My Instruction Book by Michael Randall

My Instruction Book How to get reading and writing quickly! Easy to follow, step by step instructions showing how to use My Alison Work Readers and Workbooks

Imagine a reading and writing program thatâ&#x20AC;&#x2122;s seriously scientific on the inside and pure fun on the outside. Thatâ&#x20AC;&#x2122;s My Alison Work.

My Alison Work’s fun filled path to literacy! 1

Understanding left from right

Linking sounds to letters and letters to sounds

Processing groups of letters as one unit

Advanced processing of groups of letters as one unit

My name:

VIC font

aaaa aaaa aaaa

My Body Book Let your body teach you which side’s which!

My Body Book

page 4

Set 1

Reader 3

Set 2

vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers

VIC font

ve t se t ne t

Set 3

Reader 18

in the cab The crab Readers My Rhyming

c r ab c ab g r ab

My Letter Tracing Book

My Word Tracing Book Sets 1+2

My Word Tracing Book Set 3

Say the sound of that letter, then write it!

Let’s get writing!

Seriously fun writing starts now!

My Letter Tracing Book

My Word Tracing Book Sets 1+2

My Word Tracing Book Set 3

page 10

My name:

Reader 3

page 18

My name:

page 18

My name:

VIC font

eeee e

Set 1

Reader 3

Set 2

Reader 3

vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers

VIC font

ve t et et

Set 3

Reader 18

in the cab The crab Readers My Rhyming

c r ab ab ab

My Piclink Book

My Letter Writing Book

My Word Writing Book Sets 1+2

My Word Writing Book Set 3

Connect the pics from left to right!

Say the sound of that letter, then write it!

Let’s get writing!

Seriously fun writing starts now!

My Piclink Book

My Letter Writing Book

My Word Writing Book Sets 1+2

My Word Writing Book Set 3

page 6

My name:

page 10

page 18

My name:

Set 1

Reader 10

Set 2

page 18

Reader 10

Set 3

Reader 6

My Quickdraw Grid Book

My Quickdraw Guide Book

It is a bin

Fin and the pin

The twins can spin

Drawing games that go left, right, up and down!

My Rhyming Readers

My Quickdraw Grid/Guide Book

page 8

My Rhyming Readers Sets 1+2

My Rhyming Readers Set 3

page 18

My name: Grid size 10mm

My name: Grid size 6mm

After completing the My Alison Work program the young learner will be able to easily write their own stories using My Workbooks, and begin to read the stories you know they will love.

page 23

My Workbook Lined Let’s keep writing!

My Workbook Boxed Let’s keep writing!

My Body Book My name:

Let’s get started with My Alison Work on the fun path to reading and writing. My midline

As adults, we all know that when we read and write, we go from left to right. The purpose of My Body Book is to help the young learner establish, in their own mind, an ‘imaginary line’ down the middle of their body so they can tell their left side from their right.

Teaching the young learner their left and right is a critical building block in the early steps toward reading and writing.

Let your body teach you which side’s which!

Path to literacy

My Body Book

Understanding left from right

My Body Book – Steps to Follow Step 1 – Name that body part!

Step 2 – What is left? What is right?

Open My Body Book and work together with the young learner – getting them to point, in My Body Book, to the body parts listed below. You continue to do this for a couple of sessions making sure they can recognise the body parts.

These activities will confirm if the young learner is left or right handed. You will use this to help the child identify ‘left’ and ‘right’ from their point of view.

1. Give them a crayon and ask them to write their name – don’t worry if they can’t, just ask them to pretend!

You =

Young learner =

2. If they are right handed, ask them: ”Where is your right hand? The one that you write with?” (If they are left-handed, obviously switch ‘left’ for ‘right’)

3. When the child shows you the hand they write with, you say “This is your right hand” (Again – if they are left-handed, obviously switch ‘left’ for ‘right’)

Page 3 – Face Eye, eyelashes, eyebrows, ear, earlobe, nose, nostril, cheek and chin

4. Using the list from Step 1, ask the young learner to point to various body parts, now

Eye

5. Once they have the right side body parts set in their mind, you can then gradually

Page 5 – Hand Fingers, thumb, fingernails, knuckles, palm, back of your hand

on their own body, focusing on the right side until they’re able to do so quickly and accurately, e.g. ”Point to your right ear,” “Point to your right knee,” and “Point to your right cheek.” mix things up by introducing left side body parts. You might do a few right side body parts, then a left, then a right, then maybe a few left side body parts etc. The idea is to get them working back and forward across the body so they begin to tell the difference between left and right.

Palm

Step 3 – Let’s get active!

Page 7 – Foot Toes – isolate big toe, toenail, heel, sole, ball of foot, arch

Toes

2. “Take a step to the right starting with your right foot.”

Page 9 – Arm Wrist, elbow, shoulder

1. “Take a step to the left starting with your left foot.”

3. “Take a step forward starting with your left foot.”

Wrist

Vary the number and sequence of the steps to mix it up and help them tell the difference between left and right.

Page 11 – Leg Thigh, knee, shin, calf, ankle My Body Book will take several sessions to complete but begin working on My Piclink Book after your first 2 sessions with My Body Book.

Knee

Well done – they know the difference between the left and right side of their body – and it’s time to move on!

My Piclink Book My Piclink Book reinforces the young learner’s awareness of their own left and right. My midline

My name:

My Piclink Book builds on the left/ right work you did with My Body Book and helps to consolidate that ‘imaginary line’ or ‘midline’ down the middle of the young learner’s body.

My Piclink Book firms up their grasp of left and right.

My Piclink Book Connect the pics from left to right!

Path to literacy

Understanding left from right

My Piclink Book – Steps to Follow Step 1 – Building on left and right!

Step 3 – Now link the pics

w link the pics

earner a crayon and the first page in front of Place My Piclink Book – Steps to Follow w a line from the left to learner and ask them age, linking the each young pair Step 1 – Building on left and right!

My Piclink Book – Steps to Follow

Give the young learner a crayon and ask them to draw a line from the left to the right of the page, linking each pair of pictures.

If the young learner is having difficulty distinguishing left from right, do a quick recap of My Body Book.

As they start to draw the line from the left image, it’s important to get them to say: “From the left…”.

to:“Point to the left side of the page” draw the line and:“Point from the to the right side of the page”

Give the young learner a crayon and ask them to draw a line from the left to the right of the page, linking each pair of pictures.

Step 3 – Now link the pics

Place the first page in front of the young learner and ask them to:“Point to the left side of the page” and:“Point to the right side of the page”

Step 1 – Building on left and right!

From the left…

Boy

the midpointdistinguishing (the them to say:

Bag

If they have any difficulty, you can help them with the names.

Bag

As they start to draw the line from the left image, it’s important to get them to say: “From the left…”.

Give the young learner a crayon and ask them to draw a line from the left to the right of the page, linking each pair of pictures.

If the young learner is having difficulty distinguishing left from right, do a quick recap of My Body Book.

As they start to draw the line from the left image, it’s important to get them to say: “From the left…”.

2 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

A good way to positively reinforce the young learner’s efforts each time is to get them to select a different coloured crayon as they complete each Piclink from left to right.

As they start to draw the line from the left image, it’s important to get them to say: “From the left…”.

Boy

It is a vet.

.derF si tI

Start introducing My Quickdraw activities whilst still completing My Piclink Book.

Step 2 – Let’s name the pics

Great work! More left and right work done. Let’s keep moving!

If they have any difficulty, you can help them with the names.

Step 1 – Building on left and right!

Step 2 – Let’s name the pics

As they start to draw the line from the left image, it’s important to get them to say: “From the left…”.

scip eht knil woN – 3 petS

From the left…

!thgir dna tfel no gnidliuB – 1 petS fo tnorf ni egap tsrif eht ecalP meht ksa dna renrael gnuoy eht ”egap eht fo edis tfel eht ot tnioP“:ot ”egap eht fo edis thgir eht ot tnioP“:dna

eht morf enil eht ward ot trats yeht sA meht teg ot tnatropmi s’ti ,egami tfel .”…tfel eht morF“ :yas ot

…tfel eht morF

ytluciffid gnivah si renrael gnuoy eht fI kciuq a od ,thgir morf tfel gnihsiugnitsid .kooB ydoB yM fo pacer 3 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

3 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC 2

Once they pass the midpoint (the dotted line), get them to say: “… to the right.”

eht( tniopdim eht ssap yeht ecnO :yas ot meht teg ,)enil dettod ”.thgir eht ot …“

Step 2 – Let’s name the pics

scip eht eman s’teL – 2 petS

Ask the young learner to correctly name the pair of pictures as you point to them.

Step 1 – Building on left and right!

If the young learner is having difficulty distinguishing left from right, do a quick recap of My Body Book.

Boy

Step 3 – Now link the pics

As they start to draw the line from the left image, it’s important to get them to say: “From the left…”.

A good way to positively reinforce the young learner’s efforts each time is to get them to select a different coloured crayon as they complete each Piclink from left to right.

Bag

If they have any difficulty, you can help them with the names.

ot renrael gnuoy eht ksA fo riap eht eman yltcerroc .meht ot tniop uoy sa serutcip

.thgir eht ot…

2 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

3 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

Complete one or two pages of pictures per session, repeating the process of linking the pictures from left to right. It’s better to complete this exercise over a few sessions in order to reinforce the concept of moving from left to right.

Give the young learner a crayon and ask them to draw a line from the left to the right of the page, linking each pair of pictures.

It is a vet.

.derF si tI

Great work! More left and right work done. Let’s keep moving!

dna noyarc a renrael gnuoy eht eviG ot tfel eht morf enil a ward ot meht ksa riap hcae gniknil ,egap eht fo thgir eht .serutcip fo

Place the first page in front of the young learner and ask them to:“Point to the left side of the page” and:“Point to the right side of the page”

From the left…

wolloF ot spetS – kooB knilciP yM

Step 3 – Now link the pics

Give the young learner a crayon and ask them to draw a line from the left to the right of the page, linking each pair of pictures.

If the young learner is having difficulty distinguishing left from right, do a quick recap of My Body Book.

A good way to positively reinforce the young learner’s efforts each time is to get them to select a different coloured crayon as they complete each Piclink from left to right.

Start introducing My Quickdraw activities whilst still completing My Piclink Book.

Bag

My Piclink Book – Steps to Follow

Place the first page in front of the young learner and ask them to:“Point to the left side of the page” and:“Point to the right side of the page”

Great work! More left and right work done. Let’s keep moving!

Once they pass the midpoint (the dotted line), get them to say: “… to the right.”

…to the right.

Bag

It is a vet.

.derF si tI

2 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

Start introducing My Quickdraw activities whilst still completing My Piclink Book.

Bag

2 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

…to the right.

2 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

A good way to positively reinforce the young learner’s efforts each time is to get them to select a different coloured crayon as they complete each Piclink from left to right.

Bag

If they have any difficulty, you can help them with the names.

Ask the young learner to correctly name the pair of pictures as you point to them.

r two pages of Ask on, repeating the the young learner to My Piclink Book – Steps to Follow g the picturescorrectly from name the pair of etter to complete this pictures ew sessions in order to as you point to them. ncept of moving from

Once they pass the midpoint (the dotted line), get them to say: “… to the right.”

Ask the young learner to correctly name the pair of pictures as you point to them.

From the left…

Step 2 – Let’s name the pics

Step 3 – Now link the pics

Place the first page in front of the young learner and ask them to:“Point to the left side of the page” and:“Point to the right side of the page” From the left…

Once they pass the midpoint (the dotted line), get them to say: “… to the right.”

Step 2 – Let’s name the pics

From the left…

Step 1 – Building on left and right!

Give the young learner a crayon and ask them to draw a line from the left to the right of the page, linking each pair of pictures.

If the young learner is having difficulty distinguishing left from right, do a quick recap of My Body Book.

Once they pass the midpoint (the dotted line), get them to say: “… to the right.”

Ask the young learner to correctly name the pair of pictures as you point to them.

mportant to get them left…”. If the young

My Piclink Book – Steps to Follow Step 3 – Now link the pics

Place the first page in front of the young learner and ask them to:“Point to the left side of the page” and:“Point to the right side of the page”

Start introducing My Quickdraw activities whilst still completing My Piclink Book.

Bag

fo segap owt ro eno etelpmoC eht gnitaeper ,noisses rep serutcip morf serutcip eht gniknil fo ssecorp siht etelpmoc ot retteb s’tI .thgir ot tfel ot redro ni snoisses wef a revo esicrexe morf gnivom fo tpecnoc eht ecrofnier .thgir ot tfel Copyright © My Alison Work | My Piclink Book | Page 3

eht ecrofnier ylevitisop ot yaw doog A ot si emit hcae stroffe s’renrael gnuoy deruoloc tnereffid a tceles ot meht teg knilciP hcae etelpmoc yeht sa noyarc .thgir ot tfel morf

3 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

It is a vet.

.tev a si tI

.derF si tI

It is Fred.

31 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

seitivitca wardkciuQ yM gnicudortni tratS .kooB knilciP yM gnitelpmoc llits tslihw

3 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

gaB

yoB

3 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

gaB

…to the right.

3 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

nac uoy ,ytluciffid yna evah yeht fI .seman eht htiw meht pleh

From the left…

Great work! More left and right work done. Let’s keep moving!

Once they pass the midpoint (the dotted line), get them to say: “… to the right.”

.enod krow thgir dna tfel eroM !krow taerG !gnivom peek s’teL

Step 2 – Let’s name the pics

Ask the young learner to correctly name the pair of pictures as you point to them.

positively reinforce the efforts each time is to ct a different coloured omplete each Piclink

Bag

If they have any difficulty, you can help them with the names.

2 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

Bag

A good way to positively reinforce the young learner’s efforts each time is to get them to select a different coloured crayon as they complete each Piclink from left to right. Start introducing My Quickdraw activities whilst still completing My Piclink Book.

It is a vet.

.derF si tI

It is a vet.

Great work! More left and right work done. Let’s keep moving!

My Piclink Book – Steps to Follow Step 1 – Building on left and right!

.derF si tI

Step 3 – Now link the pics

Place the first page in front of the young learner and ask them to:“Point to the left side of the page” and:“Point to the right side of the page”

My Quickdraw activities ting My Piclink Book.

7 eg2ae Pg| aPko |oBkonooBitcku nriltcsn iPI yM | kroW nosilA yM © thgirypoC

Give the young learner a crayon and ask them to draw a line from the left to the right of the page, linking each pair of pictures.

If the young learner is having difficulty distinguishing left from right, do a quick recap of My Body Book.

As they start to draw the line from the left image, it’s important to get them to say: “From the left…”.

From the left…

Once they pass the midpoint (the dotted line), get them to say: “… to the right.”

Step 2 – Let’s name the pics

Ask the young learner to correctly name the pair of pictures as you point to them.

Boy

Bag

If they have any difficulty, you can help them with the names.

2 egaP | kooB knilciP yM | kroW nosilA yM © thgirypoC

Bag

It is a vet.

.derF si tI

Great work! More left and right work done. Let’s keep moving!

ge 3

A good way to positively reinforce the young learner’s efforts each time is to get them to select a different coloured crayon as they complete each Piclink from left to right. Copyright © My Alison Work | My Instruction Book | Page 7

Boy

Bag

If they have any difficulty, you can help them with the names.

Bag

Start introducing My Quickdraw activities whilst still completing My Piclink Book.

It is a vet.

.derF si tI

Great work! More left and right work done. Let’s keep moving!

My Quickdraw Grid Book My Quickdraw Guide Book My name:

A Sense of Direction is needed to start writing and recognising letters These two pages teach you how to use the My Quickdraw Books together. The purpose of My Quickdraw Books is to reinforce the young learner’s sense of left and right – up and down – and build on the young learner’s growing sense of direction. You help them to do this by directing the young learner to draw recognisable pictures on each Quickdraw grid as you guide them with instructions.

My Quickdraw Grid Book Drawing games that go left, right, up and down! My name:

Path to literacy

My Quickdraw Guide Book Drawing games that go left, right, up and down!

Understanding left from right

My Quickdraw Books – Steps to Follow Step 1 – Using the Quickdraw grids and guide

Step 2 – Working through Grid A and Grid B

This page below demonstrates the instructions found in My Quickdraw Guide Book. The aim is for the young learner to follow your verbal directions (from the My Quickdraw Guide Book) and correctly complete the corresponding picture in the My Quickdraw Grid Book. Once you have pointed out the correct starting point for each grid, you read aloud the left/right/up/down drawing instructions and the young learner completes the image.

In the young learner’s My Quickdraw Grid Book, there are two kinds of grids – Grid A (bigger squares for simple shapes) and Grid B (a smaller, tighter grid for more detailed drawings). Work through all Grid A pages then all Grid B pages. Do one or two pages per session. Sessions can include a mixture of activities from My Body Book, My Piclink and My Quickdraw Books.

Don’t let the young learner see this image as they might try to copy it!

Grid A My Quickdraw Books – Steps to Follow Step 1 – Using the Quickdraw grids and guide

Grid B – Whale

Grid B

Instructions on page 4 of My Quickdraw Guide Book.

Instructions on page 10 of My Quickdraw Guide Book.

Step 2 – Working through Grid A and Grid B

Don’t let the young learner see this image as they might try to copy it!

Grid A

Your instructions for the young learner:

Step 1 – Using the Quickdraw grids and guide

Grid B – Whale

Grid B

Instructions on page 4 of My Quickdraw Guide Book.

My Quickdraw Books – Steps to Follow

Instructions on page 10 of My Quickdraw Guide Book.

Step 2 – Working through Grid A and Grid B

“Put your pencil on the dot and get ready to Quickdraw!” Don’t let the young learner see this image as they might try to copy it!

Grid A

Your instructions for the young learner:

Step 1 – Using the Quickdraw grids and guide

Grid B

Instructions on page 4 of My Quickdraw Guide Book.

My Quickdraw Books – Steps to Follow

Grid B – Whale

Instructions on page 10 of My Quickdraw Guide Book.

Step 2 – Working through Grid A and Grid B

Once you have pointed out the correct starting point for each grid, you read aloud the left/right/up/down drawing instructions and the young learner completes the image.

In the young learner’s My Quickdraw Grid Book, there are two kinds of grids – Grid A (bigger squares for simple shapes) and Grid B (a smaller, tighter grid for more detailed drawings).

Work through all Grid A pages then all Grid B pages. Do one or two pages per session. Sessions can include a mixture of activities from My Body Book, My Piclink and My Quickdraw Books.

“Put your pencil on the dot and get ready to Quickdraw!” Don’t let the young learner see this image as they might try to copy it!

Grid A

Your instructions for the young learner:

Grid B

My Quickdraw Books – Steps to Follow Step 1 – Using the Quickdraw grids and guide

Grid B – Whale

Step 2 – Working through Grid A and Grid B

Once you have pointed out the correct starting point for each grid, you read aloud the left/right/up/down drawing instructions and the young learner completes the image.

In the young learner’s My Quickdraw Grid Book, there are two kinds of grids – Grid A (bigger squares for simple shapes) and Grid B (a smaller, tighter grid for more detailed drawings).

Work through all Grid A pages then all Grid B pages. Do one or two pages per session. Sessions can include a mixture of activities from My Body Book, My Piclink and My Quickdraw Books.

“Put your pencil on the dot and get ready to Quickdraw!” Don’t let the young learner see this image as they might try to copy it!

Grid A

Your instructions for the young learner:

Grid B

Grid B – Whale

“Put your pencil on the dot and get ready to Quickdraw!” “Put your pencil on the dot and get ready to Quickdraw!”

“Now, with your pencil, draw one space to the right on the line… and so on (following the steps as below).”

Right 1

18.

Up 2

35.

Right 2

52.

Down 1

“Now, with your pencil, draw one space to the right on the line… and so on (following the steps as below).” 2. 3. 4.

Down 1 Right 5

Down 2

19. 20. 21.

Left 1 Up 1

Left 2

36. 37. 38.

Up 1

Right 1

Down 2

53.

Right 1

Now they really know left from right.

54. 55.

Excellent! This is the first step in the My Alison Down 1Work reading and writing journey complete!

Right 2

5. 6. 7.

Left 10

Up 1

Up 2

39.

Left 1

Down 1

56.

Down 2

61.

Left 1

Up 1

29.

13.

Left 1

14.

Up 1

30. 31.

Left 1

16.

Up 2

17.

Left 1

32. 33.

35.

34.

Right 1

Down 1

Right 1

Down 1

Right 1 Up 1

41. 42. 43.

46. 47. 48.

Down 3

Down 2 Right 1

Down 1 Right 1

60.

Up 1

Right 2

26.

Left 2

57. 58. 59.

Right 2

44. 45.

24. 25.

Left 3

Up 2

40.

Right 2

Down 1

12.

18.

Up 1

Left 1

27. 28.

15.

Right 1

22. 23.

Up 1

Left 1

Left 3

Down 1

10. 11.

Up 1

Right 1 Up 1

49.

Right 2

Right 1

50.

Up 1

51.

Right 7

Right 2

52.

Down 1

“Now, with your pencil, draw one space to the right on the line… and so on (following the steps as below).” 2. 3. 4.

Down 1 Right 5

Down 2

19. 20. 21.

Left 1 Up 1

Left 2

36. 37. 38.

Up 1

Right 1

Down 2

53.

Right 1

Now they really know left from right.

54. 55.

Excellent! This is the first step in the My Alison Down 1Work reading and writing journey complete!

Right 2

5. 6.

Left 10

Up 1

Up 2

Left 1 Up 2

39.

Left 1

40.

Down 1 Left 2

56. 57.

Down 2

61.

Left 1

Up 1

29.

13.

Left 1

14.

Up 1

30. 31.

Left 1

16.

Up 2

17.

Left 1

32. 33.

35.

34.

Down 1

Right 1 Down 1 Right 1 Up 1

42. 43.

46. 47. 48.

Down 2 Right 1

Down 1 Right 1

60.

Up 1

Right 2

26.

Down 3

58. 59.

Right 2

44. 45.

25.

Left 3

Right 1

41.

Right 2

Down 1

12.

18.

Up 1

27. 28.

15.

Right 1

22. 23. 24.

Up 1

Left 1

Left 3

Down 1

7. 8.

10. 11.

Up 1 Right 1 Up 1

49.

Right 2

Right 1

50.

Up 1

51.

Right 7

Right 2

52.

Down 1

“Now, with your pencil, draw one space to the right on the line… and so on (following the steps as below).” 19.

Left 1

Right 5

20.

Up 1

37.

Right 1

54.

Down 2

21.

Left 2

38.

Down 2

55.

Down 1

36.

Up 1

53.

Right 1

Now they really know left from right.

Excellent! This is the first step in the My Alison Down 1Work reading and writing journey complete!

Right 2

Left 3

22.

Up 1

39.

Left 1

56.

Down 1

23.

Left 1

40.

Down 1

57.

25.

Right 1

42.

Down 3

59.

Right 1

Left 3

26.

Down 1

43.

Right 2

60.

Down 2

61.

Left 1

41.

Left 2

10.

Up 1

27.

Right 2

44.

Up 1

11.

Left 1

28.

Down 1

45.

Right 2

12.

Up 1

29.

Right 1

46.

Left 1

30.

Down 1

47.

Right 1

Up 1

31.

Right 1

48.

Up 1

15.

Left 1

16.

Up 2 Left 1

32. 33. 34.

Up 1

Down 1

Up 1

13. 14.

17.

58.

Down 2

Left 10

Up 1

24.

Up 2

Right 1

7. 8. 9.

49.

Right 2

Right 1

50.

Up 1

51.

Right 7

Right 1

18.

Up 2

35.

Right 2

52.

Down 1

19.

Left 1

36.

Up 1

53.

Right 1

Right 5

20.

Up 1

37.

Right 1

54.

Excellent! This is the first step in the My Alison Down 1Work reading and writing journey complete!

Down 2

21.

Left 2

38.

Down 2

55.

Right 2

Left 3

22.

Up 1

39.

Left 1

56.

Down 2

Down 1

23.

Left 1

40.

Down 1

57.

Right 1

Left 10

24.

Up 2

41.

Left 2

58.

Down 1

Up 1

25.

Right 1

42.

Down 3

59.

Right 1

Left 3

26.

Down 1

43.

Right 2

60.

Down 2

10.

Up 1

27.

Right 2

44.

Up 1

61.

Left 1

11.

Left 1

28.

Down 1

45.

Right 2

Now they really know left from right.

Up 1

29.

Right 1

46.

Up 1

13.

Left 1

30.

Down 1

47.

Right 1

14.

Up 1

31.

Right 1

48.

Up 1

15.

Left 1

32.

Up 1

49.

Right 2

16.

Up 2

33.

Right 1

50.

Up 1

17.

Left 1

34.

Up 1

51.

Right 7

12.

Now they really know left from right. Excellent! This is the first step in the My Alison Work reading and writing journey complete!

My Letter Tracing Book My Letter Writing Book My name: VIC font

aaaa aaaa aaaa

Now we can start writing letters. These two pages teach you how to use My Letter Tracing Book and My Letter Writing Book to establish the young learnerâ&#x20AC;&#x2122;s sound-letter link. As the young learner now has a good feel for left and right, they can start forming their letters. Completing My Letter Tracing Book and My Letter Writing Book develops a strong soundletter link for the young learner.

Path to literacy 1

My Letter Tracing Book Say the sound of that letter, then write it! My name: VIC font

eeee e My Letter Writing Book Say the sound of that letter, then write it!

Linking sounds to letters and letters to sounds

My Letter Tracing Book and My Letter Writing Book – Steps to Follow Using My Letter Tracing/Writing Books

Step 2 – Let’s draw the letters

First use My Letter Tracing Book. Once the young learner can confidently sound and trace letters in this book you can then move onto My Letter Writing Book. In My Letter Writing Book the young learner will start writing their own letters without requiring the support of the tracing. A key feature of My Alison Work is the focus on the phonetics of the sounds rather than the letter names. This is why we won’t be using the alphabetical ‘name’ of each letter – we will focus instead on the sound that letter makes – for example the letter ‘w’ should be spoken out loud by you as ‘wuh’ – not ‘double u’.

wuh

Introduce one or two new letters per session and remember to revise those letters previously covered.

Step 1 – Sounds only… not names! Using My Letter Tracing Book, ask the young learner: “What sound does this letter make?” as you work through each right-hand page. If they have any difficulties saying the sound, then you can say it for them.

ddddddddd ddddddddd What d dsound ddddddd does this letter dmake? dddddddd

The following step will imprint the correct motor pattern for drawing each letter. The more the young learner does it, the better the imprint! In My Letter Tracing Book, letters are grouped according to their ‘starting point’ (where the pencil first touches the page to begin each letter). Begin by teaching the young learner how to write each letter by you saying, out loud, the writing steps that are on each left-hand page. They will then trace over the printed letters in My Letter Tracing Book according to your left/right/up/down instructions.

How to write ‘duh’

• Start at the dot at the top of the box on the right. • Curve around to the left. • Keep going around back up to the dot. • Go straight up out of the box to the top dotted line. • Then go down on the same line you have drawn to the bottom of the box.

ddddddddd ddddddddd ddddddddd ddddddddd

For example – with the letter ‘d’ (‘duh’)’ (remembering to use the sound, not the name of the letter) verbalise the instructions as per the example to the right.

“dee”

“duh”

Once the young learner says the sound, point to the pictures on the lefthand page and say: “Can you name these pictures?”

Once you’ve worked through My Letter Tracing Book with the young learner, you can then move on to My Letter Writing Book to reinforce these sounds. The young learner will demonstrate if they can make the sound correctly without the guide of tracing. Complete My Letter Tracing Book first then use My Letter Writing Book to reinforce letter formation and sound-letter link.

My name:

My name: VIC font

VIC font

aaaa aaaa aaaa

eeee e

• Keep going around back up to the dot.

My Letter Tracing Book

My Letter Writing Book

• Go straight up out of the box to the top dotted line.

Say the sound of that letter, then write it!

Instructions for ‘d’

After they have correctly named the pictures, you then tell them that all the pictures start with the same sound – e.g. “Dog, Dinosaur, Duck and Doll all start with ‘duh’.”

Step 3 – Time to reinforce the sounds!

Teach the child how to form each letter by verbalising the steps whilst physically showing how to form the letter.

…and Doll all start with ‘duh’.

• Start at the dot at the top of the box on the right. • Curve around to the left.

• Then go down on the same line you have drawn to the bottom of the box. Note: Remember to tell the child to add a flick at the end of the letter if this is the font being taught at school.

“dee”

“duh”

That sound-letter link is really coming along. The young learner is starting to form each letter correctly. Well done!

Sets 1+2 My Word Writing Book and My Rhyming Readers My name: VIC font

The following pages teach you how to use My Word Writing Book Sets 1+2 and My Rhyming Readers Sets 1+2 to get the young learner reading and writing.

Set 1

Set 2

This is the single, most important step towards fluent, independent reading and writing.

Reader 3

vet It is a Rea ders g My Rhymin

The activities and stories in My Word Writing Books and My Rhyming Readers equip the young learner to imprint two letter combinations as single sounds.

Reader 3

s a jet The veRhytminha g Readers

ve t et et

My Word Writing Book Sets 1+2 Letâ&#x20AC;&#x2122;s get writing!

Set 1

Set 2 Set 1

Reader 1

Set 2

Path to literacy 1

Processing groups of letters as one unit

It is a cat

The cat is fat

My Rhyming Readers

Reader 1

PAGE 4 WORD LIST

1. Open to this page in My Word Writing Book Sets 1+2 and write these words.

1 2 3 4 5 6 7 8

PAGE 8 WORD

PAGE 6 WORD LIST

cat bat fat hat mat pat rat sat

1 2 3 4 5 6 7 8 9

ban can fan man nan pan ran tan van

1 2 3 4 5 6 7 8 9 q w

Sets 1+2 My Word Writing Book and My Rhyming Readers – Steps to Follow My name:

VIC font

Set 1

Reader 3

Set 2

ve t et et

Step 3 – Write Set 1 sentence My Rhyming

has a jet The vet Rhyming Readers My

My Word Writing Book Sets 1+2 Let’s get writing!

We are using Set 1 ‘It is a cat’ and Set 2 ‘The cat is fat’ My Rhyming Readers and corresponding ‘at’ pages in My Word Writing Book Sets 1+2 to demonstrate the process of learning to read and write words and sentences.

With page 5 of My Word Writing Book My Instruction Book Sets 1+2 open, use the Sentence List on page 14 in My Instruction Book to1 book. 2. Read this Set Word and Sentence List – dictate to the young learner the first It is a cat sentence using single sounds e.g. “i” “t” “i” “s” “a” “c” “a” “t.” 3. Open to this page PAGE 5 SENTENCE LIST Set 1

The following process will be repeated for each pair of readers. As a guide, aim for one pair of readers per 30 minute session. We are not focusing on capital letters as we are reinforcing lowercase letters. et

Set 2

Reader 3

vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers

in My Word Writing Quick Guide

ve t se t ne t

1.4.Open to this page Read this Set 2 book. Once the young learner has written in My Word Writing the sentence, ask them toBook read the Sets 1+2 and sentence back to you. write these words.

My Word Tracing Book Sets 1+2 Let’s get writing!

My name:

VIC font

vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers

My name:

VIC font

Set 1

Reader 3

Set 2

Reader 3

vet It is a Readers My Rhyming

The

jet vet has a

ve t et et

Readers My Rhyming

Use thesei words and

It is1 a man

It is a ve

My Rhyming Readers

My Rhyming Reader

PAGE 7 SENTENCE LIST

PAGE 9 SENTE

Set 2

Reader 1

1 it is a vet

Set 2

Reader 2

PAGE 4 WORD LIST

PAGE 6 WORD LIST

PAGE 8 WORD

1 cat 2 bat The cat is fat 3 fat 4 hat the fat cat is on 52mat the mat and the 6 pat hat is on the cat 7 rat 8 sat

1 ban The man has a nan 2 can 3 fan 4 man 2 has a fan the man 52nan in the van 6 pan 7 ran 8 tan 9 van

1 bet 2 getThe vet has a 3 jet 4 let the vet ca 52met the wet pe 6 net the net 7 pet 8 set 9 vet q wet w yet

My Rhyming Readers

My Rhyming Reader

Let’s get writing!

Set 2

Reader 1

1 Set 1

Reader 1

Set 1

Reader 2

My Instruction Book | Page 14

2. Read this Set 1 book. It is a cat Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

It is a man

It is a vet

My Rhyming Readers

The cat is fat

My Rhyming Readers

My Word Writing Book

PAGE 4 WORD LIST

cat bat fat hat mat pat rat sat

Make this word cat…

at at PAGE 6 WORD LIST at at 1 ban at at 2 can 3 afan t 4 man at 5 nan 6

6 7 8 9

3. Open to this page in My Word Writing Book Sets 1+2 and sentences write listed this sentence.

PAGE 5 SENTENCE LIST

PAGE 7 SENTENCE LIST

PAGE 9 SENTEN

1 it is a cat

1 it is a fan

1 it is a vet

My Instruction Book Using the Set 2 on page 14 in My Instruction Book, dictate the sentence to the young 4. Read this Set 2 book. PAGE 10 WORD LIST PAGE 12 WORD LIST PAGE 8 WORD LIST The cat is fat learner – still using single sounds. 1 gum 1 big 1 bet Set 2

Reader 1

2 3 4 5 6 7 8 9 q w

pan ran tan van

Let’s get writing!

Step 2 – Read the Set 1 reader

2 hum 2 dig get using whole words3 fig 3 mum jet You may dictate 5. Write this sentence sum 4 jig let if the child finds4whole words on theeasy. same page as 5 yum 5 pig met the first sentence. 6 bum 6 tig net IMPORTANT: Use the Quick Guide and 7 wig pet set Word and Sentence List on page 14 vet in My Instruction Book to continue wet yet through all Set 1 and Set 2 readers.

My Word Writing Book Sets 1+2 Set 2

My Rhyming Readers

My Word Writing Book Sets 1+2

2 the fat cat is on the mat and the hat is on the cat

Reader 2

2 The man has a nan My Rhyming Readers

the The vet has a My Rhyming Readers

2 the vet can the wet pet the net

| My Word Writing Book S

Reader 1

My Rhyming Readers

1 it is a cat

Set 2

Reader 1

Set 1

Ask the young learner to read aloud the Set 1 ‘It is a cat’ 2. Read this Set 1 book. My Rhyming Reader. If they have difficulty reading any of the It is a cat words, you can jump in and help them by saying the words out loud. Do not encourage the young learner to sound out Open to this page m…a…t… just m_at so the ‘at’3.makes one sound. PAGE 5 SENTENCE LIST in My Word Writing Book Sets 1+2 and write this sentence.

at 1 2 3 4 5 6 7 8

1 it is a fan

My Word Writing Book Sets 1+2

My Instruction Book

Start the ‘at’ list by saying “Make this 1. Open to this page word into ‘cat’,” then “Make in this My Word Writing Book word into ‘bat’,” etc. Once the listSets is 1+2 and write these words. complete the young learner reads back the list of rhyming words.

Reader 3

Reader 2

Sets 1+2

Step 4 – Read Set 2 reader and write Set 2 sentence

Word and Sentence List – Sets 1+2

summary of the previous page.

Reader 3

Set 2

Step 1 – Read and write rhyming words

Using the word list from page 14 in My Instruction Book, ask the young learner to write the initial sounds to Guide Quick create rhyming words. This Quick Guide is a handy

Set 1

My Rhyming Readers

5. Write this sentence on the same page as ve t the first sentence. et Set 1

Read aloud, as a single sound, the two letters in red “at” in My Word Writing Book Sets 1+2 page 4.

My Word Writing Book Sets 1+2

1 it is a cat

Remember to use the sound theand Booknot Sets 1+2 This Quick is a handy write thisGuide sentence. letter name. summary of the previous page.

VIC font

Reader 3

Reader 1

My Rhyming Readers

My name:

Set 1

vet It is a Readers

Using Sets 1+2 My Word Writing Book and My Rhyming Readers

IMPORTANT: The traced version (My Word Tracing Book Sets 1+2) is used if the young learner is unable to/having difficulty writing the sound at the start of the word. It is an indicator that the young learner’s sound-letter link is not quite strong enough or they may have a fine motor weakness which tracing will help.

Reader 3

bet get jet let met net pet set vet wet yet

Reader 2

Set 1

Reader 1

Reader 3

Set 1

Reader 4

Set 1

It is a man

It is a vet

It is Mum

It is a pig

My Rhyming Readers

PAGEIt 7isSENTENCE a cat LIST My Rhyming Readers

1 it is a fan

Set 2

Reader 2

Reader 5

PAGE 13 learner SENTENCE LIST is now reading and writing. The young it is a pig Great 1Job. Time now to step up to Set 3.

PAGE 9 SENTENCE LIST

PAGE 11 SENTENCE LIST

1 it is a vet

1 it is mum Set 2

Reader 3

Set 2

Reader 4

Set 2

Reader 5

4. Read this Set 2 book.

The cat is fat

The man has a nan

The vet has a jet

Mum has gum

The pig can dig

My Rhyming Readers

2 the fat cat is on the mat and the hat is on the cat

2 the man has a fan in the van

2 the vet can get the wet pet in the net

2 mum has gum on her bum

2 the big wig is on the big pig

Word and Sentence List – Sets 1+2 Quick Guide This Quick Guide is a handy summary of the previous page. 1. Open to this page in My Word Writing Book Sets 1+2 and write these words. My name: VIC font

Set 1

Reader 3

Set 2

Reader 3

vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers

ve t et et

Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

PAGE 4 WORD LIST

PAGE 6 WORD LIST

PAGE 8 WORD LIST

PAGE 10 WORD LIST

PAGE 12 WORD LIST

1 2 3 4 5 6 7 8

cat bat fat hat mat pat rat sat

1 2 3 4 5 6 7 8 9

My Word Writing Book Sets 1+2

ban can fan man nan pan ran tan van

1 2 3 4 5 6 7 8 9 q w

Let’s get writing!

Set 1

Reader 1

Set 1

Reader 2

bet get jet let met net pet set vet wet yet

1 2 3 4 5 6

Set 1

Reader 3

gum hum mum sum yum bum

1 2 3 4 5 6 7

Set 1

Reader 4

big dig fig jig pig tig wig

Set 1

Reader 5

2. Read this Set 1 book.

3. Open to this page in My Word Writing Book Sets 1+2 and write this sentence.

It is a cat

It is a man

It is a vet

It is Mum

It is a pig

My Rhyming Readers

PAGE 5 SENTENCE LIST

PAGE 7 SENTENCE LIST

PAGE 9 SENTENCE LIST

PAGE 11 SENTENCE LIST

PAGE 13 SENTENCE LIST

1 it is a cat

1 it is a fan

1 it is a vet

1 it is mum

1 it is a pig

Set 2

Reader 1

Set 2

Reader 2

Set 2

Reader 3

Set 2

Reader 4

Set 2

Reader 5

4. Read this Set 2 book.

5. Write this sentence on the same page as the first sentence.

The cat is fat

The man has a nan

The vet has a jet

Mum has gum

The pig can dig

My Rhyming Readers

2 the fat cat is on the mat and the hat is on the cat

2 the man has a fan in the van

2 the vet can get the wet pet in the net

2 mum has gum on her bum

2 the big wig is on the big pig

Word and Sentence List – Sets 1+2

Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

PAGE 14 WORD LIST

PAGE 16 WORD LIST

PAGE 18 WORD LIST

PAGE 20 WORD LIST

PAGE 22 WORD LIST

PAGE 24 WORD LIST

1 2 3 4 5 6

ben hen jen men pen ten

1 2 3 4 5 6

Set 1

Reader 6

dam ham jam pam ram sam

1 2 3 4 5

Set 1

Reader 7

beg keg leg meg peg

1 2 3 4 5 6

Set 1

Reader 8

bag nag rag sag tag wag

1 2 3 4 5

Set 1

Reader 9

bin fin pin tin win

1 2 3 4 5 6 7 8

Set 1

Reader 10

bug dug hug jug mug pug rug tug

Set 1

It is Jen

It is Sam

It is Meg

It is a bag

It is a bin

It is a bug

My Rhyming Readers

Reader 11

PAGE 15 SENTENCE LIST

PAGE 17 SENTENCE LIST

PAGE 19 SENTENCE LIST

PAGE 21 SENTENCE LIST

PAGE 23 SENTENCE LIST

PAGE 25 SENTENCE LIST

1 it is ten hens

1 it is a ram

1 it is a leg

1 it is a bag

1 it is a bin

1 it is a jug

Set 2

Reader 6

Set 2

Reader 7

Set 2

Reader 8

Set 2

Reader 9

Set 2

Reader 10

Set 2

Reader 11

Ten hens in a pen

Pam has jam

Meg and the egg

The bag and the tag

Fin and the pin

The pug in the jug

My Rhyming Readers

2 ben can get jen and jen can go in a pen

2 the ham and the jam are in the dam

2 meg can get on the keg and get the egg

2 the dog is on the bag and the dog can wag

2 the pin can get in the bin

2 the pug can hug the bug on the rug

Word and Sentence List – Sets 1+2

Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

PAGE 26 WORD LIST

PAGE 28 WORD LIST

PAGE 30 WORD LIST

PAGE 32 WORD LIST

PAGE 34 WORD LIST

PAGE 36 WORD LIST

1 2 3 4 5 6 7 8

bit fit hit kit lit nit pit sit

1 2 3 4

Set 1

Reader 12

bub cub rub tub

1 2 3 4 5 6 7 8

Set 1

Reader 13

cot dot got hot lot not pot rot

1 2 3 4 5 6 7

Set 1

Reader 14

cap gap lap map nap tap zap

1 2 3 4 5 6 7

Set 1

Reader 15

bob cob gob job mob rob sob

1 2 3 4

Set 1

Reader 16

bun fun run sun

Set 1

It is Kit

It is a bub

It is hot

It is a cap

It is Bob

It is fun

My Rhyming Readers

Reader 17

PAGE 27 SENTENCE LIST

PAGE 29 SENTENCE LIST

PAGE 31 SENTENCE LIST

PAGE 33 SENTENCE LIST

PAGE 35 SENTENCE LIST

PAGE 37 SENTENCE LIST

1 it is a pit

1 it is a tub

1 it is a pot

1 it is a map

1 it is a job

1 it is a sun

Set 2

Reader 12

Set 2

Reader 13

Set 2

Reader 14

Set 2

Reader 15

Set 2

Reader 16

Set 2

Kit is fit

A bub and a cub

Dot and the cot

The map on my lap

A job for Rob and Bob

Run in the sun

My Rhyming Readers

2 kit can sit in the pit and kit can sit on the nit

2 the cub can get the bub out of the tub

2 dot can not get in to the cot

2 the map is on my lap and the cap is on my lap

2 the mob can rob bob

Reader 17

2 we can run and have fun in the sun

Word and Sentence List – Sets 1+2

Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

PAGE 38 WORD LIST

PAGE 40 WORD LIST

PAGE 42 WORD LIST

PAGE 44 WORD LIST

PAGE 46 WORD LIST

PAGE 48 WORD LIST

1 2 3 4 5 6

bog dog fog hog jog log

1 2 3 4 5 6 7 8 9

Set 1

Reader 18

dip hip lip nip pip rip sip tip zip

1 2 3 4 5

cop hop mop pop top

1 2 3 4 5 6 7 8

but cut gut hut nut rut mut shut

1 2 3 4 5 6 7

bed fed led ned red ted shed

1 2 3 4 5

did hid kid lid rid

NOTE: There is no Set 1 book for ‘id’. Set 1

Reader 19

Set 1

Reader 20

Set 1

Reader 21

Set 1

Reader 22

Set 2

Reader 23

It is a dog

It is a zip

It is a cop

It is Nut

It is Ned

The kid and the lid

My Rhyming Readers

PAGE 39 SENTENCE LIST

PAGE 41 SENTENCE LIST

PAGE 43 SENTENCE LIST

PAGE 45 SENTENCE LIST

PAGE 47 SENTENCE LIST

PAGE 49 SENTENCE LIST

1 it is a dog

1 it is a lip

1 it is a mop

1 it is a hut

1 it is a bed

1 it is a lid

Set 2

Reader 18

Set 2

Reader 19

Set 2

Reader 20

Set 2

Reader 21

Set 2

Jog on a log

Zip in a rip

The cop can hop

Nut and Mut

Ned and Ed

My Rhyming Readers

2 the dog is in the fog and the hog is in the fog

2 the rip is not on my hip but the zip is on my hip

2 the cop can hop on the top of the mop

2 mut and nut can go in to the hut

Reader 22

2 ned is in bed in the red shed

2 mum and dad did have fun on the lid

Set 3 My Word Writing Book and My Rhyming Readers My name: VIC font

The following pages teach you how to use My Word Writing Book Set 3 and My Rhyming Readers Set 3 to reinforce and progress the young learnerâ&#x20AC;&#x2122;s reading and writing. The Set 3 activities and stories equip the young learner to imprint two, three, four and five letter combinations as single units.

Set 3

Reader 18

b b in thes ca The crMyaRhy der ming Rea

c r ab ab ab

My Word Writing Book Set 3 Seriously fun writing starts now!

They are now on their way to reading and writing with confidence. Set 3

Reader 1

Path to literacy 1

Advanced processing of groups of letters as one unit

The rat and the bat chat My Rhyming Readers

PAGE 4 WORD LIST

1. Open to this page in My Word Writing Book Set 3 and write these words.

1 2 3 4 5 6

PAGE 6 WORD LIST

chat that brat flat spat splat

Set 3 My Word Writing Book and My Rhyming Readers – Steps to Follow My name:

VIC font

Set 3

Using Set 3 My Word Writing Book and My Rhyming Readers

in the cab The crab Readers My Rhyming

With page 5 of My Word Writing Book open, use the Sentence List on page 20 in My Instruction Book to2. Read dictate this Set 3 book. to the young learner the sentence using whole words.

Set 3

Reader 18

in the cab The crab Readers My Rhyming

VIC font

Set 3

Reader 18

in the cab The crab Readers My Rhyming

c r ab ab ab

Set 3

Reader 2

that The rat and the bat chat

Gran 1 has a scan

My Rhyming Readers

PAGE 5 SENTENCE LIST

PAGE 7 SENTENCE LIST

PAGE 9 SENTE

1 that flat bat is mad and spat at nats fat cat

1 stan has a plan to get the man to do the scan for gran

1 mums chu and strum can have

Use these words and sentences to complete the activities in My Word Writing Book Set 3.

PAGE 4 WORD LIST

chat that brat flat spat splat

Make this word chat…

at at PAGE 6 WORD LIST at at 1 than at 2 gran 3

PAGE 8 WORD LIST

PAGE 10 WORD LIST

PAGE 12 WORD LIST

1 2 3 4 5 6

3 plan 4 scan 5 stan

chum thumb drum glum plum strum

1 2 3 4

clam pram slam swam

1 2 3 4 5 6

brag drag clag flag stag swag

My Word Writing Book Set 3 Seriously fun writing starts now!

Step 2 – Read the Set 3 reader

Reader 1

My Rhyming Readers

1 that flat bat is mad and spat at nats fat cat

Set 3

Ask the young learner to read aloud the Set 3 ‘The rat and the this Set 3 book. bat chat’ My Rhyming Reader.2. IfRead they have difficulty reading rat and the bat chat any of the words, you can jump in and help them byThesaying the words out loud. Do not encourage the young learner to 3. Open to this page sound out s…p…a…t. just ‘s…p…at so the ‘at’ makesPAGE one5 SENTENCE sound.LIST in My Word Writing Book Set 3 and write this sentence.

My Rhyming Reader

My Word Writing Book

Set 3

Mum and her

Step 4 – Continue through all Set 3 readers

My Instruction Book

My name:

My Word Writing Book Set 3

Seriously fun writing starts now!

Word and Sentence List – Set 3

1 2 3 4 5 6

Reader 1

My Word Tracing Book Set 3

Step 1 – Read and write rhyming words

Start the ‘at’ list by saying “Make this 1. Open to this page word into ‘chat’,” then “Makein this My Word Writing Book word into ‘that’,” etc. Once the listSet 3 and these words. is complete the young learnerwrite reads back the list of rhyming words.

Set 3

3. Open to this page

c r ab c ab g r ab

My Instruction Book

Once the young learner has written in My Word Writing the sentence ask them to Book read Setthe 3 and write this sentence. sentence back to you.

VIC font

summary of the previous page.

chum thumb drum glum plum strum

Seriously fun writing starts now!

My name:

Using the word list from page 20 in My Instruction Book, ask the young learner to write the initial sounds to Guide Quick create rhyming words. This Quick Guide is a handy

c r ab ab ab

1 2 3 4 5 6

My Word Writing Book Set 3

Read aloud, as a single sound, the two letters in red “at” in My Word Writing Book page 4.

PAGE 8 WORD

than gran plan scan stan

Step 3 – Write Set 3 sentence

We are using the Set 3 ‘The rat and the bat chat’ My Rhyming Reader and corresponding ‘at’ pages in My Word Writing Book Set 3 to demonstrate the process of learning to read and write words and sentences.

IMPORTANT: The traced version (My Word Tracing Book Set 3) is used if the young learner is unable to/having difficulty writing the sound at the start of the word. It is an indicator that the young learner’s sound-letter link is not quite strong enough or they may have a fine motor weakness which tracing will help.

Reader 18

1 2 3 4 5

Reader 2

Set 3

Reader 1

Reader 3

Set 3

Reader 4

Set 3

Reader 5

Gran has a scan

Mum and her chum

The clam in the dam

Stag and his flag

My Rhyming Readers

7 SENTENCE LIST ThePAGE rat and the bat chat My Rhyming Readers

1 stan has a plan to get the man to do the scan for gran

PAGE 13 SENTENCE LIST The young learners are now reading and we can get the writing1 with confidence. Time to celebrate! flag and the swag

PAGE 9 SENTENCE LIST

PAGE 11 SENTENCE LIST

1 mums chum can hum and strum and mum can have a plum

1 the clam did slam shut on the ram in the dam

out of the clag

Word and Sentence List – Set 3 Quick Guide This Quick Guide is a handy summary of the previous page. 1. Open to this page in My Word Writing Book Set 3 and write these words. My name: VIC font

Set 3

Reader 18

in the cab The crab Readers My Rhyming

c r ab ab ab

Use these words and sentences to complete the activities in My Word Writing Book Set 3.

PAGE 4 WORD LIST

PAGE 6 WORD LIST

PAGE 8 WORD LIST

PAGE 10 WORD LIST

PAGE 12 WORD LIST

1 2 3 4 5 6

chat that brat flat spat splat

1 2 3 4 5

than gran plan scan stan

1 2 3 4 5 6

chum thumb drum glum plum strum

1 2 3 4

clam pram slam swam

1 2 3 4 5 6

brag drag clag flag stag swag

My Word Writing Book Set 3 Seriously fun writing starts now!

Set 3

Reader 1

Set 3

Reader 2

Set 3

Reader 3

Set 3

Reader 4

Set 3

Reader 5

2. Read this Set 3 book.

3. Open to this page in My Word Writing Book Set 3 and write this sentence.

The rat and the bat chat

Gran has a scan

Mum and her chum

The clam in the dam

Stag and his flag

My Rhyming Readers

PAGE 5 SENTENCE LIST

PAGE 7 SENTENCE LIST

PAGE 9 SENTENCE LIST

PAGE 11 SENTENCE LIST

PAGE 13 SENTENCE LIST

1 that flat bat is mad and spat at nats fat cat

1 stan has a plan to get the man to do the scan for gran

1 mums chum can hum and strum and mum can have a plum

1 the clam did slam shut on the ram in the dam

1 we can get the flag and the swag out of the clag

Word and Sentence List – Set 3

Use these words and sentences to complete the activities in My Word Writing Book Set 3.

PAGE 14 WORD LIST

PAGE 16 WORD LIST

PAGE 18 WORD LIST

PAGE 20 WORD LIST

PAGE 22 WORD LIST

PAGE 24 WORD LIST

1 2 3 4 5 6 7

chin shin thin grin skin spin twin

1 2 3 4 5

Set 3

Reader 6

glug plug slug snug shrug

1 2 3 4 5

Set 3

Reader 7

knit quit grit spit split

1 2 3 4

Set 3

Reader 8

club grub scrub shrub

1 2 3 4 5

Set 3

Reader 9

shot plot slot spot trot

1 2 3 4 5 6 7 8

Set 3

Reader 10

chap clap flap slap snap trap scrap strap

Set 3

Reader 11

The twins can spin

The slug on a plug

Sit and knit

The grub in the club

Zot shot the pot

The scrap on the trap

My Rhyming Readers

PAGE 15 SENTENCE LIST

PAGE 17 SENTENCE LIST

PAGE 19 SENTENCE LIST

PAGE 21 SENTENCE LIST

PAGE 23 SENTENCE LIST

PAGE 25 SENTENCE LIST

1 the twins are thin and have chins and can grin and spin

1 the jug is by the slug that is snug on the plug

1 fred can knit and fix the split bit so ned will not quit

1 the grub on the shrub in the tub can get into the club

1 dot shot at the spots on the hot pot and the cot

1 the trap will snap on the rat and the rat will not get the scrap

Word and Sentence List – Set 3

Use these words and sentences to complete the activities in My Word Writing Book Set 3.

PAGE 26 WORD LIST

PAGE 28 WORD LIST

PAGE 30 WORD LIST

PAGE 32 WORD LIST

PAGE 34 WORD LIST

PAGE 36 WORD LIST

1 2 3 4

clog frog slog smog

1 2 3 4 5 6 7 8 9 q

Set 3

Reader 12

chip ship whip clip drip flip grip skip slip trip

1 2 3 4

Set 3

Reader 13

chop shop drop stop

1 2 3 4

Set 3

Reader 14

shed fred sled sped

1 2 3 4

Set 3

Reader 15

grid skid slid squid

1 2 3 4 5 6 7

Set 3

Reader 16

dad had lad mad sad brad glad

Set 3

The frog and his clogs

Slip off the ship

Pop and the chop

Ned and Fred

Squid under the lid

Dad is glad

My Rhyming Readers

Reader 17

PAGE 27 SENTENCE LIST

PAGE 29 SENTENCE LIST

PAGE 31 SENTENCE LIST

PAGE 33 SENTENCE LIST

PAGE 35 SENTENCE LIST

PAGE 37 SENTENCE LIST

1 the frog can jog in four clogs in the bog to get to the log

1 skip and flip on the ship but do not trip and slip on the chip

1 pop can stop at the shop and get a chop and he will not drop the chop

1 ned is in bed in his red shed and fred is in bed in his yellow shed

1 the kid and squid slid to the grid and squid slid under the grid

1 brad and the lad did fix the mad sad dad and he is glad

Word and Sentence List – Set 3

My Workbooks

ish

PAGE 38 WORD LIST

PAGE 40 WORD LIST

PAGE 42 WORD LIST

PAGE 44 WORD LIST

1 2 3 4 5 6 7 8

cab jab lab crab grab scab slab stab

1 2 3 4 5 6

Set 3

Reader 18

cod nod rod tod prod trod

1 2 3 4

Set 3

Reader 19

bud mud thud spud

1 2 3 4

Set 3

Reader 20

dish fish wish swish

Choose the box or line size that is easiest for the young learner to use from the My Alison Work practice sheet online. Then choose to self print or have the My Alison Work team print it for you. Set 3

My Workbooks are available with different sized boxes and lines to suit different young learners.

The crab in the cab

Tod and the cod

The spud in the mud

Fish in the dish

My Rhyming Readers

Reader 21

ish

PAGE 39 SENTENCE LIST

PAGE 41 SENTENCE LIST

PAGE 43 SENTENCE LIST

PAGE 45

1 do not stab the crab and the crab will not get a scab

1 do not prod the cod on the rod

1 the spud is in the mud and the bud is on the spud

1 it is fun for all the fish in the red dish to swish

Let the young learner write their own fun stories whilst guided by the boxes and lines.

My name:

My name: Grid size 6mm

Grid size 6mm

My name: Grid size 10mm

My name:

My Workbook Boxed Grid size 5mm

Let’s keep writing!

My Workbook Boxed Let’s keep writing!

My Workbook Lined Let’s keep writing!

My Alison Work is available in three widely used font groups

ets 1+2

ban can fan man nan pan ran tan van

1 2 3 4 5 6 7 8 9 q w

low

My Word Writing Book Sets 1+2 Set 1

Reader 2

bet get jet let met net pet set vet wet yet

1 2 3 4 5 6

gum hum mum sum yum bum

This Quick Guide is a handy summary of the previous page.

PAGE 12 WORD LIST 1 2 3 4 5 6 7

Quick Guide

PAGE 4 WORD LIST

1. Open to this page in My Word Writing Book Sets 1+2 and write these words.

big dig fig jig pig tig wig

1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8 9

My name:

VIC font

Set 1

Set 2

Using Sets 1+2 My Word Writing Book and My Rhyming Readers Set 1

Reader 3

ve t et et

Step 3 – Write Set 1 sentence My Rhyming

has a jet The vet Rhyming Readers My

My Word Writing Book Sets 1+2

It is a vet

My Rhyming Readers

Reader 4

It is Mum

My Rhyming Readers

We are using Set 1 ‘It is a cat’ and Set 2 ‘The cat is fat’ My Rhyming Readers and With page 5 of My Word Writing Book My Instruction Book corresponding ‘at’ pages in My Word Writing Book Sets 1+2 to demonstrate the process Sets 1+2 open, use the Sentence List to read and write words and sentences. page 14 in My Instruction Book to1 book. 2. Read this Set Startingon point dots Word and Sentence List – dictate to the young learner the first It is a cat The following process will be repeated for each pair of readers. As a guide, aim for sentence using single sounds e.g. one pair of readers per 30 minute session. We are not focusing on capital letters as “i” “t” “i” “s” “a” “c” “a” “t.” 3. Open to this page PAGE 5 SENTENCE LIST we are reinforcing lowercase letters. in My Word Writing Quick Guide 1 it is a pig 1 it is a cat Remember to use the sound theand Booknot Sets 1+2 IMPORTANT: The traced version (My Word Tracing Book Sets 1+2) This Quick is a handy ve t write thisGuide sentence. letter name. summary of the previous page. se t is used if the young learner is unable to/having difficulty writing PAGE 12 WORD LIST PAGE 4 WORD LIST ne t 1.4.Open to this page Read this Set 2 book. the sound at the start of the word. It is an indicator that the Once the young learner has written 1 big 1 cat in My Word Writing can dig learner’s sound-letter link is not quite strong enough or the sentence, ask them toBook read the 2 digThe pig young 2 bat The cat is fat My Word Tracing Book Sets 1+2 Sets 1+2 and 3 fig 3 fat they may have a fine motor weakness which tracing will help. sentence back to you. write these words. 4 jig 4 hat Set 1

Reader 5

Set 1

Reader 1

1 it is a fan Set 2

Reader 2

My Rhyming Readers

PAGE 11 SENTENCE LIST

1 it is a vet

1 it is mum

Set 2

Reader 3

Set 2

Reader 4

PAGE 6 WORD LIST

PAGE 8 WORD LIST

PAGE 10 WORD LIST

1 ban The man has a nan 2 can 3 fan 4 man 2 has a fan the man 52nan in the van 6 pan 7 ran 8 tan 9 van

1 bet 2 getThe vet has a jet 3 jet 4 let the vet can get 52met the wet pet in 6 net the net 7 pet 8 set 9 vet q wet w yet

1 gum Mum has gum 2 hum 3 mum 4 sum mum has gum on 52yum her bum 6 bum

My Rhyming Readers

Set 2

Reader 1

My Rhyming Readers

Reader 2

Set 1

It is a man

It is a vet

My Rhyming Readers

The cat is fat

Reader 3

1 it is a fan Set 2

Reader 2

Reader 5

Set 2

Reader 1

has a jet The vet Rhyming Readers My

My Rhyming Readers

Let’s get writing!

Reader 4

5. Write this sentence on the same page as ve t the first sentence. et

the fat cat is on 52mat the mat and the 6 pat hat is on the cat 7 rat 8 sat

My name:

VIC font

Set 1

Reader 3

Set 2

Reader 3

Step 4 – Read Set 2 reader and write Set 2 sentence vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers My

My Word Writing Book Sets 1+2

Read aloud, as a single sound, the two letters in red “at” in My Word Writing Book Sets 1+2 page 4. Set 1

It is a pig My Rhyming Readers

Reader 5

Reader 4

word list from page 14 in it is a pigMy Instruction Book, ask the young learner to write the initial sounds to Guide Quick create rhyming words. This Quick Guide is a handy Set 2

Reader 5

My Instruction Book

summary of the previous page.

The vet has a jet

Mum has gum

My Rhyming Readers

| Page 5

2 mum has gum on her bum

Start the ‘at’ list by saying “Make this 1. Open to this page word into ‘cat’,” then “Make in this My Word Writing Book word into ‘bat’,” etc. Once the listSets is 1+2 and the big wig is write these words. complete the young learner reads on the big pig back the list of rhyming words. The pig can dig My Rhyming Readers

Reader 2

Set 1

My name:

VIC font

Set 1

Reader 3

Set 2

Reader 3

vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers

ve t et et

PAGE 4 WORD LIST 1 2 3 4 5 6 7 8

cat bat fat hat mat pat rat sat

Make this

a t worda tcat… at at t aban at can t afan man t anan 6

PAGE 8 WORD LIST 1 2 3 4 5 6 7 8 9 q w

pan ran tan van

Let’s get writing!

1 gum 1 big bet 2 hum 2 dig get using whole words3 fig 3 mum jet You may dictate 5. Write this sentence sum 4 jig let if the child finds4whole words on theeasy. same page as 5 yum 5 pig met the first sentence. bum 6 tig net IMPORTANT: Use6the Quick Guide and 7 wig pet set Word and Sentence List on page 14 vet in My Instruction Book to continue wet yet through all Set 1 and Set 2 readers.

Reader 1

1 it is a cat

Set 2

Reader 1

Set 1

My Rhyming Readers

Reader 2

Set 1

Reader 1

It is a man

Set 2

Reader 2

1 it is mum

Set 2

Reader 3

My Rhyming Readers

1 it is a fan

Set 2

Reader 2

Set 1

Reader 4

Set 1

It is Mum

My Rhyming Readers

Reader 1

My Rhyming Readers

Set 1

Reader 2

Set 1

Reader 3

Set 1

It is a man

It is a vet

My Rhyming Readers

1 it is a fan Set 2

Reader 2

Reader 5

1 it is a vet

1 it is mum

Set 2

Reader 3

Set 2

Reader 4

Set 2

Reader 5

1 2 3 4 5 6 7 8

My name:

VIC font

Set 1

Reader 3

Set 2

Reader 3

vet It is a Readers

ve t et et

Step 3 – Write Set 1 sentence My Rhyming

has a jet The vet Rhyming Readers My

Reader 5

Set 1

d g s o c q j e n u y vatw x z p r h l t k sh ch th

Reader 1

1 2 3 4 5 6 7 8 9 q w

VIC font

Set 1

Set 2

Reader 5

Set 2

Mum has gum My Rhyming Readers

2 the vet can get My Word Writing Book Sets 1+2 the wet pet in the net

| Page 5

Reader 4

2 mum has gum on her bum

Set 1

Set 2

Reader 3

Set 2

Reader 1

My Rhyming

has a jet The vet Rhyming Readers My

My Rhyming Readers

Let’s get writing!

5. Write this sentence on the same page as ve t the first sentence. et

the fat cat is on 52mat the mat and the 6 pat hat is on the cat 7 rat 8 sat

My name:

VIC font

Set 1

Reader 3

Set 2

Step 1 – Read and write rhyming words

Reader 3

Step 4 – Read Set 2 reader and write Set 2 sentence vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers My

My Word Writing Book Sets 1+2

Reader 2

Set 1

Reader 5

My Rhyming Readers

Set 1

word list from page 14 in it is a pigMy Instruction Book, ask the young learner to write the initial sounds to Guide Quick create rhyming words. This Quick Guide is a handy Set 2

Reader 5

My Instruction Book

summary of the previous page.

My name:

VIC font

Set 1

Reader 3

Set 2

Reader 3

vet It is a Readers My Rhyming

has a jet The vet Rhyming Readers

ve t et et

My Word Writing Book

PAGE 4 WORD LIST 1 2 3 4 5 6 7 8

cat bat fat hat mat pat rat sat

Make this

a t worda tcat… at at t aban at can t afan man t anan 6

PAGE 8 WORD LIST 1 2 3 4 5 6 7 8 9 q w

pan ran tan van

Let’s get writing!

Set 2

Reader 2

1 it is mum

Set 2

Reader 3

Reader 1

1 it is a cat

Set 2

Reader 1

Set 1

My Rhyming Readers

Reader 2

Set 1

Reader 1

It is a man

My Rhyming Readers

1 it is a fan

Set 2

Reader 3

Reader 2

Set 1

Reader 4

Set 1

It is Mum

My Rhyming Readers

Set 1

Reader 2

Reader 1

Set 1

Reader 3

Set 1

It is a vet

PAGE 7 SENTENCE LIST

1 it is a cat

1 it is a fan

Reader 5

Set 2

Reader 2

1 it is mum

Set 2

Reader 3

Set 2

Reader 4

Set 2

Reader 5

It is a pig My Rhyming Readers

1 it is a vet

1 it is mum

1 it is a pig

Set 2

Reader 3

Set 2

the The vet has a jet My Rhyming Readers

PAGE 13 SENTENCE LIST

My Rhyming Readers

Set 1

My Rhyming Readers

2 the vet can get My Word Writing Book Sets 1+2 the wet pet in the net

Reader 4

My Rhyming Readers

| Page 5

Set 2

Mum has gum

My Rhyming Readers

1 it is a vet

Reader 5

PAGE 11 SENTENCE LIST

The man has a nan

Starting point dots

My Rhyming Readers

PAGE 9 SENTENCE LIST

My Word Writing Book Sets 1+2

Reader 4

It is Mum

My Rhyming Readers

PAGE 5 SENTENCE LIST

PAGE 13 learner SENTENCE LIST is now reading and writing. The young it is a pig Great 1Job. Time now to step up to Set 3.

PAGE 11 SENTENCE LIST

Set 2

PAGE 12 WORD LIST

It is a pig

My Rhyming Readers

PAGE 9 SENTENCE LIST

1 big 2 digThe pig can dig 3 fig 4 jig the big wig is 52pig on the big pig 6 tig 7 wig

It is a vet

My Rhyming Readers

PAGEIt 7isSENTENCE a cat LIST

My Rhyming Readers

Set 1

Reader 4

PAGE 10 WORD LIST

1 gum Mum has gum 2 hum 3 mum 4 sum mum has gum on 52yum her bum 6 bum

My Rhyming Readers

The cat is fat

2 the fat cat is on the mat and the hat is on the cat

Set 2

PAGE 8 WORD LIST

1 it is a pig

1 bet 2 getThe vet has a jet 3 jet 4 let the vet can get 52met the wet pet in 6 net the net 7 pet 8 set 9 vet q wet w yet

My Rhyming Readers

Reader 1

Reader 5

My Rhyming Readers

PAGE 13 SENTENCE LIST

PAGE 6 WORD LIST

It is a man

Set 2

Set 1

It is a pig

1 it is a vet

My Alison Work intentionally introduces sounds using the below sequence of groups. Following this sequence is a key aspect of developing reading and writing skills. The sounds are grouped according to their starting points.

a d g s oc q i j e mn u y v wx z p r bh l t k f sh ch th Reader 4

My Rhyming Readers

PAGE 11 SENTENCE LIST

1 ban The man has a nan 2 can 3 fan 4 man 2 has a fan the man 52nan in the van 6 pan 7 ran 8 tan 9 van

My Rhyming Readers

big dig fig jig pig tig wig

It is Mum

1 it is a fan

Set 2

Reader 1

PAGE 12 WORD LIST 1 2 3 4 5 6 7

Set 1

My Rhyming Readers

PAGE 9 SENTENCE LIST

1 Set 1

My Rhyming Readers

My Instruction Book Using the Set 2 on page 14 in My Instruction Book, dictate the sentence to the young 4. Read this Set 2 book. PAGE 10 WORD LIST PAGE 12 WORD LIST The cat is fat learner – still using single sounds.

PAGE 6 WORD LIST

Step 2 – Read the Set 1 reader

in My Word Writing Book Sets 1+2 and write this sentence.

3. Open to this page in My Word Writing Book Sets 1+2 and sentences write listed this sentence.

1 2 3 4 5 6 7 8 9

My Word Writing Book Sets 1+2

Reader 3

It is a vet

My Rhyming Readers

My Instruction Book | Page 14

It is a cat Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

gum hum mum sum yum bum

Letter Formation Guide

2. Read this Set 1 book.

Word and Sentence List – Sets 1+2

It is a pig

1 2 3 4 5 6

Use thesei words and sentences to complete the activities in My Word Writing Book Sets 1+2.

It is1 a man

PAGE 7 SENTENCE LIST

Let’s get writing!

Read aloud, as a single sound, the two letters in red “at” in My Word Writing Book Sets 1+2 page 4.

PAGE 10 WORD LIST

bet get jet let met net pet set vet wet yet

Sets 1+2

vet It is a Readers

Reader 3

My Rhyming Readers

Reader 3

My Rhyming Readers

the big wig is 52pig on the big pig 6 tig 7 wig

1 it is mum Set 2

The vet has a jet

My Word Writing Book Sets 1+2

My Rhyming Readers

My name:

1 it is a vet

the

My Rhyming Readers

PAGE 8 WORD LIST

ban can fan man nan pan ran tan van

Let’s get writing!

4. Read this Set 2 book.

1 2 3 4 5 6 7 8 9

It is a pig

UsingLIST the PAGE 13 SENTENCE

PAGE 6 WORD LIST

cat bat fat hat mat pat rat sat

My Word Writing Book Sets 1+2

PAGE 13 SENTENCE LIST

PAGE 11 SENTENCE LIST

My Rhyming Readers

PAGE 4 WORD LIST

1. Open to this page in My Word Writing Book Sets 1+2 and write these words.

big dig fig jig pig tig wig

PAGE 9 SENTENCE LIST

The man has a nan

My Rhyming Readers

My Word Writing Book Sets 1+2

Reader 4

It is Mum

PAGE 13 learner SENTENCE LIST is now reading and writing. The young it is a pig Great 1Job. Time now to step up to Set 3.

PAGE 11 SENTENCE LIST

PAGE 10 WORD LIST

1 gum Mum has gum 2 hum 3 mum 4 sum mum has gum on 52yum her bum 6 bum

My Rhyming Readers

It is a pig

My Rhyming Readers

PAGE 9 SENTENCE LIST

Reader 4

PAGE 8 WORD LIST 1 bet 2 getThe vet has a jet 3 jet 4 let the vet can get 52met the wet pet in 6 net the net 7 pet 8 set 9 vet q wet w yet

My Rhyming Readers

2 the fat cat is on the mat and the hat is on the cat

Set 2

PAGE 6 WORD LIST 1 ban The man has a nan 2 can 3 fan 4 man 2 has a fan the man 52nan in the van 6 pan 7 ran 8 tan 9 van

It is a vet

My Rhyming Readers

PAGEIt 7isSENTENCE a cat LIST

1 it is a vet

1 it is a cat Reader 1

a i m b f

PAGE 11 SENTENCE LIST

My Rhyming Readers

Set 2

My Rhyming Readers

1 it is a fan

PAGE 7 SENTENCE LIST

My Rhyming Readers

Reader 4

It is Mum

Set 1

My Rhyming Readers

PAGE 5 SENTENCE LIST

PAGE 6 WORD LIST

Step 2 – Read the Set 1 reader

ng and writing. p to Set 3.

3. Open to this page in My Word Writing Book Sets 1+2 and sentences write listed this sentence.

1 2 3 4 5 6 7 8 9

My Word Writing Book Sets 1+2

Reader 3

It is a vet

PAGE 9 SENTENCE LIST

The cat is fat

My Rhyming Readers

PAGE 12 WORD LIST 1 2 3 4 5 6 7

Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

learning Use thesei words and sentences to complete the activities in My Word Writingof Book Sets 1+2.

My Rhyming Readers

This Quick Guide is a handy summary of the previous page.

Using Sets 1+2 My Word Writing Book and My Rhyming Readers

It is1 a man

PAGE 7 SENTENCE LIST

Set 2

Reader 1

gum hum mum sum yum bum

Quick Guide

My Alison Work intentionally introduces sounds using the below sequence of groups. Following this sequence is a Letter Formation SetsGuide 1+2 My Word Writing Book and My Rhyming Readers – Steps to Follow key aspect of developing reading and writing skills. The sounds are grouped according to their starting points.

My Instruction Book | Page 14

It is a cat Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

My Word Writing Book

1 2 3 4 5 6

1 Set 1

PAGE 10 WORD LIST

bet get jet let met net pet set vet wet yet

2. Read this Set 1 book.

Word and Sentence List – Sets 1+2

Set 2

1 it is mum et

the 2 the vet can get My Word Writing Book Sets 1+2 the wet pet in the net

Reader 3

My Rhyming

1 it is a vet Reader 3

Reader 3

UsingLIST the PAGE 13 SENTENCE

Set 2

Set 1

vet It is a Readers

My Rhyming Readers

Set 1

Set 2

My Rhyming Readers

the big wig is 52pig on the big pig 6 tig 7 wig

PAGE 11 SENTENCE LIST

VIC font

It is Mum

The man has a nan

My name:

PAGE 9 SENTENCE LIST

My Word Writing Book Sets 1+2

Sets 1+2

My Rhyming Readers

Let’s get writing!

Set 1

My Rhyming Readers

PAGE 7 SENTENCE LIST

PAGE 13 SENTENCE LIST

Step 1 – Read and write rhyming words

1 Set 1

1 2 3 4 5 6 7 8 9 q w

It is a pig

My Rhyming Readers

PAGE 9 SENTENCE LIST

PAGE 8 WORD LIST

ban can fan man nan pan ran tan van

Let’s get writing!

a d g s o c q i j e m n u y vatw x z p r b h l t k f sh ch th Set 1

Reader 3

vet It is a Readers

learning Use thesei words and sentences to complete the activities in My Word Writingof Book Sets 1+2.

It is1 a man

PAGE 7 SENTENCE LIST

PAGE 6 WORD LIST

cat bat fat hat mat pat rat sat

Word and Sentence List – Sets 1+2

Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

ets 1+2

PAGE 10 WORD LIST

PAGE 8 WORD LIST

PAGE 6 WORD LIST 1 2 3 4 5 6 7 8 9

Word and Sentence List – Sets 1+2

Use these words and sentences to complete the activities in My Word Writing Book Sets 1+2.

2 mum has gum on her bum

Reader 5

The pig can dig My Rhyming Readers

2 the big wig is on the big pig

4. Read this Set 2 book. The cat is fat

The man has a nan

The vet has a jet

Mum has gum

The pig can dig

The cat is fat

The man has a nan

The vet has a jet

My Rhyming Readers

2 the fat cat is on the mat and the hat is on the cat

2 the man has a fan in the van

2 the vet can get the wet pet in the net

2 mum has gum on her bum

NEW SOUTH WALES FONT (NSW FONT)

2 the big wig is on the big pig

2 the fat cat is on the mat and the hat is on the cat

2 the man has a fan in the van

2 the vet can get the wet pet in the net

Mum has gum My Rhyming Readers

2 mum has gum on her bum

The pig can dig My Rhyming Readers

2 the big wig is on the big pig

SOUTH AUSTRALIAN FONT (SA FONT)

VICTORIAN CURSIVE FONT (VIC CURSIVE FONT)

All the Rhyming Readers in the My Alison Work Program Set 1

Set 2

Set 3

Reader

Title

Rime*

Reader

Title

Rime*

It is a cat

The cat is fat

COMPLETE ALL SET 1+2 READERS BEFORE MOVING ON TO SET 3

Reader

Title

Rime*

The rat and the bat chat

Gran has a scan

Mum and her chum

The clam in the dam

It is a man

The man has a nan

It is a vet

The vet has a jet

It is Mum

Mum has gum

It is a pig

The pig can dig

It is Jen

Ten hens in a pen

It is Sam

Pam has jam

It is Meg

Meg and the egg

It is a bag

The bag and the tag

Stag and his flag

It is a bin

Fin and the pin

The twins can spin

It is a bug

The pug in the jug

The slug on a plug

It is Kit

Kit is fit

Sit and knit

It is a bub

A bub and a cub

The grub in the club

It is hot

Dot and the cot

Zot shot the pot

It is a cap

The map on my lap

The scrap on the trap

It is Bob

A job for Rob and Bob

It is fun

Run in the sun

It is a dog

Jog on a log

The frog and his clogs

It is a zip

Zip in a rip

Slip off the ship

It is a cop

The cop can hop

Pop and the chop

It is Nut

Nut and Mut

It is Ned

Ned and Ed

Ned and Fred

The kid and the lid

Squid under the lid

Dad is glad

The crab in the cab

Tod and the cod

The spud in the mud

Fish in the dish

ish

* A rime is the part of a syllable which consists of its vowel and any consonant sounds that come after it.