Reading Wonders Approaching Reproducibles

Grade 1
Approaching
Reproducibles
Practice
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Reproducibles
Approaching
Practice
Grade 1
Grade 1
Approaching
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 Text Feature: Rhyming Words 39
Write About Reading: Key Details 10 Write About Reading: Key Details 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
Copyright © The McGraw-Hill Companies, Inc.
Text Feature: Bold Print 19 Write About Reading: Key Details 50

Write About Reading: Key Details 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
Write About Reading: Key Details 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 Write About Reading: Main Topic
Comprehension: Character, Setting, and Key Details 80
Events Chart 54
Week 4
A Fun Job 55
Let’s Help
Character, Setting, Events 57 Phonics: Consonant Digraphs sh, th, -ng 81
Structural Analysis: Inflectional High-Frequency Words 82
Ending -ed 58 Phonics: Consonant Digraphs sh, th, -ng 83
Text Feature: Labels 59 Comprehension: Character, Setting,
Write About Reading: Character, Events Chart 84
Setting, Events 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 Write About Reading: Character,
Phonics: Short u 63 Setting, Events 90
Comprehension: Character, Setting,
Events Chart 64
Week 5
Pals Play and Hum 65 Follow the Map

Comprehension: Story Questions Phonics: Consonant Digraphs ch, -tch,
Character, Setting, Events 67 wh, ph 91
Structural Analysis: Contractions with ’s 68 High-Frequency Words 92
Text Feature: Captions 69 Phonics: Consonant Digraphs ch,
Write About Reading: Character, -tch, wh, ph 93
Setting, Events 70 Comprehension: Main Topic and
Key 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
Ending -es 98
Phonics: End Blends 73
Text Feature: Map 99
Comprehension: Main Topic and Key
Details Chart 74 Write About Reading: Main Topic
and Key Details 100
Big Rock Pond 75
iv
Contents
Unit 3 • Changes Over Time
Plot: Cause and Effect 127
What Time Is It?
Structural Analysis: Inflectional
Phonics: Long a: a_e 101 Endings -ed and -ing (drop final e) 128
High-Frequency Words 102 Literary Element: Rhyme 129
Phonics: Long a: a_e 103 Write About Reading: Plot:
Comprehension: Sequence Chart 104 Cause and Effect 130
Whale at the Lake 105
Comprehension: Story Questions Week 4
Character, Setting, Plot 107 Now and Then
Structural Analysis: Contractions Phonics: /ˉo/o_e, /uˉ /u_e, /ˉe/e_e 131
with not 108 High-Frequency Words 132
Text Feature: Bold Print 109 Phonics: /ˉo/o_e, /uˉ /u_e, /ˉe/e_e 133
Write About Reading: Character, Comprehension: Compare and
Setting, Plot 110 Contrast Chart 134
Week 2 Life Long Ago 135
Watch It Grow! Compare and Contrast 137
Phonics: Long i: i_e 111 Structural Analysis: CVCe Syllables 138
High-Frequency Words 112 Text Feature: Captions 139
Phonics: Long i: i_e 113 Write About Reading: Compare
Comprehension: Sequence Chart 114 and Contrast 140
A Gift for Mom 115
Week 5
Plot: Sequence 117
From Farm to Table
Structural Analysis: Plurals 118 Phonics: /u̇/ oo, u 141

Text Feature: Diagrams 119 High-Frequency Words 142
Write About Reading: Plot: Sequence 120 Phonics: /u̇/ oo, u 143
Comprehension: Sequence Chart 144
Week 3 The Food We Eat 145
Tales Over Time Comprehension: Story Questions
Phonics: Soft c, Soft g, dge 121 Sequence 147
Endings -ed, -ing 148
Phonics: Soft c, Soft g, dge 123
Text Feature: Chart 149
Comprehension: Cause and Effect Chart 124
Write About Reading: Sequence 150
Little Fred and Little Buck 125
v
Unit 4 • Animals Everywhere
Week 1 Comprehension: Mini Book
Crows 179
Animal Features
Phonics: Long a: a, ai, ay 151 Main Idea and Key Details 181
High-Frequency Words 152 Vocabulary Strategy: Word Categories 182
Vocabulary: special, splendid 153 Phonics: Long o: o, oa, ow, oe 183
Comprehension: Sequence Chart 154 Structural Analysis: Open Syllables 184
Comprehension: Mini Book Literary Element: Sensory Words 185
A Fox Tail 155 Write About Reading: Main Idea
Comprehension: Story Questions and Key Details 186
Plot: Sequence 157
Vocabulary Strategy: Use a Dictionary 158 Week 4
Phonics: Long a: a, ai, ay 159
Insects!
Structural Analysis: Alphabetical Order 160
Phonics: Long i: i, y, igh, ie 187
Text Feature: Chart 161
Write About Reading: Plot: Sequence 162
Vocabulary: beautiful, fancy 189
Week 2 Comprehension: Point of View Chart 190
Animals Together Eve and Pete 191
Phonics: Long e: e, ee, ea, ie 163 Comprehension: Story Questions
High-Frequency Words 164 Point of View 193
Vocabulary: danger, partner 165 Vocabulary Strategy: Context Clues 194
Comprehension: Main Idea and Phonics: Long i: i, y, igh, ie 195
Key Details Chart 166 Structural Analysis: Inflectional
Comprehension: Mini Book Endings (change y to i) 196
Ants Can Help 167 Text Feature: Headings 197
Comprehension: Story Questions Write About Reading: Point of View 198

Main Idea and Key Details 169
Vocabulary Strategy: Context Clues – Week 5
Sentence Clues 170
Working with Animals
Phonics: Long e: e, ee, ea, ie 171
Phonics: Long e: y, ey 199
Structural Analysis: Prefixes: re-, un-, pre- 172
Text Feature: Captions 173
Vocabulary: clever, signal 201
Write About Reading: Main Idea
and Key Details 174 Comprehension: Sequence Chart 202
Week 3 A New Puppy 203
In the Wild Sequence 205
Phonics: Long o: o, oa, ow, oe 175 Vocabulary Strategy: Root Words 206
High-Frequency Words 176 Phonics: Long e: y, ey 207
Vocabulary: seek, search 177 Structural Analysis: Compound Words 208
Comprehension: Main Idea and Text Feature: Captions 209
Key Details Chart 178 Write About Reading: Sequence 210
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 Write About Reading:
Comprehension: Mini Book Problem and Solution 246
The Party 215
Point of View 217
Sounds All Around
Vocabulary Strategy: Context Clues –
Multiple Meaning Words 218 Phonics: Diphthongs ou, ow 247
Phonics: /är/ ar 219 High-Frequency Words 248
Structural Analysis: Irregular Plurals 220 Vocabulary: scrambled, suddenly 249
Text Feature: Use Photographs/ Comprehension: Problem and
Illustrations 221 Solution Chart 250
Write About Reading: Point of View 222 Comprehension: Mini Book
Dad’s Game 251
Plot: Problem and Solution 253
Up In the Sky
Vocabulary Strategy: Suffixes 254
Phonics: /ûr/ er, ir, ur, or 223 Phonics: Diphthongs ou, ow 255
Vocabulary: leaped, stretched 225 Endings -er, -est 256
Comprehension: Cause and Effect Chart 226 Text Feature: Directions 257
Comprehension: Mini Book Write About Reading:
A Bunny Wish 227 Plot: Problem and Solution 258

Cause and Effect 229 Week 5
Vocabulary Strategy: Shades of Meaning 230
Build It!
Phonics:/ûr/ er, ir, ur, or 231
Phonics: Diphthongs oi, oy 259
Structural Analysis: Inflectional Ending -er 232
Text Feature: Captions 233
Vocabulary: balance, section 261
Write About Reading: Cause and Effect 234
Comprehension: Cause and Effect Chart 262
Week 3 Comprehension: Mini Book
How to Build a Snowman 263
Great Inventions Comprehension: Story Questions
Phonics: /ôr/ or, ore, oar 235 Cause and Effect 265
High-Frequency Words 236 Vocabulary Strategy: Inflectional Endings 266
Vocabulary: idea, unusual 237 Phonics: Diphthongs oi, oy 267
Comprehension: Problem and Structural Analysis:
Solution Chart 238 Final Stable Syllables 268
Comprehension: Mini Book Text Feature: Captions 269
Good Ideas 239 Write About Reading: Cause and Effect 270
vii
Unit 6 • Together We Can!
Plot: Cause and Effect 301
Taking Action
Vocabulary Strategy: 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 Write About Reading:
Comprehension: Mini Book Plot: Cause and Effect 306
Working Together 275
Week 4
Theme 277
Vocabulary Strategy: Synonyms 278
Sharing Traditions
Phonics: Variant Vowel /ü/ 279 Phonics: Three-Letter Blends 307
Structural Analysis: Comparative High-Frequency Words 308
Inflectional Endings -er, -est 280 Vocabulary: difficult, nobody 309
Text Feature: Captions 281 Comprehension: Theme Chart 310
Write About Reading: Theme 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
Vocabulary: accept, often 285 Endings -ed, -ing 316
Comprehension: Author’s Purpose Chart 286 Text Feature: Directions 317
Comprehension: Mini Book Write About Reading: Theme 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
Write About Reading: Author’s Purpose 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 Write About Reading: Author’s Purpose 330
viii
Phonics: Short a
Name
Look at the picture. The letter a can stand

for the middle sound you hear in hat.
Write the letter a to complete the word that names

each picture. Read the word.
1. c t
2. m p
3. p n
4. f n
Practice • Grade 1 • Unit 1 • Week 1 1

High-Frequency Words
Name
Read the words in the box.
does not school what
Circle the word that completes the sentence.

Write the word on the line.
1. Sam can see the map.
not school
2. do the cats have?
Does What
3. I like my .
school does
4. Where Nan go?
not does
2 Practice • Grade 1 • Unit 1 • Week 1
Phonics: Short a
Name
The letter a stands for the middle

sound you hear in man and van.
Read the word. Draw a line to the picture it names.
1. hat
2. can
3. bat
4. fan

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

1 4
Jack is a cat. Jack can nap.
Practice • Grade 1 • Unit 1 • Week 1

Jack the Cat
5
3 2
Jack likes Tam. Jack can play.

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

show key details.
1.
2.
3.
B. Draw another key detail.

Structural Analysis: -s
Name
Add s to the end of an action

word when it follows a name or
the words he, she, or it.
Nan tags.
He taps.
Add the letter s to the end of the action word in each

sentence.
1. She nap .
2. He bat .
3. She pat .
4. Cal pack .

Text Feature: Photographs
Name
A photograph is a picture that shows people,

animals, or things in real life.
Look at the photograph. Circle the words that tell

what you see in the photograph.
1. boy cat nap
2. hat bag bat
© Productions/Getty Images
3. boy hat cat
4. bag nap ran

© Ingram Publishing/SuperStock

Write About Reading: Key Details
Name
Words and pictures in a story give you key details.
Reread “Jack the Cat.” Think about how the author

used key details. Use the words and the pictures
to tell a key detail on each page.
1. Page 1 Jack is a .
2. Page 2 Jack likes to .
3. Page 3 Jack likes .

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

Phonics: Short i
Name
The letter i can stand for the short i sound

you hear in pin.
Write the letter i to complete the word that names

the picture. Read the word.
1. f n
2. l d
3. h ll
4. p g

Name
Read the words in the box.
down out up very
Circle the word that completes each sentence.

1. The bag is big.

up very
2. Sam sits .
very down
3. Look at my cat.
down up
4. I go to play.
very out

Phonics: Short i
Name
The letter i can make the short i sound

you hear in pig.
Look at the picture. Read the words. Circle the

word that tells about the picture.
1.
dog dig
2.
pin pan
3.
pick pat
4.
cat kiss

Name
Detail
Detail

1 4
Pip will go up. Tip sits.

Pip and Tip
15
3 2
Dig, Pip, dig!
Pip digs. Tip will not.

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

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

page 3.

Structural Analysis: Double Final Consonants
Name
Some words end with two consonants that are

the same. The two letters together make one
sound.
Bill mitt pass
Read each sentence. Circle words that end with the

same two consonants.
1. Matt has a big hat.
2. Pam will miss school.
3. Cam will hit.
4. Dan can pass.

Text Feature: Bold Print
Name
Bold print tells you which words

are important.
The park is a good place to play.
A. Look at the picture. Read the sentence.

Underline the word in bold print.
1. The city is big.
2. This house is in the country.

B. Complete the sentence to tell where you live.

Use a word you see in bold print above.
3. I live in the .

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

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

used key details. Use the words and the pictures
to tell a key detail on each page.
1. Page 1 Pip will go .
2. Page 2 will not.
3. Page 3 Pip .

4. Page 4 Tip .
5. Write another key detail about Tip.

Phonics: l-Blends
Name
You can hear the sounds of f and l at the beginning

of flip.
Blend the first letter and the letter l to read these
words.
slim plan glass
Read the word that names the picture. Draw a line

under the blend in each word. Write the letters.
1. flag
2. clam
3. slip
4. clip

Name
be come good pull

Then write the word on the line.
1. Tam is a cat.
be good
2. Max can the big pig.
pull come

3. I can a big help.
be good
4. Tip can to me.
pull come

Phonics: l-Blends
Name
You can hear the sounds of c and l at the beginning

of the word class.

word that describes the picture.
1. glad sad bad
2. flap clap cap
3. clam back black

4. fan flag bag

Name
Detail
Detail

1 4
Flick looks. Kim is glad.

Kim and Flick
25
3 2
Come out, Flick! Flick hid.

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

complete each sentence. Use a word from the box.
hid cat come
1. Flick is a .
2. Flick .
3. out, Flick!
B. Draw a picture of Kim and Flick. Write how they

are feeling.

Structural Analysis: Plural Nouns
Name
Some words end with the letter s. When a word ends in

one s, it means there is more than one of something.
flag flags
Read each word. Choose the word that names the

picture. Write the word on the line.
1. 2.
cats cat clip clips
3. 4.
bats bat fins fin

Text Feature: Labels
Name
Labels name people or things in a picture or

photograph.
Use the labels to name each part of the picture.
1.
2.
3.

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

author used key details. Use the words and
pictures to complete a key detail in each sentence.
1. A key detail on page 1 is
Flick is a .
Flick .

Kim wants Flick to come .
Kim feels .
5. The key details tell me more about
.
Phonics: Short o
Name
The letter o can make the short o sound.

You can hear the short o sound in the
middle of hot and pot.
A. Look at the picture. Read the words. Circle the

word that names the picture.
1.
clock click
2.
hid hop
3.
sick sock
B. Write the letter o to complete the word.
4. f x

Name
fun make they too
Circle the word that completes each sentence. Then

write the word on the line.
1. It is to hop.
too fun
2. like dogs.
They Make
3. Dad will a cake. Copyright © The McGraw-Hill Companies, Inc.
fun make
4. I can jog. My mom can jog, .

too they

Phonics: Short o
Name
Look at the picture. The letter o stands for the

middle sound in log.

word that names the picture. Then write the word.
1.
dog pig
2.
ax ox
3.
mop map
4.
bat block
Name
Detail
Detail

35
What Can It Do?

A dog can jog. A cat can hop.
4 1
3 2
An ox can pull. A fox can nap.

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

answers each question.
1. What can cats do?

pull hop
2. What can dogs do?

jog nap
3. Who naps?
a fox an ox
4. Who pulls?
an ox a cat

Structural Analysis: Alphabetical Order
Name
The letters of the alphabet always stay in the

same order.
The first letter of a word tells you where to put
it in ABC order.
abcdefghijklmnopqrstuvwxyz
Underline the first letter in each word. Look at the

alphabet. Circle the word that is first in ABC order.
Use the pictures to help you.
1. ant cat box
2. sip wig glass

3. map jam pin
4. pan rock lock
5. clock zip dad

Literary Element: Rhyming Words
Name
Rhyming words end with the same sound.

fin pin win
Read the words in each row. Circle the two words

that rhyme.
1. log pig frog
2. fox bat box
3. man pan tip

4. pig jig pin
5. hot hog pot

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

the author used key details. Use the words and
pictures to write a key detail about each page.
A cat can
A fox can

An can pull.
4. Write what a dog can do.

Phonics: r-Blends and s-Blends
Name
The letters c and r make the beginning

sounds you hear in crab. Listen for
the sound of each letter.
Read the word. Write the word. Circle the picture

that it names.
1. frog
2. grass
3. crib
4. snap

Name
Look at the picture. Circle the word that completes

the sentence. Write the word.
1. She can .
jump run
2. I can a big box.

move jump
3. He can .
two run
4. The man has cats.

move two

Phonics: r-Blends and s-Blends
Name
The letters cr make the beginning sounds you

hear in crib. Listen for the sound of each letter.
Circle the letters that complete the word in each

sentence. Write the letters on the line.
1. They have a ack.

sn dr
2. Mop up the ill.

tr sp
3. The og can hop.

fr sp
4. If it melts, it will ip.

fr dr

Name
Fill in the Key Details Chart. Use details from

the story.
Detail
Detail
Detail

45
Kids Can Move

Kids like to move. Stan can hop!
4 1
3 2
Tom and Kris jump off! Fran can run!

Name
Reread “Kids Can Move.” Follow the directions.
1. Circle the child who hops.
2. Circle the child who runs.

3. Circle the child who jumps off.

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

something belongs to that person or thing.
Matt’s hat
Read each sentence. Underline the word that ends

with ’s.
1. Dan’s cat is little.
2. This is Pam’s pen.
3. That is my cat’s mat.
4. She fills the dog’s dish.

Text Feature: Diagram
Name
A diagram is a picture that has labels. The labels

name the parts of the picture.
Look at the diagram. Read the question.

Fill in the circle next to the correct answer.
Parts of a Cat
A. back C. ears
D. eyes
B. legs
1. What does the diagram show?

parts of a duck parts of a cat
2. Which is a part of a cat?

eyes wing
3. Which part of the cat does label B name?

legs ears

Name
Reread “Kids Can Move.” Think about how the

author used key details. Use the words and the
pictures to complete the sentences.
1. A key detail on page 1 is that Stan can
2. A key detail on page 2 is that Fran can
3. Another key detail in “Kids Can Move” is that
Tom and Kris .

4. A key detail on the last page of “Kids Can Move”
is that kids .

Phonics: Short e
Name
The letters e or ea can stand for the middle

sound you hear in leg and bread.
leg bread
Read each word. Listen for the short e sound you

hear in leg. Circle the picture that the word names.
1. bed
2. vet
3. head
4. men

Name

Write the word.
1. This hat is .
new use
2. Ken will .
again help
3. My cat is up .
use there

4. We can this.
new use
5. Ned will try .
again use

Phonics: Short e
Name
The letters e or ea can stand for the short e

sound you hear in leg.
Write e or ea to make a word that names the

picture.
1. v t
2. b d
3. m n
4. b ll
5. br d

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

from the story.
Character Setting Events

55
A Fun Job

Mom and Ben fix it! Mom can fix clocks.
4 1
Ben can help Mom. A man comes in.
Can Mom fix his clock?
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 the sentence and picture tell about

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

an event.
1. This is Ben.
2. This is the shop.

3. Mom and Ben fix the clock.

Structural Analysis: Inflectional Ending -ed
Name
You can add the ending -ed to some action words

to tell about something that happened in the past.
help + ed = helped
A. Add -ed to each word. Write the word on the line.
1. spill + ed =
2. mix + ed =
3. dress + ed =
B. Read the sentence. Underline the word that has

the ending -ed. Write the word.
4. I smelled the bread.

Text Feature: Labels
Name
A label names things in a picture or photograph.
Look at the fire truck. Draw a line from the label to

the part of the fire truck it names.
1. light 2. hose 3. ladder


Write About Reading: Characters, Setting, Events
Name
A character is a person or animal in a story.

The setting is where a story takes place.
The events are what happen in a story.
Reread “A Fun Job.” Think about how the author

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

Phonics: Short u
Name
The letter u can make the short u sound

you hear in rug.
Write the letter u to complete each word.

Draw a line to the picture it names.
1. b g
2. p p
3. d ck
4. c t
5. b s

Name

1. I in the city.
live then
2. There is duck.
three one
3. Sam not run.

could live
4. She has pups.

then three
5. I run up the hill.

I run down the hill.
Three Then

Phonics: Short u
Name
The letter u can make the short u sound you

hear in duck.
Circle the word that names the picture.
1. 2.
up pop drum dress
3. 4.
bag bus mad mud
5.
sock sun

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

Use details from the selection.

65
Pals Play and Hum

Cub plays a jug. Bug can hum.
The pals have fun!
4 1
3 2
Frog can drum. Duck can pluck.

Comprehension: Character, Setting, Events
Name
Reread “Pals Play and Hum.” Fill in the blanks.
1. Where is Bug on page 1?
Bug is in a
2. What can Duck do?
3. What can Frog do?

4. Finish the sentence that tells what the pals do.
The pals have .

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

make one word.
He’s is a shorter way of saying he is.
The apostrophe (’) stands for the missing letter i in is.
she + is = she’s it + is = it’s let + us = let’s
A. Read the contraction. Circle the words that

make up the contraction.
1. she’s = she is he is
2. it’s = let us it is
3. he’s = he is she is

4. let’s = let us he is
B. Put the words together to make a contraction.
5. she + is =
6. it + is =

Text Feature: Captions
Name
Captions are short descriptions that tell more

about a photograph or picture.
Circle the caption that tells about the picture.
1. This is a bus stop. 2. Here is the zoo.

This is a sad boy. Here is a pet shop.
3. The trees are big. 4. Dan has a new bike.

The fish is big. Dan rides the bus.

Write About Reading: Character, Setting, Events
Name

The setting is where the story takes place.
Reread “Pals Play and Hum.” Think about how

the author used characters, setting, and events.
Use the words and the pictures to complete
the sentences.
1. The character on page 1 is .
2. Duck can .

3. The setting of the story is .
4. The pals have .

Phonics: End Blends
Name
Some words end with a blend of sounds.

Listen to the sounds in the word vest. You can
hear both the s sound and the t sound at the
end.
Write a letter blend to complete the word.

You can write mp, sk, or nd.
1. la
2. ha
3. de
4. po

Name

Write the word.
1. The cat is the desk.

under no
2. Meg likes to bread.

of eat
3. can help Dan?

Who Under

4. We have lamp.
no eat
5. She made a stack blocks.

who of

Phonics: End Blends
Name
Some words end with a blend of sounds. You can hear

the sound of each consonant in a blend.
nest sink
Read each word. Circle the word that has an end

blend.
1.
tent cut net
2.
hat sun lamp
3.
bit hand bed
4.
desk tub fan

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

Use details from the story.
Main Topic
Detail Detail Detail

75
Big Rock Pond

Three bats can spin! This is a pond.
We can see a lot!
4 1
3 2
Two frogs can jump. One bug can buzz.

Comprehension: Main Topic and Key Details
Name
Reread “Big Rock Pond.” Read the main topic on

the chart. Write a key detail to tell more about the
topic. Use words from the box.
buzz jump spin
Topic: Things live at the pond.

Key Detail: Key Detail: Key Detail:
Bugs Frogs Bats
. . .

Structural Analysis: Inflectional Ending -ing
Name
An action word tells what happens. Add -ing to

an action word to tell what is happening now.
kick + ing = kicking
Circle the action word in each sentence. Underline

the ending -ing.
1. She is jumping.
2. Jan is packing a bag.

3. Dad is dusting.
4. The cars are bumping.

Literary Element: Repetition
Name
Songs and poems can use the same words

over and over. This is called repetition.
You can hear a pattern and a beat if you read
or sing them out loud.
A bug can buzz. Buzz, buzz, bug!
Read each sentence. Circle the words you see

over and over. Write the words.
1. Cat on a mat. Nap, nap, Cat!
2. She goes up, up, up to the top, top, top.

3. Hop, Fred, hop! You can hop!
4. Go, go car! Go, go far!

Write About Reading: Main Topic and Key Details
Name
The main topic is what a story is about.

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

learned. Use the words and pictures to complete
the sentences.
1. Page 1 tells what the story is about.
It is about things we see at the .
A bug can .

Two jump.
Three bats .

Phonics: Consonant Digraphs th, sh, -ng
Name
The letters sh make the sound at the beginning of ship

and at the end of fish.
The letters th make the sound at the beginning of this
and at the end of bath.
The letters ng make the sound at the end of ring.
A. Read each word. Circle the letters sh, th, or ng.

Draw a line from the word to the picture it names.
1. path
2. king
3. trash
B. Write sh, th, or ng to complete the word.
4. ip 5. ri

Name

1. Do you one?
want all
2. They eat a snack.

her all
3. What is this?
call day
4. She has dots on socks. Copyright © The McGraw-Hill Companies, Inc.
her want
5. I will Dad.
day call

Phonics: Consonant Digraphs th, sh, -ng
Name
The letters sh stand for the sound at the end of dish.

The letters th stand for the sound at the beginning
of thin.
The letters ng stand for the sound at the end of sing.
Look at each picture. Draw a line from the picture

to the word that names it.
1. swing
2. bath
3. path
4. brush
5. fish
6. shell

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


85
All Help with

the Play
They all help. Let’s make up a play.
They see the play.
4 1
Rex makes hats. We want to help, too.
Shep makes tops.
2 3

Comprehension: Character, Setting, Events
Name
Reread “All Help with the Play.” Circle the word that
answers each question. Write the word.
1. Who is in the story?

dogs cats
2. They make up a
game play
3. Who makes hats?

Shep Rex
4. Who helps at the end?

all Sam

Structural Analysis: Closed Syllables
Name
A syllable is a word part that has one vowel sound.

Some words have more than one syllable.
A closed syllable ends in a consonant and has a
short vowel sound.
These words have two closed syllables.
rabbit = rab /bit picnic = pic/nic
Each word has two syllables. Write the missing

syllable on the line. Then match the word to the
picture it names.
1. napkin nap
2. ribbon bon
3. pumpkin kin
4. basket bas
5. pocket pock

Text Feature: List
Name
A list organizes things and ideas.
Read the words in each list.

Cross out the word that does not belong.
1. Things to Eat 2. Things That Go

ham ship
bread glass
plum van
desk truck
3. Pets 4. Things to Put On

dog ship
cat pants
clock hat
fish socks

Write About Reading: Characters, Setting, Events
Name

The setting is where a story takes place.
Reread “All Help with the Play.” Think about the

story characters and what they did. Use the words
and pictures to complete the sentences.
1. The dogs want to make up a .
2. Rex helps. He makes .
3. Shep helps. He makes .
4. Who sees the play?

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

hear at the beginning of chip and at the end of
ditch. The letters wh stand for the sound you
hear at the beginning of when. The letters ph
stand for the sound you hear at the end of graph.
Read the word. Circle the words that have the

same underlined spelling.
1. whisk
when was his
2. chick
slip chip chin
3. Phil
pill graph flag
4. hatch
switch hat pitch

Name
Circle the word that completes the sentence. Write

the word on the line.
1. Ned sits the tree.

by many
2. She has socks.

many walk
3. This is a good to eat.

place around
4. Ed will fast.

by walk
5. We go the rock.
place around

Consonant Digraphs ch, -tch, wh, ph
Name
A. Read the words in the box. Then name each

picture. Match the words from the box that have
the same sound as the word that names
the picture.
when Phil graph sketch whisk chest
1.
2.
3.
B. Choose the word from the box that completes

the sentence. Write the word.
lunch which
4. way do you want to go?

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

Main Topic

95
Look Around

Look around. Look around.
Dogs fetch. Chicks hatch.
4 1
Look around. Look around.
Kids play catch. Buses go by.
2 3

Comprehension: Main Topic and Key Details
Name
Reread “Look Around” and follow the directions.
1. Circle the word that tells what chicks do.
hatch catch
2. Circle the word that tells what kids play.
catch ride
3. Circle the words that tell what buses do.
go by look around
4. Write the main topic of “Look Around.”


Structural Analysis: Inflectional Ending -es
Name
Add the ending -es to naming words that end in s, z,

x, sh, and ch to make them mean “more than one.”
dish + es = dishes
Dishes means there is more than one dish.
Circle the word that means “more than one.”
1. 2.
boxes box glasses glass
3. 4.
dress dresses brush brushes

5. 6.
bench benches foxes fox

Text Feature: Map
Name
A map shows where places are found. North, south,

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

answers.
1. What is east of ?
2. What is north of the gate?
3. What is west of the swings?

Write About Reading: Main Topic and Key Details
Name
Reread “Look Around.” Think about how the

author used main topic and key details. Use the
1. A key detail the author gives on page 1 is that chicks
2. A key detail the author gives on page 2 is that kids
3. The author gives the key detail “buses go by” to tell us

that this place is

.
4. The main topic of “Look Around” is

Phonics: Long a
Name
The word at has a short a sound.

Add e to the end to make ate.
The a_e spelling makes the long a sound in ate.
A. Write the letter e to make a new word. Circle the

picture to match the word you made.
1. plan
2. tap
3. can
B. Write the letters a and e to complete each word.
4. sn k
5. gr p

Name

1. Nan can not go out .

today away
2. He can have grapes.

way some
CAMP FUN
3. This is the to camp.

today way
4. We are at school .

now some
5. is the pup sad?

Away Why
6. The frog hops .

some away

Phonics: Long a
Name
The letters a and e in gate stand for

the long a sound.
Circle the word that names the picture. Write the

word.
1.
1.
cane can
2.
2.
tap tape
3.
3.
lap lake
4.
4.
snake snack

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

End

105
Whale at the Lake

Whale is in. Whale skates to the lake.
The pals have fun!
4 1
He can’t see his pals. There they are!
Whale waves.
2 3

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

Write 1 if the picture tells what happened at
the beginning. Write 2 if the picture tells what
happened in the middle. Write 3 if the picture tells
what happened at the end.
1.
2.
3.

Structural Analysis: Contractions with not
Name
A contraction is a short form of two words.

An apostrophe (’) takes the place of the
missing letters.
is + not = isn’t
The apostrophe (’) in isn’t stands for the letter o.
Write the contraction for the two words. Use the

words in the box.
hasn’t aren’t wasn’t can’t
1. has + not =

2. are + not =
3. was + not =
4. can + not =

Text Feature: Bold Print
Name
A word in bold print is an important word.
A. Read the sentences. Circle the words in bold print.
1. A watch can help you tell time.
2. This clock can ring to get you up.
3. A calendar tells you what day it is.
B. Read the sentence. Choose the word that

should be in bold print. Circle it. Write the word.
4. A clock has two hands.

Write About Reading: Characters, Setting, Plot
Name
Reread “Whale at the Lake.” Think about how the

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

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

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

Phonics: Long i: i_e
Name
The word rid has a short i sound.

Add e to the end to make ride.
The i_e spelling makes the long i sound in ride.
A. Write the letter e to make a word with the long

i sound. Draw a line to the picture the new word
names.
1. kit
2. slid
3. dim
B. Write the letters i and e to complete each word.
4. sm l
5. b k

Name
Circle and write the word that completes the

sentence.
1. He will tall.
grow together
2. You eat a good lunch.

water should
3. They walk up the hill .

green together
4. My dog likes the .

water pretty
5. Grass is .
grow green
6. The bride is .
pretty should

Phonics: Long i: i_e
Name
The word rid has a short i sound.

Add e to the end to make ride.
The i_e spelling makes the long i sound you hear
in ride.
Circle the word that has the long i sound.
1. dim dime
2. hive hid
3. nine nip
4. bin bite
5. print prize

Name
First
Next
Then
Last

115
A Gift for Mom

Mike: We got you this. Mike: Mom is sick.
Mom: I like it a lot! Kate: Let’s get a gift.
Kate: Get well, Mom!
4 1
Mike: Let’s shop. Kate: See the plants!
Kate: Let’s go together. Mike: Mom likes plants.
2 3

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

the story.
Mom is .
2. Write the word that tells what they buy for Mom.
3. Write a sentence that tells how Mom feels at the end of

the story?
.
Structural Analysis: Plurals
Name
You can add -s to the end of a word to name more than

one person or thing.
bike bikes
Circle the word that names more than one thing.
1. kite kites
2. pile piles
3. grapes grape
4. dime dimes
5. snakes snake

Text Feature: Diagrams
Name
Diagrams are pictures that have labels. The labels

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

the box to complete the diagram.
The first label has been done for you.
flower leaf root stem
1. leaf
2.
3.
4.
Write About Reading: Sequence
Name
Reread “A Gift for Mom.” Think about the

sequence. Use the words and the pictures to
complete the sentences.
1. First, the author told us that Mom is
2. Next, on page 2, the author told us that Mike and Kate
3. Then, on page 3, Mike and Kate get a

4. Last, on page 4, Mike and Kate give a plant to

Phonics: Soft c; Soft g, dge
Name
Sometimes the letter c makes the sound you hear it

at the end of the words race and nice.
The letter g and the letters dge can make the sound
you hear in at the end of the words age and fudge.
1. trace tack
2. stag stage
3. cat cage
4. mice mitt
5. bride bridge

Name

1. We can play game.

any upon
2. The fish came the pond.

so from
3. Cal is in the tent.

happy once
4. I went to bed in a crib.

From Once
5. I ran fast.
so happy
6. Sam wished a star.

any upon

Phonics: Soft c; Soft g, dge
Name
Sometimes the letter c makes the sound you hear at

the end of the words race and nice.
The letter g and the letters dge can make the sound
you hear at the end of the words age and fudge
Circle the word that describes each picture.
1. cage mice bag
2. slide slice slick

3. bride bed bridge
4. face flag fast
5. deck dance dust

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

the story.
Cause Effect

125
Little Fred

and Little Buck
They get to Gran’s. Gran made fudge.
Little Buck helped. Little Fred likes fudge.
They all eat fudge! He is going to Gran’s.
4 1
Now, Little Fred is lost! Little Buck came by.
There are too many trees. “Help me!”said Fred.
“I am lost.”
2 3

Comprehension: Plot: Cause and Effect
Name
Reread “Little Fred and Little Buck.” Then read each

cause. Circle the effect that goes with the cause.
1. Cause: Gran is making fudge.

a. Effect: Little Fred likes fudge.
b. Effect: Little Fred goes to Gran’s.
2. Cause: There are a lot of trees.

a. Effect: Little Fred gets lost.
b. Effect: Little Fred eats fudge.
3. Cause: Little Fred sees Little Buck.

a. Effect: There are not as many trees.
b. Effect: Little Buck helps Fred find Gran’s.

Structural Analysis: Inflectional Endings -ed, -ing
Name
Add -ed to an action word to tell what happened

in the past.
Add -ing to an action word to tell what is happening
now.
Look at the word race. It ends with the letter e.
To add -ed or -ing, first drop the e.
race − e + ed = raced
race − e + ing = racing
A. Circle the word that tells what happened in the

past. Write the word.
1. rake raked

2. sliced slicing
B. Circle the word that tells what is
happening now.
3. trace tracing
4. skated skating

Literary Element: Rhyme
Name
Words in a song or poem can rhyme.

Words that rhyme have the same ending sound.
Say each set of words to hear the rhyme.
clap, slap, flap bell, well, fell
Read the sentences. Circle the words that rhyme.

Write the words.
1. I have a pig. He is big.
2. I see a frog. He is on a log.

3. See the two mice? They play on the ice!

Write About Reading: Plot: Cause and Effect
Name
Reread “Little Fred and Little Buck.” Think about

how the author used cause and effect. Use the
words and pictures to complete the sentences.
1. What clue does the author give about the cause of Little
Fred’s going to Gran’s?
2. What clue does the author give about the cause of Little
Fred getting lost?
3. What is the effect of finding Little Buck?

Phonics: /ō/o_e, /ū/u_e, /ē/e_e
Name
The o_e spelling makes the long o sound

you hear in rope.
The u_e spelling makes the long u sound
you hear in use.
The e_e spelling makes the long e sound in Eve.
Look at each picture. Read the words.

1. 2.
note not mull mule
3. 4.
glob globe cone cot
5. 6.
cub cube rob robe

Name
Circle the word that completes the sentence. Then

write the word on the line.
1. People rode in these long .

ago how
2. This phone is .
boy old
3. The has a cap.

people boy
4. Three are on a hike.

girl people
5. The sits at a desk.

how girl
6. This is to fish.
old how

Phonics: /ō/o_e, /ū/u_e, /ē/e_e
Name
The o_e spelling makes the long o sound in rope.

The u_e spelling makes the long u sound in use.
The e_e spelling makes the long e sound in Eve.
Look at the picture. Draw a line from each picture

to the word that names it.
1. hole
2. tube
3. rope
4. stove
5. nose
6. mule

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

Use words from the story.
Different Alike Different

135
Life Long Ago

Boys and girls still played. What was life like long ago?
They had fun just like us! Boys and girls helped.
4 1
Girls made clothes. Boys and girls fed hens.
Boys planted. They looked for eggs.
2 3

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

words that answer each question.
Write the words.
1. The boys and girls .

helped planted
2. What did girls do?
The girls .
made clothes planted
3. What did boys do?
The boys .
made clothes planted
4. They all had .

fun plants

Structural Analysis: CVCe syllables
Name
A syllable has one vowel sound.

A syllable that has a vowel_e spelling usually has a
long vowel sound.
in/side a/wake rose/bud
Read each word. Segment the syllables.

Then match the word to a picture.
1. sunshine
2. pancakes
3. handshake
4. costume
5. cupcake

Name
Captions tell readers more about photos or pictures.
A. Read the captions about life long ago. Match

each caption to a picture.
1. People rode on horses.
2. People got water from

a well.
3. People made their

own clothes.
B. Read the caption about life today. Draw a

picture to go with the caption.
4. People ride in cars.

Write About Reading: Compare and Contrast
Name
Reread “Life Long Ago.” Think about what you

learned in the story. Use the words and pictures to
complete the sentences.
1. Long ago, girls helped to .
2. Boys helped to .
3. Boys and girls fed the .
4. Boys and girls looked for .

5. Name something kids did then that kids do now.

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

sound you hear in book.
Read each word. Circle the word that has the

same middle sound you hear in took.
1. good gum
2. pot put
3. log look
4. foot froze
5. pull pump

Name
Circle the word to complete the sentence. Write

the word.
1. Matt will a hat.

work buy
2. Now she is !
done soon
3. We will go to the park school.

buy after
4. He has a lot of to do.

work every
5. There are dots on sock.

every soon
6. He will wake the cat .

done soon

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

sound you hear in book.
A. Write the letter u to complete the word.

Then write the word.
1. b sh
2. f ll
3. p t
B. Write the letters oo to complete the word.

4. c k
5. f t

Name
First
Next
Then
Last

The Food We Eat
145
We cook. This is a big farm.
Then we eat. Yum! It grows grapes.
It grows beans, too.
4 1
The crops are picked. We buy them at a shop.
Then trucks take them Soon we will eat them.
to a shop.
2 3

Comprehension: Sequence
Name
Put the following sentences in order. Use “The

Food We Eat” to help you. Write 1, 2, 3, and 4 next
to the sentences to put them in order.
Next, trucks take Last, the family eats.

crops to a shop.
After, the family buys

First, the farm grows
the food.
beans and grapes.

Name
When adding -ed or -ing to a word that ends with a

vowel and a consonant, double the consonant.
drop + ed = drop + p + ed = dropped
drop + ing = drop + p + ing = dropping
A. Add -ed to each word. Double the last consonant.

Write the new word.
1. tag + ed =
2. stop + ed =
B. Add -ing to each word. Double the last consonant.

Write the new word.
3. hop + ing =
4. jog + ing =

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

Answer the questions.
Food Colors
Red Yellow Green
apple lemon grape
tomato butter pea
1. Circle the two foods that are green.

lemon pea grape
2. Circle the color of a lemon.

red yellow green
B. Draw a picture of another food that is red.

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

author uses sequence. Finish the sentences.
1. First,
2. Next,
3. Then,
4. Last,

Phonics: Long a: a, ai, ay
Name
The letters a, ai and ay can stand for the long

a sound.
apron train hay
Circle the word that names each picture.

1.
pail plate
2.
boy tray
3.
snail snap
4.
ran rain

Name

1. This tale is a rabbit.

about our
2. I see eggs.
give eight
3. Sam will Beth a snack.

animal give
4. Tim uses this to things.

carry about
5. This is home.
our eight
6. A pig is an .
about animal

Vocabulary
Name
special: Something that is special is important or

unique.
splendid: Something that is splendid is wonderful
or very good.
A. Circle the word that best tells about the picture.

Write it on the line to complete the sentence.
1. special splendid
Today is my day.
2. special splendid
The bird’s feathers are .

B. Draw something that is special to you.

Name
First
Next
Then
Last

155
A Fox Tail

“May I have an egg?” Fox asked. Fox liked to eat.
“You can’t trick me,” said Hen. “I see Hen,” Fox said.
“I see a fox tail!” “I will get an egg from Hen!”
She did not give Fox any eggs.
4 1
“May I take that?” Fox asked. “I will play a trick,” Fox said.
“No!” said Hen. Fox dressed up.
“This will trick Hen,” he said.
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 and picture tell what

happened first.
happened next.
happened last.
1. Fox dressed up.
2. “I see Hen,” Fox said.
3. “You can not trick me!” said Hen.

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 dictionary is a book that gives the meanings

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

a dictionary.
special: important.
My pup is very special to me.
splendid: very good.
We had a splendid time with Gram.
B. Choose the correct meaning for the word.

Fill in the circle.
1. special important quick

2. splendid sad very good
C. Draw a line to match each word to the correct

definition.
3. special very good
4. splendid important

Phonics: Long a: a, ai, ay
Name
The letters a, ai and ay can stand for the long a sound.
apron train hay
Underline the letters that make the long a sound.

Write the word. Circle the picture.
1. train
2. tail
3. paint
4. hay

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

of each word.
clay day go
If words begin with the same letter,
we look at the second letter.
bat bed box
Draw a line under the first letter in each word.

Circle the word that is first in ABC order.
1. pail red sit
2. five can get
3. log hive day
4. kick name lamp

Text Feature: Chart
Name
A chart gives information in an organized way.

It can tell you how two things are the same
and different.
A. Read the chart.
Duck Chicken
wings wings
long, flat beak small beak
webbed feet no webbed feet
lays eggs lays eggs
B. Circle the correct answer.

Use the chart to help you.
1. Which has a small beak?

duck chicken
2. Which has webbed feet?

duck chicken
3. Which has wings?

duck chicken both
4. Can chickens lay eggs?

yes no

Write About Reading: Plot: Sequence
Name
The plot is what happens in the story.

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

used sequence to tell the plot. Fill in the words in
bold that best complete the sequence sentence.
1. First, the author told what .

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

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

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

Phonics: Long e: e, ee, ea, ie
Name
The long e sound can be spelled with the letter e,

and the letters ee, ea, and ie.
be keep eat chief
Read the word. Underline the letter or letters that

make the long e sound.
1. 2.
tree
eat
3. 4.
leaf
queen
5. 6.
shield
he

Name
Circle the correct word to complete the sentence.
1. The animal is very .

because small
2. We walk the school.

into other
3. Do you want this one that one?

or blue
4. I put on a hat it is cold.

because blue
5. The flag is red, white, and .

small blue
6. I will eat the apple.

other into

Vocabulary
Name
A. Look at each picture. Write a vocabulary word from

the box next to the picture it names.
danger partner
1.
2.
B. Use the word partner in a sentence of your own.

Then draw a picture to go with your sentence.
3.

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

words from the story.
Main Idea

167
Ants Can Help

The ants stay together. It is raining a lot.
They may reach land. These ants will help
The ants will be safe together. each other.
4 1
The ants get in a pile. They make a raft.
They lock legs. The raft helps them.
They stay on top of the water.
2 3

Comprehension: Main Idea and Key Details
Name
A. Reread “Ants Can Help.” Fill in the blanks.

Choose a word from the box.
raft lock help
1. The ants can each other

when it rains.
2. The ants legs together.
3. The ants make a .

Fill out the chart.

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

Vocabulary Strategy: Context Clues
Name
Context clues are words that help you figure out the
meaning of a new word. When you see a new word,
look for words you know to help you.
Use the underlined clues in the sentence to figure out

the meaning of the word in bold. Fill in the correct
circle next to the word’s meaning.
1. The lions sit and relax on the grass.
rest
run
2. Lee enjoys seeing the lions. He has a fun time.
likes

looks
3. The timid lion hid behind

his mother.
shy
happy

Phonics: Long e: e, ee, ea, ie
Name
The long e sound can be spelled with letter e and

the letters ee, ea, and ie.
be keep eat thief
Read the word. Draw a line under the letters that

make the long e sound. Circle the picture the word
names.
1. team
2. tree
3. shield
4. bee

Structural Analysis: Prefixes re-, un-, pre-
Name
A prefix is a word part you can add to the beginning of

a word to change its meaning.
The prefix re- means again.
reuse = to use again
The prefix pre- means before.
preheat = to heat before
The prefix un- means not or the opposite of.
unsafe = not safe
Add a prefix to each word. Write the new word.
1. un + clean =
2. pre + made =

3. re + use =
4. re + read =

Name

1. Honey tastes good. 2. This is a butterfly.

Bees make honey. This is an ant.
3. Some bugs live in trees. 4. Ladybugs have spots.

Ants can walk in a line. Spiders have eight legs.

Write About Reading: Main Idea and Key Details
Name
Reread “Ants Can Help.” Think about how the

author used main idea and key details. Use the
Write main idea or key detail next to each sentence.
1. It is raining a lot.
2. Ants lock legs together.
3. The ant raft can float.
4. Ants help each other out.

Phonics: Long o: o, oa, ow, oe
Name
The letters o, oa, ow, and oe can stand for the long o
sound.
go coal low doe
Circle the word that describes the picture.

1.
cold cook
2.
bat boat
3.
crow crop
4.
block bowl
5.
toe top
Name
1. We will our
hike here.
start warm
2. Let’s hike the hill!

find over
3. It is a day.
warm more
4. Rex needs .
start food
5. I can’t my coat.
find more
6. Jen has books.

food more

Vocabulary
Name
You can use the words seek and search to tell about
looking for something.
Use search to tell about looking for something in a
place.
I search for my dog. I search the park.
Use seek to tell about looking for something you want.
We seek the prize.
A. Circle the word that completes the sentence.

1. I my room for my lost book.

search seek
2. The prince will a princess.

seek search
B. Write your own sentence. Use the word search.
3.

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

words from the story.
Main Idea

179
Crows

Are crows bold? A crow is a big bird.
Yes! A crow takes things. Most crows are black.
It brings a shell to its nest. Crows live in many places.
Crows do a lot!
4 1
Crows eat lots of things. Crows make nests.
They eat things they find. This nest is made of sticks.
They may eat crops, The top is open.
seeds, bugs, or eggs.
2 3

Comprehension: Main Idea and Key Details
Name
A. Reread “Crows.” Circle the correct answer

to each question.
1. The main idea tells what the selection is about. What

is the main idea of “Crows”?
Crows fly day and night.
Crows do many things.
2. Key details tell about the main idea.

You can find them in the words and pictures.
What is a key detail you read?
Crows eat bugs.
Crows play all day.
3. What is one more key detail you read?

Crows live in nests.
Crows live at sea.

Fill out the chart.

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

Vocabulary Strategy: Word Categories
Name
A word category is a group of words that are alike.

Look at the picture. The people are all doing something.
Word Category: Things People Do
learn, eat, sleep, play
A. Reread “Crows.” Then cross out the word that

does not fit in the category.
1. Things Crows Eat: eggs, nests, bugs, seeds
2. Things Crows Do: fly, make nests, eat, sticks
B. Match the words to a word category.
Word Category:
3. wings, beak, legs, feet Kinds of Animals
4. dogs, cats, birds, fish Parts of a Crow

Phonics: Long o: o, oa, ow, oe
Name
Circle words in the box that have a long o sound.

Write a word from the box to tell about each
picture.
book coat show toe top go
1.
2.
3.
4.

Structural Analysis: Open Syllables
Name
An open syllable is a syllable that ends in a vowel.

It has a long vowel sound.
be/gin ba/sic
Read the word. Draw a line between the syllables.

Write the syllable that ends in a long vowel sound.
1. apron
2. bacon
3. robot

4. open

Literary Element: Sensory Words
Name
Some words help readers see, hear, feel, taste or smell.

These words are called sensory words.
a dark night a quiet tap
a spicy meal a sticky spill
a sweet rose
Read the sentence. Underline the sensory word.
1. The day is sunny.
2. A loud truck went down the street.
3. I pat the fluffy chick.

4. The cake had sweet frosting.

Write About Reading: Main Idea and Key Details
Name
The main idea tells what a selection is mostly

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

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

sentence.
1. Crows eat bugs.
2. Crows make nests.
3. Crows take things.

4. Crows do many things.

Phonics: Long i, y, igh, ie
Name
The long i sound is the sound you hear in the middle

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

Write the word.
1. The baby will .

cry crib
2. The jet will .

flap fly
3. The sun is very .

bright bring
4. This looks so good!

pea pie
5. The is running.
chip child
Name

the word.
1. He a bug.
caught flew
2. I at jokes.
know laugh
3. The butterfly away.

were flew
4. They playing in mud.

know were
5. We must in school.
listen know
6. Do you how to fix it?

caught know

Vocabulary
Name
A. Complete the sentence. Draw a picture to go

with your sentence.
This is a beautiful .
B. Complete the sentence. Draw a picture to go

with your sentence.
I wish I had a fancy .

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

the story.
Character Clue Point of View

191
Eve and Pete

Eve and Pete slept. Eve and Pete are pals.
Then spring came. They like to fly.
All the bugs woke up. They have fun together.
Then they flew away!
4 1
One day, Pete said, “It’s cold.” They spotted a tree.
Eve said, “We need to find a tree. Many bugs were inside.
We need to sleep until spring.” The bugs said, “Come in!”
Pete and Eve did.
2 3

Comprehension: Point of View
Name
A. Reread “Eve and Pete.” Circle the

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

bugs trees
2. Eve and Pete needed to .

sleep play
3. Eve and Pete found a huge .

bug tree
4. When spring came, they .

slept flew away
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: Context Clues
Name
Context clues are words that help you figure out

the meaning of a new word. Look for words that you
know to help you figure out a new word’s meaning.
Look in the same sentence or in nearby sentences.
Use the underlined clue to figure out the meaning

of the word in bold. Fill in the circle next to the
word’s meaning.
1. My boots are still damp from the rain.
wet
dry
2. The wailing baby wants some milk.
crying
sleeping Copyright © The McGraw-Hill Companies, Inc.
3. Grip the string tightly so it doesn’t fly away!
try to cut
hold on to

Phonics: Long i: i, y, igh, ie
Name
The long i sound is the sound you hear in the middle

of find. The letters i, y, igh, and ie can stand for the
long i sound.
kind fry sigh pie
1. child chill chip
2. tip tie ten
3. note nip night

4. play fling fly
5. bright bring bits

Structural Analysis: Inflectional Endings
Name
To add the endings -es or -ed to a word that ends

with long i spelled y, first change the y to i.
dry + es = dries dry + ed = dried
Do not change the y to i when adding -ing.
dry + ing = drying
Add the ending to the word. Use a word from the

box to write the new word.
tries cried fried spying
1. spy + ing =

2. cry + ed =
3. try + es =
4. fry + ed =

Text Feature: Headings
Name
A heading tells readers what information is in a section

of a text.
A. Read the text.
Honeybees
In a Bee Hive
Honeybees live in a hive.
There are many rooms in the hive.
The rooms are made from wax.
Worker Bees
Most bees in the hive are worker bees.
Worker bees fly to flowers.
They get sweet nectar.
They eat some. They make the rest into honey.
B. Circle the answer to each question.
1. What is the article about?
spiders honeybees insects

2. Circle the headings in the text.
3. What is the second part of the text about?
Worker Bees Bee Keepers The Queen Bee

Write About Reading: Point of View
Name
Reread “Eve and Pete.” Think about how

the author gave clues to understanding the
characters. Think about what the author had
the characters say and do. Use the words and
1. The author told us that Eve and Pete had fun together.
This is a clue that they are .
2. The author told us that Pete is cold.
This is a clue that

Eve and Pete need to .

3. What clue did the author give at the end to let
you know that Pete and Eve were no longer tired.

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

the long e sound.
baby messy key valley
Read the sentence. Underline the words that have

the long e sound spelled y or ey. Write the words.
1. It is a sunny day.
2. This old key will open the box.
3. This lady is Sally.

4. Billy lives in the city.

Name

Write the word.
1. Ed is the top.
would near
2. you like one?

Would Write
3. It can be to wake up.

found hard
4. Jen her coat.

hard found
5. We in class.
woman write
Mrs. Smith
6. Mrs. Smith is a .
near woman

Vocabulary
Name
clever If you are clever, you are quick to

think of good ideas.
The clever girl found the answer.
signal A signal is a gesture, action, or
sound that tells you to do something.
That bell is a signal for us to go to class.
Circle clever or signal to complete each sentence.

Write the word.
1. Kim gave a to Ted outside.

clever signal
2. The bear found a way to get to the honey.

clever signal
3. The bell is a that it’s time for lunch.

clever signal
4. The boy came up with a

plan to cross the stream.
clever signal
Name
First
Next
Then
Last

203
A New Puppy

Animal Shelter
Show a treat. Do you want a puppy?
Then say, “Sit.” You can find a puppy here.
Do it many times. The lady can help you!
Then the puppy just might sit!
4 1
Animal Shelter
Puppy Classes
OPEN

You got a puppy! You must train the puppy.
Now, you bring it home. You can bring it to school.
You can train it at home, too.
2 3

Comprehension: Sequence
Name
A. Reread “A New Puppy.” Order the steps from 1 to 3.

Puppy Classes
You train the puppy.
Animal Shelter
OPEN
You find the puppy.
The puppy learns to sit.


Fill out the chart.

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

Vocabulary Strategy: Root Words
Name
A root word is a word that can stand alone. You can

add letters to a root word to make a new word.
look + ed = looked look + ing = looking
If you see a word you do not know, look for a root
word to help you.
Read the word. Draw a line under the root word.
1. filling
2. spilled

3. playing
4. cleaned

Phonics: Long e: y, ey
Name
Use the words in the box to complete the sentences.
puppy key penny silly yummy
1. I have the to the lock.
2. The cake was .
3. My is little.
4. That bug has a grin.
5. Mom gave me a dime and a .

Structural Analysis: Compound Words
Name
A compound word is long word made up of smaller

words.
rain + coat = raincoat
Draw a line between the two small words in each

compound word. Write each small word.
1. inside
2. notebook
3. sunset
4. backpack

Name
Captions tell readers more about a photograph

or picture.
1. This is a robin’s nest. 2. Matt likes to ring the bell.

This is a bear’s cave. Matt is going to school.
3. They hike up a hill. 4. We make a cake.

They fish all day. We go to a pet shop.

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

author used a certain order to tell what happens.
Complete each sentence.
1. First, on page 1, the author tells you how to
2. Next, on page 2, the author tells you to
3. Then, on page 3, the author tells you to
4. Finally, the author says the puppy will

if you hold a treat.

Phonics: r-Controlled Vowel ar
Name
The letters a and r together make

the sounds you hear at the end of car.
Read the words. Listen for the ar sounds.

1. star stop
2. am arm
3. shake shark
4. scarf skate
5. bike barn

Name

1. The shape of the cake is .

round put
2. I see one cat.

four only
3. That shark is very !

large none
4. I want a cookie, but there are left.

round none
5. I see swings.
none four
6. I can help this in the toy box.

put large

Vocabulary
Name
trouble: If you have trouble doing something, you

have problems doing it.
whole: When something is whole, it is complete.
None of it is missing.

1. I had cleaning my room.

whole trouble
2. We will eat the cake.

whole trouble

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

story.
Character Clue Point of View

215
The Party

Then the pals had fun! “I am six today,” said Cat.
They went for a swim. “Let’s have a party at the beach!”
They played in the sun.
4 1
“I will bring hats!” said Pig. They went to the beach.
“I will bake a cake!” said Dog. They put on party hats.
“I will make a gift!” said Chick. They ate cake.
Cat got her gift and card.
2 3

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

Think about each character’s point of view.
Circle the correct word to answer the questions.
1. Where does Cat want to go?

beach farm
2. What does Dog want to bring?

hats cake
3. What does Pig want to bring?

cake hat
4. What kind of time did the pals have at the party?
fun sad
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: Context Clues/Multiple Meanings
Name
Some words have more than one meaning.

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

that shows the correct meaning of the bold word. Use
the underlined words to help you choose.
1. We will see a play.
A B

2. I left my lunch on the seat of the bus.
A B
3. The big wave came up on the beach.
A B

Phonics: /är/ar
Name
The letters ar make the sounds

you hear at the end of car.

Write the letters ar to complete each word.
1. sh k
snail shark
2. m
arm ant
3. sc f
scarf skip
4. b n
band barn

Structural Analysis: Irregular Plurals
Name
We add -s or -es to make some words mean more

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

Write the word.
1. Many ride the bus.

persons people

2. All the help clean up.
children childs
3. I see three .
sheeps sheep

Text Feature: Use Photographs/Illustrations
Name
A photograph or illustration gives information

about nonfiction text.
A photograph or an illustration can show people,
animals, and things in real life.
Look at the illustration. Circle the correct answer

to each question.
1. Which sentence tells about the illustration?

Dad and Ned sit Ned needs a coat.
in the shade.
2. Which word describes Dad and Ned?
sad happy
3. Which word tells about the day?
nice rainy

Write About Reading: Point of View
Name
Reread “The Party.” Think about how the author

used point of view. Use the words and pictures to
answer the questions.
1. What is Cat’s point of view about her birthday?
2. What is Dog’s point of view about having a party?
3. What is Pig’s point of view about having a party?
4. What is Chick’s point of view about having a party?

Phonics: /ûr/er, ir, ur, or
Name
The sound you hear at the end of fur can be spelled

with letters er, ir, ur, and or.
her dirt turn word
Read the words. Listen for the sound you hear

at the end of fur. Circle the word that names the
picture.
1. 2.
wide worm sun surf
3. 4.
bark bird skirt star
5. 6.
shirt sharp gift girl

Name

1. My bag is of food.
full through
2. I need cup of water.

great another
3. The boy will up the tree.

climb poor
4. We walk the door.

through climb
5. The girl is sick.

great poor
6. That kite is !
another great
Vocabulary
Name
Leaped means to have jumped far.

Stretched means to have extended a body part.
A. Look at each picture below. Use a vocabulary

word from the box to finish each sentence.
leaped stretched
1. The baby her arms

to her mom.
2. The frog across the

pond.
B. Choose one of the words you wrote above.

Draw another picture to go with the word.
3.

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

the story.
Cause Effect

227
A Bunny Wish

“I wished for a sunhat and it “There’s a wishing star!” Bethy
worked,” said Bethy. Bunny said. “I wish for a
“Now we can go the beach,” sunhat!”
said Freddy.
4 1
Freddy Frog said, “I think you The next day, Freddy gave Bethy
will get your wish.” a sunhat.
2 3

Name
A. Reread “A Bunny Wish” and follow the directions.
1. What does Bethy do when she sees a star?
She makes a .
2. Write the word that tells you what Bethy
wishes for.
3. What causes Bethy’s wish to come
true?
gives Bethy a sunhat.

4. What effect is on the last page?

Fill out the chart.

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

Vocabulary Strategy: Shades of Meaning
Name
Some words have similar meanings. Small

differences in meaning between these
words are called shades of meaning.
Read the sentence. Look at the underlined words.

Then choose the best word to complete the next
sentence. Write the word on the line.
1. Max is very wet.
Max is .
soaked damp
2. Tess gives the dog some food.

Tess the food.
pours spills
3. Kate thinks the party is great.
Kate thinks the party is .

good wonder ful

Phonics: /ûr/er, ir, ur, or
Name
The letters er, ir, ur, and or can stand for the same
sound you hear at the end of stir.
her dirt turn world
A. Draw a line under the letters that make the

same sound you hear at the end of stir. Write the
letters.
1. 2.
bird her
3. 4.
worm fur
B. Read the words. Circle the words that have

the same middle sound as girl.
5. curb card
6. hard herd

Structural Analysis: Inflectional Ending -er
Name
The ending -er can be added to some words to

make new words. Adding -er to an action word
changes the word to a naming word.
teach + er = teacher work + er = worker
a person who teaches a person who works
Add the -er ending to the action word to make a

naming word. Write the new word.
1. help + er =
2. surf + er =
3. play + er =
4. paint + er =

Name

1. They look up at the moon.

They read about the moon.
2. It is near the moon.

It has landed on the moon.
3. He is on a spaceship.
He is on the moon.
4. He looks at the moon.

He looks at a map.

Write About Reading: Plot: Cause and Effect
Name
A cause is what makes something happen in a story.

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

author used cause and effect. Use the words and
the pictures to complete the sentences.
1. On page 1, what causes Bethy Bunny to make a wish?
2. What is the effect of Bethy Bunny wishing for a sunhat?

3. What is an effect at the end of the story?

Phonics: /ôr/ or, ore, oar
Name
The letters or, ore, and oar can make the sounds
you hear at the end of for.
short more board
Underline the letters in each word that make the

sound you hear at the end of for.
1. store
2. wore
3. storm
4. oar
5. tore

Name

Write the word.
1. Can you what is in the box?

right guess
2. I hope you feel today.

better learn
3. Dad to cut the grass.

guess began
4. You can to plant a tree.

learn better
5. Which is the way to ride a bike?

began right
6. I am I will do well on my test.

guess sure

Vocabulary
Name
An idea is a thought or picture in your mind.

I have a great idea!
An unusual thing is not seen a lot.

What an unusual hat!

Write the word.
1. Ed’s is to use glue.

idea unusual
2. That is an house.
idea unusual
3. It was a very day.

idea unusual
4. I have an for a game.

idea unusual

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

from the story.
Problem
Steps to Solution
Solution

239
Good Ideas

KK made the cuff better. This is Ben Franklin.
KK’s idea was a hit! He invented lots of things.
Soon, many people wore her cuff! Kids can invent great things, too!
Here is one kid’s true story..
4 1
KK is a real girl. So KK made a cuff.
KK liked to play in the snow. It was supposed to keep snow out.
But her hands got too cold. At first, it did not work well.
2 3

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

“solution.” Write the word.
1. KK’s hands got cold.

problem solution
2. KK made a cuff.
problem solution
3. The cuff did not work well.

problem solution
4. KK made a better cuff.

problem solution

Fill out the chart.

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

Vocabulary Strategy: Prefixes
Name
A prefix is a group of letters you add to the beginning

of a word. A prefix changes the meaning of the word.
I read a book last week. I will reread the book today.
The prefix re- means “again.”
re + read = reread
The word reread means “to read again.”
Add the prefix and the word together. Write the

new word. Then pick a word and draw a picture.
Write about your drawing.
1. un + happy =
2. re + fill =

Phonics: /ôr/ or, ore, oar
Name
The letters or, ore, and oar can make the sounds
you hear at the end of for.
short store board

Write the word.
1. Baseball is a fun .
spot sport
2. I do my .
cheat chore
3. We want puppies.
more mark
4. We met on the .
patch porch
5. A lion can .
roar road
Structural Analysis: Abbreviations
Name
An abbreviation is a short way of writing a word.

Most abbreviations end with a period.
Saturday Sat. September Sept.
Draw a line from each word to its abbreviation.
1. Monday Tues.
2. August Mar.
3. Friday Nov.
4. November Aug.

5. Tuesday Mon.
6. March Fri.

Literary Element: Alliteration
Name
In poems, some words start with the same sound.

This is called alliteration.
Sailor Sally sails across the sea.
Sometimes the words sound like
what they tell about. Listen to the
sounds in this sentence.
The whooshing wind wheezes and whistles.
A. Read the words out loud. Circle words

that begin with the same sound.
1. Bees buzz at the big bear.
2. Clang, clatter! Cups crash and shatter!

B. Read the words. Then write a word

that starts with the same sound.
3. cat, can, cry
4. deep, dig, down

Write About Reading: Plot: Problem and Solution
Name
A. Reread “Good Ideas.” Think about how

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

about KK’s
B. Complete each sentence with

details from the story.

1. KK’s problem is that
2. KK solved her problem by
.
Phonics: Diphthongs ou, ow
Name
The letters ou and ow stand for the sound you hear in

the middle of town and mouth.
Name each picture. Then circle the picture whose

name has the middle sound that you hear in town.
1.
2.
3.
4.
5.

Name

1. Her socks are not the same .

color early
2. There is left to eat.

thought nothing
3. It is too to get up.

oh early
4. He it might rain.

thought instead
5. , no! Look at the dog!

Early Oh
6. I want this hat .

instead color

Practice: Vocabulary
Name
A. Complete this sentence that uses the word

scrambled. Then draw a picture to go with the
sentence.
The scrambled out of the room.
B. Complete this sentence that uses the word

suddenly. Then draw a picture to go with the
sentence.
Suddenly, I saw a !

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 said, “You can look now. Here Howie got on the bus.
is our house!” “I don’t like the bus, Dad,”
“What a quick ride!” said Howie. he said.
4 1
“We can play a game,” said Dad. ”I see swings and hear kids,” said Dad.
“Don’t look. I will give clues. “I know! It’s the town park!”
You guess where we are.” shouted Howie.
“That sounds fun,” said Howie. “Good!” said Dad.
2 3

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

“problem” or “solution” next to each
sentence.
1. Howie says, “I don’t like the bus.” problem solution
2. Dad says, “We can play a game.” problem solution
B. How else could Howie and Dad solve Howie’s

problem?
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
A suffix is a word part added to the

end of a word to make a new word.
When you see a word you do not
know, look for a suffix to figure out the
meaning.
The suffix -or means a person who.
The suffix -ful means full of.
The suffix -less means without.
Read the word. Use the meaning of the underlined

suffix to help you match the word to its meaning.
1. hopeless full of joy
2. visitor a person who sails

3. joyful without hope
4. sailor without use
5. useless a person who visits

Phonics: Diphthongs ou, ow
Name
The letters ou and ow stand for the sound you hear

in the middle of brown and mouse.
Write the word from the box that names each picture.
owl couch house cow mouth clown
1.
2.
3.
4.
5.
6.

Structural Analysis: Inflectional Endings -er, -est
Name
Use the ending -er to compare two things:

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

Write the word.
1. My dog is than your dog.

bigger biggest
2. Sam’s desk is the in the class.

neater neatest
3. I am the girl in my family.

older oldest
4. My dad is than my mom.

shorter shortest
Text Feature: Directions
Name
Directions tell you how to make or do something.

A set of directions has two parts. The first part
tells you what you need. The next part tells you
the steps you need to follow.
A. Circle two things that you need to make what is

shown in each picture.
1. bread nails jam
2. stove brushes paints
3. sticks snow milk

B. The pictures show how to make a snowman.

Write 1, 2, and 3 to show the steps.

Write About Reading: Plot: Problem and Solution
Name
A. Reread “Dad’s Game.” Think about how the

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

about Dad’s
.
B. Answer the questions about the story.
3. What is Howie’s problem?
4. How is Howie’s problem solved?
5. How does the solution help?

Phonics: Diphthongs oi, oy
Name
The letters oi and oy can stand for the sound you

hear in the middle of noise and the end of joy.
Read the sentence. Underline the word that has the

same sound you hear at the end of joy. Write the word.
1. Bill is a boy.
2. This coin is a dime.
3. One end of the pin has a point.

4. This is the baby’s toy.
5. The water will boil.

Name

1. They are walking

the bus. toward fall
2. I put in a bank.
above money
3. The rain is going to .

toward fall
4. They how to fix it.

knew fall
5. They will something.

knew build
6. I see stars me.

above build

Vocabulary
Name
balance: If something can balance, it can stay in one

place without falling.
section: A section is a small part of something bigger.
Circle balance or section to finish each sentence.

1. We dig in one of
the beach. balance section
2. Can Jon the books?

balance section
3. Pat can on the

branch. balance section
4. The star is in that

of the sky.
balance section

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

the story.
Cause Effect

263
How to Build

a Snowman
Now make a face. Look out the window!
Use stones or coins for eyes. Wet, heavy snow is falling.
Use branches for arms. You can build a snowman!
Give it a hat. Enjoy!
4 1
First, roll some snow. Next, roll more snow.
It will get big and round. Then put it on top.
This is the body.
Next, make a head.
2 3

Comprehension: Cause and Effect
Name
A. Reread “How to Build a Snowman.” Read each

sentence pair. Write a C if the sentence tells the
cause. Write an E if it tells an effect
1. Wet, heavy snow falls.
You can build a snowman.
2. It will get big and round.
Roll some snow.

Fill out the chart.

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

Vocabulary Strategy: Inflectional Endings
Name
An action word with the ending -ed means the action

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

Then write the root word.
1. jumping

2. packed
3. pointing
4. cleaned

Phonics: Diphthongs oi, oy
Name
The letters oi and oy can stand for the sound you

hear in join and boys.
Write a spelling from the box to complete the word

that names the picture.
oi oy
1. cowb
2. p nt
3. b l
4. j
5. c n

Structural Analysis: Final Stable Syllables
Name
Many two-syllable words end with a consonant + le.

The consonant + le always stay together in the last
syllable.
tum/ble un/cle puz/zle
Read the word that names the picture. Underline

the consonant + le spelling. Draw a line between
the syllables.
1. apple 2. circle
3. turtle 4. bottle
5. candle 6. juggle

Name
Captions give readers more information about a

photo or picture.
Read the three captions below. Write the caption

next to each picture.
The ship will go far.

This is the Newtown Bridge.
They are building a house.
1.
2.
3.

Write About Reading: Cause and Effect
Name
Reread “How to Build a Snowman.” Think about

how the author uses cause and effect to explain
the information.
1. To make a snowman, the snow needs to be
2. What does the author say causes the snow to get big
and round?
3. What is the effect of using branches?
4. What is the effect of using stones or coins?

Phonics: Variant Vowel /ü/
Name
The letters oo can stand for the sound you hear in the
middle of moon.
The underlined letters in the words below also make
the same sound.
blue few tube fruit soup
Read the word. Circle the picture that the word

describes.
1. roof
2. cube
3. new
4. fruit
5. soup

Name

1. Miss Lane said, “That is a good .”

answer busy
2. We use our to see.

enough eyes
3. I my lunch to school.
door brought
4. We had a day at school.

busy eyes
5. Do we have eggs to make a cake?

door enough
6. Please close the when you come in.

brought door

Vocabulary
Name
demand: If you demand someone to do something,

you ask forcefully or strongly.
emergency: An emergency is something unexpected
that you need to take care of right away.
A. Circle the word that best tells about the picture.

Write it on the line to complete the sentence.
1. The king will tasty food.

demand emergency
2. The firefighters told them what to

do in an .
demand emergency
B. Circle the word that best completes the sentence.
3. I had to (demand, emergency) that my dog come inside.
4. A flashlight helps us get ready for an (demand, emergency).

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

275
Working Together

The pals drank cool water. Raccoon was making a new
Soon, the tree house was done! tree house.
“Thank you!” said Raccoon to his “This is hard work,” he said.
two new pals. “I need help!”
4 1
Just then, Moose came by. Next, Goose flew by.
“I have tools,” he said. “I can help, too,” she said.
“We can work together.” “I will get cool water for you
“Thank you,” said Racoon. to drink.”
2 3

Comprehension: Theme
Name
A. Reread “Working Together.” Circle the story

clue that tells about the picture.
1. 2.
a. Raccoon needs help. a. Goose will get cool

water.
b. The pals drank cool water. b. Soon the tree house
was done.
3. Circle the answer that best tells the theme of

the story.
a. Moose are good at building.
b. It helps to work together.
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: Synonyms
Name
Synonyms are words with the same or almost the

same meaning.
Some synonyms for happy are glad and joyful.
Some synonyms for run are jog and race.
Circle the word that has the same or almost the

same meaning as the bold word.
1. shine
glow shout
2. start
find began
3. loud

shy noisy
4. cold
chilly nice
5. yell
clap shout

Phonics: Variant Vowel /ü/
Name
The letters oo can stand for the sound you hear in the
middle of moon. The underlined letters in the words
below also make the same sound.
blue new tube fruit soup
A. Underline the letters that make the same sound

you hear at the end of too. Then draw a line from
each word to the picture it matches.
1. spoon a.
2. glue b.
3. stew c.
4. suit d.
B. Write words that rhyme with one or more of the

words from the box above.
5.

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.
help + ful = helpful
The word helpful means full of help.
The suffix -less means without.
help + less = helpless
The word helpless means without help.
Underline the suffix in each word.

Circle the correct meaning of the word.
1. useless
without use full of use
2. joyful

without joy full of joy
3. hopeful
without hope full of hope
4. painless
without pain full of pain
5. useful
without use full of use

Name
A caption is a short description that tells more

Read the three captions below.

Write the correct caption next to each picture.
Mr. Hart’s class learns about farm life.

Many people came out to vote.
The Bakers clean up Green Park.
1.
2.
Vote Today!
3.

Write About Reading: Theme
Name
Reread “Working Together.” Think about how the

author used clues to help readers figure out the
theme of the story. Fill in the clues that tell about
the theme.
1. On page 1, the author used this clue to show that

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

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

is helping.
4. On page 4, the author used this clue to show that

Raccoon is happy that his friends helped.

Phonics: Variant Vowel /ô/
Name
The sound you hear at the end of draw can be spelled

with the letter a and the letters aw, au, augh, and al.
mall lawn fault taught talk
Look at the picture. Read the word that names the

picture. Then circle the word with the same sound-
spelling.
1. crawl paw pat
2. call fall far

3. sauce race haul
4. walk chalk sack
5. claw clam saw

Name
Circle the word or words that complete the

sentence. Write each word.
brother father friend love mother picture
1. My Liz likes to read.

picture friend
2. I to run around the park.

mother love
3. I smiled for my class .

picture father
4. My and are here.

father love picture mother
5. Paul’s is as tall as he is.

brother love

Vocabulary
Name
accept: If you accept something, you take it or agree to it.

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

each sentence.
accept often
1. Curt rides his bike to school.
2. Ben is going to
the award from the mayor.
B. Draw a picture of something you do often.

3.

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

the story.
Clue Clue
Author’s Copyright © The McGraw-Hill Companies, Inc.
Purpose

287
Coaches

Ariel Skelley/Blend Images LLC
BananaStock/Alamy
Because coaches love the Coaches have a fun job.
sport, they help us love it, too! They help us learn to play a
Coaching is a great job! sport. They teach the rules.
4 1
BananaStock/Alamy
Comstock Images/Getty Images
Coaches show players how to Coaches help all players work

throw and hit a ball. They show together. This makes a good
players how to run fast. team.
2 3

Comprehension: Author’s Purpose
Name
A. Reread “Coaches.” Follow the directions.
1. Why did the author write “Coaches”? Fill in the bubble.

to tell what coaches do
to tell about how to play soccer
2. Circle the words from the story that tell you what
coaches show players.
throw run fast good
read sleep rules
3. What makes a good team?
Ariel Skelley/Blend Images LLC

Fill in the bubble.
They like to lose.
They work together.
4. How do coaches feel about the sport? Fill in the bubble.

Coaches love to play and teach the sport.
Coaches do not like to win at the sport.

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

Vocabulary Strategy: Antonyms
Name
Words with opposite meanings are called antonyms.

An antonym for new is old.
Read each sentence. Circle the word that has the

opposite meaning of the bold word.
1. Mike is getting a book now.
soon later
2. Jimmy did better on his test.
worse best
3. The ride was very loud.

noisy quiet
4. Paul always plays baseball on Fridays.
usually never

Phonics: Variant Vowel /ô/
Name
The sound at the end of draw can be spelled with the

letter a and the letters aw, au, augh, and al.
mall lawn fault taught talk
Read the word. Underline the letters that make the

sound you hear at the end of draw. Write the same
spelling to make the word that names the picture.
1. claw y n
2. taught c t
3. call b ll
4. sauce h l
5. talk w k

Structural Analysis: Vowel Team Syllables
Name
G1_TxtBox
Vowel teams are two letters in a word that stand for
one vowel sound. The underlined letters in these
words are examples of vowel teams.
heat hood stay out boy saw
Vowel teams stay together in the same syllable.
oat/meal row/ing
A. Circle the word that has a vowel team.
1. wait wind 3. cat coat
2. bag book 4. each egg
B. Look for the vowel teams ai, ow, oo, or ea.

Underline each vowel team. Then draw a line
between the syllables.

5. rainbow
6. looking
7. teapot

Text Feature: Sensory Words
Name
Sensory words are words that tell what

something looks, smells, feels, tastes, or
sounds like. Sensory words help readers
picture details.
Example: The fluffy clouds float in the sky.
Circle the sensory word a writer could use to tell

about each picture.
1. 2.
loud small bright dark
3. 4.
sweet noisy cold yummy
5. 6.
dry wet stormy sunny

Write About Reading: Author’s Purpose
Name
An author’s purpose is the reason why he or she

wrote the text.
Reread “Coaches.” Think about author’s purpose.

Use the words and the pictures to complete the
sentences.
1. After reading page 1, I can tell the author wrote this

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

4. After reading “Coaches”, the author wants us to

know that

Phonics: Silent Letters wr, kn, gn
Name
When you see wr, kn, or gn at the beginning of a

word or syllable, the first letter is silent.
wrap knit gnaw
A. Underline the letter that is silent in each word.
1. 3.
wrap knead
2. 4.
knock gnaw
B. Circle the word that names each picture.

5. 6.
right write knot not

Name

1. I raise my hand to ask a .

question month
2. The like to play.

children question
3. I have hiding.
their been
4. June is the name of a .

year month
5. The kids have books.

their been
6. We will be in second grade next .

their year

Vocabulary
Name
A country is a land where a group

of people live.
Our country is the United States.
When a person gathers things,
the things are put in one place.
Sam gathers the mugs.
Circle country or gathers to complete

each sentence. Then write the word.
1. Spain is a .
country gathers
2. Mr. Jones our papers.

country gathers
3. We saw a called France.

country gathers
4. Ana wood for a fire.

country gathers

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

the story.
Cause Effect

299
Storm Watch

“We can wrap up in blankets to “A storm is coming,” Mom said.
keep warm,” said Paul. Paul was worried. He didn’t like
Dad got a phone. “Now, we are storms. They had to get ready.
ready and safe!” he said.
4 1
“It is time to plan,” said Dad. “I will write a list,” said Paul.
“Let’s find things we may need,” Paul wrote “flashlight.”
said Mom. “The power may go,” he said.
“Good thinking,” said Dad.
2 3

Name
A. Reread “Storm Watch.” Read each sentence

pair. One tells a cause. One tells an effect.
Write “cause” or “effect” next to each sentence.
1. A storm is coming.
Paul and his parents make a plan.
2. The power may go out.

Paul writes “flashlight.”

Fill out the chart.

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

Vocabulary Strategy: Similes
Name
Writers sometimes use similes to help readers

picture details. A simile compares one thing to
another using the words like or as.
The puddle is as big as a lake.
The wind felt like an ice cube.
Circle the sentence that compares two things. Look for

the words like or as to help you.
1. The house was as dark as a cave.

The house had no lights on.
2. The flashlight was bright.

The flashlight was like the sun.

3. Paul wrapped his blanket around him.
Paul’s blanket was as warm as a bath.
4. The storm was like a roller coaster.

The storm lasted all day.

Phonics: Silent Letters wr, kn, gn
Name

1. Dad I wanted new shoes.

new knew
2. Get that away!

gnat Nate
3. Mom the presents.

raps wraps
4. She will out the towel.

ring wring
5. You can bend your .

knee need

Structural Analysis: Compound Words
Name
A compound word is a word made of two smaller

words.
ant + hill = anthill mail + box = mailbox
A. Read each compound word. Circle the two

smaller words you see in each word.
1. raindrop
2. bedroom
3. inside
4. lunchtime
B. Put the two words together to make a

compound word. Write the word on the line.

5. snow + storm =
6. back + yard =

Text Feature: Headings
Name
A reading selection can have many sections.

Headings tell what each section is about.
A. Read the selection about hot weather.
Beat the Heat!
A hot day can be fun. But you must be careful.

The Sun on Your Skin
The sun can harm you. Wear a hat.
Use sunscreen.
The Sun and Your Body
You need more water on a hot day.
Drink lots of water.
B. Circle the correct answer about the selection.
1. Circle the headings above.

2. What is the last section about?
The Sun on Your Skin The Sun and Your Body

Write About Reading: Cause and Effect
Name
Stories are made up of events. One event can cause

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

author used cause and effect. Use the words and
the pictures to complete the sentences.
1. What clue did the author give as the

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

What is the effect the author states?
3. What is the effect of finding the things

they need?

Phonics: Three-Letter Blends
Name
Sometimes three consonants form a blend.

scrap splash spray street three shrub
Draw a line from each word to a word that begins

with the same three-letter blend.
1. scrap throne
2. splash stripe
3. spray shrink
4. street split
5. three spring
6. shrub scream

Name

1. We wash our hands lunch.

before push
2. Is this book?
heard your
3. Mom painted the door.

before front
4. I the storm last night.

heard push
5. Will you me on the swing?

tomorrow push
6. Mark’s birthday is .
before tomorrow

Vocabulary
Name
difficult: Something that is difficult is not easy.

nobody: Nobody means “no person.”

Write the word.
1. Riding a bike is for my little

brother. difficult nobody
2. I see that is in the room.

difficult nobody
3. Flying a kite is more than it looks.

difficult nobody
4. I lost a notebook, and could

find it. difficult nobody

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

311
Sue’s Surprise

They started with a strawberry Sue was sad. It was her
cake. Then they had pasta. birthday. But Mom and Dad
Sue smiled. This was fun! went away. She was at
Aunt Jane’s.
4 1
Sue missed Mom and Dad. Then Aunt Jane came in.
The three of them always had “Let’s have a silly supper,”
a picnic on her birthday. Would she said. “That’s when we eat
Aunt Jane do anything fun? everything out of order.”
2 3

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

to the picture it tells about.
1. Sue was sad. Her mom and a.

dad were away.
2. Sue hopes for a b.

birthday picnic with her
mom and dad.
3. Aunt Jane says, “Let’s have c.

a Silly Supper.”
4. What is the theme of the story? Fill in the circle.

Trying new things can be fun.
Birthdays are sad.

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

Vocabulary Strategy: Compound Words
Name
A compound word is a longer word made up of two smaller

words. Look at the smaller words in a compound word to
help you figure out its meaning.
The word birdhouse is a compound word.
bird + house = birdhouse
A birdhouse is a house for birds to live in.
A. Write the two smaller words you see in each

compound word.
1. snowball = +
2. toothbrush = +

3. bedtime = +
B. Draw a tool. Draw a box. Write the compound word.
4.
+ =
tool box

Phonics: Three-Letter Blends
Name
Sometimes three consonants form a blend.

scrap splash spray street three shrub
Circle the word that names each picture.
1. three tree there
2. stung shape string
3. scale scratch skate
4. spray spade prize

5. spit spend split

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

Add -ing to tell what is happening now.
Change some words before adding -ed or -ing.
race − e + ed = raced try + ed = tried
drop + p + ing = dropping

the word on the line
1. Max in the mud.

splashed splashing
2. Who is at the door?

knocked knocking
3. I the dog after his bath.

dried drying
4. The bus is at school.

stopped stopping

Text Feature: Directions
Name
Directions are a list of steps that tell how to make

or do something.
Read the directions.
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 jug. fun shapes.
3. Glue on 4. Fill the jug with

shapes. water. Water
your plants!
Circle the answer to each question.
1. What do the steps tell you to make?

a watering can a plant
2. What do you do first?

glue the fun shapes rinse out the jug
3. What do you do after you cut the paper?

water the plant glue on the shapes

Write About Reading: Theme
Name
Reread “Sue’s Surprise.” Think about how the

author used clues to help readers figure out
the theme of the story. Fill in the clues that
tell about the theme.
1. On page 1, the author used this clue to

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

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

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

Phonics: /âr/ air, are, ear
Name
The letters air together can make the sound

you hear at the end of chair.
The letters are and ear can also make
the same sound.
square pear
Read each word. Draw a line from the word to the

picture it names. Then circle the letters that make
the sound you hear at the end of chair.
1. bear
2. square
3. hair
4. pear
5. stairs

Name

1. Pears are my fruit.

wonder favorite
2. Spot is still a puppy.

few young
3. We will Mom with a gift.

surprise gone
4. This bag can fit only a books.

young few
5. I what time Dad’s plane will land.

gone wonder
6. Mom made cupcakes but now they are all
.
surprise gone
Vocabulary
Name
nation: A nation is a group of people living in

one country.
unite: To unite is to join together.
A. Circle the word that completes the sentence.

Write the word.
1. This is the flag that stands for our
.
nation unite
2. Our team will

for the game. nation unite
B. Circle the word that matches each meaning.

3. to join together
a. nation b. unite
4. a group of people living in one country

a. nation b. 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 © The McGraw-Hill Companies, Inc.

323
Favorite Days

OCTOBER
Birthdays are favorite days to Do you have a favorite day?
share. Young children love them. There are many special days
Sometimes they have a party to share each year.
and wear hats!
4 1
JANUARY JUNE
MAY

New Year’s Day is the first day Mother’s Day is in May. Father’s
of the year. Some families play Day is in June. Children do
games together. things to make these special
people happy.
2 3

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 children sing.
tell about New Year’s Day.
2. Father’s Day is in June.

The author’s purpose is to
tell about Father’s Day.
tell how to make a card.
3. Why did the author write “Favorite Days?”


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

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

details. A metaphor compares one thing to another.
The snow is a white blanket.
Metaphors do not use the words like or as to compare.
A. Read each sentence. Look at the underlined

words. Then circle the sentence that tells how the
two things are alike.
1. The cloud is cotton candy.
Both are in the sky. Both are fluffy.
2. The rainbow is a box of crayons spilled from the clouds
Both have lots of colors. Both are in a box.
B. Draw a picture to go with one of the sentences

above.

Phonics: /âr/ air, are, ear
Name
The letters air, are, and ear can stand for the
sound at the end of chair, square, and pear.
Underline the letters that make the same sound

you hear at the end of bear. Then write the word on
the line.
1. care
2. fair
3. wear
4. pair
5. scare

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

When a word has a vowel followed by r,
the vowel and r stay in the same syllable.
turkey = tur / key circus = cir / cus
target = tar / get story = stor / y
Read the words. Draw a line between the two

syllables. Use the letters in bold to help you.
1. t u r t l e
2. m a r k e t

3. p e r f e c t
4. f o r t y
5. d i r t y

Text Feature: Map
Name
A map is a drawing that shows where places are.
Look at the map. Follow the directions.

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. Circle the school on the map.
2. Circle the places that are on First Ave.

Post Office Park School
3. Circle the name of a street in Green Town.
Park Street Oak Street

Write About Reading: Author’s Purpose
Name
Reread “Favorite Days.” Think about why the

author wrote the story. Use the words and the
1. The author’s purpose on page 1 is

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Grade 1

Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

Copyright © by The McGraw-Hill Companies, Inc.

All rights reserved. The contents, or parts thereof, may be

Send all inquiries to:

Text Feature: Bold Print 19 Write About Reading: Key Details 50

Copyright © The McGraw-Hill Companies, Inc.

Structural Analysis: Plurals 118 Phonics: /u̇/ oo, u 141

Copyright © The McGraw-Hill Companies, Inc.

Comprehension: Story Questions

Copyright © The McGraw-Hill Companies, Inc.

Look at the picture. The letter a can stand

Write the letter a to complete the word that names

Practice • Grade 1 • Unit 1 • Week 1 1

Read the words in the box.

does not school what

Circle the word that completes the sentence.

1. Sam can see the map.

2. do the cats have?

Copyright © The McGraw-Hill Companies, Inc.

4. Where Nan go?

The letter a stands for the middle

Read the word. Draw a line to the picture it names.

Practice • Grade 1 • Unit 1 • Week 1 3

Detail Copyright © The McGraw-Hill Companies, Inc.

4 Practice • Grade 1 • Unit 1 • Week 1

Jack is a cat. Jack can nap.

Practice • Grade 1 • Unit 1 • Week 1

6 Practice • Grade 1 • Unit 1 • Week 1

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

B. Draw another key detail.

Practice • Grade 1 • Unit 1 • Week 1 7

Add s to the end of an action

Add the letter s to the end of the action word in each

Copyright © The McGraw-Hill Companies, Inc.

8 Practice • Grade 1 • Unit 1 • Week 1

A photograph is a picture that shows people,

Look at the photograph. Circle the words that tell

1. boy cat nap

2. hat bag bat

3. boy hat cat

4. bag nap ran

Practice • Grade 1 • Unit 1 • Week 1 9

Words and pictures in a story give you key details.

Reread “Jack the Cat.” Think about how the author

2. Page 2 Jack likes to .

3. Page 3 Jack likes .

Copyright © The McGraw-Hill Companies, Inc.

5. The key details tell me more about .

10 Practice • Grade 1 • Unit 1 • Week 1

The letter i can stand for the short i sound

Write the letter i to complete the word that names

Practice • Grade 1 • Unit 1 • Week 2 11

Read the words in the box.

down out up very

Circle the word that completes each sentence.

1. The bag is big.

Copyright © The McGraw-Hill Companies, Inc.

12 Practice • Grade 1 • Unit 1 • Week 2

The letter i can make the short i sound

Look at the picture. Read the words. Circle the

Practice • Grade 1 • Unit 1 • Week 2 13

Detail Copyright © The McGraw-Hill Companies, Inc.

14 Practice • Grade 1 • Unit 1 • Week 2