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  Oxford Level 4

Tree Town
Author: Hawys Morgan
Teacher’s Notes author: Liz Miles
Text types: non-chronological report; narrative
Curriculum links: Science; Geography

Synopsis
This book looks at the different parts of a tree and the creatures that live in it. The tree is explored
from the perspective of a girl who researches the tree and records what she discovers in her notebook.

Group/Guided reading
Introducing the book
• (Predicting) Look at the front cover and ask: What do you think the girl in the picture is going
to do?
• (Predicting) Draw the children’s attention to the speech bubble on p2. Read the text together and
say: I wonder what might happen in a tree. Encourage them to give suggestions.
• (Questioning) Read the Contents page together. Ask the children if they have any questions about
what will be in the book. You could model this for them, e.g. say: I wonder what ‘catkins’ are.
Let’s read on to find out.
• Point out the notebook that the girl is holding on p2. Ask the children to turn to pp4–5 and
to point to the page from the girl’s notebook. Ask: How do you know it is a page from
her notebook?

Strategy check
• As they read, encourage the children to sound out and blend new words, e.g. ‘ear-w-i-g’.
• This book includes many decodable words, providing lots of opportunities for children to practise
the skill of sounding out and blending new words. There are also some high-frequency tricky
words in the book. Support the children with these words, explaining that they are tricky but also
very common and useful. If a word is too difficult, simply read the word for them:
what so have like
• There are a number of topic words used in the book. These include common words that may not
conform to the phonics teaching that children will have learned at this point, and subject-specific
vocabulary that may be unfamiliar. They are listed and defined on the inside front cover. Explain
to the children that these words may be challenging but they are important for the topic. Read
these words for the children if necessary, to help build familiarity before they read the book
independently:
lives plants leaves nectar treecreeper

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During reading
• Ask the children to read the book aloud and help them where necessary. Praise and encourage
them as they read.
• Turn to pp4–5 and read the text together. Encourage the children to describe where the fox is
living. Ask: Why do you think foxes live underground?
• After reading pp6–7, focus on the girl’s notebook page. Ask: Where do earwigs live? What do
they eat?
• (Questioning) Encourage the children to ask questions about anything they don’t understand in
the text. Model this for them by drawing their attention to the catkins in the picture on p10. Say:
I’m not sure I know what a catkin is. Invite explanations from the children. Challenge them to
find the catkin in the notebook on p11.
• On p11, support the children to sound out and blend ‘n-e-c-t-ar’. Ask: Do you know what ‘nectar’
is? How could we find out?

Returning to the book

• Turn to p16. Tell the children that the Glossary explains the meanings of certain words. These
words appear in bold in the book. Tell them to look out for these words when they read the book
independently and encourage them to use the Glossary when they read the book again.
• (Clarifying) Draw the children’s attention to the Index on p16. Tell them that an index is an
alphabetical list of words that can be found in the book, with references to the pages they appear
on. Say that you would like to find out more about the treecreeper and challenge the children to
use the Index to turn to the pages that will help you with this.

Independent reading
• Introduce the book as in the Group/Guided reading section above.
• Encourage the children to look through the book as independently as possible, looking carefully
at the pictures. Remember to give them lots of encouragement and praise.
• As they read, encourage the children to sound out and blend new words, e.g. r-oo-t-s, t-r-u-n-k,
f-l-ow-er-s.
• This book also contains a number of topic words, which children may need more support with at
this stage, but which enrich the book. They are listed and defined on the inside front cover. If a
word is too difficult, simply read the word for them.
• Remind the children to use the pictures to support their comprehension when reading the text.
Speaking and listening
• In small groups or pairs, ask the children to discuss the book. Challenge them to recall what
creatures were found living in or near the tree, starting from the roots and moving upwards.
• Ask the groups or pairs to decide whether ‘Tree Town’ is a good name for the tree, and to share
their thoughts about why or why not. Encourage the children to think of some alternative titles.
You could follow this with a class vote on the matter.

Writing activity
• Invite the children to pick a part of the tree and to draw and label a picture of it, using the book
to help them.
• Ask the children to use the information from the book to write a sentence describing their picture.
Remind them to think about the correct punctuation to use when composing their sentence.
• Encourage the children to check their finished sentences and correct any errors.

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Cross-curricular activity
Science; Geography
• Explain to the children that they are going to explore a tree near to where they live and record
their findings.
• Ask each child to find a creature in the tree (e.g. a bird, an insect, a spider) and to draw it. Help
them to research where the creature lives and what it eats.
• Support the children to write about what they have discovered, using the same format as used on
the pages from the girl’s notebook.

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Tree Town
Curriculum links and assessment
Links to Oxford Reading Criterion Scale
• C an confidently sound and blend words containing taught vowel and consonant digraphs and some words with
adjacent consonants. (READ) (Standard 1, 25)
• Reads familiar words with growing automaticity. This includes the YR and some of the Y1/2 high-frequency words
which are easily decodable and some common exception words. (READ) (Standard 2, 2)
• Can talk about texts, expressing opinions about things they like and dislike in stories, poems and non-fiction
texts. (E) (Standard 2, 3)
• Notices unfamiliar and interesting words (‘WOW’ words grow with the age of the child). (E/D) (Standard 2, 5)

Letters and Sounds: Phase 4

inFact Level 4 books are designed to support children with the transition from phonic readers to richer reading with
highly decodable non-fiction. These books cover non-fiction topics using natural language, with a high proportion
of phonically decodable words and a selection of high-frequency words. Each book also has a limited number of
non-decodable or unfamiliar topic words to enrich the language and ensure that children learn something new.

ENGLAND The National Curriculum in England: English programme of study, Year 1

National Curriculum objectives Book-related assessment pointers

Spoken maintain attention and participate actively in Check the children listen to each other’s ideas and
Language collaborative conversations, staying on topic respond appropriately.
and initiating and responding to comments
(SpokLang.6)

articulate and justify answers, arguments and Check the children can explain their thoughts about
opinions (SpokLang.4) whether ‘Tree Town’ is a good name for the tree.

Reading apply phonic knowledge and skills as the route Check the children sound out and blend unknown
to decode words (Y1 ReadWord.1) words as they encounter them.

checking that the text makes sense to them as Check the children understand the text and correct any
they read and correcting inaccurate reading errors as they are reading.
(Y1 ReadComp.2ii)

discussing word meanings, linking new Check the children understand why a tree might be
meanings to those already known called a town.
(Y1 ReadComp.1vi)

Writing beginning to punctuate sentences using a Check the children start their sentences with capital
capital letter and a full stop, question mark or letters and end with full stops.
exclamation mark (Y1 WritVoc.1iii)

re-reading what they have written to check that Check the children re-read their sentence for sense and
it makes sense (Y1 WritComp.1iv) correct any spelling, grammar or punctuation errors.

SCOTLAND Curriculum for Excellence: Literacy experiences and outcomes, First Level
Experiences and outcomes Book-related assessment pointers

Listening and When I engage with others, I know when and Check the children listen to each other’s ideas and
talking how to listen, when to talk, how much to say, respond appropriately.
when to ask questions and how to respond with Check the children can explain their thoughts about
respect. (LIT 1-02a) whether ‘Tree Town’ is a good name for the tree.

Reading I can use my knowledge of sight vocabulary, Check the children sound out and blend unknown
phonics, context clues, punctuation and words as they encounter them.
grammar to read with understanding and
expression. (ENG 1-12a)

I am learning to select and use strategies and Check the children understand the text and correct
resources before I read, and as I read, to help any errors as they are reading.
make the meaning of texts clear. (LIT 1-13a) Check the children use the Glossary effectively.

To show my understanding, I can respond to Check the children can answer and ask questions
different kinds of questions and other close about the book.
reading tasks and I am learning to create some Check the children can explain why a tree might be
questions of my own. (ENG 1-17a) called a town.

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Writing I enjoy creating texts of my choice and I Check the children compose appropriate sentences for
regularly select subject, purpose, format and their drawings.
resources to suit the needs of my audience.
(LIT 1-20a / LIT 2-20a)

Throughout the writing process, I can check that Check the children re-read their sentence for sense
my writing makes sense. (LIT 1-23a) and correct any spelling, grammar or punctuation
errors.

WALES Curriculum for Wales: Foundation Phase Framework, Year 1

Framework objectives Book-related assessment pointers

Oracy contribute to conversations and respond to Check the children listen to each other’s ideas and
others, taking turns when prompted respond appropriately.
(Y1_OracColl.1)
Check the children can explain their thoughts about
whether ‘Tree Town’ is a good name for the tree.

Reading apply the following reading strategies with Check the children sound out and blend unknown
increasing independence words as they encounter them.
– phonic strategies to decode words
(Y1_ReadStrat.5i)

apply the following reading strategies with Check the children understand the text and correct any
increasing independence errors as they are reading.
– self-correction, including re-reading and
reading ahead (Y1_ReadStrat.5v)

look for clues in the text to understand Check the children can answer questions you pose
information (Y1_ReadStrat.12) about the book.
Check the children understand why a tree could be
described as a town.

Writing write words, phrases and simple sentences and Check the children re-read their sentence for sense and
read back own attempts (Y1_WritMean.5) correct any spelling, grammar or punctuation errors.

use capital letters and full stops with some Check the children start their sentences with capital
degree of consistency (Y1_WritHGPS.2) letters and end with full stops.

NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Level 1/2
Levels of Progression Book-related assessment pointers

Talking and follow discussions, make contributions and Check the children listen to each other’s ideas and
listening observe conventions of conversation respond appropriately.
(L2_com_talk.2i) Check the children can explain their thoughts about
whether ‘Tree Town’ is a good name for the tree.

Reading understand that words are made up of sounds Check the children sound out and blend unknown
and syllables and that sounds are represented words as they encounter them.
by letters (L1_com_read.2i)

show understanding of the meaning carried by Check the children understand the text and correct any
print, pictures and images (L1_com_read.1) errors as they are reading.

select information for a purpose Check the children can answer questions you pose
(L2_com_read.3i) about the book.

use basic alphabetical knowledge and visual Check the children can find items in the Index using
clues to locate information (L2_com_read.3ii) their alphabetical knowledge.

Writing use basic punctuation (L2_com_writ.4i) Check the children end their sentences with full stops.

write using a given form (L2_com_writ.3) Check the children compose appropriate sentences to
go with their drawings.

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