Oxford Reading Tree PPT: Robin Hood. Free Presentation in PowerPoint format for kindergarten with Interactive Games & Activities to improve Writing and reading skills.

1. What character do you
like best from
traditional stories?
1:00
1/21
Robin Hood
Review and Stage Test
ORT-G1B Lesson 15
LO: Get to know their partners; get a basic idea about the
topic of today’s lesson.
1. Greet Ss and ask Ss to get to know each other.
2. Have an open discussion about the given question.
3. Introduce the title and the topic of the lesson.

2. Learning Goals
1:00
2/21
1. Identify the long and short vowel sounds in single-syllable
words; isolate and pronounce initial, medial vowel, and final
sounds in spoken single-syllable words; blend and segment
syllables in multi-syllable words; identify and pronounce the
words with vowel teams and consonant digraphs.
2. Read the story Robin Hood and utilize some reading skills
and strategies to help with story comprehension .
3. Talk about the story Robin Hood and discuss what you can
learn from some good examples around you.
LO: Get to know the learning goals of the lesson.
Go through the learning goals with Ss. Tell Ss that they’re going to
learn an important reading skill and strategy in this lesson.

3. Presentation
Presentation
1:00
3/21
Please Present Your Writing
Share what you’ve written
with your partner.
Writing Task
About the Story The Stolen Crown
LO: Present their homework.
1. Have Ss share their writing tasks from the last lesson.
2. Ask Ss to present their homework one by one.
3. Provide feedback.

4. Phonics
4/21
1:30
Listen & Say
roof tax
phantom witch
wipe
Let’s read
these words!
What sound
does the vowel
team oo make?
Can you pronounce the
beginning, middle, and
ending sounds?
t x
a
What sound does letter
i make in the word wipe?
What sounds do the
consonant digraphs ph
and tch make?
How many syllables
does the word
hamburger have?
hamburger
hamburger
LO: Distinguish between long and short vowel sounds in single-syllable
spoken words; identify and pronounce the common initial consonant
digraph ph and the final consonant digraph tch, as well as the common
vowel team oo in words; pronounce the beginning, middle, and ending
sounds in spoken single-syllable CVC words ending with the x sound;
understand that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
1. Click and show Ss the phonics words; ask Ss to read all of the phonics
words. If Ss cannot read them accurately, correct them. Repeat two
more times.
2. After presenting all of the phonics words, ask Ss to collect the
mushrooms in the picture by answering the boy’s questions in turns.
After answering the questions, have Ss read the words.
Notes: Ask one S to answer the ph question, and the other to answer the
tch question.

5. Read on Your Own
Phonics
My grandmother is a good storyteller.
I like to sit in my room to listen to her.
A bad man wanted to catch a good one.
A fox helped him not to get hurt.
My dad takes a photo for us with a camera.
1:00 5/21
On this slide, test Ss’ foundational skills; each S should be tested; give
each S a mark according to the assessment rubrics.
LO: Accurately decode the words in the text that include oo, i, ph, or
tch; accurately decode the single-syllable CVC words ending with the
x sound; accurately decode multiple-syllable words; read the text
fluently.
1. Read the chant to Ss with rhythm.
2. Have Ss read the chant in turns.
3. Provide feedback.

6. Characters
Introduction
0:30
6/21
people or animals in the story
Robin Hood the Sheriff
LO: Get to know the new characters in the story.
Tell Ss they are going to meet the new characters in the story.
Ask Ss to name the characters.

7. Book Cover
Lead-in
2:00
7/21
Written by Roderick Hunt
Illustrated by Alex Brychta
1. Which one was Robin Hood in
the picture? What kind of
person do you think Robin
Hood might be?
2. If you had the magic key, what
folk hero would you want to
meet from ancient time?
Before Reading
LO: Identify basic information about the book; talk about
what they can learn from the book cover; motivate Ss’ interest in
reading.
1. Check Ss’ understanding of the words author and illustrator.
2. Have Ss discuss the given questions.

8. Use details in the picture.
Make Predictions
Lead-in
1:30
8/21
 What are the girls doing?
 Why does Kipper put his hands over his ears? What will
he do next?
LO: Use details from the picture to make predictions.
1. Explain how to make predictions.
2. Guide Ss to make predictions by using the provided questions;
encourage Ss to answer the questions.

9. Reading
2:00
9/21
1. Where did Biff, Wilma,
and Anneena go?
2. Which play did the
children watch? What was
the story like?
3. Did people like the story?
How do you know?
Comprehension
Robin Hood
Pages 1-3
LO: Understand the text; utilize the reading strategies and
skills to assist in reading comprehension.
1. Ask Ss to go through the text quickly.
2. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text.

10. Reading
2:00
10/21
1. What did the girls sing about?
2. What did Kipper do to show he
didn’t like the song? How did
Biff feel?
3. Where would the magic take
the children?
Comprehension
Robin Hood
Read Pages 4-7
Kipper had a key round his neck. It
was the magic key. Biff was cross with
Kipper.
“Put the key back in the box,” she
said.
If you were Kipper, would you do
the same thing? Why?
Connections
LO: Understand the text; utilize the reading strategies and
skills to assist in reading comprehension; make connections.
1. Ask Ss to go through the text quickly.
2. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text.
3. Have Ss discuss the connections question; model first.
Encourage Ss to talk more about themselves.

11. Reading
2:00
11/21
1. Who did the children meet
in this adventure?
2. Why did Anneena say, “I
hope he is a good man”?
3. Was Robin Hood a good
man? Use the text and the
illustration to support your
answer.
Comprehension
Robin Hood
Read Pages 8-10
Robin Hood saw the children.
“Who are you?” he asked. “Are
you lost in the woods? Come and sit
down.”
LO: Understand the text; utilize the reading strategies and
skills to assist in reading comprehension.
1. Ask Ss to go through the text quickly.
2. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text.

12. Reading
2:00
12/21
1. What did the girls do for
Robin Hood? How did
Robin Hood feel? Where
did Kipper go? Why?
2. Why didn’t anyone notice
the Sheriff?
Comprehension
Robin Hood
Pages 11-13
LO: Understand the text; utilize the reading strategies and
skills to assist in reading comprehension.
1. Ask Ss to go through the text quickly.
2. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text.

13. Reading
2:00
13/21
1. What kind of person was
the Sheriff? How do you
know?
2. Why wasn’t Kipper
grabbed by the Sheriff?
What would he do to save
everyone?
Comprehension
Robin Hood
Read Pages 14-16
Kipper hid in the big black pot.
The Sheriff’s men didn’t see him.
“Oh no!” he said. “What can I
do? I must help them.”
LO: Understand the text; utilize the reading strategies and
skills to assist in reading comprehension.
1. Ask Ss to go through the text quickly.
2. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text.

14. Reading
2:00
14/21
Robin Hood
Read Pages 17-21
“You can’t lock people in that,” said
Kipper. “You can’t get them in.”
“Oh yes you can,” said the man.
“Look.” He put in his head and his
hands.
1. Why did the Sheriff leave
everyone in the village?
2. How did Kipper set everyone
free? What do you think of
Kipper? Why?
Comprehension
Many folk hero stories have a good
man and a bad man. Could you list
some of them?
Connections
LO: Understand the text; utilize the reading strategies and
skills to assist in reading comprehension; make connections.
1. Ask Ss to go through the text quickly.
2. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text.
3. Have Ss discuss the connections question; model first.
Encourage Ss to talk more about themselves.

15. Reading
2:00
15/21
Robin Hood
Pages 22-23
They went to a new part of the
woods.
“Three cheers for Kipper,” said
Robin Hood. “Now let’s sing that song
about me again.”
“Oh no!” said Kipper.
Suddenly the magic key began to
glow.
“Just in time,” said Kipper. “It’s time for
us to go.”
“Goodbye,” said the children.
“Goodbye,” said Robin Hood, “and
thanks.”
LO: Understand the text.

16. Reading
2:00
16/21
Robin Hood
1. How did Robin Hood thank
Kipper? How did Kipper
feel?
2. Why did Kipper say, “Just in
time”?
Comprehension
Read Pages 22-24
How do you usually show your
thanks to people around you?
Connections
On this slide, test Ss’ classroom engagement; each S
should be tested; give each S a mark according to the assessment
rubrics.
LO: Utilize the reading strategies and skills to assist in reading
comprehension; make connections.
1. Ask Ss to go through the text quickly.
2. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text in turns.
3. Have Ss discuss the connections question; model first.
Encourage Ss to talk more about themselves in turns.

17. Reading Strategy
17/21
3:00
Reading Strategy
Ask and answer the following questions:
Who was in the story?
Where did the story happen?
Why did it happen?
How did it happen?
What happened?
On this slide, test Ss’ reading skills; each S should be
tested; give each S a mark according to the assessment rubrics.
LO: Utilize the reading strategies and skills to assist in reading
comprehension.
1. Have Ss talk about the comprehension questions. Encourage
them to support their answers with clues from the text.
2. Have Ss discuss the connections question; model first.
Encourage Ss to talk more about themselves.

18.  Everyone liked Robin
Hood.
 Robin Hood gave
cheers to Kipper.
 . . .
What can show
Robin Hood is a
good man in the
story?
Let’s Talk
Listening & Speaking
2:00
18/21
What can you learn
from some good
examples around you?
On this slide, test Ss’ listening and speaking skills;
each S should be tested; give each S a mark according to the
assessment rubrics.
LO: Provide examples from the story that show Robin Hood is a
good man; and then talk about what Ss can learn from other
people who set good examples.
1. Read the first question to Ss and model how to answer it. Ask
Ss to provide examples from the story that show Robin Hood is
a good man; encourage Ss to answer the question in complete
sentences; assist Ss if necessary.
2. Click to show the second question. Ask Ss to recall people who
set good examples. Model first; ask Ss to talk about the given
question. Provide examples: help at home/help others to carry
something heavy.
3. Encourage Ss to share their opinions; assist Ss if necessary.

19. Get Ready to Present
Oral Writing
19/21
2:00
1. Describe how Kipper rescued everyone in the story by using the given guide.
2. Discuss your opinions with your partner.
In the end . . .
Then . . .
Next . . .
First . . .
How did Kipper rescue everyone in the story?
On this slide, test Ss’ oral writing skills; each S should be
tested; give each S a mark according to the assessment rubrics.
LO: Using the given guide, describe how Kipper rescued everyone
in the story.
1. Guide Ss to recall how Kipper rescued everyone in the story;
model first.
2. Have Ss work together to answer the questions.
3. Provide feedback.

20. Homework
Writing
1:00 20/21
Write a paragraph about having an adventure with
Robin Hood.
Step 4: Revise
Step 5: Edit
Step 6: Publish
Step 1: Brainstorm
Step 2: Prewrite
Step 3: Draft
Tip: Don’t forget to watch the post-class video before writing.
LO: Understand what the writing task is; know that they can
complete the writing task with the help of the
post-class instructional video.
1. Introduce and explain the writing task to Ss.
2. Ask Ss to finish the task before the next class and to be
ready to present.
3. Remind Ss to watch the post-class video before writing.

21. 1:00
21/21
1. Briefly comment on Ss’ performance.
2. Have Ss say goodbye to each other.