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Editorial Project Manager Lorin E. Klisroff, M.A. Editor-in-Chief Sharon Coan, M.S. Ed. Illustrator Howard Chaney Renee Christine Yates Cover Artist Barb Lorseyedi Art Coordinator Kevin Barnes Imaging James Edward Grace Rosa C. See Product Manager Phil Garcia

Publisher Mary D. Smith, M.S. Ed.

Author

lodene Lynn Smith, M.A. Teacher Created Resources, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.com ISBN: 978-0-7439-3707-8 ©2003 Teacher Created Resources, Inc. Reprinted, 2011 Made in U.S.A. The classroom teacher may reproduce copies of the materials in this book fOI' use in a single classroom only. The reproduction of any part of the book for other c1asSroUIIIS or for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, 01' recorded in any lorm without written permissiun from the publisher.

Table of Contents Introduction

3

Phonics

4

Initial Sounds Ending Sounds

7 11

Beginning and Ending Sounds Medial Sounds

13 14

Consonant Digraphs Consonant Blends

18 19

Parts of Speech

21

Nouns

26

Verbs Adjectives

29 33

Adverbs Nouns, Verbs, Adjectives, and Adverbs Grammar and Usage

36 38 39

Verbs and Verb Tense

40

Complete Sentences Plurals

42 44

Spelling Short -Vowel Word Families

46 47

Long-Vowel Patterns Diphthongs

49 55

Wo."d Play Rhymes

56 57

Homophones

60

Contractions

62

Alphabetization Compound Words

64 67

Location/Directional Wo."ds Synonyms and Antonyms

73 78

Multiple-Meaning

84

Words

Vocabulary

87

Color Words Days of the Week

"

89 90

Months of the Year Shapes

91 92

Number Words

93

Answer Key #3707 Cut & Paste Language Arts

94 2

©Teacher Created Resources, Inc.

Introduction Cut & Paste Language Arts was designed to help the classroom teacher teach and reinforce language arts concepts and skills. The contents of the book provide a variety of ways to cover language arts content while maintaining student interest and involvement. Each section begins with a brief introduction that provides suggested activities that can be used as instruction in the language arts. Most of the ideas can be adapted to whole-class lessons, small-group reinforcements, or even literacy center activities. The ideas are meant to be a resource for teachers as they teach these content-area skills. Following the introduction for each section are activity pages that directly relate to language arts concepts and skills. Each of the pages has been designed in a cut-and-paste format. After cutting out word cards or picture cards at the bottom of the page, students will use those cards in order to complete the page. By manipulating the cards, students are able to try a variety of possibilities before gluing the cards down for their final answers. The pages vary in the tasks that students are asked to perform. In some cases, they are asked to complete sentences. In another case, students are asked to categorize or sort words. In an cases, students are asked to interact in a meaningful way with the content of the topic on which they are working. The book has been designed so that it is organized and easy to use. Teachers will find the suggested activities useful for teaching language arts content. Students will find the cut-and-paste activities a fun way to practice language arts concepts. Above all, language arts content is made available in a comprehensible way to ensure student success.


3

#3707 Cut & Paste Language Arts

Phonics Suggested Activities Below are suggested activities that can be used as instruction in phonics. Most of the ideas can be adapted to whole-class lessons, small-group reinforcements, or even literacy center activities. • Provide multi-sensory activities in which students can practice letters in order to develop sound/symbol correspondence. Set up a "hands-on the alphabet" center and then change the activity each week. Display a poster of the alphabet and a list of words students can practice reading and writing. Begin with simple vowel-consonant-vowel words in which you can also draw or provide a picture, such as hat, cup, and lip. Then rotate some of the following activities through the center: Bag of Paint: Fill several half-gallon resealable bags with two to three tablespoons (about 40 mL) of paint. Seal tightly. Students lay the bag on a flat surface and use their hands to smooth out the paint in the bag. Children can use their fingers to practice writing letters and words. Magnetic Alphabet: Provide magnetic letters and a magnetic surface, such as a cookie sheet for students. Students can experiment with the letters by putting them in alphabetical order or even creating words with the letters. Shaving Cream: Shake a can of shaving cream and then spray enough shaving cream to cover the palm of the child's hand on a pizza tray. Students can use their hands to spread the shaving cream around the tray and use their index fingers to practice writing letters. Toothpick Letters: Provide a box of toothpicks for students to use to create the shape of letters. Dot Letters: Provide unsharpened pencils with an eraser on one tip, paper, and an ink pad at the center. Students dip the eraser end of the pencil into the ink pad. Then they use the eraser as a circle stamp in order to create the shape of letters and words. Pipe-Cleaner Letters: Have students practice forming letters with pipe cleaners. Provide a variety of colors and lengths of pipe cleaners at the center. Students can bend the pipe cleaners and, if needed, twist them together in order to form letters. • Reproduce simple poems that have words beginning with the letter on which you are focusing. Have students look through the poem and use a yellow crayon to color or highlight the letter on which you are currently working. Make up hand motions or actions that go with each poem. Chant the poem several times until the students can say it independently. • Food is always a great motivator. Think of a simple food that begins with the letter of the alphabet on which you are currently working. Provide students with a small sampling of the food in order to help them remember the sound and letter associated with the food. For example, raisins can be provided for the letter r and popcorn can be provided for the letter p.


4


Phonics Suggested Activities

(cont.)

(cont.)

• Save old newspapers and junk mail such as advertisements. Have students look for the letter for which you are studying in print. Students can cut out examples of uppercase and lowercase letters and glue them to a piece of chart paper or a piece of construction paper. This acti vity is particularly useful to help students identify letters even when the font is different. Pages can be compiled together into an alphabet book to pJace in the classroom library. • Glue pictures from a magazine onto 3" x 5" (8 ern x 13 em) index cards. Show students the cards and ask them to say the word associated with the picture. Have students isolate the beginning sound of the word and identify the letter associated with that sound. Once students become skilled at identifying the beginning sound and letter, have them isolate the ending sound and letter of each word. • An animal can be made from a paper plate for almost every letter of the alphabet, and you don't even have to provide a pattern for your students. Before hand, determine with your class what animal they will be trying to create; for example, a dog can be made for the letter d. Provide a stack of paper plates, scraps of construction paper, and yarn, and let them create what the animal might look like. • Collect old magazines through which students can search. Have students look for and cut out pictures that begin or end with the sound on which you are currently working. For example, if you are focusing on the letter d, students should search for pictures of items that begin with the letter d or words that begin with the letter d. Students can glue their pictures on a piece of chart paper or on a large sheet of construction paper. If you do this activity for each letter of the alphabet, the pages can be assembled into a class alphabet book. • Purchase Wikki Stix®, or florescent, see-through book covers which can be used to highlight a letter within text. The Willi Stix can be bent into the shape of a circle and the book covers can be cut to size. Use these two devices to focus students' attention by placing the Wikki Stix around or placing the book cover pieces on the letters you are referencing. This technique is highly recommended when doing a shared reading with students. The teacher can highlight what he or she is referencing, or he or she can have students hunt for examples of what he or she is referencing and highlight the text in order to illustrate. • Provide a cut out of the letter on which you are currently studying. Gather materials that begin with that letter which the students can glue onto the letter cut out. For example, students can glue buttons on the letter b or cotton balls on the letter c.


5


Phonics Suggested Activities

(cont.)

(cont.)

• Have students practice distinguishing between long and short vowel sounds by playing this simple game. The teacher will say a variety of long and short vowel words. When students hear long vowel words, they stand up tall (long). When students hear a short vowel word, they crouch down low (short). Read a variety of words containing long and short vowels, allowing enough time for students to respond in between. After each word has been said and students have responded, say each word slowly emphasizing the long or short vowel. Create a list of the various letter combinations that can be used to get long vowel sounds for each vowel. For example, a list of the long vowel i might include: i:e (VCV), ie, igh. Then list words that have a long vowel under the appropriate heading.

VCV

i- e

ie

igh

bike

pie

night

dime

die

high

life

lie

bright

mile

tie

tight

• Create sound containers. Save plastic containers such as margarine tubs. Label each container with a letter of the alphabet. Begin searching your house and classroom for small objects to put in each container. The objects go in the letter container that corresponds to the first sound of the object. Try to find at least five objects for each container. Then, when you are introducing a letter and its sound to students, you will have a container of objects that begin with that letter and sound to illustrate your point. You may even choose to create a container for consonant digraphs and consonant blends. Be on the constant lookout for new objects to place in your containers. • Read books with alliteration that correspond to your current letter of study. There are many great book titles available that emphasize particular sounds within the alliteration pattern of their text. For example, Some Smug Slug (Harpercollins Juvenile Books, 1996) and Four Famished Faxes and Fosdyke (Harper'Trophy, 1997) by Pamela Duncan Edwards are excellent references. • Use your library as a resource to locate book titles related to the letters or sounds you are teaching. Create a list of all of the words from the book that begin with your letter of study. YOLI may even wish to have students illustrate each word and then compile the pages into a class book.


6


Phonics-Initial

Sounds

Animal Sounds Directions: Cut out the animal picture cards at the bottom of the page. Say the name of the animal and listen for the beginning sound. Decide with what letter the animal begins and glue under that letter.

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Cc

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7


Phonics-Initial

Sounds

Same Sound Directions: Cut out the picture cards at the bottom of the page. Glue each card next to the picture that starts with the same sound.

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Phonics-Initial

Sounds

Changing Beginning Sounds Directions: Create rhymes by changing the beginning sound of the words in each sentence. Cut out the picture cards below. Glue the picture cards in the correct place to show rhyming words. Write the new rhyming word on the line.

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Sounds

Sound It Out Directions: Look at each picture. Determine the beginning sound of each picture. Put those beginning sounds together to make a new word. Cut out the word cards at the bottom of the page, and glue the new word in the correct place. The first one is done for you.

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©Teacher Created Resources, lnc.

Phonics-Ending

Sounds

Word Endings Directions: Cut out the letter cards at the bottom of the page. Glue the ending letters in the correct places.

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Phonics-Ending

Sounds

Same Ending Directions: Cut out the picture cards at the bottom of the page. Glue the pictures under the word whose letter shows the ending sound of the word.

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Phonics-Beginning

and Ending Sounds

Match Up! Directions: Cut out the letter cards at the bottom of the page. Spell the words by gluing the beginning and ending letters in the correct places.

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Phonics-Medial

Sounds

Vowels in the Middle Directions: Cut out the picture cards at the bottom of the page. Say each word. Listen for the middle sound in each word. Glue the word cards under the correct vowel heard in the middle of each word.

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Sounds

Long or Short? Directions: Cut out the picture cards at the bottom of the page. Say each word. Determine whether the vowel sound is long or short. Glue the picture cards in the correct places.

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15


Phonics-Medial

Sounds

Turn Short to long Directions: Look at each picture below. Read the short vowel word. Determine what the word would be if the vowel were long. Cut out the picture cards at the bottom of the page. Glue the long vowel picture next to the short vowel word. Write the long vowel word by adding an "e" to the end of the short vowel word .

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Sounds

Add a Silent E Directions: Cut out the letter flaps at the bottom of the page. Put a small amount of glue on the area that says "Glue." Attach the letter flaps on the glue area so that the letters can be flipped up. Keep the flaps up. Read the short vowel word. Then flip the letter flap down and read the long vowel word. Glue.

Glue.

6.

1.

mad Glue.

Glue.

2.

hat

7.

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3.

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4.

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Phonics-Consonant

Digraphs

Fish Bowls Directions: Cut out the fish cards at the bottom of the page. Glue the fish in the "sh" fish bowl or the "th" fish bowl based on the beginning sound of the picture.

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Phonics-Consonant

Blends

Blending It! Directions: Cut out the picture cards at the bottom of the page. Glue the picture cards under the correct blends below.

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Phonics-Consonant

Blends

Directions: Cut out the coconut picture cards at the bottom of the page. Glue the coconuts on or under the tree whose letters show the correct blend in the picture cards.


20


Parts of Speech Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Any of the books from the I Spy series (written by Jean Marzollo and photographs taken by Walter Wick) published by Cartwheel Books are an excellent way to introduce nouns. All of the objects students have to search for in the books are nouns. Follow up a reading of one of the books by having students create their own page for a class I Spy book. A theme can be chosen for their page, or the page can be eclectic. Students can draw or paint their own pictures or cut pictures out of an old magazine. Each student should include a sentence at the bottom of his or her page challenging the reader to find certain objects "hidden" on the page. The sentence format from the book can be followed. When all of the student pages are complete, bind the pages together in the form of a class big book. Students will love to look at this big book of nouns. • Create a poster that illustrates the different types of nouns. Label a piece of chart paper with the title "Nouns: Naming Words." Divide the bottom portion of the chart paper into three sections. Label the sections the following: person, place, and thing. Have students look through magazines to find pictures of people, places, and things. Students cut out the pictures and glue them in the appropriate column. Use a black marker to label the each picture. Return to the poster when students learn about adjectives. Have students think of an adjective to describe each noun. Write the adjective on the chart paper in front of the noun it describes. • Playa game commonly played at baby showers and wedding showers. Place a variety of different objects on a tray. Each of the objects is a noun. Decide how many objects based on the age of your students. For younger students, you may want to only place about 8-10 objects on the tray. If you have older students, you may want to place 20-25 objects on the tray. Allow students to look at the tray for about one minute. Then cover the tray or remove it from sight. Ask the students to write down all of the objects they remember from the tray. Students get one point for each noun they correctly remembered. The game can also be played in which students can earn a bonus point for each adjective they use to describe each noun. The student with the most number of points can create the next tray of objects. All students will be winners as they practice nouns and adjectives. • When introducing adjectives to students, playa game of "I Spy." The person giving the clues must choose a mystery object and then provide adjectives to help students try to identify the mystery object. One clue should be given at a time. For example, if the object is a flag, the student could say, "I spy something in the room that is rectangular" or "I spy something in the room that is red, white, and blue." The student continues giving clues until the guessing students have figured out the mystery object. The student who figures out the mystery object is the next to provide clues.


21


Parts of Speech (cont.) Suggested Activities

(cont.)

• Write a sentence on the board that has the three types of nouns in it. A list of suggested sentences is below. Have students change the sentence by changing the nouns in the sentence. The sentence still has to make sense or if you choose, the sentence can be a silly sentence. Challenge students to create as many sentences as they can. The man went to the store to get shoes. person place thing

The teacher went to the office to get pencils.

The gill rode the swings at the park. person thing place

The baby rode the stroller at the mall.

The banana was eaten at school by the boy. thing place person

The spaghetti

was eaten at home by grandma.

• Often when writing sentences, we seJect one or two adjectives to describe a noun. In fact, most nouns can be described in lots of different ways. Give your students "The Challenge of 15." Provide a noun (it could be a person, place, or thing) for students to describe. Each time you do this activity, try to think of fifteen adjectives that can be used to describe the noun. For example, you can bring in a teddy bear and have students think of obvious and unusual ways to describe the teddy bear. Chart obvious adjectives such as color, size, shape, and number first. Then challenge students to describe things such as texture, use, weight, etc. Chart student ideas and keep posted. You will be surprised how often students refer to the chart and include a variety of adjectives in their own writing. Stretch students' minds by bringing in objects that me unusual or objects with which students may not have had experience. Antiques are great for this. (Try bringing a record player or typewriter to class!) • Help children understand what a verb is by having them move in response to verb word cards. Create a stack 3" x 5" (8 ern x 13 ern) index cards with a verb written on each one. You will want about 8-10 verbs each time you do this activity. Place the cards upside down on a tabJe. Select a card and read it out loud. Students move in response to the word that is on the card. Begin with common verbs such as: skip, run, jump, sing, and dance. As students become familiar with what a verb is, expand students' vocabulary by including some unusual verbs such as the following: slither, prance, and trot. Once adverbs have been introduced to students, make a separate stack of adverb cards. Then select one adverb card and one verb card. The verb card will tell the students what action to do; the adverb card will tell the students more about how to do it.


22



(cont.)

• Divide a piece of paper by folding it into eighths. Provide a list of verbs for students to illustrate. Students must write one verb in each of the folded sections of the paper and then use either stick figures or their own drawings to ilJustrate the action of the verb. Either provide additional verbs for students to illustrate on the back of the paper or challenge students to write sentences, one for each verb that was illustrated on the front. • Locate two beach balls or playground balls. Label one ball "noun" and the other ball "verb" with a permanent marker. Situate students in a circle and begin passing the balls from student to student. At a given signal such as a whistle or when music begins or stops, the two people holding the balls must provide words for a sentence. The person with the ball labeled "noun" begins a sentence by providing a noun. This person will probably have to provide an article as well, such as a or the. The person with the ball labeled "verb" must complete the sentence by providing a verb. Once the noun and the verb have been provided, all of the children in the circle recite the sentence together. Then begin passing the balls again. Play for a predetermined amount of time or a predetermined number of sentences. Once students have been introduced to adjectives and adverbs, label balls with these two parts of speech and create longer, more descriptive sentences. • Create a list of very common verbs such as the foJIowing: run, eat, and talk. Challenge students to think of other verbs that show the same meaning, but also show creativity in writing. For example, other verbs that can be used for run include the following: sprint, race, gallop, and dart. If appropriate, teach students how to use a thesaurus to find alternative words that can be used in place of a given word. Chart student responses or results from the thesaurus and display in the classroom. • Provide simple sentences for students to practice expanding by adding either an adjective, an adverb, or both. Students should write their sentences on a piece of paper and then circle the adjectives with a blue color pencil or crayon, and the adjectives with a red color pencil or crayon. Some sample sentences are provided below. The cat ran.

The black cat ran away.

My mom sang a song.

My talented mom sang a song.

Jerry rode the bike.

Jerry quickly rode the blue bike.

She ate popcorn.

She ate buttered popcorn.

We love movies.

We really love scary movies.

• Use a permanent marker to label a beach ball with the parts of speech your class has been practicing. Toss the beach ball around a circle from student to student. When a student catches the beach baJl, the place his thumb lands is the part of speech for which he must provide a word. For example, if the student's thumb is on the word adjective, he must provide an example of an adjective. ©Teacher Created Resources, Inc.

23



(cont.)

2.

1.

• Create a step-by-step book illustrating the parts of speech. Determine how many pages you want in your book (one page per part of speech you want to include plus a cover/title page). You will need half the number of pieces of construction paper as you want pages in the book. For a book with 3. 4. staples eight pages, you will need four pieces of AJectill9S construction paper. Have students place the four Verbs sheets of construction paper (9" x 12" or 23 ern x 30 em) on top of one another, overlapping the Articles ends. Direct students to hold the pages together and fold the pages over to create four more overlapping pages. Help students staple the inside' fold, and fold the pages back down. Label the cover of the book "Parts of Speech." Label each step with a different part of speech. On each page, provide a definition and examples of the part of speech listed.

I_I

Parts of Speech Nouns

Adverbs

Pronouns

Prepositions

• Have students create their own Silly Sentence book. Reproduce page 25 as the cover of the book. Place as many plain sheets of paper behind the cover as you would like in your book. Fold the book in half along the fold line. Cut along the dotted lines. Write the part of speech indicated on the cover on each of the pages that follow. Read the sentences in your book in any order by flipping the various sections. 1. Put plain paper behind the cover.

2. Fold along the solid line.

3. Cut along the dotted line.

4. Write a word for the part of speech that is on the cover under each subsequent page.

Read the silly sentences in any order by flipping the various pages. Create your own variations on the book by changing and rearranging the parts of speech. Try these:

#3707

Article Pronoun Article

c,« & Paste Language Arts

Noun Verb Adjective

Verb Adverb Noun

Adverb Verb 24

Preposition

Article

Noun


Parts of Speech

Silly Sentence Book

I I I I I I I I

r---------------------------------------------+-------------------------------------------------~

~--------------------------------------------+-------------------------------------------------~ c

:::s

o

Z

r---------------------------------------------+-------------------------------------------------, Q)

>

,-

••••••

o

Q)

''0 «

r---------------------------------------------+-------------------------------

J

-o Q)

•••••• :t...

« ©Teacher Created Resources. Inc.

25


Parts of Speech-Nouns

Person. Place. or Thing? Directions: Decide if you will be using the picture cards or word cards or both. Cut them out. Categorize the nouns as a person, place, or thing. Glue the picture cards or word cards in the correct column on page 27.

~------------------------~------------------------,-------------------------.------------------------

L

L

L_

I

I I I

I I I I

souP L________________________ I I I

:

_ I I I

phone

:

TV set

I

I I I I I I I I

l

l

~

I I I

I I I

I I I

:

house

:

woman

:

I I I

I , •

t , •

I I I

I I I

I I

I I

I I

I I

I I

r------------------------r------------------------r------------------------r------------------------, :

school

:

scooter

:

grandpa

:

gas station

:

I I I

I I I

I I I

I I I

I I I

I I

I I

I I

I I

I I

r------------------------r------------------------r------------------------T------------------------,

:

boy

:

lamp

:

policeman

:

grocery store

:

I I I

I I I

I I •

I , I

I I I

I I t

I I •

• I t

I I I

I I I

r------------------------~------------------------~------------------------~------------------------, : I I ~ I

hamburger:

I I ~•


man

:

I I ~I

26

park

: I I ~ I

soup


: I I 4 I


Person. Place. or Thing

(cont.)

Nouns

.-

, ,

•


r

Place

27

Thing



Change the Noun~Change the Story Directions: Cut out the word flaps at the bottom of the page by following the dashed lines. Put glue on the areas that say "Glue here" (on the top portion of the word boxes in the story). Place the top portion of the word flaps on the top portion of the word boxes in the story so that the word flaps can be lifted to reveal the word below. Glue here.

man

1. A

went walking. Glue here.

2. He wore

pants Glue here.

3. He walked to the

store

Glue here.

4. He ate a

banana Glue here.

5. He saw a

cat Glue here.

6. He rode in a

taxi Glue here.

7. He played

ball

Glue here.

8. He ate

~-

dinner

- - :-:-:-:-:-:,-:----:----:----:----:----:-,~-~-~-=-=-:-=-=-=-=-=-:-- - - - I I

I I

I I

I

I

I

!

dog

!

I

I

park

!

piano

!

I

:

I

I

I

I

I

: I

: I

: I

: I

I

I

c.« &

!

I I I

r----------------~----------------~----------------~----------------,

: #3707

boy

:

I I I

car

: shorts : taco I

I

: lunch I

.----------------~----------------~----------------~----------------~ Paste Language Arts

28

I


Parts of Speech- Verbs

Noun or Verb? Directions: Cut out the picture cards at the bottom of the page. Decide if the picture is showing a noun (a naming word) or a verb (an action word). Glue the picture cards in the correct columns.

•

I

Verbs

~-------------------------------r------------------------~--------------------------------------------------

------------------------

.------------------------~------------------------

--------- --------------


------------------------29

,


Parts of Speech-Verbs

Action Words Directions: Cut out the action verb word cards below and glue them to the correct picture. 1.

5.

2.

6.

3.

7.

4.

8.

~-------------------------------r------------------------T------------------------,-------------------------r------------------------~

I

1 I

I

eat

1I

I

read

: I

I

swim

: I

•

I

I

I

I

I

I

I

. sing

~------------------------~------------------------.------------------------~------------------------~

i L

I

watch

1 ~

I


throw

1 ~

I

30

sleep

1 L I

jump


I

: I I ,

1 ~ I

Parts of Speech-

Verbs

Show the Action Directions: Cut out the verb word cards at the bottom of the page. Glue each verb word card in the correct place to show the action of each sentence.

f

a pretty song.

1. The girl

2. I

J

at the book.

the doorbell.

3. She

4. Mom

a birthday cake.

in the pool.

5. My brother

6. He

all the way home.

7. We

to the bus stop.

8. Dad

the lawn.

~-------------------------------r----------------r----------------~---------------,----------------,

I I

1

,

I I

swam!

I I

I

I

I

l, sang !mowed! -----r- -------- ------ -,----------- -- ---, rang 1 looked baked!

r -- -- - - -- - - - - - --- r- -- - - - - - - - -

I

~ I


I I

ran

I

lwalked

I I

1 ~

I

I

I

I

I

I

1

I L I

31

I

~I

I

~ I


Parts of Speech-

Verbs

It Already Happened Directions: Circle the verb in each sentence below. Cut out the word cards at the bottom of the page and match each past tense verb to a sentence containing the present tense of the same verb. Rewrite each sentence using the past tense verb. 1. Sally plays on the monkey bars.

2. I ride my bike after school.

3. She looks at the fish tank.

4. Mom washes our clothes.

5. We see stars in the sky.

~-------------------------------r----------------r----------------r---------------,----------------,----------------~ I

I

•

I

~looked played lwashedl rode 1

I

~ I

•

•

•

I

L


L

I J

I

•

1 • ~ I

I

saw ~ • ~ I


Parts of Speech-Adjectives

Describe It Two Ways Directions: Cut out the adjective word cards at the bottom of the page. Use two adjectives to describe each picture.

4.

1.

~

I~raffe

======~I

~=====

giraffe

I

pencil

I

pencil

5.

2.

I mouse ======~I- mouse

ball ball

3.

6.

cake

flower

cake

flower

~-------------------------------~--------------T--------------T--------------T--------------T--------------~--------------1 : tiny : sweet: tall : sharp :squeaky: round : I

I

I

I

I

I

~--------------~--------------~--------

I

I

I

I

pretty : yellow

1

I

I

I

I

I I

I

:birthday:

I

I

• --

I

~

1 I

I

~

I

spotted

I

~

I

bouncy

1 I

I

large

~--------------~--------------~--------------~--------------~--------------~--------------~ ©Teacher Created Resources, Inc.

33

: I



Which Adjective? Directions: Cut out the adjective/noun word cards at the bottom of the page. Decide whether each adjective tells how many, what kind, or which one. Glue the word cards in the correct columns.

How Many?

What Kind?

Which One?

~-------------------------------r------------------------,-------------------------I-------------------------r------------------------. I

I

I

I

I

I

I

I

:

six boys

:

short hair

:million dollars:

I I

I I

I I

I I

I I

It. I

I

I

one teacher : I I

I I

I

I

r------------------------r------------------------T------------------------,------------------------,

: these books: , L

I L

I I

I I

: a dozen eggs: I

~ I

rich man


1I I I

hot cement •

~I

:

that bus

: green shoes :

JI

JI

I I

I I

:this computer : I

• •

34

any class

I

L I


: I

~ I


Make a Story Directions: Cut out the adjective word cards at the bottom of the page. Use the word cards to add more description to each sentence.

1. This morning I got out of my

1

2. I stumbled to the bathroom and brushed my

3. After I dressed myself in

bed.

--11

1

1

I

......JI

pants and a

hair.

I

......JI

shirt,

I went downstairs for breakfast.

4. I ate

leggs and

1

5. Then, I drank 1

1

1

pieces of bacon.

1 juice.

6. After breakfast, I met my

1

1

friend, Cho. We walked to school.

~-------------------------------r------------------~ I I

:scrambled: I I I

I I

I I I

red

warm

two r------------------, I I

spiky


orange

blue 35

: I I I

best

I I

: I I I


Parts of Speech-Adverbs

How? Directions:

Cut out the adverb word cards at the bottom of the page. Glue the word cards in the sentences below in order to add more details.

1. He ran

I

I

2. The turtle crawled 3. I waited

4. She

I

I

I

answered the question.

I

I

7. Dad was

opened the door.

I sang the song.

6. Maria I

8. We

across the lawn.

I for my turn.

I

5. Jose

to the finish line.

I

I

I

I

9. The waves crashed

recommended.

accepted the award.

I

10. We rode our scooters

Ion the beach.

I

I

in the street.

~-------------------------------.------------------~------------------,------------------~-------------------r------------------~ :L cautiously : graciously: slowly : beautifully :L carefully I I

I I

I I

I I

I I

I I

I

! I

JI

, •

I

JI

I I I

I I I

I I I

• I I

I I I

I I I

: patiently

: brilliantly

: I~

highly

:

~ I

quickly


:

JI

loudly 36

JI

L I

: :

~ I


Parts of Speech-Adverbs

Changing Adjectives Into Adverbs Directions: Cut out the adverb word cards at the bottom of the page. Glue the adverbs in the sentences in order to demonstrate how an adjective can be changed to an adverb. 1. The loud noise scared me.

The lion roared !

! .

2. The soft cat let me pet it. The waves rolled !L..3. The ladder was too ~1

--J!o.nto the beach. to reach the attic.

I will be there ! 4. The cat was She came

! .

high in the tree.

!

! recommended.

5. I got my work done in the .Q.Yiilllibrary. Come into the classroom ! 6. This is the

!.

fln.gl time I will tell you.

I

The bus !

arrived here.

~-------------------------------r-----------------------T-----------------------,-----------------------,

!

highly

i

loudly

;

quietly

;

softly

; shortly

I-----------------------~-----------------------~----------------------,

~


~

37

~

;

finally

!

i

A


Parts of Speech-Nouns,

Verbs, Adjectives, and Adverbs

Make a Sentence Directions: Cut out the parts of speech word cards at the bottom of the page. Glue one noun, one adjective, one verb, and one adverb next to each of the numbers below. Write your own sentence on the line below using the words on the word cards.

1.

'----_A_d_je_c_t_iv_e_-..J l-..__ N_o_u_n __ IIl-..__ v_e_rb II__ A_d_V_e_rb __

2.1

Adjective

II~No_un

II_ve_rb

1 I_Ad

v_erb

3·1

Adjective

1 '_No_un

lI_ve_rb

II_Adv_erb

~-------------------------------ADJECTIVES

one

I

I

I

I

I

I

I

I

I

I

I

I

l I I I

this

r---------------------, I I I

!

monkey

11

that

I L I


I I I

I I I

t t I

I I I

t I t

I I

!!

I

I • •

II

man

recklessly

11 I

1

I L I

I

I

JI

L I

JI

I I t

I I I

I I I

• I I

• t I

I I I

I I I

JI

l! quickly l

drove

• I •

I • ,

I I

I I

I I

I I

I I

I I

I

I

I

I

I

I

I ~ I

~

I I

I L I

I I

, L I

~

r---------------------,

r---------------------,

!!

! ! doctor

~

walked

11

I

JI IL

I I I

ADVERBS

I

I I L

VERBS,

NOUNS I

38

slept

r---------------------,

!! quietly

~

!


I I

Grammar and Usage Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Gather about 20-30 popsicle sticks. Color code half of them so that they have a blue tip and the other half so that they have a red tip. Then on the blue-tipped sticks, write the subject part of a sentence, for example, "Sally" or "Jim and I" Then on the red-tipped sticks, write the predicate part of a sentence, for example, "swam" or "ate tacos." Do not worry about the sentences making sense. Sometimes, the sillier the better. Then, place the popsicle sticks in a container and show students how to take one of each color stick in order to make a sentence. Students must write down the sentences they make with the popsicle sticks. Be sure to emphasize correct punctuation and capitalization, too. An alternative to this activity is to provide only one of the sticks and allowing students to come up with the other half of the sentence. , • Have students write their own sentences on a sentence strip. Then, cut the sentence up and have the students mix up the words. Challenge another student to put the sentence back together correctly. A fun way to do this activity is to cut up sentences written on a piece of paper. Place all of the pieces of each sentence into its own plastic Easter egg. Then tell the students to put the sentences back together again just like Humpty Dumpty. • Distribute blank pieces of paper for the students. They should divide the paper in half by folding it in half and then opening it back up again. Have students decide on a noun that they will draw. An object actually works best; however, any noun will work. On one half of the paper, students should write the title "Singular." On the other half of the paper, students should write, "Plural." Students then draw one picture of their noun on the singular side of the paper and several (the number can be determined by the student) pictures of the object on the plural side of the paper. Then students can write sentences that correspond to the singular and plural objects. • Begin a chart that lists the different sounds "ed" can make at the end of the word. Create a twocolumn chart on a piece of butcher paper. Write the title, "Sounds of ED." Then on the left side of the paper, list words that end in "ed" however they sound like "d"; and on the right side of the paper, list words that end in "ed" however they sound like "t," Students will soon be listening closely for the endings sounds on past tense verbs. • Have students practice subject/verb agreement by doing this activity. Write a variety of pronouns and people's names on shape patterns (for example a turtle shape). Have students sort the words based on the helping verb would follow. For example, aJl pronouns and names that would be followed by the word "was" can be placed in one pile. All pronouns and names that would be followed by the word "were" can be placed in another pile. Have students create several sentences using the words from the piles.


39


Grammar and Usage-Verbs

and Verb Tense

Past or Present? Directions: Cut out the word cards at the bottom of the page. Glue the words in the correct places to complete the sentences. You will have to decide if the sentence is past tense or present tense. You will not use all of the word cards.

1. Yesterday, I

2. I

D

D

a cake.

all over for my shoes.

D D D D D D

3. Will you

4. I

the light on for me?

my presents at the party.

5. I have to go

~

the lawn.

6. Can you

up your toys?

7. Please

the phone.

8. Mrs. Farrow

dinner.

~-------------------------------r------------r-----------,------------r------------I------------,------------r-----------~------------~

I , I

: I I I

I I I

bake

:

I I I

I I I

open

: I I I

I I I

cook

: I I I

, I •

look

: • I I

I I I

turn

I I I

: answer: I I I

I I I

I I I

I I t

~-----------~------------~-----------~------------4------------~-----------4-----I I I

• • I

I I I

I I I

: baked

: opened

: cooked

: looked

I I L I

I I L I

I I ~I


I I L I

I I I

: turned • • ~f

40

:answered: I I ~I

I I L I

I I I

mow

: I I I

I I I

pick

: I I I

~

~

mowed : picked

:

I I I

I I ~I

©Teacher Created Resources, fnc.

I I I

I I 4I

Grammar and Usage-Verbs and Verb Tense

Was or Were? Directions:

Cut out the word cards at the bottom of the page. Glue the word cards in the correct places to complete the sentences.

I

1. What 2. I

I that?

I

I

I

3. They

4. Tim

I

I

I

5. Mary and Jim 6. Who

~

afraid of the tall giraffe.

in the market.

I

I

I

playing the piano.

I in charge of the show?

7. Mandi and I

I

8. Mom and dad 9. She

at the movies.

I

I

in the car.

I

I

I

happy to see us.

having a bad day.

I I ~-------------------------------10. The principal and teachers

in charge.

r-------------------,-------------------,--------------------r-------------------r-------------------~ I t

: t I

was

I I

: I I

was

I I

I I

I I

I I

I I

I I

: were

: were

:

was

r-------------------~-------------------+-------------------+-------------------~-------------------~ I

: were I • I

I

: I

was

~ I


I

: was I

~I

I

: were I

L I

41

I I

: I I

I

I

I I

~

: were L


: I I

Grammar and Usage-Complete

Sentences

Do What? Directions: Cut out the word strips at the bottom of the page. Glue the word strips in the correct places in order to complete the sentences.

1. The bird

I

2. My blue hat

3. The cup

I· I

I

I I

4. The fast train

5. Pizza

I

I·

I

6. The puppies

I I

I

~-------------------------------~--------------------------------------------------I--------------------------------------------------,

I I

1

matches my blue coat

is my favorite food

I I

1

I I

I

I I

I I

I I

I I

~-------------------------------------------------+-------------------------------------------------~

1

fell and broke

1

whizzed by our house

1

I I

I I

I I

I

I

I

~-------------------------------------------------~-------------------------------------------------~

l

jumped over each other

I I

~--------------------------------------------


1

flew high in the sky

I I

I I

I_-

42

l ~


Grammar and Usage-Complete

Sentences

Make It Make Sense Directions: Cut out the word strips for each numbered sentence. Glue them in the correct order.

1.

_____

1

_____

1

2. 3.

4.

-----In~ ____ I~~

5. _____

1

~-------------------------------1. 2. 3. 4. 5.

I I I I I I

roof I

I I I I I I

write swim book


cat

I I I I I I

The I I I I I I

candy I

I I I I I I

is

I I I I I I

the

I I I I I I

43

in

the

ate I I I I I I

I I I I I I

I I I I I I

on

can

This

good

I I I I I I I I I I I I

the

my

pond

I I I I I I

•

•

name

•

I I I I I I

•

is

Fish I I I I I I

a

•


Grammar and Usage-Plurals

One or More Directions: Cut out the picture cards at the bottom of the page. Glue the correct number of pictures in each box to show the singular or plural.

4.

1.

flowers

hat

5:

2.

kite

cats

6.

3.

stars

shell

~--------------------------------

-Ah----T---~- -T- -~~4 ----r--?C ----1- ---~-~~------ --1 '')k1'~'~'~'~' , l-------------L--~--~------L -------L------.L-------L ----------j '004 rflB r\\\h r- -- -fIij------ f - -

I

I

I

: ~

:;g;'

:

~

l

l


-Jk; : I

L

44

b j:~ : ~ : ~ ~

I

I

~

J


I

J

Grammar and Usage-Plurals

Plurals Directions: Cut out the word cards at the bottom of the page. Read each sentence. Select the word card that makes the most sense in the sentence and glue the word card. You will have to decide between the singular and plural form of each word.

1.

1. One day my family went to the 2. I had to wear my

1 to swim.

1

3. My mom and I found some 4. We built a

5. The

..:...--

1

-----'1 was very hot to touch.

I

1

for lunch.

7. I had to wear lion

8. The

__

I·

1

6. We had

1

my feet. 1 shone brightly all day.

1

~-------------------------------r------------------------,-------------------------I-------------------------r------------------------~ I I

:

I I

hot dog

:

I I

bathing suits:

I I

shell

:

I f

beaches

:

I

I

I

•

I

I I

I I

I I

I I

I I

~------------------------~------------------------.------------------------~------------------------~ : sand castles: ~ I

L I

I I

I I

:

shells

:

sands

:

~I

suns

I ,

sand

:

:

JI

sandal

I I

beach

:

:

JI I I

sand castle

:

I I

I I

I I

I I

I I

I I

I I

I I

I I

I I

r------------------------r------------------------T------------------------,------------------------, : ~ I

sun

: ~I


bathing suit:

hot dogs ~I

45

:

sandals

L

I


: ~ I

Spelling Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Short vowel spelling patterns are easy to introduce as word families. Students can easily see spelling chunks at the end of words. Use word wheels (such as the one provided on page 47) or spelling strips (such as the one provided on page 48) to emphasize that the first letter (or letters) in the word is the only letter that is changing. By learning spelling patterns in word families, students can easily make generalizations when it comes to spelling unfamiliar words in which they can hear the speJling pattern. For example, students will more easily be able to spell the word "flat." • Once students are aware of how word families work in spelling, you may also wish to demonstrate for students how changing the vowel in short vowel word families can change the word. For example, by changing the "a" in hat to an "0", the word becomes hot. When introducing long vowel spelling patterns, have students write the words. Then have students go back and "rainbow write" or trace over the vowels with a crayon. By using this technique, students will begin to see how vowel placement in a word effects the sounds in the word. • If spelling words are nouns, have students draw a picture of the word. An illustration with the word included often helps students who are visual learners remember the spelling of the word. A variation on this is to have students use the word as part of the illustration. For example, for the word cat, students can make a cat out of the "a" in the middle of the word. Visual learners may also profit from drawing the shape of the word. Demonstrate to students how to draw straight lines around the word in order to demonstrate the shape of the word. See the sample below.

• If you are using word families as spelling words, or if the vowel is the same in all of the words, have students make spelling cars to demonstrate how to spell words. This works especially well for consonant-vowel-consonant (CVC) words, although it can be adapted to work for other types of spelling patterns, too. In this activity, students draw a car with two wheels (a side view of a car) for each spelling word. The letter for the initial sound is written in the first wheel, the vowel is written in the car, and the ending sound is written in the last wheel.


46


Spelling-Short-

Vowel Word Families

Word Wheel Directions to the teacher: Determine the word family for which the spelling wheel will be used. Write the "chunk" on line on the top wheel. Write letters that will make words in that word family on the letter cards. Have students cut out the letter cards and both wheels. Students should glue the Jetter cards in the boxes on bottom wheel. Assemble the top and bottom wheel by fastening a brad through the center hole. Students can spin the wheel in order to create words.

o

D Top Wheel

D

D

a

D ~-

Bottom Wheel

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Letter Cards:

I

I

I

I

:

:

:

:

I ,

• I

I I

I I

• •

I I I I I I

• I I I I I

I I I I I I

I I I I I I

I I I I I I

~------+------~------~-------. •.. - - - - - "'


- - - .1_-

47

.&..

•


Spelling-Short-

Vowel Word Families

Spelling Strips

.----------------1

Directions to the teacher: Determine the word family for which the spelling strip will be used. Write the "chunk" on the lines on the strip. Write letters that will make words from the word family in the Letter Cards. Students should cut out the picture, the spelling strip, and the letter cards. Glue one letter card in front of each chunk on the spelling strip. Cut slits in the mouth. Feed the spelling strip through the mouth. Glue the ends of the spelling strip so that it forms a continuous circle. Practice reading and spelling the words.

•

Spelling Strip Letter Cards

·-------,-------~--------r-------1 I I I I

~

.. _~

I

:

I

~

.. J

I

I

I

I

•

I

I I I t t•.

I I I I I oJI

I I I I I I 1

I I I I I • ~

: I I I I I ~

!


D_ D_ D_ D_ D_ D_ D_ D_

I I

48

: I

I

I •

I I I

----'l~

Tab

Tab ©Teacher Created Resources. Inc.

Spelling-Long-

Vowel Patterns

Long A Directions: Cut out the letter cards at the bottom of the page. Look at each picture. Determine the spelling pattern for the long a sound in each word. Glue the letters in the correct places in order to spell the words.

tDI 2·~pD

1. ~~

8.

4.~hD 1cDnD10·.gDtD 5.

~-------------------------------r-----------T-----------T-----------y-----------T-----------T-----------T-----------~ I

I

I

I

I

I

I

I

I

I

J

1

1

I

I

e L-----------~-----------r-----------~----------~-----------~-----------4__---------~ 0 oi e oy oi ! 0

! I

oi ; I

0 ;oy

:

l•

; oi ;oy; e

I

I

I

~


1

~

I

I ~

I

~

49

L

I 4


Spelling-Long-

Vowel Patterns

Long E Round UP Directions: Cut out the picture/word cards at the bottom of the page. Read each word. Determine if the long e sound in each word is spelled with "ee" or "ea." Glue the picture/word cards in the correct places.

ea

ee

~~d~rdf

I I

r-------------T-------------,--------------r-------------T-------------, I

I

Rf/~I\~

___________________________


IL

~

50

~ ~ L

_


Spelling-Long-

Vowel Patterns

long "i" Picture Hunt Directions: Cut out the picture cards at the bottom of the page. Read each long vowel "i" word. Glue the correct picture next to the word.

1.

I
6.

high

2.

• pie

7.

mice

3.

bil
8.

tie

4.

night

9.

right

5.

lie

~-

•

five

10.

- - - - - - -:-::---:---:---:-r-:---:---:---:---:,--:-~-:-:---:-:-:r:-:-:-:-:-:-:-:-~ - - - - -

~~I~~I f!; G'~~I I I

-------------,--------------r-------------T-------------,

_____________

~


L

I I

~ I

51


Spelling=Long- Vowel Patterns

Oh! Directions: Cut out the word/picture cards at the bottom of the page. Read each word. Determine which spelling pattern is used to get the long 0 sound in each word. Glue the cards in the correct places to show the spelling pattern.

o-e

OW

. oa

old

~-------------------------------~

.

[-c:?'------------~~~~-r@m.:::--m~::~Tdbu-r::mr~u~~ :.-:

:

L I

!~

bow

I I I

:~:

~I

~ I

1

~o'" m sold !.Y"'" -,pf~ hose

I I I

~ I

I I

1

~I

@Old!

I I I

r---------------------,----------------------r----------------------r---------------------,

l.$

gold

I I I

i ~

I I I

~----------------------~----------------


note! ~

toad

I I I I

52

!~

I I I -

~

tow

I I I

! I I I •


Spelling-Long-

Vowel Patterns

U BUgS Directions: Cut out the word circles at the bottom of the page. Read the long "u" words on each circle. Determine which spelling pattern for the long u sound is used in each word. Glue the circles as spots on the correct ladybug.

ui

ue

~--------------------------------- , ",--, -- , -- , -- , /

/

'"

I

"-

- -"

true

\ \

\

\ I I

/

-

,

\

I

I

\

glue

\

"-

- -"


I

/

\

I

I

\ \

/

\

mule

\

I

-" ",--, \

I \

/

\

I

,

suit

\ \

--

'"

-",--,

"-

I

I

\

'"

- -"

/

\

I

\

I

I

\ \

/

\

juice

\

I

flute "-

\

'"

"'"

----",

\

I

I

\

/

\

use "-

53

- -"

I

\

I

I

\ \

/

\

clue

\

I

'"

"'"

----",

I

I

\

/

\

- -"

I

\

I

I

\

\

\

blue

\

I

fruit "-

\

'"

\

"'"

---- ,

I

I

'"

\

\

cube

,

- -"

I I


Spelling-Long-

Vowel Patterns

E at the End Directions: Cut out the letter cards at the bottom of the page. Glue the letter cards in the correct places to correctly spell the words below.

1.

monkDs. donkD

2.

6.

3.

candD7.~puPPDs

4.

y,..,---..-....,-,..",bab

D

8.

~-------------------------------r-----------T-----------T-----------T-----------, I

I

:ey:ey:

•

I I

I I

• •

I

I

I

y:

I

I I

I

y:

~-----------~-----------~----------~-----------~ J

: y

: ie

: ey : ie

~ I

L I

~I

I


I

I

54

I

~,

I I I

:

I

~I


Spelling-Diphthongs

Make a Butterfly Directions: Cut out the word/picture circles below. Read each word and look at the spelling. Sort the words by the spelling pattern oyor oi. Glue each circle on the correct wing of the butterfly.

oy

oi

-

~-------------------------------[~---~-T~--------T(f)-~iT~-~--] :

60

to

:

i--~--r(!5r~---------T~--i I

:~: I • I


:

~

I

00\-<'

: I

r:'\.:·

I L I

0 0-

I ~ •

55

/0

:

I

0;0'

:

I ~ I

I

.

00\\

:

I ~ I

#3707 cui & Paste Language Arts

Word Play Suggested Activities This section includes a variety of language arts skills primary students need to know and practice. Adapt any of the activities listed below for the language arts skills contained in this section. • Create a fishing game to have students practice working with words. Write words on a fish pattern. Fasten a paper clip to each fish and place the fish in the pond (a piece of blue string laid on the floor). Make a fishing pole from a dowel with a piece of string tied to it. At the other end of the string, tie a circle magnet. Students must fish for words. For example, students can fish for words that are rhymes. When two rhymes are caught, they keep the pair. The student with the most rhymes wins. Students can also fish for two words that make up a contraction. Once the two words have been caught, the student must tell what the contraction is. • This game can be adapted for the language arts skill on which you are currently working. Divide students into teams of about five. Each team must line up one person behind the other, all facing forward. Give each team a beanbag. When a signal is given, the student at the front of the line passes the beanbag over his or her head to the next student. The beanbag continues in this way until the last student on the team has it in his or her hand. The team that accomplishes this first is the team that can try to earn points by providing answers for the desired skill. For example, one point can be given for each person on the team who can provide a word rhyming with "bat," or one point can be given for each person on the team who can name or spell a pair of homophones. Challenge students to write a sentence and draw a picture showing homophones used in the same sentence. For example, a student can use the words "four" and "for" in the same sentence by writing, "I have four flowers for you." • Demonstrate for students how words from the same word family rhyme. Then determine other words with a different spelling pattern rhyme with the words from the word family. Begin a list that shows word family rhyming words along with other words that rhyme, but have a different spelling pattern. Underline the letters that produce the sounds that make the words rhyme. box

heat

broke

fox

neat

soak

locks

street

folk

• This is an excellent activity for when you want to review types of words such as synonyms, antonyms, contractions, rhymes, etc. Write pairs of words on index cards. Distribute the index cards to the students. Students must determine what the pair of words has in common. For example, one index card could have the words "maid" and "made" written on it. The student would have to conclude that the words are homophones. Another index card might have the words "up" and "down" written on it. The student would have to conclude that the words are antonyms.


56


WordPlay-Rhymes

Making RhYmes Directions: Cut out the word cards at the bottom of the page. Glue the word cards in the correct places in order to show rhyming pairs.

~-

- - - - - - -r--:----:----:--:-.:-:--.:-:--:-=-=-~-~-:-:-: - - - - - - - - - -

';tj'~' ~'i/' I

:

J I I I I

I

I'·

:

I • I • I

I , I I I

-6]- - - - - - - - :e?f- -

I I

I I

0

i~iOi

~I

_i

• ,~,


'::

I I I I I

: - - - - - - - - - : - - 6- - - - - - - -:I I

I

:

~

57

I I

L I

I

:

I I I I I

- - - - - - -: •

I I

i

• I


Word Play=Rhymes

Change the RhYme Directions: Cut out the letter flaps at the bottom of the page. Put glue on the area that says "Glue." Then attach the letter flaps so that the flaps can be lifted to reveal a rhyming word. Glue.

1.

m

Glue.

PEAS

an

s

5.

o~

Glue.

2.

c

Glue.

at

d

6.

r

•

IP

I

7.

Glue.

4.

t

09

Glue.

Glue.

3.

et

ot

•

Glue.

•

In

s

8.

un

~-------------------------------r------------,------------,-------------~------------~ • I

• I I I I I I.

I I

n

I t I I I I

I I

I

I

I I

f

~------------L-----------I I

I I

I

I

I ~ I


~

I

I I I I I

l I I I 'I

I'

1 I

I I

c

r 58

L

I

h

I , ' I I I I I I

~ I I I

d 1 I I

~


Word Play-Rhym.es

Does it RhYme? Directions: Cut out the face cards at the bottom of the page. Read the pairs of words below. If the words rhyme, glue a happy face next to the words. If the words do not rhyme, glue a sad face next to the words. 1.

mouse

6.

dark

house 2.

till

7.

wait

8.

box

9.

big

10.

ran jam

bit


not cat

socks 5.

street heat

late 4.

dot hot

hill 3.

part

59


Word Play-Homophones

Homophone Pairs Directions: Cut out the word cards at the bottom of the page. Look at each picture and decide which spelling goes with the picture. Glue the word cards in the correct places.

mf 0

1.

2.

5.

@ 0 0 0 , 0 -¢- 0 A 0 [ 0

6.

~

'

4.

~

7.

-f

\

~

~ ~

~

~

_

0 0 0 {J 0 ct!J 0 0 0 c:...!:\:-: l '

4?"

~

3.

® 0

8.

~

~-------------------------------r------------r-----------,------------r------------I------------,------------~-----------,------------~ I I

I I

: pear

:

I

I

I I

I I

I I

sail

I I

I I

I I

: flower : aunt

: ball

:

I

I

I

,

I I

I I

I I

I I

: sale

: write

ant

I I

I I

I I

: flour

:

I

I

I

I I

I I

I I

right :

~-----------~------------~-----------~------------~------------~-----------1------------~-----------~ : eight: I ~ I

I L I

sun

: bawl t

~ I


I

L I

I I I

60

: I ~ I

son

: pair

I L I

: I

ate

~I


: I

~ I

Word Play-Homophones

Which Word? Directions: Cut out the word cards at the bottom of the page. Read each sentence. Decide which pair of homophones goes with the sentence. Then glue the word cards in the sentences in order to have the meanings of the words correctly spelled.

D D· D D· D D D D. D D D D D D DD

1. I did not 2.

you come in

got something in my

3. Mom gave

4.

cookies

game starts in one

5. She

6.

me.

I got

shoes.

you please put the

7. The

by the fireplace?

wants to

in its hive.

8. The

the bed.

~-------------------------------r------------r-----------,------------r------------I------------,------------~-----------,------------, • •

I I

• •

I I

• •

I I

: Would:

maid:

I I

I I

hear:

I I

I I

made:

I I

I I

I I

I I

I I

I I

I I

I I

I I

I I

knew :

: new:

to

~-----------~------------~-----------~------------+------------~-----------1------------~-----------~

!

~ •

two

: L I

I I

bee

:

~ I


I I

hour:

L I

I I

here : wood: I I

61

I I

~ I

Our

: L

I

be

:

~

eye

I


• ,

: I I

I •

:

~ f

Word Play-Contractions

Contraction Flowers Directions: Cut out the word circles at the bottom of the page. Glue the circles in the center of the flower to show the related contraction. 1.

5.

I

am

2.

he

is

we

are

you

had

6.

are

you 3.

7.

.IS

it

8.

4.

can

.

not

not

IS

~-------------------------------"...... --- ..•..•.•.

I I I

"

"...,

, isn't I

\

\

" ...•.•..• _-_ .. " ""

\ \

I I I I

'

...'

/

I I

I \ \

..---,

<,

\

can't) \,

I I I

r

, ...•...... _-_ ....••. ' I

,""

"

\

he's

I I I I

\

---...•..•..

~,•..

,, \ \

I I

I I

" ............ _ ...... ,•.."


,,

I I

''

... --- ........•

\

it's

I I I \ \ \

•.•....

,, ,

,

I I

"

---- ......,

, I'm

I I

I I I I

",, \

\

I I

I I

\ ... __ ...... ,.I',

I

'..•...... __ ...•.. .,.,'

<,

62

I

,... ' .•.• -- ....... , ,, ,, ,

(you're'l \ \

I I

" •....•......

__ ..•. ,•..

"

---- ....•....

,,.... --- ......•.••

•.. .•. I

"

(we're , ••....... _-_ ......•..

"

,

\

I I

\ \

,

\

I I I

I

I

i'

"

,

( you'd) \

\

,

I

I

............. ___ ...",1


Word Play-Contractions

Mousing Around Directions: Cut out the pieces of cheese at the bottom of the page. Match the contractions to the words that make up the contractions by matching the correct piece of cheese to each mouse.

1.

5.

2.

6.

3.

7.

4.

8.

~--------------------------------


63


Word Play-Alphabetization

At the Zoo Directions: Cut out the word cards at the bottom of the page. Glue the word cards in alphabetical order.

1.

2.

3. 4. 5. 6. 7. 8.

~-------------------------------[-~--~~~~~T--~--------~------;;~-~-T--"~~-----------~~~;~-f--~-: 1 I I

I I •

I I I

I I I

r------------------------r------------------------r------------------------T------------------------,

i~~elePhanf

i~

1


figer

i ~

~

64

monkey

i '\".

~

~

giraffe


I I I

i

~

Word Play-Alphabetization.

School Tools Directions: Cut out the word cards at the bottom of the page. Glue the word cards in alphabetical order.

at bat cat

Z

-

+2-

1.

-

.f at

-hat

Z

2.

+3

-

mat

-

3. 4. 5. 6.

7. 8.

©k-?

.

~--------------------------------

p------------------------~------------------------,-------------------------~------------------------~ pencil 0eraser ~crayons ruler

i~ ,

i,<::£/',~, i

i~

I

I

I

i,

I I

I I

I I

I I

i--~m-·------~:;~~~:~r---&-------~-I~~T:i:~~ I

I I

0

~------------------------~------------------------~-------------------------~------------------------. ©Teacher Created Resources, Inc.

65


I

Word Play-Alphabetization

Everything in Order Directions: Cut out the word cards at the bottom of the page. Glue the word cards in alphabetical order.

1. 2. 3. 4. 5. 6. 7.

8.

~--------------------------------

~- - - -®--- - - - - -- -- - - - - - - - - - ~- - -~-- -- -- -- -- - - - --- - - - - --:- - - - --fj--:- ---- ----------- ~----- -~-- --- ------

!

ball!

-'I"

:

:

I

I

0

car!

~:

robot!

0:

~

-- ---- -~ doll !

:

:

I

I

r------------------------r------------------------r------------------------1------------------------1

1 I ~ I

~

jacks

! ~oo

I ~•


I

dinosaur!

.~ I~ II

66

bat

!

I L I

~.

bear

; I ~I


Compound Words Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Create a class list of compound words. As the class comes across compound words throughout the year, add the words to the ongoing list. See how many words can be found in a predetermined amount of time. • Photocopy and distribute pages 68 and 69 for each student. Tell the children that they have enough pictures to make 13 compound words. Students should cut out the boxes and manipulate the pictures until they have figured out the 13 compound words. When they have figured out the words, students should glue the pieces on a blank piece of paper so that the pairs of pictures illustrate a compound word. Then write the name of the new compound word and draw a picture to match.

• rain

+

Compound Words ( grasshopper

)( mailman

( s_tr_a_w_h_e_rry_-"

)(birdhouse

)( cowboy(,,-c_lo_s_s_r_oo_m---.-; )(everybody (

shoestring

) ) ) )

bow

• Compound words are used often in writing. Have students search newspaper articles for compound words. Cut out the words and glue them to a piece of paper. Next to each word write the two words that make up the compound word. Then use all three words in a sentence, the two words that make up the compound word and the compound word itself. Everyone knows what a rubber band is, yet if we interpret the words literally we can just imagine pieces of rubber playing instruments! Have students draw literal pictures and write about these compound words: ladybug, firefly, dragonfly, football, handbag, and butterfly. Have students determine additional compound words that would make funny caricatures. • Reproduce for each child a copy of Compound Word Puzzles on page 70. Students should cut out all of the puzzle pieces and mix them up. Students then read the words on the puzzle pieces and determine the compound word of which they are a part. Students glue their puzzle pieces back together on a separate piece of paper so that the compound words can be read. ©Teacher Created Resources, Inc.

67


Compound Words

Compound Word Picture Cards

sun

man

hand

bag

glasses

board

r------------------------------

r------------------------------

•• •

• •I I

I

"

skate

fly

butter

nail

flo\nler

fire

thumb

horse

shoe


68


Compound Words

Compound Word Picture Cards r-----------------------------I I I

(cont.)

r------------------------------,

I

I I

I I I I I I I I I

I I I

I

:

I

cow

boy

tooth

bow

house

pot

rain

book

note

brush

bird

~------------------------------


69


Compound Words

Compound Word Puzzles r-~----------------------,--------------------~ 1

:

1.

1

snow

2.

flake

r--~

1 I 1 I L - - - - - - - - - - - - - - - - ...;- - - -1- - - - - 'T - - - - -

1

: I

.

: 1 1

.J I

doll r------Jhouae

:

I

1

~-------------------~----r-------------------i <

3.

~

;

~

plane

",••••

t- - - - - - - - - - - - - - - - - - - - - - - - -"-

- -.-

- - - - - - - - - - - - - - - - --I

I

foot 4.

1

;

L

._ L

; ball

;

J

1

sun 5.

7.

~~ shine ~~

mail

A~

;

1

••

1

box

:

~ ~

I

~-------------------r----£-------------------~

::

1

:.&. d sea 1.-------,100

::

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L

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fire

1

9.

1 1

r------------------------~-------------------I

1

8.

:

1 I

1 1

6.

1 I

I

~

I

rain

~"" drop ~

70

1

1

~


Compound Words

Make a Word Directions: Cut out the butterfly wings below. Create compound words by matching the wings to the butterflies. Glue in place.

1.

-- -

I

<\ •.•....

4.

_ ...••

3.

, 2.

I

-- -,

/

<\

I

<\ •.•....

,

_ ...••

I /

I

...•• /

5. I

<\

_ ...••

_

•.•....

--- ,

I /

•.•....

I

I

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I

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I

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I / •.•....

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I /

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...•• .J

./

_ ...••

I /

-- "

\

\

I

, ball <.,"

:

\

\

,

.••...

-

I I ./


71


Compound Words

Compound Animals Directions: Cut out the word cards at the bottom of the page. Glue the word cards in the correct places to make compound words for the animals shown.

4.

1.

2.

"

..

W --1_-

7#

5..

~

I

1

6.

3.

~

,-_1__

~-------------------------------r------------------,

rattle

bull butter

lady

!

~------------------~

fly

1

I

! hopper! I


I

72

dragon

1

snake

grass

bug

fly

frog ©Teacher Created Resources, Inc.

location/Directional Words Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Read stories that include location or directional words as part of the text. Two excellent examples are Rosie's Walk by Pat Hutchins (Scott Foresman, 1971) and As the Crow Flies by Gail Hartman (Aladdin Paperbacks, 1993). Create large story maps showing the locations in each of these texts. Then make stick puppets of the animals and have the students manipulate the stick puppet around the story map as they retell the story. Retelling the story will provide practice using the location words. • If possible, take pictures (either digital or film) of students at a location either in the classroom or on the playground. For example, a student can be on the swings or at the computer. Once the pictures have been printed or developed, students can write or dictate a sentence to match. Collate the pages into a class big book. • Bring pictures from a magazine or use picture cards that come with many language arts series. Have students describe the objects in the pictures using location or direction words. See how many sentences students can create from one picture. This exercise can be done either orally or written or both. • Pair students and provide each group with two bags of pattern blocks. Each bag should have the same pattern block pieces in it. The students should sit back to back. One student creates a design with the pattern block pieces. Then he or she gives oral directions to the other student. The student listening to the directions has to follow them in order to try to create the same design. Neither student should look at the other's design until the activity has been completed. How similar are the designs? How good were the directions? How closely were they followed? • Create an obstacle course for students to follow through the classroom or on the playground. For example, students can go around the teacher's desk, under the table, past the computers, through the doorway, etc. Have small groups of children go through the obstacle course together as you recite the directions to them. Then, as students become familiar with word usage, have them help recite where they are going and what they are doing. Challenge students to make up their own obstacle course through which other students can go. • Use a teddy bear or other stuffed animal and a box to demonstrate various location and directional words. Place the teddy bear in front of, behind, in, out, over, or under the box. Solicit sentences from the students at each of teddy's locations telling where he is. Write the sentence on chart paper. Circle the words that tell where teddy is in each sentence.


73


Location/Directional

Words

Show the location Directions: Cut out the word cards at the bottom of the page. Glue the word cards in the correct places to complete the sentences.

1. ~

The bird is 1'--

2.

The worm is lithe

~

1 the cloud.

ground.

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; The cat is

3.

4.

1

1

The toys are 1'--

1 the box.

, The cat is 1'--

5.

the TV.

1 the dog.

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Pet Shop Directions: Cut out the animal picture cards at the bottom of the page. Read the directions. Glue the animals in the correct places in the pet shop.

1. Glue the bird in the cage. 2. 3. 4. 5.

Glue Glue Glue Glue

the the the the

cat on the mat. lizard beside the fish tank. dog next to the bird cage. turtle in front of the table.

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Show Where Directions: Cut out the sentence strips at the bottom of the page. Glue the sentences in the correct places to describe the picture correctly. 1.

4.

2.

5.

3.

6.

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76



Words

The Toy Box Directions: Cut out the bear picture cards at the bottom of the page. Read the sentences and glue the bear in the correct place in relationship to each toy box.

4.

1.

The teddy is in the box.

The teddy is in front of the box.

5.

2.

The teddy is on the box.

The teddy is to the left of the box.

3.

6.

The teddy is beside the box.

The teddy is to the right of the box.

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Synonyms and AntonYms Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Create a list of synonyms for words that are used very commonly in student writing. Encourage students to use words from your list in their writing to make their writing more interesting. For example, students often use the word "said" in their writing. If you are going to keep the words posted for awhile, you may wish to consider making a star for each word. The center of the star can have the original word. Synonyms for the word can be written on each of the points of the star. • Teach students how to use a thesaurus to find synonyms. Provide a list of 10 words and chaJlenge students to write down as many synonyms as they can think of for each of the words. Have students count how many synonyms they could think of for each word. Then provide a thesaurus and have the students look up each of the words. Write down as many options as possible. Then count up how many synonyms were found for each word. Compare the two numbers. • Demonstrate the power of synonyms and antonyms in a sentence by writing down a simple sentence. Then challenge the students to think of or use the thesaurus to find as many synonyms as possible for each word in the sentence. Rewrite the sentence in a variety of ways. Then think of antonyms for one or two of the words. Rewrite the sentence, this time using antonyms. Ask students to read their sentences out loud and discuss the impact changing the words has on the sentence. Have students illustrate the sentences. Another great way to illustrate the power of words is to find a well-written sentence from a story or book you are reading to the class. Read the sentence to the class and then change the sentence by substituting synonyms to make the sentence less interesting or less descriptive than it is originally. • Have an Opposite Day or Antonym Day at school. On this day, everything is opposite. Start the day with the subject you usually do last and end the day with the subject you usually do first. Everything you say should be the opposite, too. For example, you could tell the children that it is time to come in from recess. This would mean that it is really time to go out for recess. Or, tell students to close their books. This would mean that to open the books. Students really enjoy opposite days. It is a break from the daily schedule, as well as a fun way to emphasize and practice opposites. • Create a 50/50 Book illustrating antonyms. Bind together 10-15 pieces of white construction paper. Create a cover with the title SO/50 Antonym Book. Divide each paper in half by drawing a line diagonally. Devote each page to a different antonym. Write a word on the top half of the page and the opposite of the word on the bottom half of the page. Have students illustrate each word. Place the book in the classroom library. • Create a chart that shows both synonyms and antonyms. Label a three-column chart with the following headings: Word, Synonym, and Antonym. Add words to the list as you learn new vocabulary throughout the school year.

Word

Synonym

Antonym

come

arrive

leave


78


Synonyms and Antonyms

Directions: Cut out the carrot word cards at the bottom of the page. Glue the carrot word cards next to the bunny word cards at the top of the page in order to show words that are synonyms. 1.

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Opposites Directions: Cut out the picture/word cards at the bottom of the page. Glue the cards under the picture/words at the top of the page in order to show opposites.

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Synonyms and AntonYms Directions: Cut out the word cards at the bottom of the page. Read each word in the chart. Glue a word card to show the synonym and antonym of each word in the chart.

Antonyms

Synonyms

Word

kind big

. end bad come late

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Multiple-Meaning Words Suggested Activities Below are suggested activities that can be used throughout the unit of study. • There are literally hundreds of words used in the English language that have multiple meanings. Begin a list of these words as you come across them. Write the word down and then write sentences that demonstrate each of the meanings the word can have. • Have students create silly illustrations demonstrating how words with multiple meanings can be misunderstood. Fold a piece of paper in half. Across the top of the paper, students should write their sentence with the multiple meaning word in it. Circle or underline the multiple meaning word. Then on one half of the paper, students should illustrate the intended meaning of the sentence and on the other half, the meaning that can be misunderstood. This activity works best using multiple meaning words which are nouns.

):. pI ~yed with

a bat

and ball.

• Words with multiple meanings provide a wonderful and authentic way to analyze parts of speech. When you come across a word with a multiple meaning, think of sentences to illustrate the ways the word can be intended. Then, have students determine which part of speech the word is used as in each case. Not always, but often, the words are used in different ways. • Have students create their own book or list of multiple meaning words. Include in the book the word, sentences illustrating the word usage, pictures if appropriate, the part of speech, and if possible, synonyms or antonyms for each word. In addition to having a list of multiple meaning words, students will have a book that demonstrates their knowledge of language arts skills. • Help students analyze sentences with multiple meaning words used in them. Solicit from the students what context clues help us to understand the intended meaning of the word. How does the rest of the sentence provide support for the word? How does the part of speech help us determine what the word means? What would happen if the sentence were vague? For example, what if the sentence was, "1 took the pot?" How important is the context of the rest of the sentence when figuring out the meaning of the word? What lessons can be applied to our own writing?


84


Multiple-Meaning

Words

Same Word Directions: Cut out the picture cards at the bottom of the page. Glue the picture cards in the boxes to show two meanings for each of the words listed. 1.

4.

bowl

2.

5.

pot

3.

saw

top

6.

bat

orange

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Different Meaning Directions: Cut out the word cards at the bottom of the page. Glue the word cards in the correct places to complete the sentences. Use the context of the sentence to help you determine the meaning of the word.

1. We

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Oocabotarv Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Create individual vocabulary books by following the directions below. Then, have students write one word on each page and illustrate the definition of the word. You may wish to have older students write the definition and/or a sentence using the word. 1. Fold an 8.5" x 11" (22 em x 28 ern) sheet of white paper into eight sections.

2. Cut or tear along the center crease from the folded edge to the next fold line. (See diagram.) 3. Open the paper and push the end sections together. 4. Fold into a little book.

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Vocabulary Word magnet

Definition A piece of iron or steel that attracts certain metals

Picture

Sentence I picked up the paper clips with a magnet.

@

• People of all ages like to make and solve puzzles. Ask your students to make their own crossword puzzles or word search puzzles using vocabulary words. You may want to provide a piece of grid paper with squares at least 1 ern x 1 em, or you may wish to have students develop the puzzle all by themselves. ©Teacher Created Resources, Inc.

87


Vocabulary Suggested Activities

(cont.)

(cont.)

• Create templates students can use for vocabulary words using the following format. 1. Write the vocabulary word down. 2. Read the sentence where you found the word. Make a good guess as to what you think the word means. 3. Write down your guess. Finally, look up the word in the dictionary. If your guess was right, check the box. If not, write what the word means on the line.

1.

2. My guess:

I guessed right!

My guess:

_

0

Now I know it means

_

I guessed right!

0

Now I know it means ----

----

• Create a Dictionary Big Book. Divide students into groups according to the number of vocabulary words you wish to use. Assign each group a vocabulary word and provide each group with a piece of 12" x 18" (30 ern x 46 em) white construction paper. The groups must work together to create a dictionary page that tells about the word they were assigned. Change the items required on the page according to the age group of the children with whom you are working. For younger children, you may only assign the word and a picture. For older children, you may require the word, a definition, the part of speech, and a picture. Display the dictionary pages on the wall through the duration of your unit of study or compile them into a big book. • When a limited number of vocabulary words are being introduced or when the words belong to a set such as "Color Words" or "N umber Words," a flap book can be created that defines and illustrates each word. Fold a piece of 12" x 18" (30 cm x 46 ern) paper in half, horizontally. Open the paper up and cut to the center fold to create flaps on one side of the paper. Fold it back in half. The flaps become the cover of the book on which the vocabulary words can be written. Inside the flaps, illustrate each vocabulary word, and write a definition. Older students can also include the part of speech, number of syllables, and use the word in a sentence. #3707 Cut & Paste Language Arts

88


Vocabulary

Color Words Directions: Cut out the word cards at the bottom of the page. Determine the most common color for each picture below. Label each picture by gluing the color word next to it. 1.

fI

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1

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pine tree

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Vocabulary

Days of the Week Directions: Cut out the word cards at the bottom of the page. Glue the days of the week in order on the Word Strip. Cut out the Word Strip and the Days Card. Cut slits and holes in the appropriate place on the Days Card. Feed the Word Strip through the Days Card so that it slides easily. Slide the Word Strip in order to read the sentences. Word Strip Pull tab.

Days Card Glue here.

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Months of the Year Directions: Cut out the month word cards at the bottom of the page. Glue the word cards in the correct places to label the months of the year the holidays below take place. 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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Shapes Directions: Cut out the shape word cards at the bottom of the page. Glue the shapes in the correct places to label the shapes drawn below. 1.

5.

2.

6.

3.

7.

4.

8.

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Number Words Directions: Cut out the pictures at the bottom of the page. Read the number words written on the baskets. Glue the correct number of berries on each basket.

o

o

zero

one

o

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two

three

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five

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18

made fine pine note cape

sh: shovel, sheep, shoe, shell th: thorn, thumb, thimble, three

cup, lip

- d: sad, lid bag, dog ~:

3. map

4. bug 5. leg

7. throw

8. sing

6.

fan

7. car 8. sun 9. wig 10. lip

14

six, top, cup, fan

Long Vowel:

kite, rake, five, hose


8. mowed

Page 32 monkey 2.

bars.

rode, I rode my bike after school.

tr: train, tree

5. saw, We saw stars in the sky.

Page 20

our

Page 33

dr: drums, dress gr: grass, grapes cr: crab, crown

Accept all reasonable answers. Suggested answers are below: 1. tall, spotted

2. tiny, squeaky 3. birthday,

sweet

4. sharp, yellow 5.

bouncy,

round

6. large, pretty Page 34

Page 28

How Many?-six boys, a million dollars, one teacher, a dozen eggs

Accept all reasonable answers. Suggested answers are as follows:

What Kind?-short hair, rich man, green shoes, hot: cement

1. boy 2.

Which One?-these bus, this computer,

shorts

3. park

Nouns: doctor Verbs:

books, that any class

Page 35 Accept reasonable answers. answers are below:

Suggested

1. warm 2. spiky

8. lunch

Short Vowel:

4. baked

Mom washed

3. blue, red

Page 29

Page 15

7. walked

4. washed, clothes.

7. piano

mop, dog u: sun, bus

6. ran

3. rang

cr: crab, crib st: star, street bl: block, blanket

5. dog 6. car

0:

2. looked

She looked at the fish

4. taco

a: bag, rat e: jet, ten i: pig, six

5. swam

3. looked, tank.

Page 19

Person: woman, grandpa, boy, policeman, man Place: house, school, gas station, grocery store, park Thing: phone, TV set, scooter, lamp, hamburger, soup

- n: pill, man - m: gum, jam

2. six

watch

1. played, Sally played on the

Page 27

t: cat, knot

Page 13 l. hat

6. read

Page 31 1. sang

Page 17

fr: fruit, frog

Page 12

Page

3.

4. cape

6. d

-p:

5. swim

2. sleep

3. tube

10

1. cup

-

2. pine

4. cane

Page 9 1. man

Page l.

Page 30 1. eat

5. cane

2. balloon

Page

16

1. kite

4. teddy bear, book, store, sing, drink, run, dance

94

scrambled,

two

5. orange 6.

best


Answer Key Page 36

4.

Accept all reasonable answers. Suggested answers are below.

5. two pictures of cats 6. one picture of a shell

I. quickly

6. beautifully

2. slowly

7. highly

3. patiently

8. graciously

4. brilliantly

9. loudly

5. cautiously

10. carefully

Page 37 l.

4. highly

loudly

5. quietly 6. finally

shortly

2. looked turn

4. opened

Page 41 l. was

6. hotdogs

3. rhymes

3. shells

7. sandals

4. rhymes

4. sand castle

8. sun

5. does not rhyme 6. does not rhyme

2. rhymes

l.

6. 7. 8. 9. 10.

ai

2. ay 3. al

7.

ai ay ai a-e

Page 60

Page 50 bee, see, feet, eel, seed

mow

ea:

pea, seal, leaf, tea, read

pick

Page 51

answer

6. 7. 8. 9. 10.

were

4. was

5. were

Check to make sure illustrations match words.

o-e:

were

ow:

were

oa: coat, soap, toad

was

old:

Page 42 1. The bird few high in the sky. 2. My blue hat matches coat.

my blue

sold, old, gold

ey

5. ie

8. y

3.

y

6. ey

Page 55 boy, toy, joy, royal

oi: soil, coin, joint,

boil

I. The cat is on the roof. I ate the candy

4.

Fish swim in the pond.

5. This is a good book.

8. sail sale

Page 62 2. you're

5. he's 6. we're

3. it's

7. you'd

4. can't

8. isn't

Page 63 l. let'S

Page 57 at: bat, hat ing:

ie I. I'm

over each

3. I can wri te my name.

sun

8. maid, made

2.

2.

ate

7. bee, be

4.

Page 43

7. pear pall'

5. knew, new 6. Would, wood

7.

oy:

3. son

4. Our, hour

u-e: mule, flute, cube, use ui: juice, suit, fruit ue: true, clue, blue, glue

4. y

6. The puppies jumped other.

6. eight

3. two, to

Page 53

I. ey

by our house.

2. flour flower

bawl

Page 61 1. hear, here 2. I, eye

row, bow, tow

3. The cup fell and broke. A fast train whizzed

5. ball

bone, hose, note

Page 54

5. Pizza is my favorite food.

1. ant aunt

4. write right

was

were

rhymes

8. rhymes 9. does not rhyme ] O. does not rhyme

a-e

Page 52

2. was 3.

1. rhymes sand

ee:

cooked

8. run

fin

2. bathing suit

5. a-e

5. 6. 7. 8.

4.

5.

4. ay

1. baked

7. dot

I. beach

Accept all reasonable sentences that use all four parts of speech listed.

Page 40

3. lip

Page 59

Page 45

Page 38

3.

of a hat

Page 49

2. softly 3.

one picture

(cont.)

ring, king

ug: bug, jug

2. didn't

5. couldn't 6. that's

3. we'll

7. won't

4. it's

8. you'll

an: pan, fan

Page 44 I. 2.

two pictures one picture

3. two pictures

Page 64 of flowers of a kite of stars


Page 58

I.

1. can

5. net

2.

6.

hat

95

log

bear

4. lion

7. tiger

2. elephant

5. monkey

8. zebra

3. giraffe

6. snake


Answer Key (cont.) Page 65

Page 79 I. small

'1. crayons

5. pencil

2. eraser

6. ruler

2.

happy

7.

3. glue

7.

large

8. ill

4. marker

8. sharpener

3. 4. 5.

fast

9. save

scissors

Page 66

1. ball

5. dinosaur

6. alike leap

10. gnn

loud

Page 80 I. shut

Page 86 1. can 2. play

6. play

left

7.

cold

8. can

6. doll

angry

2.

black

7.

jacks

2. bucket

6. quiet

8.

robot

3. 4.

hurry

7.

reel

speak

8. small

3. 4. 5.

4. car Page 71

1. 2. 3. 4.

butterfly

5. sunshine

toothbrush

6. sailboat

waterfall

7.

Page 72

I. grasshopper 2. ladybug

4. bullfrog 5. rattlesnake

3.

6.

butterfly

dragonfly

Page 74

I. under

3.

on

2.

4.

III

above

5. beside

7.

crooked-straight frown-smile night-day small-large empty-full up-down hor=-cold wet-dry

. cowboy

2. February

3. 4. 5.

3.

laugh

7.

young

4.

The bird is out of the cage.

5. The cat is behind

the chair.

6. The dog is beside the children. Page 77

9. September

10. October ]1.

rrWIo.kJUyi>I.o<'.oI
IMIa.dayh.lu!lo;lIaItOlIl"luOOK.

'~ •• tIO.o:.

6. diamond

3.

triangle

7.

4.

rectangle

8. oval

heart

Page 93

~4.

2.

~5.

rnL1lJ

~

>~

5. star

2. square

1.

Il'IoiIlikXJ/UInI'onlolUw;boll..

~

Page 92 I. circle

Page 85

..

1t",lW
mean

~ ~

~

IIwl.>ddyb.lnll",l><>I;

a,

November

12. December

big, large, small end, stop, begin bad, naughty, good come, arn ve, go late, tardy, early

..

..

July

8. August

moon

kind, gentle,

the children.

May

4.

Page 83

The cat is in front of the chair.

April

6. June

8. small

3. The dog is between

March

2. hard

7.

2.

purple

Page 91 I. January

5. white

I. The bird is in the cage.

white

10. orange

6. down

Page 76

green

8. brown 9.

Page 82 1. empty

Page 75

pink

6. blue

Page 81

football

start

left

Page 89 1. yellow

3.

5.

cold

3. 4.

2. bat bear

5.

3.

IdJ'gI6'

lr.oIVI;lI,lQ>(.


96


Cut&PasteG1 3 LanguageArts

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