Spectrum - Reading - Grade 1.pdf

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Excellent Tool for Standardized Test Preparation! • Letter association • Blends and digraphs • Word recognition • Reading comprehension • Following directions • Answer key

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Reading Grade 1 Frank Schaffer Publications® Spectrum is an imprint of Frank Schaffer Publications. Printed in the United States of America. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission from the publisher, unless otherwise indicated. Frank Schaffer Publications is an imprint of School Specialty Publishing. Copyright © 2007 School Specialty Publishing. Send all inquiries to: Frank Schaffer Publications 8720 Orion Place Columbus, Ohio 43240-2111 Spectrum Reading—grade 1 ISBN 0-7696-3861-9 1 2 3 4 5 6 POH 11 10 09 08 07 06

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Index of Skills Reading Grade 1 Numerals indicate the exercise pages on which these skills appear. Reading Comprehension Knowing the Words Comprehension Skills Creating rhymes—9, 17, 27, 48, 51, 53, 55, 57, 63, 65, 77, 79, 87, 89, 91, 95, 97, 99, Following directions—All exercise pages 101, 103, 105, 107, 109, 111, 113, 115, 117, Determining the main idea—51, 53, 55, 57, 119, 121, 123, 125, 127, 129, 131 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79 Sight word recognition—All lessons Facts and details—55, 57, 59, 61, 63, 65, Word recognition—All lessons 67, 69, 71, 73, 75, 77, 79, 89, 91,93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 113, 115, Choosing the correct word—61, 63, 65, 67, 117, 119, 121, 123, 125, 127, 129, 131 73, 79, 81, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 109, 111, 123, 125, 132, 133, Predicting outcomes—51, 53, 55, 57, 59, 61, 137 63, 65, 67, 69, 71, 73, 75, 77, 79 Missing letters—51, 53, 55, 57, 59, 61, 69, Sequencing events—3, 5, 7,11, 25, 81 71, 75, 77, 113, 115, 135, 136 Classifying objects—15, 21, 49 Learning to Study Using the pictures 13, 21, 29, 31, 84 Following directions—All activity pages Phonics Note: If passages or directions are too Letters and Sounds difficult for the student, a teacher or parent should read them aloud to the student. Letter study: 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79 Blends—15, 17, 19, 23, 25, 27, 33, 51, 53, 55, 57, 80, 82, 83 Digraphs: Ch–29 th–33 Ch, th, sh, wh–37 Sh–31 wh–35 Ending consonants—15, 17, 19, 21, 23, 25, 27, 82 Beginning consonants—3, 5, 7, 9, 11, 13 Long vowels—29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49 Short vowels—35, 37, 39, 41, 43, 45, 47, 49 Spectrum Reading Grade 1 Index of Skills ii

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Table of Contents Fiction Stories: Nonfiction: Due to content these pages Little Duck have more advanced vocabulary. These passages may need to be read with a Little Duck . . . . . . . . . . . . . . . . . . . . . . . . . . 2 teacher or parent guide depending on Mama Duck . . . . . . . . . . . . . . . . . . . . . . . . . 4 child’s reading level. Wiggle-Waddle. . . . . . . . . . . . . . . . . . . . . . . 6 Dinnertime . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Alaska . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Fish Is Not Dinner . . . . . . . . . . . . . . . . . . . 10 New Mexico . . . . . . . . . . . . . . . . . . . . . . . . 88 Make Way for Ducklings . . . . . . . . . . . . . . 12 Oregon . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 A Feast. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Rhode Island . . . . . . . . . . . . . . . . . . . . . . . 92 Bread Crumbs . . . . . . . . . . . . . . . . . . . . . . 16 Vermont . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Little Duckling?. . . . . . . . . . . . . . . . . . . . . . 18 Kentucky . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Quack, Quack, Quack . . . . . . . . . . . . . . . . 20 Connecticut . . . . . . . . . . . . . . . . . . . . . . . . 98 Brrr! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 New Hampshire . . . . . . . . . . . . . . . . . . . . 100 New Friend. . . . . . . . . . . . . . . . . . . . . . . . . 24 Wisconsin. . . . . . . . . . . . . . . . . . . . . . . . . 102 Snails Away!. . . . . . . . . . . . . . . . . . . . . . . . 26 Montana . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Little Duck and Matilda Go to the Farm. . . 28 Nevada. . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Duck Soup . . . . . . . . . . . . . . . . . . . . . . . . . 30 Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Little Duck Dives . . . . . . . . . . . . . . . . . . . . 32 Hawaii. . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 What to Do With a Penny . . . . . . . . . . . . . 34 Maryland. . . . . . . . . . . . . . . . . . . . . . . . . . 112 Make a Wish, Little Duck . . . . . . . . . . . . . . 36 California . . . . . . . . . . . . . . . . . . . . . . . . . 114 Little Duck Is Scared . . . . . . . . . . . . . . . . . 38 Florida . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Little Duck Tries . . . . . . . . . . . . . . . . . . . . . 40 New York . . . . . . . . . . . . . . . . . . . . . . . . . 118 Little Duck and Matilda Fly . . . . . . . . . . . . 42 Pennsylvania . . . . . . . . . . . . . . . . . . . . . . 120 A Cloud . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 South Dakota . . . . . . . . . . . . . . . . . . . . . . 122 Little Duck Soars . . . . . . . . . . . . . . . . . . . . 46 Virginia . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Minnesota . . . . . . . . . . . . . . . . . . . . . . . . 126 Carolyn Dreams of a Pet Colorado . . . . . . . . . . . . . . . . . . . . . . . . . 128 Carolyn Dreams of a Pet . . . . . . . . . . . . . . 50 Arizona . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Carolyn Talks to Her Mom . . . . . . . . . . . . . 52 Answer Key . . . . . . . . . . . . . . . . . . . . . . 138 Time for a Pet . . . . . . . . . . . . . . . . . . . . . . 54 Knock, Knock . . . . . . . . . . . . . . . . . . . . . . . 56 I Promise . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Yes or No? . . . . . . . . . . . . . . . . . . . . . . . . . 60 A Real Pet . . . . . . . . . . . . . . . . . . . . . . . . . 62 Today a Pet . . . . . . . . . . . . . . . . . . . . . . . . 64 Two Good Things. . . . . . . . . . . . . . . . . . . . 66 The Pound . . . . . . . . . . . . . . . . . . . . . . . . . 68 Carolyn Is Sad . . . . . . . . . . . . . . . . . . . . . . 70 Promise Jones . . . . . . . . . . . . . . . . . . . . . . 72 A New Kitten . . . . . . . . . . . . . . . . . . . . . . . 74 A Gift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Promise Jones Comes Home . . . . . . . . . . 78 Spectrum Reading Grade 1 Table of Contents 1

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Little Duck What is that sound? What do you think Mama Duck hears? Something is saying, “Quack, Quack!” What do you think is making that sound? That’s a funny looking foot! Whose foot do you think that belongs to? Hey, it’s Little Duck! How do you think Little Duck feels? Picture Interpretation and Reading (for all stories): Introduce students to Little Duck, a sweet duckling who is the focus of the following stories. Suggest that the students look at the pictures and talk about what is happening. Have the students relate what they see to their own lives and experiences. Be aware of the vocabulary levels and needs of the group. Key words may be reinforced or developed by writing them on the board as each picture/picture scenario is discussed. First, have students read the story by themselves silently. Help students with any unfamiliar words. Next, have students read the story orally. Discussion questions have been provided to serve as a discussion guide. Spectrum Reading Grade 1 2

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Name ________________________________________ Beautiful Beginnings 1. ________ ________ ________ 2. ________ ________ ________ 3. ________ ________ ________ Directions: Beginning Consonants (1-2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning letter on the line below the picture. Sequence (3): Have students look at all the pictures. Ask them to write 1 below the event that would happen first, 2 below the event that would happen second, and 3 below the event that would happen third. Spectrum Reading Grade 1 3

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Mama Duck Mama Duck kisses Little Duck on the head.“Hello, Little Duck,” she says. Why does Mama Duck kiss Little Duck? “Are you hungry, Little Duck?” asks Mama Duck. Does Little Duck look hungry? Little Duck shakes his head up and down. Little Duck is hungry. What does it mean when you shake your head up and down? Mama Duck gives Little Duck some corn to eat. What do you like to eat? Spectrum Reading Grade 1 4

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Name ________________________________________ Beautiful Beginnings 1. ________ ________ ________ 2. ________ ________ ________ 3. ________ ________ ________ Directions: Beginning Consonants (1-2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning letter on the line below the picture. Sequence (3): Have students look at all the pictures. Ask them to write 1 below the event that would happen first, 2 below the event that would happen second, and 3 below the event that would happen third. Spectrum Reading Grade 1 5

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Wiggle-Waddle Little Duck watches his mom walk. Mama Duck walks funny. She moves back and forth in a wiggle. Why do you think Mama Duck walks that way? Little Duck laughs. Why does his mom walk that way? Little Duck laughs and laughs. Why is Little Duck laughing so hard? “What’s so funny, Little Duck?” asks Mama Duck.“Ducks waddle. This is how we walk.” What does it mean to waddle? Little Duck tries to walk like Mama Duck. He wiggles. He waddles. He wiggle-waddles. Little Duck walks like a duck. Mama Duck is happy. Why is Mama Duck happy? How do you think Little Duck feels? Spectrum Reading Grade 1 6

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Name ________________________________________ Beautiful Beginnings 1. ________ ________ ________ 2. ________ ________ ________ 3. ________ ________ ________ Directions: Beginning Consonants (1-2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning letter on the line below the picture. Sequence (3): Have the students look at all three pictures. Ask the students to write 1 below the event that would happen first, 2 below the event that would happen second, and 3 below the event that would happen third. Spectrum Reading Grade 1 7

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Dinnertime Little Duck follows his mom to the pond. The pond is very large. Where is Little Duck going? Why do you think he is going there? Something moves in the pond. “What was that?” asks Little Duck. What do you think moved in the pond? “That’s dinner!” says Mama Duck. Then, she quacks loudly. What do you think will happen next? A small fish jumps high out of the water and splashes Little Duck. How do you think Little Duck feels getting splashed? Spectrum Reading Grade 1 8

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Name ________________________________________ Beautiful Beginnings 1. ________ ________ ________ 2. ________ ________ ________ 3. ten clap snap dime chime pen four score Directions: Beginning Consonants (1-2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning letter on the line below the picture. Rhyme Time (3): Have students draw lines connecting the words that rhyme. Spectrum Reading Grade 1 9

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Fish Is Not Dinner Little Duck shakes the water off his soft feathers.“Who are you?” asks Little Duck. Why do you think the fish splashes Little Duck? “I am a fish, Little Duck. I swim in the pond. I am not dinner!” How do you think the fish feels? Mama Duck sees something. She waddles ahead.“Come along, Little Duck,” she calls. What do you think Mama Duck sees? “Well, good-bye, fish,” says Little Duck.“I guess we will eat something else for dinner.” Spectrum Reading Grade 1 10

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Name ________________________________________ Beautiful Beginnings 1. ________ ________ ________ 2. ________ ________ ________ 3. ________ ________ ________ Directions: Beginning Consonants (1-2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning letter on the line below the picture. Sequence (3): Have your students look at all three pictures. Ask your students to write 1 below the event that would happen first, 2 below the event that would happen second, and 3 below the event that would happen third. Spectrum Reading Grade 1 11

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Make Way for Ducklings Mama Duck walks to the edge of the road. Mama Duck turns her head both ways. Why does Mama Duck do this? “Cars make way for ducklings. Follow me, Little Duck,” says Mama Duck. What does Mama Duck mean? Little Duck turns his head both ways like Mama Duck. Then, he follows Mama Duck across the road. Why is it important to look both ways? A boy sees the ducks crossing the road. He shouts,“Hey, make way for ducklings!” Little Duck crosses the road. Do you think the boy is friendly? Why? Spectrum Reading Grade 1 12

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Name ________________________________________ Beautiful Beginnings 1. ________ ________ ________ 2. ________ ________ ________ 3. in over under below in over under below Directions: Beginning Consonants (1-2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning letter on the line below the picture. Using the Pictures (3): Have your students look at the pictures. Ask your students to circle the word that describes where the cow is located. Spectrum Reading Grade 1 13

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A Feast Little Duck follows Mama Duck up the hill.“Where are we going, Mama Duck?” asks Little Duck. Where do you think they are going? “We are going to find some dinner. When the sun sets, it is dinnertime for people and for ducks,” says Mama Duck. What time do you eat dinner? “Was fish our dinner?” asks Little Duck. Do you like to eat fish for dinner? “Not tonight,” answers Mama Duck.“Tonight, we have a feast!” Do you know what a feast is? Spectrum Reading Grade 1 14

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Name ________________________________________ Exceptional Endings and Blends 1. ________ ________ ________ 2. ________ ________ ________ 3. fork spoon knife plate napkin Directions: Ending Consonants (1): Ask students to say each picture aloud and listen to the ending sound. They then should write the ending letter on the line below the picture. Blends (2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning blend on the line below the picture. We Go Together (classification) (3): Have students circle the words of the set of three things that go together. Spectrum Reading Grade 1 15

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Bread Crumbs “What is a feast?” asks Little Duck. Can feasts be different for different people? “A feast is a large dinner. Tonight, we are eating something special,” says Mama Duck. What do you think Mama Duck and Little Duck will eat? “Does it taste like fish?” asks Little Duck. What would you like to eat at your own feast? “It tastes better than fish. Tonight, we’re having bread crumbs!” she says. Would you like to eat bread crumbs? Why or why not? Spectrum Reading Grade 1 16

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Name ________________________________________ Exceptional Endings and Blends 1. ________ ________ ________ 2. ________ ________ ________ 3. nest rock dock mother brother best eight date Directions: Ending Consonants (1): Ask students to say each picture aloud and listen to the ending sound. They then should write the ending letter on the line below the picture. Blends (2): Ask students to say each picture aloud and listen to the beginning sound. They then should write the beginning blend on the line below the picture. Rhyme Time (3): Have students draw lines connecting the words that rhyme. Spectrum Reading Grade 1 17

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