Oxford Reading Tree PPTs: The Riddle Stone 1-2. Free Presentation in PowerPoint format for kindergarten and Elementary School with Interactive Games & Activities to improve Phonics, Writing and reading skills.

1. 1:30 1/32
LO: Introduce the topic and get to know each other.
1. Say hello to Ss and ask Ss to introduce themselves to each
other.
2. Introduce the topic and ask Ss to discuss the given
question.
TG

2. Learning Goals
LO: Get to know the learning objectives.
Go through the learning goals with the Ss. Make sure they know
what they’re going to learn in the lesson.
Note: Don’t read the goals to the Ss.
TG
0:30 2/32
1. Learn about spelling-sound correspondences for additional common
vowel teams; identify oi and oy.
2. Learn the key words dangerous, roar, weigh, rocky, yell, serpent, pinch,
and goblin, and understand them in context.
3. Apply different reading skills and strategies when analyzing and
comprehending the content, such as visualization.
4. Talk about the story and discuss what problems you meet in your daily
life and how you solve them.

3. Presentation Time
Let’s make predictions!
Did you prepare the presentation you
were assigned in the last lesson?
Present your homework and tell us
about the game you invented.
Presentation
1:30 3/32
LO: Present the writing assignment from the last lesson.
1. Let Ss take turns presenting the writing assignment from the last
lesson.
2. Give feedback.
TG

4. oi
oy
What sound does oi
usually make?
What sound does oy
usually make?
Phonics
Phonics Learning
soil
coin moist
boy toy
joy
1:30 4/32
LO: Identify and pronounce the sounds of the vowel teams oi and oy.
1. Click and read the first three words to Ss; have them identify what sound the
vowel team oi makes.
2. Click and ask Ss to read the remaining words; ask them to identify what
sound the vowel team oy makes.
3. Guide Ss to read the words together.
TG

5. Read on Your Own Phonics
1:00 5/32
LO: Decode the words accurately and fluently in text; read the text
fluently.
1. Guide Ss to read the story aloud together and with rhythm.
2. Ask Ss to take turns reading the text one sentence at a time
TG
Roy is a little boy. He saw a coin and a
toy in the soil. The soil is only moist, not
wet. He found joy in tossing the coin in
the soil.

6. Lead-in
LO: Review the first part of the story.
1. Review what happened in the first part of the story.
2. Discuss the given questions and give feedback.
Story Review
TG
1:30 6/32
In our previous lesson, we read that
Chip, Biff, and Hong were in a rocky
valley.
1. Who did Biff, Chip, and Hong meet
when they went to the rocky valley?
What was he or she like?
2. How did the children find the way to
Riddle Mountain?

7. Make Predictions
Lead-in
LO: Use details from the picture to make predictions.
1. Guide Ss to make predictions using the provided questions.
2. Ask them to make guesses prior to reading the story by looking at
the pictures.
Use details from the
illustration to make guesses.
TG
1. Will the dragon let the children go?
What might happen to the children?
2. Make two predictions based on the
given picture from the book.
1:30 7/32

8. Reading
Use the illustration and context clues
to define the word dangerous.
Vocabulary
1:00
“It’s hard to get to Riddle
Mountain,” said Ty. “It will
be dangerous. I may never
get there.”
“Then why do you have
to go?” asked Biff.
Pages 14-15
8/32
The Riddle Stone Part 1
LO: Define the unfamiliar word dangerous in context
Have Ss use the illustration and context clues to define the word dangerous; give
feedback.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) on the next slide.
TG

9. Reading
Why did Ty have to get to Riddle
Mountain? What kind of person do you
think Ty was?
Comprehension
Would you continue doing something
even if you found out it might be difficult
or dangerous? Why?
Connections
2:00 9/32
Read Pages 14-15
Putting your hand into a crocodile’s
mouth is dangerous because you
might become its food.
dangerous
(adj.)
Definition: able to cause death, or hurt,
or cause something bad to happen
The Riddle Stone Part 1
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the word dangerous in context.
1. If the Ss can present a good understanding of the word dangerous from the
previous slide, skip the vocabulary teaching part. If not, explain the word with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to discuss the comprehension questions; give feedback.
3. Have Ss discuss the questions in the connections part.
TG

10. Reading
Pages 16-17
Suddenly, a huge giant
stood in the way.
“I hope he’s friendly,”
said Chip.
“Answer this riddle and
you can pass by,” roared
the giant.
Use the illustration and context
clues to define the word roar.
Vocabulary
1:00 10/32
The Riddle Stone Part 1
LO: Define the unfamiliar word roar in context; read the text fluently.
1. Take turns reading the passage aloud. Guide Ss to pay attention to the
intonation and emotion of the passage when reading the in-text quotes.
2. Have Ss go through the text quickly and have them use the illustration and
context clues to define the word roar.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) on the next slide.
TG

11. Reading
1. Who did the children meet on the
way? What was he or she like?
2. What do you think Hong would write
to answer the riddle? Why?
Comprehension
2:00
The lion, the king of the jungle, roared
angrily and made all the animals run
away.
roar (v.)
Definition: to say something in a very
loud and deep voice
Read Pages 16-17
11/32
The Riddle Stone Part 1
LO: Apply the reading strategies and skills for reading comprehension; understand
the word roar in context.
1. If the Ss can present a good understanding of the word roar from the
previous slide, skip the vocabulary teaching part. If not, explain the word with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the comprehension questions; give feedback.
TG

12. Reading
“Good luck in the Land of Riddles,”
said the giant.
“What did you write down?” asked
Chip.
“I wrote the words ‘how much I
weigh’,” said Hong.
Page 18
1:00
Use the illustrations and context clues
to define the word weigh.
Vocabulary
12/32
The Riddle Stone Part 1
LO: Define the unfamiliar word weigh in context
Have Ss use the illustration and context clues to define the word weigh; give
feedback.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) on the next slide.
TG

13. Reading
2:00
The seller found that the watermelon
weighed more than the peach.
weigh (v.)
Definition: how heavy someone or
something is
1. Did Hong give the right answer? How
do you know?
2. Why was it the correct answer to the
riddle?
Comprehension
13/32
Read Page 18
The Riddle Stone Part 1
LO: Apply the reading strategies and skills for reading comprehension; understand
the word weigh in context.
1. If the Ss can present a good understanding of the word weigh from the
previous slide, skip the vocabulary teaching part. If not, explain the word with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to discuss the comprehension questions; give feedback.
TG

14. Reading
Below was a black lake.
Across the lake, the land was
dry and rocky. Beyond, there
was a deep river and dark
forest.
Far away was a tall, grey
mountain.
1:00
Use the illustration and context clues
to define the word rocky.
Vocabulary
14/32
Pages 20-21
The Riddle Stone Part 1
LO: Define the unfamiliar word rocky in context.
Have Ss go through the text quickly and have them use the illustration and context
clues to define the word rocky.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) on the next slide.
TG

15. Reading
TG
1. Where did the children meet the
dragon? What was it like there?
2. Why did the dragon say, “You have
a long way to go”?
3. Could the children cross the lake
on their own? What did they do to
cross the lake?
Comprehension
The man who is climbing the rocky
mountain is a world-famous climber.
rocky
(adj.)
Definition: covered
with rocks or full of
rocks
2:00 15/32
Read Pages 19-23
The Riddle Stone Part 1
LO: Apply the reading strategies and skills for reading comprehension; understand
the word rocky in context.
1. If the Ss can present a good understanding of the word rocky from the
previous slide, skip the vocabulary teaching part. If not, explain the word with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the comprehension questions; give feedback.
TG

16. Reading
Use the illustration and context clues to
define the word yell.
Vocabulary
1:00
“Step into a bubble,”
yelled Hong.
They all stepped inside the
bubbles and floated up and
up.
“This is scary,” said Biff.
“What if the bubbles pop?”
16/32
Pages 24-25
The Riddle Stone Part 1
LO: Define the unfamiliar word yell in context.
Have Ss go through the text quickly and have them use the illustration and context
clues to define the word yell.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) on the next slide.
TG

17. Reading
1. What was the lake like? How did the
children feel about the lake?
2. How did the children float above the
lake? What would happen to the
bubbles? How do you know?
Comprehension
The woman was yelling when she saw a
spider crawling across her bed.
yell (v.)
Definition: to shout very loudly,
especially because you are frightened,
angry, excited, or in pain
2:00
Read Pages 24-25
17/32
The Riddle Stone Part 1
LO: Apply the reading strategies and skills for reading comprehension; understand
the word yell in context.
1. If the Ss can present a good understanding of the word yell from the
previous slide, skip the vocabulary teaching part. If not, explain the word with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to discuss the given questions; give feedback.
TG

18. Then the bubbles popped and
the children fell into the lake.
Suddenly, a huge serpent rose out
of the water.
“I don’t like this adventure,” said
Biff.
Reading
Use the illustration and context clues
to define the word serpent.
Vocabulary
1:00 18/32
Pages 26-27
The Riddle Stone Part 1
LO: Define the unfamiliar word serpent in context.
Have Ss go through the text quickly and have them use the illustration and context
clues to define the word serpent.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s not
necessary to teach the word(s) on the next slide.
TG

19. Reading
Lily dreamed that she went to a
jungle and saw a serpent crawling
towards her.
serpent
(n.)
Definition: a large snake
2:00
TG
Read Pages 26-28
1. What happened to the children when
they floated down to the black lake?
How did they feel there?
2. How did the children get across the
lake? Where do you think they would
go next?
Comprehension
19/32
The Riddle Stone Part 1
LO: Apply the reading strategies and skills for reading comprehension; understand
the word serpent in context.
1. If the Ss can present a good understanding of the word serpent from the
previous slide, skip the vocabulary teaching part. If not, explain the word with
the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the comprehension questions; give feedback.
TG

20. Reading
Goblins were waiting for the children.
They pulled and pinched them.
“Ouch! That hurts,” said Chip.
“Ha! You won’t answer the next riddles,”
said one of the goblins.
Page 29
Use the illustration and context clues to
define the words goblin and pinch.
Vocabulary
1:00 20/32
The Riddle Stone Part 1
LO: Define the unfamiliar words goblin and pinch in context; read the text
fluently.
1. Take turns reading the passage aloud; guide Ss to pay attention to the
intonation and emotion of the passage when they read the in-text
quotes.
2. Have Ss go through the text quickly and have them use the illustration
and context clues to define the words goblin and pinch.
Note: If Ss can present a correct understanding of the unfamiliar word(s), it’s
not necessary to teach the word(s) on the next slide.
TG

21. Lisa wanted to have a toy goblin after her
mom told her a story about goblins.
goblin (n.)
Definition: a small ugly creature in
children’s stories which usually enjoys
causing trouble
Reading
Reading
Who was waiting for the children on the
land? Were they friendly? How do you
know?
Comprehension
3:00
TG
21/32
Are you afraid of goblins? What would
you do if you met goblins? Why?
Connections
The Riddle Stone Part 1
The boy pinched his nose and stuck out
his tongue to make a funny face.
pinch (v.)
Definition: to squeeze something between
one’s thumb and index finger
Read Page 29
LO: Apply the reading strategies and skills for reading comprehension and
connections; understand the words goblin and pinch in context.
1. If the Ss can present a good understanding of the words goblin and pinch
from the previous slide, skip the vocabulary teaching part. If not, explain the
word with the sample sentences and ask Ss to make new sentences with it.
2. Ask Ss to take turns discussing the comprehension questions; give feedback.
3. Have Ss discuss the questions in the connections part.
TG

22. Reading
2:00 22/32
Pages 30-31
The Riddle Stone Part 1
1. What did the goblins do to the
children? Why did Hong laugh?
2. What do you think might happen
next? What’s your answer to the
riddle?
Comprehension
LO: Apply the reading strategies and skills for reading comprehension;
Ask Ss to take turns discussing the comprehension questions; give feedback.
TG

23. Reading Strategy
3:00 23/32
Visualization allows readers to form images from the text. By
visualizing, readers can make pictures in their minds. They
can imagine what the characters and the places look like and
what’s happening in the story.
Visualization
Follow the directions:
 Look for descriptive words, action words, and phrases that
can help you make vivid mental pictures.
 Describe the pictures that come into your mind.
They floated on and on. At last, they
began to float down to the black lake. “I
hope the bubbles don’t pop here,”
yelled Chip.
Then the bubbles popped and the
children fell into the lake. Suddenly, a
huge serpent rose out of the water. “I
don’t like this adventure,” said Biff.
Pages 25-26 1. How did the children float?
The children floated in the
bubbles up and up firstly. At last,
they floated down and the
bubbles popped suddenly! Then
they fell into the lake.
2. What was the serpent like?
The serpent was very big and
long.
3. How did the chip and Biff feel?
They were very scared.
The children floated up and up and then
down. Chip yelled, and he was scared to
fall into the black lake. Suddenly, the
bubbles popped. As they fell into the lake,
the very big and long serpent came up.
Biff was very scared to see such a big
serpent.
Picture Description
Describe the picture in your mind.
LO: Learn the concept of visualization; understand how to use the visualization
strategies and skills; understand how to use the visualization strategies and
skills.
1. Introduce to Ss the concept of visualization.
2. Click and explain how to use visualization strategies to better understand
the story.
3. Model how to visualize; click and display the sample; give feedback.
TG

24. Reading Strategy
2:30 24/32
Visualization
Goblins were waiting for the children.
They pulled and pinched them. “Ouch!
That hurts,” said Chip. “Ha! You won’t
answer the next riddle,” said one of the
goblins.
The goblins put the children in a cage.
One of the goblins stole the magic key.
“Oh no!” said Biff. “Now we can’t get back
from this adventure.”
Pages 29-30
Describe the picture in
your mind.
Look for descriptive
words and phrases.
LO: Apply the visualization strategies and skills in order to better analyze the
story.
1. Click and have Ss work together to ask questions about this passage.
2. Give feedback.
TG

25. Read & Choose
Vocabulary
1. Some people are concerned about how much they ________.
2.The little girl held her dad’s hand tightly, walking on a dry and
________ hill.
3.Dora was very naughty. We had to stop her from __________ her
baby brother.
4.Mrs. White ________ at her son to get down from the tree and go
back to finish his homework.
weigh
rocky
yelled
weigh, rocky,
yell, pinch
pinching
1:00 25/32
LO: Check if Ss understand the words in context.
1. Ask Ss to take turns reading the words aloud.
2. Ask Ss to read the sentences and complete them by filling in the blanks.
TG
Complete the sentences. Use the
correct form of the words in the box.

26. Listening & Speaking
What problems did the
children meet on their
way to Riddle
Mountain? How did
they solve those
problems?
1:30
 meet a giant
 float away from the dragon
in bubbles
 swim across the black lake
on a serpent’s back
 be captured by goblins
26/32
LO: Using details from the text, talk about what problems the children met and
how they solved them.
1. Instruct Ss to discuss the given question.
2. Encourage Ss to answer questions using the given clues and to present their
answers with at least three complete sentences; assist Ss if necessary.
TG

27. Listening & Speaking
What problems have
you met in your daily
life? How did you
solve them?
 fail in the exam
 get lost somewhere
 lose money/phones/certificates
 be misunderstood
 . . .
1:30 27/32
LO: Talk about what problems the children met in daily life and how they solved
them.
1. Ask Ss to talk about the given question.
2. Encourage Ss to answer the question in complete sentences with the given
clues; assist Ss if necessary.
TG

28. How do you face difficulties in your daily life?
Value
2:00 28/32
LO: Talk about how to face difficulties, and ask Ss if they understand the
importance of being calm and brave.
1. Guide Ss to look at the pictures; have Ss talk about the given question.
2. Guide Ss to realize the importance of being calm and brave; assist Ss if
necessary.
TG

29. Get Ready to Present Writing
LO: Describe the adventure of facing the dragon by using the
visual aids and given guideline.
1. Explain the task to Ss.
2. Model first; have Ss discuss the adventure of facing the
dragon by using the bubble map.
3. Give feedback.
Their
Holiday
Describe the children’s adventure of facing the dragon by answering the
questions in the bubble map.
Work together to complete the task.
TG
29/32
3:00
What was the
dragon like?
How did the children get
the right answer to the
dragon’s riddle?
What do you think
of this adventure?
Where was the
dragon?
How did each child feel?
Children’s
Adventure
of Facing the
Dragon
What happened to the
children after getting the
right answer?

30. Homework: Inventing a New Game
Writing
LO: Understand what the writing task is; know to 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.
Remind Ss to watch the post-class video before writing.
Revise and edit your writing from the
previous lesson and share your
writing with others.
TG
Watch the post-class video
before you start writing.
1:30 30/32
Step 4. Revise: Revise Words and Add Details
Step 5. Edit: Check Spelling, Punctuation, and Capitalization
Step 6. Publish: Share Your Writing With Others

31. Review
Let’s Review
LO: Review the whole lesson.
1. Review the key words with Ss by asking Ss to make sentences.
2. Review the story with Ss by asking the given questions.
Story: The Riddle Stone Part 1-2
Key Words:
dangerous, roar, weigh, rocky,
yell, serpent, pinch, goblin
Key Questions:
1. What problems did the children meet on their way to Riddle Mountain?
How did they solve those problems?
2. What problems have you met in your daily life? How did you solve
them?
TG
1:00 31/32

32. 0:30 32/32
LO: End the lesson and encourage Ss to perform better in the next class.
1. Briefly comment on Ss’ performance.
2. Say goodbye to Ss.
3. Ask Ss to preview the next lesson.
TG