Reading Vocabulary Gr. 1

A

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Table of Contents

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Table of ContentsUsing Vocabulary Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Vocabulary WordsSection 1 2Lesson 1 Vocabulary Words: Kindergarten, Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Lesson 2 Vocabulary Words: Kindergarten, Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lesson 3 Vocabulary Words: Kindergarten, Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Lesson 4 Vocabulary Words: Kindergarten, Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 5 Section 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Section 2 12Lesson 6 Vocabulary Words: Kindergarten, Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Lesson 7 Vocabulary Words: Kindergarten, Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Lesson 8 Vocabulary Words: Kindergarten, Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Lesson 9 Vocabulary Words: Kindergarten, Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Lesson 10 Section 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Section 3 22Lesson 11 Vocabulary Words: Kindergarten, Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Lesson 12 Vocabulary Words: Kindergarten, Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Lesson 13 Vocabulary Words: Kindergarten, Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lesson 14 Vocabulary Words: Kindergarten, Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Lesson 15 Section 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Section 4 190 32Lesson 16 Vocabulary Words: Kindergarten, Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Lesson 17 Vocabulary Words: Kindergarten, Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 18 Vocabulary Words: Kindergarten, Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Lesson 19 Vocabulary Words: Kindergarten, Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Lesson 20 Section 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Section 5 42Lesson 21 Vocabulary Words: Kindergarten, Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Lesson 22 Vocabulary Words: Kindergarten, Unit 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Lesson 23 Vocabulary Words: Kindergarten, Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Lesson 24 Vocabulary Words: Kindergarten, Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Lesson 25 Section 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Section 6 52Lesson 26 Vocabulary Words: Grade 1, Unit 4, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Lesson 27 Vocabulary Words: Grade 1, Unit 4, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Lesson 28 Vocabulary Words: Grade 1, Unit 4, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Lesson 29 Vocabulary Words: Grade 1, Unit 4, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Lesson 30 Vocabulary Words: Grade 1, Unit 4, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Lesson 31 Vocabulary Words: Grade 1, Unit 5, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Lesson 32 Vocabulary Words: Grade 1, Unit 5, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Lesson 33 Vocabulary Words: Grade 1, Unit 5, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

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Lesson 34 Vocabulary Words: Grade 1, Unit 5, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Lesson 35 Vocabulary Words: Grade 1, Unit 5, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Lesson 36 Section 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Section 7 74Lesson 37 Vocabulary Words: Grade 1, Unit 6, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Lesson 38 Vocabulary Words: Grade 1, Unit 6, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Lesson 39 Vocabulary Words: Grade 1, Unit 6, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Lesson 40 Vocabulary Words: Grade 1, Unit 6, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Lesson 41 Vocabulary Words: Grade 1, Unit 6, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Lesson 42 Section 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Section 8 86Lesson 43 Vocabulary Words: Grade 2, Unit 1, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Lesson 44 Vocabulary Words: Grade 2, Unit 1, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Lesson 45 Vocabulary Words: Grade 2, Unit 1, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Lesson 46 Vocabulary Words: Grade 2, Unit 1, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92Lesson 47 Vocabulary Words: Grade 2, Unit 1, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Lesson 48 Vocabulary Words: Grade 2, Unit 2, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Lesson 49 Vocabulary Words: Grade 2, Unit 2, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Lesson 50 Vocabulary Words: Grade 2, Unit 2, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . .100Lesson 51 Vocabulary Words: Grade 2, Unit 2, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Lesson 52 Vocabulary Words: Grade 2, Unit 2, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . .104Lesson 53 Section 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106

Section 9 108Lesson 54 Vocabulary Words: Grade 2, Unit 3, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .108Lesson 55 Vocabulary Words: Grade 2, Unit 3, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Lesson 56 Vocabulary Words: Grade 2, Unit 3, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Lesson 57 Vocabulary Words: Grade 2, Unit 3, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Lesson 58 Vocabulary Words: Grade 2, Unit 3, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116Lesson 59 Vocabulary Words: Grade 2, Unit 4, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Lesson 60 Vocabulary Words: Grade 2, Unit 4, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Lesson 61 Vocabulary Words: Grade 2, Unit 4, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Lesson 62 Vocabulary Words: Grade 2, Unit 4, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Lesson 63 Vocabulary Words: Grade 2, Unit 4, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Lesson 64 Section 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Section 10 130Lesson 65 Vocabulary Words: Grade 2, Unit 5, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Lesson 66 Vocabulary Words: Grade 2, Unit 5, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Lesson 67 Vocabulary Words: Grade 2, Unit 5, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134Lesson 68 Vocabulary Words: Grade 2, Unit 5, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Lesson 69 Vocabulary Words: Grade 2, Unit 5, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Lesson 70 Vocabulary Words: Grade 2, Unit 6, Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .140Lesson 71 Vocabulary Words: Grade 2, Unit 6, Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Lesson 72 Vocabulary Words: Grade 2, Unit 6, Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . .144Lesson 73 Vocabulary Words: Grade 2, Unit 6, Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . .146Lesson 74 Vocabulary Words: Grade 2, Unit 6, Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . .148 Lesson 75 Section 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

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Vocabulary Strategies: Word Part Clues

Section 11 152Lesson 76 Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Lesson 77 Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Lesson 78 Prefixes un-, dis- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Lesson 79 Prefixes re-, pre- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158Lesson 80 Endings -s, -es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160Lesson 81 Endings -ed, -ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Lesson 82 Inflectional Nouns -s, -es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164Lesson 83 Suffixes -ful, -less, -ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166Lesson 84 Suffixes -or, -er, -est . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .168Lesson 85 Word Parts/Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170Lesson 86 Section 11 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Vocabulary Strategies: Context Clues and Using a Dictionary

Section 12 174Lesson 87 Using Sentence Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Lesson 88 Using Definition Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Lesson 89 Using Example Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178Lesson 90 Using Synonym Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180Lesson 91 Using Antonym Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Lesson 92 Using Paragraph Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184Lesson 93 Using Context Clues: Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . .186Lesson 94 Using Context Clues: Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188Lesson 95 Using Context Clues: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190Lesson 96 Using Context Clues: Syntactic and Semantic Cues . . . . . . . . . . . . . . . . . . . . . . . 192Lesson 97 Finding a Word in a Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Lesson 98 Using a Dictionary Entry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196Lesson 99 Finding the Right Entry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198Lesson 100 Section 12 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200Teaching Useful Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .202Routine for Teaching Useful Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203Useful Words List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204

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Vocabulary Interventionvivi

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Using Vocabulary InterventionPurpose and UseTreasures provides a set of strategic intervention materials, one set for each of the key technical skill domains of beginning reading (phonemic awareness and phonological awareness, phonics and decoding, oral reading fluency, vocabulary, and reading comprehension skills) plus writing and grammar. Each set of materials contains over ninety 15-minute lessons. These lessons

• focus on children in Kindergarten through Grade 2 who need reteaching and practice in one or more of the technical skill domains (e.g., vocabulary);

• provide explicit, sequential, and systematic needs-based instruction of standards taught in the target grade or previous grade that have not been mastered by children;

• are connected to the basic program and consistent with the key instructional routines used;

• are designed for efficient and effective use in tutorial or small-group instructional settings;

• can be administered by a teacher’s aide but are also great for after-school programs or one-on-one tutoring sessions;

• contain a periodic progress-monitoring assessment for determining attainment of skills taught after approximately every ten lessons.

Contents and Resources Vocabulary Intervention organizes instruction and practice on two-page spreads for ease of use. A short, 15-minute lesson provides targeted instruction in a discrete strategy or skill. A Practice Reproducible provides scaffolded practic e.

Sample Lesson

LESSON

43Vocabulary

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86 Vocabulary Intervention: Section 8

GRADE 2, UNIT 1, WEEK 1

Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE If you do something carefully, you take your time and think about

what you are doing. EXAMPLE Fill the glass carefully so that the milk does not spill. ASK What do you try to do carefully?

• Two things are different from each other if they are not the same. A red crayon and a blue crayon are different in color. How is today different from yesterday?

• To be excited is to be thrilled and happy about something. We feel excited before a party. How do people act when they feel excited?

• When you groan, you make a deep, unhappy sound. If I have to do something I don’t want to do, I might say “Oh, no!” and groan. What makes you groan? Show how you groan.

• When I whisper, I talk very softly. It is hard to hear people when they whisper.When might you whisper? Show how you whisper.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V43. Help children complete the first example. Then have children work individually to complete the remaining examples.

Can children provide examples for each word?

If No Use the Oral Vocabulary Cards, Glossary Sheets, and online vocabulary games at www.macmillanmh.com to provide additional practice.

If Yes Then have them write a sentence using each word. Ask them to draw a picture to illustrate their sentence.

Answer Key (Sample answers): carefully Yes: make a good picture, No: make a messy picture; different Yes: An orange and a banana, No: An orange and a baseball; excited Yes: playing with friends, No: a rainy day; groan Yes: Bad news, No: Good news; whisper Yes: we are in the library, No: we cheer for our team

Quick Check

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Name Date Name Date PracticeReproducibleV43

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87Practice Reproducible

Use Vocabulary Words

Fill in the blanks for each Vocabulary Word.

Yes No

If you draw carefully, you will

.

If you do NOT draw

carefully, you will

.

have different shapes. do NOT have different

shapes.

I feel excited about

.

I do NOT feel excited

about

.

makes me groan. does NOT make me

groan.

We whisper when

.

We do NOT whisper when

.


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• Vocabulary Words lessons review and reinforce vocabulary taught in the core program at Kindergarten–Grade 2.

• Vocabulary Strategies lessons strengthen children’s use of vocabulary strategies, such as using word part clues, using context, and using a dictionary.

AssessmentPlacement To assess which children need Vocabulary Intervention, monitor how much difficulty they have with the vocabulary in the literature in Treasures, as well their performance on vocabulary assignments and weekly and unit assessments.

Each section in Vocabulary Intervention teaches a defined set of Vocabulary Words or a limited number of vocabulary strategies. You can place children in one of the following ways:

• You can teach a discrete lesson or a discrete group of lessons as a prescription for specific skills that children have not yet mastered.

• You can provide sequential and systematic instruction over a longer period of time, perhaps as a regular part of additional instruction that you provide a group of struggling readers.

Progress Monitoring Vocabulary Intervention provides both informal and formal assessme nts to monitor children’s progress.• A Quick Check box supports progress

monitoring at the end of each lesson on Vocabulary Words.

• At the end of every section, a formal review supports progress monitoring. Each review samples knowledge of representative Vocabulary Words or measures mastery of the word-learning strategies taught in that section.

Name Date PracticeReproducibleV53

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Vocabulary Words Review

1. I try to carefully.

2. A is a wonderful thing to see.

3. My favorite machines are .

4. People celebrate .

5. A patient person is able to .

6. I would like a collection of .

7. There was a commotion when .

8. A famous landmark in the United States is

.

9. A clever person can .

10. I am glad that were invented.


Sample Review

Weekly and Unit Assessment

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Instructional Routines Highly explicit and narrow in focus, Vocabulary Intervention follows a scope and sequence that is consistent with the Treasures core program.

• In Section 1–Section 10, Vocabulary Words lessons use the Define/Example/Ask routine to reteach the meaning of the vocabulary words from each week of instruction in Kindergarten–Grade 2. The Practice Reproducible uses a variety of formats to reinforce and extend understanding.

• In Section 11 and Section 12, Vocabulary Strategy lessons use explicit instruction, teacher modeling, and guided and independent practice to teach independent word-learning strategies. The Practice Reproducible for each lesson scaffolds practice applying the strategy to words in sentences and paragraphs.

Instructional ModificationsChildren who can decode texts but have difficulty with comprehension may also struggle with a vocabulary deficit. These children need more time and practice to master both individual word meanings and independent word-learning strategies. The lessons in the Vocabulary Intervention are ideal for these children.

• The fewer vocabulary words children know, the harder it is for them to use context to understand the meanings of unfamiliar words. Children with limited vocabularies need direct instruction in word meanings.

• Children with vocabulary deficits might also benefit from instruction in additional word meanings, using read alouds and a research-based word list. See Teaching Useful Words on page 202. See Useful Words List on pa ges 204–222.

Useful Words List

Vocabulary Intervention

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204

Useful Words List(Source: Words Worth Teaching by Andrew Biemiller, SRA/McGraw-Hill, 2008)

Aabsence being awayabsolute certain, positiveabsorb take inabuse treat badlyaccent way of speakingaccept take willinglyaccident unexpected injuryaccompany go withaccomplish get doneache steady painachieve gain by effortacre a measure of landact law passedaddress to speakadjective a modifying wordadjust arrangeadopt take as one’s ownafter chasingafter followingafter close byagainst not in favor ofagenda things to be donealert give warningallegiance loyaltyallergy body sensitivityalone onlyalternate one and then anotheramong withamuse make smile or laughancient very oldangle slantangle a point of viewanniversary yearly eventannounce make knownannoy to troubleanti againstantibiotic disease-killing druganxious eagerany one of several

apology saying you are sorryappetite desire to eatapplaud give praiseapply to put onappointment a set dateappreciate to value highlyapproach come nearappropriate properapprove to acceptarch to curveare plural of isarea surfaceargue discuss for and againstaround here and therearound circlingarrange prepare beforehandarrest to take prisonerarthritis inflammation of jointsarticle story in newspaper or magazine

as at the same timeassign giveassist helpassume accept as trueastonish surpriseattach fastenattack strike with forceattend accompanyattract draw attentionattractive nice lookingaudience those watching or listeningavalanche sliding snowavenger one who punishes in return for an injury

average ordinaryavoid keep away fromawait wait for, expectawake alertawake consciousaware knowing

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Useful Words List

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Bback around behindback go the other waybackward in reverse orderbackward toward the backbacteria germsbad in poor conditionbad without worthbalance keep equal or evenbald without hairball big danceball make a wad ofballot used to voteban law that prohibitsband musical groupbare without clothingbarely only justbargain sold cheaplybash hitbay sheltered water areabeast a cruel personbeat tired outbeat flap wingsbecause for the reason thatbefore some time agobeverage drinkbeware be carefulbeyond farther thanbin storage placebinocular for both eyesbit a small partbitter sharp tastingblast a rush of windblast sudden soundblast a good time blizzard cold, snowy stormblock something that stops youblock a solid piecebloodshot red-eyedblow to explodeblow make a soundblow cause heavy windblue feeling of unhappiness

bluff to foolblush turn red from shame or confusion

board wall slate for a classroomboard to get onboast bragbody the main partbolt lightning streakbone hard frame of bodybonus something extraboost lift by pushingbother disturbbow front part of shipbraid twist togetherbrave fearlessbrave to face boldlybreak make an escapebreak stop suddenlybright cheerfulbrim edgebroil make very hotbroke without moneybruise to injure or hurtbrutal cruelburrow digbury put into gravebusiness personal interestbusy at workbusy now in usebut neverthelessbut yetby atby through the means of

Ccalculate figure outcall give name tocalm quietcamouflage disguisecan a metal containercancel to destroy the force or effectcap to covercapture take by forcecare worry

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Using Vocabulary Intervention

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ix

Research and Guiding PrinciplesResearch on vocabulary has shown the following:

• Hearing texts read aloud and then discussing them greatly benefits childen’s vocabulary. Independent reading also helps develop children’s vocabulary.

• You do not need to directly teach all the words a child might not know, but it is important to explain and discuss some unfamiliar words.

• Children cannot learn more than eight or ten new word meanings a week, so you should carefully choose the words you do teach explicitly. Teach words that are important to the selection that children are reading, as well as words that they are likely to see often in their reading.

• Children learn a new word in phases. Initially, they have only a vague sense of what a word means and when it is used; their understanding of the word becomes more specific with instruction and practice. Children are able to generate definitions only of words they know quite well.

• It is often easiest for children to learn new words for concepts they understand. Learning swift as another word for fast is relatively easy for many children. It is often hardest for children to learn new words for new concepts they don’t yet understand. This is true of a lot of content area words, such as hemisphere and plateau.

• Children need additional instruction in multiple-meaning words and idioms.• You can also support children’s vocabulary development by fostering word

consciousness. You can lead discussions about why an author chose one word over another (such as twig instead of stick, for example). You can explore and discuss word histories and etymologies with children. Children also benefit from simple word games that play with both the meanings and the structures of words.

For additional information on teaching vocabulary, as well as routines for using read alouds to teach word meanings, see Teaching Useful Words on page 202 and Routine for Teaching Useful Words on page 203.

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Skills Correlations This chart will help you identify practice pages for skills

taught in this book.

Skill Pages where skill is taught *Con text Clues 174–193

Context Clues: Antonyms 182–183

Context Clues: Homophones 190–191

Context Clues: Idioms 188–189

Context Clues: Multiple-Meaning Words 186–187

Context Clues: Possessive Nouns 174–175, 184–185

Context Clues: Synonyms 180–181

Context Clues: Syntactic and Semantic Cues 192–193

Use a Dictionary 194–199

Use a Dictionary: Alphabetical Order 194–199

Use a Dictionary: Homophones 198–199

Use a Dictionary: Multiple-Meaning Words 198–199

Use a Dictionary: New Meanings for Known Words

198–199

Use a Dictionary: Unfamiliar Words 194–199

Word Parts: Compound Words 152–153 F

Word Parts: Infl ected Nouns (endings -s, -es) 164–165 F, PWS

Word Parts: Infl ected Verbs 160–163 F, PWS

Word Parts: Infl ected Verbs and Base Words 160–163 F, PWS

Word Parts: Infl ectional Endings -ed and -ing 160–163 F, PWS

Word Parts: Prefi xes 156–159 F, PWS

Word Parts: Roots 170–171

Word Parts: Suffixes 166–169 F, PWS

Word Parts: Word Families 154–155 F, PWS

* Practice for these skills can also befound in the Teacher’s Edition for:

C = Comprehension Intervention F = Fluency Intervention PWS = Phonics/Word Study Intervention V = Vocabulary Intervention

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xiSkills Correlations

Skills Correlations (continued)

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LESSON

1Vocabulary

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KINDERGARTEN, UNIT 1

Vocabulary Words TEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE If something is big it is large. Say the word with me. EXAMPLE There is

a big lake in our town. ASK What big thing can you see in our classroom?• Something small is little. Say the word with me. The mouse is small. What is

something small you use every day?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V1. Read the first set of directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word.

Do children know the meaning of each word?

If No Use the Photo Cards to find additional examples of big and small and have children identify each.

If Yes Have children say a sentence using each word.

Quick Check

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Name Date Practice Reproducible V1

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Use Vocabulary WordsSay each word.

Write each word.

big bigsmall small

Choose one word.

Draw a picture about the word.


LESSON

2Vocabulary

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Vocabulary Words TEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Short things are small in height. Say the word with me. EXAMPLE A

baby is short. ASK What kinds of animals are short?• Tall things have a lot of height. Say the word with me. The tree is tall. Who do

you know that is tall?



If No Use the Photo Cards to find additional examples of short and tall and have children identify each.


Quick Check



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Write each word.

short shorttall tall

Choose one word.



LESSON

3Vocabulary

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Vocabulary Words TEACH/MODELTeach the Concept Word using the Define/Example/Ask routine.• DEFINE Red is a color. Many apples and tomatoes are red. Fire engines are

red, too. Say the word with me. EXAMPLE I put on a red sweater. ASK What red things do you see in your classroom?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V3. Read the first set of directions. Ask children to read the word, providing support as necessary. Then have children write the word by tracing the letters. Read the second set of directions and have children draw about the word.

Do children know the meaning of the word?

If No Use the Photo Cards to find additional examples of red and have children identify what is red in each photo.

If Yes Have children say a sentence using the word.

Quick Check



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Use Vocabulary WordsSay the word.

Write the word.

red redDr aw a picture about the word.


LESSON

4Vocabulary

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Vocabulary Words TEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Yellow is a color. Bananas and baby chicks are yellow. Say the word

with me. EXAMPLE I got a yellow balloon at the fair. ASK What yellow things do you see in your classroom?

• Blue is a color. The sky often looks blue. Say the word with me. My book has a blue cover. What blue things do you see in your classroom?



If No Use the Photo Cards to find additional examples of yellow and blue and have children identify each color in the photos.


Quick Check



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Write each word.

yellow yellowblue blue

Choose one word.



LESSON

5Vocabulary

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VOC ABULARY WORDS

Review PREPARING THE REVIEW• Copy and distribute Practice Reproducible V5. Make one copy for each child.• Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW• Administer the review individually or to a small group.• Read the first direction line and allow children time to draw their answer.• Read the second direction line and allow children time to draw their answer.

SCORING THE REVIEW• Children should draw to show the meaning of each word. • Two items from particular lessons in this book have been provided. • If children struggle with either item, use the review format and ask children to

draw to show the meaning of other Concept Vocabulary from Units 1 and 2: Unit 1: big, small (Lesson 1); short (Lesson 2) Unit 2: red (Lesson 3); yellow (Lesson 4)• Reteach those lessons for which the child’s drawing did not convey word

meaning.



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Use Vocabulary WordsDraw a picture about the word t allt all.

Draw a picture about the word b lueb lue.


LESSON

6Vocabulary

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Vocabulary Words TEACH/MODELTeach the Concept Word using the Define/Example/Ask routine.• DEFINE A square is a shape with four sides. All of the sides are the same

length. Say the word with me. EXAMPLE I put a square sticker on my drawing. ASK Where have you seen a square?



If No Use the Photo Cards to find additional examples of square and have children identify each example.


Quick Check



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Write the word.

squ are squareDraw a picture about the word.


LESSON

7Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE A circle is a shape. A circle is round with no straight sides. Say the word

with me. EXAMPLE The red ball had the shape of a circle. ASK What else has the shape of a circle?

• A triangle is a shape. A triangle has three straight sides. Say the word with me. The roof on our house has the shape of a triangle. What else do you know that has the shape of a triangle?



If No Use the Photo Cards to find additional examples of circle and triangle and have children identify each shape in the photos.


Quick Check



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Write each word.

circle circletri angle triangle

Choose one word.



LESSON

8Vocabulary

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Vocabulary Words TEACH/MODELTeach the Concept Word using the Define/Example/Ask routine.• DEFINE An apple is a fruit. Apples grow on trees. Say the word with me.

EXAMPLE I ate an apple for snack. ASK When would you eat an apple?



If No Use the Photo Cards to find additional examples of apple and have children identify the fruit.


Quick Check



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Write the word.

apple appleD raw a picture about the word.


LESSON

9Vocabulary

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Vocabulary Words TEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE A banana is a fruit. A banana is yellow on the outside when it is ready

to eat. Say the word with me. EXAMPLE I like to cut up a banana and put it on my cereal. ASK How would you eat a banana?

• A carrot is a vegetable. Most carrots are orange in color. Say the word with me. I ate a carrot with my dinner. When would you eat a carrot?



If No Use the Photo Cards to find additional examples of banana and carrot and have children identify each food in the photos.


Quick Check



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Write the word.

b anana bananacarrot carrot

Choose one word.



LESSON

10Vocabulary

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VOCABULARY WORDS

ReviewPREPARING THE REVIEW• Copy and distribute Practice Reproducible V10. Make one copy for

each child.• Write the child’s name and today’s date at the top of the review.



draw to show the meaning of other Concept Vocabulary from Units 3 and 4: Unit 3: square (Lesson 6); triangle (Lesson 7) Unit 4: apple (Lesson 8); carrot (Lesson 9)• Reteach those lessons for which the child’s drawing did not convey word

meaning.



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Use Vocabulary WordsDraw a picture about the word circle circle .

Draw a picture about the word b ananab anana.


LESSON

11Vocabulary

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K INDERGARTEN, UNIT 5

Vocabulary WordsTEACH/MODELTeach the Concept Word using the Define/Example/Ask routine.• DEFINE Behind is a position word. It means that something is not in front of

something else. Say the word with me. EXAMPLE I stood behind Jon in line. ASK What do you see that is behind something else?



If No Use the Photo Cards to find additional examples of behind and have children identify what object is behind another object in the photos.


Quick Check



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Write the word.

behind behindDraw a picture about the word.


LESSON

12Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Under is a position word. It means that something is below something

else. Say the word with me. EXAMPLE The paper was under the book. ASK What can you put under something else?

• On is a position word. It means that something was above, touching, and held up by, something else. Say the word with me. I put the book on the shelf. What is something you see in your classroom that is on something else?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V12. Read the first set of directions. Ask children to read each word, providing support as neces-sary. Then have children write each word by tracing the letters. Read the second set of directions and have children draw about one word.


If No Use the Photo Cards to find additional examples of under and on and have children identify the objects that are under or on other objects in the photos.


Quick Check



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Write each word.

under underon on

Choose one word.



LESSON

13Vocabulary

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Vocabulary WordsTEACH/MODELTeach the Concept Word using the Define/Example/Ask routine.• DEFINE First is a number word. When something is first it means that nothing

comes before it. Say the word with me. EXAMPLE I was the first person on the bus this morning. ASK What letter comes first in the alphabet? What day comes first in the week?



If No Use the Photo Cards to find additional examples of first and have children identify who or what is first in the photos.


Quick Check



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Write the word.

first firstDraw a picture about the word.


LESSON

14Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Next means something that comes after something else. Say the word

with me. EXAMPLE Sue went first, and I went next. ASK What is the next number after three? What month is next after this month?

• When something is last, nothing comes after it. Say the word with me. I was the last one to finish my lunch. What is the last letter in the alphabet? What is the last thing you do before going to bed?



If No Use the Photo Cards to find additional examples of next and last and have children identify who or what is next or last in the photos.


Quick Check



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Write each word.

next nextlast last

Choose one word.



LESSON

15Vocabulary

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VOCABULARY WORDS

Review

PREPARING THE REVIEW• Copy and distribute Practice Reproducible V15. Make one copy for




draw to show the meaning of other Concept Vocabulary from Units 5 and 6: Unit 5: behind (Lesson 11); on (Lesson 12) Unit 6: first (Lesson 13); next (Lesson 14)• Reteach those lessons for which the child’s drawing did not convey word

meaning.



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Use Vocabulary WordsDraw a picture about the word u nderu nder.

Draw a picture about the word la stla st.


LESSON

16Vocabulary

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KIN DERGARTEN, UNIT 7

Vocabulary WordsTEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE The word taller tells you that something has more height than

something else. It is used to compare two things. Say the word with me. EXAMPLE I am tall, but my brother is taller. ASK What are you taller than? What is taller than you?

• The tallest thing has the most height. It is used to compare more than two things. Say the word with me. I am tall, my brother is taller, and my sister is the tallest of us all! What is the tallest thing you can see? Who is the tallest person in your class?



If No Use the Photo Cards to find examples of two or more people or objects of varying heights. Then have children use taller and tallest to identify the examples in each of the photos.


Quick Check



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Us e Vocabulary WordsSay each word.

Write each word.

taller tallertallest tallest

Choose one word.



LESSON

17Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Smallest means having the least amount of size. Nothing can be

smaller. Say the word with me. EXAMPLE I chose the smallest peach for a snack. ASK What is the smallest thing you can see? What is the smallest animal you can think of?

• Something that is the longest has the most length. Nothing can be longer. Say the word with me. The python is the longest snake in the world. It can be 33 feet long! Who has the longest name in your class? What is the longest word you can spell on your own?



If No Use the Photo Cards to find additional examples of smallest and longest and have children identify examples of each in the photos.


Quick Check



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Use V ocabulary WordsSay each word.

Write each word.

sm allest smallestlongest longest

Choose one word.



LESSON

18Vocabulary

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Vocabulary WordsTEACH/MODELTeach the Concept Word using the Define/Example/Ask routine.• DEFINE Top is a position word. It means something at the highest point or

place. Say the word with me. EXAMPLE I put a hat on top of my head. ASK What can you put on top of a shelf? What are you on top of right now?



If No Use the Photo Cards to find additional examples of top and have children identify examples of what is on top in the photos.


Quick Check



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U se Vocabulary WordsSay the word.

Write the word.

t op topDraw a picture about the word.


LESSON

19Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Middle is a position word. It means that something is between two

other things. Say the word with me. EXAMPLE I put cheese in the middle of two pieces of bread to make a sandwich. ASK What number comes in the middle of six and eight? What can you put in the middle of two other things?

• Bottom is a position word. It means to be at the lowest point or place. Say the word with me. When it rained I got mud on the bottom of my shoes. What is at the bottom of you school bag? What could you put in the bottom of a drawer?



If No Use the Photo Cards to find additional examples of things that are in the middle or at the bottom, and have children identify examples of each in the photos.


Quick Check



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Use V ocabulary WordsSay each word.

Write each word.

middle middleb ottom bottom

Choose one word.



LESSON

20Vocabulary

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VOCABULARY WORDS

Review PREPARING THE REVIEW• Copy and distribute Practice Reproducible V20. Make one copy for




draw to show the meaning of other Concept Vocabulary from Units 7 and 8: Unit 7: taller (Lesson 16); smallest, longest (Lesson 17) Unit 8: top (Lesson 18); bottom (Lesson 19)• Reteach those lessons for which the child’s drawing did not convey word

meaning.



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Use Vocabulary WordsDraw a picture about the word tal lesttal lest.

Draw a picture about the word mid dlemid dle.


LESSON

21Vocabulary

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KIN DERGARTEN, UNIT 9

Vocabulary Words TEACH/MODELTeach each pair of Concept Words using the Define/Example/Ask routine.• DEFINE Big and small are opposite words. Big means large. Small means not

large. Say the words with me. EXAMPLE I saw a big dog and a small cat at my friend’s house. ASK What are some big things you can see? What are some small things?

• Short and tall are opposite words. Short means having little height. Tall means having more height. Say the words with me. My brother is short and my sister is tall. What can you see that is short? What can you see that is tall?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V21. Read aloud the directions. Ask children to read each word, providing support as necessary. Then have children write each word by tracing the letters. Provide additional practice by having children select a word and draw about it.


If No Reteach Vocabulary Words Lessons 1 (big/tall) and 2 (short/tall) on pages 2–5.


Quick Check



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Write each word.

big bigsmall smallshort shorttall tall


LESSON

22Vocabulary

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Vocabulary Words TEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Thin is a size word. It means that something does not have a big size.

Say the word with me. EXAMPLE A piece of grass is thin. ASK What is more thin: a piece of hair or a piece of yarn?

• Fat is also a size word. It means that something has a big size. Say the word with me. The tree had a fat trunk. What animals have fat body parts?

Tell children that thin and fat are also opposite words. They mean exactly the opposite things.



If No Use the Photo Cards to find additional examples of thin and fat and have children identify each.


Quick Check



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Write each word.

thin thinfat fat

Choose one word.



LESSON

23Vocabulary

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Vocabulary Words TEACH/MODELTeach the Concept Word using the Define/Example/Ask routine.• DEFINE Two is a number word. It is the number that comes after one, and it

means more than one. Say the word with me. EXAMPLE I had two books in my bag. ASK What can you see two of in your classroom? What body parts do you have two of?



If No Use the Photo Cards to find additional examples of two and have children identify what there are two of in the photos.


Quick Check



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Write the word.

two twoDraw a picture about the word.


LESSON

24Vocabulary

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Vocabulary Words TEACH/MODELTeach each Concept Word using the Define/Example/Ask routine.• DEFINE Four is a number word. Four comes after three. Say the word with me.

EXAMPLE There are four sides on a square. ASK What do you see four of in your classroom? What number comes after four?

• Five is also a number word. Five comes after four. Say the word with me. I saw five birds sitting in a tree. What number comes after five? What body parts do you have five of?



If No Use the Photo Cards to find additional examples of four and five and have children identify what there are four or five of in the photos.


Quick Check



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Write each word.

four fourfive five

Choose one word.



LESSON

25Vocabulary

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VOCABULARY WORDS

Review PREPARING THE REVIEW• Copy and distribute Practice Reproducible V25. Make one copy for




draw to show the meaning of other Concept Vocabulary from Units 9 and 10: Un it 9: big/small, short/tall (Lesson 21); fat (Lesson 22) Unit 10: two (Lesson 23); five (Lesson 24)• Reteach those lessons for which the child’s drawing did not convey word

meaning.



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Use Vocabulary WordsDraw a picture about the word th inth in.

Draw a picture about the word f ourf our.


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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.

• DEFINE If you borrow something, you use something that belongs to someone else for a short amount of time. EXAMPLE Henry likes to borrow books from the library. ASK Name something that you would like to borrow from a friend.

• When people go on a trip, they travel somewhere. The family went on a trip to the beach. Where would you like to go on a trip?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V26. Help children complete the first example. Then have children work individually to complete the remainder of the examples.




Answer Key (Sample answers): borrow Yes: a toy, No: homework; trip Yes: a plane, No: a slide

Quick Check

LESSON

26Vocabulary


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Yes No

You can borrow

.

You CANNOT borrow

.

People can take a trip on

.

People CANNOT take a

trip on

.



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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.

• DEFINE To concentrate, a person must focus all of his or her attention on something. EXAMPLE I need to concentrate when I am playing the piano. ASK What is something you concentrate on?

• Something that is splendid is very good. Dad cooked a splendid dinner for the holiday. If you saw a splendid painting, how would it look?





Answer Key: 1. TRUE; 2. FALSE

Quick Check

LESSON

27Vocabulary


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Circle TRUE or FALSE for each Vocabulary Word.

1. It is easy to concentrate when it is quiet.

TRUE FALSE

2. An old pair of boots is splendid.

TRUE FALSE


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LESSON

28Vocabulary


Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Something that is difficult is not easy. EXAMPLE Dan worked hard to

solve the difficult math problem. ASK How do you feel when you are able to do something that is difficult?

• When fruit is ripe, it is ready to be picked and eaten. The farmer picked the ripe pears from the trees. What kind of ripe fruit do you like to eat?





Answer Key: 1. ice skating; 2. pear; 3. smile; 4. shoe

Quick Check


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Circle the best answer to complete the sentence.

1. is difficult.

ice skating breathing

2. A can turn ripe.

pear pizza

3. It is not difficult to .

smile swim

4. A cannot turn ripe.

strawberry shoe


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LESSON

29Vocabulary


Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE A meadow is an open field of grassy land. EXAMPLE The cows eat grass

in the meadow. ASK Name something you could do in a meadow.• Perhaps means “maybe” or “possibly.” If Gina runs fast, perhaps she will win

the race. If a teacher tells the class perhaps they will have recess outside, what could happen?





Answer Key (Sample answers): 1. rabbit; 2. whale; 3. go to the movies; 4. sleep over

Quick Check


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1. What is something you might see in a

meadow?

2. What is something you would not see in a

meadow?

3. Perhaps you and your friend will do this

together.

4. Perhaps your friend will not do this.


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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Something that is beautiful is very nice to look at. EXAMPLE The

colorful sunset was beautiful. ASK What have you seen that is beautiful?• Danger is something that can hurt a person. Not looking both ways

when you cross the street can put you in danger. What can people do to stay out of danger?





Answer Key (Sample answers): beautiful Yes: Music, No: Yelling; danger Yes: A tornado, No: A breeze

Quick Check

LESSON

30Vocabulary


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Practice Reproducible V30



Yes No

is a beautiful sound. is NOT a beautiful sound.

might put someone in

danger.would NOT put someone

in danger.

Name Date


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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE A person or animal that leaped jumped quickly. EXAMPLE The frog

leaped into the pond. ASK Show how you can leap straight up.• Someone who is lucky has good things happen. Nancy was lucky to find a

penny on the ground. Name a time when you have been lucky.





Answer Key: 1. FALSE; 2. TRUE

Quick Check

LESSON

31Vocabulary


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1. It is easy for a turtle to have leaped into

the air.

TRUE FALSE

2. Winning a contest is lucky.

TRUE FALSE



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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE A curious person wants to know or learn things. EXAMPLE The puppy

was curious about its new toy. ASK What are you curious about?• An idea is a picture or thought in your mind. Paul had a great idea for a

Halloween costume. What was the best idea you ever had?





Answer Key (Sample answers): curious Yes: the zoo, No: the grocery store; idea Yes: a helmet, No: a baseball cap

Quick Check

LESSON

32Vocabulary


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Yes No

If you are curious about

tigers, you would go to

.

If you are curious about

tigers, you would NOT go

to .

Riding your bike wearing

is a good idea.

Riding your bike wearing

is NOT a good idea.



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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Something that is extreme is very different from the ordinary.

EXAMPLE The flowers drooped in the extreme heat. ASK How would someone dress for extreme cold?

• When you predict something, you tell something you think will happen. Kim likes to predict which team will win the game. Why is it helpful to predict the weather?





Answer Key: 1. A tornado; 2. the weather; 3. Rain; 4. what happened last night

Quick Check

LESSON

33Vocabulary


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1. is extreme weather.

A cloud A tornado

2. People predict .

the weather the past

3. is not extreme weather.

A hurricane Rain

4. People cannot predict .

what will happen what happened next last night



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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Each year is divided into four seasons. EXAMPLE Spring is the

season when new leaves grow on trees. ASK In what season do you have school vacation?

• A person who wondered about something thought about what it was like. Marla wondered what it would be like to travel in space. If you wondered about something, were you using your hands or your mind? Why?





Answer Key (Sample answers): 1. winter and spring; 2. the grocery store; 3. cabbage; 4. a baseball cap

Quick Check

LESSON

34Vocabulary


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1. What are the names of two seasons?

2. Write something that is not a season.

3. What is a food you have wondered about

eating?

4. What is something that you have not wondered

about eating?



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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE A cub is a very young bear, wolf, lion, or tiger. EXAMPLE The lion cub

stayed close to its mother. ASK Would a bear cub be playful? Why do you think so?

• If a plant or an animal is wild, then it lives on its own without help from people. The flowers grew wild in the field. What wild animal would you like to see? Why?





Answer Key: 1. animal; 2. lion; 3. duck; 4. kitten

Quick Check

LESSON

35Vocabulary


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1. A cub is a baby .

animal human

2. A is a wild animal.

lion hamster

3. A baby is not a cub.

bear duck

4. A is not a wild animal.

kitten tiger



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VOCABULARY WORDS

ReviewPREPARING THE REVIEW• Copy Practice Reproducible V36. Make one copy for each child.• Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW• Administer the review individually or to a small group. • Tell the child to complete each sentence by writing an example of the word. • Sample Answers are shown below. Each item focuses on one word from a

particular lesson in this book. • If necessary, read sentences together with children and record their answers.

1. Sample Answer: bus (Lesson 26: Grade 1, Unit 4, Week 1)

2. Sample Answer: write a story (Lesson 27: Grade 1, Unit 4, Week 2)

3. Sample Answer: hard (Lesson 28: Grade 1, Unit 4, Week 3)

4. Sample Answer: flying a kite (Lesson 29: Grade 1, Unit 4, Week 4)

5. Sample Answer: flower garden (Lesson 30: Grade 1, Unit 4, Week 5)

6. Sample Answer: horse (Lesson 31: Grade 1, Unit 5, Week 1)

7. Sample Answer: learn (Lesson 32: Grade 1, Unit 5, Week 2)

8. Sample Answer: blizzard (Lesson 33: Grade 1, Unit 5, Week 3)

9. Sample Answer: sunshine (Lesson 34: Grade 1, Unit 5, Week 4)

10. Sample Answer: cave (Lesson 35: Grade 1, Unit 5, Week 5)

SCORING THE REVIEW• Total the number of items answered correctly. • Use the Percentage Table below to identify a percentage. Children should get

at least 80 percent correct.• Analyze each child’s errors, using the lesson numbers provided above. • Reteach those lessons for which the child did not answer an item correctly.

Percentage Table10 correct 100% 9 correct 90% 8 correct 80% 7 correct 70% 6 correct 60%

5 correct 50% 4 correct 40%3 correct 30%2 correct 20%1 correct 10%

LESSON

36Vocabulary


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73


1. Traveling on a is one way to

take a trip.

2. You must concentrate when you .

3. If something is difficult to do, it is .

4. A meadow is a good place for .

5. A would be a beautiful thing

to see.

6. The leaped over the fence.

7. A person who is curious wants to .

8. A is a kind of extreme weather.

9. Spring is a season for .

10. A wild animal sleeps in a .

Practice Reproducible



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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you are firm with someone, you show him or her that you will

not change your mind. EXAMPLE We were firm with them about not changing the rules. ASK When have you been firm with someone?

• If you are supposed to do something, you are expected to do it. My sister and I are supposed to dry the dishes. What is something you are supposed to do every day?





Answer Key (Sample answers): firm Yes: doing homework early, No: sleeping late on Saturday; supposed Yes: my vegetables, No: the cat

Quick Check

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37Vocabulary


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Yes No

They are firm with her

about

.

They are NOT firm with

her about

.

I am supposed to eat

.

I am NOT supposed

to eat

.


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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE An errand is a short trip you take to do some necessary activity.

EXAMPLE My last errand was mailing a letter at the post office. ASK What is one kind of errand that you do?

• Something that happens suddenly takes place before you even know it, without warning. We jumped suddenly when the loud music started. When has something happened so suddenly that you were surprised?





Answer Key (Sample answers): 1. going to the mall; 2. getting a heavy bag of dog food; 3. falling down; 4. pouring thick honey

Quick Check

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LESSON

38Vocabulary


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1. What is an errand you like to do?

2. What is an errand you do not like to do?

3. This is something that could happen suddenly.

4. This is something that could not happen

suddenly.


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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Something that is interesting holds your attention. EXAMPLE This

book about bats is very interesting. ASK What animal is interesting to you?• Something ordinary is regular or not different at all. An ordinary morning is like

every other morning. What is an ordinary part of your morning?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V39. Help children choose the correct answer for the first example. Then have children work individually to complete the remaining examples.

Can children choose the best answer for each word?



Answer Key: 1. TRUE; 2. FALSE; 3. FALSE; 4. TRUE

Quick Check

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1. A trip to the zoo can be interesting.

TRUE FALSE

2. An ordinary tree is really special and different.

TRUE FALSE

3. If you think something is interesting, you do

not want to learn more about it.

TRUE FALSE

4. On an ordinary day nothing special happens.

TRUE FALSE


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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Clues are things that help you answer a question or solve a problem.

EXAMPLE The chewed toy and footprints were clues to where our dog had gone. ASK What clues might help you find a missing toy?

• Something is invisible if it is not able to be seen. When my cat hides, he becomes invisible to me. In a game of hide-and-seek, where could you hide to be invisible to your friends?





Answer Key: 1. a treasure; 2. cannot be seen; 3. your leg; 4. can see you

Quick Check

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40Vocabulary


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1. You might need clues to find .

your nose a treasure

2. Something that is invisible .

cannot be seen is easy to see

3. You would not need clues to find .

your leg a hidden book

4. Since you are not invisible, people .

cannot see you can see you


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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you cancel doing something you have planned with someone,

you call off doing the activity. EXAMPLE I had to cancel going to the game because I had the flu. ASK What kind of event have you ever had to cancel with a friend?

• When people are awake, they may daydream, or think about the future in a wishful way. I like to daydream about being an actor. What is something you daydream about doing or being?





Answer Key (Sample answers): cancel Yes: the hospital, No: the ball game; daydream Yes: a pleasant wish, No: a nightmare

Quick Check

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LESSON

41Vocabulary


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Yes No

We were happy to

cancel our trip to

.

We were NOT happy to

cancel our trip to

.

A daydream is

.

A daydream is NOT

.


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LESSON

42Vocabulary

VOCABULARY WORDS


ADMINISTERING THE REVIEW• Administer the review individually or to a small group. • Tell the child to complete each sentence by writing an example of the word. • If necessary, read sentences together with children and record their answers.• Sample Answers are shown below. Each item focuses on one word from a

particular lesson in this book.

1. Sample Answer: brush our teeth (Lesson 37: Grade 1, Unit 6, Week 1)

2. Sample Answer: windy and cold (Lesson 38: Grade 1, Unit 6, Week 2)

3. Sample Answer: my ride to school (Lesson 39: Grade 1, Unit 6, Week 3)

4. Sample Answer: find the answer (Lesson 40: Grade 1, Unit 6, Week 4)

5. Sample Answer: our trip to the movies (Lesson 41: Grade 1, Unit 6, Week 5)



Percentage Table 5 correct 100% 4 correct 80% 3 correct 60%

2 correct 40%1 correct 20%


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85


1. First thing in the morning, we are supposed

to .

2. The day suddenly became .

3. Something ordinary that happens every day is

.

4. The clues in the story helped us .

5. I do not want to cancel .




LESSON

43Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE If you do something carefully, you take your time and think about

what you are doing. EXAMPLE Fill the glass carefully so that the milk does not spill. ASK What do you try to do carefully?

• Two things are different from each other if they are not the same. A red crayon and a blue crayon are different in color. How is today different from yesterday?

• To be excited is to be thrilled and happy about something. We feel excited before a party. How do people act when they feel excited?

• When you groan, you make a deep, unhappy sound. If I have to do something I don’t want to do, I might say “Oh, no!” and groan. What makes you groan? Show how you groan.

• When I whisper, I talk very softly. It is hard to hear people when they whisper.When might you whisper? Show how you whisper.





Answer Key (Sample answers): carefully Yes: make a good picture, No: make a messy picture; different Yes: An orange and a banana, No: An orange and a baseball; excited Yes: playing with friends, No: a rainy day; groan Yes: Bad news, No: Good news; whisper Yes: we are in the library, No: we cheer for our team

Quick Check


Name Date Name Date PracticeReproducibleV43

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Yes No

If you draw carefully, you will

.

If you do NOT draw

carefully, you will

.

have different shapes. do NOT have different

shapes.

I feel excited about

.

I do NOT feel excited

about

.

makes me groan. does NOT make me

groan.

We whisper when

.

We do NOT whisper when

.


LESSON

44Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When I have company, my friends are visiting. EXAMPLE When

company comes, Grandmother cooks a big meal. ASK What are some things you like to do with company?

• When you are delighted, you are very pleased. Ben clapped and smiled to show he felt delighted. What makes a person feel delighted?

• If I enjoyed something, that means that I got joy or pleasure from it. Maria enjoyed watching the TV show, but Nick did not like it. What was the last thing you enjoyed doing?

• To share is to give some of what one has to others. Children learn to share their toys with each other. What do people do to share their ideas?

• When something is thinning, it is becoming thin. The leaves on the tree were thinning, and by winter the tree would be bare. What happens when an animal’s fur begins thinning? Why does that happen?

• Something that is wonderful is very good. I hope you have a wonderful time at the party! If you were having a wonderful time, would you feel happy? Why do you think that?





Answer Key (Sample answers): 1. offer a snack; 2. When I see a good friend; 3. When I had a cold; 4. going to the zoo; 5. toys; 6. the dog is old; 7. strawberry ice cream; 8. melted ice cream

Quick Check



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Fi ll in the blanks for each Vocabulary Word.

1. You might do this when company comes.

2. When are you delighted?

3 . Write about a time when you weren’t delighted.

4. What is something you have enjoyed doing?

5. What do you like to share with friends?

6. Why might a dog’s hair be thinning?

7. What is one thing you think is wonderful?

8. Tell about something that is not wonderful.


LESSON

45Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE To harvest means to gather a crop. EXAMPLE We will harvest the

pumpkin crop in the fall. ASK What other crops do you know that farmers harvest?

• Plants that farmers grow to be eaten or sold are called crops. Potatoes, beans, and rice are all types of crops. What types of crops grow in the area where you live?

• Farmers irrigate their land by bringing water to it. They use streams, pipes, and channels. Farmers can irrigate their land with water from a stream. What type of land would a farmer need to irrigate?

• Machines are man-made things that do particular jobs. Trucks and plows are both machines. What other machines do you know?

• Something that can regrow can develop again. The plant was able to regrow the flower that got cut off. What is something you’ve seen regrow?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V45. Help children choose the correct answer for crops. Then have children work individually to complete the remaining examples.




Answer Key: 1. corn and tomatoes; 2. pumpkins; 3. a dry field; 4. planes and computers; 5. grow again

Quick Check



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1. Two crops are .

corn and tomatoes shoes and socks

2. Farmers can harvest .

pencils pumpkins

3. A farmer would irrigate .

a wet field a dry field

4. are machines.

cups and plates planes and computers

5. Something that can regrow can .

grow again not grow


LESSON

46Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you celebrate, you honor a special event by doing something

fun. EXAMPLE We celebrate a birthday with cake and presents. ASK What are some events to celebrate?

• The ways people live, including their ideas, customs, and traditions, are their cultures. In some cultures, rice is a main food. What is one way to learn about other cultures?

• Someone who is deaf cannot hear anything or can hear very little. Many people who are deaf use their hands to talk. What must a deaf child learn that a hearing child does not have to learn?

• Your relatives are the members of your family. My relatives invited me to stay with them. A mother, a cousin, and a brother are relatives—who are other relatives?

• To use sign language is called signing. I am signing the word for “think.” (Place index finger above eyebrow.) How is signing the same or different from speaking?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V46. Help children choose the correct answer for celebrate. Then have children work individually to complete the remaining examples.




Answer Key: 1. FALSE; 2. FALSE; 3. TRUE; 4. TRUE; 5. FALSE

Quick Check



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1. Crying is a good way to celebrate.

TRUE FALSE

2. All cultures have the same language.

TRUE FALSE

3. A deaf child cannot hear.

TRUE FALSE

4. My aunt and uncle are my relatives.

TRUE FALSE

5. Signing uses your feet.

TRUE FALSE


LESSON

47Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you cuddle something, you hold it closely in your arms.

EXAMPLE Teresa likes to cuddle her stuffed bear as she falls asleep. ASK How do babies probably feel when their parents cuddle them? Show how you would cuddle a baby.

• A favorite is a person or thing you like best. Of all the ice cream flavors, vanilla is my favorite. What is your favorite season? Why is it your favorite?

• If you are patient, you are good at waiting calmly. Please be patient as you wait for your turn in the game. How would a patient person stand in line?

• If you have practiced something, you have done it many times to be good at it. Jacob practiced throwing a ball until he could throw it fast and far. What have you practiced so you could get better at it?

• If you’ve settled in somewhere, you’ve made yourself at home. The sisters settled into their new room by putting away their toys and clothes. How would you describe the feeling of being settled in?

• When something is wrinkled, it gets creases or lines in it. The shirt got wrinkled when Sally stuffed it in her bag. What are some things that can be wrinkled?





Answer Key (Sample answers): cuddle Yes: kitten, No: cactus; favorite Yes: soccer, No: hide-and-seek; patient Yes: sit quietly, No: jump up and down; practiced Yes: might get better, No: might forget what you learned; settled Yes: my bedroom, No: a doctor’s office; wrinkled Yes: A piece of paper, No: A piece of wood

Quick Check



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Yes No

I would like to cuddle a

.

I would NOT like to

cuddle a

.

Of all games,

is my favorite.

Of all games,

is NOT my favorite.

A patient child will

.

A patient child will NOT

.

If you have practiced, you

.

If you have NOT

practiced, you

.

A place where I feel

settled is .

A place where I do NOT

feel settled is .

can

be wrinkled easily. CANNOT be wrinkled

easily.


LESSON

48Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE If you have a collection, you have a group of objects that belong

together. EXAMPLE Kyla picked up seashells to add to her collection. ASK What kinds of things do people put in a collection?

• If something is your concern, it is important to you. A teacher’s concern is to make sure students learn. What is a doctor’s main concern?

• If you exclaimed, you cried out or shouted suddenly with strong feeling. “Our team won!” exclaimed Alex. Have you exclaimed in delight about something? What was it?

• A figure is a shape. I made a figure of a cat out of clay. What could you use to make a figure of an animal?

• Vendors are people who sell things. We bought hotdogs and popcorn from food vendors at the fair. What is the difference between vendors and buyers?





Answer Key (Sample answers): collection Yes: pennies, No: streets; concern Yes: A hug, No: Turning away; exclaimed Yes: the lizard got loose, No: there was a test; figure Yes: an apple, No: a dragon; vendors Yes: sell things, No: give things away

Quick Check



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Yes No

I can make a collection

of

.

I CANNOT make a

collection of

.

is a way to show concern

for someone.

is NOT a way to show

concern for someone.

The class exclaimed

when

.

The class did NOT

exclaim when

.

It is easy to make a

figure of

.

It is NOT easy to make a

figure of

.

Vendors try to

.

Vendors do NOT try to

.


LESSON

49Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you give people advice you tell them a good way to fix a

problem or do something. EXAMPLE My mom gave me advice about how to ride my bike. ASK What advice would you give for how to grow a plant.

• When there is a lot of loud noise and confusion it’s called a commotion. There was a commotion in the lunch room when a dog got in. What might cause a commotion in a library?

• Something that rattled made sharp, quick noises. When he shook the jar the coins rattled inside. What have you heard that’s rattled?

• If you respected someone, you looked up to that person. I’ve always respected my grandmother and grandfather. Who is someone you’ve respected?

• When someone is shivering, he or she is shaking because they are cold or afraid. I was shivering while I waited for the bus this morning. What could you do to help someone who is shivering?

• A twisted-up mess is called a tangle. My dog’s hair was a big tangle of knots. What is something else that could be a tangle?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V49. Help children choose the correct answer for advice. Then have children work individually to complete the remaining examples.




Answer Key: 1. friend; 2. the lizard got loose; 3. bag of coins; 4. saying nice things; 5. was playing in the snow; 6. knotted

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1. You can give advice to a .

friend pet

2. There was a commotion in the classroom

when .

the lizard got loose the test began

3. The rattled when I shook it.

pair of socks bag of coins

4. I respected my teacher by .

saying nice saying angry

things things

5. The boy was shivering when he .

was playing in was sitting inside

the snow

6. If something is in a tangle it is .

smooth knotted


LESSON

50Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Another word for freedom is independence. EXAMPLE Children have

the independence to play whatever they’d like during recess. ASK Would a slave have independence? Why or why not?

• A landmark is a place or building that is important. The Empire State Building is a famous landmark in the United States. What other landmark do you know?

• The people who make the laws for a country or other place are called the government. The mayor is a member of our local government. Would you like to take part in the government? Why or why not?

• A symbol is a picture or object that represents something else. A yellow rose is a symbol that represents friendship. What symbol would you use to represent love?

• A state is something that has to do with one of the states in the United States. The state tree of Illinois is the white oak. What is your state tree?





Answer Key (Sample answers): 1. go wherever you’d like; 2. the Statue of Liberty; 3. a pet; 4. The Mayor; 5. My little sister; 6. a smiling face; 7. an angry face; 8. a turtle

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F ill in the blanks for each Vocabulary Word.

1. This is something you can do if you have

independence.

2. What landmark would you like to visit?

3. What could not be used as a landmark?

4. Who is a person in your town’s government?

5. Who is not a person in the government?

6. What could you use as a symbol of happiness?

7. What is not a good symbol of happiness?

8. What should your state animal be?

RI11_A_K2_ITEVOC_S08.indd 101RI11_A_K2_ITEVOC_S08.indd 101 6/3/10 11:03 AM6/3/10 11:03 AM

LESSON

51Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE An amount is how much or how many. EXAMPLE Only a small amount

of juice is left in the glass. ASK What is a small amount of money? What is a large amount?

• Someone who is clever can think of smart ways to solve problems. The clever rabbits in the story came up with a plan to trick the fox. What can you remember about stories with clever people or animals?

• Collectors are people who collect things—they pick the things and p ut them together. Doll collectors have dolls of all sizes and kinds. What do stamp collectors do?

• Double means twice as much in number or size. The cup held a double scoop of ice cream. If I had five pennies, and now I have double that amount, what do I have?

• To reward is to give something for a job that is done well. Mr. Scott will reward Tonya with money for finding his lost dog. How do teachers sometimes reward students?

• When we store things, we put them in a safe place for later use. We store our winter coats in the closet. Where do we store things in this classroom?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V51. Help children choose the correct answer for amount. Then have children work individually to complete the remaining examples.




Answer Key: 1. a large jar; 2. wrote a funny story; 3. many stamps; 4. pie; 5. coming when called; 6. the box

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1. can hold a big amount of water.

a large jar a small bag

2. I felt clever when I .

lost my glasses wrote a funny story

3. Some collectors have .

many stamps many clouds

4. I would eat a double helping of .

pie burnt toast

5. People may reward their dogs for .

barking too much coming when called

6. We use to store toys.

the floor the box


LESSON

52Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Allowed means let happen, or made something able to happen.

EXAMPLE The extra library time allowed Mara to finish her book. ASK What kinds of things have telephones allowed people to do?

• A design is a plan for how something should be made. Greg drew a design for the tree house he wanted to build. Why should you draw a design for something before you build it?

• An instrument is a tool or machine made for a special purpose. A doctor uses an instrument to look into eyes. What is an instrument used by a dentist?

• If a person invented something, he or she made a new thing that did not exist before. A team of people invented the computer. What are some things around us that people invented?

• If something is powerful, it is very strong. A powerful kick sent the ball flying. What things in nature are powerful?

• Products are things made by people or machines. Paper and furniture are products made from trees. What are some products made from metal?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V52. Help children choose the correct answer for allowed. Then have children work individually to complete the remaining examples.




Answer Key: 1. FALSE; 2. TRUE; 3. TRUE; 4. TRUE; 5. FALSE; 6. TRUE

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1. Most children are allowed to ride bikes in

the street.

TRUE FALSE

2. A design for a sandwich would be easy

to draw.

TRUE FALSE

3. A fork is an instrument you can cook with.

TRUE FALSE

4. A person invented the computer.

TRUE FALSE

5. Gentle breezes can be powerful.

TRUE FALSE

6. People try to make products that are useful.

TRUE FALSE


LESSON

53Vocabulary

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VOCABULARY WORDS




1. Sample Answer: print (Lesson 43: Grade 2, Unit 1, Week 1)

2. Sample Answer: rainbow (Lesson 44: Grade 2, Unit 1, Week 2)

3. Sample Answer: computers (Lesson 45: Grade 2, Unit 1, Week 3)

4. Sample Answer: birthdays (Lesson 46: Grade 2, Unit 1, Week 4)

5. Sample Answer: wait quietly (Lesson 47: Grade 2, Unit 1, Week 5)

6. Sample Answer: coins (Lesson 48: Grade 2, Unit 2, Week 1)

7. Sample Answer: the bell rang (Lesson 49: Grade 2, Unit 2, Week 2)

8. Sample Answer: the White House (Lesson 50: Grade 2, Unit 2, Week 3)

9. Sample Answer: solve problems (Lesson 51: Grade 2, Unit 2, Week 4)

10. Sample Answer: radios (Lesson 52: Grade 2, Unit 2, Week 5)







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1. I try to carefully.

2. A is a wonderful thing to see.

3. My favorite machines are .

4. People celebrate .

5. A patient person is able to .

6. I would like a collection of .

7. There was a commotion when .

8. A famous landmark in the United States is

.

9. A clever person can .

10. I am glad that were invented.


LESSON

54Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you make an effort, you try very hard. EXAMPLE I make an effort

when I study for a big test. ASK Why is it important to make an effort in school?• The mood is how something makes you feel. This poem about a beautiful day

has a happy mood. What kind of mood does a joke create?• You perform when you do something onstage for people. Ben likes to watch

musicians perform in a big auditorium. What kinds of things do people do when they perform?

• When you are proud, you feel good about what you did or what someone else did. Malik’s parents were proud when he won the art contest. Does a person have to be the best at something to be proud of what he or she did?

• To remember, you think about something from the past. I remember the first time I went to the zoo, when I was five. Which is harder for you to remember—something that happened yesterday, last week, or last year? Why?





Answer Key (Sample answers): effort Yes: write a story, No: eat ice cream; mood Yes: pretty tune, No: sad story; perform Yes: onstage at school, No: in a closet; proud Yes: I do a good job, No: I don’t try hard; remember Yes: my first day of school, No: when I was born

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Yes No

I need to make an effort

when I

.

I do NOT need to make an

effort when I

.

A

has a happy mood. A

does NOT have a happy

mood.

A place someone could

perform is

.

A place someone could

NOT perform is

.

I feel proud when

.

I do NOT feel proud

when

.

One thing I can

remember is

.

One thing I CANNOT

remember is

.


LESSON

55Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE If you disagree loudly with someone, you argue. EXAMPLE Two friends

got mad and began to argue about who should get the last slice of pizza. ASK Is it a good idea to argue with a friend? Why or why not?

• You arrive when you come to the place that you were heading for. The party guests began to arrive at my house. Why is it important to arrive at school on time?

• A cozy place is warm, snug, and nice. I wanted to read, so I sat in a cozy chair by the fire. Where do you think is the perfect cozy place to read a good book?

• If something is medium, its size is not small or large but right in the middle. A beach ball is large, a golf ball is small, and a soccer ball is medium. In this group of three animals—a dog, an elephant, and a mouse—which one is medium? Why?

• Something is noticed when you become aware of it. I noticed a spot of mud on my shirt. If you noticed lightning in the sky, what would you do?

• If you are acting stubborn, you won’t listen to others but will keep wanting to do or think only what you want. Danny is stubborn, so we always end up playing whatever game he wants to play. Is a stubborn person easy to play with? Why or why not?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V55. Help children choose the correct answer for argue. Then have children work individually to complete the remaining examples.




Answer Key: 1. sad; 2. walk fast; 3. my bed; 4. an apple; 5. looking up; 6. fight

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1. I feel when I argue with a friend.

sad excited

2. If you you might arrive on time.

get up late walk fast

3. One place that is cozy is .

my bed a busy street

4. A fruit that is a medium size is .

an apple a watermelon

5. People who were noticed the

rainbow.

asleep looking up

6. A stubborn person would .

fight give up


LESSON

56Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Something that is impossible cannot be done. EXAMPLE It is impos-

sible for me to walk up the wall. ASK Is it impossible to learn a new language?• We describe something as pleasant if we like it or it pleases us. Hannah thinks

it is pleasant to walk on the beach. What do you think is a pleasant thing to do?• A talent is something you can do well. Some people have a talent for dancing.

If you have a talent for music, does that mean you don’t have to practice?• Treasures can be gold or jewels, very old paintings or coins—anything people

value very much. The divers found treasures inside a ship that had sunk two hundred years ago. Where might you go to see treasures?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V56. Point out words such as NOT and NO ONE in the second column. Help children complete the first example. Then have children work individually to complete the remaining examples.




Answer Key (Sample answers): impossible Yes: fly, No: be kind; pleasant Yes: swim, No: get sick; talent Yes: be a soccer star, No: eat a sandwich; treasures Yes: Old coins, No: Broken crayons

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Yes No

People think it is

impossible to

.

NO ONE thinks it is

impossible to

.

I think it is pleasant to

.

I do NOT think it is

pleasant to

.

You need talent to

.

You do NOT need talent

to

.

are treasures. are NOT treasures.


LESSON

57Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you demand something, you ask for it firmly. EXAMPLE Everyone

was talking at once, so I had to demand that we take turns speaking. ASK When might someone need to demand something instead of asking for it gently?

• If something is an emergency, it is something that is so important, it must be taken care of right away. When a building is on fire, the fire department takes care of the emergency. Which of these is an emergency and why? A person takes a bad fall off the roof of a house. A person has a cold.

• To be furious is to be very angry. The librarian was furious when she realized that the library book had been stolen. How does a furious person act?

• Someone who is impatient is feeling easily annoyed. Lon got impatient when Lena kept interrupting him. What things make you feel impatient?

• If you are neutral, you do not take sides in an argument. A judge listening to a court case has to stay neutral. Why is it helpful to have a neutral person listen to an argument? Who could be a neutral person if you argue with a friend?

• If you say something sincerely, then you really mean it. Ling was sincerely sorry that she had accidentally broken Marco’s toy. What would you say to someone if you were sincerely sorry?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V57. Help children choose the correct answer for demand. Then have children work individually to complete the remaining examples.




Answer Key: 1. TRUE; 2. TRUE; 3. FALSE; 4. TRUE; 5. FALSE; 6. FALSE

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C ircle TRUE or FALSE for each Vocabulary Word.

1. Our teacher might demand that we sit down.

TRUE FALSE

2. An emergency must be taken care of right

away.

TRUE FALSE

3. I would be furious if my friend gave me a gift.

TRUE FALSE

4. Someone who is impatient is easily annoyed.

TRUE FALSE

5. If friends are fighting, a neutral person would

take sides.

TRUE FALSE

6. A person who sincerely wants to cheer me up

would make fun of me.

TRUE FALSE


LESSON

58Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When you are creating, you are making something new. EXAMPLE I

like creating drawings to go along with the stories I write. ASK What do you think about when you are creating a drawing?

• Something familiar is known because it has been heard or seen before. My best friend’s neighborhood is a familiar place. Which kind of place would you rather visit on a trip—a familiar place or a place that is not familiar? Why?

• Something that is glamorous seems wonderful and exciting. I think a rock star must have a glamorous life. What qualities make someone seem glamorous?

• When you use your imagination, you make pictures of things in your mind. An artist has a good imagination. What other jobs could a person do that would use his or her imagination?

• Memories are persons, things, or events remembered from the past. Jarvis has good memories of summer camp. How do people share memories with others?

• Occasions are important or special events. On certain occasions, my whole family gets together at my grandparents’ house. What kinds of things do families and friends do when they all get together for special occasions?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V58. Help children choose the correct answer for creating. Then have children work individually to complete the remaining examples.




Answer Key: 1. a class story; 2. happy; 3. gold rings; 4. tell stories; 5. last summer; 6. dress up

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1 . Our teacher likes it when we are creating .

big messes a class story

2. When I am in a familiar place, I feel .

happy scared

3. A glamorous person might wear .

gold rings torn pants

4. I use my imagination when I .

tell stories wash dishes

5. I have many memories of .

being a baby last summer

6. People to prepare for occasions.

dress up play in the mud


LESSON

59Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When something is attached, it is stuck to something else. EXAMPLE

Tran has a basket attached to his bike. ASK Can you name something else that could be attached to a bike?

• Food that is delicious tastes very good. I’d like another serving of this delicious fruit salad. Name a word that means the opposite of delicious.

• When you do something frantically, you are in a hurry and also worried. When Fran slipped on the ice, she tried frantically not to fall. How do people look when they do something frantically?

• If you gasped, you took a fast and loud breath because you were scared or surprised. I gasped when my friend jumped out and yelled “Boo!” Think of a time when you or someone you know gasped. What did it sound like? How was it different from taking a deep breath?

• Something that swung moved back and forth. The boy swung out and back on the open gate. Think of when you have swung on a swing. What did you do to start the swing? How did it move?





Answer Key (Sample answers): 1. a poster; 2. an apple; 3. mud; 4. When a monster was after me; 5. When I was having fun; 6. When I saw the space shuttle launch; 7. a swing

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1 . What can be attached to a wall?

2. What is something delicious?

3. What does not taste delicious to you?

4. When might you run frantically?

5. When wouldn’t you run frantically?

6. When have you gasped at something?

7. What is something that you have swung on?


LESSON

60Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE An accident happens by chance and can hurt someone. EXAMPLE Be

careful when you cross a busy street or you could have an accident. ASK When you have an accident, is it always your fault? Why or why not?

• When you pay attention, you watch and listen carefully. Our class paid atten-tion to the guide in the dinosaur exhibit at the museum. Why should you pay attention when someone gives you directions?

• A buddy is a good friend. I don’t know Cal very well, but Nico is my buddy. Name something you like to do with a buddy.

• Something enormous is very, very big. That rock is big, but this rock is as enor-mous as a truck. What do you see outside the window that is enormous?

• When someone obeys, he or she does what he or she is told. My dog is well behaved and always obeys me when I tell him to sit or stay. How does a student in our school act when he or she obeys the fire-drill rules?

• A tip is a piece of advice that someone gives you. My friend gave me a tip to help me study for a test. What is a good bicycle-safety tip?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V60. Help children choose the correct answer for accident. Then have children work individually to complete the remaining examples.




Answer Key: 1. TRUE; 2. FALSE; 3. TRUE; 4. TRUE; 5. FALSE; 6. FALSE

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1. An accident might make you feel upset.

TRUE FALSE

2. You need to pay attention when you go to

sleep.

TRUE FALSE

3. A buddy might help you do something.

TRUE FALSE

4. A whale is enormous.

TRUE FALSE

5. A student who obeys class rules makes a lot of

noise.

TRUE FALSE

6. One good safety tip is to run in the halls.

TRUE FALSE


LESSON

61Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE If you give aid, you help someone. EXAMPLE When I cut my leg in my

yard, my mom gave me aid. ASK Who would give you aid if you hurt yourself at school?

• After you get sick or hurt, your body begins to heal, or get better, until you are well again. The scrape on my knee began to heal, and it was almost gone a few days later. If you get a cut on your arm, what can you do to help it heal?

• When someone informs you, he or she tells you something. The teacher informs the class that tomorrow there will be a test. Who informs you about what the weather will be like tomorrow? What might this person say?

• Something that is personal has to do with you. I keep a personal journal in which I can write down my thoughts. Is it kind for someone to borrow some-thing personal of yours without asking you first? Why or why not?

• Something that is serious is dangerous or important. The hole in the roof is a serious problem that needs to be fixed right away. Name a serious problem that we might have in our classroom.





Answer Key (Sample answers): aid Yes: helping him or her up, No: ignoring him or her; heal Yes: a broken arm, No: a broken glass; informs Yes: laugh, No: cry; personal Yes: my toys, No: my sister’s toys; serious Yes: A fire, No: A game

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Yes No

You can aid someone

who falls by

.

You CANNOT aid

someone who falls by

.

One thing that could

heal is .

One thing that could NOT

heal is .

If a person informs me

of something funny, I

.

If a person informs me

of something funny, I do

NOT .

Some things at my home

that are personal are

.

Some things at my home

that are NOT personal are .

is a serious thing at

school.

is NOT a serious thing at

school.


LESSON

62Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When a person examines something, he or she looks at it carefully.

EXAMPLE After Jen cleans up the broken glass, she examines the floor to make sure she has picked up all of the pieces. ASK Does someone who examines some-thing do it slowly or quickly? Why do you think so?

• Someone who feels hunger feels a strong need to eat. My hunger made me feel bad until I had something to eat. What happens to you when you havefeelings of hunger?

• A mammal is a warm-blooded animal that drinks its mother’s milk and has hair. A kitten is a mammal. How can you tell if an animal is a mammal? Name one way you can tell.

• Something that is normal happens in a regular or healthy way. It is normal to feel sleepy at the end of the day. What is the normal thing to do when you feel sleepy?

• Something that is rescued is saved from danger. The cat stuck up in the tree was rescued by the firefighter. Why might a person need to be rescued?

• When something is young, it is at an early time in its life. A baby is a very young person. How did you act when you were very young?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V62. Help children choose the best answer for examines. Then have children work individually to complete the remaining examples.




Answer Key: 1. checks the breaks; 2. eat; 3. dog; 4. study math; 5. he is in trouble; 6. talk

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1. When Julio examines his bike, he .

flies a kite checks the brakes

2. When I feel hunger, I like to .

eat sleep

3. A is a mammal.

dog fish

4. It is normal to at school.

watch cartoons study math

5. Someone needs to be rescued if .

he is in trouble he is fine

6. When you are young, you learn how to

.

talk drive


LESSON

63Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE If you assembled something, you put it together. EXAMPLE I assem-

bled a model truck that came in a kit. ASK Is it important to read the directions even if you think you know how a toy should be assembled?

• If you devoured something, you ate it really fast because you were very hungry. The dog hadn’t eaten all day, so it devoured its dinner. How would you feel after you devoured something?

• When a dog goes to fetch something, it goes after it and brings it back. When I had a broken leg, people had to fetch things for me. Will all dogs fetch things for their owners? Why or why not?

• When you plan a menu, you write a list of what foods will be served at a meal. I’m going to plan the menu for this year’s Thanksgiving dinner. If we had a class dinner party, what would you like to have on the menu?

• If something was simmered, it was cooked slowly for a long time. Dad simmered the spaghetti sauce for about an hour. Why is it important to be careful when something is being simmered on the stove?





Answer Key (Sample answers): 1. a puzzle; 2. a person; 3. the salad; 4. when the dog and the owner are playing catch; 5. pizza; 6. rocks; 7. stew; 8. ice cream

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Fi ll in the blanks for each Vocabulary Word.

1. What is one thing that could be assembled?

2. What could not be assembled?

3. What is a food you’ve devoured?

4. When might a dog fetch something?

5. What could you order from a menu?

6. What would you take off of a lunch menu?

7. What could be simmered?

8. What could not be simmered?


LESSON

64Vocabulary

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VOCABULARY WORDS




1. Sample Answer: big smile (Lesson 54: Grade 2, Unit 3, Week 1)

2. Sample Answer: blankets (Lesson 55: Grade 2, Unit 3, Week 2)

3. Sample Answer: fly (Lesson 56: Grade 2, Unit 3, Week 3)

4. Sample Answer: house fire (Lesson 57: Grade 2, Unit 3, Week 4)

5. Sample Answer: sparkling dress (Lesson 58: Grade 2, Unit 3, Week 5)

6. Sample Answer: ice cream (Lesson 59: Grade 2, Unit 4, Week 1)

7. Sample Answer: gets hurt (Lesson 60: Grade 2, Unit 4, Week 2)

8. Sample Answer: broken arm (Lesson 61: Grade 2, Unit 4, Week 3)

9. Sample Answer: old (Lesson 62: Grade 2, Unit 4, Week 4)

10. Sample Answer: soup (Lesson 63: Grade 2, Unit 4, Week 5)







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1. A shows that you are in a good mood.

2. It was cozy and warm under the .

3. It is impossible for people to .

4. A is a kind of emergency.

5. A would be a glamorous

thing to own.

6. The most delicious kind of food is .

7. An accident is when someone .

8. A is something that will heal.

9. The word is the opposite of young.

10. The simmered on the stove.


LESSON

65Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Things that burst break open suddenly. EXAMPLE I blew bubbles that

floated through the air and then burst. ASK What other things could burst?• Something that drifts is carried through the air or water. My kite drifts in the

wind. If something drifts, does it move slowly or quickly? • A desert is a very dry place where few plants grow. A cactus can grow in a

desert because it needs little rain. Would you like to live in the desert? Why or why not?

• When something drowns, it is completely covered by water. The bug drowns in a puddle of water. If a plant in your house drowns, does that mean someone watered it too much or too little? Explain.

• Something that moves gently moves in a soft and smooth way. The clothes on the line moved gently in the breeze. People can act gently, too. In what ways can people act gently?

• A neighbor is one person or thing that is close to another. My neighbor has a child the same age as me. How could you help a neighbor? Has your family ever been helped by a neighbor? How?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V65. Help children choose the correct answer for the first example. Then have children work indi-vidually to complete the remaining examples.




Answer Key: 1. poke it with a pin; 2. boat; 3. sand; 4. plants; 5. a little kitten; 6. next door

Quick Check



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1. A balloon might burst if you .

hold it still poke it with a pin

2 . A is something that drifts in the water.

rock boat

3. In a desert, you could find a lot of .

sand water

4. If a gets covered in water,

i t drowns.

fence plant

5. An animal that moves gently is .

a little kitten a big bear

6. My neighbor is someone who lives .

next door far away


LESSON

66Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE An aroma is often a pleasant smell. EXAMPLE The aroma of a baking

cake filled the kitchen. ASK What might give off an aroma in your kitchen?• A plant that is blooming is flowering and growing. The plant in the sunny

window is now blooming. What does a plant need in order to keep blooming? • Muscles are parts of our bodies that move our bones. Dad’s muscles were sore

after he worked in the yard. How can you help your body build strong muscles?• If something is prickly, it is covered with sharp points. A porcupine has prickly

quills on its body. What might happen if you felt something prickly?• Scent is another word that means smell, especially a nice smell. I like the scent

of Mom’s perfume. What are some things that have a pleasant scent? What are some things that have an unpleasant scent?

• A trade is the exchange of one thing for another. Would you like to make a trade of my baseball cap for your cowboy hat? Give an example of a trade that you would like to make with a friend.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V66. Help children choose the correct answer for aroma. Then have children work individually to complete the remaining examples.




Answer Key: 1. FALSE; 2. TRUE; 3. TRUE; 4. FALSE; 5. FALSE; 6. TRUE

Quick Check



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1. An old sock has a nice aroma.

TRUE FALSE

2. Flowers could be blooming in a garden.

TRUE FALSE

3. I need strong muscles to lift heavy things.

TRUE FALSE

4. A mushroom feels prickly when I touch it.

TRUE FALSE

5. A skunk has a nice scent.

TRUE FALSE

6. Getting an orange for your apple would be a

fair trade.

TRUE FALSE


LESSON

67Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Ancient is something that is very old. EXAMPLE Many ancient objects

were found buried in the ground. ASK What are some ancient items you know about or have seen in a museum?

• To confirm something is to show that it is true based on facts. I can confirm that there were five rainy days this month. How could you confirm that dinosaurs once lived?

• You are hopeful when you think that something you want to happen may happen. Mom was hopeful that I would get well soon. What are you hopeful about?

• A site is a place set apart for a special use. This site by the river is a good place to have a picnic. On what kind of site would you build a big city?

• If you are unable to do something, that means you cannot do it. He was unable to lift the big box. What are you unable to do now?

• If something is valid, it has been proven. He had valid information about the cause of the fire. Why does a newspaper reporter want to have valid facts before writing a story?





Answer Key (Sample answers): ancient Yes: dinosaur footprint, No: computer; confirm Yes: a giraffe is taller than a dog, No: my sister will win the race; hopeful Yes: happy, No: worried; site Yes: by a lake, No: underwater; unable Yes: read, No: purr; valid Yes: live in the water; No: like to knit

Quick Check



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Yes No

I could see an ancient

.

I could NOT see an

ancient

.

I can confirm that

.

I CANNOT confirm that

.

When you are hopeful,you may feel

.

When you are NOT

hopeful, you may feel

.

A good site for a house

would be

.

A good site for a house

would NOT be

.

A cat is unable to

.

A cat is NOT unable to

.

It is a valid fact that fish

.

It is NOT a valid fact that

fish

.


LESSON

68Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE A butterfly that fluttered flapped its wings quickly to fly. EXAMPLE

The butterfly fluttered from flower to flower. ASK What else could have fluttered?• If you giggled, you laughed. I giggled because my cat looked so funny chasing

a butterfly. What have you giggled about with your friends? • Someone who peered looked over or around something. Sam peered into the

classroom before entering. If you peered into your classroom, what would you see near the door?

• If you recognized someone, you knew that person from an earlier time. Pam hadn’t seen her uncle for a long time, but she recognized him right away. What might you say to someone you recognized in a store?

• If my brother snuggled his stuffed animal, he held it close to him. My cat purred when I snuggled next to her. Who or what would you like to be snuggled up to? Why?

• If something vanished, it is no longer able to be seen. It disappeared. The house next door vanished from my sight in the fog. What things have vanished or moved away from your sight?





Answer Key (Sample answers): 1. butterfly; 2. at a funny movie; 3. desks; 4. a lake; 5. wave “hello”; 6. run away; 7. are close to each other; 8. my pet

Quick Check



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1 . What insect have you seen that’s fluttered its

wings?

2. When have you giggled?

3. What might you see if you peered into a

classroom?

4. Write about something you would not see if you

peered into a classroom.

5. If you recognized an old friend, what might

you do?

6. If you recognized an old friend, what

wouldn’t you do?

7. What does it mean when two things are

snuggled together?

8. What would you miss if it vanished?


LESSON

69Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Something or someone beloved is dearly loved. EXAMPLE Our beloved

dog was lost for two days. ASK How would you show a beloved relative that you think he or she is special?

• If you glanced at something, you looked at it very quickly. Dad glanced at the newspaper before he left for work. If you glanced at a newspaper, would you have read all of the stories carefully?

• Something that gleamed shone or glowed. After I cleaned the kitchen, it gleamed. What have you seen that gleamed when it was cleaned?

• Someone who is noble shows qualities such as courage, generosity, or honor. The leaders of a country should be noble because they make laws for all to follow. What could you do to show that you are noble?

• If you promised to do something, you said you would definitely do it. She prom-ised to make her bed today. What have you promised to do to help at home?

• If something wiggled, it moved from side to side in short, quick motions. Sarah wiggled her loose tooth and hoped it would come out soon. Show me how you might have wiggled into a tight place.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V69. Help children choose the correct answer for beloved. Then have children work individually to complete the remaining examples.




Answer Key: 1. sad; 2. a stove; 3. washed it; 4. told the truth; 5. did wash the dishes; 6. snake

Quick Check



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1. Someone who lost a beloved pet feels

.

excited sad

2. If you glanced around a kitchen, you might

see .

a stove a tiny crumb

3. The car gleamed after we .

washed it drove in the mud

4. You would be noble if you .

were mean told the truth

5 . When I promised to wash the dishes I .

did wash the dishes didn’t wash the dishes

6. The wiggled into a hole.

snake lion


LESSON

70Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Something beyond is farther along. EXAMPLE You have to go beyond the

school to get to the park. ASK What is beyond your home on the same street? • A burrow is a hole or tunnel in the ground. A groundhog sleeps all winter in a

burrow. Why is a burrow a good place for an animal to sleep?• Something distant is far away in space or time. I heard the distant whistle of the

train. What is a distant place you would like to visit and why? • Something that is lengthy is long. My baby sister took a lengthy nap. How do

you feel when you get somewhere after a lengthy trip? • A warning tells you to be aware of danger. The road sign was a warning to drive

slowly. What warning signs have you seen?





Answer Key (Sample answers): beyond Yes: a tree, No: China; burrow Yes: Chipmunks, No: Ducks; distant Yes: The sun, No: The food store; lengthy Yes: Grandma’s house, No: school; warning Yes: run, No: swim safely

Quick Check



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Yes No

When I look beyond my

window, I see

.

When I look beyond my

window, I do NOT see

.

live or hide in a burrow. do NOT live or hide in a

burrow.

is distant from my

home.

is NOT distant from my

home.

Going to

is a lengthy trip for me.

Going to

is NOT

a lengthy trip for me.

You might hear a

warning at the pool if

you .

You would NOT hear a

warning at the pool if

you .


LESSON

71Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Beasts are animals other than human beings. EXAMPLE I have read

stories about beasts in the jungle. ASK What are your favorite jungle beasts? Describe them.

• If something is handy, it is useful. It is handy to have a flashlight in the dark. What would come in handy if you were camping in the woods?

• Itches are feelings on your skin that make you want to scratch. The insect bites made many itches on her arm. What does it look like when someone has itches?

• When you nibble, you bite something gently or take small bites of it. My pet rabbit tried to nibble at my carrot. What other animals like to nibble?

• When birds preen, they smooth and clean their feathers using their beaks. Birds preen themselves to keep clean. Where might you be if you saw a bird preen?

• Puddles are small and shallow pools of water. I put on my boots and splashed in the puddles. When do you most often see puddles? Where do you see them?

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V71. Help children choose the correct answer for beasts. Then have children work individually to complete the remaining examples.




Answer Key: 1. TRUE; 2. TRUE; 3. TRUE; 4. TRUE; 5. FALSE; 6. FALSE

Quick Check



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1. Lions and bears are beasts.

TRUE FALSE

2. A cool drink is handy on a hot day.

TRUE FALSE

3. Your skin itches when you have a rash.

TRUE FALSE

4. You can nibble on a carrot.

TRUE FALSE

5. A bird uses its legs to preen.

TRUE FALSE

6. Puddles are usually filled with books.

TRUE FALSE


LESSON

72Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE Conservation is the protection of Earth’s natural resources. EXAMPLE

If we think conservation is important, we will clean up our land and waters. ASK What can people do to help with conservation?

• We say an animal is extinct if there are no more of that animal on Earth. The bald eagle was once almost extinct. Why is it a problem if an animal becomes extinct?

• The hardest thing is the most difficult one. The hardest job our town had was turning a littered, empty lot into a park. What was the hardest thing for you to learn?

• If trash remains in a landfill, this means it stays there for many years. The old house remains even though newer houses have been built around it. What is old in your home or town that still remains?

• If something causes trouble, it creates a problem. Cutting down too many trees can cause trouble for the land. What trouble might happen if people don’t keep their homes clean?





Answer Key (Sample answers): 1. recycle paper; 2. litter; 3. a dinosaur; 4. reading; 5. my bed; 6. because someone moved it; 7. bees; 8. a calm animal

Quick Check



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1 . How can you help with conservation?

2. What does not help with conservation?

3. What is one animal that is now extinct?

4. What is the hardest subject in school for you?

5. What always remains in your bedroom?

6. Why wouldn’t something remain in place?

7. What is something that could cause trouble in

your classroom?

8. What would not cause trouble in your

classroom?


LESSON

73Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE To beware means to be on the lookout for something dangerous.

EXAMPLE Beware of the thunderstorm and go inside. ASK If you were told to beware of a dog, how would you act?

• To destroy something means to ruin it. A tornado has high winds and can destroy houses. How did you or someone else destroy a toy?

• Grasslands are large land areas covered with grass. In the grasslands of Africa, you could see lions and elephants. What kind of land would not be grasslands?

• Prevent means to stop something from happening. How can we prevent car accidents? What is one way to prevent getting a bad grade on a test?

• Uprooted means torn or pulled out of the ground. The storm uprooted a tree in the woods behind our house. What kind of a storm might cause a tree to be uprooted?

• Violent means showing great physical force. The violent river would soon over-flow onto the land. What word means the opposite of violent?





Answer Key (Sample answers): beware Yes: lightning, No: kind people; destroy Yes: A glass, No: A wall; grasslands Yes: cheetahs, No: pigs; prevent Yes: Getting extra sleep, No: Having dirty hands; uprooted Yes: tornado, No: gentle breeze; violent Yes: Thunderstorms, No: Sunny days

Quick Check



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Yes No

You need to beware of

.

You do NOT need to

beware of

.

is something that you can

destroy easily.

is NOT something that

you can destroy easily.

Animals that might live

on grasslands are

.

Animals that do NOT

live on grasslands are

.

might prevent me from

getting sick.

will NOT prevent me

from getting sick.

A

might have

uprooted a tree.

A

could NOT

have uprooted a tree.

can become violent. do NOT usually become

violent.


LESSON

74Vocabulary

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Vocabulary WordsTEACH/MODELTeach each Vocabulary Word using the Define/Example/Ask routine.• DEFINE When people have agreed, they have thought the same way about

something. EXAMPLE My class agreed that we should make classroom rules. ASK What rules has your class agreed to follow?

• When something is gathered, it is brought together. The teacher gathered books for our classroom reading shelf. What items could be gathered for a family picnic?

• If you were jabbing something, you would be poking it with something pointed. I began jabbing my fork at the tomato that was rolling on my plate. Name some sharp objects that you might use for jabbing something.

• When you do something randomly, you do not have a plan or purpose behind it. The teacher randomly picked children to be on the two teams. Would you rather choose a movie randomly or on purpose?

• When someone gives you a signal, it is a sign you are supposed to do something. The teacher gave us a signal to work quietly. Show what signal you would use to tell someone to be quiet, to stop, to smile, and that you agree or disagree.





Answer Key (Sample answers): agree Yes: to eat dinner together, No: about where to go on a trip; gathered Yes: food, No: beds; jabbing Yes: a stick, No: a pillow; randomly Yes: my socks, No: my friends; signal Yes: hand, No: ear

Quick Check



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Yes No

My family has agreed

.

My family has NOT

agreed

.

We gathered

in a basket.

We could NOT have

gathered

in a basket.

You could use

for jabbing.

NO ONE would use

for jabbing.

I might randomly choose

.

I would NOT want to

randomly choose .

I use my

to signal “Hello.”

I do NOT use my

to signal “Hello.”


LESSON

75Vocabulary

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VOCABULARY WORDS




1. Sample Answer: A leaf (Lesson 65: Grade 2, Unit 5, Week 1)

2. Sample Answer: Pizza (Lesson 66: Grade 2, Unit 5, Week 2)

3. Sample Answer: drive a car (Lesson 67: Grade 2, Unit 5, Week 3)

4. Sample Answer: laughed (Lesson 68: Grade 2, Unit 5, Week 4)

5. Sample Answer: read a book with me (Lesson 69: Grade 2, Unit 5, Week 5)

6. Sample Answer: under the ground (Lesson 70: Grade 2, Unit 6, Week 1)

7. Sample Answer: after it rains (Lesson 71: Grade 2, Unit 6, Week 2)

8. Sample Answer: pandas (Lesson 72: Grade 2, Unit 6, Week 3)

9. Sample Answer: a big city (Lesson 73: Grade 2, Unit 6, Week 4)

10. Sample Answer: clean my room (Lesson 74: Grade 2, Unit 6, Week 5)







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1. drifts slowly in the breeze.

2. has a scent I like.

3. I am unable to .

4. The word is almost the same as

giggled.

5. My mom promised to .

6. The chipmunk’s burrow is .

7. Puddles are found .

8. I would be sad if became extinct.

9. Something not found on grasslands is

.

10. Yesterday I agreed to .


LESSON

76Vocabulary

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VOCABULARY STRATEGIES

Compound WordsTEACHIntroduce Compound Words Explain that a compound word is a longer word made up of two smaller words. Write sunlight on the board. Say: This is made of two smaller words. Draw a line between sun and light. Discuss the meaning of sun and light. Explain that sunlight means “the light of the sun.” Then write grass and lands. Discuss the meaning of each word. Then write one word, grasslands. Explain that grasslands are “lands with grass.”

Using Word Part Clues Tell children that they can often look for two smaller words in a longer word to help them understand the meaning of the longer word. Say: Often understanding the meaning of each small word will help you figure out the meaning of the compound word. For example, sailboat means “a boat with a sail.” Explain that sometimes the meaning of each smaller word will not help them figure out the meaning of the compound word. Write butterfly. Explain that a butterfly is an insect with wings, not butter that flies.

MODELWrite this sentence on the board: For lunch at our campsite, we decided to cook hotdogs over the fire. Then read it aloud, and model deciding whether knowing the meaning of the smaller words in a compound word can help you under-stand the meaning of each underlined word.

Think Aloud First I’ll look at campsite. I see two smaller words that I know: camp and site. I’ll draw a line between the smaller words. Now I’ll think about the meaning of each smaller word. If I put the meanings together, does the word make sense in the sentence? Yes: campsite means “a site or place where someone makes a camp.” Now I look at the other word. It has two smaller words I know: hot and dogs. Is the word hotdogs dogs that are hot? That doesn’t make sense in the sentence. Hotdogs are something to eat. This time the meaning of the smaller words doesn’t help me understand the longer word.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V76. Read the direc-tions aloud and the passage with children. Then have partners complete the exercises. Discuss the meaning of each compound word.

Word Play Have children create a chart like that on Practice Reproducible V76. Have them complete it with silly compound words such as updown or birdfist.

Answer Key: 1. upstairs, bluebird, birdbath, treetop, sandbox 2. sidewalk, mailbox, doghouse, afternoon, flashlight



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Compound Words

1. Read the passage. Circle the words that are compound words. Complete the chart.

Jan looked out the upstairs window. She saw a bluebird at the birdbath. She hurried into the yard. But the bird flew up to a treetop. Jan decided to play in the sandbox instead.

Compound

Word

Two Smaller

Words Meaning

upstairs up + stairs a place that is up the stairs

2. Draw a line from the words in the first column to the words in the second column to make compound words.

side house

mail noon

dog walk

after light

flash box


LESSON

77Vocabulary

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Word FamiliesTEACHWord Families Explain that many words are related, or have something in common, such as a base word. These words belong to the same word family. • Write read on the board. Discuss its meaning. Then write reading. Tell children

that read is the base word of reading. Explain that a base word is a single word that cannot be broken into smaller words or parts.

• Write reader and readable on the board beneath read and reading. Discuss the meaning of each word. Explain that these all belong to the same word family.

• Then write paint and painter on the board. Explain that paint is the base word of painter. Then write painted, painter, and repaint. Discuss the meaning of each word. Explain that these words all belong to another word family.

• Repeat with power, powerful, powerless, and powered.

Using Word Part Clues Explain that children can ask themselves these ques-tions to help them decide whether a word is part of a word family: Does each word have the same base word? What does the base word mean? Tell children that if they know the meaning of the base word in a word family, they can probably figure out the meanings of the other words.

MODELWrite these sentences on the board: Kate was class helper yesterday. She helped the teacher pass out papers. She hoped she was helpful. Then read them aloud. Model using base words to identify words that are part of the same word family.

Think Aloud I see three words that have similar spellings: helper, helped, and helpful. Maybe these words are all part of the same word family. Do they all have the same base word? They do, so they belong to the same word family. I will use what I know about the word help to guess the meaning of each word. A helper is probably a person who helps. Helped means I already gave help to my teacher. Helpful probably means something like “giving a lot of help.”

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V77. Read the direc-tions aloud and the passages with children. Have partners complete each web and discuss word meanings.

Word Play Have children listen for words that are part of the same word family. Ask them to listen closely to words that are spoken both at school and at home. Have children share the words they heard. Record the words in a web.

Answer Key: 1. careful, cares, caring, careless 2. playing, players, played, playful



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Word Families

Read each passage. Find four words from the same

word family. Circle the words. Then use them to

complete each web.

1. Please be careful about keeping our land clean. My family cares about recycling. You are caring if you pick up trash. But you are careless if you throw trash on the ground.

2. I like playing baseball. We have many good players. We played a game yesterday. Something funny happened at the game. My friend hit the ball. A playful puppy chased the ball and ran away with it.

Base Wordcare

Base Wordplay


LESSON

78Vocabulary

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Prefixes un-, dis-TEACHBase Words and Prefixes Explain that a prefix is a word part that can be added to the beginning of a base word to make another word.• Write un- on the board. Explain that un- is a prefix that can mean “not.” • Write happy on the board. Add un- to make unhappy. Draw a line between un

and happy. Say: Adding the prefix un- to the base word happy makes a word that means “not happy.” Repeat with clean and unclean, broken and unbroken.

• Write dis- on the board. Explain that dis- is also a prefix that can mean “not.” Repeat the above routine, using agree and disagree, obey and disobey.

Using Word Part Clues Tell children that they can often use base words and prefixes to help them understand the meanings of words they don’t know. But explain that breaking a word into parts will not always help them. Write uncle and distant on the board. Draw a line after un and dis. Point out that cle and tant aren’t words. Therefore, breaking these words into parts won’t help children understand them. Tell children they should look for both a prefix they know, such as un- or dis-, and a base word they know, such as happy or agree.

MODELWrite these sentences on the board: Her parents were displeased because she broke the lamp. What a d isaster! Then read them aloud. Model deciding whether word part clues can help understand the meaning of each underlined word.

Think Aloud First, I’ll look at displeased. I know that dis- can be a prefix, so I’ll draw a line after it. Do I see a word that I know? Yes. I see the word pleased. Displeased must mean “not pleased.” That makes sense. But what about disaster? That starts with dis-. I’ll draw a line after it, but I don’t know what aster means, so word part clues don’t help me understand this word. I’ll look it up in the dictionary.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V78. Read the direc-tions aloud. Then read each passage with children. Have partners complete each word web. Discuss the meaning of each word. Point out that using word part clues does not help in understanding under or discuss.

Word Play Write untired and dishungry on the board. Tell children that these are silly words you just made up. Discuss what these silly words might mean. Have partners use the prefixes un- and dis- to make other silly words.

Answer Key: 1. untied, unzipped, unclean 2. disliked, dishonest, disagree



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Prefixes un-, dis-

Read each passage. Circle the words with the

prefix un- or dis-. Use them to complete each web.

1. His mother found him digging a hole under a tree. His shoes were untied, and his jacket was unzipped. His pants were covered in mud. His shirt was also very unclean. “Aren’t you uncomfortable?” she asked.

2. Tom’s toy disappeared. He discussed this with Deepa. “I disliked that toy anyway,” Tom said.

“ Someone stole it!” Deepa cried. “That’s dishonest!”

“I disagree,” Tom said. “Someone probably just borrowed it.”

Prefix un- means “not”

uncomfortable

Prefix dis- means “not”

disappeared


LESSON

79Vocabulary

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Prefixes re-, pre-TEACHIntroduce Prefixes re- and pre- Remind children that a prefix is a word part that can be added to the beginning of a base word to make another word. • Write re- on the board. Explain that re- is a prefix that can mean “again.”• Write do. Add re- to make redo. Draw a line between re and do. Say: Adding the

prefix re- to the base word do makes a word that means “do again.” Repeat this routine with pay and repay.

• Write pre- on the board. Explain that pre- is a prefix that can mean “before.” Repeat the above routine, using school and preschool, pay and prepay.

Using Word Part Clues Remind children that they can use base words and prefixes to help them understand the meanings of words they don’t know. But explain that breaking a word into parts will not always help them understand these words. Write prefer and realize on the board. Draw a line after pre and re. Point out that fer and alize are not words. Therefore, breaking these words into parts won’t help to understand them. Tell children they should look for both a prefix they know, such as re-, and a base word they know, such as tie.

MODELWrite these sentences on the board: Never prejudge people when you first meet them. I predi ct you will like Jack when you know him better. Then read the sentences aloud, and model deciding whether word part clues can help under-stand the meaning of each underlined word.

Think Aloud First, I’ll look at prejudge. I know that pre- can be a prefix, so I’ll draw a line after it. I see the base word judge. To judge someone means to make up your mind about him or her. Prejudge must mean “judge people before you meet them.” That makes sense in the sentence. What about predict? That starts with pre-. I’ll draw a line after it, but dict is not a word. So word part clues don’t help me understand this word. I’ll look up predict in the dictionary.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V79. Read the direc-tions and each passage aloud. Have partners complete each word web. Discuss the word meanings. Point out that using clues does not help understand pretend or realized.

Word Play Write prelunch and resick on the board. Tell children these are silly words that you made up. Discuss what these silly words might mean. Have partners use the prefixes pre- and re- to make other silly words.

Answer Key: 1. rearranged, refilled, repay 2. preschool, prehistoric, prepays



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Prefixes re-, pre-

Read each passage. Circle the words with the

prefix re- or pre-. Use them to complete each web.

1. We packed the car for our trip. Then we rearranged our bags. Dad refilled the carwith gas. He will repay Mom for the money she gave him. Finally, we started driving! Then Mom realized we forgot something. We returned home.

2. My sister goes to preschool. The children are learning about prehistoric animals. At free time, my sister pretends to be a princess. Mom prepays for her lunch. After lunch, the teacher previews a book. Then she reads it to the children.

Prefix re- means “again”

returned

Prefix pre- means “before”

previews


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Endings -s, -esTEACHIntroduce Base Words and Endings Explain that endings such as -s and -es can be added to the ends of verbs to show when actions happened.• Write jump on the board. Add an -s to make jumps. Say: Adding a different

ending to a base word can change the meaning. Adding -s to jump means that one person jumps now.

• Write reach on the board. Add -es to make reaches. Explain that reaches, like jumps, is an action word (verb). Say: When an action word ends in ch, sh, x, or s, -es is added instead of -s. Adding -es tells that one person is doing the action now. Write: Mom reaches, but the children reach.

Remind children that -s and -es are used to tell how many when added to the end of nouns. Just because a word ends in -s or -es does not mean it’s a verb. Write cat and cats on the board. Discuss the meanings. Then repeat with bush and bushes.

MODELWrite these sentences on the board: Jim walkswalks to school. He waveswaves to his friends. He runsruns as soon as he hearshears the bell ring. Then read the sentences aloud. Model using endings to understand when the action happened.

Think Aloud When did these actions happen? I see the -s ending in friends, but that doesn’t help me know when these actions happened. Friend is not an action word. The -s ending in walks tells me that this action is happening now. I’ll check the other action words in these sentences to see if all of the actions are happening now. Yes, the -es ending in waves and the -s ending in runs and hears tell that all of the actions are happening now.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V80. Read the direc-tions aloud and each passage with children. Have partners complete each chart. Discuss word meanings.

Word Play Ask children to give examples of multiple meaning words that can be both verbs and nouns, such as stand. Then have the group generate sentences using both meanings in the same sentence. Write the sentences on the board and discuss word meanings.Answer Key: 1. walks, looks, knows, rakes, throws, runs 2. watches, wishes, wishes, moves, stares, smiles



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Endings -s, -es

Read each passage. Find the action words with the

endings -s or -es. Use them to complete each chart.

1. Action Words with -s

Josh walks into the yard and looks at the trees. Fall is here, and Josh knows it’s time to rake. As Josh rakes the leaves, he sees many colors. When he’s done, Josh throws the rake onto the pile and runs to play with his friends.

Words with -s

2. Action Words with -es

Sue watches the bright flashes. It’s the Fourth of July! Sue wishes the crashes of the fireworks weren’t so loud. She also wishes she could see fireworks every day. She moves closer to her Dad. He stares at the sky and smiles.

Words with -es


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Endings -ed, -ingTEACHIntroduce Base Words and Endings Explain that endings such as -ed and -ing can be added to the ends of verbs to show when actions happened.• Write jump two times. Add -ed and -ing to make jumped and jumping. Say:

Adding a different ending to a base word can change the meaning. Adding -ed means someone took jumps before now. Adding -ing means somebody is still taking jumps.

Using Word Part Clues Explain that some verbs are irregular. These words do not add -ed to the base word to tell when the action happened. Write: Today I runrun. Last week, I ranran. Point out that -ed is not added to the base word run. Repeat with other examples, such as go and went, win and won, eat and ate, and give and gave.

MODELWrite these sentences on the board: Sam wentwent to school and paintedpainted a picture of birds. Now Sam is walkingwalking home. Birds are flyingflying in the sky. Then read the sentences aloud. Model using endings to understand when the action happened.

Think Aloud When did these actions happen? I see the -ed ending with painted, so Sam painted a picture of birds in the past. The word went doesn’t have the -ed ending, but I know that word also tells about an action in the past. The -ing ending in walking tells me that this action is happening now. The -ing ending in flying tells me that the birds are still flying.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V81. Read the direc-tions aloud and each passage with children. Point out the irregular verb won. Have partners complete each chart. Discuss word meanings.

Word Play Ask children to listen for the same word used with -ed and -ing. They might hear one person use play, another use played, and another use playing. Record the words on chart paper.

Answer Key: 1. piling, leaving, selling, looking 2. finished, yelled, smiled, jumped, seemed, practiced



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Endings -ed, -ing

Read each passage. Find the words with the

endings -ed or -ing. Use them to complete each

chart.

1. Actions That Happen Now

Max is piling his old toys in a wagon and leaving for the yard sale. He arrives and unloads. But Max is not selling his old toys. He is looking at the other toys for sale there.

Words with -ing

2. Actions That Happened in the Past

Ken swam in a race. When he finished, someone yelled, “You won!” Ken smiled and jumped up and down. He seemed so happy and proud. He practiced hard for this!

Words with -ed


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Inflectional Nouns -s, -esTEACHIntroduce Inflectional Nouns Remind children that nouns name people, animals, places, or things. Explain that endings such as -s or -es can be added to the ends of some nouns to mean “more than one.”• Write dog on the board. Add an -s to make dogs. Say: Adding an -s to the word

dog changes the meaning from one dog to more than one dog.

• Write box on the board. Add an -es to box. Say: When a noun ends in ch, sh, x, or s, -es is added instead of -s to make the noun mean more than one.

Remind children that -s and -es are also used with action words (verbs) to tell that an action is happening now. Just because a word ends in -s or -es does not mean it’s a noun. Write walk and walks, catch and catches. Discuss the meanings.

Using Word Part Clues Explain that some nouns are irregular. Say: You do not add -s or -es to these words to make them mean more than one. Write: One child is standing. Many children are standing. Point out that -s or -es was not added to the noun child to make it mean more than one. Repeat with other examples, such as man, men; woman, women; foot, feet; tooth, teeth.

MODELWrite on the board: The children play in the park. The boys ride on the swings. A girl sits in the sandbox. She takes her shoes off her feet. Then read the sentences aloud. Model using endings to understand which nouns mean “more than one.”

Think Aloud Which nouns mean one? Which mean more than one? I see the irregular noun children, so this means more than one child. The word parkdoes not have an -s at the end, so there is only one park. Boys has an -s and so does swings. That means more than one boy is riding on more than one swing. I see only one girl is sitting in one sandbox because there is no -s or -es at the end of the words. There is an -s at the end of shoes, so there is more than one shoe. I see the irregular noun feet, which means more than one foot.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V82. Read the direc-tions aloud and each passage with children. Have partners complete each chart. Discuss word meanings.

Word Play Ask children to listen for nouns with and without -s or -es. They might hear one person use friend and another use friends. Record the words.Answer Key: 1. girls, boys, games, children, swings, friends 2. men, women, lunches, benches, boxes, peaches



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Inflectional Nouns -s, -es

Read each passage. Find nouns that mean “more

than one.” Use them to complete each chart.

1. Nouns Ending in -s and Irregular Nouns

Girls and boys like to play games. They play at the park. They go on the slide. They ride on the swings. Then the children run with friends.

Nouns with -s and Irregular Nouns

2. Nouns Ending in -es and Irregular Nouns

It is time to eat lunch. The men and women take lunches to the park. They all sit on benches. Some have boxes. One man has a bag. He is eating peaches.

Nouns with -es and Irregular Nouns


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Suffixes -ful, -less, -lyTEACHIntroduce Base Words and Suffixes Explain that a suffix is a word part that can be added to the end of a base word to make another word.• Write -ful on the board. Explain that -ful is a suffix that can mean “full of.” Write

hope on the board. Add -ful to make hopeful. Draw a line between hope and ful. Say: Adding the suffix -ful to the base word hope makes a word that means “full of hope.” Repeat with pain and painful, care and careful.

• Write -less on the board. Explain that -less is a suffix that can mean “without.” Repeat the above routine, using hope/hopeless, pain/painless, care/careless.

• Write -ly on the board. Say: The suffix -ly tells more about a verb, or action word. Write: The dog barked loudly. Draw a line between wild and ly. Say: How did the dog bark? He barked in a way that was loud. Repeat with She talked quietly.

Using Word Part Clues Explain that these word parts can work differently in different words. Write joyful. Remind children that the suffix -ful often means “full of.” Discuss how joyful means “full of joy.” Write spoonful. Ask: Does spoonful mean “full of spoons”? Explain that it means “the amount that fills a spoon.”

MODELWrite these sentences on the board: The colorfulcolorful leaves fell from the oak tree. One rake was uselessuseless. Dad used the other to quickly rake the leaves. Read them aloud. Model deciding whether word part clues can help understand the meaning of each underlined word.

Think Aloud I see colorful. I know that -ful can be a suffix, so I’ll draw a line before it. I see the base word color. Colorful must mean “full of color.” Then I’ll look at useless. I see the base word use and the suffix -less. Useless must mean “cannot be used.” I also see quickly. I see the base word quick and the suffix -ly. Quickly must mean “in a way that was quick.”

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V83. Read aloud the directions and the passage with children. Then have partners complete the chart. Discuss the meaning of each word.

Word Play Write workful, playless, and walkly. Tell children these are silly words you have made up. Discuss what these silly words might mean. Have partners use the suffixes -ful, -less, and -ly to make other silly words.Answer Key: -ful: powerful, bucketfuls, thankful; -less: cloudless, careless, useless, endless; -ly: quickly, loudly, noisily, finally



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Suffixes -ful, -less, -ly

Read the passage. Find the words with the suffix

-ful, -less, or -ly. Use them to complete the chart.

Early this morning the sky was cloudless. I was playing and left the front gate open. How careless! My dog Max ran quickly through the gate. I called for him loudly but it was useless. That’s when I saw the clouds.

A powerful storm came through our town. Bucketfuls of rain fell. The wind blew noisily through the trees. The waiting seemed endless, but Max finally came home. I was thankful that he was safe! I won’t be so careless again.

Suffix -ful Suffix -less Suffix -ly


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Suffixes -or, -er, -estTEACHSuffixes -or, -er, -est Remind children that a suffix is a word part that can be added to the end of a base word to make another word. • Write -or and -er on the board. Explain that -or and -er are suffixes that can

mean “one who.” Write actor on the board. Draw a line between act and or. Say: Adding the suffix -or to the base word act makes a word that means “one who acts.” Repeat the routine for -er using teach and teacher.

• Write older on the board. Draw a line between old and er. Explain that -er is a suffix that means “more” and compares two people or things. Provide this example: Lana is older than Jim. Repeat with hard and harder.

• Write oldest on the board. Draw a line between old and est. Explain that -est is a suffix that means “most.” It compares more than two people or things. Provide this example: Lana is the oldest of all of us. Repeat with hard and hardest.

• Write wide, wider, widest. Point out that when a word ends with e, the e is dropped before adding -er or -es. Write big, bigger, biggest. Point out that some words double the final consonant before adding -er or -est.

Using Word Part Clues Explain that breaking a word into parts will not always help them understand words. Write chest. Draw a line before -est. Point out that ch isn’t a word. In this case, the letters est are not a suffix. Remind children to look for known prefixes such as -er or -est, and base words such as thin or young.

MODELWrite these sentences on the board: Jim is a runnerrunner. Jim ran fasterfaster than Linda. Carl ran the fastestfastest of all the children. Read them aloud. Model using word part clues to understand word meanings of each underlined word.

Think Aloud I see the word runner. The meaning “run more” doesn’t make sense. Runner must mean “one who runs.” I also see faster and fastest. I think these are comparing words. Yes, faster is comparing how Jim and Linda run. Fastest is comparing how Carl runs to all the children running.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V84. Read the direc-tions aloud and the passage with children. Then have partners complete the chart. Discuss word meanings.

Word Play Have partners write sentences using words with -or, -er, and -est.

Answer Key: -or/-er: rancher, climber, doctor; -er: larger, braver, smarter; -est: largest, bravest, smartest



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Suffixes -or, -er, -est

Read the passage. Find the words with the suffix

-or, -er, or -est. Use them to complete the chart.

I’m not sure what I want to be when I grow up. My uncle is a rancher. He has the largest ranch in his town. His ranch is larger than our neighborhood! My aunt is a mountain climber. She’s much braver than I am! She might be the bravest person in our whole family. Maybe I’ll be a doctor, like my sister. She’s the smartest person I know. But maybe I’m smarter than she is!

Suffix -or or -er

means “one who”

Suffix -er means

“more”

Suffix -est means

“most”


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Word Parts/RootsTEACHIntroduce Word Parts/Roots Explain that many words are related, or have something in common. Some words have word parts that are Greek or Latin roots. Tell children that these roots can help them figure out the meaning of the whole word.• Write act on the board. Explain that act is a root that means “do.” Say: Words

that have the root act will all be related in some way to the meaning of the root.

• Repeat with the Latin root mem and its meaning: of the mind.

Using Word Part Clues Explain that children can ask themselves these ques-tions to help them figure out the meaning of words with Latin or Greek roots: Does the word have a part that is from a Latin or Greek root? What does the root mean? Tell children that if they know the meaning of the root, they can probably figure out the meaning of the whole word.

MODELWrite these sentences on the board: The puppy is active. I remember you. Model using roots to understand word meanings.

Think Aloud When I look at the word active I ask myself, Does it have a part that is from a Latin or Greek root? I see it has the word part act in it. I know the root act means “do.” So, the word active probably means “does things.” I can do the same for the word remember. I see it has the word part mem in it. I know the root mem means “of the mind.” So the word remember probably means “something you have in your mind.”

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V85. Read aloud the directions and each passage with children. Then have partners complete each word web. Discuss word meanings.

Word Play Have children listen for words that have the roots act or mem. Ask them to listen closely to words that are spoken both at school and at home. Have children share the words they heard. Record the words in a web.Answer Key: 1. acting, active, actors, action 2. memory, memo, remember, remembered


Word Parts/Roots

Read each passage. Find four words with the

same root. Use them to complete each web.

1. I t is hard to get an acting job. You have to be active.

Most actors work hard. They look for new jobs everyday.

Many like to be in action movies. Some like to be in funny movies.

2. Jon has a bad memory. So Jon’s mom wrote a memo. She wrote, “Remember to get milk.” It worked!

Jon remembered. He went to the store. He got the milk.


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Root: act

Root: mem


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ReviewPREPARING THE REVIEW• Copy Practice Reproducible V86. Make one copy for each child. • Write the child’s name and today’s date at the top of the review.

ADMINISTERING THE REVIEW• Administer the review individually or to a small group. • Explain to children that they should read carefully each sentence. They should

think about the underlined word. Then they should fill in each blank.• If necessary, read sentences together with children and record their answers.

Sample Answers are shown below. Each item focuses on one lesson.

1. Sample Answer: bed, room (Lesson 76)

2. Sample Answer: help (Lesson 77)

3. Sample Answer: “not” (Lesson 78)

4. Sample Answer: “again” (Lesson 79)

5. Sample Answer: “now” (Lesson 80)

6. Sample Answer: in the past (Lesson 81)

7. Sample Answer: there is more than one (Lesson 82)

8. Sample Answer: “full of” (Lesson 83)

9. Sample Answer: “more” (Lesson 84)

10. Sample Answer: mem (Lesson 85)

SCORING THE REVIEW• Total the number of items answered correctly. • Use the Percentage Table to identify a percentage. Children should get at least

80 percent correct.• Analyze each child’s errors, using the lesson numbers provided above. • Reteach those lessons for which the child did not answer an item correctly.





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173

Vocabulary Strategies Review

Re ad each sentence. Then answer each question.

1. The two smaller words in bedroombedroom are

and .

2. The words helpedhelped, helper,helper, and helpinghelping have the base

word .

3. The prefix un- in unableunable means .

4. The prefix re- in refillrefill means .

5. The ending -s in jumpsjumps tells that the action is

happening .

6. The ending -ed in tossedtossed tells that the action

happened .

7. The ending -es in boxesboxes means .

8. The suffix -ful in thankfulthankful means

9. The suffix -er in fasterfaster means .

10. The root in rememberremember is .



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Vocabulary Intervention: Section 12


Using Sentence ContextTEACHIntroduce Sentence Context Explain that context clues are words or phrases that can help children understand the meanings of hard words. Write a sentence with one missing word: My dad pumped air into the on my bike.

Ask: What word belongs in the blank? (tires) Model testing that word out in the sentence. Then have children explain how they knew that this was the right word. (Tires need to be pumped up with air.) Tell children that they used context clues to identify the missing word.

Using Context Clues Explain that readers can also use context clues to under-stand hard words whose meanings they don’t know. They can follow these steps.1. Find the clues. Look for words or phrases that tell about the hard word.2. Use the clues. Try to use the clues to figure out the meaning of the word. 3. Test out the meaning. Try a meaning in the sentence. Does it make sense?Caution children that some sentences won’t give enough clues to figure out the meaning.

MODELWrite this sentence on the board: Keisha felt gloomygloomy because her dog was lost.

Read it aloud. Then model using context clues.

Think Aloud The first step is to find words and phrases that might be clues. [Underline because and her dog was lost.] Why did Keisha feel gloomy? Because she lost her dog. The second step is to use the context clues. I’ll think about what I know. How do people feel when their pet is lost? They feel sad. The word gloomy must mean “sad.” Now I’ll test out this meaning. That’s the third step: Keisha felt sadsad because her dog was lost. That makes sense.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V87. Read aloud and discuss each exercise. Show children where to write each answer.

Word Play Have partners work together to write other sentences with one missing word. Then pairs can exchange papers and try to solve them. Challenge children to write a sentence with enough context clues so their partners can figure out the meaning of the word.

Answer Key: 1a whispered 1b joke 1c quietly 1d “laughed quietly” 2a joke 2b loudly 2c “laughed loudly” 3a turned 3b angry 3c “looked at angrily”



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Using Sentence Context

Read each boldfaced sentence. Fill in each blank.

1. Al whispered a joke, and Jen snickered quietly.

a. The word tells me that Al was being quiet.

b. The word tells me that Jen was probably laughing.

c. The word tells me that Jen was not being loud.

d. Maybe snickeredsnickered means .

2. Al told a joke, and Jen guffawed loudly.

a. The word tells me that Jen was probably laughing.

b. The word tells me that Jen was not being quiet.

c. Maybe guffawedguffawed means .

3. Angry adults turned and glared at Al and Jen.

a. The word tells me that the adults looked at them.

b. The word tells me that the adults were not happy.

c. Maybe glaredglared means .


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Using Definition CluesTEACHIntroduce Definition Clues Explain that definition clues are words or phrases that tell exactly what a hard word means. Write and read aloud: We saw a jackdawjackdaw nearby. Point out that there are no clues to tell you what jackdaw means. Then write and read aloud these sentences: • A jackdawjackdaw is a kind of crow. We saw one nearby.

• The word jacjackkdawdaw means “a kind of crow.” We saw a jackdaw nearby.

• A jackdawjackdaw, or a kind of crow, was nearby.

Underline a kind of crow in each sentence. Explain that this is the definition for jackdaw. Ask: What is a jackdaw? (a kind of crow) Circle and identify the signal words is, means, and or. Explain that these are words that can signal a definition.

Using Context Clues Children can follow these steps to use definition clues. 1. Find the clues. Look for words or phrases that tell about the hard word.2. Use the clues. Try to use the clues to figure out the meaning of the word. 3. Test out the meaning. Try a meaning in the sentence. Does it make sense?

MODELWrite this sentence on the board: Mike sat on the setteesettee, or small sofa, and Jake sat on the chair. Then read it aloud, and model using definition clues.

Think Aloud I don’t know the word settee, but I see a group of words right after it that begin with the word or. That could be a signal that the author is giving me a definition. The words small sofa look like they go with settee. Mike would sit on a small sofa, just as Jake sits on a chair. That makes sense. A settee must be a small sofa.


Word Play Pair children up. Have each child make up a new word, create a meaning, and write a sentence using the new word and its definition. Then each child should challenge his or her partner to say what the word means and to use it correctly in a new sentence.

Answer Key: 1a is 1b a bird with long legs and pink feathers 2a or 2b scientist who studies the earth 3a means 3b ship 4a is 4b a wild horse



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Using Definition Clues

Read each boldfaced sentence. Then fill in each blank.

1. A flamingo is a bird with long legs and pink feathers.

a. The signal word tells me I might find definition clues.

b. The words that define flamingoflamingo are .

2. The geologist, or scientist who studies the earth, gave a talk to our class.


b. The words that define geologistgeologist are .

3. The word tanker means “ship.”


b. The word that defines tankertanker is .

4. A mustangmustang is a wild horse.


b. The words that define mustangmustang are .


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Using Example CluesTEACHIntroduce Example Clues Explain that example clues are words or phrases that help readers understand the meanings of hard words.• Write and read aloud: People need help during catastrophescatastrophes like fires, floods, and

earthquakes. Underline catastrophes.• Circle the word like. Say: This word signals that you should look for examples. The

author is saying that three kinds of catastrophes are fires, floods, and earthquakes.

• Ask: How are fires, floods, and earthquakes alike? (They are all terrible happen-ings.) So what are catastrophes? (terrible happenings)

Rewrite the sentence, replacing like with such as, including, and then for example. Explain that these are all signal words that tell readers to look for examples that might explain a hard word.

Using Context Clues Children can follow these steps to use example clues.1. Find the clues. Look for words or phrases that tell about the hard word.2. Use the clues. Try to use the clues to figure out the meaning of the word.

How are the examples alike?3. Test out the meaning. Try a meaning in the sentence. Does it make sense?

MODELWrite these sentences on the board: The state park was filled with conifersconifers. For example, there were pine trees and hemlock trees. Then read the sentences aloud, and model using example clues.

Think Aloud How can I figure out what conifers are? The next sentence starts with for example, so pine trees and hemlock trees must be examples. They are both trees with needles instead of leaves. That meaning fits with the sentences. A state park might have lots of those kinds of trees.


Word Play Have partners invent nonsense words for three common categories such as colors, kinds of dogs, or flowers. Supply an example for each category. (Bwans include red, blue, and green.) Have partners write two sentences, exchange them, and identify the meaning of each nonsense word.

Answer Key: 1a include 1b in space 1c “things in space” 2a like 2b all sweet 2c “sweets” 3a such as 3b to ride in 3c “things you ride in”



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Using Example Clues

Read each boldfaced sentence. Fill in each blank.

1. Heavenly bodies include the sun, the moon, planets, and stars.

a. What is the signal word?

b. Where are the sun, the moon, planets, and stars?

c. The words heavenly bodiesheavenly bodies probably mean .

2. We ate confections like cookies and cakes.

a. What is the signal word?

b. How are cookies and cakes alike?

c. The word confectionsconfections probably means .

3. The road was full of vehicles, such as cars and trucks.

a. What are the signal words?

b. What do you use cars and trucks for?

c. The word vehiclesvehicles probably means .


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Using Synonym CluesTEACHIntroduce Synonym Clues Write these synonyms: big and large, tiny and small, skinny and thin. Explain that synonyms are words with the same or almost the same meanings. Authors sometimes provide a familiar synonym for a less familiar word. Write and read aloud these sentences:

Lin was flabbergastedflabbergasted when she saw the bear. Al was shocked, too. Say: Lin and Al feel the same way. So what word in the second sentence might mean the same as flabbergasted? (shocked) Point out the word too in the second sentence. Explain that sometimes, but not always, authors point out that two words are synonyms, by using signal words such as too, also, like, and as.

Using Context Clues Children can follow these steps to use synonym clues.1. Find the clues. Is there a familiar synonym nearby?2. Use the clues. Replace the hard word with the synonym.3. Test out the meaning. Does this familiar word help you understand the

sentence?

MODELWrite these sentences on the board: His jacket was shabbyshabby. All his clothes were ragged. Then read them aloud, and model using synonym clues.

Think Aloud I need help with shabby. I don’t see a clue word that points to a synonym, but the next sentence talks about all his clothes being ragged. People can call a jacket clothes, so his jacket must be ragged, too. That must be what shabby means: ”ragged.” That meaning makes sense in the sentence.


Word Play Write these synonyms: smile and grin, funny and silly, joyful and happy, angry, and mad. Read each word and discuss its meaning. Have partners write a sentence that uses one synonym to explain another. You might give the following example: Alan grinnedgrinned and Frank smiledsmiled, too.

Answer Key: 1a fast 1b too 2a clever 2b no 3a pest 3b no 4a strange 4b also



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Using Synonym Clues

Read the boldfaced sentences. Fill in each blank.

1. A deer is a fleetfleet runner. A horse is fast, too.

a. What is the synonym for fleetfleet?

b. What signal word points this out?

2. Malik had an ingeniousingenious plan. We used his clever plan.

a. What is the synonym for ingeniousingenious?

b. Is there a signal word that points this out?

3. My brother is a nuisancenuisance. He is such a pest!

a. What is the synonym for nuisancenuisance?

b. Is there a signal word that points this out?

4. “That toy is bizarrebizarre,” Lyle said,” Lyle said. Kim also said it was strange.

a. What is the synonym for bizarrebizarre?

b. What signal word points this out?


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Using Antonym CluesTEACHIntroduce Antonym Clues Write these antonyms: big and small, fat and skinny, light and dark, happy and sad. Explain that antonyms are words with opposite meanings. Authors sometimes provide a familiar antonym for a less familiar word. Write and read aloud this sentence:

Dean is gregariousgregarious, but Lee is shy. Say: Dean and Lee are opposites, so what word in the sentence is the opposite of gregarious? (shy) How would you describe someone who is the opposite of shy? (friendly; likes people) Explain that this is what gregarious means. Point out but in the sentence. Explain that sometimes, but not always, authors point out that two things are opposite by using signal words such as but, unlike, and although.

Using Context Clues Children can follow these steps to use antonym clues.1. Find the clues. Is there a familiar antonym nearby?2. Use the clues. What word is the opposite of this antonym?3. Test out the meaning. Does this word help you understand the sentence?

MODELWrite this sentence set on the board: Sid thought the book he chose was too complexcomplex. He tried to find an easy book. Then read it aloud, and model using antonym clues.

Think Aloud I need help with complex. There’s no clue word that points to an antonym, but the second sentence tells me that Sid is looking for a different kind of book. So easy must be the opposite of complex. The opposite of easy is hard, so complex must mean “hard.”


Word Play Write these antonyms on the board: pretty and ugly, high and low, soft and hard, soft and loud, fast and slow. Read each word and discuss its meaning. Have partners write a sentence that uses one antonym to explain another. You might give the following example: Mary thought the pink car was prettypretty, but Sandy said it was uglyugly.

Answer Key: 1a fake 1b Sample answer: “real” 2a rude 2b Sample answer: “not rude” 3a frown 3b Sample answer: “not frowning” 4a huge 4b Sample answer: “very small”



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Using Antonym Clues

Read the boldfaced sentences. Fill in each blank.

1. This gold ring is originaloriginal, but that one is fake.

a. What is the antonym of originaloriginal?

b. The word originaloriginal means .

2. Luis is always considerateconsiderate, although Tim is rude.

a. What is the antonym of considerateconsiderate?

b. T he word considerateconsiderate means .

3. Everyone else was grinninggrinning, but Lisa had a frown on her face.

a. What is the antonym of grinninggrinning?

b. The word gri nninggri nning means .

4. My bag was teenyteeny, but her bag was huge.

a. What is the antonym of teenyteeny?

b. The word teenyteeny means .


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Using Paragraph Context CluesTEACHIntroduce Paragraph Context Explain that children may come across an unfa-miliar word and not see any specific clues (a definition, examples, a synonym, or antonym) nearby. They should then check all the sentences in the paragraph. If they are lucky, they may find some hints about the meaning of the word, even if they can’t figure out its exact meaning. Sometimes, though, they will not find any good clues anywhere.

Using Context Clues Children can follow these steps to look for context clues in a paragraph. Review specific kinds of context clues as you discuss each step.1. Find context clues. Look for words or phrases that tell about the hard word.

Is there a definition? examples? a synonym or an antonym?2. Use your context clues. Try to use the clues to figure out the meaning

of the word. Use the definition. Figure out how the examples are alike. Use the synonym. Figure out the opposite of the antonym.

3. Test out meaning. Replace the unfamiliar word with your meaning. Does it fit?

MODELWrite this short paragraph on the board. Then read it aloud, and model using paragraph clues.

The doctor said that Carmen had pneumoniapneumonia. It wasn’t a bad case though. She would not have to go to the hospital. She would just have to stay in bed for a few days and take her medicine.

Think Aloud Can I figure out the word pneumonia? Carmen is seeing a doctor. She also has to stay in bed and has to take medicine. So she must be sick. Whatever she has, it could be serious because she might have gone to the hospital. I can’t tell exactly what kind of illness it is, but I think pneumonia is an illness that can be serious. That meaning fits.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V92. Read aloud the boldfaced paragraph. Show children where to write each answer.

Word Play Have partners work together to write a short paragraph with one nonsense word. The sentences should give clues to what this word means. Then have pairs exchange papers and try to figure out what the nonsense word means.

Answer Key: 1. sad 2. three hours 3. no 4. take the dog home 5. Its owners have left it on its own. 6. Sample answer: “left behind,” “left on its own”



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Using Paragraph Context Clues

Read the paragraph. Then answer the questions that

follow. Write your answer on the lines.

Matt could tell that the dog had been abandoned. It had been sitting under the same tree in the park for three hours. No one was nearby. The poor animal just sat there, looking sad and whining. Matt had to help. He decidedto take the dog home. His other dog, Pip, wouldn’t mind a new friend.

1. How does the dog feel?

2. How long has the dog been sitting under a tree?

3. Is its owner nearby?

4. What does Matt decide to do?

5. What do you think has happened to this dog?

6. What do you think abandonedabandoned means?


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Using Context Clues:

Multiple-Meaning WordsTEACHIntroduce Multiple-Meaning Words Explain to children that some words have more than one meaning. We call these words multiple-meaning words.• Write play on the board. Say: The word play can mean “a show” or it can mean

“to have fun doing something.” When you see the word play in a sentence, the other words in the sentence can help you know which meaning it has.

• Write these sentences on the board: We went to see the play. I like to play checkers. Ask: What does the word play mean in the first sentence? (a show) Have children explain how they know. Repeat for the second sentence.

Using Context Clues Tell children the following steps they can follow to figure out the meaning of multiple-meaning words in a sentence.

1. Identify the word. Find the word that has more than one meaning.

2. Look for clues. Find words in the sentence that tell about the multiple-meaning word.

3. Use the clues. Figure out the meaning of the word using the clues.

4. Test out the meaning. Replace the word in the sentence with its meaning. Does it make sense?

MODELWrite these sentences on the board: The bat flew away. I hit the ball with a bat.

Think Aloud I know that the word bat is a multiple-meaning word. It can mean “an animal with wings” or “a stick used to hit a ball.” In the first sentence the bat is flying. The meaning, “an animal with wings” makes sense here. In the second sentence the bat is used to hit a ball. The meaning “a stick used to hit a ball” makes sense here.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V93. Read aloud and discuss each exercise. Work with children to complete the first example. Provide support with the remaining examples as needed.

Word Play Have partners make up other sentences with the words play and bat. Have them tell which meaning is used in their partners’ sentences.Answer Key: 1. a metal container 2. to be able to 3. a journey 4. to fall over 5. move back and forth 6. a big stone 7. correct 8. opposite of left



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Using Context Clues: Multiple-Meaning Words

Read each sentence. Then circle the meaning of the

underlined word.

1. The cancan of soup is on the table.

a metal container to be able to

2. I cancan ride a bike.

a metal container to be able to

3. We went on a triptrip to the beach.

to fall over a journey

4. Be careful you do not triptrip over the rug.

to fall over a journey

5. Mother will rockrock the baby to sleep.

move back and forth a big stone

6. The frog jumped from the rockrock into the lake.

move back and forth a big stone

7. I hope I get the rightright answer.

correct opposite of left

8. My bed is on the rightright side of the room.

correct opposite of left


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Using Context Clues: IdiomsTEACHIntroduce Idioms Explain to children that idioms are expressions that do not have the exact meaning of each word in the idiom. Say: Sometimes the words or sentences around an idiom can help you figure out its meaning.

• Write on the board: all in the same boat. Say: The expression all in the same boat is an idiom. It does not have anything to do with being in a boat. When you see this idiom you can use the other words in the in the same sentence, or sentences nearby, to help you figure out the meaning.

• Write these sentences on the board: Today is our math test. We are all in the all in the same boatsame boat. Ask: If we are all taking a math test, what do you think all in the same boat means? (all in the same situation, all doing the same thing)

Using Context Clues Tell children the following steps they can follow to figure out the meaning of idioms.

1. Identify the idiom. Find the idiom (expression) that does not mean exactly what each word in the expression means.

2. Look for clues. Find words or sentences that tell about the idiom.

3. Use the clues. Figure out the meaning of the idiom using the clues.

4. Test out the meaning. Replace the idiom in the sentence with its meaning. Does it make sense?

MODELWrite these sentences on the board: Each day we walk to school. However, once in a blue moon, we ride our bikes.

Think Aloud In the second sentence “in a blue moon” is an idiom. It does not have anything to do with the moon being blue. If I read the first sentence, and the words However, once they help me understand that “in a blue moon” means “an event that does not happen often.”

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V94. Work with children to complete the first exercise. Have children complete the remaining exercises independently. Provide support as needed.Word Play Have children write their own sentences for the idioms “all in the same boat” and “in a blue moon.” Have them share their sentences and tell which clues can help readers understand the idioms.Answer Key: 1. practice 2. study 3. go to bed 4. watch 5. not sure 6. do it all over again



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Using Context Clues: Idioms

Read the sentences. Use the other words in the

sentence to choose the meaning of the idiom from

the box. Write the meaning on the line.

practice not sure do it all over again

watch study go to bed

1. The actors had a dry runa dry run the day before the play.

2. Tomorrow we have a big test. I will hit the bookshit the books tonight.

3. It is very late. It is time to hit the hayhit the hay.

4. I am going to the park with my little brother. I must keep an eye onkeep an eye on him.

5. Ted asked me to come to his house. I am still on on the fencethe fence about going.

6. I lost my homework. Now I have to start from start from scratchscratch.


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Using Context Clues: HomophonesTEACHIntroduce Homophones Explain to children that homophones are words that sound alike but have different spellings and meanings. Say: You can use clues from other words in a sentence to figure out a homophone’s meaning.

Write hare and hair on the board. Point to hare and say: The word hare spelled h-a-r-e means a rabbit. Point to hair and say: The word hair spelled h-a-i-r is the hair that grows on your head. When you see one of these homophones in a sentence, you can use context clues to figure out the meaning.

Write these sentences on the board: I will brush my hair. The hare hopped into a hole. Point to hair and ask: Which meaning does the word h-a-i-r have? (hair on your head) Have children explain how they know. Repeat for the second sentence and the word hare.

Using Context Clues Children can follow these steps to use context clues to determine the meaning of a homophone.

1. Find the clues. Find words in the sentence that tell about the homophone.

2. Use the clues. Use the clues to figure out the meaning for the homophone.

3. Test out the meaning. Try the meaning for the homophone in the sentence. Does it make sense?

MODELWrite on the board and then read aloud: I can hear the dog bark. Put the pen here. Model using context clues to determine the meaning of the homophones.

Thi nk Aloud The words hear and here sound the same but are spelled differently. I can use context clues to figure out the correct meaning in each sentence. I see the words, dog and bark in the first sentence. So, hear spelled h-e-a-r is about listening. I see put in the second sentence, so here spelled h-e-r-e means a place or location.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V95. Work with children to complete the first exercise. Have children complete the remaining exercises independently. Provide support as needed.Word Play Have partners tell each other new sentences with the homophones hair/hare and hear/here. Have them tell which homophone is used in their part-ners’ sentences.Answer Key: 1. entire 2. an opening in the ground 3. the part that makes a car or bike stop 4. crack or smash 5. they are 6. in that place 7. belonging to them



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Using Context Clues: Homophones

Read each sentence. Then use context clues to

circle the correct meaning for the homophone.

1. I had to clean my whole room.

an opening in the ground entire

2. The dog dug a hole in the yard.

an opening in the ground entire

3. You must step on the brake at a red light.

crack or smash the part that makes a car or bike stop

4. If you drop a glass you will break it.

crack or smash the part that makes a car or bike stop

5. They’re my best friends.

belonging to them in that place they are

6. I put my hat there.


7. They ate their food.



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LESSON

96Vocabulary


Using Context Clues: Syntactic

and Semantic CuesTEACHIntroduce Syntactic and Semantic Cues Explain to children that sometimes they can figure out the meaning of an unfamiliar word by looking at the surrounding words and sentences. They can also think about how the word is used in the sentence. Tell children that they can also use what they know about base words, root words, word parts, and endings when they’re trying to figure out a word’s meaning.

Using Context Clues Children can follow these steps to use syntactic and semantic cues to determine word meaning.

1. Find the context clues. Look for nearby words or sentences that tell about the hard word. Check to see if there is a known base, root, or word part.

2. Use the clues. Try to use the clues to figure out the meaning of the hard word. Use prefixes, suffixes, or parts of speech. Use information from other sentences.

3. Test out the meaning. Try a meaning in the sentence. Does it make sense?

MODELWri te the following sentences on the board: It was Jake’s first day at a new school. He did not know anyone. He felt petrifiedpetrified. Read the sentences aloud, and model using syntactic and semantic cues to figure out the meaning of hard words.

Think Aloud I’m not sure what petrified means. I read that Jake is in a new school. He doesn’t know anyone. If I was Jake, I’d be very afraid and nervous, so I think petrified means “being very afraid and nervous.” I’ll test out this meaning in the sentence. ‘He felt very afraid and nervous.’ That makes sense!

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V96. Read aloud and discuss each exercise. Work with children to complete the first example. Provide support with the remaining examples as needed.

Word Play Have partners work together to write a sentence with one nonsense word. The sentence should give clues to what this word means. Then have pairs exchange sentences and try to figure out the meaning of the nonsense word. Answer Key (Sample answers): 1. walks him, feeds him, plays with him 2. to do a good job 3. both children 4. how they called out 5. together, at the same time



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Using Context Clues: Syntactic and Semantic Cues

Read the paragraph. Then answer the questions.

Jesse was very responsibleresponsible. She walked her puppy three times a day. She fed him two times a day. She played with him. Jesse had only one problem. She wanted to name the puppy “Brownie.” He was dark brown. Her brother wanted to name him “Tiny.” He was very small. Then Mom saw something in the yard. “Look at this tiny brown pebble,” she said.

Jointly, both children called out, “Let’s name him Pebbles!”

1. Does Jesse take good care of the puppy? Explain.

2. What do think responsible means?

3. Who called out, “Let’s name him Pebbles!”?

4. Does jointly tell how they called out or does it name an action?

5. What do you think jointly means?


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Finding a Word in a Dictionary TEACHIntroduce Remind children that sometimes context clues won’t help them figure out a hard or unknown word. Then they will have to look the word up in a dictionary. Use your classroom dictionary to show children how to find a word in a dictionary.• Say: The words in a dictionary are arranged alphabetically, in ABC order.

• Ask: Would you find a word starting with b at the beginning, middle, or end of the dictionary? (beginning) How about a word starting with w? (end) with m? (middle)

• Then demonstrate how words are arranged alphabetically on a page.Introduce Guide Words Say: To help you find a word, dictionaries put two guide words at the top of each page. The first guide word is the first word found on the page; the second guide word is the last word on the page. Show some examples.

Using a Dictionary Summarize the first step for using a dictionary. Tell children that they will learn the other steps in later lessons.1. Find the word. Remember ABC order. Use the first letter of the word

to find the right part of the dictionary. Use guide words to find the word on the page.

MODELDraw two boxes on the board to look like pages. Write guide words at the top of each box: chore - circle; city - clang. Display the word that you want to look up: cinder. Using a classroom dictionary as a prop, model finding the right part of the dictionary. Then use the boxes you drew to model using guide words.

Think Aloud Cinder starts with c-i-n. This page starts with the word city, c-i-t. N comes before t, so cinder won’t be here . . . This page starts with the word chore and ends with the word circle. C-h comes before c-i, so cinder could be here. Cinder starts with c-i-n. Circle starts with c-i-r. R comes after n, so cinder should be on this page . . . There it is!

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V97. Go over each set of directions with children and read aloud each item. In the second exercise, explain that these are the tops of pages in a dictionary, with each page showing the guide words for that page and the page number.

Word Play Divide children into teams. Give all teams the same list of words to look up. Use a timer to see which team finds the words the fastest.

Answer Key: 1. end 2. middle 3. 292 4. 220 5. 292 6. 220



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Finding a Word in a Dictionary

Where would you find each word listed below? At

the beginning of the dictionary? in the middle? at the

end? Write beginning, middle, or end on the line.

1. whim 2. loon

Below are the tops of some pages in a dictionary.

You can see the guide words for the page and the

page number. Use these page tops to answer each

numbered question.

3. On which page would you find the word lutelute?

4. On which page would you find the word issueissue?

5. On which page would you find the word luxuryluxury?

6. On which page would you find the word itchitch?

island > item 220

lurch > lying 292


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Using a Dictionary EntryTEACHIntroduce Remind children that they have learned how to look up a hard or unknown word in the dictionary. To find out about this word, they need to read the dictionary entry. Write and read aloud this sample entry: jolly adjective Happy and full of fun. My uncle has a jolly laugh.

Identify each part of the entry: (1) the word, jolly; (2) the part of speech—in this case, an adjective, or describing word; (3) the definition, or meaning, of the word; (4) an example sentence, to show how the word can be used.

Using a Dictionary Summarize the first two steps for using a dictionary. Tell children that they will learn the third step in a later lesson.1. Find the word. Remember ABC order. Use the first letter of the word

to find the right part of the dictionary. Use guide words to find the word on the page.

2. Find out about the word. Read the entry. Find the part of speech. Read the definition to find the meaning. Read the example sentence to see how the word is used.

MODELWrite and read aloud this sentence: Rita asked the jolly storekeeper for help. Model how to use the dictionary entry you wrote above.

Think Aloud I can’t find any context clues to help me figure out jolly. I’ll look it up. I’ll open in the middle and use the guide words to help me . . . jog through joy. J-o-l comes between j-o-g and j-o-y. Yes, there’s jolly. It’s an adjective, so it describes a person, place, or thing. That fits. The word jolly describes the storekeeper. So the meaning of jolly is “happy and full of fun.” The storekeeper must look like he’s laughing or something, like a friendly person who would help Rita. The entry also tells me how to use jolly in a sentence.

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V98. Go over the dictionary entries with children, as well as the numbered and lettered items. Make sure children understand what part of speech means.

Word Play Give partners a dictionary or glossary. Have them take turns opening to a page. One partner then quizzes the other on the entries. Each partner might ask: How many words are nouns? Which word means ? How could you use the word in a sentence?

Answer Key: 1a noun 1b Answers will vary. 2a verb 2b Answers will vary.



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Using a Dictionary Entry

Read each boldfaced sentence. Then use each

dictionary entry to figure out the meaning of the

underlined word in the sentence. Fill in the blank.

raven noun A large black bird that looks and sounds like a crow. A raven

flew past the window.

1. Phil saw a ravenraven sitting on his fence.

a. What part of speech is the word ravenraven?

b. Use the word ravenraven in a sentence of your own.

sing verb To make music using your voice. I like to sing many songs.

2. He learned to singsing in music class.

a. What part of speech is the word singsing?

b. Use the word singsing in a sentence of your own.


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Finding the Right Entry TEACHIntroduce Remind children that they have learned how to find a word in a dictionary and use a dictionary entry. Explain that sometimes there is more than one entry to choose from. This happens when a word is a multiple-meaning word. Write and read aloud these sample entries. batter1 noun A baseball player who hits a ball with a bat. batter2 noun A mixture of ingredients that is cooked to make food. batter3 verb To hit with hard blows.Point out the numbers. Say: Each entry tells a different meaning. Discuss how some entries tell a different part of speech. When there is more than one entry, children should read each one, try it in the sentence, and see if the meaning fits.

Using a Dictionary Summarize the three steps for using a dictionary. 1. Find the word. Remember ABC order. Use the first letter of the word to find

the right part of the dictionary. Use guide words to find the word on the page.2. Find out about the word. Read the entry. Find the part of speech. Read

the definition. Read the example sentence to see how the word is used.3. Find the right meaning. If there is more than one entry, choose the

meaning that works best.

MODELWrite and read aloud this sentence: Ed began to batterbatter the door with his hand. Then model how to choose between the dictionary entries you wrote above.

Think Aloud When I look up batter, I see three dictionary entries. How do I choose between them? I’ll try each meaning out in the sentence. The first entry is about baseball. Does this meaning fit? No, Ed is not playing baseball. The second entry is about food. Does this fit? No, Ed is not cooking. The third entry says, “To hit with hard blows.” This makes sense!

Homophones Remind children that they can also use a dictionary to determine the correct meanings for homophones, or words that sound the same sound but have different spellings and meanings. Say: I had a great time today. Demonstrate using a dictionary to determine the correct meaning of great (instead of grate).

PRACTICE/APPLYPractice Reproducible Distribute Practice Reproducible V99. Go over the dictionary entries with children, as well as each item (sentence and question).

Answer Key: 1. weight equal to 16 ounces 2. a place to keep lost animals 3. a useful piece of information 4. to knock over



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Finding the Right Entry

Read each boldfaced sentence. Use the dictionary

entries to figure out the meaning of the underlined

word in the sentence. Fill in the blank.

pound1 noun Weight equal to 16 ounces

pound2 verb To hit again and again

pound3 noun A place to keep lost animals

1. The little puppy weighs only a poundpound.

What does poundpound mean in this sentence?

2. The dogs in the poundpound were barking.

What does poundpound mean in this sentence?

tip2 verb To knock over

tip3 noun A useful piece of information

3. I know a good tiptip for taking a test.

What does tiptip mean in this sentence?

4. Don’t let the baby tiptip that glass of milk! What does tiptip mean in this sentence?


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ADMINISTERING THE REVIEW• Administer the review individually or to a small group. • Explain to the child that he or she is to complete each sentence by writing an

example of the word. • If necessary, read sentences together with children and record their answers.• Sample Answers are shown below. Each item focuses on one lesson in this

section.

1. Sample Answer: yelled (Lesson 87)

2. Sample Answer: a large seal (Lesson 88)

3. Sample Answer: things people can buy (Lesson 89)

4. Sample Answer: upset (Lesson 90)

5. Sample Answer: big (Lesson 91)

6. Sample Answer: amazing (Lesson 98)



Percentage Table 6 correct 100% 5 correct 80% 4 correct 70% 3 correct 55%

2 correct 30%1 correct 15%0 correct 0%



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Vocabulary Strategies Review

Read each boldfaced sentence. Then use context

clues to answer each question.

1. When the movie monster roared, Reena shriekedshrieked.

What does shriekedshrieked mean?

2. A sea lionsea lion, which is a large seal, swam by.

What is a sea lionsea lion?

3. That store has lots of merchandisemerchandise, such as toys.

What is merchandisemerchandise?

4. Tracy was distresseddistressed. Mac was upset, too.

What does distresseddistressed mean?

5. My brother had a tremendoustremendous piece of pie, but I just had a small piece.

What does tremendoustremendous mean?

Use the dictionary entry to figure out the meaning

of the underlined word. Then answer the question.

magnificent adjective Amazing to look at

6. Last night, the sunset was magnificentmagnificent.

What word could you use instead of magnificentmagnificent?



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Teaching Useful WordsUsing Direct Instruction The fewer words children know, the harder it is for them to use context to understand the meaning of unfamiliar words. Children with limited vocabularies need to hear new words explained in simple, ordinary language. They need to hear those words in the context of a read aloud. They need to use the words in group discussion, as well as oral and written activities.All children will benefit from this kind of direct instruction in word meanings. But children with limited vocabularies will benefit most of all, particularly in the primary grades. These children will learn just as many new word meanings from direct instruction as children with a deeper store of word meanings.

Teaching with Read Alouds Direct teaching of word meanings is most effective when children also hear the word in the context of a read aloud. (See the Routine for Teaching Useful Words, page 203.) In order for children to learn and remember word meanings:• The meanings must be directly explained and reviewed.• The text must be reread.• The children must engage with their teacher in discussions about the text

and the words taught.

Selecting Words for Instruction For children with limited vocabularies, the most effective use of classroom time is to teach more words quickly rather than a few words deeply. The more words you teach, the more words they will learn. Children can learn about 8 to 12 new word meanings a week. Children will learn about 25 percent of the words that are explicitly taught and discussed in context. (They will learn a higher percentage if the words are regularly reviewed.) Thus to make sure children learn as many words as they can, it is most effective to teach about 25 new word meanings a week. Select words from the Useful Words list on pages 204–222 to supplement other vocabulary instruction in your classroom.

Assessing Word Learning Commercially available tests such as the Peabody Picture Vocabulary Test (PPVT) can help assess student’s general vocabulary knowledge. To assess whether children have learned the specific word meanings you have taught, use these methods.• With children who are not yet reading, simply read a sentence that uses the

word in context and then ask students to explain it.• With children who are reading, use multiple-choice questions. The multiple-

choice item should include a sentence with the word in context and choices of four word meanings.

• With children who are still struggling with reading, you can read the multiple-choice item (both the context sentence and the answer choices) and then allow children to answer it independently.

RI11_A_K2_ITEVOC_EM.indd 202RI11_A_K2_ITEVOC_EM.indd 202 6/1/10 11:24 AM6/1/10 11:24 AM

Routine for Teaching Useful Words

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Routine for Teaching Useful

Words1. Select the Useful Words for instruction.

• Choose a fiction or nonfiction text to read aloud.• Select 4–6 words from the Useful Words list that also appear in the read

aloud.

2. Introduce and read the read aloud.• Build background for the reading.• Explain the meanings of 1–2 of the Useful Words you selected. Focus on

words that are most clearly related to the background.• Then read the text through once without interruption.

3. Teach more word meanings.• After the first reading, teach 4–5 more of the words you selected.• Instruction should be quick and focused on one word at a time.• Before teaching each word, reread the sentence from the read aloud that

includes the word. Show children the sentence. You might also write the word on the board.

• Then define and discuss the word. Use the Define/Example/Ask Routine. The definition should fit the context.

• Show any pictures or photographs in the read aloud that either illustrate the word or prompt discussion of the word.

4. Read the read aloud again and review word meanings.• As you reread the text, stop and review each word you selected to teach.• Stop and reread each sentence that includes a word you selected.• Pause after rereading the sentence to explain the word meaning again.• Then continue reading until you reach the next word you taught.

5. Discuss and review.• Discuss general comprehension of the read aloud.• Review the words. Explain the meanings again. Present the same words in

other sentences.• Ask children to generate their own examples of each word. Provide

sentence starters.• Have children work with a partner to write their own sentences using the

words.• Record the words you taught from the Useful Words list. Try to teach as

many of these words as you can throughout the year.



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Useful Words List(Source: Words Worth Teaching by Andrew Biemiller, SRA/McGraw-Hill, 2008)

Aabsence being awayabsolute certain, positiveabsorb take inabuse treat badlyaccent way of speakingaccept take willinglyaccident unexpected injuryaccompany go withaccomplish get doneache steady painachieve gain by effortacre a measure of landact law passedaddress to speakadjective a modifying wordadjust arrangeadopt take as one’s ownafter chasingafter followingafter close byagainst not in favor ofagenda things to be donealert give warningallegiance loyaltyallergy body sensitivityalone onlyalternate one and then anotheramong withamuse make smile or laughancient very oldangle slantangle a point of viewanniversary yearly eventannounce make knownannoy to troubleanti againstantibiotic disease-killing druganxious eagerany one of several

apology saying you are sorryappetite desire to eatapplaud give praiseapply to put onappointment a set dateappreciate to value highlyapproach come nearappropriate properapprove to acceptarch to curveare plural of isarea surfaceargue discuss for and againstaround here and therearound circlingarrange prepare beforehandarrest to take prisonerarthritis inflammation of jointsarticle story in newspaper or magazine

as at the same timeassign giveassist helpassume accept as trueastonish surpriseattach fastenattack strike with forceattend accompanyattract draw attentionattractive nice lookingaudience those watching or listeningavalanche sliding snowavenger one who punishes in return for an injury

average ordinaryavoid keep away fromawait wait for, expectawake alertawake consciousaware knowing


Useful Words List

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Bback around behindback go the other waybackward in reverse orderbackward toward the backbacteria germsbad in poor conditionbad without worthbalance keep equal or evenbald without hairball big danceball make a wad ofballot used to voteban law that prohibitsband musical groupbare without clothingbarely only justbargain sold cheaplybash hitbay sheltered water areabeast a cruel personbeat tired outbeat flap wingsbecause for the reason thatbefore some time agobeverage drinkbeware be carefulbeyond farther thanbin storage placebinocular for both eyesbit a small partbitter sharp tastingblast a rush of windblast sudden soundblast a good time blizzard cold, snowy stormblock something that stops youblock a solid piecebloodshot red-eyedblow to explodeblow make a soundblow cause heavy windblue feeling of unhappiness

bluff to foolblush turn red from shame or confusion

board wall slate for a classroomboard to get onboast bragbody the main partbolt lightning streakbone hard frame of bodybonus something extraboost lift by pushingbother disturbbow front part of shipbraid twist togetherbrave fearlessbrave to face boldlybreak make an escapebreak stop suddenlybright cheerfulbrim edgebroil make very hotbroke without moneybruise to injure or hurtbrutal cruelburrow digbury put into gravebusiness personal interestbusy at workbusy now in usebut neverthelessbut yetby atby through the means of

Ccalculate figure outcall give name tocalm quietcamouflage disguisecan a metal containercancel to destroy the force or effectcap to covercapture take by forcecare worry



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career chosen workcarnivorous meat eatingcarry to supportcast pour into moldcause to make happencaution a warningcemetery graveyardcenter put in middlecertain fixed and settledcertify guaranteechain tie upchallenge a demanding taskchallenge to require your bestchance possibilitychange varietychannel a waterwaychapter part of a bookcharacter person in a storycharge load of electricitycharity helping the poorchart a mapcheap poor in qualitycheat to act dishonestlycheck to examinecheer encouragementchicken cowardlychief most importantchina baked white claychoice freedom of choosingchoice thing or person selectedchoice a big selection to pick fromchoose to like one action more than another

chunk thick piececinch easy thingcircular roundclaim to state as a factclarify to explain clearlyclass group of like plants or animalsclassify arrange in groupsclear easy to see throughclear make plainclinic hospital or medical officeclip to fasten

clip cutclip to cut shortclockwise direction of watch handsclose an endclose to block or stop upclot a lump of something thickcloud to darkenclue a guide to solvingclump bunch of plantsclumsy awkwardcoach to directcoast move without effortcoat to spread overcock male birdcocoon silky insect casecode secret writingcollect group togethercollect to pile upcollege a higher schoolcolonial early American periodcolumn numbers under each othercolumn vertical part of a pagecombine join togethercome arrive, get herecomma used in writingcommon ordinarycommotion noisy disturbancecommunity people living togethercommunity neighborhoodcompare match one with othercomplete full, totalcomplete have everythingcomplicate make difficultcompound combine wordsconcern worryconclude make up one’s mindconduct to manage, directconfuse mix upcongratulate express pleasureconquer to overcomeconserve saveconstruct buildconsume to eat or drink upcontact get in touch with

Useful Words List (Continued)


Useful Words List

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contain to holdcontest game or racecontinue to stay that waycontinue begin again after a pausecontinue keep on goingcontribute givecontrol power overcontrol operating deviceconvince make a person believecool relaxed stylecooperate helpcopy to make an imitationcorner to trapcorridor hallcost the loss or sacrificecould was able tocounselor supervisor of camp activities

courage boldnesscourtesy kind actcoward person without couragecozy comfortablecrab to complaincraft careful handworkcram stuffcramp muscle tighteningcrease foldcreature a living thingcrisis hard or dangerous timecrop grain gatheredcross draw line throughcross angrycrosswise acrosscrow to bragcrowd to pushcrowd a certain groupcrown king or queencrude badly manneredcruel causes sufferingcruise a sea tripcrush to squashcrust outer rindcrutch thing to lean oncrystal a solid with a regular pattern

cube a square shape with height and depth

cube to cut into blockscuddle close to and comfortableculture civilizationcupid a lover’s helpercure to healcurious odd, strangecurious eager to learncurse an evil spellcute clevercycle to ride a bike

Ddab small, soft lumpdaily every daydairy milk processing placedamage harmdangle hang looselydaredevil a reckless persondart sudden swift movementdate a boy-girl get-togetherdate a planned meetingdawn sunrisedazzle make very brightdead dull, uninterestingdeaf can’t heardeal an agreementdeal to take actiondeclare make knowndecode figure out secret messagedecrease become lessdeduct subtractdeed an actdeep low in pitchdefeat to win overdefeat cause to losedefeat to beatdefend argue in favordeflate let air outdelicate not strongdelicious good to tastedelight give pleasuredemand to ask for firmly



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demand the desire to getdemolish destroyden wild animal’s homedenominator lower number in fractions

dent small hollowdeodorize remove bad smelldeposit to place or putdepth deepnessdesert leave behinddesert very dry landdesire to wish fordestroy to killdetach separatedetect to find outdevelop to work out in detaildevelop to bring into beingdevice apparatus, machinediagram drawing showing partsdiameter length across a circlediamond a four-sided figurediaper baby pantsdice cut into cubesdifficult harddigest make use of fooddim to lower lightsdip to put in and pull outdirect straightdirect to show or guidedirect to control or managedirection ways to godirt dust or muddisappoint make sorrydisaster sudden misfortunedisc a round thingdiscard anything thrown awaydiscipline making behavediscover finddiscuss talk overdisease sicknessdisgust strong dislikedishonor to cause shamedismiss to send awaydisplay a showing

display to showdispose get rid ofdispute to fight overdisrupt to break updissolve to melt or loosendissolve fade awaydissolve become liquiddistant long agodistract draw attention awayditch low place beside roaddodge jump asidedose to give medicinedouble two in onedoubt not to be suredough flour pastedown in the dumpsdoze a light sleepdraft current of airdrain water pipedrain to emptydrama playsdraw a tied scoredrench wet thoroughlydribble trickledrift to float alongdrill train thoroughlydrip come down in dropsdrool drip spitdrop to make lowerdrop a small amount of liquiddrowse be sleepydrug a medicinedrug put to sleepdrum to tap with fingersduel fight using weaponsdull not interestingdull not bright or cleardull not smartdummy wax or wooden figuredump not placeddump to unload in a heapdump an unattractive housedungeon dark cellduplicate to copy



Useful Words List

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dusk the shadows of eveningdust wipe dirt offduty what you should doduty job

Eeach apieceearn to deserveEarth our planetease to make comfortableecho to repeat and repeateffort hard workegg that from which young developeither one or the otherelder older thanelder person older than youelect chosenelectrocute to kill by electricityelf kind of fairyeliminate get rid ofelse instead, otherwiseembarrass make uncomfortableemerge come out ofemergency need for quick action emotion deep feelingempty to pour outenclose put insideenclose fence inenemy anything harmfulenergy strengthenergy powerentertain to pleaseenvironment surroundingsepidemic disease that spreadsequal as good asequator map line dividing Earthequipment supplieserase to rub outerror mistakeerupt burst forthestimate a prediction of outcomesevacuate to emptyevaporate to disappeareven on same level

event happeningevergreen stays green in winterevidence to show or proveevil sin and wrongdoingexact particularexam a testexamine inspect closelyexcellent very goodexcess overdoing somethingexchange substitutionexchange trade for something elseexcite to give a thrillexclaim speak outexcuse to free from dutyexecute put to deathexercise to practice a skillexist liveexpand spread outexpect to supposeexpect look forward toexperiment to try outexplore to examine closelyexport send abroadexpress to show by a signextend make longerextinct no longer livingextra unusuallyextreme great in degree

Ffable a fairy taleface turn towardface to meet with couragefade to witherfade grow palefail to lose strengthfaint hard to seefair a show or exhibitionfair pretty goodfaith belief without prooffamiliar well knownfamily things of the same kindfan great admirerfan drives air around



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fang long toothfantasy imaginary happeningfaucet water tapfault blamefavorite best likedfeel have sympathyfeeling an opinionfellow boy or manfemale girl or womanfence to wall offfertilize make growfib a liefidget be restlessfierce hard, unpleasantfig a sweet fruitfigure thinkfigure add up the costfigure shapefigure a numberfill to stop up holesfilth dirtfinal the endfind to learn, discoverfind to come on by chancefind valuable discoveryfine very nicefinish final coatfire to remove from jobfirm steadyfirm fixed in placefit suitablefit adjustment of clothesfit in good conditionflake a thin pieceflap to move in the windflare flame upflash an instantflat even or levelflee run awayfleet group of vehiclesflesh soft parts of the bodyfling throw hardflip toss and turn overflock quite a few

flop sit down clumsilyflow come easilyfluid liquidflush to force outflutter flap wings swiftlyfoam mass of bubblesfog thick mistfold the creasefolk people in generalfollow to obeyfor meant to belong tofor because offorbid to not allowforce a group of soldiers, etc.forgive pardonform shape or appearanceformulate to express systematicallyfort well-defended placefossil preserved animal remainsfraction a small partfragile easily brokenfree not controlledfree not shut upfreight a train carrying goodsfriction rubbing against each otherfright scarefront the foremost partfrown wrinkle foreheadfumble dropfunction to work as it shouldfuneral burial servicefurnace makes heatfuss to arguefuture yet to come

Ggadget small mechanical devicegain to getgap openinggasp catch the breathgaze look atgear equipmentgem costly stonegenerous unselfish



Useful Words List

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genius very creative persongentle mild-temperedgentle gradualgenuine realgerm a cause of diseaseget to obtainghost dead person’s spiritglamour charmgleam shineglee joyglide fly without powerglide move smoothlyglisten shinegloom sadness, low spiritsgloss shiny surfacego disappeargoal aim, purposegobble eat without chewinggoggles protective glassesgoo sticky stuffgood fits its purposegorgeous richly coloredgrace beauty of formgrade give a markgrand noble, dignifiedgrant givegraph chart showing changegrasp take hold ofgratitude being thankfulgray dullgrease melted fatgreat large in sizegreat famousgreat excellentgreed too much desiregroom make neat and tidygrubby dirtygruesome horribleguarantee a promiseguess estimateguide to leadguilty having done wronggulp swallow too fastgust sudden rush of wind

gut intestineguts couragegutter carries off waterguy a fellowgymnastics health exercise

Hhabit usual way of doinghack cuthalt stophand applausehandle managehappen to take placehard solid, toughharsh roughhaze slight foghead take a certain directionhead leaderhead the top or front parthead a cabbage or lettuceheal get or make wellheap a pileheap a lot ofheart central partheel to follow closelyheight how far upheight the highest pointhelp aidhelp share the workherd a group of animalshibernate sleep through the winterhide put out of sighthilarity amusementhind backhint to give a sign ofhip where leg joins bodyhire to give a jobhiss sound of dislikehold inside of shiphollow emptyhonest tells the truthhoop a round, ringlike playthinghorn makes warning soundhorrid terrible



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horror frighthorse to play aroundhostage person held as a pledgehug keep close tohull body of shiphumiliate shamehump a moundhunch a feelinghustle hurryhustle to shove alonghydrant a special water outlet

Iidentical the sameif on the condition thatif even thoughignore pay no attention toimage a reflection of the real objectimmediate right nowimpress have a strong effect onimprove to make betterinch move slowlyincident something that happensinclude put withinindex gives content of bookindicate to give a sign ofindividual personalinfluence cause actioninform tellinhale breathe in airinherit get from ancestorsinitial to mark with first letters of nameinjury harm to bodyinnocent not guiltyinsane very foolishinsecure not safeinsert place betweeninside withininspect to look closelyinstant very short timeinstruct give informationinsult mean sayinginsure to make certainintelligent able to learn

interest the power to hold attentioninterrupt break inintroduce to make knownintrude to go in without askinginvade enter by forceinvert turn upside downinvestigate search intoinvite to askinvolve includeirritate make angryissue problemit your turn in gamesitem thing

Jjagged unevenjanitor cares for buildingjealous wanting what others havejog run slowlyjudge to guessjudge to decidejunk odds and endsjust very

Kkid joke withkind sortkit case, box, or bagknow to have informationknuckle joint

Llabel mark or taglaboratory testing roomlace to tie uplanguage wordslap part of body when seatedlap once around tracklash hair of eyelatch locks doorlate after the usual timelaunch send up capsulelay to put downlay produce eggs



Useful Words List

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lead the first placelearn to memorizeleast the smallestled guidedleft opposite of rightlegal lawfullegend old storyleisure free timelend to loanlength how longless minusless withoutlesson schoolworklesson a learning experiencelevel the height oflick to defeatlid a coverlife spirit of excitementlight not heavylike about the same aslimit greatest amount allowedlimit to restrictlink to connectliquid like waterliterature writingslitter to scatter carelesslyload put shell in gunloan to lend or borrowlocate findlocker small closetlone single, alonelongitude distance east or westlook to appearloop airplane trickloose not tightly fittedloose not tiedlose fail to winlow near the groundlow not loudluck chancelump swellinglump chunk

Mmachine mechanical devicemagazine has printed articlesmagnificent grandmagnify make something look largermain large water pipemajor most importantmake to createmale man or boymammal milk-giving animalmanage to controlmaneuver a clever move requiring skill and care

master the bossmate a good friendmate to become husband and wifemate to breedmathematician works with numbersmatter be importantmaximum the mostmay is allowedmay is likely tomeasure find the sizemedicine science of curingmedieval the Middle Agesmelody tunemention talk aboutmess dirty, untidy conditionmess fool around withmight powermind careminiature smallminus take awaymirror to reflectmiss to feel lost withoutmission important errandmodel small copymodel make or shapemoist wetmold growth on breadmonkey fool withmonster huge in sizemonth about four weeks



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mood state of mindmoon small body in the skymosquito a blood-sucking insectmost the greatest yetmount set up for displaymountain a large hillmouth where a river emptiesmove cause to actmow cut grassmumble speak lowmummy ancient Egyptian bodymustache hair on upper lipmustard a strong-tasting plantmuzzle mouth coveringmysteriously something unknown

Nnaked without clothesnasty harmfulnasty not cleannative from this areanectar what bees drinknegative not positivenibble a small piecenightmare a horrid experienceno not anynone nobodynonsense foolishnessnote jot downnotion a beliefnoun name of a thingnovel storynude unclothednumb no feelingnumeral symbol for a numbernumerous a great many

Oobserve to watchobvious easily seenoccasion particular timeoccur happenodor a smellointment healing salve

only singleopen the public may enteroperate make workopponent person on other sideopportunity a good chanceopposite across fromopposite different as can beoptional not requiredor word used to show choiceoral by way of mouthorder a commandorganize put in orderorphan has no parentsother differentought to be expectedover finishedover too muchown to haveox a steeroxygen colorless gas

Ppace rate of speedpad paper for writing or drawing paddle to swim and splash aroundpal a friendpalm inside of handpant to breathe quicklyparadise a place of great happinessparagraph unit of writingparallel lines same distance apartparalyze stop all motionparcel packageparliament lawmaking bodypart a role in a playpart to divideparticipate take partparticular specialpass way through mountainspass to throwpast beyondpasteurize kill germs by heatpatient willing to waitpattern a design



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pause to stop brieflypeace quiet, calmpearl a gempebble a small stonepeek look quicklypeel to come off in layerspeer look closelypercent parts in a hundredperfect to make betterperiod length of timeperky livelypermanent lastingpet to strokepharmacy drugstorephotograph take a picturephrase part of a sentencepick to choosepickle troublepiece a part ofpile a large amountpioneer explorer/settlerplace where something isplace a space or seatplain not fancyplastic easily shaped materialplead argueplease to make gladplug to stop upplunge quick leapplural more than oneplus something morepoint to aimpoison a dangerous drugpoke a jabpolish to make shinepollen yellow powder on flowerspollute make dirtypond small pool or lakepopular widespreadpopulate have people liveportion a partportrait picture of a personposition a jobpositive constructive

positive definitepositive says “yes”positive surepossess ownpossible can happenpost metal or wooden supportpot to plant in a containerpouch small sackpounce rush down uponpound to hammerpour to rain heavilypout push out lips unhappilypowder a dustlike materialpower works by steam, electricity, etc.power electricitypower being strongpractically almostpractice do again and againprecise exactpredator animal that preys on otherspredict tell beforehandprefer like betterpregnant with unborn childpresent to introducepress to bear down onpressure the force of confined gaspressure weight pressing downpretend make-believeprevious coming beforeprey hunted for foodpride being proud ofprince a rulerprincipal school leaderprivate sort of a secretprivate very personalprivilege special rightprize to value highlyproblem a questionproblem personal difficultyproceed go aheadproduce to bring forthproduce cropsprofession doctor or lawyerprogress to go on



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project definite planpropeller part of plane or shipproperly suitable, correctlyproperty a thing ownedpropose ask to marryprotein necessary substance in foodprotest act againstprovide supplypublic the peoplepublic for the peoplepublic not secretpublication printing bookspublish to printpuff to swell outpuff short blowpull effort or forcepunctuate use periods, commaspunish to make pay the penaltypurchase to buypure nothing butpure contains no dirtpurpose the reason for doingpus liquid in wound

Qquantity amountquench to satisfy (thirst)quits (call it) off, finishedquiver shakequiver a shaking voice

Rrace kind of peoplerage angerraise to set upraise to liftrapid very quickrare not commonrash spots on skinrather more gladlyraw soreray a beam of lightready prepare for usereal not imitation

reality actual factrealize understandrear the back partreason explanationrebel to turn againstreceipt sign for money paidreceive get messagesreckless not carefulrecognize know someonerecommend to speak in favor ofrecover get back healthrecuperate recoverrecycle to return for further userefer to turn torefund money returnedrefuse turn downregister make a record ofregular real or permanentregular usualrehearse to practicereject to turn downremain to stayremark to sayremarkable wonderfulremove take awayreply answerreport a statementreport tell what happenedreport turn someone inreport a news storyreptile cold-blooded animalrequest askresearch hunt for factsresist to fight againstresolution firm vowresolve to clear upresort vacation placerespect honorrespect admirerespond to reactrespond replyresponsible worthy of trustresponsible deserves credit or blamerest what’s left



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rest break or pauserestrain hold backresult what happensreveal make knownrevenge getting evenreverse oppositereverse the gear for backing upreview examine the factsreview to study your lesson againrich luxurious, costlyrid do away withride go on horsebackright as it should beright just, goodrim the edgering make bell soundsrink place to skaterinse take off soap with clear waterrinse light washrise go higherrisk dangerroam wanderroar to laugh heartilyrobe piece of clothingrobot manlike machinerocket a fast-moving fireworkrod a polerodeo cowboy contestromance love storyrookie a beginnerroom walled-in spaceround aroundroutine fixed way to do thingsrub stroke hardrudder turns airplane or ship right or left

rude violent, roughruin destroyrule governmentrule what should be done

Ssalt a chemical compoundsatisfy fill wishes

sauce makes food tastysave not wastesave get out of dangerscab crust on sorescan look at closelyscan to look over quicklyscar healed cutscarf head coveringscarf worn around neckscatter to throw aroundscene a part of a playscent the way it smellsscience tested knowledgescoot to run offscorch burn a littlescore to grade papersscram get outscramble to move quicklyscramble rush to getscrap a small piecescrape to scratchscrape drag noisilyscratch to tear with fingernailsscratch to make a scraping soundscream to cry loudlyscreech a harsh yellscribble write carelesslyseal close tightsearch look forsecond after the firstsecure free from fearsee to understandseize to take by forcesell give for moneysense be aware ofsentence a written thoughtseries several in a rowserious not jokingsermon religious talkserve wait onset arrange dinner tableset put clock on timeset readysettle to bring to an end



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settle to come to restsettle to make one’s homeseveral more than twosevere very harshshack hutshade to darkenshade no sunlightshaft tall, narrow spaceshake stir up roughlyshall willshallow not deepshame disgraceshape the outlinesharp-witted keen-mindedshave cut thin slicesshear to cut hair or woolsheet a piece of papershell outside covershelter place to liveshift a work periodshine brightnessshine be best atshine to polish upshingle thin wooden coveringship to sendshiver to shakeshock surprise or disgustshock emotional upsetshort not enough ofshould ought toshoulder push asideshout a loud cryshower a short rainshred a small piece of somethingshriek to cry outshrugged hunched shouldersshut closeside a part ofsign write your namesign mark that means somethingsign motion that means somethingsign a printed noticesignify show meaningsimilar much the same

simple easysir title of respectsiren warning signalsizzle frying noiseskate glide over icesketch rough drawingskid slideskill abilityskin to scrapeskip bounce over surfaceskip leave outskirt lower part of dressslant on an angleslash deep cutslaughter killingslay killsleet freezing rainslick slipperyslight not bigslime sticky substanceslip to get out of placesliver splinterslop spillslumber sleepslush partly melted snowsmell an odorsmell to catch traces ofsmooth having an even surfacesmooth steady in motionsnag to catchsnap to break suddenlysnap to try to bitesnap sudden cold weathersnatch grab quicklysneak go quietly without being seensniff to smell quicklysnip a quick cutsnoop prysnout nose of an animalso verysob to crysock a short stockingsofa a couchsoft calm or gentle



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soil to get dirtysolar of the sunsolid whole, unbrokensong short poem set to musicsoothe to make less painfulsore scab, infected spotsort a separate kindsound to make hearablesound strong and wellsoup a liquid foodsour spoiledsour tasting like lemonsouvenir keepsakespace roomspan to extend acrossspan distance between supportsspark small piece of firespatter scatter in dropsspecial item on salespeck a tiny thingspeech saying wordsspeed to send fastspell to write or say letters in wordspend to use upspice flavoringspill pour out accidentallyspine backbonespirit liveliness, couragespit liquid in the mouthsplendid very goodsplinter thin, sharp piecespoil to ruinsport good loserspot a dirty stainspout part of a teapotspread to make widely knownspread to pull or push apartspring part to be wound or compressed

spring to move with a boundsprout a young plantspurt squirt outspy secret watcherspy to catch sight of

squat sit on heelssqueal to tell onsqueeze to put pressure onsquint hold eyes partly closedsquirm twist and turnsquirt a little fellowsquirt stream outstack things piled upstaff helpers to a leaderstage the theaterstage platform in a theaterstain to colorstain a dirty spotstair a stepstall stopstall put off doingstamp to strike heavily with the footstamp an imprintstampede cattle in panicstand to staystand a place for salesstar the main performerstare to look fixedlystash to hide awaysteam water vaporstem the stalk of a flowerstick to be glued tostiff hard to move or operatestill quietsting thing that hurts or smartsstir to mix by moving aroundstomach the body’s food sacstore to put away for the futurestrain tire outstrand leave helplessstray a lost animalstretch to strain by tighteningstretch to relax musclesstrict very sternstrike stop work/work stoppagestrip a long, narrow piecestripe a long narrow bandstrive try hardstroke a mark made by pen



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stroke repeated movementstroke rub gentlystroll walkstructure buildingstruggle to make great effortsstruggle fightstuff to fill with somethingstumble trip or fallstun shockstupid without good sensesturdy strongsub an underwater boatsubject a course of studysubject topicsubway underground railwaysuccess an affair that turns out wellsuch whatsuch so muchsuck to draw into mouthsudden without warningsuffer have painsuffocate keep from breathingsuggest to give someone an ideasuggest bring to mindsummary short reviewsupervise to overseesupply goods on handsupport to helpsupport keep from fallingsuppose to consider as truesure firmly fixedsurgery treatment by operationsurprise to cause wondersurrender to give upsuspect imagine to be sosuspend to remove from schoolswap tradeswarm a group of beessway move back and forthswear to use curse wordsswear to make a strong promisesweat to give off watersweet pleasant-soundingsweet gentle, kind

swell to grow biggerswing to hang down freelyswipe to stealswitch movable rail sectionswitch a changeswoop come down suddenlysymbol signsyrup sweet, sticky liquid

Ttake to accepttale lietangle a mass of snarled vines, etc.tar oily black stufftarget the goal one tries fortask a jobtaste just a littletaste the flavor of foodteach give educationteam a group working togethertear water from eyetear to rip, pull aparttease to worry with jokestechnician has special skilltemper getting angry quicklytemperature how hot or coldterm a period of timetest to try outtext a schoolbooktexture the feelthank show you appreciatethaw meltthen at that timethick large from front to backthief a robberthink to believethink use your mindthirst a strong desire for waterthorn a sticker on plantsthough howeverthough even whenthought believedthought ability to reasonthrill tingling feeling



Useful Words List

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throw to cast, as a lightticket to mark or tagtickle to amusetide rise and fall of seatidy neattimber wood for buildingtime past, present, futuretingle stinging feelingtip a private hinttip point or endtire to wear outtitle the championshiptitle name of bookto towardtoast to warmtoast browned breadtogether at same timetoken stands for something elsetomb a gravetoo alsotool for working withtop highest parttop to do better thantopsoil the upper layer of dirttorch gives lighttorment to teasetouch lay hands ontouch one of the sensestour sightseeing triptow pull or dragtown small citytoxic poisonoustrace copy through papertrack where a train runstrack a trail of marks or printstrack foot or wheel marktrade buying and sellingtradition handed-down beliefstrail track, footprintstrain railway engine and carstransfer change overtransfer movetransmit to send over

transport carry from one place to another

treasure value highlytremble shaketremendous very greattrespass to commit an offense or sintribe group of peopletrouble an illnesstrouble to bothertrouble difficultytrouble worrytrue correct, exacttrust to expect or hopetrust have faith intry make an efforttuck push into narrow spacetumble to roll in playtune a melodytunnel underground passagewayturn a changeturn change directiontwinkle to shinetype a certain kindtype letters for printingtype write with machine

Uunder less thanunit a single oneuniverse everything there isuniversity a collegeuntil to the time thatup from less to moreusual regular

Vvalue what it’s worthvanilla flavoringvariety different kindsvehicle means of transportationvein a blood vesselvent an openingverb an action wordverdict opinion of jury



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versus againstvery exactlyvibrate move to and frovicious fiercevocal of the voicevolunteer offers help

Wwait put offwalk a strip of pavementwalk a path for walkingwant to need, wish forwarm kindlywarn tell of dangerwater to form tears or salivawax made by beeswax to polishway road or pathwealth plentyweapon tool for fightingweary tiredweather condition of airwee very littleweek five working daysweigh to have a certain heavinessweird strangewelcome receive with gladnesswell in good healthwere more than one have beenwest a directionwhack sharp blowwhatever no matter whatwhere toward which place?where in what place?whether ifwhiff a slight odor or smellwhine complain and crywhiskey a strong drinkwhisper speak in a low voicewhiz an expertwho what person?who the person thatwhole the totalwhy for what reason?

wide broad, not longwidth how wide it iswild crazy, unreasonablewink an instantwish the thing you wantwith in the company ofwith by usingwithin inside ofwithstand hold out againstwitness to give evidencewobble to shakewonder to be curiouswonder a strange and surprising eventwoolly fuzzy and softword a group of letterswork employmentworld all the peopleworld the Earthworry to think about troublesworry to botherworse more badworth personal wealthwould way to start a questionwould willwound turned around somethingwound to hurtwound deep cutwrap to wind material aroundwreath circle of flowerswreck very sick personwreck to destroywreck what’s left after a crashwriggle twist about

Yyank jerkyet stillyou person(s) spoken toyoung in an early stage

Zzero the point where counting beginszone a certain place



Documents

Reading Vocabulary Gr. 1