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The four roles of areader
Beginning readers learn to attend to the alphabetic code, the meaning, how touse texts, and the intention of the text. In fact they take on four roles: meaningmaker, code breaker, text user and text critic (Freebody & Luke 1990).Emergent readers need to understand and experience using all four roles inorder to develop into fluent and flexible readers. However, not all roles will bea focus in each guided reading session. Although teachers often focus on therole of text user when exploring how to read factual texts with children, somebooks will prompt a focus on text critic, meaning making or code breaking.
Meaning maker – text level skillsMeaning makers read to understand. They search for meaning in theillustrations, the sentence structure and the print. Teachers can enhancechildren’s understanding of a text by asking questions that connect theirprior experiences with the book, and by posing comprehension questions toexplore their literal, inferential and critical thinking. For example in the bookI Can’t Find My Roller Skates the following discussion may extend meaning:• Connecting conversation: People can wear different things on their feet to
skate along the ground.What can they wear?• Literal comprehension question: Were the roller skates under the bed?• Inferential comprehension question: Who had the roller skates all along?• Critical questions: Was it fair that the girl’s sister took the roller skates?
CONNECTING CONVERSATIONS
Before children start a new book, teachers can build bridges and makeconnections between children’s experiences and the text by using a range ofteaching techniques, for example:• building up a list of words on a topic• listing questions about the text• making semantic webs or mind maps• drawing diagrams• reading a related poem or story• sharing an experience• general conversations about the topic
COMPREHENSION QUESTIONS
These can be asked during and after reading to extend the level of literal,inferential and critical thinking about the meaning of a text.
meaning maker code breakertext user text critic
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LITERAL QUESTIONS
Literal comprehension questions concern information that is explicit in thewords and illustrations. In the book What’s That Noise? literal questionswould be: Where was the police car? Who was snoring?
INFERENTIAL QUESTIONS
Inferential comprehension is reading between the lines or finding clues inthe illustrations. The meaning is implicit and not obvious. In the bookWhat’s That Noise? inferential questions would be: Did Nick want to go tosleep? Did Dad want to wake up the baby?
CRITICAL QUESTIONS
Critical thinking about the book asks the reader to explore the truth and oraccuracy of the text: Was Nick really asleep at the end of the book? Do you thinkall these sounds could be heard at bedtime? Could this be true? Is it believablethat…?
Code breaker – word and sentence level skillsCode breakers use what they know about sound–letter relationships andhigh-frequency sight words to decode print. Code breaking involves anunderstanding of the alphabetic principle, as well as an understanding ofhow grammatical structure influences the meaning of a text and how a textis read. Code breaking improves when children have a useful store of high-frequency words, and experience with the grammar of written sentences.(See pages 105–9 for a summary of code-breaking features for each book.)
THE ALPHABETIC PRINCIPLE
The alphabetic principle is the connection between the 26 letters of thealphabet, and the approximately 44 sounds or phonemes of the Englishlanguage.To understand the code and be able to map or link the sounds toletters, readers require some phonemic awareness, or awareness of sound,as well as an awareness of word families using onset and rime, for exampled-og, l-og, fr-og. Readers also require letter knowledge – the name andsounds that the letter can represent.
PHONEMIC AWARENESS
Phonemic awareness is the conscious knowledge of spoken words andsounds, or phonemes, in language. Hearing and using these soundsdevelops from childhood right through to adulthood. For beginningreaders, phonemic awareness concerns listening for words, syllables, rhyme,alliteration and phonemes. More advanced phonemic awareness couldinvolve selecting the right word to create a mood or image in a song,advertisement or political speech.Beginning readers must have a certain level of phonemic awareness to learnto read. Learning to read, in turn, heightens the awareness of sounds andprint knowledge. The more children read and write, the more theirknowledge of letters and sounds develops.Phonemic awareness has a strong relationship to future readingdevelopment. (For more information on phonemic awareness, see theAlphakids: Alphabet Books Teacher Resource Book.)
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LETTER KNOWLEDGE
Letter knowledge helps to develop children’s understanding of the alphabeticprinciple. Many children actually understand the alphabetic principle beforethey have mastered all the letters or have been taught letter–soundcorrespondences. Knowing the letter names helps children to remembertheir sounds, as letter names help children induce the sounds. For example,when using temporary spelling children use letter names to spontaneouslyproduce words such as KAT (cat), PPL (people), or JRIV (drive).Knowledge of the alphabetic principle extends children’s early reading andwriting achievement.They learn to hear and write more complex consonantand vowel sounds, and as they learn to read they map sounds to letters andletter clusters.
ANALOGY AND ‘WHOLE-TO-PARTS’ PHONICS
This involves children using words they know to get to new or unfamiliarwords.When a child uses the known word fat to make a link to an unknownword brat, they are using analogy or ‘whole-to-parts’ phonics to identifynew words. If, for example a child can read me, then by comparing andcontrasting word parts, the word she can be read. If a child can read do andunhappy the word undo can be read.In whole-to-part phonics, children learn about word families made up ofonsets and rimes.The rime consists of the vowel and any consonant soundsthat come after it.The onset, if it is there, consists of any consonant soundsthat precede the vowel.Whole-to parts phonics occurs after the children have read a whole text. Inthis way, children meet words in context. The teacher, with the children,selects particular words in the story to explore and then writes each wordon separate piece of card, or on the board, highlighting letters representingan onset (eg sm-) or a rime (eg -iles). The teacher tells the children ‘theseletters say /sm/’ or ‘these letters say /ilz/’ and the words are then placed onthe classroom word wall.As more and more words are placed on the word wall, the teacher andchildren can group words with similar onsets and rimes. For example thewords from texts read with a dr- onset such as drink, drip and drum can begrouped together. The ‘dr’ consonant cluster could be highlighted with apen to make recognition easier. At other time the words may be organisedin word families or rimes with all the -at, -op or -in words grouped together.
Onset and rime is important because children use the concept to makeanalogies in both reading and writing. (For more information on theteaching points in each book, see pages 105–9.)
WWoorrddIitchsitspitsplintpiespy
OOnnsseett––s-sp-spl-p-sp-
RRiimmeeIitch-it-it-int-ie-y
dr
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dress
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at
hat
mat
fat
op
top
pop
hop
in
thin
tin
fin
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Text user – text level skillsThe form of a text affects how it is read. If the book is factual, then readingfor information is a focus. If the text is fiction, then the child reads tounderstand the plot and characters. Information about how the book can beused is also provided in the page layout, illustrations, title and the topic. Astext users, children decide on the form or genre of the text and how theywill read it.Teachers can prepare children to read different text types by talking aboutthe form of the book and how it is organised. Is the book fiction or factual?How will I read this book? What do the illustrations tell me?
Text critic – text level skillsAs text critics, readers do more than read for truth and accuracy. Beginningreaders can act as text critics by exploring what the text does to them – bylearning to read like a writer.As text critics, they explore the way texts are constructed – as a book,cartoon, poster, video or advertisement – and the way this can affect themessage. They explore the author’s intention, and discuss decisions aboutthe format of the book.The text critic checks for social and cultural fairness,and looks for any misleading effects of missing information. Questions thatprompt children to read as text critics include:
What message does the author want to tell you?What did the author have to know to write this book?Why did the author choose to write about this topic?
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Lev
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AlphaKids summary of code breaking features 1 Eleanor Curtain Publishing © EC Licensing Pty Ltd
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Lev
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AlphaKids summary of code breaking features 2 Eleanor Curtain Publishing © EC Licensing Pty Ltd
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Lev
el 3
AlphaKids summary of code breaking features 3 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
eVo
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Soun
ds a
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awar
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,/t
/:Tin
a,te
n,tw
o,
Upp
er c
ase
lett
ers,
full
stop
s,sp
eech
mar
ks
Use
of:
her/
she,
his/
he
TTiicckk
lliinngg
a,on
,the
,tha
t’s,
not,
said
,and
,her
Wor
d fa
mili
es:d
ad–
bad,
had,
lad,
mad
,sad
;not
–co
t,do
t,go
t,ho
t,jo
t,lo
t,po
t,ro
t
Chi
ldre
n cl
ap fo
rea
ch w
ord
in a
sent
ence
.
/f/:f
oot,
funn
y,fe
athe
r
Upp
er c
ase
lett
ers,
full
stop
s,sp
eech
mar
ks,a
nd c
omm
as.
Upp
er c
ase
lett
ers
for
nam
es
Wor
d en
ding
s:tic
kled
,tic
klin
gC
ontr
actio
ns:
that
’s –
that
is
RRaaiinn
it,on
,I,p
ut,m
y,an
d,w
ent,
cam
e,go W
ord
fam
ilies
:wet
– ge
t,be
t,se
t,m
et,
net,
let,
pet,
jet;
wen
t –
bent
,cen
t,de
nt,s
ent,
tent
;and
– ba
nd,h
and,
land
,sa
nd;
it –
bit,
fit,h
it,lit
,pi
t,qu
it,si
t,w
it
/e/:
wen
t,w
et,
Wed
nesd
ay
Upp
er c
ase
lett
ers,
full
stop
s
Con
trac
tions
:di
dn’t
– di
d no
t
TTwwiinn
ssm
y,an
d,I a
re,w
e,lo
ok,t
he,h
ave,
sam
e,at
,our
,do,
like,
eat,
she
Wor
d fa
mili
es:
sam
e –
blam
e,ca
me,
dam
e,fla
me,
gam
e,na
me,
tam
e
/s/:
sist
er,s
ame,
socc
er
Upp
er c
ase
lett
ers,
full
stop
s
Plur
als:
twin
s,ey
es,
bana
nas,
appl
es,
jean
s,dr
esse
s
WWhhaa
tt’’ss TT
hhaatt
NNooii
sseew
hat’ s
,tha
t,th
at’s,
a,on
,the
,sai
d,do
wn,
in,u
p,m
e,of
f,as
ked
Ono
mat
opoe
ia:
brm
m,w
ah,c
lick
woo
f,m
eow
,W
ord
fam
ilies
:th
at–
bat,
cat,
fat,
hat,
mat
,rat
,sat
;ca
r –
bar,
far,
jar,
par,
star
/at/
in w
hat
and
that
Upp
er c
ase
lett
ers,
full
stop
s,qu
estio
nm
arks
,spe
ech
mar
ks,c
omm
as,
Diff
eren
ces
betw
een
wor
dsus
ed fo
r as
king
and
telli
ng:
aske
d/sa
id.
MMaakk
iinngg
BBuutttt
eerrw
e,at
,a,o
f,so
me,
with
,put
,in,
the,
look
ed,t
here
,but
,w
as,n
o,an
d,in
to,
all,
it
Wor
d fa
mili
es:
shoo
k –
book
,co
ok,h
ook,
look
,no
ok,t
ook;
jar:
bar,
car,
far,
mar
,pa
r,ta
r,
/ed/
:tip
ped,
patt
ed,
tast
ed,l
ooke
d
Upp
er c
ase
lett
ers,
full
stop
s,co
lons
,lis
ts
Use
of t
ense
inre
coun
t:ne
eded
/nee
d,m
ade/
mak
e,sh
ook/
shak
e
Lev
el 4
AlphaKids summary of code breaking features 4 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Lev
el 5
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s(p
hone
mic
awar
enes
s)
Wri
ting
Con
vent
ions
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion.
Gra
mm
ar/t
ext
type
s
II CCaann
’’tt FFii
nndd MM
yyRR
oollllee
rr SSkk
aatteess
I,ca
n’t,
my,
lost
,in,
the,
but,
they
,the
re,
on,f
or,u
p,in
Wor
d fa
mili
es:
skat
e –
ate,
date
,fa
te,g
ate,
hate
,lat
e,ra
te;t
hink
– b
link,
ink,
link,
pink
,rin
k,si
nk,w
ink;
but
– cu
t,gu
t,hu
t,ju
t,nu
t,pu
tPo
sitio
nal w
ords
:in,
on,u
p,un
der,
behi
nd
/oo/
:loo
ked,
book
Full
stop
s,up
per
case
lett
ers,
excl
amat
ion
mar
ks,
com
mas
,ap
ostr
ophe
s
Con
trac
tions
:can
’t /
cann
ot;w
eren
’t /
wer
e no
t;ha
ven’
t /
have
not
MMaakk
iinngg
LLuunncc
hh
I’m,s
aid,
you,
me,
too,
will
,not
,can
,an
d,w
ere,
mak
e,to
,w
ho
Wor
d fa
mili
es:n
ot –
hot,
cot,
rot,
dot,
plot
,got
,pot
,spo
tH
omop
hone
s:to
o,to
,tw
o
Chi
ldre
n cl
ap fo
rea
ch w
ord
in a
sent
ence
.
/oo/
:who
,too
,you
Spee
ch m
arks
,co
mm
as,q
uest
ion
mar
ks,u
pper
cas
ele
tter
s fo
r na
mes
and
star
t of
sent
ence
s,fu
ll st
ops.
Con
trac
tion:
I’m /
Iam Bu
ildin
g w
ords
:lo
ok,l
ooki
ngQ
uest
ion
star
ters
:W
hat’s
…H
ave
…
LLooookk
iinngg
ffoorr
FFaanngg
said
,I’m
,for
,wha
t’s,
he,h
as,h
ave,
you,
him
,and
,a,h
ere,
is
Wor
d fa
mili
es:l
ook
– bo
ok,t
ook,
nook
,sh
ook,
cook
,hoo
k;bi
g –
dig,
fig,p
ig,
wig
/h/:
here
,has
,hav
e,he
lp,h
air,
he,h
im
Upp
er c
ase
lett
ers,
full
stop
s,sp
eech
mar
ks,q
uest
ion
mar
ks,c
omm
as,
apos
trop
hes
Con
trac
tions
:we’
re,
I’m,w
hat’s
,I’ll
TTaadd
ppoollee
ss aann
dd FFrr
ooggss
the,
on,f
rom
,and
,in
,is,
a
Wor
d fa
mili
es:a
nd–
band
,han
d,la
nd,
sand
/fr/:
from
,fro
g
Upp
er c
ase
lett
ers,
full
stop
s,po
sses
sive
apos
trop
he –
tadp
ole’
s
Poss
essi
ve fo
rm:
tadp
ole’
sR
eadi
ng fl
owch
arts
.
GGooii
nngg SS
hhoopppp
iinngg
I’m,g
oing
,at
the
wha
t,w
ill,I
,no
Alli
tera
tion:
book
s,bu
tton
s,ba
bies
,be
ans,
boot
s,ba
ts …
/b/:
bake
ry,b
eans
,bu
tton
s,ba
bies
,bo
oks,
buy;
/p/:
pet,
penc
ils,p
arro
ts,p
igs;
/f/:f
orks
,fig
s;/fl
/:flo
rist
,fla
gs,f
low
ers;
/h/:
hard
war
e,hi
ppos
,ho
rses
,hou
ses,
hats
,ha
mm
ers;
/t/:
toys
hop,
tent
s,tig
ers,
toys
;/tr/
:tre
es,
trai
ns;/
s/:
supe
rmar
ket,
saus
ages
,soa
p;/s
h/:s
ham
poo,
shop
ping
;/in
g/:
shop
ping
,goi
ng,
ever
ythi
ng
Upp
er c
ase
lett
ers,
full
stop
s,qu
estio
nm
arks
,exc
lam
atio
nm
arks
,das
hes
PPllaann
ttss
all,
and,
from
,get
,th
e,a,
is,i
ts,i
t,T
here
,are
,of,
they
Wor
d fa
mili
es:a
ll –
ball,
call,
fall,
hall,
mal
l,ta
ll,w
all;
and
–ba
nd,h
and,
land
,sa
nd
Chi
ldre
n pl
ace
coun
ters
for
each
sylla
ble.
Upp
er c
ase
lett
ers
and
full
stop
s.
Rea
ding
labe
lled
diag
ram
s
Eleanor Curtain Publishing © EC Licensing Pty Ltd AlphaKids summary of code breaking features 5 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Whe
re’s
the
Baby
whe
re,t
he,s
he,i
n,sa
id,a
re,n
o,no
t,da
d,m
um,g
o,to
Wor
d fa
mili
es:p
ot—
cot
,dot
,got
,hot
,jo
t,lo
t,no
t,ro
t,to
t;sa
nd —
and
,ban
d,ha
nd,l
and
Chi
ldre
n cl
ap fo
rea
ch s
ylla
ble
they
hear
in a
sen
tenc
e.
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
,quo
tatio
nm
arks
,com
mas
,ex
clam
atio
n m
arks
Con
trac
tions
:w
here
’s,sh
e’s,
she’
ll
Taki
ng P
hoto
s
my,
is,I
,hav
e,a,
of,
my,
with
,was
,in,
the,
wen
t,up
,and
,hi
s,th
at,w
ill,b
e,go
od,s
aid,
her,
on,
this
,her
e,ar
e
Wor
d fa
mili
es:c
lick
— b
rick
,flic
k,lic
k,M
ick,
pick
,qui
ck,
sick
,stic
k,tic
k,th
ick,
tric
k;w
ill —
bill
,dill
,gi
ll,fil
l,hi
ll,Jil
l,m
ill,
pill,
quill
,sill
,stil
l,til
l;to
ok —
broo
k,co
ok,
book
,hoo
k,lo
ok,
nook
,roo
k,sh
ook
Chi
ldre
n pu
t ou
tco
unte
rs fo
r ea
chw
ord
hear
d in
ase
nten
ce.
Chi
ldre
n ho
ld u
p a
finge
r ea
ch t
ime
they
hea
r a
wor
dth
at s
tart
s w
ith t
he/f/
sou
nd:p
hoto
,ph
one.
Dis
cuss
the
use
of
ph t
o re
pres
ent
the
soun
d.C
ompa
re t
oot
her
wor
ds w
ithth
is s
ound
.
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,e
xcla
mat
ion
mar
ks.
Use
of c
apita
lisa-
tion
of ‘C
LIC
K’ t
oin
dica
te n
oise
mad
eby
cam
era.
The
Los
t M
othe
r
the,
and,
I,w
ent,
we,
got,
som
e,no
,was
,m
y,sh
e,w
as,w
ith,
me,
whe
re,d
id,g
o,w
as,t
o,lo
oked
,for
,sa
id
Wor
d fa
mili
es:g
ot—
cot
,dot
,hot
,jot
,lo
t,no
t,po
t,ro
t,sp
ot,s
hot,
trot
;bac
k—
lack
,kna
ck,p
ack,
rack
,sac
k,st
ack,
tack
,tra
ck;w
ent
—be
nt,r
ent,
sent
,ten
t,ve
nt
Chi
ldre
n ca
n lis
ten
to s
ente
nces
from
the
book
rea
dal
oud
and
coun
tho
w m
any
wor
dsth
ey h
ear.
Chi
ldre
n lis
ten
for
wor
ds t
hat
star
tw
ith a
giv
en s
ound
in a
ran
ge o
f sen
-te
nces
from
the
book
,eg
liste
n fo
rth
e w
ord
that
sta
rts
with
/b/.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as,
ellip
ses,
ques
tion
mar
ks,q
uota
tion
mar
ks,e
xcla
mat
ion
mar
ks.
Use
of c
omm
as a
nd‘a
nd’ i
n lis
ts
Use
of p
ast
tens
e:go
t,w
ent,
back
to,
look
ed
Slee
ping
Ani
mal
s
this
,is,
a,it,
can,
in,
dow
n,its
,on,
up,a
ll,th
ey
Wor
d fa
mili
es:s
leep
— b
eep,
cree
p,de
ep,p
eep,
stee
p,sh
eep,
wee
p;do
wn
— c
low
n,fr
own,
gow
n;sh
ark
—ba
rk,d
ark,
hark
,la
rk,m
ark,
park
Chi
ldre
n cl
ap e
ach
time
they
hea
r a
wor
d w
ith t
wo
syl-
labl
es.
Chi
ldre
n lis
ten
toid
entif
y w
ords
tha
tha
ve a
/sl/
soun
d at
the
begi
nnin
g.
Cap
ital l
ette
rs,f
ull
stop
s
The
Tre
e
the,
here
,is,
a,th
is,
for,
on,a
re,a
nd
Wor
d fa
mili
es:t
ree
— s
ee,b
ee,k
nee,
free
,thr
ee;s
ap —
cap,
gag,
lap,
map
,ra
p,ta
p,tr
ap,s
trap
,w
rap,
clap
Chi
ldre
n lis
ten
to a
sent
ence
from
the
book
and
cou
nt t
henu
mbe
r of
wor
dsth
ey h
ear.
/a/:
ant,
sap,
an,
cate
rpill
ar
Cap
ital l
ette
rs,f
ull
stop
s
Con
vent
ions
of f
ood
web
dia
gram
—la
bels
,arr
ows
tosh
ow is
eat
en b
y
Spri
ngs
this
,is
a,ha
s,w
hat,
does
it,d
o,to
,go,
up,d
own,
they
Wor
d fa
mili
es:
spri
ng(in
g) —
bri
ng,
clin
g,fli
ng,r
ing,
sing
,st
ing,
stri
ng,t
hing
,w
ing
Chi
ldre
n lis
ten
to a
rang
e of
wor
ds a
ndto
put
a c
ount
erou
t fo
r ea
ch w
ord
that
has
the
/ing
/so
und.
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 6
AlphaKids summary of code breaking features 6 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Snak
e’s
Din
ner
for,
the,
I,yo
u,no
,m
e,sa
id,s
o,w
here
,is
,the
m,b
y,ou
t,ca
me
Wor
d fa
mili
es:a
_e—
sna
ke,c
age,
ate
Chi
ldre
n ca
n cl
apfo
r ea
ch s
ylla
ble
ina
sent
ence
.
long
/a/:
snak
e,ca
ge,a
te
Que
stio
n m
arks
,qu
otat
ion
mar
ksU
sage
of p
unct
ua-
tion
insi
de q
uota
-tio
n m
arks
Con
trac
tions
:can
’t,w
hat’s
Poss
essi
ve a
post
ro-
phe:
bird
’s,ca
t’s,
dog’
s,bo
y’s
Use
of W
hat’s
,Can
and
Whe
reto
indi
-ca
te q
uest
ions
Vid
eo G
ame
wha
t,go
t,a,
I,pl
ay,
it al
l,th
e,at
,bef
ore,
afte
r,up
,ove
r,to
,go,
dow
n,sa
ys,t
hat,
for,
you,
now
,hav
e,do
,on
e,tw
o,ju
st
Wor
d fa
mili
es:
gam
e —
bla
me,
cam
e,da
me,
fam
e,la
me,
nam
e,sa
me,
tam
e;sc
hool
—fo
ol,c
ool,
pool
,too
l
shor
t /e
/:be
d,gu
ess,
vide
o,ex
celle
nt,
leve
l,ye
s
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
tatio
nm
arks
Con
trac
tions
:W
e’ve
,it’s
,I’m
Use
of c
apita
lisa-
tion
of a
ll le
tter
s in
wor
d fo
r em
phas
isU
se o
f elli
pses
to
indi
cate
tex
t is
unfin
ishe
dU
se o
f spe
ech
bal-
loon
s to
indi
cate
dire
ct s
peec
h
Too
Man
y A
nim
als
in,c
ome,
the,
by,
two,
and,
a,fr
om,
with
,on,
no,t
oo
Wor
d fa
mili
es:b
alls
—ba
ll,ca
ll,fa
ll,al
l,ha
ll,m
all,
tall,
wal
l
Chi
ldre
n lis
ten
for
the
rhym
ing
wor
dson
eac
h pa
ge.
Chi
ldre
n lis
ten
for
the
part
s of
rhym
ing
wor
ds t
hat
soun
d th
e sa
me.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as in
lists
,exc
lam
atio
nm
arks
Use
of r
hym
ing
coup
lets
Shad
ow P
uppe
ts
this
,is,
a,its
,can
,w
ith,a
nd,h
as,t
wo,
thes
e,ar
e
Wor
d fa
mili
es:s
ticks
— b
rick
s,cl
icks
,fli
cks,
hick
s,lic
ks,
nick
s,pi
cks,
tric
ks
Chi
ldre
n co
unt
sylla
bles
in g
iven
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Chi
ldre
n lo
ok a
t th
ew
ord
cello
phan
efo
cusi
ng o
n th
e /c
/an
d /p
h/ a
nd t
heso
unds
rep
rese
nted
by t
hese
lett
ers
inth
is w
ord.
Cap
ital l
ette
rs,f
ull
stop
s
Con
vent
ions
in d
ia-
gram
s:la
bels
,po
inte
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se o
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he T
alle
st?
is,t
he,a
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o,an
d,ou
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ck,n
ow,
we,
know
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you
Wor
d fa
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all
— a
ll,ba
ll,ca
ll,fa
ll,ha
ll,m
all,
tall
Chi
ldre
n ho
ld u
p a
finge
r ev
ery
time
they
hea
r a
wor
dw
ith t
he /s
h/ s
ound
in it
.
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
Com
para
tive
lan-
guag
e:ta
ller,
shor
ter
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hing
our
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ng,a
nd,l
ike,
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ery,
into
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n,ha
ve,
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ecau
se,u
s,bu
t,w
ith,h
im
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d fa
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es:d
ry—
by,
cry,
fly,m
y,sh
y,pr
y,tr
y;do
g —
bog,
cog,
fog,
hog,
jog,
log
Chi
ldre
n lis
ten
for
wor
ds w
ith t
he /s
h/so
und
in t
hem
and
to id
entif
y if
the
soun
d it
at t
hebe
ginn
ing,
end
or in
the
mid
dle
of t
hew
ord.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as,
ellip
ses,
excl
amat
ion
mar
ks
Con
trac
tions
:it’s
Use
of p
lura
l whe
nta
lkin
g ab
out
the
dog:
our,
we
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 7
AlphaKids summary of code breaking features 7 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Ani
mal
Ske
leto
ns
all,
thes
e,ha
ve,
som
e,th
eir,
on,t
he,
of,a
re,a
ll,ha
s,its
Wor
d fa
mili
es:a
ll—
bal
l,ca
ll,fa
ll,ha
ll,st
all,
tall,
wal
l;its
—bi
ts,f
its,h
its,k
its,
pits
,qui
ts,s
its
Com
poun
d w
ords
:in
side
,out
side
,gol
d-fis
h,an
gelfi
sh,
stin
gray
,but
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ly,
stic
k in
sect
,jum
ping
spid
er,d
addy
lon-
gleg
s,hu
ntsm
an
Chi
ldre
n lis
ten
for
the
/sk/
sou
nd a
tth
e st
art
of w
ords
:sk
elet
on.
Cap
ital l
ette
rs,f
ull
stop
s
Wri
ting
conv
en-
tions
:lab
els
with
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ters
on
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gram
s,ca
ptio
ns fo
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otos
Tho
mas
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ith,
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ldre
n lis
ten
for
wor
ds t
hat
have
two
sylla
bles
.
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ital l
ette
rs,f
ull
stop
s,co
mm
as,q
uo-
tatio
n m
arks
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la-
mat
ion
mar
ks
Pres
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ten
se:
got/
get
Use
of c
apita
lisa-
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of w
hole
wor
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phas
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BAN
G! T
HU
MP!
BOO
M!
Show
and
Tel
l
I,ha
ve,f
or,a
nd,y
ou,
to ,
wha
t,it,
is,i
n,th
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,no,
yes,
an,
does
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g,bi
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ord
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r fo
r ev
ery
wor
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a s
ente
nce.
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n cl
ap w
hen
they
hea
r a
wor
dw
ith a
long
/e/
soun
d:se
eds,
tree
,ea
ts
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
A P
et fo
r M
e
a,fo
r,m
e,sa
ys,I
,ca
n,ha
ve,d
on’t,
know
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I,w
ill,l
ittle
,my,
too,
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wou
ld,l
ike,
with
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d fa
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at—
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t,fa
t,ha
t,m
at,p
at,r
at,s
at,
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ish,
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Chi
ldre
n id
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yth
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ymin
g w
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on e
ach
page
Cap
ital l
ette
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ull
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atio
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arks
Con
trac
tions
:don
’t,it’
s
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oes
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ome,
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it,w
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e be
atin
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r a
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.
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ital l
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ull
stop
s
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ee L
ittle
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the,
a,th
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wer
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me,
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e,in
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Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as
Con
trac
tions
:I’ll
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 8
AlphaKids summary of code breaking features 8 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Mr W
olf T
ries
Aga
in
I,am
,the
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y,ha
ve,a
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ng,t
o,lit
-tle
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e,in
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t,by
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our,
said
,or
,you
r,so
,cou
ld,
ran,
up,o
ut,d
own,
my,
be
Wor
d fa
mili
es:b
ash
— c
rash
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mas
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sh,s
ash,
stas
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ash,
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ash,
thra
sh,a
sh
Chi
ldre
n lis
ten
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wor
ds t
hat
rhym
e.
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as,
excl
amat
ion
mar
ks
Con
trac
tions
:I’ll
Con
cret
e
this
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a,it,
to,
mak
e,an
d,w
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are
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d fa
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— a
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hand
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ake
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ake
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ldre
n co
mpa
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e w
ords
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cret
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men
t.W
hat
isdi
ffere
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bout
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soun
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e st
art?
Wha
t le
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sed
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epre
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?
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ap e
ach
time
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/s/
soun
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any
wor
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Cap
ital l
ette
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ull
stop
s,qu
estio
nm
arks
,com
mas
Use
of c
omm
as in
lists
The
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ntG
inge
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ad M
an
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one,
old,
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aid,
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book
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took
soft
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ging
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iant
/j/:
jum
ped
hard
/g/:
get,
grou
nd
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
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nm
arks
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mas
Con
trac
tions
:you
’ll,
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Rea
d se
nten
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om t
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ok a
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il-dr
en t
o lis
ten
for
apa
rtic
ular
sou
nd.
For
exam
ple:
List
enfo
r th
e so
und
/ee/
.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as in
lists
Con
trac
tions
:I’d
,sh
ould
n’t
The
Fox
and
the
Cro
w
the,
and,
a,of
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ould
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e,to
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e,sa
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ith,
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own,
into
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row
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Chi
ldre
n fin
d al
lw
ords
tha
t ha
vetw
o sy
llabl
es.
/cr/
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w,c
rop,
cree
k,cr
own,
crum
-pe
t,cr
isp,
cres
t
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as,
dash
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ion
mar
ks
Use
of d
ash
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ust,
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e,da
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y,w
ith,m
e,w
ent,
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d
Wor
d fa
mili
es:c
ry—
by,
dry,
fly,m
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y;pl
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day,
bay,
gay,
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lay,
may
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ay,s
ay,s
tray
,tra
y,w
ay,f
ray
Chi
ldre
n lis
ten
for
wor
ds t
hat
end
with
/ing/
:mor
ning
,cry
-in
g
Cap
ital l
ette
rs,f
ull
stop
s,el
lipse
s,qu
o-ta
tion
mar
ks
Con
trac
tions
:did
n’t
Use
of p
ast
tens
e:w
as,k
new
,did
n’t
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 9
AlphaKids summary of code breaking features 9 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Rev
enge
of t
heT
hree
Litt
le P
igs
we,
are,
the,
little
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your
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one,
out,
saw
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dow
n
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d fa
mili
es:b
ash
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rash
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h,ga
sh,m
ash,
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g,fa
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hang
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g,sa
ng
Chi
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n ra
ise
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rha
nds
whe
n th
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ar w
ords
with
agi
ven
onse
t or
rim
e.
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
asU
se o
f elli
pses
to
indi
cate
sen
tenc
ein
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plet
e
Con
trac
tions
:I’ll
,w
e’ll,
it’s
Use
of c
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lisa-
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for
‘AA
GH
’ to
emph
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e th
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neof
voi
ce
Sara
h an
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they
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can,
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,too
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Chi
ldre
n lis
ten
for
wor
ds w
ith t
wo
syl-
labl
es.
Chi
ldre
n id
entif
yth
e fin
al s
ound
in:
frie
nds,
alw
ays,
Will
’s,ho
use,
lives
,cl
ass,
fax
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
tatio
nm
arks
,com
mas
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arks
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phe:
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poun
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way
Chi
ldre
n lis
ten
for
wor
ds t
hat
star
tw
ith /w
/:w
e,w
ent,
wai
t,w
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way
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as,
ellip
ses,
excl
amat
ion
mar
ks
Use
of s
peec
h ba
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m S
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little
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use,
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st,
then
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know
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Wor
d fa
mili
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ong
— g
ong,
long
,pon
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rong
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e —
hik
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lang
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ang,
rang
Chi
ldre
n pr
edic
t th
erh
ymin
g w
ord
for
ever
y se
cond
line
.
Chi
ldre
n lis
ten
for
wor
ds t
hat
begi
nw
ith t
he /b
/ sou
nd:
beca
use,
big
bird
,bo
y,bi
ke
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,d
ashe
s,ex
clam
atio
n m
arks
Use
of e
llips
esU
se o
f rhy
min
gco
uple
tsU
se o
f RR
Rou
gh t
oem
phas
ispr
onun
ciat
ion
Use
of c
apita
lisa-
tion
of w
hole
wor
dsto
indi
cate
sou
ndan
d em
phas
ise
wor
d
Rai
nfor
est
Plan
ts
this
,is
a,in
,som
e,ge
t,of
,do,
not,
very
,lit
tle,t
o,th
ey,t
hese
,ha
s,al
l,th
e,it
Wor
d fa
mili
es:g
row
— b
ow,c
row
,low
,m
ow,k
now
,row
,so
w,t
ow;t
op —
hop,
mop
,pop
,plo
p,st
op,s
hop,
crop
,ch
op;a
ll —
bal
l,ca
ll,fa
ll,ha
ll,ta
ll,w
all
Chi
ldre
n lis
ten
for
wor
ds t
hat
have
agi
ven
num
ber
ofsy
llabl
es.
Chi
ldre
n lis
ten
for
wor
ds t
hat
have
/l/
soun
d in
the
m:
plan
ts,l
ot,s
unlig
ht,
little
,flo
or,t
alle
r,al
l
Cap
ital l
ette
rs,f
ull
stop
s
Com
poun
d w
ords
:ra
info
rest
,sun
light
Sock
s O
ff!
off,
whe
n,I ,
was
,lit-
tle,p
laye
d,a,
with
,m
y,w
e,th
is,b
efor
e,w
ent,
to,o
ur,a
nd,
on,h
ad,g
o,am
,big
,no
w,h
is,h
im,p
lay,
all,
of,w
ere,
it ge
t
Wor
d fa
mili
es:s
ocks
— b
lock
s,cl
ocks
,flo
cks,
lock
s,kn
ocks
,ro
cks,
shoc
ks,s
tock
s
Chi
ldre
n lis
ten
for
the
shor
t /o
/ sou
nd:
sock
s,of
f,of
,on
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
tatio
nm
arks
,com
mas
Use
of p
ast
tens
e
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 1
0
AlphaKids summary of code breaking features 10 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Litt
le M
onke
y
I,am
,a,t
here
,was
,lit
tle,w
ith,h
er,
mot
her,
very
,can
,se
e,th
e,yo
u,w
ill,i
n,to
,som
e,as
,by,
get,
befo
re,c
ome,
and,
me,
cam
e,on
,out
,co
uld,
not,
up,b
ut,
this
,all,
go,l
ook,
your
,for
,jus
t
Wor
d fa
mili
es:s
tuck
- bu
ck,d
uck,
luck
,m
uck,
cluc
k,tu
ck,
truc
k,pl
uck,
stru
ck;
fall
— b
all,
call,
hall,
tall,
wal
l,st
all;
jum
p—
bum
p,cl
ump,
dum
p,hu
mp,
lum
p,pu
mp,
rum
p,st
ump;
eat,
beat
,hea
t,m
eat,
neat
,sea
t,w
heat
Chi
ldre
n lis
ten
for
wor
ds t
hat
have
two
sylla
bles
:mon
-ke
y,m
othe
r,pa
n-th
er,b
efor
e,al
ong
Chi
ldre
n lis
ten
for
wor
ds w
ith a
long
/e/ s
ound
:mon
key,
eat,
reac
hed,
quic
k-ly
,hur
ry,b
esid
e
Col
ons,
capi
tal l
et-
ters
,ful
l sto
ps,
excl
amat
ion
mar
ks,
ques
tion
mar
ks
Use
of c
hara
cter
nam
e fo
llow
ed b
yco
lon
to in
dica
tew
ho is
spe
akin
g
Floa
ting
and
Sink
ing
som
e,w
hat,
to,o
r,is
,thi
s,in
,the
,it,
has,
are,
of,t
heir,
into
,a,
they
,go,
put
Wor
d fa
mili
es:f
loat
- bo
at,c
oat,
goat
,m
oat;
sink
— b
link,
link,
min
k,pi
nk,r
ink,
slin
k,st
ink,
thin
k,w
ink
Chi
ldre
n cl
ap w
hen
they
hea
r w
ords
with
long
/o/:
float
,po
tato
,boa
t
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
Pres
ent
and
past
verb
form
s:si
nk/s
unk
Beak
s an
d Fe
et
ther
e,ar
e,of
,the
y,ha
ve,a
nd,t
o ge
t,is
,th
is,a
,it,
its fo
r,go
od,l
ike,
in,l
ong
Wor
d fa
mili
es:e
a—
eag
le,t
ear,
beak
,br
eak,
eat
Chi
ldre
n lis
ten
for
wor
ds w
ith t
wo
-syl
labl
es.
Chi
ldre
n lis
ten
for
wor
ds w
ith a
long
/e/ s
ound
:eag
le,e
at,
feet
Full
stop
s an
d ca
pi-
tal l
ette
rsU
se o
f pos
sess
ive
apos
trop
he
Wor
ds e
ndin
g in
‘ing’
The
Stu
bbor
n G
oat
ther
e,w
as,a
,if,
he,
in,t
he,a
nd,o
ut,o
f,w
ould
,ver
y,sa
id,
day,
one,
com
e,or
,yo
ur,n
ot,w
ent,
cam
e,ra
n,w
ere,
to,
so,t
hat,
get,
have
,lit
tle,b
ut
Wor
d fa
mili
es:g
oat
— b
oat,
coat
,flo
at,
gloa
t;st
ay —
bay
,da
y,ga
y,ha
y,la
y,m
ay,p
ay,r
ay,s
ay,
tray
,way
Chi
ldre
n cl
ap fo
rea
ch s
ylla
ble
in a
wor
d.
/st/
:stu
bbor
n,st
and-
ing,
stay
Quo
tatio
n m
arks
,fu
ll st
ops,
capi
tal
lett
ers,
and
com
mas
Con
trac
tions
:w
ould
n’t,
I’ll
Com
poun
d w
ords
:ou
tsid
e,he
n ho
use,
som
eone
Roa
ds a
nd B
ridg
es
and,
wer
e,w
as,a
,w
ith,o
n,it,
goin
g,th
e,ve
ry,I
’m,t
o,m
y,sa
id,c
an,t
here
,in,
then
,mak
e,ov
er,
your
,his
,thi
s,ju
st,
like,
as,h
e,as
ked,
long
,was
,but
,goo
d
Wor
d fa
mili
es:f
lag
— b
ag,n
ag,r
ag,
sag,
tag,
wag
,sta
g;bl
ade
— fa
de,
mad
e,w
ade,
trad
e,sp
ade;
truc
k —
cluc
k,du
ck,l
uck,
muc
k,su
ck,s
tuck
,st
ruck
,tru
ck
/b/:
brid
ges,
build
ing,
bulld
ozer
,bro
om,
blad
e,br
rm
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,e
xcla
mat
ion
mar
ks,c
omm
as,
dash
es
Com
poun
d w
ords
:bu
lldoz
er,w
heel
-ch
air,
sand
pit
Tara
ntul
a
a,is
,the
,in,
can,
it,be
,hav
e,on
,the
y,an
d,to
,loo
k,lik
e,no
t,of
,it,
out,
its,
for,
don’
t,m
ake,
by,
som
e,w
ith
Wor
d fa
mili
es:f
eed
— b
leed
,dee
d,gr
eed,
need
,ree
d,se
ed,w
eed;
bark
—da
rk,l
ark,
mar
k,pa
rk,s
hark
,sta
rk
Chi
ldre
n cl
ap fo
rea
ch s
ylla
ble
in a
wor
d.
/ar/
:bar
k,ha
rd,
part
s/e
r/:s
pide
r,bi
gger
/all/
:tal
l,cr
awl,
smal
lsh
ort
/a/:
man
,ha
nd,c
an,a
nd,
tara
ntul
a,ca
tch,
para
lyse
s,fa
ngs
Cap
ital l
ette
rs,f
ull
stop
s,pa
ragr
aphs
Com
para
tive
wor
ds:b
igge
st,b
ig-
ger
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 1
1
AlphaKids summary of code breaking features 11 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
eVo
cabu
lary
Soun
ds a
nd le
tter
s
Wri
ting
Con
vent
ions
Hig
h-fr
eque
ncy
wor
dsW
ord
awar
enes
s
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
FFrruuii
tt ssaa
llaadd
I,lik
e
Wor
d fa
mili
es:l
ike
– bi
ke,h
ike
/p/:
pear
s,pe
ache
s
Upp
er c
ase
lett
ers
and
full
stop
s
IIccee--
ccrreeaa
mm
here
,is,
my,
an,a
Hyp
hens
:ice-
crea
m
Chi
ldre
n cl
ap w
hen
they
hea
r a
spec
ified
wor
d or
to in
dica
te t
henu
mbe
r of
wor
dsin
a s
ente
nce.
long
/i/:
ice-
crea
m,
whi
te
Upp
er c
ase
lett
ers
and
full
stop
s
Use
of a
and
an
CCaann
YYoouu
SSeeee
MMee??
can,
you,
see,
me,
my
Wor
d fa
mili
es:c
an–
ban,
Dan
,fan
,m
an,p
an,r
an,t
an,
van
my
– by
,cry
,dry
,fly
,my,
try
/t/:
teet
h,to
ngue
long
/e/:
see,
me
Que
stio
n m
arks
,up
per
case
lett
ers
to b
egin
sen
tenc
e
Sing
ular
and
plur
al:t
eeth
/too
th,
ear/
ears
.Usi
ng m
ean
d m
y
GGllaa
sssseess
my,
has
Sing
ular
/plu
ral:
glas
ses
Wor
d fa
mili
es.
Dad
– b
ad g
lad,
had,
mad
,sad
Sylla
bles
in w
ords
:cl
ap fo
r ea
ch b
eat
/s/:
glas
ses,
sist
er,
has
Upp
er c
ase
lett
ers
and
full
stop
s
DDoogg
ss
this
,is,
a,bi
g,lit
tle,
my
Wor
d fa
mili
es:
dog
– bo
g,fo
g,jo
g,lo
g;th
is/is
Opp
osite
s:bi
g/sm
all,
blac
k/w
hite
,sa
d/ha
ppy
/d/:
dog
Upp
er c
ase
lett
ers
and
full
stop
s
Plac
emen
t of
adje
ctiv
es b
efor
eno
un:b
ig d
og
PPllaayy
iinngg
I,lik
e,to
,my,
of,a
ll
Wor
d fa
mili
es:r
un–
bun,
fun,
gun,
run,
sun;
hide
_ g
lide,
slid
e,si
de,t
ide,
wid
e;al
l – b
all,
call,
fall,
hall,
tall,
wal
l
/l/:l
ike,
play
,slid
e
Upp
er c
ase
lett
ers,
full
stop
s,ex
clam
atio
n m
arks
Verb
s (a
ctio
nw
ords
):ru
n,hi
de,
jum
p,sl
ide,
swin
g,cr
awl.
Use
of t
o be
fore
verb
:I li
ke …
(nou
n) –
I lik
e to
… (
verb
)
Lev
el 1
AlphaKids summary of code breaking features 1 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
Con
vent
ions
Hig
h-fr
eque
ncy
wor
dsW
ord
awar
enes
s
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion.
Gra
mm
ar
MMyy
BBaabbyy
SSiisstt
eerr
this
,is,
my,
can,
with
,me,
my,
Wor
d fa
mili
es:c
an–
man
,ran
,Dan
,fa
n,pl
an,b
an
Chi
ldre
n ra
ise
one
finge
r fo
r ea
chw
ord
they
hea
r.
/s/:
sist
er,s
leep
,sm
ile
Upp
er c
ase
lett
ers,
full
stop
s.
Me/
my
Begi
nnin
gqu
estio
ns w
ith c
an
GGrraa
nnddppaa
’’ss HH
oouussee
has,
a,w
ith,b
ig
Wor
d fa
mili
es:b
ig–
dig,
fig,j
ig,p
ig,
wig
;hal
l – a
ll,ba
ll,ca
ll,fa
ll,ta
ll
Chi
ldre
n cl
ap fo
rea
ch w
ord
in a
sent
ence
from
the
text
.
/g/:
Gra
ndpa
,ga
rden
,goo
dnig
ht/h
/:ho
use,
has
shor
t /a
/:gr
andp
a,ha
s
Upp
er c
ase
lett
ers,
full
stop
s.U
se o
fpo
sses
sive
apos
trop
he in
the
title
.
Cha
nge
ofst
ruct
ure
from
with
a v
ery
big
gard
en, t
o w
ithve
ry b
ig s
tair
s
II’’mm BB
rraavvee
I’m,I
,can
,a,t
he,
Con
trac
tions
:I’m
/ I a
mW
ord
fam
ilies
:ca
n –
ban,
Dan
,fa
n,m
an,p
an,r
an,
van
/c/:
can,
catc
h
Upp
er c
ase
lett
ers
and
full
stop
s
Use
of a
and
the
befo
re n
oun.
LLiivvii
nngg aa
nndd NN
oonn--
lliivviinn
gg TT
hhiinngg
ss
are,
thin
gs
Plur
al n
ouns
:an
imal
s,ro
cks,
tree
s,fir
es,b
irds,
met
als,
fish,
rive
rs,
peop
le,h
ouse
sW
ord
fam
ilies
:th
ing
– br
ing,
sing
,w
ing;
fish
– w
ish,
dish
/ing/
:thi
ngs,
livin
g
Hyp
hens
– n
on-
livin
g,up
per
case
lett
ers,
full
stop
s
Use
of a
rew
ithpl
ural
nou
n
WWhhaa
tt’’ss TT
hhiiss??
WWhhaa
tt’’ss TT
hhaatt??
wha
t’s,t
his,
that
,a,
on,i
nW
ord
fam
ilies
:cat
– ba
t,fa
t,ha
t,m
at,
pat,
rat,
sat;
frog
– b
og,c
og,
dog,
fog,
hog,
jog,
log
Rhy
min
g w
ords
:ca
t/m
at,f
rog/
log,
mou
se/h
ouse
,be
ar/c
hair
/at/
– c
at,h
at,t
hat,
mat
,rat
.
Upp
er c
ase
lett
ers,
full
stop
s,qu
estio
nm
arks
,apo
stro
phes
Con
trac
tions
:w
hat’s
/wha
t is
SSaanndd
wwiicc
hheess
I,ha
ve,a
,for
,my,
on,d
adD
ay w
ords
:M
onda
y,Tu
esda
y,W
edne
sday
,T
hurs
day,
Frid
ay,
Satu
rday
,Sun
day,
birt
hday
Find
ing
wor
dsw
ithin
wor
ds:
sand
/wic
h
Chi
ldre
n cl
ap fo
rth
e be
ats
with
inw
ords
.
/ch/
:che
ese,
chic
ken,
sand
wic
h
Upp
er c
ase
lett
ers
to b
egin
sen
tenc
es,
full
stop
s,up
per
case
lett
ers
for
days
of t
he w
eek.
Lev
el 2
AlphaKids summary of code breaking features 2 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s(p
hone
mic
awar
enes
s)
Wri
ting
Con
vent
ions
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Vis
ual l
itera
cy
WWhhaa
tt’’ss FF
oorrDD
iinnnnee
rr??th
e,fo
r,as
ked
Wor
d fa
mili
es:c
at–
bat,
fat,
flat,
mat
,pa
t,ra
t,sa
t,th
at
Chi
ldre
n cl
ap fo
rea
ch s
ylla
ble
inw
ords
.
Med
ial s
ound
:/a/
:ba
t,ca
t,ra
bbit
Full
stop
s,up
per
case
lett
ers,
ques
tion
mar
ks
edsu
ffix
– as
ked
MMoonn
sstteerr
ss
I,ha
ve,b
ig,t
o se
e,a,
am,g
et,y
ou
Wor
d fa
mili
es:b
ig–
dig,
pig,
wig
;see
– be
e,fe
e,kn
ee;
get
– be
t,le
t,m
et,
net,
pet,
set,
vet,
yet
Chi
ldre
n cl
ap fo
rev
ery
sylla
ble
they
hear
in a
sen
tenc
efr
om t
he t
ext.
Med
ial s
ound
:/i/:
big,
ever
ythi
ng
Upp
er c
ase
lett
ers,
full
stop
s,ex
clam
atio
n m
arks
Con
trac
tions
:I’m
–I a
mC
ompo
und
wor
ds:
ever
ythi
ng
TThhee
PPaarrtt
yy
I’m,a
,with
,of,
and
Seei
ng w
ords
with
in w
ords
:ba
lloon
– b
all,
all;
hats
– a
t;pa
rty
–pa
rt,a
rt;c
andl
es –
can
Wor
d fa
mili
es:h
at–
bat,
sat,
fat,
mat
,fla
t,ca
t,ra
t,th
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ase
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e of
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ce is
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ns:I
’m /
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o
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mili
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lay
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ay,
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Chi
ldre
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ter
for
ever
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ear
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Upp
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ophe
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ds r
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it
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).
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Seei
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ords
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in w
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Chi
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ise
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r on
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Upp
er c
ase
lett
ers,
full
stop
s
Rea
ding
flow
char
t.La
bels
,titl
e
Lev
el 3
AlphaKids summary of code breaking features 3 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
eVo
cabu
lary
Soun
ds a
nd le
tter
s(p
hone
mic
awar
enes
s)
Wri
ting
Con
vent
ions
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion.
Gra
mm
ar
BBiirrtt
hhddaayy
CCaakk
eessha
d,on
,her
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she,
with
,the
m,w
e,sa
id
Wor
d fa
mili
es:
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take
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ke;h
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d,la
d,m
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row
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w,
row
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w,s
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tow
/bl/:
blew
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w.
/b/:
birt
hday
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,/t
/:Tin
a,te
n,tw
o,
Upp
er c
ase
lett
ers,
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stop
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eech
mar
ks
Use
of:
her/
she,
his/
he
TTiicckk
lliinngg
a,on
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,tha
t’s,
not,
said
,and
,her
Wor
d fa
mili
es:d
ad–
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lad,
mad
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;not
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t,ho
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t
Chi
ldre
n cl
ap fo
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ch w
ord
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ence
.
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r
Upp
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ase
lett
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s,sp
eech
mar
ks,a
nd c
omm
as.
Upp
er c
ase
lett
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for
nam
es
Wor
d en
ding
s:tic
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,tic
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gC
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actio
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d,w
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ord
fam
ilies
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nd,h
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it
/e/:
wen
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et,
Wed
nesd
ay
Upp
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ase
lett
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full
stop
s
Con
trac
tions
:di
dn’t
– di
d no
t
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y,an
d,I a
re,w
e,lo
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Wor
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me,
dam
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me,
gam
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me,
tam
e
/s/:
sist
er,s
ame,
socc
er
Upp
er c
ase
lett
ers,
full
stop
s
Plur
als:
twin
s,ey
es,
bana
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appl
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esse
s
WWhhaa
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NNooii
sseew
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t,th
at’s,
a,on
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p,m
e,of
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ked
Ono
mat
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ia:
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m,w
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lick
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f,m
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ord
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ilies
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at–
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mat
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in w
hat
and
that
Upp
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ase
lett
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full
stop
s,qu
estio
nm
arks
,spe
ech
mar
ks,c
omm
as,
Diff
eren
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betw
een
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dsus
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r as
king
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d/sa
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BBuutttt
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me,
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look
ed,t
here
,but
,w
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to,
all,
it
Wor
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k –
book
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Upp
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ase
lett
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,lis
ts
Use
of t
ense
inre
coun
t:ne
eded
/nee
d,m
ade/
mak
e,sh
ook/
shak
e
Lev
el 4
AlphaKids summary of code breaking features 4 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Lev
el 5
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s(p
hone
mic
awar
enes
s)
Wri
ting
Con
vent
ions
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
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Gra
mm
ar/t
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type
s
II CCaann
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nndd MM
yyRR
oollllee
rr SSkk
aatteess
I,ca
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my,
lost
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the,
but,
they
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re,
on,f
or,u
p,in
Wor
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mili
es:
skat
e –
ate,
date
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te,g
ate,
hate
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e,ra
te;t
hink
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link,
ink,
link,
pink
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k,si
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ink;
but
– cu
t,gu
t,hu
t,ju
t,nu
t,pu
tPo
sitio
nal w
ords
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on,u
p,un
der,
behi
nd
/oo/
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book
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stop
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lett
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amat
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mar
ks,
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mas
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tions
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o
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ap fo
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ch w
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sent
ence
.
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ch m
arks
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mm
as,q
uest
ion
mar
ks,u
pper
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ele
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s fo
r na
mes
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ence
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ll st
ops.
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trac
tion:
I’m /
Iam Bu
ildin
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star
ters
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hat’s
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ave
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iinngg
ffoorr
FFaanngg
said
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,wha
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he,h
as,h
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you,
him
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is
Wor
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ook
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ook,
nook
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ook,
cook
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fig,p
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wig
/h/:
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air,
he,h
im
Upp
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ase
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stop
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mar
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mar
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s;/fl
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s/:
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g/:
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ever
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Upp
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ase
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arks
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arks
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and
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land
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ble.
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er c
ase
lett
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and
full
stop
s.
Rea
ding
labe
lled
diag
ram
s
Eleanor Curtain Publishing © EC Licensing Pty Ltd AlphaKids summary of code breaking features 5 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Whe
re’s
the
Baby
whe
re,t
he,s
he,i
n,sa
id,a
re,n
o,no
t,da
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Wor
d fa
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ot—
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t,lo
t,no
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and
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d,ha
nd,l
and
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ldre
n cl
ap fo
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ch s
ylla
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they
hear
in a
sen
tenc
e.
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ital l
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rs,f
ull
stop
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estio
nm
arks
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tatio
nm
arks
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mas
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clam
atio
n m
arks
Con
trac
tions
:w
here
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e’s,
she’
ll
Taki
ng P
hoto
s
my,
is,I
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e,a,
of,
my,
with
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at,w
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this
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lick
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rick
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ill —
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ll,fil
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ll,Jil
l,m
ill,
pill,
quill
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l,til
l;to
ok —
broo
k,co
ok,
book
,hoo
k,lo
ok,
nook
,roo
k,sh
ook
Chi
ldre
n pu
t ou
tco
unte
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chw
ord
hear
d in
ase
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ce.
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ldre
n ho
ld u
p a
finge
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ch t
ime
they
hea
r a
wor
dth
at s
tart
s w
ith t
he/f/
sou
nd:p
hoto
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one.
Dis
cuss
the
use
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ph t
o re
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ent
the
soun
d.C
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re t
oot
her
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ithth
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ound
.
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ital l
ette
rs,f
ull
stop
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otat
ion
mar
ks,e
xcla
mat
ion
mar
ks.
Use
of c
apita
lisa-
tion
of ‘C
LIC
K’ t
oin
dica
te n
oise
mad
eby
cam
era.
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Los
t M
othe
r
the,
and,
I,w
ent,
we,
got,
som
e,no
,was
,m
y,sh
e,w
as,w
ith,
me,
whe
re,d
id,g
o,w
as,t
o,lo
oked
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id
Wor
d fa
mili
es:g
ot—
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t,no
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t,sp
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k—
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ck,p
ack,
rack
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ent
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nt,r
ent,
sent
,ten
t,ve
nt
Chi
ldre
n ca
n lis
ten
to s
ente
nces
from
the
book
rea
dal
oud
and
coun
tho
w m
any
wor
dsth
ey h
ear.
Chi
ldre
n lis
ten
for
wor
ds t
hat
star
tw
ith a
giv
en s
ound
in a
ran
ge o
f sen
-te
nces
from
the
book
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liste
n fo
rth
e w
ord
that
sta
rts
with
/b/.
Cap
ital l
ette
rs,f
ull
stop
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mm
as,
ellip
ses,
ques
tion
mar
ks,q
uota
tion
mar
ks,e
xcla
mat
ion
mar
ks.
Use
of c
omm
as a
nd‘a
nd’ i
n lis
ts
Use
of p
ast
tens
e:go
t,w
ent,
back
to,
look
ed
Slee
ping
Ani
mal
s
this
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a,it,
can,
in,
dow
n,its
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up,a
ll,th
ey
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d fa
mili
es:s
leep
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eep,
cree
p,de
ep,p
eep,
stee
p,sh
eep,
wee
p;do
wn
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low
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own,
gow
n;sh
ark
—ba
rk,d
ark,
hark
,la
rk,m
ark,
park
Chi
ldre
n cl
ap e
ach
time
they
hea
r a
wor
d w
ith t
wo
syl-
labl
es.
Chi
ldre
n lis
ten
toid
entif
y w
ords
tha
tha
ve a
/sl/
soun
d at
the
begi
nnin
g.
Cap
ital l
ette
rs,f
ull
stop
s
The
Tre
e
the,
here
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a,th
is,
for,
on,a
re,a
nd
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d fa
mili
es:t
ree
— s
ee,b
ee,k
nee,
free
,thr
ee;s
ap —
cap,
gag,
lap,
map
,ra
p,ta
p,tr
ap,s
trap
,w
rap,
clap
Chi
ldre
n lis
ten
to a
sent
ence
from
the
book
and
cou
nt t
henu
mbe
r of
wor
dsth
ey h
ear.
/a/:
ant,
sap,
an,
cate
rpill
ar
Cap
ital l
ette
rs,f
ull
stop
s
Con
vent
ions
of f
ood
web
dia
gram
—la
bels
,arr
ows
tosh
ow is
eat
en b
y
Spri
ngs
this
,is
a,ha
s,w
hat,
does
it,d
o,to
,go,
up,d
own,
they
Wor
d fa
mili
es:
spri
ng(in
g) —
bri
ng,
clin
g,fli
ng,r
ing,
sing
,st
ing,
stri
ng,t
hing
,w
ing
Chi
ldre
n lis
ten
to a
rang
e of
wor
ds a
ndto
put
a c
ount
erou
t fo
r ea
ch w
ord
that
has
the
/ing
/so
und.
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 6
AlphaKids summary of code breaking features 6 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Snak
e’s
Din
ner
for,
the,
I,yo
u,no
,m
e,sa
id,s
o,w
here
,is
,the
m,b
y,ou
t,ca
me
Wor
d fa
mili
es:a
_e—
sna
ke,c
age,
ate
Chi
ldre
n ca
n cl
apfo
r ea
ch s
ylla
ble
ina
sent
ence
.
long
/a/:
snak
e,ca
ge,a
te
Que
stio
n m
arks
,qu
otat
ion
mar
ksU
sage
of p
unct
ua-
tion
insi
de q
uota
-tio
n m
arks
Con
trac
tions
:can
’t,w
hat’s
Poss
essi
ve a
post
ro-
phe:
bird
’s,ca
t’s,
dog’
s,bo
y’s
Use
of W
hat’s
,Can
and
Whe
reto
indi
-ca
te q
uest
ions
Vid
eo G
ame
wha
t,go
t,a,
I,pl
ay,
it al
l,th
e,at
,bef
ore,
afte
r,up
,ove
r,to
,go,
dow
n,sa
ys,t
hat,
for,
you,
now
,hav
e,do
,on
e,tw
o,ju
st
Wor
d fa
mili
es:
gam
e —
bla
me,
cam
e,da
me,
fam
e,la
me,
nam
e,sa
me,
tam
e;sc
hool
—fo
ol,c
ool,
pool
,too
l
shor
t /e
/:be
d,gu
ess,
vide
o,ex
celle
nt,
leve
l,ye
s
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
tatio
nm
arks
Con
trac
tions
:W
e’ve
,it’s
,I’m
Use
of c
apita
lisa-
tion
of a
ll le
tter
s in
wor
d fo
r em
phas
isU
se o
f elli
pses
to
indi
cate
tex
t is
unfin
ishe
dU
se o
f spe
ech
bal-
loon
s to
indi
cate
dire
ct s
peec
h
Too
Man
y A
nim
als
in,c
ome,
the,
by,
two,
and,
a,fr
om,
with
,on,
no,t
oo
Wor
d fa
mili
es:b
alls
—ba
ll,ca
ll,fa
ll,al
l,ha
ll,m
all,
tall,
wal
l
Chi
ldre
n lis
ten
for
the
rhym
ing
wor
dson
eac
h pa
ge.
Chi
ldre
n lis
ten
for
the
part
s of
rhym
ing
wor
ds t
hat
soun
d th
e sa
me.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as in
lists
,exc
lam
atio
nm
arks
Use
of r
hym
ing
coup
lets
Shad
ow P
uppe
ts
this
,is,
a,its
,can
,w
ith,a
nd,h
as,t
wo,
thes
e,ar
e
Wor
d fa
mili
es:s
ticks
— b
rick
s,cl
icks
,fli
cks,
hick
s,lic
ks,
nick
s,pi
cks,
tric
ks
Chi
ldre
n co
unt
sylla
bles
in g
iven
wor
ds.
Chi
ldre
n lo
ok a
t th
ew
ord
cello
phan
efo
cusi
ng o
n th
e /c
/an
d /p
h/ a
nd t
heso
unds
rep
rese
nted
by t
hese
lett
ers
inth
is w
ord.
Cap
ital l
ette
rs,f
ull
stop
s
Con
vent
ions
in d
ia-
gram
s:la
bels
,po
inte
rs,u
se o
fco
lour
Who
is t
he T
alle
st?
is,t
he,a
,on,
of,t
o,an
d,ou
r,ba
ck,n
ow,
we,
know
,do,
you
Wor
d fa
mili
es:w
all
— a
ll,ba
ll,ca
ll,fa
ll,ha
ll,m
all,
tall
Chi
ldre
n ho
ld u
p a
finge
r ev
ery
time
they
hea
r a
wor
dw
ith t
he /s
h/ s
ound
in it
.
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
Com
para
tive
lan-
guag
e:ta
ller,
shor
ter
Was
hing
our
Dog
our,
is,a
,big
,has
,lo
ng,a
nd,l
ike,
to,
on,t
he,g
et,v
ery,
into
,we,
whe
n,ha
ve,
of,b
ecau
se,u
s,bu
t,w
ith,h
im
Wor
d fa
mili
es:d
ry—
by,
cry,
fly,m
y,sh
y,pr
y,tr
y;do
g —
bog,
cog,
fog,
hog,
jog,
log
Chi
ldre
n lis
ten
for
wor
ds w
ith t
he /s
h/so
und
in t
hem
and
to id
entif
y if
the
soun
d it
at t
hebe
ginn
ing,
end
or in
the
mid
dle
of t
hew
ord.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as,
ellip
ses,
excl
amat
ion
mar
ks
Con
trac
tions
:it’s
Use
of p
lura
l whe
nta
lkin
g ab
out
the
dog:
our,
we
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 7
AlphaKids summary of code breaking features 7 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Ani
mal
Ske
leto
ns
all,
thes
e,ha
ve,
som
e,th
eir,
on,t
he,
of,a
re,a
ll,ha
s,its
Wor
d fa
mili
es:a
ll—
bal
l,ca
ll,fa
ll,ha
ll,st
all,
tall,
wal
l;its
—bi
ts,f
its,h
its,k
its,
pits
,qui
ts,s
its
Com
poun
d w
ords
:in
side
,out
side
,gol
d-fis
h,an
gelfi
sh,
stin
gray
,but
terf
ly,
stic
k in
sect
,jum
ping
spid
er,d
addy
lon-
gleg
s,hu
ntsm
an
Chi
ldre
n lis
ten
for
the
/sk/
sou
nd a
tth
e st
art
of w
ords
:sk
elet
on.
Cap
ital l
ette
rs,f
ull
stop
s
Wri
ting
conv
en-
tions
:lab
els
with
poin
ters
on
dia-
gram
s,ca
ptio
ns fo
rph
otos
Tho
mas
Had
aTe
mpe
r
had,
a,al
l,th
e,w
as,
he,h
is,t
o,pl
ay,w
ith,
too,
up,t
hey,
into
,sa
id,i
f,yo
u,ge
t,I
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d fa
mili
es:m
ad—
bad
,Dad
,fad
,gl
ad,h
ad,l
ad,p
ad,
sad
Chi
ldre
n lis
ten
for
wor
ds t
hat
have
two
sylla
bles
.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as,q
uo-
tatio
n m
arks
,exc
la-
mat
ion
mar
ks
Pres
ent/
past
ten
se:
got/
get
Use
of c
apita
lisa-
tion
of w
hole
wor
dfo
r em
phas
is:
BAN
G! T
HU
MP!
BOO
M!
Show
and
Tel
l
I,ha
ve,f
or,a
nd,y
ou,
to ,
wha
t,it,
is,i
n,th
is,a
,no,
yes,
an,
does
,the
,lon
g,bi
g,do W
ord
fam
ilies
:tel
l—
bel
l,de
ll,fe
ll,he
ll,se
ll,w
ell,
yell
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ldre
n ho
ld a
finge
r fo
r ev
ery
wor
d in
a s
ente
nce.
Chi
ldre
n cl
ap w
hen
they
hea
r a
wor
dw
ith a
long
/e/
soun
d:se
eds,
tree
,ea
ts
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
A P
et fo
r M
e
a,fo
r,m
e,sa
ys,I
,ca
n,ha
ve,d
on’t,
know
,one
,to,
get,
I,w
ill,l
ittle
,my,
too,
two,
wou
ld,l
ike,
with
Wor
d fa
mili
es:c
at—
bat
,cha
t,fa
t,ha
t,m
at,p
at,r
at,s
at,
vat;
frog
— b
og,
cog,
dog,
fog,
hog,
jog,
log,
slog
,Tro
g;m
ice
— n
ice,
spic
e,tr
ice,
ice;
fish
—w
ish,
dish
Chi
ldre
n id
entif
yth
e rh
ymin
g w
ords
on e
ach
page
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
Con
trac
tions
:don
’t,it’
s
Gro
win
g To
mat
oes
to,y
ou,s
ome,
in,
day,
and,
it,w
hen,
big,
a,ar
e
Wor
d fa
mili
es:p
ot—
cot
,dot
,got
,hot
,lo
t,no
t,ro
t
Chi
ldre
n cl
ap w
hen
they
hea
r th
e be
atin
wor
ds.
Chi
ldre
n cl
ap w
hen
they
hea
r a
wor
dw
ith a
sho
rt v
owel
soun
d in
the
mid
dle,
eg p
lant
.
Cap
ital l
ette
rs,f
ull
stop
s
The
Thr
ee L
ittle
Pigs
the,
a,th
ere,
wer
e,of
,on,
me,
com
e,in
,as
,not
,by,
my,
or,
your
,and
,he,
dow
n,sa
id,l
ittle
Wor
d fa
mili
es:b
ig—
dig
,fig
,gig
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g,w
ig;i
n —
bin
,ch
in,d
in,f
in,g
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rdin
al w
ords
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st,
seco
nd,t
hird
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min
g w
ords
:hu
ff/pu
ff,in
/chi
n
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as
Con
trac
tions
:I’ll
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 8
AlphaKids summary of code breaking features 8 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Mr W
olf T
ries
Aga
in
I,am
,the
,big
,ver
y,ha
ve,a
,goi
ng,t
o,lit
-tle
,me,
com
e,in
,no
t,by
,on,
our,
said
,or
,you
r,so
,cou
ld,
ran,
up,o
ut,d
own,
my,
be
Wor
d fa
mili
es:b
ash
— c
rash
,das
h,ga
sh,
mas
h,ra
sh,s
ash,
stas
h,sm
ash,
cash
,tr
ash,
thra
sh,a
sh
Chi
ldre
n lis
ten
for
wor
ds t
hat
rhym
e.
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as,
excl
amat
ion
mar
ks
Con
trac
tions
:I’ll
Con
cret
e
this
,is,
a,it,
to,
mak
e,an
d,w
ith,f
or,
can,
into
,be,
has,
are
Wor
d fa
mili
es:s
and
— a
nd,b
and,
hand
,la
nd,s
tand
;tru
ck —
buck
,duc
k,cl
uck,
luck
,muc
k,st
uck,
stru
ck;m
ake
—ba
ke,c
ake,
drak
e,br
ake,
fake
,lak
e,ra
ke,s
ake,
stak
e,ta
ke,w
ake
Chi
ldre
n co
mpa
reth
e w
ords
con
cret
ean
d ce
men
t.W
hat
isdi
ffere
nt a
bout
the
soun
ds a
t th
e st
art?
Wha
t le
tter
is u
sed
to r
epre
sent
the
seso
unds
?
Chi
ldre
n cl
ap e
ach
time
they
hea
r a
/s/
soun
d in
any
wor
d.
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
,com
mas
Use
of c
omm
as in
lists
The
Gia
ntG
inge
rbre
ad M
an
the,
one,
old,
a,lit
-tle
,she
,put
,it
in,t
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w,s
aid,
and,
out,
of,a
s,he
,ran
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r,he
r,di
d,no
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t,by
,man
,or,
too,
run,
over
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o,th
ey,
did,
so
Wor
d fa
mili
es:m
an—
ban
,can
,fan
,th
an,J
an,r
an,t
an,
than
,van
;coo
k —
book
,hoo
k,lo
ok,
croo
k,sh
ook,
took
soft
/g/:
ging
er,g
iant
/j/:
jum
ped
hard
/g/:
get,
grou
nd
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
tatio
nm
arks
,com
mas
Con
trac
tions
:you
’ll,
let’s
Scar
e an
d D
are
my,
said
,tha
t,at
,th
e,of
,he,
go,t
here
,ge
t,bu
t,a,
is,u
p,in
,w
as
Wor
d fa
mili
es:d
ark
— b
ark,
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,lar
k,m
ark,
park
,spa
rk;
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— s
care
,car
e,fa
re,h
are,
mar
e,ra
re,s
pare
,sha
re
Rea
d se
nten
ces
alou
d fr
om t
hebo
ok a
skin
g ch
il-dr
en t
o lis
ten
for
apa
rtic
ular
sou
nd.
For
exam
ple:
List
enfo
r th
e so
und
/ee/
.
Cap
ital l
ette
rs,f
ull
stop
s,co
mm
as in
lists
Con
trac
tions
:I’d
,sh
ould
n’t
The
Fox
and
the
Cro
w
the,
and,
a,of
,Iw
ould
,lik
e,to
,thi
s,sh
e,sa
id,s
aw,w
ith,
that
,he,
up,d
own,
into
,hav
e,so
me,
of,
your
,on,
in,w
as,
very
,so
Wor
d fa
mili
es:c
row
— b
ow,l
ow,m
ow,
row
,sow
,tow
.As
oppo
sed
to:b
ow,
cow
,how
,now
Chi
ldre
n fin
d al
lw
ords
tha
t ha
vetw
o sy
llabl
es.
/cr/
:cro
w,c
rop,
cree
k,cr
own,
crum
-pe
t,cr
isp,
cres
t
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as,
dash
es,q
uest
ion
mar
ks
Use
of d
ash
Seba
stia
n
was
,ver
y,he
,a,o
f,co
uld,
do,b
ut,l
ike,
to,g
o,hi
s,w
ould
,ge
t,up
,the
,you
r,di
d,go
od,j
ust,
com
e,on
e,da
y,w
hen,
said
,pla
y,w
ith,m
e,w
ent,
now
,an
d
Wor
d fa
mili
es:c
ry—
by,
dry,
fly,m
y,st
y,sh
y,tr
y;pl
ay —
day,
bay,
gay,
hay,
lay,
may
,pay
,ray
,st
ay,s
ay,s
tray
,tra
y,w
ay,f
ray
Chi
ldre
n lis
ten
for
wor
ds t
hat
end
with
/ing/
:mor
ning
,cry
-in
g
Cap
ital l
ette
rs,f
ull
stop
s,el
lipse
s,qu
o-ta
tion
mar
ks
Con
trac
tions
:did
n’t
Use
of p
ast
tens
e:w
as,k
new
,did
n’t
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 9
AlphaKids summary of code breaking features 9 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Rev
enge
of t
heT
hree
Litt
le P
igs
we,
are,
the,
little
,ato
,big
,or,
your
,it,
one,
out,
saw
,not
,is,
dow
n
Wor
d fa
mili
es:b
ash
— a
sh,c
rash
,das
h,ga
sh,m
ash,
rash
,sa
sh,s
tash
;ban
g —
clan
g,fa
ng,g
ang,
hang
,ran
g,sa
ng
Chi
ldre
n ra
ise
thei
rha
nds
whe
n th
eyhe
ar w
ords
with
agi
ven
onse
t or
rim
e.
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
asU
se o
f elli
pses
to
indi
cate
sen
tenc
ein
com
plet
e
Con
trac
tions
:I’ll
,w
e’ll,
it’s
Use
of c
apita
lisa-
tion
for
‘AA
GH
’ to
emph
asis
e th
e to
neof
voi
ce
Sara
h an
d W
ill
and,
are,
they
,had
,sa
id,b
e,th
en,a
,aw
ay,h
ow,w
ill,w
e,no
w,w
hat,
your
,yo
u,so
me,
I,fr
om,
is,m
y,in
,the
,on,
go,
to,l
ike,
good
,pla
y,fo
r,w
ent,
can,
com
e,ar
e,I’m
,too
Wor
d fa
mili
es:w
ill—
bill
,dill
,fill
,gill
,hi
ll,ill
,Jill
,kill
,mill
,pi
ll,qu
ill,s
till,
sill,
till,
trill
Chi
ldre
n lis
ten
for
wor
ds w
ith t
wo
syl-
labl
es.
Chi
ldre
n id
entif
yth
e fin
al s
ound
in:
frie
nds,
alw
ays,
Will
’s,ho
use,
lives
,cl
ass,
fax
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
tatio
nm
arks
,com
mas
,qu
estio
n m
arks
Poss
essi
ve a
post
ro-
phe:
Will
’s
Com
poun
d w
ords
:al
way
s,fo
reve
r,to
geth
er,b
irth
day,
Lett
er-w
ritin
g co
n-ve
ntio
ns:u
se o
fD
ear,
from
,etc
.Fa
x,bi
rthd
ay c
ard,
and
post
card
for-
mat
Gre
at D
ay O
ut
out,
day,
a,sa
id,w
e,ar
e,go
ing,
to,t
he,
wen
t,on
,but
,dow
n,ha
d,in
,for
,her
,see
,hi
s,ou
r,sh
e,w
as,
look
Wor
d fa
mili
es:r
ain
— b
rain
,dra
in,g
ain,
mai
n,pa
in,s
tain
,tr
ain,
stra
in,c
hain
;da
y —
bay
,cla
y,Fa
y,ga
y,ha
y,la
y,m
ay,p
ay,r
ay,s
ay,
tray
,sta
y,st
ray,
way
Chi
ldre
n lis
ten
for
wor
ds t
hat
star
tw
ith /w
/:w
e,w
ent,
wai
t,w
hen,
way
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,c
omm
as,
ellip
ses,
excl
amat
ion
mar
ks
Use
of s
peec
h ba
l-lo
ons
Wor
m S
ong
little
,wen
t,as
,the
y,th
is,a
,can
,be,
beca
use,
so,t
o,ju
st,
then
,and
,cam
e,by
,sa
w,m
y,m
e,on
,see
,go
ing,
know
,tw
o,on
e,in
Wor
d fa
mili
es:s
ong
— g
ong,
long
,pon
g,w
rong
;bik
e —
hik
e,lik
e,st
rike
,spi
ke;
sang
— c
lang
,fan
g,ga
ng,h
ang,
rang
Chi
ldre
n pr
edic
t th
erh
ymin
g w
ord
for
ever
y se
cond
line
.
Chi
ldre
n lis
ten
for
wor
ds t
hat
begi
nw
ith t
he /b
/ sou
nd:
beca
use,
big
bird
,bo
y,bi
ke
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,d
ashe
s,ex
clam
atio
n m
arks
Use
of e
llips
esU
se o
f rhy
min
gco
uple
tsU
se o
f RR
Rou
gh t
oem
phas
ispr
onun
ciat
ion
Use
of c
apita
lisa-
tion
of w
hole
wor
dsto
indi
cate
sou
ndan
d em
phas
ise
wor
d
Rai
nfor
est
Plan
ts
this
,is
a,in
,som
e,ge
t,of
,do,
not,
very
,lit
tle,t
o,th
ey,t
hese
,ha
s,al
l,th
e,it
Wor
d fa
mili
es:g
row
— b
ow,c
row
,low
,m
ow,k
now
,row
,so
w,t
ow;t
op —
hop,
mop
,pop
,plo
p,st
op,s
hop,
crop
,ch
op;a
ll —
bal
l,ca
ll,fa
ll,ha
ll,ta
ll,w
all
Chi
ldre
n lis
ten
for
wor
ds t
hat
have
agi
ven
num
ber
ofsy
llabl
es.
Chi
ldre
n lis
ten
for
wor
ds t
hat
have
/l/
soun
d in
the
m:
plan
ts,l
ot,s
unlig
ht,
little
,flo
or,t
alle
r,al
l
Cap
ital l
ette
rs,f
ull
stop
s
Com
poun
d w
ords
:ra
info
rest
,sun
light
Sock
s O
ff!
off,
whe
n,I ,
was
,lit-
tle,p
laye
d,a,
with
,m
y,w
e,th
is,b
efor
e,w
ent,
to,o
ur,a
nd,
on,h
ad,g
o,am
,big
,no
w,h
is,h
im,p
lay,
all,
of,w
ere,
it ge
t
Wor
d fa
mili
es:s
ocks
— b
lock
s,cl
ocks
,flo
cks,
lock
s,kn
ocks
,ro
cks,
shoc
ks,s
tock
s
Chi
ldre
n lis
ten
for
the
shor
t /o
/ sou
nd:
sock
s,of
f,of
,on
Cap
ital l
ette
rs,f
ull
stop
s,ex
clam
atio
nm
arks
,quo
tatio
nm
arks
,com
mas
Use
of p
ast
tens
e
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 1
0
AlphaKids summary of code breaking features 10 Eleanor Curtain Publishing © EC Licensing Pty Ltd
Titl
e
Voca
bula
ry
Soun
ds a
nd le
tter
s
Wri
ting
conv
entio
ns
Hig
h-fr
eque
ncy
wor
ds
Wor
d aw
aren
ess
Hea
ring
wor
ds
Hea
ring
sou
nds
Punc
tuat
ion
Gra
mm
ar
Litt
le M
onke
y
I,am
,a,t
here
,was
,lit
tle,w
ith,h
er,
mot
her,
very
,can
,se
e,th
e,yo
u,w
ill,i
n,to
,som
e,as
,by,
get,
befo
re,c
ome,
and,
me,
cam
e,on
,out
,co
uld,
not,
up,b
ut,
this
,all,
go,l
ook,
your
,for
,jus
t
Wor
d fa
mili
es:s
tuck
- bu
ck,d
uck,
luck
,m
uck,
cluc
k,tu
ck,
truc
k,pl
uck,
stru
ck;
fall
— b
all,
call,
hall,
tall,
wal
l,st
all;
jum
p—
bum
p,cl
ump,
dum
p,hu
mp,
lum
p,pu
mp,
rum
p,st
ump;
eat,
beat
,hea
t,m
eat,
neat
,sea
t,w
heat
Chi
ldre
n lis
ten
for
wor
ds t
hat
have
two
sylla
bles
:mon
-ke
y,m
othe
r,pa
n-th
er,b
efor
e,al
ong
Chi
ldre
n lis
ten
for
wor
ds w
ith a
long
/e/ s
ound
:mon
key,
eat,
reac
hed,
quic
k-ly
,hur
ry,b
esid
e
Col
ons,
capi
tal l
et-
ters
,ful
l sto
ps,
excl
amat
ion
mar
ks,
ques
tion
mar
ks
Use
of c
hara
cter
nam
e fo
llow
ed b
yco
lon
to in
dica
tew
ho is
spe
akin
g
Floa
ting
and
Sink
ing
som
e,w
hat,
to,o
r,is
,thi
s,in
,the
,it,
has,
are,
of,t
heir,
into
,a,
they
,go,
put
Wor
d fa
mili
es:f
loat
- bo
at,c
oat,
goat
,m
oat;
sink
— b
link,
link,
min
k,pi
nk,r
ink,
slin
k,st
ink,
thin
k,w
ink
Chi
ldre
n cl
ap w
hen
they
hea
r w
ords
with
long
/o/:
float
,po
tato
,boa
t
Cap
ital l
ette
rs,f
ull
stop
s,qu
estio
nm
arks
Pres
ent
and
past
verb
form
s:si
nk/s
unk
Beak
s an
d Fe
et
ther
e,ar
e,of
,the
y,ha
ve,a
nd,t
o ge
t,is
,th
is,a
,it,
its fo
r,go
od,l
ike,
in,l
ong
Wor
d fa
mili
es:e
a—
eag
le,t
ear,
beak
,br
eak,
eat
Chi
ldre
n lis
ten
for
wor
ds w
ith t
wo
-syl
labl
es.
Chi
ldre
n lis
ten
for
wor
ds w
ith a
long
/e/ s
ound
:eag
le,e
at,
feet
Full
stop
s an
d ca
pi-
tal l
ette
rsU
se o
f pos
sess
ive
apos
trop
he
Wor
ds e
ndin
g in
‘ing’
The
Stu
bbor
n G
oat
ther
e,w
as,a
,if,
he,
in,t
he,a
nd,o
ut,o
f,w
ould
,ver
y,sa
id,
day,
one,
com
e,or
,yo
ur,n
ot,w
ent,
cam
e,ra
n,w
ere,
to,
so,t
hat,
get,
have
,lit
tle,b
ut
Wor
d fa
mili
es:g
oat
— b
oat,
coat
,flo
at,
gloa
t;st
ay —
bay
,da
y,ga
y,ha
y,la
y,m
ay,p
ay,r
ay,s
ay,
tray
,way
Chi
ldre
n cl
ap fo
rea
ch s
ylla
ble
in a
wor
d.
/st/
:stu
bbor
n,st
and-
ing,
stay
Quo
tatio
n m
arks
,fu
ll st
ops,
capi
tal
lett
ers,
and
com
mas
Con
trac
tions
:w
ould
n’t,
I’ll
Com
poun
d w
ords
:ou
tsid
e,he
n ho
use,
som
eone
Roa
ds a
nd B
ridg
es
and,
wer
e,w
as,a
,w
ith,o
n,it,
goin
g,th
e,ve
ry,I
’m,t
o,m
y,sa
id,c
an,t
here
,in,
then
,mak
e,ov
er,
your
,his
,thi
s,ju
st,
like,
as,h
e,as
ked,
long
,was
,but
,goo
d
Wor
d fa
mili
es:f
lag
— b
ag,n
ag,r
ag,
sag,
tag,
wag
,sta
g;bl
ade
— fa
de,
mad
e,w
ade,
trad
e,sp
ade;
truc
k —
cluc
k,du
ck,l
uck,
muc
k,su
ck,s
tuck
,st
ruck
,tru
ck
/b/:
brid
ges,
build
ing,
bulld
ozer
,bro
om,
blad
e,br
rm
Cap
ital l
ette
rs,f
ull
stop
s,qu
otat
ion
mar
ks,e
xcla
mat
ion
mar
ks,c
omm
as,
dash
es
Com
poun
d w
ords
:bu
lldoz
er,w
heel
-ch
air,
sand
pit
Tara
ntul
a
a,is
,the
,in,
can,
it,be
,hav
e,on
,the
y,an
d,to
,loo
k,lik
e,no
t,of
,it,
out,
its,
for,
don’
t,m
ake,
by,
som
e,w
ith
Wor
d fa
mili
es:f
eed
— b
leed
,dee
d,gr
eed,
need
,ree
d,se
ed,w
eed;
bark
—da
rk,l
ark,
mar
k,pa
rk,s
hark
,sta
rk
Chi
ldre
n cl
ap fo
rea
ch s
ylla
ble
in a
wor
d.
/ar/
:bar
k,ha
rd,
part
s/e
r/:s
pide
r,bi
gger
/all/
:tal
l,cr
awl,
smal
lsh
ort
/a/:
man
,ha
nd,c
an,a
nd,
tara
ntul
a,ca
tch,
para
lyse
s,fa
ngs
Cap
ital l
ette
rs,f
ull
stop
s,pa
ragr
aphs
Com
para
tive
wor
ds:b
igge
st,b
ig-
ger
Su
mm
ary
of c
ode-
bre
akin
g fe
atu
res:
Lev
el 1
1
AlphaKids summary of code breaking features 11 Eleanor Curtain Publishing © EC Licensing Pty Ltd
