50 Cloze Format Practice Pages That Target and

Fill-in- the-Blank Stories
50 Cloze-Format Practice Pages

That Target and Teach Key Phonics Skills
by Linda B. Ross
Fill-in-the-Blank Stories: Phonics © 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: 978-0-439-45863-4
ISBN-10: 0-439-45863-3
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

Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Activities to Use With Any Story . . . . . . . . . . . . . . . . . . . . . . . . . 7
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Sad Bab! (short a). . . . . . . . . . . . . . . . . . . 15 A Deer Was Here! (/îr/ ear, eer, ere). . . . . . 40
Nan’s Shopping Bag (short a). . . . . . . . . . 16 Draw a Picture (/ô/ a, au, aw) . . . . . . . . . . 41
Pep Goes to the Vet (short e). . . . . . . . . . . 17 A Noisy Pair (/oi/ oi, oy). . . . . . . . . . . . . . 42
Jen Helps Grandpa (short e). . . . . . . . . . . 18 Lost and Found (/ou/ ou, ow) . . . . . . . . . . 43
Does It Fit? (short i). . . . . . . . . . . . . . . . . 19 A Blue Kite (/ü/ ew, ue). . . . . . . . . . . . . . . 44
Hit the Ball! (short i). . . . . . . . . . . . . . . . . 20 A Pool Is Cool! (/ü/ oo). . . . . . . . . . . . . . . 45
.
Dot the Frog (short o). . . . . . . . . . . . . . . . 21 A Good Time (/u / oo). . . . . . . . . . . . . . . . 46
Corn on the Cob (short o) . . . . . . . . . . . . . 22 Asleep and Awake (/ / a). . . . . . . . . . . . . 47
A Bug on a Rug (short u). . . . . . . . . . . . . . 23 Fly Away! (bl, fl, pl). . . . . . . . . . . . . . . . . . 48
Little Cub (short u). . . . . . . . . . . . . . . . . . 24 Silly Crow (br, cr). . . . . . . . . . . . . . . . . . . 49
Let’s Trade! (long a: a-e). . . . . . . . . . . . . . 25 A Pretty Dream (dr, pr). . . . . . . . . . . . . . . 50
Rainy Day (long a: ai, ay). . . . . . . . . . . . . 26 Trudy and Freddy (fr, gr, tr). . . . . . . . . . . 51
What Did Jean See? (long e: ea, ee) . . . . . 27 Scat! (sc, sk) . . . . . . . . . . . . . . . . . . . . . . . 52
A Horse Named Chief (long e: e, ie) . . . . . 28 The Best Sport (sl, sp) . . . . . . . . . . . . . . . 53
A Messy Monkey (long e: ey, y). . . . . . . . . 29 Snug and Warm (sm, sn). . . . . . . . . . . . . . 54
Things I Like (long i: i-e) . . . . . . . . . . . . . 30 Twinkle (st, sw, tw). . . . . . . . . . . . . . . . . . 55
A Good Try! (long i: i, igh, y). . . . . . . . . . . 31 An Old Quilt (ft, ld, lt). . . . . . . . . . . . . . . 56
A Note From Rose (long o: o-e). . . . . . . . . 32 A Band of Chimps (mp, nd, nt) . . . . . . . . . 57
A Toad on the Road (long o: o, oa) . . . . . . 33 Hang On! (ng, nk). . . . . . . . . . . . . . . . . . . 58
Snowy Day (long o: oe, ow). . . . . . . . . . . . 34 My Shadow (sh, th). . . . . . . . . . . . . . . . . . 59
My Pet Mule (long u: u-e). . . . . . . . . . . . . 35 Chase the Waves! (ch, tch) . . . . . . . . . . . . 60
Under the Stars (/är/ ar ) . . . . . . . . . . . . . 36 Phil’s Photos (ph, wh) . . . . . . . . . . . . . . . . 61
Irma and the Bird (/ûr/ er, ir, ur). . . . . . . . 37 Country Days (-s and -es). . . . . . . . . . . . . 62
A Good Sport (/ôr/ or, ore) . . . . . . . . . . . . 38 It’s Raining! (-ed and -ing). . . . . . . . . . . . . 63
A Bear and a Hare (/âr/ air, are, ear, ere) . . 39 We’ll Find It! (’ll and n’t). . . . . . . . . . . . . . 64

Introduction
T his book features 50 engaging cloze-format stories that provide the repeated
practice children need to master essential phonics skills, including sound-
spelling relationships and structural analysis. For each story, children use a word
bank along with text and picture clues to fill in missing words. Each story offers
opportunities for reading decodable words in context, letting young readers
apply their growing knowledge of sound-spelling relationships and word parts
to new words, while improving fluency and comprehension. A word search
provides further practice in reading and spelling all target words.
What the Research Says
P honics knowledge has a positive effect on a reader’s ability to decode words

and is a reliable predictor of later skill in reading comprehension. “Skilled
readers recognize the majority of words they encounter in text quickly and
accurately, independently of context.” (Cunningham, 1975–76; Stanovich, 1984;
as cited in Phonics From A to Z by Wiley Blevins; Scholastic, 2006)
What’s Inside?
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Fill-in-the-Blank
Stories: Phonics
© 2008 by
Linda B. Ross. Scholas
tic Teaching
Resources.
Phonics Skill: The heading at the top of each story 55
page identifies the target phonics skill.

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.
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
E ach story page focuses on one of the following areas: consonants

and vowels (short and long), r-controlled vowels, variant vowels and
diphthongs, consonant blends and digraphs, plurals, inflected endings, and
contractions. You can use the stories in any order that best supports your
goals for whole-class, 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).
2. Read the directions aloud, and then direct children’s attention to the Teaching
Word Bank. Point to each word in order as you read it. Think aloud Tip
about how words are similar—for example, pointing out those with
the same vowel sound.
After modeling
3. Direct children’s attention to the title of the story. Read aloud the title, again how to use a story
noticing words that are similar in some way. You might take a moment to page, you might
notice the illustration, and think aloud about what the story might be about. invite students
to take turns at
4. As you read the story, model concepts of print, including where to begin, the overhead,
going from left to right, and the return sweep to the next line. Pause at each modeling for you
blank to think aloud about which word belongs in the blank. (It may be how to complete
helpful for children to read on past a blank to finish a sentence, as the end the same page
of the sentence might provide clues to the missing word.) This is a good (use a fresh copy).
opportunity to teach strategies for figuring out the correct word choice, This will encourage
including through context. For example, in “Little Cub” (page 24), the last independence as
they complete story
sentence reads “Get into the ______ and take a bath!” Point out that children
pages on their own.
can read past the blank to the word bath, and ask themselves, “Where do
people take a bath? What word makes sense here?” This can help them
recognize that tub is the word that best completes the sentence. 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.)
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.

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
Teaching should provide for their students to become proficient in language arts, among
Tip other curriculum areas.
The activity pages Reading

in this book also Understands how print is organized and read
support components
Uses mental images based on pictures and print to aid in
of the Reading
First program comprehension of text
(U.S. Department Uses meaning clues to aid comprehension and make predictions
of Education): Uses phonetic and structural analysis to decode unknown words
phonemic
awareness, Understands level-appropriate sight words and vocabulary
phonics, vocabulary Knows main ideas or theme, setting, main characters, main events, sequence,
development, and problems in stories
reading fluency,
Summarizes information found in texts (retells in own words)
and reading
comprehension Makes simple inferences regarding the order of events and
strategies. 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 phonics skill 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.)

Activities to Use With Any Story
The activities here are designed to extend what students learn with the story
pages. Use them to provide additional practice with phonics skills, to improve
fluency and comprehension, and as springboards for students’ own writing.
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
could go on the chart. Guide them to recognize the particular skill area and
to match that in their suggestions. For example, for a word wall based on
“A Bug on a Rug” (page 23) children can add new CVC words with the
short u sound—for example, fun, hug, run, bus, cup, and mud.
3. Copy the words on large index cards or sheets of paper. Create pictures to
go with as many words as possible (enlarge the illustration from the story
page to illustrate words from the story, using an arrow to point out the
corresponding area of the art). 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.
4. Play word wall games to reinforce word recognition and spelling. For
example, using a word wall based on “A Bug on a Rug,” direct students’
attention to the word rug. Then say, “I’m thinking of a word that rhymes with
rug. What is it?” (bug) or “I see two words that begin with h. What are they?”
(hum, hug)
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. Cut sentence strips to fit the spaces and write a target word
on each. Distribute 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.

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
Use any story for an interactive experience that encourages children to take a
You can easily adapt closer look at the text.
any story to focus 1. Copy a story on chart paper, leaving spaces for the missing words. Copy the
on new words. Word Bank to the side.
Simply fill in the
original target words 2. Have children help you fill in the missing words, and read the story together.
and create blanks 3. Then invite children to take turns hunting for something in the story, using a
to target a new set highlighter to mark it when they find it. Children can locate rhyming words,
of words. Use liquid
hunt for commas, or highlight words that name people, places, and things, as
eraser to replace the
well as action words. The possibilities are endless. For example, in “Things I
words in the Word
Bank with the new
Like” (page 30), you might ask children to find the following:
set of words. For a word with a double o (good)
example, you might a sentence that ends with “!” (and then discuss what this punctuation
adapt “Jen Helps
mark tells readers)
Grandpa” (page 18)
to provide practice a word that rhymes with game (name)
with the sight words a word that names something to eat (pizza)
the and you. Follow a word that ends with th (with)
the same procedure
(filling in words
and leaving blanks Encouraging Comprehension
for the new target The stories in this book are short but provide many opportunities to practice
words) to create comprehension strategies. After children complete a story, revisit it together. Ask
new pocket chart
questions to help children explore their understanding of the story. For example,
activities.
after reading “My Pet Mule” (page 35), ask:
Who is this story about? (a pet mule)
What is the mule’s name? (Luke)
What can this mule do? (hum a tune, play the flute, use a computer)
Do you think this mule is real or make-believe? How do you know?
(make-believe; mules can’t do those things)

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 “a bear’s cave”), events
(such as “camping”), and problems (such as “being homesick”).
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.

Answer Key
Word Search Answers: Word Search Answers:
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Name Date
CVC Words With Short a
Look at the Word Bank.

Use the words to fill in the blanks.
Then read the story!
Word Sad Bab!

Bank
was a pup.
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She was home alone.
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Bab First, she around the house.
Dad Next, she played with a doll.

sad
Then Bab took a .
ran
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Look at Bab her tail!
Word k n m q v b a b
Sea rc h x a w t s g d s
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Look at the Word Bank. h v k z g c d u
Circle the words here.
r a g d c c y l
Then read them!
x s r a n f e u
15
Name Date
CVC Words With Short a

Word Nan’s Shopping Bag

Bank
went shopping.
can
She ____________ a big shopping .
Nan
pan Nan bought a jar of .
jam She bought a for dinner.

ham
Then she bought a pot and a .
bag
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“I go home!”
Word b j s b a g f d
Sea rc h l x p j z g n u
n y w h a m t j
Look at the Word Bank. h a j v k m c p
a q n h g d d a
Then read them!
d k l d b c a n
16
Name Date
CVC Words With Short e

Word Pep Goes to the Vet

Bank
I have a cat.
get
His name is .
vet
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Pep One day, Pep hurt his .

leg
So Mom and I took him to the .
ten
“Will Pep better?” I asked.
“He will be just fine!” said the vet.
Word p q z j l c r f
Sea rc h x e m t e n h s
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Look at the Word Bank. u v q l g k y l
k e u w z e f y
Then read them!
f t k s p e t l
17

50 Cloze Format Practice Pages That Target and

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50 Cloze Format Practice Pages That Target and

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Fill-in- the-Blank Stories

50 Cloze-Format Practice Pages

Fill-in-the-Blank Stories: Phonics © Linda B. Ross, Scholastic Teaching Resources

Editor: Joan Novelli

Fill-in-the-Blank Stories: Phonics © Linda B. Ross, Scholastic Teaching Resources

Fill-in-the-Blank Stories: Phonics © Linda B. Ross, Scholastic Teaching Resources

What the Research Says

P honics knowledge has a positive effect on a reader’s ability to decode words

rom a bird named Twinkle to a frog and a dog Words With

that are friends, the characters in these charming

build essential reading skills. Each student page hlZZi

follows a format that children will quickly learn to ilZcin Hl^bbZgha^`Z

recognize, allowing them to focus their energies on VcYXaVe#

Here’s a look at the components for each page.

Phonics Skill: The heading at the top of each story 55

page identifies the target phonics skill.

E ach story page focuses on one of the following areas: consonants

The activity pages Reading

Classroom Management Tips

Word Wall Builders

Pocket Chart Practice

CVC Words With Short a

Look at the Word Bank.

Word Sad Bab!

Dad Next, she played with a doll.

Look at Bab her tail!

CVC Words With Short a

Look at the Word Bank.

Word Nan’s Shopping Bag

jam She bought a for dinner.

CVC Words With Short e

Look at the Word Bank.

Word Pep Goes to the Vet

Pep One day, Pep hurt his .

“He will be just fine!” said the vet.

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build essential reading skills. Each student page hlZZi

follows a format that children will quickly learn to ilZcin Hl^bbZgha^`Z

recognize, allowing them to focus their energies on VcYXaVe#