Reading with Phonics: Book 1 by Teacher Superstore

RIC–6308 7.2/1112

Reading with phonics Book 1

This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

Copyright Notice Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

Titles available in this series:

r o e t s Bo r e p ok u S

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Reading with phonics – Book 1 Reading with phonics – Book 2 Reading with phonics – Book 3

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Signature of Purchaser:

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School Order# (if applicable):

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Reading with phonics is a series of three books designed to develop students’ phonemic awareness through a text with related worksheets. This allows the students to practise the sound being taught while reading and comprehending text. Each sound has two stories based around the same theme so the teacher can cater for individual ability levels within the classroom. The word cards at the end of each treated sound help to consolidate the students’ knowledge of the sounds. They can be used to introduce or consolidate teaching and learning.

The books in this series are:

r o e t s Bo r e p ok u S

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Reading with phonics (Book 1) Reading with phonics (Book 2) Reading with phonics (Book 3)

Content

Foreword............................................................................................................................................................................................ iii

Teachers notes ....................................................................................................................................................................... iv – v ck

When the duck was stuck ................................................................................................................................... 1–8

© R. I . C.Publ i cat i ons The goat in the coat in the boat ................................................................................................................. 17–24 •f orr evi ew pur posesonl y•

The train ride ........................................................................................................................................................... 9–16

Lee’s garden ....................................................................................................................................................... 25–33

Our favourite books ......................................................................................................................................... 34–40

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sh Shane ...................................................................................................................................................................... 41–48 ch

Chip the chimpanzee ..................................................................................................................................... 49–56

My toolbox ............................................................................................................................................................ 57–64

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th th Teeth ......................................................................................................................................................................... 65–75 ay Playtime .................................................................................................................................................................. 76–83 all

My ball .................................................................................................................................................................... 84–91

ng Springtime ........................................................................................................................................................... 92–100 wh

Howard’s wheelchair ..................................................................................................................................... 101–109

The cow ................................................................................................................................................................ 110–116

The new car ....................................................................................................................................................... 117–124

Answers ............................................................................................................................................................................... 125–138

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Reading with phonics

iii

Teachers notes Phonics is a large component of a student’s reading development and often it is taught in isolation rather than within a text. In this series of phonic books, the student develops his/her phonemic awareness within the structure of a text and its supporting worksheets. Each grapheme is treated within a story so the student can associate the sound with a word and develop strategies for word identification and comprehension. The stories are accompanied by relevant worksheets that consolidate the sound being treated.

r o e t s Bo r e p ok u S

The teacher has a choice of texts and worksheets to use with the grapheme being covered. This enables different levels of ability to be catered for within the classroom.

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In Books 1 and 2, the sounds are covered individually. In Book 3, different graphemes that represent the same sound families are treated. The books all follow the same format: two sets of stories based around the sound, followed by corresponding worksheets. The word cards can be used for sight vocabulary, home reading, spelling words, word sorts, making sentences or reading with a partner. The text offers the teacher two choices: a simple story or a more complex story. The teacher can choose which is more appropriate for the level of the student.

©The Rfirst . I . C. b i cat i ons story mayP beu used tol introduce the digraph(s) and the second story to consolidate. be r that the texts •f orr e vi ewIt may pu p o sesonl y• are used at the same time to cater for

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The texts can also be used at the same time to compare stories. The students can list the similarities and differences in each.

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students’ varying ability levels.

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A note on the pronunciation of some digraphs

Although some digraphs can be used to represent slightly different sounds, they have not been differentiated in this book. Teachers should explain to their students that there can be an additional pronunciation with these letters in certain words. These words have been included because they are beneficial to students’ understanding of their spelling. For example, the digraphs u-e, ue and ew can produce an ‘oo’ sound (as in flute, glue and screw). Although the keywords used for these digraphs concentrate on this sound, words such as cube, new and stew, which have a ‘yoo’ sound, have also been included. The same is true for the digraph er. While the keyword used for the digraph concentrates on the ‘er’ sound (as in germ and pert), pronunciation of er when the digraph is at the end of a word can create an ‘uh’ sound (as in summer, dinner and older). For this book, where worksheet instructions refer to a digraph (for example, ue), this indicates that students should only concentrate on the words which contain the relevant digraph sound when pronounced. iv

Reading with phonics

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Teachers notes

r o e t s Bo r e p ok u S

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Some worksheets relate to the story. The teacher can decide to use all the worksheets as a package or select the ones he/she would like to use. The corresponding questions cover both literal and inferential questions, encouraging the students to think about the text they have read.

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Reading with phonics

Teachers notes The worksheets expose the students to different types of questions and word study exercises to develop their understanding of phonemic awareness, punctuation and grammar. It also maintains the students’ interest and consolidates strategies taught. The words can be used as spelling cards, sight vocabulary cards, home reading cards or can be read with a partner to consolidate sound/word recognition.

lunch chop

chin

bunch k

match chat

chain

itch

cheec

r o e t s Bo r e p ok u S h

chop batch

chip

check

chom

catch

chees

cheep

hatch

rich

case

fray

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munc

Teachers can use the words with underlined digraphs for word sorts, making stories or for sentence construction. The reading cards enable students to consolidate and extend their sight vocabulary and to recognise the digraph in a text format as well as on the activity-based worksheets.

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Reading with phonics

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When the duck was stuck – 1 1. Circle the ‘ck’ words in this story. One day on Mr Black’s farm, a duck got stuck. ‘Quack, quack’, went the duck. ‘I’m stuck in this muck. Help me!

r o e t s B r e oo Along came the hen. p u k SI’ll get Farmer Black.’ ‘Cluck, cluck, Farmer Black was in his truck. The hen clucked and clucked at Farmer Black. ‘I think something is wrong’, said Farmer Black. He went to have a look.

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Quack, quack.’

He picked the duck up out of the muck.

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Lucky duck!

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2. Draw a picture to match the story.

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He took the duck back to the shed.

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Reading with phonics

When the duck was stuck – 2

1. Choose from the words below to complete the sentences. rocks

stuck

cluck

luck

Black

in the muck.

(a) A duck got

r o e t .B s r e oo p . (c) The hen got Farmer u k S . (d) The farmer jumped over the .

(e) The duck had good

2. Number the boxes to order the sentences as they happened in the story.

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(b) The hen went cluck,

(a) The farmer went to have a look. .................................................................................................. ....................................................................................................

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(c) The farmer picked up the duck. ...............................................................................................

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(d) The duck was stuck in the muck. ........................................................................................... 3. Draw the picture to match the words.

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Farmer Black 2

Reading with phonics

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A duck

A truck www.ricpublications.com.au – R.I.C. Publications®

When the duck was stuck – 3

Cut out the letter cards and rearrange them to make the ‘ck’ words.

or etBo u s ckper rt ok u S b i ck r

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l b ck a . te o c . che e r o c r ck o l t s super ck

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Reading with phonics

When the duck was stuck – 4

Find the words in the wordsearch.

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k k

©c R. I . C i cat onsk l .Pub ol ci w •f orr evi ew pur posesonl y•

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clock

truck

Reading with phonics

stick

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neck

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sack

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duck

r o t us s eB o c r e oo p u c k h kj Si r

o c . che e r o t r s sock sup er bucket

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When the duck was stuck – 5 1. Circle the ‘ck’ words in this story. One day on Farmer Black’s farm, a duck got stuck in the mucky mud. ‘Quack, quack’, went the duck. ‘I’m stuck in this muck. Help me! Quack, quack.’

r o e t s Bo r e phe thought, and jumped down ok ‘Something is wrong’, from his truck to u have a look.S Maybe an animal was sick and needed his help! Along came the hen. ‘Cluck, cluck, I’ll get Farmer Black.’

He jumped over rocks and a stack of hay. In the back paddock, he saw a neck sticking out of the mud. ‘Oh my,’ thought Farmer Black, ‘a duck is stuck. I’ll have to pluck him out of the muck’. He grabbed the duck and pulled. The duck kicked its feet and then he was safe.

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Farmer Black was in his truck when he heard his hen clucking very loudly.

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He checked the duck and gave it something to eat. The duck pecked at the wheat and had a drink. Farmer Black looked at the clock. It was time for lunch. He locked his shed to keep the duck safe, and went inside his house.

. te o c 2. Draw the beginning, the middle and the end of . the story. che e r o r st super

What good luck that he heard his hen cluck, and what a lucky duck!

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Reading with phonics

When the duck was stuck – 6

Answer the questions using full sentences. 1. Who were the characters in the story?

r o e t s Bo r e p ok u 2. What was the duck S stuck in?

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4. How did the farmer get the duck out?

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3. Why did the farmer get out of his truck?

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5. What happened at the end? 6

Reading with phonics

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When the duck was stuck – 7 Fill in the missing words with words from the story. on Mr Black’s

One

, a duck got

in the

’, went the duck. ‘I’m

mucky mud. ‘Quack,

in the

r o e t s Bo .’ r e ’, said the hen. ‘I’ll get Farmer ‘Cluck, p ok u Sin his when he heard his hen Farmer Black was ‘Something is to

’, he thought, and jumped down from his a look. Maybe an animal was

needed help.

and

paddock, he. saw ab sticking out of the © R. I . C Pu l i cat i ons . f • orr evi ew pur posesonl y•

‘Oh my!’ thought

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him

Black. ‘A duck is stuck! I’ll have to

of the

.’

He pulled the duck out and

him down.

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In the

. the duck to the shed. He t e o c . it something . The ducke and cheto r o t r s s per .u wheat and had a He

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muck. Help me! Quack, quack.’

and went inside his house.

He locked his

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at the

at his clock. It was time for

Farmer Black

What a

the duck

duck!

Reading with phonics

When the duck was stuck – 8

Cut out and use the words for reading, writing, spelling, word definitions or word sorts.

stick

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locket r o e t s Bo r stuck pe kick ok u S muck flick

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duck

bucket

•f orr evi ew pur posesonl y•

cluck

neck

check

sack

peck

pick

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sick

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luck

. te o clock trick c . che e r o t r ssock docket super

Reading with phonics

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The train ride – 1 Circle the ‘ai’ words in this story.

r o e t s Bo r e p ok u S

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Gail was going to go on a train ride with her mum. They waited for the rain to stop. Then they went to the railway station. Mum paid the man and got the tickets. They didn’t have long to wait. The train came into the station. They saw lots of things on their train ride. They saw a man putting bait on his fishing line. They saw some people sailing on the river. They saw a man painting a tall building. He had a chain around his tummy to stop him falling. Gail and her mum had a wonderful time.

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Draw Gail and her mum.

Draw the train.

Draw a man putting bait on his fishing line.

Draw some people sailing on the river.

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Reading with phonics

The train ride – 2

1. Choose from the words below to complete the sentences. bait

painting

train

sailing

rain

ride.

(a) Gail went on a

to stop. r o e t s Bo r e p oline. on his fishing (c) A man put u k S boat on the river. (d) They saw a a tall building.

(e) A man was

2. Number the boxes to order the sentences as they happened in the story. (a) The rain stopped. .......................................

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(b) They had to wait for the

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3. Draw a picture to match each word.

train

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rain

chain

snail

bait

Reading with phonics

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The train ride – 3 Cut out and match the pictures to the clues. I am slow. I have my home on my back

.t r o e s Bo r e p o u I am partk of an animal. S

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I am a

I can wag this part.

I am a

I am in your head.

I am your

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I come in colours.

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I am wet and then I am dry. I am

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I am

You can ride in me. I go on tracks. I am a R.I.C. Publications® – www.ricpublications.com.au

. Reading with phonics

The train ride – 4

1. Complete the story. Use the short story to help you find the missing words. on a train ride

Gail was

her mum.

for the

They had to

to stop.

r o e t s station. Mum B r e oo p . They have man and got the u k S .

on their

They saw lots of saw a man

people

They saw They

the to

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Then they went to the

ride.

bait on his fishing

on the river.

©a man R. I . C.Pub l i cat i ons a tall building. •f orr evi ew pur posesonl y• and her

had a wonderful time.

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Reading with phonics

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2. Colour the ‘ai’ pictures.

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The train ride – 5 Circle the ‘ai’ words in this story. Gail was going on a train ride with her mum. They were ready to go but they had to wait for the rain to stop.

r o e t s Bo r e p o u k Mum parked the car and they walked S across the road to the station. Gail could see lots of railway lines for the trains to go on. Mum paid the man and they collected their tickets.

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At last they drove down the main street and Gail saw the railway station.

They didn’t have long to wait for the train. They sat down on the train and Gail looked around. There were lots of people on the train. Some were reading their mail and others were listening to music.

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The train started moving. Gail looked out the windows and watched the rainwater go down the drains. Near the river she saw a man fishing. He was putting some bait on a hook. Mum and Gail saw some people sailing on the river. Their boat had two sails. One was the main sail and the other one was much smaller. The sailors pulled ropes to move the sails so the wind could blow them along. The train went along the railway line.

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o c . che e r o t r swas on a platform way up su per They saw a man painting a tall building. He

high. He had a chain around his tummy to stop him from falling. He had his paint pail next to him. Gail wondered if he was afraid. Did the pail have a chain around it, too? It wouldn’t be very funny if all the paint fell on the people below. Time went quickly and soon the train was back at the station. Gail and her mum had a wonderful time. R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

The train ride – 6

Answer the questions using full sentences. 1. Who was Gail?

r o e t s Bo r e p o u k 2. What did she have to wait for? S

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3. What did Mum buy?

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4. Who was sailing on the river?

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5. Why did the man have a chain around his tummy? 14

Reading with phonics

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The train ride – 7

Cut out the letter cards and rearrange them to make the ‘ai’ words.

t r r o e t s Bo r e p o u l aik S t l

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©R I . C.Pu i cat i on n. pbl ts ai •f orr evi ew pur posesonl y•

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Reading with phonics

The train ride – 8

Cut out and use the words for reading, writing, spelling or word definitions.

aim

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hail r o e t s Bo r e ok tail up pail S main mail

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train

sail

snail . t e

chain

maid

drain

paint

trail

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rain

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brain

o c . che e r o t r paid s pain super

Reading with phonics

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The goat in the coat in the boat – 1

1. Circle the ‘oa’ words in this story.

r o e t s Bo r e p ok u S

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Mrs Oats put a roast in the oven. She looked out the window. A goat was running down the road. It ran into her clothes. It got tangled in her coat. Mrs Oats chased the goat. Some men in a truck with a big load stopped to help. Mrs Oats yelled, ‘STOP GOAT! STOP!’ She was getting a sore throat. The goat did not stop. It jumped into a boat floating on the water. The goat kicked and the wind blew off the coat. It blew the coat onto the road. Mrs Oats picked it up and went home to soak it in her special soap.

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Reading with phonics

The goat in the coat in the boat – 2

1. Fill in the missing words using the short story. put a

Mrs

in the oven. She looked

out the

was running down the

r o e t s Bo r e .p ok u S the . ! It ran into her clothes. It

her

Some

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Mrs Oats

in a truck carrying a big .

stopped to

GOAT, STOP!’

Mrs Oats yelled, ‘

tangled in

She was getting The

blew. It blew the

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kicked and the onto the

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Mrs Oats picked it up and it in her special

Reading with phonics

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on the water. The

home to

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The goat in the coat in the boat – 3

Cut out the letter cards and rearrange them to make the ‘oa’ words.

r o e t s Booa r s t e p ok u S d oa r

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oa t d . te o c . che e r o l r oa t s t super oa

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Reading with phonics

The goat in the coat in the boat – 4

1. Find the words in the wordsearch. coats roast loan

loaf coach throat

roam load croak soap toad boats foam oats road float toast goats

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r o e t s B r e A p r o a do g o u k S c o a t s a

t o c . c e r o h ae t s p o r st o r super

2. Write out the extra letters. Can you make the hidden sentence?

Reading with phonics

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The goat in the coat in the boat – 5

Circle the ‘oa’ words in this story. Mrs Oats had just put a roast in the oven, when she looked out her window. She saw a goat run down the road and straight into her washing.

r o e t s Bo r e p o u k It butted its head and kicked its legs S and ended up wearing Mrs Oat’s coat. Mrs Oats always boasted about her best coat. She chased the goat down the coast road, past all the boats.

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The goat got caught in her best coat.

Mrs Oats yelled, ‘STOP, GOAT! STOP!’ She was getting a very sore throat.

What a sight it was to see!

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Then all of a sudden the goat came to a dead end. It was so frightened, it jumped into a boat floating on the water!

o c . The boat rocked asc the goat tried to get out of the coat. It kicked and e h r er ooff and landed on the butted and the wind blew. The coat came flying t s s r u e p road. A goat in a coat on a boat floating on the water.

Mrs Oats just shook her head, picked up her coat and decided to soak it in her special soap. The men in the truck went on with their load. The boat came to the shore and the goat jumped out. It looked back at Mrs Oats and ran off down the road. R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

The goat in the coat in the boat – 6

Answer the questions using full sentences. 1. What did Mrs Oats put in the oven?

r o e t s Bo r e p o u k 2. Why did Mrs Oats chase the goat? S

3. Who tried to help Mrs Oats?

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4. Why did Mrs Oats soak her coat?

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o c . che e r o t r s safter pe 5. What do you think the goat didu he r left Mrs Oats?

Reading with phonics

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The goat in the coat in the boat – 7 1. Choose from the words below to complete the sentences. coat

boat

(a) A

goat

roast

soak

road

got stuck in a

(b) Some men stopped by the side of the

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r o e t s Bo r e p foro dinner. (c) Mrs Oats had a u k S . (d) The goat jumped into a

(e) Mrs Oats gave her coat a good

2. Number the boxes to order the sentences as they happened in the story. (a) The goat floated on the boat. .....................

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3. Find the smaller words in each of these words.

. te goats toast

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o c . che e r o t r s supesoak r toad

washed

window

catch

down

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Reading with phonics

The goat in the coat in the boat – 8

Cut out and use the words for reading, writing, spelling or word definitions.

roam

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roast r o e t s Bo r loaf pe loan ok u S coach throat

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coat

load

•f orr evi ew pur posesonl y•

foam

oats

toast

coast

goat

soak

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boat

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toad

. te o road boast c . che e r o t r smoat super float

Reading with phonics

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Lee’s garden – 1 1. Circle the ‘ee’ words in this story. Lee was a little girl who liked to garden. She planted lots of seeds deep in the ground.

r o e t s Bo r e p the ok Each day she u watered S seeds. She pulled out any weeds. Soon the seeds started to grow green shoots. Lee needed to feed them to make them grow.

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Lee took care of their needs.

She picked off any snails and beetles that were going to eat her plants.

Soon the green beans were ready to pick.

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Lee left the bees alone. She didn’t want to get stung. Lee was going to have a big feed of beans with her mum and dad.

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2. Write all the ‘ee’ words in the green beans.

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Reading with phonics

Lee’s garden – 2

Cut out the letter cards and rearrange them to make the ‘ee’ words.

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or st r g pe ee reBoo n u k S qu n ee

ee . t

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Reading with phonics

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Lee’s garden – 3 1. Write the definition (meaning) of each word. beetle seed feed meet

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green

r o e t s Bo r e p ok u S

2. Read the story again and draw a matching picture.

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Reading with phonics

Lee’s garden – 4

Answer the questions using full sentences. 1. Who was Lee?

r o e t s Bo r e p o u k 2. What did she plant? S

3. Name three creepy crawlies in her garden.

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4. How did she look after the plants?

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5. Do you like to eat green beans? 28

Reading with phonics

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Lee’s garden – 5 1. Circle the ‘ee’ words in this story.

r o e t s Bo r e p ok u S

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Teac he r

Lee was a little girl who liked to garden. She planted different seeds deep in the ground. She knew she needed to care for them. Each day she watered the seeds and pulled out any weeds. Lee often had to sweep up the leaves that had blown off the trees near her garden. Soon the seeds started to grow green shoots. Lee’s mum said she needed to feed them to help them grow. She had to kneel on the ground and pick off any snails and beetles that might eat her plants. Sometimes she would see bees buzzing around. Lee was careful not to touch the bees. After a while Lee’s plants were very big and had lots of green leaves. Some plants had beans on them. These green beans were long and ready to pick. Lee tasted one and it was nice and sweet. Mum was going to make a bean dish to feed the family. It didn’t seem like very long ago that the plants had just been seeds. Lee was going to plant some more seeds in her garden on the weekend.

w ww

m . u

. te o needs. c 2. Draw the life cycle of a seed. Show the things a. seed che e r o r st super

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Reading with phonics

Lee’s garden – 6

1. Choose from the words below to complete the sentences. green

deep

feed

buzz around.

water and sunlight to grow.

(e) Snails and

needs

leaves.

(b) Soon it starts to grow

(d) It

bees

ew i ev Pr

Teac he r

beetles

r o e t s Bo r e p lies okin the u S

green

(a) A ground.

seed

w ww

(a) I can ( see sea ) a beetle.

m . u

2. Circle the correct word to complete the sentences.

. te o (c) I went in the garden and saw a ( be bee ). c . che e r o (d) I will ( meet meat ) you at the big tree. t r s super (b) I have ( bean been ) to Lee’s garden.

(e) Three ( sheep sleep ) are in my garden. (f) The ( son sun ) is shining.

Reading with phonics

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Lee’s garden – 7 1. Complete the word puzzles. (a) Add tr to ee =

(b) Add b to ee =

(d) Add w to eed =

r o e t s Bo r e p ok u (a) Lee wasS a girl. ............................................

(e) Add bee to n =

(f) Add thr to ee =

(b) The seeds grew. ........................................ (c) She saw butterflies. ................................. (d) Lee was ten. ................................................

ew i ev Pr

Teac he r

2. Write ‘true’, ‘false’ or ‘not in the story’.

w ww

seeds

bees

. te

3. 5.

needs

feed

m . u

3. Write the words in alphabetical order deep

green

o c . che e r 4. o t r s super 2.

4. Write a word that rhymes with each of these words. (a) see

(b) bean

(d) grow

(e) long

(f) all

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Reading with phonics

Lee’s garden – 8

Cut out and use the words for reading, writing, spelling or word definitions.

ew i ev Pr

deep r o e t s Bo r e p ok sheep green u S

Teac he r

seeds

sweep

feel

been

three

seen

creep

sweet . te

wheel

cheese

kneel

greet

meet

w ww

m . u

o c . che e r o t r feet s bee super

Reading with phonics

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Our favourite books – 1 1. Circle the ‘oo’ words in this story. My family loves to read books. Mum likes to read cookbooks.

r o e t s r e to buy and howBtoo He finds out whatp hooks catch fish. o u Sthe book called ‘Little Red Ridingk My sister likes Hood’.

ew i ev Pr

Teac he r

Dad loves to read fishing and camping books.

Little Red Riding Hood has to visit her grandma on foot. She takes some goodies that her mother had made from her cookbook. It has a wolf who lives in the woods in it. It is a good book. I like to look at dinosaur books. I wonder if the Earth shook when the dinosaurs walked.

2. Draw and write about your favourite book.

My favourite book

w ww

. te

m . u

o c . che e r o t r s super

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Reading with phonics

Our favourite books – 2

Cut out and match the pictures to the clues. I am a part of your body. .

r o e t s Bo r e p ok u S I am good to read. I am a

You can fish with this.

ew i ev Pr

Teac he r

I am your

I am a

w ww

You can

. te

m . u

You do this in the kitchen. .

o c . I am used to makec jumpers. e her r o t s uper I am . s

I am in a fairytale. I am part of a coat. I am a 34

Reading with phonics

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Our favourite books – 3 1. Find the words in the wordsearch. woof

look

shook good

took booklist fools

wood

wool hoods

foot footballs books brook crook

r o e hoof hook cooks t s B r e oo p u k S h g e m o w o o f r

soot

ew i ev Pr

Teac he r

stood

w ou ol dt r so e ©dR. I . C.P b i ca i on vi e r shonl y k •f aorr ce r w opu opos ke k •d

c o

w ww t

y k

m . u

. te o k i m o f or o c . che e r o d o or s b r st o o super s

2. Write out the extra letters. Can you make the hidden sentence?

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Reading with phonics

Our favourite books – 4

1. Circle the ‘oo’ words in this story. My family loves to read books. Mum likes cookbooks. She tries different recipes from the cookbooks. Some of the recipes are good to eat and others I don’t like!

r o e t s Bo r e p o u When we go fishing he looks up what hooks to buy k in his book. S My sister likes the book called ‘Little Red Riding Hood’.

ew i ev Pr

Teac he r

Dad loves to read fishing and camping books.

Little Red Riding Hood has to visit her grandma on foot and take her some goodies that her mother has made from her cookbook. There is a wolf who lives in the woods, in the book. It is a fairytale and it is a good book.

I like to look at dinosaur books. I look at the pictures of the dinosaurs eating or drinking at the brooks. The Tyrannosaurus rex stood on two legs, and the Diplodocus walked on four legs. I know a lot about dinosaurs.

m . u

w ww

I imagine what it would be like if dinosaurs were alive today. I wonder if the Earth shook when they walked. I took my dinosaur book to school to show my class.

. te

o c 2. Draw Little Red Riding Hood taking some goodies to her . c e he r grandma’s house in the woods. o t r s super There’s nothing like a good book!

Reading with phonics

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Our favourite books – 5 Answer the questions using full sentences. 1. What is the story about?

r o e t s Bo r e p o u k 2. What sort of books does Mum like to read? Why? S

ew i ev Pr

Teac he r

3. What do you think Red Riding Hood took to her grandma?

w ww

4. What does Dad do before he goes fishing?

. te

m . u

o c . che e r o t r s super

5. What does ‘There’s nothing like a good book’ mean? R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

Our favourite books – 6

1. Complete the word puzzles. (a) Add b to ook =

(b) Add b to rook =

(d) Add st to ood =

r o e t s Booot = r e (g) Add sh to ook = (h) Add f to p ok u 2. Write ‘true’, ‘false’ Sor ‘not in the story’. (f) Add w to ool =

ew i ev Pr

Teac he r

(e) Add h to ood =

(a) I hate books. ............................................... (b) Dad likes to cook ...................................... (c) Red Riding Hood is a good girl. .......

w ww

good

book

. te

3. 5.

wool

cook

m . u

3. Write the words in alphabetical order stood

hood

o c . che 4. e r o t r s super 2.

4. Write a word that rhymes with each of these words.

(a) hood

(b) look

(d) foot

(e) like

(f) read

Reading with phonics

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Our favourite books – 7

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Write about your favourite book.

w ww

. te

m . u

o c . che e r o t r s super

Draw a picture from your book.

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Reading with phonics

Our favourite books – 8

Cut out and use the words for reading, writing, spelling or word definitions.

ew i ev Pr

soot r o e t s Bo r e ok lookup crook S

Teac he r

cook

wood

took

book

hood

shook

nook

foot . te

booklist

brook

stood

cookbook

football

w ww

m . u

o c . che e r o t r good swoof super

Reading with phonics

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Shane – 1 1. Circle the ‘sh’ words in this story. Shane was going to go fishing with his dad. He got his fishing rod from the shed.

r o e t s Bodown to the water. r e When they got top the beach, Shane rushed ok u Shane found Sa shiny shell with sharp spikes on it.

ew i ev Pr

Teac he r

He went to the shops with his dad to get some shiny new hooks.

He showed his dad. Dad told him to put it back in the sea.

Shane and his dad started fishing and soon Shane felt a tug on his line. He had caught a fish! He put it in a dish.

w ww

. te

m . u

2. Draw a picture to match the story.

o c . che e r o t r s super

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Reading with phonics

Shane – 2

Cut out and match the pictures to the clues. I go on the sea. .

r o e t s Bo r e p o u You use mek to keep S your hair tidy. I am a

You buy things from me.

ew i ev Pr

Teac he r

I am a

I live on a farm.

I am a

m . u

w ww

I give you wool.

. te teeth. I have sharp o c . c e her r I live in the ocean. o t s super

I am a

You can find me at the beach. I am a

Reading with phonics

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Shane – 3 Find the words in the wordsearch.

hor aB d e t s r e oo p h ua r k hk S

Teac he r

n ©R c. f ubl i at sns h I . C.P i c i o

•f orr evi ew pur posesonl y• shirt

w ww

shell

. te

shark

m . u

shower

crash

ew i ev Pr

o c . che e r o t shadow r s super

fish

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shelf

Reading with phonics

Shane – 4

Circle the ‘sh’ words in this story.’ Shane loved reading and learning about sharks and other kinds of fish. One day, his dad said he would take him to the beach to try to catch some fish.

Teac he r

some shiny new hooks.

When they got to the beach, Shane rushed down to the water. He found a shiny shell that had sharp spikes on it.

ew i ev Pr

r o e t s Bo r e Dad opened the shed and found the p ok fishing rods. They u had to stop at the shop first toS buy some bait and

He shouted to his dad to come over and see his shell.

m . u

w ww

Shane helped his dad get ready and soon they had their lines in the water. It wasn’t long before there was a tug on the line. Dad showed Shane how to bring the fish in. He had caught a fish! It was only a little fish, so he put it in a big dish where it splashed around. They caught three big fish and Dad said that was enough for tea.

. te so Shane put the little fish back in theoshallow It was getting late c . water. He watched c it swim away. Dad put the big fish in the dish. e her r o t s s r u e p When they arrived back home, Shane sat in the shade and washed the fishing gear. He helped his dad put it back in the shed. He watched his dad clean and scale the fish. Mum was glad they had some fresh fish for tea. Mum always said it tastes much better than the fish you buy at the shop. Fresh is best!

They washed their hands and sat down to the best fish and chips in town! 44

Reading with phonics

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Shane – 5 Answer the questions using full sentences. 1. What was the little boy’s name? 2. What was in the shed?

r o e t s Bo r e p o u k S 3. Where did they go?

ew i ev Pr

Teac he r

w ww

. te

m . u

o c . che e r o t r s super

5. Why did Shane let his fish go? R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

Shane – 6

1. Complete the word puzzles. (a) Add sh to op =

(b) Add fi to sh =

(d) Add br to ush =

r o e t s Bo r e p ok u girl. ....................................... (a) Shane was aS

(e) Add sh to ed =

(f) Add sh to ark =

ew i ev Pr

Teac he r

2. Write ‘true’, ‘false’ or ‘not in the story’.

(b) He liked fishing. ......................................... (c) They went to the park. ............................ (d) He found a rock. .......................................

3. Write the words in alphabetical order

m . u

w ww

fish wish bait shell dish little 1.

. te

3. 5.

o c . che e r o 4. t r s super 2.

4. Write a word that rhymes with each of these words.

(a) dish

(b) shed

(d) shell

(e) fish

(f) shark

Reading with phonics

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Shane – 7 1. Write one sentence for each of the words below. brush

shed

(a) (b)

(d)

shop

sheep

fish

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

(c)

shower

(e) (f)

2. Rearrange the letters to make a word. Draw a picture for each word.

w ww

. te

(b) wshi

(d) shpee

m . u

o c . che e r o t r s super

3. Write the word next to the picture.

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Reading with phonics

Shane – 8

Cut out and use the words for reading, writing, spelling or word definitions.

ew i ev Pr

shower r o e t s Bo r e p ok sheep flash u S brush shed

Teac he r

fish

shop

crash

rush

shade

shine . te

sheet

ship

wish

show

shut

w ww

m . u

o c . che e r o t r shell sshock super

Reading with phonics

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Chip the chimpanzee – 1 1. Circle the ‘ch’ words in this story.

HE IS GETTING TOO FAT!’

Poor Chip!

w ww

2. Draw the food Chip liked to eat.

. te

m . u

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Chip was a chimpanzee at the zoo. He loved children. They fed him food while he sat on his chair. He liked crunchy chips. He loved rich chocolate cake. One day, a little boy gave him a bunch of cherries and some cheese at lunch. The cheese was very chewy. The cherries filled up his cheeks and dribbled down his chin. Chip loved eating the food the children gave him. One day the zookeeper put up a sign. It said:

o c . che e r o t r s super

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Reading with phonics

Chip the chimpanzee – 2

Cut out the letter cards and rearrange them to make the ‘ch’ words.

Teac he r

ew i ev Pr

r och eBo st o pe pr ok u S ee s e ch

n . te

w ww

m . u

o c . che e r o ch ch ur t r s super

Reading with phonics

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Chip the chimpanzee – 3 Cut out and match the pictures to the clues. I am part of your body.

r o e t s Bo r e p ok u S I am a little bird .

I am a

You can eat me.

ew i ev Pr

Teac he r

I am your

w ww

I am a

m . u

You sit on me.

. tea meal. o I am c . c e h r You eat me at noon. er o t s super

I am your

You go here to swim and make sandcastles. I am the R.I.C. Publications® – www.ricpublications.com.au

. Reading with phonics

Chip the chimpanzee – 4

Circle all the ‘ch’ words in this story. Chip was a chimpanzee who lived at the zoo. He loved seeing the children because they would feed him all sorts of food. Sometimes they fed him crunchy chips, or rich chocolate cake.

r o e t s Bo r e ok One day, a little boy gavep him some of his lunch. It was a bit of cheese u and a bunch of cherries. S

ew i ev Pr

Teac he r

Chip sat on his chair and watched for the children to come to his cage.

Chip chose the cheese first. It was very chewy, and when he had finished the cheese, he filled his cheeks with the cherries. They were juicy and they dribbled down his chin. One day, the zookeeper came and put up a sign. It said:

w ww

Poor Chip! His eating habits had to change. His tummy was getting a bit ‘chunky’, and when he pinched his tummy, he did have a roll of fat.

. te

m . u

HE IS GETTING TOO FAT!’

o c . c e he r He was going to watch what he ate. o t r s super When children tried to give him treats, Chip would point to the sign and his tummy. The people thought that was funny. The zookeeper gave him lots of crunchy vegetables to eat, and soon Chip was fit and trim. Now Chip always makes sure he only eats crunchy, chewy vegetables. Well, almost always! 52

Reading with phonics

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Chip the chimpanzee – 5 Answer the questions using full sentences. 1. Who was Chip?

r o e t s Bo r e p ok u S

2. Why did he like seeing the children?

3. Where did Chip sit?

ew i ev Pr

Teac he r

w ww

4. What did Chip do that made the people laugh?

. te

m . u

o c . che e r o t r sat the zoo? su 5. Why shouldn’t children feed the er panimals

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Reading with phonics

Chip the chimpanzee – 6

1. Complete the word puzzles. (a) Add ch to ick =

(b) Add ch to op =

(d) Add lun to ch =

r o e t s Bo r e p ok u (a) Chip was a girl. S..........................................

(e) Add ri to ch =

(f) Add ch to art =

ew i ev Pr

Teac he r

2. Write ‘true’, ‘false’ or ‘not in the story’.

(b) He liked children. ...................................... (c) He lived at the park. ................................ (d) He was old. ..................................................

w ww

vegetables lunch 1.

. te

3. 5.

m . u

3. Write the words in alphabetical order zoo

sign

keeper

cheese

o c . che e r o 4. t r s super 2.

4. Write a word that rhymes with each of these words.

(a) chair

(b) bunch

(d) cherry

(e) zoo

(f) fat

Reading with phonics

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Chip the chimpanzee – 7

Write a story using the words below. Circle these words in your story. chair

lunch

chocolate

chin

beach

children

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

cheese

w ww

. te

m . u

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

Chip the chimpanzee – 8

Cut out and use the words for reading, writing, spelling or word definitions.

ew i ev Pr

chick r o e t s Bo r e p ok chain chop u S

Teac he r

chip

church

chin

chain

much

lunch

cheek

chew . te

chomp

cherry

pinch

cheese

munch

w ww

m . u

o c . che e r o t r chicken super s chat

Reading with phonics

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My toolbox – 1 1. Circle the ‘oo – balloon’ words in this story.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Last Saturday I tripped over the broom. My loose tooth fell out. I looked silly and got in a bad mood. I felt like staying in my room. Dad said, ‘Let’s go into the shed’. He said he would help me make a toolbox. I love making things with my dad. I wear boots and glasses to keep safe. We made the box. We made sure it was smooth and had room for all my tools. Then Dad went to fix the loose tiles on the roof. I stayed in the shed and made a rocket out of the leftover wood. I pretended to fly to the moon, zoom, zoom! When I had finished, I put my tools in my new toolbox and went inside. Mum had made my favourite food. Jelly! Yum, yum! I let Dad have some, too! Jelly on my spoon, wibble wobble, wibble wobble, jelly on my spoon. I wasn’t in a bad mood anymore.

w ww

2. Draw a picture to match the story.

. te

m . u

o c . che e r o t r s super

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Reading with phonics

My toolbox – 2

r o e t s Bo r e p ok u S

I tripped over a

. My

my .t © R. I . C. Publ i ca i ons •,f orr e vi ew pur po esonl y• ‘Let’s go into shed. ’ s staying

would help me make a

He said

things with

w ww

I love

glasses to keep

. te

, zoom,

dad. I wear

. We made the box.

finished, I

When I

toolbox and went inside. Mum had ! Yum, yum! I let Dad

in Reading with phonics

and

o c . outc of leftover . I pretended to fly to the e her r o t s s r u e p ! and had

We made sure it was I made a

m . u

Dad

fell

out. I looked silly and got in a bad I felt

ew i ev Pr

Last

Teac he r

Fill in the missing words with words from the story.

bad

for all my tools.

in my new my favourite food.

some,

anymore. www.ricpublications.com.au – R.I.C. Publications®

My toolbox – 3 Rearrange the words to make a sentence. 1. loose My tooth out. fell

r o e t s Bo r e p ok u 3. I jelly. red like S 2. made We toolbox. a

4. wibble jelly The goes wobble.

ew i ev Pr

Teac he r

5. Add an ‘s’ to each word and draw the matching picture.

w ww

tool

. te

boot

m . u

broom

o c . che e r o t r s super

moon

spoon

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Reading with phonics

My toolbox – 4

Cut out the letter cards and rearrange them to make the ‘oo’ words.

eBo st ooper bor to u k S p s oo n

ew i ev Pr

Teac he r

f . te

w ww

Reading with phonics

m . u

o c . che e r o t th oo t r s super

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My toolbox – 5 Circle the ‘oo – balloon’ words in this story. Last Saturday I was in a bad mood, and my dad was trying to cheer me up. My loose tooth had fallen out when I tripped over a broom.

Teac he r

Dad said, ‘Come on. Let’s go into the shed. We’ll make your new toolbox’.

ew i ev Pr

r o e t s Bo r e I looked very silly with one tooth missing p to stay in my ok at the front and I wanted u S room.

I love going into the shed. Dad makes me wear boots to protect my feet and glasses to protect my eyes.

He said he would help me make a toolbox a few weeks ago. Dad found some wood and some nails. I stood at the back of the shed near some spare roof tiles. Dad didn’t want to shoot my foot or hand! Nail guns are very dangerous.

m . u

w ww

. te o I made a rocket and soon I was pretending to fly to the moon. Zoom, c . chDad eand we packed away zoom went the rocket. finished fixing the roof r e o r our toolboxes. st super When we went inside, Mum had made me some special food. It was jelly! I love jelly. It is one of my favourite foods. I ate most of it! I let Dad have some, too. Jelly on my spoon, wibble wobble, wibble wobble, jelly on my spoon. I wasn’t in a bad mood after that. R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

My toolbox – 6

Answer the questions using full sentences. 1. Why was the boy in a bad mood?

r o e t s Bo r e p o u k 2. What did Dad do to make him feel better? S

ew i ev Pr

Teac he r

3. What did Dad fix?

w ww

4. Why do you think he made a rocket ship?

. te

m . u

o c . che e r o t r s super

5. Why did Mum make him jelly? 62

Reading with phonics

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My toolbox – 7 1. Find the words in the word sleuth. moon broom

balloon

spoon tools

roof

zoo

tooth

food

boot

too

hoot

zoom moose room soon

r o e t s Bo r e o up o n Y s o o uk n S o

ew i ev Pr

Teac he r

mood loose

I . C caht i on e© R l. s .P hubl ni is o

w ww t

. te o

m m

m . u

•f orr evi ew pur posesonl y•

z. coo

che e r o st o r os dpe or n o u

2. Write out the extra letters. Can you make the hidden sentence?

R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

My toolbox – 8

Cut out and use the words for reading, writing, spelling or word definitions.

broom

ew i ev Pr

soon r o e t s Bo r e ok roofup zoo S groom zoom

Teac he r

smooth

mood

tooth . t e

too

balloon

room

boom

shoot

m . u

moose

w ww

loose

o c . che e r o t r food shoop super

Reading with phonics

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th th

Teeth – 1 1. Circle all the ‘th – th’ words in this story.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

I lost three teeth on Thursday. Both of my front teeth were very wobbly. At school, I was running on the path. I tripped on my thongs and fell. I bumped my mouth and my two front teeth fell out. My teacher put them in a cloth for me. When I got home, Mum put them in a glass. She said not to drink from that glass when I was thirsty. Mum didn’t want me swallowing my teeth! Then I went outside. I was throwing my ball when it hit me in my mouth. Another tooth came out! That night in my frothy bath, Mum told me to be careful. She didn’t want me to lose another tooth. Tomorrow, I’m going to think before I do anything!

w ww

. te

m . u

2. Draw a picture to match the story.

o c . che e r o t r s super

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Reading with phonics

th th

Teeth – 2

1. Write one sentence for each of the words below. tooth

Thursday

another

bath

mouth

(a) (b) (c)

(e)

2. Write a word that rhymes with each of these words. (a) mouth

(b) path

ew i ev Pr

Teac he r

(d)

r o e t s Bo r e p ok u S

(d) fell

3. Rearrange the letters to make a word. Draw a picture for each word.

. te

oumth

Reading with phonics

eetth

cthol

m . u

w ww

ptha

o c . che e r o t r s super reeth tthoo

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th th

Teeth – 3

Write a story using the words below. Circle these words in your story. mouth

thirsty

bath

moth

thong

thunder

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

tooth

w ww

. te

m . u

o c . che e r o t r s super

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Reading with phonics

th th

Teeth – 4

1. Find the words in the wordsearch. baths

thirsty

thick

moth

thongs thinks

tooth thunder three

then

that

thirty thirteen third

cloth

path

w ww

. te o o

m . u

ew i ev Pr

Teac he r

r o e t s r o p ne g s WBo eo h u k S t e t h a t t

this

o c e . e her r o t s r p i s ru te e e n

e h

2. Write out the extra letters. Can you make the hidden sentence? 68

Reading with phonics

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th th

Teeth – 5 Circle the ‘th – th’ words in this story. I lost three teeth on Thursday. Both of my front teeth were very wobbly.

r o e t s Bo r e p ok u S

When I got home, my mother put them in a glass. She said if I was thirsty, not to drink out of that glass. Mum didn’t want me swallowing my teeth! She told me to put the glass up high in a safe place so my little brother would not get to it.

ew i ev Pr

Teac he r

m . u

Then I went outside. I was throwing my ball against the wall and it hit me in my mouth. Another tooth came out! I showed Mum and she said, ‘Who would have thought you would lose three teeth in one day?’ Mum put the tooth in the glass with the other teeth. Now the glass had three teeth in it.

w ww

I decided to stay inside and watch television after that! My mouth was feeling a bit sore and I didn’t think I would be able to eat much for dinner.

. tecame through the door I ran up to himoand told him When my father c . ch what had happened. ‘That must be a record’, said Dad. e r er o st sup er At dinnertime, Mum cut my meat thinly and mashed my vegetables so I didn’t have to chew. It looked like I was eating baby food. In my frothy bath that night, Mum told me to be careful. She didn’t want me to lose another tooth. I can’t wait for my new teeth to grow because I look a bit funny without my front teeth. Tomorrow, I’m going to think before I do anything! R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

th th

Teeth – 6

Answer the questions using full sentences. 1. What happened on Thursday?

r o e t s Bo r e p o u k 2. Why is it not safe to wear thongs to school? S

3. Where did the teacher put his teeth?

ew i ev Pr

Teac he r

w ww

m . u

4. How old do you think the student was in the story? Why?

. te

o c . che e r o t r s super

5. What do you think Dad meant when he said ‘That must be a record’? 70

Reading with phonics

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th th

Teeth – 7

Cut out the letter cards and rearrange them to make the ‘th – th’ words.

n th r o e t s Both r e g o p ok u S o th m th

ew i ev Pr

Teac he r

w ww

m . u

or th n . te o c . che e r o t th r m s ou super oo

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Reading with phonics

th th

Teeth – 8

1. Trace over the words.

r o e t s Bo r e p o u k em (b) is (c) at (d) e S

2. Write ‘th’ to complete the words.

Teac he r

(a)

ere (f) ose (g) ey (h) en

ew i ev Pr

(e)

3. Choose the words to complete the sentences. (a)

were at the zoo. kangaroo.

(b) Look at

this

the

this

w ww

4. Write each word below in the correct shape box. they

. te

Reading with phonics

there

them

m . u

numbat is little.

(e)

the

that

o c . che e r o t r s super

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th th

Teeth – 9 Use the ‘th – th’ pictures to complete the puzzle. thorn

teeth

thin

tooth

three

moth

thumb

mouth

thimble

mother thermometer

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

bath

w ww

. te

m . u

o c . che e r o t r s super

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Reading with phonics

th th

Teeth – 10

Cut out and match the pictures to the clues. I help you chew your food. .

I am your

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u You get me to stop your finger S getting pricked. .

I am a

I tell you if you have a temperature.

w ww

m . u

I am the opposite of fat. .

I am

. te I can fly.

o c . che e I like bright lights. r o t r s super I am a .

I am a number. I come after two. I am the number 74

Reading with phonics

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th th

Teeth – 11

Cut out and use the words for reading, writing, spelling or word definitions.

think

thong

Teac he r

this

ew i ev Pr

r o e t s Boboth r e those p ok u S them mouth

tooth

•f orr evi ew pur posesonl y•

there

another

moth

thimble

thing

thumb

m . u

path

w ww

the

. tthey e o brother c . che e r o t r s mother their super

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Reading with phonics

Playtime – 1

1. Circle the ‘ay’ words in this story. Jay and Taylor liked to play together. On Wednesday, Taylor played at Jay’s house. Sometimes they played outside in the playground.

r o e t s Bo r e Jay had got a sand tray for her birthday. p o u k They used it to make mudpies. S They would put them on a tray. Jay’s mum had to pretend to pay for the mudpies.

ew i ev Pr

Teac he r

Sometimes they stayed inside and drew with crayons.

Sometimes they made a farm. They stood the animals up in the sand.

They gave the cows some hay and made the pigs lie in the sand.

w ww

. te

Reading with phonics

m . u

o c . che e r o t r s super

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Playtime – 2

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Design a birthday invitation.

w ww

. te

m . u

o c . che e r o t r s super

My birthday is on I will be

. years old.

I would love a

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Reading with phonics

Playtime – 3

Write a story using the words below. Circle these words in your story. stay

playground

today

may

stray

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

play

w ww

. te

Reading with phonics

m . u

o c . che e r o t r s super

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Playtime – 4

Cut out the letter cards and rearrange them to make the ‘ay’ words.

s p ay r o e t s Bo r e p ay ok l p u S ay

ew i ev Pr

Teac he r

m . u

w ww

. ter p ay . o c che e r o r st super

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Reading with phonics

Playtime – 5

1. Circle the ‘ay’ words in this story. Jay and Taylor always played together on Wednesdays. Sometimes they played inside and sometimes they played outside. They were going to play at Jay’s house today.

r o e t s Bo r e p ok While they worked,u Jay’s mum made some snacks and put S them on a tray. Taylor asked Jay’s mum politely, ‘Please may I have a drink?’ After their snack they sprayed on some sunscreen and went to the playground.

ew i ev Pr

Teac he r

It was Taylor’s birthday in May and she wanted Jay to help her make her birthday invitations.

They stayed at the playground for a long time and played on the swings.

. te What a busy day!

m . u

w ww

On the way home they called into the shop. Jay’s mum gave them the money to pay for the food. At the shop there was the ‘Farmyard on Wheels’. Some animals were standing on hay, while others were lying down, fast asleep. Jay and Taylor patted the animals and watched them play.

o c . c e he r 2. Draw the activities Jay and Taylor did. t o r s super

Reading with phonics

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Playtime – 6 Answer the questions using full sentences. 1. Do you think Jay and Taylor were girls or boys? Why?

r o e t s Bo r e p o u k 2. What did they play together? S

ew i ev Pr

Teac he r

3. Why would they play inside sometimes and outside sometimes?

w ww

m . u

4. How old do you think the children were in the story? Why?

. te

o c . che e r o t r s super

5. What is your favourite game to play? R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

Playtime – 7

1. Complete the word puzzles. (a) Add s to ay =

(b) Add b to ay =

(d) Add h to ay =

r o e t s Bo r e p ok u (a) They liked toS play. .....................................

(e) Add p to ay =

(f) Add tr to ay =

ew i ev Pr

Teac he r

2. Write ‘true’, ‘false’ or ‘not in the story’.

(b) They were six years old. ........................ (c) Sometimes they were inside. ............. (d) They played on Wednesday. ...............

3. Write the words in alphabetical order

stay

. te

3. 5.

day

crayons

m . u

w ww

play May

tray

o c . che 2. e r o t r s su per 4. 6.

4. Circle all the ‘ay’ words in the word train.

traymaytodaylayswaystrayplayprayMondayhayyesterday 82

Reading with phonics

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Playtime – 8 Cut out and use the words for reading, writing, spelling or word definitions.

play

bay

Teac he r

ew i ev Pr

r o e t s Bo r e p ok hay always u S stay crayons

pay

stingray

may

today

w ww

m . u

tray say . te o c . che e r o t stray r s sway super pray

Monday

crayfish

clay

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Reading with phonics

all

My ball – 1

1. Circle the ‘all’ words in this story. Yesterday we went to the mall to buy a ball. I walked over to the sports stall.

r o e t s Bo r e The man was not very tall. He got a p ok u ladder to get the big ball down. S I gave the man all of my money.

When we got home, Mum told me not to play with the ball in the hallway. I bounced my ball on the wall outside.

ew i ev Pr

Teac he r

A small ball and a big ball were sitting on a high shelf.

w ww

. te

Reading with phonics

m . u

2. Draw a picture to match the story.

o c . che e r o t r s super

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all

My ball – 2 Cut out and match the pictures to the clues. I can bounce.

r o e t s Bo r e p o u kbuy things. You can S I am like a little shop. .

I am a

Part of your house, I am long and narrow.

ew i ev Pr

Teac he r

I am a

w ww

I am a

. te

m . u

Humpty Dumpty sat on me. .

o c . I am the size of csomething. e her r o t s s I am .u per

You can do this to make me look for you. You can

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. Reading with phonics

all

My ball – 3

1. Choose from the words below to complete the sentences. friend

ladder

money

ball

inside

. r o e t s B r e oo . (b) The man had to get a p u k S . (c) I gave the man my .

(d) I was not allowed to play .

(e) I played with my 2. Number the boxes to order the sentences as they happened in the story.

ew i ev Pr

Teac he r

(a) We went to buy a

(b) I paid the man for the ball. .......................

w ww

m . u

.............................................

. te o c (d) The man went up the ladder. . ch e r e o t r s sup 3. Colour the balls. Use the pattern: orange, blue, orange, blue. er ...............

Reading with phonics

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all

My ball – 4

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Circle the ‘all’ words in this story.

Yesterday we went to the shopping mall. I saw a small red ball and a big blue ball. I had all of my birthday money in my pocket, so I walked over to the stall and asked the man how much the balls were.

w ww

m . u

I decided to buy the big ball. It was sitting on a shelf. The man was not very tall, so he got a stepladder to get it down. Mum told the man to be careful and not to fall. The price tag said ‘Four dollars’. I counted out my money and paid the man.

. te

o c . c e h So I went outside and bounced my ball on the driveway and the wall. r er o t s super My friend Tom, from next door, called out and came over to play catch.

When we got home, Mum told me not to bounce the ball in the hallway.

We bounced the ball to each other on the wall. It was a great game, and we played all afternoon. Tom’s mum called out and said it was time for dinner. We are going to play with my ball tomorrow. R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

all

My ball – 5

Answer the questions using full sentences. 1. What did he buy at the mall?

r o e t s Bo r e p ok u Sget a ladder? 2. Why did the man

ew i ev Pr

Teac he r

3. How many balls were on the shelf?

w ww

4. What games do you think they played all afternoon?

. te

m . u

o c . che e r o t r s super

5. What time do you think they played until? Why do you think that? 88

Reading with phonics

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all

My ball – 6 1. Write one sentence for each of the words below. ball

stall

(a) (b)

(d)

small

call

r o e t s Bo r e p ok u S

(e)

2. Find the smaller words in each of these words. (b) small

(a) ball

ew i ev Pr

Teac he r

(c)

wall

w ww

lalw

. te hlal

slalm

m . u

3. Rearrange the letters to make a word. Draw a picture for each word. llab

o c . che e r o t r s super

R.I.C. Publications® – www.ricpublications.com.au

llast

Reading with phonics

all

My ball – 7

1. Complete the word puzzles. (a) Add c to all =

(b) Add b to all =

(d) Add sm to all =

r o e t s r ein the story’. Boo 2. Write ‘true’, ‘false’ orp ‘not u k (a) It was sunny.S ................................................ (e) Add w to all =

(f) Add h to all =

ew i ev Pr

Teac he r

(b) He found a ball. ......................................... (c) He had some money. ............................. (d) He got a train set.......................................

w ww

man

ball

. te

3. 5.

all

small

m . u

3. Write the words in alphabetical order. call

hall

o c . che 4. e r o t r s super 6. 2.

4. Write a word that rhymes with each of these words.

(a) ball

(b) play

(d) man

(e) way

(f) my

Reading with phonics

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all

My ball – 8 Cut out and use the words for reading, writing, spelling or word definitions.

ball

hall

call

netball

Teac he r

ew i ev Pr

r o e t s Bo r e p otall u stall k S

mall fall © R. I . C.Publ i cat i on s

•f orr evi ew pur posesonl y•

wall

w ww

m . u

small all

squall

stalls

balls

calls

walls

. te

o c . c e hallway football her r o t s super

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Reading with phonics

Springtime – 1

1. Circle the ‘ng – wing’ words in this story. I love spring! Spring is the growing season.

r o e t s Bo r e p o u k There are lots of bugs and S beetles in the garden. I stay away from the bees. They have a nasty sting.

ew i ev Pr

Teac he r

Birds sing, flowers bloom and baby animals are born.

Yesterday I went to the park and found a bird on the ground, near the swing. It had hurt its wing. I rang my brother. He is a vet. He told me to bring the bird to him so he could have a look.

He couldn’t put the wing in a sling, but he looked after the bird until it was strong again.

w ww

I love spring!

. te

m . u

Then I took it back to the park, and put it down by the swing. It wasn’t long before it was flying up into a big tree. I’m sure it dipped its wing as it flew away.

2. Draw a blue bird flying over the swing, a bee sitting on a yellow flower and a little boy swinging on the swing.

Reading with phonics

o c . che e r o t r s super

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Springtime – 2

Add ‘ng’ to the words. Cut out and match the word to the picture ‘ng’ sound

wi Teac he r

stri

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

sti . t

m . u

swi

o c . che e r o t r s super

ki R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

Springtime – 3

Write a story using the words below. Circle these words in your story. king

ring

sling

sting

strong

bring

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

swing

w ww

. te

Reading with phonics

m . u

o c . che e r o t r s super

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Springtime – 4

Cut out the letter cards and rearrange them to make the ‘ng’ words.

r o e t s B r e oo s ng i w p u k S

ew i ev Pr

Teac he r

m . u

w ww

. te

o c scheng ptore.r r s super

R.I.C. Publications® – www.ricpublications.com.au

r i

Reading with phonics

Springtime – 5

Circle the ‘ng – wing’ words in this story. I love spring. It is my favourite season. The sun shines, the birds sing their songs and all the flowers start to bloom. Spring is the growing season.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

I like to potter in the garden. I am very careful just in case a bug or beetle tries to sting me. I always stay away from bees. They have a nasty sting. My friend is allergic to bees and when she got stung her arm, hand and fingers started to tingle. They were so swollen she had to go to the doctor. He told her to wear a sling for two days, and she couldn’t pick anything up. In spring I like to go to the park and have picnics, too. There are lots of swings at our park. Last week some men put up a new swing set. It has lots of different things on it. There are some rings to hang onto as you swing from one side to the other, a flying fox, a slide and some monkey bars, all at different levels. Mum says it has something for everyone.

. te

m . u

w ww

Yesterday, I found a bird on the ground. It looked like he had hurt his wing. I didn’t know what to do. When I picked up the bird, it tried to bite my fingers. I took the bird home and gave my brother a ring. He is a vet. He told me to bring it to him and he would have a look. My brother kept the bird and looked after him until he was stronger, then I took him back to the park and let him go.

o c . It was where he belonged. would chIte e r o be wrong to keep the bird in ar t s super cage. The bird was happy to be back in the park. He was walking along the ground and flying around the trees. I’m sure he dipped his wing as he flew. I think he was saying ‘Thank you’. I love spring! 96

Reading with phonics

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Springtime – 6 Answer the questions using full sentences. 1. What season does the writer love?

r o e t s Bo r e p ok u S

2. What happens in spring?

3. What did the writer find at the park?

ew i ev Pr

Teac he r

w ww

4. How old do you think the writer is? Why?

. te

m . u

o c . che e r o t r s super

5. How did the writer know the bird was happy? R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

Springtime – 7

1. Complete the word puzzles. (a) Add bri to ng =

(b) Add spri to ng =

(d) Add sti to ng =

r o e t s Bo r e p ok u (a) The writer hates S spring. .........................

(e) Add wi to ng =

(f) Add stri to ng =

ew i ev Pr

Teac he r

2. Write ‘true’, ‘false’ or ‘not in the story’.

(b) The writer’s cat had kittens. ................. (c) The bird was male. ................................... (d) The writer went to the park. ................

vet

w ww

bird

. te

3. 5.

spring

king

m . u

3. Write the words in alphabetical order. swing

park

o c . che 4. e r o t r s su per 6. 2.

4. Write a word that rhymes with each of these words.

(a) ring

(b) bird

(d) back

(e) bee

(f) like

Reading with phonics

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Springtime – 8 1. Add ‘ing’ to the words. Remember what happens! ‘e’ goes away when ‘ing’ comes to stay. Add ‘ing’

Add ‘ing’

r o e t s B r e oo swing clean p u k S fly look have

bake

wipe

hike

write

2. Answer the question.

ew i ev Pr

Teac he r

take

(a) I am going to bake a cake.

w ww

I am

a cake.

. te

m . u

to match.

o c . (b) I like to lookc at books. e her r o t s s uper I am at books. (c) I need to rake the leaves.

I am

R.I.C. Publications® – www.ricpublications.com.au

the leaves.

Reading with phonics

Springtime – 9

Cut out and use the words for reading, writing, spelling or word definitions.

ring

string

Teac he r

bring

ew i ev Pr

r o e t s Bo r e p o u k sling sting S

tingle

king thing © R. I . C.Publ i ca t i ons

•f orr evi ew pur posesonl y•

sing

stingray

. te

m . u

linger

w ww

spring

o c . che finger strong e r o t r s super

singing

long

something

ringing

100 Reading with phonics

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Howard’s wheelchair – 1 1. Circle the ‘wh’ words in this story. Howard was a little boy who could not walk. He had a wheelchair. One day, his dad had to fix one of the wheels on his wheelchair. When he was at school he had gone over a bump and now his wheel was wobbly.

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u Sfixed the wheel, Howard sat While his dad on a chair.

His dad liked to fix things and he whistled while he worked.

Howard’s cat, Whisky, jumped onto his lap. He was called Whisky because he had long whiskers.

Howard read a book about whales while he waited. The book showed the oceans of the world and where different kinds of whales lived.

w ww

2. Draw a picture to match the story.

. te

m . u

When the wheelchair was fixed, Howard went out into the garden with his dad. Dad gave him a ride in the wheelbarrow. It was fun!

o c . che e r o t r s super

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Reading with phonics

101

Howard’s wheelchair – 2

Cut out and match the pictures to the clues. I live in the sea. I am very big.

r o e t s Bo r e p ok u S You use me to carry things outside. .

I am a

Cats have these.

ew i ev Pr

Teac he r

I am a

Cats have

w ww

I can

m . u

I can do this with my mouth. .

. te o I am round. c . che e I make things move. r o t r s s r u e p . I am a

You can grow me to make bread. I am

102 Reading with phonics

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Howard’s wheelchair – 3 Answer the questions using full sentences. 1. How did Howard move about? Why?

r o e t s Bo r e p o u k 2. What did Dad fix? S

3. Why was his cat called Whisky?

ew i ev Pr

Teac he r

m . u

w ww

4. Would being in a wheelchair stop Howard from becoming an expert on whales? Why?

. te

o c . che e r o t r s super

5. What do you want to be when you grow up? R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics 103

Howard’s wheelchair – 4

1. Find the words in the wordsearch. whiskers

whale

white

whip wheat

wheel wheelchair wheelbarrow why

whisper whistle where

what when

r o e t s r e p ee l c hBo ao i u k S h w h e r e e

Teac he r

ew i ev Pr

. eh wt

ao c . che e r o t h i r s t l e b s super

m . u

w ww

2. Write out the extra letters. Can you make the hidden sentence?

104 Reading with phonics

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Howard’s wheelchair – 5 Circle the ‘wh’ words in this story. Howard was a little boy who could not walk. He used a wheelchair to move around.

Teac he r

Howard had to be lifted out and onto a chair while his dad fixed the wheel. Dad liked to fix things and he whistled while he worked.

ew i ev Pr

r o e t s Bo r e p ok u S

One day, his dad had to fix one of the wheels on the wheelchair. It had become wobby after he went over a bump in the path at school.

Howard’s pet cat, Whisky, climbed onto Howard’s knee and rubbed his face. His whiskers tickled Howard. He was called Whisky because he had long whiskers.

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m . u

w ww

When the wheelchair was fixed, Dad took Howard into the garden. Dad got his wheelbarrow and put his tools in it. He put Howard on top and gave him a ride in the wheelbarrow. It was fun.

o c . che e r o t r s super

While Dad planted some white flowers for Mum and some wheat for the chickens, Howard read his book about whales. It was called ‘What do you know about whales?’ and it showed where different whales lived. Last year for his birthday, Howard went on a whale watching boat to see the whales in their natural habitat. Howard said that when he grows up, he wants to study marine life, especially whales. His dad said he could do whatever he wanted because it didn’t matter if he was in a wheelchair. If he worked hard and persisted, he could be the best whale expert in the world. R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics 105

Howard’s wheelchair – 6

Fill in the missing words from parts of the long story. was a little boy who

not

to move around. One

walk. He used a

r o e t s Bo r e pbecome wobbly after he ok . Itu had S over a bump in the at school.

, his dad had to fix one of the

lifted out and

Howard had to

climbed His

while he worked. Howard’s pet cat,

©Howard’s R. I . C.Publ i c at i ons and rubbed his face. •f o rr evi ew p ur posesonWhisky l y• tickled . He was whiskers.

because he had

got

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Howard read his

whale

106 Reading with phonics

in it. He put

o c . ch e planted some flowers Mum, r er o t s s r u e p about . It was called ‘What do

you know about whales?’ and lived. Last

the garden. Dad

and put his

in, too, and

the wheelchair

, Dad took Howard

w ww

was

liked to fix things

m . u

and he

on a chair

the wheel.

while his dad

ew i ev Pr

Teac he r

on the

for his

him for

ride. It was

where different , Howard

on a

boat.

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Howard’s wheelchair – 7 Look at the ‘wh’ pictures and complete the puzzle. whale

white

wheel

wheat

whistle

whisper

whiskers

why

wheelchair

whip

whisk

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

wheelbarrow

w ww

. te

m . u

o c . che e r o t r s super

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107

Howard’s wheelchair – 8

Cut out and use the words for reading, writing, spelling or word definitions.

wheat

ew i ev Pr

whiskers r o e t s Bo r e p o u white what k S

Teac he r

whip

wheel

whale wheelchair © R. I . C.Publ i cat i ons

•f orr evi ew pur posesonl y•

w ww

why . te

wheelbarrow m . u

whispers

while

o c . e wherecher whistle r o t s super

when

whisk

whirl

nowhere

108 Reading with phonics

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The cow – 1 1. Circle the ‘ow’ words in this story. My friend, Tom, lives on a farm. I went to visit one day. When I got there, Tom came running out with a frown on his face.

ew i ev Pr

Teac he r

r o e t s r ‘Help me look for our missing cow’, heB said. e oo p u k ‘We need to check the dam. Sometimes an S animal falls in and drowns.’

The cow was not in the dam. We checked the brown shed that had pigs in it. The sow had just had piglets. They were in the brown mud, and so was the missing cow! We wondered how the cow got there.

We put the cow back in the paddock. We were covered in brown mud, so went to have a shower. We had to be quick to save water because the water level in the water tower was down. Tom gave me a towel and some clean clothes, then we went out to play.

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m . u

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We played until the owls started hooting and the dogs started howling for their dinner. 2. Draw a picture to match the story.

o c . che e r o t r s super

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Reading with phonics 109

The cow – 2

1. Rearrange the words to make a sentence. (a) went I to farm. visit a

r o e t s Bo r e p ok u (c) had The piglets. S had sow just (b) had face. Tom his frown a on

(d) started The owls hooting.

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Teac he r

2. Add an ‘s’ to the word and draw the matching picture

w ww owl

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dog

m . u

piglet

o c . che e r o t r s super

cow

towel

110

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The cow – 3 1. Choose the words below to complete the sentence. cow

piglets

owls

farm

sow

howled

Tom lived on a

r o e t s Bo . r e p is a mother pig. ok u S

They had to look for the

, and

They saw some

ew i ev Pr

Teac he r

heard some

for their dinner.

The dogs

2. Number the boxes to order the sentences as they happen in the story.

w ww

Tom had to look for his cow..................................

m . u

The cow was with the sow......................................

. te o They had a shower..................................................... c . che e r o 3. Write ‘ow’ to completer each word. t s super They played outside...................................................

(a) br

(d) t

(b) dr

(e) h

ling

(f) d

(i) t

(g) sh

(h) t

(j) cl

(k) cr

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n (l) l Reading with phonics

111

The cow – 4

1. Find the words in the wordsearch. flowers

cows

clown

showers

crown

town

frown

bow

drown

owl

howls

brow

towers

down

now

r o e t s B r e o p w e r s o Ao t u k S w w c h l i o

sow towel

n s

w ww

. te t o

m . u

how

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Teac he r

brown

o m c . che e r o t r sw l w n s l up her o

a s

2. Write out the extra letters. Can you make the hidden sentence? 112

Reading with phonics

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The cow – 5 Circle the ‘ow’ words in this story.

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u Sfriend Tom, who lives on a farm. When I got there, Tom I went to visit my came running out to meet me. He had a frown on his face.

‘Quick, come with me right now, we’ve lost our brown and white cow. Dad has just gone into town and I want to find her before he gets back. We have to check the dam. An animal could drown if it fell in the dam.’

The cow was not there so we went down the track to look in the brown shed. The brown shed had the pigs in it. A sow had just had piglets. They were pink and very little. They were sitting in the brown mud, and next to the piglets was the lost cow.

w ww

m . u

‘How did the cow get down here?’ Tom said. We put the cow back in the paddock and then we had to have a shower. We were covered in brown mud. We looked like clowns. Tom gave me a towel and some clean clothes. We had to take care not to use too much water. The water level in the water tower was down this year.

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o c . che e r o t r ‘Now we can play!’ said Tom. s super

We played until it was night and the owls started hooting and the dogs started howling for their dinner. That night we watched a movie about a king losing his crown. Tom’s dad was very happy that the cow was safe and sound. He was going to check to see if any fences were down in the morning. I always enjoy going to the farm! R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

113

The cow – 6

Answer the questions using full sentences. 1. Why did Tom have a frown on his face?

r o e t s Bo r e p ok u S 2. Why were they concerned about the dam?

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Teac he r

3. Why do you think the water level in the tower was down?

w ww

m . u

4. What did they do after their showers?

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o c . che e r o t r s super

5. Why do you think fences are important on farms? 114

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The cow – 7 1. Match the baby to its mother. Mother

sow

cow

Baby

foal e

s hor

r o e t s B r e f o calo p u k S dog piglet

chick

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Teac he r

hen

pup

2. Colour the ‘ow’ words in. Check to see what colour to use. Find the hidden picture! down, howl, owl, flower, © R. I . C.P ubl i ca t i o nstowel brown frown, town, crown, clown, shower, • f orr ev i ew pu r po sestower, onl y• brown green

now, how, sow

blue

Any words without the ‘ow’ sound

w ww

dog

foal

. calf te

piglet

horse

puppy

o c . crowne che how r o t shower r s supe frown r town white now

sow

chicken

when

down

howl

R.I.C. Publications® – www.ricpublications.com.au

owl

brow n

farm

clow n

t ow er

hen

m . u

white

king

flower

spring

park

towel Reading with phonics

115

The cow – 8

Cut out and use the words for reading, writing, spelling or word definitions.

town

ew i ev Pr

howl r o e t s Bo r e ok nowup down S sow how

Teac he r

cow

towel

frown . t e

owl

crown

bow

wow

allow

m . u

flower

w ww

tower

o c . che e r o t r brown super sclown

116

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ar The new car – 1 1. Circle the ‘ar’ words in this story. Bart and Mark went to the park with their dad and Marty the dog. They usually walk because it isn’t far away, but today Dad had to do some shopping at the market so they took the car. Dad went into the market and got a jam tart for tea.

Teac he r

When it got dark, Dad told everyone to get in the car. Oh, no! The car would not start. Ar, ar, ar, ar, it went.

ew i ev Pr

r o e t s Bo r e p o u k They played in the park and had lots S of fun.

© R. I . C.Publ i cat i ons Marty• barked allv the saw. Dad had ton carry f oratr e i ethings w phe ur po se so l ythe •shopping They were not very far from home, so they started to walk. and by the time he got home his arm was sore.

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2. Draw a picture to match the story.

m . u

w ww

Mum was in the garden. Dad went inside and rang up the caryard to tow the car. We went inside to have some tart. The next day, Dad went and got a new dark blue car.

o c . che e r o t r s super

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117

The new car – 2

Cut out and match the pictures to the clues. I am part of your body. I am your

r o e t s Bo r e p o u I can holdk things. S I am a

ew i ev Pr

Teac he r

I go on the road. I can be different. I am a

w ww

m . u

I am up in the sky. I am a

. te teeth. I have sharp o c . I live in the ocean. c e her r I am a o t s super

You go here to play. I am a . 118

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The new car – 3 1. Write one sentence for each of the words below. dark

start

(a) (b)

(d)

garden

park

r o e t s Bo r e p ok u S

(e)

2. Write the word next to each picture. (b)

(a)

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Teac he r

(c)

car

kdra

. te

rac

m . u

w ww

3. Rearrange the letters to make a word. Draw a picture for each word.

o c . che e r o t r s super

rtsa

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nrba

Reading with phonics

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The new car – 4

Cut out the letter cards and rearrange them to make the ‘ar’ words.

Teac he r

ew i ev Pr

or eBo st r k pe sh ar ok u S k ar d

y . te

w ww

m . u

o c . che e r o f mr ar t s super

120 Reading with phonics

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The new car – 5 Circle all the ‘ar’ words in this story.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

They all climbed into the car and set off. They had to go past Farmer Star’s farm. His cat had just had kittens in the barn. He had a large bull, too. He was giving it some hay near the gate and he waved as they drove by. They played in the park and had lots of fun while Dad went to the market. Bart was practising his pitching for baseball and Mark was trying hard to catch them. Bart had to stop because he was getting a sore arm. When Dad came back it was starting to get dark. Dad put all the shopping in the boot and told everyone to get in the car.

m . u

w ww

Dad said he would call the caryard and they could come and take it to the garage to fix. It was not very far from their home, so they left the car and started to walk. Marty had fun barking at all the things he saw.

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o c . che e r o Mum was in the garden and Dad told t r s s r u e p her about the car. Dad had to carry the shopping and when they got home his arm was sore, too.

Mum said they would talk about it over tea, and asked Dad if he had bought the jam tart for dessert. Mum and Dad decided to get a new car, and the next day they bought a dark blue car from the caryard. R.I.C. Publications® – www.ricpublications.com.au

Reading with phonics

121

The new car – 6

Answer the questions using full sentences. 1. Where did Bart and Mark go?

r o e t s Bo r e p ok u S ‘market’ mean? 2. What does the word

3. Why did they walk home?

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Teac he r

w ww

4. Why did Dad have a sore arm?

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m . u

o c . che e r o t r s super

5. What happened at the end? 122 Reading with phonics

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The new car – 7 1. Complete the word puzzles. (a) Add st to ar =

(b) Add b to ar =

(d) Add f to ar =

r o e t s Bo r e p ok u (a) They went Sto the park. ............................

(e) Add j to ar =

(f) Add t to ar =

(b) They went by bus. ..................................... (c) They took the cat. ..................................... (d) The car did not start. ..............................

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Teac he r

2. Write ‘true’, ‘false’ or ‘not in the story’.

w ww

car

bark

. te

park

market garden dark

1. 2.

m . u

3. Write the words in alphabetical order.

o c . che e r o t r s Mark • super

3. 4. 5. 6. R.I.C. Publications® – www.ricpublications.com.au

4. Draw a line to match the rhyming words. • start

far •

• bark

part •

• darn

farm •

• arm

barn •

• car

Reading with phonics 123

The new car – 8

Cut out and use the words for reading, writing, spelling or word definitions.

ew i ev Pr

card r o e t s Bo r e ok startup dark S

Teac he r

car

farm

park

barn

tart

large

part

party . te

ark

smart

sharp

shark

harm

w ww

m . u

o c . che e r o t r star s far super

124 Reading with phonics

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ANSWERS When the duck was stuck – 1 ..................................... Page 1 1. The ck words are in bold.

thought Farmer Black, ‘a duck is stuck. I’ll have to pluck him out of the muck’.

One day on Mr Black’s farm, a duck got stuck.

He grabbed the duck and pulled. The duck kicked its feet and then he was safe.

‘Quack, quack’, went the duck.

Farmer Black picked up the duck and hosed him down.

‘I’m stuck in this muck. Help me!

He hoped that his duck wasn’t sick.

Quack, quack.’

He took the duck back to the shed.

Along came the hen.

He checked the duck and gave it something to eat. The duck pecked at the wheat and had a drink.

r o e t s Bo r e p ok u S

‘Cluck, cluck, I’ll get Farmer Black.’ Farmer Black was in his truck.

The hen clucked and clucked at Farmer Black. ‘I think something is wrong’, said Farmer Black.

Farmer Black looked at the clock. It was time for lunch. He locked his shed to keep the duck safe, and went inside his house. What good luck that he heard his hen cluck, and what a lucky duck!

He saw the duck stuck in the muck!

2. Teacher check

He jumped over some rocks and a stack of hay. He picked the duck up out of the muck. He took the duck back to the shed. Lucky duck!

2. (a) 3

Answers may vary. 2. mucky mud

When the duck was stuck – 2 ..................................... Page 2

(d) rocks

When the duck was stuck – 6 ..................................... Page 6 1. Farmer Black, duck, hen

2. Teacher check

1. (a) stuck

(b) cluck

3. He heard the hen clucking.

4. Farmer Black grabbed the duck and pulled.

5. Farmer Black hosed the duck down and took him to the shed. He checked the duck, fed him and made sure he was safe. Farmer Black then went inside to have his lunch.

(b) 2

(d) 1

3. Teacher check

When the duck was stuck – 7 ..................................... Page 7

When the duck was stuck – 3 ..................................... Page 3 Teacher check

day, farm, stuck, quack, stuck, cluck, Black, truck, clucking, wrong, truck, have, sick, back, neck, mud, Farmer, pluck, out, muck, hosed, took, back, checked, gave, eat, pecked, drink, looked, lunch, shed, lucky

w ww

m . u

When the duck was stuck – 4 ..................................... Page 4 1.

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Teac he r

He went to have a look.

The train ride – 1 .............................................................. Page 9

1. The ai words are in bold.

Gail was going to go on a train ride with her mum.

They waited for the rain to stop.

Then they went to the railway station.

t x

. te

o c . che e r o t r s super

When the duck was stuck – 5 ..................................... Page 5 1. The ck words are in bold.

One day on Farmer Black’s farm, a duck got stuck in the mucky mud. ‘Quack, quack’, went the duck. ‘I’m stuck in this muck. Help me! Quack, quack.’ Along came the hen. ‘Cluck, cluck, I’ll get Farmer Black.’ Farmer Black was in his truck when he heard his hen clucking very loudly. ‘Something is wrong’, he thought, and jumped down from his truck to have a look.

Mum paid the man and got the tickets. They didn’t have long to wait.

The train came into the station.

They saw lots of things on their train ride. They saw a man putting bait on his fishing line. They saw some people sailing on the river. They saw a man painting a tall building. He had a chain around his tummy to stop him falling. Gail and her mum had a wonderful time. 2. Teacher check drawings. The train ride – 2 ........................................................... Page 10

Maybe an animal was sick and needed help!

1. (a) train (d) sailing

He jumped over rocks and a stack of hay. In the back paddock, he saw a neck sticking out of the mud. ‘Oh my,’

2. (a) 1

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(b) rain (e) painting (b) 3

Reading with phonics 125

ANSWERS The train ride – 8 ........................................................... Page 16

3. Teacher check drawings. The train ride – 3 ........................................................... Page 11

Teacher check The goat in the coat on the boat – 1 ..................... Page 17

Teacher check The train ride – 4 ............................................................ Page 12

Mrs Oats put a roast in the oven.

r o e t s Bo r e p ok u S

1. going, with, wait, rain, railway, paid, tickets, didn’t, long, wait, things, train, They, putting, line, some, sailing, saw, painting, Gail, mum 2. Teacher check

1. The oa words are in bold. She looked out the window.

A goat was running down the road. It ran into her clothes. It got tangled in her coat.

Mrs Oats chased the goat.

The ai words are in bold.

Some men in a truck with a big load stopped to help. Mrs Oats yelled, ‘STOP GOAT! STOP!’ She was getting a sore throat.

ew i ev Pr

Teac he r

The train ride – 5 ........................................................... Page 13

Gail was going on a train ride with her mum. They were ready to go but they had to wait for the rain to stop.

The goat did not stop.

At last they drove down the main street and Gail saw the railway station.

The goat kicked and the wind blew off the coat. It blew the coat onto the road.

Mum parked the car and they walked across the road to the station. Gail could see lots of railway lines for the trains to go on.

Mrs Oats picked it up and went home to soak it in her special soap.

It jumped into a boat floating on the water.

2. Teacher check

Mum paid the man and they collected their tickets. They didn’t have long to wait for the train. They sat down on the train and Gail looked around. There were lots of people on the train. Some were reading their mail and others were listening to music.

The goat in the coat on the boat – 2 .................... Page 18

w ww

Near the river she saw a man fishing. He was putting some bait on a line. Mum and Gail saw some people sailing on the river. Their boat had two sails. One was the main sail and the other one was much smaller. The sailors pulled ropes to move the sails so the wind could blow them along. The train went along the railway line.

They saw a man painting a tall building. He was on a platform way up high. He had a chain around his tummy to stop him from falling. He had his paint pail next to him. Gail wondered if he was afraid. Did the pail have a chain around it, too? It wouldn’t be very funny if all the paint fell on the people below. Time went quickly and soon the train was back at the station.

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Teacher check The goat in the coat on the boat – 4 .................... Page 20 1.

o c . che e r o t r s super

Gail and her mum had a wonderful time.

The train ride – 6 ........................................................... Page 14 Answers will vary.

The goat in the coat on the boat – 3 .................... Page 19

m . u

The train started moving. Gail looked out the windows and watched the rainwater go down the drains.

Oats, roast, window, goat, road, got, coat, chased, goat, men, load, help, STOP, a, throat, goat, jumped, boat, floating, goat, wind, coat, road, went, soak, soap

1. Gail was a girl catching a train with her mum. 2. She had to wait for the rain to stop and she had to wait for the train. 3. Mum bought the tickets. 4. Some people (sailors) were sailing on the river. 5. The man had a chain around his tummy to stop him from falling. The train ride – 7 ........................................................... Page 15

2. A goat will eat anything for tea. The goat in the coat on the boat – 5 .................... Page 21 The oa words are in bold. Mrs Oats had just put a roast in the oven, when she looked out her window. She saw a goat run down the road and straight into her washing. The goat got caught in her best coat.

Teacher check 126 Reading with phonics

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ANSWERS It butted its head and kicked its legs and ended up wearing Mrs Oat’s coat.

Soon the seeds started to grow green shoots.

Mrs Oats always boasted about her best coat. She chased the goat down the coast road, past all the boats.

She picked off any snails and beetles that were going to eat her plants.

Lee needed to feed them to make them grow.

Mrs Oats yelled, ‘STOP, GOAT! STOP!’ She was getting a very sore throat.

Sometimes she would see bees buzzing around.

Some men in a truck carrying a big load stopped. They tried to catch the goat, but it did not stop.

Soon the green beans were ready to pick.

A goat in a coat on a boat floating on the water.

The boat rocked as the goat tried to get out of the coat. It kicked and butted and the wind blew. The coat came flying off and landed on the road. Mrs Oats just shook her head, picked up her coat and decided to soak it in her special soap.

2. Teacher check

Lee’s garden – 2 ............................................................ Page 26

Teacher check

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Teac he r

Lee was going to have a big feed of beans with her mum and dad.

r o e t s Bo r e p ok u S

Then all of a sudden the goat came to a dead end. It was so frightened, it jumped into a boat floating on the water! What a sight it was to see!

Lee left the bees alone. She didn’t want to get stung.

Lee’s garden – 3 ............................................................ Page 27

The men in the truck went on with their load.

1. (Definitions from the Macquarie junior dictionary.)

The boat came to the shore and the goat jumped out. It looked back at Mrs Oats and ran off down the road.

Answers may vary.

beetle – A large insect with two pairs of wings. seed – The part produced by a plant from which a plant grows. feed – to give food to meet – to face to face with green – a green colour

1. Mrs Oats put a roast in the oven.

2. Teacher check

The goat in the coat on the boat – 6 .................... Page 22

2. The goat got caught in her best coat.

Lee’s garden – 4 ............................................................ Page 28

3. Some men tried to help Mrs Oats.

4. She soaked her coat to clean it. To get the stains out. 5. Teacher check

1. A little girl who liked to garden.

(b) road (e) soak

w ww

2. (a) 3

(b) 2

3. snails, beetles, bee 4. Lee needed to feed them. 5. Teacher check

(d) 4

3. goats – oat, oats, a, at, go, got, as, sat toad – to, a, dot, do toast – to, as, a, sat soak – so, a, oak, as washed – wash, was, as, a, shed, she, he, head, sad, wed, dash window – wind, do, win, won,din, down, in, do catched – cat, a, at hat, chat down – do, on, no, own, won

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2. She planted lots of seeds deep in the ground.

m . u

The goat in the coat on the boat – 7 .................... Page 23 1. (a) goat, coat (d) boat

Answers will vary.

Lee’s garden – 5 ............................................................ Page 29 1. The ee words are in bold.

o c . che e r o t r s super

The goat in the coat on the boat – 8 .................... Page 24 Teacher check Lee’s garden – 1 ............................................................ Page 25 1. The ee words are in bold. Lee was a little girl who liked to garden. She planted lots of seeds deep in the ground. Lee took care of their needs. Each day she watered the seeds. She pulled out any weeds. R.I.C. Publications® – www.ricpublications.com.au

Lee was a little girl who liked to garden.

She planted different seeds deep in the ground. She knew she needed to care for them. Each day she watered the seeds and pulled out any weeds. Lee often had to sweep up the leaves that had blown off the trees near her garden. Soon the seeds started to grow green shoots. Lee’s mum said she needed to feed them to help them grow. She had to kneel on the ground and pick off any snails and beetles that might eat her plants. Sometimes she would see bees buzzing around. Lee was careful not to touch the bees. After a while Lee’s plants were very big and had lots of green leaves. Some plants had beans on them. These green beans were long and ready to pick. Lee tasted one and it was nice and sweet. Mum was going to make a bean dish to feed the family.

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ANSWERS It didn’t seem like very long ago that the plants had just been seeds. Lee was going to plant some more seeds in her garden on the weekend. 2. Answers will vary. (a) seed (b) shoots coming up from the ground (c) plant with leaves and flowers (d) flower dropping seeds

(b) green (c) bees (e) beetles, feed, green

2. (a) see (c) bee (e) sheep

(b) been (d) meet (f) sun

(b) bee (e) been

(b) true (e) true

2. deep 5. needs

Our favourite books – 4 ............................................. Page 36 1. The oo words are in bold. My family loves to read books.

Mum likes cookbooks. She tries different recipes from the cookbooks. Some of the recipes are good to eat and others I don’t like!

Our favourite books – 1 ............................................. Page 33 1. The oo words are in bold.

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My family loves to read books. Mum likes to read cookbooks. Dad loves to read fishing and camping books.

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He finds out what hooks to buy and how to catch fish.

My sister likes the book called ‘Little Red Riding Hood’. Little Red Riding Hood has to visit her grandma on foot and take her some goodies that her mother has made from her cookbook. There is a wolf who lives in the woods, in the book. It is a fairytale and it is a good book. I like to look at dinosaur books. I look at the pictures of the dinosaurs eating or drinking at the brooks. The Tyrannosaurus rex stood on two legs, and the Diplodocus walked on four legs.

I know a lot about dinosaurs.

I imagine what it would be like if dinosaurs were alive today. I wonder if the Earth shook when they walked.

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My sister likes the book called ‘Little Red Riding Hood’.

There’s nothing like a good book!

Dad loves to read fishing and camping books.

When we go fishing he looks up what hooks to buy in his book.

Lee’s garden – 8 ............................................................ Page 32 Teacher check

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4. Answers will vary.

2. The hidden sentence is ‘The more you read, the more you know.’

Lee’s garden – 7 ............................................................ Page 31

3. 1. bees 4. green

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1. (a) seed, deep (d) needs

2. (a) true (d) not in the story

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Lee’s garden – 6 ............................................................ Page 30

1. (a) tree (d) weed

Our favourite books – 3 ............................................. Page 35

I took my dinosaur book to school to show my class. There’s nothing like a good book! 2. Teacher check

Our favourite books – 5 ............................................. Page 37

Answers may vary.

1. The story is about books. 2. Mum likes to read cookbooks to find new recipes. 3. I think she took cakes and biscuits. (Students could offer other suggestions.) 4. He looks up in the fishing book what sort of hooks to buy. 5. It means that you get enjoyment out of reading. (Students could offer other suggestions.)

128 Reading with phonics

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ANSWERS Our favourite books – 6 ............................................. Page 38 1. (a) book (d) stood (g) shook

(b) brook (e) hood (h) foot

Shane – 4 .......................................................................... Page 44 The sh words are in bold. Shane loved reading and learning about sharks and other kinds of fish.

2. (a) false (b) not in the story (c) true or not in the story (d) true (e) not in the story

One day, his dad said he would take him to the beach to try to catch some fish.

3. 1. book 4. hood

Dad opened the shed and found the fishing rods. They had to stop at the shop first to buy some bait and some shiny new hooks.

2. cook 5. stood

3. good 6. wool

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Our favourite books – 7 ............................................. Page 39

Teacher check

Our favourite books – 8 ............................................. Page 40

Teacher check

Shane – 1 .......................................................................... Page 41

When they got to the beach, Shane rushed down to the water. He found a shiny shell that had sharp spikes on it. He shouted to his dad to come over and see his shell. Dad had a close look and was shocked to find a little sea creature inside. Shane helped his dad get ready and soon they had their lines in the water. It wasn’t long before there was a tug on the line. Dad showed Shane how to bring the fish in. He had caught a fish! It was only a little fish, so he put it in a big dish where it splashed around. They caught three big fish and Dad said that was enough for tea.

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4. Answers may include: (a) hood – good, wood, should (b) look – book, hook, took, shook (c) wool – pull, full (d) foot – soot (e) like – bike, hike, Mike (f) read – bead, seed, need, deed, lead

It was getting late so Shane put the little fish back in the shallow water. He watched it swim away. Dad put the big fish in the dish. When they arrived back home, Shane sat in the shade and washed the fishing gear. He helped his dad put it back in the shed.

1. The sh words are in bold.

He got his fishing rod from the shed.

He watched his dad clean and scale the fish. Mum was glad they had some fresh fish for tea. Mum always said it tastes much better than the fish you buy at the shop. Fresh is best!

He went to the shops with his dad to get some shiny new hooks.

They washed their hands and sat down to the best fish and chips in town!

When they got to the beach, Shane rushed down to the water. Shane found a shiny shell with sharp spikes on it.

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He showed his dad. Dad told him to put it back in the sea. Shane and his dad started fishing and soon Shane felt a tug on his line. He had caught a fish!

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He put it in a dish.

The fish splashed around.

1. The little boy’s name was Shane.

2. The fishing rods were in the shed.

3. They went to the shop and then to the beach. 4. Answer may include: Shane rushed down to the water; he found a shell; he shouted to his dad to look; he put his line in the water; he went fishing; he put the little fish back; he washed the fishing gear; he watched his dad clean the fish; he washed his hands.

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Shane had lots of fun fishing with his dad. 2. Teacher check

Shane – 5 .......................................................................... Page 45

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Shane was going to go fishing with his dad.

5. Shane let the fish go because it was little.

Shane – 2 .......................................................................... Page 42

Shane – 6 .......................................................................... Page 46

Teacher check

Shane – 3 .......................................................................... Page 43 1.

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1. (a) shop (d) brush

(b) fish (e) shed

2. (a) false (c) false (e) false

(b) true (d) not in the story (f) true

3. (a) bait (d) little

(b) dish (e) shell

4. Answer may include: (a) dish – fish, wish (b) shed – head, bed, fed, led (c) show – mow, crow, low, so, bow (d) shell – bell, fell, swell, tell Reading with phonics 129

ANSWERS Sometimes they fed him crunchy chips, or rich chocolate cake.

(e) fish – dish, wish (f) shark – park, lark, dark, mark Shane – 7 .......................................................................... Page 47 1. Answers may include: (a) I have to brush my hair every day. (b) Dad works in a shed. (c) I have a shower every night. (d) Mum went to the shop. (e) The farmer has lots of sheep. (f) My dad likes to fish. 2. (a) shed (d) sheep

(b) wish

3. 1. brush 3. fish

2. shelf 4. ship

Chip sat on his chair and watched for the children to come to his cage. One day, a little boy gave him some of his lunch. It was a bit of cheese and a bunch of cherries. Chip chose the cheese first. It was very chewy, and when he had finished the cheese, he filled his cheeks with the cherries. They were juicy and they dribbled down his chin.

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One day, the zookeeper came and put up a sign. It said: ‘DO NOT FEED

THE CHIMPANZEE.

Poor Chip! His eating habits had to change. His tummy was getting a bit ‘chunky’, and when he pinched his tummy, he did have a roll of fat.

Shane – 8 .......................................................................... Page 48

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HE IS GETTING TOO FAT!’

He was going to watch what he ate.

When children tried to give him treats, Chip would point to the sign and his tummy. The people thought that was funny.

Teacher check

Chip the chimpanzee – 1 ........................................... Page 49

The zookeeper gave him lots of crunchy vegetables to eat, and soon Chip was fit and trim.

Now Chip always makes sure he only eats crunchy, chewy vegetables. Well, almost always!

1. The ch words are in bold.

Chip was a chimpanzee at the zoo.

He loved children.

They fed him food while he sat on his chair.

Chip the chimpanzee – 5 ........................................... Page 53

He liked crunchy chips.

1. Chip was a chimpanzee who lived at the zoo.

He loved rich chocolate cake.

2. The children gave him food to eat.

One day, a little boy gave him a bunch of cherries and some cheese at lunch.

3. Chip sat on his chair.

The cheese was very chewy. The cherries filled up his cheeks and dribbled down his chin.

5. Answer may include: The animals are on a strict diet and are not meant to eat sugar and fat.

Chip loved eating the food the children gave him. It said:

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One day the zookeeper put up a sign. ‘DO NOT FEED

THE CHIMPANZEE.

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HE IS GETTING TOO FAT!’ Poor Chip!

2. Teacher check

(b) chop (e) rich

2. (a) false (b) true (d) not in story (e) true

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Chip the chimpanzee – 3 ........................................... Page 51 Teacher check Chip the chimpanzee – 4 ........................................... Page 52 The ch words are in bold. Chip was a chimpanzee who lived at the zoo. He loved seeing the children because they would feed him all sorts of food.

130 Reading with phonics

Chip the chimpanzee – 6 ........................................... Page 54 1. (a) chick (d) lunch

Chip the chimpanzee – 2 ........................................... Page 50 Teacher check

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4. Chip pointed to the sign and then to his tummy.

3. 1. cheese 2. keeper 3. lunch 4. sign 5. vegetables 6. zoo

4. Answers may include: (a) chair – hair, care, bear (b) bunch – lunch, crunch, munch (c) chin – bin, din, thin, in (d) cherry – merry, berry, ferry (e) zoo – boo, who, do, too (f) fat – bat, hat, cat, that

Chip the chimpanzee – 7 ........................................... Page 55 Teacher check Chip the chimpanzee – 8 ........................................... Page 56 Teacher check

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ANSWERS My toolbox – 1 ................................................................ Page 57 The oo words are in bold. Last Saturday I tripped over the broom. My loose tooth fell out. I looked silly and got in a bad mood. I felt like staying in my room. Dad said, ‘Let’s go into the shed.’

We sanded the box to make it smooth then painted some varnish on to protect the wood. It had lots of room for my tools. When it was finished, Dad went up onto the roof to check for loose tiles and I decided to make something with the extra wood. I made a rocket and soon I was pretending to fly to the moon. Zoom, zoom went the rocket. Dad finished fixing the roof and we packed away our toolboxes.

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He said he would help me make a toolbox. I love making things with my dad.

I wear boots and glasses to keep safe. We made the box.

We made sure it was smooth and had room for all my tools. Then Dad went to fix the loose tiles on the roof.

I pretended to fly to the moon, zoom, zoom! When I had finished, I put my tools in my new toolbox and went inside. Mum had made my favourite food. Jelly! Yum, yum!

When we went inside, Mum had made me some special food. It was jelly! I love jelly. It is one of my favourite foods. I ate most of it! I let Dad have some, too. Jelly on my spoon, wibble wobble, wibble wobble, jelly on my spoon. I wasn’t in a bad mood after that.

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I stayed in the shed and made a rocket out of the leftover wood.

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the shed near some spare roof tiles. Dad didn’t want to shoot my foot or hand! Nail guns are very dangerous.

My toolbox – 6 ................................................................ Page 62

I let Dad have some, too!

1. The boy was in a bad mood because his tooth had fallen out and he looked silly.

Jelly on my spoon, wibble wobble, wibble wobble, jelly on my spoon.

2. Dad took him into the shed and helped him make a toolbox.

I wasn’t in a bad mood anymore.

3. Dad fixed the loose tiles on the roof. 4. Answers will vary.

Saturday, broom, loose, tooth, mood, like, in, room, said, the, he, toolbox, making, my, boots, safe, smooth, room, rocket, wood, moon, zoom, had, put, tools, made, Jelly, have, too, wasn’t, a, mood My toolbox – 3 ................................................................ Page 59 My loose tooth fell out. We made a toolbox. I like red jelly. The jelly goes wibble wobble.

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1. 1. 2. 3. 4.

2. (a) brooms (d) moons

(b) tools (e) spoons

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My toolbox – 5 ................................................................ Page 61 The oo words are in bold

My toolbox – 7 ................................................................ Page 63

1. m t e s c p r t t m

o o d p e t o b o m

o o b a l l o o n o

n l r a s o f o t o

y s o f h o o t h d

s p o o n s g r e o

o t m o h e s o o n

u o a d i o e o z o

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My toolbox – 4 ................................................................ Page 60 Teacher check

5. Mum made him jelly to cheer him up.

Last Saturday I was in a bad mood and my dad was trying to cheer me up. My loose tooth had fallen out when I tripped over the broom. I looked very silly with one tooth missing at the front and I wanted to stay in my room.

n o t o o t h m o n

e m o o s e z o o m

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My toolbox – 2 ................................................................ Page 58

2. The hidden message is ’You need a spaceship to get to the moon’. Teeth – 1 ........................................................................... Page 65

1. The th words are in bold

I lost three teeth on Thursday.

Both of my front teeth were very wobbly. At school, I was running on the path. I tripped on my thongs and fell. I bumped my mouth and my two front teeth fell out.

Dad said, ‘Come on. Let’s go into the shed. We’ll make your new toolbox’.

My teacher put them in a cloth for me.

I love going into the shed. Dad makes me wear boots to protect my feet and glasses to protect my eyes.

She said not to drink from that glass when I was thirsty. Mum didn’t want me swallowing my teeth!

He said he would help me make a toolbox a few weeks ago. Dad found some wood and some nails. I stood at the back of

Then I went outside. I was throwing my ball when it hit me in my mouth. Another tooth came out!

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When I got home, Mum put them in a glass.

Reading with phonics

131

ANSWERS That night in my frothy bath, Mum told me to be careful.

and it hit me in my mouth.

Mum didn’t want me to lose another tooth.

Another tooth came out! I showed Mum and she said, ‘Who would have thought you would lose three teeth in one day?’ Mum put the tooth in the glass with the other teeth. Now the glass had three teeth in it.

Tomorrow, I’m going to think before I do anything! 2. Teacher check Teeth – 2 ........................................................................... Page 66 1. Some examples: (a) I have a loose tooth. (b) Today is Thursday. (c) I would like another cup of tea. (d) It is time for my bath. (e) I have some teeth in my mouth.

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When my father came through the door I ran up to him and told him what had happened. ‘That must be a record’, said Dad.

At dinnertime, mum cut my meat thinly and mashed my vegetables so I didn’t have to chew. It looked like I was eating baby food.

In my frothy bath that night, Mum told me to be careful. She didn’t want me to lose another tooth. I can’t wait for my new teeth to grow because I look a bit funny without my front teeth.

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2. Some examples: (a) mouth – south (b) path – bath (c) three – me, see, flea, bee (d) fell – bell, well, sell, tell (e) think – blink, drink, wink, sink, ink (f) that – hat, fat, bat sat

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I decided to stay inside and watch television after that! My mouth was feeling a bit sore and I didn’t think I would be able to eat much for dinner.

Tomorrow, I’m going to think before I do anything!

3. Teacher check (a) path (d) mouth

(b) teeth (e) three

Teeth – 3 ........................................................................... Page 67

4. Answers may vary:

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5. I think he meant that no-one else would have lost three teeth in one day. Teeth – 7 ........................................................................... Page 71 Teacher check

Teeth – 8 ........................................................................... Page 72 1. Teacher check

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2. The hidden sentence is ‘We have thirty-two teeth.’

Teeth – 5 ........................................................................... Page 69 All the th words are bold.

I think the student was (six, seven) because that is when your baby teeth start to fall out.

I lost three teeth on Thursday. Both of my front teeth were very wobbly.

At school, I was running on the path. I tripped on my thongs. I fell over and bumped my mouth. My two front teeth fell out! My teacher put them in a cloth and told me I should not wear thongs to school. When I got home, my mother put them in a glass. She said if I was thirsty, not to drink out of that glass. Mum didn’t want me swallowing my teeth! She told me to put the glass up high in a safe place so my little brother would not get to it. Then I went outside. I was throwing my ball against the wall

2. (a) them (b) this (c) that (d) the (e) there (f) those (g) they (h) then 3. (a) They (b) the (c) this (d) there (e) That 4. Teacher check

Teeth – 9 ........................................................................... Page 73 t

h m

t h

t t

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t h

2. It is not safe because they don’t protect your feet and you can trip over. 3. The teacher put his teeth in a cloth.

Teeth – 4 ........................................................................... Page 68

1. On Thursday, the boy lost three teeth.

Teacher Check

Teeth – 6 ........................................................................... Page 70

t h

o r h

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ANSWERS Teeth – 10 ......................................................................... Page 74 Teacher check Teeth – 11 ......................................................................... Page 75 Teacher check.

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Playtime – 1 ..................................................................... Page 76 The ay words in the story are bold.

Jay and Taylor liked to play together.

On Wednesday, Taylor played at Jay’s house.

Sometimes they played outside in the playground. Jay had got a sand tray for her birthday. They used it to make mudpies. They would put them on a tray. Jay’s mum had to pretend to pay for the mudpies.

Sometimes they made a farm. They stood the animals up in the sand. They gave the cows some hay and made the pigs lie in the sand. Jay and Taylor loved to play!

1. I think they were girls because the story referred to them as ‘her’ and ‘she’. 2. They played making birthday invitations, swinging on the swings and making a farm. 3. They would play outside sometimes when the weather was fine or if they were at the playground, and inside if they were doing things like drawing. 4. Answers will vary. 5. Answers will vary.

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Sometimes they stayed inside and drew with crayons.

Playtime – 6 ..................................................................... Page 81

Playtime – 7 ..................................................................... Page 82 1. (a) say (b) bay (c) stray (d) hay (e) pay (f) tray

2. (a) true (b) not in story (c) true (d) true (e) true (f) not in story

Playtime – 2 ..................................................................... Page 77

4. tray, may, today, lay, sway, stray, play, pray, Monday, hay, yesterday

2. Teacher check

Playtime – 3 ..................................................................... Page 78 Teacher check

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Playtime – 4 ..................................................................... Page 79

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Playtime – 8 ..................................................................... Page 83

Teacher check

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1. Teacher check

Teacher check

3. (a) crayons (b) day (c) May (d) play (e) stay (f) tray

My ball – 1 ........................................................................ Page 84 1. The all words in the story are bold.

Yesterday we went to the mall to buy a ball. I walked over to the sports stall.

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Playtime – 5 ..................................................................... Page 80 1. The ay words in the story are bold.

Jay and Taylor always played together on Wednesdays . Sometimes they played inside and sometimes they played outside. They were going to play at Jay’s house today.

It was Taylor’s birthday in May and she wanted Jay to help her make her birthday invitations.

While they worked, Jay’s mum made some snacks and put them on a tray. Taylor asked Jay’s mum politely, ‘Please may I have a drink?’ After their snack they sprayed on some sunscreen and went to the playground. They stayed at the playground for a long time and played on the swings. Then they walked past the bay and Jay’s mum let them paddle in the water. R.I.C. Publications® – www.ricpublications.com.au

A small ball and a big ball were sitting on a high shelf. The man was not very tall. He got a ladder to get the big ball down. I gave the man all of my money.

When we got home, Mum told me not to play with the ball in the hallway. I bounced my ball on the wall outside. I called my friend over and we played with my ball all afternoon. 2. Teacher check My ball – 2 ........................................................................ Page 85 Teacher check My ball – 3 ........................................................................ Page 86 1. (a) ball (b) ladder (c) money (d) inside (e) friend

Reading with phonics 133

ANSWERS 2. (a) 4 (b) 3 (c) 1 (d) 2

3. (1) all (2) ball (3) call (4) hall (5) man (6) small

3. Teacher check

4. (a) ball – wall, hall, call, fall, stall, small (b) play – may, say, day, hay, bay

My ball – 4 ........................................................................ Page 87

(d) man – ran, tan, fan, can

The all words in the story are bold. Yesterday we went to the shopping mall. I saw a small red ball and a big blue ball. I had of my birthday money in my pocket, so I walked over to the stall and asked the man how much the balls were.

(e) way – say, may, day, play, bay (f) my – sigh, high, fly, dry, shy

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My ball – 8 ...................................................................... Page 91

Teacher check

Springtime – 1 ................................................................ Page 92

1. The ng words in the story are bold.

So I went outside and bounced my ball on the driveway and the wall.

Spring is the growing season.

My friend Tom, from next door, called out and came over to play catch.

There are lots of bugs and beetles in the garden. I stay away from the bees. They have a nasty sting.

We bounced the ball to each other on the wall. It was a great game and we played all afternoon.

Yesterday I went to the park and found a bird on the ground, near the swing. It had hurt its wing. I rang my brother. He is a vet. He told me to bring the bird to see him so he could have a look.

Tom’s mum called out and said it was time for dinner. We are going to play with my ball tomorrow.

The birds sing, flowers bloom and baby animals are born.

My ball – 5 ........................................................................ Page 88 2. The man got the ladder because he was not very tall. 3. There were two balls on the shelf. 4. I think they played ball games. Answers may differ. 5. Answers will vary.

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(a) I have a red ball.

I love spring!

2. Teacher check

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(e) Please stand up when I call your name. 2. Some examples: (a) ball - all, a (b) small - mall, all, a

Teacher check

Springtime – 3 ................................................................ Page 94

(b) At the market there is a stall that sells balls. (d) An ant is very small.

Then I took him back to the park, and put it down by the swing. It wasn’t long before it was flying up into a big tree. I’m sure it dipped its wing as it flew away.

Springtime – 2 ................................................................ Page 93

My ball – 6 ........................................................................ Page 89 1. Some examples:

He couldn’t put the wing in a sling, but he looked after the bird until it was strong again.

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1. He bought a ball.

I love spring!

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When we got home, Mum told me not to bounce the ball in the hallway.

Teacher check

Springtime – 4 ................................................................ Page 95

Teacher check

Springtime – 5 ................................................................ Page 96

The ng words in the story are bold.

(d) stall - all, a, tall (e) call - all, a

I love spring. It is my favourite season. The sun shines, the birds sing their songs and all the flowers start to bloom.

3. Teacher check pictures.

Spring is the growing season.

(a) wall (b) small (c) ball (d) hall (e) stall

My ball – 7 ........................................................................ Page 90 1. (a) call (b) ball (c) tall (d) small (e) wall (f) hall 2. (a) not in story (b) false (c) true (d) false (e) true (f) not in story 134 Reading with phonics

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ANSWERS In spring I like to go to the park and have picnics, too. There are lots of swings at our park. Last week some men put up a new swing set. It has lots of different things on it. There are some rings to hang onto as you swing from one side to the other, a flying fox, a slide and some monkey bars, all at different levels. Mum says it has something for everyone. Yesterday I found a bird on the ground. It looked like he had hurt his wing. I didn’t know what to do. When I picked up the bird, he tried to bite my fingers. I took the bird home and gave my brother a ring. He is a vet. He told me to bring it to him and he would have a look.

1. The wh words in the story are bold. Howard was a little boy who could not walk. He had a wheelchair. One day, his dad had to fix one of the wheels on his wheelchair. When he was at school he had gone over a bump and now his wheel was wobbly.

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My brother kept the bird and looked after him until he was stronger, then I took him back to the park and let him go.

I love spring!

Springtime – 6 ................................................................ Page 97

Answers to questions may include 1. The writer loves spring. 2. In spring the sun shines, the birds sing and the flowers bloom.

While his dad fixed the wheel, Howard sat on a chair. His dad liked to fix things and he whistled while he worked. Howard’s cat, Whisky, jumped onto his lap. He was called Whisky because he had long whiskers. Howard read a book about whales while he waited. The book showed the oceans of the world and where different kinds of whales lived.

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It was where he belonged. It would be wrong to keep the bird in a cage. The bird was happy to be back in the park. He was walking along the ground and flying around the trees. I’m sure he dipped his wing as he flew. I think he was saying ‘Thank you’.

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Howard’s wheelchair – 1 ......................................... Page 101

When the wheelchair was fixed, Howard went out into the garden with his dad. Dad gave him a ride in the wheelbarrow. It was fun! 2. Teacher check

Howard’s wheelchair – 2 ......................................... Page 102 Teacher check

4. Answers will vary.

5. The writer knew the bird was happy because it was walking and flying around the park, and dipped its wing.

Springtime – 7 ................................................................ Page 98 1. (a) bring (b) spring (c) sing (d) sting (e) wing (f) string

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2. (a) false (b) not in story (c) true (short story: not in story) (d) true (e) true (f) true 3. (a) bird (b) king (c) park (d) spring (e) swing (f) vet

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Howard’s wheelchair – 3 ......................................... Page 103

1. Howard moved about in a wheelchair because he could not walk. 2. Dad fixed the wheel.

3. His cat was called Whisky because it had long whiskers. 4. No, Howard can read and learn about whales. 5. Children’s answers will differ.

Howard’s wheelchair – 4 ......................................... Page 104 1.

(d) back – sack, lack, tack, pack

(e) bee – see, me, flea, tree,

4. Word that rhymes may include:

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(a) ring – bring, sing, thing, spring, wing, sling (b) bird – heard, third, word, stirred (c) vet – pet, wet, set, get, let, met

(f) like – hike, bike, mike

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3. The writer found a bird on the ground.

Springtime – 8 ................................................................ Page 99 1. (a) taking (b) having (c) swinging (d) cleaning (e) flying (f) looking (g) baking (h) wiping (i) hiking (j) writing 2. ‘e’ goes away when ‘ing’ comes to stay. 3. Teacher check (a) baking (b) looking (c) raking Springtime – 9 ............................................................. Page 100

2. The hidden sentence is: ‘Wheels make it easy to move things about’.

Teacher check

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Reading with phonics 135

ANSWERS Howard’s wheelchair – 5 ......................................... Page 105

The cow – 1 .................................................................. Page 109

All the wh words in the story are bold.

1. All the ow words in the story are bold.

Howard was a little boy who could not walk. He used a wheelchair to move around.

My friend, Tom, lives on a farm.

One day, his dad had to fix one of the wheels on the wheelchair. It had become wobbly after he went over a bump in the path at school. Howard had to be lifted out and sat on a chair while his dad fixed the wheel. Dad liked to fix things and he whistled while he worked.

When I got there, Tom came running out with a frown on his face.

I went to visit one day.

‘Help me look for our missing cow’, he said.

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Howard’s pet cat, Whisky, climbed onto Howard’s knee and rubbed his face. His whiskers tickled Howard. He was called Whisky because he had long whiskers.

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The cow was not in the dam. We checked the brown shed that had pigs in it. The sow had just had piglets. They were in the brown mud, and so was the missing cow! We wondered how the cow got there. We put the cow back in the paddock. We were covered in brown mud, so went to have a shower. We had to be quick to save water because the water level in the water tower was down. Tom gave me a towel and some clean clothes, then we went out to play.

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When the wheelchair was fixed, Dad took Howard into the garden. Dad got his wheelbarrow and put his tools in it. He put Howard on top and gave him a ride in his wheelbarrow. It was fun.

‘We need to check the dam. Sometimes an animal falls in and drowns.’

We played until the owls started hooting and the dogs started howling for their dinner. 2. Teacher check

The cow – 2 .................................................................. Page 110

(b) Tom had a frown on his face.

Howard, could, wheelchair, day, wheels, wheelchair, went, path, be, sat, fixed, Dad, whistled, Whisky, onto, knee, whiskers, Howard, called, long, When, fixed, into, his, wheelbarrow, tools, Howard, took, a, fun, Dad, for, book, whales, showed, whales, year, birthday, went, watching

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Howard’s wheelchair – 7 .......................................... Page 107

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(a) piglets (b) owls (c) dogs (d) cows (e) towels The cow – 3 .................................................................. Page 111 1. farm, cow, sow, piglets, owls, howled 2. 1, 3, 2, 5, 4

3. (a) brown (b) drown (c) cow (d) tower (e) howling (f) down (g) shower (h) towel (i) town (j) clown (k) crown (l) owl The cow – 4 ................................................................... Page 112 s

2. Teacher check pictures.

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(d) The owls started hooting.

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Howard’s wheelchair – 6 ......................................... Page 106

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Howard’s wheelchair – 8 ......................................... Page 108 Teacher check

136 Reading with phonics

2. The hidden sentence is: ‘An owl is a nocturnal animal’.

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ANSWERS The cow – 5 .................................................................. Page 113 The ow words in the story are bold.

they took the car. Dad went into the market and got a jam tart for tea.

I went to visit my friend Tom, who lives on a farm.

They played in the park and had lots of fun. When it got dark, Dad told everyone to get in the car.

When I got there, Tom came running out to meet me.

Oh, no! The car would not start.

He had a frown on his face.

Ar, ar, ar, ar, it went.

They were not very far from home, so they started to walk.

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‘How did the cow get down here?’ Tom said.

We put the cow back in the paddock and then we had to have a shower. We were covered in brown mud. We looked like clowns. Tom gave me a towel and some clean clothes. We had to take care not to use too much water. The water level in the water tower was down this year. ‘Now we can play!’ said Tom.

Mum was in the garden. Dad went inside and rang up the caryard to tow the car. We went inside to have some tart. The next day, Dad went and got a new dark blue car. 2. Teacher check

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Marty barked at all the things he saw. Dad had to carry the shopping and by the time he got home his arm was sore.

The new car – 2 .......................................................... Page 118 Teacher check

The new car – 3 .......................................................... Page 119

1. For example: (a) It was very dark.

(b) The car would not start.

I always enjoy going to the farm!

(d) Mum likes to weed in the garden. (e) I like to play at the park.

The cow – 6 .................................................................. Page 114

2. (a) card (b) shark (c) star (d) tart 3. Teacher check

(a) dark (b) car (c) star (d) barn

1. Tom had a frown on his face because he couldn’t find the cow.

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2. They were concerned because the cow could have drowned in the dam. 3. I think it may have been down because they hadn’t had a lot of rain.

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4. After their showers, they went and played.

Teacher check

The new car – 5 ........................................................... Page 121

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5. Fences are important because they keep the animals safe. The cow – 7 .................................................................. Page 115 1. cow - calf, horse - foal, sow - piglet, dog - puppy, hen - chicken 2. Teacher check

The new car – 4 ........................................................... Page 120

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For example:

The cow – 8 .................................................................. Page 116 Teacher check The new car – 1 ........................................................... Page 117 1. All the ar words are in bold Bart and Mark went to the park with their dad and Marty the dog. They usually walk because it isn’t far away, but today Dad had to do some shopping at the market so

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The ar words are in bold.

Bart and Mark lived in the country. One day, they went to the park with their dad and Marty the dog. They could walk to the park because it wasn’t far away, but today Dad had to do some shopping at the market, so they were taking the car. They all climbed into the car and set off. They had to go past Farmer Star’s farm. His cat had just had kittens in the barn. He had a large bull, too. He was giving it some hay near the gate and he waved as they drove by. They played in the park and had lots of fun while Dad went to the market. Bart was practising his pitching for baseball and Mark was trying hard to catch them. Bart had to stop because he was getting a sore arm. When Dad came back it was starting to get dark. Dad put all the shopping in the boot and told everyone to get in the car. Oh, no! The car would not start. Ar, ar, ar, ar, ar, it went. Dad said he would call the caryard and they could come and take it to the garage to fix. Reading with phonics

137

ANSWERS It was not very far from their home, so they left the car and started to walk. Marty had fun barking at all the things he saw. Dad had to carry the shopping and when they got home his arm was sore, too. Mum was in the garden and dad told her about the car. Mum said they would talk about it over tea, and asked Dad if he had bought the jam tart for dessert.

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Mum and Dad decided to get a new car, and the next day they bought a dark blue car from the caryard.

The new car – 6 ........................................................... Page 122 1. Bart and Mark went to the park.

3. They walked home because the car would not start. 4. Dad had a sore arm because he carried all the shopping home. 5. Mum and Dad bought a new dark blue car. The new car – 7 ........................................................... Page 123 1. (a) star (b) bar (c) car (d) far (e) jar (f) tar 2. (a) true (b) false (c) not in the story (d) true (e) false (f) true

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2. The word ‘market’ means a place where people sell things.

3. (1) bark (2) car (3) dark (4) garden (5) market (6) park 4. Draw a line to match the rhyming words

Mark - bark, far - car, part - start, farm - arm, barn - darn

The new car – 8 ........................................................... Page 124

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138 Reading with phonics

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Teacher check.

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