Fill in the blank stories_word_families_k 2
Fill-in- the-Blank Stories
50 Cloze-Format Practice Pages
That Target and Teach the Top 50 Word Families
by Linda B. Ross
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Scholastic Inc. grants teachers permission to photocopy the activity sheets from
this book for classroom use. No other part of this publication may be reproduced in whole
or in part, or stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without written permission
of the publisher. For information regarding permission, write to Scholastic Inc.,
557 Broadway, New York, NY 10012.
Editor: Joan Novelli
Cover design by Jason Robinson
Interior design by Holly Grundon
Cover and interior illustrations by Bari Weissman
ISBN-13: 978-0-439-45861-0
ISBN-10: 0-439-45861-7
Copyright © 2008 by Linda B. Ross
All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 15 14 13 12 11 10 09 08
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Activities to Use With Any Story . . . . . . . . . . . . . . . . . . . . . . . . . 7
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
The Big Race (ace). . . . . . . . . . . . . . 15
Rice Is Nice! (ice). . . . . . . . . . . . . . . 40
Quack! Quack! (ack). . . . . . . . . . . . . 16
A Sick Day (ick). . . . . . . . . . . . . . . . . 41
Sail Away! (ail). . . . . . . . . . . . . . . . . 17
Slide Down! (ide). . . . . . . . . . . . . . . . 42
A Train to Grandpa’s House (ain, ane). . 18
The Night Sky (ight) . . . . . . . . . . . . . 43
Birthday Cake (ake). . . . . . . . . . . . . 19
A Pile of Leaves (ile, ime). . . . . . . . . 44
A Cap for Dale (ale). . . . . . . . . . . . . 20
Jack and Jill (ill) . . . . . . . . . . . . . . . 45
A Fall Day (all). . . . . . . . . . . . . . . . . 21
Can Tim Swim? (im). . . . . . . . . . . . 46
I Am Sam (am) . . . . . . . . . . . . . . . . 22
Twin Skaters (in). . . . . . . . . . . . . . . . 47
It’s a Shame! (ame) . . . . . . . . . . . . . 23
Let’s Dine! (ine). . . . . . . . . . . . . . . . 48
In the Van (an) . . . . . . . . . . . . . . . . . 24
Spring (ing). . . . . . . . . . . . . . . . . . . 49
A Grand Day (and) . . . . . . . . . . . . . 25
Did It Shrink? (ink). . . . . . . . . . . . . 50
A Trip to the Bank (ank) . . . . . . . . . 26
A Trip to China (ip). . . . . . . . . . . . . . 51
Snap and Clap (ap). . . . . . . . . . . . . . 27
My Cat Kit (it). . . . . . . . . . . . . . . . . 52
Crash! (ash). . . . . . . . . . . . . . . . . . . 28
Tick-Tock (ock). . . . . . . . . . . . . . . . 53
A Flat Hat! (at) . . . . . . . . . . . . . . . . 29
A Frog in a Log (og) . . . . . . . . . . . . 54
A Date to Skate (ate). . . . . . . . . . . . 30
Smoke and Fire (oke). . . . . . . . . . . . . 55
Brave Dave (ave). . . . . . . . . . . . . . . . 31
Hop to It! (op). . . . . . . . . . . . . . . . . 56
A Fawn on the Lawn (aw, awn) . . . . 32
Down the Slope (ope) . . . . . . . . . . . 57
A Fun Day! (ay). . . . . . . . . . . . . . . . 33
A Store for Hats (or, ore) . . . . . . . . . 58
Grandpa’s Treat (eat). . . . . . . . . . . . 34
Do Not Go! (ot). . . . . . . . . . . . . . . . 59
Three Lost Sheep (eep) . . . . . . . . . . . 35
A Parade Comes to Town (own). . . . 60
In the Well (ell). . . . . . . . . . . . . . . . 36
Good Luck! (uck). . . . . . . . . . . . . . . 61
A Letter From Ben (en) . . . . . . . . . . . 37
Snug as a Bug (ug). . . . . . . . . . . . . . 62
The Best Nest (est). . . . . . . . . . . . . . 38
Jump Over! (ump). . . . . . . . . . . . . . 63
At the Vet (et). . . . . . . . . . . . . . . . . 39
Run Away! (un, unk) . . . . . . . . . . . . 64
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Introduction
T
What the
Research Says
his book features 50 engaging stories that provide structured practice for
learning 55 key phonograms. Experts agree that early instruction with word
families helps children develop reading fluency. When children learn to recognize
the letter (or series of letters) that stands for a particular sound or series of sounds,
they can apply this knowledge to decode new words quickly and efficiently. The
story pages in this book provide the repeated practice children need to master
these skills, helping them strengthen their knowledge of word parts, deepen their
bank of decoding strategies, and become stronger readers.
About Phonograms
As noted in
Phonics From A to
Z by Wiley Blevins
(Scholastic, 2006),
“phonograms
are reliable and
generalizable. Of the
286 phonograms
that appeared in
the primary-level
text reviewed in
one classic study,
272 (95%) were
pronounced the
same in every word
in which they were
found (Durrell,
1963). In addition,
these 272 reliable
phonograms can be
found in 1,437 of
the words common
to the speaking
vocabularies of
primary-age children
(Murphy, 1957).”
A phonogram is a letter or group of letters that stands for a sound or series of
sounds. The phonogram -ay in day has two letters and stands for one sound—
long a. The phonogram -un in fun stands for two sounds—(/u/ /n/). Words
that end in the same phonogram belong to the same “word family.” The words
day, say, and play are all part of the -ay word family. The words fun, sun, and
run belong to the -un word family.
What’s Inside?
F
rom three sleepy sheep to a new puppy named
Max, the characters in these charming stories will
bring children back again and again to build essential
reading skills. Each student page follows a format that
children will quickly learn to recognize, thus allowing
them to focus their energies on learning and using the
words rather than figuring out what to do. Here’s a
look at the components for each page.
Word Family: The heading at the top of each story
page identifies the target phonogram(s). Most stories
target one word family. Several focus on two.
Name
Date
Word Fam
ily: eep as
in jeep
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Yhid
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dgn
Word
Bank
WZZe
lZZe
h]ZZe
_ZZe
haZZe
hiZZe
Three Lost
Three
went for a
walk.
hill and ate
grass.
Then they were
tired. So they
went to
It was dark
when they wok
e up.
They were scar
ed and bega
n to
.
Then the shee
p heard a soun
d.
!
It was their
pals in a
!
Word
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e
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Fill-in-the-Blank
Stories: Word
Sheep
They climbed
a
Families ©
2008 by Linda
B. Ross. Scholast
Z
ic Teaching
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Resources.
Fill-In Story: A cloze format invites children to fill in words to complete each
story. Stories are carefully structured to meet the needs of early readers.
Word Bank: This list provides students with all the word choices they need
to complete the story.
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
.
35
Illustration: An illustration accompanies each story, and supports early readers
in understanding the text.
Word Search: This puzzle invites children to locate the target story words,
reinforcing word recognition skills and building vocabulary.
Teaching With the Stories
Y
ou can use the stories in any order that best supports your goals for wholeclass, small-group, and individual instruction. Model for children how to
complete a page before having them do so on their own.
1. Display a story page so all children can see it (for example, by using an
overhead).
Teaching
Tip
2. Read the directions aloud, and then direct children’s attention to the Word
Bank. Point to each word in order as you read it. Think aloud about words
that end with the same sound (for most stories, this will be all of the words).
3. Direct children’s attention to the title of the story. Read aloud the title, again
noticing words that end with the same sound. You might take a moment to
notice the illustration, and think aloud about what the story might be about.
4. As you read the story, model concepts of print, including where to begin,
going from left to right, and the return sweep to the next line. Pause at each
blank to think aloud about which word belongs in the blank. (It may be
helpful for children to read on past a blank to finish a sentence, as the end
of the sentence might provide clues to the missing word.) This is a good
opportunity to teach strategies for figuring out the correct word choice,
including through context. For example, in “At the Vet” (page 39) the first
blank in the story follows the words “Dennis has a dog named ____.” You
might point out that you know names begin with a capital letter. That leads
you to the word Jet in the Word Bank. Write in the word, and continue.
(As another strategy, you might show children how to lightly draw a line
through each word in the Word Bank as they use it.)
After modeling
how to use a story
page, you might
invite students
to take turns at
the overhead,
modeling for you
how to complete
the same page
(use a fresh copy).
This will encourage
independence as
they complete story
pages on their own.
5. When you have filled in all of the blanks, read the story, modeling
characteristics of fluency, such as using appropriate expression and pausing
at punctuation.
6. Complete the Word Search, showing children how to look across, down, and
diagonally—but not backward—for the words in the Word Bank. Place a
check next to each word as you find it. Once you find all of the words, read
them aloud.
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Connections to the
Language Arts Standards
T
he story pages and extension activities in this book are designed to support
you in meeting the following standards as outlined by Mid-continent
Research for Education and Learning (McREL), an organization that collects and
synthesizes national and state curriculum standards—and proposes what teachers
should provide for their students to become proficient in language arts, among
other curriculum areas.
Teaching
Tip
The activity pages
in this book also
support components
of the Reading
First program
(U.S. Department
of Education):
phonemic
awareness,
phonics, vocabulary
development,
reading fluency,
and reading
comprehension
strategies.
Reading
Understands how print is organized and read
Uses mental images based on pictures and print to aid in
comprehension of text
Uses meaning clues to aid comprehension and make predictions
Uses phonetic and structural analysis to decode unknown words
Understands level-appropriate sight words and vocabulary
Knows main ideas or theme, setting, main characters, main events, sequence,
and problems in stories
Summarizes information found in texts (retells in own words)
Makes simple inferences regarding the order of events and
possible outcomes
Relates stories to personal experiences
Source: Content Knowledge: A Compendium of Standards and Benchmarks for K–12
Education (4th ed.). Mid-continent Research for Education and Learning, 2004.
Classroom Management Tips
W
hether you photocopy each story page at the time of use, or prepare class
sets of the stories in advance, a simple storage system will make it easy to
build a collection that you can keep on hand for later use or repeated practice.
Place each set of stories in a file folder. Tape or glue a sample page to the
front for reference, or label the tab with the target phonogram(s) and title.
To encourage self-checking, create an answer key, filling in the words to each
story and circling the words in the word search. Attach to the back of the
envelope or file folder. Or, place answer keys in a binder. (For a complete set
of answers, see pages 10–14.)
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Activities to Use With Any Story
The activities here extend what students learn with the story pages. You’ll find
activities that reinforce rhyming skills, before and after reading
Word Wall Builders
Extend learning by creating word walls or charts based on target words from the
stories.
1. Copy target words from a story on chart paper or a whiteboard.
2. Read the words with children and invite them to suggest other words that
rhyme. Record their ideas on the chart paper.
3. Circle the words from the story, and then ask children what other words you
should circle. Explain that all of the words you circle need to belong to the
same word family.
4. Circle words with the same phonogram, and discuss with children any words
that don’t belong. For example, if you are focusing on the phonogram -ide
and a child suggests the word cried, take a moment to notice that the word
cried rhymes with the -ide words, but has a different spelling pattern.
5. Copy all of the words with the same phonogram on large index cards or
sheets of paper. Create pictures to go with words from the story (or enlarge
the illustration from the story page) to provide a visual reminder. Display
pictures and words as a word wall. Use removable adhesive to create a
portable word wall that children can take to their desk and then return to the
wall when finished.
Pocket Chart Practice
The short stories in this book lend themselves well to pocket chart activities.
Suggestions for creating these activities follow.
Who Has the Word? Write each line of a story on a sentence strip, leaving spaces
for the target words as indicated. Cut sentence strips to fit the spaces and write a
target word on each. Hand out the word cards to different children. In the pocket
chart, place sentence strips in order. Read aloud the story. When you come to a
missing word ask, “Who has the word that goes here?” Have that child place the
word in the correct space. Continue in this way to complete the story, and then
read it aloud together.
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Scrambled Stories: Write each sentence of a story on a sentence strip, filling in
any missing words. Mix up the strips and place them in a pocket chart. Invite
children to help you sequence the sentences to unscramble the story. Number
the backs of the sentence strips so children can work independently or in pairs
to place the sentences in order, and then check their work. As a variation, cut
apart sentences into individual words. Challenge children to arrange the words
in order.
Teaching
Tip
Story Hunt
You can also use the
pocket chart stories
to focus on a new
set of words, such
as sight words. To
do this, fill in the
original target words
when writing the
story on sentence
strips and leave
blanks for a new
set of target words.
Write the missing
words on sentence
strips trimmed to
size and let children
use them to
complete the story.
Use any story for an interactive experience that encourages children to take a
closer look at the text.
1. Copy a story on chart paper, leaving spaces for the missing words. Copy the
word bank to the side.
2. Have children help you fill in the missing words, and then read the story
together.
3. Then invite children to take turns hunting for something in the story, using
a highlighter to mark it when they find it. For example, you might ask a
child to find two words that begin with th or a sentence that ends with “!”
(and then discuss why this punctuation mark was used). Children can locate
rhyming words (for example, find two words that rhyme with say), hunt for
commas, or highlight words that name people, places, and things, as well as
action words. The possibilities are endless.
Encouraging Comprehension
The stories in this book are short, but provide many opportunities to practice
comprehension strategies. After children complete a story, revisit it together. Ask
questions to help children explore their understanding of the story. For example,
after reading “Slide Down!” (page 42), ask:
Who is this story about? (Penny and Pilar)
What do they like to do together? (ride their bikes, play hide-and-seek,
play on the slide)
What problem are they having? (they can’t fit on the slide together)
How do you think they’ll solve this problem? (take turns)
Follow up by inviting children to retell the story in their own words.
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Fluency Practice
The brevity of the stories makes them just right for fluency practice.
1. Copy a story on chart paper. Have children help you fill in the missing words.
2. Read the story aloud, modeling good reading behaviors for pacing,
expression, punctuation, and inflection. For example, use stories with more
than one character (and dialogue) to model how to use a different voice for
each character. Model how question marks and exclamation points give you
clues about expression.
3. Read the story together, using an echo reading approach. You read one line,
and children repeat it, echoing your pacing, phrasing, and intonation.
4. Read the story as a group, again encouraging children to follow along with
pacing, phrasing, and intonation.
Story Switcheroo
Have some fun with the stories, using the characters, settings, and events to
create new stories.
1. Write characters’ names on slips of paper. Place them in a bag and label it
“Characters.” Do the same with story settings (such as “the kitchen”), events
(such as “raking leaves”), and “problems” (such as “having a cold”).
2. Let children take turns choosing a slip from each bag. Use the elements to tell
a new story. Write it on chart paper and let children illustrate to create a new
set of stories to read.
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Answer Key
Word Search Answers:
Page 15
The Big Race
Answers:
Grace, race, face,
pace, place
Page 16
Quack! Quack!
Answers:
Jack, back, quack,
sack, snack
Page 17
Sail Away!
Answers:
Gail, mail, sail,
pail, tail
Page 18
A Train to
Grandpa’s House
Answers:
Jane, train, rain,
lane, plane
Page 19
Birthday Cake
Answers:
cake, Jake, bake,
take, shake, Wake
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Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
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Answer Key
Word Search Answers:
Page 25
A Grand Day
Answers:
hand, sand, land,
band, stand, grand
Page 26
A Trip to the Bank
Answers:
bank, Hank, drank,
blank, thank
Page 27
Snap and Clap
Answers:
cap, snap, clap,
yap, nap, lap
Page 28
Crash!
Answers:
mash, crash, dash,
trash, flash
Page 29
A Flat Hat!
Answers:
cat, fat, that, sat,
hat, Scat, flat
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Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Answer Key
Word Search Answers:
Page 35
Three Lost Sheep
Answers:
sheep, steep, sleep,
weep, beep, jeep
Page 36
In the Well
Answers:
Nell, well, yell,
fell, Tell, swell
Page 37
A Letter From Ben
Answers:
den, pen, Then,
when, Ben, ten
Page 38
The Best Nest
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west, best, nest,
rest, test
Page 39
At the Vet
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Jet, get, vet,
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Answer Key
Word Search Answers:
Page 45
Jack and Jill
Answers:
Jill, hill, will,
fill, spill, till
Page 46
Can Tim Swim?
Answers:
Tim, swim, Kim,
him, slim
Page 47
Twin Skaters
Answers:
twin, spin, skin,
win, grin
Page 48
Let’s Dine!
Answers:
dine, pine, fine,
mine, nine
Page 49
Spring
Answers:
spring, sing, bring,
thing, sting
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Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Answer Key
Word Search Answers:
Page 55
Smoke and Fire
Answers:
woke, smoke, choke,
broke, spoke
Page 56
Hop to It!
Answers:
mop, top, hop, shop,
stop, chop
Page 57
Down the Slope
Answers:
mope, Nope, rope,
slope, hope
Page 58
A Store for Hats
Answers:
store, more, wore,
for, or, chore
Page 59
Do Not Go!
Answers:
Dot, not, trot,
got, hot, lot
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14
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
f
a
m
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Name
Date
Word Family: ace as in race
Look at the Word Bank.
Use the words to fill in the blanks.
Then read the story!
Word
Bank
pace
face
The Big Race
is at the START line.
“I hope I win this
!” she says.
place
Grace sees her dad’s
Grace
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race
.
Grace keeps up a fast
.
“Go, Grace, go!” yells Dad.
Soon she is in first
Word
Sea rc h
Look at the Word Bank.
Circle the words here.
Then read them!
.
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15
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Name
Date
Word Family: ack as in sack
Look at the Word Bank.
Use the words to fill in the blanks.
Then read the story!
Word
Bank
sack
snack
Quack! Quack!
Pat and
are at the lake.
They see the ducks swim
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back
They hear the ducks
Jack
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quack
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.
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Then read them!
!
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z
v
l
v
d c
o
16
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Name
Date
Word Family: ail as in pail
Look at the Word Bank.
Use the words to fill in the blanks.
Then read the story!
Word
Bank
pail
sail
Sail Away!
Dad showed the letter to
.
“This came in the
,” Dad said.
Gail
“Uncle Jim wants us to
tail
“Wow!” said Gail. “Can Spot come, too?”
mail
on his boat.”
“You bet!” said Dad. That made Spot happy.
He jumped on the
and wagged his
!
Word
Sea rc h
t
v
j
l
c
r
f
x
a m a
i
l
n
h
q g
x
d
j
u a
y
l
b p
Look at the Word Bank.
Circle the words here.
Then read them!
z
i
l
a q
l
k
i
u a a c
i
w
f
l
k
l
l
s
a
i
17
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Name
Date
Word Family: ain as in train; ane as in plane
Look at the Word Bank.
Use the words to fill in the blanks.
Then read the story!
Word
Bank
plane
rain
A Train to Grandpa’s House
and her mom are on a
They are going to visit Grandpa.
train
Jane looks out at the
Jane
She thinks about Grandpa.
lane
.
.
He lives in a pretty house on a
.
Grandpa can do anything. He can even
fly a
Word
Sea rc h
Look at the Word Bank.
Circle the words here.
Then read them!
!
j
t
x
i
o b h b
p a g u
j
v
c
t
l
z
n
r
a
i
n
r
a
k
n
e
j
q e a
n d p e
v
z
s
i
a n
e
y
n
e
h
l
18
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
Name
Date
Word Family: ake as in cake
Look at the Word Bank.
Use the words to fill in the blanks.
Then read the story!
Word
Bank
take
wake
Birthday Cake
“I will make a birthday
said
for Viv,”
. “I will surprise her!”
Jake
Jake mixed the cake. Then he put it in the
shake
oven to
cake
bake
.
“Now I will
a nap,” he said.
He fell fast asleep.
Then Jake felt someone
“
him.
up!” said Viv. “My cake is done!”
Word
Sea rc h
Look at the Word Bank.
Circle the words here.
Then read them!
j
w x
a
i
l
g m
r
a b h
u
u a
k
z
y
k
r
a o
e
i
q
x
e b
k
q
b a
k
e
c a
k
e
c
t
a
k
x
f
h
s
e
z
19
Fill-in-the-Blank Stories: Word Families © Linda B. Ross, Scholastic Teaching Resources
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