The Race to Recycle
Level G/12
The Race to Recycle Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Story Elements Phonemic Awareness •• Medial sounds
Phonics
•• Sounds for oo
Concept Vocabulary
•• Words related to recycling
Grammar/Word Study •• Opposites
Summary
•• A group of kids puts the recycling out for collection by the recycling truck.
Theme: Our Environment Science Concept: Our actions can affect our environment. We can look for solutions to problems in our environment.
B
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e n c h m a r k
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d u c a t i o n
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Small Group Reading Lesson Before Reading.... paper gets used again
save cans
Recycling
Build Background Knowledge • Have pairs of students tell each other what they know about recycling. As they share their ideas with the group, record them on a word web like the one shown.
Model Making, Revising, and Confirming Predictions save plastic
ell
Support Tips
for English-Language Learners
Build Background Knowledge Reinforce the concept of recycling as an alternative to throwing things in the garbage. Place a newspaper, a bottle, a can, and a plastic container on a table. Ask students to show what they do with these things when they are through with them. Say: Instead of putting them in the garbage, we can recycle them. Remind students that these things can be made into new things and can be used again. Show students bins labeled Paper, Plastic, Glass, and Metal.
Build Vocabulary and Language Patterns As students preview the book, reinforce language patterns they will encounter as they read. Write on the board: ____ put the ____ in the bin(s). Provide labeled bins or plastic dishpans for recycling and assorted cleaned containers of plastic, glass, metal, and waste papers. Have volunteers sort the items and put them in the bins. As each student puts his or her type of items into a bin, read the sentence from the board, filling in the blanks.
• Show students the cover and have them predict what they think the book is about. Say: A good reader looks at the cover and the title and guesses what the book will be about. Reading to see if your guess is right helps you read with interest. I think that the book is about children who recycle. It may also be about a race. • Write the predictions students make on a chart. Encourage students to check or change their guesses as they read and get more information.
Preview the Book • Preview the pictures in the book. Ask students to make new predictions based on the details they observe and to revise or confirm previous predictions. Record these on the chart. Say: I see on page 4 a girl is looking at a clock. She looks worried. Maybe the word race has to do with having to rush because you don’t have much time. • Introduce language from the book that may be difficult for students. For example, ask: What is the boy doing with the newspapers? What is the girl doing with the bottles?
Model Reading Strategies • Point out the word newspapers on page 5. Ask: What strategies could you use to read this word? • Explain that students might notice the smaller words used to make the big word and read them. They could also use what they know about the sounds of consonants and vowels. Then they should see if their guess makes sense by reading the sentence and looking at the picture.
Set a Purpose for Reading • Say: I want you to read the book to find out what the children recycle and why they must race. Make new guesses and change old guesses as you get new information.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other
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part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-1409-8
11/17/10 2:14:26 PM
During Reading....Ï Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading....Ï Reflect on Reading Strategies • Ask students to tell how their guesses about the story changed as they read. Reinforce that making, confirming, and changing guesses about what will happen in the text helps them stay involved in what they read. • Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or make sense of the text.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students what the children recycled and why a race was involved. Have them find and read passages from the text to support their responses. • Group students in threes and have them reread the book, taking the roles of Max, Tanya, and Jenny. Encourage them to act out what happens in the story and read the dialogue.
Extend Concepts • Show children the setup for a recycling program at your school, or explain your local or regional recycling program. Show any pictures or pamphlets the program makes available. • Talk about the kinds of materials that are recycled, how they should be prepared, and how they are picked up. • Have students explain why recycling is important. • Ask students to brainstorm a list of ways they could find more things to recycle and make their environment cleaner. Copy and reproduce their list and have students share the list with their families.
© 2011 Benchmark Education Company, LLC
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Make Fiction-to-Fact™ Concept Connections If students have read Where Does Your Garbage Go? ask: • Tanya says the recycled things “get a new life.” How does a milk jug get a new life in Where Does Your Garbage Go? (It is cleaned, cut up, melted, and formed into a new jug.) • The recycling truck picked up cans, bottles, and papers for Tanya and Max. How is the job of a garbage truck different? (It picks up a mixture of cans, bottles, papers, rotten food, and unusable things, and takes them to a landfill. They are buried and not used again.)
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Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before discussing the concept of story elements, introduce the vocabulary characters, problem, and action. Talk about a familiar film. Ask: Who are the stars of this movie? These are called the characters. What happens that gets them into trouble? This is the problem they must solve. What do they do? This is the story action.
Practice and Apply If students have trouble putting the story actions into their own words, review a part of the story and help students use the pictures and words to explain what is happening. For example, say: On page 4, I see that Tanya is looking at the alarm clock. Why does she look worried? What are she and Max doing on page 5? Why?
Build Comprehension:
ANALYZE STORY ELEMENTS Model • Display a familiar story, such as Goldilocks and the Three Bears. Retell its story elements, describing the characters and situation and summarizing what happens in the story. • Model how to analyze story elements, using the text of The Race to Recycle. Say: When I read a story, I help myself remember it by identifying important parts of the story. Every story has a problem that characters must solve. How they do this is called the action, or what happens in the story. In The Race to Recycle, Max, Tanya, and Jenny must hurry to get their recycling ready. Practice • Distribute copies of the Story Elements blackline master. Help students record the characters and situation you summarized on the appropriate lines of the blackline master. Have them write in their own words what happens at the beginning of the story beside the number 1 on the chart. Apply • Have students finish writing what happens in the story on the lines beside each number on the chart. Remind them they should not write all the details about every event, just the big idea of what happens in each part of the story. • Have students share their lists with the group. Students may express what happens in different ways, but the steps should be in the same order. Have students review the text to check the order of the steps. Story:____________________________________________________________ The Race to Recycle Characters:_______________________________________________________ Tanya, Max, Jenny, man in the truck
Problem to Solve: _ _______________________________________________ get recycling ready before truck
Assessment Tip
Observe whether students are able to recall what happens in the story and whether they understand how the action describes what the characters do to solve the problem. If students have difficulty, you might want to provide additional modeling.
_________________________________________________________________ comes What Happens:
and Tanya wake up on Monday. 1. _Max ______________________________________________________________ _______________________________________________________________
rush to gather and clean recycling things. 2. _They ______________________________________________________________ _______________________________________________________________
carry the bins outside for the truck. 3. _They ______________________________________________________________ _______________________________________________________________
see that Jenny has not put out her recycling. 4. _They ______________________________________________________________ _______________________________________________________________
wake Jenny and help her with her recycling. 5. _They ______________________________________________________________ _______________________________________________________________
truck comes and takes away the recycling. 6. _The ______________________________________________________________ _______________________________________________________________
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© 2011 Benchmark Education Company, LLC
11/17/10 2:14:27 PM
Writing Mini-Lesson: Using Dialogue • Reread page 3 of the story and have students listen to the words that a character says aloud. • Involve students in a discussion about dialogue by asking the following questions: What does Max say to Tanya? (He tells her to get up and that it is Monday.) What does Tanya say to Max on page 4? (She tells him to hurry and says the truck is coming in five minutes.)
writing Checklist
As students review their piece of writing, have them ask themselves: • Do my characters speak to each other in a natural way? • Did I enclose their words in quotation marks? • Would my story be more interesting if I added more spoken parts?
Do these seem like words a brother and sister would say to each other? (Yes, because they live together and know what happens on different days.) • Explain to students that writers tell parts of the story with words the characters say to each other. These words add interest to the story and make it seem more real. • Using familiar fiction books, read passages of dialogue to students. Use expression and volume to show the emotions that characters reveal as they speak. • Write an example of dialogue that reveals something about the story and the characters for students to use as a model. Point out the quotation marks that enclose a character’s spoken words and show where to place commas and periods.
Link to Journal Writing
Reread for fluency Read aloud sections of The Race to Recycle using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other.
Have students find a piece of fiction writing in their journals. Ask them to find any words characters speak to each other and be sure they have enclosed them in quotation marks. Have them decide whether the story would be improved if they added some dialogue. If students don’t have a suitable piece of fiction writing in their journal, ask them to begin a new piece of writing in which they include dialogue to help tell the story.
Connect to home Have students read the take-home version of The Race to Recycle to family members. Suggest that they summarize what the children did to help the environment.
© 2011 Benchmark Education Company, LLC
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Skills Bank Support Tips
for English-Language Learners
Phonemic Awareness If students have difficulty discriminating between medial sounds, they may not be hearing them correctly. Begin by saying a sound, then saying a single word with that medial sound. When you are confident students can hear the sound in the middle of a word, present pairs of words and ask if the middle sounds are the same or different.
Vocabulary Reinforce the vocabulary by showing students pictures of the items mentioned in the book. Then pair English-language learners with native speakers and have pairs work together to build picture glossaries.
Word Study Demonstrate opposite meanings wherever possible to help students learn the meanings of antonyms. For example, hold up a large book and a small book. Use the words large and small to describe each. Have students model the difference between other antonym pairs, such as fast and slow.
Phonemic Awareness: Medial sounds • Have students listen as you say three story words: room, woke, and cool. Have students repeat the words and tell which words have the same middle sound. • Have students listen to the following word sets and identify the words that have the same middle sound: these, race, made; pop, left, clock; life, night, bin; clean, things, street; left, rest, not; big, nice, things.
Phonics: Sounds for oo • Write the word look on the board and read it aloud. Ask: What sound do you hear in the middle of the word? What letters stand for this sound? Explain that the letters oo often stand for the sound /oo/ that they also hear in the word book. (
ell
• Write the word room on the board and say the word. Point out that in this word the letters oo have a different sound. Have students identify – /. Point out that they can also hear this sound in the the sound: /oo word moon. • Have students search the book to find two more words with oo: cool on page 6 and looked on page 8. • Help students brainstorm more words with oo. They might suggest good, balloon, foot, cook, and tooth. Have them tell you whether each word belongs with look or room.
Concept Vocabulary: Words related to recycling • Have students look through the book and find words associated with recycling (cans, bottles, jars, newspapers, bins, recycling truck, new life). • Add these words to the prereading word web. • Invite students to make a picture glossary with these words by cutting out a picture of each word from a magazine, pasting the picture on paper, and writing the word next to the picture.
Grammar/Word Study: Opposites • Write the word early on the board. Ask students what word means the opposite of early. (late) Add the antonym to the board. • Have a volunteer read the first sentence in the book. Ask: Replace early with late. How does the sentence meaning change? • Repeat the process for book words: big, up, hurry, old, found, night, full, forgot, out, and inside. • Reread sentences from the book, replacing each word with its antonym. Have students explain how the meaning changes. 6
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© 2011 Benchmark Education Company, LLC
11/17/10 2:14:27 PM
Name _______________________________________________________ Date ___________________
Story Elements Story:____________________________________________________________ Characters:_______________________________________________________ Problem to Solve: _ _______________________________________________ _________________________________________________________________ What Happens: 1. ________________________________________________________________ _______________________________________________________________ 2. ________________________________________________________________ _______________________________________________________________ 3. ________________________________________________________________ _______________________________________________________________ 4. ________________________________________________________________ _______________________________________________________________ 5. ________________________________________________________________ _______________________________________________________________ 6. ________________________________________________________________ _______________________________________________________________
© 2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date ___________________
Does That Sound Good to You?
good
food
look
roof
hook
hood
loose
booth
hoot
cook
shook
moose
Directions: Have students write words from the word bank that have the same vowel sound as tooth under the tooth and words that have the same vowel sound as book under the book. © 2011 Benchmark Education Company, LLC
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The Race to Recycle Fiction
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategy •• Analyze Story Elements Phonemic Awareness •• Medial sounds
Phonics
•• Sounds for oo
Concept Vocabulary
•• Words related to recycling
Grammar/Word Study •• Opposites
Summary
•• A group of kids puts the recycling out for collection by the recycling truck.
Theme: Our Environment Science Concept: Our actions can affect our environment. We can look for solutions to problems in our environment.
B
14092_TG.indd 1
e n c h m a r k
E
d u c a t i o n
C
o m p a n y
11/17/10 2:14:26 PM
Small Group Reading Lesson Before Reading.... paper gets used again
save cans
Recycling
Build Background Knowledge • Have pairs of students tell each other what they know about recycling. As they share their ideas with the group, record them on a word web like the one shown.
Model Making, Revising, and Confirming Predictions save plastic
ell
Support Tips
for English-Language Learners
Build Background Knowledge Reinforce the concept of recycling as an alternative to throwing things in the garbage. Place a newspaper, a bottle, a can, and a plastic container on a table. Ask students to show what they do with these things when they are through with them. Say: Instead of putting them in the garbage, we can recycle them. Remind students that these things can be made into new things and can be used again. Show students bins labeled Paper, Plastic, Glass, and Metal.
Build Vocabulary and Language Patterns As students preview the book, reinforce language patterns they will encounter as they read. Write on the board: ____ put the ____ in the bin(s). Provide labeled bins or plastic dishpans for recycling and assorted cleaned containers of plastic, glass, metal, and waste papers. Have volunteers sort the items and put them in the bins. As each student puts his or her type of items into a bin, read the sentence from the board, filling in the blanks.
• Show students the cover and have them predict what they think the book is about. Say: A good reader looks at the cover and the title and guesses what the book will be about. Reading to see if your guess is right helps you read with interest. I think that the book is about children who recycle. It may also be about a race. • Write the predictions students make on a chart. Encourage students to check or change their guesses as they read and get more information.
Preview the Book • Preview the pictures in the book. Ask students to make new predictions based on the details they observe and to revise or confirm previous predictions. Record these on the chart. Say: I see on page 4 a girl is looking at a clock. She looks worried. Maybe the word race has to do with having to rush because you don’t have much time. • Introduce language from the book that may be difficult for students. For example, ask: What is the boy doing with the newspapers? What is the girl doing with the bottles?
Model Reading Strategies • Point out the word newspapers on page 5. Ask: What strategies could you use to read this word? • Explain that students might notice the smaller words used to make the big word and read them. They could also use what they know about the sounds of consonants and vowels. Then they should see if their guess makes sense by reading the sentence and looking at the picture.
Set a Purpose for Reading • Say: I want you to read the book to find out what the children recycle and why they must race. Make new guesses and change old guesses as you get new information.
© 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other
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part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-4108-1409-8
11/17/10 2:14:26 PM
During Reading....Ï Monitor Student Reading • Have students put self-stick notes next to words they have trouble with. • Observe students as they whisper read. Intervene as necessary to guide them to use appropriate strategies to read difficult words.
After Reading....Ï Reflect on Reading Strategies • Ask students to tell how their guesses about the story changed as they read. Reinforce that making, confirming, and changing guesses about what will happen in the text helps them stay involved in what they read. • Ask students to share words they found difficult to read. Ask them how they were able to read the words. Reinforce decoding strategies by modeling how to decode words they found difficult.
Assessment Tip
To check a student’s reading strategies, ask him or her to read a section of the text aloud to you while other students are whisper reading. Note whether the student is using visual, structure, and meaning cues to self-correct and/or make sense of the text.
ell
Support Tips
for English-Language Learners
Reflect on Reading Strategies Note the words English-language learners are having difficulty with. Ask them to define or use words to help you determine whether their problems relate to unfamiliar vocabulary or syntax.
Discuss Concepts • Ask students what the children recycled and why a race was involved. Have them find and read passages from the text to support their responses. • Group students in threes and have them reread the book, taking the roles of Max, Tanya, and Jenny. Encourage them to act out what happens in the story and read the dialogue.
Extend Concepts • Show children the setup for a recycling program at your school, or explain your local or regional recycling program. Show any pictures or pamphlets the program makes available. • Talk about the kinds of materials that are recycled, how they should be prepared, and how they are picked up. • Have students explain why recycling is important. • Ask students to brainstorm a list of ways they could find more things to recycle and make their environment cleaner. Copy and reproduce their list and have students share the list with their families.
© 2011 Benchmark Education Company, LLC
14092_TG.indd 3
Make Fiction-to-Fact™ Concept Connections If students have read Where Does Your Garbage Go? ask: • Tanya says the recycled things “get a new life.” How does a milk jug get a new life in Where Does Your Garbage Go? (It is cleaned, cut up, melted, and formed into a new jug.) • The recycling truck picked up cans, bottles, and papers for Tanya and Max. How is the job of a garbage truck different? (It picks up a mixture of cans, bottles, papers, rotten food, and unusable things, and takes them to a landfill. They are buried and not used again.)
The Race to Recycle
3
11/17/10 2:14:26 PM
Small Group Reading Lesson ell
Support Tips
for English-Language Learners
Model Before discussing the concept of story elements, introduce the vocabulary characters, problem, and action. Talk about a familiar film. Ask: Who are the stars of this movie? These are called the characters. What happens that gets them into trouble? This is the problem they must solve. What do they do? This is the story action.
Practice and Apply If students have trouble putting the story actions into their own words, review a part of the story and help students use the pictures and words to explain what is happening. For example, say: On page 4, I see that Tanya is looking at the alarm clock. Why does she look worried? What are she and Max doing on page 5? Why?
Build Comprehension:
ANALYZE STORY ELEMENTS Model • Display a familiar story, such as Goldilocks and the Three Bears. Retell its story elements, describing the characters and situation and summarizing what happens in the story. • Model how to analyze story elements, using the text of The Race to Recycle. Say: When I read a story, I help myself remember it by identifying important parts of the story. Every story has a problem that characters must solve. How they do this is called the action, or what happens in the story. In The Race to Recycle, Max, Tanya, and Jenny must hurry to get their recycling ready. Practice • Distribute copies of the Story Elements blackline master. Help students record the characters and situation you summarized on the appropriate lines of the blackline master. Have them write in their own words what happens at the beginning of the story beside the number 1 on the chart. Apply • Have students finish writing what happens in the story on the lines beside each number on the chart. Remind them they should not write all the details about every event, just the big idea of what happens in each part of the story. • Have students share their lists with the group. Students may express what happens in different ways, but the steps should be in the same order. Have students review the text to check the order of the steps. Story:____________________________________________________________ The Race to Recycle Characters:_______________________________________________________ Tanya, Max, Jenny, man in the truck
Problem to Solve: _ _______________________________________________ get recycling ready before truck
Assessment Tip
Observe whether students are able to recall what happens in the story and whether they understand how the action describes what the characters do to solve the problem. If students have difficulty, you might want to provide additional modeling.
_________________________________________________________________ comes What Happens:
and Tanya wake up on Monday. 1. _Max ______________________________________________________________ _______________________________________________________________
rush to gather and clean recycling things. 2. _They ______________________________________________________________ _______________________________________________________________
carry the bins outside for the truck. 3. _They ______________________________________________________________ _______________________________________________________________
see that Jenny has not put out her recycling. 4. _They ______________________________________________________________ _______________________________________________________________
wake Jenny and help her with her recycling. 5. _They ______________________________________________________________ _______________________________________________________________
truck comes and takes away the recycling. 6. _The ______________________________________________________________ _______________________________________________________________
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© 2011 Benchmark Education Company, LLC
11/17/10 2:14:27 PM
Writing Mini-Lesson: Using Dialogue • Reread page 3 of the story and have students listen to the words that a character says aloud. • Involve students in a discussion about dialogue by asking the following questions: What does Max say to Tanya? (He tells her to get up and that it is Monday.) What does Tanya say to Max on page 4? (She tells him to hurry and says the truck is coming in five minutes.)
writing Checklist
As students review their piece of writing, have them ask themselves: • Do my characters speak to each other in a natural way? • Did I enclose their words in quotation marks? • Would my story be more interesting if I added more spoken parts?
Do these seem like words a brother and sister would say to each other? (Yes, because they live together and know what happens on different days.) • Explain to students that writers tell parts of the story with words the characters say to each other. These words add interest to the story and make it seem more real. • Using familiar fiction books, read passages of dialogue to students. Use expression and volume to show the emotions that characters reveal as they speak. • Write an example of dialogue that reveals something about the story and the characters for students to use as a model. Point out the quotation marks that enclose a character’s spoken words and show where to place commas and periods.
Link to Journal Writing
Reread for fluency Read aloud sections of The Race to Recycle using appropriate phrasing, intonation, and expression to model fluent reading. Have pairs of students take turns reading the pages of the book to each other.
Have students find a piece of fiction writing in their journals. Ask them to find any words characters speak to each other and be sure they have enclosed them in quotation marks. Have them decide whether the story would be improved if they added some dialogue. If students don’t have a suitable piece of fiction writing in their journal, ask them to begin a new piece of writing in which they include dialogue to help tell the story.
Connect to home Have students read the take-home version of The Race to Recycle to family members. Suggest that they summarize what the children did to help the environment.
© 2011 Benchmark Education Company, LLC
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The Race to Recycle
5
11/17/10 2:14:27 PM
Skills Bank Support Tips
for English-Language Learners
Phonemic Awareness If students have difficulty discriminating between medial sounds, they may not be hearing them correctly. Begin by saying a sound, then saying a single word with that medial sound. When you are confident students can hear the sound in the middle of a word, present pairs of words and ask if the middle sounds are the same or different.
Vocabulary Reinforce the vocabulary by showing students pictures of the items mentioned in the book. Then pair English-language learners with native speakers and have pairs work together to build picture glossaries.
Word Study Demonstrate opposite meanings wherever possible to help students learn the meanings of antonyms. For example, hold up a large book and a small book. Use the words large and small to describe each. Have students model the difference between other antonym pairs, such as fast and slow.
Phonemic Awareness: Medial sounds • Have students listen as you say three story words: room, woke, and cool. Have students repeat the words and tell which words have the same middle sound. • Have students listen to the following word sets and identify the words that have the same middle sound: these, race, made; pop, left, clock; life, night, bin; clean, things, street; left, rest, not; big, nice, things.
Phonics: Sounds for oo • Write the word look on the board and read it aloud. Ask: What sound do you hear in the middle of the word? What letters stand for this sound? Explain that the letters oo often stand for the sound /oo/ that they also hear in the word book. (
ell
• Write the word room on the board and say the word. Point out that in this word the letters oo have a different sound. Have students identify – /. Point out that they can also hear this sound in the the sound: /oo word moon. • Have students search the book to find two more words with oo: cool on page 6 and looked on page 8. • Help students brainstorm more words with oo. They might suggest good, balloon, foot, cook, and tooth. Have them tell you whether each word belongs with look or room.
Concept Vocabulary: Words related to recycling • Have students look through the book and find words associated with recycling (cans, bottles, jars, newspapers, bins, recycling truck, new life). • Add these words to the prereading word web. • Invite students to make a picture glossary with these words by cutting out a picture of each word from a magazine, pasting the picture on paper, and writing the word next to the picture.
Grammar/Word Study: Opposites • Write the word early on the board. Ask students what word means the opposite of early. (late) Add the antonym to the board. • Have a volunteer read the first sentence in the book. Ask: Replace early with late. How does the sentence meaning change? • Repeat the process for book words: big, up, hurry, old, found, night, full, forgot, out, and inside. • Reread sentences from the book, replacing each word with its antonym. Have students explain how the meaning changes. 6
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© 2011 Benchmark Education Company, LLC
11/17/10 2:14:27 PM
Name _______________________________________________________ Date ___________________
Story Elements Story:____________________________________________________________ Characters:_______________________________________________________ Problem to Solve: _ _______________________________________________ _________________________________________________________________ What Happens: 1. ________________________________________________________________ _______________________________________________________________ 2. ________________________________________________________________ _______________________________________________________________ 3. ________________________________________________________________ _______________________________________________________________ 4. ________________________________________________________________ _______________________________________________________________ 5. ________________________________________________________________ _______________________________________________________________ 6. ________________________________________________________________ _______________________________________________________________
© 2011 Benchmark Education Company, LLC
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Name _______________________________________________________ Date ___________________
Does That Sound Good to You?
good
food
look
roof
hook
hood
loose
booth
hoot
cook
shook
moose
Directions: Have students write words from the word bank that have the same vowel sound as tooth under the tooth and words that have the same vowel sound as book under the book. © 2011 Benchmark Education Company, LLC
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