Decode Teaching Notes St1plus More A

Stage 1+
The Picture Book Man

Written by Roderick Hunt. Illustrated by Alex Brychta.
Teaching notes written by Teresa Heapy.
Group/Guided reading
Introducing the story

Look at the cover together and read the title. Ask the children to sound out and blend the word
Man, m-a-n. Ask: Who is the picture book man? Explain that he draws pictures for books. Ask:
What is another word for a picture book man? (an illustrator)
Ask: Why do you think the picture book man has come to Kippers school?
This story includes many decodable words, providing lots of opportunities for children to practise
the skill of sounding out and blending new words. There are also a number of high frequency
tricky words used in the book. These words are common but may not conform to the phonics
teaching that children will have learned up to this point. Read these words for the children if
necessary, to help build familiarity before they read the story independently.
the
he
was
Reading the story

Ask the children to read the story aloud and help them where necessary. Praise and encourage
them as they read. Remind the children to sound out and blend new words, for example, p-e-n,
r-a-n.
On pages 2 and 3, help the children to read the challenging words h-e and p-i-c-ture. Explain that
he is a tricky word.
On pages 4 and 5, ensure the children understand that these are pictures that the picture man is
drawing on his big pad.
On page 7, help the children with the word sausage. Ask: Why do you think this dog is called a
sausage dog? What words could you use to describe the sausage dog? What do you think is going
to happen now?
At the end of page 8, ask: Why is the man in the picture tripping over? What has happened to his
glasses? Have you spotted a pair of glasses like these in any other Biff, Chip and Kipper stories?
Returning to the story

Return to pages 2 and 3 and draw attention to the childrens faces. Ask: What do you think they
are thinking? Are they all thinking the same things? Do they all feel the same way?
Look at pages 4 and 5. Point to page 4 and ask: Why is the cat running? On page 5, ask: Why is the
man running now?
Ask the children to re-tell the story that the picture book man drew on his pad in their own words.
Talk about the mans pictures. Ask: Do you like them? What sort of pictures do you like best in books?
Oxford University Press 2012
Independent reading
Introduce the story as in the Introducing the story section above.

Encourage the children to read the story as independently as possible. Remember to give them lots
of encouragement and praise.
As they read, encourage the children to sound out and blend new words, for example d-o-g, c-a-t.
Support children with reading tricky words.
This book also contains a number of challenge words, which children may need more support with
at this stage, but which enrich the story:
book
picture
long
sausage
If a word is too difficult, simply read the word for them.

Remind the children that the text in speech bubbles shows that characters are speaking. Model for
the children how to read all the speech with lots of expression and encourage them to do the same.
For suggestions of questions to ask the children and discussion points for after they have read the
story, please refer to the notes on the inside covers of the pupil book.
Speaking, listening and drama activities
Ask the children to think about their favourite book. Encourage them to think about the pictures in
the book and why they like them.
Ask the children to talk together, in pairs, about their favourite books, and then report back to the
group.
Compare different childrens books and the different styles of illustration within each one.
You could make a list of the childrens favourite books together.
Writing activities
Tell the children that as a class you are going to write a story together to go with the pictures drawn
by the picture book man.
Ask the children to give you suggestions for what happens in your version of the story. Act as scribe
and write the childrens ideas and suggestions on the board. Where appropriate, encourage the
children to use their phonics skills to help you to spell words.
Ask: What could be the names of the animals, and the man in our story? Do you think they have
met before? Help the children to put the events in the story in a logical order using the pictures as a
prompt.
Ask: What will happen at the end of our story?

Cross-curricular suggestion
Art Help the children to make their own short books. Give them some paper, stapled together.
Help them draw pictures that tell a story inside their books. Encourage them to think of a title, and
to write their names on the front.
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Stage 1+
In the Tent
Written by Paul Shipton and illustrated by Nick Schon, based on the
original characters created by Roderick Hunt and Alex Brychta.

Look at the cover and talk about it together. Ask: Do you think Kipper and Lee are on holiday?
Or are they playing at home?
Talk about tents and camping. Ask: Have any of you been camping? Or have you made pretend
tents at home? What is it like?
Help the children to read the title, reminding them that the is a tricky word. Encourage them to
sound out and blend the word tent, t-e-n-t.
teaching that children will have learned at this point. Read these words for the children if
the
no
was
we
oh
put
Reading the story

them as they read. Remind the children to sound out and blend new words, for example f-u-n,
w-e-t.
Pause on page 3, ask: Why do you think Kipper and Lee wanted to play in a tent? What sort of
things might they do in the tent?
On page 4, help the children to read the word cold, c-o-l-d. Tell the children that in this word the
letter o is code for the /oa/ sound. Encourage them to use this information to sound out and
blend the word. Now ask them to read it in a very shivery, cold voice!
On page 6, encourage the children to sound out the phonemes in the word r-u-n. Can they
read it themselves as a whole word the second time Grandpa Chen says it?
Pause on page 7 and ask: Are Kipper and Lee still in the same tent? How do you know? Where
do you think they are?

Look again at page 2. Talk about putting up the tent. Ask: Do you think its a hard thing to do?
Have you ever helped someone put up a tent?
Ask the children to look at page 3. Ask: What do you think Kipper and Lee are thinking? What are
they talking about?
Turn to page 5 and ask: What are they thinking and feeling now?
Ask the children to go through and find all the speech bubbles in the story. Ask them to read all of
them with lots of expression!
Independent reading

As they read, encourage the children to sound out and blend new words, for example r-u-n, g-o-t.
Lee
Kipper
tent
cold

Tell the children that they are going to work in pairs. Ask them to imagine that they are Kipper and
Lee, playing in a tent.
Tell the children to imagine that it is a really sunny day in fact, it is too hot! Ask: What would you
do? Would you stay in the tent? Would Grandpa Chen give you some ice cream?
Now tell them its started to snow. Ask: What will happen now? Would you stay in the tent? Or go
inside? What about if there was a thunderstorm?
Writing activities
Tell the children they are going to make postcards to send from their camping holiday.
Ask them to draw a picture on one side of an A5-sized piece of paper. Encourage them to think
about what the picture on their postcard should show, for example, they could draw a picture of an
imaginary place they are camping in or of themselves in a tent.
Help them to write a message on the other side, for example To Mum, from Ben. Alternatively, you
could ask the children to send you a postcard from their camping trip and write a model sentence
on the board for the children to copy, for example, To Miss Teacher. We are having fun camping.
From Ben and encourage them to write their name independently.
Geography Simple maps. Ask the children to draw a picture of the house and garden. Ask them to
put the two tents into the picture. Ask: Where is Lee and Kippers tent in the garden? Where is it in
the house? Can you label them?
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Stage 1+
The Bag in the Bin

Written by Roderick Hunt. Illustrated by Nick Schon, based on the

Look at the cover. Ask: What do you think Dad is putting in the bin? Is it rubbish? What sort of
things do you put in the bin as rubbish?
Ask: What would happen if something that wasnt rubbish ended up in the bin?
Read the title, and help the children to sound out and blend b-a-g and b-i-n.
the
to
no
oh
my
put
Reading the story

them as they read. Remind the children to sound out and blend new words, for example g-o-t,
m-e-n.
On page 1, help the children to read sh-o-pp-i-ng, by sounding out each of the sounds and then
blending them together. Encourage them to listen to each sound in the word and tell them any
sounds that they have not yet learned. Encourage the children to use this information to sound
out and blend the word.
Pause on page 3 and ask: Why does Mum put the bag down on the step? What do you think might
happen to it?
At the end of page 4, check the children understand why Dad is putting the shopping in the bin.
Ask: What do you think Mum will say when she realises whats happened?
On page 8, help the children to sound out and blend the word eggs, e-gg-s. Talk about the
grapheme gg and encourage the children to recognise that two of the same letter are code for
one sound /g/. Ask them to find another word in the book where two of the same letter are code
for one sound (shopping).

Look again at page 5 and ask: Why is Mum still smiling here?
Then turn to page 6 and ask: How is Mum feeling now? What do you think made her realise
that her shopping was in the bin? Have you ever suddenly realised you have lost something, or
forgotten something?
Look again at page 8 and talk about the different expressions on the characters faces on this page.
Ask: What is Dad thinking? What is Mum thinking?
Independent reading

As they read, encourage the children to sound out and blend new words, for example b-a-g, r-a-n.
shopping

step
took
eggs
scrambled
Divide the children into groups of three, and tell the children to imagine they are Mum, Dad and
the bin man.
Ask them to think about what would happen if Mum hadnt got to the bin men in time, and her
shopping went into the rubbish van! Ask: What would Mum say? What would she do?
Ask the children to act out their new story.

Now ask the children to imagine that Kipper, Biff or Chip had left a green bag containing something
else on the step, for example, some toys or books. Ask: What would happen then? How would they
react?
Writing activities
Now Mum will have to go shopping again! Ask the children for suggestions for a shopping list for
Mum.
Act as scribe and write the childrens suggestions on board. Ask the children to come up and help
you. Support them in writing specific words.
Where appropriate, encourage the children to use their phonics skills to help you to spell words.
Encourage the children to tell you which sound starts each word, and to listen to the sounds within
each word.
Geography Ask the children to make a leaflet showing all the things that go into bins. They could
draw pictures, or cut them out of magazines. Ask: Do you have two or more differently coloured
rubbish bins? Do you know what sort of rubbish goes into which bin? Help the children to learn
about recycling.
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Stage 1+
Stuck!
Written by Paul Shipton, based on the original characters created by
Roderick Hunt and Alex Brychta. Illustrated by Alex Brychta.

Read the title together. Ask: Who do you think might get stuck? How do you think they will be
stuck?
Sound out the title: S-t-u-ck. Talk about the grapheme -ck, where two letters are code for a sound.
Ask: What does it mean? You may want to talk about the /k/ sound and the different graphemes
that are code for this sound, c as in cat, k as in key and -ck as in duck.
teaching that children will have learned at this point. Read these words for the children if
he
was
Reading the story

Ask the children to read the story aloud and help where necessary. Praise and encourage them as
they read. Remind the children to sound out and blend new words, for example b-i-g, n-o-t.
On page 2, ask the children to sound out and blend Button, B-u-tt-o-n.
At the end of page 4, ask: What has happened to Button? Do you think he will get out?
On page 5 point to the grapheme -dge and tell the children that these letters are code for the /j/
sound. Encourage them to use this information to sound out and blend the word budge, b-u-dge.
Talk about what the word means and ask them to think about other words that can be used to
mean move.
Pause on page 7 and ask: How do you think the bone will help to get Button out? Now read page 8.
Ask: Were you right?

Ask the children to re-tell the story in their own words.
Look again at page 4. Talk about how Button is feeling. Is he excited, worried, or both? What is
Floppy thinking?
Ask: How did Grandpa Chen and Mum try to free Button? What else could they have tried?
Look again at page 8. Ask: How did Button become unstuck? What do you think Floppy and Button
are thinking now Button is free?
Independent reading

As they read, encourage the children to sound out and blend new words, for example b-a-ck, d-u-g.
Floppy

garden
stuck
budge
push
pull
bone
Ask one child to pretend to be Floppy, and the other children to be Button, Mum, Kipper, Lin and
Grandpa Chen.
Tell the children that they are going to act out a new story, in which Floppy tries to get under the
fence to see Button and, of course, he gets stuck too! Ask them to act out this story, with the child
playing Floppy kneeling down, pretending to be stuck.
Ask the children to think about how they will help Floppy to get out. Will they use a bone? Or will
they think of another way?
Ask another group of children to come and act out another version. Can they think of another way
for Floppy to get out?
Writing activities
Ask the children to draw a picture of Floppy or Button. Encourage the children to write a label
for their picture. They could add things that the two dogs particularly like or dislike (e.g. bones or
baths). Help them to write labels for these things, too. Ask them to write their name on their work.
Ask the children to think about how Button became unstuck in the story. Encourage them to
think about who tried to help Button, which actions failed and what worked in the end. As a class
activity, encourage the children to tell you what happened in the story. Tell them that you are
going to write instructions for how to get Button out, in case he gets stuck again! Act as scribe and
help the children to write the instructions in the order that events happened in the story. Where
appropriate, encourage the children to use their phonics skills to help you to spell words.
Science Button tries to dig his way under the fence! Ask the children to do a variety of things
involving digging: they could experiment with sand and see which spades or scoops dig the biggest
holes. They could also make little holes in yoghurt pots of earth and plant a seed each.
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Stage 1+
The Big Red Bus

Written by Roderick Hunt. Illustrated by Nick Schon, based on the

Talk about the cover together. Ask: What do you think will happen in this story? Is Kipper going to
drive a real bus?
Read the title together, encouraging the children to decode each word. Help them with The, and
remind them that it is a tricky word which they will need to remember.
Now look at page 1. Ask: Were you right? Was it a real bus? Could Dad fit into this bus?
the
to
was
he
went
Reading the story

them as they read. Remind the children to sound out and blend new words, for example, b-i-g,
r-e-d.
Look at page 1 and talk together about what Kipper might be thinking. Ask: Why do you think he
chose the big, red bus? Which would you have chosen to ride in on the merry-go-round?
On pages 2 and 3, point out the thought bubbles, and check the children understand that Kipper
is imagining where his bus might go.
On pages 4 and 5, help the children read the word dinosaur. Encourage them to look at the
word and tell you what sound it begins with. Tell the children any sounds that they may not have
learned at this stage. Encourage them to use this information to sound out and blend the word.
On pages 6 and 7 point to the grapheme -er in monster and tell the children that these letters are
code for the /u/ sound. Encourage them to use this information to sound out and blend the word
m-o-n-s-t-er. Talk about what the word means. Ask: What do you think will happen next?

Look again at pages 4 and 5. We cant see Kippers face here! Ask: What do you think he might be
thinking and feeling, inside his bus?
Turn to pages 6 and 7 and ask: What do you imagine each of the monsters is thinking? Do they
look friendly, or scary?
Ask: Have you been to a fair and been on a ride like Kipper? What was it like?
Independent reading

As they read, encourage the children to sound out and blend new words, for example b-u-s, l-o-t.
Kipper

Dinosaur
Land
Monster
Ice
cream
Ask the children to think about which land they thought was the best.
Ask each child, or pair of children, to come up with reasons why their chosen land was the best (it
was exciting, scary, colourful, tasty, etc.)
Ask each child, or pair of children, to explain their reasons to the others.
You could have a vote on which land they would all prefer to go to!
Writing activities
Ask the children to draw a picture of their own monster or dinosaur.

Help the children to add labels to their picture to describe their creature. Encourage the children
to use their phonics skills to spell words. Ask: Would it have any special features? Is it scary or
friendly? Remind them to give their creature a name.
Encourage them to write their name on the picture.

Science Find out more about dinosaurs in books, or on the internet. Ask: Which was the scariest
of the dinosaurs? Would you have liked to live in the time of dinosaurs?
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Stage 1+
The Sock
Written by Paul Shipton, based on the original characters created by
Roderick Hunt and Alex Brychta. Illustrated by Alex Brychta.

Look at the cover together. Ask: What are they going to do with the holey sock? What do you
think they could make from it?
Read the title together. Help the children to sound out and blend all the sounds in s-o-ck. Talk
about the grapheme -ck, where two letters are code for a sound. You may want to talk about the
/k/ sound and the different graphemes that are code for this sound, c as in cat, k as in key and -ck
as in duck.
Ask: What other things could you do with clothes that are old, or have holes in? Talk about how
you could mend them, pass them on to somebody else or give them to a charity shop.
the
go
to
was
my
put
this
went
see
Reading the story

them as they read. Remind the children to sound out and blend new words, for example g-e-t,
f-u-n.
On pages 2 and 3, support the children as they read b-u-tt-o-n-s, encouraging them to sound out
and blend the word. If appropriate, remind the children that tt is a single sound /t/.
Talk about what Grandpa Chen is doing on page 3. Ask: What do you think the buttons on the sock
could be?
On page 5, help the children to read the word c-ow-b-oy. Tell the children any sounds that they
may not have learned at this stage. Encourage them to use this information to sound out and
blend the word. If the word is too difficult, read the words for them. Ask: What other things could
the children put on the sock puppet? (For example, a hat, a crown, ribbons, horns, etc.)
Look at page 7 and check that the children understand that Lee and Lins mum is looking for her
sock. Ask: Can you guess where Mums sock might be? At the end of page 8, ensure that the
children understand that Lee and Lins mum was looking for the holey sock, which is now the sock
puppet. Ask: Were you right?

Ask: Have you ever made a toy out of something that was going to be thrown in the bin? For
example, an old sock, a cardboard tube or a box.
Look again at page 6 and ask: What do you think the children are saying to each other here?
Are they making up a play?
Look again at page 8 and talk about the expressions of the different characters on this page.
Ask: What are they all thinking? What about Button the dog?
Independent reading

As they read, encourage the children to sound out and blend new words, for example h-a-d, g-o-t.
Grandpa Chen

has
hole
Lee
Kipper
cowboy
story, please refer to the notes on the inside covers of the pupil books.
Ask the children to work in pairs to re-tell the story in their own words.
Divide the children into pairs. Ask each pair to talk about the story together, thinking about what
happened at the beginning, middle and end of the story.
Ask the children to report back to the group.

Writing activities
Write some instructions for making a sock puppet together, with you acting as a scribe for the
childrens ideas. Where appropriate, encourage the children to use their phonics skills to help you
to spell words.
Start with a list of what you need. Ask: What other types of sock puppet could you make? What
about a snake or a dragon? What would you need to make these puppets?
Ask: What are the steps in the process that need to happen to make the sock puppet?
Write down the instructions and number them. You could ask children to come up and number the
steps themselves.
Art Make your own sock puppet! Ask the children to bring in old or odd socks. Help them to make
their own puppets, using the socks. They can draw on a face, stick on buttons and add ribbons or
wool to make hair. Use the sock puppets to perform a puppet show!
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Stage 1+

The Picture Book Man

Introducing the story

Reading the story

Returning to the story

Oxford University Press 2012

Introduce the story as in the Introducing the story section above.

If a word is too difficult, simply read the word for them.

Speaking, listening and drama activities

Ask: What will happen at the end of our story?

Oxford University Press 2012

Introducing the story

Reading the story

Returning to the story

Oxford University Press 2012

Introduce the story as in the Introducing the story section above.

If a word is too difficult, simply read the word for them.

Speaking, listening and drama activities

Oxford University Press 2012

The Bag in the Bin

Introducing the story

Reading the story

Returning to the story

Oxford University Press 2012

Introduce the story as in the Introducing the story section above.

If a word is too difficult, simply read the word for them.

Speaking, listening and drama activities

Ask the children to act out their new story.

Oxford University Press 2012

Introducing the story

Reading the story

Returning to the story

Oxford University Press 2012

Introduce the story as in the Introducing the story section above.

If a word is too difficult, simply read the word for them.

Speaking, listening and drama activities

Oxford University Press 2012

The Big Red Bus

Introducing the story

Reading the story

Returning to the story

Introduce the story as in the Introducing the story section above.

If a word is too difficult, simply read the word for them.

Speaking, listening and drama activities

Ask the children to draw a picture of their own monster or dinosaur.

Encourage them to write their name on the picture.

Oxford University Press 2012

Introducing the story

Reading the story

Returning to the story

Oxford University Press 2012

Introduce the story as in the Introducing the story section above.

If a word is too difficult, simply read the word for them.

Speaking, listening and drama activities

Ask the children to report back to the group.

Oxford University Press 2012

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