Cut and paste language arts grades 1 to 3

.r > I f I / I I ( \ ~bO\\ \ \ \ • _-, '" I Editorial Project Manager Lorin E Klisroff, M.A Editor-in-Chief Sharon Coan, M.S Ed Illustrator Howard Chaney Renee Christine Yates Cover Artist Barb Lorseyedi Art Coordinator Kevin Barnes Imaging James Edward Grace Rosa C See Product Manager Phil Garcia Publisher Mary D Smith, M.S Ed Author lodene Lynn Smith, M.A Teacher Created Resources, Inc 6421 Industry Way Westminster, CA 92683 www.teachercreated.com ISBN: 978-0-7439-3707-8 ©2003 Teacher Created Resources, Inc Reprinted, 2011 Made in U.S.A The classroom teacher may reproduce copies of the materials in this book fOI' use in a single classroom only The reproduction of any part of the book for other c1asSroUIIIS or for an entire school or school system is strictly prohibited No part of this publication may be transmitted, stored, 01' recorded in any lorm without written permissiun from the publisher Table of Contents Introduction Phonics Initial Sounds Ending Sounds 11 Beginning and Ending Sounds Medial Sounds 13 14 Consonant Digraphs Consonant Blends 18 19 Parts of Speech 21 Nouns 26 Verbs Adjectives 29 33 Adverbs Nouns, Verbs, Adjectives, and Adverbs Grammar and Usage 36 38 39 Verbs and Verb Tense 40 Complete Sentences Plurals 42 44 Spelling Short -Vowel Word Families 46 47 Long-Vowel Patterns Diphthongs 49 55 Wo."d Play Rhymes 56 57 Homophones 60 Contractions 62 Alphabetization Compound Words 64 67 Location/Directional Wo."ds Synonyms and Antonyms 73 78 Multiple-Meaning 84 Words Vocabulary 87 Color Words Days of the Week " 89 90 Months of the Year Shapes 91 92 Number Words 93 Answer Key #3707 Cut & Paste Language Arts 94 ©Teacher Created Resources, Inc Introduction Cut & Paste Language Arts was designed to help the classroom teacher teach and reinforce language arts concepts and skills The contents of the book provide a variety of ways to cover language arts content while maintaining student interest and involvement Each section begins with a brief introduction that provides suggested activities that can be used as instruction in the language arts Most of the ideas can be adapted to whole-class lessons, small-group reinforcements, or even literacy center activities The ideas are meant to be a resource for teachers as they teach these content-area skills Following the introduction for each section are activity pages that directly relate to language arts concepts and skills Each of the pages has been designed 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 cards, students are able to try a variety of possibilities before gluing 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 another case, 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 designed so that it is organized and easy to use Teachers will find the suggested activities useful for teaching language arts content Students will find the cut-and-paste activities a fun way to practice language arts concepts Above all, language arts content is made available in a comprehensible way to ensure student success ©Teacher Created Resources, Inc #3707 Cut & Paste Language Arts Phonics Suggested Activities Below are suggested activities that can be used as instruction in phonics Most of the ideas can be adapted to whole-class lessons, small-group reinforcements, or even literacy center activities • Provide multi-sensory activities in which students can practice letters in order to develop sound/symbol correspondence Set up a "hands-on the alphabet" center and then change the activity each week Display a poster of the alphabet and a list of words students can practice reading and writing Begin with simple vowel-consonant-vowel words in which you can also draw or provide a picture, such as hat, cup, and lip Then rotate some of the following activities through the center: Bag of Paint: Fill several half-gallon resealable bags with two to three tablespoons (about 40 mL) of paint Seal tightly Students lay the bag on a flat surface and use their hands to smooth out the paint in the bag Children can use their fingers to practice writing letters and words Magnetic Alphabet: Provide magnetic letters and a magnetic surface, such as a cookie sheet for students Students can experiment with the letters by putting them in alphabetical order or even creating words with the letters Shaving Cream: Shake a can of shaving cream and then spray enough shaving cream to cover the palm of the child's hand on a pizza tray Students can use their hands to spread the shaving cream around the tray and use their index fingers to practice writing letters Toothpick Letters: Provide a box of toothpicks for students to use to create the shape of letters Dot Letters: Provide unsharpened pencils with an eraser on one tip, paper, and an ink pad at the center Students dip the eraser end of the pencil into the ink pad Then they use the eraser as a circle stamp in order to create the shape of letters and words Pipe-Cleaner Letters: Have students practice forming letters with pipe cleaners Provide a variety of colors and lengths of pipe cleaners at the center Students can bend the pipe cleaners and, if needed, twist them together in order to form letters • Reproduce simple poems that have words beginning with the letter on which you are focusing Have students look through the poem and use a yellow crayon to color or highlight the letter on which you are currently working Make up hand motions or actions that go with each poem Chant the poem several times until the students can say it independently • Food is always a great motivator Think of a simple food that begins with the letter of the alphabet on which you are currently working Provide students with a small sampling of the food in order to help them remember the sound and letter associated with the food For example, raisins can be provided for the letter r and popcorn can be provided for the letter p #3707 Cut & Paste Language Arts ©Teacher Created Resources, Inc Phonics Suggested Activities (cont.) (cont.) • Save old newspapers and junk mail such as advertisements Have students look for the letter for which you are studying in print Students can cut out examples of uppercase and lowercase letters and glue them to a piece of chart paper or a piece of construction paper This acti vity is particularly useful to help students identify letters even when the font is different Pages can be compiled together into an alphabet book to pJace in the classroom library • Glue pictures from a magazine onto 3" x 5" (8 ern x 13 em) index cards Show students the cards and ask them to say the word associated with the picture Have students isolate the beginning sound of the word and identify the letter associated with that sound Once students become skilled at identifying the beginning sound and letter, have them isolate the ending sound and letter of each word • An animal can be made from a paper plate for almost every letter of the alphabet, and you don't even have to provide a pattern for your students Before hand, determine with your class what animal they will be trying to create; for example, a dog can be made for the letter d Provide a stack of paper plates, scraps of construction paper, and yarn, and let them create what the animal might look like • Collect old magazines through which students can search Have students look for and cut out pictures that begin or end with the sound on which you are currently working For example, if you are focusing on the letter d, students should search for pictures of items that begin with the letter d or words that begin with the letter d Students can glue their pictures on a piece of chart paper or on a large sheet of construction paper If you this activity for each letter of the alphabet, the pages can be assembled into a class alphabet book Purchase Wikki Stixđ, or florescent, see-through book covers which can be used to highlight a letter within text The Willi Stix can be bent into the shape of a circle and the book covers can be cut to size Use these two devices to focus students' attention by placing the Wikki Stix around or placing the book cover pieces on the letters you are referencing This technique is highly recommended when doing a shared reading with students The teacher can highlight what he or she is referencing, or he or she can have students hunt for examples of what he or she is referencing and highlight the text in order to illustrate • Provide a cut out of the letter on which you are currently studying Gather materials that begin with that letter which the students can glue onto the letter cut out For example, students can glue buttons on the letter b or cotton balls on the letter c ©Teacher Created Resources, Inc #3707 Cut & Paste Language Arts Phonics Suggested Activities (cont.) (cont.) • Have students practice distinguishing between long and short vowel sounds by playing this simple game The teacher will say a variety of long and short vowel words When students hear long vowel words, they stand up tall (long) When students hear a short vowel word, they crouch down low (short) Read a variety of words containing long and short vowels, allowing enough time for students to respond in between After each word has been said and students have responded, say each word slowly emphasizing the long or short vowel Create a list of the various letter combinations that can be used to get long vowel sounds for each vowel For example, a list of the long vowel i might include: i:e (VCV), ie, igh Then list words that have a long vowel under the appropriate heading VCV i- e ie igh bike pie night dime die high life lie bright mile tie tight • Create sound containers Save plastic containers such as margarine tubs Label each container with a letter of the alphabet Begin searching your house and classroom for small objects to put in each container The objects go in the letter container that corresponds to the first sound of the object Try to find at least five objects for each container Then, when you are introducing a letter and its sound to students, you will have a container of objects that begin with that letter and sound to illustrate your point You may even choose to create a container for consonant digraphs and consonant blends Be on the constant lookout for new objects to place in your containers • Read books with alliteration that correspond to your current letter of study There are many great book titles available that emphasize particular sounds within the alliteration pattern of their text For example, Some Smug Slug (Harpercollins Juvenile Books, 1996) and Four Famished Faxes and Fosdyke (Harper'Trophy, 1997) by Pamela Duncan Edwards are excellent references • Use your library as a resource to locate book titles related to the letters or sounds you are teaching Create a list of all of the words from the book that begin with your letter of study YOLI may even wish to have students illustrate each word and then compile the pages into a class book #3707 Cut & Paste Language Arts ©Teacher Created Resources, Inc Phonics-Initial Sounds Animal Sounds Directions: Cut out the animal picture cards at the bottom of the page Say the name of the animal and listen for the beginning sound Decide with what letter the animal begins and glue under that letter Bb Cc Dd Ff Tt Zz Mm Pp ~ ©Teacher Created Resources, Inc #3707 Cut & Paste Language Arts Phonics-Initial Sounds Same Sound Directions: Cut out the picture cards at the bottom of the page Glue each card next to the picture that starts with the same sound '~ o ~ -r -, T r -, ~ -1 t -I I I I I I '~' i I EElo i I ~ ~ #3707 Cut & Paste Language Arts -~ ©Teacher Created Resources, Inc Phonics-Initial Sounds Changing Beginning Sounds Directions: Create rhymes by changing the beginning sound of the words in each sentence Cut out the picture cards below Glue the picture cards in the correct place to show rhyming words Write the new rhyming word on the line can into 1.Change ~ 2.Change , corn into 3.Change ~ log into 4.Change dish into 5.Change band into 6.Change cake into ~ -; -® ~ -~-~ ~ I I I : I I - I • J _ -rJ :" ••••.•••.• - I I I :~: • I I I : I I I I I : • I : : • :0 I I I I I :~: I I I I I I ~ -~-~ ~ ~ I I I I I I ~ • ~ -~ -~ -~ ©Teacher Created Resources, Inc I I I I I #3707 Cut & Paste Language Arts Synonyms and Antonyms Synonyms and AntonYms Directions: Cut out the word cards at the bottom of the page Read each word in the chart Glue a word card to show the synonym and antonym of each word in the chart Antonyms Synonyms Word kind big end bad come late ~ -r -~ , - I I I I begin ! I I arrive I I mean L I ~I ~ I ~I I I I I I I I I : I I goo d: I I small: I I go ~ -~ ~ I I I I I I ! large ! stop ~ ; -~ , tardy : I I I I I I I I I I I I I I I I I I I I gentle âTeacher Created Resources, Inc ! L naughty 83 ~ ! early #3707 Cut & Paste Language Arts ! ~ Multiple-Meaning Words Suggested Activities Below are suggested activities that can be used throughout the unit of study • There are literally hundreds of words used in the English language that have multiple meanings Begin a list of these words as you come across them Write the word down and then write sentences that demonstrate each of the meanings the word can have • Have students create silly illustrations demonstrating how words with multiple meanings can be misunderstood Fold a piece of paper in half Across the top of the paper, students should write their sentence with the multiple meaning word in it Circle or underline the multiple meaning word Then on one half of the paper, students should illustrate the intended meaning of the sentence and on the other half, the meaning that can be misunderstood This activity works best using multiple meaning words which are nouns ): pI ~yed with a bat and ball • Words with multiple meanings provide a wonderful and authentic way to analyze parts of speech When you come across a word with a multiple meaning, think of sentences to illustrate the ways the word can be intended Then, have students determine which part of speech the word is used as in each case Not always, but often, the words are used in different ways • Have students create their own book or list of multiple meaning words Include in the book the word, sentences illustrating the word usage, pictures if appropriate, the part of speech, and if possible, synonyms or antonyms for each word In addition to having a list of multiple meaning words, students will have a book that demonstrates their knowledge of language arts skills • Help students analyze sentences with multiple meaning words used in them Solicit from the students what context clues help us to understand the intended meaning of the word How does the rest of the sentence provide support for the word? How does the part of speech help us determine what the word means? What would happen if the sentence were vague? For example, what if the sentence was, "1 took the pot?" How important is the context of the rest of the sentence when figuring out the meaning of the word? What lessons can be applied to our own writing? #3707 Cut & Paste Language Arts 84 ©Teacher Created Resources, Inc Multiple-Meaning Words Same Word Directions: Cut out the picture cards at the bottom of the page Glue the picture cards in the boxes to show two meanings for each of the words listed bowl pot saw top bat orange ~ -f -451 -• I =-= -r ~ -~ - T ~ ~ -l- ~ - ~ 1J I • • • • I ~ ~~ I I I I I • I I I I I I I I I I I I I I I I I I I : : I : I I '~ I I • t I I" • I I ~ : I I I I : : : : I I I I I I" I I I L I I I I ~ I ~ -e- - - - I I :.s: ~: ~:(j) r -~ ~ ~ -~ -~ : ~ :~o I I I • I ©Teacher Created Resources, Inc I' I I I I I 85 C - ~~ I I I ~ I I J' : /('t : I~",: I I I ~ I #3707 Cut & Paste Language Arts I I I • • Multiple-Meaning WOlds Different Meaning Directions: Cut out the word cards at the bottom of the page Glue the word cards in the correct places to complete the sentences Use the context of the sentence to help you determine the meaning of the word We I I it if we work together I was a butterfly in the class I Turn I caught a I· on Elm Street I She wears mittens when it is """- I· ~~) Jose went outside to We ] Mom opened a ~ the dog in the backyard ~ lBEAN~ I ""'- of beans ~ ~ -r , -I -r ~ I I : I I • I I pay ! I t I I left L ~ ~_ I I I I I I : I ~ I cold ! ~II #3707 Cut & Paste Language Arts ! I I I I can I I I can ! I ~ I 86 ! cold ~ J I I I I I left i I L I I I : I I I I I play ©Teacher Created Resources, Inc : I ~ I Oocabotarv Suggested Activities Below are suggested activities that can be used throughout the unit of study • Create individual vocabulary books by following the directions below Then, have students write one word on each page and illustrate the definition of the word You may wish to have older students write the definition and/or a sentence using the word Fold an 8.5" x 11" (22 em x 28 ern) sheet of white paper into eight sections Cut or tear along the center crease from the folded edge to the next fold line (See diagram.) Open the paper and push the end sections together Fold into a little book I I I I I I I I I I I I I I I I I I I I f -I -~ I I I ,, I I I I I I I I I I - I I I I I ~ I ~ I I I I T I I I I I I I I I I - • • Choose a few words to "quarter" together as a class, or assign groups of students one or two words to "quarter." When the groups are done, they can report back to the rest of the class with their findings Students can either fold a piece of paper into four sections or draw a rectangle or square and divide that into four sections In the first section, write the vocabulary word In the second section, write a definition of the word The definition can either be looked up in the dictionary or defined by the students The third section contains a picture of the word The picture can either be drawn or cut out of an old magazine The final section includes a sentence that demonstrates how the word is used Vocabulary Word magnet Definition A piece of iron or steel that attracts certain metals Picture Sentence I picked up the paper clips with a magnet @ • People of all ages like to make and solve puzzles Ask your students to make their own crossword puzzles or word search puzzles using vocabulary words You may want to provide a piece of grid paper with squares at least ern x em, or you may wish to have students develop the puzzle all by themselves ©Teacher Created Resources, Inc 87 #3707 Cut & Paste Language Arts Vocabulary Suggested Activities (cont.) (cont.) • Create templates students can use for vocabulary words using the following format Write the vocabulary word down Read the sentence where you found the word Make a good guess as to what you think the word means Write down your guess Finally, look up the word in the dictionary If your guess was right, check the box If not, write what the word means on the line My guess: I guessed right! My guess: _ Now I know it means _ I guessed right! Now I know it means • Create a Dictionary Big Book Divide students into groups according to the number of vocabulary words you wish to use Assign each group a vocabulary word and provide each group with a piece of 12" x 18" (30 ern x 46 em) white construction paper The groups must work together to create a dictionary page that tells about the word they were assigned Change the items required on the page according to the age group of the children with whom you are working For younger children, you may only assign the word and a picture For older children, you may require the word, a definition, the part of speech, and a picture Display the dictionary pages on the wall through the duration of your unit of study or compile them into a big book • When a limited number of vocabulary words are being introduced or when the words belong to a set such as "Color Words" or "N umber Words," a flap book can be created that defines and illustrates each word Fold a piece of 12" x 18" (30 cm x 46 ern) paper in half, horizontally Open the paper up and cut to the center fold to create flaps on one side of the paper Fold it back in half The flaps become the cover of the book on which the vocabulary words can be written Inside the flaps, illustrate each vocabulary word, and write a definition Older students can also include the part of speech, number of syllables, and use the word in a sentence #3707 Cut & Paste Language Arts 88 ©Teacher Created Resources, Inc Vocabulary Color Words Directions: Cut out the word cards at the bottom of the page Determine the most common color for each picture below Label each picture by gluing the color word next to it fI ~ 15 ~ witch's hat 61 snowman tJ 1 gingerbread pig blueberries sun @ (ff} 1 grapes stop sign 10 d pumpkin pine tree ~ -r -, -, ~ -r -~ I I I ! I • I red • I • purple • I • black I I I green blue I I I ! I I I I I • I I I I I I I I I I I I I I I I I I r -r -r -T -, -, ! brown I I • I yellow I I orange! I I white ! I I pink ~ -~ -~ ~ -~ - ©Teacher Created Resources, Inc 89 #3707 Cut & Paste Language Arts ! I I Vocabulary Days of the Week Directions: Cut out the word cards at the bottom of the page Glue the days of the week in order on the Word Strip Cut out the Word Strip and the Days Card Cut slits and holes in the appropriate place on the Days Card Feed the Word Strip through the Days Card so that it slides easily Slide the Word Strip in order to read the sentences Word Strip Pull tab Days Card Glue here What Day Is It? ~ Yesterday was Glue here ,, ,, Cut out Glue here Today is ,, ,, Cut out Glue here Tomorrow will be ,, Cut out ,, Glue here ~ -Glue here Glue here Pull tab ~ -r , : Monday , Friday ~ • L r , :: ~I ~ I , ,: • Tuesday r , :: ~I L I ~ L Saturday L #3707 Cut & Paste Language Arts Wednesday: r , •I ~ Thursday Sunday 90 âTeacher Created Resources, Inc Vocabulary Months of the Year Directions: Cut out the month word cards at the bottom of the page Glue the word cards in the correct places to label the months of the year the holidays below take place 10 11 12 ~ - r , -, -r ~ I • ~ January I ! February! I I L I March I ! April I I J T , ~ r May June I July I l August I r ~ , September ~ I âTeacher Created Resources, Inc October ;November II 91 l L I December #3707 Cut & Paste Language Arts ! I 4I Vocabulary Shapes Directions: Cut out the shape word cards at the bottom of the page Glue the shapes in the correct places to label the shapes drawn below ~ -. -. -r ~ I I • I I ~ I ~ I • t • I I I • I I • I J• II l~- -rectangle! heart -_-L ~_-: I L I square : diamond: #3707 Cut & Paste Language Arts I triangle! 92 circle : I L I oval I ~ I star ©Teacher Created Resources, Inc : I ~ I Vocabulary Number Words Directions: Cut out the pictures at the bottom of the page Read the number words written on the baskets Glue the correct number of berries on each basket o o zero one o o o o two three o o o o four five o o ~ -~~ ~ I I I I I ~ • : ~ c: ~ b I 1 1 1 I I I I I I I I 1 I I : 1 '~' I I : I '~' ~ • ~ c: ~ 1 b I : : I • ~ c: I I ~ I b : :: I ~ ~ • ~ c: ~ b I '~ ©Teacher Created Resources, Inc 1 1 1 1 '~' 1 I : I I ~ • I : ~ c: ~ b ~ ~ ~ c: b ~~ ~ I 1 I I I : I ~ c: I I '~' I : : I ~ • ~ c: p , p , I I I I I ~ b I I ~ I I b : : I I 1 I I '~' 93 • ~, c: b '~' 1 : I I I 1 I ~ 1 1 : p " I I I I I I I ~ • I I I I 1 p -1 1 1 I I I I '~' : p " I r , r " r "1 1 1 : ~ • ~ c: b I I I I I I I I '~' I I I I I I : : I ~ ~ • c: b f~ ~ -] : : 10 ~ ~ c: b I I I I 1 I I '~' I I : : I I I I I I I ~ • ~ c: ~ I I b : I " ~~ ~ 1 1 '~' : 1 : : I 01 I I I I I I I I I I ~ I I I I b : : I I ~ • ~ c: ~ • , c: I I I I I I I b #3707 Cut & Paste Language Arts : I Answer Key Page Page Bb-bear Cc-camel Od-dog Mm=-rnonkey Pp-penguin Tt-tiger Zz-zebra Ff-fish Page snake door flag truck lion rabbit pencil fish hand rake horn dog sit tap ran jam men 11 n x g k r m p 10 jump ripe hate 10 cute tape Page 18 made fine pine note cape sh: shovel, sheep, shoe, shell th: thorn, thumb, thimble, three cup, lip - d: sad, lid bag, dog ~: map bug leg throw sing fan car sun wig 10 lip 14 six, top, cup, fan Long Vowel: kite, rake, five, hose #3707 Cut & Paste Language Arts mowed Page 32 monkey bars rode, I rode my bike after school tr: train, tree saw, We saw stars in the sky Page 20 our Page 33 dr: drums, dress gr: grass, grapes cr: crab, crown Accept all reasonable answers Suggested answers are below: tall, spotted tiny, squeaky birthday, sweet sharp, yellow bouncy, round large, pretty Page 34 Page 28 How Many?-six boys, a million dollars, one teacher, a dozen eggs Accept all reasonable answers Suggested answers are as follows: What Kind?-short hair, rich man, green shoes, hot: cement boy Which One?-these bus, this computer, shorts park Nouns: doctor Verbs: books, that any class Page 35 Accept reasonable answers answers are below: Suggested warm spiky lunch Short Vowel: baked Mom washed blue, red Page 29 Page 15 walked washed, clothes piano mop, dog u: sun, bus ran rang cr: crab, crib st: star, street bl: block, blanket dog car 0: looked She looked at the fish taco a: bag, rat e: jet, ten i: pig, six swam looked, tank Page 19 Person: woman, grandpa, boy, policeman, man Place: house, school, gas station, grocery store, park Thing: phone, TV set, scooter, lamp, hamburger, soup - n: pill, man - m: gum, jam six watch played, Sally played on the Page 27 t: cat, knot Page 13 l hat read Page 31 sang Page 17 fr: fruit, frog Page 12 Page cape d -p: swim sleep tube 10 cup - pine cane Page man Page l Page 30 eat cane balloon Page 16 kite teddy bear, book, store, sing, drink, run, dance 94 scrambled, two orange best ©Teacher Created Resources, Inc Answer Key Page 36 Accept all reasonable answers Suggested answers are below two pictures of cats one picture of a shell I quickly beautifully slowly highly patiently graciously brilliantly loudly cautiously 10 carefully Page 37 l highly loudly quietly finally shortly looked turn opened Page 41 l was hotdogs rhymes shells sandals rhymes sand castle sun does not rhyme does not rhyme rhymes l 10 ay al ay a-e Page 60 Page 50 bee, see, feet, eel, seed mow ea: pea, seal, leaf, tea, read pick Page 51 answer 10 were was were Check to make sure illustrations match words o-e: were ow: were oa: coat, soap, toad was old: Page 42 The bird few high in the sky My blue hat matches coat my blue sold, old, gold ey ie y y ey Page 55 boy, toy, joy, royal oi: soil, coin, joint, boil I The cat is on the roof I ate the candy Fish swim in the pond This is a good book sail sale Page 62 you're he's we're it's you'd can't isn't Page 63 l let'S Page 57 at: bat, hat ing: ie I I'm over each I can wri te my name sun maid, made 2 ate bee, be Page 43 pear pall' knew, new Would, wood oy: son Our, hour u-e: mule, flute, cube, use ui: juice, suit, fruit ue: true, clue, blue, glue y The puppies jumped other eight two, to Page 53 I ey by our house flour flower bawl Page 61 hear, here I, eye row, bow, tow The cup fell and broke A fast train whizzed ball bone, hose, note Page 54 Pizza is my favorite food ant aunt write right was were rhymes rhymes does not rhyme ] O does not rhyme a-e Page 52 was rhymes sand ee: cooked run fin bathing suit a-e ay baked dot I beach Accept all reasonable sentences that use all four parts of speech listed Page 40 lip Page 59 Page 45 Page 38 of a hat Page 49 softly one picture (cont.) ring, king ug: bug, jug didn't couldn't that's we'll won't it's you'll an: pan, fan Page 44 I two pictures one picture two pictures Page 64 of flowers of a kite of stars ©Teacher Created Resources, Inc Page 58 I can net hat 95 log bear lion tiger elephant monkey zebra giraffe snake #3707 Cut & Paste Language Arts Answer Key (cont.) Page 65 Page 79 I small '1 crayons pencil eraser ruler happy glue large ill marker sharpener fast save scissors Page 66 ball dinosaur alike leap 10 gnn loud Page 80 I shut Page 86 can play play left cold can doll angry black jacks bucket quiet robot hurry reel speak small car Page 71 butterfly sunshine toothbrush sailboat waterfall Page 72 I grasshopper ladybug bullfrog rattlesnake butterfly dragonfly Page 74 I under on III above beside crooked-straight frown-smile night-day small-large empty-full up-down hor=-cold wet-dry cowboy February laugh young The bird is out of the cage The cat is behind the chair The dog is beside the children Page 77 September 10 October ]1 rrWIo.kJUyi>I.o~ star square Il'IoiIlikXJ/UInI'onlolUw;boll ~ Page 92 I circle Page 85 1t",lW