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ELL Reproducibles.G2 SE
ELL Reproducibles.G2 SE
ELL
Reproducibles
Practice
Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.
ELL
Reproducibles
Practice
Grade 2
Grade 2
ELL
Reproducibles
Week 2
Families Around the World Week 5
Vocabulary 11 Families Working Together
Phonics/Structural Analysis 12 Vocabulary 41
Comprehension: Visualize 13 Phonics/Structural Analysis 42
Comprehension: Character, Setting, Comprehension: Ask and Answer
Events 15 Questions 43
Graphic Organizer 16 Comprehension: Key Details 45
Writing Traits: Organization 17 Graphic Organizer 46
Genre 18 Writing Traits: Sentence Fluency 47
Vocabulary Strategy: Root Words 19 Genre 48
Write About Reading: Character, Setting, Vocabulary Strategy: Inflectional Endings 49
Events 20 Write About Reading: Key Details 50
Copyright © The McGraw-Hill Companies, Inc.
Week 3
Pets are Our Friends
Vocabulary 21
Phonics/Structural Analysis 22
Comprehension: Ask and Answer
Questions 23
Comprehension: Character, Setting,
Events 25
Graphic Organizer 26
Writing Traits: Word Choice 27
Genre 28
Vocabulary Strategy: Sentence Clues 29
Write About Reading: Character, Setting,
Events 30
iii
Contents
Unit 2 • Animal Discoveries
Week 1 Week 4
Animals and Nature Baby Animals
Vocabulary 51 Vocabulary 81
Phonics/Structural Analysis 52 Phonics/Structural Analysis 82
Comprehension: Make, Confirm, Revise Comprehension: Reread 83
Predictions 53 Comprehension: Main Topic and
Comprehension: Character, Setting, Plot 55 Key Details 85
Graphic Organizer 56 Graphic Organizer 86
Writing Traits: Ideas 57 Writing Traits: Organization 87
Genre 58 Genre 88
Vocabulary Strategy: Prefixes 59 Vocabulary Strategy: Multiple-Meaning
Write About Reading: Character, Setting, Words 89
Plot 60 Write About Reading: Main Topic and
Key Details 90
Week 2
Animals in Stories Week 5
Vocabulary 61 Animals in Poems
Phonics/Structural Analysis 62 Vocabulary 91
Comprehension: Make, Confirm, Revise Phonics/Structural Analysis 92
Predictions 63 Comprehension: Reread 93
Comprehension: Plot: Problem and Comprehension: Key Details 95
Solution 65 Graphic Organizer 96
Graphic Organizer 66 Writing Traits: Word Choice 97
Writing Traits: Ideas 67 Genre/Literary Element 98
Genre 68 Vocabulary Strategy: Multiple-Meaning
Vocabulary Strategy: Suffixes 69 Words 99
Write About Reading: Plot: Write About Reading: Key Details 100
Week 3
Animal Habitats
Vocabulary 71
Phonics/Structural Analysis 72
Comprehension: Make, Confirm, Revise
Predictions 73
Comprehension: Key Details 75
Graphic Organizer 76
Writing Traits: Organization 77
Genre 78
Vocabulary Strategy: Suffixes 79
Write About Reading: Key Details 80
iv
Contents
Unit 3 • Live and Learn
Week 1 Week 4
The Earth’s Forces Weather Alert!
Vocabulary 101 Vocabulary 131
Phonics/Structural Analysis 102 Phonics/Structural Analysis 132
Comprehension: Reread 103 Comprehension: Ask and Answer
Comprehension: Author’s Purpose 105 Questions 133
Graphic Organizer 106 Comprehension: Main Idea and Details 135
Writing Traits: Organization 107 Graphic Organizer 136
Genre 108 Writing Traits: Organization 137
Vocabulary Strategy: Similes 109 Genre 138
Write About Reading: Author’s Purpose 110 Vocabulary Strategy: Antonyms 139
Write About Reading: Main Idea and
Details 140
Week 2
Look At the Sky
Week 5
Vocabulary 111
Phonics/Structural Analysis 112
Express Yourself
Comprehension: Reread 113 Vocabulary 141
Comprehension: Plot: Sequence 115 Phonics/Structural Analysis 142
Graphic Organizer 116 Comprehension: Ask and Answer
Questions 143
Writing Traits: Word Choice 117
Comprehension: Main Idea and
Genre 118
Key Details 145
Vocabulary Strategy: Compound Words 119
Graphic Organizer 146
Write About Reading: Plot: Sequence 120
Writing Traits: Sentence Fluency 147
Genre 148
Week 3 Vocabulary Strategy: Prefixes 149
Ways People Help Write About Reading: Main Idea and
Copyright © The McGraw-Hill Companies, Inc.
v
Contents
Unit 4 • Our Life/Our World
Week 1 Week 4
Different Places Folktales About Nature
Vocabulary 151 Vocabulary 181
Phonics/Structural Analysis 152 Phonics/Structural Analysis 182
Comprehension: Reread 153 Comprehension: Visualize 183
Comprehension: Connections Within Comprehension: Plot: Compare and
a Text: Compare and Contrast 155 Contrast 185
Graphic Organizer 156 Graphic Organizer 186
Writing Traits: Ideas 157 Writing Traits: Ideas 187
Genre 158 Genre 188
Vocabulary Strategy: Compound Words 159 Vocabulary Strategy: Root Words 189
Write About Reading: Connections Write About Reading: Plot:
Within a Text: Compare and Contrast 160 Compare and Contrast 190
Week 2 Week 5
Earth Changes Poems About Nature
Vocabulary 161 Vocabulary 191
Phonics/Structural Analysis 162 Phonics/Structural Analysis 192
Comprehension: Reread 163 Comprehension: Visualize 193
Comprehension: Connections a Within Comprehension: Theme 195
a Text: Cause and Effect 165 Graphic Organizer 196
Graphic Organizer 166 Writing Traits: Word Choice 197
Writing Traits: Word Choice 167 Genre/Literary Element 198
Genre 168 Vocabulary Strategy: Similes 199
Vocabulary Strategy: Sentence Clues 169 Write About Reading: Theme 200
Write About Reading: Connections
Within a Text: Cause and Effect 170
vi
Contents
Unit 5 • Let’s Make a Difference
Week 1 Week 4
Being a Good Citizen Preserving Our Earth
Vocabulary 201 Vocabulary 231
Phonics/Structural Analysis 202 Phonics/Structural Analysis 232
Comprehension: Summarize 203 Comprehension: Make, Confirm,
Comprehension: Point of View 205 Revise Predictions 233
Graphic Organizer 206 Comprehension: Plot: Problem and
Writing Traits: Ideas 207 Solution 235
Genre 208 Graphic Organizer 236
Vocabulary Strategy: Suffixes 209 Writing Traits: Word Choice 237
Write About Reading: Point of View 210 Genre 238
Vocabulary Strategy: Homophones 239
Write About Reading: Plot:
Week 2 Problem and Solution 240
Cooperation Works!
Vocabulary 211 Week 5
Phonics/Structural Analysis 212
Rights and Rules
Comprehension: Summarize 213
Vocabulary 241
Comprehension: Point of View 215
Phonics/Structural Analysis 242
Graphic Organizer 216
Comprehension: Make, Confirm,
Writing Traits: Sentence Fluency 217
Revise Predictions 243
Genre 218
Comprehension: Connections Within
Vocabulary Strategy: Idioms 219 a Text: Cause and Effect 245
Write About Reading: Point of View 220 Graphic Organizer 246
Writing Traits: Voice 247
Week 3 Genre 248
Our Heroes Vocabulary Strategy: Multiple-Meaning
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Words 249
Vocabulary 221
Write About Reading: Connections
Phonics/Structural Analysis 222 Within a Text: Cause and Effect 250
Comprehension: Summarize 223
Comprehension: Connections Within
a Text: Sequence 225
Graphic Organizer 226
Writing Traits: Organization 227
Genre 228
Vocabulary Strategy: Synonyms 229
Write About Reading: Connections
Within a Text: Sequence 230
vii
Contents
Unit 6 • How on Earth?
Week 1 Week 4
Plant Myths and Facts Money Matters
Vocabulary 251 Vocabulary 281
Phonics/Structural Analysis 252 Phonics/Structural Analysis 282
Comprehension: Reread 253 Comprehension: Summarize 283
Comprehension: Theme 255 Comprehension: Connections Within
Graphic Organizer 256 a Text: Problem and Solution 285
Writing Traits: Organization 257 Graphic Organizer 286
Genre 258 Writing Traits: Organization 287
Vocabulary Strategy: Sentence Clues 259 Genre 288
Write About Reading: Theme 260 Vocabulary Strategy: Paragraph Clues 289
Write About Reading: Connections
Within a Text: Problem and Solution 290
Week 2
We Need Energy
Week 5
Vocabulary 261
Phonics/Structural Analysis 262
The World of Ideas
Comprehension: Reread 263 Vocabulary 291
Comprehension: Author’s Purpose 265 Phonics/Structural Analysis 292
Graphic Organizer 266 Comprehension: Summarize 293
Writing Traits: Word Choice 267 Comprehension: Point of View 295
Genre 268 Graphic Organizer 296
Vocabulary Strategy: Paragraph Clues 269 Writing Traits: Word Choice 297
Write About Reading: Author’s Purpose 270 Genre/Literary Element 298
Vocabulary Strategy: Metaphors 299
Write About Reading: Point of View 300
Week 3
Team Up to Explore
viii
Vocabulary
Name
I scored perfectly
on the test!
Copyright © The McGraw-Hill Companies, Inc.
perfectly
Name
cap
1.
six
2.
3. pig
B. Read each word. Circle the base word and write it.
5. cans 6. bags
7. kisses 8. mats
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Have partners practice
2 Unit 1 • Week 1 saying the words. For Structural Analysis, read each word and ending before having partners
work together to write the new words.
Comprehension and Fluency
Name
Name
Name
2. Point to the first picture. Who does Squirrel ask first to help fix
his bike?
Fox Bear
Bear Rabbit
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Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 1 • Week 1 5
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Key Details
Name
Name
Draft Model
Ronnie and Kevin went on a picnic. When the friends got
there, they set out all the food on a blanket. Then it started to
rain quite hard. The two friends quickly put everything back into
the basket. They went home.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 1 • Week 1 7
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Visual Elements
Name
Thanks, Friend!
Mouse says, “I’m planting a garden. It’s hard work.
I dig each hole. It takes a long time.”
“I can help!” says Mole.
Mole digs holes and Mouse plants seeds.
2. Look at the picture. Why is it easy for Mole to dig holes? Circle
the answer.
8 Practice • Grade 2 • Unit 1 • Week 1 Beginning/Intermediate Read the passage and questions. Have children
work with partners of different language abilities to answer the questions.
Vocabulary Strategy: Inflectional Endings
Name
To figure out new words, look at word parts. A root word may
have the ending -s, -es, -ed, or -ing. The endings -s, -es,
and -ing mean the action is happening now. The ending -ed
means the action happened in the past.
Works and working mean “is doing a job now.”
Worked means “did a job in the past.”
5. They went for a long ride and enjoyed the beautiful day.
is liking something now liked something in the past
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 1 • Week 1 9
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
Reread “A Bicycle Built for Two.” Think about how the author
used key details. Use the words and pictures to complete the
sentences.
4. Then
10 Practice • Grade 2 • Unit 1 • Week 1 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
I invited my friend
to the party.
invited
I plead to go to the
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beach.
plead
The squirrel
scurries up the
scurries
tree.
We share an
apple.
share
1. 2. 3.
4. pets 5. buses
6. mops
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Have partners practice
12 Unit 1 • Week 2 saying the words. For Structural Analysis, pronounce each base word, pause, and then
pronounce the ending. Have partners work together to complete the activity.
Comprehension and Fluency
Name
FREE
Name
2. The setting tells where the story takes place. What is the setting
of this story?
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 1 • Week 2 15
Pair children of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Character, Setting, Events
Name
A. Read the draft model. Use the questions that follow the
draft to help you write a strong beginning for the story.
Draft Model
She went to the store to get some milk. It was a long walk.
When she got there she was upset. She forgot her money. The
store owner was very kind. He said she could take the milk and
bring the money later.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 1 • Week 2 17
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
1. Realistic fiction has events that could happen in real life. Circle
the sentence that helps you know this text is realistic fiction.
4. What do the boys do at the end of the story? Circle the answer.
Name
To figure out a new word, separate the root word from the
ending. The endings -s, -es, and -ing mean the action is
happening now. The ending -ed means the action happened
in the past.
The quiet street was different. The quiet street did not change.
Beginning/Intermediate Read the directions for each section and model Practice • Grade 2 • Unit 1 • Week 2 19
the first item. Have children work with partners of different language
abilities to complete the items.
Write About Reading: Write an Analysis
Name
2. The setting is
20 Practice • Grade 2 • Unit 1 • Week 2 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
We have different
pets.
different
I will trade an
apple for your
trade
orange.
1. 2.
dr st st mp
ick ca
3. 4.
sk bl lt dr
Name
2. The setting tells where the story takes place. What is the setting
of this story?
a pet a bike
5. What kind of pet does Jeff get at the end of the story?
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 1 • Week 3 25
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Character, Setting, Events
Name
Draft Model
My kitten is a good size for my family’s small apartment. She
can sleep on my lap. She has nice fur. My kitten likes to be
outside and so do I.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 1 • Week 3 27
out cognates: family/familia, apartment/apartamento. Pair children of different language
abilities to complete the page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
4. What does Lizzie do at the end of the story? Circle the answer.
28 Practice • Grade 2 • Unit 1 • Week 3 Beginning/Intermediate Read the passage and questions. Have children
work with partners of different language abilities to answer the questions.
Vocabulary Strategy: Context Clues
Name
Read the sentences. Look at the word in bold print. Write the
word. Work with a partner. Use context clues that help you
figure out the meaning of the word. Write the meaning.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 1 • Week 3 29
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
Reread “A Pet of His Own.” Think about how the author used
character, setting, events. Use the words and pictures to
complete the sentences.
2. The setting is
3. The illustration is of
30 Practice • Grade 2 • Unit 1 • Week 3 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group
Vocabulary
Name
Our family is
excited to have a
excited
new pet.
My hamster is safe
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in its cage.
safe
The raccoon
wandered into the
wandered
yard.
The letter a can stand for the short a sound you hear in can.
The long a sound you hear in cane can be spelled a_e.
1. 2.
3. 4.
A Fire Dog
Wilshire is a fire dog. He lives in the city. Wilshire was
three months old when he went to the fire station. He
lived with the firefighters. They took care of Wilshire.
They gave him food and water.
The firefighters hired a dog trainer. The trainer helped
Wilshire learn to live in the fire station. The trainer
showed Wilshire where he could go.
Wilshire didn’t have to go outside to run. He was
trained to run on a treadmill inside.
Copyright © The McGraw-Hill Companies, Inc.
Name
1. Look at the first photo. Read the caption. What breed of dog
is Wilshire?
2. One detail tells about Wilshire when he went to the fire station.
How old was Wilshire then? Circle your answer.
4. Look at the second photo. Read the caption. What is one thing
Copyright © The McGraw-Hill Companies, Inc.
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 1 • Week 4 35
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Key Details
Name
Draft Model
Here’s how to give a dog a bath. Fill the tub with warm water.
Get the dog in the tub and wash her with soap. Rinse her with
plenty of fresh water. Dry the dog with a towel.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 1 • Week 4 37
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
38 Practice • Grade 2 • Unit 1 • Week 4 Beginning/Intermediate Read the passage and questions. Have children
work with partners of different language abilities to answer the questions.
Vocabulary Strategy: Root Words
Name
To figure out a new word, separate the root word from the
ending. The endings -s, -es, and -ing mean the action is
happening now. The ending -ed means the action happened
in the past.
Lives and living mean “is staying in a place now.”
Lived means “stayed in a place in the past.”
A. Look at the underlined word. Write the root and the ending.
Name
Reread “A Fire Dog.” Think about how the author used key
details. Use the words and photos to complete the sentences.
.
40 Practice • Grade 2 • Unit 1 • Week 4 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
I can choose a
book at the library.
choose
One of my chores
is making my bed.
chores
The customers
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I spend my money
to buy some juice.
spend
Name
The letter i can stand for the short i sound you hear in fit. The
long i sound you hear in fine can be spelled i_e.
B. Read the words in each row. Circle the possessive Copyright © The McGraw-Hill Companies, Inc.
noun.
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
42 Unit 1 • Week 5
Have partners practice saying the words with a partner. For Structural Analysis, read the
words in each row. Then have partners dentify the possessive nouns.
Comprehension and Fluency
Name
Family Business
Families may start a business together. Family
members all work to help the business. Let’s read about
one family business.
The year was 1916. Two families started a coffee
company. They roasted coffee beans by hand. There
were few cars then. The coffee was loaded onto wagons.
Horses pulled the wagons and delivered the coffee.
The coffee business grew. More family members
worked for the company. The company bought its first
truck in 1918.
Copyright © The McGraw-Hill Companies, Inc.
Name
Name
1. Point to the first picture. How did wagons move in the past?
Circle the answer.
5. Point to the chart. What does the chart compare? Circle the
answer.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 1 • Week 5 45
Have partners answer the questions. Have them share their answers.
Comprehension: Key Details
Name
Name
Draft Model
I like to help my family get chores done. It makes our
house clean. It also gives us free time together. That’s what I
love best.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 1 • Week 5 47
out cognates such as family/familia. Have partners complete the page. Have them read the
revised draft aloud to each other.
Genre/Text Feature
Name
Family Business
Some families own a pizza shop. Kids and adults can
both help in the shop. The adults make the food. The
adults also help customers. Kids can clean tables and
windows.
48 Practice • Grade 2 • Unit 1 • Week 5 Beginning/Intermediate Read the passage and questions.
Have children work with partners to answer the questions.
Vocabulary Strategy: Inflectional Endings
Name
To figure out new words, look at word parts. A root word may
have the ending -s, -es, or -ed. The endings -s and -es mean
a noun is plural. The ending -ed means an action happened
in the past.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 1 • Week 5 49
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
50 Practice • Grade 2 • Unit 1 • Week 5 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
We read in the
silence of the
silence
library.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 2 • Week 1 51
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Short o, Long o /Inflectional Endings -ed, -ing
Name
The letter o can stand for the short o sound you hear in not.
The long o sound you hear in note can be spelled o_e.
1. 2.
bone box five fox
3. 4.
rope run dog dime
B. Add each ending and write the new word. Read the
new word.
5. pin + ed 6. tag + ed
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
52 Unit 2 • Week 1
Have children practice saying the words with a partner. For Structural Analysis, read each
word and ending before having partners work together to write the new words.
Comprehension and Fluency
Name
Name
Name
2. The plot is the key events that happen in a story. What happens
at the beginning of the story? Circle the answer.
4. Point to the picture. Did the children see the deer? Circle the
answer.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 2 • Week 1 55
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Character, Setting, Plot
Name
Character
Setting
Plot
Name
Draft Model
Meg and Tom go to the beach. They swim in the water. Meg
sees birds flying in the sky. Tom finds shells on the beach. Then
they see a crab near the water!
2. What details can tell more about the birds, shells, and crab
that Meg and Tom see?
3. What details might tell how Meg and Tom feel about their day at
the beach?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 2 • Week 1 57
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Visual Elements
Name
2. How does the picture help you know this text is realistic fiction?
58 Practice • Grade 2 • Unit 2 • Week 1 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Prefixes
Name
To figure out a new word, look for a prefix, or word part at the
beginning of the word.
re- = “again” reuse (use again)
un- = “not” untrue (not true)
dis- = “opposite of” dislike (do not like)
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 2 • Week 1 59
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
60 Practice • Grade 2 • Unit 2 • Week 1 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
I am fond of
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puppies.
fond
That is a
remarkable jump!
remarkable
I snatch my book
bag as I leave the
snatch
house.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 2 • Week 2 61
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Short u, Long u /CVCe Syllables
Name
The letter u can stand for the short u sound you hear in cut.
The long u sound you hear in cute can be spelled u_e.
1. 2.
mule flute
3. 4.
5. awoke 6. combine
7. behave 8. donate
62 Practice • Grade 2 • Unit 2 • Week 2 Beginning/Intermediate For Phonics, point to and name the pictures.
Have parnters practice saying the words. For Structural Analysis, read
each word. Have partners work together to complete the activity.
Comprehension and Fluency
Name
Name
1. Point to the first picture. What is fox doing? Circle the answer.
4. Fox takes steps to solve the problem. What two steps does Fox
take? Circle the answer.
5. The solution is described at the end of the story. How does Fox
solve the problem? Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 2 • Week 2 65
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Problem and Solution
Name
Problem
Steps to Solution
Draft Model
Every day a shepherd boy thought he saw a wolf. “Wolf!” he
cried. The villagers came running. They felt sorry for the boy.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 2 • Week 2 67
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
3. Find the sentence in the fable that tells the lesson. Write it.
68 Practice • Grade 2 • Unit 2 • Week 2 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Suffixes
Name
To figure out a new word, look for a suffix, or word part added
to the end of the word.
-ful = “full of” careful (full of care)
-ly = “in a way that is” gladly (in a way that is glad)
1. Fox nearly reached the grapes, but they were too high.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 2 • Week 2 69
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
Reread “Fox Gets Help.” Think about how the author used
problem and solution. Use the words and pictures to help you
complete the sentences below.
that
70 Practice • Grade 2 • Unit 2 • Week 2 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
We went on a
journey to the
journey
mountains.
A chipmunk peeks
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We run when we
feel restless.
restless
My friend spies
the missing game
spies
piece.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 2 • Week 3 71
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Soft c and g/Prefixes re-, un-, dis-
Name
1. 2. 3.
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
72 Unit 2 • Week 3
Have partners practice saying the words. For Structural Analysis, read each word and the
definitions. Have partners work together to complete the activity.
Comprehension and Fluency
Name
Name
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 2 • Week 3 75
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Main Topic and Key Details
Name
Main Topic
Draft Model
I saw a white tiger when I visited the zoo last summer. It was
a very hot day, and the white tiger was panting. He splashed
around in a lake that surrounded his pen. Caretakers threw him
giant ice cubes. He licked and ate the cubes that contained
fruit. He moved to a shady area of his pen.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 2 • Week 3 77
meaning and point out cognates: tiger/tigre, zoo/zoo, fruit/fruta. Have
partners complete the page. Have them read the revised draft aloud.
Genre/Text Features
Name
In the Cave
In the cave a scientist sees shrimp and cave beetles.
These animals never leave the cave. Then she sees a
snail. The snail may leave the cave sometimes.
Cave Animals
3. Write the animal words from the text that are in bold print.
78 Practice • Grade 2 • Unit 2 • Week 3 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Suffixes
Name
4. He was greatly interested in how the two places were alike and
different.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 2 • Week 3 79
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
3. In the section “The Arctic Tundra,” the author includes the key
detail
4. In the section “The Alpine Tundra,” the author includes the key
detail
80 Practice • Grade 2 • Unit 2 • Week 3 Beginning/Intermediate Read the directions and give simple expamples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
fur.
fur
A mother monkey
will groom her
groom
baby.
1. phone 2. whale
3. chop 4. ring
5. fish 6. thin
Grade 2 Beginning/Intermediate For Phonics, read each word, emphasizing the consonant digraph.
82 Unit 2 • Week 4
Have partners practice saying the words. For Structural Analysis, read each word and the
definitions. Have partners of work together to complete the activity.
Comprehension and Fluency
Name
Opossums
An adult opossum is about the size of a big cat. A
mother opossum can have seven babies or more. She
has a pouch like a kangaroo.
Each baby opossum is the size of a honeybee. The
babies stay inside the mother’s pouch at first. The babies
leave the mother’s pouch after two months. The mother
carries the babies on her back. The baby opossums
grow up quickly.
Copyright © The McGraw-Hill Companies, Inc.
Opossum
ear
nose
tail
whiskers
thumb
Name
5. Point to the second picture. What does it tell you about the
opossum? Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 2 • Week 4 85
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Main Topic and Key Details
Name
Main Topic
Draft Model
A puppy is the name for a baby dog. A puppy is much smaller
than its parent. It is the same shape as its parent. It has fur like
its parent. It cannot do many things for itself.
1. What are some ways you can connect the ideas in the draft?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 2 • Week 4 87
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Text Features
Name
long tail
whiskers
claws
black spots
1. Expository text gives facts about a topic. How do you know this
is expository text.
88 Practice • Grade 2 • Unit 2 • Week 4 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Multiple-Meaning Words
Name
to follow around
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 2 • Week 4 89
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
90 Practice • Grade 2 • Unit 2 • Week 4 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
The butterfly is
flapping its wings
flapping
to fly.
3. Talk about birds with your partner. Use the words feathers and
flapping.
Name
A. Read the words in each row. Circle the word with the
three-letter blend. Write the word on the line.
5. back + pack
6. hand + shake
7. sun + shine
8. pan + cake
Grade 2 Beginning/Intermediate For Phonics, read the words in each row. Have partners practice
92 Unit 3 • Week 1
saying the words with a partner. For Structural Analysis, read each pair of words. Have
partners work together to write the compound words.
Comprehension and Fluency
Name
A Tortoise
A tortoise is a kind fellow,
It lives a life that’s calm and mellow.
A tortoise can live for quite a long span,
In fact it may even live longer than a man.
You’ll never find a tortoise at sea,
It lives on land—that’s where it should be.
Copyright © The McGraw-Hill Companies, Inc.
Name
Name
1. Point to the first picture. Which animal does a tortoise look like?
Circle the answer.
a turtle a frog
in water on land
5. Point to the second picture. What does a tortoise most look like
when it is inside its shell? Circle the answer.
Copyright © The McGraw-Hill Companies, Inc.
a tree a rock
Beginning/Intermediate Reread the poem and read the questions. Practice • Grade 2 • Unit 2 • Week 5 95
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Key Details
Name
Name
Draft Model
I went outside one night.
Something moved, so I turned on the light.
It was a little toad
Hopping across the road.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 2 • Week 5 97
meaning.Have partners complete the page. Have them read the revised
draft aloud to each other.
Genre/Literary Element
Name
The Robin
A robin gathers fluff,
And twigs and other stuff.
She takes things she likes best,
And weaves them in her nest.
3. Why do you think the poet uses rhythm? Circle the answer.
to tell what is in a robin’s nest with a poem
to tell what the robin looks like
98 Practice • Grade 2 • Unit 2 • Week 5 Beginning/Intermediate Read the poem and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Multiple-Meaning Words
Name
Read the lines from the poem. Work with a partner to figure
out the meaning of the word in bold print. Circle the meaning
of the word.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 2 • Week 5 99
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
100 Practice • Grade 2 • Unit 2 • Week 5 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
We use these
objects for art
objects
class.
Copyright © The McGraw-Hill Companies, Inc.
It is true that an
umbrella can keep
true
you dry.
Name
The letters ai, ay, ea, ei, eigh, and ey can stand for the long
a sound. Listen to the vowel sound as you say the words pail,
day, great, eight, and they.
flag hay
sleigh cat
1. I’ll that is
3. that’s I will
4. you’ve we are
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Have partners practice
102 Unit 3 • Week 1
saying the words. For Structural Analysis, read each word before having children circle the
contraction.
Comprehension and Fluency
Name
Ingram Publishing/SuperStock
Name
Roller Coaster
cars
track
Name
1. Point to the first picture. What does it show? Circle the answer.
It shows a sunny day. It shows a roller coaster.
3. What does the author want you to know in the section called
“The Ride Ends”? Circle the answer.
how the roller coaster stops how the roller coaster gets
up the hill
5. What is the author’s purpose for writing this passage? Circle the
answer.
to tell about people who ride to tell how a roller coaster
roller coasters works
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 3 • Week 1 105
Pair children of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Author’s Purpose
Name
Clue Clue
Author’s Purpose
Name
A. Read the draft model. Use the questions that follow the
draft to add words that tell the order of the ideas.
Draft Model
You can try this. A ball falls to the ground. That is after you
throw the ball in the air. Does the ball stay up? No! That’s
because gravity is pulling the ball down.
B. Now revise the draft by adding words and writing the ideas
in an order that makes sense.
Copyright © The McGraw-Hill Companies, Inc.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 3 • Week 1 107
out cognates: air/aire, gravity/gravedad. Pair children of different language abilities to
complete the page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
yo-yo
string
2. Write the words from the text that are in bold print.
3. Look at the diagram. What does the diagram show? Circle the
answer.
108 Practice • Grade 2 • Unit 3 • Week 1 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Similes
Name
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 3 • Week 1 109
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
1. The author wrote the section called “The Ride Begins” to explain
2. The author wrote the section called “The Ride Ends” to explain
110 Practice • Grade 2 • Unit 3 • Week 1 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
I am delighted by
your gift.
delighted
My brother
dreamed of sailing
dreamed
a boat.
We enjoyed our
Copyright © The McGraw-Hill Companies, Inc.
She grumbled
about doing her
grumbled
chore.
I wave to my
neighbor across
neighbor
the street.
The letters i, y, igh, and ie can stand for the long i sound.
Listen to the vowel sound as you say the words kind, why,
might, and skies.
1. 2.
3. 4.
5. li on 6. day time
7. pi lot 8. si lent
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
112 Unit 3 • Week 2
Have partners practice saying the words. For Structural Analysis, read each syllable before
having partners work together to combine the syllables into a word.
Comprehension and Fluency
Name
A Shooting Star
Carla’s family got to the park in the late afternoon.
Carla and her sister Rosa were excited. They ran around
the campsite. They saw lots of evergreen trees. A
chipmunk ran on a branch overhead.
Mama said, “Let’s get things set up.”
Papa added, “We will be able to hike before nightfall.”
The family set up the tents. Then they hiked. Daylight
was almost gone when they returned to the campsite.
Carla said, “Look! There are fireflies here.”
Copyright © The McGraw-Hill Companies, Inc.
Name
3. What is the last thing that happens in the story? Circle the
answer.
Carla hopes the sisters’ Carla and Rosa see
wishes will come true. evergreen trees.
Copyright © The McGraw-Hill Companies, Inc.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 3 • Week 2 115
Pair children of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Sequence
Name
First
Next
Then
Last
A. Read the draft model. Use the questions that follow the
draft to help you add words to connect ideas.
Draft Model
James and Dad were camping. The moonlight was bright. It
shone on their tent. He saw the Big Dipper because the night
was so dark. James dreamed he took a rocket ship, so he could
see more stars.
3. What are some words you can use to show how the ideas are
connected?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 3 • Week 2 117
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
118 Practice • Grade 2 • Unit 3 • Week 2 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Compound Words
Name
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 3 • Week 2 119
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
.
120 Practice • Grade 2 • Unit 3 • Week 2 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
Dad insists on
Copyright © The McGraw-Hill Companies, Inc.
Here is one of
the villages in the
villages
country.
The letters o, oa, ow, and oe can stand for the long o sound.
Listen to the vowel sound as you say the words so, road, low,
and woe.
6. isn’t do not
8. aren’t is not
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
122 Unit 3 • Week 3
Have partners practice saying the words. For Structural Analysis, read each word before
having children choose the contraction.
Comprehension and Fluency
Name
Name
2. What does the author want you to know about Doug’s work with
a volunteer group? Circle the answer.
Doug rides bikes. Doug fixes cars.
with children
3. Point to the first picture. What does it show? Circle the answer.
Children riding bikes Children reading books
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 3 • Week 3 125
Pair children of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Author’s Purpose
Name
Clue Clue
Author’s Purpose
Draft Model
Last week my family went to the park. There was trash on the
ground. We told friends and neighbors. We all helped clean it
up. Now the park is nicer.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 3 • Week 3 127
out cognates: family/familia, park/parque. Pair children of different language abilities to
complete the page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
4. Read the caption. What does it tell you about Sara? Circle the
answer.
Sara was the mayor. Sara was the group leader.
John Krause
128 Practice • Grade 2 • Unit 3 • Week 3 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Synonyms
Name
Synonyms are words that have almost the same meaning. Big
and large are synonyms.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 3 • Week 3 129
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
.
130 Practice • Grade 2 • Unit 3 • Week 3 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
A lion is a
dangerous animal.
dangerous
Fences prevent
the cows from
prevent
running away.
The letters e, ee, ea, ie, y, ey, and e_e can stand for the long
e sound. Listen to the vowel sound as you say the words me,
see, leap, piece, happy, money, and eve.
chief bee
eggs pony
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Have partners practice
132 Unit 3 • Week 4
saying the words. For Structural Analysis, read each word and point out the spelling of the
plural ending.
Comprehension and Fluency
Name
Ice Hotels
What Is an Ice Hotel?
Would you like to stay in an ice hotel? An ice hotel is
like a big igloo. It is made of snow and ice.
Name
1. Point to the first picture. What does it show? Circle the answer.
Who lives in the ice hotel What an ice hotel looks like
2. Key details tell about the main idea. What two things do workers
use to build the walls of an ice hotel?
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 3 • Week 4 135
Pair children of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Main Idea and Key Details
Name
Main Idea
Draft Model
A weather forecaster can use a thermometer to find the
temperature. She can use a wind vane to check wind direction.
A rain gauge tells how much rain falls.
Beginning/Intermediate Read the directions and the questions. Review meaning and point out Grade 2
Unit 3 • Week 4 137
cognates: thermometer /termómetro, temperature/temperatura, direction/dirección. Have
partners complete the page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
Drought
A drought is a long period of dry weather. There is
little or no rain. The farmers’ crops can’t grow without
water. The water supply for people gets low, too.
What to Do in a Drought
1. Use less water.
2. Fix leaks.
3. Take shorter showers.
4. Water plants outside when it is cool.
138 Practice • Grade 2 • Unit 3 • Week 4 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Antonyms
Name
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 3 • Week 4 139
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
Reread “Ice Hotels.” Think about how the author used main
idea and key details. Use the words and pictures to complete
the sentences.
140 Practice • Grade 2 • Unit 3 • Week 4 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
My brother plays
his trumpet at the
concert
concert.
He made hand
Copyright © The McGraw-Hill Companies, Inc.
movements to lead
movements
the band.
We clap to the
rhythm of the
rhythm
music.
I use a dictionary
to understand new
understand
words.
Name
The letters u_e, ew, ue, and u can stand for the long u sound.
Listen to the vowel sound as you say the words use, mew, hue,
and menu.
2. under unit us
5. light + er 6. few + er
Grade 2 Beginning/Intermediate For Phonics, read the words in each row. Have partners practice
142 Unit 3 • Week 5
saying the words. For Structural Analysis, read each word and ending. Have partners work
together to write and read the new words.
Comprehension and Fluency
Name
Making Music
Let’s learn about some musical instruments. Some
might be in your school band.
Piano
A piano has 88 keys. Press the keys on the keyboard.
This action moves wooden hammers. The hammers
then hit steel strings. The strings vibrate and make
sound. The sound is discontinued when the strings
stop moving.
Copyright © The McGraw-Hill Companies, Inc.
Name
School Band
Flute
A flute is a narrow tube with finger holes on the
side. Blow across a hole at one end. Cover and uncover
the finger holes using the keys. Air flows across the
openings in the flute. It makes sound.
Name
1. Point to the first picture. What part of the body is used to play
the piano? Circle the answer.
2. Key details tell about the main idea. How do you play the
piano? Circle the answer.
You blow into it. You press the keys.
5. Point to the chart. What details does it show? Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 3 • Week 5 145
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Main Idea and Key Details
Name
Main Idea
Name
Draft Model
The musician gets her fiddle. She gets ready to play. She
tunes up the fiddle. She sets up her sheet music. She plays a
lively song.
3. How can you make the sentences flow from one to the next?
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 3 • Week 5 147
out cognates such as music/música. Pair children of different language abilities to complete
the page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
Warm Up to Sing
Singers warm up their voices. They do this before they
sing. Warming up stretches the voice muscles. Singers
can hum. They can blow air through their lips. They
can sing the scales, too. These are ways to warm up
the voice.
Minutes
15
10
5
Warm-Up Exercise Humming Lips Scales
2. Look at the bar graph. What does it show? Circle the answer.
how many people sing at a concert
how much time singers spend on warm-up exercises
148 Practice • Grade 2 • Unit 3 • Week 5 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Prefixes
Name
To figure out a new word, look for a prefix, or word part, at the
beginning of the word.
The prefix re- means “again.”
The prefix un- means “not.”
The prefix dis- means “opposite of.”
Read each sentence. Work with a partner find each word with
a prefix. Underline the word. Then write the word and circle
the prefix.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 3 • Week 5 149
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
150 Practice • Grade 2 • Unit 3 • Week 5 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
There is a new
growth of plants in
growth
the garden.
Palm trees
can grow in a
temperate
temperate climate.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 4 • Week 1 151
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Silent Letters wr, kn, gn, mb, sc Prefixes/Suffixes
Name
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
152 Unit 4 • Week 1
Have partners practice saying the words. For Structural Analysis, read each word and ending
before having partners work together to write the new words.
Comprehension and Fluency
Name
In a Redwood Forest
A forest is land where trees grow close together. There
are different kinds of forests. One of the most amazing
forests is the redwood forest.
Name
Name
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 4 • Week 1 155
Pair children of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Compare and Contrast
Name
Name
A. Read the draft model. Use the questions that follow the draft
to help you think about the topic and ideas connected to it.
Draft Model
The animals in New Mexico are very different than in Alaska.
We don’t have moose or caribou, but we do have black bears
and elk. The temperature is very hot in the summer. The
weather in the winter is very warm, too.
Beginning/Intermediate Read the directions and the questions. Review meaning and point out Grade 2
Unit 4 • Week 1 157
cognates: animal/animal, different/diferente, caribou/caribou, temperature/tempuratura. Have
partners complete the page. Have them read the revised draft aloud.
Genre/Text Feature
Name
3. Look at the map. Write the two things the map shows.
158 Practice • Grade 2 • Unit 4 • Week 1 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Compound Words
Name
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 4 • Week 1 159
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
160 Practice • Grade 2 • Unit 4 • Week 1 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
The fireworks
explode in the sky.
explode
We get fruit at a
Copyright © The McGraw-Hill Companies, Inc.
It is not easy to
walk up the steep
steep
hill.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 4 • Week 2 161
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
r-Controlled Vowels er, ir, ur, or/Inflectional Endings
Name
The letters er, ir, ur, and or can stand for the same sound.
You can hear the sound as you say the words fern, third, burn,
and world.
A. Say each picture name. Circle the word that names each
picture. Write the word.
1. 2. 3.
fern girl turn worm herd nurse
Before adding -s, -es , -ed or -ing to some verbs with short
vowels, double the final consonant.
Tsunamis
What Is a Tsunami?
Tsunamis are a set of ocean waves that rush over
land. The waves look like huge walls of water. They can
reach a height of over 100 feet tall!
Tsunamis have different causes. Sometimes an
Copyright © The McGraw-Hill Companies, Inc.
Tsunami Warnings
There are systems that warn, or tell, people about
tsunamis. People find out the big waves are coming.
Then they move to higher ground. This keeps them safe
from the tsunamis.
Name
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 4 • Week 2 165
Pair children of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Cause and Effect
Name
Cause Effect
A. Read the draft model. Use the questions that follow the
draft to help you add time-order words.
Draft Model
Some beaches have steep cliffs of rock. Waves crash into
the rock. Tiny pieces of rock wash away. The top of the cliff can
fall into the sea.
3. What time-order words can you add to make the order of events
more clear?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 4 • Week 2 167
meaning and point out the cognate, rock/roca. Have partners complete
the page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
Avalanche
An avalanche
is a snow slide.
A big chunk
of snow sits
at the top of
a mountain.
The snow breaks
loose. It slides down the slope. It moves fast.
It lands in a pile at the bottom of the mountain.
2. Why are the words avalanche, chunk, and slope in bold print?
Name
4. Then the waves reach shallow water near land. The water is
less deep here.
calm ruin
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 4 • Week 2 169
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
.
170 Practice • Grade 2 • Unit 4 • Week 2 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
She is surrounded
Copyright © The McGraw-Hill Companies, Inc.
by books in the
surrounded
library.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 4 • Week 3 171
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
r-Controlled Vowels or, ore, oar, and ar/Irregular Plurals
Name
The letters or, ore, and oar can make the same sound.
You can hear the sound in the words short, chore, and soar.
The letters ar can stand for the sound you hear in the
word arm.
1. 2. 3.
hard horn board born chore car
6. mouse mice
7. foot teeth
8. tooth women
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
172 Unit 4 • Week 3
Have partners practice saying the words. For Structural Analysis, read each word and ending
before having partners work together to write the new words.
Comprehension and Fluency
Name
Name
1. Point to the first picture. How many characters are in this story?
Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 4 • Week 3 175
Pair children of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Compare and Contrast
Name
Draft Model
Dear Frank,
Last week I went to a Cinco de Mayo celebration. There
was music and dancing. Bands played Mexican music.
People wore costumes. There was even Mexican food.
Your friend,
Maxine
3. Where can you add punctuation to show how the writer feels?
Copyright © The McGraw-Hill Companies, Inc.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 4 • Week 3 177
meaning and point out cognates: celebration/celebración, music/música.
Have partners complete the page and read the revised draft aloud.
Genre/Literary Element
Name
Going to School
My name is
Alba. I go to
school in Mexico
and I study six
subjects. I learn
Spanish and
English. I buy food
for my lunch at
the school store.
Then I eat outside
with my friends.
3. One event from the story that could happen in real life is
.
178 Practice • Grade 2 • Unit 4 • Week 3 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Similes
Name
both .
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 4 • Week 3 179
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
180 Practice • Grade 2 • Unit 4 • Week 3 Beginning/Intermediate Read the directions and give simple
expamples. Pair students of different language abilities to complete the
page. Have them share answers with the group.
Vocabulary
Name
There is plenty of
fruit in the bowl.
plenty
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 4 • Week 4 181
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
r-Controlled Vowels eer, ere, ear/Abbreviations
Name
The letters eer, ere, and ear can stand for the same sound.
Listen to the sound as you say the words steer, here,
and clear.
A. Read each word. Circle the word with the same vowel
sound as in steer. Write the word on the line.
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
182 Unit 4 • Week 4
Have partners practice saying the words. For Structural Analysis, read each word and ending
before having partners work together to write the new words.
Comprehension and Fluency
Name
Name
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 4 • Week 4 185
Pair children of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Theme
Name
Clue
Clue
Clue
Theme
Draft Model
Sun and Moon were friends. They were nice to each other.
Every day they had fun and did things together.
3. What kind of fun might they have together? What are some
things they might do?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 4 • Week 4 187
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
2. Bear puts his tail in the hole in the ice. Why does he do that?
Circle the answer.
He wants to catch fish. He wants to sit down.
188 Practice • Grade 2 • Unit 4 • Week 4 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Root Words
Name
1. Step quietly.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 4 • Week 4 189
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
1. Coyote wants to
because
2. So Coyote
190 Practice • Grade 2 • Unit 4 • Week 4 Beginning/Intermediate Read the directions and give simple
expamples. Pair students of different language abilities to complete the
page. Have them share answers with the group.
Vocabulary
Name
3. Talk about weather with your partner. Use the words drops
and pale.
Name
The letters are, air, ear, and ere can stand for the vowel sound
you hear in air.
A. Circle the word with vowel sound in air. Write the word.
1. chair chime
2. where when
3. pear pail
4. bean bear
5. dare date
B. Put the two syllables together. Write the word and Copyright © The McGraw-Hill Companies, Inc.
6. pitch er
7. re pair
8. tur tle
9. hair brush
Grade 2 Beginning/Intermediate For Phonics, read the word choices. Have partners practice saying
192 Unit 4 • Week 5
the words. For Structural Analysis, read the syllables. Point to and name the pictures. Then
have partners work together to write the words and match them to pictures.
Comprehension and Fluency
Name
Name
I look up,
The sky curves like a blue bowl.
I look down,
Frozen bubbles under the ice look like crystal beads.
My cheeks turn as red as apples.
I skate round and round the pond,
Then one last time and I step off the ice.
Name
2. Where and when does the poem take place? Circle the answer.
4. Point to the second picture. Who is skating with the girl? Circle
the answer.
Beginning/Intermediate Reread the poem and read the questions. Practice • Grade 2 • Unit 4 • Week 5 195
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Theme
Name
Clue
Clue
Clue
Name
Draft Model
A butterfly flies by.
Its wings are like bright jewels.
It stops at a flower.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 4 • Week 5 197
out cognates such as flower/flor. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
A Rainy Day
The rain is pouring, pouring down,
So I have to stay inside.
The rain is dripping, dripping slowly,
Will it rain all day?
The rain is stopping, stopping now,
I can play outside!
198 Practice • Grade 2 • Unit 4 • Week 5 Beginning/Intermediate Read the poem and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Simile
Name
A. Read the lines from the poem. The author compares two
things. The first thing is underlined. Work with a partner
to find what the author compares the underlined word to.
Circle it.
both .
sharp smooth soft
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 4 • Week 5 199
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
in the season of .
200 Practice • Grade 2 • Unit 4 • Week 5 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
I determined it
would rain when I
determined
saw dark clouds.
We keep our
Copyright © The McGraw-Hill Companies, Inc.
promises to help
promises
with the chores.
Dad volunteered to
help with our field
volunteered
trip.
Our teacher
counted votes for
votes
class leader.
1. 2. 3.
B. Read each word in the first column. Draw a line from each
word to its plural form in the second column. Read the word
4. mouse children
5. deer men
6. child deer
7. man mice
202 Practice • Grade 2 • Unit 5 • Week 1 Beginning/Intermediate For Phonics, point to and name the pictures. Read
the word choices. Have partners practice saying the words. For Structural
Analysis, read the words in each column. Have partners complete the activity.
Comprehension and Fluency
Name
Name
1. Point to the first picture. How do the girls find out about the
missing kitten? Circle the answer.
Cora feels excited and glad. Cora feels sad and upset.
Sally feels happy and thankful. Sally feels tired and bored.
Copyright © The McGraw-Hill Companies, Inc.
She is worried about her kitten. She has her kitten back.
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 5 • Week 1 205
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Point of View
Name
A. Read the draft model. Use the questions that follow the
draft to help you add descriptive details.
Draft Model
Our class helped at the park. We planted a lot of things.
I used a shovel to dig holes for trees. Other kids helped, too.
The park looked great at the end of the day.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 5 • Week 1 207
meaning and point out cognates: class/clase, park/parque. Have partners
complete the page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
Reading Volunteers
My name is Derek. I’m in the second grade. All the
children in my class know how to read. We visit Ms.
Snow’s first-grade class every Friday. I sit with Jack and
help him practice reading. It feels good to help others.
Name
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 5 • Week 1 209
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
Reread “The Lost Kitten.” Think about how the author used
point of view. Use the words and picture to complete the
sentences.
210 Practice • Grade 2 • Unit 5 • Week 1 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
I describe a book
to my class.
describe
We were
entertained at the
entertained
puppet show.
I use my
Copyright © The McGraw-Hill Companies, Inc.
imagination to tell
imagination
stories.
We had to be
patient waiting in
patient
line.
I like to rest in a
peaceful place.
peaceful
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 5 • Week 2 211
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Diphthongs oy, oi/Consonant + le
Name
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the word choices.
212 Unit 5 • Week 2
Have partners practice saying the words. For Structural Analysis, read each word before
having partners work together to complete the activity.
Comprehension and Fluency
Name
Name
at home at school
Luz thinks she should play Luz does not want to play
Henny Penny. Henny Penny.
4. How does Mr. Webb feel about who should play Henny Penny?
Copyright © The McGraw-Hill Companies, Inc.
5. Point to the second picture. How does Luz practice her lines?
Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 5 • Week 2 215
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Point of View
Name
A. Read the draft model. Use the questions that follow the
draft to help you use sentences of different lengths.
Draft Model
Jake had to do a project. It was for science. He and his
friends worked together. It made the work go faster. They built
a toy rocket ship. Soon they were done.
3. How can you make the sentences flow from one to the next?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 5 • Week 2 217
meaning and point out cognates: project/proyecto, science/ciencia. Have
partners complete the page. Have them read the revised draft aloud.
Genre/Literary Element
Name
The rabbit does not have All the children want to take Copyright © The McGraw-Hill Companies, Inc.
218 Practice • Grade 2 • Unit 5 • Week 2 Beginning/Intermediate Read the passage and questions. Have children
work with partners of different language abilities to answer the questions.
Vocabulary Strategy: Idioms
Name
understood decided
Copyright © The McGraw-Hill Companies, Inc.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 5 • Week 2 219
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
Reread “The Class Play.” Think about how the author used
point of view. Use the words and pictures to complete the
sentences.
that
220 Practice • Grade 2 • Unit 5 • Week 2 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
The woman
Copyright © The McGraw-Hill Companies, Inc.
will perform by
perform
singing.
We study math in
school.
study
I succeed in flying
my kite.
succeed
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 5 • Week 3 221
meaning. Ask children to identify cognates. Have partners write sentences, or
draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Variant Vowels/Contractions with not
Name
The letters oo, u_e, u, ew, ue, and ui can stand for the
vowel sound you hear in the words moon, tune, flu, chew,
blue, and suit. The letters oo, ou, and u can also stand for
the vowel sound you hear in look, would, and push.
A. Say each word in the box below. Circle the word if it has
the same vowel sound as blue. Underline the word if it has
the same vowel sound as look.
Grade 2 Beginning/Intermediate For Phonics, point to and name the pictures. Read the words. Have
222 Unit 5 • Week 3
partners practice saying the words. For Structural Analysis, read the pairs of words before
having partners work together to write the contractions.
Comprehension and Fluency
Name
City. She and two other doctors took care of sick women
and children. They ran a school to train and teach other
women as doctors.
Elizabeth Blackwell helped people her whole life.
Many women became doctors because of her.
Name
4. What happened last? Find the sentence in the text and write it.
First
Next
Then
Last
A. Read the draft model. Use the questions that follow the
draft to help you think about the correct sequence of events.
Draft Model
Doug grew up in the city. When Doug got older, he helped
out at the library. Today he helps students with their reading. He
liked to read when he was a boy.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 5 • Week 3 227
meaning. Pair children of different language abilities to complete the
page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
Jesse Owens
Jesse Owens joined the track team in junior high
school. He set records in running. Jesse won races in
the Olympics. He was just 22 years old. He showed that
everyone can do great things.
3. Look at the timeline. What does the timeline help you learn?
228 Practice • Grade 2 • Unit 5 • Week 3 Beginning/Intermediate Read the passage and questions. Have children
work with partners of different language abilities to answer the questions.
Vocabulary Strategy: Synonyms
Name
2. Then one of Elizabeth’s friends got very ill. The sick friend
wished her doctor had been a woman.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 5 • Week 3 229
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
.
230 Practice • Grade 2 • Unit 5 • Week 3 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
An elephant is an
enormous animal.
enormous
baby gently.
gently
He proudly shows
off his rabbit.
proudly
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 5 • Week 4 231
meaning. Ask children to identify cognates. Have partners write sentences, or
draw pictures, to illustrate the meaning of the newly acquired vocabulary.
a, aw, au, augh, al, ough /Vowel Team Syllables
Name
The letters a, aw, au, augh, al, and ough can stand for
the vowel sound you hear in call, dawn, sauce, caught,
salt, and thought.
A. Read the words in each row. Circle the word with the vowel
sound you hear in tall. Write the word on the line.
6. en + joy = 7. weath + er =
232 Practice • Grade 2 • Unit 5 • Week 4 Beginning/Intermediate For Phonics, read the words in each row. Have
partners practice saying the words. For Structural Analysis, read the
syllables. Then have partners work together to write the words.
Comprehension and Fluency
Name
Name
1. Point to the first picture. How does Ms. Hines feel about what
the girl is doing? Circle the answer.
3. Ms. Hines takes steps find a solution. What two steps does Ms.
Hines take? Circle the answer.
She stops using paper and She talks about recycling and
uses the computer. has a contest.
5. Point to the second picture. Where does Eric put the paper?
Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 5 • Week 4 235
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Problem and Solution
Name
Problem
Steps to Solution
Solution
A. Read the draft model. Use the questions that follow the
draft to help you add linking words to connect ideas.
Draft Model
My family and I went to the park for a picnic. We sat in one
area. We were not happy. People had left a lot of trash there.
We moved to another area. We were happy there. People had
cleaned up their trash.
3. What are some words you can use to show how ideas
are connected?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 5 • Week 4 237
meaning and point out cognates: family/familia, park/parque. Have
partners complete the page. Have them read the revised draft aloud.
Genre/Literary Element
Name
Let’s Ride!
Mom said, “Let’s drive to
the park.”
Joan said, “We can hurt
the Earth if we drive. Let’s
ride our bikes instead.”
Mom liked the idea. It was a way to protect the Earth.
Driving in a car can hurt The park is too far away to ride
the Earth. bikes there.
Name
helper created
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 5 • Week 4 239
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
3. The solution is
240 Practice • Grade 2 • Unit 5 • Week 4 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
We finally finished
the big art project.
finally
The neighbors
united to clean up
united
trash.
Name
The letters ea can stand for the vowel sound you hear in bread.
The letters ou can stand for the vowel sound you hear in touch.
The letter y can stand for the vowel sound you hear in myth.
1. 2.
3. 4.
When two words begin with the same letter, you can look at the
second letter to put the words in alphabetical order.
Name
Sports Rules
Rules are important in sports. They tell players what
they can and cannot do. All players must play by the
same rules.
Basketball Rules
Basketball is played with a ball. It is played on a
basketball court. Players score points by throwing the
ball through a basket.
There are rules for moving the ball. Players must
dribble the ball. That means they bounce the ball. They
may also pass the ball to a teammate. That means they
throw the ball. They may not hold the ball and run
with it.
Copyright © The McGraw-Hill Companies, Inc.
Name
Number of Moving
Sport Scoring
Players the Ball
baseball 9 throw and hit cross home plate
for one run
basketball 5 dribble and shoot basket for
pass points
Baseball Rules
Baseball has different rules than basketball. The
pitcher throws the ball to the batter. The batter tries to
hit the ball with a bat. The batter gets three chances to
hit the ball. Sometimes the batter misses. This is called
a strike. The batter is out after three strikes. Then it is
another batter’s turn.
A batter who hits the ball runs around four bases.
The last base is home plate. The batter scores a run by
crossing home plate. The other team tries to tag the
batter with the ball. If they do, the batter is out. The
batter cannot score.
Name
3. Point to the chart. How can you score one run in baseball?
Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Practice • Grade 2 • Unit 5 • Week 5 245
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Cause and Effect
Name
Cause Effect
Name
Draft Model
We have a great school because everyone follows the rules!
Here are some of the rules. Walk in the halls, don’t run. Respect
the teachers and other students. Enjoy learning every day.
Beginning/Intermediate Read the directions and the questions. Review meaning and point out Grade 2
Unit 5 • Week 5 247
cognates such as school/escuela, respect/respeto, students/estudiantes. Pair children of different
language abilities to complete the page. Have them read the revised draft aloud to each other.
Genre/Text Feature
Name
Safety Rules
Wear a helmet when you ride a bike. Wear a helmet
and pads when you skateboard. Wear a seatbelt when
you ride in a car.
bike ride
skateboarding
boat ride
car ride
3. Write the activity for which you should wear a life jacket.
248 Practice • Grade 2 • Unit 5 • Week 5 Beginning/Intermediate Read the passage and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Multiple-Meaning Words
Name
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 5 • Week 5 249
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
easy to
.
250 Practice • Grade 2 • Unit 5 • Week 5 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 6 • Week 1 251
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Open Syllables and Closed Syllables/Compound Words
Name
1. tick + et 2. pa + per
3. la + dy 4. pen + cil
6. sun + =
7. + box =
8. + ball =
252 Practice • Grade 2 • Unit 6 • Week 1 Beginning/Intermediate For Phonics, read the pairs of syllables. Have
children repeat. For Structural Analysis, read the words in the box and in
each item. Have partners work together to write the compound words.
Comprehension and Fluency
Name
Name
Name
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 6 • Week 1 255
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Theme
Name
Clue
Clue
Clue
Theme
Name
A. Read the draft model. Use the questions that follow the
draft to help you write a strong opening.
Draft Model
Once there was a flower. It was in a forest. It needed rain.
1. What does the flower look like? How does it feel and appear?
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 6 • Week 1 257
meaning and point out cognates such as flower/flor.Have partners
complete the page. Have them read the revised draft aloud to each other.
Genre/Literary Element
Name
4. What does the myth explain about nature? Circle the answer.
258 Practice • Grade 2 • Unit 6 • Week 1 Beginning/Intermediate Read the passage and questions.
Have children work with partners to answer the questions.
Vocabulary Strategy: Context Clues
Name
3. Poseidon hit the ground with his spear, a blade with a long handle.
Copyright © The McGraw-Hill Companies, Inc.
5. Athena was pleased, but Poseidon felt mad about losing the
contest.
unhappy happy
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 6 • Week 1 259
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
because
260 Practice • Grade 2 • Unit 6 • Week 1 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
the wagon.
haul
I was silent
when we played
silent
hide-and-seek.
A mole lives
underground.
underground
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 6 • Week 2 261
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
CVCe Syllables/Prefixes/Suffixes
Name
A syllable that has the vowel consonant e pattern often has the
long vowel sound. In the word excite, the syllable cite has the
long i sound.
1. escape 2. ninety
3. outside 4. replace
262 Practice • Grade 2 • Unit 6 • Week 2 Beginning/Intermediate For Phonics, read the words. Have partners
practice saying the words. For Structural Analysis, read the sentences
and answer choices. Have partners complete the activity.
Comprehension and Fluency
Name
Ocean Energy
We use energy every day to do work. We use energy to
turn on a light, heat a home, and cook food. Energy can
come from coal, oil, gas, sun, or wind. One day, energy
might come from the ocean. The ocean is a big source of
energy.
Tidal Energy
The ocean has high and low tides. This means the
water rises and falls every twelve hours. This is tidal
energy. It can be used to make power.
The high tide flows in to shore. The water is trapped
behind a dam. At low tide, water behind the dam
is let out. The rushing water runs a machine that
Copyright © The McGraw-Hill Companies, Inc.
makes electricity.
Name
Heat Energy
The water temperature on the ocean’s surface is
warm. It is warmer than the water below. That’s because
the sun heats the water on top. The water deep below is
very cold.
This difference in temperature makes heat energy. A
Name
2. What does the author want you to know in the section called “Tidal
Energy?” Circle the answer.
3. What does the author want you to know in the section called
“Heat Energy?” Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 6 • Week 2 265
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Author’s Purpose
Name
Clue Clue
Author’s Purpose
Name
A. Read the draft model. Use the questions that follow the
draft to help you think about adding content words.
Draft Model
A radio needs something to make it work. It can run on
electricity. It can also run on a battery. Some radios have a sun
panel to charge the battery.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 6 • Week 2 267
out cognates: radio/radio, electricity/electricidad, battery/batería, panel/panel. Have partners
complete the page and read the revised draft aloud.
Genre/Text Feature
Name
4. Read the first label. What action does the label tell about?
Name
2. The ocean has high and low tides. This means the water rises
and falls every twelve hours. This is tidal energy.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 6 • Week 2 269
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
270 Practice • Grade 2 • Unit 6 • Week 2 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
A computer is one
kind of machine.
machine
these broken
repair
glasses?
We had no school
as a result of the
result
snowstorm.
The scientific
study found a new
scientific
medicine.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 6 • Week 3 271
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Consonant + le Syllables/Contractions/Possessives
Name
A. Read each word. Divide the word into syllables. Write the
syllables on the lines.
1. little
2. final
3. paddle
4. nickel
5. middle
272 Practice • Grade 2 • Unit 6 • Week 3 Beginning/Intermediate For Phonics, read the words. Have partners
practice saying the words. For Structural Analysis, read the sentences
and answer choices. Have partners complete the activity.
Comprehension and Fluency
Name
An Antarctic Team
The Antarctic is an incredible place to explore. Teams
travel there to study the region. Each person on the
team has an important job.
One job is setting up a research station. This base
camp is where people live and work. Some team
members construct the camp’s buildings. Another job
is getting people to the camp. Pilots fly planes and
helicopters. They transpor t people and equipment
to the camp.
Copyright © The McGraw-Hill Companies, Inc.
Name
Name
1. Point to the first picture. How can people get to the base camp?
Circle the answer.
2. Key details tell about the main idea. What is a key detail about
team members at the base camp? Circle the answer.
They bring people They put up the
to the camp. camp’s buildings.
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 6 • Week 3 275
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Main Idea and Key Details
Name
Main Idea
Name
A. Read the draft model. Use the questions that follow the
draft to help you think about details you can add to support
the main idea.
Draft Model
Teamwork is important for jungle explorers. There are many
different jobs for team members. One team member reads
maps so that the other team members know where they are.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 6 • Week 3 277
out cognates: important/importante; explorers/exploradors, exploradoras; different/diferente;
map/mapa. Have partners complete the page and read the revised draft aloud.
Genre/Text Feature
Name
A Baby Mammoth
A reindeer herder made a discovery. He found a
baby mammoth’s body. She was taken to a museum.
Scientists came from all over the world. They studied
the baby. She went to Japan. Scientists did tests. They
wanted to learn about the baby.
Russia
The baby
mammoth was
Yamal
discovered in Peninsula
Russia.
3. Look at the map. What does the map help you learn?
278 Practice • Grade 2 • Unit 6 • Week 3 Beginning/Intermediate Read the passage and questions.
Have children work with partners to answer the questions.
Vocabulary Strategy: Greek and Latin Roots
Name
Read each sentence. Circle the word root in each bold print
word. Work with a partner to figure out the meaning of the
word. Circle the meaning.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 6 • Week 3 279
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
Name
a system for
system
recycling.
Beginning/Intermediate Review vocabulary. Use gestures to demonstrate Practice • Grade 2 • Unit 6 • Week 4 281
meaning. Ask children to identify cognates. Have partners write sentences,
or draw pictures, to illustrate the meaning of the newly acquired vocabulary.
Vowel Team Syllables/Comparative Endings -er, -est
Name
Vowel teams such as ai, ay, oa, ow, oi, oy, oo, and ew can
help you read longer words with more than one syllable.
B. Add the ending and write the new word. Read the new
7. wet + er 8. brave + er
Grade 2 Beginning/Intermediate For Phonics, read each word. Have partners practice saying the
282 Unit 6 • Week 4
words. Point to and name the pictures. For Structural Analysis, read each word and ending.
Have partners work together to write the new words.
Comprehension and Fluency
Name
Make a Budget
You get some money, but you spend it all. Now there is
nothing left. How can you take control? You can make a
budget. It will help you manage your money. A budget
is a plan to keep track of money coming in and money
going out.
Income
How do you get money? You might get an allowance.
You might earn money from a job. You might get money
as a gift. All the money you get is called income.
Copyright © The McGraw-Hill Companies, Inc.
Name
Expenses
How do you spend money? You might buy food or
pay for travel. The money you have to spend is called
expenses.
Spending Money
Subtract the expenses from the income. This amount
is money you can spend the way you want. You may not
have enough money left to buy what you want, though.
Then you can set a savings goal. Set aside a portion,
or part, of your money each time you get it. Keep saving
Name
1. Point to the first picture. What job did the boy do to earn
money? Circle the answer.
3. What is one step to try to solve the problem? Circle the answer.
Beginning/Intermediate Reread the passage and read the questions. Pair Practice • Grade 2 • Unit 6 • Week 4 285
students of different language abilities to answer the questions. Have
them share answers with the group.
Comprehension: Problem and Solution
Name
Problem
Steps to Solution
Solution
Name
Draft Model
People can save money at a bank. They can get money from
the bank’s ATM. The bank can even help people pay their bills.
Beginning/Intermediate Read the directions and the questions. Review Practice • Grade 2 • Unit 6 • Week 4 287
meaning and point out cognates: bank/banco, save/salvar, pay/pagar.
Have partners complete the page. Have them read the revised draft aloud.
Genre/Text Feature
Name
How We Pay
Money Now
How do people pay for things? Now they pay with bills
and coins. That may change.
Future Money
People may not use
bills or coins in the
future. They may all
pay using a computer
or with a cell phone.
288 Practice • Grade 2 • Unit 6 • Week 4 Beginning/Intermediate Read the passage and questions.
Have children work with partners to answer the questions.
Vocabulary Strategy: Paragraph Clues
Name
1. You get some money, but you spend it all. Now there is nothing
left. How can you take control? You can make a budget. It will
help you manage your money. A budget is a plan to keep track
of money coming in and money going out.
3. How do you spend money? You might buy food or pay for
travel. The money you have to spend is called expenses.
4. Then you can set a savings goal. Set aside a portion, or part,
of your money each time you get it. Keep saving until you reach
your goal. Then you can buy what you want.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 6 • Week 4 289
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
290 Practice • Grade 2 • Unit 6 • Week 4 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.
Vocabulary
Name
3. Talk with your partner about a time you played outside. Use the
words dazzling and seconds.
Name
1. cur tain
2. for ty
3. squir rel
4. mar ble
Name
Name
Name
1. The boy thinks about being a chef when he grows up. How
would he feel about being a chef? Circle the answer.
2. Point to the first picture. What is one job the boy could do as a
chef? Circle the answer.
3. The boy thinks about being a firefighter when he grows up. How
would he feel about being a firefighter? Circle the answer.
5. How does the boy feel about growing up and doing a job? Circle
the answer.
Beginning/Intermediate Reread the poem and read the questions. Practice • Grade 2 • Unit 6 • Week 5 295
Pair students of different language abilities to answer the questions.
Have them share answers with the group.
Comprehension: Point of View
Name
Name
Draft Model
I paint the adventures in my mind.
I make pictures of every kind.
Beginning/Intermediate Read the directions and the questions. Review meaning and point Grade 2
Unit 6 • Week 5 297
out cognates such as adventures/aventuras. Have partners complete the page. Have them
read the revised draft aloud to each other.
Genre/Literary Element
Name
My Imagination
I dive with a whale into the sea,
I climb with a monkey up a tree.
I fly with an eagle and off we zoom,
I have adventures right here in my room.
ZZZZZ
ZZ
ZZ
298 Practice • Grade 2 • Unit 6 • Week 5 Beginning/Intermediate Read the poem and questions. Have children
work with partners to answer the questions.
Vocabulary Strategy: Metaphors
Name
A. Read the lines. The author compares two things. The first
thing is underlined. Work with a partner to find what the
author compared the underlined words to. Circle it.
Beginning/Intermediate Read the directions and model the first item. Practice • Grade 2 • Unit 6 • Week 5 299
Have children work with partners of different language abilities to
complete the items.
Write About Reading: Write an Analysis
Name
job because
job because
300 Practice • Grade 2 • Unit 6 • Week 5 Beginning/Intermediate Read the directions and give simple examples.
Pair students of different language abilities to complete the page. Have
them share answers with the group.