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READERS

6308C


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.

Published by R.I.C. Publications® 2009 Republished under licence by Prim-Ed Publishing® 2010 Copyright© Sharon Shepherd 2009 ISBN 978-1-84654-240-4 PR-6308

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:

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

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For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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Supplier:

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 pupils to access them.

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Foreword Reading with phonics is a series of three books designed to develop pupils’ phonemic awareness through a text with related worksheets. This allows the pupils 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 pupils’ knowledge of the sounds. They can be used to introduce or consolidate teaching and learning.

The books in this series are:

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

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Content

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

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Teachers notes ........................................................................................................................................................................ iv–vi Curriculum links........................................................................................................................................................................ vi–vii When the duck was stuck ................................................................................................................................... 1–8

ai

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

oa

The goat in the coat on the boat ............................................................................................................... 17–24

ee

Lee’s garden ....................................................................................................................................................... 25–32

oo

Our favourite books ........................................................................................................................................ 33–40 Shane ...................................................................................................................................................................... 41–48

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

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oo

The toolbox ......................................................................................................................................................... 57–64

th th

Teeth ........................................................................................................................................................................ 65–75

ay

Playtime ................................................................................................................................................................. 76–83

all

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

ng

Springtime .......................................................................................................................................................... 92–100

wh

Howard’s wheelchair .................................................................................................................................... 101–108

ow

The cow ............................................................................................................................................................... 109–116

ar

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

Answers ............................................................................................................................................................................... 125–138 Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

iii


Teachers notes Phonics is a large component of a pupil’s reading development and often it is taught in isolation rather than within a text. In this series of phonic books, the pupil develops his/her phonemic awareness within the structure of a text and its supporting worksheets. Each grapheme is treated within a story so the pupil 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. 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.

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The word cards can be used for sight vocabulary, home reading, spelling words, word sorts, making sentences or reading with a partner.

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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 pupil.

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The first story may be used to introduce the digraph(s) and the second story to consolidate. It may be that the texts are used at the same time to cater for pupils’ varying ability levels.

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

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 pupils that there can be an additional pronunciation with these letters in certain words. These words have been included because they are beneficial to pupils’ 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).

iv

Reading with phonics

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Teachers notes

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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 pupils to think about the text they have read.

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Other worksheets not related to the story but to the digraph, are included to use as study or revision.

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Reading with phonics

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Teachers notes The worksheets expose the pupils to different types of questions and word study exercises to develop their understanding of phonemic awareness, punctuation and grammar. It also maintains the pupils’ 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.

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

Country/Subject/Level Curriculum Objectives

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Curriculum links

Word Recognition

Literacy

• recognise and use alternate ways of pronouncing graphemes

Year One

• recognise and use alternate ways of spelling phonemes

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England

• recognise an increasing number of familiar high frequency words • apply phonic knowledge and skills to reading and spelling unfamiliar words • read more challenging texts which can be decoded using their phonic knowledge and skills

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• read and spell phonetically decodable two-syllable and three-syllable words Word Structure and Spelling • spell new words using phonics • segment sounds in order to spell them correctly

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• recognise and use alternate ways of spelling graphemes

Northern Ireland

Foundation Stage – Talking and Listening

Language and Literacy

• develop phonological awareness and an extended vocabulary

Foundation Stage and Key Stage One

• use word structure to develop reading

Foundation Stage – Reading • develop auditory and visual discrimination and memory Key Stage One – Talking and Listening • recognise features of language, showing phonological awareness Key Stage One - Reading • identify words, patterns or letters • recognise and notice how words are constructed and spelt Key Stage One - Writing • use a variety of skills to spell words • spell correctly a range of familiar, important and regularly occurring words

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Reading with phonics

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Republic of Ireland

Senior Infants - Competence and Confidence in Using Language

English

• build up a sight vocabulary

Senior Infants and First and Second Class

• learn to isolate the beginning and final sounds in written words • begin to develop conventional spelling 1st/2nd Class – Receptiveness to Language • continue to build a sight vocabulary • engage in activities designed to increase awareness of sounds • use knowledge of letter-sound relationships when attempting to identify unfamiliar words 1st/2nd Class - Competence and Confidence in Using Language

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• spell words in a recognisable way based on an awareness of the most common spelling strings and patterns Early – Reading

Literacy and English

• explore and play with the patterns and sounds of language and use what they learn

Early and First

• explore sounds, letters and words, discover how they work together and use them to help with reading and writing

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Scotland

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Early – Writing

First – Reading

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• explore sounds, letters and words, discover how they work together and use them to help with reading and writing • use knowledge of sight vocabulary and phonics to read with understanding First – Writing

• spell the most commonly-used words, using knowledge of letter patterns Reading - Skills

Language, Literacy and Communication Skills

• understand that written symbols have sound and meaning and develop phonological knowledge and word recognition

Foundation Phase

• develop ability to spell common and familiar words in a recognisable way

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Writing - Skills

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Wales

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Reading with phonics

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Reading with phonics

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ck

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! Quack, quack.’

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Along came the hen.

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

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The hen clucked and clucked at Farmer Black. He went to have a look.

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‘I think something is wrong’, said Farmer Black. He saw the duck stuck in the muck!

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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.

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Lucky duck!

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2. Draw a picture to match the story.

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Reading with phonics

1


ck

When the duck was stuck – 2

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

cluck

Black

in the muck.

(b) The hen went cluck,

.

(c) The hen got Farmer

.

(d) The farmer jumped over the

.

.

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(e) The duck had good

e

(a) A duck got

luck

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rocks

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

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

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(b) The hen clucked and clucked. ................................................................................................... (c) The farmer picked up the duck. ...............................................................................................

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(d) The duck was stuck in the muck. ...........................................................................................

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3. Draw the picture to match the words.

Farmer Black 2

Reading with phonics

A duck

A truck www.prim-ed.com – Prim-Ed Publishing®


ck

When the duck was stuck – 3

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

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o

Reading with phonics

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ck

When the duck was stuck – 4

Find the words in the wordsearch.

u

c

k

e

t

a

n

c

d

u

c

k

w

e

t

w

e

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u

s

o

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j

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u

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a

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d

x

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f

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neck

stick

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duck

sack

e

b

clock

sock

truck

bucket

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Reading with phonics

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ck

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.’ 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.

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Maybe an animal was sick and needed his help!

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‘Something is wrong’, he thought, and jumped down from his truck to have a look.

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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.

Farmer Black picked up the duck and hosed him down.

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He hoped that his duck wasn’t sick. He took the duck back to the shed.

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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.

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

2. Draw the beginning, the middle and the end of the story.

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Reading with phonics

5


ck

When the duck was stuck – 6

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

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2. What was the duck stuck in?

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

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4. How did the farmer get the duck out?

5. What happened at the end? 6

Reading with phonics

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ck

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

muck. Help me! Quack, quack.’

when he heard his hen

’, he thought, and jumped down from his

m

‘Something is to

a look. Maybe an animal was

paddock, he saw a

Black. ‘A duck is stuck! I’ll have to

‘Oh my!’ thought

.’

ew

of the

him down.

He pulled the duck out and the duck

to the shed. He

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He

sticking out of the

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.

and

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needed help. In the

.

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Farmer Black was in his

him

.’

e

’, said the hen. ‘I’ll get Farmer

‘Cluck,

and

it something to

Farmer Black

at the

at his clock. It was time for

.

and went inside his house.

He locked his

Prim-Ed Publishing® – www.prim-ed.com

. The duck .

wheat and had a

What a

the duck

duck!

Reading with phonics

7


ck

When the duck was stuck – 8

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

locket

stuck

kick

muck

flick

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duck

luck

sick

cluck

neck

clock

trick

docket

sock

check

sack

peck

pick

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truck

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rocket

bucket

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stick

Reading with phonics

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ai

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

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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.

Draw the train.

Draw a man putting bait on his fishing line.

Draw some people sailing on the river.

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Draw Gail and her mum.

Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

9


ai

The train ride – 2

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

bait

painting

train

sailing

(a) Gail went on a

rain

ride.

(b) They had to wait for the

to stop. on his fishing line.

(d) They saw a

boat on the river.

(e) A man was

a tall building.

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(c) A man put

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

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(b) Mum paid the man for the tickets. .... (c) The train came into the station. ..........

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(d) They went to the train station. .............

train

10

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3. Draw a picture to match each word.

paint

rain

chain

snail

bait

Reading with phonics

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ai

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

I am a

e

I am part of an animal.

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I can wag this part. .

I am in your head.

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I am a

.

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I am your

I come in colours. I am wet and then I am dry. .

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I am

I fall from the sky. I am wet.

I am

. You can ride in me. I go on tracks. I am a

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. Reading with phonics

11


ai

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. station. Mum

Then they went to the

have

.

bait on his fishing

people a man

on the river.

a tall building.

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They

.

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saw a man They saw

ride.

m

on their

They saw lots of

to

pl

e

. They

man and got the

the

and her

had a wonderful time.

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2. Colour the ‘ai’ pictures.

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Reading with phonics

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ai

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.

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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.

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

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Mum paid the man and they collected their tickets.

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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.

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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. 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. Gail and her mum had a wonderful time. Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

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ai

The train ride – 6

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

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3. What did Mum buy?

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2. What did she have to wait for?

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4. Who was sailing on the river?

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

Reading with phonics

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ai

The train ride – 7

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ai

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

Reading with phonics

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ai

The train ride – 8

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

hail

tail

pail

main

mail

pl m

in g

wait

Sa

aim

e

train

fail

rain

snail

chain

paid

pain

maid

drain

paint

trail

ew

brain

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sail

Reading with phonics

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oa

The goat in the coat on a boat – 1 1. Circle the ‘oa’ words in this story.

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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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2. Draw a goat in a coat on a boat floating on the water.

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Reading with phonics

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oa

The goat in the coat on a boat – 2

1. Fill in the missing words using the short story. Mrs

put a

in the oven. She looked

.A

out the

was running down the

! It ran into her clothes. It

tangled in

the

.

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Mrs Oats

e

.

her

m

in a truck carrying a big

Some

.

stopped to

GOAT, STOP!’

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Mrs Oats yelled, ‘

sore

She was getting

in g

did not stop. It

The

! into a

on the water. The

ew

kicked and the onto the

blew. It blew the

. home to

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Mrs Oats picked it up and it in her special

18

Reading with phonics

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oa

The goat in the coat on a boat – 3

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

t

oa

s

t

oa

d

oa

oa

p

s

ch

oa

Vi Prim-Ed Publishing® – www.prim-ed.com

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oa

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oa

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oa

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oa

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f

Reading with phonics

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oa

The goat in the coat on a 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

A

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o

a

d

o

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o

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f l

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

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Reading with phonics

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oa

The goat in the coat on a 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.

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

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

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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.

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

ew

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!

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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. 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. Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

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oa

The goat in the coat on a boat – 6

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

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2. Why did Mrs Oats chase the goat?

3. Who tried to help Mrs Oats?

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4. Why did Mrs Oats soak her coat?

5. What do you think the goat did after he left Mrs Oats? 22

Reading with phonics

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oa

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

boat

goat

(a) A

roast

soak

road

got stuck in a

.

(b) Some men stopped by the side of the

. for dinner.

e

(c) Mrs Oats had a

.

.

m

(e) Mrs Oats gave her coat a good

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(d) The goat jumped into a

Sa

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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(b) Mrs Oats chased the goat. .......................... (c) The goat got stuck in the coat. .................

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(d) The coat was washed. ...................................

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

goats

toad

toast

soak

washed

window

catch

down

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Reading with phonics

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oa

The goat in the coat on the boat – 8

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

roast

loaf

loan

coach

throat

pl m

toad

boat

foam

oats

road

boast

float

moat

toast

coast

goat

soak

ew 24

soap

Vi

in g

croak

load

Sa

roam

e

coat

Reading with phonics

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ee

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. Lee took care of their needs.

e

Each day she watered the seeds.

m

Soon the seeds started to grow green shoots.

pl

She pulled out any weeds.

Sa

Lee needed to feed them to make them grow.

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

in g

Sometimes she would see bees buzzing around. Lee left the bees alone. She didn’t want to get stung.

ew

Soon the green beans were ready to pick. Lee was going to have a big feed of beans with her mum and dad.

Vi

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

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25


ee

Lee’s garden – 2

ee

t

g

ee

r

n

qu

n

ee

pl

s

ee

t

f

Sa

in g ee

ew

th

26

d

ee r

sh

p

s

l

p

ee

r

t

s

t

ee

b

Vi

ee

s

e

r

m

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

Reading with phonics

ee

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ee

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

e

meet

pl

green

Vi

ew

in g

Sa

m

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

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27


ee

Lee’s garden – 4

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

e

2. What did she plant?

pl

m

Sa

3. Name three creepy crawlies in her garden.

in g

ew

Vi

4. How did she look after the plants?

5. Do you like to eat green beans? 28

Reading with phonics

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ee

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

Vi

ew

in g

Sa

m

pl

e

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. 2. Draw the life cycle of a seed. Show the things a seed needs.

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Reading with phonics

29


ee

Lee’s garden – 6

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

green

seed

beetles

bees

green

deep

feed

needs

in the

e

lies

pl

(a) A ground.

leaves.

m

(b) Soon it starts to grow

(d) It

water and sunlight to grow.

on the

like to

leaves.

in g

(e) Snails and

buzz around.

Sa

(c) When it flowers,

ew

2. Circle the correct word to complete the sentences. (a) I can ( see sea ) a beetle.

Vi

(b) I have ( bean been ) to Lee’s garden. (c) I went in the garden and saw a ( be bee ). (d) I will ( meet meat ) you at the big tree. (e) Three ( sheep sleep ) are in my garden. (f) The ( son sun ) is shining.

30

Reading with phonics

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ee

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

(b) Add b to ee =

(c) Add see to ds =

(d) Add w to eed =

(e) Add bee to n =

(f) Add thr to ee =

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

pl

m

(b) The seeds grew. ........................................

e

(a) Lee was a girl. ............................................

(c) She saw butterflies. .................................

Sa

(d) Lee was ten. ............................................... (e) She picked the beans. ...........................

in g

(f) She pulled out weeds. ...........................

seeds

bees

Vi

ew

3. Write the words in alphabetical order. needs

feed

1.

2.

3.

4.

5.

6.

deep

green

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

(b) bean

(c) day

(d) grow

(e) long

(f) all

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Reading with phonics

31


ee

Lee’s garden – 8

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

deep

sheep

green

sweep

feel

pl m

in g

sleep

peel

creep

sweet

wheel

feet

bee

cheese

kneel

greet

meet

ew

seen

Vi 32

three

Sa

been

e

seeds

Reading with phonics

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oo

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

e

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

pl

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

m

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.

Sa

I like to look at dinosaur books. I wonder if the Earth shook when the dinosaurs walked.

in g

There’s nothing like a good book!

2. Draw and write about your favourite book. My favourite book

Vi

ew

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Reading with phonics

33


oo

Our favourite books – 2

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

e

I am your

pl

I am good to read.

.

You can fish with this. I am a

You do this in the kitchen. You can

.

Vi

ew

in g

.

Sa

m

I am a

I am used to make jumpers. I am

.

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

Reading with phonics

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oo

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

look

shook

good

wood

took

booklist

fools

wool

hoods

foot

footballs

books

brook

crook

stood

soot

hoof

hook

cooks

T

h

g

e

m

o

w

b

f

o

o

t

b

pl

o

y

o

o

b

m

e

o

o

o

u

d

w

k

a

c

s

h

o

f

r

l

l

s

e

s

f

o

o

l

s

o

o

d

r

o

e

c

r

o

o

k

h

k

d

o

o

k

t

h

o

o

k

o

t

o

w

h

l

e

f

o

o

t

k

t

o

o

k

i

m

o

f

r

e

s

y

d

o

o

s

b

r

o

o

k

u

k

s

l

s

t

o

o

d

n

o

w

Vi

ew

in g

Sa

a

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

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35


oo

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! Dad loves to read fishing and camping books.

e

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

pl

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

Sa

m

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.

in g

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.

ew

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.

Vi

There’s nothing like a good book! 2. Draw Little Red Riding Hood taking some goodies to her grandma’s house in the woods.

36

Reading with phonics

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oo

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

e

2. What sort of books does Mum like to read? Why?

pl

m

Sa

ew

in g

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

4. What does Dad do before he goes fishing?

Vi

5. What does ‘There’s nothing like a good book’ mean? Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

37


oo

Our favourite books – 6

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

(b) Add b to rook =

(c) Add w to ood =

(d) Add st to ood =

(e) Add h to ood =

(f) Add w to ool =

(g) Add sh to ook =

(h) Add f to oot =

m

(b) Dad likes to cook .....................................

pl

(a) I hate books. ...............................................

e

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

Sa

(c) Red Riding Hood is a good girl. .......

(d) I like reading. ..............................................

in g

(e) I have a brother. ........................................

good

book

Vi

ew

3. Write the words in alphabetical order. wool

cook

1.

2.

3.

4.

5.

6.

stood

hood

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

38

(a) hood

(b) look

(c) wool

(d) foot

(e) like

(f) read

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oo

Our favourite books – 7

Vi

ew

in g

Sa

m

pl

e

Write about your favourite book.

Draw a picture from your book.

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Reading with phonics

39


oo

Our favourite books – 8

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

soot

look

crook

wood

took

pl m

in g

hook

wool

nook

foot

booklist

good

woof

brook

stood

cookbook

football

ew

shook

Vi 40

hood

Sa

book

e

cook

Reading with phonics

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sh

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.

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

e

When they got to the beach, Shane rushed down to the water.

pl

Shane found a shiny shell with sharp spikes on it.

m

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

He put it in a dish.

Sa

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

in g

The fish splashed around.

Shane had lots of fun fishing with his dad.

Vi

ew

2. Draw a picture to match the story.

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41


sh

Shane – 2

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

I am a

pl

e

You use me to keep your hair tidy.

.

You buy things from me. .

ew

in g

I am a

Sa

m

I am a

I live on a farm. I give you wool. .

Vi

I am a

I have sharp teeth. I live in the ocean.

I am a

.

You can find me at the beach. I am a

42

Reading with phonics

.

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sh

Shane – 3 Find the words in the wordsearch.

u

s

h

o

w

e

r

c

r

a

s

h

w

e

t

w

e

s

h

a

d

o

w

s

h

a

r

k

h

j

k

t

r

s

h

e

l

f

d

x

s

h

e

l

l

j

m

f

g

s

h

i

r

t

l

m

n

c

i

s

h

w

pl

m

Sa f

in g

Vi

crash

ew

shower

e

b

shirt

shark

shell

shadow

fish

shelf

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Reading with phonics

43


sh

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.

Sa

m

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

pl

e

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.

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

in g

Dad had a close look and was shocked to find a little sea creature inside.

Vi

ew

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. 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. 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

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sh

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

e

pl

3. Where did they go?

m

Sa

Vi

ew

in g

4. List all the things Shane did.

5. Why did Shane let his fish go? Prim-Ed Publishing® – www.prim-ed.com

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45


sh

Shane – 6

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

(b) Add fi to sh =

(c) Add sh to eet =

(d) Add br to ush =

(e) Add sh to ed =

(f) Add sh to ark =

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

pl

m

(b) He liked fishing. ........................................

e

(a) Shane was a girl. ......................................

(c) They went to the park. ...........................

Sa

(d) He found a rock. ....................................... (e) He went with his mum. ..........................

in g

(f) He caught a fish. ...................................... 3. Write the words in alphabetical order.

shell

Vi

fish

ew

wish

dish

1.

2.

3.

4.

5.

6.

bait

little

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

46

(a) dish

(b) shed

(c) show

(d) shell

(e) fish

(f) shark

Reading with phonics

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sh

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

shed

shower

shop

sheep

fish

(a) (b)

e

(c)

pl

(d)

m

(e) (f)

Sa

2. Rearrange the letters to make a word. Draw a picture for each word. (c) scrha

ew

in g

(a) desh

(d) shpee

Vi

(b) wshi

3. Write the word next to the picture.

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47


sh

Shane – 8

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

shower

sheep

flash

brush

shed

pl m

in g

shake

shape shade

shine

sheet

shell

shock

ship

wish

show

shut

ew

rush

Vi 48

crash

Sa

shop

e

fish

Reading with phonics

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ch

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

Sa

m

pl

e

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: ‘DO NOT FEED

THE CHIMPANZEE.

HE IS GETTING TOO FAT!’

ew

Poor Chip!

in g

Vi

2. Draw the food Chip liked to eat.

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Reading with phonics

49


ch

Chip the chimpanzee – 2

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

o

p

ch

ee

s

e

l

n

ch

ea

b

Sa

in g

k

ch

i

ch

ch

ur

ai

ch

n

m

t

a

ew Vi

n

50

Reading with phonics

e

ch u

ch

s

ee

n

e

i

pl

ck

m

ch

ch

ch www.prim-ed.com – Prim-Ed Publishing®


ch

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

e

I am your

pl

I am a little bird.

Sa

You can eat me.

.

m

I am a

I am made from milk.

.

ew

in g

I am

You sit on me. .

Vi

I am a

I am a meal.

You eat me at noon.

I am your

. You go here to swim and make sandcastles. I am the

Prim-Ed Publishing® – www.prim-ed.com

. Reading with phonics

51


ch

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

e

One day, a little boy gave him some of his lunch. It was a bit of cheese and a bunch of cherries.

m

pl

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.

‘DO NOT FEED

in g

THE CHIMPANZEE.

Sa

One day, the zookeeper came and put up a sign. It said:

HE IS GETTING TOO FAT!’

Vi

ew

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.

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. 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

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ch

Chip the chimpanzee – 5 Answer the questions using full sentences. 1. Who was Chip? 2. Why did he like seeing the children?

e

pl

m

Sa

3. Where did Chip sit?

in g

Vi

ew

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

5. Why shouldn’t children feed the animals at the zoo? Prim-Ed Publishing® – www.prim-ed.com

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53


ch

Chip the chimpanzee – 6

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

(b) Add ch to op =

(c) Add ch to in =

(d) Add lun to ch =

(e) Add ri to ch =

(f) Add ch to art =

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

pl

m

(b) He liked children. .....................................

e

(a) Chip was a girl. ..........................................

(c) He lived at the park. ................................

Sa

(d) He was old. ................................................. (e) The keeper put up a sign. ....................

in g

(f) Chip was getting fat. ............................... 3. Write the words in alphabetical order.

lunch

Vi

vegetables

ew

zoo

sign

keeper cheese

1.

2.

3.

4.

5.

6.

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

54

(a) chair

(b) bunch

(c) chin

(d) cherry

(e) zoo

(f) fat

Reading with phonics

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ch

Chip the chimpanzee – 7

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

lunch

chocolate

chin

beach

children

Vi

ew

in g

Sa

m

pl

e

cheese

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Reading with phonics

55


ch

Chip the chimpanzee – 8

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

chick

chain

chop

church

chin

pl m

in g

rich

chair

cheek

chew

chomp

chicken

chat

cherry

pinch

cheese

munch

ew

lunch

Vi 56

much

Sa

bunch

e

chip

Reading with phonics

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oo

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

in g

Sa

m

pl

e

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.

Vi

ew

2. Draw a picture to match the story.

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57


oo

My toolbox – 2

m

pl

e

Fill in the missing words with words from the story.

I tripped over a

Last

. My .

Sa

out. I looked silly and got in a bad staying

I felt

my

, ‘Let’s go into

ew

things with

Vi

We made sure it was

dad. I wear

and had

, zoom,

toolbox and went inside. Mum had ! Yum, yum! I let Dad in Reading with phonics

. I pretended to fly to the

! finished, I

When I

and

for all my tools.

out of leftover

I made a

58

.

. We made the box.

glasses to keep

I

shed.’

would help me make a

He said I love

.

in g

Dad

fell

bad

my

in my new my favourite food.

some,

!

anymore. www.prim-ed.com – Prim-Ed Publishing®


oo

My toolbox – 3 Rearrange the words to make a sentence. 1. loose My tooth out. fell 2. made We toolbox. a

pl

e

3. I jelly. red like

4. wibble jelly The goes wobble.

Sa

m

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

ew

broom

Picture

in g

Add s

Vi

tool

boot

moon

spoon

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59


oo

My toolbox – 4

n

oo

oo

b

t

p

s

oo

n

oo

i

l

f

r

oo

t

th

oo

s

l

t

oo

s

oo

l

t

Vi

f

60

Reading with phonics

pl

Sa oo

ew

d

g

z

in g

oo

e

m

m

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

www.prim-ed.com – Prim-Ed Publishing®


oo

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.

pl

m

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

e

I looked very silly with one tooth missing at the front and I wanted to stay in my room.

Sa

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

in g

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.

Vi

ew

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. 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. Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

61


oo

My toolbox – 6

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

pl

e

2. What did Dad do to make him feel better?

3. What did Dad fix?

in g

Sa

m

ew

Vi

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

5. Why did Mum make him jelly? 62

Reading with phonics

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oo

My toolbox – 7 1. Find the words in the wordsearch.

moon

broom

balloon

spoon

roof

zoo

tooth

food

boot

tools

mood

loose

too

hoot

zoom

moose

room

soon

o

n

Y

s

o

u

n

e

t

o

o

l

s

p

t

o

o

m

e

d

b

r

o

o

m

a

t

o

s

p

a

a

f

o

o

d

o

o

c

e

l

s

h

n

h

i

o

s

p

t

r

m

Sa

o

o

s

e

o

t

e

o

o

f

o

g

s

e

h

z

t

b

o

o

t

r

o

o

m

o

t

o

n

t

h

e

o

z

o

o

m m

o

o

d

o

n

o

n

m

Vi

l

ew

in g

e

o

pl

m

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

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Reading with phonics

63


oo

My toolbox – 8

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

soon

roof

zoo

groom

zoom

pl m

in g

tools

hoot

moose

tooth

too

food

hoop

balloon

room

boom

shoot

ew

loose

Vi 64

mood

Sa

broom

e

smooth

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th th

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

in g

Sa

m

pl

e

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 flip flops 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!

Vi

ew

2. Draw a picture to match the story.

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Reading with phonics

65


th th

Teeth – 2

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

Thursday

another

bath

mouth

(a) (b)

e

(c)

pl

(d) (e)

(b) path

(d) fell

(f) that

Sa

(a) mouth

m

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

(c) three

in g

(e) think

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

cthol

reeth

tthoo

Vi

ew

ptha

oumth

66

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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

cloth

thunder

Vi

ew

in g

Sa

m

pl

e

tooth

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Reading with phonics

67


th th

Teeth – 4

1. Find the words in the wordsearch. baths

thirsty

thick

moth

thinly

thinks

tooth

thunder

three

then

that

this

thirty

thirteen

third

cloth

path

i

n

l

y

W

e

h

v

t

e

t

h

a

t

t

t

i

h

h

b

a

t

h

s

i

h

n

t

i

r

t

h

i

c

k

u

k

h

r

t

h

i

s

c

p

n

s

r

t

h

i

r

d

l

a

d

t

e

y

y

t

s

w

o

t

e

e

t

m

o

t

h

t

h

r

Vi

o

h

pl

m

Sa

a

e

h

ew

t

in g

t

o

o

t

h

y

e

h

e

e

t

t

h

i

r

t

e

e

n

h

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

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th th

Teeth – 5 Circle the ‘th – th’ words in this story.

pl

At school, I was running on the path. I tripped on my flip flops. 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 flip flops to school.

e

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

Sa

m

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

in g

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.

Vi

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. 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. Tomorrow, I’m going to think before I do anything! Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

69


th th

Teeth – 6

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

2. Why is it not safe to wear flip flops to school?

pl

e

m

Sa

3. Where did the teacher put his teeth?

in g

ew

Vi

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

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

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th th

Teeth – 7

th

l

o

th

o

th

th

ee

r

pl

m

Sa

b

ou

s

th

or

th

n

th

m

ou

oo

th

t

i

ck

th

in g

th

E

Prim-Ed Publishing® – www.prim-ed.com

c

m

a

Vi

W

n

ew

N

i

e

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

Reading with phonics

71


th th

Teeth – 8

1. Trace over the words.

2. Write ‘th’ to complete the words. em

(b)

is

(c)

at

(d)

e

(e)

ere

(f)

ose

(g)

ey

(h)

en

pl

e

(a)

were at the zoo.

(b) Look at

Sa

(a)

m

3. Choose the words to complete the sentences.

kangaroo.

(c) Come and look at

is a big duck.

in g

(d) Over

.

(e)

the

They

there

this

That

rabbit is little. they

there

them

the

that

Vi

this

ew

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

72

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th th

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

thorn

mother

thermometer

teeth

thin

tooth

three

moth

thumb

mouth

thimble

Vi

ew

in g

Sa

m

pl

e

Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

73


th th

Teeth – 10

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

I am your

3

pl

e

You get me to stop your finger getting pricked.

m

ew

in g

.

Sa

I tell you if you have a temperature. I am a

.

I am a

I am the opposite of fat. .

Vi

I am

I can fly. I like bright lights.

I am a

.

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

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th th

Teeth – 11

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

cloth

those

both

them

mouth

m

pl

e

think

bath path

there

another

they

brother

their

mother

moth

thimble

thing

thumb

Vi

in g

the

ew

that

tooth

Sa

this

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Reading with phonics

75


ay

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. Sometimes they stayed inside and drew with crayons. Jay had got a sand tray for her birthday.

pl

They would put them on a tray.

e

They used it to make mudpies.

m

Jay’s mum had to pretend to pay for the mudpies.

Sa

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!

Vi

ew

in g

2. Draw the things they liked to play.

76

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ay

Playtime – 2

Vi

ew

in g

Sa

m

pl

e

Design a birthday invitation.

My birthday is on I will be

. years old.

I would love a

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Reading with phonics

77


ay

Playtime – 3

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

playground

today

may

stray

Vi

ew

in g

Sa

m

pl

e

play

78

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ay

Playtime – 4

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

p

l

ay

p

ay

t

r

m

Sa p

c

o

ay

r

p

ay

ay

h

ay

l

Vi

ew

in g

ay

Prim-Ed Publishing® – www.prim-ed.com

ay

e

s

pl

r

n

r

Reading with phonics

79


ay

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

pl m

Taylor asked Jay’s mum politely, ‘Please may I have a drink?’

e

While they worked, Jay’s mum made some snacks and put them on a tray.

Sa

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.

in g

Then they walked past the bay and Jay’s mum let them paddle in the water.

Vi

ew

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. What a busy day!

2. Draw the activities Jay and Taylor did.

80

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ay

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

e

2. What did they play together?

pl

m

Sa

ew

in g

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

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

Vi

5. What is your favourite game to play? Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

81


ay

Playtime – 7

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

(b) Add b to ay =

(c) Add str to ay =

(d) Add h to ay =

(e) Add p to ay =

(f) Add tr to ay =

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

pl

m

(b) They were six years old. ........................

e

(a) They liked to play. ....................................

(c) Sometimes they were inside. .............

Sa

(d) They played on Wednesday. ............... (e) They had some snacks. ........................

in g

(f) Jay had a dog. ........................................... 3. Write the words in alphabetical order. play

stay

Vi

ew

day

May

crayons tray

1.

2.

3.

4.

5.

6.

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

traymaytodaylayswaystrayplayprayMondayhayyesterday

82

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ay

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

bay

hay

always

stay

crayons

pl m

stingray

Sa

pay

e

play

way

may

today

tray

say

stray

sway

pray

Monday

crayfish

clay

Vi

ew

in g

yesterday

Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

83


all

My ball – 1

1. Circle the ‘all’ words in this story. Yesterday we went to the shopping mall to buy a ball. I walked over to the sports stall. A small ball and a big ball were sitting on a high shelf.

pl

e

The man was not very tall. He got a ladder to get the big ball down.

m

I gave the man all of my money.

Sa

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

in g

I called my friend over and we played with my ball all afternoon.

Vi

ew

2. Draw a picture to match the story.

84

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all

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

I am a

pl

e

You can buy things. I am like a little shop.

m

I am a

Sa

Part of your house, I am long and narrow.

.

I am a

ew

in g

.

Humpty Dumpty sat on me. .

Vi

I am a

I am the size of something. I am

.

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

Prim-Ed Publishing® – www.prim-ed.com

.

Reading with phonics

85


all

My ball – 3

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

money

ball

(a) We went to buy a

inside

.

(b) The man had to get a

. .

pl

(c) I gave the man my

e

friend

.

m

(d) I was not allowed to play (e) I played with my

.

Sa

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

in g

(a) I played with my ball. ............................................

ew

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

Vi

(c) We went to the shopping mall. ......... (d) The man went up the ladder. ............... 3. Colour the balls. Use the pattern: orange, blue, orange, blue.

86

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all

My ball – 4

Sa

m

pl

e

Circle the ‘all’ words in this story.

in g

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.

ew

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. I counted out my money and paid the man.

Vi

When we got home, Mum told me not to bounce the ball in the hallway. So I went outside and bounced my ball on the driveway and the wall. My friend Tom, from next door, called out and came over to play catch. 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.

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87


all

My ball – 5

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

e

pl

2. Why did the man get a ladder?

m

Sa

3. How many balls were on the shelf?

in g

ew

Vi

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

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

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all

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

ball

stall

wall

small

call

(a) (b)

e

(c)

pl

(d)

m

(e)

Sa

2. Find the smaller words in each of these words. (a) ball

(e) call

(b) small

(d) stall

in g

(c) tall

ew

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

hlal

llast

llab

Vi

lalw

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Reading with phonics

89


all

My ball – 7

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

(b) Add b to all =

(c) Add t to all =

(d) Add sm to all =

(e) Add w to all =

(f) Add h to all =

e

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

m

(b) He found a ball. ........................................

pl

(a) It was sunny. ...............................................

Sa

(c) He had some money. .............................

(d) He got a train set....................................... (e) He liked the ball. .......................................

in g

(f) His friend was six. .................................... 3. Write the words in alphabetical order. man

all

small

2.

3.

4.

5.

6.

Vi

1.

ball

ew

call

hall

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

90

(a) ball

(b) play

(c) went

(d) man

(e) way

(f) my

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all

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

hall

stall

tall

pl

e

ball

Sa

in g

mall

netball

m

call

ew

small

Vi

all

fall wall called

hallway

football

stalls

balls

calls

walls

Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

91


ng

Springtime – 1

1. Circle the ‘ng – wing’ words in this story. I love spring! Spring is the growing season. Birds sing, flowers bloom and baby animals are born.

m

pl

e

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

Sa

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.

in g

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

ew

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. I love spring!

Vi

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

92

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ng

Springtime – 2

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

wi

pl m

s

Sa

to

e

stri

ew

in g

swi

Vi

sti si ki

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93


ng

Springtime – 3

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

ring

sling

sting

strong

bring

Vi

ew

in g

Sa

m

pl

e

swing

94

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ng

Springtime – 4

ng

i

ng

i

w

l

ng

o

i

r

Sa

s

ng

l

i

s

o

ng

t

r

s

ng

p

r

i

t

s

i

ng

i

w

ng

s

ew

in g

s

Vi

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

Prim-Ed Publishing® – www.prim-ed.com

m

pl

e

s

ng

Reading with phonics

95


ng

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.

m

pl

e

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 g

Sa

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.

ew

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.

Vi

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. 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’. I love spring! 96

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ng

Springtime – 6 Answer the questions using full sentences. 1. What season does the writer love? 2. What happens in spring?

e

pl

m

Sa

ew

in g

3. What did the writer find at the park?

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

Vi

5. How did the writer know the bird was happy? Prim-Ed Publishing® – www.prim-ed.com

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97


ng

Springtime – 7

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

(b) Add spri to ng =

(c) Add si to ng =

(d) Add sti to ng =

(e) Add wi to ng =

(f) Add stri to ng =

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

pl

m

(b) The writer’s cat had kittens. ................

e

(a) The writer hates spring. ........................

(c) The bird was male. ..................................

Sa

(d) The writer went to the park. ................

(e) The writer has a brother. ......................

in g

(f) In spring, flowers grow. ......................... 3. Write the words in alphabetical order. bird

spring

king

2.

3.

4.

5.

6.

Vi

1.

vet

ew

swing

park

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

98

(a) ring

(b) bird

(c) vet

(d) back

(e) bee

(f) like

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ng

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

swing

clean

fly

look

pl

take

e

Add ‘ing’

wipe

m

bake

write

2. Answer the question.

Sa

hike

What goes away when ‘ing’ comes to stay?

in g

3. Write the correct ‘ing’ word in the space provided. Draw a picture to match.

I am

a cake.

Vi

ew

(a) I am going to bake a cake.

(b) I like to look at books.

I am

at books.

(c) I need to rake the leaves.

I am

Prim-Ed Publishing® – www.prim-ed.com

the leaves.

Reading with phonics

99


ng

Springtime – 9

string

sling

sting

bring

m

tingle thing

Sa

king

e

ring

pl

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

linger

sing

stingray

finger

strong

singing

long

something

ringing

Vi

ew

in g

spring

100 Reading with phonics

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wh

Howard’s wheelchair – 1 1. Circle the ‘wh’ words in this story. Howard was a little boy who could not walk. 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.

pl

While his dad fixed the wheel, Howard sat on a chair.

e

He had a wheelchair.

m

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

Sa

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

in g

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

Vi

ew

2. Draw a picture to match the story.

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Reading with phonics

101


wh

Howard’s wheelchair – 2

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

e

I am a

pl

You use me to carry things outside. .

Sa

m

I am a

Cats have these. Cats have

ew

in g

.

I can do this with my mouth. .

Vi

I can

I am round. I make things move.

I am a

.

You can grow me to make bread. I am

102 Reading with phonics

.

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wh

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

e

2. What did Dad fix?

pl

m

Sa

3. Why was his cat called Whisky?

in g

Vi

ew

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

5. What do you want to be when you grow up? Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics 103


wh

Howard’s wheelchair – 4

1. Find the words in the wordsearch. whiskers

wheel

wheelchair

whip

wheat

wheelbarrow

whistle

where

why

what

when

h

e

e

l

c

h

a

i

r

h

W

h

w

h

e

r

e

e

e

e

l

w

h

i

s

p

e

r

s

e

w

h

i

t

e

w

m

a

k

l

h

a

e

i

w

h

e

a

t

b

i

t

t

e

a

y

s

y

w

a

p

t

o

w

h

l

e

h

pl

e

w

Sa

whisper

white

ew

in g

whale

m

a

m

o

v

e

t

h

i

n

e

w

h

e

e

l

g

s

a

n

o

w

h

i

s

t

l

e

b

o

w

h

i

s

k

e

r

s

u

t

r

Vi

r

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

104 Reading with phonics

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wh

Howard’s wheelchair – 5 Circle the ‘wh’ words in this story.

Sa

m

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.

pl

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.

e

Howard was a little boy who could not walk. He used a wheelchair to move around.

in g

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.

ew

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.

Vi

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. Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics 105


wh

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

, his dad had to fix one of the . It had become wobbly after he

e

on the

at school.

pl

over a bump in the

liked to fix things

Sa

the wheel.

while his dad

on a chair

m

lifted out and

Howard had to

while he worked. Howard’s pet cat,

and he

Howard’s

climbed

and rubbed his face.

. He was

in g

tickled

His

the wheelchair

, Dad took Howard

ew

was got

Whisky

whiskers.

because he had

Vi .

him for

about

you know about whales?’ and

106 Reading with phonics

in it. He put ride. It was

planted some flowers

Howard read his

whale

the garden. Dad

and put his

in, too, and

lived. Last

,

for his

Mum, . It was called ‘What do

where different , Howard

on a

boat.

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wh

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

whale

white

wheel

wheat

whistle

whisper

whiskers

why

wheelchair

whip

whisk

Vi

ew

in g

Sa

m

pl

e

wheelbarrow

Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

107


wh

Howard’s wheelchair – 8

whiskers

white

what

wheat

Sa

m

wheel

in g

whale

e

whip

pl

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

ew

whispers

Vi

why

wheelchair

wheelbarrow while

where

whistle

when

whisk

whirl

nowhere

108 Reading with phonics

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ow

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.

pl

‘We need to check the dam. Sometimes an animal falls in and drowns.’

e

‘Help me look for our missing cow’, he said.

m

The cow was not in the dam. We checked the brown shed that had pigs in it.

Sa

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.

in g

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.

Vi

ew

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

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Reading with phonics 109


ow

The cow – 2

1. Rearrange the words to make a sentence. (a) went I to farm. visit a (b) had face. Tom his frown a on

Sa

pl

(d) started The owls hooting.

m

e

(c) had The piglets. had sow just

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

ew

piglet

Picture

in g

Add s

Vi

owl

dog

cow

towel

110

Reading with phonics

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ow

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

piglets

owls

farm

sow

howled

.

Tom lived on a

. is a mother pig.

A

.

m

heard some

pl

, and

They saw some

e

They had to look for the

for their dinner.

Sa

The dogs

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

in g

The writer went to the farm.................................... The cow was with the sow......................................

ew

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

Vi

They played outside................................................... They had a shower.....................................................

3. Write ‘ow’ to complete each word. (a) br (d) t

n er

(b) dr

n

(c) c

(e) h

ling

(f) d

n

el

(i) t

n

(g) sh

er

(h) t

(j) cl

n

(k) cr

Prim-Ed Publishing® – www.prim-ed.com

n

(l)

l Reading with phonics

111


ow

The cow – 4

1. Find the words in the wordsearch. flowers

cows

crown

town

bow

drown

owl

howls

brow

towers

down

now

sow towel

o

w

e

r

s

A

o

b

w

w

c

h

l

i

o

s

n

o

l

f

r

o

a

n

w

o

o

w

b

r

o

w

n

c

n

t

w

b

c

o

w

s

s

o

w

u

d

r

o

w

n

c

l

o

w

n

r

o

n

n

a

t

o

w

e

l

w

f

l

o

w

e

r

s

a

t

o

w

e

r

s

i

m

a

o

w

n

l

h

o

w

l

s

Vi

n

d

n

m

pl

e

h

ew

s

l

t

how

Sa

showers

frown

in g

clown

brown

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

Reading with phonics

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ow

The cow – 5

e

Circle the ‘ow’ words in this story.

pl

I went to visit my friend Tom, who lives on a farm. When I got there, Tom came running out to meet me. He had a frown on his face.

Sa

m

‘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.’

in g

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.

ew

‘How did the cow get down here?’ Tom said.

Vi

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. We played until it was night and the owls started hooting and the dogs started howling for their dinner. That night we watched a film 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! Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

113


ow

The cow – 6

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

e

pl

2. Why were they concerned about the dam?

m

Sa

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

in g

ew

Vi

4. What did they do after their showers?

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

Reading with phonics

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ow

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

sow

cow

Baby

foal

hen

e

s hor

calf

chick

e

en

pl

dog

m

piglet

py

pup

Sa

2. Colour the ‘ow’ words in. Check to see what colour to use. Find the hidden picture! green

Any words without the ‘ow’ sound dog

foal

hen

Vi

calf

piglet

puppy

t ow er

now shower

how frown

Prim-Ed Publishing® – www.prim-ed.com

crown town

when

howl

chicken

sow

farm

down

horse

owl

white

brow n

ew

blue

now, how, sow

clow n

white

frown, town, crown, clown, tower, shower, brown

in g

brown

down, howl, owl, flower, towel

king

flower

spring park

towel Reading with phonics

115


ow

The cow – 8

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

howl

now

down

sow

how

pl m

in g

drown

shower flower

frown

owl

brown

clown

crown

bow

wow

allow

ew

tower

Vi 116

towel

Sa

town

e

cow

Reading with phonics

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ar The new car – 1 1. Circle the ‘ar’ words in this story.

Ar, ar, ar, ar, it went.

Sa

Oh, no! The car would not start.

pl

When it got dark, Dad told everyone to get in the car.

m

They played in the park and had lots of fun.

e

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.

They were not very far from home, so they started to walk.

in g

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.

ew

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

Vi

2. Draw a picture to match the story.

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Reading with phonics

117


ar

The new car – 2

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

pl

e

I can hold things. I am a

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

ew

in g

.

Sa

m

.

I am up in the sky. I am a .

Vi

I have sharp teeth. I live in the ocean. I am a

. You go here to play. I am a . 118

Reading with phonics

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ar

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

start

car

garden

park

(a) (b)

e

(c)

pl

(d)

m

(e)

Sa

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

(b)

in g

(c)

(d)

ew

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

Vi

kdra

rtsa

Prim-Ed Publishing® – www.prim-ed.com

nrba

Reading with phonics

119


ar

The new car – 4

k

sh

ar

k

ar

d

ar

t

m

n

ar

b

g

d

ar

n

p

t

ar

f

m

ar

ar

t

t

ch

t

ar

Vi

y

120 Reading with phonics

pl

e

c

ew

ar

in g

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

Sa

s

e

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ar

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

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.

pl

e

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.

Sa

m

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.

in g

Oh, no! The car would not start! Ar, ar, ar, ar, ar, it went.

ew

Dad said he would call the car yard 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.

Vi

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. Mum and Dad decided to get a new car, and the next day they bought a dark blue car from the car yard. Prim-Ed Publishing® – www.prim-ed.com

Reading with phonics

121


ar

The new car – 6

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

e

pl

2. What does the word ‘market’ mean?

m

3. Why did they walk home?

in g

ew

Sa

Vi

4. Why did Dad have a sore arm?

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

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ar

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

(b) Add b to ar =

(c) Add c to ar =

(e) Add j to ar =

(f) Add t to ar =

(d) Add f to ar =

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

pl

m

(b) They went by bus. ....................................

e

(a) They went to the park. ...........................

(c) They took the cat. ....................................

Sa

(d) The car did not start. .............................. (e) They ran home. .........................................

in g

(f) Mum was in the garden. ....................... 3. Write the words in alphabetical order. car

bark

ew

market

Vi

1. 2. 3. 4. 5. 6.

Prim-Ed Publishing® – www.prim-ed.com

garden

park

dark 4. Draw a line to match the rhyming words. Mark •

• start

far •

• bark

part •

• darn

farm •

• arm

barn •

• car Reading with phonics 123


ar

The new car – 8

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

card

start

dark

farm

park

pl m

in g

garden

Sa

barn

e

car

tart

mark part

party

ark

star

far

smart

sharp

shark

harm

Vi

ew

large

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.

‘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 picked the duck up out of the muck.

When the duck was stuck – 6 ..................................... Page 6

He took the duck back to the shed.

m

Answers may vary.

Lucky duck!

1. Farmer Black, duck, hen

2. Teacher check

2. mucky mud

1. (a) stuck

(b) cluck

(d) rocks

(c) Black

(e) luck (b) 2

(c) 4

(d) 1

3. Teacher check

3. He heard the hen clucking. 4. Farmer Black grabbed the duck and pulled.

Sa

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

2. (a) 3

pl

He jumped over some rocks and a stack of hay.

e

He went to have a look.

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.

in g

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

b

u

c

d

w

e

s

t

t

r

c

k

e

t

a

n

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

u

c

k

w

e

t

1. The ai words are in bold.

r

u

s

o

c

k

i

c

k

h

j

k

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

u

c

k

a

s

d

They waited for the rain to stop. Then they went to the railway station.

x

s

a

c

k

u

j

m

f

g

h

n

e

c

k

l

m

n

c

l

o

c

k

w

Vi

1.

ew

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

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 his 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

(c) 4

(c) bait (d) 2

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 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. 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.

e

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.

It jumped into a boat floating on the water.

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.

m

2. Teacher check

Sa

Mum paid the man and they collected their tickets.

pl

The ai words are in bold.

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

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.

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

in g

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

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

ew

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.

Vi

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. Gail and her mum had a wonderful time. The train ride – 6 .......................................................... Page 14 Answers will vary. 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

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

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

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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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What a sight it was to see!

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

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

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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!

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

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.

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

Answers may vary.

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

2. Teacher check

1. Mrs Oats put a roast in the oven. 2. The goat got caught in her best coat.

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

3. Some men tried to help Mrs Oats.

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

The goat in the coat on the boat – 7 .................... Page 23

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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. Each day she watered the seeds. She pulled out any weeds.

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Answers will vary. 1. A little girl who liked to garden. 2. She planted lots of seeds deep in the ground. 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 catch – cat, a, at hat, chat down – do, on, no, own, won

Lee took care of their needs.

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The men in the truck went on with their load.

Lee’s garden – 5 ............................................................ Page 29 1. The ee words are in bold. 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 Lee was going to plant some more seeds in her garden on the weekend.

Our favourite books – 3 ............................................. Page 35 1.

2. Answers will vary. (a) seed (b) shoots coming up from the ground (c) plant with leaves and flowers (d) flower dropping seeds Lee’s garden – 6 ............................................................ Page 30 1. (a) seed, deep (b) green (c) bees (d) needs (e) beetles, feed, green (b) been (d) meet (f) sun

(b) bee (e) been

3. 1. bees 4. green

3. feed 6. seeds

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Our favourite books – 4 ............................................. Page 36

Mum likes cookbooks. She tries different recipes from the cookbooks. Some of the recipes are good to eat and others I don’t like! Dad loves to read fishing and camping books. When we go fishing he looks up what hooks to buy in his book.

4. Answers will vary.

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.

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

Our favourite books – 1 ............................................. Page 33

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My family loves to read books.

Mum likes to read cookbooks.

Dad loves to read fishing and camping books.

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

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My sister likes the book called ‘Little Red Riding Hood’. 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. There’s nothing like a good book! 2. Teacher check. Our favourite books – 2 ............................................. Page 34 Teacher check

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(c) not in the story (f) true

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1. The oo words are in bold.

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(c) seeds (f) three

(b) true (e) true

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

Lee’s garden – 7 ............................................................ Page 31 1. (a) tree (d) weed

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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. 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. (Pupils 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. (Pupils 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.

(c) wood (f) wool

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.

3. good 6. wool

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

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.

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Dad had a close look and was shocked to find a little sea creature inside.

Teacher check

Teacher check

Shane – 1 ......................................................................... Page 41 1. The sh words are in bold.

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.

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

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

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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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 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!

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Shane was going to go fishing with his dad.

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! He put it in a dish.

The fish splashed around.

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

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

(c) sheet (f) shark

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

(c) fish (f) wish

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

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

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HE IS GETTING TOO FAT!’

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

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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. He was going to watch what he ate.

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.

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!

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

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Teacher check

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

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

He liked crunchy chips.

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.

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He loved rich chocolate cake.

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

Chip loved eating the food the children gave him. It said: ‘DO NOT FEED

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THE CHIMPANZEE.

HE IS GETTING TOO FAT!’

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Poor Chip!

2. Teacher check

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

(b) chop (e) rich

(c) chin (f) chart

2. (a) false (b) true (d) not in story (e) true 3. 1. cheese 3. lunch 5. vegetables

(c) false (f) true

2. keeper 4. sign 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.

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.

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.

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.

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.

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.

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I wasn’t in a bad mood after that.

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He said he would help me make a toolbox.

My toolbox – 6 ............................................................... Page 62 1. The boy was in a bad mood because his tooth had fallen out and he looked silly.

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Dad said, ‘Let’s go into the shed.’

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

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I wasn’t in a bad mood anymore.

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

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

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

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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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2. (a) brooms (d) moons

(b) tools (e) spoons

(c) boots

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My toolbox – 4 ............................................................... Page 60

Teacher check

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

5. Mum made him jelly to cheer him up. My toolbox – 7 ............................................................... Page 63

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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 flip flops 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

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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.

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. 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.

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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3. Teacher check (b) teeth (e) three

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

(c) cloth (f) tooth

1. On Thursday, the boy lost three teeth.

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(a) path (d) mouth

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

3. The teacher put his teeth in a cloth.

Teacher Check

4. Answers may vary:

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Teeth – 4 ........................................................................... Page 68 1.

2. It is not safe because they don’t protect your feet and you can trip over.

2. The hidden sentence is ‘We have thirty-two teeth.’ Teeth – 5 ........................................................................... Page 69 All the th words are 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 flip flops. 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 flip flops 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

Teeth – 8 ........................................................................... Page 72

3. (a) They (b) the (c) this (d) there (e) That 4. this/them, there, that, they, the, them/this Teeth – 9 ........................................................................... Page 73 t

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

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. What a busy day! 2. Teacher check

Playtime – 1 .................................................................... Page 76 Playtime – 6 .................................................................... Page 81

The ay words in the story are bold. Jay and Taylor liked to play together.

1. I think they were girls because the story referred to them as ‘her’ and ‘she’.

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.

Jay and Taylor loved to play!

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

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Playtime – 3 .................................................................... Page 78

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4. Answers will vary. 5. Answers will vary.

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 3. (a) crayons (b) day (c) May (d) play (e) stay (f) tray 4. tray, may, today, lay, sway, stray, play, pray, Monday, hay, yesterday

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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.

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

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Sometimes they stayed inside and drew with crayons.

2. They played making birthday invitations, swinging on the swings and making a farm.

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Sometimes they played outside in the playground.

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On Wednesday, Taylor played at Jay’s house.

Playtime – 4 .................................................................... Page 79 Teacher check

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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. Prim-Ed Publishing® – www.prim-ed.com

Playtime – 8 .................................................................... Page 83 Teacher check My ball – 1 ....................................................................... Page 84 1. The all words in the story are bold. Yesterday we went to the shopping mall to buy a ball. I walked over to the sports stall. 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

4. (a) ball – wall, hall, call, fall, stall, small

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(b) play – may, say, day, hay, bay (c) went – sent, bent, tent, lent, rent

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

(d) man – ran, tan, fan, can (e) way – say, may, day, play, bay

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. 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. I counted out my money and paid the man. When we got home, Mum told me not to bounce the ball in the hallway.

(f) my – sigh, high, fly, dry, shy My ball – 8 ...................................................................... Page 91 Teacher check Springtime – 1 ............................................................... Page 92 1. The ng words in the story are bold. I love spring!

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The all words in the story are bold.

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.

We are going to play with my ball tomorrow.

My ball – 5 ....................................................................... Page 88 1. He bought a ball.

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

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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.

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

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Tom’s mum called out and said it was time for dinner.

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

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

(a) I have a red ball.

(b) At the market there is a stall that sells balls.

2. Teacher check Springtime – 2 ............................................................... Page 93

Teacher check Springtime – 3 ............................................................... Page 94 Teacher check

(c) I like to throw a ball onto a wall.

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(d) An ant is very small.

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

(b) small - mall, all, a

Springtime – 4 ............................................................... Page 95 Teacher check Springtime – 5 ............................................................... Page 96

(c) tall - all, a

The ng words in the story are bold.

(d) stall - all, a, tall

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

(e) call - all, a 3. Teacher check pictures. (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

Spring is the growing season. 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

3. (1) all (2) ball (3) call (4) hall (5) man (6) small 134 Reading with phonics

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

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. 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’. I love spring! Springtime – 6 ............................................................... Page 97 Answers to questions may include 1. The writer loves spring.

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. 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.

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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 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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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.

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!

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are lots of swings at our park.

2. Teacher check

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

2. In spring the sun shines, the birds sing and the flowers bloom. 3. The writer found a bird on the ground. 4. Answers will vary.

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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 4. Word that rhymes may include:

Teacher check

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.

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(b) bird – heard, third, word, stirred (c) vet – pet, wet, set, get, let, met (d) back – sack, lack, tack, pack

Springtime – 8 ............................................................... Page 99

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(a) baking (b) looking (c) raking Springtime – 9 ............................................................ Page 100 Teacher check

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2. The hidden sentence is: ‘Wheels make it easy to move things about’.

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.

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.

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. We played until the owls started hooting and the dogs started howling for their dinner. 2. Teacher check

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Howard said that when he grows up, he wants to study marine life, especially whales.

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.

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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.

The cow was not in the dam. We checked the brown shed that had pigs in it.

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He was called Whisky because he had long whiskers.

‘We need to check the dam. Sometimes an animal falls in and drowns.’

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Howard’s pet cat, Whisky, climbed onto Howard’s knee and rubbed his face. His whiskers tickled Howard.

‘Help me look for our missing cow’, he said.

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.

The cow – 2 .................................................................. Page 110

1. (a) I went to visit a farm. (b) Tom had a frown on his face. (c) The sow had just had piglets. (d) The owls started hooting.

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Howard’s wheelchair – 6 ........................................ Page 106

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Howard’s wheelchair – 7 ......................................... Page 107 w

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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 1.

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Howard’s wheelchair – 8 ........................................ Page 108 Teacher check

136 Reading with phonics

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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.

‘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.’

They were not very far from home, so they started to walk.

‘Now we can play!’ said Tom.

That night we watched a film 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.

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I always enjoy going to the farm!

The cow – 6 .................................................................. Page 114 For example:

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. 4. After their showers, they went and played.

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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 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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2. Teacher check

The new car – 2 .......................................................... Page 118 Teacher check

The new car – 3 .......................................................... Page 119

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We played until it was night and the owls started hooting and the dogs started howling for their dinner.

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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.

The next day, Dad went and got a new dark blue car.

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‘How did the cow get down here?’ Tom said.

Mum was in the garden. Dad went inside and rang up the car yard to tow the car. We went inside to have some tart.

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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.

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.

1. For example: (a) It was very dark. (b) The car would not start. (c) We have a red car. (d) Mum likes to weed in the garden. (e) I like to play at the park. 2. (a) card (b) shark (c) star (d) tart 3. Teacher check (a) dark (b) car (c) star (d) barn The new car – 4 ........................................................... Page 120 Teacher check The new car – 5 ........................................................... Page 121 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 car yard and they could come Reading with phonics

137


ANSWERS 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. 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. Mum and Dad decided to get a new car, and the next day they bought a dark blue car from the car yard.

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The new car – 6 ........................................................... Page 122

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.

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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The new car – 7 ........................................................... Page 123

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1. Bart and Mark went to the park.

3. (1) bark (2) car (3) dark (4) garden (5) market (6) park

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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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6308 Reading with Phonics Book 1