Grade 4 Decodable
Grade 4 Decodable
Teacher’s
Resource
Book
Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.
Book
Resource
Teacher’s
Grade 4
Grade 4
Teacher’s
Resource
Book
2 Decodable Passages
Decodable Passages
Inflectional Endings. . . . . . . . . . . . . . . . . . . . 20 r-Controlled Vowel Syllables . . . . . . . . . 28
A Puppy for Jenny The Painter
Caring for a Puppy Camera Art
Change y to i. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Consonant + le Syllables . . . . . . . . . . . . . 29
The Wall of Daisies Mabel’s Fable
Stop Crying! Wild Horses
Long u; Variant Vowel oo . . . . . . . . . . . . . . 22 Final n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
e
A Cool Mood The American Dream
Getting Energy Hayden’s New Dress
Diphthongs oi, oy; ou, ow . . . . . . . . . . . . . 23 Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Whales The Dearest Deer
Whale Watching Chilly Chili
Variant Vowel au, aw, alt, alk . . . . . . . . . . 24 Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Coral Reefs Uncovering Clues from the Past
Moving to the Suburbs An Uncommon Find
Closed Syllables . . . . . . . . . . . . . . . . . . . . . . . . 25 Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Ann’s Books A Childhood Dream
Library Services Kat’s Incredible Day
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Decodable Passages 3
Decodable Passages
Directions
The passages that follow contain words based on the phonics
skills taught at this grade level. Use the passages to provide
students with additional practice at identifying and reading words
based on these skills. The key phonics concept is labeled at the
top of each page. The passages are generally cumulative, so you
may continue to review phonics skills previously taught.
4 Decodable Passages
Phonics
Name
Short Vowels
A Mud Mess
Ted sat at the pond and filled a big pot with mud. Ted’s hands
dug in the wet dirt. Drops of mud fell off his hands. Then Ted set
a lid on top of the pot and left.
When Ted came back, the lid was not there. How did the lid
get lost? Is it a trick? Ted spotted mud tracks in the grass and
followed them. The tracks ended back at the pond. Ted saw the
pot lid. The lid did a big hop! Ted jumped back. He had a plan.
Ted set his hand on top of the lid and started to pick it up. A frog
with mud on it hopped past Ted. Ted ran and caught the frog and
held it in his hands.
“Hi,” grinned Ted. “Let’s make a mud mess!”
it Pat in the can? Pat has pulled his rug to the can and is as snug
as a bug.
“Bad pug,” scolds Kim.
Pat gives Kim a big wet kiss. Kim is miffed but cannot help
but grin.
Decodable Passages 5
Phonics
Name
Long a
Snake Traits
All snakes have scales, shed skin, and do not chew food.
Snakes can use belly scales to move. Most snakes lay eggs.
Snake skin can be bright. Snake skin can be pale and dull.
A snake that has dull skin can help itself from getting eaten
because it blends into its habitat. A snake may make a home in a
cave, by a lake, in sand, and in grass. It can be a pet.
You may spot a snake if you rake. It may be tame. It may
cause pain. Take care and wait for help to relocate a snake. It is
fun to gaze at a snake, but it is risky to lift it.
We must not hate snakes. Snakes are not tame, but stay from
harm’s way and you will stay safe.
6 Decodable Passages
Phonics
Name
Long e
Pete’s Journey
Pete is on a journey. He needs to flee the heat of the streets
and see green leaves and trees. Even under the trees, Pete feels
the heat of the sun. He is thrilled to see a creek. Pete slips into
the creek and is pleased to be in the sweet, clean sweep of the
cool water. Pete feels a snail under his heel just as a breeze
sweeps past his cheek. His hair begins to stand on end at the feel
of the sleek snail and the cool air.
Pete cannot breathe. He hears wildlife a few feet away. Pete
hears feet: big feet! “Please let it not be a real beast,” pleads Pete.
The steps come near. It is Pete’s big brother Steve!
“Get out of that creek before you begin to sneeze,”
teased Steve.
weeds. Then we will plant the seeds.” Eve and her mom plant
three neat rows of seeds with ease.
They leave to take a rest and drink tea. They are pleased with
the garden. Mom says, “After we pick the plants, we will have
a feast at a park. We will eat greens, beets, lean meat, and snap
peas. Then we will have peaches and cream. It will be a treat fit
for a queen!”
Activity Make a list of words from the stories above that have
a long e sound.
Decodable Passages 7
Phonics
Name
Long i
Mike’s Dream
Mrs. Pike’s class tells about dreams. Mike raises his hand to
speak. “Tell the class your dream, Mike,” says Mrs. Pike. Mike
gets up.
“I had a nice dream last night. In my dream, I can fly. I can fly
high in the sky. I can fly as high as a kite!” says Mike.
“Were you in a plane?” asks Mrs. Pike.
“No, I could fly by myself.”
“Did you cry?” asks Meg.
8 Decodable Passages
Phonics
Name
Long o
Joan’s Stamps
Joan needs to find the roll of stamps she has so she can mail
a note. Then she can go on a camping trip. She thinks the roll of
stamps is on the desk by the globe. It is not there. Joan’s stuff is
scattered so she cannot find the roll of stamps.
Joan decides to clean the clutter. She hangs her robe and
yellow coat on the rack. She makes the bed and sets the foam
pillows in place. She folds her clothes. She wipes the desk and
globe with a rag. Dust floats in the light from the window. She
still cannot find the roll of stamps.
Mom hears Joan stomp around the room. “Joan, do not
stomp!” exclaims Mom.
“I need my stamps,” groans Joan.
“I have the stamps!” says Mom. The stamps were not in
Joan’s room, but it was so cluttered, she did not know!
A Boat Trip
Otis hoped to see crabs and toads in their own habitat. He
asked Dad to go on a trip to Lake Hope and Stone Bay. Otis and
Dad drove on a slow, winding road to Lake Hope.
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They rented a row boat to go over the lake and into the bay.
They rowed to the bay and floated in the still water. Otis spotted
a toad by the side of the boat. Dad put his finger to his lips.
“Keep your voice low, Otis. This is the toad’s home,” Dad
whispered. Otis nodded. They sat and watched the toad. It began
to croak.
The wind started to blow, and the boat rose and dove in the
waves. As Otis and Dad rowed back, Otis spotted a big crab by
the coast. It made his day!
Decodable Passages 9
Phonics
Name
Digraphs ch, tch
10 Decodable Passages
Phonics
Name Digraphs th, sh,
wh, ph
Going to China
Ruth went to China for five months. She felt sad to leave but
had to go with her parents. Ruth’s parents needed to go for a job
opportunity. Ruth felt lucky because she had learned to speak
Chinese. When Ruth’s family got to China, she went to a new
school. She missed her pals. She did not know anyone, but soon
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Decodable Passages 11
Phonics
Name
3-Letter Blends
Sprout!
Jin wanted to plant a shrub in the backyard, but she did not
know how. She went to ask her sister, but she did not tell.
“Read this book. It will help,” her sister said. Jin spent the
night reading.
12 Decodable Passages
Phonics
Name r-Controlled
Vowels ar, or
A Boring Day
Doris is bored. She has nothing to do. The sky is dark and the
grass is wet so she cannot play sports in the park. She sits on
the porch swing and watches the rain. She hears a dog barking
in someone’s yard. Doris’s pals are not home. They cannot play.
Doris has chores but she doesn’t want to do them. She ignores
doing her chores.
Then she gets an idea. She could spin around! That would be
fun! So Doris starts to spin and spin. She spins so fast she cannot
see. She holds her arms out to the side as she spins. She is a
whirlwind! It is fun, but then Doris starts feeling dizzy. She needs
to stop. Doris stops spinning and falls down. That was not a good
idea. No more spinning for Doris!
Making a Go-Cart
Bob and Dan are going to make a go-cart. It was Bob’s idea to
make it, but Dan has many things for building and is very handy.
They got a plan for the go-cart from the hobby store. It is a chart
and is hard to read, but Bob and Dan figure it out. They work on
the go-cart all morning. Soon it is lunch time. Dan’s mom made
a spinach and cheese tart for lunch.
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“You are not getting into mischief with that cart?” asks Dan’s
mom.
“No, Mom, of course not!” says Dan.
Bob and Dan eat and go back to the go-cart. It takes the rest
of the day to put the parts together, but they finish! Bob and Dan
can’t wait for the weekend when they can try it.
Decodable Passages 13
Phonics
Name r-Controlled
Vowels ar; air, are,
ere
Clare’s Pet
Clare wanted a pet. She did not want a pet with hair because
it could shed. She begged her dad to take her to the pet fair. Her
dad put the car in gear and they drove to the fair. When they got
there, her dad said, “Clare, let’s look at the snakes!” She had
a fear of snakes, but she gritted her teeth and went near. Clare
looked in the tank and could hear the snake slither.
The man at the fair let Clare hold the snake. She thought it
would be slick, but it was dry. The snake flicked its tongue and
Clare giggled. “Dad, can I have a snake?” Clare asked.
“Will you take care of it?” Dad asked.
“I will!” said Clare. Dad grinned and said yes! Clare named
her snake Deary.
Activity Circle words with -air and -are. Underline words with
-ear.
14 Decodable Passages
Phonics
Name r-Controlled
Vowels er, ir, ur
Meeting Kids
Lily thought that the kids in school were not friendly. This
was the third time she had changed schools. The other students
had been friends for years. Lily was not happy and felt awkward.
She ate her lunch alone. She was eating when a girl came up to
her. “Hi, I am Nell,” said the girl. Lily felt shy.
“Hi, I’m Lily,” she whispered.
“Welcome to school!” said Nell. “It’s your first day, right?”
she asked. Lily nodded her head. “Come with me and meet my
friends,” grinned Nell.
Lily got up and followed Nell to a table with lots of kids.
“This is Lily!” proclaimed Nell. All the kids waved hello. Lily
had made a mistake. The kids were nice! Lily sat down at the
table with Nell and her friends and met everyone.
Decodable Passages 15
Phonics
Name
Silent Letters
Following an EMT
You may be unclear about the job of an EMT. An EMT rides
on an ambulance and helps those who are sick or hurt. An EMT
takes classes so he or she knows how to help. An EMT might
have to get up at a late hour in the night and prepare to go on
a call.
EMTs need to listen to the sick or hurt person so they can
find out what is wrong. An EMT might kneel by the side of the
person to take vital signs like a pulse and the rhythm and rate of
breathing. When an EMT gets a call, he or she has to act fast and
get to the scene. An EMT has to write a lot of paperwork. An
EMT has to be careful to avoid dangerous things at a scene like a
tree limb that might have been knocked from a tree.
Helping Pets
Burt watched a program about the plight of pets in shelters.
He did not know that so many pets needed help. He felt it was
unfair for the pets to have so little. Burt and his pal Milo came
up with a bright plan to help the pets. They held a bake sale to
raise cash.
Milo kneaded the dough with his hands. After baking them,
16 Decodable Passages
Phonics
Name
Soft c and g
Decodable Passages 17
Phonics
Name
Plural Words
18 Decodable Passages
Phonics
Name Compound
Words
Snow Day!
Mitch’s alarm clock went off at 7 a.m. It was time to wake
up and get ready for school. Just as he was getting out of bed,
his dad came in. “You get to stay home today, Mitch. School is
closed. It’s a snow day!” Mitch jumped up and ran to the
window. He stared outside, but he could barely see anything… it
was a blizzard! Snowflakes were blowing sideways. When the
storm ended, everything was white.
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Decodable Passages 19
Phonics
Name Inflectional
Endings
20 Decodable Passages
Phonics
Name
Change y to i
Stop Crying!
Billy was stuck with his baby sister. She was crying so loudly,
it was the noisiest sound he had ever heard! He tried to make
her happy by waving her stuffed bunnies around for her, but she
just cried and cried. He needed to do something to make her
stop! Suddenly, he had an idea. Maybe if he wore a disguise, she
might start smiling.
Billy reached into the kitchen drawer and pulled out a big
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paper bag and some markers. He made a funny face with lots
of colors and cut out two holes in the bag for his eyes. When
he finished, he placed the bag on his head and went over to his
sister. At first, she cried harder, but then she stopped and stared
at him. Then she started to giggle like it was the funniest thing
she had ever seen!
Decodable Passages 21
Phonics
Name Long u; Variant
Vowel oo
A Cool Mood
It was a hot day in July. It was ninety-five degrees! Jane was
in the mood to go swimming, but she did not have a pool. Jane
tried to think of how to cool off. As she sat there thinking, the
phone rang. It was Penny. Penny had a pool and wanted to know
if Jane could come and swim in her pool. Jane grabbed her
swimsuit and zoomed on her bike to Penny’s.
Penny was swimming in the pool when Jane got there. Jane
got ready to jump in, but Penny asked her to grab a ball first so
they could play with it. It was a big ball that looked like a globe!
Jane threw the ball to Penny and then jumped in the pool. Jane
and Penny played with the ball and spent the rest of the day
splashing around.
Getting Energy
There are lots of ways to get energy. Most places burn fossil
fuels. These fuels will not last. They can make the air dirty, too,
so we need to look for new ways to get energy.
Using the sun is a clean way to get energy. The name for
this is solar power. People can use panels on top of their homes
to catch the sun’s rays. The sun’s energy can be changed to
22 Decodable Passages
Phonics
Name Diphthongs oi, oy;
ou, ow
Whales
Whales are mammals that live in the sea. They have fur
and lungs like all other mammals. They are found in oceans
all around the world. Whales can breathe underwater using a
blowhole. They have fat which keeps them warm in cold waters.
Whales use many unique sounds to communicate with each
other in the sea.
Some whales have teeth, and others have baleen to help
them eat. Baleen is a fringe in the mouth of a whale that helps
it trap food. It is sometimes called whalebone. Baleen whales
are massive in size and have two blowholes. Humpback and
blue whales are two kinds of baleen whales. Toothed whales
are usually small and have one blowhole. Dolphins and beluga
whales are types of toothed whales.
Whale Watching
It was a big day for Miss Joy’s class. Today was the day they
were going on a whale-watching trip. The trip was on a boat.
Their guide, Troy, spoke while the boat moved.
“You have to be very quiet so that we don’t scare the whales
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away,” Troy said. Soon they were in the right spot, and the boat
ground to a stop. “Look over there,” whispered Troy. The class
looked around to where he was pointing and a whale dove
under the water! The kids were enjoying the sight of a real live
whale. Then they heard an annoying rumbling sound that was
like snoring.
“Watch this,” said Troy. The whale blew water out of its
blowhole! Soon it was time to go back. All the kids in the class
howled at Troy, begging him not to go back and end the voyage.
Decodable Passages 23
Phonics
Name Variant Vowel au,
aw, alt, alk
Coral Reefs
Coral reefs are found in warm, shallow salt water where the
current is calm. They start out small and can grow to be very
large. They are like a mall of living things sprawled across the
sea floor. They are home to plants such as seaweed and animals
including crabs, sea urchins, sponges, sea turtles, and all different
kinds of fish. Dolphins sometimes pause in a reef to eat.
Coral looks like a plant but is actually an animal. There are
many kinds of corals that come in an array of colors like red,
pink, orange, and green. Some corals are hard while others are
soft. The soft corals can move with the waves. Many reefs are
being destroyed by humans, so it is important to protect them.
Activity Pretend you are a fish, and write a story about living
in the sea.
24 Decodable Passages
Phonics
Name
Closed Syllables
Ann’s Books
Ann liked reading. Each week, she went to the public library
to choose three books to bring home. Monday was library day.
Her mom dropped her off before she went shopping.
“I’ll be back in an hour,” Mom said.
Ann went into the library and walked up and down the rows
of books. She loved to see all the books lined up on the shelves.
She browsed through a book about a person who is a master
chess player but decided not to check it out. She looked at the
index of a book about cactuses growing in the Grand Canyon.
She flipped through a cookbook. She liked the chapter on
roasting perfect garden vegetables.
All the books contained interesting facts. She was having a
big problem selecting books for the week! After much debate,
she decided on three books. She was just in time. Ann looked at
her watch — her hour was up! Mom was already waiting outside.
Library Services
A library has many services. Sometimes, people may take
out books to read, and others may go to do research on different
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subjects. You can find any book in the entire library by looking
in the card catalog.
Today, many libraries have a more advanced way of looking
for books by using a computer. When searching for a book,
find the book number. Then you can go find that number in
the stacks. If you have trouble finding a book, you can ask a
librarian for help.
Another service a library may have is classes. Perhaps your
library has challenging classes! Sometimes libraries have
summer reading programs. You can read lots of books and get
prizes! You should try to use all your library’s services.
Decodable Passages 25
Phonics
Name
Open Syllables
Musicals
There are many different kinds of plays. A musical is one type
of play. In a musical, there are some spoken words, but much of
the play is in song. An actor in a musical has to focus on singing
and dancing as well as acting. Many actors in a musical have a
26 Decodable Passages
Phonics
Name Accented
Syllables
April’s Dreams
April was in a bright and fragrant field of tulips. She estimated
that there were at least fifteen shades of flowers, including violet,
red, green, and pink. Then, all of a sudden, April was transported
to a gala. She was wearing a dark navy dress and a diamond
bracelet. Everyone around her was starting to dance!
“How did I get here?” thought April. As she was thinking, she
started to smell bacon. Where was it coming from? It smelled so
good, her mouth watered! She thought she heard her grandfather
calling her. The alarm on her clock radio went off, and April
opened her eyes.
It was all just a dream! It was time to wake up and eat
breakfast! Before she got out of bed, April took out her diary and
documented her crazy dream!
Decodable Passages 27
Phonics
Name r-Controlled
Vowel Syllables
The Painter
Mr. Bender is a great painter. He likes to paint different
things. One of his favorite things to paint is landscapes. He
paints wonderful pictures of skyscrapers. He paints them
glimmering in the sun. Mr. Bender prefers to paint cities, but
sometimes he will paint animals as well.
One time, he painted a deer with huge antlers. He also painted
a glorious butterfly fluttering in the sky. When he wants to sell
paintings, Mr. Bender will show them in a gallery. People will
go to his show and wander around, looking at his paintings. He
will converse with the people and try to sell them a painting.
If someone buys one, Mr. Bender will deliver the painting to
the person’s house. He likes to see his paintings on the wall in
a home.
Camera Art
There are many different kinds of art. Photography is one
type of art. Photographers take pictures using a camera. Some
photographers use film cameras and others use digital cameras.
Generally, people start taking pictures as a hobby. To become an
expert photographer takes a lot of work. One must learn how to
28 Decodable Passages
Phonics
Name Consonant + le
Syllables
Mabel’s Fable
This is a fable about a girl named Mabel. One day, she was
out in the forest and saw a wild horse eating grass. She slowly
approached the horse so it wouldn’t be afraid. The horse’s ears
perked up as Mabel got closer.
“I won’t hurt you,” whispered Mabel. The horse didn’t move,
so Mabel crawled closer and kept talking to the horse. Soon she
was level with his eyes. The horse snorted and Mabel giggled.
“I am going to call you Snort!” she said.
Mabel was able to coax Snort to follow her home. She gave
Snort a flannel blanket so he wouldn’t get cold. She gave him
hay and lots of water. Soon, all the people in town had heard the
tale about how Mabel tamed the wild horse.
Wild Horses
Horses have always been important to American culture. In
early colonial times, people used horses to help with farming and
travel. They would use bridles to help control the horses. Wild
horses used to run free throughout the United States, but as more
people came to the country, they started to become tame.
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Decodable Passages 29
Phonics
Name
Final әn
30 Decodable Passages
Phonics
Name
Final әn
Activity Draw your own clothing design and write about it.
Decodable Passages 31
Phonics
Name
Homophones
32 Decodable Passages
Phonics
Name
Homophones
Chilly Chili
Mr. Butler’s class is having food day. Every student in the
class is bringing in a favorite food to share with the class.
Natasha has spaghetti and meatballs. Janet is sharing chicken
and rice, and Mike has tuna casserole.
All the kids in the class are ready to eat except for Todd.
“Where is Todd?” asks Mr. Butler. “He is late!”
The kids all look at each other and shrug their shoulders. Todd
wasn’t on the bus this morning. Suddenly, Todd comes bursting
through the door with a big pot in his hands.
“I am so sorry I am late today,” he says. “A raccoon got into
my house last night and ate all the chili. My dad and I had to
make more before I came to school.”
“I have never had chili before,” says Natasha.
“Oh, you must try it!” says Todd. “It is so good!”
“Well then, let’s start eating!” says Mr. Butler. All the kids set
out their food, and Mr. Butler passes out plates and forks. All the
kids start to eat. Todd chews his chili, but then he makes a face.
“What is wrong, Todd?” asks Mr. Butler.
“My chili is chilly!” cries Todd. “It is supposed to be hot!”
“Don’t worry, Todd,” says Mike. “It tastes great! I think I
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Decodable Passages 33
Phonics
Name
Prefixes
34 Decodable Passages
Phonics
Name
Prefixes
An Uncommon Find
Brandon had always loved the sea. He loved everything about
it—the water, the sand, and especially all the animals. One day,
he was walking along the beach with his mom, keeping his eye
on the sand for anything he could find, when he encountered a
great big shell. It was unlike anything he had ever seen before.
Unable to control his excitement, Brandon picked up the shell.
It was perfect! It was unbroken with many colors. He thought
it would be great to add this shell to his collection. Brandon
was unprepared for what he would discover when he turned
over the shell! What a shock he had when he saw that there was
something living inside the shell! Brandon had never found a
shell before that actually had a living creature inside of it.
Brandon quickly took out his book of sea animals. He wanted
to find out what kind of animal he had uncovered. He inspected
the shell carefully for its colors and markings and looked closely
at the animal inside of it. The shell was large and had a spiral
shape. The animal inside looked like a big snail. Brandon flipped
through his book so he could name his discovery. After some
searching, he found a match! It was a conch! His book said it
was uncommon to find a living conch lying on the beach. He did
not want to mistreat the conch, so Brandon decided he would put
it back in the water. Brandon knew if he told his friends about
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the conch, they would think it was nonsense. They were unlikely
to believe him, so he unpacked his camera to take pictures
of the conch.
Brandon said goodbye to the conch and placed it back in the
sea. He then continued his search on the beach for more
sea treasures.
Decodable Passages 35
Phonics
Name
Suffixes
A Childhood Dream
Wilbur and Orville Wright were obsessed with the idea of
flying. When they were boys, their father gave them a flying toy.
They found the toy irresistible and dreamed of the day when they
could make a machine that would let them fly!
When Wilbur and Orville grew up, they became bicycle
builders. There were countless bicycle shops all over town, but
the Wright Brothers’ shop was different. Not only were Wilbur
and Orville building bicycles, but they were also experimenting
with wings. They were going to figure out how to make a
flying machine. Many people thought they were foolish, but the
brothers were unstoppable.
Their first flying machine had a five-foot wingspan. It was too
small and unstable to hold a person, but Wilbur and Orville knew
that they would be able to use this model in the development of a
machine that a person could fly.
Finally, in 1903, the Wright Brothers finished their first full-
sized flying machine. They called it the Flyer. On December
17, 1903, the Wright Brothers were the first pilots when their
Flyer took off from Kitty Hawk, North Carolina, and they flew
successfully for 120 feet. Their flight only lasted 12 seconds, but
the idea of human flight was now a reality.
36 Decodable Passages
Phonics
Name
Suffixes
Decodable Passages 37
Phonics
Name Stressed
Syllables
38 Decodable Passages
Phonics
Name Stressed
Syllables
Decodable Passages 39
Sorting with Students
Sorting is an active part of word study. Here 1) Check that students can read the words
are tips to consider as you develop your word of the sort. Students must be able to read
study program. most of the words in the sort. Three or four
unknown words are acceptable and are
Getting Started learned over the week. Choose an easier
list and sort if too many words are
• Make a copy of the sort for each student or
unknown. Explain to students that you
pair. Increase the size of the copy to rid the
want them to read through the sort to
page of the margin; this leaves less for
make sure they can read the words or
students to cut.
name the pictures.
• Students scribble distinctively on the back
When first sorting, model for students how
so that they recognize their chips.
to read through the words. Read the word
• During independent work time, at their cards in an “I know it; I don’t know it” fash-
seats or in a station, students cut up the ion. Put the known words in a pile in front
sort and place the chips in an envelope or of you; place the unknown words to the
plastic bag. Students can write their names right. Show them how to count to three,
on the fronts of the bags. Do not use and if they do not know the word, they
instructional time for cutting up the word place the unknown word card in, hopefully,
or picture sort. a small pile to the right.
• After cutting up the sort, students try it Ask students if they know the meaning of
out; this is an “open sort.” Observe how the words. You can teach several of the
students sort before instruction to guide meanings over the week. If there are sev-
your pacing. Ask students to sort the words eral unknown words, take the time to use
into several columns and to set aside them in a concept sort in which students
unknown words. sort the words into meaning categories,
such as words that relate to animals, the
Instruction
• Accuracy in sorting. See if students suffixes, and roots. Grammar ties in here as
sort the words in the correct columns. different suffixes are often related to gram-
• Fluency and speed in sorting. If stu- matical functions; e.g., the -tion suffix turns
dents sort quickly and accurately, they a verb into a noun. Word histories and word
are probably ready to move on to the roots are an important focus. Students
next sort. Students who sort accurately study words deeply using paperback
and slowly benefit from more practice. etymologies such as these two favorites:
They can continue to practice the sort. Funk, W. Word Origins: An Exploration and
Set up a sorting station that contains History of Words and Language. NY: Wings
sorts from the last three weeks. Books, 1950.
• Reflection and use. See if students can Hoad, T. F. The Concise Oxford Dictionary of
explain the sort: “Why did you sort the English Etymology. NY: Oxford University
way you did?” Look in students’ first- Press, 1993.
gym
shy spy
goal woe =
bolt
woe
thrift through
core bore
darkest
purpose blurred
honor
village
mosses armies
forcing discussing
dizziest
used should
witness
stolen
brain staircase
daughter victor
common skeleton
wireless
kindness finally
Skill: word parts Skill: build words with long vowel sounds
Prepare: Give players several copies of Prepare: Give each player a copy of the
the three-part puzzle pieces. Have students slip strips. Have students write ay on the
write each of their vocabulary words onto rectangular box to the right of the opening.
the puzzle pieces, dividing the words into
the appropriate word parts. Play: Invite players to come up with
a variety of words that use the long
Play: Players name the root words, vowel sound of ay. On the slip with four
prefixes, suffixes, and/or endings of each squares, have players write consonants
word. Call on them or have them quiz each and consonant blends that complete a
other in small groups. word. (Players could also use the Word
If there is time, have players exchange Wheel with ay on the outside wheel and
their puzzle pieces with a partner. Have the consonants and consonant blends on the
partner sort the puzzle pieces and put them inside wheel.)
together to re-create the vocabulary words.
BODF
FS
GV
Materials
M
F
pencils GV
BODF
FODF
BCMF
M
GVM
JTU
FS
JT
Skill: suffixes
U
FODF
Prepare: This game is for three or four players. Give each group
F
CM
B
FS
DF
two copies of the S-shaped game board. Show them how to attach
BO
the copies. Write begin in the first square and end in the last square. GVM
Then fill the remaining squares with suffixes. Use each suffix more JT
FODF
U
BCMF
&OE
than once.
Each group also needs a 4-part spinner numbered 0, 1, 2, and 3.
Play: Players spin the spinner and then move that number of spaces. Then the player must
say a word that has the suffix shown. Players may refer to the Spelling Word Cards. The
game ends when a player reaches the end square.
72 Games
Match! Four Corners
Materials Materials
Cards (p. 79) Tic-Tac-Toe grid (p. 80)
pencils pencils
game markers
Skill: homophones
Skill: contractions
Prepare: This game is for two players.
Give each pair four copies of the cards. Prepare: Give each player a copy of the
Have partners write homophones on the Tic-Tac-Toe grid. Have the players write
cards. They may use the following words: a different contraction in each corner. You
would, wood; right, write; flour, flower; may want to write the following contractions
know, no; passed, past; here, hear; seam, on the board for reference: won’t, I’ve,
seem; weak, week; maid, made; fined, find; wasn’t, it’s, doesn’t, haven’t, isn’t, you’ll,
scent, cent; patience, patients; see, sea; aren’t, you’ve, let’s, we’re, that’s, don’t,
ate, eight; meat, meet. couldn’t, wouldn’t, he’s, she’s.
Play: Begin by dealing ten cards to Play: Call out the two words that make the
each player. Each player looks for any different contractions. Have players place
homophone matches and places them on a marker on the correct contraction. For
the table. Then players take turns asking example, if you call out will + not, the players
each other if they hold the match to one place a marker on won’t. The winner is the
of their own cards. A player draws from first player to place a marker in each of the
the remaining cards if the opposing player four corners of the Tic-Tac-Toe grid.
cannot give the requested homophone. The
player who ends up with the most matches
is the winner.
Copyright © The McGraw-Hill Companies, Inc.
Games 73
Look It Up! Coin Toss
Materials Materials
4-part spinner (p. 75) 4 x 4 or 5 x 5 grid (p. 81, p. 82)
Oval board (p. 76) pencil
dictionary penny
pencils
Skill: fact and opinion
Skill: dictionary skills
Prepare: This game is for four players.
Prepare: This game is for three or four Give each group a copy of the 4 x 4 grid.
players. Give each group an oval board, Have each player write his or her name in
a blank spinner, and a dictionary. On the the first square of one row.
board, mark one square with a star to
indicate the beginning and ending point. Play: The object of the game is to be the
Have them fill the other squares with current first player to color in each square in his or
and review vocabulary words. her row. Each player flips a penny. If the coin
Label the spinner 1 Definition, lands on “heads,” then the player tells a fact
2 Pronunciation Key, 3 Word History, and 0. about the school. The player also colors in a
square. If the coin lands on “tails,” then the
Play: Players spin the spinner and move player gives an opinion about the school.
that number of spaces. (0 = skip turn) The Players cannot color in a square if they
spinner will also tell them what they need get tails.
to find out about the word they landed on. Use the 5 x 5 grid if there are five
Players use the dictionary to tell the word’s players in a group. To make the game more
definition, pronunciation key, or history. The advanced, have players offer facts and
winner is the first player to reach the star. opinions about stories or topics to complete
the game.
8]g^h
I^h]V
:k^c
74 Games
Spinners
2. Mount it on
heavy paper.
3. Attach arrow
with a brad.
Copyright © The McGraw-Hill Companies, Inc.
Games 75
Copyright © The McGraw-Hill Companies, Inc.
Games
Oval Game Board
76
Copyright © The McGraw-Hill Companies, Inc.
Games
S-shaped Game Board
77
Word Wheel
78 Games
Copyright © The McGraw-Hill Companies, Inc.
Games
Cards
79
Copyright © The McGraw-Hill Companies, Inc.
Games
Tic-Tac-Toe
80
Copyright © The McGraw-Hill Companies, Inc.
Games
4x4 Grid
81
Copyright © The McGraw-Hill Companies, Inc.
Games
5x5 Grid
82
Copyright © The McGraw-Hill Companies, Inc.
Games
Slip Strips
83
Copyright © The McGraw-Hill Companies, Inc.
Games
Puzzle Pieces
84
Name
Reader Response
Title: Author:
Response: Write one of the following as if it were from the point of view of a
particular character.
Poem One-act play
Song Journal entry
Copyright © The McGraw-Hill Companies, Inc.
Reader Response
Title: Author:
Response: Write a new ending to this story. How will it affect the rest of the
story?
Reader Response
Title: Author:
Response: What was the most surprising or interesting thing you learned?
Choose one of the following to write your response.
Magazine article Book review
Letter to a friend Journal entry
Copyright © The McGraw-Hill Companies, Inc.
Reader Response
Title: Author:
Response: Write an e-mail to the author describing what you have learned
from this book.
To: @example.com
Subject:
Sincerely,
Reader Response
Title: Author:
Response: Is this poem like any other poem you have read before? Why?
Copyright © The McGraw-Hill Companies, Inc.
Reader Response
Title: Author:
Response: Describe how you feel about this poem. What do you like or
dislike about this poem?
Leader Summarizer
• Remind each member of his • Summarize what you read.
or her role. • Focus on the most important
• Make sure each person asks parts of the story.
a question.
• Make sure each person
answers a question.
Book Talk 91
Name Book Talk
Work with your group to create more steps to your book talk.
92 Book Talk
Name Book Talk
Book Talk 93
Name Book Talk
I noticed . . . I liked . . .
94 Book Talk
Name Book Talk
A connection
I made . . .
What if . . .
Book Talk 95
Name Book Talk
96 Book Talk
Speaking Checklist
Follow these speaking rules when you are sharing ideas
with others about your project, presenting your project to
the class, or working with a partner, group, or the class.
comments or suggestions.
I can report on a topic, tell a story, or describe
an experience in an organized way, including
supporting facts and details.
I can make a recording of a story or poem to show
my skill at reading aloud.
Speaking Checklist 97
Listening Checklist
Follow these listening rules when you are talking about
project ideas with your class, listening to others presenting,
or working with a group.
98 Listening Checklist