Kinder Level 3 Guided Reading /u/ PDF
streamlined instruction
accelerated achievement
Guided Reading
The / ŭ / Sound
CVC & CVCC Words – Level 3
(with /ă/ + /ĭ/ + /ŏ/ + /ĕ/ review)
Developed by Marnie Ginsberg, PhD
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Level
3
Level 1c
The /ŭ/ Sound
Decodable Sentences
review + u, j, k, v, ck, qu
high
frequ ency
word s
but, come, from, of, one, some, their,
there, two, up
1. Jan was in a jam.
2. Can I have one pet duck?
Can I get two of them?
3. I got a whack on the back from
Jack. Then I let Jack have a
whack back.
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Level
3
Level 1c
The /ŭ/ Sound
Decodable Sentences
review + u, j, k, v, ck, qu
high
frequ ency
word s
but, come, from, of, one, some, their,
there, two, up
4. It is sad when a king is bad.
5. A job is fun when I give
it all I have.
6. Come quick! Quin has a sick pet.
Let’s get his pet to the vet.
7. A cat can lick. A dog can lap.
A hen can peck.
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Level
3
Level 1c
The /ŭ/ Sound
Decodable Sentences
review + u, j, k, v, ck, qu
high
frequ ency
word s
but, come, from, of, one, some, their,
there, two, up
8. Some
think
I will quit, but I
will not quit!
9. There is not a kid that can kick
like
Rick can kick.
10. Vin and I sit on the dock when the
ship is in.
11. Come and get it!
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Level
3
Level 1c
The /ŭ/ Sound
Decodable Sentences
review + u, j, k, v, ck, qu
high
frequ ency
word s
but, come, from, of, one, some, their,
there, two, up
12. What a shock that Bob got up to
the top of that big rock.
13. There was a big thud when the
ball hit the wall.
14. Their van has a rack on it.
15. Mom and Dad give their all.
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The /ŭ/ Sound
DIRECTIONS:
1. Tell your students what the 2 words below
are – “says” and “no.” Then use each word
in a sentence.
2. Also, exaggerate the individual sounds
of each word as you point with a pencil.
Note that “says” looks as if it should read
/s/, /ay/, /z/, like the word “say,” but it’s a
funny spelling for the /ĕ/ sound here.
says
no
3. Tell the students that you will read the text
together.
4. Read the title of the text.
5. Ask students to read aloud, helping
individual students with the Blend As You
Read strategy as needed.
6. Afterwards, ask students to explain what
the text is about.
“She says ‘hello’ to the class.”
/s/ /ĕ/ /z/
“No, I don’t think so.”
/n/ /oa/
The Silly Clock
by Terri Jenson & LaNae Jenson
“Quack, quack,” says the clock.
“Stop!” says the duck. “I quack.”
“Cluck, cluck?” asks the clock.
“No! No!” says the hen, “I cluck.”
“Well, asks the clock, “Can I tick and tock?”
“Quack, quack.”
“Cluck, cluck.”
“Tick-tock!”
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The word “of” is pretty unusual.
It looks like “off,” but we say it as /ŭv/.
The /ŭ/ Sound
of
“You are the best of all the rest.”
/ŭ/ /v/
have
give
“We will have a blast.”
/h/ /ă/ /v/
“She will give the dog a treat.”
/g/ /ĭ/ /v/
My Chum Gus
by Christie Cavanaugh
(“Chum” is another word for “friend.”)
I have a chum.
His
My
name
is Gus.
chum Gus,
He likes to give a fuss,
And that’s no fun
For an y
of us!
The www.starfall.com booklet, “Gus the Duck,” would be good to read now.
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The /ŭ/ Sound
DIRECTIONS:
1.
2.
3.
Tell your students what the 2 words below
are – “from” and “her.” Then use each
word in a sentence.
Also, exaggerate the individual sounds of
each word as you point with a pencil.
Tell the students that you will read the text
together.
from
her
4.
5.
Read the title of the text.
Ask students to read aloud, helping
individual students with the Blend As You
Read strategy as needed.
6. Afterwards, ask students to explain what
the text is about.
“This card is from me.”
/f/ /r/ /ŭ/ /m/
“Her friend waved good-bye.”
/h/ /er/
The Sick Chick
by Terri Jenson
A chick is sick.
The sick chick gets a quick peck.
A peck from a hen is a chick kiss.
The hen wraps the chick in her wings —
A hug from a hen — a hen’s hug!
This chick will not be sick for long.
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Review the Vowels
If time and/or interest allow, you might ask your student to circle the words with the
/ŭ/ sound using one color. Then she can circle those with the /ĕ/ sound using another color.
Take Two
I have two of
these
from mom.
I have a match!
I give one of them to Beth.
for me.
I will have one
Cinnamon Buns to Share
I have two buns.
I have a match!
I give one of them to Gus-Gus.
I will have one
for me.
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Sentence Pyramids
I chop the log.
I chop the big log.
I chop the big, long log.
I chop the big, long log with an ax.
I chop the big, long log into bits with an ax.
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Sentence Pyramids
Judd was in a fog.
Judd was in a thick fog.
Judd was in a thick fog in a bog.
Judd was in a thick fog in a wet bog.
Judd was in a thick fog in a wet bog with his dog.
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Sentence Pyramids
nib
Pick a pen!
Quick, pick a pen!
Quick, pick a quill pen!
Quick, pick a quill pen with a nib!
Quick, pick a quill pen with a nib and ink!
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This Old Man
Review all Vowels
from
one
“He is from Chicago.”
/f/ /r/ /ŭ/ /m/
“One plus one is two.”
/w/ /ŭ/ /n/
two
“She is two years old.”
/t/ /oo/
The word “one” does not look like it sounds. We just have to remember this odd word. The
word “two” is also odd because of the letter “w.” But other than that, it says /t/ /oo/.
This
he
He
old
man
played
played
one.
knick-knack on
my thumb.
mb.
With a knick, knack, padd y-wack,
give a dog a
This
old
man
This
old
man
he
He
played
played
bone.
came roll ing home.
two.
knick-knack on
my shoe.
With a knick, knack, padd y-wack,
give a dog a
This
old
man
bone.
came roll ing home.
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If you’d like, keep going
with the next verses,
making up what the old
man played on.
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Five Little Ducks
Review all Vowels
1
2
3
4
5
one
two
three
four
five
/w/ /ŭ/ /n/
/t/ /oo/
/th/ /r/ /ee/
/f/ /or/
/f/ /i_e/ /v/
Five litt le ducks went out one
5
O ver the hills and
Momm y duck
But
on ly
called,
day
far a way,
“Quack, quack, quack.”
four litt le ducks
came
back.
Four litt le ducks went out one
4
O ver the hills and
Momm y duck
But
on ly
called,
day
far a way,
“Quack, quack, quack.”
three litt le ducks
came
back.
Three litt le ducks went out one
3
O ver the hills and
Momm y duck
But
on ly
called,
day
far a way,
“Quack, quack, quack.”
two litt le ducks
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back.
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Two litt le ducks went out one
2
O ver the hills and
Momm y duck
But
on ly
called,
far a way,
“Quack, quack, quack.”
one litt le duck
came
back.
One litt le duck went out one
1
O ver the hills and
Momm y duck
called,
But no litt le ducks
0
Momm y duck
called,
day
far a way,
“Quack, quack, quack.”
came wan der ing
No litt le ducks went out one
O ver the hills and
day
back.
day
far a way,
“Quack, quack, quack.”
And five litt le ducks
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back.
Review all Vowels
Make the Connection
Read each sentence. Then draw a line to connect its answer to a picture.
Which bug is red and
has dots?
What thing can jump?
Which one can give
you a sting er?
What can go to the vet
when sick?
Which one has big teeth?
Who is the
I like
most
fun?
the best.
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Review all Vowels
On a Cold, Sleepy Day
by Christie Cavanaugh
The cat has
a kit and the
kit is on my lap.
My lap stays
warm un til the
kit jumps off!
The kit jumps
off and bumps
the cat.
The cat jumps
on. Then my lap
is warm a gain.
the cat
and kit nap, I
will nod off too!
While
The End
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On a Cold, Sleepy Day
Review all Vowels
by Christie Cavanaugh
DIRECTIONS:
Cut up the squares on the previous page. Put the pictures in order with the story
“On a Cold, Sleepy Day.”
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Old MacDonald
Review all Vowels
*See teacher note on following page
“These 2 words sound exactly alike, but one refers to a location, as in ‘here or there’ (point to
word & point to a location near & far). The other word has to do with ownership – ‘She is their
sister.’” Ask your student to use each in a sentence.
there
their
/th/ /air/
“The ball is over there.”
/th/ /air/
“She is their sister.”
Old Mac Don ald
had a farm,
E-I-E-I-O.
And on this farm he had
some
chicks,
E-I-E-I-O.
With a chick-chick
here
And a chick-chick there,
Here
a chick,
There a chick,
Ev er y where
a chick-chick.
Old Mac Don ald
had a farm,
E-I-E-I-O.
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Old Mac Don ald
had a farm,
E-I-E-I-O.
And on this farm he had
some
ducks,
E-I-E-I-O.
With a quack-quack
here
And a quack-quack there,
Here
a quack,
There a quack,
Ev er y where
a quack-quack.
Old Mac Don ald
had a farm,
E-I-E-I-O.
*The grapheme “ar” is taught at Kinder Level 4. However, many students can figure out the sound on their own at this point. If
not, teachers can simply provide the information before or during the text reading, saying “this is /ar/” while pointing to “ar.”
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