CHOOSING AND USING

DECODABLE TEXTS
Online Resources
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book
26 Guided Reading Phonics Scope and Sequence

48 Fluency Activity Checklist

50 Word-Sort Template

51 Word-Sort Sample: Short a

52 Word-Building Template

53 Word-Building Sample: Short a and o

54 Word Ladder Template

55 Read, Build, Write Template

56 Read, Build, Write Sample

57 Blending Line Templates for Grades K–2

59 Blending Line Samples for Grades K–2

66 Sound (Elkonin) Boxes

67 Dictation Template: Kindergarten

68 Dictation Template: Grade 1

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.

69 Grade 1 Phonics: Transfer Chart for Writing Notebook

78 Comprehension Questions Template

79 Decodable Text Lesson Planner

87 Decodable Mini-Book: Let’s Grow Them

95 Decodable Mini-Book: No Fun for Gus!

103 Decodable Mini-Book: The Three Little Pigs

111 Decodable Mini-Book: Root for the Team

119 Decodable Mini-Book: All Around the Farm

127 How to Make the Mini-Books

 Guided Reading Phonics Scope and Sequence
GUIDED RECOMMENDED NOTES MY DECODABLE READERS
READING PHONICS SKILL
LEVEL

A Alphabet Children read

patterned text to learn
(Basic letter sounds concepts of print and
and introducing the some basic high-
alphabet principle) utility sight words,
such as I, can, see.

B Alphabet Children read

patterned text,
(Basic letter but the phonics
sounds, highlighting instruction includes
awareness of short- the reading of simple
vowel sounds and 2- and 3-letter short-
securing knowledge of vowel words with
all consonant sounds) blending.

C Alphabet Children read

patterned text with
(Basic letter sounds some short-vowel VC
and emphasizing the and CVC words.
concept of blending
sounds to read words
using one or more
short vowels)

D Short vowels a, i Children begin

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 2

reading texts that

(Full blending and contain larger
mastery are expected numbers of decodable
from here on) words. Instruction
can also include
inflectional endings,
consonant blends,
and plurals.

E Short vowels o, u, e Instruction can also

include consonant
digraphs.
GUIDED RECOMMENDED NOTES MY DECODABLE READERS
READING PHONICS SKILL
LEVEL

F Final e Reinforce consonant

blends and consonant
(Use minimal digraphs.
contrasts to help
children grasp the
new concept:
hat/hate)

G Long vowels a, e Contrast short- and

long-vowel sounds.
(Multiple spelling
from here on)

H Long vowels o, i, u Instruction can also

focus on introducing
simple multisyllabic
words.

I r-controlled vowels Instruction can also

er, ir, ur, ar, or, ore focus on introducing

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 3
simple multisyllabic
Diphthongs words (e.g., words
oi, oy, ou, ow with inflectional
endings, simple
Variant vowels
prefixes, compound
oo, au, aw
words).

J–M Two- and three- Review one-syllable

syllable words words with short
vowels, final e, long
vowels, complex
vowels, diphthongs,
and r-controlled
vowels to ensure
mastery.
 Fluency Activity Checklist
Below are some additional routines and activities that will be helpful in building
children’s fluency using the decodable readers and other classroom books.
Also, continue to model fluent reading as you read aloud, pointing out specific
aspects of fluency.

• Focus on intonation and phrasing.

• Teach children how to use end marks to change how they read a
sentence and remind them to read dialogue the way the character
would have said the words.

• Pull out sentences from weekly readings, model one aspect of

fluent reading (e.g., intonation using end marks, phrasing based on
prepositions), and have children repeat/mimic your model. Continue
to reinforce that skill throughout the week’s readings.

ROUTINE AND WHAT TO DO

ACTIVITY

Introduce the echo-reading procedure you will use to model fluency

Echo Read
and practice repeated readings. Use one of the week’s stories to model.

In echo reading, you read a phrase or sentence in the text, then children
repeat it, mimicking your rate and intonation.

Use this technique to introduce children to a new text in future lessons.

Introduce the choral-reading procedures you will use to model fluency

Choral Read
and practice repeated readings. Use one of the week’s stories to model.

In choral reading, you guide children in an “out-loud” oral reading of

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 4

a text as a group. Remind them to “keep their voices with yours” as you
read with them.

Use this technique to engage children in repeated readings of future

connected text passages.

This fluency technique focuses on comprehension. Introduce one of the

 ral
O
Recitation stories you are reading with children this week. Read it aloud. Discuss
Lesson it and co-create a story summary with children. Then select one prosodic
element to model in the text, such as using end punctuation to vary
voice. Then have children practice reading sections of the text both
on their own and with your support. Finally, have them read sections
of the text aloud for the class. Monitor each child’s reading rate and
word accuracy.
ROUTINE AND WHAT TO DO
ACTIVITY

One of the most engaging ways to build fluency is through the use of
 eader’s
R
Theater Reader’s Theater passages. Children select parts to practice and read
aloud for the class. If no Reader’s Theater passages are available, choose
a selection from the week that contains a lot of dialogue or is easily
divided into individual parts.

Throughout the year, provide children with audio recordings of books

 udiobook
A
Modeling to listen to fluent models. Explain to children that they will listen to
how a good reader reads aloud and can use this model to improve their
own fluency.

Select an audiobook at or a bit above children’s reading level. Have

children listen to the audio recording as they follow along in the print
book. Tell them to stop at the end of each page or spread and reread
using the same pace, phrasing, and expression. They can listen to the
page as many times as needed to practice. Finally, have children read
the book and record their reading.

Explain to children that in order to be fluent readers, they need

 ral Reading
O
Modeling to pay attention to and practice the traits of skilled readers.
These include reading at the correct speed, reading the words in
a text with ease, and raising and lowering their voice appropriately
when reading.

Select a short story or passage from the week. Read it aloud expressively.
Discuss the passage. Create a one- to three-sentence summary. Discuss
elements of the text, such as reading dialogue as if it is spoken and the
difference between statements, exclamations, and questions.

Then prompt children to practice reading the selection with partners and

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 5
independently. Select children to listen to and record notes regarding
their intonation, rate, and accuracy.

Having children occasionally chart their own reading progress can be

 epeated
R
Readings highly motivating.
Chart
Have children read one of the week’s stories for one minute. Have them
mark where they stopped when the time ran out. Ask them to count the
number of words read. If available, guide them to chart the number on
a graph. Then, have children independently practice reading the passage
over the next couple days. At the end of the week, have them reread the
passage for one minute and mark where they stopped. Prompt them to
compare how much further they were able to read.
 Word-Sort Template
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 6

Teacher: Write the word-sort words and categories in the boxes. See the example on the following page.
 Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 7

man
can
bat
cat
Word-Sort Sample: Short a

__an

ran
fan
sat
__at

pan
mat

hat
 Word-Building Template
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 8

Teacher: Write the word-building letters in the boxes. Use no more than 10 letters.
See the example on the following page.
Word-Building Sample: Short a and o

a o s
t m p
n
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 9

Words: sat, mat, map, mop, top, tap,

pat, pan, man
 Word Ladder Template
Read the clues, then write the words.
Start at the bottom and climb to the top.
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 10

(Rasinski, 2005)
Read, Build, Write Template
Read each word. Build it with letter cards. Then write the word.

Read Build Write

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 11

Teacher: Write high-frequency words in the first column. See the example on the following page.
 Read, Build, Write Sample
Read each word. Build it with letter cards. Then write the word.

Read Build Write

the

is

like
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 12

see

t h e i s l k e
Blending Line Templates for Grades K–2
KINDERGARTEN
Line 1
(letter-sounds)

Line 2
(new skill, minimal
contrasts)

Line 3
(new skill)

Line 4
(review words)

Line 5
(challenge words)

Line 6
(connected text)

Line 7
(connected text)

GRADE 1
Line 1
(minimal contrasts—
new to known)

Line 2
(vary initial sound)

Line 3

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 13
(vary final sound)

Line 4
(mixed set, target skill)

Line 5
(review words for mastery)

Line 6
(review words for mastery)

Line 7
(challenge words)

Line 8
(connected text)

Line 9
(connected text)
 Blending Line Template (continued)
GRADE 2

Check Foundational Skills

Line 1

Line 2

Line 3

Transition to Longer Words

Line 4

Line 5

Challenge
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 14

Line 6

Line 7

Reading in Context

Line 8

Line 9
Blending Line Samples for Grades K–2
KINDERGARTEN
Line 1
(letter-sounds) h i a d

Line 2
(new skill, minimal hat sat mat cat
contrasts)

Line 3
(new skill) has hat his hit

Line 4
(review words) did mad fan can

Line 5
(challenge words) hats hits fans maps

Line 6
(connected text) Dad has a hat.

Line 7
(connected text) I hid it!

GRADE 1
Line 1
(minimal contrasts— hat hate tap tape bit bite
new to known)

Line 2
(vary initial sound) bake take cake hide side slide

Line 3

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 15
(vary final sound) cake came made make bite bike

Line 4
(mixed set, target skill) game race page time smile price

Line 5
(review words for mastery) sing catch bank when which lunch

Line 6
(review words for mastery) spring flip stop brick grass clap

Line 7
(challenge words) tapping taping backing baking shaking liking

Line 8
(connected text) Jane came over to skate with us.

Line 9
(connected text) Mike likes to ride his bike.
 Blending Line Template (continued)
GRADE 2

Check Foundational Skills

Line 1 lap clap back black lip flip

Line 2 rip drip cab crab tuck truck

Line 3 top stop sell smell sack snack

Transition to Longer Words

Line 4 spell spelling stack stacking cross crossing

Line 5 spot spotless frost frostbite drop droplets

Challenge
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 16

Line 6 classroom slippery springtime flashlight streetcar grasshopper

Line 7 playground blizzard president dragonfly crossword breakfast

Reading in Context

Line 8 Brad put a green and red flag on his truck.

Line 9 Stan got to swim on his trip to Florida.

 Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 17
Sound (Elkonin) Boxes
 Dictation Template: Kindergarten
Letter-Sounds
Listen to each picture name. Write the first letter of the picture name on the line.

1. 2.

picture picture

Words: Guided Practice

Listen to each picture name. Write the letter for each sound in a separate box.

3.

picture

4.
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 18

picture

Words and Sentence: Independent

Write the word and sentence that you hear.

5.

6.
Dictation Template: Grade 1
Words: Guided Practice
Listen to each picture name. Write the letter for each sound in a separate box.

1.

picture

2.

picture

3.

picture

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 19
Words and Sentence: Independent
Write each word and sentence that you hear.

4. 5.

6.
 Grade 1 Phonics: Transfer Chart
for Writing Notebook
Skill Mastery Examples Skill Mastery Examples

Short a Digraph sh,

Digraph th
(both sounds)

Short i
Digraph ch, tch,
Digraph wh

Short o

Digraph ng
(also cover nk)

Short u

Final e
(a_e, i_e)

Short e

Final e
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 20

(o_e, u_e, e_e)

l-blends

Single-Letter
Long Vowels
s-blends e, i, o

Long a (ai, ay)

r-blends
Grade 1 Phonics: Transfer Chart (continued)

Skill Mastery Examples Skill Mastery Examples

Long e (ee, ea) Diphthong /ou/

(ou, ow)

Long o (oa, ow)

Diphthong /oi/
(oi, oy)

Long i (y, igh)

Complex Vowel /â/

(au, aw, a [lk],
a[lt], a [ll ])

Long u (u, ew, ue)

r-Controlled
are, air, ear

r-Controlled ar

Long i and o
(i [ld ], i [nd ],
o [ld ])

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 21
r-Controlled
er, ir, ur

Long i and o
(ie, oe)
r-Controlled
or, ore, oar

Long e
Short oo [book], (y, ey, ie, ei )
Long oo (oo, ou,
ew, ue, u_e)
[room]
 Comprehension Questions
Book Title:

1. This question focuses

children’s attention on
a word with the new
phonics skill.

2. This question directs

children’s attention to text
details and requires them
to provide text evidence to
support their answer.

3. This is a higher-order
thinking question.
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 22

4. This is a higher-order
thinking question.

5. This question connects the

story to children’s lives.
Decodable Text Lesson Planner
Book Title:

Focus Phonics Skill:

Decodable Words With Phonics Skill:

New High-Frequency and Story Words:

BEFORE READING
Academic Vocabulary Word About the Book:

• Define:
• Example:
• Ask:
English-Learner Supports (e.g., vocabulary to preteach):

DURING READING
Technique (choral read, echo read, whisper read):

AFTER READING
Comprehension Questions:

1. (focus on word with phonics skill)

2. (detail with text evidence)

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 23
3. (higher-level question)

4. (higher-level question)

5. (connect to children’s lives)

Writing Prompt:

Fluency Plan:
 24
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. Cut along dotted line.

My Words Root for

for
Let’s
RootGrow
are and in
grow big sit the
the Team
Team
Them
let’s can will by Nancy
byNancy
by Nancy Leber Leber
Leber
and Amy Levin
yes dig
you
P P oPon hn oicincsiscs
TM TM TM
hih ee
LtiltetlR
stsLt t Raedaede
t Little Rerasders
rs
FirFir Firs
-en -et
Ben get
ten wet

ISBN: 978-1-338-75006-5
ISBN: 978-1-338-75045-4
ISBN: 978-1-338-75045-4
italics = new high-frequency and story words
EAN

EAN
EAN

www.scholastic.com
ww.scholastic.com
www.scholastic.com
15 2
tomatoes
. See the big, red

seeds
,” said Ben. “Ten
“What’s that?” said Jess.

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. Cut along dotted line.

25
3 14
“Let’s grow them,” said Ben.
“Yes,” said Ben. “You will see.”
“Will they get red?” said Jess.
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.

26
13 4

“They will get big,” said Ben.

dig and dig.

Ben and Jess dig and dig and

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27
5 12
seeds
are in! The “Will they get big?” said Jess.
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28
11 6

hose
. Jess gets a
“They will grow,” said Ben. Ben gets a can.

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29
7 10
seeds seeds
get wet. The grow?” said Jess. “Will the
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30
9 8

They sit and sit. Ben and Jess sit and sit.

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31
 32
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My Words
his bit got
Root
Root for
for
No Fun
missed cap had the
the Team
forTeam
Gus!
then Dad in
by
by Nancy Nancy
byNancy
Leber Leber
Leber
and Amy Levin
and fell leg
at get on
P h
P h
oPon hn oicincsiscs
TM
Uu
stsLtit ee
LtiltetlR R-ub
t Little Rerasdaedaede
ers -ug
rs TM TM
FirFir Firs
mud tub bug
stuck
-um -un -us
drum bun bus
gum fun ISBN: 978-1-338-75031-7
Gus
ISBN: 978-1-338-75045-4
ISBN: 978-1-338-75045-4
italics = new high-frequency and story words
EAN

EAN
EAN

www.scholastic.com
ww.scholastic.com
www.scholastic.com
15 2

“This is fun!” said Gus. “This is no fun,” said Gus.

Brumm! Brumm! Brumm! Gus missed the bus.

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33
3 14
“This is no fun,” said Gus.
His bun fell at lunch. “The drum!” said Dad and Gus.
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.

34
13 4

said Gus.
said Dad.
“Ummm,”
“Ummm,” “This is no fun,” said Gus.
A bug bit his leg.

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35
5 12
“This is no fun,” said Gus.
Gum got stuck on his cap. “WHERE IS MY DRUM?” said Gus.
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.

36
 37
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.
Then Gus fell in the mud. “I fell in the mud.
“This is no fun,” said Gus. Then I had to get in the tub.”
6 11
 38
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“A bug bit my leg. “Get in the tub,” said his dad.

Gum got stuck on my cap.” “This is no fun,” said Gus.

10 7
 My bun fell at lunch.” “THIS IS NO FUN!” said Gus.
“I missed the bus. “Where is my drum?”

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39
 40
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My Words
away I’ll one over toes
Root
Root
The for
for
Three
the Team
the Team
Little Pigs
ea ee -eat by Nancy
byNancy
a retelling Leber
Leber
by Gail Tuchman
leaped feet eat
mean o
hn
hhoPon
PP icincsiscs free heat
L
Lstitlte ie
tlR le
R
ttea R
see
edaee e
dra ers TM TM TM

Fiplease Ftiirt
rFsitrsL sdrs
read sleep
three

Story Words: blow, chimney, Wolf ISBN: 978-1-338-75035-5

ISBN: 978-1-338-75045-4
ISBN: 978-1-338-75045-4
italics = new high-frequency and story words
EAN

EAN
EAN

www.scholastic.com
ww.scholastic.com
www.scholastic.com
 41
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.
But Mean Wolf leaped out and
ran free. He did not come back for
the little pigs three.
Three little pigs set out to see
the land. Pig One met a man with
cut grass and said, “Please sell me
some grass to make a home.”
2 15
 42
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“Grass won’t work,” said the man.

But Pig One made a home of grass
where he could sleep.

“Here I come down the chimney,”

he yelled. “It’s time to eat.”
“Yes, it is,” said the pigs as they
put a big pot on the flames.
14 3
 43
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Mean Wolf came by. He said,
“Little pig, let me in from the heat.” He huffed and puffed but he
“No,” said the Pig. “Not by the could not blow the home down.
toes on my feet, feet, feet.” Mean Wolf was mad!
4 13
 44
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Mean Wolf came by and said, “Then I’ll huff and I’ll puff and
“Little pigs, let me in from the heat.” I’ll blow your home down,” said
“No,” said the pigs. “Not by the Mean Wolf. So he did and the pig
toes on our feet, feet, feet.” ran away.
12 5
 45
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.
Pig Three made a home of logs
where she could eat and read and
sleep. Pigs One and Two came over.
Pig Two met a woman with sticks
and said, “Please sell me some
sticks to make a home.”
“Sticks won’t work,” she said.
6 11
 46
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Pig Three met a man with logs

and said, “Please sell me some logs But Pig Two made a home of
to make a home.” sticks where he could eat and sleep.
“Logs are best!” the man said. Pig One came running in.
10 7
 47
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“Then I’ll huff and I’ll puff and
I’ll blow your home down,” said
Mean Wolf. So he did and the pigs
ran away.
Mean Wolf came over and said,
“Little pigs, let me in from the heat.”
“No,” said the pigs. “Not by the
toes on our feet, feet, feet.”
8 9
 48
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My Words
first together
Root
Root for
Root for
for
the
the Team
the Team
Team
oo by
by Nancy
byNancy Leber
NancyLeber
Leber
boom scoop
boot o
hn
icincsiscs shoot
hhoPon
PP
noon le R soon TM
rs t
rsLt
iirt L
Lstitlte ie
tlR R
ttea a
edee
da
red
r er s TM TM
i i F
F F roots s s
zoom

Story Words: Daniel, field, force,

goalie, player, soccer ISBN: 978-1-338-75045-4
ISBN: 978-1-338-75045-4
ISBN: 978-1-338-75045-4
italics = new high-frequency and story words
EAN

EAN
EAN

www.scholastic.com
ww.scholastic.com
www.scholastic.com
 49
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Daniel is a soccer coach. He “You worked together,” says
leads a team and tells the players the coach. “Now you are a good
what to do. The team will meet team!”
at noon. “Hooray!” screams the team.
2 15
 50
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Soon the Strike Force is near

the goal. They scoop up the ball, The players on the team come to
but the other team is in the way. the field. 1, 2, 3, 4, 5, 6, 7, 8, 9,
The ball gets in! 10, 11. The Strike Force is here.
The coach roots for his team.
14 3
 51
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The coach wants the team to play The Strike Force goalie kicks the
well. “Let’s work together and soon ball back to his team. The players
we will be a good team,” he says. pass the ball to each other.
“Boot the ball!” calls the coach.
4 13
 52
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The teams run to the ball. It is time to drill. “If you are not
The Strike Force gets to it first and close to your team, make a long
kicks. Then the other team gets to it kick,” says the coach. “Come see.”
and shoots. Boom! He kicks the ball.
12 5
 53
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Now it is time for the game.
Now the team works on long kicks. The two teams line up for the kickoff.
“When you kick, put your toes The coach talks to his players from
down,” says the coach. the sideline.
6 11
 54
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The players do the chip shots

over and over. “Let’s work together Jane runs to the ball.
and soon we will be a good team!” Boom! She kicks it.
the coach calls out. Z-o-o-m! It goes far!
10 7
 55
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.
“Here is a way to shoot if a
player is in your way,” says the “Scoop up the ball like this when
coach. He shows the team how you kick.” The coach leans back
to make a chip shot. and slips his toes under the ball.
8 9
 56
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. Cut along dotted line.

My Words Root
Root
All for
for
Around
every near
the
the Team
theTeam
Farm
ou ow by
by Nancy
Nancy
by Leber
Amy Leber
Levin
out house brown
about o
hn
hhoPon
PP round
icincsiscs down
around Lit eL ie
tlR le
R
tte
Ltitltsprouts R
aed
aee e
dra erhow
s TM TM TM

FirFsitrsFtirs sdrs
ground now

Story Words: California, corn,

farm, farmer, machine ISBN: 978-1-338-75046-1
978-1-338-00000-0
ISBN: 978-1-338-75045-4
ISBN: 978-1-338-75045-4
italics = new high-frequency and story words
EAN

EAN
EAN

www.scholastic.com
ww.scholastic.com
www.scholastic.com
15 2

He likes life on the farm.

corn on a farm in California.
Steve is a farmer. Steve grows

Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. Cut along dotted line.

57
 58
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. Cut along dotted line.

How does the corn get from the farm

to your house?

Steve rises before the sun comes

up and goes out to the fields. There
is a lot to do every day on a farm.
14 3
 59
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He bends down to feel the rich
brown ground. The sun is up now, When the sun goes down, it’s
and it feels hot on his back. It’s time for a yummy farm meal. There is
a good day to plant some corn! meat, beets, beans, and lots of corn!
4 13
 60
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. Cut along dotted line.

Steve uses a machine to help him.

It drops each seed into the ground.
A wheel packs the seeds down deep.

Then Steve puts each box on a

big truck. This truck will take the
corn to places near and far.
12 5
 61
Cut along dotted line. Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc.
The corn seeds need a lot of sun
and water. Soon sprouts will come
out. Then the corn will grow until
it is very tall.
Big and little ears of corn fill a
truck! The truck takes them to a shed
where the corn is packed in boxes.
6 11
 62
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. Cut along dotted line.

Steve uses a big machine to pick

the corn. It goes up and down the
tall fields, picking corn along
the way.

Look how tall it is now! Steve will

teach his son about growing corn.
One day his son can help him.
10 7
 63
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Now Steve wants to see if the He peels back the thick green husk.
corn is ripe. He rips off an ear The corn inside is round and yellow.
of corn to take a look at it. It is ready to pick!
8 9
 How to Make the Mini-Books
Follow these steps to copy and assemble the mini-books:

1. R
 emove the book pages.
(You can also download PDF
versions online; see page 5 for
information on how to access.)
Make double-sided copies on
8½-by-11-inch paper. Cut along
the dashed line.

2. Fold each page along the center line.

13 11 9
15

3. P
 lace the pages in order,
starting with the cover.
cover
Choosing and Using Decodable Texts © 2021 by Wiley Blevins, Scholastic Inc. • page 64

7
3 5

4. S
 taple the pages along
the book’s spine.