02 Jun Readers 1, 2, 3 & 4 – Teacher and Parent Notes
Please find below the Teachering Notes for the Words From Daddy’s Mouth Reader series, including puzzles and printables.
If you would like to download all the word versions please click here.
Otherwise individual links are following in word version for the Word Study and Comprehension Sheets. The puzzles and their solutions are in PDF format.
Words from Daddy’s Mouth
The Sports Room
The Ball Game
by Lily Burgess
Illustrated by Kate Hawthorne
Teaching and Parent Notes
Prepared and written by a teacher with experience in both
whole class teaching and specialist literacy support
These notes are made available free of charge for use in schools.
They may not be reproduced and sold commercially.
The four books in the Words from Daddy’s Mouth classroom readers series are designed to engage students. They provide interesting stories, written in natural language.
These stories are intended for students who can confidently recognise, or are close to recognising all 100 of Dr Fry’s Out and About Sight Words (Level 1). They provide students with an opportunity to practise these words in a contextual setting.
In addition to these sight words, each story includes a number of context words. While there is some overlap between stories (for example, words such as dad, little, play and game occur in several stories, words such as bike and weekend are specific to a single story).
Introductory activities should be suited to the needs and abilities of the students.
Students who can tackle new words using context cues can proceed to reading, following a book orientation. For these students, the pictures may provide additional clues, and serve to confirm their predictions.
However, other students may require additional scaffolding such as word building and word familiarisation activities. For these students, it may be advantageous to complete the Word Study and Word Searches prior to reading the stories.
New words can be introduced by discussing the meaning, and then exploring strategies for recall.
Perhaps a word can be broken down into smaller words?
Perhaps it is similar to a word the students already know?
Perhaps it rhymes with other known words?
Perhaps is there a fun story students can invent to help remember it?
Perhaps students can draw a picture or symbol in the word as a memory aid – such as turning the o’s in ‘look’ into eyes?
The aim is to maximise what Marie Clay refers to as ‘islands of certainty’. As a guide, when a student opens a book, he or she should be able to correctly identify at least nine out of ten words on every page.
A further activity to support reticent readers is Transformations (adapted to include the vocabulary encountered in these stories).
Once the teacher is confident the students have sufficient background information and skills to process the text, Guided Reading can be introduced.
However, those students who are likely to be overwhelmed when confronted with a text that is just a little too difficult, can be further supported by using the Neurological Impress Method (NIM).
Although the books can be introduced in any order, the following table shows the difficulty gradient of the four books, and a suggested order for teaching purposes. However, the decision as to which book to introduce first can be adjusted to suit the interests and needs of the students.
Above all, reading these books should be fun. Children learn when they have confidence and the skills to achieve, and are actively engaged in the learning process.
Following guided reading, students can retell the stories in their own words, discuss any moral dilemmas presented, and dramatise the stories. Students can also complete the Comprehension and Crossword work sheets. Note that the clues in the crosswords are provided as cloze exercises, thereby providing further comprehension opportunities. All students, but particularly those who learn from tactile experiences, will gain further insights through illustrating the stories as a cartoon series, collage, diorama or painting. For further activities, incorporating other curriculum areas.
These classroom readers are intended primarily for teaching purposes. However, for those teachers wishing to identify the strategies and reading behaviours of individual students, Reading Behaviours Recording Sheets are included for each story.
Further information on administering and scoring these sheets can be found online.
© Burgess 2015
Marie M. Clay, Becoming literate: the construction of inner control, Heinemann Education (1991) p. 172.