Kinder Level 4 Guided Reading /ar/ & /or/ PDF
streamlined instruction
accelerated achievement
Guided Reading
The / ar
ar// & / or
or// Sounds
CVC & CVCC Words – Level 4
(with short vowel review)
Developed by Marnie Ginsberg, PhD
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The /ar/ & /or/ Sounds
Decodable Sentences
review + ar, or, y, z, gg, tch
high
frequ ency
words
are, do, for, like, look, more, or, part,
use, you, your
1. Are you a fan of the horn or the
harp?
2. Carl has a card. Barb has to
guess which card Carl has.
3. A shark will not harm you if you
are on the shore.
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Level
4
Level 1c
The /ar/ & /or/ Sounds
Level
4
Level 1c
Decodable Sentences
review + ar, or, y, z, gg, tch
high
frequ ency
words
are, do, for, like, look, more, or, part,
use, you, your
4. An inch is short, but a yard is long.
5. I like art. Do you?
6. That yak can yack. Yes, he can!
7. Your yak will like you more
if you look at him.
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The /ar/ & /or/ Sounds
Level
4
Level 1c
Decodable Sentences
review + ar, or, y, z, gg, tch
high
frequ ency
words
are, do, for, like, look, more, or, part,
use, you, your
8. If you are mad, it is best to zip
your lip.
9. Is there a match for this sock or
not? Will you look for it?
10. Patch a mad mess with a hug.
11. Hark! A lark is in the park!
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The /ar/ & /or/ Sounds
Level
4
Level 1c
Decodable Sentences
review + ar, or, y, z, gg, tch
high
frequ ency
words
are, do, for, like, look, more, or, part,
use, you, your
12. Your horse can use that part of
the barn.
13. Corn on the cob is yum!
14. Will you do more than your part?
15. I get to
watch
a chick hatch.
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The sound /ar/ is almost always spelled
like this “ar.” However, this one word we
use a lot is spelled like this: “are.”
The /ar/ Sound
are
look
you
“Are you sleepy?”
/ar/
“Well, look at that!”
/l/ /oo/ /k/
“You are really clever.”
/y/ /oo/
Roses Are Red
are red,
Ro ses
Vi o lets
Su gar
are
blue,
is sweet,
And so are you.
Col or
the one that you like to look at!
In a few words, often at
the end of words, “ar” can
be /er/ as in “sugar.”
But it is usually /ar/.
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Sentence Pyramids
I catch fish.
I catch and sell fish.
I catch and sell a lot of fish.
I catch and sell a lot of cod fish.
I catch and sell a lot of cod fish on the dock.
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Sentence Pyramids
A hen has eggs.
A hen has ten eggs.
A hen has ten eggs that hatch.
A hen has ten eggs that hatch into chicks.
A hen has ten eggs that hatch into ten chicks.
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Sentence Pyramids
Mom has a chart.
Mom has a chore chart.
Mom has a chore chart with jobs.
Mom has a chore chart with odd jobs.
Mom has a chore chart with six odd jobs.
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Sentence Pyramids
I pack.
I pack a bag.
I pack a bag and a sack.
I pack a bag and a sack and a snack.
I pack a bag and a sack and a snack for my shack.
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The /ar/ & / or/ Sounds
DIRECTIONS:
1. Tell your students what the 2 words below
are – “she” and “any.” Then use each word
in a sentence.
2. Also, exaggerate the individual sounds of
each word as you point with a pencil.
3. Tell the students that you will read the text
together.
she
any
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 will be here soon.”
/sh/ /ee/
“Is there any left?”
/ĕ/ /n/ /ee/
Grandma and Socks
by Terri Jenson and LaNae Jenson
I wore a hole in my sock.
I toss it in the box for worn socks.
But
Grand ma
can patch socks.
She can darn with yarn.
She helps me darn with yarn.
We fix my sock.
I don’t toss worn socks any more.
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The /ar/ & / or/ Sounds
DIRECTIONS:
1. Tell your students what the 2 words below
are – “there” and “was.” Then use each
word in a sentence.
2. Also, exaggerate the individual sounds of
each word as you point with a pencil.
3. Tell the students that you will read the text
together.
there
was
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.
“There it is!”
/th/ /air/
“It was cold and dark.”
/w/ /ŭ/ /z/
The Dog and the Duck
by Terri Jenson and LaNae Jenson
There was a quick quack and then a
bark in the dark.
From the dim deck, Dad
dash and a dog dart.
saw
a duck
Was the duck a dish for the dog?
No! The duck was quick so the dog quit!
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After a first reading, if time allows, ask your student
to re-read while listening for the /ar/ sound.
Circle the /ar/ spellings in the nursery rhyme.
The /ar/ Sound
Twinkle, Twinkle, Little Star
Twink le, twink le, litt le star,
How
I
Up
won der
a bove
Like a
what you are.
the
world
di a mond
so
high
in the sky.
Twink le, Twink le, litt le star,
How
I
won der
what you are!
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As
your bright
Lights
Though
the
I
and
trav e ler
know
ti ny
spark
in the dark,
not what you are,
Twink le, twink le, litt le star.
the www.starfall.com
booklet, “car race,” would
be good to read now.
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The / or/ Sound
Notice the word “you” is in “your.” Both of them end with unusual spellings. “You” is /y/ /oo/
(tap each spelling) and “your” is /y/ /or/ (tap).
you
“You are really clever.”
/y/ /oo/
your
“Where is your hat?”
/y/ /or/
Little Boy Blue
Litt le
Boy Blue,
Come blow
your horn,
The sheep’s in the
mea dow,
The
cow’s
in the corn.
But
where
is the boy
Who looks
He’s
un der
Fast
a sleep!
af ter
the
the sheep?
hay stack,
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The / or/ Sound
Hickory, Dickory Dock
Hick or y, dick or y, dock,
The
mouse
ran up the clock.
The clock struck one,
The
mouse
ran
down,
Hick or y, dick or y, dock.
the www.starfall.com
booklet, “my horse glory,”
would be good to read now.
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Act it Out!
DIRECTIONS:
Cut up these cards and let your student draw one at a time. Support her to “Blend As You Read.”
Then she can act out what the card says. You can also play the Point Game! The student earns
points for reading words with the Blend As You Read approach. But the teacher gets a point if the
student guesses.
Jump up!
Lift your arm
Can you swim?
or your leg.
Just nod.
Give a look
at the desk.
Run there
and back.
Catch me!
Get up fast.
Give me
a part.
Lift your leg.
What have
I lost?
Shop for
a pen.
(hide something to hunt)
Run more.
Did you
have fun?
Trip on
your hat.
(Keep the cards and play another day, especially if your student enjoyed this!)
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Review all Vowels
DIRECTIONS:
1.
2.
3.
Tell your students what the 2 words below
are – “light” and “make.” 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.
light
make
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.
“Turn on the light.”
/l/ /i_e/ /t/
“Let’s make a cake.”
/m/ /ay/ /k/
Some Bugs
by Terri Jenson & Lisa Ng
Some bugs are fun.
Some bugs are not.
Some bugs jump or hop.
Some bugs jab or prick.
Some bugs light up.
Some bugs do not.
Some bugs tap.
Some bugs make wax.
Some bugs live in
the mud.
Some bugs live in a
mud hut.
Some bugs hum.
Some bugs buzz and
buzz and buzz.
Some bugs sip sap.
Some bugs zap.
Some bugs!
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