9431 TG SpellWrite GK PDF

Grade K
SKILL SHARPENERS Grade
™
Evan-Moor ®
EMC 9431 K
Downloadable
Teaching
Guide
Contents
How to Use This Guide 3

How to Use the Instructional Support 3
When to Do the Extension Activities 3
Understanding Decoding and Encoding and the Skills They Require 4
Organization of Each Unit 5
Units
A Fat Cat: Instructional Support and Extension Activities 7
Pup: Instructional Support and Extension Activities 11
Pin It: Instructional Support and Extension Activities 19
Fun in the Sun: Instructional Support and Extension Activities 25
Red Hen: Instructional Support and Extension Activities 31
Stan and the Man: Instructional Support and Extension Activities 35
A Hot Pot: Instructional Support and Extension Activities 42
A Big Wig: Instructional Support and Extension Activities 48
Bad Sam: Instructional Support and Extension Activities 54
Go to Sleep: Instructional Support and Extension Activities 58
1, 2, 3: Instructional Support and Extension Activities 66
T-Ball: Instructional Support and Extension Activities 70
Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 2

How to Use This Guide
This guide provides suggestions and support to help you use Skill Sharpeners:
Spell & Write as part of your core curriculum. The practice in Skill Sharpeners:
Spell & Write reinforces the most important grade-level language arts skills
through engaging practice activities. Instructional support and extension
activities are provided in this guide for spelling and reading. These will
help you make the best use of the activities in the workbook and
extend students’ learning through hands-on activities.
How to Use the Instructional Support A Fat Cat
Skill Sharpeners: Spell & Write practices a wide variety of grade-level

Instructional Sup
port
Begin by telling
students that they
are words that rhyme will learn about
. Tell students that the -at word family
the words. word-family words . Explain that word
families
skills. The instructional support pages guide you through the story
have the same
letters at the end
Then write the words of
cat, mat, sat, and
them. Ask stude bed where stude
nts to read each nts can read
when they find word. Have them
a word that does raise their hands
why (bed, becau not belong in the
page for each unit. They also help you lead students to analyze
se it sounds differe word family and
a different endin nt from the other tell
g sound). Ask stude three words or has
that rhyme or belon nts to give exam
g in the -at word ples of other words
read the story “A family (rat, hat,
Fat Cat” on page fat, etc.). Then
Write workbook 3 of the Skill Sharp
and increase their auditory discrimination of the word family

to students. Ask eners: Spell &
and mat in the students to circle
story. the words cat, sat,
Guide students
through completing
the directions. Provid the activities in the
e modeling and unit by reading
and explaining
featured in the unit.

support as neede
d.
Extension Activ
ities
Draw It: Prepare
for the activity by
Distribute works printing the Draw
heets to students. It worksheet on
of the word in the Have students read page 8 of this guide
box. each word and .
then draw a pictur
Color It: Prepare e
for the activity by
will also need crayo printing the Color
ns or colored penci It worksheet on
worksheet. Stude ls. Begin this activit page 9 of this guide
nts look at the word y by modeling how . You
word at the top in each shape and to complete the
of the page. Then color it with the
have students comp color that match
Match It: Prepa lete the item at es the
re for the activity the bottom of the
guide for each group by printing 2 copie page.
of 4 students. Cut s of the Match It
and provide each out the cards. Place cards on page 10 of this
group with one students in group
the pictures faced set of cards. Have s of 4 or fewer
own on the table. the students mix
the picture on the The first student up the cards and
card, and says in the group turns place
card, looking for the word out loud. a card over, looks
the matching card. The same stude at
The player then If the cards are a nt turns over another
earns a point and match, the playe
the cards are turned the next student gets a turn. r collec ts the cards.
facedown and the If the cards are
next player takes not a match,
a turn.
Skill Sharpeners:
Spell & Write • EMC
9431 • © Evan-M
oor Corp.
7
When to Do the Extension Activities

Extension Activity
Resource Color
It
You may wish to incorporate the extension activities throughout

Name:
Follow the direc

tions to color the
picture.
A B
the practice in the workbook unit or do them after students have purple
blue
C
yellow
D
orange
completed all the workbook pages. The oral-language activities B

B B
and hands-on art projects extend students’ learning and provide A
C
A C
D C
C
B
interactive and creative experiences that connect to the written C
D
B
A D
practice in the workbook.
D
D D
A
D D
A C A
D B
B
B
Circle a word to
finish the sentence
.
I see a cat. hat. bat.
Skill Sharpeners:
9431 • © Evan-M
oor Corp.
9

Understanding Decoding and Encoding
and the Skills They Require
Words are the keys to accessing the collective knowledge and
stories of humankind. Accessing them requires strong reading
and writing skills, and these rely on learning spelling patterns
and letter-sound relationships. Two similar-sounding processes
are key to learning to read and write, especially for younger
students: decoding and encoding. These processes require
students to blend sounds and segment words.
Decoding: Analyzing the letters and letter Encoding: Analyzing the sounds in
combinations in a word, associating them a word, associating them with letters
with sounds, and matching the sounds and letter combinations, and writing
with a known word to read it a word to spell it
Blending: Smoothly combining the Segmenting: Breaking the word into

sounds in order individual sounds
Of course, reading is comprised of many other facets, such as understanding the meaning
of each word, understanding how all the words in a sentence relate to each other to make
a statement, and how a collection of statements tells the reader an idea.
English is a phonetic language: its written letters tell how to pronounce words. Each letter has
one or more sounds associated with it. Over thousands of years, English has been influenced by
dozens of other languages: from Latin, Greek, and German to Arabic, Sanskrit, and Maori. With
this constant influence from other languages, some of which use different phonetic conventions
or even a different alphabet, it’s a wonder that English has any phonetic rules at all!
Children’s word vocabularies are much more developed than their spelling vocabularies when
they enter school. They are ready to learn to compose stories and write their thoughts, but it’s
unreasonable to expect them to spell accurately. They’ve been talking for three or four years;
we have to let their spelling skills catch up. It would limit their development as writers to restrict
them only to words that they can spell accurately. “Invented spelling” is a technique that allows
young students to write the word as best they can with their limited knowledge of spelling rules
and segmenting skills. Just as scribbling and doodling help toddlers develop the coordination to
form letters and draw shapes, invented spelling helps students develop their encoding muscle
as they attempt to associate sounds with letters. It also gives teachers and parents insight into
the progress of a student’s auditory development.

Organization of Each Unit
Each unit in Skill Sharpeners: Spell & Write covers skills in reading,
spelling, grammar, punctuation and capitalization, and writing.
Following is a description of each component of the unit, its role,
and its value for students.
to complete
any help he or she may need
kind of cat is on the mat? Provide
child. Ask: What
story with your
Note: Read this unit.
the tasks in this
Short Stories
A Fat Cat
A short story introduces the 3 spelling words in context. Each short
story focuses on a word family. The short stories use alliteration,
repetition, and illustrations to make the text accessible to
beginning readers. These stories also often include sight words.
At the bottom of the page is a list of the spelling words for the
students to find in the story. Read the story to the students and A fat cat sat.
a mat.
A fat cat sat on
then have them read it independently or in small groups.
words.
Read the spelling find in the stor
y.
words you can
Check off the
mat sat
cat
UNIT 1 3
& Write
• EMC 4536 • Spell
© Evan-Moor Corp.
AM
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3
Book4536.indb
Note: On each activity

page, provide any
help your child may need
with the task.
Skills:
Spelling Words
in the at Word
Family
Visual Memory
Spelling Practice
Fine Motor
Read and Spe
ll
Spelling Practice
Trace and Spe
Skills
ll Trace and Spe
ll
1. cat ___ca t _
______ ___ca t _
______
The Spelling Practice page lists the 3 spelling words for the unit and 2. sat ___sa
___t____
sa___
______ t _
provides space for the student to write each word two times. Every 3. mat ___m
___at
____ ___m at
_______
time a student forms the letters for a word in order, it reinforces that
word in the brain. Read all directions to the students.
cat sat mat
4 UNIT 1
4536 • © Evan-M
oor Corp.
Book4536.indb
4
5/11/20 9:38
AM

Skill Practice Pages What Is Missing? ymes with at
Skills:
Skills: Auditory
It Rh
Visual Memory Discrimination
Practicing the
at Family
ing letters.
Write the miss
A variety of activities practice rhyming, spelling,

d.
Write at to spell each wor
and matching skills using the words from the

featured word family. Units also include activities c at
m
ma
that introduce and practice complete sentences, c t
t
m t s
sentence order, end punctuation, plurals, capital ca
sa
at at
letters, and a variety of other grammar and h
b
punctuation skills. Write a sentence

about the cat.
_______________
___
_______________
_______________
_______________
_______________
________
_______________
_________________________
_______________
_______________
p
r 4536 • © Evan-M
oor Corp.
UNIT 1
7
6 UNIT 1
& Write
• EMC 4536 • Spell 5/11/20 9:38
AM
© Evan-Moor Corp.
AM
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6
Book4536.indb
7
Book4536.indb
My Cat Skills:
Sentence
Order
Color the pict
ure.
Write a Sentence Activities
The last practice page in each unit focuses on

students demonstrating their understanding of
capital letters, sentence meaning, and end
punctuation. Write the sent
ence in the corr
ect order.
on the mat. sat Cat

_______________
_______________
_______________
_______________
_______
_______________
_______________
_______________
_______________
_______
© Evan-Moor Corp.
• EMC 4536 • Spell
& Write
UNIT 1
11
Book4536.indb
11
5/11/20 9:38
AM
test.
Test Your Skills

on the spelling
your child to write
(cat, mat, sat) for
Then say each word
questio ns for your child.
Note: Read the
tt
My Spelling Tes
A Fat Cat
The last page of the unit reviews the spelling, Find the correct
answer. 1. ________________
le
le.
Fill in the circ
grammar, and punctuation skills learned and 1. Which word is
spelled correctly?
2. ________________
❍ kat
includes a spelling test. ❍ cat
2. Which word
is spe lled correctly?
3. ________________
❍ mat
❍ mut
mea ns more than
3. Which word
one bat?
❍ bats
❍ bat
mea ns more than
4. Which word
one hat?
❍ hat
❍ hats
oor Corp.
4536 • © Evan-M
12 ASSESSMENT 1
AM
5/11/20 9:38
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Book4536.indb

A Fat Cat
Instructional Support
Begin by telling students that they will learn about the -at word family. Explain that word families
are words that rhyme. Tell students that word-family words have the same letters at the end of
the words.
Then write the words cat, mat, sat, and bed where students can read
them. Ask students to read each word. Have them raise their hands
when they find a word that does not belong in the word family and tell
why (bed, because it sounds different from the other three words or has
a different ending sound). Ask students to give examples of other words
that rhyme or belong in the -at word family (rat, hat, fat, etc.). Then
read the story “A Fat Cat” on page 3 of the Skill Sharpeners: Spell &
Write workbook to students. Ask students to circle the words cat, sat,
and mat in the story.
Guide students through completing the activities in the unit by reading and explaining
the directions. Provide modeling and support as needed.
Extension Activities
Draw It: Prepare for the activity by printing the Draw It worksheet on page 8 of this guide.
Distribute worksheets to students. Have students read each word and then draw a picture
of the word in the box.
Color It: Prepare for the activity by printing the Color It worksheet on page 9 of this guide. You
will also need crayons or colored pencils. Begin this activity by modeling how to complete the
worksheet. Students look at the word in each shape and color it with the color that matches the
word at the top of the page. Then have students complete the item at the bottom of the page.
Match It: Prepare for the activity by printing 2 copies of the Match It cards on page 10 of this
guide for each group of 4 students. Cut out the cards. Place students in groups of 4 or fewer
and provide each group with one set of cards. Have the students mix up the cards and place
the pictures facedown on the table. The first student in the group turns a card over, looks at
the picture on the card, and says the word out loud. The same student turns over another
card, looking for the matching card. If the cards are a match, the player collects the cards.
The player then earns a point and the next student gets a turn. If the cards are not a match,
the cards are turned facedown and the next player takes a turn.

Extension Activity Resource Draw It
Name:
cat mat
sat hat

Extension Activity Resource Color It
Name:
Follow the directions to color the picture.
A B C D
purple blue yellow orange
B B
B A C C
A D
C C
B C D B
D
A D D
D A
D
D C A
A B
D
B B
Circle a word to finish the sentence.
I see a cat. hat. bat.

Extension Activity Resource Match It
cat mat
hat bat
Pat
rat Pat
Pup
Begin by telling students that they will learn about the -op word family. Explain that word
families are words that rhyme. Tell students that word-family words have the same letters
at the end of the words.
Then write the words hop, mop, top, and cat where students can read them. Ask students to
read each word. Then have them raise their hands when they find a word that does not belong
in the word family and tell why (cat, because it sounds different from the other three words or
has a different ending sound). Ask students to give examples of other words that rhyme or
belong in the -op word family (stop, shop, pop, etc.). Then read the story “Pup” on page 13
of the Skill Sharpeners: Spell & Write workbook to students. Ask students to circle the words
hop, mop, and top in the story.
Guide students through completing the activities in the unit by reading and explaining the
directions. Provide modeling and support as needed.

Pup continued
Make It: Prepare for the activity by printing the Make It worksheet on page 13 of this guide for
each student. Distribute worksheets, scissors, and glue to students. Tell students that they will
cut out the letters on the bottom of the page and glue each one into a box to make a word.
Model the activity by pointing to the picture in the top left box. Ask students what part of the
object it is (the top). Say top with an emphasis on the /t/ sound. Tell students top starts with
the letter t. Have students find the letter t at the bottom of the page and glue it into the small
box to make the word “top.” Then have students glue the remaining letters into each box to
make a word that matches each picture.
Board Game: Prepare for the activity by printing the Board Game Die on page 14 and the -op
Word Family board game on page 15 of this guide for each group of 4 students. Cut out the die
and assemble by folding and gluing tabs. Each student will also need a small object such as a
coin, a button, a piece of dried pasta, or an eraser to move around the board. Place students in
groups and provide each group with a die, a board game, and small objects. Have all students
place their small objects on the START space. The game starts when one student rolls the die.
The student says the letter sound on the die and adds -op to the end. For example, if the student
rolls “h,” the student says “hop” out loud. The student then moves his or her small object to the
nearest space that contains that word. Then it is the next player’s turn to roll the die. Near the
end of the board game, if the word the student rolls is not in one of the next squares, he or she
moves to the END square.
Bingo: Prepare for the activity by printing the bingo cards on pages 16–18 of this guide. You will
also need small objects such as coins, buttons, dried beans, or pieces of pasta for students to
mark squares. Cut the bingo cards and distribute to students. Call out words (see the list below).
If a student has the word on his or her bingo card, have him or her mark the square with a small
object. When a student marks three words in a line, the student calls out “Bingo!” and wins the
round. If you prefer, have students say “Bingo!” after their whole card is covered. Repeat the
game as many times as you like and have students swap bingo cards for each new round.
Bingo words: bat, cat, hat, hop, mat, mop, pat, pop, sat, shop, stop, top

Extension Activity Resource Make It
Name:
Cut out the letters. Then glue in a box to make a word.
glue
op glue
op
glue
op glue
op
Pet Store
glue
op glue
op
h m t p st sh
Extension Activity Resource Board Game Die
glue
fold
glue
p
glue
fold
fold
fold
h
sh
st
fold
fold
fold
m
glue
glue
fold
fold
fold
t
glue
glue
fold
fold

Extension Activity Resource Board Game
-op Word Family
START
hop mop top pop shop
stop
END hop
pop shop stop mop
top top
mop hop stop shop pop

Extension Activity Resource Bingo
B
top mop cat
N stop mat pop
bat sat shop

O
B
bat mop mat
N hop top shop
hat pat cat

O

B
pop sat stop
N cat shop mat
mop bat hat

O
B
stop bat cat
N hat top pat
hop mat pop

O

B
cat hop sat
N shop mop hat
mat pat top

O
B
sat pop pat
N stop cat hop
hat top bat

O

Pin It
Begin by telling students that they will learn about the -in word family. Explain that word
Then write the words pin, in, win, and hop where students can read them. Ask students to read
each word. Then have them raise their hands when they find a word that does not belong in the
word family and tell why (hop, because it sounds different from the other three words or has
a different ending sound). Ask students to give examples of other words that rhyme or belong
in the -in word family (spin, fin, twin, etc.). Then read the story “Pin It” on page 23 of the Skill
Sharpeners: Spell & Write workbook to students. Ask students to circle the words pin, in, and
win in the story.

Pin It continued
Model the activity by pointing to the picture in the top left box. Ask students what the object is
(a pin). Say pin with an emphasis on the /p/ sound. Tell students pin starts with the letter p.
Have students find the letter p at the bottom of the page and glue it into the small box to make
the word “pin.” Then have students glue the remaining letters into each box to make a word
that matches each picture.
Board Game: Prepare for the activity by printing the Board Game Die on page 22 and the -in
Word Family board game on page 23 of this guide for each group of 4 students. Cut out the
die and assemble by folding and gluing tabs. Each student will need a small object such as a
place their small objects on the START space. The game starts when one student rolls the die.
The student says the letter sound on the die and adds -in to the end. For example, if the student
rolls “p,” the student says “pin” out loud. The student then moves his or her small object to the
the picture on the card, and says the word out loud. The same student turns over another card,
looking for the matching card. If the cards are a match, the player collects the cards. The player
then earns a point and the next student gets a turn. If the cards are not a match, the cards are
turned facedown and the next player takes a turn.

Name:
glue
in glue
in
glue
in glue
in
glue
in glue
in
p sp f t w tw
glue
fold
glue
w
glue
fold
fold
fold
f tw
sp
fold
fold
fold
t
glue
glue
fold
fold
fold
p
glue
glue
fold
fold

-in Word Family
START
spin fin tin win pin
twin
pin END
win twin spin fin
tin tin
fin spin twin pin win

pin spin
fin tin can
win twin
Fun in the Sun
Begin by telling students that they will learn about the -un word family. Explain that word
Then write the words run, fun, sun, and pin where students can read them.
Ask students to read each word. Then have them raise their hands when
they find a word that does not belong in the word family and tell why
(pin, because it sounds different from the other three words or has
a different ending sound). Ask students to give examples of other
words that rhyme or belong in the -un word family (bun). Then
read the story “Fun in the Sun” on page 33 of the Skill Sharpeners:
Spell & Write workbook to students. Ask students to circle the words
run, fun, and sun in the story.
Guide students through completing the activities in the unit by reading

and explaining the directions. Provide modeling and support as needed.
Color It: Prepare for the activity by printing out the Color It worksheet on page 27 of this guide.
You will also need crayons or colored pencils. Begin this activity by modeling how to complete the
Bingo: Prepare for the activity by printing the bingo cards on pages 28–30 of this guide. You
will also need small objects such as coins, buttons, dried beans, or pieces of pasta for students
to mark squares. Cut the bingo cards and distribute to students. Call out words (see the list
below). If a student has the word on his or her bingo card, have him or her mark the square
with a small object. When a student marks three words in a line, the student calls out “Bingo!”
and wins the round. If you prefer, have students say “Bingo!” after their whole card is covered.
Repeat the game as many times as you like and have students swap bingo cards for each
new round.
Bingo words: bun, fin, fun, in, pin, run, spin, sun, tin, twin, win

Name:
sun fun
run bun

Name:
sun fun run

yellow orange blue
sun
sun sun
run sun fun sun run
sun sun
sun
I see a bun. sun.

B
pin sun win
N in fin twin
run tin bun

O
B
tin bun run
N fun spin pin
fin sun win

O

B
spin fun tin
N run fin sun
twin bun win

O
B
win sun pin
N in bun fun
run tin fin

O

B
fin run win
N fun in tin
spin bun sun

O
B
bun tin twin
N run pin fun
sun spin fin

O

Red Hen
Begin by telling students that they will learn about the -en word family. Explain that word
Then write the words ten, hen, pen, and run where students can read them. Ask students to read
each word. Then have them raise their hands when they find a word that does not belong in the
word family and tell why (run, because it sounds different from the other three words or has
a different ending sound). Ask students to give examples of other
words that rhyme or belong in the -en word family (men, den, etc.).
Then read the story “Red Hen” on page 43 of the Skill Sharpeners:
Spell & Write workbook to students. Ask students to circle the words
ten, hen, and pen in the story.

Make It: Prepare for the activity by printing the Make It worksheet on page 32 of this guide
for each student. Distribute worksheets, scissors, and glue to students. Tell students that they
will cut out the letters on the bottom of the page and glue each one into a box to make a word.
Model the activity by pointing to the picture in the top left box. Ask students what it is (ten). Say
ten with an emphasis on the /t/ sound. Tell students ten starts with the letter t. Have students
find the letter t at the bottom of the page and glue it into the small box to make the word “ten.”
Then have students glue the remaining letters into each box to make a word that matches
each picture.
the picture on the card, and says the word out loud. The same student turns over another card,
Name:
10
glue
en glue
en
glue
en glue
en
Ben
glue
en glue
en
t m h d B p
Name:
A B C B
red green orange blue
B
D
B D D B B
D D
A
C C
C A
D A
B D
B
C C B
B
I see a hen. pen. ten.

10
ten men
hen den
Ben
Ben pen
Stan and the Man
Begin by telling students that they will learn about the -an word family.
Explain that word families are words that rhyme. Tell students that word
family words have the same letters at the end of the words.
Then write the words can, man, ran, and hen where students can read them.
Ask students to read each word. Then have them raise their hands when they find
a word that does not belong in the word family and tell why (hen,, because it sounds
different from the other three words or has a different ending sound). Ask students to give
examples of other words that rhyme or belong in the -an word family (van, pan, fan, etc.).
Then read the story “Stan and the Man” on page 53 of the Skill Sharpeners: Spell & Write
workbook to students. Ask students to circle the words can, man, and ran in the story.
Board Game: Prepare for the activity by printing the Board Game Die on page 37 and the -an
and assemble by folding and gluing tabs. Each student will also need a small object such as
a coin, a button, a piece of dried pasta, or an eraser to move around the board. Place students
in groups and provide each group with a die, a board game, and small objects. Have all
students place their small objects on the START space. The game starts when one student rolls
the die. The student says the letter sound on the die and adds -an to the end. For example, if the
student rolls “p,” the student says “pan” out loud. The student then moves his or her small object
to the nearest space that contains that word. Then it is the next player’s turn to roll the die. Near
the end of the board game, if the word the student rolls is not in one of the next squares, he or
she moves to the END square.
Bingo words: can, den, fan, hen, man, men, pan, pen, ten, van

Name:
can man
ran fan

glue
fold
glue
c
glue
fold
fold
fold
v
p
r
fold
fold
fold
m
glue
glue
fold
fold
fold
f
glue
glue
fold
fold

-an Word Family
van pan fan can
START
can man ran
van
man ran END pan
can fan
fan pan van man ran

B
den hen man
N van can pen
ten men pan

O
B
can men van
N pen ten fan
pan man den

O

B
pen van den
N men ten hen
pan can fan

O
B
den fan can
N pan hen men
man ten pen

O

B
fan den ten
N van pen men
can pan hen

O
B
van men fan
N den can pen
hen ten man

O

A Hot Pot
Begin by telling students that they will learn about the -ot word family. Explain that word
Then write the words pot, got, hot, and fan where students can
read them. Ask students to read each word. Then have them
raise their hands when they find a word that does not belong
in the word family and tell why (fan, because it sounds different
from the other three words or has a different ending sound).
Ask students to give examples of other words that rhyme or
belong in the -ot word family (cot, not, lot, etc.). Then read the
story “A Hot Pot” on page 63 of the Skill Sharpeners: Spell & Write
workbook to students. Ask students to circle the words pot, got,
and hot in the story.

Bingo words: cat, cot, dot, fan, got, hen, hop, hot, pin, pot, van

Name:
pot hot
dot cot

Name:
A B
yellow blue
B B
B B B
B
B A
A
A
A
A B
B
A A
B B B
B
I see a cot. dot. pot.

B
pot cot got
N hen hot pin
hop dot cat

O
B
cat fan hop
N van got pot
hot hen cot

O

B
pin hen van
N cot fan hop
hot cat dot

O
B
hop got cat
N dot van cot
fan hen pin

O

B
dot cat got
N hop pot hen
cot pin van

O
B
van hot hop
N hen dot fan
pin got cat

O

A Big Wig
Begin by telling students that they will learn about the -ig word family. Explain that word
Then write the words big, wig, jig, and cot where students can read them. Ask students to read
each word. Then have them raise their hands when they find a word that does not belong in
the word family and tell why (cot, because it sounds different from the other three words or has
a different ending sound). Ask students to give examples of other words that rhyme or belong
in the -ig word family (fig, big, dig, etc.). Then read the story “A Big Wig” on page 73 of the Skill
Sharpeners: Spell & Write workbook to students. Ask students to circle the words big, wig, and
jig in the story.

A Big Wig continued
Model the activity by pointing to the picture into top left box. Ask students what it is (a rig). Say
rig with an emphasis on the /r/ sound. Tell students rig starts with the letter r. Have students
find the letter r at the bottom of the page and glue it into the small box to make the word “rig.”
Then have students glue the remaining letters into each box to make a word that matches
each picture.
Board Game: Prepare for the activity by printing the Board Game Die on page 51 and the -ig
and assemble by folding and gluing tabs. Each student will also need a small object such as a
place their objects on the START space. The game starts when one student rolls the die. The
student says the letter sound on the die and adds -ig to the end. For example, if the student
rolls “b,” the student says “big” out loud. The student then moves his or her small object to the
the pictures facedown on the table. The first student in the group turns a card over, looks at the
picture on the card, and says the word out loud. The same student turns over another card,

Name:
glue
ig glue
ig
glue
ig glue
ig
glue
ig glue
ig
r j w d b f
glue
fold
glue
r
glue
fold
fold
fold
j
b
d
fold
fold
fold
w
glue
glue
fold
fold
fold
f
glue
glue
fold
fold

-ig Word Family
START
jig wig big dig fig
rig
END jig
dig fig rig wig
big big
wig jig rig fig dig

rig jig
wig dig
big fig
Bad Sam
Begin by telling students that they will learn about the -et word family. Explain that word
Then write the words wet, pet, get, and dig where students can read them.
they find a word that does not belong in the word family and tell why (dig,
because it sounds different from the other three words or has a different
ending sound). Ask students to give examples of other words that rhyme or
belong in the -et word family (jet, met, net, etc.). Then read the story “Bad
Sam” on page 83 of the Skill Sharpeners: Spell & Write workbook to students.
Ask students to circle the words wet, pet, and get in the story.
Guide students through completing the activities in the unit by reading and
explaining the directions. Provide modeling and support as needed.

Name:
pet wet
net jet

Name:
A B C
red blue yellow
B B B
A B C
B B C B
C
C
A A A B
B
A C
B
A
A
C
B B
B B A B
B
I see a net. jet. pet.

jet wet
met net
pet get
Go to Sleep
Begin by telling students that they will learn about the -ed word family. Explain that word
Then write the words bed, red, fed, and pet where students can read them. Ask students to
read each word. Then have them raise their hands when they find a word that does not belong
in the word family and tell why (pet, because it sounds different from the other three words
or has a different ending sound). Ask students to give examples of other words that rhyme
or belong in the -ed word family (wed, shed, led, etc.). Then read the story “Go to Sleep” on
page 93 of the Skill Sharpeners: Spell & Write workbook to students. Ask students to circle
the words bed, red, and fed in the story.

Go to Sleep continued
Extension Activity
Model the activity by pointing to the picture in the top left box. Ask students what it is (a bed).
Say bed with an emphasis on the /b/ sound. Tell students bed starts with the letter b. Have
students find the letter b at the bottom of the page and glue it into the small box to make the
word “bed.” Then have students glue the remaining letters into each box to make a word that
matches each picture.
Board Game: Prepare for the activity by printing the Board Game Die on page 61 and the -ed
and assemble by folding and gluing tabs. Each student will also need a small object such as
a coin, a button, a piece of dried pasta, or an eraser to move around the board. Place students
in groups and provide each group with a die, a board game, and small objects. Have all
students place their small objects on the START space. The game starts when one student rolls
the die. The student says the letter sound on the die and adds -ed to the end. For example, if
the student rolls “r,” the student says “red” out loud. The student then moves his or her small
object to the nearest space that contains that word. Then it is the next player’s turn to roll the
die. Near the end of the board game, if the word the student rolls is not in one of the next
squares, he or she moves to the END square.
to mark squares. Cut the bingo cards and distribute to students. Call out words (see the list below).
Bingo words: bed, big, dig, fed, jet, net, pet, red, shed, wed, wet, wig

Name:
glue
ed glue
ed
glue
ed glue
ed
Ted
glue
ed glue
ed
b r T f w sh
glue
fold
glue
b
glue
fold
fold
fold
f
sh
l
fold
fold
fold
r
glue
glue
fold
fold
fold
w
glue
glue
fold
fold

-ed Word Family
shed wed red fed bed
START
led
bed END
fed led shed wed
red red
wed shed led bed fed

B
shed jet bed
N wig red big
dig fed pet

O
B
big net wet
N fed wed jet
pet dig red

O

B
fed red pet
N bed dig shed
big wet wed

O
B
pet bed wig
N wed shed net
wet jet big

O

B
fed big wig
N pet net wet
red dig bed

O
B
bed wed big
N shed red wig
wet bed dig

O

1, 2, 3
Begin by telling students that they will learn about the -ug word family. Explain that word
Then write the words bug, tug, dug, and red where students can read them.
they find a word that does not belong in the word family and tell why (red,
because it sounds different from the other three words or has a different
ending sound). Ask students to give examples of other words that rhyme
or belong in the -ug word family (rug, jug, hug, etc.). Then read the story
“1, 2, 3” on page 103 of the Skill Sharpeners: Spell & Write workbook to
students. Ask students to circle the words bug, tug, and dug in the story.
Guide students through completing the activities in the unit by reading and
explaining the directions. Provide modeling and support as needed.
Draw It: Prepare for the activity by printing out the Draw It worksheet on page 67 of this guide.
Distribute worksheets to students. Have students read each word and then draw a picture of
the word in the box.
Color It: Prepare for the activity by printing out the Color It worksheet on page 68 of this guide.
You will also need crayons or colored pencils. Begin this activity by modeling how to complete the

Name:
bug mug
rug hug

Name:
A B C D
purple blue yellow orange
A A A A
D D
A D
B
B A
C C A
A
D B C
A D
A
D
A
A A
A A
A
I see a bug. rug. mug.

bug rug
mug tug
hug plug
T-Ball
Begin by telling students that they will learn about the -it word family. Explain that word
Then write the words hit, sit, it, and bug where students can read them. Ask students to read
each word. Then have them raise their hands when they find a word that does not belong in
the word family and tell why (bug, because it sounds different from the other three words or
has a different ending sound). Ask students to give examples of other words that rhyme or
belong in the -it word family (lit, bit, fit, etc.). Then read the story “T-Ball” on page 113 of the
Skill Sharpeners: Spell & Write workbook to students. Ask students to circle the words hit, sit,
and it in the story.

T-Ball continued
each student. Distribute worksheets, scissors, and glue to students. Tell students that they will cut
out the letters on the bottom of the page and glue each one into a box to make a word. Model the
activity by pointing to the picture in the top left box. Ask students what the picture shows (hit). Say
hit with an emphasis on the /h/ sound. Tell students hit starts with the letter h. Have students find
the letter h at the bottom of the page and glue it into the small box to make the word “hit.” Then
have students glue the remaining letters into each box to make a word that matches each picture.
Board Game: Prepare for the activity by printing out the Board Game Die on page 73 and the
-it Word Family board game on page 74 of this guide for each group of 4 students. Cut out the
die and assemble by folding and gluing tabs. Each student will also need a small object, such
as a coin, a button, a piece of dried pasta, or an eraser to move around the board. Place
students in groups and provide each group with a die, a board game, and small objects. Have
all students place their small objects on the START space. The game starts when one student
rolls the die. The student says the letter sound on the die and adds -it to the end. For example,
if the student rolls “h,” the student says “hit” out loud. The student then moves his or her small
object to the nearest space that contains that word. Then it is the next player’s turn to roll the
die. Near the end of the board game, if the word the student rolls is not in one of the next
squares, he or she moves to the END square.
to mark squares. Cut the bingo cards and distribute to students. Call out words (see the list
below). If a student has the word on his or her bingo card, have him or her mark the square
with a small object. When a student marks three words in a line, the student calls out “Bingo!”
and wins the round. If you prefer, have students say “Bingo!” after their whole card is covered.
Repeat the game as many times as you like and have students swap bingo cards for each
new round.
Bingo words: big, bug, can, cat, hen, hit, hot, mop, pin, red, sit, sun, wet

Name:
glue
it glue
it
glue
it glue
it
glue
it glue
it
h s l b f p
glue
fold
glue
p
glue
fold
fold
fold
h
b
f
fold
fold
fold
s
glue
glue
fold
fold
fold
l
glue
glue
fold
fold

-it Word Family
START
hit sit bit lit fit
pit
pit END hit
lit fit sit
bit bit
sit hit pit fit lit

B
wet cat bug
N hen hit sit
red pin hot

O
B
sun hen sit
N red big bug
mop wet can

O

B
can sit wet
N hot bug sun
hit cat hen

O
B
pin wet red
N cat mop big
sun hot hit

O

B
big red hot
N pin sit wet
big can sun

O
B
cat hot bug
N hen red can
hit mop sit

O

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Grade K

SKILL SHARPENERS Grade

How to Use This Guide 3

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 2

How to Use the Instructional Support A Fat Cat

Skill Sharpeners: Spell & Write practices a wide variety of grade-level

and increase their auditory discrimination of the word family

featured in the unit.

When to Do the Extension Activities

You may wish to incorporate the extension activities throughout

Follow the direc

completed all the workbook pages. The oral-language activities B

I see a cat. hat. bat.

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 3

Blending: Smoothly combining the Segmenting: Breaking the word into

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 4

Note: On each activity

cat sat mat

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 5

A variety of activities practice rhyming, spelling,

and matching skills using the words from the

punctuation skills. Write a sentence

Write a Sentence Activities

The last practice page in each unit focuses on

on the mat. sat Cat

Test Your Skills

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 6

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 7

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 8

Follow the directions to color the picture.

Circle a word to finish the sentence.

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 9

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 11

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 12

Cut out the letters. Then glue in a box to make a word.

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 14

-op Word Family

hop mop top pop shop

pop shop stop mop

mop hop stop shop pop

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 15

N stop mat pop

bat sat shop

N hop top shop

hat pat cat

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 16

N cat shop mat

mop bat hat

N hat top pat

hop mat pop

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 17

N shop mop hat

mat pat top

N stop cat hop

hat top bat

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 18

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 19

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 20

Cut out the letters. Then glue in a box to make a word.

Skill Sharpeners: Spell & Write • EMC 9431 • © Evan-Moor Corp. 22

-in Word Family

spin fin tin win pin

win twin spin fin