RAR LevelC Workbook

Practice
Workbook
ISLAND ADVENTURES
LEVEL C
Red Apple Reading Practice Workbook, Island Adventures Level C
Copyright © 2016 by Cherry Valley Educational Products, LLC.
All rights reserved worldwide.
Any reproduction or redistribution of part or all of the contents in any form is prohibited other than the
following:
Permission is given for individuals and individual classroom teachers to reproduce the pages for
classroom or personal use only. Reproduction of these materials for an entire school system is strictly
forbidden.
No part of this publication may be reproduced, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, scanning, or otherwise, except as stated above or permitted
under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission
of the company. Requests for permission should be sent to Cherry Valley Educational Products, LLC,
3011 American Way, Missoula, MT, 59808.
Limit of Liability/ Disclaimer of Warranty: While the authors have used their best efforts in preparing
this book, they make no representations or warranties with respect to the accuracy or completeness of
the contents of this book and specifically disclaim any implied warranties of merchantability for a
particular purpose. No warranty may be created or extended by sales representatives or written sales
materials. The advice and strategies contained herein may not be suitable for your situation. You should
consult with a professional where appropriate. Neither the company nor the authors shall be liable for
any loss of profit or any other damages, including but not limited to special, incidental, consequential, or
other damages.
Made in the United States of America

Table of Contents
Lesson 1 Phonics: Review Short Vowels 1-2
Lesson 2 Phonics: Review Consonant Blends 3-4
Lesson 3 Sight Words 5-6
Lesson 4 Phonics: Digraphs 7-8
Unit 1 Review Story: A Fun Lunch 11-14
Lesson 6 Phonics: Suffixes s, es 15-16

Lesson 7 Phonics: Suffixes ed, ing 17-18
Lesson 9 Phonics: Suffixes y, ly, er, est 21-22
Unit 2 Review Story: The Big Fish Bash 25-28
Lesson 11 Phonics: Silent E Words 29-30

Lesson 12 Phonics: Long A - ai, ay 31-32
Lesson 14 Phonics: Long E - ea, ee 35-36
Unit 3 Review Story: When Will Pete Leave? 39-42
Lesson 16 Phonics: Long I - ie, igh, y, ind, ild 43-44

Lesson 17 Phonics: Long O - oa, ow, o, oe, old 45-46
Lesson 19 Phonics: Long U - ue, ew 49-50
Unit 4 Review Story: Pete’s Blue Boat 53-56
Lesson 21 Phonics: Short and Long oo 57-58

Lesson 22 Phonics: R Controlled Vowels 59-60
Lesson 24 Phonics: R Controlled Vowels 63-64
Unit 5 Review Story: Good Food for Flora 67-70
i
Island Adventures Level C – Red Apple Reading
Lesson 26 Phonics: Dipthongs oi, oy, ou, ow 71-72
Lesson 27 Phonics: Schwa and Broad O 73-74
Lesson 29 Phonics: Rule Breakers 77-78
Unit 6 Review Story: Noisy Friends at the Canyon 81-84
Lesson 31 Phonics: Soft G and C 85-86

Lesson 32 Phonics: S Making /z/ Sound 87-88
Lesson 34 Phonics: Silent Letters 91-92
Unit 7 Review Story: Coral Reefs Are Alive! 95-98
Lesson 36 Phonics: Suffixes – tion, sion 99-100

Lesson 37 Phonics: Suffixes – ible, able 101-102
Lesson 39 Phonics: Other Suffixes 105-106
Unit 8 Review Story: Dominic’s Incredible Performance 109-112
Lesson 41 Phonics: Prefixes un- and re- 113-114

Lesson 42 Phonics: “Not” Prefixes 115-116
Lesson 44 Phonics: Other Prefixes 119-120
Unit 9 Review Story: Scuba Diving Safety 123-126
Lesson 46 Splitting Syllables 127-128

Lesson 47 Long Vowel Open Syllable 129-130
Lesson 49 Multisyllabic Words 133-134
Unit 10 Review Story: The Science of Volcanoes 137-140
ii
Lesson 51 Compound Words 141-142
Lesson 52 Contractions 143-144
Lesson 54 Pronoun Contractions 147-148
Unit 11 Review Story: Something Seemed Strange 151-154
Lesson 56 Abbreviations 155-156

Lesson 57 Homophones 157-158
Lesson 59 Homographs 161-162
Unit 12 Review Story: A Super Sale 165-168
Lesson 61 Synonyms 169-170

Lesson 62 Antonyms 171-172
Lesson 64 Using Context Clues and Inference 175-176
Unit 13 Review Story: Sea Turtles 179-182
Lesson 66 Main Idea and Details 183-184

Lesson 67 Character and Setting 185-186
Lesson 69 Sequence of Events 189-190
Unit 14 Review Story: Dominic’s Band 193-196
Lesson 71 Problem & Solution, Plot 197-198

Lesson 72 Cause & Effect 199-200
Lesson 74 Compare and Contrast 203-204
Unit 15 Review Story: Celebration! 207-210
Word Lists for Extra Practice 211-221
iii
LESSON 1
Short Vowel Rhymes

Write the correct short vowel to finish each word. Then draw a line to
connect the pictures that rhyme.
b ___ t w ___ g
b ___ n p ___ n
p ___ g h ___ t
m ___ g b ___ g
l ___ g h ___ m
j ___ m d ___ g
1
LESSON 1
Cat’s Path to Fish

Color only the spaces with short vowel words to help the cat
get to her pal the fish.
pin pin leg sun pet bag so
too can tape
pine peg say
face run pin fit tin hop fade
bean cab read bone
tea pad hope cute
hay rat bit sit pin let tan bike
soap dot
date take suit fig fun
tune pain pot
tone vase tail cage
2
LESSON 2
Block Blends
Color each block that has a word with a blend.
frog hot plan crab
trip king grass elf
desk mess kept roof
felt bud cow
3
LESSON 2
Grab a Blend
Draw a line from the frog to the word if it is has a blend.
jump stop flip

flip rake
snack cup
sing swim
dress
pick
grab
smell
spin
help
job rock
desk
4
LESSON 3
Sight Word Story

Use the word bank to complete the short story. Then, draw a
picture to go with the story.
Word Bank: over new sound girl only little
Kim is a ____ ____ ____ ____. She hops ____ ____ ____ ____ a log.
She hears a ____ ____ ____ ____ ____. It is a ____ ____ ____ frog.
He is so ____ ____ ____ ____ ____.
He can ____ ____ ____ ____ hop little hops!
5
LESSON 3
Search for Sight Words

Find the sight words in the puzzle and circle them.
Sight words: over new sound girl only little
l o o p l
i v n e w
t e s o o
t r d w g
l g f e i
e k o b r
a s e o l
s o u n d
c v o l n
u h e y e
6
LESSON 4
Wishing for Words

Write sh, ch, or th to finish each word on Seth’s shopping wish
list. Then draw a picture of something you wish to have.
sh _____ip _____ells fi______
ch lun_____ ben_____ _____ips
th ba_____ _____ings clo_____
7
LESSON 4
Shopping for Words

Seth is shopping. Help him by circling all the words that have
the wh, ch, or ph sound.
nut lunch eggs

photos
bench
gum
wheel
whisk
dolphin
hat
chest phone
doll
8
LESSON 5
Sight Words: with, live, place, work, me, know

Fill in the spaces to finish the sight words. Use the letters you
see for clues.
a
o
e
o
e 9
LESSON 5
Sight Words: with, live, place, work, me, know

Look at the sight word. Circle the word that matches. Then
write a sentence with one of the words.
with wif witt with win
live liv leve life live
place playc plice place pace
work werk work wirk worc
me me mer mee mea
know now know no noh
10
UNIT 1REVIEW
Story: A Fun Lunch

Read the story on the next two pages. Then answer the
questions at the end of the story.
The sun is out and the day is hot. Seth can

have lunch in the sun. Seth asks Chuck to have
lunch. He can go! They pack a bag for lunch.
Seth and Chuck go to a new place. They sit in

the grass on a hill. They have fresh fish, a snack,
and a cup of milk for lunch.
11
UNIT 1REVIEW
Story: A Fun Lunch
Chuck sees ten little ducks go for a

swim. Quack! Chuck quacks like the
ducks, but he does not swim like a
duck!
Seth sees a frog hop. Then the frog

jumps in the mud. Seth hops and jumps
like the frog, but he is a mess in the
mud!
Seth and Chuck see a girl in a

dress. She spins as she sings a song.
Seth and Chuck spin and sing too.
This is fun!
They see a man sit on a bench. Then a big dog

sits on his lap! Seth and Chuck laugh and laugh.
Lunch in the sun is so much fun!
12
UNIT 1REVIEW
Comprehension Questions: A Fun Lunch

Read each question. Circle the best answer.
1. Who has lunch in the sun?

a. Dominic b. Seth and Chuck c. Flora and Seth
2. Where do Seth and Chuck sit for lunch?

a. on a bench b. on a blanket c. in the grass
3. What do Seth and Chuck have for lunch?

a. fish b. sandwiches c. pizza
4. What do Seth and Chuck drink?

a. a can of pop b. a juice box c. a cup of milk
5. How many ducks does Chuck see?

a. nine b. ten c. three
6. What does the frog do?

a. It swims. b. It eats. c. It hops.
7. What does the girl have on?

a. a dress b. a hat c. a jacket
8. What does the girl do?

a. She swims. b. She spins and sings. c. She dances.
9. Who do they see on a bench?

a. a squirrel b. a woman c. a man
10. Who sits on the man’s lap?

a. a dog b. a rabbit c. a cat
13
UNIT 1REVIEW
Fun with Words in Context

Try these fun ideas for more word practice!
Get Moving!
Play an action game with your child to practice recognizing short
and long vowel sound words. For example, call out a word like “hop”
and ask your child to hop until he or she can call out the long or short
vowel sound. He or she should call out “short o.” Use these action
words for the game: hop, skip, jump, slide, swim, rock, hug, spin,
shrug, skate, glide, run, reach, sit, lie, and bend.
Newspaper Search
Give your child a page of the newspaper and have him or her find a
certain kind of word on the page. You might suggest your child find
the sight words from the Unit, words that have ch, th, or ph blends, or
words with short a in them.
Word List Race

Work with your child to brainstorm a word list. How many words can
he or she come up with that begin with the sm blend? How many
words can he or she come up with that have the tr blend?
Encourage your child to race a sibling or a friend, or have your child
partner with someone else to write the list. Help by giving clues if your
child is stuck.
Sight Word Hopscotch

Use sidewalk chalk to write sight words or other key words on the
sidewalk. Have your child jump on a word and read it. For a variation,
have your child hop on words in order to make a short sentence. For
example, she might jump on these words to make a sentence: A girl
can sing.
14
LESSON 6
Plurals -es and -s Suffixes

Write the plural of each word by adding -es or –s on the line.
Then draw more things to show more than one.
box _________________
can _________________
dress _________________
sock _________________
brush _________________
spot _________________
bug _________________
dish _________________
15
LESSON 6
Plurals -es and -s Suffixes

Read the word in bold. Circle the plural word that is correct.
mess check branch bug

messs checks branchs bugs
messes checkes branches buges
ax dash chick drum

axs dashes chickes drums
axes dashs chicks drums
hand pet sock bench

hands pets sockes benchs
handes petes socks benches
cross fox shop kiss

crosss foxs shopes kisss
crosses foxes shops kisses
tent pig spot crutch

tents pigs spotes crutchs
tentes piges spots crutches
16
LESSON 7
Suffixes -ed, -ing

Choose and write the correct word to complete each
sentence.
1. Mike ________________________ Jill.

tagged / tagging
2. The boys are _______________________the blocks.

stacking / stacked
3. Kim _________________________at the big dog.

gasped / gasping
4. Ben _____________________________ on the test.

spelling / spelled
5. Tim ________________________________ the ball.

kicking / kicked
6. Fido _________________________ the ball.

fetching / fetched
7. Ken ______________________________ at the log.

stopped / stopping
8. Jan likes _________________________________.

sledding / sledded
9. Jim was ________________________________.

jumping / jumped
10. Joe was ____________________________ on it.

stepped / stepping
17
LESSON 7
Suffixes -ed, -ing

Circle the correct word to finish each sentence. Then write
your own sentence with an –ed or –ing word.
1. Gus is renting/rented a car.
2. Jill mopped/mopping up the spill.
3. Mom was chopping/chopped the lunch.
4. Sam was pitched/pitching.
5. Jen smelling/smelled fish.
6. Dad was dusting/dusted.
7. Jack packed/packing his bag.
8. Kim was hummed/humming.
9. Max planned/planning a snack.
10. Dad grilled/grilling hot dogs.
___________________________________________________________
18
LESSON 8
Sight Word Search

Find and circle these sight words:
back give most very after thing
b a b a c k c k a b
t h t h t t h i n g
g i e g v e t i g n
g i v e e v d j e l
e d i k n m o t s f
m o m o m o s t s t
v r e y r e y w v e
e v e r y v w y e r
a t r e f f t e s a
f r e a f t e r t s
19
LESSON 8
Sight Words: back, give, most, very, after, thing

Circle the word in each row that means the opposite.
front back fill up down
take hit fall give dog
before pin net after last
least top job best most
Draw a very big thing.

Draw a very small
thing.
20
LESSON 9
Suffixes –er, est

Write the word with -er or -est to describe the picture.
big ____________________ ____________________
quick ____________________ _____________________
tall
_________________
__________________
21
LESSON 9
Suffixes ly, y
Circle the word that makes sense to finish each sentence.
1. The TV was chilly / costly.

2. Bess gladly / dusty fixed it.
3. Bob’s bed was messy / fluffy.
4. The fish was rusty / tasty.
5. The beach is sandy / funny.
6. Hank had funny / muddy feet.
7. Pat was acting bossy / sloppy.
8. The lunch was crunchy / sunny. Why did
the pig
9. The messes were gladly / sticky. cross the
road? To get to
10. The milk is dusty / chilly. the other
11. This place is sunny / picky. slide!
12. Seth’s pet is foggy / fluffy.

13. The jug was dusty / lucky.
14. Pig jokes are funny / sunny.
15. If you win, you are chilly / lucky.
16. Chet has smelly / sloppy Joes for lunch.
17. Dan has a muddy / picky cat.
18. The truck was rusty / crunchy.
22
LESSON 10
Sight Words
Read the words on the balls. Color only the balls with these
sight words: our, just, name, good, sentence, boy.
sentence good
boy
freshly
just
name
lefty zipper
our
23
LESSON 10
Sight Words: our, just, name, good, sentence, boy

Color the sight word spaces according to the color code.
our = red
just = blue
name = yellow
good = purple
sentence = green
boy = orange
sentence boy
just name
our good
24
UNIT 2 REVIEW
Story: The Big Fish Bash

Read the story. Then answer the questions at the end of the
story.
A fish pal asked Shelly to the Big Fish Bash. She

was happy! Shelly quickly packed a bag, locked
the ship, and rushed off with her pal.
As she swam to the bash, Shelly felt lucky. She

hummed and laughed. When they got there, fish
were swimming, playing, spinning, and munching.
25
UNIT 2 REVIEW
Story: The Big Fish Bash
Shelly saw so many fish! There

were spotted fish, mossy fish, puffy
fish, flat fish, and funny fish.
Shelly and some fish pals played ball. Her pal

pitched and Shelly swung the bat.
Some fish were hogging the snacks. Those

sloppy fish made the biggest spills and messes!
Some fish were twisting and

bending. Shelly and her fish pal
gladly went with them.
Some fish were singing and one

fish played the drums. Shelly and her pal clapped.
Shelly and her pal laughed at some fish who were
acting silly.
Shelly and all of the fish were having so much

fun at the Big Fish Bash. What did Shelly like the
most? She met new fish pals!
26
UNIT 2 REVIEW
Comprehension Questions: The Big Fish Bash

Read each question. Circle the correct answer.
1. How did Shelly feel when she got to go to the bash?

a. sorry b. happy c. sloppy
2. What did Shelly do before she left for the bash?

a. ate lunch b. took a bath c. locked the boat
3. What did Shelly do on the way to the bash?

a. hummed b. spun in circles c. jumped
4. What kind of fish did Shelly see?

a. spotted b. smelly c. fluffy
5. What did Shelly do at the bash?

a. ate dinner b. played ball c. took a nap
6. What were some of the fish hogging?

a. toys b. drinks c. snacks
7. What kind of fish made messes?

a. sloppy fish b. rusty fish c. funny fish
8. What did Shelly and her friend do after the singing?

a. They cried. b. They laughed c. They clapped.
9. What did one fish play?

a. guitar b. piano c. drum
10. What did Shelly like the most about the bash?
a. the food b. meeting new pals c. the music
27
UNIT 2 REVIEW

Try these fun ideas to practice more with words.
Fishing for Words

Write various, singular, noun words on little pieces of paper or note cards.
Then place them face down on the floor in a circle to represent a fishing pond.
Encourage your child to pick a card, read the word, and
decide if the plural form needs an –s or –es. If he or she is
correct, your child can keep the card. If incorrect, your child
must put the card back in the fishing pond. Play until all
cards are gone from the pond. Use these words: can, hand,
tent, pet, pig, chick, sock, shop, spot, bug, drum, ax, pass,
branch, dress, bench, mess, kiss, mix, dish, cross, fox, blotch,
crutch, brush.
Act-ING Fun
Play an action game with your child. Call out a verb like, “mop.” Encourage
your child to imitate or act out the action of mopping. Then ask your child to
describe what he s doing with a complete sentence. He would say, “I am
mopping.” Use these words for the game: stack, fetch, dust, jump, mop, laugh,
stop, kick, twist, lock, chop, rob, spot, smell plug, or crunch.
Write about Today

Encourage your child to keep track of the things he or she did with a journal of
daily activities. Ask your child to write one sentence each day, using a verb
with an –ed ending. Staple the pages together into a book for each week or
month. For example, your child might write, “I walked to the park.” Have your
child draw a picture to go with the sentence.
We Play-ed this Game!

Play a word game while you are driving in the car with your child. Call out a
word and have your child add –ed to the word to make it past tense. Use these
Words to get started: pack, tag, fill, stack, grasp, rent, latch, fetch,
spell, switch, rob, spot, crunch, dust, hug, plug, or smell.
28
LESSON 11
Silent E
Write a silent e to change each word. Then draw a picture to
show your new word.
kit__
cap__
plan__
can__
cub__
29
LESSON 11
Silent E
Draw a line to connect the silent e words that rhyme.
name scare
square time
cute date
lime phone
late bite
bone hope
white tape
grape lake
cake game
rope flute
30
LESSON 12
Long A, ai, ay
Help paint each chair with a long a sound word above it.
waits joke pay snake
cute player safe way
failed bite say
31
LESSON 12
Long A, ai, ay
Read each sentence. Circle all of the long a words you see.
Then draw a picture to go with one of the sentences.
1. Jake sees a train in the rain

2. Kate sees a chair full of hair.
3. Dave sees some gray clay.
4. Jay sees some hay on a tray.
5. Jane sees a snail with a tail.
32
LESSON 13
Sight Words: say, think, great, help, where, through

Write one of the sight words to complete each sentence.
Then write your own sentence with one of the sight words.
say think great help where through
1. I know __________________ you are going.
2. I can ________________”yes” or “no.”
3. I ______________with jobs at home.
4. I went _____________________ the hole.
5. I _____________________ you are funny.
6. I have a __________________time with my dog.
7. _________________________________________________
_________________________________________________
33
LESSON 13
Sight Words: say, think, great, help, where, through

Find the sight words and draw a line to connect them.
where win hot pet got frog
on say log think up tan
pit is think pig dog will
not to an great we yes
no are in did through his
if hit car was you help
34
LESSON 14
Long E ea, ee
Write a word from the word bank to finish each sentence.
WORD BANK
cheap peach weak meals near
year tree week green beach
1. A place with sand is a ______________.
2. A fruit with fuzzy skin is a ________________.
3. If you are not strong, you are ______________.
4. Lunch and dinner are ________________.
5. If it is not costly, it is ____________.
6. If it is not far, it is _______________.
7. There are 365 days in one ________________.
8. He can sit under a ____________________.
9. There are 7 days in one __________________.
10. Tree leaves are ___________________.
35
LESSON 14
Long E ea, ee
Color the beads that have words with the long e sound.
freely heater real

neatly
teal
gap mask
freeze
team beak squeaked speech
tea deer meet

hen
stealing feather
peek speaker
36
LESSON 15
Sight Words: much, line, too, right, before, means

Follow the directions about the sight words below.
Draw a red line.

Draw a gray line.
Draw a line from left to right.
Draw what you do before you go to bed.
Draw a food
that you like
way too much.
37
LESSON 15
Sight Words: much, line, too, right, before, means
Color the column that shows each sight words spelled
correctly.
much much much mush much
line lin line line lien
too too tu too too
right rite right right ryte
before beefor befor before before
means meens menes means means
38
UNIT 3 REVIEW
Story: When Will Pete Leave?

Read the story aloud. Then answer the questions at the end
of the story.
Pete needs to sail to Spain. He has square

beads, green tea, and white plates to trade. Pete
does not leave. He reads, he sleeps, but he does
not leave.
“When will you leave?” asks Seth. Pete says,

“When the time is right.” He stays for days. He
waits. He eats. Pete does not leave for Spain.
39
UNIT 3 REVIEW
Story: When Will Pete Leave?
“When will you leave?” asks Shelly. Pete says,

“In May or June.” He stays for weeks. He waits. He
cleans. He does not leave for Spain.
“When will you leave?” asks Jake. Pete says,

“In a year, or two, or three.”
What is Pete’s deal? He will not go. Seth, Shelly,

and Jake speak to Pete about it.
Pete says, “It is no joke. My fear is real and I am

too scared to sail.”
Pete needs help! Seth,

Shelly, and Jake can set
Pete on his way. They can
reach the beach in Spain.
They speed, they steer,
and they have no fear. They are a great team!
One clear day, what does Pete see? The

beach - it is near! Yay for team Pete!
40
UNIT 3 REVIEW
Comprehension Questions: When Will Pete Leave?

1. Where does Pete need to go?

a. Spain b. Maine c. Zaire
2. What does Pete have to trade?

a. bowls b. coffee c. beads
3. When Pete does not leave, he:

a. reads b. watches TV c. eats
4. Why won’t Pete leave?

a. His boat is broken.
b. He is scared.
c . He is sad.
5. Who helps Pete?

a. Shelly, Seth and Jake
b. Jane, Seth and Ollie
c. Dominic and Flora
6. How does the team help Pete?

a. They give him food.
b. They speed and steer.
c. They clap for him.
7. What does Pete see on a clear day?

a. the clouds b. treasure c. the beach
41
UNIT 3 REVIEW

Try these activities for more fun with words.
Long A or Long E
Make a simple matching game with note cards, scraps of paper, or sticky
notes. Write 10 long a words and 10 long e words the cards. Mix them up and
place them face down on the floor. Have your child choose two cards and
read the words. If the cards have the same long vowel sound (both have long
e or both have long a), your child keeps the cards. If not, he or she must turn
them back over. Take turns until you match all the cards.
Use these long a words: train, waits, pain, sail, brain, failed, nails, gain, paid
Use these long e words: beach, beads, reading, leave, sneak, team, beans,
treat, green, sneeze
Silent e Scavenger Hunt

Send your child on a scavenger hunt around your house. Make a list of the
following: 1. A game, 2. A plane, 3. A plate, 4. A square, 5. Something with a
five on it 6. A dime, 7. A note, 8. A cube. 9. Something with a nine on it,
and 10. Something white.
Give your child the list and a bag. Set a timer and have your child race to find
all 10 items. How fast can he or she do it? Check the items when your child is
finished. Encourage your child to describe the item and spell the word.
Long a Word Toss

Find a ball and stand across from your child. Explain that each time your child
catches the ball he or she must name a word with the long a sound. Toss the
ball back and forth until you cannot name
any more long a sound words. Then play the
game with long e sound words or silent e
words. For a variation, ask your child to say
the word then spell the word too.
42
LESSON 16
Long I ie, igh, y, -ind, -ild

Circle the word that matches the picture.
tie ty tile tay nite nyte night niyt
I eyes ay uy spi spy sty spigh
pi pie pigh py lite light lyte liet
43
LESSON 16
Long I ie, igh, y, -ind, -ild

Cross out the word that does not rhyme with the first word.
by cry dye quiet I fly
high buy guy try why my
my child die dry dye sky
fright might right cried bright flight
blind kind mind grind find flies
spied wide hide ride cried white
right bite night site fry kite
44
LESSON 17
Long O o, oa, ow
Circle the word that completes each sentence. Write the word
on the line.
He can ________________________ his horn.

cologne oval blow
Can I __________________________ your coat?

both borrow bow
Tom is my ________________________.
crow coach soap
They were ___________________________us.

hold go following
The pig will ________________________ in the mud.

roll echo yellow
Mom ____________________________ the dresses.

mowed folded roasted
How many toy cars do you ____________________?

own oat open
45
LESSON 17
Long O o, oa, ow
Which path leads to the goal? Draw a line on the path of
pictures that has only long o sound words.
46
LESSON 18
Sight Words: old, any, tell, same, woman, following

Color the shape if it shows one of the sight words above.
best following
old
any
up
on
talk
tell
woman
woke
same
over
went
47
LESSON 18
Sight Words: old, any, tell, same, woman, following

Draw a line to connect the sight words above.
old
own following
made and
ten same
any tent
woman
tell
open
out
yellow man
48
LESSON 19
Sight Words: Long U ue, ew

Write a word with the long u sound to finish each sentence.
Use the pictures for clues.
The ball is _____________________.
The chest was full of ___________________.
They danced to the _______________.
Grapes are a _________________.
Mom makes the best ________________.
He was sick with the _______________.
49
LESSON 19
Sight Words: Long U ue, ew

The girls blew bubbles! Color the bubble blue if the word has
a long u sound.
glue date
chew truth
new
few
clue
hat
seat true
scuba bed
grew
boat
50
LESSON 20
Sight Words: came, also, want, show, around, farm

Find the sight words and color the space green to help
Farmer Sue find the path to the farm.
can will after
came also want around
calf almost shoe show
area and farm
51
LESSON 20
Sight Words: came, also, want, show, around, farm

Circle the sight word to finish each sentence. Write it on the
line.
Farmer Sue ___________________________to the barn.

came want
Farmer Sue made a fence _____________________ her cow.

also around
Farmer Sue’s pets ___________________some corn.

want came
Farmer Sue likes corn ___________________________.

around also
Farmer Sue works on her __________________________.

show farm
Farmer Sue will _________________________ her pig at the fair.

came show
52
UNIT 4 REVIEW
Story: Pete’s Blue Boat

A woman and her child told Pete about the boat

show and race.
“I will try with my new blue boat,” said Pete. “I want

to win the prize!”
On the day of the race, the sun is bright. The sky is

blue. The view is clear.
53
UNIT 4 REVIEW
Story: Pete’s Blue Boat
One old boat goes slow. A few boats go fast. Most

boats just coast in a row. Pete is following the fast boats.
He goes around the bend near a farm.
Then Pete makes a bold

move. He throws it into fast
gear and flies right by all the
boats! His motor roars as he
goes faster and faster. He
goes left and right.
Pete sees the goal just up ahead. The finish line is

close now.
Oh my! Pete might win! Pete blows his horn.

Pete coasts past the finish line.
Wow! He wins! He came in first!

Pete wins the prize. It is a bright
blue jewel and a new bag of gold.
This is great news for Pete! He is so
happy he just might cry!
54
UNIT 4 REVIEW
Comprehension Questions: Pete’s Blue Boat

Choose the correct answer for each question.
1. Which word tells about Pete’s boat?

a. green b. blue c. red
2. What does Pete want to win?

a. new boat b. a car c. the prize
3. On the day of the race, what is the view like?

a. sun b. blue c. clear
3. Which boats does Pete follow?

a. fast boats b. slow boats c. blue boats
4. What does Pete pass when he goes around the bend?

a. a park b. a house c. a farm
5. How does Pete’s boat move?

a. left to right b. up and down c. in and out
6. What does Pete do when he wins?

a. claps b. cheers c. blows his horn
7. What does Pete win?

a. a blue jewel and gold b. muffins c. candy
55
UNIT 4 REVIEW

Try these fun ideas to practice more with the words in Unit 4.
I Spy with My Little Eye

Play a game of I Spy when you are at home or out around town. Try to
focus on the words from Unit 4. Use these words to get the game
started: yellow, blue, bright, cold, old, over, few, new, high, right, oval,
and gold. Say, “I spy with my little eye, something yellow.” Encourage
your child to guess the item. Take turns then change the rules – play I
spy something with the long O sound, the long U sound, or the long I
sound. Give clues about the item you spy and let your child guess.
Long O Bingo
Make a bingo board with paper or cardboard. Draw a 5 x 5 grid. Then
fill in the squares with long O words. Choose from these words:
boat bow bowl bowling clothes coach coaster coat
cold comb crow folded no go goats gold told
yellow hotel motion motor mow tow old only open
oval pillow road slow soap toast toes window
Take the game with you in the car – when you spot the word or the
object (i.e., something yellow or cold, a hotel), mark your bingo card
with a piece of colored tape. When you get 5 in a row – yell, “Long O
BINGO!”
Sight Word Hopscotch

Use sidewalk chalk to write the sight words on the sidewalk. Ask your
child to hop and say each sight word before jumping to the next one.
Or call out a sight word and ask your child to run, hop, jump, or slide to
it as quickly as possible. Then, call out three sight words and see if your
child can jump on the words in the same order. Make up your own
variations too.
56
LESSON 21
Short and Long oo

Say the name of each picture. Draw a line to connect the
pictures with names that rhyme.
57
LESSON 21
Short and Long oo

Find and circle the long oo pictures in the zoo scene.
boot igloo stool tooth foot roots broom
58
LESSON 22
R Controlled Vowels: ar or
Color each of Flora’s cards that has an ar or or sound word.
arm bar
born order
north storm
torn
fan
not store
fork sort
59
LESSON 22
R Controlled Vowels: ar or
Say each picture name. Write ar or or on the line to show
which sound you hear.
60
LESSON 23
Sight Words: set, put, end, three, small, does

Find and circle the sight words in the bookcase.
put
set
end
does
small
three
61
LESSON 23
Sight Words: set, put, end, three, small, does

Color three stars.
Circle who is small.
Circle the letter at the end of the word. forget

Draw a line to put the hat on the boy.
Set the table. Draw 3 plates and three cups.
What does the girl eat? Circle it.
62
LESSON 24
R Controlled Vowels: er, ir, ur

Look at the picture. Read each question. Circle the correct
answer.
Who flies over? tiger mother bird

Who is on the rocks? girl boy turtle
Who is under? bird turtle girl
What is under? purse otter letters
Who is hurt? boy farmer nurse
What is in the river? clover otter camera
63
LESSON 24
R Controlled Vowels: er, ir, ur

Help the baker frost the donuts. Color the donut
if the word on it has the er, ir, or ur sound.
fern were winter
park tune fur
dirt sort stir
64
LESSON 25
Sight Words: well, must, big, large, another, even

Color the list that has the sight words written correctly. Cross out
any words that are spelled incorrectly.
well well
muss must
bigg big
large large
unother another
evon even
wel weel
musp muts
big big
larje lorge
another anothur
eeven evin
65
LESSON 25
Sight Words: well, must, big, large, another, even

Color the shape if it has one of the above sight words on it.
in even it
best ever
another must
well
doe mist
west
big large
66
UNIT 5 REVIEW
Story: Good Food for Flora

Read the story on the next two pages. Answer the questions at
the end of the story.
Flora was at the park. She stood by the pool with

some birds. There was a goose and a large stork.
There were short birds, big birds, and three small
birds.
It was noon and it was time for lunch. Flora and

the birds wanted food.
67
UNIT 5 REVIEW
Story: Good Food for Flora
A girl came to the park. Does she have food for

Flora? No, she does not.
Should Flora hoot for food? No!

Should she moo? No! Should she
bark? No!
Look! A farmer came to the

park with a jar of corn. He gave the birds a big
scoop. The birds ate the corn right off the yard.
Flora does not eat corn.
A baker came to the park and offered the birds

an order of small rolls. The birds ate the small rolls
right off the dirt. Flora does not eat rolls. Flora’s
head started to droop. She needed food soon!
Then a man from the zoo

came with a large bucket. It
was food for Flora! The man
put food out for Flora. It was
shrimp and it was so good!
68
UNIT 5 REVIEW
Comprehension Questions: Good Food for Flora

1. Where was Flora?

a. at the zoo b. at the park c. at the store
2. What kinds of birds were by the pool?

a. big birds b. fat birds c. red birds
3. What did the birds want?

a. water b. sun c. food
4. Who came to the park first?

a. baker b. a girl c. a boy
5. What did the farmer give the birds?

a. seeds b. fish c. corn
6. What did the baker bring to the birds?

a. nut muffins b. small rolls c. big cookies
7. Who came with food for Flora?

a. her mom b. a girl c. a man from the zoo
8. What did Flora get to eat?

a. shrimp b. fish c. pizza
69
UNIT 5 REVIEW

Try these fun ideas to practice more with the words in Unit 5.
Talk like a Pirate Day

Have some fun with the r controlled words by holding a special
day to emphasize the sound. Encourage your child to talk like a
pirate, using as many r controlled words as possible. Use words
like car, arm, large, or, more, story, hard, or far. Try reading a
story and talk like a pirate when you find r controlled words.
R Cards
Make some simple R sound cards. Write the following words on
the cards: sort, fort, car, jar, hurt, skirt, farm, arm, more, shore,
porch, torch, bark, park, purse, and nurse. Mix up the cards
and place them on the floor or table face up. How quickly can
your child find the rhyming pairs? Add more word pairs, or play
again and see if your child can beat his or her record.
Hoop Hop
Place a hula-hoop or round loop of string on the floor. Call out
a word from Unit 5. If the word has the oo sound, your child
must jump into the hoop. If the word does not have the oo
sound, your child must run around the hoop two times. Then
call out another word. Switch roles and allow your child to call
out words for you.
70
LESSON 26
Dipthongs: oi, oy, ou, ow

Say the name of each picture. Draw an X on the picture that
does not have the oi, oy, ou, or ow sound.
71
LESSON 26
Dipthongs: oi, oy, ou, ow

Choose a word from the word bank to finish each sentence.
The seesaw goes up and _______________.

Word Bank
The music was too ____________.
brown
flour
I feel _________________ of my work. down
cows
A circle is __________________. round
ouch
My hair is ________________________.
crown
The king wears a __________________________. proud
owl
He hurt his arm and said, “_________________!” loud
The _______________________ can fly at night.
We put ___________________ and salt in the mix.
The _______________________ are in the barn.
72
LESSON 27
Schwa and Broad O

Look at the picture. Circle yes or no to answer to each
question.
1. Is he almost done? yes no

2. Is he alone? yes no
3. Does he have other paint brushes? yes no
4. Does he also have green paint? yes no
5. Is he crawling on the lawn? yes no
73
LESSON 27
Schwa and Broad O

Look at the list for the store. Draw lines to put the items on the
list into the basket.
List
banana sauce
lemon onion
sponge salt
fuel balls
sauce
74
LESSON 28
Sight Words: such, turn, here, why, went, asked, because

Find and circle the sight words in the puzzle below.
a n d w h y e f b z
d w e t q w t p e y
e s a h a e s t c h
f i s o d r o u a i
h a k p f t p r u p
e p e l a n y n s l
r i d w o m t a e k
e u b a r r u s e v
b r s u c h n o i b
u f r u t e w e n t
75
LESSON 28
Sight Words: such, turn, here, why, went, asked, because

Write the correct sight word to complete each sentence.
Then draw a picture to show one of the sentences.
1. Mom ____________________ me to dust inside.
2. He cried _______________________ he was sad.
3. We ____________________________ to the park.
4. The map says to ____________________ right.
5. They had ____________________ a good time.
6. The pizza is _____________________________.
7. ____________________________ are we so late?
76
LESSON 29
Rule Breakers
Unscramble the sentences. Write the words in the correct
order on the line.
1. people Healthy active are

_______________________________________.
2. to loves My aunt sew
_______________________________________.
3. work to She headed
_______________________________________.
4. movie the His son loved
_______________________________________.
5. weather The great was
_______________________________________.
6. ahead hazard There is a
_______________________________________.
7. words some read She
_______________________________________.
77
LESSON 29
Rule Breakers
Draw a line to match each word to the correct picture.
friends
world
canoe
sleigh
feather
bear
dove
pear
gloves
door
78
LESSON 30
Sight Words: men, read, need, land, home, us, different

Find the sight word in each row of letters. Color the letters to
spell each word. The first one is done for you.
us
s s s s u u s s u u
read
e r r e a d a d e r
men
m e e n m m e n e m
need
n e d n e n e e d e
land
l a n d d a n a l d
home
m o h e m h o m e m
different
d i f f e r e n t d
79
LESSON 30
Sight Words: men, read, need, land, home, us, different

Find the sight words in the picture. Read and circle them.
different
home
land
men
read
need
us
80
UNIT 6 REVIEW
Story: Noisy Friends at the Canyon

Read the story on the next two pages. Answer the questions
at the end of the story.
Oliver wanted to go to the canyon. “I don’t

want to go alone,” said Oliver. He found four friends
to join him. They were a loud crowd. They made so
much noise!
When the friends got quiet, Oliver said, “Let’s go

now,” and he took the lead. First, they went across
the lake. They saw a tall watch tower.
81
UNIT 6 REVIEW
Story: Noisy Friends at the Canyon
Then, they went around the canoe shop. They saw a

few boys and some men renting canoes.
Next, they passed the town and the small brown

house on land. They saw a guy with his son at the fruit
shop. They each had a banana.
“It is just up ahead. We are almost at

the canyon! One more turn,” said
Oliver. The friends were quiet now
because they were almost there.
“We found it! Wow! I like this canyon!” said Oliver’s

four friends. “I agree,” said Oliver.
At the canyon, they made more

noise. They could hear the echo of
the sounds! Then, when they had
enough noise, they headed home
the same way they came.
82
UNIT 6 REVIEW
Comprehension Questions: Noisy Friends at the Canyon

Answer the question about the story.
1. Where was Oliver going?

a. to the canoe shop b. to the canyon c. to the zoo
2. Who did Oliver take with him?
a. four friends b. Flora c. Dominic
3. What did they see when they went across the lake?
a. a cabin b. a yellow house c. a watch tower
4. What kind of shop did they pass?

a. shoe shop b. canoe shop c. food shop
5. Which fruit did the guy and his son buy at the fruit shop?
a. banana b. apple c. peach
6. What did the friends NOT see on the way to the canyon?
a. a brown house b. a fruit shop c. a roller coaster
7. When they were at the canyon, how were the friends?

a. loud b. quiet c. sad
8. What did the friends hear at the canyon?

a. echoes b. birds c. wind
9. What did the friends think about the canyon?

a. They did not like it. b. They liked it. c. They hated it.
83
UNIT 6 REVIEW

Ow Charades
Write these ow words on small slips of paper: clown, bounce,
cow, flower, frown, loud, mouse, owl, plow, shower, round,
proud. Ask your child to choose one and act it out for you to
guess the word. Switch roles and act it out for your child to
guess.
Awwwww Catch!
Get moving and practice listening for the aw sound at the
same time. Stand across from your child with a ball. Toss the
ball and call out a word with the aw sound. Your child should
catch the ball, say another aw word, and throw the ball back
to you. How many times can you toss the ball back and forth
without dropping it? Change the category or sound and play
again.
Roll a Rule Breaker

Make a list of the following words on a sheet of paper or on an
erasable white board: bread, love, some, said, done, bear,
great, ton, sure, son, friend, healthy. Number the words from 1-
12. Then find a set of dice. Have your child roll the dice, add
the numbers together, and find the corresponding word on the
list. He or she should read the word and use it in a simple
sentence. Play this periodically throughout the day.
84
LESSON 31
Soft G and C
Help the princess find her prince. Draw a line on the path of
words with soft G and C sounds.
85
LESSON 31
Soft G and C
Color the circle red if the word has the soft G sound.
Color the circle blue if the word has the soft C sound.
twice danger
space
rice fragile
age price
cities
giant
huge
sauce rage
face
celery page
lace
change
mice
germs
huge fudge
nice
fence
icy
large
86
LESSON 32
S Making /z/ Sound

Draw a line to match the /z/ sound picture to the correct
sentence, then fill in the missing word.
1. These ______________ have large eyes.
2. The ___________ are busy and buzzing.
3. His ________________ are in boxes.
4. The ______________ caused the fire.
5. Use your ____________ to see.
6. The kids hear the ______________.
7. These ________________ have roses.
8. Please wear your ______________.
87
LESSON 32
S Making /z/ Sound

Unscramble the /z/ sound words. Use the pictures for clues.
telcos repsnet
________________ _________________
sceehe glease
________________ _________________
loost orgfs
________________ _________________
murds sgaless
________________ _________________
88
LESSON 33
Sight Words: move, try, kind, hand, again, picture, change

Color each pizza slice that has one of the sight words on it.
picture move
prize again moo fry
across try
chair hard
change more kiss hand
charge kind
89
LESSON 33
Sight Words: move, try, kind, hand, again, picture, change

Can you find the sight words in the picture? Circle them!
try
change
kind
hand
move
picture
90
LESSON 34
Silent Letter Match

Draw a line to match the picture to the correct word.
light
sleigh
knight
castle
night
sword
ghost
chalk
ballet
island
91
LESSON 34
Silent Letter Riddles

Use a word from the word bank to answer each riddle.
1. I am an animal with one horn. What am I?

Word Bank
______________________________________ knife
2. I am the yellow of an egg. What am I? salmon
______________________________________ calf
lamb
3. I am a swimming animal. What am I?
knees
______________________________________
listen
4. I am a baby sheep. What am I? yolk
______________________________________ rhino
5. I help your legs bend. What am I?
______________________________________
6. I help cut food. What am I?
______________________________________
7. I am another word for “hear”. What am I?
______________________________________
8. I am a baby cow. What am I?
______________________________________
92
LESSON 35
Sight Words: off, play, spell, air, away, animals, house

Read the sight words on the path to help Pete get to the
treasure.
What do you think Pete found in

the treasure chest? Draw it!
off
house
animals
air
away
play spell
93
LESSON 35
Sight Words: off, play, spell, air, away, animals, house

Circle the sight words in the puzzle below.
t r e f g h i p o l
a w a w a y n e q n
d c s b i o o l o m
j l a k r o a s f v
u h t p l a n e f r
z s e w h j i t y c
a p l a y s m p e n
b e b v c c a w h y
o l d f e p l a y e
x l u h o u s e d o
94
UNIT 7 REVIEW
Story: Coral Reefs Are Alive!

Coral reefs are giant rock-like cities in the

ocean. They can be quite large. Did you know
that the Great Barrier Reef is so huge you can see
it from space?
Coral reefs first formed when melting ice

caused the ocean water to rise. Now, most coral
reefs grow in warm, shallow, clear, sunny waters.
95
UNIT 7 REVIEW
Story: Coral Reefs Are Alive!
Coral are actually small, live animals that look

like jellyfish. As coral attach to the reef, they
merge with it and the reef grows larger.
A coral reef needs waves, salt, and the

sun’s energy to survive. Coral reefs recycle
nutrients in the ocean. Many animal species feed
off the reef.
A reef is also a
house (or castle) for
fish, mollusks, worms,
sponges, and giant
clams. These reefs
often have sharp
edges, strange designs, and fancy colors.
Coral reefs are in danger. Climate change

and algae growth can result in damage to the
reefs. Coral reefs are fragile. People must try to
keep reefs a safe place for animals.
96
UNIT 7 REVIEW
Comprehension Questions: Coral Reefs Are Alive!

Answer the questions about the coral reef story.
1. Are coral reefs alive?

a. yes b. no c. nobody knows
2. How did coral reefs first form?
a. from garbage b. from plants c. from melting ice
3. What does a coral reef need to survive?
a. fish food b. the sun’s energy c. people
3. In what kind of water s do coral reefs grow?

a. deep waters b. cold waters c. shallow waters
4. What do coral reefs often have?

a. sharp edges b. dull colors c. families
5. How does the coral reef grow?

a. it eats a lot b. coral attach to a reef c. it works out
6. Who might live in a reef?

a. clams b. frogs c. jellyfish
7. Why should humans keep coral reefs safe?

a. they are home to animals
b. humans need them for food
c. they are pretty
97
UNIT 7 REVIEW

Soft C Circle Toss

Collect some milk bottle caps, metal caps, or plastic lids from
food containers. Write several soft C words on the inside of the
caps, such as: cent, cereal, city, fence, circus, face, nice, price,
mice, space, ice, chance, and celery. Then place a box at one
end of the room and stand with your child at the other. Pick a
circle, read the word, then try to toss it into the box for one point.
The player with the most points wins.
Soft G Pages
Give your child several sheets of paper to make a Soft G book.
Brainstorm first, and write a soft g word on top of each sheet. Use
these words: giraffe, gems, gym, huge, judge, strange,
bandages, angel, gentle, danger, fudge, sponges. You may
want to give riddle-like clues if your child needs help. For
example, you might say, “This soft g sound word is a place you
can go to exercise.”
Silent Letter Mother May I?

Stand at one end of the yard or room and ask your child to stand
at the other. Your child may ask to take steps, hops, jumps, leaps,
or fire engines. You will call out a silent letter word like calm,
lamb, ghost, half, castle, right, sword, thumb, light, or know. If
your child can identify the silent letter in the word, he or she may
take the action requested. If not, he or she must try again.
98
LESSON 36
Suffixes –tion and -sion

Write the ending –tion or –sion to finish each word correctly.
direc_________________________
op____________________________
attrac________________________
sec ___________________________
na____________________________
celebra________________________
mo___________________________
deci__________________________
vaca_________________________
explo_________________________
solu____________________________
collec__________________________
99
LESSON 36
Suffixes –tion and -sion

Write the correct word to finish each sentence.
1. A party is also a __________________________________.

fraction / celebration
2. To learn, you must pay _____________________________.

section / attention
3. I have a ____________________________of stamps.

explosion / collection
4. A story that is not true is ______________________.

reaction / fiction.
5. Please wear suntan ______________________at the beach.

caution / lotion
6. The movie star lived in a _____________________________.

action / mansion
7. Max ate a ______________________________of the pizza.

portion / passion
8. An answer is also a ____________________________.

solution / attraction
100
LESSON 37
Suffixes –able and -ible

Circle the picture that answers each question.
1. Which one is adorable?
2. Which one is affordable?
3. Which one is breakable?
4. Which one is edible?
5. Which one is enjoyable?
6. Which one tastes terrible?
7. Which smell is horrible?
101
LESSON 37
Suffixes –able and -ible

Draw pictures!
What are you capable of Draw a place that feels

doing? Draw it. comfortable.
Draw a memorable time with your family.
102
LESSON 38
Sight Words: point, page, letters, mother, answer, found, study

Read the sight words on the path to help Seth take his letter
to the mailbox. Then answer the question in the box.
answer study
found
mother
Who will get Seth’s

letter? Draw the friend!
letters
page
point
103
LESSON 38
Sight Words: point, study, found, mother, answer, page, letters

Write the letter or letters to finish each sight word.
p ____ ____ ____ t
s t ____ ____ ____
p ____ ____ e
____ ____ ____ n d
l ____ ____ ____ ____ r s
m ____ ____ ____ ____ r
a ____ ____ ____ ____ r

104
LESSON 39
Suffixes -ness, -ment, -ous, -ful, -less

1. Which one is delicious?
2. Which one is colorful?
3. Which one is playful?
4. Which one shows illness?
5. Which one shows darkness?
6. Which one is helpful?
105
LESSON 39
Suffixes -ness, -ment, -ous, -ful, -less

Circle the word that completes each sentence.
They live in an Those cookies taste

compliment awful
apartment careful
movement powerful
Ted felt People like to hear

equipment shipment
previous flawless
nervous compliments
The kittens were A smile can show

flawless happiness
forgetful previous
restless serious
The skater was Grandpa is getting

movement apartment
flawless forgetful
happiness previous
106
LESSON 40
Sight Words: still, learn, high, should, America, world, every

Read the sight words. Then answer the questions.
Which word means

learn the same as
“Earth”?
still
Which word
high means the
same as “all”?
America
should Which word means the

same as “ought to”?
every
What is the ending?

world United States of
107
LESSON 40
Sight Words: still, learn, high, should, America, world, every

Find the sight words in the picture and circle them.
world
high
every
still learn
should
America
108
UNIT 8 REVIEW
Story: Dominic’s Incredible Performance

People came to the stadium to watch

Dominic’s dolphin attraction. Dominic was going
to perform a collection of tricks that he had
practiced. The movements were incredible and
seemed almost impossible. Dominic knew he was
ready for the show, but he was still nervous.
109
UNIT 8 REVIEW
Story: Dominic’s Incredible Performance
“What if I am unable to do it?”

he asked his mother before the
show. Her helpful answer was, “You
can do it, Dominic. I believe in
you!”
People filled every section of the stadium.

Dominic swam out to start his show. The audience
cheered loudly, so Dominic felt comfortable right
away.
Then he performed his unbelievable act. He

jumped very high! His moves were gorgeous!
Dominic heard comments from

the crowd like, “Flawless!” and
“Incredible!” He was very grateful
for all of the compliments.
It was a great show. He was famous, and he was

proud of himself. What a memorable day for
Dominic!
110
UNIT 8 REVIEW
Comprehension Questions: Dominic’s Incredible Performance

1. Where was the dolphin attraction?

a. the stadium b. the park c. the shore
2. How did Dominic feel before the show?

a. excited b. nervous c. itchy
3. What kinds of movements had Dominic practiced?

a. incredible b. difficult c. easy
4. What did Dominic’s mother say to help him feel better?

a. don’t worry b. you can do it c. good luck
5. What made Dominic feel comfortable right away when

he swam out?
a. He saw friends.
b. The sun was out.
c. The crowd cheered.
6. What did the crowd say about Dominic’s act?

a. “Flawless! Incredible!”
b. “Amazing! Outstanding!”
c. “Great! Terrific!”
7. How did Dominic feel after the show?

a. tired b. excited c. proud
111
UNIT 8 REVIEW

Try these fun ideas to learn more about words.
Colorful Collection
Use a deck of colorful note cards or cut pieces of different colored
construction paper into squares. Write words with different endings on
the various colors. Take the deck with you on car trips and ask your
child to choose a color, read the word, and make use the word in a
sentence.
Green = -tion/-sion words: question, direction, vacation, section,
nation, attraction, vision, mission, passion, explosion
Blue = ible/-able words: impossible, horrible, terrible, capable,
available, reliable, edible, durable, memorable, invisible
Red = -ness/-ment words: kindness, shipment, darkness,
happiness, equipment, movement
Yellow = -ous/-less words: painless, unless, flawless, priceless,
famous, joyous, nervous, serious
Orange = -ful words: awful, careful, grateful, helpful, playful
Action & Movement Word Relay

Get moving with this word-ending relay race. Use chalk to write the
word endings on the sidewalk. Have your child start at one end, run
to the farthest word ending, identify a word with that ending, and run
back to start. Then your child will run to the second farthest word
ending, identify a word and run back to start. Continue until he or she
has identified a word with all endings. For variation, have your child
spell the word too! For an example, your sidewalk might look like this:
ment
start
tion
ible
ous
less
ful
112
LESSON 41
Phonics: Prefixes un- and re-

Write a word from the word bank to finish each sentence.
1. We can ____________________ these old boxes.
2. She will _____________________ her use of paper.
3. He can_______________________ the broken mug.
4. She needs to ________________________the light bulb.
5. He must _____________________ the radio.
6. _________________________ to turn off the light.
7. It is ______________________ to ride in the street.
8. They are ___________________ from the long trip.
WORD BANK:
reduce unsafe recycle recovering
repair replace unplug remember
113
LESSON 41
Phonics: Prefixes un- and re-

What can you recycle?
What can you repair?
What can you unlock?
What can you unplug?
What can you replace?
What can you return?
What can you refill?
What can you undo?
114
LESSON 42
“Not” Prefixes: dis il im in ir non

Some letters are invisible! Write the missing letters to
complete the words. Use the word bank if you need help.
1. d i ___ a g ___ e ___ Word Bank:

imperfect
2. i ___ p e ___ ___ e c ___ illusion
disappeared
3. i ___ l ___ s ___ o n disagree
incomplete
4. d ___ s a ___ ___e a r ___ d
irresistible
5. i ___ c o ___ p l ___ ___ e irregular
nonsense
6. n o ___ s ___ ___ ___ e invisible
7. i ___ r e ___ ___ ___ a r
8. ___ n v i ___ i ___ ___ e
9. i ___ r e s i s t ___ ___ ___ e
115
LESSON 42
“Not” Prefixes: dis il im in ir non

Frost (color) these cupcakes according to the prefix color
code.
dis = green
il = red
im = purple
in = orange
ir = blue
discussed nonfat invited
non = yellow
illegal irregular displayed immune
discover disconnect impossible instead

116
LESSON 43
Sight Words: near, add, food, between, own, below, country

Read the sight words on the path from Shelly to Dominic.
Color the shapes and arrows as you go!
food
between
add
near
below
own
country
117
LESSON 43
Sight Words: near, add, food, between, own, below, country

Read the sight words on Pete’s flags. Then color them!
food near
own between
country add
below
118
LESSON 44
Other Prefixes: fore inter mis over pre sub

Write the word that completes each sentence. Then circle
the prefix.
He had a bug on his _______________. forecast/forehead
The book was _____________________. prevent/interesting
Please do not ___________________ us. interpret/interrupt
She has to _______________ for the test. prepare/mistake
A ______________ goes under water. subtract/submarine
Pete fell __________________________. previous/overboard
The weeds were __________________. overcast/overgrown
Vitamins help ________________ illness. submerge/prevent
The boys were ____________________. misbehaving/interview
119
LESSON 44
Other Prefixes: fore inter mis over pre sub

Circle the prefix in each word. Read the words as you go.
forecast forehead interesting
interferes interpret interrupt
interview misbehaving misjudged
mistake overboard overcast
overcooked overdo overgrown
predict prepare present
prevent previous
submarine submerged
substitute subtract
120
LESSON 45
Sight Words: plants, last, school, father, keep, trees, never

Circle the sight words in the puzzle below. Then write a
sentence using one of the words.
A B l t h q a sm k
B F A t h e r o P e
H E M u m n k L E e
N W Y o f e a p o p
M n P l a n t s r t
O e T a s g h c e p
P v R s w x e h i n
E e S t r l k o o l
T r E e s w a o d e
r e E j v e a l s t
___________________________________________________________________
___________________________________________________________________
121
LESSON 45
Sight Words: plants, last, school, father, keep, trees, never

Complete the crossword puzzle using the sight words.
ACROSS DOWN
1. We must water the ________. 2. He ate the _________piece.
3. The kids walked to ________. 5. The _______are taller than us.
4. Her ______________ is a baker. 6. We _______ jam in the fridge.
7. I have _________eaten a bug.
122
UNIT 9 REVIEW
Story: Scuba Diving Safety

Scuba divers are like human submarines who

navigate under the water. A review of rules can help
divers avoid incorrect procedures.
Dive with a friend. It is unsafe to scuba dive on your

own.
123
UNIT 9 REVIEW
Story: Scuba Diving Safety
Prepare for your dive with the

proper gear and equipment. Replace,
refill, and repair equipment so nothing
interferes with your dive.
Check the forecast. Diving during a storm would be

a big mistake. Does the weather person predict
imperfect or wild weather?
Check your gear one last time to prevent potential

problems.
When you jump overboard, stay near the boat.

Return to the surface often.
Never disconnect or remove your air tank below

the water.
Explore the unknown. Look for

schools of fish and unusual plants.
Scuba divers can discover interesting
things when submerged under
water!
124
UNIT 9 REVIEW
Comprehension Questions: Scuba Diving Safety

Answer the questions. Circle the correct answer.
1. What are scuba divers like?

a. fish b. octopus c. human submarines
2. Why is it important to review rules?

a. To avoid incorrect procedures
b. To get the best view
c. To find treasure
3. How should you prepare your equipment for a dive?

a. clean it b. refill it c. unplug it
4. What kind of weather is not good for diving?

a. sunshine b. a storm c. wind
5. What should you always dive with?

a. flippers b. a mask c. a friend
6. Who can predict or forecast the weather?

a. a scuba diver b. a weather person c. a seal
7. After you jump overboard, what should you do?

a. stay near the boat b. undo your gear c. check the weather
8. What means the same thing as “completely under water”?

a. disconnected b. submerged c. submarine
125
UNIT 9 REVIEW

Name that Prefix

Play this game during car trips. Call out a word from Unit 9 and ask
your child to name the prefix. If he or she is correct, your child earns 1
point. How many points can your child earn before you reach your
destination? Keep track of correct answers with pennies. Allow your
child to call out words for you too.
Nonstop Hop
Set a timer. Ask your child to hop on one foot without stopping. Call
out a word from Unit 9. Can he or she identify the prefix while
hopping? Continue calling out words until your child incorrectly
identifies a prefix, or until your child stops hopping. How many did he
or she answer correctly? Play again and encourage your child to
beat his or her last hopping and guessing record.
Recycle
Start recycling at home. Encourage your child to help you make
labels for a recycling bin. Talk about what you can “reuse”, “reduce”,
“repair” or “unplug” to save the Earth’s resources.
Pick a Prefix
Write the prefixes from Unit 9 on little sheets of paper and place them
in a hat or box. Take turns to play. Have your child pick a prefix and
say a word that begins with that prefix. If your child is correct, he or
she may keep the paper and pick another prefix. If not, he or she
must return the paper to the hat. Continue playing until you have
picked all the prefix papers. Who has the most?
126
LESSON 46
Splitting Syllables vcv, vccv, vcccv affixes

Write the word next to each picture. Then split the word into syllables.
peanut __________
__________ __________
__________ ___________
___________ ___________
___________ ____________
___________ _____________
127
LESSON 46
Splitting Syllables vcv, vccv, vcccv, affixes

Draw a line to split these words into syllables.
answer bamboo
blanket button
candy canyon
cannot collide
complete dinner
divide falcon
garden hundred
laughter letters
little mantle
napkin number
puzzle robin
seven sentence
summer tennis
128
LESSON 47
Long Vowel Open Syllable

Write the missing words to finish each sentence. Circle the long
vowel sound in each word.
A ____________________ is a kind of snake.
They have a newborn ____________________.
We drank hot _______________________ in a mug.
The little ___________________ had a furry mane.
A bug with 8 legs is a ___________________.
If it is not closed, it is _____________________.
The _________________ has orange and black stripes.
Can you help set the _______________ for dinner?
Mom likes rock and roll ____________________.
Bill rode his ______________________ to school.
The ___________________ flew the plane.
129
LESSON 47
Long Vowel Open Syllable

Say each word. Draw a line from the word to the long vowel sound
you hear.
acorn
before
a begin i
radio
broken
climate
clover
even
fuel o
giant
hero
e human
oval
pony
secret u
junior
soda
130
LESSON 48
Sight Words: started, city, earth, eyes, light, thought, head

Read each sentence. Circle the sight word. Then write your
own sentence using that sight word.
They started the game at 5:00.
________________________________________________________________
Mom drove to the city for a show.
____________________________________________________
The earth is round.
_________________________________________________________
Her eyes are blue.
________________________________________________________________
The light is on.
________________________________________________________________
I thought you were not coming.
________________________________________________________________
He bumped his head on the door.
________________________________________________________________
131
LESSON 48
Sight Words: started, city, earth, eyes, light, thought, head

Help Oliver read the sight words on the banner. Then draw a
picture to show one of the words.
started light
earth
eyes
city
head thought
132
LESSON 49
Multisyllabic Words
Read the words. How many syllables do you hear? Draw a line from
each word to the correct syllable box.
community accident
celery decorated
emergency 4 procedures
celebrate centipede
hospital area
potential
3 America
actually furniture
family different
133
LESSON 49
Multisyllabic Words
Say the name of each picture. Write how many syllables you hear.
___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
134
LESSON 50
Sight Words: under, story, saw, left, don’t, few, while

Find and circle the sight words hidden in the picture. Then write a
sentence using one of the sight words.
don’t
story
few
left
saw under
while
________________________________________________________________
135
LESSON 50
Sight Words: under, story, saw, left, don’t, few, while

Write in the sight words to complete the sentences. Then draw a
picture to show one of the sentences.
The cat was hiding ______________________________ the bed.
Kim read a ____________________________ about a princess.
They __________________________________ a rainbow in the sky!
Mike writes with his ____________________________ hand.
We __________________________________ have a dog.
She wants a ________________________________ cookies.
Jo had popcorn __________________________ watching the movie.
136
UNIT 10 REVIEW
Story: The Science of Volcanoes

Read the story on the next two pages. Answer the questions at the
end of the story.
There are about 1500 active volcanoes left in

the world. They erupt frequently. There are also
many dormant or extinct volcanoes that don’t
ever erupt. Through science, humans can
understand and explain volcanoes.
137
UNIT 10 REVIEW
Story: The Science of Volcanoes
The earth’s upper mantle and

crust are made of tectonic plates.
These plates fit together like a puzzle
under the ocean and on land.
Sometimes the plates move, break

apart, collide, or grind against each other. This
movement can trigger volcanoes, floods, earthquakes,
and tsunamis. When the plates collide, a mountain, or
volcano, forms on the earth’s surface.
The volcano holds

magma, which is extremely
hot gas and molten rock.
The pressure builds, it
becomes too hot, and the
volcano erupts! Magma
flows from the volcano.
Once outside, it becomes
hot lava.
Volcanoes can be a danger to an entire

community. Humans beware!
138
UNIT 10 REVIEW
Comprehension Questions: The Science of Volcanoes

1. Are there any active volcanoes in the world today?

a. yes b. no c. humans do not know
2. What is another word for “dormant”?

a. boring b. extinct c. dangerous
3. How do people understand volcanoes?

a. by observations b. by satellites c. through science
4. What makes up the Earth’s mantle and crust?

a. tectonic plates b. dirt c. rocks
5. What happens when the plates move?

a. they break b. they fall c. a volcano forms
6. Besides volcanoes, moving plates can cause floods,

earthquakes, and what other type of weather?
a. tsunamis b. blizzards c. rain storms
7. What is inside a volcano?

a. hot gas and rock b. lava c. fire
8. When the pressure builds in the volcano, what happens?

a. the volcano erupts b. the volcano shrinks
c. the volcano breaks
139
UNIT 10 REVIEW

Kick it with Long Vowels

Find a ball and use cones or markers to set up a goal in the yard. You
play goalie. Before your child kicks the ball, call out a word with a
long vowel open syllable, like baby, equal, lion, open, or music. Your
child should identify the long vowel sound and then kick the ball to
try to score a goal. If your child scores he or she can kick again. If he
or she misses, switch roles - let your child play goalie and call out a
word.
Multi-syllable Stomp
Use some of the words from Unit 10 to play this game. Call out a word
and ask your child to stomp out the syllables. For example, you might
say, “dangerous.” Your child should stomp three times while saying,
“Dan-ger-ous” in three clear syllables. Use these words: elephant,
hospital, furniture, January, potential, unicorn, triangle, navigate,
diary, extremely, barbecue. Then add your own words too. Change it
up and use e or two-syllable words as well.
Split the Syllables

Practice recognizing and splitting syllables with your child. Use words
from the newspaper, a magazine, a recipe, or any other print
material. Have your child choose a word from the printed work,
rewrite the word on a sheet of paper, and split it into syllables. Or,
simply say the word, sing the syllables, and count how many syllables
you hear. Play this game when you see words on signs, banners,
billboards, menus, and other places.
140
LESSON 51
Compound Words
Write the letters for the part that is missing in the compound word.
Use the picture for clues.
play + ___ ___ ___ ___ ___ ___ =
back + ___ ___ ___ ___ =
scare + ___ ___ ___ ___ =
sun + ___ ___ ___ ___ ___ ___ =
jelly + ___ ___ ___ ___ =
book +___ ___ ___ ___ =
pop+ ___ ___ ___ ___ =
141
LESSON 51
Compound Words
Draw a line to connect two word parts to make a compound word.
Use the pictures for clues if you need help.
sand fall
space wich
pan man
police ball
dragon fly
rain bow
life cakes
basket ship
ham guard
water burger
142
LESSON 52
Contractions
Circle the contraction that makes sense in each sentence.
1. We couldn’t / aren’t going to the zoo.
2. Tom hasn’t / wasn’t come home yet.
3. I when’s/ can’t wait until Friday.
4. Who’s / who’ll get the mail for us?
5. Sara won’t / what’s wear that dress.
6. They doesn’t / don’t have a red car.
7. How’d / hasn’t you do on the test?
8. Betty mustn’t / isn’t sick today.
9. What’s / where’s the cat’s name?
10. Pat doesn’t / wouldn’t need dessert.
143
LESSON 52
Contractions
Draw a line to connect the words with the matching contraction.
1. are not didn’t

2. cannot can’t
3. did not what’s
4. could have could’ve
5. had not hadn’t
6. how is doesn’t
7. is not how’s
8. must have aren’t
9. were not where’s
10. does not isn’t
11. what is who’s
12. where is must’ve
13. who will weren’t
14. who is who’ll
144
LESSON 53
Sight Words: along, might, close, something, seemed, next, hard

Find and circle the sight words in the puzzle.
a b e p s h m a e s
l a d l a a l m r e
c l o s e r k i a e
o o g t a d w g d m
e n f r t r q h s e
f g d e n e x t w d
d i e k u w o n y a
s o m e t h i n g r
t n e t e s l b f t
a m o y r t p v g q
145
LESSON 53
Sight Words: along, might, close, something, seemed, next, hard

Color the shapes with sight words on them. Cross out the words that
are not sight words.
along
hard night
might
sometimes
alone
something
clothes close
harp
seemed next
146
LESSON 54
Pronoun Contractions
Draw a line to match the words with the correct contraction.
He would They’ll
He is We’re
I would He’s
I will I’d
I am You’ll
It is That’s
She will You’ve
She is I’m
That is It’s
They will She’ll
You have I’ll
They have She’s
We are They’ve
You would He’d
You will You’ve
You have You’d
147
LESSON 54
Pronoun Contractions
Change the words in bold to the correct pronoun contraction.
Then rewrite each sentence with the contraction.
He would enjoy the movie.
____________________________________________________
I would rather go to the park.
____________________________________________________
It will be dark when they get home.
____________________________________________________
She will call at 9:00.
____________________________________________________
That is the best lunch ever.
____________________________________________________
They will go fishing on Friday.
____________________________________________________
We are having friends over.
____________________________________________________
You will need eggs for the pancakes.
____________________________________________________
148
LESSON 55
Sight Words: open, example, beginning, life, always, those, both

Write a sight word to complete each sentence.
Start reading a book at the ______________________________________.
If it is not closed, it is ________________________________.
She set a good _____________________________ for her sister.
You should enjoy every day of your ______________________________.
________________________________ shoes hurt my feet now.
We _____________________________ wear our seat belts in the car.
I want ____________________________ kinds of pizza.
149
LESSON 55
Sight Words: open, example, beginning, life, always, those, both

Help the kids get to school. Circle and read the sight words on the
correct path.
1 2 3 4
open open open open
example example eksample exam
begining beginning being beeing
lyfe life lighfe leife
always always allways alweighs
thoze those thows thowse
bosh both bowth booth
150
UNIT 11 REVIEW
Story: Something Seemed Strange

Read the story on the next two pages. Then answer the questions at
Some tall grasshoppers and strong firefighters were

playing basketball at the playground. Something
seemed strange about that, but Seth watched
anyway.
Just after halftime, the sunshine disappeared and a

thunderstorm broke out.
151
UNIT 11REVIEW
Story: Something Seemed Strange
It started raining popcorn and sunflowers! That

seemed very strange to Seth. He wasn’t sure what
might happen next. This afternoon was very unusual!
Seth invited the grasshoppers to his home to have

dinner and spend the night. When they arrived it wasn’t
his home, it was a high-tech spaceship! That definitely
seemed strange.
He showed the grasshoppers to the

extra bedroom upstairs, but they
slept in the bathtub instead.
In the morning they fixed breakfast for Seth –

oatmeal pancakes and watermelon. Seth couldn’t eat
the pancakes though. They were as hard as rocks!
That’s strange.
Then Seth heard Shelly calling

his name. “Wake up Seth!” she
yelled. Seth had been napping in
his hammock. What a strange
daydream that was!
152
UNIT 11REVIEW
Comprehension Questions: Something Seemed Strange

1. Who was playing basketball at the playground?

a. firefighters and grasshoppers
b. chickens and monkeys
c. firefighters and chickens
2. During the thunderstorm, what fell from the sky?

a. pop b. popcorn and sunflowers c. rain
3. What word means the same thing as strange?

a. difficult b. rude c. unusual
4. Why did Seth invite the grasshoppers to come home with him?
a. for a party b. for dinner c. to clean his house
5. Where did the grasshoppers sleep?

a. in the bathtub b. in the spare room c. in the sink
6. What did the grasshoppers make for breakfast?

a. oatmeal b. waffles c. oatmeal pancakes
7. What was wrong with the pancakes?

a. They were wet. b. They were dirty. c. They were hard.
8. At the end of the story, who was calling Seth to wake up?
a. Dominic b. Seth’s mom c. Shelly
9. Where had Seth been napping and daydreaming?

a. in bed b. in his hammock c. at the beach
153
UNIT 11REVIEW

Create a Compound Word

Write parts of compound words on small pieces of paper. Place them
on the floor or table. Ask your child to choose two parts to make a
compound word. Does the word make sense? If not, choose again or
have fun making up silly words and trying to explain what they mean!
TV Contractions
While your child is watching a show on television, you can keep the
learning going. When you hear a contraction, repeat the contraction
and ask your child which two words make the contraction. For
example, if you hear the word “she’s”, repeat it for your child. He or
she will give the two words, “she is.”
Action Contraction
Play a game of moving with contractions. Write some short sentences
on little pieces of paper and place them in a hat. Have your child
choose a piece of paper and read the sentence a loud. Then have
your child identify the two words that make the contraction and
show the action!
Try these sentences to get started:
She’s jumping. She’s twirling. She’s running.
It’s slithering. It’s galloping. It’s flying.
They’re dancing. They’re skating. They’re shaking.
He’s hopping. He’s wobbling. He’s kicking.
We’re spinning. We’re walking. We’re walking backwards.
I’m tip-toeing. I’m eating. I’m waving.
154
LESSON 56
Abbreviations
Match the word with the correct abbreviation.
Mr. Prof. Dr. Sun. hr. Rd.
Road Sunday Professor hour Mister Doctor
St. DDS Oct. ft. sec. E
October Street feet Dentist East seconds
Dr. Jan. min. wt. Jr. W Wed.
January Doctor weight minutes Junior West Wednesday
155
LESSON 56
Abbreviations
Circle all the abbreviations you see in the sentences.
Mr. Jones got a new car in Aug.
Our game is Sun. Apr. 3 at 3:00 P.M.
Dr. Harris DDS will see you in 10 min.
Martin Luther King Jr. was a hero.
She finished the race in 1 hr. 29 min. and 32 sec.
Go W on Bay Rd, then S on Elm St.
The room was 10 ft. 8 in. wide.
The sale on Mar. 10 goes from Wed. to Fri.
156
LESSON 57
Homophones
Say each picture name. Draw a line from each picture to its
matching homophone word.
bare
aunt
for
meet
sale
4 son
flour
dear
pair
knight
too
plain 2
157
LESSON 57
Homophones
Circle the correct homophone word to finish each sentence.
1. They ate / eight lunch at noon.

2. The team wore blue / blew shirts.
3. We can by / bye / buy more hot dogs.
4. How will I find / fined my glasses?
5. Our house has a great /grate porch.
6. Do you here / hear those crickets?
7. Dad ate the hole / whole pie by himself.
8. The made / maid will clean our room.
9. She new / knew they would be late.
10. Do you no / know what time it is?
11. Is that real / reel hair or a wig?
12. I can right / write a story.
13. The dog wagged its tail / tale.
14. They need to way / weigh their options.
15. This is a busy week / weak for me.
158
LESSON 58
Sight Words: paper, together, body, group, often, seven, important

Help the dog fetch! Color the balls that have sight words on them.
off
paper
together important
group
body
born
often
sweet
ready
pattern
159
LESSON 58
Sight Words: paper, together, body, group, often, seven, important

Dominic is hungry! Pick a path and help him read the sight words so
he can get a snack.
paper
often seven important
seven together
important group
together
body
group together
body group
body
160
LESSON 59
Homographs
Choose the one word that fits into both sentences in each set.
The dog will _________________at cars. bark

A tree has ____________________. fan
We put _________________on toast. punch

There was a traffic _________________. jam
The ______________ kept landing on me. bat

We can ________________on a plane. fly
Dad will ___________________ the fire. light

We need more _________________to read. hide
The doctor was very _________________. well

What _____________of ice cream do you like? kind
The roof is on _____________ of the house. yard

The baby’s toy _______________ was spinning. top
The men will ____________________ in the ring. box

Put the clothes in the ______________________. long
161
LESSON 59
Homograph Riddles
Read both clues. Write the word that answers the riddle. Use the
word bank if you need help.
Word Bank:
palm ring pen punch pitcher bat
It is a flying rodent. You can use it to hit a ball.
What is it? _____ _____ _____
It is the sound of a phone. You can wear it on your finger.
What is it? _____ _____ _____ _____
It is a kind of tree. It is the front of your hand.
What is it? _____ _____ _____ _____
Pigs live in it. You can write with it.
What is it? _____ _____ _____
It is a fruity drink. It is what boxers do.
What is it? _____ _____ _____ _____ _____
Use it to pour water. It is the player on the mound.
What is it? _____ _____ _____ _____ _____ _____ _____
162
LESSON 60
Sight Words: until, children, side, feet, car, miles, night

Find the sight words in the puzzle. Color the squares as you find them.
r s e m t s i d e f
u m d i s o d m e e
n b t l f e e n x h
t n a e g s s i g e
i o t s u f s g o i
l l a i y e r h w r
o i f e e t f t s p
l k g e f e o n r e
c h i l d r e n e a
h i s c n e t i o p
163
LESSON 60
Sight Words: until, children, side, feet, car, miles, night

Find and circle the sight words in the picture of the children.
Then write a sentence using one of the sight words.
feet
until miles
children
night
side
car
___________________________________________________________________
164
UNIT 12 REVIEW
Story: A Super Sale

Flora saw a sign by the seashore. It said: Super Sale

– Wed. Aug. 15th from two to four PM. The sign also said
in small print: It’s close to the sea, down by the dock, to
the left of the pool.
Flora wondered, “What can I buy? What will they

sell? Can I buy clothes to wear?” There was no way of
knowing unless she went to the sale to find out for
herself.
165
UNIT 12 REVIEW
Story: A Super Sale
Flora knew Oliver would go with her. They made

plans to meet by the dock and went together.
At the sale, they saw all sorts

of objects and things to buy! They
could buy blue flowers, lean
meat, whole flour, pear jelly, or
fresh bread. There were some
balls and bowls, sails and scales,
pens and pitchers. There were
new clothes too!
Flora found eight great outfits to buy. She took her

clothes to the counter, waited in line, and paid her bill.
Flora asked, “Oliver, aren’t you

going to buy anything here at the
sale?” Oliver replied, “No, I’m saving
my money for the otter super sale
next week.” Flora laughed.
166
UNIT 12 REVIEW
Comprehension Questions: A Super Sale

1. What day of the week was the sale?

a. Friday b. Wednesday c. Monday
2. In which month was the sale?

a. November b. October c. August
3. Where was the sale?

a. by the school b. by the dock c. by the canyon
4. How will Flora know what they will sell at the sale?
a. She must go to the sale. b. She can guess. c. She can ask.
5. What did Flora hope they had at the sale?

a. clothes b. rabbits c. tacos
6. Who did Flora ask to go to the sale?

a. Dominic b. Oliver c. Seth
7. What did Flora see at the sale?

a. pear jelly b. red flowers c. chicken
8. What did Flora find to buy?

a. bowls and balls b. pens and pitchers c. eight outfits
9. Why didn’t Oliver buy anything at the sale?

a. He did not like the items.
b. He did not have any money.
c. He was saving his money for the otter sale.
167
UNIT 12 REVIEW

Try these fun ideas to learn more about words.
Dr. Says
Play a game just like Simon Says, but add some fun with different
kinds of words, like homophones or abbreviations. You might say, “Dr.
says hop on one foot. Dr. says name the abbreviation for junior. Dr.
says name two meanings for the word bear.” Play the game with
rhyming words, long vowel sound words, and don’t forget to include
the actions too!
Homophone Stories
Homophones are words that sound the same but have different
meanings. Work with your child to make up some silly homophone
stories. Write the stories down if you like, and add pictures. For
example, you might start a story with, “I ate eight…” or “The bat will
bat next…” or “Duck! Yelled the duck,” or “Her son was in the sun…”
How many silly stories can you write?
Homographs
Homographs are words that are spelled the same way but sound and
have different meanings. Write a few homographs on little sheets of
paper. Ask your child to pick a sheet of paper and read the word
aloud. Can he or she identify the different meanings of the word? Or,
can he or she use the different words in a sentence? For example,
the word “bow” can mean a ribbon on top of a package or
someone will bow at the end of a performance. If your child is having
trouble, help by pronouncing the words differently or with prompts
like “What is a bow?” or “When do people bow?”
168
LESSON 61
Synonyms Sock Match

Help the boy match his socks. Find the socks with synonyms and
color them to match.
hurry
hear
shout
under
tardy
late
need
proper
listen
correct yell
below
assist
melt
thaw
require
help rush
169
LESSON 61
Synonyms
Draw a line to connect the words that are synonyms.
close repair
heal start
fix finish
tiny couple
winners small
begin cure
complete shut
pair discover
find champions
delete remove
170
LESSON 62
Antonyms
Read each sentence. Circle the antonym that should be in place of
the underlined word.
This is a boy. sweet girl
Her hair is short. long light
This pig is dirty! clean pink
It is over the rainbow. under in
This baby is old. young healthy
He can crawl slow. quiet fast
The igloo is hot. sour cold
The ice is soft. warm hard
It is day. night less
She can wake. sleep poor
171
LESSON 62
Antonyms
Write an antonym, or opposite, for each word.
above ______________ before _______________
more ______________ break ________________
buy ______________ dark _________________
end ______________ begin ________________
start ______________ huge ________________
on ______________ left __________________
never ______________ poor _______________
teach ______________ add ______________
noise ______________ win ______________
sick ________________ right ______________
172
LESSON 63
Sight Words: walked, white, sea, began, grow, took, river

The snow is ________________________.
The trees __________________ over time.
There are shells on the __________shore.
They _____________________recycling at home.
I ___________________a message for you.
The __________________flows past our house.
We ____________________ to school.
173
LESSON 63
Sight Words: walked, white, sea, began, grow, took, river

Fill in the missing letters to uncover the sight words. Then color each
word a different color.
s a
h i
v r
a l
b a
174
LESSON 64
Using Context Clues and Inference

Read each sentence. Use the context clues to decide the meaning
of the word in bold. Circle the meaning.
1. He knew it was true because it come from a reliable source.

a. trustworthy b. sneaky c. nervous
2. They will streamline the boat so it will move faster through the
ocean.
a. paint b. cut c. reconstruct
3. She will submerge the dishes in the sink full of soap and water.
a. sprinkle with water
b. cover with water
c. rinse with water
4. A fraction of the pizza had pepperoni on it.

a. crust b. part c. top
5. The birds have a V-shaped migration pattern when they fly.

a. eating b. movement c. sleeping
6. The tsunami had strong winds and rains from the ocean.
a. sea storm b. a boat c. a dessert
7. She was tardy for school today but she made it in time for lunch.
a. late b. dressed c. sick
8. I detect the scent of pizza in the air.

a. taste b. touch c. smell
175
LESSON 64
Using Context Clues and Inference

Read each sentence. Use the context clues to decide the meaning
of the word in bold. Circle the meaning.
1. The volcano has not erupted because it has been dormant for
15 years.
a. empty b. inactive c. busy
2. Dad charred my hamburger because he left it on the grill too

long.
a. burned b. steamy c. frozen
3. Max ate the entire box of candy and did not leave any for me.
a. big b. last c. whole
4. The gush from the river was fast and intense.

a. flow b. trickle c. splash
5. The foal ran after the mother horse.

a. goat b. bug c. baby horse
6. Nick was slouching in his chair behind the desk.

a. sitting up straight b. sitting drooped down c. standing
7. The tent was so durable it stayed up during the storm.

a. strong b. weak c. plastic
8. Tim was immune from the flu after the shot.

a. confused b. protected c. tired
176
LESSON 65
Sight Words: four, carry, state, once, book, hear, stop

Read the sight words on the balls. Then color the balls to match the
outline of them.
state once
four
carry
stop
book
hear
177
LESSON 65
Sight Words: four, carry, state, once, book, hear, stop

Write a sight word to complete each sentence. Then write your own
sentence using a sight word.
There are ________________ sides on a square.
I will _________________ your books for you.
In which _______________ do you live?
I ate a bug __________________.
I __________________ crickets chirping.
Will you please ________________ kicking my chair?
__________________________________________________________________
__________________________________________________________________
178
UNIT 13 REVIEW
Story: Sea Turtles

Sea turtles are old creatures that have been

around for millions of years. They live in warm and calm
waters throughout the world.
The sea turtle has a streamlined shell to assist with

swimming fast. Sea turtles cannot hide their legs and
head into their shells like other turtles.
179
UNIT 13 REVIEW
Story: Sea Turtles
Their shell color varies between

yellow, green, and black depending
on the species.
Sea turtles eat jellyfish, seaweed, crabs, shrimp,

sponges, snails, algae, and mollusks.
Sea turtles have long migration paths. Some need

to travel as far as 1400 miles!
Females come to the shore and

dig out a nest below ground with
their back flippers. They bury their
eggs under the sand, then leave the
eggs and return to the ocean. The
group of eggs is called a clutch,
which can include 70 to 190 small eggs.
Once the eggs grow and hatch,

the young turtles have to dig
themselves out of the sand. It may take
a long time! The babies walk to the sea
at night, and then stay in the water for
most of their lives.
180
UNIT 13 REVIEW
Comprehension Questions: Sea Turtles

Circle the best answer to each question.
1. What kind of waters do sea turtles like?

a. cool b. warm and calm c. rough
2. What feature does a sea turtle have to help it swim fast?

a. a streamlined shell b. a special fin c. flippers
3. How are sea turtles different from other turtles?

a. sea turtles are bigger
b. sea turtles do not eat fish
c. sea turtles can’t put the head and legs inside the shell
4. What color can a sea turtle’s shell be?

a. red, green, orange
b. yellow, green, black
c. purple, yellow, green
5. What is one thing sea turtles do not eat?

a. jellyfish b. mollusks c. coral
6. What is a female sea turtle’s group of eggs called?

a. a nest b. a clutch c. a dozen
7. What must the baby sea turtle do when it hatches?

a. It must eat right away. b. It must take a bath.
c. It must dig its way out of the sand.
181
UNIT 13 REVIEW

Try these activities for more fun with words in context.
Word Hop
Choose some of the sight words, synonyms and antonyms from Unit
13 and write each word on a piece of masking tape. Allow your child
to arrange the pieces of tape on the floor as you write them. Ask your
child to write a few of the words, too. Then have your child start in
one place and ask him or her to hop to the next word and read it.
Change up the directions and ask your child to jump to the antonym
or synonym of a specific word you see. Or ask your child to say a
sentence using a word he has jumped on.
Synonym Stop and Swap

Play this game at anytime throughout the day, while watching tv,
while driving or while eating dinner. Whenever you hear a word that
has a synonym, call out, “Synonym Stop and Swap!” then ask your
child to swap out one synonym for another. For example, you might
see a sign that says “Big Sale.” You would say, “Stop and swap –
big!” Your child would respond with, “huge or giant or colossal.”
Antonym Art
Make a book of antonyms with your child. Fold several sheets of
paper in half. On one side of the paper, write a word like big, before,
above, buy, soft, under, or young. Ask your child to find magazine
photo to represent the word and glue it on, or have your child draw
pictures to show the word. On the other half of the paper, write the
antonym of the word and find a picture to represent that word.
Staple the pages together to make a book. Continue adding to the
book.
182
LESSON 66
Main Idea and Details

Read the short story. Then answer the questions.
It was a beautiful Saturday morning. Dominic and Seth were

playing soccer near the ocean. Dominic kicked the ball to Seth and
Seth bounced the ball off his nose! They played for hours. Soon, the
sun started going down. “I’m hungry,” said Seth. “Let’s head home,”
said Dominic. What a great day for soccer!
1. Who were the characters in the story?
___________________________________________________
2. What were the characters playing?
___________________________________________________
3. Where were they playing?
___________________________________________________
4. When were they playing?
___________________________________________________
5. Why did they stop playing?
___________________________________________________
6. How did Seth play when Dominic kicked the ball?
___________________________________________________
183
LESSON 66
Main Idea and Details

Write your own short story!
________________________________ and __________________________

Who? Who?
were _______________________________________________.
What were they doing?
They were at _______________________________________.

Where were they?
It was ______________________________________________.
When was it (day or time)?
They________________________________________________
What did they do?
because____________________________________________.
Why did they do that?
Soon they ___________________________________________

How did they stop doing what they were doing?
184
LESSON 67
Character and Setting

Read and follow the directions for each section.
Circle all the words that describe when.
Tuesday yesterday banana last week in 1900
January one day afternoon morning rabbit
Circle all the words that describe where.
a hotel February the park the zoo outside
pickle bedroom kitchen mittens mountains
Which words do NOT describe a character? Cross them out with an X.
a zombie love a talking car a cat a man
a girl soccer a hippo a dancing banana a lady
Which words do NOT describe a setting? Cross them out with an X.
a boat a dance club a tree house a baker a castle
the carnival apple circle a closet backyard
185
LESSON 67
Character and Setting

Imagine your own story. Answer the questions, draw your characters
and setting, and then tell someone your story!
When does your story take place? Time: ___________________________
Day: __________________________Year: ______________________________
Where does your story take place?
___________________________________________________________________
Draw your own character and setting:
186
LESSON 68
Sight Words: without, second, later, miss, idea, enough, eat

Find and circle each sight word in the picture.
enough
eat
later
idea
second
without
miss
187
LESSON 68
Sight Words: without, second, later, miss, idea, enough, eat

What can we ___________________________________ for dessert?
I will have ice cream ____________________________________ nuts.
My _______________________________ choice is a piece of cake.
Jill will have her dessert _____________________________________.
I think one dessert will be more than _____________________________.
I don’t want to ________________________________ out on the sweets!
Mom had an _________________________________ to make cookies.
188
LESSON 69
Sequence of Events
Read the short story. Then circle the best answer to the questions.
It was the day of Flora’s big dance recital. She was excited. She
ate a tasty breakfast and then washed her face. While she ate, she
thought about her routine. Then she put on her dance outfit. She had
a blue tutu! Next, she had to practice one last time. She twirled and
twirled. Now she was ready!
What did Flora do first?

a. She got dressed.
b. She ate breakfast.
c. She practiced.
What did Flora do last?

a. She twirled.
b. She put on her outfit.
c. She ate breakfast.
What did Flora do while she ate breakfast?

a. She practiced.
b. She washed her face.
c. She thought about her routine.
What happened after Flora washed her face?

a. She ate breakfast.
b. She put on her dance outfit.
c. She thought about her routine.
189
LESSON 69
Sequence of Events
Write about your day. Draw pictures to show your story.
What did you do first? What did you do next?
______________________________ _______________________________
What did you do later? What did you do last?
_______________________________ _______________________________
190
LESSON 70
Sight Words: face, watch, farm, water, really, almost, music

Find and circle the sight words in the puzzle.
e o l m f e a w a t
d o u c a v b a m a
m u s i c i c t a l
f e r t e p o e l m
r e a l l y m r e o
u g w a c u h g j s
l r e r f a r m o t
o t f p l j q b c e
w a t c h a t c h w
e w a c t h o i n m
191
LESSON 70
Sight Words: face, watch, farm, water, really, almost, music

Draw a line from the pictures to the sight words.
face
music
farm
water
Read the sight words.
really almost really
192
UNIT 14 REVIEW
Story: Dominic’s Band

Dominic loved making music. He wanted to have a

music show by the water. Dominic knew his friends
would like the idea because almost everyone loves
music.
Dominic told his friends the idea and invited them

to join his band. They all really liked the idea. Nobody
wanted to miss out on that kind of fun!
193
UNIT 14 REVIEW
Story: Dominic’s Band
Next, they each had to find an instrument to play.

Each friend had an idea. Oliver’s face lit up. He said,
“Watch! I will use this bucket as a drum!” Without much
thought, Shelly said, “I will
borrow the bell from Pete’s
boat!” Dominic said, “I
really want to make a
guitar with some wire and
wood.”
Then the friends practiced, while Pete and Flora

helped to gather their friends for the show.
Later that evening, after they had practiced

enough, it was time for the show. The band gathered
by the shoreline and played beautiful music. The crowd
danced during the whole show!
Finally, the band played their

last song. The crowd cheered.
Dominic’s band was a hit!
194
UNIT 14 REVIEW
Comprehension Questions: Dominic’s Band

1. First Dominic had an idea. What did he do next?

a. He told his friends and invited them to join the band.
b. The friends practiced.
c. They gathered friends for the show.
2. What did Dominic’s friends think of his idea?

a. They did not like the idea.
b. They thought it was silly.
c. They really liked the idea.
3. What did Oliver use to make an instrument?

a. Strings for a violin
b. A bucket for a drum
c. Bells for a tambourine
4. What did the friends do before the show?

a. They practiced. b. They took a nap. c. They ate.
5. Who gathered the friends for the show?

a. Pete and Flora b. Pete and Seth c. Seth and Flora
6. What did the people in the crowd do during the show?

a. They clapped. b. They sang. c. They danced.
7. What did the people in the crowd do after the show?

a. They danced. b. They cheered. c. They jumped.
195
UNIT 14 REVIEW

Try these activities for more fun with words, sentences, and reading.
First, Next, Last Stories

Practice sequencing by reviewing your child’s day with him or her.
Ask what happened first, next, and last. Encourage your child to draw
a three square comic strip to show the events. For bigger events (e.g.,
like a trip to the zoo, a birthday party), ask your child to make a more
in depth story book, using words like during, after, then, and so on.
After you read a story, ask your child to recall what happened first,
next and last, too.
Sing a Song of Sight Words

Make your own musical instrument. Use an empty plastic container to
make a shaker by placing popcorn kernels inside. Use a bucket and
a wooden spoon to make a drum. Or use some rubber bands around
a piece of wood to make a guitar. When you have made your
instrument, sing about the sight words in Unit 14. Make up silly rhyming
songs, create your own lyrics, or sing a common song that has the
sight word in it. Add a parade to your sight word songs if you like.
What a Character!
Foster your child’s imagination and review the importance of
character and setting by making a diorama and some clay figures.
Encourage your child to use clay or play dough to develop two or
three characters. Have your child describe each character by giving
each one a name, an age, and some personality traits. Use an old
shoebox to create the setting for your story. Add carpet scraps, fabric
curtains, paint on the walls, furniture from smaller boxes or containers,
and so on. Then, let your child’s imagination run wild. Encourage
dialogue among the characters and make up a new story each day!
196
LESSON 71
Problems and Solutions, Plot

Read each problem. Write the solution.
Problem: The wolf blew down the pig’s house made of straw.
Solution: What did the pig do?

_________________________________________________
_________________________________________________
Problem: The Big Bad Wolf was chasing Little Red Riding Hood.
Solution: What did Little Red Riding Hood do?

_________________________________________________
_________________________________________________
Problem: The Little Red Hen could not get help to make bread.
Solution: What did the Little Red Hen do?

_________________________________________________
_________________________________________________
Problem: The Gingerbread Man was stuck on the fox’s head.
Solution: What did the Gingerbread Man do?

_________________________________________________
_________________________________________________
197
LESSON 71
Problems and Solutions, Plot

Read each problem. Say or write a possible solution.
Problem: The man is bored. Problem: The boy got hurt.
What is a solution? What is a solution?
_______________________________ ______________________________
Problem: The man is mad. Problem: The boy has an itch.
_______________________________ ______________________________
Problem: The man is cold. Problem: The music is too loud!
_______________________________ ______________________________
198
LESSON 72
Cause and Effect

Finish each sentence to show a possible effect.
He threw a perfect pitch so the boy
___________________________________________.
The man stole money and as a result, he will
______________________________________________________.
If the girl yells then her teacher will
______________________________________________________.
The boy was tired, therefore he
______________________________________________.
If you eat too many sweets, then
__________________________________________________.
199
LESSON 72
Cause and Effect

Write a possible cause for what happened in each picture.
Why did the boy fall?

The boy fell because ______________________
__________________________________________.
Why is the dog growling?

The dog is growling because_________________
___________________________________________.
Why is the boy crying?

The boy is crying because ___________________
___________________________________________.
Why did the ice melt?

The ice melted because ___________________
__________________________________________.
200
LESSON 73
Sight Words: above, take, sometimes, mountains, color, young, talk

Help the superhero read the sight words. Color the word shapes.
talk young
above
sometimes
take
color
mountains
201
LESSON 73
Sight Words: above, take, sometimes, mountains, color, young, talk

Circle each gem that has one of the sight words on it.
sometimes young
above
color mountains
yes
take talk
cry
gem
202
LESSON 74
Compare and Contrast

Circle each number that describes how the picture pairs are the
same. Say two ways the pictures are different.
1. Both are red. 1. Both have wheels.

2. Both are fruits. 2. Both are made of metal.
3. Both are sweet. 3. Both are green.
4. Both have seeds. 4. Both have a motor.
5. Both have skin. 5. Both can move.
1. Both are animals. 1. Both are made of ice.

2. Both can fly. 2. Both are cold.
3. Both give milk. 3. Both will melt.
4. Both have eyes. 4. Both are square.
5. Both can make noise. 5. Both are a place to live.
203
LESSON 74
Compare and Contrast

Write some words in the Venn diagram to show how a puppy and a
kitty are the same and how they are different.
How are
How is a kitten a kitten and How is a puppy
different from a puppy the same? different from
a puppy? a kitten?
They have _________.
A kitten has A puppy has
They can____________.
___________________. __________________.
__________________________
A kitten can A puppy can
_________________________
_________________. _________________.
____________________
__________________ __________________
______________
__________________ __________________
What does compare mean? ___________________________________
What does contrast mean? ____________________________________
204
LESSON 75
Sight Words: soon, list, song, being, leave, family area

The vowels are missing! Write the missing vowels in each sight word.
s n
b n g
l s t
f m l y
l v
s n g
205
LESSON 75
Sight Words: soon, list, song, being, leave, family area

Count how many times you see each sight word. Color in the spaces
on the graph to show how many you found.
family
area soon
list
list
being
being song soon
being
song
soon
leave family
area soon
soon family
being
area soon song family leave being
206
UNIT 15 REVIEW
Story: Celebration!
At the end of the summer, the island friends wanted to

celebrate together.
Seth invited all of their young island friends while Pete

brought some food.
Flora decorated the family picnic area with flowers,

streamers, and balloons. Shelly got her camera ready to take
pictures.
207
UNIT 15 REVIEW
Story: Celebration!
Dominic was in charge of the song

list. Oliver was just being helpful to
whoever needed him, whenever they
needed him.
Soon the guests arrived at the party. Everyone was talking

and having fun.
“While the guests talk, I will

barbecue!” Pete exclaimed. The food
turned out delicious.
While the guests ate, Dominic played

the slow music on his list. When they
finished eating, Dominic played fast music
and the guests danced.
Shelly took pictures. The orange color of the sunset above

the mountains was a great backdrop.
Everyone was having a

great time at the party and
nobody wanted to leave. All of
the guests agreed that it was
the best end of summer
celebration ever!
208
UNIT 15 REVIEW
Comprehension Questions: Celebration!

1. How did Pete help to prepare for the party?

a. He invited friends.
b. He bought food.
c. He put up decorations.
2. What did Flora use to decorate the picnic area?

a. Flowers, streamers, and balloons
b. Flowers, signs, and banners
c. Streamers, balloons, and pictures
3. What did Pete do while the guests talked?

a. He laughed. b. He barbecued. c. He danced.
4. What did Dominic do while the guests ate?

a. He played slow music.
b. He played fast music.
c. He played a guitar.
5. What did the guests do after eating?

a. They played catch.
b. They ate dessert.
c. They danced.
6. What was a great backdrop for Shelly’s pictures?

a. an orange sunset b. the dock c. the ocean
7. What was the importance of the celebration?

a. It was the first day of spring.
b. It was Dominic’s birthday.
c. It was the end of summer.
209
UNIT 15 REVIEW

Try these activities for more fun with words, sentences, and reading.
Problem, Plot, Puppets!

Make sock puppets or paper bag puppets for imaginative story
telling. Use scraps of fabric, buttons, pipe cleaners and so on to
embellish the puppets. Identify the characters with a name, age, and
so on. Encourage your child to write a problem and a plot for an
original story. Then act it out!
The Domino Effect

Build a domino trail with as many dominoes as you can. Then illustrate
cause and effect by touching one of the dominoes and watching
the others fall. Try this with blocks, boxes, or other objects as well. How
creative can your child be with household objects to illustrate cause
and effect?
The Science behind Cause and Effect

Try various science experiments to practice cause and effect. What
happens when you mix oil and water? What happens when you pour
hot water over an ice cube? What happens you mix blue and yellow
paint? What happens when you put a spoonful of sugar in water?
Have your child predict what might happen before each
experiment. Was your child correct? What caused the effect?
Photo It!
Encourage your child to take photos of some of the sight words like
different colors, family, mountains, and so on. Print the pictures and
label them with the correct word, or make a digital photo book of
sight words that you can read with your child.
210
WORD LISTS
The following word lists can be used for further reading practice or
even spelling dictation. Keep in mind that your child should complete the
online lessons before he/she can successfully practice with these lists.
Here are a few ideas to get you started:

Read the lists from top to bottom, from left to right, read backwards, point
to a word and have your child read it, say a word from the list and have
your child find it, make flash cards out of words your child doesn't know,
and find words with the same word endings.
Long A
acorn came flame making rain Spain
aging cane flames male raining square
air cape frame May rake stable
angel carry grade maze rate stains
anger case grape nails safe stay
April cave grapes name sail stays
area change graze pages sailing table
ate chase hair paid sails tail
away crane hairy painter sale take
babies crate hay pair same takes
baby crazy jade paper saving tale
bagel danger jail paste say tank
bake date Jake pay scale tape
baker day ladies place scare trade
base days lady plane scared training
blade explain lake plate shade vase
blaze fable lane plates shake wait
braces face late play shape waited
brain fade later played shapes waits
cable fail made player skate wake
cage fake mail playing snails waves
cake fame make quail snake way
cakes flakes makes quake space whale
211
Long E
be deer hear peach sleep tear
beach delete heater peaches sleeping tee
beads dream heel peanut sleeps teen
beak each here peek sleeve three
bees eagle jeans peel sneeze treat
before eagles jeep Pete sneezing tree
began east keep queen speak trees
begin eat lead reef speaker we
beginning eating leaking reel speed weak
being eats lean referee squeeze weave
between eel leave sea steal weed
breeze eels leaves seals stealing week
cheek fear me seat steel weeks
cheer feast meal seaweed steer weep
cheered feed means see sweep wheel
cheese feel meat seed sweet wheels
clean feet meet seek sweets year
cleans free meeting seemed tea years
clear freeze near seen teach
creek freezing need sees teacher
deal green needed sheep team
deep heal needs sheet teams
Long I
bike divide grind live right tile
bite dome guy mice ripe time
blind drive hide might rise tire
bribe driver high mile shine tribe
bright dry hike miles site try
buy dye hire mind sky vine
by entire hive my slice while
child eyes I nice slide white
chime file June night slime why
cried find kind nine smile wide
cry fine kite pie smiled wife
dice fire life pile spied wild
die five light pine spike wipe
dime flies lights pipe spy wire
dimes flight like prize stripes write
dine fly likes quiet swipe
dive fright lime rice tide
divers fry line ride tie
212
Long O
also cloze following most road so
below coach frozen motion roars soaked
blow coast go motor roast soap
boat coaster goal mow roasted soar
boats coat goats mowed robe stole
bold cobra goes no robot stone
bone cocoa going nobody rode stones
bones cold gold oars roll those
bored cologne grow oat rolls throw
borrow comb growth oh rope toad
both cone hero old rose toast
bow cove hold only row toes
bowl crow hole open rowing told
bowling doe home oval scroll tone
bowls dome hope over shallow tow
broke drove hose own show troll
broken echo hotel phone showed vote
chore floating joke pillow slow window
chose flows note poke smoke woke
close foal know pole snow yellow
clothes foam knowing pony snowed zone
clover folded molten rhino snowing
Long U
blew cube few jewel pure threw
blue cure flew June rude true
bush cute flu Luke rule truth
bushes dew flute mule rules tube
chew dude fruit music scuba tune
chute due glue new stew use
clue duke grew news Sue
crew during huge prune sure
213
R Controlled Vowels
acorn charge Flora March purse storm
after charred forget mark return stormy
anger clover fork mister river story
arch coral formed more shark super
ark corn forms morning sharp surf
arms curls fort mother sharpen sword
army dark fur never shirt tardy
art desert girl north shore thorns
baker dinner guard nurse shoreline thirsty
bar dirt guitar or short tiger
bark dirty hard order shorts torch
barn dormant harmonica otter skirt torn
bird dryer harp over snorkel tornado
birds during her par sort turn
birth ever herd park sorts turtles
born every hotter part spider under
borrow explore hurry perform sport were
burn far hurt person stars winter
camera farm jar popcorn start worn
car farmer large porch started yard
card father larger portable stir yarn
cards fern later portion store
first letters proper stork
214
Other Vowel Sounds
Short and Long oo

bamboo food looks roots stood
bloom foot moon school stool
blooming good moose schools tattoo
book goose noodle scoop tools
books hood noon scooped tooth
boot hook poodle shoot took
booth hoop pool soon wood
broom hoot rooster spool zoo
cooking igloo roof spoon
droop look room spoon
Vowel Sounds: oi, oy, ou, ow

around crowd house outfits shower
avoid crown how outside slouching
bounce down how’d owl soiled
bow drown how’s owls sound
boy drowning join plow sounds
boys flour joy point sour
brown flower loud poison south
clown flowers loudly pound towel
coin found mountain power tower
coins frown mountains proud town
couches gown mouse round toys
count ground noise royal wow
counter growl now royalty
cow hounds ouch scout
cows hour out shout
215
Schwa and Broad O
about around called fuel saw
above arrived calling hall small
across assist canyon happen sponges
again attach caused jaw straw
against attack chalk lawn talk
agreed August claw lave talking
all avoid crawling lemon tall
almost away even onion thaw
alone ball extra other walk
along balls fall paw walked
also banana falling quiet want
always because fault salt wanted
apart becomes flawless sauce yaw
Silent Letters: b g k l w t h
ballet dough knight oh through
bomb flight knob palm thumb
brought fright knot rhino tomb
calf ghost know rhyme tsunami
calm gnome knowing right weigh
castle half lamb though weight
chalk halftime light salmon who
climb hour lights scent whole
cologne herbs listen should would
comb high might sign wreck
could island night sleigh write
debt knees numb sword wrong
designs knife often thought yolk
216
Common Prefixes
re-
recovering refill renew require
recycle reliable repair respond
redo remember replace return
reduce remove replied review
un-
unable undo unlock unusual
unbelievable unfair unlucky
unclear unknown unplug
uncover unless unsafe
dis- ill- im- non-

disagree illegal imperfect nonfat
disappeared illusion important nonfiction
disconnect illogical impossible nonsense
discover immune nonstop
discussed
displayed
in- inter- irr- fore-

include interesting irresistible forecast
incomplete interferes irregular forehead
incorrect interpret
incredible interrupt
insane interview
instead
invisible
invited
mis- over- pre- sub-

misbehaving overboard predict submarine
misjudged overcast prepare submarines
mistake overcooked present submerged
overdo prevent substitute
overgrown previous subtract
217
Common Suffixes
-s
asks gifts pets socks
bags girls pigs spills
begs hands plans spins
bits hills plants spots
blocks honks plums sticks
buds hops pups suns
bugs jabs quacks swims
cans jogs rings tells
champs jumps rocks tents
chats kids runs things
checks laughs sees tricks
chicks legs sets trucks
clams lets shells trusts
crabs likes ships twins
drops logs shops wags
drums naps sings yells
ducks nuts sits
eggs pals skills
fills paths slips
frogs pens snacks
gets pests sobs
-es crashes flinches matches

benches crutches foxes messes
boxes dishes glasses mixes
brushes dresses inches goes
busses fetches kisses rushes
-ing
acting frosting leaking singing
bending going melting sledding
blushing having munching spinning
dusting hogging napping swimming
filling hugging pitching testing
fishing jumping renting twisting
218
-ed
asked hugged packed spotted
clapped hummed passed tossed
crashed jumped pitched waxed
filled kicked played yelled
finished laughed robbed zipped
fixed liked rushed
gasped locked shocked
-er
after gathered otter slippers
banner hopper pitcher swimmer
bigger hotter pitchers trigger
catcher kicker player twister
dinner laughter quicker under
drummer letters river upper
faster locker seller winner
flippers longer singer winter
gather mister sitter zipper
-est
biggest
fastest
quickest
strongest
-y and -ly
body happy puppy smelly
chilly itchy quickly sticky
crunchy jelly rusty sunny
fluffy lucky Shelly swiftly
foggy messy sickly windy
funny mossy silly
grassy muddy sloppy
219
-sion
decision mansion passion
explosion mission vision
-tion
action fiction portion
attention fraction question
attraction lotion reaction
caution migration section
celebration motion solution
collection nation vacation
direction option
-able
acceptable capable portable
adorable comfortable reliable
affordable durable valuable
available enjoyable
breakable memorable
-ible
edible impossible possible
flexible incredible terrible
horrible invisible
-ness -ment -ous -ful -less

happiness apartment delicious awful flawless
darkness compliments fabulous careful painless
kindness equipment famous colorful priceless
illness movement joyous forgetful restless
movements gorgeous grateful unless
payment nervous helpful
shipment previous playful
serious powerful
220
SIGHT WORDS (in order by lesson – from left to right and top to bottom)
over new sound girl only little

our just name good sentence boy
work know place years live me
back give most very after thing
think say great where help through
much before line right too means
old any same tell woman following
came want show also around farm
three small set put end does
another well large must big even
such because turn here why asked went
men read need land different home us
move try kind hand picture again change
off play spell air away animals house
point page letters mother answer found study
still learn should America world high every
near add food between own below country
plants last school father keep trees never
started city earth eyes light thought head
under story saw left don’t few while
along might close something seemed next hard
open example beginning life always those both
paper together important group often seven body
until children side feet car miles night
walked white sea began grow took river
four carry state once book hear stop
without second later miss idea enough eat
face watch far water really almost music
above take sometimes mountains color young talk
soon list song being leave family area
221

RAR LevelC Workbook

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

RAR LevelC Workbook

Uploaded by

Copyright:

Available Formats

Practice

Copyright © 2016 by Cherry Valley Educational Products, LLC.

All rights reserved worldwide.

Made in the United States of America

Lesson 6 Phonics: Suffixes s, es 15-16

Lesson 11 Phonics: Silent E Words 29-30

Lesson 16 Phonics: Long I - ie, igh, y, ind, ild 43-44

Lesson 21 Phonics: Short and Long oo 57-58

Lesson 31 Phonics: Soft G and C 85-86

Lesson 36 Phonics: Suffixes – tion, sion 99-100

Lesson 41 Phonics: Prefixes un- and re- 113-114

Lesson 46 Splitting Syllables 127-128

Lesson 56 Abbreviations 155-156

Lesson 61 Synonyms 169-170

Lesson 66 Main Idea and Details 183-184

Lesson 71 Problem & Solution, Plot 197-198

Short Vowel Rhymes

Cat’s Path to Fish

pin pin leg sun pet bag so

too can tape

pine peg say

face run pin fit tin hop fade

bean cab read bone

tea pad hope cute

hay rat bit sit pin let tan bike

frog hot plan crab

trip king grass elf

desk mess kept roof

felt bud cow

jump stop flip

Sight Word Story

Word Bank: over new sound girl only little

He can ____ ____ ____ ____ hop little hops!

Search for Sight Words

Sight words: over new sound girl only little

Wishing for Words

sh _____ip _____ells fi______

ch lun_____ ben_____ _____ips

th ba_____ _____ings clo_____

Shopping for Words

nut lunch eggs

Sight Words: with, live, place, work, me, know

Sight Words: with, live, place, work, me, know

with wif witt with win

live liv leve life live

place playc plice place pace

work werk work wirk worc

me me mer mee mea

know now know no noh

Story: A Fun Lunch

The sun is out and the day is hot. Seth can

Seth and Chuck go to a new place. They sit in

Story: A Fun Lunch

Chuck sees ten little ducks go for a

Seth sees a frog hop. Then the frog

Seth and Chuck see a girl in a

They see a man sit on a bench. Then a big dog

Comprehension Questions: A Fun Lunch

1. Who has lunch in the sun?

2. Where do Seth and Chuck sit for lunch?

3. What do Seth and Chuck have for lunch?

4. What do Seth and Chuck drink?

5. How many ducks does Chuck see?

6. What does the frog do?

He can hop little hops!

sh ___ip _ells fi____

ch lun___ ben_ ___ips

th ba___ _ings clo___

big

quick _