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    Ort BCK Victorian Tns

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    Talal Ghouri
    This document provides teaching notes for the story "Victorian Adventure" from Oxford Level 8 Stories. It outlines various comprehension strategies to teach students, such as prediction, questioning, clarifying, summarizing, and imagining. It then provides examples of questions teachers can ask and activities students can do to practice these strategies when reading the story independently or in a group.

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    Download as PDF, TXT or read online from Scribd

    Ort BCK Victorian Tns

    Uploaded by

    Talal Ghouri
    16 views3 pages
    This document provides teaching notes for the story "Victorian Adventure" from Oxford Level 8 Stories. It outlines various comprehension strategies to teach students, such as prediction, questioning, clarifying, summarizing, and imagining. It then provides examples of questions teachers can ask and activities students can do to practice these strategies when reading the story independently or in a group.

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    Ort reader stage 8

    Original Title

    ort_bck_victorian_tns (1)

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    This document provides teaching notes for the story "Victorian Adventure" from Oxford Level 8 Stories. It outlines various comprehension strategies to teach students, such as prediction, questioning, clarifying, summarizing, and imagining. It then provides examples of questions teachers can ask and activities students can do to practice these strategies when reading the story independently or in a group.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    16 views3 pages

    Ort BCK Victorian Tns

    Uploaded by

    Talal Ghouri
    This document provides teaching notes for the story "Victorian Adventure" from Oxford Level 8 Stories. It outlines various comprehension strategies to teach students, such as prediction, questioning, clarifying, summarizing, and imagining. It then provides examples of questions teachers can ask and activities students can do to practice these strategies when reading the story independently or in a group.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Oxford Level 8 Stories

    Victorian Adventure
    Teaching Notes Author: Thelma Page
    Comprehension strategies Tricky words
    • Comprehension strategies are taught bought, bread, friends, great, heads, important, school, shoe,
    throughout the Teaching Notes to enable shouldn’t, station, taught, together, tonight, towards, trouble,
    pupils to understand what they are reading where, work, wouldn’t, your
    in books that they can read independently.
    In these Teaching Notes the following = Language comprehension
    strategies are taught:
    Prediction, Questioning, Clarifying, = Word recognition
    Summarising, Imagining

    Group or guided reading


    Introducing the book
    • Read the title, look at the picture and read the blurb on the back cover. Have a quick look through the
    pages of the book to see what happens.
    (Prediction) Ask: What do you think the surprise at Buckingham Palace might be?
    (Clarifying) Ask: Who can explain what ‘Victorian’ means? Do you know how long ago Queen
    Victoria lived? (1837–1901).
    (Questioning) Ask: How can you tell that this story is set in the past? Ask the children to look at the
    pages that give clues and say what the clues are, e.g. pages 8, 9 and 10.

    Strategy check
    Remind children to use their knowledge of phonics to work out new words.

    Independent reading
    • Ask the children to read the story. Remind them to use phonics and the sense of the sentence to
    work out new words. Praise children for reading silently with concentration, and for reading aloud
    with expression.
    Check that children:
    • read independently and with increasing fluency longer and less familiar texts
    • know how to tackle words that are not completely decodable (see chart above)
    • read high and medium frequency words independently and automatically
    • use syntax and context to build their store of vocabulary when reading for meaning.
    Returning to the text
    (Questioning) On page 6, ask: How does the text on this page tell us the time when the story was set?
    (Questioning) On page 13, ask: How did Biff know where they were? Does this mean that the palace
    has changed or stayed the same?
    (Clarifying) Turn to page 27. Why did Kipper think that they might have their heads chopped off?
    (Questioning) Ask: What was the surprise at Buckingham Palace that is mentioned on the back cover?

    1 © Oxford University Press 2014


    Group and independent reading activities
    Give some reasons why things happen.
    (Questioning) Look at page 4. Ask: Why do you think the magic took them to Victorian London? Look
    back at pages 2 and 3. What have you noticed about the way the magic works? Page 8: Why did Vicky
    take the children to see the blacksmith? Find and read the answer on page 7. Page 14: Why was there
    a flashing light from the palace? Find the answer suggested on the same page and the evidence in the
    picture on page 16. Page 24: Why were the children taken to prison? Find the reasons on page 23. Why
    was Biff worried? Find the answer on page 24. Page 28: Why do you think Gran and Queen Victoria liked
    each other? Praise children for using their own ideas and knowledge of Gran to answer this question.
    Were the children able to give reasons for the events in the story? Where appropriate, could they
    find the evidence in the text?
    Draw together ideas and information from across a whole text, using simple signposts in the text.
    (Clarifying) Use the text and pictures on pages 10 and 11, then on pages 18 and 19, to find clues that
    show the story is set in the past. Make two lists headed ‘Pictures’ and ‘Words’. List the objects in the
    pictures, e.g. pump, Vicky’s clothes, and words and phrases from the text, e.g. ‘Vicky pumped the
    water…’, ‘She bought some bread with the penny’. Find more clues on other pages. Record the page
    number where children discover the text next to the words in the lists.
    Can children find clues to the setting throughout the story? Can they locate the evidence?
    Explain their reaction to texts, commenting on important aspects.
    (Summarising) Ask children to choose another Oxford Reading Tree book at Stage 8 and compare it
    with Victorian Adventure. Summarise both stories in three or four sentences. You could use the story
    summary from the notes on the inside cover of one of the books as an example. Ask the children to
    say which story they prefer and why.
    Were the children able to use main points from the stories to make comparisons? Did they give
    reasons for their opinions?
    Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of
    structure, and spelling patterns.
    Ask the children, in pairs, to look through the story for one-, two-, three- and four-syllable words,
    then to write at least two words for each type. (You may need to match the instructions to the ability
    of the children. Some children may only manage one- and two-syllable words. More able children
    could be asked to choose words with five letters or more.) Ask children to break each word down into
    syllables (e.g. im–por–tant) and then help each other learn the spellings, before testing each other.
    Ask the children to tell the group a word on their list and then to spell it. Could the children spell the
    words accurately?

    Speaking, listening and drama activities


    Explain ideas using imaginative and expressive vocabulary.
    (Imagining) Look at the pictures of Victorian children in the story, then ask the children to imagine
    that a Victorian child has arrived in their class today. Ask them to close their eyes and picture the child.
    Ask one or two children to describe the child they have imagined. Invite a volunteer to be in the hot
    seat as the Victorian child and ask the class to think of questions to ask him/her.

    2 © Oxford University Press 2014


    Writing activities
    Draw on knowledge and experience of texts in deciding and planning what and how to write.
    (Imagining) Ask the children to discuss Gran’s adventure with a partner. Prompt them to think of
    these questions: Where was Gran when the key glowed? How did she get to Buckingham Palace?
    How did she meet Queen Victoria? Did the servants find her first? What did Gran say to them? Why
    did Gran and Queen Victoria have plenty to talk about?
    • Ask the children to make notes of their ideas as a plan, then begin writing ‘Gran’s Victorian Adventure’.
    Could the children invent events that led up to Gran meeting Queen Victoria? Could they write
    the story?

    For teachers
    Helping you with free eBooks, inspirational
    resources, advice and support
    For parents
    Helping your child’s learning
    with free eBooks, essential
    tips and fun activities

    www.oxfordowl.co.uk
    3 © Oxford University Press 2014

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