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STORY AUTHOR<br />

DR ROSEMARY ALLEN<br />

NAME:<br />

CLASS:<br />

© R.I.C. Publications®<br />

GREEN<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

EXPLORE THE<br />

STARS!


Star strategy decodable <strong>workbook</strong><br />

(Green)<br />

Copyright notice<br />

Published by R.I.C. Publications® and Prim-Ed Publishing 2024<br />

Copyright © R.I.C. Publications® 2024<br />

Copyright © of decodable stories Dr Rosemary Allen 2024<br />

R.I.C. Publications® acknowledges the Wadjak people of the<br />

Nyoongar Nation as the Traditional Custodians of the land on<br />

which our Western Australian office is based. We acknowledge<br />

the Traditional Custodians of Country throughout Australia<br />

and pay our respects to Elders past, present, and emerging.<br />

R.I.C. Publications® recognises the role of First Nations Elders<br />

as Australia’s first educators.<br />

We acknowledge and appreciate all cultures and peoples.<br />

ISBN 978-1-922843-98-2<br />

RIC–<strong>8591</strong><br />

Titles in this series:<br />

Star strategy decodable <strong>workbook</strong> (Pink)<br />

Star strategy decodable <strong>workbook</strong> (Yellow)<br />

Star strategy decodable <strong>workbook</strong> (Green)<br />

Star strategy decodable <strong>workbook</strong> (Purple)<br />

Disclaimer<br />

Every effort has been made to ensure quality of content and<br />

accuracy of information; our team at R.I.C. Publications®<br />

and Prim-Ed Publishing cannot be held responsible for<br />

mistakes or omissions, but we do endeavour to rectify<br />

any errors found within our products. Please contact us to<br />

provide feedback.<br />

© R.I.C. Publications®<br />

R.I.C. Publications®<br />

PO Box 332, Greenwood<br />

Western Australia 6924<br />

+61 8 9240 9888<br />

ricpublications.com.au<br />

mail@ricpublications.com.au<br />

Prim-Ed Publishing<br />

Unit 2A, Block E<br />

Waterford Road Business Park<br />

New Ross, Co. Wexford<br />

Y34 NC82, Ireland<br />

+353 51 440075<br />

www.prim-ed.com<br />

sales@prim-ed.com<br />

No part of this book may<br />

be reproduced in any form<br />

or by any means, electronic<br />

or mechanical, including<br />

photocopying or recording,<br />

or by an information retrieval<br />

system without written<br />

permission from the publisher.<br />

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© Prim-Ed Publishing


Foreword<br />

Hi there! Welcome to the Star strategy decodable <strong>workbook</strong> series. These<br />

special <strong>workbook</strong>s are here to help you become a language superstar. But<br />

what does that mean?<br />

Language superstars know that the sounds in words can be written as<br />

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

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

spell and read the words that are all around us.<br />

Inside each <strong>workbook</strong> you will find lots of fun activities to help you learn how<br />

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

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

mastering both of these important skills together.<br />

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

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

an exciting adventure with the Star strategy decodable <strong>workbook</strong> series.<br />

Contents<br />

Educator notes..................................................................................................................................................................................... iv<br />

Superstar steps................................................................................................................................................................................... vii<br />

Daily practice 1..............................2<br />

Skill builder 1...................................... 3<br />

Skill builder 2.....................................4<br />

Skill builder 3..................................... 5<br />

Skill builder 4..................................... 6<br />

Check in............................................... 7<br />

Star story 1......................................... 8<br />

Star story 2.......................................10<br />

Bonus star story 1.......................... 12<br />

Bonus star story 2.........................14<br />

Daily practice 2........................... 16<br />

Skill builder 1.................................... 17<br />

Skill builder 2................................... 18<br />

Skill builder 3................................... 19<br />

Skill builder 4...................................20<br />

Check in............................................. 21<br />

Star story 1.......................................22<br />

Star story 2.......................................24<br />

Bonus star story 1..........................26<br />

Bonus star story 2.........................28<br />

Daily practice 3...........................30<br />

Skill builder 1.................................... 31<br />

Skill builder 2...................................32<br />

Skill builder 3...................................33<br />

Skill builder 4...................................34<br />

Check in.............................................35<br />

Star story 1.......................................36<br />

Star story 2.......................................38<br />

Bonus star story 1......................... 40<br />

Bonus star story 2.........................42<br />

Daily practice 4.......................... 44<br />

Skill builder 1................................... 45<br />

© R.I.C. Publications®<br />

Skill builder 2.................................. 46<br />

Skill builder 3...................................47<br />

Skill builder 4.................................. 48<br />

Check in.............................................49<br />

Star story 1...................................... 50<br />

Star story 2.......................................52<br />

Bonus star story 1......................... 54<br />

Bonus star story 2.........................56<br />

Daily practice 5...........................58<br />

Skill builder 1....................................59<br />

Skill builder 2.................................. 60<br />

Skill builder 3................................... 61<br />

Skill builder 4...................................62<br />

Check in.............................................63<br />

Star story 1...................................... 64<br />

Star story 2.......................................66<br />

Bonus star story 1..........................68<br />

Bonus star story 2.........................70<br />

Daily practice 6........................... 72<br />

Skill builder 1....................................73<br />

Skill builder 2...................................74<br />

Skill builder 3...................................75<br />

Skill builder 4...................................76<br />

Check in............................................. 77<br />

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Star story 1.......................................78<br />

Star story 2...................................... 80<br />

Bonus star story 1..........................82<br />

Bonus star story 2........................ 84<br />

Congratulations superstar!.............................................................................................................................................................86<br />

Authentic text.......................................................................................................................................................................................88<br />

Bridging activity.................................................................................................................................................................................96<br />

Fluency checklist................................................................................................................................................................................. 97<br />

Decoding strategies..........................................................................................................................................................................98<br />

Removeable resources.....................................................................................................................................................................99<br />

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


EDUCATOR<br />

NOTES<br />

Introducing the Star strategy<br />

Are you <strong>ready</strong> to embark on an exciting adventure to help your learner spell and read<br />

confidently? The Star strategy decodable <strong>workbook</strong> series is here to guide you along the<br />

way. Developed using a comprehensive body of research known as The science of reading,<br />

these unique <strong>workbook</strong>s offer a systematic and cumulative approach to teaching learners the<br />

connection between letters and sounds.<br />

How are the <strong>workbook</strong>s structured?<br />

Your learner will engage in a variety of activities designed to help them:<br />

• recognise and manipulate sounds<br />

• break whole words into individual sounds when spelling<br />

• represent the sounds they hear as letters or groups of letters<br />

• blend letters or groups of letters together to read whole words.<br />

The <strong>workbook</strong>s are divided into four levels, each one building upon the skills learned in the<br />

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

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

How can you make the most of the series with your learner?<br />

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

practice’ page. In this <strong>workbook</strong> series, words with common spellings that have not yet<br />

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

spelling has not yet been taught. Exception words with irregular spellings are called Bright<br />

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

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

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

minutes each day to practise these words and sounds (and review those previously learnt)<br />

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

Bright star words in a sentence.<br />

You will notice marks under the letters and words throughout this book.<br />

This visual support may help your learner remember these letters as an<br />

individual sound or a group of letters that make one sound.<br />

a •<br />

: one letter making one sound.<br />

ch :<br />

© R.I.C. Publications®<br />

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two or more letters making one sound.<br />

a_e: two letters that make one sound that is split by another letter.<br />

• •<br />

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

An arrow is used under the Star words and Bright star words as a visual<br />

support to help learners blend the sounds together in the correct order.<br />

You may wish to add a direction arrow under other words to provide a<br />

similar scaffold for reading as your learner progresses through the Skill<br />

builder activities.<br />

iv<br />

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


EDUCATOR<br />

NOTES<br />

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

completed over several days. There are also small prompts throughout the <strong>workbook</strong> to<br />

guide your instruction.<br />

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

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

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

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

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

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

learner reads their text multiple times, focusing on accuracy, fluency, and expression.<br />

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

back cover to celebrate their achievement.<br />

5. Your learner is <strong>ready</strong> to move onto the next set when they are able to confidently complete<br />

the Skill builder activities and read the selected Star story fluently. You can further assess<br />

their progress and readiness using the provided ‘Check in’ for each set.<br />

6. Three engaging ‘Authentic texts’ are also included at the end of each <strong>workbook</strong>. These are<br />

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

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

language comprehension when used with the provided questions.<br />

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

• Your most important role is to remain<br />

positive throughout your learner’s journey.<br />

Spelling and reading should never feel like<br />

a battle. Instead, keep it enjoyable and<br />

prioritise your learner’s self-esteem. If<br />

they hesitate on a word, provide them with<br />

the word or spelling rather than allowing<br />

them to struggle. Rest assured that with<br />

repeated reading and application of<br />

essential decoding and encoding skills, their<br />

confidence and ability to tackle challenging<br />

words will flourish.<br />

© R.I.C. Publications®<br />

• Consistency is key. Once your learner has<br />

learnt the sounds, Star words, and Bright star<br />

words in a set, it is essential to review them<br />

regularly to consolidate their learning.<br />

• Using a multimodal approach will help<br />

strengthen your learner’s understanding by<br />

allowing them to make meaning through<br />

visual, auditory, and kinesthetic channels.<br />

When spelling a word, for example, say the<br />

word and segment it into sounds (auditory),<br />

then count each sound with your finger<br />

as you say it and write each letter down<br />

(kinesthetic), ensuring you look at each<br />

sound as it is written (visual).<br />

• It is okay if your learner reads only part of<br />

a Star story or reads one repeatedly. Even if<br />

they can decode all the words, reinforcement<br />

is crucial for fluency and comprehension.<br />

To make fluency exercises entertaining, try<br />

using different voices, such as a robot voice,<br />

a mouse voice, or even an angry voice, to<br />

read the story. This playful approach helps<br />

develop their fluency skills.<br />

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© Prim-Ed Publishing<br />

The Star strategy decodable <strong>workbook</strong> series is a fun and effective tool to help your<br />

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

learning together!<br />

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


EDUCATOR<br />

NOTES<br />

Pre-assessment<br />

Use this assessment to determine whether your learner is <strong>ready</strong> to use this <strong>workbook</strong>. If your<br />

learner is unable to complete most of these activities successfully, it is recommended that they<br />

continue to use the Yellow <strong>workbook</strong> to build their skills.<br />

Skill 1: The learner can identify common consonant and short vowel sounds.<br />

Script: ‘Point to each letter and say the sound it makes.’<br />

s a t p i n<br />

e g c k o u<br />

r h b f l j<br />

v w x y z qu<br />

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

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

ch sh th ng<br />

ai ee igh oa<br />

ar or ur er<br />

oo ow oi<br />

Skill 3: The learner can count the number of syllables in words.<br />

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

you hear.’<br />

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

rainbow<br />

(2)<br />

© R.I.C. Publications®<br />

little<br />

(2)<br />

dinosaur<br />

(3)<br />

lollipop<br />

(3)<br />

Skill 4: The learner can orally segment words with more than three sounds.<br />

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

Practise: ‘Clap. /c/ /l/ /a/ /p/.’<br />

watermelon<br />

(4)<br />

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© Prim-Ed Publishing<br />

black<br />

(4: /b/ /l/ /a/ /ck/)<br />

strap<br />

(5: /s/ /t/ /r/ /a/ /p/)<br />

soft<br />

(4: /s/ /o/ /f/ /t/)<br />

shrimp<br />

(5: /sh/ /r/ /i/ /m/ /p/)<br />

thread<br />

(4: /th/ /r/ /ea/ /d/)<br />

vi<br />

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


Superstar steps<br />

Are you <strong>ready</strong> to become a language superstar? Follow<br />

these steps:<br />

DAILY<br />

PRACTICE<br />

SKILL<br />

BUILDER<br />

t<br />

STAR<br />

p<br />

Complete your ‘Daily practice’<br />

every day. It will help you<br />

learn the code that you need<br />

to spell and read the words in<br />

each set.<br />

BONUS<br />

STORY STAR STORY<br />

2<br />

Read each ‘Star story’.<br />

Choose one story to read out<br />

loud to an adult each day.<br />

CHECK<br />

IN<br />

Work on the ‘Skill builders’.<br />

They will help you<br />

develop your spelling and<br />

reading skills.<br />

Snip and slim<br />

© R.I.C. Publications®<br />

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

1<br />

1<br />

The list<br />

When you can read a Star<br />

story smoothly, colour in the<br />

badge on the back cover. Try<br />

reading a ‘Bonus star story’.<br />

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© Prim-Ed Publishing<br />

When you have completed<br />

the Skill builders and can<br />

read both Star stories, it is<br />

time to do the ‘Check in’ and<br />

show off all your hard work!<br />

Well done! Keep trying your best with each set and you will be<br />

on your way to becoming a language superstar!


DAILY<br />

PRACTICE 1<br />

1. Tap and say each sound.<br />

sc sk sl sm<br />

sn sp st -tch<br />

2. Tap and blend to read the Star words and Bright star words.<br />

Star words<br />

out watch saw began these<br />

Bright star words<br />

Try to remember the Bright star sounds!<br />

into onto friend<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

2<br />

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


1<br />

SKILL<br />

BUILDER<br />

Tap and say the sound. Trace and copy these letters.<br />

sc<br />

sc sc sc<br />

sk<br />

sk sk sk<br />

scoop<br />

sl<br />

sleep<br />

sn<br />

snake<br />

st<br />

sc<br />

sl sl sl<br />

sl<br />

sn sn sn<br />

skip<br />

sm<br />

smell<br />

sp<br />

© R.I.C. Publications®<br />

sn<br />

st st st<br />

spill<br />

tch<br />

sk<br />

sm sm sm<br />

sm<br />

sp sp sp<br />

sp<br />

tch tch<br />

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stop<br />

st<br />

match<br />

tch<br />

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


SKILL<br />

BUILDER<br />

2<br />

1. Say the word. Colour the two sounds you hear.<br />

sloth<br />

stick<br />

smile<br />

snail<br />

sn sl sp sk st sm st sn sc sl sk sn<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

s k i p<br />

s p e ll<br />

Map it<br />

(write one sound in each box)<br />

© R.I.C. Publications®<br />

s c ar f<br />

3. Read the sentence. Does it match the picture?<br />

Colour if yes or if no.<br />

The slick skunk sits on a stump and<br />

snacks on a sweet scoop. <br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

skip<br />

spell<br />

scarf<br />

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4<br />

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


3<br />

SKILL<br />

BUILDER<br />

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

the words. Use a <strong>green</strong> pencil to colour in the words with<br />

the ‘ch’ spelling. Use a blue pencil to colour in the words<br />

with the ‘tch’ spelling.<br />

lunch pooch catch sketch<br />

fetch witch pinch torch<br />

2. Read it Match it<br />

stitch • •<br />

speech • •<br />

3. Add the endings to the base word and<br />

write them next to the matching picture.<br />

© R.I.C. Publications®<br />

fix<br />

ing<br />

ed<br />

If a /ch/ sound comes after<br />

a short vowel sound, use the<br />

‘tch’ spelling. Otherwise, use<br />

the ‘ch’ spelling.<br />

What sound is<br />

‘ed’ making in<br />

this word?<br />

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© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 5


SKILL<br />

BUILDER<br />

4<br />

1. Say these two-syllable words. Add ‘er’ to complete<br />

the word.<br />

roost wint slipp und<br />

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

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

be spelt with ‘or’ (like in ‘doctor’) or ‘ar’ (like in ‘dollar’).<br />

2. Read the sentence and draw a picture to match.<br />

Scott and his sister catch snails and slugs.<br />

© R.I.C. Publications®<br />

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3. Unjumble and write the sentence.<br />

The snacks sloth flowers. on sticks and<br />

6<br />

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


CHECK<br />

IN<br />

Educator check<br />

Identifies common<br />

grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or<br />

irregular sounds.<br />

Accurately decodes real and nonsense<br />

CVC, CCVC, and two-syllable words.<br />

1. Say these sounds.<br />

Accurately segments to spell CCVC words<br />

with learnt letter sounds.<br />

Accurately decodes real and nonsense<br />

words with alternative spellings (‘er’<br />

and ‘tch’).<br />

sc sk sl sm sn sp st -tch<br />

2. Read these words.<br />

out watch saw began these into onto friend<br />

3. Sound out and blend to read these words.<br />

stool spot skin slug letter match<br />

4. Sound out and blend to read these nonsense words.<br />

snib scog sman stug fimmer zitch<br />

5. Write the word for each picture.<br />

© R.I.C. Publications®<br />

step<br />

snail<br />

hatch<br />

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© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 7


STAR<br />

STORY<br />

1<br />

Snip and Slim<br />

Snip the snail was snacking on a stem. She did a quick<br />

scan of the backyard, and then slid down into the soil.<br />

She was looking for Red the rooster. This morning, Red<br />

had pecked her shell. Snip yelped in shock, but Red did not<br />

stop. Spot the dog was quick to help. He snarled at Red<br />

and scooped Snip up. Then, he put Snip on the stem to<br />

rest.<br />

Red was not in sight, so Snip sped off to see her friend,<br />

Slim. As Snip got to the steps, Slim the slug slid out from<br />

under an old stump.<br />

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

winter nest.’<br />

‘A stork or a spoonbill or Red will not catch us if we are in<br />

a snug nest,’ sniffed Snip.<br />

So, Snip and Slim crossed the garden bed to hunt for a<br />

snug spot.<br />

© R.I.C. Publications®<br />

They checked for Red and then set off. But they did not<br />

get far. Snip and Slim fell into a ditch.<br />

‘This ditch is too smooth. We are stuck,’ gulped Snip.<br />

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© Prim-Ed Publishing<br />

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

and Slim slid up the stick with skill. They huffed and puffed<br />

and left a silver trail.<br />

At the top, they saw a small slipper. It was old and stiff,<br />

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

8<br />

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


1<br />

STAR<br />

STORY<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

Check for understanding<br />

1. What is the name of the rooster that pecked Snip?<br />

2. Why might Slim and Snip need to find a snug winter nest?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 9


STAR<br />

STORY<br />

2<br />

The hen and the scratch match<br />

Mitch slid down the rail of the steps and ran into the<br />

kitchen. ‘I am off to watch a football match,’ he told<br />

his mum.<br />

‘Stop, Mister!’ called Mum as Mitch scooped up his hat<br />

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

eggs next to the rabbit hutch. ‘Will you fetch six eggs<br />

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

wants to hatch the eggs and she might peck you. Catch<br />

her if you can and stick her back in her pen.’<br />

Mitch sped off to the rabbit hutch. He did not wish to miss<br />

the football match.<br />

The hen watched as Mitch went to snatch the eggs. She<br />

ran at Mitch and pecked his shin.<br />

Mitch scooped her up and took her back to the pen. ‘Stop!<br />

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

to hold the hen and unlatch the pen.<br />

© R.I.C. Publications®<br />

The hen dashed from his hands and ran down the steep<br />

hill. She was quick! She crossed the road and ran onto<br />

the football pitch. The match had to stop as Mitch ran to<br />

catch the hen.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Soon, everyone at the match was helping Mitch catch the<br />

old hen. The hen ran into the club rooms, but Miss Sloop<br />

from the snack shop snatched her up. With all the fuss, the<br />

match had to be called off. Mitch felt bad.<br />

10<br />

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


2<br />

STAR<br />

STORY<br />

‘Do not feel bad,’ said the coach. ‘You can watch the<br />

match next weekend. But check that the old hen is locked<br />

in her pen. We do not want her to get up to her old<br />

“chicks”!’ he said with a big grin.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

SNACKS<br />

Check for understanding<br />

1. How many eggs did Mum ask Mitch to fetch for her?<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 11


BONUS<br />

STAR STORY<br />

The list<br />

1<br />

At last, it was the long weekend. Stefan got dressed and<br />

brushed his teeth. He looked at the list on his desk. He<br />

could not wait to do all the fun things he had on it.<br />

• Stomp in the mud.<br />

• Cut a bunch of flowers for Mum.<br />

• Skip rocks at the creek.<br />

• Hunt for a stick insect.<br />

• Sleep under the stars.<br />

Stefan ran down the steps to the backyard. Dad was<br />

watching Spot chomp on a stick. ‘Can we start my list<br />

now?’ Stefan asked Dad.<br />

Dad looked upset. He passed Stefan his long list of jobs, ‘I<br />

must finish my list and then we can start.’<br />

But Stefan had a plan. ‘We will be finished in a snap if you<br />

let me help. What can I do?’<br />

© R.I.C. Publications®<br />

‘You could help me paint the garden shed,’ said Dad.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘I like painting with oil paints in Art. I can help you with<br />

that!’ said Stefan. Next to the shed was a big mud pit.<br />

Stefan stomped in the mud as he helped Dad paint<br />

the shed.<br />

‘What is next?’ asked Stefan. ‘We will need to start<br />

cooking the roast beef for dinner,’ said Dad. ‘Get me<br />

the spoon.’<br />

12<br />

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


2<br />

BONUS<br />

STAR STORY<br />

Next to the spoon was a jug with cut flowers. Dad had cut<br />

a bunch for Mum. He passed the spoon to Dad.<br />

‘Feeding the ducks is next,’ said Dad. ‘Would you get me<br />

a scoop of duck food?’ Stefan fetched the food and met<br />

Dad at the creek.<br />

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

this rock on the creek,’ he told Dad.<br />

Now that the ducks had been fed, Dad had one thing left<br />

on his list. ‘I must go and coach at the football match.’<br />

Stefan sat under a tree and watched the football fans<br />

cheering and yelling. On the bark of the tree, Stefan saw a<br />

thin bug. It was a stick insect!<br />

‘My list is finished,’ said Dad. ‘What do you want to<br />

do now?’<br />

Stefan checked his list, but there was just one thing left.<br />

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

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What type of sport does Stefan’s dad coach?<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 13


BONUS<br />

STAR STORY<br />

2<br />

Star and Spud’s raft<br />

Would you like to slip down a river on a raft?<br />

Star and her friend, Spud, wished they could.<br />

It all began when Star’s mother asked them to help her<br />

with a small job.<br />

‘There will be a big storm this weekend,’ she said. ‘These<br />

old wooden slats and sticks in the yard are a big mess,<br />

and we could get hurt. Will you put them in the skip bin for<br />

me?’ she asked.<br />

Star looked at Spud with a grin. The old sticks and slats<br />

had sparked a plan. ‘We could turn these into a sleek raft,’<br />

she told Spud.<br />

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

on a raft.’<br />

Spud rushed off to get stiff cord and cloth. Star fetched<br />

the sticks and slats. Soon, their raft was finished.<br />

© R.I.C. Publications®<br />

The friends pushed the raft down a steep hill into the river<br />

and set sail.<br />

The slop, slop of the river was soothing. Star and Spud<br />

began to nod off.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

That was until they were no longer drifting.<br />

14<br />

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


2<br />

BONUS<br />

STAR STORY<br />

The wind had picked up. The raft began to spin. The raft<br />

began to speed. The cords began to slip.<br />

The river seeped onto the raft.<br />

‘Help, help,’ yelped Spud. ‘We are sinking!’<br />

Star looked at Spud. ‘Stop yelling, Spud!’ she said. ‘The<br />

river is not deep. We can stand.’<br />

Spud blushed.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

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

and sticks?<br />

2. Why do you think Spud blushed at the end of the story?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 15


DAILY<br />

PRACTICE 2<br />

1. Tap and say each sound.<br />

bl cl fl<br />

gl<br />

pl<br />

2. Tap and blend to read the Star words and Bright star words.<br />

Star words<br />

whip<br />

Bright star words<br />

make<br />

Try to remember the Bright star sounds!<br />

today very always full done<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

y<br />

16<br />

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


1<br />

SKILL<br />

BUILDER<br />

Tap and say the sound. Trace and copy these letters.<br />

bl<br />

black<br />

fl<br />

flower<br />

pl<br />

plant<br />

bl bl bl<br />

bl<br />

fl fl fl<br />

fl<br />

11<br />

10<br />

9<br />

8<br />

7<br />

cl<br />

12<br />

6<br />

1<br />

2<br />

3<br />

4<br />

5<br />

clock<br />

gl<br />

glove<br />

© R.I.C. Publications®<br />

pl pl pl<br />

pl<br />

y<br />

cherry<br />

cl cl cl<br />

cl<br />

gl gl gl<br />

gl<br />

y y y<br />

y<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 17


SKILL<br />

BUILDER<br />

2<br />

1. Say the word. Colour the first two sounds you hear.<br />

glue<br />

block<br />

clam<br />

flag<br />

bl pl fl cl bl gl pl cl bl gl fl pl<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

p l u m<br />

c l a p<br />

Map it<br />

(write one sound in each box)<br />

© R.I.C. Publications®<br />

f l oa t<br />

3. Read the sentence. Does it match the picture?<br />

Colour if yes or if no.<br />

Glen claps for the black<br />

cat as it flips. <br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

plum<br />

clap<br />

float<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

18<br />

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


3<br />

SKILL<br />

BUILDER<br />

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

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

can change it to an adjective (describing word). Read the<br />

words. Match the base word and the adjective by colouring<br />

them the same colour.<br />

sandy mud stormy storm<br />

spotty spot sand muddy<br />

2. Read it Match it<br />

sleepy • •<br />

fluffy • •<br />

3. Add the endings to the base word and<br />

write them next to the matching picture.<br />

© R.I.C. Publications®<br />

rain<br />

ing<br />

ed<br />

What sound is<br />

‘ed’ making in<br />

this word?<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 19


SKILL<br />

BUILDER<br />

4<br />

1. Follow the instructions to change these nouns (naming<br />

words) into adjectives (describing words).<br />

Add ‘y’ to the end<br />

Double the last letter, then<br />

add ‘y’<br />

rain curl sun flop<br />

When adding an ending to a base word, check three things.<br />

Is there one syllable? Is there one vowel? Is there one consonant after the vowel?<br />

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

2. Read the sentence and draw a picture to match.<br />

The glum slug felt happy when it saw the plants and<br />

flowers bloom.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

3. Unjumble and write the sentence.<br />

the road. black flat, on The clown slips<br />

20<br />

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


CHECK<br />

IN<br />

Educator check<br />

Identifies common<br />

grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or<br />

irregular sounds.<br />

Accurately decodes real and nonsense<br />

CVC, CCVC, and two-syllable words.<br />

1. Say these sounds.<br />

bl cl fl gl pl y<br />

2. Read these words.<br />

whip make today very always full done<br />

3. Sound out and blend to read these words.<br />

block clap flip glum plop rainy happy<br />

4. Sound out and blend to read these nonsense words.<br />

fleg blom gluff plad clin gormy nuggy<br />

5. Write the word for each picture.<br />

© R.I.C. Publications®<br />

plum<br />

11<br />

10<br />

9<br />

8<br />

clock<br />

7<br />

12<br />

6<br />

1<br />

2<br />

3<br />

4<br />

5<br />

Accurately segments to spell CCVC words<br />

with learnt letter sounds.<br />

Accurately decodes real and nonsense<br />

words with alternative spellings (‘y’).<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

flash<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 21


STAR<br />

STORY<br />

1<br />

Clem the clown<br />

Clem the clown was always glad and filled with glee. But<br />

today, she was glum and grumpy.<br />

Clem peered out of the big top. A big crowd was waiting<br />

to see her. Clem aimed to act silly to see them grin. But<br />

she did not feel very funny today.<br />

‘I look floppy and clumsy,’ sighed Clem. ‘I am not as<br />

skilled as the rest of the artists. Swinging up high is not for<br />

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

‘I look floppy and clumsy,’ moaned Clem. ‘I am not as<br />

plucky as the rest of the artists. I have no whip or stool. I<br />

cannot train the big cats. My legs will not flex and bend to<br />

fit into a box.’<br />

‘I look floppy and clumsy!’ wailed Clem. ‘I am not as slick as<br />

the rest of the artists. I cannot flip or clip-clop on a horse. I<br />

cannot toss flags and clubs or spin a dish and hoop.’<br />

‘I look floppy and clumsy!’ howled Clem. ‘I do not stand on<br />

a block in a red and black cloak. I do not have a tall top<br />

hat and a horn. I do not tell the crowd what the next act<br />

will be.’<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

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

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

the best. You are funny when you flip and flop. You make<br />

us all happy. The crowd claps and cheers for you. They<br />

paid a lot to see you act silly in the big top tent.’<br />

Clem felt lucky as she set off to join her good friends in<br />

the ring.<br />

22<br />

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


1<br />

STAR<br />

STORY<br />

ha ha ha<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

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

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

of the artists who perform with Clem are called?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 23


STAR<br />

STORY<br />

2<br />

The junk shed cubby<br />

Fletcher and Blain were in the backyard training for their<br />

next cricket match.<br />

Fletcher hit the ball very hard. Slap! It sailed high from his<br />

cricket bat. Clunk! The ball got stuck in the trunk of the tall<br />

oak tree.<br />

‘Hurry up and get it down,’ called Blain as he joined<br />

Fletcher at the tree.<br />

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

ladder from the shed.’<br />

The pals set off to fetch the ladder. But when he peered at<br />

the junk in the shed, Fletcher had a better plan. ‘We could<br />

make a cubby in the oak tree,’ he told Blain.<br />

Blain looked into the shed, too. He could see an old<br />

wooden ladder and lots of planks. He could see a long<br />

strip of black cloth, a roll of cord, and a long chain. ‘This is<br />

just what we need!’ the pals said with glee.<br />

© R.I.C. Publications®<br />

Back at the tree, Fletcher joined the ladder to the thick<br />

tree trunk with the chain. Clink, clank! Bit by bit, Blain<br />

nailed on the planks for the platform. Then, the pals fixed<br />

the cloth to the branches with the cord to form the cubby.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Fletcher and Blain sat in the cubby. The cricket ball was<br />

still stuck in the tree, but that did not matter to Fletcher or<br />

Blain. They were happy with their new cubby.<br />

24<br />

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


2<br />

STAR<br />

STORY<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What were some of the materials that Fletcher and Blain used to build<br />

their junk cubby?<br />

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

was still stuck in the tree at the end of the story?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 25


BONUS<br />

STAR STORY<br />

1<br />

The cabin<br />

Dad had a fun plan for our family this summer. His friend<br />

had loaned him a cabin in the hills. Bliss, Flick, and I could<br />

not wait to go.<br />

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

filled the trailer with food, sleeping bags, and fishing rods.<br />

When I hitch the boat, we can set off.’<br />

The sky was sunny when we took off. We were all filled<br />

with glee. But that did not last long. The sky turned dark<br />

and cloudy as we zoomed down the road. It was rainy and<br />

windy when we pulled up to the cabin.<br />

‘How unlucky!’ groaned Dad. ‘I did not think that this<br />

weekend would be gloomy!’ But this was just the start of<br />

their bad luck.<br />

Dad went to unpack the trailer, but all the food had spilled.<br />

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

might be a flashlight in the cabin.’ But Dad could not get<br />

in. ‘How unlucky,’ moaned Dad. ‘The latch is old and rusty.<br />

It is stuck.’<br />

© R.I.C. Publications®<br />

Dad and I sat on the porch of the cabin. We felt glum. We<br />

had no dinner and no room to sleep in. But Bliss and Flick<br />

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

glee. They took the sleeping bags and hurled them into<br />

the boat. We all got in, too. Then, they pulled all sorts of<br />

snacks out of their pockets. Bliss and Flick had cheered us<br />

up with a spot to sleep and lots of snacks.<br />

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© Prim-Ed Publishing<br />

26<br />

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


1<br />

BONUS<br />

STAR STORY<br />

The sun was up the next morning. We felt better when<br />

Dad oiled the latch and we entered the cabin. We cooked<br />

eggs and hot toast, then, we sailed on the pond and went<br />

fishing. We had lots of fun after such an unlucky start.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What happened to the food that Dad brought on the trip?<br />

2. Why do you think Dad wanted to take the girls to the cabin? How do you<br />

think he felt when things did not go to plan?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 27


BONUS<br />

STAR STORY<br />

2<br />

Thanks, Mum!<br />

The Bliss children wanted to thank their mum.<br />

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

our mum.’<br />

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

‘She lets me sleep in her bed when the thunder claps and<br />

booms!’ exclaimed Clark.<br />

‘But what can we do to thank her?’ they pondered.<br />

‘A bunch of flowers would be grand,’ said Blanch. ‘But<br />

flowers in the shop cost a lot and we do not have much<br />

money to spend.’<br />

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

a lot, too,’ he sighed.<br />

‘Granny has lots of flowers,’ said Clark. ‘We could get a<br />

bunch from her garden.’<br />

© R.I.C. Publications®<br />

‘I have a better plan,’ said Blanch. ‘We could ask Granny<br />

for plants and plant a garden for Mum.’<br />

The children gathered a scoop and Clark’s trolley. Then,<br />

they strolled to Granny’s. She was glad to see them.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

With Granny’s help, the Bliss children dug up lots of plants.<br />

The wagon was filled up in a flash. They had plenty of<br />

buttercups, snapdragons, poppy plants, and lily plants.<br />

28<br />

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2<br />

BONUS<br />

STAR STORY<br />

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

‘Thanks, Granny!’ they called as they set off with their full<br />

wagon and a plan for their garden.<br />

Blanch marked the plot in a sunny spot next to the wall.<br />

Then, the children took old planks to form a border<br />

and dug in the rich, dark soil. Flinn and Clark planted<br />

the plants.<br />

Mum was very happy when she saw what the Bliss children<br />

had done for her. She plucked a blossom and sniffed it.<br />

‘Thank you for such a perfect gift,’ said Mum.<br />

‘And it did not cost a lot!’ yelled Clark with glee.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

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

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

ever done something to thank someone you care about?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 29


DAILY<br />

PRACTICE 3<br />

1. Tap and say each sound.<br />

br cr dr fr<br />

gr pr tr -ve -le<br />

2. Tap and blend to read the Star words and Bright star words.<br />

Star words<br />

honey here around key<br />

Bright star words<br />

Try to remember the Bright star sounds!<br />

love live wh ere any Mr Mrs<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Final ‘v’ needs<br />

an ‘e’<br />

When you hear<br />

/v/ at the end of<br />

a word, use the<br />

‘ve’ spelling.<br />

Secret schwa<br />

Do you remember the<br />

schwa /ə/ sound? The ‘le’<br />

spelling at the end of a<br />

word has a schwa sound.<br />

It sounds like /ul/.<br />

30<br />

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


1<br />

SKILL<br />

BUILDER<br />

Tap and say the sound. Trace and copy these letters.<br />

br<br />

cr<br />

broom<br />

dr<br />

drill<br />

gr<br />

grapes<br />

tr<br />

truck<br />

le<br />

turtle<br />

br br br cr cr cr<br />

dr dr dr<br />

gr gr gr<br />

cross<br />

fr<br />

frog<br />

pr<br />

pram<br />

ve<br />

© R.I.C. Publications®<br />

tr tr tr<br />

le le le<br />

olive<br />

fr fr fr<br />

pr pr pr<br />

ve ve ve<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 31


SKILL<br />

BUILDER<br />

2<br />

1. Say the word. Colour the first two sounds you hear.<br />

princess<br />

frown<br />

dragon<br />

crane<br />

cr tr br dr fr gr fr cr tr pr br dr<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

t r ee<br />

g r u ff<br />

b<br />

Map it<br />

(write one sound in each box)<br />

© R.I.C. Publications®<br />

r ai n<br />

3. Read the sentence. Does it match the picture?<br />

Colour if yes or if no.<br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

tree<br />

gruff<br />

brain<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

The crab and the frog grin<br />

when the rain drops on them. <br />

<br />

32<br />

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


3<br />

SKILL<br />

BUILDER<br />

1. Read these twosyllable<br />

words.<br />

Break words ending with ‘le’ into two<br />

syllables by counting back three letters from<br />

the end. This will make them easier to read!<br />

can-dle tur-tle bub-ble puz-zle<br />

candle turtle bubble puzzle<br />

2. Read it Match it<br />

prickle • •<br />

dribble • •<br />

3. Add the endings to the base word and<br />

write them next to the matching picture.<br />

© R.I.C. Publications®<br />

<strong>print</strong><br />

ing<br />

ed<br />

What sound is<br />

‘ed’ making in<br />

this word?<br />

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© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 33


SKILL<br />

BUILDER<br />

4<br />

1. Say the word. Colour<br />

where you hear the<br />

/v/ sound.<br />

Can you think of any other words with<br />

the /v/ sound at the end? How would<br />

you spell that sound?<br />

v e s t s l ee ve v a n i sh c ur ve<br />

2. Read the sentence and draw a picture to match.<br />

The man painted the little train with a brush.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

3. Unjumble and write the sentence.<br />

have I frilly dress a and crown. a<br />

34<br />

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


CHECK<br />

IN<br />

Educator check<br />

Identifies common<br />

grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or<br />

irregular sounds.<br />

Accurately decodes real and nonsense<br />

CVC, CCVC, and two-syllable words.<br />

1. Say these sounds.<br />

br cr dr fr gr pr tr -ve -le<br />

2. Read these words.<br />

honey here around key love live where any Mr Mrs<br />

3. Sound out and blend to read these words.<br />

brush drip frill grub have prickle<br />

4. Sound out and blend to read these nonsense words.<br />

trop crub freb grash forve daggle<br />

5. Write the word for each picture.<br />

© R.I.C. Publications®<br />

brick<br />

train<br />

Accurately segments to spell CCVC words<br />

with learnt letter sounds.<br />

Accurately decodes real and nonsense<br />

words with alternative spellings (‘ve’<br />

and ‘le’).<br />

cross<br />

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© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 35


STAR<br />

STORY<br />

1<br />

Grumpy Granny Griffin<br />

Old Granny Griffin was grumpy.<br />

She scolded Grandpa Griffin when he greeted her.<br />

But Granny’s growl and grumble did not bother Grandpa.<br />

He just wanted her to be happy.<br />

‘I think I will give her a pet,’ said Grandpa. ‘She will be<br />

happy to have a pet to cuddle.’<br />

So, Grandpa set off to the market to get Granny a pet.<br />

At the bamboo stall, he paid for a bamboo coop and a<br />

brown cricket. ‘I think a singing cricket will cheer Granny<br />

up,’ said Grandpa.<br />

When Granny saw the cricket, she started to grin. But<br />

in summer, crickets are rowdy. ‘This little cricket rubs its<br />

wings and trills all night! It must go back!’ demanded<br />

Granny.<br />

So, Grandpa went back to the market. There, he saw<br />

a crested lark nesting on a tree branch. The seller told<br />

Grandpa, ‘A lark’s song is as sweet as honey.’ So, Grandpa<br />

paid for the lark and put it in the bamboo coop.<br />

© R.I.C. Publications®<br />

When Granny saw the lark, she started to grin. But this<br />

lark’s singing was not sweet. ‘This little lark flaps its wings<br />

and trills all night! It must go back!’ demanded Granny.<br />

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© Prim-Ed Publishing<br />

36<br />

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


1<br />

STAR<br />

STORY<br />

So, Grandpa went back to the market. There, he saw a<br />

<strong>green</strong> turtle. The seller told Grandpa, ‘A turtle is a good<br />

pet. It does not have wings and it will not trill at night.’<br />

So, Grandpa paid for the turtle and put it in the bamboo<br />

coop.<br />

When Granny saw the turtle, she started to chuckle. ‘This<br />

little turtle will sleep a lot. I will not need to brush or train<br />

it. I love it!’ said Granny with a big grin.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. Why did Grandpa want to get Granny Griffin a pet?<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 37


STAR<br />

STORY<br />

2<br />

The bad week<br />

The start of the week was terrible for the Tregg family.<br />

Granny Tregg fell and hurt her ankle. Doctor Green<br />

mended it for her, but she was still cranky. She had to rest<br />

and could not go to the shelter to help brush the old cats.<br />

Mrs Tregg wanted to paint the hall brown. She got the<br />

paint from the shop and lifted the lid. It was bright pink!<br />

She left the paint and went to call the shop. Little Mitch<br />

Tregg wanted to help. He painted the hall with his hands.<br />

Mrs Tregg was not happy!<br />

Mr Tregg was watching a big cricket match on TV and<br />

he needed a snack. So, he took a bag of pretzels and an<br />

apple from the kitchen. But as he went back to watch<br />

the match, he started to wobble and topple. His snacks<br />

fell and he trod on them. Trip! Crunch! Squelch! Mr Tregg<br />

landed on his back!<br />

Trish Tregg planted a herb garden next to her dog’s<br />

kennel. But Gruff the dog dug up all her plants. Trish<br />

scolded Gruff. Then, Gruff started to yelp and howl. So,<br />

both Trish and Gruff felt bad.<br />

© R.I.C. Publications®<br />

Fran Tregg was <strong>print</strong>ing a letter to her pen pal. But the<br />

letter twisted and was stuck in the <strong>print</strong>er. Then, the laptop<br />

went blank. Fran had spent all morning on the letter and<br />

now it was lost.<br />

But the week ended well.<br />

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38<br />

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


2<br />

STAR<br />

STORY<br />

Granny could not visit the shelter, but she rested her ankle<br />

and it felt much better. She could shuffle around and she<br />

was visited by her old friends.<br />

Mrs Tregg went back to the paint shop and got <strong>green</strong><br />

paint to cheer up the dull hall.<br />

Mrs Tregg ran to help Mr Tregg. She aided him to his feet.<br />

Then, as he was watching the match, she handed him a<br />

snack to nibble on.<br />

Trish felt bad, so she took Gruff for a trek by the creek.<br />

Gruff darted off and led Trish to a patch of herbs she<br />

could dig up and plant in her garden.<br />

When Mrs Tregg saw that Fran was sad, she said, ‘Ring<br />

up your pen pal and chat with her.’ Fran rang and chatted<br />

with her pen pal the next morning. Fran told her pen pal all<br />

the things that she had <strong>print</strong>ed in her letter.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

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

2. Why do you think that Trish and Gruff both felt bad?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 39


BONUS<br />

STAR STORY<br />

1<br />

The Treetop Farm triplets<br />

Trish, Greg, and Fran are triplets. They live at Treetop<br />

Farm. The triplets are in a marching band. This weekend,<br />

they will perform at a football match. The triplets must<br />

trek down a short track to catch the train to the football<br />

pitch. Trish has her trumpet. Greg has his French horn.<br />

Fran has her drum.<br />

The triplets waited for the train, but it did not turn up. They<br />

started to fret. How would they get to the football match?<br />

Fran ran back to the farm with Trish and Greg trailing<br />

after her. She wanted Dad to help them.<br />

‘I can get the truck,’ said Dad.<br />

Trish lifted her trumpet into the back of the truck. Greg<br />

lifted his French horn into the back of the truck. Fran lifted<br />

her drum into the back of the truck. Then, they all got in.<br />

Grr, grr, grr – the truck would not start.<br />

Dad twisted the key again.<br />

© R.I.C. Publications®<br />

Grr, grr, grr, putt, putt, putt, putt.<br />

Soon, the truck started and they were off down the track<br />

to the football match. But they were not far down the<br />

track when the truck slid into a muddy puddle. The truck<br />

could not be shifted. What bad luck! The triplets were<br />

not happy.<br />

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40<br />

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


1<br />

BONUS<br />

STAR STORY<br />

But Dad was good at fixing problems. ‘I will have to fetch<br />

the tractor,’ he said.<br />

Greg took his French horn from the back of the truck. Fran<br />

took her drum from the back of the truck. Trish took her<br />

trumpet from the back of the truck.<br />

The Treetop Farm triplets loaded their things into the<br />

tractor and set off. Thanks to Dad, they did not miss the<br />

match! Fran, Trish, and Greg felt lucky to have such a<br />

clever dad!<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What type of instrument does Greg play?<br />

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

you tell?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 41


BONUS<br />

STAR STORY<br />

2<br />

Let’s hunt for crabs!<br />

It was a bright, crisp morning. Brad and Bree wanted to<br />

go down to the coast to catch hermit crabs.<br />

‘I will bring a bucket and a net to trap the little crabs,’<br />

Brad told Bree.<br />

‘I will grab an apple for bait,’ added Bree.<br />

The siblings set off. At the coast, Bree and Brad dug in<br />

the sand, but they did not see any hermit crabs. Then,<br />

they collected shells, but they did not see any hermit<br />

crabs. Next, they inspected the rock pools. They saw a<br />

starfish clinging to the rocks, but they did not see any<br />

hermit crabs.<br />

They hunted up and down, but no crabs were to be seen.<br />

Brad and Bree rested on the sand. A brown duck drifted<br />

by them. ‘Where are all the hermit crabs?’ grunted Brad.<br />

But Bree was watching a little shell cross the sand. Brad<br />

sat up. ‘What are you looking at, Bree?’ he added.<br />

© R.I.C. Publications®<br />

Bree pointed to a massive crowd of crabs creeping from<br />

the sand bank to the rocks. ‘Look at all the crabs, Brad!’<br />

she said.<br />

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© Prim-Ed Publishing<br />

Brad and Bree collected their bucket and net and darted<br />

off to the rocks. But when they got there, they could not<br />

see the crabs. Bree and Brad hunted up and down. Could<br />

they solve the puzzle of the missing crabs?<br />

42<br />

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


2<br />

BONUS<br />

STAR STORY<br />

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

Bree went to Brad. All the crabs were stuck in a deep<br />

drain. ‘Quick, Brad. Grab that driftwood and bring it here,’<br />

said Bree.<br />

Brad lifted the driftwood and set it in the drain. Bree set<br />

bits of apple at the top. The crabs began to creep up the<br />

branch. Bree and Brad started to chuckle and cheer. They<br />

no longer wanted to catch the hermit crabs. They were just<br />

happy that the little crabs had been set free.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What bait did Brad and Bree bring to hunt for hermit crabs?<br />

2. Why do you think Brad and Bree changed their mind about catching the<br />

hermit crabs at the end of the story?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 43


DAILY<br />

PRACTICE 4<br />

1. Tap and say each sound.<br />

dw sw tw -dge -ge<br />

2. Tap and blend to read the Star words and Bright star words.<br />

Star words<br />

across between may<br />

Bright star words<br />

Try to remember the Bright star sounds!<br />

both who two most<br />

again<br />

only<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

44<br />

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


1<br />

SKILL<br />

BUILDER<br />

Tap and say the sound. Trace and copy these letters.<br />

dw<br />

dwarf<br />

sw<br />

swan<br />

tw<br />

12<br />

twelve<br />

dge<br />

fridge<br />

dw dw dw<br />

sw sw sw<br />

tw tw tw<br />

© R.I.C. Publications®<br />

dge dge dge<br />

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© Prim-Ed Publishing<br />

ge<br />

large<br />

ge ge ge<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 45


SKILL<br />

BUILDER<br />

2<br />

1. Say the word. Colour the first two sounds you hear.<br />

dwelling<br />

twist<br />

swing<br />

dw sw tw sw tw dw tw dw sw<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

t w i g<br />

s w ee p<br />

Map it<br />

(write one sound in each box)<br />

© R.I.C. Publications®<br />

d w e<br />

ll<br />

3. Read the sentence. Does it match the picture?<br />

Colour if yes or if no.<br />

Dwain switched off the lights<br />

to see the stars twinkle. <br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

twig<br />

sweep<br />

dwell<br />

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46<br />

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


3<br />

SKILL<br />

BUILDER<br />

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

end of words. Read the words. Use a <strong>green</strong> pencil to colour<br />

in the words with the ‘dge’ spelling. Use a blue pencil to<br />

colour in the words with the ‘ge’ spelling<br />

large hedge bridge merge<br />

hinge badge gorge judge<br />

2. Double the final letter before adding the endings<br />

to these words. Write the new word on the line.<br />

stop<br />

clap<br />

ing<br />

ed<br />

ing<br />

ed<br />

© R.I.C. Publications®<br />

Use the ‘dge’<br />

spelling at the end<br />

of a word after a<br />

short vowel sound.<br />

Otherwise, use ‘ge’.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

When adding an ending to a base word, check three things.<br />

Is there one syllable? Is there one vowel? Is there one consonant after the vowel?<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 47


SKILL<br />

BUILDER<br />

4<br />

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

h e dge j e s t er b ar ge<br />

2. Read the sentence and draw a picture to match.<br />

The twins get some fudge at Dwight’s sweet shop.<br />

© R.I.C. Publications®<br />

3. Unjumble and write the sentence.<br />

The ‘j’ spelling is usually<br />

used at the start of a<br />

word or syllable. Can<br />

you think of any other<br />

words with the /j/<br />

sound? How would you<br />

spell that sound?<br />

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© Prim-Ed Publishing<br />

Twelve swimming bridge. fish are under the<br />

48<br />

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


CHECK<br />

IN<br />

Educator check<br />

Identifies common<br />

grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or<br />

irregular sounds.<br />

Accurately decodes real and nonsense<br />

CVC, CCVC, and two-syllable words.<br />

1. Say these sounds.<br />

dw sw tw -dge -ge<br />

2. Read these words.<br />

across between may both who two most again only<br />

3. Sound out and blend to read these words.<br />

dwell swim twitch hedge bridge large<br />

4. Sound out and blend to read these nonsense words.<br />

swog dwep twiff padge morge runge<br />

5. Write the word for each picture.<br />

twig<br />

sweet<br />

Accurately segments to spell CCVC words<br />

with learnt letter sounds.<br />

Accurately decodes real and<br />

nonsense words with alternative<br />

spellings (‘dge’/‘ge’).<br />

© R.I.C. Publications®<br />

swing<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 49


STAR<br />

STORY<br />

1<br />

Fun at Scoot Park<br />

The Dweck twins, Twain and Twiggy, will be twelve next<br />

week. They would love to have a party.<br />

‘May we have a party?’ the twins begged their dad.<br />

Dad grinned, ‘Yes, a party will be lots of fun. Where should<br />

we have it?’<br />

‘Summer is not far off,’ said Twain. ‘We could go swimming<br />

at the coast.’<br />

‘No, the swell is still high, and the rip is swift. It could sweep<br />

us all into the deep!’ gasped Twiggy.<br />

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

Swivel Wheel at the park. It twists and swings and swoops<br />

up high.’<br />

‘Yes!’ cheered Twiggy. ‘There are bumper cars, too. The<br />

cars have bumpers that are rubber. So, we can dodge and<br />

swerve and crash and smash and still be unhurt.’<br />

© R.I.C. Publications®<br />

‘The hall of mirrors is lots of fun, too,’ clapped Twain with<br />

glee. ‘The mirrors twist you, so you look bent or tall or large.’<br />

‘And we can have lunch at the Scoot Park snack shop!’<br />

added Twiggy. ‘We can get hot dogs, sweet corn, and<br />

popcorn there.’<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘It would be the best party ever!’ exclaimed the twins.<br />

Dad grinned, ‘Yes, that is a smart plan. Scoot Park will be<br />

lots of fun. You will need to call your friends to ask them to<br />

your party.’<br />

50<br />

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1<br />

STAR<br />

STORY<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. How old will the Dweck twins be on their birthday?<br />

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

the coast?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 51


STAR<br />

STORY<br />

2<br />

Bad dog!<br />

Scott Dweck went jogging this morning. His twin sisters,<br />

Twain and Twiggy, were shopping at the mall. But a big<br />

shock was waiting for the Dweck children at their dwelling.<br />

‘Who has been swimming?’ growled Scott. ‘You have left<br />

the rug sopping wet!’<br />

‘Do not look at us!’ snapped Twain and Twiggy. ‘We were<br />

at the mall!’<br />

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

frowned Scott.<br />

‘Who has been digging in the soil?’ asked Twain and<br />

Twiggy. ‘This pot is empty and the plants are missing!’<br />

‘Do not look at me!’ snapped Scott. ‘I was running at<br />

the park!’<br />

‘Then who has been here?’ said the Dweck twins.<br />

Scott and Twiggy switched on the light in the kitchen.<br />

‘Who has been snooping in the fridge and dragging<br />

rubbish from the bin?’ they moaned.<br />

© R.I.C. Publications®<br />

‘Who has been messing up my bedroom and ripping my<br />

scarf into scraps?’ yelled Twain from down the hall.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

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

‘We must stop huffing and puffing and start sweeping up<br />

this mess!’<br />

52<br />

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2<br />

STAR<br />

STORY<br />

As the children set off to fix the mess, they were stopped<br />

by a tip, tap, tapping ...<br />

… and a drip, drop, dripping ...<br />

... and a slip, slop, slipping in the backyard.<br />

It was Pepper the dog.<br />

He was sopping wet and dragging a large plant across<br />

the porch.<br />

‘Bad dog, Pepper!’ growled the children.<br />

But Pepper was not fussed. He dropped the plant and<br />

swished his tail as he ran off. Scott, Twain, and Twiggy<br />

were left to mop up the cheeky pup’s mess!<br />

‘We must take Pepper to puppy training very soon!’<br />

they groaned.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What is the name of the dog in the story?<br />

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

puppy training?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 53


BONUS<br />

STAR STORY<br />

1<br />

The twins’ perfect swings<br />

‘The twins have been very good this week,’ said Mr Smith.<br />

‘Yes, they have finished all their morning and night tasks,’<br />

said Mrs Smith. ‘Swing sets cost so much. I wish I could<br />

get them a swing for helping us.’<br />

‘Twain swept the porch and mopped it, too,’ said Mr Smith.<br />

‘And Tweed scooped up the scattered twigs left by the<br />

west wind.’<br />

‘They both helped in the garden, too,’ said Mrs Smith.<br />

‘Twain helped with the digging and planting. Tweed helped<br />

with the hedge trimming and weeding.’<br />

‘All I need for two swings are chains and strong locks,’<br />

said Mr Smith.<br />

‘You will need your drill, and two long planks too,’<br />

added Mrs Smith. ‘Two swings in the large oak tree will<br />

be perfect.’<br />

Mrs Smith was right. The oak tree would shelter the twins.<br />

It would shelter them from the hot sun in summer. If they<br />

fell off the swing, the sand under the oak tree was soft.<br />

© R.I.C. Publications®<br />

Mr Smith began the task. He took the chains and the locks<br />

from the shed. Then, he went back for two thick planks<br />

and his drill.<br />

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© Prim-Ed Publishing<br />

54<br />

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1<br />

BONUS<br />

STAR STORY<br />

He drilled holes on the edges of the planks. He looped the<br />

chains into the planks. Then, he clambered up the tree to<br />

attach the swings.<br />

The swings were strong and perfect. When the twins saw<br />

the swings, they were thrilled.<br />

Swoosh, swoosh, swoosh!<br />

Up, up, up they swung. Higher and higher they swung. Two<br />

swings in the oak tree were perfect for the twins.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. Why did Mr and Mrs Smith build a swing for the twins?<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 55


BONUS<br />

STAR STORY<br />

2<br />

Wendy and Twister<br />

Mr Twitchell bred horses on his large stud farm.<br />

Wendy Twitchell was keen on horses. But she felt most<br />

fond of a black colt.<br />

The colt was born in the winter. So, Wendy called<br />

him Twister.<br />

Twister could run like the wind.<br />

‘He is a bolt of lightning,’ she told her mum.<br />

A daily task for Wendy was to lend a hand feeding the<br />

horses. She had to nudge the lid off the feed box. Then,<br />

fork out the feed from the bags in the box.<br />

But Wendy clutched a carrot in her hand for Twister. By<br />

extending her hand, Twister could softly nuzzle and nip at<br />

the sweet carrot.<br />

Wendy swept out the stalls daily, too.<br />

© R.I.C. Publications®<br />

And she took Twister to the yard to roll in the sand. Then,<br />

she brushed his coat until he looked grand again.<br />

If she was allowed, she slept in Twister’s stall.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Often, Wendy would gallop across the land. But only if an<br />

adult was with her.<br />

They would stop and stand at a ridge so Twister could<br />

drink from the small pond there.<br />

56<br />

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


2<br />

BONUS<br />

STAR STORY<br />

The bond between Wendy and Twister was very strong.<br />

In summer, a horse market was held in town.<br />

An expert from Emerald Stud felt Twister’s legs. She<br />

watched Twister trot. She nodded.<br />

Mr Twitchell and the expert shook hands.<br />

Wendy wept. It was so unfair. Twister was her colt.<br />

‘Why are you weeping, Wendy?’ asked Mr Twitchell.<br />

‘Twister was not sold. It was the red roan horse that I sold.<br />

Your bond with Twister is too strong. He is your colt. We<br />

will never sell him.’<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What is the name of Wendy’s colt?<br />

2. Why do you think Wendy thought her dad had sold the colt?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 57


DAILY<br />

PRACTICE 5<br />

1. Tap and say each sound.<br />

-lt -ld -lp -st -nk<br />

-nt -nd -ft -mp -pt<br />

2. Tap and blend to read the Star words and Bright star word.<br />

Star words<br />

moth er name yourself find<br />

found sound certain<br />

Bright star word<br />

Try to remember the Bright star sounds!<br />

floor<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

58<br />

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


1<br />

SKILL<br />

BUILDER<br />

Tap and say the sound. Trace and copy these letters.<br />

ld<br />

lt<br />

belt<br />

lp<br />

help<br />

nk<br />

sink<br />

nd<br />

hand<br />

mp<br />

lt lt lt<br />

ld ld ld<br />

cold<br />

st<br />

lp lp lp st st st<br />

list<br />

nt<br />

nk nk nk nt nt nt<br />

bent<br />

ft<br />

© R.I.C. Publications®<br />

nd nd nd<br />

gift<br />

pt<br />

ft ft ft<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

mp mp<br />

pt pt pt<br />

lamp<br />

erupt<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 59


SKILL<br />

BUILDER<br />

2<br />

1. Say the word. Colour the last two sounds you hear.<br />

tent<br />

jump<br />

raft<br />

nest<br />

lt st nk ld nt ft lp nd mp st nt pt<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

t a n k<br />

g o l d<br />

Map it<br />

(write one sound in each box)<br />

© R.I.C. Publications®<br />

w e p t<br />

3. Read the sentence. Does it match the picture?<br />

Colour if yes or if no.<br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

tank<br />

gold<br />

wept<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

The elf did his best to sweep up<br />

the dust in his tent at the camp. <br />

<br />

60<br />

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


3<br />

SKILL<br />

BUILDER<br />

1. Add the missing words to the story.<br />

jumper pond raft cold<br />

bank camp tent<br />

Justin sailed his<br />

in the<br />

large<br />

near his<br />

. It was ,<br />

but he did not have a .<br />

So, Justin went back to his little, black<br />

on the .<br />

2. Read it Match it<br />

paint • •<br />

© R.I.C. Publications®<br />

quilt • •<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

land • •<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 61


Clint<br />

SKILL<br />

BUILDER<br />

4<br />

1. Add ‘un’ to the start of these words to change their<br />

meaning. Colour the picture that matches your new word.<br />

‘un’ means ‘not’.<br />

It makes the base<br />

word have the<br />

opposite meaning.<br />

happy<br />

lock<br />

2. Read the sentence and draw a picture to match.<br />

The chimp unlocks its pen and gets a pink quilt from<br />

the shelf.<br />

© R.I.C. Publications®<br />

3. Unjumble and write the sentence.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Clint gift his desk. on unpacks the<br />

62<br />

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


CHECK<br />

IN<br />

Educator check<br />

Identifies common<br />

grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or<br />

irregular sounds.<br />

Accurately decodes real and nonsense<br />

CVC, CCVC, and two-syllable words.<br />

Accurately segments to spell CCVC words<br />

with learnt letter sounds.<br />

1. Say these sounds.<br />

-lt -ld -lp -st -nk -nt -nd -ft -mp -pt<br />

2. Read these words.<br />

mother name yourself find found sound certain floor<br />

3. Sound out and blend to read these words.<br />

quilt help fold dust bank bent<br />

4. Sound out and blend to read these nonsense words.<br />

hond baft tomp rupt felp lonk<br />

5. Write the word for each picture.<br />

© R.I.C. Publications®<br />

melt<br />

coast<br />

paint<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 63


STAR<br />

STORY<br />

1<br />

The little, black kitten<br />

Clint and Kent Trump went into town.<br />

There, they met their pal, Trevor.<br />

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

‘I was on an ant hunt in the backyard, and I found her<br />

under a plant. When I crept up to them, she did not<br />

run off.’<br />

‘Dad said I could keep the mother cat and one kitten. But<br />

he said that if I kept them, I must feed them and keep<br />

them in the shed at night.’<br />

‘There are still two kittens left, but they are little. They need<br />

to be with the mother cat, or they will be unwell. When<br />

they get bigger, you could keep one. Dad said that one of<br />

them is the runt of the litter. He is smaller than the rest. Do<br />

you want to see them?’<br />

Clint and Kent went with Trevor to see the kittens.<br />

The mother cat was a tabby. The one Trevor wanted<br />

to keep was black and brown. The runt was very small<br />

and black.<br />

© R.I.C. Publications®<br />

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

said Clint.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘Jet is a good name for a black cat,’ agreed Kent. ‘We<br />

do not have a shed, but Jet could be kept in our tent<br />

at night.’<br />

64<br />

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


1<br />

STAR<br />

STORY<br />

Clint and Kent went back to ask their mum and dad if they<br />

could keep Jet.<br />

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

little, black kitten would be a good pet for you. We need to<br />

go shopping for things Jet will need when he can join us.’<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What did Clint and Kent name the black kitten?<br />

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

get bigger?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 65


STAR<br />

STORY<br />

2<br />

Plum picking<br />

Trish and Gregor Kemp were with their dad on the tractor.<br />

The three of them were off down a gravel track to the<br />

back paddock. The track went past Mr Pratt’s orchard.<br />

‘Look,’ said Gregor. ‘There is a banner between two trees.’<br />

Free plums and apples. Pick them yourself.<br />

The trees were crammed with plums and <strong>green</strong><br />

crab apples.<br />

‘Can we go back and get a sack?’ begged Gregor and<br />

Trish. ‘Plums and <strong>green</strong> crab apples would be a good gift<br />

for Gran.’<br />

‘Go and unlock the shed. There are three hemp bags in<br />

there,’ said Dad.<br />

Gregor hummed as he grabbed a clump of plump plums<br />

from a branch. He dropped the plums into a hemp sack<br />

that Trish held for him.<br />

© R.I.C. Publications®<br />

He picked plums until the sack was filled. Trish passed<br />

Gregor the second bag.<br />

‘The best clump is on that high branch,’ said Gregor. But<br />

the high branch was damp and he slipped. Thump!<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Gregor fell and hit his cheek on an old stump. He was<br />

unhappy. He had a big bump on his cheek, but he<br />

was unhurt.<br />

66<br />

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


2<br />

STAR<br />

STORY<br />

Trish did not see him fall. She was still picking <strong>green</strong> crab<br />

apples from the tree and cramming them into the third<br />

bag. ‘Granny Kemp puts the plums into big jars for winter.<br />

She keeps the plums in her larder. She told me that crab<br />

apples are good for jam and jelly,’ said Trish.<br />

Trish and Gregor set off down the gravel track to Granny<br />

Kemp. They helped her unpack the sacks and Granny<br />

Kemp fixed Gregor’s cheek. Then, they went back to the<br />

farm for a rest.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What types of fruit were growing in Mr Pratt’s orchard?<br />

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

for Granny Kemp?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 67


BONUS<br />

STAR STORY<br />

1<br />

Sloan helps Mum<br />

Sloan’s mother looked unhappy.<br />

She felt unwell and her jobs were not finished. She was too<br />

sick to get off the bed. So, she slept until Sloan helped her<br />

to sit up in bed.<br />

Sloan saw how ill his mother looked. So, he crossed the<br />

road and fetched the doctor.<br />

‘Your mother needs these pills, and she must rest in bed,’<br />

said the doctor.<br />

Sloan thanked the doctor and fetched a drink for<br />

his mother.<br />

‘I cannot rest, Sloan. I have too much to do,’ said<br />

his mother.<br />

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

to do.’<br />

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

© R.I.C. Publications®<br />

‘The shopping is in the car. You must unload it, then put it<br />

in the fridge.’<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘Would you unplug the toaster? I think I left it on. And get<br />

the chops from the freezer? Set them in the sink so that<br />

they will be right for dinner.’<br />

68<br />

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


1<br />

BONUS<br />

STAR STORY<br />

When the jobs were finished, Sloan put the kettle on<br />

to boil. Then, he mixed a jelly for dinner and swept the<br />

floor. He unfolded a blanket and laid it on the end of his<br />

mother’s bed.<br />

Then, he had finished helping. So, he sat down to rest and<br />

munch on a snack.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What item did Mum ask Sloan to remove from the freezer?<br />

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

his mother?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 69


BONUS<br />

STAR STORY<br />

2<br />

The boat crash<br />

When I need help, my sister is there for me.<br />

It all started when I told my pals we had a boat. Craig,<br />

Brent, and Sloan wanted to see it.<br />

‘It looks unfit to float,’ said Craig. ‘It looks old<br />

and unsound.’<br />

‘Dad and I go fishing in it often,’ I told him.<br />

‘Your boat is just what we need. We can unhook it and go<br />

sailing,’ Brent said.<br />

‘The Cross River is not far from here,’ added Sloan.<br />

‘We can lug it down to the river,’ said Brent.<br />

I felt uncertain. It was not my boat to lend.<br />

‘Your dad will never find out,’ they insisted.<br />

We were now on the bank of the Cross River. The boat<br />

slid into the river, and we crowded in. It tilted a bit, but<br />

it floated.<br />

© R.I.C. Publications®<br />

We began to cross the river, when … crunch, crash. How<br />

unlucky! The boat hit an unseen, floating steel drum.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

We began bailing until we got to the riverbank.<br />

70<br />

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


2<br />

BONUS<br />

STAR STORY<br />

The boat was dented, and it had a slight crack. There was<br />

mud in it and <strong>green</strong> paint was missing.<br />

When we got the boat back, my sister, Flick, scolded us.<br />

My pals left when I needed help. But my sister was there<br />

for me. She helped me undo the mess. She mended the<br />

slight crack and the dent. I painted them <strong>green</strong> again. The<br />

boat was still a mess, so Flick handed me a broom and<br />

brush to get rid of the mud.<br />

I was still sweeping when dad got back. I helped him<br />

unload the car and told him we had crashed the boat. I<br />

expected he would be cross, but he just said it was a good<br />

lesson for me. I should do what is right, not what my pals<br />

tell me.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What did the boat crash into?<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 71


DAILY<br />

PRACTICE 6<br />

1. Tap and say each sound.<br />

scr squ shr str<br />

spl thr spr -nch<br />

2. Tap and blend to read the Star words and Bright star word.<br />

Star words<br />

about like new<br />

Bright star word<br />

Try to remember the Bright star sound!<br />

eye© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

72<br />

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


1<br />

SKILL<br />

BUILDER<br />

Tap and say the sound. Trace and copy these letters.<br />

scr<br />

scr scr<br />

squ<br />

squ squ<br />

scrapbook<br />

shr<br />

shrub<br />

spl<br />

splat<br />

spr<br />

scr<br />

shr shr<br />

shr<br />

spl spl<br />

squid<br />

str<br />

straw<br />

thr<br />

3<br />

© R.I.C. Publications®<br />

spl<br />

spr spr<br />

three<br />

nch<br />

squ<br />

str str<br />

str<br />

thr thr<br />

thr<br />

nch nch<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

spring<br />

spr<br />

lunch<br />

nch<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 73


SKILL<br />

BUILDER<br />

2<br />

1. Say the word. Colour the first sounds you hear.<br />

screw<br />

throw<br />

splash<br />

square<br />

scr squ shr spl thr spr str spl thr shr spr scr<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

sh r e d<br />

p i n ch<br />

Map it<br />

(write one sound in each box)<br />

© R.I.C. Publications®<br />

s t r a p<br />

Blend it<br />

(join the sounds<br />

together to read<br />

the word)<br />

shred<br />

pinch<br />

strap<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

3. Read the sentence. Does it match the picture?<br />

Colour if yes or if no.<br />

Three strong squid are splashing<br />

in the fish tank. <br />

74<br />

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


3<br />

SKILL<br />

BUILDER<br />

1. Add the missing words to the story.<br />

squishy branch shrub<br />

spring bench thrill<br />

In<br />

, a<br />

grub fell from a<br />

and<br />

landed in a<br />

wiggle, it got up on a<br />

and had a rest. It was a big<br />

for such a little grub!<br />

. With a quick<br />

2. Read it Match it<br />

throat • •<br />

© R.I.C. Publications®<br />

screen • •<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

string • •<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 75


SKILL<br />

BUILDER<br />

4<br />

1. How many sounds are there in these words? Colour one<br />

circle for each sound.<br />

thrill shrub bench<br />

2. Read the sentence and draw a picture to match.<br />

The goats strip the shrubs with their strong teeth.<br />

© R.I.C. Publications®<br />

3. Unjumble and write the sentence.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Three their scrub pals<br />

with hands squishy soap.<br />

76<br />

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


CHECK<br />

IN<br />

Educator check<br />

Identifies common<br />

grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or<br />

irregular sounds.<br />

Accurately decodes real and nonsense<br />

CVC, CCVC, and two-syllable words.<br />

Accurately segments to spell CCVC words<br />

with learnt letter sounds.<br />

1. Say these sounds.<br />

scr squ shr str spl thr spr -nch<br />

2. Read these words.<br />

about like new eye<br />

3. Sound out and blend to read these words.<br />

shred screen squish string splash thrill<br />

4. Sound out and blend to read these nonsense words.<br />

sprop zanch scrug strock threm spram<br />

5. Write the word for each picture.<br />

© R.I.C. Publications®<br />

three<br />

3<br />

splash<br />

s<strong>print</strong><br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 77


STAR<br />

STORY<br />

1<br />

Travis fixed his backpack<br />

Travis Strang strolled down the street singing a song. All of<br />

a sudden, the strap on his backpack snapped. His books<br />

fell out onto the road. A man running by helped him pack<br />

his bag.<br />

Travis was thrifty. He did not wish to get rid of his<br />

backpack. He did not wish to get a new strap. ‘I will get<br />

some string and fix it,’ Travis told his dad.<br />

‘String will not be as strong as a strap,’ said Mr Strang.<br />

‘When you have a load of books, the string will not hold.<br />

You need a strong strap to fix your backpack.’<br />

But thrifty Travis was not bothered. He fetched a ball<br />

of strong string and twisted it into a strap. He fixed the<br />

string strap to his backpack. Then, with his strap of string,<br />

Travis strutted down the street.<br />

A thrush was singing in a tree and Travis was happy.<br />

But the string began to stretch. The string began to strain.<br />

With each stride, a strand of the string broke. Travis thrust<br />

his hand under the backpack.<br />

© R.I.C. Publications®<br />

But he tripped and fell. His arm began to throb.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Three of his books splashed in a muddy puddle.<br />

Travis was stressed. Now he must go to the bookshop as<br />

well as the camping shop for a new strap. He no longer<br />

felt like singing or strolling or strutting.<br />

78<br />

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


1<br />

STAR<br />

STORY<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. How did Travis’ books land in the muddy puddle?<br />

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

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

the story?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 79


STAR<br />

STORY<br />

Scruffy<br />

2<br />

Petrus Scrag was in the garden planting a shrub. She<br />

looked up and saw a big, scruffy dog. His fur was messy<br />

and he looked hungry.<br />

‘Can I keep him, Dad?’ asked Petrus.<br />

‘You can scrub him in this old tub. You can clip his fur and<br />

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

is a missing pet.’<br />

Petrus scrubbed and clipped and fed the dog.<br />

‘He looks as if he has shrunk,’ Petrus grinned as she<br />

took him out of the tub. ‘If I can keep him, I will call<br />

him Scruffy.’<br />

Mr Scrag said, ‘If you keep him, he must not dig up my<br />

shrubs. And he must not scratch fur onto the carpet or<br />

shred my slippers.’<br />

Scruffy was always with Petrus. Scruffy never dug up<br />

shrubs. He sat on the carpet, but he did not scratch. He<br />

would sit and look at books with Petrus.<br />

© R.I.C. Publications®<br />

‘Scruffy is a good dog,’ said Mr Scrag.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Petrus and Scruffy were watching a dog on TV. A dog<br />

in the show growled and snapped. Scruffy barked and<br />

jumped at the screen. Scratch! Scrunch!<br />

80<br />

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2<br />

STAR<br />

STORY<br />

The screen smashed as the TV fell off the shelf. Mrs<br />

Scrag screeched.<br />

Mr Scrag shrugged. ‘I think Scruffy was trying to help us.’<br />

Petrus picked up the bits of the old screen. Mr and Mrs<br />

Scrag went off to get a TV at the shop. And Scruffy just<br />

wagged his tail.<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

Check for understanding<br />

1. What did Petrus name the dog she found?<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 81


BONUS<br />

STAR STORY<br />

1<br />

The hedgehog<br />

Will West’s mum was scrubbing the sink when Will ran in.<br />

‘Mum, have you ever seen a hedgehog?’ asked Will.<br />

‘No! Have you seen one, Will?’ said Mrs West.<br />

‘No, but what is a hedgehog?’ asked Will.<br />

‘A hedgehog is a small animal. Why are you asking about<br />

hedgehogs?’ said his Mum.<br />

‘Cash said that his sister saw a hedgehog in a shrub by<br />

the street,’ said Will.<br />

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

‘Hedgehogs can make you sick.’<br />

‘What do hedgehogs look like?’ asked Will. ‘I do not want<br />

to get sick!’<br />

‘It is a mammal, about as big as a large apple. It has lots<br />

of pointy quills, like a brush. They are brown and they have<br />

little eyes. Hedgehogs can scrunch up into a tight ball.’<br />

© R.I.C. Publications®<br />

‘Wow!’ said Will. ‘They sound small and sweet. Is it their<br />

quills that make you sick?’ asked Will.<br />

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‘No. Hedgehogs can carry small bugs that can make your<br />

tummy upset,’ said Mrs West.<br />

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1<br />

BONUS<br />

STAR STORY<br />

‘Do they snack on plants?’ asked Will.<br />

‘Yes, they snack on plants and roots. But a hedgehog likes<br />

frogs, slugs, and beetles, too. It can dig for them in moist<br />

soil with its muzzle. A hedgehog hunts at night. It sleeps<br />

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

like you.’<br />

‘Where do hedgehogs sleep?’ asked Will.<br />

‘A hedgehog sleeps in a nest. It can grunt and snuffle like<br />

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

They are shy animals.’<br />

‘A hedgehog would not make a good pet then,’ said Will.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What food does a hedgehog eat?<br />

2. Why did Will think that a hedgehog would not make a good pet?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 83


BONUS<br />

STAR STORY<br />

2<br />

Lord Arthur’s flower garden<br />

Henry is a keen gardener. He tends the splendid garden of<br />

Lord Arthur Thredgold.<br />

A gardener needs to be strong. In spring, Henry planted<br />

a screen of very big shrubs. He strapped the shrubs to<br />

sturdy sticks with string. Then, he scattered compost<br />

around them.<br />

But three sprightly deer roam on Lord Arthur’s land. They<br />

can strip shrubs with their strong teeth. So, Henry has to<br />

stop them from straying into the garden.<br />

Lord Arthur is old, but he is still very spry. In the morning,<br />

he likes to s<strong>print</strong> around the lawn. In spring, it thrills him to<br />

stroll around his garden and to splash in the spring on his<br />

land. At dusk, he likes to sit on a bench by the shrubbery<br />

where a small thrush has its nest.<br />

One morning, when Lord Arthur was s<strong>print</strong>ing, it began to<br />

sprinkle. Then, it began to rain. Squish, squash, squelch!<br />

Lightning struck and Lord Arthur fell onto the lawn. Splish,<br />

splosh, splash!<br />

© R.I.C. Publications®<br />

Henry was in the potting shed. He saw Lord Arthur fall.<br />

He sprang from his spot, and thrust out his arm to help<br />

Lord Arthur stand. Then, Henry took the Lord to his<br />

potting shed.<br />

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He put the kettle on, and they both had a mug of<br />

hot coffee.<br />

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2<br />

BONUS<br />

STAR STORY<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

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

2. How do you think Lord Arthur felt when Henry helped him? Why?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 85


Congratulations superstar!<br />

You have now completed the Green <strong>workbook</strong>. But the fun<br />

does not stop there! Try some of these fun bonus activities.<br />

Choose one of the stories to illustrate.<br />

Put on a play by asking some people to help you act out a<br />

story as you read it.<br />

Use different colours to find and circle the focus letters<br />

and letter patterns in a story.<br />

Imagine a different ending to one of the stories you have<br />

read. Retell the story and add your own twist.<br />

Think of a list of questions for one of the stories. Challenge<br />

someone to answer them.<br />

Choose one character from a story and create a drawing<br />

of what you think they look like.<br />

Record the main events of a story on sticky notes.<br />

Mix them up, then challenge yourself to arrange them in<br />

the correct order.<br />

Seek and find<br />

© R.I.C. Publications®<br />

1. How many birds are on page 15?<br />

2. On page 27, what animal is in the tree?<br />

3. On page 37, what animal is nearest a flower?<br />

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© Prim-Ed Publishing<br />

4. How many baby chicks are on page 41?<br />

5. On page 71, what shape is on the sail of the boat?<br />

Turn over the page to find your certificate<br />

of completion, and three fun texts for an<br />

adult to read to you.<br />

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Congratulations<br />

This certificate is presented to:<br />

for completing the Green Star strategy<br />

decodable <strong>workbook</strong>. You have mastered<br />

blending sounds together at the beginning<br />

and end of words, read 24 stories, and<br />

expanded your vocabulary by reading over<br />

5500 words. Keep up the stellar work!<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

Signed:<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 87


AUTHENTIC<br />

TEXT<br />

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

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

a purpose.<br />

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

beginner readers, such as:<br />

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

not come across in everyday conversations<br />

• allowing them to focus on understanding the story without worrying about reading the<br />

words themselves<br />

• encouraging them to think about the text, which leads to rich conversations and questions<br />

• observing how to read fluently with the right tone and expression<br />

• creating a special bond between the educator and the learner and helping to develop a love<br />

of reading.<br />

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

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

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

Although it is not compulsory, the following questions may be used to support comprehension<br />

before, during, and after reading the Authentic texts together.<br />

Dear Aunt Jackie<br />

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

Before reading During reading After reading<br />

• Before reading, ask your<br />

learner to predict what the<br />

email might be about based<br />

on the subject line.<br />

• Read the name of the<br />

recipient to your learner and<br />

ask them to predict who the<br />

email might be from.<br />

• While reading, encourage<br />

your learner to identify<br />

the main idea of the<br />

email. What is Darcy<br />

talking about?<br />

• Direct your learner to the<br />

part where Darcy talks<br />

about baking a cake,<br />

and then to the attached<br />

image. What ingredients<br />

did she use, and what made<br />

it special?<br />

• Ask your learner to think<br />

about why Darcy’s mum<br />

suggested Aunt Jackie<br />

could help choose a<br />

birthday cake.<br />

• Encourage your learner<br />

to identify the emotions<br />

expressed in the email.<br />

How does Darcy feel about<br />

baking and spending time<br />

with Aunt Jackie?<br />

© R.I.C. Publications®<br />

• Ask your learner to identify<br />

the reason why Darcy wore<br />

a tiara while baking.<br />

• What plans do Darcy and<br />

Aunt Jackie have for the<br />

future? Ask your learner to<br />

share how they think they<br />

both feel about it.<br />

• Ask your learner to share<br />

what they think Darcy and<br />

Aunt Jackie will do together<br />

when they meet next.<br />

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AUTHENTIC<br />

TEXT<br />

All about X-rays<br />

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

Before reading During reading After reading<br />

• Before you start reading,<br />

ask your learner what they<br />

think X-rays might be used<br />

for. Encourage them to<br />

share any experiences or<br />

prior knowledge they may<br />

have about X-rays.<br />

• Pause after the first<br />

paragraph and ask your<br />

learner to explain what<br />

X-rays are. Encourage them<br />

to use topic-related words<br />

like ‘rays’, ‘skin’, ‘muscles’,<br />

‘bones’, and ‘teeth’.<br />

• Encourage your learner<br />

to go beyond the text by<br />

asking them why they think<br />

we should stand still when<br />

taking an X-ray.<br />

• Select more complex<br />

vocabulary used in the text<br />

and discuss their meanings.<br />

For example, ‘health’,<br />

‘essential’, and ‘shield’.<br />

Explore space with the Stellar Explorer Rocket!<br />

A magazine advertisement for a fun, new toy for lovers of outer space.<br />

• Summarise the text<br />

together. Ask your learner to<br />

recall the main points about<br />

X-rays, such as what they<br />

are, how they work, why<br />

doctors use them, and the<br />

safety measures involved.<br />

• Ask your learner to share<br />

what they found most<br />

interesting about the text.<br />

• Discuss if your learner has<br />

ever heard about someone<br />

having an X-ray. Ask if they<br />

understand why X-rays are<br />

taken and what they help<br />

doctors check.<br />

• What would your learner tell<br />

someone who is nervous<br />

about getting an X-ray?<br />

Ask them to use evidence<br />

from the story to support<br />

their answer.<br />

Before reading During reading After reading<br />

• Read the title and<br />

subheading with your<br />

learner. Ask them to<br />

predict what they think the<br />

advertisement is going to<br />

be about.<br />

• Ask your learner to look<br />

at the text. Have they<br />

seen a similar text before?<br />

What was its purpose? (An<br />

advertisement designed<br />

to persuade someone<br />

to purchase.)<br />

• While reading about the<br />

materials of the Stellar<br />

Explorer Rocket, pause<br />

to ask your learner why<br />

it is important for the toy<br />

to be made from safe,<br />

high-quality materials.<br />

• As you read the legal<br />

notices at the bottom of<br />

the advertisement, explain<br />

what is meant by ‘adult<br />

supervision’. Why do they<br />

think that there is an age<br />

limit and adult supervision<br />

is necessary?<br />

• Encourage your learner to<br />

consider if they would like<br />

to buy the Stellar Explorer<br />

Rocket. What features or<br />

words made it appealing<br />

to them?<br />

• Reflect on the purpose of<br />

the text. Was it effective?<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 89


AUTHENTIC<br />

TEXT<br />

Darcy@happychat.com<br />

z z<br />

Inbox (6) Sent Drafts<br />

z<br />

Snooze Attach<br />

To<br />

CC<br />

Subject<br />

PDF<br />

Aunt Jackie<br />

A yummy surprise!<br />

Deliciously delightful chocolate cake recipe<br />

Hi Aunt Jackie,<br />

It’s me, Darcy!<br />

700KB<br />

I miss you so much! I wanted to send you this email to show you a<br />

picture of me with the cake I baked all by myself. Mummy said I was<br />

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

were an amazing baker too, Aunt Jackie!<br />

The cake was chocolate, and I used my imagination to come up with<br />

the recipe. I wore your pretty tiara while I was making it because I<br />

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

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

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

and make yummy things for everyone. I’m always looking for new<br />

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

anything new and yummy lately, Aunt Jackie? I hope that I can try it<br />

one day!<br />

Mummy found a book with lots of ideas for birthday cakes, and she<br />

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

excited to see you and bake with you again! Do you think we can<br />

make a big mess in the kitchen and have fun like last time?<br />

Please write back soon, Aunt Jackie!<br />

Love,<br />

Darcy<br />

© R.I.C. Publications®<br />

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AUTHENTIC<br />

TEXT<br />

Search<br />

Trash<br />

T<br />

Regular<br />

Bold<br />

Italic<br />

Send<br />

© R.I.C. Publications®<br />

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125g<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 91


AUTHENTIC<br />

TEXT<br />

All about X-rays<br />

© R.I.C. Publications®<br />

Introduction<br />

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

bodies. Let’s learn more about X-rays and how they work.<br />

What are X-rays?<br />

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

through some things (like skin and muscles), but not others (like teeth<br />

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

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AUTHENTIC<br />

TEXT<br />

How do X-rays work?<br />

When we have an X-ray, we must<br />

stand or lie very still. A machine<br />

sends X-rays through our body<br />

and takes a picture of the things<br />

it cannot pass through. The X-ray<br />

machine helps doctors see things,<br />

like teeth and bones, that are inside<br />

our bodies.<br />

What do doctors use X-rays for?<br />

Doctors use X-rays to check on our<br />

health. If we fall and hurt ourselves,<br />

they might take an X-ray to see<br />

if our bones are okay. X-rays also<br />

help doctors understand if anything<br />

unusual is happening inside<br />

our bodies.<br />

Are X-rays safe?<br />

While X-rays are helpful and safe,<br />

we only have them when they are<br />

essential. Some scientists say that<br />

too many X-rays might be harmful,<br />

so doctors are careful to use them<br />

only when they need to check on<br />

our health. When we have an X-ray,<br />

we must wear a special shield to<br />

protect the parts of our body that<br />

do not need the X-rays.<br />

© R.I.C. Publications®<br />

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Conclusion<br />

X-rays are like special lights that help doctors see inside our bodies.<br />

The next time you hear about someone having an X-ray, you will<br />

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

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 93


AUTHENTIC<br />

TEXT<br />

Explore space with the<br />

Stellar Explorer<br />

Rocket!<br />

© R.I.C. Publications®<br />

Ready for adventure?<br />

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© Prim-Ed Publishing<br />

Let’s blast off!<br />

Get <strong>ready</strong> for an awesome space adventure with the Stellar<br />

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

love dreaming about space and being astronauts. This rocket will<br />

make your playtime exciting and fun.<br />

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AUTHENTIC<br />

TEXT<br />

What makes the Stellar Explorer<br />

Rocket out of this world?<br />

• Fun lights and sounds: The Stellar<br />

Explorer Rocket lights up and makes<br />

realistic rocket sounds for an extra<br />

fun playtime.<br />

• Easy to use: Launch your rocket high<br />

up into space with just a touch of a<br />

button. It’s super easy!<br />

• Strong and safe: The Stellar Explorer<br />

Rocket is made from safe, highquality<br />

materials, so it can handle all<br />

the adventures that little explorers<br />

like you want to go on.<br />

© R.I.C. Publications®<br />

Don’t miss out on the fun!<br />

Get your Stellar Explorer<br />

Rocket today!<br />

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© Prim-Ed Publishing<br />

Visit www.stellarexplorer.com or your nearest<br />

toy store to get your Stellar Explorer Rocket.<br />

*For children aged 3 and up. Adult<br />

supervision required.<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 95


BRIDGING<br />

ACTIVITY<br />

Continue your reading journey with the Purple Star strategy<br />

decodable <strong>workbook</strong>. Let’s look at what you will learn.<br />

New spellings for sounds you have learnt<br />

Let’s try some now. Which letters are making the same sound<br />

in these words?<br />

/ow/ /ee/ /ai/ /igh/<br />

c l ou d p ea ch p l ay f l ie s<br />

/oo/ /oi/ /or/ /ur/<br />

© R.I.C. Publications®<br />

g l ue t oy s p r aw n b ir d<br />

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/w/ /f/ /s/ /j/<br />

wh i s k g r a ph c i t y g e m<br />

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Fluency checklist<br />

‘STARS’ is a special word that can help you remember five<br />

ways to become a fluent reader.<br />

Spot the punctuation. Take a short<br />

breath when you see a comma (,)<br />

and pause when you see a full stop<br />

(.) Remember to change the sound of<br />

your voice when you see a question<br />

mark (?) or exclamation mark (!)<br />

Take your time. Don’t read too<br />

fast or too slow. Just read at a<br />

comfortable pace.<br />

Accuracy is important. Try to read<br />

each word correctly and don’t<br />

guess if you’re not sure. Use the<br />

decoding strategies on page 98.<br />

© R.I.C. Publications®<br />

Read with feeling. Remember, don’t<br />

talk like a robot! Use your talking<br />

voice and make the story exciting<br />

with lots of expression!<br />

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© Prim-Ed Publishing<br />

Scoop the words and phrases. Try<br />

scooping the words and phrases<br />

together like a little song to make<br />

your reading sound smoother.<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 97


Decoding strategies<br />

If you get stuck, try following these tips to help you decode<br />

tricky words.<br />

Point to the word you do not know.<br />

pop<br />

corn<br />

Look at the whole word from left to right. Can<br />

you see any letter patterns you know?<br />

For longer words, use the vowel sounds to help<br />

you chunk the word into syllables.<br />

Point to each letter or letter pattern, and slowly<br />

blend the sounds together as you read them<br />

out loud.<br />

© R.I.C. Publications®<br />

Listen to the word. Does it make sense? Try<br />

reading the whole sentence again.<br />

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If you are still stuck, ask an adult for help.<br />

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Removeable resources<br />

Cut out these letters to practise building words with the<br />

spellings learnt in this <strong>workbook</strong>.<br />

sc sk sl sm sn<br />

sp st -tch<br />

bl cl fl gl pl<br />

y<br />

© R.I.C. Publications®<br />

br cr dr fr gr<br />

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© Prim-Ed Publishing<br />

pr tr -ve -le<br />

Set 1<br />

Set 2<br />

Set 3<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 99


© R.I.C. Publications®<br />

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dw sw tw -dge -ge<br />

Set 4<br />

Bookmark<br />

-lt -ld -lp -st -nk<br />

-nt -nd -ft -mp -pt<br />

scr squ shr str spl<br />

thr spr -nch<br />

© R.I.C. Publications®<br />

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YOUR<br />

FUTURE<br />

IS<br />

BRIGHT!<br />

Set 5<br />

Set 6<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-98-2 STAR STRATEGY DECODABLE WORKBOOK (GREEN) 101


© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing

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