Phonics in Context: Book B

RIC-0648 6.3/258

Written by Gunter Schymkiw Published by R.I.C. Publications www.ricgroup.com.au

Phonics in context (Book B) Published by R.I.C. Publications® 2003 Copyright© Gunter Schymkiw 2003 ISBN 978-1-86311-895-8 RIC–0648 Additional titles available in this series:

Phonics in context (Book A)

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This book is dedicated to my wonderful and inspirational mother, Inge Schymkiw.

— Gunter Schymkiw

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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.

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:

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Signature of Purchaser:

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School Order# (if applicable):

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages.

It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

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

Foreword Phonics in Context – Book B provides opportunities to expand students’ sight and phonic vocabularies in the context of a story. The book contains a selection of stories, each concentrating on a particular sound group. The content of each story and accompanying artwork add a humorous element – appealing to both students and teachers!

Activities accompanying each story enable students to practise the phonic sound group graphologically as well as providing comprehension and word study exercises.

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

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Other book in the series are: Phonics in Context – Book A

Teachers Notes ................................................................................................................................ iv Outcome Links .................................................................................................................................. v

Title

Phonic Sound

Pages

The Great Race ...................................................... ch .............................................................. 1 – 2 On Board Shellfish .................................................. sh .............................................................. 3 – 4

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

Thin Thistles .............................................................. th .............................................................. 5 – 6

What? When? Where? and Who? ...................... wh ............................................................. 7 – 8 The Magic Show ......................................... a-e, i-e, o-e, u-e ................................................ 9 – 10 The Great Escape .................................................. all .......................................................... 11 – 12 Nursery Rhyme Land ..................................... ell, ill, oll, ull ................................................. 13 – 14 Spoon’s Trip to the Moon ...................................... oo .......................................................... 15 – 16 A New House for Mouse ........................................ ou .......................................................... 17 – 18

m . u

The Noisy Boy ....................................................... oi, oy ....................................................... 19 – 20

w ww

Kylie’s Dreadful Day ............................................... ea .......................................................... 21 – 22 The Fairly Hairy Fairy ............................................... air .......................................................... 23 – 24 Powergrip Strong ......................................... scr, spl, spr, str ............................................... 25 – 26

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Lisa and Grace .................................................. ace, ice ..................................................... 27 – 28

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Fright Night ............................................................. igh ......................................................... 29 – 30 Cats and Mice ...................................................... aw ......................................................... 31 – 32

Drew’s Trip ............................................................... ew ......................................................... 33 – 34 Madge Budgerigar ...................... adge, edge, idge, odge, udge ................................ 35 – 36 Teapots in Love ...................................................... ove ......................................................... 37 – 38 Hare’s Day ......................................................... are, ear ..................................................... 39 – 40 Rose and the Knight ........................................... kn, gn ...................................................... 41 – 42 The Good Cookbook ............................................ oo .......................................................... 43 – 44 Queenie the Queen Bee ...................................... qu .......................................................... 45 – 46 Elephant Mixture .................................................... ph .......................................................... 47 – 48 Could Have, Would Have and Should Have ......................................................... ould ........................................................ 49 – 51 Mum’s Quiet Day Writing Letters .......................... wr .......................................................... 52 – 54 Rough Tough Gough .......................................... ough ....................................................... 55 – 57 Answers ................................................................................................................................... 58 – 59

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Phonics in Context

i

Teachers Notes Phonics in Context –Book B contains a selection of stories, each concentrating on a particular phonic sound group. Accompanying each story are activities to consolidate and extend students’ knowledge in word recognition, spelling, comprehension and word study.

Each two-page or three-page lesson introduces a group of sight words and a sound group. These should be treated before the story is introduced.

Depending on the ability of each student, the story should be read with the students – individually, in small groups or as a whole class

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

Artwork contains a humorous element, appealing to the students (and teachers!). It also assists in understanding what the story is about.

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Students are then required to complete the story by filling in the phonic sound – in this case all.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• When the story has been completed, opportunities should be given for the student to

Vocabulary chosen includes high frequency words and phonic focus group words, as well as a selection of general related words.

participate in oral reading of the story.

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A spelling activity is always included, where students are required to LOOK, SAY, COVER, WRITE and CHECK a selection of words from the phonic sound group.

A comprehension activity is always included, where students use phonic sound group words to answer the questions.

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The final activities vary. They may be a read and draw, word search or a word shape exercise using words from the phonic sound group

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Phonics in Context

ii

iiiOutcome

Links

The activities in this book have been written to develop the following outcomes in English.

State

Strand

National

Level

Outcome(s)

Speaking and Listening Contextual Understanding

2

2.2

Texts

2

2.5

Linguistic Structures and Features

2

2.7

Strategies

2

2.8a

2

2.12b

1

TS1.2

Reading and Viewing

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

Strategies

Talking and Listening

Victoria

Skills and Strategies

Reading Reading and Viewing Texts

1

Skills and Strategies

1

Language Structures and Features

1

Writing Skills and Strategies

1

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NSW

RS1.5 RS1.6

RS1.8

WS1.11

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• Speaking and Listening

Linguistic Structures and Features

2

2.3

Reading

2

2.5(a), 2.5(b)

Linguistic Structures and Features

2

2.7(a), 2.7(b)

Strategies

2

2.8(b)

Writing

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WA

Strategies

2

Speaking and Listening

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Texts

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Contextual Understanding

2

Reading

2.12

SL2.2

Use of Texts

2

R2.1

Conventions

2

R2.3

Processes and Strategies

2

W2.4

Processes and Strategies

2

W2.4

Texts and Contexts

1

1.3

2

2.3

1

1.5

2

2.5

1

1.11

Writing

SA

Language

Strategies Queensland

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Refer to Curriculum documents on http.//www.qscc.qld.edu.au

Phonics in Context

iii

champion chocolate Charles

Sight Words great animals quickly nowhere banana roadside

r o e t s Bo r e p The Great Race ok u S

imps,

It was a

illy day in

arles

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‘ch’ Words chap chat chin cheer checked such children chicken chilly chuckle chimp chuckled chase check chew í˘ą Write ch to finish the story. í˘˛ Circle the sight words in the story.

uckle Town.

icken and

umba the

imp were going to have a race. um the dog.

‘Go!’ said

ickens and other animals clapped and

ŠR .

I .

Cthe .Pub l i c at i onSoon s he could umba imp ran quickly. no longer see arles the p icken. •f o rr ev i ew ur posesonl y• eered.

seen. ‘He is su

ecked but a slow

w ww

himself. ‘I can stop and omp on my

arles was nowhere to be

ap,’ ew on my

uckled

umba to

m . u

He stopped and

ewing gum. I can

ocolate and banana cake. I can

ildren on the roadside.’ . t e o umba did these things and began to feel sleepy. c . c e helay umba down and put his r ‘I will rest.’ o t r s s r u e p in in his hands.

with

at

Soon he was fast asleep. He was woken by the sound of

eering.

arles the

icken had

ased hard all the way. He had got to the finish line first. He was the

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ampion!

Phonics in Context

1

í˘ł Look, say, cover, write and check each ch word. (a) chin

(b) chicken

(c) chew

(d) chuckle

(e) chat

(f) chocolate

í˘´ Answer with ch words.

r o e t s Bo and r e the p the ok u S (b) Where did they live? in Town

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(a) Who were having a race?

(c) What sort of day was it? (d) What did Chumba chew on? gum

(e) What did Chumba chomp on?

(f)

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C.Pu bl i cat i ons and banana cake What woke Chumba? •f o rr evi ew pur posesonl y•

the sound of

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umba the

a

m . u

í˘ľ Finish the ch words, then draw and colour each picture.

o c . che e r o t r s eering animals super imp sleeping

ocolate and banana cake

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a Phonics in Context

icken

ewing 2

‘sh’ Words Ashley she shell shape ship shore shiver shellfish brush wash wish splash dash dish fish hush rush polish dishwasher í˘ą Write sh to finish the story. í˘˛ Circle the sight words in the story.

Sight Words holiday watched sailor everything

rThe good B e ip o ellfi sailed p o u on the smooth water. A k ley and his S mum were on a holiday trip. ‘Make a wi

,’ said Mum to A

There was a spla

ley.

nearby as a

jumped. A smile fla

fi

ley’s face. ‘What did you wi

A

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On Board Shellfish or e st

ed across

for?’ asked Mum.

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C.Publ i cat i o n s you with the wa er to help es, Mum,’ said ley. kissed An dirty• di f or r evi e wA pur pMum ose so l yley•on the ‘I wi

ed that we had a di

,’ said Mum.

cheek. ‘Thank you for your wi ed as the

would take on fre

food and water before fini

ip came in to

ore. It

m . u

w ww

Everything was hu

ing the trip.

ley watched as sailors

The next morning Mum and A

ed here and there with bru es. . t e o ing ellfi c .

They were scrubbing and wa . ciph e r to be ip ape ‘I want this er o t s s r u e p before we sail,’ outed Captain

ru

ivermetimbers. ‘Wa

soon set sail. A

! Scrub!’

ed here and there and soon

The sailors da

ellfi

! Poli

was

ip

ape.

e

ley and Mum were heading

home. www.ricgroup.com.au

Phonics in Context

3

í˘ł Look, say, cover, write and check each sh word. (a) ship

(b) fish

(c) wish

(d) shell

(e) wash

(f) brush

í˘´ Answer with sh words.

r o e t s Bo r e pwish for? ok (b) What did Ashley u S a (a) What was the ship called?

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the

(c) What was the captain’s name?

Captain

(d) What did he want the ship to be? (e) What did the sailors do?

shiver dashed washing

w ww

flash splash blush shore wish ship dishwasher

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í˘ľ

here and there with Š R. I .

C.Publ i cat i ons Choose ao different colour for each word. •f rr e vi ew push r p osesonl y•

. te

o c . che e r o t r s supe r í˘ś Finish the sh words, then draw and colour each picture.

dirty di www.ricgroup.com.au

es

a di Phonics in Context

wa

er 4

‘th’ Words thrown these thing thunder thirteen thistle

the thick thank

those thrice thirty

Sight Words answering questions gravel

thin three that

í˘ą Write th to finish the story. í˘˛ Circle the sight words in the story.

was talking to

e

irty

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‘

r o e t s Bo r e Thin Thistles p o u irteen in istles were rice k S rown down,’ said Mr Tonguetwister. He irteen-year-

olds in his class. ‘What does “

rice� mean please, Mr

Tonguetwister?’ asked

eo.

Š Rrice!? .

I .

CIt. Publ i c at i ons undered means ree times,’ Mr Tonguetwister to •f orr e vi eweo.pur posesonl y• rice!?

an, ‘what is a

‘And, please, sir,’ asked E in

‘A

w ww

prickly

ink!’

istle? A ing not a

in

in

istle? It’s a

istle?’ in

m . u

‘

ick one. I wish you children would

undered Mr Tonguetwister.

ea. . te stopped undering. He talked about o Mr Tonguetwister his c . ch e days as a young man. r eer o st sup er young men ese days in ose ‘We weren’t like ‘

ank you for answering our questions,’ said

days,’ said Mr Tonguetwister. ‘ pointing to some gravel. Soon

at is all we had to eat,’ he said e

irty

irteen-year-

olds were crying and so was Mr Tonguetwister.

Did you notice the different sound th makes in thin and then? www.ricgroup.com.au

Phonics in Context

5

3

4

Look, say, cover, write and check each th word. (a) thin

(b) thirty

(c) them

(d) these

(e) those

(f) thank

Answer with th words.

r o e t s Bo r e , and p ok u (b) How old Swere they?

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(a) Which three children are named in the story?

(c) How many children were in the class? (d) What is ‘prickly’ in the story? a (e) How many thistles were thrown? (f) How many times were they thrown?

© R. I .

C.Publ i cat i ons three this thrown that think •f or r evi ew pur po seso nl y• thunder

Write the th word that fits in each shape.

(b)

w ww

(a)

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(c)

o c . c e Finish the th words,h then draw and colour eachr picture. er o t s super

(d) 6

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5

ree www.ricgroup.com.au

(e)

ick

(f)

ings Phonics in Context

ree

in

ings 6

Sight Words bowl wallaby front guess unusual

‘wh’ Words why when who where who’s whip whole whiskers whistle whisper wholemeal

what whose white

í˘ą Write wh to finish the story. í˘˛ Circle the sight words in the story.

or e

p‘Wh makes an unusual sound,’ oksaid Mr u S ippersnapper to his class. ‘Sometimes it

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t s Bo r What? When? and Who? e Where?

says “h�, like in a word such as ... er... er... ’

‘Such as in “hair� in “the hair on my chinny-

chin-chin�,’ said the little pig sitting in the front seat.

oa ,t ose, Š R. I .

C.Publ i c i on s o’s, ole and olemeal bread, ’ said Mr Whippersnapper. • f orr ev i ew pur posesonl y•

‘Yes, yes! That’s right! In words like

‘Other times it says “w� in a word such as er ... er ...’

w ww

on the left-hand side. ‘Yes, yes! That’s right! Just as in

ite,

ip,

m . u

‘Such as in “wolf�?’ asked the little pig sitting third from the back

at,

ere,

iskers and ispers,’said Mr ippersnapper. . tasked Willy Wallaby. y ?’e ‘ o c . ch ‘ y? y?’ asked Mr ippersnapper, e r e o t r s super raising his voice. en,

‘The answer to “ The lunch Mr

y � is “

istle went.

ippersnapper went to eat his lunch.

Can you guess

at it was?

Yes, that’s right. It was a bowl of www.ricgroup.com.au

o knows�.’

ipped cream.

Phonics in Context

7

í˘ł Look, say, cover, write and check each wh word. (a) what

(b) who

(c) why

(d) whose

(e) when

(f) whole

r o e t s Bo r e p ok Mr u S (b) Which five ‘wh’ words did Mr Whippersnapper say made the ‘h’

í˘´ Answer with wh words.

sound? ,

,

’

,

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(a) Who was the teacher in the story?

and

(c) Which seven ‘wh’ words did Mr Whippersnapper say made the

Š R. I .

C.Publ i cat i ons , , , , •f orr e v i e w p u r p o s e s o n l y • , and

‘w’ sound?

cream

w ww

a bowl of

. t what e where

í˘ľ Choose a different colour for each wh word. whole who whistle white

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m . u

(d) What did Mr Whippersnapper have for lunch?

o c . che e whiskers r o t wholemeal r s super why whose

Phonics in Context

8

‘a-e’ , ‘i-e’, ‘o-e’, ‘u-e’ Words mad made hid hide at ate

school stood would í˘ą Use the words above to finish the story. í˘˛ Circle the sight words in the story.

Sight Words alphabet decide gnome laugh done hour

happen want

r o e t s The Magic Show Bo r e

p u on a magic S show.

ok

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Teac he r

One day, after school, the letters of the alphabet decided to put

‘The children are not here. Let us begin!’ said big ‘A’. ‘Watch me!’ shouted ‘b’.

He jumped onto the back of ‘l-a-m’ but nothing happened. ‘L-a-m’ and ‘l-a-m-b’ sounded just the same.

Š R. I .

C.Publ i cat i ons He jumped onto the end of ‘t-h-u-m’ but the same thing •f o‘T-h-u-m-b’ rr evi e w pu r p sesonl y• happened. sounded just theo same. ‘Okay, well watch this,’ said ‘b’.

‘My turn,’ said ‘k’. She stood in front of ‘night’,’new’ and ‘not’ but the

w ww

just the same.

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‘G’ told a very funny joke. This is how it went.

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same thing happened again. ‘Knight’, ‘knew’ and ‘knot’ sounded

o c He was not there in the afternoon. He must have g-nome (gone . che e r o home).’ All the letters laughed.

At last it was ‘e’s’ t r s turn. He was the super star of the show. He stood at the end of some lined-up letters. He ‘I saw a gnome when I was walking in the forest this morning.

turned ‘mad’ into’ ‘ ’.

’, ‘hid’ into ‘

’ and ‘at’ into

‘More! We want more!’ shouted the letters. They did not let him leave the stage for two hours. You can see some of his tricks on the next page of this story. www.ricgroup.com.au

Phonics in Context

9

í˘ł Below are some of ‘e’s’ magic tricks. Look, say, cover, write and check each word. (a) mad

(b) made

(c) at

(d) ate

(e) hid

(f) hide

(g) rid (i)

r o e t (j) robe s Bo r e p (l) hope ok u S (n) cube (h) ride

rob

(m) cub (o) cut

(p) cute

(q) shin

(r) shine

(s) strip

(t) stripe

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Teac he r

(k) hop

í˘´ Sort the long and short vowel words into the correct hat.

Š R. I .

C.Publ i cat i o ns Short vowels •f orr evi ew pur posesonl y•

w ww

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stop ship

shine bone

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m . u

Long Vowels

o c . che e r o t r s super

flap flat

home hole

rope from

blot blob

Phonics in Context

shut flute

wine set

shame drive

broke pin 10

all wall

‘all’ Words ball call fall small shall hall

against minute around

tall

Sight Words sports wardrobe agreed surprise

í˘ą Write all to finish the story. í˘˛ Circle the sight words in the story.

Teac he r

She was talking to the b

s in Jarrad’s

sportsbag. that bad,’ said a sm

‘You c b

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r o e t s Bo r e The Great Escape p o u k ‘He hits me against the w S day long,’ said Tessa Tennis B .

in the corner of the bag. It was Grace Golf B

.

Š R. I .

C.Publ i cat i ons . It took me more than a minute to f Town H •f orr e vi ew pur posesonl y•back to ‘Last week he hit me up so far that I could see over the top of the

the ground.’

was next. He told them a shocking story of how

w ww

Fraser Footb

he was kicked around

‘We sh

. te

m . u

the balls agreed.

‘Wow! That’s bad!’

winter.

plan a great escape,’ said Cameron Cricket

o c . ch wardrobe. e r e o t r s upagreed.

They s er B

who was on top of Jarrad’s t

‘Here he comes!’ shouted Scott Soccer B

.The b

s were

still.

Jarrad was in for a big, big surprise.

Did you notice the different sound all makes in the word shall? www.ricgroup.com.au

Phonics in Context

11

í˘ł Look, say, cover, write and check each all word. (a) all

(b) ball

(c) call

(d) fall

(e) wall

(f) small

í˘´ Answer with all words.

r o e t s Bo r was hit against e p ok day long. the u S (ii) Grace Golf was hit over the Town

(a) What did Jarrad do to each ball?

.

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Teac he r

(i) Tessa Tennis

was kicked around

(iii) Fraser winter .

(b) Where was Cameron Cricket Ball? On top of the t wardrobe.

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

w ww

. te

Grace Golf B

Scott Soccer B

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m . u

í˘ľ Finish the all words, then draw and colour each picture.

o c . che e r o t r s super Tessa Tennis B

Fraser Footb

Cameron Cricket B

Phonics in Context

12

bell Kelly Jill

dell jelly hill

‘ell, ill, oll, ull’ Words fell sell seashell tell well William Bill Molly seagull

yellow still

Sight Words contest nursery rhyme woman seashore lemons answered class oranges

í˘ą Write ell, ill, oll or ull to finish the story. í˘˛ Circle the sight words in the story.

Teac he r M

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r o e t s Bo r e p ok Nursery Rhyme Land u ‘That is the S h that Jack and J went up,’ said Mrs

er. She was taking the class on a trip to Nursery Rhyme

Land.

‘And that is where Jack f

down,’ she went on. ing? asked B

‘What is that woman s

.

Šer.R. I .

C.Publ i cat i ons •f orr e vi ew pur posesonl y• A seag flew by.

‘Oh, she s

s seash

s by the seashore,’ answered

Mrs M

and listen to the b

‘Can you t

w ww M

s,’ said W

iam.

me what they are saying?’ asked Mrs

er.

m . u

‘Keep st

. y. te o c On the way home the class had a . c e hcould r contest to see who say er o t s s r u e p y, y ow j y’ ‘red j ‘Ding-dong-d

, Pussy’s in the w

M

,’ answered

the fastest three times.

All of the children did w K

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but

y was the winner.

Phonics in Context

13

í˘ł Look, say, cover, write and check each ell, ill, oll or ull word. (a) bell

(b) shell

(c) fell

(d) jelly

(e) still

(f) seagull

í˘´ Answer with ell, ill, oll or ull words.

r o e t s Bo r e p ok (b) Who went u up the hill? Jack and S (c) What did the woman sell? (a) Who was the teacher in the story?

on the seashore

(d) What were the bells saying? , Pussy’s in the

Ding-dong-

(e) Who won the contest?

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Teac he r

Mrs

Š R. I .

C.Publ i cat i ons , red •f orr evi e w pur posesonl y•

(f) What did she say the fastest three times?

í˘ľ Write the word that fits in each shape. sell

w ww

(a)

. te

(d)

seagull

bell

(b)

seashell

(c)

jelly

m . u

yellow

o c . che (e) e r (f) o t r s super

í˘ś Finish the ell or ull words, then draw and colour each picture.

seag www.ricgroup.com.au

eating j

y

three y

Phonics in Context

ow seash

s 14

moon zoom cool

soon pool too

‘oo’ Words noon spoon room gloom food foolish

Sight Words know story hired afterwards basket rainclouds afraid

afternoon balloon

í˘ą Write oo to finish the story. í˘˛ Circle the sight words in the story.

e oran away with the Everyone knows how the disho p u happened S sp n. Not many know what k afterwards. Here is one story.

n they met up with the cow

The next aftern

that jumped over the m

n. Dish and

n said they would like to go to the m

sp

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Teac he r

or eB Spoon’s Trip to the Moon st r

nt

.

Š R. I .

C.Publ i cat i ons m of ming up, up, up. They went through the gl rainclouds. •f orr evi ew pur posesonl y• n they all hired a ball

The next day at n

n. S

n they

were z

d! Do we have any f

d?’ asked Dish.

d,’ answered Sp

‘No f

w ww

‘There was not enough r

‘Brrrr! It’s very c

n (who had done the packing). m in the basket.’

l up here,’ said Dish.

m . u

‘F

n,’ said Sp n. . te ,’ agreed Dish. ‘Me t o c . che S n the balloon began to fall. Down, down,e down it went r o t r sney’s until, ‘Splash!’ It had fallens into Miss Mr up e ‘I vote that we forget about the m

p

l.

Miss M ‘Oh you f

ney came running out. lish dish and sp

shouted. Dish and Sp

n were afraid—so

the Dish ran away again with Sp

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n!’ she n.

Phonics in Context

15

í˘ł Look, say, cover, write and check each oo word. (a) moon

(b) spoon

(c) food

(d) balloon

(e) cool

(f) room

í˘´ Answer with oo words.

r o e t s Bo r e p ok (b) What did they hire? a u S they bring with them? (c) What didn’t (a) What did Dish and Spoon want to do?

(d) Why hadn’t Spoon packed food? there was not enough

(e) Where did the balloon land? ’s

in Mrs

Š R. I .

C.Publ i cat i ons up there.

It was •f orr evi ew pur posesonl y• Choose a different colour for each oo word. (f) Why didn’t they get to the moon?

too spoon noon balloon foolish pool afternoon

w ww

soon food cool

. te

m . u

í˘ľ

ew i ev Pr

Teac he r

go to the

o c . che e r o t r s super

í˘ś Finish the oo words, then draw and colour the picture.

a teasp www.ricgroup.com.au

n and a tablesp Phonics in Context

n 16

out sound mouse

‘ou’ Words bound found about around ground loud aloud crouch round

Sight Words lucky asleep itself perhaps scraps once

hound house shout

í˘ą Write ou to finish the story. í˘˛ Circle the sight words in the story.

Teac he r h

se.

A little m

se put its head

its hole and looked ab

t of

t.

ew i ev Pr

r o e t s r e House forBMouse oo Ap New u S There was not a s nd in thek It was night-time.

Š R. I .

C.Publ i cat i ons nd the corner. just ar or evi ewnice pu r po so l ynd•the se r found some scraps ass ite went arn The • m f

The farmer’s h

farmh

nd lay asleep on the gr

w ww

d sh

t.

. te o c nd woke up and made a b nd at . the m che e r o t r s super se is in our h

se!’ sh

ted Mrs R

farmer’s wife.

The h

m . u

se.

All at once there was a l ‘A m

nd

‘Perhaps it is time I f se!’ said the m

as it cr

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se.

se was lucky this time.

The m

h

nd, the

Phonics in Context

nd a new se to itself

ched on the gr

nd.

17

í˘ł Look, say, cover, write and check each ou word. (a) out

(b) round

(c) mouse

(d) sound

(e) shout

(f) house

í˘´ Answer with ou words.

o e t s justr Bo the corner. r e ok (b) Who gaveu ap loud shout? Mrs Sshe call out? (c) What did (a) Where was the farmer’s hound sleeping?

‘A

is in the

ew i ev Pr

Teac he r

On the

!’

(d) What did the hound do?

It woke up and made a

the

at

.

Š R. I .

C.Publ i cat i ons ‘Perhaps itr ise time I wp as new •f or vi e ur po esonl y•.’

(e) What did the mouse say to itself?

í˘ľ Write the ou word that fits in each shape. aloud

w ww

(a)

. te

(d)

found

out

sound

crouch

m . u

ground

(b)

(c)

o c . che e r o (e) t r s (f) super

í˘ś Finish the ou words then draw and colour each picture.

The m www.ricgroup.com.au

se f nd a new h se.

The h

Phonics in Context

nd lay on the gr nd.

18

‘oi’ and ‘oy’ Words Joy toy Troy enjoy oyster annoy voice choice oil

boy royal noise

Sight Words across except birthday choose princess want everything their

toyshop boil spoilt

í˘ą Write oi and oy to finish the story. í˘˛ Circle the sight words in the story.

Teac he r

ew i ev Pr

r o e t s BoNoisy Boy r e The p o u k Tr and Mum took the twins, S , to the t shop. She J said they could choose t for their birthday.

Tr

’s ch

train.

s

ce was a t

Š R. I .

C.Publ i cat i ons ‘You will have to look after it and l it,’ said Mum. •f orr evi ew pur pose sonl y• ‘I would like the princess doll and her r al castle,’ said J

.

They went to have lunch.

w ww ‘I want ann

sters! I want

. te

ing v

sy.

m . u

who sat across from them was very n

A little b

sters!’ he yelled in an

ce.

o c . ‘Did you enj ctoday?’ asked Mum e her r o when they got home. t s super ‘Eat your hard-b

led eggs first,’ said the b

.

‘Yes thanks, Mum,’ said Tr ‘I enj

ed everything except that ing b

ann v

’s mother.

ce,’ said J

with the loud . ‘He sp

lt

our lunch!’

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Phonics in Context

19

í˘ł Look, say, cover, write and check each oi or oy word. (a) boy

(b) enjoy

(c) toy

(d) noisy

(e) oil

(f) voice

í˘´ Answer with oi or oy words.

and r o e t s Bo r e (b) Which shop did they go to? p ok u the S (c) Who sat across from them at lunch? a little

(d) What did he want?

(e) What did he eat first?

Š R. I .

C. Publ i cat i ons eggs What spoilt their lunch? •f o rr ev i ew pur posesonl y•

hard(f)

ew i ev Pr

Teac he r

(a) Who were the twins?

the annoying

with the loud

w ww

. te

four

m . u

í˘ľ Finish the oi or oy words, then draw and colour each picture.

o c . che e something that makes a loud r o st n se super sters r

a hard-b led egg in an eggcup www.ricgroup.com.au

your favourite t Phonics in Context

20

‘ea’ Words read ready feather spread ahead thread

head tread dreadful

Sight Words morning tried everything some caught does

bread weather

í˘ą Write ea to finish the story. í˘˛ Circle the sight words in the story.

Teac he r

the teacher. dful, just dr

‘It was dr

dful,’ said Kylie. d.

‘When I got up in the morning I hit my h

ew i ev Pr

r o e t s BDay r e oo Kylie’s Dreadful p u k S ‘Tell us about your bad day,’ said Mr F ther,

d a book about how to make Š R. I .

C.Publ i cat i ons d so I tried to make some. I got everything r dy and br •f ord.r e vi ew pur poseso nl y• It caught fire and the fire spr d!’ went ah

‘Then I r

. te

‘It was a dr

ther shaking his

Kylie went on, ‘The next thing I did was d o c ther was out on the floor. As the w. che cold e r I put on a t jumper. o r s I pulled a thr d s r u e p in it. It does not look good now.’ tr

d on the cat which was spr

dful day,’ said Mr F dful, dr

‘Yes! Dr h

dful,’ said Mr F

d.

w ww

h

dful, just dr

m . u

‘Dr

dful, dr

ther. dful,’ said Kylie, shaking her

d.

Did you notice the different sound ea makes in teacher? www.ricgroup.com.au

Phonics in Context

21

í˘ł Look, say, cover, write and check each ea word. (a) head

(b) read

(c) ready

(d) bread

(e) thread

(f) weather

í˘´ Answer with ea words.

r o e t s Bo r Mr e p o u k (b) What sort of day did Kylie have?

S day a (c) What did Kylie hit when she got up in the morning? her

(d) What was the book about? how to make

ew i ev Pr

Teac he r

(a) Who was Kylie’s teacher?

Š R. I .

C.Publ i cat i ons out on the floor •f orr evi e w pur posesonl y•

(e) Where was the cat?

(f) Why did she put on a jumper?

w ww

í˘ľ Choose a different colour for each ea word. feather read tread

ready . head t e bread

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spread thread weather

m . u

was cold

the

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

Phonics in Context

22

air hair chair

‘air’ Words fair fairy fairly pair upstairs

airy hairy stairs

Sight Words wanted outside inside nobody knows often

hairdresser downstairs

í˘ą Write air to finish the story. í˘˛ Circle the sight words in the story.

r oHairy The r Fairly eBFairy st

ly h

Teac he r

f

He flew upst

downst

oo k s.

y with

ew i ev Pr

eyf p u hS flew to the st

The f

s. He flew s.

He put on a p

of his best socks

and sat in a ch

.

so Š R. I .

C.Pu bl i cat i ons he flew outside where it was y. •f orr evi ew pur p osesonl y•

He wanted some fresh

He flew inside and kept buzzing upst

f

s. He does this thing

w ww

ly often. Nobody knows why.

Now and again he flies to the h h . te

m . u

and downst

s

dresser to have his

o c . í˘ł Write an air wordc for each clue and draw the picture. e he r o t r (a) It grows on your (b) You climb up and (c) Something to sit on. s s r u e p head. down on these. f

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cut.

Phonics in Context

23

í˘´ Look, say, cover, write and check each air word. (a) hair

(b) stairs

(c) pair

(d) hairy

(e) chair

(f) fair

í˘ľ Answer with air words.

r o e t s Bo r . e p ok (b) Where didu he fly first? to the S

(a) What was the fairy’s hair like?

ew i ev Pr

Teac he r

It was

(c) Where did he fly next?

(d) Where did he fly after flying upstairs?

(e)

Š R. I .

C.Publ i cat i ons Where did he sit? in a • f orr evi ew pur posesonl y•

(f) Why did he fly outside? He wanted fresh

.

m . u

(g) Where does he go now and then?

w ww

to the

í˘ś Write the air word that fits in each shape. stairs

(a)

downstairs fairy chair hairdresser . te o c . che e r (b) o t r s super

(c)

(d)

(e)

(f)

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Phonics in Context

pair

24

‘scr’ ‘spl’ ‘spr’ and ‘str’ Words screaming scrap script screwed strong screen scrub scramble sprang spread spring splendid scrape stripe strawberry street Australia scruffy scratch í˘ą Write scr, spl, spr and str to finish the story.

Sight Words offer filthy blanket armpit grass shiny written title actor

r o e t s Bo r e Powergrip Strong p ok u uffy looking man.

S Lauren looked at the He sat He

ew i ev Pr

Teac he r

í˘˛ Circle the sight words in the story.

atching himself.

ambled to his feet and went to a tap.

He began to

ape and

ub

himself. He sat next to a rich looking lady on a

ŠR .

I .

C.Publ i cat i ons from an old, filthy looking sack. •hef o rr ev i e w pu pos esonl y • ang from When lifted his arm showing hisr armpit, she eet

uffy looking man

eaming very ead out an old

w ww

blanket on the grass. ‘

ike me lucky!’ said Lauren to herself.

m . u

the bench and ran down the loudly. The

awberry

park bench and offered her a

endid! endid!’ said a shiny looking man in a . te o iped shirt. He had a ap of paper. with the word c che e r ipt’ written on it. He ewed it up and put it in a ‘ o t r s s r upe bin. ‘Ah!’ said Lauren to herself. Now she could see what was ‘

going on. The

uffy man was the famous actor, Powergrip

ong. They were making a film. It will be on the een soon. Its title is ‘

ingtime In Au

alia.’

Don’t miss it, will you?

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Phonics in Context

25

í˘ł Look, say, cover, write and check each word. (a) scrap

(b) splendid

(c) spring

(d) street

(e) strong

(f) scratch

r o e t s Bo r e p ok himself u (b) What didS he do after going to the tap?

í˘´ Answer with scr, spl, spr or str words.

and

He began to

(c) What did he offer the lady? a

ew i ev Pr

Teac he r

(a) What was the man doing when Lauren first saw him?

himself.

(d) What did the lady do after Powergrip lifted his arm?

She

(e) (f)

from the bench and ran down the

very loudly. Š R. I .

C.Publ i cat i ons What was written on the scrap of paper? •f orr evi ew pur posesonl y• What did the man in the striped shirt do with the scrap of paper? it up and put it in the bin

(g) What is the film called?

m . u

w ww

. te

in

í˘ľ Choose a different colour for each scr, spr, str or spl word. spread stripe script scruffy scream screwed splendid strike strawberry

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o c . che e r o t r s super

Phonics in Context

26

face mice slice

‘ace’ and ‘ice’ Words race trace space nice rice spice twice advice price

Sight Words trouble during night could would once

place ice-cream

í˘ą Write ace or ice to finish the story. í˘˛ Circle the sight words in the story.

or eBo p o u k Lisa and Gr S had trouble

with m

at their pl

.

ew i ev Pr

Teac he r

t s r Lisa and Grace e

During the day the m

would find a sp

to hide.

At night they came out and ate the and sp

girls’ r

s.

!’. said the girls. and Gr Š R. I C. Pu bLisa l i c at i ons went to Mr Ratsworth for adv . Mr Ratsworth could see that •f orr evi ew pu r posesonl y• ‘This is not n

was not happy by the look on her f

‘We would like some adv

w ww

‘We have m

.

,’ said Gr

at our pl

.

,’ said Lisa. for a small pr

‘I will give you some adv

m . u

Gr

,’ said

. tyou tw ,’ he said. ‘Once will not do.’o have tolde c . che e d home.

They did what Mr The girls r r o r st sup er Ratsworth had said tw . Soon there Mr Ratsworth. He told the girls what to do. ‘You must do what I

of m

was not a tr pl

.They were happy. They ate a

n

cherry sl

and

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in their

,r

cakes

-cream.

Phonics in Context

27

í˘ł Look, say, cover, write and check each ace or ice word. (a) face

(b) space

(c) place

(d) mice

(e) twice

(f) ice-cream

-

r o e t s Bo r e p ok with? u S (b) What did the pests eat?

í˘´ Answer with ace or ice words.

and

(c) What did they get from Mr Ratsworth?

ew i ev Pr

Teac he r

(a) What did Lisa and Grace have trouble

(d) How many times did they have to do what Mr Ratsworth told

Š R. I .

C.Publ i cat i ons What did the girls eat when the trouble was over? •f orr evi ew pur posesonl y• them?

,

cherry

cakes

-

and

w ww

í˘ľ Choose a different colour for each ace or ice word. space spices price

. te

o c . che e r o t r s super

race mice nice place slice advice twice

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m . u

(e)

Phonics in Context

28

high right night

sigh sight fright

‘igh’ Words light might tight bright moonlight

midnight upright

Sight Words ghosts reached pillow

í˘ą Write igh to finish the story. í˘˛ Circle the sight words in the story.

Teac he r

Ben sat upr

t in his bed. He had been reading a book

about ghosts. It gave him a fr

He gave a s on his bedroom l

ew i ev Pr

r o e t s Bo r Fright Night e p It was a br t moonl tn t.o The clock had u k S t. just struck midn

t and he could not sleep.

. Then he reached up h t.

and turned

w ww

. t ‘Now I m e

m . u

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . ccame Mum got up and to him. e her r o t r up t,’ shes said to e him. ’s Turn off the l ‘You are a s

r

t get some sleep,’ he said to himself.

t away and get to sleep.’

Ben did what he was told. He held his pillow t n

tly all that

t.

Ben does not read books that give him a fr He always sleeps with the l www.ricgroup.com.au

t

t now.

t on, too.

Phonics in Context

29

í˘ł Look, say, cover, write and check each igh word. (a) high

(b) fright

(c) sigh

(d) bright

(e) night

(f) light

í˘´ Answer with igh words.

r o e t s Bo r e p ok u S (b) How did Ben sit in bed? (a) What sort of night was it?

(c) What did he put on? the (d) How did he hold onto his pillow?

Š R. I .

C.Publ i cat i ons books that give him a • f orr evi ew pur posesonl y• on How does Ben always sleep now? with the

(e) What sort of books doesn’t Ben read now?

(f)

ew i ev Pr

Teac he r

a

w ww

moonlight

(a)

might

. te

(c)

bright

upright

tight

high

o c . che e r o t r s super (d) (b)

(e)

www.ricgroup.com.au

m . u

í˘ľ Write the igh word that fits in each shape.

(f)

Phonics in Context

30

law claw lawn

paw crawl awful

‘aw’ Words saw gnaw draw bawl straw

Sight Words friends heard loud politely through

pawpaw strawberry

r o e t s Bo r e Cats and Mice pLong ago cats and miceo u kfriends. A cat were S would lift its p and wave if it s a mouse cr

ew i ev Pr

Teac he r

í˘ą Write aw to finish the story. í˘˛ Circle the sight words in the story.

ling about in the str

Mice would bow politely if they s

.

a cat.

But one day the King of Cats got his cl stuck in a net. He b

led out loud. Some

Š R. I .

C.Publ i cat i ons came to the King of the Cats. •thank f or r evi eyou ware pu r pAsoyou secan so nl ycl• ‘Mice, goodness here. see, my

is stuck in this

mice heard the

ful trap. Can you gn

ful b

ling. They

through the string

w ww

‘We are running late,’ said the first mouse. ‘Yes, we are going to a party on the l

m . u

in this net and set me free?’ he asked. n of Jack Str

. tehas made pancakes and some o c . lovely str berry and p p jam,’ said che e r o the third. t r s super

the scarecrow,’ said a second. ‘Mrs Str

,

The mice ran along, leaving the King of Cats with his cl

stuck in the net. The King got free but he was fully angry. He made a l

L

of Tooth, P

and Cl

mouse it must use tooth, p

and called it the . It says that if a cat sees a or cl

to catch it.

That is why mice run for their lives if they see a cat today. www.ricgroup.com.au

Phonics in Context

31

í˘ł Look, say, cover, write and check each aw word. (a) paw

(b) claw

(c) saw

(d) straw

(e) lawn

(f) awful

í˘´ Answer with aw words.

r o e t s Bo r e p ok (b) What did the King of Cats get stuck? u S his (a) What would a cat do if it saw a mouse long ago? and wave

(c) What did he do to call for help? out loud

(d) Where was the mouse party? of Jack

on the

Š R. I .

C.Publ i cat i ons and •f orr evi ew pur posesonl y• How did the King of Cats feel about what the mice had done?

(e) What special jam did Mrs Straw make?

(f)

ew i ev Pr

Teac he r

lift its

angry.

He was

w ww

m . u

í˘ľ Finish the aw words, then draw and colour each picture.

. te

o c . che e r o t r something with p s s r u e p something that can cr l and cl s

some str www.ricgroup.com.au

on the l

n

a str

Phonics in Context

berry and a p

s

p 32

dew stew knew

‘ew’ Words Drew new view blew jewel

few brew drew

Sight Words breaths flying thousands cottage famous grass

chew flew

í˘ą Write ew to finish the story. í˘˛ Circle the sight words in the story.

Teac he r Dr

ch

ew i ev Pr

r Drew’s Trip o e t s Bo r Dr took a f deep e p o u k breaths as the plane fl S up into the air. What a vi ! ed hard on his gum.

The plane landed.

Now Dr

was in a n

land.

Š R. I .

C.Publ i cat i ons he was safe â€˘â€˜Ph f orr e vi e r posesonl y• again. !’ said Drw p tou himself.

He dr

himself out of his seat. Flying in a plane was n

to him. Now that he was on land he kn

The d

on the grass made him feel good. From far up in

the sky the d

w ww

on the ground.

. te

A strong wind bl

from the west. Dr

ch

els

m . u

had looked like thousands of tiny j

ed even

o c .

Soon he would be at the small cottage che e r o st ofr his aunt.

He be eating s r up ewould harder on his gum.

something n

, her famous yak st

He would be drinking a br

!

of her

famous tea.

Lucky Dr

www.ricgroup.com.au

!

Phonics in Context

33

í˘ł Look, say, cover, write and check each ew word. (a) few

(b) new

(c) knew

(d) dew

(e) chew

(f) blew

í˘´ Answer with ew words.

r o e t s Bo r e p ok (b) What did he do to his gum? u S hard on it he (c) How did he feel when he landed? that he was safe again.

He

(d) What did the dew look like from up in the sky? thousands of tiny

ew i ev Pr

Teac he r

(a) Who took a few deep breaths in the plane?

Š R. I .

C.Publ i cat i ons her famous yak and a of her tea •f orr evi ew pur posesonl y•

(e) What was his aunt making for him?

í˘ľ Choose a different colour for each ew word.

. te

m . u

stew few view knew blew new jewel chewed

w ww

flew brew

o c . che e r o t r s super

í˘ś Finish the ew words, then draw and colour each picture.

a f www.ricgroup.com.au

j

els

Dr Phonics in Context

eating yak st 34

‘adge, edge, idge, odge or udge’ Words badge Madge edge hedge ledge bridge dodge lodge budge budgerigar judge nudge wedge hedgehog

Sight Words watching among tremendous won pushed busy

í˘ą Write adge, edge, idge, odge or udge to finish the story. í˘˛ Circle the sight words in the story.

r o e t s Bo r Madge Budgerigar e

window l

j

p rigar sat on the ok B u S watching the . The j

little b

was pinning a on the puffed-out chest of rigar at the Better Bigger

Brucie B

B

rigar Show. M

flew

away. She was pleased that Brucie

ew i ev Pr

Teac he r

M

Š R .

I .

C .P l i cat i o splace. She rigar had won theu bb forn first flew• over ar br r a ho helping f o evi ewandpsaw ur p sesohog nl y •

B

some chickens cross the road. She flew down to a h

w ww M

. te

flowers. flew back to her nest on the

m . u

one another as they flew

Some bees were trying to d among the h

.

of the

park. She got a shock when she saw a huge pine cone in her nest. it. o c Maggie Magpie saw her. . cLuckily e her r ‘What is wrong?’ asked Maggie. o t s d in my nest. I can super ‘This pine cone is w

She pushed and pushed but she could not b

it,’ answered M

not b

.

The two birds gave the pine cone a tremendous n M

and it fell to the ground. slept very soundly that night. It had

been a busy day. www.ricgroup.com.au

Phonics in Context

35

í˘ł Look, say, cover, write and check each adge, edge, idge, odge or udge word. (a) badge

(b)

hedge

(c) bridge

(d)

judge

(e) lodge

(f)

budge

r o e t s Bo r e p ok a u S (b) What show were they at? the Bigger Better

í˘´ Answer with adge, edge, idge, odge or udge words.

ew i ev Pr

Teac he r

(a) What was the judge pinning on Brucie Budgerigar?

Show

(c) Who was helping some chickens cross the road? a

(d) What were the bees doing?

one another

of the park Š R. I .

C.Publ i cat i ons Where was the pine cone? • f orr evi ew p ur poses onest. nl y• in ’ It was

(e) Where was Madge’s nest? on the (f)

w ww

hedgehog

(a)

bridge

. te

(c)

edge

ledge

nudge

budgerigar

o c . che e r o t r s super (b)

(d)

(e)

www.ricgroup.com.au

m . u

í˘ľ Write the edge, idge or udge word that fits in each shape.

(f)

Phonics in Context

36

love cover move over

‘ove’ Words dove lovely glove above woven prove Mr Grover stove

Sight Words moved fancy young closer together

shovel

í˘ą Write ove to finish the story. í˘˛ Circle the sight words in the story.

Teac he r

r’s shop. Tilly

on a shelf in Mr Gr

d Terry. Terry l

l

One day Mr Gr

d Tilly. rm

to another shelf. He m

d Terry d another r to Tilly’s

teapot called Theodore

Š R. I .

C.Publ i cat i ons ly nr cr r and very •f o evi e wlooked pur p ofine seindeed. sonl y•

shelf. Theodore was a fancy teapot. He had a l

‘Look at me!’ said Theodore. He m Tilly did not like this. She l

d closer to Tilly.

d Terry.

m . u

w

ew i ev Pr

r o e t s B r e oo Teapots in Love p u Tilly and Terry were S two teapots. They were k

ly lady came into the shop. She wore a smart

dress with d

s on it. On her hands were a l

w ww

One day a l

ly pair

s. . t e two,’ she said pointing to Terry and Tilly. o ‘I’ll take these c . c e d to a l ly new home.

And so the two teapots m her r o t s su er pstand They ab the st

of gl

the l

in

ly lady’s home.

Theodore grew wiser as he grew older.

He was sold to a sh

l

salesman and has pr

d to be

a very good teapot indeed. www.ricgroup.com.au

Phonics in Context

37

í˘ł Look, say, cover, write and check each ove word. (a) love

(b) cover

(c) move

(d) prove

(e) over

(f) stove

í˘´ Answer with ove words.

r o e t s Bo r e p Terry and Terry ok u S Tilly.

(a) Who owned the shop?

Mr

ew i ev Pr

Teac he r

(b) Tilly

(c) Theodore wore this. a fancy

(d) These were on the lady’s dress. (e) She wore these on her hands.

Š R. I .

C.Publ i cat i ons or r ethat vi e pu r posesonl y• Write • thef ove word fitsw each shape. (f) A man who sold these bought Theodore.

lovely

dove

w ww

(a)

. te

glove

over

(b)

woven

(c)

shovel

m . u

í˘ľ

o c . che(e) e (d) (f) r o t r seach picture. suand r pe í˘ś Finish the ove words then draw colour

the l www.ricgroup.com.au

ly lady’s gl

s

ac

Phonics in Context

r

r a st 38

‘are’ and ‘ear’ Words care fare hare stare glare bear pear tear warehouse

Sight Words further almost markets parcel

share declare

H

r Hare’s Day o e t s B r e H waso walking through the p o u k at him. growled forest. A b S H did not c .

ew i ev Pr

Teac he r

í˘ą Write are and ear to finish the story. í˘˛ Circle the sight words in the story.

He went a bit further. A p

fell from a tree and almost hit him.

H

did not c

.

kicked dust as he went by Mr Snake’s hole. Mr Snake

but H did not c Š R. I .

C .Publ i cat i ons .

Some children stopped to st at him. H did not o r evi ew pur posesonl y• .r c •f gave him a gl

stopped at a big w

H

markets inside the big w

house. This time H

did

m . u

w ww c

house. There were

. He paid his f

and went inside. He was inside

house for a few minutes. He hurried home with a

the w

. tgot home H o began to t the paper When he e c . c , rip, t !’ went the paper. from the parcel. ‘Rip, t e her r o s su ‘I do decl ,’ said Mrs Hp . It t was a er parcel under his arm.

, Mrs H

lovely grass pie. H the baby h

and all

s each had a sh

of the lovely grass pie.

Have you ever eaten grass pie? If you are a h

www.ricgroup.com.au

you would love it. Yum! Yum! Yum!

Phonics in Context

39

í˘ł Look, say, cover, write and check each are or ear word. (a) care

(b)

fare

(c) stare

(d)

share

(e) bear

(f)

pear

í˘´ Answer with are or ear words.

r o e t s Bo r (b) What fell from a tree? a e p o u (c) What did Mr Snake do when Hare went by his k hole?

S he gave a (d) What did the children do? (e) Where did hare stop? at the

í˘ľ Choose a different colour for each are or ear word.

ew i ev Pr

Teac he r

(a) Who growled at Hare?

Š R. I .

C.Publ i cat i ons care pear bear glare f or r ev i ew pur posesonl y• tear • share stare fare

w ww

m . u

declare warehouse

. te

o c . í˘ś Finish the are or c ear words then draw and coloure each picture. her r o st super

Mr Snake gave a gl www.ricgroup.com.au

ab Phonics in Context

growled at H 40

knee knock gnaw

‘kn or gn’ Words knew knife knight knit knot knob gnome

knitting doorknob

Sight Words cottage travelling kindness stolen money people

í˘ą Write kn or gn to finish the story. í˘˛ Circle the sight words in the story.

r o e t s B r Rose and the Knight e o

p u S

ok

Teac he r

ew i ev Pr

Rose liked to it. One day as she sat and itted there was a ock on her cottage door. Rose put down her itting and went to the door. Her dog, Tinker, stopped awing his bone. He looked up. Rose ob of the door. A ight stood on her turned the doorstep. ‘Madam, I have been travelling for a year and a day. May I rest here for one night?’ he asked.

He fell to his ees and passed out. Rose ew that she ight slept for two nights. When he woke up must help. The Rose set the table with a ife and a fork and gave him a ome. After meal. He told her he was looking for an evil resting for another day the ight went on. Rose went on with itting but she kept on thinking about her brave her ight. ock on Rose’s About two months later there was another front door. She turned the door ob and saw her ight. ome. The ome’s hands were On a horse Rose saw a tied with a ot. ‘He is a bad ome,’ her ight said. ‘He has stolen money from the poor people of the village near here. Without your help I could not have got him.’ Within a year Rose and her ight were married.

The ome was made to pay back the money he had stolen.

w ww

. te

www.ricgroup.com.au

m . u

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Phonics in Context

41

í˘ł Look, say, cover, write and check each kn or gn word. (a) knee

(b)

knit

(c) knew

(d)

knife

(f)

gnaw

(e) gnome í˘´ Answer with kn or gn words.

r o e t s B r e oo (b) What was Tinker doing to the bone? p u k S it (c) What did Rose hear at her door? a

(d) Who stood on Rose’s doorstep?

Š R. I .

C.Publ i cat i ons Who stole money from the people of the village? • f orr evi ew pur posesonl y• a

(e)

ew i ev Pr

Teac he r

(a) What did Rose like to do?

w ww

í˘ľ Write the kn or gn word that fits in each shape. doorknob

gnawing

. te

(a)

gnome

knock

knight

knitting

o c . (b) che e r o t r s super

(c)

(d)

(e)

(f)

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m . u

a

Phonics in Context

42

book good

cook foot

‘oo’ Words took shook look stood

Sight Words daughter happened all right finishing cowpersons

mistook

í˘ą Write oo to finish the story. í˘˛ Circle the sight words in the story.

r o e t s Bo The Good Cookbook r e

p u SHe was a g Clarrie’s farm.

ok k too.

k on Cowboy dc

All the cowboys ate what he c

ew i ev Pr

Teac he r

Big Bruce worked as a c

ked. One

day Stick Man came to work at the farm. When Big Bruce c

ked him a meal he did not

eat it. He just st d on one f t and ked. He did not like what Big Bruce had c ked. This had l never happened to Big Bruce before. He began to cry. ‘My food is g d. It is g d food,’ cried Big Bruce.

said. ‘I will help you with my b c

kb

k. It is a g

d

k.’

w ww

Big Bruce took the c

kb

k. He l

m . u

Br

Š R. I .

C.Publ i cat i ons ke, Clarrie’s daughter, saw him. there,’ •f oCowboy rr ev i ew p ur po se s‘There, onl y •she ked at it. Cheap

Meals for Hungry Cowpersons was the name of the b

k.

. te ked and c ked. He gave some of o c the g d food he had c ked to Stick Man.. che e r ‘Mmmmmmmmm!,’ said Stick Man as he ate it all up. ‘I mist o t r s s r ua ge d c k!’ you for someone else. You are p ‘Yes, it is a g

c

dc

kb

k ,’ said Big Bruce. He

ked and c

k

Big Bruce began to cry again. ‘There, there,’ said Br

ke. ‘Why are

you crying?’ ‘It’s all right,’ sobbed Big Bruce. ‘I always cry when I am happy.’

www.ricgroup.com.au

Phonics in Context

43

í˘ł Look, say, cover, write and check each oo word. (a) book

(b) cook

(c) took

(d) shook

(e) good

(f) stood

r o e t s Bo r e p . ok He was a u S ate what Big Bruce (b) All the cowboys

í˘´ Answer with oo words.

(c) What did Stick Man do? on one

He just

and

at the meal.

(d) How did Brooke help Big Bruce?

. Š R. I .

C.Publ i cat i ons What did Big Bruce do next? •f orr evi ew pur poses.onl y• and He She gave him a

(e)

.

ew i ev Pr

Teac he r

(a) What was Big Bruce’s job?

you for someone else.

‘I

w ww

You are a

. te took

!’

í˘ľ Choose a different colour for each oo word. book look mistook

www.ricgroup.com.au

m . u

(f) What did Stick man say to Big Bruce after he ate the good food?

o c . goodc e her r o foot t s super cook stood shook

Phonics in Context

44

‘qu’ Words queen quite quiet quick queer quarter quarrel quiver earthquake

Sight Words decided wanted exactly enormous close Mother Nature

quack quicksand

í˘ą Write qu to finish the story. í˘˛ Circle the sight words in the story.

eday eenie the ooeen bee One p u k to be that she no longer wanted S decided een. She flew from her hive and went to look for wise, old Mother Nature.

Flying

ew i ev Pr

Teac he r

Queenie the Queen or eB Bee st r

ickly through the forest she saw and

heard many things. Some ducks were

acking loudly. They were pulling a little duckling from some

Š R. I .

C.Publ i cat i ons arrelling.

She flew past another beehive. The bees were all had become lost.

Without her too lead them Their•f oeen rr e vi ew p ur pos es nl y•they icksand. ‘That was close,’ thought

did nothing but

eenie.

arrel. eer sticky

w ww

threads on her wings. She shook herself free but

ivered when she saw an

m . u

eenie felt some

. te o c ake.

Suddenly, the forest shook. It was an earth . c e haround r eenie looked and flew ickly back to her hive. er o t s s r uwase arter of an hour she p home.

In a

enormous spider run along a sticky thread.

‘Being

een bee isn’t so bad after all,’ she said to herself.

‘It may not be a

iet life but I know in my hive I am

ite

safe.’ It is as well

eenie returned to her hive. That is exactly what

wise Mother Nature would have told her to do.

www.ricgroup.com.au

Phonics in Context

45

í˘ł Look, say, cover, write and check each qu word. (a) queen

(b) quiet

(c) quite

(d) quack

(e) quick

(f) queer

í˘´ Answer with qu words.

r o e t s Bo. r She no longer wanted to be e p o u k (b) What happened to a duckling?

S .

It was stuck in some

(c) What were the bees in the other hive doing?

(d) Why did the forest shake? .

There was an

ew i ev Pr

Teac he r

(a) What did Queenie decide one day?

Š R. I .

C.Publ i cat i ons an hour a •f orr evi ewofp ur posesonl y•

(e) How long did it take Queenie to fly home?

(f) Why did Queenie decide that living in the hive was not so bad

w ww

í˘ľ Write the qu word that fits in each shape. quicksand

. te

(a)

(d)

www.ricgroup.com.au

quiet

quarrel

quite

m . u

safe.

after all? It was

quickly

queen

o c . c e her (b) (c) r o t s super (e)

(f)

Phonics in Context

46

‘ph’ Words pharmacy photograph photocopier Philippa elephant

graph alphabet telegraph

Sight Words inventor breakfast

telephone Philip

í˘ą Write ph to finish the story. í˘˛ Circle the sight words in the story.

r o e t s Elephant Mixture Bo r e

Teac he r from the

ew i ev Pr

pilippa were coming home ok u Sarmacy. They walked to the

ilip and

ilpott, the inventor. He was

house of Mr

busy at work in his shed.

otographs,’ said

‘Dad asked us to bring you these

ilpott?’ asked

‘What are you doing, Mr

ilip.

ilippa.

Š R. I .

C.Publ i cilip. at i ons ilpott ‘We• owe ar great to thep world’s inventors,’ f o r edeal vi e w ur p osesMr onl y •said.

‘I’m working on my next invention,’ he said. ‘Is it hard inventing things?’ asked ones,

‘Tele

otogra

otocopiers, the

w ww

‘I know one too,’ said

m . u

were all made by inventors.’

telegra al

s,

ilippa. ‘Someone had to invent the

abet.’

. te ‘Please, Mr

ilip looked around Mr

ilpott’s inventing room.

o c . otocopied that hung on Mr ilpott’s wall. cchart e h r er othe zoo are two ,’ answered Mr p ‘At ‘It is a gra st su r eilpott. ilpott, what is that?’ asked

ele

ilip, pointing to a

ants. One is being fed a special mixture. I

am keeping a gra

of how they grow.’

The children said goodbye to Mr

ilpott.

‘We want to be inventors when we grow up,’ they both agreed.

www.ricgroup.com.au

Phonics in Context

47

í˘ł Look, say, cover, write and check each ph word. (a) graph (b) photograph (c) elephant (d) alphabet (e) photocopier

r o e t s Bo r e p and Philippa been? ok (a) Where had Philip u at the S

(f) telephone

(b) Who was an inventor? Mr (c) What did the children give him? some

(d) What invention did Philippa know?

Š R. I .

C.Publ i cat i ons What was the chart on Mr Philpott’s wall? a • f orr evi ew pur posesonl y• What did the graph measure? It measured how two the

(e) (f)

ew i ev Pr

Teac he r

í˘´ Answer with ph words.

at the zoo were growing.

w ww

m . u

í˘ľ Finish the ph words then draw and colour each picture.

. te

ele

o c . che e r o t r s su per ants on the tele one a line of telegra

six letters of the al www.ricgroup.com.au

abet Phonics in Context

poles

a photogra 48

Sight Words unusual agreed constant washed complain notice

‘ould’ Words would should could boulder shoulder í˘ą Write ould to finish the story. í˘˛ Circle the sight words in the story.

r o e t s B Could Have, Would Have and r e oShould Have p u S Have and Sh

ok Have. These are

Once there were three brothers. Their names were C

ew i ev Pr

Teac he r

Have, W

unusual names but everyone in the village in which they lived agreed that the boys were well named.

Their father was old Farmer Plenty. The boys’ mother had died years ago and they were a constant worry to their father.

Once when he was trying to shift a b

er. ŠHave, R. I .

C .

P u b l i cat i ons c you help me shift this •f orer?’ r ehe vi ewhispoldest ur pson. os so nl y asked ‘Ie have hurt my •

paddock he hurt his sh ‘C b

er from a

er.’

C

Have said that he w

have helped but

m . u

sh

w ww

he was feeling tired. He said he w

When W

help him later.

Have came by Farmer Plenty asked,

. er.’ teer? I have hurt my sh o c W Have said he w help him but he . c e h r wanted to go and play cards with his friends.

He said he er o t s sup er w help him later. ‘W

Have, c

you help me shift this

b

Moments later Sh ‘Sh ‘c

www.ricgroup.com.au

Have came by.

Have,’ said Farmer Plenty, you help me shift this

b

er? I have hurt my

sh

er.’

Phonics in Context

49

Sh

Have said he w

have

helped but he had just washed his hands. He said he w

help later.

Poor Farmer Plenty pushed and pushed the b

er. When Widow Pleasant saw him

r o e t s Boer. r e pthey found a huge chunk ofogold.

Where it had been u Smarried Widow Pleasant and left hiskworthless sons.

Farmer Plenty she offered to help. The two old people pushed

Have, W

To this day C

Sh

Have and

Have complain about their bad luck. Each tells have been rich. Each tells how he

how he c w

ew i ev Pr

Teac he r

and pushed until they shifted the b

have helped his father if only the old man had

waited.

Š R. I .

C.P ubl i cat i ons have helped him, but you did not.’ •f orr evi ew pur posesonl y•

The people of the village do not take much notice of them. ‘Yes,’ they say, ‘you sh

(b) should

(c) could

(d) boulder

w ww

(a) would

(e) shoulder

m . u

í˘ł Look, say, cover, write and check each ould word.

. te o in to show where the letters are missing. c . c e he r For example, wouldn’t = would not o t r s super (a) wouldn’t

í˘´ A contraction is a word with some letters left out. An apostrophe ( ’) is put

(b) would’ve (c) couldn’t (d) could’ve (e) shouldn’t (f) should’ve www.ricgroup.com.au

Phonics in Context

50

í˘ľ Answer with ould words. (a) What were the three brothers called?

Have,

Have and

Have (b) What was Farmer Plenty trying to shift?

r o e t s Bo r e p ok his u S (d) Each son had an excuse not to help Farmer Plenty. Write the a

name of each son next to each excuse

ew i ev Pr

Teac he r

(c) What had he hurt?

Have

(i) He had just washed his hands. (ii) He was feeling tired.

Have

Have

(iii) He wanted to play cards.

Š R. I .

C.Publ i cat i ons gold? under the •f orr evi ew pur posesonl y• Finish the ould words, then draw and colour each picture.

í˘ś

w ww

m . u

(e) Where did Farmer Plenty and Widow Pleasant find the chunk of

. te

o c . e something you shc not do something you c her r o st super

a huge b www.ricgroup.com.au

er

do

something you carry on your sh ers Phonics in Context

51

write wrap wrong

‘wr’ Words writing written wrote wristwatch wrist wrapper unwrap wreckage wriggle wreck wrapped

Sight Words bought chocolate minute sentences replace

í˘ą Write wr to finish the story. í˘˛ Circle the sight words in the story.

Teac he r ‘I’ve

apping it she placed the

un the bin.

ew i ev Pr

r o e t s Bo Letters r Mum’s Quiet Day Writing e p o u was iting letters one k weekend. She S Mum apper from a chocolate bar. After took the apper in

‘What are you doing?’ asked Catherine. itten to Aunty Amber and now I’m

iting to

ote ai few more Š R. I .

C.Publ i c at on s pages. ‘Tomorrow is Julia’s birthday, Mum,’ said Catherine. ‘Could you •f orr evi ew pur posesonl y• Aunty Jessica,’ replied Mum. She

istwatch that I bought her, please?’

‘Wait a minute,’ said Mum. ‘I’ve

w ww

on Aunty Amber’s letter.’ She apped the

itten the

ong address

m . u

ap the

ote the correct address then

istwatch.

. tefinish iting these letters,’ said Mum. She o had not ‘Now I must c . c e itten more than a few sentences when Sheldon her r o t s super came in. He was crying loudly. ‘Thank you, Mum,’ said Catherine.

www.ricgroup.com.au

Phonics in Context

52

‘I’ve just crashed my bike,’ he cried. He was holding his

ist. Catherine went outside to

look at the

eckage.

‘I’m glad it’s just the bike that’s a

eck,’

r o e t s B r e ooand then he ist. Every now Catherine bathed Sheldon’s p u iggle would S a bit when he felt some pain. k

said Mum. ‘We can replace a bike but we

ew i ev Pr

Teac he r

can’t replace a boy.’

As she finished, Mum thought, ‘Aren’t I lucky to have such lovely children.’

í˘ł Look, say, cover, write and check each wr word. (a) write

(b) written

Š R. I .

C.P bl i cat i ons (d)u writing (e) wrong (f) u wrote •f orr evi ew p r posesonl y• (c) wrist

í˘´ Answer with wr words.

w ww

m . u

(a) What was Mum doing that weekend? letters

(b) What did Catherine buy for Julia?

. te did Mum make with Aunty Amber’s o (c) What mistake letter? c . chethe e She address. r o t r s s r u e p (d) What was Sheldon doing when he came in? a

He was crying and holding his

.

(e) What had he done to his bike? he

it

(f) What did Sheldon do when he felt some pain? he

www.ricgroup.com.au

Phonics in Context

53

í˘ľ Choose a different colour for each word.

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

ew i ev Pr

Teac he r

wrote wrong written wrapper writing write wriggle wreck wrist unwrap

í˘ś Finish the wr words then draw and colour each picture.

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• apper

a

istwatch

w ww

m . u

a chocolate

. te o Sheldon’s sore ist an animal thatc can . che e r o í˘ˇ Write the wr word that is r the opposite to these. t s super written

wrong

iggle

unwrap

(a) right (b) wrap (c) unwritten

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Phonics in Context

54

ambulance

Sight Words fierce wrestler nervous

straight

The group of letters ough makes a number of sounds.

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

í˘ą Write ough to finish the story. í˘˛ Circle the sight words in the story.

Rough Tough Gough

ew i ev Pr

Teac he r

• It says ‘uff’ in words like rough, tough and enough. • It says ‘off’ in words like cough, Gough and trough. • It says ‘or’ in words like bought, sought, thought, nought, brought and thoughtful. • It says ‘ow’ in words like bough. • It says ‘oh’ in words like though • It says ‘oo’ in words like through. • It says ‘u’ in words like thorough.

Š R. I .

C.Publ i cat i ons •f or evi ew. He pu r p osesonl y• Gr was a very

Everybody was afraid of R T

fierce wrestler. He lived in a lovely cottage

w ww

he was crashing and bashing his way thr

m . u

on the edge of Fairy Floss Forest. One morning the forest. He only stopped to have

. te is r and t ,’ th o c little duckling who was paddling on the water in the tr . che e r o t Rr T s G super

a drink of water from a tr

. ‘Wow! That

G

ta .

went

to Mrs Needle’s sewing shop. ‘I th

t I’d like to buy some cotton T

and a needle,’ said R G

in his r

t

voice.

www.ricgroup.com.au

Phonics in Context

55

at

ough

at

at

at

Mrs Needle gave a nervous c

.

t the needle and cotton but she

She s

could not find them. ‘How many needles do you have?’ . r o e t s Bthe r e oo ‘None! Nil! N t!’ c ed nervous needle p u k I will have t them all yesterday. lady. ‘Doctor Zorbek b S ,’ she said. some more tomorrow th ed R

c

T

R

thr

T

G

ew i ev Pr

Teac he r

G

stormed off. He stormed

Fairy Floss Forest and back to his cottage. In his from a tree.

anger he pulled a b Suddenly R

T

G

gave a shout.

Š R. I .

Publ i cat i ons .C. t Rl A rabbit called anv ambulance and it o br s •f o rr e i ew pu r p eson y•

He began to cry. ‘It bit me!’ he cried. He had a splinter in his finger from the b

T

G

right to the front door of Doctor ,’ said the

w ww

‘Aaaaah! You have a splinter from that b

th

m . u

Zorbek’s house. tful doctor. He removed the splinter. He was very

. te o cotton. The Doctor Zorbek gave him a needle and en c . c e herwrestler wents r t straight home. He baked r o t spinkpbonnet erwith his needle and a cake then made a prettyu

thor

and R

T

G

much better.

felt

cotton. í˘ł Look, say, cover, write and check each ough word. (a) rough

(b) tough

(c) bought

(d) cough

(e) bough www.ricgroup.com.au

(f) through Phonics in Context

56

í˘´ Answer with ough words. (a) Who were the people afraid of?

(b) What did Gough drink from? a (c) What did the duckling think about Gough?

and r o e t s Bo r e (d) How many needles did Mrs Needle have? p o u k (e) What ‘bit’ poor Gough? a S

Teac he r

he was

ew i ev Pr

í˘ľ In the word wall below colour the ough bricks according to the sound the words make. • colour the ‘uff’ bricks red • colour the ‘or’ bricks yellow • colour the ‘off’ bricks green • colour the ‘ow’ bricks blue • colour the ‘oo’ bricks brown • colour the ‘oh’ bricks orange • colour the ‘u’ bricks purple

w ww

m . u

Š R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y•

. tetough enough trough cough o c . che e r o t r s super

í˘ś Write the word that fits in each shape. through

(a)

(d)

www.ricgroup.com.au

(b)

nought

(c)

(e)

(f)

Phonics in Context

57

Answers

Page 1 The Great Race

Page 11 The Great Escape

1. Teacher check 2. Teacher check

1. Teacher check 2. Teacher check

Page 2

Page 12

3. Teacher check 4. (a) Charles chicken, Chumba chimp (b) Chuckle (c) chilly (d) chewing (e) chocolate (f) cheering 5. Teacher check

3. Teacher check 4. (a) (i) ball, wall, all (ii) ball, hall (iii) Football, all (b) tall 5. Teacher check

Page 3 On Board Shellfish

1. Teacher check 2. Teacher check

1. Teacher check 2. Teacher check

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Teac he r

Page 22 3. Teacher check 4. (a) Feather (b) dreadful (c) head (d) bread (e) spread (f) weather 5.

r o e t s Bo r e p ok u S 3. Teacher check 4. (a) Miller (b) Jill (c) seashells (d) dell, well (e) Kelly (f) jelly, yellow, jelly 5. Teacher check 6. Teacher check

Page 15 Spoon’s Trip to the Moon 1. Teacher check 2. Teacher check

6. Teacher check

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Page 5 Thin Thistles

3. Teacher check 4. (a) moon (b) balloon (c) food (d) room (e) Mooney, pool (f) too, cool 5.

Page 23 The Fairly Hairy Fairy 1. Teacher check 2. Teacher check 3. Teacher check

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4. Teacher check 5. (a) fair (b) stairs (c) upstairs (d) downstairs (e) chair (f) air (g) hairdresser 6. Teacher check

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3. Teacher check 4. (a) Theo, Ethan, Thea (b) thirteen (c) thirty (d) thistle (e) thirteen (f) three 5. Teacher check 6. Teacher check

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Page 7 What? When? Where? and Who? 1. Teacher check 2. Teacher check

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6. Teacher check

Page 17 A New House for Mouse 1. Teacher check 2. Teacher check

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3. Teacher check 4. (a) ground, around (b) Round (c) mouse, house (d) bound, mouse (e) found, house 5. Teacher check 6. Teacher check

Page 19 The Noisy Boy 1. Teacher check 2. Teacher check

Page 20 1. Teacher check 2. Teacher check

Page 10 3. Teacher check 4. Teacher check

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1. Teacher check 2. Teacher check

Page 26

3. Teacher check 4. (a) scratching himself (b) scrape, scrub (c) strawberry (d) sprang, street, screaming (e) script (f) screwed (g) Springtime, Australia 5.

o c . che e r o t r s super

3. Teacher check 4. (a) Whippersnapper (b) who, whose, who’s, whole, wholemeal bread (c) white, whip, what, where, when, whiskers, whispers (d) whipped 5.

Page 9 The Magic Show

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1. Teacher check 2. Teacher check

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1. Teacher check 2. Teacher check

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3. Teacher check 4. (a) Shellfish (b) dishwasher (c) Shivermetimbers (d) shipshape (e) rushed, brushes 5.

Page 13 Nursery Rhyme Land

Page 21 Kylie’s Dreadful Day

3. Teacher check 4. (a) Joy, Troy (b) toyshop (c) boy (d) oysters (e) boiled (f) boy, voice 5. Teacher check

Phonics in Context

Page 27 Lisa and Grace 1. Teacher check 2. Teacher check

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3. Teacher check 4. (a) mice (b) rice, spices (c) advice (d) twice (e) slice, rice, ice-cream 5.

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Answers 5. Teacher check 6. Teacher check

Page 29 Fright Night 1. Teacher check 2. Teacher check

Page 39 Hare’s Day

Page 30 3. Teacher check 4. (a) bright, moonlight, night (b) upright (c) light (d) tightly (e) fright (f) light 5. Teacher check

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3. Teacher check 4. (a) bear (b) pear (c) glare (d) stare (e) warehouse 5.

Page 49 Could Have, Would Have and Should Have 1. Teacher check 2. Teacher check

Page 50

6. Teacher check

Page 41 Rose and the Knight 1. Teacher check 2. Teacher check

Page 42 3. Teacher check 4. (a) knit (b) gnawing (c) knock (d) knight (e) gnome 5. Teacher check

Page 33 Drew’s Trip 1. Teacher check 2. Teacher check

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3. Teacher check 4. (a) Drew (b) chewed (c) knew (d) jewels (e) stew, brew 5.

3. Teacher check 4. (a) would not (b) would have (c) could not (d) could have (e) should not (f) should have

ew i ev Pr

3. Teacher check 4. (a) paw (b) claw (c) bawled (d) lawn, Straw (e) strawberry, pawpaw (f) awfully 5. Teacher check

Teac he r

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3. Teacher check 4. (a) pharmacy (b) Philpott (c) photographs (d) alphabet (e) graph (f) elephants 5. Teacher check

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

Page 31 Cats and Mice 1. Teacher check 2. Teacher check

1. Teacher check 2. Teacher check

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Page 51 5. (a) (b) (c) (d)

Would, Could, Should boulder shoulder (i) Should (ii) Could (iii) Would (e) boulder 6. Teacher check

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C.Publ i cat i ons •f orr evi ew pur posesonl y• 1. Teacher check 2. Teacher check

Page 44

3. Teacher check 4. (a) cook (b) cooked (c) stood, foot, looked (d) cookbook (e) cooked, cooked (f) mistook, good, cook 5.

6. Teacher check

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Page 35 Madge Budgerigar

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3. Teacher check 4. (a) badge (b) Budgerigar (c) hedgehog (d) dodging (e) edge (f) wedged, Madge’s 5. Teacher check

Page 38 3. Teacher check 4. (a) Grover (b) loved, loved (c) woven, cover (d) doves (e) gloves (f) shovels

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Page 53

3. Teacher check 4. (a) writing (b) wristwatch (c) wrote, wrong (d) wrist (e) wrecked (f) wriggled 5.

o c . che e r o t r s super

Page 37 Teapots in Love 1. Teacher check 2. Teacher check

1. Teacher check 2. Teacher check

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1. Teacher check 2. Teacher check

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Page 52 Mum’s Quiet Day Writing Letters

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Page 43 The Good Cookbook

Page 45 Queenie the Queen Bee 1. Teacher check 2. Teacher check

Page 46

3. Teacher check 4. (a) queen (b) quicksand (c) quarreling (d) earthquake (e) quarter (f) quite 5. Teacher check

6. Teacher check 7. (a) wrong (b) unwrap (c) written

Page 55 Rough Tough Gough 1. Teacher check 2. Teacher check

Page 56 3. Teacher check

Page 47 Elephant Mixture

Page 57

1. Teacher check 2. Teacher check

4. (a) Rough Tough Gough (b) trough (c) rough, tough (d) nought (e) bough 5. Teacher check 6. Teacher check

Phonics in Context

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