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The notes outline pre-, during-, and post-reading activities for the focus phonics on each book, emphasizing decoding as a route to fluent, independent readers. They also include strategies to support language comprehension, including prediction, questioning, clarifying, summarising, and imagining, while keeping use of non-focus words to a minimum and listing context words.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/phonics-oxford-reading-tree-stage-3-songbirds-phonics-teaching-notes/412297/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/phonics-oxford-reading-tree-stage-3-songbirds-phonics-teaching-notes/412297.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of these phonics teaching notes?","Question",{"text":113,"@type":114},"They describe activities to teach the focus phonics before, during, and after group or independent reading, helping children decode and build comprehension.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do the notes handle words that do not use the focus phonics?",{"text":118,"@type":114},"Such words are kept to a minimum; they are introduced and compared with decodable words and listed as context words to support reading using multiple strategies.",{"name":120,"@type":111,"acceptedAnswer":121},"Which comprehension strategies are suggested alongside phonics?",{"text":122,"@type":114},"Children are guided to use prediction, questioning, clarifying, summarising, and imagining to understand the text and whole stories.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},412297,1790886310,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Phonics  \nSongbirds  \nStage 3hinaV  \nE  \nIn line with theRenewedFramework  \nOxfordReadingTree  \nStage 3Songbirds Phonics  \nTeaching Notes  \nContents  \nClare Kirtleyand Gill Howell  \nIntroductionContent and curriculum charts  \n23  \nThe Big Match  \nIntroducing the phonicsGroup or guided readingWhere next?  \n6  \n78  \nThe Shopping List  \nIntroducing the phonics9Group or guided reading10Where next?11  \nGran is Cross  \nIntroducing the phonics12Group or guided readingWhere next?  \n亿4  \nThe Trunk and the Skunk  \nIntroducing the phonicsGroup or guided readingWhere next?  \n151517  \nThe Scrap Rocket  \nIntroducing the phonicsGroup or guided readingWhere next?  \n181820  \nSplash and Squelch  \nIntroducing the phonicsGroup or guided readingWhere next?  \n212123  \nLinks to other Oxford Reading Tree titles24  \n# Introduction\n\nThese books present highly decodable texts that children can read by sounding out andblending.They provide a reading context through which children can discover and understandthat there is a code to reading.The explicit usefulness of phonics is emphasised in a variety ofexciting reading books,all by popular,award winning children's author,Julia Donaldson.  \nThe focus phonics are listed on the cover of each book.By introducing these and theskills of sounding out and blending prior to reading,the children will be equipped with thenecessary knowledge to confidently and successfully read unfamiliar words in the books.The books consolidate letter-sound knowledge and practise the skills of sounding outand blending,reinforcing decoding as a reading strategy that children can use to becomefluent,independent and capable readers.These notes describe activities to learn the focusphonics prior,during and after group or independent reading.The amount of time spentintroducing the phonics prior to reading will of course depend on the ability of the children.They also include ideas for developing children's language comprehension.These ideasinclude suggestions for teaching the skills of prediction,questioning,clarifying,summarisingand imagining in order to help children understand the text and the whole stories.  \nThe inclusion of words that do not use the focus phonics being introduced or studiedpreviously has been kept to a minimum while keeping the texts meaningful.Such words,often high frequency words,can be introduced and compared with the decodable wordsbefore studying the texts.The children can be encouraged to read such words in the textusing several reading strategies such as sounding out,rereading to check it makes sense,context and sight vocabulary.Therefore such words are listed as'Context'words  \nThese books provide the ideal resource for children to decode,understand and reflect onwhat has been written,responding to the varied ideas,themes and events and thus engagingin reading for pleasure.They fully support a synthetic approach to teaching reading and followthe introduction of grapheme-phoneme correspondences outlined in Playing with Sounds.  \n\n| Glossary  \u003Cbr>Phoneme-a sound in a word(e.g.cat,shop,sky,light and rain all have three phonemes  \u003Cbr>or three separate sounds)  \u003Cbr>Grapheme-a letter or sequence of letters that represents a phoneme(e.g in rain each  \u003Cbr>of the three phonemes is represented by a graphemer-ai-n;in light each of the  \u003Cbr>three phonemes is represented by a grapheme,namely1-igh-t).  \u003Cbr>Context words-words which do not use the focus phonics but which are needed for  \u003Cbr>the story.   |\n| --- |\n\n| The Big Match   |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Focus phonics  \u003Cbr>The sound made by  \u003Cbr>ng ck x qu   | Skills,concepts and knowledge  \u003Cbr>covered by the Teaching Notes  \u003Cbr>Skills-Blend sounds together to  \u003Cbr>make words;  \u003Cbr>Segment simple words into their  \u003Cbr>individual sounds.  \u003Cbr>Concepts-A sound in a word can  \u003Cbr>be represented by one letter or by  \u003Cbr>more than one letter;  \u003Cbr>There can be more than one way  \u003Cbr>to represent a sound.  \u003Cbr>Knowledge-Focus phonics   | Example","cbCaitkUOPApRQ99","https://ap.wps.com/l/cbCaitkUOPApRQ99","pdf",2306517,28,"English","# Introduction\n## Contents\n## The Big Match\n## The Shopping List\n## Gran is Cross\n## The Trunk and the Skunk\n## The Scrap Rocket\n## Splash and Squelch\n## Links to other Oxford Reading Tree titles","[{\"question\":\"What is the purpose of these phonics teaching notes?\",\"answer\":\"They describe activities to teach the focus phonics before, during, and after group or independent reading, helping children decode and build comprehension.\"},{\"question\":\"How do the notes handle words that do not use the focus phonics?\",\"answer\":\"Such words are kept to a minimum; they are introduced and compared with decodable words and listed as context words to support reading using multiple strategies.\"},{\"question\":\"Which comprehension strategies are suggested alongside phonics?\",\"answer\":\"Children are guided to use prediction, questioning, clarifying, summarising, and imagining to understand the text and whole stories.\"}]","Phonics - Oxford Reading Tree Stage 3 Songbirds Phonics - Teaching Notes | PDF",1790591112,71]