Annotated Teacher's Edition - PDF4PRO

• Phonics

• Structural Analysis

• High-Frequency Words/Vocabulary

• Comprehension

• Fluency

• Take-Home Stories

Annotated Teacher’s Edition

B

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 The McGraw-Hill Companies, Inc. 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 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

2 3 4 5 6 7 8 9 10 WDQ 15 14 13 12 11

Dear Family Member or Caregiver:

Welcome! This year your child will be building important reading skills. By working together, you and your child can become partners in learning.

Each week your child will bring home• a Fluency passage that he or she will read

to you. • a Take-Home Story for the two of you to read

together and discuss.

Using these brief texts, you can help your child review vocabulary words and practice key reading skills taught that week.

Your interest, praise, and encouragement are sure to lead to your child’s success in school. Here’s to an exciting year of learning!

Yours truly,

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Week 4: Lessons 16-20Kids Can Make It!

Phonics: Long a (a_e), short a . . . . . . . . . . . . . 21

Structural Analysis: Plurals with -s, -es. . . . . . 22

Vocabulary: Dictionary . . . . . . . . . . . . . . . . . . . 23

Comprehension: Main Idea/Details. . . . . . . . . 24

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 25

Week 5: Lessons 21-25Pig on His Bike

Phonics: Long i (i_e), short i. . . . . . . . . . . . . . . 27

Structural Analysis: Inflectional endings -s and -es . . . . . . . . . . . . . . . . . . . . 28

Vocabulary: Word parts . . . . . . . . . . . . . . . . . . 29

Comprehension: Make and Confirm Predictions . . . . . . . . . . . . . . . . . . . 30

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 31

End-of-Unit Additional Instruction: Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

End-of-Unit Additional Instruction: Vocabulary Review . . . . . . . . . . . . . . . . . . . . 36

Unit 1

Week 1: Lessons 1-5The Hat

Phonics: Short a and i . . . . . . . . . . . . . . . . . . . 1

Structural Analysis: Plurals . . . . . . . . . . . . . . . 2

Vocabulary: Dictionary . . . . . . . . . . . . . . . . . . . 3

Comprehension: Character and Setting . . . . . 4

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 5

Week 2: Lessons 6-10Yum! Yum!

Phonics: Short e, o, and u . . . . . . . . . . . . . . . . 7

Structural Analysis: Inflectional ending -ed . . 8


Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 10

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 11

Mid-Unit Additional Instruction: Fluency . . . . . 13

Week 3: Lessons 11-15Frogs, Frogs, Frogs!

Phonics: Beginning blends. . . . . . . . . . . . . . . . 15

Structural Analysis: Inflectional ending -ing . . 16



Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 19

Contents

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Unit 2

Week 1: Lessons 1-5Rose the Duck

Phonics: Long o (o_e), short o . . . . . . . . . . . . . 37

Structural Analysis: Comparative endings -er, -est . . . . . . . . . . . 38

Vocabulary: Context clues . . . . . . . . . . . . . . . . 39

Comprehension: Character, Setting, Plot . . . . 40

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 41

Week 2: Lessons 6-10A Home Made Band

Phonics: Long u (u_e), short u . . . . . . . . . . . . . 43

Structural Analysis: Prefixes re-, un-, dis-. . . . 44


Comprehension: Cause/Effect. . . . . . . . . . . . . 46

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 47


Week 3: Lessons 11-15Trains, Trains, Trains!

Phonics: Long a (ai, ay) . . . . . . . . . . . . . . . . . . 51

Structural Analysis: Compound words . . . . . . 52



Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 55

Week 4: Lessons 16-20Queen Bea and the Pea

Phonics: Long e (e, ee, ea) . . . . . . . . . . . . . . . 57

Structural Analysis: Inflectional endings -s, -es . . . . . . . . . . . . . . 58


Comprehension: Make Inferences . . . . . . . . . 60

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 61

Week 5: Lessons 21-25Night Animals

Phonics: Long i (i, igh, ie, y) . . . . . . . . . . . . . . . 63

Structural Analysis: Inflectional ending -ing . . 64


Comprehension: Compare/Contrast . . . . . . . . 66

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 67

End-of-Unit Additional Instruction: Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

End-of-Unit Additional Instruction: Vocabulary Review . . . . . . . . . . . . . . . . . . . . 72

Unit 3

Week 1: Lessons 1-5What Grows?

Phonics: Long o (o, oa, ow, oe) . . . . . . . . . . . . 73

Structural Analysis: Inflectional ending -ed . . 74

Vocabulary: Thesaurus . . . . . . . . . . . . . . . . . . 75

Comprehension: Summarize . . . . . . . . . . . . . . 76

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 77

Week 2: Lessons 6-10A Talking Mule

Phonics: Long u (u, u_e, ew, ue) . . . . . . . . . . . 79

Structural Analysis: Suffixes -ful, -less, -er . . . 80


Comprehension: Summarize . . . . . . . . . . . . . . 82

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 83


Week 3: Lessons 11-15A Funny Trip to Mars

Phonics: r-Controlled vowel ar . . . . . . . . . . . . . 87

Structural Analysis: Closed syllables . . . . . . . 88


Comprehension: Author’s Purpose . . . . . . . . . 90

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 91

Week 4: Lessons 16-20Fern’s Team

Phonics: r-Controlled vowels ir, er, ur . . . . . . . 93

Structural Analysis: Open syllables. . . . . . . . . 94

Vocabulary: Thesaurus . . . . . . . . . . . . . . . . . . 95

Comprehension: Cause/Effect. . . . . . . . . . . . . 96

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 97

Week 5: Lessons 21-25Who Is Best?

Phonics: r-Controlled vowels, -eer, -ere, -ear . . . . . . . . . . . . . . . . . . . . . . . . 99

Structural Analysis: Prefixes re-, un-, dis- . . 100

Vocabulary: Word parts . . . . . . . . . . . . 101

Comprehension: Draw Conclusions . . . . . 102

Take-Home Book . . . . . . . . . . . . . . . . 103

End-of-Unit Additional Instruction: Fluency . . . . . . . . . . . . . . . . . . . . 105

End-of-Unit Additional Instruction: Vocabulary Review . . . . . . . . . . . . . 108

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Unit 4

Week 1: Lessons 1-5Storms, Storms!

Phonics: r-Controlled vowels or, oar, ore . . . 109

Structural Analysis: Compound words . . . . 110

Vocabulary: Context clues. . . . . . . . . . . 111

Comprehension: Cause/Effect . . . . . . . . 112

Take-Home Book . . . . . . . . . . . . . . . . 113

Week 2: Lessons 6-10The Art Fair

Phonics: r-Controlled vowels are, air, ear, ere . . . . . . . . . . . . . . . . . . . . 115

Structural Analysis: Prefixes re-, un-, dis- . . 116


Comprehension: Use Illustrations . . . . . . 118

Take-Home Book . . . . . . . . . . . . . . . . 119

Mid-Unit Additional Instruction: Fluency . . . 121

Week 3: Lessons 11-15Growing Plants

Phonics: Diphthong ow, ou . . . . . . . . . . 123

Structural Analysis: Suffixes -ful, -less . . . . 124

Vocabulary: Dictionary . . . . . . . . . . . . . 125

Comprehension: Sequence . . . . . . . . . . 126

Take-Home Book . . . . . . . . . . . . . . . . 127

Week 4: Lessons 16-20Roy and Joy

Phonics: Diphthong oy, oi . . . . . . . . . . . 129

Structural Analysis: Contractions . . . . . . . 130



Take-Home Book . . . . . . . . . . . . . . . . 133

Week 5: Lessons 21-25The Loose Tooth

Phonics: Vowel digraphs oo, ui, ew, ue, u, ou, oe . . . . . . . . . . . . . . . 135

Structural Analysis: Inflectional endings -s, -es, -ed, -ing . . . . . . . . . . . . . . . . . 136


Comprehension: Fantasy/Reality . . . . . . . 138

Take-Home Book . . . . . . . . . . . . . . . . 139



Unit 5

Week 1: Lessons 1-5From Sheep to Wool

Phonics: Vowel digraphs oo, ou . . . . . . . . 145

Structural Analysis: Synonyms, antonyms . . 146


Comprehension: Draw Conclusions . . . . . 148

Take-Home Book . . . . . . . . . . . . . . . . 149

Week 2: Lessons 6-10Paul’s School Trip

Phonics: Vowel digraphs a, au, aw . . . . . . 151

Structural Analysis: Homophones . . . . . . 152



Take-Home Book . . . . . . . . . . . . . . . . 155


Week 3: Lessons 11-15The Stray Dog

Phonics: Closed syllables . . . . . . . . . . . 159

Structural Analysis: Contractions . . . . . . . 160


Comprehension: Summarize . . . . . . . . . 162

Take-Home Book . . . . . . . . . . . . . . . . 163

Week 4: Lessons 16-20All About Kittens

Phonics: Closed syllables . . . . . . . . . . . 165

Structural Analysis: Suffixes -er, -est . . . . . 166

Vocabulary: Thesaurus . . . . . . . . . . . . 167

Comprehension: Make Inferences . . . . . . 168

Take-Home Book . . . . . . . . . . . . . . . . 169

Week 5: Lessons 21-25The Old Chest

Phonics: Open syllables . . . . . . . . . . . . 171

Structural Analysis: Synonyms, antonyms . . 172


Comprehension: Make Inferences . . . . . . 174

Take-Home Book . . . . . . . . . . . . . . . . 175



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Unit 6

Week 1: Lessons 1-5Bridges and Tunnels

Phonics: Consonant + le syllables . . . . . . 181

Structural Analysis: Homophones . . . . . . 182


Comprehension: Author’s Purpose . . . . . . 184

Take-Home Book . . . . . . . . . . . . . . . . 185

Week 2: Lessons 6-10We Need Teeth

Phonics: Vowel team syllables . . . . . . . . 187

Structural Analysis: Suffixes and prefixes . . 188


Comprehension: Compare and Contrast . . . 190

Take-Home Book . . . . . . . . . . . . . . . . 191


Week 3: Lessons 11-15Fur, Skin, and Scales

Phonics: Final e syllables . . . . . . . . . . . 195

Structural Analysis: Suffixes and prefixes . . 196

Vocabulary: Dictionary . . . . . . . . . . . . . 197

Comprehension: Problem and Solution . . . 198

Take-Home Book . . . . . . . . . . . . . . . . 199

Week 4: Lessons 16-20Dear Pen Pal

Phonics: Open syllables . . . . . . . . . . . . 201

Structural Analysis: Possessives, contractions . . . . . . . . . . . . . . . . . 202


Comprehension: Cause/Effect . . . . . . . . 204

Take-Home Book . . . . . . . . . . . . . . . . 205

Week 5: Lessons 21-25In Space

Phonics: r-Controlled syllables . . . . . . . . 207

Structural Analysis: Related words . . . . . . 208


Comprehension: Problem and Solution . . . 210

Take-Home Book . . . . . . . . . . . . . . . . 211



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hat pig

A. Circle the word that completes the sentence. Then write

the word on the line.

1. Dan has a .

fin fan fat

2. Dad has ham and eggs in a .

pan pat cat

3. The is big.

bag fig pig

4. She will fix her dress with a .

pin pan pit

B. What letter makes the short a sound?

What letter makes the short i sound?

Practice

Phonics:

Short a and i

fanfan

pan

pig

pin

pan

pin

a

i

1Grade 2/Unit 1/Week 1

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Practice

Structural Analysis:

Plurals

The letters -s or -es can be added to a word to mean

“more than one.”

A. Add -s or -es to these words to name the pictures.

Then write the new words on the lines.

1.

2.

3.

4.

B. Add -s or -es to the words that can mean more than

one. Write the new words on the lines.

1. Who has ham and egg?

2. Pam has six cat.

3. Jan got kiss.

4. Sam has bat.

fan cat miss kiss

fans

eggs

kisses

misses

cats

cats

kisses

bats

2 Grade 2/Unit 1/Week 1


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Practice

A. Vocabulary Words: Cloze Paragraph Write the

missing words to complete the sentences.

look she the who

Vocabulary:

Dictionary

is Jill? Jill is cat.

is sad. , Dad will pat Jill’s

back.

B. Vocabulary Strategy: Dictionary Write the

following words in alphabetical order.

No Order ABC Order

who

the

she

look

Who the

LookShe

look

she

the

who



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Practice

Comprehension:

Character and Setting

The setting is where the story happens.

The characters are the people or animals in the story.

As you read “The Hat,” fill in the Character and

Setting Chart.

Character Setting



The Hat

Pig can

fit in it.

It is a big h

at!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s lo

ok, th

e,

an

d w

ho

in th

e s

tory.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Look at the h

at.W

ho ca

n fit in

it?

5

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Grade 2/Unit 1/Week 1


Rat

ca

n f

it in

it.

Cat

ca

n f

it in

it.

Ph

on

ics

: C

ircle

th

e s

ho

rta

wo

rds in

th

e

sto

ry.

Un

de

rlin

e t

he

sh

ort

i w

ord

s.

Co

mp

reh

en

sio

n:

Wh

o a

re t

he

ch

ara

cte

rs

in t

his

sto

ry?

23



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pot pen bug

A. Read the word. Circle the picture that it names.

1. jet

2. cup

3. top

B. Read each word. Then write a word from above that

has the same vowel sound.

1. net

2. up

3. mop

Practice

Phonics:

Short e, o, and u

10

jet

cup

top


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Practice

A. Add the -ed ending to make the word in bold.

Example: Dad mixed the eggs.

mix + =

1. Sam fixed the cab.

fix + =

2. I spelled it well.

spell + =

3. Kit helped Ted.

help + =

4. Matt acted mad.

act + =

B. Write two sentences about something that happened in the

past. Use the word acted in one sentence. Use the word fixed

in the other.

1.

2.


Inflectional Ending -ed

You can add -ed to words to make new words that tell

about the past.

ed mixed

ed fixed

ed spelled

ed helped

ed acted



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Practice



said you eat help

Vocabulary:

Word Parts

The pup is sick. Mom and I the pup.

“Can get ham? The pup will

it,” Mom .

B. Vocabulary: Word Parts Read the words in each

row. Circle the word that tells about something that

happened in the past.

1. fix fixed

2. looks looked

3. helped helps

4. kiss kissed

help

said

eatyou

helped



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Practice

Comprehension:

Plot

Every story has a beginning, a middle, and an end.

As you read “Yum! Yum!,” fill in the Story Map.

Beginning

Middle

End



Nuts

Dog h

ad ten n

uts.

Cat h

ad ten n

uts.

Du

ck had ten

nu

ts.Yu

m, Yu

m, Yu

m! It is a

mess!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s h

elp

, sa

id,

an

d e

at in

the

sto

ry.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Dog h

ad a lot of n

uts.

“Yum

, Yum

, Yum

,” said D

og.“I w

ill eat a big bag of n

uts.”

11


4



“Ca

n I

hel

p?”

said

Cat

.“Y

es,”

sa

id D

og.

“Ca

n I

hel

p?”

said

Du

ck.

“Yes

,” s

aid

Dog

.

Ph

on

ics

: C

ircle

th

e s

ho

rte

, s

ho

rto

, a

nd

sh

ort

u w

ord

s in

th

e s

tory

.

Co

mp

reh

en

sio

n:

Wh

at

is t

he

fir

st

thin

g

tha

t h

ap

pe

ns in

th

is s

tory

? W

ha

t h

ap

pe

ns

ne

xt?

Wh

at

ha

pp

en

s a

t th

e e

nd

?2

3



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B. Partners Use the chart to check your partner’s

reading.

Speed too slow too fast just right

Paid attention to

periods, commas,

end punctuation

never sometimes always

Accuracy skipped words self-corrected read every word

Read with feeling never sometimes always

Name

Practice

Fluency

At Home: Reread aloud and talk about cats.

Reread aloud with your child several times.

A. Read aloud the story. As you read, pay attention

to the words and your reading speed.

5

12

15

Cam is a fat cat.

She can fit in a big bag.

Look at Cam!

That cat can nap in a lap. 22

Mid-Unit Additional Instruction

Grade 2/Unit 1/Week 1 13

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Practice

Fluency

At Home: Reread aloud and talk about pets and the food

they eat. Reread aloud with your child several times.



4

9

17

Todd had an egg.

It fell on the mat.

Todd said, “Pup, can you fix this mess?”

“Yes, I will eat the egg,” said Pup. 25


reading.


Paid attention to

periods, commas,

end punctuation




Mid-Unit Additional Instruction



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fl ag crib sled

A. Underline the consonant blend at the beginning of

each word.

swim plan frog spill grass drop sled

B. Say each picture word. Write the consonant blend you

hear at the beginning of each word to help you.

1.

2.

3.

4.

5.

6.

Practice

Phonics:

Beginning Blends

sk

bl

tr

cr

gr

cl



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Practice

You can add -ing to words to make new words that tell

about an action.

A. Add the -ing ending to make the word in bold.

Example: Pat is kissing the cat.

kiss + =

1. I am missing my TV show.

miss + =

2. Dad is yelling at Kim.

yell + =

3. Ken is fixing the cap.

fix + =

4. Pam is helping her mom.

help + =

B. Write two sentences that tell about an action. Use the word

telling in one sentence and helping in the other.

1.

2.


Inflectional Ending -ing

ing kissing

ing missing

ing yelling

ing fixing

ing helping



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Practice


missing words to correctly complete the sentences.

do some this what

Vocabulary:

Word Parts

Greg asked, “ is in the glass?”

Mom said, “ is milk.

you want to drink ?”

Greg said, “Yes. Mmmmmm!”

B. Vocabulary: Word Parts Choose the best word

from the box to complete each sentence. Write the word.

rehem relock remap repot

1. Ted will the box.

2. Dad can the trip.

3. Matt will the plant.

4. Kim can get Mom to the dress.

What

This

Do some

relock

remap

repot

rehem



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Practice

Detail

Comprehension:

Main Idea and Details

The main idea is the most important idea in a selection.

Details in the selection tell more about the main idea.

As you read “Frogs, Frogs, Frogs!” fill in the Main

Idea and Details Chart.

Main Idea

Detail Detail



Frogs

Th

is frog can

sit still.It ca

n n

ap.It n

aps in

the h

ot sun

.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s s

om

e,

this

, wh

at, a

nd

do

in th

e

sto

ry.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Wh

at ha

s spots?

Th

is frog ha

s spots.

19


4



Wh

at c

an

fro

gs d

o?T

his

fro

g ca

n s

wim

.So

me

frog

s ca

n f

lip.

Flip

! Flo

p! F

lip! F

lop!

Ph

on

ics

: C

ircle

th

e w

ord

s in

th

e s

tory

th

at

be

gin

with

fl,

fr,

sp

, o

r s

t.

Co

mp

reh

en

sio

n:

Te

ll th

e m

ost

imp

ort

an

t

ide

a in

th

e s

tory

. T

he

n n

am

e t

hre

e d

eta

ils.

23



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cake cap

Circle the word that completes each sentence. Then write

the word on the line. Mark each answer S for short a or L

for long a.

1. The frog will hop in the .

lap lake late

2. Did you see a ?

bake bat bad

3. Dad fixed the rip in the map with .

tape tap trap

4. Dad and Ted can .

rate rat rake

5. Pat will get a .

gate gum game

Practice

Phonics:

Long a (a_e)

and Short a

lakelake

L

bat

tape

rake

bat

tape

rake

game

game

S

L

L

L



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Practice


Plurals with -s, -es

The letters -s or -es can be added to a word to mean

“more than one.”

A. Add -s or -es to these words to name the pictures. Then

write the new words on the lines.

1.

2.

3.

4.

B. Add -s or -es to the words that should mean more than

one. Write the new words on the lines.

1. Six fox sit in a den.

2. She will fill ten box.

3. Jed has frog.

4. I got ten glass.

box dog boot bus

dogs

foxes

buses

boxes

flags

boxes

frogs

glasses



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Practice

Vocabulary:

Dictionary



with see and he

Vocabulary:

Dictionary

Jake Stan hop in the sun. “I

a frog,” said Jake. hops

to the frog. “Let’s hop the frog,” said

Jake.

B. Vocabulary Strategy: Dictionary Write the number

of the correct meaning for the underlined word in each

sentence.

1. I will tape up the rip.

2. A cat is a fun pet.

3. Will the tape stick?

4. Mom can pet the dog.

pet/pig

pet (pet) noun 1. an animal that is

tame: Ted hops with his pet rabbit.

verb 2. to pat: I will pet the cat.

tape/tell

tape (tap) noun 1. thin plastic that

sticks: I can make it stick with tape.

verb 2. to stick: Kate will tape this pad

to that pad.

and

He

with

see

2

1

1

2



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Practice

Comprehension:




As you read “Kids Can Make It!,” fill in the Main


Detail

Main Idea

Detail Detail



25


4


A sn

ake h

as skin

an

d scales.

Scales h

elp sn

akes slip

an

d slide.A

sna

ke can

shed its skin

w

hen

it gets big.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s a

nd

, with

,

an

d s

ee

in th

e s

tory.

At H

om

e: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Wh

at do you see? It is a

sna

ke!T

his sn

ake is h

ot. It slip

s back in its den

.

Snake Tales


Sna

kes

dwel

l in

den

s.T

his

den

is

fille

d w

ith

sn

ake

s.

Ph

on

ics

: U

nd

erl

ine

th

e s

ho

rt a

wo

rds i

n

the

sto

ry.

Cir

cle

th

e l

on

ga

wo

rds i

n t

he

sto

ry.

Sna

kes

can

sw

im i

n l

ake

s.Sn

ake

s ca

n s

wim

fa

st.

Co

mp

reh

en

sio

n:

Ho

w d

o s

ca

les h

elp

sn

ake

s?

23



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bike pig

A. Draw a line under the i in the words below. Circle the

words with the long i sound.

B. Read the clues. Choose a word from above as your

answer. Fill in the missing letters to spell the word.

Practice

Phonics:

Long i (i_e), Short i

Down

1. S is less than

seven.

2. Jack and Jill went up

a h l.

3. I d n at six.

Across

1. I went down the

sl d .

2. The pig is b .

3. The dog will sn f .

4. N is less

than ten.

big dine six nine sniff

vine hill slide pig kite

5

2 4

2

4

1 3

3

4. See the grapes on the

v .

5. The wind takes the k t up.

b i g

h

l

ls

i

x

i d e

n

i

v

i

ns i f f

i n e

t

i

k

e

i gi f

i e

i n e

i x

i li e

i n ei e



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Practice


Inflectional Endings

-s, -es

You can add -s or -es to words to make new words that

tell about an action.

A. Add the -s or -es ending to the word in bold.

Example: I ride. She .

1. I bake a cake. He a cake.

2. I beg Dad. Peg Dad.

3. I fuss a lot. Sam a lot.

4. I kiss Mom. Mom Jill.

5. I sell a cup. Sue a cup.

6. I yell at the cat. Kate at the cat.

7. I like a ring. Ike a ring.

8. I mess up the bed. Jake up the bed.

rides

bakes

begs

fusses

kisses

sells

yells

likes

messes



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Practice



down of to yellow

Vocabulary:

Word Parts

Mike sat on the grass. A chick

came sit with him. The chick was

. It had a lot fluff.

B. Vocabulary Strategy: Word Parts Circle the

word that tells about the past. Then write the word in the

sentence.

1. Rick his drum.

tapped tap

2. Dad a cake.

bake baked

3. Tess the dress.

rip ripped

4. Bill his dog.

pat patted

down

to

ofyellow

tapped

baked

ripped

patted



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Practice

Comprehension:

Make and Confirm

Predictions

When you predict what will happen in a story, you

tell what you think will happen. Then at the end of the

story, you can see if you were right.

As you read “Pig on His Bike,” fill in the Predictions

Chart.

What I Predict What Happens



Pig

Div

es In

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

sd

ow

n, o

f,

to, a

nd

yello

w in

the

sto

ry.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Pig rides his yellow

bike.Pig h

as a

lot of fun

.Pig ca

n race on

his bike.

Pig rides to the la

ke.“You

look hot,” sa

id Du

ck to Pig. “D

ive in!”

Pig did.

31


4



Pig

ride

s u

p t

he

hil

l.Pi

g ri

des

back

dow

n.

Pig

ride

s a

lot.

Pig

gets

hot

.Pi

g ca

n n

ot s

top!

Pig

wil

l rid

e to

see

Du

ck.

Ph

on

ics

: C

ircle

th

e l

on

g i

wo

rds in

th

e

sto

ry.

Un

de

rlin

e t

he

sh

ort

i w

ord

s.

Co

mp

reh

en

sio

n:

Wh

at

do

yo

u t

hin

k P

ig

will

do

ne

xt?

Ch

eck a

nd

se

e a

t th

e e

nd

if

you

are

rig

ht.

2

3



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Practice

Fluency


reading.


Paid attention to

periods, commas,

end punctuation






8

12

18

A frog hops up on a slick rock.

Will the frog slip?

Will it drop in the pond?

Yes! This frog can swim. 23

At Home: Reread aloud and talk about frogs and their

behavior. Reread aloud with your child several times. 33End-of-Unit Additional Instruction


RI11_A_2_PB_U1_EUAI.indd 33RI11_A_2_PB_U1_EUAI.indd 33 6/16/10 4:19 PM6/16/10 4:19 PM

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Practice

Fluency

At Home: Reread aloud and talk about weather.




6

12

17

20

“This sun is hot!” said Jane.

“I can help you,” said Dale.

He gave Jane a fan.

She waved it.

“It is not so hot now,” said Jane. 28


reading.


Paid attention to

periods, commas,

end punctuation




End-of-Unit Additional Instruction



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7

17

22

Pig had a bike. Ant liked it.

“Ant, you can not ride on this bike,” said Pig.

“Yes, I can,” said Ant.

“I can sit on you.” 27


reading.


Paid attention to

periods, commas,

end punctuation




Name

Practice

Fluency

At Home: Reread aloud and talk about Ant and Pig.

Reread aloud with your child several times. End-of-Unit Additional Instruction



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Practice

Vocabulary:

High-Frequency Words

Review

A. Circle the word that best completes each

sentence.

1. put on her new dress.

She He

2. wants to go to the store with me?

What Who

3. My glasses help me to .

do see

4. Do you want to go the slide?

down with

5. Please lunch with me.

help eat

B. Complete the letter with words from the box.

eat look what yellow

Dear Luis,

at the picture I made! It is

something tasty to . It is the color

. It is on a cob. Do you know

it is?

Your friend,

Maria

Who

see

down

eat

Look

eat

yellow

what

She

36End-of-Unit Additional Instruction

Grade 2/Unit 1


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bone block

Circle the word that completes the sentence. Then write

the word on the line. Mark each answer S for short o or

L for long o.

1. Grandpa makes lunch in a big .

pole pot poke

2. Do you see an ice-cream ?

code cob cone

3. Jake swings on the .

rope rot robe

4. Look at my .

not nose note

5. Can you see my ?

son some sock

Practice

Phonics:

Long o (o_e), Short o

pot

potS

cone

rope

nose

rope

nose

sock

L

L

L

S



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Practice


Comparative Endings

-er, -est

The suffix -er compares two things. The suffix -est

compares three or more things.

A. Add the suffix -er or -est in the boxes below.

1. My kite went fast

than Glen’s kite.

2. She is the quick

in my class.

3. My dog is the long

dog on my block.

4. My hat is small

than Cara’s.

5. Is this drink cold

than that drink?

B. Write two sentences that compare. Use the word faster

in one sentence. Use the word safest in the other.

1.

2.

er

er

est

er

est



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Practice



my away good four

Vocabulary:

Context Clues

Rose’s hen had yellow chicks. The

hen is a mom. She will not let the

chicks run . “I like hen,”

said Rose.

B. Vocabulary Strategy: Context Clues Underline

the context clues that help you figure out the meaning of

each word in dark print.

1. The fox hid in a pile of sticks and twigs.

2. His pups kept still in the den, until the fox got back home.

3. The fox was clever. It snuck up to the chicks.

4. The hen kept its chicks safe and snug in the nest.

four

good

myaway



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Practice

Comprehension:

Character, Setting,

Plot

End

Middle

Beginning

Setting

Character

The setting is where the story happens.

The characters are the people or animals in the story.

The plot is what happens in the beginning, middle,

and end of the story.

As you read “Rose the Duck,” fill in the Character,

Setting, and Plot Chart.



Tom At Hom

e

“My n

am

e is Jon,” sa

id a bird.

Tom sm

iled. He felt good.

He felt at h

ome.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e h

igh

-freq

ue

ncy

wo

rds

my

an

d g

oo

d.

Hipp

os like to swim

.B

ut Tom

did n

ot.Tom

did n

ot like it a bit.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Tom

got

in

.“I

hop

e I

can

sw

im,”

sa

id T

om.

“You

ca

n!”

“Wh

o is

th

at?”

ask

ed T

om

“Th

is p

ond

is m

y h

ome,

” sa

id

Tom

.“I

mu

st s

wim

.”To

m g

ot c

lose

to

it.

Ph

on

ics

: C

irc

le l

on

go

wo

rds in

th

e s

tory

.

Un

de

rlin

e s

ho

rto

wo

rds.

Co

mp

reh

en

sio

n:

Wh

at

do

es T

om

wa

nt

to

do

?

23



Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

cube cub

Circle the word that completes the sentence. Then write

the word on the line. Mark each answer S for short u and Lfor long u.

1. Some things come in a .

tub tuck tube

2. I hope you do not slip on that .

rude rug rub

3. Ted can use my in the band.

flute fluke flub

4. This is a big .

June just jug

5. Fran likes to sing that !

tube tune tub

Practice

Phonics:

Long u (u_e), Short u

tubeL

tube

rug

flute

jug

flute

jug

tunetune

rug

S

L

S

L



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Practice


Prefixes re-, un-, dis-

Prefixes are word parts added to the beginning of words

to change their meanings. The prefix re- means “again.”

The prefixes un- and dis- mean “not” or “the opposite of.”

A. Make words with the prefixes re-, un-, and dis-.

Example: lock un unlock

1. make re

2. dis like

3. safe un

4. re tell

5. zip un

B. Fill in each blank with a word from above. Circle the

prefixes in your answers.

1. I want to that tale.

2. It is to ride with no hands.

3. I long rides in the car.

4. She will my jacket.

5. I will my bed.

retell

unsafe

dislike

unzip

remake

remake

dislike

unsafe

retell

unzip

uns

ret

disl

unz

rem



Name

Practice

© M

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have play show we

Vocabulary:

Context Clues

Drake and Cole will make up a .

Cole will the drums. “ can

sell tickets,” said Drake.

“I to ask my mom,” said Cole.


the context clues that help you figure out the meaning

of each word in dark print.

1. Kent can act in a show.

2. Can I show you my trick?

3. Jenna played in the band.

4. Dad’s hat had a red band.

play

show

We

have



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Practice

Comprehension:

Cause and Effect

To find an effect in a story, ask “What happened?”

To find a cause in a story, ask “Why did that happen?”

As you read “A Home Made Band,” fill in the Cause

and Effect Chart.

Cause Effect



Play a Tun

e!

Yes, Bu

d can

! We ca

n play a

tu

ne!

It is a fu

n tu

ne. W

e play it a lot.

We w

ill have a

good show

!W

e have a

club.

It is a lot of fu

n!

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s w

e, h

ave

,

pla

y, an

d s

ho

w in

the

sto

ry.



4


Jun

e h

as

a b

ig b

ell.

Luke

ha

s a

hu

ge d

rum

.B

ud

ha

s a

nic

e fl

ute

.

Jun

e ca

n t

ap t

he

big

bell

.Lu

ke c

an

hit

his

hu

ge d

rum

.B

ut

can

Bu

d pl

ay h

is n

ice

flu

te?

Ph

on

ics

: C

ircle

th

e w

ord

s w

ith

lo

ng

u in

the

sto

ry.

Un

de

rlin

e t

he

wo

rds w

ith

sh

ort

u.

Co

mp

reh

en

sio

n:

Wh

at

will

ca

use

th

e

ch

ildre

n t

o h

ave

a g

oo

d s

ho

w?

23



© M

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Practice

Fluency

At Home: Reread aloud and talk about what ducks eat.



reading.


Paid attention to

periods, commas,

end punctuation






8

17

25

35

My duck Rose had four eggs. Ducks eat

plants and bugs. I take plants and bugs to

Rose. Yum! Ducks quack a lot. Rose quacks

at my dog. “Sit!” My dog is good and sits

down! 36

49Mid-Unit Additional Instruction



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Practice

Fluency

At Home: Reread aloud and talk about the show



reading.


Paid attention to

periods, commas,

end punctuation






8

17

26

35

We will have a show. Rose will play

drums. Jane and I have flutes. We will use

drums in the show. Luke will sing cute tunes.

You can sing with him. Will you see the

show? If you do, you will have fun! 43




Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

A. Circle the word that completes the sentence. Then

write the word on the line.

1. I made a vase with .

clap clay play

2. Mom hit the into the wall.

nail mail late

3. Dad served the meal on a .

treat tray trait

4. We will take a long ride on the .

tote take train

B. Find the ai or ay spelling pattern in the answers above.

Then circle it.

Practice

Phonics:

Long a (ai, ay)

play rain

clay

nail

tray

train

c

nail

tray

t

ayy

nai

rain

rayy



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Practice


Compound Words

Some long words are made up of two shorter words.

These are called compound words.

A. Put the short words together to make compound

words. Write each word on the line.

Example:

1. sun rise

2. man mail

3. pack back

4. lands wet

5. dog bull

B. Fill in each blank with a word from above.

1. came at five a.m.

2. I put my pens in my .

3. My likes bones.

4. I step in mud in the .

5. The gave us the mail.

cakes pan pancakes

wetlands

bulldog

mailman

backpack

Sunrise

sunrise

mailman

backpack

wetlands

bulldog



Name

Practice

© M

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w-H

ill

A. Vocabulary Words: Cloze Sentences Write the


where under live warm

Vocabulary:

Word Parts

can I see a bug? I will look

the rocks. This is the place

bugs . Some bugs like to sit in

the sun.

B. Vocabulary: Word Parts Read the words in each row.

Then choose a word part from the box to complete the last

word. Make a word family.

op ag im ip

1. swim slim tr

2. brag drag fl

3. stop flop dr

4. flip slip sk

Where

under

live

warm

i m

a g

o p

i p



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Practice

Comprehension:


Detail



As you read “Trains, Trains, Trains!,” fill in the Main


Main Idea

Detail Detail



It Is Raining

Let’s dress to stay w

arm

.Let’s play in

the ra

in.

Ra

in ca

n m

ake a

fun

day.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s w

he

re

an

d w

arm

in th

e s

tory.

It is rain

ing.

Plan

ts get a big d

rink.

Plan

ts like rain

.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


It i

s ra

inin

g.M

ust

we

stay

in a

nd

wa

it?W

her

e ca

n w

e pl

ay?

Ph

on

ics

: C

ircle

th

e w

ord

s t

ha

t h

ave

th

e

lon

g a

so

un

d.

Co

mp

reh

en

sio

n:

Wh

at

is t

he

sto

ry m

ostly

ab

ou

t?

It i

s ra

inin

g.Po

nd

s fi

ll u

p.Po

nd

s li

ke r

ain

.

23



Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

Practice

Phonics:

Long e

(e, ee, ea)

A. Circle the word that completes each sentence. Then


1. We ate from the vine.

pens peas peek

2. I clean my in the bathtub.

feel feast feet

3. The big fell on the street.

leaf like left

4. will win.

It She Me

5. The cat got stuck in the .

trick treat tree

B. Circle the letters that spell long e in the answers

above.

bee seal he

peas

feet

leaf

She

tree



© M

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Practice



-s, -es

When a word ends with a consonant and a -y, change

the -y to i when adding -es.

A. Fill in the missing parts to make the word in bold.

Example: Dad dries the cups.

dry – + + =

1. The kite flies up.

fly – + + =

2. He cries a lot.

cry – + + =

3. Mom babies the cat.

baby – + + =

4. Matt tries to play the game.

try – + + =

B. Circle the words that tell about an action happening now.

played plays helped helps

fried fries jumps jumped

y i es dries

plays

y

y

y

y

i

i

i

i

es

es

es

es

cries

babies

tries

flies

jumps fries



Name

Practice

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girl were was know

Vocabulary:

Word Parts

Do you who lived on my

street? A named Jane lived on

my street. She fun and nice. We

best pals.

ful less or

B. Vocabulary Strategy: Word Parts Choose a

suffix from the box to complete each word. Write the

suffix.

1. This box is use to keep things in.

2. The act plays a role in a show.

3. The lost chick was help .

4. We were help and picked up the mess.

girl

was

were

know

ful

or

less

ful



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Practice

Comprehension:

Make Inferences

You can use what you already know about a topic and

what you learn from reading to make inferences.

As you read “Queen Bea and the Pea,” fill in the

Inference Chart.

What I Know What I Read

My Inference



A Fine M

eal

Kin

g Lee cam

e to eat.“W

e hop

e you w

ill be plea

sed,” said Tim

. A

nd K

ing Lee w

as!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s k

no

w a

nd

wa

s in

the

sto

ry.

“We got a

note from

Kin

g Lee!” Tim

said.

“He w

ill eat with

us! W

e need

to fix a

fine m

eal!”

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

4



4


“Bu

t w

e ju

st h

ave

bea

ns!

” Je

an

wep

t.

“Add

th

is s

wee

t cr

eam

,” s

aid

Peg

.“A

dd t

his

mea

t,” s

aid

Bob

.“I

kn

ow it

is g

ood

beef

.”“T

ha

nks

!” s

aid

Tim

an

d Je

an

.

Ph

on

ics

: C

ircle

th

e l

on

g e

wo

rds in

th

e

sto

ry.

Co

mp

reh

en

sio

n:

Ma

ke a

n in

fere

nce

ab

ou

t

wh

y J

ea

n w

ep

t w

he

n t

he

y o

nly

ha

d b

ea

ns.

23



Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

A. Underline the letters that stand for long i in the

words below.

Practice

Phonics:

Long i (i, igh, y)

light child fl y

fly kind tight try night find

Down

1. What k d of

snacks do you like?

2. The jet will f .

3. We sleep at n t.

1

1 4

2 3

3

B. Read each clue. Choose a word from above as your

answer. Fill in the missing letters to spell the word.

Across

1. My pants are

t t.

2. Did you f d

my sock?

3. Did you t

to skate?

k

i

n

dnif

i

g

h

t r y

t g h t

l

y

i g

i

li

i

r

h

n

yg h

n

y



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Practice


Inflectional Ending -ing


1. We like to go swimming in the lake.

Example: swim + + =

2. I am petting the dog.

pet + + =

3. Tom is running five miles.

run + + =

4. The duck is getting wet.

get + + =

For words like setting, double the final consonant

before adding -ing.

m ing swimming


1. The baby is taking a nap.

take – + =

2. Will Ned go skating with Ted?

skate – + =

For words like wave, remove the silent e before adding

-ing to make waving.

petting

running

getting

ing

ing

t

n

t ing

skating

taking

ing

ing

e

e



Name

Practice

© M

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My class has fun pets. Our new

pet is a rabbit. What

the rabbit eat? The rabbit eats greens.

does the rabbit know us? It uses its nose!

B. Vocabulary Strategy: Word Parts Choose a suffix

from the box to complete each word. Write the suffix.



how little does many

Vocabulary:

Word Parts

ful less

1. I feel hope that it will be a nice day.

2. My dress was clean and spot .

3. The use fan needs to be fixed.

4. If I keep trying to do it, I will be skill at it.

many

little does

How

ful

less

less

ful



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Practice

Comprehension:

Compare and Contrast

To compare two or more things, think about how they

are alike. To contrast two or more things, think about

how they are different.

As you read “Night Animals,” fill in the Compare

and Contrast Chart.

Animal Animal Animal

Behavior Behavior Behavior



Bobcats at Night

Bobcats like to sleep

in th

e day.W

ill a bobcat h

un

t in

the day?

It migh

t, but n

ight is best.

Bobcats like th

e nigh

t.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s h

ow

, do

es,

ma

ny, a

nd

little in

the

sto

ry

Bobcats like th

e nigh

t.N

ight is th

e best time

to hu

nt.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


How

doe

s a

bobc

at f

ind

thin

gs to

eat

?A

n a

nim

al m

igh

t ru

n b

y.A

bob

cat

wil

l ju

mp

to

get

it.

Bob

cats

hav

e m

an

y lit

tle

cubs

.T

he

cubs

sta

y d

ry in

a d

en.

Mom

bob

cat

brin

gs t

hem

th

ings

to

eat.

Ph

on

ics

: F

ind

lo

ng

i w

ord

s in

th

e s

tory

.

Cir

cle

th

e le

tte

rs t

ha

t sta

nd

fo

r th

e l

on

gi

so

un

d.

Co

mp

reh

en

sio

n:

Co

mp

are

an

d c

on

tra

st

wh

at

bo

bc

ats

do

in t

he

da

y a

nd

nig

ht.

23



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Practice

Fluency

At Home: Reread aloud and talk about trains.



reading.


Paid attention to

periods, commas,

end punctuation






9

21

30

42

Do you like to ride on trains? Trains ride

fast on tracks. But a train is not as fast as a

plane. A train may stop where you live. You

can get on at a stop. You can get off at a

stop. 43




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Practice

Fluency

At Home: Reread aloud and talk about peas.



reading.


Paid attention to

periods, commas,

end punctuation






12

23

30

39

A pea is like a green bean. I like to eat peas.

When I plant peas, the vines can get to be six

feet. Then I pick the ripe peas.

My peas were a sweet treat. The treat was

good to eat. I will eat peas next week! 48




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Practice

Fluency

At Home: Reread aloud and talk about three things that Mike

sees at night. Reread aloud with your child several times.


reading.


Paid attention to

periods, commas,

end punctuation






7

16

19

27

32

42

Mike likes night time. He sees many

bright lights high up in the sky. What makes

the lights bright?

Mike sees little bats fly by. How does

a bat see at night?

Look! Mike sees a firefly. It has a light that

blinks! It is quite a sight. 48




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Practice

Vocabulary:


Review

A. Draw a line from each word in the first column to

its definition in the second column.

1. warm a. small

2. play b. to own

3. little c. one more than three

4. four d. more hot than cold

5. have e. to do something for fun

B. Circle the word that has the same or almost the

same meaning as the underlined word or words in

the sentence.

1. Fish make their home in the sea.

play live under

2. The book is below the desk.

under away where

3. Dan did a nice job of cleaning up.

little warm good

4. I could eat a lot of these grapes.

many where little

5. What way do you go home from school?

Were How Have


Grade 2/Unit 2

RI11_A_2_PB_U2_EUAI_B.indd 72RI11_A_2_PB_U2_EUAI_B.indd 72 8/26/10 2:17 PM8/26/10 2:17 PM

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coat toe crow go

A. Draw a line under the word that best completes each

sentence. Write the word on the line.

Practice

Phonics:

Long o (o, oa, ow, oe)

1. Tad’s boat will not .

flame float fan

2. The snail is so .

slow some soap

3. Kate was sick, she went home.

soak snow so

4. The hopped into the pond.

tow toad top

5. Mac will a lot of beans.

groan go grow

6. The ran into the trees.

doe do dome

B. Go back and circle the letters that spell long o in the

answers above.

float

slow

so

toad

grow

doe


RI11_A_2_PB_U3W1.indd 73RI11_A_2_PB_U3W1.indd 73 6/17/10 7:25 AM6/17/10 7:25 AM

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Practice


Inflectional Endings -ed


Example: Todd tapped the drums.

tap + + =

1. She stopped the truck.

stop + + =

2. May rubbed her back.

rub + + =

3. The fish flopped in the lake.

flop + + =

4. He hugged the dog.

hug + + =

B. Circle the words that have the correct ending.

helpped helped poped popped

traped trapped grabbed grabed

jumped jumpped

For words like hop, double the final consonant before

adding -ed to make hopped.

p ed tapped

stopped

rubbed

flopped

hugged

ed

ed

p

b

p

g

ed

ed



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Practice

A. Vocabulary Words Check true or false for each

statement.

1. The first letter in the alphabet is A. true false

2. You eat lunch after dinner. true false

3. Chicks hatch from eggs. true false

4. If it is spring today, it will be winter soon. true false

Vocabulary:

Thesaurus

B. Vocabulary: Thesaurus Draw lines between

words with opposite meanings.

from sad

first get

send to

up down

glad last

✓✓

✓✓



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Practice

Comprehension:

Summarize

To summarize a selection, tell about the main ideas,

or what the selection is mostly about, in your own words.

As you read “What Grows?,” fill in the Summarize

Chart.

Main Idea

Main Idea

Main Idea

Summary



Fin

ch

es G

row

Up

Finch

es grow bigger a

nd soon

ca

n fly from

the n

est.G

o on! Fly aw

ay!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s a

fter, fro

m,

first, a

nd

so

on

i n th

e s

tory.

Finch

es ma

ke nests to h

old eggs. Som

e nests a

re in big

oak trees.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Som

e n

ests

are

in o

dd t

hin

gs.

Fin

ches

may

ma

ke n

ests

in

pot

s a

nd

bow

ls.

A f

inch

may

ma

ke a

nes

t in

an

old

coa

t!

Aft

er a

nes

t is

mad

e, t

he

mom

lays

egg

s. T

he

eggs

cr

ack

an

d th

e ba

bies

gro

w.

At

firs

t, g

row

n-u

p f

inch

es

hel

p t

he

babi

es.

Ph

on

ics

: U

nd

erl

ine

th

e l

on

go

wo

rds in

th

e

sto

ry.

Co

mp

reh

en

sio

n:

Wh

y d

o g

row

n-u

p

fin

ch

es h

elp

th

e b

ab

y f

inch

es a

t fi

rst?

23



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Name

A. Draw a line under the word that best completes

each sentence. Write the word on the line.

1. Some glue is in .

tubes tulips tunes

2. I can ride on the .

music mug mule

3. It is to yell in class.

rub rule rude

4. I had a sandwich for lunch.

tuna tune tub

5. The plane in the sky.

flute flew few

6. The sea looks .

blue blew bug

B. Go back and circle the letters that spell long u

in the answers above.

Practice

Phonics:

Long u

(u, u_e, ew, ue)

blew cube glue tuba

tubes

flew

blue

mule

rude

tuna



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Practice


Suffixes -ful, -less, -er

Suffixes are word parts added to the end of words to

change their meanings.

-er means “a person who” -less means “without”

-ful means “full of”


Example: Kate is the best singer in the class.

+ =

1. Can you be the class helper today?

+ =

2. Kent felt hopeful.

+ =

3. The puppy is so playful!

+ =

4. The snowman is hatless.

+ =

B. Write two sentences about animals. Use the word

fearless in one sentence. Use the word playful in the other.

1.

2.

sing er singer

play

hope

hat

help er

ful

ful

less

hopeful

playful

hatless

helper



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Practice

Vocabulary:

Context Clues



1. What do you to do today?

2. We make something.

3. Let’s make a plate from clay and paint it with

brushes.

4. Yes! I will help you on it.

B. Vocabulary Strategy: Context Clues Underline the

context clues that help you figure out the meaning of each

idiom in dark print.

1. I needed to understand the rules of camp. Tom helped me

know the ropes.

2. Shells are a dime a dozen and easy to get on this beach.

3. The spelling test was so easy it was a piece of cake.

4. Meg acts fast. She does what Mom asks at the drop of a

hat.

want our work could

want

could

work

our



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Practice

Comprehension:

Summarize

To summarize a story, tell about the main events,

or the most important things that happen.

As you read “A Talking Mule,” fill in the Summarize

Chart.

Beginning

Middle

End

Summary



At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

June and Lulu

“I work w

ell with

you Lu

lu.

We h

ave fun

. Bu

t I wish

you

could ta

lk,” sighed Ju

ne.

“I can

!” yelped Lu

lu. “You

h

ave not a

sked me to!”

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s o

ur, w

an

t,

wo

rk, a

nd

co

uld

in th

e s

tory.

Jun

e ha

s an

old dog. Th

e dog’s n

am

e is Lulu

. Lulu

does w

hat Ju

ne a

sks. Lulu

is a

good dog.



4


“Wil

l you

pla

y ou

r tu

ne

Lulu

?” a

sked

Ju

ne.

So J

un

e pl

ayed

th

e fl

ute

, an

d Lu

lu t

app

ed t

he

dru

m.

“I w

an

t to

pic

k tu

lips,

Lu

lu. W

ill

you

hel

p m

e?”

ask

ed J

un

e.Lu

lu h

elp

ed J

un

e pi

ck lo

ts o

f n

ew t

ulip

s.

Ph

on

ics

: F

ind

lo

ng

u w

ord

s in

th

e s

tory

.

Cir

cle

ea

ch

wo

rd.

Co

mp

reh

en

sio

n:

De

scri

be

th

e t

hin

gs t

ha

t

Lu

lu c

an

do

.


23


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Practice

Fluency

At Home: Reread aloud and talk about plants that grow.



reading.


Paid attention to

periods, commas,

end punctuation






8

18

28

32

44

A plant is a living thing. Plants grow.

Grass is a plant. The grass by my home grows

fast. It can grow high. First, I mow it. Soon

it grows right back!

A rose is a plant. It grows. First, it is a bud.

After the bud, it is a big, yellow rose. 53




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Practice

Fluency

At Home: Reread aloud and talk about jobs to do around

the house. Reread aloud with your child several times.


reading.


Paid attention to

periods, commas,

end punctuation






4

11

19

28

37

46

A Good Worker Needed

Could you feed our cute pup, Ruth?

Will you take hay to our mule, Jed?

Do you want to play with our kids, Joan?

If so, we want you to help us with

our work! We could use a good worker to

help us five days a week. 52




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Practice

Phonics:

r-Controlled Vowel ar

car park



1. A lot of snow fell in the .

yes yard yell

2. Beans and peas grow on our .

fan frame farm

3. I cannot see in the .

dark drag dash

4. It is fun to go to the .

pack park play

5. Is it time to the game?

stand strap start

B. Go back and circle ar in the words you wrote on the

lines above.

yard

farm

dark

park

start



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Practice

Closed syllables end with a consonant sound: nap kin


Closed Syllables

Put the two syllables together to form a word that matches

the picture. Then write the word on the line.

1. rib bon

2. kit ten

3. rab bit

4. but ton

5. rack ket

6. muf fin

ribbon

kitten

rabbit

button

racket

muffin



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Practice



1. I a bunch of stray pups.

2. tried to lick my hand.

3. The pups so cute.

4. They make little barks.



word in dark print.

1. Sam will open the can of beans.

2. I am sleepy, so I will rest.

3. Can you lift this box?

4. I ate some, and you can have the rest.

Vocabulary:

Context Clues

found funny they are

found

They

funny

are



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Practice

Comprehension:

Author’s Purpose

Understanding the author’s purpose means

understanding why the author wrote something.

As you read “A Funny Trip to Mars,” fill in the

Author’s Purpose Chart.

Clue Clue

Author’s Purpose



91


4


At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Ma

rs Is Fa

r Aw

ay

We ca

nn

ot visit Ma

rs yet. Bu

t at som

e poin

t they w

ill go. I w

an

t to go, do you?

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s fo

un

d,

fun

ny, th

ey, a

nd

are

in th

e

sto

ry.

Liz an

d Cla

rk wen

t on a

fu

nn

y trip to Mars. I w

ish w

e cou

ld go there. But I fou

nd

that w

e cann

ot take a

real

trip to M

ars yet.


23

Ma

rs is

far

away

. It

mig

ht

take

abo

ut

220

days

just

to

get

to M

ars

. Th

at is

a lo

ng

trip

in

sp

ace.

We

can

not

go

that

fa

r ye

t.

Ma

rs i

s co

ld a

nd

rock

y. I

t’s

pol

es a

re d

ark

. Th

e pl

an

et

Ma

rs is

nex

t to

us,

bu

t it

is

far

from

th

e Su

n. W

e ca

nn

ot

live

on M

ars

.

Ph

on

ics

: C

ircle

th

e a

r w

ord

s in

th

e s

tory

.C

om

pre

he

ns

ion

: W

hy d

o y

ou

th

ink t

he

au

tho

r w

rote

th

is s

ele

ctio

n?


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Practice

Phonics:

r-Controlled Vowels

ir, er, ur

girl burn fern perch



1. I helped Dad make Mom’s cake!

birthday bird bright

2. She will the mix.

still stand stir

3. The dog has thick .

far fire fur

4. Dad and Bert saw a .

felt fern Fred

5. We see ferns.

thirty think then

B. Find the ir, ur or er in each answer above. Then

circle it.

birthday

stir

fur

fern

thirty



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Practice

Open syllables end with a vowel sound: go me


Open Syllables

Put the two syllables together to form a word that matches

the picture. Then write the word on the line.

1. do nut

2. ro bot

3. mu sic

4. ba by

5. ze bra

6. po ny

donut

robot

music

baby

zebra

pony



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Practice

A. Vocabulary Words Check true or false for each

statement.

1. Birds never fly. true false

2. One is less than four. true false

3. If we are apart, we are together. true false

4. If the dog has been good, she may get a

treat. true false

Vocabulary:

Thesaurus

tiny sick fast close

B. Vocabulary Strategy: Thesaurus Write a

word from the box that means the same thing as the

underlined word.

1. Please shut the gate as you go.

2. Jane is ill, so she cannot go to the show.

3. My kitten looks like a little bit of fuzz.

4. If you are quick, we can catch the bus.

✓✓

✓

✓

close

sick

small

fast



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Practice

Comprehension:

Cause and Effect

To find an effect in a story, ask “What happened?”

To find a cause in a story, ask “Why did that happen?”

As you read “Fern’s Team,” fill in the Cause and Effect

Chart.

Cause Effect



At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Irwin and

the Gam

e

“We didn’t w

in last w

eek,” said Vern

. “Bu

t we h

ave one la

st ga

me, it’s n

ext w

eek.”So Irw

in and Vern

played ball together. “It has been

a great day!” they

said.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s o

ne

, be

en

,

ne

ver, a

nd

tog

eth

er in

the

sto

ry.

Irwin

put on h

is baseball shirt

and h

is lucky bird cap.“It is a

good day for a

gam

e!” said Irw

in. “I w

ill get a

hom

e run

!”

97


4



Irw

in g

ot h

is b

at a

nd

mit

t.

He

an

d h

is m

om w

ent

to t

he

pa

rk.

“It

is a

goo

d da

y fo

r a

ga

me!

” sa

id I

rwin

. “I

wil

l get

fou

r h

ome

run

s!”

Irw

in s

aw V

ern

wit

h h

is d

ad.

“Wh

ere

is o

ur

tea

m, V

ern

?”

ask

ed I

rwin

. “T

he

gam

e w

as

last

wee

k!”

said

Ver

n.

“No!

I m

isse

d it

! I fo

rgot

. I’v

e n

ever

mis

sed

a g

am

e, n

ot

one!

” sa

id I

rwin

.

Ph

on

ics

: U

nd

erl

ine

th

e i

r a

nd

er

wo

rds in

the

sto

ry.

Co

mp

reh

en

sio

n:

Wh

at

ca

use

s I

rwin

to

mis

s t

he

ga

me

?

23


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Practice

Phonics:

r-Controlled Vowels

-eer, -ere, -ear

A. Draw a line under eer, ere, and ear in these words.

here ear deer

veer mere tear near steer

B. Sort the words from above in the boxes.

eer ere ear

C. Use the words above to complete each sentence.

1. I will not cry a .

2. I had a tiny, bite.

3. My dad can the boat.

4. My home is the park.

5. I to the right on my bike.

tear

mere

steer

near

veer

veer; steer mere tear; near



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Practice

Prefixes are word parts added to the beginning of words

to change their meanings. The prefix re- means “again.”

The prefixes un- and dis- mean “not” or “the opposite of.”


Prefixes re-, un-, dis-

A. Make words with the prefixes re-, un-, and dis-. Circle the prefix in each of your answers.

Example: card dis discard

1. start re

2. un paid

3. please dis

4. re read

5. load un


1. I will that book.

2. Try to the car.

3. Can you that box?

4. She will not do the job if she is .

5. Do not the teacher!

disc

reread

restart

unload

unpaid

displease

restart

unpaid

displease

reread

unload

res

npuu

dis

rer

un



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Practice

Vocabulary:

Word Parts



Mom said that I got a pet, I needed to

save money so I can help pay for it. In ten weeks, I

saved up to get a . Mom came

with me to the animal shelter. We got just

in time to get the last dog!

B. Vocabulary Strategy: Word Parts Circle the Greek

or Latin root word that means the same thing as the word

in dark print.

vis = see tele = far away

Example: The tiny bug was not visible.

1. I wear glasses to make my vision better.

2. The star is far away. I can see it better with a telescope.

3. When I want to see my grandmother, I go to visit her.

4. My aunt lives far away, but we talk on the telephone a lot.

there before dog along

before

alongdog

there



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Practice

Comprehension:

Draw Conclusions

You can use facts from a story to understand what you

read. This is how you draw conclusions.

As you read “Who Is Best?,” fill in the Conclusion

Chart.

Fact Fact

Conclusion



I’ll Help You

“Ha

ng on

!” said R

at.“T

his is fu

n!” sa

id Pig. “Next

time, w

e will bring D

og along w

ith u

s.” “I can’t carry both

of you,” joked Rat.H

igh

-Fre

qu

en

cy

Wo

rds

:

Circ

le th

e w

ord

s th

ere

,

be

fore

, do

g, a

nd

alo

ng

in

the

sto

ry.

Rat a

nd Pig sat on

a ra

ft in

the p

ond.

“Let’s take a swim

,” said Rat.“Let’s sw

im from

the ra

ft to th

e nea

rest rock.” A

t Ho

me

:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Rat

jum

ped

in t

he

pon

d.“Y

es, I

am

fast

er, b

ut

hav

e n

o fe

ar.

I w

an

t yo

u t

o go

wit

h

me,

” ye

lled

Rat

.“H

old

my

ears

an

d I’

ll t

ake

yo

u!”

Ph

on

ics

: U

nd

erl

ine

th

e e

ar

wo

rds in

th

e

sto

ry.

Co

mp

reh

en

sio

n:

Wh

y d

oe

s R

at

off

er

to

he

lp P

ig g

et

acro

ss?

Pig

had

a f

ear

of s

wim

min

g a

nd

he

did

not

wa

nt

to g

o in

.“I

don

’t w

ant t

o st

ay h

ere,

but

I

do n

ot li

ke to

sw

im,”

sai

d Pi

g.“Y

ou w

ill g

et th

ere

befo

re I

do.”

23


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Practice

Fluency

At Home: Reread aloud and talk about the difference between real

and make-believe. Reread aloud with your child several times.


reading.


Paid attention to

periods, commas,

end punctuation






9

18

26

36

46

Star said that she drove our car to Mars.

On Mars, flying cars zipped on top of the

dark streets. She came home since she could

not find a place to park. That is funny since

she does not know how to drive! What do you

think? Is this odd? Could you make this up? 55




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Practice

Fluency

At Home: Reread aloud and talk about how girls’ sports have

changed over time.Reread aloud with your child several times.


reading.


Paid attention to

periods, commas,

end punctuation






9

18

27

37

46

When she was a kid, my Grandma Gert liked

to play baseball. She could never play on a

team. Back then, baseball teams did not let girls

play. I am glad that they let girls play baseball

today. Grandma Gert has been to each one of

my games. She is my very best fan! 54




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Practice

Fluency

At Home: Reread aloud and talk about something that Spot

does. Reread aloud with your child several times.


reading.


Paid attention to

periods, commas,

end punctuation






9

18

22

31

40

Dogs are fast. Spot is a dog. He runs

from the park to the backyard. Spot gets

there before I do!

Dogs like to play. Do you see the stick

near the tree? Spot gets it and brings it

back. Spot is a good little dog! 47




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Practice

Vocabulary:


Review

A. Underline the answer to each question.

1. What comes before second?

fi rst soon one

2. What is something that is no longer lost?

never found before

3. What do you do in school?

work swim sleep

4. What word means in a very short time?

fi rst after soon

5. What word means something that belongs to us?

our my they


after dog funny want

1. I like to pet my .

2. I eat breakfast I wake up.

3. I to go to the beach.

4. I like to read stories.

dog

after

want

funny


Grade 2/Unit 3


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Practice

Phonics:

r-Controlled Vowels

or, oar, ore

1. We each need a dish, a cup, and a .

fort fork first

2. A tree fell in the .

storm still chore

3. Do you like peas or ?

corn caps card

4. We swam and played at the .

still short shore

5. My swing has a for a seat.

board bore hard

B. Underline the words with or, ore, or oar in the answer

choices above.

fork oar score

A. Circle the word that completes the sentence. Then


fork

storm

corn

shore

board



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Practice


Compound Words

Some long words are made up of two shorter words.

These are called compound words.

A. Draw a line to connect two short words to make a

compound word. Write the words you make on the lines.


1. We set up the tents, and then we sat by the .

2. The stars were my .

3. The sky was bright red at .

4. Then we made .

C. Go back and draw a line between the two shorter

words in each answer.

1. night fire

2. pan light

3. sun set

4. camp cakes

nightlight

pancakes

sunset

campfire

campfire

nightlight

sunset

pancakes

pf

t

s

c



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Practice



I am going on a long boat trip. The

waves are so high! I hope that I don’t .

The boat is of kids. I like boating on the

.

fall full very water

Vocabulary:

Context Clues



word in dark print.

1. May I have a cold drink of water?

2. My clothes got soaked in the storm.

3. The thunder made a big bang.

4. The fluffy white snowflakes felt cold on my skin.

5. I got an itchy red sunburn at the beach.

very

fall

full

water



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Practice

Comprehension:

Cause/Effect

A cause is why something happens.

An effect is what happens.

As you read “Storms, Storms!,” fill in the Cause and

Effect Chart.

Cause Effect



At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

A Storm!

Look! Th

e win

d an

d rain

w

ater have stopp

ed. Th

e sky is n

ot gray. It is the righ

t sort of day to play.

Hig

h-F

req

ue

nc

y W

ord

s:

Un

de

rline

the

wo

rds w

ate

r,

full, fa

ll, an

d ve

ry in

the

sto

ry.

Da

rk cloud

s form in

the sky.

Th

e sky is full of gray clou

ds.

Th

at mea

ns a

storm is on

its w

ay. It is time for kid

s to go in

side.



4


Wh

at is

it li

ke in

a s

torm

? T

hu

nde

r ro

ars

an

d cr

ash

es.

Big

str

eaks

of

ligh

tnin

g fl

ash

in

th

e sk

y. T

hen

mor

e th

un

der

com

es. R

ain

may

fall

ver

y h

ard

. Lea

ves

fly

off

tree

s.

Stor

ms

are

a t

ime

for

kid

s to

st

ay in

. It

may

be

bori

ng.

Bu

t do

not

wor

ry. M

ost

stor

ms

wil

l not

last

too

lon

g.

Ph

on

ics

: U

nd

erl

ine

th

e o

r, o

ar,

an

d o

re

wo

rds in

th

e s

tory

.

Co

mp

reh

en

sio

n:

Wh

at

ca

use

d t

he

ch

ildre

n t

o g

o in

sid

e?

23


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Practice

Phonics:

r-Controlled Vowels

are, air, ear, ere

A. Draw a line under are, air, ear, and ere in these words.

B. Sort the words from above in the boxes.

square bear hair there

pear fair square chair wear where

ear ere are air

C. Use the words above to complete each sentence.

1. You will need to a raincoat.

2. Will there be rides at the ?

3. Do you want to eat a ?

4. That shape is a .

5. Sit on the near me.

6. did you put the pens?

pear, wear where square chair, fair

wear

fair

pear

square

chair

Where



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Practice


Prefixes

re-, un-, dis-

The prefixes un-, dis-, or re- can be added to a base

word to change its meaning.


1. Did you repay the money?

+ =

2. I dislike rude kids.

+ =

3. Please unlatch the gate.

+ =

4. I distrust that bucking horse!

+ =

5. I had to reread that page.

+ =

6. Carl was unhappy when he lost the game.

+ =

B. Write two sentences. Use the word like in one sentence.

Use the word dislike in the other.

1.

2.

payre repay

distrust

likedis

latchun

trustdis

rereadreadre

unhappyhappyun

dislike

unlatch



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Practice



I am going to paint a of a queen.

The queen will sit a golden throne.

, a long time ago, I met a real queen.

But it was in my dream!

once only picture upon

Vocabulary:

Context Clues


the context clues that help you figure out the meaning of

each word in dark print.

1. Four stray, homeless kittens came into our yard.

2. They were weak and frail.

3. Every day we left them treats in a deep red, scarlet dish.

4. The kittens got plump and fat.

5. They are so playful and frisky.

picture

upon

Once

only



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Practice

Comprehension:

Use Illustrations

The pictures in a story, called illustrations, can help

you understand the words.

As you read “The Art Affair,” fill in the Illustration

Chart.

Illustration What I Learn



At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Be

ar a

nd

Ha

re

So Bea

r an

d Ha

re baked a

fine

pea

r pie an

d wen

t to the fa

ir.

Hen

got to pick the best pie. A

fter ta

sting each

pie, she sa

id, “Th

e w

inn

ing pie is B

ear a

nd H

are’s

pea

r pie! It is the best!”

Bea

r an

d Ha

re hu

gged an

d had

a pictu

re taken

. Th

en th

ey ran

h

ome to eat th

eir win

nin

g pea

r pie!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s o

nce

,

pic

ture

, up

on

, an

d o

nly

in

the

sto

ry.

On

ce up

on a

time, th

ere wa

s a

big town

fair. T

here w

ere gam

es, rides, a

nd a

pie-bakin

g contest.

Bea

r an

d Ha

re both liked to

bake pies. Each

plan

ned to w

in

the con

test.



4


“Hi,

Ha

re,”

sa

id B

ear.

“M

ay I

h

ave

som

e cr

eam

an

d fl

our?

I

nee

d th

em fo

r m

y p

ear

pie.

”

“I’m

ba

kin

g a

pea

r pi

e, t

oo,”

sa

id H

are

. “B

ut

I n

eed

pea

rs

an

d eg

gs.”

“I h

ave

pea

rs a

nd

eggs

,”

said

Bea

r. “

Let’s

sh

are

ou

r th

ings

a

nd

bake

a p

ie t

oget

her

!”

“I’d

like

to

bake

a p

ear

pie,

” sa

id H

are

. “B

ut

I’ve

only

got

cr

eam

, flo

ur,

an

d a

pie

pa

n. I

n

eed

pea

rs a

nd

eggs

!”

Ha

re s

at i

n a

ch

air

. “W

hat

w

ill I

do?

” sh

e sa

id s

adly

.

Just

th

en, B

ear

knoc

ked

at h

er

door

.

Ph

on

ics

: U

nd

erl

ine

th

e a

re,

air

, a

nd

ea

r

wo

rds in

th

e s

tory

.

Co

mp

reh

en

sio

n:

Ho

w d

o th

e p

ictu

res

he

lp

you

un

de

rsta

nd

the

sto

ry?

23



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Practice

Fluency

At Home: Reread aloud and talk about signs of stormy

weather. Reread aloud with your child several times.


reading.


Paid attention to

periods, commas,

end punctuation






1

19

28

40

50

If you have seen a storm, you know how it

starts. Before a storm, dark clouds form in the

sky. The wind blows and rain or snow starts

to fall. When there is a storm, it is best to stay

inside. When you see blue sky, you can tell that

the storm has ended. 54




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Practice

Fluency

At Home: Reread aloud and talk about the race.



reading.


Paid attention to

periods, commas,

end punctuation






8

17

19

25

34

44

47

52

60

68

Once upon a time, Tort and Hare were

at the fair. Tort said, “Will you race? Do

you dare?”

Hare said, “I do not care.”

“We will race to the park square,” said Tort.

Hare stopped to rest. “I will only rest for a

bit,” he said.

Tort spotted Hare sleeping in

a chair. Then she went to the square.

When Hare got there, he could only stare.

Tort beat Hare! 71



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Practice

Phonics:

Diphthong ow, ou

A. Circle the letters ow and ou in these words.

cow house

Across

1. The sky was full of

white cl .

2. We planted seeds in

the g n .

3. We went into

t to get

milk.

4. The sun looks

r .

Down

1. The c n had a red nose.

2. The queen wore a pink g .

3. Water comes out of a sp .

4. The yo-yo went up and d .

1 4

1 3

2

3

4

gown ground town clown brown

noun spout down clouds round

B. Use words from above to complete the sentences. Write

the words in the puzzle.

gown roun

noun pout

town

down

lown

loud

d

o

w

d

w

nr o

g

o

u

c

sduolc

o

w

n

p

o

u

t no w

u nr

rown

roun

d

o

r

o

o

u

o

w

u

looo

d

u

n

n

owuw

d

wntn

s

d



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Practice


Suffixes -ful, -less

Suffixes are word parts added to the end of words to

change their meanings. The suffix -ful means “full of.”

The suffix -less means “without.”

A. Make words with the suffixes -ful and -less.

Example:

B. Fill in each blank with a word from above. Circle the

suffix in your answers.

1. It will be if you clean the dishes.

2. I am that I will get a part in the play.

3. The kids were after being inside all day.

4. I am for my best pal!

5. Do not be with the new glasses.

1. rest less

2. ful thank

3. less care

4. hope ful

5. ful help

ful play playful

helpful

hopeful

restless

thankful

careless

restless

thankful

careless

hopeful

helpful

pful

ef

k

t

e



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Practice

Vocabulary:

Dictionary

A. Vocabulary Words: Cloze Paragraph Write a word

from the box to complete each sentence.

I looked at the fish in the tank.

One was the of the sky. Some fish had

spots. Some of the fish had stripes.

“What do you the white one that looks

like a swimming cloud?” I asked my mom.

She said, “I call it White Cloud!”

B. Vocabulary Strategy: Dictionary Circle the

homophone that makes sense in the sentence. Write it on

the line.

1. Speak louder. I can’t you. (here, hear)

2. The line begins . (here, hear)

3. I can jump with both . (feet, feat)

4. It was quite a to pass that hard test! (feet, feat)

5. The kitten sat the box. (inn, in)

6. The bed was so comfy at the . (inn, in)

pretty other color call

hear

pretty

color

other

call

here

feet

feat

in

inn



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Practice

Comprehension:

Sequence

The order in which things happen in a selection is

called the sequence.

As you read “Growing Plants,” fill in the Sequence

Chart.

Next

First

Last



Where C

an Plants G

row?

Deserts a

re dry a

nd h

ot. Most

deserts get very, very little rain

. T

hese pla

nts m

ust live for a

lon

g time w

ithout rain

. Even so,

a desert cactus can

grow pretty

red bud

s. Oth

er desert bud

s are

yellow, w

hite, a

nd pin

k.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s c

all, c

olo

r,

pre

tty, an

d o

the

r in th

e s

tory.

Did you

know

that pla

nts ca

n

grow in

ma

ny kin

ds of places?

Pretty plan

ts can

grow in

places w

ith cold, icy grou

nd an

d h

ot, dry groun

d. A

t Ho

me

:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


In t

he

Arc

tic,

th

e gr

oun

d is

fr

ozen

for

mos

t of

th

e ye

ar.

Bu

t in

spr

ing,

th

e sn

ow m

elts

an

d pl

an

ts c

an

gro

w. T

hes

e pl

an

ts

are

ver

y h

ard

y, o

r st

ron

g.

Arc

tic

pop

pies

an

d La

pla

nd

rose

bays

ca

n b

e fo

un

d gr

owin

g fr

om t

he

cold

Arc

tic

grou

nd.

Th

e d

ry g

rass

lan

ds

don

’t ge

t m

uch

ra

in. T

he

gra

ss i

s th

ick

an

d lo

ng.

Bu

t pl

an

ts a

re fo

un

d w

hen

it

’s w

arm

ou

t.W

hat

do

we

call

th

ese

pla

nts

? T

hey

hav

e n

am

es li

ke b

lazi

ng s

tar.

Th

ese

pla

nts

bri

ng

colo

r to

th

e d

ry

gra

ssla

nd

s.

Ph

on

ics

: U

nd

erl

ine

wo

rds in

th

e s

tory

th

at

ha

ve t

he

sa

me

vo

we

l so

un

d y

ou

he

ar

in

ho

w a

nd

ho

use

.

Co

mp

reh

en

sio

n:

Wh

at

ha

pp

en

s in

th

e

Arc

tic a

fte

r th

e s

no

w m

elts?

23



© M

ac

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/Mc

Gra

w-H

ill

Name

Practice

Phonics:

Diphthong oy, oi

joy broil

A. Circle the word that best completes the sentence.

Then write the word on the line.

1. In my family, there are three girls

and four .

bets boys boiled

2. If you have one penny and five dimes,

you have six .

coins cones coils

3. Tell me when the water in the

pot starts to .

boy bowl boil

4. That child has a lot of .

towns tugs toys

5. Pam filled the pot with .

sock soil soy

B. Circle the letters that make the oy and oi sound in all

the answer choices.

b s boilybo

boys

coins

boil

toys

nco coil

boil

oys

oylso

oy

s

boil

soil

toys



© M

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Name

Practice


Contractions

A contraction is a short way to write two words.

is not = isn’t do not = don’t did not = didn’t

A. Fill in the words to make the contraction in bold.

Example: I didn’t see the black cat.

+ =

1. Meg didn’t like the game.

+ =

2. The boys don’t like the game.

+ =

3. The girl isn’t going to the party.

+ =

4. The kids don’t miss a chance to play outside.

+ =

B. Read each sentence. Write the contraction for the

underlined words.

1. We do not want any peas.

2. Hank is not in class today.

3. She did not want to help.

did not didn’t

did

do

is

do

not

not

not

not

didn’t

don’t

don’t

isn’t

didn’t

isn’t

don’t



© M

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Name

Practice

Vocabulary:

Context Clues

A. Vocabulary Words: Cloze Sentences Write a word


around should again door

1. Did you see the clown the corner?

2. Yes, and I’d like to see him .

3. We need to paint the front .

4. What color we paint it?


the context clues that help you figure out the meaning

of each word in dark print.

1. I was so hot, it felt nice to jump in the freezing water.

2. Beth felt sluggish, but Jon was excited.

3. Sam was weak and sick last week, but now he feels

powerful.

4. The king seemed evil, but he wished he could be kind and

nice like the queen.

5. A lion is a wild animal and not a tame pet.

around

again

door

should



© M

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Name

Practice

Comprehension:

Sequence

The order in which things happen in a story is called

the sequence.

As you read “Roy and Joy,” fill in the Sequence Chart.

First

Next

Last



Roy and Joy Shop

At la

st, Roy a

nd Joy m

ade up

th

eir min

ds. T

hey picked out a

book about a boy an

d his p

et frog. T

hen

they picked out a

p

ain

t set.“You

chose su

ch great th

ings!”

said M

iss Pig. “Have fu

n w

ith

them

!”Sh

e waved to th

em from

the

door.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s s

ho

uld

,

ag

ain

, do

or, a

nd

aro

un

d in

the

sto

ry.

Roy a

nd Joy h

ad ten coin

s to sp

end.

“Wh

at shou

ld we get w

ith ou

r coin

s?” asked R

oy.“I don

’t know

,” said Joy. “Let’s

go shoppin

g an

d see!” So off th

ey wen

t. A

t Ho

me

:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Roy

an

d Jo

y a

nd

thei

r co

ins

wen

t to

Mis

s Pi

g’s

toy

stor

e.“W

e lik

e th

ings

th

at w

e ca

n

hav

e fu

n w

ith

,” s

aid

Roy.

“An

d w

e li

ke t

hin

gs t

hat

we

can

use

aga

in a

nd

aga

in,”

ad

ded

Joy.

Ph

on

ics

: U

nd

erl

ine

th

e o

ya

nd

oi

wo

rds in

the

sto

ry.

Co

mp

reh

en

sio

n:

Wh

at

ha

pp

en

ed

on

ce

Ro

y a

nd

Jo

y a

rriv

ed

at

the

sto

re?

“I t

hin

k yo

u’ll

fin

d lo

ts o

f th

ings

you

lik

e, lo

ok a

rou

nd,

” sa

id

Mis

s Pi

g.R

oy a

nd

Joy

look

ed a

t ga

mes

a

nd

toys

. Th

en t

hey

look

ed a

t bo

oks.

Th

ey lo

oked

for

a lo

ng

tim

e.

23



© M

ac

mil

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/Mc

Gra

w-H

ill

Name

Practice

Phonics:

Vowel Digraphs:

oo, ui, ew

moon suit drew



1. My came off in the snow pile.

boat boot beat

2. Dad put the grapes in the bowl.

fruit fry from

3. Kate on a plane to visit us.

flat fling flew

4. My fell out when I ate lunch.

tooth tune tart

5. I had to get a new for school.

soap suit scent

6. We a picture on the board.

duke dull drew

B. Go back and circle oo, ui, or ew in the answers above.

boot

fruit

flew

tooth

suit

drew

ruit

oo

ew



© M

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Name

Practice



-s, -es, -ed, -ing

You can add the endings -s, -es, -ed, or -ing to make

new words.

A. Fill in the missing letters to make the words in bold.

Circle the new ending you added.

Example: save – + =

1. Ten boats went racing on the lake.

race – + =

2. Ellen stopped at the red light.

stop + + =

3. Mom kisses the baby.

kiss + =

4. Tony runs in the park.

run + =

B. Circle the words with the correct endings -s, -es, -ed, -ing.

bending bendding messes messs

stepped steped raking rakeing

sleepes sleeps bakd baked

e ing savingving

bending

e

p

ing

ed

es

s

racing

stopped

kisses

runs

cing

pped

es

messes

stepped raking

sleeps

n



© M

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Name

Practice

Vocabulary:

Word Parts

ed ing s

1. When the light turn green, we can go.

2. I can see something fall now.

3. Last night, we roast chicken for dinner.

4. It is start to snow.

5. In first grade, I start to play the flute.

6. A balloon burst if you stick it with a pin.

B. Vocabulary Strategy: Word Parts Choose a

word part from the box to complete each word in bold.

pull would come your



you like to know a secret?

with me and see what it is. Look! If you

open this door, you will have fun. pals

are having a party for you!

s

ing

ed

ing

ed

s

Would

pull

Come

Your



© M

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Practice

Comprehension:

Fantasy/Reality

Reality is something in a story that could really happen.

Fantasy is something in a story that could not really happen.

As you read “The Loose Tooth,” fill in the Reality

and Fantasy Chart.

Reality Fantasy

What Could Happen?

What Could Not Happen?



Jack’s Loose Tooth

“Stop th

inkin

g about your

loose tooth,” said Jack’s m

om.

“It will com

e out son.”

So Jack did a

s Mom

said.

He stopp

ed thin

king abou

t it. In

fact, his loose tooth

slipped

his m

ind. A

nd th

at nigh

t, at la

st, his tooth

slipped ou

t!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s c

om

e, yo

ur,

pu

ll, an

d w

ou

ld in

the

sto

ry.

Jack had a

loose tooth. H

e w

iggled it arou

nd a

nd played

with

it a lot. B

ut h

is tooth

wou

ld not com

e out.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


“Ch

ew o

n s

ome

ha

rd b

ut

juic

y fr

uit

,” s

aid

his

pa

l, K

im.

So J

ack

chew

ed o

n s

ome

juic

y fr

uit

. It

wa

s h

ard

, bu

t th

e to

oth

wou

ld n

ot c

ome

out!

“Giv

e it

a g

ood

pull!

” sa

id

his

pa

l, R

ick.

So

Jack

tri

ed

pull

ing

on h

is lo

ose

toot

h.

Bu

t th

at h

urt

. An

d st

ill,

the

toot

h h

un

g on

!

Ph

on

ics

: U

nd

erl

ine

th

e w

ord

s in

th

e s

tory

tha

t h

ave

th

e s

am

e v

ow

el s

ou

nd

yo

u h

ea

r in

foo

d a

nd

su

it.

Co

mp

reh

en

sio

n:

Co

uld

wh

at

ha

pp

en

ed

to

Ja

ck r

ea

lly h

ap

pe

n?

23



© M

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Name

Practice

Fluency

At Home: Reread aloud and talk about growing flowers.


B. Read aloud these silly sentences to yourself or

a partner. Pause at the single slashes (/) and stop

at the double slashes (//). Make sure to change

your voice when you read a question mark (?) or an

exclamation point (!).

1. Did you know/ that plants grow?//

2. That big,/ brown cow/ can use the plow!//

3. Did the clown/ fall right down?//

4. The cloud in the sky/ looks like a mouse/ fl ying by.//

5. Mom,/ Dad,/ and I/ hiked a mile high!//



7

12

16

21

28

37

46

53

You can grow flowers inside a house.

How can you grow them?

Get cups or pots.

Put dirt into the cups.

Put a few seeds in each cup.

Put a little dirt on top of the seeds.

The seeds must have sun and lots to drink.

Soon you will have pretty flowers. Some

might be yellow. Others might be white. 60




© M

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Practice

Fluency

At Home: Reread aloud and talk about Roy and Joy.



reading.


Paid attention to

periods, commas,

end punctuation






10

14

20

29

32

37

41

46

Roy and Joy played high up in a tree. They saw a big house.

“Should we go in?” asked Roy.

“Why not?” said Joy. “We are brave! We will look for toys.”

Roy pointed at the window.

“You first,” he said.

“No, no, after you,” said Joy.

Roy and Joy went in. 51




© M

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Name

Practice

Fluency


reading.


Paid attention to

periods, commas,

end punctuation




At Home: Reread aloud and talk about pet rabbits.




8

15

24

33

41

51

Stew has a pet rabbit named Sue. She

lives in a hutch. Sometimes Sue feels

cooped up. Stew lets her out to run around,

but not by herself. That would not be safe!

Sue likes fresh fruit. She likes to chew

on sticks, too. Stew pulls a stick on a string.

When Sue catches it, she starts to chew. 59




© M

ac

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Name

Practice

Vocabulary:


Review

A. Circle the word that best completes each

sentence.

1. Please close the .

door picture

2. Can you over and play?

call come

3. Today was warm.

only very

4. The dentist will my tooth.

pull fall

5. Please the kids to lunch.

upon call


fall full colors pretty come

Dear Beth,

The is here. I took

a walk and saw trees of leaves of

many . They were red and yellow.

and visit us soon!

Your cousin,

Dori

door

come

very

pull

call

fall pretty

full

colors

Come


Grade 2/Unit 4


© M

ac

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/Mc

Gra

w-H

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Name

foot

A. Circle the word that best completes each sentence.

Then write the word on the line. Circle oo in your answers.

1. I have read this many times.

boot book bored

2. My mom is making a scarf with red .

wool walk wore

3. Please hang your coat on the .

hand horn hook

4. This pencil is made of .

work wood wool

5. What should we for dinner?

cool could cook

B. Underline the words that have the same middle sound

as foot.

should shut could would did

Practice

Phonics:

Vowel Diagraphs

oo, ou

The letters oo and ou can stand

for the vowel sound you hear in

foot and should.

book

wool

hook

wood

book

wool

wood

cook

oo

woo

oo

woo

oo



© M

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/Mc

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Name

Practice


Synonyms, Antonyms

Synonyms are words that mean almost the same

thing, like happy and glad.

Antonyms are words with opposite meanings, like

happy and sad.

A. Read the first word in each row. Circle the synonym.

Underline the antonym.

1. start begin stop

2. near far close

3. inside within outside

4. fast slow quick

5. high tall low

6. small large little

B. Complete each sentence with a word from above.

1. I want to go fast, but my horse is .

2. Our bus stop is our house, but the school is

far away.

3. The tree was so tall, I needed to climb on a branch to see the top.

4. Please the spelling test when the bell starts

to ring.

slow

near

low

stop



© M

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Name

Practice

Vocabulary:

Context Clues

A. Vocabulary Words Answer true or false for each

statement.

1. You have a birthday every year. true false

2. A young dog is called a kitten. true false

3. You can see people up in the night sky. true false

4. We learn things here in class. true false

soccer Kim yellow eight March

1. Red, , and blue are colors.

2. Tennis, , and hockey are sports.

3. Three, seven, and are numbers.

4. , May, and June are months.

5. Tom, , and Kurt are names.

B. Vocabulary Strategy: Context Clues Choose a

word from the box to complete each sentence. Write it on

the line. Then underline the context clues that helped you.

yellow

soccer

eight

March

Kim

✓✓

✓✓



© M

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Name

Practice

Comprehension:

Draw Conclusions

You can use facts from a selection to understand what

you read. This is how you draw conclusions.

As you read “From Sheep to Wool,” fill in the

Conclusion Chart.

Facts Facts

Conclusion



Lo

okin

g a

t Sheep

People can

ma

ke ma

ny

thin

gs from w

ool. Th

ey can

m

ake w

arm

coats, hats, a

nd

mitten

s. Ca

n you

thin

k of m

ore thin

gs made from

wool?

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s h

ere

, yea

r,

an

d p

eo

ple

in th

e s

tory.

Sheep

live in lots of places.

Here in

the U

nited States,

Texas h

as th

e most sh

eep. Sh

eep n

eed plenty of op

en

lan

d for grazin

g. A

t Ho

me

:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


A s

hee

p h

as

two

sha

rp

hoo

ves,

or

toes

, on

eac

h fo

ot.

Wh

en it

s w

ool c

oat

is t

hic

k,

a s

hee

p lo

oks

bigg

er t

ha

n it

re

ally

is. M

ost

shee

p h

ave

coat

s th

at a

re w

hit

e. B

ut

som

e ki

nd

s of

sh

eep

hav

e gr

ay o

r sp

otte

d co

ats.

Th

ere

are

ma

ny

kin

ds,

or

bree

ds,

of

shee

p. S

ome

bree

ds

are

ra

ised

for

mea

t. O

ther

s a

re r

ais

ed fo

r w

ool.

A s

hee

p’s

woo

l is

cut

each

ye

ar

wh

en it

get

s h

ot. W

hen

it

get

s co

ol a

gain

, th

e sh

eep

gr

ows

a n

ew c

oat.

Ph

on

ics

: U

nd

erl

ine

th

e w

ord

s in

th

e s

tory

with

th

e o

oso

un

d a

s in

loo

k.

Co

mp

reh

en

sio

n:

Wh

y d

oe

s t

he

sh

ee

p’s

co

at

ge

t c

ut?

23



Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

Practice

Phonics:

Vowel Digraphs

a, au, aw

A. Draw a line under the word that completes each


1. The sun comes up at .

down dawn dew

2. The spaceship will .

launch lunch lamp

3. When I am sleepy, I start to .

yip yarn yawn

4. Do you want more on the meat?

sauce saw sack

5. A flew over the trees.

hook hawk haul

6. My aunt will to me on Sunday.

take talk test

7. I like to play with the .

ball back blue

B. Go back and circle a, au, and aw in the answers

above.

paw walk haul

dawn

launch

yawn

sauce

hawk

talk

ball

aw

aun

yawn

sauc

haw

al

a



© M

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Name

Practice


Homophones

Homophones are words that sound alike but have

different meanings and spellings.

The words see and sea are homophones.

A. Draw a line to match the homophones.

1. flew tale

2. hour rode

3. tail flu

4. wood male

5. road our

6. mail would

B. Complete each sentence with a homophone

from above.

1. We took the that went by the shore.

2. I a horse at the ranch.

3. A big bird over the backyard.

4. Mike is sick in bed with the .

flew

road

rode

flu



Name

Practice

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Vocabulary:

Context Clues

A. Vocabulary Words. Answer true or false for each

statement.

1. You go to school on Saturday. true false

2. You can buy eggs at the store. true false

3. You put mittens on your hands. true false

4. Sad stories make most people laugh. true false

B. Vocabulary Strategy: Context Clues Circle the

homophone that makes sense in the sentence. Write it on

the line.

1. The kids stood in waiting for lunch. (rows, rose)

2. The is pretty and has a sweet smell.

(rows, rose)

3. You can a new pair of shoes. (buy, by)

4. Please stand the tree. (buy, by)

5. I will speak louder if you can not me.

(hear, here)

6. You will find the tools you need . (hear, here)

rows

rose

buy

by

hear

here

✓✓✓

✓



© M

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mil

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/Mc

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w-H

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Name

Practice

Comprehension:

Sequence

The sequence of a story is the order in which things

happen.

As you read “Paul’s School Trip,” fill in the

Sequence Chart.

First

Next

Last



Daw

n’s Class Trip

Wh

en it w

as tim

e to leave, D

awn

hu

gged the goat.

“I’ll come visit you

!” she said.

On

the bu

s, Daw

n sm

iled. “I’m

going to w

rite a story

about th

at sweet goat!”

she sa

id.

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s s

ch

oo

l,

bu

y, an

d la

ug

h in

the

sto

ry.

Daw

n’s cla

ss took a trip

to a

pettin

g zoo. Her cla

ss left sch

ool at 9:00 A.M

. an

d rode a

bus to th

e zoo. A

t Ho

me

:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


At

the

zoo,

th

ey h

ad t

o bu

y ti

cket

s. T

hen

th

ey s

aw t

he

goat

s.D

awn

saw

a s

wee

t lo

okin

g go

at a

nd

pet

ted

it. A

fter

th

at,

the

goat

did

not

leav

e h

er s

ide!

“It’s

not

my

faul

t!” s

aid

Daw

n.“T

his g

oat k

eeps

follo

win

g m

e!”

Th

en t

hey

saw

pon

ies

and

hors

es. T

he g

oat s

taye

d by

Daw

n.

Her

cla

ssm

ates

beg

an

to

lau

gh.

“I t

hin

k th

is g

oat

rea

lly li

kes

me!

” sa

id D

awn

.

Ph

on

ics

: U

nd

erl

ine

th

e w

ord

s in

th

e s

tory

with

au

as

in P

au

l an

d a

w a

s in

pa

w.

Co

mp

reh

en

sio

n:

Wh

at

ha

pp

en

ed

aft

er

Da

wn

pe

tte

d t

he

go

at?

23



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Name

Practice

Fluency


reading.


Paid attention to

periods, commas,

end punctuation




At Home: Reread aloud and talk about Ruth and her lamb




10

20

28

35

43

50

60

Ruth was a young girl. She had a little lamb.

Its wool was as white as snow. Ruth took the

lamb with her to each place she went.

Ruth’s lamb became a sheep. Each year

Ruth shaved her sheep. She spun the wool

into yarn. Ruth made scarves for people.

Here is a wool scarf. Do you think the wool

came from Ruth’s sheep? 64




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Practice

Fluency


reading.


Paid attention to

periods, commas,

end punctuation




At Home: Reread aloud and talk about a day at school.




09

15

23

32

41

51

62

I am having fun at school. First, I played

with beanbags. Paul tossed a beanbag.

I caught it. Next, our teacher taught us

math. I like math! Then, we had to write

jokes. The jokes made me laugh. Now I buy

a sandwich for lunch. I sit on the lawn to

eat it. After lunch, we will go to art. I like

to draw. 64




Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

kit/ten

Practice

Phonics:

Closed Syllables

A. Put the two syllables together. Read the word and write


1. rab bit

2. nap kin

3. hap pen

4. pup pet

5. pen cil

6. pump kin

B. Complete each sentence using a word from above.

1. I write with a .

2. Mike has a for a pet.

Closed Syllable

rabbit

pencil

rabbit

napkin

happen

puppet

pencil

pumpkin



© M

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Name

Practice


Contractions


it is = it’s she is = she’s he is = he’s

is not = isn’t they are = they’re we are = we’re

A. Fill in the words to make the contraction in bold.

1. It’s a long way for us to get home.

+ =

2. Isn’t that joke funny?

+ =

3. We’re having so much fun!

+ =

4. He’s the same size as me.

+ =

5. They’re not going to meet us.

+ =


underlined words.

1. She is my best pal.

2. He is a fast runner.

3. It is time to eat.

4. They are sitting in the grass.

is

not

are

is

are

It

Is

We

He

They

It’s

Isn’t

We’re

He’s

They’re

She’s

He’s

It’s

They’re



Name

Practice

© M

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w-H

ill



weekend, I get out my sled and hope

it snows. I outside in my boots and

look at the sky. But there is never snow.

After awhile, I go back inside. I think I like spring

.

any every walk better

Vocabulary:

Word Parts

B. Vocabulary Strategy: Word Parts Choose a prefix

or suffix from the box to complete each word in bold.

ful less ly un re dis

1. We can find a way to use these boxes.

2. My cat likes being cold and wet.

3. I lost my hat and now I am hat .

4. She walks too slow and misses the bus.

5. I felt happy when I didn’t ace the test.

6. Dad is glad that we are help .

Every

walk

any

better

re

ly

ful

un

dis

less



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Name

Practice

Comprehension:

Summarize

To summarize a selection, tell about the main events,

or the most important things that happen.

As you read “The Stray Dog,” fill in the Summarize

Chart.

Beginning

Middle

End

Summary



Prin

ce

ss G

oe

s

to S

ch

oo

l

Th

e school sen

ds u

s hom

e. I sh

ow Prin

cess a treat ju

st like th

ey did in

school.

I tell her to sit. Sh

e sits! Th

en

she com

es an

d she ju

mp

s. Sh

e does everythin

g I ask.

Wh

at a splen

did dog!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s a

ny a

nd

wa

lk in

the

sto

ry.

Princess is m

y pupp

y. She

ha

s bad habits. Sh

e eats our

food. She ju

mp

s on Sa

mm

y. Sh

e chew

s her lea

sh w

hen

we

take h

er for a w

alk.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


“Pri

nce

ss is

a p

robl

em,”

sa

id M

om. “

She

nee

ds

to b

e tr

ain

ed. W

e m

ust

ta

ke h

er t

o sc

hoo

l.”B

ut

Prin

cess

doe

sn’t

wa

nt

to g

o to

sch

ool.

She

is u

pse

t w

hen

we

take

her

.

At

last

, we

get

Prin

cess

to

cla

ss.

Bu

t lo

ts o

f ba

d th

ings

hap

pen

. Sh

e ju

mp

s on

a t

imid

pu

ppy.

Sh

e ba

rks.

Sh

e w

ill n

ot d

o a

ny

tric

ks.

Ph

on

ics

: U

nd

erl

ine

wo

rds t

ha

t h

ave

a

clo

se

d s

ylla

ble

.

Co

mp

reh

en

sio

n:

Ho

w d

oe

s P

rin

ce

ss a

ct

at

the

be

gin

nin

g o

f th

e s

tory

? D

oe

s s

he

act

the

sa

me

or

dif

fere

nt

at

the

en

d?

23



Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

A. Read each word. Draw a line to divide each word into

syllables. Then write the syllables on the lines.

1. kitten

2. helmet

3. magnet

4. lesson

5. button

6. sunset

B. Complete each sentence using a word from above.

1. I wear a when I ride my bike.

2. My shirt is missing a .

Practice

Phonics:

Closed Syllables

in/sect

Closed Syllable

kit

mag

hel

les

but

sun

helmet

button

ten

net

met

son

ton

set

s

t

t



© M

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Practice


-er, -est

A. Circle the word that completes each sentence. Write it

on the line. Underline the suffix -er or -est in your answers.

1. My sister is than me.

faster fastest

2. She is the kid in our class.

smarter smartest

3. That dog is the dog of all!

sweetest sweeter

4. Are they than us?

taller tallest

5. That is the bug I have ever seen!

smaller smallest

B. Write two sentences about animals. Use the word

fastest in one sentence. Use the word taller in the other.

1.

2.

The suffix -er compares two things. The suffix -est

compares three or more things.

faster

smartest

sweetest

taller

smallest

smartest

sweetest

taller

smallest

faster



Name

Practice

© M

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w-H

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Vocabulary:

Thesaurus

A. Vocabulary Words: Cloze Paragraph Write a

word to complete each sentence.

Some people think it’s easy to spell

names. My first name is Johanna. There are

letters in my first name. My last name is

Sullivan. There are eight letters in my last name. I’m

glad that I have only parts to my name. It

was hard to how to spell such long names!

their seven two learn

B. Vocabulary Strategy: Thesaurus Write a

word from the box that means the same thing as the

underlined word.

silent sleepy loud far

1. You need to be quiet when the baby is sleeping.

2. The moon is distant from us.

3. I felt tired after my long run.

4. That noisy music makes my ears hurt!

silent

far

sleepy

loud

their

seven

two

learn



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Name

Practice

Comprehension:

Make Inferences

You can use what you already know and what you

learn from a selection to make inferences.

As you read “All About Kittens,” fill in the

Inference Chart.

What I Read What I Know

My Inferences



Seven Puppies

A good tim

e to get a n

ew

pupp

y is wh

en it is six

to eigh

t weeks old. T

his girl h

as

just ch

osen a

pupp

y. She

hold

s the pu

ppy in

her a

rms.

It feels fuzzy a

nd sw

eet. Th

ey a

re both so h

appy!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s s

eve

n,

the

ir, two

, an

d le

arn

in th

e

sto

ry.

Th

is dog gave birth to seven

pu

ppies. A

t first, the puppies are fed by

their m

om. Th

e puppies cann

ot see for th

e first two w

eeks. W

hen

they a

re about th

ree w

eeks old, it is comm

on for

puppies to sta

rt wa

lking a

nd

barkin

g. A

t Ho

me

:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Now

th

e pu

ppie

s a

re

eati

ng

rea

l dog

food

. Th

ey

like

th

eir

food

a lo

t. T

hey

lick

th

e bo

wls

cle

an

.

Ph

on

ics

: U

nd

erl

ine

th

ree

wo

rds in

th

e s

tory

tha

t h

ave

a c

lose

d s

ylla

ble

.

Co

mp

reh

en

sio

n:

Ho

w c

an

yo

u t

ell

tha

t th

e

pu

pp

ies li

ke t

he

ir f

oo

d?

Th

e pu

ppie

s le

arn

ma

ny

new

th

ings

. Th

e pu

ppie

s a

re

fun

ny.

Th

ey le

ap a

nd

yelp

. T

hey

ch

ase

th

eir

own

ta

ils.

O

ne

of t

he

pupp

ies

seem

s ti

mid

. It

acts

sh

y, b

ut

then

all

of

a s

udd

en it

leap

s u

p!

23



Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

Practice

Phonics:

Open Syllables

Which word in each pair has an open first syllable? Write

the word.

Example: re/cess milk/man

1. ta/ken fab/ric

2. co/bra hap/pen

3. sub/mit re/cent

4. re/sult kit/ten

5. a/pron sud/den

6. but/ton ba/sic

7. be/gan rab/bit

8. in/sect pi/lot

9. si/lent back/pack

10. pic/nic to/ken

ba/by

Open Syllable

recess

basic

cobra

pilot

taken

began

recent

silent

result

token

apron



© M

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Practice


Synonyms, Antonyms

Synonyms are words that have almost the same meaning.

Antonyms are words that have opposite meanings.

A. Read these word pairs. If the words are synonyms,

write S on the line. If they are antonyms, write A on

the line.

B. Use a word from above to complete each sentence.

1. On Sunday I play my drums before lunch, and on Friday

I play them lunch.

2. The wind and snow make me feel .

3. Please the door when you leave.

4. Our puppy was when we first got her.

5. My pants got from planting in

the garden.

1. cold chilly

2 big tiny

3. dirty clean

4. close shut

5. before after

shut/close

cold/chilly

dirty

after

S

A

A

S

A

tiny



Name

Practice

© M

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w-H

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When I was I could not reach the

book shelf in my room. I can reach

it. When I look at my books, I who

gave them to me. I plan to my baby

books to my little sister soon.

B. Vocabulary Strategy: Word Parts Circle the correct

word to complete each sentence. Then write the word on

the line.

1. Frank a cake for my birthday.

baking baked

2. She up to five hundred.

count counted

3. I at the cute puppy.

smiled smiles

4. My dog up my best stuffed toy.

chew chewed

small now give remember

Vocabulary:

Word Parts

small

Now

remembergive

baked

counted

smiled

chewed



© M

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Practice

Comprehension:

Make Inferences

You can use what you know and what you have read to

make inferences about a story.

As you read “The Old Chest,” fill in the

Inference Map.

What I Read What I Know

My Inference



At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Jen said, “I w

ish I had braids.”

“Your h

air m

ust grow

to look like m

ine,” Lu

cy said. “T

hat

will be w

hen

you a

re a lot

older!”

Hig

h-F

req

ue

nc

y W

ord

s:

Un

de

rline

the

wo

rds n

ow

an

d s

ma

ll in th

e s

tory.

Lucy’s Bra

ids

Lucy h

ad long bra

ids. Sh

e did

not like th

em.

“I liked them

wh

en I w

as

sma

ll,” she sa

id. “Bu

t now

I look like a

baby.”



4


Ph

on

ics

: C

ircle

tw

o w

ord

s t

ha

t h

ave

an

op

en

sylla

ble

.

Co

mp

reh

en

sio

n:

Ho

w d

o L

ucy

an

d J

en

fee

l ab

ou

t th

e b

raid

s?

“Jen

, wil

l you

cu

t m

y h

air

?”

ask

ed L

ucy

. “I

don

’t w

an

t th

ese

bra

ids.

”“N

o w

ay! M

om w

ill b

e a

ngr

y!”

said

Jen

. “A

nd

besi

des,

th

ose

bra

ids

are

so

cu

te!”

“Th

an

ks,”

sa

id L

ucy

. “M

aybe

I

can

fix

th

em. I

kn

ow! I

wil

l pu

t th

em u

nde

r m

y ch

in.”

She

show

ed J

en. J

en w

as

sile

nt

for

a m

omen

t. T

hen

sh

e sm

iled.


23



© M

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Practice

Fluency

At Home: Reread aloud and talk about pet training.



reading.


Paid attention to

periods, commas,

end punctuation






8

18

28

39

50

59

My dog Blitzen can do lots of tricks.

When Blitzen wants to go for a walk, he scratches

the door. Blitzen can go out and get my ball

in the rain. He grips it in his teeth. Then he

comes back. He is the best dog. Still I wish I

could train Blitzen to make me a sandwich for

lunch! 60




© M

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Practice

Fluency

At Home: Reread aloud and talk about bobcats.



reading.


Paid attention to

periods, commas,

end punctuation






7

14

22

30

35

42

51

60

Some cats are pets. Some cats are

wild. A bobcat is wild. Bobcats have

yellow-brown or red-brown fur. Their fur

is streaked with dark stripes or spots. A

bobcat has a short tail.

A young bobcat grows inside its mom

for around seven to eight weeks. Then it is

born. A young bobcat learns to hunt from its

mom. It learns many lessons from its mom. 68




© M

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Practice

Fluency

At Home: Reread aloud and talk about whales.



reading.


Paid attention to

periods, commas,

end punctuation






11

21

34

45

57

67

What’s in the chest? It is not a secret. I will

give you hints. This thing is black and white. In

real life, it is not small. It is quite big. In real life,

it can swim and can blow water from a hole. But

it is not real. What is it? Think! I will open the

chest and show you now. It is your old stuffed

whale! 68




© M

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Practice

Vocabulary:


Review

A. Circle the word that best completes each sentence.

Then write the word on the line.

1. Many came to see the school play.

dogs young people

2. I want to a new notebook.

learn buy put

3. My bike has wheels.

two seven ten

4. I just read a book that made me .

here laugh give

5. I took a and saw a pretty garden.

walk school better

B. Draw a line to match the word with its definition.

1. small not old

2. two little

3. here one plus one

4. young 365 days

5. learn opposite of there

6. year get to know something

people

buy

two

laugh

walk


Grade 2/Unit 5

RI11_A_2_PB_U5_EUAI_B.indd 180RI11_A_2_PB_U5_EUAI_B.indd 180 9/3/10 11:31 AM9/3/10 11:31 AM

© M

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Name

apple regal mussel



1. The rose is red.

petal pan pumpkin

2. I at the joke.

glee giggle girl

3. I have one and one dime.

napkin nickel nuzzle

4. Please sit at the .

tale tell table

5. The horse went in the .

stable steal spill

B. Go back and underline the second syllable in the

answers above.

Practice

Phonics:

Consonant + le

Syllables

petal petal

giggle

nickel

table

stable

giggle

nickel

stable



© M

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Name

Practice


Homophones

Homophones are words that sound alike but have

different spellings and meanings. The words hare and

hair are homophones.

A. Draw a line to match each word with its homophone.

1. ate rose

2. week one

3. won eight

4. sent weak

5. rows cent

B. Fill in each blank with a word from above that makes

sense.

1. The newborn kittens are tiny and .

2. Please make five of desks in our class.

3. I a sandwich for lunch.

4. Grandma me a thank-you note.

5. I ran so fast I the race!

weak

rows

ate

sent

won



© M

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Name

Practice

Vocabulary:

Context Clues

A. Vocabulary Words: Cloze Sentences Write a word


1. My dad a dollhouse for me.

2. I was happy when it was .

3. You can look inside the windows.

4. I think it’s the best dollhouse in the whole !

B. Vocabulary Strategy: Context Clues Read the

pairs of sentences below. Use context clues from the first

sentence to help you complete the other sentence.

Example: The sheep has brown wool.

The wool is brown.

1. The girl has a warm hat.

The hat is warm.

2. Burt has a good book.

book is good.

3. The cook has a huge pot.

The pot is huge.

4. The doorbell has a loud ring.

The ring is loud.

done through built world

sheep’s

girl’s

Burt’s

cook’s

doorbell’s

built

done

through

world



© M

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Practice

Comprehension:

Author’s Purpose

Understanding the author’s purpose means

understanding why the author wrote something.

As you read “Bridges and Tunnels,” fill in the

Author’s Purpose Chart.

Clue Clue

Author’s Purpose



At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

Bridges h

elp u

s in lots of w

ays. B

ridges bring p

eople together.

Th

ey take ca

rs, trucks, a

nd

train

s from place to place.

Ca

n you

find a

bridge in you

r city or tow

n? H

ow is it h

elpful?

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s b

uilt, d

on

e

an

d w

orld

in th

e s

ele

ctio

n.

A bea

m bridge is a

simple

kind of bridge. People m

ade th

em lon

g ago. Ma

ny bea

m

bridges were m

ade with

a

single log or tree. Later, bea

m

bridges used five or six

logs tied togeth

er. Th

at made th

em

stronger a

nd m

ore stable.

Let’s Cross

a Bridge



4


Bea

m b

ridg

es h

ave

cha

nge

d a

lot.

Bea

ms

are

now

mad

e ou

t of

met

als

su

ch a

s st

eel.

Th

at

ma

kes

them

str

ong

an

d st

able

.

Bea

m b

ridg

es c

an

be

fou

nd

in

mos

t p

art

s of

th

e w

orld

.

Som

e br

idge

s a

re b

uilt

wit

h

stee

l cab

les.

Th

is is

th

e G

olde

n

Gat

e B

ridg

e in

Ca

lifo

rnia

. It

is

very

lon

g!

It t

ook

fou

r ye

ars

to

get

this

br

idge

don

e. N

ow, m

an

y ca

rs

an

d tr

uck

s a

re a

ble

to c

ross

th

is

brid

ge e

ach

day

.

Ph

on

ics

: U

nd

erl

ine

th

e w

ord

s in

th

e

se

lectio

n t

ha

t e

nd

in -

le.

Co

mp

reh

en

sio

n:

Wh

y d

id t

he

au

tho

r w

rite

this

se

lectio

n?

23



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Practice

Phonics:

Vowel Team

Syllables

Vowel teams with two vowels, such as ea, ee, oa, au,

ai, and oo can help you read long words. When two

vowels are together in a long word, they often stay in

the same syllable. A vowel and a consonant, such as

ow, can be a vowel team, too.

A. Put the two syllables together to make a word. Read

the word. Write it on the line. Then circle the vowel team.

Example: seat belt

1. sea son

2. rain coat

3. six teen

4. el bow

5. Au gust

6. rac coon

B. Complete each sentence with a word you made. Circle

the vowel teams.

1. I will put on my .

2. What is the coldest?

seatbelteat

season

sixteen

elbow

raincoat

raincoat

August

raccoon

coat

coat

season



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Practice

careful S


Suffixes and Prefixes

Prefixes are word parts added to the beginnings

of words to change their meanings. Suffixes are

word parts added to the ends of words to change

their meanings.

lovely painful untie

A. Write new words by adding prefixes or suffixes. Write

P if you added a prefix. Write S if you added a suffix.

B. Fill in each blank with a word from the box. Circle the suffix

or prefix in your answers.

1. My new dress is so .

2. My toothache was very .

3. I will my laces.

1. mind re

2. quick ly

3. count dis

4. un hurt

5. or act

Example: ful care

lovely

painful

untie

remind

quickly

discount

unhurt

actor

P

S

P

P

S

ely

nful

unt



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Practice

A. Vocabulary Words: Cloze Paragraph Choose a

word from the box to complete each sentence.

I am going to write a story my trip to

Spain. I really liked Spain I got to ride a

donkey. Once, I rode the donkey twenty

minutes. I saw so many cool in Spain!

about because for things

Vocabulary:

Word Parts

B. Vocabulary Strategy: Word Parts Circle the

word that best completes the sentence. Then write the

word on the line.

1. I hope I get a for my birthday.

bike bikes

2. We have so many to read.

page pages

3. How many are in a week?

day days

4. My mom runs five every day.

mile miles

about

because

for

things

bike

pages

days

miles



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Practice

Comprehension:

Compare and Contrast

When you compare, you tell how things are alike.

When you contrast, you tell how things are different.

As you read “We Need Teeth,” fill in the Compare

and Contrast Chart.

Animal Animal Animal

Behavior Behavior Behavior



At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.

To ma

inta

in h

ealth

y teeth,

you a

lso need to go to th

e den

tist.

So brush

your teeth

each

day. Visit a

dentist. T

hat w

ay you

will avoid problem

s. You

will be able to u

se your teeth

for a

long tim

e to come!

Hig

h-F

req

ue

nc

y W

ord

s:

Circ

le th

e w

ord

s th

ing

s a

nd

for in

the

sto

ry.

Healthy Teeth

We u

se our teeth

a lot. We

mu

nch

. We cru

nch

. We ch

ew.

With

out health

y teeth w

e cou

ld not enjoy m

ost foods. H

ow can

we keep ou

r teeth

health

y?



4


Ph

on

ics

: U

nd

erl

ine

th

ree

wo

rds w

ith

a

vow

el t

ea

m s

ylla

ble

.

Co

mp

reh

en

sio

n:

Co

mp

are

an

d c

on

tra

st

the

dif

fere

nt

wa

ys

to

ma

inta

in h

ea

lth

y t

ee

th.

Th

ere

are

lots

of

thin

gs w

e ca

n d

o. F

irst

, we

nee

d to

br

ush

ou

r te

eth

. To

ma

inta

in

hea

lth

y te

eth

, we

nee

d to

br

ush

at

lea

st t

wic

e da

ily.

Th

ere

are

ma

ny

kin

ds

of

toot

hbr

ush

es. W

hic

h b

rush

do

you

like

? A

tim

er c

an

tel

l yo

u w

hen

to

stop

. It

wil

l bu

zz

to le

t yo

u k

now

.

23



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Practice

Fluency

At Home: Reread aloud and talk about the directions.


B. Read these silly sentences aloud to yourself or a

partner. Pause at the single slashes (/) and stop at the

double slashes (//). Make sure to change your voice when

you read a question mark (?) or an exclamation point (!).

1. That puzzle/ did not dazzle!//

2. Did you see/ a little,/ red bird/ in the jungle?//

3. Rabbit and Pig/ did giggle/ and giggle.//

4. Do you think it is noble/ when kings dance/ in the castle?//

5. That metal bridge/ is not brittle!//



8

12

18

25

33

37

44

53

57

Come to my birthday bash. Here’s how you

get to my house:

Go through the Maple Road Tunnel.

Turn left. Take Nickel Street to the

Bottle Bridge. It is the strangest bridge in

the world. It floats!

Turn right onto Main Street. Go through

five traffic lights. When you are done, take a

right onto Apple Street.

My house is the first one on the right. 66




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Practice

Fluency

At Home: Reread aloud and talk about losing teeth.



reading.


Paid attention to

periods, commas,

end punctuation






6

12

16

25

35

44

53

62

“I have something to tell about,”

said Josh. “I lost some teeth!”

“Which teeth?” asked Beth.

“These teeth that used to be where the hole

is,” Josh said. “I lost them because I ate an

apple. I knew they came out when I stopped

chewing. They were stuck in the apple! I put

them under my pillow and got ten dimes for

them. That was fun!” 66



RI11_A_2_PB_U6_MUAI_B.indd 194RI11_A_2_PB_U6_MUAI_B.indd 194 9/1/10 1:01 PM9/1/10 1:01 PM

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Practice

Phonics:

Final e Syllables

Words with final e syllables often have the long

vowel sound.

A. Underline the final e syllable in each of these words.

Then read the words.

Example: sunshine

1. invite

2. hopeless

3. reptile

4. escape

B. Circle the words with the final e syllable. Underline the

final e syllable.

Example: trombone

rabbit invite confuse pilot basket

sandal inside button mistake compete



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Practice


Suffixes and Prefixes

Prefixes are word parts added to the beginnings

of words to change their meanings. Suffixes are

word parts added to the ends of words to change

their meanings.

distrust thankful uneven regroup

A. Write new words by adding prefixes or suffixes. Write

P if you added a prefix. Write S if you added a suffix.

1. pack un

2. slow ly

3. use re

4. sleep less

5. or doct

B. Fill in each blank with a word from the box. Circle the suffix

or prefix in your answers.

1. I am so for my grandma.

2. She tripped on the sidewalk.

3. Ms. Lemon will my class because we

were talking.

4. When I a fact, I find out more about it.

unpack

slowly

reuse

sleepless

doctor

P

S

P

S

S

thankful

uneven

regroup

distrust

kful

e

eg

dist



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Practice

Vocabulary:

Dictionary

B. Vocabulary Strategy: Dictionary Read each word

and its meanings. Choose a word to complete each

sentence and write it on the line. Then write the number

of the correct meaning.

1. A is buzzing around the room.

2. This ran out of ink.

3. The pig is resting in his .

4. I saw a bird by my window.

wash special all over



My dog is . I like her, but she likes to

roll in mud puddles! Then she runs and

jumps on me. The mud gets over both of

us. Then I have to her in the tub.

pen/penny

pen 1. a fenced area for

an animal

2. a tool you write with

fl y/fog

fly 1. insect

2. to move in the air with wings

fly

pen

pen

fly

1

2

1

2

over

special

all

wash



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Practice

Comprehension:

Problem and Solution

A problem is something that needs to be fixed or solved.

The solution is how the problem is solved.

As you read “Fur, Skin, and Scales,” fill in the

Problem and Solution Chart.

Problem

Steps to Solution

Solution



Birds Migrate

How

do birds fin

d their w

ay? T

hey look a

roun

d. Th

ey use

specia

l lan

dm

arks su

ch a

s a sta

r or a

lake.

Th

e more you

know

about

migratin

g birds, th

e more

am

azed you

will be!

Hig

h-F

req

ue

nc

y W

ord

s:

Un

de

rline

the

wo

rds

sp

ecia

l an

d o

ver in

the

sto

ry.

Ma

ny bird

s migrate. T

hat

mea

ns th

ey fly south

wh

en

it gets cold. Th

en th

ey fly back n

orth w

hen

it is wa

rm.

Th

ese migratin

g birds m

ay fly th

ousa

nd

s of miles before th

eir trip

is complete.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Wh

y do

bir

ds

mig

rate

? T

he

rea

son

s in

clu

de f

ind

ing

food

. W

hen

fall

com

es, f

ood

beco

mes

h

ard

to

fin

d in

th

e n

orth

. Th

at is

w

hen

th

e bi

rds

begi

n t

o m

igra

te

sou

th.

Wh

en b

ird

s m

igra

te, t

hey

fly

lo

ng

days

an

d n

igh

ts. T

hey

fly

ov

er la

nd

an

d se

a. T

hey

try

to

catc

h s

pec

ial w

ind

s. T

hat

way

th

ey c

an

glid

e.

Ph

on

ics

: U

nd

erl

ine

3 w

ord

s th

at h

ave

a f

ina

l

e s

ylla

ble

. C

ircl

e th

e s

ylla

ble

.

Co

mp

reh

en

sio

n:

Wh

y d

o b

ird

s m

igra

te?

23



Name©

Ma

cm

illa

n/M

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raw

-Hil

l

Practice

Phonics:

Open Syllables

Which word in each pair has an open first syllable? Write

the word.

Example: wet/lands be/side

1. hill/top de/tail

2. re/tell sun/set

3. pan/cake la/zy

4. be/hind him/self

5. sand/box se/cret

6. fro/zen foot/print

7. get/ting be/ing

8. box/top o/pen

9. sun/rise do/nut

10. mu/sic hand/stand

po/ny

Open Syllable

beside

frozen

retell

open

detail

being

lazy

donut

behind

music

secret



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Practice


Possessives,

Contractions

A possessive is a word that tells who or what owns

something. Many possessives are formed by adding an

apostrophe (’) and s.

A. Complete the second sentence by writing the possessive

form of the word in bold.

1. That book belongs to Mark. It is book.

2. Grandma has a dog named Buster. Buster is

dog.

3. I gave this shirt to Dad last year. It is shirt.

4. That car belongs to Mr. Green. It is car.

5. Mia wore a red coat. The red coat is .


he will = he’ll they have = they’ve


underlined words.

1. She will read the book after I do.

2. Jack you will be the first kid on the bus.

3. They have played at our house before.

4. We will try to jump over the puddle.

Mark’s

Grandma ’s

Dad’s

Mr. Green’s

Mia’s

We’ll

They’ve

you’ll

She’ll



Name

Practice

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Vocabulary:

Word Parts

snow man

rain ball

bow

coat

flakes

drops

B. Vocabulary Strategy: Word Parts Draw lines from

each word in the first column to three words in the second

column to make compound words.

A. Vocabulary Words: Cloze Paragraph Choose

a word from the box to complete each sentence.

Last summer, my went camping. It was

my mom’s . We hiked and slept in a tent.

We built a campfire at night. I

I would not have fun. But it was the best trip ever!

always thought family idea

family

idea

always thought



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Practice

Comprehension:

Cause and Effect

An effect is something that happens.

A cause is the thing that makes it happen.

As you read “Dear Pen Pal,” fill in the Cause and

Effect Chart.

Cause Effect



Pen PalsH

i Liza,

I thou

ght

your ph

otow

as great! You

mu

st be a good

soccer player!

Th

is is a ph

oto of me on

my

new

bike. I’m a

good rider, but

last w

eek I fell an

d hu

rt my

arm

. So now

I can

’t ride for a

wh

ile.

U

ntil n

ext tim

e,

Yosh

ie

Hig

h-F

req

ue

nc

y W

ord

s:

Circle

the

wo

rds id

ea

, fam

ily,

alw

ays, a

nd

tho

ug

ht in

the

story.

Hi Yosh

ie,

I’m so h

appy

we’re p

en p

als!

I liked the idea

th

e mom

ent m

yteach

er told our cla

ss about it.

Th

is is a sn

apsh

ot of my

fam

ily. I’m h

oldin

g my cat,

Lady. Write soon

!

Your p

en p

al,

Liza

dtff

lb

tit

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Hi L

iza,

I li

ked

you

r le

tter

an

d ph

oto.

I’m s

end

ing

a p

hot

o of

my

fam

ily,

too

. My

sist

er is

th

ree

yea

rs o

ld. S

he

alw

ays

follo

ws

me

aro

un

d. S

omet

imes

sh

e ac

ts li

ke

a b

aby

but

she’

s so

cu

te! P

lea

se

wri

te s

oon

!

So

lon

g,

Yo

shie

Hi

Yosh

ie,

I li

ke t

o pl

ay s

occe

r a

lot.

Th

is

phot

o sh

ows

me

ma

kin

g a

go

al.

I pl

ay fo

r m

y lo

cal t

eam

. W

e a

re c

alle

d T

he

Zeb

ras.

Now

tel

l me

wh

at y

ou li

ke t

o do

. Wri

te s

oon

!

So

lon

g,

Li

za

Ph

on

ics

: U

nd

erl

ine

th

ree

wo

rds in

th

e s

tory

tha

t h

ave

an

op

en

sylla

ble

.

Co

mp

reh

en

sio

n:

Wh

at

ca

use

d Y

osh

ie t

o

hu

rt h

er

arm

?

23



Name©

Ma

cm

illa

n/M

cG

raw

-Hil

l

Practice

Phonics:

r-Controlled Syllables

When an r-controlled vowel and the letter r are in a

word, they make an r-controlled syllable.

A. Put the two syllables together to make a word. Write it

on the line. Circle the r-controlled syllable.

Example: pep per

1. star light

2. num ber

3. per fect

4. farm land

B. Circle the words with the r-controlled syllable. Underline

the r-controlled syllable.

Example: birthday

tiger begin sneeze garden carpet

doctor return over moonlight stand

pepperpperp

starlight

perfect

number

farmland

starl

perfp

farml

d

mber



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Practice


Related Words

A. Draw a line to match each related word to its base

word.

art artist artful

Related words have the same base word. They have

similar meanings.

walkway teach

childhood love

teacher walk

lovely bake

baker child

B. Fill in each blank with a word from above that makes

sense. Then draw a line under the base word.

1. Grandpa likes to tell us about his .

2. The read us a story.

3. The queen was so .

4. The was filled with leaves.

5. That makes the best muffins!

lovely

childhood

baker

teacher

walkway



Name

Practice

© M

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Vocabulary:

Word Parts

A. Vocabulary Words Answer true or false for each

statement.

1. It is important to drink water. true false

2. A person can carry a car. true false

3. A bus, a train, and a plane can all move. true false

4. We do not need air to live. true false

B. Vocabulary Strategy: Word Parts Circle the base

word in each of the words in dark print.

1. Mom grabbed me before I fell off my bike.

2. Shelly skipped down the street.

3. Jamie jumped over the broomstick.

4. We clapped after the show was over.

5. I walked for hours on the hike.

6. The apple rotted before I could eat it.

✓✓

✓✓



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Practice

Comprehension:

Problem and Solution

A problem is something that needs to be fixed or solved.

The solution is how the problem is solved.

As you read “In Space,” fill in the Problem and

Solution Chart.

Problem

Steps to Solution

Solution



Exploring Space

Bein

g an

astron

aut is a

n

exciting a

nd im

porta

nt job. A

n

astron

aut m

ay study h

ow pla

nts

can

grow in

space. H

e or she

may w

alk on

the m

oon.

Maybe on

e day an

astron

aut

will ex

plore Ma

rs. Maybe it w

illbe you

!

Hig

h-F

req

ue

nc

y W

ord

s:

Un

de

rline

the

wo

rds

imp

orta

nt a

nd

air in

the

sto

ry.

How

can

you ex

plore space?

You becom

e an

astron

aut. A

n

astron

aut is a

person

wh

o is tra

ined to fly in

an

d work in

sp

ace.

Astron

auts travel in

a

spacecra

ft from Ea

rth in

to outer

space. T

hen

they get to w

ork ex

ploring.

At H

om

e:

As

k you

r ch

ild

to re

ad

the

bo

ok

alo

ud

to yo

u.



4


Wh

at d

oes

an

ast

ron

aut

wea

r in

sp

ace?

In

side

a s

pac

ecra

ft,

he

or s

he

ha

s on

a u

nif

orm

. B

ut

outs

ide

the

spac

ecra

ft, a

n

ast

ron

aut

wea

rs a

n o

utf

it li

ke

the

one

show

n o

n t

his

pag

e.

Spac

e h

as

no

air

. So

an

a

stro

nau

t m

ust

get

air

fro

m

a t

an

k.

Ast

ron

auts

pre

pa

re fo

r liv

ing

in s

pac

e in

ma

ny

way

s. B

efor

e th

ey g

o, t

hey

sp

end

tim

e in

w

ater

ta

nks

. Flo

atin

g in

a t

an

k is

a lo

t li

ke f

loat

ing

in s

pac

e.

Th

ey t

ake

ma

ny

cla

sses

wit

h

ma

ny

teac

her

s. T

her

e a

re s

o m

an

y d

iffe

ren

t to

pics

to

ma

ster

.

Ph

on

ics

: C

ircle

th

ree

wo

rds w

ith

an

-r

co

ntr

olle

d s

ylla

ble

.

Co

mp

reh

en

sio

n:

Ho

w d

oe

s a

n a

stro

na

ut g

et

air

in s

pa

ce?

23



© M

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Practice

Fluency

At Home: Reread aloud and talk about a favorite TV show.


B. Read these silly sentences aloud to yourself or a

partner. Pause at the single slashes (/) and stop at the

double slashes (//). Make sure to change your voice when

you read a question mark (?) or an exclamation point (!).

1. Can the cat/ curl her fur?//

2. That funny reptile/ ran a mile!//

3. It took time/ to complete/ the test.//

4. If a big brown cat purrs,/ do not pet it.//

5. Have you seen/ the happy girl?//



10

20

29

38

49

59

I saw a good wildlife show about reptiles on TV

last week. First, a skunk was digging in the sand

for turtle eggs. Then the skunk spotted a brown

turtle. Next, the skunk curled its tail and sprayed

the turtle. The turtle was not hurt at all. It went

inside its shell. The skunk tapped on the shell one

time. Then it ran away. 64

End-of-Unit Additional Instruction



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Practice

Fluency


reading.


Paid attention to

periods, commas,

end punctuation






9

16

21

30

41

51

61

Wren is my pen pal. She lives with her

family in Maine. Wren writes to me.

I write to her, too.

Wren knows how to knit. She thought of an

idea for a gift for me. She knit me a pretty

scarf. She wrapped it up and sent it to me.

When I opened the box, I was so excited. It

was just what I wanted! 66

At Home: Reread aloud and talk about pen pals.

Reread aloud with your child several times.214End-of-Unit Additional Instruction



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Practice

Fluency

At Home: Reread aloud and talk about planets.



reading.


Paid attention to

periods, commas,

end punctuation






4

12

22

29

37

46

55

64

Grace is studying planets.

Planets orbit, or move in a circle, around

the sun. Earth is our planet. It has air that

people breathe. Mars is next to Earth.

A spacecraft landed there and found no trace

of life. Saturn is one of the huge planets.

It has rings made of ice and rock. Saturn

has a lot of moons. Grace hopes a spacecraft

will carry her into space one day! 71




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Vocabulary:


Review

A. Underline the answer to each question.

1. What is the opposite of never?

done always over

2. What do you breathe?

thought water air

3. What do you do if you do not stay still?

move wash carry

4. What can you do with a bag of food?

special built carry

5. What do my mom, dad and I make up?

things family idea

B. Write the word from the box that completes each

sentence.

about built done through

1. The show was bridges.

2. The train went the tunnel.

3. We a train out of blocks.

4. I am with my homework.

about

through

done

built


Grade 2/Unit 6


Documents

Annotated Teacher's Edition - PDF4PRO