ShortOriginal decodable reading
A Map at Camp
Short A passage · CVC words and -amp / -ap families
This controlled text gives a learner a meaningful reason to apply already taught spellings. Preview the target words before reading, then reread for smoothness and meaning.
Before reading
Preview the focus words
Read each word from left to right. Say the vowel sound, blend the word, and briefly explain any word that is new.
Keep the reading tightly matched to this spelling pattern.
Enough connected text to practise phrasing without overload.
Answer from the printed passage, not from a guess.
Read and understand
A Map at Camp
Teaching note: Read once for accuracy, then reread for smoother phrasing and meaning.
Read it twice
Sam and Pam had a map at camp. The map had a path by a sand bank. Pam had a lamp, and Sam had a pack.
A gust of wind sent the map past the camp mat. Sam ran fast and put his hand on it. A damp stamp was at the end of the map.
The stamp said, “Walk past the ramp.” Sam and Pam did that. At the ramp, they sat and had a snack.
Talk about the text
Check understanding
Ask the learner to point to the sentence that gives each answer. This keeps comprehension tied to the words on the page.
- Where were Sam and Pam?
- What sent the map away?
- What did the stamp tell them to do?
Read, spell, transfer
Five-minute word work
Find two focus words with the same ending or vowel pattern. Read them, then write them in a pair.
Choose one focus word. Change its first sound and decide whether the new word is real.
Say one sentence from the text. Let the learner write it, then compare each sound-spelling choice with the printed sentence.
Offline practice
Print this passage
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