Matt Sims

HIGH NOON BOOKS

Available from High Noon Books

Sound Out WorkbooksLevel A-1: ISBN 978-1-57128-373-3Level A-2: ISBN 978-1-57128-374-0Level B-1: ISBN 978-1-57128-375-7Level B-2: ISBN 978-1-57128-376-4Level C-1: ISBN 978-1-57128-377-1Level C-2: ISBN 978-1-57128-378-8

See back cover for workbook order numbers.

Cover Design: Bonni GatterInterior Illustrations: Kevin at KJA-Artists

Copyright © 2015, 2005, by High Noon Books, 20 Leveroni Court, Novato, CA 94949-5746. All rights reserved. Printed in the United States of America. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical photocopying, recording or otherwise, without the prior written permission of the publisher.

High Noon Books A division of Academic Therapy Publications

20 Leveroni Court Novato, CA 94949-5746

800-422-7249

International Standard Book Number: 978-1-57128-373-3 Order #8373-0

24 23 22 21 20 19 18 17 16 1510 09 08 07 06 05 04 03 02 01

2015 edition

www.HighNoonBooks.com

Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Using the Sound Out Workbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Using the Workbook Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Extension Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Activities

The Red Cap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

The Tug . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Up the Hill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Bass Lake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

The Red Gem Mine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

The Deep Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Progress Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Timed Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

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Introduction

The Sound Out series is a unique collection of hi/lo chapter books for independent reading . The vocabulary in these books has been developed along a continuum of decodability based on a standard Scope and Sequence of phonics skills . These skills generally progress as follows:

• shortvowelCVCwords

• longvowelCVCewords

• longvowelCVwords

• consonantblendsanddigraphs

• vowelpatterns

• wordbuilding

• readingmultisyllablewords

In a similar fashion, the vocabulary of the Sound Out Chapter Books builds cumulatively . This methodical progression gives students massive opportunities to practice skills by decoding one-syllable words and phonetically regular two-syllable words .

As a result of carefully controlled vocabularies, the readability levels of the Sound Out Chapter Books fall well beneath the standard Grade 1 reading scale and are 100% decodable . These unique features make the Sound Out books accessible to the lowest performing, most reluctant readers . Students with minimal reading skills can read the Sound Out books from cover to cover .

Program Features: The Sound Out Chapter Books

• Pocket book trim size,with sophisticated covers thatwon’t discourageolder readers

• 32pageslong,withfiveorsixshortchapters

• 22pt.type,linespacing,andmarginssupporteasyreadability

• Cumulativevocabularyconsistingsolelyofone-syllabledecodablewordsin Sets A-1 and A-2 based on Sound Out Scope and Sequence

• Phoneticallyregulartwo-syllablewordsintroducedinSetsC-1andC-2

• IncludessightwordsfromtheDolch220list, listedat thebackofeachnovel

• Canbeusedforindependentreadingorinsmallgroups

6

Using the Sound Out Workbooks

The A-1 Sound Out Workbook can be used to support and expand the skills in Set A-1 of the Sound Out Chapter Books . • SightWords(and,the)• ShortvowelCVCwords(cat)• Doubleconsonantandckendings(duck)• Plural–s(cats)• CVCelongvowelwords(cave)• Longvowelpairs(rain)• CVlongvowelwords(go)• Hardandsoftc and g(cat,nice;get,page)

Determining Reading LevelEnsure that your student has chosen an appropriately leveled Sound Out Chapter Book for independent reading . See the chart below to identify the level at which your studentcandecodewithrelativefluency.TheSoundOutPhonicsScope&Sequenceis divided into a continuum of six levels of skills .

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Review the decoding skills listed at the left of the chart . Select a skill level at which your student has some mastery, and read across to determine which Sound Out set would be appropriate for use in independent reading .

Students Working IndependentlyThe Sound Out Workbooks can be used as a self-directed follow-up to independent reading of Sound Out Chapter Books . Activity pages are written with the same controlled vocabulary used in the books to increase readability and ease of use . The exercises are presented in a predictable format for easy accessibility .

Using the Workbook PagesAfter the student has completed reading the Sound Out Chapter Book, provide a copy of the exercise pages for that book .

Go over with the student the Story Synopsis, provided at the beginning of every lesson.Thiswill familiarize youwith the story’splot, and remind studentsof keyevents . Students may also use the Sound Out Chapter Book for reference .

Students should work through the exercises for each book, entering the answers directly onto the exercise page . Students can enter their total correct answers for the Comprehension,Writing,andVocabularysectionsintheProgressChartonpage53.

Comprehension

Sequence Pictures. Thefirstsimplesequencingactivityrequiresstudentstoplacethe illustration captions in correct order, showing the correct sequence of events in the story .

Sentence Completion. The second comprehension activity requires students to complete each sentence with the correct word .

True/False Questions. This exercise requires students to read a brief passage from the book and draw conclusions by answering True/False questions .

Writing

Answer questions by completing cloze sentences. This exercise requires students to formulate answers using vocabulary provided in the questions .

Unscramble sentences. This activity asks students to unscramble a sentence from the story and write it correctly .

Fluency

Timed reading. Timethestudent’sreadingforoneminute.SubtracterrorsfromthenumberofwordsreadtofindWordsCorrectPerMinute.Studentscanentertheir times in the Timed Reading Log on page 53 .

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Vocabulary

�Identify�correct�definitions. This activity asks students to connect each vocabulary wordwithacorrectdefinition.

Proofreading/Spelling

Proofread passage. This activity asks students to proofread a passage from the story and mark it for correction with standard proofreading marks . There are eight errors in each passage . Instruct students in using the following proofreading marks to correct the passages .

Insert Delete Check Spelling Uppercase Needed

Writing correct spelling of words. Students should then write the misspelled words on the lines provided below the passage . This includes words that were not correctlycapitalized.

Extension Activities

Reader’s Theater

Reader’sTheaterisafunandeffectivewaytohelpbuildfluencyforstudentreaders.StudentscanmakeaSoundOutChapterBookintoascriptforaReader’sTheaterperformance . Many of the Sound Out Books already contain a lot of dialogue . Direct students to identify all dialogue in the story . Write out the dialogue for each chapter, and then decide together what other dialogue should be added to completetheReader’sTheaterpiece.Assignrolesandhavestudentsmakeacopyof their own script . Students may perform the piece as a small group .

Book Reports

Have students select a favorite Sound Out Chapter Book . Provide the following paragraphoutline,oroneofyourown,tohelpstudentsorganizetheirwriting.A . What Happened in the StoryB . What the Characters Are LikeC . What I Like About This StoryD . What I Would Change If I Were Writing the Story

It may be appropriate to challenge some students to write their own version of the story .

Letter to the Author

Encourage students to write a letter to the author of any book they have enjoyed reading . Letter writing is good practice for many writing skills, and gives students the chance to express opinions and feelings in a very practical fashion .

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Activit ies

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Bass Lake Story Synopsis

Chapter 1—The HikeEvery year Gail and Sue go on a hike to Bass Lake . It takes all day to get there . Gail and Sue like to hike . When they are at Bass Lake, they like to go see Mr . Weeks . Mr . Weeks has a log home by the lake in Deer Cove .

Chapter 2—The BassGail got her pole and the bait . She gave the line a toss in to the lake . Gail got a bite! Sue ran with the net . Gail had got a big bass . “That basswillmakeonefinemeal,”saidGail.

Chapter 3—A Big DayGail and Sue had bass for their meal . Then it was time for bed . Gail and Sue said they would get up with the sun . Then they would hike to seeMr.Weeks.GailandSueputouttheirfire.Thentheygotintheirbags and went to sleep .

Chapter 4—Fire!Gail woke Sue up . She saw some light out side . But it was not the sun . Itwasafire!GailandSuesawthefirewasonitswaytoDeerCove.“We have to go to Deer Cove and wake Mr . Weeks .” Gail and Sue got out of their bags .

Chapter 5—Deer CoveGail and Sue ran to wake up Mr . Weeks . They ran to the log home . “Mr . Weeks, wake up!” they said . Mr . Weeks came out and saw the fire.Theysaidtheywouldallgetinboatonthedock.Thentheywouldbe safe .

Chapter 6—The BoatGail, Sue, and Mr . Weeks went out in the lake . Mr . Weeks saw his log homeonfire.Theyweresafeintheboat.TheyearafterGailandSuewent back to Bass Lake . Mr . Weeks had made a new log home . They all went out on the boat to get some bass .

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Comprehension

Instructions: Match the picture with the caption.

A B C

D E F

____ 1. Bass Lake is a five mile hike.

____ 2. “That is one fine bass,” said Sue.

____ 3. Gail and Sue like to sit by the heat of the fire.

____ 4. “That is a big fire!” said Sue.

____ 5. “Mr. Weeks, Mr. Weeks, wake up!”

____ 6. “We are all safe,” said Mr. Weeks.

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Comprehension

Instructions: Write the correct word on the line.

1. Gail and Sue like to _______ . hike sleep

2. Mr. Weeks has a _______ home. lake log

3. Gail got her _______ and the bait. pole meal

4. Gail and Sue made a _______ . pine fire

5. They had to _______ Mr Weeks. save see

Instructions: Read the passage and mark the answers True or False.

Gail and Sue ran up the road. They could feel the heat of the fire. They had to get to Deer Cove. They had to wake Mr. Weeks.

1. Mr. Weeks ran to save Gail and Sue. T F

2. Gail and Sue will go to Deer Cove. T F

3. Gail and Sue could feel the fire. T F

4. Mr. Weeks could feel the fire. T F

5. The fire could go to Deer Cove. T F

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Writing

Instructions: Fill in the missing words to answer each question.

1. Did Gail and Sue have rice and beans with the bass? Yes, they had ______ and _______ with the bass.

2. Did Mr. Weeks see the light from the fire at five? No, he did not see the _______ from the _______ .

3. Did Gail and Sue sleep in a log home? No, Gail and Sue did not _______ in a log _______ .

4. Did Mr. Weeks have a boat on the lake? Yes, Mr. Weeks did have a boat on the _______ .

5. Did the fire get to the log home in Deer Cove? Yes, the fire got to the _______ _______ .

Instructions: Unscramble the words to write a sentence.

1. toss line Gail the saw lake in Sue her _____________________________________________

2. wake “Sue, said up!” Gail. _____________________________________________

3. fire Deer The not Cove at yet was. _____________________________________________4. got Gail to Sue cove the and.

_____________________________________________5. Mr. Weeks ran and Gail, boat Sue, to the.

_____________________________________________

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FluenCy

Instructions: Time the student’s reading for one minute. Subtract errors from

the�number�of�words�read�to�find�Words�Correct�Per�Minute.

Fire!“Sue, wake up!” said Gail. “Gail, it is five. It is not time to get up,” said Sue. “The sun is not up.” “Do you see that?” said Gail. “That big light in the pines? It woke me up.” Sue could see the light. “That is not a light,” said Sue. “That is a big fire. It is on its way to Deer Cove!” “Mr. Weeks has his home on Deer Cove,” said Gail. “He is in bed. So he will not see the fire.” “We have to go to Deer Cove and wake him,” said Sue. “Then we can run back down the road and get out of here.” Gail and Sue got out of their bags. They ran up the road to Deer Cove. They had to save Mr. Weeks from the fire.

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47

58

64

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34 Bass Lake

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VoCabulary

Instructions:�Match�the�word�and�its�definition.

1. pack you can get one from the sea2. bass to go up a hill3. hike a spot by a lake4. cove a bag that sits on your back

prooFreading

Instructions: Find and correct the eight errors in this passage.

“We have to go to Deer cove and wake him,” said Sue. “Then we can run back dow the road and get out of here.” Gail and Sue got owt of their bbags. They ran up the rod to Deer Cove They had to save mr. Weeks form the fire.

Instructions: Write the misspelled words correctly.

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