Cut and paste language arts grades 1 to 3

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Editorial Project Manager
Lorin E. Klisroff, M.A.
Editor-in-Chief
Sharon Coan, M.S. Ed.
Illustrator
Howard Chaney
Renee Christine Yates
Cover Artist
Barb Lorseyedi
Art Coordinator
Kevin Barnes
Imaging
James Edward Grace
Rosa C. See
Product Manager
Phil Garcia

Publisher
Mary D. Smith, M.S. Ed.

Author

lodene Lynn Smith, M.A.
Teacher Created Resources, Inc.
6421 Industry Way
Westminster, CA 92683
www.teachercreated.com
ISBN: 978-0-7439-3707-8
©2003 Teacher Created Resources, Inc.
Reprinted, 2011

Made in U.S.A.
The classroom teacher may reproduce copies of the materials in this book fOI' use in a single
classroom only. The reproduction
of any part of the book for other c1asSroUIIIS or for an entire
school or school system is strictly prohibited. No part of this publication may be transmitted,
stored, 01' recorded in any lorm without written permissiun from the publisher.


Table of Contents
Introduction

3

Phonics

4

Initial Sounds
Ending Sounds

7
11

Beginning and Ending Sounds
Medial Sounds

13
14

Consonant Digraphs

Consonant Blends

18
19

Parts of Speech

21

Nouns

26

Verbs
Adjectives

29
33

Adverbs
Nouns, Verbs, Adjectives, and Adverbs
Grammar and Usage

36
38
39

Verbs and Verb Tense

40

Complete Sentences
Plurals

42
44

Spelling
Short -Vowel Word Families

46
47

Long-Vowel Patterns
Diphthongs

49
55

Wo."d Play
Rhymes

56
57

Homophones

60

Contractions

62

Alphabetization
Compound Words

64
67

Location/Directional
Wo."ds
Synonyms and Antonyms

73
78

Multiple-Meaning

84

Words

Vocabulary

87

Color Words
Days of the Week

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89
90

Months of the Year
Shapes

91
92

Number Words

93

Answer Key
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©Teacher Created Resources, Inc.


Introduction
Cut & Paste Language Arts was designed to help the classroom teacher teach and reinforce language
arts concepts and skills. The contents of the book provide a variety of ways to cover language arts
content while maintaining student interest and involvement.
Each section begins with a brief introduction that provides suggested activities that can be used as
instruction in the language arts. Most of the ideas can be adapted to whole-class lessons, small-group
reinforcements, or even literacy center activities.

The ideas are meant to be a resource for teachers as they teach these content-area skills.
Following the introduction for each section are activity pages that directly relate to language arts
concepts and skills. Each of the pages has been designed in a cut-and-paste format. After cutting out
word cards or picture cards at the bottom of the page, students will use those cards in order to complete
the page. By manipulating the cards, students are able to try a variety of possibilities before gluing the
cards down for their final answers. The pages vary in the tasks that students are asked to perform. In
some cases, they are asked to complete sentences. In another case, students are asked to categorize or
sort words. In an cases, students are asked to interact in a meaningful way with the content of the topic
on which they are working.
The book has been designed so that it is organized and easy to use. Teachers will find the suggested
activities useful for teaching language arts content. Students will find the cut-and-paste activities a fun
way to practice language arts concepts. Above all, language arts content is made available in a
comprehensible way to ensure student success.

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#3707 Cut & Paste Language Arts


Phonics
Suggested Activities
Below are suggested activities that can be used as instruction in phonics. Most of the ideas can be
adapted to whole-class lessons, small-group reinforcements, or even literacy center activities.
• Provide multi-sensory activities in which students can practice letters in order to develop
sound/symbol correspondence. Set up a "hands-on the alphabet" center and then change the
activity each week. Display a poster of the alphabet and a list of words students can practice
reading and writing. Begin with simple vowel-consonant-vowel words in which you can also
draw or provide a picture, such as hat, cup, and lip. Then rotate some of the following activities

through the center:
Bag of Paint: Fill several half-gallon resealable bags with two to three tablespoons (about
40 mL) of paint. Seal tightly. Students lay the bag on a flat surface and use their hands to smooth
out the paint in the bag. Children can use their fingers to practice writing letters and words.
Magnetic Alphabet: Provide magnetic letters and a magnetic surface, such as a cookie sheet for
students. Students can experiment with the letters by putting them in alphabetical order or even
creating words with the letters.
Shaving Cream: Shake a can of shaving cream and then spray enough shaving cream to cover
the palm of the child's hand on a pizza tray. Students can use their hands to spread the shaving
cream around the tray and use their index fingers to practice writing letters.
Toothpick Letters: Provide a box of toothpicks for students to use to create the shape of letters.
Dot Letters: Provide unsharpened pencils with an eraser on one tip, paper, and an ink pad at the
center. Students dip the eraser end of the pencil into the ink pad. Then they use the eraser as a
circle stamp in order to create the shape of letters and words.
Pipe-Cleaner Letters: Have students practice forming letters with pipe cleaners. Provide a
variety of colors and lengths of pipe cleaners at the center. Students can bend the pipe cleaners
and, if needed, twist them together in order to form letters.
• Reproduce simple poems that have words beginning with the letter on which you are focusing.
Have students look through the poem and use a yellow crayon to color or highlight the letter on
which you are currently working. Make up hand motions or actions that go with each poem.
Chant the poem several times until the students can say it independently.
• Food is always a great motivator. Think of a simple food that begins with the letter of the
alphabet on which you are currently working. Provide students with a small sampling of the food
in order to help them remember the sound and letter associated with the food. For example,
raisins can be provided for the letter r and popcorn can be provided for the letter p.

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Phonics
Suggested Activities

(cont.)

(cont.)

• Save old newspapers and junk mail such as advertisements. Have students look for the letter for
which you are studying in print. Students can cut out examples of uppercase and lowercase letters
and glue them to a piece of chart paper or a piece of construction paper. This acti vity is
particularly useful to help students identify letters even when the font is different. Pages can be
compiled together into an alphabet book to pJace in the classroom library.
• Glue pictures from a magazine onto 3" x 5" (8 ern x 13 em) index cards. Show students the cards
and ask them to say the word associated with the picture. Have students isolate the beginning
sound of the word and identify the letter associated with that sound. Once students become
skilled at identifying the beginning sound and letter, have them isolate the ending sound and letter
of each word.
• An animal can be made from a paper plate for almost every letter of the alphabet, and you don't
even have to provide a pattern for your students. Before hand, determine with your class what
animal they will be trying to create; for example, a dog can be made for the letter d. Provide a
stack of paper plates, scraps of construction paper, and yarn, and let them create what the animal
might look like.
• Collect old magazines through which students can search. Have students look for and cut out
pictures that begin or end with the sound on which you are currently working. For example, if
you are focusing on the letter d, students should search for pictures of items that begin with the
letter d or words that begin with the letter d. Students can glue their pictures on a piece of chart
paper or on a large sheet of construction paper. If you do this activity for each letter of the

alphabet, the pages can be assembled into a class alphabet book.
• Purchase Wikki Stix®, or florescent, see-through book covers which can be used to highlight a
letter within text. The Willi Stix can be bent into the shape of a circle and the book covers can
be cut to size. Use these two devices to focus students' attention by placing the Wikki Stix around
or placing the book cover pieces on the letters you are referencing. This technique is highly
recommended when doing a shared reading with students. The teacher can highlight what he or
she is referencing, or he or she can have students hunt for examples of what he or she is
referencing and highlight the text in order to illustrate.
• Provide a cut out of the letter on which you are currently studying. Gather materials that begin
with that letter which the students can glue onto the letter cut out. For example, students can glue
buttons on the letter b or cotton balls on the letter c.

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#3707 Cut & Paste Language Arts


Phonics
Suggested Activities

(cont.)

(cont.)

• Have students practice distinguishing between long and short vowel sounds by playing this simple
game. The teacher will say a variety of long and short vowel words. When students hear long
vowel words, they stand up tall (long). When students hear a short vowel word, they crouch down
low (short). Read a variety of words containing long and short vowels, allowing enough time for

students to respond in between. After each word has been said and students have responded, say
each word slowly emphasizing the long or short vowel.
Create a list of the various letter combinations that can be used to get long vowel sounds for each
vowel. For example, a list of the long vowel i might include: i:e (VCV), ie, igh. Then list words
that have a long vowel under the appropriate heading.

VCV

i- e

ie

igh

bike

pie

night

dime

die

high

life

lie

bright

mile

tie

tight

• Create sound containers. Save plastic containers such as margarine tubs. Label each container
with a letter of the alphabet. Begin searching your house and classroom for small objects to put
in each container. The objects go in the letter container that corresponds to the first sound of the
object. Try to find at least five objects for each container. Then, when you are introducing a
letter and its sound to students, you will have a container of objects that begin with that letter and
sound to illustrate your point. You may even choose to create a container for consonant digraphs
and consonant blends. Be on the constant lookout for new objects to place in your containers.
• Read books with alliteration that correspond to your current letter of study. There are many great
book titles available that emphasize particular sounds within the alliteration pattern of their text.
For example, Some Smug Slug (Harpercollins Juvenile Books, 1996) and Four Famished Faxes
and Fosdyke (Harper'Trophy, 1997) by Pamela Duncan Edwards are excellent references.
• Use your library as a resource to locate book titles related to the letters or sounds you are
teaching. Create a list of all of the words from the book that begin with your letter of study. YOLI
may even wish to have students illustrate each word and then compile the pages into a class book.

#3707 Cut & Paste Language Arts

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Phonics-Initial

Sounds

Animal Sounds
Directions: Cut out the animal picture cards at the bottom of the page. Say the
name of the animal and listen for the beginning sound. Decide with what letter
the animal begins and glue under that letter.

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#3707 Cut & Paste Language Arts


Phonics-Initial

Sounds

Same Sound
Directions: Cut out the picture cards at the bottom of the page. Glue each
card next to the picture that starts with the same sound.

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Phonics-Initial

Sounds

Changing Beginning Sounds
Directions: Create rhymes by changing the beginning sound of the words in
each sentence. Cut out the picture cards below. Glue the picture cards in the
correct place to show rhyming words. Write the new rhyming word on the line.

can into

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#3707 Cut & Paste Language Arts


Phonics-Initial

Sounds

Sound It Out
Directions: Look at each picture. Determine the beginning sound of each
picture. Put those beginning sounds together to make a new word. Cut out the
word cards at the bottom of the page, and glue the new word in the correct
place. The first one is done for you.

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Phonics-Ending

Sounds

Word Endings
Directions: Cut out the letter cards at the bottom of the page. Glue the ending
letters in the correct places.

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#3707 Cut & Paste Language Arts

Phonics-Ending

Sounds

Same Ending
Directions: Cut out the picture cards at the bottom of the page. Glue the
pictures under the word whose letter shows the ending sound of the word.

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Phonics-Beginning

and Ending Sounds

Match Up!
Directions: Cut out the letter cards at the bottom of the page. Spell the words
by gluing the beginning and ending letters in the correct places.

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Phonics-Medial

Sounds

Vowels in the Middle
Directions: Cut out the picture cards at the bottom of the page. Say each
word. Listen for the middle sound in each word. Glue the word cards under the
correct vowel heard in the middle of each word.

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Phonics-Medial

Sounds

Long or Short?
Directions: Cut out the picture cards at the bottom of the page. Say each
word. Determine whether the vowel sound is long or short. Glue the picture
cards in the correct places.

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#3707 Cut & Paste Language Arts

Phonics-Medial

Sounds

Turn Short to long
Directions: Look at each picture below. Read the short vowel word. Determine
what the word would be if the vowel were long. Cut out the picture cards at the
bottom of the page. Glue the long vowel picture next to the short vowel word.
Write the long vowel word by adding an "e" to the end of the short vowel word .

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Short Vowel

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Phonics-Medial

Sounds

Add a Silent E
Directions: Cut out the letter flaps at the bottom of the page. Put a small

amount of glue on the area that says "Glue." Attach the letter flaps on the glue
area so that the letters can be flipped up. Keep the flaps up. Read the short
vowel word. Then flip the letter flap down and read the long vowel word.
Glue.

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mad
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Phonics-Consonant

Digraphs

Fish Bowls
Directions: Cut out the fish cards at the bottom of the page. Glue the fish in
the "sh" fish bowl or the "th" fish bowl based on the beginning sound of the
picture.

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Phonics-Consonant

Blends

Blending It!
Directions: Cut out the picture cards at the bottom of the page. Glue the
picture cards under the correct blends below.

cr

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#3707 Cut & Paste Language Arts


Phonics-Consonant

Blends

Directions: Cut out the coconut picture cards at the bottom of the page. Glue
the coconuts on or under the tree whose letters show the correct blend in the
picture cards.

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Parts of Speech

Suggested Activities
Below are suggested activities that can be used throughout the unit of study.
• Any of the books from the I Spy series (written by Jean Marzollo and photographs taken by
Walter Wick) published by Cartwheel Books are an excellent way to introduce nouns. All of the
objects students have to search for in the books are nouns. Follow up a reading of one of the
books by having students create their own page for a class I Spy book. A theme can be chosen for
their page, or the page can be eclectic. Students can draw or paint their own pictures or cut
pictures out of an old magazine. Each student should include a sentence at the bottom of his or
her page challenging the reader to find certain objects "hidden" on the page. The sentence format
from the book can be followed. When all of the student pages are complete, bind the pages
together in the form of a class big book. Students will love to look at this big book of nouns.
• Create a poster that illustrates the different types of nouns. Label a piece of chart paper with the
title "Nouns: Naming Words." Divide the bottom portion of the chart paper into three sections.
Label the sections the following: person, place, and thing. Have students look through magazines
to find pictures of people, places, and things. Students cut out the pictures and glue them in the
appropriate column. Use a black marker to label the each picture. Return to the poster when
students learn about adjectives. Have students think of an adjective to describe each noun. Write
the adjective on the chart paper in front of the noun it describes.
• Playa game commonly played at baby showers and wedding showers. Place a variety of different
objects on a tray. Each of the objects is a noun. Decide how many objects based on the age of
your students. For younger students, you may want to only place about 8-10 objects on the tray.
If you have older students, you may want to place 20-25 objects on the tray. Allow students to
look at the tray for about one minute. Then cover the tray or remove it from sight. Ask the
students to write down all of the objects they remember from the tray. Students get one point for
each noun they correctly remembered. The game can also be played in which students can earn a
bonus point for each adjective they use to describe each noun. The student with the most number
of points can create the next tray of objects. All students will be winners as they practice nouns
and adjectives.
• When introducing adjectives to students, playa game of "I Spy." The person giving the clues
must choose a mystery object and then provide adjectives to help students try to identify the

mystery object. One clue should be given at a time. For example, if the object is a flag, the
student could say, "I spy something in the room that is rectangular" or "I spy something in the
room that is red, white, and blue." The student continues giving clues until the guessing students
have figured out the mystery object. The student who figures out the mystery object is the next to
provide clues.

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#3707 Cut & Paste Language Arts


Parts of Speech (cont.)
Suggested Activities

(cont.)

• Write a sentence on the board that has the three types of nouns in it. A list of suggested sentences
is below. Have students change the sentence by changing the nouns in the sentence. The sentence
still has to make sense or if you choose, the sentence can be a silly sentence. Challenge students
to create as many sentences as they can.
The man went to the store to get shoes.
person
place
thing

The teacher went to the office to get pencils.

The gill rode the swings at the park.

person
thing
place

The baby rode the stroller at the mall.

The banana was eaten at school by the boy.
thing
place
person

The spaghetti

was eaten at home by grandma.

• Often when writing sentences, we seJect one or two adjectives to describe a noun. In fact, most
nouns can be described in lots of different ways. Give your students "The Challenge of 15."
Provide a noun (it could be a person, place, or thing) for students to describe. Each time you do
this activity, try to think of fifteen adjectives that can be used to describe the noun. For example,
you can bring in a teddy bear and have students think of obvious and unusual ways to describe the
teddy bear. Chart obvious adjectives such as color, size, shape, and number first. Then challenge
students to describe things such as texture, use, weight, etc. Chart student ideas and keep posted.
You will be surprised how often students refer to the chart and include a variety of adjectives in
their own writing. Stretch students' minds by bringing in objects that me unusual or objects with
which students may not have had experience. Antiques are great for this. (Try bringing a record
player or typewriter to class!)
• Help children understand what a verb is by having them move in response to verb word cards.
Create a stack 3" x 5" (8 ern x 13 ern) index cards with a verb written on each one. You will want
about 8-10 verbs each time you do this activity. Place the cards upside down on a tabJe. Select a
card and read it out loud. Students move in response to the word that is on the card. Begin with

common verbs such as: skip, run, jump, sing, and dance. As students become familiar with what
a verb is, expand students' vocabulary by including some unusual verbs such as the following:
slither, prance, and trot. Once adverbs have been introduced to students, make a separate stack of
adverb cards. Then select one adverb card and one verb card. The verb card will tell the students
what action to do; the adverb card will tell the students more about how to do it.

#3707 Cut & Paste Language Arts

22

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Parts of Speech (cont.)
Suggested Activities

(cont.)

• Divide a piece of paper by folding it into eighths. Provide a list of verbs for students to illustrate.
Students must write one verb in each of the folded sections of the paper and then use either stick
figures or their own drawings to ilJustrate the action of the verb. Either provide additional verbs
for students to illustrate on the back of the paper or challenge students to write sentences, one for
each verb that was illustrated on the front.
• Locate two beach balls or playground balls. Label one ball "noun" and the other ball "verb" with
a permanent marker. Situate students in a circle and begin passing the balls from student to
student. At a given signal such as a whistle or when music begins or stops, the two people
holding the balls must provide words for a sentence. The person with the ball labeled "noun"
begins a sentence by providing a noun. This person will probably have to provide an article as
well, such as a or the. The person with the ball labeled "verb" must complete the sentence by
providing a verb. Once the noun and the verb have been provided, all of the children in the circle

recite the sentence together. Then begin passing the balls again. Play for a predetermined amount
of time or a predetermined number of sentences. Once students have been introduced to
adjectives and adverbs, label balls with these two parts of speech and create longer, more
descriptive sentences.
• Create a list of very common verbs such as the foJIowing: run, eat, and talk. Challenge students
to think of other verbs that show the same meaning, but also show creativity in writing. For
example, other verbs that can be used for run include the following: sprint, race, gallop, and dart.
If appropriate, teach students how to use a thesaurus to find alternative words that can be used in
place of a given word. Chart student responses or results from the thesaurus and display in the
classroom.
• Provide simple sentences for students to practice expanding by adding either an adjective, an
adverb, or both. Students should write their sentences on a piece of paper and then circle the
adjectives with a blue color pencil or crayon, and the adjectives with a red color pencil or crayon.
Some sample sentences are provided below.
The cat ran.

The black cat ran away.

My mom sang a song.

My talented mom sang a song.

Jerry rode the bike.

Jerry quickly rode the blue bike.

She ate popcorn.

She ate buttered popcorn.

We love movies.

We really love scary movies.

• Use a permanent marker to label a beach ball with the parts of speech your class has been
practicing. Toss the beach ball around a circle from student to student. When a student catches
the beach baJl, the place his thumb lands is the part of speech for which he must provide a word.
For example, if the student's thumb is on the word adjective, he must provide an example of an
adjective.
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#3707 Cut & Paste Language Arts


Parts of Speech (cont.)
Suggested Activities

(cont.)

2.

1.

• Create a step-by-step book illustrating the parts of
speech. Determine how many pages you want in
your book (one page per part of speech you want
to include plus a cover/title page). You will need
half the number of pieces of construction paper as

you want pages in the book. For a book with
3.
4.
staples
eight pages, you will need four pieces of
AJectill9S
construction paper. Have students place the four
Verbs
sheets of construction paper (9" x 12" or 23 ern x
30 em) on top of one another, overlapping the
Articles
ends. Direct students to hold the pages together
and fold the pages over to create four more
overlapping pages. Help students staple the inside' fold, and fold the pages back down. Label the
cover of the book "Parts of Speech." Label each step with a different part of speech. On each
page, provide a definition and examples of the part of speech listed.

I_I

Parts of Speech
Nouns

Adverbs

Pronouns

Prepositions

• Have students create their own Silly Sentence book. Reproduce page 25 as the cover of the book.
Place as many plain sheets of paper behind the cover as you would like in your book. Fold the

book in half along the fold line. Cut along the dotted lines. Write the part of speech indicated on
the cover on each of the pages that follow. Read the sentences in your book in any order by
flipping the various sections.
1. Put plain paper behind the cover.

2. Fold along the solid line.

3. Cut along the dotted line.

4. Write a word for the part of
speech that is on the cover under
each subsequent page.

Read the silly sentences in any order by flipping the various pages. Create your own variations on
the book by changing and rearranging the parts of speech.
Try these:

#3707

Article
Pronoun
Article

c,« & Paste Language Arts

Noun
Verb
Adjective

Verb

Adverb
Noun

Adverb
Verb
24

Preposition

Article

Noun

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