People also ask 1.

Phonics
Phonics is the connection of different sounds
What is a paragraph for reading in English? with different letters, or different groupings of
How to start basic English reading? letters. For example, the letter ‘s’ gives an /s/
How to practice reading in English? sound, but adding an ‘h’ gives the different
What is reading and types of reading in sound of /sh/.
English? Why is phonics an important component of
The four key reading techniques: reading?
1. skimming Phonics forms the nuts and bolts of the
2. scanning reading process. It allows students to connect
3. intensive reading arbitrary symbols on a page to verbally
4. extensive reading expressed language. Even if a child has no
These can significantly improve your reading understanding of what a word means, they
skills, helping you to absorb and analyse will still be able to phonetically sound it out.
information more effectively. Reading is the
cornerstone of all study techniques. Phonics also develops students’ ability to
‘read by sight’, i.e. register whole words at a
What are the 7 steps of reading? ( for glance without sounding out each individual
teachers ) letter. Even within an unfamiliar word,
7 Steps to help you implement the Science of students will be able to quickly sight-read
Reading phonic patterns (e.g. ‘however’ as a whole
 Read, listen and learn. ... might be new, but ‘how’ and ‘ever’ will be
 Teach phonemic awareness. ... sight words).
 Build vocabulary and language
comprehension. ... Both of the above developments translate to
 Follow an explicit, structured, sequential and reading fluency. Students are able to read
cumulative teaching approach. ... much faster and more efficiently without
 Include repetition and daily review. ... having to stop and process the letters each
 Use decodable texts. ... time they are confronted by a new piece of
 Assess! vocabulary.

Reading skills are built on five separate 5 ways to teach phonics for reading
components: There are different approaches to phonics
1.Phonics instruction, but these activities will suit any
2.Phonemicawareness classroom.
3.Vocabulary Rhyming games: Any activity that requires
4.Fluency students to rhyme words will develop their
5.Comprehension. phonic understanding. This might be writing a
These components work together to create poem as a class or mixing and matching pairs
strong, rich, and reliable reading abilities, but of rhymed words.
they're often taught separately or in uneven
distribution. Flexiwords: Have students break down a
Here’s how you comprehensively teach / word into its individual phonemes, each of
learn the 5 components of reading skills and which go onto a decorated piece of card.
make them a regular feature of your Students then attach the phonemes (in order)
classroom / daily lives. to an elastic band. Stretching out the band
will separate the phonemes and helps
students to view a slow sounding out of the to read the word ‘cat’ aloud, students have to
word. Relaxing it will reveal the word as it know what the phonemes /c/, /a/, /t/ sound
appears in regular speech. like when put together. And it’s not easy
either — phonemes have to overlap and flow
Phonics hopscotch: Draw hopscotch but
together to form fluent speech.
substitute the numbers with graphemes (the
letters representing phonetic sounds). For this reason, studies have identified
Students have to jump between the different phonemic awareness as the best early
letters as they hear them from a teacher or indicator of a student’s reading potential. It
partner. sets the stage for phonics, and virtually every
other component of literacy.
Guess the word: Students write down a set
of 5 words, then place them in the middle of 5 ways to develop phonemic
the table. The teacher or nominated student awareness for reading
then has to pick a word and give clues (e.g. “it Phoneme isolation: Students identify
ends with -ig”) while the others guess what it individual phonemes in words, e.g. “What is
is. the first sound in ‘boat’?” (/b/)

Word mix up: Put individual graphemes on Phoneme identity: Students identify the
separate cards, and then task students with common sound in different words, e.g. “Tell
manipulating them to create as many words me the sound that is the same in ‘bike’, ‘boy’,
as possible. and ‘bell’.” (/b/)

2 Phonemic Awareness Phoneme categories: students identify the

Phonemic awareness is an understanding of word with the odd sound in a sequence, e.g.
how individual phonemes (consonant or “Which word does not belong? Bus, bun, rug.”
vowel sounds) can be manipulated and (rug)
arranged to create words. This may sound
Phoneme blending: Students listen to a
similar to phonics, but there is a difference.
sequence of separately spoken sounds and
Phonics concerns letter–sound knowledge,
combine them to form a recognizable word,
whereas phonemic awareness refers to
e.g. “What word is /s/ /k/ /u/ /l/?” (school)
sound–word knowledge. Phonemic awareness
is therefore aimed on auditory understanding, Phoneme deletion: Students find the word
as opposed to words on a page. that remains when a specified phoneme is
removed, e.g. “What word do we get when
Why is phonemic awareness an
important component of reading? we remove /s/ from ‘smile’?” (mile)
English is written using an alphabetical 3. Vocabulary
system, where every letter corresponds to an Vocabulary is the range of words a student is
individual phoneme. This might sound able to understand and use in context. More
obvious, but it’s not the case in other of a toolbox than a skill, students’
languages where characters represent whole vocabularies grow as they read and are
syllables (e.g. Japanese) or even whole words introduced to new words.
(as with certain Chinese characters).
Why is vocabulary an important
This means that students need an awareness component of reading?
of phonemes themselves before they can You can only take meaning from words you
make sense of words on a page. For example, understand. Students with broader
vocabularies are more confident when descriptions, and hear the auditory
reading challenging or unfamiliar material. expression of words in our heads even when
When they encounter unknown words, they reading silently.
can figure it out based on context clues or
Why is fluency an important component
resemblance to familiar pieces of vocabulary.
of reading?
You can grow students’ vocabularies with Fluency is what lets students feel the ‘flow’ of
regular reading in and out of the classroom. a text. Struggling readers, for example, read
aloud in a jerky, clipped fashion as if a new
5 ways to develop a stronger vocabulary sentence begins with every word. Others
for reading might be oblivious to the shifting tone and
Word of the day: Create a daily roster for
pace of a text, reading it in a steady
students to share a newly discovered or
monotone with no expression. In both cases,
unusual word with the class. They could
the process of reading becomes painful and
explain the word by providing an original
awkward even if students can successfully
definition, acting it out, or compiling a list of
decode individual words.
synonyms.
Fluency and comprehension are closely tied. A
Creative writing: Compile all the ‘words of
student cannot fully understand the meaning
the day’ gathered over the week and then
and ideas behind a text without the ability to
task students with writing a story that uses as
read it fluently.
many new words as possible. This ensures
they learn how to use new vocabulary in 5 ways to develop reading fluency
context. Teacher modeling: regularly reading aloud
to students serves as a model for reading
Class glossary: When reading a text or fluency. Be expressive and vary your pace so
studying a topic, compile a list of unfamiliar that students get a sense of the flow. If
words, and assign them to students. Each possible, have students readwith their own
student must create a glossary page with a copy of the text, so they can link it to the
words they hear aloud.
definition, pronunciation guide, sentence
example, mnemonic (memory aid), and an Phrase identification: Take a single
image representing the word. sentence and read it aloud while students
refer to the written version. Ask them to
Opposites attract: Assign each student a identify distinct phrases with an underline by
card with a new word and its definition. They listening carefully to the pauses. Can they
separate the sentence into groups of words
then have to find and pair up with a classmate that run together? Model it first to give
who has a word with the opposite meaning. students a clear idea.
Vocab bookmarks: Have students design Choral reading: Read a short text aloud to
and create a bookmark with a space to write your students, and then have them read it
aloud in unison. Matching the flow and pace
down any new words they discover while they of the group develops fluency.
read. Laminate them so students can reuse
them with a dry-erase marker. Paired reading: Having children read aloud
to one another encourages them to develop
4 Fluency the expression and flow needed for fluency.
Pair students of different ability levels for
Fluency is the ability to read with speed, more powerful learning, but make sure the
understanding, and accuracy. Yet it’s more disparity is not too great.
than information extraction — it’s the skill
Use audiobooks: Audiobooks paired with
that allows us to ‘follow’ a text, picture its text allow students to link the words on the
page with fluent and expressive reading. You to think deeply about the text. For example, if
can find engaging audio titles in the Reading reading a narrative, you might ask students
Eggs and Reading Eggspress Library, which how a character changed over the course of a
contains over 2500 student eBooks. story, or how a central problem influenced
the action.
5 Comprehension
Comprehension is a student’s understanding Encourage reflection: Ask students for their
of the information being imparted by a text, opinions on the text in order to encourage
such as: deeper reflective thinking about the ideas. For
example, you might ask what emotions were
 who evoked by a setting, or whether a character’s
 what actions were right or wrong.
 when Make connections: Encourage students to
 where make connections to their own lives and
 ideas other texts that they have read. Weave this
into your discussion or questioning after
 meanings. reading in order to link comprehension with
Why is comprehension an important real-world concepts your students can relate
component of reading?
Comprehension allows students to draw to.
meaning and information from a text, and it Make reading a habit: The more students
also transforms reading from a purely read, the more confident and astute their
functional activity into one that inspires comprehension skills will become.
thought and feeling.
Habit is key for all reading skills!
5 ways to develop comprehension skills
for reading Remember: the best thing you can do to help
children become confident, fluent readers is
Drawing: Ask your students to draw or paint a to put them in front of as much written
scene from a written text. This encourages material as possible. Make it a regular and
them to imagine the concrete details being celebrated part of your classroom activity and
represented by the words themselves. you’ll set them up to become readers for life.
Questioning: Follow up reading time with
open-ended questions that prompt students
 Phonemes
There are 44 phoneme sounds in English phonics and once learned, one can make their own
phonemic alphabet.
These 44 phonemes can be divided into two (2) groups; these are 20 vowel sounds and 24
consonant sounds.
Below we take a look some examples where these 44 phonemes might appear.
Short Vowel Sounds Long Vowel Sounds
a Cat, bat, ant, apple, plaid, laugh ai Paid, way, stay, snail, vein, gauge, cake,
break, they, baby, sleigh, hay, croquet
e Bed, red, egg, bread, leopard, bury, friend, ee Bee, heat, feet, seat, lady, key, phoenix,
heifer, said, many, aesthetic brief, receive, people, quay
i Big, sit, igloo, England, women, busy, build, ie Sky, high, spider, kite, fly, pie, aisle, island,
gym, sieve height, rye
o Dog, log, orange, swan, honest oe/ Bow, roe, boat, bone, open, toe, beau,
oa brooch, sew, low, though
u/oo Put, umbrella, monkey, blood, trouble, book, ue Cue, moon, screw, blue, flute, shoe, through,
bush, could, wolf fruit, who, manoeuvre/ maneuver, croup
Other vowel phonemes
ar Car, far, star, sergeant , heart ow/ou Now, cow, shout
er/ Fern, bird, turn, nurse, work, early, journey, oy/ Toy, joy, coin, boy,
ir/ur myrtle, chair, dare, where, their, father, oi
further
or Born, core, or, fork, door, war Eer/ear Hear, fear, deer, steer, here, pierce
our/y/ Four, your, tour, cure schwa Balloon, bottom, family, carpet
Air/ Stair, chair, there u Uniform, you, few, view, mule, queue,
ere beautiful, feud

Consonant phonemes
b Box, black, bug, but, ribbon, bubble P Part, post, pig, happy
c Cup, cake q Queue,
ch Chop, change, chat, watch, future, question, righteous r Rat, rest, robot, carrot, wrong, rhyme, rock
d Day, dog, add, filled s Seat, soft, sun, mess, circle, cent, rice, horse,
science, psychology, listen
f Fast, feet, fun, cliff, phone, laugh, half, often sh Ship, shift, shark, ocean, sure, station,
conscience, special, tension, machine
g Get, gap, gum, egg, ghost, guitar, catalogue t Tip, test, tap, butter, Thomas, clapped
..ge College th Thin, these, those, father
h Hit, horse, hat, who v Vest, vote, van, of, Stephen, five, five
j Jar, june, jam, cage, giraffe, bandage, soldier exaggerate w We, wore, web, why, quick, choir
k Kite, cat, school, back, acclaim, queen, bonquet, folk, x Exit, exhibit, expel, exclude, ex-hell, exclude
box (x=ks)
l Long, left, leaf, spell y Yet, your, yo-yo, opinion, hallelujah
m Mat, met, monkey, summer, lamb, autumn, palm z Zoo, zip, zebra, buzz, cheese, has, scissors,
xylophone, maze
n Not, next, nest, funny, knight, gnat, pneumonia zh treasure, vision, azure
…ng Sing, ring, strong, sink, tongue
 Reading Exercises
My day (A1)
First, I wake up. Then, I get dressed. I walk to school. I do not ride a bike. I do not ride the bus. I like to go to school. It
rains. I do not like rain. I eat lunch. I eat a sandwzich and an apple.

I play outside. I like to play. I read a book. I like to read books. I walk home. I do not like walking home. My mother cooks
soup for dinner. The soup is hot. Then, I go to bed. I do not like to go bed.

Did you understand the text? c) Walking home c) Apple

d) Books d) Pie
1)What happens first? 3) How do I go to school? 5) What do I not like?
a) Wake up a) I ride a bike. a) Playing
b) Get dressed b) I ride the bus. b) Soup
c) Eat lunch c) I walk. c) Going to school
d) Walk to school d) I drive a car. d) Going to bed
2) What do I like? 4) What do I eat for dinner?
a) Rain a) Soup
b) Going to bed b) Sandwich Solution:1)a 2)d 3)c 4)a 5)d

The House (A1) English is my hardest course. My professors are very

friendly and smart. It's my second year in college now. I
Mr. and Mrs. Smith have one son and one daughter. The love it!
son's name is John. The daughter's name is Sarah.
I live in a big house on Ivy Street. It's near the college
The Smiths live in a house. They have a living room. They campus. I share the house with three other students.
watch TV in the living room. The father cooks food in the Their names are Bill, Tony, and Paul. We help each other
kitchen. They eat in the dining room. The house has two with homework. On the weekend, we play football
bedrooms. They sleep in the bedrooms. They keep their together.
clothes in the closet. There is one bathroom. They brush
their teeth in the bathroom. I have a younger brother. He just started high school. He is
14 and lives with my parents. They live on Mulberry Street
The house has a garden. John and Sarah play in the in Boston. Sometimes they visit me in New York. I am
garden. They have a dog. John and Sarah like to play with happy when they visit. My Mom always brings me sweets
the dog. Did you understand the text? and candy when they come. I really miss them, too!
1) How many children do Mr. and Mrs. Smith have? Did you understand the text?
a) One son
b) One daughter 1) Where does John Smith go to college?
c) One son and one daughter
d) No children a) Berlin
2) Who cooks in the kitchen? b) Paris
a) Mother c) New York
b) Sarah d) Boston
c) Father 2) What is John Smith's hardest course?
d) John a) French
3) Where does the family eat? b) English
a) Living room c) Math
b) Kitchen d) Art
c) Bedroom 3) Who shares a house with John Smith?
d) Dining room a) Bill, John, and Tom
4) How many bedrooms are in the house? b) Frank, Tony, and Mike
a) One c) Anna, Margaret, and Tanya
b) Two d) Bill, Tony, and Paul
c) Three 4) How old is John Smith's younger brother?
d) Four a. seven
5) What do John and Sarah do in the garden? b. eleven
a) Play c. thirteen
b) Sleep d. fourteen a) b) c) d) 5)
c) Cook 5) What does John Smith's Mom bring him when they
d) Brush their teeth visit?
Solution: 1) c 2) c 3) d 4) b 5)a a) Candy and ice cream
b) Sweets and candy
My name is John (A1) c) Fruits and vegetables
Hi! Nice to meet you! My name is John Smith. I am 19 and d) Flowers and coffee a) b) c) d)
a student in college. I go to college in New York. My
favorite courses are Geometry, French, and History. Solution: 1) c 2) b 3) d 4) d 5) b
 A great summer vacation (A2) 1) What city did they go to for their summer vacation?
a) Lyon
I just returned from the greatest summer vacation! It b) Louvre
was so fantastic, I never wanted it to end. I spent eight c) Paris
days in Paris, France. My best friends, Henry and Steve, d) Latin
went with me. We had a beautiful hotel room in the 2) How long was the summer vacation?
Latin Quarter, and it wasn't even expensive. We had a a) Eight weeks
balcony with a wonderful view. b) Eight days
c) One week
We visited many famous tourist places. My favorite was d) Two weeks
the Louvre, a well-known museum. I was always 3) What did their hotel room have?
interested in art, so that was a special treat for me. The a) A balcony
museum is so huge, you could spend weeks there. b) A refrigerator
Henry got tired walking around the museum and said c) A view of the metro
"Enough! I need to take a break and rest.” d) A bottle of wine
4) Who got tired walking in the Louvre museum?
We took lots of breaks and sat in cafes along the river a) Steve
Seine. The French food we ate was delicious. The wines b) Harry
were tasty, too. Steve's favorite part of the vacation c) Seine
was the hotel breakfast. He said he would be happy if d) Henry
he could eat croissants like those forever. We had so 5) What did Steve enjoy the most?
much fun that we're already talking about our next a) The wine and the food
vacation! b) The cafes along the river Seine
c) The Latin Quarter and the balcony
d) The hotel breakfast and the croissants
Did you understand the text? Solution: 1)c 2)b 3)a 4)d 5)d

Doctor (A2) Doctor Klein: No problem! Try your best to rest for a
couple of days. I hope you feel better soon!
Doctor Klein: Good morning, Cecilia, how are you feeling
today? Did you understand the text?
Cecilia: I do not feel very well,Doctor Klein. I hope that you 1) When did Cecilia begin to feel ill?
can treat my illness. a. last night
b. this morning
Doctor Klein: I'm sorry that you feel very sick. Tell me some of c. yesterday morning
your symptoms so that I can give you a proper diagnosis. d. yesterday afternoon
2) Which of the following is not one of Cecilia's symptoms:
Cecilia: I have not felt well since yesterday afternoon. The a. sore throat
symptoms began with a headache and a gradual sore throat. I b. vomiting
drank tea with lemon and honey, and I went to bed early. c. exhaustion
However, I am extremely exhausted, and I don't feel any d. headache
better today. 3) Dr. Klein diagnoses Cecilia with which illness?
a. the common cold
Doctor Klein: I have seen these symptoms recently in some of b. the flu
my other patients. I'll check your temperature and examine c. hay fever
your throat in order to give you a proper diagnosis. d. a head injury
4) How long does Cecilia have to wait until she can return to
Cecilia: Thank you, Doctor. work?
a. 15 minutes after taking her medication
Doctor Klein: Open up and say "Ahhhhhh...” b. 100 minutes after her medical appointment
c. 24 hours after the fever breaks
Cecilia:"Ahhhhhh...” d. 72 hours after her initial symptoms began
Doctor Klein: Oh, my! I can already see that your throat is More questions about the text:
very red.Your temperature of 100 degrees indicates that you 5) Which question does Doctor Klein first ask Cecilia?
are running a mild fever. I am afraid that you might have the a. Why are you late for your appointment?
flu. b. How are you feeling today?
c. What are your symptoms?
Cecilia: What is the best way to cure my symptoms? d. What medications have you taken?
6) What did Cecilia do before going to bed last night?
Doctor Klein: You will need plenty of rest, and you should a. Schedule her appointment with Dr. Klein
drink fluids frequently in order to stay hydrated. You've also b. Drink tea with lemon and honey
just started to show symptoms, so I can prescribe you a c. Take a non-prescription medication
medication that can reduce fever and shorten the duration of d. Make a list of her symptoms
your illness. 7) What object would Dr. Klein most likely use to take
Cecilia's temperature?
Cecilia: Should I stay home from work as well? a. a cotton swab
b. a thermometer
Doctor Klein: Yes, you should remain in bed until the fever c. a stethoscope
breaks. You should also wait until 24 hours after the fever has d. a thermostat
broken before you return to work. You do not want to risk 8) Why does Cecilia have to drink plenty of water?
getting your coworkers sick as well. a. To reduce her fever
b. To prevent vomiting
Cecilia: I suppose I will just take it easy and relax for a couple c. To clear her throat
of days. Thank you, doctor, for all of your help! d. To stay hydrated
Solution: 1)d 2)b 3)b 4)c 5)b 6)b 7)b 8)d
 Advanced Reading Comprehension Test 01
The canopy, the upper level of the trees in the rain forest, holds a plethora of climbing mammals
of moderately large size, which may include monkeys, cats, civets, and porcupines. Smaller
species, including such rodents as mice and small squirrels, are not as prevalent overall in high
tropical canopies as they are in most habitats globally.
Small mammals, being warm blooded, suffer hardship in the exposed and turbulent environment
of the uppermost trees. Because a small body has more surface area per unit of weight than a
large one of similar shape, it gains or loses heat more swiftly. Thus, in the trees, where shelter
from heat and cold may be scarce and conditions may fluctuate, a small mammal may have
trouble maintaining its body temperature.
Small size makes it easy to scramble among twigs and branches in the canopy for insects,
flowers, or fruit, but small mammals are surpassed, in the competition for food, by large ones
that have their own tactics for browsing among food-rich twigs. The weight of a gibbon (a small
ape) hanging below a branch arches the terminal leaves down so that fruit-bearing foliage drops
toward the gibbon’s face. Walking or leaping species of a similar or even larger size access the
outer twigs either by snapping off and retrieving the whole branch or by clutching stiff branches
with the feet or tail and plucking food with their hands.
Small climbing animals may reach twigs readily, but it is harder for them than for large climbing
animals to cross the wide gaps from one tree crown to the next that typify the high canopy. A
macaque or gibbon can hurl itself farther than a mouse can: it can achieve a running start, and it
can more effectively use a branch as a springboard, even bouncing on a limb several times before
jumping. The forward movement of a small animal is seriously reduced by the air friction against
the relatively large surface area of its body. Finally, for the many small mammals the supplement
their insect diet with fruits or seeds, an inability to span open gaps between tree crowns may be
problematic, since trees that yield these foods can be sparse.
Question 1: The passage answers which of the C) They have difficulty with the changing conditions
following questions? in the canopy.
A) Why do large animals tend to dominate the upper D) They prefer the temperature and climate of the
canopy of the rain forest? canopy to that of other environments.
B) How is the rain forest different from other
habitats? Question 5: In discussing animal size in paragraph 3,
C) How does an animal’s body size influence an the author indicates that
animal’s need for food? A) small animals require proportionately more food
D) Why does rain forest provide an unusual variety than larger animals do.
of food for animals? B) a large animal’s size is an advantage in obtaining
food in the canopy.
Question 2: Which of the following animals is less C) Small animals are often attacked by larger
common in the upper canopy than in other animals in the rain forest.
environments? D) Small animals and large animals are equally
A) Porcupines adept at obtaining food in the canopy.
B) Mice
C) Monkeys Question 6: The word “typify” is closest in meaning
D) Cats to
A) resemble
Question 3: The word “they” refers to B) characterize
A) smaller species C) protect
B) B) trees D) divide
C) high tropical canopies Question 7: According to paragraph 4, what makes
D) climbing mammals of moderately large size jumping from one tree crown to another difficult for
small mammals?
Question 4: According to paragraph 2, which of the A) The dense leaves of the tree crown.
following is true about the small mammals in the B) The thickness of the branches.
rain forest? C) The inability to use the front feet as hands.
A) They have body shapes that are adapted to life in D) Air friction against the body surface.
the canopy. Question 8: The word “supplement” is closest in
B) They use the trees of the canopy for shelter from meaning to
heat and cold. A) replace
B) add to D) Control
C) look for Solution; 1A 2B 3A 4B 5A 6B 7D 8B

Read the Story and underline all the words with the long I sound
Diana loves to play on the slide. She is a nice child, and she is nine. Listens to her elders and is always kind.
She does her homework right and sleeps on time at night. She always tells the truth, never a lie.

Her favorite animal is a tiger but she is afraid of a spider. She plays football. When there's a goal, she gives
her friend a high five! Diana meets and greets everyone with a smile. As a reward, Dad treats her with ice
cream! Yum! Yum! Mom bakes her a blueberry pie.

Diana loves to go cycling and fly a kite, under the sky so high. In the sunlight, the birds take flight. Diana is
so happy at the sight.

Read the Story and underline all the words with the short I sound
Jim swims to be slim. He swims in the sea every morning. He can swim like a fish. One day he sees a pink
squid. Jim's just a kid but he wants to catch that squid. He gets a bin with a lid, and he goes swimming to try
and catch the squid. The squid's too big for the bin. The lid won't fit. So Jim lets the squid swim away. He
waves at the squid.

Jim comes back home to his village. He sees a mill on the hill and some insects in the valley. He has a wish to
sail on a ship one day, and maybe he'll see the squid while his trip again.

"OO" like Cool Story By: Andrew Frinkle

The letters OO make many sounds. Sometimes, it sounds like it does in cool. Can you find all the words with
this sound?
Tom had a really cool pool. He didn't want to go to school. He just wanted to play in his pool. That's a bit
cuckoo, right? What a fool.
He went inside to his room. He wanted to get some food. The food made his tooth hurt. He had a booboo! It
made him sneeze, too. Achoo!
Now goo was oozing from his nose. There was a bit of drool, also.
He was sick now. He had the proof. Oops! That hurts. He was doomed!
Mom took him to the doctors soon after.
They poked him with their tools.
Now, he really wished he'd just gone to school.

Big Changes Story, By: Andrew Frinkle

Ava was going to school tomorrow. It was going to be her first day. It meant a lot of big changes.
She had to get up earlier. She had to dress more nicely. She had to eat breakfast more quickly.
She had to ride a bus, not a car. She had to sit still and listen. She had to do things at the right time.
She could not play when she wanted to. She had to play at recess time. She had to eat at lunch and snack
times.
She had to work hard to learn. She would study math, reading, and writing. These were many big changes.
Ava was a little scared. Ava was a little excited. Ava was a little curious.
How would the big changes turn out? She just had to wait and see.
Mom said things would be great.

Read the Story; Underline all the words with the long E sound
In the evening, Pete and his friends play hide and seek. Eve runs on the grass so green, like a fairy queen.
Alice climbs a tree and sees some bees. She counts to find out, there are three. Robert is hiding behind a
sheep, who is deep asleep. Steve loves to read, twice a week, so he is hiding in a pile of books. But Pete can
see all of them. Snack time! They munch on apples, peas and kiwis. The girls have a tea party! They all have
a fun time when they meet.

Read the Story and underline all the words with the short E sound
Meg wants to be a vet. She looks after hens, pigs and sheep on the farm. She spends a lot of time with her
animal friends. Today the weather is wet, and Meg is examining the animals in a tent. The red hen has ten
eggs in the nest, the big pig has injured a leg in the pen, seven sheep are waiting near the fence. Meg needs
some rest, so she goes to bed. Tomorrow she is having a test in her vet school. She is ready to be a great
vet!

Read the Story and underline all the words with the short O sound
Donnie has a dog called Oscar. They like to go find frogs in the forest. The dog loves frogs. They follow the
frogs from rock to rock. First the frog hops. Then the dog hops. Then Donnie hops. They hop across the
rocks. The frogs hop into a pond. The dog hops into the pond, too. But Donnie stops. He calls for his dog. He
says, "I do not want to hop into the pond, Oscar!" So the dog comes back. They hop, hop, hop back across
the rocks together. The day is hot, and the way is long. Donnie has some treats for his dog in his pocket. He
feeds the dog and says, "We'll find more frogs tomorrow!"

Read the Story; Underline all the words with the long O sound
Tony the mole had to visit his grandmother. She lived in another part of the forest under an old oak tree. So
he took a boat and sailed down the river. On the way there, he met a goat, and they became friends.

The goat was hungry, Tony gave him a baked potato and a tangy tomato. It wasn't winter yet, but it was
rather cold. When it started to snow, the mole shivered from head to toe. Thanks to the goat, who had an
extra coat, the mole felt good and warm. Though his nose was as red as a rose!

Tony met his grandmother and gave her a hug. She patted his shoulder and gave him a colorful folder. It had
many stamps that the mole liked to collect. He showed it to his friend goat on the way back.

Long oo Student Reader - Story

A troop of cool kids were leaving school soon. They were going to be zooming on the smooth bus to the zoo.
It has lots of room. When they get there, they will choose what to do. Will they go see the animals by the
igloo? Will they buy a balloon? They will not eat food for they will do that at noon. One thing is sure, they
will have too much fun. It will be a hoot!

ph and gh Student Reader - Story

Phil has two nephews named Ralph and Joseph. They were orphans in a tough time so Phil took them in.
The three of them would laugh until they coughed from taking funny photos of them looking like dolphins
and gophers. When they had enough, they got rough on their homework and practiced their alphabet and
word phrases.

History of Soccer
The oldest soccer-like sport was played over 2,000 years ago in ancient Chinese, Greek, and Roman cultures.
A rock sometimes served as the ball. In some instances, a "ball" was made from an animal hide stuffed with
hair. In its current form, though, soccer evolved from 19th century England and was brought to the United
States by immigrants.

England's first football association was created in 1863, which is when the sport began to become
standardized. The association established rules which continued to evolve. One of those rules, that the ball
could not be carried by hand, resulted in the official separation between the sports of soccer and rugby.
Increasing industrialization made soccer more and more popular
in England. While it had originally been played largely by public school teams, workplace-based teams
began to emerge in the 1900s. Talented players were paid, and as a result of workplace- team matches,
soccer became a revenue-generating spectator sport.

The first professional soccer league was the English Football League. Semi-professional leagues were
introduced in Germany in 1949, and the first professional German division began in 1963/64. While the first
American soccer leagues used the term "football" for the sport like their European counterparts, they
switched to the term "soccer" in the late 1910s and early 1920s to avoid confusion between soccer and the
American game also (and still) called football. The first U.S. professional soccer leagues formed in 1967: the
United Soccer Association and the National Professional Soccer League. These soon merged to create the
North American Soccer League in 1968. Soccer's popularity continued to increase in the United States, and
in 1994, the U.S. hosted the 1994 FIFA World Cup. Major League Soccer in the U.S. was established in 1996.

4 Sample Paragraphs For Reading Test in English

1. Traveling in a D. T. C. Bus
Delhi is a crowded city. There are very few rich people who travel by their own vehicles. The majority of the
people cannot afford to hire a taxi or a three- wheeler. They have to depend on D.T.C. buses, which are the
cheapest mode of conveyance. D.T.C. buses are like blood capillaries of our body spreading all over in Delhi.
One day I had to go to railway station to receive my uncle. I had to reach there by 9.30 a.m. knowing the
irregularity of D.T.C. bus service; I left my home at 7.30 am. and reached the bus stop. There was a long
queue. Everybody was waiting for the bus but the buses were passing one after another without stopping. I
kept waiting for about an hour. I was feeling very restless and I was afraid that I might not be able to reach
the station in time. It was 8.45. Luckily a bus stopped just in front of me. It was overcrowded but somehow I
managed to get into the bus. Some passengers were hanging on the footboard, so there was no question of
getting a seat. It was very uncomfortable. We were feeling suffocated. All of a sudden, an old man declared
that his pocket had been picked. He accused the man standing beside him. The young man took a knife out
of his pocket and waved it in the air. No body dared to catch him. I thanked God when the bus stopped at
the railway station. I reached there just in time.

2. Look before You Leap

The proverb has deep meaning, which is always useful for a successful life. It conveys the idea that we
should always think and then act accordingly. Impulsive actions may lead us to embarrassing and odd
situations. As we should always think before we speak, in the same way we should think before we act. Life
is full of various factors, the factors which can fascinate us for the moment but may lead us to failure or the
factors which can repel immediately but may be the stepping stones to success. For example, going to a
movie or playing video games may seem an attractive thing for the time being but can, in the course of time
not only disturb one's studies but also injure our eyes. Therefore, we should always restrain our intuitive
and impulsive desires and then act according to what our mind says is right. Even the great men like Gandhi.
Nehru, John Kennedy have been prey to their passions and emotions

3. Reading To Improve English Paragraph In 200 Words

Improving English through reading is a fundamental skill that benefits learners of all ages. For students
aiming to enhance their language proficiency, regular reading is key. It helps in building vocabulary by
encountering new words in context, understanding grammar through exposure to well-structured
sentences, and improving comprehension by following narratives or arguments.

Additionally, reading exposes readers to diverse writing styles, genres, and perspectives, which expands
their understanding of the world and enhances critical thinking skills. Whether it's fiction, non-fiction,
poetry, or articles, each genre offers unique benefits. Fictional stories stimulate imagination and empathy,
while non-fiction provides factual knowledge and insights into real-world issues.
Moreover, consistent reading improves fluency in speaking and writing. It allows readers to internalize
correct grammar usage and sentence structures, making communication more effective and coherent.
Beyond academic benefits, reading for pleasure also reduces stress, increases cultural and fosters a lifelong
habit of awareness, Gram learning.

To cultivate a strong reading habit, students can explore libraries, bookstores, or online platforms to find
materials that match their interests and reading levels. Encouraging discussions about books and sharing
favorite stories can further enhance engagement and motivation.

By making reading a regular part of their routine, students not only improve their English skills but also
enrich their overall learning experience and personal growth

4. English Speaking Paragraph In 200 Words

Hey everyone! Today, let's dive into the exciting world of English speaking. Speaking English opens up a
whole new realm of opportunities for us. It's like having a magic key that unlocks doors to adventures,
friendships, and discoveries.

When we speak English, we can connect with people from all around the globe. We can make new friends,
share stories, and learn about different cultures. Imagine being able to chat with someone from a faraway
land or understanding your favorite English cartoons without subtitles! That's the power of English
speaking.

But speaking English isn't just about communication; it's also about self-expression. With each new word we
learn, we gain the ability to express ourselves in unique and exciting ways. Whether it's describing our
favorite hobbies, telling stories about our day, or sharing our dreams for the future, speaking English helps
us articulate our thoughts and feelings with confidence.

To become great English speakers, we can practice every day. We can chat with friends, listen to English
music, watch English movies, and read English books. The more we practice, the better we'll become!

So, let's embark on this journey together and embrace the wonderful world of English speaking. Together,
we'll unlock endless possibilities and have tons of fun along the way!

IMPROVE ENGLISH SPEAKING

FOCUS ON FLUENCY, NOT GRAMMAR
1. English grammar is not necessary for speaking fluently; you only need to focus on idioms, phraseology,
and slangs in order to communicate like a native.

2. When you speak in English, how often do you stop? The more you stop, the less confident you sound and
the less comfortable you become.

3. Try the mirror exercise but challenge yourself to speak without stopping or stammering (taking pauses
between your words) the entire time. This

DON'T BE AFRAID TO PRACTICE. BE BRAVE AND SPEAK

1. Your friends may laugh at your mistakes. That's fine. Ignore them. Your sole aim is to speak English.

2. One of the main difficulties with speaking English faced by non-native speakers is confidence. Some of the
most common reasons is the fear of making mistakes or being judged based on the amount of English they
know. If you are not afraid to practice anchor English pronunciation into your
TALK TO YOURSELF
1. Whenever you're at home (or alone somewhere else) you can practice your English with your favorite
person: yourself.

2. If you're already thinking in English, try speaking your thoughts out loud. Read out loud, too. Practice is
practice, and even if you don't have anyone to correct your mistakes, just the act of speaking out loud will
help you become more comfortable speaking English.

3. If you talk to yourself, you will identify the areas where you have a vocabulary weakness

Certainly! Here are some tips to improve your English speaking skills:
1. Practice regularly: Consistent practice is key to improving your English speaking skills. Set aside dedicated
time each day to practice speaking English, even if it's just for a few minutes.

2. Listen to native speakers: Listening to native English speakers will help you develop a better
understanding of pronunciation, intonation, and natural speech patterns. Watch movies, TV shows, or listen
to podcasts, audiobooks, and music.
 Don't be afraid to practice. Be brave and speak
 Think in English
 Talk to yourself
 Use a mirror
 Use the internet and social media to your advantage
 Focus on fluency, not grammar
 Try some tongue twisters
 Learn and study phrases (most important)
 Most common grammatical mistake
 Words used incorrectly in a sentence

Moth and Sloth; Read the passage and Theo the Thief; Read the passage 3 times
highlight the -th words. and then answer the questions.
Theo the thief took my things. He took my
Moth and Sloth have a bath in the bathtub.
math book and three of my hats. As Theo ran
After he bath, mom gives Moth and Sloth a
from my home, he got a thorn stuck in his
thick broth. They thank mom and drink the
thumb. It started to throb. We helped him
broth. Then they get their things to study
out, so he gave back my math book and my
math.
three hats. My hats were torn, but my mom
Moth and Sloth have a fixed them with some thread.
…………………………………………………………………..
1.) What did Theo take?
Mom gives them a thick
…………………………………………………………………….
…………………………………………………………………..
.
Moth and Sloth study.
2. What did Theo get stuck in his thumb?
…………………………………………………………………….
……………………………………………………………………
.
…..
3.How did Mom fix the hats?
……………………………………………………………………
…..
Thad and the Bath …………………………………………………………………….
"Thad! Thad!" Mom did call "Come in and get .
in the tub! You must get that filth off." 3. What will Birdie wash first?
This made Thad flinch. He had just dug a ……………………………………………………………………
trench in the mud. Yes, he was covered in …..
filth and had a bad stench, but he did not
want to get in the tub. The Lost Oar; Read the passage 3 times and
then answer the questions
Thad had to obey Mom. He got in the tub
Kerry is aboard a boat. She will use the oars
with a thump. Then, Thad used a cloth to
to row down the river. Kerry sees a spider on
scrub his chin, chest, back, and leg.
her oar and throws it in the air. The oar soars
Thad did not want to get in the tub, but it
across the river and lands in the water. Now,
would feel good to get off all that filth!
Kerry must dive in the water to get her oar.
Josh Has a Wish; Read the passage 3 times
and then answer the questions. 1. What will Kerry use the oars for?
Josh has a wish to buy a pet fish. He puts his …………………………………………………………………….
cash in his bag, and he puts a leash on Ash. .
They rush to the shop and nearly trip over (2.) Why does Kerry throw the oar in the air?
some trash. The shop has so many fish, and ……………………………………………………………………
they all go splash, splash, splash. Josh pays …..
for a fish and runs home with Ash. (3.) How will Kerry get her oar back?
…………………………………………………………………….
1. What is Josh's wish? .
…………………………………………………………………….
. The Storm; Read the passage 3 times and
then answer the questions
2. Who might Ash be?
There is a storm outside, and the power is
…………………………………………………………………..
gone. Jeff will have to use a torch to read his
3. What did they nearly trip over?
book. He sits on the floor with his book and
…………………………………………………………………….
his torch. The story is about a short giraffe
.
who likes to play sport.
In the Dirt; Read the passage 3 times and
then answer the questions. 1. Why is the power gone?
Birdie likes to play in the dirt, but it makes ……………………………………………………………………
her mom mad. Birdie gets dirty in the dirt. ……..
The dirt goes on her shirt and on her skirt. 2. What will Jeff use to read his book?
Birdie will have to wash her shirt and skirt ……………………………………………………………………
before her mom sees it. She will wash her ……..
hands first. 3. What is the story about?
…………………………………………………………………….
1.) What makes Birdie's mom mad? .
……………………………………………………………………
…..
2. What did Birdie get dirty?
Directions: Read the story. Highlight all Directions: Read the story. Highlight all
the th words in the story. the wh words in the story.
What Did He Whisper? Sam whispered three
The Thief that Took our Things!
things to Sarah.
There was a thief in our house. He took a lot
He whispered, "My cat has long whiskers. I
of things. The thief took my mom's thread.
bought a red whistle. I whimper when I
He also took my math book. I was really
sleep." Sarah said,
upset because he took my pet moth,
"Why did you need to whisper?"
Timothy. I hope they get the thief!
I. What was the first thing Sam whispered?
I. Who is the story about? …………………………………………………………………….
…………………………………………………………………… .
….. 2. What was the second thing Sam
2. What did the thief take that belongs to whispered?
Mom? ……………………………………………………………………
…………………………………………………………………… …..
….. 3. What was the third thing Sam whispered?
3. What kind of book did the thief take? ……………………………………………………………………
……………………………………………………………………. …..
. 4. What did Sarah say?
4. What kind of pet did the thief take? …………………………………………………………………….
……………………………………………………………………. .
. 5. How many wh words are in the story?
5. What is the pet's name? …………………………………………………………………….
……………………………………………………………………. .
.
 Some Tongue Twisters
1. Shut up the shutters and sit in the shop. 16. Near an ear, a nearer ear, a nearly eerie ear.

2. Wunwun was a racehorse, Tutu was one, too. 17. Frivolous fat Fannie fried fresh fish furiously.
Wunwun won one race, Tutu won one, too. 18. There was a writer called Wright,
he taught his son to write Wright right:
3. A certain young fellow named Beebee "It's not right to write Wright 'Rite',
wished to marry a lady named Phoebe. please try to write Wright right!"
"But," he said. "I must see what the minister's 19. If you understand, say "understand".
fee be before Phoebe be Phoebe Beebee". If you don't understand, say "don't understand".
But if you understand and say "don't
understand",
4. The big black bug bit the big black bear, how do I understand that you understand?
but the big black bear bit the big black bug back! Understand!?
5. A pessimistic pest exists amidst us. 20. To begin to toboggan, first buy a toboggan.
But don't buy too big a toboggan.
6. Come, come, stay calm, stay calm, Too big a toboggan is too big a toboggan to buy
no need for alarm, It only hums, It doesn't harm. to begin to toboggan.

7. While we were walking, 21. Irish Wristwatch, Swiss Wristwatch.

we were watching window washers wash I wish to wash my Irish wristwatch
Washington's Which wristwatches are Swiss wristwatches?
windows with warm washing water.
22. Betty Botter bought some butter
8. A loyal warrior will rarely worry why we rule. But she said the butter's bitter
If I put it in my batter, it will make my batter
9. I wish to wish, I dream to dream, I try to try, bitter
and I live to live, and I'd die to die, and I cry to But a bit of better butter will make my batter
cry, better
but I dont know why. Betty Botter bought a bit of butter.
The butter Betty Botter bought was a bit bitter
10. Give papa a cup of proper coffee in a copper And made her batter bitter.
coffee cup. But a bit of better butter makes betterbatter.
11. Ken Dodd's dad's dog's dead. So Betty Botter bought a bit of better butter
Making Betty Botter's bitter batter better
12. Mary Mac's mother's making Mary Mac 23. Six sick hicks nick six slick bricks with picks
marry me. and sticks.
My mother's making me marry Mary Mac.
Will I always be so merry when Mary's taking
care of me? 24. The sixth sick sheik's sixth sheep's sick.
Will always be so merry when I marry Mary
Mac? 25. The sixth sitting sheet-slitter slit six sheets.

13. Mr. Tongue Twister tried to train his tongue 26. She sells sea-shells on the sea-shore.
to twist and turn, The shells she sells are sea-shells, I'm sure.
and twit and twat, to learn the letter "T". For if she sells sea-shells on the sea-shore
Then I'm sure she sells sea-shore shells.
14. She saw Sheriff's shoes on the sofa. 27. How much wood would a woodchuck chuck
But was she so sure she saw Sheriff's shoes on if a woodchuck could chuck wood?
the sofa? He would chuck, he would, as much as he could,
and chuck as much wood
15. I thought, I thought of thinking of thanking As a woodchuck would if a woodchuck could
you. chuck wood
28. Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where's the peck of pickled peppers Peter Piper
picked?

29. Old Mother Hunt had a rough cut punt

Mine.org rough cut
Not a punt cut rough, But a rough cut punt.
30. Pad kid poured curd pulled cold.