-Cream Nightmare
by Julie Ellis
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 Ruth Bennett
SAMPLEPAGES
Phonics Say these words
In some words one sound is made by two or three letters, e.g. p-al-m becomes palm. Some decodable words in this book are:
palm care your television
High-frequency words
These are some common high-frequency words that you will encounter in this book: your
two
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:
calf half-sister impatient attention
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 Julie Ellis
illustrated by Ruth Bennett
The Ice-Cream Nightmare SAMPLEPAGES
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
One Saturday in the middle of summer,
2
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Min went to see Kim. Kim was lying down watching television. “My leg hurts,” Kim complained. “I have a tear in my calf.”
SAMPLEPAGES
Kim’s half-sister Megan was visiting.
“Kim’s in a mood,” whispered Megan.
“It’s sticky, humid weather,” said Kim glumly.
SAMPLEPAGES
“Let’s get the patient a treat,” said Megan.
3
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Min knew a really special ice-cream shop.
Megan tagged along.
“Don’t you think it’s a bit far?”
Megan puffed.
“Kim should have the best!” insisted Min.
4
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
SAMPLEPAGES
At the shop, Min ordered. He got four scoops of pear ice cream for Kim and himself. Megan got a scoop, too.
SAMPLEPAGES
5
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
6 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“Take care they don’t melt,” said the shopkeeper. “I’ve got it under control,” insisted Min. Megan grabbed some tissues on her way out the door, but Min shrugged.
Outside, they saw Min’s friend Pearl.
“Two stacks of ice cream! Care to share?” Pearl asked.
“One’s for Kim,” Min said. “It’s melting already. No time to talk!”
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
“Maybe we should take the longer way home,” said Megan. “It has lots of shade.”
8
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“No way,” said Min. “If we go straight back, we’ll be faster!”
SAMPLEPAGES
It was hard work walking with so much ice cream. Megan finished her little scoop quickly, wiping a smudge off her face.
SAMPLEPAGES
9
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Min noticed a cat following the trail of melting ice cream. Megan stopped to pat the cat.
SAMPLEPAGES
him.
10
“We have to keep going,” said Min, dragging Megan behind
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
11
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“This must be the hottest weather in the world,” groaned Megan. “We need water or at least shade!” Min glanced in the direction of some trees. “That way!” he said.
SAMPLEPAGES
Megan wrapped the cones in tissues.
12
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“Where are we?” she asked. Min wasn’t sure where they were, but he was getting impatient. “Let’s go straight across there,” he said.
SAMPLEPAGES
Suddenly, a dog leapt up at Min. Min reached out to pat the dog. Then he saw that half the ice cream was already on his palm!
SAMPLEPAGES
13
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Amira rushed over. “Naughty Snowball!” she said, as she caught up to her dog.
14 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’s nice under your umbrella,” said Min. “Amira, could we please borrow it?”
SAMPLEPAGES
It was a lot of work walking under the umbrella. Megan was tall, and there was too much wind.
15
“This isn’t working,” wailed Min.
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Megan looked at Min. “Your sunhat shades your face,” Megan said. “It might also shade your ice creams.”
16
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Min nodded. “I could try.”
SAMPLEPAGES
17
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“Look, the unit block is down the street!” cried Min. Megan and Min rushed faster. Min kept his attention focused on his sunhat and the ice creams.
SAMPLEPAGES
Suddenly, Megan stopped again.
“What now?” asked Min. Megan lifted Min’s hat. It dripped.
SAMPLEPAGES
“You are wearing your ice cream!” Megan sighed.
18
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
19
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“Eight scoops of ice cream all over me!” cried Min. “Can you take me back to my unit? I’m a mess!”
SAMPLEPAGES
Back
in Min’s unit, Min told Baba about the ice-cream disaster.
“You should have asked!” said Baba.
20
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“We have ice cream in the freezer.”
SAMPLEPAGES
“That’s just plain old vanilla,” said Min.
21 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“We also have a bunch of pears,” replied Baba. “Use your imagination!” That got Min thinking.
A while later, Min and Baba knocked on Kim’s door.
22 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 have ice cream!” Min exclaimed. “It’s my own special version! I just learned how to make it!”
23
No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
“This is very unusual ice cream! What a dream come true!” said Kim with a bright smile. Megan whispered, “It sure beats this morning’s ice-cream nightmare!”
SAMPLEPAGES
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. Why do you think this book is called TheIce-CreamNightmare? What do you think will happen to the ice cream that the boy is holding?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 3: Why do you think Megan whispered about Kim’s mood?
• Page 12: What does the word ‘impatient’ mean?
• Page 14: What is the name of Amira’s dog?
• Page 21: Point to the words that the author has used to show that Min doesn’t like the vanilla ice cream.
• Page 23: What do you think is the main lesson in 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 9780190340162
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 BennettNo part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
6 Oxford Reading Level Ice cream on a hot day! What could go wrong? Fully decodable Fiction Letters and Sounds: Phase 5 Alternative spellings: /ar/, /air/, /or/, /ur/, /oo/, /ai/, /ee/, /igh/, /oa/, /(y)oo/, /oo/, /sh/, /zh/ HFWs: your, two 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.
The Arctic Tern
by Janine Scott
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. Ear-th becomes Earth. Some decodable words in this book are:
Earth caught detour weight
High-frequency words
These are some common high-frequency words that you will encounter in this book: your
two
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:
migrates vision patience location
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.
World Record Holder 2 Made to Fly 4 Pairs for Life 6 Care and Share 8 The Chicks 10 Under Attack 12 Flying South 14 The South 18 Research 20 Heading North 22 Glossary and Index 24 by Janine
The Arctic Tern SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Scott
World Record Holder
The Arctic tern holds a world record. It migrates the longest path of any bird.
This special bird flies halfway around Earth and back.
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The Arctic tern flies a long, long way in its lifetime.
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The Arctic tern can fly as far as the moon and back three times in its life.
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Made to Fly
The Arctic tern is made to fly. It has short legs and a long tail.
The Arctic tern has light bones.
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The Arctic tern has long, narrow wings. It has a small body, too.
weight: 76–85 g
wingspan: 77–85 cm
length:33–39cm
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Pairs for Life
Arctic terns live in pairs in a group in the Arctic. It’s usual for pairs to stay together for life.
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Arctic terns nest where they were born.
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The birds take part in a special courtship. The female chases the male into the air. Then they fly slowly down.
The male brings the female small fish.
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Care and Share
It is usual for the female to lay two eggs. Both birds care for their eggs.
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The spotty eggs blend in with the ground.
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The chicks hatch after about three weeks.
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The father bird helps the mother bird prepare the nest. They nest near water to ensure they can get fish to eat.
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The Chicks
The adult birds bring the chicks fish. In summer, it’s always daylight in the Arctic. There is plenty of time to fish.
This bird has caught a fish.
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The adult birds feed the chicks for about three weeks. Then the chicks learn to fly and fish.
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The chicks are like balls of fluff until they grow feathers.
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Under Attack
Foxes and bears can attack the eggs and chicks. Bigger birds like gulls can attack, too.
The eggs blend in but so do the foxes.
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Arctic terns have sharp beaks.
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The chicks peck anything that comes near them. The adults dive down to protect the chicks.
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Flying South
Soon, the days get darker and colder in the Arctic. Ice covers the sea, so fishing grows hard. The birds must fly south.
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There is better weather in the south.
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North South
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The trip south lasts about two months. The birds feed and drink at sea. They even sleep as they fly. The older birds lead the way.
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The birds spend time in places where there are lots of fish.
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The birds don’t fly in a straight line. They zigzag over the sea. They have good vision for finding fish.
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The birds use the winds to glide. This saves energy. They detour to find good food spots or good weather. Sometimes, the birds stop on land.
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The South
At last, the birds get to the South Pole. There is plenty of sunlight and fish.
While it’s winter in the north, it’s summer in the south.
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The birds live on the pack ice. There the birds moult. They shed their flight feathers.
The birds don’t fly when they moult.
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Research
In the south, the birds live where some people study wildlife. The people live and work in research stations.
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Many people work at this research station.
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21 The people here gather information about wildlife. Researchers learn a lot by studying birds. Studying birds can test your patience! SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Heading North
In March, the older birds leave this location. The chicks don’t fly north with them.
The chicks stay in the south until they are two years old.
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The older birds fly back to the Arctic. It takes about 40 days. They go to the same breeding ground. The birds get to their breeding ground for summer.
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Glossary
breeding ground: the place birds breed
courtship: the act of finding a mate migrate: to go from place to place vision: the sense of sight
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Index chicks 9–13, 22 danger 12, 13 eggs 8, 12 migrate 2, 3, 14 –17, 22, 23 SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.
Comprehension
Before reading
• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.
• Look at the front and back cover of the book. Ask students what they think the book might be about. What kind of places might feature in this book? Do you think this book will be fiction or non-fiction?
During reading
Ask the following comprehension questions as you read through the book with the student:
• Page 2: What word does the author use to let you know that the Arctic tern is an interesting type of bird?
• Pages 4–5: List two facts about Arctic terns on these pages.
• Page 11: Why do you think the adult birds feed their chicks for three weeks before they start learning to fly and fish?
• Page 21: What is another word for ‘gather’?
• End-of-book: Look back at the contents page. Why do you think the information in this book is in this order?
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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First published 2023
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Acknowledgements
The publishers would like to thank the following for the permission to reproduce photographs: Monticola/Shutterstock, Cover; Tony Brindley/Shutterstock, p.2; mkarco/ Shutterstock, p.3; Petr Simon/Shutterstock, p.4; Arto Hakola / Alamy Stock Photo, p.5; Popova Valeriya/Shutterstock, p.6; leo barco/Shutterstock, p.7; Curioso.Photography/Shutterstock, p.8; BMJ/Shutterstock, p.9; Apolla/ Shutterstock, p.10; Nick Pecker/Shutterstock, p.11; Cecilie Bergan Stuedal/ Shutterstock, p.12; Russell Watkins/Shutterstock, p.13; Della_Liner/ Shutterstock, p.14 right; Harald Lang/Shutterstock, p.14 left; blickwinkel / Alamy Stock Photo, p.15; Byron Layton/Shutterstock, p.16; Agami Photo Agency/Shutterstock, p.17; Mumemories/Shutterstock, p.18; francesco de marco/Shutterstock, p.19; Mesa Studios/Shutterstock, p.20; H. Mark Weidman Photography / Alamy Stock Photo, p.21; reisegraf.ch/ Shutterstock, p.22; Danita Delimont/Shutterstock, p.23, back cover.
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visit us at oup.com.au or contact customer support at oup.com.au/help The Arctic tern can fly a long way! Fully decodable Non-fiction Letters and Sounds: Phase 5 Alternative spellings: /ar/, /air/, /or/, /ur/, /ai/, /ee/, /igh/, /oa/, /(y)oo/, /oo/, /sh/, /zh/ HFWs: your, two 6 Oxford Reading Level BIOLOGICAL SCIENCES & CHEMICAL SCIENCES SAMPLEPAGES No part of this publication may be reporodued, stored in a retreival system or be transmitted in any form or by an means.