Author Barbara Wood Editor Joe Skelley Layout Jeanie

Under the copyright laws, neither the documentation nor the software may be copied, photocopied, reproduced, translated, or reduced to any electronic medium or machine readable form, in whole or in part,without the prior written consent of Knowledge Adventure, Inc. except in the manner described in the documentation.

© 2005 Knowledge Adventure, Inc. and its licensors. All rights reserved. Knowledge Adventure and the Knowledge Adventure logoare registered trademarks of Knowledge Adventure, Inc. All JumpStart trademarks referenced herein are trademarks or registeredtrademarks of Knowledge Adventure, Inc. Jeep® is a registered trademark of DaimlerChrysler Corporation.

AuthorBarbara Wood

EditorJoe Skelley

LayoutJeanie Christensen

Knowledge Adventure, Inc.®

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Skills Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Packet 1: Visual Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Packet 2: Alphabet Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Packet 3: Sequencing Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Packet 4: Audio Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Packet 5: Beginning Consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Packet 6: Ending Consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Packet 7: Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Packet 8: Rhyming Pictures 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Packet 9: Long Vowels—Silent-e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Packet 10: Long Vowels—Combinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44


Packet 12: Beginning Consonant Digraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Packet 13: Beginning Consonant Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Packet 14: Ending Consonant Digraphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Packet 15: Ending Consonant Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66


Packet 17: Irregular Vowels 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72



Packet 20: Rhyming Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

Packet 21: Reading and Spelling 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84




Reading Readiness Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

TABLE OF CONTENTS

Introduction Knowledge Adventure, Inc.® 1

To the TeacherWelcome to Knowledge Adventure’s Reading Readiness! As your students enjoy the fun-filled activities in the Reading Readiness software and as they complete these accom-panying materials, they will be building their language and reading skills. Each softwareactivity, class activity, and worksheet is designed with a specific learning goal in mind.

Packet ContentThe materials in this Teacher Guide are divided into "packets." Each packet has a specificfocus (for example, alphabet recognition, sequencing alphabet letters, or beginningconsonant sounds). A packet contains information about the skill, one or more classactivities, and one or more worksheets (see details below). This material can be used in itsentirety or selectively. The chart on the following page will help you locate the materialsyou need to meet the needs and interests of your students.

Skill Information At the beginning of each packet, you will find a few paragraphs of information about theskill that is addressed in the packet. A brief packet objective is listed as well.

Class ActivitiesEach packet contains one to three ideas for activities involving the whole class. Theseclass activities focus on the same skills as the software, but they do not involve the use ofsoftware. They include cross-curricular activities, art projects, games, and other hands-onactivities. If letter cards, a game board, a pattern, or other similar items are required, areproducible is provided for your convenience.

As a rule of thumb, allow about half an hour for completing a class activity. Some activities(games, for example) can be repeated on a different day or during free time. Sometimesthe content can be adjusted to teach other related skills. Specific information and teachertips are provided in the packets.

WorksheetsOne to five worksheets are included in each packet. Usethe worksheets as you wish to supplement or reinforcelearning for individual students or the entire class.Generally, after a brief introduction, a student cancomplete a worksheet independently.

The worksheets are designed to teach a concept in anengaging manner. They include coloring activities, wordmazes, dot-to-dots, matching activities, puzzles, andsingle-player games.

Online ResourcesBe sure to visit www.knowledgeadventureschool.com foradditional teacher information, downloads, and news.

Skills Chart Knowledge Adventure, Inc.® 2

Skills ChartThe packets in this guide are designed to reinforce your students’ classroom learningexperiences and complement their experiences with the Reading Readiness software.Although the packets are numbered, they do not need to be completed in any particularorder. The activities are not software dependent and can be completed before, after, orinterspersed with software sessions. Feel free to pick and choose from the packetmaterials. The Skills Chart below will help you locate the materials you need.

Alphabet and Letters Visual Discrimination 1

Alphabet Recognition 2 (large packet)

Sequencing Letters 3

Phonemic Awareness Audio Discrimination 4

Rhyming 8, 11, 16, 20

Beginning Consonants 4, 5 (large packet)

Ending Consonants 4, 6

Beginning Consonant Digraphs 12

Beginning Consonant Blends 13 (large packet)

Ending Consonant Digraphs 14

Ending Consonant Blends 15

Short Vowels 7

Long Vowels (silent e) 9

Long Vowels (combinations) 10

Irregular Vowels (r-controlled) 17

Irregular Vowels (diphthongs) 18

Irregular Vowels (oo) 19

Reading and Spelling Short-Vowel, CVC words 21

CCVC and CVCC words 22

Long-Vowel Words with Blends 23and Digraphs

Irregular-Vowel Words with 24Blends and Digraphs

Topic Subtopic Packet NumbersC

onso

nant

sV

owel

sD

ecod

ing,

Wor

dR

ecog

nitio

n

Packet 1 Knowledge Adventure, Inc.® 3

About Visual Discrimination Children need to be able to accurately form,compare, contrast, and recognize visual images. These visual discriminationskills are essential as young learners strive to recognize and write the letters of thealphabet. Children who are able to readily distinguish between words and recognizecommon letter combinations are better readers.

In Reading Readiness and the accompanying materials, children practicevisualization, make visual comparisons, and duplicate visual images. The focus is onshapes and alphabet letters.

Packet 1 Objective: Form, distinguish between, and duplicate visual images.

Class Activity: My Eyes Can VisualizeMaterials: Visualization Cards (1 copy of the page, cards cut apart)Outcome: Visualize simple shapes.

1. Explain that you will describe a simple black shape. Ask children to close their eyes andpicture or visualize the shape as you describe it.

• It is round like a button, but it has no holes.

2. Let volunteers describe the shape they visualized (dot, filled-in circle), and have one ofthe volunteers find the correct Visualization Card. Hold up the card and repeat theoriginal description, pointing out the features as you mention them.

3. Repeat the activity with the following descriptions:

• It has 4 corners. It has 4 sides, all the same length.

• This line makes half a circle, like a rainbow does.

• It is round like a button, but it has just one big hole in the middle.

• This shape has 3 sides and 3 corners. It points up like a mountain.

• It is a wide line going up. At the top, it has a point like a pencil point.

Worksheet: Missing Parts Materials: Missing Parts worksheet (1 per child), pencilsOutcome: Visualize and draw parts that are missing from shapes and letters.

Ask children to describe the first picture on the worksheet (a five-pointed star). Then havethem tell what is missing in the second picture, visualize it, and draw it (one point of thestar). Let children complete the page independently.

Extra Help: To better visualize the missing part, "draw" the missing part with a finger beforedrawing it with a pencil.Going Further: On the back of the page, draw the left half of each of these letters: O, H, V, M.With a different color, draw the missing halves.

Visual DiscriminationPacket 1


Visualization CardsClass Activity: My Eyes Can Visualize


Missing PartsWorksheet


About Recognizing Alphabet Letters Print awareness typically begins longbefore children enter school. Through books, signs, and other printed materials,children learn that print conveys meaning. They may learn that words are separatedby spaces and that letters spell words. Children often produce purposeful scribbleswith letter-like features, thus demonstrating a preliminary understanding of the role ofalphabet letters in written communication. This early knowledge forms a base uponwhich children can build as they learn to recognize and identify specific alphabetletters.

By the time they enter school, most children can make a distinction between drawingand writing. Many children can write their names and identify at least some of thealphabet letters.

Alphabet recognition is a vital step in building a foundation for reading and a reliablepredictor of future reading success. Alphabet recognition involves more than recitingthe alphabet or singing the alphabet song; it is the ability to read the letters of thealphabet when the letters are presented in random order.

The Reading Readiness software activities and the activities in this packet can beused to build alphabet recognition skills. In these materials, the letters are notpresented in alphabetical order, but all letters (both lowercase and uppercase) arecovered:

Alphabet Recognition Packet 2

Packet 2 Objective: Identify and match alphabet letters, lowercase and uppercase.

Aa

Kk

Mm

Nn

Vv

Ww

Xx

Zz

Bb

Cc

Dd

Gg

Oo

Pp

Qq

Rr

Ss

Ee

Ff

Hh

Ii

Jj

Ll

Tt

Uu

Yy


Class Activity 1: Letter LottoMaterials: Letter Set 1 (1 copy plus enough extra copies to have 4 cards per child, cardscut apart), plastic chips (4 per child)Outcome: Identify uppercase letters A, K, M, N, V, W, X, and Z.

1. Review the letters in Letter Set 1 by showing each card and discussing the letter withthe class.

• Does anyone know the name of this letter?

• How might you describe this letter?

2. Give each child four plastic chips and four letter cards. (Different children will havedifferent letter combinations.) Direct children to place their four cards face-up in a row.

3. To play Letter Lotto, show a card from Letter Set 1 and ask a volunteer to name theletter. Children who have the letter should cover it with a chip. Continue in this manneruntil one or more children have covered all four letters.

4. Let children trade cards before playing again. If you wish, play on another day with cardsfrom Letter Set 2 or 3.

Class Activity 2: Tablecloth LettersMaterials: Letter Set 2 (1 copy, cards cut apart), disposable tablecloth, permanent markers(for teacher use)Outcome: Match uppercase letters B, C, D, G, O, P, Q, R,and S to their lowercase versions.

1. Show the letter cards, one card at a time, and discusseach letter. As you proceed, write the lowercase lettersin scattered positions on a disposable tablecloth.

• What is the name of this uppercase letter?

• How would you describe this letter?

• Does the lowercase letter look the same, but smaller?

• If not, how is it different?

2. Have a volunteer select a letter card, name theuppercase letter, and place it on the correspondinglowercase letter written on the tablecloth. Continue withother volunteers until all the cards are placed.

3. Leave the tablecloth out and stack the cards on thetable. Encourage children to practice matching theuppercase and lowercase letters during free time throughout the week. If you wish,gradually add more letter cards from Letter Sets 1 and 3.

Class ActivitiesPacket 2


Class ActivitiesPacket 2 (Continued)


Class Activity 3: Letter SearchMaterials: Letter Set 3 (enough copies to allow 1 card per child, cards cut apart)Outcome: Identify uppercase letters E, F, H, I, J, L, T, U, and Y

1. Review the letters in Letter Set 3 by showing each card and discussing the letter withthe class.

• Who knows the name of this letter?

• Is it made with straight lines, curved lines, or both?

• Does the shape of this letter remind you of an object?

• What object?

2. Have children scatter themselves around the room. Then give each child a letter card,making sure you distribute at least two of each letter.

3. Let children circulate around the room until each child finds at least one other child withan identical letter. Have children show their letters to the class and say the letter names.

4. If you wish, redistribute the cards for another round. Consider including some cards fromLetter Sets 1 and 2.


Letter Set 1Class Activity 1: Letter Lotto

A K M

N V W

X Z


Letter Set 2Class Activity 2: Tablecloth Letters

B C D

G O P

Q R S


Letter Set 3Class Activity 3: Letter Search

E F H

I J L

T U Y

Worksheet 1: Mitten MatchMaterials: Mitten Match worksheet (1 per child), pencilsOutcome: Match uppercase letters A, K, M, N, and W to the lowercase versions.

Write the following letter pairs on the board and have volunteers name them: Aa, Kk, Mm,Nn, and Ww. Distribute the worksheet. Instruct children to draw mitten strings (lines) toconnect the mittens with the same letter.

Extra Help: Use the uppercase and lowercase letters written on the board for reference.Going Further: Work with a friend to color the matched mittens. Take turns saying letters andchoosing colors for each other; for example, "Color your W mittens red."

Worksheet 2: Letter CutoutsMaterials: Scissors and a scrap of black paper (for teacher use), Letter Cutouts worksheet(1 per child), pencils Outcome: Match positive and negative images of alphabet letters B, G, P, R, and S.

Cut a letter C from a scrap of black paper. Show children the cutout and the scrap (positiveand negative images of the letter C). Show how the two pieces fit together.

Distribute the worksheet. Explain that children should draw lines to match the scraps andcutouts pictured on the page.

Going Further: Let children use alphabet stencils to draw letters. Encourage children todiscuss the positive and negative images of the letters.

Worksheet 3: Caterpillar ColorsMaterials: Caterpillar Colors worksheet (1 per child), crayons Outcome: Identify uppercase and lowercase Ee, Ff, Hh, Jj, Tt, and Uu.

Have children name the letters and color the crayons in the key at the top of theworksheet. Explain that areas in the picture that are marked E or e should be colored red,areas marked F or f should be colored yellow, and so on. Let children work independentlyto color the picture.

Extra Help: Before children begin coloring, have them use yellow to circle the E in the key.Then have them find and circle the E in the picture. Continue with the remaining letters andcolors. Children can use their colored circles as guides when they color the picture.Going Further: Help children learn about real caterpillars by looking at and reading nonfictionbooks. Make a short list of written facts.


WorksheetsPacket 2


Mitten MatchWorksheet 1

m

n w

aK

AW

N

kM


Letter CutoutsWorksheet 2

GBSRP

SGPBR

Hh green

Jj orange

Uu purple

Ee red

Ff yellow

Tt blue


Caterpillar ColorsWorksheet 3

Je

u

E

F

t

T

H

h

f


About Recognizing Alphabet Letters Many children enter school knowingsome or all of the alphabet song. Learning a lively rhyme and tune may be achild’s primary motivation for memorizing the song. However, from a teacher’sstandpoint, the main value of the song is that it introduces letter names andalphabetical order.

You can build on children’s initial experiences with the alphabet by using the activitiesin the Reading Readiness software and in these accompanying materials. Theactivities provide a variety of opportunities for naming and sequencing uppercase andlowercase alphabet letters.

Packet 3 Objective: Practice the alphabet; sequence letters alphabetically.

Class Activity: Alphabet ParadeMaterials: Flag Pattern (1 copy per child), Letter Sets 1–3 (from Packet 2, 1 card per child),pointer, glue, crayons, scissors, tape, drinking straws (1 per child) Outcome: Name and arrange letters in alphabetical order

1. Suggest that the class celebrate the alphabet with alphabet activities and a parade.Write the alphabet on the board (or refer to an alphabet posted in the classroom). Thenlead the class in singing the alphabet song while a volunteer points to each letter with apointer. Repeat the activity with variations: different volunteers, just boys recite or sing,just girls recite or sing.

2. Give each child a letter card and a flag pattern. Assist children as needed to makealphabet flags (1 per child):

• Glue the letter card in the rectangular box on the flag pattern.

• Print the corresponding lowercase letter in the triangular box.

• Use crayons to decorate or color the flag as desired.

• Cut the flag out on the heavy black line and tape it to a drinking straw.

3. Lead a parade around the classroom with children carrying their flags in alphabeticalorder and singing the alphabet song.

Worksheet: ABC Dot-to-Dot Materials: ABC Dot-to-Dot worksheet (1 per child), pencils Outcome: Sequence lowercase letters from a to z.

Have children locate the letter a on the worksheet. Explain that children should start at aand connect the dots in alphabetical order.

Extra Help: Before children connect the dots, print the lowercase alphabet on the board forreference.Going Further: After connecting the dots, children can practice printing the uppercase and/orlowercase alphabet at the bottom of the page.

Sequencing LettersPacket 3


Flag PatternClass Activity: Alphabet Parade

C c


ABC Dot-to-Dot Worksheet

a

b

c

de

f

g

hi

j

kl

m

n

o

p

q

r s

t

uv

wx y

z••• •

•

•

•

••

•• ••

••

•

•••

••

• •• •

•


About Audio Discrimination Audio discrimination is the ability to tell if twowords or sounds are the same or different. Thinking about the sounds in ourlanguage does not come naturally or easily to many children. It takes practice toconcentrate on word sounds, rather than word meanings. Audio discrimination isimportant because the ability to notice and compare individual sounds is the basis forother reading skills.

Activities in the software and in this packet provide practice with beginning sounds,ending sounds, and rhyming words. Children identify sounds that are the same ordifferent.

Packet 4 Objective: Distinguish the sounds within words.

Class Activity: The Shopping GameMaterials: Shopping Lists (1 copy)Outcome: Identify spoken words that begin (or end) with the same sound.

1. Begin with the words in the first column on the Shopping Lists page. Explain that youwent shopping for items that begin with the same sound.

• I bought milk.

• Did I buy meat (mangos, peppers, mustard, monkeys, corn, macaroni, rope)?

2. Play the game several more times, but shop for things that begin with other sounds.

3. Today or on a different day, use the Ending Sounds shopping lists to shop for items thatend the same.

Worksheet: Block Sounds Materials: Block Sounds worksheet (1 per child), crayons Outcome: Identify picture names that start or end with the same sound.

Begin by having children color the crayons at the top of the worksheet. Then askvolunteers to name each of the pictures (fan, feet, book, fork, paint, pen, tie, tooth, ship,hop). Explain that children should complete one pair of blocks at a time. They should saythe picture names to themselves and then color the pair of blocks yellow if the beginningsounds are the same or orange if the ending sounds are the same.

Extra Help: Notice mouth clues. For example, your lower lip and teeth come together asyou begin to pronounce fan or feet. This is a clue that the beginning sounds match. Going Further: On the top of each yellow block, print the beginning letter. On the top of eachorange block, print the ending letter.

Audio DiscriminationPacket 4


Shopping ListsClass Activity: The Shopping Game

Beginning SoundsEach list contains the initial item, five words that begin with the same sound, and three words thatbegin with other sounds.

milk

meat

mangos

peppers

mustard

monkeys

corn

macaroni

rope

berries

belt

plate

buckle

bananas

bucket

dog

dictionary

ball

sausage

soda

umbrella

soup

salt

newspaper

egg

sandwich

sign

tea

vase

toothpaste

toolbox

nuts

termite

telephone

hat

tarantula

fish

fork

fence

marble

feather

funnel

hammer

firefly

light

pumpkin

peanuts

paint

pencil

rug

needle

postcard

puppet

bug

Ending SoundsEach list contains the initial item, five words that end with the same sound, and three words that endwith other sounds.

fan

hen

cap

chicken

canoe

napkin

canary

pen

spoon

ball

card

pail

tassel

gum

snail

bell

straw

cymbal

basket

raisins

tent

pet

carpet

bat

cup

ice

boot

hook

giraffe

fork

backpack

cow

bread

sack

brick

book

butter

towel

cracker

newspaper

card

ice

cauliflower

pepper

glitter

scissors

beans

lamp

overalls

peaches

calendar

stickers

glue

pretzels

same beginning sound yellow

same ending sound orange


Block SoundsWorksheet


About Identifying Beginning Consonant Sounds Children need tounderstand that the sounds in our language are represented by written symbols.These symbols may be individual letters or letter combinations. This understanding isknown as orthographic knowledge.

Often children start by practicing the beginning consonant sounds in simple words.Identifying beginning consonant sounds helps children understand that writtenlanguage is a code. For example, the letter p represents the /p/ sound in the wordpan.

Phonics instruction centers around the relationship between phonemes (sounds inwords) and graphemes (letters that represent these sounds). Phonics instructionincludes practice with concepts such as the recognition of beginning consonantsounds and the identification of the letters that represent these sounds.

Children can use the Reading Readiness software as well as these accompanyingmaterials to practice identifying beginning consonant sounds. The activities can beused to provide supplemental practice for the entire class or selected individuals.

These materials focus on the following beginning consonants:

Beginning ConsonantsPacket 5

Packet 5 Objective: Match letters to consonant sounds; identify beginning consonantsounds in picture names and CVC (three-letter, consonant-vowel-consonant) words.

b

c

f

m

r

s

t

d

g

j

k

n

v

w

h

l

p

q(u)

y

z


Class Activity 1: Sound HuntOutcome: Find items with names that begin with /b/, /c/, /f/, /m/, /r/, /s/, and /t/.

1. Write s on the board and discuss the sound /s/.

• Can you say s-s-s-s-s like a snake?

• Where in the word sun do you hear the /s/ sound? (at the beginning)

2. Encourage children to find and name items in the room that begin with the /s/ sound (forexample, scissors, seat, sock). You can prompt children by asking, "How about [item thatdoes or does not start with /s/]?"

3. Continue with other sounds and items:/b/…book, board, backpack /m/…marker, mitten, map/c/…carton, cap, can /r/…ring, rack, reading center/f/…folder, foot, finger /t/…table, tack, tissue

Class Activity 2: The Name GameOutcome: Create sentences with alliteration using /d/, /j/, k/, /n/, and /w/.

1. Recite "Peter Piper picked a peck of pickled peppers." Point out the fact that the wordsbegin the same. Suggest that the class create similar sentences.

2. Furnish a name and verb, and let children complete the sentence.

• David dusts (donuts). • Ned needs (nine noisy naps).

• Julie juggles (jumpy jellybeans). • Wendy wishes (for worms and walnuts).

• Ken kisses (kind kangaroos).

Class Activity 3: Visit the QueenOutcome: Name Hh, Ll, Pp, Yy, and Zz; identify the corresponding sounds in pictures, CVCwords, and letters.Materials: Game Board (1 copy per group of 2–3), dice (1 per group of 2–3), plastic chips(assorted colors, 1 per child)

1. To review, write the letters Hh, Ll, Pp, Yy, and Zz on the board, one at a time.

• What is the name of this letter? What sound does it usually say?

• Can you think of a word that begins with this sound?

2. Ask volunteers to help demonstrate how to play Visit the Queen.

• Roll the die and move your chip that many spaces.

• Name the letter or picture on the space and say its sound (or the beginning sound). If there is a word on the space, read it if you can. Otherwise, name the first letter and say its sound.

• Take turns until all players reach the queen.

Let children play in groups of 2–3. Encourage players to help each other.



Game BoardClass Activity 3: Visit the Queen

Start Here h yes P

pig

L

hat

y

pat Ylegp

H zap Z lap

him z


Worksheet 1: Help!Materials: Help! worksheet (1 per child) pencils Outcome: Identify pictures with names thatstart with /b/ or /s/.

Distribute the worksheet. Point out that Bobis a bird, and ask a volunteer to identify thebeginning sound of these words (/b/). Repeatwith Sal, the seal.

Have children draw a path for Bob and thena path for Sal:

Bob > banana > bike > bean > bug Sal > saw > sock > sand > soap

Extra Help: Before drawing the paths, circleeach /b/ picture and underline each /s/picture.Going Further: Identify the beginning sound foreach picture not on the paths.

Worksheet 2: Packing BoxesMaterials: Packing Boxes worksheet (1 per child), scissors, glue Outcome: Identify beginning sounds /f/, /m/, /r/, and /t/ and find pictures to match.

Ask volunteers to name the pictures on the page (fire, tent, moon, ring, milk, fork, tire,robe). Have children cut apart the pictures at the bottom of the page and glue them in thecorrect boxes. There is a clue on each box.

Extra Help: Ask a classmate to check your work before you glue the pictures. Going Further: On the end of the box, write the beginning letter of the word.

Worksheet 3: Poster SaleMaterials: Poster Sale worksheet (1 per child), crayons Outcome: Identify pictures with names that start with /d/, /g/, /j/, /n/, /v/, and /w/.

Have children color the crayons at the top of the page. Explain how to use the key to coloreach poster frame (or the entire poster) according to the beginning sound of the picturename.

Extra Help: Work as a class to name each picture and beginning sound.Going Further: On the back of the page, draw a poster to show the /k/ sound.

WorksheetsPacket 5


Worksheet 4: Balloon StringsMaterials: Balloon Strings worksheet (1 per child), pencils Outcome: Identify beginning sounds /d/, /j/, /k/, /n/, and /w/ and find these letters.

Children should name the picture on the balloon, find the letter that says the beginningsound, and draw a string to connect the two.

Extra Help: Beforehand, name the pictures, sounds, and letters with a friend. Going Further: Can you find two pictures with the same ending sound?

Worksheet 5: Deck of CardsMaterials: Deck of Cards worksheet (1 per child), pencils Outcome: Identify beginning sounds and find the corresponding letters H, L, P, Qu, Y, and Z.

Instruct children to name the picture on the card and then write the letter that says thebeginning sound. Each letter in the letter bank will be used once. Remind children that theletter q is always followed by the letter u.

Alternative Method: Alternatively, children can cut apart the letters in the letter bank and pastethem in place:

Extra Help: Work with a classmate to name each letter in the letter bank and say thecorresponding sound. Then try to complete the worksheet independently.Going Further: Print the lowercase letter in the top right corner of each card.

WorksheetsPacket 5 (Continued)

Z


Help!Worksheet 1

Bob

Help Bob find a . Follow pictures that begin like .

Help Sal find the . Follow pictures that begin like .

Sal


Packing BoxesWorksheet 2

starts likestarts like

starts likestarts like


Poster SaleWorksheet 3

g sound... yellow

j sound... orange

n sound... green

v sound... red

w sound... blue

d sound... brown


Balloon StringsWorksheet 4

j d w nk


Deck of CardsWorksheet 5

Letter Bank

H Z P Y L Qu


About Identifying Ending Consonant Sounds Following the identification ofbeginning consonant sounds, a logical next step is the identification of endingconsonant sounds. Children may find some ending consonants more difficult thanothers. For example, children can often readily identify ending consonants that can bestretched out and easily heard (gum-m-m). They may need more practice with otherending consonant sounds (/d/ in lad).

The Reading Readiness software and this packet provide practice with endingconsonants such as b, d, f, g, l, m, n, p, r, t, and x.

Packet 6 Objective: Identify ending consonant letters and sounds in picture namesand words.

Class Activity: I SpyOutcome: Identify ending consonant sounds and ending letters in words.

1. Play "I Spy" with the class, always beginning with a clue that names the last letter orsound in the word (for example, "I spy something that ends with /g/.")

2. Let children ask yes/no questions ("Is it on the floor?" "Is it made of wood?") untilsomeone guesses the object. Then discuss the word and its ending.

• What is the ending sound in the word rug?

• What letter says this sound? Tell (show) me how to print this letter.

3. Continue with other classroom objects that have different ending consonants: tub,keyboard, flag, pencil, aquarium, pen, map, ruler, wastebasket, and box.

Worksheet 1: Happy Endings Materials: Happy Endings worksheet (1 per child), crayonsOutcome: Identify endings /b/, /g/, /m/, /n/, /p/, and /t/ in picture names.

Have children color the crayons at the top of the page. Instruct children to use the key tocolor the quilt squares according to the ending sounds of the picture names.

Extra Help: Before coloring, review the endings in the key with a classmateGoing Further: Print the alphabet in the quilt border.

Worksheet 2: Kite Tails Materials: Kite Tails worksheet (1 per child), pencilsOutcome: Identify ending sounds /d/, /f/, /l/, /r/, and /x/ and find these letters.

Instruct children to name each picture, identify the sound at the "tail end" of the word, anddraw a string to connect the kite to the correct tail.

Going Further: On the back of the page, draw kites to show other “tail” sounds.

Ending Consonants Packet 6


Happy EndingsWorksheet 1

m ending... orange

g ending... green

p ending... purple

b ending... red

n ending... blue

t ending... yellow


Kite TailsWorksheet 2

f

d

l

r x


About Identifying Short-Vowel Sounds Short-vowel sounds are oftenintroduced before long-vowel sounds because short-vowel sounds have single-letter spellings. Once children learn to identify short-vowel sounds and some commonconsonants, they can begin to decode simple CVC words. Stretching the short-vowelsound as a word is pronounced (sa-a-ad, fu-u-un) may help children to more readilyidentify the vowel sound.

In this packet and in the corresponding software activities, children listen for andidentify short-vowel sounds in picture names and in CVC words.

Packet 7 Objective: Identify short-vowel sounds.

Class Activity: Short-Vowel SortMaterials: Short-Vowel Cards (1 copy of the page, cards cut apart)Outcome: Sort pictures according to short-vowel sounds.

1. Review the short-vowel sounds. Then show the Short-Vowel Cards in random order anddiscuss the picture names (back, crack, splash, bench, chest, sled, bill, grill, whistle,block, rock, stop, brush, jump, lunch). Ask:

• Can you say the vowel sound you hear in this word?

• What vowel makes this sound?

2. Stack the cards facedown. Invite children to help you sort out all the pictures with ashort-a sound. Turn over the cards one at a time and ask if the card belongs in theshort-a pile or in the other pile.

3. Shuffle and stack the cards again. Then begin sorting according to a different vowelsound. Can children guess the vowel? After children guess, have them help you finishsorting the cards. Repeat the activity with a different vowel.

Worksheet: Fix and Find Materials: Fix and Find worksheet (1 per child), pencilsOutcome: Add missing vowels to CVC words; find the words in a word search.

Ask volunteers to name the pictures at the top of the worksheet. Explain that childrenshould fix each word by printing the missing vowel. Then they should find and circle eachword in the word search puzzle. (All words are horizontal in the puzzle.)

Extra Help: Write a, e, i, o, and u at the top of the page. Cross out each vowel as you useit. Each vowel will be used once. Going Further: On the back of the page, write a word from the worksheet. What new word(s)can you make by changing the vowel? Write the new word(s).

Short VowelsPacket 7


Short-Vowel CardsClass Activity: Short-Vowel Sort


Fix and FindWorksheet

v__t m__p c__t

r__tr__b

m o p u w sp e v e t cm r a t a zd i v c u tg r i b o f


About Identifying Rhymes (Picture Names) Even very young childrenrecognize and enjoy rhymes. Nursery rhymes, songs, poems, and rhyme gameshelp children focus on the sounds in words. Often children spontaneously manipulatethese sounds by playfully vocalizing rhyming patterns and creating new ones (forexample, "One, two, sit in the goo.").

This packet and the corresponding software activities target rhyming words with theseendings: -an, -ap, -at, -ed, -en, -et, -ib, -ip, -og, -op, -ug, -un.

Packet 7 Objective: Say, hear, and identify picture names that rhyme.

Class Activity: Funny FriendsOutcome: Listen to and identify picture names that rhyme.

1. Explain that your funny friend Chet only likes words that rhyme with his name.

• Do you think Chet likes the word vet (wet, chin, net, jet, sun, bet, met)?

2. Continue with other "funny friends." Have children stand if the words rhyme.

• Does Pat like the word cat (mat, rat, band, chair, bat, chat, pig)?

• Does Skip like the word drip (sand, sip, fog, tip, dish, hip, trip)?

• Does Jen like the word hen (wig, horse, pen, firemen, rose, ten, wren)?

• Does Fred like the word bed (sled, jar, frog, red, clam, shed, fed)?

• Does Fran like the word tan (plum, fan, spot, plan, crown, van, pan)?

Worksheet 1: Chug Chug Materials: Chug Chug worksheet (1 per child), crayonsOutcome: Recognize rhyming picture names (-op and -ug endings).

Have children color the crayons at the top of the worksheet. Explain how to use the key tocolor the traffic signs on the page—red if the picture rhymes with stop and green if itrhymes with chug.

Extra Help: Notice if your lips touch at the end of a word that ends with -op (-ug). Going Further: Print the word above each sign.

Worksheet 2: Heart to Heart Materials: Heart to Heart worksheet (1 per child), pencilsOutcome: Match pictures that have rhyming names.

Ask volunteers to name the pictures (map, bun, dog, can, run, log, bib, van, crib, cap). Letchildren work independently to draw lines between the rhyming pairs

Extra Help: To better hear the rhyme (or lack of rhyme), say the words one right after the other. Going Further: On the back of the page, draw hearts for other rhyming words.

Rhyming Pictures 1Packet 8


Chug ChugWorksheet 1

rhymes with chug

rhymes with stop

green

red


Heart to HeartWorksheet 2


About Identifying Long-Vowel Sounds (Silent-e) One common long-vowelspelling is the silent-e pattern. At first, it is enough that the child recognizes thelong-vowel sound in a spoken word; later, children can learn to look for and decodesilent-e words. They can learn that a short-vowel sound can be changed to a long-vowel sound by the addition of a silent-e (kit/kite, tap/tape).

The activities in this packet and the corresponding Reading Readiness softwareactivities focus on long-vowel sounds in silent-e words.

Packet 9 Objective: Identify long-vowel sounds in silent-e words and in picture names.

Class Activity: Long or Short Materials: Word List (1 copy)Outcome: Distinguish between long-vowel sounds and short-vowel sounds.

1. Review long and short a (i, o, u), using CVC words and silent-e words.

• What letter makes the short-vowel sound in the word lap (sit, lot, put)?

• What letter makes the long-vowel sound in the word lane (hike, tote, rude)? Point out the fact that a long vowel says its name.

2. Explain that you will say some words (see Word List). Children should hold their handsclose together if the vowel is short and stretch their hands far apart if the vowel is long.Then ask a volunteer to identify the vowel name.

3. Play again on another day, but this time write each word (CVC or silent-e).

Worksheet: Make a Long-Vowel Book Materials: Make a Long-Vowel Book worksheet (1 per child), pencils, crayons, constructionpaper (31/2-inch squares, assorted colors), stapler (for teacher use) Outcome: Identify long-vowel sounds in silent-e words.

In the left column of the worksheet, children should draw pictures to go with the silent-ewords. In the right column, children should add the missing vowels to the picture names.

To assemble long-vowel books, have children cut on the heavy lines. Provide construction-paper covers and let children decorate them as desired with vowels and pictures. Stapleeach book together on the left side.

Extra Help: To better understand the effect of a silent e, have children cover the e and saythe short-vowel word, and then uncover the e and say the long-vowel word. Going Further: Let children make additional pages for their long-vowel books by printing andillustrating other silent-e words.

Long Vowels–Silent-ePacket 9


Word ListClass Activity: Long or Short

Vowel

a

bugtugrutmudhutgum

cubeJunedudecuterudetune

topdotrodcotdogmob

codenoterobelonehoperose

lidribdigrimtippit

limehidekitewifenineside

hatbagsadnaptanhas

capebakegatelanewadetame

i

o

u

Short-Vowel CVC Words

Long-Vowel, Silent-e Words


Make a Long-Vowel Book Worksheet

pine

note

cape

t__pe

c__be

k__te


About Identifying Long Vowels (Combinations) Long-vowel sounds arefrequently spelled with two-letter combinations (rain, pie, low). Initially, it isimportant that children learn to identify the long-vowel sound when the word isspoken. The process of learning to decode and spell words with two-letter vowelspellings will extend over a period of time.

Use the activities in this packet and in the software to provide practice in theidentification of long-vowel sounds (in words with two-letter vowel spellings).

Packet 10 Objective: Identify long-vowel sounds (ai/ay, ea/ee, ie, oa/ow) in wordsand in picture names.

Class Activity: To the BeachMaterials: Vowel Game Board (1 per group of 2–3), dice (1 per group of 2–3), plastic chips(assorted colors, 1 per child)Outcome: Distinguish between long-vowel sounds and short-vowel sounds.

1. Review the vowel sounds.

• What is the short-vowel (long-vowel) sound for a (e, i, o, u)?

• How can you remember the long-vowel sounds? (They match the vowel names.)

2. Give each group of 2–3 children a Vowel Game Board, a die, and plastic chips (to useas game markers). Explain the rules for To the Beach:

• Roll the die and move your marker that many spaces.

• Name the picture. If it is a long-vowel word, roll and move again. (There is a limit of two rolls per turn.)

• Continue until all players arrive at the beach (the last square).

3. On subsequent games, players should try to identify the vowel spelling in the long-vowelwords (ai, ay, ea, er, ie, oa, or ow).

Worksheet: Twinkle Twinkle Materials: Twinkle Twinkle worksheet (1 per child), crayons Outcome: Identify matching long-vowel sounds.

Distribute the worksheet and read the directions aloud. If the two long-vowel sounds arenot alike, the stars should be left uncolored.

Extra Help: Explain that each long-vowel sound has several different spellings. Remindchildren to listen for the long-vowel sounds (not compare spellings) when they do theworksheet.Going Further: Have children work individually or in pairs to name the long-vowel sounds onthe worksheet and circle the letter combinations that spell these sounds.

Long Vowel–CombinationsPacket 10


Vowel Game BoardClass Activity: To the Beach

hump peach haymail vest

wheel gray piekick stick coat

seed leash slowglass wheat egg

beach train bagxray sweep bowl

bee

braid

snail


Twinkle TwinkleWorksheet

Say the words. Listen to the vowel sound. If the long-vowel sound matches, color the two stars to match.

chain

meat

cheese

tray

tie

goat

sleep

bow


About Identifying Rhymes (Picture Names) Experiences with rhyming wordscan be an effective means of building phonemic awareness (knowledge aboutspeech sounds). Through rhyming words, children learn to listen for and manipulatethe sounds in words. By changing the onset (initial consonant sound), children canmake a new rhyming word or a nonsense rhyme. For example, the word hat canbecome bat or zat.

In the software, children identify pictures with rhyming names. The activities in thispacket provide additional experiences with rhyming words that end with -ail, -ain, -ake,-ame, -ate, -ave, -ay, -eat, -ice, -ide, -ine, and -ube.


Class Activity: Hidden RhymesMaterials: Sample Sentences (1 copy)Outcome: Listen for words that rhyme.

1. Discuss rhyming words:

• Can you name a real or pretend word that rhymes with rice?

• How do you know if two words rhyme?

• Where do we often find rhyming words? (songs, poems)

2. Read a sentence from the Sample Sentences. Explain that two rhyming words are"hidden" in the sentence. Ask children to identify the rhyming words.

3. Continue with some or all of the other sentences (in random order). If you wish, letvolunteers make up similar sentences for their classmates

Worksheet: Rhyming Tic-Tac-Toe Materials: Rhyming Tic-Tac-Toe worksheet (1 per child), pencils Outcome: Identify picture names that rhyme.

If some of the children are unfamiliar with the game of tic-tac-toe, you may want to enlistvolunteers to play a few demonstration games on the board. Then distribute the worksheet.On each tic-tac-toe grid, children should find three pictures with rhyming names (horizontal,vertical, or diagonal), and draw a line through them.

Extra Help: Circle one of the three rhyming words and have the child find the other twowords.Going Further: Suggest that children play tic-tac-toe on fresh copies of the worksheet. Providecolored plastic chips to use instead of Xs and Os. Children should follow the usual rules withthis exception: when placing a chip on a picture, the player must name the picture and say aword that rhymes with it.



Sample SentencesClass Activity: Hidden Rhymes

-ail

1. A big nail holds the sail in place.

2. Fido’s tail knocked over the pile ofmail.

-ake

1. The snake slept under the rake bythe shed.

2. We ate cake and ice cream in thepark by the lake.

-ate

1. You can skate whenever the gate tothe rink is open.

2. I hate finding a bug on my plate.

-ay

1. My brother and I went to the barn toplay in the hay.

2. It has been gray and cloudy today.

-ice

1. That’s not fair! You rolled the dicetwice.

2. The man who works in the pet storesays white mice make nice pets.

-ube

1. Jamie took a picture of the tube, buthis flashcube didn’t work.

2. To win a prize, you must toss thecube into the little tube.

-ain

1. Grandpa doesn’t ever complainabout the rain.

2. She was in pain after tripping on thechain.

-ame

1. Everyone came to the last soccergame.

2. This picture frame looks the sameas yours.

-ave

1. A big wave crashed right into thecave.

2. The brave fireman had no time toshave before he slid down the pole.

-eat

1. My parents always eat whole wheatbread.

2. Dad turned the heat up too high,and the meat started to burn.

-ide

1. The bride and groom got marriedinside a huge church.

2. We had a great ride down thetornado slide!


Rhyming Tic-Tac-Toe Worksheet


About Identifying Beginning Consonant Digraphs The term consonantdigraph refers to two side-by-side consonants that together represent a singlesound (/sh/, for example). Some children seem to instinctively learn to identify,decode, and spell consonant digraphs. However, other children benefit from explicitinstruction and repeated practice opportunities.

You can use the activities in the software and in this packet to individualize instructionas needed. The digraphs ch, sh, th, and wh are covered.

Packet 12 Objective: Identify beginning consonant digraphs (ch, sh, th, and wh) inpicture names, letters, and words.

Class Activity: What a Farm!Outcome: Identify beginning consonant digraphs in spoken words.

1. Review beginning consonant digraphs:

• What is the beginning sound in the word chop (short, thick, what)?

• Can you name the letters that spell this sound?

2. Sing "Old MacDonald Had a Farm" with the class. However, instead of animals, namewords that begin with ch, sh, th, and wh, and instead of animal sounds, say the sound ofthe digraph. For example:

"…on that farm he had a shell, E-I-E-I-O. With a sh-sh here and…"Possible words include ship, shelf, shoe, chart, child, chessboard, whistle, whiskers,wheel, thimble, thunder, and thermometer.

Worksheet 1: Chick Maze Materials: Chick Maze worksheet (1 per child), pencilsOutcome: Find words that begin with the /ch/ sound.

Instruct children to begin at the top left of the worksheet and draw a path through thewords that begin with the /ch/ sound.

Extra Help: Before completing the maze, name each picture and circle the ones that beginlike chick.Going Further: Name the beginning sound for each picture not on the path.

Worksheet 2: Which One? Materials: Which One? worksheet (1 per child), crayons Outcome: Identify picture names that begin with sh, th, and wh.

Work as a class to name the letters/sound of the digraph in the first exercise and circle thecorrect picture. Let children finish the page independently.

Extra Help: Expand the directions; for example, "…begins th, like the word thief." Going Further: Help children list other words that begin with sh, th, and wh.

Beginning Consonant DigraphsPacket 12


Chick MazeWorksheet 1

Help the chicks find each other. Follow words that begin like .


Which One?Worksheet 2

Which number begins th?

Which animal begins sh?

Which color begins wh?

Which clothing begins sh?


About Identifying Beginning Consonant Blends The term blend refers totwo separate sounds that are blended together as the word is pronounced. Inthe blend bl, for example, the /b/ and /l/ sounds are blended (but can still be heard).

You may have heard the terms blend and digraph used interchangeably. However, ablend is TWO SOUNDS blended together (the sounds /c/ and /l/ can still be heard inthe blend cl ), whereas in a digraph the letters represent ONE SOUND (only onesound, a "new" one, can be heard in the digraph sh). Children do not need tounderstand this terminology, but they should learn to identify and spell commonblends.

All blends can be sounded out. Nevertheless, developing the ability to readilyrecognize common blends is important. Children with this ability are able to decodewords more easily than children who must sound out each blend.

The activities in the Reading Readiness software and the activities in this packetprovide experience in matching the sounds of various blends to words and picturenames. Children identify the letters in the blends and practice spelling the blends.

The activities in the software and in this packet focus on the following beginningconsonant blends:

Beginning Consonant Blends Packet 13

Packet 2 Objective: Identify beginningconsonant blends in picture names, letters, andwords.

bl

cr

fr

sn

st

sw

cl

dr

pl

sk

sl

br

fl

gl

gr

sp

tr


Class Activity 1: Fun With NonsenseOutcome: Manipulate beginning blends bl, cr, fr, sn, st, and sw in nonsense words.

1. Teach children this nonsense jump-rope rhyme. If you wish, children can clap in time asthey say the words.

Acca-bacca soda cracker,Acca-bacca boo.Acca-bacca soda cracker,Out goes you!

2. Write the blends bl, cr, fr, sn, st, and sw on the board, one at a time.

• What are the names of these two letters?

• Say the sounds of the letters. Now say the sounds close together so that they blend.

3. Have fun substituting the blends in the nonsense rhyme. For example:Stacca-stacca soda cracker,Stacca-stacca stoo.Stacca-stacca soda cracker,Out goes you!

Class Activity 2: BlenderMaterials: Blend Cards (1 copy per group of 3, cards cut apart), paper lunch bags (1 pergroup of 3), masking tape, permanent marker (for teacher use)Outcome: Identify beginning blends cl, dr and sk in picture names.

1. Write cl, dr, and sk on the board and discuss each blend:

• What is the sound of this blend?

• Can you think of a word that begins with this sound?

2. Give each group of three children a lunch bag filled with Blend Cards. Write a blend (cl,dr, or sk) on a masking-tape tag for each child in the group, attaching the tag where itwill be visible (on a sleeve or hand).

3. Explain the rules for Blender.

• The first player shakes the bag (the "blender") and draws a card. If the picture name begins with the player’s blend, the player keeps the card. Otherwise, the player placesthe card face up in a discard pile.

• Subsequent players can draw from the bag or take the top card on the discard pile.

• Continue until everyone has collected four blend cards.

4. Before playing another game, have children trade masking-tape tags. Encouragechildren to help each other as they play.



Class Activity 3: Remember MeMaterials: Items to Remember (1 copy)Outcome: Use blend clues to remember picture names (blends br, fl, gl, gr, sp, and tr).

1. Review the blends br, fl, gl, gr, sp, and tr:

• What is the sound (blend) at the beginning of the word bring (flame, glare, grand, spend, trap)?

• What two letters make this sound?

2. Explain that you will show a page of pictures to the class. The children should try toremember the names of the six items on the page. Display the Items to Remember pageand let children study it for about half a minute. Then put the page away.

3. Give blend clues to help children recall the six items on the page. For example:

• Do you remember an item that begins with br?

Alternative Method: If you have a big class, it may work better to make the Items toRemember page into a transparency. Use an overhead projector to display the page forchildren to study.

Class ActivitiesPacket 13(Continued)


Blend CardsClass Activity2: Blender


Items to RememberClass Activity 3: Remember Me


Worksheet 1: Name the BoatMaterials: Name the Boat worksheet (1 per child), pencils Outcome: Identify and write beginning blends st, bl, cr, fr, sw, and sn.

Ask volunteers to name the pictures on the sails. Then let children work independently towrite blends to complete the words.

Extra Help: List the blends st, bl, cr, fr, sw, and sn on the board for reference.Going Further: Suggest that children draw and name their own boats.

Worksheet 2: My StudioMaterials: My Studio worksheet (1 per child), crayons Outcome: Draw and caption pictures to represent beginning blends st and cr.

Have children identify the beginning blends in stool and crown, draw a picture to showeach blend, and print (or dictate) the word in the box on the frame.

Extra Help: Help children brainstorm words they could illustrate such as star, storm, stir,stairs, statue, steeple, crab, crib, creek, crocodile, and cream.Going Further: Have each child draw and caption a picture for sw, bl, fr, or sn.

Worksheet 3: Frankie’s Books Materials: Frankie’s Books worksheet (1 per child), pencils Outcome: Identify and write beginning blends sk, sl, and pl.

Read aloud the directions on the worksheet. Children should identify the beginning blend ineach picture and then write the two letters of the blend in the blanks.

Extra Help: Have children print the blends sk, sl, and pl at the top of the page forreference.Going Further: Suggest that children look in the classroom library for books with titles thatcontain blends.

Worksheet 4: Blend Butterfly Materials: Blend Butterfly worksheet (1 per child), crayons Outcome: Identify beginning blends gl, br, tr, sp, fl, and gr.

Have children color the crayons in the key at the top of the page. Then explain how to usethe key to color the butterfly wings according to the beginning blends in the picture names.

Extra Help: Work as a class to name each picture and identify the beginning blend. Thenlet children complete the page independently.Going Further: Have children think of other words that begin with these blends. Children canwrite the words or draw pictures to show the words.

WorksheetsPacket 13


Name the BoatWorksheet 1

__ __og

__ __ail

__ __an

__ __ock

__ __ork

__ __ab


My StudioWorksheet 2

Starts like .

Starts like .


Frankie’s BooksWorksheet 3

Finish the titles on Frankie’s books.

__ __anets

__ __eep

__ __ug

__ __ide

__ __y

sp orange

fl green

gr purple

gl red

br blue

tr yellow


Blend ButterflyWorksheet 4


About Identifying Ending Consonant Digraphs Consonant digraphs (side-by-side consonants that together represent a single sound) often occur at theend of a syllable or word. Digraphs cannot be sounded out, so children need to beable to readily recognize digraphs and say their sounds. Focused instruction andrepeated practice opportunities can help children develop these skills.

The following ending digraphs are covered in this packet and in the correspondingsoftware activities: ch, ck, sh, ng, and th.

Packet 14 Objective: Identify ending digraph sounds in words and picture names.

Class Activity: The Sorting SockMaterials: Ending Digraph Cards (1 copy, cards cut apart), large sockOutcome: Sort pictures that show ending digraphs ch, ck, sh, ng, and th.

1. Put the Ending Digraph Cards into a large sock. Remove them one at a time as youdiscuss the word and digraph with the class. (The word is printed in small letters on thecard for teacher use.)

• What word does this picture show?

• What is the ending sound in the word?

• (Write the word on the board.) What letter combination says the ending sound?

2. When you have finished, hold up the empty sock. Ask volunteers to say the word sock,its ending sound, and the letters that represent the sound (ck).

3. Suggest putting the cards that show -ck words into the sock. Have the class help yousort the cards, with the -ck word cards in the "sorting sock" and the other word cards ina stack.

Worksheet: In the End Materials: In the End worksheet (1 per child), pencilsOutcome: Identify and write ending digraphs ch, sh, and th.

Ask volunteers to name the pictures (bench, fish, leash, tooth, math, peach). Explain thateach word ends in ch, sh, or th. Children should write the ending and then connect thewords/pictures that have the same ending sounds.

Extra Help: Listen closely to children in order to identify common pronunciation errors suchas saying /sh/ as /s/, saying /th/ as /f/ or /d/, and saying /ch/ as /s/, /sh/, or /t/.Going Further: Challenge children to think of words with ch, sh, or th at the beginning (chat,shape, think) or in the middle (teacher, sunshine, father).

Ending Consonant DigraphsPacket 14


Ending Digraph CardsClass Activity: The Sorting Sock

church lunch trash

bush bath mouth

king string crack

neck sick stick


In the EndWorksheet

ben__ __

lea__ __

ma__ __

fi __ __

too__ __

pea__ __

Write ch, sh, or th to finish the words. Draw lines to connect the same ending sounds.


About Identifying Ending Consonant Blends Ending blends can beproblematic. Children may focus on accurately pronouncing the beginning of the wordand then brush over or mispronounce the ending blend. Some blends seldom occurexcept at the end of words (nd, nt, nk, and mp, for example). Children may need extrapractice in order to master these less familiar blends.

The activities in this packet and in the Reading Readiness software provideopportunities for children to practice hearing, saying, and identifying ending blends.The focus is on the ending blends mp, nd, nk, nt, and st.

Packet 15 Objective: Identify ending consonant blends in picture names, letters, and words.

Class Activity: What Is It?Materials: Ending-Blend Riddles (1 copy) Outcome: Listen for ending blends mp, nd, nk, nt, and st; answer riddles using words withthese blends.

1. Write mp on the board and discuss this ending consonant blend.

• What are the names of these two letters? What sounds do they make?

• Say the sounds close together so that they blend.

• Can you think of a word that ends with this blend? (Provide some correct and incorrectchoices if needed.)

2. Ask one riddle from the first column on the Ending-Blend Riddles page. If childrenanswer incorrectly, have them identify the ending sound in the incorrect answer. Thenread the riddle again.

3. Repeat Steps 1 and 2, but with the other ending blends (nd, nk, nt, and st). Today orlater, ask the remaining riddles in random order.

Worksheet: Pennant Pairs Materials: Pennant Pairs worksheet (1 per child), pencilsOutcome: Identify picture names that have matching ending blends.

Ask volunteers to name the pictures on the pennants (skunk, band, vest, hand, ant, stamp,sink, jump, chest, paint). Explain that children should draw lines to connect pictures thatshow matching ending blends.

Extra Help: Guide children through the worksheet by writing the blends on the board one ata time. As you proceed, ask children to pronounce each blend and then locate and connectthe two pictures on the worksheet that show that ending blend. Going Further: Write the ending blend (or the entire word) on each pennant.

Ending Consonant BlendsPacket 15


Ending-Blend RiddlesClass Activity: What Is It?

nd

Riddle #1: It ends likemind. It is on the end ofyour arm. What is it?

Answer: hand

Riddle #2: It ends likeband. Fish swim in it.What is it?

Answer: pond

Riddle #3: It ends likestand. You find it on thebeach. What is it?

Answer: sand

nk

Riddle #1: It ends likethank. It is black with awhite stripe. What is it?

Answer: skunk

Riddle #2: It ends likesink. Car horns andbicycle horns do this.What is it?

Answer: honk

Riddle #3: It ends likechunk. People keepmoney in it. What is it?

Answer: bank

mp

Riddle #1: It ends likelimp. A camel has one.What is it?

Answer: hump

Riddle #2: It ends likepump. It lights up a room.

Answer: lamp

Riddle #3: It ends likejump. You put it on aletter. What is it?

Answer: stamp

st

Riddle #1: It ends likepost. It is the opposite ofthe word last. What is it?

Answer: first

Riddle #2: It ends likepast. It is an item ofclothing with no sleeves.What is it?

Answer: vest

Riddle #3: It ends likefist. A bird lives in it.What is it?

Answer: nest

nt

Riddle #1: It ends likedent. Jack saw one ofthese when he climbedthe beanstalk. What is it?

Answer: giant

Riddle #2: It ends likehunt. I hope you don’tfind one in your picniclunch! What is it?

Answer: ant

Riddle #3: It ends likemint. You sleep in it whenyou camp outside. Whatis it?

Answer: tent


Pennant PairsWorksheet

Name each picture. Listen for the ending blend. Connect the pennant pairs.


About Identifying Rhymes (Picture Names) Rhymes and rhyming activitiesprovide good opportunities for keeping the fun in reading. Almost all childrenenjoy listening to, vocalizing, and making up rhymes. As children listen to andmanipulate the sounds in rhyming words, they develop phonetic awareness, a majorpredictor of reading success.

A variety of rhyme-related activities are provided in this packet and in the relatedsoftware activities. The following rimes (word endings) are included: -ack, -and, -atch,-each, -est, -ick, -ing, -ock, and -ump.


Class Activity: Rhyme LineMaterials: Rhyme Cards (1 copy of the page, cards cut apart), 3 clotheslines strung acrossa bulletin board (one above the other, about 10 inches apart), clothespins, index cards,permanent marker (teacher use only)Outcome: Identify picture names that rhyme (-ick, -ing, and -ock endings).

1. Explain that you want to fill the first clothesline with words that rhyme with slick. Discusshow to identify these words.

• How will you know if a word rhymes with slick? (It will end with “ick.”)

• How do these words begin? (different letters and letter combinations)

2. Show children each Rhyme Card, ask if the picture name rhymes with slick, and hangthe card with a clothespin if the picture name rhymes. (The picture name is printed insmall letters on the card for teacher use.)

3. Ask volunteers to name other words that rhyme with slick. Illustrate or write the words onindex cards and hang them on the same clothesline.

4. Repeat the activity with words that rhyme with bring (second clothesline) and dock (thirdclothesline). In each case, hang both Rhyme Cards and index cards.

Worksheet: Rhyme Pictures Materials: Rhyme Pictures worksheet (1 per child), pencils, crayonsOutcome: Illustrate and caption rhyming words (-ack, -and, -each, and -est endings).

Assist children as needed to read the sentence above the picture frame. Children shouldcopy the word ending (underlined) to create a rhyming word in the frame and then illustratethe rhyming word.

Extra Help: For practice, create real and pretend words by combining each consonant inthe alphabet with an ending (for example, best, cest, dest…). Going Further: Write and illustrate words that rhyme with hatch and bump.



Rhyme CardsClass Activity: Rhyme Line

stick string lock

brick wing rock

chick swing clock


Rhyme PicturesWorksheet

It rhymes with sand .

h__ __ __

It rhymes with track .

s__ __ __

It rhymes with chest .

n__ __ __

It rhymes with peach .

b__ __ __ __


About Identifying Irregular Vowel Sounds (r-controlled) When a vowel isfollowed by the letter r, the r changes the sound of the vowel. The vowel has anr-controlled sound that is neither long nor short. Many words in our language containar, er, ir, or, or ur. However, these five spellings represent just three sounds becauseer, ir, and ur are generally pronounced alike.

Children can become familiar with many different words containing r-controlled vowelsthrough use of the activities in this packet and the Reading Readiness software

Packet 17 Objective: Identify irregular vowel sounds (r-controlled vowels) in picturenames and words.

Class Activity: Two Out of Three Materials: Word Cards (1 copy of the page, cards cut apart)Outcome: Compare different r-controlled vowel sounds.

1. Write the words far, for, her, sir, and fur on the board. Identify and discuss ther-controlled vowels in these words:

• When a vowel is followed by the letter r, it has a different sound.

• What is the vowel sound in the word far (for, her, sir, fur)?

• Which three sounds are the same, but have different spellings? (er, ir, and ur)

2. Show three of the Word Cards, including two that illustrate the same r-controlled vowelsound (not necessarily the same r-controlled vowel spelling). Explain that two out of thethree picture names contain the same vowel sound. Ask children to name the pictures,compare the r-controlled vowel sounds, and identify the two picture names with thesame sound.

3. Continue with other sets of three.

Worksheet: Pack the Car Materials: Pack the Car worksheet (1 per child), pencilsOutcome: Identify picture names with the ar sound.

Read the directions on the worksheet aloud. Then let children complete the pageindependently. Work as a class to check children’s work, identifying the r-controlled vowelsound in each picture name.

Extra Help: To check a picture name, say the word car and then immediately say thepicture name. Did you hear the same ar sound in each word? Going Further: Draw something else with an ar sound that can go in the car. (Possibilitiesinclude tar, bark, markers, alarm, dart, cartoon, artist, farmer, yardstick, lark, harp, tarp, cart,garlic, and target.)

Irregular Vowels 1Packet 17


Word CardsClass Activity: Two Out of Three

ar sound

or sound

er/ir/ur sound


Pack the CarWorksheet

car

Say each picture name. Draw a line from each word with an arsound to the car.


About Identifying Irregular Vowel Sounds (Diphthongs) Diphthongs aregliding vowel sounds often represented by two side-by-side vowels. Thefollowing examples occur frequently: aw, oi/oy, and ou/ow. While children do not needto know the term diphthong, they do need to be able to recognize and pronouncethese common letter combinations.

The software and this packet provide practice with the diphthongs listed above.Children listen for and distinguish between these sounds.

Packet 18 Objective: Identify irregular vowel sounds (diphthongs aw, oi/oy, andou/ow) in picture names and words.

Class Activity: Thumbs Up, Thumbs DownOutcome: Listen for the vowel sounds of aw, oi/oy, and ou/ow in spoken words.

1. Write the words brown and foul on the board. Discuss the vowel sounds:

• Can you hear the sound of ow when I say brown (foul)?

• How is this sound spelled in brown (foul)?Similarly, discuss the vowel sounds in join and joy (oi/oy) and in law (aw).

2. Pronounce pairs of words (from the same or different columns). Have children putthumbs up if the vowel sounds match or thumbs down if they are different.

ou/ow oi/oy aw

sour plow noise royal cawround shower voice oil thawloud crowd broil toy lawnbounce how soil loyal yawn

Worksheet 1: Say "Ow!" Materials: Say "Ow!" worksheet (1 per child), pencilsOutcome: Identify the irregular vowel sound ow.

Distribute the worksheet and read the directions aloud. If there is no ow sound, childrenshould leave the bubble empty.

Extra Help: If you do the page correctly, two of the bubbles with be filled.Going Further: Write the entire picture name in the bubble. Circle the letters ow.

Worksheet 2: Picture Album Materials: Picture Album worksheet (1 per child), pencilsOutcome: Select words with aw, oi, oy, ou, and ow to caption photos.

Ask volunteers to name the pictures on the photo album page. Explain that children shouldcircle the correct word under each photo.

Extra Help: Look at the underlined letters. Which ones spell the vowel sound? Going Further: On the back of the page, create your own photo album page.



Say "Ow!"Worksheet 1

Say the picture name. If you hear an ow sound, print ow in the bubble.


Picture AlbumWorksheet 2

toytow

owloil

cowcaw

soysaw

horsehouse

mothmouth


About Identifying Irregular Vowel Sounds (oo) The letter combination oohas two different pronunciations. It can be pronounced as in the word food or asin the word cook. When in doubt, children can determine the correct pronunciationthrough the process of elimination. If the wrong pronunciation is used, the word willnot sound correct.

This packet and the corresponding software activities focus on the oo lettercombination and its different pronunciations.

Packet 19 Objective: Identify irregular vowel sounds (oo as in food and oo as inbook) in picture names and words.

Class Activity: Sort the MailMaterials: Word Envelopes (1 copy of page, envelopes cut out), 2 paper lunch sacks,permanent marker (for teacher use)Outcome: Distinguish between oo sounds (as in food and cook).

1. Write the word food on one of the paper lunch sacks and the word cook on the othersack. Discuss the two pronunciations of the letters oo:

• This word says food (cook). Let’s pronounce the word together.

• What sound does the double o make in food (cook)?

2. Show the class your stack of Word Envelopes. Have children help you "sort the mail"into two sacks. One sack will contain words with the oo sound in food. The other sackwill contain words with the oo sound in cook.

3. When you have finished, remove the Word Envelopes, shuffle them, and stack them.Leave the sacks and the stack of Word Envelopes out where children can practicesorting the double-o words during free time.

Worksheet: Words and Pictures Materials: Words and Pictures worksheet (1 per child), pencils Outcome: Complete double-o words; match the words to their illustrations.

Explain that each of the words on the worksheet is a double-o word so children cancomplete each of the words by adding oo. Then children should draw lines to match thewords to the corresponding illustrations. When children have finished, ask volunteers whatsound the double o makes in each of the words.

Extra Help: If you cannot read the words, you can still figure out which word goes withwhich picture. Just match the beginning consonant(s) in the printed word to the beginningsound in the picture name. Going Further: Paste the words and pictures onto index cards, one per card. Make additionalcards if you wish. Use the cards to play Concentration or other matching games.



Word EnvelopesClass Activity: Sort the Mail

balloon woods

moose hood

spoon book

stool hook


Words and Pictures Worksheet

f __ __ t

m __ __ n

st __ __ l

b __ __ t

w __ __ d

z __ __


About Identifying Words that Rhyme Children may first begin to identifyphonemes (individual sounds) through rhyming words. Children learn torecognize rhyming words and hear the onset (initial consonant sound) and rime (vowelsound and end of the word). Later children learn that each of these sounds isrepresented in the printed word by a letter or letter combination.

In Reading Readiness and in the activities in this packet, children work with andidentify words that rhyme. A wide variety of onsets and over two dozen rimes areincluded.

Packet 20 Objective: Say, hear, and identify words that rhyme.

Class Activity: Silly RhymesOutcome: Manipulate rhyming words in nursery rhymes.

1. Read a nursery rhyme, but stop to let children say the rhyming words. For example:Jack Sprat could eat no [fat]; his wife could eat no lean.And so betwixt them both, you see, they licked the platter [clean].

2. Then work as a class to list other words that rhyme with a word from the nursery rhyme.Make silly rhymes by substituting these words in the rhyme.

Jack Sprat could eat no [hat, bat, rat, mat]…

Worksheet 1: Word Parts Materials: Word Parts worksheet (1 per child), pencilsOutcome: Use onsets and rimes to create rhyming words.

Children should complete the words at the bottom of the worksheet by adding letters fromthe box. If desired, a letter can be used more than once.

Extra Help: You may need to help children read the word endings.Going Further: Challenge children to make as many rhyming words as possible for each wordending.

Worksheet 2: Two-Word Rhymes Materials: Two-Word Rhymes worksheet (1 per child), pencils, crayons Outcome: Write and illustrate two-word rhymes.

Draw children’s attention to the "bug mug." Then have children write and illustrate similartwo-word rhymes. They can use words from the box or their own words.

Extra Help: As a class, read the words in the box and identify the rhyme pairs. Going Further: Create a story about your drawing. Tell it to a classmate.

Rhyming WordsPacket 20

lr

c


Word PartsWorksheet 1

ch

t fls

m

1. _______ at 2. _______ at

1. _______ ip 2. _______ ip

1. _______ ame 2. _______ ame

1. _______ ake 2. _______ ake

1. _______ ail 2. _______ ail

1. _______ ock 2. _______ ock


Two-Word RhymesWorksheet 2

Write a two-word rhyme.Draw a picture to go with your rhyme.

bug mug

tack mice vest

wetcap

king nest nice

hopring

nap

pet sacktop

_________________ _________________


About Decoding and Spelling (Short-Vowel CVC Words) CVC (consonant-vowel-consonant) words are usually the easiest words foryoung learners to read and spell. Still, learning to blend the three sounds together intoa word often requires time, modeling, and practice. Children benefit from activitiessuch as guessing a word after hearing a stretched-out pronunciation (m-m-a-a-n-n).

In the activities in this packet and in the software, children sound out CVC words,spell CVC words, and identify word families (short-vowel CVC).

Packet 21 Objective: Read and spell CVC words.

Class Activity: Make a WordMaterials: Supplies for Step 1, lined paper, pencilsOutcome: Use assorted consonants and vowels to make CVC words.

1. Children will need an assortment of letters, including the vowels a, e, i, o, and u andconsonants such as b, m, n, p, and t. Help children make their letters in one of these ways:

• Make modeling dough "snakes" into alphabet letters.

• Use alphabet cookie cutters to make modeling dough letters.

• Use consonant cards from Packet 2 (Letter Sets 1–3), and create similar vowel cards.

2. Let children work in pairs, using their letters to make and list as many CVC words aspossible.

• Each word will have a vowel in the middle. Can you name the vowels?

• Each word will have a consonant on each end.If you wish, suggest using these word endings: -at, -en, -et, -ib, -op, and -un.

Worksheet 1: Getting in Shape Materials: Getting in Shape worksheet (1 per child), pencils Outcome: Read and write CVC words.

Ask children to name alphabet letters with "tails" (g, j, p, q, y) and "tall" letters (b, d, f, h, k,l, t). Then have children read each word and complete the worksheet.

Extra Help: Have children cross out the extra words (pen, get) before they begin.Going Further: Children can draw shapes for and write the words pen and get.

Worksheet 2: Who’s Driving? Materials: Who’s Driving? worksheet (1 per child), pencils Outcome: Spell CVC words.

Distribute the worksheet. Instruct children to write (or trace) the picture names.

Extra Help: Write the vowel. Have children sound out and write the other letters.Going Further: Let children draw vehicles decorated with words and pictures.

Reading and Spelling 1Packet 21


Getting in ShapeWorksheet 1

canget

joglap

red

map

pen

bet

Write a word that fits the shape. Use words from the word pool.


Who’s Driving?Worksheet 2


About Decoding and Spelling (Short-Vowel Words with Blends orDigraphs) In short-vowel, four-letter words, a blend or digraph may be at thebeginning of the word or at the end (CCVC or CVCC). Naturally, a child who is alreadyfamiliar with the spellings and sounds of various blends and digraphs is at anadvantage when sounding out such words.

The activities in the software and this packet provide opportunities for children topractice decoding and spelling short-vowel words with blends or digraphs.

Packet 22 Objective: Read and spell CCVC and CVCC words.

Class Activity: Around the CircleMaterials: Pad of paper (or paper on a clipboard), pencil, any music sourceOutcome: Spell CCVC and CVCC words.

1. Review these common blends and digraphs (shown in bold letters) as needed:

2. Play music as children sit in a circle and pass around a pencil and paper. Stop the musicperiodically to pronounce a word. Whoever is holding the pencil and paper should writethe word and then spell it aloud so that the class can make corrections if needed. Tip: If your class is large, have two circles of children play simultaneously.

Worksheet 1: Camp Awards Materials: Camp Awards worksheet (1 per child), pencils Outcome: Read CCVC and CVCC words.

Have children read the word on the award and draw a line to the correct camper.

Extra Help: To help children sound out the words, have them underline sw, ck, ng, and mp.Review these sounds.Going Further: Suggest that each child draw an award for a personal skill.

Worksheet 2: Step by StepMaterials: Step by Step worksheet (1 per child), pencils Outcome: Complete the spelling of CCVC and CVCC words.

Children should write the picture names in order, horizontally and vertically.

Extra Help: Children may find it easier to write each word horizontally and then copy thewords into their horizontal and vertical positions on the steps.Going Further: Help children brainstorm other words to extend the steps. For example, kingcould be followed by grow, whip, plan, nest, and so on.


backlandpath

restdockstop

clapskinplan

bragtripspin

shopchatthat

crab frog glad

whenflagprop


Camp AwardsWorksheet 1

swim

kick

sing

jump


Step by StepWorksheet 2

b

l p

l k


About Decoding and Spelling (Long-Vowel Words with Blends orDigraphs) Long-vowel words can be difficult for children to decode because ofthe many different long-vowel spelling patterns. Instruction about the silent-e patternand other long-vowel patterns (such as ai, ee, ea, oa, and ai) is vital for manychildren. These spelling patterns were previously introduced in Packets 9 and 10.

Through games and other activities in this packet and in the software, children canpractice decoding, writing, and spelling long-vowel words. The focus is on single-syllable words that contain blends or digraphs.

Packet 23 Objective: Read and spell long-vowel, five-letter words with blends anddigraphs.

Class Activity: Five-Letter BingoMaterials: Bingo Board (1 copy per child), plastic chips (9 per child), pencilsOutcome: Write and read long-vowel, five-letter words with blends and digraphs.

1. On the board, list and discuss the spelling of any nine of these words:

• Which words have a silent-e at the end? Is the vowel long or short?

• In the words with side-by-side vowels, which vowel says its name? (Usually "when twovowels go walking, the first one does the talking.")

2. Distribute Bingo Boards and plastic chips. Explain the rules for Five-Letter Bingo:

• Write the nine words in random order on your Bingo Board. (Children’s game boards will not all look alike.)

• Put a plastic chip on each word the teacher pronounces.

• Say "Bingo" if you cover three words horizontally, vertically, or diagonally.

• Continue playing until you cover your entire board.

Worksheet: Word Scramble Materials: Word Scramble worksheet (1 per child), pencils Outcome: Spell (unscramble) and read words with side-by-side vowels and blends ordigraphs.

Children should unscramble the word, write it, and then draw a line to the picture. Remindchildren to use the pictures as clues about the mixed-up letters.

Extra Help: Provide the hint that each word contains two side-by-side vowels.Going Further: Cut off the picture clues (second column) beforehand. When children finish,show the pictures. Do the unscrambled words match the pictures?


flameshakeslice

writestoneclose

snailreachtreat

floatdrainsleep


Bingo BoardClass Activity: Five-Letter Bingo

___ ____ ____ ____ ____ ___ ____ ____ ____ ____ ___ ____ ____ ____ ____

___ ____ ____ ____ ____ ___ ____ ____ ____ ____ ___ ____ ____ ____ ____

___ ____ ____ ____ ____ ___ ____ ____ ____ ____ ___ ____ ____ ____ ____


Word ScrambleWorksheet

s e p h e

___ ___ ___ ___ ___

r t i n a

___ ___ ___ ___ ___

e c b a h

___ ___ ___ ___ ___

w e t a h

___ ___ ___ ___ ___

h i a c n

___ ___ ___ ___ ___


About Decoding and Spelling (Irregular-Vowel Words with Blends orDigraphs) Correctly decoding words with irregular vowels can be a challengebecause the words do not "follow the rules." Sometimes context clues or the processof elimination helps, but often children must learn to recognize these troublesomewords through mental images or memorization.

The irregular-vowel words in this packet and in the Reading Readiness software aresingle-syllable words containing blends or digraphs. The irregular vowels include ar,er/ir/ur, or, aw, oi/oy, ow/ou, and oo.

Packet 24 Objective: Read and spell irregular-vowel words with blends or digraphs.

Class Activity: Word DetectiveOutcome: Spell irregular-vowel words that have blends or digraphs.

1. Pronounce a word from the list below and have a volunteer write it on the board. (If youwish, the other children can write the word on paper.) Discuss the spelling and havechildren correct any mistakes.

2. Repeat with about four other words. Then stop and ask children to close their eyes whileyou erase a letter from each word. Invite children to act as "word detectives" to identifythe missing letters. Continue with other sets of words.

Worksheet 1: Picture Puzzle Materials: Picture Puzzle worksheet (1 per child), pencilsOutcome: Use irregular-vowel words to complete a picture crossword.

Ask volunteers to name the pictures on the worksheet. Explain that children should writethe words across or down, one letter per box.

Extra Help: As children name the pictures, discuss the spelling of the words.Going Further: Let children create crosswords by writing words on graph paper.

Worksheet 2: Flowery Words Materials: Flowery Words worksheet (1 per child), crayonsOutcome: Read irregular-vowel words; find correctly spelled picture names.

Have children color the crayons in the key at the top of the page. Children should color theflower red if the picture name is correct or pink if the name is incorrect.

Extra Help: Provide the hint that only two picture names are correct.Going Further: Beside each pink flower, spell the picture name correctly.

Reading and Spelling 4 Packet 24

darktarsmart

dirtthirdstir

bornsortfloor

drawthawpaw

townplowground

pointsoiljoy

zoomstoodroot


Picture PuzzleWorksheet 1

Write the picture names in the boxes. One is done for you.

f l o w e r


Flowery WordsWorksheet 2

church

yarn

house

short

boat

word OK red

word not OK pink

Images Knowledge Adventure, Inc.® 96

Reading Readiness Images

ant arm back

bag ball balloon

banana band bat

bath beach beak



bean bed bee

bell bench bib

bike bill bird

black bleach blind



block blood blue

boat bone book

boot bow bowl

box boy braid



brain bread brick

bride broom brown

brush bug bun

bus bush cab



cage cake can

candy cane cap

cape car cat

cave cent chain



chair chalk cheese

cherries chest chick

chin church circle

clam clap claw



clay clock cloud

clown club coat

coin cone corn

cot cow crab



crack crate creek

crib crown crutch

cry cube cup

cut deer desk



diamond dice dime

dive dog doll

door dot drain

dream drill drip



drive drum duck

egg fan feet

fire fish five

flag flake flame



flea flower flute

fly foot fork

fox frame frog

fruit fry game



gas gate glass

globe glove glue

goat grape graph

grass gray green



grill groom gum

ham hand hat

hay hen hexagon

hill hive hood



hook hop horn

horse hose hot

house hump ice

jam jar Jeep®



jet jug jump

June kick king

kite knife lake

lamp leaf leash



leg lid lip

lock log lunch

mail man map

mat math meat



men mice milk

mint moon moose

mop mouse mouth

mud mug mule



nail neck nest

net nine nose

nut oil oval

pail paint pan



pants path pea

peach pear pen

pie pig pill

pin pink pipe



plaid planets plant

plate plow plug

plum pond pop

pot prince queen



rain rake rat

rectangle red rib

ring road robe

rock rope rose



rug run sack

sad sand saw

scarf seal seed

shark shave sheep



shell ship shirt

shoe sick sing

sink sip sit

six skate ski



skirt skunk sky

sled sleep slide

slime slip slow

smell smile smoke



snail snake sneeze

snore snout snow

soap sock spike

spine splash sponge



spoon spot spur

square stamp star

stem stick stone

stool stop stork



stove straw string

stump sun swamp

swan sweat sweep

swim swing tank



tape ten tent

thermometer thimble thirty

thread three thumb

tie tire toast



toe tooth top

toy track train

trash tray tree

triangle truck trunk



tub tube turtle

vacuum van vase

vest vet vine

violin volcano wand



watch wave web

Wednesday well wet

whale wheat wheel

whip whistle white



wig win wing

wink wire wolf

wood woods x-ray

yam yarn yawn



yellow yoyo zebra

zero zig zag zip

zipper zoo

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