Practice

Grade 1
Beyond
Reproducibles
Practice
Grade 1
Beyond
Reproducibles
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Contents
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 Words 2 High-Frequency Words 32
Phonics: Short a 3 Phonics: Short o 33
Comprehension: Key Details Chart 4 Comprehension: Key Details Chart 34
Comprehension: Mini Book Comprehension: Mini Book
Jack the Cat 5 What Can It Do? 35
Comprehension: Story Questions Comprehension: Story Questions
Key Details 7 Key Details 37
Structural Analysis: Inflectional Ending -s 8 Structural Analysis: Alphabetical Order 38
Text Feature: Photographs 9 Literary Element: Rhyme 39
Writing Trait: Ideas 10 Writing Trait: Organization 40
Week 2 Week 5
Where I Live Let’s Move!
Phonics: Short i 11 Phonics: r-Blends and s-Blends 41
High-Frequency Words 12 High-Frequency Words 42
Phonics: Short i 13 Phonics: r-Blends and s-Blends 43
Comprehension: Key Details Chart 14 Comprehension: Key Details Chart 44
Comprehension: Mini Book Comprehension: Mini Book
Kids Can Move 45
Pip and Tip 15
Comprehension: Story Questions
Key Details 47
Key Details 17
Structural Analysis: Possessives 48
Structural Analysis: Double
Final Consonants 18 Text Feature: Diagram 49
Text Feature: Bold Print 19 Writing Trait: Organization 50
Writing Trait: Ideas 20
Week 3
Our Pets
Phonics: l-Blends 21
High-Frequency Words 22
Phonics: l-Blends 23
Comprehension: Key Details Chart 24
Comprehension: Mini Book
Kim and Flick 25
Key Details 27
Structural Analysis: Plural Nouns 28
Text Feature: Labels 29
Writing Trait: Ideas 30
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 -ing 78
High-Frequency Words 52 Literary Element: Repetition 79
Phonics: Short e 53 Writing Trait: Ideas 80
Comprehension: Character,
Setting, Events Chart 54
Comprehension: Mini Book Week 4
A Fun Job 55 Let’s Help
Comprehension: Story Questions Phonics: Consonant Digraphs sh, th, -ng 81
Character, Setting, Events 57 High-Frequency Words 82
Structural Analysis: Inflectional Phonics: Consonant Digraphs sh, th, -ng 83
Ending -ed 58 Comprehension: Character, Setting,
Text Feature: Labels 59 Events Chart 84
Writing Trait: Organization 60 Comprehension: Mini Book
All Help with the Play 85
Character, Setting, Events 87
Buildings All Around
Structural Analysis: Closed Syllables 88
Phonics: Short u 61 Text Feature: List 89
High-Frequency Words 62 Writing Trait: Organization 90
Phonics: Short u 63
Comprehension: Character, Setting,
Events Chart 64 Week 5
Comprehension: Mini Book Follow the Map
Pals Play and Hum 65 Phonics: Consonant Digraphs ch, -tch,
Comprehension: Story Questions wh, ph 91
Character, Setting, Events 67 High-Frequency Words 92

Structural Analysis: Contractions with ’s 68 Phonics: Consonant Digraphs ch,
Text Feature: Captions 69 -tch, wh, ph 93
Writing Trait: Organization 70 Comprehension: Main Topic and
Details Chart 94
Week 3 Look Around 95
A Community in Nature Comprehension: Story Questions
Phonics: End Blends 71 Main Topic and Key Details 97
High-Frequency Words 72 Structural Analysis: Inflectional
Phonics: End Blends 73 Ending -es 98
Comprehension: Main Topic and Text Feature: Map 99
Details Chart 74 Writing Trait: Ideas 100
Big Rock Pond 75
iv
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 Writing Trait: Word Choice 130
Phonics: Long a: a_e 103
Comprehension: Sequence Chart 104 Week 4
Comprehension: Mini Book Now and Then
Whale at the Lake 105 Phonics: /ˉ
o/o_e, /u/
ˉ u_e, /ˉ e/e_e 131
Comprehension: Story Questions High-Frequency Words 132
Character, Setting, Plot 107 Phonics: /ˉ
o/o_e, /ˉu/u_e, /ˉ e/e_e 133
Structural Analysis: Contractions Comprehension: Compare and
with not 108 Contrast Chart 134
Text Feature: Bold Print 109 Comprehension: Mini Book
Writing Trait: Word Choice 110 Life Long Ago 135
Week 2 Compare and Contrast 137
Structural Analysis: CVCe Syllables 138
Watch It Grow!
Text Feature: Captions 139
Phonics: Long i: i_e 111 Writing Trait: Ideas 140
Phonics: Long i: i_e 113
Comprehension: Sequence Chart 114 Week 5
Comprehension: Mini Book From Farm to Table
A Gift for Mom 115 Phonics: /u̇/ oo, u 141
Comprehension: Story Questions High-Frequency Words 142
Sequence 117 Phonics: /u̇/ oo, u 143
Structural Analysis: Plurals 118 Comprehension: Sequence Chart 144
Text Feature: Diagrams 119 Comprehension: Mini Book
Writing Trait: Word Choice 120 The Food We Eat 145

Sequence 147
Week 3 Structural Analysis: Inflectional
Tales Over Time Endings -ed, -ing 148
Phonics: Soft c, Soft g, dge 121 Text Feature: Chart 149
High-Frequency Words 122 Writing Trait: Ideas 150
Phonics: Soft c, Soft g, dge 123
Comprehension: Cause and Effect Chart 124
Little Fred and Little Buck 125
Cause and Effect 127
Unit 4 • Animals Everywhere

Week 1 Comprehension: Mini Book Crows 179
Animal Features
Main Idea and Key Details 181
Phonics: Long a: a, ai, ay 151 Vocabulary Strategy: Word Categories 182
High-Frequency Words 152 Phonics: Long o: o, oa, ow, oe 183
Vocabulary: special, splendid 153 Structural Analysis: Open Syllables 184
Comprehension: Sequence Chart 154 Literary Element: Sensory Words 185
Comprehension: Mini Book Writing Trait: Organization 186
A Fox Tail 155
Comprehension: Story Questions Week 4
Plot: Sequence 157
Vocabulary Strategy: Use a Dictionary 158
Insects!
Phonics: Long a: a, ai, ay 159 Phonics: Long i: i, y, igh, ie 187
Structural Analysis: Alphabetical Order 160 High-Frequency Words 188
Text Feature: Chart 161 Vocabulary: beautiful, fancy 189
Writing Trait: Word Choice 162 Comprehension: Point of View Chart 190
Week 2 Eve and Pete 191
Animals Together Point of View 193
Phonics: Long e: e, ea, ee, ie 163 Vocabulary Strategy: Context Clues 194
High-Frequency Words 164 Phonics: Long i: i, y, igh, ie 195
Vocabulary: danger, partner 165 Structural Analysis: Inflectional
Comprehension: Main Idea and Endings (change y to i) 196
Key Details Chart 166 Text Feature: Headings 197
Comprehension: Mini Book Writing Trait: Organization 198
Ants Can Help 167
Main Idea and Key Details 169
Vocabulary Strategy: Context Clues –
Working with Animals
Sentence Clues 170 Phonics: Long e: y, ey 199
Phonics: Long e: e, ea, ee, ie 171 High-Frequency Words 200
Structural Analysis: Prefixes: re-, Vocabulary: clever, signal 201
un-, pre- 172 Comprehension: Sequence Chart 202
Text Feature: Captions 173 Comprehension: Mini Book
Writing Trait: Organization 174 A New Puppy 203
Week 3 Sequence 205
Vocabulary Strategy: Root Words 206
In the Wild
Phonics: Long e: y, ey 207
Phonics: Long o: o, oa, ow, oe 175 Structural Analysis: Compound Words 208
High-Frequency Words 176 Text Feature: Captions 209
Vocabulary: seek, search 177 Writing Trait: Word Choice 210
Comprehension: Main Idea and
Key Details Chart 178
vi
Contents
Unit 5 • Figure It Out
Problem and Solution 241
See It, Sort It
Vocabulary Strategy: Prefixes 242
Phonics: /är/ar 211 Phonics: /ôr/or, ore, oar 243
High-Frequency Words 212 Structural Analysis: Abbreviations 244
Vocabulary: trouble, whole 213 Literary Element: Alliteration 245
Comprehension: Point of View Chart 214 Writing Trait: Word Choice 246
The Party 215 Week 4
Point of View 217
Sounds All Around
Vocabulary Strategy: Context Clues – Phonics: Diphthongs ou, ow 247
Multiple Meaning Words 218 High-Frequency Words 248
Phonics: /är/ar 219 Vocabulary: scrambled, suddenly 249
Structural Analysis: Irregular Plurals 220 Comprehension: Problem and Solution
Text Feature: Use Photographs/ Chart 250
Illustrations 221 Comprehension: Mini Book
Writing Trait: Sentence Fluency 222 Dad’s Game 251
Week 2 Plot: Problem and Solution 253
Vocabulary Strategy: Suffixes 254
Up in the Sky
Phonics: Diphthongs ou, ow 255
Phonics: /ûr/er, ir, ur, or 223
Structural Analysis: Inflectional
High-Frequency Words 224 Endings -er, -est 256
Vocabulary: leaped, stretched 225 Text Feature: Directions 257
Comprehension: Cause and Effect Chart 226 Writing Trait: Sentence Fluency 258
A Bunny Wish 227 Week 5
Build It!
Vocabulary Strategy: Shades of Meaning 230 Phonics: Diphthongs oi, oy 259
Phonics: /ûr/er, ir, ur, or 231 High-Frequency Words 260
Structural Analysis: Inflectional Ending -er 232 Vocabulary: balance, section 261
Text Feature: Captions 233 Comprehension: Cause and Effect Chart 262
Writing Trait: Word Choice 234 Comprehension: Mini Book
How to Build a Snowman 263
Great Inventions Vocabulary Strategy: Inflectional Endings 266
Phonics: /ôr/or, ore, oar 235 Phonics: Diphthongs oi, oy 267
High-Frequency Words 236 Structural Analysis:
Vocabulary: idea, unusual 237 Final Stable Syllables 268
Comprehension: Problem and Text Feature: Captions 269
Solution Chart 238 Writing Trait: Organization 270
Good Ideas 239
vii
Unit 6 • Together We Can!

Plot: Cause and Effect 301
Taking Action
Vocabulary Strategy: Similes 302
Phonics: Variant Vowel /ü/ 271 Phonics: Silent Letters wr, kn, gn 303
High-Frequency Words 272 Structural Analysis: Compound Words 304
Vocabulary: demand, emergency 273 Text Feature: Headings 305
Comprehension: Theme Chart 274 Writing Trait: Ideas 306
Working Together 275
Week 4
Theme 277
Sharing Traditions
Vocabulary Strategy: Synonyms 278 Phonics: Three-Letter Blends 307
Phonics: Variant Vowel /ü/ 279 High-Frequency Words 308
Structural Analysis: Suffixes -ful, -less 280 Vocabulary: difficult, nobody 309
Text Feature: Captions 281 Comprehension: Theme Chart 310
Writing Trait: Sentence Fluency 282 Comprehension: Mini Book
Sue’s Surprise 311
Theme 313
My Team
Vocabulary Strategy: Compound Words 314
Phonics: Variant Vowel /ô/ 283 Phonics: Three-Letter Blends 315
High-Frequency Words 284 Structural Analysis: Inflectional
Vocabulary: accept, often 285 Endings -ed, -ing 316
Comprehension: Author’s Purpose Chart 286 Text Feature: Directions 317
Comprehension: Mini Book Writing Trait: Sentence Fluency 318
Coaches 287
Author’s Purpose 289
Celebrate America!
Vocabulary Strategy: Antonyms 290
Phonics: /âr/air, are, ear 319
Phonics: Variant Vowel /ô/ 291
Structural Analysis: Vowel-Team Syllables 292
Vocabulary: nation, unite 321
Literary Element: Sensory Words 293
Comprehension: Author’s Purpose Chart 322
Writing Trait: Voice 294
Favorite Days 323
Week 3
Weather Together Author’s Purpose 325
Phonics: Silent Letters wr, kn, gn 295 Vocabulary Strategy: Metaphors 326
High-Frequency Words 296 Phonics: /âr/air, are, ear 327
Vocabulary: country, gathers 297 Structural Analysis: r-Controlled Vowel
Comprehension: Cause and Effect Chart 298 Syllables 328
Comprehension: Mini Book Text Feature: Map 329
Storm Watch 299 Writing Trait: Voice 330
viii
Phonics: Short a
Name
Read the question. Look at the picture.

Write the answer.
1. Is this a cat or a can?
2. Is this a map or a man?
3. Is this a pal or a pan?
4. Is this a fan or a man?
5. Is this a cap or a can?
Practice • Grade 1 • Unit 1 • Week 1 1

High-Frequency Words
Name
A. Write a word from the box to complete each

sentence.
does not school what
1. Sam can see the map.
2.
do the cats have?
3. I like my .
4. Where Nan go?

B. Write your own sentence. Use two words
from the box.
5.
2 Practice • Grade 1 • Unit 1 • Week 1

Phonics: Short a
Name
A. Write a word from the box to name each picture.
bat can cat fan hat
1.
2.
3.
4.
5.
B. Write your own sentence using one or two

words from the box.
6.

Comprehension: Key Details Chart
Name
Fill in the Key Details Chart. Use words from the story.
Detail
Detail
Detail Copyright © McGraw-Hill Education

Jack the Cat
5
Practice • Grade 1 • Unit 1 • Week 1
Jack likes to nap. Jack is a cat.
Tam likes Jack.
4 1
Jack plays with a hat. Jack plays with Tam.
Jack plays with a ball.
2 3

Comprehension: Key Details
Name
A. Reread “Jack the Cat.” Circle two pictures that

show key details from the story.
1.
2.
3.
B. Draw a picture that shows another key detail.

Structural Analysis: -s
Name
A. Use the action word to complete the sentence.

Add the ending -s when the action word follows
a name or the words he, she, or it.
1. nap I .
2. quack It .
3. tag Cal me.
4. pack She for school.
B. Write a sentence to tell about the picture. Use

an action word.
5.

Text Feature: Photographs
Name
Look at each photograph.

Write a sentence to tell what you see in the
photograph.
© SW Productions/Getty Images
1.
© Brand X Pictures/PunchStock
2.

Writing Trait: Ideas
Name
A. Read the draft model. Use the questions to

help you focus on a single event.
Draft Model
We painted in class. I painted my family. I ate
popcorn.
1. What event is the writing about?

2. What are the details in the writing?
3. What detail is not about the same event?
B. Now revise the draft to make sure all the

details are about one event.
10 Practice Grade 1 Unit 1 Week 1

Phonics: Short i
Name
Read the question. Look at the picture.

Write the answer.
1. Is this a fin or a fan?
2. Is this a lid or a mat?
3. Is this a ham or a hill?
4. Is this a bag or a pig?
5. Is this a pin or a pan?

Name
down out up very
A. Complete each sentence. Use a word from

the box.
1. The bag is big.
2. He sits .
B. Write a sentence for each picture. Use a word

from the box.
3.
4.

Phonics: Short i
Name
A. Use a word from the box to complete each

sentence.
kiss hid big dig win fin
1. I can it up.
2. This is the .
3. His mom will him.
4. Tim will .
B. Write your own sentence. Use a word from

the box.
5.

Name
Detail
Detail

Pip and Tip
15
Tip will not dig. Look at Pip.
Tip will sit. Pip can go up a hill.
4 1
Tip is not like Pip. Pip can dig.
Tip will not go up a hill. Dig, Pip, dig!
2 3

Name
A. Reread “Pip and Tip.” Circle the pictures that

show a key detail from the story. Draw an X on the
picture that does not show a detail from the story.
B. Write a sentence that tells a key detail from

page 3.
Structural Analysis: Double Final Consonants

Name
When a word ends with two consonants that are

the same, the letters together make one sound.
A. Read each sentence. Write the words that end

with the same two consonants.
1. Bill has a tall hat.
2. Pam will miss school.
3. Cam will hit the ball.

4. Matt can pass the ball to Jill.

Text Feature: Bold Print
Name
Words in bold print are important words.
A. Read each sentence. Write the important word.
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 two sentences to tell about where you

live. Circle the most important words.
5.

Name

help you add describing details.
Draft Model
I share a room with my sister. We have bunk beds.
My bed is on top.
1. What place is the writing about?

2. What are the describing details?
3. What other describing details could you add to
the writing?
B. Now revise the draft by adding describing

details to help readers picture the room in their
minds.

Phonics: l-Blends
Name
A consonant and the letter l can form a blend,

as in the beginning sound of glad.
A. Read the question. Draw a line under letters

that form a blend. Then write the answer.
1. Is it a flag or a glass?
2. Is it a class or a clip?
3. Is it a slip or a clip?
4. Is it a clap or clam?
B. Choose a word you wrote above. Write two

more words that begin with the same blend.
5. 6.

Name

sentence.
be come good pull
1. I can a big help.
2. Tam is a cat.
B. Use each word in a sentence to tell about the

picture.
3. pull
4. come

Phonics: l-Blends
Name
Write bl, cl, fl, gl, or sl to make a word that

completes the sentence.
1. If you are not sad, you are ad.
2. I see a ack cat.
3.
ap if you like the play.
4. My pet can do a ip.
5. A hill is not at.

6. A pin is very im.

Name
Detail
Detail

Kim and Flick
25
Flick did come! Flick looks up.
Kim is glad. Will Flick jump?
4 1
Flick hid in a tree. Come out, Flick!
Kim is sad.
2 3

Name
A. Reread “Kim and Flick.” Write a key detail to

complete each sentence. Use a word from the box.
up Flick come Kim
1. is a cat.
2. Flick looks .
3. looks for Flick.
4. Kim wants Flick to out.

B. Write about what happens at the end.

Structural Analysis: Plural Nouns
Name
A. Add an s to the end of the underlined word to

tell about more than one thing. Write the word.
1. I have a hat. Do you have ?
2. Al picks a bat. He sees six .
3. Matt has a cat. Do you like ?
B. Read the word. Add an s to the end of the word.

Then write a sentence using the word.
4. pal
5. fin

Text Feature: Labels
Name
Look at the pictures. Read the labels.
wing fin
trunk
fuzz
A. Read each question. Circle the answer.
1. Who has a fin?
2. Who has a wing?
3. Who has a trunk?

4. Who has fuzz?
B. Write the label for the picture.

hat
5.

Name

help you add describing details.
Draft Model
Tim is the class pet. Tim is a fish. Tim swims fast.
1. What animal is the writing about?

2. What are the describing details?
3. What other describing details could you add to
the writing?

details to help readers picture the animal in their
minds.

Phonics: Short o
Name
Read the words in the box. Use words from the

box to complete the sentences.
hop hot pop pot dog flock
1. This likes to dig.
2. Do not it!
3. The is very !
4. Bob is with his .
5. It can up!

Name

sentence.
fun make they too
This is Tom and Rick.
1. like to play with blocks.
2. Tom has lots of with Rick.
3. Rick likes to play with Tom, .
4. What will they ?

B. Write a sentence to answer the question

above. Use two words from the box.
5.

Phonics: Short o
Name
A. Read each question. Look at the picture.

Write the answer to the question.
1. Are these rocks or maps?
2. Is this a duck or a dock?
3. Are these socks or sacks?
4. Is this a flock or a block?
B. Write another word that has the same short o

sound you hear in fox.
5.

Name
Detail
Detail

What Can It Do?
35
U001_W004_018A_119532
This is a dog.U001_W004_017A_119532 This is a cat.
A dog can jog fast. A cat can hop on a lap.
4 1
This is a fox. This is an ox.
A fox can nap on a rock. An ox can pull logs.
2 3

Name
Reread “What Can It Do?” Circle the word or

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

rocks logs

Structural Analysis: Alphabetical Order
Name
abcdefghijklmnopqrstuvwxyz
Read the words. Underline the first letter of each

word. Write the words in ABC order. Then read
the sentence.
1. Bob my is pet
2. likes He zip to
3. play Bob can tag

Literary Element: Rhyming Words
Name
Rhyming words end with the same sound.
A. Read each word. Write three rhyming words.
1. dog
2. clock
3. flip
4. back
B. Write a silly sentence. Use two rhyming words.
5.
Writing Trait: Organization
Name

help you write about how Sam and Amy are
different.
Draft Model
Sam likes to draw. Amy likes to draw, too. Amy likes
to draw dogs.
1. Who is the writing about?

2. How are Amy and Sam the same?
3. What could you add to tell about how they are
different?
B. Now revise the draft by adding a detail about

what Sam likes to draw.

Phonics: r-Blends and s-Blends
Name
Some words begin with a consonant blend. Listen

for the sounds of c and r at the beginning of crab.
Use a word from the box to name the picture.

Write the word.
crib snap grass stick frog stand
1.
2.
3.
4.
5.

Name
Write a sentence to tell about each picture. Use

the words in the box. Use each word once.
jump move run two
1.
2.
3.
4.

Phonics: r-Blends and s-Blends
Name
Sometimes consonants form a blend. You can

hear the c sound and the r sound in the blend at
the beginning of crib.
Read the sentence. Write the word that begins

with a consonant blend.
spill grass spins snack
1. My top spins.
2. Mop up the spill.

3. Jan and Nat will

have a snack.
4. The dog digs in

the grass.

Name
Fill in the Key Details Chart. Use details from

the story.
Detail
Detail
Detail

Kids Can Move
45
We can move. Kids like to move!
We can have fun! He can hop.
What can you do? He hops on the steps.
4 1
She can run fast. They can swing.
She runs with her dog. They can jump off, too.
2 3

Name
Reread “Kids Can Move” and follow the directions.
1. Circle the child who hops.
2. Where does he hop?
3. Draw a box around the child who runs fast.

4. Who does the girl run with?

Structural Analysis: Possessives
Name
An ’s at the end of a naming word means

something belongs to that person or thing.
Jon’s bag Dad’s mitt
A. Add ’s to each word to tell that something

belongs to the person or thing. Write the word.
1. Dan cat is little.
2. Pam This is pen.
3. cat This is my mat.
4. dog She fills the dish. Copyright © McGraw-Hill Education
5. Matt I like hat.
B. Write a sentence using a word with ’s .
6.
Text Feature: Diagram
Name
Look at the diagram. Follow the directions.
Parts of a Cat
A. back C. ears
D. eyes
B. legs
1. What does the diagram show? Write the answer.
2. Name the parts of a cat.

3. What does label C name?
4. Name another part of a cat. Add a label to the diagram.

Name

help you put the events in order.
Draft Model
I tied my shoes. I put my socks on. I put my shoes on.
1. What is the writing about?

2. Which event had to happen first?
3. How can you change the sentences to put the
events in order?
B. Now revise the draft by putting the events in

order and adding the words first, next, and last.

Phonics: Short e
Name
head bed pen vet bread
A. Read the words in the box. Write a word from the

box to complete each sentence. Use the pictures to
help you.
1. My pet likes to sit on my .
2. The can help the dog.
3. Dan will put a hat on his .

4. I like to have jam on .
5. Pam will get a .

B. Reread the sentences above. Circle any words that
have the short e sound you hear in leg.

Name
A. Complete each sentence. Use one of the

words in the box.
again help new there use
1. This hat is .
2. Ken will me
with this job.
3. My cat is up in
the tree.

4. We can this.
5. Ned had to make it .
B. Write your own sentence. Use two words from the

box.
6.
Phonics: Short e
Name
Circle the word that completes the sentence.

Write the word on the line.
1. This nest has an .
egg pan net
2. Pat has a hat on his .
bat had head
3. Ben has hats.
well six ten

4. I can ring the .
pot bell bat
5. Nan has a new .
dress drip bread

Comprehension: Character, Setting and Events Chart
Name
Fill in the Character, Setting, Events Chart. Use

details from the story.
Character Setting Events

A Fun Job
55
Mom and Ben get to work. Mom can fix clocks. That is
They fix the clock! The her job. She can make them
man is glad! tell time again.
4 1
Ben helps his mom fix clocks. A man comes into the shop.
Ben gives Mom tools to use. “Can you fix this clock for
me?” he asks.
2 3

Comprehension: Characters, Setting, Events
Name
A. Reread “A Fun Job.” Write C if the sentence and

picture tell about a character. Write S if they tell
about a setting. Write E if they tell about an event.
1. Ben can help Mom fix clocks.
2. This is where Mom and Ben fix clocks.
3. They fix the clock for the man.
B. Draw the story setting. Label it.


Structural Analysis: Inflectional Ending -ed
Name
A. Add -ed to each word to tell about something

that already happened. Write the word on the line.
1. spill
2. smell
3. dress
4. mix
5. lock

6. pick
B. Add -ed to the word. Then use the word in a

sentence.
7. pack

Text Feature: Labels
Name
A. Add labels to the picture to name parts of the

fire truck. Use the words in the box.
ladder light hose
1.
2.
3.
B. Make a label for another part of the fire

truck. Draw a line to it.
4.

Name

help you focus on one idea.
Draft Model
Teachers work hard. They plan lessons. They have
families.
1. What idea is the writing about?

2. What are the details in the writing?
3. Can you change a detail to help focus on the
idea?
B. Now revise the draft to make sure all the

details are about one idea.

Phonics: Short u
Name
The letter u stands for the short u sound in rug.
A. Read the words in the box. Then read each

clue. Write a word from the box that fits the clue.
bus sun pup tug drum
1. You go to school in this.
2. This is a pet.
3. This is up.
4. You do this when you pull.

5. You can tap on this.

B. Write a sentence using a word from the box.
6.

Name
A. Complete each sentence. Use a word from the box.
could live one then three
1. I in the city.
2. There is duck in the pond.
3. Sam not run.
4. I run up the hill. I run

down the hill.
B. Use the word three to write a sentence about

the picture.
5.

Phonics: Short u
Name
Read each sentence. Circle the words that have the

short u sound you hear in fun. Write each word.
1. The bus is going down the hill.
2. I play the drum in school.
3. Where is the duck?
4. The pigs are in the mud.

5. I look up to see the sun.
6. It is fun to jump up and down.

Comprehension: Character, Setting, and Events Chart
Name
Fill in the Character, Setting, Events Chart.

Use details from the story.

Pals Play
65
and Hum
Cub plays a jug. The pals Bug wants to have a band.

make good music. It is a Bug can hum a song.
fun band!
4 1
Duck can pluck and strum. Frog likes to drum. Bug asks
Bug asks Duck to be in Frog to be in his band.
the band. “Yes, I will,” Frog tells Bug.
2 3

Comprehension: Character, Setting, Events
Name
Reread “Pals Play and Hum.” Follow the directions.
1. Write a sentence that tells where Bug is on page 1.
2. Write a sentence that tells what duck can do.
3. Write a sentence that tells what Frog can do.
4. Write a sentence that tells what the pals do.


Structural Analysis: Contractions with ’s
Name
A contraction is when two words are put together

to make one word.
He’s is a shorter way of saying he is.
A. Write the words that make up the contraction.
1. she’s = +
2. it’s = +
3. he’s = +
+
4. let’s =
B. Rewrite the sentences using contractions.
It is fun to play with Pam. She is a good pal.
5.

Text Feature: Captions
Name
Circle the caption that tells about the picture.
1. Jon gets on the bus. 2. Here is Buck City zoo.

Jon is at school. Birds can fly.
Bess is in a cab. This is a big pet shop.
3. Pam swims fast. 4. Dan likes to ride a bike.

Green Park has big trees. Dan rides the bus.
The lake has big fish.
It is fun to swing.
5. They go for a bus ride.

They go for a cab ride.
They go for a bike ride.

Name

help you add a beginning sentence that names
the topic.
Draft Model
There are rows of bookshelves. The bookshelves are
filled. Some cool magazines are on top of the shelves.
1. What is the topic of the writing?

2. What details tell about the topic?
3. What information could you include in a
beginning sentence?
B. Now revise the draft by adding a beginning

sentence that names the topic.

Phonics: End Blends
Name
A. One word in each sentence is missing an end

blend. You can write st, sk, nd, nt, or mp to
complete each word.
1. I camp in a te .
U002_W003_018A_119532
2. The la can help you see.
3. I sit at my de .
4. The li tells you what to do.
5. Ron plays the drum in the ba .

B. Write a sentence about the picture. Use a

word that has an end blend you wrote above.
6.
U002_W003_016A_119532

Name
A. Use the words in the box to complete the

sentences.
eat no of under who
1. can find the cat?
2. The cat is the U002_W003_012A_119532

desk.
3. Meg likes to bread.
4. She has a little bit jam.
5. We have lamp. Copyright © McGraw-Hill Education
B. Write a sentence to tell about the picture.

U002_W003_015A_119532
Use one or two words from the box.
6.
U002 W003 014A 119532

Phonics: End Blends
Name
Read the words in the box. Use a word from the

box to complete each sentence.
sent best task sink sand jump
1. Bob a box to Pete.
2. Tess did the job.
3. Deb, Nick, and Sam have a .

4. Put the cup in the .
5. We dig in the .
6. Tim and Bev up and down.

Comprehension: Main Topic and Key Details Chart
Name
Fill in the Main Topic and Key Details Chart.

Use words from the story.
Main Topic
Detail Detail Detail

Big Rock Pond
75
Here are threeU002_W003_001A_119532
bats. Bats The pond is a fun place to
can spin at the pond. There go. What animals can we
is a lot to see at the pond. see at the pond?
4 1
U002_W003_002A_119532
Here is one bug. A bug Here are two frogs.
U002_W003_004A_119532
can buzz. A pond can be Frogs can jumpU002_W003_003A_119532
up high.
very loud! Where will they land?
2 3

Comprehension: Main Topic and Key Details
Name
Reread “Big Rock Pond.” Write the main topic to tell

what it is about. Write the key details to tell more
about the topic. Use the sentences from the box.
Bugs can buzz.

Two frogs can jump up high.
There are a lot of animals to see at a pond.
Bats can spin.
Topic:
Key Detail: Key Detail: Key Detail:

Structural Analysis: Inflectional Ending -ing
Name
A. Read each sentence. Add the ending -ing to

the underlined word to tell what is happening
now. Write the new word on the line.
1. I can jump. I am .
2. Pam will eat a snack. Pam is

a snack.
3. Cal likes to play. Cal is .
4. I will help Gram. I am Gram.

B. Use a word ending in -ing to complete the
sentence.
5. She is a bag.
6. They are the ball.

Literary Element: Repetition
Name
Each sentence has repetition. Write the word you

see over and over.
Write another sentence using the word. Read
both sentences to hear the pattern and beat.
1. Cat can nap, nap on a mat.
2. She is up, up at the top.
3. My dog is a jumping dog.

4. I hop, hop, and then I plop.

Name

help you add facts to the writing.
Draft Model
Many kinds of fish live in the ocean. Fish can be big
or small. Some fish like to swim together.
1. What is the topic of your writing?

2. What details tell about the main idea?
3. What facts could you add to the writing?
B. Now revise the draft by adding facts to the

writing.

Phonics: Consonant Digraphs th, sh, -ng
Name
A. Write the word that names the picture. Write

a word with the letters sh, th, or ng.
1. 2.
3. 4.
B. Read the sentence. Circle the words that have

the sh, th, or ng sound-spelling. Write the words.
5. Beth and Tim bring the trash to the shed.

C. Write your own sentence. Use one or two

words that have sh, th, or ng.
6.

Name
Write a word from the box to complete each

sentence. Use each word once.
all call day her want
1. This is a good to play.
2. Nick and I to play on the swings.
3. I will Pam, too.
4. I will ask if she can play with us.
5. of us will have fun.

Phonics: Consonant Digraphs th, sh, -ng
Name
Read each clue. Write sh, th, or ng to complete

each answer.
1. You do this when you add 2 + 2. ma
2. You can dance to this. so
3. You can take one in a tub. ba
4. You say this when you get a gift. anks
5. A bug can do this to you. sti

6. You can look for this in the sand. ell

Comprehension: Character, Setting, Events Chart
Name
Fill in the Character, Setting, Events Chart.


All Help with
85
the Play
All the dogs get to help. Let’s put on a play.
They come to see the play! We can all help. It will
At the end, they all clap! be so much fun!
4 1
Rex and Shep help. What can we do? We
Rex makes fun hats. want to help with the
Shep makes tops with dots. play.
2 3

Comprehension: Character, Setting, Events
Name
Reread “All Help With The Play.”

Circle the words that answer each
question. Write the words.
1. The story characters are .

all dogs dogs and cats
2. They want to .
play a game put on a play
3. Who makes hats? .

Shep Rex
4. What can Shep make? .

tops with dots black caps
5. At the end, all the dogs .

see the play make things
Structural Analysis: Closed Syllables
Name
A. Read each word. Write each syllable. Remember

that a closed syllable ends in a consonant and has
a short vowel sound.
1. napkin = +
2. pumpkin = +
3. magnet = +
4. contest = +
5. pocket = +
B. Read the sentences. Circle each word that has

two syllables.
6. I will help Mom rake on Sunday.
7. We may not finish the task.

Text Feature: List
Name
A. Read the words in the box. Place each word in

the list where it belongs.
socks sing clap bread vest

jump jam eggs belt
Things to Eat Things to Do Things to Put On
B. Add one more thing to each list.

Things to Eat Things to Do Things to Put On

Name

help you add a beginning and a middle to the
story.
Draft Model
Pat’s house is clean now. The floor is shiny. The trash
is gone.
1. What is the story about?

2. What details tell about the end of the story?
3. What could you add to the beginning and the
middle of the story?
B. Now revise the draft by adding a beginning

and a middle to the story.

Consonant Digraphs ch, -tch, wh, ph
Name
The letters ch and -tch stand for the sound at

the end of ditch. 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 the words in

the box with the word that has the same sound-
spelling below. Write the word. Then write another
word you know that has the same sound-spelling.
chin graph patch when
1. whisk
2. chick
3. Phil
4. hatch

Name
A. Use a word in the box to complete the sentence.
walk many by place around
1. If there are lots of something, there are .
2. Jan will sit me.
3. Do not run in the halls. You must .
4. Do not bike over a rock. Go the rock.

5. It is hot! Let’s find a in the shade.
B. Write a sentence to tell about a place you like to

go. Use words from the box.
6.

Consonant Digraphs ch, -tch, wh, ph
Name
A. Write a spelling from the box to complete the

words in each sentence.
ch tch wh ph
1. A ick will ha from the egg.
2. en do you go to school?
3. You can make a gra in math class.
4. I made my lun today.

B. Write two or three words you know that have

the same sound-spelling.
5. ch
6. wh

Comprehension: Main Topic and Key Details Chart
Name
Fill in the Main Topic and Key Details Chart.

Main Topic

Look Around
95
Look around! Many dogs Look around! Little
run and fetch and play. chicks are hatching. This
This is a park. is a farm.
4 1
Look around! Many kids play Look around! Buses whiz
here. They kick and run and by. There are big buildings.
catch. This is a playground. A lot is going on here. This
2
is a city. 3
Compression: Main Topic and Key Details
Name
Reread “Look Around” and follow the directions.
1. Write what you can see on the farm.
2. Write what you can see at the playground.
3. Write what you can see in the city.
4. Write what dogs do in the park.

5. Write the main topic of “Look Around.”

Structural Analysis: Inflectional Ending -es
Name
Look at the picture. Then choose a word in the

box and add -es to complete the sentence. Write
the new word.
dress bench fox box dish buzz
1. I see two .
2. There are three .
3. She has two .
4. Set the
in the sink.
5. I hear many .
6. The two play.

Text Feature: Map
Name
Look at the map. Use the map and the compass to

answer the questions.
1. Are the swings north or south of the slide?
2. Is the slide east or west of the gate?

3. Where is the bench? Use directions and another

thing shown on the map to tell where the bench is.

Name

help you add supporting details.
Draft Model
Open the door and walk inside. Turn down the
hallway. There is the lunchroom.
1. What are the directions about?

2. How do the directions help you find your way?
3. What supporting details could you add to the
directions?
B. Now revise the draft by adding supporting

details to the directions.

Phonics: Long a: a_e
Name
The a_e spelling makes the long a sound in ate.
A. Write the letters a and e to complete the

word that names each picture.
1. sn k
2. g t
3. gr p
4. t p
5. l k
B. Write your own sentence. Use a word from

above.
6.

Name
Use the words in the box to complete each sentence.
away now some today way why
1. is not a good day

to go out.
2. He is eating grapes.
CAMP FUN
3. This is the to camp.
4. The bus is at school .
5. does the pup

look sad?
6. The frog hopped .

Phonics: Long a: a_e
Name
A. Complete the sentences. Use words in the box.
lake chase make cake ate
1. Kate and Dave swim in the .
2. The dog likes to the cat.
3. I can a .
B. Write a sentence to tell about the picture. Use

one or more words from the box.
AN200_UW031_001A_114242
4.

Comprehension: Sequence Chart
Name
Fill in the Sequence Chart. Use words from the story.
Beginning
Middle

End

Whale at the Lake
105
Whale jumps in the lake. Whale skates to the
“Let’s play tag!” he says.
U003_W001_001A_119532
lake. It is so hot out! He
The pals have fun! wants to swim with his U003_W001_004A_119532
4
friends. 1
But when he gets there, he Now, he can seeU003_W001_002A_119532
his
U003_W001_003A_119532
can’t see his friends. He friends. They are already
does not like to swim alone. in the water. They wave to
2
him. Whale is happy! 3

Comprehension: Characters, Setting, Plot
Name
Reread “Whale at the Lake.” Look at the pictures

and write a sentence to tell what happens at the
beginning, in the middle, and at the end.
U003_W001_001A_119532
U003_W001_003A_119532
U003_W001_004A_119532
1. First, .
2. Next,
3. Last,

Structural Analysis: Contractions with not
Name
A. Read each sentence. Combine the two

underlined words to make a contraction. Write
the contraction.
1. Jon has not fed his cat.
2. Nate and Kate are not at school.
3. Mom can not pick up the box.
4. The pup is not big.
5. Jane was not late today.

B. Write a sentence using a contraction above.
6.

Text Feature: Bold Print
Name
A. Read the sentences. The words in bold print

are important words. Circle words in bold print.
1. You can put on a watch to help you

keep track of the time.
U003_W001_005A_119532
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 questions.
4. What can ring to wake you up?

5. What can you put on to tell time?
6. What tells you which day it is?

Writing Trait: Word Choice
Name

help you add details with sensory words.
Draft Model
The bell rings and we go to lunch. I sit and eat my
sandwich first. I eat an apple next.

3. What sensory words could you add to tell more
details about the topic?
B. Now revise the draft by adding sensory words

to tell how the bell sounds and how the foods
look, feel, and taste.

Phonics: Long i: i_e
Name
A. Write the word for the picture. Use a word

with long i.
1.
2.
3.
4.
5.
B. Complete the sentences. Use a word you wrote

above.
6. I will ride on my .
7. I can see the up there.

Name
Write a sentence for each picture. Use words

from the box.
green grow pretty should together water
1.
2.
3.

4.
5.
6.

Phonics: Long i: i_e
Name
A. Read the words in the box. Listen for the long

i sound. Use words from the box to complete the
sentences.
smile dive time bike ride five
1. The clock tells us the .
U001_W004_002A_119532
2. Mom has a on her face.
3. It is fun to on a .
4. Pat will down to see the fish.

B. Write your own sentence using words from the box.
5.

Name
First
Next
Then
Last

A Gift for Mom
115
Mom: I love plants! You Mike: Mom has been sick
made me smile. Thanks! all week.
Mike: We are glad. Kate: Let’s cheer her up.
Kate: Get well, Mom! Mike: We can get a gift!
We love you, Mom!

4 1
Mike: Let’s shop together. Mike: Look! Plants! That
Kate: What does Mom is a fine gif t for Mom.
like best? Kate: Mom likes plants!
2 3

Comprehension: Plot: Sequence
Name
Reread “A Gift for Mom” and follow the directions.
1. Write a sentence that tells what happens first in the

story.
2. Write a sentence that tells you what Kate and Mike

are going to do.
3. Write a sentence that tells what happens next.
4. How does Mom feel at the end of the story?
5. Why does Mom feel that way?

Structural Analysis: Plurals
Name
A. Write the word that completes each sentence.
1. I see .
2. I will rake two .
3. We ate some .
4. Two make twenty cents.
5. There are three .
B. Write your own sentence. Use a word that

names more than one thing.
6.

Text Feature: Diagrams
Name
A. Look at the diagram of a plant. Use the words

from the box to complete the diagram.
flower leaf root stem
1. 2.
U003_W002_005A_119532
3. 4.
B. Draw a fish. Add labels to tell about the parts.

Name

help you add words to create a clear picture of
the tree.
Draft Model
At first a new tree is small. Then the tree grows
new parts. The parts get bigger and the tree grows
bigger, too.

3. What words could you add to improve the
details?
B. Now revise the draft by adding words to

improve the details.

Phonics: Soft c, Soft g, dge
Name
A. Say each word. Circle the word if it has the soft

c sound as in race. Underline the word if it has the
soft g sound as in cage or badge. Write the word.
1. trace
2. lodge
3. gem
AN200_UW033_003A_114242
4. pencil
5. bridge
B. Write your own sentence. Use one or two
words above in your sentence.
6.

Name
Use the words from the box to complete the fairy tale.
happy once from so upon any
1. a time
there was a prince named Lance.
2. He came a land far away.
3. The prince was sad. He did not have
pals.

4. he went looking for a pal.
5. On his way he met a frog. The frog told him a joke.
The frog made the prince .

He asked the frog to be his pal.

Phonics: Soft c, Soft g, dge
Name
A. Read the words in the box. Write the words that have
the same sounds you hear at the end of ice or cage.
cent game page bring badge case
1.
2.
3.
B. Choose the letters c, g, or dge to complete

the word in each sentence.
4. Pip is in a ca e.
5. Ann can dan e.
6. The man will trim the he .

Comprehension: Cause and Effect Chart
Name
Fill in the Cause and Effect Chart. Use words from

the story.
Cause Effect

Little Fred and
125

Little Buck
Little Buck brought Fred to Little Fred liked fudge a
Gran’s. She was happy to lot! Gran had made some.
U003_W003_001A_119532
see them. They had fudge! So Little Fred was going
4 to Gran’s. U003_W003_002A_119532
1
On the way, Little Fred got Then he saw Little Buck.
lost! There were so many trees. “I am lost!”said Fred. “Can
He couldn’t see theU003_W003_004A_119532
path! U003_W003_003A_119532
you help me get to Gran’s?”
2
Little Buck nodded. 3

Comprehension: Plot: Cause and Effect
Name
Reread “Little Fred and Little Buck.” Answer the

questions.
1. What causes Little Fred to go to Gran’s?
2. What causes Little Fred to get lost?
3. What is the effect of meeting Little Buck?
4. What is the effect of getting to Gran’s?
5. What did Gran do in the beginning that caused the

whole story?

Structural Analysis: Inflectional Endings -ed, -ing
Name
A. Read each sentence. Add -ing to the underlined

action word to tell what is happening now.
1. Kate can trace. She is .
2. My dog likes to chase. My dog is

the cat.
B. Read each sentence. Add -ed to the underlined

action word to tell what happened in the past.
3. Dave can rake. Dave .
4. Mom will slice the cake. Mom the

cake.
5. We like to skate. We all day.

Literary Element: Rhyme
Name
Write a word from the box that rhymes with the

underlined word. Then read the poem.
came bats run base
A Fun Time
1. We have lots of fun.
In the grass, we like to .

2. We put on hats.
We swing .
3. Some race and some chase.
Some make it to the .

4. This is a good game.
We are glad you !

Name

help you add strong verbs to the writing.
Draft Model
The little girl ran fast to get the cat. Then the cat got
scared and ran fast. The cat got away.
1. What is the topic of the story?

2. What verbs are in the story?
3. What strong verbs could you add to the story to
make it more exciting?
B. Now revise the draft by adding strong verbs to

make it more exciting.

Phonics: /ō /o_e, /ū /u_e, /ē /e_e
Name
Complete the sentences that tell about the picture.
AN200_UW034_001A
Write the missing spelling pattern o_e, u_e, or e_e.
1. It is a nice day in J n .
2. We sit on a h g blanket.
3. We are eating th s sandwiches.
4. Then we will get a c n !
5. After lunch we will go h m .

Name
A. Complete the sentences. Use words in the box.
ago boy girl how old people
1. many pets do you have?
2. Dad went to school when he was a .
3. Gram lived here when she was a little .
4. There are ten in the class.
5. The bike is very .

6. The tale takes place long .

words from the box.
7.

Phonics: /ō /o_e, /ū /u_e, /ē /e_e
Name
Read each clue. Write a word from the box to

answer it.
dune flute cube tune phone
1. This is a little rock.
2. You can sing one of these.
3. You can play this in a band.
4. You can make calls on this.

5. This is a huge hill of sand.
6. A box can be this shape.

Comprehension: Compare and Contrast Chart
Name
Fill in the Compare and Contrast Chart.

Use words from the story.
Different Alike Different

Life Long Ago
135
There was a U003_W004_001A_119532
lot to do long What was life like long ago?
ago. But children had time Boys and girls helped to U003_W004_025A_119532
to play, too. They had fun do many jobs. There was a
4
just like you do! lot to do at home. 1
People did not buy things People long ago kept
girls helped
in stores. The U003_W004_003A_119532 animals. Boys and girls
make clothes. The boys U003_W004_002A_119532
fed the hens. They looked
2
helped to plant food. for eggs, too. 3

Comprehension: Compare and Contrast
Name
A. Reread “Life Long Ago.” Circle the

words that answer each question.
Write the words.
U003_W004_002A_119532
1. The story characters are .

hens
children
2. Boys and girls all helped to .
do many jobs make clothes
B. Write the word or words to complete each sentence.
3. How did the girls help?
The girls helped with .

4. How did the boys help?
The boys helped with .
5. How else did the children help?
They and .

Structural Analysis: CVCe Syllables
Name
A. Read each word. Write each syllable. Circle

the syllable with the long vowel sound.
1. sunshine
2. placemat
3. explode
4. inside
B. Say each word. Circle words that have two

syllables. Then write each word that has a
syllable with a long vowel sound.
pencil sketch escape
5. 6.

Name
A. Look at the pictures that show life long ago.

Write a caption to tell what people did long ago.
1.
2.
3.
B. Draw a picture of something people do today.

Write a caption for the picture.
4.
Name

help you add reasons to this opinion.
Draft Model
Games in the past were not very much fun. Games
now are better. We can play games on TV.
1. What is the opinion in the writing?

2. What is a reason for the opinion?
3. What reasons could you add to the writing?
B. Now revise the draft by adding more reasons

for the opinion.


Phonics: /u/ oo, u
Name
The letters oo and u can make the

middle sound you hear in book.
Underline the word in each sentence that has the

same middle sound you hear in took. Write the
word.
1. Lin hung her hat on a hook.
2. Ron put his bag away.
3. The cat ran under the bush.

4. James stepped on my foot.
5. Look up at the plane!

Name
Use the words in the box to describe each picture.
done soon every after work buy
1.
2.
3.

4.
5.
6.

Phonics: /u/ oo, u
Name
A. Name the picture. Write oo or u to complete

the word that names the picture.
1. h k 2. b k
3. t 4. b sh
B. Read the words. Match the words in the box

with the correct sound-spelling. Write the words.
look full put cook push good

oo 5. 6.
u 8. 10.

Name
First
Next
Then
Last

The Food We Eat
145
We bring our food home This farm grows food we
where we cook it. Last, we like. Look at the beans and
all sit down to eat. Yum! grapes. It is almost time to
4
pick them. 1
After the crops are We shop for fresh
picked, they are packed in food here. It all looks
crates. Then they go in so good! They even let
2
trucks to stores. us taste some. 3

Comprehension: Sequence
Name
A. Reread “The Food We Eat.” Write 1, 2, 3, and

4 next to a picture to tell the sequence.
B. Write a sentence to describe each picture. Use

the words first, next, and last in the sentences.
1.
2.
3.
4.
Name
A. Add -ed to each word. Write the new word.
1. 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. Add the ending to the word hop. Write a

sentence using the new word.

9. -ed
10. -ing

Text Feature: Chart
Name
A. Use the chart to answer the questions.
Food Colors
Red Yellow Green
apple lemon grape

tomato butter pea
1. Which two foods in the chart are green?

2. What color is a lemon?

B. Think of other foods that are red, yellow, or green.
Add more foods to the chart.

Name

help you add more details to support the opinion.
Draft Model
It is good to grow your own food. You can grow
many different plants. Then you know where your
food comes from.
1. What is the opinion in the writing?

2. What detail supports the opinion?
3. What other supporting details could you add to
the writing?
B. Now revise the draft by adding more details

that support the opinion.


Phonics: Long a: a, ai, ay
Name
Read the words with the long a sound spelled

a, ai, and ay. Write a word from the box to
complete each sentence.
apron clay nail train day paint
1. I will ride on a .
2. Kate made a vase out of .
3. Use the brush to .

4. You can hang things with a .
5. Jan put on an .
6. It is a nice .

Name
Complete each sentence using a word from the box.
about animal carry eight give our
1. I like the book a hen

who makes bread.
2. The bug has legs.
3. Can you those boxes?
4. We take dog for a walk.
5. I will Mom a gift.
6. A pig is an .

Vocabulary
Name
special:
splendid: wonderful or very good
A. Use a vocabulary word from the word box to

1. Today is a day for me.
2. Peacocks have feathers.
B. Write your own sentences using each

vocabulary word.
3. special
4. splendid

Name
First
Next
Then
Last

A Fox Tail
155
Fox asked Hen for an egg. Hen Fox loved to eat. He was always
shook her head. looking for good food.
“Why not?” asked Fox. “I see Hen,” Fox said. “I will ask her
“Ha!” said Hen. “You can not for a an egg.”
trick me, Fox. I see a fox tail!”
4 1
“Good Day, Hen,” said Fox. So Fox decided to play a trick.
“May I take that egg from you?” He dressed up as a farmer. He
“Why would I give a fox one of my put on a hat and old clothes.
eggs?” asked Hen. “This will trick Hen,” said Fox.
Then he went to visit Hen.
2 3

Comprehension: Plot: Sequence
Name
A. Reread “A Fox Tail.” Use the numbers to tell

the order of the events.
Write 1 if the sentence tells what happened first.

Write 2 if the sentence tells what happened next.
Write 3 if the sentence tells what happened then.
Write 4 if the sentence tells what happened last.
1. “Why would I give an egg to a fox?”
asked Hen.”
2. Fox got dressed up.
3. “I see Hen,” Fox said. “I will ask for an egg.”

4. “You can not trick me. I see a fox tail!”
B. Work with a partner. Read the passage aloud.

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

Vocabulary Strategy: Use a Dictionary
Name
A. Read the words and meanings from a dictionary.
special: important.
My pup is very special to me.
splendid: very good.
I had a splendid time with Gram.
B. Write the meaning for the word. Then write

your own sentence using the word.
1. special

2. splendid

Phonics: Long a: a, ai, ay
Name
A. Read each sentence. Circle the words that

have a long a sound. Write the words on the line.
1. The dog wags his tail.
2. I will mail you the box.
3. A snail is not fast.
4. Today it will rain.
5. It is fun to play with clay.

B. Write a sentence about the picture.

Use a long a word.
6.

Structural Analysis: Alphabetical Order
Name
ABCDEFGHIJKLMNOPQRSTUVWXYZ
To put words in ABC order, look at the first

letter of each word. If words begin with
the same letter, look at the second letter.
Write the words in ABC order. Read the sentence.
1. me help Ann can

2. like pals my I

3. three
twigs Dan picks

4. up Bill jump can

Text Feature: Chart
Name
Use the chart to help you answer the questions.
Duck Chicken
wings wings
long, flat beak small beak
webbed feet no webbed feet
lays eggs lays eggs
1. Which animal has wings?

2.
3. Which animal has webbed feet?


4. Which animal can lay eggs?

5. Which parts of a duck and a chicken are different?

Name

help you add specific words.
Draft Model
Frogs have legs that are good for hopping. Frogs use
their legs to jump in the water. Frogs eat bugs, too.

2. What specific words are in the writing?
3. What other specific words could you use to
describe the frogs?
B. Now revise the draft by adding more specific

words to describe the frogs.


Phonics: Long e: e, ee, ea, ie
Name
A. Read each sentence. Write the words that have

the long e sound.
1. She is on a team.

2. He needs to sleep.

3.

4.

B. Write a sentence using a word you wrote above.
5.

Name
Use the words from the box to complete the

sentences.
into blue or small other because
1. Sam is a very fish.
2. He swims in the sea.
3. Sam can jump up in the waves dive deep
down the water.
4. Sam likes to swim with fish, too.
5. The fish all swim together they want

to stay safe.

Vocabulary
Name
A. Look at each picture. Write a sentence about

each picture. Use a vocabulary word from the box.
danger partner
1.
2.

B. Write two more sentences using the words in

the box.
3.
4.

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

words from the story.
Main Idea

Ants Can Help
167
The ant raft stays on top of It is raining a lot. Water is
the water. The ants are safe while rising. How can little ants stay
it rains. They may float to land. safe? Fire ants have a way to
Now that’s teamwork! keep from drowning. They do it
by working in a team.
4 1
The ants make a circle. They weave The circle is like a raft. It is a raft
their legs together. They get in of ants! Now the ants can float.
very close to each other. Without doing this, the little ants
might sink to the bottom.
2 3

Comprehension: Main Idea and Key Details
Name
A. Reread “Ants Can Help” and follow the directions.
1. Why do the ants need to work together?

2. What do the ants do with their legs?

3. What do the ants make?

4. How does this help the ants stay safe?

Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Context Clues
Name
A. Use the underlined clue to figure out the meaning

of the word in bold. Write the meaning of the word.
1. The lions sit and relax on the grass.
2. Lee wants to go to the zoo. He enjoys

seeing the lions.
3. The timid lion cub hid behind his mother.
B. Write your own sentence. Use a word in bold.
4.

Phonics: Long e: e, ee, ea, ie
Name
A. Write the letters e, ee, ea, or ie on the line to

complete the word that names the picture.
1. t r
2. t
3. h
B. Write the letters e, ee, ea, or ie to complete

the word that fits the clue.
4. s h t
5. People who play together in a game. t m
6. This lives in a hive. b
7. This is a place to play a game. f ld

Structural Analysis: Prefixes re-, un-, pre-
Name
A. Add the prefix re-, un-, or pre- to the

underlined word to rewrite the sentence.
1. The rope is not tied. The rope is .
2. I made the crust

before I baked the pie. I the crust.
3. use the bag again. I the bag.
4. She is not happy. She is .
B. Write your own sentence using a word

with a prefix.
5.

Name
A. Write a caption for each picture.
1. 2.
3. 4.
B. Draw a picture of an animal. Write a caption.

Name

help you add a topic to the writing.
Draft Model
Some fish help each other find food. Sometimes dogs
team up to take care of their puppies. Zebras and
wildebeests help keep each other safe in the wild.
1. Does the writing tell what the topic is?

2. What do the sentences tell about?
3. What sentence could you add at the beginning
to tell the topic?
B. Now revise the draft by adding a sentence

about the topic.


Phonics: Long o: o, oa, ow, oe
Name
Circle the words that have the same vowel sound as

crow. Write the word.
1. block bowl cook
2. float flat flop
3. lead lot load
4. shop show wish
5. tow took top

6. hog heat hold

Name
Use words from the box to complete the story.
find food more over start warm
A Fun Hike
1. We will our hike on this path.
2. Then we will hike the hill.
3. Next we must a good

place to camp.
4. We have a tent to keep us . Copyright © McGraw-Hill Education
5. We have a lot of to cook, too.
6. We will have fun tomorrow.

Vocabulary
Name
A. Circle the word that completes the sentence.

Write the word on the line.
1. We for the lost dog.

search seek
2. The prince will a princess.

seek search
B. Tell about a time you looked for something in

a place. Use the word search.
3.

C. Tell about a time you looked for something
you wanted. Use the word seek.
4.

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

words from the story.
Main Idea

Crows
179
How does a crow act? Can it be Have you seen a crow? What did it
bold? Yes! A crow likes to take things look like? What did it do? Crows are
it sees. It may bring them to its nest. big birds. They have black feathers.
This crow is bringing a shell home! They live in many places.
Crows are busy birds.
4 1
What does a crow eat? Crows eat Where does a crow live? It lives in a
what they find, such as bugs, crops, nest. Crows use things they find to
and seeds. They may even eat things make their nests, such as sticks and
like fish and eggs. grass. This nest is open at the top.
2 3

Comprehension: Main Idea and Key Details
Name
A. Reread “Crows.” Then answer the questions.
1. The main idea of a selection is what it is mainly

about. What is the main idea of “Crows”?

2.

3. What is one more key detail you read?

4. What is a key detail you saw in the illustrations?

Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Word Categories
Name
A. Reread “Crows.” Then look for words that fit

each category. Write the missing word.
1. Things Crows Eat: bugs, crops,
2. Things Crows Do: , make nests, eat

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

4. dogs, cats, birds, fish Word Category:
C. Write three words that fit the word category.
5. Animals That Swim:

Phonics: Long o: o, oa, ow, oe
Name
A. Read the sentence. Circle the words that have

a long o sound, as in grow. Write the words.
1. Joe and his class put on a show.
2. The tug boat is slow.
3. I put on my coat to play in the snow.
4. It is so cold when the wind blows.


words you wrote above.
5.

Open Syllables
Name
An open syllable is a syllable that ends in a vowel.
A. Read each word. Write the word that has an

open syllable. Draw a line between the syllables.
1. begin picnic
2. inside silent
3. subway locate
4. sunset beneath
5. maybe mistake
B. Read the words. Write the open syllable.
6. secret
7. open

Literary Element: Sensory Words
Name
A. Read the sentence. Circle the sensory words.
1. The sun is bright.

2. The loud truck went down the street.
3. I pat the fluffy chick.
4. The cake has sweet frosting.
B. Draw an animal you have seen. Then write

sensory words to tell what the animal looks like,
how it feels, and what it sounds like.


Name

Draft Model
Songbirds fly to find food and look for seeds to eat.
Dogs use their great noses to smell and find where
the food is. Cats like to hunt for their food.
1. Does the writing tell about a topic?

3. What sentence could you add to tell the topic?

about the topic.


Phonics: Long i, y, igh, ie
Name
The long i sound can be spelled with the letters

i, y, igh, and ie. Read the long i words in the box.
Write the word that fits the clue.
tie fly high kind child night
1. This is not day.
2. A plane does this.
3. Dad can put this on.

4. A little girl is this.
5. It is way up there.
6. A person who is nice.

Name
Fill in the puzzle. Use the words in the box.
caught flew know laugh listen were
3 4

ACROSS DOWN
2. I at funny jokes. 1. I a bug in a net.
5. You will to a tale. 3. Then the bug away.
6. The bees flying 4. Do you how to fix the

around the hive. broken vase?

Vocabulary
Name
A. Write to tell about a person, place, or thing.

Include the word beautiful.
B. Write to tell about a different person, place, or

thing. Include the word fancy.

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

the story.
Character Clue Point of View

Eve and Pete
191
Then the bugs slept and slept. Eve and Pete were best friends.
One day, the bugs woke up. It They flew everywhere together.
was spring. It was time to go. They were always laughing and
“Let’s fly!” said Pete and Eve. having fun.
They waved and flew away.
4 1
Then one day, Pete said, “It’s getting They spotted a huge tree.
cold. We need to find a tree where There were many bugs inside.
we can sleep through the winter.“ “Come in and stay with us,” said
“Let’s look for one,” said Eve. the bugs. “You will be warm all
winter here.”
2 3

Comprehension: Point of View
Name
A. Reread “Eve and Pete.” Write the answer to

each question.
1. What are all of the characters?

2. What did Eve and Pete want?
3. What were the bugs they met like?
4.

Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Context Clues
Name
Use context clues in the sentence to figure out

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

six legs.
bugs
legs
kinds
2. Most spiders are harmless and

won’t hurt you.
fast
safe
dangerous
3. Some caterpillars have bristles,

or short hairs on their bodies.
legs
hairs
bodies

Phonics: Long i: i, y, igh, ie
Name
A. Write each word that has a long i sound.
1. child cry
2.
skip sky
3. fry fling fright
4. mind mist my
5. bright by
B. Write a sentence using a long i word you wrote.

6.

Structural Analysis: Inflectional Endings
Name
A. Add the ending -ed to each word. Write the new

word.
1. dry
2. try
B. Add the ending -es to each word. Write the new

word.
3. cry
4. spy
C. Add the ending -ing to each word. Write the new

word. Copyright © McGraw-Hill Education
5. fry
6. dry

Text Feature: Headings
Name
Read the text. Follow the directions.

Honeybees
A. Honeybees live in a hive. There are many rooms in

the hive. The rooms are made from wax. Bees store
food in the wax 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. Write a heading for section A.

2. Write a heading for section B.

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

the story.

Phonics: Long e: y, ey
Name
The letters y and ey at the end of a word can

make the long e sound as in baby.
Read the words in the box. Choose a word with a

long e ending to complete each sentence.
silly made city by lady sunny hay key tie
1. It is a day.
2. This old will open the box.

3. Jill is a .
4. Molly lives in the .
5. She is making a face.

Name
Read the question. Answer the question using the

underlined word.
1. What do you live near?

2. Where would you like to go?

3. What is hard for you to do?

4. What have you lost and then found?

5. What do you like to write?

6. Who is a woman you know?

Vocabulary
Name
A. Write clever or signal to complete each sentence.
1. Kim gave a to Ted to look

over there.
2. The bear found the honey.
3. The bell’s tells when class is over.
4. The boy is . He found a way

to cross the stream.
B. Write your own sentences.
5. Think of someone or something that is clever. Then think

of a signal you know. Write a sentence for each word.

Name
First
Next
Then
Last

A New Puppy
203
Animal Shelter
Show the puppy a treat. Hold the Would you like a puppy? You can
treat near its nose. Then say, find one at an animal shelter.
“Sit.” What will the puppy do? If All the puppies are so cute! The
you do it a lot, the puppy will sit. woman will help you find the best
It is fun to train a pet! one. She knows all the puppies.
4 1
Animal Shelter
Puppy Classes
OPEN

You found a puppy! Now, you can Next, you have to train the puppy.
take it home with you. You could You can teach it to sit. You can
bring a leash. Soon, you can play teach it to fetch and to roll over.
with your puppy. But a puppy can Your puppy can go to a special
be hard work, too. school.
2 3

Comprehension: Sequence
Name
A. Reread “A New Puppy.” Think about what

happens in the selection. Write what happens
in order. Animal Shelter
1. First, you for a puppy.

Animal Shelter
OPEN
2. Next, you find a

puppy and take it .
Puppy Classes
3. Then, you the puppy.
4. to sit.


Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Root Words
Name
A. Read the sentence. Underline the word that

has a root word. Write the root word. Match
the sentence with the picture.
1. He is cooking an egg.

2. Who spilled the milk?

3. They are filling the vase.

4. They cleaned the car.


B. Write the root word. Write another word that

has the same root word.
5. looked

Phonics: Long e: y, ey
Name
Read the story. Circle the words in which y or ey

stands for the long e sound. Then write the words
below.
Billy helps his dad. They clean the messy shed. They
work quickly. It is not easy. They move the heavy
boxes and wipe the dusty shelf. Then dad hangs the
keys. When they are done, the shed is tidy.

Structural Analysis: Compound Words
Name
A. Write a word next to a word below to make a

compound word. Then write the compound word.
1. home
2. rain
3.
B. Circle the compound word. Then draw a line

between the two smaller words.
4. someone singing
5. unpack backpack

6. baseball
7. floppy flagpole
C. Add words to side to make as many compound
words as you can.
8.

Name
A. Write a caption for each picture. You can use

words in the box to help you.
nest
1.
2.
3.
B. Draw a picture of your favorite animal.

Write a caption for the picture.
4.

Name

help you add time-order words.
Draft Model
A puppy is chosen to be a guide dog. The puppy
learns special tasks like how to carry things or walk
with someone who cannot see. The puppy goes to
live with someone who needs help.

2. What happens first? What happens next?
3. What time-order words could you add to make
the writing more clear?
B. Now revise the draft by adding time-order

words to make the writing more clear.


Phonics: /är/ar
Name
A. Read the words in the box. Write a word to

scarf park farm shark star
1. A can swim fast.
2. You can see a in the sky.
3. Good things to eat can grow on a .
4. Put a around your neck when

you are cold.
5. You can play with your pals in the .
B. Think of a word that has the same ending

sounds as star. Write a sentence using the word.
6.

Name
Choose a word from the box that completes the

sentence. Write the word in the puzzle.
four none only large put round
1 4
Across Down
1. We have one 4. A whale is a very

pet. animal.
2. The shape of a ball is . 5. When you are done with
3. If there are no pens left, the game, it back
there are . on the shelf.
6. A dog has legs.
Vocabulary
Name
A. Read the definitions. Use a vocabulary word

from the word box to complete each sentence.
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.
1. I had cleaning
my messy room.
2. My pals and I will eat the
cake!
B. Write a sentence using both of the vocabulary

words.
3.

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

story.

The Party
215
Then the pals went in for a swim. “I am six today,” said Cat. “Let’s
They had a great time.They swam have a party at the beach!”
and laughed until dark. “That’s a great idea,” said her pals.
“This was my best party ever!” “The beach is not far at all.”
said Cat.
4 1
“I will bring fancy hats!” said Pig. It was a perfect day for a party.
“I will bake a yummy cake!” said Dog. The four pals went to the beach.
“I will make a present and a card just They put on party hats. They ate
for you!”said Chick. cake. Cat opened her gif t and
card.
2 3

Comprehension: Point of View
Name
A. Reread “The Party.” Think about each

character in the story. Write a sentence to tell
about each character’s point of view.
1. Cat
2.
3.
4. Chick

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

Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Context Clues/Multiple Meanings
Name
A. Each word in bold has more than one

meaning. Fill in the circle next to the picture that
shows the correct meaning in the sentence.
1. We saw a play last week.
B
2. Jake left his lunch on the seat of the school bus.
A B
3. Let’s seal the box and then mail it.
4. wave wash up on the beach?

A B
B. Think of another meaning for the bold word.

Write a sentence to show the other meaning.
The tree has brown bark.
5.
Phonics: /är/ar
Name
Write the letters ar to make a word. Write a

sentence on the line using the word you made.
1. b n
2. sc f
3. d k
4. l ge

Structural Analysis: Irregular Plurals
Name
Read each sentence. Change the underlined word

to mean “more than one.” Write the word. Then
rewrite the sentence using the new word.
1. person will sing.
2. The child is playing in the park.
3. The wolf had a long, sharp tooth.
4. The sheep is eating grass.

Text Feature: Use Photographs/Illustrations
Name
A. Look at the illustration. Circle the letter next

to each sentence that tells a detail about the
illustration.
U005_W001_007A_119532
a. Dad and Ned sit in the shade.
b.
c. It is nice day.
d. They have a big umbrella.
e. Ned and Dad swim.
B. Look at the illustration again. Write a sentence

that tells another detail about the illustration.

Writing Trait: Sentence Fluency
Name

help you make all of the sentences complete.
Draft Model
I like fruits and vegetables. Apples and bananas the
most. Sometimes carrots and kale.

2. Which sentence is complete?
3. Which sentences are incomplete?
B. Now revise the draft by correcting the

incomplete sentences.

222
Phonics: /ûr/er, ir, ur, or
Name
A. Write a word to name the picture. Use a word

with the same sound you hear at the end of her.
1.
2.
3.
4.
B. Write two sentences. Use one or two words from

the box in each sentence.
her nurse girl work
5.
6.
Name
Use a word from the box to complete the sentence.
great poor through another full climb
1. My pencil broke. I need pencil.
2. My bag is of books.
3. The boy will up the tree.
4. We will walk the door at school.

5. The girl is sick and can’t sleep.
6. That kite flies high! That kite is !

Vocabulary
Name
leaped: to have jumped far

stretched: to have extended a body part
A. Look at each picture. Use a vocabulary word

from the box to write a sentence about the picture.
1.
2.
B. Write a new sentence using both vocabulary words.
3.

Name
Fill in the Cause and Effect Chart. Use words

from the story.
Cause Effect

A Bunny Wish
227
“Now we can go to the beach,” “There’s a wishing star!” Bethy
said Bethy. She put on her hat. Bunny exclaimed to Freddy
“Maybe I can wish on a star Frog. “I wish for a sunhat so I
next time,” said Freddy. can go to the beach tomorrow.”
“Good idea!” said Bethy.
4 1
“I think you will get your wish,” said The next day Freddy brought
Freddy Frog. “What kind of hat do Bethy just the kind of hat she
you like?” wished for. It was beautiful!
Bethy told him her favorite kind of hat. “My wish came true!” she said.
“I knew it would,” said Freddy.
2 3

Name
A. Reread “A Bunny Wish” and follow the directions.
1. What does Bethy do when she sees a star?
2.
3. Why does Bethy want a sun hat? Circle the cause.
so she can go to the beach

to look pretty for a party
because Freddy has one
4. Why does Freddy think Bethy’s wish will come true?

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

Vocabulary Strategy: Shades of Meaning
Name
Read the sentences. Choose the best word in

bold to answer the question. Then write another
sentence using the word.
1. Max is very wet. Is Max soaked or damp?
2. Tess is giving the dog some food.

Does Tess pour or spill the food?

3. Kate thinks the party is great.

Does Kate think the party is good or wonderful?

Phonics: /ûr/er, ir, ur, or
Name
A. Write er, ir, ur, or or to complete the words in

the story below.
1. I found a nest on the c b.
2. The nest was made of sticks and d t.
3. In the nest, there was a baby b d.
4. m.
5. Then the mother b d came back to h nest.

B. Use a word in the box to a write another sentence

in the story.
turn world first
6.

Structural Analysis: Inflectional Ending -er
Name
A. Add -er to change the action word into a

naming word. Write the new word. Match the
word with the picture.
1. help
2. surf
3. play
B. Change each word in the box to a naming

word. Write a sentence for each new word.
work paint teach
4.
5.
6.
Name
Look at the picture. Then complete the caption to

tell more about the picture.
1.
2.
The spaceship
3.
He is
4.
He sees
Name

help you add describing words.
Draft Model
I like to look at the night sky with my dad. There is a
lot to see in the sky. There are stars in the sky.

2. What describing word is used in the writing?
3. What describing words could you add to the
writing?

words to tell about the night sky.



Phonics: /ôr/ or, ore, oar
Name
A. Read the sentences. Circle the words that

have letters that make the same sound you hear
at the end of for. Then write the words.
1. Where would you

go to explore?
2.
3. Would you go to
to the shore?
4. Would you find a fort

or a hut?
5. What more could

you look for?

6.
B. Write a new sentence with a word from above.
7.

Name
began better guess learn right sure
Choose a word from the box that completes the

sentence. Write the word in the puzzle.
5
1 6
Across Down
1. I am I will do 5. The game ended Copyright © McGraw-Hill Education
well on the test. when it to rain.

2. Who can the 6. Mom is a singer
number of marbles than Dad.
in the jar?
3. We a lot at school!
4. I know the way
to ride a bike.

Vocabulary
Name
idea: a thought or picture in your mind

unusual: something that is not seen a lot
Write a sentence that uses the words idea or

unusual to tell about each picture.
1.
U005_W003_021A_119532
2.
3.
4.
5.

Comprehension: Problem and Solution Chart
Name
Fill in the Problem and Solution Chart. Use words

from the story.
Problem
Steps to Solution
Solution

Good Ideas
239
KK found ways to change the cuff. Anyone can invent! You can make
Then it worked even better. KK’s idea something better and new. Ben
was a hit! Soon lots of people had her Franklin invented glasses and a stove.
cuff. KK’s cuff solved a real problem. But even kids can invent. Here is a
true story.
4 1
KK liked to play outside. She liked KK had a good idea. She made a cuff
to be outside even more in winter. out of fleece. It was supposed to protect
She liked to play and explore. But her from the snow. She wore it but it did
her hands got so cold in the snow. not work well. The snow still got in.
2 3

Comprehension: Plot: Problem and Solution
Name
A. Reread “Good Ideas.” Then write problem or

solution next to each sentence.
1. KK’s hands get

cold in the winter.
2. KK made a cuff
out of fleece.
3. Snow still got

in the cuff.
4. KK made a better cuff.

5. People wore the cuffs.
They were warm
outside in winter.
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 – =

Vocabulary Strategy: Prefixes
Name
A. Add the prefix re- or un- to the word to make a

new word. Write the word on the line.
1. happy 2. send
3. 4. build
B. Write a sentence for each word you wrote above.
5.
6.
7.
8.

Phonics: /ôr/ or, ore, oar
Name
Use the letters in the box to make words that have

the same sound you hear at the end of for. Then
write a sentence using one of the words you made.
f m r st sh s
1. oar oar
2. ore ore
ore ore
3. or orm ort

Structural Analysis: Abbreviations
Name
A. Write the word that each abbreviation stands for.
1. Mon. 2. Feb.

3. Aug. 4. Wed.

5. Thurs. 6. Mar.

7. Nov. 8. Oct.

B. Write the days of the week that you go to school.
Use abbreviations.

Literary Element: Alliteration
Name
A. Read each sentence out loud. Circle words

that begin with the same sound.
1. Bees buzz at the big brown bear.
2. Clang! Clatter! The cups crash and shatter.
3. The whooshing wind whistled and wheezed.
B. Write a silly sentence using each word. Include

three other words that start with the same sound.
4. cat
5. dig

Name

help you add more time-order words.
Draft Model
First, trains were invented and people could travel
faster than horses. Cars were invented and people
could go where they wanted faster, too. Planes were
invented and people could travel across the ocean in
just a few hours.

2. What time-order word is used in the writing?
3. What other time-order words could be added to
the writing?
B. Now revise the draft by adding time-order

words to tell the order in which the events
happened.


Phonics: Diphthongs ou, ow
Name
Write the word that completes the sentence.
1. I live in a .
2. A king might wear a .
3. Your is just above

your eye.
4. A gray
ran into
that hole!
5. The had a big smile.

Name
Use words from the box to complete the story.
thought oh instead nothing color early
James had an odd dream.
In the dream he was the of a pea.
He was green! Then he became smaller and smaller.

“
, no!” he .
“Soon there will be left of me.”

Then James woke up. It was very .
He wanted to get up. But he fell back to sleep

Vocabulary
Name
Write a story about a real or imaginary adventure.

Include the words scrambled and suddenly. Then
draw a picture to go with your story.

Comprehension: Problem and Solution Chart
Name
Fill in the Problem and Solution Chart. Use words

from the story.
Problem
Steps to Solution
Solution

Dad’s Game
251
Dad gave Howie more clues. Howie and Dad got on the bus. “I don’t
Howie listened hard and got them. like riding the bus,” said Howie. “It is
Then Dad said, “You can look now. so boring.” “It could be fun,” said Dad.
We are back at our brown house.”
“That was quick!’ Howie laughed.
4 1
“How can it be fun?” asked Howie. Howie listened. “Boys and girls are
“We can play a game,” Dad said. calling out!” he shouted. “Is it the
“Don’t look. Just listen. I can see town park?”
swings and a slide. What are we “Good guessing!” said Dad.
passing now?” “Let’s play again!” said Howie.
2 3

Comprehension: Plot: Problem and Solution
Name
A. Reread “Dad’s Game.” Write

Howie’s problem in the story and
how it is solved.
1. Problem
2. Solution
B. How else might Howie have solved his problem?
3.
C. Work with a partner. Read the passage aloud.

Fill out the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Suffixes
Name
The suffix -or means a person who.

The suffix -ful means full of.
The suffix -less means without.
Read the sentence. Underline the word that has

a suffix. Use the meanings of the suffixes above
to help you figure out the meaning of each word.
Write the meaning on the line.
1. The puppy is playful.
2. She is a good sailor.
3. The glass of water is colorless.
4. The broken rake is useless.
5. I am hopeful our team will win.
6. We have a visitor today.

Phonics: Diphthongs ou, ow
Name
Read each clue. Find the answer in the box.

Write the word.
ground proud towel flower cloudy town
1. This kind of day is not sunny.
2. You feel this when you do a good job on something.
3. You use this to dry your hands.

4. This is a place where people live.
5. This is where you plant things.
6. A rose is one kind of this.

Structural Analysis: Inflectional Endings -er, -est
Name
A. Complete the sentence to make a comparison. Use

a word from the box and add the ending -er or -est.
fast old neat high bright short
1. Gram is sixty. She is than me.
2. Sam’s desk is the desk in the

class.
3. I can not reach the shelf.
4. Pam is two inches than Sam.

5. The sun is than the moon.
B. Write your own sentence to compare two or

more things.
6.
Text Feature: Directions
Name
A. Write two things that you need to make what is

shown in each picture.
1.
2.
3.
B. Write directions that tell how to make toast.

Make sure the steps are in the right order.
4.
5.
6.
7.

Name

help you correct the incomplete sentences.
Draft Model
A lot of different sounds at school! The bell rings
when school starts and when school ends, and when
it’s time for lunch. Children at recess and in the halls,
too.

2. Which sentence is complete?
3. Which sentences are incomplete?
B. Now revise the draft by correcting the

incomplete sentences.


Phonics: Diphthongs oi, oy
Name
Circle the word that best completes each

sentence. Write the word on the line.
1. A grows into a man.

buy boy bow
2. A penny is a
coin corn cone
3. A train can make a loud

nice nose noise
4. What is your for lunch?

choice chop chase
5. The water will soon.

ball boil bowl
6. playing games.
enjoy ending empty
Name
Write the word that completes each sentence.
above build fall knew money toward
1. Joy and Billy are walking the

school bus.
2. How much is in the piggy bank?
3. Dad will us a new a shed.
4. The rain is going to
5. Mom how to fix the broken bike.
6. The stars us look so bright.

Vocabulary
Name
Write a real or made-up story about a family that

builds something together. Include the words in the box
in your story. Then draw a picture to go with your story.
balance: A thing can balance if it can stay in one place.

section: A section is a small part of something bigger.

Name
Fill in the Cause and Effect Chart. Use words from

the story.
Cause Effect

How to Build
263
a Snowman
You can use stones or coins to make Look outside! Do you see wet,
a face. Then, stick in branches for heavy snow fall from above? It’s
arms. How about a pointy nose? a good day to build a snowman!
Add a hat and a smile. Now, you Here’s how to make a great one!
have a snowman! Enjoy!
4 1
First, roll some snow in a ball. What do you do with smaller ball?
It should be very big and round. Hoist it up! Now it’s on top of the
Next, roll another ball of snow. first one. This will be the body.
This one should be smaller. Next, make a third ball of snow for
the head. This will be smaller.
2 3

Name
A. Reread “How to Build a Snowman.” Write a cause

for each effect. Write an effect for each cause.
1. CAUSE: Wet, heavy snow falls from above.
EFFECT:
2. CAUSE:
EFFECT: The snowman has a body.
3. CAUSE: Use some stones or coins.
EFFECT:
4. CAUSE:
EFFECT: The snowman has arms.

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

Vocabulary Strategy: Inflectional Endings
Name
Read each word. Underline the ending. Write the

root word. Then write a sentence using the word
with the ending.
1. building
2. packed
3. started
4. pointing

Phonics: Diphthongs oi, oy
Name
Read each question. Circle the word that has the

same sound you hear at the end of joy. Then write an
answer to the question using the word.
1. Can you ride a horse like a cowboy?
2. Would you like to join a soccer team?
3. Do you have a good singing voice?
4. What was your favorite toy?

5. What do you think is noisy?

Structural Analysis: Final Stable Syllables
Name
A. Read the word. Write each syllable. Remember

that the consonant + le spelling at the end of a
word stays together in the same syllable.
1. handle
2. bottle
3. turtle
4. crumble

5. title
6.
B. Read the words. Circle words that end with

the consonant + le spelling.
7. mule cradle cell candle
8. table less apple feel

Name
Write a caption for each picture.
1.
1.
2.
2.
3.
3.
4.
4.

Name

Draft Model
The outside can be made of bricks, wood or mud.
Wood can be used to make floors, doors, and a roof,
too. Glass is used for windows and sometimes even
for the walls.
1. Does the writing tell what the topic is?

3. What sentence could you add to tell what the
topic is?

about the topic.

Phonics: Variant Vowel /ü/
Name
Read the first word. Circle the letters that stand

for the sound at the end of too. Write a word
from the box with the same circled spelling
pattern. Then write a new word with that spelling.
glue flew tube fruit you cool
1. spool
2. grew
3.
4. group
5. flute
6. suit

Name
Read each word in bold. Write a sentence using

the word.
1. answer

2. brought

3. busy

4. door

5. enough

6. eyes

Vocabulary
Name

to complete each sentence.
demand: If you demand someone do something,

you ask forcefully or strongly.
emergency: An emergency is something unexpected
that you need to take care of right away.
1. Coaches that players work hard.
2. I learned what to do in case of an .
B. Write a sentence using each vocabulary word.
3. demand
4.

Comprehension: Theme Chart
Name
Fill in the Theme Chart. Use words from the story.
Clue
Clue
Clue
Theme

Working Together
275
The pals drank cool water. Soon, the Raccoon was building a brand new
new tree house was done. It was as tree house. It was hard work.
perfect as could be! “If only I had someone to help me
“I couldn’t have done it without my finish it,” he said as he hammered
new pals,” said Raccoon. away. “But who could it be?”
4 1
Just then, Moose came by. Next, Goose f lew by.
“Hi, Moose,” said Raccon. “I am “What a great tree house you
building a tree house. It’s hard work!” are making,” said Goose. “I can
“I happen to have my tools on me,” help. I will get cool water for you
said Moose. “We can work together.” both to drink while you work.”
2 3

Comprehension: Theme
Name
A. Reread “Working Together.” Write a story

clue to tell about each picture.
1.
2.
3.
4.

Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Synonyms
Name
Synonyms are words with the same or

almost the same meaning.
A. Write a word that has the same or a similar

meaning for the word in bold.
1. shine
2.
3.

4. silly
B. Write two words that have the same or a

similar meaning for the word in bold.
5. cold
6. huge
Phonics: Variant Vowel /ü/
Name
oo
A. Write a spelling pattern from the box to make

a word that names the picture.
1. r f 2. g l
3. f r t 4. s p
B. Read the sentence. Write the words on the line

that have the sound you hear at the end of too.
5. The blue and silver planes flew in a group.


Structural Analysis: Suffixes -ful, -less
Name
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 suffix -less means without.
A. Add the suffixes -ful and -less to each word.

-ful -less
1. use
2. joy
3. fear
4.
B. Write sentences using two words you wrote.
5.
6.
Name
A. Write a caption to go with each picture. Use

the word in your caption.
1. clean
2. farmer
B. Draw a picture of a way people help others.

Write a caption to tell more about your picture.
3.

Name

help you vary the length of the sentences.
Draft Model
We help the earth. We recycle bottles. We pick up
trash.

2. Are there some long and some short sentences?
3. How can you make the lengths of some
sentences different?
B. Now revise the draft by varying the length of

the sentences.


Phonics: Variant Vowel /ô/
Name
The letters a, aw, au, augh, and al can stand for the
sound you hear at the end of draw.
Write the letters a, aw, au, augh, or al to

complete the word in each sentence.
1. A crab has a sharp cl .
2. Mrs. Jones has t t many classes.
3. Can you throw me the b ll?
4. I like s ce on my pasta.
5. A rocket will l nch into the sky.
6. Do not t k loudly in school.
7. The sleepy girl let out a y n.

Name
Use the word to write a sentence about yourself

or someone you know.
1. brother
2. father
3. friend
4.
5. mother Copyright © McGraw-Hill Education
6. picture

Vocabulary
Name
accept: to take something or agree to it

often: when you do something a lot
A. Use a word above to complete each sentence.
1. Curt visits the park on his bike.
2. Bill will the award from Ms. Kim.
B. Use each vocabulary word in a sentence. Then

draw a picture to go with one of your sentences.
3. accept
4. often

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

from the story.
Clue Clue
Author’s Purpose Copyright © McGraw-Hill Education

Coaches
287
Ariel Skelley/Blend Images LLC
BananaStock/Alamy
Players love their coaches because Coaches are very important. They
they help them so much. Also, help their team learn to play a
because coaches love the sport, sport. They teach the rules of the
they help their team love it, too. sport. They help the players do
Coaching is a great job! their best.
4 1
BananaStock/Alamy
Comstock Images/Getty Images
Coaches show players how to Coaches help their team work

throw a ball and how to bat. together. They help all team
They show players how to members use their special skills.
run fast. Coaches also train They teach you how to be a good
players so they are in shape. sport and to help your team.
2 3

Comprehension: Author’s Purpose
Name
A. Reread “Coaches” and answer the questions.
1. Why did the author write “Coaches”?

2. Write three things that coaches teach players.

3. What makes a good team?
4.

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

the chart.

Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Antonyms
Name
A. Read each sentence. Write a word from the box

that has the opposite meaning of the word in bold.
worse quiet never later awful
1. Mike is going to read his book now.
2. Jimmy did better on his test today.
3. Melissa told us the show was great.
4. The ride was very loud.
5. Paul always plays baseball on Fridays.

B. Write a sentence using a word that means the
opposite of heavy.
6.

Phonics: Variant Vowel /ô/
Name
The letters a, aw, au, augh, and al stand for the

sound you hear at the end of draw.
Read the word. Underline the letters that make

the sound you hear at the end of draw. Write the
letters to complete another word. Then write a
word from the box with the same spelling.
chalk yawn taught wall haul
1. crawl j
2. call sm ll
3. sauce c se
4. caught n ty
5. walk t k

Structural Analysis: Vowel Team Syllables
Name
Vowel teams are two letters that stand for one

vowel sound. Vowel teams stay together in the same
syllable. The o and w form a vowel team in row/ing.
A. Read each word. Underline each vowel team.

Then write each syllable.
1. drawing
2. explain
3. cowboy

4. seaweed
B. Read the sentence. Circle words that have two
syllables. Then draw a line between the syllables.
5. I saw a huge rainbow in the sky.

6. We play on the seesaw at the playground.
7. That tree is growing so tall!
8. The bookbag is beneath the bed.

Literary Element: Sensory Words
Name
A. Circle the sensory words. Name the sense the

word describes: taste, smell, sight, touch, hearing.
1. The cellar is very dark.
2. The wet dog came in from the rain.
3. The thunder roared above us.
4. Mom said, “Take the stinky trash out!”
5. The cake had creamy frosting.

B. Read the words. Think of what the words

could describe. Then draw a picture of it.
6. sweet, green

Writing Trait: Voice
Name

help you use your own voice in the writing.
Draft Model
Mom helps me and takes care of me. She reads me
books every night. She makes my lunch every day.

2. Does the writer use his or her own voice to tell
how they feel?
3. How can you add your own voice to the writing?
B. Now revise the draft by telling how you feel

about the topic.


Phonics: Silent Letters wr, kn, gn
Name
A. Write wr, kn, or gn to complete each word.
1. .
The dog aws on the bone.
4. Bend your ees to sit down.
B. Write two sentences of your own. Use one or

two words from the box in each sentence.
knock wrist wrap
5.
6.
Name
Use the words in the box to complete the

sentences.
been children month question their year
1. All the are in school.
2. books.
3. They have working hard.
4. .
5. of May, they will see a
6. , they will be in
second grade.

Vocabulary
Name
country: A
country is a land where a group of
people live.
gathers: When someone gathers things, the
things are put together in one place.
A. Write country or gathers to complete each

sentence.
1. We visited a called
France.
2. Mr. Jones our papers.
B. Write a sentence to describe each picture. Use

the word country or gathers in each sentence.
3.
4.
5.
Name
Fill in the Cause and Effect Chart. Use details from

the story.
Cause Effect

Storm Watch
299
Paul found some blankets. “I just heard that a big storm is
“We can wrap these around us coming,” Mom said. “We need to
to stay warm,” he said. get ready. It could be dangerous.”
Dad got a phone. They were Paul started to worry. He did not
ready. Paul wasn’t worried now! like storms one bit!
4 1
“We have a little time. Let’s Paul began to write a list. He
make a plan,” said Dad. knew that in a storm, the wind
“We need to stay inside the can blow strongly. The power
house. We have to find all the may go out. At the top of his
things we may need,” said Mom. list, Paul wrote “f lashlight.”
2 3
“Great thinking!” said Dad.
Name
A. Reread “Storm Watch.” Read each pair of

sentences. One tells a cause. One tells an effect.
Write cause or effect next to each sentence.
1. A big storm is coming.
They make a plan.
2. Paul writes flashlight on his list.
The power may go out.
B. Answer the question.

3. What caused Paul not to be worried at the end?
C. Work with a partner. Read the passage aloud. Pay

the chart.
Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy: Similes
Name
A simile compares one thing to another using the

words like or as. Similes help readers picture details.
A. Read the sentence. Underline the words like or

as. Then fill in the circle next to the meaning of
the simile.
1. Paul was like a scared puppy.
Paul was very playful. Paul was very scared.
2. With no power, the house is as dark as a deep cave.
The house is very dark. The house is very bright.
3. Paul’s blanket is as warm as an oven.
The blanket is very warm The blanket is very cold.
4.
The storm was slow. The storm was wild.
B. Write a word to complete each simile.
5. .
6. The loud wind was like a .

Phonics: Silent Letters wr, kn, gn
Name
A. Read the words in the box. Then write the

word that completes each sentence.
ring wring new knew wrap knock
1. I wanted new shoes.
2. !
3. Mom likes to presents.

4. She will out the wet towel.
B. Write a sentence to describe the

picture. Use a word from the box that
has a silent letter.
5.
Structural Analysis: Compound Words
Name
time boat snow home
A. Use words from the box to complete

compound words below.
1. fall 2. row
3. made 4. bed
5. sail 6. flake
7. spring 8. work
B. Write a sentence using two compound words Copyright © McGraw-Hill Education
above.
9.

Text Feature: Headings
Name
Write an article about what a hot day is like. Use

the headings to help you write each section.
A Hot Day
There are many hot days in .

What a Hot Day Feels Like
What to Do on a Hot Day

How to Stay Safe on a Hot Day

Name

help you add a main idea to the writing.
Draft Model
We like to work together and build a snowman. We
have fun when we throw snow balls. We have even
more fun when we go sledding down the big hill!

2.
3. What sentence could you add to tell the main

idea of the writing?
B. Now revise the draft by adding a sentence to

tell the main idea.


Phonics: Three-Letter Blends
Name
A. Read each word. Write a word from the box

that begins with the same three-letter blend.
strong throat sprinkle scratch split shrink
1. scrape 2. splash
3. spray 4. street
5. three 6. shrub
B. Write scr, spl, spr, str, thr, or shr to complete the

word in each sentence.
7. Kings and queens sit on ones.
8. Raise your hands up high to etch.
9. My favorite time of the year is ing.

Name
A. Circle yes or no to answer each question.
1. Do you put on your boots before your socks?

yes no
2. Is your nose on the front of your face?
yes no
3. Have you ever heard a funny joke?
yes no
4. Can you push open a door?
yes no
5. Will you fly an airplane tomorrow?
yes no
6. Is your house on the moon?
yes no
B. Make up your own silly question. Use one of Copyright © McGraw-Hill Education
the words in the box.
before your heard push tomorrow front
7.

Vocabulary
Name
Write a real or made-up story about a family that does

an activity together. Include the words in the box in
your story. Then draw a picture to go with your story.
difficult: difficult is not easy.

nobody: means “no person.”

Comprehension: Theme Chart
Name
Fill in the Theme Chart. Use words from the story.
Clue
Clue
Clue
Theme

Sue’s Surprise
311
“We’ll start with cake,” Aunt Jane Sue was at her Aunt Jane’s house.
said. “Then we’ll have pasta.” Her mom and dad were away and
Sue smiled and had some cake. today was her birthday.
She and Aunt Jane laughed. This “This will be my worst birthday
would be a good birthday after all. ever,” thought Sue.
4 1
Sue was sad. She had always had Just then, Aunt Jane came in.
a birthday picnic with Mom and “It’s time for our Silly Supper,”
Dad. The three of them had fun. said Aunt Jane. “On birthdays, I
What would she do with Aunt like to eat out of order. What do
Jane? Did Aunt Jane know how you think about that?”
2 3
to have fun?
Comprehension: Theme
Name
A. Reread “Sue’s Surprise.” Answer the questions.

1. Why was Sue sad in the beginning?

2. What did Sue always do on her birthday?

3. What did Aunt Jane and Sue do instead? How did
Sue feel about that?

4. What is the theme of the story?

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

Vocabulary Strategy: Compound Words
Name
A. Read each sentence. Underline the words in

the sentence that are compound words.
1. The sailboat went by the lighthouse.

2. I found a starfish and a seashell at the shore.
3. Did someone leave a backpack here?
B. Write the two smaller words you see in each

compound word. Then write a sentence using the
compound word.
4. footprint
5. snowball
6. campground

Phonics: Three-Letter Blends
Name
Use the blends in the box to make words. You may

use a blend more than once.
scr spl spr str thr shr
1. ing 2. atch
3. it 4. ub
5. ay 6. ow
7. ee 8. ash

Name
Complete each sentence. Add -ed or -ing to the

word in parentheses. Write the word on the line.
1. My dog is in the mud. (splash)
2. Mark is the dishes. (dry)
3. Tim his knee when he fell off

his bike. (scrape)
4. I am the ball. (throw)
5. Lee the floor until it was

clean. (scrub) Copyright © McGraw-Hill Education
6. Yesterday, we up a steep hill.

(race)

Text Feature: Directions
Name
Read the directions. Answer the questions.
What You Need: an empty milk jug scissors

colored paper glue stick
Make a Pretty Watering Can:
1. 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!
1. What do the steps tell you to make?

2. Name one thing you need.
3. What do you do first?
4. What do you do after you glue the shapes on the jug?

Name

help you use different types of sentences.
Draft Model
We eat cake and ice cream on my birthday. Then
I open presents and play games with my friends.
Presents are great, but I like the party best of all.

2. What type of sentence is used in the writing?
3. Can you add a question or exclamation so there
are different types of sentences in the writing?
B. Now revise the draft by adding different types

of sentences.


Phonics: /âr/ air, are, ear
Name
Read the words in the box. Write a word from the

box to name each picture. Underline the letters
that make the sound you hear at the end of care.
bear stairs pear hair chair square
1. 2.
3. 4.

5. 6.

Name
Read each question. Write your answer on the

line. Use the word in bold in your answer.
1. What is your favorite fruit?
.
2. What are a few of the games you like to play?

3. Where is a place you have gone?

4. surprise for you?

5. What is something you wonder about?

6. What is something you did when you were young?

Vocabulary
Name

from the word box to complete each sentence.
nation: A
nation is a group of people living in
one country.
unite: To unite is to join together.
1. The flag for our

is red, white, and blue.
2. Our class will

with Mr. Tate’s class to see the play.
B. Answer the questions.
3. What is one holiday people in our nation celebrate?

4. What is a time at school when classes unite?

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

the story.
Clue Clue
Author’s Purpose Copyright © McGraw-Hill Education

Favorite Days
323
OCTOBER
Birthdays are special days to Do you have a favorite day of the
share, too. A surprise party is year? There are many special days
lots of fun. Young children love to share each year. We call them
birthday parties. What is your holidays. Let’s find out more about
4 favorite day of the year? them. 1
JANUARY JUNE
MAY

New Year’s Day is the first Here is a pair of special days.
day of the year. Some families Mother’s Day is in May. Father’s
celebrate by playing games Day is in June. Children care for
together. They wonder what will their moms and dads on these
happen in the new year. special days. They may make
2 3
breakfast in bed.
Comprehension: Author’s Purpose
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
tell how much children love a surprise.
tell about New Year’s Day.
2. Father’s Day is in June. The author’s purpose is to

show steps that tell how to make a card for your dad.
tell about Father’s Day.
B. What kind of information did the author include in

“Favorite Days?”
3.
C. Work with a partner. Read the passage aloud. Pay

the chart.
Words Read – =
Errors Score
First Read – =
Second Read – =

Vocabulary Strategy:
Name
Writers can use metaphors to help readers picture

details. A metaphor compares one thing to another.
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. An oven is the mouth of a fire-breathing dragon.
Both can be very hot. Both are very soft.

B. Complete the sentence to compare two things.
4. The loud thunder is a .
5. The tall tree is a .

Phonics: /âr/ air, are, ear
Name
Read the sentences. Underline any words that

have the same sound-spelling as care. Circle any
words that have the same sound-spelling as hair.
Draw a box around any words that have the
same sound-spelling as wear.
1. My room is at the top of the stairs.
2. I drew a big, brown bear.
3. Some shapes are round and some are square.
4. A pear is my favorite fruit.
5. There is a desk and chair in my room.
6. Can you share your snack?
7. It’s not fair to take more than you need!
8. The kitten was scared of the loud noise.


Structural Analysis: r-Controlled Vowel Syllables
Name
When a word has a vowel followed by r, the vowel and

r stay in the same syllable.
purple = pur / ple
Read each sentence. Circle the word that has a

vowel followed by r. Write the word. Draw a line
between the syllables.
1. I think that painting is perfect!

2. James likes to read cartoons.

3. We went to the circus to see the clowns.

4. The bus will stop at each corner.

5.

Text Feature: Map
Name
Look at the map. Then answer the questions.

Green Town
Second Ave.
A B C D E G
Third Ave.
First Ave.
Main Street N
Key H W E
house =
S
park =
school = Oak Street
post office = F I
1. How many houses are in Green Town?
2. Is the school east or west of the park?
3. If were at house H, what street would

you cross to get to the post office?

4. Green Town is going to build an airport. What should
the symbol for the airport look like? Draw your answer.

Writing Trait: Voice
Name

help you add the author’s voice to the writing.
Draft Model
Every year, we have a picnic on the Fourth of July.
The whole family comes and a lot of the neighbors
do, too. After the picnic, we go to the park to watch
fireworks.

2. Does the writer use his or her own voice to tell
about the picnic?
3.
B. Now revise the draft by telling how the writer

might feel about the topic.


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Writing Trait: Ideas                   20

Copyright © McGraw-Hill Education

Writing Trait: Word Choice            120 The Food We Eat                    145

Unit 4 • Animals Everywhere

Unit 6 • Together We Can!

Read the question. Look at the picture.

1. Is this a cat or a can?

2. Is this a map or a man?

3. Is this a pal or a pan?

4. Is this a fan or a man?

Copyright © McGraw-Hill Education

5. Is this a cap or a can?

Practice • Grade 1 • Unit 1 • Week 1 1

A. Write a word from the box to complete each

does not school what

1. Sam can see the map.

4. Where Nan go?

Copyright © McGraw-Hill Education

2 Practice • Grade 1 • Unit 1 • Week 1

A. Write a word from the box to name each picture.

bat can cat fan hat

Copyright © McGraw-Hill Education

B. Write your own sentence using one or two

Practice • Grade 1 • Unit 1 • Week 1 3

Detail Copyright © McGraw-Hill Education

4 Practice • Grade 1 • Unit 1 • Week 1

Copyright © McGraw-Hill Education

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

B. Draw a picture that shows another key detail.

Copyright © McGraw-Hill Education

Practice • Grade 1 • Unit 1 • Week 1 7

A. Use the action word to complete the sentence.

3. tag Cal me.

4. pack She for school.

B. Write a sentence to tell about the picture. Use

8 Practice • Grade 1 • Unit 1 • Week 1

Look at each photograph.

Practice • Grade 1 • Unit 1 • Week 1 9

A. Read the draft model. Use the questions to

1. What event is the writing about?

B. Now revise the draft to make sure all the

Copyright © McGraw-Hill Education

10 Practice Grade 1 Unit 1 Week 1

Read the question. Look at the picture.

1. Is this a fin or a fan?

2. Is this a lid or a mat?

3. Is this a ham or a hill?

4. Is this a bag or a pig?

Copyright © McGraw-Hill Education

5. Is this a pin or a pan?

Practice • Grade 1 • Unit 1 • Week 2 11

down out up very

A. Complete each sentence. Use a word from

1. The bag is big.

B. Write a sentence for each picture. Use a word

Copyright © McGraw-Hill Education

12 Practice • Grade 1 • Unit 1 • Week 2

A. Use a word from the box to complete each

kiss hid big dig win fin

3. His mom will him.

Writing Trait: Ideas 20

Writing Trait: Word Choice 120 The Food We Eat 145