Teacher's Resource Book

GRADE 2

Teacher’s Resource Book Photography Credits 234: Michaelle D. Bridwell/Photoedit. 236: Punchstock/PhotoDisc.

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

© Macmillan/McGraw-Hill Graphic Organizers Word Study Additional LiteracySupport Decodable Passages Oral Vocabulary Pre- andPosttests Listening andSpeakingChecklist ...... 243 Theme ProjectChecklists ...... 240 Picture Prompts...... 233 Anchor Papers ...... 209 Writing Rubrics ...... 199 Short-Answer ReadingRubric...... 198 Writing Frames ...... 192 Proofreading Marks ...... 191 Writer’s Checklists...... 185 Book Talk ...... 179 Reader ResponseSheets ...... 176 Rhymes andChimes ...... 146 Sound-Spelling WorkBoard ...... 143 Games...... 130 Vocabulary WordCards ...... 100 Spelling WordCards ...... 70 Sorting withStudents ...... 68 Word-Building Cards ...... 66 ...... 264 245 145 65 2 Decodable Passages

Directions ...... 4 Long i ...... 21

Short a, i ...... 5 Light in a Hole At Bat Mike and Meg Tag! Long o ...... 23

Short e, o, u ...... 7 Joe Rows a Boat Tom Gets a Pet Moe Mows Les Is on a Jet Long e ...... 25

Final e (a_e) ...... 9 Lee Tells Silly Tales Dad Saves a Cat Lady the Seal Ned in the Lake Long u ...... 27

Final e (i_e) ...... 11 Good Rules Bike Ride! Bad Jude Game Time Digraphs ...... 29

Final e (o_e) ...... 13 A Shell on the Shore Jove and Hope Sheep and Goats A New Time Zone Digraphs ...... 31

Final e (u_e) ...... 15 Rich the Chick A Pine for Luke Jill’s Sash

Jude’s Tune 3-Letter Blends...... 33 © Macmillan/McGraw-Hill

s-Blends ...... 17 Chicks Can Scratch! A Slug on a Slope The Scared Cat Spike’s Slip

Long a ...... 19 Gail Is in Pain!; Rain on a Sail

2 Decodable Passages Decodable Passages

r-Controlled Vowels ar, or ...... 35 Silent Letters ...... 51 An Ape Named Marty Gnalla and the Wren Bart Gets a Pet Mr. Wrago’s Wrench

r-Controlled Vowels er, ir, ur ...... 37 Soft c ...... 53 Arthur the Goat Regis and Cindy’s Spacecraft Burt’s Perch Brice in Space

Variant Vowel oo ...... 39 Soft g ...... 55 Should Brooke Cook? A Smudge for Smidge A Look by the Brook Midge’s Picnic

Variant Vowel oo, ui, ew ...... 41 r-Controlled Vowels ar; air,

The Storm That Blew are, ear, ere ...... 57 Stew’s Bruise Princess Flair

Variant Vowel au, aw ...... 43 Sar’s Tar

Paul and Dawn r-Controlled Vowels er; ear, eer, ere . . . 59 Tawny’s Paw Homer and Ameer

Diphthong ou, ow ...... 45 Paneer Hears Thunder

Scowl the Owl r-Controlled Vowel or, oar, ore ...... 61 Howling Sounds Dora’s Wings

Diphthong oi, oy ...... 47 Blair’s Corn Planter

Mr. Moy’s Toys r-Controlled Vowels ire, ier; ure ...... 63 Troy Joins Joy The Sire’s Crier

Schwa a ...... 49 Kire’s Tires Alissa’s Job

Decodable Passages 3 Decodable Passages

Directions The passages that follow contain words based on the phonics skills taught at this grade level. Use the passages to provide children with additional practice at identifying and reading words based on these skills. The key phonics concept is labeled at the top of each page. The passages are generally cumulative, so you may continue to review phonics skills previously taught.

An activity is provided at the bottom of each page. After children have read the passage on the page, have them complete the activity to extend their learning. © Macmillan/McGraw-Hill

4 Decodable Passages © Macmillan/McGraw-Hill Decodable Passages Name Sam hitsitfar. it far?” Pam whisperstoBill,“CanSam hit Will Samhittheball? Sam hastobat. Where isit? Bill hitstheball. Bill willbat. Pam willcarefullypassthebattoBill. Pam hitstheball. Pam isatbat. At Bat

A sound. that haveashort Circle thewords c

v v

i i

t t

y y Phonics Short a, i a, Short a

5 Tim winsapinas bigasapan! “You did!”saysJan. “Did Iwin?”asksTim. Jan, Tim, andDan satonamat. Tim isexcited.Hedidnotmiss! Tim rantotagDan. Jan rantotagTim. Tag! Name 6

A sound. that haveashort Underline thewords c

Decodable Passages i

v v

i i

t t

y y Phonics Short a, i a, Short i

Tom Gets a Pet Tom met six hens. Tom met six pigs. Tom met six pups. The hens sit in the sun. The pigs sit in the mud. The pups sit on a rug. Tom gets a pup for a pet. The pup runs and hops. Activity Tom enjoys his pet pup. Underline the words

Decodable Passages 7 Phonics Name Short e, o, u

Les Is on a Jet Les gets on a jet. He has a pen and a top. Les sits with Jill. Jill has a bag with a pin. Jill has a pin for Les. Les shares his top with Jill. He lets her spin the top. The jet is hot. Jill gets a fan. It is a lot less hot! Activity Underline the words

that have a short e or © Macmillan/McGraw-Hill o sound.

8 Decodable Passages Phonics Name Final e (a_e)

Dad Saves a Cat Jake’s dad is in bed. Jake has to wake him. A cat is in a well! “Wake up! Wake up!” says Jake to his dad. His dad is a firefighter. He can save it. His dad runs to the well. He will use a rake to save the cat. The cat is safe. Jake lets it sit in his lap.

Activity © Macmillan/McGraw-Hill Write a sentence about Jake’s cat.

Decodable Passages 9 Phonics Name Final e (a_e)

Ned in the Lake Ned sits by a big lake. The sun is very hot. Ned can jump in the lake. Ned can take his pet pup. The pup can swim in the lake. Ned and Pup jump and swim. Ned can see Dave and Kate. Dave and Kate jump in the lake. Ned and Pup swim with Dave and Kate. Activity

Make a list of words © Macmillan/McGraw-Hill that rhyme with lake.

10 Decodable Passages Phonics Name Final e (i_e)

Bike Ride! Mike likes to ride his bike. He will ride to his home on the lake. Mike will ride up a hill. The ride is five miles. It will take Mike a long time. “Time to ride!” Mike yells. Mike rides well and is not late. His mom has her arms open wide. She gives him a hug. “I made pancakes!” Mom says. “Time to dine!” Activity ;© Macmillan/McGraw-Hill Write a story about Mike’s bike.

Decodable Passages 11 Phonics Name Final e (i_e)

Game Time Miles has a game with tiles. He likes this game. He smiles. It is a language game. His mom and dad sit on a mat. They will play his game. His game has lots of tiles. His mom takes tiles. His dad takes tiles. Then he takes tiles. Miles lines his tiles up on the mat. Miles can not win all the time. He is nice when he does not win. Activity Underline the words

that are spelled with © Macmillan/McGraw-Hill an i.

12 Decodable Passages Phonics Name Final e (o_e)

Jove and Hope Jove is a pup. Hope is his mom. Jove sits on Hope’s lap. Jove likes Hope a lot! Hope takes a long nap. Jove pokes Hope with his big nose. Hope gets up and gives Jove a big hug! Activity Circle the words

Decodable Passages 13 Phonics Name Final e (o_e)

A New Time Zone Jan’s home is in Rome. He will take a jet to America. He will be in a later time zone. He thinks he will like it. Jan will ride a bike to a big lake. He will take a cap, mitt, and bat. Jan will play games like other kids. “I will like it!” says Jan. “It will not be a bore. I will have fun.” Activity Write about other

things Jan might do © Macmillan/McGraw-Hill in America.

14 Decodable Passages Phonics Name Final e (u_e)

A Pine for Luke Luke has a pine tree. It is big and wide. It makes cones that hide its seeds. Tom has a rose. It has six buds. Tom gives it water so it will get big. Tom ties his rose to a tube so it can stay up. A pine and a rose like lots of water and sun.

Decodable Passages 15 Phonics Name Final e (u_e)

Jude’s Tune Jude’s dad lets him play in the mud. Jude has a tune he hums as he has fun in the mud. “Can I make a tune about mud?” asked Jude. “Yes, Jude, that is fine,” his dad said. Jude has a neighbor named Bud. He likes to hum, too. Bud hums Jude’s tune to his dad. “I like Jude’s tune,” said Bud. “It is Jude’s mud tune,” said Dad. Activity

Write your own © Macmillan/McGraw-Hill words to a tune.

16 Decodable Passages Phonics Name s-Blends

A Slug on a Slope Stan sat on a slope. He dug a hole in the wet mud. “I see a slug—a big slug! It is a slug in the mud!” cried Stan. His mom slid down the slope. She gave Stan a tube. “Rescue the slug!” she yelled. Stan put the tube in the mud. The slug slid in. “The slug will not get wet!” said Stan. “I rescued him!” Activity Tell how you would

Decodable Passages 17 Phonics Name s-Blends

Spike’s Slip Drake is on a sled. A young pup slips and takes a spill. Drake puts the pup on the sled. He gets a rope. “I can pull the sled with the rope,” says Drake. “I will take him home and name him Spike.” Spike and Drake skip home. Drake’s dad pets Spike. “I will give you a bone. Then I will get a vet!” says his dad. Activity Tell how Drake might

have told his dad © Macmillan/McGraw-Hill about Spike.

18 Decodable Passages Phonics Name Long a

Gail Is in Pain! Gail is in bed. Gail is in pain! She may have a broken bone. She fell in a hole and cut her leg. “Gail will be fine,” said Dr. May. “But she must stay in bed and rest up.” “Stay still,” said Gail’s mom. “Stop! Do not slide your leg in bed!” Gail gets lots and lots of mail. ivit Gail will stay in bed and rest. Act y Write about a time

Decodable Passages 19 Phonics Name Long a

Rain on a Sail Fay’s home is on a bay. She likes to sail with Dad in May and June. On a Sunday in May, they set sail. Then the rain came. Then the wind came. The wind cut the sail. Dad had to tug on a rope. Dad got them back to the bay. Fay and Dad stay safe! Activity Make a list of words that are spelled with © Macmillan/McGraw-Hill ay or ai.

20 Decodable Passages Phonics Name Long i

Light in a Hole Ty spots a mole. It is in a hole. It does not like the light. Ty will sit right by the hole. Might the mole come out at night? Ty will rest. He will lie by the hole and wait for the mole. “The mole peered out of its hole!” yells Ty. “It was such a sight!” Ty ties a light on a rope. He drops the rope in the hole. “I do not spot the mole,” he sighs. “It may not like my light.” Activity Write about why a © Macmillan/McGraw-Hill mole might not like light.

Decodable Passages 21 Phonics Name Long i

Mike and Meg High on a hill is a red fox named Mike. Every fox recognizes Mike as a bright fox. A fox might like Mike, but at night Mike likes to fight. His mom, Meg, likes to lie in the sunlight. “Stop, Mike!” cried Meg. “Try not to fight. Stay by Mom and lie in the sun!” “Right,” sighs Mike, “I will not fight. Then I might be liked!”

Activity Write about why you

think Mike is not © Macmillan/McGraw-Hill liked.

22 Decodable Passages Phonics Name Long o

Joe Rows a Boat Joe has a boat at home. He likes to row his boat in the moat around his home. His friend Bo will row with him. Dad will watch. Joe puts on a uniform to row. “I row a lot,” Joe tells Bo. “I row five times a day!” Bo gets in the boat to help Joe row. “I know if I row I can stay fit,” Joe tells Bo. Joe and Bo get in the boat and row in the moat. Activity Write about what you

Decodable Passages 23 Phonics Name Long o

Moe Mows Moe has a job. He mows grass. Moe starts on the right and mows until the grass is low. “I mow day and night,” says Moe. Moe knows a girl named Jo who mows grass. Jo mows fast but does not mow at night. She mows a lot on Sunday. Jo calls Moe. “Moe, I broke my toe!” Jo tells Moe. “Can you mow for me?” “Oh, no!” cries Moe. “I hope you get well fast. I will mow for you!” Jo sits as Moe mows. Activity

Write about why Moe © Macmillan/McGraw-Hill helped Jo.

24 Decodable Passages Phonics Name Long e

Lee Tells Silly Tales Lee likes to tell funny, silly tales. He tells tales about his dreams. Lee had a silly dream of a queen. Nineteen green beans got stuck deep in the mud. A queen sees the green beans and tries to free them from the mud. But the hill is too steep, and she cannot get to them. The queen tells a bee to get the beans. But the bee will not speak. “Please, bee. I am too weak,” weeps the queen. The bee tells three fleas to help. The queen, bee, and fleas get the beans. They eat the beans at a feast. The beans are a yummy treat! Activity

Decodable Passages 25 Phonics Name Long e

Lady the Seal Sally likes to sail on the sea. Sally plays with a seal named Lady. Lady’s coat is wet and sleek. Sally and Lady like to play hide-and-seek. Lady can leap high. Then she can dive deep into the sea to hide in the reeds. Sally can see Lady float up to the top to breathe. Sally waits until Lady peeks her nose up out of the reeds and squeaks a funny seal tune. “You do like to put on a show!” Sally says. “You make it easy to play and have fun.” Activity Make up a funny seal

tune that Sally might © Macmillan/McGraw-Hill squeak.

26 Decodable Passages Phonics Name Long u

Good Rules Rules are made to keep us safe. Staying out of the street is a good rule. Using a floating tube in the water is safe, too. Do not assume that a rule is made to make you mad. When you are in someone else’s home, try to follow the rules. You do not want to be rude! It is a good idea to follow rules in class, too. Your teacher wants you to keep safe. What rules must you follow?

Activity Make a list of rules © Macmillan/McGraw-Hill you should follow in the classroom.

Decodable Passages 27 Phonics Name Long u

Bad Jude Jude fell and cut his hand. His mom had told him to be careful. She even repeated the swimming rule: “Do not run on the deck.” Jude did not listen. He ran. The deck was wet and he cut his hand. Dr. June told Jude, “I am going to put a bit of cream from this tube on your hand.” Jude was upset. “Will I be able to swim?” he asked. “Yes, Jude. But not until you use up all the cream in this tube,” Activity said Dr. June. Write about rules you

Jude was not happy. But he will should follow at the © Macmillan/McGraw-Hill follow the rules from now on! pool.

28 Decodable Passages Phonics Name Digraphs

A Shell on the Shore Thad found a big, thin shell. He got it on the shore. There is a chip in it. “Who lived in this shell?” Thad asks. “I will share this with Jeff.” Thad runs to see Jeff. He shows Jeff the shell. “Did it come from a ship?” asks Jeff. “No, I do not think so,” says Thad. Unable to tell when the shell came to the shore, Thad takes a guess. “It has a chip in it but it is still white. I do not think it is ancient. Did a clam live in it?” Thad asks. “Yes, I think so,” says Jeff.

Activity

Decodable Passages 29 Phonics Name Digraphs

Sheep and Goats Chad likes to go to the farm. He can see a lot of sheep and goats. Dogs chase the sheep on the farm. That is their job. Pat has a job at the farm. “I own nine sheep and five goats. I raise goats. I make cheese from the goat’s milk,” Pat tells Chad. Chad thinks it’s fun to have a job with sheep and goats. “Which job can I do?” asks Chad. Pat tells Chad that he can help shear the sheep’s hair. The sheep’s hair can be used to make sheets and coats. Chad stays and helps Pat.

Activity Write about other

jobs you might like to © Macmillan/McGraw-Hill have on a farm.

30 Decodable Passages Phonics Name Digraphs

RICH THE CHICK

4 - 3 = 1 3 = 1 SHOW 2 +

Rich the Chick Seth will perform in a show. “You will see a chick that can do math!” yells Seth. “It is a play about a chick named Rich!” Seth will be Rich the chick in the play. Rich is an odd chick. He lives by the lake with lots of fish. He likes to play ball and pitch. The chick can also do math. “Math is not bad,” Rich the chick likes to say. “I do it each day!” Rich must take a bath and dash up the path. Rich sees a ranch with lots of sad chicks! Rich must help these chicks. He must free the chicks and cut the chain. They will be free in a flash! vi © Macmillan/McGraw-Hill Acti ty Write a short play.

Decodable Passages 31 Phonics Name Digraphs

Jill’s Sash Mitch makes clothes for shows. He gets cash to buy cloth. Mitch is in a rush. He has to dash to a show. Jill has lost her red sash! “What a shame,” says Mitch. “I ran out of red! I will make Jill a white sash.” But Mitch can not remember how to make the sash. “Just my luck!” he moans. “Did I stitch this up or down? I did not take notes!” Mitch must rush the white sash to Jill. “I hope Jill will like it,” he says. “I hope it will match.” Jill hugs Mitch when he ties on the sash. “This does match!” she cries. “What a day!” sighs Mitch. Activity

Write about the show © Macmillan/McGraw-Hill that Jill is doing.

32 Decodable Passages Phonics Name 3-Letter Blends

Chicks Can Scratch! Stretch lives on Spring Street. He has dogs, cats, pigs, and chicks. Each day, Stretch puts a leash on his dogs, cats, and pigs. He takes them for a walk on Spring Street. Stretch can not put his chicks on a leash. They get mad and scratch him! The chicks stay at home and strut around. By ten, the dogs, cats, and pigs are home. So is Stretch. He then sprays the pens to clean them. “Is it time for lunch yet?” asks Stretch impatiently. He feeds his tivity animals scraps. Then he goes to his Ac home to eat. Draw what happens © Macmillan/McGraw-Hill if Stretch puts his chicks on a leash.

Decodable Passages 33 Phonics Name 3-Letter Blends

The Scared Cat Will has to paint the back steps. He scrapes the sides and then paints white stripes. As he paints, a stray cat snoops around the steps. Will sees that the cat is not walking well. “Oh my!” yells Will. “Did you sprain your leg? Can I pick you up?” The cat is nearly out of Will’s reach. The cat is scared. “Do not scratch,” begs Will. “I will save you!” Will strains to keep the cat in his arms. He takes the cat to the steps and feeds it milk. The cat laps it up and demands more. “Not yet, cat,” says Will. “You need to rest!” Then Will and the cat take a nap.

Activity Write about what

happens to the © Macmillan/McGraw-Hill cat next.

34 Decodable Passages Phonics

Name r-Controlled Vowels ar, or

An Ape Named Marty Marty is an ape. He needs to eat each day. Marty can go far from his home to seek food. He eats fruit, leaves, seeds, or a core. He also nibbles on corn. For Marty, it is a bore to just sit. He likes to sort sticks and run. He likes to swing from his arm. Marty likes to lie under the stars. He likes to play and see the night sky. Marty likes to have fun! Marty must stay far from cars. He needs to live in the forest where it is warm and safe. Marty is a kind ape! Activity Write about another

Decodable Passages 35 Phonics

Name r-Controlled Vowels ar, or

Bart Gets a Pet Bart wants to have a pet. He will go and find a pet. But he needs to learn more about what kind of pet he can get. After he reads about pets, Bart gets an idea. “I want a python!” he screams. “It can slide on my carpet.” He will go and get this pet. Bart darts out and sees Ned. Ned asks, “Bart, what pet will you get?” “I will get a snake!” Bart tells Ned. “Bart!” Ned cries. “Pythons hiss and hiss!” Bart starts to think. “I think I will get a hamster instead!”

Activity

Write about a pet you © Macmillan/McGraw-Hill would like to have.

36 Decodable Passages Phonics

Name r-Controlled Vowels er, ir, ur

Arthur the Goat Arthur is a goat. He was deserted by his herd. “I do not need to go with a herd!” thinks Arthur. “I will be fine without them.” He finds five yaks. He lives with them. Their names are Fern, Kurt, Bert, Wes, and Fay. Arthur likes to eat wheat. He has a lot of fur but runs and hides when it freezes outside. “I hate the snow!” Arthur moans. “I leave when the snow falls.” “Yes, Arthur, it is true. That is what you do!” say the yaks. The yaks do not feel bad for Arthur. His fur is soft and keeps him ctivity very warm! A Write about how Arthur might

Decodable Passages 37 Phonics

Name r-Controlled Vowels er, ir, ur

Burt’s Perch Tate has a bird named Burt. Burt is red and lives with a cat named Sir. Sir likes to bother Burt. Tate will make a perch for Burt. That way, Burt will not get hurt. “I will make you a red perch, Burt,” says Tate. “Do you like red?” “I really like red!” yells Burt. “Fine,” says Tate. “I will get red paint and a stick and make you a perch.” Tate went shopping. He got paint and a stick. He made a perch for Burt. “Nice perch, nice perch!” yells Burt. “Ha, ha, Sir!” “I am happy you like it,” says Tate. Sir is not so happy!

Activity Write about how

Tate might have © Macmillan/McGraw-Hill made the perch.

38 Decodable Passages © Macmillan/McGraw–Hill Decodable Passages Name yelled, “Brookecancook!” fish? Shetookabitofit.Thenshe Brooke hadmadefordinner. Would shelikethe you cook?”sheasked.Then lookedatwhat Then Brooke’s sister ranintothehouse.“Did the stove. piece ofwood.Shetookthewoodandfishto the water. Shehadseenherdadcookafishon So shetookafishfromthebrookandshookoff had tobereadingthecookbook. Brooke wouldshowher!Thehardestpartsofar Her sisterdidnotthinkBrookewasagoodcook. tocook. Brooke stoodbythestove.Itwasherturn Should BrookeCook?

A who cooksit. favorite mealand Write aboutyour c

v v

i i

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y y Variant Vowel oo Vowel Variant Phonics 39 Phonics Name Variant Vowel oo

A Look by the Brook Ryan and his dad went to a brook and took a look. “I see a hook!” yelled Ryan. “What can we do with it?” They stood by the brook and looked at the hook. “We can look for hidden treasures in nooks!” said Ryan. “We can put the hook in the brook to look,” said Dad. Dad put one foot in the brook. He gave Ryan the hook. Ryan put it in the water and remained still. “I got something!” he said. He had to tug, but the hook came up. A book was on the hook. “That is a good book!” said Dad. “It looks like you own a lucky hook!” Activity Write your own tale

about what Ryan © Macmillan/McGraw-Hill finds on the hook.

40 Decodable Passages Phonics

Name Variant Vowel oo, ui, ew

The Storm That Blew Sue was chewing the stew that her mom made. There was a big boom in the back room! “Oh my!” said Sue. “The window blew shut. There must be a lot of wind!” Sue went to the back room and peered outside. The sky was blue. Sue went back to eat the rest of her stew and drink her fruit juice. After she finished eating, she went to the back room again. She peered outside. The sky was gray. “Will it rain?” Sue thought. “I had better close the windows. If there is a storm, it will not destroy my home!” Sue closed the windows just in time. Activity The rain started to fall hard when Write directions

Decodable Passages 41 Phonics

Name Variant Vowel oo, ui, ew

Stew’s Bruise Stew has a new blue bruise on his arm. How did he get it? Stew’s new car got stuck in the mud after a flood. He did his best to move the car. His arm got stuck in the car’s window. It just would not move! Then Stew’s new car ran out of fuel. “I will have to push it!” exclaimed Stew. “The mud is preventing it from moving.” Stew got out of his car. He waded in the water. “Oh, no!” said Stew. “Why did it have to flood today?” Stew pushed and pushed until his car was home. “My arm hurts from pushing,” he said. Stew spotted a blue mark on his arm. “I got a bruise,” he sighed. “I do not want to push my car again. That was no fun ivity at all!” Act Write about how

Stew got a bruise on © Macmillan/McGraw-Hill his arm.

42 Decodable Passages © Macmillan/McGraw–Hill Decodable Passages Name cause metogetmad!” not squeakandsquawkonthe lawn. Donot “You areanoblehawk,”Paulsaid,“soyoumust “I amsorry, Dad,”saidDawn. trees!” are ahawk,”hesaid.“You needtostayinthe “You mustnotsitonthelawn,”yelledPaul.“You He swoopeddownandtookherinhisclaws. “I hadtimetoexplore!”saidDawn. “Why areyoudownthere?”askedPaul. grass. Suddenly, hesawhisdaughter, Dawn,onthe One day, Paulsawcreaturescrawlinthegrass. Mrs. Sawtaw’s home. Paul isahawk.HelivesintreenearMr. and Paul andDawn

A Dawn didnext. Write aboutwhat c

v v

i i

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y y Variant Vowel Variant Phonics au, aw au, 43 Phonics

Name Variant Vowel au, aw

Tawny’s Paw In the city of Gawtin, there is a law about pets. Cats and dogs can not be outside without their owners. Tawny is a cat and belongs to Mrs. Pautil. Tawny likes to tiptoe out of the yard when Mrs. Pautil isn’t watching! Mrs. Pautil spotted Tawny outside this morning. “Bad cat!” said Mrs. Pautil. Then she saw that Tawny’s claw was bleeding. “You hurt your paw, you bad cat,” said Mrs. Pautil. She lifted Tawny up, and he wiggled to get loose. She set him on the floor inside. “You are an indoor cat, Tawny!” she explained. “You can get hurt outside. You must be careful!” With that, Mrs. Pautil cleaned Tawny’s paw and let him go. Tawny lay down for a long nap! Activity

Write about how to © Macmillan/McGraw-Hill keep pets safe.

44 Decodable Passages Phonics Name Diphthong ou, ow

Scowl the Owl The town of Thousand Owls is dry. It has not rained in Thousand Owls for five years! There is not a flower anywhere in the town. But there are lots of owls! They sit outside the town hall. One owl named Scowl always has a frown on his face. That is how he got his name. Scowl does not like Thousand Owls. “It is too dry!” he loudly complained one day. “I want to get out of here.” Scowl flew beyond Thousand Owls. It was wet and rainy. “I don’t like it here either!” said Scowl. “It’s too wet!” Scowl flew to tell his mom. “Mom,” he said, “let’s get out of town. Let’s go where it is wet part of the time and dry part of the time. We will Activity have the best of both worlds!” © Macmillan/McGraw-Hill Write about Scowl’s next trip.

Decodable Passages 45 Phonics Name Diphthong ou, ow

Howling Sounds Lisa lives in New York. Her dad just took her to Arizona. It is warm there all year round. When she came home, she told her classmates about her trip. “It was very hot and dry there,” said Lisa. “Some animals howl at night. They make loud sounds.” “Did you see snakes?” asked Ted. “Oh, yes!” exclaimed Lisa. “I saw lots of snakes. They are such outstanding creatures!” Lisa’s class asked to hear more. Just then, the bell sounded outside the school. “Not now,” begged Lisa. “We’ll be late for class! But after class, I will tell you what I found on my trip!” Lisa and her classmates ran to school. They made it just in time! Activity Write about what

Lisa might have © Macmillan/McGraw-Hill found on her trip.

46 Decodable Passages Phonics Name Diphthong oi, oy

Mr. Moy’s Toys Mr. Moy makes toys. He has a toy shop on Boyer Street. Boys and girls like to visit Mr. Moy and see what he is making. A boy named Roy helps Mr. Moy make toys. “It is a joy to make toys!” says Roy. “What are we making today, Mr. Moy?” he asks. Mr. Moy grins. “How about a toy king?” he asks Roy. “We can gather foil and start to make him!” Mr. Moy and Roy are happy. They set the king out in the shop for sale. “Will others know what it is?” asks Roy. The boys and girls see the king and say, “That is such a royal king!” Mr. Moy and Roy grin. “It is indeed Activity a royal king!” yells Roy with joy. Write about a toy you

Decodable Passages 47 Phonics Name Diphthong oi, oy

Troy Joins Joy Joy is playing with her friends outside. Her brother, Troy, wants to join them. “Can I play with you?” he whines. “Don’t be so annoying!” says Joy. “You don’t need to whine. We agree that you can join us. We are playing tag.” Troy jumps up and down. “I like tag! Can I be it?” he asks Joy. Jake says, “I want to be it, too.” Joy spots a coin. “We can flip a coin to see who will be it!” she says. Joy flips the coin and Troy wins. Joy, Jake, and Troy play tag. Roy sees them playing and wants to join them. “Can I play, too?” asks Roy. “Yes, you can! Join us!” says Joy. Joy, Jake, Troy, and Roy play tag late into the day. Activity

Create a new game © Macmillan/McGraw-Hill to play outside.

48 Decodable Passages Phonics Name Schwa a

Alissa’s Job Alissa is learning about jobs. She likes the idea that she can pick her job. Alissa’s teacher has asked the class to tell what job they want. It is Alissa’s turn. “Alissa, what would you like to do?” asks Mrs. Rebba. “I would like to travel!” exclaims Alissa. “I will go to China.” Mrs. Rebba grins. “Alissa, a voyage is a good idea but China is so far away. Who will go with you?” “I will go alone,” says Alissa. “Then I will return to America and make cakes in a bakery.” Her class claps and claps. They like that idea! “That is good, Alissa! And I will go visit you in the bakery and watch you make cakes,” says Mrs. Rebba. Activity

Decodable Passages 49 Phonics Name Schwa a

Yucca and Bananas for Pamela Pamela likes plants. She is most interested in plants that she eats. “Why don’t you study about them?” asked Pamela’s mom yesterday. “You can visit a farm or a library to learn more.” “That is a good idea!” said Pamela. “I can read about plants and then see them.” Pamela’s mom called a farm nearby while Pamela went to the library. “There are so many books about plants!” Pamela exclaimed. She read about alfalfa, yucca, and bananas. When Pamela got home, she had a lot to tell her mom. Today, Pamela’s mom is taking her to the nearby farm. The farm has vast fields for growing plants. She will see bananas, yucca, and other plants, too. Maybe she will even get to eat them! Activity

Write about other © Macmillan/McGraw-Hill plants that we eat.

50 Decodable Passages Phonics Name Silent Letters

Gnalla and the Wren Gnalla has a garden. Yesterday, Gnalla worked in her garden. She knelt to cut plants and trim blooming flowers. Suddenly, a wren swooped down and landed in the garden. “Little wren, what are you doing here?” asked Gnalla. The wren stopped and looked at Gnalla. Then it began pecking at the dirt. “I know what you are doing!” exclaimed Gnalla. “You are eating gnats!” The wren looked at Gnalla again. Gnalla got some seeds. She took the seeds and dropped them on the ground. “Here, little wren,” she said. “Come and eat the seeds!” Then Gnalla gave the wren some crumbs. “Tweet!” yelled the wren as it flew away. Gnalla grinned. “It is a ivit sign that it will be a good day!” Act y she said. Write directions for

Decodable Passages 51 Phonics Name Silent Letters

Mr. Wrago’s Wrench Mr. Wrago owns a plumbing company. He helps people when the pipes around their homes don’t work. The phone rang. “Wrago Plumbing,” he said when he picked up the phone. “This is Mrs. Knop. I need help!” she wailed. “My sprinkler is leaking! I worked hard to stop it, but my thumb got numb and my muscles started to hurt.” “Don’t fret, Mrs. Knop,” he said. “I will be right there!” Mr. Wrago got into his plumbing van and drove to Mrs. Knop’s house. Mrs. Knop met him in the driveway. Mr. Wrago got his wrench and started to work. He put a rag over the sprinkler while he worked. The rag got so wet, he had to wring it out! When Mr. Wrago finished, Mrs. Knop exclaimed, Activity “Mr. Wrago’s wrench Write about another saved the day!” problem that © Macmillan/McGraw-Hill Mr. Wrago fixes.

52 Decodable Passages Phonics Name Soft c

Regis and Cindy’s Spacecraft Regis and Cindy like to play. “Let’s make a fancy electric car that can fly to the moon!” said Cindy. “Good!” exclaimed Regis. “First, use this pen to sketch the car. Then we can use the drawing to make a model of the car.” Cindy took the pen and began to draw. Since Regis wasn’t drawing, she went to get supplies. “We need paper for the body of the car. We also need four circles for the wheels,” he whined. “Can you help me?” “Yes, I will help,” said Cindy. She found a pile of round rocks. “These are circles. We can use these for the wheels.” Regis got red paint for Cindy. She painted the fancy electric car red and put the wheels on it. Activity “Let’s go!” said Regis, jumping Write about what © Macmillan/McGraw-Hill into the car. “To the moon Regis and Cindy do we go!” Cindy yelled. on the moon.

Decodable Passages 53 Phonics Name Soft c

Brice in Space When Brice gets older, he wants to be an astronaut. “I want to go to space,” he told his teacher. “That is a very good idea, Brice,” said Mrs. Price. “But you must study a lot before you can go to the moon! It is important to work hard now.” Brice grinned as he thought about what he does every day. He always listens in class and does his homework. He really enjoys reading books. He even visits a science center on weekends. He dreams of placing his feet on the moon and making footprints. “Yes, it is important to study,” Brice said to Mrs. Price. “But I do not mind. I like to study, and Activity someday I will walk on Write about a place © Macmillan/McGraw-Hill the moon!” you want to explore.

54 Decodable Passages Phonics Name Soft g

A Smudge for Smidge Marge is making fudge for a party. Marge needs a large amount since the party will be huge. Marge went to fetch chocolate this morning. She came home to make the fudge. When she went to her pantry, she saw something strange. There had been a smudge of chocolate inside in the morning. Now, the chocolate was missing! Shocked, Marge leaned on a ledge. “I put it in there just a while ago,” she explained. “It should not have budged! Without the chocolate, there can be no fudge!” Marge felt behind a ridge in the pantry. “Oh, no!” she yelled. Her dog, Smidge, sneaked out of the pantry. His face was full of chocolate. Smidge licked Marge’s face. “I forgive you. Activity But what about my fudge?” Write about a new she moaned. © Macmillan/McGraw-Hill flavor of fudge you would like to eat.

Decodable Passages 55 the food. Midge, andtheydevoured tummy bulgethemost!”declared time tojudgewhocanmaketheir setting upforthepicnic.Hisfriends came.“Itis Midgehadfinished When hismomreturned, get it.” ledges. “Therestisinthefridgeathome.Iwill His mombroughtfoodandputitonthepicnic color. Then hecalledhisfriends. arranged placematsontheledgesforachangeof cleaned thepicnicledgesandsetoutgames.He Midge stayedbythebridgetoplanpicnic.He party.” mom. “Icanputitinthefridgeathomeuntil “I willgotothemarketgetfood,”saidhis Midge’s momliked hisidea. said Midge.“We cangetawhole rangeoffood!” “Let’s haveapicnicintheparkbybridge,” Name 56 Midge’s Picnic

A to have. a partyyouwant Draw andwriteabout c

Decodable Passages i

v v

i i

t t

y y Phonics Soft g

Princess Flair Claire is writing a story about a princess named Flair. Princess Flair had long hair. She spent most of her days sitting in a chair. She ruled the kingdom of Udair from her chair. Her large pair of princess slippers didn’t fit well. She had a magic wand in the shape of a star. One day, Princess Flair tripped on her princess slippers and fell down the stairs. “Oh, no!” she wailed. “I dare say I have a big cut on my arm!” She was far from a doctor, so she waved her magic wand. “I wish for no scar and princess slippers that fit!” she whispered. Suddenly, Princess Flair’s slippers were just right, and her cut had vanished! The princess was so happy, she… v Claire stopped writing. “What Acti ity

Decodable Passages 57 Phonics Name r-Controlled Vowels ar; air, are, ear, ere

Sar’s Tar Mark was given a journal. In it, he wrote about a make-believe city called Par. In the land of Par, tar was rare. Every year, the people of Par searched for tar. Those who found tar made great things. Those who did not find tar had to wait until the next year. The best tar finder was Sar. He found tar in strange places, like a lion’s lair. Sar would put a jar by each place he went to look for tar. When he found tar, he would put it in the jar. Sar had searched for tar since he was little. He had memories of finding tar as a child. He even remembered where he had found the tar! Activity Sar built roads with the tar. The Create your own people from Par loved Sar because make-believe city he shared! and write a story © Macmillan/McGraw-Hill about it.

58 Decodable Passages Phonics Name r-Controlled Vowels er; ear, eer, ere

Homer and Ameer Homer and Ameer are peers in the same class. Homer and Ameer like to pretend that they lived long ago. “What do you think cavemen did?” asked Homer. “I think they worked hard and played here and there,” said Ameer. Homer shook his head. “I think so, too. Let’s pretend we are cavemen!” he said. Homer and Ameer set up a cave in Homer’s room. Then they began to play. “Oh, dear!” exclaimed Ameer. “I am in fear! I see a big herd of animals headed this way.” Homer peered out of the cave they had made. “Yes, I see the herd!” he said. “Let’s run to the rear of the cave to stay safe.” Homer and Ameer went to the back of the cave. “Do you hear the herd on its way?” asked Homer. “No,” said Ameer. “I think that Activity noise is my tummy. I am hungry!” © Macmillan/McGraw-Hill Circle the words that end in er.

Decodable Passages 59 Phonics Name r-Controlled Vowels er; ear, eer, ere

Paneer Hears Thunder Paneer is studying how people made music years ago. He has been reading about drums. Paneer has learned that some people played tambourines. These instruments make a sound like thunder. Long ago, tambourines were made by stretching animal skin over a rim and stitching it in place. Then disks were put on the sides by the rim. The tiny disks hit each other when the tambourine was shaken. People still play the tambourine today. Tambourines can help keep the beat for singers. Paneer wants to hear a tambourine. His music teacher shows him one. He watches her shake the Activity tambourine. Paneer taps it Write about how near his ear. It does sound thunder sounds © Macmillan/McGraw-Hill like thunder! to you.

60 Decodable Passages Phonics Name r-Controlled Vowels or, oar, ore

Dora’s Wings Dora likes to make things. She thinks of a thing to make and then she puts it together. Today, Dora was at the park. She saw a bird open its wings and soar. Seeing this made Dora want wings, too. She went home and drew a pair of wings. Then she got more paper and drew herself soaring. “I will soar today!” said Dora. It was time to make the wings. Dora used feathers for the tops of the wings. She used more feathers on the tips. Dora put on the wings and ran. She flapped her wings until she felt like she was soaring. “I am not a bore!” she yelled. “I can make wings and soar!” Activity

Decodable Passages 61 used more and more every day! used moreand every Plantersare helped manyfarmers. changed overtheyears.Ithas inventor. planterhas Hiscorn Blairwasan important Henry Their backswerenotsore! planter,the corn theydidnothavetoleanover. startedusing planted otherseeds.Oncefarmers Italso The planterplantedmorethanjustcorn. planter.patent in1834forthecorn planter.That iswhyhemadeacorn Hegota it wouldbenicetohaveamachinedothisfast. had toputeachseedintheground.Blairthought planter,Before Blairinventedthecorn farmers planter.things. Onethinghemadewasacorn was aninventor, which meansthathemadenew Blairlivedoveronehundredyearsago.He Henry Name 62 Blair’s CornPlanter

A or invention. another inventor Write astoryabout c

Decodable Passages i

v v

i i

t t

y y Vowels or, oar, r-Controlled Phonics ore

The Sire’s Crier “Sire! Sire, there is a fire!” yelled Yire. The king rolled out of bed. He was still sleepy. “Tug on that wire, Yire,” said the king as he pointed at the window. “Tell the town crier about the fire. Ask him to alert the town!” “Yes, sire,” said Yire. He tugged on the wire. The town crier came to the window. “Crier, there is a fire. Tell the town this dire news!” yelled Yire. The town crier ran to the hill and screamed. “A fire is in our town! Leave now!” Many left right away. Others had to be lured out. They had wanted to stay. ctivity Soon, the town was empty. The king, A Yire, and the town crier stood on the Write about a day hill. The fire was put out quickly. in the life of the

Decodable Passages 63 Phonics Name r-Controlled Vowels ire, ier; ure

Kire’s Tires Kire has a tire shop. The name of the shop is Kire’s Tires. Kire can fix almost any tire problem. He can patch holes in tires. He can also pump air into them. Lots of people bring their bikes and cars to Kire’s Tires. Kire can fix any tire. But Kire has too many tires to fix. He needs to hire a tire helper! He cannot endure so much work by himself! Kire will make fliers to hand out about the job. Then he will talk to those who want to be his tire helper. Kire will look for people who can fix tires fast. He needs a good helper. Kire hopes to hire a helper soon! Activity

Write about Kire’s © Macmillan/McGraw-Hill tire helper.

64 Decodable Passages Word Study

Use the pages in this section to offer further practice with phonics, spelling, and word meanings.

Word-Building Cards ...... 66 • lowercase and capital letter cards • use for phonics and spelling games and activities

Sorting with Students ...... 68 • Dr. Donald Bear’s suggestions for integrating word sorts as part of word study

Spelling Word Cards ...... 70 • reproducible cards for each week’s words • tested, review, and challenge words • key words for sorting activities

Vocabulary Word Cards ...... 100 • reproducible cards for each week’s tested words • blank cards for additional words

Games ...... 130 • Learning with Games – suggestions for games that support word study strategies, dictionary skills, and comprehension skills • boards, grids, spinners, and other ideas to customize for your class © Macmillan/McGraw-Hill Sound-Spelling WorkBoard ...... 143 • reproducible black-and-white version for individual work • pictures for all letters and key phonics sounds • three-, four-, and ﬁ ve-part sound boxes © Macmillan/McGraw-Hill

fghi j

klmno z

uvwxy pqrst abcde 66 Cards Word-Building © Macmillan/McGraw-Hill odBidn ad 67 Word-Building Cards ABCDE UVWXY Q T S PQR G J I FGH KLMNO Z not fit. fit. not Oddball column for words orpictures that do the categories. sorting Also include an For use each several sort, key words to head lesson. group small and during pick up where the off you next left days. Spend just 10–15 minutes at any onetime Incorporate the following over activities several vocabulary. and spelling, to integrate phonics, tunity word study. This word study time is an oppor- utes of small group reading time is used for Introduce in small the sort group. Afew min- Instruction • • • • StartedGetting study program. are tips to consider as you develop your word isSorting an active of word part study. Here Sorting with Students 68 unknown words. unknown into several columns and to setaside your pacing. Ask students the to words sort to guide instruction before sort students out; this is an “open sort.” Observe how After cutting students up it the sort, try so that they recognize their chips. Students scribble distinctively onthe back or picture sort. or picture instructional time for cutting up the word on the fronts of the bags. Donot use plastic bag. Students can write their names and placesort the chips in an envelope or seats orin astation, students cut up the work time, independent During at their students to cut. page of the margin; this leaves less for pair. Increase the size of the copy to rid the Make acopy for of the each sort student or ) 2)Teach insmallgroup. sorting four-step Ask students ifthey know the meaning of modelfor students sorting, When first how 1) •

1 Bear, D.; M. Invernizzi; S. Templeton; S. F. and Bear, Invernizzi; D.; M. Johnston. Spelling Instruction. Words Way: Vocabulary, and Word Their Phonics, for Study with each sort. each with dents the four steps that they will follow begin with an easier and teach sort stu- When you show students how to sort, point to words that acategory. fit landscape, and soon.Ask students to such as words that relate to animals, the the wordssort into meaning categories, them in aconcept in which students sort to use time the take words, unknown eral meanings over the Ifthere week. are sev- the words. You can teach several of the fully, asmall pile to the right. place the unknown word card in, hope- and ifthey donot know the word, they right. Show them how to count to three, of you; place the unknown words to the ion. Put the known words in apile in front cards in an “Iknow it; Idon’t fash- know it” word the Read words. the through read to pictures. the name make sure they can read the words or want them to read through to the sort unknown. Explain to students that you list iftoo and many sort words are learned over the Choose week. an easier are and acceptable are words unknown most of the words in Three the orfour sort. sort. of the Check that students words canreadthe Prentice Hall, 2008. Hall, Prentice Sort deliberately,Sort and talk about what by usingsort the key words orpictures. Demonstrate. Students must beable to read 1 (4 th Sorting withStudents ed.) Columbus, OH: Merrill/ OH: Columbus, ed.) Show students how to to how students Show

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill Sorting withStudents Sorting with Students • • • assess. and Monitor 3) • • • students with you sort in small group. underlies lookfor the these sort, aspects as on orto continue studying the principle that way you did?” Look in students’ first- explain “Why did the the you sort: sort and use. Reflection from thesorts last three weeks. stationSet up asorting that contains They can continue to practice the sort. and slowly from more practice. benefit Students accurately sort. whosort next are probably ready to move onto the quicklydents and sort accurately, they Fluency and speedinsorting. the wordssort in the correct columns. Accuracy insorting. study game. they the words sort of as aword part with apartner. In their station activities Students dailyby themselves sort or through the stories they have read. they in Word find Hunts when they go enough space to add related words that ring word study notebooks. They leave three- their into sort the enter Students oversort several days is essential. Extend. underlie the sort. the principle and generalizations that Guide students through adiscussion of did. way they the sorted why they other Reflect. the words to the key words. words aloud as they and compare sort ally orwith apartner. Students read the andcheck. Sort or picture to the key words orpictures. you are doing as you compare the word Ask students to explain to each each to explain to students Ask Repeated practice with the the with practice Repeated Students sort individu- Students sort To know when to go See ifstudents can See ifstudents If stu- • • • across instructional levels and grades. There are several considerations whensorting LevelsInstructional at Different Sorting etymologies suchetymologies as these favorites: two study words deeplyusing paperback Students focus. important an are roots a verb into anoun. Word histories and word CVVC pattern as in matical functions; e.g., the - aredifferent related suffixes often to gram- as here in ties Grammar roots. and suffixes, study the meaning and spelling of prefixes, the meaning patterns within words. They intermediate the Students in study levels long terns. For example, ask students: “Look for pat- find to vowels across Look sound. to Begin to explain how patterns are related tional levels by patterns sort in words. transi- the and beginning the Students in the middle.” say words, two tell meifthey sound alike in pairs of words sound alike: “Iam going to or end.For example, students consider how words sound alike at the beginning, middle, sound with pictures to focus onthe way stages of reading from by sorting benefit Students inthe emergent andbeginning Hoad, T. F. 1950.Books, History ofWords and Language. W. Funk, Press, 1993. Press, Etymology. English related words. words. related sound orspelling pattern correctly in writingdraft to seeifthey spell the a and long long and Word Origins: AnExploration and The Concise Oxford Dictionary of o words that have the have the that words NY: Oxford University University NY: Oxford nail and tion coat NY: Wings suffix turns suffix .” 69

even study him

can hit blue had fix if

six will sat has has wag bad pat pat fit 70 New Friends Unit 1 • David’s Cards Word Spelling © Macmillan/McGraw-Hill year move another fix has bun hut tub tug fog not job pet cup oddballs hog bed pligWr ad Ui r utr&TbyPu h e 71 Unit1•Mr. Putter&Tabby Pourthe Tea Spelling Word Cards went tell © Macmillan/McGraw-Hill oddballs tape

bat

English understand language

rake fog tug back cape made

bake ate mad bag bag cap ham

72 —Then and Now Unit 1 • Family Farm Cards Spelling Word © Macmillan/McGraw-Hill bcue f picture off because made cape side hike five rip mix pipe pick line fin did time pit pligWr ad Ui etRsn 73 Unit1•MeetRosina Spelling Word Cards oddballs

America world country

rope side line home nose poke

lock pot cone box box fox dog cope cope cop 74 Unit 1 • My Name Is Yoon Cards Spelling Word © Macmillan/McGraw-Hill iln seil though special nose island rope hay may stay jay pay train sail tail wait main main ray pligWr ad Ui ausSn 75 Unit2•Babu‘sSong Spelling Word Cards oddballs © Macmillan/McGraw-Hill

eat

oddballs

morning against

train stay word seek pony we he leaf queen money money mean need baby bean bean jeep be 76 Unit 2 • Doña Flor Cards Spelling Word © Macmillan/McGraw-Hill nme other number different lie queen baby try wild dry high cry tie mind sight fly pie might kind pligWr ad Ui alTl 77 Unit2•ATall Tale Spelling Word Cards oddballs

light © Macmillan/McGraw-Hill grow

oddballs oddballs

everyone began light mind anything

foam told most goes toast soap

mow bowl toe cold cold slow slow foe boat 78 Unit 2 • One Grain of Rice Cards Spelling Word © Macmillan/McGraw-Hill bidn mcie scientist machine goes building bowl tune dune duke June music flute fuse use bugle mule u u_e pligWr ad Ui fia-mrcnIvnos 79 Unit2•African-AmericanInventors Spelling Word Cards oddballs © Macmillan/McGraw-Hill clerk clerk herd

The Alvin Ailey Kids: Dancing as a Team

young June body pretty

burst turn music term skirt stir

first churn hurt oddballs er er ir ur 80 Unit 3 • Cards Spelling Word © Macmillan/McGraw-Hill happened behind inside hurt first where perch here verb cheer steer deer ear -ere -ear -eer pligWr ad Ui beoadteTreBas 81 Unit3•AbueloandtheThree Bears Spelling Word Cards oddballs

near

dear © Macmillan/McGraw-Hill

part start part

oddballs

system where heavy region

are large near art hard far

park farm dark

-ar -ar -art -ark 82 Unit 3 • Music of the Stone Age Cards Word Spelling © Macmillan/McGraw-Hill oddballs soar snore form pligWr ad 83 Spelling Word Cards once talk carry farm dark fort north port board oar roar store wore mr tore more Unit 3 • Cows ThatType Click, Clack, Moo: © Macmillan/McGraw-Hill star

oddballs oddballs ere

material built

store north believe pair chair fair rare dare hair

shark care stare air air are ear 84 Unit 3 • Stirring Up Memories Cards Spelling Word © Macmillan/McGraw-Hill fml fu hear four chair family shark sound house cloud shout ground crown howl brown growl clown ou ow pligWr ad 85 Spelling Word Cards Unit 4 • A Story from Liberia Head, Body, Legs: oddballs

above color song

royal crown house toy joy avoid

point boil oil soil soil broil moist noise noise ploy 86 and Gloria Buckle Unit 4 • Officer Cards Spelling Word © Macmillan/McGraw-Hill mo jie grew blue juice moon pligWr ad Ui rpt h mrec om 87 Unit4•ATrip totheEmergencyRoom Spelling Word Cards na paper near follow royal point canoe shoe flew new glue fruit clue suit tool oddballs room © Macmillan/McGraw-Hill

oddballs hook would hook

below city own

would fruit glue foot soot could

good should brook shook shook hook crook

88 Up Unit 4 • A Harbor Seal Pup Grows Cards Spelling Word © Macmillan/McGraw-Hill aog ogt decided bought could among good raw crawl hawk jaw sauce fault launch law draw pause au aw pligWr ad Ui ieadBas 89 Unit4•Miceand Beans Spelling Word Cards oddballs © Macmillan/McGraw-Hill nap napkin nap

oddballs

through

draw food together cotton happen sauce

index visit object cab cab cabin in

90 Unit 5 • The Tiny Seed Cards Spelling Word © Macmillan/McGraw-Hill hundred field certain cabin visit better dinner bet fuzzy pepper publish magnet net pligWr ad Ui h gyVgtbe 91 Unit5•TheUgly Vegetables Spelling Word Cards oddballs

pen pencil © Macmillan/McGraw-Hill a long long i long long human giant o u

long

second magnet idea often

open odor better navy gravy solo

lady lazy crazy

long long 92 Unit 5 • Meet the Super Croc Cards Spelling Word © Macmillan/McGraw-Hill gop motn only open important group lady bubble middle ripple paddle pad rip settle pligWr ad Ui afliaadMre 93 Unit5•Farfallina andMarcel Spelling Word Cards lit little set © Macmillan/McGraw-Hill a no

long long e oddballs

long long

i o

long long long long

order remember little middle door

relate return lion baby basic bacon noble male female 94 Pup Unit 5 • Nutik, the Wolf Cards Spelling Word © Macmillan/McGraw-Hill lse svrl wind several female listen baby puddle apple jiggle saddle jig sad riddle pligWr ad 95 Spelling Word Cards rat rattle rid rat rattle ADesertToad’s Tale Unit 6 • Dig, Wait, Listen:

area money piece meadow saddle riddle

joy enjoy explain balloon balloon play display way way away ball 96 Unit 6 • Splish! Splash! Animal Baths Cards Spelling Word place replace nine

ninety side sidewalk

face inside these

tadpole enjoy display

during sure whole © Macmillan/McGraw-Hill

Spelling Word Cards Unit 6 • A Way to Help Planet Earth 97

complete measure questions uprooted inside replace

be between root reaches reaches way highway wood wood wooden reach 98 Unit 6 • Super Storms Cards Spelling Word © Macmillan/McGraw-Hill ple tae voice travel pulled between highway paper ever mother starry other star higher high jumper jump pligWr ad Ui uhn pteSy 99 Unit6•PushingUp theSky Spelling Word Cards © Macmillan/McGraw-Hill groan whisper

excited different carefully 100 New Friends Unit 1 • David’s Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui r utr&TbyPu h e 101 Unit 1 •Mr. Putter&Tabby PourtheTea Vocabulary Word Cards delighted company enjoyed wonderful thinning share © Macmillan/McGraw-Hill regrow machines

crops irrigate harvest 102 Then and Now — 1 • Family Farm Unit Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui etRsn 103 Unit1•MeetRosina Vocabulary Word Cards celebrate cultures deaf relatives signing © Macmillan/McGraw-Hill settled wrinkled practiced

cuddle patient favorite 104 Unit 1 • My Name Is Yoon Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui ausSn 105 Unit2•Babu’s Song Vocabulary Word Cards exclaimed collection concern vendors figure © Macmillan/McGraw-Hill tangle shivering respected

rattled advice commotion 106 2 • Doña Flor Unit Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui alTl 107 Unit2•ATall Tale Vocabulary Word Cards independence government landmark symbol state © Macmillan/McGraw-Hill store double reward

clever amount collectors 108 of Rice Unit 2 • One Grain Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui fia-mrcnIvnos 109 Unit2•African-AmericanInventors Vocabulary Word Cards instrument allowed design products powerful invented © Macmillan/McGraw-Hill proud remember

The Alvin Ailey Kids: Dancing as a Team

effort mood perform Unit 3 • 110 Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui beoadteTreBas 111 Unit3•AbueloandtheThree Bears Vocabulary Word Cards argue arrive cozy stubborn medium noticed © Macmillan/McGraw-Hill talent treasures

pleasant impossible 112 Age Unit 3 • Music of the Stone Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui lc,Cak o:Cw htTp 113 Unit 3 •Click,Clack,Moo: CowsThatType Vocabulary Word Cards emergency demand furious impatient sincerely neutral © Macmillan/McGraw-Hill memories occasions imagination

familiar creating glamorous 114 Unit 3 • Stirring Up Memories Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui ed oy es tr rmLbra 115 Unit4•Head, Body, Legs: AStory from Liberia Vocabulary Word Cards frantically delicious attached gasped swung

buddy accident attention 116 Buckle and Gloria Unit 4 • Officer Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui rpt h mrec om 117 Unit 4 •ATrip totheEmergency Room Vocabulary Word Cards informs heal aid personal serious © Macmillan/McGraw-Hill young normal rescued

hunger mammal examines

118 Up Grows Unit 4 • A Harbor Seal Pup Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui ieadBas 119 Unit4•Mice and Beans Vocabulary Word Cards assembled devoured fetch simmered menu © Macmillan/McGraw-Hill gently drowns neighbor

drifts burst desert 120 Unit 5 • The Tiny Seed Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui h gyVgtbe 121 Unit5•TheUglyVegetables Vocabulary Word Cards blooming muscles aroma prickly scent trade © Macmillan/McGraw-Hill site valid unable

ancient confirm hopeful 122 Croc Unit 5 • Meet the Super Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui afliaadMre 123 Unit5•FarfallinaandMarcel Vocabulary Word Cards fluttered giggled peered recognized snuggled vanished © Macmillan/McGraw-Hill noble wiggled promised

glanced beloved gleamed 124 Pup Wolf Unit 5 • Nutik, the Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui i,Wi,Lse:ADsr odsTl 125 Unit6•Dig, Wait, Listen: ADesert Toad’s Tale Vocabulary Word Cards beyond burrow distant warning lengthy © Macmillan/McGraw-Hill preen nibble puddles

itches handy beasts 126 Animal Baths Unit 6 • Splish! Splash! Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui a oHl lntErh 127 Unit6•AWay toHelpPlanetEarth Vocabulary Word Cards conservation hardest extinct remains trouble © Macmillan/McGraw-Hill violent prevent uprooted

beware destroy grasslands 128 Unit 6 • Super Storms Cards Word Vocabulary © Macmillan/McGraw-Hill oauayWr ad Ui uhn pteSy 129 Unit6•PushingUptheSky Vocabulary Word Cards gathered jabbing agreed randomly signal © Macmillan/McGraw-Hill rst as he or she rst as Y^[[ZgZci ]jc\Zg lg^c`aZY VcX^Zci XVab ]jc\Zg l]^heZg hV[Z VXi^kZ

nd and cut out interesting rst player must put all of the This game is for two players. This game is for alphabetical order The fi old magazines and newspapers old magazines Cards (p. 137) scissors glue timer Time for Order Time for Materials Skill: Prepare: Have players fi newspapers. words from old magazines and on a card. Have players glue each word Each player needs eight words. Play: The word cards in alphabetical order. second player times the fi then organizes the words. The players alphabetize switch roles. They compete to the words the fastest. . in the rst carry begin , and

watch , in the last square. In -ing Learning with Games with Learning end and chase ll in the grid with vocabulary words. rst player spins the spinner This game is for two players. Use a Tic-Tac-Toe grid. This game is for two players. This game is for -s, -ed,

antonyms word endings The fi To begin, a player reads one word on the grid and names an antonym for that word. To begin, a player reads one word on the grid and names an

Players also use the four-part spinner. Players also use the four-part Tic-Tac-Toe grid (p. 138) pencils Write spelling words on the cards. Use Write spelling words on the cards. S-shaped board (p. 135) S-shaped board Cards (p. 137) 133) 4-part spinner (p. game markers pencils

What’s the Ending? What’s Antonym Tic-Tac-Toe

rst square and the word and ending incorrectly. The fi the word and ending incorrectly. miss a turn by spinning a 0 or by spelling miss a turn by spinning a 0 or winner. player to get to the end is the the ending the marker landed on. Players the ending the marker landed card and says, then spells, the word with card and says, then spells, the of spaces. Then that player chooses a word of spaces. Then that player chooses and moves his or her marker that number and moves his or her marker 130 Games

until one player gets three Xs or Os in a row horizontally, vertically, or diagonally. until one player gets three Xs or Os in a row horizontally, vertically, Prepare: Prepare: Have players fi Play: of the word. Players take turns If correct, the player writes an X or an O in the space on top

Play: Skill: Write in the numbers 0, 1, 2, and 3. Write in the numbers 0, 1, 2, and Materials

endings verbs, such as fi writing the the remaining squares, alternate

Use the S-shaped board. Write Use the S-shaped board. Write Prepare: Prepare:

Skill: Materials © Macmillan/McGraw-Hill having players exchangewithother playersintheclassroom. of theirpartner’scompound wordsinaminute.Continueby Set thetimeratoneminute. Challengeplayerstobuildallfi Play: grassland, raincoat, to suggestcompoundwordsuse,suchas puzzle piece,andthesecondpartofword onthesecondpuzzlepiece.Youmaywant chosen prefi root wordsaspossiblethatworkwiththeir wheel, haveplayerscomeupwithasmany of theirwordwheel.Ontheoutside the bagandwritesitoninsidecircle Play: strips witheightortwelvesquares.) several timessothatplayerscanconstruct strips. (Ifusingslipstrips,copythesquares them inapaperbag. pre-, re-, word cards: Prepare: Skill: Materials Games Ask themtowritefi Prepare: Skill: Materials card androotwordsonthesquares.) Slip Strips,writetheprefi xontherectangular a dictionaryformorewordsuggestions.(For 131 Put ItTogether Give eachplayerawordwheelorslip pencils paper bag Cards (p.137) p. 141) WordWheelorSlipStrips(p.136, timer plastic bags Puzzle Pieces,twopieces(p.142) Word Maker Players thencutouttheirpuzzlepiecesand place theminplasticbags. Have playersexchange theirbagwithanotherplayer. Each playerchoosesoneprefi prefi compound words and xes Write thefollowingprefi xeson Players needfi x. Playersmaywanttorefer anti-, dis-, in-, im-, over-, mis-, anti-, dis-,in-,im-,over-,mis-, un- . Foldthecardsandplace

ve differentcompoundwordswiththefi and inchworm ve copies each ofthepuzzlepieceswithtwointerlockingpieces. . x from x schoolhouse, dollhouse,grasshopper,uproot, contrast. literature forplayerstocompareand game, choosetopicsfromstoriesand discoveries onpaper. are different.Haveplayersrecordtheir on they haveincommon.Ifheorshelands two playerstalktogethertofi If heorshelandson this game.Thefi comparing andcontrastingthemselvesin Play: alternately label them tocoloreachpartadifferentthen game. Giveeachpairablankspinner.Ask Prepare: Skill: Materials Same andDifferent For amoreadvancedversionofthe paper crayons pencil 4-part spinner(p.133) Contrast Explain toplayersthattheywillbe compare andcontrast rst partofthewordonfi ve Two playersareneededforthis , thentheytalktofi rst playerspinsthespinner. Compare Compare Vc XdVi gV^c or nd something nd Contrast. nd howthey , thenthe rst © Macmillan/McGraw-Hill rst square rst player to rst player to in the fi begin nitions. The fi rst player begins the game Organize players into groups Organize players ll in the remaining squares . in the last square, and then write multiple-meaning words multiple-meaning The fi end Oval or S-shaped board (p. 134, p. 135) S-shaped board Oval or (p. 133) 4-part spinner game markers dictionary in one of the squares First place a star be used The S-shaped board can also What Do You Mean? Do You What Materials Skill: Prepare: group a copy of the oval of four. Give each be copied at a larger size board, which may a 4-part spinner numbered 0, if desired, and 1, 2, and 3. Have to mark the beginning and ending. the group fi as with multiple-meaning words such coach, scratch, beam, signing, uniform, watch, principal, trust, safe, foreign, peer, figure, patient, settled, burst, stage, enclosure Play: how many by spinning the spinner to see the word he spaces to go. The player reads one meaning or she landed on and names if other of the word. As the game continues, they must players land on the same word, same word. give another meaning for the at Players may want to keep a dictionary hand to check defi reach the star is the winner. for this game. Write and multiple-meaning words in the remaining squares.

rst lled in their grids.

rst row, players write rst row, players ve game markers in a row Each player needs a 5 x 5 Each player needs listening for long vowel medial listening for long Use the Spelling Word Cards to play Use the Spelling Word Cards

5 x 5 grid (p. 140) 5 x 5 grid 70–99) Word Cards (pp. Spelling game markers

Medial Sound Bingo Sound Medial

132 Games grid. Above the fi grid. Above the sounds: the following medial Prepare: Prepare: Skill: sounds

Materials medial sounds. shorter game, use the 4 x 4 grid and four shorter game, use the 4 x 4 grid Remind children that the winner is the fi Remind children that the winner player to get fi For a vertically, horizontally, or diagonally. bingo once players have fi Play: reference. available the Spelling Word Cards for available the Spelling Word Cards medial sound under each column. Have medial sound under listing spelling words that have the same listing spelling Players create their own bingo card by Players create © Macmillan/McGraw-Hill 3. 2. 1. Games 133 Cut outand Attach arrow Mount iton with brad. heavy paper. spinner. complete a Spinners

top of large wheel with top of large a brad. each wheel. Attach small wheel on Attach Cut out and complete Cut out 1. 2. 136 Games © Macmillan/McGraw-Hill Games 137 Cards

© Macmillan/McGraw-Hill Puzzle Pieces Puzzle 142 Games © Macmillan/McGraw-Hill on-pligWrBad 143 Sound-Spelling WorkBoard Sound-Spelling WorkBoard a ar ai_ Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm #!.!$! 7!3().'4/. .%7 (!-03()2% ./24( -!).% $!+/4! -/.4!.! -)..%3/4! 6%2-/.4 - ) # ( 3/54( ) ' .%79/2+ /2%'/. ! $!+/4! 7)3#/.3). . -!33!#(53%443 )$!(/ 79/-).' 2(/$%)3,!.$ 0%..39,6!.)! )/7! #/..%#4)#54 .%6!$! .%"2!3+! /()/ ).$)!.! .%7*%23%9 7%34 $%,!7!2% 6)2').)! ),,)./)3 -!29,!.$ 54!( 7!3().'4/.$# #/,/2!$/ 6)2').)! +!.3!3 -)33/52) +%.45#+9 ./24( #!,)&/2.)! #!2/,).! /+,!(/-! !2):/.! !2+!.3!3 4%..%33%%

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Sound-Spelling WorkBoard

© Stockdisc/PunchStock, © Radlund & Associates/Getty Images, © Eureka/Alamy, © imagebroker/Alamy, Dirk v. Mallinckrodt/Alamy, © Comstock Images/Alamy, Jules Frazier/Getty Images, © age fotostock/SuperStock, Photodisc/Getty Images, Rubberball Productions/Getty Images, John Shaw/Photo Researchers, Inc., C Squared Studios/Getty Images, © Macmillan/McGraw-Hill, © Photodisc/SuperStock, © Photographers Choice RF/SuperStock, © Photo Spin/Getty Images, Joshua Ets-Hokin/Getty Images, © Jupiterimages/Brand X/Corbis, Jeremy Woodhouse/Getty Images, © Ingram Publisahing/Alamy, Photodisc Collection/ Getty Images, Tui De Roy/Minden Pictures, © Photodisc/Getty Images, C Squared Studios/Getty Images, © D. Hurst/Alamy, ImageState/Alamy, © Stockdisc/PunchStock, © Macmillan/McGraw-Hill, C Squared Studios/Getty Images, The McGraw-Hill Companies, Inc./Jacques Cornell photographer, © Perfect Picture Parts/Alamy, Nick Koudis/Getty Images, Photodisc Collection/Getty Images, Wegner, P./Peter Arnold, Inc., John A. Rizzo/Getty Images, © JUPITERIMAGES/Creatas/Alamy, C Squared Studios/Getty Images, John A. Rizzo/Getty Images, © The McGraw-Hill Companies, Inc., Ken Cavanagh photographer, © Burke/ Triolo/Brand X Pictures/Jupiterimages, © Comstock/SuperStock, © Royalty-Free / CORBIS, Pudenz - StockFood Munich/Stockfood America, Siede Press/Getty Images, © Macmillan/McGraw-Hill © Macmillan/McGraw-Hill 144 Sound-Spelling WorkBoard Additional Literacy Support

Use the pages in this section to support reading comprehension, writing, listening, and speaking activities.

Rhymes and Chimes ...... 146 • illustrated poems that support phonemic awareness

Reader Response Sheets ...... 176 • forms for ﬁ ction, non-ﬁ ction, and poetry

Book Talk ...... 179 • forms for conducting Book Talks in small groups

Writer’s Checklists ...... 185 • checklists for use with Unit Writing activities

Proofreading Marks ...... 191 • common proofreading marks to post or hand out

Writing Frames ...... 192 • forms to organize writing about Time for Kids selections

Short-Answer Reading Rubric ...... 198 • rubric for Show What You Know short-answer questions

Writing Rubrics ...... 199 • four- and six-point rubrics

Anchor Papers ...... 209

Picture Prompts ...... 233 • writing prompts with illustrations and photos

Theme Project Checklists ...... 240 • student checklists for the Unit Theme Projects

Listening and Speaking Checklist ...... 243 • list of listening and speaking behaviors to post

short /a/ short Phonemic Awareness: Awareness: Phonemic

It’s Mom and Dad! and Mom It’s

Who is that? is Who

It’s a very big bat! big very a It’s

It’s a dog with a hat. a with dog a It’s

It’s a very fat cat. fat very a It’s

Who is that? is Who

Who Is That? Is Who Name 146 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 147 Rhymes andChimes Mary Pat My best friend Is Mary Pat. She likes things That rhyme with cat. What does she like?

Phonemic Awareness: short /a/

short /i/ short Phonemic Awareness: Awareness: Phonemic

Here is Little Pig. Little is Here

She can do the jig. the do can She

She can dig and dig. and dig can She

Here is Little Pig. Little is Here

Here Is Little Pig Little Is Here Name 148 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 149 Rhymes andChimes My Pet’s Trick Brad the Crab has just one trick. And that’s okay with me. When I grab for Brad the Crab, He grabs right back at me.

Phonemic Awareness: blends /br/, /kr/, /gr/, and /tr/

blends /nd/, /st/, /nt/, and /nk/ and /nt/, /st/, /nd/, blends Phonemic Awareness: Awareness: Phonemic

So they would do their best. their do would they So

He and Chipmunk studied hard studied Chipmunk and He

And said, “I’ll pass the test!” the pass “I’ll said, And

Little Skunk raised his hand his raised Skunk Little

What will you all do?” all you will What

Teacher said, “Tomorrow’s our test. our “Tomorrow’s said, Teacher

His friend Chipmunk went, too. went, Chipmunk friend His

Little Skunk went to school. to went Skunk Little

Skunk and Chipmunk and Skunk Name 150 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 151 Rhymes andChimes Hot Spot! Hot spot! Hot spot! Can you rhyme, or can you not? I can rhyme, but I forgot. Help me make a rhyme for spot.

Phonemic Awareness: short /o/

short /e/ short Phonemic Awareness: Awareness: Phonemic

“Get up now, you sleepy head!” sleepy you now, up “Get

“The snow fell!” he called to Fred. to called he fell!” snow “The

Then he went to get his sled. his get to went he Then

Ned got up and out of bed. of out and up got Ned

Ned and Fred and Ned Name 152 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 153 Rhymes andChimes A Cub Scout’s Birthday Shout, shout, Shout it out! Today is the birthday Of this Cub Scout. His face has a smile, Not a pout!

Phonemic Awareness: /sh/ and /th/

rhyme and short /u/ short and rhyme Phonemic Awareness: Awareness: Phonemic

The bug dug and dug. and dug bug The

Chug, chug, chug. chug, Chug,

The slug ran on a rug. a on ran slug The

Run, run, run. run, Run,

Look at the slug. the at Look

Look at the bug. the at Look

The Bug and the Slug the and Bug The Name 154 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 155 Rhymes andChimes Please, May I? May I? Please? May I go with Dad in the van? May I sleep tonight at Dan’s? May I bake a gingerbread man? May I? May I? May I? PLEASE?

Phonemic Awareness: rhyme, blends /sl/ and /pl/

og/¯ a/ / long Phonemic Awareness: Awareness: Phonemic

And curled up around a rake. a around up curled And

When he made a mistake a made he When

Was not quite awake, quite not Was

Jake the Snake the Jake

Jake the Snake the Jake Name 156 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 157 Rhymes andChimes My Hound Dog Sniff, sniff, that’s my hound With his nose to the ground. Sniff, sniff, what’s he found? It’s very bristly and round.

Phonemic Awareness: /sn/sn-

rhyme, /ch/, and /hw/ /hw/ and /ch/, rhyme, Phonemic Awareness: Awareness: Phonemic

match, match, match. match, match,

her white socks didn’t socks white her

patch, patch, patch, patch, patch,

When Mom sewed on a on sewed Mom When

itch, itch, itch. itch, itch,

they made her two feet two her made they

stitch, stitch, stitch, stitch, stitch,

When Mom sewed white socks, white sewed Mom When

Mom’s Socks Mom’s Name 158 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 159 Rhymes andChimes The Missing Dime Who stole the goose’s dime? When was it taken? What was the time? Goodness! Gracious! What a crime!

Phonemic Awareness: long / /

triple-consonant blends /skr/, /spl/, /spr/, and /str/ and /spr/, /spl/, /skr/, blends triple-consonant Phonemic Awareness: Awareness: Phonemic

and scream!” and

Let’s jump and splash and jump Let’s

Let’s go to the stream! the to go Let’s

I say, “It’s spring! “It’s say, I

It’s Spring It’s Name 160 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 161 Rhymes andChimes The Dragon Spoke With a puff of smoke, The Dragon spoke. “Tell me a story! Tell me a joke!”

Phonemic Awareness: /¯o/ o_e

u/ /¯ long Phonemic Awareness: Awareness: Phonemic

While my teacher played the lute. the played teacher my While

I played a happy tune happy a played I

I learned to play the flute. the play to learned I

One day in sunny June, sunny in day One

A Tune in June June in Tune A Name 162 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 163 Rhymes andChimes Fishing Today Today we’re going fishing. We’re going to the lake. I will take the poles and Joe will bring the bait. Yes, today we’re going fishing, And I can hardly wait!

Phonemic Awareness: long /a–/

e/ /¯ long Phonemic Awareness: Awareness: Phonemic

And he’ll soon let you up off the street! the off up you let soon he’ll And

He is really so sweet— so really is He

So don’t scream when you meet— you when scream don’t So

He greets everyone, you see. you everyone, greets He

My dog is very carefree. very is dog My

My Carefree Dog Carefree My Name 164 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 165 Rhymes andChimes Puppy or Guppy? Would you be happy If you wanted a puppy, But your mommy or daddy Got you a guppy?

Phonemic Awareness: final long /¯e/

/ /o long Phonemic Awareness: Awareness: Phonemic –

But they land upon my coat! my upon land they But

I hold out both my hands, my both out hold I

To watch the snowflakes float. snowflakes the watch To

I go out in the cold the in out go I

Out in the Cold the in Out Name 166 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 167 Rhymes andChimes Dwight the Knight Dwight the Knight Was afraid he might Meet a wild monster And have to fight. Did he try one night?

Phonemic Awareness: long / /

-controlled vowel /är/ vowel -controlled r Awareness: Phonemic

And quickly depart! quickly And

I’d say I was busy was I say I’d

With teeth so sharp, so teeth With

If I saw an alligator an saw I If

For my part, my For

If I Saw an Alligator an Saw I If Name 168 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 169 Rhymes andChimes Old North Farm At Old North Farm, Dogs bark on the porch, And Marla and Lori plant corn. Chickens scratch in the yard, The red rooster crows, And a bay horse lives in the barn.

Phonemic Awareness: /ôr/

/ûr/ Phonemic Awareness: Awareness: Phonemic

Now, we’re covered with dirt. with covered we’re Now,

First, we fell in a puddle, a in fell we First,

Look at your skirt! your at Look

Look at my shirt! my at Look

Covered with Dirt with Covered Name 170 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 171 Rhymes andChimes No Water to Be Found The river is down To a muddy brown. How is water to be found? No water in any house! No water in any town! How is water to be found?

Phonemic Awareness: /ou/

u/ /˙ Phonemic Awareness: Awareness: Phonemic

my family! my

Draw pictures of pictures Draw

in which I could I which in

Inside this book this Inside

a little look little a

So now I’ll take I’ll now So

I’m good, you see, you good, I’m

My teacher says teacher My

A Little Look Little A Name 172 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 173 Rhymes andChimes At the Fair We went to the fair at noon. We rode the Loop-the-Loop, Ate ice cream by the scoop, And each got A big red balloon!

Phonemic Awareness: variant vowel /ü/

variant vowel /ô/ vowel variant Phonemic Awareness: Awareness: Phonemic

And pause for a nap on the shady lawn. shady the on nap a for pause And

After running around, he likes to yawn to likes he around, running After

That toys are to be chased and caught. and chased be to are toys That

My pup, Paul, cannot be taught be cannot Paul, pup, My

My Pup Paul Pup My Name 174 Rhymes and Chimes © Macmillan/McGraw-Hill Name hmsadCie 175 Rhymes andChimes Birthday Boy Point him out, The birthday boy! We all brought gifts We hope he’ll enjoy. Happy birthday, Edward Roy!

Reader Response Reader Draw a picture of a new cover for this book. Draw a picture of a Liked Okay Disliked 176 Reader Response: Response:

How did you like this book? Circle a face. like this book? Circle How did you Author: Title of Book: Title of Book: Name Name Include the story title and author on the cover. Include the story title © Macmillan/McGraw-Hill picture. How didyoulikethisbook?Circleaface. Author: Title ofBook: Name Response: Reader Response: Lkd ky Disliked Okay Liked Draw apictureofwhatyoulearned.Labelyour Reader Response Nonfiction

177

Reader Response Reader Choose three words that you liked in the poem. Choose three words Liked Okay Disliked 178 Reader Response: Response:

How did you like this book? Circle a face. like this book? Circle How did you Author: Title of Book: Title of Book: Name Name Draw a picture of how you feel those words look. Draw a picture of how © Macmillan/McGraw-Hill Book Talk Name Create your own roles. • • • Leader • • • Finder Word

answers aquestion. Make sure eachperson asks aquestion. Make sure eachperson role. her or his member of each Remind find the word.find Write the pagenumber to means. it what Write down the word and read. words from what you Find 3or 4interesting Book Talk Roles • • Summarizer • • • Illustrator

order. ofparts the story in Tell the most important read. Summarize what you part. Tell why you picked that part. favorite Draw apicture of your part. favorite your Pick Book Talk 179 liked aboutthebook. Talk. You canwrite to aletter the author telling what you Work with your group to create more steps to your Book Name 180 Talk the about book. Talk interesting about words Summarize the story. Illustrate your favorite part. questions. Take answering questions. turns asking turns Take found. you part. Tell why it is your favorite Book Talk Book Talk

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill Book Talk Name Make a Create your own rules with your group. Book Talk Rules Tell the why you group agree questions Ask the speaker listening. turns Take Take speaking. turns Talk the about book. or disagree. to find outmore. poster. Book Talk 181 Write your in your ideas journal. What doyou want to tell your groupabout the book? Write answers to your questions. Write questions in your journal. yourRead book. Name 182 You can usesome ofthese questions. • • • • • I noticed . What isthesolution? What istheproblem? Where doesthe take story place? Who are the main characters? How canyou tell what the genre is? Book Talks forFiction favorite illustrator illustrator favorite because . because This is my I liked . I feel . Book Talk Book Talk

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill Book Talk Write answers to your questions. Write questions in your journal. yourRead book. Name Write your in your ideas journal. What doyou want to tell your groupabout the book? You can usesome ofthese questions. • • • • • Where canyou lookfor more information? What other questions doyou have about the topic? What facts did you learn? What isthemainidea? How canyou tell what the genre is? Book Talks forNonfiction My favorite My part . part What ifWhat . I think . connection I A Book Talk 183 Write your in your ideas journal. What doyou want to tell your groupabout the book? Write answers to your questions. Write questions in your journal. yourRead book. Name 184 You can usesome ofthese questions. • • • • What other questions doyou have about the topic? author? the you with Do agree write book? Why author this the did How canyou tell what the genre is? My favorite My part . part Persuasive Writing What ifWhat . Book Talks for I learned . I learned connection I A Book Talk Book Talk

✔ Put a check by the items you completed.

Do I tell a true story about something that happened in my life?

Do I write in the ﬁ rst person?

Do I include details about my personal feelings?

Do I tell the events in sequence?

What did I do well in my writing?

2. Teacher: The main character can be the child in ﬁ rst person. See also Proofreading Marks, page 191, and Writing Rubrics, pages 199 –208.

Do I offer accurate information? Do I tell steps in an order that makes sense? Do I tell steps in an order Do I use clear details? Do I inform the reader about how to do something? the reader about how Do I inform ✔ See also Proofreading Marks, page 191, and Writing Rubrics, pages 199 –208. pages 199 See also Proofreading Marks, page 191, and Writing Rubrics, My Writer’s Checklist Checklist Writer’s Writer’s My My

Teacher: 2. 1. What will I change when I revise this work? 2. 1. What did I do well in my writing? What did I do well in my Name Name 186 Checklists Writer’s © Macmillan/McGraw-Hill 2. 1. What willIchangewhenrevise this work? 2. 1. What didIdowellinmywriting? Name rtrsCekit 187 Writer’s Checklists Marks, page191,and Writing Rubrics,pages199 –208. Teacher: My Writer’s Checklist Checklist The maincharactercan bethechildinﬁ ✔ opinions? Do Iincludereasonsandexamplestosupportmy Do Iuseprecisewords? statements? Do Iuseconvincinglanguageandpersuasive Do Iexpressmyopinion?

Put acheckbytheitemsyoucompleted. Persuasive Letter rstperson.SeealsoProofreading © Macmillan/McGraw-Hill Expository Writing Put a check by the items you completed. Put a check

Do I support the main idea with details? Do I support the main Do I include the main idea about my topic? Do I include the main idea idea with facts? Do I support the main Do I write using my own words? Do I write using ✔ See also Proofreading Marks, page 191, and Writing Rubrics, pages 199 –208. pages 199 See also Proofreading Marks, page 191, and Writing Rubrics, My Writer’s Checklist Checklist Writer’s Writer’s My My

Teacher: Name Name 2. 1. What will I change when I revise this work? 2. 1. What did I do well in my writing? What did I do well in my 188 Checklists Writer’s © Macmillan/McGraw-Hill Name rtrsCekit 189 Writer’s Checklists Marks, page191,and Writing Rubrics,pages199 –208. Teacher: 2. 1. What willIchangewhenrevise this work? 2. 1. What didIdowellinmywriting? My Writer’s Checklist Checklist The maincharactercan bethechildinﬁ ✔ Do Icreateaplotwithproblemandsolution? and end? Do Icreateaplotthatincludesbeginning,middle, Do Iusemade-upcharacters? real life? Do Itellamade-upstorythatcouldhappenin

Put acheckbytheitemsyoucompleted. Realistic Fiction rstperson.SeealsoProofreading © Macmillan/McGraw-Hill ? unlike and Put a check by the items you completed. Put a check Compare-and-Contrast ArticleCompare-and-Contrast

Do I organize details in a logical order? Do I organize details in words, such as Do I use compare-and-contrast both Do I tell how two things are alike and different? two things are alike and Do I tell how ✔ See also Proofreading Marks, page 191, and Writing Rubrics, pages 199 –208. pages 199 See also Proofreading Marks, page 191, and Writing Rubrics, My Writer’s Checklist Checklist Writer’s Writer’s My My

Teacher: Name Name 2. 1. What will I change when I revise this work? 2. 1. What did I do well in my writing? What did I do well in my 190 Checklists Writer’s Proofreading Marks

Make a capital letter. we went to the park.

Make a small letter. We walked by the Lake.

Add a period. The ﬁ sh were jumping

sp Check spelling. The sky was beuatiful. sp

we Add. Then ate lunch.

Take out. The tall trees were very tall.

Proofreading Marks 191 Name Writing Frame

Description Writing Frame

Summarize Family Farm—Then and Now. Use the Description Writing Frame below.

Family farms have a long and interesting history in the United States. One interesting fact about how farming began in the United States is

. An interesting fact about family farms today is

Rewrite the completed summary on another sheet of paper. Keep © Macmillan/McGraw-Hill it as a model for writing a summary of an article or selection using this text structure.

192 Family Farm — Then and Now • Unit 1 Writing Frames Name Writing Frame

Description Writing Frame

Summarize A Tall Tale. Use the Description Writing Frame below.

The San Jacinto Monument memorializes an important moment in Texas history.

One interesting fact about the San Jacinto Monument is

Another interesting fact about the San Jacinto Monument is

Rewrite the completed summary on another sheet of paper. Keep it

Writing Frames A Tall Tale • Unit 2 193 Name Writing Frame

Compare/Contrast Writing Frame

Summarize Music of the Stone Age. Use the Compare/Contrast Writing Frame below.

Both music today and music long ago are the same in some ways. They are the same because

. However, in other ways music today and music long ago are different. They are different because

. So, music today and music long ago have both similarities and differences.

Rewrite the completed summary on another sheet of paper. Keep © Macmillan/McGraw-Hill it as a model for writing a summary of an article or selection using this text structure.

194 Music of the Stone Age • Unit 3 Writing Frames Name Writing Frame

Sequence Writing Frame

Summarize A Trip to the Emergency Room. Use the Sequence Writing Frame below.

When you are sick or injure yourself, you sometimes have to go to the emergency room.

The first person you see is . That person

. Next, you see . That person

. Finally, you see . That person

. All these people work together to help the sick and injured.

Rewrite the completed summary on another sheet of paper. Keep

Writing Frames A Trip to the Emergency Room • Unit 4 195 Name Writing Frame

Description Writing Frame

Summarize Meet the Super Croc. Use the Description Writing Frame below.

The super croc is an interesting animal. One interesting fact about this animal is

. A second interesting fact about this animal is

. A third interesting fact about this animal is

. A fourth interesting fact about this animal is

Rewrite the completed summary on another sheet of paper. Keep it as a model for writing a summary of an article or selection using this text structure. © Macmillan/McGraw-Hill

196 Meet the Super Croc • Unit 5 Writing Frames Name Writing Frame

Problem/Solution Writing Frame

Summarize A Way to Help Planet Earth. Use the Problem/Solution Writing Frame below.

One of Earth’s biggest problems is trash. Trash comes from

. To solve this problem,

. To recycle, people

. Recycling is one way to make a big difference in solving our planet’s trash problem.

Writing Frames A Way to Help Planet Earth • Unit 6 197 Short-Answer Reading Rubric Short Response Rubric

Score Description

An exemplary response gives an interesting and detailed 3 response strongly supported by text evidence.

A sufficient response gives a clear and reasonable response 2 supported by text evidence.

A partially sufficient response gives a reasonable but vague 1 response weakly connected to text evidence.

0 An insufficient response does not respond to the question.

198 Short-Answer Reading Rubric © Macmillan/McGraw-Hill rtn urc Ui esnlNraie 199 Unit1•PersonalNarrative Writing Rubrics Writing Rubric 4 Excellent 3 Good2 Fair1 Unsatisfactory • uses feelings to • tells about a • tells about a • does not share a tell about personal personal experience personal experience personal experience experience • tells events in order but loses focus • does not present a • tells events in correct • uses first person and • omits main idea or main idea supported order a consistent tone lacks supporting by details details • thoroughly develops • has a personal voice • provides little or ideas and inviting tone • develops ideas no development of inconsistently ideas • uses an original, • has minor errors consistent tone • does not have a • does not employ a • is mostly easy to personal tone personal voice • is free or almost free read of errors • has some errors • has many errors • is easy to read • has some areas that • is very hard to read are hard to read 20 nt2•Hwt ril Writing Rubrics Unit 2• How-toArticle 200 Writing Rubric 4 Excellent 3 Good2 Fair1 Unsatisfactory • offers clear, easy- • offers clear • attempts an • does not provide an to-follow how-to instructions explanation, but explanation instructions • explains steps in a lacks details • is not organized • explains steps in a logical order • presents steps out of • has incomplete and logical order that • uses complete order run-on sentences flows sentences that • uses complete • does not have a • uses complete mostly flow sentences personal voice sentences that flow • has a personal voice • has difficulty • makes many serious • has a personal voice and unique tone expressing an errors and an inviting, inviting tone • has minor errors • is very hard to read unique tone • is mostly easy to • has many errors • is free or almost free read • has some areas that of errors are hard to read

• is easy to read © Macmillan/McGraw-Hill © © Macmillan/McGraw-Hill rtn urc Ui esaieLte 201 Unit3•PersuasiveLetter Writing Rubrics Writing Rubric 4 Excellent 3 Good2 Fair1 Unsatisfactory • presents a strong • presents an opinion • tries to present an • does not present an opinion with with supporting opinion but lacks opinion supporting details details details • is poorly organized • has a logical • is organized • is not well organized • provides little or organization • attempts to develop • attempts to develop no development of • thoroughly develops ideas ideas but may be ideas ideas • uses a persuasive inconsistent • is confusing and not • connects strongly to voice • is not persuasive persuasive readers • has minor errors • has many errors • makes many serious • is free or almost free • is mostly easy to • has some areas that errors of errors read are hard to read • is very hard to read • is easy to read 22 nt4•Epstr rtn Writing Rubrics Unit 4• ExpositoryWriting 202 Writing Rubric 4 Excellent 3 Good2 Fair1 Unsatisfactory • has detailed facts • has facts that • attempts to state a • does not have a that support a main support a main idea main idea with some main idea or details idea • presents the main details • is organized poorly • clearly presents idea and supporting • is weakly organized and is hard to follow the main idea and details with sentences out • misuses many words supporting details of order • expresses ideas well • is not convincing and • expresses ideas • has a factual tone • misuses some words is confusing clearly • has minor errors • does not have a • makes many serious • has a convincing, factual tone • is mostly easy to errors factual tone read • has many errors • is very hard to read • is free or almost free • has some areas that of errors are hard to read

• is easy to read © Macmillan/McGraw-Hill © © Macmillan/McGraw-Hill rtn urc Ui elsi ito 203 Unit5•RealisticFiction Writing Rubrics Writing Rubric 4 Excellent 3 Good2 Fair1 Unsatisfactory • tells a story with a • tells a story with • attempts to tell a • does not tell a story clear problem and a a problem and a story with a problem • does not have a solution solution and solution beginning, middle, • has a clear • has a beginning, • has an unclear and end beginning, middle, middle, and end beginning, middle, • provides little or no and end • attempts to develop and end story development • thoroughly develops story • attempts to develop • does not have a ideas • has a personal voice story, but may be personal voice inconsistent • has a personal voice and an inviting tone • makes many serious and an inviting, • has minor errors • has difficulty errors unique tone expressing an • is mostly easy to • is very hard to read inviting tone • is free or almost free read of errors • has many errors • is easy to read • has some areas that are hard to read 24 nt6•CmaeadCnrs ril Writing Rubrics Unit 6• Compare-and-Contrast Article 204 Writing Rubric 4 Excellent 3 Good2 Fair1 Unsatisfactory • presents a detailed, • presents an • presents a • does not present a informative informative comparison with few comparison comparison comparison details • is unorganized • organizes the • organizes the • is organized but • misuses words and comparison well comparison some details are out uses no comparison • uses a variety of • uses comparison of order words comparison words words • misuses some • shows no interest in • has a lively tone that • has a tone that words and uses few the subject comparison words shows interest shows interest • makes many serious • is free or almost free • has minor errors • shows little interest errors in the subject of errors • is mostly easy to • is very hard to read • is easy to read read • has many errors • has some areas that

are hard to read © Macmillan/McGraw-Hill © © Macmillan/McGraw-Hill rtn urc 205 Writing Rubrics Writing Rubric 4 Excellent 3 Good2 Fair1 Unsatisfactory • Focus and • Focus and • Focus and • Focus and Coherence Coherence Coherence Coherence

• Organization • Organization • Organization • Organization

• Development of • Development of • Development of • Development of Ideas/Word Choice Ideas/Word Choice Ideas/Word Choice Ideas/Word Choice

• Voice • Voice • Voice • Voice

• Conventions/ • Conventions/ • Conventions/ • Conventions/ Sentence Fluency Sentence Fluency Sentence Fluency Sentence Fluency

• Presentation • Presentation • Presentation • Presentation 206 Writing Rubrics Writing 206 Writing Rubric

4 Excellent 3 Good2 Fair1 Unsatisfactory © Macmillan/McGraw-Hill © © Macmillan/McGraw-Hill rtn urc 207 Writing Rubrics WritingWriting RubricRubric 6 Excellent5 Very Good4 Good 3 Fair2 Poor 1 Unsatisfactory • Focus and • Focus and • Focus and • Focus and • Focus and • Focus and Coherence Coherence Coherence Coherence Coherence Coherence

• Organization • Organization • Organization • Organization • Organization • Organization

• Development • Development • Development • Development • Development • Development of Ideas/Word of Ideas/Word of Ideas/Word of Ideas/Word of Ideas/Word of Ideas/Word Choice Choice Choice Choice Choice Choice

• Voice • Voice • Voice • Voice • Voice • Voice

• Conventions/ • Conventions/ • Conventions/ • Conventions/ • Conventions/ • Conventions/ Sentence Sentence Sentence Sentence Sentence Sentence Fluency Fluency Fluency Fluency Fluency Fluency

• Presentation • Presentation • Presentation • Presentation • Presentation • Presentation

6 6 3 3 4 4 5 5 1 1 2 2

Good Fair Poor Fair Unsatisfactory Excellent Very Good Very Excellent Writing Rubric Writing 208 Writing Rubrics © Macmillan/McGraw-Hill nhrPpr Unit1•PersonalNarrative Anchor Papers Personal Narrative Personal Papers Anchor Omits orfails to use chosen words correctly. Provides little ornodevelopment ofideas. Development ofIdeas/Word Choice middle, and end. present atopic ortheme with abeginning, Organization give information about acentral topic. Focus andCoherence my frend. He at is good swiming. There doors. on is anock He inabathing soot. Ihave red bathing soot. Its hot out. Marcus will now round. Ididnt want to leeve we moved states. Aboy ask if Iliked to swim. Did not want to out of come my room. He got apool. Marcus is a Thewriting does not Thewriter does not Score: 1Point Summer by Troy L. by together orare confusing. mechanics, and usage. Sentences run frequent errors in grammar, spelling, Conventions/Sentence Fluency tone. unique Voice Thewriter does not express a Makes 209 ill-suited for the purpose. inconsistent. Chooses words that are often Attempts to develop ideas, but may be Development ofIdeas/Word Choice beginning, middle, and end. topic ortheme but does not have aclear Organization from focus. information about atopic, but may stray Focus andCoherence Narrative Personal Papers Anchor 210 circul was aclock. We did this alot of times before andagain. here is ahalf. Here is acourter. He put marks on. Icould see the how wanted areal watch but got mostly games. read the clock. number Not the other kind. My dogis barking all night. I My friends knew already how to read aclock rite. Ifeel bad. Ijust could Unit 1 •Personal Narrative Kit helped me. Then hedrawed abig circul. He made lines. He said, My birthday just hapened. But Iwas having troble with something. Thewriting may include a Thewriter gives Score: 2Points All About Time About All

by Tajby K. what fluid manner. fluid what of the narrative. Sentences in asome- flow reading the with interfere can that mistakes Conventions/Sentence Fluency inviting, tone. unique Voice The writer has difficulty expressing Thewriter has an difficulty Anchor Papers Makes

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit1•PersonalNarrative Anchor Papers Personal Narrative Personal Papers Anchor to suit the purpose. Attempts to develop ideas. Uses word choice Development ofIdeas/Word Choice theme with abeginning, middle, and end. Organization information about acentral topic. Focus andCoherence Then Iwasnt scared any more. The boys were nice. withI could come them. Istoped crying andsmiled. could not find my school. Shesaid shewas taking herlittle boys there and with herchildren stoped. What is wrong sheasked. Itold herIwas lost, I same. Iwas lost! like we did before. But then something was wrong. Nothing looked the he showd me. Ipast the big store andthe playground. Next Iturned left mornings. day One hesaid all Ican go by myself. Iwent just the sameway Then Istarted to cry because Iwas getting late for school. Amom We just moved to anew town. Dad walked meto inthe school Thewriting presents atopic or Thewriter gives Score: 3Points Lost Ocean on Street by Kaylie H. Kaylie by those that follow. that those mostly correct. Sentences lead naturally to are usage and punctuation, capitalization, Conventions/Sentence Fluency generally expresses an inviting, unique tone. Voice Thewriter uses apersonal voice that Spelling, Spelling, 211 words are used in the writing. ideas are thoroughly developed. Precise Development ofIdeas/Word Choice logical order. organized. Thedetails are presented in a Organization topic. central interesting and detailed information about a Focus andCoherence Narrative Personal Papers Anchor 212 excited. Without herhelp, Ithink Iwould have quit. practiced with me! Finally, Ihit the ball. It sailed out of the park! Iwas so couldn’t hit the ball. Iwas somad at myself! twice. She was like aprofeshunal player! Then it was my turn to bat. I upset! so was catching. It seemed like Iwas the only didn’t who one to know how catch. I Unit 1 •Personal Narrative But Coach Paula helped me. Shesaid it takes time. Shepracticed and Next, we practiced batting. Iwatched as my best friend hit the ball Last spring, Ijoined asoftball team. First, we practiced throwing and Theinformation is well Thewriter gives Score: 4Points The Team Work Team by Sophie P. Sophie by to the other. the to one Sentences from errors. flow spelling and is almost entirely freeofgrammar, punctuation, Conventions/Sentence Fluency adds an inviting, unique tone to the writing. Voice Thewriter uses apersonal voice that Anchor Papers The writing

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill Anchor Papers Procedural: How-to Article How-to Procedural: Papers Anchor Omits orfails to use chosen words correctly. Provides little ornodevelopment ofideas. Development ofIdeas/Word Choice details. clear how-tosupport explanation with relevant, Organization give information about acentral topic. Focus andCoherence . When they arinthere5. Iading more water Iput been seeds inbut ithink cuver you them with dert.4. good wether days3. go look. 2. water it Dig upthe pick grund asunny spot 1. The writer does not Thewriter does not Score: 1Point Growing by Lisa B. Lisa by Unit 2 •Procedural: How-to Article together orare confusing. mechanics, and usage. Sentences run frequent errors in grammar, spelling, Conventions/Sentence Fluency tone. unique Voice Thewriter does not express a Makes 213 for the purpose. the for sistent. Chooses words that are often ill-suited Attempts to develop ideas, but may beincon- Development ofIdeas/Word Choice few details. supporting Organization from focus. information about atopic, but may stray Focus andCoherence Article How-to Procedural: Papers Anchor 214 Unit 2 •Procedural: How-to Article 3. 3. 2. 1. 1. need to you take care good of it. You give shood it toys. When puppy bring you your home, have everything redy for Puppys it to domake the dogvery comftable puppy your whereShow to ate andsleep andeverything need you store to how feed at meals. Give dogsahug. Buy food andbowls for food andwater. the Ask purson at the Omits amain idea oroffers Thewriter gives Score: 2Points

Puppy Love Puppy by Sara R. Sara by somewhat manner. fluid of the how-to article. Sentences in a flow reading the with interfere can that mistakes Conventions/Sentence Fluency inviting, tone. unique Voice The writer has difficulty expressing Thewriter has an difficulty Anchor Papers Makes

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit 2 •Procedural: How-toArticle Anchor Papers Procedural: How-to Article How-to Procedural: Papers Anchor choice to suit the purpose. writer attempts to develop ideas. Uses word Development ofIdeas/Word Choice details. with it supports Organization information about acentral topic. Focus andCoherence 3. 3. 2. 1. fastin it. For kinds some need you ahammer. yard. Put the feeder right. on else Or it could fall down. Use wire to Make buy or abird feeder. Hang the feeder atree on branch inyour watch pretty some birds all year along. having the seed inthe feeder. If keep you it full, will you beable to Always check to see if there food. is enough Birds to come dipend on where they can’t get to it. big bag. You will probly useit all. The squirals will eat it too soput it Fill the feeder with bird seed. You can buy it at grosery stores. Get a Presents amain idea and How to Help Take Care of Wild Birds Thewriter gives Score: 3Points The by Gabriel P. Gabriel by those that follow. that those mostly correct. Sentences lead naturally to are usage and punctuation, capitalization, Conventions/Sentence Fluency generally expresses an inviting, unique tone. Voice Thewriter uses apersonal voice that Spelling, Spelling, 215 words are used in the writing. ideas are thoroughly developed. Precise Development ofIdeas/Word Choice logical order. organized. Thedetails are presented in a Organization topic. central interesting and detailed information about a Focus andCoherence Article How-to Procedural: Papers Anchor 216 Unit 2 •Procedural: How-to Article 3. 3. 2. 1. 1. grow. sunny garden. spot inyour Bell peppers need alot of sunlight to Buy the pepper plant when the weather gets warm. Place it ina if like you a lot of flavor. Let them turn red if like you less flavor. Pick the bell peppers when they are giant. You can pick them green nearly dry. Don’t water it too much! Give the pepper plant alot of water. Water it when the soil is Theinformation is well Thewriter gives How to Grow aBell Pepper Score: 4Points The by Ana R. Ana by to the other. the to one Sentences from errors. flow spelling and is almost entirely freeofgrammar, punctuation, Conventions/Sentence Fluency adds an inviting, unique tone to the writing. Voice Thewriter uses apersonal voice that Anchor Papers The writing

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit3•PersuasiveLetter Anchor Papers Persuasive Letter Persuasive Papers Anchor Omits orfails to use chosen words correctly. Provides little ornodevelopment ofideas. Development ofIdeas/Word Choice details. by supported Organization give information about acentral topic. Focus andCoherence Cal O. Cal plantsOur are all ways green. that makes mesad the plants are importnent. editor,Dear My dad uses to but we much can make it difrint now. Electrisity heats upthe air the around erth andmoves are wether. Does not present a main idea idea main present a not Does Thewriter does not Score: 1Point together orare confusing. mechanics, and usage. Sentences run frequent errors in grammar, spelling, Conventions/Sentence Fluency inviting tone. Voice The writer does not express an an express not writer does The Makes 217 often ill-suitedoften for the purpose. they are inconsistent. Chooses words that are The writer attempts to develop ideas, but Development ofIdeas/Word Choice few details. supporting Organization from focus. information about atopic, but may stray Focus andCoherence Letter Persuasive Papers Anchor 218 Tasha W. Tasha Sincerly, ofices andfor govurment. we are learning about other contries too. about the fire fighters. They ride incooltrucks! Also about working in too. could tell you usalot. care of animals is lots ajob of uswould like to have. Since that job is your Bond, Dr Dear Unit 3 •Persuasive Letter Can’t pick you aday to to come class? our Ms Lee has been talking about the work people do. We have learned I think my class will bevery intrested to here job. about yur Taking Omits amain idea oroffers Thewriter gives Score: 2Points

flow in asomewhatflow manner. fluid reading of the persuasive letter. Sentences makes mistakes that can interfere with the Conventions/Sentence Fluency inviting, tone. unique Voice The writer has difficulty expressing Thewriter has an difficulty Anchor Papers The writer

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit3•PersuasiveLetter Anchor Papers Persuasive Letter Persuasive Papers Anchor to suit the purpose. Attempts to develop ideas. Uses word choice Development ofIdeas/Word Choice details. with it supports Organization information about acentral topic. Focus andCoherence Pat C. Pat Sincerely, can help build playgrounds if grownups help them. Iwould volontir to help. best places my andDad Mom agree with me. play. It is impordant to get fresh air andexersise. Playgrounds are the idea.is agood not. Or Ibelieve it is becawse kids need asafe, fun place to have one. agood abigger slide. And Need more swings andslides. The climbing jim is broken too. We should playground. But ours is old. There aren’t fun things enough to either. do Editor,Dear I think we jointo should make this happen. Ive even heard that kids At the meeting school people talked about whether anew playground I suport the plan to build aplayground school. at our Kids usethe Presents amain idea and Thewriter gives Score: 3Points those that follow. that those mostly correct. Sentences lead naturally to are usage and punctuation, capitalization, Conventions/Sentence Fluency inviting, tone. an unique expresses Voice Uses apersonal voice that generally Spelling, Spelling, 219 words are used in the writing. ideas are thoroughly developed. Precise Development ofIdeas/Word Choice logical order. organized. Thedetails are presented in a Organization topic. central interesting and detailed information about a Focus andCoherence Letter Persuasive Papers Anchor 220 Steven J. Steven Sincerely, keep Park Adams open! need to keep only our park open andaccessible! Please sign the petition to summers. place to play. Ibelieve families need aplace to keep coolduring hot closing before summer. money toenough keep it open. It costs $15,000 per year. The park is Editor,Dear Unit 3 •Persuasive Letter Thank You. Thank The Parks Department community andour work should together. We I think community our needs apark with apool. Children must have a ParkAdams must stay open. The Parks Department does not have Theinformation is well Thewriter gives Score: 4Points The to the other. the to one Sentences from errors. flow spelling and is almost entirely freeofgrammar, punctuation, Conventions/Sentence Fluency adds an inviting, unique tone to the writing. Voice Thewriter uses apersonal voice that January 7, 2 Anchor Papers The writing —

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit4•ExpositoryWriting Anchor Papers Expository Writing Papers Anchor Omits orfails to use chosen words correctly. Provides little ornodevelopment ofideas. Development ofIdeas/Word Choice details. by supported idea main Organization give information about acentral topic. Focus andCoherence brite the moon. Ilike it way better. Than sun. Iwant atelescope. The is son shapes. There is haf some andthair is full. You cant see a new one. Ilike sky. It is bright nitelite. ihave amoon When we at look it has difrent I can see the maninthe it is moon aface. The the around gos moon Thewriting does not present a Thewriter does not Score: 1Point by Caleb B. Caleb by Night together orare confusing. mechanics, and usage. Sentences run frequent errors in grammar, spelling, Conventions/Sentence Fluency inviting tone. Voice The writer has difficulty expressing Thewriter has an difficulty Makes 221 the purpose. the is inconsistent. Words are often ill-suited for There are attempts to develop ideas, but it Development ofIdeas/Word Choice few details. supporting Organization from focus. information about atopic, but may stray Focus andCoherence Expository Writing Papers Anchor 222 million miles. just at frozun places like the South pole. Iread that glashers cover six Because of the places where glashers form are too cold. called icebergs. Glashers move slowly, they know dont you move at all. Sometimes part of aglasier break off. It can float inthe ocean but are Unit 4 •Expository Writing They are dangerous for ships. Like inTitannik. Now glashers are knowDo where you most of Earth’s fresh water is. inthe glashers. Omits amain idea oroffers Thewriter gives Score: 2Points

by Mandy N. Mandy by Glashers flow in asomewhatflow manner. fluid reading of the expository writing. Sentences makes mistakes that can interfere with the Conventions/Sentence Fluency inviting, tone. unique Voice The writer has difficulty expressing Thewriter has an difficulty Anchor Papers The writer

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit4•ExpositoryWriting Anchor Papers Expository Writing Papers Anchor word choice to suit the purpose. Uses ideas. develop to Attempts Development ofIdeas/Word Choice itwith details.and supports Organization information about acentral topic. Focus andCoherence earth. it is aimportant 6%. get cinamin andfruits like pine apples. The rainforest is only 6%of the what they need from them. For example we get medicen from plants. We well there. It is avery rich envirament for living things. is for good many plants andanmals. That is why somany kinds can grow many helpful plants. live inthese places. Rainforests are found the around world. Also has save them. Lots of rair animals live there. Half of the animals inthe world Not ownly animals andplants benifet from rainforess. People get Rainforests get their namebecause alot of rain falls. The hot wet air The rainforests are important for the earth. That is why we should Thewriting has amain idea Thewriter gives Score: 3Points The Welth of Rainforests of Welth The by Kyu L. Kyu by those that follow. that those mostly correct. Sentences lead naturally to capitalization, punctuation, and usage are Conventions/Sentence Fluency inviting, tone. an unique expresses Voice Uses apersonal voice that generally Spelling, Spelling, 223 words are used in the writing. ideas are thoroughly developed. Precise Development ofIdeas/Word Choice logical order. organized. Thedetails are presented in a Organization topic. central interesting and detailed information about a Focus andCoherence Expository Writing Papers Anchor 224 each other. When there’s anearthquake we can feel Earth how changes. earthquake. an is togetherbump at the faults, they cause that part of Earth to shake. That plates are faults. They are big cracks inEarth’s crust. When the plates made of plates. They fit together like very big puzzle pieces. Between the leaves Earth it can make the surface of Earth move. Earth is very hot inside. The heat needs to bereleased. When the heat Unit 4 •Expository Writing Earthquakes can bebig small hard or how depending the on plates hit earthquakeAn is caused by Earth’s how surface moves. The surface is Even though we usually can’t tell, Earth is all changing the time. The Theinformation is well Thewriter gives What Causes anEarthquake? Score: 4Points The by Austin C. Austin by to the other. the to one Sentences from errors. flow spelling and is almost entirely freeofgrammar, punctuation, Conventions/Sentence Fluency adds an inviting, unique tone to the writing. Voice Thewriter uses apersonal voice that Anchor Papers The writing

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit5•Fiction Anchor Papers Fiction Papers Anchor Omits orfails to use chosen words correctly. writer provides little ornoplot development. Development ofIdeas/Word Choice middle, and end. withstory amain character and abeginning, Organization tell with astory theme aspecific ortopic. Focus andCoherence custermer. the dogstill barking! The rane came down but they stayed dry. was One gardner was andone there was clouds. no Gofar to the trees. They run toward garden ched. Score: 1Point They play inthe yard! There was adogbarkin. The naybers dog Thewriting does not tell a Thewriter does not Fun inthe rane The by Haley F. Haley by together orare confusing. mechanics, and usage. Sentences run frequent errors in grammar, spelling, Conventions/Sentence Fluency personal voice. Voice Thewriter does not express a Makes 225 ill-suited for the purpose. fully succeed. Chooses words that are often writer attempts to develop plot, but may not Development ofIdeas/Word Choice end that are not well defined. main character and abeginning, middle, and Organization from focus. with theme aspecific or topic, but may stray Focus andCoherence Fiction Papers Anchor 226 they saw something green string. Then abright flower They waited. Slowly the shels opened. Something was inside them. First ordrany shels Yuki said. something nice.” Shehad clam some shels inherhand. Those are just bord too. Then it started raining. Mamasaid “I will girls you show her neeces. But Yuki’s sister Hana got sick. Sothey coudlnt go. Shefelt contry. had Aki anew baby Aunt andadog. Shesent lots of presents to Unit 5 •Fiction Score: 2Points Wait andsee Mamatold Yuki. Sheput the shels inabole of water. Sunday Yuki was to going Akis house. Aunt It was pretty it was inthe Thewriter tells with astory a Thewriter tells astory Paper Flowers Paper The by Emi H. Emi by fluid manner. of the story. Sentences in asomewhat flow reading the with interfere can that mistakes Conventions/Sentence Fluency inviting, tone. unique Voice The writer has difficulty expressing Thewriter has an difficulty Anchor Papers Makes

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit5•Fiction Anchor Papers Fiction Papers Anchor choice to suit the purpose. writer develops abelievable plot. Uses word Development ofIdeas/Word Choice middle, and end. mainwell-defined character and abeginning, Organization with theme aspecific ortopic. Focus andCoherence They both laughed andlaughed. Joey tossed leaves high inthe air. part! Dad said. Dad right jumped And inthe pile of leaves! Sodid Joey. were good. Then they went backto work. and milk. They were cookies that the naybor gave them yesterday. They and raked. His arms got tired andhurting. They took abrake for cookies and Joey pick them all up? “Little by little,” Dad told his son. Joey raked were hundrids of red andyellow leaves the on ground. Howcould Dad insted. want to work inthe yard. It was cold out side. He wanted to watch tv Score: 3Points By time lunch Joey andDad had areally big pile. “Now for the fun Dad said, “I got asmall just one for you.” They went outside andthere Joey said, Idon’t “But know how. the And rake is sobig. Joey did not Dad morning One said Ineed help raking the leafs Thewriter tells with astory a Thewriter tells astory The Leaf Pile Leaf by SamR. those that follow. that those mostly correct. Sentences lead naturally to are usage and punctuation, capitalization, Conventions/Sentence Fluency inviting, tone. an unique expresses Voice Uses apersonal voice that generally Spelling, Spelling, 227 words are used in the writing. ideas are thoroughly developed. Precise Development ofIdeas/Word Choice logical order. organized. Thedetails are presented in a Organization topic. central interesting and detailed information about a Focus andCoherence Fiction Papers Anchor 228 on theon lawn! decided Alex to close the window. Then heate acookie. take the cookie! behind the door. He watched asquirrel inthrough come the window and he got back, the cookie was gone! But the napkin was still there! a minute?” shrugged his sholders. He took another cookie from the jar. maybe heleft it by the phone. He went to look, but it wasn’t there. Alex went to answer it. When hegot back, the cookie was gone. He thought Unit 5 •Fiction Score: 4Points Alex rushed to out the look window. Three squirrels were eating cookies Then hegot afantastic idea. Alex put out another cookie andhid “What’s here?” on going Alex asked. He covered his cookie with anapkin andwent to help his mom. When Then heheard calling his mom him. Shesaid, “Alex! Can help you mefor Alex sat inthe kitchen snacking acookie. on The telephone rang. Alex Theinformation is well Thewriter gives Alex Makes aDiscovery The by Fernando R. Fernando by to the other. the to one Sentences from errors. flow spelling and is almost entirely freeofgrammar, punctuation, Conventions/Sentence Fluency adds an inviting, unique tone to the writing. Voice Thewriter uses apersonal voice that Anchor Papers The writing

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit6•ExpositoryArticle Anchor Papers Expository Article Papers Anchor Omits orfails to use chosen words correctly. Provides little ornodevelopment ofideas. Development ofIdeas/Word Choice details. by supported idea main Organization give information about acentral topic. Focus andCoherence Its big type of car. Parents like cars howses. andhav drives to you school. The enginandthe bus big wheels gets there you fast. bike are diffrent. Many people ride inabus. It has adriver that lets get you and on I take the to bus school. but my big brother rides abike. anda Abus Thewriting does not present a Thewriter does not Score: 1Point by Brandon T. Brandon by School together orare confusing. mechanics, and usage. Sentences run frequent errors in grammar, spelling, Conventions/Sentence Fluency voice that expresses aunique tone. Voice Thewriter does not use apersonal Makes 229 ill-suited for the purpose. inconsistent. Chooses words that are often Attempts to develop ideas, but may be Development ofIdeas/Word Choice details. main idea oronlyincludes afew supporting Organization from focus. information about atopic, but may stray Focus andCoherence Expository Article Papers Anchor 230 more air it. on Earth to moon has one andMars has two. ago. Insted it has alot of dust covuring it. We can’t breath dust. Earth has animalsor could live Mars on the two planets are about the samelentgh. people Sosome think peopel diffrent. Earth. In ways some they are alike ways but insome they are very Unit 6 •Expository Article So there might belife Mars. on Not like Earth, Mars might not have water. Maybe it did along time Mars have for sesons like fall spring our summer andwinter. Days on Some peopleSome think we can live aplanet. on But Mars is not just like Thewriting does not have a Thewriter gives Score: 2Points by Gregory J. J. Gregory by Planets Sentences flow in a somewhat fluid manner. reading of the compare and contrast article. makes mistakes that can interfere with the Conventions/Sentence Fluency inviting, tone. unique Voice The writer has difficulty expressing Thewriter has an difficulty Anchor Papers The writer

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill nhrPpr Unit6•ExpositoryArticle Anchor Papers Expository Article Papers Anchor choice to suit the purpose. Attempts to develop ideas. Uses word Development ofIdeas/Word Choice idea and it with supports details. Organization information about acentral topic. Focus andCoherence eggs. They both can make their voices herd the under water land. on or them have short bodies. They donot have tales. Frogs andtoads both lay Their skin is brown bumpy anddry. You find them land on inthe contry. is smooth andthey can beall colors. also around. jump They live inwater like andlakes ponds mostly. Their skin wayssome they are the sameanddifferent. But both frogs andtoads are able to live land inwater. on or Both of Toads have short backlegs. They walk, they also but don’t hop jump. Frogs have longwebbed feet that help them swim quickly. They can Frogs andtoads may becusins, but they are not just alike. Here are Thewriting includes amain Thewriter gives Score: 3Points Frogs and Toads and Frogs by Lilianna K. Lilianna by those that follow. that those mostly correct. Sentences lead naturally to are usage and punctuation, capitalization, Conventions/Sentence Fluency generally expresses an inviting, unique tone. Voice Thewriter uses apersonal voice that Spelling, Spelling, 231 words are used in the writing. ideas are thoroughly developed. Precise Development ofIdeas/Word Choice logical order. organized. Thedetails are presented in a Organization topic. central interesting and detailed information about a Focus andCoherence Expository Article Papers Anchor 232 across land. You can compare them to want see you how to get around. boat plane or to across go water, can only but you useaplane to go is far underneath the plane. Aplane speedier, is much too. through the sky. You out the can look window andsee clouds. The ground upintheyou air to high altitudes. It has wings andengines to help it move ocean. heavy, they lightly bob upanddown. They can inrivers, go lakes, andthe downlook at the sea, lake, river. or Even though most boats are big and Unit 6 •Expository Article Boats andplanes both take to you where want you to go. You usea A plane is also big andheavy. Unlike aboat, it can fly. Aplane takes A boat takes across you water. It floats. You can stand deck on and Boats andplanes are kinds of transportation, but they are different. Theinformation is well Thewriter gives Score: 4Points Getting Around The by Marisa K. Marisa by to the other. the to one Sentences from errors. flow spelling and is almost entirely freeofgrammar, punctuation, Conventions/Sentence Fluency adds an inviting, unique tone to the writing. Voice Thewriter uses apersonal voice that Anchor Papers The writing

Children are sometimes asked to write about a picture instead of just responding to a writing prompt. The child will either tell about what they see in the picture, or write about something related to the picture. The form of the writing is usually a story or an essay. Use the picture prompts as additional writing practice or to help children prepare for writing tasks on standardized tests.

Instruct children to do the following:

Before Writing 1. Look closely at the picture. Think about what is happening in the picture. 2. Ask yourself questions about the picture: • Where and when are the events shown in the picture taking place? • Who or what is in the picture? What are they doing? • Can you tell what is happening? What event may have happened prior to this one? What do you think might happen next? 3. You can use a graphic organizer to organize your ideas before you begin to write. You can also make an outline, create an idea web, or do other prewriting work.

During Writing Use a graphic organizer, or other prewriting work, to write about what is © Macmillan/McGraw-Hill happening in the picture.

After Writing 1. Use the Writer’s Checklists, pages 185–190, to help you check your writing. 2. Proofread your writing using Proofreading Marks, page 191.

Picture Prompts 233 © Macmillan/McGraw-Hill Look at the photograph. Write a Write at the photograph. Look Writing Tips Writing

• Proofread your description. your • Proofread • Use precise words. words. precise • Use • Write your description on lined paper. Leave space for margins. • Use a graphic organizer to organize your thoughts. description about what you see. description Write to a picture prompt. prompt. to a picture Write Name 234 —Then and Now Farm Unit 1 • Family Prompts Picture © Macmillan/McGraw-Hill firefighters. Writeadescriptionaboutwhatyousee. Write toapictureprompt. Name itr rmt Ui alTl 235 Unit2•ATall Tale Picture Prompts • Proofread your description. Use livelyandprecisewords. • Write yourdescriptiononlined paper.Leavespaceformargins. • Use agraphicorganizertoorganize yourideas. • Writing Tips Look atthepictureofthree © Macmillan/McGraw-Hill Look at the photograph. Write a Write at the photograph. Look Writing Tips Writing

• Use your best spelling, grammar, and punctuation. • Write the events in the order in which they happened. • Write your story on lined paper. Leave space for margins. • Use a graphic organizer to organize your ideas. beginning, a middle, and an ending. beginning, story about what the girl is doing. Make sure your story has a Make sure your story what the girl is doing. story about Write to a picture prompt. prompt. to a picture Write Name 236 of the Stone Age Unit 3 • Music Prompts Picture © Macmillan/McGraw-Hill first, next,andlast. about thegirl,hermother,anddoctor.Tellwhathappens Write toapictureprompt. Name itr rmt Ui rpt h mrec om 237 Unit 4•ATrip totheEmergencyRoom Picture Prompts Use yourbest spelling,grammar,andpunctuation. • Make sure the eventsinyourstoryaretold aclearsequence. • Write yourstory onlinedpaper.Leavespace formargins. • Use agraphicorganizertoplan yourstory. • Think aboutyourpurposefor writing. • Writing Tips Look atthepicture.Writeastory © Macmillan/McGraw-Hill Look at the picture of people finding of people at the picture Look Writing Tips Writing

• Review and edit your story. • Use a variety of sentence structures. • Think about your purpose for writing. • Write on lined paper. Leave space for margins. • Use a graphic organizer to organize your ideas. team. Write about what you did. team. Write fossils. Think about a time when you worked with a partner or a worked with a partner about a time when you fossils. Think Write to a picture prompt. prompt. to a picture Write Name 238 the Super Croc Unit 5 • Meet Prompts Picture © Macmillan/McGraw-Hill people candotorecycletheirtrash. Write toapictureprompt. Name itr rmt Ui a oHl lntErh 239 Unit 6•AWay toHelpPlanetEarth Picture Prompts Be sureyourideasareorganized. • Support youropinion withdetails. • Write youressayonlinedpaper. Leavespaceformargins. • Think aboutyourpurposefor writing. • Use agraphicorganizertoorganize yourthoughts. • Writing Tips Look atthepicture.Writeaboutwhat Speaking Presenting Process Research Representing Did you pass around your visuals for Did you include pictures or photos on your Did you make eye contact with your Did you speak slowly enough for others to Did you speak in a clear voice that presentation? your rehearse you Did Did you use an interview as one source? Did you use at informational least two Unit 1 • Friends and Family and 1 • Friends Unit everyone to see? to everyone poster? audience? your presentation?understand everyone could hear? sources?

✄ Speaking Presenting Process Research Representing Unit 2 • Community Heroes 2 • Community Unit Did you include visuals so that everyone Did you use actions to go with the words in Did you answer audience questions with Did you speak in a clear voice that sources? your list you Did Did you use a variety of informational Did you develop a research plan? could see them? see could play? your relevant information? everyone could hear? research? your do to resources © Macmillan/McGraw-Hill

240 Theme Project Checklists Unit 4 • Better Together source? locate to information? of contents, sequence? the presentation? everyone to see? others? of and information What was the most valuable informational informational valuable most the was What as tables such features, text use Did you in a logical information present Did you voice? a clear in speak Did you during topic on your focused stay Did you for visuals your pass around Did you images, ideas, the for credit give Did you

Representing Research Process Presenting Speaking ✄ Unit 3 • Let’s Create © Macmillan/McGraw-Hill sources? resource? do something? to them needed if you hear? could everyone presentation? in your photographs couldeveryone see them? attentively? Did you use multiple informational informational multiple use Did you identify valuable most the Did you listeners to instructions clear give Did you that voice a clear in speak Did you or illustrations, pictures, include Did you so that visuals your pass around Did you and listen instructions any follow Did you Representing Listening Research Process Presenting Speaking

Theme Project Checklists 241 Speaking Presenting Process Research Representing Did you pass around your visuals for Did you include illustrations? Did you speak clearly and at the right Did you present information in a logical Did you use text features such as titles, Did you answer all your research everyone to see? to everyone pace? sequence? glossaries information? to find illustrations, tables of contents, or questions? Unit 5 • Growing and Unit Changing

✄ Speaking Presenting Process Research Representing Unit 6 • The World Around Us 6 • The Unit Did you pass around your visuals for Did you show pictures with your report? Did you answer audience questions with Did you speak clearly and slowly enough sources? your list you Did Did you use features such as headings, Did you decide what sources might be everyone to see? to everyone relevant information? everyoneso hear? could information?help locate boldface words, and a table of contents to useful? © Macmillan/McGraw-Hill

242 Theme Project Checklists © Macmillan/McGraw-Hill Listening andSpeaking Checklist Workproductivelywithothersinteams • • Answer questions thoughtfully • Donotcriticizepeoplebecauseoftheirideas • • Take turns speaking Listen tospeakersattentively • Speakclearlyandtothepoint • Respectotherpeople’sfeelingsandideas • Followclassproceduresandrules • • Contribute to discussions Focusonthetopicbeingdiscussed • Followandgiveoralinstructions • Some ofourgoals: In ourclassroomwe: information Ask relevantquestionstobetterunderstand Good Listeningand Speaking Habits 243

SIGNED DATE NAME 244 Award Certificate © Macmillan/McGraw-Hill Oral Vocabulary Pre- and Posttests Oral Vocabulary and Posttests Pre- In the Pre- and Posttest, somevocabulary words are Cards. There is atest for each unit and which week, corresponds to onestory. questions for all of the oral vocabulary words in each setof Oral Vocabulary The Oral Vocabulary Pre- and Posttests that follow are composed of vocabulary Directions Intensive Vocabulary Support Oral Vocabulary andPosttests for Pre- vocabulary words. words. vocabulary minutes perday using the Oral Vocabulary Cards for distributed practice of the Administer the posttest onDay 5, after you have spent aminimum of 15 Administering Posttest the forstory the week. Administer the pretest onDay 1, before you read the Oral Vocabulary Card Administering Pretest the The Pre- and Posttests can be administered individually or in small groups. small in or individually administered be can Posttests and Pre- The tine to teach these words during your rereading of the Oral Vocabulary Cards. underscored in the Oral Vocabulary Card Use text. the Define/Example/Ask rou- sidebars. Underscored words are the additional vocabulary words that are the Oral Vocabulary Card and text have detailed instructional routines in the underscored. • • • • • • • of time. of to seehow well they maintain the vocabulary over an period extended asking the question for those words again. Keep track of children’s progress At the endof each unit, review 4to 5words perOral Vocabulary Story by example, use these words in transition activities and classroom discussions. opportunities for periodic review of these words in the coming For weeks. Take note ofwords that continue to present astruggle for children. Provide other as you listen in. Thencall on selected children to share their answers. Ask each question, and have pairs of children discuss the answer with each week that in astory you will read to them. Explain to children that they will hear these words again throughout the likely that children will beunfamiliar with many of the words. If children cannot answer aquestion, move onquickly. At this point, it is discussion. short a in If children’s answers indicate an understanding of the word, guide them Ask each question, and have children answer. Boldfaced words are Wonderful Words, which are highlighted in highlighted in are Words, which Wonderful are words boldfaced and some are are some and 245 10. 9. 8. 5. 7. 6. 4. 3. 2. 1. Oral Vocabulary and Posttests Pre- 246 What Goat Learned Unit 1, Week 1 Why doyou needto have patience to What of kind Who are some What of kind Who moves more gracefully, aballet What are you What doyou like to you’ve doafter a in milk pour you if happen might What Why is it important not to quit ifyour first What is asign of progress when you’re need? attempt complete alarge jigsaw puzzle? hood? What dothey do? completed your homework? dancer oramail carrier? take? clumsy way?clumsy learning to rideabike? nt1Oral Vocabulary Pre- andPosttests Unit 1 at something doesn’t work out? lessons knowledge eager experts to do this weekend? this do to would you like to in your neighbor- your in does a doctor doctor a does 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. The Three Friends Unit 1, Week 2 What kind of container could beused as a What doyou dowhen you need to get What makes you a What animal gallops? it Whendoes When might abird its wings flap What are somethings that you are Do you have a What has someonedonethat you What are somethings you and your What might make you tremble? your friends? your friends trap for caterpillars? frantically? together? spend time with? What doyou like to do gallop? of? something done swiftly? done something appreciate agree ? about? companion loyal companion to you like to to like you fond

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill Oral Vocabulary Pre- and Posttests 4. 3. 2. 1. Oral Vocabulary and Posttests Pre- 8. 7. 6. 5. 10. 9. The Story of the Donkey Unit 1, Week 3 Why is it agoodidea to feel you make activities What that characters story cruel some are Who With what friend do you have astrong schoolWhen does Who is an adult that you have respect for? you if make you would remarks What What family member doyou have aclose Why might someonescold apuppy? When have you volunteered your help? Why? bond together? relationship friend? wanted to say something nice about a important? something doing summer? you How know are of? they cruel? What did you volunteer to do? ? What makes the with? What doyou do resume reflect bond after the fatigued strong? before ? 2. 6. 5. 4. 3. 10. 9. 8. 7. 1. The Nightingale Unit 1, Week 4 What do you do to What What have you seenthat is What place doyou longto visit? What gives you joy? What does abird dowhen it is startled? Which might make you feel sorrow, a What What shows and movies doyou watch for How has afriendorfamily member amusement about? What makes it ning to read anew book? good friend moving far away orbegin- and family?and touched you with their kindness? their with you touched remarkable skills skills did you learn grade? in first ? birddoyou know entertain remarkable magnificent Unit 1 your friends ? 247 ? 10. 9. 8. 7. 6. 4. 3. 2. 5. 1. Oral Vocabulary and Posttests Pre- 248 The Statue of Liberty Unit 1, Week 5 Where can you goto seetowering Why would someoneuse atorch? States United the represents symbol What What doyou have at homethat reminds What How doyour friends Where is agoodplace in school to hold Do you think children should have the What holiday Why is it goodthat your classmates have of America?of buildings? liberty morning? younger? were you when like were you what of you could travel anywhere? an art exhibit? art an make the class interesting? class the make varied nt1Oral Vocabulary Pre- andPosttests Unit 1 journey backgrounds? How that does to choose their own clothes? own their choose to custom would you goonifyou greet doyou most enjoy? you in the

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill 10. 9. 8. 7. 6. 5. 4. 3. rlVcblr r-adPstssUnit 2 Oral Vocabulary Pre- and Posttests 2. 1. Oral Vocabulary and Posttests Pre- Two Brothers WeekUnit 2, 1 When you gooutside at night, dothe What materials are provided to you in Do you think it is What is a Who doyou think is agenerous person? When doyou What of kind Who would you to with expect act If you were determined to clean your What is asilo used for, storing grain or Why orwhy not? to stay up later than ayounger one? leave your clothes all over the floor? until you were finished orgive up and messy room, would you keep working things that you seelookclear orshadowy? What do they do that is generous? that is do they What do friend have?friend someone gives you apresent? class? dignity grinding it?grinding , aqueen oraclown? gracious disposition embrace just thing to say when for an oldersibling afamily member? does your best best your does 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. The Scent of Bread WeekUnit 2, 2 What would astingy personsay to some- How can you an argument settle with a What are some What are some What is the opposite of asunny day? What are some Where doyou have to pay afee to enter, a What docustomers doat asupermarket? What is a What one who wanted to borrow atoy? library oramovielibrary theater? at home? at friend? made? unique complaint costumes have you seenor scents privileges nations that you have? that you like? in our world? that you have you that 249 1. Oral Vocabulary and Posttests Pre- 2. 10. 9. 8. 7. 6. 5. 4. 3. 250 How Coyote Stole Fire WeekUnit 2, 3 When have you felt How might you feel ifyour pet What are somethings peoplebuild to What could scorch agrassy field? What can you doto If you lookout the window, what can you How does ahen guard her eggs? What is there in your house that Who should you call ifyou seeaflaming What doyou need to tend plants? getting cold?getting thing did you do? surround building? observe abouttoday’sobserve weather? from your house? How could you find it? find you could How house? your from Unit 2 ayard? brave prevent ?What yourself from from yourself escaped glows brave ? 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. John Henry WeekUnit 2, 4 Oral Vocabulary Pre- and Posttests When would you bemore likely to slump How can you prove that you know how to What of kind What animal can outrun aguinea pig? Who is your What makes you feel What doyou dowhen you are feeling What hard task orskill would you like to Where are you likely to seehuge What makes apinwheel whirl? like to do? boulders? you’re eating lunch? eating you’re over, when you’ve finished arace orwhen energetic read? conquer ? ? hero physical ? Why? exhausted activities do you you do activities ?

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill rlVcblr r-adPstssUnit 2 Oral Vocabulary Pre- and Posttests 4. 3. 2. 1. Oral Vocabulary and Posttests Pre- 5. 7. 6. 10. 9. 8. Daedalus and Icarus and Daedalus WeekUnit 2, 5 What would you What of kind device could you use to What animals wake up at dawn? How are the arranged desks in our Which ofthese animals abutterfly can flit, Who is the most What would agrand house looklike? What doyou think apersonhas to doto What would you like to When is it important for you to keep your know? Why? classroom? become a or an elephant? write aletter? to think up anew sandwich? would you you would wits at school? at superior investigate ingenious devise athlete? investigate ifyou were asked it? personyou ? How 251 1. Oral Vocabulary and Posttests Pre- 2. 10. 9. 8. 7. 5. 4. 3. 6. 252 Celebration Native American A Powwow: The Unit 3, Week 1 What are some What do you Where dothe spectators stand at a How doyou treat an honored guest or When and how dowe celebrate the What What is something you What kinds of games are played in an How could we decorate the classroom to What makes the branches of trees sway? history of our country? family celebrates? parade? before going onatrip? arena? make it look look make it visitor? school? Unit 3 emotions anticipate anticipate festive annual might you feel the day ? events that your your that events cherish doing after ? Why? 3. 4. 2. 1. 10. 9. 8. 7. 6. 5. La CucarachitaLa Martina GetsMarried Unit 3, Week 2 Oral Vocabulary Pre- and Posttests How could you What Where doyou gowhenyou What animals doyou think are If someonestruts, are they showing or off What is Would you sobifyou were happy very or Which sounds melodious, an orchestra Which can leap higher, agrasshopper ora What does the suitor of awoman hope very sad? very Why? shy? cat? about atrip to the zoo? playing orcars honking their horns? like someone? school? for? gesture soothing might you use to show you exaggerate for you? for when telling depart attractive from ?

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill rlVcblr r-adPstssUnit 3 Oral Vocabulary Pre- and Posttests 10. 1. Oral Vocabulary and Posttests Pre- 9. 8. 7. 6. 5. 4. 3. 2. How to Weave WomanSpider Teaches Navajo the Unit 3, Week 3 What What is What doyou know about the legendof Which has an intricate design, apiece of When would Iinstruct you to clear your What is the birthday most wonderful What have you seenthat was What are somethings that you can What have you What does athumbs-up notebook paper oraspider web? present that you can imagine? divide desks? extraordinary? Bigfoot? Doyou know any other legends? decorate decorate crafts crafts ? precious it? do you like to make? decorated to you? to represent ? How did you ? 2. 1. 6. 5. 4. 3. 7. 9. 8. 1. 10. On the Farm Unit 3, Week 4 Who doyou What docustomers doat abakery? How is a meal doyou enjoy?What hearty Whendo How dofarmers harvest apples? do What engines? have vehicles What What are somemachines that What What doyou buythat comes packaged in What are some of the things that schools that things the of some are What your school? What dothey do? you enjoy it most? engines do? old-fashioned phone? a box? supply produce to students? to modern depend doyou most enjoy eating? phone different froman phonedifferent onto help you? operate 253 in in 4. 10. 9. 8. 7. Explain 6. 5. 3. 2. 1. Oral Vocabulary and Posttests Pre- 254 How Anansi Brought Stories to Earth Unit 3, Week 5 What have you What is your What dohornetswhen they’re angry like?What gourds look vegetable do What can you say when you’re offered Which would you call a What clubs orgroups doyou belongto? What animals amaze you? Who doyou think is on time? eat? food but you’ve already had enough to ied hard for? Why? getting agoodgrade onatest you stud- child just your age moving dooror next sandwich. you grow up?when or afraid? Why? Unit 3 how you make your favorite scheme contemplated worthy for getting to school coincidence of praise? of doing doing , a Oral Vocabulary Pre- and Posttests

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill 2. rlVcblr r-adPstssUnit 4 Oral Vocabulary Pre- and Posttests 5. 4. 3. 1. Oral Vocabulary and Posttests Pre- 11. 10. 9. 8. 7. 6. The Enormous Yuca Unit Week 4, 1 What is the most Which is of akind What doyour parents insist that you doat If you tried moving achair, but it wouldn’t What did you Which might cause you to have sweat on What of kind sauce is usually used on What of kind results dopeoplewait for Will you On an ordinary day, when doyou doyour What doyou have to do to comes? Why orwhy not? pizza? wall or playing catch? or wall budge, what could you do? home? homework? TV? computer, pulling up weeds, orwatching your skin, running arace, working at a after they plant seeds? done lately?done school? rejoice accomplish whensummer vacation arduous labor , building abrick sofar today? jobyou have succeed at at 4. 3. 2. 1. 10. 9. 8. 7. 6. 5. Tikki Tikki Tembo Unit Week 4, 2 Why doyou think somepeople like to dogs fetch?What do What might make someonefeel What How is avillage different from acity? What makes you shiver? Why is it important for aladder to be What might cause someoneto bein a What is the honorable thing to doifyou Have you ever secure you give? you find someone’s purse? to try new foods? new try to panic distraught? What? advice ? ? do you get? do What vowed to dosomething? advice hesitate 255 do do 3. 2. 1. Oral Vocabulary and Posttests Pre- 7. 6. 5. 4. 10. 9. 8. 256 Little RedRiding Hood Unit Week 4, 3 What If someonetells you asecret, doyou blurt When might you bat your eyes? What helps you Why is it What kinds of foods would you at serve a How would you When have you felt Why isn’t it agoodidea to stray from the What of kind situation would you consider illness? friend? feast? How dothey act July? path in aforest? it out orkeep it to yourself? to be be to Unit 4 clever urgent peculiar caatr do you know? characters ? recuperate comfort clever? to have asnow storm in sympathy alost kitten? from an for a 2. 1. 5. 4. 3. 10. 9. 8. 7. 6. The Woman, the Tiger, and the Jackal Unit Week 4, 4 Oral Vocabulary Pre- and Posttests When doyou feel When have you felt What animals What is afair way to share chores orjobs be to have firefighters do Why How can you help animals What animal has the reputation of being When might you ask someoneto repeat What have story you heard somany times What is an ungrateful way to when act what they said? they what at? around the house? the around that you know it perfectly well? perfectly it know you that “king” of the jungle? you do to help? to do you someone gives you agift? lunge compassion baffled ? What dothey survive ? daring ? What do ? lunge ?

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill 10. 9. 8. 7. 6. 5. 4. 3. 2. rlVcblr r-adPstssUnit 4 Oral Vocabulary Pre- and Posttests 1. Oral Vocabulary and Posttests Pre- The Emperor’s New Clothes New Emperor’s The Unit Week 4, 5 What stories doyou know about royalty? When have you beenpraised for some- Do you think the tooth is fairy real or What scoreIf agirl onatest, getsaperfect does What are somethings on How domost peoplefeel when they have Who would you talk to ifyou felt ashamed When have you heard Would you want a imaginary? Who are the royal characters in the story? the in characters royal the are Who that show that she is dull orclever? been lately? home? thing you did? you thing about something?about friend? Why orwhy not? exquisite deceived ? things have you seen seen have you things vain applause person as a display ? in your your in 257 1. Oral Vocabulary and Posttests Pre- 10. 9. 4. 3. 2. 8. 7. 6. 5. 258 Jack and the Beanstalk Unit 5, Week 1 What What doyou dowhen astranger knocks What doyou What sight would make you rub your eyes When you dash, doyou move as fast oras What happens to seeds they after If you were late for school, what would Where doyou longto gooneday? Why is it important for farms to have What are somethings that you needto you snatch before leaving home? on your door? fertile in disbelief? in today? slow as you can? thrive Unit 5 appears ? soil? expect onplants as they grow? will happen in class in happen will sprout ? 1. 3. 2. 10. 9. 8. 7. 6. 5. 4. Brer Rabbitin Mr. Man’s Garden Unit 5, Week 2 Oral Vocabulary Pre- and Posttests What things are How doyou know when peaches or Where would you What animal has atwitching nose? How can you tell ifabaked potato is What foods doyou think are What happens andvegetables whenfruits How acan can open? you pry How would you introduce anew student Why would it beunneighborly to blast scrumptious room? What things are not not are things room? What plums are become too friends? your to tender? with it?with you wanted to surprise afamily member loud music out the window late at night? edible ripe ? abundant ? ? conceal apresent if in our class- abundant ?

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill rlVcblr r-adPstssUnit 5 Oral Vocabulary Pre- and Posttests 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Oral Vocabulary and Posttests Pre- 11. Sharks! Unit 5, Week 3 Why dosomepeoplehave respect for What topic would you like to What is something that you did What What animals are Which of these is gigantic, amountain, a Which ofyour part bodyis your flexible, Which animals seemfierce to you? What enemies amouse does have? What animals might be neighbor- your around roam dogs Do coming to this school morning? spiders? spiders? bones oryour ears? mouse, an elephant, awhale, oraball? they are hunting for food? Why? on leashes? hood by themselves ordothey have to be immense animals live in the ocean? harmless ruthless ? Why? research prior when to to ? 1. 9. 8. 7. 6. 5. 4. 3. 2. 10. From Tadpole to Frog to Tadpole From Unit 5, Week 4 What doyou know about the way abird What are somethings that are What makes an ice cube shrink? What can you wear to protect your feet yourWhen does birthday What healthy foods give us the nutrients What are somebaby animals called? What What are somebaby animals that travel distances? great people do How What doswimmers dowhenthey come from rain and snow? develops that we need? from eggs? mature become they when called they are to the surface of the water? the of surface to the ? ? occur sturdy ? hatch hatch 259 ? 3. 2. 1. Oral Vocabulary and Posttests Pre- 4. 7. 6. 5. 10. 9. 8. 260 Coral Reefs Coral Unit 5, Week 5 Why doanimals need to our damage littering How does ocean? the in live creatures What What animals might you Where is your house What happens when your sleep gets What do you dothat takes alot of energy? What What are someways that humans pollute How doyou up our classroom? our up themselves? interrupted? woods? the Earth? How can we pollute less? community? happens to you? Unit 5 positive react steps can we take to clean when something good good something when located defend encounter ? in the Oral Vocabulary Pre- and Posttests

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill rlVcblr r-adPstssUnit 6 Oral Vocabulary Pre- and Posttests 4. 3. 2. 1. Oral Vocabulary and Posttests Pre- 5. 5. 11. 10. 9. 8. 7. 6. The Desert Is TheirThe Desert Home Unit 6,Week 1 What place doyou know of that has What docows graze on? What countries two share borders with What are the advantages of being in sec- Which states in the United States have What is one What are someofthe rules ofour class- What doyou dowhen the temperature the weatherHow does change the when What would you wear ifthe What of kind soars? ond grade? you live? you you don’t know the meaning of a word? a of meaning the know don’t you harsh like? seasons from summer shift to fall? vast room society?room the United States? United the outside was degrees? 90 amounts ofland? weather? What is the weather there there weather the weather? is What strategy scenery that you use when doyou seewhere temperature 4. 3. 2. 1. 10. 9. 8. 7. 6. 5. The Fox and the Crane Unit 6,Week 2 What doyou What characters story are crafty? What How doyou apologize when you’ve hurt How doyou show If you don’t know how to swim, should should swim, to how know don’t you If What doyou What foods doyou get Which is narrow, abike path orafreeway? What makes you feel Would you trust asly personto tell you from? in the shallow end? the Why?in you goin the deependof apool orstay tricks do they do play other on characters?tricks or hungry? grocery store?grocery someone’s feelings? the truth? Why orwhy not? crave seek when you goto the affection when you are thirsty frustrated nourishment ? ? 261 2. 1. Oral Vocabulary and Posttests Pre- 9. 8. 7. 6. 5. 4. 3. 10. 262 Febold Feboldson, Drought Buster Drought Feboldson, Febold Unit 6,Week 3 Do you think alion could When doyou needto What is the What are some What have you What doyou know about the legendary What are somefeats that circus How does atowel feel after the water on What happens to plants in adrought? What made life hard for early in settlers do? on a TV set?on aTV umbrella? performers can do?performers apple grower, Johnny Appleseed? evaporated? has it with you when you gofor ahike? phant? Why orwhy not? California? Unit 6 purpose persuaded practical of carrying an an carrying of adjust things to take defeat someoneto the sound an ele- an 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. The Stonecutter Unit 6,Week 4 Oral Vocabulary Pre- and Posttests What would you wear to school ifit What might you eat for simple avery What should peopledowhena If you hear arumble outside, what might Who rides in aroyal carriage? Do you think acat could If you finished third place in arace, would How can you tell whether the clock in the How doyou feel when you hear an What does awealthy personhave? storm is onthe way? abrupt threatened you feelcontent ordisappointed? it be?it horse? Why orwhy not? meal? classroom is is classroom sound? to rain? to accurate ? overwhelm severe a

© Macmillan/McGraw-Hill © Macmillan/McGraw-Hill rlVcblr r-adPstssUnit 6 Oral Vocabulary Pre- and Posttests 1. Oral Vocabulary and Posttests Pre- 2. 5. 4. 3. 10. 9. 8. 7. 6. Why the Moon Is in the Sky the in Is Moon the Why Unit 6,Week 5 What things are you What things are How can you keep from swallowing big Why is it important to give an equal What award doyou Which of your is the fingers most slender? How would you reward adogfor doing What What is the difference amighty between What things have you seenthat are they are learning to walk? now that you couldn’t do last year? gulps of water when you dive into apool? deserve amount of food to each child at aparty? river and aquiet stream? tricks? spheres phases ? it? do babies go through when through when go babies do dazzling deserve capable to your eyes? ? Why doyou ofdoing 263 Graphic Organizers

Venn Diagram Two-Column Chart (Three Rows)

266 270

Web (Three Details) Two-Column Chart (Six Rows)

267 271

Web (Four Details) Cause and Effect Chart

268 272

269 273

264 Graphic Organizers Graphic Organizers

Three-Column Chart Character, Setting, Plot

274 278

Sequence Map (Three Events) General Map

275 279

Sequence Map (Four Events) Main Idea and Details Chart

276 280

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Graphic Organizers 269 Name Date

270 Graphic Organizers Name Date

280 Graphic Organizers