Phonic Dictation: Book C - Ages 8-9 by Teacher Superstore

Phonic dictation Book C

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ISBN 978-1-921750-61-8 RIC–6335 Titles available in this series: Phonic dictation Book A (Ages 6–7) Phonic dictation Book B (Ages 7–8) Phonic dictation Book C (Ages 8–9) Phonic dictation Book D (Ages 9–10)

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A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Name of Purchaser:

Date of Purchase:

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Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

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

Foreword Phonic dictation is a series of four books designed to develop students’ ability to transfer phonic and spelling skills to extended reading and to writing tasks. It incorporates a focus on handwriting, letter formation and placement, pencil grip and posture. Speech pathologists, occupational therapists and teachers collaborated in the development of this valuable resource. A short, simple-to-administer placement test can be used to identify commencement points for individual students. Students complete five tasks for each of the phonic dictation passages in the book.

Contents

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Teachers notes ....................................................................................................................................... v – vi Overview of phonic dictation resources for Books A–D ......................................................................... vii Dictation program placement test ........................................................................................................... viii Tips for teachers and parents – How to assist students when reading and writing .............................. ix The first step to establishing letter formation is having the right posture ................................................ x Pencil grip – What is a good pencil grip? ............................................................................................... xi What is NOT a good pencil grip? ...................................................................................... xii Position of paper ......................................................................................................................................... xiii Am I ready to write? .................................................................................................................................. xiv Target 1: Dictation passage tasks that revise the following phonic concepts: ................................ 1 Consonant clusters – Three strong thugs ........................................................................... 2–3 kn – The soon to retire knight ................................................................................................ 4–5 or and aw – A hawk longing for a feed ............................................................................ 6–7 ea and ee – The screaming beast ..................................................................................... 8–9 ea, ee and y – An odd beach dream .......................................................................... 10–11 ly – Birth in a nest .............................................................................................................. 12–13 oo, ue and ew – The blue stew trick .............................................................................. 14–15 ai and ay – Afraid of running late .................................................................................. 16–17 o-e, ow, oe and oa – A grand family home ................................................................. 18–19 ow and ou – A scouting owl ........................................................................................... 20–21 er, ir and ur – Soccer on Saturday ................................................................................. 22–23 squ – The squirting spraying squid .................................................................................. 24–25 Checklist for progressing to Target 2 .................................................................................... 26 Target 2: Dictation passage tasks that involve the phonemic spelling strategy and the following phonic concepts: .................................................................................................. 27 igh – The knight’s f ight ..................................................................................................... 28–29 igh, y and i-e – Midnight blackout ................................................................................ 30–31 tch – Lucy’s scratch ......................................................................................................... 32–33 tch and ch – Rachel’s morning chores ......................................................................... 34–35 ge – The man’s plunge .................................................................................................... 36–37 dge – The judge’s porridge ............................................................................................ 38–39 ge and dge – The sledge in the orange hedge .......................................................... 40–41 ea (bread) – Breakfast with Heather ............................................................................. 42–43 ea (weather) – A bird without feathers ......................................................................... 44–45 ear and eer – Stay clear of the driver ............................................................................ 46–47 ore (more) – Justin ate more .......................................................................................... 48–49 oar (boar) – The boar on the shore ............................................................................... 50–51 ore and oor – Ignoring club rules ................................................................................... 52–53 oor (moor) – Mr Roger’s boat ......................................................................................... 54–55 our (court) – The court case ........................................................................................... 56–57 oor and our – A fourteen-year-old in court .................................................................. 58–59 silent b – A climbing lamb .............................................................................................. 60–61 Checklist for progressing to Target 3 .................................................................................... 62 See over for Targets 3 and 4

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Contents continued

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Target 3: Dictation passage tasks that involve the onset and rime spelling strategy and the following phonic concepts: ....................................................................................................... 63 ace – Race into space ......................................................................................................... 64–65 ice – A nice rice slice ............................................................................................................ 66–67 ace and ice – Grace’s cooking .......................................................................................... 68–69 air – The hair fairy ................................................................................................................... 70–71 are – Scare a scarecrow ...................................................................................................... 72–73 air and ear – A bear with flair .............................................................................................. 74–75 ear – The bear and the pear tree ....................................................................................... 76–77 air, are and ear – Hare’s farewell ........................................................................................ 78–79 ear – Keep clear .................................................................................................................... 80–81 eer – No cheers for the deer ................................................................................................ 82–83 eer and ear – An insect with a dream ................................................................................ 84–85 ould – Mr Wood’s lawn mowing .......................................................................................... 86–87 alk – A walking stalk .............................................................................................................. 88–89 Checklist for progressing to Target 4 ......................................................................................... 90 Target 4: Dictation passage tasks that involve the syllabic spelling strategy and the following phonic concepts: ....................................................................................................... 91 ble – A rumble in the stable ................................................................................................. 92–93 dle – Fiddle playing ............................................................................................................... 94–95 ble and dle – A stable fire out of control ............................................................................ 96–97 f le – The grand raffle ............................................................................................................. 98–99 gle – Smugglers in the jungle ........................................................................................... 100–101 f le and gle – What makes me giggle? ............................................................................ 102–103 kle – The boot buckle ....................................................................................................... 104–105 ple – Apple samples at the market ................................................................................. 106–107 tle – The beetles’ battle .................................................................................................... 108–109 kle, ple and tle – A bottle of pickled apples .................................................................. 110–111 zle – Miss Muzzle ................................................................................................................. 112–113 dle, gle, ble, kle, tle, ple, zle and f le – Trifle, apples and a pickle ............................... 114–115 ey – A golden key ............................................................................................................. 116–117 ey and y – The lazy monkey ............................................................................................. 118–119 be – Beware of the monster ............................................................................................. 120–121 qu – The quokka and the quail ........................................................................................ 122–123 ph – My nephew’s trophy ................................................................................................. 124–125 or – The doctor actor ........................................................................................................ 126–127 any – Can anyone go anywhere? .................................................................................. 128–129

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Appendix ..................................................................................................................................................... 131 Template for Task 4: Copying and writing ...................................................................... 132–133 Template for Task 5: Dictation .......................................................................................... 134–135 Templates for Tasks 4 and 5 using different line width and spacing ........................... 136–143

Phonic dictation

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Teachers notes Each phonic dictation passage involves five tasks that support student learning.

Task 1

Reading practice

Students read the title and the story.

Task 2

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Reading comprehension

Task 3

Error identification and correction

There are up to 16 word, spelling and punctuation errors for students to identify and correct in the spaces provided on the page. The number of errors in the passage is specified at the beginning of each task.

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Students demonstrate their understanding of the passage by illustrating as much as they can of the story, then adding word labels.

Copying and handwriting

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Task 4

Students copy the story they have read, focusing on correct posture, pencil grip and letter formation.

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There are templates on pages 132 and 133 that can be used for this task.

Task 5

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Dictation

The story is dictated. Students need to listen carefully and to remember the spelling, punctuation and writing practised when completing Tasks 1–4. There are templates on pages 134 and 135 that can be used for dictation.

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Phonic dictation

Teachers notes – A note from the author What happens when correct spelling of test words does not transfer to writing? Have you noticed how students often write words correctly in spelling tests but struggle when applying their new knowledge to written work? Do you wonder why this happens? As a general rule, students require many opportunities to rehearse their skills in contexts of increasing complexity. This means if classroom teachers focus on spelling primarily at a single-word level, the transfer to everyday usage will never be guaranteed.

A handy tool for teachers and parents

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Dictation tasks require minimal preparation, but hold the potential of producing significant gains in student performance. Dictation improves the following skills: • listening • handwriting

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• auditory memory • language • spelling.

Crowd control is essential!

First and foremost, dictation requires students’ attention. Teachers are required to impose ‘crowd control’ discipline measures in their classes and remind their students what constitutes ‘good’ listening behaviour.

© R. I . C.Publ i cat i ons Before students commence a dictation task—i.e. transcribe what they hear— •f or r ev i ewtop u r pos eson l y •if it’s recommended they are exposed the passage beforehand. It’s helpful

Dictation tips 1.

students are able to process its meaning before writing out its parts.

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2. When presenting dictation tasks, consider the length of each section verbalised and the number of times the section is repeated before (or while) the students transcribe. The shorter the section, the less challenging the dictation task. 3. Repetition of the dictated sections will reduce the memory requirement and make the task less challenging. It is recommended that, over time, the length of each section is gradually extended and the amount of repetition is gradually reduced. This helps students apply greater levels of auditory processing and memory.

Dictation aids

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The dictation range focuses on a variety of spelling and phonics concepts. As students complete the dictation tasks, they are faced with the challenge of applying their recently acquired spelling concepts to the rewriting of passages. This should improve their ability to transfer spelling concepts to their own writing.

Dictation produces significant gains When presented on a regular basis, dictation tasks hold the potential to produce significant gains in a range of areas. Importantly, dictation assists in the translation of spelling list words to students’ self-generated writing. BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath)

Phonic dictation

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Overview of phonic dictation resources for Books A–D Phonic dictation Book A – for 6- to 7-year-olds Contains dictation tasks that primarily involve the application of: Target 1: Alphabet VC and CVC words Target 2: Phonic concepts—sh, ch, th, oo, ee, ck—to CVC words Target 3: Blends of CCVC and CVCC words Target 4: Phonic concepts: ar, or, ay, ai, oy, oi, er.

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Phonic dictation Book B – for 7- to 8-year-olds

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Contains dictation tasks that primarily involve the application of: Target 1: Book A phonic concept revision: sh, ch, th, oo, ee, ck, ar, or, ay, ai, er, ing, oy, oi and all Target 2: Consonant clusters and double consonants Target 3: Long vowels: a–e, e–e, i–e, o–e, u–e Target 4: Phonic concepts: oa, ow (mow), ir (third), ur (burn), er, aw (draw), or, ea (teach), ee, ou, ow (town), ew (screw), oo, ue (blue), y (puppy), kn, y (spy).

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Contains dictation tasks that primarily involve the application of: Target 1: A selection of Book A and Book B phonic concept revision: bi and tri consonant clusters, kn, or, aw, ea, ee, y, ly, oo, ue, ew, ai, ay, ow, o-e, oe, oa, ou, er, ir, ur, and squ Target 2: Phonemic spelling strategy and phonic concepts: igh, y, i-e, tch, ch, ge, dge, ea, ear, eer, ore, oar, oor, our and silent b Target 3: Onset and rime spelling strategy and phonic concepts: ace, ice, air, are, ear, eer, ould and alk Target 4: Syllabic spelling strategy and phonic concepts: le (ble, dle, f le, gle, kle, ple, tle, zle), ey, y, be, qu, ph, or, and any.

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Phonic dictation Book D – for 9- to 10-year-olds

Contains dictation tasks that primarily involve the application of: Target 1: A selection of Book C phonic concept revision: tch, igh, dge, ge, ey, y, kle, tle, ble, dle, gle, ple, f le, zle, qu, ph, be, silent b and ea Target 2: Spelling involving phonic concepts that change their most regular form: a (mask), a (swan), c (city), ch (ache), g (gentle), o (month), s (sugar), or (work), u (super and human), u (busy), y (shy and symbol) Target 3: Spelling phonic concepts that incorportate phonemic and/or syllabic spelling strategies: age, ture, ear, au, augh and ough, tion and sion, ation and ician, ain, ie, ei, use, our, ous, ine and sure Target 4: Decoding and spelling that involves silent letter phonic concepts: silent t, silent c, silent l, silent u and silent w. R.I.C. Publications® www.ricpublications.com.au

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flag

drop

held

band

track

deep

foot

such

shed

sun

thin

wet

jam

I had jam on my toast. 14

stay

Test word

Book A spelling words

Test sentence

The band played very good music.

I held it tight so that I wouldn’t fall.

A drop of rain landed on my head.

There was no wind, so the flag didn’t fly.

The racing car sped around the track.

The lake looked very dark and deep.

I put a shoe on my left foot.

It is such a hot day today.

The lawnmower is kept in the garden shed. After his diet, the man became quite thin.

The sun is very bright.

Yesterday, it was wet and rainy.

ay, or, ar, ai

Test word

Target 4

paint

dinner

Three girls and a boy played in the park.

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boy

The seed was planted in some soil.

Dinner is the main meal eaten at night.

Blue paint was used to paint the house.

The shark swam close to the boat.

Tennis is a type of sport.

I am going to stay at my friend’s house.

Test sentence

Scoring/Interpretation: If the student spells one or more words incorrectly, within a single target, then he/she requires spelling intervention at that particular stage.

soil

shark

sport

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Target 1

Target 2

Target 3

sh, ch, th

oo, ee, ck

CCVC

CVCC

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smoke

mine

shape

spell

dress

shrink

strict

spring

scrap

yawn

count

beach

drew

toast

31 window

Test sentence

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Test word

For breakfast I always eat toast.

A ball broke the glass window.

I came third in the race.

Smoke drifted off the fire.

That toy is not yours. It is mine.

A circle is a shape.

People usually yawn when they’re very tired.

Can you count to twelve?

Many seashells washed up onto the beach.

The artist drew a wonderful picture.

author

symbol

gentle

ache

Book C spelling words

Test sentence

The factory creates a lot of pollution.

Our class excursion was to the fire station.

My brother can be naughty.

The famous author read his book.

The ancient symbol looked strange.

The nurse was gentle and kind.

I have an ache in my shoulder.

Book D spelling words

Smoke rose up through the chimney.

The shuttle bus was 10 minutes late.

A plumber came to fix the leaking pipe.

Let’s go to the park instead.

John became an orphan when his parents died.

Mum prepared dinner in the kitchen.

Try not to frighten the birds.

The edge of the cliff is very dangerous.

wrestle

53 science

My sister likes to wrestle with our cousin.

Science is my favourite subject.

52 harbour The fishing boat sailed into the harbour.

51 pollution

50 excursion

49 naughty

44 chimney

shuttle

The young witch cast a spell.

instead

orphan

kitchen

42 plumber

38 frighten

The young girl wore a beautiful dress.

The magic spell caused the fairy to shrink in size.

The teacher was very strict.

In spring the flowers start to bloom.

He wrote his address on a scrap of paper.

Book B spelling words

Test word

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Adult says: ‘I want you to write a list of words. They start off easy and become more difficult. I will put each of the words into a sentence so you understand what each word is, but I only want you to write the word and not the whole sentence’.

Task instructions:

The following non-standardised spelling test can also be used to establish a general starting point for Phonic dictation.

Dictation program placement test

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Tips for teachers and parents … How to assist students when reading • Most importantly, ensure the students have fun and enjoy reading the simple and sometimes silly stories. • Encourage students to go slowly and not rush the reading practice. Always remember to praise students’ early reading efforts. • Encourage students to ‘sound out’ (decode) unfamiliar words. Typically, students require multiple opportunities to decode before whole-word (or ‘sight-word’) reading is achieved.

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• If students are finding the visual element of reading difficult, it is recommended adults use a bookmark to assist students to focus on the word or words being read. Another technique that supports the visual aspects of reading is to enlarge the worksheets from an A4 to A3. – read the focus story several times on the same day; or – read the focus story every day over a week.

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• Some students require additional reading practice. If this is the case:

Remember, with short and frequent practice, reading skill development typically follows.

How to assist students when writing

• Most importantly, ensure the students have fun and enjoy the rewriting of the simple and sometimes silly stories. Make sure students do not rush the writing process. Always remember to praise students’ early writing efforts. •

• Supporting adults can assist early writing efforts by:

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are able to concentrate on multiple goals (e.g. spelling goals, punctuation goals and handwriting goals simultaneously). –

sounding out words

–

pointing to a desk strip or chart to prompt the recall of alphabet and/or phonic patterns

–

prompting correct letter formation (e.g. ‘Start at the top and go down’).

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• Some students require additional writing practice. If this is the case: –

read the focus story several times. The more familiar a student is with the content of the story, the easier it should be to engage in writing it

–

rewrite the focus story each day over a week.

Remember, with short and frequent practice, writing skill development follows. • Finally, ask students to read their dictated story back to an adult before finishing the task.

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Phonic dictation

The first step to establishing letter formation is having the right posture. A great sitting position at the desk

A great standing position

Keep an eye out:

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• for both feet flat on the floor • for forearms that are resting comfortably on the desk

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• that the bottom is placed towards the back of the seat

• that weight is evenly distributed over both feet • that the feet are approximately shoulder width apart • for a trunk that is fairly straight.

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• that the back is straight and leaning forward slightly, not slumped over the desk or slouched back in the chair.

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Side view

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Front view

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Pencil grip It is much easier to introduce and reinforce the proper way to hold a pencil than to try to change an inefficient style after the child has used it for several years. Handwriting difficulties can be avoided in later years if there is an early emphasis on developing fine motor skills, learning how to hold a pencil and regular practice.

What is a good pencil grip? • The pencil shaft is held between the pads of the index finger and the thumb of the dominant hand.

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There are a number of ways to encourage the right grip. For example: • Make an ‘okay’ sign with fingers. Place the pencil between the thumb and index fingers, then drop the middle ring and little fingers under the pencil. The last joint of the middle finger sits next to the index finger so it can support the underside of the pencil.

• The middle finger sits along side the index finger, supporting the underside of the pencil. • The ring and little fingers curl gently into the palm.

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A proper pencil grip is stable and comfortable, and movements are produced by the smaller muscles of the fingers rather than the whole hand. One important feature of this type of grip is an open and rounded web space (the space formed by the thumb and index finger). It is much harder to move a pencil with finger movements if it is closed.

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The shaft of the pencil should rest gently in the webspace. Children can check to see if their pencil is ‘lying back on its pillow’.

• There is an open, fairly circular web space formed by the thumb and index finger. This is where the pencil shaft rests. • Sometimes the pad of the middle finger is on the pencil, too; this is acceptable if the web space remains open.

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• The pinch action of the index finger and thumb, with the middle, ring and little fingers tucked into the palm, mimics the action of a bird’s pecking beak. Children can be reminded to make the bird’s beak and hold their pencil.

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• Children can be reminded to hold their pencil with their ‘okay’ fingers.

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• Sometimes children find it hard to keep their middle, ring or little fingers tucked into their palm. They often ‘climb’ onto the pencil shaft. Children can try holding a small marble or wishing stone in the palm of their hand as they write to help them maintain the right grip. • There are a large number of commercially available pencil grips to help children hold their pencils correctly. • Extremely short pencils can be used to encourage a child to use fingertips rather than the whole hand. R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

Pencil grip (continued)

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Thumb wrap

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What is NOT a good pencil grip?

Transpalmar

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Supinate xii

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Interdigital brace

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Position of paper Tilt the paper

Hold the paper down

Before starting to write, it is a good idea to position the paper so that the children can see their work as they go, and can maintain the correct hand position for writing.

Make sure that the non-dominant hand is helping by stabilising the paper.

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Left-handers tilt the top left-hand corner of their page up.

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Right-handers tilt the top right-hand corner of their page up.

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Am I ready to write?

Do I have good posture? • Sitting back in my chair • Back straight and leaning slightly forward

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• Feet are f lat on the f loor

Do I have good pencil grip? The pencil is held between the pads of my index finger and thumb.

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The paper is tilted and held steady with my non-writing hand.

Right-handed writers tilt the top right corner of the page up. Left-handed writers tilt the top left corner of the page up.

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to write on?

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✓

Now I am ready to write.

Remind students of each point before commencing each dictation task xiv

Phonic dictation

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Dictation tasks that revise a selection of Book A and B phonic concepts: bi and tri consonant clusters, kn, or, aw, ea, ee, y, ly, oo, ue, ew, ai, ay, o–e, ow, oe, oa, ou, er, ir, ur and squ

r o e t s Bo r e p ok u Dictation tasks that involve the S phonemic spelling strategy (i.e. the

Target

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Target

identification of each individual phoneme or sound as the task of spelling is performed) and the following phonic concepts: igh, y, i–e, tch, ch, ge, dge, ea, ear, eer, ore, oar, ore, oor, our and silent b

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Dictation tasks that involve the syllabic spelling strategy (i.e. the identification of each syllable as the task of spelling is performed) and the following phonic concepts: le (ble, dle, f le, gle, kle, ple, tle, zle), ey, y, be, qu, ph, or and any

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Target

Dictation tasks that involve the onset and rime spelling strategy (i.e. the identification of the onset and rime as the task of spelling is performed) and the following phonic concepts: ace, ice, air, are, ear, eer, ould and alk

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Target

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Phonic dictation

Consonant clusters Dictation passage: Three strong thugs

Name:

Date:

Task 1

Reading practice

Read the story.

Three strong thugs

r o e t s Bo r e p Dressed in scruffy o did screech and scream. clothing, the u k S gang did seek to do the wrong thing. The bold gang did

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Late one evening on a darkened street three strong thugs

punch and throw around rubbish bins. They did strut along

the strip of street yelling at people to scram. Then suddenly the shrill sound of the strict police drifted through the streets. The once bold thugs sprinted away.

Reading comprehension

(a) Illustrate the story.

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(b) Label words with three consonants.

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Task 2

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Consonant clusters Dictation passage: Three strong thugs

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Three strong thugs

r o e t s Bo r e p ok u did screechS and scream dressed in scruffy clothing, the

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Late one evening on a darkned street three strong thugs

gang did seak to do the wrong thing the bold gang did

punch and frow around rubbish bins. Thay did strut along the strip of street yelled atu people tot scram © R. I . C.P bl i ca i onsthen suddnly

streets. The once bold thugs sprint away.

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(b) Check your work. What was your score out of 15?

Task 4

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•f orr e vi ew pu r pos esthrogh onl ythe • the shrill sound of the strict police drift

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

kn Dictation passage: The soon to retire knight

Name:

Date:

Task 1

Reading practice

Read the story.

The soon to retire knight

r o e t s Bo r e p being on the sideoclaiming have the knack of always u k S victory. One evening, however, the mighty knight found he

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A powerful knight knew all about battles and seemed to

longed for a change. Known for his swift footwork and

cunning knife skills, the knight decided in the middle of

his next battle to kneel on his kneecaps then to walk away and retire. The knight, however, did not know what his

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(a) Illustrate the story.

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Task 2

(b) Label the kn words.

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kn Dictation passage: The soon to retire knight

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The soon to retire knight

r o e t s Bo r e p ok u Sof allways being on the side claim have the nack

ew i ev Pr

Teac he r

A powerfull knight knew all about battles and seemed to

victore. One evening, however, the might knight fownd he longed for a chanje. Known for his swift footwork and cunning nife© skills, the knight inn the R. I . C. Pubdesided l i cat i o smiddle of

•f orr ev i ew ur poses on y •away his next battle to neel on p his kneecap then tol walk

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knew life wood be like.

. te

m . u

and retire. The knight, however, did not now what his

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

or and aw Dictation passage: A hawk longing for a feed

Name:

Task 1

Date:

Reading practice

Read the story.

A hawk longing for a feed

r o e t s Bo r e pregular feed of raw meat okfor days. hawk had not had his u Sto hunt. It flew north to avoid a storm. The hawk began

ew i ev Pr

Teac he r

A hawk was struck with a great hunger about dawn. The

Suddenly the hawk’s eyes were drawn to a fawn resting on a patch of lawn. With speed the hawk pounced upon the resting fawn. For now the hawk’s hunger was gone.

w ww

. te

Phonic dictation

m . u

o c . che e r o t r s super

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or and aw Dictation passage: A hawk longing for a feed

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A hawk longing for a feed

r o e t s Bo r e p ok u S hawk had not had his reguler feed of ror meat for days

ew i ev Pr

Teac he r

A hawk was struck with a great hunger about dawn the

the hawk began to hunt. It flew north to avoid a storm sudden the hawks eyes were drorn to a fawn resting

w ww

. te

(b) Check your work. What was your

o c . Copy the story chcarefully. e r er o t s super

score out of 15?

Task 4

m . u

the rest fawn. For now the hawks hunger was gone.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ea and ee Dictation passage: The screaming beast

Name:

Task 1

Date:

Reading practice

Read the story.

The screaming beast

r o e t s Bo r e a beast was tied up p with a leash. For at leasto a week the u k S wild beast did screech and scream. Indeed the beast’s

ew i ev Pr

Teac he r

In the season of winter, deep in a forest of lush green trees,

repeated screeches disturbed the peace. However, the tight leash prevented the beast from freeing himself. Unable to leave, the wild beast kept on screaming and screeching.

w ww

. te

Phonic dictation

m . u

o c . che e r o t r s super

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ea and ee Dictation passage: The screaming beast

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The screaming beast

r o e t s Bo r e p ok u S a beast was tied up with a leash for at leest a week the

ew i ev Pr

Teac he r

In the season of winter deep in a forest of lush green trees,

wild beast did screech and scream indeed the beasts

repeated screech disturbed the peace however, the

w ww

. te

(b) Check your work. What was

o c . Copy the story chcarefully. e r er o t s super

your score out of 15?

Task 4

m . u

to leave, the wild beast kept on scream and screech.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ea, ee and y Dictation passage: An odd beach dream

Name:

Date:

Task 1

Reading practice

Read the story.

An odd beach dream

r o e t s Bo r e pbeach. Out of the deepo happy playing at the sea came a u k S seal with a green ice-cream for each of us to eat. Following

ew i ev Pr

Teac he r

While asleep I had an odd dream. My puppy and I were

the feed of ice-cream we tried to seek shelter from the

windy dusty beach air. Next from the deep sea came an

eel in a jeep. We both sat on the seats and the eel in the jeep drove us home. What an odd beach dream.

Reading comprehension

(a) Illustrate the story.

w ww

. te

Phonic dictation

(b) Label the ea, ee and y words.

m . u

Task 2

o c . che e r o t r s super

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ea, ee and y Dictation passage: An odd beach dream

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 16 spelling or punctuation errors and correct them.

An odd beach dream

r o e t s Bo r e p ok u S at the beach out of the deep sea came a happy playing

ew i ev Pr

Teac he r

While sleep I had an odd dream my puppy and I were

seal with a green ice-cream for each of us to eat folowing the feed of ice-cream we tryed to seek shelter from the windy dusty© beach air next from the deep sea came an R. I . C. Pu bl i c at i ons

f or r e vi e wonpthe ur p ose so nl y• eel in • a jeep we bof sat seats and the eel in the

w ww

. te

(b) Check your work. What was your

o c . Copy the story chcarefully. e r er o t s super

score out of 16?

Task 4

m . u

jeep drove us home. What an odd beach dreem.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ly Dictation passage: Birth in a nest

Name:

Task 1

Date:

Reading practice

Read the story.

Birth in a nest

r o e t s Bo r e ok a range leafed tree. Next thep female crow quickly collected u of twigs, dried S grass and vines for her nest. Slowly but

ew i ev Pr

Teac he r

First the female crow located a firm branch on a thickly

neatly and carefully the crow formed a well constructed

home. Her eggs would remain safely protected in this nest until ready to hatch.

w ww

. te

Phonic dictation

m . u

o c . che e r o t r s super

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ly Dictation passage: Birth in a nest

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Birth in a nest

r o e t s Bo r e p ok u S leafed tree next the female crow quicky collected a range

ew i ev Pr

Teac he r

First the female crow located a firm brnch on a thick

of twigs dried grass and vines for her nest slowly but

neatly and carefully the crow fromed a well contructed

until reade to hatch.

w ww

. te

m . u

o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

oo, ue and ew Dictation passage: The blue stew trick

Name:

Date:

Task 1

Reading practice

Read the story.

The blue stew trick

r o e t s Bo r e pof his close pals. Mr Hooper ok knew a blue stew for a few u She placed non-toxic blue glue into his what to do. First

ew i ev Pr

Teac he r

Mr Hooper came up with a prank. His idea was to create

stewing pot. Next Mr Hooper threw in carrots and a few other vegetables. Then at noon, Mr Hooper sat his pals

in his dining room, blindfolded them and then served up

his blue stew. They happily chewed on the blue stew. Not

w ww

(a) Illustrate the story.

. te

Phonic dictation

(b) Label the oo, ue and ew words.

m . u

Task 2

o c . che e r o t r s super

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oo, ue and ew Dictation passage: The blue stew trick

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The blue stew trick

r o e t s Bo r e p ok u a blue stewS for a few of his close pals. Mr Hooper new

ew i ev Pr

Teac he r

Mr hooper came up with a prank. His idea was to creat

what to do. First he place non-toxic blew glue into his

stewing pot. Next mr hooper threw in carrot and a few

other vegetables. Then at mr hooper © R. I . C. Pnoon, ubl i c at i onssat his pals

f or r evi ew pur p ose so nl y • up in his • dining room blindfolded them and then served

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one of them new that the stew was blue.

. te

m . u

his blue stew. They happy chewed on the blue stew not

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ai and ay Dictation passage: Afraid of running late

Name:

Date:

Task 1

Reading practice

Read the story.

Afraid of running late

r o e t s Bo r e What if I am unablep to hail a bus, a train oro some other u k S form of transport? I would be forced to sprint to my

ew i ev Pr

Teac he r

I am terribly afraid of running late for my appointment.

appointment. But what if I sprain or strain my ankle?

Then, once I have regained my strength, what if I am

unable to obtain an appointment to treat my ankle pain? But I should not stress and complain about the things

w ww

(a) Illustrate the story.

. te

Phonic dictation

(b) Label the ai and ay words.

m . u

Task 2

o c . che e r o t r s super

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ai and ay Dictation passage: Afraid of running late

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 14 spelling or punctuation errors and correct them.

Afraid of running late

r o e t s Bo r e p ok u What if I amS able to hail a bus a train or some uther

ew i ev Pr

Teac he r

I am terrible afraid of running late for my appointment.

form of transport. I would be force to sprint to my

appointment. But what if I sprain or strain my ankle. Then once I© have regain my strength, what R. I . C.P ub l i cat i o nsif I am

•tof o rr ev i e w pu r p ose sankle onl y • unable obtain an appoint to treat my pain.

w ww

m . u

But I should not dress and complayn about the things that could go rong, in case they do happen.

. te

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 14?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

o–e, ow, oe and oa Dictation passage: A grand family home

Name:

Date:

Task 1

Reading practice

Read the story.

A grand family home

r o e t s Bo r e home on the coast.p The coastal home waso grand and u k S quite a show home. The home was painted a faint

ew i ev Pr

Teac he r

Once there lived an elderly fellow who owned a stately

shade of yellow, had wooden window frames and was

surrounded by lawn that was mowed daily. To the left of

the home was a row of fully grown willow trees that cast a shadow and shaded the stately home. But the elderly

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Task 2

Reading comprehension

(a) Illustrate the story.

. te

m . u

Phonic dictation

(b) Label the o-e, ow, oe and oa words.

o c . che e r o t r s super

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o–e, ow, oe and oa Dictation passage: A grand family home

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A grand family home

r o e t s Bo r e p ok u home on theS coast the coast home was grand and

ew i ev Pr

Teac he r

Once there lived an olderly fellow who own a state

quite a show home the home was painted a faint

shade of yellow, had wooden window frame and was

surround by© lawn that was mowed daily. To R. I . C. Pu bl i ca t i on sthe left of

•f o rr vi e wfully pu r pos eso nl ythat • cast the home was ae row of grown wilow trees

w ww

m . u

a shaddow and shaded the state home. But the elder fellow had growned about the size of his home ever since

. his familyt had grown up and left the family home. e o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised. R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

ow and ou Dictation passage: A scouting owl

Name:

Date:

Task 1

Reading practice

Read the story.

A scouting owl

r o e t s Bo r e ok feast. The owl flew p high above looking down on the u S meal. The owl flew over flower beds, ground for his next

ew i ev Pr

Teac he r

A powerful brown owl constantly scouted about for a

over mounds of hay and around towns filled with houses. When the owl saw a mouse, it would pounce with all its

power and speed. At times mice were lucky and were able to retreat into their underground houses.

Reading comprehension

(a) Illustrate the story.

w ww

. te

Phonic dictation

(b) Label the ow and ou words.

m . u

Task 2

o c . che e r o t r s super

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ow and ou Dictation passage: A scouting owl

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A scouting owl

r o e t s Bo r e p ok u Sflew high above looking down on the feast. The owl

ew i ev Pr

Teac he r

A powerfull brown owl constant scouted about for a

ground for his nest meal the owl flew over flower beds

over mounds of hay and around towns fill with houses when the owl a. mouse itb would pounse ©saw R. I C .Pu l i cat i onswith all its

to retret into their underground houses.

w ww

. te

(b) Check your work. What was your

o c . chcarefully. e Copy the story r er o t s super

score out of 15?

Task 4

m . u

f ospeed. rr ev i etimes w pu r po selucke son l y• power• and At mise were and were abel

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

er, ir and ur Dictation passage: Soccer on Saturday

Name:

Date:

Task 1

Reading practice

Read the story.

Soccer on Saturday

r o e t s Bo r e p Remember that thisoperson would will phone on Saturday. u k Sa game between the western Perth like to establish

ew i ev Pr

Teac he r

Remember that a member from the Western Soccer Club

suburbs and the northern Perth suburbs. The game is

likely to be held in the suburb of North Perth and is likely to draw interest and a significant crowd. The game will

be the perfect start to a season and an excellent way to

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(a) Illustrate the story.

. te

Phonic dictation

(b) Label the er, ir and ur words.

m . u

Task 2

o c . che e r o t r s super

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er, ir and ur Dictation passage: Soccer on Saturday

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Soccer on Saturday

r o e t s Bo r e p ok u Ssaturday. Remeber that this person would will phone on

ew i ev Pr

Teac he r

Remember that a member from the western soccer club

like to estabish a game between the western Perth

burbs and the northern Perth suburbs. The game is

likely to be held in. the burb of north perth and is likely ©R I . C. Pu bl i cat i ons

f orr evi w pcant ur pcrowd. oses on l y•will to dror• intrest and ae signifi The game

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tract new soccer club member.

. te

m . u

be the perfect start to a season and an exsellent way to

o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

squ Dictation passage: The squirting spraying squid

Name:

Date:

Task 1

Reading practice

Read the story.

The squirting spraying squid

r o e t s Bo r e spot in the rocks. Byp squinting the squid waso able to see his u k S surroundings more clearly. The squinting squid squealed

ew i ev Pr

Teac he r

A squid squinted as he tried to locate a small and hidden

with delight when he located a perfect spot that would

screen and protect him. He sprang over quickly, only to find that he was unable to squeeze into it. Plus all the squeezing attempts had made the squid spray his ink all around.

Reading comprehension

(a) Illustrate the story.

w ww

. te

Phonic dictation

(b) Label the squ words.

m . u

Task 2

o c . che e r o t r s super

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squ Dictation passage: The squirting spraying squid

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The squirting spraying squid

r o e t s Bo r e p ok u S By squiting the squid was able to see his spot in the rock.

ew i ev Pr

Teac he r

A squid squint as he tried to locate a small and hiden

surrounding more clear. The squinting squid quealed with light when he located a perfect spot that would

screen and protec him. He rang over quick, © R. I . C. Pu bl i c at i onsonly to find

•was f or r ev e w pu r pit.oPlus ses othe nl y • that he able toi sqeeze into all squeezing

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

attempts had made the quid pray his ink all around.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ew i ev Pr

Teac he r

Stop

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

w ww

Do not progress to Target 2 until ...

m . u

. teStudents can read the passages that o c contain Target 1 phonics with minimal . c e r errors.h er o st super Students can complete the dictation tasks with minimal spelling, punctuation and letter formation errors.

Phonic dictation

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r o e t s Bo r e p ok u Dictation tasks that involve the S phonemic spelling strategy (i.e. the

Target

ew i ev Pr

Teac he r

Target

Dictation tasks that revise a selection of Book A and B phonic concepts: bi and tri consonant clusters, kn, or, aw, ea, ee, y, ly, oo, ue, ew, ai, ay, o–e, ow, oe, oa, ou, er, ir, ur and squ

. te

3 4

Dictation tasks that involve the syllabic spelling strategy (i.e. the identification of each syllable as the task of spelling is performed) and the following phonic concepts: le (ble, dle, fle, gle, kle, ple, tle, zle), ey, y, be, qu, ph, or and any

m . u

w ww

Target

o c . che e r o t r s super

Target

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Phonic dictation

igh Dictation passage: The knight’s f ight

Name:

Date:

Task 1

Reading practice

Read the story.

The knight’s f ight

r o e t s Bo r e knight approached p the king explaining thato he wished to u k S enter a fight that night at midnight. The king sighed and

ew i ev Pr

Teac he r

A knight wanted to enter a fight later that evening. The

explained that it might be slightly brighter to delay the

fight. A lightning storm was approaching and lightning is

not good for eyesight. It was decided that at first light the mighty knights would all fight and they were delighted.

Reading comprehension

(a) Illustrate the story.

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. te

Phonic dictation

(b) Label the igh words.

m . u

Task 2

o c . che e r o t r s super

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igh Dictation passage: The knight’s f ight

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The knight’s f ight

r o e t s Bo r e p ok u S the king explain that he wisht to knight approched

ew i ev Pr

Teac he r

A night wanted to enter a fight later that evening. The

enter a fight that night at midnihgt the king sighed and explain that it might be slightly brighter to delay the

fight a lightning storm was approaching and ©R . I . C. Pu bl i cat i on s lightning is

•f o r evi ew pur pose so y• not good forr eyesihgt. It was decide that atn fil rst light the

w ww

. te

m . u

might knights wood all fight and they were lighted.

o c . c e hcarefully. r Copy the story er o t s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

igh, -y and i–e Dictation passage: Midnight blackout

Name:

Date:

Task 1

Reading practice

Read the story.

Midnight blackout

r o e t s Bo r e pwere put out at midnight. okEach night lights in a small town u S in the streets. The spy would remain the spy would hide

ew i ev Pr

Teac he r

A spy had been hired to determine why each night the

wide awake while trying to catch sight of the crime.

One night outside the power station he was delighted

to observe the crime. A hungry rat strided into the main power box to nibble the wires for his midnight meal.

Reading comprehension

(a) Illustrate the story.

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. te

Phonic dictation

(b) Label the igh, -y and i-e words.

m . u

Task 2

o c . che e r o t r s super

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igh, -y and i–e Dictation passage: Midnight blackout

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Midnight blackout

r o e t s Bo r e p ok u S town were put owt at midnight each night light in a small

ew i ev Pr

Teac he r

A spy had been hire to determine why each night the

the spy wood hide in the streets the spy would reman wide awake while try to catch sight of the crime

one night outside the station he was © R. I . Cpower .Pub l i cat i o nsdelight to

•f or r evi e pur po seso nl y• observe the crime. Aw hungre rat strided into the main

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

power box to nibble the wires for his midnight meel.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

tch (as ch) Dictation passage: Lucy’s scratch

Name:

Date:

Task 1

Reading practice

Read the story.

Lucy’s scratch

r o e t s Bo r e pher arm. Lucy’s arm bled. okLucy did latch. Lucy clutched u not need to go S to hospital to have her arm stitched up.

ew i ev Pr

Teac he r

Lucy walked past the hutch and scratched herself on the

Once home, Lucy’s mum placed a patch on the scratch. Luckily the scratch was not deep and did not need

stitches. But later the scratch became itchy. Lucy rubbed her scratch to stop it from being itchy. Cleverly, Lucy did

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(a) Illustrate the story.

. te

Phonic dictation

(b) Label the tch words.

m . u

Task 2

o c . che e r o t r s super

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tch (as ch) Dictation passage: Lucy’s scratch

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Lucy’s scratch

r o e t s Bo r e p ok u latch. Lucy S clutch her arm. Lucys arm bled. Lucy did

ew i ev Pr

Teac he r

Lucy walked past the huch and scatched herself on the

not need to go to hosital to have her arm stitched up.

Once home, Lucy mum placed a pach on the scratch. Luckly the scratch was not deep and did not © R. I . C. Pu bl i c at i on s need

•But f or r ev i e w pur poseitchy. son l y• stitchs. later the scratch became lucy rubbed

w ww

m . u

her scratch to stop it from being itchy. Clevly, lucy did resit scratch it as this would have made it bled.

. te

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

tch and ch Dictation passage: Rachel’s morning chores

Name:

Date:

Task 1

Reading practice

Read the story.

Rachel’s morning chores

r o e t s Bo r e p Rachel would chaseoallkof the chores. Each morning u chickens out ofS the chicken hutch so that during the day

ew i ev Pr

Teac he r

A child named Rachel lived on a farm. Rachel had daily

the chickens were free to scratch on the lawn. Following this Rachel would fetch eggs from the chickens’ hutch and place them in the kitchen. Finally Rachel would

switch her chore clothes for her school uniform and race

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(a) Illustrate the story.

. te

Phonic dictation

(b) Label the tch and ch words.

m . u

Task 2

o c . che e r o t r s super

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tch and ch Dictation passage: Rachel’s morning chores

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

Rachel’s morning chores

r o e t s Bo r e p ok u Smorning rachel would chase all of chores. Each

ew i ev Pr

Teac he r

A child named rachel lived on a farm. Rachel had daily

the chikens out of the chicken huch so that during

the day the chickens was free to sratch on the lorn.

Follow this Rachel would egg from the © R. I . C.Pfetch ubl i cat i on schickens

f o rr ev i ew ukichen. r pose son l y•would hutch • and place them in p the Finaly Rachel

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to catch the schol bus.

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m . u

sitch her chore clothes for her school uniforn and race

o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ge Dictation passage: The man’s plunge

Name:

Task 1

Date:

Reading practice

Read the story.

The man’s plunge

r o e t s Bo r e ok into a barrel of rottenp oranges. He plunged in by mistake. He u was leaning on aS door when a hinge gave way making him

ew i ev Pr

Teac he r

One day a young male took a plunge. This young man plunged

plunge forwards. Getting out of the barrel of rotten oranges,

the young man cringed. He cringed as his clothes had a tinge of orange and his face had a tinge of pink.

w ww

. te

Phonic dictation

m . u

o c . che e r o t r s super

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ge Dictation passage: The man’s plunge

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The man’s plunge

r o e t s Bo r e p ok u S into a barrel of rotten orages He plunged in by mistak. He

ew i ev Pr

Teac he r

One day a young male tok a plunge. this young man punged

was lean on a door when a hinge gave way making him pluge forwards getting out of the barrel of

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

clothes had a tinge of oranje and his face had a tinge of pink.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

dge Dictation passage: The judge’s porridge

Name:

Date:

Task 1

Reading practice

Read the story.

The judge’s porridge

r o e t s Bo r e pHe trudged up the road. okHe trudged other side of a bridge. u Seven trudged along the edge of a cliff. over a hedge. He

ew i ev Pr

Teac he r

A judge wanted to get some porridge which was on the

He dodged a ledge and managed to walk over a ridge.

Once the judge could see the bridge, he trudged up the

bridge towards the porridge. How disappointed the judge

was when he saw that the porridge was really like sludge.

Reading comprehension

(a) Illustrate the story.

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. te

Phonic dictation

(b) Label the dge words.

m . u

Task 2

o c . che e r o t r s super

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dge Dictation passage: The judge’s porridge

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The judge’s porridge

r o e t s Bo r e p ok u Sa brige. He truged up the road. He trudge uther side of

ew i ev Pr

Teac he r

A judge wonted to get some porrige which was on the

over a hege. He even trudged along the ege of a clif.

He dodged a ledge and manage to walk over a ridge.

Once the judge could bridge, he trudge ©R . I . Csee .Pthe ub l i cat i on s up the

f orr evporridge. i ew pu r po sesonl y bridge• toward the How disppointed the• judge

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m . u

was when he sor that the porridge was realy like sludge.

o c . c e hcarefully. r Copy the story er o t s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ge and dge Dictation passage: The sledge in the orange hedge

Name:

Date:

Task 1

Reading practice

Read the story.

The sledge in the orange hedge

r o e t s Bo r e p down the ridge. Theo One day a sledge raced driver tried u k S to dodge the orange hedge but the sledge crashed. The

ew i ev Pr

Teac he r

An orange hedge was growing at the bottom of the ridge.

sledge became a tinge of orange and looked rather singed. The driver could not budge the sledge, so he had to walk

up to the bridge to get help. The driver cringed when he told the story of how his sledge crashed into the orange hedge.

Reading comprehension

(a) Illustrate the story.

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. te

Phonic dictation

(b) Label the ge and dge words.

m . u

Task 2

o c . che e r o t r s super

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ge and dge Dictation passage: The sledge in the orange hedge

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The sledge in the orange hedge

r o e t s Bo r e p ok u S raced down the rige. The driver tryed One day a sled

ew i ev Pr

Teac he r

An orange hedge was growing at the botom of the ridge.

to doge the orange hedge but the sledge crash. the

sledge became a tinge of orang and looked rather sinjed. The driver could not budj the sledge, so he had to work ©R . I . C .P ub l i cat i o ns

•f orr e i ew pu r p osecringe sonwhen l y•he told up to the bridge tov get hepl. The driver

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

the store of how his sledge crashed into the orange hege.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ea (bread) Dictation passage 1: Breakfast with Heather

Name:

Task 1

Date:

Reading practice

Read the story.

Breakfast with Heather

r o e t s Bo r e pI wore leather hats with oka single weather, Heather and u S Heather and I ordered bread and feather. At breakfast

ew i ev Pr

Teac he r

Yesterday Heather and I had breakfast. As it was lovely

spreads. When it was served, the bread already had the spreads on it. The breakfast with my pal Heather was rather pleasant.

w ww

. te

Phonic dictation

m . u

o c . che e r o t r s super

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ea (bread) Dictation passage 1: Breakfast with Heather

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Breakfast with Heather

r o e t s Bo r e p ok u S wether, Heather and I wore lether hats with a single

ew i ev Pr

Teac he r

Yeserday Heather and I had brekfast. As it was lovey

fether. At breakfast Heather and I order bread and

spreds. When it was serve, the bred allready had the

ravher pleasant.

w ww

. te

m . u

o c . c e hcarefully. r Copy the story er o t s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ea (weather) Dictation passage 2: A bird without feathers

Name:

Task 1

Date:

Reading practice

Read the story.

A bird without feathers

r o e t s Bo r e pexplained how she hadoread Following this, Heather about an u k Shad lost all of its feathers. This featherless odd bird. This bird

ew i ev Pr

Teac he r

Over breakfast Heather and I discussed the weather.

bird was dressed in leather. The leather outfit made the featherless bird sweat and become breathless. Being

featherless must not be good for the poor bird’s health.

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. te

Phonic dictation

m . u

o c . che e r o t r s super

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ea (weather) Dictation passage 2: A bird without feathers

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A bird without feathers

r o e t s Bo r e p ok u S Follow this, heather explain how she had read about an

ew i ev Pr

Teac he r

Over brekfast heather and I discuss the wether.

odd bird. This bird had lost all of its fethers. This feather bird was dressed in leather. The leather outfit made the

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

featherles must not be good for the por birds health.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ear and eer Dictation passage: Stay clear of the driver

Name:

Date:

Task 1

Reading practice

Read the story.

Stay clear of the driver

GRAMPS

r o e t s Bo r e phearing and his eyesight okwere on eighty-five years. His u S this he had no fear and insisted on the decline. Despite

ew i ev Pr

Teac he r

There once was a dear old man who was aged around

driving. This did seem queer as he couldn’t see clearly.

At times he nearly steered into trees. It was common for him to grind his gears and veer off the road. The town’s folk did fear his driving and did think it was quite queer

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(a) Illustrate the story.

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Phonic dictation

(b) Label the ear and eer words.

m . u

Task 2

o c . che e r o t r s super

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ear and eer Dictation passage: Stay clear of the driver

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

Stay clear of the driver

r o e t s Bo r e p ok u S His hearing and his eyesight was on eighty-five years.

ew i ev Pr

Teac he r

There once was a deer old man who was age round

the decline. Despite this he had no feer and insiste on

driving. This did seem quear as he couldnt see cleerly. At times he © neerly steared into trees. Ito was R. I . C.Pu bl i cat i nscommon for

f or r e vi ew pu r poff os es onl y• him to• grind his geers and vear the road. The town’s

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that at his age he still insisted on driving.

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m . u

folk did feer his driving and did think it was quite quear

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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GRAMPS

Phonic dictation

ore (more) Dictation passage: Justin ate more

Name:

Task 1

Date:

Reading practice

Read the story.

Justin ate more

r o e t s Bo r e otore his exploring Justinp ate some apple pie. He off the u k S his way into the core of the pie. pastry lid and chewed

ew i ev Pr

Teac he r

Justin wanted to explore a store. But before he started

Justin ignored his sore tummy. Justin just ate more and more pie. Justin had a very sore tummy. He had to lie down. Now Justin will not get to explore the store.

w ww

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Phonic dictation

m . u

o c . che e r o t r s super

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ore (more) Dictation passage: Justin ate more

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Justin ate more

r o e t s Bo r e p ok u S his exploreing justin ate some apple pie. He tore off the

ew i ev Pr

Teac he r

Justin wnted to xplore a store. But befor he started

pasty lid and chew his way into the core of the pie. Justin ignor his sore tumy. Justin just ate more

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

lie don. Now Justin will not get to expore the store.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

oar (boar) Dictation passage: The boar on the shore

Name:

Date:

Task 1

Reading practice

Read the story.

The boar on the shore

r o e t s Bo r e pto go ashore. Before o The crew were eager the crew u k S moored the boat, they glimpsed a boar on the shore. The

ew i ev Pr

Teac he r

It was the fourth day aboard the fourteen-metre boat.

crew thought that if they ignored the boar they would still be able to explore the coast. The crew rowed to

shore and ignored the boar. Suddenly they heard a roar. The wild boar tore into the forearm of one of the crew.

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Task 2

Reading comprehension

(a) Illustrate the story.

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Phonic dictation

(b) Label the oar words.

m . u

o c . che e r o t r s super

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oar (boar) Dictation passage: The boar on the shore

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

The boar on the shore

r o e t s Bo r e p ok u S eeger to go ashore. Before the crew The crew were

ew i ev Pr

Teac he r

It was the forth day abord the fourteen-metre boat.

moored the boat, they gimpsed a boar on the shore. The crew thort that if they ignore the boar they would

still be able © to xplore the coast the crew rowed R. I . C .P ubl i ca t i on s to

f o rr evi ew pu r poses on l y• shore • and ignored the boar suddenly they heard a roar.

w ww

m . u

The wild boar tore into the forearm of one of the crew. Frighted, the crew jump back on board the boat to

. tefrom the wild boar. seak safey o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised. R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

ore and oor Dictation passage: Ignoring club rules

Name:

Date:

Task 1

Reading practice

Read the story.

Ignoring club rules

r o e t s Bo r e p door, the umpire charged ok into knocking on the team’s u Scollect the score card. As the team was the clubroom to

ew i ev Pr

Teac he r

An umpire stupidly ignored the club rules. Without

exiting the door, they collided with the umpire’s forearm. The umpire fell to the floor in agony. The poor umpire’s

forearm was sore. He was rushed to first aid so that they could explore what had happened to his forearm and

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(a) Illustrate the story.

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Phonic dictation

(b) Label the ore and oor words.

m . u

Task 2

o c . che e r o t r s super

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ore and oor Dictation passage: Ignoring club rules

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Ignoring club rules

r o e t s Bo r e p ok u nocking on S the team’s door, the umire charged into

ew i ev Pr

Teac he r

An umpire stupidy ignored the club rules without

the clubrom to collect the score card as the team was

exiting the door, they collided with the umpire’s forarm. The umpire © fell R to . the oor inb agony. The por I . Cfl. Pu l i cat i on s umpire’s

•was f or r ev i e w rushed pur pto os on y •they forearm sor. He was fie rsts aid sol that

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hopefuly return it to how it wos before.

. te

m . u

could explor what had happen to his forearm and

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

oor (moor) Dictation passage: Mr Roger’s boat

Name:

Task 1

Date:

Reading practice

Read the story.

Mr Roger’s boat

r o e t s Bo r e p poor frail Mr Roger fellok Roger opened the door, on the floor. u Sget up off the floor by reaching for the Mr Roger tried to

ew i ev Pr

Teac he r

Poor frail Mr Roger decided to moor his boat. As poor Mr

door, but the door’s screws fell out and the wooden door

landed flat on the floor. Now poor Mr Roger will not get to moor his boat and Mr Roger’s boat may float away.

w ww

. te

Phonic dictation

m . u

o c . che e r o t r s super

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oor (moor) Dictation passage: Mr Roger’s boat

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Mr Roger’s boat

r o e t s Bo r e p ok u S Roger opened the door, poor frail mr roger fell on the floor.

ew i ev Pr

Teac he r

Poor fral mr roger decide to moor his boat as poor Mr

Mr Roger tried to get up of the floor by reeching for the

door, but the door’s screws fell out and the woden door

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m . u

moor his boat and mr roger’s boat may foat away.

o c . c e hcarefully. r Copy the story er o t s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

our (court) Dictation passage: The court case

Name:

Date:

Task 1

Reading practice

Read the story.

The court case

r o e t s Bo r e p men in the jury hado their story. The fourteen to make up u k S their minds. Were the charged men telling the truth? Did

ew i ev Pr

Teac he r

On the fourth day of court, four charged men poured out

the four charged men stick to the laws of the land or not?

It took four days and fourteen minutes for the jury to agree. The jury decided that the charged men must return to court in fourteen days for a retrial.

Reading comprehension

(a) Illustrate the story.

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. te

Phonic dictation

(b) Label the our words.

m . u

Task 2

o c . che e r o t r s super

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our (court) Dictation passage: The court case

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The court case

r o e t s Bo r e p ok u Sfourten men in the jury had to make up their story the

ew i ev Pr

Teac he r

On the forth day of cort, four charge men poured out

their minds. Were the charged men telling the truth Did the four charged men sick to the laws of the land or not. It took four days forteen minute for the © Rand . I . C .Pub l i cat i on sjury to agre.

court in fourteen day for a retial.

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

•f orr e vi e wcharged pur po ses on l y•to The jury decide that the men must return

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

oor and our Dictation passage: A fourteen-year-old in court

Name:

Date:

Task 1

Reading practice

Read the story.

A fourteen-year-old in court

r o e t s Bo r e p is to focus on whether ok be held. The court case a fourteenu Sto blame and if he had poured four tins year-old boy was

ew i ev Pr

Teac he r

On the fourteenth of May at four o’clock a court case is to

of paint over the walls, doors and floors of his sporting club. The court case is likely to be lengthy as several

witnesses are to speak. A fourteen-year-old boy going to court is a very serious matter. What a poor boy.

Reading comprehension

(a) Illustrate the story.

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. te

Phonic dictation

(b) Label the oor and our words.

m . u

Task 2

o c . che e r o t r s super

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oor and our Dictation passage: A fourteen-year-old in court

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A fourteen-year-old in court

r o e t s Bo r e p ok u be held. TheS cort case is to focus on whether a forteen-

ew i ev Pr

Teac he r

On the forteenth of May at for oclock a cort case is to

year-old boy was to blame and if he had pored four tins of paint over the walls, dors and flors of his sporting club. The cort is be lengthy ©case R. I . Clikely .Puto bl i c at i onas ssevral

•f or evi ew pur poseso nl y• to witness are tor speak. A forteen-year-old boy going

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

cort is a very serious matter. What a por boy.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

Silent b Dictation passage: A climbing lamb

Name:

Date:

Task 1

Reading practice

Read the story.

A climbing lamb

r o e t s Bo r e ladder. On the way p up the ladder, the lamb’so limbs became u k S numb and this made it difficult to climb. Following this

ew i ev Pr

Teac he r

There was a lamb that wanted to climb to the top of a

the lamb’s thumb also became numb. This made it even more difficult for the lamb to climb to the top. The poor lamb began to doubt that he could climb the whole

way. Luckily the numb feelings disappeared and the

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(a) Illustrate the story.

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Phonic dictation

(b) Label the silent b words.

m . u

Task 2

o c . che e r o t r s super

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Silent b Dictation passage: A climbing lamb

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A climbing lamb

r o e t s Bo r e p ok u Sway up the lader, the lamb’s limbs become lader. On the

ew i ev Pr

Teac he r

There was a lamb that wonted to climb to the top of a

numb and this made it dificult to climb follow this

the lambs thumb also become numb. This made it even more difficlt© forR the lamb tou climb tot the top. . I . C.P bl i ca i on sThe poor

•f or e vi e w he pu r poclimb sesthe on l y• lamb began tor dout that could whole

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determin lamb climbed the whole way.

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m . u

way. Luckly the numb feelings disappear and the

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ew i ev Pr

Teac he r

Stop

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

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Do not progress to Target 3 until ...

m . u

. teStudents can read the passages that o c contain Target 2 phonics with minimal . c e r errors.h er o st super Students can complete the dictation tasks with minimal spelling, punctuation and letter formation errors.

Phonic dictation

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r o e t s Bo r e p Dictation tasks that ok u involve the S phonemic spelling strategy (i.e. the

Target

ew i ev Pr

Teac he r

Target

Dictation tasks that revise a selection of Book A and B phonic concepts: bi and tri consonant clusters, kn, or, aw, ea, ee, y, ly, oo, ue, ew, ai, ay, o–e, ow, oe, oa, ou, er, ir, ur and squ

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3 4

Dictation tasks that involve the syllabic spelling strategy (i.e. the identification of each syllable as the task of spelling is performed) and the following phonic concepts: le (ble, dle, fle, gle, kle, ple, tle, zle), ey, y, be, qu, ph, or and any

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Target

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Target

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Phonic dictation

ace Dictation passage: Race into space

Name:

Task 1

Date:

Reading practice

Read the story.

Race into space

r o e t s Bo r e spaceship and tookp her place. Grace held o on and braced u k S herself, as it was to be a fast-paced race. The space

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Teac he r

Grace wished to have a race into space. She got her

race started. Grace got off to a swift start. Grace came in first place. Grace was glad that she flew safely and was awarded first place in the fast-paced space race.

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Phonic dictation

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o c . che e r o t r s super

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ace Dictation passage: Race into space

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

Race into space

r o e t s Bo r e p ok u S spaceship and took her plase. Grace hild on and braced

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Teac he r

Grace wished to have a race into space she got her

himself, as it was to be a farst-paced race. The space

race start. grace got of to a swift start. Grace came in

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award farst place in the fast-paced space race.

o c . c e hcarefully. r Copy the story er o t s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ice Dictation passage: A nice rice slice

Name:

Task 1

Date:

Reading practice

Read the story.

A nice rice slice

r o e t s Bo r e price slice with a range ok wished to bake a nice of spices. u S advice on where to find the best First the mice needed

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Teac he r

Three mice needed some cooking advice. The mice

spices. The mice were also given secret advice about

cooling the spices on ice prior to cooking them. This secret advice helped the mice make a perfect spiced slice.

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Phonic dictation

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o c . che e r o t r s super

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ice Dictation passage: A nice rice slice

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

A nice rice slice

r o e t s Bo r e p ok u S wished to bake a nice rice slise with a range of spices

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Teac he r

Three mice need some cooking advice the mouses

first the mice need advice on where to find the best

spices the mice were allso given secret advice about

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

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advice helped the mice make a perfct spiced slice.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ace and ice Dictation passage: Grace’s cooking

Name:

Task 1

Date:

Reading practice

Read the story.

Grace’s cooking

r o e t s Bo r e p her cookbooks. Twice oka week she Grace took advice from u Srice dishes. Grace would then charge a made nice spiced

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Teac he r

Grace liked to cook with spices and rice. Twice a week

small price and sell her nice spiced rice dishes. Twice a week Grace’s happy customers paid for the rice dishes and left with smiles on their faces.

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Phonic dictation

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o c . che e r o t r s super

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ace and ice Dictation passage: Grace’s cooking

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Grace’s cooking

r o e t s Bo r e p ok u S grace took adice from her cookbooks twice a week she

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Teac he r

Grace liked to cook with spices and rice twice a week

made nice spiced rice dish grace would then chrge a

small price and sell her nice spiced rice dishes. Twice a

and left with smile on them faces.

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

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Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

air Dictation passage: The hair fairy

Name:

Task 1

Date:

Reading practice

Read the story.

The hair fairy

r o e t s Bo r e ostairs chair upstairs? Shep offers to come down the if you u k your hair. Long hair, short hair, wavy hair, need help with S

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Teac he r

I have a secret. Did you know that a fairy is resting on a

or curly hair, the fairy can assist. When last asked, the

hair fairy repaired my overgrown hair and then presented me with a pair of hair bands. Will you keep my secret?

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Phonic dictation

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o c . che e r o t r s super

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air Dictation passage: The hair fairy

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The hair fairy

r o e t s Bo r e p ok u S chair upstairs. She offer to come down the stairs if you

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Teac he r

I have a seret. Did you know that a faire is resting on a

need help with you hair. Long hair short hair wavy hair or curl hair the fairy can assist. When larst arsked the

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

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me with a pair of hair bands. Will you keep my secret.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

are Dictation passage: Scare a scarecrow

Name:

Date:

Task 1

Reading practice

Read the story.

Scare a scarecrow

r o e t s Bo r e pto stare at a scarecrow ok aware. The dare was until the u Sto stir and become scared. So the scarecrow began

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Teac he r

A rabbit dared a poor hare. This poor hare was not too

hare that was not too aware, stared and stared at the

scarecrow. At first the hare did not care. But when the

hare’s eyes began to flare up with the staring, he became angry and yelled, ‘How dare you do that to me rabbit!’

Reading comprehension

(a) Illustrate the story.

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Phonic dictation

(b) Label the are words.

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Task 2

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are Dictation passage: Scare a scarecrow

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Scare a scarecrow

r o e t s Bo r e p ok u Swas to stare at a scarecro until the ware the dare

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Teac he r

A rabbit dared a poor hare this por hare was not too

scarecrow began to stir and come scared. So the hare that was not too aware, staired and staired at the

scarecrow. At rst. the hare not But ©fiR I . C. Pudid bl i cacare. t i on s when the

f or r evto i eflw ur pothe ses onl y hares • eyes began arep up with staring, he• became

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

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angre and yell, How dare you do that to me rabbit!

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

air and ear Dictation passage: A bear with f lair

Name:

Date:

Task 1

Reading practice

Read the story.

A bear with f lair

r o e t s Bo r e p for the taste of pears. okDownstairs decorating and a fondness u on his property S there were pairs of chairs with matching

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Teac he r

There once was a talented bear with a flair for home

pear patterns. Upstairs the walls were decorated with

cherry and pear wallpaper. The bear was known to repair cracked pots before planting pear seedlings in them and storing his planted pear trees beside his dairy. The

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(a) Illustrate the story.

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Phonic dictation

(b) Label the air and ear words.

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Task 2

o c . che e r o t r s super

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air and ear Dictation passage: A bear with f lair

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A bear with f lair

r o e t s Bo r e p ok u decorat andS a fondess for the taste of pear. Downstairs

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Teac he r

There once was a talent bear with a flair for home

on his property there were pairs of chair with match

pear patterns. Upstairs the walls were decorated with

chery and pear wallpaper. The bear was nown ©R . I . C.Pu bl i cat i on s to repair

f obefore rr ev i ew pu r pseed osein sthem onl y • crack • pots planting pear and

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storing his planted pear trees beside his dairy the bears property was kwite something to hold.

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o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ear Dictation passage: The bear and the pear tree

Name:

Task 1

Date:

Reading practice

Read the story.

The bear and the pear tree

r o e t s Bo r e p ok to reach the tree’s branches, the strong bear wanted to u S tree. But this bear was clever and tear down the pear

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Teac he r

A bear decided he wanted a pear. As the bear was unable

creative. Instead of tearing down the pear tree, the bear

decided it would be better to construct steps. In this way the bear could select a pear any day he wished.

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Phonic dictation

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o c . che e r o t r s super

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ear Dictation passage: The bear and the pear tree

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The bear and the pear tree

r o e t s Bo r e p ok u S able to reach the trees branches, the strong bear

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Teac he r

A bear decide he wonted a pear as the bear was

want to tear down the pear tree. But this bear was lever and creative. stead of tearing down the pear tree, the

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way the bear could elect a pear eny day he wish.

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

air, are and ear Dictation passage: Hare’s farewell

Name:

Date:

Task 1

Reading practice

Read the story.

Hare’s farewell

r o e t s Bo r e p him to beware of theo Bear’s parents reminded stairs that u k S needed to be repaired at Hare’s house. Bear was careful

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Teac he r

Bear was thrilled to be invited to Hare’s farewell party.

as he travelled upstairs. But when Bear travelled downstairs, he was careless. Bear tripped on a square step that

needed to be repaired. Bear crashed to the bottom. Before leaving, Bear reminded Hare to get his stairs repaired.

Reading comprehension

(a) Illustrate the story.

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Phonic dictation

(b) Label the air, are and ear words.

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Task 2

o c . che e r o t r s super

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air, are and ear Dictation passage: Hare’s farewell

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Hare’s farewell

r o e t s Bo r e p ok u S remind him to beware of the stairs that Bear’s parents

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Teac he r

Bear was thrill to be invite to Hares farewell party.

needed to be repair at Hares house. Bear was careful

as he travelled upstares. But wen Bear travel downstairs, he wos careless. tripped on aa square step that © RBear . I . C. Publ i c t i ons

•to f o rrepair. r evi e wp ur po es onl y • needed be Bear crash tos the botom. Before

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o c . Copy the story chcarefully. e r er o t s super

(b) Check your work. What was your score out of 15?

Task 4

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leaving, Bear remind Hare to get his stair repaired.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ear Dictation passage: Keep clear

Name:

Date:

Task 1

Reading practice

Read the story.

Keep clear

r o e t s Bo r e pgears as he went. A small okboy in road. He ground his u S car was full of fear. This did not the rear of the speeding

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Teac he r

An adult male with a large beard was speeding up the

deter the speeding male. He drove on until he nearly

hit a dear old lady crossing the road. Luckily the driver stopped just clear of the old lady. The small boy exited

the car when it stopped. Then he informed others on the

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(a) Illustrate the story.

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Phonic dictation

(b) Label the ear words.

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Task 2

o c . che e r o t r s super

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ear Dictation passage: Keep clear

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Keep clear

r o e t s Bo r e p ok u S his gears as he whent. A small boy in the road he ground

ew i ev Pr

Teac he r

An adult male with a large beard was speed up the

rear of the speed car was full of fear this did not deter

the speeding male. He drove on untill he nearly hit a dear old lady crossing the Luckly the driver © R. I . Croad. .Pu bl i ca t i o nsstoped just

•the f or r e vi eThe wp ur p os esonl y• clear of old lady. small boy xited

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street to keep cleer of this crazy driver.

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the car when it stoped. Then he inform uthers on the

o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

eer Dictation passage: No cheers for the deer

Name:

Task 1

Date:

Reading practice

Read the story.

No cheers for the deer

r o e t s Bo r e p served beer from Italy, okFrance to serve beer. The steer u S day several deer veered into Cheers and America. One

ew i ev Pr

Teac he r

A steer was employed at Cheers Bar. It was his career

Bar. The deer requested beer from Italy. The odd steer

refused to serve them beer. The steer was quite odd and queer, to not serve beer to the deer.

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Phonic dictation

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o c . che e r o t r s super

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eer Dictation passage: No cheers for the deer

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

No cheers for the deer

r o e t s Bo r e p ok u S to serve beer. The steer serve beer from italy, france

ew i ev Pr

Teac he r

A steer was employ at cheers bar. It was his carer

and america. One day sevral deer veered into cheers bar. The deer quested beer from italy. The odd steer

queer, to not serve beer to the deer.

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

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Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

eer and ear Dictation passage: An insect with a dream

Name:

Date:

Task 1

Reading practice

Read the story.

An insect with a dream

r o e t s Bo r e p on a racing caro grand dreams of embarking career. He u k S dreamed of being able to steer a car around a racetrack

ew i ev Pr

Teac he r

When Earwig was nearly three years old, he started having

with great skill and no fear. He dreamed of veering right

and left at great speeds. The earwig dreamed of rapid gear changes. He dreamed of steering to victory and the crowd

cheering. Being quite tiny and an insect, how could Earwig

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(a) Illustrate the story.

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Phonic dictation

(b) Label the eer and ear words.

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Task 2

o c . che e r o t r s super

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eer and ear Dictation passage: An insect with a dream

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

An insect with a dream

r o e t s Bo r e p ok u Sof barking on a racing car career he grand dreams

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Teac he r

When Earwig was neary three years old, he started having

dream of being abel to steer a car around a racetrack

with great skill and no faer he dreamed of veering right

and left at great speeds. The earwig ©R . I . C.P ub l i cadreamed t i onsof rapid gear

•f or r evi e wsteering pur pto os eso nl y• change. He dreamed of vitory and the crowd

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start his new career later in the yaer?

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cheer. Being quite tiny and an inect, how cood Earwig

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ould Dictation passage: Mr Wood’s lawn mowing

Name:

Date:

Task 1

Reading practice

Read the story.

Mr Wood’s lawn mowing

r o e t s Bo r e pWhen Saturday cameok should mow the lawn. around Mr u Wood couldn’t S be bothered. Later Mrs Wood asked why

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Teac he r

Mrs Wood explained to Mr Wood that on Saturday he

the lawn hadn’t been mowed. Mr Wood explained that he would have mowed the lawn if he could, but the mower needed repairs. Luckily for Mr Wood, his wife believed his ‘would if I could’ story.

Reading comprehension

(a) Illustrate the story.

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Phonic dictation

(b) Label the ould words.

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Task 2

o c . che e r o t r s super

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ould Dictation passage: Mr Wood’s lawn mowing

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Mr Wood’s lawn mowing

r o e t s Bo r e p ok u should mowS the lawn. When saturday came around Mr

ew i ev Pr

Teac he r

Mrs Wood explain to mr wood that on saturday he

Wood couldn’t be bothered. Later mrs wood arsked why the lawn hadn’t been mowed. mr wood explained that he would have © mowed the lawn ifl he could, but R. I . C. Pub i ca t i on sthe mower

his ‘wood if I could’ story.

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. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

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•f orr evi ew ur po se so nl y• need repairs. Luck for mrp wood, his wife believed

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

alk Dictation passage: A walking stalk

Name:

Date:

Task 1

Reading practice

Read the story.

A walking stalk

r o e t s Bo r e and wanted to walkp and talk to other stalks.o But the poor u k S stalk was attached to branches and roots. Even though he

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Teac he r

The stalk of a plant wanted to go for a walk. He felt lonely

wished to walk and talk to other stalks, the stalk was stuck and could not leave. What a poor lonely stalk.

Task 2

©R . I . C.Publ i cat i ons (b) Label the alk words. •f orr evi ew pur posesonl y•

Reading comprehension

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Phonic dictation

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(a) Illustrate the story.

o c . che e r o t r s super

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alk Dictation passage: A walking stalk

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A walking stalk

r o e t s Bo r e p ok u S and wonted to walk and talk to uther stalks but the poor

ew i ev Pr

Teac he r

The stalk of a plant wonted to go for a walk. He fell loney

stalk was attach to branch and roots even though he

wished to walk and talk to uther stalks, the stalk was

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(b) Check your work. What was your

o c . Copy the story chcarefully. e r er o t s super

score out of 15?

Task 4

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Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

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Teac he r

Stop

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

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Do not progress to Target 4 until ...

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. teStudents can read the passages that o c contain Target 3 phonics with minimal . c e r errors.h er o st super Students can complete the dictation tasks with minimal spelling, punctuation and letter formation errors.

Phonic dictation

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r o e t s Bo r e p Dictation tasks that ok u involve the S phonemic spelling strategy (i.e. the

Target

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Teac he r

Target

Dictation tasks that revise a selection of Book A and B phonic concepts: bi and tri consonant clusters, kn, or, aw, ea, ee, y, ly, oo, ue, ew, ai, ay, o–e, ow, oe, oa, ou, er, ir, ur and squ

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3 4

Dictation tasks that involve the syllabic spelling strategy (i.e. the identification of each syllable as the task of spelling is performed) and the following phonic concepts: le (ble, dle, fle, gle, kle, ple, tle, zle), ey, y, be, qu, ph, or and any

m . u

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Target

o c . che e r o t r s super

Target

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Phonic dictation

ble Dictation passage: A rumble in the stable

Name:

Task 1

Date:

Reading practice

Read the story.

A rumble in the stable

r o e t s Bo r e p Drinks on the tableoalso table started to tremble. started u k S First the thimble tumbled off the to bubble and dribble.

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Teac he r

In the stable, there was a loud rumble. The thimble on the

table and then the drinks tumbled. They rolled all over the stable until they were stopped by a cable. But what was the rumble that made things fall from the table?

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Phonic dictation

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o c . che e r o t r s super

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ble Dictation passage: A rumble in the stable

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A rumble in the stable

r o e t s Bo r e p ok u S table start to tremble drinks on the table also started

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Teac he r

In the stable, there was a loud rumbel. The thimble on the

to buble and drible first the timble tumbled off the

table and then the drinks tumbled they rolled all over the

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(b) Check your work. What was

o c . che e r o t r s super

your score out of 15?

Task 4

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the rumble that made things fall from the table.

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised. R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

dle Dictation passage: Fiddle playing

Name:

Date:

Task 1

Reading practice

Read the story.

Fiddle playing

r o e t s Bo r e pShe played her fiddleo at noon and at night. to babies u k S sleeping in their cradles. She played her fiddle by

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Teac he r

There was a girl who played her fiddle in the morning,

candlelight. She played her fiddle in the middle of the crowds that were huddled and she even played while

standing in the middle of puddles. But this strange girl could not handle playing her fiddle on stage.

Reading comprehension

(a) Illustrate the story.

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Phonic dictation

(b) Label the dle words.

m . u

Task 2

o c . che e r o t r s super

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dle Dictation passage: Fiddle playing

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Fiddle playing

r o e t s Bo r e p ok u at noon andS at night she play her fiddle to babies

ew i ev Pr

Teac he r

There was a girl who played her fiddle in the morning

sleeping in their cradles she play her fiddle by

candlelight she played her fiddle in the middle of the crowds that© were huddle and she even played R. I . C.P ub l i ca t i o ns wile

or r evi epudles. w pur po se sonl y stand • in f the midle of but this strange girl•

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

could not handle playing her fiddle on stage.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

ble and dle Dictation passage: A stable f ire out of control

Name:

Date:

Task 1

Reading practice

Read the story.

A stable f ire out of control

r o e t s Bo r e ok wooden placed in the middlep of a wooden table in that u Shad no living thing in it. Suddenly the stable. The stable

ew i ev Pr

Teac he r

An old fable was set in a stable. There was a lit candle

ground began to tremble and the candle toppled over. The candle tumbled over and a raging fire took hold of the

wooden stable. The burnt stable tumbled to the ground. The moral of the fable is to not leave fire unattended.

Reading comprehension

(a) Illustrate the story.

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. te

Phonic dictation

(b) Label the ble and dle words.

m . u

Task 2

o c . che e r o t r s super

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ble and dle Dictation passage: A stable f ire out of control

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A stable f ire out of control

r o e t s Bo r e p ok u place in the S middle of a wooden table in that woden

ew i ev Pr

Teac he r

An old fable was set in a stable. There was a lit candle

stable the stable had no living thing in it Suddnly the

ground began to tremble and the candle topled over. the candle tumbled over and au rageing fit rei took hold of the ©R . I . C .P bl i ca o ns

•stable f orr evburnt i ewstable pur p oses ngrownd. l y• wooden the tumble to o the

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

The moral of the fable is to not leeve fire attended.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

f le Dictation passage: The grand raff le

Name:

Task 1

Date:

Reading practice

TIC

Read the story.

The grand raff le

r o e t s Bo r e ped when he saw the prizes. ok First grandfather was baffl u prize in the rafflS e was a rifle and second prize was

ew i ev Pr

Teac he r

A grandfather and his grandson entered a raffle. The

some trifle. His grandson really wanted to win the rifle. However, the boy’s grandfather was glad that this did

not occur and that his grandson won the trifle instead.

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Phonic dictation

m . u

o c . che e r o t r s super

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f le Dictation passage: The grand raff le

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The grand raff le

r o e t s Bo r e p ok u S grandfarther was baffle when he saw the prises first

ew i ev Pr

Teac he r

A grandfarther and his grandson enter a raffle. The

prise in the raffle was a rifle and secend prise was some trifle his grandson really wanted to win the rifle however,

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

and that his grandson wun the trifle instead.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

TIC

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

gle Dictation passage: Smugglers in the jungle

Name:

Date:

Task 1

Reading practice

Read the story.

Smugglers in the jungle

r o e t s Bo r e pby smugglers. So thisosingle tigers had been taken tiger u k S to catch the smugglers. He aimed took it upon himself

ew i ev Pr

Teac he r

A single tiger lived alone in a jungle. All the rest of the

to catch the smugglers in nets. The tiger did giggle and

giggle at the idea of smugglers being trapped in their own nets. Following this, the tiger hoped that the smugglers would stop taking living things from the jungle.

Reading comprehension

(a) Illustrate the story.

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100

Phonic dictation

(b) Label the gle words.

m . u

Task 2

o c . che e r o t r s super

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gle Dictation passage: Smugglers in the jungle

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

Smugglers in the jungle

r o e t s Bo r e p ok u S took by smuggler. So this single tiger tigers had been

ew i ev Pr

Teac he r

A single tiger lived lone in a jungle. All the rest of the

took it upon himself to catch the smuggs he aimed

to catch the smugglers in nets the tiger did gigle and

•f or r e vi e wp ur pthat ose so nl y• nets follow this, the tiger hoped the sugglers

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

wood stop taking living things from the jungle.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

101

f le and gle Dictation passage: What makes me giggle?

Name:

Date:

Task 1

Reading practice

Read the story.

What makes me giggle?

r o e t s Bo r e pinto school without the ok smuggling my puppy teachers u knowing wouldS make me giggle. Winning a raffle would

ew i ev Pr

Teac he r

Many things would make me giggle. Getting away with

make me giggle. Being selected as the single most

outstanding child in anything would also make me giggle with delight. But a simple tummy tickle would make me giggle and giggle and giggle.

Reading comprehension

(a) Illustrate the story.

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102

Phonic dictation

(b) Label the f le and gle words.

m . u

Task 2

o c . che e r o t r s super

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f le and gle Dictation passage: What makes me giggle?

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

What makes me giggle?

r o e t s Bo r e p ok u S puppy into school without the teachers smuggling my

ew i ev Pr

Teac he r

Many things would make me giggle getting uway with

knowing wood make me gigle wining a rafle would make me giggle. Being select as the single most

giggle and giggle and giggle.

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

•f o rr vi ewtummy pur p os eson l y• with light. But ae simple tikle would make me

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

103

kle Dictation passage: The boot buckle

Name:

Task 1

Date:

Reading practice

Read the story.

The boot buckle

r o e t s Bo r e p was on the side of an ok twinkling silver buckle ankle boot. u Sfell onto the sparkling buckle and made Disaster! A pickle

ew i ev Pr

Teac he r

Twinkle, twinkle went a sparkle on a silver buckle. The

the silver dull. The sparkle had now gone. Luckily, with a tickle and a rub, the silver buckle started to sparkle

again. Twinkle, twinkle went a sparkle on a silver buckle.

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104

Phonic dictation

m . u

o c . che e r o t r s super

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kle Dictation passage: The boot buckle

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

The boot buckle

r o e t s Bo r e p ok u S twinkling silver buckle was on the side of an ankle boot.

ew i ev Pr

Teac he r

Twinkle, tinkle whent a sparkle on a silver bukle the

Dister! A pickle falled onto the sparkling buckle and maked the silver dull. The sparkle had know gone luckly, with

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

again. Twinkle, twinkle whent a sparkle on a silver buckle.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

105

ple Dictation passage: Apple samples at the market

Name:

Date:

Task 1

Reading practice

Read the story.

Apple samples at the market

r o e t s Bo r e market. The applesp were packed in stapledo cases. It was u k S a disaster when someone picked up one of the cases

ew i ev Pr

Teac he r

There were ample samples of ripe apples at the morning

and all the other cases of apples began to topple. Now, the apples had dimples and ripples in them. Some of

the apples were even rumpled and crumpled. Now that market will need more samples of apples.

Reading comprehension

(a) Illustrate the story.

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106

Phonic dictation

(b) Label the ple words.

m . u

Task 2

o c . che e r o t r s super

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ple Dictation passage: Apple samples at the market

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

Apple samples at the market

r o e t s Bo r e p ok u market. TheS apples were packt in staple cases. It wos

ew i ev Pr

Teac he r

There were ample saples of ripe apple at the moring

a disaster when someone picked up one of the cases

and all the uther cases of apples beginned to topple. Now, the apples had dimples riples int them some of ©R . I . C.and Pub l i ca i ons

maket will need more samples of apples.

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

•f owere rr e vi ew pur p os esonl y •that the apples evun rumpled and crumpled now

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

107

tle Dictation passage: The beetles’ battle

Name:

Task 1

Date:

Reading practice

Read the story.

The beetles’ battle

r o e t s Bo r e ok The battle was over p a golden kettle. The battle among the u beetles soundedS like a herd of cattle. One little beetle in

ew i ev Pr

Teac he r

There were three little beetles in the middle of a battle.

the battle suggested that the battle would be better settled with a race. The first speedy beetle to cross the finish line would be awarded the golden kettle. What a great idea!

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108

Phonic dictation

m . u

o c . che e r o t r s super

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tle Dictation passage: The beetles’ battle

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

The beetles’ battle

r o e t s Bo r e p ok u S The battle was over a golden ketle. The battle amung the

ew i ev Pr

Teac he r

There were three little beetle in the midle of a batle.

beetles sownded like a herd of cattle. Won little beetle in the battle suggest that the batle wood be beter settled

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

would be award the golden ketle. What a grat idea!

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

109

kle, ple and gle Dictation passage: A bottle of pickled apples

Name:

Date:

Task 1

Reading practice

Read the story.

A bottle of pickled apples

r o e t s Bo r e p on the bottle stated o supermarket. The label that the pickled u k S apples would settle an upset tummy. In fact there was

ew i ev Pr

Teac he r

A single bottle of pickled apples stood on a shelf in a

ample of this simple but tasty apple mix inside the bottle

to settle a whole family feeling ill. Despite the advertising, the single bottle of pickled apples remained on the shelf and no-one was interested in purchasing it.

Reading comprehension

(a) Illustrate the story.

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110

Phonic dictation

(b) Label the kle, ple and gle words.

m . u

Task 2

o c . che e r o t r s super

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kle, ple and gle Dictation passage: A bottle of pickled apples

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

A bottle of pickled apples

r o e t s Bo r e p ok u S The label on the botle state that the pickled soopermarket.

ew i ev Pr

Teac he r

A single bottle of pick apples stod on a shelf in a

apples would settle an upset tummy in fact there was

ample of this simple but taste apple mix inside the botle to settle a hole ill.l Despite © family R. I . Cfeeling .Pub i cat i othe nsadtising,

and no-one wos interest in purcasing it.

w ww

. te o c Copy the story carefully. . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

m . u

•f o rr e vi ew papples ur po seso nl y• the single bottle of pickled remain on the shelf

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

111

zle Dictation passage: Miss Muzzle

Name:

Date:

Task 1

Reading practice

Read the story.

Miss Muzzle

r o e t s Bo r e okdance, Miss dazzle on the dancep floor. Upon arriving at the u Muzzle becameS puzzled. Miss Muzzle had forgotten her

ew i ev Pr

Teac he r

Miss Muzzle wanted to attend a dance. She wished to

purse. Miss Muzzle would miss the dance and she became quite frazzled. Luckily Miss Muzzle’s friend paid for her

entry ticket. She went on to dazzle on the dance floor. Miss Muzzle was thrilled that her night was far from a fizzle.

Reading comprehension

(a) Illustrate the story.

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112

Phonic dictation

(b) Label the zle words.

m . u

Task 2

o c . che e r o t r s super

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zle Dictation passage: Miss Muzzle

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Miss Muzzle

r o e t s Bo r e p ok u Sdanse flor. Upon arriving at the dance, miss dazzle on the

ew i ev Pr

Teac he r

Miss muzzle wanted to atten a dance. She wish to

muzzle became puzzle. miss muzzle had forgot her

purse. miss muzzle wood miss the dance and she became quite frazzled. Muzzle’s friend paid for her ©Luckily R. I . CMiss .Pu bl i cat i ons

•f or r e vi ew pu r poon se so nl yfl• entry ticket. She went on to dazzle the dance oor. Miss

w ww

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m . u

Muzzle was thrill that her night was far from a fizzle.

o c . c e hcarefully. r Copy the story er o t s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

113

dle, gle, ble, kle, tle, ple, zle and f le Dictation passage: Trifle, apples and a pickle

Name:

Date:

Task 1

Reading practice

Read the story.

Trif le, apples and a pickle

r o e t s Bo r e table had some triflp e, a case of apples and o a pickle. A u k S beetle longed for the trifle, some cattle longed for the case

ew i ev Pr

Teac he r

In the middle of the jungle a table stood in a puddle. The

of apples and a bumble bee longed for the pickle. When the animals ate the food, it made them giggle, gargle,

tremble and sniffle. They were baffled and puzzled as to

why the food was odd. The animals huddled together and

w ww

(a) Illustrate the story.

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114

Phonic dictation

m . u

Task 2

(b) Label the dle, gle, ble, kle, tle, ple, zle and f le words.

o c . che e r o t r s super

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dle, gle, ble, kle, tle, ple, zle and f le Dictation passage: Trifle, apples and a pickle

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

Trif le, apples and a pickle

r o e t s Bo r e p ok u S trifle a case of apples and a pickle a table had some

ew i ev Pr

Teac he r

In the middle of the jungle a table stood in a puddle. The

beetle longed for the trifle some cattle long for the case of apple and a bumble bee longed for the pickle. Wen the animals© ateR the food, itu made them giggle . I . C.P bl i c at i o ns gargle

•and f or r ev e wp ur pos so nl y•as to tremble sniffl e.i They was baffl ede and puzzled

w ww

m . u

why the food was odd the animls huddle togefer and grumbled about their rumbling grumbling bellies.

. te

o c . che e r o t r s s per Copy the story carefully.u

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

115

ey Dictation passage: A golden key

Name:

Date:

Task 1

Reading practice

Read the story.

A golden key

r o e t s Bo r e ok discovered a goldenp key. The monkey reflected on whether u the key was for S a chest or a bank vault. The monkey and

ew i ev Pr

Teac he r

A monkey and a donkey were in a barley crop when they

the donkey were about to try both locks when a turkey

appeared. The turkey explained that the key opened the golden gate to the valley of honey. Upon entering the golden gate all three spent their day eating honey.

Reading comprehension

(a) Illustrate the story.

w ww

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116

Phonic dictation

(b) Label the ey words.

m . u

Task 2

o c . che e r o t r s super

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ey Dictation passage: A golden key

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

A golden key

r o e t s Bo r e p ok u discoved a S golden key the monkey reflected on wether

ew i ev Pr

Teac he r

A monkey and a donkey were in a barly crop when they

the key was for a chest or a bank vault the monkey and the donky was about to try both locks when a terkey

•gate f or e vi ew p r pos eso nl ythe • golden tor the valley ofu huney. Upon enter

w ww

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m . u

golden gate all three spent their day eating huney.

o c . c e hcarefully. r Copy the story er o t s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

117

ey and y Dictation passage: The lazy monkey

Name:

Date:

Task 1

Reading practice

Read the story.

The lazy monkey

r o e t s Bo r e p a pretty lady walkedopast a lush valley. One day Lizzy. u k Lizzy wonderedS what a well-dressed lady was doing so

ew i ev Pr

Teac he r

Lizzy, the monkey, was lazy and unhelpful. She lived in

deep in the valley. The lady explained that she had been playing hockey and that now she was on her way to buy some honey. Lizzy decided to help the lady locate some honey. From that day on, Lizzy decided not to be a lazy

w ww

(a) Illustrate the story.

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118

Phonic dictation

(b) Label the ey and y words.

m . u

Task 2

o c . che e r o t r s super

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ey and y Dictation passage: The lazy monkey

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 word, spelling or punctuation errors and correct them.

The lazy monkey

r o e t s Bo r e p ok u SOne day a pritty lady walked passed Lizzy. a lush valey.

ew i ev Pr

Teac he r

Lizzy, the monkey, was lazy and unhelpful. She lived in

Lizzy wondered what a well-dress lady is doing so

deep in the valley. The lady explain that she had been playing hocky that now she was on her ©and R. I . C. Pub l i c at i on sway to by

f orLizzy r evi ew p ur pothe selady son l y• some • huney. decide to help locat some

w ww

monkey eny more.

. te

m . u

huney. From that day on, Lizzy desided not to be a lazey

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

119

be Dictation passage: Beware of the monster

Name:

Date:

Task 1

Reading practice

Read the story.

Beware of the monster

r o e t s Bo r e phiding between the walls, ok beneath The monster has been u S the stove. He has been hiding below the sink and behind

ew i ev Pr

Teac he r

You must beware of the monster that hides in the house.

the stairs and beside the couch. The monster comes out before dinner if you do not behave. You must behave

because he will begin to hunt you down. Before you know

it, the monster will come for you and eat all of your dinner.

Reading comprehension

(a) Illustrate the story.

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120

Phonic dictation

(b) Label the be words.

m . u

Task 2

o c . che e r o t r s super

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be Dictation passage: Beware of the monster

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Beware of the monster

r o e t s Bo r e p ok u Shas been hiding betwen the walls beneeth The monster

ew i ev Pr

Teac he r

You must beware of the monster that hide in the house.

the sink and behind the stove. He has been hiding below the stairs and beside the cowch the monster comes out

•he f o rr evi eto whunt puyou r po ses onl y •now becose will begin down before you

w ww

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m . u

it the monster will come for you and eat all of your dinner.

o c . che e r o t r Copy the story carefully. s super

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

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Phonic dictation

121

qu Dictation passage: The quokka and the quail

Name:

Date:

Task 1

Reading practice

Read the story.

The quokka and the quail

r o e t s Bo r e pcult. At quarter past o quiz was long and diffi nine, a hard u k S question was asked and the quokka and the quail had a

ew i ev Pr

Teac he r

A quokka and a quail went to a quiz in a quarry. The

quarrel about the right answer. Feeling thirsty after all the

difficult questions, the pair quenched their thirst. The drink

was so cold it made the quail and the quokka quiver. Alert and awake from the chilled drinks, the quokka and the

w ww

(a) Illustrate the story.

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122

Phonic dictation

m . u

Task 2

(b) Label the qu words.

o c . che e r o t r s super

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qu Dictation passage: The quokka and the quail

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The quokka and the quail

r o e t s Bo r e p ok u Sand dificult. At quater past nine, a hard quiz was long

ew i ev Pr

Teac he r

A quokka and a quail went to a quiz in a quarry. The

question was arsked and the quoka and the quail had a quarrel about the right anser feeling thersty after all the diffcult questions, the quench their thirst © R. I . Cpair .Pu bl i ca t i on s the drink

•cold f or evi e wquail pur pos es onl y • alert was so itr made the and the quakka quiver

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quail went on to victory in the quiz.

. te

m . u

and awake from the chilled drinks, the quokka and the

o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised. R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

123

ph Dictation passage: My nephew’s trophy

Name:

Date:

Task 1

Reading practice

Read the story.

My nephew’s trophy

r o e t s Bo r e p It was such a fantastic okphoto an orphaned elephant. u Swon a trophy. At the awards night my that my nephew

ew i ev Pr

Teac he r

My nephew used his phone to take a photograph of

nephew had to talk into a microphone to say how he had taken the photograph. He explained simply that he was

on a trip when he saw an orphaned elephant. He reached for his phone and took the photo before the frightened

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(a) Illustrate the story.

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Phonic dictation

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Task 2

(b) Label the ph words.

o c . che e r o t r s super

R.I.C. Publications®

www.ricpublications.com.au

ph Dictation passage: My nephew’s trophy

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

My nephew’s trophy

r o e t s Bo r e p ok u S It was such a fantasic photo an orphan elphant.

ew i ev Pr

Teac he r

My nephew used his phone to take a photogroph of

that my nephew won a trophe. at the awards knight my nefew had to talk into a micophone to say how he had taken the photograph explain simply that © R. I . Che .P ubl i c at i on s he was

•f orr e i ew ur pose sonl y on a trip when hev saw anp orphaned elephant. He• reach

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orphen elephant was able to flee.

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for his phone and took the photo before the frighted

o c . che e r o t r s super

(b) Check your work. What was your score out of 15?

Task 4

Copy the story carefully.

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

125

or Dictation passage: The doctor actor

Name:

Date:

Task 1

Reading practice

Read the story.

The doctor actor

r o e t s Bo r e p worked at a hospital. okThe actor actor, acting as a doctor, u played the partS of a doctor so well that lots of people

ew i ev Pr

Teac he r

There was an actor who played the part of a doctor. The

thought he was a real doctor and not an actor. One day on the set, the actor met a real doctor. The real doctor

asked the actor to help by giving someone a needle. The actor had to admit that he was not a doctor and that he

w ww

(a) Illustrate the story.

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Task 2

(b) Label the or words.

o c . che e r o t r s super

R.I.C. Publications®

www.ricpublications.com.au

or Dictation passage: The doctor actor

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

The doctor actor

r o e t s Bo r e p ok u Sas a doctor, work at a hosital. The actor actor, acting

ew i ev Pr

Teac he r

There was an acter who play the part of a docter. The

played the part of a doctor so well that lots of people

thought he was a reel doctor and not an actor one day on the set, the met au real doctor the real doctor ©actor R. I . C .P bl i cat i o ns

•the f oactor rr ev e w by pu r pos esonal y • the arsked toi help giving someone neadle

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was an actor play a doctor.

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actor had to admit that he was not a doctor and that he

o c . che e r o t r s super Copy the story carefully.

(b) Check your work. What was your score out of 15?

Task 4

Use your best pencil grip, writing posture and letter formations.

Task 5

Do your dictation.

Listen carefully and use the spelling, writing and punctuation that you have practised.

R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

127

any Dictation passage: Can anyone go anywhere?

Name:

Date:

Task 1

Reading practice

Read the story.

Can anyone go anywhere?

r o e t s Bo r e pCan they take anything okthey wish anyone they want to? u and while thereS can they do anything they want for any

ew i ev Pr

Teac he r

Can anyone go anywhere at any time they wish and with

length of time? Luckily this is not true or else every one of us would be seeing strange things everywhere.

Task 2

Reading comprehension

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Phonic dictation

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(a) Illustrate the story.

o c . che e r o t r s super

R.I.C. Publications®

www.ricpublications.com.au

any Dictation passage: Can anyone go anywhere?

Name:

Task 3

Date:

Identify errors and correct them.

(a) Find 15 spelling or punctuation errors and correct them.

Can anyone go anywhere?

r o e t s Bo r e p ok u S enyone they want to can they take enything they wish

ew i ev Pr

Teac he r

Can enyone go enywhere at eny time they wish and with

and wile there can they do enything they want for any lengf of time Luckly this is not true or else every one

w ww

(b) Check your work. What was your score out of 15?

Task 4

. te

Copy the story carefully.

o c . c e her r Do your dictation. o t s super

Use your best pencil grip, writing posture and letter formations.

Task 5

m . u

Listen carefully and use the spelling, writing and punctuation that you have practised.

R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

129

Teac he r

ew i ev Pr

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

w ww

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o c . che e r o t r s super

R.I.C. Publications®

www.ricpublications.com.au

Teac he r

ew i ev Pr

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

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• Copying and writing (Task 4) • Dictation (Task 5)

m . u

Templates for:

. • Writing line formats for 6- to 7- and t e7- to 8-year-olds o c . che e r o t r s super

R.I.C. Publications® www.ricpublications.com.au

Phonic dictation

131

Template for Task 4: Copying and writing – Line width and spacing recommended for 8- to 9-year-olds

Name:

Task 4

Date:

Copying and writing

With your best writing posture, pencil grip and letter formation, rewrite the story from Task 1.

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

ew i ev Pr

Teac he r

Title of the story:

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o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? 132

Phonic dictation

R.I.C. Publications®

Yes

www.ricpublications.com.au

Teac he r

ew i ev Pr

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

w ww

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m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? R.I.C. Publications® www.ricpublications.com.au

Yes Phonic dictation

No 133

Template for Task 5: Dictation – Line width and spacing recommended for 8- to 9-year-olds

Name:

Task 5

Date:

Dictation

The story will be read (i.e. dictated) and you will need to write the story. You will need to listen carefully. You will also need to apply the spelling, writing and punctuation that have been practised in previous tasks. ✓ Choose one.

Writing goals

(Adult to discuss with child and choose only one goal from those listed below.) Today, I am trying to:

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

remember the size of my letters and their A listening goal placement on the dark lines remember not to mix up my upper case and lower case letters

Spelling goals

use a proper pencil grip and sit with proper posture.

A punctuation goal

Teac he r

A personal goal:

listen carefully.

Dictation attempt: 1.

sound out as I spell words

correctly use my phonic skills.

remember my punctuation.

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Title of the story:

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o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? 134

Phonic dictation

R.I.C. Publications®

Yes

www.ricpublications.com.au

Teac he r

ew i ev Pr

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

w ww

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m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? R.I.C. Publications® www.ricpublications.com.au

Yes Phonic dictation

No 135

Template for Task 4: Copying and writing – Line width and spacing recommended for 6- to 7-year-olds

Name:

Task 4

Date:

Copying and writing

With your best writing posture, pencil grip and letter formation, rewrite the story from Task 1.

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

ew i ev Pr

Teac he r

Title of the story:

w ww

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o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? 136

Phonic dictation

R.I.C. Publications®

Yes

www.ricpublications.com.au

Teac he r

ew i ev Pr

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

w ww

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m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? R.I.C. Publications® www.ricpublications.com.au

Yes Phonic dictation

No 137

Template for Task 5: Dictation – Line width and spacing recommended for 6- to 7-year-olds

Name:

Task 5

Date:

Dictation

Writing goals

(Adult to discuss with child and choose only one goal from those listed below.) Today, I am trying to: remember the size of my letters and their A listening goal placement on the dark lines

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

remember not to mix up my upper case and lower case letters

Spelling goals

use a proper pencil grip and sit with proper posture.

A punctuation goal

Teac he r

A personal goal:

listen carefully.

Dictation attempt: 1.

sound out as I spell words

correctly use my phonic skills.

remember my punctuation.

ew i ev Pr

Title of the story:

w ww

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m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? 138

Phonic dictation

R.I.C. Publications®

Yes

www.ricpublications.com.au

Teac he r

ew i ev Pr

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

w ww

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m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? R.I.C. Publications® www.ricpublications.com.au

Yes Phonic dictation

No 139

Template for Task 4: Copying and writing – Line width and spacing recommended for 7- to 8-year-olds

Name:

Task 4

Date:

Copying and writing

With your best writing posture, pencil grip and letter formation, rewrite the story from Task 1.

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

ew i ev Pr

Teac he r

Title of the story:

w ww

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m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? 140

Phonic dictation

R.I.C. Publications®

Yes

www.ricpublications.com.au

Teac he r

ew i ev Pr

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

w ww

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m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? R.I.C. Publications® www.ricpublications.com.au

Yes Phonic dictation

No 141

Template for Task 5: Dictation – Line width and spacing recommended for 7- to 8-year-olds

Name:

Task 5

Date:

Dictation

Writing goals

(Adult to discuss with child and choose only one goal from those listed below.) Today, I am trying to:

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

remember the size of my letters and their A listening goal placement on the dark lines remember not to mix up my upper case and lower case letters

Spelling goals

use a proper pencil grip and sit with proper posture.

A punctuation goal

Title of the story:

sound out as I spell words

correctly use my phonic skills.

remember capital letters and full stops.

ew i ev Pr

Teac he r

A personal goal:

listen carefully.

Dictation attempt:

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o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? 142

Phonic dictation

R.I.C. Publications®

Yes

www.ricpublications.com.au

Teac he r

ew i ev Pr

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

w ww

. te

m . u

o c . che e r o t r s super

Stop! Think! Before I finish, have I read over and checked my work? R.I.C. Publications® www.ricpublications.com.au

Yes Phonic dictation

No 143