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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
Author
Mary D. Smith, M.S. Ed.
lodene Lynn Smith, M.A.
Teacher Created Resources, Inc.

6421 Industry Way
Westminster, CA 92683
www.teachercreated.com
ISBN: 978-0-7439-3707-8
©2003 Teacher Created Resources, Inc.
Reprinted, 2011
Made in U.S.A.
The classroom teacher may reproduce copies of the materials in this book fOI' use in a single
classroom only. The reproduction of any part of the book for other c1asSroUIIIS or for an entire
school or school system is strictly prohibited. No part of this publication may be transmitted,
stored, 01' recorded in any lorm without written permissiun from the publisher.
Table of Contents
Introduction 3
Phonics 4
Initial Sounds 7
Ending Sounds 11
Beginning and Ending Sounds 13
Medial Sounds 14
Consonant Digraphs 18
Consonant Blends 19
Parts of Speech 21
Nouns 26
Verbs 29
Adjectives 33
Adverbs 36
Nouns, Verbs, Adjectives, and Adverbs 38
Grammar and Usage 39
Verbs and Verb Tense 40
Complete Sentences 42
Plurals 44
Spelling 46
Short -Vowel Word Families 47
Long-Vowel Patterns 49
Diphthongs 55
Wo."d Play 56
Rhymes 57
Homophones 60
Contractions 62
Alphabetization 64
Compound Words 67
Location/Directional Wo."ds 73
Synonyms and Antonyms 78
Multiple-Meaning Words 84
Vocabulary 87
Color Words " 89
Days of the Week 90
Months of the Year 91
Shapes 92
Number Words 93
Answer Key 94
#3707 Cut & Paste Language Arts 2 ©Teacher Created Resources, Inc.
Introduction
Cut & Paste Language Arts was designed to help the classroom teacher teach and reinforce language
arts concepts and skills. The contents of the book provide a variety of ways to cover language arts
content while maintaining student interest and involvement.
Each section begins with a brief introduction that provides suggested activities that can be used as
instruction in the language arts. Most of the ideas can be adapted to whole-class lessons, small-group
reinforcements, or even literacy center activities.
The ideas are meant to be a resource for teachers as they teach these content-area skills.
Following the introduction for each section are activity pages that directly relate to language arts
concepts and skills. Each of the pages has been designed in a cut-and-paste format. After cutting out
word cards or picture cards at the bottom of the page, students will use those cards in order to complete
the page. By manipulating the cards, students are able to try a variety of possibilities before gluing the
cards down for their final answers. The pages vary in the tasks that students are asked to perform. In
some cases, they are asked to complete sentences. In another case, students are asked to categorize or
sort words. In an cases, students are asked to interact in a meaningful way with the content of the topic
on which they are working.
The book has been designed so that it is organized and easy to use. Teachers will find the suggested
activities useful for teaching language arts content. Students will find the cut-and-paste activities a fun
way to practice language arts concepts. Above all, language arts content is made available in a
comprehensible way to ensure student success.
©Teacher Created Resources, Inc. 3 #3707 Cut & Paste Language Arts
Phonics
Suggested Activities
Below are suggested activities that can be used as instruction in phonics. Most of the ideas can be
adapted to whole-class lessons, small-group reinforcements, or even literacy center activities.
• Provide multi-sensory activities in which students can practice letters in order to develop
sound/symbol correspondence. Set up a "hands-on the alphabet" center and then change the
activity each week. Display a poster of the alphabet and a list of words students can practice
reading and writing. Begin with simple vowel-consonant-vowel words in which you can also
draw or provide a picture, such as hat, cup, and lip. Then rotate some of the following activities
through the center:
Bag of Paint: Fill several half-gallon resealable bags with two to three tablespoons (about
40 mL) of paint. Seal tightly. Students lay the bag on a flat surface and use their hands to smooth
out the paint in the bag. Children can use their fingers to practice writing letters and words.
Magnetic Alphabet: Provide magnetic letters and a magnetic surface, such as a cookie sheet for
students. Students can experiment with the letters by putting them in alphabetical order or even
creating words with the letters.
Shaving Cream: Shake a can of shaving cream and then spray enough shaving cream to cover
the palm of the child's hand on a pizza tray. Students can use their hands to spread the shaving
cream around the tray and use their index fingers to practice writing letters.
Toothpick Letters: Provide a box of toothpicks for students to use to create the shape of letters.
Dot Letters: Provide unsharpened pencils with an eraser on one tip, paper, and an ink pad at the
center. Students dip the eraser end of the pencil into the ink pad. Then they use the eraser as a
circle stamp in order to create the shape of letters and words.
Pipe-Cleaner Letters: Have students practice forming letters with pipe cleaners. Provide a
variety of colors and lengths of pipe cleaners at the center. Students can bend the pipe cleaners
and, if needed, twist them together in order to form letters.
• Reproduce simple poems that have words beginning with the letter on which you are focusing.
Have students look through the poem and use a yellow crayon to color or highlight the letter on
which you are currently working. Make up hand motions or actions that go with each poem.
Chant the poem several times until the students can say it independently.
• Food is always a great motivator. Think of a simple food that begins with the letter of the
alphabet on which you are currently working. Provide students with a small sampling of the food
in order to help them remember the sound and letter associated with the food. For example,
raisins can be provided for the letter r and popcorn can be provided for the letter p.
Phonics (cont.)
Suggested Activities (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.)

• Have students practice distinguishing between long and short vowel sounds by playing this simple
game. The teacher will say a variety of long and short vowel words. When students hear long
vowel words, they stand up tall (long). When students hear a short vowel word, they crouch down
low (short). Read a variety of words containing long and short vowels, allowing enough time for
students to respond in between. After each word has been said and students have responded, say
each word slowly emphasizing the long or short vowel.
Create a list of the various letter combinations that can be used to get long vowel sounds for each
vowel. For example, a list of the long vowel i might include: i:e (VCV), ie, igh. Then list words
that have a long vowel under the appropriate heading.
VCV
i- e ie igh
bike pie night
dime die high
life lie bright
mile tie tight
• Create sound containers. Save plastic containers such as margarine tubs. Label each container
with a letter of the alphabet. Begin searching your house and classroom for small objects to put
in each container. The objects go in the letter container that corresponds to the first sound of the
object. Try to find at least five objects for each container. Then, when you are introducing a
letter and its sound to students, you will have a container of objects that begin with that letter and
sound to illustrate your point. You may even choose to create a container for consonant digraphs
and consonant blends. Be on the constant lookout for new objects to place in your containers.
• Read books with alliteration that correspond to your current letter of study. There are many great
book titles available that emphasize particular sounds within the alliteration pattern of their text.
For example, Some Smug Slug (Harpercollins Juvenile Books, 1996) and Four Famished Faxes
and Fosdyke (Harper'Trophy, 1997) by Pamela Duncan Edwards are excellent references.
• Use your library as a resource to locate book titles related to the letters or sounds you are
teaching. Create a list of all of the words from the book that begin with your letter of study. YOLI
may even wish to have students illustrate each word and then compile the pages into a class book.
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
Mm Pp Tt Zz
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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. 5.
2. 6.
3. 7.
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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

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2.Change , corn into
3.Change ~ log into
4.Change dish into
5.Change band into
6.Change cake into
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Directions: Look at each picture. Determine the beginning sound of each
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#3707 Cut & Paste Language Arts 10 ©Teacher Created Resources, lnc.
Phonics-Ending Sounds
Word Endings
Directions: Cut out the letter cards at the bottom of the page. Glue the ending
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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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#3707 Cut & Paste Language Arts 12 ©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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Phonics-Medial Sounds
Vowels in the Middle

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

Directions: Look at each picture below. Read the short vowel word. Determine
what the word would be if the vowel were long. Cut out the picture cards at the
bottom of the page. Glue the long vowel picture next to the short vowel word.
Write the long vowel word by adding an "e" to the end of the short vowel word .
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#3707 Cut & Paste Language Arts

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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 7. fin
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Glue. Glue.
4. can 9. not
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5. tap 10. cap

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Phonics-Consonant Digraphs
Fish Bowls
Directions: Cut out the fish cards at the bottom of the page. Glue the fish in
the "sh" fish bowl or the "th" fish bowl based on the beginning sound of the
picture.
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Phonics-Consonant Blends
Blending It!
picture cards under the correct blends below.
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Phonics-Consonant Blends
Directions: Cut out the coconut picture cards at the bottom of the page. Glue
the coconuts on or under the tree whose letters show the correct blend in the
picture cards.
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.
Parts of Speech (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. The teacher went to the office to get pencils.
person place thing
The gill rode the swings at the park. The baby rode the stroller at the mall.
person thing place
The banana was eaten at school by the boy. The spaghetti was eaten at home by grandma.
thing place person
• 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.
• Divide a piece of paper by folding it into eighths. Provide a list of verbs for students to illustrate.
Students must write one verb in each of the folded sections of the paper and then use either stick
figures or their own drawings to ilJustrate the action of the verb. Either provide additional verbs
for students to illustrate on the back of the paper or challenge students to write sentences, one for
each verb that was illustrated on the front.
• Locate two beach balls or playground balls. Label one ball "noun" and the other ball "verb" with
a permanent marker. Situate students in a circle and begin passing the balls from student to
student. At a given signal such as a whistle or when music begins or stops, the two people
holding the balls must provide words for a sentence. The person with the ball labeled "noun"
begins a sentence by providing a noun. This person will probably have to provide an article as
well, such as a or the. The person with the ball labeled "verb" must complete the sentence by
providing a verb. Once the noun and the verb have been provided, all of the children in the circle
recite the sentence together. Then begin passing the balls again. Play for a predetermined amount
of time or a predetermined number of sentences. Once students have been introduced to
adjectives and adverbs, label balls with these two parts of speech and create longer, more
descriptive sentences.
• Create a list of very common verbs such as the foJIowing: run, eat, and talk. Challenge students
to think of other verbs that show the same meaning, but also show creativity in writing. For
example, other verbs that can be used for run include the following: sprint, race, gallop, and dart.
If appropriate, teach students how to use a thesaurus to find alternative words that can be used in
place of a given word. Chart student responses or results from the thesaurus and display in the
classroom.
• Provide simple sentences for students to practice expanding by adding either an adjective, an
adverb, or both. Students should write their sentences on a piece of paper and then circle the
adjectives with a blue color pencil or crayon, and the adjectives with a red color pencil or crayon.
Some sample sentences are provided below.
The cat ran. The black cat ran away.
My mom sang a song. My talented mom sang a song.
Jerry rode the bike. Jerry quickly rode the blue bike.
She ate popcorn. She ate buttered popcorn.
We love movies. We really love scary movies.
• Use a permanent marker to label a beach ball with the parts of speech your class has been
practicing. Toss the beach ball around a circle from student to student. When a student catches
the beach baJl, the place his thumb lands is the part of speech for which he must provide a word.
For example, if the student's thumb is on the word adjective, he must provide an example of an
adjective.
Suggested Activities (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
I_I
you want pages in the book. For a book with 3. 4.
staples Parts of Speech
eight pages, you will need four pieces of Nouns
AJectill9S
construction paper. Have students place the four Verbs
sheets of construction paper (9" x 12" or 23 ern x Adverbs
Pronouns
30 em) on top of one another, overlapping the Articles
ends. Direct students to hold the pages together Prepositions
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.
• 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 Noun Verb Adverb
Pronoun Verb Adverb
Article Adjective Noun Verb Preposition Article Noun
#3707 c,« & Paste Language Arts 24 ©Teacher Created Resources, Inc.
Parts of Speech
Silly Sentence Book
I
I
I
I
I
I
I
I
r---------------------------------------------+-------------------------------------------------~
~--------------------------------------------+-------------------------------------------------~
c
:::s
o
Z
r---------------------------------------------+-------------------------------------------------,
Q)
>
,-
••••••
o
Q)
'-
'0
«
r---------------------------------------------+------------------------------- J
-o
Q)
••••••
:t...
«
©Teacher Created Resources. Inc. 25 #3707 Cut & Paste Language Arts
Parts of Speech-Nouns
Person. Place. or Thing?

Directions: Decide if you will be using the picture cards or word cards or both.
Cut them out. Categorize the nouns as a person, place, or thing. Glue the
picture cards or word cards in the correct column on page 27.
~------------------------~------------------------,-------------------------.------------------------
L L L_
I
I
I
I
I
I
I
I
souP I
I
I
I
I
I
I
I
L________________________ _ l l ~ I
I I I I I
I I I I I
I I I I I
: phone : TV set : house : woman :

I I t I I
I , , I I
r------------------------r------------------------r------------------------r------------------------,
I
I
•
I
•
I
I
I
I
I
I I I I I
: school : scooter : grandpa : gas station :

I I I I I
I I I I I
I I I I I
r------------------------r------------------------r------------------------T------------------------,
I I I I I
I I I I I
:
I
boy :
I
lamp :
I
policeman :
I
grocery store :
I
I I I , I
I I • I I
r------------------------~------------------------~------------------------~------------------------,
I I • I I
I I I I I
t • t I I
:
I
hamburger: I
man :
I
park :
I
soup :
I
I I I I I
~
I ~• ~I ~
I 4
I
Person. Place. or Thing (cont.)
Nouns
.-
,
,
• Place Thing
r
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 store
Glue here.
4. He ate a banana
Glue here.
5. He saw a cat
Glue here.
6. He rode in a taxi
Glue here.
7. He played ball
Glue here.
8. He ate dinner
~- - - :-:-:-:-:-:,-:----:----:----:----:----:-,~-~-~-=-=-:-=-=-=-=-=-:-- - - - -
I
I
I
I
I
I
I
I
I
I
I I I I I
!
:
boy !
I
dog !
I
park !
I
piano !
:
r----------------~----------------~----------------~----------------,
I I I I I
: : : : I
I I I I
:
I
car : shorts : taco
I I
: lunch
I I
.----------------~----------------~----------------~----------------~
#3707 c.« & Paste Language Arts 28 ©Teacher Created Resources, Inc.
Parts of Speech- Verbs
Noun or Verb?
Directions: Cut out the picture cards at the bottom of the page. Decide if the
picture is showing a noun (a naming word) or a verb (an action word). Glue the
picture cards in the correct columns.
I
• Verbs
~--------------------------------
r------------------------~-------------------------------------------------- ------------------------
,
.------------------------~------------------------ ------------------------- --------- --------------
Parts of Speech-Verbs
Action Words
Directions: Cut out the action verb word cards below and glue them to the
correct picture.
1. 5.
2. 6.
3. 7.
4. 8.
~--------------------------------
r------------------------T------------------------,-------------------------r------------------------~
I I I I I
1
I
•
eat 1I
I
read :
I
I
swim :
I
I
.
sing :
I
I
~------------------------~------------------------.------------------------~------------------------~
I I I I ,
i
L
I
watch 1
~
I
throw ~
1
I
sleep 1
L
I
jump 1
~
I
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
2. I at the book.
a pretty song.
f J
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.
~--------------------------------
r----------------r----------------~---------------,----------------,
I I I I I
I I I I I
1
,
swam! ran l, sang !mowed!
I I
-----r- -------- ------ -,----------- -- ---,
r -- -- - - -- - - - - - --- r- -- - - - - - - - -
I I
I
I
I
I
I
lwalked
I
~
1
~
rang 1 looked baked!
I
L
1
I
~I
I
~
I I I
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

I
1
• • I
1
•
saw ~ •
~
I
L
•
L
I
J
I
~
I
~
I
#3707 Cut & Paste Language Arts ©Teacher Created Resources. Inc.
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~raffe I pencil
======~I giraffe
~===== I pencil
2. 5.
I mouse ball
======~I- mouse ball
3. 6.
cake flower
cake flower
~--------------------------------
~--------------T--------------T--------------T--------------T--------------~--------------1
I I I I I I I
: tiny : sweet:
I I
tall : sharp :squeaky: round :
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
~--------------~--------------~--------------~--------------~--------------~--------------~
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 I
:
I
six boys :
I
short hair :million dollars:
I I
one teacher : I
r------------------------r------------------------T------------------------,------------------------,
I
I
I
I
I
It.
I I
I I I I I
: these books:
L
, L
I
rich man :
1I
that bus : green shoes :
JI JI
I I I I I
I I I I I
: a dozen eggs:
I •
hot cement :this computer :
I I
any class :
I
~
I ~I •
• L
I ~
I
Make a Story
Directions: Cut out the adjective word cards at the bottom of the page. Use
the word cards to add more description to each sentence.
1. This morning I got out of my 1 --11 bed.
2. I stumbled to the bathroom and brushed my I ......JI hair.
3. After I dressed myself in 1 1 pants and a I ......JI shirt,
I went downstairs for breakfast.
4. I ate 1 leggs and 1 1 pieces of bacon.
5. Then, I drank 1 1 juice.
6. After breakfast, I met my 1 1 friend, Cho. We walked to school.
~--------------------------------
r------------------~
I I
I I
:scrambled:
I I
red warm two
I I
I I
r------------------,
I I
I I
spiky orange blue :

I
best :
I
I I
I I
©Teacher Created Resources. Inc. 35 #3707 Cut & Paste Language Arts
Parts of Speech-Adverbs
How?
Directions: Cut out the adverb word cards at the bottom of the page. Glue the
word cards in the sentences below in order to add more details.
1. He ran I I to the finish line.
2. The turtle crawled I I across the lawn.
3. I waited I I for my turn.
4. She I answered the question.
5. Jose I I opened the door.
6. Maria I I sang the song.

7. Dad was I I recommended.
8. We I I accepted the award.
9. The waves crashed I Ion the beach.
10. We rode our scooters I I in the street.
~--------------------------------
I
I
.------------------~------------------,------------------~-------------------r------------------~
I
I
I
I
I
I
I
I
I
I
:L cautiously : graciously:
!
slowly : beautifully :L carefully
JI ,
:
JI
I I • I
I I I • I I
I I I I I I
I I I I I I
:
I~
highly :
~
I
quickly :
JI
loudly : patiently
JI
: 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..- --J!o.nto the beach.
3. The ladder was too ~1 to reach the attic.
I will be there ! ! .
4. The cat was high in the tree.
She came ! ! recommended.

5. I got my work done in the .Q.Yiilllibrary.
Come into the classroom ! !.
6. This is the fln.gl time I will tell you.
The bus ! I arrived here.
~--------------------------------
r-----------------------T-----------------------,-----------------------,
! highly ; quietly ; shortly !
I-----------------------~-----------------------~----------------------,
i
~
loudly ;
~
softly ~
; finally A
i
Parts of Speech-Nouns, Verbs, Adjectives, and Adverbs
Make a Sentence
Directions: Cut out the parts of speech word cards at the bottom of the page.
Glue one noun, one adjective, one verb, and one adverb next to each of the
numbers below. Write your own sentence on the line below using the words on
the word cards.
1. '----_A_d_je_c_t_iv_e_-..J
l-..__ N_o_u_n
__ IIl-..__ v_e_rb II__ A_d_V_e_rb
__
2.1 Adjective II~No_un II_ve_rb 1 I_Ad v_erb
3·1 Adjective 1 '_No_un lI_ve_rb II_Adv_erb
~--------------------------------
ADJECTIVES NOUNS VERBS, ADVERBS
I I I I I I I
I I I I I I I
one 11
I I
monkey 11
I I
walked 11
I I
recklessly 1
I
L
I JI IL JI L
I JI L
I JI
I I I I I I I •
I I I • I I I I
I I I • t I I I
l
I
I
this !!
t
t
I
I
man II
•
I
I
•
drove l! quickly l
•
t
I
I
I
I
I I I • , I I I
r---------------------, r---------------------, r---------------------, r---------------------,
I t I I I I I I
I I I I I I I I
I t I I I I I I
!
I
L
that ! ! doctor
I
~
I
~
!!
I
~
I
L
slept !! quietly
I
~
,
L
!
I
~
I I I I I I I I
Grammar and Usage
• 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 two-
column 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.
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 D a cake.
2. I D all over for my shoes.
D
3. Will you the light on for me?
4. I D my presents at the party. ~
D
5. I have to go the lawn.
D
6. Can you up your toys?
D
7. Please the phone.
D
8. Mrs. Farrow dinner.
~--------------------------------
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 I I
:
I
bake :
I
open :
I
cook :
I
look :
•
turn : answer:
I I
mow :
I
pick :
I
I I I I I I I I I
~-----------~------------~-----------~------------4------------~-----------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 I
I I I I I I t I I
: baked : opened : cooked : looked : turned :answered: mowed : picked :

I I I I • I I I I
I I I I • I I I I
I
L L
I ~I L
I ~f ~I L
I ~I 4I
#3707 Cut & Paste Language Arts 40 ©Teacher Created Resources, fnc.
Grammar and Usage-Verbs and Verb Tense
Was or Were?
Directions: Cut out the word cards at the bottom of the page. Glue the word
cards in the correct places to complete the sentences.
1. What I I that?
2. I I I at the movies. ~
3. They I I afraid of the tall giraffe.
4. Tim I I in the market.
5. Mary and Jim I I playing the piano.
6. Who I I in charge of the show?

7. Mandi and I I I in the car.
8. Mom and dad I I happy to see us.
9. She I I having a bad day.
I I
10. The principal and teachers in charge.
~--------------------------------
r-------------------,-------------------,--------------------r-------------------r-------------------~
I I I I I I
: was : was : were : were : was :

t I I I I I
t I I I I I
I I I I I I
r-------------------~-------------------+-------------------+-------------------~-------------------~
I I I I I I
: were
I
•
I
:
I
~
I
was : was
I
~I
: were
I
L
I
: were
I
L
I
:
I
~
I
Grammar and Usage-Complete Sentences
Do What?
Directions: Cut out the word strips at the bottom of the page. Glue the word
strips in the correct places in order to complete the sentences.
1. The bird I
I·
2. My blue hat I
I
3. The cup I
I
4. The fast train I
I·
5. Pizza I
I
6. The puppies I
I
~--------------------------------
~--------------------------------------------------I--------------------------------------------------,
I I
I I
1 matches my blue coat is my favorite food 1

I I
I I I
~-------------------------------------------------+-------------------------------------------------~
I
I
I
I
I
I
1 fell and broke 1 whizzed by our house 1

I I I
I I I
~-------------------------------------------------~-------------------------------------------------~
I I I
l
I
jumped over each other 1
I
flew high in the sky l
I
I I I
~-------------------------------------------- I_- ~
Grammar and Usage-Complete Sentences
Make It Make Sense

Directions: Cut out the word strips for each numbered sentence. Glue them in
the correct order.
1. _____ 1
2. _____ 1
3.
-----In~
4. ____ I~~
5. _____ 1
~--------------------------------
I I I I I
I I I I I
1. roof I
I
I
cat I
I
I
The I
I
I
is I
I
I
on I
I
I
the •
I I I I I
I I I
I I I
2. I I
I
I
I
candy I
I
I
I
the I
I
I
I
ate •
I I I
I I I
3. write I I
I
I
I
my I
I
I
I
can
I
I
I
I
name •
I I
I I
I I
4. swim pond the I

I
I
in I
I
I
Fish •
I I
I I
5. book good This I

I
I
I
is
I
I
I
I
a •
Grammar and Usage-Plurals
One or More
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- -- -fIij------ f - - ----r--?C ----1- ---~-~~------ --1
'')k1'~'~'~'~' ,
l---------------L--~--
-~-------L ----
--
- -
----
L- ------ ---.L-- ---
--
--
--
--L ------ ------- j
'004
: ~
~
I
:;g;'
l
I rflB I
:
l
-Jk; :
I
L
b j:~
~ I
~
:
~ :
r\\\h I
J
~ I
J
Grammar and Usage-Plurals
Plurals
Directions: Cut out the word cards at the bottom of the page. Read each
sentence. Select the word card that makes the most sense in the sentence and
glue the word card. You will have to decide between the singular and plural form
of each word.
1. One day my family went to the 1.
2. I had to wear my 1 1 to swim.
3. My mom and I found some 1 ..:...-- __
4. We built a 1 I·
5. The 1 -----'1 was very hot to touch.
6. We had I 1 for lunch.
7. I had to wear lion my feet.
8. The 1 1 shone brightly all day.
~--------------------------------
r------------------------,-------------------------I-------------------------r------------------------~
I I I I I
I I I I f
: hot dog : bathing suits: shell : beaches :

I I I • I
~------------------------~------------------------.------------------------~------------------------~
I
I
I
I
I
I
I
I
I
I
: sand castles:
~
I L
I
sands :
~I
suns :
JI
sandal JI
:
I I I I I
I I , I I
:
I
shells :
I
sand :
I
beach :
I
sand castle :
I
I I I I I
r------------------------r------------------------T------------------------,------------------------,
I I I I I
I I I I I
:
~
sun :
~I
bathing suit: ~I
hot dogs :
L
sandals :
~
I I I
Spelling
• 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.
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
o
center hole. Students can spin the
wheel in order to create words.
D
Top Wheel
D a
D
D Bottom Wheel
~- - - - - - - - - -r--:----:--.::---~-_:---:----:--r-:---~---:- - - - - - - - - - - - -
I I I I I
Letter Cards: I
:
•
:
I
:
I
:
•
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~------+------~------~-------.
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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_- .&.. •
Spelling-Short- Vowel Word Families
Spelling Strips .----------------1

Directions to the teacher: Determine the word family for which the spelling strip Tab :
I
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.
D_
D_
D_
• D_
D_
D_
Spelling
D_
D_
----'l~
Strip
Letter Cards
·-------,-------~--------r-------1
I
I
I
I
I I
I I
I I
• I I I I
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I
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I
:
I Tab
I I I I I
I I I I I
t I I I I
t•. oJI I
1
•
~ ~
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Spelling-Long- Vowel Patterns
Long A
Directions: Cut out the letter cards at the bottom of the page. Look at each
picture. Determine the spelling pattern for the long a sound in each word. Glue
the letters in the correct places in order to spell the words.
tDI
1. ~~
2·~pD
8.
4.~hD
1cDnD10·.gDtD
5.
~--------------------------------
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l• 0 oi e oy oi ! 0
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1
~
I
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I
4
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
~~d~rdf
r-------------T-------------,--------------r-------------T-------------,
I
I
I
I
Rf/~I\~
___________________________ IL ~
~ ~ L _
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 6. high
• •
2. pie 7. mice
3. bil<e 8. tie
4. night 9. right
5. lie 10. five
~- - - - - - - -:-::---:---:---:-r-:---:---:---:---:,--:-~-:-:---:-:-:r:-:-:-:-:-:-:-:-~ - - - - -
~~I~~I I
-------------,--------------r-------------T-------------,
I
I
I
f!; G'~~I
_____________ ~ L ~
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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
~--------------------------------
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toad !~
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tow !
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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
~--------------------------------
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#3707 Cut & Paste Language Arts
I
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.
2. 6. donkD
3. candD7.~puPPDs
4. y,..,---..-....,-,..",bab D 8.
~--------------------------------
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: ie
I
: ey : ie
I
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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~-~--]
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©Teacher Created Resources, Inc. 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 heat broke
fox neat soak
locks street folk
• This is an excellent activity for when you want to review types of words such as synonyms,
antonyms, contractions, rhymes, etc. Write pairs of words on index cards. Distribute the index
cards to the students. Students must determine what the pair of words has in common. For
example, one index card could have the words "maid" and "made" written on it. The student
would have to conclude that the words are homophones. Another index card might have the
words "up" and "down" written on it. The student would have to conclude that the words are
antonyms.
WordPlay-Rhymes
Making RhYmes
cards in the correct places in order to show rhyming pairs.
~- - - - - - - -r--:----:----:--:-.:-:--.:-:--:-=-=-~-~-:-:-: - - - - - - - - - -
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I I I 0 I I
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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 an PEAS
o~
5. s et
Glue. Glue.
2. c at 6. d 09
Glue. Glue.
3. r
•
IP 7. I ot •
Glue. Glue.
•
4. t In 8. s un
~--------------------------------
r------------,------------,-------------~------------~
• I I I I
I I I I ,
n I f h
• I I I '
I t I I
I I I I
I I I I
I I I I
I I I I
~------------L------------
I.
I I
l
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I I I I
I I I I
I' 'I
1 I
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Word Play-Rhym.es
Does it RhYme?
Directions: Cut out the face cards at the bottom of the page. Read the pairs of
words below. If the words rhyme, glue a happy face next to the words. If the
words do not rhyme, glue a sad face next to the words.
1. mouse 6. part
house dark
2. till 7. dot
hill hot
3. wait 8. street
late heat
4. box 9. not
socks cat
5. big 10. ran

bit jam
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.
mf 0 5.
® 0
@ 0 4?"
~
0 c:...!:\:-:
l '
~
~
2. 6.
~ 0 ~0
~ 0 ~0 ' <!
3. 7.
, 0
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-¢- 0 ct!J 0
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4. 8.
A 0 0
[ 0 ~
0
~--------------------------------
r------------r-----------,------------r------------I------------,------------~-----------,------------~
I I I I I I I I I
I I I I I I I I I
: pear : sail : flower : aunt : ball : ant : flour : right :

I I I I I , I I I
~-----------~------------~-----------~------------~------------~-----------1------------~-----------~
I I I I I I I I I
I I I I I I I I I
: eight:
I I
sun : bawl
t
: sale
I
: write
I
:
I
son : pair
I
:
I
ate :
I
~
I L
I ~I L
I I
I ~
I L
I ~I ~
I
Word Play-Homophones
Which Word?
Directions: Cut out the word cards at the bottom of the page. Read each
sentence. Decide which pair of homophones goes with the sentence. Then glue
the word cards in the sentences in order to have the meanings of the words
correctly spelled.
D D·
1. I did not you come in
2. D D· got something in my
D D
3. Mom gave cookies me.
4. D D. game starts in one
D D
5. She I got shoes.
6. D D you please put the by the fireplace?
D D
7. The wants to in its hive.
DD
8. The the bed.
~--------------------------------
r------------r-----------,------------r------------I------------,------------~-----------,------------,
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• I I I I I I I ,
: Would:
• I
maid: I
hear: I
made: I
knew : I
: new:
I I
to :
I
• I I I I I I I I
~-----------~------------~-----------~------------+------------~-----------1------------~-----------~
•
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here : wood:
I
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Word Play-Contractions
Contraction Flowers
Directions: Cut out the word circles at the bottom of the page. Glue the circles
in the center of the flower to show the related contraction.
1. 5.
I am he is
2. 6.
you are we are
3. 7.
it
.IS you had
4. 8.
.
can not IS not
~--------------------------------
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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.
~--------------------------------
Word Play-Alphabetization
At the Zoo
Directions: Cut out the word cards at the bottom of the page.
Glue the word cards in alphabetical order.
1.
2.
3.
4.
5.
6.
7.
8.
~--------------------------------
[-~--~~~~~T--~--------~------;;~-~-T--"~~-----------~~~;~-f--~-:
1 I I I I
I I I I I
r------------------------r------------------------r------------------------T------------------------,
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i~ figer i ~
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monkey i '\".
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giraffe i
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Word Play-Alphabetization.
School Tools
cards in alphabetical order.
at Z
-
bat
+2-
-
cat
1.
-
.f at Z
-hat 2.
-
mat
- 3.
-
+3
4.
5.
6.
7.
8.
©k-? .
~--------------------------------
p------------------------~------------------------,-------------------------~------------------------~
i~
, i,<::£/',~, i
pencil 0eraser ~crayons i~ ruler i,
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0
I
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I
I
I
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I
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~------------------------~------------------------~-------------------------~------------------------.
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Word Play-Alphabetization
Everything in Order
cards in alphabetical order.
1.
2.
3.
4.
5.
6.
7.
8.
~--------------------------------
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! ball! -'I" car! ~: robot! ~ doll !
: : 0 0: : :
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Compound Words
• Create a class list of compound words. As the class
comes across compound words throughout the year, Compound Words
add the words to the ongoing list. See how many
words can be found in a predetermined amount of time. ( grasshopper )( mailman )
• Photocopy and distribute pages 68 and 69 for each
student. Tell the children that they have enough
( s_tr_a_w_h_e_rry_-" )(birdhouse )
pictures to make 13 compound words. Students
should cut out the boxes and manipulate the pictures ( shoestring )( cowboy- )
until they have figured out the 13 compound words.
When they have figured out the words, students (,,-c_lo_s_s_r_oo_m---.-; )(everybody )
should glue the pieces on a blank piece of paper so
that the pairs of pictures illustrate a compound word.
Then write the name of the new compound word and
draw a picture to match.
•
rain + 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.
Compound Words
Compound Word Picture Cards
sun man hand
bag glasses board

r------------------------------ r------------------------------
••
•
•
I
•I
I
"
skate fly butter
nail flo\nler fire
thumb horse shoe

Compound Words
Compound Word Picture Cards

r------------------------------ r------------------------------,
(cont.)
I
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I
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I
I
I
I
I
I
I
I
I
I
I
I
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: cow boy tooth
bow house pot
rain book note
I
brush bird
~------------------------------
Compound Words
Compound Word Puzzles

r-~----------------------,--------------------~
1 1 1
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1
snow I
r--~ flake :
1
1. 1 I 1
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2.
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doll r------Jhouae
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1
~-------------------~----r-------------------i ~
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plane
;
<
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I
4.
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1 1
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sun ~~ shine
1
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1
5. 1 I 1
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mail A~ ; •• box :
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1 •••••• 1
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r---------------------~----------------------,
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9. 1
L rain ~"" drop ~ ~1
Compound Words
Make a Word
Directions: Cut out the butterfly wings below. Create compound words by
matching the wings to the butterflies. Glue in place.
1.
-- - ,
I
I
2.
3.
-- - , I
_ ...••
<\
/
I
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I
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5.
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Compound Words
Compound Animals
cards in the correct places to make compound words for the animals shown.
1. 4.
W
--1_-
2.
~
" .. 5..
7#
I 1
3. 6.
,-_1__
~-------------------------------- r------------------,
bull rattle 1 dragon 1 snake
butter ! lady grass bug

~------------------~ I
fly ! hopper!
I I
fly frog
location/Directional Words
• 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.
Location/Directional Words
Show the location

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 1 1 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
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Pet Shop
Directions: Cut out the animal picture cards at the bottom of the page. Read
the directions. Glue the animals in the correct places in the pet shop.
1. Glue the bird in the cage.
2. Glue the cat on the mat.
3. Glue the lizard beside the fish tank.
4. Glue the dog next to the bird cage.
5. Glue the turtle in front of the table.
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Directions: Cut out the sentence strips at the bottom of the page. Glue the
sentences in the correct places to describe the picture correctly.
1. 4.
2. 5.
3. 6.
~--------------------------------
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: The bird is in the cage. : The cat is behind the chair. :

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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. The teddy is in front of the box.

2. 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.
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Synonyms and AntonYms
• Create a list of synonyms for words that are used very commonly in student writing. Encourage
students to use words from your list in their writing to make their writing more interesting. For
example, students often use the word "said" in their writing. If you are going to keep the words
posted for awhile, you may wish to consider making a star for each word. The center of the star
can have the original word. Synonyms for the word can be written on each of the points of the star.
• Teach students how to use a thesaurus to find synonyms. Provide a list of 10 words and chaJlenge
students to write down as many synonyms as they can think of for each of the words. Have
students count how many synonyms they could think of for each word. Then provide a thesaurus
and have the students look up each of the words. Write down as many options as possible. Then
count up how many synonyms were found for each word. Compare the two numbers.
• Demonstrate the power of synonyms and antonyms in a sentence by writing down a simple
sentence. Then challenge the students to think of or use the thesaurus to find as many synonyms
as possible for each word in the sentence. Rewrite the sentence in a variety of ways. Then think
of antonyms for one or two of the words. Rewrite the sentence, this time using antonyms. Ask
students to read their sentences out loud and discuss the impact changing the words has on the
sentence. Have students illustrate the sentences. Another great way to illustrate the power of
words is to find a well-written sentence from a story or book you are reading to the class. Read
the sentence to the class and then change the sentence by substituting synonyms to make the
sentence less interesting or less descriptive than it is originally.
• Have an Opposite Day or Antonym Day at school. On this day, everything is opposite. Start the
day with the subject you usually do last and end the day with the subject you usually do first.
Everything you say should be the opposite, too. For example, you could tell the children that it is
time to come in from recess. This would mean that it is really time to go out for recess. Or, tell
students to close their books. This would mean that to open the books. Students really enjoy
opposite days. It is a break from the daily schedule, as well as a fun way to emphasize and
practice opposites.
• Create a 50/50 Book illustrating antonyms. Bind together 10-15 pieces of white construction
paper. Create a cover with the title SO/50 Antonym Book. Divide each paper in half by drawing a
line diagonally. Devote each page to a different antonym. Write a word on the top half of the
page and the opposite of the word on the bottom half of the page. Have students illustrate each
word. Place the book in the classroom library.
• Create a chart that shows both synonyms and antonyms. Label a three-column chart with the
following headings: Word, Synonym, and Antonym. Add words to the list as you learn new
vocabulary throughout the school year.
Word Synonym Antonym
come arrive leave
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.
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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~------:
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1. Please: close : the door.

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hurry quiet l bucket i

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angry shut 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 -erR J)

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crooked frown night small
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Synonyms and AntonYms

Directions: Cut out the word cards at the bottom of the page. Read each word
in the chart. Glue a word card to show the synonym and antonym of each word
in the chart.
Word Synonyms Antonyms
kind
big
.
end
bad
come
late
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Multiple-Meaning Words
• 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 ):. pI ~yed with a bat
meanings can be misunderstood. Fold a piece and ball.
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.
• 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?
Multiple-Meaning Words
Same Word
picture cards in the boxes to show two meanings for each of the words listed.
1. 4.
bowl saw
2. 5.
pot top
3. 6.
bat orange
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cards in the correct places to complete the sentences. Use the context of the
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• 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. 2. 3. 4.
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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 Definition

magnet A piece of iron or steel that
attracts certain metals
Picture Sentence
@ I picked up the paper clips

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

• Create templates students can use for vocabulary words using the following format.
1. Write the vocabulary word down.
2. Read the sentence where you found the word. Make a good guess as to what you think the
word means.
3. Write down your guess. Finally, look up the word in the dictionary. If your guess was right,
check the box. If not, write what the word means on the line.
1. 2.
My guess: _ My guess: _
I guessed right! 0 I guessed right! 0

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.
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
1
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1
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witch's hat
1
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snowman
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pine tree pumpkin
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Vocabulary
Days of the Week

Directions: Cut out the word cards at the bottom of the page. Glue the days of
the week in order on the Word Strip. Cut out the Word Strip and the Days Card.
Cut slits and holes in the appropriate place on the Days Card. Feed the Word
Strip through the Days Card so that it slides easily. Slide the Word Strip in order
to read the sentences.
Word Strip
Pull tab.
Days Card
Glue here.
What Day Is It? .
~ -------------------------- Glue here.
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Yesterday was Cut out. ,, .
Glue here.
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Today is Cut out. ,, .
Glue here.
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Tomorrow will be Cut out. ,, .
Glue here.
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Glue here.
Glue here.
Pull tab.
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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.
~-------------------------------
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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.
~--------------------------------
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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.
o o
zero one
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two three
o o
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four five
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Answer Key
16
Page 7 Page Page 30
Bb-bear Mm=-rnonkey 1. kite 1. eat 5. swim
Cc-camel Pp-penguin 2. pine 2. sleep 6. read
Od-dog Tt-tiger 3. tube 3. watch 7. throw
Ff-fish Zz-zebra 4. cape 4. jump 8. sing
Page 8 5. cane
1. snake Page 31
5. door Page 17 1. sang 5. swam
2. balloon 6. flag 1. ripe 6. made
3. truck 7. rabbit 2. looked 6. ran
2. hate 7. fine
4. lion 8. pencil 3. rang 7. walked
3. cute 8. pine
4. baked 8. mowed
Page 9 4. cane 9. note
1. man 4. fish 5. tape 10. cape Page 32
2. horn 5. hand Page 18 1. played, Sally played on the
3. dog 6. rake sh: shovel, sheep, shoe, shell monkey bars.
Page 10 th: thorn, thumb, thimble, three 2. rode, I rode my bike after school.
1. cup 4. sit Page 19 3. looked, She looked at the fish

2. jam 5. tap tank.
cr: crab, crib
3. men 6. ran st: star, street 4. washed, Mom washed our
bl: block, blanket clothes.
Page 11
tr: train, tree 5. saw, We saw stars in the sky.
l. 6. d
2. n 7. x Page 20 Page 33
3. g 8. k dr: drums, dress Accept all reasonable answers.
4. m 9. r gr: grass, grapes Suggested answers are below:
5. p 10. cr: crab, crown 1. tall, spotted
fr: fruit, frog
Page 12 2. tiny, squeaky
Page 27 3. birthday, sweet
- t: cat, knot
cup, lip Person: woman, grandpa, boy, 4. sharp, yellow
-p:
policeman, man
- n: pill, man 5. bouncy, round
Place: house, school, gas station,
- m: gum, jam 6. large, pretty
grocery store, park
- d: sad, lid Thing: phone, TV set, scooter, Page 34
~: bag, dog
lamp, hamburger, soup How Many?-six boys, a million
Page 13
Page 28 dollars, one teacher, a dozen eggs
l. hat 6. fan
Accept all reasonable answers. What Kind?-short hair, rich man,
2. six 7. car Suggested answers are as follows: green shoes, hot: cement
3. map 8. sun 1. boy Which One?-these books, that
4. bug 9. wig bus, this computer, any class
2. shorts
5. leg 10. lip
3. park Page 35
Page 14 4. taco Accept reasonable answers. Suggested
a: bag, rat 5. dog answers are below:
e: jet, ten 6. car 1. warm
i: pig, six
7. piano
0: mop, dog 2. spiky
8. lunch
u: sun, bus 3. blue, red
Page 29 4. scrambled, two
Page 15
Nouns: teddy bear, book, store, 5. orange
Short Vowel: six, top, cup, fan
doctor
Long Vowel: kite, rake, five, hose 6. best
Verbs: sing, drink, run, dance
Answer Key (cont.)
Page 36 4. one picture of a hat 3. lip 7. dot
Accept all reasonable answers. 5. two pictures of cats 4. fin 8. run
Suggested answers are below. 6. one picture of a shell
Page 59
I. quickly 6. beautifully Page 45 1. rhymes
2. slowly 7. highly
I. beach 5. sand 2. rhymes
3. patiently 8. graciously
2. bathing suit 6. hotdogs 3. rhymes
4. brilliantly 9. loudly
3. shells 7. sandals 4. rhymes
5. cautiously 10. carefully
4. sand castle 8. sun 5. does not rhyme
Page 37 Page 49 6. does not rhyme
l. loudly 4. highly l. ai 6. ai 7. rhymes
2. softly 5. quietly 2. ay 7. a-e 8. rhymes
3. shortly 6. finally 3. al 8. ay 9. does not rhyme
Page 38 4. ay 9. ai ] O. does not rhyme
Accept all reasonable sentences that 5. a-e 10. a-e
Page 60
use all four parts of speech listed. Page 50 1. ant 5. ball
Page 40 ee: bee, see, feet, eel, seed aunt bawl
1. baked 5. mow ea: pea, seal, leaf, tea, read 2. flour 6. eight
2. looked 6. pick flower ate
Page 51
3. turn 7. answer 3. son 7. pear
Check to make sure illustrations
4. opened 8. cooked sun pall'
match words.
4. write 8. sail
Page 41 Page 52 right sale
l. was 6. was o-e: bone, hose, note
2. was 7. were
Page 61
ow: row, bow, tow
1. hear, here
3. were 8. were oa: coat, soap, toad
4. was 9. was old: sold, old, gold 2. I, eye
5. were 10. were 3. two, to
Page 53
4. Our, hour
Page 42 u-e: mule, flute, cube, use
5. knew, new
1. The bird few high in the sky. ui: juice, suit, fruit
ue: true, clue, blue, glue
6. Would, wood
2. My blue hat matches my blue
coat. 7. bee, be
Page 54
3. The cup fell and broke. 8. maid, made
I. ey 4. y 7. ie
4. A fast train whizzed by our house. 2. ey 5. ie 8. y Page 62
5. Pizza is my favorite food. I. I'm 5. he's
3. y 6. ey
6. The puppies jumped over each 2. you're 6. we're
other. Page 55
3. it's 7. you'd
oy: boy, toy, joy, royal
Page 43 4. can't 8. isn't
oi: soil, coin, joint, boil
I. The cat is on the roof. Page 63
Page 57 l. let'S
2. I ate the candy 5. couldn't
at: bat, hat
3. I can wri te my name. 2. didn't 6. that's
ing: ring, king
4. Fish swim in the pond. 3. we'll 7. won't
ug: bug, jug
5. This is a good book. 4. it's 8. you'll
an: pan, fan
Page 44 Page 64
Page 58
I. two pictures of flowers I. bear 4. lion 7. tiger
2. one picture of a kite
1. can 5. net 2. elephant 5. monkey 8. zebra
3. two pictures of stars 2. hat 6. log 3. giraffe 6. snake
Page 65
Answer Key (cont.)
Page 79 Page 86
'1. crayons 5. pencil I. small 6. alike 1. can 5. cold
2. eraser 6. ruler 2. happy 7. leap 2. play 6. play
3. glue 7. scissors 3. large 8. ill 3. left 7. left
4. marker 8. sharpener 4. fast 9. save 4. cold 8. can
Page 66 5. loud 10. gnn
Page 89
1. ball 5. dinosaur Page 80 1. yellow
2. bat 6. doll I. shut 5. angry 2. black
3. bear 7. jacks 2. bucket 6. quiet 3. pink
4. car 8. robot 3. hurry 7. start 4. reel
Page 71 4. speak 8. small 5. green
1. butterfly 5. sunshine Page 81 6. blue
2. toothbrush 6. sailboat crooked-straight 7. white
3. waterfall 7. . cowboy frown-smile 8. brown
4. football night-day 9. purple
small-large 10. orange
Page 72
empty-full
I. grasshopper 4. bullfrog Page 91
up-down
2. ladybug 5. rattlesnake I. January
hor=-cold
3. butterfly 6. dragonfly 2. February
wet-dry
Page 74 3. March
Page 82
I. under 3. on 5. beside 4. April
1. empty
2. above 4. III
5. May
2. hard
6. June
Page 75 3. laugh
7. July
4. young
8. August
5. white
9. September
6. down 10. October
7. moon ]1. November
8. small 12. December
Page 83
Page 92
kind, gentle, mean I. circle 5. star
big, large, small
Page 76 2. square 6. diamond
end, stop, begin
I. The bird is in the cage. 3. triangle 7. heart
bad, naughty, good
2. The cat is in front of the chair.
come, arn ve, go 4. rectangle 8. oval
3. The dog is between the children. late, tardy, early Page 93
4. The bird is out of the cage.
Page 85
5. The cat is behind the chair.
1.
6. The dog is beside the children. ~4.
Page 77
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~ ~ 2.
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lodene Lynn Smith, M.A.

Teacher Created Resources, Inc.

Suggested Activities (cont.)

Suggested Activities (cont.)

bike pie night

dime die high

life lie bright

mile tie tight

Changing Beginning Sounds

1.Change can into

2.Change , corn into

3.Change ~ log into

4.Change dish into

5.Change band into

6.Change cake into

1. /ba 6. ® hea L-- .......I

5. ~~I}, to 10. 61 bal

Vowels in the Middle

Turn Short to long

#3707 Cut & Paste Language Arts

©Teacher Created Resources, Inc.

5. tap 10. cap

'- ' " : : \

My mom sang a song. My talented mom sang a song.

She ate popcorn. She ate buttered popcorn.

We love movies. We really love scary movies.

eight pages, you will need four pieces of Nouns

ends. Direct students to hold the pages together Prepositions

and fold the pages over to create four more

Silly Sentence Book

Person. Place. or Thing?

: phone : TV set : house : woman :

: school : scooter : grandpa : gas station :

Person. Place. or Thing (cont.)

Change the Noun~Change the Story

Show the Action

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.

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.

~looked played lwashedl rode

Describe It Two Ways

How Many? What Kind? Which One?

1. This morning I got out of my 1 --11 bed.

2. I stumbled to the bathroom and brushed my I ......JI hair.

3. After I dressed myself in 1 1 pants and a I ......JI shirt,

I went downstairs for breakfast.

4. I ate 1 leggs and 1 1 pieces of bacon.

5. Then, I drank 1 1 juice.

6. After breakfast, I met my 1 1 friend, Cho. We walked to school.

spiky orange blue :

1. He ran I I to the finish line.

2. The turtle crawled I I across the lawn.

3. I waited I I for my turn.

4. She I answered the question.

5. Jose I I opened the door.