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Congratulations on your purchase of some of the finest teaching materials in the world.For information about other Evan-Moor products, call 1-800-777-4362 or FAX 1-800-777-4332.
Visit our Web site http://www.evan-moor.com. Check the Product Updates link for supplements, additions, and corrections for this book.
Entire contents ©1999 by EVAN-MOOR CORP.18 Lower Ragsdale Drive, Monterey, CA 93940-5746.
Permission is hereby granted to the individual purchaser toreproduce student materials in this book for noncommercial
individual or classroom use only. Permission is not granted forschoolwide, or systemwide, reproduction of materials.
Printed in U.S.A.
Author: Jill NorrisEditor: Marilyn EvansCopy Editor: Cathy HarberIllustrators: Don Robison, Jo Larsen,
and Shannon FredericksonCover: Cheryl PuckettDesktop Designer: Shannon Frederickson
Read and UnderstandStories & Activities, Grade 1
More Read and Understand, Grade 1 is a resource book containingstories and practice materials for a wide spectrum of reading skills.
The 23 stories vary in reading difficulty to be appropriate for emergingreaders to independent readers, meeting the range of needs in the averagefirst grade classroom.
Each story is followed by four pages of activities for practicing reading skillssuch as:
• comprehension• vocabulary development• letter-sound association• word families• rhyming
Specific skills practiced are listed under each story in the table of contents.
Many stories also have a response page designed to encourage students toapply and connect story information and newly acquired reading skills totheir own experiences.
The stories and practice materials can be used for directed minilessonswith small groups or individual students, or as independent practice inclass or at home.
EMC 745
©1999 by Evan-Moor Corp. 1 More Read and Understand • Grade 1 • EMC 745
Introduction ............................................. 2A Pair Is Two ............................................. 4
recalling details; word meaning; -ock word family;
rhyming; word meaning
Breakfast in Bed .................................... 10sequencing story events; -ay word family;
classification; realism/fantasy
Put It In ................................................... 16recalling details; deductive reasoning; -ot word
family; auditory discrimination /n/; sequencing
numbers
Josh’s Bike ............................................ 22recalling details; -ike word family; answer yes/no
questions; color words; possessives
The Egg Search ..................................... 28retelling the story; auditory discrimination /g/;
relating experiences to print; color words
Just Sleeping ......................................... 34recalling details; -air word family; following
directions; prewriting; word meaning
Strike Up the Band ................................ 40recalling details; prewriting; -and word family;
auditory discrimination /b/; relating experiences
to print
My Puppy Snickers ............................... 46recalling details; deductive reasoning; -ap word
family; compound words; prepositional phrases
Isn’t It? ................................................... 52retelling the story; recalling details; -ee word
family; contractions; answer “what” questions
Mr. Scarecrow ........................................ 58sequencing story events; deductive reasoning;
word meaning; alphabetical order; rhyming
Heroes .................................................... 64recalling details; critical thinking; adding -ed;
-old word family; auditory discrimination–final
consonant
What Do I See? ...................................... 70recalling details; relating experiences to print;
plurals; positional phrases; prewriting
The Same and Not the Same ................ 76recalling details; critical thinking; -ame word
family; word meaning; compound words; relating
experiences to print
The Hole That Matt Dug ......................... 82sequencing story events; retelling story; critical
thinking; -ug word family; comparatives
Mr. Snowman ......................................... 88sequencing story events; compound words;
rhyming; writing
I Can See the Moon ............................... 94recalling details; opposites; critical thinking;
classification; writing
At the Amusement Park ...................... 100recalling details; deductive reasoning; analyzing
characters; compound words; contractions; -ace
word family
Traveling............................................... 106recalling details; relating experiences to print;
auditory discrimination /long a/; critical thinking;
alphabetical order
The Candy Store.................................. 112recalling details; critical thinking; relating
experiences to print; classification; auditory
discrimination /sw/; deductive reasoning
Things to Do ........................................ 118recalling details; auditory discrimination /long i/;
sequencing and writing about story events;
relating experiences to print; critical thinking
Simple Machines ................................. 124recalling details; -amp word family; word meaning;
sequencing story events; critical thinking
Recycling ............................................. 130retelling story; critical thinking; relating
experiences to print; -ash word family; word
meaning; following directions
The Hippopotamus.............................. 136deductive reasoning; recalling details; auditory
discrimination/long o/; word meaning; prewriting
Answer Key.......................................... 142
Table of Contents
©1999 by Evan-Moor Corp. 2 More Read and Understand • Grade 1 • EMC 745
Introduction
Stories are provided at a variety of levels ranging fromsimple, predictable text for emerging readers to morecomplex text. All of the stories include a Story Dictionaryand illustrations to support the text.
Reproduce the stories and prepare story booklets forindividual students. There are many possible ways toshare the stories:
• read the stories together• have small groups of students read the stories• have partners read a story together, or• have individuals read the stories independently
Use the skill pages following the stories• to assess students’ comprehension• to teach and practice decoding skills• to reinforce phonics instruction, and• to provide opportunities for students to write new words and to use new sentence structures
Before giving a new independent reading story to a student or a group of students, take time todevelop a context of experiences that will help your readers to succeed.
1. Read the title and help your students to connect it to their experiences. For example:“The title of this story is At the Amusement Park. Have you ever been to an amusementpark? What did you see there? What did you do?”
2. Preview the story with the readers.• Look first at the words presented in the Story Dictionary.
“Who can use the Story Dictionary to read the new words from the story?”• Then page through the story together. Have the readers look at the illustrations and predict
what they think is happening on the pages. Listen closely to the vocabulary used. Suggestwords and phrases that are used in the story vocabulary that might be unfamiliar to thereaders. (See page 3 for a list of words and phrases for each story in this book.)“If you went to an amusement park, what would you see?”“Yes, you would see rides like roller coasters, ticket windows, crowds, and loudspeakers.”
• You may want to write the words as you talk about them, or ask the readers to locate thewords on a specific page.“Can you find the words ‘dark tunnels’ on this page?”
The Stories
Skill Pages
Previewing a Story (Prereading)
My book:
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A Pair Is TwoStory Dictionary
A pair of socks,
socks
mittens
shoes
Name
©1999 by Evan-Moor Corp.
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More Read and Understand • Grade 1 • EMC 745
Rhyming Pairs
Color, cut, and paste to show pairs that rhyme.
pastepaste
paste
pastepaste
paste
©1999 by Evan-Moor Corp. 3 More Read and Understand • Grade 1 • EMC 745
Words to Talk AboutAs you preview the stories for beginning readers, be sure to point out the following words andphrases not found in the story dictionaries.
A Pair Is Two ................................ pair, clothesBreakfast in Bed .......................... here, fill, take it away, breakfast, SleepyheadPut It In ........................................ put, nickelJosh’s Bike ... ............................... red, fast, wobbles, zips pastThe Egg Search........................... where, best, Annie, Peanut, Butter, three, hens
Just Sleeping .............................. sleeping, waiting, open, dreams, friends, there,little, floor, bed, fill, head
Strike Up the Band ..................... blow, bang, join, won’t, grandMy Puppy Snickers ...................... explore, meets, nibble, snuggles, nap, lovesIsn’t It?......................................... can’t, oh, gosh, ooo, isn’tMr. Scarecrow ............................. stuffed, fat, stood, welcome, friends, everywhereWhat Do I See? .......................... little, playing, Daddy’s knee
The Same and Not the Same .... planted, same, great-grandpa, grandpa, dad,picked, ate, snack
The Hole That Matt Dug............... dug, rolled, heard, bark, foundMr. Snowman .............................. shape, roll, another, more, just, twig
I Can See the Moon ................... flash, honk, rumbles by, nighttime, whinny softly,perch, coop, loud, quiet, busy, still
At the Amusement Park ............... zipped, yelled, answered, chugged, dark,boomed, closing, race, leave, wait, don’t
Traveling ...................................... going, biking, street, riding, sleeping, flying,traveling
The Candy Store ......................... buy, chocolate, sugar, stomach is growling, taste,smell, ready, sweet, surprise
Things to Do ............................... plant, fly, kick, out of sight, walk, ride, pick up,hike, outside, adventure, agree
Simple Machines ......................... simple machines, work, lift, heavy, cut apart, holdtogether, moving, easy, ramp, every day
Recycling ..................................... used, usable, energy
The Hippopotamus ...................... rivers, lakes, Africa, spends, water, resting,underwater, bottom, minutes
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A Pair Is TwoStory Dictionary
A pair of socks,
socks
mittens
shoes
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A pair of mittens:My clothes—in twos!
A pair of shoes,
Name
©1999 by Evan-Moor Corp. 6 More Read and Understand • Grade 1 • EMC 745
What Did the Story Say?Draw the three pairs of things that belonged tothe boy in the story.
Draw a pair of thingsthat belong to you.
1. 2.
3.
Name
©1999 by Evan-Moor Corp. 7 More Read and Understand • Grade 1 • EMC 745
Working with Word Families
-ockWrite the word. Draw to show what each word means.
r + ock = d + ock =
l + ock = bl + ock =
s + ock = cl + ock =
Name
©1999 by Evan-Moor Corp. 8 More Read and Understand • Grade 1 • EMC 745
Rhyming PairsColor, cut, and paste to show pairs that rhyme.
paste paste paste
paste paste paste
Name
©1999 by Evan-Moor Corp. 9 More Read and Understand • Grade 1 • EMC 745
Which Is a Pair?Is it a pair? Circle Yes or No.
Yes No Yes No
Yes No Yes No
Yes No Yes No
