8591 SSD workbook green print ready watermark LR

STORY AUTHOR 

DR ROSEMARY ALLEN 

NAME: 

CLASS: 

© R.I.C. Publications® 

GREEN 

Low resolution display copy 

© Prim-Ed Publishing 

EXPLORE THE 

STARS!

Star strategy decodable workbook 

(Green) 

Copyright notice 

Published by R.I.C. Publications® and Prim-Ed Publishing 2024 

Copyright © R.I.C. Publications® 2024 

Copyright © of decodable stories Dr Rosemary Allen 2024 

R.I.C. Publications® acknowledges the Wadjak people of the 

Nyoongar Nation as the Traditional Custodians of the land on 

which our Western Australian office is based. We acknowledge 

the Traditional Custodians of Country throughout Australia 

and pay our respects to Elders past, present, and emerging. 

R.I.C. Publications® recognises the role of First Nations Elders 

as Australia’s first educators. 

We acknowledge and appreciate all cultures and peoples. 

ISBN 978-1-922843-98-2 

RIC–8591 

Titles in this series: 

Star strategy decodable workbook (Pink) 

Star strategy decodable workbook (Yellow) 

Star strategy decodable workbook (Green) 

Star strategy decodable workbook (Purple) 

Disclaimer 

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accuracy of information; our team at R.I.C. Publications® 

and Prim-Ed Publishing cannot be held responsible for 

mistakes or omissions, but we do endeavour to rectify 

any errors found within our products. Please contact us to 

provide feedback. 


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© Prim-Ed Publishing

Foreword 

Hi there! Welcome to the Star strategy decodable workbook series. These 

special workbooks are here to help you become a language superstar. But 

what does that mean? 

Language superstars know that the sounds in words can be written as 

letters (or groups of letters), and that these symbols can be read as different 

sounds. It’s just like a special code. We can use this special code to help us 

spell and read the words that are all around us. 

Inside each workbook you will find lots of fun activities to help you learn how 

to become a language superstar. There are activities to help you learn the code and build the 

skills you need to encode (spell) and decode (read) words. Being a language superstar means 

mastering both of these important skills together. 

As you work through these books, you will learn and improve one step at a time. By the end, 

you will have all the skills you need to become a language superstar! So, let’s follow the stars to 

an exciting adventure with the Star strategy decodable workbook series. 

Contents 

Educator notes..................................................................................................................................................................................... iv 

Superstar steps................................................................................................................................................................................... vii 

Daily practice 1..............................2 

Skill builder 1...................................... 3 

Skill builder 2.....................................4 

Skill builder 3..................................... 5 

Skill builder 4..................................... 6 

Check in............................................... 7 

Star story 1......................................... 8 

Star story 2.......................................10 

Bonus star story 1.......................... 12 

Bonus star story 2.........................14 

Daily practice 2........................... 16 

Skill builder 1.................................... 17 

Skill builder 2................................... 18 

Skill builder 3................................... 19 

Skill builder 4...................................20 

Check in............................................. 21 

Star story 1.......................................22 

Star story 2.......................................24 

Bonus star story 1..........................26 


Daily practice 3...........................30 

Skill builder 1.................................... 31 

Skill builder 2...................................32 

Skill builder 3...................................33 

Skill builder 4...................................34 

Check in.............................................35 

Star story 1.......................................36 

Star story 2.......................................38 

Bonus star story 1......................... 40 


Daily practice 4.......................... 44 

Skill builder 1................................... 45 


Skill builder 2.................................. 46 

Skill builder 3...................................47 

Skill builder 4.................................. 48 

Check in.............................................49 

Star story 1...................................... 50 

Star story 2.......................................52 

Bonus star story 1......................... 54 


Daily practice 5...........................58 

Skill builder 1....................................59 

Skill builder 2.................................. 60 

Skill builder 3................................... 61 

Skill builder 4...................................62 

Check in.............................................63 

Star story 1...................................... 64 

Star story 2.......................................66 



Daily practice 6........................... 72 

Skill builder 1....................................73 

Skill builder 2...................................74 

Skill builder 3...................................75 

Skill builder 4...................................76 

Check in............................................. 77 



Star story 1.......................................78 

Star story 2...................................... 80 


Bonus star story 2........................ 84 

Congratulations superstar!.............................................................................................................................................................86 

Authentic text.......................................................................................................................................................................................88 

Bridging activity.................................................................................................................................................................................96 

Fluency checklist................................................................................................................................................................................. 97 

Decoding strategies..........................................................................................................................................................................98 

Removeable resources.....................................................................................................................................................................99 

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) iii

EDUCATOR 

NOTES 

Introducing the Star strategy 

Are you ready to embark on an exciting adventure to help your learner spell and read 

confidently? The Star strategy decodable workbook series is here to guide you along the 

way. Developed using a comprehensive body of research known as The science of reading, 

these unique workbooks offer a systematic and cumulative approach to teaching learners the 

connection between letters and sounds. 

How are the workbooks structured? 

Your learner will engage in a variety of activities designed to help them: 

• recognise and manipulate sounds 

• break whole words into individual sounds when spelling 

• represent the sounds they hear as letters or groups of letters 

• blend letters or groups of letters together to read whole words. 

The workbooks are divided into four levels, each one building upon the skills learned in the 

previous level. As your learner progresses, they will develop a solid understanding of how letters 

(or groups of letters) can be used to represent sounds in words (and vice versa). 

How can you make the most of the series with your learner? 

1. Introduce the letters and sounds, ‘Star words’, and ‘Bright star words’ using the ‘Daily 

practice’ page. In this workbook series, words with common spellings that have not yet 

been introduced are called Star words. For example, ‘may’ is a Star word in Set 4 as the ‘ay’ 

spelling has not yet been taught. Exception words with irregular spellings are called Bright 

star words. A star icon is used to indicate this irregular spelling. For example, ‘floor’ is a 

Bright star word in Set 5 as the ‘oor’ spelling is making an irregular /or/ sound. The star icon 

under the ‘oor’ indicates that this is not a regular sound for this spelling pattern. Take a few 

minutes each day to practise these words and sounds (and review those previously learnt) 

with your learner. You may also like to ask your learner to try using the Star words and 

Bright star words in a sentence. 

You will notice marks under the letters and words throughout this book. 

This visual support may help your learner remember these letters as an 

individual sound or a group of letters that make one sound. 

a • 

: one letter making one sound. 

ch : 




two or more letters making one sound. 

a_e: two letters that make one sound that is split by another letter. 

• • 

a : ‘Bright star sound’, or letter that is making an irregular sound. 

An arrow is used under the Star words and Bright star words as a visual 

support to help learners blend the sounds together in the correct order. 

You may wish to add a direction arrow under other words to provide a 

similar scaffold for reading as your learner progresses through the Skill 

builder activities. 

iv 

STAR STRATEGY DECODABLE WORKBOOK (GREEN) 978-1-922843-98-2 R.I.C. Publications®/Prim-Ed Publishing

EDUCATOR 

NOTES 

2. Work through the four ‘Skill builders’ with your learner at their own pace. These can be 

completed over several days. There are also small prompts throughout the workbook to 

guide your instruction. 

3. When your learner can confidently decode single words, and sentences, it is time for them 

to move on to reading a decodable story. There are two decodable stories (or, ‘Star stories’) 

for your learner to read in each set. Additionally, two ‘Bonus star stories’ are also included to 

provide choice, variety, and additional skill development. It is not necessary for your learner 

to read all of these texts. Each story provides a new opportunity for your learner to decode 

words using the sets of letters and sounds they have learnt. It is recommended that your 

learner reads their text multiple times, focusing on accuracy, fluency, and expression. 

4. When your learner masters a Star story, they can colour the corresponding badge inside the 

back cover to celebrate their achievement. 

5. Your learner is ready to move onto the next set when they are able to confidently complete 

the Skill builder activities and read the selected Star story fluently. You can further assess 

their progress and readiness using the provided ‘Check in’ for each set. 

6. Three engaging ‘Authentic texts’ are also included at the end of each workbook. These are 

real-world texts that should be read to your learner. While they are not designed to directly 

teach reading skills, they play a vital role in enhancing your learner’s vocabulary and 

language comprehension when used with the provided questions. 

It’s time to get started! But before you do, here are some important things to remember: 

• Your most important role is to remain 

positive throughout your learner’s journey. 

Spelling and reading should never feel like 

a battle. Instead, keep it enjoyable and 

prioritise your learner’s self-esteem. If 

they hesitate on a word, provide them with 

the word or spelling rather than allowing 

them to struggle. Rest assured that with 

repeated reading and application of 

essential decoding and encoding skills, their 

confidence and ability to tackle challenging 

words will flourish. 


• Consistency is key. Once your learner has 

learnt the sounds, Star words, and Bright star 

words in a set, it is essential to review them 

regularly to consolidate their learning. 

• Using a multimodal approach will help 

strengthen your learner’s understanding by 

allowing them to make meaning through 

visual, auditory, and kinesthetic channels. 

When spelling a word, for example, say the 

word and segment it into sounds (auditory), 

then count each sound with your finger 

as you say it and write each letter down 

(kinesthetic), ensuring you look at each 

sound as it is written (visual). 

• It is okay if your learner reads only part of 

a Star story or reads one repeatedly. Even if 

they can decode all the words, reinforcement 

is crucial for fluency and comprehension. 

To make fluency exercises entertaining, try 

using different voices, such as a robot voice, 

a mouse voice, or even an angry voice, to 

read the story. This playful approach helps 

develop their fluency skills. 



The Star strategy decodable workbook series is a fun and effective tool to help your 

learner become a confident reader and speller. So, follow the stars, and enjoy the journey of 

learning together! 

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) v

EDUCATOR 

NOTES 

Pre-assessment 

Use this assessment to determine whether your learner is ready to use this workbook. If your 

learner is unable to complete most of these activities successfully, it is recommended that they 

continue to use the Yellow workbook to build their skills. 

Skill 1: The learner can identify common consonant and short vowel sounds. 

Script: ‘Point to each letter and say the sound it makes.’ 

s a t p i n 

e g c k o u 

r h b f l j 

v w x y z qu 

Skill 2: The learner can identify the following two-letter and three-letter spellings. 

Script: ‘Point to each letter pattern and say the sound it makes.’ 

ch sh th ng 

ai ee igh oa 

ar or ur er 

oo ow oi 

Skill 3: The learner can count the number of syllables in words. 

Script: ‘I am going to say a word. Listen for the beats of the word and tell me how many 

you hear.’ 

Practise: ‘The word is “butterfly”. But-ter-fly (clap hands for each beat). Three.’ 

rainbow 

(2) 


little 

(2) 

dinosaur 

(3) 

lollipop 

(3) 

Skill 4: The learner can orally segment words with more than three sounds. 

Script: ‘I am going to say a word. Tell me the sounds that you can hear in the word.’ 

Practise: ‘Clap. /c/ /l/ /a/ /p/.’ 

watermelon 

(4) 



black 

(4: /b/ /l/ /a/ /ck/) 

strap 

(5: /s/ /t/ /r/ /a/ /p/) 

soft 

(4: /s/ /o/ /f/ /t/) 

shrimp 

(5: /sh/ /r/ /i/ /m/ /p/) 

thread 

(4: /th/ /r/ /ea/ /d/) 

vi 


Superstar steps 

Are you ready to become a language superstar? Follow 

these steps: 

DAILY 

PRACTICE 

SKILL 

BUILDER 

t 

STAR 

p 

Complete your ‘Daily practice’ 

every day. It will help you 

learn the code that you need 

to spell and read the words in 

each set. 

BONUS 

STORY STAR STORY 

2 

Read each ‘Star story’. 

Choose one story to read out 

loud to an adult each day. 

CHECK 

IN 

Work on the ‘Skill builders’. 

They will help you 

develop your spelling and 

reading skills. 

Snip and slim 


R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) vii 

1 

1 

The list 

When you can read a Star 

story smoothly, colour in the 

badge on the back cover. Try 

reading a ‘Bonus star story’. 



When you have completed 

the Skill builders and can 

read both Star stories, it is 

time to do the ‘Check in’ and 

show off all your hard work! 

Well done! Keep trying your best with each set and you will be 

on your way to becoming a language superstar!

DAILY 

PRACTICE 1 

1. Tap and say each sound. 

sc sk sl sm 

sn sp st -tch 

2. Tap and blend to read the Star words and Bright star words. 

Star words 

out watch saw began these 

Bright star words 

Try to remember the Bright star sounds! 

into onto friend 




2 


1 

SKILL 

BUILDER 

Tap and say the sound. Trace and copy these letters. 

sc 

sc sc sc 

sk 

sk sk sk 

scoop 

sl 

sleep 

sn 

snake 

st 

sc 

sl sl sl 

sl 

sn sn sn 

skip 

sm 

smell 

sp 


sn 

st st st 

spill 

tch 

sk 

sm sm sm 

sm 

sp sp sp 

sp 

tch tch 



stop 

st 

match 

tch 

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 3

SKILL 

BUILDER 

2 

1. Say the word. Colour the two sounds you hear. 

sloth 

stick 

smile 

snail 

sn sl sp sk st sm st sn sc sl sk sn 

2. Tap it 

(say each sound as you tap 

the circle) 

s k i p 

s p e ll 

Map it 

(write one sound in each box) 


s c ar f 

3. Read the sentence. Does it match the picture? 

Colour if yes or if no. 

The slick skunk sits on a stump and 

snacks on a sweet scoop. 

Blend it 

(join the sounds together 

to read the word) 

skip 

spell 

scarf 



4 


3 

SKILL 

BUILDER 

1. The /ch/ sound can be made with different spellings. Read 

the words. Use a green pencil to colour in the words with 

the ‘ch’ spelling. Use a blue pencil to colour in the words 

with the ‘tch’ spelling. 

lunch pooch catch sketch 

fetch witch pinch torch 

2. Read it Match it 

stitch • • 

speech • • 

3. Add the endings to the base word and 

write them next to the matching picture. 


fix 

ing 

ed 

If a /ch/ sound comes after 

a short vowel sound, use the 

‘tch’ spelling. Otherwise, use 

the ‘ch’ spelling. 

What sound is 

‘ed’ making in 

this word? 




SKILL 

BUILDER 

4 

1. Say these two-syllable words. Add ‘er’ to complete 

the word. 

roost wint slipp und 

The ‘er’ spelling at the end of a two-syllable word usually makes 

a short vowel sound called a schwa /ə/. The /ə/ sound can also 

be spelt with ‘or’ (like in ‘doctor’) or ‘ar’ (like in ‘dollar’). 

2. Read the sentence and draw a picture to match. 

Scott and his sister catch snails and slugs. 




3. Unjumble and write the sentence. 

The snacks sloth flowers. on sticks and 

6 


CHECK 

IN 

Educator check 

Identifies common 

grapheme–phoneme correspondences. 

Identifies words with unfamiliar or 

irregular sounds. 

Accurately decodes real and nonsense 

CVC, CCVC, and two-syllable words. 

1. Say these sounds. 

Accurately segments to spell CCVC words 

with learnt letter sounds. 


words with alternative spellings (‘er’ 

and ‘tch’). 

sc sk sl sm sn sp st -tch 

2. Read these words. 

out watch saw began these into onto friend 

3. Sound out and blend to read these words. 

stool spot skin slug letter match 

4. Sound out and blend to read these nonsense words. 

snib scog sman stug fimmer zitch 

5. Write the word for each picture. 


step 

snail 

hatch 




STAR 

STORY 

1 

Snip and Slim 

Snip the snail was snacking on a stem. She did a quick 

scan of the backyard, and then slid down into the soil. 

She was looking for Red the rooster. This morning, Red 

had pecked her shell. Snip yelped in shock, but Red did not 

stop. Spot the dog was quick to help. He snarled at Red 

and scooped Snip up. Then, he put Snip on the stem to 

rest. 

Red was not in sight, so Snip sped off to see her friend, 

Slim. As Snip got to the steps, Slim the slug slid out from 

under an old stump. 

‘It will be winter soon,’ said Slim. ‘We must look for a snug 

winter nest.’ 

‘A stork or a spoonbill or Red will not catch us if we are in 

a snug nest,’ sniffed Snip. 

So, Snip and Slim crossed the garden bed to hunt for a 

snug spot. 


They checked for Red and then set off. But they did not 

get far. Snip and Slim fell into a ditch. 

‘This ditch is too smooth. We are stuck,’ gulped Snip. 



But Slim was smart. ‘I can see a stick,’ he winked. Snip 

and Slim slid up the stick with skill. They huffed and puffed 

and left a silver trail. 

At the top, they saw a small slipper. It was old and stiff, 

but it was snug. ‘This will be a good nest,’ said the pals. 

8 


1 

STAR 

STORY 




Check for understanding 

1. What is the name of the rooster that pecked Snip? 

2. Why might Slim and Snip need to find a snug winter nest? 


STAR 

STORY 

2 

The hen and the scratch match 

Mitch slid down the rail of the steps and ran into the 

kitchen. ‘I am off to watch a football match,’ he told 

his mum. 

‘Stop, Mister!’ called Mum as Mitch scooped up his hat 

and bag. ‘I need your help!’ Mum had seen a clutch of 

eggs next to the rabbit hutch. ‘Will you fetch six eggs 

for me?’ she asked. ‘But keep watch for the old hen! She 

wants to hatch the eggs and she might peck you. Catch 

her if you can and stick her back in her pen.’ 

Mitch sped off to the rabbit hutch. He did not wish to miss 

the football match. 

The hen watched as Mitch went to snatch the eggs. She 

ran at Mitch and pecked his shin. 

Mitch scooped her up and took her back to the pen. ‘Stop! 

Be still,’ he said with a scowl. But it was too hard for Mitch 

to hold the hen and unlatch the pen. 


The hen dashed from his hands and ran down the steep 

hill. She was quick! She crossed the road and ran onto 

the football pitch. The match had to stop as Mitch ran to 

catch the hen. 



Soon, everyone at the match was helping Mitch catch the 

old hen. The hen ran into the club rooms, but Miss Sloop 

from the snack shop snatched her up. With all the fuss, the 

match had to be called off. Mitch felt bad. 

10 


2 

STAR 

STORY 

‘Do not feel bad,’ said the coach. ‘You can watch the 

match next weekend. But check that the old hen is locked 

in her pen. We do not want her to get up to her old 

“chicks”!’ he said with a big grin. 




SNACKS 


1. How many eggs did Mum ask Mitch to fetch for her? 

2. Why do you think that Mitch felt bad when the match was called off? 


BONUS 

STAR STORY 

The list 

1 

At last, it was the long weekend. Stefan got dressed and 

brushed his teeth. He looked at the list on his desk. He 

could not wait to do all the fun things he had on it. 

• Stomp in the mud. 

• Cut a bunch of flowers for Mum. 

• Skip rocks at the creek. 

• Hunt for a stick insect. 

• Sleep under the stars. 

Stefan ran down the steps to the backyard. Dad was 

watching Spot chomp on a stick. ‘Can we start my list 

now?’ Stefan asked Dad. 

Dad looked upset. He passed Stefan his long list of jobs, ‘I 

must finish my list and then we can start.’ 

But Stefan had a plan. ‘We will be finished in a snap if you 

let me help. What can I do?’ 


‘You could help me paint the garden shed,’ said Dad. 



‘I like painting with oil paints in Art. I can help you with 

that!’ said Stefan. Next to the shed was a big mud pit. 

Stefan stomped in the mud as he helped Dad paint 

the shed. 

‘What is next?’ asked Stefan. ‘We will need to start 

cooking the roast beef for dinner,’ said Dad. ‘Get me 

the spoon.’ 

12 


2 

BONUS 

STAR STORY 

Next to the spoon was a jug with cut flowers. Dad had cut 

a bunch for Mum. He passed the spoon to Dad. 

‘Feeding the ducks is next,’ said Dad. ‘Would you get me 

a scoop of duck food?’ Stefan fetched the food and met 

Dad at the creek. 

As Dad fed the ducks, Stefan picked up a rock. ‘I will skip 

this rock on the creek,’ he told Dad. 

Now that the ducks had been fed, Dad had one thing left 

on his list. ‘I must go and coach at the football match.’ 

Stefan sat under a tree and watched the football fans 

cheering and yelling. On the bark of the tree, Stefan saw a 

thin bug. It was a stick insect! 

‘My list is finished,’ said Dad. ‘What do you want to 

do now?’ 

Stefan checked his list, but there was just one thing left. 

‘Can we sleep under the stars?’ he asked with a small grin. 





1. What type of sport does Stefan’s dad coach? 

2. Why did Stefan have only one thing left on his list at the end of the day? 


BONUS 

STAR STORY 

2 

Star and Spud’s raft 

Would you like to slip down a river on a raft? 

Star and her friend, Spud, wished they could. 

It all began when Star’s mother asked them to help her 

with a small job. 

‘There will be a big storm this weekend,’ she said. ‘These 

old wooden slats and sticks in the yard are a big mess, 

and we could get hurt. Will you put them in the skip bin for 

me?’ she asked. 

Star looked at Spud with a grin. The old sticks and slats 

had sparked a plan. ‘We could turn these into a sleek raft,’ 

she told Spud. 

‘Yes!’ agreed Spud. ‘It would be fun to sail down the river 

on a raft.’ 

Spud rushed off to get stiff cord and cloth. Star fetched 

the sticks and slats. Soon, their raft was finished. 


The friends pushed the raft down a steep hill into the river 

and set sail. 

The slop, slop of the river was soothing. Star and Spud 

began to nod off. 



That was until they were no longer drifting. 

14 


2 

BONUS 

STAR STORY 

The wind had picked up. The raft began to spin. The raft 

began to speed. The cords began to slip. 

The river seeped onto the raft. 

‘Help, help,’ yelped Spud. ‘We are sinking!’ 

Star looked at Spud. ‘Stop yelling, Spud!’ she said. ‘The 

river is not deep. We can stand.’ 

Spud blushed. 





1. Why did Star’s mother ask Spud and Star to clean up the wooden slats 

and sticks? 

2. Why do you think Spud blushed at the end of the story? 


DAILY 

PRACTICE 2 


bl cl fl 

gl 

pl 


Star words 

whip 


make 


today very always full done 




y 

16 


1 

SKILL 

BUILDER 


bl 

black 

fl 

flower 

pl 

plant 

bl bl bl 

bl 

fl fl fl 

fl 

11 

10 

9 

8 

7 

cl 

12 

6 

1 

2 

3 

4 

5 

clock 

gl 

glove 


pl pl pl 

pl 

y 

cherry 

cl cl cl 

cl 

gl gl gl 

gl 

y y y 

y 




SKILL 

BUILDER 

2 

1. Say the word. Colour the first two sounds you hear. 

glue 

block 

clam 

flag 

bl pl fl cl bl gl pl cl bl gl fl pl 

2. Tap it 


the circle) 

p l u m 

c l a p 

Map it 



f l oa t 



Glen claps for the black 

cat as it flips. 

Blend it 



plum 

clap 

float 



18 


3 

SKILL 

BUILDER 

1. The /ee/ sound can be made with different spellings. 

When we add the ‘y’ spelling to the end of a base word, it 

can change it to an adjective (describing word). Read the 

words. Match the base word and the adjective by colouring 

them the same colour. 

sandy mud stormy storm 

spotty spot sand muddy 


sleepy • • 

fluffy • • 




rain 

ing 

ed 

What sound is 


this word? 




SKILL 

BUILDER 

4 

1. Follow the instructions to change these nouns (naming 

words) into adjectives (describing words). 

Add ‘y’ to the end 

Double the last letter, then 

add ‘y’ 

rain curl sun flop 

When adding an ending to a base word, check three things. 

Is there one syllable? Is there one vowel? Is there one consonant after the vowel? 

If ‘yes’ to all three, double the last letter before you add the ending. 


The glum slug felt happy when it saw the plants and 

flowers bloom. 





the road. black flat, on The clown slips 

20 


CHECK 

IN 









bl cl fl gl pl y 


whip make today very always full done 


block clap flip glum plop rainy happy 


fleg blom gluff plad clin gormy nuggy 



plum 

11 

10 

9 

8 

clock 

7 

12 

6 

1 

2 

3 

4 

5 




words with alternative spellings (‘y’). 



flash 


STAR 

STORY 

1 

Clem the clown 

Clem the clown was always glad and filled with glee. But 

today, she was glum and grumpy. 

Clem peered out of the big top. A big crowd was waiting 

to see her. Clem aimed to act silly to see them grin. But 

she did not feel very funny today. 

‘I look floppy and clumsy,’ sighed Clem. ‘I am not as 

skilled as the rest of the artists. Swinging up high is not for 

me. I do not wish to zoom in a blur and fall into a net.’ 

‘I look floppy and clumsy,’ moaned Clem. ‘I am not as 

plucky as the rest of the artists. I have no whip or stool. I 

cannot train the big cats. My legs will not flex and bend to 

fit into a box.’ 

‘I look floppy and clumsy!’ wailed Clem. ‘I am not as slick as 

the rest of the artists. I cannot flip or clip-clop on a horse. I 

cannot toss flags and clubs or spin a dish and hoop.’ 

‘I look floppy and clumsy!’ howled Clem. ‘I do not stand on 

a block in a red and black cloak. I do not have a tall top 

hat and a horn. I do not tell the crowd what the next act 

will be.’ 




‘We are all skilled,’ said the artists. ‘But we cannot do what 

you do!’ Clem felt her cheeks blush. ‘We think your act is 

the best. You are funny when you flip and flop. You make 

us all happy. The crowd claps and cheers for you. They 

paid a lot to see you act silly in the big top tent.’ 

Clem felt lucky as she set off to join her good friends in 

the ring. 

22 


1 

STAR 

STORY 

ha ha ha 





1. Why do the other artists think that Clem’s act is the best? 

2. Clem talks about lots of other artists in the story. Do you know what each 

of the artists who perform with Clem are called? 


STAR 

STORY 

2 

The junk shed cubby 

Fletcher and Blain were in the backyard training for their 

next cricket match. 

Fletcher hit the ball very hard. Slap! It sailed high from his 

cricket bat. Clunk! The ball got stuck in the trunk of the tall 

oak tree. 

‘Hurry up and get it down,’ called Blain as he joined 

Fletcher at the tree. 

‘It is very high!’ sighed Fletcher. ‘We will need to get a 

ladder from the shed.’ 

The pals set off to fetch the ladder. But when he peered at 

the junk in the shed, Fletcher had a better plan. ‘We could 

make a cubby in the oak tree,’ he told Blain. 

Blain looked into the shed, too. He could see an old 

wooden ladder and lots of planks. He could see a long 

strip of black cloth, a roll of cord, and a long chain. ‘This is 

just what we need!’ the pals said with glee. 


Back at the tree, Fletcher joined the ladder to the thick 

tree trunk with the chain. Clink, clank! Bit by bit, Blain 

nailed on the planks for the platform. Then, the pals fixed 

the cloth to the branches with the cord to form the cubby. 



Fletcher and Blain sat in the cubby. The cricket ball was 

still stuck in the tree, but that did not matter to Fletcher or 

Blain. They were happy with their new cubby. 

24 


2 

STAR 

STORY 





1. What were some of the materials that Fletcher and Blain used to build 

their junk cubby? 

2. Why do you think Fletcher and Blain did not mind that their cricket ball 

was still stuck in the tree at the end of the story? 


BONUS 

STAR STORY 

1 

The cabin 

Dad had a fun plan for our family this summer. His friend 

had loaned him a cabin in the hills. Bliss, Flick, and I could 

not wait to go. 

‘The cabin is by a big, glimmering pond,’ he told us. ‘I have 

filled the trailer with food, sleeping bags, and fishing rods. 

When I hitch the boat, we can set off.’ 

The sky was sunny when we took off. We were all filled 

with glee. But that did not last long. The sky turned dark 

and cloudy as we zoomed down the road. It was rainy and 

windy when we pulled up to the cabin. 

‘How unlucky!’ groaned Dad. ‘I did not think that this 

weekend would be gloomy!’ But this was just the start of 

their bad luck. 

Dad went to unpack the trailer, but all the food had spilled. 

‘How unlucky,’ sighed Dad. ‘It is too dark to see, but there 

might be a flashlight in the cabin.’ But Dad could not get 

in. ‘How unlucky,’ moaned Dad. ‘The latch is old and rusty. 

It is stuck.’ 


Dad and I sat on the porch of the cabin. We felt glum. We 

had no dinner and no room to sleep in. But Bliss and Flick 

still seemed full of cheer. ‘We have a plan!’ they yelled with 

glee. They took the sleeping bags and hurled them into 

the boat. We all got in, too. Then, they pulled all sorts of 

snacks out of their pockets. Bliss and Flick had cheered us 

up with a spot to sleep and lots of snacks. 



26 


1 

BONUS 

STAR STORY 

The sun was up the next morning. We felt better when 

Dad oiled the latch and we entered the cabin. We cooked 

eggs and hot toast, then, we sailed on the pond and went 

fishing. We had lots of fun after such an unlucky start. 





1. What happened to the food that Dad brought on the trip? 

2. Why do you think Dad wanted to take the girls to the cabin? How do you 

think he felt when things did not go to plan? 


BONUS 

STAR STORY 

2 

Thanks, Mum! 

The Bliss children wanted to thank their mum. 

‘Mum does so much for us,’ said Blanch. ‘I am glad she is 

our mum.’ 

Flinn joined in. ‘Yes. She cheers me up when I am glum!’ 

‘She lets me sleep in her bed when the thunder claps and 

booms!’ exclaimed Clark. 

‘But what can we do to thank her?’ they pondered. 

‘A bunch of flowers would be grand,’ said Blanch. ‘But 

flowers in the shop cost a lot and we do not have much 

money to spend.’ 

‘We could get a plant in a pot,’ said Flinn. ‘But plants cost 

a lot, too,’ he sighed. 

‘Granny has lots of flowers,’ said Clark. ‘We could get a 

bunch from her garden.’ 


‘I have a better plan,’ said Blanch. ‘We could ask Granny 

for plants and plant a garden for Mum.’ 

The children gathered a scoop and Clark’s trolley. Then, 

they strolled to Granny’s. She was glad to see them. 



With Granny’s help, the Bliss children dug up lots of plants. 

The wagon was filled up in a flash. They had plenty of 

buttercups, snapdragons, poppy plants, and lily plants. 

28 


2 

BONUS 

STAR STORY 

‘You will need this bag of rich, dark soil, too,’ said Granny. 

‘Thanks, Granny!’ they called as they set off with their full 

wagon and a plan for their garden. 

Blanch marked the plot in a sunny spot next to the wall. 

Then, the children took old planks to form a border 

and dug in the rich, dark soil. Flinn and Clark planted 

the plants. 

Mum was very happy when she saw what the Bliss children 

had done for her. She plucked a blossom and sniffed it. 

‘Thank you for such a perfect gift,’ said Mum. 

‘And it did not cost a lot!’ yelled Clark with glee. 





1. What type of flowers did the Bliss children plant in Mum’s garden? 

2. Why do you think the Bliss children wanted to thank their mum? Have you 

ever done something to thank someone you care about? 


DAILY 

PRACTICE 3 


br cr dr fr 

gr pr tr -ve -le 


Star words 

honey here around key 



love live wh ere any Mr Mrs 




Final ‘v’ needs 

an ‘e’ 

When you hear 

/v/ at the end of 

a word, use the 

‘ve’ spelling. 

Secret schwa 

Do you remember the 

schwa /ə/ sound? The ‘le’ 

spelling at the end of a 

word has a schwa sound. 

It sounds like /ul/. 

30 


1 

SKILL 

BUILDER 


br 

cr 

broom 

dr 

drill 

gr 

grapes 

tr 

truck 

le 

turtle 

br br br cr cr cr 

dr dr dr 

gr gr gr 

cross 

fr 

frog 

pr 

pram 

ve 


tr tr tr 

le le le 

olive 

fr fr fr 

pr pr pr 

ve ve ve 




SKILL 

BUILDER 

2 


princess 

frown 

dragon 

crane 

cr tr br dr fr gr fr cr tr pr br dr 

2. Tap it 


the circle) 

t r ee 

g r u ff 

b 

Map it 



r ai n 



Blend it 



tree 

gruff 

brain 



The crab and the frog grin 

when the rain drops on them. 

 

32 


3 

SKILL 

BUILDER 

1. Read these twosyllable 

words. 

Break words ending with ‘le’ into two 

syllables by counting back three letters from 

the end. This will make them easier to read! 

can-dle tur-tle bub-ble puz-zle 

candle turtle bubble puzzle 


prickle • • 

dribble • • 




print 

ing 

ed 

What sound is 


this word? 




SKILL 

BUILDER 

4 

1. Say the word. Colour 

where you hear the 

/v/ sound. 

Can you think of any other words with 

the /v/ sound at the end? How would 

you spell that sound? 

v e s t s l ee ve v a n i sh c ur ve 


The man painted the little train with a brush. 





have I frilly dress a and crown. a 

34 


CHECK 

IN 









br cr dr fr gr pr tr -ve -le 


honey here around key love live where any Mr Mrs 


brush drip frill grub have prickle 


trop crub freb grash forve daggle 



brick 

train 




words with alternative spellings (‘ve’ 

and ‘le’). 

cross 




STAR 

STORY 

1 

Grumpy Granny Griffin 

Old Granny Griffin was grumpy. 

She scolded Grandpa Griffin when he greeted her. 

But Granny’s growl and grumble did not bother Grandpa. 

He just wanted her to be happy. 

‘I think I will give her a pet,’ said Grandpa. ‘She will be 

happy to have a pet to cuddle.’ 

So, Grandpa set off to the market to get Granny a pet. 

At the bamboo stall, he paid for a bamboo coop and a 

brown cricket. ‘I think a singing cricket will cheer Granny 

up,’ said Grandpa. 

When Granny saw the cricket, she started to grin. But 

in summer, crickets are rowdy. ‘This little cricket rubs its 

wings and trills all night! It must go back!’ demanded 

Granny. 

So, Grandpa went back to the market. There, he saw 

a crested lark nesting on a tree branch. The seller told 

Grandpa, ‘A lark’s song is as sweet as honey.’ So, Grandpa 

paid for the lark and put it in the bamboo coop. 


When Granny saw the lark, she started to grin. But this 

lark’s singing was not sweet. ‘This little lark flaps its wings 

and trills all night! It must go back!’ demanded Granny. 



36 


1 

STAR 

STORY 

So, Grandpa went back to the market. There, he saw a 

green turtle. The seller told Grandpa, ‘A turtle is a good 

pet. It does not have wings and it will not trill at night.’ 

So, Grandpa paid for the turtle and put it in the bamboo 

coop. 

When Granny saw the turtle, she started to chuckle. ‘This 

little turtle will sleep a lot. I will not need to brush or train 

it. I love it!’ said Granny with a big grin. 





1. Why did Grandpa want to get Granny Griffin a pet? 

2. What type of animal do you think would make a great pet and why? 


STAR 

STORY 

2 

The bad week 

The start of the week was terrible for the Tregg family. 

Granny Tregg fell and hurt her ankle. Doctor Green 

mended it for her, but she was still cranky. She had to rest 

and could not go to the shelter to help brush the old cats. 

Mrs Tregg wanted to paint the hall brown. She got the 

paint from the shop and lifted the lid. It was bright pink! 

She left the paint and went to call the shop. Little Mitch 

Tregg wanted to help. He painted the hall with his hands. 

Mrs Tregg was not happy! 

Mr Tregg was watching a big cricket match on TV and 

he needed a snack. So, he took a bag of pretzels and an 

apple from the kitchen. But as he went back to watch 

the match, he started to wobble and topple. His snacks 

fell and he trod on them. Trip! Crunch! Squelch! Mr Tregg 

landed on his back! 

Trish Tregg planted a herb garden next to her dog’s 

kennel. But Gruff the dog dug up all her plants. Trish 

scolded Gruff. Then, Gruff started to yelp and howl. So, 

both Trish and Gruff felt bad. 


Fran Tregg was printing a letter to her pen pal. But the 

letter twisted and was stuck in the printer. Then, the laptop 

went blank. Fran had spent all morning on the letter and 

now it was lost. 

But the week ended well. 



38 


2 

STAR 

STORY 

Granny could not visit the shelter, but she rested her ankle 

and it felt much better. She could shuffle around and she 

was visited by her old friends. 

Mrs Tregg went back to the paint shop and got green 

paint to cheer up the dull hall. 

Mrs Tregg ran to help Mr Tregg. She aided him to his feet. 

Then, as he was watching the match, she handed him a 

snack to nibble on. 

Trish felt bad, so she took Gruff for a trek by the creek. 

Gruff darted off and led Trish to a patch of herbs she 

could dig up and plant in her garden. 

When Mrs Tregg saw that Fran was sad, she said, ‘Ring 

up your pen pal and chat with her.’ Fran rang and chatted 

with her pen pal the next morning. Fran told her pen pal all 

the things that she had printed in her letter. 





1. What colour did Mrs Tregg want to paint the hall? Which colour did she get? 

2. Why do you think that Trish and Gruff both felt bad? 


BONUS 

STAR STORY 

1 

The Treetop Farm triplets 

Trish, Greg, and Fran are triplets. They live at Treetop 

Farm. The triplets are in a marching band. This weekend, 

they will perform at a football match. The triplets must 

trek down a short track to catch the train to the football 

pitch. Trish has her trumpet. Greg has his French horn. 

Fran has her drum. 

The triplets waited for the train, but it did not turn up. They 

started to fret. How would they get to the football match? 

Fran ran back to the farm with Trish and Greg trailing 

after her. She wanted Dad to help them. 

‘I can get the truck,’ said Dad. 

Trish lifted her trumpet into the back of the truck. Greg 

lifted his French horn into the back of the truck. Fran lifted 

her drum into the back of the truck. Then, they all got in. 

Grr, grr, grr – the truck would not start. 

Dad twisted the key again. 


Grr, grr, grr, putt, putt, putt, putt. 

Soon, the truck started and they were off down the track 

to the football match. But they were not far down the 

track when the truck slid into a muddy puddle. The truck 

could not be shifted. What bad luck! The triplets were 

not happy. 



40 


1 

BONUS 

STAR STORY 

But Dad was good at fixing problems. ‘I will have to fetch 

the tractor,’ he said. 

Greg took his French horn from the back of the truck. Fran 

took her drum from the back of the truck. Trish took her 

trumpet from the back of the truck. 

The Treetop Farm triplets loaded their things into the 

tractor and set off. Thanks to Dad, they did not miss the 

match! Fran, Trish, and Greg felt lucky to have such a 

clever dad! 





1. What type of instrument does Greg play? 

2. How do you think Fran, Trish, and Greg feel about their dad? How can 

you tell? 


BONUS 

STAR STORY 

2 

Let’s hunt for crabs! 

It was a bright, crisp morning. Brad and Bree wanted to 

go down to the coast to catch hermit crabs. 

‘I will bring a bucket and a net to trap the little crabs,’ 

Brad told Bree. 

‘I will grab an apple for bait,’ added Bree. 

The siblings set off. At the coast, Bree and Brad dug in 

the sand, but they did not see any hermit crabs. Then, 

they collected shells, but they did not see any hermit 

crabs. Next, they inspected the rock pools. They saw a 

starfish clinging to the rocks, but they did not see any 

hermit crabs. 

They hunted up and down, but no crabs were to be seen. 

Brad and Bree rested on the sand. A brown duck drifted 

by them. ‘Where are all the hermit crabs?’ grunted Brad. 

But Bree was watching a little shell cross the sand. Brad 

sat up. ‘What are you looking at, Bree?’ he added. 


Bree pointed to a massive crowd of crabs creeping from 

the sand bank to the rocks. ‘Look at all the crabs, Brad!’ 

she said. 



Brad and Bree collected their bucket and net and darted 

off to the rocks. But when they got there, they could not 

see the crabs. Bree and Brad hunted up and down. Could 

they solve the puzzle of the missing crabs? 

42 


2 

BONUS 

STAR STORY 

‘Look, Bree!’ said Brad. ‘The crabs have landed in a trap!’ 

Bree went to Brad. All the crabs were stuck in a deep 

drain. ‘Quick, Brad. Grab that driftwood and bring it here,’ 

said Bree. 

Brad lifted the driftwood and set it in the drain. Bree set 

bits of apple at the top. The crabs began to creep up the 

branch. Bree and Brad started to chuckle and cheer. They 

no longer wanted to catch the hermit crabs. They were just 

happy that the little crabs had been set free. 





1. What bait did Brad and Bree bring to hunt for hermit crabs? 

2. Why do you think Brad and Bree changed their mind about catching the 

hermit crabs at the end of the story? 


DAILY 

PRACTICE 4 


dw sw tw -dge -ge 


Star words 

across between may 



both who two most 

again 

only 




44 


1 

SKILL 

BUILDER 


dw 

dwarf 

sw 

swan 

tw 

12 

twelve 

dge 

fridge 

dw dw dw 

sw sw sw 

tw tw tw 


dge dge dge 



ge 

large 

ge ge ge 


SKILL 

BUILDER 

2 


dwelling 

twist 

swing 

dw sw tw sw tw dw tw dw sw 

2. Tap it 


the circle) 

t w i g 

s w ee p 

Map it 



d w e 

ll 



Dwain switched off the lights 

to see the stars twinkle. 

Blend it 



twig 

sweep 

dwell 



46 


3 

SKILL 

BUILDER 

1. The /j/ sound can be made with different spellings at the 

end of words. Read the words. Use a green pencil to colour 

in the words with the ‘dge’ spelling. Use a blue pencil to 

colour in the words with the ‘ge’ spelling 

large hedge bridge merge 

hinge badge gorge judge 

2. Double the final letter before adding the endings 

to these words. Write the new word on the line. 

stop 

clap 

ing 

ed 

ing 

ed 


Use the ‘dge’ 

spelling at the end 

of a word after a 

short vowel sound. 

Otherwise, use ‘ge’. 



When adding an ending to a base word, check three things. 

Is there one syllable? Is there one vowel? Is there one consonant after the vowel? 

If ‘yes’ to all three, double the last letter before you add the ending. 


SKILL 

BUILDER 

4 

1. Say the word. Colour where you hear the /j/ sound. 

h e dge j e s t er b ar ge 


The twins get some fudge at Dwight’s sweet shop. 



The ‘j’ spelling is usually 

used at the start of a 

word or syllable. Can 

you think of any other 

words with the /j/ 

sound? How would you 

spell that sound? 



Twelve swimming bridge. fish are under the 

48 


CHECK 

IN 











across between may both who two most again only 


dwell swim twitch hedge bridge large 


swog dwep twiff padge morge runge 


twig 

sweet 



Accurately decodes real and 

nonsense words with alternative 

spellings (‘dge’/‘ge’). 


swing 




STAR 

STORY 

1 

Fun at Scoot Park 

The Dweck twins, Twain and Twiggy, will be twelve next 

week. They would love to have a party. 

‘May we have a party?’ the twins begged their dad. 

Dad grinned, ‘Yes, a party will be lots of fun. Where should 

we have it?’ 

‘Summer is not far off,’ said Twain. ‘We could go swimming 

at the coast.’ 

‘No, the swell is still high, and the rip is swift. It could sweep 

us all into the deep!’ gasped Twiggy. 

‘Then, could we go to Scoot Park?’ said Twain. ‘There is a 

Swivel Wheel at the park. It twists and swings and swoops 

up high.’ 

‘Yes!’ cheered Twiggy. ‘There are bumper cars, too. The 

cars have bumpers that are rubber. So, we can dodge and 

swerve and crash and smash and still be unhurt.’ 


‘The hall of mirrors is lots of fun, too,’ clapped Twain with 

glee. ‘The mirrors twist you, so you look bent or tall or large.’ 

‘And we can have lunch at the Scoot Park snack shop!’ 

added Twiggy. ‘We can get hot dogs, sweet corn, and 

popcorn there.’ 



‘It would be the best party ever!’ exclaimed the twins. 

Dad grinned, ‘Yes, that is a smart plan. Scoot Park will be 

lots of fun. You will need to call your friends to ask them to 

your party.’ 

50 


1 

STAR 

STORY 





1. How old will the Dweck twins be on their birthday? 

2. Why was Scoot Park a better place to host the twins’ birthday party than 

the coast? 


STAR 

STORY 

2 

Bad dog! 

Scott Dweck went jogging this morning. His twin sisters, 

Twain and Twiggy, were shopping at the mall. But a big 

shock was waiting for the Dweck children at their dwelling. 

‘Who has been swimming?’ growled Scott. ‘You have left 

the rug sopping wet!’ 

‘Do not look at us!’ snapped Twain and Twiggy. ‘We were 

at the mall!’ 

‘Then how did it get so wet? I am slipping and tripping,’ 

frowned Scott. 

‘Who has been digging in the soil?’ asked Twain and 

Twiggy. ‘This pot is empty and the plants are missing!’ 

‘Do not look at me!’ snapped Scott. ‘I was running at 

the park!’ 

‘Then who has been here?’ said the Dweck twins. 

Scott and Twiggy switched on the light in the kitchen. 

‘Who has been snooping in the fridge and dragging 

rubbish from the bin?’ they moaned. 


‘Who has been messing up my bedroom and ripping my 

scarf into scraps?’ yelled Twain from down the hall. 



‘Mum will not be happy if she sees this,’ said the children. 

‘We must stop huffing and puffing and start sweeping up 

this mess!’ 

52 


2 

STAR 

STORY 

As the children set off to fix the mess, they were stopped 

by a tip, tap, tapping ... 

… and a drip, drop, dripping ... 

... and a slip, slop, slipping in the backyard. 

It was Pepper the dog. 

He was sopping wet and dragging a large plant across 

the porch. 

‘Bad dog, Pepper!’ growled the children. 

But Pepper was not fussed. He dropped the plant and 

swished his tail as he ran off. Scott, Twain, and Twiggy 

were left to mop up the cheeky pup’s mess! 

‘We must take Pepper to puppy training very soon!’ 

they groaned. 





1. What is the name of the dog in the story? 

2. Why do you think the Dweck children said that they must take their dog to 

puppy training? 


BONUS 

STAR STORY 

1 

The twins’ perfect swings 

‘The twins have been very good this week,’ said Mr Smith. 

‘Yes, they have finished all their morning and night tasks,’ 

said Mrs Smith. ‘Swing sets cost so much. I wish I could 

get them a swing for helping us.’ 

‘Twain swept the porch and mopped it, too,’ said Mr Smith. 

‘And Tweed scooped up the scattered twigs left by the 

west wind.’ 

‘They both helped in the garden, too,’ said Mrs Smith. 

‘Twain helped with the digging and planting. Tweed helped 

with the hedge trimming and weeding.’ 

‘All I need for two swings are chains and strong locks,’ 

said Mr Smith. 

‘You will need your drill, and two long planks too,’ 

added Mrs Smith. ‘Two swings in the large oak tree will 

be perfect.’ 

Mrs Smith was right. The oak tree would shelter the twins. 

It would shelter them from the hot sun in summer. If they 

fell off the swing, the sand under the oak tree was soft. 


Mr Smith began the task. He took the chains and the locks 

from the shed. Then, he went back for two thick planks 

and his drill. 



54 


1 

BONUS 

STAR STORY 

He drilled holes on the edges of the planks. He looped the 

chains into the planks. Then, he clambered up the tree to 

attach the swings. 

The swings were strong and perfect. When the twins saw 

the swings, they were thrilled. 

Swoosh, swoosh, swoosh! 

Up, up, up they swung. Higher and higher they swung. Two 

swings in the oak tree were perfect for the twins. 





1. Why did Mr and Mrs Smith build a swing for the twins? 

2. How do you think Mr and Mrs Smith felt when the twins saw the swing? 


BONUS 

STAR STORY 

2 

Wendy and Twister 

Mr Twitchell bred horses on his large stud farm. 

Wendy Twitchell was keen on horses. But she felt most 

fond of a black colt. 

The colt was born in the winter. So, Wendy called 

him Twister. 

Twister could run like the wind. 

‘He is a bolt of lightning,’ she told her mum. 

A daily task for Wendy was to lend a hand feeding the 

horses. She had to nudge the lid off the feed box. Then, 

fork out the feed from the bags in the box. 

But Wendy clutched a carrot in her hand for Twister. By 

extending her hand, Twister could softly nuzzle and nip at 

the sweet carrot. 

Wendy swept out the stalls daily, too. 


And she took Twister to the yard to roll in the sand. Then, 

she brushed his coat until he looked grand again. 

If she was allowed, she slept in Twister’s stall. 



Often, Wendy would gallop across the land. But only if an 

adult was with her. 

They would stop and stand at a ridge so Twister could 

drink from the small pond there. 

56 


2 

BONUS 

STAR STORY 

The bond between Wendy and Twister was very strong. 

In summer, a horse market was held in town. 

An expert from Emerald Stud felt Twister’s legs. She 

watched Twister trot. She nodded. 

Mr Twitchell and the expert shook hands. 

Wendy wept. It was so unfair. Twister was her colt. 

‘Why are you weeping, Wendy?’ asked Mr Twitchell. 

‘Twister was not sold. It was the red roan horse that I sold. 

Your bond with Twister is too strong. He is your colt. We 

will never sell him.’ 





1. What is the name of Wendy’s colt? 

2. Why do you think Wendy thought her dad had sold the colt? 


DAILY 

PRACTICE 5 


-lt -ld -lp -st -nk 

-nt -nd -ft -mp -pt 

2. Tap and blend to read the Star words and Bright star word. 

Star words 

moth er name yourself find 

found sound certain 

Bright star word 


floor 




58 


1 

SKILL 

BUILDER 


ld 

lt 

belt 

lp 

help 

nk 

sink 

nd 

hand 

mp 

lt lt lt 

ld ld ld 

cold 

st 

lp lp lp st st st 

list 

nt 

nk nk nk nt nt nt 

bent 

ft 


nd nd nd 

gift 

pt 

ft ft ft 



mp mp 

pt pt pt 

lamp 

erupt 


SKILL 

BUILDER 

2 

1. Say the word. Colour the last two sounds you hear. 

tent 

jump 

raft 

nest 

lt st nk ld nt ft lp nd mp st nt pt 

2. Tap it 


the circle) 

t a n k 

g o l d 

Map it 



w e p t 



Blend it 



tank 

gold 

wept 



The elf did his best to sweep up 

the dust in his tent at the camp. 

 

60 


3 

SKILL 

BUILDER 

1. Add the missing words to the story. 

jumper pond raft cold 

bank camp tent 

Justin sailed his 

in the 

large 

near his 

. It was , 

but he did not have a . 

So, Justin went back to his little, black 

on the . 


paint • • 


quilt • • 



land • • 


Clint 

SKILL 

BUILDER 

4 

1. Add ‘un’ to the start of these words to change their 

meaning. Colour the picture that matches your new word. 

‘un’ means ‘not’. 

It makes the base 

word have the 

opposite meaning. 

happy 

lock 


The chimp unlocks its pen and gets a pink quilt from 

the shelf. 





Clint gift his desk. on unpacks the 

62 


CHECK 

IN 











-lt -ld -lp -st -nk -nt -nd -ft -mp -pt 


mother name yourself find found sound certain floor 


quilt help fold dust bank bent 


hond baft tomp rupt felp lonk 



melt 

coast 

paint 




STAR 

STORY 

1 

The little, black kitten 

Clint and Kent Trump went into town. 

There, they met their pal, Trevor. 

‘A cat and her three kittens are in our garden,’ said Trevor. 

‘I was on an ant hunt in the backyard, and I found her 

under a plant. When I crept up to them, she did not 

run off.’ 

‘Dad said I could keep the mother cat and one kitten. But 

he said that if I kept them, I must feed them and keep 

them in the shed at night.’ 

‘There are still two kittens left, but they are little. They need 

to be with the mother cat, or they will be unwell. When 

they get bigger, you could keep one. Dad said that one of 

them is the runt of the litter. He is smaller than the rest. Do 

you want to see them?’ 

Clint and Kent went with Trevor to see the kittens. 

The mother cat was a tabby. The one Trevor wanted 

to keep was black and brown. The runt was very small 

and black. 


‘It would be good to keep the runt. I will call him Jet,’ 

said Clint. 



‘Jet is a good name for a black cat,’ agreed Kent. ‘We 

do not have a shed, but Jet could be kept in our tent 

at night.’ 

64 


1 

STAR 

STORY 

Clint and Kent went back to ask their mum and dad if they 

could keep Jet. 

‘We were thinking of getting you a pet,’ said Mr Trump. ‘A 

little, black kitten would be a good pet for you. We need to 

go shopping for things Jet will need when he can join us.’ 





1. What did Clint and Kent name the black kitten? 

2. Why do you think the kittens will need to stay with their mother until they 

get bigger? 


STAR 

STORY 

2 

Plum picking 

Trish and Gregor Kemp were with their dad on the tractor. 

The three of them were off down a gravel track to the 

back paddock. The track went past Mr Pratt’s orchard. 

‘Look,’ said Gregor. ‘There is a banner between two trees.’ 

Free plums and apples. Pick them yourself. 

The trees were crammed with plums and green 

crab apples. 

‘Can we go back and get a sack?’ begged Gregor and 

Trish. ‘Plums and green crab apples would be a good gift 

for Gran.’ 

‘Go and unlock the shed. There are three hemp bags in 

there,’ said Dad. 

Gregor hummed as he grabbed a clump of plump plums 

from a branch. He dropped the plums into a hemp sack 

that Trish held for him. 


He picked plums until the sack was filled. Trish passed 

Gregor the second bag. 

‘The best clump is on that high branch,’ said Gregor. But 

the high branch was damp and he slipped. Thump! 



Gregor fell and hit his cheek on an old stump. He was 

unhappy. He had a big bump on his cheek, but he 

was unhurt. 

66 


2 

STAR 

STORY 

Trish did not see him fall. She was still picking green crab 

apples from the tree and cramming them into the third 

bag. ‘Granny Kemp puts the plums into big jars for winter. 

She keeps the plums in her larder. She told me that crab 

apples are good for jam and jelly,’ said Trish. 

Trish and Gregor set off down the gravel track to Granny 

Kemp. They helped her unpack the sacks and Granny 

Kemp fixed Gregor’s cheek. Then, they went back to the 

farm for a rest. 





1. What types of fruit were growing in Mr Pratt’s orchard? 

2. Why do you think Gregor and Trish believed the fruit would be a good gift 

for Granny Kemp? 


BONUS 

STAR STORY 

1 

Sloan helps Mum 

Sloan’s mother looked unhappy. 

She felt unwell and her jobs were not finished. She was too 

sick to get off the bed. So, she slept until Sloan helped her 

to sit up in bed. 

Sloan saw how ill his mother looked. So, he crossed the 

road and fetched the doctor. 

‘Your mother needs these pills, and she must rest in bed,’ 

said the doctor. 

Sloan thanked the doctor and fetched a drink for 

his mother. 

‘I cannot rest, Sloan. I have too much to do,’ said 

his mother. 

‘Let me do it for you,’ said Sloan. ‘Tell me what I need 

to do.’ 

‘The dog is not fed, so you will need to feed her.’ 


‘The shopping is in the car. You must unload it, then put it 

in the fridge.’ 



‘Would you unplug the toaster? I think I left it on. And get 

the chops from the freezer? Set them in the sink so that 

they will be right for dinner.’ 

68 


1 

BONUS 

STAR STORY 

When the jobs were finished, Sloan put the kettle on 

to boil. Then, he mixed a jelly for dinner and swept the 

floor. He unfolded a blanket and laid it on the end of his 

mother’s bed. 

Then, he had finished helping. So, he sat down to rest and 

munch on a snack. 





1. What item did Mum ask Sloan to remove from the freezer? 

2. Why do you think that Sloan sat down to rest after he had helped 

his mother? 


BONUS 

STAR STORY 

2 

The boat crash 

When I need help, my sister is there for me. 

It all started when I told my pals we had a boat. Craig, 

Brent, and Sloan wanted to see it. 

‘It looks unfit to float,’ said Craig. ‘It looks old 

and unsound.’ 

‘Dad and I go fishing in it often,’ I told him. 

‘Your boat is just what we need. We can unhook it and go 

sailing,’ Brent said. 

‘The Cross River is not far from here,’ added Sloan. 

‘We can lug it down to the river,’ said Brent. 

I felt uncertain. It was not my boat to lend. 

‘Your dad will never find out,’ they insisted. 

We were now on the bank of the Cross River. The boat 

slid into the river, and we crowded in. It tilted a bit, but 

it floated. 


We began to cross the river, when … crunch, crash. How 

unlucky! The boat hit an unseen, floating steel drum. 



We began bailing until we got to the riverbank. 

70 


2 

BONUS 

STAR STORY 

The boat was dented, and it had a slight crack. There was 

mud in it and green paint was missing. 

When we got the boat back, my sister, Flick, scolded us. 

My pals left when I needed help. But my sister was there 

for me. She helped me undo the mess. She mended the 

slight crack and the dent. I painted them green again. The 

boat was still a mess, so Flick handed me a broom and 

brush to get rid of the mud. 

I was still sweeping when dad got back. I helped him 

unload the car and told him we had crashed the boat. I 

expected he would be cross, but he just said it was a good 

lesson for me. I should do what is right, not what my pals 

tell me. 





1. What did the boat crash into? 

2. Do you think Craig, Brent, and Sloan are good friends? Why or why not? 


DAILY 

PRACTICE 6 


scr squ shr str 

spl thr spr -nch 

2. Tap and blend to read the Star words and Bright star word. 

Star words 

about like new 

Bright star word 

Try to remember the Bright star sound! 

eye© R.I.C. Publications® 



72 


1 

SKILL 

BUILDER 


scr 

scr scr 

squ 

squ squ 

scrapbook 

shr 

shrub 

spl 

splat 

spr 

scr 

shr shr 

shr 

spl spl 

squid 

str 

straw 

thr 

3 


spl 

spr spr 

three 

nch 

squ 

str str 

str 

thr thr 

thr 

nch nch 



spring 

spr 

lunch 

nch 


SKILL 

BUILDER 

2 

1. Say the word. Colour the first sounds you hear. 

screw 

throw 

splash 

square 

scr squ shr spl thr spr str spl thr shr spr scr 

2. Tap it 


the circle) 

sh r e d 

p i n ch 

Map it 



s t r a p 

Blend it 

(join the sounds 

together to read 

the word) 

shred 

pinch 

strap 





Three strong squid are splashing 

in the fish tank. 

74 


3 

SKILL 

BUILDER 

1. Add the missing words to the story. 

squishy branch shrub 

spring bench thrill 

In 

, a 

grub fell from a 

and 

landed in a 

wiggle, it got up on a 

and had a rest. It was a big 

for such a little grub! 

. With a quick 


throat • • 


screen • • 



string • • 


SKILL 

BUILDER 

4 

1. How many sounds are there in these words? Colour one 

circle for each sound. 

thrill shrub bench 


The goats strip the shrubs with their strong teeth. 





Three their scrub pals 

with hands squishy soap. 

76 


CHECK 

IN 











scr squ shr str spl thr spr -nch 


about like new eye 


shred screen squish string splash thrill 


sprop zanch scrug strock threm spram 



three 

3 

splash 

sprint 




STAR 

STORY 

1 

Travis fixed his backpack 

Travis Strang strolled down the street singing a song. All of 

a sudden, the strap on his backpack snapped. His books 

fell out onto the road. A man running by helped him pack 

his bag. 

Travis was thrifty. He did not wish to get rid of his 

backpack. He did not wish to get a new strap. ‘I will get 

some string and fix it,’ Travis told his dad. 

‘String will not be as strong as a strap,’ said Mr Strang. 

‘When you have a load of books, the string will not hold. 

You need a strong strap to fix your backpack.’ 

But thrifty Travis was not bothered. He fetched a ball 

of strong string and twisted it into a strap. He fixed the 

string strap to his backpack. Then, with his strap of string, 

Travis strutted down the street. 

A thrush was singing in a tree and Travis was happy. 

But the string began to stretch. The string began to strain. 

With each stride, a strand of the string broke. Travis thrust 

his hand under the backpack. 


But he tripped and fell. His arm began to throb. 



Three of his books splashed in a muddy puddle. 

Travis was stressed. Now he must go to the bookshop as 

well as the camping shop for a new strap. He no longer 

felt like singing or strolling or strutting. 

78 


1 

STAR 

STORY 





1. How did Travis’ books land in the muddy puddle? 

2. Why do you think Travis did not want to spend money on a new strap 

for his bag? How do you think he felt about this decision at the end of 

the story? 


STAR 

STORY 

Scruffy 

2 

Petrus Scrag was in the garden planting a shrub. She 

looked up and saw a big, scruffy dog. His fur was messy 

and he looked hungry. 

‘Can I keep him, Dad?’ asked Petrus. 

‘You can scrub him in this old tub. You can clip his fur and 

feed him. But first, I must call the dog catcher to see if he 

is a missing pet.’ 

Petrus scrubbed and clipped and fed the dog. 

‘He looks as if he has shrunk,’ Petrus grinned as she 

took him out of the tub. ‘If I can keep him, I will call 

him Scruffy.’ 

Mr Scrag said, ‘If you keep him, he must not dig up my 

shrubs. And he must not scratch fur onto the carpet or 

shred my slippers.’ 

Scruffy was always with Petrus. Scruffy never dug up 

shrubs. He sat on the carpet, but he did not scratch. He 

would sit and look at books with Petrus. 


‘Scruffy is a good dog,’ said Mr Scrag. 



Petrus and Scruffy were watching a dog on TV. A dog 

in the show growled and snapped. Scruffy barked and 

jumped at the screen. Scratch! Scrunch! 

80 


2 

STAR 

STORY 

The screen smashed as the TV fell off the shelf. Mrs 

Scrag screeched. 

Mr Scrag shrugged. ‘I think Scruffy was trying to help us.’ 

Petrus picked up the bits of the old screen. Mr and Mrs 

Scrag went off to get a TV at the shop. And Scruffy just 

wagged his tail. 





1. What did Petrus name the dog she found? 

2. Do you think the name Petrus chose was suitable? Why or why not? 


BONUS 

STAR STORY 

1 

The hedgehog 

Will West’s mum was scrubbing the sink when Will ran in. 

‘Mum, have you ever seen a hedgehog?’ asked Will. 

‘No! Have you seen one, Will?’ said Mrs West. 

‘No, but what is a hedgehog?’ asked Will. 

‘A hedgehog is a small animal. Why are you asking about 

hedgehogs?’ said his Mum. 

‘Cash said that his sister saw a hedgehog in a shrub by 

the street,’ said Will. 

‘I hope she did not try to catch it,’ said Mrs West. 

‘Hedgehogs can make you sick.’ 

‘What do hedgehogs look like?’ asked Will. ‘I do not want 

to get sick!’ 

‘It is a mammal, about as big as a large apple. It has lots 

of pointy quills, like a brush. They are brown and they have 

little eyes. Hedgehogs can scrunch up into a tight ball.’ 


‘Wow!’ said Will. ‘They sound small and sweet. Is it their 

quills that make you sick?’ asked Will. 



‘No. Hedgehogs can carry small bugs that can make your 

tummy upset,’ said Mrs West. 

82 


1 

BONUS 

STAR STORY 

‘Do they snack on plants?’ asked Will. 

‘Yes, they snack on plants and roots. But a hedgehog likes 

frogs, slugs, and beetles, too. It can dig for them in moist 

soil with its muzzle. A hedgehog hunts at night. It sleeps 

all winter, so it needs a lot of food. It has flat teeth, just 

like you.’ 

‘Where do hedgehogs sleep?’ asked Will. 

‘A hedgehog sleeps in a nest. It can grunt and snuffle like 

a pig,’ said Mrs West. ‘Hedgehogs do not like to be seen. 

They are shy animals.’ 

‘A hedgehog would not make a good pet then,’ said Will. 





1. What food does a hedgehog eat? 

2. Why did Will think that a hedgehog would not make a good pet? 


BONUS 

STAR STORY 

2 

Lord Arthur’s flower garden 

Henry is a keen gardener. He tends the splendid garden of 

Lord Arthur Thredgold. 

A gardener needs to be strong. In spring, Henry planted 

a screen of very big shrubs. He strapped the shrubs to 

sturdy sticks with string. Then, he scattered compost 

around them. 

But three sprightly deer roam on Lord Arthur’s land. They 

can strip shrubs with their strong teeth. So, Henry has to 

stop them from straying into the garden. 

Lord Arthur is old, but he is still very spry. In the morning, 

he likes to sprint around the lawn. In spring, it thrills him to 

stroll around his garden and to splash in the spring on his 

land. At dusk, he likes to sit on a bench by the shrubbery 

where a small thrush has its nest. 

One morning, when Lord Arthur was sprinting, it began to 

sprinkle. Then, it began to rain. Squish, squash, squelch! 

Lightning struck and Lord Arthur fell onto the lawn. Splish, 

splosh, splash! 


Henry was in the potting shed. He saw Lord Arthur fall. 

He sprang from his spot, and thrust out his arm to help 

Lord Arthur stand. Then, Henry took the Lord to his 

potting shed. 



He put the kettle on, and they both had a mug of 

hot coffee. 

84 


2 

BONUS 

STAR STORY 





1. What type of animal can cause damage to Lord Arthur’s garden? 

2. How do you think Lord Arthur felt when Henry helped him? Why? 


Congratulations superstar! 

You have now completed the Green workbook. But the fun 

does not stop there! Try some of these fun bonus activities. 

Choose one of the stories to illustrate. 

Put on a play by asking some people to help you act out a 

story as you read it. 

Use different colours to find and circle the focus letters 

and letter patterns in a story. 

Imagine a different ending to one of the stories you have 

read. Retell the story and add your own twist. 

Think of a list of questions for one of the stories. Challenge 

someone to answer them. 

Choose one character from a story and create a drawing 

of what you think they look like. 

Record the main events of a story on sticky notes. 

Mix them up, then challenge yourself to arrange them in 

the correct order. 

Seek and find 


1. How many birds are on page 15? 

2. On page 27, what animal is in the tree? 

3. On page 37, what animal is nearest a flower? 



4. How many baby chicks are on page 41? 

5. On page 71, what shape is on the sail of the boat? 

Turn over the page to find your certificate 

of completion, and three fun texts for an 

adult to read to you. 

86 


Congratulations 

This certificate is presented to: 

for completing the Green Star strategy 

decodable workbook. You have mastered 

blending sounds together at the beginning 

and end of words, read 24 stories, and 

expanded your vocabulary by reading over 

5500 words. Keep up the stellar work! 




Signed: 


AUTHENTIC 

TEXT 

The Authentic texts on the next pages have been designed for you to read to your learner. They 

include different texts that your learner may come across in the real world and will read for 

a purpose. 

Listening to reading is an important part of the ‘Star strategy’. It provides many benefits to 

beginner readers, such as: 

• helping them build a strong vocabulary by hearing and learning new words that they might 

not come across in everyday conversations 

• allowing them to focus on understanding the story without worrying about reading the 

words themselves 

• encouraging them to think about the text, which leads to rich conversations and questions 

• observing how to read fluently with the right tone and expression 

• creating a special bond between the educator and the learner and helping to develop a love 

of reading. 

When reading to your learner, find a comfortable space without distractions, and make it an 

enjoyable activity. Allow them to discuss the book and ask questions as you read. If they feel 

confident, encourage them to identify any words in the text that they can read independently. 

Although it is not compulsory, the following questions may be used to support comprehension 

before, during, and after reading the Authentic texts together. 

Dear Aunt Jackie 

A cheerful email from Darcy, who is sharing her latest kitchen creation with her Aunt Jackie. 

Before reading During reading After reading 

• Before reading, ask your 

learner to predict what the 

email might be about based 

on the subject line. 

• Read the name of the 

recipient to your learner and 

ask them to predict who the 

email might be from. 

• While reading, encourage 

your learner to identify 

the main idea of the 

email. What is Darcy 

talking about? 

• Direct your learner to the 

part where Darcy talks 

about baking a cake, 

and then to the attached 

image. What ingredients 

did she use, and what made 

it special? 

• Ask your learner to think 

about why Darcy’s mum 

suggested Aunt Jackie 

could help choose a 

birthday cake. 

• Encourage your learner 

to identify the emotions 

expressed in the email. 

How does Darcy feel about 

baking and spending time 

with Aunt Jackie? 


• Ask your learner to identify 

the reason why Darcy wore 

a tiara while baking. 

• What plans do Darcy and 

Aunt Jackie have for the 

future? Ask your learner to 

share how they think they 

both feel about it. 

• Ask your learner to share 

what they think Darcy and 

Aunt Jackie will do together 

when they meet next. 



88 


AUTHENTIC 

TEXT 

All about X-rays 

An informative pamphlet explaining how X-rays work and what they are used for. 


• Before you start reading, 

ask your learner what they 

think X-rays might be used 

for. Encourage them to 

share any experiences or 

prior knowledge they may 

have about X-rays. 

• Pause after the first 

paragraph and ask your 

learner to explain what 

X-rays are. Encourage them 

to use topic-related words 

like ‘rays’, ‘skin’, ‘muscles’, 

‘bones’, and ‘teeth’. 

• Encourage your learner 

to go beyond the text by 

asking them why they think 

we should stand still when 

taking an X-ray. 

• Select more complex 

vocabulary used in the text 

and discuss their meanings. 

For example, ‘health’, 

‘essential’, and ‘shield’. 

Explore space with the Stellar Explorer Rocket! 

A magazine advertisement for a fun, new toy for lovers of outer space. 

• Summarise the text 

together. Ask your learner to 

recall the main points about 

X-rays, such as what they 

are, how they work, why 

doctors use them, and the 

safety measures involved. 

• Ask your learner to share 

what they found most 

interesting about the text. 

• Discuss if your learner has 

ever heard about someone 

having an X-ray. Ask if they 

understand why X-rays are 

taken and what they help 

doctors check. 

• What would your learner tell 

someone who is nervous 

about getting an X-ray? 

Ask them to use evidence 

from the story to support 

their answer. 


• Read the title and 

subheading with your 

learner. Ask them to 

predict what they think the 

advertisement is going to 

be about. 

• Ask your learner to look 

at the text. Have they 

seen a similar text before? 

What was its purpose? (An 

advertisement designed 

to persuade someone 

to purchase.) 

• While reading about the 

materials of the Stellar 

Explorer Rocket, pause 

to ask your learner why 

it is important for the toy 

to be made from safe, 

high-quality materials. 

• As you read the legal 

notices at the bottom of 

the advertisement, explain 

what is meant by ‘adult 

supervision’. Why do they 

think that there is an age 

limit and adult supervision 

is necessary? 

• Encourage your learner to 

consider if they would like 

to buy the Stellar Explorer 

Rocket. What features or 

words made it appealing 

to them? 

• Reflect on the purpose of 

the text. Was it effective? 





AUTHENTIC 

TEXT 

Darcy@happychat.com 

z z 

Inbox (6) Sent Drafts 

z 

Snooze Attach 

To 

CC 

Subject 

PDF 

Aunt Jackie 

A yummy surprise! 

Deliciously delightful chocolate cake recipe 

Hi Aunt Jackie, 

It’s me, Darcy! 

700KB 

I miss you so much! I wanted to send you this email to show you a 

picture of me with the cake I baked all by myself. Mummy said I was 

the best baker she has ever met. But don’t worry, I told her that you 

were an amazing baker too, Aunt Jackie! 

The cake was chocolate, and I used my imagination to come up with 

the recipe. I wore your pretty tiara while I was making it because I 

think it gives me magic baking powers like you! I made a big mess in 

the kitchen, but Mummy wasn’t mad, she said it’s all part of the fun. 

I’m pretty good at baking, and I love it because I get to be creative 

and make yummy things for everyone. I’m always looking for new 

recipes to try, so I can treat my family and friends. Have you baked 

anything new and yummy lately, Aunt Jackie? I hope that I can try it 

one day! 

Mummy found a book with lots of ideas for birthday cakes, and she 

said you could help me choose one for my birthday in June. I’m so 

excited to see you and bake with you again! Do you think we can 

make a big mess in the kitchen and have fun like last time? 

Please write back soon, Aunt Jackie! 

Love, 

Darcy 




90 


AUTHENTIC 

TEXT 

Search 

Trash 

T 

Regular 

Bold 

Italic 

Send 




125g 


AUTHENTIC 

TEXT 

All about X-rays 


Introduction 

‘X-rays’ are special rays of light that help us see things inside our 

bodies. Let’s learn more about X-rays and how they work. 

What are X-rays? 



X-rays are a type of light we cannot see with our eyes. They can pass 

through some things (like skin and muscles), but not others (like teeth 

and bones). X-rays are important because of the special way they work. 

92 


AUTHENTIC 

TEXT 

How do X-rays work? 

When we have an X-ray, we must 

stand or lie very still. A machine 

sends X-rays through our body 

and takes a picture of the things 

it cannot pass through. The X-ray 

machine helps doctors see things, 

like teeth and bones, that are inside 

our bodies. 

What do doctors use X-rays for? 

Doctors use X-rays to check on our 

health. If we fall and hurt ourselves, 

they might take an X-ray to see 

if our bones are okay. X-rays also 

help doctors understand if anything 

unusual is happening inside 

our bodies. 

Are X-rays safe? 

While X-rays are helpful and safe, 

we only have them when they are 

essential. Some scientists say that 

too many X-rays might be harmful, 

so doctors are careful to use them 

only when they need to check on 

our health. When we have an X-ray, 

we must wear a special shield to 

protect the parts of our body that 

do not need the X-rays. 




Conclusion 

X-rays are like special lights that help doctors see inside our bodies. 

The next time you hear about someone having an X-ray, you will 

know that it is just a way to make sure they stay healthy and happy. 


AUTHENTIC 

TEXT 

Explore space with the 

Stellar Explorer 

Rocket! 


Ready for adventure? 



Let’s blast off! 

Get ready for an awesome space adventure with the Stellar 

Explorer Rocket! It’s a great, new toy that’s perfect for kids who 

love dreaming about space and being astronauts. This rocket will 

make your playtime exciting and fun. 

94 


AUTHENTIC 

TEXT 

What makes the Stellar Explorer 

Rocket out of this world? 

• Fun lights and sounds: The Stellar 

Explorer Rocket lights up and makes 

realistic rocket sounds for an extra 

fun playtime. 

• Easy to use: Launch your rocket high 

up into space with just a touch of a 

button. It’s super easy! 

• Strong and safe: The Stellar Explorer 

Rocket is made from safe, highquality 

materials, so it can handle all 

the adventures that little explorers 

like you want to go on. 


Don’t miss out on the fun! 

Get your Stellar Explorer 

Rocket today! 



Visit www.stellarexplorer.com or your nearest 

toy store to get your Stellar Explorer Rocket. 

*For children aged 3 and up. Adult 

supervision required. 


BRIDGING 

ACTIVITY 

Continue your reading journey with the Purple Star strategy 

decodable workbook. Let’s look at what you will learn. 

New spellings for sounds you have learnt 

Let’s try some now. Which letters are making the same sound 

in these words? 

/ow/ /ee/ /ai/ /igh/ 

c l ou d p ea ch p l ay f l ie s 

/oo/ /oi/ /or/ /ur/ 


g l ue t oy s p r aw n b ir d 



/w/ /f/ /s/ /j/ 

wh i s k g r a ph c i t y g e m 

96 


Fluency checklist 

‘STARS’ is a special word that can help you remember five 

ways to become a fluent reader. 

Spot the punctuation. Take a short 

breath when you see a comma (,) 

and pause when you see a full stop 

(.) Remember to change the sound of 

your voice when you see a question 

mark (?) or exclamation mark (!) 

Take your time. Don’t read too 

fast or too slow. Just read at a 

comfortable pace. 

Accuracy is important. Try to read 

each word correctly and don’t 

guess if you’re not sure. Use the 

decoding strategies on page 98. 


Read with feeling. Remember, don’t 

talk like a robot! Use your talking 

voice and make the story exciting 

with lots of expression! 



Scoop the words and phrases. Try 

scooping the words and phrases 

together like a little song to make 

your reading sound smoother. 


Decoding strategies 

If you get stuck, try following these tips to help you decode 

tricky words. 

Point to the word you do not know. 

pop 

corn 

Look at the whole word from left to right. Can 

you see any letter patterns you know? 

For longer words, use the vowel sounds to help 

you chunk the word into syllables. 

Point to each letter or letter pattern, and slowly 

blend the sounds together as you read them 

out loud. 


Listen to the word. Does it make sense? Try 

reading the whole sentence again. 



If you are still stuck, ask an adult for help. 

98 


Removeable resources 

Cut out these letters to practise building words with the 

spellings learnt in this workbook. 

sc sk sl sm sn 

sp st -tch 

bl cl fl gl pl 

y 


br cr dr fr gr 



pr tr -ve -le 

Set 1 

Set 2 

Set 3 





100 



Set 4 

Bookmark 

-lt -ld -lp -st -nk 

-nt -nd -ft -mp -pt 

scr squ shr str spl 

thr spr -nch 




YOUR 

FUTURE 

IS 

BRIGHT! 

Set 5 

Set 6 




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