Wonders Practice Book Grade One

Grade 1
Your Turn
Practice Book
Me
Grauu Education
Bothell, WA • Chicago, IL • Columbus, OH • New York, NY
Contents
Start Smart
Week One Week Three
Phonics: /m/m, /s /s ......................................SS1 Phonics: /k/k, /k /c k ................................... SS25

Phonics: /a /a ................................................SS2 Phonics: /u /u ............................................. SS26
Smart Start Reader: I Like To....................SS3 Start Smart Reader: With M e ..................SS27
Handwriting: Mm, Ss, A a ........................... SS5 Handwriting: Kk, Uu, G g ..........................SS29
Phonics: /p/p, /tI t ......................................... SS6 Phonics: /g/g, /w /w ................................... SS30
Phonics: /r/r, /n /n ......................................... SS7 Phonics: /kw/g, h/v, /ks/x......................... SS31
Handwriting: Pp, Tt, N n ..............................SS8 Handwriting: Ww, Xx, V v..........................SS32
Smart Start Reader: He Can G o ! SS9 Start Smart Reader: He and She G o . . . SS33
Phonics: T\li................................................ SS11 Phonics: /j//, /y/y, /z /z ................................ SS35
Handwriting: Rr, l i ..................................... SS12 Handwriting: Qq, Jj, Y y,Z z ...................... SS36
Week Two
Phonics: /k/c, l\ lf ....................................... SS13

Phonics: lo /o ..............................................SS14
Smart Start Reader: Look!.......................SS15
Handwriting: Cc, Ff, O o ............................SS17
Phonics: /d/d, /h /h ..................................... SS18
Phonics: /e /e ..............................................SS19
Handwriting: Dd, Hh, E e .......................... SS20
Smart Start Reader: We Play H e re SS21
Phonics: /blb, /I//....................................... SS23
Handwriting: Bb, L I...................................SS24
Contents
w
Unit 1 • Getting to Know Us

Week 1__________________________ Week 4__________________________
At School Let’s Be Friends
Phonics: Short a ............................................... 1 Phonics: Short o .............................................31
High-Frequency W ords................................... 2 High-Frequency W ords................................. 32
Phonics: Short a ...............................................3 Phonics: Short o ............................................ 33
Comprehension: Key Details C hart................4 Comprehension: Key Details C hart............. 34
Comprehension: Mini Book Comprehension: Mini Book
What Can It D o ? ...........................................35
Jack the C a t................................................... 5
Comprehension: Story Questions
Key Details....................................................37
Key Details......................................................7
Structural Analysis: Alphabetical O rder 38
Structural Analysis: Inflectional Ending -s . . . 8
Literary Element: Rhym e.............................. 39
Text Feature: Photographs..............................9
Write About Reading: Key Details................40
Write About Reading: Key Details................ 10
Week 2__________________________ Week 5__________________________

Where I Live Let’s Move!
Phonics: /--Blends and s-B lends................... 41
Phonics: Short / ...............................................11
High-Frequency W ords................................. 42
High-Frequency W ords..................................12
Phonics: /--Blends and s-Blends...................43
Phonics: Short /'.............................................. 13
Comprehension: Key Details C h a rt............. 44
Comprehension: Key Details C hart.............. 14
Comprehension: Mini Book
Kids Can M o ve ............................................ 45
Pip and T ip ................................... 15
Key Details....................................................47
Key Details.................................................... 17
Structural Analysis: Possessives................. 48
Structural Analysis: Double
Text Feature: Diagram...................................49
Final Consonants........................................... 18
C o p y rig h t © The M c G r a w -H ill C o m p a n ie s , I n c .

Text Feature: Bold P rint................................. 19
Week 3__________________________
Our Pets
Phonics: /-Blends........................................... 21
High-Frequency W ords................................. 22
Phonics: /-Blends........................................... 23
Comprehension: Key Details C h a rt..............24
Kim and F lick ............................................... 25
Key Details....................................................27
Structural Analysis: Plural N ouns.................28
Text Feature: Labels...................................... 29
iii
Unit 2 • Our Community
Week 1__________________________ Comprehension: Story Questions

Main Topic and Key Details........................ 77
Jobs Around Town
Structural Analysis: Inflectional
Phonics: Short e .............................................51 Ending -in g ................................................... 78
High-Frequency W ords................................. 52 Literary Element: Repetition......................... 79
Phonics: Short e ............................................ 53 Write About Reading: Main Topic
Comprehension: Character, and Key Details............................................80
Setting, Events C hart.................................. 54
Week 4_________________________
A Fun J o b ..................................................... 55
Comprehension: Story Questions Let’s Help
Character, Setting, Events.......................... 57 Phonics: Consonant Digraphs sh,th, -ng . . 81
Structural Analysis: Inflectional High-Frequency W ords................................. 82
Ending -e d ....................................................58 Phonics: Consonant Digraphs sh,th, -ng .. 83
Text Feature: Labels...................................... 59 Comprehension: Character, Setting,
Write About Reading: Character, Events C hart................................................ 84
Setting, Events.............................................60 Comprehension: Mini Book
All Help with the P lay.................................. 85
Week 2_________________________ Comprehension: Story Questions
Character, Setting, Events.......................... 87
Buildings All Around
Structural Analysis: Closed Syllables.......... 88
Phonics: Short u .............................................61
Text Feature: L ist........................................... 89
High-Frequency W ords................................. 62 Write About Reading: Character,
Phonics: Short u ............................................ 63 Setting, Events.............................................90
Comprehension: Character, Setting,
Events C hart.................................................64
Comprehension: Mini Book Week 5__________________________
Pals Play and H um ...................................... 65 Follow the Map
C o p y r ig h t © The
Comprehension: Story Questions Phonics: Consonant Digraphs ch, -tch,
Character, Setting, Events.......................... 67 wh, p h ........................................................... 91
Structural Analysis: Contractions w ith ’s 68 High-Frequency W ords................................. 92 M c G r a w -H ill C o m p a n ie s , In c .
Text Feature: Captions.................................. 69 Phonics: Consonant Digraphs ch,

Write About Reading: Character, -tch, wh, p h .................................................. 93
Setting, Events............................................. 70 Comprehension: Main Topic and
Details C h a rt................................................ 94
Week 3_________________________
Look A ro un d .................................................95
A Community in Nature Comprehension: Story Questions
Phonics: End Blends..................................... 71 Main Topic and Key Details........................ 97
High-Frequency W ords................................. 72 Structural Analysis: Inflectional
Phonics: End Blends..................................... 73 Ending -e s .................................................... 98
Comprehension: Main Topic and Text Feature: M ap ..........................................99
Details C hart.................................................74 Write About Reading: Main Topic
Comprehension: Mini Book and Key Details.......................................... 100
Big Rock P on d ............................................ 75
Contents
Unit 3 • Changes Over Time
Week 1__________________________ Structural Analysis: Inflectional
Endings -ed and -ing (drop final e ) 128
What Time Is It?
Literary Element: Rhyme ............................129
Phonics: Long a; a _ e ................................... 101 Write About Reading: Cause and Effect. . 130
High-Frequency W ords............................... 102
Phonics: Long a: a_e.................................... 103
Comprehension: Sequence C h a rt 104 Week 4__________________________
Comprehension: Mini Book Now and Then
Whale at the Lake ...................................... 105 Phonics: /o/o_e, /u/u_e, le le _ e .................... 131
Comprehension: Story Questions High-Frequency W ords................................132
Character, Setting, P lot..............................107
Phonics: lo/o_e, lu/u_e, /e/e_e.................... 133
Structural Analysis: Contractions Comprehension: Compare and
with n o t........................................................108
Contrast C hart............................................ 134
Text Feature: Bold Print............................... 109 Comprehension: Mini Book
Write About Reading: Character, Life Long A g o .............................................135
Setting, P lot.................................................110 Comprehension: Story Questions
Compare and Contrast.............................. 137
Week 2__________________________ Structural Analysis: CVCe Syllables 138
Text Feature: Captions................................ 139
Watch It Grow!
Write About Reading: Compare
Phonics: Long i: i j e ...................................... 111 and Contrast............................................... 140
High-Frequency W ords................................ 112
Phonics: Long i: i_ e ...................................... 113
Comprehension: Sequence C h a rt 114 Week 5__________________________
Comprehension: Mini Book From Farm to Table
A Gift for M o m ............................................ 115 Phonics: lu l oo, u ..........................................141
Comprehension: Story Questions High-Frequency W ords................................142
Sequence.................................................... 117 Phonics: /u/ oo, u ..........................................143
C o p y rig h t © The M c G r a w -H ill C o m p a n i e s , In c .
Structural Analysis: Plurals..........................118 Comprehension: Sequence C h a rt 144

Text Feature: Diagrams................................119 Comprehension: Mini Book
Write About Reading: Sequence................ 120 The Food We E a t....................................... 145
Sequence....................................................147
Week 3__________________________ Structural Analysis: Inflectional
Tales Over Time Endings -ed, -in g ....................................... 148
Phonics: Soft c, Soft g, d g e ........................ 121 Text Feature: C hart...................................... 149
High-Frequency W ords................................122 Write About Reading: Sequence................ 150
Phonics: Soft c, Soft g, d g e ........................ 123
Comprehension: Cause and Effect Chart. . 124
Little Fred and Little B u c k ........................ 125
Cause and Effect........................................127
V
Unit 4 • Animals Everywhere
Week 1__________________________ Comprehension: Mini Book C row s 179

Animal Features
Main Idea and Key Details........................ 181
Phonics: Long a: a, ai, a y ............................ 151
Vocabulary Strategy: Word Categories . . . 182
Phonics: Long o: o, oa, ow, o e ................... 183
Vocabulary: special, sp lendid.................... 153
Structural Analysis: Open Syllables 184
Comprehension: Sequence C h a rt 154
Literary Element: Sensory W ords.............. 185
Write About Reading: Main Idea
A Fox Tail.....................................................155 and Key Details.......................................... 186
Plot: Sequence...........................................157 Week 4___________________
Vocabulary Strategy: Use a Dictionary. . . 158
Insects!
Phonics: Long a: a, ai, a y ............................159
Phonics: Long /': i, y, igh, ie ............... 187
Structural Analysis: Alphabetical O rder... 160
High-Frequency W ords..................... 188
Text Feature: C hart...................................... 161
Write About Reading: Plot: Sequence 162 Vocabulary: beautiful, fancy.............. 189
Comprehension: Point of View Chart 190
Week 2_________________________ Comprehension: Mini Book
Eve and P ete.................................... 191
Animals Together Comprehension: Story Questions
Phonics: Long e: e, ea, ee, ie ..................... 163 Point of V ie w ..................................... 193
High-Frequency W ords............................... 164 Vocabulary Strategy: Context Clues . 194
Vocabulary: danger, partner....................... 165 Phonics: Long i: i, y, igh, ie ............... 195
Comprehension: Main Idea and Structural Analysis: Inflectional
Key Details C hart......................................... 166 Endings (change y to / ) ................... 196
Comprehension: Mini Book Text Feature: Headings..................... 197
Ants Can H e lp ............................................ 167 Write About Reading: Point of V iew . 198
C o p y rig h t © The
Main Idea and Key Details........................ 169 Week 5___________________
Vocabulary Strategy: Context Clues -
Working with Animals
Sentence Clues........................................... 170
Phonics: Long e: y, e y ..................................199
M c G r a w -H ill C o m p a n ie s , In c .
Phonics: Long e: e, ea, ee, ie ......................171

Structural Analysis: Prefixes: re-, un-, p re -.. 172 High-Frequency W ords............................... 200
Text Feature: Captions.................................173 Vocabulary: clever, sig n al...........................201
Write About Reading: Main Idea Comprehension: Sequence C hart............. 202
and Key Details...........................................174 Comprehension: Mini Book
A New P uppy.............................................203
Week 3_________________________ Comprehension: Story Questions
Sequence................................................... 205
In the Wild Vocabulary Strategy: Root W ords..............206
Phonics: Long o: o, oa, ow, o e ....................175 Phonics: Long e: y, e y ................................. 207
High-Frequency W ords................................176 Structural Analysis: Compound W ords. . . 208
Vocabulary: seek, search............................177 Text Feature: Captions................................ 209
Comprehension: Main Idea and Write About Reading: Sequence................ 210
Key Details C hart....................................... 178
vi
Contents
Unit 5 • Figure It Out
Problem and Solution................................ 241
See It, Sort It
Vocabulary Strategy: Prefixes.................... 242
Phonics: /ar/ar...............................................211
Phonics: /or/or, ore, oar............................... 243
Structural Analysis: Abbreviations 244
Vocabulary: trouble, w hole......................... 213
Literary Element: Alliteration...................... 245
Comprehension: Point of View C h a rt 214
Write About Reading:
Comprehension: Mini Book Problem and Solution................................246
The Party..................................................... 215
Comprehension: Story Questions Week 4__________________________
Point of V ie w ...............................................217
Sounds All Around
Vocabulary Strategy: Context Clues -
Multiple Meaning W ords............................218 Phonics: Diphthongs ou, o w .......................247
Phonics: /ar/ar...............................................219 High-Frequency W ords............................... 248
Structural Analysis: Irregular Plurals 220 Vocabulary: scrambled, suddenly 249
Text Feature: Use Photographs/ Comprehension: Problem and Solution
Illustrations................................................. 221 Chart............................................................250
Write About Reading: Point of V ie w 222 Comprehension: Mini Book
Dad’s Game................................................ 251
Plot: Problem and Solution.......................253
Up in the Sky
Vocabulary Strategy: Suffixes.................... 254
Phonics: /urier, ir, ur, o r ............................... 223
Phonics: Diphthongs ou, o w .......................255
Structural Analysis: Inflectional
Vocabulary: leaped, stretched................... 225
Endings -er, -e s t........................................ 256
Comprehension: Cause and Effect C hart. . 226
Text Feature: Directions.............................. 257
A Bunny W ish.............................................227
Plot: Problem and Solution....................... 258
C o p y rig h t © The M c G r a w -H ill C o m p a n i e s , I n c .

Cause and Effect....................................... 229
Week 5__________________________
Vocabulary Strategy: Shades of Meaning.. 230
Phonics: /urier, ir, ur, or...................................231
Build It!
Structural Analysis: Inflectional Ending -er ..22,2 Phonics: Diphthongs oi, o y ......................... 259
Text Feature: Captions................................ 233 High-Frequency W ords............................... 260
Write About Reading: Cause and Effect.... 234 Vocabulary: balance, se ction..................... 261
Comprehension: Cause and Effect C hart.. 262
Week 3__________________________ Comprehension: Mini Book
How to Build a Snowm an.........................263
Great Inventions
Phonics: /or/or, ore, o a r............................... 235 Cause and E ffect....................................... 265
High-Frequency W ords............................... 236 Vocabulary Strategy: Inflectional Endings.. 266
Vocabulary: idea, unusual.......................... 237 Phonics: Diphthongs oi, o y ......................... 267
Comprehension: Problem and Structural Analysis:
Solution C hart............................................ 238 Final Stable Syllables................................268
Comprehension: Mini Book Text Feature: Captions................................ 269
Good Ideas................................................. 239 Write About Reading: Cause and Effect... 270
vii
Unit 6 • Together We Can!
Plot: Cause and Effect.............................. 301
Taking Action
Vocabulary Strategy: Sim iles..................... 302
Phonics: Variant Vowel l u l .......................... 271
Phonics: Silent Letters wr, kn, g n .............. 303
High-Frequency W ords............................... 272 Structural Analysis: Compound W ords. . . 304
Vocabulary: demand, emergency..............273 Text Feature: Headings...............................305
Comprehension: Theme C hart................... 274
Write About Reading: Plot:
Comprehension: Mini Book Cause and Effect.......................................306
Working Together...................................... 275
Comprehension: Story Questions Week 4__________________________
Theme......................................................... 277
Sharing Traditions
Vocabulary Strategy: Synonyms................ 278
Phonics: Three-Letter Blends.....................307
Phonics: Variant Vowel lu l .......................... 279
Structural Analysis: Suffixes -ful, -le ss ___ 280
Vocabulary: difficult, n obody..................... 309
Text Feature: Captions................................ 281
Comprehension: Theme C hart................... 310
Write About Reading: Them e..................... 282
Sue’s Surprise............................................ 311
Week 2_________________________
My Team Them e......................................................... 313
Phonics: Variant Vowel 16/.......................... 283 Vocabulary Strategy: Compound Words .. 314
High-Frequency W ords............................... 284 Phonics: Three-Letter Blends..................... 315
Vocabulary: accept, o fte n ...........................285 Structural Analysis: Inflectional
Comprehension: Author’s Purpose Chart... 286 Endings -ed, -in g ......................................... 316
Comprehension: Mini Book Text Feature: Directions.............................. 317
Coaches......................................................287 Write About Reading: Them e..................... 318
Author’s Purpose................. 289 Week 5__________________________
C o p y rig h t © The
Vocabulary Strategy: Antonyms.................290
Celebrate America!
Phonics: Variant Vowel lo l...........................291
Phonics: lar/air, are, e a r................................319
Structural Analysis: Vowel-Team Syllables.. 292
M c G r a w -H ill C o m p a n ie s , In c .
Literary Element: Sensory W ords.............. 293

Vocabulary: nation, unite............................ 321
Write About Reading: Author’s Purpose . . 294
Comprehension: Author’s Purpose Chart.. 322
Week 3_________________________
Favorite D ays............................................. 323
Weather Together Comprehension: Story Questions
Phonics: Silent Letters wr, kn, g n .............. 295 Author’s Purpose....................................... 325
High-Frequency W ords............................... 296 Vocabulary Strategy: Metaphors................326
Vocabulary: country, gathers..................... 297 Phonics: lar/air, are, e a r................................327
Comprehension: Cause and Effect C hart.. 298 Structural Analysis: /"-Controlled Vowel
Comprehension: Mini Book Syllables..................................................... 328
Storm Watch................................................ 299 Text Feature: M a p........................................329
Write About Reading: Author’s Purpose . . 330
viii
Name
A. Say each picture name. Write m below the

picture if its name begins like map. Write s if its
name begins like sun.
B. Say each picture name. Then write m below the

picture if its name ends like ja m .
Practice • Grade 1 • Start Sm art • Week 1 SS1

Name
A. Say each picture name. Write a below the

picture if its name begins with a as in apple.
B. Say each picture name. Write a to complete

the words.
h +
f n
SS2 Practice • Grade 1 • Start Smart • Week 1
C o p yrig h t © The M cG raw -H ill C o m p a n ie s , Inc.
Practice • Grade 1 • Start Smart • Week 1

1 Like To
SS3
C o p yrig h t ©The M cG raw -H ill C o m p a n ie s, Inc.

SS4
Name
M i TT
I
• • •
« • •
C o p yrig h t © The M cG raw -H ill C o m p a n ie s, Inc.
Write a sentence. Use the letters from this page.

Name
A. Say each picture name. Write p below the

picture if its name begins like pin. Write t below the
picture if its name begins like toy.
B. Say each picture name. Write p below the

picture if its name ends like cup. Write t below the
picture if its name ends tike bat.

Name
A. Say each picture name. Write n below the

picture if its name begins like nest. Write r if its
name begins like rat.
B. Say each picture name. Then write n below the

picture if its name ends like fun.
Practice • Grade 1 • Start Smart • Week 1 SS7

Name
s
I 2_____
a
r.

]Vrt x
CD
(D
Q
(/)
O
Q
r « -£ \ 3
a
o
©
<D
□=

SS10
Name
A. Say each picture name. Write i below the picture

if its name begins with i as in ink.
B. Say each picture name. Write i to complete

M cG raw -H ill C o m p a n ie s, Inc.
the words.
S X
C o p yrig h t ©The
P 9
Name
Write some sentences. Use the letters from

this page.

Name
A. Say each picture name. Write c below the

picture if its name begins like cat. Write f if its
name begins like fun.
C op yrig h t © The M cG raw -H ill C o m p a n ie s, Inc.

Name
A. Say each picture name. Write o below the

picture if its name begins with o as in ox.
B. Say each picture name. Write o to complete

the words.
b x
C o p yrig h t © The M cG raw -H ill C o m p a n ie s, I n c

SS16
Name

Name
A. Say each picture name. Write d below the

picture if its name begins like door. Write h if its
name begins like home.
B. Say the picture name. Then write d to complete

the word. Read the word.
b e

Name
A. Say each picture name. Write e below the

picture if its name begins with e as in egg.
i
B. Say the picture name. Then write e to complete

Practice • Grade 1 • Start Smart • Week2 SS19

Name

SS21
We Play Here

High-Frequency Words: here, play, the, we, where
Q_
CD
L.
O
0

SS22
A. Say each picture name. Write b below the
picture if its name begins like bat. Write I if its
name begins like lemon.
B. Say the picture name. Then write b to complete


Name
I I
¥ ¥ ¥ ¥ ¥ ¥"
"¥ ¥~
~¥-------- ¥ ---------¥ -------- ¥ ---------¥ -------- ¥ ---------¥ -------- V
Write some sentences. Use the letters from

this page.

Name
A. Say each picture name. Write k below the

picture if its name begins like king.
B. Say each picture name. Write ck below the

picture if its name ends like back.
C op yrig h t © The M cG raw -H ill C o m p a n ie s , Inc.
C. Write the letters ck to make new words.
ki
Practice • Grade 1• Start Smart • Week 3 SS25

Name
A. Say each picture name. Write u below the

picture if its name begins with u as in up.
B. Say the picture name. Then write u to complete C o p yrig h t © The M cG raw -H ill C o m p a n ie s, Inc.
’ZJ c

High-Frequency Words: are, for, me, she, with


SS28
Name
_________w _________
• •
• ~~ V

Name
A. Say each picture name. Write g below the

picture if its name begins like gate. Write w if its
name begins like water.
\ /
B. Say each picture name. Then write g below the M cG raw -H ill C o m p a n ie s, Inc.
picture if its name ends like dog.

Name
A. Say each picture name. Write g below the

picture if its name begins like quick. Write v if its
name begins like van.
B. Say each picture name. Then write x below the

picture if its name ends like fox.

Name

SS33
He and She Go

IT
CD
High-Frequency Words: and, have, said, see, was
©
Name
A. Say each picture name. Write j below the picture

if its name begins like ja m . Write y if its name
begins like yarn. Write z if its name begins like zoo.
B. Write j, y, or z to complete the words.
Hnirnn011111'!
ero arn am
Name
Name
The letter a can make the short a sound

you hear in hat.
Read the word. Listen for the short a sound. Circle

the picture that the word names.
I. cat
3. map
C op yrig h t ©The
4. pan
Practice * Grade 1 • Unit 1 • Week 1 1

N am e________________________________
A. Complete each sentence.

Use one of the words in the box.
does not school what
I. Sam can see the map.
2. do the cats have?
=J= t
1L iI 11
II tt iH 1 1i ir lr lnl rI rt it im
3. I like my ,,
4. Where Nan go?

ii, u *
B. Write your own sentence using a word from

the box.
5.
2 Practice • Grade 1 • Unit 1 • Week 1

Name
Write a word from the box to name each picture.
bat can cat fan hat pan

t r
Name
Fill in the Key Details Chart. Use words from the story.
Detail
Detail
Detail M cG raw -H ill C o m p a n ie s, Inc.

C o p yrig h t ©The M cG raw -H ill C o m p a n ie s , Inc.
Practice • Grade 1 • Unit 1 • Week 1

Jack the Cat
5
Name
A. Reread “Jack the Cat.” Circle two pictures that

show key details from the story.
B. Draw a picture in the box that shows another

key detail from the story.
Practice • Grade 1 • Unit 1 • Week 1 7

Name
Add -s to an action word when it follows a name or the

word he, she, or it.
I tag you. He tags me. Pam tags you.
Circle the word that completes each sentence.

Then write the word on the line.
I. She
nap naps
2. He
bat bats
3. It
quack quacks
4. Max for school.

pack packs

Name
— . _ . _
Photographs are pictures that show people,

animals, and things in real life.
v . . . IL , r t ,
A. Look at the photograph. Use the photograph to

complete the sentences.
o
cn
<5
a.
3
w
CT)
C
!c
to
23
Q.
E
a
at
c
©
I. The cat has

2. The cat likes to ___________________________
B. Look at the photograph. Write one more thing

you see in the photograph.
3.

Name
Words and pictures in a story give you key details.
Reread “Jack the Cat.” Think about how the author

used key details. Use the words and the pictures
to tell a key detail on each page.
I. Page I Jack is a
2. Page 2 Jack likes to
3. Page 3 Jack likes

4. Page 4 Jack likes to
5. The key details tell me more about

Name
The letter i can make the short i sound

you hear in pin.
Read the word. Listen for the short i sound. Circle

the picture that the word names.
I. fin
2. lid
3. hi
4. pig

N am e_____________________________________________________
A. Complete each sentence. Use one of the words

in the box.
I. The bag is
2. Look
3. I go to play
4. Sam sits

the box.
5.

Name

C op yrig h t ©The

Name
Detail
Detail

Detail

d Tip

N am e___________________________________________________
A. Reread “Pip and Tip.” Circle two pictures that

show key details from the story.
B. Write a sentence that tells a key detail from

page 3.

Name
When a word ends with two consonants that are the

same, the letters together make one sound.
will jazz pass
Read each sentence. Underline the word that ends

with the same two consonants. Write the word on
the line.
I. Matt has a big hat.
2. Pam has to miss school.

Name
Authors use bold print to point out words that are

important.
v
A. Look at the picture. Read the sentences.

Underline the words in bold print.
1. The city is big.

2. It has lots of buildings.
3. This house is in the country.

4. Kids play in the big yard.
B. Write your own sentence about where you live.

Circle the most important word.
5.

Name
In a fantasy, you can find key details in the pictures

and words.
A. Reread “Pip and Tip.” Think about how the

author used key details. Use the words and the
pictures to tell a key detail on each page.
1. Page I Pip will g o _____________
2. Page 2 ----------------------will not go up.
3. Page3 Pip w ill_____________

4. Page 4 Tip w ill_____________
B. Write another key detail about Tip.

Name
Sometimes consonants form a blend. You can hear the

sound of a consonant and letter I form a blend at the
beginning of glad and slim.
Read the word. Draw a line under the letters that

form a blend. Write the letters. Circle the picture.
I. flag
2. clip
3. slip
4. clam

H igh-Frequ en cy W o rd s
Name

in the box.
be come good pull
I. Tam is a cat.
2. Max can the big pig.
3. I can a big help.
4. Tip can to me.

III
•v

the box.
5.

Name
Use a word from the box to complete each sentence.
I. We are
2. The cat is
3. Matt and Kim

M. Do not
5. I can see a

Name
Detail
Detail
Detail

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Kim and Flick
25
C o p yrig h t o The M cG raw -H ill C o m p a n ie s, Inc.
©
Comprehension: Key
Name
A. Reread “Kim and Flick.” Write a key detail to

complete each sentence. Use a word from the box.
hid Flick come Kim
is a cat.
2. Flick in the tree.
3. looks for Flick.
4. Kim wants Flick to ___________________ out.
B. Draw a picture to show how Kim feels when she

finds Flick.

Structural Analysis: Plural N o u n s
Some words end with s. When a word ends in one

s, it means there is more than one of something.
flag flags
Read each sentence. Underline the word that tells

about more than one thing. Write the word on the line.
I. See the hats?
2. Tim and Jim have six bats.
3. We have cats.
4. The fish has fins.

Name
Labels are words or phrases that name people or

things shown in a picture or photograph.
j
Look at the pictures. Read the labels. Then use the

labels to complete the sentences.
I. The bat has a
2. The fish has a

3. The chick has

Name
Reread “Kim and Flick.” Think about how the

author used key details. Use the words and
pictures to tell a key detail on each page.
I. Page I Flick is a
2. Page 2 Flick is in th e _________
3. Page 3 Kim wants Flick to come
4. Page 4 Kim feels
5. The key details tell me more about

Name
r
The letter o can make the short o sound
you hear in sock and dot.
A. Read the words in the box. Listen for the short o

sound. Write the word that names each picture.
mop hop clock box
I.
3. 4.
B. Circle each word that has the short o sound.

Then write the word.
5. can mom clip
6. fin mat top

Name

in the box.
rA
I. like to jump.
2. It is to hop.
3. Mom can jog,
4. Dad can a cake.
@
B. Write your own sentence using a word from 3
<6*
sn
O
the box. 3
S
5.

Name
ox block log lock mop mom

w ; • y v .W '- ’ w • »!«* ' Ijw if'?.-!' - •• , -» ' * » ** » ' . < ' s-• :- W ‘
2.
n* i
.16) i i i

Name
Detail
Detail
Detail

C o p yrig h t © The M cG raw -H ill C o m P a n ies, ln c .
Practice • Grade
1
. Unit 1 . Week 4
35
Name
Reread “What Can It Do?” Look for key details.

Circle the word that answers each question.
1. What can a cat do?
pull hop
2. What can a dog do?
jog nap
3. Who can nap?
a fox an ox
4. Who can pull?
an ox a cat

Name
The letters of the alphabet always stay in the same

order.
abcdefghijklmnopqrstuvwxyz
Read the words in the box. Underline the first letter

of each word. Write the words in ABC order. Use
the pictures to help you.

Name
Words in a poem can rhyme. Rhyming words have the

same ending sound.
mop flop top pop
V ^ - -■ ■ j'. i:
................. ......................... ... m . il . l .i . . ' ....................................... . j.
A. Read the poem. Circle the words that rhyme.

Write the rhyming words on the lines.
I Can See
I can see a frog.
It sits on a log.
I________________ 2________________________
I can see a fox.

He sits on a box.
3________________ 4________________________
B. Read each word. Complete the rhyming word.
5. hot n ___________ 6. dog h -----------

Name
A. Reread “What Can It Do?” Think about how

the author used key details. Use the words and
pictures to complete the sentences.
1. A key detail on page I is
a cat ca n _______________
2. A key detail on page 2 is
a fox c a n _______________
a n _______________ can pull.

B. Write what a dog can do.
4__________________________________________

Name
"N
Some words begin with a consonant blend. Listen

to the beginning sounds in the word crab. You can
hear the sound of each letter in the blend.
Read the word. Write the word. Circle the picture

that it names.
I. frog
2. grass
o.
3. crib
4. snap

N am e_____________________________________________
Write the word from the box that completes

each sentence.
jump move run two
I. I can
2. I
3. I can
4. I have

Name
Read each word that begins with a consonant blend.

Write the word from the box that names each
picture.
spill crib grass drip spin


Name
Fill in the Key Details Chart. Use details from

the story.
Detail
Detail
Detail


Kids Can Move
45
Comprehension: Key Details
Name
Reread “Kids Can Move.” Answer the questions.
I. Who can hop? Circle the picture.
2. Who runs fast? Draw a box around the picture.
3. How can kids move? Write two ways.
Write two things kids can do.

Name
An at the end of a naming word means that

something belongs to that person or thing.
A. Underline the word that tells that something

belongs to a person or thing. Write the word.
I. Dan’s cat is little.
2. Pam’s pals play.

3. This is my cat’s mat.
B. Write a sentence to tell about something that

belongs to someone you know. Use a word with ^s.

ic a i reu iu itj. u iu y v u m
N am e___________________________________________________________
A diagram is a picture with labels. The labels name

the parts of the picture.
Look at the diagram of a cat. Use the words from

the box to write the labels.
Parts of a Cat
I. __________________ 2.
M cG raw -H ill C o m p a n ie s , Inc.

vvrne a d o u t M eaain g : n.ey u e ia iis
N am e___________________________________________________________
Reread “Kids Can Move.” Think about how the

author used key details. Use the words and the
I. A key detail on page I is that the boy can
2. A key detail on page 2 is that the girl can
3. Another key detail in “Kids Can Move” is that a boy
and a g irl_______________________________
4. A key detail on the last page of “Kids Can Move”
is that kids can

Name
A. Read the words in the box. Listen for the short e

I.
3.
B. Write your own sentence using a word

from the box.
5.

Nam e_____________________________________________________

in the box.
again help new there use

.J
I. This hat is
2. Ken will me.
3. My cat is up
4. We can
5. Ned will try

the box.
6.

Name
Use a word in the box to complete each sentence.
I. This nest has an
2. Dan will have
3. Ben has
4. Max is a good
5. Nan has a new
6. Pat has a hat on his

Name
Fill in the Character, Setting, Events Chart. Use words

from the story.
Character Setting Events

56 Practice • Grade 1 • Unit 2 • W eek 1
N am e _____________________________________
A. Reread “A Fun Job.”
Write C if the sentence and picture tell about

a character.
Write S if the sentence and picture tell about

a setting.
Write E if the sentence and picture tell about

an event.
I. Ben likes his job. •
2. The shop has clocks.

3. They fix the clock.

Name
Add the ending -ed to an action word to tell about

something that already happened.
help helped
A. Add -ed to each word. Write the word on the line.
I. spill + ed
2. smell + ed =
3. dress + ed

4. mix + ed = __________________
B. Use a word you wrote above to complete

the sentence.
5. I ___________________ the bread.

Name
A label is a word or phrase that names things in a

picture or photograph.
Look at the fire truck. Use a word from the box to

write each label.
I.

Name
Reread “A Fun Job.” Think about how the author

used characters, setting, and events. Use the
words and the pictures to complete the sentences.
I. The two characters are
and
2. The setting is a ______________ shop.
3. An event on page 3 is a ______________ comes in.
4. An event on page 4 is they the clock.

Name
The letter u can make the short u sound

you hear in rug.
A. Read the words. Listen for the short u sound.

Write the word that names each picture.
cut bug hut duck pup

from the box.
5.

I n y 11-| I ^ v j u c n w y v v v iu o
Name
Complete each sentence. Use one of the words in

the box.
rfrrM
11
11
11 = m
H
I. I in the city. 11
•i
4. She has
5. I run up the hill.
I run down the

Name
Write a word from the box to describe each picture.
sun bus up drum mud

v ____________ ___ ______

Name
Fill in the Character, Setting, Events Chart. Use details

from the story.
2
m
2

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Name
Reread “Pals Play and Hum.”

Follow the directions.
I. Write a sentence that tells where Bug is on page I.
2. Write the word that tells what Duck can do.
3. Write the word that tells what Frog can do.

4. Write a sentence that tells what the pals do.

Analysis
N am e----------------------------------------------------------------------------------------------
— — — — — — ; ^ .
A contraction is when you put two words together to
make one word.
He’s is a shorter way of saying he is.
The apostrophe (’) stands for the missing letter | in is.
V . m i ...______________________________________________________ _______
A. Read the two words. Write the contraction.
i. she is
2. it is
3. he is
4. let us _______________
B. Write your own sentence using a contraction.

icai rcuiuic. V/upiiuiid
N am e _________________________________________
"S
Captions are short descriptions that tell more about
a photograph or picture.
—— „ — .............. i-.......
Circle the caption that tells about the picture.
I. Jon gets on the bus. 2. Here is a farm.

Jon is at school. Here is a pet shop.
3. The park is big. 4. Dan has a new bike.

The house is big. Dan has a new pal.
5. They get in a cab.

They get on bikes.

Name
A character is a person or animal in a story.

The setting is where the story takes place.
The events are what happen in a story.
Reread “Pals Play and Hum.” Think about how

the author used characters, setting, and events.
Use the words and the pictures to complete
the sentences.
I. The character on page I is
2. What does Duck do?

3. The setting of the story is a
M. What does Frog do?
5. Another character in the story is

Name
Sometimes words end with a blend of sounds. You

can hear each consonant sound in an end blend.
A. Read the words in the box. Listen for the end

blend. Write the word that names each picture.
Underline the end blend.
| list hand tent bank desk lamp

V

from the box.
7.

Name

in the box.
2. Bats bugs
3. can help Dan? ^
4. We have lamp.
5. His hands are full mud.

from the box.
6 ____________________

N am e_____________________________________________________
Read each sentence. Underline a word that has an

end blend. Write the word.
I. Bob will send a box to Jan.
2. Pam did the best job.
3. My dog likes to jump up.
4. Set the cup in the sink.

5. I will go ask Dad.
6. I see a bug on the plant.

Name
Fill in the Main Topic and Details Chart.

Use details from the story.
Main Topic
Detail Detail Detail

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Name
A. Reread “Big Rock Pond.” Write the main topic

to teli what it is about. Write the key details to tell
more about the topic. Use the sentences from
the box.
Bugs buzz.
Frogs jump.
Things live at the pond. H.|
Bats spin.
Topic:
Key Detail:
Key Detail:
Key Detail:

Name
Add the ending -ing to an action word to **

tell what is happening now.
jump jumping
A. Add -ing
w . to each word. Write the new word.
I. ask + ing
2. rest + ing = __________________
3. pack + ing = __________________
M. help + ing =______ __________________
5. plant + ing = __________________
B. Use a word you wrote above to complete the

sentence.
6. She is ____________________ a bag.

Name
■ n : 1
Songs have a pattern and a beat. Poems can have
a pattern and a beat, too. The same words can be
used over and over. This is called repetition.
A bug can buzz. Buzz, buzz, bug!
v J
Read the pairs of sentences. Circle the sentences

that have the same words used over and over.
I. The cat sits on a mat. 2. See me up in the tree.

It will nap. I am up, up, up in the tree.
3. Fred hops a lot. H. A fish is in the pond.

Hop, Fred, hop! It has fins.
5. In the car, they go far. 6. Nat hugs his bear.

Go, go, go in the car. Jan holds her kitten.

Name
The main topic is what a story is about.

Key details tell more about the main topic.
Reread “Big Rock Pond.” Think about what the

story is about. Use the words and pictures to
1. Page I tells what the story is about.
It is about things we see at th e ______________
A bug ca n ________________ .

\
Two________________ jump.
Three bats________________

Name
The letters sh make the ending sound in fish.

The letters Vr\ make the beginning sound
in thin.
The letters ng make the ending sound in ring.
Read each sentence. Circle the word that has sh,

th, or ng. Write the word.
I. Here is a fresh plum.
2. Min and Dan like to sing.
3. A bug can sting!

■4. Say thank you for a gift.
5. Sam and Dad pick up shells.
6. I like to play with my pals.

Name
Match each sentence to the picture.

SUfs/ tAOr\ WEO THU SAT
i 2 3 ( 5
b 7 8 9 •0 M 12
fa
I. I want that one. a. 13
zo
It
21
15
22
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19
Zfe
27 ze 29 30
2. We all have a snack.
3. What day is this?
ooo
4. Her socks have dots. ooo
ooo
ooo
r
5. I use this to call Dad.

Name
A. Circle the word that names each picture.
2. pant path 4. swings sleds
B. Use words from the box to complete each

sentence.
fish sting think

• • - - . A
5. A __________ can swim.
6. We have______________________ in school.

Name
Fill in the Character, Setting, Events Chart. Use

details from the story.

the Play

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Name
Reread “All Help with the Play.

Circle the word that answers
each question. Write the word.
I. The story characters a re -------------------------

dogs hats
2. They will do a --------------------------

game play
3. Who makes fun hats?-------------------------

Shep Rex
M. What do the other dogs do?-----------------------------

See the play make hats

N am e_____________________________________________________
When a syllable ends in a consonant and has one

vowel letter, the vowel sound is usually short. This is
called a closed syllable.
rab/bit bas/ket cab/in
Read each word. Draw a line between the

syllables. Write each syllable on a line.
I. napkin
2. locket
3. finish
4. pumpkin
5. magnet

Name
A. Read the words in the box. Place each word in

the list where it belongs.
eggs sing ham read swim jam
Things to Eat Things to Do
B. Add one more thing to each list.
Things to Eat Things to Do

Name
A character is a person or animal in a story.

The setting is where a story takes place.
The events are what happen in a story.
—J
Reread “All Help with the Play.” Think about the

story characters and what they did. Use the words
and pictures to complete the sentences.
I. The dogs want to have a
2. Rex helps. He makes
3 . ------------------------------------------- makes tops.
4. Who sees the play?

Name
The letters ch and tch stand for the sound you hear
at the beginning of chip and the end of diteh. The
letters wh stand for the sound at the beginning of
when. The letters ph stand for the sound at the end
of graph.
Read the words in the box. Match each word with

a sound-spelling below. Write the word.
< r r“— "■" ........ :... '................ 1 * ~...i

whisk chin Phil graph
pitch lunch when catch
I. wh
2. ch
3. ph
4. tch

Name

in the box.
walk many by place around
I. Ned sits
2. She has socks. • *r-

}• • *r-
B. Write your own sentence using a word from the box.
6.

I M W I I I V W . W V I I W W I I M I I I W . . , • ' " V r "
Name
A. Use ch or tch to complete the word that names

the picture.
I.
3. h a 4. lu n
B. Write wh to complete each word.
5. en 6. ic h
C. Write ph to complete the word.

7. g ra
D. Write a sentence using a word from above.
8.

Name
Fill in the Main Topic and Key Details Chart.

Use details from the story.
Main Topic
Detail Detail Detail

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Name
Read the story and follow the directions.
I. Write the word that tells you what chicks do.
2. Write the word that tells what kids play.
3. Write what buses do.
4. Write the main topic of “Look Around.”



98
Name
A map shows where places are found. North, south,

east, and west are directions. They are shown on a
compass. Use directions to tell where things are.
Look at the map. Circle the answer to each

question.
I. Is the slide north or south of the swings?

north south
i
.2
2. What is west of the slide?
ca
| bench see-saw
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3. What is north of the bench?
a
1 gate tree

Name
Reread “Look Around.” Think about how the

author used main topic and key details. Use the
words and the pictures to complete the sentences.
i. A key detail the author gives on page I is that chicks
2. A key detail the author gives on page 2 is that kids
3. The author gives the key detail “lots of buses whiz by” to
tell us that this place is
4. The main topic of “Look Around” is

N am e_________________________________________________
The word at has a short a sound.

Add e to the end to make ate.
The a_e spelling makes the long a sound in ate.
A. Read the words in the box. Listen for the long a

gate tape snake grape


the box.
5.

Name
I. I can not go out today.
2. He can have some grapes.
cop
Ct' *
3. This is the way to camp. c.
I see the school now.
5. Why is the pup sad? - Do q q p o q )

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6. I can put this away. f.

Name
Use the words in the box to complete the sentences.
late shape lake chase whale tape
I. A can swim.
2. Tam can use on the box.
3. Ken is
4. What is this? / i \
5. I see hills by the
6. Jen will

N am e________________________________________________________
Fill in the Sequence Chart. Use words from the story.

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Nam e___________________________________________________________
A. Reread “Whale at the Lake.”
Write X if the sentence and picture tell what

happened at the beginning.
Write 2 if the sentence and picture tell something

that happened in the middle.
Write 3 if the sentence and picture tell what

happened at the end.
I. Whale plays with his pals.
3. Whale skates to the lake.

Name
A contraction is a short form of two words. An

apostrophe (’) takes the place of the missing letters.
is + not = isn’t
The apostrophe (’) in isn’t stands for the letter o.
A. Write the contraction for the two words.
i. has + not
2. are + not
3. was + not
4. can + not = ___________________
B. Use a contraction you wrote above to complete

the sentence.
5. Nate go!

Name
A word that is in bold print is an important word.
A. Read the sentences. Circle the words in bold print.
I. A watch can help you tell time.
2. This clock can ring to get you up. ((
3. A calendar tells you what day it is.
B. Use the words in bold print to help you answer

the question.
4. What tells you the day?

Name
Reread “Whale at the Lake.” Think about how the

author used characters, setting, and plot. Use
words from the story to complete the sentences.
I. The main character is
2. The setting is a
3. In the beginning, Whale

to the lake.
H. In the middle, Whale can not

his pals.
5. At the end, the pals have

Long /: /_e
Name
A. Read the words in the box. Listen for the long i

^ s m ile ^ — — —^ kjte bike


the box.

N am e_________________________________________________
Complete each sentence. Use one of the words

in the box.
r
green grow together should pretty water
I. He w ill___________________ tall.
2. W here___________________ we go?
3. They walk up the hill

4. My dog likes the
5. The pig can eat

grass.
6. The bride is

Name
Read the words. Circle the word that has the long i
sound. Write the word on the line.
1. fin pin fine
2. nine his nip
3. will slide slid
■4. bit lick bite
5. pine pin dip
6. mill in mine

Name

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N am e___________________________________________________________
Reread “A Gift for Mom.” Follow the directions.
I. Write a sentence that tells what happens first in the story.
2. Write a sentence that tells you what Kate wants to do.
3. Write a sentence that tells what happens next.
M. How does Mom feel at the end of the story?

C op yrig h t ©The

Name
You can add -s to the end of a word to

name more than one person or thing.
bike bikes
A. Add -s to the word to name more than one thing.

Write the new word.
2. pile
3. grape
5. snake
B. Write your own sentence. Use a word that

names more than one thing.

N am e___________________________________________________________
Diagrams are pictures that have labels. The labels

tell about the parts.
Look at the diagram of a plant. Use the words from

the box to complete the diagram.
I.
4.

Name
Reread “A Gift for Mom.” Think about the

sequence. Use the words and the pictures to
1. First, the author told us that Mom is ________
2. Next, the author told us that Mike and Kate
3. Then, on page 3, Mike and Kate get a ______
4. Last, on page 4, Mike and Kate give a plant to
5. What clue did the author give to let you know that Mom
likes the plant?

Name
Sometimes the letter c makes the s sound. You can

hear it in race and nice.
The letter g can make the j sound. You hear it in
wage and gel.
The letters dge together also make the j sound, as in
badge and ledge.
Say the word. Write the word. Circle the picture

that shows the word.
I. trace
2. stage
3. lodge
4. pencil
5. bridge

Name
I. I was so fast, I won the race. a.
2. The fish came from the pond. b.
3. Cal is happy in the tent. c.
4. Once I jumped on a box. d.
5. We can play any game.
6. The boy wished upon a star. f.

N am e_____________________________________________________
Use the words in the box to complete the

sentences.
hedge dance nice cage edge
I. Pip sits in a
2. Mom cuts the top

of the can.
3. Ed trims the
4. Pam is

N am e_____________________________________________________
Fill in the Cause and Effect Chart. Use words from

the story.

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N am e___________________________________________________
Reread “Little Fred and Little Buck.” Answer the

questions.
I. What causes Little Fred to go to Gran’s?
2. What causes Fred to get lost?
3. What is the effect of meeting Little Buck?

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4. What is the effect of going to Gran’s?

Name
Add -ed to an action word to tell what happened in

the past. Add -ing to an action word to tell what is
happening now.
Look at the word race. It ends with the letter e.
To add -ed or -ing, first drop the e.
race - e + ed = raced
race - e + inc| = racing
A. Add -ed to each word. Write the new word.
i. rake
2. slice
B. Add -ing to each word. Write the new word.
3. trace
4. skate

Name
Words in a song or poem sometimes rhyme.

Words that rhyme have the same ending sound.
Say the words in each column to hear the rhyme.
clap best bell
slap rest well
flap nest fej]
Say the words. Cross out the word that does not
rhyme. Write a new rhyming word.
I. ate, plate, that, date
2. fine, nine, dine, pin

3. mice, pick, dice, ice
4. has, crash, smash, dash

Name
Reread “Little Fred and Little Buck.” Think about

how the author used cause and effect. Use the
words and pictures to answer the questions.
I. What clue does the author give about the cause of Little
Fred’s going to Gran’s?
2. What clue does the author give about the cause of Little
Fred getting lost?
3. What is the effect of finding Little Buck?
■4. Little Fred, Little Buck, and Gran have fudge. Is this a
cause or an effect?

Name
The letters o_e stand for the long o sound.

The long o sound is the middle sound in rope.
The letters u_e stand for the long u sound.
The long u sound is the first sound in use.
The letters e_e stand for the long e sound.
The long e sound is the middle sound in Pete.
A. Look at each picture. Circle the word that

names the picture. Write the word.
note not cub cube
X
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1 B. Look at each picture. Write o, u, or e to complete
tO
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the word that names it.

Write the word from the box that completes each
sentence. Circle the picture that goes with the
sentence.
"X
ago boy girl how old people
I. We rode in carts long
2. This plate is very
3. This has a cap.
4. Some live here.
5. This is in school.
6. This is

Name
Use the words in the box to complete each

sentence. Write the word on the line.
I. My name is
2. Pete
3. Its trunk is
71
4. Do you like pants? 1 X
5. Put the pot on the
6. This is a big

Name
Fill in the Compare and Contrast Chart.

Use words from the story.
Different Alike Different

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Reread “Life Long Ago.” Read the

questions that compare and
contrast what boys and girls did.
Circle the words that answer each 0
question. Write the words.
1. The boys and girls a ll__________________

helped planted
2. What did girls do?
Girls helped to ___________________

make clothes read
3. What did boys do?
Boys helped to
sew plant
M. Boys and girls fed the

plants hens

Name
The spellings a_e, i_e, o_e, u_e, and e_e stay

together in the same syllable. The syllable usually
has a long vowel sound.
in/side a/wake rose/bud
i. _ ________ _____________
Read each word. Draw a line to divide the word

into syllables. Write one syllable on each line.
Then circle the syllable with the long vowel sound.
I. sunshine
2. pancake

3. explode
4. handshake
5. placemat

N am e___________________________________________________________
■ ■ — — — ——
Captions tell readers more about photos or pictures.

V
Look at each picture. Circle the caption that goes

with the picture.
I. This is life on a farm. 2. Horses carry goods today.

This is life in a city. Trucks carry goods today.
3. People rode in these 4. People get water from a

long ago. sink today.
People ride in these t People got water from a
well long ago.

Name
A. Reread “Life Long Ago.” Think about the story

characters and what they did. Use the words and
1. Long ago, girls helped to ___________________ .
2. Boys helped to ___________________
3. Boys and girls fed th e ___________________ .
4. They all looked fo r___________________.
B. Name a way that life is the same now as it was

long ago.
5___________________________________________

Name
The letters oo and u can make the middle sound

you hear in book.
Circle the word in each row that has the same

middle sound you hear in took. Write the word.
I. hook rope nut
2. shake shook stop
3. fun flop full

4. foot tune fudge

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5. rush patch push

Name

the box.
done
I. Matt will
2. Now she is
3. They will go to the park
4. He has a lot of to do.
5. There are dots on sock. •I • •r
6. He will wake the cat

Name
A. Read the words in the box. Listen for the middle

sound spelled go or u. Then write each word next
to a word with the same ending sounds.
foot pull cook push
I. bush 2. soot
3. book ___________ 4. full ---------------
B. Change the beginning sound in good to write

a new word that has the same middle sound. Then
write a sentence using good or your new word.
5.

Name

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A. Reread “The Food We Eat.” Think about what

happens to the food at each stage. Answer the
questions.
I. What happens to the food first?
2. After packing, what happens to the food then?
3. What happens to the food next?
4. What happens to the food last?

B. Complete the sentence to tell what the family buys.
5. The family buys

Name
When you add -ed or -ing to the end of a word that

ends with a vowel and a consonant, double the last
consonant.
drop + ed = drop + p + ed = dropped
drop + ing = drop + p + ing = dropping
A. Add -ed to each word. Write the new word.
I. tag 2. stop
3. grab ____________ 4. slam ____
B. Add -ing to each word. Write the new word.

5. hug ____________ 6. plan ____
7. drip ____________ 8. skip ________
C. Write a sentence using a word you wrote above.
9___________________

Name
A chart provides information in an organized way.
A. Use the chart to compare different foods.

Answer the questions.
Food Colors
Red Yellow Green
apple lemon lime srfjL j
tomato \ J banana peas
I. Circle the two foods that are green,

lemon peas lime
2. What color is an apple?__________________
B. Think of other foods that are red, yellow, or

green. Add their names to the chart.

Name
Reread “The Food We Eat.” Think about how the

author uses sequence. Complete each sentence.
I. First, the farm grows
2. Next, the food is packed and
3. Then, the family
4. Last, the family

Name
The letters a, ai and ay can make the long a sound,

apron
A. Read the words in the box. Listen for the long a

“ "N
tray snail pail day
J
3______________

the box.
5.

Name

in the box.
about animal carry eight give our
I. My dog is this big.
2. I see eggs in the nest.
3. I will

4. I can use this to
5. This is home.
6. A pig is an

Name
~ " ; v
special: Something that is special is important or
unique.
splendid: Something that is splendid is wonderful
or very good.
v :......... _........ ;.....:...v..... :... J
A. Match each sentence to the picture

that it tells about.
I. Today is my special day.
2. We had a splendid
time on our school trip.
B. Complete each sentence, Use a word from the

word box.
special splendid
3. The doll is to me.
4. Mom looks___________________ in her new dress.

Name

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A. Reread “A Fox Tail.” Use the numbers to tell the

order of the events.
Write X if the sentence and picture tell what

happened first.

happened next.

happened last.
I. Fox dressed up.
2. “I see Hen,” Fox said.
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| Pay attention to intonation. Stop after one minute.
Fill out the chart.
Number of Words Correct

Words Read — =
Errors Score
First Read — =
Second Read — =

Name
A dictionary is a book that gives the meanings

of words. It shows how to use a word in a sentence.
We use a dictionary to find out what a word means.
A. Read the words and meanings from a

dictionary.
r ............. —
special important.
My pup is very special to me.
splendid very good.
We had a splendid time with Gram.
v ............................................ ............................ ........-
B. Choose the correct meaning for the word. Fill in

the circle.
1. special O important O fun

2. splendid O sad O very good
C. Use a word from the box to complete each

sentence. -------------------------------
3. The school play w as___________________
4. The gift from Mom is __________________ to me.

Name
Read each word. Underline the letters that make

the long a sound. Write the word. Circle the picture
that it names.
2. clay
3. paint
4. apron
5. hay

Structural Analysis: Alphabetical Order
Name
ABCDEFGHIJKLMNOPQRSTUVWXYZ
We put words in ABC order by looking at the first letter

of each word.
clay day go
If words begin with the same letter,
we look at the second letter.
bat bed box
Read the two words. Circle the word in ( ) that

comes next in ABC order. Write the word.
I. pail read (take stay)
2. can five (past gold)
3. day hive (log men)

i
M. kick loss (make nail)

A chart gives information in an organized way.
.............
Read the chart.
Duck Chicken
wings wings
long, flat beak small beak
webbed feet no webbed feet
lays eggs lays eggs
A. Circle the correct answer. Use the chart to help you.
1. Which has wings?

duck chicken both
2. Which has a small beak?
duck chicken both
3. Which has webbed feet?

duck chicken both
C op yrig h t ©The
B. Use the chart to help you answer the question.
H. What is one thing that is the same about a duck and

a chicken?

Name
The plot is what happens in the story.

Authors tell what happens first, next, last.
A. Reread “A Fox Tail.” Think about how the author

used sequence to tell the plot. Circle and fill in the
words in bold that best complete the sentence.
I. First, the author told w hat___________________

Fox wanted / Hen wanted
2. Next, the author told how Fox________________

what he wanted. got / did not get
3. Then, the author told how Fox___________________

made a plan / gave up
B. Write what happened last.

Name
The long e sound can be spelled with the letters e as in

be, ee as in keep, ea as in eat, and ie as in thief.
Write the words from the box that have the same
vowel sound and spelling.
— ’ \
she sleep each deep shield seat me chief

J

Name

in the box.
into blue or small other because
I. The animal is very
2. We walk the school.
3. Do you want this one

that one?
4. I put on a hat it is cold.
5. The flag is red, white, and
6. I will eat the apple.

Name
A. Read each clue. Look at each picture.

Then write a vocabulary word from the box next
to the clue it goes with.
danger partner
I. The cat is not safe.
2. We worked together.
B. Choose one of the vocabulary words from the

box above to use in a sentence of your own. Then
draw a picture to go with your sentence.
3.

Name
Fill in the Main Idea and Key Details Chart. Use

words from the story.

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N am e ____________________________________________
A. Reread “Ants Can Help” and answer the questions.
I. What can ants do in the rain?
2. What do the ants do with their legs?
3. What do the ants make?
4. How do the ants stay safe?

B. Work with a partner. Read the passage aloud.

Pay attention to appropriate phrasing. Stop after
one minute. Fill out the chart.
Words Read — =
Errors Score
First Read — =
Second Read — =

Name
Context clues are words that help you figure out the
meaning of a new word. When you see a new word,
look for words you know to help you.
Use context clues to figure out the meaning of the

word in bold. Fill in the correct circle.
I. The lions sit and relax on the grass.
O rest
O run
2. Lee enjoys seeing the lions. He has a fun time.
O likes
O looks
3. The timid lion hid behind his mother.

$ r \
O shy
O happy

N am e_____________ _____________________________________
Read the word. Draw a line under the letters that

make the long e sound. Write the letters on the
line. Circle the matching picture.
I. s h e e t
2. t e a m
a
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3. t r e e
4. s h i e I d
5. b e e
6. s e a o;
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N am e------------------------------------------------------------------------------- ------------------
A prefix is a word part you can add to the beginning of

a word to change its meaning.
The prefix re- means again.
The prefix pre- means before.
The prefix un- means not or the opposite of.
redo precook unsafe
A. Match each sentence to a word with a prefix.

Use the underlined words to help you.
I. The room is not clean. a. reread
2. I will use the bag again. b. unclean
3. She is not happy. c. unhappy

4. Pat will read the book again. d. premade
5. I made the crust before I baked it. e. reuse
B. Write a sentence using a word with a prefix.
6.

Name

A. Circle the caption that tells about the picture.
I. Honey is sweet. 2. A grasshopper can hop.

Bees make honey. An ant is very little.
3. Some bugs live in trees. 4. Ladybugs have spots.

Ants can walk in a line. Spiders have eight legs.
B. Choose a picture. Write another caption.
5.
Name
Reread “Ants Can Help.” Think about how the

author used main idea and key details.
Write main idea or key detail next to each

sentence.
I. It is raining a lot.
2. Ants weave legs together.
3. The ant raft can float.
■4. Ants help each other out.
5. Soon the ants will be safe.

Name
The letters o, oa, ow, and oe can make the long

o sound.
go coal low doe
vowel sound and spelling.
I. cold
2. boat
3. crow
doe

n iy ii- n c if u c M u y v v u iu o
Name

sentence.
I. We hike the hill
2. It is in the sun.
3. Give Spot some
4. I will my coat. C o p yrig h t © The M cG raw -H ill C o m p a n ie s, Inc.
5. Jen has
6. the bus so we can go!

Name
You can use the words seek and search to tell

about looking for something.
Use search to tell about looking for something
in a place.
Use seek to tell about looking for something
you want.
Circle the word that best completes the sentence.

Write the word on the line.
I. Kim has to -------------------------------- the closet for her coat.

search seek
2. The crow m ust___________________ out food.

search seek
3. The prince w ill a princess.

search seek
M. I w ill___________________ my desk for a pencil.

seek search
Name
Fill in the Main Idea and Key Details Chart. Use

words from the story.

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A. Reread “Crows.” Then answer the questions.
I. Key details tell you more about the main idea. You can
find key details in the words or in photos and illustrations.
What is a key detail you read?
2. What is one more key detail you read?
3. The main idea of a selection is what it is mainly about.

What is the main idea of “Crows”?

Pay attention to expression. Stop after one minute.
Fill out the chart.

Words Read — =
Errors Score
First Read —
=
Second Read — =

Name
A word category is a group of words that are alike

in some way.
Word Category: Things People Do
learn, eat, sleep, play
A. Reread “Crows.” Then look for words that fit

each category. Write the missing word.
I. Things Crows Eat: ants, crops,
2. Things Crows D o:____________ , make nests, eat

B. Write a word category that tells how the words
in each group are alike.
Word Category:
3. wings, beak, legs, feet

i iv / w « i- w u y w . v , w m , v r r ,
Name
Use the words in the box to complete

the sentences.
I. They put on a
2. We can fast.
3. Put on your
4. We sit in the same
5. I hit my big

Name
An open syllable is a syllable that ends in a vowel.

It has a long vowel sound.
ro/bot ho/tel
Read each word. Draw a line between the

syllables in each word. Write the word that has an
open syllable.
I. begin picnic
2. inside silent
3. magnet locate
■4. retell escape
5. sunset beneath
6. pilot pancake

Name
Some words help readers see, hear, feel, taste or

smell. These words are called sensory words.
Read the sentence. Underline the sensory word.

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1. The day is sunny_____________
2. A loud truck went down the street.
3. I pat the fluffy chick________

4. The cake has creamy frosting.
5. The garden smelled sweet__
6. I clean up the sticky mess___

Name
The main idea tells what a selection is mostly

about. Key details tell more about the main idea.
A. Reread “Crows.” Think about how the author

used key details to tell about the main idea.
Write main idea or key detail next to

each sentence.
I. Crows eat bugs.
2. Crows make nests.
3. Crows eat fish and eggs.

M. Crows take things.
5. Crows do many things.

Name
The long i sound is the sound you hear in the middle

of wild. The letters i, y, igh, and ie can stand for the
long i sound.
find sky night tie
A. Circle the long i word that completes each

sentence. Write the word.
I. The baby will

cry sips
2. We like
cake pie
3. The sun is out so there is a lot of

light dim
B. Write i, y, igh, or ie to complete the word that

names each picture.
4. w Id fl

Name

sentence.
caught flew know laugh listen were
I. He a bug.
2. I at jokes.
3. The butterfly
4. They playing in mud.
5. We must in school.
6. Do yo u_______
where bees live?
Nam e___________________________________________________
A. Write a sentence that uses the word beautiful.

Then draw a picture to go with your sentence.
B. Write a sentence that uses the word fancy. Then

draw a picture to go with your sentence.

Name
Fill in the Point of View Chart. Use words from

the story.
Character Clue Point of View

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N am e_______________________________
A. Reread “Eve and Pete.”

Circle the words that answer
each question. Write the words.
I. The story characters a re _______________

bugs trees
2. Pete said they needed to ______________

sleep play
3. The bugs sa id ___________________ .

stay with us go away
4. When spring came, Eve and Pete
stayed flew away

C op yrig h t ©The

Use appropriate phrasing. Stop after one minute.
Words Read — =
Errors Score
First Read — =
Second Read — =

Name
Context clues are words that help you figure out the
meaning of a new word. Look for context clues in the
same sentence or in nearby sentences.
Use context clues to figure out the meaning of the

word in bold. Fill in the circle next to the word’s
meaning.
1. There are many kinds of bugs, but all insects have

six legs.
O bugs
O legs
2. Most spiders are harmless and won’t hurt you.
Osafe
O dangerous
3. Some caterpillars have bristles, or short hairs.
Oeyes
O hairs

Name
Circle the word in each group that has the long i

sound. Write the word.
I. child chill chip
2. twist tie thin
3. ring rip right
4. drip dry dig
5. mist mitt might
6. bright bring bits

Name
To add the ending -es or -ed to a word that ends

with long i spelled y, first change the y to i.
dry + es = dries dry + ed = dried
Do not change the y to i when adding -ing.
dry + ing = drying
Add the ending to the word. Write the new word.
I. spy + ed =
2. fly + ing
3. cry + es =
4. try + ed =
5. fry + ing =
6. try + es = _____

Name
A heading tells readers what information is in

a section of a text.
Read the text. Follow the directions.
Honeybees
A. In a Bee H ive
Honeybees live in a hive. There are m any rooms
in the hive. The rooms are made from wax. Bees
store food in the w ax rooms.
B. Most bees in the hive are worker bees. Worker

bees fly to flowers. They get sweet nectar. Bees
eat some of the nectar. They make the rest into
honey.
1. What is the article about? Circle the answer,

spiders honeybees insects
2. Circle a heading in the text.

3. The heading for section B is missing. Write a heading on

the line.

Name
Reread “Eve and Pete.” Think about how

the author gave clues to understanding the
characters. Think about what the author had
the characters say and do. Use the words and
I. The author told us that Eve and Pete had fun together.
This is a clue that they a re _______
2. The author told us that Pete is cold.
This is a clue that Eve and Pete need to _________
3. The author told us that the bugs said “Stay with us.”
This is a clue that the bugs a re ___________________
4. What clue did the author give at the end to let you know
that Pete and Eve were no longer tired?

Name
The letters y and ey at the end of a word can make

the long e sound.
baby valley
Write y or ey on the line. Then write the word.
I. sunn
^•T'Trni
k
3. lad

Name

sentence.
r \
found hard near
woman would write
V __j
I. Ed is ______________________the top.
2. you like a berry?
3. It can be to wake up.
M. Jen her coat.
5. We in class.
6. Mrs. Smith is a

Name
A person who is clever thinks of good ideas quickly.

The clever girl found the answer to the riddle.
When you see or hear a signal, it is time
to do something.
A teacher will give a signal
to line up for gym class.
Write clever or signal to complete each sentence.
I. Kim gave a to Ted.
2. The bear found the honey
/v
3. Class begins at the of the bell.
4. The boy is to use the log to help.

Name

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A. Reread “A New Puppy.” Think about what

happens in the selection. Order the steps from I to 4.
You train the puppy.
You find a puppy. You take it home.
You look for a puppy.

The puppy learns to sit.
B. Work with a partner. Read the

passage aloud. Pay attention to intonation.
Stop after one minute. Fill out the chart.

Words Read — =
Errors Score
First Read — =
Second Read — =

Name
Read the word. Write the root word on the line.
I. filling
2. spilled

3. playing
M. cleaned
5. cooking

I Iiu m iy o . 1 - w i IVJ y, t,y
Name
Use the words in the box to complete

the sentences.
easy money happy tidy honey
I. I am that you can help me write.
2. Bees make
3. It’s not to clean our dog!

My desk is neat and
5. It costs to ride the bus.

N am e______________________________________________________
— — _ _ _ _ _ ^
A compound word is made up of smaller words.

rain + coat = raincoat
A. Add a word from the box to a word below to

make a compound word. Write the word from the
box. Then read the compound word.
...............\
walk time work book
V ..................
I. home 2. lunch
3. side 4. note
B. Circle the compound word. Then draw a line

between the two smaller words.
5. someone singing
6. silly inside
7. backpack unpack
8. basket baseball
9. floppy flagpole

Name
Captions tell readers more about photographs

or pictures.
Look at each picture. Read the caption. Use the

picture and caption to answer the question.
Some birds build

nests in trees.
I. Which builds nests in trees? Circle the answer,

birds cats dogs
Jan and Dad

like to fish.
2. What do Jan and Dad like to do? Write the answer.

Cats and dogs

can get along.
3. Which two animals can get along? Circle the answer,

cats dogs frogs

Name
Reread “A New Puppy.” Think about how the

author used a certain order to tell what happens.
Complete each sentence.
I. First, the author tells you to
2. Next, the author tells you to
3. Then, the author tells you to
M. Finally, the author thinks the puppy will

if you hold a treat.

Name
The letters ar together make the sounds

you hear at the end of car. HO].... ' (S3
Read the words in the box. Listen for the ar sounds.

Write the word that names each picture.
r
scarf arm shark star
v__ J
\ A /
I. \
2.
3. 4.
Write your own sentence using a word from

the box.
5.

H igh-Frequency W o rd s
N am e___________________________________________________________

the box.
four none only large put round
I. The shape of this cake is
2. I se e ________________ one cat here.
3. That shark is ________________ !
M. Carl wants an apple, but there are
5. There a re ----------------------------swings.
6. I can help----------------------------the dishes in the sink.

Name
trouble: If you have trouble doing something, you

have problems doing it.
whole: When something is whole, it is complete.
None of it is missing.
A. Match each sentence to the

picture that it tells about.
I. I had trouble cleaning
my room.
2. We will eat the

whole cake.
B. Complete each sentence.

Use a word from the word box.
3. Mom had __________________ with the car today.
4. He ate half his snack and I ate my

snack.
Name
Fill in the Point of View Chart. Use words from the

story.
Character Clue Point of View

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A. Reread “The Party.” Think about each

character’s point of view. Answer the questions.
I. Why did Cat want to have

a party?
2. How can you tell Dog, Pig, and Chick

want to have a party?
3. Did the pals like the party? How can you tell?

Pay attention to fluency. Stop after one minute.

Words Read — =
Errors Score
First Read — =
Second Read — =

Vocabulary Strategy: Context Clues/M ultiple M e a n in g s
Name
Some words have more than one meaning.

bark part of a tree
bark a sound a dog makes
My dog likes to bark at trucks.
The word dog is a clue to help you know the correct
meaning of bark in this sentence.
Read each sentence. Fill in the circle next to the

picture that shows the correct meaning of the bold
word. Use other words in the sentence to help you.
I. We will see a play today.

2. I left my lunch on the seat of the bus.
\

Name
Read the sentence. Circle the word that completes

each sentence. Write the word on the line.
I. I got a ________________ in the mail today.

card car
2. A ________________ can swim fast.

shark sharp
3. The ducks and hens live on a _____________

far farm
4. I saw a pig near th e ______________

barn bark
5. We can swing and play in th e _____________

park part

Name
We add -s or -es to make some words mean “more

than one.”
fa rm -------►farms marsh --------►marshes
Some words change in other ways to mean “more
than one.”
man ►men child ►children
Some words do not change to mean “more than one.”
sheep-----►sheep
Circle the correct word to complete the sentence.

Write the word.
I. The fiv e ___________________ ran away.

mouses mice
2. All t h e ___________________ went to the park.

children childs
3. A shark has many sharp_______________

tooths teeth

Name
A photograph or an illustration is a picture that

gives information about a nonfiction text. Look at
photographs and illustrations to find facts and details.
A. Look at the illustration. Circle the sentence that

tells a detail about the illustration.
They sit in the shade.

They put on coats.
B. Look at the illustration again. Write a sentence

that tells another detail about the illustration.

Name
Reread “The Party.” Think about how the author

used point of view. Use the words to answer the
questions.
I. What clue does the author give for Dog’s point of view
about having a party?
2. What clue does the author give for Pig’s point of view
about having a party?
3. What is Cat’s point of view about her pals?

Name
The end sound you hear in fur can be spelled er as

in her, jr as in dirt, ur as in turn, and or as in word.
A. Read the words. Listen for the sound at the end

of fur. Circle the word that names the picture.
I. wide worm 2. bed bird
3. shirt show
B. Use a word from the box to complete each

sentence.
her nurse skirt work

5. There is a __________________ at my school.

6 . __________________ hat is green.
7. I have a pretty blue------------------------------

Name
Draw a line to match the sentence to the picture

it describes.
I. Can I have another cup

of water?
2. My bag is full of food.
3. The boy will climb up

the tree.
4. We walk through the

door at school.
5. The poor girl is sick. e.

I
6. That kite is great. f.

Name
Leaped means to have jumped far.

Stretched means to have extended a body part.
A. Use a word from the box to finish each sentence.
I. Millie
2. The frog across the pond.
B. Write a sentence using a word from the box.

Draw a picture to go with your sentence.
3.

N am e_____________________________________________________
Fill in the Cause and Effect Chart. Use events from

the story.
Effect

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A. Reread “A Bunny Wish.” Follow the directions.
I. What causes Bethy to make a wish?
2. Write the word that tells you what Bethy wishes for.
3. What effect does Bethy’s wish have?
4. What causes Bethy to want a sunhat?


Pay attention to intonation. Stop after one minute.
Fill out the chart.
Words Read — =
Errors Score
First Read — =
Second Read — =

vocaouiary bTraiegy: snaaes or meaning
Name
Shades of meaning are small differences in

meaning between similar words.
Read the sentences. Then choose the best word in

bold to answer the question.
I. Max is very wet. Is Max soaked or damp?
2. Tess is giving the dog some food.

Is Tess pouring or spilling the food?
3. Kate thinks the party is great.

Does Kate think the party is good or wonderful?

Name
Circle the word that completes the sentence.

I. T h e ________________ is in the nest.

bag bird
2. The bird will eat th e ______________

wave worm
3. N an_________________her foot.
hut hurt
4. I w o n_________________place!
first fish
5. He gave a gift to _____________

her harp

Name
Adding -er to an action word changes the word to a

naming word.
teach + er = teacher work + er = worker
a person who teaches a person who works
II
A. Add -er to the action word to make a naming

word. Write the new word.
I. play + er =
2. help + er =
3. paint + er =
4. surf + er =
B. Write your own sentence. Use a naming word

you wrote above.
5 ________________________

Name

I. Dad and Jess look at the 2. The spaceship is near the

moon. moon.
Dad and Jess read about The spaceship landed.
the moon.
3. He is on the spaceship. 4. Dan looks at the moon.

He is on the moon. Dan looks at a map.
6. They have moon rocks.

They gaze at the stars. They look up at the moon.
Name
A cause is what makes something happen in a story.

An effect is the event that happens.
Reread “A Bunny Wish.” Think about how the

author used cause and effect. Use the words and
the pictures to answer the questions.
I. What causes Bunny to make a wish?
2. What causes Bunny to wish for a sunhat?
3. What is the effect of Bunny’s wishing for a sunhat?

Name
The letters or, ore, and oar make the sounds

you hear in for, more, and board.
Circle the word that answers the riddle. Then

underline the letters that spell the or sounds as in
for, more, or board.
I. You need to buy things.

Where do you go? store
2. I put on my hat.
What did I do? give
3. There is rain and wind! / ----------
What is it? storm steam
4. We go out and see new things.

What do we do? explore
5. Leo spoke!
What did Leo do? fetch roar

m g n - r r e q u e n o y vvurus*
N am e___________________________________________________________
Use a word from the box to complete each

sentence.
began better guess learn right sure
I. Can yo u what is in the box?
2. I a m ___________________ I will do well on my test.
3. M om ___________________ to cut the cake.
H. We w ill-------------------------------- how to plant a tree.

5. I like this book___________________ than that one.
6. This is th e way to ride a bike.

Name
r
An idea is a picture you see in your head.
I have a good idea for a story.
Something that is unusual is not common.

What an unusual hat you have!
Write idea or unusual to complete each sentence.
I. Dan has an for fixing the vase.
□□ □ □
2. That is an house. i T n l M __Q _
3. It was a very
4. I have a n ------------
game we can play.

Name
Fill in the Problem and Solution Chart. Use words

from the story.

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Name
Reread “Good Ideas.” Then write “problem” or

“solution” next to each sentence.
3. The cuff did not work well.
4. KK made a better cuff.

Pay attention to appropriate phrasing. Stop after
one minute. Fill out the chart.

Words Read =
C op yrig h t ©The
Errors Score
First Read — =
Second Read — =

Name
A prefix is a word part added to the beginning of a

word. A prefix changes the meaning of the word.
The prefix re- means “again”: re + read = reread
Reread means “to read again.”
The prefix un- means “not”: un + real = unreal
Unreal means “not real.”
A. Add the prefix to the word. Write the new word

on the line. Then match the new word to a picture.
I. re+ write
2. un + tied
B. Add r e - or un- to a word in the box to make a
new word. Write a sentence for each new word. M cG raw -H ill C o m p a n ie s, Inc.
sure send
3.
4.

Name
Use the words in the box to complete the

sentences.
r ” ” — — - — _ —
chore porch sport roar adore
I. Baseball is a fun
2. Taking out the trash is my
3. Max and Bev
^ i\
4. We meet on the every night.
5. Did you hear the lion

Analysis: Abbreviations
Name
An abbreviation is a short way of writing a word.

Most abbreviations end with a period.
Saturday — > Sat. September — ►Sept.
Write the abbreviation for each word. Remember

to use a period.
I. Monday 2. February ______
3. August 4. Road ______
5. Thursday 6. March ______

7. November 8. October ______
9. Doctor ------------------- 10. January ______

Name
In poems, some words that are close together all start

with the same sound. This is called alliteration.
Sailor Sally sails across the sea.
Sometimes the words sound like what they tell about.

The whishing wind wheezed and whistled.
A. Read the sentences out loud. Circle words

that begin with the same sound.
I. The bees buzz at the big brown bear.
2. Clang! Clatter! Cups crash and shatter.
B. Say the words. Circle words that start with the

same sound. Then use them to make a sentence.
3. cats dot can back catch
4. hid dogs dig good down

Name
A. Reread “Good Ideas.” Think about how

the author used Problem and Solution. Write
“problem” or “solution” to complete the sentence.
I. On page 2, the author tells about a
KK has.
2. On page 3 , the author tells us

about KK’s
B. Complete each sentence with

details from the story.
3. KK’s problem is that
4. KK solved her problem by

The letters ou and ow stand for the sounds you hear in
the middle of mouth and town.
Circle the picture whose name has the same

sounds you hear in the middle of town. Write ou or
ow to complete the word that names the picture.
m se

Name
Match each sentence to a picture.
1. Her socks are not the a.

same color
2. There is nothing left to eat. b.
3. It is too early to wake up. c.
4. He thought it might rain.
5. Oh, no! The dog

is digging up the garden!
6. I want this hat instead.

Nam e___________ __________________________________________
A. Write a sentence that uses the word scrambled.

B. Write a sentence that uses the word suddenly.


Name
Fill in the Problem and Solution Chart. Use words

from the story.

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Comprehension: Problem an d Solution
Name
A. Reread “Dad’s Game.” Then write “problem,”

“step to a solution,” or “solution” below
each sentence.
I. Howie and Dad have a long

ride home.
2. Dad says, “We can play a game.”
3. “We are back at our brown house,” said Dad.

Fill out the chart.

Words Read — =
Errors Score
First Read — =
Second Read — =

Name
A suffix is a word part added to the end of a word to

make a new word.
The suffix -or means “ a person who.”
The suffix -ful means “ full of.”
The suffix -less means “without.”
The suffix -ly means “in a way that is.”
Read each sentence. Use the meaning of-or, -full,

-less, or -ly as a clue to the meaning of the bold
word. Match the sentence with the word’s meaning.
I. The new puppy is playful. in a way

that’s bold
2. Dad is a good sailor. a person

who visits
3. The glass of water is colorless. full of play

4. Please be careful on the slide. a person

who sails
5. The hero sang boldly. without color
6. There is a visitor at the door. full of care

Name
Write the name of each picture. Then write a word

from the box that rhymes with it.
growl grouch mouse plow south frown

V— _ — _ _ — ________ _..... ....... .......

Name
Use the ending -er to compare two things:

I am a fast runner. Min is faster than I am.
Use the ending -est to compare three or more things:

I am a fast runner. Min is faster than I am.
Pam is the fastest runner of all.
Add the ending -er or -est to the word in

parentheses to complete the sentence.
I. This box is ___________________ than that one. (light)
2. Sam has th e ___________________ desk in all of the

class, (neat)
3. I am th e ___________________ girl in my family, (old)
4. My dad is than my mom. (short)
5. The sun is much ____

than the moon, (bright)

Name
f " _ _ _ _ _ -
Directions tell you how to make or do something. A
set of directions has two parts. The first part is a list
of the materials you need. The second part tells the
steps you need to follow.
A. Circle two materials that you need to make what

is shown in each picture.
1. bread nails jam
2. stove brushes paints
3. sticks snow milk
B. The steps to make toast are not in the right

order. Number the steps to put them in order.
Spread the toast with jam or butter.
Get two slices of bread.
Put the bread in the toaster.
Wait for the bread to get brown.

Name
A. Reread “Dad’s Game.” Think about how the

author used Problem and Solution. Use the word
“problem” or “solution” to complete the
sentence.
1. On page I, the author tells about a
___________________ Howie has.
2. On page 2, the author tells us about
B. Use clues the author gives to

answer the questions.
3. What is Howie’s problem?
4. How is Howie’s problem solved?
5. How does the solution help?

Name
The letters oi and oy can stand for the sound you

hear in the middle of noise and at the end of joy.
Use the words in the box to complete each

f
enjoys boil Roy toy point coin
V
I. My name is
2. This is a dime.
3. She painting.
4. This is the baby’s
5. The water will
6. That is sharp!

Name
Write the word that completes each sentence.
above build fall knew money toward
I. They are walking the bus.
2. I save my in a bank.
3. The rain is going to

4. We how to fix it.
5. They will something.
6. I see stars me.

Name
balance: A thing can balance if it can stay in one

place without falling.
section: A section is a small part of something bigger.
Write a vocabulary word from the box to finish each

sentence.
balance section
I. T hat-------------------------------- of the sky _J.

has too many stars to count!
2. Can M ike__ all

those books?
3. Kate ca n _____ on
the tree branch.
4. Let’s dig in just this one

of the beach.

N am e___________________________________________________
Fill in the Cause and Effect Chart. Use words from

the story.

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Comprehension: C a u s e an d Effect
Name
A. Reread “How to Build a Snowman.” Then read

each cause. Choose the sentence below the cause
that tells the effect. Circle it.
1. The snow falls.

Branches can be the arms.
You can build a snowman.
2. Roll some snow in a ball.

Snow falls from above.
It will get big and round.
3. Use stones or coins.

You can make arms.
You can make a face.

Pay attention to intonation and phrasing. Stop
after one minute. Fill out the chart.

Words Read — =
Errors Score
First Read — =
Second Read — =

Name
An action word with the ending -ed means the

action happened in the past.
An action word with the ending -ing means the
action is happening now.
If you see a new word, look for the ending -ed or
-ing and a root word. Use the meanings of the word
parts to figure out the meaning of the new word.
I. ..............................................
A. Underline the ending. Circle the root word.
I. jumping
2. packed
3. pointing

\ L
4. cleaned
B. Write a sentence using a word above.
5.

Name
Write oi or oy to complete each word. Then write

the word.
cowb
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6. wA v>

Name
Many two-syllable words end with a consonant + Ie.

The consonant + Ie always stay together in the last
syllable.
tum/ble = tumble sim/ple = simple
puz/zle = puzzle
Read the word. Draw a line between the syllables

in each word. Write the two syllables.
I. handle
2. crumble
3. title
H. bubble
5. turtle
6. sample

Name
Captions give readers more information about a

photo or picture.
I. 2.
This is Newtown Bridge. They are building a house.

This is Newtown School. They are building a park.
o This hard hat keeps them

He is building a porch.
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safe.
E
0 He is putting on a roof.
1 This tool belt helps them
f
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carry tools.
JO
The ship will travel far. This small car goes fast.
The bus takes you home. This tall crane lifts things.
Name
Reread “How to Build a Snowman.” Think about

how the author uses cause and effect to explain
the information.
I. To make a snowman, the snow needs to be
2. What causes the snow to get big and round?
3. What is the effect of hoisting the snowball on top?
4. What is the effect of using stones or coins? M cG raw -H ill C o m p a n ie s, Inc.

Name
The letters oo can stand for the sound you hear in the
middle of moon.
The underlined letters in the words below show some
other ways to spell the same sound.
truth blue new tube frujt you
Read the first word. Then circle another word in

the row with the same ending sounds.
I. spoon sock noon both
2. grew peg goat flew
3. clue glue call nice
4. Ruth scarf pail truth
5. group game soup walk

nign-t-requency woras
Name

in the box.
I. Dad said, “Please me now.
2. We use our to see.
3. Gram me a gift today.
4. Mom is too to go to the park today. C o p yrig h t © The M cG raw -H ill C o m p a n ie s, Inc.
5. Do we have eggs to make the

cupcakes?
6. Please close the when you come in.

Name
demand: If you demand that someone do something,

you ask forcefully or strongly.
emergency: An emergency is something unexpected
that you need to take care of right away.
A. Match each sentence to the

picture that it tells about.
I. The coaches demand that a.

their team works hard.
2. We learned what to do b.
in case of an emergency.
B. Complete each sentence. Use a word from the box.
demand emergency
3. I ___________________ that you listen to me!
4. You can use a flashlight in an

Name
Fill in the Theme Chart. Use words from the story.
274 Practice • Grade 1 • Unit 6 • W eek 1

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Name
A. Reread “Working Together.”

Match each clue to the picture it tells about.
I. Raccoon needs help. a.
2. Moose has tools.
3. Goose will get cool water.
4. What is the theme of the story? Use the clues

to help you.
C op yrig h t ©The

Fill out the chart.
Words Read — =
Errors Score
First Read — =
Second Read — =

Name
Synonyms are words with the same or almost the

same meaning.
Some synonyms for happy are glad and joyful.
A. Circle the two words that have the same or

almost the same meaning.
I. sparkle glow funny
2. shout found yell
3. busy build make
4. angry happy mad

5. none cold chilly
6. twirl spin grab
B. Write a sentence using a word you circled above.
7. _________________

Name
Read the word. Circle the letters that make the

sound you hear at the end of too.
Then circle the picture that the word names.
I. roof
2. flute
4. fruit
5. soup

oTrucTurui A n a ly s is , o u r n x e s - iu i , -le s s
N am e___________________________________________________________
A suffix is a word part you can add to the end of

a word to change its meaning.
The suffix -ful means full or full of.
The word helpful means full of help.
The suffix -less means without.
The word helpless means without help.
Circle the suffix in each word.
I. useless 2. joyful
3. fearless 4. painless
5. hopeful 6. useful
7. senseless 8 . fearful
9. painful 10. pointless

Name
A caption tells more about a photograph or picture.
A. Look at the picture. Read the caption. Answer the

questions.
The Bakers clean up Green Park.
1. Who are the people in _

the picture?
2. Where are the people?
B. Look at the picture. Read the caption. Answer the

questions.
Jane Tate told the class

about taking care of trees.
3. Who is the woman in the picture?
4. What is she doing?

Name
A. Reread “Working Together.” Think about how

the author used clues to help readers figure out
the theme of the story. Fill in the clues that tell
about the theme.
I. On page I, the author used this clue to show that

Raccoon needs help.
2. On page 2, the author used this clue to show that Moose

is helping.
3. On page 3, the author used this clue to tell that Goose is

helping.
4. On page 4, the author used this clue to tell that Raccoon

is happy that his friends helped.

Name
r - . . - '7 ~ '—’—:------
Say paw. The same vowel sound can be spelled with a as
in mall, au as in fault, augh as in taught, and al as in tajk.
sound-spelling as the name of the picture.
f — --------— —— — —
stalk taught fall haul claw
small chalk cause paw naughty
_
I. crawl --------------------- ---------------------
4. caught

N am e____________________________________________________

in the box.
brother father friend love mother picture
1. M y_______________ Liz goes to my school.
2. I _______________ to run around the park.
3. I smiled for my class_______________
4. M y_____________________________a n d _
tell me to go to bed.
5. Paul’s _____________ is the same age as I am.

the box.
6 . _____________________________
V ocabulary
N am e___________________________________________________________
When you accept something, you take it or agree to it.

If you do something often, you do it a lot.
A. Use a vocabulary word from the box to finish

each sentence.
accept often
I. Chris visits the park________________ to ride his bike.
2. Kyle was ready to ______

the award from the mayor.
B. Choose one of the vocabulary words

from the box above. Write a sentence of your own.

3.

Name
Fill in the Author’s Purpose Chart. Use details from

the story.

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Name
A. Read the story and follow the directions.
1. Why did the author write “Coaches”? Choose the best

answer.
(a) to tell what coaches do
(§) to tell about sports
® to tell about how to play soccer
2. Write words from the story that tell you what coaches
show players.
3. What makes a good team? Choose the best answer.

@ They do not work hard.
(6) They like to lose.
@ They work together.
c
s
} B. Work with a partner. Read the passage aloud.
1 Pay attention to intonation. Stop after one minute.
I Fill out the chart.
Words Read — =
Errors Score
First Read — =
Second Read — =

Name
Read each sentence. Circle the word that has the

opposite meaning of the bold word.
I. The tiny mouse ran away.
small cute huge
2. Jimmy felt better after a day in bed.
worse happy best
3. Melissa told us the show was great.
long awful good
M. The ride was very loud.
wild noisy quiet
5. Paul always plays baseball on Fridays.
faster often never
6. Dad can climb the tall ladder.
short safe big

1111
Phonics: Variant Vowel 76/
Name
Use the letters a, aw, au, augh. or al to complete

each word. Write the letters on the line.
I. c I
2. t
3. b II
4. c
5. h
6. t
7. y n

Structural Analysis: Vowel-Team Syllables
Name
Vowel teams are formed by two letters in a word

that stand for one vowel sound. The underlined
letters in these words are examples of vowel teams.
heat hood stay out boy saw
Vowel teams stay together in the same syllable,
oat/meal row/ing
Underline the vowel teams in each word. Draw

a line between the syllables.
I. drawing 2. neatest
3. playground 4. mailbox
5. peeling 6. growing
7. raincoat 8. cowboy
9. bookcase 10. sixteen

Text Feature: Sensory Words
Name
Sensory words tell what something looks,

smells, feels, tastes, or sounds like.
The fluffy white clouds float in the sky.
v j
Circle the sensory word a writer could use to tell

about each picture.
I. 3000D0DC1 sleepy loud tiny

Co
fast sweet noisy
wet dry pink
4. sunny stormy quiet
dark hot icy
yummy hairy cold

Name
An author’s purpose is the reason why he or she

wrote the text.
^ ¥3MSS ‘ **■ ' . *v " “ « *•****« o r* - m x m m ir * vv * w g w * # «. m» * w w a >«M d»w p>gt
Reread “Coaches.” Think about the author’s

purpose. Use the words and the pictures to
I. After reading page I, I can tell the author wrote this

story to
2. On page 2, the author wants us to know that coaches
3. Another reason the author wrote “Coaches” is
4. After reading “Coaches,” the author wants us to

know that

Name
When you see wr, kn, gn at the beginning of a word

or syllable, the first letter is silent.
wrap knit gnaw
A. Circle the word that names each picture.
I.
right write
3. 4.
rats gnats
B. Use words from the box to complete each

5. I will on the door.
6. Can you out the wet shirt?

Name
Complete each sentence. Use the words from the

word box.
been children month question their year
I. Raise your hand if you want to ask a
2. T h e are making a fort.
3. We have________________ playing all day.
4. June is the name of a
5. All the kids have________________ books.
6. Last_______________ , we were in kindergarten.

Vocabulary
Name
A country is a land where a group of

people live.
We live in a country called the
United States.
When a person gathers things, the
things are put in the same place.
Sam gathers the mugs.
Write country or gathers to complete each

sentence.
I. Spain is a
2. Mr. Jones our papers.
3. We went to a called France.
M. Ana wood for a fire.

Fill in the Cause and Effect Chart. Use details from
the story.

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Comprehension: Cause and Effect
Nam e____________________
A. Reread “Storm Watch.” Then write “cause” or

“effect” next to each sentence.
1. A big storm is coming.____________
2. Paul, his mom, and his dad make a plan.
3. The house may get cold.
4. Paul wants his blanket.
5. Paul and his parents gather the things they will need.

Pay attention to intonation. Stop after one minute.
Fill out the chart.

Words Read — =
Errors Score
First Read — =
Second Read — =

Name
Writers can use similes to help readers picture

details. A simile compares one thing to another
using the words like or as.
The puddle is as big as a lake.
The wind felt like an ice cube.
A. Read each sentence. Underline the words like

or as. Circle the two things that are compared.
1. The storm was like a roller coaster.
2. The house is as dark as a cave.
3. The flashlight is like the sun.
4. The blanket is as warm as a bath.
5. Paul’s list is as long as a book.
B. Choose a sentence above. Draw a picture of it.

N am e ______________________________________
Write the word that completes each sentence. Use

the words from the word box.
I. D ad_________________I wanted new shoes.
2. Nate does not like the

J
3. Mom likes to _________________presents.
4. I w ill________________ the wet sheets.

A compound word is a word made up of two
smaller words.
ant + hill = anthill
A. Read each compound word. Write the two

smaller words you see in each word.
1. raindrop ----------------------------- -----------------------
2. rowboat ----------------------------- --------------------
3. afternoon ----------------------------- --------------------
H. outside ----------------------------- -------------------- M cG raw -H ill C o m p a n ie s, Inc.
B. Write a sentence using one or two compound

words above.
5 . ________________________________________

Name
A reading selection can have many sections.

Headings tell what each section is about.
A. Read the selection about hot weather.
Beat the Heat!

M any people like hot weather. You can have fun
on a hot day. But you must be careful.
The Sun on Your Skin
The sun can harm you. W ear a hat and put on
sunscreen. Put on more sunscreen after you swim.
The Sun and Your Body
Make sure you drink lots of water. You need more
water on a hot day.
B. Answer the questions about the selection.
1. What is one tip from the section with the heading

“The Sun on Your Skin”?
wear a hat drink lots of water
2. What is the last section about?

The Sun on Your Skin The Sun and Your Body

Name
Stories have events. One event can cause

something else to happen. The first event is called a
cause. What happens is an effect.
Reread “Storm Watch.” Think about how the

author used cause and effect. Use the words and
the pictures to answer the questions.
I. What clue did the author give as the

cause of Paul’s worry?
2. Paul’s dad says they need a plan.

What is the effect the author states?
3. Paul, his dad, and his mom work together.

The effect of working together is

Name
— - — . . . _ — . . ^
Sometimes three consonants form a blend,

scrap splash spray street three shrub
Read the first word. Then circle another word in

the line with the same three-letter blend.
I. street straw tree sharp
2. shrub shred should both
3. scrap cry scratch school
4. three thing threw tree
5. spray spot soap spring
6. splash seat play split

N a m e _ ------------------------------------------------------------------------ -----------------

the box.
before front heard push tomorrow your

L T_J
I. Let’s wash u p ---------------------------- we eat lunch.
2. Is th is_________________ book or mine?
3. I helped Mom paint th e -----------------------------door.
4. W e _________________ the thunder.
5. Will yo u me on the swing?
6. I have art class today and soccer

Name
'm p m r m m ■■■■m.................................................................................................................. . m m r n m m m m k m m n m m m m m .....
difficult: Something that is difficult is not easy,

nobody: Nobody means “no person.”
Complete each sentence with a word from the

word box. You will use each word two times.
difficult nobody
I. Riding a bike can b e ____________________ for some

and easy for others.
2. I heard a knock at the door, but

was there.
3. Do you think it is m ore____________________ to make

a kite or to fly it?
4. Mrs. Lu asked if anyone lost a notebook,
but spoke up.

Name
Fill in the Theme Chart. Use words from the story.

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Name
A. Reread “Sue’s Surprise.” Match each story clue

to the picture it tells about.
1. Sue was sad that her mom

and dad were away.
2. Sue always had a picnic with

Mom and Dad.
3. “Time for our Silly Supper,”

said Aunt Jane.
4. What is the theme of the story? Use the

clues to help you.

Pay attention to phrasing. Stop after one minute.
Fill out the chart.
Number of —
Words Correct
Words Read —
Errors Score
First Read — =
Second Read — =

Name
A compound word is a longer word made up of two

smaller words.
The word birdhouse is a compound word.
bird + house = birdhouse
A birdhouse is a house for birds to live in.
A. Draw a line between the two smaller words in

each compound word. Use the two words to help
you match the compound word to its meaning.
I. toolbox a bag t o carry books
2. snowball a box to carry tools
3. toothbrush a ball made of snow

M. bookbag a brush to clean teeth
B. Write a sentence using a compound word above.
5.

Name
Write the word on the line. Draw a line from the

word to the picture it names.
I. thr + ee = a.
2. str + ing = b
\ ' ‘A
3. scr + atch =
' ffitsk
V'J
y frPau
4. spr + ay =
5. spl + it =

O l i U U I U I U I M I l u i y o l o . I l l s I C U I I U ! l u i i—i i w s i l y o *»»y
N am e _______________________________________________________
Add -ed to an action word to tell what happened in

the past.
Add -ing to tell what is happening now.
Change some words before adding -ed or -ing.
race - e + ed = raced try - y + i + ed = tried
drop + p + ing = dropping
Complete each sentence. Add -ed or -ing to the

word in parentheses. Write the new word.
I. I ___________________ the dog after his bath, (dry)
2. Who is ___________________ at the door now? (knock)
3. My c a t___________________ me yesterday, (scratch)
*4. The bus___________________ here last week, (stop)
5. Mom is -------------------------------- a letter, (write)

Name
Directions are a list of steps that tell how to make or

do something.
Read the directions. Answer the questions.
What You Need: an empty milk jug scissors

colored paper glue stick
Make a Pretty Watering Can:
I. Rinse out 2. Cut paper in
the milk jug. fun shapes.
3. Glue the 4. Fill the jug with

shapes on water. Water
the milk jug. your plants!
I- What do the steps tell you to make? Circle the answer,

a plant a watering can
2. What do you do first?__________________________
3. What do you do after you glue the shapes on the jug?

Name
A. Reread “Sue’s Surprise.” Think about how the

author used clues to help readers figure out
the theme of the story. Fill in the clues that
tell about the theme.
I. On page I, the author used this clue to

tell us that Sue missed her mom and dad.
2. On page 2, the author used this clue to tell us that Sue

was worried Aunt Jane would not be fun.
3. How did the author use the character of Aunt Jane on

page 3 to give readers a clue about theme?
4. How can we tell Sue is happy at the end?

Name
— .— _ _ _ _ _ _
The letters air together can make the

sound you hear at the end of chair.
The letters are and ear can also make
the same sound, as in share and pear.
V ._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ J -
Circle the word that completes the sentence.

I. My room is at the top of th e _____________

stairs stars
2. Ruth has long____________

heat hair
3. The noise m ight_______________ you-

scarf scare
4. I think I w ill_______________ a big coat today.

wrote wear

Hig
N am e_ -----------

in the box.
^Favorite few gone surprise wonder young
1. I like grapes, but pears are m y__________________food-
2. Spot is a very------------------------------ puppy.
3. It will be fun to _________________ Mom when she

comes home.

4. There are only a __________________ books on my shelf.
5. I _________________ what time Dad’s plane will land.
6. Mom made cupcakes, but now they are all

Name
nation: A nation is a group of people living in one

country.
unite: To unite is to join together.
A. Write unite or nation to finish each sentence.

Circle the picture that best matches the sentence.
I. This is the flag for our
2. Our class will with Mr. Tate’s

class to see the play.
B. Match the word to its meaning.
3. unite a. a group of people

living in one country
4. nation b. to join together

Name
Fill in the Author’s Purpose Chart. Use words from

the story.

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Favorite Days

JANUARY
324 Practice Grade 1

Name
A. Read the sentences from “Favorite Days.”

Fill in the circle next to the correct answer.
1. New Year’s Day is the first day of the year.

The author’s purpose is to
O tell how children love to play games.
O tell about New Year’s Day.
2. Father’s Day is in June. The author’s purpose is to
O tell about Father’s Day.
O tell how to make a Father’s Day card.
B. Why did the author write “Favorite Days”? Write

a sentence.
3.
C. Work with a partner. Read the passage aloud.

Pay attention to phrasing. Stop after one minute.
Fill out the chart.

Words Read — =
Errors Score
First Read — =
Second Read — =

Name
Writers can use metaphors to help readers picture

details. A metaphor compares one thing to another.
The snow is a big white blanket.
Unlike a simile, a metaphor does not use like or as.
A. Read each sentence. Look at the underlined

words. Then circle the sentence that tells how the
two things are alike.
1. The rainbow is a box of crayons spilled from the clouds.
Both have lots of colors. Both are in a box.
2. The cloud is cotton candy floating by.
Both are in the sky. Both are fluffy.
3. The oven is a dragon thatbreathes fire.

Both have heat inside. Both are very soft.
B. Circle the word that best completes the sentence.

4. Thunder is a ___________________
bell whistle drum

Name
Read the word. Circle the letters that make the

sound you hear at the end of chair. Circle the
picture that the word names.
I. pear
2. hair
3. square
4. bear
5. stairs

Structural Analysis: r-Controlled Vowel
Name
Some words have more than one syllable.

When a word has a vowel followed by r,
the vowel and r stay in the same syllable.
turtle = tu r/tle circus = c ir/c u s
target = tar /g e t story = s t o r / y
Read the words. Make a check mark y f next to the

word that has a vowel followed by r.
Draw a line between the syllables in that word.
1. turkey rocky
2 . -------- rabbit market
3---------- perfect pencil
4. frozen forty
5. thirteen ticket

i cai re u iu iti. iviup
N am e___________________________________________________________
Look at the map. Then answer the questions.

Green Town
Key
house -
park = Q
school = jjta,
post office = [> ^
I. How many houses are in Green Town?
2. How many schools are in Green Town?_____________

3. If you lived in house A, what street would you walk on to

get to the park?
4. If you lived in house H, what street would you cross to

get to the post office?

N am e__________________________________________________
A. Reread “Favorite Days.” Think about why the

author wrote the story. Use the words and the
I. The author’s purpose on page I is
2. The author’s purpose on page 2 is
B. Why is it important for readers to know the

author’s purpose?

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Grade 1

Phonics: /m/m, /s /s ......................................SS1 Phonics: /k/k, /k /c k ................................... SS25

Phonics: /k/c, l\ lf ....................................... SS13

Unit 1 • Getting to Know Us

Week 2__________________________ Week 5__________________________

Write About Reading: Key Details................50

Week 1__________________________ Comprehension: Story Questions

Text Feature: Captions.................................. 69 Phonics: Consonant Digraphs ch,

Structural Analysis: Plurals..........................118 Comprehension: Sequence C h a rt 144

Week 1__________________________ Comprehension: Mini Book C row s 179

Phonics: Long e: e, ea, ee, ie ......................171

Comprehension: Story Questions

Literary Element: Sensory W ords.............. 293

A. Say each picture name. Write m below the

B. Say each picture name. Then write m below the

Practice • Grade 1 • Start Sm art • Week 1 SS1

A. Say each picture name. Write a below the

B. Say each picture name. Write a to complete

Practice • Grade 1 • Start Smart • Week 1

Practice • Grade 1 • Start Smart • Week 1

Write a sentence. Use the letters from this page.

Practice • Grade 1 • Start Sm art • Week 1 SS5

A. Say each picture name. Write p below the

B. Say each picture name. Write p below the

SS6 Practice • Grade 1 • Start Smart • Week 1

A. Say each picture name. Write n below the

B. Say each picture name. Then write n below the

Practice • Grade 1 • Start Smart • Week 1 SS7

Write a sentence. Use the letters from this page.

SS8 Practice • Grade 1 • Start Smart • Week 1

Practice • Grade 1 • Start Smart • Week 1

A. Say each picture name. Write i below the picture

B. Say each picture name. Write i to complete

Write some sentences. Use the letters from

SS12 Practice • Grade 1 • Start Smart • Week 1

A. Say each picture name. Write c below the

Practice • Grade 1 • Start Smart • Week 2 SS13

A. Say each picture name. Write o below the

B. Say each picture name. Write o to complete

Practice • Grade 1 • Start Smart • Week 2

Write a sentence. Use the letters from this page.

Practice • Grade 1 • Start Smart • Week 2 SS17

A. Say each picture name. Write d below the

B. Say the picture name. Then write d to complete

SS18 Practice • Grade 1 • Start Smart • Week 2

A. Say each picture name. Write e below the

B. Say the picture name. Then write e to complete

Practice • Grade 1 • Start Smart • Week2 SS19

C o p yrig h t © The M cG raw -H ill C o m p a n ie s, Inc.

Write a sentence. Use the letters from this page.

SS20 Practice • Grade 1 • Start Smart • Week 2

Practice • Grade 1 • Start Smart • Week 2

Practice • Grade 1 • Start Smart • Week 2

B. Say the picture name. Then write b to complete

Practice • Grade 1 • Start Smart • Week 2 SS23

~¥-------- ¥ ---------¥ -------- ¥ ---------¥ -------- ¥ ---------¥ -------- V

Write some sentences. Use the letters from

C o p yrig h t © The M cG raw -H ill C o m p a n ie s, Inc.

SS24 Practice • Grade 1 • Start Smart • Week 2

A. Say each picture name. Write k below the

B. Say each picture name. Write ck below the

C. Write the letters ck to make new words.

Practice • Grade 1• Start Smart • Week 3 SS25

A. Say each picture name. Write u below the

Week 2 Week 5