Practice Book1

Grade 1Practice Book O A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 10 024 09 08 07 Unit 1 • All About Us We Are Special Pam and Sam Contents Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character Chart . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Inflectional Ending: s, Short a . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Photographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5 6 7 8 Ready, Set, Move! I Can! Can You? Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . . 11 Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Structural Analysis: Inflectional Ending: s, Short a . . . . . . . . . 13 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Text Feature: Labels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Phonics: Short i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Double Final Consonants . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study Skill: Parts of a Book . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Short i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: r Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Setting Chart. . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character and Setting . . . . . . . . . . . . . . . . . Structural Analysis: Possessives: ’s . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: r Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Final Blends: nd, st, nt, nk . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Author’s Purpose Chart . . . . . . . . . . . . . . . . Comprehension: Author’s Purpose . . . . . . . . . . . . . . . . . . . . . Structural Analysis: CVCC Words . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Literary Element: Rhyme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Final Blends: nd, st, nt, nk . . . . . . . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Growing Up How You Grew Pets Pet Tricks Teamwork © Macmillan /McGraw-Hill Soccer iii Unit 2 • Outside My Door Animal Families Animal Moms and Dads Phonics: Short o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Main Idea and Details Web . . . . . . . . . . . . . Comprehension: Main Ideas and Details . . . . . . . . . . . . . . . . Structural Analysis: Inflectional Ending: -ed . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Literary Element: Rhythmic Patterns . . . . . . . . . . . . . . . . . . . . Phonics: Short o, a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Short e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Retelling Chart . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Retell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Contractions: n’t . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Short e, o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Digraphs: sh, th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Main Idea and Details Web . . . . . . . . . . . . . Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . . Structural Analysis: Inflectional Ending: -ing. . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study Skill: Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Digraphs: sh, th; Short e, o . . . . . . . . . . . . . . . . . . . . Phonics: Short u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Retelling Chart . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Retell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Contractions: ’s . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: l Blends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . . Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: CCVC Words . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: l Blends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 Helping Out Little Red Hen Where Animals Live A Prairie Dog Home Sing and Dance The Fun Kids’ Band Let’s Laugh On My Way to School iv © Macmillan /McGraw-Hill Unit 3 • Let’s Connect Being Friends Kate’s Game Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Predictions Chart . . . . . . . . . . . . . . . . . . . . . Comprehension: Make Predictions . . . . . . . . . . . . . . . . . . . . . Structural Analysis: Inflectional Endings: -ed, -ing . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 86 87 88 89 90 91 92 Kids Around the World Kids Can Help Phonics: s Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Comprehension: Compare and Contrast Chart . . . . . . . . . . . 95 Comprehension: Compare and Contrast. . . . . . . . . . . . . . . . . 96 Structural Analysis: One- and Two-Syllable Words . . . . . . . . 97 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Literary Element: Word Choice . . . . . . . . . . . . . . . . . . . . . . . . 99 Phonics: Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Phonics: Digraphs: ch, tch, wh . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Main Idea and Details Web . . . . . . . . . . . . Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . Structural Analysis: Inflectional Ending: -es . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study Skill: Periodicals and Newspapers . . . . . . . . . . . . . . . Phonics: Digraphs: ch, tch, wh . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Predictions Chart . . . . . . . . . . . . . . . . . . . . Comprehension: Make Predictions . . . . . . . . . . . . . . . . . . . . Structural Analysis: Inflectional Endings: -ed, -ing . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Long i, Short i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Blends: scr, spl, spr, str . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Character and Setting Chart . . . . . . . . . . . Comprehension: Character and Setting . . . . . . . . . . . . . . . . Structural Analysis: Contractions: ’ll, ’m, ’ve . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Numerical List. . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 Me and My Shadow Short Shadows, Long Shadows Our Families Smile, Mike! Family Time © Macmillan /McGraw-Hill Gram and Me v . . . a . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: CVCe Words . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . Phonics: Long u . . . . . . . . . . . . . . . . Fluency . . . . . . . . . i. Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Draw Conclusions . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study Skill: Telephone Directory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Compare and Contrast Chart . . . Phonics: Long e. . . . . . . . . . . . . . . . . . Middle. . Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . Middle. . . . . . . . . Comprehension: Inference Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . u. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Dictionary. . . . . Phonics: Long u. . . . . . . . . Phonics: Long e . . . . . . . . . . . . . Vocabulary Strategy: Context Clues . . . . . . . . . . . . Words to Know . . . . Structural Analysis: Inflectional Endings: -er. . . . . . . . . . . . . . . . . . Short e . . . . . . . . . . . . . . . . . . . . . . . . Literary Element: Repetition . . . . . . . . . . . . . a . . . . . Structural Analysis: Inflectional Ending: -es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Literary Element: Repetition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . . . Words to Know . . . Fluency . . . . . . . . Structural Analysis: Compound Words . .Unit 4 • Our Earth Birds Pelican Was Hungry Phonics: Long o . . . . . . . . . . . . . Fluency . . . . . Comprehension: Beginning. . . . . . . . . . . . -est . . . . . . . . . . . . . . . Vocabulary Strategy: Word Parts. . . . . . . . . . . . . . . . . and End . . . . . . . . . . . . . . . . Text Feature: Floor Plan . . . . . . . . a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Make Inferences . . . . . . . . . . . Vocabulary Strategy: Dictionary. . . . . . . . . . . . . . . . . . . . . 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 © Macmillan /McGraw-Hill Recycling June Robot Cleans Up What’s the Weather? Stormy Weather What Scientists Do Meet Ben Franklin Favorite Stories Little Rabbit vi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Long e. . . . . . . . . . . . . . . . . . . . . . . . . . Structural Analysis: CVVC Words . . . . . Phonics: Long o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Make Inferences . . . Words to Know . . . Phonics: Long o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Beginning. . . . . . . . . . . . . . . . . . . Comprehension: Compare and Contrast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and End Chart . . . . . . . . . . . . . Comprehension: Inference Chart . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Bold Print . . . . . . . . . . . . . . . . . . . . . . Comprehension: Conclusions Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . Short o . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: r-Controlled Vowels: er. . . . . Vocabulary Strategy: Dictionary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . un-. . . Structural Analysis: Inflectional Endings: -er. . . . . . . . . . . . . . . . . . . . . . . . . ar . Words to Know . . Structural Analysis: Prefixes: re-. . . . . . . . . . . . . . Fluency . . . . . . . Comprehension: Fantasy and Reality Chart . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . Words to Know . . . . . . Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: r-Controlled Vowel: ar . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: r-Controlled Vowels . . -est . . . . . . . . . . . . . . . . . . . . . . . . . .Controlled Vowels: or. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . .. . . Text Feature: Captions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Graph . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: r. . . . . . . . . . . . . . . . . . . Phonics: Short a. . . . . . . . . . . Comprehension: Inference Chart . . . . . . . . . . Structural Analysis: Inflectional Ending: -ed . Dr. . . . . . . . . . Comprehension: Classify and Categorize. . . . . . .Controlled Vowel: or . . . . . . . . . . . . Phonics: r. . . and ar . . . . . . . . . . . . . . . . . . . . . . . ir. .. . . . . . . . . . . . . . . Long a. . . . . . . . . . . Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . Structural Analysis: Abbreviations: Mr. . . . Short i . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . Comprehension: Make Inferences . . . . . . . . . . . . . . . . . Vocabulary Strategy: Context Clues . . . . Comprehension: Classify and Categorize Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Study Skill: Card Catalog . . . . . . . . . . . . Sat. Vocabulary Strategy: Dictionary. . . . . Literary Element: Rhyming Pattern . . . . . . . . . . . . . . . . . . . . . . Comprehension: Fantasy and Reality . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Long o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 Watch It Go The Kite Inventions Kids’ Inventions I Can Do It Whistle for Willie © Macmillan /McGraw-Hill How Does It Grow? A Fruit Is a Suitcase for Seeds vii . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Word Parts. . . . Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Word Parts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . Structural Analysis: Inflectional Ending: -y . . . . . . . . . . . . . . Phonics: Long i. . . . . . . . . . . . . . . . . . . Comprehension: Cause and Effect . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . .Unit 5 • I Can Do It! Express Yourself Olivia Phonics: Long o . . . . . . . . . . . . . . . . . . . . . ur . . . . . . . . Words to Know . . . Text Feature: Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Problem and Solution. . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . . . 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 © Macmillan/McGraw-Hill Exploring Space Blue Jay Finds a Way At Work Cool Jobs Watching Animals Grow A Tiger Cub Grows Up Let’s Build Sand Castle viii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Literary Element: Word Play. . . . . . Vocabulary Strategy: Dictionary. . . Phonics: Diphthongs: oi. Comprehension: Classify and Categorize Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . aw . . . . . . . . . . . . . . . . . . . aw . . . Phonics: Variant Vowel: oo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Compare and Contrast Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Predictions Chart . . . . . . . . . Study Skill: Media Center and Internet . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Long o and ir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bugs! Dot and Jabber and the Big Bug Mystery Phonics: Diphthongs: ou. Diphthongs: ou. . . . . . . . . . . . . . . . . . . . oy . . . . . Comprehension: Make Predictions . . . . . Review: Words to Know . . . . . . . . . . . . . Phonics: Diphthongs: ou. . Bugs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Text Feature: Captions . . . . . . . . . . . . . . . . . . . . . . oy . . . . . . . Words to Know . . . . Comprehension: Illustrations Chart . . Fluency . . . . . . . . . . . . . . . .Unit 6 • Let’s Discover Bugs. . . . . . . . . . Structural Analysis: Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fluency . . . . . . . . . . . . . . Review: Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Variant Vowels: au. . . . . . . . Fluency . . . . . . . . . . . . . . . . Phonics: Variant Vowel: oo. . . . . . . . . . . . . . . . . . . . . . . . . oy . . . . . . . . . . . . Comprehension: Cause and Effect . . . . Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . ow. . . . . . . . . . . . . . Phonics: Variant Vowels: oo. . . Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Variant Vowel: oo . . . . . . . . . . . . . . Phonics: Variant Vowel: oo . Fluency . . . . . . . . . . . . . . . . . . . . Text Feature: Question and Answer Format . . Phonics: Diphthongs: oi. . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Variant Vowels: au. . . . . . . . . . . Comprehension: Classify and Categorize . . . . . . . . . Phonics: Diphthongs: oi. . . . ow . . ow . . . . . . . . . . . . . . . . . . . Words to Know . . Structural Analysis: Suffixes: -ful. . . Text Feature: Heads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . aw. . . . . . -less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phonics: Variant Vowels: au. . . . . . . . . Vocabulary Strategy: Word Parts. . . . . . . oo . . Comprehension: Use Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ou. . . . . . . . . . . . . . . . . . . . . . . . . . . Vocabulary Strategy: Thesaurus . . . . . . . . . . . . . . . . . . . . . . . . . Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . Comprehension: Compare and Contrast. . . . . . . . . . Pam and Sam • Book 1. © Macmillan /McGraw-Hill At Home: Have your child change the first letter of one of the words above to make a new word. pan 3. 1. fan 6. man 4. Then have your child draw a picture of the new word. cat 2. Circle the picture that it names.1/Unit 1 1 . Write a sentence using some of the words. sat 5.Practice Name Short a Read the word. 5. I can . 3. Write your own sentence using a word from the box. The cat ran . Use one of the words in the box. The cat is little.Practice Name Words to Know Complete each sentence. 2. up down not jump 1. © Macmillan /McGraw-Hill 4. 2 Pam and Sam • Book 1. The dog ran . .1/Unit 1 At Home: Have your child create sentences using each word in the box. Pam and Sam • Book 1. and end of Pam and Sam? At Home: Have your child use the chart to retell the story.1/Unit 1 3 .Practice Name Comprehension: Character As you read Pam and Sam. middle. Pam Can Sam Can © Macmillan /McGraw-Hill How does the Character Chart help you remember the beginning. fill in the Character Chart. Nat can go up. 3. Nat is a cat.1/Unit 1 At Home: Have your child talk about all the things cats can do. Nat can go up and down. Nat is in the . 5. 2. Where is Nat? Write T if the sentence is true. . Pam and Sam look for Nat.Practice Name Comprehension: Character Look at the pictures. 1. Write F if the sentence is false. Nat can go down. Nat is a cat. 4 Pam and Sam • Book 1. Read the story. Nat is in the . Pam is sad. © Macmillan /McGraw-Hill 4. Pam is sad. 1/Unit 1 5 . mat mats 6. Then write the word. 1. can cans © Macmillan /McGraw-Hill 7. cat cats 2. man map 3. hat hats At Home: Have your child use some of the words on the page to write a sentence. fans fan 8.Practice Name Inflectional Ending: -s Circle the word that names each picture. pan pans 4. Pam and Sam • Book 1. rats rat 5. Practice Name Fluency As I read.” “I can not jump. .” said Rabbit.” said Frog. paying attention to the goal at the top of the page. “I can jump up and down. Rabbit. and Kangaroo do? © Macmillan /McGraw-Hill 2.” “I can jump. “I can fly!” said Little Bat. 09 11 20 22 30 34 41 “I can jump. What can Frog.” “I can jump. 47 Comprehension Check 1.1/Unit 1 At Home: Help your child read the passage. “I can jump up and down.” said Little Bat. “I can jump up and down. too!” said Kangaroo. I will pay attention to the punctuation. What can Little Bat do? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 6 Pam and Sam • Book 1. and things in real life.1/Unit 1 7 . Look at the picture. Read the sentence that tells about the picture.Practice Name Text Feature: Photographs Photographs are pictures that show people. © Macmillan /McGraw-Hill At Home: Look through magazines for interesting photographs. Pam and Sam • Book 1. Write your own sentence about the picture. animals. Ask your child to tell a story about one of the photographs. Look! My little cat is here. 8 Pam and Sam • Book 1. Complete each sentence by using a word from the box. She sees the . . hat map pan ran bat mat 1. The man looks at the . © Macmillan /McGraw-Hill 5. Encourage your child to make up a silly story using some of these things. 3. Sam to the van. 2. 4. The cat is in the . The is on the .1/Unit 1 At Home: Have your child look around the house for things that have the short a sound.Practice Name Short a Look at each picture. © Macmillan /McGraw-Hill At Home: Have your child change the first letter of one of the words to make a new word. Circle the picture if you hear the sound of short a.Practice Name Short a Say the name of each picture. I Can! Can You? • Book 1. Then have him or her draw a picture of the new word.1/Unit 1 9 . It is us. is in the 2.Practice Name Words to Know Fill in the sentences using the words in the box. yes. . 10 I Can! Can You? • Book 1. 3. too. You have fun. ! At Home: Play I Spy using the words too. it. 4.1/Unit 1 © Macmillan /McGraw-Hill . and over: For example: I spy something over your head. I spy something you like to eat. I can. box. too It Yes over 1. First Next Last © Macmillan /McGraw-Hill How does the Sequence Chart help you retell I Can! Can You? At Home: Have your child use the chart to retell the story. I Can! Can You? • Book 1.1/Unit 1 11 . fill in the Sequence Chart.Practice Name Comprehension: Sequence As you read I Can! Can You?. Help him or her to use the words first. and 3 for each column of pictures to show the order in which things happen. next. © Macmillan /McGraw-Hill . Write 1. and last. 12 I Can! Can You? • Book 1.1/Unit 1 At Home: Ask your child to tell how he or she does a favorite activity. 2.Practice Name Comprehension: Sequence Look at the pictures. Pam can © Macmillan /McGraw-Hill go with Sam. 3. 1.Practice Name Short a. Then write the word on the line. I Can! Can You? • Book 1. 4. Sam and Pam play plays . 2.1/Unit 1 13 . At Home: Have your child write a sentence using one of the words. Sam nap naps . Pam can pack packs . cans 5. Pam look looks at Sam. Inflectional Ending: -s Circle the word that completes each sentence. Why is tennis fun? © Macmillan /McGraw-Hill 2.1/Unit 1 At Home: Help your child read the passage. I will pay attention to the punctuation. Why is soccer fun? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 14 I Can! Can You? • Book 1. paying attention to the goal at the top of the page.Practice Name Fluency As I read. 06 15 21 27 34 Is it fun to play tennis? Yes! You can hit a ball over the net! Is it fun to play soccer? Yes! You can kick a ball. 40 Comprehension Check 1. Is it fun to play golf. . too? Yes! You can hit a ball. Help your child to read the words. Pam has a © Macmillan /McGraw-Hill . I Can! Can You? • Book 1. Look at the picture. 4.Practice Name Text Feature: Labels Labels give information about a picture. The cat has a . 1. Write the words next to the picture. 3. 2. The man has a . 15 . Read the labels. hat bat cap pack Write the word that completes each sentence.1/Unit 1 At Home: Have your child think of other labels to add to each picture. Sam has a . Help your child to recognize any other words that have the short a sound. 1 2 3 4 5 6 7 8 9 © Macmillan /McGraw-Hill 16 I Can! Can You? • Book 1.1/Unit 1 At Home: Ask your child to make up a story using some of the pictures on the page. . Then write the word on the line.Practice Name Short a Circle the pictures that have the short a sound. How You Grew • Book 1.Practice Name Short i The letter i stands for the middle sound in big and fin.1/Unit 1 17 . Then write the word that names each picture. 4. At Home: Have your child change the first letter of one of the words to make a new word. 2. © Macmillan /McGraw-Hill 3. pig kid pin sit 1. Read the words in the box. Then have your child draw a picture of the new word. 1/Unit 1 At Home: Ask your child to choose a picture and make up a sentence using one of the words in the box. 3. I can with Nat. Nat can down to Mom. Circle the picture that goes with the sentence. 4. ride be ride run 1.Practice Name Words to Know Write the word from the box that completes each sentence. 2. My cat can here with me. © Macmillan /McGraw-Hill . Nan will here. 18 How You Grew • Book 1. fill in the Sequence Chart. First Next Then © Macmillan /McGraw-Hill Last How does the Sequence Chart help you retell How You Grew ? At Home: Have your child use the chart to retell the story. How You Grew • Book 1.Practice Name Comprehension: Sequence As you read How You Grew.1/Unit 1 19 . My cat plays with a ball. Write the sentences in the correct order on the lines. 1. My cat and I play ball. 4.Practice Name Comprehension: Sequence Look at the story pictures. The ball is down. 1. 20 How You Grew • Book 1.1/Unit 1 At Home: Have your child tell you another story in correct time order about the boy and his cat. 2. 3. 3. Read the sentences about the story. 2. My cat runs down. © Macmillan /McGraw-Hill . too. 4. Pam rides to the hill. bill Jazz pass Read each sentence. Then have your child draw a picture to illustrate the sentence. © Macmillan /McGraw-Hill 4. Underline the word that ends with the same two consonants. 3.1/Unit 1 21 . I kiss my Dad. At Home: Have your child make up a sentence with another word that ends with the same two consonants.Practice Name Double Final Consonants Some words end in the same two consonants. Write the word on the line. How You Grew • Book 1. Matt runs to his little cat. 1. The mitt is on the ride. 2. Who can ride the bus to school? © Macmillan /McGraw-Hill 2. 06 14 21 29 This boy is 4.1/Unit 1 At Home: Help your child read the passage. He can jump. What can she do? She can ride the bus to school. 35 Comprehension Check 1. paying attention to the goal of the top of the page. What can he do? He can ride his bike fast. This girl will be 6. What can the boy who is 12 do? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 22 How You Grew • Book 1. . This boy will be 12. I will pay attention to patterns in the story.Practice Name Fluency As I read. 1/Unit 1 23 .Practice Name Study Skill: Parts of a Book The title of a book is the name of the book. What picture is on the cover? At Home: Have your child identify the title. Who wrote the book? Title 2. 1. The author of a book writes the story. author. The illustrator makes the pictures. Look at the book cover. Who made the picture? Picture Author 3. and illustrator of a favorite book. Talk about the book together. Answer the questions. What is the title of the book? Illustrator © Macmillan /McGraw-Hill 4. How You Grew • Book 1. 1/Unit 1 At Home: Have your child make up a story using some of the words from the box. He is a big . 24 How You Grew • Book 1. 6. lid pig dig wig hid bib 1. Pat likes her . 5. The is on the pan. 2. 3. © Macmillan /McGraw-Hill . Sam can in it. 4. The cat has the .Practice Name Short i Write a word from the box to finish the sentence. Jan it. 1/Unit 1 25 .Practice Name r Blends Sometimes consonants form a blend. Read the word. g r a s s 2. t r a c k 3. cr. fr. Circle the picture that it names. F r a n 4. c r i b At Home: Play a game with your child to name other words that begin with the br. b r i c k © Macmillan /McGraw-Hill 5. and gr sound. One suggestion is to name food items that you see in the kitchen. Pet Tricks • Book 1. 1. You can hear each consonant sound in a consonant blend. Write the word. tr. Practice Name Words to Know Write a word from the box to complete each sentence. Rags is a pet. 2. Rags can with me. Is for Rags? 5. Rags is my . At Home: Ask your child to make up a sentence for each word in the box.1/Unit 1 © Macmillan /McGraw-Hill . Can Rags in? 3. 26 Pet Tricks • Book 1. come good on that 1. Some words may be used more than once. 4. Pet Tricks • Book 1.1/Unit 1 27 .Practice Name Comprehension: Character and Setting As you read Pet Tricks. Setting What the Characters Do There © Macmillan /McGraw-Hill How does the Setting Chart help you retell Pet Tricks? At Home: Have your child use the chart to retell the story. fill in the Setting Chart. .1/Unit 1 At Home: Ask your child to tell you more about the characters and where the story takes place. Is the cat sad? 3. Where are the cats? © Macmillan /McGraw-Hill 2.Practice Name Comprehension: Character and Setting The characters are the people or animals in a story. The setting is where the story happens. Amusement Park Answer the questions about the characters and the setting. 1. Do the cats like to play? 28 Pet Tricks • Book 1. This is © Macmillan /McGraw-Hill cat. Circle the correct word and write it on the line. This is Fran Fran’s pet.1/Unit 1 29 . 4. 1. Tran 5. This is Jim’s Jim crib. This is Gram’s Gram bag. This is the crab crab’s trap. Pet Tricks • Book 1. 3. Tran’s Mr. Mr. it means that something belongs to that person or thing. At Home: Have your child draw a picture to illustrate one of the sentences.Practice Name Possessives: ’s When ’s is added to a word. 2. 43 Comprehension Check 1. Rosa set a bowl on the floor. “Come and eat.1/Unit 1 At Home: Help your child read the passage.” said Rosa. “That is a good puppy. 05 12 19 24 31 36 Rosa got a new puppy. I will pay attention to the punctuation. Rosa got a leash for the puppy. . paying attention to the goal at the top of the page. Rosa set a dish on the floor.” said Rosa. Why do you think Rosa put a leash on the puppy? © Macmillan /McGraw-Hill 2.Practice Name Fluency As I read. “Come and drink. What things does a puppy need? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 30 Pet Tricks • Book 1.” said Rosa. ask you child to make a list of pets he or she would like to have.1/Unit 1 31 . What pet likes to play? At Home: If you have a pet. make a list with your child of the things you do to take care of it. 3. What pet can wag? 4. If you do not have a pet. Draw a line to the answer. 1.Practice Name Text Feature: List A list is a series of things written in order. Pet Tricks • Book 1. 2. What pet likes to nap? 2. What pet can sit? © Macmillan /McGraw-Hill 3. 4. Read the question. Pets can: 1. Write a sentence using one of the words in the box. Write the word that describes the picture. © Macmillan /McGraw-Hill 32 Pet Tricks • Book 1. 3. 2. 4. 5.1/Unit 1 At Home: Have your child name any toys or things that can be seen from a window and start with an r blend.Practice Name r Blends Look at each picture. grass crab crib trip brick 1. . nk Sometimes consonants form a blend. b a n d 4. st. nt. Draw a line under the final blend. st. You can hear each consonant sound in a final blend. Circle the picture. r i n k At Home: Have your child identify some things in your home or community that end with each blend: nd. 1. Write the final blend on the line. nt. l i s t © Macmillan /McGraw-Hill 3. a n t 2.Practice Name Final Blends: nd.1/Unit 1 33 . or nk. Soccer • Book 1. hand past Say the word. Tom can Nan ride.Practice Name Words to Know Use a word from the box to complete each sentence. Look! What she did is good. Dick and Nan big pan. © Macmillan /McGraw-Hill . Then draw a picture to illustrate the sentence.1/Unit 1 At Home: Ask your child to say a sentence using a word from the box. 2. 3. the 34 Soccer • Book 1. very help use now 1. Sam and Matt go up and down . 4. Practice Name Comprehension: Author’s Purpose As you read Soccer. Soccer • Book 1. fill in the Author’s Purpose Chart.1/Unit 1 35 . Clue Clue Author’s Purpose © Macmillan /McGraw-Hill How does the Author’s Purpose Chart help you understand the story Soccer ? At Home: Have your child use the chart to retell the story. Dogs can play with you. Dogs can sit. Ben the cat likes to play with a pink ball. A kangaroo can hop. Some authors write to tell about real people or things. “We will play!” said Ant. An ant can walk. tell a story tell about real people or things © Macmillan /McGraw-Hill 4. Dogs can run fast.Practice Name Comprehension: Author’s Purpose Some authors write to tell a story. Dogs can jump up and down.1/Unit 1 At Home: Have your child draw a picture for the other sentence group. tell a story tell about real people or things 36 Soccer • Book 1. Where is the band? The band is not here! “What will we do now?” said Crab. Talk about the picture. 1. tell a story tell about real people or things 3. A cat can run. Look at Ben run! Look at Ben go! tell a story tell about real people or things 2. Choose the author’s purpose. A shark can swim. Read the sentences. . The rat rink is very big. Nan and I look at a tent help . rim 3. sun sand lot 2. use At Home: Have your child use one word with a CVCC letter pattern in a sentence. We like to play in the . Soccer • Book 1.1/Unit 1 37 . Write the correct word on the line. 1. last © Macmillan /McGraw-Hill 4. Pam and Nat look here lap let . Then read the words under each sentence.Practice Name CVCC Words Read each sentence. I will pay attention to the punctuation. We can pick up. What can the children do to help? Words Read First Read Second Read – – – Number of Errors = = = At Home: Help your child read the passage. We can not use the park. paying attention to the goal at the top of the page. 46 Comprehension Check 1. 10 17 27 29 39 Look at the sand. We can help! We can pick up. Look! The sand is very clean. What is wrong with the sand and the park? 2. © Macmillan /McGraw-Hill Words Correct Score 38 Soccer • Book 1.Practice Name Fluency As I read. We can not use the sand.1/Unit 1 . We can help. Look at the park. We can use the sand now. Write the rhyming words on the line. Rhyming words begin with different sounds and end with the same sound. Where Did the Ball Go? 1.1/Unit 1 39 . map tap Read the poem. Soccer • Book 1.Practice Name Poetry: Rhyme Words in a poem often rhyme. It is just a red ball. Pam can kick. Where will the ball land? Will it sink in the sand? and? 3. © Macmillan /McGraw-Hill At Home: Have your child make up two more rhyming lines for this poem. 2. Now she is very quick. Circle the same sound in each word. all. ick. Now it will fall. nk Look at the picture. .1/Unit 1 ? At Home: Have your child develop a scene of another place. nt. Write sentences about the picture. ant band sand fast wind sink See the © Macmillan /McGraw-Hill Look at the What 40 Soccer • Book 1. st. He or she can draw it and then write sentences about it that include final blends. Use a word with a final blend in each sentence.Practice Name Final Blends: nd. 1/Unit 1 41 . jump run 2. 1. help sit Unit Review • Book 1.Practice Name Review: Words to Know Circle the word that tells about the picture. good sad © Macmillan /McGraw-Hill 5. go come 4. Then write the word on the line. in on 6. up down 3. 3. 5. 4. Bill can ride now. It is too little. d. f. Jack can use help. Jill can do very good tricks. e. b. That is not Ann’s cat. 1. 42 Unit Review • Book 1.Practice Name Review: Words to Know Match each sentence to the picture that it explains. © Macmillan /McGraw-Hill 6. Yes. c.1/Unit 1 . Pam can run and jump. 2. a. p o t 2. Then write the word and circle the picture. f o x At Home: Have your child change the first letter of one of the words to make a new word. Blend the sounds and say the word.Practice Name Short o The letter o stands for the middle sound in log. t o p 5. b o x © Macmillan /McGraw-Hill 4. h o g 3. 1.2/Unit 2 43 . Animal Moms and Dads Book 1. Practice Name Words to Know Write the word that completes each sentence. one two does her They 1. This mom has cat. 2. She naps with mom. 3. This mom has dogs. 4. play with mom. © Macmillan /McGraw-Hill 5. What this mom have? 44 Animal Moms and Dads Book 1.2/Unit 2 At Home: Have your child answer question 5 and then write a sentence that tells about it. Practice Name Comprehension: Main Idea and Details As you read Animal Moms and Dads, fill in the Main Idea and Details Web. Detail Detail Main Idea Detail © Macmillan /McGraw-Hill Detail How does the Main Idea and Details Web help you retell Animal Moms and Dads? At Home: Have your child use the web to retell the story. Animal Moms and Dads Book 1.2/Unit 2 45 Practice Name Comprehension: Main Idea and Details Look at the picture. Circle all the sentences that tell about the picture. 1. The children are eating lunch. 2. Kim and Bob play ball. 3. The children go to school. 4. Pam and Jack climb. 5. The children like to jump rope. . 6. The dog wants to play, too. Write a sentence that tells the main idea of the picture. © Macmillan /McGraw-Hill 46 Animal Moms and Dads Book 1.2/Unit 2 At Home: Have your child look in magazines for pictures that show people at work or play. Ask your child to tell the main idea of each picture. Practice Name Inflectional Ending: -ed You can add -ed to some action words to tell what someone or something did. walk + ed = walked Circle the word that completes the sentence. Then write the word. 1. I rocked packed my bag. 2. Dad locked packed the . 3. Bob picked licked up the dog. © Macmillan /McGraw-Hill 4. The cat jumped picked up on my lap. 5. Pat rocked kicked the . At Home: Help your child to use the first three words in sentences. Animal Moms and Dads Book 1.2/Unit 2 47 Practice Name Fluency As I read, I will pay attention to patterns in the story. 9 18 25 34 Look at the big bear. Look at her cubs. What can the two cubs do? They can play. They can look for food to eat. The cubs can rest. They take a long nap. The cubs can play on the rocks. 41 Comprehension Check 1. What are cubs? © Macmillan /McGraw-Hill 2. What can the cubs do? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 48 Animal Moms and Dads Book 1.2/Unit 2 At Home: Help your child read the passage, paying attention to the goal at the top of the page. © Macmillan /McGraw-Hill 3. Write three words that rhyme in the first verse.Practice Name Literary Element: Rhythmic Patterns Rhythmic patterns are sounds and words that repeat to give a poem a beat. He did not jog. Animal Moms and Dads Book 1. clap out the beat for each verse of the poem. One little cat. She did not pat. Read the poem. One little frog. At Home: With your child. Sat on a mat. Underline three words that repeat in the second verse. She did not run. 4. He did not jump. 2.2/Unit 2 49 . Underline three words that repeat in the first verse. Write three words that rhyme in the second verse. Sat on a log. 1. Is this a sock or a sack? © Macmillan /McGraw-Hill 6.2/Unit 2 At Home: Have your child write sentences using the short o words on the page. Is this a cat or a cot? 2. Is this a crib or a crab? 3. Look at the picture. Is this a pin or a pan? 50 Animal Moms and Dad Book 1. . 1.Practice Name Short o. Is this a fan or a fin? 4. Write the word. Is this a mop or a map? 5. a Read the question. 4. At Home: Have your child create two sentences using words in the box. 3.2/Unit 2 51 . Little Red Hen • Book 1. 2. 10 6. © Macmillan /McGraw-Hill 5. dress net cent leg bed ten 1.Practice Name Short e Use the words from the box to name each picture. . © Macmillan /McGraw-Hill 4.2/Unit 2 At Home: Ask your child to write another sentence using one of the words in the box.Practice Name Words to Know Write a word from the box to complete each sentence. Did you get for me? 2. The bag is in the box. can get the down? 3. Who some of No eat 1. I can not ride a . 5. . Can I with you? 52 Little Red Hen • Book 1. fill in the Retelling Chart.2/Unit 2 53 . 2. How does the Retelling Chart help you remember Little Red Hen? At Home: Have your child use the chart to retell the story. © Macmillan /McGraw-Hill 6. 5. Little Red Hen • Book 1. 4. Little Red Hen 1.Practice Name Comprehension: Retell As you read Little Red Hen. 3. Greg has a pet dog. Read each story. 1. you tell only the important parts. Write a new sentence that tells only the important parts. The red hen has two eggs. The chicks jump down from the nest. 54 Little Red Hen • Book 1. 2. Now the eggs crack. Jen has a pet cat. © Macmillan /McGraw-Hill .2/Unit 2 At Home: Ask your child to tell you what happened after school.Practice Name Comprehension: Retell When you retell a story. The dog does not run. Jen’s cat jumps on Greg’s dog. Greg’s dog licks Jen’s cat. Then draw a picture. She sits on the nest. Practice Name Contractions n’t A contraction is a short form of two words. An apostrophe (’) takes the place of the missing letters. can + not = can’t didn’t can’t doesn’t isn’t Write the contractions. 1. does not 2. did not 3. can not © Macmillan /McGraw-Hill 4. is not 5. Write a sentence using a contraction from the box. At Home: Have your child write a sentence using another contraction in the box. Little Red Hen • Book 1.2/Unit 2 55 Practice Name Fluency As I read, I will pay attention to questions in the passage. 10 11 21 28 38 Look at the farm. What can you get from a farm? Look at the cows. We get milk from the cows. Who will have some of the milk? Look at the hen. We get eggs from the hen. Who will eat some of the eggs? 45 Comprehension Check 1. What do we get from cows? 2. What do we get from hens? Words Read First Read Second Read – – – Number of Errors = = = At Home: Help your child read the passage, paying attention to the goal at the top of the page. © Macmillan /McGraw-Hill Words Correct Score 56 Little Red Hen • Book 1.2/Unit 2 Practice Name Text Feature: Diagram A diagram is a picture that shows the parts of something. fox nest fish log frogs Write a word from the diagram to complete each sentence. 1. Two frogs jump in the . den pond 2. The © Macmillan /McGraw-Hill is in the . 3. A fox is in a . 4. A is in the pond. Little Red Hen • Book 1.2/Unit 2 At Home: Have your child think of other animals to add to the diagram. Then help your child write the labels on the diagram. 57 Practice Name Short e, o Use the words from the box to name each picture. bell pond vest dog cob Kent 1. 2. 3. 4. 5. 6. At Home: Have your child use two of the words in a sentence. 58 Little Red Hen • Book 1.2/Unit 2 © Macmillan /McGraw-Hill Practice Name Digraphs: sh, th Read each word. Listen to the sounds sh and th stand for. path think ship shop dish bath Use the words in the box to name each picture. Then circle the letters that stand for the sounds sh and th. 1. 2. 3. © Macmillan /McGraw-Hill 4. 5. At Home: Have your child write a sentence with one or more words that begin or end with sh or th. A Prairie Dog Home • Book 1.2/Unit 2 59 Practice Name Words to Know Write a word from the box to complete each sentence. Match each sentence to the correct picture. live into out many 1. The in a nest. 2. They run the . 3. We don’t go in the . © Macmillan /McGraw-Hill 4. He has in his bag. 60 A Prairie Dog Home • Book 1.2/Unit 2 At Home: Ask your child to write a sentence using one or two of the words in the box. A Prairie Dog Home • Book 1. Detail Main Idea Detail © Macmillan /McGraw-Hill Detail How does the Main Idea and Details Web help you better understand A Prairie Dog Home? At Home: Have your child use the web to retell the story.Practice Name Comprehension: Main Idea and Details As you read A Prairie Dog Home.2/Unit 2 61 . fill in the Main Idea and Details Web. too. Ask about the main idea and a detail that supports the main idea. Frogs jump in and out of the pond. go in and out.Practice Name Comprehension: Main Idea and Details The main idea tells what the story is about. So do fish and . The details tell more about the main idea. Draw a picture to show what else lives in a pond. © Macmillan /McGraw-Hill . Frogs live in the pond. 62 A Prairie Dog Home • Book 1.2/Unit 2 At Home: Have your child tell you about a favorite story or TV show. Write a sentence that tells the main idea. They are © Macmillan /McGraw-Hill for a lost cat.Practice Name Inflectional Ending: -ing You can add -ing to some action words. look jump play wash Complete the sentences with the words you wrote. 4. We are up and down. 1. A Prairie Dog Home • Book 1. I am with a little ship. Add -ing to the words in the box. At Home: Have your child write a sentence using a word ending with -ing. 3.2/Unit 2 63 . 2. Beth is a big dog. 2/Unit 2 . Words Correct Score 64 A Prairie Dog Home • Book 1. The bird used twigs to make a nest. 50 Comprehension Check 1. It will peck a hole in the tree. Look into the nest. Where do some birds live? © Macmillan /McGraw-Hill 2.Practice Name Fluency As I read. It hops in the grass. What do you see? This bird lives in the woods. paying attention to the goal at the top of the page. This bird lives in a park. What do some birds use to make a nest? Words Read First Read Second Read – – – Number of Errors = = = At Home: Help your child read the passage. I will pay attention to questions in the passage. 9 20 28 36 46 Where do birds live? Birds live in many places. I have to my pants. look up these words in the dictionary. © Macmillan /McGraw-Hill 4. 1. A Prairie Dog Home • Book 1.Practice Name Study Skill: Dictionary A dictionary gives the meaning of words. 3. 5. A is too big for a pond.2/Unit 2 65 . grand very big ship a big mend to fix lamb a little Write a dictionary word to complete each sentence. Write a new sentence for one of the words. Read the meanings and sample sentences. The likes to run and play. 2. Ask your child to use one of the words in a sentence. At Home: Together with your child. The ship is very . 2/Unit 2 . Circle the letters that stand for the short e and o sound. 2. o Use the words in the box to name each picture. © Macmillan /McGraw-Hill 5. At Home: Have your child use two of the words in sentences. bath thin shell fish pen lock 1. th Short e. 6.Practice Name Digraphs: sh. 66 A Prairie Dog Home • Book 1. 4. 3. Underline the letters that stand for the sounds sh and th. 1.Practice Name Short u The letter u stands for the middle sound in bus. bun big 2. pot pup 3. The Fun Kids’ Band • Book 1. ten tub 4. drip drum At Home: Have your child use some of the words to write a sentence. sun © Macmillan /McGraw-Hill 5. Circle the word that names each picture. Then write the word.2/Unit 2 67 . sad bat bug 6. You will to see it. 3. 6. © Macmillan /McGraw-Hill . kids play in a band. Come see the ! 4.Practice Name Words to Know Write a word from the box to complete each sentence. 68 The Fun Kids’ Band • Book 1. Sit the tent. make want under Put show Three 1.2/Unit 2 At Home: Ask your child to draw a picture to illustrate two of the sentences. 5. It will you jump up and down. 2. on a hat. Practice Name Comprehension: Retell As you read The Fun Kids’ Band. © Macmillan /McGraw-Hill 7. fill in the Retelling Chart. 5.2/Unit 2 69 . 3. 8. 2. The Fun Kids’ Band 1. 4. 6. The Fun Kids’ Band • Book 1. How does the Retelling Chart help you visualize what happens in The Fun Kids’ Band? At Home: Have your child use the chart to retell the story. Ben sits and sits. Ben wants to use his fishing rod. Read the story. © Macmillan /McGraw-Hill .2/Unit 2 At Home: Ask your child to pick a favorite fairy tale or folk tale and retell it. g At last Ben gets a fish! Draw three pictures to retell the story. 70 The Fun Kids’ Band • Book 1. Ben sees a bug. p g Ben sits down at the pond with his fishing rod.Practice Name Comprehension: Retell When you retell a story. Underline the sentences that retell the story. you tell only the important parts. Then look at it again. Remind your child to include only the important parts. Ben sees a frog. It is a dull rug. The Fun Kids’ Band • Book 1. 2. 5. 1. An apostrophe (’) takes the place of one or more letters. Let us run and jump. Mom said she is going with us. he’s it’s let’s she’s that’s Read each sentence. At Home: Have your child write a sentence using one of the contractions. © Macmillan /McGraw-Hill 4. Then write the contraction for the underlined words.2/Unit 2 71 . That is a big truck! 3. Ted said he is playing the drum.Practice Name Contractions: ’s A contraction is a short form of two words. Do you want to help me?” Jim and Dan said. Dan’s little sister sat under the tree. paying attention to the goal at the top of the page. 8 16 18 24 35 39 Meg.2/Unit 2 . and Dan sat under a tree.Practice Name Fluency As I read. What do you need to put on a show? Words Read First Read Second Read – – – Number of Errors = = = At Home: Help your child read the passage. “Yes!” 44 Comprehension Check 1. Jim. “What do you want to do?” Meg said. too. I will pay attention to the dialogue. “I want to put on a show. Words Correct Score 72 The Fun Kids’ Band • Book 1. Jim asked. What do the children want to do? © Macmillan /McGraw-Hill 2. 1. The Fun Kids’ Band • Book 1. What will you make? 2. What will you do with the top? 4. Give it a fun look. Cut the top. 4. What will you do last? At Home: Have your child make a fun box at home by following the directions on the page. 1. Make a Fun Box. 3. Get an egg carton.Practice Name Text Feature: Directions Directions are the steps that you follow to make or do something. 2.2/Unit 2 73 . What will you use? © Macmillan /McGraw-Hill 3. Put in stuff. © Macmillan /McGraw-Hill . duck dock 6.2/Unit 2 At Home: Have your child use two or more of the words in sentences. Then write the word.Practice Name Short Vowels Circle the word that names each picture. sock sack 5. bag beg 2. net nut 74 The Fun Kids’ Band • Book 1. crab crib 3. ship shop 4. 1. 3. At Home: Have your child find two more words that start with the l blends. On My Way to School Book 1.Practice Name l Blends Blend the first two letters to read each word. © Macmillan /McGraw-Hill 5.2/Unit 2 75 . flag clap black block clip clock Use the words in the box to name each picture. 4. 2. 1. 6. did the bus go in the mud? 3.Practice Name Words to Know Read each sentence. 6. Write a word from the box to complete the sentence. This is the to play. away late school today way Why 1.2/Unit 2 © Macmillan /McGraw-Hill . 4. We can not play . 2. We put the blocks . 5. If the bus does not come. At Home: Have your child write a sentence using two of the words from the page. I have to go to now. 76 On My Way to School Book 1. I will be . On My Way to School Book 1. First Next Then © Macmillan /McGraw-Hill Last How does the Sequence Chart help you visualize what happens in On My Way to School? At Home: Have your child use the chart to retell the story.Practice Name Comprehension: Sequence As you read On My Way to School.2/Unit 2 77 . fill in the Sequence Chart. 2. 1. Last.Practice Name Comprehension: Sequence Look at the pictures. and then write a sentence about the picture. First. Write what happens in each picture. Next. © Macmillan /McGraw-Hill Next. Last. .2/Unit 2 At Home: Have your child draw a picture of what might happen next in one of the picture stories above. 78 On My Way to School Book 1. First. Then write the word. flag flat 3.Practice Name CCVC Words Circle the word that names each picture. clap clip 4.2/Unit 2 79 . clam club 6. sled slip © Macmillan /McGraw-Hill 5. On My Way to School Book 1. clam clip 2. plum glad At Home: Browse with your child through a favorite storybook. and find two more words with the CCVC pattern. 1. He got his books. I will pay attention to the punctuation.2/Unit 2 At Home: Help your child read the passage. 8 16 25 34 42 Elephant sat up. 45 Comprehension Check 1. On the way. He put them in his blue backpack. He got his lunch.Practice Name Fluency As I read. he saw Bear. “Oh no! I will be late for school!” Elephant got dressed. He looked at the clock. What is the problem? © Macmillan /McGraw-Hill 2. What does Elephant do to get ready for school? Words Read First Read Second Read – – – Number of Errors = = = Words Correct Score 80 On My Way to School Book 1. Elephant ran down the street. paying attention to the goal at the top of the page. . 2/Unit 2 81 . Put a ✔ next to the color that tells you to go. When you see . 4. you stop . Put an X next to the color that tells you to stop. go 2. we go to the swings . Have your child draw a sign. On My Way to School Book 1. We run © Macmillan /McGraw-Hill in the eat . At Home: Talk about common signs that you and your child see in the neighborhood.Practice Name Text Feature: Signs A sign uses words or pictures to tell you what to do. and green. When you see . To play on the beds . Circle the word that completes each sentence. you stop . yellow. 1. Color the traffic light with red. go 3. and tell what it means. plug plum 2. black block 3. 1. slip sled 6. or bl. clip clap 5.2/Unit 2 At Home: Have your child draw a picture of another word that begins with pl. sl. © Macmillan /McGraw-Hill . clam clock 4. Then help your child label it. Then write the word. flop flag 82 On My Way to School Book 1.Practice Name l Blends Circle the word that tells about each picture. fl. cl. 4. 1. The frog jumps out into the pond. They live glad in a den. 3.Practice Name Review: Words to Know Write the word that completes each sentence. 5.2/Unit 2 83 . 2. Unit Review Book 1. My two does dogs sit in the sun. They can tell the way ran to go. © Macmillan /McGraw-Hill gets on the bus last? Who Why 6. Tom can cut put his hat on. I see of the kids at the bus stop. 5. 6. 3. 4.Practice Name Review: Words to Know Write a word from the box to complete each sentence.2/Unit 2 © Macmillan /McGraw-Hill . 2. Jen and mom will get gas. I can’t be for school. They can a hat. We want to shop for socks . late her show today make some 1. I will you the way. 84 Unit Review Book 1. The letters a and e stand for the long a sound you hear. Kate’s Game • Book 1. tape tap 3. gate Circle the word that names the picture. 1.Practice Name Long a Look at the word gate. mate mat At Home: Write the words rat and cap and have your child read them. pane pan 4. Write the word on the line.3/Unit 3 85 . rat rate 6. Add an e on the end of each word. Talk about how the words changed. cap cape 2. man mane © Macmillan /McGraw-Hill 5. 86 Kate’s Game • Book 1.Practice Name Words to Know Write the words from the box to complete the letter. you come on a with me? We could our wagon. © Macmillan /McGraw-Hill . Jake . it will be fun! From. Oh pull Could All walk Hello Kate.3/Unit 3 At Home: Have your child write a letter to a friend using two of the words from the box. our pals could come. What I Predict What Happens © Macmillan /McGraw-Hill How does the Predictions Chart help you understand what happens in Kate’s Game? At Home: Have your child use the chart to retell the story.3/Unit 3 87 . Kate’s Game • Book 1. fill in the Predictions Chart.Practice Name Comprehension: Make Predictions As you read Kate’s Game. He eats it. 7. 1. Tim will pick it up. Make your own prediction. 4. The vet will help. The block falls down. She will run fast. 6. 2.Practice Name Comprehension: Make Predictions A prediction is a guess about what will happen next. Peg is late for school. Draw a line connecting each sentence with the one that tells what will happen next. © Macmillan /McGraw-Hill 88 Kate’s Game • Book 1. The frog sees a pond. Dad gets a cake. . It will hop in. Ask your child to predict what the story might be about. She will play with it.3/Unit 3 At Home: Look at the cover and title of a book. Jan gets a doll. A good prediction would be that someone will eat the pizza. 3. Jake has a gift from his friend Meg. There is pizza on a plate. 5. A dog is sick. wave + ing = waving wave + ed = waved Add -ing to the words. 3. Kate’s Game • Book 1. fade © Macmillan /McGraw-Hill 5. rake Add -ed to the words. 1. fake 2. -ing Look at the word: wave Notice that the e is dropped when adding -ing or -ed. Write the new word. read the new words and make sentences using the words.Practice Name Inflectional Endings: -ed. wade At Home: With your child. Write the new word. bake 4.3/Unit 3 89 . I will pay attention to the punctuation. 8 13 20 30 31 40 You could help a friend pull a wagon. You could pull a sled. yes! Oh. You could make a card for a friend and write “Hello. How do you help your friends? . yes! Look at all the ways to be a good friend! 50 Comprehension Check 1.3/Unit 3 At Home: Help your child read the passage. You could wave “Hello” to a friend. How can you be a friend? Words Read First Read Second Read – – – Number of Errors = = = Words Correct Score 90 Kate’s Game • Book 1.” Could you be a friend? Oh. paying attention to the goal at the top of the page.Practice Name Fluency As I read. © Macmillan /McGraw-Hill 2. Look at the street map. Where is the bus stop? © Macmillan /McGraw-Hill 4. Write the answers to the questions. Kate’s Game • Book 1.3/Unit 3 91 . draw a map of your neighborhood. Some maps have labels that tell where places are. Where is the school? 2. 1.Practice Name Text Feature: Map A map can show where streets are. What is next to the pond? 3. What lane stops at the pond? 5. How many houses are on Lake Lane? At Home: With your child. Label the places on the map. Is the dog for sap 92 Kate’s Game • Book 1. 4. . 1. 6. Shut the gab gate . last 7. I can make a cap 2. Write the word on the line.Practice Name Long a Circle the word that completes each sentence. Did you tap 3. bat 5. I hit the ball with a bake . Talk about the pattern. cake Jen? tape with me. Play a gap game .3/Unit 3 © Macmillan /McGraw-Hill . We will jump in the lake ? sale At Home: Have your child write the long a words and underline the a and e in each word. 3/Unit 3 At Home: Take turns with your child choosing a word from the page and using it in a sentence. in Kids Can Help • Book 1. sn st sm sc sp sw 1. © Macmillan /McGraw-Hill ab 4. Listen for the blend at the beginning of the word. You can hear each consonant sound in a consonant blend. ock 5. amp 2. 93 . sled Use these blends to complete the words. ap 3.Practice Name s Blends Sometimes two consonants form a blend. ing 6. 4. 94 Kids Can Help • Book 1. can we ride? © Macmillan /McGraw-Hill 6. The can pick up. 3. I about my mom. Look in magazines to find pictures to match each word. Tad jumps into the . 5.3/Unit 3 At Home: Write the words boy. 7.Practice Name Words to Know When boy water people care girl together Use the words from the box to complete the sentences. . 2. Some go to school. girl and people on cards. 1. Bess and Jan play . The can help. Practice Name Comprehension: Compare and Contrast As you read Kids Can Help. fill in the Compare and Contrast Chart.3/Unit 3 95 . Job Kids in One Place Kids in Another Place © Macmillan /McGraw-Hill How does the Compare and Contrast Chart help you better understand Kids Can Help? At Home: Have your child use the chart to retell the story. Kids Can Help • Book 1. Jan and Fred run fast. All the kids go to school. you tell how they are different. you tell how they are alike. 96 Kids Can Help • Book 1. Both girls like to play. 4. Color the picture if the sentence tells how two or more things are alike. One cat is little. Bess has a black cap.Practice Name Comprehension: Compare and Contrast When you compare two or more things. One cat is big. Sid and Sal play ball. Talk about the similarities and the differences. 2. Tom has a red cap. When you contrast two or more things. © Macmillan /McGraw-Hill 5. . 1. 6. 3.3/Unit 3 At Home: Have your child compare and contrast two shoes. Read the words below. Circle the number of syllables in each word. swim 1 2 © Macmillan /McGraw-Hill 5. wagon 1 2 7. under 1 2 8. basket 1 2 4. spin 1 2 6. scissors. You can count the number of syllables in a word by counting the number of beats in the word.Practice Name One. Listen to the number of syllables in each word.. 1. carpet).g. stop 1 2 3. spud = 1 pump • kin = 2 Read each word. 97 .and Two-Syllable Words A syllable is a part of a word. snack 1 2 2.3/Unit 3 At Home: Have a home-based scavenger hunt for items with two syllables (e. spill 1 2 Kids Can Help • Book 1. Why do people like holidays? © Macmillan /McGraw-Hill 2.3/Unit 3 At Home: Help your child read the passage. Today boys and girls are together at a parade. People come together to do things on holidays. They have lots of good things to eat. I will pay attention to punctuation. . People have holiday fun! Today people give thanks for the things they have. 7 14 17 25 34 42 51 People all over like holidays. What did the boys and girls see at the parade? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 98 Kids Can Help • Book 1. It is fun when the big dragon comes along.Practice Name Fluency As I read. 52 Comprehension Check 1. paying attention to the goal at the top of the page. 1. Circle the two words that a writer could use to describe each picture. white clouds float in the sky.Practice Name Literary Element: Word Choice Writers use interesting and colorful words. black one hot 4.3/Unit 3 99 . Listen for all the colorful and interesting words the writer uses. Kids Can Help • Book 1. little many big 6. fast soft red 2. The fluffy. hot stink yum At Home: Together. three © Macmillan /McGraw-Hill big hot 5. read a poem. many little wet 3. Put on a 100 Kids Can Help • Book 1. tent stop sniff snake slip sled swing swat slim slug skunk skin stem list smock smell At Home: Look at all the blends on the page. A is in the box. 6. Beth slept in a . © Macmillan /McGraw-Hill 1. Mom made a . 8. 2. 5. A is under the log. I like to at the park. Help your child to notice that blends may be at the beginning or end of a word.Practice Name Blends Write the correct word in each sentence. Look out for the ! 7. Do not on the spill! 4. 3. .3/Unit 3 . Long Shadows Book 1. or tch. Short Shadows. Choose from the letters ch. lun At Home: Help your child think of more words that contain ch. 1. ase 2. wh. tch The letters ch and tch stand for the sounds you hear in chin and ditch.Practice Name Digraphs: ch. tch. The letters wh stand for the sound you hear in when. wh. ale © Macmillan /McGraw-Hill 3. and wh to complete each word. ca 4.3/Unit 3 101 . Write the letters on the line. He is fast! Let’s race . 3. 5. . The sun is up and it is out. 4. We can ride bikes.Practice Name Words to Know Write words from the box to complete the story. Long Shadows Book 1. Your light our again Would 1. © Macmillan /McGraw-Hill 102 Short Shadows. you like to play today? 2. dog can run with us.3/Unit 3 At Home: Encourage your child to tell you about a favorite thing to do on a sunny day. Practice Name Comprehension: Main Idea and Details As you read Short Shadows. Long Shadows. Short Shadows. Detail Main Idea Detail © Macmillan /McGraw-Hill Detail How does the Main Idea and Details Web help you better understand the main idea of Short Shadows. Long Shadows Book 1. fill in the Main Idea and Details Web.3/Unit 3 103 . Long Shadows? At Home: Have your child use the chart to retell the story. 3/Unit 3 104 At Home: Help your child to think of more details to put in the story. . We ate lunch. Write D if it tells a detail. We ate lunch. The sun went down. 2. The sun went down.Practice Name Comprehension: Main Idea and Details The Main Idea is the most important idea in the story. We sat in the sun. We sat in the sun. It was a fun day! Write M if the sentence tells the main idea. Details are small pieces of information in a story. 4. It was a fun day! Short Shadows. Long Shadows Book 1. 1. © Macmillan /McGraw-Hill 3. Read this story. We went out. 3/Unit 3 105 . Short Shadows. kisses miss kiss 6. Circle the word in each group that names more than one. less dresses dress At Home: Have your child write a sentence using one of the -es words on the page. catch patches patch © Macmillan /McGraw-Hill 5. Write it on the line. such lunch lunches 4.Practice Name Inflectional Ending: -es You can add -s or -es to name more than one person or thing. inches pitch inch 3. 1. watch watches what 2. Long Shadows Book 1. When will a groundhog see its shadow? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 106 Short Shadows. paying attention to the goal at the top of the page. I will pay attention to the questions. .Practice Name Fluency As I read. 53 Comprehension Check 1.3/Unit 3 At Home: Help your child read the passage. Long Shadows Book 1. The groundhog will see its shadow if the sun is out. What makes a shadow? © Macmillan /McGraw-Hill 2. 4 12 21 29 34 42 51 What makes a shadow? Sun makes light and light makes a shadow. When the sun is out you can see your shadow. We would not see our shadows if the sun was not out. This groundhog is coming out of its den. What could the article be about? At Home: Help your child to recognize titles and articles in a magazine you read at home. What is the title of the magazine? 2.3/Unit 3 107 . What is on the cover? 3. Long Shadows Book 1.Practice Name Study Skill: Periodicals and Magazines The title of a magazine is on the cover. Use the magazine cover and article to answer the questions. There are articles inside the magazine. Short Shadows. What is the title of the article? © Macmillan /McGraw-Hill 4. 1. Circle the picture it describes. ch e ck 4. h a tch 3. wh. i tch 108 Short Shadows. © Macmillan /McGraw-Hill ✔ .Practice Name Digraphs: ch. Long Shadows Book 1. Write the word.3/Unit 3 At Home: Have your child write and then illustrate a sentence using one of the words on the page. 1. tch Blend the sounds to say each word. wh a le 2. What will I find in the ? 3. 4. Smile. Matt races very fast on his . hike hive line bite bike 1. Dan takes a big © Macmillan /McGraw-Hill of his cake. Mike! • Book 1. At Home: Help your child to make up a sentence for each word in the box.3/Unit 3 109 .Practice Name Long i Use the words in the box to complete the sentences. We must all walk in a . 2. 5. We can up this hill. I will my dog Max. © Macmillan /McGraw-Hill We like to watch some of the dogs and cats.3/Unit 3 At Home: Have your child use some of the words from the box to tell another story about Max. Mike! • Book 1. many pets will be in the show today? Will they like Max than the other pets in line? My Max is good! 110 Smile. call How more funny There so Look! is a pet show today.Practice Name Words to Know Use the words from the box to complete the story. . 3/Unit 3 111 . Mike!. What I Predict What Happens © Macmillan /McGraw-Hill How does the Predictions Chart help you understand what happens in Smile. Mike!? At Home: Have your child use the chart to retell the story. fill in the Predictions Chart. Smile.Practice Name Comprehension: Make Predictions As you read Smile. Mike! • Book 1. Mike will . . Dad can fix Tim’s kite.Practice Name Comprehension: Make Predictions Read the sentences. 3. © Macmillan /McGraw-Hill 4. Sam wants a nice pup. At Home: Have your child talk about what will happen next in one of the stories. 2. Tim will . Mom and Sam will 112 Smile. Mom and Sam go to see the pups. Kim must wash her dog.3/Unit 3 . Sam wants to skate. Sam and Dad will . Tim’s kite is ripped. Dad takes Sam to the rink. Kim’s dog is very big. 1. Mike! • Book 1. Write the words that tell what happens next. Practice Name Inflectional Endings: -ed. 1. 3. -ing When you add –ed or –ing to a word that ends with a vowel and a consonant. At Home: Have your child write a sentence and draw a picture for one of the underlined words. Mike! • Book 1. My dog just tip over his dish. The girl chip the nice red mug. 4. Write the correct form of the word in the sentence. run + ing = running chop + ed = chopped My dog is running fast. double the final consonant. The kids are put © Macmillan /McGraw-Hill the parts of the kite together. Smile. Mike is hit the ball with a bat. 2. Read the sentence. Sam chopped the log.3/Unit 3 113 . How do Mom and Dad try to help? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 114 Smile.” Dad said. I went to see Mom and Dad.3/Unit 3 At Home: Help your child read the passage. “So can he play with you?” “He can.” they said.” I said.Practice Name Fluency As I read. I said. . Mike! • Book 1.” “He’s just a little boy. “How can I play? Sam will not stop. So. “He’s just little. 57 Comprehension Check 1. 12 16 25 33 40 45 53 I did not want to play with Sam. What does Sam like to do? © Macmillan /McGraw-Hill 2. He does just what I do.” Mom said. “Mom. I will pay attention to the dialogue. paying attention to the goal at the top of the page. Nan has mice. Tim has dog. decide which child. Tim has fish. Tim’s Pets cats ||| mice |||| dog | fish |||| |||| Nan’s Pets cat | mice || dogs || fish |||| |||| Count the pets and then complete the sentences. 1. Nan has fish.3/Unit 3 115 . Tim or Nan.Practice Name Text Feature: Chart Read the chart. Mike! • Book 1. © Macmillan /McGraw-Hill 3. 4. At Home: Together. has more pets. 2. Smile. You like to race down me. You do this on the ice. bike hit slide slip dig 1. You ride me fast up a hill. What word am I? 5. Then ask your child to illustrate it. © Macmillan /McGraw-Hill . What word am I? 3. What word am I? 116 Smile. You do this with a bat in a game.Practice Name Long i Short i Use the words in the box to answer the riddles. You do this in the sand. What word am I? 4. use some of the words in the box to make up a story.3/Unit 3 At Home: Together. What word am I? 2. Mike! • Book 1. spring scratch splash Write the new word on the line.3/Unit 3 117 . Together. str- Three letters can form a blend. Connect the word to the matching picture. Listen for all three consonant sounds in each blend. str + ipe = 3. -etch. -ing. Gram and Me • Book 1.to each word ending: ap. scr + atch = 2. spl + it = At Home: Have your child add str. spr + ing = © Macmillan /McGraw-Hill 4. 1. and -ip. spr-. spl-. read the new words.Practice Name Blends: scr-. 2. “It’s a good book. “What is it?” Gram. 3. “Will you it?” I ask. 6. Here is a book cats. We could read it.3/Unit 3 At Home: Have your child think of different sentences for the words in the box. 1.” we together.Practice Name Words to Know say says about give read were Use the words from the box to complete the sentences. . I her the book. 4. glad we 118 Gram and Me • Book 1. © Macmillan /McGraw-Hill 5. Gram and Me • Book 1. 3.3/Unit 3 119 . 4. © Macmillan /McGraw-Hill 4. How does the Character and Setting Chart help you retell Gram and Me? At Home: Have your child use the chart to retell the story.Practice Name Comprehension: Character and Setting As you read Gram and Me. 3. Setting 1. What the Characters Do There 1. 2. 2. fill in the Character and Setting Chart. Practice Name Comprehension: Character and Setting The setting is where a story takes place.3/Unit 3 At Home: Help your child list the people and things he or she would see in your home. . The characters are the people or animals in a story. desk bike girl book pen skate © Macmillan /McGraw-Hill animal boy 120 Gram and Me • Book 1. setting characters Think about what a school setting is like. Circle the people and things you would find in a school. Gram and Me • Book 1. we + have = 2. © Macmillan /McGraw-Hill 5. we + will = we’ll I + am = I’m you + have = you’ve Write the contraction for the two words. itching my scratch. The apostrophe ( ’ ) takes the place of any missing letters. 1. be glad when spring is here.3/Unit 3 At Home: Write sentences describing things your family will do this week. she + will = Use the contractions to complete the sentences. Begin each sentence with “We’ll.Practice Name Contractions: ’ll. ’ve Contractions combine two words. ’m.” 121 . 6. he + will = 3. I + am = 4. ” I say.” says Grandpa. 4 I give my Grandpa a big hug. 17 “Would you like me to tell you about them?” 26 “This is me when I was little. What are Grandpa and the boy doing? © Macmillan /McGraw-Hill 2. . I will pay attention to the dialogue. “I write 53 them on my computer.3/Unit 3 At Home: Help your child read the passage. 35 “I liked to write stories on that typewriter.” 57 Comprehension Check 1. paying attention to the goal at the top of the page. “Hi. How are Grandpa and the boy alike? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 122 Gram and Me • Book 1.” 43 “I like to write stories.Practice Name Fluency As I read.” says Grandpa. 11 “I’m looking at pictures. Grandpa!” I say. too. At Home: Help your child make a list of things to take on a picnic. Use the words below to help you.Practice Name Text Feature: Numerical List A numerical list is a series of things written in 1. Gram and Me • Book 1. 2. 3 order. Draw a picture of something else you need at school. © Macmillan /McGraw-Hill 3. 1.3/Unit 3 123 . 2. 2. pen hat Things for a Trip pants desk tape socks Things for School 1. 3. Make two lists. Boys and girls like to split splash scat in the water. 1. 2. © Macmillan /McGraw-Hill 5. split spring At Home: Help your child circle any blends he or she sees in the words on this page. I can string smell shade the plum. The is hot! . I would like a snack scratch . The striped scarf steps cat likes to play with string. sleet strip stove 6. 4.Practice Name Blends Write the word that completes each sentence. snap 3. Many people like the snap 124 Gram and Me • Book 1.3/Unit 3 . Would read How together funny 1. © Macmillan /McGraw-Hill 4. much is that? 3. you like to bat? Unit Review • Book 1. They have hats. They ride . 2.3/Unit 3 125 . 5. The boys like to .Practice Name Review: Words to Know Write the word that completes each sentence. 1.Practice Name Review: Words to Know Write the word that completes each sentence. give © Macmillan /McGraw-Hill 5. 4. 3.3/Unit 3 we can walk. . Three people walk are eating lunch. Your Were mom will pick you up. The light says 126 Unit Review • Book 1. I would like to play . She will take there care of the fish. oh again 6. Could Care you help us? 2. rode hope close drove joke rose bone 1. 5. The is red and smells nice. We on the bus to get to school. My dad us home after the game. 4. 3. Can you tell a funny At Home: Have your child write a sentence for another long o word. ? Pelican Was Hungry Book 1.Practice Name Long o Use the words in the box to complete the sentences. 6. 2. I I win a big prize! 7. I broke the © Macmillan /McGraw-Hill in my leg when I fell.4/Unit 4 127 . The pet shop is to my home. 128 . 3. 7. The duck was on the pond. © Macmillan /McGraw-Hill 6. opened soon every sparkled any floating saw 1. I did not see other ducks.Practice Name Words to Know Use the words from the box to complete the sentences.4/Unit 4 day. I a big. 5. the duck swam away. The duck its bill to get a fish. 4. I go to the pond Pelican Was Hungry Book 1. The pond’s water in the sun. At Home: Help your child to write a fun sentence using a word from the box. 2. fat duck. fill in the Inference Chart. Text Clues What You Know Inferences © Macmillan /McGraw-Hill How does the Inference Chart help you better understand Pelican Was Hungry? At Home: Have your child use the chart to retell the story.Practice Name Comprehension: Make Inferences As you read Pelican Was Hungry. Pelican Was Hungry Book 1.4/Unit 4 129 . The big bird is the mother. The bird is as big as a pelican. 130 Pelican Was Hungry Book 1. Write F if the sentence is false. The nest is made of stones. The big bird can fly. 3. The little birds like to eat only fish.4/Unit 4 At Home: Talk with your child about three facts he or she has learned about birds. 7. © Macmillan /McGraw-Hill 6. Write T if the sentence is true.Practice Name Comprehension: Make Inferences Use the picture and what you already know about birds to decide if the sentences are true. Soon the little birds will fly. 4. . 5. The bird lives in a tree with its babies. 1. 2. too. I will pay attention to the punctuation.4/Unit 4 131 . How do penguins make nests? Number of Errors Words Correct Score Words Read First Read Second Read At Home: Help your child read the passage. This penguin has an egg. They fill it with grass to make a nest. They dive under the water to get food. penguins make nests on the land. Penguins eat fish. Every year. Some penguins use stones to make a nest. They eat krill that are small shrimp. – – – = = = Pelican Was Hungry Book 1. The penguin will keep the egg warm. paying attention to the goal at the top of the page. Some penguins make a hole. What do penguins eat? © Macmillan /McGraw-Hill 2. 8 17 21 29 37 42 51 56 Penguins can dive.Practice Name Fluency As I read. 63 Comprehension Check 1. 2. bark 2. seal 4. the outside cover of a tree: The bark on the tree fell off. to make the sound that a dog makes: His dog will bark at all cats. 132 Pelican Was Hungry Book 1. bark 1. 2. bark 3. 1. an animal that lives in the ocean most of the time and swims very well: The seal swam over the wave. Read the definitions below.Practice Name Vocabulary Strategy: Dictionary A dictionary is a book that gives the meaning of words. Fill in the circle. . Some words have more than one meaning. to close something so that it can not be opened: I had to seal the box with tape to close it. seal drop a pole on a tree run away a blue ship be like a dog in a pot close a box very well © Macmillan /McGraw-Hill an animal that swims Use a word from above in a sentence. seal 1.4/Unit 4 At Home: Make up a silly sentence using the two meanings of the word bark. Choose the correct definition for the word. Pelican Was Hungry Book 1.Practice Name Inflectional Endings: -er. At Home: Ask your child to use faster and fastest in two sentences that compare people or animals. 3. A dog can run faster fastest than a cat. 2. A cat can run faster fastest than a duck. 1. The big bed is the softer softest of them all. That little bed is softer © Macmillan /McGraw-Hill than my bed. Then write the word. The dog is the faster fastest of them all. 4. softest 5. -est Circle the word that completes each sentence.4/Unit 4 133 . Practice Name Literary Element: Repetition Poems often repeat words or sentences more than once. The pelican is hungry. Read the poem. The pelican GULP! 1. Complete the end of the poem. 134 Pelican Was Hungry Book 1. The pelican flies over. The fish swims. © Macmillan /McGraw-Hill . The pelican dives down. Circle the sentences that repeat.4/Unit 4 At Home: Help your child to read the poem aloud with expression. The fish swims. 2. The Pelican and the Fish The fish swims. Then answer the questions. The fish swims. 4/Unit 4 135 . Then write the word. nose nine 9 © Macmillan /McGraw-Hill 7. a Circle the word that names each picture. smoke smile At Home: Have your child think of one more long o. shape ship 3. bake bike 2. Pelican Was Hungry Book 1. 1. grabs grapes 5.Practice Name Long o. and long a word. long i. skates stones 4. strip stripe 6. i. snack snake 8. We ran down the sand and into the water. . © Macmillan /McGraw-Hill 4. and 5. June tube dune Luke flute mule 1. 3. I can play a tune on my 136 June Robot Cleans Up Book 1. The baby plays with his stuffed .Practice Name Long u The letters u and e stand for the long u sound. What is inside this ? 2. At Home: Ask your child to use two of the long u words in a sentence. are six. cube tune Use words from the box to complete each sentence.4/Unit 4 . We go to the park school.Practice Name Words to Know Write the word that completes each sentence. Dad has socks for Kim because hers are . 2. find after old new terrific 1. done 5. 4. creation something you make or invent finished to do a job June Robot Cleans Up Book 1. work 6.4/Unit 4 At Home: Ask your child to use two words from the box in sentences. Can you help me my glasses? 3. Match the word to its meaning. We have a © Macmillan /McGraw-Hill time. 137 . 4/Unit 4 At Home: Have your child use the chart to retell the story. © Macmillan /McGraw-Hill .Practice Name Comprehension: Draw Conclusions As you read June Robot Cleans Up. fill in the Conclusion Chart. Inference Inference Conclusion Inference Inference Conclusion How does the Conclusion Chart help you better understand June Robot Cleans Up? 138 June Robot Cleans Up Book 1. Then fill in the circle of the sentence that makes the most sense with the story. Draw a conclusion about the characters. At Home: Ask your child to draw another conclusion about Jane and Luke. too. © Macmillan /McGraw-Hill Luke is like the older people. He helps them walk. She likes to run races. She has fun jumping rope. He tells them funny jokes. Luke helps out at a home for older people. Jane is in good shape. Jane bikes to school. Jane plays ball with her pals. 1. June Robot Cleans Up Book 1. 2.Practice Name Comprehension: Draw Conclusions You can use what you read and what you already know to help you draw conclusions. Luke likes to help older people.4/Unit 4 139 . Read each story. Jane likes to take care of dogs. What is paper made from? © Macmillan /McGraw-Hill 2. How can people help to save trees? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 140 June Robot Cleans Up Book 1. I will pay attention to the punctuation. Look and see how it is done.4/Unit 4 At Home: Help your child read the passage. 64 Comprehension Check 1. . paying attention to the goal at the top of the page.Practice Name Fluency As I read. 8 16 23 30 36 42 47 56 Paper is made from trees. workers collect paper for recycling. many trees to make the paper people use. Recycling is making new things from old things. How can people help to save trees? In some places. Sometimes people bring paper to a recycling center. It takes many. Old paper is recycled into new paper at a mill. June Robot Cleans Up Book 1. living outside 2. I like puzzles so I like to read mystery books. Use context clues to figure out the meaning of the underlined word. something that is red a group of things 3. 1. a story. That baseball player is famous. Fill in the circle next to the correct answer. very well known sad © Macmillan /McGraw-Hill 4. play. or movie that has a puzzle to solve a story that is very funny At Home: Write a sentence using one of the underlined words. Plants need water and sunlight to grow and stay alive.4/Unit 4 141 .Practice Name Vocabulary Strategy: Context Clues Context clues are words in a sentence that help you figure out the meaning of a new word. Mom picked a bunch of roses from the garden. Everyone knows who he is. Words with CVCe have a 142 June Robot Cleans Up Book 1. Listen for the long vowel sound. bate bone 3. game gate 2. Then write the word. 1. cube lace ride Circle the word that names the picture.4/Unit 4 .Practice Name CVCe Words Read the CVCe words. fine five 5 vowel sound. At Home: Help your child to find CVCe words in a favorite book. 6. cub cube Read your answers. Then complete this sentence. flute flat 4. © Macmillan /McGraw-Hill 5. The smallest bin is for At Home: Have your child draw a floor plan of his or her room. Help your child label the floor plan. . Use the floor plan to complete each sentence. 5.Practice Name Text Feature: Floor Plan A floor plan is a drawing that shows where things are in a room. door Recycling Room desk newspaper cans plastic glass 1. The cans bin is next to the 2.4/Unit 4 143 . ask for help at the . bin. 3. June Robot Cleans Up Book 1. 4. If you can’t tell which bin something goes in. Put © Macmillan /McGraw-Hill in the bin. These go in the bin. June Rose Write the letters o or u and final e to complete each word. 1. b n 3. n s © Macmillan /McGraw-Hill 4. Circle the picture the word names. c b 2. o Read the words.Practice Name Long u. Listen to the long vowel sound in each word.4/Unit 4 At Home: Have your child find long o and long u words on store signs in your neighborhood. . m l 144 June Robot Cleans Up Book 1. Practice Name Long a The letters ay and ai stand for the long a sound. He will the vase gray.4/Unit 4 At Home: Help your child to make up sentences with two long a words. She will for the tray. A is on the pail. 145 . Ray will use some . 4. 2. snail pay paint clay 1. © Macmillan /McGraw-Hill 3. Jay clay Gail sail Use a word from the box to complete each sentence. Stormy Weather • Book 1. We had a time at the party. © Macmillan /McGraw-Hill Match the word to its meaning. sound 7.4/Unit 4 . 4. 6. A hat helps keep you winter. predict 8. 146 Stormy Weather • Book 1. Their know cold warm great 1. I how to ride a bike. 5. 2. in the 3. dog is black and white. Ice is very .Practice Name Words to Know Use words in the box to complete the sentences. dangerous something you hear to guess what will happen next At Home: Ask your child to use two words from the box to make up original sentences. extreme very great. Name Different Different Alike At Home: Have your child use the chart to retell the story. fill in the Compare and Contrast Chart.© Macmillan /McGraw-Hill As you read Stormy Weather.4/Unit 4 Practice Comprehension: Compare and Contrast 147 How does the Compare and Contrast Chart help you better understand Stormy Weather? . Thunderstorm Blizzard Stormy Weather • Book 1. When it is warm.Practice Name Comprehension: Compare and Contrast When you compare two things. Have your child tell how they are alike and how they are different. you see how they are different. When you contrast two things. Jay takes a nap and May has a snack. © Macmillan /McGraw-Hill 148 Stormy Weather • Book 1. Jay and May both like the water. you see how they are the same. Jay runs with a kite. When the weather is extreme. When it is cool. Contrast Jay and May by telling how they are different. they both go home. they go swimming.4/Unit 4 At Home: Ask your child to describe two friends. . Compare Jay and May by listing how they are the same. If it rains. May digs holes. Not heavy: The empty bag was light. The light from the sun is bright.4/Unit 4 149 .Practice Name Vocabulary Strategy: Dictionary Read the definitions. The baby played with a block. We live on the same block. not heavy energy from the sun 3. light 1. Stormy Weather • Book 1. Something hard with flat sides: Put the toy block on top. Energy from the sun: The sun’s light was very hot. My backpack is light when I have no books. 2. © Macmillan /McGraw-Hill not heavy energy from the sun 4. Fill in the circle of the meaning of each bolded word. An area between two streets: Sam lives on my block. 1. block 1. an area between two streets something hard with flat sides At Home: Have your child think of another word that has multiple meanings. an area between two streets something hard with flat sides 2. 2. It is Tuesday now. It is a rainy. It’s a great day for swimming in the cold water! It is Monday now. What can you do on a hot. wet day. What would you use on a rainy day? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 150 Stormy Weather • Book 1.Practice Name Fluency As I read. 8 17 20 29 38 48 55 56 66 It is Sunday.4/Unit 4 At Home: Help your child read the passage. but not sunny. It is warm. It may rain. People on TV predict the weather. . People will have to use their umbrellas. paying attention to the goal at the top of the page. 73 Comprehension Check 1. There are gray clouds everywhere. I will pay attention to the punctuation. They let you know Sunday will be a hot. sunny day. sunny day? © Macmillan /McGraw-Hill 2. Now you know what the weather will be. Who has the same address and telephone number? At Home: Ask your child other questions using the information on the telephone directory above. 17 Elm Ave. 1. addresses. and telephone numbers.4/Unit 4 151 .Practice Name Study Skill: Telephone Directory A telephone directory lists names. 555-5436 555-5436 555-7401 555-4269 555-9711 Use the directory to complete each question. 9 Sunrise St. Jay Max Jake Lon May 17 Elm Ave. How many people have the last name Wade? 2. Where does Jake Wade live? 4. 29 Sunset Ave. Wade. Vann. Wade. 245 Main St. Vann. What is May Wade’s phone number? © Macmillan /McGraw-Hill 3. Wade. Stormy Weather • Book 1. rose + bush = rosebush back + yard = backyard Match a word on the left to a word on the right to make a compound word. bath hill 2.4/Unit 4 At Home: Ask your child to look for compound words in a magazine or newspaper. down one 3. day robe © Macmillan /McGraw-Hill Use a compound word in a sentence. 5.Practice Name Compound Words A compound word is made up of two small words. 152 Stormy Weather • Book 1. Then write the word. any care 4. 1. . Practice Name Long o.4/Unit 4 153 . globe tune mule 2. © Macmillan /McGraw-Hill 6. the long u. rose 1. 4. Stormy Weather • Book 1. u. snail hay 3. and the long a sounds. 5. At Home: Have your child think of other words with the long o. a Use the words from the box to name each picture. 4/Unit 4 At Home: Help your child to write a sentence for each of the circled words. weak wheat © Macmillan /McGraw-Hill 5. seat seed 6. . ea. eat eel 154 Meet Ben Franklin Book 1. peel peek 3. teeth seal he Circle the word that names each picture. sheet she 2. Then write the word.Practice Name Long e Listen to the sound the letters ee. and e stand for. 1. bean beak 4. Practice Name Words to Know Read each sentence. 155 . Dean has another idea . house Meet Ben Franklin Book 1. curious 4.” said Mike. 1. They came by 3. He is friends © Macmillan /McGraw-Hill 7. kind . Mike likes to look. Circle the word. house Dean’s house. knew of like tag. Jean said she could run 5. “I’m so glad we went to Dean’s friends At Home: Have your child write another sentence using one of the circled words. This game is kind . Choose the word that completes the sentence. curious 6. “I knew you were it!” she said. by far. Dan plays with his friends 2. knew .4/Unit 4 8. fill in the Inference Chart.Practice Name Comprehension: Make Inferences As you read Meet Ben Franklin. Text Clues What You Know Inferences How does the Inference Chart help you better understand Meet Ben Franklin? 156 Meet Ben Franklin Book 1.4/Unit 4 At Home: Have your child use the chart to retell the story. © Macmillan /McGraw-Hill . “I did not eat lunch yet. works in a lab likes to read 2. “Please brush your dog’s teeth. The cat broke a leg. The cat wants to eat. Jean puts a cast on a cat.4/Unit 4 157 .Practice Name Comprehension: Make Inferences Read the story. Why does Jean put a cast on the cat? The cat goes to sleep. Then choose an answer to complete each sentence. Jean is a vet . 3. The dog’s teeth are bad.” she tells the man. “Oh.” 1. no!” says Jean. the dog can run faster 4. At Home: Ask your child to explain how he or she figured out the answer to each question. Meet Ben Franklin Book 1. Jean did not eat lunch because she was not hungry forgot had no pets to take care of . Then she looks at a man’s dog. Today she takes care of many pets. Jean asks the man to brush his dog’s teeth so that she will not have to pull any teeth she can eat lunch © Macmillan /McGraw-Hill . Like the men who walked on the moon.Practice Name Fluency As I read.4/Unit 4 At Home: Help your child read the passage. © Macmillan /McGraw-Hill . 6 14 21 25 33 42 46 51 59 67 How Far Down Did Sylvia Dive? Sylvia did something that no one had done before her. Going down 1. She went 1.000 feet! 69 Comprehension Check 1.250 feet down into the ocean. But Sylvia knew she wanted to go deeper. What country do you think Sylvia is from? Words Read First Read Second Read – – – Number of Errors = = = Words Correct Score 158 Meet Ben Franklin Book 1. paying attention to the goal at the top of the page. What did Sylvia do that no one else had done before? 2. she had an American flag with her. I will pay attention to the punctuation. An underwater sub like this one took Sylvia down 3.250 feet was amazing. That’s far! Sylvia walked on the sea floor. 1. At Home: Think about the words talk and listen. Say each word with the endings –ed and –ing. flash 2. play + ing = playing play + ed = played Write each verb with –ing and –ed. You can add –ed or –ing to most verbs. fill Use an –ing word and -ed word in sentences.4/Unit 4 159 . pull 3. Meet Ben Franklin Book 1. © Macmillan /McGraw-Hill 4.Practice Name Vocabulary Strategy: Word Parts A verb is a word that shows action. A verb with an –ed ending means the action happened in the past. l f 6. w t © Macmillan /McGraw-Hill 5. 1. s d 3. b k 4.Practice Name CVVC Words These words follow the CVVC pattern: boat keep seat rain Use oa. ee. g 160 t Meet Ben Franklin Book 1. ea. or ai to complete the name for each picture.4/Unit 4 At Home: Have your child think of two more words with the CVVC pattern and draw a picture for each word. . b t 2. What is an inventor? 2. Then write the answer to each question below. Even now we use a lightning rod to protect houses and ships from lightning.Practice Name Text Feature: Bold Print Bold print points out important words. Meet Ben Franklin Book 1. Ben Franklin was an inventor. What did people use as a safer way to burn wood? © Macmillan /McGraw-Hill 3. What does a lightning rod do? At Home: Together. Read the story. He came up with ideas for many things that would help to make people’s lives better. Ask your child why the words are shown in bold print. 1. He gave his inventions away for free.4/Unit 4 161 . look through one of your child’s text books for words in bold print. His Franklin Stove was a much safer way for people to burn wood for heat and for cooking. jet teeth 3. hen feet 162 Meet Ben Franklin Book 1. write a silly sentence using any two words from this page. Read the two words. pet net 4.4/Unit 4 At Home: With your child. © Macmillan /McGraw-Hill .Practice Name Long e Short e Look at the picture. seal read 2. Then use the words to write a silly sentence. 1. What can you call a rabbit? bunny At Home: Have your child think of one more word that ends with the long e sound. What can you ride in? buggy jelly 2. easy Little Rabbit • Book 1.Practice Name Long e Sometimes the letter y stands for the long e sound. What can you spend? muddy penny 3. What do you call a baby dog? daisy puppy 5. Then write the word.4/Unit 4 163 . What do you call a very small boy? pony baby © Macmillan /McGraw-Hill 4. happy Circle the word that answers the question. 1. I ran with to see.Practice Name Words to Know Write words from the box to complete the story. use some of the words from the box to write sentences about a pet animal. told haste before glared falls happen began heard 1. I her not to jump on the bed. I at my sister and then to scold her.4/Unit 4 I left. I hugged her 164 Little Rabbit • Book 1. 6. . 7. © Macmillan /McGraw-Hill 5. Did something bad ? 3. She every time. 4. I a loud crash! 2. At Home: Together. and End As you read Little Rabbit. Little Rabbit • Book 1. and End Chart. Middle.Practice Name Comprehension: Beginning. Beginning Middle End © Macmillan /McGraw-Hill How does the Beginning. Middle. fill in the Beginning. Middle. and End Chart help you better understand Little Rabbit? At Home: Have your child use the chart to retell the story.4/Unit 4 165 . Just then. The bunny left the nest. The baby bunny hopped to his mom. Write B for the beginning sentences. What a big place he saw! The bunny hopped and jumped. The bunny had a good time. M for the middle ones. One baby woke up. The Baby Bunny All the baby bunnies were sleeping in their nest. and E for the end ones. He was glad. and End Read the story. He had a good time. 1. 166 Little Rabbit • At Home: Ask your child to retell the story in the correct sequence and draw how the bunny looked when he got home.4/Unit 4 . They went back home. 4. The rain came. She was calling his name. Then the rain fell. He planned to have some fun. © Macmillan /McGraw-Hill 3.Practice Name Comprehension: Beginning. Middle. Book 1. Read the sentences. The bunny went home. he saw his mom. The baby bunny wished he was safe in his cozy nest. 2. The bunny left the nest. Mouse began to shake. Lion stretched out his paw. But I can Comprehension Check 1. paying attention to the goal at the top of the page. Then. I will pay attention to pauses. He wanted to fall asleep.4/Unit 4 167 . Mouse came by. He didn’t want to fall. stops. – – – = = = Little Rabbit • Book 1. 9 17 21 30 34 43 50 58 69 be a good friend to you. “Great Lion. “I am just a little mouse.” 75 One day Lion closed his eyes. “Why should I let you go?” asked Lion. Mouse said. Why does Mouse shake? © Macmillan /McGraw-Hill 2. Then he grabbed the little mouse. and intonation in the passage. Why does Mouse think Lion should let him go? Number of Errors Words Correct Score Words Read First Read Second Read At Home: Help your child read the passage. Lion heard Mouse and woke up.Practice Name Fluency As I read. He glared. let me go!” said Mouse. to go from a high place to a low place c. before a. I heard the owl hoot.Practice Name Vocabulary Strategy: Context Clues Context clues are words in a sentence that help you figure out the meaning of a new word. heard 4. forest 3. 3. 2. at an earlier time d. 4. . The apples are falling down to the ground. 1.4/Unit 4 At Home: Help your child to use context clues to figure out unknown words on the page of a favorite book. Use the underlined context clues to figure out the meaning of the word in bold letters. The branches and leaves hide animals in the forest. listened with ears b. The rabbit hopped into the bush before the fox saw it. Now match the word to its meaning: 1. falling 2. a place where trees and plants grow © Macmillan /McGraw-Hill 168 Little Rabbit • Book 1. bunny bunnies Read the word under each sentence. 3. 1. Little Rabbit • Book 1. change the y to i before adding es. at the pet store were so cute. The twin baby smiled at me. Change the word by adding es. © Macmillan /McGraw-Hill 4. Tommy and Timmy are buddy . The puppy At Home: Read one of the words that end in -es. Jenny study math every day.Practice Name Inflectional Ending: –es For words that end with a consonant followed by y. Their tummy are full. 5.4/Unit 4 169 . 2. Then complete each sentence. Have your child say the base word and use it in a new sentence. It drank. The Pond One day a came to the pond. © Macmillan /McGraw-Hill Glug! Glug! Glug! Then it went off to rest.4/Unit 4 . But there was no water left in the pond! 170 Little Rabbit • At Home: Together. such as “Three Blind Mice. g g g The came back to the pond. g g g A came to the pond next. and it drank. too. g g g Glug! Glug! Glug! Then it went off to rest.” Talk about which lines are repeated in the song. It wanted one more drink. It drank some water. Then underline the sentences that show repetition. Then a big came to the pond. Read the story. It drank some water. sing songs with repeated lines.Practice Name Literary Element: Repetition Repetition is when some words or sentences in a story or poem are used again and again. Glug! Glug! Glug! Then it went off to rest. Book 1. Then circle the words with the long a sound. a Read the words.4/Unit 4 171 . Then circle the words with the long e sound. day y happy say pay y tummy y daddy y buddy y pony play Write a sentence. write the words from the boxes and sort them into long e and long a words. At Home: With your child. Use a word with the long a sound.Practice Name Long e. Use a word with the long e sound. chilly y tray cozy play way stay messy lucky y gray © Macmillan /McGraw-Hill Write a sentence. Little Rabbit • Book 1. Read the words. Practice Name Review: Words to Know Draw a line from the picture to the word that tells about it. knew new old 3. © Macmillan /McGraw-Hill creation .4/Unit 4 6. Then write the word on the line. floating 5. warm cold extreme 1. idea 4. 2. 172 Unit Review • Book 1. 4. What find kind do you like? 6. 2. Use the hose began by their house. Then write the word on the line. 1. Have you heard glared any great ideas? Unit Review • Book 1. Do you know every any cute jokes? © Macmillan /McGraw-Hill 5.Practice Name Review: Words to Know Circle the word that goes in each sentence. I read before after I go to sleep. Mom rode the train to house work .4/Unit 4 173 . 3. What can a tube do? float goal Use two long o words from above in sentences. 1. What can you do to grass? flow mow 4. 174 Olivia • Book 1. What can a bike do? so go 3. oa. What can a hose do? soak roast 5. What floats on water? a boat a loaf 2.5/Unit 5 .Practice Name Long o There are different ways to make the long o sound. and ow stand for the long o sound. At Home: Listen to your child read the long o words and underline the letter or letters that stand for the long o sound. go coat crow Circle the answer to each question. The letters o. © Macmillan /McGraw-Hill 7. 8. What do you sleep with? show pillow 6. 5. with me. 4. 2. 1. 6. I am to be good. We help each other. 7.5/Unit 5 175 .Practice Name Words to Know mother father try love always supposed firm Use words from the box to complete the sentences. 3. Olivia • Book 1. Sometimes they are At Home: Choose three of the words. My mom is my . Mom and Dad © Macmillan /McGraw-Hill to be nice. Then have your child write sentences for the words. We each other. My dad is my . Practice Name Comprehension: Fantasy and Reality As you read Olivia.5/Unit 5 © Macmillan /McGraw-Hill . fill in the Fantasy and Reality Chart. 176 Olivia • Book 1. Reality What Happens Fantasy Why It Could Not Happen In Real Life How does the Fantasy and Reality Chart help you better understand Olivia? At Home: Have your child use the chart to retell the story. p g goes to school. 1.Practice Name Comprehension: Reality and Fantasy Reality is something that could really happen. A pig has a mother. pet 6. 4. A pig p 3. Then talk about what is reality and what is fantasy in the story. A pig has a p cat. Then underline the sentences that are fantasy. A pig sleeps. Circle the sentences that show reality. 8. A pig p p g paints. A pig g pg 5. Olivia • Book 1. p g puts on a dress. Fantasy is something that could not really happen. A pig reads a book. © Macmillan /McGraw-Hill pg 7. A pig sits in the mud. 2.5/Unit 5 177 . At Home: Have your child write a story about a pig. he was in the boat! Mike put the oars in the water and pulled. “I wish I could be in that boat. The next thing Mike knew. paying attention to the goal at the top of the page.Practice Name Fluency As I read. Mike looked at the painting. 7 14 21 29 33 41 49 59 64 74 84 93 99 104 Mike’s class was at the art gallery.” said Mrs. “Always stay together.” said Mike. “We don’t want anyone to get lost. There were people rowing boats on a lake. let’s go. class. . Just then Mike heard Zack say. Where did Mike and his class go? © Macmillan /McGraw-Hill 2. I will pay attention to pauses for punctuation.” said Mike. What happened to Mike at the art gallery? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 178 Olivia • Book 1. West. “Come on Mike.5/Unit 5 At Home: Help your child read the passage.” The children stopped in one room. Zack.” Mike said. There were many paintings to see. 113 Comprehension Check 1. “Come look at this one. Mike saw that one boat had no one in it.” “Wait until I tell you what happened. find two words your child doesn’t know. of 4. © Macmillan /McGraw-Hill 3. middle halfway between two ends: We stood in the middle of the line. mistake something thought or done incorrectly: I made one mistake on the spelling test. Joan sat in the of her two friends. Please draw a line down the the paper. If you make a . 2. Olivia • Book 1. 1. Use a word from the box to complete each sentence. You may use a word more than once.Practice Name Vocabulary Strategy: Dictionary Read the dictionary entries below. The mother cat her babies. protects to keep away from harm: The mother hen protects her eggs. Work together to find the meanings of these words in the dictionary. try again.5/Unit 5 179 . At Home: As you read together. The apple feels .Practice Name Inflectional Ending: -y Adding the letter y to the end of some words makes a new word. Discuss what the base words are. snow + y = snowy Circle the correct word. Then write it on the line. The washcloth is . . soap toast 2. fuss trick © Macmillan /McGraw-Hill 5. toasty y waxy y 3.5/Unit 5 At Home: Have your child circle all the y endings. tricky 180 Olivia • Book 1. The jigsaw puzzle is y . Notice that y stands for the long e sound. The campfire is . soapy y 1. wax fussy y 4. The baby is today. the swimming pool the campfire p 5. our campsite last day of school At Home: Cut pictures from a magazine. 6. Big Bass Lake the waterslide 3.5/Unit 5 181 . Circle the caption that tells about the picture. Dad’s big catch! Sam’s new dog Olivia • Book 1. my new bike y Big Buck Forest g © Macmillan /McGraw-Hill 4.Practice Name Text Feature: Captions Captions tell readers more about a photograph or picture. Then help your child write captions for the photographs. a snake a baby deer 2. 1. Is this a cot or a coat? 182 Olivia • Book 1. Use as many long o and short o words as you can. Is this a window or a wing? 6. Is this go or a goal? 8. Is this a pipe or a pillow? 5.Practice Name Long o Short o Write the answer to each question on the line. Is this a rod or a road? 4. 1. Is this a note or a notch? © Macmillan /McGraw-Hill 7. Is this a boat or a bowl? 2. Is this toast or a toad? 3. .5/Unit 5 At Home: Help your child write a story about a toad in a hole. 3. write some sentences with words that contain the long i sound.Practice Name Long i Say the words. The mild child cut can walk to his house. The Kite • Book 1. © Macmillan /McGraw-Hill 4. Meg’s kite will try fly cry over the trees. child fly high Write the word that completes the sentence. At Home: With your child. y. Then listen to the long i sound. 2. 1. cry 5. Let’s wave to that plane in the my sky .5/Unit 5 183 . Mike will win wind white up his new truck. or igh. We eat lunch together on a might high fly hill. Use i. 3. should g. we can ride together in the green 184 The Kite • Book 1. © Macmillan /McGraw-Hill 5. head e. never f. today. There was a lot of at the show. . laughter c.Practice Name Words to Know Write the letter of the word from the box that completes each sentence. meadow d.5/Unit 5 At Home: Have your child choose one picture and write another sentence to describe it. 6. We get a new bat and at the shop. a. The boys and girls for the team. 4. The big kite was flying high over Kim’s . Ben is late for the school bus. 2. Encourage the use of some of the words from the box. ball h. shout b. Perhaps 1. 5/Unit 5 185 . Somebody Wanted But © Macmillan /McGraw-Hill So How does the Problem and Solution Chart help you better understand The Kite? At Home: Have your child use the chart to retell the story.Practice Name Comprehension: Problem and Solution As you read The Kite. The Kite • Book 1. fill in the Problem and Solution Chart. Practice Name Comprehension: Problem and Solution Read the story about Will’s problem and solution. What problem does Will have in the story? 2. Perhaps there is more wind on the high hill in the meadow. He runs down the street with his kite. Then answer the questions. Will can’t fly his new kite. That is the best idea yet. Now Will’s kite can fly in the wind. But the kite just comes down again.5/Unit 5 At Home: Have your child describe a problem at home or at school and the steps taken to solve it. What solution does Will try next? © Macmillan /McGraw-Hill 4. Still the kite can’t fly high. 1. Then Will takes his kite to Mike’s house. . The two friends try to pull the kite. What solution does Will try first? 3. How does the kite finally fly? 186 The Kite • Book 1. Just then flakes of snow fell.” Gus went on his way. paying attention to the goal at the top of the page. 99 Comprehension Check 1. Sky. “So I will try to push it. “I can not do this myself. big box. 8 17 27 32 43 49 58 64 75 83 91 “That box is for me. Sky looked at the big.5/Unit 5 187 . “I can take it now.” Nick shouted. “Perhaps I should try to pull it. Nick and Sky woke up. Why can’t Nick move the box? © Macmillan /McGraw-Hill 2.” Nick said.Practice Name Fluency As I read.” Sky said. How do Nick and Sky move the box? Number of Errors Words Correct Score Words Read First Read Second Read At Home: Help your child read the passage. – – – = = = The Kite • Book 1.” said Nick. “This needs a push and a pull. Nick was too little and the box was so big.” Nick and Sky worked together. I need you. “You will never lift that box. too?” But the box never moved. I will pay attention to the dialogue. 188 The Kite • Book 1. I am playing with my best friend. The –ing ending means the action is happening now. the action happened in the past. You can pick out the word parts of a verb to figure out its meaning. playi 2. My cat climbed up the tree. climbe 3.Practice Name Vocabulary Strategy: Word Parts A verb is a word that shows action. Pay attention to the verbs that end in –ed. packing 5. milked © Macmillan /McGraw-Hill 4. 1. watche At Home: Talk about three things you did yesterday. I am packi for my trip. Dad milke a cow. Write past if it was something that happened in the past. When a verb has the ending –ed.5/Unit 5 . Then write now if it is something that is happening now. Underline the word in each sentence that has a word ending. We watched a good game. Circle the base word. Then ask your child to use the word in a sentence. Add -er or -est to each word. At Home: Have your child add -er and -est to one of the following words: wide. 5. 1. cute + er = cuter That pup is cuter than this one. pale. © Macmillan /McGraw-Hill 4. The late bus should stop here. The tree in the meadow is the large . Now my dog is clean than your dog. drop the e and then add -er or -est.5/Unit 5 189 . 2. –est To add -er or -est to words that end in e. My dad is the brave of all. ripe. Then write the new word in the sentence. The Kite • Book 1.Practice Name Inflectional Endings: –er. 3. cute + est = cutest The cat is the cutest of all. His pet is tame than the wild cat. © Macmillan /McGraw-Hill . Write the words of the correct labels.5/Unit 5 At Home: Have your child write another thing that is the same and another thing that is different about Kim and Kate. 2. 4. ladder light hose cab 1.Practice Name Text Feature: Diagram Look at the diagram of a fire truck. 190 The Kite • Book 1. 3. Use the words from the box to complete the diagram. right rid rink At Home: Have your child write other sentences with words that contain long i spelled i. Perhaps we can the kite in the meadow. Listen to the sounds. and igh and short i spelled i. The chin child wanted to play in the ball game. 1. Sam went home with his new pup right ride rid 3. bit bite by © Macmillan /McGraw-Hill 5. Max a very ripe grape. The cat likes to hide in the bush. chill away. 2. fit flight fly 4. The boys and girls can skate in the after school. y. The Kite • Book 1.Practice Name Long i Short i Say the words. long i tight cry mild short i sit Circle the word that completes each sentence.5/Unit 5 191 . win wild wind 6. such as far. We can play in the back . Then write the word that completes the sentence.5/Unit 5 At Home: Challenge your child to write other ar words. yarn smart 2. The has many teeth. yard 1. tar. . scarf 192 Kids’ Inventions Book 1. The is far away. Listen for the ar sound in the word. star start 3. carp scar 6. car Read the sentence. bark. Nana gave me a blue . Wheat grows on a .Practice Name r-Controlled Vowel: ar Together the letters a and r stand for the sound you hear in car. A is a fish. barn © Macmillan /McGraw-Hill cart 5. park. shark farm 4. ! Kids’ Inventions Book 1.5/Unit 5 193 . Some worked together to make a that could help. It was big and . The machine could also answer any . It was a way to take things to school.Practice Name Words to Know question machine better or children round discovery Use a word from the box to complete each sentence. It could hold your backpack your © Macmillan /McGraw-Hill lunch. What a great At Home: Help your child write a story using the words machine and discovery. Practice Name Comprehension: Cause and Effect As you read Kids’ Inventions. © Macmillan /McGraw-Hill .5/Unit 5 At Home: Have your child use the chart to retell the story. fill in the Cause and Effect Chart. Cause Effect How does the Cause and Effect Chart help you better understand Kids’ Inventions? 194 Kids’ Inventions Book 1. The effect is what happens. cause effect Match the cause to the effect. 1. Bob stepped on the box. © Macmillan /McGraw-Hill 5. 4. At Home: Fold a piece of paper in half. The dog had a bath. 6.5/Unit 5 195 . Then have your child draw a cause on one half and an effect on the other half. Kids’ Inventions Book 1. 2. It is raining. 3. The girl fell. The tire is flat.Practice Name Comprehension: Cause and Effect The cause is why something happens. Ben ran faster than the others. Write a sentence using funny.5/Unit 5 At Home: Think of two synonyms for funny. The robot can speak invention . form. Say the sentence using the synonyms. Circle the two synonyms in each row that could complete the sentence. award © Macmillan /McGraw-Hill . A thesaurus is a book that lists synonyms. Synonyms: construct. . The robot won a prize box 196 Kids’ Inventions Book 1. create. build to make something: Tim will build a house. 1.Practice Name Vocabulary Strategy: Dictionary Words with the same or almost the same meaning are synonyms. creation 3. make. That inventor has a clever broken 2. paper talk in the contest. You can use a dictionary or a thesaurus to find synonyms. and put together: Tim will construct a house. Practice Name Fluency As I read. In 1900. As children. they worked in a bike shop. I will pay attention to questions in the passage. one brother got on the glider. 94 Comprehension Check 1. How did the brothers fly their glider? Number of Errors Words Correct Score © Macmillan /McGraw-Hill Words Read First Read Second Read – – – = = = At Home: Help your child read the passage. Then he would glide in the air. They flew their glider like a kite. 2. 5 11 19 28 36 37 45 53 60 69 77 84 92 Who Were the Wright Brothers? Orville and Wilbur Wright were inventors. paying attention to the goal at the top of the page. Kids’ Inventions Book 1. the Wright brothers built a glider with two wings. As grownups.5/Unit 5 197 . Each wing was covered with cloth. they liked to find out how things worked. Their dream was to build a flying machine. Describe the glider the Wright brothers built. The Wright brothers made and tested many gliders. After testing the glider. With each new discovery they made a better glider. Where can you find this book in the library? 198 Kids’ Inventions Book 1.5/Unit 5 At Home: Give your child an index card.Practice Name Study Skill: Card Catalog A card catalog helps you find books in a library. Then help him or her to make a card catalog page for a favorite book. 1. Then answer the questions. What is the book about? 3. What is the title? 2. Who is the author? 4. B: author’s name C: the title of the book D: what the book is about Look at the computer screen. A: These numbers show where you can find the book in the library. © Macmillan /McGraw-Hill . Saturday ➝ Sat. Saturday 3.. Dr. 6. Shin helps me when I’m sick.Practice Name Abbreviations: Mr. © Macmillan /McGraw-Hill September Doctor Doctor Saturday Saturday Saturday Sunday Mister Mister Kids’ Inventions Book 1. An abbreviation is a short form of writing a longer word. Lee. Then circle the word that matches each abbreviation. Doctor 2.. 1. At Home: Help your child write a letter to an adult.5/Unit 5 5. Mister Read each sentence. and Dr. Look at these abbreviations. Doctor ➝ Dr. 199 . I will make a cake on Sat. Write the abbreviations for each word. Mister ➝ Mr. Sat. We sent mail to Mr. 4. Then help him or her write the correct abbreviation. Does a car go on a rail? 3. Is a rake sharp? 8. . Does a shark have a tail? 2. Does a man have an arm? 5. Write the words below. 1. Can a farm have a gate? 6. Can a scarf bark? 7.5/Unit 5 At Home: Let your child choose one of the sentences to illustrate. and ar Circle the answer to each question. Can a star rain? 4. © Macmillan /McGraw-Hill 200 Kids’ Inventions Book 1.Practice Name Short a. Long a. Does a park have a tail? yes no yes no yes no yes no yes no yes no yes no yes no Then circle the words with the ar sound as in far. 5/Unit 5 201 . 2. cord fork corn 5. 3. The porch horse fort is in the barn. We can patch the north At Home: Help your child to write sentences using words from above that have the or sound. Circle the word that completes the sentence. pants. 4. We play sports shorts sort at the park. The lamp has a new © Macmillan /McGraw-Hill .Practice Name r-Controlled Vowel: or The letters or stand for the middle sound in horse. 1. The storm stork thorn is sharp. Then write the word on the line. torn for Whistle for Willie • Book 1. Ford he had some. 4. Mr. 3. . Mr. © Macmillan /McGraw-Hill 6. . 7. it started to rain. We woke up this morning. early nothing along thought suddenly instead errand 1. We gave him three roses .Practice Name Words to Know Use a word from the box to complete each sentence. 2.5/Unit 5 . Ford told us to run 202 Whistle for Willie • Book 1. 5. We did an for Mom. At Home: Have your child draw a picture to illustrate one or two of the sentences. There was in the rice jar. Whistle for Willie • Book 1. fill in the Inference Chart.5/Unit 5 203 . Text Clues What You Know Inferences © Macmillan /McGraw-Hill How does the Inference Chart help you better understand Whistle for Willie? At Home: Have your child use the chart to retell the story.Practice Name Comprehension: Make Inferences As you read Whistle for Willie. The water is not deep. I don’t know how to make pancakes. I can help Dad. Then underline the sentence that is true. Mark wins the race.5/Unit 5 © Macmillan /McGraw-Hill The water is too cold. 204 Whistle for Willie • Book 1. g I can read a good book. Then have your child label the picture “I can do it.” . 3. I can play a game. p y I can play catch. The water is fun. Mark likes to ride his bike. 1.Practice Name Comprehension: Make Inferences Look at the picture. Mark likes to play ball. p p I can help Mom make pancakes. 5. 2. At Home: Together. I don’t like to help. I can see far away. draw a picture of something your child can do. 4. I can sing and dance. Molly. 86 Comprehension Check 1.” Then she left to do an errand. paying attention to the goal at the top of the page. like this. “Put on your shoes with the straps instead.Practice Name Fluency As I read. I will pay attention to the punctuation. “Pretend the laces are snakes. – – – = = = Whistle for Willie • Book 1.” said Molly. What is Jill trying to do? 2. “Put on your sandals. But she could not tie them. “They do not have laces.” said Molly. What animals does Molly tell Jill to pretend her shoelaces are? Number of Errors Words Correct Score © Macmillan /McGraw-Hill Words Read First Read Second Read At Home: Help your child read the passage. Tie the snakes together. 9 15 25 34 43 50 58 61 69 77 80 Early one day.” Jill sat down and tried again.5/Unit 5 205 . “You will be able to do it one day soon. Jill kept getting her snakes tied in knots. Jill tried to tie her shoelaces.” said Jill’s mother. Along came Jill’s sister. You can use the base word to figure out the meaning of a word. moved moving 2. baked baking 206 Whistle for Willie • Book 1. The teacher is forming the clay. moved.5/Unit 5 At Home: Say three sentences using the words move. © Macmillan /McGraw-Hill 4. crashed crashing 5. listening listened 3. whistled whistling . The base word is form. and moving. 1. form to give shape to something Write the base word.Practice Name Vocabulary Strategy: Word Parts A base word is the word that is left when you remove the -ed or -ing ending. At Home: Have your child write and illustrate a sentence about something he or she has tried. Han dryed dried his hands. 5. cry + ed = cried Write the word that completes each sentence. 3. 2. change the y to i before adding ed. © Macmillan /McGraw-Hill 4. Mom pried pryed the top open. 1.Practice Name Inflectional Ending: -ed If a verb ends in a consonant + y. Dad fryed fried the fish. The baby cried cryed . Whistle for Willie • Book 1.5/Unit 5 207 . Kelly tried tryed the big bike. © Macmillan /McGraw-Hill 3. Number of Days 5 4 3 2 1 sun clouds rain Weather 1.Practice Name Text Feature: Graph A graph can show how many of something. Read the bar graph.5/Unit 5 At Home: Have your child draw a picture of something he or she likes to do on a rainy day. How many days were sunny? 2. How many days were rainy? . How many days were cloudy? 4. Then answer the questions. How many more days had sun than had rain? 208 Whistle for Willie • Book 1. 1.5/Unit 5 Whistle for Willie • 209 . The letters ar stand for the middle sound in barn. 5. ar The letters or stand for the middle sound in born. Grandpa shows me the barn north At Home: Have your child sort the words to make an or list and an ar list. They are bright but for farm f far . Circle the word that completes each sentence. short Book 1. star. We see many stores .Practice Name r-Controlled Vowels: or. Grandpa and I are on the porch part . parch 2. Then write the word on the line. stars cars © Macmillan /McGraw-Hill 4. It is dorm fork dark . 3. Then write the word on the line. ir. girl 1. her squirt 6. ir ur The letters er. and ur words. curl fun 3.5/Unit 5 At Home: Have your child read and spell the er. clerk bird turn Circle the word that names the picture. fern spur 4. ir. spot hid 5. . 210 © Macmillan /McGraw-Hill squint A Fruit Is a Suitcase for Seeds Book 1. gull cot 2. and ur stand for the same sound.Practice Name r-Controlled Vowels: er. 2. 5. seal 5. Use words from the box to fill in the puzzle. pig. You can visit these. 6. Across © Macmillan /McGraw-Hill Down 1. not all Dad . hen. to Jake. 2. 6. A Fruit Is a Suitcase for Seeds Book 1. crowded tiny from 4. 3.Practice Name Words to Know Read the clues. too many 4. not big At Home: Ask your child what each word means. 3. The roses look 5. animals part beautiful places 1.5/Unit 5 211 . © Macmillan /McGraw-Hill .Practice Name Comprehension: Classify and Categorize As you read A Fruit is a Suitcase for Seeds. fill in the Classify and Categorize Chart Classify and Categorize One Seed Many Seeds How does the Classify and Categorize Chart help you better understand A Fruit is a Suitcase for Seeds? 212 A Fruit Is a Suitcase for Seeds Book 1.5/Unit 5 At Home: Have your child use the chart to retell the story. Write them on the line. sleep 5. wind 3. school 7. © Macmillan /McGraw-Hill 9. speak 6. seed 2.5/Unit 5 213 . 1. tree 4.Practice Name Comprehension: Classify and Categorize Cross out the word that does not belong in each group. dog 8. A Fruit Is a Suitcase for Seeds Book 1. At Home: Ask your child to explain why a word is crossed out and why the other words go together. 10. bad house rain rock jump sing house bike nice leaf sun grass run yell road cat fine plant cat rose walk fly fly shop bird good Think of two more groups of three words that belong together. Put the plants in the holes. 4. . They should not be crowded together. Press the soil around each plant.Practice Name Fluency As I read. 1. you will need to watch for animals. As your plants grow. 90 Comprehension Check 1. What do strawberries need to grow? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 214 A Fruit Is a Suitcase for Seeds Book 1. Make sure the soil covers the tops of the roots. Birds. I will pay attention to patterns in the story. Put the holes 12 inches apart. 5. 3. Next water the plants. First find a place that gets at least six hours of sun. Animals like strawberries. 2. and bugs eat strawberry plants. 6 16 18 27 34 36 45 53 58 62 69 76 85 Strawberries are easy plants to grow. paying attention to the goal at the top of the page. Next dig holes for the little plants. Is it easy or hard to grow strawberries? © Macmillan /McGraw-Hill 2. turtles.5/Unit 5 At Home: Help your child read the passage. Pick the strawberries when they are ripe. 5/Unit 5 215 .Practice Name Vocabulary Strategy: Context Clues Context clues are words that help you figure out the meaning of a new word. Jordan likes to go places. Context clues may be found in the same sentence or in nearby sentences. throws away shows or sets out 2. finish quickly rest At Home: Talk about items you like to pack into a suitcase when you go on vacation. The man displays the fruit. 1. Jordan’s mom likes to relax at the park. Use context clues to figure out the meaning of the underlined word. She likes to sit and read. likes twists © Macmillan /McGraw-Hill 3. Fill in the correct circle. He wants to set the melon on the shelf. A Fruit Is a Suitcase for Seeds Book 1. He enjoys taking the bus to the fruit stand. unhappy 4. reuse 2. . remake 6.5/Unit 5 At Home: Work with your child to make up a sentence for each word. Write the meaning of each of the following words: 1. un- A prefix is a word part you can add to the beginning of a base word to change the meaning of the word.means again: re + pack = repack.means not or the opposite: un + pack = unpack. The prefix un.Practice Name Prefixes: re-. unsafe © Macmillan /McGraw-Hill 5. refill 3. untrue 216 A Fruit Is a Suitcase for Seeds Book 1. The prefix re. Circle the two rhyming words in each poem. Think of more rhyming pairs.Practice Name Literary Element: Rhyming Pattern Some poems have a rhyming pattern. I look up at The sky at night. What a fine day! Will you come out with me And play? I saw a seed Fall to the ground. And watch the stars That shine so bright. the second line of a verse rhymes with the fourth line. At Home: Ask your child to think of more pairs of rhyming words. It never made A sound. A. The sun is out.5/Unit 5 217 . Write the pairs below. © Macmillan /McGraw-Hill 1. In some poems. A Fruit Is a Suitcase for Seeds Book 1. But what I’d like Is to ride round and round On my brand new bike. You want to play ball. B. 2. or. Then color the pictures that have the same vowel sound as in girl.5/Unit 5 sc f At Home: Ask your child to spell the name of each picture. © Macmillan /McGraw-Hill . b n sh k 3. c 218 n A Fruit Is a Suitcase for Seeds Book 1. ur. 2. sk t f n 5. er. 4. or ir to finish each picture name.Practice Name r-Controlled Vowels Write the letters ar. 6. 1. Practice Name Review: Words to Know Write the word from the box that has the same meaning. sheep. pig Unit Review Book 1. very little suddenly shout 3. just then 6. not all 8. boys and girls children tiny 2. dad part animals 4. yell crowded 5. dog. father 1.5/Unit 5 219 . too many people © Macmillan /McGraw-Hill 7. 4. We should to plant corn. 2. I get up in the morning.5/Unit 5 . Dora heard . Go to the store to do an . Write a sentence for the word round. 220 Unit Review Book 1. 5. After the joke. Today Mark feels . You should shout in the car. errand better try early laughter never 1. 3.Practice Name Review: Words to Know Use a word from the box to complete each sentence. © Macmillan /McGraw-Hill 6. At Home: Have your child write a sentence for each of the following words: town.5/Unit 6 221 . 4. The brown lives on a farm. proud. couch. The ball was red and . The king had a gold on his head. ow Use words from the box to complete the sentences. cow out mouse round crown shout clown 1. The funny had a red nose and big feet. 5. “Don’t © Macmillan /McGraw-Hill at me. The cat ran after the little . We can’t go to play if it is raining. 7.Practice Name Diphthongs: ou. 2. and now. Dot and Jabber and the Big Bug Mystery • Book 1. 6. 3.” yelled Ben. invisible instead 6. “The keys are in my said Mom. The girls have for years. © Macmillan /McGraw-Hill 5. It must be . We must look for close clues .Practice Name Words to Know Circle the word that completes each sentence. best friends been are 3. Then write the word on the line. I can’t see it. I would . 4. 1. 222 Mystery • Dot and Jabber and the Big Bug Book 1. Let’s keep sending searching for the missing dog. . Where has the cat done gone ? 2.5/Unit 6 purse.” over other At Home: Have your child complete this sentence starter: If I were invisible for a day. Practice Name Comprehension: Use Illustrations As you read Dot and Jabber and the Big Bug Mystery, fill in the Illustrations Chart. Use Illustrations Illustration What It Shows © Macmillan /McGraw-Hill How does the Illustrations Chart help you better understand Dot and Jabber and the Big Bug Mystery? At Home: Have your child use the chart to retell the story. Dot and Jabber and the Big Bug 223 Mystery • Book 1.5/Unit 6 Practice Name Comprehension: Use Illustrations Read each description. Then follow the directions. 1. Birds have beaks. Birds gather food with their beaks. Beaks can be different colors. Draw a beak on the bird. 2. Fish have fins. Fins help a fish swim. This fish has a blue tail fin. Draw the tail fin on the fish. 3. Cats have four legs, a tail, and soft fur. They also have whiskers. Cats use their whiskers to sense things. Draw the whiskers on the cat. 4. Spiders spin webs. They trap food in their webs. Spiders have 2 body parts and 8 legs. Draw the legs on the spider. 5. Ants dig tunnels underground. They have 6 legs and 3 body parts. They also have 2 antennae, or feelers, on their heads. Draw the antennae on the ant. 224 Mystery • Dot and Jabber and the Big Bug Book 1.5/Unit 6 At Home: Look through books about animals and talk about the illustrations. © Macmillan /McGraw-Hill Practice Name Fluency As I read, I will pay attention to the exclamation points. 9 16 21 29 34 43 51 53 63 70 78 83 92 “Look at all the butterflies!” I said to Amy. “I hope I find a Painted Lady!” “Is that one?” Amy asked. “No,” I said. “A Painted Lady is orange.” A butterfly landed on Amy. “Look, Sara!” Amy said. “Is it a Painted Lady?” “No,” I said. “ A Painted Lady doesn’t have black bands.” “I have never been here before,” I said to a helper. “Do you have a Painted Lady?” “Yes,” she said. “Search! You will find one.” “There it is!” said Amy. “No, it’s not,” I said. “A Painted Lady has black and white spots.” 96 Comprehension Check 1. What kind of butterfly are Amy and her friend hoping to find? © Macmillan /McGraw-Hill 2. Does the butterfly have bands or spots? Number of Errors Words Correct Score Words Read First Read Second Read At Home: Help your child read the passage, paying attention to the goal at the top of the page. – – – = = = Dot and Jabber and the Big Bug 225 Mystery • Book 1.5/Unit 6 Practice Name Vocabulary Strategy: Dictionary pretends plays or makes-believe: Danny pretends he is an astronaut. vanished disappeared: The sun vanished when the clouds came out. observes sees or notices: A scientist observes things under a microscope. inspecting looking at carefully: Mom is inspecting the house for dust. Use a word from above to complete each sentence. 1. Kate thinks Matt 2. She is for clues. the room from the room! 3. He hides behind the toy box and to be invisible. 4. Kate many clues. © Macmillan /McGraw-Hill She solves the mystery of the missing brother! 226 Mystery • Dot and Jabber and the Big Bug Book 1.5/Unit 6 At Home: Ask your child to use each word in a sentence. Practice Name Syllables A syllable is a part of a word. Put the two syllables together. Write the word on the line. Then match the word to the picture it names. 1. kit ten 2. mag net 3. bas ket 4. ham mer Divide each word into two syllables. Then write each syllable. rabbit • © Macmillan /McGraw-Hill pencil • At Home: Write the word parts above on separate cards and play a matching game with them. Dot and Jabber and the Big Bug 227 Mystery • Book 1.5/Unit 6 brown. Then the spider eats it.5/Unit 6 At Home: Have your child tell you about spiders. Read the article about spiders. such as what they look like and what they eat. Circle the two heads that tell what information is in the sections. The Body of a Spider A spider has 2 body parts. When a bug flies into the web. It also has 8 legs. © Macmillan /McGraw-Hill 228 Mystery • Dot and Jabber and the Big Bug Book 1. It spins a sticky web. or even yellow. red. it gets stuck. A spider can be black. Spiders A spider is a small animal. 2. . An insect has only 6 legs. The Home of a Spider A spider lives in a web. Write one fact from each section. 1. Answer the questions about the article.Practice Name Text Feature: Heads A head tells what information is in a section of an article or story. burn bird 2. bone boat © Macmillan /McGraw-Hill 7. town toad 5. owl own 8. crowd crown At Home: Have your child write a sentence for each word not circled. ow Long o. Then write the word. and ir Circle the word that names each picture. hose house 4. Dot and Jabber and the Big Bug 229 Mystery • Book 1.5/Unit 6 . mouse most 3. 1.Practice Name Diphthongs: ou. stir star 6. 2.5/Unit 6 8. book woof cook wool look hook foot hood 1. 5. . 230 Blue Jay Finds a Way Book 1. At Home: Ask your child to use each word in a sentence. 3. 6.Practice Name Variant Vowel: oo Use words from the box to name the pictures. © Macmillan/McGraw-Hill 7. 4. I guess they just like around. Her book and bike are on the table. 4. Then look in the sentences for other words from the box.Practice Name Words to Know Use a word from the box to complete each sentence. 2. He read a story about tiny birds and a huge © Macmillan/McGraw-Hill . birds fooling Earth guess table helmet bear space 1.5/Unit 6 231 . At Home: Have your child use two of the words to write another sentence. 3. Circle them. Blue Jay Finds a Way Book 1. They can see Earth from outer . What I Predict What Happens How does the Predictions Chart help you better understand Blue Jay Finds a Way? 232 Blue Jay Finds a Way Book 1.Practice Name Comprehension: Make Predictions As you read Blue Jay Finds a Way.5/Unit 6 At Home: Have your child use the chart to retell the story. © Macmillan/McGraw-Hill . fill in the Predictions Chart. We have kites. Blue Jay Finds a Way Book 1. We will © Macmillan/McGraw-Hill . The ship takes off. 4.5/Unit 6 233 . It is a windy day. Read each story. He cooks the food. The car will . 3. 2. The car is not clean.Practice Name Comprehension: Make Predictions In a prediction you tell what you think will happen next. It is flying to the moon. Dad brings home a bag full of food. We will . 1. Then complete the sentence to tell what could happen next. At Home: Ask your child to predict what will happen next in each story and draw a picture of one of them. It will . Mom drives to the car wash. paying attention to the goal at the top of the page. “It’s too far away in space. How will Bear fly to the moon? © Macmillan/McGraw-Hill 2. and they were looking at the moon. “That would take too long.” 95 Comprehension Check 1. I will pay attention to pauses for sentence punctuation. . “But I know it is round like a ball.” “Ha!” said Bird. “I could make a spaceship.” said Bird. 7 16 17 23 32 42 49 56 60 68 78 81 89 Bird and Bear sat at the lake. You can’t fly!” said Bird. How will Bird fly to the moon? Number of Errors Words Correct Score Words Read First Read Second Read – – – = = = 234 Blue Jay Finds a Way Book 1. “The moon looks flat.” said Bear.Practice Name Fluency As I read.” said Bear.” “I would love to fly to the moon. It was night.5/Unit 6 At Home: Help your child read the passage.” said Bear. I could fly to the moon and be back before you are done.” “You can’t fly to the moon. “Then I could fly. “You’re fooling. “These space boots make it hard to feel the earth under my feet. Context clues may be found in the same sentence or in nearby sentences.Practice Name Vocabulary Strategy: Context Clues Context clues are words that help you figure out the meaning of a new word. They are in a show about stars and planets in space. acting silly cleaning 2. The big helmet hides most of Seta’s face. The girls are giggling and fooling around on the stage. 235 .5/Unit 6 At Home: Ask your child to make up sentences using two of the words in bold letters. Use the underlined context clues to figure out the meaning of each word. 1. cold water ground. © Macmillan/McGraw-Hill dropped dug 5. the beach a place where astronauts travel 3. boots something that protects a person’s head 4. also the planet where we live Blue Jay Finds a Way Book 1. Maria fell down. Fill in the circle next to the correct meaning of the bold word. Her moon rocks tumbled off the stage.” said Seta. They were full of joy. They laughed and danced and sang. The boy didn’t think he would win. 236 Blue Jay Finds a Way Book 1. © Macmillan/McGraw-Hill 5. 4. .Practice Name Suffixes: .ul. He was without a friend.5/Unit 6 At Home: Ask your child to go on a treasure hunt in a story book to find words with –less and –ful. Pick a word with -ful and a word with -less. 6. -less Read the underlined words. Then write a sentence for each word. Then write a word with -ful or -less that means the same. She took a lot of care when she packed the dishes. 1. The lonely man did not know anyone. He was without hope. 2. 3. 1. © Macmillan/McGraw-Hill 2. Blue Jay Finds a Way Book 1. Question: What did you find? Answer: I found a chest! At Home: Have your child “interview” a family member about his or her day.Practice Name Text Feature: Question and Answer Format The question and answer format uses the words question and answer to show who is speaking. Use the question/answer format. Question: How does it feel? Answer: It feels like flying! Who is speaking? Draw a line from the sentence to show who is speaking. Help your child phrase questions. Question: Is it raining out? Answer: Yes. it is. Then write the interview together.5/Unit 6 237 . I my dog. . 2. The is on the . The coat with a hangs on a . Encourage him or her to act out one or two sentences.5/Unit 6 At Home: Have your child read each sentence aloud. The has a . 238 Blue Jay Finds a Way Book 1. ow Use two words from the box to complete each sentence. 3. found clown book crown couch hook frown round shook good wood hood 1. 5. The table is .Practice Name Variant Vowel: oo Diphthongs: ou. © Macmillan/McGraw-Hill 4. 5/Unit 6 239 . Read the word and circle the picture for it. spoon © Macmillan /McGraw-Hill 5. noon. noon 2. zoo 3. school. school 4. groom At Home: Ask your child which picture names rhyme. spoon) Cool Jobs • Book 1.Practice Name Variant Vowel: oo The letters oo can stand for the middle sound in moon. (stool. 1. This bird is . 5. She in. only laugh goes ever ordinary interesting 1. 2. 6.Practice Name Words to Know Use the words in the box to complete each sentence. This bird is more . It eats the leaf. People like to . 240 Cool Jobs • Book 1. 4. 3. Do you work outside? At Home: Have your child write a sentence using two of the words in the box.5/Unit 6 © Macmillan /McGraw-Hill . fill in the Classify and Catagorize Chart.Practice Name Comprehension: Classify and Catagorize As you read Cool Jobs. Cool Jobs • Book 1. Classify and Categorize Jobs to Make Things Jobs That Help © Macmillan /McGraw-Hill How does the Classify and Catagorize Chart help you better understand Cool Jobs? At Home: Have your child use the chart to retell the story.5/Unit 6 241 . © Macmillan /McGraw-Hill .5/Unit 6 At Home: Have your child add another item to each category.Practice Name Comprehension: Classify and Categorize Sort the words into two groups. cow boys People girls frog children mother bear snake men bird Animals 242 Cool Jobs • Book 1. 1. You can use a thesaurus to find an antonym. roaring small little. tiny Antonym: quiet Antonym: big Write a sentence for each set of antonyms. dirty clean At Home: Draw a picture to go with one of the pairs of antonyms.5/Unit 6 243 .Practice Name Vocabulary Strategy: Thesaurus Words with opposite meanings are antonyms. break fix 2. many few © Macmillan /McGraw-Hill 4. Cool Jobs • Book 1. sweet sour 3. Antonyms are listed after the synonyms. loud noisy. 75 Comprehension Check 1. Helicopter pilots can fly forward and fly backward. Sightseeing planes fly low to the ground.5/Unit 6 At Home: Help your child read the passage. I will pay attention to pauses for sentence punctuation. paying attention to the goal at the top of the page. © Macmillan /McGraw-Hill . They are places where ordinary planes cannot go. In what directions do helicopter pilots have to fly? Words Read First Read Second Read – – – Number of Errors = = = Words Correct Score 244 Cool Jobs • Book 1. Some pilots fly helicopters. That way the people on the plane can see all the sights. Why do sightseeing planes fly low to the ground? 2. 5 12 22 24 31 37 44 53 59 65 72 Some pilots fly sightseeing planes. There are places where only helicopters can fly.Practice Name Fluency As I read. They also can turn the helicopter in a circle and stay still in the air. A helicopter is different from an ordinary plane. 5/Unit 6 245 . 3. At Home: If possible.Practice Name Study Skill: Media Center and Internet You can use the Internet to find out about a topic. You want to find out about a job you would like. You want to know more about the moon. 4. 2. Then hit GO and a list of links will pop up. If no computer is available. © Macmillan /McGraw-Hill Cool Jobs • Book 1. You want to know more about the animal you like best. You want to find out about places to see in New York. help your child search one of the above topics. Write the key words you would type in the search box to look up the following: 1. Put important or key words in the search box. have your child list three topics he or she would like to research. © Macmillan /McGraw-Hill .5/Unit 6 At Home: Have your child make up sentences using two or more words from each box. moo soon too roof 246 Cool Jobs • Book 1.Practice Name Variant Vowel: oo Change or add one letter to each word to make a new word. Use the pictures to help. Practice Name Variant Vowel: oo Diphthongs: ou. foot round stoop cow brook root 1. The underground part of a plant is a . A small stream is a At Home: Have your child think of words that rhyme with words in the box. Then underline any words that have ou. or oo. © Macmillan /McGraw-Hill 5. A boot goes on your . ow Complete each sentence with a word from the box. . 2. 3. Cool Jobs • Book 1. you . When you bend down. 6. An animal that says “moo” is a . ow. 4.5/Unit 6 247 . A scoop of ice cream is . I grabbed with my claw. What is it? dorm dawn 4. This is the start of the day. another bird. I like to do this in art class. What is it? stand straw 248 A Tiger Cub Grows Up Book 1.Practice Name Variant Vowels: au. What did I do? call caught 3. What is it? draw drink © Macmillan /McGraw-Hill 5. or an animal. What am I? hawk haul 2.5/Unit 6 At Home: Have your child make up another riddle about a hawk. I am a large bird. 1. Circle the word that answers each riddle. A bird cant use this to make a nest. aw Read the words. . What vowel sound do you hear? The letters au and aw stand for the vowel sound in Paul and paw. At Home: Ask your child to draw a picture of a tiger cub and write a sentence about it. Their see well at night. Soon the cubs will be old to hunt in the . 4. Then write the word on the line.Practice Name Words to Know Choose a word from the box to finish each sentence. They like the night © Macmillan /McGraw-Hill . wild learn enough across air cub eyes 1. They will from their mother. The tiger has a sister. 5. 3. 6. The cubs play. too. They swim the stream. 2. A Tiger Cub Grows Up Book 1.5/Unit 6 249 . © Macmillan /McGraw-Hill . Compare and Contrast Cub Grown-up How does the Compare and Contrast Chart help you better understand A Tiger Cub Grows Up? 250 A Tiger Cub Grows Up Book 1. fill in the Compare and Contrast Chart.Practice Name Comprehension: Compare and Contrast As you read A Tiger Cub Grows Up.5/Unit 6 At Home: Have your child use the chart to retell the story. A Tiger Cub Grows Up Book 1. you tell how two or more things are alike. 2.” write it in that list. If something tells about “The Tiger. 7. It is okay to write something under both. At Home: Talk with your child about some things both tigers can do. © Macmillan /McGraw-Hill 4. lives in an animal park has stripes poem real story “The Tiger” by Douglas Florian speeds in the forest lives in the wild drinks milk 1.Practice Name Comprehension: Compare and Contrast When you compare. you tell how things differ. “A Tiger Cub Grows Up” by Joan Hewitt 5. 6. 8.5/Unit 6 251 . If something tells about “A Tiger Cub Grows Up. When you contrast.” write it under that list. 3. Words Correct Score 252 A Tiger Cub Grows Up Book 1. Foals start to eat grass a few weeks after they are born. Horses have short pointed ears. Horses have very large eyes. paying attention to the goal at the top of the page. 92 Comprehension Check 1. a foal will stand to drink milk.Practice Name Fluency As I read. They are set on the sides of their heads. 8 18 28 37 47 55 64 72 80 88 Some baby animals are called kids or cubs. Its mother is called a mare. Less than an hour after it is born.5/Unit 6 . Horses also have a good sense of smell. They can kick their legs in the air. What is a baby horse called? © Macmillan /McGraw-Hill 2. They can hear very well. A baby horse is called a foal. When does a foal stand up? Words Read First Read Second Read – – – Number of Errors = = = At Home: Help your child read the passage. I will pay attention to pausing for sentence punctuation. Horses have strong legs. pointed 4. When you remove the –ing or –ed ending you are left with the base word. inflected verb splashing splashed base word splash splash Write the ending. opened 2. talked At Home: As you read with your child. roaring 6.Practice Name Vocabulary Strategy: Word Parts An inflected verb is a verb with an ending. Then write the base word.5/Unit 6 253 . Ask your child to identify the base word. ed open 1. crawling © Macmillan /McGraw-Hill 5. A Tiger Cub Grows Up Book 1. chewing 3. The first one is done for you. occasionally point out verbs ending in -ed and -ing. Label one list “Paul” words and the other list “Tawny” words. She grabs it in her . 5. Tawny the ball. Paul and Tawny play on the . Use the words in the box to complete the sentences.Practice Name Variant Vowels: au. Then encourage your child to add other words to each list. Tawny the ball. 2. 3. Paul Tawny to get the ball. © Macmillan /McGraw-Hill 4.5/Unit 6 At Home: Sort the words into two lists. 254 A Tiger Cub Grows Up Book 1. . saw jaw caught lawn taught 1. aw The letters au and aw stand for the vowel sound in Paul and saw. © Macmillan /McGraw-Hill At Home: Read the poem aloud. Read the poem. Then write the words on the lines.5/Unit 6 255 . Then encourage your child to think of other fun words for the end of the first verse. Mew. A Tiger Cub Grows Up Book 1. And if it’s well-sung. And what cuckoos say. quack says the duck. Whoo-oo says the owl. The sounds of words can help express their meaning. Grunt. ’Twill be charming to hear. Find the fun words in each verse. Caw. To please you. grunt goes the hog. BOW-WOW Bow-wow says the dog.Practice Name Poem: Word Play Poets often use words in funny and interesting ways. mew says the cat. Quack. A fine song I have made. And squeak goes the rat. my dear. caw says the crow. you know. © Macmillan /McGraw-Hill . yawn 4. the same vowel sound as look. cook 2.5/Unit 6 At Home: Sort the words into three groups: the same vowel sound as Paul and crawl. aw. Circle the word that names the picture. crawl 1. bag 6. Then write the word. fawn food 256 A Tiger Cub Grows Up Book 1. oo The letters au and aw stand for the vowel sound in haul and paw. The letters oo can stand for the vowel sound in look.Practice Name Variant Vowels: au. spoon spool paw 3. bone broom book 5. The letters oo can stand for the vowel sound in food. and the same vowel sound as food. l soon. The water for our tea will b At Home: Have your child write sentences for some of the oi and oy words. at the sight 2. Mom has to put l in her car. The letters oy and oi stand for the vowel sounds in boy and boil. 6. We will need more s l for the new plants.5/Unit 6 257 . 5. boy boil Read each sentence. oy Read the words. The little b laughed and ran toward his father. Sand Castle • Book 1. Jen’s new t © Macmillan /McGraw-Hill toppled off the table and broke. The little child cried with j of the playful pups.Practice Name Diphthongs: oi. 1. 3. 4. Then complete the word by adding oi or oy. . Will the plant their beautiful garden? 5. One tall plant over. Mike and Jen put some seeds in a . grew circle leave toppled toward wreck welcoming 1. Let’s turn all the plants the sun now. plants 3.Practice Name Words to Know Write words from the box to complete the story. 2.5/Unit 6 © Macmillan /McGraw-Hill At Home: Have your child use some of the vocabulary words to tell what will happen next to the classroom garden. We will the plants in the bright sunshine all week. 258 Sand Castle • Book 1. 4. 6. The children for their class. 5/Unit 6 259 .Practice Name Comprehension: Cause and Effect As you read Sand Castle. fill in the Cause and Effect Chart. Cause Effect © Macmillan /McGraw-Hill How does the Cause and Effect Chart help you better understand Sand Castle? At Home: Have your child use the chart to retell the story. Sand Castle • Book 1. The effect tells what happened. Look at the picture. The rain will wash away the sand castle. The girl will fix the tire. It is raining. T The boy will wash his dog. Then circle the cause.Practice Name Comprehension: Cause and Effect The cause tells why something happened. The sun will melt the snowman. 3. 2. © Macmillan /McGraw-Hill 260 Sand Castle • Book 1. The dog rolled around in a muddy puddle. The bike tire is flat. . The sun is shining brightly. Read the sentences. Underline the effect. 1.5/Unit 6 At Home: Have your child identify a cause and effect situation at school or at home. 4. ” Mama said. And Meena put out foil stickers. I will pay attention to patterns in the story. “Look at how great they are. Mark took out wood and glue. Do you think Meena. 92 Comprehension Check 1. “I want them to stay and not fly away. Wendy took out paper and paints.” “Well.” said Meena. “Let’s make it this afternoon. and Mark are good friends? Number of Errors Words Correct Score Words Read First Read Second Read At Home: Help your child read the passage.5/Unit 6 261 .” Meena said. Why does Meena want to build a birdhouse? © Macmillan /McGraw-Hill 2. “It would be welcoming and then the birds might not leave.” “That’s a great idea. we can make a birdhouse.Practice Name Fluency As I read.” Meena called her friends Wendy and Mark to help. paying attention to the goal at the top of the page. Soon Wendy and Mark came over. Wendy. – – – = = = Sand Castle • Book 1. 8 12 20 29 36 44 48 55 59 66 74 81 90 Meena looked out at the birds that had come to her backyard. 2. The king. . Write the correct letter on the line. © Macmillan /McGraw-Hill 262 Sand Castle • Book 1. The happy queen kissed the prince and patted him on the head. a. Use the words drawbridge and protect in the story. 3. came back d. The royal family returned home from a trip to the countryside. tapped gently b. queen.Practice Name Vocabulary Strategy: Context Clues Use the underlined context clues to figure out the meaning of the word in bold letters. 5. 4. to keep safe e. Water from the river swirled in the moat. The moat and the drawbridge protect the castle from strangers. moved round and round c. Then match the word to its meaning. a bridge that can be raised and lowered 1.5/Unit 6 At Home: Tell your own story about a castle. and prince crossed over the drawbridge toward the castle. Then underline the letters in each word that stand for the vowel sound. wanted to play © Macmillan /McGraw-Hill 4. The children looked at the in the store. The little on the slide. 2. Jill got on her jeans. 3. oy Write a word from the box to complete each sentence. Sand Castle • Book 1. We will dinner tonight. Lee saved many in his bank. At Home: Have your child think of other words with the oi and oy diphthongs and use one of them in a sentence. our food for 5.Practice Name Diphthongs: oi. toys soil coins boy broil 1.5/Unit 6 263 . Read the captions. What is the date? On June 10. © Macmillan /McGraw-Hill 4.Practice Name Text Feature: Captions Captions tell you facts about a photo or picture. On May 28. Paul and Mom paint his bedroom. Then answer the questions. Who is in the picture? 2. Pam and Joy make a sand castle at the beach. 1.5/Unit 6 At Home: Help your child to make up some captions for photographs in a family album. Who are the children? . What is the date? 264 Sand Castle • Book 1. What are they doing? 3. 5. What are the children doing? 6. oy Read the words. Then have your child draw a picture of what the word names. b oi l 2. Book 1. t oy 4.Practice Name Diphthongs: oi. Write the word. b oy © Macmillan /McGraw-Hill 3. 1.5/Unit 6 265 . Draw a line to the picture that it describes. The letters oi and oy stand for the sounds in soil toy Blend the sounds and say the word. s oi l Sand Castle • At Home: Have your child change the first letter of one of the words to make a new word. bear Animals birds space cub Earth Places Use each word in a sentence.Practice Name Review: Words to Know Write the words from the box in the correct list. across circle air 266 Unit Review • Book 1.5/Unit 6 © Macmillan /McGraw-Hill . 4.Practice Name Review: Words to Know Circle the words that tell about the pictures. 2.5/Unit 6 267 . 1. © Macmillan /McGraw-Hill has been searching has been welcoming 6. interesting laugh interesting book only two eyes only two mouths 5. toppled toward the boy toppled toward the point leave enough room grew enough Unit Review • Book 1. invisible bear wild bear 3.