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STORY AUTHOR<br />

DR ROSEMARY ALLEN<br />

NAME:<br />

CLASS:<br />

© R.I.C. Publications®<br />

PURPLE<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

EXPLORE THE<br />

STARS!


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

(Purple)<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 as<br />

Australia’s first educators.<br />

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

ISBN 978-1-922843-99-9<br />

RIC–<strong>8592</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® and<br />

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

or omissions, but we do endeavour to rectify any errors found<br />

within our products. Please contact us to 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 special<br />

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

that mean?<br />

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

groups of letters), and that these symbols can be read as different sounds. It’s just like a special<br />

code. We can use this special code to help us 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 to become a<br />

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

to encode (spell) and decode (read) words. Being a language superstar means mastering both<br />

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, you<br />

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

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 />

Star story 3....................................... 12<br />

Star story 4......................................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 />

Star story 3.......................................26<br />

Star story 4......................................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 />

Star story 3...................................... 40<br />

Star story 4......................................42<br />

Star story 5...................................... 44<br />

Daily practice 4............................ 46<br />

Skill builder 1....................................47<br />

© R.I.C. Publications®<br />

Skill builder 2.................................. 48<br />

Skill builder 3...................................49<br />

Skill builder 4.................................. 50<br />

Check in............................................. 51<br />

Star story 1.......................................52<br />

Star story 2...................................... 54<br />

Star story 3.......................................56<br />

Star story 4......................................58<br />

Daily practice 5.............................60<br />

Skill builder 1.................................... 61<br />

Skill builder 2...................................62<br />

Skill builder 3...................................63<br />

Skill builder 4.................................. 64<br />

Check in.............................................65<br />

Star story 1.......................................66<br />

Star story 2.......................................68<br />

Star story 3.......................................70<br />

Star story 4......................................72<br />

Daily practice 6.............................74<br />

Skill builder 1....................................75<br />

Skill builder 2...................................76<br />

Skill builder 3................................... 77<br />

Skill builder 4...................................78<br />

Check in.............................................79<br />

Star story 1...................................... 80<br />

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Star story 2.......................................82<br />

Star story 3...................................... 84<br />

Star story 4......................................86<br />

Congratulations superstar!.............................................................................................................................................................88<br />

Authentic text.......................................................................................................................................................................................90<br />

Farewell...................................................................................................................................................................................................98<br />

Fluency checklist.................................................................................................................................................................................99<br />

Decoding strategies....................................................................................................................................................................... 100<br />

Removeable resources...................................................................................................................................................................101<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 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, ‘school’ is a Star word in Set 4 as<br />

the ‘ch’ spelling for the /k/ sound has not yet been taught. Exception words with irregular<br />

spellings are called Bright star words. A star icon is used to indicate this irregular spelling.<br />

For example, ‘people’ is a Bright star word in Set 5 as the ‘eo’ spelling is making an irregular,<br />

long /e/ sound. The star icon under the ‘eo’ indicates that this is not a regular sound for<br />

this spelling pattern. Take a few minutes each day to practise these words and sounds (and<br />

review those previously learnt) with your learner. You may also like to ask your learner to try<br />

using the Star words and 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 />

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

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© Prim-Ed Publishing<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 (PURPLE) 978-1-922843-99-9 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 four to five ‘Star stories’ for your learner<br />

to read in each set. This differs to previous <strong>workbook</strong>s which included two Star stories,<br />

and two Bonus star stories. Unlike the previous <strong>workbook</strong>s, where stories covered a mix of<br />

grapheme–phoneme correspondences (GPCs), each Star story in this <strong>workbook</strong> typically<br />

focuses on one sound and its different spellings. This purposeful change ensures that your<br />

learner is provided with targeted reviews of previously learnt spellings while consolidating<br />

their understanding of the new spellings that they will learn in this <strong>workbook</strong>.<br />

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

back cover to celebrate their achievement. To ensure that your learner has practised all the<br />

focus sounds and spellings, it is recommended that they read all the Star stories in each set.<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 stories 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 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 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 Green <strong>workbook</strong> to build their skills.<br />

Skill 1: The learner can read and write CCVC and CVCC words.<br />

Script: ‘Write the word (say the word). Put a finger up as you say each sound, then write it<br />

(allow learner time to complete). Now, blend to read the word you have written.’<br />

Practise: ‘/f/ (write “f”), /r/ (write “r”), /o/ (write “o”), /g/ (write “g”). Frog.’<br />

desk stop lift glad drum<br />

Skill 2: The learner recognises that the same sound can be spelt in different ways.<br />

Script: ‘I will show you two words. Circle the spellings for the sound that is the same in<br />

both words.’<br />

Practise: (Write the words ‘chin’ and ‘catch’.) “Chin” and “catch” both have the /ch/ sound.’<br />

(Circle the spelling for these sounds on your written words and say the /ch/ sound as you do.)<br />

night sky jog badge<br />

Skill 3: The learner can read words with more than one syllable.<br />

Script: ‘Point to each word and read it out loud.’<br />

bubble happy summer little floppy toaster<br />

Skill 4: The learner can read words with prefixes and suffixes.<br />

Script: ‘Point to each word and read it out loud.’<br />

unzip unpack singing running<br />

© R.I.C. Publications®<br />

lifted jumped chilled spotted<br />

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© Prim-Ed Publishing<br />

vi<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


JAM<br />

JAM<br />

JAM<br />

JAM<br />

JAM<br />

JAM<br />

JELLY<br />

JELLY<br />

JELLY<br />

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 />

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 />

STAR<br />

STORY 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 />

When you can read a Star<br />

story smoothly, colour in the<br />

badge on the back cover.<br />

When you have completed<br />

the Skill builders and read<br />

the Star stories, it is time to<br />

do a ‘Check in’ and show off<br />

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!<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) vii<br />

Set 1<br />

Set 2<br />

Willem’s magpies<br />

1<br />

Clair’s adventure<br />

© R.I.C. Publications®<br />

1<br />

2<br />

2<br />

Clay sees a play<br />

Dad’s scooter<br />

3<br />

The messy cook<br />

The sellers’ market<br />

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© Prim-Ed Publishing<br />

3


DAILY<br />

PRACTICE 1<br />

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

ay ea ie oe u_e<br />

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

Star words<br />

wear near year<br />

afternoon plea se ea se<br />

Bright star word<br />

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

busy<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

2<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

SKILL<br />

BUILDER<br />

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

ay<br />

ay ay ay<br />

ea<br />

ea ea ea<br />

hay<br />

ie<br />

pie<br />

u_e<br />

ay<br />

ay<br />

ie ie ie<br />

ie<br />

leaf<br />

oe<br />

© R.I.C. Publications®<br />

ie<br />

u e u e u e<br />

toe<br />

ea<br />

ea<br />

oe oe oe<br />

oe<br />

oe<br />

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© Prim-Ed Publishing<br />

flute<br />

u e<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 3


SKILL<br />

BUILDER<br />

2<br />

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

doe<br />

peach<br />

flies<br />

tube<br />

spray<br />

ay ea ie oe u_e ay ea ie oe u_e ay ea ie oe u_e<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

f<br />

oe<br />

s t r ea m<br />

Map it<br />

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

© R.I.C. Publications®<br />

c r ay o n<br />

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

Colour if yes or if no.<br />

June cried when she stubbed<br />

her toe and dropped her jar of<br />

clay beads. <br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

foe<br />

stream<br />

crayon<br />

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4<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

SKILL<br />

BUILDER<br />

1. These words have been broken into syllables. Circle the syllables<br />

that end with a vowel. What do you notice about this sound?<br />

re-lax pi-lot mu-sic vol-ca-no<br />

2. Change the ‘y’ to ‘i’ before adding the endings<br />

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

dry<br />

spy<br />

es<br />

ed<br />

es<br />

ed<br />

© R.I.C. Publications®<br />

Syllables ending with<br />

a vowel are ‘open’,<br />

and the vowel makes<br />

a long sound. Syllables<br />

ending with a<br />

consonant are ‘closed’,<br />

and the vowel makes<br />

a short sound.<br />

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© Prim-Ed Publishing<br />

When a word ends in a consonant and then a ‘y’,<br />

change the ‘y’ to ‘i’ before adding the ending. If the<br />

ending begins with an ‘i’ (like ‘ing’), keep the ‘y’.<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 5


SKILL<br />

BUILDER<br />

4<br />

1. Say these words. Colour the long vowel spellings.<br />

f e v er t i g er f r o z e n b a s i n<br />

d r ea m f l ie s t oe s s p r ay<br />

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

Joe cleans and dries his car on a sunny day.<br />

© R.I.C. Publications®<br />

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

Cupid in a peach plays sits a flute. tree and<br />

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6<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


CHECK<br />

IN<br />

Educator check<br />

Identifies taught grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or irregular sounds.<br />

Accurately decodes real and nonsense one-syllable words.<br />

Accurately segments to spell one-syllable and two-syllable words with learnt letter sounds.<br />

1. Say these sounds.<br />

ay ea ie oe u_e<br />

2. Read these words.<br />

wear near year afternoon please ease busy<br />

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

beach cried play toe prune June<br />

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

glies spoe chay bute meast tway<br />

5. Listen as an adult reads one word at a time from the Dictation<br />

word list in the box below. Write the word you hear next to the<br />

matching letter.<br />

© R.I.C. Publications®<br />

(a)<br />

(b)<br />

(c)<br />

(f)<br />

(g)<br />

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© Prim-Ed Publishing<br />

(h)<br />

(d)<br />

(e)<br />

(i)<br />

(j)<br />

Dictation word list<br />

(a) flute<br />

(b) treat<br />

(c) pie<br />

(d) clay<br />

(e) doe<br />

(f) baby<br />

(g) pony<br />

(h) music<br />

(i) begin<br />

(j) pilot<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 7


STAR<br />

STORY<br />

1<br />

Focus: ‘ie’ (revise ‘igh’)<br />

Willem’s magpies<br />

Willem lay on his back and looked up at the sky. Magpies<br />

were flying high, then swooping down to the trees. It was<br />

such a sight to see them.<br />

Willem sighed, ‘I wish I had a magpie for a pet. Dad said<br />

that you can teach them to speak. Maybe I could try to<br />

trap one.’<br />

Willem spied a magpie pecking on a cob of dried corn<br />

in the pigsty. There were still some corn kernels left on<br />

the cob.<br />

‘Hmm! Magpies like dried corn.’<br />

Willem began to plan.<br />

‘I could tie the dried cob with string. Then, if I lie very still,<br />

the magpie will fly down to eat. If I tug on the string, the<br />

magpie will step near to me. Then, I can grab the magpie.’<br />

The magpie in her nest spied the dried corn. She swooped<br />

down from the tree.<br />

© R.I.C. Publications®<br />

Willem kept very still. He tugged on the string.<br />

The magpie was near, but Willem’s plan failed.<br />

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© Prim-Ed Publishing<br />

Snap! The magpie was too quick. Soon, she was back in<br />

her nest with the dried corn.<br />

With a sigh, Willem went back to planning. He tried and<br />

tried, but it was too hard.<br />

8<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

STAR<br />

STORY<br />

‘Magpies are trusting birds, Willem,’ said his Mum. ‘Here is<br />

an old meat pie. Toss bits of meat from the pie near to the<br />

tree. If you keep feeding magpies, soon they will eat food<br />

from your hand.’<br />

Now, Willem has a flock of magpies waiting for him<br />

each day.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What type of food did Willem first use to try and trap the magpie?<br />

2. Why do you think Willem’s first plan failed, even though the magpies liked<br />

the food he left them?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 9


STAR<br />

STORY<br />

2<br />

Focus: ‘ay’ (revise ‘ai’)<br />

Clay sees a play<br />

It was Sunday and Clay Dayton had plans for the day.<br />

‘Mum, may I catch the train into town?’ asked Clay.<br />

‘Why? It is a long way to go, Clay,’ said Mrs Dayton. ‘I<br />

think you should ask your dad.’<br />

‘Dad, may I catch the train into town today?’ asked Clay.<br />

‘Kay and Faith Gray are going to see a play. The Little<br />

Mermaid is on at the town hall. I can pay for my ticket.’<br />

‘It is a long way into town ...’ said Mr Dayton. ‘But The<br />

Little Mermaid is a good play. Maybe you should wait until<br />

we can all go.’<br />

‘Kay and Faith said I could meet them on Hay Street.<br />

It is midway between the town hall and the train stop,’<br />

begged Clay.<br />

Mr Dayton began to sway. ‘Okay, Clay, but do not stray<br />

from the busy main street. Stay with Kay and Faith until<br />

you return to the train stop.’<br />

© R.I.C. Publications®<br />

‘Okay, Dad, I will do as you say,’ said Clay.<br />

Clay ran all the way to the train stop. To his dismay, when<br />

he got there, he saw an alert. It said: Rain and strong<br />

winds. All trains are delayed.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘Hmm, “delayed” is not “stopped”. Perhaps I should wait.’<br />

Clay was glad he did. It was not a long wait.<br />

The train reached the stop, and he was off to see the play<br />

with Kay and Faith.<br />

10<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 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. On which day did Clay plan to see The Little Mermaid?<br />

2. Why does Mr Dayton tell Clay not to stray from the main street and to stay<br />

with Kay and Faith?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 11


STAR<br />

STORY<br />

3<br />

Focus: ‘ea’ (revise ‘ee’)<br />

The messy cook<br />

Hello. I am Teagan Easton.<br />

My mother, Jean, and I rent a small flat.<br />

For three years, it has just been Mum and me. But now,<br />

Mum has a best friend called Dean.<br />

Dean has a neat shack by the beach. When it is a hot day,<br />

we visit him for a swim. Then, we stay for afternoon tea<br />

or dinner.<br />

Dean is a good cook. Mum is not such a good cook.<br />

On Saturday, Dean asked us to morning tea. He served a<br />

yummy peach tart with cream. Mum had coffee and Dean<br />

had green tea. I had a beaker of hot milk.<br />

On Sunday, he asked us to stay for a meal. He was very<br />

busy! For dinner, Dean roasted lean veal chops. He cooked<br />

green peas and carrots. For sweets, we had toffee tart<br />

and custard.<br />

© R.I.C. Publications®<br />

Dean may be a good cook, but he is a messy cook.<br />

When we had eaten, Mum and I looked at the mess. The<br />

bench was greasy and splattered with fat. Liquid from<br />

the pot had spilled onto the cooktop. Carrot peel and pea<br />

pods were heaped on the bench. The messy roasting pan<br />

was in the sink. So were the pots. And sticky, burnt toffee<br />

clung to the tart dish.<br />

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© Prim-Ed Publishing<br />

12<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

STAR<br />

STORY<br />

With a sigh, Mum said, ‘The cook should not be the one to<br />

clean up. Please let Teagan and me do the dishes.’<br />

The clean-up did not take long.<br />

Then, we went to see the lights from the boats out at sea.<br />

Mum and I feel at ease with Dean, even if he is a<br />

messy cook.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. How long did Teagan and Mum live in their flat before Dean became<br />

their friend?<br />

2. Why do you think Mum said that ‘The cook should not be the one to clean<br />

up?’ Do you agree or disagree?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 13


STAR<br />

STORY 4<br />

Focus: ‘oe’, ‘u_e’ (revise ‘oa’)<br />

The lute, the flute, and the oboe<br />

Roscoe has a problem. His teacher is keen to teach<br />

Roscoe the flute. But his dad said an oboe is best for him.<br />

His pal, Joe, plays the lute. Joe wears a costume when he<br />

plays. The costume includes an old cloak and a hat with a<br />

plume in it.<br />

The flute, the oboe, and the lute all seem hard to play.<br />

Roscoe has seen charts that help you to play the flute. The<br />

charts tell where your fingers must go. There is a chart for<br />

your right hand and a chart for your left hand. But Roscoe<br />

is not keen to play the flute.<br />

Roscoe’s teacher thinks he needs to be older to play<br />

the oboe.<br />

There are charts to help oboe players, too. But oboe<br />

players need to have strong lungs. The oboe is hard to<br />

play, and Roscoe is not keen to play it.<br />

Nor is he keen to wear a costume.<br />

© R.I.C. Publications®<br />

There are lots of strings to pluck on a lute. It is hard to<br />

play, and Roscoe is not keen to play the lute.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Roscoe is confused. He does not want to be rude. But he<br />

has plans on how to stay busy on his weekends. Trying to<br />

play a lute, a flute, or the oboe is not in his plans.<br />

He plans to play football in June. He plans to float his<br />

boat in the pond. He plans to read books under the oak<br />

tree. He plans to coast down the hill on his scooter.<br />

14<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


4<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 does Roscoe’s pal, Joe, wear as part of his costume when he plays<br />

the lute?<br />

2. Why do you think Roscoe’s teacher says he needs to be older to play<br />

the oboe?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 15


DAILY<br />

PRACTICE 2<br />

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

ear air ure<br />

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

Star words<br />

why before<br />

Bright star words<br />

broth er<br />

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

bought sure often<br />

mild<br />

© R.I.C. Publications®<br />

wild<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

16<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

SKILL<br />

BUILDER<br />

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

ear<br />

CALENDAR<br />

2025<br />

year<br />

air<br />

chair<br />

ure<br />

secure<br />

ear ear ear<br />

ear ear ear<br />

air air air<br />

air air air<br />

ure ure ure<br />

© R.I.C. Publications®<br />

ure ure ure<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 17


SKILL<br />

BUILDER<br />

2<br />

1. Say the word. Colour the sound you hear at the end of<br />

the word.<br />

treasure<br />

gear<br />

pair<br />

ure air ear air ear ure ear ure air<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

h<br />

c<br />

air<br />

ure<br />

Map it<br />

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

© R.I.C. Publications®<br />

c l ear<br />

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

Colour if yes or if no.<br />

The bunny can hear the pair of large<br />

deer near the pure stream. <br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

hair<br />

cure<br />

clear<br />

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© Prim-Ed Publishing<br />

18<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

SKILL<br />

BUILDER<br />

1. Add ‘ure’ to the end of these words. Say the complete word.<br />

What do you notice about the sound the consonant before<br />

‘ure’ is making? Did the ‘ure’ sound change?<br />

creat pict capt advent<br />

enclos meas treas<br />

When the ‘ure’ spelling comes after a ‘t’ or an ‘s’, it changes this sound.<br />

The ‘t’ usually makes a /ch/ sound. The ‘s’ usually makes a /zh/ sound.<br />

The ‘ure’ in both spellings makes an /er/ or schwa sound.<br />

2. Homophones are words that sound the same, but have<br />

different meanings and spellings. Add the correct homophone.<br />

1000<br />

dear deer hear here<br />

500 mL<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

A<br />

My new train was<br />

very .<br />

lives in the woods.<br />

I can<br />

mum singing.<br />

You can play<br />

at lunch.<br />

my<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 19


SKILL<br />

BUILDER<br />

4<br />

1. When we add ‘re’ to the beginning of a base word, it changes<br />

its meaning to ‘do again’. Add ‘re’ to the start of these words.<br />

start tell read play<br />

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

The man with the red hair and beard had to recapture the<br />

lost dog.<br />

© R.I.C. Publications®<br />

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

The sits little creature in dark its lair.<br />

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© Prim-Ed Publishing<br />

20<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


CHECK<br />

IN<br />

Educator check<br />

Identifies taught grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or irregular sounds.<br />

Accurately decodes real and nonsense one-syllable words.<br />

Accurately segments to spell one-syllable and two-syllable words with learnt letter sounds.<br />

1. Say these sounds.<br />

ear air ure<br />

2. Read these words.<br />

why before brother mild wild bought sure often<br />

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

pair fear cure year chair pure<br />

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

quair kear bure jair zear mure<br />

5. Listen as an adult reads one word at a time from the Dictation<br />

word list in the box below. Write the word you hear next to the<br />

matching letter.<br />

© R.I.C. Publications®<br />

(a)<br />

(b)<br />

(c)<br />

(f)<br />

(g)<br />

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© Prim-Ed Publishing<br />

(h)<br />

(d)<br />

(e)<br />

(i)<br />

(j)<br />

Dictation word list<br />

(a) fair<br />

(b) gear<br />

(c) stair<br />

(d) beard<br />

(e) lure<br />

(f) near<br />

(g) injure<br />

(h) creature<br />

(i) picture<br />

(j) repair<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 21


STAR<br />

STORY<br />

1<br />

Focus: ‘ear’, ‘air’, ‘ure’<br />

Clair’s adventure<br />

Clair Maclure sat on a chair next to the stairs. ‘It is not<br />

fair! My sisters can go to the funfair, but not me.’<br />

The air was hot, and Clair was weary and teary.<br />

All of a sudden, a wee man appeared. He had a long<br />

beard and a pointed hat. Next to him was a wee person<br />

with long, fair hair and little wings.<br />

‘Who are you and why are you sitting on a mushroom?’<br />

Clair asked.<br />

‘I am Faith, the fairy, and this is Earwin, the elf. And this<br />

is a toadstool, not a mushroom. Before you ask, it is not a<br />

stool for toads.’<br />

‘Why are you here?’ Clair asked.<br />

‘It is clear from your tears you are sad,’ said Earwin. ‘But<br />

never fear my dear, we can cure tears.’<br />

‘Who needs a funfair. There is adventure in your backyard,’<br />

said Faith. ‘An adventure in nature is waiting for you at<br />

your garden pond. Plants lure creatures to your pond. It is<br />

fun to watch them.’<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘You can capture tadpoles and see them turn into frogs,’<br />

said Earwin. ‘You can find a cocoon and watch a butterfly<br />

appear from it. You can capture beetles in a box and see<br />

what they do.’<br />

‘But you must not injure the creatures. Be sure to let them<br />

go,’ said Faith. ‘Now, we must be off.’<br />

22<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

STAR<br />

STORY<br />

Clair blinked. They had disappeared. Only a wee pink<br />

slipper could be seen under the toadstool.<br />

‘Clair, Mum and I agreed that you can go to the funfair<br />

with us,’ said Mr Maclure.<br />

‘No thanks, Dad. I have a jar and a box. I am off to the<br />

pond,’ said Clair.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What type of creatures were Faith and Earwin?<br />

2. What made Clair change her mind about going to the funfair?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 23


STAR<br />

STORY<br />

2<br />

Focus: ‘ear’, ‘air’, ‘ure’<br />

Dad’s scooter<br />

Blair would soon be seven years old, and he wanted<br />

a scooter.<br />

He had waited for so long for one. But his Mum and Dad<br />

said he was too small.<br />

His wish was granted when the family visited Granny.<br />

Granny greeted them and said, ‘There is an old scooter in<br />

the shed. It was your dad’s when he was seven. It is a bit<br />

rusted and busted, but it could be mended.’<br />

‘Your dad has a welder. If he welded the stand, it would<br />

be secure,’ said Granny. ‘It needs painting and it needs<br />

the handle to be shifted a bit. You could have a look if<br />

you want.’<br />

The scooter was under lots of boxes in the shed. Dad<br />

aided Blair to lift the scooter out.<br />

As Granny had said, it was busted and rusted, and the<br />

handle was wonky.<br />

© R.I.C. Publications®<br />

‘Look, Dad,’ said Blair. ‘This scooter has a mud flap on the<br />

back. The scooters in the shops do not have mud flaps.<br />

This is a much better scooter than the shop scooters.’<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

New handles were dear, so Blair’s dad bought a secondhand<br />

one. He welded the stand and fitted the handle. He<br />

sanded the rust off and painted the scooter green. The<br />

mud flap was painted red.<br />

24<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


2<br />

STAR<br />

STORY<br />

Soon, the scooter was mended and tested.<br />

Blair was seven years old when his dad handed him<br />

the scooter.<br />

Blair jumped onto the stand and coasted down the hill. He<br />

was sure that his was the best scooter ever.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What does Blair’s new scooter look like?<br />

2. Would you prefer to have a new scooter, or the one that Blair received?<br />

Give reasons for your answer.<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 25


STAR<br />

STORY<br />

3<br />

Focus: ‘ear’, ‘air’, ‘ure’, prefix ‘re’<br />

The sellers’ market<br />

We are going to reappear at the sellers’ market<br />

next weekend.<br />

Last weekend we were unlucky. It was raining and the<br />

market was nearly empty.<br />

We need to restock with goods to sell. We need to retry<br />

selling our unsold goods from last weekend, too.<br />

Our orchard has stacks of plums, figs, and apples. Mum<br />

has cooked lots of fig jam, plum jam, and apple jelly. She<br />

will refill her empty jam jars to sell jam and jelly at the<br />

market. She has cooked crusty buns to sell, too.<br />

My old train set was unsold, so Dad has repainted it. Dad<br />

wants to sell his old tools. He plans to revamp an old chair<br />

to sell as well.<br />

My sister has a big garden plot. She digs up small plants<br />

and resets them into pots. So, she has seedlings and<br />

plants for keen gardeners to repot or replant.<br />

© R.I.C. Publications®<br />

My brother has plucked apples to sell. He relit the cooktop<br />

and made toffee, too. His first batch failed. The toffee<br />

was too sticky. So, he had to retry and the next batch was<br />

good. Now, he has fifteen toffee apples to sell.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

I will pick figs, plums, and apples, and repack them into<br />

smaller boxes.<br />

26<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

STAR<br />

STORY<br />

I helped by rebooting my computer and re<strong>print</strong>ing<br />

pictures of the things we will sell.<br />

We will all help to reload the trailer next weekend.<br />

I cannot wait to revisit the sellers’ market.<br />

JAM<br />

JAM<br />

JAM<br />

JAM<br />

JAM<br />

JAM<br />

JELLY<br />

JELLY<br />

FIGS<br />

JELLY<br />

PLUMS<br />

TOOLS<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. How many toffee apples does the writer’s brother have to sell?<br />

2. What do you think the word ‘revamp’ means in the sentence ‘He plans to<br />

revamp an old chair to sell as well’?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 27


STAR<br />

STORY<br />

4<br />

Focus: ‘ear’, ‘air’, ‘ure’<br />

Granny Maclure’s flat<br />

Dear, old Granny Maclure was cold.<br />

She had sold her farm to shift to a small flat.<br />

It had been a mild winter, but Granny said she was<br />

still cold.<br />

The family visited Granny often.<br />

‘It is the frost and mist that is the root of the cold,’ she<br />

told them. ‘It makes everything moist. Every wild gust of<br />

wind enters my flat.’<br />

‘Granny, there is a cosy blanket next to your chair. You<br />

must unfold it and hold it near to your chest,’ said Blair.<br />

‘Did you wear that snug vest we got you? The man who<br />

sold it to me said that it cost a lot as it is the best in<br />

the market.’<br />

‘It is such a pest to dress in a vest,’ moaned Granny. ‘It is<br />

hard to twist the vest over my back.’<br />

© R.I.C. Publications®<br />

‘You must undo the buttons, Granny,’ explained Clair. She<br />

held up the vest and pointed out how to do it.<br />

Blair <strong>print</strong>ed a list of the things Granny told him. Then, he<br />

<strong>print</strong>ed a second list. This was a list of how he could stop<br />

cold air entering the flat.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘Soon, your flat will be so toasty and cosy, Granny,’<br />

said Blair.<br />

28<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


4<br />

STAR<br />

STORY<br />

‘Now, Granny, let me toast you a roast beef sandwich,’<br />

offered Clair.<br />

Granny grinned. ‘Thank you, but do not forget to cut off<br />

the crust.’<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. Why did Granny Maclure not want to wear her vest?<br />

2. What is your opinion of Granny Maclure? What are your reasons for feeling<br />

this way?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 29


DAILY<br />

PRACTICE<br />

3<br />

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

a_e e_e i_e o_e u_e<br />

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

Star words<br />

extra<br />

Bright star word<br />

won<br />

face<br />

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

kind<br />

after<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

These long vowel sounds are called<br />

‘split digraphs’. The ‘e’ at the end of<br />

the word is silent. It makes the vowel<br />

say its name (or, its long sound).<br />

30<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

SKILL<br />

BUILDER<br />

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

a_e<br />

snake<br />

e_e<br />

concrete<br />

i_e<br />

prize<br />

o_e<br />

bone<br />

u_e<br />

cube<br />

a e a e a e<br />

e e e e e e<br />

i e i e i e<br />

© R.I.C. Publications®<br />

o e o e o e<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

u e u e u e<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 31


SKILL<br />

BUILDER<br />

2<br />

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

bike<br />

nose<br />

tube<br />

spade<br />

a_e e_e i_e o_e u_e a_e e_e i_e o_e u_e a_e i_e<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

b r o ke<br />

p r i ze<br />

Map it<br />

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

© R.I.C. Publications®<br />

th e m e<br />

Blend it<br />

(join the sounds<br />

together to read<br />

the word)<br />

broke<br />

prize<br />

theme<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 />

Eve takes a huge bite of the cake,<br />

but she does not see the note. <br />

<br />

June’s cake.<br />

Do not eat!<br />

32<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

SKILL<br />

BUILDER<br />

1. Say the words. Colour<br />

where you hear the<br />

sound. What do you<br />

notice about the spelling?<br />

/z/ sound<br />

An ‘e’ at the end of a word is<br />

not always a split digraph.<br />

It is important to look for<br />

spelling patterns when<br />

reading new words!<br />

/s/ sound<br />

n oi se p l ea se n ur se h or se<br />

2. In these words, the ‘e’ does not change the vowel sound, the ‘l’<br />

does! Try reading these words with a short /o/ sound.<br />

mole vole pole hole<br />

3. Take away the ‘e’ before adding the endings to this word.<br />

Write the new word on the line.<br />

bake<br />

ing<br />

ed<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

When a base word ends with a silent ‘e’, take away the ‘e’ before you<br />

add an ending that begins with a vowel (like ‘ed’ or ‘ing’).<br />

How would you add the ‘ing’ and ‘ed’ endings to these words:<br />

(a) smile (b) hope (c) use<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 33


SKILL<br />

BUILDER<br />

4<br />

1. Read the word. Add ‘e’ to the end to make a new word that<br />

matches the picture.<br />

c u b t a p p i n r o b<br />

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

Nate used a spade to dig a hole under the pine tree.<br />

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

the Pete snake rides bike his at home.<br />

© R.I.C. Publications®<br />

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© Prim-Ed Publishing<br />

34<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


CHECK<br />

IN<br />

Educator check<br />

Identifies taught grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or irregular sounds.<br />

Accurately decodes real and nonsense one-syllable words.<br />

Accurately segments to spell one-syllable and two-syllable words with learnt letter sounds.<br />

1. Say these sounds.<br />

a_e e_e i_e o_e u_e<br />

2. Read these words.<br />

extra won face after kind<br />

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

scale these slime rose flute crane<br />

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

mune keme hile lale shome puse<br />

5. Listen as an adult reads one word at a time from the Dictation<br />

word list in the box below. Write the word you hear next to the<br />

matching letter.<br />

© R.I.C. Publications®<br />

(a)<br />

(b)<br />

(c)<br />

(f)<br />

(g)<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

(h)<br />

(d)<br />

(e)<br />

(i)<br />

(j)<br />

Dictation word list<br />

(a) bone<br />

(b) cute<br />

(c) shine<br />

(d) snake<br />

(e) theme<br />

(f) flame<br />

(g) throne<br />

(h) costume<br />

(i) nose<br />

(j) purse<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 35


STAR<br />

STORY<br />

1<br />

Focus: ‘a_e’ (revise ‘ai’, ‘ay’)<br />

Nate saves the day<br />

‘You ate my bit of cake, Nate. Mum left it on the plate for<br />

me when she took the train to the shop,’ cried Wade.<br />

‘Do not fuss, Wade. I made pancakes with Gran on<br />

Sunday. If you wait, I will make you a tray of pancakes. I<br />

can make a jam glaze for the top, too,’ said Nate.<br />

Nate takes out the frying pan and a deep dish. He cracks<br />

eggs into the dish and adds milk. Wade watches as Nate<br />

beats the eggs and adds extra things to the mixture. Nate<br />

lights the gas jet, then adds butter to the pan. The butter<br />

melts.<br />

But a tea cloth is too near the flame. Soon, it is burning.<br />

Nate tosses the pan and the cloth into the lane.<br />

Flames blaze, Wade and Nate gape.<br />

They run to the gate with a wet sack each. They beat the<br />

flames until there is just a haze.<br />

© R.I.C. Publications®<br />

‘I am glad you are safe. You were very brave,’ said Mum.<br />

‘But you must not cook unless Gran or I are with you.’<br />

It is a shame Wade did not get his pancakes.<br />

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© Prim-Ed Publishing<br />

The mixture is still on the bench.<br />

‘Here is a bigger pan. I can watch you make them, Nate,’<br />

said Mum.<br />

36<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. What ingredient did Nate add to the frying pan?<br />

2. Why do you think Nate’s mum said that he must not cook unless she or<br />

Gran is with him?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 37


STAR<br />

STORY<br />

2<br />

Focus: ‘e_e’ (revise ‘ee’, ‘ea’)<br />

Eve the athlete<br />

Eve is very fit. She is an athlete. She can speed down<br />

the track.<br />

This week she will compete in the Japanese games.<br />

Last year she went to Sweden and Crete to compete. Eve<br />

gained a gold medal in her events.<br />

Zeke and Pete are athletes, too. They went to Sweden<br />

with Eve.<br />

Zeke is good at discus. Pete plays badminton.<br />

Pete’s team won a silver medal, but Zeke did not complete<br />

his event in Sweden. He had a severe cut on his leg from<br />

falling on concrete.<br />

Eve is a good cook, as well as a good athlete. She can<br />

even bake cakes the way they do in Sweden. And she can<br />

make sweet grape jam and peach tarts the way they do<br />

in Crete.<br />

© R.I.C. Publications®<br />

She trains every night, so she cannot bake each day.<br />

Perhaps she will make Japanese pancakes when she is<br />

back from Japan.<br />

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© Prim-Ed Publishing<br />

At the Japanese games, Eve made sweet treats for the<br />

athletes in the evening.<br />

I crave a plate of Eve’s Crete tarts now. Maybe she will<br />

teach me how to cook the way they do in Sweden and<br />

Crete. Or maybe she will teach me to bake the way the<br />

Japanese do.<br />

38<br />

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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 are the two things that Eve is very good at doing?<br />

2. Why do you think that Eve is unable to bake every day?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 39


STAR<br />

STORY<br />

3<br />

Focus: ‘i_e’ (revise ‘ie’, ‘igh’, ‘y’)<br />

Clive’s kite<br />

Clive set off on his bike to the old mine site.<br />

He had made a kite and he planned to fly it. The strong<br />

wind at the mine site was good for kite flying.<br />

He tied a long ball of string to the back of the kite. Now,<br />

he was all set to fly it.<br />

Clive held the kite in his right hand. He held the string in<br />

his left hand.<br />

Clive was good at running. He ran down the hill and tossed<br />

the kite high up into the sky.<br />

With a smile on his face, he saw the kite glide and dive. It<br />

glided by the mine. It dived up and down in the wind.<br />

The wind became stronger. The kite was hard to grip.<br />

Clive held on tight – but just then, the wind died down.<br />

‘No!’ cried Clive as the kite dived and hit the branch of<br />

a pine tree. ‘The pine tree is too high for me. My kite<br />

is stuck.’<br />

© R.I.C. Publications®<br />

Clive tugged and tugged on the string. The kite shifted a<br />

bit. He tugged again. The kite shifted a bit further.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Then, it came fluttering down.<br />

Clive set off on his bike with the kite under his arm.<br />

Mum had baked a beef pie for dinner. Clive liked beef pie.<br />

40<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

STAR<br />

STORY<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. Where did Clive’s kite get stuck?<br />

2. What do you think would have happened if the strong wind had not<br />

died down?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 41


STAR<br />

STORY 4<br />

Focus: ‘o_e’ (revise ‘oe’, ‘oa’)<br />

Conor and the cove<br />

Conor Malone liked to rove. Most of all, he liked the hills by<br />

the cove.<br />

‘The cove has seals and crabs,’ he told his Mum. ‘But I<br />

hope to see a doe or a mole or a vole in the hills today.’<br />

Conor rode his bike to a grove of trees by the cove.<br />

He saw a hole by a large rock. ‘This could be the home of<br />

a mole, or a hole for a vole.’<br />

He poked the hole with a short pole, but no luck!<br />

Conor kept looking. But all he spied was a man with a<br />

goat and a fat toad on the track.<br />

He went into a grove of trees. Then, all of a sudden,<br />

he froze.<br />

There, in the trees close to him, was a brown doe.<br />

He crept nearer, as he watched the doe. But he did not see<br />

a patch of thick mud.<br />

© R.I.C. Publications®<br />

He slipped and slid down the steep slope.<br />

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© Prim-Ed Publishing<br />

With skin off his nose and a broken bone in his foot, Conor<br />

limped home.<br />

‘I hope you can cope, Conor,’ said his dad as he stoked<br />

the wood stove. ‘You can just to read or doze. No roaming<br />

for you until the bone in your foot mends.’<br />

42<br />

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4<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 did Conor hope to see in the hills by the cove?<br />

2. Why did Conor’s dad tell him he could not roam until his foot mends?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 43


STAR<br />

STORY 5<br />

Focus: ‘u_e’<br />

The play<br />

‘I hope I am in the school play this year, Gran,’ said Luke.<br />

‘I would like to play the part of the Duke of Hume. I would<br />

like to dress in a Duke’s costume.’<br />

‘I think you would look very cute in a Duke’s costume,’<br />

said Gran. ‘Tell me about the play. What happens?’<br />

‘In the play, the Duke rides a huge, black steed as he<br />

checks his land. The name of his steed is Midnight. The<br />

Duke is not very kind. He is mean to his farmers. They<br />

refuse to look after his sheep and the cows.<br />

‘Then, on a sunny day in June, the Duke plans to ride<br />

Midnight to the sea. But Midnight stops at a high sand<br />

dune. Midnight refuses to go up the dune. The Duke<br />

fumes. He must look cross indeed. I can fume and act<br />

cross. I could be the Duke.<br />

‘Then, an old man singing a tune enters the stage. He is<br />

leading a huge, brown mule. “Excuse me,” the old man<br />

asks. “What is the matter?”<br />

© R.I.C. Publications®<br />

“Midnight will not go up the dune,” the Duke tells him.<br />

“I have yelled and yelled at him, but it is no use.”<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

“My mule will go up the dune. I do not need to yell,” the<br />

old man says. “Yelling has confused Midnight. You need to<br />

use soft speech and be kind. Your farmers will tend to the<br />

sheep and cows, too, if you are kind.”<br />

‘In the end, the Duke is kind to the farmers. He no<br />

longer fumes,’ said Luke. ‘You see, Gran, the play has a<br />

happy ending.’<br />

44<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


5<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 is the name of the Duke’s steed in the play?<br />

2. In the play, how does the old man’s advice help the Duke?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 45


DAILY<br />

PRACTICE 4<br />

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

ou ir oy ew<br />

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

Star word<br />

school<br />

Bright star words<br />

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

above<br />

once<br />

The ‘ou’/‘ow’ pattern<br />

We usually use ‘ou’ at<br />

the beginning or middle<br />

of a syllable, and use<br />

‘ow’ at the end or when<br />

followed by ‘l’ or ‘n’.<br />

caught<br />

© R.I.C. Publications®<br />

The ‘oi’/‘oy’ pattern<br />

We usually use ‘oi’<br />

at the beginning or<br />

middle of a syllable,<br />

and use ‘oy’ at the end<br />

or before a vowel.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

The ‘oo’/‘ew’ pattern<br />

We usually use ‘oo’ in the middle of a syllable, and<br />

use ‘ew’ at the end.<br />

46<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

SKILL<br />

BUILDER<br />

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

ou<br />

ou ou ou<br />

mouse<br />

ir<br />

girl<br />

oy<br />

boy<br />

ew<br />

ou<br />

ir ir ir<br />

ir<br />

oy oy oy<br />

© R.I.C. Publications®<br />

oy<br />

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© Prim-Ed Publishing<br />

ew ew ew<br />

brew<br />

ew<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 47


SKILL<br />

BUILDER<br />

2<br />

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

bird<br />

dew<br />

house<br />

toy<br />

ou ir oy ew ou ir oy ew ou ir oy ou<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

t w ir l<br />

s c r ew<br />

Map it<br />

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

© R.I.C. Publications®<br />

s p r ou t<br />

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

Colour if yes or if no.<br />

A girl with curly hair found a toy<br />

cow at the new skate park. <br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

twirl<br />

screw<br />

sprout<br />

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© Prim-Ed Publishing<br />

48<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

SKILL<br />

BUILDER<br />

1. Colour the spelling that is making the /er/ sound in these<br />

words. What are three ways to spell this sound?<br />

s k ir t t i g er t ur t le<br />

f er n d ir t r i v er<br />

2. Add the missing words to the story.<br />

The<br />

dew ground chirps<br />

spout bird joy<br />

waits on the<br />

roof. The soil sparkles from the<br />

© R.I.C. Publications®<br />

‘ir’<br />

morning<br />

Liquid spills from a<br />

. Splash!<br />

on the side of the house. The bird flies<br />

down and pecks the damp<br />

. The bird with<br />

as it gobbles up grubs.<br />

The ‘ir,’ ‘er,’ and ‘ur’<br />

spellings all sound the<br />

same (/er/). In onesyllable<br />

words, there<br />

is no rule for choosing<br />

between them.<br />

But, ‘er’ is the most<br />

common, followed by<br />

then ‘ur’.<br />

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© Prim-Ed Publishing<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 49


SKILL<br />

BUILDER<br />

4<br />

1. Colour the sound that is the same in each pair of words. What<br />

do you notice about the spellings?<br />

l ou d c oi n m oo n<br />

b r ow T r oy g r ew<br />

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

to match.<br />

The noisy crowd shouted as the cowboy threw his hat in<br />

the dirt.<br />

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

© R.I.C. Publications®<br />

with new sat toy. The<br />

her girl on the couch<br />

Some spellings are more<br />

common in the middle of<br />

words. Some are more<br />

common at the end of<br />

words. It is important to<br />

look for these patterns to<br />

improve your spelling!<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

50<br />

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CHECK<br />

IN<br />

Educator check<br />

Identifies taught grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or irregular sounds.<br />

Accurately decodes real and nonsense one-syllable words.<br />

Accurately segments to spell one-syllable and two-syllable words with learnt letter sounds.<br />

1. Say these sounds.<br />

ou ir oy ew<br />

2. Read these words.<br />

school above once caught<br />

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

crew ploy sound bird threw skirt<br />

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

groy lound smirp plout shroy frew<br />

5. Listen as an adult reads one word at a time from the Dictation<br />

word list in the box below. Write the word you hear next to the<br />

matching letter.<br />

© R.I.C. Publications®<br />

(a)<br />

(b)<br />

(c)<br />

(f)<br />

(g)<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

(h)<br />

(d)<br />

(e)<br />

(i)<br />

(j)<br />

Dictation word list<br />

(a) chew<br />

(b) ground<br />

(c) food<br />

(d) toy<br />

(e) cow<br />

(f) down<br />

(g) spoil<br />

(h) twirl<br />

(i) curl<br />

(j) river<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 51


STAR<br />

STORY<br />

1<br />

Focus: ‘ou’ (revise ‘ow’)<br />

The mouse<br />

It is winter. Black clouds block out the sun. The south wind<br />

howls around the trees, and loud thunder from above<br />

shakes the house.<br />

‘Do not go outside, Malik,’ said Dad. ‘The ground is wet, and<br />

it is about to rain.’<br />

‘Do not pout and frown,’ said Mum. ‘Sit on the couch and<br />

read or watch TV.’<br />

Malik sat down on the couch. He was not happy.<br />

Bow wow! Malik’s dog, Chow, began to bark.<br />

Then, Chow began to growl. What could it be?<br />

Malik looked around the room. There, cowering in the corner,<br />

was a small, brown mouse.<br />

Malik’s cat saw it too. She tried to catch the mouse. But the<br />

mouse was too quick. It ran around and around, and under<br />

the couch.<br />

© R.I.C. Publications®<br />

‘Meow, meow!’ said the cat.<br />

Chow kept on growling.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

The mouse stayed under the couch.<br />

‘If it is brown, it must be a pet mouse,’ said Mum. ‘So, you<br />

can keep it, if you can trap it. You can keep it in a carton<br />

until we get it a real mouse house.’<br />

52<br />

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1<br />

STAR<br />

STORY<br />

Malik locked the cat and dog in his bedroom.<br />

He took a round container and propped it up with a stout<br />

stick. He tied string to the stout stick and set a bit of cheese<br />

under the trap.<br />

He did not have to wait long. The mouse crept out. Malik<br />

yanked the string.<br />

Bang! Malik caught the mouse. Now, how will Malik get the<br />

mouse into a carton?<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. How did Malik trap the mouse?<br />

2. Why do you think Malik decided to lock the cat and dog in his bedroom<br />

after discovering the mouse?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 53


STAR<br />

STORY<br />

2<br />

Focus: ‘ir’ (revise ‘er’, ‘ur’)<br />

Kirsten’s garden<br />

Kirsten has been ill for a long time.<br />

When it is fine, Kirsten’s nurse takes her into the garden.<br />

Kirsten likes to be under the birch tree. Here, she can wave<br />

to the joggers as they run by her house. She likes it when<br />

they smile and wave back to her.<br />

But, best of all, she can see birds as they make their nests<br />

above her.<br />

Kirsten likes birds. She likes to hear them chirp and twitter.<br />

Her mum made a bird feeder. The feeder has birdseed<br />

in it. It hangs on a branch of an old fir tree where the<br />

birds perch.<br />

Each day, Kirsten fills a pan with water for thirsty birds.<br />

Kirsten’s dad lets her sit in the dirt to help him<br />

plant seedlings.<br />

© R.I.C. Publications®<br />

Her skirt and her shirt get dirty, but she is happy digging<br />

in the soil.<br />

She planted <strong>purple</strong> and white asters under the fir tree. She<br />

planted a border of herbs, too.<br />

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© Prim-Ed Publishing<br />

Under the birch tree is a big bird’s nest fern. As the fern<br />

fronds turn brown, Kirsten cuts them off.<br />

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2<br />

STAR<br />

STORY<br />

Kirsten likes the murmur of the wind as it stirs the leaves<br />

of the birch tree. She likes to hear the buzz of bees as they<br />

feed on nectar. She watches as grubs feed on the leaves.<br />

Kirsten may be ill, but she is content and happy. Her days<br />

are filled with nature.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What does Kirsten like to do when she is taken to the garden by her nurse?<br />

2. Why do you think Kirsten likes it when the joggers passing by her house<br />

wave back to her and smile?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 55


STAR<br />

STORY<br />

3<br />

Focus: ‘oy’ (revise ‘oi’)<br />

Troy likes school<br />

Troy enjoyed school and he tried to be helpful.<br />

He liked his teacher, Miss Floyd. When Miss Floyd left the<br />

room, a few boys and girls became noisy.<br />

‘Sh ... sh ... We will disappoint Miss Floyd if we are noisy,’<br />

said Troy. ‘We should not annoy Miss Floyd.’<br />

Troy had lots of loyal school pals. They enjoyed the tricks<br />

he did. He made coins and cards vanish and then appear<br />

again. Troy could scrunch three different scarfs in his<br />

hand. And when he opened his hand, the scarfs were<br />

joined up.<br />

Troy never told them how he did his tricks as it would spoil<br />

the surprise.<br />

On dress-up day at school, Troy came dressed as a<br />

cowboy. He wore a cowboy hat, jeans, a checked shirt,<br />

and a red scarf.<br />

His pal, Roy, came dressed as a sailor. ‘Ahoy, Troy,’ Roy<br />

said. ‘I like your cowboy hat.’<br />

© R.I.C. Publications®<br />

‘Thank you. I like your outfit, too,’ said Troy.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Joy dressed as a farmer. She had her pet pig with her.<br />

‘Oink, oink,’ said the pig.<br />

For news day, Miss Floyd said, ‘Bring the toy you enjoy the<br />

most. You can tell us what you like about it.’<br />

Jan Boyd took her squeaky toy train to school.<br />

56<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

STAR<br />

STORY<br />

Helpful Troy got a can of oil from Miss Floyd. He handed<br />

the oil to Jan.<br />

But Jan soiled her skirt by spilling oil on it.<br />

‘Your skirt is not spoiled,’ said Troy. ‘This oil will not stain.’<br />

Next, Roy held up his toy boat. He said, ‘My dad was<br />

a sailor. He gave me this boat for my birthday. It is a<br />

destroyer. Destroyers are boats that sail in convoys. They<br />

protect bigger troop ships.’<br />

Everybody enjoyed show-and-tell day.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What colour is Troy’s scarf?<br />

2. Why do you think Troy got a can of oil to help Jan with her toy train?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 57


STAR<br />

STORY<br />

4<br />

Focus: ‘ew’ (revise ‘oo’)<br />

Lewis the artist<br />

Lewis is very good at art.<br />

He once drew a picture of my yew tree. In the picture, he<br />

drew the flowers that grew under the yew. He drew three<br />

birds that flew into the yew.<br />

He drew birds that were swooping. And three birds that<br />

were roosting in my cashew tree.<br />

He drew my pet goose and the view from my porch, too.<br />

Lewis is good at art, but he is not always content with it.<br />

He tried to sketch a rocket zooming to the moon, but he<br />

was not happy with it, so he screwed it up and threw it in<br />

the bin. The next day, he redrew it and his dad put the new<br />

sketch in a frame.<br />

In school, Lewis drew a man standing next to a plane.<br />

‘Who is this, Lewis?’ asked Miss Brewer, the art teacher.<br />

© R.I.C. Publications®<br />

‘This is my dad,’ replied Lewis. ‘Dad is a crew member.<br />

Yesterday he flew a plane to Hong Kong.’<br />

‘Were you ever on a plane that your dad flew?’ asked<br />

Miss Brewer.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘Yes, Mum and I once flew to Cape Town with him. I liked<br />

the food on the plane,’ said Lewis. ‘And the crew let me go<br />

into the cockpit to see Dad. It was fun when we flew into<br />

the clouds. Your ears get blocked when you are up so high.<br />

Dad gave me gum to chew, and my ears felt better.’<br />

58<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


4<br />

STAR<br />

STORY<br />

‘Do you plan to join an air crew when you are older,<br />

Lewis?’ asked Miss Brewer.<br />

‘No, I would like to be an artist,’ replied Lewis.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. Where did Lewis and his mum fly to with his father?<br />

2. Why do you think Lewis’ dad put his second picture of a rocket in a frame?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 59


DAILY<br />

PRACTICE 5<br />

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

ue aw ow ph wh<br />

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

Star words<br />

more sore wh oa ph easant<br />

Bright star words<br />

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

which come people<br />

lau gh tou gh rou gh<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

60<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

SKILL<br />

BUILDER<br />

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

ue<br />

clue<br />

aw<br />

draw<br />

ow<br />

crow<br />

ph<br />

phone<br />

ue ue ue<br />

aw aw aw<br />

ow ow ow<br />

© R.I.C. Publications®<br />

ph ph ph<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

wh<br />

whale<br />

wh wh wh<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 61


SKILL<br />

BUILDER<br />

2<br />

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

snow<br />

jigsaw<br />

glue<br />

ue aw ow aw ow ue ow ue aw<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

t r ue<br />

p r aw n<br />

Map it<br />

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

© R.I.C. Publications®<br />

w i n d ow<br />

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

Colour if yes or if no.<br />

A cow with a blue bow chews on<br />

yellow corn and straw. <br />

Blend it<br />

(join the sounds together<br />

to read the word)<br />

true<br />

prawn<br />

window<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

62<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

SKILL<br />

BUILDER<br />

1. Add ‘ph’ or ‘wh’ to complete these words.<br />

oto eel istle dol in<br />

gra ele ant isk ale<br />

2. Add the missing<br />

words to the story.<br />

whales jaws When blow<br />

blue photo elephant<br />

This is a<br />

a right whale. They are much<br />

of<br />

bigger than an .<br />

Right<br />

deep,<br />

The ‘wh’ spelling is usually found at the<br />

start of words. The ‘ph’ spelling can be<br />

found at the start, middle, and end.<br />

© R.I.C. Publications®<br />

live in the<br />

sea.<br />

they breathe,<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

they<br />

air out of<br />

a hole on the top of their body. Right whales have large<br />

, but they only eat tiny plankton.<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 63


SKILL<br />

BUILDER<br />

4<br />

1. Read the words and colour the<br />

spelling that makes the long /oo/<br />

sound. What are five ways that<br />

this sound can be spelt?<br />

These are the<br />

most common<br />

ways to spell the<br />

long /oo/ sound.<br />

‘ew’ and ‘ue’ are<br />

usually used at<br />

the end of words.<br />

t u l i p t oo th f l u t e s t ew g l ue<br />

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

The black crow has a glue stick, a whisk, and a phone in its<br />

straw nest.<br />

© R.I.C. Publications®<br />

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

seesaw, Prue takes photo a sits of<br />

the snow. white her on she While<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

64<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


CHECK<br />

IN<br />

Educator check<br />

Identifies taught grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or irregular sounds.<br />

Accurately decodes real and nonsense one-syllable words.<br />

Accurately segments to spell one-syllable and two-syllable words with learnt letter sounds.<br />

1. Say these sounds.<br />

ue aw ow ph wh<br />

2. Read these words.<br />

which more sore whoa come people<br />

pheasant laugh tough rough<br />

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

glue paw crow graph photo whisk<br />

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

sprue blaw trow bliph phelp whock<br />

5. Listen as an adult reads one word at a time from the Dictation<br />

word list in the box below. Write the word you hear next to the<br />

matching letter.<br />

© R.I.C. Publications®<br />

(a)<br />

(b)<br />

(c)<br />

(f)<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

(g)<br />

(h)<br />

(d)<br />

(e)<br />

(i)<br />

(j)<br />

Dictation word list<br />

(a) clue<br />

(b) straw<br />

(c) grow<br />

(d) phone<br />

(e) whisk<br />

(f) true<br />

(g) jigsaw<br />

(h) throw<br />

(i) dolphin<br />

(j) whale<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 65


STAR<br />

STORY<br />

1<br />

Focus: ‘ue’ (revise ‘oo’ (long and short)<br />

June’s bedtime story<br />

June’s sister, Cindy, is a good storyteller. Each night she<br />

tells June a story.<br />

‘Tell me a story about the bluebirds in our garden,’<br />

begged June.<br />

‘Well, tonight’s story is about an unhappy bluebird,’ said<br />

Cindy. ‘This little bluebird was not content to be a bird.<br />

“I do not wish to be a bluebird and live in a blue gum<br />

tree,” he said. “I wish I were a dolphin swimming in the<br />

deep, blue sea.”<br />

‘An owl swooped down from her perch on a statue. “I<br />

can help you,” whispered the owl as she roosted next to<br />

the bluebird.<br />

“Do not be a fool,” said the bluebird’s pal, the goose. “Do<br />

not trust the owl, or you will rue the day you met her.”<br />

“Hoot!” said the owl. “Is it true you wish to be a dolphin?”<br />

© R.I.C. Publications®<br />

“Yes,” said the bluebird. “I want to laugh and play like a<br />

dolphin. I do not want to eat blueberries. I want to eat fish<br />

and squid.”<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

‘The owl hooted and flapped her wings. A blue haze<br />

whirled round the blue gum tree,’ said Cindy. ‘Poof! The<br />

bluebird was whisked away without a clue.<br />

“That cannot be true,” said the goose.<br />

66<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


1<br />

STAR<br />

STORY<br />

‘Soon, the bluebird was swimming in the deep, blue sea.<br />

His blue wings were now dolphin fins. He swished his silver<br />

tail. He swooped deeper and chomped on fish and squid.<br />

‘Until … he came face-to-face with a shark.<br />

“Help! I might be the shark’s dinner,” he whimpered.<br />

“No, you will not,” said the owl. “I tricked you and the<br />

goose. Now you can see that life in the sea can be tough<br />

and cruel.”<br />

‘The bluebird sighed. He no longer wished to be a dolphin.’<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What kind of food did the bluebird not want to eat?<br />

2. Why do you think the bluebird no longer wished to be a dolphin after<br />

facing the shark?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 67


STAR<br />

STORY<br />

2<br />

Focus: ‘aw’<br />

Whit the lawman<br />

I watched an old cowboy show on TV last night. It was<br />

about a lawman named Whit White who resided near<br />

Hacksaw Town.<br />

Whit and his wife, Steph, rose at dawn most days.<br />

‘Wait while I whisk up some eggs and wheat toast before<br />

you leave for Hacksaw,’ said Steph.<br />

Whit ate quickly then saddled up his horse<br />

named Rawhide.<br />

It was Whit’s job to help those who dwelt in the<br />

quiet town.<br />

When he reached town, Whit tied up Rawhide. He gave his<br />

horse a drink and some straw. Then, he dawdled down the<br />

street to see who needed his help.<br />

He waved to Joseph, his nephew, riding his big horse.<br />

Whoosh! A hawk hunting a rat swooped down from<br />

a branch.<br />

© R.I.C. Publications®<br />

Joseph’s horse reared up in fright and began to paw<br />

the air.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

The hawk squawked loudly. It was frightened, too.<br />

‘Whoa! Whoa!’ called Whit as he grabbed hold of<br />

the harness.<br />

‘Phew!’ said Joseph. ‘Thank you. You saved my life.’<br />

68<br />

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2<br />

STAR<br />

STORY<br />

Whit dawdled once more down the road.<br />

Soon, he came across a wagon which had hit a gopher<br />

hole and lost a wheel.<br />

Mr Thaw crawled out from under the wagon, to see his<br />

things sprawled in the dirt.<br />

Whit ran to help. ‘Phew!’ said Mr Thaw. ‘My jaw is sore, but<br />

I am fine.’<br />

Some of the crowd gawked at the sight, while some<br />

helped Whit fix the wheel.<br />

Soon, the wagon was loaded again, and Mr Thaw was on<br />

his way.<br />

The rest of the day was busy for Whit White the lawman.<br />

By the end of the show, he had helped most of the people<br />

in Hacksaw Town.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What kind of breakfast did Steph make for Whit?<br />

2. How do you think the people who live in Hacksaw Town feel about Whit<br />

White? Give examples from the story to support your answer.<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 69


STAR<br />

STORY<br />

3<br />

Focus: ‘ow’ (revise ‘oa’)<br />

Owen rows his boat<br />

Uncle Barlow has a nephew named Owen. Owen lives with<br />

him in his bungalow.<br />

A river flows past the bungalow. So, Uncle Barlow gave his<br />

nephew a small rowboat of his own.<br />

Each day, Owen liked to row his boat down the river.<br />

‘The lawn has grown tall, Owen,’ said Uncle Barlow. ‘I need<br />

you to mow it this morning, while there is still no snow.’<br />

‘But I feel like going for a row in my boat,’ replied Owen.<br />

‘When it is winter, it will be too cold to row.’<br />

‘It is winter now, nephew, and the lawn needs mowing.’<br />

Owen went out to the shed to fetch the mower. But it had<br />

a wheel missing! As Owen looked for the wheel, he spotted<br />

his boat tied up under the willow tree.<br />

So, he bent low under the window.<br />

© R.I.C. Publications®<br />

Then, he towed his boat to the river while Uncle Barlow<br />

was busy.<br />

Owen rowed into the deep.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

All of a sudden, a rough wind began to whip and blow.<br />

Dark clouds began to billow. Then, it began to snow, and<br />

the flow of the river slowed. Owen was too cold to row.<br />

Owen yelled to a man, ‘Can you tow my boat to the<br />

shallows? I am too cold to row.’<br />

70<br />

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3<br />

STAR<br />

STORY<br />

The man helped Owen to the riverbank. ‘Phew!’ said Owen<br />

with a big wheeze.<br />

‘You might have been thrown out of the boat!’ scolded<br />

the man.<br />

Owen thanked the man and ran to the shed. He took out<br />

the three-wheeled mower and tried to cut the lawn.<br />

‘You had better come inside, nephew. There is too much<br />

snow now for you mow the lawn,’ said Uncle Barlow.<br />

Owen and his uncle sat by the fire and watched the<br />

snow fall.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. Why did Uncle Barlow ask Owen to mow the lawn?<br />

2. Why do you think the man scolded Owen after he helped tow Owen’s boat<br />

to the riverbank?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 71


STAR<br />

STORY<br />

4<br />

Focus: ‘ue’, ‘aw’, ‘ow’, ‘wh’, ‘ph’<br />

Helping animals<br />

When the season turns to winter, a lot of animals<br />

suffer. The days and nights grow cold, and the sky is no<br />

longer blue.<br />

When the wind whirls, whooshes, and whines, it shakes<br />

the trees. Bird nests fall onto the ground where deep snow<br />

carpets our lawn. There are very few seeds for the birds<br />

to eat. And the deer and their fawns cannot graze on the<br />

woodland grass.<br />

At our house, we try to help the animals survive the winter<br />

storms. Dad makes wooden nest boxes which he fills with<br />

straw for the birds. He hangs them in the willow tree and<br />

in the blue gum trees.<br />

Gran puts on her wool jacket, her shawl, and her boots to<br />

go outside. She throws straw over the snow for the deer<br />

and the fawns to eat.<br />

We remember to feed the birds, too. While Mum puts out<br />

wheat for the pheasants, Dad feeds the crows and the<br />

hawks. He drops raw meat into net bags and nails the<br />

bags onto poles which he sets up in the woods.<br />

© R.I.C. Publications®<br />

My sister, Sue, and I throw seeds below the trees for the<br />

robins, sparrows, and bluebirds. We see squirrels crawl<br />

across the snow to feed on the nuts we leave for them.<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

My brother has a camera with which he takes<br />

photographs of the animals. Mum puts the photographs<br />

in frames.<br />

I am glad that we can give the animals food in winter.<br />

72<br />

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4<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 kind of jacket does Gran wear to go outside and help the animals?<br />

2. Why do you think Dad feeds the crows and hawks raw meat while the<br />

other birds get wheat?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 73


DAILY<br />

PRACTICE 6<br />

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

ue ey au<br />

ea g c<br />

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

Star words<br />

autumn<br />

audience<br />

Bright star words<br />

audio<br />

monkey<br />

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

against becau se qu eue pretty<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Gentle Cindy<br />

When ‘c’ and ‘g’ come before ‘e’, ‘i’, or ‘y’, they<br />

usually make a soft /s/ and /j/ sound.<br />

74<br />

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1<br />

SKILL<br />

BUILDER<br />

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

ue<br />

barbecue<br />

ey<br />

key<br />

au<br />

ue ue ue<br />

ue<br />

ey ey ey<br />

ey<br />

ea<br />

bread<br />

g G<br />

gem<br />

© R.I.C. Publications®<br />

au au au<br />

c C<br />

ea ea ea<br />

ea ea ea<br />

g g g<br />

G G G<br />

c c c<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

sauce<br />

au<br />

circus<br />

C C C<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 75


SKILL<br />

BUILDER<br />

2<br />

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

haunt<br />

fuel<br />

sweat<br />

donkey<br />

ue ey au ea ue ey au ea ue ey au ea<br />

2. Tap it<br />

(say each sound as you tap<br />

the circle)<br />

ar g ue<br />

w ea th er<br />

Map it<br />

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

© R.I.C. Publications®<br />

l au n ch<br />

Blend it<br />

(join the sounds<br />

together to read<br />

the word)<br />

argue<br />

weather<br />

launch<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 />

Paul rescues a turkey from the stormy<br />

weather and gives it some bread to eat. <br />

<br />

76<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


3<br />

SKILL<br />

BUILDER<br />

1. Read the words. Colour it blue if the ‘c’ makes a soft /s/ sound.<br />

Colour it green if it makes a hard /k/ sound.<br />

pencil corn celery bouncy<br />

2. Read the words. Colour it blue if the ‘g’ makes a soft /j/ sound.<br />

Colour it green if it makes a hard /g/ sound.<br />

magic gum cage energy<br />

3. Add the missing words to the story.<br />

On<br />

magic launch Tuesday<br />

fancy key head<br />

held a<br />

, Aubrey<br />

show in<br />

her lounge room. With a clap of<br />

her hands, she made a<br />

vanish! For her<br />

What do you notice<br />

about the letters<br />

that come after the<br />

soft sounds?<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

next trick, she made a<br />

hat appear on her<br />

. Last of all, Aubrey made an apple<br />

high into the air. What fun!<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 77


SKILL<br />

BUILDER<br />

4<br />

1. Add the correct homophone to each sentence.<br />

MAY<br />

SUN MON TUE WED THU FRI SAT<br />

1 2 3 4 5 6<br />

7 8 9 10 11 12 13<br />

14 15 16 17 18 19 20<br />

21 22 23 24 25 26 27<br />

28 29 30 31<br />

There is<br />

the leaf.<br />

due dew pause paws<br />

My homework is<br />

on Tuesday.<br />

on<br />

Mum told me to<br />

my game.<br />

The dog has big .<br />

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

The giant rescues the princess from a haunted house that<br />

has a red chimney.<br />

© R.I.C. Publications®<br />

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

Low resolution display copy<br />

© Prim-Ed Publishing<br />

nice The gives gingerbread to donkey the sad dinosaur.<br />

78<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


CHECK<br />

IN<br />

Educator check<br />

Identifies taught grapheme–phoneme correspondences.<br />

Identifies words with unfamiliar or irregular sounds.<br />

Accurately decodes real and nonsense one-syllable words.<br />

Accurately segments to spell one-syllable and two-syllable words with learnt letter sounds.<br />

1. Say these sounds.<br />

ue ey au ea g c<br />

2. Read these words.<br />

autumn audience monkey audio pretty<br />

against queue because<br />

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

haunt rescue valley bread giant circle<br />

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

blaud zengue borkey pread gelm cerp<br />

5. Listen as an adult reads one word at a time from the Dictation<br />

word list in the box below. Write the word you hear next to the<br />

matching letter.<br />

© R.I.C. Publications®<br />

(a)<br />

(b)<br />

(c)<br />

(f)<br />

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© Prim-Ed Publishing<br />

(g)<br />

(h)<br />

(d)<br />

(e)<br />

(i)<br />

(j)<br />

Dictation word list<br />

(a) value<br />

(b) donkey<br />

(c) launch<br />

(d) spread<br />

(e) circus<br />

(f) argue<br />

(g) turkey<br />

(h) sauce<br />

(i) feather<br />

(j) gentle<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 79


STAR<br />

STORY<br />

1<br />

Focus: ‘ue’, soft ‘c’, soft ‘g’<br />

The firefighter’s lesson<br />

It was Tuesday morning and Cindy Mueller was due at a<br />

school in the city. Cindy is a firefighter, and she speaks to<br />

children about fire safety. She tells them about the job of<br />

a firefighter. She explains how firefighters use ladders to<br />

rescue those who are trapped.<br />

‘Fire can help us, but we must respect it. Children should<br />

not play with fire. You must be with a grown-up when you<br />

use fire,’ Cindy says. She tells the children that most fires<br />

are an accident, but some people light fires on purpose.<br />

‘People who light fires on purpose are called “arsonists”,’<br />

she says. ‘It is against the law to light a fire on purpose.’<br />

She continues to explain that fire destroys the things<br />

we value.<br />

‘Is it true that firefighters rescue animals, too?’ asks a<br />

child called Ginny.<br />

‘Yes,’ replies Cindy. ‘We are often called to rescue animals<br />

because they are stuck in tricky places. Last week, I was<br />

called to rescue a kitten twice. First, she was stuck on top<br />

of a tall statue, then, she got caught in a fence.’<br />

© R.I.C. Publications®<br />

‘Are you in danger when you fight a fire?’ asks a child<br />

called Gemma.<br />

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© Prim-Ed Publishing<br />

‘Sometimes the fires we attend are not very risky,’ replies<br />

Cindy. ‘Last Tuesday, we were called to Third Avenue. The<br />

owner was cooking a barbecue when fat from the meat<br />

caught on fire. The backyard was blazing, but it was quick<br />

and easy to put out the fire.’<br />

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1<br />

STAR<br />

STORY<br />

‘I live in a flat,’ says a child called Cedric. ‘What do I do if<br />

there is a fire?’<br />

Cindy tells Cedric, ‘If there is a fire in a big block of flats,<br />

the firefighters will organise the flat owners. You must<br />

follow what they say and form a proper queue to leave<br />

quickly. Stay calm and be gentle. Do not argue or rush<br />

past others. The rest of the firefighters will use hoses and<br />

ladders to fight the blaze.’<br />

It is time for recess. Before the children play, Cindy asks<br />

them to tell her what they found out about fire safety. ‘Fire<br />

is useful, but it can be tragic. Animals must flee from their<br />

homes,’ says Ginny.<br />

‘The sky takes on a red hue and smoke fills the air. Things<br />

that you value can be burnt to ashes,’ says Gemma.<br />

‘We must be safe with fire!’ says Cedric.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. Why are firefighters called to rescue animals?<br />

2. Why do you think Cindy told Cedric to ‘stay calm and be gentle’ if there is<br />

a fire in his block of flats?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 81


STAR<br />

STORY<br />

2<br />

Focus: ‘ey’ (revise ‘ee’, ‘ea’)<br />

Paisley gets free<br />

Stanley, the keeper, opened the gate of the zoo’s<br />

monkey house.<br />

He turned his back and, in a flash, Paisley the monkey was<br />

free from her cage.<br />

She unlocked the gate of the donkey’s pen. She tweaked<br />

his ear and yanked his tail. Then, she rode on his back<br />

down the valley to the village markets.<br />

Paisley saw the food in the village market. She sneaked a<br />

trolley and leaped up to grab things from each shelf. She<br />

filled the trolley with goods from the freezer, too.<br />

Paisley was not nice. She ate a bag of peanuts and threw<br />

peanut shells at the shop keeper.<br />

In the trolley were green peas, a bag of rice, a turkey,<br />

some parsley, a bunch of celery, a head of lettuce, and<br />

sweet treats.<br />

Smash! A jar of honey and a jar of chutney fell from<br />

the trolley.<br />

© R.I.C. Publications®<br />

Plop! A bag of barley and a bag of kidney beans fell out<br />

and split.<br />

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© Prim-Ed Publishing<br />

Barley and kidney beans mixed with the honey<br />

and chutney.<br />

Blimey! What a huge, sticky mess to clean!<br />

82<br />

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2<br />

STAR<br />

STORY<br />

Paisley left the market and ran down an alley. She swung<br />

from a tree to the roof of a two-storey home. Then, she<br />

slipped down the chimney and found a hockey stick.<br />

Clatter, bang, crash! Paisley swung the hockey stick.<br />

Crikey! What a giant mess she made!<br />

Soon, Paisley ran out of energy and grew tired of the<br />

game she was playing. So, she curled up on a bed and<br />

went to sleep.<br />

Stanley found her by following the mess she had made.<br />

Soon, she was back in the monkey house at the zoo.<br />

And Stanley went back down the valley to clean up<br />

Paisley’s mess.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What did Paisley do after she escaped from the monkey house at the zoo?<br />

2. Why do you think Paisley escaped from the zoo?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 83


STAR<br />

STORY<br />

3<br />

Focus: ‘au’ (revise ‘or’, ‘aw’)<br />

Autumn and spring<br />

August is a nice time of the year.<br />

In the place where Claud lives, winter is ending and spring<br />

is near. In the place where Gage lives, summer is ending,<br />

and autumn is near.<br />

In spring, mornings are hotter and baby animals are born.<br />

New green shoots can be seen on shrubs and trees. Tulips<br />

bloom, so Claud goes for a jaunt in the hills to see them.<br />

Or he launches his rowboat and drifts down a stream.<br />

Autumn is cooler and leaves begin to gently fall from the<br />

trees. ‘In autumn, it looks as if an artist has been here,’<br />

says Gage. ‘It seems like the artist has used a paint brush<br />

to daub each leaf. The red, yellow, and orange leaves<br />

are pretty.’<br />

Gage is an author of audio books. He often reads a story<br />

he has published to an audience. His best story is about<br />

a rocket launch and an astronaut in space. He also tells<br />

a daunting story about a haunted house. His audience<br />

applauds when he ends his tale.<br />

© R.I.C. Publications®<br />

In August, Gage saunters to the baker’s shop. The baker<br />

makes yummy pies. Gage eats his pie with sauce.<br />

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© Prim-Ed Publishing<br />

In August, Claud hauls out the barbecue. Then, he cooks<br />

sausages on it. He eats his sausages with coleslaw.<br />

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3<br />

STAR<br />

STORY<br />

Both spring and autumn are good for those who like<br />

gardening. It is not too hot or too cold for digging<br />

and planting.<br />

What season is August in the place where you live?<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What was Gage’s best story about?<br />

2. Why do you think August is in a different season for Claud and Gage?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 85


STAR<br />

STORY<br />

4<br />

Focus: ‘ea’<br />

Heather’s dream<br />

Heather Barnstead liked to boast that she was strong.<br />

‘See the barbells over there? They are as light as a feather<br />

for me,’ she boasted. ‘I am in good health, so I can lift<br />

that large, heavy rock. I am so strong I can lift a bag<br />

of cement.’<br />

That night, Heather went to bed and dreamt she was an<br />

athlete. She dreamt she was to compete at the games.<br />

At the games, she was meant to lift barbells to win a<br />

gold medal.<br />

‘Put your silver and leather belt on,’ said her coach. ‘It will<br />

protect your back when you lift the barbells.’<br />

The cheers from the crowd were deafening. They cheered<br />

as Heather leapt onto the stage. They cheered as Heather<br />

took a deep breath and tied up her long, ginger hair. They<br />

cheered when Heather was <strong>ready</strong> to lift the barbells.<br />

But the lead barbells were large and too heavy. The<br />

weather was cold, but Heather’s face was hot and red.<br />

Heather was unsteady. She began to sway.<br />

© R.I.C. Publications®<br />

Sweat! Puff! Pant! Bang! The barbells fell to the ground.<br />

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© Prim-Ed Publishing<br />

Heather woke up the next morning feeling foolish. Lifting<br />

barbells was not pleasant. ‘I will think twice before I boast<br />

again,’ she said.<br />

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4<br />

STAR<br />

STORY<br />

‘Would you like to attend the health club with me this<br />

morning?’ asked her mum.<br />

‘No, I think I will stay home and eat my breakfast<br />

instead,’ replied Heather. ‘I will not lift barbells until I grow<br />

bigger and stronger.’<br />

1st<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Check for understanding<br />

1. What colour hair does Heather have?<br />

2. Why do you think Heather decided not to attend the health club with her<br />

mum the next morning?<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 87


Congratulations superstar!<br />

You have now completed the Purple <strong>workbook</strong>. But the fun does<br />

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. Mix<br />

them up, then challenge yourself to arrange them in the<br />

correct order.<br />

Seek and find<br />

© R.I.C. Publications®<br />

1. How many toadstools are on page 23?<br />

2. What animal is hiding beneath the table on page 27?<br />

3. How many worms are on page 55?<br />

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© Prim-Ed Publishing<br />

4. How many fir trees are on page 71?<br />

5. How many firetrucks are there on page 81?<br />

Turn over the page to find your certificate of<br />

completion, and three fun texts for an adult<br />

to read to you.<br />

88<br />

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Congratulations<br />

This certificate is presented to:<br />

© R.I.C. Publications®<br />

for completing the Purple Star strategy<br />

decodable <strong>workbook</strong>. You have mastered new<br />

spellings, read 25 stories, and have expanded<br />

your vocabulary by reading over 6500 words.<br />

Keep up the stellar work!<br />

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© Prim-Ed Publishing<br />

Signed:<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 89


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 />

Creepy creations in 1C<br />

A classroom blog post about creepy, Halloween creations in Year 1.<br />

Before reading During reading After reading<br />

• Introduce the concept of<br />

a blog to your learner. Ask<br />

them why someone might<br />

keep a blog.<br />

• Read the title and ask your<br />

learner to predict what the<br />

blog might be about.<br />

• Discuss the features of the<br />

blog, such as the comment<br />

section. Why might these be<br />

important features of this<br />

type of text?<br />

• Discuss some of the<br />

vocabulary used in the text,<br />

such as ‘thrilling’. Why would<br />

Mrs Condon’s blog use<br />

words like this?<br />

• While reading, prompt your<br />

learner to identify what the<br />

learners in Mrs Condon’s<br />

class created this week.<br />

• Discuss how the learners<br />

made the slimy eyeballs.<br />

Pause before reading on<br />

to ask your learner what<br />

they think the class did with<br />

them afterward.<br />

© R.I.C. Publications®<br />

• Ask your learner to consider<br />

why the class stuck their<br />

eyeballs all over the room,<br />

including on the ceiling.<br />

• Discuss the purpose of the<br />

blog with your learner and<br />

why the class wrote it.<br />

• Ask your learner to share<br />

how they would feel if they<br />

were in Mrs Condon’s Year 1<br />

class and participated in<br />

making the sticky eyeballs.<br />

• Encourage your learner to<br />

predict what might happen<br />

in the next classroom<br />

adventure based on the<br />

blog’s ending.<br />

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AUTHENTIC<br />

TEXT<br />

Wholesome kid’s corner menu<br />

A children’s menu with a range of healthy, tasty food options.<br />

Before reading During reading After reading<br />

• Read the title to your<br />

learner and discuss the<br />

meaning of the word<br />

‘wholesome’ (nutritious<br />

and healthy).<br />

• Ask your learner to<br />

predict which types<br />

of foods they think<br />

will be on the menu.<br />

Encourage them to<br />

make predictions based<br />

on the headings (e.g.<br />

‘Mains’ and ‘Drinks’).<br />

• Have your learner<br />

look at the images<br />

of the food items.<br />

Discuss which one they<br />

find most appealing<br />

and why.<br />

• Pause after reading<br />

each item on the menu<br />

and ask your learner<br />

to describe what this<br />

food might taste like.<br />

Encourage them to<br />

make connections<br />

to foods they have<br />

tried before.<br />

• Point out some of the<br />

adjectives that are used<br />

to describe the menu<br />

items. Ask your learner<br />

to think about whether<br />

this makes the foods<br />

more appealing.<br />

• Ask your learner to share which<br />

of the food items they find most<br />

appealing. Was this different or<br />

similar to their original choice? If<br />

different, what is the reason for<br />

this change?<br />

• Ask your learner to draw<br />

comparisons between the<br />

‘Wholesome kids corner’ and other<br />

places that they have eaten at<br />

before, such as fast food places.<br />

Which option do they think is better?<br />

Ask them to share their reasons for<br />

their opinion.<br />

• Would your learner like to eat at<br />

the Wholesome kid’s corner? Ask<br />

them to share their reasons why or<br />

why not.<br />

The colour of friendship<br />

A script which tells the story of six colourful friends who celebrate their uniqueness and the<br />

beauty of friendship.<br />

Before reading During reading After reading<br />

• Look at the text with<br />

your learner and point<br />

out the headings that<br />

indicate a character is<br />

speaking. Ask them to<br />

share why the text is<br />

structured in this way.<br />

What is its purpose?<br />

• Read the title of<br />

the play and the<br />

characters’ names to<br />

your learner. Ask them<br />

to share what they<br />

think the text might<br />

be about based on<br />

this information.<br />

• Pause at different points in the script<br />

to discuss the character traits of<br />

each friend.<br />

• Ask your learner to describe how<br />

they feel when they see each of the<br />

colours. Connect their feelings to the<br />

traits of each of the friends.<br />

© R.I.C. Publications®<br />

• Encourage your learner to visualise<br />

what each of the characters might<br />

look like as you introduce them.<br />

• Pause after all characters have<br />

shared about themselves and ask<br />

your learner to share what makes<br />

them special.<br />

• Ask your learner to<br />

identify the main<br />

idea of the text (i.e.<br />

celebrating uniqueness<br />

and friendship).<br />

• Which character does<br />

your learner identify<br />

with the most? Ask<br />

them to share the<br />

reasons why.<br />

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© Prim-Ed Publishing<br />

Look at the text with your learner before reading and<br />

have them highlight any words they can read on their<br />

own. Try this each time you read the story together.<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 91


AUTHENTIC<br />

TEXT<br />

CREEPY CREATIONS IN 1C<br />

Creepy creations in 1C<br />

By Mrs Condon Published 4 hours ago Comments (2)<br />

BOO! Did we scare you? If not, the activities in Mrs Condon’s Year 1<br />

class this week sure will!<br />

Welcome to our classroom blog, where we share all our thrilling<br />

adventures in 1C.<br />

Today, we had a blast creating the creepiest and slimiest sticky<br />

eyeballs you have ever seen! The<br />

classroom was buzzing with excitement<br />

as we worked in teams and followed<br />

instructions to make our slimy eyeball<br />

mixture. Then, we poured the mixture into<br />

special eyeball-shaped moulds and set<br />

them in the fridge. After lunch, our slimy<br />

eyeballs were <strong>ready</strong> for us to play with.<br />

They were so creepy that they gave Mrs<br />

Condon goosebumps!<br />

As you can see in the photo, we had a<br />

blast sticking our eyeballs all over the<br />

classroom – even on the ceiling! Seeing<br />

everyone’s reactions when they looked up and saw our creepy<br />

creations staring back at them was hilarious.<br />

© R.I.C. Publications®<br />

We are so excited to show off our sticky eyeballs to our friends and<br />

family on Halloween night. Thanks for reading our blog and stay tuned<br />

for more updates on our Year 1 classroom adventures!<br />

Mrs Condon’s Year 1s.<br />

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AUTHENTIC<br />

TEXT<br />

Comments (2) Sort by: Popular<br />

Reply<br />

Comments<br />

Lachlan’s Dad > Mrs Condon<br />

© R.I.C. Publications®<br />

29/11/2023 10:19 am<br />

Wow, those sticky eyeballs look so realistic and creepy! It’s great to see<br />

that the children had so much fun making them. Mrs Condon’s Year 1<br />

class sounds like such an exciting place to learn.<br />

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© Prim-Ed Publishing<br />

Kaylee’s Nan > Mrs Condon<br />

29/11/2023 12:01 pm<br />

I am looking forward to seeing all those sticky eyeballs on Halloween<br />

night. It’s great to see that the children are having so much fun while<br />

also learning new skills. Keep up the great work!<br />

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AUTHENTIC<br />

TEXT<br />

Wholesome<br />

kids’ corner<br />

Snack attack platter<br />

A colourful platter featuring a<br />

mix of fresh fruits, cheese cubes,<br />

and wholegrain crackers.<br />

MAINS<br />

Dino tacos<br />

Crunchy tacos with dinosaurshaped<br />

grilled chicken or<br />

vegetarian options. Served with<br />

a side of colourful veggie sticks.<br />

© R.I.C. Publications®<br />

Low resolution display copy<br />

© Prim-Ed Publishing<br />

Veggie power bowl<br />

A bowl full of goodness! Brown<br />

rice, mixed veggies, and grilled<br />

chicken or tofu for a protein<br />

boost.<br />

Veggie galaxy pizza<br />

Explore a universe of veggies on<br />

a whole wheat crust, topped with<br />

a sprinkle of cheese.<br />

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AUTHENTIC<br />

TEXT<br />

10<br />

Whole wheat race car pasta<br />

Zoom through a wholesome meal<br />

with whole wheat pasta, lentil<br />

and tomato sauce, and a variety<br />

of nutrient-packed veggies.<br />

Aquatic quencher<br />

Iced water served<br />

with a splash of lemon<br />

or cucumber for a<br />

refreshing twist.<br />

DRINKS<br />

© R.I.C. Publications®<br />

Super smoothie<br />

A supercharged blend of banana,<br />

berries, spinach, and yoghurt.<br />

Fruit fusion frozen yoghurt<br />

A delightful swirl of frozen<br />

yoghurt with mixed berries and<br />

a drizzle of honey for a sweet,<br />

healthy treat.<br />

Tropical paradise splash<br />

A tasty, refreshing mix<br />

of pineapple, mango,<br />

and coconut water to<br />

keep you hydrated.<br />

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© Prim-Ed Publishing<br />

Enjoy your healthy and tasty adventure<br />

at our kids’ corner!<br />

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AUTHENTIC<br />

TEXT<br />

The colour of friendship<br />

Characters:<br />

Narrator Red Blue Yellow Green Orange Purple<br />

ACT ONE<br />

SCENE 1<br />

NARRATOR Welcome to the magical world of colours! Today, we<br />

meet six colourful friends who love to play and share the<br />

things that make them special. Let’s join them on their<br />

colourful adventure.<br />

Characters Red, Blue, Yellow, Green, Orange, and Purple stand in a line,<br />

waving to the audience.<br />

NARRATOR Once upon a time in the land of colours, there were six best<br />

friends: Red, Blue, Yellow, Green, Orange, and Purple. Each<br />

friend was unique and special in their own way.<br />

RED<br />

BLUE<br />

YELLOW<br />

GREEN<br />

ORANGE<br />

PURPLE<br />

(Waving) Hi, everyone! I’m Red.<br />

(Waving) Hello, friends! I’m Blue.<br />

(Waving) Hi there! I’m Yellow.<br />

(Waving) Hey, pals! I’m Green.<br />

(Waving) Hi, friends! I’m Orange.<br />

(Waving) Good day! I’m Purple.<br />

NARRATOR One day, the colourful friends decided to have a party to<br />

celebrate their friendship and uniqueness.<br />

Characters gather in the centre, forming a colourful semicircle.<br />

RED<br />

BLUE<br />

Let’s play a game! Each of us will share what makes<br />

us special.<br />

(Stepping into the middle of the semicircle) Great idea, Red!<br />

I’ll start. I am the colour of the sky and the ocean, and I<br />

bring a sense of calmness to everything around me.<br />

Blue steps back to the edge of the semicircle.<br />

YELLOW<br />

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(Excitedly, stepping into the middle of the semicircle) And I<br />

am the colour of the sun! I spread warmth and happiness<br />

wherever I go.<br />

Yellow steps back to the edge of the semicircle.<br />

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STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


AUTHENTIC<br />

TEXT<br />

GREEN<br />

(Stepping into the middle of the semicircle) I am a mix of<br />

blue and yellow, the luckiest colour of them all! I remind<br />

people of nature and make everything look so fresh and lush!<br />

Green steps back to the edge of the semicircle.<br />

ORANGE<br />

(Energetically, stepping into the middle of the semicircle)<br />

I am a vibrant mix of red and yellow. I bring energy and<br />

excitement to our colourful world.<br />

Orange steps back to the edge of the semicircle.<br />

PURPLE<br />

(Stepping into the middle of the semicircle) I am a regal<br />

blend of red and blue. I am wise and creative and add just a<br />

little bit of mystery wherever I go!<br />

Purple steps back to the edge of the semicircle.<br />

RED<br />

(Smiling, stepping into the middle of the semicircle) And I am<br />

the colour of love and excitement. I make everyone around<br />

me feel passionate and courageous!<br />

Red steps back to the edge of the semicircle.<br />

NARRATOR As Red, Blue, Yellow, Green, Orange, and Purple shared<br />

their uniqueness, they realised that together, their powerful<br />

friendship made the world a more beautiful place to live.<br />

ALL<br />

(Together) Hooray for colours and friendship!<br />

Red, Blue, Yellow, Green, Orange, and Purple wave to the audience as they<br />

exit the stage.<br />

NARRATOR And so, the colours learnt that even though we are all special<br />

in our own way, together, we can make the world a more<br />

vibrant place.<br />

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Farewell<br />

palm<br />

Well done, superstar! You have learnt the most<br />

common spellings for all the sounds, but did you<br />

know that there are even more ways to spell them?<br />

Find the new spelling patterns in the picture below.<br />

Try looking for more words with new patterns in the<br />

books you read, and keep following the stars!<br />

ocean<br />

climb<br />

rose<br />

earth<br />

treasure<br />

parachute<br />

hare<br />

collage<br />

thief<br />

bear<br />

boulder<br />

school<br />

wrench<br />

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knight<br />

pyramid<br />

gnome<br />

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potion<br />

worm<br />

juice<br />

soup<br />

steak<br />

98<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


Fluency checklist<br />

‘STARS’ is a special word that can help you remember five ways<br />

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 guess<br />

if you’re not sure. Use the decoding<br />

strategies on page 100.<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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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 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 99


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 you<br />

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 />

100<br />

STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 978-1-922843-99-9 R.I.C. Publications®/Prim-Ed Publishing


Removeable resources<br />

Cut out these letters to practise building words with the spellings<br />

learnt in this <strong>workbook</strong>.<br />

ay ea ie oe u_e<br />

ear air ure<br />

a_e e_e i_e o_e u_e<br />

ou ir oy ew<br />

ue aw ow ph wh<br />

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ue ey au ea g c<br />

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Set 1 Set 2 Set 3 Set 4 Set 5 Set 6<br />

BRIGHT!<br />

Bookmark<br />

YOUR<br />

FUTURE<br />

IS<br />

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-99-9 STAR STRATEGY DECODABLE WORKBOOK (PURPLE) 101


© R.I.C. Publications®<br />

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