Third Grade

Reading
Comprehension
Mazes
For the Whole Year

Created By:
Amber Harris
~TripletMom ~
Background By: mycutegraphics.com
© Amber Harris 2014

Frame By: traceeorman.com

CrazyTown Font By: Cara Carroll
 Table of Contents
Page
Teacher’s Guide 3
How to Administer 5
Scoring Guide 6
Target Score Charts w/ Grade Equivalents 7
Data Recording Chart-Blank 11
Data Recording Chart-1st Nine Weeks 12
Data Recording Chart-2nd Nine Weeks 13
Data Recording Chart-3rd Nine Weeks 14
Data Recording Chart-4th Nine Weeks 15
Data Recording Chart-Sample 16
Reading Maze Practice Instructions 17
Reading Maze Practice Passage 18
Reading Maze Pre-Test 19
Weekly Reading Mazes 20
Reading Maze Answer Keys 55
© Amber Harris 2014

2
 ~ Teacher’s Guide ~
A reading maze is a task that measures how well
students understand what they read while reading
silently. After the first sentence in the maze passage,
every seventh word is replaced with the correct word
and two distracters. Students choose the word among
the choices that best fits in with the rest of the passage.
This type of reading comprehension is different from
traditional reading comprehension passages that
require the student to recall information after reading a
passage. In a reading maze, the student must have an
understanding of the passage while reading. Reading
mazes are a great way to encourage meaningful
reading and help students develop basic
comprehension skills.

This book has everything you need to start using reading

mazes for developing and monitoring reading
comprehension. To begin, allow students to get familiar
with the format of the maze using the Practice Maze
(Instructions are included). Then, give students the
Reading Maze Pre-Test. This will give you a baseline for
collecting student data. A blank data recording chart
is included in this book for monitoring student progress.
This can be a really great tool for documenting progress
for RTI. There are also recording charts for each nine
weeks if you choose to use them.
© Amber Harris 2014

3
 ~ Teacher’s Guide ~
Once you’ve administered the Maze Pre-Test, choose the
way in which you would like to incorporate the reading
mazes in your classroom. Here are some ideas:

•Think about which students you will use the mazes with.
You can use these with all of the students in your class, a
small group, or just individual students.

•Decide how often and when you will use the mazes.
There are enough mazes included to use one each week.
However, you may use them bi-weekly, monthly, or even
just occasionally. Let the needs of your students guide
your decision.

•If you decide to use them regularly, be consistent. Select

a time that you plan to give the reading mazes and try to
stick with it. Maybe you want to have Reading Maze
Mondays during small group time. If you don’t make an
effort to work it in to you schedule, it will be too easy to
overlook or forget. If you use it consistently, you will see
your student’s reading on the run comprehension
improve.

•Monitor the progress that your students make. Use the

provided charts or a chart of your own to check for
student progress and growth. For students that do not
make consistent growth, there may be a deeper problem
with comprehension that should be addressed.

•Use the passages in sequential order. They are organized

© Amber Harris 2014

by grade equivalent and increase in difficulty throughout

the school year. 4
How to Administer a Reading Maze
•Before administering a reading maze, make a copy of
the passage for each student.

•Give each student a copy of the maze face down.

•Make sure each student has a writing tool. My kids love

to use red pens for this!

•Read aloud these directions:

Today, you will be reading a special passage.

Some of the words in the passage have been
replaced with a group of three words. As you
read the passage silently, you need to decide
which word in each group fits best in the
sentence. Circle the word that you think is
best. You will have three minutes to read the
passage silently and select the best word
choices. Take your time and read carefully. If
you do not know a word, sound it out and
continue reading. When you finish, turn your
paper over. Stop when you hear the timer or
when I call time.

•Allow students three minutes to complete the maze.

•After three minutes, have students stop working and

collect the mazes.
© Amber Harris 2014

•Score the mazes using the Scoring Guide to help.

5
 Scoring Guide
•Use the provided answer key for each maze to check for
correct answers.

•If a student misses three problems in a row, you can

assume that he or she is guessing. STOP scoring at that
point. Only count the correct answers up to that point for
scoring. Any correct answers after that point should not
be counted in the score.

•Count the number of correct responses. The number

correct is the student’s score.

•Record the number correct on the student page and

recording chart if you are using it to organize data.

•Refer to the Target Scores Chart to find out the expected

or target score for each passage. The Target Scores start
low but increase gradually (in addition to the increase in
passage difficulty) so that by the end of the school year,
students have reached a target appropriate for the end
of third grade.

•If you have students that do not meet the target score
(and you will at first especially) continue to monitor them
for a few weeks. Some of them will make gains as they
get the hang of it. Others will continue to struggle and
may even regress as the target scores increase and
passages get more difficult. Hopefully there will only be a
handful of students like this. Provide opportunities for
them to improve their comprehension and continue to
© Amber Harris 2014

monitor their progress. They may need additional

interventions.
6
 Target Score Chart
Week Grade Target
#
Reading Maze
Equivalent Score

Pre-Test
1 2.8 8
Antarctica (Non-Fiction)

Sammy Finds His Way

2 2.9 8
Home (Fiction)

Field Trip
3 2.9 9
(Fiction)

Sharks
4 3.0 9
(Non-Fiction)

Honeybees
5 3.0 9
(Non-Fiction)

The Heart is a Pump

6 3.0 9
(Non-Fiction)

Julia’s Journal
7 3.1 10
(Fiction)

Thomas Edison
8 3.1 10
(Non-Fiction)

*Anansi the Spider

9 3.1 10
(Fiction)
© Amber Harris 2014

*No copyright-part of public domain.

7
 Target Score Chart
Week Grade Target
#
Reading Maze
Equivalent Score

Manatees
10 3.2 10
(Non-Fiction)

Guinea Pig Escape

11 3.2 11
(Fiction)

Iron
12 3.2 11
(Non-Fiction)

The Oldest Tree

13 3.3 11
(Fiction)

Carlie’s Camera
14 3.3 11
(Fiction)

The Saguaro Cactus

15 3.3 12
(Non-Fiction)

*The Town Mouse and the

16 3.4 12
Country Mouse (Fiction)

A Trip to the Fair

17 3.4 12
(Fiction)

*The Lion and the Wolf

18 3.4 12
(Fiction)
© Amber Harris 2014

*No copyright-part of public domain.

8
 Target Score Chart
Week Grade Target
#
Reading Maze
Equivalent Score

Colors
19 3.5 12
(Non-Fiction)

The Last Day

20 3.5 13
(Fiction)

Bubble Gum
21 3.5 13
(Non-Fiction)

*The Princess and the Pea

22 3.6 13
(Fiction)

Dogs
23 3.6 13
(Non-Fiction)

Grandma’s Garden
24 3.6 14
(Fiction)

Igloos
25 3.7 14
(Non-Fiction)

Fossils Tell of the Past

26 3.7 14
(Non-Fiction)

Chameleons
27 3.7 14
(Non-Fiction)
© Amber Harris 2014

*No copyright-part of public domain.

9
 Target Score Chart
Week Grade Target
#
Reading Maze
Equivalent Score

*Neptune and Minerva

28 3.8 14
(Fiction)

Shooting Stars
29 3.8 15
(Non-Fiction)

Piano Recital
30 3.8 15
(Fiction)

Fox Squirrels
31 3.9 15
(Non-Fiction)

Lost in the Zoo

32 3.9 15
(Fiction)

Magnets
33 3.9 16
(Non-Fiction)

Fishing for Tadpoles

34 4.0 16
(Fiction)

Painted Turtles
35 4.0 16
(Non-Fiction)
Declaration of
36 Independence 4.0 16
(Non-Fiction)
© Amber Harris 2014

*No copyright-part of public domain.

10
Third Grade Reading Comprehension Mazes
Data Recording Sheet

Passage
Target Score

Student Name

© Amber Harris 2014

11
 Student Name
Passage
Target Score
Pre-Test-
8
Antarctica
Week 2
8

Sammy
Week 3
9

Field Trip
Data Recording Sheet-First Nine Weeks

Week 4
9

Sharks
Third Grade Reading Comprehension Mazes

Week 5
9

Honeybees
Week 6
9

The Heart
Week 7
10

Julia’s
Journal
Week 8
10

Edison
Week 9
10

Anansi

12
© Amber Harris 2014
 Student Name
Passage
Target Score
Week 10
10
Manatees
Week 11
11

Escape
Week 12
11

Iron
Week 13
11
Data Recording Sheet-Second Nine Weeks

Oldest Tree
Third Grade Reading Comprehension Mazes

Week 14
11

Camera
Week 15
12

Saguaro
Week 16
12

Town Mouse

Week 17
12

Trip to Fair
Week 18
12

Lion and
Wolf

13
© Amber Harris 2014
 Student Name
Passage
Target Score
Week 19
12
Colors
Week 20
13

Last Day
Week 21
13

BubbleGum
Data Recording Sheet-Third Nine Weeks

Week 22
13
Third Grade Reading Comprehension Mazes

Princess
Week 23
13

Dogs
Week 24
14

Garden
Week 25
14

Igloos
Week 26
14

Fossils
Week 27
14

Chameleon

14
© Amber Harris 2014
 Student Name
Target Score
Week 28
14
Neptune
Week 29
15

Stars
Week 30
15

Piano Recital
Data Recording Sheet-Fourth Nine Weeks

Week 31
15

Fox Squirrels
Third Grade Reading Comprehension Mazes

Week 32
15

Lost in Zoo
Week 33
16

Magnets
Week 34
16

Tadpoles
Week 35
16

PaintedTurtle
s
Week 36
16

Independenc
e

15
© Amber Harris 2014
Third Grade Reading Comprehension Mazes
Data Recording Sheet-First Nine Weeks

Honeybees
Antarctica

The Heart
Field Trip
Pre-Test-

Week 5
Sammy
Week 2

Week 3

Week 4

Week 8

Week 9
Week 7
Week 6

Anansi
Edison
Journal
Sharks

Julia’s
Sample
Passage
Target Score 8 8 9 9 9 9 10 10 10
Student Name

Valerie 7 10 11
Target Score
George 12 12 13

Kenyatta 11 14 16

I usually circle the ones that did not

meet the target score. This makes a
good reminder for me to focus
remediation on those students.

© Amber Harris 2014

16
 Practice Maze Instructions
Allowing students the time to get familiar with the format
of reading mazes is very important. Most of them, if not
all, have never completed a passage in this way before.
If you do not allow the time to teach students how to do
a reading maze, they will not understand what they are
doing and it will not improve their comprehension.
•Provide each student with a copy of the Practice Maze.
•Explain that they will be reading a short passage with
some of the important words missing. Instruct them to
read the passage carefully and think about the words
that should go in the spaces as they read. Let them know
that you will be helping them on this practice passage.
•Go through the maze with students, guiding them
through the thinking process to use when figuring out the
missing words. Your dialogue may go something like this:

Let’s read the passage. Turtles are reptiles. They live in

water. Turtles are clever mostly in Africa and America.
Does that sound correct? What about -Turtles are milk
mostly found in Africa and America. How does that
sound? How about this – Turtles are found mostly in Africa
and America. How does that sound? The correct the
answer is found. Circle found on your maze and let’s
continue reading.
The (body, famous, or wild) of a turtle—which do you
think we might be reading about– the body of the turtle,
the famous of the turtle or the wild of the turtle? Yes, the
body of a turtle. Circle body and let’s continue.
© Amber Harris 2014

•Continue working through the maze. If students become

comfortable with the format, allow them to finish
independently. 17
Student Copy: Practice - Turtles
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________

Practice Maze

Turtles are reptiles. They live in water. Turtles are (clever, milk,
found) mostly in Africa and America. The (body, famous, wild) of a turtle
is inside a (really, shell, brought). If a turtle is frightened, it (may, guilty,
beach) pull its head, arms, and legs (choose, into, band) the shell. Turtle
shells are light-weight. (They, Sadly, Ashamed) are also flat and smooth.
The (shell, cow, fuzzy) helps the turtle swim and dive (bright, more, long)
easily in the water. Turtles have (bed, webbed, frightened) feet and
claws. Their long claws (butter, help, cart) them grip logs floating in the
(water, forgiven, tired). Webbed feet help the turtle swim. (War, Some,
Old) turtles have flippers to help them (swim, burn, fresh). Turtles are
omnivores. This means they (strange, eat, scissors) plants and meat.
Turtles lay eggs (after, wrestle, on) land in a nest. The baby (say, turtles,
company) stay in the nest on their (thick, language, own). They hatch in
3-4 months. When they (tray, anyone, hatch), they find their own way
out (of, yesterday, shallow) the nest. They begin taking care (drew, of,
joyously) themselves right away. Turtles can live (direction, sock, from)
20-40 years. © Amber Harris 2014
Student Copy: Week 1/Pre-Test - Antarctica
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________

Pre-Test

Antarctica is one of the seven continents. It is located at the

South (cushion, Pole, reading). It is surrounded by ocean. Most (shy, of,
together) Antarctica is covered by ice. It (birthday, friend, is) the coldest
and driest place on (earth, year, confused). It is also the windiest place
(march, on, mad) earth. Antarctica is the fifth largest (napkin, old,
continent). It is twice as large as (ring, fresh, Australia). But it has the
smallest population (after, work, of) people. The population is zero.
Some (box, people, water) visit Antarctica for scientific research. Since
(no, danger, rice) people live on Antarctica, it has (blood, no, strongly)
countries or citizens. There is no (need, finger, around) for a government.
Many countries share (time, worried, the) use of the land in Antarctica.
(Frame, Forty, Boy) nine countries have signed a treaty (hold, letting,
wash) them use Antarctica for scientific (toys, island, research). There
are lots of penguins, whales, (seals, new, top), krill, and fish in
Antarctica’s waters. (There, Berry, Small) are also some birds that live
(toward, there, always). There are no reptiles on Antarctica. (Cuddly,
Some, Plate) plants grow in a small area (of, name, pain) Antarctica.
These plants include moss and (algae, bed, repair).
© Amber Harris 2014
Student Copy: Week 2 – Sammy Finds His Way Home
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________
Sammy was supposed to be back in the hole when the sun came up. His
parents had warned him many (relax, times, and) that the beach was not a (round,
safe, after) place to be during the (day, spent, home). He was trying to make it (right,
back, sing) but he had wandered too far. (Lonely, Breath, The) first rays of sunlight
were beginning (wind, feather, to) come up at the horizon. Sammy (happy, hurried,
frozen). He crawled sideways up the shore. (Suddenly, Drove, Soak), he was kicked
away by a (down, past, giant) foot. He landed even farther away. (He, Painted,
When) jumped up and shook some of (the, hole, tore) loose sand from his claw. He
(collar, began, earn) crawling again, this time faster. Sammy could (smile, feel, watch)
the trembling of the ground and (then, lonely, they) he saw it. A giant was (from, very,
coming) his way. Each step the giant (forever, seat, took) rumbled the earth and
splashed water (noise, joyously, all) around. Sammy ran quickly to get (deep, out,
behind) of the way, first this way (and, after, measure) then that way. He hurried
toward (tasty, meeting, the) waves and crashed into the water. (The, Water, Tore)
giant continued walking on by. He (was, thumb, topped) safe for now, but he needed
(places, to, flag) find his hole. His parents would (stop, kindly, be) worried sick. Sammy
cautiously ventured out (sea, of, boiling) the water. He crawled up and (small, down,
rhyme) the shore, searching for any sign (of, strange, early) his parents. Without
warning, Sammy was (torn, puzzled, scooped) up and dumped on the ground
(watched, told, in) a large pile of sand. He tried climbing up over the (sand, rub, lay).
It was too steep. He tried (picky, again, talent). This time, he made it over (operation,
the, bitter) large mound of dirt. He scurried (away, copper, early), but he could feel
the ground (trembling, begun, stripe) again. Something was coming up behind (finish,
him, baby). He began to panic. He turned (around, pretty, hurry) quickly and saw the
© Amber Harris 2014

small giant (coming, riddle, measure) for him. Then, before he knew (helpful, what,
present) happened, he tumbled down into a (relax, huge, hole). When he looked
around, he saw (agree, slowly, that) he was home! Whew! He was (behind, safe,
without). Sammy learned that his parents were (slope, motion, right). The beach was
not a safe (place, respect, punch) for a small fiddler crab during (the, dog, news) day.
Student Copy: Week 3 – Field Trip
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________

The third grade classes of Brookside Elementary School went on a field

trip. They rode the school bus to (a, flew, silently) state park. The park had some
(sheet, courageous, old) caves. They had been learning about (helpful, depend,
the) Earth. They hoped to see some (cry, comb, interesting) things inside the caves.
First, they (waited, told, glad) while the teachers passed out name (because, tags,
square). Then, they followed the tour guide (ship, into, scary) a big classroom. The
guide told (rat, them, uptight) that were going to explore the (teaching, caves, ant)
together. He went over some important (undo, rules, shade). Then he led them
back outside. (End, They, Sore) followed him down a long path. (He, Enchanting,
Present) stopped at a small door in (the, skinny, bone) side of a large hill. He (came,
turned, fade) on his flashlight and guided the (students, instrument, earth) into the
dark cave. He told (thrown, them, but) to walk carefully. They walked deep (rough,
into, flat) the caverns. The guide told them (scissors, news, about) the kind of rock
that the (soft, value, walls) were made of. He told them (scary, careful, about) the
kinds of animals that might (live, though, brush) inside the caverns. He stopped at
(pin, never, a) small stream of water. He let (cute, modern, them) dip their fingers in
the water. (The, Flaky, Rode) water was clear and cold. Next, (moving, old, he)
showed them some cone shapes coming (from, count, earth) the ceiling. He
pointed out the (elegant, quiet, ones) coming from the floor. The students (met,
were, property) amazed. They had read about the (hand, round, stalagmites) and
stalactites. Soon, the guide led (them, thoughtful, elect) back out of the cave. They
(steady, followed, mask) the teachers to a picnic area. (Over, School, They) ate
sack lunches. Then they played (soak, on, cold) the playground. When it was time
(to, consider, meet) go, they got back on the (bus, release, dust). They rode back
© Amber Harris 2014

to school. At (protect, school, food), their teachers gave them paper to (write, root,
very) about their favorite part of the (touch, tomorrow, field) trip. They all had a
great (time, snow, came).
Answer Key: Practice -Turtles
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________

Practice Maze

Turtles are reptiles. They live in water. Turtles are (clever, milk,
found) mostly in Africa and America. The (body, famous, wild) of a turtle
is inside a (really, shell, brought). If a turtle is frightened, it (may, guilty,
beach) pull its head, arms, and legs (choose, into, band) the shell. Turtle
shells are light-weight. (They, Sadly, Ashamed) are also flat and smooth.
The (shell, cow, fuzzy) helps the turtle swim and dive (bright, more, long)
easily in the water. Turtles have (bed, webbed, frightened) feet and
claws. Their long claws (butter, help, cart) them grip logs floating in the
(water, forgiven, tired). Webbed feet help the turtle swim. (War, Some,
Old) turtles have flippers to help them (swim, burn, fresh). Turtles are
omnivores. This means they (strange, eat, scissors) plants and meat.
Turtles lay eggs (after, wrestle, on) land in a nest. The baby (say, turtles,
company) stay in the nest on their (thick, language, own). They hatch in
3-4 months. When they (tray, anyone, hatch), they find their own way
out (of, yesterday, shallow) the nest. They begin taking care (drew, of,
joyously) themselves right away. Turtles can live (direction, sock, from)
20-40 years. © Amber Harris 2014
Answer Key: Week 1/Pre-Test - Antarctica
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________

Pre-Test

Antarctica is one of the seven continents. It is located at the

South (cushion, Pole, reading). It is surrounded by ocean. Most (shy, of,
together) Antarctica is covered by ice. It (birthday, friend, is) the coldest
and driest place on (earth, year, confused). It is also the windiest place
(march, on, mad) earth. Antarctica is the fifth largest (napkin, old,
continent). It is twice as large as (ring, fresh, Australia). But it has the
smallest population (after, work, of) people. The population is zero.
Some (box, people, water) visit Antarctica for scientific research. Since
(no, danger, rice) people live on Antarctica, it has (blood, no, strongly)
countries or citizens. There is no (need, finger, around) for a government.
Many countries share (time, worried, the) use of the land in Antarctica.
(Frame, Forty, Boy) nine countries have signed a treaty (hold, letting,
wash) them use Antarctica for scientific (toys, island, research). There
are lots of penguins, whales, (seals, new, top), krill, and fish in
Antarctica’s waters. (There, Berry, Small) are also some birds that live
(toward, there, always). There are no reptiles on Antarctica. (Cuddly,
Some, Plate) plants grow in a small area (of, name, pain) Antarctica.
These plants include moss and (algae, bed, repair).
© Amber Harris 2014
Answer Key: Week 2 – Sammy Finds His Way Home
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________
Sammy was supposed to be back in the hole when the sun came up. His
parents had warned him many (relax, times, and) that the beach was not a (round,
safe, after) place to be during the (day, spent, home). He was trying to make it (right,
back, sing) but he had wandered too far. (Lonely, Breath, The) first rays of sunlight
were beginning (wind, feather, to) come up at the horizon. Sammy (happy, hurried,
frozen). He crawled sideways up the shore. (Suddenly, Drove, Soak), he was kicked
away by a (down, past, giant) foot. He landed even farther away. (He, Painted,
When) jumped up and shook some of (the, hole, tore) loose sand from his claw. He
(collar, began, earn) crawling again, this time faster. Sammy could (smile, feel, watch)
the trembling of the ground and (then, lonely, they) he saw it. A giant was (from, very,
coming) his way. Each step the giant (forever, seat, took) rumbled the earth and
splashed water (noise, joyously, all) around. Sammy ran quickly to get (deep, out,
behind) of the way, first this way (and, after, measure) then that way. He hurried
toward (tasty, meeting, the) waves and crashed into the water. (The, Water, Tore)
giant continued walking on by. He (was, thumb, topped) safe for now, but he needed
(places, to, flag) find his hole. His parents would (stop, kindly, be) worried sick. Sammy
cautiously ventured out (sea, of, boiling) the water. He crawled up and (small, down,
rhyme) the shore, searching for any sign (of, strange, early) his parents. Without
warning, Sammy was (torn, puzzled, scooped) up and dumped on the ground
(watched, told, in) a large pile of sand. He tried climbing up over the (sand, rub, lay).
It was too steep. He tried (picky, again, talent). This time, he made it over (operation,
the, bitter) large mound of dirt. He scurried (away, copper, early), but he could feel
the ground (trembling, begun, stripe) again. Something was coming up behind (finish,
him, baby). He began to panic. He turned (around, pretty, hurry) quickly and saw the
© Amber Harris 2014

small giant (coming, riddle, measure) for him. Then, before he knew (helpful, what,
present) happened, he tumbled down into a (relax, huge, hole). When he looked
around, he saw (agree, slowly, that) he was home! Whew! He was (behind, safe,
without). Sammy learned that his parents were (slope, motion, right). The beach was
not a safe (place, respect, punch) for a small fiddler crab during (the, dog, news) day.
Answer Key: Week 3 – Field Trip
Third Grade Reading Comprehension Maze
Student Name ______________________________ Score _______________________

The third grade classes of Brookside Elementary School went on a field

trip. They rode the school bus to (a, flew, silently) state park. The park had some
(sheet, courageous, old) caves. They had been learning about (helpful, depend,
the) Earth. They hoped to see some (cry, comb, interesting) things inside the caves.
First, they (waited, told, glad) while the teachers passed out name (because, tags,
square). Then, they followed the tour guide (ship, into, scary) a big classroom. The
guide told (rat, them, uptight) that were going to explore the (teaching, caves, ant)
together. He went over some important (undo, rules, shade). Then he led them
back outside. (End, They, Sore) followed him down a long path. (He, Enchanting,
Present) stopped at a small door in (the, skinny, bone) side of a large hill. He (came,
turned, fade) on his flashlight and guided the (students, instrument, earth) into the
dark cave. He told (thrown, them, but) to walk carefully. They walked deep (rough,
into, flat) the caverns. The guide told them (scissors, news, about) the kind of rock
that the (soft, value, walls) were made of. He told them (scary, careful, about) the
kinds of animals that might (live, though, brush) inside the caverns. He stopped at
(pin, never, a) small stream of water. He let (cute, modern, them) dip their fingers in
the water. (The, Flaky, Rode) water was clear and cold. Next, (moving, old, he)
showed them some cone shapes coming (from, count, earth) the ceiling. He
pointed out the (elegant, quiet, ones) coming from the floor. The students (met,
were, property) amazed. They had read about the (hand, round, stalagmites) and
stalactites. Soon, the guide led (them, thoughtful, elect) back out of the cave. They
(steady, followed, mask) the teachers to a picnic area. (Over, School, They) ate
sack lunches. Then they played (soak, on, cold) the playground. When it was time
(to, consider, meet) go, they got back on the (bus, release, dust). They rode back
© Amber Harris 2014

to school. At (protect, school, food), their teachers gave them paper to (write, root,
very) about their favorite part of the (touch, tomorrow, field) trip. They all had a
great (time, snow, came).
Thanks for downloading
this book. I hope you
found it useful. If you
liked it, please leave me
feedback. Consider
following my store for
updates on more of my
products.

Amber Harris
~TripletMom ~
http://www.teacherspayteachers.com
/Store/Tripletmom

Background By: mycutegraphics.com

© Amber Harris 2014

Frame By: traceeorman.com

CrazyTown Font By: Cara Carroll