Cut and paste language arts grades 1 to 3

After cutting out word cards or picture cards at the bottom of the page , students will use those cards in order to complete the page.. Cut out theword cards at the bottom of the page, a

Editorial Project Manager

Lorin E Klisroff, M.A.

l ode n e L y nn S m ith , M A.

T e a c her Created Reso u rces , Inc.

64 2 I ndu stry W a y

W es tmin s t e r, CA 92683 www t eac h e r c r eated co m

IS BN: 978-0-7439-3707-8

©2 00 3 T eacher Crea t ed R esou r ces, In c.

R ep rin te d , 2 01 1

M a d e in U S A

T h cla ss r oo m t eac h r m ay r e produc e co pi es o f th e m a t er i a l s i n t hi s b o k f O I ' u se in a s in g l e

c l ass r oo m onl y T h e re pr o uc ti o o f an y part o f h b oo k for o th e r c1 asS r oU III S or f o r a e ntir e

sc h oo l o r sc h oo l sys t e m i s s tr ict l y p ro hibit e No p art o f thi s pu b li ca ti o m ay be tr a s m i tt e ,

s t o r e , 0 ' r eco rd e in a lorm wi t hou t w ritt e p er mi ss iun fr o m th e pu b li s h r

Cut & P as t e La n u age A rt s was de s ig ed to help the classroom teacher teach and reinforce lan uage arts conc pts and skills The contents of the book provide a v a r ety of ways to co er lan uage arts content while maintaining student interest and involvem e nt.

Each section begins with a bri e f introduction th a t provid e s suggested activitie s that can be used a s

in s truction in the lan uage arts Most of the ideas c a n be adapted to wh le- c lass lessons, small-gro p reinforcements, or even literacy center activities.

The ideas are meant to be a resource for teachers as they te ch these content-area skills.

Followin the introductio for each sectio are act vity pages that directly relate to lan uage arts

concepts and skills Each of the pages has been desig ed in a cut-and-paste format After cutting out word cards or picture cards at the bottom of the page , students will use those cards in order to complete the page By manipulating the card s , students are able to try a variety of possibilit es before gluin the cards down for their final answers The pages vary in the tasks that students are asked to perform In some cases , they are asked to complete sentences In a n ther c se, students are asked to categorize or sort words. In an cases, students are asked to interact in a meaningful way with the content of the topic

on which they are working.

The book has been desig ed s o that it is organized and easy to use Teachers will f nd the suggested activities useful for teaching lan uage arts co tent Students will find the cut - and - paste activities a fun way to practice lan uage arts concepts Ab ve all, lan uage arts content is made available in a

comprehensible way to ensure student success.

© T e a c h e r C r e a t e d R es our ce s , In c. 3 #3 7 07 Cu t &P ast e Lan g a ge Arts

Suggested Activities

a d a pt e d t o whol e -cl ass l ess on s, s mall- g r o up r e inf o r ce m e nt s , or e v e n lit e r ac y ce nt e r activiti es

• Pr ov id e multi- s e n so r y ac ti v iti e s in whi c h s tu de n ts ca n pr a t ic e l e tt ers in o rd e r to d eve l o

so und/ sy mb o l co rr es p nd e n ce S e t up a " h a nd s - o n th e a lph a b e t " c nt e r a nd th e n c h a n e th e

a ctivi t y e a ch w ee k Di s play a p os ter o f th e a lph a bet and a li s t o f word s s tud e nt s c n pra c tice

dr a w o r provid e a pi c tur e, s uch as h a t , c up , a nd lip Th e n rot a t e so m e o f th e foll o win g a ctivitie s

throu g h the ce nt e r

40 mL ) of p a int S e al ti g htly Stud e nt s l ay th e b ag o n a fl a t s ur f ace a nd u s e their h a nd s to s mooth out the paint in th e ba g Childr e n can u s e th e ir fin g er s t o pr ac tic e writin g l e tt e r s and word s

s tud e nt s Stud e nt s c n ex p e rim e nt w ith th e l e t ters by p uttin g th e m in a lph a b e tic a l ord e r o r e ven

cr ea tin g w ord s w ith th e l e tt e r s

the p a lm of th e c hild 's hand on a piz z a tr a y Stud e nts c a n u se th e ir h a nd s to s pre a d the s h a ving cream a round th e tr a y a nd u s e th e ir ind ex fi nger s to pr ac ti ce writin g letter s.

cir c l e s t a mp in o rd e r t o c r eate th e s h a p e of l e tt e r s a nd wo rd s

v a ri e t y of c ol o r s and l e n th s o f pip e c l ea n e r s a t t h e c nt e r S t ud e nt s c n b e nd th e pipe c l ea n e r s

and , if n e ed e d , twi s t them t og eth e r in order to form letter s.

• R e pr o duce s impl e p oe m s that hav e w o rd s b eg innin g with the l e tt e r on whi c h y o a re fo c u s in g Hav e st ud e nt s l oo k thr o g h th e p oe m a n d use a y e llow cr a y n to co l o r o r hi g hli g ht the l e t te r o

whi c h yo u a r e c urr e ntl y wo rkin g M a k e u h a nd mo ti o s o r ac ti o s th at go with eac h po e m

Ch a nt th e p em se v e r a l t i m es un t il th e s tudent s c an s ay it ind e p e nd e ntly.

in ord e r to h e lp th e m r e m e mb e r the s ound a nd l e t te r a ssoc i a ted wi th the foo d F o r e xampl e,

r a i s in s c an be pr o vid e d for the l et ter r a nd popc o rn ca n be pr o vid e d for th e l e tt e r p

Phonics ( con t )

Suggested Activities (c o nt

• S ave o ld n ews p a p ers a n d j un k m a il s u c h as a dv er ti se m e nt s H ave s tud e nt s l ook f o r th e l e tt e r fo r

w hi c h y o a r e s tud y in g in p rint S tud e nt s c n c ut o ut exa mpl es of upper cas e a nd l o w er c ase l e tt e r s

a nd g lue them to a pi ece of c h a rt p ap er or a p iece of co n s tru c ti o n p aper Thi s ac ti vity i s

p a rti c ul a rl y u s e f ul to h e lp s tudent s identi f y lett e r s e v e n w hen th e fo nt i s di ffe r e nt P age s can be

co mpiled togeth e r into a n a lphab e t book to pJa ce in the c l a s room library

• Glue pictures from a ma g azine onto 3" x 5" (8 ern x 13 em) index card s Show s tudents the c a rd s

a nd as k them to sa y the word a ss oci a ted with t he picture Have s tudent s i s olat e the be g inning

s ound of the word a nd identi f y the lett e r a ss o c i a t e d with th a t s ound On ce s tud e nt s b e o me

s kill e d a t identifyin g th e b eg innin g s ound a nd l e tt e r , h a ve them i s ol a t e th e e ndin g s ound a nd lett e r

o f ea ch w o rd.

• An a nim a l c a n b e m a d e f r o m a p a p e r pl a t e fo r a lm os t eve r y l e tt e r of th e a lph a b et, a nd yo u d o ' t eve n h av e to pro v id e a pa tt e rn fo r yo ur s tud e nt s B efo r e h a nd , d ete rmin e w ith yo ur class wh a t

a nim a l th e y w ill b e tr y in g t o c re a t e; f o r exam pl e, a d og ca n b e m a d e f o r th e l e tt e r d Pr ovi d e a

s t ac k of p a p e r pl ate s , sc r a p s of co n s tru c ti o n p ape r , a nd y a rn, a n d le t t h e m c r ea t e wh a t th e a nim a l

mi g ht l oo k li ke.

• Co ll e ct old m agaz in es th ro u h which s tud e nt s ca n s ea r c h H ave s tud e nt s l oo k f o r and c ut out

pi c tur es th a t b eg in o r e nd with t h e so und o w hi c h yo u a r e c urr e n t y wo rk i n For e xampl e , i f

y u a re f o cu s in g o n th e l e tt e r d , s tud e nt s s h uld s ea r c h f or pictur es of it e m s th a t be g in w ith th e

l e tt e r d o r word s th a t b eg in w ith th e l e tt e r d Studen ts ca n g lue th ei r pi c tur es o n a pi e ce o f c h a r pap e r or on a l a r ge s h e et of c on s truction p a p e r If y ou do thi s a ctivit y fo r ea ch l e tter of th e

a lphabet , the pages can b e a ss embl e d into a c la ss alp ab e t book

• Purcha s e Wikki Stix ®, or flore s cent, see-throu g book co v ers which can b e u s ed to hi g hli g ht a

l e tter within text The Willi Stix c a n be bent into th e s h a pe o f a cir c le a nd the book cover s c n

b e cut to s ize Us e the s e tw o device s to focu s s tud e nt s' a ttention by pl a cin g th e Wikki Stix ar o und

or pla ing the book co v er pi eces on the l e tter s yo u a r e referen c in g Thi s t ec hnique i s hi g hly

r eco mmend e d wh e n d o in g a s h a r e d re a ding w it h s t ud e nt s Th e t eac h e r ca n hi g hli g t w h a t h e o r

s h e i s r efere n c in g, o r he o r s h e ca n h av e s tud e n ts hunt fo r exa mpl es of wh a t h e o r s h e i s

r efe r e n c in g a nd hi g hli g ht th e t ex t in o rd e r t o i lu st r ate

• Pr o vide a cut out of th e l e tt er o n w hi c h yo u a r e c urr e n t y st ud y in g G a th e r m a t e ri a l s th at b eg in with th a t l e tt e r w hi c h th e st ud e nt s ca n g lu e o n to t he l e tt e r c ut o t F o r ex a mple , s tud e nt s c n gl u e butt o s on the l e t te r b o r co tt o n b a l s o n t h e l et t er c.

Phonics (cont.)

• Have s tu de n ts p r actice d i sti n gu i s hi ng betwee n l o g a n d sho r t vowel so u nds b y p l ay in g thi s s i mp l e

ga m e T h e t eac h er wi ll say a va ri ety of l ong a n d s h ort vowe l words Wh e n s tud e nt s h ear l o g vowe l wo rd s, t h ey sta n d u p ta ll ( o g) Wh e n s tu de n ts hea r a s h or t vowe l word, th ey c r o c h d own

l ow (s h rt ) R ea d a va ri ety o f wo r ds co nt a inin g l o g a nd s h r t vowe l s, a ll o win g e n u h tim e fo r

s tud e nt s t o res p n in b e t wee n Afte r eac h wo r d h as bee n sa id a nd s tud e nt s h ave r es p nd e d , say eac h w o rd s l o wly em ph asizi n th e l o g or s h rt vowe l.

C r ea t e a li s t o f th e v a ri o s l e tt e r c o mb i n atio n s t h a t ca n b e u se d t o get l o g v owe l so und s fo r eac h

vowe l Fo r e x amp l e, a l s t of t h e l o g vowe l i m i g ht i n cl ud e: i : e (VCV ), ie, igh T h e n li s t wor d s

th a t h ave a l o g vowe l un de r t he app r o pri ate h e din g.

in eac h c o nt a in e r T h e o bj ects go i n th e l e tt e r co nt a in er th a t co rr es p nd s to th e f ir s t so und of t h e

o bj ec t T ry t o f ind at l east f i ve o bj ec t s fo r e c h co nt a in er T h e n , w h e n yo u a r e intr o du c in g a

l e t te r a nd i s so un d to st u de nt s, yo u wi l h ave a con t a i ner of o bj ects t hat b egi n w it h t h a t l e tt er a n

so un d to illu s t rate yo ur poi n t Yo u m ay eve n c h ose to create a con t ai n e r for co n sona nt di g r ap h s

a n d co n so n a n t b l ends Be o n t h e co n sta nt looko ut for new objects t o p l ace i n you r co n tai n ers

• R ead books wit h a ll iteratio t h a t cor r espo n d to your curre n t l etter of study T h ere are ma n y g r e t book ti tl es avai l able that emphasize particu l ar sounds w i thi n the al li te r atio n pat e rn of t h ei r text

For exa mple, Som e Smu g Slu g (Ha r perco lli ns Ju ve n i e B ooks, 1996) and F o ur Famished Fa xe s

a nd Fosdy k (Harpe r' T r ophy, 199 7 ) by P ame l a Du n c n Edwa r ds are exce ll e n t refe r e n ces.

• Use yo ur libr a r y as a resou r ce to loca t e book t i es r e l a t e d to th e l ette r s o r so und s yo u a r e

t eac hin g Create a l s t of a ll o f th e wo r ds fr o m t h e book t h a t beg in w i h yo u r l et t e r of st udy YO LI

m ay eve n w i s h t o h ave s tu de n ts illu s tr ate each wo r d a nd th e n c o mp i e th e p ages int o a c l ass boo k.

# 37 0 Cu t & P as t e La n u ge A r ts 6 © T eac h e r C r e at e d R e so ur ce s, In c

Ph o ni cs -I nit i a l S u nd s

Animal Sounds

Directions: Cut out the animal picture cards at the bottom of the page Say thename of the animal and listen for the beginning sound Decide with what letterthe animal begins and glue under that letter

Ph o ni cs - Initial S und s

Changing Beginning Sounds

Directions: Create rhymes by changing the beginning sound of the words ineach sentence Cut out the picture cards below Glue the picture cards in thecorrect place to show rhyming words Write the new rhyming word on the line

1.Change

~

Ph o ni cs -Initial S und s

Sound It Out

Directions: Look at each picture Determine the beginning sound of each

picture Put those beginning sounds together to make a new word Cut out theword cards at the bottom of the page, and glue the new word in the correct

place The first one is done for you

P h ni cs - Ending S ounds

Directions: Cut out the picture cards at the bottom of the page Glue the

pictures under the word whose letter shows the ending sound of the word

P h n i cs - B egin n i n an d E n in g Sou n s

Match Up!

Directions: Cut out the letter cards at the bottom of the page Spell the words

by gluing the beginning and ending letters in the correct places

Phoni c s - M e dial S unds

Vowels in the Middle

Directions: Cut out the picture cards at the bottom of the page Say each

word Listen for the middle sound in each word Glue the word cards under the

correct vowel heard in the middle of each word

Ph o ni cs - M e di a l S und s

Long or Short?

Directions: Cut out the picture cards at the bottom of the page Say each

word Determine whether the vowel sound is long or short Glue the picturecards in the correct places

Ph o ni c s - M e di a l S und s

Turn Short to long

Directions: Look at each picture below Read the short vowel word Determine

what the word would be if the vowel were long Cut out the picture cards at the

bottom of the page Glue the long vowel picture next to the short vowel word

Write the long vowel word by adding an "e" to the end of the short vowel word

Ph o ni c s -M e di a l Sound s

Directions: Cut out the letter flaps at the bottom of the page Put a small

amount of glue on the area that says "Glue." Attach the letter flaps on the gluearea so that the letters can be flipped up Keep the flaps up Read the shortvowel word Then flip the letter flap down and read the long vowel word

Ph o i cs- C o nson a nt Di g r ap h s

F is h B o w ls

Directions: Cut out the fish cards at the bottom of the page Glue the fish in

Ph o ni c s - Co n so nant Bl e nds

Blending It!

Directions: Cut out the picture cards at the bottom of the page Glue the

picture cards under the correct blends below

Phoni cs -C o nsonant B le nds

the coconuts on or under the tree whose letters show the correct blend i n the

p i cture cards

# 707 C ut & P as t e L a g age Arts 2 © T eac h e r C r ea t e d R e so ur ce s, I n c

Parts of Speech Suggested Activities

B e l o w a r e s u gges t e d ac ti v itie s t h a t ca n b e u sed t hr o g o t th e unit of s tud y.

• An y of the b oo k s from th e I Sp y ser i es (w r tt e n b y J ea n M a r zo ll o a nd ph o t og r a ph s t a k e n by

W a lt er W ic k ) publi s h e d b y Ca rtwh ee l Boo ks are a n ex c ll e nt wa y t o intr o du ce n un s A ll o f th e

o bj ec t s s tud e nt s h ave t o sea r c h for in th e books are n un s Fo ll ow up a r ea din g of o n e of t h e

b oo k s b h av in g s tud e nt s c r ea t e t h e i r own page fo r a c l ass I Spy book A theme ca n be c h ose n fo r

th e ir page, o r t h e page can b e ec l e cti c St ud e nt s ca n dr a w o r p a in t th e i r ow n p i ct ur es or c ut

p ic tur es o ut of a n o ld m agaz in e Eac h st u de nt s h u ld in c lu de a se n te n ce at t h e b tt o m of h i s o r

h e r p age c h a ll e n gi n th e r eade r t o f nd ce rt a in o bj ec t s " hidd e n " o n th e page Th e sen t e n ce format

f o m th e b oo k ca n b e fo ll owe d Wh e n a ll of th e s tu de nt p ages are co mpl ete, b i nd t h e pages

t oge th e r i n th e f o rm of a c l ass b i g b ook Stu de nt s w ill l ove t o l oo k at t h is bi g b ook of n un s

• C r ea t e a p os t e r th at illu st r a t es th e di fferen t t ypes o f n un s L a be l a p i ece of c h a rt p a p er w ith th e

titl e " N o un s : Na min g W o rd s " Di v i de th e b t tom p or ti on of th e c h a rt p a p e r in to thr ee sec ti o s

L a b e l th e sec ti o s th e fo ll owi n g: perso n , pl a e, a nd thin g Have s tud e nt s l ook thr o g magaz in e s

t o f ind pi c tur es of p eo pl e, pl ace s , a nd thin gs Stud e nt s c ut o ut th e pi c tur es a nd g lu e th e m in th e

a ppr o pri a t e co lumn U se a bl ac k m a rk e r t o la b e l the ea ch pictur e R et urn t o th e p oste r w h e n

s tu de n ts l ea rn a b ut a dj ec ti ves H ave s tud e nt s think o f a n a dj ec t ive t o d esc rib e eac h n o un Writ e

th e a dj ec ti ve o n the c h a rt p a p er in f o nt of t h e n un i t d escr ib es

• Pl aya ga m e com m o nl y pl aye d a t b a by s h w ers a nd we ddin g s h owe r s Pl ace a va ri ety of di ffe r e n t

o bj ec t s o n a t r a y Eac h of th e o bj ec t s i s a n un D ec id e h ow m a ny o bj ec t s b a s e d o n th e age of

yo ur st ud e nt s Fo r y o un ge r s tud e nt s , y o u m ay w a nt t o o nl y pl ace a b ut 8 - 1 o bj ec t s o n th e tr ay

If yo u h ave o l de r s tud e nt s, yo u m ay wa nt t o pl ace 2 0- 25 objec t s o n th e t r ay A ll ow s tu de nt s to

l oo k at th e tr ay fo r abo ut o e minu te Th e n cove r th e t r ay o r r e m ove it fr o m s i g ht A s k t he

st u de n ts to writ e d wn a ll of t h e o bj ec t s t h ey r e m em b e r f o m th e tr ay S tu de nt s ge t o e p int fo r

eac h n o un t hey co rr e t ly r eme mb e r e d Th e ga m e ca n a l so b e p l aye d in wh ic h s tu de nt s c n ea rn a

b nu s p int fo r eac h ad j ect i ve t h ey u se to d es crib e eac h n o un Th e s tud e nt w i h th e m ost numb er

o f poi n ts ca n crea t e th e n ex t t ay of o bj ects A ll s tud e nt s w ill b e w inn e r s as th ey p r ac ti ce n un s

a nd a dj ec tiv es

• Wh e n int ro du c in g a dj ect iv es t o s tud e nt s, p l a y a ga m e o f " I S p y." Th e p e r so n g i v in g th e c l u e s

mu s t c h oose a m ys t e ry o bj e ct a nd th e n pr ovi d e a d jec ti ves t o h e lp s tud e nt s tr y t o id e nti fy th e

m y s te r y o bj ec t On e c lu e s h uld b e given a t a t ime For exam pl e, i th e o bj ec t i s a f l ag, t h e

s tud e nt co ul d say, "I s p y some thin g in th e r oom th a t i s r ec t a n ul a r " o r "I s py somet hin g in th e

r oo m t h a t i s re d, whi te, a nd b lu e " T h e s tud e nt co n t inu es g i v in g c lu es unt i l th e g u ess in g s tud e nt s

h ave fig ur e d o ut t h e mystery o bj ec t T he s tu de nt who fi g ur es o ut th e m ys t e r y o bj e t i s th e n ext t o

pr ov id e c lu es

Parts of Speech (cont.)

• Writ e a se n te n ce o n th e bo ar d th a t h a s the thr ee t y es of n un s i n it A li s t of s u gges t e d se nt e n ces

The teac h e r w e nt t o th e off ic e t o ge t p e n c il s

The gill r o e th e s win g s a t t h e p a rk

• Of te n wh e n wr i in g se nt e n ces , w e se J ect o n e o r t wo a dj ec ti ves t o d esc rib e a n un I n fac t m ost

n un s ca n be d escri be d in l ots of d i ffe r e nt ways G i ve yo ur s tud e nt s "T h e C hall e n ge o f 15 "

Pr o vid e a n un ( i c o uld be a p e r so n, p l ace, o r th in g) fo r stu d e nt s t o d esc rib e Ea ch t i m e y ou d o

thi s ac ti i y, tr y t o think of fiftee n a dj ec t ives t h a t can b e u se d t o d esc r i b e th e n un Fo r exa mpl e ,

t e dd y b ea r C h art obvio u s a dj ec ti ves s u c h as c ol or, size, s h a p e , a nd nu m b er fir s t Th e n c h a ll e n ge

s tud e nt s to d esc r i b e thin gs s u c h as text u re, use, we i g t, e t c C h a r t s tu de n t id eas a n d kee p p os t ed

Yo u will b e s ur pr i se d h ow ofte n s tud e nt s r e f e r to th e c h a rt a nd in c lu de a v a ri e ty of a d j ec tiv es in

th e ir own writin g Str e t c h s tud e nt s' min ds b b r in g in g in o bj ec t s t hat me unu s u a l or o bj ec t s with whi c h s tud e n ts m a y n o t h ave h a d ex p e ri e n ce A ntiqu es a r e g r ea t f o r thi s (T ry brin gi ng a r e o rd

pl a y e r o r typ e writ e r to c l ass !

C r ea t e a s tack 3 " x 5" ( 8 er n x 1 3 e r n ) i n dex ca rd s w i th a ve rb w rit te n on eac h o e Y o u will w a nt

a v er b i s, exp and s tud e nt s ' vo c bul a ry by in c ludin g so m e unu s u a l ve rb s s u c h as th e fo ll win g :

s li t h e r , pr a n ce, a nd tro t Onc e a d ve r bs ha ve b ee n intr o duce d t o s tud e nt s, m a k e a se p a r a te s t ac k o f

a d ve rb ca rd s T h e n se l ec t o e a dv er b card a n d o n e verb ca r d T h e ve rb ca rd w ill t e ll th e s tud e nt s

wh a t ac ti n t o d o; th e a d verb ca r d w ill t e ll th e s tud e n ts m o r e a b ut h ow t o d it.

#3707 Cut & P as t e L a g age Ar t s 22 ©Teac h e r Crea t ed R esources, I nc.

Parts of Speech (cont.)

• Div id e a p i ece of pape r by fo ld i n g it i nt o eigh th s Prov id e a li s t of v e rb s for st u de nt s t o i llu s t ra t e Stud e nt s mu st w ri te o n e ve r b in each of th e f o ld e d sec t io n s of th e p a p e r a n d t h e n u se e ith e r s ti ck

f g ur es o r t he ir ow n dr awi n gs to ilJu s tr ate t he ac t io n o f th e ve rb E ith e r pr ov id e a ddit io n a l ver b s for s tudent s t o illu s tr a te o n th e b ac k o f the p a p e r o r ch a ll e n ge s tud e n ts t o w rite se nt e n ces , o e for eac h ve rb th at was i llu stra t e d o t h e fro nt.

• L oca t e t wo b eac h b a ll s o r p l ayg r o und b a ll s L a b e l o e b a ll " n un " a nd the o th er b a ll "ve rb " with

a p e rm a n e nt m a rk e r Situ a t e st ud e nt s in a cir c l e a n b eg in p ass in g th e b a ll s fr o m s tud e n t to

st ud e nt At a g iv e n s i g a l s u c h as a w hi s tl e o r w h e n mu s i c b eg in s o r s t ops, th e t wo p eo pl e

h ldin g t h e b a ll s m u s t p r ov i de wo r ds fo r a se n te n ce Th e p erso n wi t h th e b a ll l a b e l e d " n un "

b eg in s a se nt e n ce by pr ov idin g a noun Thi s pe r so n will pr o a bl y h ave t o pr ov i de a n ar ti c l e as

we ll , s u c h as a o r th e. Th e perso n w ith th e b a ll l a b e l e d "ver b " mu s t co mpl e t e th e se n te n ce b pro v idin g a ver b On c e th e n un a nd the v er b h ave be en pr ov id ed, al l of th e c hildr e n in th e c ir c l e

r ec it e th e se nt e n ce t oget h er Th e n b eg in p ass in g th e b a ll s agai n Pl a y f or a p r e d e t erm in e d amo un t

o f tim e o r a p r edete rm i n ed numb e r of se nt e n ces On ce s tu de nt s h ave b ee n in t od u ced t o

a dj ec tiv es a nd a d ve rb s, l a b e l b a ll s with th ese t wo p a rt s of speec h a n d c r ea t e l o ger, m ore

d esc r ip ti ve se nt e n ces.

• C r ea t e a li s t of v e r y co mm o ve rb s s u c h as t h e fo JI ow in g : run , ea t , a n t a lk C h a ll e n ge s tud e n ts

to t hin k of o th e r ve rb s t hat s h w th e same mea nin g, but a l so s h ow creat iv ity in wri t in g For exam p le, ot h e r v erb s th at can be u se d for run in c lu de th e fo ll owi n : spr in t , r ace, ga ll op, a nd d a rt.

I f a ppr op ri a t e, t each s tud e nt s h ow t o u se a th esa uru s t o f ind a lt e rn a ti ve wo rd s th a t ca n be u sed in

pl ace of a give n wo rd C h a r t st u de n t r es p n ses or res ul ts f r o m t h e t h esa uru s a nd d isp l ay in th e

c l ass r oom

• Pr ovi d e s i m p le se n te n ces f o r s tu de n ts t o p r ac t ice ex p a ndin g b y a ddin g e ith e r a n a dj ec ti ve, a n

a d ve rb , o r b ot h S tu de nt s s h uld w r it e t h e i r se nt e n ces on a p i ece of p a p er a n th e n circ l e the

a dj ec ti ves w ith a blue co l o r p e n c il o r c r ayo n , a n d t h e a dj ec ti ves w ith a r e d c o lor p e n c il or c rayo n

W e l ove mov i es W e r ea ll y l ove sca r y m ov i es.

• Use a p e r ma n e nt mar k er t o l a b e l a b eac h b a ll w i h th e pa rt s of speech yo u r c l ass h as bee n

pr ac ti c in g T oss t he b eac h ba ll a r o und a c i rc l e from st ud e nt t o s tud e nt Wh e n a st ud e n t ca t c h es

th e b eac h b a Jl , th e place h i s thu m b l a nd s is th e par t of speec h fo r whi c h he m u st p r ov i de a wo rd

Fo r exa mpl e, i f t h e s tud e nt 's t humb is o n th e word a dj ect i ve, h e m u st pr ov id e a n examp l e of a n

ad j ec ti ve.

1 Put pla i n p a per b e hind the co v e

3 Cut a long the d o tted line

• C r ea t e a s t e p-b y - s t ep b ook illu s tr a tin g th e p a rt s o f

spe ech D e t e rmine h ow m a n p ages yo u wa n t in

yo ur b o ok (o n e page p e r p a rt of s p eec h y ou w a nt

t o in c lud e plu s a co v er / i e page) Y o u will n ee d

h a l f t h e nu m b er of p ieces of co n s tru ct i o pape r as

y u wa nt pages i n th e b ook For a book wi t h

eig h t p ages, yo u will nee d f o ur pi eces of

cons tru c t io n p a p e r H ave s tud e nt s pl ace t h e fo ur

s h ee t s of co n st ru c ti o pape r ( 9" x 1 " or 23 ern x

3 e m ) o n t o of o n e a n th er, ove rl a p in g th e

e nd s Dir ect s tud e nt s to h o ld th e p ages t oge th e r

and fold th e p ages ove r t o c r ea t e fo ur m o r e

ov e rlappin g p ages H e lp s tuden ts s t ap le th e in si d e ' fo ld, a nd fo ld th e p ag e s b ack d wn L a b e l th e cove r of th e b ook " P a r ts of Sp ee ch " La b e l ea ch s t e p with a d iff e r e nt p a rt o f s p ee ch On e c h

p age, pr ov id e a d e finiti o a nd exam pl es of th e pa rt of s p eec h li s t e d.

• H a v e s tud e nt s c r ea t e th e i r ow n Si l y S e nt e n ce b o R e pr o duc e p age 25 as th e cove r o f th e bo ok

Pl ace as m a ny pl a in s h ee t s of p a p e r be hin d t h e cove r as y u w o ul d li ke i n y ur book Fo ld th e boo k in h a l f a l o g th e fo ld lin e C ut a l o g th e d tt e d lin es W rit e th e p a rt o f s p e c h indi ca t e d o

t h e c o ver o eac h o f th e p ages t h at fo ll ow R ea d t h e se nt e n ces in yo ur b oo k in a n y o rd e r b y

f lippi ng the v a ri o s sec t io n s

2 Fold along the solid line.

4 Write a word for the pa r t of speech th a t is on the cover und e r

e ch subs e quent page

P a rt s of Sp eec h

Silly Sentence Book

I

I I Ir -+ -~

~ -+ - - -~

r -+ -,

c

:::s o

Pa r ts of Spe ec h - Nouns

Person Place or Thing?

Directions: Decide if you will be using the picture cards or word cards or both.Cut them out Categorize the nouns as a person, place, or thing Glue the

picture cards or word cards in the correct column on page 27

I

I

I I I

Parts of Speech - Nou s

Directions: Cut out the word flaps at the bottom of the page by following thedashed lines Put glue on the areas that say "Glue here" (on the top portion ofthe word boxes in the story) Place the top portion of the word flaps on the topportion of the word boxes in the story so that the word flaps can be lifted to

reveal the word below

P a r ts o f S eec h- V er b s

Noun or Verb?

Directions: Cut out the picture cards at the bottom of the page Decide if thepicture is showing a noun (a naming word) or a verb (an action word) Glue thepicture cards in the correct columns

P ar t s o f Sp eec h- V e rb s

Show the Action

Directions: Cut out the verb word cards at the bottom of the page Glue eachverb word card in the correct place to show the action of each sentence

5. My brother in the pool

4 Mom a birthday cake

6 He

to the bus stop

all the way home

Parts of Sp eec h- V e rb s

It Already Happened

Directions: Circle the verb in each sentence below Cut out the word cards atthe bottom of the page and match each past tense verb to a sentence containingthe present tense of the same verb Rewrite each sentence using the past tenseverb

1 Sally plays on the monkey bars.

2 I ride my bike after school.

3 She looks at the fish tank.

4 Mom washes our clothes.

5. We see stars in the sky

P arts of S peec h - A dj ec ti ve s

Describe It Two Ways

Directions: Cut out the adjective word cards at the bottom of the page Usetwo adjectives to describe each picture

I mouse

3.

cake cake

5.

ball ball

6

flower flower

Parts of Sp eec h- Ad j ec t ves

Which Adjective?

Decide whether each adjective tells how many, what kind, or which one Gluethe word cards in the correct columns

P a r ts of Sp ee c h - Adj ec ti v es

Make a Story

Directions: Cut out the adjective word cards at the bottom of the page Use the word cards to add more description to each sentence.

2 I stumbled to the bathroom and brushed my I JI hair

3 After I dressed myself in 1 1 pants and a I JI shirt,

I went downstairs for breakfast.

4 I ate 1 leggs and 1 1 pieces of bacon

5 Then, I drank 1 1juice

6 After breakfast, I met my 1 1 friend, Cho We walked to school

Parts of Sp ee ch - Adv e rbs

How?

Directions: Cut out the adverb word cards at the bottom of the page Glue the word cards in the sentences below in order to add more details.

1. He ran I Ito the finish line

2 The turtle crawled I I across the lawn

3 I waited I I for my turn

4. She I answered the question

5. Jose I Iopened the door

6 Maria I I sang the song

7 Dad was I Irecommended

8. We I Iaccepted the award

9 The waves crashed I Ion the beach

10. We rode our scooters I Iin the street

Parts of Spee c h-Adverb s

Changing Adjectives Into Adverbs

Directions: Cut out the adverb word cards at the bottom of the page Glue theadverbs in the sentences in order to demonstrate how an adjective can be

changed to an adverb

1. The loud noise scared me

The lion roared ! !

2 The soft cat let me pet it.

The waves rolled !L - J!o.nto the beach

3 The ladder was too ~1 to reach the attic

I will be there ! !

4 The cat was high in the tree

She came ! ! recommended

5 I got my work done in the Q.Yiilllibrary

Come into the classroom ! !

6 This is the fln.gl time I will tell you

The bus ! Iarrived here

Parts of Sp eec h - Nouns, V e rbs, Adj e ctiv e s , and Ad ve rbs

1. ' _A_d_je_c_t_iv_e_- J l- N_o_u_n IIl- v_e_rb II A_d_V_e_rb

Grammar and Usage

Suggested Activities

,

s h uld writ e t h e t itl e " S in g ul a r " On th e o th e r h a l f of t h e pa p er, s tu de nt s s h ul d w r te, " Plu ra l "

Stud e nt s th e n dr aw o n e pi c tur e of th e ir n o un o t h e si n ul a r s id e o f th e pa p e r a nd seve r al ( th e

Th e n s tudent s ca n w ri te s e nt e n ces th a t co r re s p nd t o t h e s in g ul ar a n d p lur a l o bj ec t s.

fo ll owe d b y th e wo r d " we r e" ca n be pl a ced in a n th er pi l e H ave s t u de n ts create seve r a l

© T ea c h e r Cr e at e d R eso ur ce s , In c 39 # 70 7 Cut& P as t e Lan g a e Arts