ORFC Discover Sample Pages ORL 7

The Missing Map Mystery

by Carmel Reilly

illustrated by Tom Jellett

Phonics

High-frequency words

These are some common high-frequency words that you will encounter in this book:

through does

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:

champion investigation interior brochure

Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.

www.oxfordowl.com.au

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Acknowledgement of Country

Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.

The Missing Map Mystery

by Carmel Reilly

illustrated by Tom Jellett

Nadine from next door waved to Ada and Kezz. “Come and look!” she exclaimed. “I found an old treasure map in a book I borrowed.”

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“A treasure map?” echoed Kezz.

“There’s treasure stashed somewhere in this town,” said Nadine.

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“Following a treasure map would make a cool podcast series!” said Kezz.

Ada and Kezz went with Nadine to her room.

Nadine picked the map up off her desk.

“Oh no!” she said. “A chunk of it is missing!”

“At least the first part is here,” said Ada. “It tells us to start at the Town Hall!”

“Who wants to check it out?” asked Nadine.

Kezz turned on his voice recorder. “Tracking

Treasure in Town!” he said. “A podcast by Kezz and Ada.”

“And Nadine!” said Nadine.

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Ada, Kezz, Nadine and Ted went to the Town Hall.

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“Audrey can help,” said the man at the desk. “She knows all about this town.”

The children went over to Audrey. They showed her the map.

“I’ve lived here my whole life,” said Audrey. “I do not know anything about this map.”

“On the other hand, I imagine there could be treasure,” Audrey added. “Many years ago, gold and jewels were stolen from the bank. The police never found the loot.”

Treasures Starthere

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“Some people say the thief stashed it under the old cottage on Main Street,” said Audrey.

“Look!” said Kezz. He pointed to the map. “The old cottage has a number 2 printed next to it,” he said.

“Wow,” said Nadine. “That’s where my nonna lives. Let’s go!”

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Trea

Start here

They arrived at Nonna’s cottage. Nadine explained the treasure investigation to her Nonna. Nonna switched off the lights for effect. Then she went back to her magazine.

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“We are now at the cottage,” said Kezz into his recorder. “The interior is dark and spooky.”

Just then, Ted scooted off.

“Where did he go?” said Ada.

A wall panel had popped open.

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“Ted must have gone through,” said Kezz. Nonna pulled the panel off. “Mind the dust,” she said.

“I see stairs,” Kezz said.

They went downstairs to the next level. Nadine flashed the torch around.

“Ted has found treasure!” exclaimed Kezz.

“A stack of sticks!” replied Ada.

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“Maybe the sticks are covering the treasure,” said Ada. They moved all the sticks aside. The only thing underneath them was concrete.

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Everyone went back outside.

“We have done everything we can,” said Nadine.

“Time to head home.”

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“Wait,” said Ada. “Listen to that music! Let’s record it for the podcast theme tune.”

Just then, Ted sniffed the air and raced off.

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“Ted! Stop!” cried Ada, but Ted kept running. He ran past the hotel and around the corner.

The children found Ted outside Champion Coffee.

“The music was coming from here,” said Ada. “The yummy smell, too!”

“It does smell good! Let’s get lunch,” said Nadine.

Ada, Kezz and Ted walked back to Nadine’s place.

While they ate lunch, Ted went outside. After a while, Ted came back in. He had something in his mouth again!

Treasures of the town

“Ted found the rest of the map!” squealed Nadine. She put the pieces together.

“Treasures of the town,” read Kezz. His face fell.

“A map of places to shop, eat and sightsee.”

“It’s a brochure,” sighed Kezz.

“It starts at the Town Hall. It’s the oldest place in town,” said Ada.

“Next was Champion Coffee, not Nonna’s cottage,” said Nadine. “For the best food.”

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“Looks like we found treasure after all,” said Nadine. “Plus, we still have the rest to discover!” Kezz switched his recorder on. “To hear what happens next, stay tuned!” he smiled.

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 story is taking place? What kind of things 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 2: Do you think finding an old treasure map is exciting? Why or why not?

• Page 7: Why do you think the author has included some of the map on this page?

• Page 10: What is another word for ‘stashed’?

• Page 21: Who helped complete the map?

• Page 23: What was the main problem in this story? How was it solved?

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 9780190340209

Illustrations by Tom Jellett 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.

How to Make a Video Game

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Cameron Macintosh

Phonics

High-frequency words

These are some common high-frequency words that you will encounter in this book:

through does

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:

ski done series characters moving

Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.

www.oxfordowl.com.au

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Acknowledgement of Country

Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.

Warning to First Nations Australians

Aboriginal and Torres Strait Islander peoples are advised that this publication may include images or names of people now deceased.

How to Make a Video Game

by Cameron Macintosh

Video Games

Just about everyone enjoys playing video games. There are many kinds of video games.

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In this game, the aim is to be a ski champ.

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It takes a lot of work to make a video game. This work is usually done by a team of people.

A team of game makers does need to work well together.

Planning a New Game

The first step is to come up with a plan. Game makers can base games on books or television series.

A game maker reads a book.

Game makers decide where the action in the game takes place. They also decide who the characters and heroes in the game will be.

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Game makers decide early about characters.

Designing the Game

A design team makes a special chart. It shows how the game will work.

Game makers work together to make the chart.

The chart shows how each part of the game could look. It also shows how each part could lead through to the next part.

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A chart maps out the new game.

For a big game, the design team writes everything in a document.

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The team works together to write the document.

This document includes lots of information about the new game.

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The team writes all about the levels in the game. They also write about the characters in the game, and any powers they have.

Drawings

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Through

hard work, artists make the game look just right.

Now, artists take the document and draw up what is in it. The artists decide how the whole game will look.

The artists draw pictures for the games team to look at. Sometimes, the team will ask for changes.

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The team talks about the drawings.

The artists draw all the characters that will be in the game, too.

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Characters can change a lot as the artists draw them.

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Game characters are all shapes and sizes.

The artists decide how big the characters will be. They decide what they will wear.

Moving Models

Next, another team of artists turns the drawings into moving models. They make these models on screen. They use special visual skills.

Models can be looked at from all directions.

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Everyone can now see how the characters will look when people play the game. They can see the characters from all sides.

Next, game makers use code to put the models into the game.

Code turns the moving models into characters that gamers can play with.

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Game makers write code that lets players move the characters on their screens. Players can use keys or joysticks.

The game is now ready to play!

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Testing the Game

The game makers hand the finished game over to testers. Testers play the game and try to find anything wrong with it.

Testers must look at the game closely.

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Small things that are wrong with a game are called bugs.

Testers write down things that are wrong with the game. These things must then be fixed.

Telling Everyone about the Game

The game is now finished! The people who made it want everyone to know about it.

The team celebrates a job well done.

They design exciting visuals for the game and bright panels for its box.

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Visuals tell the world what the new game will be like.

Sometimes, a special launch party is held. Lots of people are excited to hear about the new game!

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A launch party is a good way to tell people about a new game.

At last, everyone can play the game. Most games can be played by just one player, or with others online.

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People come together to play new games.

Glossary characters: people in the game

code: a system of words, letters and symbols

document: a paper containing important information

visual: to do with the way things look

Index artists 10–14

characters 5, 9, 12, 13, 15, 16, 17

code 16, 17

design 6, 8, 21

drawings 10, 14

models 14–16

testers 18, 19

Comprehension

Before reading

• Use the Phonics information on the inside front cover of the book to make sure students are comfortable with some of the sounds and high-frequency words that will appear in this book.

• Look at the front and back cover of the book. Ask students what they think the book might be about. What do you think you will learn about in this book? What kind of book do you think this is?

During reading

Ask the following comprehension questions as you read through the book with the student:

• Page 2: Why do you think many people enjoy playing video games?

• Page 7: What does a game design team use to map out a new game?

• Page 17: Why do you think the author used an exclamation mark in the caption?

• Page 20: What is another way to say ‘celebrates’?

• Page 24: If you wanted to read about game design, which pages should you read?

Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.

After reading

Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:

• a Phonics and Comprehension Activity Sheet for this title

• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.

www.oxfordowl.com.au

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.

SAMPLEPAGES

Published in Australia by Oxford University Press

Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia.

© Oxford University Press 2023

The moral rights of the author have been asserted.

First published 2023

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.

You must not circulate this work in any other form and you must impose this same condition on any acquirer.

ISBN 9780190340223

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:

TheVisualsYouNeed/Shutterstock, Cover; StockImageFactory.com / Shutterstock, p.2; Lev Dolgachov / Alamy Stock Photo, p.3; Alex from the Rock / Shutterstock, p.4; Gorodenkoff / Shutterstock, p.6, p.7, p.10; GaudiLab / Shutterstock, p.8; Rawpixel.com / Shutterstock, p.9; Frame Stock Footage / Shutterstock, p.5, p.11, p.15, p.17, p.18; Chaosamran_Studio / Shutterstock, p.12, p.13; SeventyFour / Shutterstock, p.14, back cover; Pixel-Shot / Shutterstock, p.16; BalanceFormCreative / Shutterstock, p.19; Chaay_Tee / Shutterstock, p.20; Tartila / Shutterstock, p.21; adriaticfoto / Shutterstock, p.23; YIUCHEUNG / 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.

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Phonics

High-frequency words

These are some common high-frequency words that you will encounter in this book:

eye hour thought

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:

awarded guarantee

Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.

www.oxfordowl.com.au

SAMPLEPAGES

Acknowledgement of Country

Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.

by Holly Harper

illustrated by Alex Patrick

The Sunny Shore CupSAMPLEPAGES

Raf, Dal, Marc and Tooba were on their way to Sunny Shore Sports Camp.

“A whole weekend of sports!” said Dal. “I can’t wait!”

“What are you most excited about?” asked Marc.

“I’ve got my eye on the bike track and the ramps,” said Raf.

“I hope we get to play some hockey,” said Tooba.

“Do you think they’ll have hurdles?”

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Camp Guide Lora greeted the campers. She said there would be team games. Marc, Raf, Tooba and Dal were on the blue team.

“Don’t worry about scores,” said Lora.

“Rule number one is to have fun.”

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Then Lora showed everyone to their bunks. When they had finished unpacking, Raf, Dal, Marc and Tooba explored the main area.

“Wow!” said Raf. “What is that?” Raf was staring at a golden cup.

“That’s the Sunny Shore Cup,” said a boy named Leo. “It’s awarded to the team with the most points.”

“We might win it,” said Tooba.

“No way! The red team always wins,” warned Leo. “We are the best.”

“We are all great at sport,” said Marc. “I guarantee we can win that cup if we try extra hard.”

“I bet we will even break some records,” added Dal.

The first event was long jump.

“Tooba is great at jumping,” said Marc. “I think she will win first place.” Everyone was watching. Tooba was worried. Her knees knocked together so much that she tripped.

Marc’s legs wobbled underneath him in the free kick competition. He ran towards the net, but … he missed an easy shot, which made him cross!

“I should have done better,” he thought, blushing.

Next was swimming.

Usually, Dal zoomed through the water but now his belly twisted and leaped with nerves. He chugged and struggled along. In the end, he lost by two minutes.

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Raf thought she might win at lawn bowls, because she had played it with her grandmother.

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“My hands are shaking too much,” she grunted. As the day ended, the blue team was in last place!

The next morning, Raf, Dal, Marc and Tooba were gloomy.

“I feel guilty for losing and letting the team down,” said Raf.

“I don’t know why we’re losing,” said Tooba.

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The first game that day was softball.

“I’ve never played softball before,” said Dal.

“Red Team are softball champions,” said Leo.

“We are bound to win!”

Dal shrugged. “The main thing is having fun!”

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Dal quickly picked up the rules and even hit a home run. The blue team had so much fun that they didn’t follow the score.

“That was amazing!” cried Marc.

After softball, they played hockey. Tooba adored hockey, so she coached the team.

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They played game after game. Each hour passed quickly because they were enjoying themselves so much.

“The points are tied,” said Leo. “Now there’s only one game left.”

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“The last game will be a four-way race,” said Lora. “All team members will race together.”

Tooba, Dal, Raf and Marc cheered. The red team looked uneasy.

Lora waved the start flag and the race began. The red team jumped out in front, but their lead didn’t last. They started to argue and sway.

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“Oh no!” shouted Leo. “Oof!”

The blue team went over. They held out their hands.

“Don’t you care about winning?” asked Leo.

“No,” said Marc. “We just care about having fun.

Don’t you want to have fun too?”

The red team nodded.

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Both teams crossed the finish line in last place.

It was hard to finish because they were too busy giggling.

“It’s a draw,” said Lora.

“Then who wins the Sunny Shore Cup?” asked Leo.

Raf, Dal, Marc and Tooba glanced at each other. They could tell they were all thinking the same thing.

“What if the cup was awarded to the team who followed rule number one the best?” asked Dal.

“That’s a great plan!” said Lora. “Who had the most fun?”

The teams grinned at each other.“We all did!” they shouted.

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“In that case,” said Lora, “the Sunny Shore Cup is awarded to … all of you!”

Retell the story

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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 think will happen in the story? What kind of setting do you think this story has?

During reading

Ask the following comprehension questions as you read through the book with the student:

• Pages 2–3: List some things you know about the Sunny Shore Sports Camp from reading these two pages.

• Pages 6–7: Would you like to win the Sunny Shore Cup? Why or why not?

• Pages 10–11: Point to some words that the author has chosen to show that Raf and Dal are feeling nervous.

• Page 12: What are some other feelings that are like being gloomy?

• Page 23: What message did the campers learn at the end of the story?

Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.

After reading

Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:

• a Phonics and Comprehension Activity Sheet for this title

• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.

www.oxfordowl.com.au

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 9780190340247

Illustrations by Alex Patrick Designed by Vonda Pestana in collaboration with Oxford University Press Printed in China by Leo Paper Products Ltd Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.

Paralympic Power

by Sascha Goddard

Phonics

High-frequency words

These are some common high-frequency words that you will encounter in this book:

hour thought

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:

determined greatness

Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.

www.oxfordowl.com.au

SAMPLEPAGES

Acknowledgement of Country

Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.

Warning to First Nations Australians

Aboriginal and Torres Strait Islander peoples are advised that this publication may include images or names of people now deceased.

Paralympic athletes are strong and determined. They do not let anything get in the way of achieving their dreams.

Athletes push their bodies to the limit.

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Hour after hour each day, athletes train hard at their sports. They are preparing to compete against the best.

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There is a lot we can learn from paralympic athletes.

Sophie Pascoe, New Zealand

11 7 1

Sophie Pascoe was only 15 when she competed in her first Paralympics. The top swimmer scored three gold medals.

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Sophie was awarded gold at three more Paralympics.

Sophie has had one leg since she was a small child. She has won more medals than any other Paralympic athlete. In 2022, she was awarded the title of Dame.

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Sophie scores a world record.

Ellie Simmonds, United Kingdom

Ellie Simmonds knows that rewards come from hard work and persistence.

Ellie became a Paralympic swimmer at the age of 13.

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Ellie has won medals for more than 15 years.

Ellie is a person of short stature. As a child, she watched the Paralympics and swore she would compete. Ellie wanted to get a gold medal. She got five!

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Ellie was a flag bearer at the Paralympics.

Wheelchair Racing

Kurt Fearnley, Australia

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Kurt Fearnley is guaranteed to push himself to the limit. Kurt has had great success as a Paralympic wheelchair racer. He has always loved marathons.

Kurt wins a Paralympic marathon with a deflated wheel.

Kurt was born without the lower part of his spine. His determination has seen him crawl the Kokoda Trail and climb Sydney Tower on his hands.

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Kurt Fearnley loves a challenge.

Raymond Martin tried a racing wheelchair as a child. He thought it was great. It was lighter than his ordinary wheelchair, so Raymond could do more.

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Racing makes Raymond feel free.

Raymond scored gold in two Paralympic Games in both longer and shorter races. He is so fast that even his longest race takes him only a few minutes.

Raymond’s very strong arms give him speed.

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Wheelchair Tennis

Dylan Alcott, Australia

Dylan Alcott is a Paralympic tennis champ. Before tennis, he won gold in Paralympic wheelchair basketball.

Dylan has competed at the Paralympics four times.

Dylan speaks up for people with disabilities. Dylan hopes to guide people to love themselves and their disabilities.

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Dylan was awarded Australian of the Year, 2022.

Multi Sports

Kadeena Cox, United Kingdom

Kadeena Cox was always very good at athletics. Her path towards Para sports began when she learned she had a medical condition.

Pushing limits has led Kadeena to greatness.

Kadeena scored gold in two sports at the same Paralympic Games: Para athletics and Para cycling. Kadeena’s condition makes her body unsteady sometimes, but Kadeena never gives up.

Kadeena wins gold in Paralympic cycling.

Roberto Marson, Italy

Roberto Marson competed in the second Paralympic Games ever in 1964. He won gold there and in three more Paralympics after that.

Roberto competed in athletics, swimming and wheelchair fencing.

At the 1968 Paralympics, Roberto won 10 gold medals. He won three in athletics and three in swimming. He won four in wheelchair fencing.

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Roberto won more medals in wheelchair fencing than in any other sport.

Roberto could race, throw, swim and fence. He was awarded as one of the greatest Paralympic athletes of all time.

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Roberto won a total of 26 Paralympic medals.

Roberto was awarded a place in the special hall of fame that’s for outstanding Paralympic athletes. Then, in 2021, astronomers found a new asteroid. They named it after Roberto Marson.

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Astronomers named an asteroid 39795 Marson.

Golden Determination

The Paralympics brings together top athletes to compete in many sports. These determined athletes all have some things in common.

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Kurt Fearnley’s fighting spirit makes him a true great.

The athletes have all worked hard and trained long hours to develop the very best skills. They have faced and overcome huge challenges to compete in the Paralympics.

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Kadeena Cox always keeps going.

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 Paralympic Power? What kinds of sports do you think you might learn about in this book?

During reading

Ask the following comprehension questions as you read through the book with the student:

• Page 2: Name two characteristics of Paralympic athletes.

• Page 8: Why do you think Kurt Fearnley had such success as a Paralympian?

• Page 10: What is the opposite of ‘lighter’?

• Page 19: Why has the author written the word ‘asteroid’ in bold?

• Page 24: 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

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 9780190340261

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: Harish Tyagi/EPA/Shutterstock, Cover; Martial Red / Shutterstock, back cover; DPPI Media / Alamy Stock Photo, p.3; Ben Queenborough / Alamy Stock Photo, p.2; PA Images / Alamy Stock Photo, p.4, p.15; EMPICS Sport / PA Images / Alamy Stock Photo, p.5; Andy Rain/EPA/Shutterstock, p.6; Marco Ciccolella / Alamy Stock Photo, p.7; Louisa Gouliamaki / EPA / Shutterstock, p.8; Michael Preston / Alamy Stock Photo, p.9; Action Plus Sports Images / Alamy Stock Photo, p.10; TC / Alamy Stock Photo, p.11; Orange Pics BV / Alamy Stock Photo, p.12; PhotoAbility / Alamy Stock Photo, p.13; Avpics / Alamy Stock Photo, p.14; Strefania & Giovanna Marson & Italian Paralympic Committee, p.16, p.17, p.18; Detlev Van Ravenswaay / Science Photo Library, p.19; Stephen Pond / PA Images / Alamy Stock Photo, p.20; Andrew Matthews / PA Images / Alamy Stock Photo, 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.

Ren and the Special Bowl

by Cameron Macintosh

illustrated by Sam Loman

Phonics Developing vocabulary

This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:

retirement dangerous Kintsugi fascinating

Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.

www.oxfordowl.com.au

SAMPLEPAGES

Acknowledgement of Country

Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.

by Cameron Macintosh

Ren and the Special BowlSAMPLEPAGES

illustrated by Sam Loman

On Monday afternoon, Mum came home late from work. She was holding a box.

“I went to see Gran at the retirement home,” she said to Ren. “She gave me this.”

Mum took a beautiful old bowl out from the box.

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Dad admired the bowl too.

“We need to take good care of it,” said Mum.

“It’s been in the family for a long time.”

“Wow,” said Ren. “Look at the cranes painted on it.”

“It needs to go somewhere very safe,” said Mum.

“Where should we put it?”

“How about the glass display chest in the lounge room?” asked Ren.

“I think that would be the perfect place,” said Mum.

Mum made a space in the centre of the cabinet. She put the bowl there.

“It looks good there,” said Ren.

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“It has been on a long journey,” said Mum. “From Japan to Gran’s house to this display chest!”

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The next night, Ren went into the lounge room. Mum and Dad were in the kitchen making dinner. Ren wanted to have a close look at the bowl. It was so beautiful.

Mum and Dad made lots of noise with their pots and pans. They didn’t hear Ren take the special bowl out of the display chest. Ren lifted it up to the light. She admired its colours and fine artwork.

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As Ren was gazing at the bowl, her bird Sid swooped into the room. He descended onto Ren’s shoulder. Ren got a very big fright. She jumped and let go of the bowl!

It fell onto the hard floor and smashed into many pieces. The pieces had sharp edges.

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“Oh no,” Ren said to Sid. “Look at the beautiful bowl. I should never have touched it.”

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Ren knew the pieces were dangerous to touch. She ran to get a small broom and a dustpan to sweep them up. She quickly swept the pieces of the bowl into the dustpan.

Then, with care, Ren tipped the pieces into a small box.

“What should we do now, Sid?” she asked. Sid looked at Ren. He did not seem to know what to do!

Ren went to her bedroom and took the glue stick from her desk.

“I know!” Ren said to Sid. “I will fix the bowl! I can use my glue to stick the pieces back together.”

“Oh no,” she said to Sid. “This glue is only for paper. It would not be strong enough to hold the pieces of the bowl together. We need to tell Mum and Dad what has happened.”

Ren felt nervous as she went into the kitchen.

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“I’m sorry, Mum,” she said. “I dropped Gran’s bowl and broke it.”

“Oh, Ren,” said Mum. “How did that happen?”

Ren told Mum about the fright Sid gave her.

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“What can we do to fix it?” asked Ren. Mum smiled. “I think I have a plan!”

“Don’t feel bad, Ren,” said Mum. “I know you did not mean to do it.”

“Have you heard of the art of Kintsugi?” Mum asked Ren.

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“No, what’s that?” said Ren.

“It’s a way of fixing cracks in bowls like this, with gold. The gold in the cracks enhances the bowl’s beauty.”

“That’s fascinating,” said Ren. “Where can we find some gold?”

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“We can get a special gold-coloured powder,” replied Mum. “They sell it at the art shop. It will be perfect for this bowl.”

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The next morning, Dad went to get the gold powder. He got a special kind of glue as well. When Dad came home, Mum and Ren sat with him in the kitchen. They looked at the pieces of the bowl.

Mum and Ren put gloves on their hands. They had enough glue to put all the pieces back together. While the glue was wet, they put the gold powder on the cracks. Soon, each crack was gold and sparkly.

Over the next few days, Mum and Ren worked on the bowl. It looked very beautiful with the gold lines where the cracks had been.

“We work well together, don’t we?” said Mum.

“We sure do!” replied Ren.

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By the end of the week, the bowl was finished. The pieces had all been put back together.

“Wow, you have both done such a good job!” said Dad. “The bowl is even more beautiful now.”

Right away, Mum, Dad and Ren took the bowl to the display chest. They put it back where it had been. The gold lines sparkled in the light coming in from the window. They all admired its beauty.

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“I will leave it in the display chest from now on,” said Ren.

“I think that’s a very good plan!” said Mum with a smile.

“I think Sid agrees too!” smiled Dad.

Retell the story SAMPLEPAGES

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 is special about this bowl? What do you think might happen to the bowl in this story?

During reading

Ask the following comprehension questions as you read through the book with the student:

• Page 2: Who gave the bowl to Mum?

• Page 7: What would you say to Ren if you saw her taking out the bowl?

• Page 16: What does ‘enhances’ mean?

• Page 20: How do you think the author wants you to feel about working together?

• Page 23: What happened at the beginning, middle and end of 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

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.

SAMPLEPAGES

Published in Australia by Oxford University Press

Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia.

© Oxford University Press 2023

The moral rights of the author have been asserted.

First published 2023

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.

You must not circulate this work in any other form and you must impose this same condition on any acquirer.

ISBN 9780190340285

Designed by Ruth Comey in collaboration with Oxford University Press

Printed in China by Leo Paper Products Ltd

Oxford University Press Australia & New Zealand is committed to sourcing paper responsibly.

Illustrations by Sam Loman

Perseverance

by Gemma Ridgway-Faye

SAMPLEPAGES

Phonics Developing Vocabulary

This book contains new vocabulary that students may not have encountered previously. If students stumble on a word, encourage students to say and blend the letter sounds – helping them if necessary. Practise these words before reading:

scientists Perseverance Canaveral Jezero hazardous

Words from the Oxford Wordlist appear in Oxford Reading for Comprehension Discover. For teacher support and guidance on using the Oxford Wordlist with this series, visit the series section on Oxford Owl.

www.oxfordowl.com.au

SAMPLEPAGES

Acknowledgement of Country

Oxford University Press acknowledges the Traditional Owners of the many lands on which we create and share our learning resources. We acknowledge the Traditional Owners as the original storytellers, teachers and students of this land we call Australia. We pay our respects to Elders, past and present, for the ways in which they have enabled the teachings of their rich cultures and knowledge systems to be shared for millennia.

Warning to First Nations Australians

Aboriginal and Torres Strait Islander peoples are advised that this publication may include images or names of people now deceased.

by Gemma Ridgway-Faye

Exploring Space with Science

Do you ever wish you could explore space? We can use science and technology to learn about places we can’t visit yet, like other planets.

No human has visited Mars, but spacecraft have.

Scientists want to understand more about what it is like on Mars. However, it’s too dangerous for humans to explore until we learn more.

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At the moment, humans study Mars from the ground.

Learning from a Distance

Mars is a very long way away. However, it is the closest planet to Earth. We can sometimes see it in the night sky.

We have already learned a lot by observing Mars through telescopes.

Mars is also called the Red Planet. The entire planet looks a rusty red colour when seen from Earth.

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Scientists believe that Mars looks rusty red because of the minerals on its surface.

Exploring with Mars Rovers

We have learned a lot about Mars without leaving Earth. Scientists want to learn even more to help prepare for human exploration.

NASA, the US space centre, has the goal of sending people to Mars.

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NASA has designed robots, called rovers, to explore the surface of Mars. So far, five rovers have been sent to Mars. Rovers can do their work without humans.

A rover is roughly the same size as a small car.

Naming a New Rover

When NASA was working on a new rover, it held an essay competition. School students wrote essays to help choose the rover’s name.

The winner, Alexander Mather, was a Year 7 boy who picked the name ‘Perseverance’.

Perseverance’s robotic arm features a name plate.

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The rover’s name, Perseverance, means persisting with something, even when it’s difficult. The competition judges thought that was a great way to describe studying space.

Launching Perseverance

Perseverance is the newest and most advanced Mars rover. Its aim is to search for signs of life and collect rock samples.

It takes a team effort to send a rover into space.

Perseverance launched on 30 July 2020, from Cape Canaveral, Florida, in the United States. The journey to the Jezero Crater on Mars took almost seven months.

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Perseverance survived its dangerous landing on the Jezero Crater.

Discovering the Mars Landscape

Since Perseverance arrived, we have learned more about the Mars landscape. Mars has lots of rock formations, cliffs, boulders, craters, canyons and volcanoes.

This image from Perseverance shows a rocky outcrop on the Jezero Crater.

Mars is like a frozen desert, with long-lasting dust storms. It is very dry. Scientists believe it was much warmer and wetter in the past.

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Maybe this dry landscape once had a beautiful river flowing through it.

Getting around on Mars

Perseverance faces challenges on the hazardous surface of Mars. Special design features and technology provide the best chance of success.

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These features help Perseverance get out of trouble, too.

The rover’s body carries and protects the computer and other electronics inside. It is like armour, designed to withstand the tough conditions.

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This is one of six strong wheels that allow the rover to pass over rough surfaces.

Recording Mars

Pictures and videos beam back to Earth through Perseverance’s 23 cameras. These cameras and other tools monitor the rover. They can detect hazards, too. robotic arm

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Perseverance can even take selfies using its robotic arm. Say cheese!

Perseverance is also the first spacecraft to record sounds on Mars. Microphones pick up sounds from around the rover.

This microphone has recorded many sounds, such as wind gusts. microphone

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Collecting Samples

One of the rover’s main jobs is to collect rock and soil samples. In September 2021, the NASA team celebrated. Perseverance had successfully collected its first rock sample.

drill hole

The rover drilled into the rock core.

The samples might be returned to Earth by a future spacecraft. Scientists may find clues about whether there was once life on Mars.

The rock sample is stored inside a special tube.

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Experimenting for the Future

We take in a gas called oxygen when breathing on Earth. The atmosphere, or the air, on Mars is not the same. This is part of what makes space exploration dangerous.

There is not much oxygen on Mars.

Perseverance has a special tool, nicknamed MOXIE. It makes oxygen from the air on Mars.

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This concept could help future human explorers, who would need oxygen for their visit.

Imagining Humans on Mars

These days we know more about Mars than ever before. This is thanks to all the fascinating information collected by the Mars rovers.

Perseverance helps us understand more about Mars from the safety of Earth.

Each discovery brings us one step closer to the day that humans visit Mars. One day, we might even be able to live there.

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Would you have the courage to go to Mars?

Glossary

armour: a tough layer that protects something crater: a hole in the ground caused by something hitting the ground or exploding hazardous: dangerous

Index

hazards .............. 14, 16, 20

Perseverance rover ...... 8–12, 14–18, 21, 22

rovers ...............

space exploration .......

6–12, 14–21

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. Where do you think the events in this book take place? What do you think the book will be about?

During reading

Ask the following comprehension questions as you read through the book with the student:

• Page 2: Would you like to visit Mars one day? Why or why not?

• Page 6: Why are scientists trying to learn more about Mars?

• Page 15: Point to the caption on this page.

• Page 21: What does the word ‘concept’ mean?

• Page 23: Why do you think the author called the book ‘Perseverance’?

Ask the student to look at the images on the final page of the book and use these to retell the story/talk about the main ideas in the book.

After reading

Visit the Oxford Reading for Comprehension Discover series section on Oxford Owl for access to:

• a Phonics and Comprehension Activity Sheet for this title

• Phonics and Comprehension teaching notes for this title, including a practical After Reading activity.

www.oxfordowl.com.au

Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trademark of Oxford University Press in the UK and in certain other countries.

SAMPLEPAGES

Published in Australia by Oxford University Press

Level 8, 737 Bourke Street, Docklands, Victoria 3008, Australia

© Oxford University Press 2023

The moral rights of the author have been asserted

First published 2023

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the reprographics rights organisation. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.

You must not circulate this work in any other form and you must impose this same condition on any acquirer.

ISBN 9780190340308

Designed by Claire Atteia in collaboration with Oxford University Press

Printed in China by Leo Paper Products Ltd

Acknowledgements

The publishers would like to thank the following for the permission to reproduce photographs:

Anterovium / Alamy Stock Photo, Cover; Konstantin Shaklein / Alamy Stock Photo, p.2; East Fence Images / Alamy Stock Photo, p.3; Fluglinse / Shutterstock, p.4; Vadim Sadovski / Shutterstock, p.5; Nasa / Jpl-Caltech / Science Photo Library, p.6; Stocktrek Images, Inc. / Alamy Stock Photo, p.7, p.9; 2020 Images / Alamy Stock Photo, p.8; Roman Budnyi / Alamy Stock Photo, p.11, p.14, back cover; dotted zebra / Alamy Stock Photo, p.13; Lee Dalton / Alamy Stock Photo, p.17; Dotted Yeti / Shutterstock, p.20; Science History Images / Alamy Stock Photo, p.21; Nasa / Bill Ingalls / Science Photo Library, p.22; Hero Images Inc. / Alamy Stock Photo, p.23; NASA / JPL-Caltech, p.10, p.12, p.15, p.18; NASA / JPL-Caltech / MSSS, p.16; NASA/JPL-Caltech/ASU/MSSS, p.19.

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.