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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 Phonics Initial Sounds Ending Sounds Beginning and Ending Sounds Medial Sounds Consonant Digraphs Consonant Blends Parts of Speech Nouns Verbs Adjectives Adverbs Nouns, Verbs, Adjectives, and Adverbs Grammar and Usage Verbs and Verb Tense Complete Sentences Plurals Spelling Short -Vowel Word Families Long-Vowel Patterns Diphthongs Wo."d Play Rhymes Homophones Contractions Alphabetization Compound Words Location/Directional Wo."ds Synonyms and Antonyms Multiple-Meaning Vocabulary Color Words Days of the Week Months of the Year Shapes Number Words Answer Key
#3707 Cut & Paste Language Arts 2
3 4 7 11 13 14 18 19 21 26 29 33 36 38 39 40 42 44 46 47 49 55 56 57 60 62 64 67 73 78 84 87 " 89 90 91 92 93 94
Teacher Created Resources, Inc.
Words
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.
#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.
Phonics
(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.
Phonics
(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
bike dime life mile
ie
pie die lie tie
igh
night high bright 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.
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.
Bb
Cc
Dd
Ff
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Pp
Tt
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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.
1.
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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.
1.Change
can into
2.Change
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corn into
3.Change
log into
4.Change
dish into
5.Change
band into
6.Change
cake into
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Phonics-Initial
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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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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Teacher Created Resources. Inc.
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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5~DeD 10. ~Di D

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13
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.
Vowels
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Phonics-Medial
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 .
Short Vowel
~ong Vowel
1.
kit
2.
pin
tub
4.
cap can
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Phonics-Medial
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.
1.
6.
mad
Glue.
Glue.
2.
hat
Glue.
7.
fin
Glue.
3.
cut
Glue.
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Glue.
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Glue.
9.
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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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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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sf
bl
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-----------------19 #3707 Cut & Paste Language Arts
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
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.)

(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 gill rode the swings at the park. person thing place The banana was eaten at school by the boy. thing place person The teacher went to the office to get pencils.
The baby rode the stroller at the mall.
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. My mom sang a song. Jerry rode the bike. She ate popcorn. We love movies. The black cat ran away. My talented mom sang a song. Jerry quickly rode the blue bike. She ate buttered popcorn. 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.
23

(cont.)
1.
2.
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: Article Pronoun Article Noun Verb Adjective Verb Adverb Noun
24
Adverb Verb Preposition Article Noun
#3707
c, & Paste Language Arts
Parts of Speech
Silly Sentence Book
I I I I I I I I
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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_
I I
I
souP
L________________________
I I I I I I
I I I I
I
l
I I I
l
I I I
I I I I I I I I I I I
:
I I I I I
phone
:
I , I I
TV set
:
t , I I
house
:
I I I I I
woman
:
I I I I I
r------------------------r------------------------r------------------------r------------------------,
:
I I I I I
school
:
I I I I I
scooter
:
I I I I I
grandpa
:
I I I I I
gas station
:
I I I I I
r------------------------r------------------------r------------------------T------------------------,
:
I I I I I t
boy
:
I I I I I
lamp
:
I I I t
policeman
:
I , I I I I
grocery store
:
I I I I I I
r------------------------~------------------------~------------------------~------------------------,
:
I I ~ I
hamburger:
I I
~
man
I I
~I
park
:
I I ~ I
soup
:
I I
4 I
26
Person. Place. or Thing

Nouns
(cont.)
.-
, ,
Place
Thing
27
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. 1. A
man
went walking.
Glue here.
2. He wore
pants
Glue here.
3. He walked to the
Glue here.
store
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 I
I I I
!
: I : I
boy car
!
I I : I
dog
!
I I : I
park
!
I I : I
piano
!
: I I I
r----------------~----------------~----------------~----------------,
:
I
: shorts : taco
I I
: lunch
I
#3707
c. &
.----------------~----------------~----------------~----------------~
Paste Language Arts
28
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.
Verbs
~-------------------------------r------------------------~-------------------------------------------------------------------------
.------------------------~-----------------------Teacher Created Resources, Inc.
------------------------29
--------- -------------#3707 Cut & Paste Language Arts
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.
~-------------------------------I
r------------------------T------------------------,-------------------------r------------------------~
I I I
1
I I
eat watch
1 I
I I
read throw
~
:
I I I
swim sleep
:
I I I
. sing jump
:
I I ,
i
L
~------------------------~------------------------.------------------------~------------------------~
1
~
1
I
1
L I
1
~ I
30
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. 1. The girl a pretty song.
2. I
at the book.
3. She
the doorbell.
4. Mom
a birthday cake.
5. My brother
in the pool.
6. He
all the way home.
7. We
to the bus stop.
8. Dad
the lawn.
~-------------------------------I I
r----------------r----------------~---------------,----------------,
I I I I I I
I I
1
I
I
swam!
I
I
r -- -- - - -- - - - - - --- r- -- - - - - - - - -
lwalked
I
1
~
l, sang !mowed! -----r- -------- ------ -,----------- -- ---, rang 1 looked baked!
I
I
ran
I
I
I
I
~ I
I L I
~ I
~ I
31
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 I
~ looked played lwashedl rode

1
I
1
~ I
saw ~
~ I
~ I
I J 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.
1.
4.
~
======~I
2.
I~raffe giraffe
~=====
5.
I I
pencil pencil
I mouse ======~I- mouse

3.
6.
ball ball
cake cake
flower flower
~-------------------------------~--------------T--------------T--------------T--------------T--------------~--------------1 : tiny : sweet: tall : sharp :squeaky: round :

I I I I I I I I I I I I I I
I --
I
~
I
~
~--------------~--------------~--------
:birthday:
I I
pretty : yellow
I
1
I
spotted
1
I
bouncy
1
I
large
:
I
~--------------~--------------~--------------~--------------~--------------~--------------~
Teacher Created Resources, Inc. 33
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 I , L I I
six boys
:
I I I I I L I I
short hair rich man hot cement
:million dollars:
I I I I It. I I I 1 I I
one teacher :
I I I I J I I
r------------------------r------------------------T------------------------,------------------------,
: these books: : a dozen eggs:

I
that bus
: green shoes :
JI
I I
:this computer :
I
any class
:
~ I
I
~ I
~ I
L I
34
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
--11
bed.
2. I stumbled to the bathroom and brushed my
......JI
hair.
3. After I dressed myself in
pants and a
......JI
shirt,
I went downstairs for breakfast.
4. I ate
leggs and
pieces of bacon.
5. Then, I drank 1
1 juice.
6. After breakfast, I met my
friend, Cho. We walked to school.
~-------------------------------r------------------~
I I I I
:scrambled:
I I I
I I I
red
warm
I I
two
r------------------,
I I
spiky
orange
35
blue
:
I I I
best
:
I I I
Parts of Speech-Adverbs
How?
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.
Directions:
1. He ran
I I
I
to the finish line.
2. The turtle crawled 3. I waited
across the lawn.
I for my turn. answered the question.
4. She 5. Jose
opened the door.
6. Maria I 7. Dad was
I sang the song.
I
I
I
I
I
recommended.
8. We
accepted the award. Ion the beach.
9. The waves crashed
10. We rode our scooters
I
I I
in the street.
~-------------------------------.------------------~------------------,------------------~-------------------r------------------~ : cautiously : graciously: slowly : beautifully : carefully L L

:
JI
I I I
! I
I I I
J I
I I I
I I I
I I
I I I
:
~ I
highly
~ I
quickly
JI
loudly
36
JI
: patiently
: brilliantly
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 I will be there ! 4. The cat was She came
! .
--J!o.nto the beach. to reach the attic. ! .
high in the tree.
! recommended.
!.
5. I got my work done in the .Q.Yiilllibrary. Come into the classroom ! 6. This is the The bus !
fln.gl time I will tell you.
I
highly ;
arrived here.
~-------------------------------r-----------------------T-----------------------,-----------------------,
!
~
I-----------------------~-----------------------~----------------------,
quietly softly
37
; shortly ; finally
!
A
loudly
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 __ II~No_un II_ve_rb

1 I_Ad
2.1
Adjective
v_erb
31
Adjective
1 '_No_un
lI_ve_rb
II_Adv_erb
~-------------------------------ADJECTIVES
I
I
NOUNS
I
I
VERBS,
I
I
ADVERBS
I
I
I
I
I
I
I
I
one
I L I I I
11
I I
monkey
I I I
11
I
walked
I L I I I t
11
I I
recklessly
L I
I I I
1
I
J I I L
I I I
J I
I
J I
I I I
J I
I I
l
I I I I I
I
this that
r---------------------,
t t I t I t
!!
I I I I I
I
man
II
I I I
I
r---------------------,
I , I I
I
drove slept
l! quickly l
t I
r---------------------,
r---------------------,
I I
I
I I I
I I I I I
I
I I
I
!
I L I
! ! doctor
I I I ~ I
!!
I I
!! quietly
I I , L I
!
I I
I L I
38
Grammar and Usage

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
3. Will you
4. I
5. I have to go
6. Can you
7. Please
8. Mrs. Farrow
D D D D D D
I I I I I I I I I
a cake.
all over for my shoes.
the light on for me?
my presents at the party.
the lawn.
up your toys?
the phone.
dinner.
~-------------------------------I , I
r------------r-----------,------------r------------I------------,------------r-----------~------------~
I I I , I I I I I I I I I I
I I I
:
I I I I I I
bake
open
:
I I I I I I
cook
:
I I I I I I
look
:
I I I I I
turn
: answer:
I I I I I I
~-----------~------------~-----------~------------4------------~-----------4----- I I I t
I I I
mow
:
I I I I I I
pick
~
I I I
I I I
: baked
I I L I
: opened
I I L I
: cooked
I I ~ I
: looked
I I L I
: turned
~f
:answered:
I I ~ I I I L I
mowed : picked
I I ~I
:
I I
4 I
40
Teacher Created Resources, fnc.
Grammar and Usage-Verbs and Verb Tense
Was or Were?
Cut out the word cards at the bottom of the page. Glue the word cards in the correct places to complete the sentences.
Directions:
1. What 2. I
I that?
I
I I
at the movies.
3. They
I I
afraid of the tall giraffe.
4. Tim
in the market.
5. Mary and Jim

6. Who
I
I
playing the piano.
I in charge of the show?
7. Mandi and I
in the car.
8. Mom and dad 9. She
I
I
happy to see us.
having a bad day. in charge.
I I ~-------------------------------10. The principal and teachers

r-------------------,-------------------,--------------------r-------------------r-------------------~
I t
:
t I I I I
was
I I
:
I I I
was was
I I
: were
I I I
I I
: were
I I I
I I
:
I I I
L
was
I I
:
I I I
r-------------------~-------------------+-------------------+-------------------~-------------------~
: were
:
~ I
I
: was
~ I
I
: were
L I
I
: were
I I
:
~
I I
41
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 I
I I
2. My blue hat
3. The cup
I I
I
I
4. The fast train
5. Pizza
I I
I I
I I
6. The puppies
~-------------------------------I I
~--------------------------------------------------I--------------------------------------------------,
1
I I I I
matches my blue coat

I I I
is my favorite food
1
I I I
1
I I I I
~-------------------------------------------------+-------------------------------------------------~
1
I I I
fell and broke jumped over each other
whizzed by our house flew high in the sky

1
I I I
~-------------------------------------------------~-------------------------------------------------~
l
I I
1
I I
l
~
I I
~--------------------------------------------
I_-
42
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.
_____
2.
_____ 1
3.
4. 5.
-----In~ ____ I~~

_____ 1
~-------------------------------1. 2. 3. 4. 5. roof I
I I I I I I I I I I I I
cat
I I I I I I
The
I I I I I I
I I I I I I
is
on
I I I I I I
the
candy I
I I I I I I
the
I I I I I I
ate
I I I I I I
write swim book
my
can
I I I I I I
name
I I I I I I
pond good
the
in
I I I I I I
Fish
I I I I I I
This
43
is
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. 1.
4.
flowers
hat
2.
5:
kite
cats
3.
6.
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;' :
: ~
-Jk; :
I
b j: ~ : ~ : ~
~ I I ~ I
44
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. 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
..:...--
__
I
-----'1 was very hot to touch.
5. The
6. We had
for lunch. my feet.
7. I had to wear lion
8. The
1 shone brightly all day.
~-------------------------------r------------------------,-------------------------I-------------------------r------------------------~
I I I I I I I I I f
:
I I I
hot dog
:
I I I
bathing suits:
I I I
shell : :
I I I I
:
I I
beaches sandal sand castle sandals
:
I I I
~------------------------~------------------------.------------------------~------------------------~
: sand castles:
~ I
I I
L I
I I
sands sand bathing suit:
~ I
I ,
suns beach hot dogs
J I
I I
: :
I I I I
JI
I I
: :
I I I I
:
I I I I
shells sun
:
I I I I
r------------------------r------------------------T------------------------,------------------------,
:
~ I
:
~ I
:
I
:
~ I
~I
45
Spelling
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.
D
Top Wheel
D
~-
D
Bottom Wheel
D
I I I
- - - - - - - - -r--:----:--.::---~-_:---:----:--r-:---~---:- - - - - - - - - - - - I I
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
~------+------~------~-------.
.. - - - - - "' - - - .1_.&..
47
Spelling-Short-
Vowel Word Families
Spelling Strips
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.
.----------------1
Tab
:
I
Spelling Strip Letter Cards
----'l~
-------,-------~--------r-------1
I I I
I
I I I
I
D_ D_ D_ D_ D_ D_ D_ D_
Tab
~
!
I I I t t . I
.. _~
~
I I I I I ~
.. J
I I I I I I I oJ
I I I I I I I 1
I : I I I I I ~
48
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.
1. ~~
tDI 2~pD
8.
4.~hD 1cDnD10.gDtD
5.
~-------------------------------r-----------T-----------T-----------y-----------T-----------T-----------T-----------~
I
!
I :
e L-----------~-----------r-----------~----------~-----------~-----------4__---------~ 0 oi e oy oi ! 0
oi ;
I ~
I
0 ;oy
I I ~
; oi ;oy; e
I I I I
I
1
I
I ~
I 4
49
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.
ee
ea
r-------------T-------------,--------------r-------------T-------------,
I
I
~~d~rdf
L I ~
I I
___________________________
Rf/~I\~
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<ite
pie
6.
high mice tie right five
2.
7.
3.
bil<e night lie
8.
4.
9.
5.
10.
~-
- - - - - - -:-::---:---:---:-r-:---:---:---:---:,--:-~-:-:---:-:-:r:-:-:-:-:-:-:-:-~ - - - - -
_____________
~~I~~I f!; G'~~I

-------------,--------------r-------------T-------------,
I I 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
~-------------------------------~
.
L I
[-c:?'------------~~~~-r@m.:::--m~::~Tdbu-r::mr~u~~
:
~ I
:.-:
~ I
:~:
~ I
~ I
!~
I I I
bow gold
1
I I I
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1
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I I I
i ~
note! ~
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I -
toad
I I I
~
!~
tow
!
I I I
~----------------------~----------------
52
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
'" '" '"
~--------------------------------- , ",--, -- , -- , -- ,
/
'"
'"
-suit
,
\
I
\ \
true
\
I
I
I
\
\
I
\
\
\
I
I
"-
- -"
-" ",--, \
glue
\
I
I
"-
-",--,
'"
mule
\
I
I
I
\
\
juice
"'"
/
\
I
I
I
\
\
, ---"
clue
"'"
/
\
I
I
I
\
\
-" , --
blue
"'"
/
\
I
I
--- ,
'"
I
\
\
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\
\
"-
- -"
flute
"-
\
I
I
I
\
\
- -"
use
"-
\
I
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I
\
\
53
- -"
fruit
"-
\
I
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.
6.
2.
donkD
3.
candD7.~puPPDs
y,..,---..-....,-,..",bab
4.
8.
~-------------------------------r-----------T-----------T-----------T-----------,
I I I
:ey:ey:
I I I
~-----------~-----------~----------~-----------~
I
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y:
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y:
I I I
: y
~ I
I
: ie
L I
I
: ey : ie
~ I
I
~ ,
~ I
54
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~-~--]
:
I
i--~--r(!5r~---------T~--i
: ~ :
I
60
to
:
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55
#3707 cui & Paste Language Arts
Word Play
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 fox locks heat neat street broke soak 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--:----:----:--:-.:-:--.:-:--:-=-=-~-~-:-:-: - - - - - - - - - J I I I I
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I
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- - - - - - -:
I I
,~,
i~iOi
~
~I
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i
57
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. Glue.
1.
m
Glue.
an at
PEAS
o~
5.
s
Glue.
et
2.
c
Glue.
6.
d
Glue.
09
ot un
3.
r
Glue.
IP In
7.
I
Glue.
4.
8.
~-------------------------------r------------,------------,-------------~------------~
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I
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l
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I'
1 I
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c
58
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 house
6.
part dark
2.
till hill
7.
dot hot
3.
wait late
8.
street heat
4.
box socks
9.
not cat
5.
big bit
10.
ran jam
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. 1.
2.
3.
4.
@ 0 0 0 , 0 -- 0 A 0 [ 0
~ ~
_ -f
mf 0
5.
0
0 0 0 {J 0 ct!J 0 0 0
4?"
c:...!:\:-: l '
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6.
'
<!
7.
8.
~-------------------------------r------------r-----------,------------r------------I------------,------------~-----------,------------~
I I I I I I I I I I I I I I I I I I
: pear
I I I
:
I I I I L I
sail sun
: flower : aunt
I I I I I I
: ball
I I I
:
, I I
ant son
: flour
I I I I L I
:
I I I
right :
I I I
~-----------~------------~-----------~------------~------------~-----------1------------~-----------~
: eight:
I ~ I
: bawl
t
~ I
: sale
I
: write
I I I
:
I
~ I
: pair
:
I
ate
:
I
L I
~I
~ I
60
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.
1. I did not
2.
3. Mom gave
4.
5. She
6.
7. The
8. The
D D D D D D D D. D D D D D D DD
you come in got something in my cookies me. game starts in one I got shoes. you please put the wants to in its hive. the bed.
I I
by the fireplace?
~-------------------------------r------------r-----------,------------r------------I------------,------------~-----------,------------,

: Would:

~-----------~------------~-----------~------------+------------~-----------1------------~-----------~
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maid: bee
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hear: hour:
I I
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made:
I I
I I
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I I
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: new:
I I
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I I
to eye
:
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two
:
L I
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L
I
here : wood:
I I
~ I
Our
:
I
be
:
I
~ f
61
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
2.
am
6.
he
is
you
3.
are
7.
we
are
it
4.
. IS
8.
you
had
can
not
IS
not
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62
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
r------------------------r------------------------r------------------------T------------------------,
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i~
figer
i ~
monkey
i '\".
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giraffe
64
Word Play-Alphabetization.
School Tools
.f at
at bat cat
1.
+2-
hat
-
2. 3. 4.
5. 6.
mat
+3
7.
8.
k-?
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65
Word Play-Alphabetization
Everything in Order
1. 2. 3. 4. 5. 6.
7.
8.
~- - - ---- - - - - -- -- - - - - - - - - - ~- - -~-- -- -- -- -- - - - --- - - - - --:- - - - --fj--:- ---- ----------- ~----- -~-- --- ------
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jacks
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dinosaur!
66
bat
I L I
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bear
;
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Compound Words
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.
Compound Words
( grasshopper ( s_tr_a_w_h_e_rry_-"
)( mailman
)(birdhouse
)( cowboy(everybody (,,-c_lo_s_s_r_oo_m---.-; )
(
shoestring
) ) ) )
rain
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.
67
Compound Words
Compound Word Picture Cards
sun
man
hand
bag
glasses
r------------------------------
board

I I
r----------------------------- I
"
skate
fly
butter
nail
flo\nler
fire
thumb
horse
68
shoe
Compound Words
Compound Word Picture Cards

r-----------------------------I I I
I
(cont.)
r------------------------------,
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 I 1 I L - - - - - - - - - - - - - - - - ...; - - - -1- - - - - 'T - - - - -
snow
r--~
flake
:
1 1
.J I
2.
:
I
doll r------Jhouae
I
:
1
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<
;
3.
",
- -.I
plane
- - - - - - - - - - - - - - - - --I
;
t- - - - - - - - - - - - - - - - - - - - - - - - -"-
foot
4.
L
1
; ball
J
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sun
5.
1 1
~ ~ shine
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:
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box
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7.
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1
8.
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: :
1 1
:
1
fire
~
1
~
9.
rain
70
~"" drop
~
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
I
3. 2.
<\
_ ...
I
/
-- -,
I
-- - ,
I
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.....
<\
.....
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4.
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5.
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...
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./
-- "
\
:
\
, 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. 1.
4.
W --1_-
2.
"
~
..
I
5..
7#
1
3.
6.
~
,-_1__
~-------------------------------r------------------,
bull
~------------------~
I
rattle
!
dragon grass
snake bug frog
butter fly
lady
! hopper!
I
fly
72
location/Directional Words
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'--
1 the cloud.
2.
The worm is lithe

'------
ground.
3.
; The cat is
the TV.
4.
The toys are 1'--
1 the box.
5.
, The cat is 1'--
1 the dog.
~-------------------------------I I I I I I I I I I
1
I I &.
on
11above11
I I I. 110
I I
I I
in
11 under 11beside1
I I I' &.
I I
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I I
#3707 CIl! & Paste Language Arts
74
Words
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.
~-------------------------------~ -~- -- - - - ------ -- ~
:
I I I I I I I I
'Y:
I I I I I I I I
i~
I
i
I
.
75
Words
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.
~-------------------------------r--------------------------------------------,---------------------------------------------~
I I I
: The bird is in the cage.

I I
: The cat is behind the chair.

I
:
I I
~---------------------------------------------I---------------------------------------------1
: The bird is out of the cage.
I I I I
: The cat is in front of the chair.

I I
:
I I I I
~--------------------------------------------~---------------------------------------------~
: The dog is beside the children. : The dog is between the children.:
I
~--------------------------------------------~---------------------------------------------~
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.
1.
4.
The teddy is in the box. 2.
The teddy is in front of the box.
5.
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.
~-------------------------------..
---
~~\
~
\ \
...--
........
, ,
I I
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I :
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77
Synonyms and AntonYms

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 arrive
78
Antonym leave
come
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. ~ 6.
2.
7.
3.
8.
4.
9.
5.
10.
~-------------------------------r-----------------.
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:~:
:
I I I I
loud
:
I I I I
79
#3707 C It & Paste Language Arts
Means the Same

Directions: Cut out the word flaps at the bottom of the page. Put a small amount of glue on the glue tabs on the boxes at the top of the page. Match the word flaps to the word boxes that are synonyms. Place the word flaps on top of the glue tabs so that they can be lifted to reveal the words underneath.
r------c;~ue~------:
I
1. Please:
o o I
close
: the door.
0 0
~------------------~ ~------c;lue~------~
pail
o
2. I used a :
: when I mopped the floor.

0
EBo
0
~------------------.
~------c;lue:------;
o
I
1
3. During the holidays everyone is in a :

o
rush
:.
0
4. Do you want to : o
talk
o I
: with her?
, I
~------c;lue~------;
mad
5. When she hit me, I got:

o
:.
0
~------------------~
6. It was so silent
: you could hear a pin drop. o

I
7. Are you ready to :

o
begin
:?
0
8. I saw a
little
: mouse run across the room.

o
~-------------------------------r------------------~
o
hurry angry
quiet
shut
80
l bucket i
o
~------------------.
small
start
speak
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.
-e- '--'--G
crooked frown
-erR
J)
'tr
~
night
small
empty
l1
D
up
E1
hot
wet
~------------------------------------~------.-------~--------'---------~---------r-----~------~
cold
smile
full
large
~
I I I I I I I I
I
straight
day
down
dry
81
Just the Opposite
J
~r-
~-------------------------------I
young small
white
I
hard
1
moon ; empty
. laugh
~------------------~
down
82
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.
Word
Synonyms
Antonyms
kind big
.
end bad come late
~-------------------------------r---------------------------------~--------------------------------,---------------------------------.
I I I I I I I I
1
L I
I I
begin goo d: tardy
!
~I
I I I I
arrive small:
1
~ I
I I
mean go
1
~ I
I I
:
I I I I
I I
:
I I I I
~--------------------------------1---------------------------------~--------------------------------~
I I I I
! large ! stop ~--------------------------------;---------------------------------~--------------------------------,

1
1
I I I I
gentle
naughty
83
early
Multiple-Meaning Words
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.
bowl
4.
saw
2.
pot
5.
top
3.
bat
6.
orange
~-------------------------------f -451-- - I I : ~
--
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-e- - - -- -- -- -
----1
I I I I I I : I I
r---------------~----------------~----------------~---~-------------~----------------:----------------~
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:.s: ~: ~:(j)
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I I I ~ I
J'
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: /('t :
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85
Multiple-Meaning
WOlds
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
I
I
do it if we work together.
2. I was a butterfly in the class
1
on Elm Street.
3. Turn
4. I caught a
I
1
"""-
5. She wears mittens when it is
I ~~)
6. Jose went outside to

1 .
7. We
]
1
the dog in the backyard.
~
lBEAN~
.....
~ ~
8. Mom opened a
I
I I
of beans.
""'-
~-------------------------------I I
r------------------------,-------------------------I-------------------------r------------------------~
I I I
I I
:
I I I I I
I pay cold
!
I t I I I I ~ I
left can
!
I I I I I
can left
~------------------------~_--
! cold ~------------------------J
I I I I I
:
I I I I I I ~ I
:
I ~ I
I ~ I
I L I
play
86
Oocabotarv
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.
1.
I I I
2.
I
3.
I I I I I I I I I
4.
~
I
I
I
I I
I
I I I I I I I I I
I I I I I I I I I
f----4---I---~--I I
---
,,
I I I I
T I I I I
I
I I I I
----
---.... ...
Choose a few words to "quarter" together as a class, or assign groups of students one or two words to "quarter." When the groups are done, they can report back to the rest of the class with their findings. Students can either fold a piece of paper into four sections or draw a rectangle or square and divide that into four sections. In the first section, write the vocabulary word. In the second section, write a definition of the word. The definition can either be looked up in the dictionary or defined by the students. The third section contains a picture of the word. The picture can either be drawn or cut out of an old magazine. The final section includes a sentence that demonstrates how the word is used.
Vocabulary Word magnet Picture
Definition A piece of iron or steel that attracts certain metals 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.
87
Vocabulary
(cont.) 1. Write the vocabulary word down.
(cont.)
Create templates students can use for vocabulary words using the following format. 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.
My guess:
2. _
My guess:
I guessed right!
0
----
I guessed right!
Now I know it means
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.
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
sun
~
6.
1
blueberries 7.
1
2. witch's hat 3.
snowman
15
(ff}
61
pig
8.
1
tJ
gingerbread
9.
1
4.
@
stop sign pine tree
grapes 10
1
5.
6
I I
pumpkin
d
I
~-------------------------------r-------------------,-------------------,--------------------~-------------------r-------------------~
I I I I I I I I I I
!
I I I I I I
red
1
I I
purple yellow
1
I I I
black orange!
89
1
I I I I
green white
1
I I I I
blue pink
!
I I I I
r-------------------r-------------------r-------------------T-------------------,-------------------,
I I
! brown
1
I
1
I I
~-------------------~-------------------~--------------------~-------------------~-------------------.
Teacher Created Resources, Inc. #3707 Cut & Paste Language Arts
I I
!
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!
I I
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.
What Day Is It? .

~
-------------------------Cut out.
, , , ,
, , , ,
Glue here.
Yesterday was Today is Tomorrow will be

~
.
Glue here.
Cut out.
.
Glue here.
Cut out.
, ,
, ,
.
Glue here. Glue here.
--------------------------
Glue here.
~-------------------------------r----------------------,
~
Pull tab.
r----------------------,
~ I
r----------------------,
~ I
r----------------------,
I ~
Monday Friday
::
,
~ I
Tuesday Saturday
::
L I
Wednesday: Sunday
Thursday
,
L
: ,
90
Vocabulary
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.
r------------------------,-------------------------,-------------------------r------------------------~
I I I
~------------------------------! February!
I I
~ January
I
March
1
I
!
I
April August December
1
J
L------------------------
r------------------------
T------------------------,------------------------~
May
1
I
June October
July
l
I
!
I
------------------------r------------------------~------------------------1------------------------,
September
1
~ I
;November
I I
l
L I
1
4 I
91
Vocabulary
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.
~-------------------------------.------------------------1-------------------------.-------------------------r------------------------~
I
l~-__rectangle! heart ---------------_-L------------------------~_- I
triangle!
I
~
I
oval star
~
I
~
I I
:
I
L
square
: diamond:
I I
I
I I
circle
:
I L I
I ~ I
92
Vocabulary
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.
zero
o
one
o
two
o
three
o
four
o
~~----------~
~ ~ ~
five
o
r----------"1
1 1 1 1 1 I I
~-- -----------------------------r----------,. r----------"

1 1
1
p----------,. p----------,.
I I
I
I 1 I I 1 I I
1 1 1 1 1 1 1
'~'
~ ~ ~
1 1 1 1 1 1 1
1 1
1
'~'
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~ ~
1 I
I
1 I 1 I I
I
'~'
I
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~ ~
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1 1 1 1 1
'~'
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c:.
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1
c:.
:
1
c:.
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1
c:.
.1 1
<> ~
c:.
b
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'~'
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93
Answer Key
Page 7 Bb-bear Cc-camel Od-dog Ff-fish Page 8 1. snake 2. balloon Mm=-rnonkey Pp-penguin Tt-tiger Zz-zebra Page
16
1. kite 2. pine 3. tube 4. cape 5. cane
Page 30 1. eat 2. sleep 3. watch
5. swim 6. read
7. throw
4. jump Page 31 1. sang made fine pine note cape
8. sing
5. door 6. flag
7. rabbit
Page 17
3. truck 4. lion
Page 9 1. man 2. horn
1. ripe 2. hate
3. cute 4. cane 5. Page tape
8. pencil 4. fish 5. hand 6. rake 4. sit 5. tap 6. ran 6. d

7. x
6. 7. 8. 9. 10.
5. swam 6. ran
7. walked
2. looked
3. rang 4. baked Page 32
8. mowed
18
1. played, Sally played on the

monkey 2. bars. rode, I rode my bike after school. She looked at the fish Mom washed our
3. dog
Page
10
sh: shovel, sheep, shoe, shell th: thorn, thumb, thimble, three Page 19 cr: crab, crib st: star, street bl: block, blanket tr: train, tree Page 20 dr: drums, dress gr: grass, grapes cr: crab, crown fr: fruit, frog Page 27 Person: woman, grandpa, boy, policeman, man Place: house, school, gas station, grocery store, park Thing: phone, TV set, scooter, lamp, hamburger, soup Page 28
1. cup
2. jam
3. looked, tank. 4. washed, clothes.
3. men
Page l.
11
5. saw, We saw stars in the sky. Page 33 Accept all reasonable answers. Suggested answers are below: 1. tall, spotted
2. n
3. g
4. m
8. k 9. r
10.
5. p
Page 12
-
2. tiny, squeaky 3. birthday,

5. bouncy, sweet 4. sharp, yellow round
t: cat, knot cup, lip
-p:
- n: pill, man - m: gum, jam
6. large, pretty
Page 34 How Many?-six boys, a million dollars, one teacher, a dozen eggs What Kind?-short hair, rich man, green shoes, hot: cement Which One?-these bus, this computer, Page 35 Accept reasonable answers. answers are below: Suggested books, that any class
- d: sad, lid bag, dog ~:

Page 13 l. hat
6.
fan
2. six
3. map
4. bug 5. leg
Page
7. car 8. sun 9. wig

10. lip
Accept all reasonable answers. Suggested answers are as follows:
1. boy
2. shorts 3. park 4. taco
14
a: bag, rat e: jet, ten i: pig, six

0:
5. dog 6. car
7. piano
1. warm
2. spiky 3. blue, red 4. teddy bear, book, store, sing, drink, run, dance scrambled, two
mop, dog u: sun, bus
8. lunch
Page 29 six, top, cup, fan kite, rake, five, hose Nouns: doctor Verbs:
Page 15 Short Vowel: Long Vowel:
5. orange 6. best
94
Answer Key
Page 36
Accept all reasonable answers. Suggested answers are below. I. quickly 6. beautifully 4. one picture of a hat
(cont.)
3. lip 4. fin 7. dot
5. two pictures of cats 6. one picture of a shell Page 45

I. beach
8. run
Page 59
1. rhymes 2. rhymes
2. slowly
3. patiently 4. brilliantly
7. highly
8. graciously 9. loudly
5.
sand
2. bathing suit
3. shells 4. sand castle
6. hotdogs
7. sandals
3. rhymes
4. rhymes
5. cautiously Page 37
l. loudly shortly
10. carefully
8. sun
Page 49
4. highly l. ai
5. does not rhyme 6. does not rhyme

7. rhymes
2. softly 3.
5. quietly 6. finally
2. ay 3. al
4. ay
Page 38
Accept all reasonable sentences that use all four parts of speech listed.
5. a-e Page 50
ee:
6. 7. 8. 9. 10.
ai a-e ay ai a-e
8. rhymes 9. does not rhyme ] O. does not rhyme Page 60

1. ant aunt 2. flour flower
5. ball
bawl
Page 40
1. baked 2. looked 3. turn 4. opened
bee, see, feet, eel, seed pea, seal, leaf, tea, read
5. 6. 7. 8.
mow pick answer cooked
ea:
6. eight
ate 7. pear pall'
Page 51
Check to make sure illustrations match words.
3. son
sun 4. write right
Page 41 l. was 2. was

3. were 4. was
Page 52 6. 7. 8. 9. 10.
was were were was were o-e: ow: old: bone, hose, note row, bow, tow sold, old, gold
8. sail
sale
oa: coat, soap, toad
Page 61 1. hear, here 2. I, eye

3. two, to 4. Our, hour
5. were Page 42
Page 53
u-e: mule, flute, cube, use ui: juice, suit, fruit ue: true, clue, blue, glue
1. The bird few high in the sky.

2. My blue hat matches coat. 4. A fast train whizzed my blue
5. knew, new 6. Would, wood

7. bee, be
Page 54
I. ey 2. 3. ey y 4. y 7. ie by our house. over each
3. The cup fell and broke. 5. Pizza is my favorite food.

6. The puppies jumped other.
8. maid, made 5. ie
6. ey 8. y
Page 62
I. I'm 2. you're 3. it's
Page 55
oy: boy, toy, joy, royal boil oi: soil, coin, joint,
5. he's 6. we're
7. you'd
Page 43
I. The cat is on the roof. 2. 4. I ate the candy Fish swim in the pond.
4. can't Page 63 l. let'S

2. didn't 3. we'll
8. isn't
Page 57
at: bat, hat ing: ring, king ug: bug, jug an: pan, fan
3. I can wri te my name.
5. couldn't 6. that's
7. won't
5. This is a good book. Page 44

I. 2. two pictures one picture of flowers of a kite of stars
4. it's Page 64
8. you'll
Page 58
1. can 2. hat
I.
bear
4. lion 5. monkey 6. snake
7. tiger 8. zebra
5. net
6. log
2. elephant 3. giraffe
3. two pictures
95
Answer Key (cont.)

Page 65
'1. crayons
2. eraser 3. glue 4. marker Page 66
5. pencil
Page 79 I. small 2. happy large fast loud
6. alike
Page 86 1. can 2. play
5. 7.
cold left
6. ruler
7.
leap
6. play
8. can
7.
scissors
8. sharpener
3. 4. 5.
8. ill
9. save
3. 4.
left cold
10. gnn
1. ball
2. bat 3. bear
5. dinosaur
6. doll
Page 80 I. shut 2. bucket
Page 89 1. yellow 2. black pink reel green white purple
5. 7.
angry start
7.
8.
jacks robot
6. quiet 8. small
4. car
Page 71
3. 4.
hurry speak
3. 4. 5. 7.
9.
1. 2. 3. 4.
butterfly toothbrush waterfall football
5. sunshine 6. sailboat
Page 81 crooked-straight frown-smile night-day small-large empty-full up-down hor=-cold wet-dry Page 82 1. empty 2. hard 3. laugh young
6. blue
7.
. cowboy
8. brown 10. orange

Page 91 I. January 2. February
Page 72
I. grasshopper 2. ladybug
3. butterfly Page 74
4. bullfrog 5. rattlesnake
6. dragonfly
I. under
2. above Page 75
3.
on
III
5. beside
4.
3. 4. 5. 7.
March April May July
6. June
8. August 9. September
4.
5. white
6. down
10. October
]1. November 12. December mean Page 92 I. circle 2. square 3. triangle rectangle
7.
moon
8. small Page 83 kind, gentle, Page 76 I. The bird is in the cage. 2. 4. The cat is in front of the chair. the children. the chair. The bird is out of the cage. 3. The dog is between 5. The cat is behind big, large, small end, stop, begin bad, naughty, good come, arn ve, go late, tardy, early Page 85
1. ~4.
5. star
6. diamond
7. heart 8. oval
4.
Page 93
6. The dog is beside the children. Page 77
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Publisher Mary D. Smith, M.S. Ed.

lodene Lynn Smith, M.A.

Teacher Created Resources, Inc.

#3707 Cut & Paste Language Arts

#3707 Cut & Paste Language Arts

Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

#3707 Cut & Paste Language Arts

#3707 Cut & Paste Language Arts

Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

#3707 Cut & Paste Language Arts

#3707 Cut & Paste Language Arts

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Teacher Created Resources, Inc.

#3707 Cut & Paste Language Arts

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and Ending Sounds

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Teacher Created Resources, Inc.

#3707 Cut & Paste Language Arts

Vowels in the Middle

#3707 Cut & Paste Language Arts

Teacher Created Resources, Inc.

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

#3707 Cut & Paste Language Arts

Turn Short to long

#3707 Cut & Paste Language Arts

Teacher Created Resources, Inc.

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Teacher Created Resources, Inc.

#3707 Cut & Paste Language Arts

#3707 Cut & Paste Language Arts

Teacher Created Resources. Inc.

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

-----------------19 #3707 Cut & Paste Language Arts

#3707 Cut & Paste Language Arts

Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

#3707 Cut & Paste Language Arts

Parts of Speech (cont.)

The baby rode the stroller at the mall.

was eaten at home by grandma.

#3707 Cut & Paste Language Arts

Teacher Created Resources, Inc.

Parts of Speech (cont.)

#3707 Cut & Paste Language Arts

Parts of Speech (cont.)

Parts of Speech Nouns

3. Cut along the dotted line.

Adverb Verb Preposition Article Noun

c, & Paste Language Arts

Teacher Created Resources, Inc.

Silly Sentence Book

Cut&PasteG1 3 LanguageArts

Cut&PasteG1 3 LanguageArts

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