SET 2

Simon Says
Written by Angela Weeks, revised by Jan Polkinghorne. Illustrated by Trent Lambert.

SPELD SA
Phonic Book Series
Practice page
Practise the sounds

s a t i p n
c k ck e h r m d
Practise blending sounds

tap kids spin rest

mess kick stand stamp
Practise high frequency words

he the was Simon

says out has a
Vocabulary
The words on this page can be used to help the student’s comprehension before, during or
after reading the book. Link the meanings of words with what the student already knows,
show examples or have students act out the words.

stand – be in an upright position on your feet

stamp – bring your foot down heavily on the ground
spin – turn quickly

kick – move your leg in the air

rest – lay down and relax

mess – the kids are tangled up and dizzy

 Simon says
stand.

“Simon says stand.”

The kids did it.
1
 Simon says
tap.

“Simon says tap.”

The kids did a tap.
2
 Simon says
stamp.

“Simon says stamp.”

Stamp, stamp, stamp.
3
 Simon says
spin.

“Simon says spin.”

The kids did a spin.
4
 Kick.

“Kick.” Nick did a

kick. He was out.
5
 Nick sat and had
a rest.
6
 Simon says
stand, tap, stamp,
spin, kick.

“Simon says stand,

tap, stamp, spin, kick.”
7
 A mess!

8
From blending to fluency
To develop fluency, the student needs to re-read the same book multiple times. Students
might initially sound out every word and re-read every sentence but, with practice,
blending will become more automatic. The fluency chart can be used to develop
automaticity of blending by providing single word blending practice.
While reading the book, the student:
• blends the sounds of each unknown word in the sentence
• identifies and reads high frequency words
• re-reads the sentence from the beginning
• discusses the meaning of the sentence

When finished, the student needs to re-read the whole book and practise reading the
same book until they can read at a steady pace with minimal sounding out.

Making connections - questions and discussion

After the student has read the book, or the relevant page, ask them one or more of the
following questions and discuss:

1. Have you ever played ‘Simon Says’, or a similar game?

Tell me about the rules of game. Did it take long for you to get out?

2. Why did Nick sit out? Do you think he knew the rules of the game?

3. Show me how you tap, spin, stamp, kick.

4. What happens if you spin for too long?

5. Why do you think all the kids fell over in the end?
Fluency chart

in an am hit
tap Nick did nip
sat and end had
net hat mess deck
spin step taps rest
press spins stamp stand