Teacher’s Guide - Knowledge...

© Vivendi Universal Interactive Publishing Reading Blaster™ Ages 6–9and/or its subsidiaries. All Rights Reserved.

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Teacher’s Guide

READING BLASTER™ AGES 6–9

0361901


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Author

Deborah Shepherd Hayes

Design and Layout

Pam Wissinger

Editors

Deborah Cherlin, Ed.M.Joe Skelley


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4 Program Overview

5 Introduction

6 Unit 1: Phonics Focus

Activity 1 – Sound MatchActivity 2 – Rhyme TimeActivity 3 – Double TroubleActivity 4 – The Silly CatActivity 5 – A Couple of CoupletsActivity 6 – A Bumpy Space Flight

20 Unit 2: Word-Building Focus

Activity 1 – Name That Sound!Activity 2 – Detective DareActivity 3 – Build a WordActivity 4 – Catch a CompoundActivity 5 – It’s Show Time!

33 Unit 3: Reading Comprehension Focus

Activity 1 – Paste It Up!Activity 2 – Name That WordActivity 3 – The Old HouseActivity 4 – Earth VisitActivity 5 – Your Brain

48 Unit 4: Gladiator Grab Bag

Activity 1 – Match Up (Phonics)Activity 2 – Crazy and Cool Commercials (Oral Language)Activity 3 – Idiom and Compound Word Books (Word Building)Activity 4 – Perplexing Puzzles (Reading Comprehension)


Table of Contents

Reproduction of these pages by the classroom teacher for use in the classroom is permissible. The reproduction of any part of thisbook for an entire school or school system or for commercial use is strictly prohibited.


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Activity Components

Commercial Studio – Create your own inter-galactic multimedia advertisements.

Word Zapper – Use your phonics, spelling andword-building skills to protect yourspaceships from falling meteors.

Media Madness – Match sound and visualclues to text in this fast-paced TV-stylegame.

Get a Clue – Find the audience member whoholds the key to the puzzle room by deci-phering text-based clues.

Puzzle Room – In this final round of Get aClue, solve puzzles based on word rela-tionships.

The Final Showdown – It’s a race to the finishbetween you and your opponent.

Adventure Stories – Read three excitingadventure stories. You choose the direc-tion the story will take at the end ofeach chapter.

Curriculum Skills

• Word Building

• Prefixes and Suffixes

• Compound Words

• Reading Comprehension

• Inferences and Deductions

• Idiomatic Expressions

• Context Clue

• Drawing Conclusions

• Chapter Reading

• Writing

• Spelling

Special Features

• Lively, entertaining characters

• High degree of interactivity

• Nine levels of difficulty

• Three skill areas

• Print Kit

• On-line chapter reading

• Teacher Control Panel to focus onspecific skills



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You have tuned in to the IntergalacticReading Network, where the universallypopular game show “Challenge of theReading Gladiators” invites you totest your students’ skills in a varietyof puzzles and reading situations! MeetIke and Rita Cuecard, the entertaininghosts who will guide contestantsthrough the show.

Reading Blaster™ Ages 6–9activities ask students to constructwords from phonetic and contextualclues, match sound clues to visual cues and text, understand and applyidiomatic expressions, and make relationship connections betweenwords. Students will enjoy reading thethree Adventure Stories, in which theydetermine the course of the story.

This teacher’s guide provides meaningfuloff-line activities that complement thecomputer program. Each lesson can beused as an introduction to a given skill,or as a follow-up to one of the computeractivities.

There are three distinct skill areas inReading Blaster Ages 6–9: phonics, wordbuilding, and reading comprehension.

Choose one of three difficulty levels toprovide students with just the rightdegree of challenge. The program can beplayed by individual users or partners.With the aid of a large-screen projectiondevice (e.g., LCD panel, LTV card), theentire class can participate in bothreading the adventure stories and theexcitement of the game show. Watchyour students sharpen their readingabilities and build their confidence asthey journey into the intergalactic worldof Ike, Rita, and the Blaster Pals. Enjoythe fun, challenges and learning opportu-nities of Reading Blaster Ages 6–9!

INTRODUCTIONABOUT

The program’s rich multimedia environ-

ment includes graphics, music, sound

effects, and visual and audio reinforce-

ments.

* * *


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UNIT 1: PHONICS FOCUS

The activities in Unit 1 address three skill levels and aredesigned to strengthen students’ ability to construct words,recognize letters and letter relationships, and understandwords in context.

Learning Objectives

• To identify the initial letter of a word based on a picture clue.• To determine the missing letters of a word using contextual

clues.• To understand the couplet form of poetry and write

couplet poetry.• To understand word relationships and patterns.

Link

• Activities: Media Madness, Word Zapper • Skill Area: Phonics• Levels: Easy, Medium, Hard

Unit 1 Activities

Activity 1: Sound Match (Easy, Skill-Based)Activity 2: Rhyme Time (Medium, Skill-Based)Activity 3: Double Trouble (Hard, Skill-Based)Activity 4: The Silly Cat (Easy, Reading/Writing-Based)Activity 5: A Couple of Couplets (Medium, Reading/Writing-Based)Activity 6: A Bumpy Space Flight (Hard, Reading/Writing-Based)


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UNIT 1: PHONICS FOCUS Activity 1Sound Match

SummaryStudents will identify the object represented by the picture in eachbox, then name the beginning letter of the object. Students will thencircle the correct letter.

LinkActivity: Media MadnessSkill Area: PhonicsLevel: Easy

Materials• Copy of Sound Match activity sheet, pg. 8, for each student• Pencil for each student• Crayons for coloring the pictures (optional) for each student

Instructions

Use this activity as an introduction to the Media Madness activity or as afollow-up after students have played the game.

• As an introductory activity, choose several objects in the classroom and setthem on a table for all students to view. Examples of objects could be a book,ball, lunch box, coat, crayon and paintbrush. Ask students to identify eachobject, then name the beginning letter of the object.

• As a follow-up activity after students have played Media Madness, encour-age them to discuss their experiences. Distribute copies of the Sound Matchactivity sheet, pg. 8, for students to complete.

Answer Key1. B 2. D 3. B 4. H 5. W6. K 7. R 8. D 9. F


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O C D

UNIT 1 ACTIVITY 1

Sound Match Name______________________

Look at each picture and say the beginning sound. Circle the letter that matches that sound.

1 2 3

4 5 6

7 8 9

B D P Z M B

L T H F W Q Y N K

G R S D B L J I F


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UNIT 1: PHONICS FOCUS Activity 2Rhyme Time

Summary

Students will read sentences that offer clues for finding a rhyming word.Then they will fill in the missing letters to complete each rhyming word.

Link

Activity: Word ZapperSkill Area: PhonicsLevel: Medium

Materials

• A copy of Rhyme Time activity sheet, pg. 10,for each student

• Pencil for each student

Instructions

Use this activity as an introduction to the Word Zapper activity or as a follow-upafter students have played the game.

• Write the words flag and tree on the chalkboard. Ask students to volunteerrhyming words for each. As they share their words, record their responsesbeneath each word.

• Point out the similarities in letter patterns and placement of letters. Ask thestudents to create and orally share sentences using the recorded words.

• Distribute copies of the Rhyme Time activity sheet, pg. 10, for students to complete. Depending on the ability level of your students, you may want to blockout the word box before reproducing the page.

Answer Key (Note: Accept reasonable and creative answers.)

1. yawn 2. match 3. paint 4. petal 5. purse6. shout 7. spring 8. speak 9. quake 10. thread


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UNIT 1 ACTIVITY 2

Rhyme Time Name ____________________

Read the sentences for clues. Then fill in the missing letters to complete thecorrect word. If you need more clues, look at the word box below.

Find the rhyme if you have the time.

1. Make a word that rhymes with dawn. __ a __ n

2. Make a word that rhymes with patch. __ a t__ __

3. Make a word that rhymes with faint. __ a __ n __

4. Make a word that rhymes with metal. __ e t __ __

5. Make a word that rhymes with nurse. __ __ r s __

6. Make a word that rhymes with pout. __ __ o u __

7. Make a word that rhymes with string. __ __ r i __ g

8. Make a word that rhymes with leak. __ __ e a __

9. Make a word that rhymes with rake. __ __ a k e

10. Make a word that rhymes with bread. __ __ __ e a __

quake petal speak threadmatch purse spring yawnpaint shout


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Instructions

Use this activity as an introduction to Media Madness activity or as a follow-upafter students have played the game.

• Write the following couplet on the chalkboard:For school yesterday, I dressed spooky and ghoulish;But it wasn’t Halloween, so I just looked foolish.

• Ask the students to identify the rhyming words (ghoulish, foolish).

• Tell the students that this sentence is a type of poetry called a couplet. Explain that a couplet occurs when two sentences rhyme.

• Next write this couplet on the board:“Watch this,” said my friend, and then with a _______,he made sounds like a guppy and started to _______.

• Ask the students to brainstorm some rhyming words which could appropriatelycomplete the rhyme (e.g., giggle, wiggle).

• Distribute copies of the Double Trouble activity sheet, pg. 12. Remind students tocross out words as they select them from the word box.

Answer Key (Note: Accept reasonable and creative answers.)1. moose, caboose 4. laugh, giraffe 7. tonight, impolite2. sailor, tailor 5. hazy, crazy 8. table, stable3. Zoo, kangaroo 6. vent, scent 9. fright, light

10. struggle, juggle

UNIT 1: PHONICS FOCUS Activity 3Double Trouble

Link

Activity: Media MadnessSkill Area: PhonicsLevel: Hard

Materials

• Copies of Double Trouble activitysheet, pg. 12, for each student

• Pencils for each student

Summary

Students will read couplets that are missing the finalwords. From a box of rhyming words, students will choosethe most appropriate words to complete the rhymes.


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UNIT 1 ACTIVITY 3

Double Trouble Name ____________________

Pick the words to complete the couplet. Cross out words in the box as you use them.

1. I couldn’t believe it when I saw a ___________riding into the town on a bright red ___________.

2. “My pants are too long,” complained the __________.“Then I’ll make them shorter,” responded the __________.

3. The wall is too short at the National ___________. I should know because I’m an escaped ___________.

4. While on my safari, I started to ___________.I’d never before seen a short-necked ___________!

5. The room spun around and the light became __________.Was it all a bad dream, or was I going __________?

6 I smell something yummy through the kitchen ___________It’s chocolate-chip cookies, my favorite ___________!

7. Mom asked me again at dinner ___________,“Please stop making those noises, it’s so ____________!”

8. The horses sat down and played cards at the __________as soon as the farmer walked out of the ____________.

9. When I saw the shadow I screamed out with __________, but it was just my own hand in front of the ___________.

10. Beanbags and baseballs aren’t much of a ____________,but three baby rhinos are too much to ____________!

caboose

crazy

fright

giraffe

hazy

impolite

juggle

kangaroo

laugh

light

moose

sailor

scent

stable

struggle

table

tailor

tonight

ventzoo

Rhyme Time


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Instructions

This activity utilizes several of the words from the easy level of Word Zapper in thephonics mode. It can be used as an introduction or as a follow-up to computer time.

• Distribute copies of the Silly Cat activity sheet, pg. 14. Depending upon the read-ing level of your students, you may need to read the rebus story to them.

• Before reading the story, ask the students to identify the pictures. Tell themthat this is a silly story and that real cats would not behave like the cat in thestory. Read the story several times with the students, having them say the wordfor each picture.

• After the story, students will identify and record the beginning letter for eachrebus picture.

Extension Activities

• Have students create their own rebus stories by utilizing vocabulary or phonicswords of your choice.

• Students could write a silly rebus story about an animal of their choosing.

• Host a Silly Cat art contest where students draw their interpretations of thecat in the story.

Link

Activity: Word ZapperSkill Area: PhonicsLevel: Easy

Materials

• Copies of the Silly Cat activitysheet, pg. 14, for each student

• Pencil for each student• Crayons (optional)• Colored pictures (optional)

UNIT 1: PHONICS FOCUS Activity 4The Silly Cat

Summary

Students will read a story about a silly cat using rebuspictures for clues. Then they will identify and record theinitial consonant letter for each rebus picture.

Answer Key – cat, drum, bone, doghouse, frog, corn, hat, wig, cat


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I have a silly . She likes to bang on

her and chew on a .

She lives in a red

with a . Her favorite food is .

She wears a and .

My is very silly.

UNIT 1 ACTIVITY 4

The Silly Cat Name ______________________

Write the beginning letter for each picture.


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Instructions

Use this activity as an introduction to Media Madness or as a follow-up to computer time.

• Write the following couplet on the board:My favorite things, the best of all,Are my mitt, bat, and white baseball.

• Explain to the students that this is a form of poetry called a couplet. Ask themto identify the rhyming words. Tell them they will be writing their own couplets, butmust first create lists of possible rhyming words.

• Using copies of the Couple of Couplets Part 1 activity sheet, pg. 16, studentswill brainstorm and record related rhyming words in the appropriate boxes (forexample: Food – sweet, meat; merry, berry; jelly, belly).

• Using their brainstorming lists as a reference, students will then write coupletson copies of the Couple of Couplets Part 2 activity sheet, pg. 17. Studentsshould illustrate their couplets when finished. Encourage students to sharetheir couplets.

• As a culminating activity, create class books of poetry. Cut out the four rectan-gles on each of the student work pages. Divide them into the four categoriesand arrange them in a simple book made of construction paper. Alternatively,create an electronic book using a multimedia authoring software program.

Link

Activity: Media MadnessSkill Area: PhonicsLevel: Medium

Materials

• Copies of A Couple of Coupletsactivty sheets, pgs. 16–17, for eachstudent

• Pencils for each child• Crayons and colored pencils

UNIT 1: PHONICS FUN Activity 5 A Couple of Couplets

Summary

Students will learn how a couplet poem is created, and then brainstorm tosuggest rhyming words about given themes. Next the students will writefour couplet poems using words from their rhyme lists.


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UNIT 1 ACTIVITY 5

A Couple of Couplets Name______________________Part 1

The two lines above rhyme. Can you find the rhymingwords? They are “poet” and “know it.”

Two lines that end in rhyme are called a couplet.Couplets are a basic form of poetry.

animals food

sports school

Read the couplet below and circle the rhyming words.

I have a most unusual dog.He looks like a cat and croaks like a frog.

Now it’s your turn to write couplets. First make a list of rhyming words abouteach idea in the boxes below.

Rhyming Word List

You may be a poet,And not even know it!


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UNIT 1 ACTIVITY 5

A Couple of Couplets Name______________________Part 2

Animals

Food

Sports

School


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Instructions

This activity utilizes several of the words from the hard level of Word Zapper inthe phonics skill area. It can be used effectively as an introduction to WordZapper or as a follow-up to computer time.

• Ask students to share any experiences they may have had as passengers onan airplane. Tell the students that sometimes people are nervous about fly-ing. Tell them they will be reading a story about an air trip Ike and Rita aretaking, and that Ike is very nervous about flying.

• Distribute copies of the Bumpy Space Flight activity sheet, p. 19.

• Explain that the students will need to fill in the missing letters to completethe words in the story.

• Depending upon the ability level of your students, you may want to shuffle thewords below and post them for the students to use as a reference while theycomplete the story.

Extension Activity

• Once the story is complete, students should create their own sentencesrelating to the story using some of the newly formed words.

Link

Activity: Word ZapperSkill Area: PhonicsLevel: Hard

Materials

• Copy of A Bumpy Space Flight activity sheet, pg. 19, for each student• Pencil for each student

UNIT 1: PHONICS FOCUS Activity 6A Bumpy Space Flight

Summary

Using contextual clues, students will fill in missingletters of words in a story.

Answer Key – friend, station, weather, caught, motion, ghost, tense, thumb, scene, ground, pledge


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UNIT 1 ACTIVITY 6

A Bumpy Space Flight Name______________________

Ike and Rita decided to visit a__ r __ __ nd on another planet. At thespace rocket s __ a __ __on, Ike checkedthe w __ __ t __ er.

“Looks like we’ll be __ a __ __ ht in an asteroid storm,”he said nervously. Rita wasn‘t worried, though. She likedto travel with zipping speed and rocking__ __ t __ o __.

While traveling through space, Ike thought he saw a ____ os __ out the window. “You’re just toot __ __ s __,” Rita told him. “Relax and enjoy the flight.”

The rocket began to bump all about and make loudnoises. Ike was so scared he began sucking his__ __ __ m __! “You’re making a big s __ __ n __!” Ritayelled.

Once they landed safely on the planet, Ike happilystepped onto the g __ __ __ nd. He made a__ __ e __ ge to walk next time!

Ike and Rita are about to travel through space to visit another planet.Ike, however, does not like space travel and is really nervous. Fill in themissing letters to complete the story.


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The activities in Unit 2 address all levels and are designed tostrengthen students' ability to construct words, understandidioms of the English language, and read and understandwords in context.

Learning Objectives

• To identify a word based on an auditory clue.• To fill in the missing letters of a word using contextual clues.• To understand what compound words are and use them

appropriately in sentences.• To understand what idioms are and how they affect

language.

Links

• Activities: Media Madness, Word Zapper • Skill Area: Word Building• Levels: Easy, Medium, Hard

Unit 2 Activities

Activity 1: Name That Sound! (Easy, Skill-Based)Activity 2: Detective Dare (Medium/Hard, Skill-Based)Activity 3: Build a Word (Easy, Reading/Writing-Based)Activity 4: Catch a Compound (Medium, Reading/Writing-Based)Activity 5: It’s Show Time! (Hard, Reading/Writing-Based)

UNIT 2: WORD-BUILDING FOCUS


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UNIT 2: WORD-BUILDING FOCUS Activity 1Name That Sound!

Summary

Students will work in cooperative learning groups to match the correctwords to the corresponding sounds they hear. One team of students willcreate the sounds and another team will make the matches.

Link

Activity: Media MadnessSkill Area: Word BuildingLevel: Easy

Materials

• Several index cards• 1 copy each of pgs. 23–24• Scissors and glue• To prepare the game cards, reproduce pages 23 and 24. Cut out the squares, then

glue one square per index card. Or simply write the words onto index cards with amarking pen.

Instructions

• Tell the students they will be playing the Name That Sound! game. Knock on thedoor (or wall) and ask students to identify that sound. Explain that the gamewill be played in much the same way, with one group making sounds and anothergroup identifying them.

• Divide the class into groups of four students each. There should be an evennumber of groups. Select two groups to come to the front of the room. Group 1will be the Sound Makers, and Group 2 will be the Sound Namers.

• Pass out one Sound Maker card to each of the Sound Makers. Pass out thecorresponding Sound Namer cards to each of the Sound Namers.

Continued on page 22


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UNIT 2: WORD-BUILDING FOCUS Activity 1Name That Sound!

Instructions continued

• Going one at a time, the Sound Makers will make the sounds on their cards.After each sound, the Sound Namers will collectively determine which of theSound Namer cards matches the sound they heard. A match is made when thecorrect card is given to the Sound Maker. When all the groups’ cards have beenmatched, that round of play is over.

• At the end of a round, have the audience vote to determine if all the correctmatches have been found. Post the card matches on the board or in a pocketchart, then begin another round with two new groups of students and differentcards.

• As an additional activity, you or your students can make your own cards.

Answer Key

Sound Namer Sound Maker Sound Namer Sound Maker

1. bark barking2. bell ringing3. bird tweet-tweet4. buzz buzzing5. car vroom6. clap clapping7. cow moo8. cry crying9. duck quacking10. frog ribbit

11. horn beep-beep12. hum humming13. kiss kissing14. pony horse neighing15. sheep baa-baa16. sleep snoring17. snap snapping18. stomp stomping19. wind wind blowing20. zip zipping


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UNIT 2 ACTIVITY 1

Name That Sound!

Sound Namer Cards

clap

snap

bark

buzz

horn

sheep

wind

cow

zipcry

duck pony

kiss

bell

bird

sleep

car

hum

stomp

frog


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UNIT 2 ACTIVITY 1

Name That Sound!Sound Maker Cards

clapping

snapping

barking

buzzing

beep-beep

baa-baa

wind blowing

moo

crying

quacking

ringing

zipping

horse neighing

vroom

kissing humming

tweet-tweet stomping

snoring ribbit


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Link

Activity: Word ZapperSkill Area: Word BuildingLevels: Medium/Hard

Materials

• Copy of Detective Dare activity sheet, pg. 26, for each student• Pencil for each student

UNIT 2: WORD-BUILDING FOCUS Activity 2Detective Dare

Instructions

In this activity, students utilize several phonics rules and word relationships to complete the words. These include silent letters, diphthongs, synonyms,antonyms, and homonyms. Depending upon the ability level of your students,spend some time either introducing or reviewing these skills before administer-ing this activity.

You may want to use Detective Dare as a collaborative activity among students. Since the words used in the activity are from both the medium and hard levels of the program, it can be beneficial to pair students so thatthey may assist each other with reading and solving the words.

• Remind students that each letter or letter combination in the letter box is used only one time. They should check off the letters as they use them.

Summary

Students will read sentence clues, then choose from several letters andletter combinations to fill in the letters missing from the answer word.

Answer Key:

1. even 6. clothes 11. silence2. fancy 7. crease 12. knead3. father 8. drowsy 13. break4. find 9. enemy 14. enormous5. leave 10. flour 15. piece


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UNIT 2 ACTIVITY 2

Detective Dare Name______________________

Read the clue for each word. Choose from the box of letters at the bottom ofthe page to complete the words.

1. This is the opposite of odd. e __ e __

2. This is the opposite of plain. f __ nc __

3. This is another word for dad. __ ather

4. This is the opposite of lose. f __ nd

5. This is the same as go away. l ____ ve

6. This sounds like close. clo ____ e __

7. This is the same as fold. __ rea __e

8. This is the same as tired. dr ____ s __

9. This is the opposite of friend. en __ m __

10. This sounds like flower. fl ____ r

11. This is the opposite of noise. s __ len __ e

12. This sounds like need. ____ ead

13. This sounds like brake. br ____ k

14. This is the opposite of small. en __ rm ____s

15. This sounds like peace. p ____ ce.

a c c e ea ea f i i ie kn n oou ou ow s s th v y y y


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UNIT 2: WORD-BUILDING FOCUS Activity 3Build a Word

Instructions

Depending upon the reading ability of your students, this activity may be bettersuited for whole group instruction.

• Write the following words on the board: ship, sing, swim, tall, bark, bird, owl, park, rock, week

• Read and define the words with the students.

• Distribute copies of the Build a Word activity sheet, pg. 28. Read each cluewith the students. Ask them which word fits that clue. Students can usedecoding skills to deduce the missing letters in the word. Students shouldwrite the complete word on the line provided.

• The sentences at the bottom of the page are further reinforcement ofcomprehension and application of the words created.

Link

Activity: Word ZapperSkill Area: Word BuildingLevel: Easy

Materials

• Copy of Build a Word activity sheet, page 28, for each student• Pencil for each student

Summary

Students will read sentences for contextual clues and fill in the missingletters to complete words. Students will then use the words in relatedsentences.

Answer Key

1. ship 4. tall 7. owl 10. week2. sing 5. bark 8. park Sentences:3. swim 6. bird 9. rock week, ship, swim, bird, rock


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UNIT 2 ACTIVITY 3

Build a Word Name______________________

Read the sentences for clues. Then fill in the missing letters to complete eachword. Write the new word on the line.

1. Sail one across the ocean. s __ i __ __________________

2. You do this to a song. __ i __ g __________________

3. You do this in a pool. __ w __ m __________________

4. It means higher than most things. t __ l __ __________________

5. Dogs make this sound. __ a __k __________________

6. This animal can fly. b __ r __ __________________

7. This bird says, “Hoo–hoo.” o __ __ __________________

8. Swings and slides are here. p __ r __ __________________

9. This is a big stone. __ o __ k __________________

10. There are seven days in this. w __ __k __________________

Complete these sentences using the words you created.

1. A _______________ has seven days in it.

2. A _______________ sails across the ocean.

3. You can _______________ in a pool.

4. A _______________ is an animal that can fly.

5. A _______________ is a big stone.


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UNIT 2: WORD-BUILDING FOCUS Activity 4Catch a Compound

Instructions

Depending upon your particular language arts program, you may need to eitherintroduce or review compound words with your students.

• Write these words on the board: handbag, armchair, earring.

• Ask the students to read these words. Ask for student volunteers to circle thetwo different words within each word. Tell the students that compound words arewords which are made up of two words, forming a new word with a new meaning.

• Draw a picture of a hand coming out of a bag. Ask the students to describewhat they see. Tell them this is a silly representation of the word handbag.

• Ask for two other volunteers to draw silly pictures representing the words armchair and earring.

• Distribute copies of the Catch a Compound activity sheet, pg. 30. You may wantto list the answers out of sequence on the board, depending upon the ability levelof your students.

Link

Activity: Media MadnessSkill Area: Word Building Level: Medium

Materials

• Copy of Catch a Compound activity sheet, pg. 30, for each student• Pencil for each student• Crayons (optional) for students wishing to color their pictures

Summary

Students will learn how compound words are formed and identify severalcompound words from humorous pictures. Students will then create sentences using the compound words.

Answer Key bathrobe, carpool, butterfly, cowboy, toothbrush, firefighter, stagecoach,watchdog (Note: Accept reasonable answers for student sentences.)


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Write a sentence below for each of the compound words in the boxes.

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

5. ____________________________________________________________

6. ____________________________________________________________

7. ____________________________________________________________

8. ____________________________________________________________

UNIT 2 ACTIVITY 4

Catch a Compound Name______________________

Write the compound words for each picture below.

1 3 4

5 6 7 8

2


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Instructions

• You may need to introduce or review with your students what idioms are andhow they are used in language. For a quick review, write the following idiom onthe board: “I’m all thumbs.” Ask students to describe what this idiom means,and to offer examples of when it might be used in conversation. Tell the stu-dents this saying is an idiom. Explain further that sometimes in the Englishlanguage we say something we do not literally mean.

• Distribute copies of the It's Show Time! activity sheet, pg. 32, and tell thestudents Ike and Rita are having a conversation just before they tape anotheredition of Challenge of the Reading Gladiators. They use several idioms in theirdialog, and it is up to the students to determine which is the most appropri-ate idiom to use. Each idiom is used only once, so remind them to cross offeach idiom once it has been used.

• You may want to review the meaning of all the idioms included on the activitysheet before students complete the activity.

UNIT 2: WORD-BUILDING FOCUS Activity 5It’s Show Time!

Link

Activity: Media MadnessSkill Area: Word BuildingLevel: Hard

Materials

• Copy of It's Show Time! activity sheet, pg. 32, for each student• Pencil for each child

Summary

Students will read a story with dialog between two characters. Severalidioms are used in the dialog. Students will determine which idioms arethe most appropriate in the spaces provided.

Answer Key

1. hold your horses 2. pain in the neck

3. got a frog in my throat 4. fit as a fiddle 5. raining cats and dogs

6. time flies 7. foot in my mouth 8. piece of cake


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pain in the neck time flies hold your horsesfit as a fiddle raining cats and dogs foot in my mouthpiece of cake got a frog in my throat

UNIT 2 ACTIVITY 5

It’s Show Time! Name______________________

Use the idioms below to help Ike and Rita finish their conversation.

Ike and Rita were getting ready to host the Reading Gladiators game

show. “___________________, Rita!” Ike yelled. “You don’t have your hair

done yet.” Rita rolled her eyes at Ike and said, “You can be such a

________________! My hair has been done for hours.”

Ike took a long drink of water and coughed. “I think I’ve

____________________,” he said. Rita sat up straight and exclaimed,

“Well, I feel ____________________.” Ike explained that the big rainstorm

probably gave him a cold. “It was really __________________ last night,”

he remembered.

There were only a few seconds until show time. “Boy, I can’t believe

how ___________________,” Rita said as she looked at her watch. She

always gets a little worried before show time. “I hope I don’t put my

___________________,” she said nervously. Ike told her he hoped she

didn’t put her foot in his mouth. He patted her hand for reassurance and

said, “This will be a ____________________!”

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Unit 3 uses three skill levels and is designed to strengthenstudents' ability to construct meaning from visual and con-textual clues, and to read for the purpose of gathering ideasfor writing projects.

Learning Objectives

• To use visual clues to construct meaning.• To use contextual clues to construct meaning.• To demonstrate understanding of text by answering questions.• To understand and use text meaning as a springboard for

related writing.

Reading Blaster 3rd Grade Link

• Activities: Media Madness, Word Zapper• Skill Area: Reading Comprehension• Levels: Easy, Medium, and Hard

Unit 3 Activities

Activity 1: Paste It Up! (Easy, Skill-Based)Activity 2: Name That Word (Medium/Hard, Skill-Based)Activity 3: The Old House (Easy, Reading/Writing-Based)Activity 4: Earth Visit (Medium, Reading/Writing-Based)Activity 5: Your Brain (Hard, Reading/Writing-Based)

UNIT 3: READING COMPREHENSION FOCUS

@ Vivendi Universal Interactive Publishing Reading Blaster™ Ages 6–9and/or its subsidiaries. Al Rights Reserved.

@ Vivendi Universal Interactive Publishing Reading Blaster™ Ages 6–9and/or its subsidiaries. All Rights Reserved.

34

UNIT 3: READING COMPREHENSION FOCUS Activity 1Paste It Up!

Reading Blaster Ages 6–9 Link

Activity: Media MadnessSkill Area: Word BuildingLevel: Easy

Materials

• Copies of Paste It Up! activity sheets, pgs. 35–36, for each student• Pencil for each student• Scissors and glue• Crayons for coloring the pictures (optional)

Instructions

• Tell students they will be matching pictures to sentences about different top-ics. Write the words “The Crazy Farm” on the board. Ask students to sharewhat kinds of things they might see at such a place.

• Pass out copies of the Paste It Up! Part 1 activity sheets, pg. 35. Ask stu-dents to identify four pictures which could relate to a crazy farm scene. Followthe same procedure when introducing the other two topics, “Fun Snacks toEat” and “Work, Work, and More Work!”

• Depending upon the reading ability of your students, you may want to choosefrom several strategies when reading Paste It Up! Part 2, page 36. Some ofthese strategies might include whole group instruction, partner reading, orcooperative group reading.

• Once students have read the sentences in Paste It Up! Part 2, they will cutout and glue the matching pictures to the sentences. Some students maywant to color the pictures when they are finished.

Summary

Students will read topical sentences and match illustrations to wordsto demonstrate comprehension.

35@ Vivendi Universal Interactive Publishing Reading Blaster™ Ages 6–9and/or its subsidiaries. All Rights Reserved.

UNIT 3 ACTIVITY 1

Paste It Up! Name __________________________Part 1

Cut out the pictures below.


36

UNIT 3 ACTIVITY 1

Paste It Up! Name __________________________Part 2

Paste the correct pictures to the sentences you read.

The Crazy Farm

Fun Snacks to Eat

Work, Work, and More Work!

I see a fat pig. I see a big dog. I see a small cat. I see a wet duck.

I eat a sandwich. I eat pizza. I pop popcorn. I chew bubble gum.

I paint a wall. I fly a plane. I carry a bag. We mow the lawn.


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UNIT 3: READING COMPREHENSION FOCUS Activity 2Name That Word

Instructions

This activity can be used either as an introduction to the Word Zapper activityor as a follow-up lesson.

• Write this sentence on the board:The ________ just laid an egg.

• Ask your students to predict what word(s) could complete that sentence. Ifthere are several answers, determine the most popular answer. Most studentswill probably provide the word chicken. Tell students that by reading sentencesfor clues, it is often possible to find missing words.

• Write these two sentences on the board for more practice:The _______ flew the airplane above the clouds. (pilot)Watch the monkey eat the ________. (banana)

• Distribute copies of the Name That Word activity sheet, page 38, to the stu-dents. Point out that they will not only be completing sentences with words,but also filling in missing letters in those words.


Activity: Word ZapperSkill Area: Reading ComprehensionLevel: Medium/Hard

Materials

• Copy of Name That Word activitysheet, pg. 38, for each student

• Pencil for each student

SummaryStudents will read sentences and determine missingwords using contextual clues. Students will also fill inmissing letters for those words.

Answer Key

1. behind 4. coach 7. elephant 10. soldier 13. porpoise2. birthday 5. cream 8. family 11. stomach 14. restaurant3. chair 6. eight 9. scissors 12. adventure 15. satellite


38

UNIT 3 ACTIVITY 2

Name That Word Name __________________________

1. I was hiding the door. b e i d

2. Happy to you! i r d a y

3. Please sit still in your . a i

4. Our soccer gave us treats. c o

5. I love ice ! e a

6. Seven plus one equals . g h t

7. Watch the eat peanuts. l e a n t

8. There are five people in my . f m i

9. Cut the paper with . s i o r s

10. The brave fought in the war. s l d r

11. Is your full from eating so much? s o a c h

12. Let’s go on an ! a v e n u r e

13. The does tricks at the aquarium. p r p o s e

14. I ate dinner at my favorite . e s t r a n

15. The was launched into space. s t l l i e

Read the sentences and fill in the missingwords. Write the missing letters in the wordsnext to the sentences.

H e __ l o


39

Setup

For the Macintosh®:• Insert the program CD.• If you have not yet installed Acrobat Reader onto your computer, double-click

the Install Acroboat Reader icon.• Once the installation is complete, open up the Print Kit folder and double-click

the icon for Adventure Story 1, “The Spooky House.”

For Windows® 95/98:• Insert the program CD.• If you have not already installed your Print Kit, select the Print Kit Setup icon

in your Reading Blaster Ages 6–9 program group.• Once your Print Kit is installed, choose the icon for Adventure Story 1 to open

“The Spooky House.”

UNIT 3: READING COMPREHENSION FOCUS Activity 3The Old House


Activity: Print Kit Adventure Story 1,“The Spooky House”

Skill Area: Reading ComprehensionLevel: Easy

Materials

• Copy of The Old House activity sheet, pg. 41, for each student• Pencil for each student

Summary

Students will read Chapter 1 from AdventureStory 1, “The Spooky House”, then answercomprehension questions.


40

Instructions

This activity can be completed either at or away from the computer.

• Whole Group With Computer – If you have access to a large-screen computer projector (e.g., LCD panel,LTV card), the chapter can be read with the entireclass participating at the same time. Project theimage onto the screen and, from the Print Kit, accessAdventure Story 1, Chapter 1 of “The Spooky House.”You can read the story aloud, or you may choose tohave student volunteers do the reading. Once readingis complete, students can answer the comprehensionquestions on the Old House activity sheet, pg. 41.

• Whole Group Without Computer – From your Print Kit, open up AdventureStory 1, “The Spooky House,” and print one copy of Chapter 1. Reproduceenough copies for your entire class, and use the hard copies as you would a book. Once reading is complete, students can answer the comprehensionquestions on the Old House activity sheet, pg. 41.

• Individuals or Partners at the Computer – Students or pairs of studentstake turns at the computer(s) to read the story. They should bring copies ofthe Old House activity sheet, pg. 41, with them to the computer so they mayrefer to the text for help in answering the questions.

Answer Key

1. not afraid 4. behind a flowerpot 8. accept reasonable answers2. bats 5. living room (e.g., big vs. small, mean vs. nice)3. turned on his 6. kitchen

headlamp 7. accept reasonable answers

UNIT 3: READING COMPREHENSION FOCUS Activity 3The Old House


41

UNIT 3 ACTIVITY 3

The Old House Name __________________________

After you have read Chapter 1 of “The Spooky House,” answer thesequestions:

1. How did GC feel when she first saw the big old house?

________________________________________________________________

2. What did the Blaster Pals see fly out of the door of the house?

______________________________________________________________

3. How did Spot bring light to the old house?

______________________________________________________________

4. Where was the little ghost hiding?

________________________________

5. Where did the big ghost float to?

________________________________

6. Where did the little ghost float to?

________________________________

7. How are the ghosts different?

____________________________________________________________

8. Which ghost would you want to follow?

____________________________________________________________

Why? ______________________________________________________

____________________________________________________________


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UNIT 3: READING COMPREHENSION FOCUS Activity 4Earth Visit


Activity: Print Kit Adventure Story 2, “The Panther and the Dragon”

Skill Area: Reading ComprehensionLevel: Medium

Materials

• Copy of Earth Visit activity sheet, pg. 44, for each child

• Pencil for each child

Summary

Students will read Chapter 1 from Adventure Story 2, “The Panther andthe Dragon,” then answer comprehension questions.

Setup

For the Macintosh®:• Insert the program CD.• If you have not yet installed Acrobat Reader onto your computer, double-click

the Install Acroboat Reader icon.• Once the installation is complete, open up the Print Kit folder and double-click

the icon for Adventure Story 2, “The Panther and the Dragon”.

For Windows® 95/98:• Insert the program CD.• If you have not already installed your Print Kit, select the Print Kit Setup icon

in your Reading Blaster Ages 6–9 program group.• Once your Print Kit is installed, choose the icon for Adventure Story 2 to open

“The Panther and the Dragon”.


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UNIT 3: READING COMPREHENSION FOCUS Activity 4Earth Visit

Answer Key

1. rocket bikes2. dry and thirsty3. yelled in surprise and ran away4. boy, girl and robot would help

farmers find water

5. clouds can’t get over mountains6. big black cat and scary dragon7. tunnel, vines hanging from trees8. accept reasonable answers

InstructionsThis activity can be completed at or away from the computer.

• Whole Group With ComputerIf you have access to a large-screen computer projector (e.g., LCD panel, LTVcard), the chapter can be read with the entire class participating at the sametime. Project the image onto the screen and access Chapter 1 of AdventureStory 2, “The Panther and the Dragon.” You can readthe story aloud, or you may choose to have studentvolunteers do the reading. Once reading is complete,students can answer the comprehension questions onthe Earth Visit activity sheet, pg. 44.

• Whole Group Without ComputerFrom the Print Kit, open up Adventure Story 2, “ThePanther and the Dragon.” Print one copy of Chapter 1.Reproduce enough copies for your entire class, and usethe hard copies as you would a book. Once reading is complete, students cananswer the comprehension questions on the Earth Visit activity sheet, pg. 44.

• Individuals or Partners at the ComputerStudents or pairs of students take turns at the computer(s) to read thestory. They should bring copies of the Earth Visit activity sheet, pg. 44, withthem so they may refer to the text for help in answering the comprehensionquestions.


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UNIT 3 ACTIVITY 4

Earth Visit Name __________________________

After you have read Chapter 1 of“The Panther and the Dragon,”answer these questions:

1. What kind of vehicles did the Blaster Pals use on the roads of Earth?

____________________________________________________________

2. What did they notice about the plants?

____________________________________________________________

3. Explain what Ellen did when she met the Blaster Pals.

____________________________________________________________

4. What was the special story Ellen told the Blaster Pals?

____________________________________________________________

5. Explain why it never rained on the farms.

____________________________________________________________

6. What two pictures did Ellen and the BlasterPals find on the long wall?

____________________________________________________________

7. What two choices did Ellen and the Blaster Pals have for escaping thebig rolling rock?

____________________________________________________________

8. What choice for escape would you make? ________________________

Why? ______________________________________________________

____________________________________________________________


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UNIT 3: READING COMPREHENSION FOCUS Activity 5Your Brain

Instructions

This activity can be used either as an introduction to the adventure story “Dr. Dabble’sRevenge” or as a follow-up lesson once students have read part or all of the story.

Introductory Activity • Introduce your students to the Adventure Story characters GC, Blasternaut,

and Spot. Tell them that they will be reading about these three pals and theirwild adventures. Explain that they will read an excerpt from the story, thenbrainstorm ideas to write their own story.

Follow-Up Activity • After the students have read at least the first chapter of Adventure Story 3,

“Dr. Dabble’s Revenge,” give them plenty of time to brainstorm ideas for theirstories on copies of the Your Brain Part 1 activity sheet, pg. 46. If studentsneed more room, they can use the back of the page.

• Have students write their stories on copies of Your Brain Part 2, pg. 47. Havesome extra copies of pg. 47 for students who write more than one page.Encourage students to read their finished stories to the rest of the class. You may want to create a bulletin board display to exhibit student stories.Later you can compile the pages to create a class book.

Extension Activity• Have the students make their own “brain creations” from a variety of materials.


Activity: Print Kit Adventure Story 3, “Dr. Dabble’s Revenge”

Skill Area: Reading ComprehensionLevel: Hard

Materials

• Copies of Your Brain activity sheets,pgs. 46–47, for each student

• Pencil for each student • Crayons and colored pencils

SummaryStudents will read a short excerpt from one ofthe Reading Blaster Ages 6–9 stories, thenwrite their own related story.


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GC and Blasternaut rushed into Dr. Dabble’s laboratory, shouting, “Leave our friend alone!”

“Too bad,” said Dr. Dabble. “I put Spot into my giantrobot’s body. Your friend’s computer brain is pluggedinto my giant robot. Spot is under my control and mymonster robot is ready to go to work.”

The monster robot opened its glowing red eyes. It wasa very scary robot indeed.

UNIT 3 ACTIVITY 5

Your Brain – Part 1 Name __________________________

1. What “creature” would your brain be placed in? __________________

Describe the creature:__________________________________________

____________________________________________________________

2. What would be the first thing you would do inside this new body?

____________________________________________________________

3. How would others respond towards you?

____________________________________________________________

4. What would be the greatest thing about living inside this new body?

____________________________________________________________

5. What would be the most difficult?

____________________________________________________________

6. When would you return to your “normal” body? __________________

Imagine that YOUR brain has been placed inside a robot, a dinosaur, a car,your mom or dad, or maybe your favorite pet. What would your life be like?What kinds of things would you do? On the lines below, brainstorm some ideas about this crazy experience!


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UNIT 3 ACTIVITY 5

Your Brain – Part 2

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

__________________________________________________

__________________________________________________

__________________

__________________

by

__________________

__________________


48

The Gladiator Grab Bag unit offers three culminatingactivities for Units 1 through 3 and a lesson utilizing the program’s Commercial activity. The activities can be done byindividual students, partners, or cooperative learning groups.

Learning Objectives

• To identify the initial letter of a word based on a visual clue.• To identify rhyming words.• To express an opinion in a persuasive style.• To communicate information through an oral presentation.• To understand what idioms are and how they affect language.• To understand and form compound words.• To understand different relationships between words.

Reading Blaster Ages 6–9 Links

• Activities: Media Madness, Word Zapper, Get a Clue, Puzzle Room, Commercial Studio

• Skill Areas: Word Building, Phonics, Reading Comprehension• Levels: Easy, Medium, and Hard

Unit 4 Activities

Activity 1: Match Up (Phonics)Activity 2: Crazy and Cool Commercials (Oral Language)Activity 3: Idiom and Compound Word Books (Word Building)Activity 4: Perplexing Puzzles (Reading Comprehension)

UNIT 4: GLADIATOR GRAB BAG


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UNIT 4: GLADIATOR GRAB BAG Activity 1Match Up

Instructions

Levels of Play – There are two sets of Match Up cards for different ability levels.Level I is geared toward early readers and focuses on letter recognition. Level II isgeared toward students who read independently and focuses on rhyming words.

Setting It Up – Students will each have their own set of Match Up cards. Encouragestudents to personalize their card set by coloring the pictures and decorating theblank sides of the cards with a design, their initials, or favorite stickers. Once thecards have been cut and decorated, students are ready to play. Students can keeptheir cards in their envelopes.

How to Play – Students can play individually or with a partner. Cards should be mixed up or shuffled, then placed facedown on the desk or table. One turn consists of choosing two cards. The object is to find two cards that create a match.

• Player #1 turns over two cards. If a match is found, the card pair is removed from the game and counted as a point for the player. Player #1 then receivesanother turn as a reward. If no match is found, the cards are returned facedownto their original positions and the next player has a turn. Remind students thatit is important for them to pay attention to the content and placement of thecards for future selections. The game is played in this fashion until all the pairshave been located.

Extention Activity• Copy the blank card page to create your own cards that focus on a specific

vocabulary list or phonetic skill. Set these cards up at a learning center.

Materials

• Copies of the level-appropriate Match Up activity sheets, pgs. 50–54, for eachstudent. Cards should be copied onto cardstock.

• Scissors• Items to personalize and decorate cards (crayons, colored pencils, stickers) • One small envelope for each student

Summary

Students will match pairs of cards that focus on specific language skills.


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UNIT 4 ACTIVITY 1

Match Up Name __________________________Level 1, Part 1


51

UNIT 4 ACTIVITY 1


C D KL R NP F JH T G


52

UNIT 4 ACTIVITY 1


chair hair flake rake honey money

nail tale crawl tall plate date

stuck luck knee tea teach reach

string thing coast roast goose loose


53

UNIT 4 ACTIVITY 1


bear pear snake steak funny bunny

jail snail doll ball skate eight

duck truck tree bee beach peach

king ring ghost toast moose caboose


54

UNIT 4 ACTIVITY 1Match UpDesign Your Own Cards Name __________________________


55

Materials

• Copy of Crazy and Cool Commercials activity sheet, pg. 57, for each student• Pencil for each student • “Product” (each student will choose a product for an oral presentation)• Optional: Miscellaneous props for oral presentation


Activity: Commercial StudioLevels: Easy, Medium, Hard

UNIT 4: GLADIATOR GRAB BAG Activity 2 Crazy and Cool Commercials

Instructions

Written Activity• Discuss with students the important factors for a successful commercial

(getting attention, persuasion, making it interesting and entertaining).

• Tell them they will be writing commercials for two products; Honey Hunks Cerealand the Astro Blaster Rocket Car. Point out the importance of a beginning,middle, and end to their commercials.

• Distribute copies of the Crazy and Cool Commercials activity sheet, pg. 57.

• Read the following example to the students before they begin writing:Do you want a wacky way to start your day?You will not be able to get enough of these sweet treats.You will be crazy for crunch.These crunchy critters will knock you off your feet.Buy a bunch and get a crunch in every munch.

• When students have finished writing these two commercials, give them the opportunity to read them in front of the class (or in small groups).

Summary

Written Activity – Students will write a commercial for a product.Oral Activity – Students will create and present a commercial to an audience.


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UNIT 4: GLADIATOR GRAB BAG Activity 2Crazy and Cool Commercials

Instructions (continued)

Oral Language Activity• Conduct this activity after students have completed the writing activity

on pg. 57 and have had some time to explore the Reading Blaster Ages6–9 Commercial Studio activity.

• Students will create their own commercials from scratch, then present themto the class. Students can pick their own products (items from home orschool), or you could designate a few items (e.g., glue, math book, chair, ball,etc.) for students to choose from.

• The first step is for students to write their commercials using copies of theCrazy Cool Commercials activity sheet, pg. 57, as a guideline. Remind them to include a beginning, a middle and anend. Discuss the importance of voiceinflection and projecting enthusiasm for the product. Allow plenty of practicetime before the actual presentation.

• For the actual presentation, have students hold up the product for the audience to see. If you have access to a video recorder, videotape the presentations for students to view later.


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UNIT 4 ACTIVITY 2

Crazy and Cool Name __________________________Commercials

Your job is to write two terrific commercials sothat EVERYONE will want to buy these products!

Honey Hunks Cereal

Do you want a to start your day?

You will not be able to get enough of .

You will be .

These will knock you off your feet.

a bunch and get a crunch in every munch.

Here is your chance to bethe director of your veryown commercials!

Astro Blaster Car

Do you want to ?

This baby comes complete with .

This super sports car is .

A will fit just fine in this fancy flier.

Dump your dull dud and !


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UNIT 4: GLADIATOR GRAB BAG Activity 3Idiom and Compound Word Books

Instructions

• If you have access to a children’s book about idioms (see above), read it toyour students.

• Explain that idioms are sometimes used in the English language when we saysomething we do not literally mean.

• Write this idiom on the board:Leave no stone unturned.

• Ask students what they think this saying means.

• Tell them the actual meaning (“to exhaust all possibilities”), then ask them to describe what kind of picture this idiom might make (e.g., a person turningover several stones).

• Ask the students to share idioms they may know.

Materials (Use of materials will vary depend-ing upon whether you do a whole group pro-ject or individual projects.)• Copy of Idioms activity sheet, pg. 60,

cut into strips• Large sheets of white construction paper• Crayons, colored pencils, marking pens,

and other illustrating tools• Optional: A literature book illustrating

and describing idioms, e.g., In a Pickleand Other Funny Idioms, Marvin Terban,Clarion, 1987.

Summary

Students will create a book of idioms. This can be a class project, orstudents can make individual books. (The activity can also be doneusing compound words.)


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Class Idiom Book

• Using a copy of pg. 60, cut the idiom boxes into strips. Fold them and placethem in a container. Have each student select one idiom.

• Give each student a piece of construction paper. Students will each beresponsible for writing about their respective idioms, then providing a humorous illustration. For example, the idiom could appear at the top of the page, the picture could appear in the center, and the student’s writteninterpretation of the idiom could appear at the bottom.

• Have each student share his or her book page before collecting and binding all of the students’ work into a book for the class to enjoy. (This class bookcould also be made by using a multimedia authoring software program.)

Individual Idiom Book• Reproduce pg. 60 for each student. Each student will select several idioms to

use for his or her own book. Pages could be formatted as described above.

Alternative Activity • Follow the same instructions, substituting compound words for idioms.

See the Compound Words activity sheet, on pg. 61.

UNIT 4: GLADIATOR GRAB BAG Activity 3Idiom and Compound Word Books


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UNIT 4 ACTIVITY 3

A drop in the bucket.

Egg on your face.

Fit as a fiddle.

Hold your horses.

Pain in the neck.

Right-hand man.

You’re all thumbs.

I’m in a pickle.

Keep an eye out.

He cried his eyes out.

Read between the lines.

Splitting headache.

Don’t lose your head.

Fork in the road.

Frog in my throat.

He’s in the doghouse.

On top of the world.

Raining cats and dogs.

Time flies.

Cat got your tongue?

Money to burn.

Put your money whereyour mouth is.

Put your foot in your mouth.

You’re the apple ofmy eye.

Wear your heart on yoursleeve.

Fine kettle of fish.

Idioms


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UNIT 4 ACTIVITY 3Compound Words

backyard

butterfly

doorbell

raincoat

sunglasses

toothpaste

handbag

flypaper

shoehorn

bottleneck

stagecoach

timetable

carpool earring

watchdog

tailgate

firefighter

toothbrush

horseshoe

cowhide

arrowhead

armchair

sawdust

eggshell

cowbell

bathrobe


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UNIT 4: GLADIATOR GRAB BAG Activity 4Perplexing Puzzles

Instructions

Individual Student Activity• Have students cut out a puzzle and its pieces from a copy of one of the

Perplexing Puzzles activity sheets, pgs. 64–69. Then have them place the puzzle and its pieces in an envelope and label the envelope with the appropriate puzzle number.

• Do the same for a second puzzle and label the envelope.

• Tell the students that when putting the pieces together, they must think about how the words are related to each other. All the word pieces must berelated both vertically and horizontally. Word relationships can be rhymes, common first letters, or types of things (like sounds, flowers, or places).

• Be sure to provide students with the opportunity to explain the word relation-ships and why they chose to place the puzzle pieces where they did.

• As students become more competent with each puzzle, they can advance to the next puzzle level.

Materials

• Copies of puzzles of the appropriate level for each student from the PerplexingPuzzles activity sheets, pgs. 64–69. For durability, cards should be copied ontocardstock.

• Scissors• Two small envelopes for each student


Activity: Get A Clue, Puzzle RoomLevels: Easy, Medium, Hard

Summary

Students will complete hands-on word puzzles at three ability levels.The puzzles emphasize different relationships between words. (Note: This activity can be set up for individual students or as a learning center.)


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Learning Center ActivitySet up the Perplexing Puzzles as a student learning center for students to usewhen finished with their work.

• Reproduce one copy of each puzzle page onto cardstock, and cut out thepuzzle grids and their pieces. Place each puzzle grid and its set of piecesinto separate envelopes. Label all the envelopes with their respective puzzlenumbers.

• Fold a large piece of poster board so that the crease runs vertically. On oneside of the fold, glue the envelopes containing the puzzle grids. On the otherside, glue the envelopes with the puzzle pieces. On the back of the posterboard, glue a copy of the answer sheet, pg. 70, so students can check theirown work.

• Tip: On the back of each puzzle piece, write the correct puzzle number to keepthe pieces from being placed in incorrect envelopes.

UNIT 4: GLADIATOR GRAB BAG Activity 4 Perplexing Puzzles


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UNIT 4 ACTIVITY 4

Perplexing Puzzles – Easy Level

Puzzle 1

Cut out the pieces below.


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UNIT 4 ACTIVITY 4

Perplexing Puzzles – Easy Level

Puzzle 2



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Puzzle 3

UNIT 4 ACTIVITY 4

Perplexing Puzzles – Medium Level



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UNIT 4 ACTIVITY 4

Perplexing Puzzles – Medium Level

Puzzle 4



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UNIT 4 ACTIVITY 4

Perplexing Puzzles – Hard Level

Puzzle 5



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UNIT 4 ACTIVITY 4

Perplexing Puzzles – Hard Level

Puzzle 6



70

UNIT 4 ACTIVITY 4

Perplexing Puzzles – Answer Key

Puzzle 1 Puzzle 2

Puzzle 3 Puzzle 4

Puzzle 5 Puzzle 6

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