8589 SSD workbook pink print ready watermark

STORY AUTHOR 

DR ROSEMARY ALLEN 

NAME: 

CLASS: 

© R.I.C. Publications® 

PINK 

Low resolution display copy 

© Prim-Ed Publishing 

EXPLORE THE 

STARS!

Star strategy decodable workbook 

(Pink) 

Copyright notice 

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

Copyright © R.I.C. Publications® 2024 

Copyright © of decodable stories Dr Rosemary Allen 2024 

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

Nyoongar Nation as the Traditional Custodians of the land on 

which our Western Australian office is based. We acknowledge 

the Traditional Custodians of Country throughout Australia 

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

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

as Australia’s first educators. 

We acknowledge and appreciate all cultures and peoples. 

ISBN 978-1-922843-96-8 

RIC–8589 

Titles in this series: 

Star strategy decodable workbook (Pink) 

Star strategy decodable workbook (Yellow) 

Star strategy decodable workbook (Green) 

Star strategy decodable workbook (Purple) 

Disclaimer 

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

Prim-Ed Publishing cannot be held responsible for mistakes 

or omissions, but we do endeavour to rectify any errors found 

within our products. Please contact us to provide feedback. 


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Western Australia 6924 

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mail@ricpublications.com.au 

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Unit 2A, Block E 

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No part of this book may 

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© Prim-Ed Publishing

Foreword 

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

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

what does that mean? 

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

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

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

words that are all around us. 

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

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

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

of these important skills together. 

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

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

an exciting adventure with the Star strategy decodable workbook series. 

Contents 

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

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

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

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

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

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

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

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

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

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

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

Bonus star story 2......................... 13 

Daily practice 2.............................14 

Skill builder 1.................................... 15 

Skill builder 2................................... 16 

Skill builder 3................................... 17 

Skill builder 4................................... 18 

Check in............................................. 19 

Star story 1.......................................20 

Star story 2.......................................22 

Bonus star story 1..........................24 

Bonus star story 2.........................25 


Skill builder 1....................................27 

Skill builder 2...................................28 

Skill builder 3...................................29 

Skill builder 4...................................30 

Check in............................................. 31 

Star story 1.......................................32 

Star story 2.......................................34 




Skill builder 1....................................39 


Skill builder 2.................................. 40 

Skill builder 3...................................41 

Skill builder 4...................................42 

Check in.............................................43 

Star story 1...................................... 44 

Star story 2...................................... 46 



Daily practice 5............................ 50 

Skill builder 1.................................... 51 

Skill builder 2...................................52 

Skill builder 3...................................53 

Skill builder 4.................................. 54 

Check in.............................................55 

Star story 1.......................................56 

Star story 2.......................................58 




Skill builder 1....................................63 

Skill builder 2.................................. 64 

Skill builder 3...................................65 

Skill builder 4...................................66 

Check in.............................................67 



Star story 1.......................................68 

Star story 2.......................................70 



Congratulations superstar!.............................................................................................................................................................74 

Authentic text.......................................................................................................................................................................................76 

Bridging activity.................................................................................................................................................................................84 

Fluency checklist.................................................................................................................................................................................85 

Decoding strategies..........................................................................................................................................................................86 

Removeable resources.....................................................................................................................................................................87 

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-96-8 STAR STRATEGY DECODABLE WORKBOOK (PINK) iii

EDUCATOR 

NOTES 

Introducing the Star strategy 

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

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

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

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

connection between letters and sounds. 

How are the workbooks structured? 

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

• recognise and manipulate sounds 

• break whole words into individual sounds when spelling 

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

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

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

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

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

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

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

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

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

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

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

star word in Set 5 as the ‘o’ spelling is making an irregular, long /oo/ sound. The star icon 

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

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

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

Bright star words in a sentence. 

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

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

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

a • 

: one letter making one sound. 

ch : 


two or more letters making one sound. 



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

• • 

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

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

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

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

similar scaffold for reading as your learner progresses through the Skill 

builder activities. 

iv 

STAR STRATEGY DECODABLE WORKBOOK (PINK) 978-1-922843-96-8 R.I.C. Publications®/Prim-Ed Publishing

EDUCATOR 

NOTES 

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

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

guide your instruction. 

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

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

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

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

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

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

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

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

back cover to celebrate their achievement. 

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

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

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

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

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

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

language comprehension when used with the provided questions. 

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

• Your most important role is to remain 

positive throughout your learner’s journey. 

Spelling and reading should never feel like 

a battle. Instead, keep it enjoyable and 

prioritise your learner’s self-esteem. If 

they hesitate on a word, provide them with 

the word or spelling rather than allowing 

them to struggle. Rest assured that with 

repeated reading and application of 

essential decoding and encoding skills, their 

confidence and ability to tackle challenging 

words will flourish. 


• Consistency is key. Once your learner has 

learnt the sounds, Star words, and Bright star 

words in a set, it is essential to review them 

regularly to consolidate their learning. 

• Using a multimodal approach will help 

strengthen your learner’s understanding by 

allowing them to make meaning through 

visual, auditory, and kinesthetic channels. 

When spelling a word, for example, say the 

word and segment it into sounds (auditory), 

then count each sound with your finger 

as you say it and write each letter down 

(kinesthetic), ensuring you look at each 

sound as it is written (visual). 

• It is okay if your learner reads only part of 

a Star story or reads one repeatedly. Even if 

they can decode all the words, reinforcement 

is crucial for fluency and comprehension. 

To make fluency exercises entertaining, try 

using different voices, such as a robot voice, 

a mouse voice, or even an angry voice, to 

read the story. This playful approach helps 

develop their fluency skills. 



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

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

learning together! 

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-96-8 STAR STRATEGY DECODABLE WORKBOOK (PINK) v

EDUCATOR 

NOTES 

Pre-assessment 

The following three phonemic awareness skills are essential for effective reading and spelling. 

While you may choose to use this oral assessment to evaluate your learner’s skills before 

starting this workbook, it is not compulsory as the workbook integrates phonemic awareness 

activities throughout. 

Skill 1: The learner can isolate initial phonemes. 

Script: ‘The word is (say the word). Say the sound you hear at the start of (say the word).’ 

Practise: ‘The word is “cat”. It starts with /c/.’ 

sun dog hat jam fin 

Skill 2: The learner can identify final phonemes. 

Script: ‘The word is (say the word). Say the sound you hear at the end of (say the word).’ 

Practise: ‘The word is “tub”. It ends with /b/.’ 

bag duck fit lap gum 

Skill 3: The learner can segment three phonemes. 

Script: ‘How many sounds can you hear in the word (say the word)? Put up one finger for each 

sound you say.’ 

Practise: ‘The word is “hen”. /h/ (put up one finger) /e/ (put up second finger) /n/ (put up third 

finger). There are three sounds in “hen”.’ 

cat leg bin mess rock 

Skill 4: The learner can blend three phonemes. 


Script: ‘Listen to the sounds I say. What word does (say each phoneme) make?’ 

Practise: ‘/h/ (put up one finger) /o/ (put up second finger) /t/ (put up third finger). The 

sounds make the word “hot”.’ 

/s/ /i/ /t/ /p/ /a/ /n/ /m/ /o/ /p/ /r/ /e/ /d/ /b/ /u/ /n/ 



vi 


Superstar steps 

Are you ready to become a language superstar? Follow 

these steps: 

DAILY 

PRACTICE 

SKILL 

BUILDER 

t 

Complete your ‘Daily practice’ 

every day. It will help you 

learn the code that you need 

to spell and read the words in 

each set. 

STAR 

STORY 2 

p 

Read each ‘Star story’. 

Choose one story to read out 

loud to an adult each day. 

Work on the ‘Skill builders’. 

They will help you 

develop your spelling and 

reading skills. 

BONUS 

STAR STORY 


The tap 

When you can read a Star 

story smoothly, colour in the 

badge on the back cover. Try 

reading a ‘Bonus star story’. 



CHECK 

IN 

When you have completed 

the Skill builders and can 

read both Star stories, it is 

time to do the ‘Check in’ and 

show off all your hard work! 

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

on your way to becoming a language superstar! 

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-96-8 STAR STRATEGY DECODABLE WORKBOOK (PINK) vii 

1 

Pat 

1

DAILY 

PRACTICE 1 

1. Tap and say each sound. 

s 

a 

t 

p 

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

Star word 

on 

Bright star word 

Try to remember the Bright star sound! 

the 




2 


1 

SKILL 

BUILDER 

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

s S 

s s s 

sun 

a A 

ant 

t T 

tap 

p P 

S S S 

a a a 

A A A 

t t t 


T T T 



p p p 

pig 

P P P 

R.I.C. Publications®/Prim-Ed Publishing 978-1-922843-96-8 STAR STRATEGY DECODABLE WORKBOOK (PINK) 3

SKILL 

BUILDER 

2 

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

star 

table 

pin 

apple 

a t p p t s s t a p s a 

2. Tap it 

(say each sound as you tap 

the circle) 

a 

t 

s a p 

Map it 

(write one sound in each box) 


t a p 

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

Colour if yes or if no. 

Blend it 

(join the sounds together to 

read the word) 

at 

sap 

tap 



Pat sat on the sap. 

 

4 


3 

SKILL 

BUILDER 

1. Say and trace the lower-case letter. Colour the matching 

upper-case letter. 

s a t 

p 

A S P A S T T P 

2. Read it Match it 

tap • • 

sat • • 

pat • • 


3. Change a sound to make a new word. 



sap 

t a p a p 


SKILL 

BUILDER 

4 

1. Say the word. Colour where you hear the spelling. 

‘a’ ‘s’ ‘p’ ‘t’ 

c a t b u s m a p b a t 

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

The sap is on Pat. 


3. Unjumble and write the sentence. 



Pat at the tap. is 

6 


CHECK 

IN 

Educator check 

Identifies common grapheme–phoneme 

correspondences: s a t p. 

Identifies words with unfamiliar or 

irregular sounds. 

Accurately decodes real and nonsense 

CVC words using learnt letter sounds. 

Accurately segments to spell CVC words 

with learnt letter sounds. 

Writes letters using correct formation: 

s a t p. 

1. Say these sounds. 

s a t p 

2. Read these words. 

on 

the 

3. Sound out and blend to read these words. 

at tap pat sat sap 

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

pas tas tat pap sas 

5. Write the word for each picture. 


Pat 

tap 



sap 


STAR 

STORY 

1 

Pat 

Pat. 

Pat, pat, pat. 

Tap, tap, tap. 

Pat sat. 

Pat, pat, pat. 





8 


1 

STAR 

STORY 




Check for understanding 

1. What were some things that Pat did in the story? 

2. Does the dog like getting a pat? How can you tell? 


STAR 

STORY 

2 

Pat at the taps 

Pat. 

The tap. 

Pat sat at the taps. 

Pat taps at the taps. 


The taps spat. 

The taps spat on Pat. 




10 


2 

STAR 

STORY 






1. What did the taps do? 

2. Why do you think Pat was sitting at the taps? 


BONUS 

STAR STORY 

1 

The sap 

Pat. 

Pat taps. 

TAP! TAP! TAP! 

Pat taps the sap. 

The sap. 

Sap on Pat. 





1. What was Pat doing? 

2. Why do you think Pat wanted the sap? 

12 


2 

BONUS 

STAR STORY 

The tap 

Pat. 

Pat sat. 

Pat sat on sap. 

The tap. 

Pat at the tap. 

Pat sat. 





1. What did Pat sit on? 

2. What do you think ‘sap’ is? 


DAILY 

PRACTICE 2 


i 

n 

m 

d 

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

Star words 

for can a is not 



what 




14 


1 

SKILL 

BUILDER 


i I 

i i i 

ink 

n N 

nest 

m M 

milk 

d D 

I I I 

n n n 

N N N 

m m m 


M M M 



d d d 

dog 

D D D 


SKILL 

BUILDER 

2 


igloo 

mop 

duck 

nut 

i n m d m n n i m d i n 

2. Tap it 


the circle) 

i 

n 

d i p 

Map it 



m a n 



Blend it 



in 

dip 

man 



The imp did not nap in the tin. 

 

16 


3 

SKILL 

BUILDER 



i n m d 

I M N I M D D M 


Dad • • 

sip • • 

pin • • 





tin 

p i n i n 


SKILL 

BUILDER 

4 

6 


JAM 

‘i’ ‘u’ ‘m’ ‘d’ 

s i x s u n j a m b e d 


The sad ant sits on a map. 





Tim pit. a in sits 

18 


CHECK 

IN 



correspondences: i n m d. 








i n m d. 


i n m d 


for can a is what not 


nip mat pin sad Mim dip 


nim san dap pid mip nas 



dip 

man 



sad 


STAR 

STORY 

1 

Spin and tap 

Dad naps. 

Did Pam nap? 

Pam did not nap. 

Pam can spin. 

Pam can spin and tap. 

Spin, tap! Spin, tap! 

What a din! 

Dad sits. 

Did Dad nap? 


Dad did not nap. 

Dad and Pam can spin and tap. 



20 


1 

STAR 

STORY 





1. What did Pam do while Dad tried to nap? 

2. What do you think ‘din’ means? 


STAR 

STORY 

2 

Pip and Mim 

A mist is in at the sand pit. 

It is dim and damp. 

What is in the sand pit? 

It is Pip and Mim. 

Pip is an imp. Mim is an imp. 

A tin! What is in the tin? 

Pip tips the tin. 

Mim can snip the mint. 

Snip snap! Snip snap! 


The mint is a mat for the tin. 



Pip and Mim can nap on the mint. 

22 


2 

STAR 

STORY 





1. What did Pip and Mim use to make a mat? 

2. What do you think ‘dim’ means? 


BONUS 

STAR STORY 

1 

Nip naps 

Nip is on the mat. 

Tim is on the mat. 

Nip and Tim nap. 

Pant, pant, pant! 

Tim is at the tap. 

Sip, sip, sip. 

Nip sits. 

Pant, pant, pant! 

Nip is at the tap. 

Sip, sip, sip. 


Nip and Tim nap on the mat. 




1. Where did Tim and Nip nap? 

2. Why do you think Nip was panting? 

24 


2 

BONUS 

STAR STORY 

A dip in the dam 

Pam is at the dam for a dip. 

The sand is damp at the dam. 

Dad sits on a mat. 

Nat the ant is in the sand. 

Nat is at the dam for a nap. 

Pam sits on the mat. 

Snip! Snap! Nat nips Dad and Pam. 

Dad and Pam sit on the damp sand. 

Dad is sad. Pam is sad. 


Nat naps on the mat. 




1. Where were Dad and Pam? 

2. How do you think Nat felt at the end of the story? 


DAILY 

PRACTICE 3 


e 

g 

c 

k 

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

Star words 

no has 



are 




26 


1 

SKILL 

BUILDER 


e E 

e e e 

egg 

g G 

gift 

c C 

cat 

k K 

E E E 

g g g 

G G G 

c c c 


C C C 



k k k 

key 

K K K 


SKILL 

BUILDER 

2 


cap 

guitar 

king 

egg 

e g k k c g g c e c k e 

2. Tap it 


the circle) 

k i d 

p e g 

Map it 



c a n 



Blend it 



kid 

peg 

can 



The kid, pig, and cat 

get a pat in the pen. 

 

28 


3 

SKILL 

BUILDER 



e g c k 

E G G K C E K E 


pen • • 

cat • • 

kit • • 





cat 

m a t a t 


SKILL 

BUILDER 

4 


10 

‘e’ ‘g’ ‘c’ ‘k’ 

t e n l o g c u p k i ss 


Kip and Peg get a pet cat. 





The kid in pen. its is 

30 


CHECK 

IN 



correspondences: e g c k. 








e g c k. 


e g c k 


no has are 


pen cap kid pig get Ken 


gek teg cag kig gat gip 



kid 

peg 



can 


STAR 

STORY 

1 

Mend the net! 

A gap is in the net. 

The pig and the kid can get in. 

Get Ken and Peg! 

Ken and Peg can mend the net. 

Ken gets the pig in its pen. 

Snap! Snap! No, pig, no! 

Peg gets the kid in its pen. 

Spit! Spit! No, kid, no! 

In the end, the pig and the kid get in the pen. 


And Ken and Peg can mend the net. 



32 


1 

STAR 

STORY 

Snap! 




Spit! 


1. Who mended the net? 

2. Why do you think the pig and the kid were not allowed in the net? 


STAR 

STORY 

2 

The desk 

Peg has a desk. 

What is on the desk? 

On the desk is: a pad, a pen in a tin, a cap, and 

a map. 

Kit the cat is on the desk. 

Kit is a pest. 

Kit gets on the pad. 

Kit gets on the tin. 

Kit gets on the cap. 

Kit gets on the map. 

Kit naps on the mat. 

What a pest! 




34 


2 

STAR 

STORY 





1. How many things were on Peg’s desk? What were they? 

2. What do you think was in the pad? How do you know? 


BONUS 

STAR STORY 

1 

Camp 

Kas, Ted, and Sam are at camp. 

Kas can peg the tent. 

No! The tent has a sag in it! 

Ted and Sam mend the tent. 

The tent is set. 

Ted can set the net in the dam. 

No! The net has a gap in it! 

Kas and Sam mend the net. 

The net is set. 

Sam can dig a pit in the sand. 


No! The sand gets in the pit! 



Kas and Ted mend the pit. 

Kas, Ted, and Sam can sit. 


1. Whose job was it to peg the tent? 

2. Why did Sam dig a pit in the sand? 

36 


Kit and Nip 

2 

BONUS 

STAR STORY 

Kit the cat naps on the desk. 

Nip naps on the mat. 

Pam skips in. 

Pam has a map and a tin. 

The tin tips. Pam steps on a pin. 

Pam is sad. 

Kit and Nip get Nan. 

Nan gets the pin. 

And sets it in the tin. 

Pam is on the mend. 


The pets can nap. 




1. Why was Pam sad? 

2. Why do you think Pam had a map and pins? 


DAILY 

PRACTICE 4 


ck 

o 

u 

r 

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

Star words 

this 

I 

Bright star words 

Try to remember the Bright star sounds! 

want to 




Use the ‘ck’ spelling at the end 

of a word if it has: 

• one syllable 

• a short vowel sound 

• /k/ as the final sound. 

38 


1 

SKILL 

BUILDER 


o O 

o o o 

octopus 

u U 

umbrella 

r R 

ring 

ck 

O O O 

u u u 

U U U 

r r r 


R R R 



ck ck ck 

duck 

ck ck ck 


SKILL 

BUILDER 

2 

1. Say the word. Colour the /k/ sound. 

c a t k i d d u ck 

2. Tap it 


the circle) 

g u m 

r o ck 

Map it 



t i ck 



‘c’ or ‘k’ spelling 

pattern 

• Use ‘k’ if ‘e’ or ‘i’ 

is the next letter. 

• Otherwise, use 

‘c’. 

Blend it 



gum 

rock 

tick 



The dog got mud on the socks. 

 

40 


3 

SKILL 

BUILDER 



o u r 

R O O U U R 


rug • • 

kick • • 

sock • • 





suck 

s u n s u 


SKILL 

BUILDER 

4 


‘ck’ ‘o’ ‘u’ ‘r’ 

n e ck d o g h u g r a t 


Dad packs a pot and a mug in the sack. 





The sock. rat a up picks 

42 


CHECK 

IN 



correspondences: o u r ck. 






with learnt letter sounds, including 

digraph ‘ck’. 


o u r ck. 


ck o u r 


this I want to 


rod mud neck pick cup sack 


rup gack rog meck tas rin 



rock 

duck 



rug 


STAR 

STORY 

1 

Cod 

It is dim at the camp. The sun is not up. 

Kip and Rick pack and get to the dam. 

Kip has a rod. Rick has a net and a sack. 

The men must get a cod. 

Tick-tock. Not a cod on the rod. 

Tick-tock. Not a cod in the net. 

Tick-tock. Not a cod in the sack. 

The sun is up. 

Kip is sad. Rick is sad. 


The sad men sit on a rug. 

No cod in the pot. 

No cod for the men. 



44 


1 

STAR 

STORY 





1. What did the men take to the dam? 

2. What do you think a ‘cod’ is? 


STAR 

STORY 

2 

Meg camps 

‘I am Meg. I want to camp. I must pack my sack.’ 

Meg packs: 

• socks, a top, and pants 

• a mug, a pan, and snacks 

• this map, a pen, and a pad 

• a rug and this mop. 

‘I am set to camp.’ 

Meg picks up the sack and treks to the camp. 

Meg sits and has a snack on the rug. 

It gets dim. ‘I want to set up the tent and nap.’ 


Meg has not got the tent! 

It is dusk. Did Meg camp? 

‘I want to camp!’ 



46 


2 

STAR 

STORY 





1. What did Meg forget to bring to the camp? 

2. What do you think ‘dusk’ means? 


BONUS 

STAR STORY 

1 

I want a pet 

Pam, Don, Rod, and Rick want to get a pet. 

Pam picks a pet rat. ‘I want a rat. It can run. I can 

get a nest for this rat to nap in.’ 

Don picks a pet pig. ‘I want a pig. It can dig in the 

mud. I can get a pen for this pig to dig in.’ 

Rod picks a pet duck. ‘I want a duck. It can peck 

and nip. I can get a pond for this duck to sit in.’ 

Rick picks a pet dog. ‘I want a dog. It can sit. I can 

get a rug for this dog to nap on.’ 





1. What pet did Rod pick? 

2. Which pet would you choose? Why? 

48 


The pack rat 

2 

BONUS 

STAR STORY 

A pack rat is at the pond. 

It must get a den set for its pups. 

The pack rat spots a duck. It naps on its nest. 

Run, run, run! The pack rat trips on the deck. 

Up, up, up! It gets to the duck nest. 

Pick, pick, pick! Ten sticks in the sack. 

The pack rat stops at the camp. 

It spots a sock in the sand. 

Run, run, run! The pack rat picks up the sock. 

Up, up, up! It gets the sock up the rocks. 


Tug, tug, tug! The pack rat gets the sock to its den. 



The den is set for its pups. 

The pack rat can rest. 


1. Why did the pack rat collect the sticks and sock? 

2. Who do you think the sock belonged to? 


DAILY 

PRACTICE 5 


h 

b 

f 

ff 

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

Star words 

her with she he his we 

Bright star words 

Try to remember the Bright star sounds! 

of do 




The ‘floss’ spelling pattern 

Double the final letter if the word has: 



• /f/, /l/, or /s/ as the final sound. 

50 


1 

SKILL 

BUILDER 


h H 

h h h 

hat 

b B 

bee 

f F 

f ish 

ff 

H H H 

b b b 

B B B 

f f f 


F F F 



ff ff ff 

cuff 

ff ff ff 


SKILL 

BUILDER 

2 

1. Say the word. Colour the /f/ sound. 

f i n c u ff f o g h u ff 

2. Tap it 


the circle) 

c u ff 

f i n 

Map it 



h u g 



Blend it 



cuff 

fin 

hug 



The big hog tips the 

bag of figs off the log. 

 

52 


3 

SKILL 

BUILDER 



h b f 

B H F B H F 


fan • • 

puff • • 

bin • • 





cuff 

c u b c u 


SKILL 

BUILDER 

4 


‘h’ ‘b’ ‘f’ ‘ff’ 

h a t w e b f o x h u ff 


Huff! Puff! The big, red hen is hot. 





hops A bug off the fig. 

54 


CHECK 

IN 



correspondences: h b f ff. 







digraph ‘ff’. 


h b f. 


h b f ff 


her with she his he of we do 


hat bus fib fan cuff off 


hiff fot bock mab teff fub 



fig 

tub 



huff 


STAR 

STORY 

1 

The hot, red hen 

The red hen sits in her pen. 

The sun is hot. It is not fun. 

She sets off to the pond. 

A big frog is at the pond. It hops in the mud. 

But the sun is hot, and the pond is not. 

The big frog hops back in the pond. 

A gruff crab pops up. It nips at bugs. 

But the sun is hot, and the pond is not. 

The gruff crab sits back in the pond. 


The frog and the crab do not stop the red hen. She 

can get in the pond. 



The red hen is not hot. It is fun to sit in the pond. 

56 


1 

STAR 

STORY 





1. Why did the hen go to the pond? 

2. What do you think ‘gruff’ means? 


STAR 

STORY 

2 

A snack for Griff and Deb 

Griff is fond of ham on the hock. 

‘I want a snack. Hot ham and egg on a bran bun.’ 

Griff has an egg from his hen. But he has no ham. 

He is stuck with an egg bun for his snack. 

Griff is sad. ‘An egg bun is a bad snack! I want ham.’ 

Deb is fond of egg. 

‘I want a snack. Hot ham and egg on a bran bun.’ 

Deb has a ham hock. But she has no egg. 

She is stuck with a ham bun for her snack. 

Deb is sad. ‘A ham bun is a bad snack. I want 

an egg.’ 


Griff can send an egg to Deb. Deb can send hot 

ham to Griff. 

Deb and Griff grin. 



A hot ham and egg bun is the best snack! 

58 


2 

STAR 

STORY 





1. What did Griff and Deb want for their snack? 

2. What is your favourite snack? 


BONUS 

STAR STORY 

1 

Tiff gets the bus 

Tiff runs to get the bus. 

Run, run. Huff, puff! 

A fat bug hops on Tiff. She gets it off. 

Tiff can spot the bus. Run, Tiff, run! 

A bin tips and Tiff kicks a can. She picks it up. 

Tiff can spot the bus. Run, Tiff, run! 

Biff, baff, bam. Tiff trips on a rock. 

She hits her hip. A big bump pops up. Tiff is sad. 

Sob! Sniff! 

Tiff can spot the bus. Can she get to the stop? 


Tiff gets up. Run, Tiff, run! 

Tiff gets to the bus stop. She hops on 

the bus and runs to her mum for a 

big hug. 



BUS 


1. Why did Tiff ‘sob’ and ‘sniff’? 

2. Why do you think Tiff had to catch the bus? 

60 


Off to the bog 

2 

BONUS 

STAR STORY 

Red dog is off to the bog. But on the track is a hog. 

‘Ruff, ruff. I am off to dig in the soft mud at 

the bog.’ 

‘A nap in soft mud is fun for a hog. Can I nap in the 

mud at the bog?’ 

Off skips the dog with the hog to the bog. But on 

the track is a man. 

‘Grock grock. We are off to dig and nap in the mud 

at the bog.’ 

‘It is hot for a man at the bog! I am off to the pond 

for a dip.’ 

‘A dip in the pond is fun!’ 


Off skips the man with the dog and the hog for a 

dip in the pond. 




1. Where were the animals going to go? 

2. What do you like to do when it is hot? 


DAILY 

PRACTICE 6 


l 

ll 

ss 

j 

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

Star word 

you 



th ey 




The floss spelling pattern 

Double the final letter if the word has: 



• /f/, /l/, or /s/ as the final sound. 

62 


1 

SKILL 

BUILDER 


l L 

l l l 

log 

j J 

jelly 

ll 

hill 

ss 

L L L 

j j j 

J J J 

ll ll ll 


ll ll ll 



ss ss ss 

dress 

ss ss ss 


SKILL 

BUILDER 

2 

1. Say the word. Colour each sound. 

/l/ 

/s/ 

l i p d o ll s u n m e ss 

2. Tap it 


the circle) 

j a m 

h i ss 

Map it 



b e ll 

Blend it 



jam 

hiss 

bell 





Jack fell in the mud 

and left a mess on the rug. 

 

64 


3 

SKILL 

BUILDER 



l 

j 

L J L J 


leg • • 

kiss • • 

pill • • 





hill 

h i ss h i 


SKILL 

BUILDER 

4 


500 mL 

‘l’ ‘ll’ ‘ss’ ‘j’ 

l o ck b e ll k i ss j u g 


The doll has lots of jam on its dress. 





Tiff lost doll. her best 

66 


CHECK 

IN 



correspondences: l ll ss j. 







digraphs ‘ll’ and ‘ss’. 


l s j. 


l ll ss j 


they 

you 


lip bell miss jet less jug 


joss jup bess lep mell lan 



jet 

hill 



less 


STAR 

STORY 

1 

Jack! 

This is Jess. Jess has a big truck. It has red dots. 

This is Tiff. Tiff has a rag doll. It has a red sun hat. 

Jess and Tiff are pals. 

Jess and Tiff sit on the rug. It is lots of fun to act 

with the truck and doll. 

Jess and Tiff get up and run off. 

In runs Jack the pup. Jack picks up the doll and the 

truck. He runs off to his bed. 

Jess and Tiff are back. The truck and doll are not on 

the rug. 


Jess and Tiff spot Jack. They are cross. They tell 

him, ‘The truck and the doll are not for pups!’ 

But Jack is not sad. He sits on the rug with Jess and 

Tiff. 



68 


1 

STAR 

STORY 





1. What toy does Tiff have? 

2. Do you have a favourite toy? What is it? 


STAR 

STORY 

2 

Get back up 

Pam tells Gran, ‘I want to flip.’ 

Gran grins, ‘Just do the best you can.’ 

But Pam lands flat on her back. What bad luck! Pam 

has a bump, but she gets back up. She tells Gran, ‘I 

can do it!’ She did it! Pam can flip. 

Jud tells Dad, ‘I want to jump.’ 

Dad grins, ‘Just do the best you can.’ 

But Jud slips on a lid. What bad luck! Jud is sad, but 

he gets back up. He tells Dad, ‘I can do it!’ He did it! 

Jud can jump. 

Meg tells Mum, ‘I want to drum.’ 


Mum grins, ‘Just do the best you can.’ 

But the stiff stick snaps. What bad luck! Meg is 

cross, but Mum hands her a stick. She tells Mum, ‘I 

can do it!’ She did it! Meg can drum. 



If you get bad luck, do not fret and fuss. Do not get 

sad. Do not get cross. Just get back up. You can 

do it! 

70 


2 

STAR 

STORY 





1. What did Meg want to do? 

2. What is something that you found hard at first, but can now do? What did 

you do to help yourself? 


BONUS 

STAR STORY 

1 

Fig jam 

Russ and Jill want to sell jam. Russ tells Jill, ‘Fig jam 

is the best. We must sell fig jam!’ 

Jill tells Russ, ‘The mill at the top of the hill has lots 

of figs.’ Russ and Jill get a big sack to fill. 

Russ and Jill plod up the hill. They fill the sack with 

figs. Russ and Jill sit and nap in the sun. They get up 

at ten. They set off with a jog. But the sack is big, 

they trip and the figs spill. Jill gets the sack. Russ 

picks up the mess. 

Russ and Jill get back from the hill. They tip the figs 

in a hot pot. Russ licks his lips. ‘Fig jam is the best!’ 





1. Why did Russ and Jill spill the figs? 

2. What do you think ‘plod’ means? 

72 


What a mess! 

2 

BONUS 

STAR STORY 

‘Can I help, Miss Gill?’ asks Jem. Miss Gill tells Jem 

to get the pen tin from the desk. But it drops on the 

rug. What a mess! Miss Gill spots the mess, but she 

is not cross. She tells Jem to pick up the pens and 

set the tin back on the desk. 

‘Can I help, Miss Ross?’ asks Jem. Miss Ross tells 

Jem to get the pot. But it drops on her dress. What a 

mess! Miss Ross spots the mess, but she is not cross. 

She tells Jem to grab a rag. 

‘Can I help, Miss Jiff?’ asks Jem. Miss Jiff tells Jem 

to put the mug in the sink. But Jem spills it. What a 

mess! Miss Jiff spots the mess, but she is not cross. 

She tells Jem to mop it up. 

‘Can I help, Miss Moss?’ Jem grabs the big jug. Miss 

Moss tells Jem to stop. But Jem trips on the step 

and drops the jug. It cracks and cuts her hand. What 

a mess! Miss Moss is not cross. She tends to Jem 

and mends her hand. Miss Moss mops up the mess 

for Jem. Jem rests. 





1. How did Jem cut her hand? 

2. What do you think was in the pot that dropped on Jem’s dress? 


Congratulations superstar! 

You have now completed the Pink workbook. But the fun does 

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

Choose one of the stories to illustrate. 

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

story as you read it. 

Use different colours to find and circle the focus letters 

and letter patterns in a story. 

Imagine a different ending to one of the stories you have 

read. Retell the story and add your own twist. 

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

someone to answer them. 

Choose one character from a story and create a drawing 

of what you think they look like. 

Record the main events of a story on sticky notes. 

Mix them up, then challenge yourself to arrange them in 

the correct order. 

Seek and find 


1. How many leaves are on page 12? 

2. How many snails are on page 47? 

3. Which page has a spider on a web? 



4. How many chicks are on page 57? 

5. What animal is hiding in the clock on page 71? 

On the next pages you will find your 

certificate of completion, and three fun 

texts for an adult to read to you. 

74 


Congratulations 

This certificate is presented to: 

for completing the Pink Star strategy 

decodable workbook. You have mastered 24 

sounds, read 24 stories, and have expanded 

your vocabulary by learning to read over 2000 

words. Keep up the stellar work! 




Signed: 


AUTHENTIC 

TEXT 

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

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

a purpose. 

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

beginner readers, such as: 

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

not come across in everyday conversations 

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

words themselves 

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

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

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

of reading. 

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

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

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

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

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

Lizard life with Bluey 

A recount of a day as told by a blue-tongued lizard named Bluey. 

Before reading During reading After reading 

• Talk about where the 

story takes place and the 

creatures that live there, like 

the blue-tongued lizard. 

• Take time to learn new 

words from the story, like 

‘blue-tongued lizard’ or 

‘predators’, to help your 

learner understand better. 

• Ask your learner what they 

think the story will be about 

based on its title. 

• Read the story together 

and pause to discuss it. Ask 

questions like, ‘What do you 

think happens next?’ 

• Show pictures from 

additional sources to 

help your learner imagine 

the story’s scenes 

and characters. 


• Have your learner retell the 

story. 

• Talk about the themes, like 

being unique and different. 

• Encourage a creative 

activity related to the story, 

such as drawing or writing 

their version. 

• Use new words from the 

story in sentences or talk 

about what they mean. 



76 


AUTHENTIC 

TEXT 

Adventure Land map and itinerary 

An information pamphlet suggesting activities that the reader could do at Adventure Land. 


• Look at the schedule and 

map together. Ask your 

learner if they have seen a 

similar type of text. What is 

it used for? 

• Ask your learner to 

predict what type of place 

Adventure Land is based 

on what they can see on 

the map. 

Pause at each activity and 

ask questions: 

• What other rides do 

you think they have at 

Adventure Land? 

• What tricks do you expect 

from the performers? 

• What would you choose 

for lunch? 

• What are some of the sights 

and sounds you might 

experience on the train ride? 

• Have your learner retell 

the events of their day at 

Adventure Land. They could 

talk, write, or draw about 

their imaginary day. 

• Ask your learner about their 

favourite parts of the day. 

• Ask your learner why this 

type of text is important. 

Digital safety song 

The lyrics to a song that teaches children about being safe when using digital technology. 


• Sing ‘The wheels on the bus’ 

with your learner to prepare 

them for reading. 

• Discuss each verse after 

singing it. For example, 

‘Long and strong passwords 

make it difficult for other 

• Explain that the words in the 

people to guess what 

song have been changed 

they are’. 

to teach them about 

digital safety. 

• Discuss some of the terms 

that your learner may not 

• Discuss the meaning and 

be familiar with, such as 

importance of digital safety 

‘private’ and ‘devices’. 

with your learner. 


• Ask your learner questions 

to help them revise what 

they have learnt in the 

song. For example, ‘Who 

can you ask for help if you 

feel unsafe?’ 

• Go through some scenarios 

together. For example, 

‘Pretend that I am a 

stranger online. What 

should you do if I ask for 

your name?’ 




AUTHENTIC 

TEXT 

Lizard life with Bluey 

G'day, mates! The name's Bluey, and I'm a blue-tongued lizard from 

sunny Australia. One day, a pack of little explorers came wandering 

through my rocky home. I was a bit scared at first. But they were as 

gentle as can be, so I decided to take a closer look. 

Those eager explorers looked high and low, trying to spot a slippery, 

scaley friend like me. But it wasn't until I heard one of them rustling 

in the bushes that I finally poked my head out. The children were over 

the moon to see me, and I was happy showing off my bright, blue 

tongue and tough skin that keeps me safe from predators. 

Those children were as curious as a cat, asking their teacher all sorts 

of questions about me. They learnt that I need the sun to warm up 

my blood, and that my long tongue is perfect for gobbling up all sorts 

of tasty creepy-crawlies. 

While I was having fun with the little explorers, I couldn't 

help but notice that some of my lizard friends were 

watching from the trees. Those shy reptiles 

prefer to hide away from humans and other 

predators. You see, they’re experts at blending 

in with the leaves and branches. 




78 


AUTHENTIC 

TEXT 

I tried to get my lizard 

friends to come down from the 

trees, but they did not want to. They 

told me that they were happy watching 

from up high, and that was fine with me. 

After all, we are all different, and that’s what 

makes us special. 

When the children said ‘goodbye’ and set off back 

to their classroom, I was one happy lizard. They had 

learnt a lot about me and my home, and I was glad 

to have shown them around. I slinked back to my rock 

in the sun, feeling grateful for my moment in the spotlight. 

Later that night, my lizard friends and I talked about the 

children’s visit. We agreed that it's important for people 

to learn about us and our homes so that we can stay safe. 

We also talked about how each of us is unique and special 

in our own way. We cuddled up together and went to sleep, 

happy to be lizards 

in our rocky home. 





AUTHENTIC 

TEXT 

Adventure 

Land 

Welcome friends! 

Get ready for a fun day at Adventure Land! 

Check out the plan below. 

Itinerary 

9:00 am: We open the gates, and the adventure begins! 

Hop on the roller-coaster for some thrills and 

chills! 

10:30 am: Take a break from the rides and snap a 

photo with your favourite Adventure Land 

character. Don’t forget to say ‘cheese’! 

11:15 am: Watch some amazing street performers do 

some mind-blowing tricks and stunts. You won't 

believe your eyes! 

12:00 pm: Fill up your tank with a tasty lunch. We have 

plenty of choices, like hot dogs, fruit salad, pizza, 

and chips. 

1:00 pm: Ready for some more action? Head to the water 

park and cool off with some fun water rides. 


3:00 pm: After all that excitement, it's time to rest on a 

train ride around the park. Take in the sights and 

sounds of Adventure Land. 



4:00 pm: Last but not least, take a stroll through the gift 

shop and pick out a souvenir to remember your 

amazing day at Adventure Land. 

5:00 pm: It’s time to say ‘goodbye’ and head home after 

an unforgettable day of adventure. 

Don’t forget to come back and visit us again soon! 

80 


AUTHENTIC 

TEXT 

1 

2 

3 

4 

5 

6 

Entry gates 

1 

3 

2 

5 

Meet the characters 

5 

6 

6 


Gift shop 

Cafeteria 

Picnic areas 

Street performers 

4 

8 

6 

9 

7 

Map 



6 

7 

8 

9 

Water park 

Roller-coaster 

and other rides 

Train station 

Adventure 

Land 


AUTHENTIC 

TEXT 

Digital safety song 

(To the tune of ‘The wheels on the bus’.) 

When we use our devices we sit, sit, sit. 

Sit, sit, sit. Sit, sit, sit. 

When we use our devices we sit, sit, sit. 

So they don’t get broken. 

The passwords we use are long and strong. 

Long and strong. Long and strong. 

The passwords we use are long and strong. 

We never, ever share them. 

We do not tell our name or address. 

That’s private! That’s private! 

We do not tell our name or address. 

And never chat with strangers. 

We check before we click a link. 

‘Can I click?’ ‘Can I click?’ 


We check before we click a link. 

We ask our trusted adult. 



The melody of ‘Here we go ‘round the mulberry bush’ is public domain. 

82 


AUTHENTIC 

TEXT 

We tell an adult if we feel unsafe. 

‘I need help!’ ‘I need help!’ 

We tell an adult if we feel unsafe. 

It’s the smart thing to do. 

We take a break and move around. 

Run, skip, jump. Run, skip, jump. 

We take a break and move around. 

To keep our bodies healthy. 

We know how to be safe and smart. 

Safe and smart. Safe and smart. 

We know how to be safe and smart, 

When we use our devices. 




The melody of ‘Here we go ‘round the mulberry bush’ is public domain. 


BRIDGING 

ACTIVITY 

Continue your reading journey with the Yellow Star strategy 

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

These new letter sounds: 

j 

/j/ 

qu 

/kw/ 

These new digraphs: 

v 

/v/ 

w 

/w/ 

x 

/ks/ 

sh in fish ch in chip th in moth 

or that 

These long vowel sounds: 

y 

/y/ 

z 

/z/ 

ng in king 

/a/ /e/ /i/ /o/ /u/ 

They sound the same as the letter names. 


Words with four or more sounds: 



pin 

• • • 

spin 

• • • • 

Colour the word that has four sounds. 

84 


Fluency checklist 

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

ways to become a fluent reader. 

Spot the punctuation. Take a short 

breath when you see a comma (,) 

and pause when you see a full stop 

(.) Remember to change the sound of 

your voice when you see a question 

mark (?) or exclamation mark (!) 

Take your time. Don’t read too 

fast or too slow. Just read at a 

comfortable pace. 

Accuracy is important. Try to read 

each word correctly and don’t 

guess if you’re not sure. Use the 

decoding strategies on page 86. 


Read with feeling. Remember, don’t 

talk like a robot! Use your talking 

voice and make the story exciting 

with lots of expression! 



Scoop the words and phrases. Try 

scooping the words and phrases 

together like a little song to make 

your reading sound smoother. 


Decoding strategies 

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

tricky words. 

Point to the word you do not know. 

pop 

corn 

Look at the whole word from left to right. Can 

you see any letter patterns you know? 

For longer words, use the vowel sounds to help 

you chunk the word into syllables. 

Point to each letter or letter pattern, and slowly 

blend the sounds together as you read them 

out loud. 


Listen to the word. Does it make sense? Try 

reading the whole sentence again. 



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

86 


Removeable resources 

Cut out these letters to practise building words with the 

spellings learnt in this workbook. 

s a t p 

i n m d 

e g c k 

ck o u r 

h b f ff 


l ll ss j 



Set 1 Set 2 Set 3 Set 4 Set 5 Set 6 

BRIGHT! 

Bookmark 

YOUR 

FUTURE 

IS 




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