Jabari Jumps

1stGRADE Rooted in READING MAY Jabari Jumps by Gaia Corwall by Amy Lemons and Katie King Jabari Jumps reading vocabulary Grammar Introduce the book of the week: Jabari *Please note: The Introduce Possessive Jumps. Ask students to think about all the words for this Nouns using the digital things they like to do in the summer to activate week do not come poster. Brainstorm their schema. Then read and discuss. We will from the text. different examples of use the Jabari Jumps Anchor Chart before, They are growth mindset words possessive nouns with during, and after reading to model that go along with your students. Write synthesizing. Students record their thinking the story.* those examples on an before, during, and after reading. Discuss Show students the what happened in the story to change their five vocabulary anchor chart or the thinking throughout. words for the board. Discuss the week. Discuss the apostrophe and how to Synthesizing: Tell students that we are in the pictures and words. use it appropriately. time of the year when we are starting to put Introduce one word M everything together. Show them the digital to the students Possessive Noun Match: using the picture poster for Synthesizing: Putting it All Together. card. Discuss the Students will match When we infer, gather information, watch meaning and how it the possessive nouns characters change, our thinking changes. was displayed in the book. to the correct Follow Up Activity: After discussing the charts, description. You may Students glue the ask students to think about what caused their vocabulary prompt want to have students thinking to change. Did they make a connection for that word in highlight the to the story? Did something new happen? their spirals. apostrophe or highlight Students write three events from the story Students respond as seen in the picture that led to their final thoughts. to the prompt. example. Before Reading: Use the discussion cards as an introduction to reread Jabari Jumps. Review the digital chart from yesterday before reading. Read the book again and discuss anything new the students Choose another picked up on. vocabulary word Continue discussing to discuss today. possessive nouns. After Reading: Look at the new anchor chart for Discuss the word today which is Synthesizing: Gaining Information. I and where it was like to think of the analogy of when you are displayed in the Possessive or Plural approaching a city in an airplane, you get a better story. Sort: Students cut view the closer you get. After discussing the digital out the cards at the anchor chart, complete the puzzle activity that is in Students glue the bottom of the page. T it’s own PowerPoint (instructions are inside). You will vocabulary delete a puzzle piece one at a time to reveal the prompt for that Students will sort the picture, just like what happens when we synthesize. word in their nouns into two Follow Up Activity: Students will complete the Gaining spirals. Students categories: Possessive Information writing activity to show what happened respond to the Nouns and Plural Nouns. during the puzzle lesson. Students can draw the prompt. picture that was revealed and explain how they saw more of the picture once more puzzle pieces were removed. Jabari Jumps reading vocabulary Grammar Continue reviewing and Review what you have learned so far this discussing Possessive week. Tell students we will be listening to the Review the two words Nouns. book My Lucky Day. Here is a great link: that you have http://bit.ly/2RIRLuckyDay. Tell students that introduced to the class Possessive Nouns they will write about how their thinking this week. Booklet: Students cut changes from beginning to middle to end. Discuss a new out the pages and Have them write at 1:11, 2:41, and 5:35. vocabulary word. staple together. Discuss the meaning and Students look at the what is happening in the W Introduce the Reading Comprehension picture. picture and the passage for the week. Each student should description. Students have a copy and if possible have a copy Students complete a write the possessive projected in front of the class. Have vocabulary journal noun that matches. students track with their finger as you read prompt. They can also write the passage to have students complete. the possessive noun in a sentence. Before reading have students write about what Possessive Noun Cards: they already know in terms of Pool Safety using Place the cards around the anchor chart or flap-ups. Now read the There are two words the room or pass out Nonfiction Reader: Pool Safety. Discuss what left. Discuss both to each table group. students learned about being careful around words, their picture, Students will look at pools and other bodies of water. and the meanings. the card and the two T Choose one of the After Reading: Use the whole class anchor chart vocabulary prompts to options below. and/or the printable to record new information complete in class. Students will decide learned about pool safety. Students can draw Students glue the which has the vocabulary prompt in possessive noun themselves swimming and answer the “on their spirals and demand” question: What is the most important respond to the prompt. written correctly. H safety rule for the swimming pool? This allows Students write their students to reflect on the nonfiction reader and answer on their write with a purpose. recording sheet. Discuss all five words Students should complete the Comprehension from the week. Review Check. ***Take students through the the words using the assessment as a class. Make sure to picture cards. Make Me Possessive: demonstrate how to fill in the circles. Students will look at Students complete either or both of the the picture and the Have students complete the swimmer craft vocabulary pages. You name. Students will F and complete a writing sample for Jabari might want to do one of write the possessive Jumps. Students can write about the story them together. noun on the blank. Students match the or students can write what they learned word with the picture from Jabari. or the sentence. COMPREHENSION Book Questions: Use these questions to guide the discussions that the class has during the read aloud throughout the week. Keep them nearby so that you can facilitate a meaningful classroom discussion!

Digital Anchor Charts: Use these posters during your mini-lessons. Display them after the lesson to serve as a reminder or helpful tool for students who need it.

Fol l o w-Up Activities: These printables are designed to check student understanding. Most can be glued right into notebooks to keep for future reference. If you are needing grades, these activities would serve that purpose. v cccv b i9jjji8jnre

Check for Understanding: Reading Passage Comprehension Check Jabari Jumps Book Questions by G aia Corwall

Before Reading: Preview the title and cover. Discuss where the setting may be.

Before Reading: Look at the back of the book. Read the quote. Discuss what it means.

At the beginning of the story, was Jabari ready to jump off of the diving board? How do you know? “But when his dad squeezed his hand, Jabari squeezed back.” Discuss what is happening and why his dad squeezed back.

How did Jabari feel as he was standing at the bottom of the ladder looking up?

Why does Jabari let other kids go in front of hi m?

Do you think that Jabari really is tired as he is climbing up the ladder? Why or why not? Why do you think that Jabari wanted to stretch?

How does Jabari’s dad encourage him?

Have you ever been scared to try something? Discuss.

What can you do to be an encouragement to someone else? How does Jabari work up the courage to go up the ladder?

How does Jabari show bravery?

Would it have been easier for Jabari to give up? Why or why not? What steps did Jabari take to accomplish his goal? Why do you think that Jabari is talking to hi msel f before he jumps? How do you think Jabari felt as he was jumping off of the board? Jabari’s family celebrated with him. Discuss how we can do that with one another. Was Jabari scared after he jumped once? How do you know? Synthesize: Put it all together

As you read, you will gather information and put things together.

Your thinking will change throughout the book. Name:______Putting it all Directions: What caused your Together… thinking to change throughout the book?

Final Thoughts

Name:______Putting it all Directions: What caused your Together… thinking to change throughout the book?

Final Thoughts Synthesize: Gaining Information

As you get closer to your destination, things become clearer and clearer. As you read more of the book, you gain more and more information and your reading makes sense. Name:______Gaining Information Directions: Explain how the puzzle activity is like synthesizing while reading.

\\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ My Lucky Day beginning I think I thought At the end At the I thought … middle In … the …

My Lucky Day beginning I think I thought At the end At the I thought … middle In … the … Name:______Reading Comprehension Directions: Read the passage and answer the questions. Jake and his family grow vegetables in a garden every spring, but their work starts much earlier in the year. They prepare the soil, buy seeds, and clean out any weeds. Dad built some raised garden boxes that they can reuse every year. Jake really enjoys helping in the garden because it is such a change from the loud streets of the city. After school he runs upstairs, flings open the roof top door, and picks his snack right off the plants! So yummy! What did you figure out about where Jake lives? \\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\\ Draw a detailed picture of your mental image.

Ci rcle the word every. Read 3 times: Name:______{Jabari Jumps} Comprehension Check Di rections: Color in the bubble by the correct answer. 1. What advice did Jabari’s dad give him when he was scared? o crying makes you feel better o take a deep breath and tell yourself you are ready o walk off the end really fast and don’t think o he had to do it right away because the pool was closing

2. What is one way that Jabari delayed jumping? \\\\\\\\\\\\\\\\\\\\\\ 3. By the end of the book, how can you tell that Jabari overcame his fear? o he left the pool swimming o he took his sister up to jump with him o he went back up the ladder and said he was going to do a flip

4. Jabari’s dad pressured him to jump off the diving board. o True o Fal se

5. Make a connection to the text that allows you to understand how Jabari feels at different times in the book. \\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\ Name:______{Jabari Jumps} Answer key Di rections: Color in the bubble by the correct answer. 1. What advice did Jabari’s dad give him for when he was scared? o crying makes you feel better o take a deep breath and tell yourself you are ready o walk off the end really fast and don’t think o he had to do it right away because the pool was closing

2. What is one way that Jabari delayed jumping? He let all the kids get in front of him because he said he needed to think. 3. By the end of the book, how can you tell that Jabari overcame his fear? o he left the pool swimming o he took his sister up to jump with him o he went back up the ladder and said he was going to do a flip

4. Jabari’s dad pressured him to jump off the diving board. o True o Fal se

5. Make a connection to the text that allows you to understand how Jabari feels at different times in the book.

I was really scared to perform in the school play, but it felt really good when I got up there. I was proud of myself after it was over. ANCHOR CHART

Students write their thoughts before, during, and after reading the story. ANCHOR CHART TEMPLATES FOR JABARI JUMPS ANCHOR CHART TEMPLATES FOR JABARI JUMPS JABARI FOR TEMPLATES CHART ANCHOR JUMPS AT FIRST I JUMPS JABARI FOR TEMPLATES CHART ANCHOR was thinking... ANCHOR CHART TEMPLATES FOR JABARI JUMPS JABARI FOR TEMPLATES CHART ANCHOR WHILE I WAS READING, I STARTED TO THINK... AFTER READING, JUMPS JABARI FOR TEMPLATES CHART ANCHOR I THINK... ANCHOR CHART TEMPLATES FOR JABARI JUMPS i think: i think: \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ i think: i think: \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ i think: i think: \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ nonfiction reader The Nonfiction Reader can be found as a separate file in the zip folder. This allows you to share the document with student devices. Please make sure that sharing settings are not made public as to protect the content of Rooted in Reading. Cut out the rectangle. Cut in between the flaps. Glue under Pool Safety. Before reading, write “What I Know.” After reading, write “What I Learned.”

WHAT I KNOW

WHAT I SAFETY LEARNED ANCHOR CHART

Swimming Pool Safety Chart: Students write what they know about pool safety before reading the NF Reader. After reading, students write new information. pool ANCHOR CHART FORJABARI JUMPS TEMPLATES swimming S A F JUMPS JABARI FOR TEMPLATES CHART ANCHOR E T Y ANCHOR CHART TEMPLATES FOR JABARI JUMPS What I know What I learned ANCHOR CHART TEMPLATES FOR JABARI JUMPS

WHAT I KNOW: WHAT I KNOW: \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\

WHAT I KNOW: WHAT I KNOW: \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ ANCHOR CHART TEMPLATES FOR JABARI JUMPS

WHAT I LEARNED: WHAT I LEARNED: \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\

WHAT I LEARNED: WHAT I LEARNED: \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ \\\\\\\\\\\ Students will draw themselves swimming. Students are going to complete an “On Demand” question with their drawing. Students explain the most important safety rule for swimming. DRAW A SWIMMER

Draw an oval for a Draw the water. head above the water.

Draw curved lines going Draw the arms going into from the head to the the water like you are water for the body. swimming. DRAW A SWIMMER

Draw the nose and Draw the eyes. mouth.

Draw the background Draw the hair. details.

What is the most important safety rule for the swimming pool? \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\

\\\\Name:______\\\\\\\\\\\\\\\\\ What is the most important safety rule for the swimming pool? \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ Name:______What is the most important safety rule for the swimming pool? Name:______

\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ What is the most important safety rule for the swimming pool? Name:______\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ SWIMMING POOL SAFETY RULES \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\

\\\\Name:______\\\\\\\\\\\\\\\\\ SWIMMING POOL SAFETY RULES \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ Name:______SWIMMING POOL SAFETY RULES Name:______

\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ SWIMMING POOL SAFETY RULES Name:______\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ Option One: Students make Jabari and write about the story. Option Two: Students make themselves and write what they can learn from Jabari.

Jabari: colored paper student: colored paper hair: colored paper goggles: colored paper water: blue paper JabariJumps \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\

\\\\Name:______\\\\\\\\\\\\\\\\\ JabariJumps \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ Name:______JabariJumps Name:______

\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ JabariJumps Name:______\\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ VOCABULARY Please Note: These vocabulary words are NOT located in the story. These are Growth Mindset words that are displayed throughout the story.

Vocabulary Cards can be used to introduce the Vocabulary Prompts are great warm- Growth Mindset vocabulary ups. These helps students to think for the week. They can be about and use the new terms. They can displayed for students to be glued into an interactive notebook. refer to throughout the You may just want to choose a couple week. for the week rather than tackling every si ngle one.

Vocabulary Printables: These can be used as an assessment towards the end of the week OR they can be used throughout the week during the whole group lesson. It may be that you want to complete these together so that your students learn the format. {Jabari Jumps}

determination the quality of having a goal and not giving up {Jabari Jumps}

bravery the quality that allows you to try something scary {Jabari Jumps}

fear a strong feeling of being scared or afraid {Jabari Jumps}

encourage to give someone help and support {Jabari Jumps}

accomplish to do or complete; to achieve Vocabulary Prompts: Jabari Jumps

DETERMINATION: the quality of having a goal and not giving up How did Jabari show determination? {Jabari Jumps}

DETERMINATION: the quality of having a goal and not giving up How did Jabari show determination? {Jabari Jumps} Vocabulary Prompts: Jabari Jumps

BRAVERY: the quality that allows you to try something scary

When have you shown bravery? {Jabari Jumps}

BRAVERY: the quality that allows you to try something scary

When have you shown bravery? {Jabari Jumps}

BRAVERY: the quality that allows you to try something scary

When have you shown bravery? {Jabari Jumps}

BRAVERY: the quality that allows you to try something scary

When have you shown bravery? {Jabari Jumps} Vocabulary Prompts: Jabari Jumps

FEAR: a strong feeling of being scared or afraid What is something that you fear? {Jabari Jumps}

FEAR: a strong feeling of being scared or afraid What is something that you fear? {Jabari Jumps} Vocabulary Prompts: Jabari Jumps

ENCOURAGE: to give someone help and support How did Jabari’s dad encourage hi m? {Jabari Jumps}

ENCOURAGE: to give someone help and support How did Jabari’s dad encourage hi m? {Jabari Jumps} Vocabulary Prompts: Jabari Jumps

ACCOMPLISH: to do or complete; to achieve What is a goal that you have completed or accomplished? {Jabari Jumps}

ACCOMPLISH: to do or complete; to achieve What is a goal that you have completed or accomplished? {Jabari Jumps} Name: ______

VOCABULARY {Jabari Jumps} determination bravery fear encourage accomplish

1. The little boy was trembling with ______as he walked up the ladder.

2. Brian showed ______by never giving up on his goals.

3. I hope to ______my goal of becoming an engineer one day.

4. The firefighter received an award for showing great ______in the fire.

5. My parents ______me to do my best in school every single day. JABARI JUMPS GROWTH MINDSET Name: ______1. How does o He lets kids go in front of him. Jabari show o He goes back on the diving determination? board after being scared. 2. It seems that Jabari might have o heights a fe a r of o swimming ______. o the sun o He jumps off the diving board 3. How did Jabari on the first try. accomplish his o He walks up the ladder. goal? o He did not give up and jumped off the diving board. o He tells him to go home. 4. How did o He tells him what he does Jabari’s father when he is scared. encourage hi m? o He jumps off the diving board first. 5. Jabari did not show bravery o TRUE because he was FA LS E too scared. o GRAMMAR M: Possessive Noun Match T: Possessive or Plural Sort GRAMMAR W: Possessive Nouns Booklet TH: Possessive Noun Cards F: Assessment PossessiveNOUNS nouns that show ownership or possession

Jabari’s dad cheered for him. Name: ______POSSESSIVE NOUNS the watch the flower that that belongs to belongs to Sam Layla the ball that the toy that belongs to belongs to Trina Luke the brush the ring that that belongs to belongs to Jack Keri the book the cupcake that belongs that to Stan belongs to Jose

Layla’s Stan’s Jack’s Trina’s fl ower cupcake brush ball Jose’s Luke’s Sam’s Keri’s book toy watch ring Name: ______possessive or plural POSSESSIVE PLURAL NOUNS NOUNS

couches helicopters Oscar’s cup Milo’s guitar

puppies Cora’s pizza Ada’s candy tulips

Levi’s phone blankets basketballs Rose’s mop POSSESSIVE the broom that NOUNS belongs to by: Rita \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\

the book the phone that that belongs to belongs to Jake Leroy \\\\\\\\\\\\\\\\\\\\\ \\\\\\\\\\\\\\\\\\\\\ possessive noun cards 1. the shell that 2. the car that belongs to the belongs to turtle Henry

the the Henry’s Henry shell’s turtle’s car car turtle shell

3. the hair that 4. the job that belongs to Ariel belongs to Ethan

hair’s Ariel’s Ethan’s Ethan Ariel hair job job possessive noun cards 6. the paper 5. the pen that that belongs to belongs to Luna Wyatt

Pen’s Luna’s Wyatt’s Wyatt Luna pen paper paper

7. the picture 8. the shirt that that belongs to belongs to Olivia Oliver

Oliver’s Olivers Olivias Olivi’as picture picture shirt shirt possessive noun cards 9. the spoon 10. the movie that belongs to that belongs to Mason Mia

Mason’s Masons Movie’s Mia’s spoon spoon Mia movie

11. the pillow 12. the gum that belongs to that belongs to Sofia Noah

Sofia’s Sofia Noahs Noah’s pill ow pill ow gum gum Name: ______possessive nouns 1 2 3

4 5 6

7 8 9

10 11 12 Name: ______Make Me Possessive! Look at the sentence and the picture. Write the possessive nouns on the blank. This is This is This is This is Lucy. ______Roger. ______balloon. tie.

This is This is This is This is Sadie. ______Kara. ______ice pumpkin. cream.

This is This is This is This is Dan. ______Elijah. ______camera. car. PHONICS PHONICS Review PHONICS: LESSONS AND ACTIVITIES

Review the blend posters for the week. Then review the two word families for M the day. Students should complete the printable.

Review the word families for the day. Introduce the phonics passage. Read as T a class and allow students to read independently.

Review the word families for the day. Students should complete the W printable with the word fa mi l y p ra cti c e.

Review the word fa mi li e s fo r t h e d ay and complete the TH printable.

Assess for students’ proficiency with the F Word families that we reviewed this week. -ow

bow mow tow grow low row blow snow -oa

boat float load toad coat goat road coach -ake

bake lake rake snake cake make shake quake -ine

dine mine vi ne spine line nine shine twine -ike

bike like pike spike hike Mike alike strike -ent

bent dent tent scent cent sent went spent -oo

book brook fo o t hood hook shook look wood -oo

moon spoon room hoot noon bloom boot goose br broccoli sw swing sm smile sc scarecrow tr trampoline cr crown dr drums fr frog sn snail Spin and Color Name: ______1. Color your spinner 4 different colors. Spin. 2. Color a word that rhymes with that picture. 3. Spin until all the boxes are colored. coat load low

bow mow roach poach goat toad

float row blow

Directions: Choose two words and write them in a sentence. \\\\\\\\\\\\\\\\\\\\\ Name:______{-ake/ine words} Liam Bakes Di rections: Read the passage. Circle all the –ake/ine word family words. After Liam’s family dines each night, Liam likes to bake! They all have a little bit of a sweet tooth! Sometimes he makes cakes and other times he makes cookies. He shakes up the mix and pours in the milk. He lines up his goodies and calls them all in. His sisters don’t have to yell “MINE!” because Liam always makes tons. For nine years old, Liam sure thinks of everything!

Write and draw 6 of the –ake/ine words \\\\\ \\\\\ \\\\\ \\\\\ \\\\\ \\\\\ Draw what happened in the story. Name:______Fill in the Blank Read each sentence and decide which word completes the sentence the best. 1. My grandpa has a red ______that we use to carry the firewood back to the house.

2. My sister ______to the mall with her friends this past weekend.

3. If it isn’t raining on Sunday, do you think that we could go on a ______?

4. Betsy got a ______on her first round at the bowling alley.

5. I really don’t ______to pick up my room, but I also don’t like tripping over clothes.

6. Suzi was mad when saw that there was a ______in the side of her car.

7. Rick ______all of his change on candy.

8. MJ is slow as a ______. strike spent snail went like hike dent truck Name: {–oo words} -oo Word Practice \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ Name:______{oa, ow, ake, ine words}

Directions: Write the word by each picture. Assessment \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\

Directions: Choose one word and write it in a sentence. \\\\\\\\\\\\\\\\\\\\\ Name:______{ike, ent, oo words}

Directions: Write the word by each picture. Assessment \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\ \\\\\\\

Directions: Choose one word and write it in a sentence. \\\\\\\\\\\\\\\\\\\\\