When Dad Went to Pre-school

Brutus

SUNSHINE CLASSICS
Morning Bath
Old Grizzly
Noise

Teaching Notes Level 15

Boring Old Bed
Mrs Grimble’s Grapevine
Mrs Muddle Mud-Puddle
The Little Yellow Chicken
Soup

When Dad Went to Pre-school

The Story
A boy takes care of Dad when he comes to pre-school.

High-frequency Words
about, every, first, gave, helped, know, made, showed, take, think

Reading the Text

• Have students tell about their experiences of a parent coming to school. They think back to
their first days at school. Ask: How did you feel? What was new at school? Who helped you
feel comfortable? Talk about why it is often hard to start something new. What are some of
the things you do in new situations?
• Look at the cover and listen to the title and the author’s and illustrator’s names. Talk
through the illustrations. Have students tell what they notice about the way the story has been
put together. (daily routine) Work through the text together paragraph by paragraph.
Students identify the main idea of each paragraph. They read to give examples. For help, they
can tap on the text to hear it read.
• Students note their ideas about story elements, word, sentence and text structure. Ask: What
were some of the tricky parts? What did you do to read those parts smoothly? What made the
story easy to read? What clues did you find about the characters? What was your favourite
part? They read out loud to demonstrate.
• Students listen to the blend of sounds in Dad. They think of other words that rhyme with
Dad. They say the words and listen to the short /a/ sound. Read the text together to find all
the words that have this /a/ sound in them and read them.
• Focus on contractions in the story. Students listen as you say each contraction slowly. Ask:
What sounds can you hear? What letters do we write to show those sounds? They help write
contractions and the expanded versions using the white text box. (Don’t/Do not) They listen
for the sounds and tell the letters that are replaced by the apostrophe.

Returning to the Text

• On page 7 circle play with the pen tool and focus on the pl- letter blend. Have students
suggest other words beginning with pl-. List these.
• Students reread the story and find their favourite sentences. They practise reading them.
They talk about the sentence, say why they chose it and tell what they did to read it using
appropriate expression.
• Focus on words featuring double letters and ending in y. Students find worry (page 2) and
funny (page 14) in the text. They think of other words with a similar letter pattern. (hurry,
furry, starry, stuffy, soggy)
• Focus on know on page 7. Students notice the odd spelling for one sound and find other
words in their dictionaries that begin with kn-. (knock, knight, knee, knew, knapsack)

© Wendy Pye Publishing

SUNSHINE CLASSICS
Teaching Notes Level 15

Sunshine Classics Level 15 2

• Have students think about who is telling the story. Ask: Is it the author or a character? How
could we tell the story in a different way? Work together to retell the story from Dad’s point of
view.

Writing
• Write an outline of the story together.
When the boy takes Dad to pre-school, Dad is shy.
The boy shows him the swings, but Dad is too shy to swing.
The boy shows him the sandpit and has to tell him to take off his shoes and socks.
The boy helps and takes care of Dad as they play at the dough table, play dressing-up, and at
morning teatime.
Later, Dad reads stories to all the students.
He’s not shy any more.
The boy invites Dad to come to pre-school every day.
Students illustrate the story for a large book or wall story.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Letter blend pl-
Thinking: Answer five comprehension questions
1. Why did the boy hold Dad’s hand?
A. Dad was scared of the swing.
B. To stop Dad eating dough.
C. Dad was shy. √
2. What did the boy tell Dad about the sandpit?
A. Take off your shoes and socks. √
B. Don’t eat the sand.
C. Make a road.
3. What did the boy tell Dad at the dough table?
A. Don’t eat the dough. √
B. Hold my hand.
C. Make a road.
4. What did Dad have for morning tea?
A. a dough pie
B. an apple and a drink √
C. a hamburger
5. What did the children do when Dad told stories?
laughed
Record: They can read the story by themselves and save it for you to listen to.

Brutus

The Story
C. Dad was shy. √
2. What did the boy tell Dad about the sandpit?

SUNSHINE CLASSICS
A. Take off your shoes and socks. √
B. Don’t eat the sand.
C. Make a road.

Teaching Notes Level 15

3. What did the boy tell Dad at the dough table?
A. Don’t eat the dough. √
B. Hold my hand.
C. Make a road.
4. What did Dad have for morning tea?
A. a dough pie
B. an apple and a drink √
C. a hamburger
5. What did the children do when Dad told stories?
laughed
Record: They can read the story by themselves and save it for you to listen to.

Brutus

The Story
When Brutus, the dog, is naughty, he is sent to live in the country but he doesn’t like it and
sets off to find Dina and her dad.

High-frequency Words
all right, cannot, can’t, looked, open, people, showed, stop, stopped, their

Reading the Text

Sunshine Classics Level 15 3
• Look at the cover. Ask: What animal is this book about? What do you think the title is?
Which of the characters do you think is Brutus?
• Look at the illustration on pages 2-3. Ask: Who do you think Dina is? How do you know?
Find the word that tells us where Brutus lives. (city)
• Talk
© Wendythrough the illustrations. On pages 4-5, have students discuss what is happening. Ask:
Pye Publishing
Where are Dina and her dad going? How is Dina feeling? How is Brutus feeling?
Listen to the story together.
• Work with the students to make several close readings of the text. Have them tell you what
they have noticed about the way the author has built the story. Focus on the purpose of each
page and make a “Story Structure Chart” to record findings. Ask: What can you tell about the
way the author describes the journey Brutus takes back to the city? (From country tractor to
city bus) Add their statements to the structure chart and display for others to share.
• Students read the text independently. For help, they can tap the text to hear it read.

Returning to the Text

• Circle Brutus with the pen tool and focus on the br- letter blend. Have students suggest other
words beginning with the same sound. List these.
• Ask students to look through the story and find examples of how the illustrator shows the
actions and the feelings of the characters. They can use the pen tool to connect the illustration
with the words in the text. For example, page 5, tear in Dina’s eye; page 8, the farmer waving;
page 9, Brutus sniffing the ground; page 11, Brutus barking; page 13, Brutus jumping; page
17, the bus driver’s frustration; page 21, Brutus’ speed and door scratching; page 23, hearts
demonstrating love.
• Students reread the text independently or to each other.

Writing
• Work with students to write and draw the story of Brutus’ journey from the country to the
city. They can draw a map of his progress and write captions for the action at each stage of his
journey.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Letter blend br-
Thinking: Answer five comprehension questions
1. Why did people want Brutus to go back to the country?
A. He sniffed the ground.
B. He chased cats and cars. √
• Talk through the illustrations. On pages 4-5, have students discuss what is happening. Ask:
Where are Dina and her dad going? How is Dina feeling? How is Brutus feeling?

SUNSHINE CLASSICS
Listen to the story together.
• Work with the students to make several close readings of the text. Have them tell you what
they have noticed about the way the author has built the story. Focus on the purpose of each

Teaching Notes Level 15

page and make a “Story Structure Chart” to record findings. Ask: What can you tell about the
way the author describes the journey Brutus takes back to the city? (From country tractor to
city bus) Add their statements to the structure chart and display for others to share.
• Students read the text independently. For help, they can tap the text to hear it read.

Returning to the Text

• Circle Brutus with the pen tool and focus on the br- letter blend. Have students suggest other
words beginning with the same sound. List these.
• Ask students to look through the story and find examples of how the illustrator shows the
actions and the feelings of the characters. They can use the pen tool to connect the illustration
with the words in the text. For example, page 5, tear in Dina’s eye; page 8, the farmer waving;
page 9, Brutus sniffing the ground; page 11, Brutus barking; page 13, Brutus jumping; page
17, the bus driver’s frustration; page 21, Brutus’ speed and door scratching; page 23, hearts
demonstrating love.
• Students reread the text independently or to each other.

Writing
• Work with students to write and draw the story of Brutus’ journey from the country to the
city. They can draw a map of his progress and write captions for the action at each stage of his
journey.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Letter blend br-
Thinking: Answer five comprehension questions
1. Why did people want Brutus to go back to the country?
A. He sniffed the ground.
B. He chased cats and cars. √
C. He jumped out of trucks.
2. Why wasn’t Brutus happy on the farm?
A. There were no cats to chase.
B. He missed Dina and her dad. √
C. There were no people to bark at.
3. What is another word for land?
ground
4. How did Dina and her dad feel when Brutus came back to the city?
A. sad
B. angry
C. happy √
5. What should city dogs not do? Select the words.
no barking at people
Record: They can read the story by themselves and save it for you to listen to.

© Wendy Pye Publishing

SUNSHINE CLASSICS
Teaching Notes Level 15
Sunshine Classics Level 15 4

Morning Bath

The Story
Mr Porter is late for work so he arranges to go to work in his bath to save time.

High-frequency Words
again, because, cold, give, never, next, often, read, soon, very

Reading the Text

• Look at the cover and title page illustrations. Ask: What is this character doing with the
bath? What is he wearing on the title page? Can this help you read the title?
• Talk through the illustrations. Have students predict what Mr Porter is doing with the bath.
• Listen to page 2 with students. Study words that are difficult and then reread the sentences.
• Read page 4 and circle worked with the pen tool. Discuss the verbs work/worked and the past
tense. Have students find other verbs that are in the past tense in the story.
• Read page 14 and notice how two simple sentences are joined by a conjunction but to make
a compound sentence. Find more of these in the story. (Conjunctions could be and, as, if, then,
when, or). Discuss with students the advantage of joining two simple sentences on the same
topic into one compound sentence.
• Listen to the story together.
• Students read the story with a reading partner. For help, they can tap on the text to hear it
read. They talk about the story and jot down ideas by drawing and writing on a shared sheet.
Have them practise the strategy of reading and talking and reading some more. Students show
how they read and talk. They share their sheets, talk about the things they have recorded and
read to illustrate the points they are making. Students talk out loud about the words and
chunks of language they are working out.

Returning to the Text

• Say the word late slowly. Ask: What letters do you expect to see in the word? Students name
the letters as the sounds in the word are stretched. Write the letters they suggest. Have them
find late in the text and read it in context (page 3). Ask them what they notice about the word.
They make comparisons with their spellings. Students suggest other words that rhyme with
late and notice that they feature a silent e. (ate, date, crate, plate, skate, gate)
• Focus on the long /ee/ in wheels. (page 5) Students listen to the sound. They add other words
to an illustrated word bank. (eel, feel, heel, keel, kneel, peel)
• In a group sharing session ask students to talk about the good ways they found of noticing
and learning new words as they read.

Writing
• Read pages 14–15 and together write and illustrate a class story about other fun ways to
increase business.
• Give students simple sentences for them to combine to create compound sentences using
joining words (conjunctions).

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match verbs to the past tense
Thinking: Answer five comprehension questions
1. Why was Mr Porter late for work?
A. His coffee was hot.
B. His hair was wet.
C. He lay in the bath too long. √
2. What kind of shop did Mr Porter work in?
• Listen to the story together.

SUNSHINE CLASSICS
• Students read the story with a reading partner. For help, they can tap on the text to hear it
read. They talk about the story and jot down ideas by drawing and writing on a shared sheet.
Have them practise the strategy of reading and talking and reading some more. Students show
how they read and talk. They share their sheets, talk about the things they have recorded and
Teaching Notes Level 15
read to illustrate the points they are making. Students talk out loud about the words and
chunks of language they are working out.

Returning to the Text

• Say the word late slowly. Ask: What letters do you expect to see in the word? Students name
the letters as the sounds in the word are stretched. Write the letters they suggest. Have them
find late in the text and read it in context (page 3). Ask them what they notice about the word.
They make comparisons with their spellings. Students suggest other words that rhyme with
late and notice that they feature a silent e. (ate, date, crate, plate, skate, gate)
• Focus on the long /ee/ in wheels. (page 5) Students listen to the sound. They add other words
to an illustrated word bank. (eel, feel, heel, keel, kneel, peel)
• In a group sharing session ask students to talk about the good ways they found of noticing
and learning new words as they read.

Writing
• Read pages 14–15 and together write and illustrate a class story about other fun ways to
increase business.
• Give students simple sentences for them to combine to create compound sentences using
joining words (conjunctions).

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match verbs to the past tense
Thinking: Answer five comprehension questions
1. Why was Mr Porter late for work?
A. His coffee
Sunshine Classicswas hot.
Level 15 5
B. His hair was wet.
C. He lay in the bath too long. √
2. What
3. What was
kindtheof wheel
shop did Mr front
in the Porterofwork in? for?
the bath
hardware
A. stopping
B. going
C. steering √
4. WhatPye
© Wendy wasPublishing
Mrs Porter’s problem?
A. She didn’t like water on the floor.
B. She needed a plug.
C. She couldn’t have a bath while Mr Porter was at work. √
5. Why did the boss give Mrs Porter her own bath?
A. Mr Porter’s bath was good for business. √
B. He didn’t want Mrs Porter to get dirty.
C. He didn’t want Mr Porter to be late for work.
Record: They can read the story by themselves and save it for you to listen to.

Old Grizzly

The Story
Old Grizzly refuses invitations to play and so finds himself alone.

High-frequency Words
day, down, goes, happens, more, play, should, shout, there, would

Reading the Text

• Students look at the cover for clues about the story. Read the title. Ask: How is Old Grizzly
feeling? Can you guess why? What other characters might we meet in a book about an old
grizzly bear?
• Students look through the illustrations to work out how the clues on the cover and title page
fit in the story. They refer to the text as they talk about the things they have noticed.
• Listen to the story. On page 2, ask: What is Grizzly Bear doing? What do you know about
the words Bear and chair that give you a clue about the language in this story?
Students listen to the sounds in play, say and away. They tell how they worked out words. Ask:
C. steering √
4. What was Mrs Porter’s problem?

SUNSHINE CLASSICS
A. She didn’t like water on the floor.
B. She needed a plug.
C. She couldn’t have a bath while Mr Porter was at work. √

Teaching Notes Level 15

5. Why did the boss give Mrs Porter her own bath?
A. Mr Porter’s bath was good for business. √
B. He didn’t want Mrs Porter to get dirty.
C. He didn’t want Mr Porter to be late for work.
Record: They can read the story by themselves and save it for you to listen to.

Old Grizzly

The Story
Old Grizzly refuses invitations to play and so finds himself alone.

High-frequency Words
day, down, goes, happens, more, play, should, shout, there, would

Reading the Text

• Students look at the cover for clues about the story. Read the title. Ask: How is Old Grizzly
feeling? Can you guess why? What other characters might we meet in a book about an old
grizzly bear?
• Students look through the illustrations to work out how the clues on the cover and title page
fit in the story. They refer to the text as they talk about the things they have noticed.
• Listen to the story. On page 2, ask: What is Grizzly Bear doing? What do you know about
the words Bear and chair that give you a clue about the language in this story?
Students listen to the sounds in play, say and away. They tell how they worked out words. Ask:
What helped you work out chair? What helped you work out play/say/away?
• On page 12, students listen to the sounds in would and should. Ask: What do you notice about
these words? What letter will you write for the sound at the beginning of would? What letters
will you write for the sound at the beginning of should? Use the pen tool to circle the words in
the text. Have students write c in place of w or sh. Ask: What will the word be?
• Students read with a partner. For help, they can tap on the text to hear it read. They try
acting out different parts.

Returning to the Text

• Have students tell how they work out who is talking. Ask: On page 6, how do you know who
is talking? How will you read these words? Show me. On page 10, read grizzles, mumbles,
grumbles, grumpy sigh in context.
• Using the pen tool, have students circle the rhyming words in each sentence. Then with a
different colour they circle the gr- sound of grizzles and grumpy. They list other words beginning
with gr-.

Writing
• Have students rewrite the story from Old Grizzly’s point of view.
I sit on my chair, watching the band go by.
The drummers say, “Come and play!”
but I justClassics
Sunshine tell themLevelto15go away. 6
• Or have students write a recount of the story.
Grizzly Bear sat alone, watching circus people go by.
They invited him to play, but he refused.
Finally, no more people came by.
Grizzly
© Bear
Wendy Pye felt sorry for himself.
Publishing
Then two little dogs invited him to the circus.
He accepted and was very happy.
• Rewrite Old Grizzly with a child as the central character and other students asking the child
to join them. Talk about why the child may not want to join in. Students illustrate the new
story.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Letter blend gr-
Thinking: Answer five comprehension questions
1. What is the best word to describe Grizzly Bear at the beginning of the story?
SUNSHINE CLASSICS
Teaching Notes Level 15
Sunshine Classics Level 15 6

They invited him to play, but he refused.

Finally, no more people came by.
Grizzly Bear felt sorry for himself.
Then two little dogs invited him to the circus.
He accepted and was very happy.
• Rewrite Old Grizzly with a child as the central character and other students asking the child
to join them. Talk about why the child may not want to join in. Students illustrate the new
story.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Letter blend gr-
Thinking: Answer five comprehension questions
1. What is the best word to describe Grizzly Bear at the beginning of the story?
A. grumpy √
B. happy
C. scared
2. Why was Grizzly Bear wrong to say that people don’t care?
A. He sat on a chair.
B. The band, the clowns and the jugglers asked him to play. √
C. He ate their flowers.
3. When does Grizzly Bear start to feel alone?
A. when it is dark
B. when no one goes by √
C. when he eats a flower
4. Select the word that is the same as a breath you hear.
sigh
5. Why did Grizzly Bear shout “Hurray!”?
A. He liked jugglers and clowns.
B. He wasn’t lonely anymore. √
C. He loved popcorn.
Record: They can read the story by themselves and save it for you to listen to.

Noise

The Story
Children are surrounded by loud noises until their mother asks them to stop and listen.

High-frequency Words
can, had, keep, long, nothing, off, on, that, then, went

Reading the Text

• Ask students to look for clues that will help them think about the story. Look at the cover,
title page and the names of the author and illustrator. Ask: What clues does Joy Cowley give
us? What clues does Astrid Matijasevic give us?
• Students work with a reading partner to look for clues and think about the story. Ask: Where
did you find clues to help you think about the story? In the title? Who gave you that clue?
How did she do it? In the illustrations? Who gave you those clues? How did she do it?
• Read page 2 together, then have students read the story with a reading partner. Ask: How
did you work out the children’s names? How much help did the illustrator give you? What did
the author do to help you read? What about the sound words? Were they hard or easy? What
made them hard? What made them easy? How did you work out had? Did knowing some of
 3. When does Grizzly Bear start to feel alone?
art to feel alone? 3.
A. When
when itdoes Grizzly Bear start to feel alone?
is dark

SUNSHINE CLASSICS
A.
B. when no it isone
darkgoes by √
B.
C. when
when nohe one
eats goes by √
a flower
C. when the
4. Select he eats
worda flower
that is the same as a breath you hear.
same as a breath you4.hear.
sighSelect the word that is the same as a breath you hear.

ut “Hurray!”?
sigh
A. Why did Grizzly
He liked
Teaching Notes Level 15
5. Why did Grizzly Bear shout “Hurray!”?
5. jugglersBear shout “Hurray!”?
and clowns.
ns. A. liked jugglers
B. He wasn’t and clowns.
lonely anymore. √
.√ B.
C. He
He wasn’t lonely anymore. √
loved popcorn.
C. He loved
Record: Theypopcorn.
can read the story by themselves and save it for you to listen to.
ory by themselves and
Record:
save it They
for you can
to read
listenthe
to.story by themselves and save it for you to listen to.

Noise
Noise
The Story
The
ChildrenStory are surrounded by loud noises until their mother asks them to stop and listen.
mother asks
oud noises until theirChildren are them to stopby
surrounded andloudlisten.
noises until their mother asks them to stop and listen.
High-frequency Words
High-frequency
can, had, keep, long, Words
nothing, off, on, that, then, went
, off, on, that, then, went
can, had, keep, long, nothing, off, on, that, then, went
Reading the Text
Reading
• Ask students the to Text
look for clues that will help them think about the story. Look at the cover,
s that will help them •title
think
Askpage about
andthe
students tostory.
the look
names Look
for of at the
clues
the that cover,
willand
author helpillustrator.
them think about
Ask: What theclues
story. Look
does JoyatCowley
the cover,
give
he author and illustrator.
us? Ask:
pageWhat
titleWhat and
cluestheclues
does doesofJoy
names
Astrid theCowley
authorgive
Matijasevic and
giveillustrator.
us? Ask: What clues does Joy Cowley give
Matijasevic give us? •us? What clues
Students workdoeswithAstrid Matijasevic
a reading partner give us?for clues and think about the story. Ask: Where
to look
ng partner to look for •did
clues and
Students think
work about
with a the story.
reading Ask:
partnerWhere
you find clues to help you think about the story? to look for clues andtitle?
In the thinkWhoabout theyou
gave story.
thatAsk: Where
clue?
think about the story?did In the
you title?
find Who
clues to gave
help you
you that
thinkclue?
about the story? In the title?
How did she do it? In the illustrations? Who gave you those clues? How did she do it? Who gave you that clue?
strations? Who gave you How
• Readthose
didpageclues?
she How In did
2dotogether,
it? she have
thethen do it?students
illustrations? Whoread gavethe
youstory
those clues?
with How did
a reading she doAsk:
partner. it? How
have students read the did story
• Read with
work2aout
youpage reading
together, partner.
then have
the children’s Ask:
names?How
students
How read thehelp
much storydid
with
thea illustrator
reading partner. Ask:
give you? Howdid
What
n’s names? How muchdid thehelp
youdid
author
Sunshine workthe
Classics illustrator
do out
to help
Level yougive
the15children’s you?
read? What
names?
What did the
How
about much
7 helpwords?
sound did theWere
illustrator give or
they hard you? What
easy? did
What
d? What about the sound the
made words?
author
themdo Were
to help
hard? they
What youhard
made orthem
read? easy?
What What
about
easy? How thedid
sound
youwords?
work outWerehad?they
Didhard or easy?
knowing some What
of
e them easy? How didmade you work
them out hard?had? Did made
What knowing themsome of How did you work out had? Did knowing some of
easy?
the words like on, off, went, the, said, I, you, can help you read the sentences? What happened to
your reading when the story pattern changed?
• Say the word went slowly. Have students say the word. Ask: What is the sound at the
© Wendy Pye Publishing
beginning of the word? What are the sounds that follow? What letter will we need to show the
© Wendy Pye Publishing
sound at the beginning? What letters will come next? Students learn to substitute one
consonant for another to create a word family for -ent. (bent, dent, sent, tent)
• Have students find a word in the story beginning with pl- (player). They brainstorm other
words beginning with pl- and make a word web.

Returning to the Text

• Focus on listening, listened. Write listen on a chart. Ask students to name the letters that would
make the words listening and listened. They find the words in the text to check and read in
context.
• Have students brainstorm all the sounds they hear during a day. Together make an
illustrated word bank of things we hear.
• Focus on the letter y. Students find words in the text that begin with y. (yukka, yah, yelled,
you) They create a word web of y words.
• Focus on story structure. Work with students to write what happened at the beginning, the
middle and the end of the story. Students can create artworks to illustrate what happened at
each stage.

Writing
• Students reread the story with their reading partners. They draw and write words and
phrases to record their ideas about the story on a sheet of paper. Come together for a group
sharing session. Students choose an idea from their shared sheet and write a sentence about it.
They can make drawings to illustrate the meaning of the sentence.
When Mum told the students to turn off their sound machines I felt sorry for them,
because when my Mum does that I don’t like it! I love loud noise!
• Write and illustrate a class big book of big noises, using a repeating pattern.
Car horns make a big noise.
Diggers make a big noise.
Then make a small book of small noises. Mice make small noises.
Birds make small noises.
Sunshine Classics Level 15 7
setting and characters, and what happens. Ask: Why do you think Jim is sick of his bed on
page 2? What does sick mean in this sentence? Is changing things always better? Why did Jim

SUNSHINE CLASSICS
ask the question “Anywhere?” Why do you think Dad said he could sleep anywhere?
the words like on, off, went, the, said, I, you, can help you read the sentences? What happened to
• Students find compound words in the text. They say what the two words are and talk about
your reading when the story pattern changed?
what they mean. (somewhere, anywhere, armchair, fireplace)
• Say the word went slowly. Have students say the word. Ask: What is the sound at the
Teaching Notes Level 15
• Focus on letter blends in the story. Students listen as you say sleep (page 2). They listen to the
beginning of the word? What are the sounds that follow? What letter will we need to show the
initial sound and name the letters that make it. They suggest other words that begin with sl-.
sound at the beginning? What letters will come next? Students learn to substitute one
Make a class sl- book together. They read the text to find other words beginning with a letter
consonant for another to create a word family for -ent. (bent, dent, sent, tent)
blend and use the model in the class book to write and illustrate their own blend books.
• Have students find a word in the story beginning with pl- (player). They brainstorm other
words beginning with pl- and make a word web.
Writing
• Write the events in the story on sentence strips. Have students illustrate each event, match
Returning to the Text
their artwork to the text and display it. Use the display to explore what happened at the
• Focus on listening, listened. Write listen on a chart. Ask students to name the letters that would
beginning, middle and end of the story.
make the words listening and listened. They find the words in the text to check and read in
• Students draw and write labels to make a story map showing all the places Jim tried to make
context.
a bed.
• Have students brainstorm all the sounds they hear during a day. Together make an
• Students draw an event from the story. They write a caption for their artwork.
illustrated word bank of things we hear.
• Have students find a word in the story beginning with pr- (problem). They brainstorm other
• Focus on the letter y. Students find words in the text that begin with y. (yukka, yah, yelled,
words beginning with pr- and make a word web.
you) They create a word web of y words.
• Focus on story structure. Work with students to write what happened at the beginning, the
Home/School Link
middle and the end of the story. Students can create artworks to illustrate what happened at
Have students access the story at home and re-read it. They can then complete the interactive
each stage.
activities:
Writing
• Students reread the story with their reading partners. They draw and write words and
© Wendy Pye
phrases to Publishing
record their ideas about the story on a sheet of paper. Come together for a group
sharing session. Students choose an idea from their shared sheet and write a sentence about it.
They can make drawings to illustrate the meaning of the sentence.
When Mum told the students to turn off their sound machines I felt sorry for them,
because when my Mum does that I don’t like it! I love loud noise!
• Write and illustrate a class big book of big noises, using a repeating pattern.
Car horns make a big noise.
Diggers make a big noise.
Then make a small book of small noises. Mice make small noises.
Birds make small noises.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Make four words with the letter blend pl-
Thinking: Answer five comprehension questions
1. What is the main idea of this story?
A. We should listen to the radio.
B. We should listen to the movies.
C. We should listen to sounds around us. √
2. What was Brent playing?
mp3 player
3. Find the word that means using your ears.
listened
4. On pages 10-11 what do you think makes the most noise?
A. the ambulance
B. the saw √
C. the cars
5. Do you think the noise stopped at the end of the story?
A. yes
B. no √
Record: They can read the story by themselves and save it for you to listen to.

© Wendy Pye Publishing

SUNSHINE CLASSICS
Teaching Notes Level 15
Sunshine Classics Level 15 8

Boring Old Bed

The Story
A boy looks for a new place to sleep when he gets bored with his old bed.

High-frequency Words
anywhere, good, I’m, new, next, only, place, thought, want, would

Reading the Text

• Students use the cover illustration and the title to decide what might happen in the story.
Ask: How is the boy feeling on the cover? What could happen in the story to change his
mood?
• Look at the title page. Ask: What is the boy doing now? What do you think will happen
next?
• Read page 2 with students, thinking out loud as you work out words and phrases. Show
them how to use their knowledge of sounds and letters in words and the context and grammar
to work out the meanings of unfamiliar words and to make sense of what they are reading.
• Have students read the story with a partner. They can tap on the text to hear it read at any
time. They practise studying a word or phrase, working it out, and then rereading the whole
sentence with expression.
• Students listen as you slowly read the word know (page 14). Ask: How many sounds can you
hear? What are they? What letters can we use to show these sounds? There is no /k/ sound in
know. What happens to the word when we take away the k? (now) Students suggest other
words featuring silent letters and odd spellings. (lamb, knock, gnome, wriggle, photo) Work
with them to make up alliterative rhymes and illustrate them for a class book or display.

Returning to the Text

• Students listen to the blend of sounds in old. They identify the sounds, name the letters and
substitute beginning letters to make new words. They make their own -old word books.
• Retell the story together and then make a timeline. As you reread the story, talk about the
setting and characters, and what happens. Ask: Why do you think Jim is sick of his bed on
page 2? What does sick mean in this sentence? Is changing things always better? Why did Jim
ask the question “Anywhere?” Why do you think Dad said he could sleep anywhere?
• Students find compound words in the text. They say what the two words are and talk about
what they mean. (somewhere, anywhere, armchair, fireplace)
• Focus on letter blends in the story. Students listen as you say sleep (page 2). They listen to the
initial sound and name the letters that make it. They suggest other words that begin with sl-.
Make a class sl- book together. They read the text to find other words beginning with a letter
blend and use the model in the class book to write and illustrate their own blend books.

Writing
• Write the events in the story on sentence strips. Have students illustrate each event, match
their artwork to the text and display it. Use the display to explore what happened at the
beginning, middle and end of the story.
• Students draw and write labels to make a story map showing all the places Jim tried to make
a bed.
• Students draw an event from the story. They write a caption for their artwork.
• Have students find a word in the story beginning with pr- (problem). They brainstorm other
words beginning with pr- and make a word web.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
SUNSHINE CLASSICS
Teaching Notes Level 15
Sunshine Classics Level 15 9

Words: Make four words using the pr- letter blend

Thinking: Answer five comprehension questions
1. What was wrong with the drawer?
A. It was too short.
B. It was too high.
C. It was too small. √
2. What was wrong with the bath?
A. It was too short.
B. The tap dripped. √
C. There were mice.
3. Where would you find soot?
A. in the bath
B. in the fireplace √
C. in the pantry
4. Where was the food kept?
pantry
5. Find the word that means nice.
lovely
Record: They can read the story by themselves and save it for you to listen to.

Mrs Grimble’s Grapevine

The Story
Mrs Grimble loves to eat grapes but so do the birds.

High-frequency Words
around, ate, came, cannot, could, don’t, inside, make, over, under

Reading the Text

• Have students discuss about times when they have wanted something for themselves very
much but have shared it to be fair. Brainstorm feelings around situations such as this.
• Look at the cover and title page and have students predict what the story might be about.
Together decode the title, using knowledge of the letter blend gr- to sound out the words.
• Read or listen to the story together. Ask: Do you think Mrs Grimble is a nice person? How
does her mood change throughout the story?

Returning to the Text

• Discuss the title with students and have them tell the meaning of the apostrophe. They find
another apostrophe in the story (page 10).
• Talk about the word grapevine in the title. Ask: What two words make-up this one? Have
students find other compound words in the story and fill in a three-column chart with the
compound words and the two words that make them. Discuss the meaning of these words as
individual words and the difference when they are joined as compound words.
• Look for prepositions in the story. (page 11; under, over) Read these together. Make a chart
with an arrow beside each preposition to show its meaning.
• Students find words in the story that start with the digraph sh-. (shook, shoo, she, shirt) They
make a list and read them. Students brainstorm any more they know.
• Students make a timeline of the story and then make a mind map or chart of Mrs Grimble’s
characteristics. They could use colours to show Mrs Grimble’s feelings. They will need to
remember all the important things in the story. Ask: What do you think the author thinks
about Mrs Grimble?
C. There were mice.
3. Where would you find soot?

SUNSHINE CLASSICS
A. in the bath
B. in the fireplace √
C. in the pantry

pantry Teaching Notes Level 15

4. Where was the food kept?

5. Find the word that means nice.

lovely
Record: They can read the story by themselves and save it for you to listen to.

Mrs Grimble’s Grapevine

The Story
Mrs Grimble loves to eat grapes but so do the birds.

High-frequency Words
around, ate, came, cannot, could, don’t, inside, make, over, under

Reading the Text

• Have students discuss about times when they have wanted something for themselves very
much but have shared it to be fair. Brainstorm feelings around situations such as this.
• Look at the cover and title page and have students predict what the story might be about.
Together decode the title, using knowledge of the letter blend gr- to sound out the words.
• Read or listen to the story together. Ask: Do you think Mrs Grimble is a nice person? How
does her mood change throughout the story?

Returning to the Text

• Discuss the title with students and have them tell the meaning of the apostrophe. They find
another apostrophe in the story (page 10).
• Talk about the word grapevine in the title. Ask: What two words make-up this one? Have
students find other compound words in the story and fill in a three-column chart with the
compound words and the two words that make them. Discuss the meaning of these words as
individual words and the difference when they are joined as compound words.
• Look for prepositions in the story. (page 11; under, over) Read these together. Make a chart
with an arrow beside each preposition to show its meaning.
• Students find words in the story that start with the digraph sh-. (shook, shoo, she, shirt) They
make a list and read them. Students brainstorm any more they know.
• Students make a timeline of the story and then make a mind map or chart of Mrs Grimble’s
characteristics. They could use colours to show Mrs Grimble’s feelings. They will need to
remember all the important things in the story. Ask: What do you think the author thinks
about Mrs Grimble?

© Wendy Pye Publishing

SUNSHINE CLASSICS
Teaching Notes Level 15

Sunshine Classics Level 15 10

Writing
• Students research the methods used to keep birds from spoiling fruit in market gardens.
They can make drawings and write a sentence to describe the method they are showing.
• Look at page 8 and have students write instructions on how to make a scarecrow. They use
the method of steps 1, 2 etc to describe the procedure.
• Ask students to write a paragraph about something that is precious to them. They write how
they felt when they first got it and then how they felt when they decided to share it with
someone else.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Make four words with the letter blend gr-.
Thinking: Answer five comprehension questions
1. Why did Mrs Grimble have a grapevine?
A. She liked the birds to eat grapes.
B. She loved to eat grapes. √
C. The grapes looked nice.
2. What did Mrs Grimble do first to shoo the birds away?
A. She shook the grapevine. √
B. She hosed them with the hose.
C. She made a scarecrow.
3. What did Mrs Grimble do next to shoo the birds away?
A. She shook the grapevine.
B. She hosed them with the hose. √
C. She made a scarecrow.
4. What do grapes grow on?
grapevines
5. Find the words that tell why the birds and Mrs Grimble couldn’t eat the grapes.
They could not get under the net.
Record: They can read the story by themselves and save it for you to listen to.

Mrs Muddle Mud-Puddle

The Story
Mrs Muddle Mud-Puddle goes to visit her friend, Bert, but she goes into a haunted
house instead.
High-frequency Words
again, away, friend, himself, Mrs, poor, some, that’s, under, you’re

Reading the Text

• Have students focus on Mrs Muddle Mud-Puddle’s face on the title page. Ask: What sort of
person do you think Mrs Muddle Mud-Puddle is?
• Ask students to go through the pages and highlight what the illustrator did to show that this
 B.
C. She
She hosed
made them with the hose.
a scarecrow.
C. She made a scarecrow. do next to shoo the birds away?
3. What did Mrs Grimble

√
SUNSHINE CLASSICS
3.
A. What
to shoo the birds away?
B.
did Mrs
She shook
A. She hosed
B.
C. She
the Grimble
shook them
She hosed
made them
grapevine. do next to shoo the birds away?
with the hose. √
the grapevine.
with the hose. √
a scarecrow.
4. What
C.
grapevines
4.
5.
do grapes
She made
Teaching Notes Level 15
grow on?
a scarecrow.
What do grapes grow on?
grapevines
Find the words that tell why the birds and Mrs Grimble couldn’t eat the grapes.
They
5. Find
birds and Mrs Grimble could not
eat get
the words
couldn’t under
thethat tell the
grapes. whynet.
the birds and Mrs Grimble couldn’t eat the grapes.
They
Record: could
Theynotcan
getread
under
thethe net.by themselves and save it for you to listen to.
story
Record:
y themselves and save They
it for you can read
to listen to. the story by themselves and save it for you to listen to.

Mrs Muddle Mud-Puddle

Mrs Muddle Mud-Puddle
The Story
The Muddle
Mrs Story Mud-Puddle goes to visit her friend, Bert, but she goes into a haunted
visit her friend, Bert, house
Mrs
but she instead.
Muddle Mud-Puddle
goes into a haunted goes to visit her friend, Bert, but she goes into a haunted
house instead.
High-frequency Words
High-frequency
again, away, friend,Words himself, Mrs, poor, some, that’s, under, you’re
poor, some, that’s, under, again,you’re
away, friend, himself, Mrs, poor, some, that’s, under, you’re
Reading the Text
Reading
• Have students the Textfocus on Mrs Muddle Mud-Puddle’s face on the title page. Ask: What sort of
ddle Mud-Puddle’s face •person
Have
on the students
do focusAsk:
you page.
title think on What
Mrs Mrs
MuddleMuddle of Mud-Puddle’s
Mud-Puddle
sort is? face on the title page. Ask: What sort of
Mud-Puddle is? •person
Ask students
do you to go through
think Mrs Muddlethe pages and highlight
Mud-Puddle is? what the illustrator did to show that this
ages and highlight what • Ask
is a thestudents
haunted to go
house.
illustrator through
didFor the
thatpages
example,
to show this and
page highlight
3, the what
bats flying thethe
over illustrator did4,tothe
roof; page show that this
cobwebs on
the
page 3, the bats flyingis a door
over theknocker.
haunted house.
roof; pageFor example,
4, the cobwebs page
on 3, the bats flying over the roof; page 4, the cobwebs on
the door knocker.
Returning to the Text
Returning
• Reread theto the Have
story. Text students focus on describing words (adjectives). (wild, nice, giant, old)
•They
focus on describing words Rereadtell the
howstory.
(adjectives).these improve
Have
(wild, the
students
nice, story
giant, old)and
focus on what it would
describing be like
words without them.
(adjectives). Theygiant,
(wild, nice, suggest
old)
ory and what it would They tell without
substitutes
be like howandthese improve
tellthem.
how Theythe
these wouldstory
suggest and what
change it would be
the meaning likestory.
of the without them. They suggest
d change the meaning •substitutes
Have
of thestudents look
and tell
story.
Sunshine Classics Level 15
forthese
how wordswould
ending in y and
change the sounding
meaning
11
like
of the/e/ as in baby. (doggy, bony,
story.
ding in y and sounding •kitty)
likeStudents
Have /e/ as inlist
students lookthese
baby. forand any
words
(doggy, othersinthey
ending
bony, know.
y and sounding like /e/ as in baby. (doggy, bony,
thers they know. kitty) Students list these and any others they know.
• Have students find the word giant on page 8. Say it together, focusing on the soft g sound.
Together think of other words with the same sound (giraffe, gem, gentle, genius). Students say
© Wendy Pye Publishing
these words.
© Wendy Pye Publishing
• Students draw a story map showing where Mrs Muddle Mud-Puddle went in the haunted
house. Label the places and draw what she saw there.

Writing
• Have students rewrite the story with different creatures in the house.
At the door, she met a big spider.
At the top of the stairs, she met a yellow chicken.
• Create a Problem/Solution chart. On a two-column chart with headings Problem and
Solution, have students find the problems in the text and show the solution that Mrs Muddle
Mud-Puddle found.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match the adjectives to the nouns in the story
Thinking: Answer five comprehension questions
1. What is the main idea of the story?
A. Mrs Muddle Mud-Puddle is kind.
B. Mrs Muddle Mud-Puddle can’t see very well. √
C. Mrs Muddle Mud-Puddle is silly.
2. How do you know no one visits the house?
A. The spider’s web on the door √
B. The dragon at the door
C. The lion on the stairs
3. What did Mrs Muddle Mud-Puddle think the lion was?
A. a curtain
B. a kitten √
C. a lion
4. Where on the stairs was Mrs Muddle Mud-Puddle when she met the bat?
SUNSHINE CLASSICS
Sunshine Classics Level 15 11

Teaching Notes Level 15

• Have students find the word giant on page 8. Say it together, focusing on the soft g sound.
Together think of other words with the same sound (giraffe, gem, gentle, genius). Students say
these words.
• Students draw a story map showing where Mrs Muddle Mud-Puddle went in the haunted
house. Label the places and draw what she saw there.

Writing
• Have students rewrite the story with different creatures in the house.
At the door, she met a big spider.
At the top of the stairs, she met a yellow chicken.
• Create a Problem/Solution chart. On a two-column chart with headings Problem and
Solution, have students find the problems in the text and show the solution that Mrs Muddle
Mud-Puddle found.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match the adjectives to the nouns in the story
Thinking: Answer five comprehension questions
1. What is the main idea of the story?
A. Mrs Muddle Mud-Puddle is kind.
B. Mrs Muddle Mud-Puddle can’t see very well. √
C. Mrs Muddle Mud-Puddle is silly.
2. How do you know no one visits the house?
A. The spider’s web on the door √
B. The dragon at the door
C. The lion on the stairs
3. What did Mrs Muddle Mud-Puddle think the lion was?
A. a curtain
B. a kitten √
C. a lion
4. Where on the stairs was Mrs Muddle Mud-Puddle when she met the bat?
halfway
5. Find the word that means the bones in the body.
She saw a bony skeleton.
Record: They can read the story by themselves and save it for you to listen to.

The Little Yellow Chicken

The Story
The little chicken is having a party but his friends won’t help.

High-frequency Words
about, done, friend, himself, little, ready, stop, thought, yellow, yourself

Reading the Text

• Read the title together. Look at the illustrations on the cover and title page. Have students
describe how the chicken looks. Ask: What part of the illustration tells you this?
• Read the story to the class emphasising the different characters and the rhyme. Ask: Was it a
good ending? Why? What other story does this remind you of?
• Students find the lines that are repeated through the story. Ask: On page 3, how does it help
the story to have repetition? Notice the words starting with /b/. They read the page
emphasising the b alliteration.

© Wendy Pye Publishing

A. a curtain
B. a kitten √

SUNSHINE CLASSICS
C. a lion
4. Where on the stairs was Mrs Muddle Mud-Puddle when she met the bat?
halfway
5. Find the word that means the bones in the body.
Teaching Notes Level 15
She saw a bony skeleton.
Record: They can read the story by themselves and save it for you to listen to.

The Little Yellow Chicken

The Story
The little chicken is having a party but his friends won’t help.

High-frequency Words
about, done, friend, himself, little, ready, stop, thought, yellow, yourself

Reading the Text

• Read the title together. Look at the illustrations on the cover and title page. Have students
describe how the chicken looks. Ask: What part of the illustration tells you this?
• Read the story to the class emphasising the different characters and the rhyme. Ask: Was it a
good ending? Why? What other story does this remind you of?
•Sunshine
Students find the
Classics Levellines
15 that are repeated through
12 the story. Ask: On page 3, how does it help
the story to have repetition? Notice the words starting with /b/. They read the page
emphasising the b alliteration.
• Discuss the meaning of Hop it!; Buzz off!; Stop bugging me! Ask: What do the exclamation marks
tell you about how to read these lines?

Returning
© to the Text
Wendy Pye Publishing
• Read the story together enjoying the rhyme and rhythm. Then reread the story looking for
contractions in the text (we’re, I’m, don’t, he’d). List these with the two words they came from.
Add any others students know. Read and discuss the meanings of them.
• Have students look at the syllables in words, for example, de-lic-ious; fan-tas-tic; a-maz-ing;
chick-en; scrumpt-ious. They list the words in a three-column chart for one, two, or three
syllable words. They clap and say the words.

Writing
• Students make a problem/solution chart for the events in the story and illustrate it.
• Have students write a new ending for the story. Ask: What else could his grandmother, the
little red hen, have said?
• Students write a story about a party they have had or have attended and they describe what
happened there.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Match the contractions to the two words that make them
Thinking: Answer five comprehension questions
1. What sort of chicken was the little yellow chicken?
A. lazy
B. red
C. kind √
2. Who did the little yellow chicken phone?
A. the little red hen √
B. the frog
C. the big brown beetle
3. What did the friends want to do?
A. the shopping
B. the eating √
C. the cooking
4. How did the friends show they didn’t want to help?
turned their backs
5. Find the word that means not doing anything.
lazy
Record: They can read the story by themselves and save it for you to listen to.
C. the big brown beetle
3. What did the friends want to do?

SUNSHINE CLASSICS
A. the shopping
B. the eating √
C. the cooking

Teaching Notes Level 15

4. How did the friends show they didn’t want to help?
turned their backs
5. Find the word that means not doing anything.
lazy
Record: They can read the story by themselves and save it for you to listen to.

Soup

The Story
Souperman makes soup for the workers. He uses his soup for another purpose too.

High-frequency Words
after, can’t, made, more, over, people, shall, something, sometimes, soon

Reading the Text

• Look at the illustrations on the cover and title page to work out the title. Read the title
together.
Sunshine Classics Level 15 13
• Discuss what types of soups might be made. Look through the pictures together noting the
different soups and events.
• Listen to the story together. Ask: What is a hero? Students tell about any heroes or people
they admire or look up to. Ask: Why are both Souperman and Souperwoman heroes in the
story?
© WendyDiscuss the different spelling to that of the film “Superman”.
Pye Publishing
• Go to page 12 and discuss the meaning of Alas! Ask: How would you read this word?

Returning to the Text

• Read the story together. Have students notice the sound word on page 10. Read it as if you
can hear the fire hissing.
• Retell the story. Students find words that start with the letter blend gr-. List them and add
any others they know. Read the list together.
• Have students find and list compound words from the story. They write next to each one the
two words that make them up. Discuss their meanings.
• Students make a timeline from the text on pages 6-11, showing how a spark turns into a
huge fire and how it was put out. Label and illustrate it.

Writing
• Students list all the types of soup in the story and add any others they know. Each student
states what their favourite is. They collaborate to present the information as a class graph.
• Talk about the way the author uses problems and solutions to construct the story. For
example, What happens first? – An accident occurs; Souperman saves the situation; Another
problem occurs; Souperwoman to the rescue. Students can use this as a basis to write a
personal story.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Join two words to make compound words
Thinking: Answer five comprehension questions
1. What shows that the soup was hot?
A. the red soup
B. the orange soup
C. the white steam √
2. Find the word that means a place where things are made.
factory.
3. Why was the fire in the factory blazing?
A. The soup burnt.
B. Some oil burnt. √
C. The noodles burnt.
4. What did the people do when the fire went out?
A. They grumbled and growled. √
B. They had lunch.
story? Discuss the different spelling to that of the film “Superman”.
• Go to page 12 and discuss the meaning of Alas! Ask: How would you read this word?

SUNSHINE CLASSICS
Returning to the Text
• Read the story together. Have students notice the sound word on page 10. Read it as if you
can hear the fire hissing.
Teaching Notes Level 15
• Retell the story. Students find words that start with the letter blend gr-. List them and add
any others they know. Read the list together.
• Have students find and list compound words from the story. They write next to each one the
two words that make them up. Discuss their meanings.
• Students make a timeline from the text on pages 6-11, showing how a spark turns into a
huge fire and how it was put out. Label and illustrate it.

Writing
• Students list all the types of soup in the story and add any others they know. Each student
states what their favourite is. They collaborate to present the information as a class graph.
• Talk about the way the author uses problems and solutions to construct the story. For
example, What happens first? – An accident occurs; Souperman saves the situation; Another
problem occurs; Souperwoman to the rescue. Students can use this as a basis to write a
personal story.

Home/School Link
Have students access the story at home and re-read it. They can then complete the interactive
activities:
Words: Join two words to make compound words
Thinking: Answer five comprehension questions
1. What shows that the soup was hot?
A. the red soup
B. the orange soup
C. the white steam √
2. Find the word that means a place where things are made.
factory.
3. Why was the fire in the factory blazing?
A. The soup burnt.
B. Some oil burnt. √
C. The noodles burnt.
4. What did the people do when the fire went out?
A. They grumbled and growled. √
B. They had lunch.
C. They went back to work.
5. What word did the people call Souperman?
hero
Record: They can read the story by themselves and save it for you to listen to.

© Wendy Pye Publishing