IREAD-3
Pre-test
Initial, Medial, Final Sounds, and Vowel Sounds
Teacher Directions and Answer Key (teacher copy only)
Word Analysis: Initial, Medial, and Ending Sounds
Note: The teacher reads aloud the boldface directions. Students must read silently the set of answer choices
and answer each item on their own.
Look at the words for Number 1. Find the word that has the same beginning sounds as “snack…snack”. Mark
the box that goes with the answer you choose.
1.
☐ sand
☐ smart
☐ spill
☒ snail
Look at the words for Number 2. Find the word that has the same beginning sounds as “thick…thick”. Mark
the box that goes with the answer you choose.
2.
☐ tail
☒ thank
☐ truck
☐ ticket
Look at the words for Number 3. Find the word that has the same beginning sounds as “dream…dream”.
Mark the box that goes with the answer you choose.
3.
☐ dance
☒ drill
☐ dash
☐ dipper
Look at the words for Number 4. Find the word that has the same medial sounds as “green…green”. Mark
the box that goes with the answer you choose.
4.
☐ friend
☐ nose
☒ beam
☐ bed
Look at the words for Number 5. Find the word that has the same medial sounds as “soda…soda”. Mark the
box that goes with the answer you choose.
5.
☐ red
☐ sock
☒ bone
☐ cot
Look at the words for Number 6. Find the word that has the same medial sounds as “white…white”. Mark
the box that goes with the answer you choose.
6.
☐ sit
Curriculum and Instruction
☒ tight
☐ wait
Indianapolis Public Schools
☐ state
Page 1 of 2
IREAD-3
Pre-test
Look at the words for Number 7. Find the word that has the same ending sounds as “plain…plain”. Mark the
box that goes with the answer you choose.
7.
☒ phone
☐ tiny
☐ wrong
☐ rains
Look at the words for Number 8. Find the word that has the same ending sounds as “happy…happy”. Mark
the box that goes with the answer you choose.
8.
☐ times
☒ ski
☐ taking
☐ seem
Look at the words for Number 9. Find the word that has the same ending sounds as “race…race”. Mark the
box that goes with the answer you choose.
9.
☐ risen
☒ kiss
☐ sack
☐ cake
Word Analysis: Vowel Sounds
Note: The students read silently the word in bold and choose the word that has the same vowel sound as the
underlined part of the word.
10.
steam
☐ fresh
☒ sheep
11.
play
☐ candy
☐ hard
☒ straight
12.
spike
☐ lick
☒ high
☐ spitting
Curriculum and Instruction
☐ hammer
Indianapolis Public Schools
☐ herd
☐ sharpened
☐ shirt
Page 2 of 2
IREAD-3
Pre-test
Initial, Medial, Final Sounds, and Vowel Sounds
Name:_______________________________________________ Date:__________________
1.
☐ sand
☐ smart
☐ spill
☐ snail
2.
☐ tail
☐ thank
☐ truck
☐ ticket
3.
☐ dance
☐ drill
☐ dash
☐ dipper
4.
☐ friend
☐ nose
☐ beam
☐ bed
5.
☐ red
☐ sock
☐ bone
☐ cot
6.
☐ sit
☐ tight
☐ wait
☐ state
7.
☐ phone
☐ tiny
☐ wrong
☐ rains
8.
☐ times
☐ ski
☐ taking
☐ seem
9.
☐ risen
☐ kiss
☐ sack
☐ cake
10.
steam
☐ fresh
☐ sheep
11.
play
☐ candy
☐ hard
☐ straight
12.
spike
☐ lick
☐ high
☐ spitting
Curriculum and Instruction
☐ hammer
Indianapolis Public Schools
☐ herd
☐ sharpened
☐ shirt
Page 1 of 1
Student Practice
IREAD-3
TEACHER INFORMATION SHEET: DO NOT COPY THIS PAGE FOR STUDENTS
Please Note: These activities are teaching tools NOT independent practice sheets. Students should be guided
through the information on each sheet and provided opportunities for partner discussion. They will be
reviewing identified assessed skills as they learn about the language of the test and how test items will look.
They should be allowed to ask questions about the skill or specific items. If they don’t understand, NOW is the
time to provide additional instruction and support.
Word Analysis
The following lesson items illustrate the type of word analysis items that assess students’ understanding of
initial/beginning, medial/middle, and ending sounds. The word analysis for vowel sounds assess students’
understanding of vowel sounds.
Lesson 1: Word Analysis – Initial Sounds
 Be sure students are aware that “initial sounds” and “beginning sounds” mean the same thing. They need to be
familiar with both terms as they could be used interchangeably.
 Prepare students that they will need to listen carefully to the directions you give them.
o The teacher will provide the word and students will have to look at their sheet to determine which word
has the same initial sound.
 Assess student’s prior knowledge and build on what they know.
 Model for students and make your thinking visible (using the student practice sheet for lesson 1).
o Provide any direct instruction based off of the information you gathered when assessing their prior
knowledge.
 Have students work with you on identifying initial/beginning sounds (using the student practice sheet for lesson
1).
 Release the students to work with a partner or small group to continue working on identifying initial/beginning
sounds.
o Example: Provide words for student to use as the identified target sounds. Students in the group could
write their selection on a whiteboard. Take turns so all students have been able to participate on
choosing the word that has the same initial/beginning sounds.
o Example: Have words on different colors of paper or use different colored markers prepared ahead of
time and place in Ziploc bag. When the partners or small group work together, they can pull out the
word that has the targeted initial/beginning sounds and then identify the correct word that has the
same initial/beginning sounds.
 Close the lesson by having students complete the last four questions on student practice sheet for lesson 1.
Administer the final questions as if the students were taking the actual IREAD-3 assessment. Let students know
this is how they will complete questions like this when they take the actual test. Read the script below.
o Look at the words for number 9. Find the word that has the same beginning sounds as “insert
word…insert word”. Mark the box that goes with the answer you choose.
o Continue in the same way for questions 10-12.
Curriculum and Instruction
Indianapolis Public Schools
Page 1 of 15
Student Practice
IREAD-3
Lesson 1: Beginning Sounds
Name: ________________________________________________ Date: _______________
1.
☐ crawl
☐ quiet
☐ kite
☐ color
2.
☐ play
☐ pet
☐ pretty
☐ pull
3.
☐ dog
☐ date
☐ drip
☐ dive
4.
☐ better
☐ bread
☐ bait
☐ basket
5.
☐ art
☐ arc
☐ aim
☐ alligator
6.
☐ fresh
☐ flower
☐ fair
☐ fan
7.
☐ part
☐ tap
☐ truck
☐ train
8.
☐ stick
☐ pulse
☐ strap
☐ slow
9.
☐ bin
☐ bring
☐ bought
☐ tub
10. ☐ man
☐ park
☐ tame
☐ game
11. ☐ slop
☐ slick
☐ stick
☐ sip
12. ☐ cup
☐ clash
☐ crank
☐ clay
Curriculum and Instruction
Indianapolis Public Schools
Page 2 of 15
Student Practice
IREAD-3
TEACHER ANSWER SHEET – Lesson 1: Beginning Sounds
Model Questions 1-4
Model by making your thinking visible how to identify and determine what word(s) below has the same beginning
sound as the identified targeted beginning sound word. The students cannot see the targeted word, it should only be
given orally.
Targeted Beginning Sound Word: queen
1.
☐ crawl
☒ quiet
☐ kite
☐ color
Targeted Beginning Sound Word: prize
2.
☐ play
☐ pet
☒ pretty
☐ pull
Targeted Beginning Sound Word: drive
3.
☐ dog
☐ date
☒ drip
☐ dive
Targeted Beginning Sound Word: break
4.
☐ better
☒ bread
☐ bait
☐ basket
Teacher and Students Complete Together
Continue with the same skill. This time the teacher and students should complete it together.
Targeted Beginning Sound Word: apple
5.
☐ art
☐ arc
☐ aim
☒ alligator
Targeted Beginning Sound Word: flame
6.
☐ fresh
☒ flower
☐ fair
☐ fan
Targeted Beginning Sound Word: ten
7.
☐ part
☒ tap
☐ truck
☐ train
Targeted Beginning Sound Word: sick
8.
☐ stick
☐ pulse
☐ strap
☒ slow
Students work with Partners or Small Groups on Identifying Initial/Beginning Sounds
Curriculum and Instruction
Indianapolis Public Schools
Page 3 of 15
Student Practice
IREAD-3
Students Complete Individually – Teacher should administer 9-12 as if it was the actual assessment.
Look at the words for Number 9. Find the word that has the same beginning sounds as “bright…bright”. Mark the
box that goes with the answer you chose.
9.
☐ bin
☒ bring
☐ bought
☐ tub
Look at the words for Number 10. Find the word that has the same initial sounds as “mark…mark”. Mark the box
that goes with the answer you chose.
10.
☒ man
☐ park
☐ tame
☐ game
Look at the words for Number 11. Find the word that has the same initial sounds as “stop…stop”. Mark the box that
goes with the answer you chose.
11.
☐ slop
☐ slick
☒ stick
☐ sip
Look at the words for Number 12. Find the word that has the same beginning sounds as “crash…crash”. Mark the box
that goes with the answer you chose.
12.
☐ cup
Curriculum and Instruction
☐ clash
☒ crank
Indianapolis Public Schools
☐ clay
Page 4 of 15
Student Practice
IREAD-3
Lesson 2: Word Analysis – Medial Sounds
 Be sure students are aware that “medial sounds” and “middle sounds” mean the same thing. They need to be
familiar with both terms as they could be used interchangeably.
 Prepare students that they will need to listen carefully to the directions you give them.
o The teacher will provide the word and students will have to look at their sheet to determine which word
has the same middle sound.
 Assess student’s prior knowledge and build on what they know.
 Model for students and make your thinking visible (using the student practice sheet for lesson 2).
o Provide any direct instruction based off of the information you gathered when assessing their prior
knowledge.
 Have students work with you on identifying medial/middle sounds (using the student practice sheet for lesson
2).
 Release the students to work with a partner or small group to continue working on identifying medial/middle
sounds.
o Using the activities described in Lesson 1: Beginning sounds, create similar experiences for the students
as they work with a partner or small group.
 Close the lesson by having students complete the last four questions on student practice sheet for lesson 2.
Administer the final questions as if the students were taking the actual IREAD-3 assessment. Let students know
this is how they will complete questions like this when they take the actual test. Read the script below.
o Look at the words for number 9. Find the word that has the same middle sounds as “insert
word…insert word”. Mark the box that goes with the answer you choose.
o Continue in the same way for questions 10-12.
Curriculum and Instruction
Indianapolis Public Schools
Page 5 of 15
Student Practice
IREAD-3
Lesson 2: Middle Sounds
Name: ________________________________________________ Date: _______________
1.
☐ tight
☐ flame
☐ flute
☐ tan
2.
☐ grin
☐ grape
☐ grey
☐ tight
3.
☐ lap
☐ bit
☐ bought
☐ grape
4.
☐ clue
☐ prank
☐ clip
☐ pocket
5.
☐ scrap
☐ lean
☐ scrape
☐ lamb
6.
☐ book
☐ shiny
☐ take
☐ sock
7.
☐ tennis
☐ bit
☐ flight
☐ tip
8.
☐ land
☐ lend
☐ freeze
☐ light
9.
☐ mop
☐ pile
☐ bad
☐ pill
10. ☐ zip
☐ pain
☐ blue
☐ blown
11. ☐ sang
☐ sand
☐ plate
☐ bone
12. ☐ tree
☐ nice
☐ kit
☐ net
Curriculum and Instruction
Indianapolis Public Schools
Page 6 of 15
Student Practice
IREAD-3
TEACHER ANSWER SHEET – Lesson 2: Middle Sounds
Model Questions 1-4
Model by making your thinking visible how to identify and determine what word(s) below has the same middle
sounds as the identified targeted middle sound word. The students cannot see the targeted word, it should only be
given orally.
Targeted Middle Sound Word: train
1.
☐ tight
☒ flame
☐ flute
☐ tan
Targeted Middle Sound Word: bind
2.
☐ grin
☐ grape
☐ grey
☒ tight
Targeted Middle Sound Word: cat
3.
☒ lap
☐ bit
☐ bought
☐ grape
Targeted Middle Sound Word: logger
4.
☐ clue
☐ prank
☐ clip
☒ pocket
Teacher and Students Complete Together
Continue with the same skill. This time the teacher and students should complete it together.
Targeted Middle Sound Word: dream
5.
☐ scrap
☒ lean
☐ scrape
☐ lamb
Targeted Middle Sound Word: put
6.
☒ book
☐ shiny
☐ take
☐ sock
Targeted Middle Sound Word: vine
7.
☐ tennis
☐ bit
☒ flight
☐ tip
Targeted Middle Sound Word: trend
8.
☐ land
☒ lend
☐ freeze
☐ light
Students work with Partners or Small Groups on Identifying medial/middle Sounds
Curriculum and Instruction
Indianapolis Public Schools
Page 7 of 15
Student Practice
IREAD-3
Students Complete Individually – Teacher should administer 9-12 as if it was the actual assessment.
Look at the words for Number 9. Find the word that has the same middle sounds as “milk”. Mark the box that goes
with the answer you chose.
9.
☐ mop
☐ pile
☐ bad
☒ pill
Look at the words for Number 10. Find the word that has the same medial sounds as “zone…zone”. Mark the box
that goes with the answer you chose.
10.
☐ zip
☐ pain
☐ blue
☒ blown
Look at the words for Number 11. Find the word that has the same middle sounds as “plan…plan”. Mark the box that
goes with the answer you chose.
11.
☐ sang
☒ sand
☐ plate
☐ bone
Look at the words for Number 12. Find the word that has the same medial sounds as “sight…sight”. Mark the box
that goes with the answer you chose.
12.
☐ tree
Curriculum and Instruction
☒ nice
☐ kit
Indianapolis Public Schools
☐ net
Page 8 of 15
Student Practice
IREAD-3
Lesson 3: Word Analysis – Ending Sounds
 Be sure students are aware that “ending sounds” and “final sounds” mean the same thing. They need to be
familiar with both terms as they could be used interchangeably.
 Prepare students that they will need to listen carefully to the directions you give them.
o The teacher will provide the word and students will have to look at their sheet to determine which word
has the same ending sound.
 Assess student’s prior knowledge and build on what they know.
 Model for students and make your thinking visible (using the student practice sheet for lesson 3).
o Provide any direct instruction based off of the information you gathered when assessing their prior
knowledge.
 Have students work with you on identifying ending/final sounds (using the student practice sheet for lesson 3).
 Release the students to work with a partner or small group to continue working on identifying ending/final
sounds.
o Using the activities described in Lesson 1: Beginning sounds, to create similar experiences for the
students as they work with a partner or small group.
 Close the lesson by having students complete the last four questions on student practice sheet for lesson 3.
Administer the final questions as if the students were taking the actual IREAD-3 assessment. Let students know
this is how they will complete questions like this when they take the actual test. Read the script below.
o Look at the words for number 9. Find the word that has the same ending sounds as “insert
word…insert word”. Mark the box that goes with the answer you choose.
o Continue in the same way for questions 10-12.
Curriculum and Instruction
Indianapolis Public Schools
Page 9 of 15
Student Practice
IREAD-3
Lesson 3: Ending Sounds
Name: ________________________________________________ Date: _______________
1.
☐ bye
☐ happy
☐ flower
☐ ski
2.
☐ jay
☐ jump
☐ cage
☐ play
3.
☐ teen
☐ tent
☐ plan
☐ poke
4.
☐ match
☐ chip
☐ cat
☐ wade
5.
☐ seal
☐ huff
☐ flare
☐ apple
6.
☐ ding
☐ brown
☐ tile
☐ mite
7.
☐ shine
☐ lot
☐ lake
☐ bend
8.
☐ beat
☐ cane
☐ loan
☐ tag
9.
☐ plate
☐ dress
☐ found
☐ plan
10. ☐ fun
☐ cute
☐ light
☐ cube
11. ☐ enjoy
☐ girl
☐ bike
☐ bang
12. ☐ flu
☐ fry
☐ deed
☐ dry
Curriculum and Instruction
Indianapolis Public Schools
Page 10 of 15
Student Practice
IREAD-3
TEACHER ANSWER SHEET – Lesson 3: Ending Sounds
Model Questions 1-4
Model by making your thinking visible how to identify and determine what word(s) below has the same ending sound
as the identified targeted ending sound word. The students cannot see the targeted word, it should only be given
orally.
Targeted Ending Sound Word: fry
1.
☒ bye
☐ happy
☐ flower
☐ ski
Targeted Ending Sound Word: dodge
2.
☐ jay
☐ jump
☒ cage
☐ play
Targeted Ending Sound Word: pit
3.
☐ teen
☒ tent
☐ plan
☐ poke
Targeted Ending Sound Word: church
4.
☒ match
☐ chip
☐ cat
☐ wade
Teacher and Students Complete Together
Continue with the same skill. This time the teacher and students should complete it together.
Targeted Ending Sound Word: tough
5.
☐ seal
☒ huff
☐ flare
☐ apple
Targeted Ending Sound Word: freight
6.
☐ ding
☐ brown
☐ tile
☒ mite
Targeted Ending Sound Word: duck
7.
☐ shine
☐ lot
☒ lake
☐ bend
Targeted Ending Sound Word: trust
8.
☒ beat
☐ cane
☐ loan
☐ tag
Students work with Partners or Small Groups on Identifying ending/final Sounds
Curriculum and Instruction
Indianapolis Public Schools
Page 11 of 15
Student Practice
IREAD-3
Students Complete Individually – Teacher should administer 9-12 as if it was the actual assessment.
Look at the words for Number 9. Find the word that has the same ending sounds as “place…place”. Mark the box
that goes with the answer you chose.
9.
☐ plate
☒ dress
☐ found
☐ plan
Look at the words for Number 10. Find the word that has the same ending sounds as “tub…tub”. Mark the box that
goes with the answer you chose.
10.
☐ fun
☐ cute
☐ light
☒ cube
Look at the words for Number 11. Find the word that has the same final sounds as “boy…boy”. Mark the box that
goes with the answer you chose.
11.
☒ enjoy
☐ girl
☐ bike
☐ bang
Look at the words for Number 12. Find the word that has the same ending sounds as “field…field”. Mark the box that
goes with the answer you chose.
12.
☐ flu
Curriculum and Instruction
☐ fry
☒ deed
Indianapolis Public Schools
☐ dry
Page 12 of 15
Student Practice
IREAD-3
Lesson 4: Word Analysis – Vowel Sounds
 Prepare students that they will need to listen carefully to the directions you give them.
o The teacher will provide the word and students will have to look at their sheet to determine which word
has the same vowel sounds.
 Assess student’s prior knowledge and build on what they know.
 Model for students and make your thinking visible (using the student practice sheet for lesson 4).
o Provide any direct instruction based off of the information you gathered when assessing their prior
knowledge.
 Have students work with you on identifying words that have the same vowel sounds (using the student practice
sheet for lesson 4).
 Release the students to work with a partner or small group to continue working on identifying words that have
the same vowel sounds.
o Using the activities described in Lesson 1: Beginning sounds, to create similar experiences for the
students as they work with a partner or small group.
 Close the lesson by having students complete the last four questions on student practice sheet for lesson 4.
Administer the final questions as if the students were taking the actual IREAD-3 assessment. Let students know
this is how they will complete questions like this when they take the actual test.
o The students read silently the word in bold and choose the word that has the same vowel sound as the
underlined part of the word.
o Continue in the same way for questions 10-12.
Curriculum and Instruction
Indianapolis Public Schools
Page 13 of 15
Student Practice
IREAD-3
Lesson 4: Vowel Sounds
Name: ________________________________________________ Date: _______________
1. clay
☐ drain
☐ bat
☐ clown
☐ tree
2. bet
☐ beat
☐ bent
☐ leg
☐ bite
3. darken
☐ trap
☐ park
☐ cap
☐ drip
4. kite
☐ clip
☐ kit
☐ lamp
☐ sight
5. meeting
☐ sleep
☐ bet
☐ fret
☐ mine
6. bit
☐ kind
☐ oil
☐ flip
☐ bite
7. safe
☐ slot
☐ trace
☐ ban
☐ apple
8. toy
☐ ink
☐ boy
☐ tin
☐ type
9. farm
☐ free
☐ slim
☐ plane
☐ barn
10. bag
☐ lap
☐ bin
☐ leg
☐ bait
11. dream
☐ drive
☐ sleek
☐ dim
☐ fret
12. throw
☐ catch
☐ thick
☐ tow
☐ trip
Curriculum and Instruction
Indianapolis Public Schools
Page 14 of 15
Student Practice
IREAD-3
TEACHER ANSWER SHEET – Lesson 4: Vowel Sounds
Model Questions 1-4
1. clay
☒ drain
☐ bat
☐ clown
☐ tree
2. bet
☐ beat
☐ bent
☒ leg
☐ bite
3. darken
☐ trap
☒ park
☐ cap
☐ drip
4. kite
☐ clip
☐ kit
☐ lamp
☒ sight
Teacher and Students Complete Together
5. meeting
☒ sleep
☐ bet
☐ fret
☐ mine
6. bit
☐ kind
☐ oil
☒ flip
☐ bite
7. safe
☐ slot
☒ trace
☐ ban
☐ apple
8. toy
☐ ink
☒ boy
☐ tin
☐ type
Students work with Partners or Small Groups on Identifying ending/final Sounds
Students Complete Individually – Teacher should administer 9-12 as if it was the actual assessment.
Note: The students read silently the word in bold and choose the word that has the same vowel sound as the underlined
part of the word.
9. farm
☐ free
☐ slim
☐ plane
☒ barn
10. bag
☒ lap
☐ bin
☐ leg
☐ bait
11. dream
☐ drive
☒ sleek
☐ dim
☐ fret
12. throw
☐ catch
☐ thick
☒ tow
☐ trip
Curriculum and Instruction
Indianapolis Public Schools
Page 15 of 15
IREAD-3
Post-test
Initial, Medial, Final Sounds, and Vowel Sounds
Teacher Directions and Answer Key (teacher copy only)
Word Analysis: Initial, Medial, and Ending Sounds
Note: The teacher reads aloud the boldface directions. Students must read silently the set of answer choices
and answer each item on their own.
Look at the words for Number 1. Find the word that has the same beginning sounds as “shell…shell”. Mark
the box that goes with the answer you choose.
1.
☒ ship
☐ stinky
☐ sandy
☐ sell
Look at the words for Number 2. Find the word that has the same beginning sounds as “knee…knee”. Mark
the box that goes with the answer you choose.
2.
☒ next
☐ kick
☐ candy
☐ kites
Look at the words for Number 3. Find the word that has the same beginning sounds as “phone…phone”.
Mark the box that goes with the answer you choose.
3.
☐ picker
☐ practice
☒ fake
☐ panda
Look at the words for Number 4. Find the word that has the same medial sounds as “wig…wig”. Mark the box
that goes with the answer you choose.
4.
☐ pile
☐ leg
☐ like
☒ lick
Look at the words for Number 5. Find the word that has the same medial sounds as “look…look”. Mark the
box that goes with the answer you choose.
5.
☐ bright
☐ lot
☒ took
☐ bone
Look at the words for Number 6. Find the word that has the same medial sounds as “beach…beach”. Mark
the box that goes with the answer you choose.
6.
☐ tame
Curriculum and Instruction
☐ growl
☐ bet
Indianapolis Public Schools
☒ dream
Page 1 of 2
IREAD-3
Post-test
Look at the words for Number 7. Find the word that has the same ending sounds as “frame…frame”. Mark
the box that goes with the answer you choose.
7.
☐ tamed
☐ dimes
☐ stain
☒ roam
Look at the words for Number 8. Find the word that has the same ending sounds as “ranch…ranch”. Mark the
box that goes with the answer you choose.
8.
☐ crunches
☐ rack
☒ bunch
☐ stake
Look at the words for Number 9. Find the word that has the same ending sounds as “fish…fish”. Mark the
box that goes with the answer you choose.
9.
☐ last
☒ rash
☐ smashes
☐ bass
Word Analysis: Vowel Sounds
Note: The students read silently the word in bold and choose the word that has the same vowel sound as the
underlined part of the word.
10.
tight
☐ shipped
☐ bird
11.
drain
☐ darken
☐ brand
12.
hopped
☐ hope
☐ row
Curriculum and Instruction
☐ slip
☒ playing
Indianapolis Public Schools
☐ toads
☒ sky
☐ happen
☒ shopping
Page 2 of 2
IREAD-3
Post-test
Initial, Medial, Final Sounds, and Vowel Sounds
Name:_______________________________________________ Date:__________________
1.
☐ ship
☐ stinky
☐ sandy
☐ sell
2.
☐ next
☐ kick
☐ candy
☐ kites
3.
☐ picker
☐ practice
☐ fake
☐ panda
4.
☐ pile
☐ leg
☐ like
☐ lick
5.
☐ bright
☐ lot
☐ took
☐ bone
6.
☐ tame
☐ growl
☐ bet
☐ dream
7.
☐ tamed
☐ dimes
☐ stain
☐ roam
8.
☐ crunches
☐ rack
☐ bunch
☐ stake
9.
☐ last
☐ rash
☐ smashes
☐ bass
10.
tight
☐ shipped
☐ bird
11.
drain
☐ darken
☐ brand
12.
hopped
☐ hope
☐ row
Curriculum and Instruction
☐ slip
☐ playing
☐ toads
Indianapolis Public Schools
☐ sky
☐ happen
☐ shopping
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