Zikir surah-surah dalam Al-Quran.. Mengandungi kesemua 114 surah yang terdapat di dalam kitab suci al-quranulkarim yang dinasyidkan untuk memudahkan kita sebagai orang Islam untuk menghafal surah dalam Kalam Allah.. Sama-samalah kita menghafalnya..
====
(Senarai surah dalam juzuk 30)
078. AN NABA’
079. AN NAAZI’AAT
080. ‘ABASA
081. AT TAKWIIR
082. AL INFITHAAR
083. AL MUTHAFFIFIIN
084. AL INSYIQAAQ
085. AL BURUUJ
086. ATH THAARIQ
087. AL A’LAA
088. AL GHAASYIYAH
089. AL FAJR
090. AL BALAD
091. ASY SYAMS
092. AL LAIL
093. ADH DHUHAA
094. ASH SHARH or ALAM NASYRAH
095. AT TIIN
096. AL ‘ALAQ
097. AL QADR
098. AL BAYYINAH
099. AZ ZALZALAH
100. AL ‘ADIYAAT
101. AL QAARI’AH
102. AT TAKAATSUR
103. AL ‘ASHR
104. AL HUMAZAH
105. AL FIIL
106. QURAISY
107. AL MAA’UUN
108. AL KAUTSAR
109. AL KAAFIRUUN
110. AN NASHR
111. AL LAHAB
112. AL IKHLAS
113. AL FALAQ
114. AN NAAS
....
..
Friday, 26 March 2010
block and bubble from school
a new marking system for all children.
Anything with a block is feedback as to what the pupil has done well,
anything surrounded by a bubble is a next step to improve their worj and learning.
block and bubble... wonder wonder what
..
Anything with a block is feedback as to what the pupil has done well,
anything surrounded by a bubble is a next step to improve their worj and learning.
block and bubble... wonder wonder what
..
The Wrong Letter - Alan MacDonald Stage 11: Treetops: More Stories A
Oxford Reading Tree: Stage 11: Treetops: More Stories A: The Wrong Letter - Alan MacDonald Books
Product Review
Release Date: 29 September 2005
ISBN: 9780199179886
Publisher: Oxford University Press
====
Ideas
1. Ask pupils to explain why the girls went to the wrong places and took part in the wrong sports. Find the page and the words that explain how the muddle happened.
2. Make a timeline of the feelings of both girls for that Saturday, beginning with excitement in the morning and finishing with surprise and happiness at the end of the day.
3. Ask volunteers to take the roles of Pippa and Flo. Invite others to ask them questions about how they each won a cup.
4. Ask pupils to write a story about a similar mistaken time, place and/or activity and the way the characters cope with the unexpected.
Blackbones Saves the School STAGE 11: TREETOPS: MORE STORIES A
OXFORD READING TREE: STAGE 11: TREETOPS: MORE STORIES A: Blackbones Saves the School
Oxford Reading Tree: Stage 10: TreeTops: Blackbones Saves the School
By: Alan MacDonald, John Coldwell, Susan Gates
A further 18 Treetops titles in Oxford Reading Tree's series of fiction with built-in progression for pupils aged 7 to 11. Specially written for children who need the support of carefully monitored language levels, the stories are accessible, motivating, and humorous. The series is organized into Oxford Reading Tree stages (from Stage 10 to Stage 14), with each stage introducing more complex narrative forms, including flashbacks and changes in viewpoint; descriptive writing; extended reading vocabulary; and more pages, more text, and fewer illustrations.
Dangerous Trainers : Stage 11: TreeTops: More Stories A
Oxford Reading Tree: Stage 11: TreeTops: More Stories A: Dangerous Trainers
by Nick Warburton (Author)
by Susan Gates (Author)
by John Coldwell (Author)
by Alan MacDonald (Author)
Martin Remphrey (Illustrator)
This book is part of TreeTops Fiction, a structured reading programme providing juniors with stories they will love to read. Offering chapter books with full-colour illustrations, written by well-known authors, these stories are full of humour and have real boy appeal. They are tightly levelled allowing children to read books appropriate to their ability.
Series:
TreeTops
Reading Stage:
TreeTops Stage 11
Book Band:
KS2 Y3 (P4) Brown
Dangerous Trainers by Susan Gates
Next steps: when reading stories, think carefully about the different characters, what they might feel and why. Notice the ways in which authors develop character.
Ideas
1. Make a list of descriptions that portray the menace of the trainers, e.g. "big slurpy purple tongues". Underline the words that remind pupils of animals, e.g. "carnivorous". Discuss the imagination and feelings of the narrator in the story.
2. Find phrases in the text that make the trainers seem like ordinary trainers, e.g. "It's your fault, not your trainers." Compare Mum's common-sense response with the narrator's imagination and his brother's doubts.
3. Encourage children to recall strange events in dreams. Ask them to write or tell as much as they remember. Talk about the way a character can change in a dream, e.g. become brave.
4. Imagine who found the trainers on the bus. Write the story of what happened to 'The Trainers on the Bus.' Read the stories aloud and discuss which ones portray the dangerousness of the trainers.
====
Dangerous Trainers
1. Describe the dangerous trainers.
2. Why were the trainers dangerous?
3. What did the younger brother think the trainers
were doing at night?
4. What happened to the moth?
5. What did the mouse look like when it was tied up
in the laces?
6. Do you think the trainers were really moving
about by themselves?
7. Onomatopoeias are words that make the same
sound as when you say them eg. thud. Can you
find more onomatopoeias in the story?
...
http://www.primaryresources.co.uk/english/englishbooks_readingschemes.htm
An Odd Job for Bob and Benny
An Odd Job for Bob and Benny
Oxford Reading Tree: Stage 11: TreeTops: An Odd Job for Bob and Benny
An Odd Job for Bob and Benny
Author: Nick Warburton
Illustrator: Wendy Smith
TreeTops Stories have been given a fresh new look with new covers, a new TreeTops logo, parental notes on inside back cover and new teaching materials. These books now include a spine, have been reformatted to a smaller size and are 32pp. NB. Please note the following levelling changes: 'The Wrong Letter' and 'Blackbones Saves the School' have moved into this pack from Stage 10 Pack C and 'Purple Buttons' and 'The Great Spaghetti Suit' have moved out of this pack to new Stage 10 More Stories A.Note the following title change: 'Bertha's Big Chance' has changed to 'The Big Chance'.
Product Details
* Reading level: Ages 9-12
* Paperback
* Publisher: Dingles/Treehouse Court; 1 edition (August 2008)
* Language: English
* ISBN-10: 1596469439
* ISBN-13: 978-1596469433
Review of An Odd Job for Bob and Benny by Nick Warburton
Nansi Dingle, age 8, Powys, says:
"I liked it that there were lots of little exciting bits when you didn't know what was going to happen next. I liked the bit when Bob and Benny didn't understand the note and tried to get a bed for the elephant instead of a shed."
source
Oxford Reading Tree: Stage 11: TreeTops: An Odd Job for Bob and Benny
An Odd Job for Bob and Benny
Author: Nick Warburton
Illustrator: Wendy Smith
TreeTops Stories have been given a fresh new look with new covers, a new TreeTops logo, parental notes on inside back cover and new teaching materials. These books now include a spine, have been reformatted to a smaller size and are 32pp. NB. Please note the following levelling changes: 'The Wrong Letter' and 'Blackbones Saves the School' have moved into this pack from Stage 10 Pack C and 'Purple Buttons' and 'The Great Spaghetti Suit' have moved out of this pack to new Stage 10 More Stories A.Note the following title change: 'Bertha's Big Chance' has changed to 'The Big Chance'.
Product Details
* Reading level: Ages 9-12
* Paperback
* Publisher: Dingles/Treehouse Court; 1 edition (August 2008)
* Language: English
* ISBN-10: 1596469439
* ISBN-13: 978-1596469433
Review of An Odd Job for Bob and Benny by Nick Warburton
Nansi Dingle, age 8, Powys, says:
"I liked it that there were lots of little exciting bits when you didn't know what was going to happen next. I liked the bit when Bob and Benny didn't understand the note and tried to get a bed for the elephant instead of a shed."
source
Monday, 22 March 2010
odd eggs
wawa learn
biggest and amallest egg.
deoorating egg
expensive egg
designer egg
colourful egg
etc etc
behind the scene
2 new word for wawa
director
scence
all in the making a film book
about producer, director, actor, cameraman, make up artist etc etc
Friday, 19 March 2010
Band 11 – Lime – Level 3
Band 11 – Lime – Level 3
Learning opportunities
Use experience of reading a variety of material to recognise text types and predict layout and general content
Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning
Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc
Sustain interest in longer texts, returning easily to them after a break
Make use of blurbs, chapter headings, glossaries, indexes and procedural texts to search for and locate information quickly and accurately
Take notes and devise ways to remember the meaning and spelling of unfamiliar words
Express reasoned opinions about what is read, and compare texts
Investigate and identify the styles and voice of a range of different text types including plays, poetry, narrative, procedural and explanatory texts
===
Band Colour NC Level
1 Pink W
2 Red W
3 Yellow 1 (C)
4 Blue 1 (C/B)
5 Green 1 (B)
6 Orange 1 (B/A)
7 Turquoise 1 (A)
8 Purple 2C
9 Gold 2B
10 White 2A
11 Lime 3
Learning opportunities
Use experience of reading a variety of material to recognise text types and predict layout and general content
Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning
Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc
Sustain interest in longer texts, returning easily to them after a break
Make use of blurbs, chapter headings, glossaries, indexes and procedural texts to search for and locate information quickly and accurately
Take notes and devise ways to remember the meaning and spelling of unfamiliar words
Express reasoned opinions about what is read, and compare texts
Investigate and identify the styles and voice of a range of different text types including plays, poetry, narrative, procedural and explanatory texts
===
Band Colour NC Level
1 Pink W
2 Red W
3 Yellow 1 (C)
4 Blue 1 (C/B)
5 Green 1 (B)
6 Orange 1 (B/A)
7 Turquoise 1 (A)
8 Purple 2C
9 Gold 2B
10 White 2A
11 Lime 3
Book Band: White is 2A
National Curriculum Level
2A
Book Band: White
Band 10 – White – Level 2 (A)
Learning opportunities
Read silently most of the time
Sustain interest in longer text, returning to it easily after a break
Use text more fully as a reference and as a model
Search for and find information in texts more flexibly
Notice the spelling of unfamiliar words and relate to known words
Show increased awareness of vocabulary and precise meaning
Express reasoned opinions about what is read
Offer and discuss interpretations of text
Text characteristics
Widening range of genre and writing style
Story line or theme may be sustained over a longer period of time with chapters or sub-sections of text
Sentences structures may be longer with more subordinate phrases or clauses
Characters may be more fully developed
More than one point of view expressed within the text
Information or action may be implied rather than spelled out
Texts may contain more metaphorical or technical language
Non-fiction texts placed in a broader context and include more detailed information
School Reference
To discriminate and blend common vowel phonemes as an aid to decoding unfamiliar words. (Yr2, Tm1, W6)
to infer the meaning of unknown words from context (Yr3, Tm1, W14)
to identify synonyms in texts and generate related words (Yr3, Tm1, W17)
to identify and discuss new words in texts (Yr2 Tm 2, W10)
To read aloud with intonation and expression appropriate to the grammar and punctuation. (Yr1, Tm2, S2)
To recognise and take account of speech marks when reading. (Yr2, Tm2 S6)
to discuss and investigate text layout (Yr2 Tm2 S7)
To discuss and predict story themes. (Yr2, Tm2, T5)
To discuss story settings; to compare differences; to consider how different settings influence events and behaviour. (Yr2, Tm2, T5)
To identify and describe characters, expressing own views and using words and phrases from the text. (Yr2, Tm2, T6)
To evaluate the usefulness of a text for its purpose and give reasons. (Yr2, Tm3, T18)
to pose questions prior to reading non-fiction texts and to find answers in the text (Yr2 Tm3 T14)
To scan a text to find specific sections, e.g. key words, phrases, subheadings. (NF, YR2, Tm3, T16)
To identify the main points in a non-fiction text.(Yr2 Tm3 T18)
2A
Book Band: White
Band 10 – White – Level 2 (A)
Learning opportunities
Read silently most of the time
Sustain interest in longer text, returning to it easily after a break
Use text more fully as a reference and as a model
Search for and find information in texts more flexibly
Notice the spelling of unfamiliar words and relate to known words
Show increased awareness of vocabulary and precise meaning
Express reasoned opinions about what is read
Offer and discuss interpretations of text
Text characteristics
Widening range of genre and writing style
Story line or theme may be sustained over a longer period of time with chapters or sub-sections of text
Sentences structures may be longer with more subordinate phrases or clauses
Characters may be more fully developed
More than one point of view expressed within the text
Information or action may be implied rather than spelled out
Texts may contain more metaphorical or technical language
Non-fiction texts placed in a broader context and include more detailed information
School Reference
To discriminate and blend common vowel phonemes as an aid to decoding unfamiliar words. (Yr2, Tm1, W6)
to infer the meaning of unknown words from context (Yr3, Tm1, W14)
to identify synonyms in texts and generate related words (Yr3, Tm1, W17)
to identify and discuss new words in texts (Yr2 Tm 2, W10)
To read aloud with intonation and expression appropriate to the grammar and punctuation. (Yr1, Tm2, S2)
To recognise and take account of speech marks when reading. (Yr2, Tm2 S6)
to discuss and investigate text layout (Yr2 Tm2 S7)
To discuss and predict story themes. (Yr2, Tm2, T5)
To discuss story settings; to compare differences; to consider how different settings influence events and behaviour. (Yr2, Tm2, T5)
To identify and describe characters, expressing own views and using words and phrases from the text. (Yr2, Tm2, T6)
To evaluate the usefulness of a text for its purpose and give reasons. (Yr2, Tm3, T18)
to pose questions prior to reading non-fiction texts and to find answers in the text (Yr2 Tm3 T14)
To scan a text to find specific sections, e.g. key words, phrases, subheadings. (NF, YR2, Tm3, T16)
To identify the main points in a non-fiction text.(Yr2 Tm3 T18)
Book Band: Gold is 2B
source
National Curriculum Level
2B
Book Band: Gold
Band 9 – Gold – Level 2 (B)
Learning opportunities (as for Band 8)
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Somewhat more challenging than in Band 8
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range
School Reference:
To read on sight high frequency words specific to graded books. Yr2, Tm2, W6)
To discriminate and blend common vowel phonemes as an aid to decoding unfamiliar words. (Yr2, Tm1, W6)
To identify words within words and common letter strings (syllables) as an aid to decoding unfamiliar words. (Yr2, Tm2, W5)
to identify and discuss new words in texts (Yr 2 Tm 2, W10)
To read aloud with intonation and expression appropriate to the grammar and punctuation. (Yr1, Tm2, S2)
To recognise and take account of comas and exclamation marks when reading. (Yr2, Tm1, S3)
To decipher new and unfamiliar words using awareness of grammar, e.g. to predict from text, to read on, leave a gap and reread. (Yr2, Tm2, S1)
To discuss how dialogue is set out.(Yr2, Tm2, S6)
To identify and discuss reasons for events in stories, linked to plot. (Yr2, Tm1, T5)
To discuss story settings and locate key words and phrases in texts. (Yr2, Tm2, T5)
To discuss and predict story themes. (Yr2, Tm2, T5)
To identify and describe characters, expressing own views and using words and phrases from the text. (Yr2, Tm2, T6)
To evaluate the usefulness of a text for its purpose. ( Yr2, Tm3, T18)
To predict story endings/incidents. (Yr2, Tm2, T4)
To scan a text to find specific sections, e.g. key words, phrases, subheadings. (Yr2, Tm3, T16)
To skim read: titles, content page, illustrations, chapter headings, to speculate what a book may be about. (Yr2, Tm3, T17)
To identify the main points in a non-fiction text.(Yr2, Tm3, T18)
National Curriculum Level
2B
Book Band: Gold
Band 9 – Gold – Level 2 (B)
Learning opportunities (as for Band 8)
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Somewhat more challenging than in Band 8
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range
School Reference:
To read on sight high frequency words specific to graded books. Yr2, Tm2, W6)
To discriminate and blend common vowel phonemes as an aid to decoding unfamiliar words. (Yr2, Tm1, W6)
To identify words within words and common letter strings (syllables) as an aid to decoding unfamiliar words. (Yr2, Tm2, W5)
to identify and discuss new words in texts (Yr 2 Tm 2, W10)
To read aloud with intonation and expression appropriate to the grammar and punctuation. (Yr1, Tm2, S2)
To recognise and take account of comas and exclamation marks when reading. (Yr2, Tm1, S3)
To decipher new and unfamiliar words using awareness of grammar, e.g. to predict from text, to read on, leave a gap and reread. (Yr2, Tm2, S1)
To discuss how dialogue is set out.(Yr2, Tm2, S6)
To identify and discuss reasons for events in stories, linked to plot. (Yr2, Tm1, T5)
To discuss story settings and locate key words and phrases in texts. (Yr2, Tm2, T5)
To discuss and predict story themes. (Yr2, Tm2, T5)
To identify and describe characters, expressing own views and using words and phrases from the text. (Yr2, Tm2, T6)
To evaluate the usefulness of a text for its purpose. ( Yr2, Tm3, T18)
To predict story endings/incidents. (Yr2, Tm2, T4)
To scan a text to find specific sections, e.g. key words, phrases, subheadings. (Yr2, Tm3, T16)
To skim read: titles, content page, illustrations, chapter headings, to speculate what a book may be about. (Yr2, Tm3, T17)
To identify the main points in a non-fiction text.(Yr2, Tm3, T18)
Book Band: Purple is 2C
source
National Curriculum Level
2C
Book Band:
Purple
Band 8 – Purple – Level 2 (C)
Learning opportunities
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range and different text formats
School Reference:
To discriminate and blend end clusters and read words containing end clusters. (Yr1, Tm3, W3)
To identify and read verbs with ‘ed’ and ‘ing’ endings. (Yr1, Tm3, W6)
To discriminate and blend common vowel digraphs as an aid to decoding unfamiliar words. (Yr2, Tm1, W6)
To read on sight high frequency words specific to graded books. (Yr1, Tm3, W2)
To identify and discuss new words in texts. (Yr2, Tm 2, W10)
To decipher new and unfamiliar words using knowledge of the grammatical structure. (Yr1, Tm2, S2)
To predict words from preceding words in the sentence and investigate the sorts of words that ‘fit’ suggesting appropriate alternatives, i.e. that make sense. (Yr1, Tm2, S3)
To read texts at orange and turquoise level with pace and expression appropriate to the grammar, e.g. pausing at full stops, raising voice for questions, changing voice for speech. (Yr1, Tm3, S3)
To use reading searchlights (phonics, context, grammar and graphic knowledge) to predict and check meanings of unfamiliar words in orange and turquoise level texts (Yr1, Tm2, T2)
To retell stories, giving the main points in sequence and pick out significant incidents. (Yr1, Tm2, T4)
To identify and discuss characters. (Yr1, Tm2, T8)
To use the contents pages and indexes to begin to locate information by page numbers and words by initial letter. (Yr1, Tm2, T21)
To predict the content of unfamiliar stories using titles, cover pages, pictures and blurbs. (Yr1, Tm3, T7)
To monitor own reading, checking meaning and visual information
National Curriculum Level
2C
Book Band:
Purple
Band 8 – Purple – Level 2 (C)
Learning opportunities
Look through a variety of texts with growing independence to predict content, layout and story development
Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Solve most unfamiliar words on the run
Adapt to fiction, non-fiction or poetic language with growing flexibility
Take more conscious account of literary effects used by writers
Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax.
Text characteristics
Sentence structures become longer and more complex
Story plot may be more involved and reflect the feelings of the writer
Wider variety of text genre but still illustrated
Some books with chapters for more sustained reading
Characters are more distinctive and rounded than at earlier levels
Widening vocabulary and range of terminology
Non-fiction texts cover an increasing curriculum range and different text formats
School Reference:
To discriminate and blend end clusters and read words containing end clusters. (Yr1, Tm3, W3)
To identify and read verbs with ‘ed’ and ‘ing’ endings. (Yr1, Tm3, W6)
To discriminate and blend common vowel digraphs as an aid to decoding unfamiliar words. (Yr2, Tm1, W6)
To read on sight high frequency words specific to graded books. (Yr1, Tm3, W2)
To identify and discuss new words in texts. (Yr2, Tm 2, W10)
To decipher new and unfamiliar words using knowledge of the grammatical structure. (Yr1, Tm2, S2)
To predict words from preceding words in the sentence and investigate the sorts of words that ‘fit’ suggesting appropriate alternatives, i.e. that make sense. (Yr1, Tm2, S3)
To read texts at orange and turquoise level with pace and expression appropriate to the grammar, e.g. pausing at full stops, raising voice for questions, changing voice for speech. (Yr1, Tm3, S3)
To use reading searchlights (phonics, context, grammar and graphic knowledge) to predict and check meanings of unfamiliar words in orange and turquoise level texts (Yr1, Tm2, T2)
To retell stories, giving the main points in sequence and pick out significant incidents. (Yr1, Tm2, T4)
To identify and discuss characters. (Yr1, Tm2, T8)
To use the contents pages and indexes to begin to locate information by page numbers and words by initial letter. (Yr1, Tm2, T21)
To predict the content of unfamiliar stories using titles, cover pages, pictures and blurbs. (Yr1, Tm3, T7)
To monitor own reading, checking meaning and visual information
Oxford Reading Tree: Stage 10: Fireflies: Working in the Film Industry
Oxford Reading Tree: Stage 10: Fireflies: Working in the Film Industry (Paperback)
Product Description
Oxford Reading Tree Fireflies titles include a variety of topics covering all areas of the curriculum, from science to citizenship. The books are unchanged - they have a bright modern page design, and are illustrated with colour photographs. The teaching notes for the Oxford Reading Tree Fireflies levelled non-fiction books are full of practical suggestions for using the books, saving you hours of preparation time. They have been updated in line with the simple view of reading and the renewed Primary Framework for Literacy. They now include guidance for group/guided reading, comprehension and word recognition, and assessment. These replace the existing Teaching Notes and Guided Reading Cards. The notes for parents/carers and teaching assistants have now been added to the inside covers. These notes replace the existing Take-Home Cards and support: * Comprehension * Word recognition
About the Author
Series Consultant Roderick Hunt is a former teacher, and now a full-time author.
BLURB
How many people does it take to make a film???
Read about the jobs done by a camera operators and stunt people,
as well as make-up artists and, of course, actors.
...
Making a book
Romans
Survival
Working in Films
Odd eggs
Skeletons
Odd eggs Oxford Reading Tree: Stage 10: Fireflies: Odd Eggs
Oxford Reading Tree: Stage 10: Fireflies: Odd Eggs
Product Description
Oxford Reading Tree Fireflies titles include a variety of topics covering all areas of the curriculum, from science to citizenship. The books are unchanged - they have a bright modern page design, and are illustrated with colour photographs. The teaching notes for the Oxford Reading Tree Fireflies levelled non-fiction books are full of practical suggestions for using the books, saving you hours of preparation time. They have been updated in line with the simple view of reading and the renewed Primary Framework for Literacy. They now include guidance for group/guided reading, comprehension and word recognition, and assessment. These replace the existing Teaching Notes and Guided Reading Cards. The notes for parents/carers and teaching assistants have now been added to the inside covers. These notes replace the existing Take-Home Cards and support: * Comprehension * Word recognition
About the Author
Series Consultant Roderick Hunt is a former teacher, and now a full-time author.
=========
Odd eggs BLURB
Find out about the biggest eggs, the smallest eggs, the oldest eggs, and the most expensive eggs in the world.
word/sounds:
colour, lived, shape, water, weigh
short vowel sound : 'ea' heavy, measure
Long vowel sound : ' ai' laid, paint
'oa' toad
'oo' cooled
'ou' found
INDEX
caviar
colour
cylinder
decorations
dinosaur
jeweller
manure
marathon
museum
nest
oyster
shapes
shell
sizes
...
Making a book
Romans
Survival
Working in Films
Odd eggs
Skeletons
Survival Stage 10 Fireflies ORT
Oxford Reading Tree: Stage 10: Fireflies: Class Pack (36 Books, 6 of Each Title) (Multiple copy pack)
By (author) Thelma Page, By (author) Liz Miles, By (author) Gill Howell, By (author) Mary Mackill, By (author) Lucy Tritton
Oxford Reading Tree Fireflies Non-Fiction titles include a variety of topics covering all areas of the curriculum, from science to citizenship. Their bright, modern designs and colour photographs combined with fascinating titles and themes make these non-fiction titles a must for every classroom. The teaching notes for the Oxford Reading Tree Fireflies support the renewed Framework and are fully in line with the simple view of reading. They now include assessment focuses and help with word recognition, guidance for group/guided reading and comprehension strategies. The notes for parents/carers and teaching assistants are now included on the inside covers. A selection of Fireflies titles are also available on CD-ROM as eFireflies.
=============
Survival BLURB
The people in this book have been in great danger, but they survived. How did they do it? Read about some amazing true stories of survival.
Short vowel : sound 'ie' ( friend)
Long vowel : sound 'ai' ( again) 'ed' breathe, peanut
'er' hunger, under
'oa' boat, float
'ou' around, found, ground..,
INDEX
accident
aeroplane
Apollo
avalanche
bike
boat
car
crash
explosion
mountain
parachutes
rescue
snow
spacecraft
water
yacht
...
Making a book
Romans
Survival
Working in Films
Odd eggx
Skeletons
Guided Reading
my reading is at the Gold level
Literacy Links Level 9
Fluent A
Book Bands
Orange Turquoise Purple Gold White
Knit, Knit, Knit Don’t Worry Cat Concert Scarekid Morning Star
Tommy’s Treasure Grandpa’s Birthday He Who Listens The Beekeeper Tongues
Souvenirs Turtle Flies
Diary of a Honey Bee Awumpalema
Dragon who Had Measles
Friends Are Forever
Something Soft For Danny Bear
The Two Foolish Cats
Literacy Links Level 9
Fluent A
Book Bands
Orange Turquoise Purple Gold White
Knit, Knit, Knit Don’t Worry Cat Concert Scarekid Morning Star
Tommy’s Treasure Grandpa’s Birthday He Who Listens The Beekeeper Tongues
Souvenirs Turtle Flies
Diary of a Honey Bee Awumpalema
Dragon who Had Measles
Friends Are Forever
Something Soft For Danny Bear
The Two Foolish Cats
Literacy Links Guided/Independent Reading Book Band Levels
Literacy Links Guided/Independent Reading
Book Band Levels
Literacy Links Level 1 – Emergent A = Pink, Red
Literacy Links Level 2 – Emergent B = Pink, Red, Yellow, Blue
Literacy Links Level 3 – Emergent C = Pink, Red, Yellow, Blue, Turquoise
Literacy Links Level 4 – Emergent D = Red, Yellow, Blue, Green
Literacy Links Level 5 – Early A = Red, Yellow, Blue, Green, Orange
Literacy Links Level 6 – Early B = Yellow, Blue, Green, Orange, Turquoise
Literacy Links Level 7 – Early C = Blue, Green, Orange, Turquoise
Literacy Links Level 8 – Early D = Green, Orange, Turquoise, Purple
Literacy Links Level 9 – Fluent A = Orange, Turquoise, Purple, Gold, White
Literacy Links Level 10 – Fluent B = Turquoise, Purple, Gold, White
Literacy Links Level 11 – Fluent C = Turquoise, Purple, Gold, White, Lime
Literacy Links Level 12 – Fluent D = Green, Orange, Turquoise, Purple, Gold, White, Lime
Book Band Levels
Literacy Links Level 1 – Emergent A = Pink, Red
Literacy Links Level 2 – Emergent B = Pink, Red, Yellow, Blue
Literacy Links Level 3 – Emergent C = Pink, Red, Yellow, Blue, Turquoise
Literacy Links Level 4 – Emergent D = Red, Yellow, Blue, Green
Literacy Links Level 5 – Early A = Red, Yellow, Blue, Green, Orange
Literacy Links Level 6 – Early B = Yellow, Blue, Green, Orange, Turquoise
Literacy Links Level 7 – Early C = Blue, Green, Orange, Turquoise
Literacy Links Level 8 – Early D = Green, Orange, Turquoise, Purple
Literacy Links Level 9 – Fluent A = Orange, Turquoise, Purple, Gold, White
Literacy Links Level 10 – Fluent B = Turquoise, Purple, Gold, White
Literacy Links Level 11 – Fluent C = Turquoise, Purple, Gold, White, Lime
Literacy Links Level 12 – Fluent D = Green, Orange, Turquoise, Purple, Gold, White, Lime
doa taubat
Ilaa hilaastu lil Firdausi ahla, walaa aqwaa ‘alaa Naaril Jahiimi. Allah, fahablii taubatan waghfir dzunuubii, fainnaka Ghafirun dzambil ‘adziimi
Ilaa hilaastu lil Firdausi ahla, walaa aqwaa ‘alaa Naaril Jahiimi. Allah, fahablii taubatan waghfir dzunuubii, fainnaka Ghafirun dzambil ‘adziimi
Tuhanku aku tidak layak
untuk syurgaMu
tetapi aku tidak pula
sanggup menanggung
seksa nerakaMu,
dari itu kurniakanlah
ampunan kepadaku,
ampunkanlah dosaku,
sesungguhnya Engkaulah pengampun
dosa-dosa besar........
Tuhanku aku tidak layak
untuk syurgaMu
tetapi aku tidak pula
sanggup menanggung
seksa nerakaMu,
dari itu kurniakanlah
ampunan kepadaku,
ampunkanlah dosaku,
sesungguhnya Engkaulah pengampun
dosa-dosa besar........
Ilaa hilaastu lil Firdausi ahla, walaa aqwaa ‘alaa Naaril Jahiimi. Allah, fahablii taubatan waghfir dzunuubii, fainnaka Ghafirun dzambil ‘adziimi
Tuhanku aku tidak layak
untuk syurgaMu
tetapi aku tidak pula
sanggup menanggung
seksa nerakaMu,
dari itu kurniakanlah
ampunan kepadaku,
ampunkanlah dosaku,
sesungguhnya Engkaulah pengampun
dosa-dosa besar........
Tuhanku aku tidak layak
untuk syurgaMu
tetapi aku tidak pula
sanggup menanggung
seksa nerakaMu,
dari itu kurniakanlah
ampunan kepadaku,
ampunkanlah dosaku,
sesungguhnya Engkaulah pengampun
dosa-dosa besar........
Wednesday, 17 March 2010
fireflies stage 10
Making a book
This book featurees words such as :
=======
Making a book
Romans
Survival
Working in Films
Odd eggx
Skeletons
This book featurees words such as :
=======
Making a book
Romans
Survival
Working in Films
Odd eggx
Skeletons
Tuesday, 16 March 2010
Monday, 15 March 2010
what is a crow (bird)?
This is an excellant look at A Crow Cawing...
This is an excellant look at A Crow Cawing, and my Vocal rendition of A crow Cawing, LOL
...
This is an excellant look at A Crow Cawing, and my Vocal rendition of A crow Cawing, LOL
...
what is a sparrow (bird)?
to teach my daughter what is a sparrow (bird)?
House Sparrow - HD Mini-Documentary
Transcript: "The House Sparrow is considered to be the most widely distributed bird on the planet. It is native to Europe, Asia and parts of Africa. It was also introduced to the Americas, New Zealand and Australia.
In North America it was introduced to several U.S. cities in the 1800s as a way to control pests and then quickly spread across the continent. This move was considered to be a mistake because the House Sparrow is an aggressive bird that will take over the nests of native species such as House Martins and Bluebirds.
These house sparrows have taken over abandoned cliff swallow nests.
The House Sparrow prefers human-affected areas such as urban, suburban and farm environments. It is rarely found in wilderness areas such as woods, grasslands or desert.
These sparrows prefer to eat seeds and grain, but will also feast on flowers and insects.
The House Sparrow is one of only three birds in the U.S. that is not protected by law from hunting. The other two are the Rock Pigeon and European Starling."
House Sparrow - HD Mini-Documentary
Transcript: "The House Sparrow is considered to be the most widely distributed bird on the planet. It is native to Europe, Asia and parts of Africa. It was also introduced to the Americas, New Zealand and Australia.
In North America it was introduced to several U.S. cities in the 1800s as a way to control pests and then quickly spread across the continent. This move was considered to be a mistake because the House Sparrow is an aggressive bird that will take over the nests of native species such as House Martins and Bluebirds.
These house sparrows have taken over abandoned cliff swallow nests.
The House Sparrow prefers human-affected areas such as urban, suburban and farm environments. It is rarely found in wilderness areas such as woods, grasslands or desert.
These sparrows prefer to eat seeds and grain, but will also feast on flowers and insects.
The House Sparrow is one of only three birds in the U.S. that is not protected by law from hunting. The other two are the Rock Pigeon and European Starling."
snapdragons ORT stage 10
snapdragons ORT stage 10
Oxford Reading Tree: Stage 10: Snapdragons: Pack (6 Books, 1 Of Each Title)
Clown School
Emily and the Lamb
The sparrow, the Crow and the Pearl
Tom the Whistling Wonder
Prince Albert's Birthday
The Selkie Child
...
Pub. Date: 27th January 2005
Written by top children's authors such as award-winning Gillian Cross, Malachy Doyle and Pippa Goodhart the books are fabulously illustrated with various writing styles and fonts to make reading enjoyable for all your infant readers. Snapdragons provides a wide range of picture books for children aged 3-9. Available in a mixed pack of six different titles or a class pack of six copies each of six different titles.
Oxford Reading Tree: Stage 10: Snapdragons: Pack (6 Books, 1 Of Each Title)
Clown School
Emily and the Lamb
The sparrow, the Crow and the Pearl
Tom the Whistling Wonder
Prince Albert's Birthday
The Selkie Child
...
Pub. Date: 27th January 2005
Written by top children's authors such as award-winning Gillian Cross, Malachy Doyle and Pippa Goodhart the books are fabulously illustrated with various writing styles and fonts to make reading enjoyable for all your infant readers. Snapdragons provides a wide range of picture books for children aged 3-9. Available in a mixed pack of six different titles or a class pack of six copies each of six different titles.
stage 10 : Prince Albert's birthday
Oxford Reading Stage 10: Snapdragons: Prince Albert's Birthday
Jane Clarke (Author)
Written by top children's authors such as award-winning Gillian Cross, Malachy Doyle and Pippa Goodhart Snapdragons are fabulously illustrated with various writing styles and fonts to make reading enjoyable for all your infant readers. They provides a wide range of picture books for children aged 3-9. Easy-to-use reading notes for parents/carers are included on the inside cover of each book. This book is also available as part of a mixed pack of 6 different books or a class pack of 36 books of the same Oxford Reading Tree stage. Each book pack comes with a free copy of invaluable teaching notes.
==========
BLURB
One of the presents causes trouble on Prince Albert's birthday.
===
What is the story about?
When Queen Victoria asks her butler to get a beaver hat for Prince Albert's birthday, he doesn't hear her properly, and gets a real beaver instead. queen Victoria is not amused, but Prince Albert and their children all want to keep it, until it chews up the furniture to build a dam in their home. They then take the beaver to a zoo, and Prince Albert vows never to have another hat made from beaver skin. Queen Victoria asks the butler to get a bowler hat instead, but he mis-hears again, leaving us to imagine what happens next.
Talk together
====
Look at the cover and read the title together. Ask, "What do you think the story will be about? Is it a modern story or set in the past?" LOOK through the book together, focusing on the illustrations , and identity the characters and when it takes place.
READ THE STORY
====
Encourage your child to read the story aloud to you, and join in with the enjoyment.
If your child misreads words, ask him/her to reread the sentence and check it makes sense, but don't let your child struggle for long or he/she may lose the sense of the story.
Encourage your child to notice the punctuation of spoken words, and to read with expression, eg. raising voice tone at the end of a sentence with a question mark, and emphasising when there is an exclamation mark.
When your child encounters unusual words and phrases, eg. 'trifle heavy' (page 4), 'spiffing' (page 9), parlour (page 15), ask him/her to suggest their meaning. Explain that these words and phrases were more common in Victorian times.
On page 9, ask your child to suggest why 'DONG' is written in increasingly large print. Encourage your child to read words in capital letters with emphasis.
At the end of the book, ask your child what he/she enjoyed most about it.
PLAY A GAME..
===
Speaking like a QUEEN
This game will help your child read dialogue with expression suited to the characters.
Talk with your child about the characters in the story.
Ask your child, "What sort of people are Queen Victoria, James, Albert, and Alice?"
Reread the dialogue from the story, taking it in turns to read each character's spoken words in an expression voice.
Emphasise the differences to make the reading more dramatic.
OTHER IDEAS
Talk about Victorian times with your child, and if possible, find other books and stories from the same period for him/her to read.
Look through the story and ask your child to retell it in his/her own words, using the illustrations.
...
:)
Wednesday, 10 March 2010
ORT stage and the children age years for READING
Oxford Reading tree structure
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
so AGE 7-8 is ORT stage 9-10-11
so AGE 8-9 is ORT stage 12-13
so AGE 9-10 is ORT stage 13-14
so AGE 10-11 is ORT stage 15-16
....
hmmmm now i understands............tq
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
so AGE 7-8 is ORT stage 9-10-11
so AGE 8-9 is ORT stage 12-13
so AGE 9-10 is ORT stage 13-14
so AGE 10-11 is ORT stage 15-16
....
hmmmm now i understands............tq
The Boss Dog of Blossom Street stage 10
The Boss Dog of Blossom Street
more
source 1
source 2
ORT Level 10
ORT Level 10 – Treetops
The Boss Dog of Blossom Street
1. What do you think a boss dog is?
2. What did Snap have to do as boss dog?
3. Give 1 reason why Snap thought he should move
with his owners and give 1 reason why he thought
he should stay at Blossom Street.
4. How do you think Snap felt about his new home?
5. How did Snap stay the Boss Dog of Blossom
Street?
6. What time does Snap get the bus home?
7. Write down all the words with ow in them.
.
ORT Level 10 – Treetops
ORT Level 10 – Treetops - Answers
The Boss Dog of Blossom Street
1. I think a boss dog is a dog that is in charge of
the street.
2. As boss dog Snap had to make sure that the dogs
and cats on the street were in their places.
3. Snap thought he should move with Ada and Harry
because dogs stay with their owners. He thought
he should stay at Blossom Street because he was
the boss dog.
4. I think Snap didn’t like his new home because he
didn’t like the other dogs there and he couldn’t
be boss dog because he had to stay in the garden.
5. Snap was still the Boss Dog of Blossom Street
because he got on the bus everyday and went to
Blossom Street.
6. Snap gets the bus home at half past 4.
7. brown, owners, window, own, owner, tomorrow.
.
ORT Level 10 – Treetops
more
source 1
source 2
ORT Level 10
ORT Level 10 – Treetops
The Boss Dog of Blossom Street
1. What do you think a boss dog is?
2. What did Snap have to do as boss dog?
3. Give 1 reason why Snap thought he should move
with his owners and give 1 reason why he thought
he should stay at Blossom Street.
4. How do you think Snap felt about his new home?
5. How did Snap stay the Boss Dog of Blossom
Street?
6. What time does Snap get the bus home?
7. Write down all the words with ow in them.
.
ORT Level 10 – Treetops
ORT Level 10 – Treetops - Answers
The Boss Dog of Blossom Street
1. I think a boss dog is a dog that is in charge of
the street.
2. As boss dog Snap had to make sure that the dogs
and cats on the street were in their places.
3. Snap thought he should move with Ada and Harry
because dogs stay with their owners. He thought
he should stay at Blossom Street because he was
the boss dog.
4. I think Snap didn’t like his new home because he
didn’t like the other dogs there and he couldn’t
be boss dog because he had to stay in the garden.
5. Snap was still the Boss Dog of Blossom Street
because he got on the bus everyday and went to
Blossom Street.
6. Snap gets the bus home at half past 4.
7. brown, owners, window, own, owner, tomorrow.
.
ORT Level 10 – Treetops
The Jungle Shorts stage 10
The Jungle Shorts
more
source 1
source 2
ORT Level 10
ORT Level 10 – Treetops
The Jungle Shorts
1. What was the good news in the letter?
2. Why do you think Mr. Cox wanted the children to
wear old T-shirts?
3. Why do you think the shorts were called jungle
shorts?
4. How did Lenny feel about the shorts when his
Mum bought them? How did he feel after he saw the other children in his class wearing them too?
5. Why was the team called the Lyon Street Lions?
6. Why did Mr. Cox smile to himself on the way
home?
7. Write down all the words with ou in them.
ORT Level 10 – Treetops
===
ORT Level 10 – Treetops – Answers
The Jungle Shorts
1. The good news in the letter was that Class 3 are
going to have a football team.
2. I think Mr. Cox wanted the children to wear old
t-shirts because they were going to get muddy
playing football.
3. I think the shorts were called jungle shorts
because they has big green trees with monkeys
on them.
4. Lenny didn’t like the shorts at first. When he saw
other children in his class wearing them he felt
better.
5. The team was called the Lyon Street Lions
because all the children who had jungle shorts
lived in Lyon Street.
6. Mr. Cox smiled to himself on the way home
because there were 5 pairs of jungle shorts
blowing on the line in Lyon Street.
7. shouted, playground, out, bought, trousers, found,
through, colours
ORT Level 10 – Treetops - Answers
more
source 1
source 2
ORT Level 10
ORT Level 10 – Treetops
The Jungle Shorts
1. What was the good news in the letter?
2. Why do you think Mr. Cox wanted the children to
wear old T-shirts?
3. Why do you think the shorts were called jungle
shorts?
4. How did Lenny feel about the shorts when his
Mum bought them? How did he feel after he saw the other children in his class wearing them too?
5. Why was the team called the Lyon Street Lions?
6. Why did Mr. Cox smile to himself on the way
home?
7. Write down all the words with ou in them.
ORT Level 10 – Treetops
===
ORT Level 10 – Treetops – Answers
The Jungle Shorts
1. The good news in the letter was that Class 3 are
going to have a football team.
2. I think Mr. Cox wanted the children to wear old
t-shirts because they were going to get muddy
playing football.
3. I think the shorts were called jungle shorts
because they has big green trees with monkeys
on them.
4. Lenny didn’t like the shorts at first. When he saw
other children in his class wearing them he felt
better.
5. The team was called the Lyon Street Lions
because all the children who had jungle shorts
lived in Lyon Street.
6. Mr. Cox smiled to himself on the way home
because there were 5 pairs of jungle shorts
blowing on the line in Lyon Street.
7. shouted, playground, out, bought, trousers, found,
through, colours
ORT Level 10 – Treetops - Answers
Purple Buttons stage 10
Purple Buttons stage 10
source 1
source 2
ORT Level 10
Purple Buttons
1. What colour was Gran’s button tin?
2. Name 2 things Rachel did with Gran’s buttons.
3. Why did Rachel not like the purple buttons?
4. How did Rachel find the missing jewel from
Gran’s ring?
5. Why do you think Rachel liked the buttons at the
end of the story?
6. Write down all the words with ur in them.
ORT Level 10
===========
answer
=============
ORT Level 10 - Answers
Purple Buttons
1. Gran’s button tin was blue.
2. Rachel used Gran’s buttons: to decorate her
crown / to decorate her brother’s cake / for her
new cardigan.
3. Rachel didn’t like the purple buttons because they winked at her with evil,
goblin eyes.
4. Rachel found the missing jewel from Gran’s ring
when she flicked a purple button onto the floor
and then picked it up. The jewel was under the
button.
5. I think Rachel liked the buttons at the end of the
story because they helped her to find Gran’s
jewel.
6. Purple, lurked, four.
ORT Level 10
source 1
source 2
ORT Level 10
Purple Buttons
1. What colour was Gran’s button tin?
2. Name 2 things Rachel did with Gran’s buttons.
3. Why did Rachel not like the purple buttons?
4. How did Rachel find the missing jewel from
Gran’s ring?
5. Why do you think Rachel liked the buttons at the
end of the story?
6. Write down all the words with ur in them.
ORT Level 10
===========
answer
=============
ORT Level 10 - Answers
Purple Buttons
1. Gran’s button tin was blue.
2. Rachel used Gran’s buttons: to decorate her
crown / to decorate her brother’s cake / for her
new cardigan.
3. Rachel didn’t like the purple buttons because they winked at her with evil,
goblin eyes.
4. Rachel found the missing jewel from Gran’s ring
when she flicked a purple button onto the floor
and then picked it up. The jewel was under the
button.
5. I think Rachel liked the buttons at the end of the
story because they helped her to find Gran’s
jewel.
6. Purple, lurked, four.
ORT Level 10
The Masked Cleaning Ladies save the Day stage 10
The Masked Cleaning Ladies Save the DAY
Oxford Reading Tree: Stage 10: TreeTops Stories:
The Masked Cleaning Ladies Save the Day
Written by: Rita Ray, Irene Rawnsley, John Coldwell
Illustrated by: Joseph Sharples
Synopsis
This book is part of TreeTops Fiction, a structured reading programme providing juniors with stories they will love to read. Offering chapter books with full-colour illustrations, written by well-known authors, these stories are full of humour and have real boy appeal. They are tightly levelled allowing children to read books appropriate to their ability.
====
"I like the book The Masked Cleaning Ladies Save the Day by John Coldwell, because the cleaning ladies are Kings and Captains but they pretend that they’re cleaning ladies. Your books are funny and exciting."
By Solomon, Age 7
"I really love your books. I recommend Cornflake Coin. It is very exciting because Keny has no chance until her brother makes hope for her and defeats Tom Thorn. I like a lot of things about your books, for example the pictures and the excitement."
By Ari
"I think your books are great. My favourite book would be The Masked Cleaning ladies Save the day because it is so exciting and the pictures make me really see what’s happening. My favourite character in the story is princess Jane."
From Mia age 7
===
====
BLURB
Everyone in the castlehas got football fever. Will their team win the CUP???
Or is the Castle Carrot team up to their usual dirty tricks???
Luckily, the Masked Cleaning Ladies of OM are the to sort things out.
===
========
About the book
Carrot Castle 's team nearly cheat their way to victory in a football match with King Harry's team, but the Masked Cleaning Ladies of OM come to the rescue.
talking points
look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
flick through the book, looking at the illustrations.
encourage your child to say what sort of story this is .
Will it be funny, exciting or scary???
on page 19, talk about the word 'hypnotising ' , and what happens
to someone when they are hypnotised???
===========
read aloud
read pages 7 to 9 aloud together, taking turns to read the spoken words and narration. Look out for the funny bits.
===
after reading
talk together about which parts of the story your child liked or disliked most....
....
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
The Masked Cleaning Ladies save the Day stage 10
The Masked Cleaning Ladies save the Day
1. What colour shirts were King Charles’ team
supposed to wear?
2. What happened when Princess Jane missed her
kick?
3. What do you think King Charles talked to Mr.
Goal about?
4. What shape was Queen Norah’s hat?
5. How did the Masked Cleaning Ladies ‘save the day’?
6. Write down all the words with ous in them.
=============
answer..........
==============
The Masked Cleaning Ladies save the Day
1. The other team were supposed to wear red
football shirts.
2. When Princess Jane missed her kick she broke a window.
3. I think King Charles talked to Mr. Goal about spoiling the
game.
4. Queen Norah’s hat was in the shape of a football pitch.
5. The cleaning ladies saved the day by swapping the football
strips over.
6. dangerous, mouse, housework
....
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
1. What colour shirts were King Charles’ team
supposed to wear?
2. What happened when Princess Jane missed her
kick?
3. What do you think King Charles talked to Mr.
Goal about?
4. What shape was Queen Norah’s hat?
5. How did the Masked Cleaning Ladies ‘save the day’?
6. Write down all the words with ous in them.
=============
answer..........
==============
The Masked Cleaning Ladies save the Day
1. The other team were supposed to wear red
football shirts.
2. When Princess Jane missed her kick she broke a window.
3. I think King Charles talked to Mr. Goal about spoiling the
game.
4. Queen Norah’s hat was in the shape of a football pitch.
5. The cleaning ladies saved the day by swapping the football
strips over.
6. dangerous, mouse, housework
....
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
Monday, 8 March 2010
the great spaghetti suit : ORT stage 10 more STORIES
Cover of ISBN: 1596469196 Title: The Great Spaghetti Suit (Dingles Leveled Readers - Fiction Chapter Books and Classics)
Author(s): Alan MacDonald
ISBN: 1-59646-919-6 / 9781596469198 (USA edition)
Publisher: Dingles/Treehouse Court
--
The great spaghetti suit
by Alan MacDonald, Pat McCarthy
About this title: This work offers a further 24 "Treetops" titles in "Oxford Reading Tree's" series of fiction with built-in progression for pupils aged 7 to 11. Specially written for children who need the support of carefully monitored language levels, the stories are accessible, motivating, and humorous. The series is organized into Oxford Reading Tree stages (from Stage 10 to Stage 14), with each stage introducing more complex narrative forms, extended reading vocabulary, and more text per page. Each stage is supported by the "Teacher's Guide", which offers guidance on using "Treetops" to assess children's reading ability, and includes a variety of activities, many on photocopiable sheets.
====
BLURB
Black suits, blue suits, plain suits, fancy suits... none of Sue's suits are good enough for Bernard Bellow.
Then Sue's son has an idea for a very special suit. But he has forgotten about Rolo the dog....
========
About the book
Sue and her son make a very special suit for Bernard Bellow and teach him a lesson at the same time.
talking points
look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
flick through the book, looking at the illustrations.
encourage your child to say what sort of story this is .
Will it be funny, exciting or scary???
on page 4, talk about the name 'Mr Bellow ' , and what clues
it gives about the character???
i found it here
1. To make the deep roaring sound characteristic of a bull.
2. To shout in a deep voice.
--
1. The roar of a large animal, such as a bull.
2. A very loud utterance or other sound.
--
To utter in a loud, powerful voice. See Synonyms at shout.
encourage your child to read the story at their own pace.
===========
read aloud
read pages 12 and 13 aloud together, taking turns to read Mr Bellow or MUM's spoken words.
===
after reading
talk together about which parts of the story your child liked or disliked most....
Ask you child what Mr Bellow might say if he came back to Sue's Shop???
:)
ORT stage 10 more STORIES
# Jungle shorts
# the SQUINK
Purple Buttons
The Great Spaghetti Suit
Stupid Trousers
The Masked Cleaning Ladies Meet the Pirates
Dexter's Dinosaurs
Jellyfish Shoes
..
camping at lake district
PUPILS KIT LIST
warm coat
2 JUMPERS or fleeces
3 JOGGING bottoms or old pants NOT JEANS...!!
3 T SHIRTS
4 pairs of SOCKs (THICK ones)
Underwear
Sensible NIGHTWEAR
Trainers ( TO CLIMB IN)
Walking BOOT or WELLINGTON
Waterproof jacket and pants
TOILETRIES
SUN CREAM
Small BACKPACK
EXTRA
---------
MP3 players
CAMERA
small amount of snack food.
NOT TO BRING
NO MONEY
NO Mobile phone
No jewellery.
NO LARGE SUIT CASES
ok happy camping trip to my sister at lake district...
Friday, 5 March 2010
Mr Stofflees and the Painted Tiger
Mr Stofflees and the Painted Tiger
BLURB
Nothing ever happens in Rivermead flats - until the day Mr Stofflees moves in.
Mr Stofflees paints a tiger on the wall and things are never quite the same again...
===========
about this book
Mr Stofflees paints an unusual picture of a tiger and lots of people in the town get s surprise.
===
talking points
Look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
Flick through the book, looking at the illustrations. Encourage your child to say what sort of story this is. Will it be funny, exciting or scary???
Talk about the illustrations of Mr Stofflees on pages 6, and the clues it gives about the character. Does he look like an artist or a magician, or both???
Encourage your child to read the story at their own pace.
===
READ ALOUD
READ pages 14 to 18 aloud together, making the action sound exciting, Take turns to read the spoken words and narration.
====
AFTER READING
Talk together about what kind of problems a real elephant might couse in the town.
Together look in book from the library or on the internet for pictures of real tigers. What colour are they and how do they differ from Mr Stofflees tiger?
....
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
BLURB
Nothing ever happens in Rivermead flats - until the day Mr Stofflees moves in.
Mr Stofflees paints a tiger on the wall and things are never quite the same again...
===========
about this book
Mr Stofflees paints an unusual picture of a tiger and lots of people in the town get s surprise.
===
talking points
Look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
Flick through the book, looking at the illustrations. Encourage your child to say what sort of story this is. Will it be funny, exciting or scary???
Talk about the illustrations of Mr Stofflees on pages 6, and the clues it gives about the character. Does he look like an artist or a magician, or both???
Encourage your child to read the story at their own pace.
===
READ ALOUD
READ pages 14 to 18 aloud together, making the action sound exciting, Take turns to read the spoken words and narration.
====
AFTER READING
Talk together about what kind of problems a real elephant might couse in the town.
Together look in book from the library or on the internet for pictures of real tigers. What colour are they and how do they differ from Mr Stofflees tiger?
....
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
The Boss Dog of Blossom Street
The Boss Dog of Blossom Street
BLURB
Snap is the boss dog of Blossom street.
Everyone knows that.
Then Harry and Ada, his owners, move away.
What will Snap do?
Blossom street needs its boss dog.
===========
about this book
Snap move away from his favourite Street, but he finds a clever way to return every day.
===
talking points
Look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
Flick through the book, looking at the illustrations. Encourage your child to say what sort of story this is. Could it be a true story???
On page 5 talk about the name 'Snap' and why it is a good name for a 'boss dog'.
Encourage your child to read the story at their own pace.
Read 'About the author' on page 32, which tells you where the idea for the story came from.
===
READ ALOUD
READ Chapter 2 aloud together, letting your child read the spoken words while you read the narration.
====
AFTER READING
Talk together about what kind of problems a real elephant might couse in the town.
Together look in book from the library or on the internet for pictures of real tigers. What colour are they and how do they differ from Mr Stofflees tiger?
....
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
BLURB
Snap is the boss dog of Blossom street.
Everyone knows that.
Then Harry and Ada, his owners, move away.
What will Snap do?
Blossom street needs its boss dog.
===========
about this book
Snap move away from his favourite Street, but he finds a clever way to return every day.
===
talking points
Look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
Flick through the book, looking at the illustrations. Encourage your child to say what sort of story this is. Could it be a true story???
On page 5 talk about the name 'Snap' and why it is a good name for a 'boss dog'.
Encourage your child to read the story at their own pace.
Read 'About the author' on page 32, which tells you where the idea for the story came from.
===
READ ALOUD
READ Chapter 2 aloud together, letting your child read the spoken words while you read the narration.
====
AFTER READING
Talk together about what kind of problems a real elephant might couse in the town.
Together look in book from the library or on the internet for pictures of real tigers. What colour are they and how do they differ from Mr Stofflees tiger?
....
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
Stage 10 Fiction TreeTops
TreeTops Fiction Stage 10
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
:)
Jungle Shorts
the Boss Dog of Blossom Street
Mr Stofflees and the Painted Tiger
The Squink
The Masked Cleaning Ladies of OM
The Masked Cleaning Ladies Save the DAY
:)
ORT reading book age and stages
Oxford Reading tree structure
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
so AGE 7-8 is ORT stage 9-10-11
so AGE 8-9 is ORT stage 12-13
so AGEW 9-10 is ORT stage 13-14
so AGEW 10-11 is ORT stage 15-16
....
hmmmm now i understands............tq
..
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
http://www.oup.com/oxed/primary/oxfordreadingtree/chart_2010/
so AGE 7-8 is ORT stage 9-10-11
so AGE 8-9 is ORT stage 12-13
so AGEW 9-10 is ORT stage 13-14
so AGEW 10-11 is ORT stage 15-16
....
hmmmm now i understands............tq
..
year 1 : spelling
Apples
quack
quick
queen
liquid
wheel
while
whimper
whoosh
paid
snail
Oranges
huff
puff
tell
will
bell
jam
just
buzz
fizz
Pears
grand
bend
nest
lung
wing
song
belong
blank
pink
blink
Grapes
spin
then
and
snap
hand
stand
stamp
rest
test
mend
quack
quick
queen
liquid
wheel
while
whimper
whoosh
paid
snail
Oranges
huff
puff
tell
will
bell
jam
just
buzz
fizz
Pears
grand
bend
nest
lung
wing
song
belong
blank
pink
blink
Grapes
spin
then
and
snap
hand
stand
stamp
rest
test
mend
year 2 : Maths homework in march
Maths homework
Please practise mental addition and subtraction with 2 or 3 numbers, for example what is 4 add 6 add 7? If you had 5 raisins and your friend had 9, how many more has your friend? Adapt according to the ability of your child!
Please practise mental addition and subtraction with 2 or 3 numbers, for example what is 4 add 6 add 7? If you had 5 raisins and your friend had 9, how many more has your friend? Adapt according to the ability of your child!
Florence Nightingale
Paper Summary:
This paper discusses how Florence Nightingale was a complex woman, largely responsible for the state of nursing as we know it today. For all of her efforts, she was a product of her upbringing. She had amazing success with changing the hospital conditions in Crimea and establishing the nursing profession as a respectable one before becoming a recluse upon her return to England. This paper highlights some of the events of Florence Nightingale's life."
From the Paper:
"Florence Nightingale was born to an upper middle class family, the daughter of two disillusioned and liberal Unitarians. Florence's mother was the daughter of an abolitionist who sat in the House of Commons. Her father was a wealthy "country gentleman" who had once fought for Parliamentary reform (Bostridge 4)."
======================
Florence Nightingale was the daughter of a well-to-do family in England. They wanted her to become a socialite * ; to learn to give big parties and serve tea. Florence, however, had other plans. When she told them she didn't want this kind of life, her parents became very angry and her sister went into hysterics * .
By the time she was 12, she was determined to "do something worthwhile". She liked books. She enjoyed caring for sick farmers on her father's estate. Once she even saved the life of an old shepherd's dog that had broken its leg.
At the age of 16, she was sure that God was calling her to serve others. She used every spare minute to learn from nursing books she had secretly obtained. She visited hospitals in London and the surrounding area.
Her parents didn't want her working in those "dirty" hospitals, but she was determined. They did many things to try to change her mind. Her sister pretended to have fainting spells. Her mother accused her of being immoral * .
She finally reached an agreement with her father. If he would let her go to Kaiserwerth (KI zer wirth) hospital in Germany to study, she wouldn't tell anyone her plans. This way, her family wouldn't have to be "embarrassed" * by her actions.
She was an excellent student, and after her graduation, she returned to London and got a job running a hospital.
During the Crimean (cry ME un) War, she was put in charge of nursing. She went to the battlefield with 38 nurses. The hospital was a huge, dirty barracks * building. She got men to clean it up and managed to get the supplies they needed.
Nightingale diagram showing
causes of death in the war
She carried a lamp as she walked the halls of the battlefield hospital and became known as the "lady with the lamp".
She saved thousands of lives. People called her a ministering angel in the hospitals, but she herself became ill with a disease she got there.
In her later years she was not able to travel, but people came to her from all over the world for her advice.
During the Civil War, the United States asked her advice about setting up military hospitals.
She became known as the founder * of modern nursing.
source
http://gardenofpraise.com/ibdnight.htm
This paper discusses how Florence Nightingale was a complex woman, largely responsible for the state of nursing as we know it today. For all of her efforts, she was a product of her upbringing. She had amazing success with changing the hospital conditions in Crimea and establishing the nursing profession as a respectable one before becoming a recluse upon her return to England. This paper highlights some of the events of Florence Nightingale's life."
From the Paper:
"Florence Nightingale was born to an upper middle class family, the daughter of two disillusioned and liberal Unitarians. Florence's mother was the daughter of an abolitionist who sat in the House of Commons. Her father was a wealthy "country gentleman" who had once fought for Parliamentary reform (Bostridge 4)."
======================
Florence Nightingale was the daughter of a well-to-do family in England. They wanted her to become a socialite * ; to learn to give big parties and serve tea. Florence, however, had other plans. When she told them she didn't want this kind of life, her parents became very angry and her sister went into hysterics * .
By the time she was 12, she was determined to "do something worthwhile". She liked books. She enjoyed caring for sick farmers on her father's estate. Once she even saved the life of an old shepherd's dog that had broken its leg.
At the age of 16, she was sure that God was calling her to serve others. She used every spare minute to learn from nursing books she had secretly obtained. She visited hospitals in London and the surrounding area.
Her parents didn't want her working in those "dirty" hospitals, but she was determined. They did many things to try to change her mind. Her sister pretended to have fainting spells. Her mother accused her of being immoral * .
She finally reached an agreement with her father. If he would let her go to Kaiserwerth (KI zer wirth) hospital in Germany to study, she wouldn't tell anyone her plans. This way, her family wouldn't have to be "embarrassed" * by her actions.
She was an excellent student, and after her graduation, she returned to London and got a job running a hospital.
During the Crimean (cry ME un) War, she was put in charge of nursing. She went to the battlefield with 38 nurses. The hospital was a huge, dirty barracks * building. She got men to clean it up and managed to get the supplies they needed.
Nightingale diagram showing
causes of death in the war
She carried a lamp as she walked the halls of the battlefield hospital and became known as the "lady with the lamp".
She saved thousands of lives. People called her a ministering angel in the hospitals, but she herself became ill with a disease she got there.
In her later years she was not able to travel, but people came to her from all over the world for her advice.
During the Civil War, the United States asked her advice about setting up military hospitals.
She became known as the founder * of modern nursing.
source
http://gardenofpraise.com/ibdnight.htm
The Masked Cleaning Ladies Meet the Pirates
interesting.............
Stage 10 pack C
Masked Cleaning Ladies Meet the Pirates
Worksheet 1
Stage 10 pack C
Masked Cleaning Ladies Meet the Pirates
Worksheet 1
i found this to help my daughter understands better after reading.....
http://docs.google.com/viewer?a=v&q=cache:LpPIMRA8o1UJ:www.oup.com/oxed/pdf/scotworksheets/maskedcngladies_worksheets.pdf+The+Masked+Cleaning+Ladies+Meet+the+Pirates&hl=en&gl=uk&pid=bl&srcid=ADGEEShDmb3PfUguHaqE_P7TTXIAZK26NsXhZp-0dFU7_KumwPKXjIYoBrL_D7CbmqkPGRnMMGEUKv0k6tiV-rFdcz-rkCmtYRcIfD-WlZ0kSBSN-CF6eS3mLdLeJpQV7V7aUIynsIj3&sig=AHIEtbTGg3kiexos61p97wT_aRdToCWf9g
http://www.google.co.uk/url?sa=t&source=web&ct=res&cd=1&ved=0CA4QFjAA&url=http%3A%2F%2Fwww.oup.com%2Foxed%2Fpdf%2Fscotworksheets%2Fmaskedcngladies_worksheets.pdf&ei=jMCQS9_mDoOM0gTl9dniDA&usg=AFQjCNFNDuRPPAFoA-PEcIxrsAFuDpPbLQ&sig2=WAWnnx37GSsRBz3M_78vWQ
worksheet one
====
Stage 10 pack C
Masked Cleaning Ladies Meet the Pirates
Worksheet 1
Name: ……………………………………………
Date: ……………………………………………..
Answer these questions in sentences. Use the book to find the answers you can’t remember.
1. Who is the author of the book?
2. Who is the illustrator?
3. How many chapters are in this book?
4. Name the members of the ‘royal family’ in this book.
5. What were Queen Norah and Princess Jane looking at?
6. Whose crown was missing?
7. Who were the Masked Cleaning Ladies, and why were they masked?
8. Who demanded that treasure be handed over?
9. Where did the pirates end up?
10. Where was the lost crown found?
11. Where did Queen Norah take the pirates?
12. Say why you did or did not like this story.
Draw: The Golden Horse of Tong
============================
worksheet two
Masked Cleaning Ladies Meet the Pirates
Worksheet 2
Name…………………………………………..
Date……………………………………………
Think of another word that means the same as the underlined words in each sentence.
(Chapter 1)
1. Queen Norah was annoyed with Princess Jane. (page 3)
2. Queen Norah was rather upset. (page 5)
3. King Harry wiggled his hand. (page 7)
4. The Queen would have been very angry. (page 8)
5. Keeping a house clean and tidy. (page 8)
Match the beginnings and endings. (Chapter 2)
1. Princess Jane peeped // that the pirates were dazzled.
2. It was so shiny // the soap out of their eyes.
3. You can help // over the castle wall.
4. The pirates wiped // a camera.
5. King Harry was holding // with the cleaning.
Draw the pirate wearing the blue coat.
==============
worksheet three
Masked Cleaning Ladies Meet the Pirates
Worksheet 3
Name……………………………………………..
Date………………………………………………
Find the word to complete the sentence. (Chapter 3)
1. That means that _______________ Norah is back.
2. ‘She’ll be ___________,’ said Captain Jones.
3. They have such_________________ faces.
4. Queen Norah __________________ the door.
5. The pirates___________ the _____________ into their aprons.
6. The first pirate______________ him back the ______________.
Now answer these questions. Answer in sentences. (Chapter 3)
1. What sounded?
2. Who wailed?
3. Who gasped?
4. Who laughed?
5. Who whispered?
6. Who ran towards the main door?
====
worksheet four
Masked Cleaning Ladies Meet the Pirates
Worksheet 4
Name……………………………………………
Date…………………………………………….
True, False or Can’t tell. (Whole book)
1. Queen Norah’s crown was missing.
2. The crown was under the sofa.
3. The pirates had almost enough money to buy a ship.
4. There were crocodiles around the castle.
5. King Harry took the pirate’s photographs.
6. Captain Jones used Pledge floor polish.
Unscramble and rewrite these sentences
1. will we plank, make walk you Then the (page 10)
2. shield. Beneath was it the royal (page 15)
3. soap wiped their of The the pirates out eyes.(page 17)
4. Royal back Give Treasures those once! at (page 25)
5. pirates to of sniff. the One began (page 27)
6. Tong. Sam King to given by It the people was of (page 30)
Choose a name for each of the pirates and say why you chose them. You might want to use
some of these: Two Earrings, Frizz Head, One Eye, Long Nose, Little Hair
source
http://www.oup.com/oxed/pdf/scotworksheets/maskedcngladies_worksheets.pdf
Stage 10 pack C
Masked Cleaning Ladies Meet the Pirates
Worksheet 1
Stage 10 pack C
Masked Cleaning Ladies Meet the Pirates
Worksheet 1
i found this to help my daughter understands better after reading.....
http://docs.google.com/viewer?a=v&q=cache:LpPIMRA8o1UJ:www.oup.com/oxed/pdf/scotworksheets/maskedcngladies_worksheets.pdf+The+Masked+Cleaning+Ladies+Meet+the+Pirates&hl=en&gl=uk&pid=bl&srcid=ADGEEShDmb3PfUguHaqE_P7TTXIAZK26NsXhZp-0dFU7_KumwPKXjIYoBrL_D7CbmqkPGRnMMGEUKv0k6tiV-rFdcz-rkCmtYRcIfD-WlZ0kSBSN-CF6eS3mLdLeJpQV7V7aUIynsIj3&sig=AHIEtbTGg3kiexos61p97wT_aRdToCWf9g
http://www.google.co.uk/url?sa=t&source=web&ct=res&cd=1&ved=0CA4QFjAA&url=http%3A%2F%2Fwww.oup.com%2Foxed%2Fpdf%2Fscotworksheets%2Fmaskedcngladies_worksheets.pdf&ei=jMCQS9_mDoOM0gTl9dniDA&usg=AFQjCNFNDuRPPAFoA-PEcIxrsAFuDpPbLQ&sig2=WAWnnx37GSsRBz3M_78vWQ
worksheet one
====
Stage 10 pack C
Masked Cleaning Ladies Meet the Pirates
Worksheet 1
Name: ……………………………………………
Date: ……………………………………………..
Answer these questions in sentences. Use the book to find the answers you can’t remember.
1. Who is the author of the book?
2. Who is the illustrator?
3. How many chapters are in this book?
4. Name the members of the ‘royal family’ in this book.
5. What were Queen Norah and Princess Jane looking at?
6. Whose crown was missing?
7. Who were the Masked Cleaning Ladies, and why were they masked?
8. Who demanded that treasure be handed over?
9. Where did the pirates end up?
10. Where was the lost crown found?
11. Where did Queen Norah take the pirates?
12. Say why you did or did not like this story.
Draw: The Golden Horse of Tong
============================
worksheet two
Masked Cleaning Ladies Meet the Pirates
Worksheet 2
Name…………………………………………..
Date……………………………………………
Think of another word that means the same as the underlined words in each sentence.
(Chapter 1)
1. Queen Norah was annoyed with Princess Jane. (page 3)
2. Queen Norah was rather upset. (page 5)
3. King Harry wiggled his hand. (page 7)
4. The Queen would have been very angry. (page 8)
5. Keeping a house clean and tidy. (page 8)
Match the beginnings and endings. (Chapter 2)
1. Princess Jane peeped // that the pirates were dazzled.
2. It was so shiny // the soap out of their eyes.
3. You can help // over the castle wall.
4. The pirates wiped // a camera.
5. King Harry was holding // with the cleaning.
Draw the pirate wearing the blue coat.
==============
worksheet three
Masked Cleaning Ladies Meet the Pirates
Worksheet 3
Name……………………………………………..
Date………………………………………………
Find the word to complete the sentence. (Chapter 3)
1. That means that _______________ Norah is back.
2. ‘She’ll be ___________,’ said Captain Jones.
3. They have such_________________ faces.
4. Queen Norah __________________ the door.
5. The pirates___________ the _____________ into their aprons.
6. The first pirate______________ him back the ______________.
Now answer these questions. Answer in sentences. (Chapter 3)
1. What sounded?
2. Who wailed?
3. Who gasped?
4. Who laughed?
5. Who whispered?
6. Who ran towards the main door?
====
worksheet four
Masked Cleaning Ladies Meet the Pirates
Worksheet 4
Name……………………………………………
Date…………………………………………….
True, False or Can’t tell. (Whole book)
1. Queen Norah’s crown was missing.
2. The crown was under the sofa.
3. The pirates had almost enough money to buy a ship.
4. There were crocodiles around the castle.
5. King Harry took the pirate’s photographs.
6. Captain Jones used Pledge floor polish.
Unscramble and rewrite these sentences
1. will we plank, make walk you Then the (page 10)
2. shield. Beneath was it the royal (page 15)
3. soap wiped their of The the pirates out eyes.(page 17)
4. Royal back Give Treasures those once! at (page 25)
5. pirates to of sniff. the One began (page 27)
6. Tong. Sam King to given by It the people was of (page 30)
Choose a name for each of the pirates and say why you chose them. You might want to use
some of these: Two Earrings, Frizz Head, One Eye, Long Nose, Little Hair
source
http://www.oup.com/oxed/pdf/scotworksheets/maskedcngladies_worksheets.pdf
The Masked Cleaning Ladies Meet the Pirates
The Masked Cleaning Ladies Meet the Pirates
=======
BLURB
"jane! Are you listening??? This is the Golden House of Tong."
Queen Norah knows everything about the Royal Treasures. She also thinks she knows everything that goes on in the castle. But she is wrong, . Luckily, Princess Jane and the masked cleaning Ladies know what to do about pirates, especially dirty ones!!!
=========
About this book
WHEB the dirty looking pirates try to steal the royal treasures, the Masked Cleaning Ladies of OM teacht them a lesson.
===
TALKING POINTS
Look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
Flick through the book, looking at the illustrations. Encourage your child to say what sort of story this is. Will it be funny, exciting or scary???
Compare the illustrations on pages 12 and 20, and talk about how different the pirates look.
Encourage your child to read the story at their own pace.
===
READ ALOUD
READ pages 14 to 18 aloud together, making the action sound exciting, Take turns to read the spoken words and narration.
====
AFTER READING
Ask the children if they would have let the pirates go at the end. Why did King Harry forgive the pirates????
Talk together about which parts of the story your child thought were the funniest.
Ask your child if they have read another story about the Masked Cleaning Ladies of OM, which one did they like best????
=============================
.. :)
fiction
stage 10 MORE stories A
Purple Buttons
Dexter's Dinosaurs
Stupid Trousers
Jellyfish Shoes
The Masked Cleaning Ladies Meet the Pirates
The Great Spaghetti Suit
=======
BLURB
"jane! Are you listening??? This is the Golden House of Tong."
Queen Norah knows everything about the Royal Treasures. She also thinks she knows everything that goes on in the castle. But she is wrong, . Luckily, Princess Jane and the masked cleaning Ladies know what to do about pirates, especially dirty ones!!!
=========
About this book
WHEB the dirty looking pirates try to steal the royal treasures, the Masked Cleaning Ladies of OM teacht them a lesson.
===
TALKING POINTS
Look at the front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
Flick through the book, looking at the illustrations. Encourage your child to say what sort of story this is. Will it be funny, exciting or scary???
Compare the illustrations on pages 12 and 20, and talk about how different the pirates look.
Encourage your child to read the story at their own pace.
===
READ ALOUD
READ pages 14 to 18 aloud together, making the action sound exciting, Take turns to read the spoken words and narration.
====
AFTER READING
Ask the children if they would have let the pirates go at the end. Why did King Harry forgive the pirates????
Talk together about which parts of the story your child thought were the funniest.
Ask your child if they have read another story about the Masked Cleaning Ladies of OM, which one did they like best????
=============================
.. :)
fiction
stage 10 MORE stories A
Purple Buttons
Dexter's Dinosaurs
Stupid Trousers
Jellyfish Shoes
The Masked Cleaning Ladies Meet the Pirates
The Great Spaghetti Suit
stage 10 MORE stories A
fiction
stage 10 MORE stories A
Purple Buttons
Dexter's Dinosaurs
Stupid Trousers
Jellyfish Shoes
The Masked Cleaning Ladies Meet the Pirates
The Great Spaghetti Suit
....
stage 10 MORE stories A
Purple Buttons
Dexter's Dinosaurs
Stupid Trousers
Jellyfish Shoes
The Masked Cleaning Ladies Meet the Pirates
The Great Spaghetti Suit
....
Wednesday, 3 March 2010
Florence Nightingale
Florence Nightingale part 1
Florence Nightingale part 2
Florence Nightingale part 3
Florence Nightingale part 4
Florence Nightingale part 5
Florence Nightingale part 2
Florence Nightingale part 3
Florence Nightingale part 4
Florence Nightingale part 5
Who was Florence Nightingale?
Who was Florence Nightingale?
in addition: Florence Nightingale is the first one who made Research in Nursing (base on our book: NURSING RESEARCH by:Polit and Beck) She researched on Environmental Theory where she believes on Nurturing Environment and she made the Notes on Nursing(1859). According to Fundamental of Nursing by Koisher it was 1820-1910 though...
Florence Nightingale is my Idol!
in addition: Florence Nightingale is the first one who made Research in Nursing (base on our book: NURSING RESEARCH by:Polit and Beck) She researched on Environmental Theory where she believes on Nurturing Environment and she made the Notes on Nursing(1859). According to Fundamental of Nursing by Koisher it was 1820-1910 though...
Florence Nightingale is my Idol!
Jungle shorts n Stage 10
Oxford reading tree. Treetops. Stage 10. Jungle shorts
by Roderick Hunt, Irene Rawnsley
About this title: This is an "Oxford Reading Tree" series of fiction for pupils aged 7 to 11. Specially written for children who need the support of carefully monitored language levels, the stories are accessible, motivating and humorous. The series is organized into five stages, with each stage introducing more complex narrative forms, including flashbacks and changes in viewpoint; descriptive writing; and extended reading vocabulary. Each stage is supported by a Teacher's Guide, which offers guidance on using "Treetops" to assess children's reading ability. A variety of activities are included.
================
BLURB
Lenny loves football. He wants a new pair of shorts so he can play at school. Will he get them in time?
==
About the author
I live in the Yorkshire Dales andf since I was little, I;ve always liked writing poems and stories. Nowadays, I write in a room overlooking fields and hills and i'm often joined by our black and white cats, Silver and Fagley. Fagley was an abondoned kitten and he was named after the first bus that passed us on the way home.
==
About this book
Lenny does not want to wear his jungle shorts for footbal, but he gets a nice surprise when he sees his friends.
===
talking points
look at the back / front cover and read the title together. Read the back cover and ask your child what they think the story will be about.
flick through the book, looking at the illustrations.
encourage your child to say where the story in each chapter is set.
on page 10, talk about the word 'proper' , and why Lenny might want 'proper white football shorts'. what sort of shorts would not be 'proper' football shorts???
encourage your child to read the story at their pace.
===========
read aloud
read pages 24 and 25 aloud together, taking turns to read with different tones of voice to show the change of mood.
===
after reading
talk together about which parts of the story your child liked or disliked most....
together, think of some more unusual football strips for made-up team names, such as yellow spotted shirts for a team called the Leopards.
..
:)
.
Tuesday, 2 March 2010
the SQUINK
TITLE: Oxford Reading Tree: Stage 10: TreeTops: The Squink: Squink (Oxford Reading Tree Treetops)
AUTHOR: Rita Ray
ISBN: 019916858X
BINDING: Paperback
PUBLISHER: Oxford University Press
PUBLICATION DATE: 1995-09-14
PAGES: 32
==================
about the author
my name is rita ray. i think it is a good name for a writer because people find it easy to remember.
The idea for the squink came to me in a supermarket queue. a llittle girl was playing with a knitted creature on the end of a string. i could not work out what kind of an animal it was. but that didn't matter. neither of us got bored while we waited. when i wrote the story down, i had to change it a few times before i got it right.
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BLURB
A blurb is a short summary or some words of praise accompanying a creative work, usually referring to the words on the back of the book.
the squink
everyone is making things for the craft fair.
shahnaz wants to make something extra special.
will the other children laugh at her idea?
=======================================================
about the book
when shahnaz tries to knit a toy mouse for the craft fair, it comes out as something quite different and everyone wants to buy one!!!
ask your child what they think a 'squink' is???
Flick through the book, looking at illustrations. ask your child whether the setting looks like their own school. is there anything that looks familiar?
on page 11 talk about how difficult it can be to make something. ask your child if the face shahnaz has knitted looks like the picture of the mouse.
encourage your child to read the story at their own pace.
==================
read aloud
read pages 17 and 18 aloud together, taking turns to read Barry Kent or Shahnaz spoken words.
==
after reading
ask your child if they think a real-looking mouse would have been as popular at the craft fair. why do they think people wanted to buy the 'squinks'???
talk together about which parts of the story your child liked or disliked most.
together try to make up some new animal names like 'squink' by joining two words together, such as a 'rink' ( round pink animal ) or 'trellow' ( triangular yellow animal ) ...
any ideas???
..
:)
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