Lessons - Reading Horizons · Lesson 28 389 s c s c a s c a t s k s k i s k i t s l s l e s l e d s t s t o s t o p Continue with some of the following words. If students are

Lessons S‐Blends: Lesson 28

Special Vowel Sounds: Lesson 57

Published by Reading Horizons Copyright © June 2010 by Reading HorizonsNorth Salt Lake, Utah ISBN 978-0-928424-69-0

Instructional Aids, Reinforcement, and Enrichment Activities

Instructional Aids: • Posters Kindergarten • Blends, Special Vowel Combinations First Grade and Above • Blends • Most Common Words Poster - List #5 • Blends Flip Chart • Reverse Listening Cards Kindergarten: • S-Blends, S-Blend Slides, S-Blend Words, Three-Letter S-Blends & Extras

(cards 1-4) Special Education: • S-Blends, S-Blend Slides, S-Blend Words, Three-Letter S-Blends & Extras

(cards 1-4) First Grade and Above: • S-Blends • Most Common Words Cards • blood, flood

Reinforcement Activities: • Practice Pages • Kindergarten, pp. 65-69

SECTION SIX – LESSON 28S-Blends

Lesson 28 383

Name

Published by Reading HorizonsCopyright © June 2010 ISBN 978-0-928424-70-6 65

Section Six: The S-Blends

Manual Lssn 28Computer Lssn 36

There are eight two-letter s-blends: sc, sk, sl, sm, sn, sp, st, and sw. Join these blends with all five vowels. Slide the sounds together.

aeoui

sc sk sl sm Join the blend with the vowel to create a slide. Read the slide.

sca sla sma

Name


Section Six: The S-Blends

aeoui

sn sp st sw Join the blend with the vowel to create a slide. Read the slide.


sna spa sta swa

There are eight two-letter s-blends: sc, sk, sl, sm, sn, sp, st, and sw. Join these blends with all five vowels. Slide the sounds together.

Name


sni snip

Section Six: S-Blends in Words

x

x

x

x

x

swi swimski skipsca scatsto stop


Write each word two times.

Write the sentence.

I can swim; can you?

Name


Section Six: S-Blends End Words

crisp

x

x

x

x

justmaskpast

blastbestrisk

x

x

xManual Lssn 28

Computer Lssn 36

S-blends can come at the ends of words, too! Some words begin and end with a blend.

Write and mark each s-blend word two times.

Name


Section Six: Three-Letter S-Blends and Extra Blends

xscra scrap

There are five three-letter s-blends: scr, spr, str, spl, and squ. Arc all three letters. Tw and dw are extra blends.

xspri sprigstru strut

xspla splat

xsqui squidtw twindw dwell

x

x

x


Write and mark the words.


x x x x x

x x x x x

• First Grade and Above, pp. 66-68

• Little Red Book • Story #7, “Scott’s Dog,” found in the Little Red Book; also available following

computer software Lesson 36.

• Spelling List Kindergarten • sprig, squid, snap, spin, step, stop, swim, scrap, strap, scab First Grade and Above • sprig, squid, snap, spin, step, stop, swim, scrap, strap, 6blue • Games and Activities (under Games and Activities in Sound Essentials): • Blends Game, pp. 96-97 (Kindergarten), pp. 242-243 (First Grade and

Above). Use the s-Blends. As students become proficient, use L-, r- and s-blend cards together.

Enrichment: • Word Builder; see Preface to Lesson 7, pp. 134-135. • Additional Dictation

s t r u m s p a n s p o t s n u b

s m o g c l a s p g l a d s l o t

g r a b t r i p c r o p f l i p

s t u b s t r i p b l a s t t w i s t

• Nonsense Words*s p r u d *s p l e g *s p l a n *s p r i t *s m i b

*s m a t *s k e g *s p r e n *s p r a b *s t r o n

384 Lesson 28

Name


Most Common Words


bloodManual Lssn 28

Computer Lssn 36

sc sca scatx

sl sle sled

sn sna snap

x

x

sk ski skipx

sm smu smug

sp spo spot

x

x

st ste stemx

sw swi swimx

Read each blend, slide, and word. Write each word two more times.

There are eight two-letter s-blends: sc, sk, sl, sm, sn, sp, st, and sw.

Write these MCWs three times.

flood

Name



crisp

just

maskpast

blastbestrisk


x

x

x

x

x

x

x

S-blends can come at the ends of words too! Some words begin and end with a blend.


Name



scra scrap


spri sprigstru strutspla splatsqui squid

tw twindw dwell


x

x

x

x

x

x

Read each three-letter blend and slide. Write the word two more times. Read the word again.

x

Scott’s Dog

Manual Lesson 28Computer Lesson 36

#7


• Additional Games and Activities (under Games and Activities in Sound Essentials): • Cootie®, p. 101 (Kindergarten), p. 247 (First Grade and Above) • What’s Real, p. 122 (Kindergarten), p. 268 (First Grade and Above) • Additional Practice Page • Kindergarten p. 70

• Reading/Writing Activities • Scuffy, by Peggy Parrish • Small Pig, by Arnold Lobel • Snow, by Karen Hoenecke • Spectacular Stone Soup, by Patricia Reilly Giff • Stanley, by Syd Hoff • Stop, Stop, Stop, by Edith Thacher Hurd • Swing, Swing, Swing, by G. Tuchman and S. Dieterichs

Lesson 28 385

Name


Section Six: Reading S-Blends

A dog ran past Mom.“Stop! Scat, dog! Scat!”Dad and I got the dog.My dad loves dogs.


Practice reading with s-blends.


386 Lesson 28


Lesson 28 387

Lesson Notes

By this time, you are thoroughly familiar with this procedure, so the lesson will not be given in great detail.

Sc and sk are the first two s-blends, and since c and k have the same sound, so do these two s-blends.

Objective: Teach two- and three-letter s-blends.

STEP #1: TEACHER INSTRUCTION

REVIEW AND/OR RE-TEACH

Review L-blends and r-blends in isolation. See if students remember r-blends in order.

Review both L- and r-blends joined with vowel sounds.

Teach: S-Blends

Using the Blends, Special Vowel Combinations Poster (Kindergarten) or the Blends Poster (First Grade and Above), show students the eight two-letter s-blends and five three-letter s-blends.

The consonants c, k, L, m, n, p, t, and w follow the letter s to form these s-blends.

sc sk sl sm sn sp st sw

As soon as a blend is written, place the arc under the letters. It is helpful to pronounce the blends with a vowel in order to maintain the true blend sound.

CAT

First Grade and Above MCWsblood, flood

O


388 Lesson 28

S-blends differ from L- and r-blends in that s is the first rather than the second letter in the blend. The consonants that follow are found, for the most part, in the second half of the alphabet.

Use RLCs Kindergarten - Card 1, S-Blends. Have

students write, arc, and pronounce each word.

STEP #2: LISTENING AND DICTATION, STUDENT PARTICIPATION

“Please print and arc the s-blends as I say them.”

The students are at the board. They listen and print as you dictate:

s-c, arc s-k, arc s-l, arc s-m, arc s-n, arc s-p, arc s-t, arc s-w, arc

Use RLCs Kindergarten - Card 2, S-Blend Slides.

Students should write the blend and the vowel, arc the blend, and slide to the vowel. Be sure they read the entire slide.

Use the Blends Flip Chart and Blends Game for additional practice.

Build words as you did with L- and r-blends. The following are examples of words you might build.

Point out the use of the c/k skill.

Note that s is the firstrather than the second letter in s-blends.

When s precedes c and k in s-blends, the c/k spelling skill is no longer 100 percent, but there are only four exceptions. They are skunk, skull, skate, and skulk.

CAT

CAT


Lesson 28 389 s c s c a s c a t

s k s k i s k i t

s l s l e s l e d

s t s t o s t o p

Continue with some of the following words. If students are doing well hearing the sounds and building words, dictate the whole word.

smug snob stop swim

spin scan skin snap

slap snip stem slid

spot scat skip stab

Point out s-blends can also end a word:

blast crisp crust mask

lost must best wisp

fast rust last risk

In words in which the s-blend ends the word, such as best and fast, be certain the vowel is marked first, then the blend. Always mark words left to right.

Use RLCs Kindergarten - Card 3, S-Blend Words.

Students should write a word, mark the blends and vowel, and read the word.

Use Word Builder to make words. Substitute blends, vowels, and final ending sounds; see pp. 134-135.

-

x x x x

x x x x

x x x x

x x x x

x x x x

x x x x

x x x x

x

x

x

x


390 Lesson 28

Use Practice Pages after MCWs are taught: Kindergarten p. 65, The S-Blends, p. 1 p. 66, The S-Blends, p. 2 p. 67, S-Blends in Words p. 68, S-Blends End Words First Grade and Above p. 66, S-Blends in Words p. 67, S-Blends End Words

STEP #3: THREE-LETTER S-BLENDS

Teach: There are five three-letter blends.

scr spr str spl squ

Show students how to print and say these combinations. Be sure they arc all three letters in the blend.


Practice sliding from three-letter blends to a vowel:

s c r a s c r a p

s p r i s p r i g

s t r u s t r u t

s p l a s p l a t

s q u i s q u i d

When slides were first introduced, students were taught to slide from one consonant to a vowel. When blends were introduced, they were taught to slide from two consonants to a vowel. Now, with three-letter blends, they will learn to slide from three consonants to a vowel. Be very certain they do not separate the sounds.

This skill is quite difficult for younger students. They often don’t hear the second consonant in the blend.

Use Word Builder to make words. Substitute blends, vowels, and final ending sounds; see pp. 134-135.

Notice that in the word squid, the u is NOT marked as a vowel. Qu stands together to say the sound /kw/, and the consonant s has been added before the qu. I is the only vowel in this word.

x

x

x

x

x


Continue with the following words:

s c r u b s t r i p s p l i t s q u i d s c r a p s t r a p s q u i b

s t r e p s t r u m s p l i t s p r i g

STEP #5: DW AND TW BLENDS

Teach: DW and TW Blends

“The last two blends are dw and tw. They are sometimes referred to as orphan blends because they do not contain L, r, or s. There are not very many words that contain these blends.”

Dictate the following.

d w e l l * d w i t

t w i g t w i n

Use RLCs Kindergarten - Card 4 - Three-Letter S-Blends and Extras First Grade and Above - S-Blends

Use Practice Pages after MCWs are taught: Kindergarten p. 69, Three-Letter S-Blends and Extra

Blends First Grade and Above p. 68, Three-Letter S-Blends and Extra

Blends

This is a good time to reinforce the combination qu, because it has the same w sound as dw and tw (qu=/kw/), and it is also marked like a blend.

x x

x x

Lesson 28 391

x x x x

x x x

x x x x


STEP #5: TEACH MCWS and SPELLING

Point out the new MCWs on MCW Poster #5.

Give students MCW cards blood and flood.

Teach: blood, flood

At this point, students should have learned the bl and fl blends, so the beginning sounds of blood and flood should be easy. They know the sound of d, so the ending will be fine. The double o is assuming a schwa sound, the same sound as the vowel u: /u/, as in up. To help students remember the double o, you might suggest they think of the double os as eyes again. If in real life they saw a flood or saw blood, they would want to look to see how they could be of help.

Spelling List:

See suggested guidelines in the Teacher Supplement, pp. 25-26.

Kindergarten

s p r i g s q u i d s n a p s p i n

s t e p s t o p s w i m s c r a p

s t r a p s c a b

First Grade and Above

s p r i g s q u i d s n a p s p i n

s t e p s t o p s w i m s c r a p

s t r a p 6b l u e

Read Story #7, “Scott’s Dog.”

Even though the MCWs flood and blood are not high frequency, they are sight words often used in science, social studies, and math classes.

392 Lesson 28


Instructional Aids, Reinforcement, and Enrichment Activities

Lesson 57 639

Instructional Aids: • Posters • 42 Sounds Poster • Most Common Words Poster - List #9 • 42 Sounds Card: oo • Reverse Listening Cards Special Education: • Special Vowel Sounds, card 1. This card practices sounds in isolation. • Special Vowel Sound Words, card 2. This card practices words that are

grouped according to vowel sounds. • Special Vowel Words Mixed, card 3. This card has words that contain all of

the Special Vowel Sounds. First Grade and Above: • Special Vowel Sounds • Most Common Words Cards • truth, junior, again, beauty

Reinforcement Activities: • Practice Pages • pp. 134-137

• Activity Page, Special Vowel Sound Sentences, p. 192 • Little Green Book • Story #25, “Lake Maude,” found in the Little Green Book; also available

following computer software Lesson 64.

SECTION TEN – LESSON 57Special Vowel Sounds (Pigpens) #4 and #5

Name


Section Ten: Pigpen #4

stoolnoontoothbootsoonbroom

x

z oox

The last two Special Vowel Sounds are double os. They look the same, but they have different sounds! One says /oo/, as in zoo. All these words have the zoo sound.


xboo oo boo

truthMost Common Words

junior

Write the Special Vowel Sound then write and prove the word.

Write these MCWs two times.

Name


Section Ten: Pigpen #4 Sentences

room food broomschool tooth poolcool noon stool

1. The roof of the school house is black.2. May I sweep the ____________?3. Paul swept with a ____________.4. Tom swam in the ____________.5. Jack lost his ____________.6. I like to eat the ____________ my mother makes.7. The lake felt ____________ on my skin.8. Pete sat on the ____________.9. At ____________ we eat lunch.


Use these words to fill in the blanks and to complete the sentences below.

Name



book oo bookshooklookhookcookgoodwoodbrook

x

l oo kx

The other sound of oo is /oo/, as in look. All of these words have the look sound of /oo/.


x

againMost Common Words

beauty

Write the Special Vowel Sound and then prove the word.


Name



book stood hook goodhood look wood foot

1. We stood on the hill.2. We had a __________ day.3. Please read the whole __________ .4. I will __________ a big fish.5. Put the __________ up on your coat.6. If you get lost, we’ll have to __________

for you.7. I hurt my left __________ while I was running.8. On the farm, we saw a big pile of __________ .

Use the words below to fill in the blanks.


Answers

Answers

#25

Lake Maude


640 Lesson 57


• Spelling List look, food, brook, noon, tooth, school, foot, 6onion, 6through, 6iron

Computer Supplement: • Computer Software • Lesson 64 – OO Special Vowel Sounds (10 minutes), practice session (15

minutes), story “Lake Maude” (eight minutes)

Enrichment: • Word Builder; see Preface to Lesson 7, pp. 134-135. • Additional Dictation Use the Word Bank at the end of this section, p. 654. • Nonsense Words Spell these nonsense words to your students. Have them prove and pronounce them

for you.

au/aw

*s p a u l d *f a w *c h a w m

ou/ow

*f l o u n d *s c o w *s h o u p

oi/oy

*s l o y *g l o i p *c r o i n

oo/zoo

*g l p *s k m *g r t h

oo/look

*w h k *t r k *s p l t

• Additional Practice Page • p. 138

X X X

X X X

X X X

X X X

X X X

o o o o o o

o o o o o o

Name


Find and underline the MCWs from List 9, then read the sentences. Circle and practice any words that are difficult for you.

Section Ten: Most Common Words Sentences

1. Are you sure you want that much sugar?

2. I thought I’d go with you, Meg, but I have to do mywash.

3. I’d like to have time to take a walk and talk with you.

4. Sam is a junior in high school.

5. The truth is, I’m not sure how many pounds are in a ton. I’ll have to look up the answer again.

6. Mr. Snow asked those two boys to stay together.

7. They say you’re as young as you feel. 8. Please face toward me, and I’ll show you how

this should be done.

9. In his youth, Jim learned the beauty of a job well done.


Answers

Lesson 57 641


Lesson Notes

These two Special Vowel Sounds look the same but have different sounds. If you’re not sure which sound to use, try the first sound: /oo/, as in zoo. Let your ears tell you which sound is right.

Objective: Teach students the two sounds of double o.

STEP #1: TEACHER INSTRUCTION

Teach: Special Vowel Sounds (pigpens) #4 and #5: oo/oo.

Point out the oo/oo pigpens on the 42 Sounds Poster.

“In each set of Special Vowel Sounds (pigpens) we’ve learned so far, we have had two vowel sounds that looked different but sounded the same. Finally, we come to the last two Special Vowel Sounds, and they look just the same, but they have to be in different pens. Do you know why? Because they sound different!”

“One has the sound of /oo/, as in zoo (boo, room, zoom).”

“The other has the sound of /oo/, as in look (book, cook, took).”

“They look like happy faces when they are written, don’t they? The trouble is that when you are reading a word and you see a double o, there is nothing to tell you which sound to use.”

O

oox

oox

MCWstruth, junior, again, beauty

642 Lesson 57


For older students, you may prefer to use the same diacritical markings used in the dictionary, but for the most part, young students have fun using the memory-device suggestions in the lesson. It will help you know if they are able to discriminate between the two sounds.

Use of the following pronunciation symbols may cause confusion with the Discover Intensive Phoncs system.

Pronunciation Symbols:

Merriam-Webster

Zoo = ooLook = U

Webster

Zoo =Look =

X X

oo

X X

“Let me show you how we would prove a word that has the sound /oo/, as in zoo.”

Demonstrate by placing an x between the two vowels and arching the vowels together. b o o t z o o m

“Now let’s do a couple that have the sound /oo/, as in look.”

t o o k b o o k

“Now you can see that they look just the same, but I would like to have you show me that you know which sound the word is making, so this is what we will do.”

“If the double os have the zoo sound, put lines through the os, like the bars in the cages of the zoo or the stripes on a zebra, to remind you that these os have the sound / /, as in zoo!”

“If the double os have the look sound, make the os into eyes to remind you that these os have the sound / /, as in look.”


“This first set of words will all have the sound of /oo/, as in zoo.”

c l s p l s c h l

p l s n p s p n

o o o o o oX X X

o o o o o oX X X

oo

Lesson 57 643


Use Practice Pages p. 134, Pigpen #4 (after teaching MCWs) p. 135, Pigpen #4 Sentences

“These words will all have the sound of /oo/, as in look.”

c k h k b k

b r k g d w d

Use Practice Pages p. 136, Pigpen #5 (after teaching MCWs) p. 137, Pigpen #5 Sentences

“Now I’ll dictate some words using both sounds. You listen carefully and see if you can show me with your markings which sound you hear.”

m n b r m f t

t k m h d

Give each student the 42 Sounds Card oo.

To reinforce all of the Special Vowel Sounds, use the following RLCs: Special Education Special Vowel Sounds, card 1 - sounds

in isolation Special Vowel Sound Words, card 2

- words are grouped according to the vowel sound.

Special Vowel Words Mixed, card 3 - the words on these cards contain all of the Special Vowel Sounds.

Depending upon the age and ability of your class, you may wish to introduce eu and ew at this time, since they both sometimes have the sound of /oo/, as in zoo. Ew will usually have the zoo sound when it follows the consonants r, j, ch, and L.

Examples:EWDrew, grew, crewJew, jewel, chew,blew, slew, flew

EUneuter, neutron

Both eu and ew have the sound of long u, as well.

For more complete information on eu and ew, see Lesson 75, p. 777.

Use Word Builder to make words.

o o o o o o

o o o o o o

X X X

X X X

o o o o

o o

o o

o o o o

X X X

X X X

Answers

Answers

644 Lesson 57


First Grade and Above: Special Vowel Sounds

Activity Page, Special Vowel Sound Sentences, p. 192.

STEP #3: TEACH MCWS and SPELLING

Point out the new MCWs on MCW Poster #9.

Give each student the MCW cards truth, junior, again, and beauty.

Teach: truth, junior, again, beauty

Truth: U is a long vowel in this word, and long us sometimes sound like the /oo/, in zoo.

Junior: Again, u has the sound of /oo/, as in zoo. The vowel combination io is a reversed vowel. It is usually oi, /oi/. When reversed, i has the sound of y. Correctly pronounced, the word is /joon-yor/, but it is frequently pronounced /joon-yer/, with or taking the sound of /er/.

Again: The a that begins this word has the sound of the schwa. This word has gone through change with time. You may recall a grandmother or an old aunt saying /uh-gain/. That pronunciation is phonetically correct. However, with time, we have eased the long a out of the word and instead use a short i (and, in some areas, a short e) sound: /a-gin/. (No rainbow j is used in this word.)

Beauty: The vowels e and a do nothing in this word but take up space. We hear the b, long u, t, and then y taking the sound of long e. Here’s a clever mneumonic device for students. Show

Lesson 57 645


them the word beast. It is a phonetically correct adjacent vowel word. They are all familiar with Beauty and the Beast, so tell them to begin to write beast, and turn it into beauty.

Spelling List:

See suggested guidelines in the Teacher Supplement, pp. 25-26.

look food brook

noon tooth school

foot 6onion 6through

6iron

Read Story #25, “Lake Maude.”

646 Lesson 57


Practice Pages S‐Blends: Lesson 28

Special Vowel Sounds: Lesson 57

Name


Most Common Words


bloodManual Lssn 28

Computer Lssn 36

sc sca scatx

sl sle sled

sn sna snap

x

x

sk ski skipx

sm smu smug

sp spo spot

x

x

st ste stemx

sw swi swimx

Read each blend, slide, and word. Write each word two more times.

There are eight two-letter s-blends: sc, sk, sl, sm, sn, sp, st, and sw.

Write these MCWs three times.

flood

Name



crisp

just

maskpast

blastbestrisk


x

x

x

x

x

x

x

S-blends can come at the ends of words too! Some words begin and end with a blend.


Name



scra scrap


spri sprigstru strutspla splatsqui squid

tw twindw dwell


x

x

x

x

x

x

Read each three-letter blend and slide. Write the word two more times. Read the word again.

x

Name



stoolnoontoothbootsoonbroom

x

z oox

The last two Special Vowel Sounds are double os. They look the same, but they have different sounds! One says /oo/, as in zoo. All these words have the zoo sound.


xboo oo boo

truthMost Common Words

junior

Write the Special Vowel Sound then write and prove the word.


Name



room food broomschool tooth poolcool noon stool

1. The roof of the school house is black.2. May I sweep the ____________?3. Paul swept with a ____________.4. Tom swam in the ____________.5. Jack lost his ____________.6. I like to eat the ____________ my mother makes.7. The lake felt ____________ on my skin.8. Pete sat on the ____________.9. At ____________ we eat lunch.


Use these words to fill in the blanks and to complete the sentences below.

Name



book oo bookshooklookhookcookgoodwoodbrook

x

l oo kx

The other sound of oo is /oo/, as in look. All of these words have the look sound of /oo/.


x

againMost Common Words

beauty

Write the Special Vowel Sound and then prove the word.


Name



book stood hook goodhood look wood foot

1. We stood on the hill.2. We had a __________ day.3. Please read the whole __________ .4. I will __________ a big fish.5. Put the __________ up on your coat.6. If you get lost, we’ll have to __________

for you.7. I hurt my left __________ while I was running.8. On the farm, we saw a big pile of __________ .

Use the words below to fill in the blanks.


Name


Find and underline the MCWs from List 9, then read the sentences. Circle and practice any words that are difficult for you.

Section Ten: Most Common Words Sentences

1. Are you sure you want that much sugar?

2. I thought I’d go with you, Meg, but I have to do mywash.

3. I’d like to have time to take a walk and talk with you.

4. Sam is a junior in high school.

5. The truth is, I’m not sure how many pounds are in a ton. I’ll have to look up the answer again.

6. Mr. Snow asked those two boys to stay together.

7. They say you’re as young as you feel. 8. Please face toward me, and I’ll show you how

this should be done.

9. In his youth, Jim learned the beauty of a job well done.


Little Book Stories S‐Blends, Little Red Book: Lesson 28

Special Vowel Sounds, Little Green Book:

Lesson 57

85

Scott’s Dog


#7

86

Wags is Scott’s pet dog. He is big, tan, and his eyes are blue. Scott puts a strap on Wags and they go to the pond at Red Cliff.

87

Scott can skip rocks on the top of the pond. Wags can swim in the pond, but he cannot get the rocks. Scott spots a frog in the pond.

88

Wags snaps at the frog. “Wags, you must not snap at the frog!” said Scott. “The frog is your friend.”

89

Wags sees a crust on the grass. He drags the crust to the pond for the frog.

90

“What are you doing Wags? Frogs eat bugs, not crusts!” “You are all wet and we should scat.”

91

Scott put the strap on Wags and they were off. “That was fun,” said Scott. “We can come again and bring the frog some bugs!”

92

Comprehension Questions

1. Who is Wags?

2. Where do Scott and Wags go?

3. What did Scott do at the pond?

4. What did Wags see?

5. What did Wags give the frog?

6. What do Scott and Wags like to do?

93

MCWs

arebluecomedoingeyefriendgivego

heofputsaidseeshouldsomethat

theywaswewhatwherewhoyouyour

Skill Words

crustmustscatScottskipsnapspotstrapswim

againcannoteat

forlikepond

rock

Words beyond skill level

94

79

Lake MaudeManual Lesson 57

Computer Lesson 64

#25

80

Troy sat on the front lawn packing and waiting. As soon as all the boys got home from school, he would join his scout troop for their first camping trip of the year.

81

“There it is, Lake Maude! We made it!” There was a lot of laughing and noise as the boys set up their tents on the soft ground.

82

The scouts toiled over their fires cooking and boiling their food. Troy brought his food wrapped in foil. All he had to do was throw the foil pack into the fire and pull it out with a stick when it was done. When Troy’s food cooled, it was just right for eating.

83

The scouts took their chairs down to the lake to look at the moon. There was a neat new boat launch from the shore. The boys were goofing off and some started to get rowdy. Troy could see the launch where they stood was about to give out. Troy headed for shore and shouted for the rest of the scouts to do the same. No one heard him.

84

Troy ran to camp and brought back Paul’s father who calmed the rowdy boys and pointed out that the boat launch was not safe.

85

Every scout was glad that Troy had been so wise.

86

Comprehension Questions

1. What was Troy doing after school?

2. What was the lake called?

3. How did the boys cook their food?

4. What was wrong with the launch?

5. Who helped the boy scouts?

87

MCWs

beeneveryheardlaughofoffpullsee

who

Skill Words

boilboycookcooldownfoilfoodgoofgroundjoinlaunchlawn

lookMaudemoonnoiseoutPaulpointschoolscoutshoutsoonstood

throwtoiledtooktroopTroy

aboutafterbrought

intonewover

rowdy

Words beyond skill level

88

Documents

Lessons - Reading Horizons · Lesson 28 389 s c s c a s c a t s k s k i s k i t s l s l e s l e d s t s t o s t o p Continue with some of the following words. If students are