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Photography Credits

192: Steve Mason/Getty Images. 193: PunchStock/PhotoDisc.



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M a c m i l l a n / M c G r a w - H i l l

Decodable PassagesContents..................................................................................2

Directions ................................................................................4

Passages ................................................................................5

Word Study

Contents................................................................................65

Letter Cards ..........................................................................66Spelling Word Cards .............................................................68

Vocabulary Word Cards ........................................................98

Sound Boxes .......................................................................128

Games.................................................................................130

Additional Literacy Support

Contents..............................................................................143Rhymes and Chimes ...........................................................144

Reader Response Sheets ...................................................174

Writer’s Checklists ..............................................................177

Proofreading Marks .............................................................179

Writing Rubrics ....................................................................180

Picture Prompts...................................................................187

Handwriting .........................................................................194

Classroom Behavior Checklist .............................................206



Decodable Passages

© M a c mi l l an / M c G r aw-H i l l

Unit 1 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

At BatTag!

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Tom Gets a Pet

Les Is on a Jet

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Dad Saves a Cat

Ned in the Lake

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Bike Ride!

Game Time

Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Jove and Hope

A New Time Zone

Unit 2 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . . 15

A Pine for Luke

Jude’s Tune

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . . 17

A Slug on a Slope

Spike’s Slip

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Gail Is in Pain!

Rain on a Sail

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Light in a HoleMike and Meg

Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .23

Joe Rows a Boat

Moe Mows

Unit 3 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .25

Lee Tells Silly Tales

Lady the Seal

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .27

Good Rules

Bad Jude

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .29

A Shell on the Shore

Sheep and Goats

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Rich the Chick

Jill’s Sash

Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .33

Chicks Can Scratch!

The Scared Cat

2 Decodable Passages



Decodable Passages

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Unit 4 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .35

An Ape Named MartyBart Gets a Pet

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .37

Arthur the Goat

Burt’s Perch

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .39

Should Brooke Cook?

A Look by the Brook

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 41

The Storm That Blew

Stew’s Bruise

Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .43

Paul and Dawn

Tawny’s Paw

Unit 5 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .45

Scowl the Owl

Howling Sounds

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .47

Mr. Moy’s Toys

Troy Joins Joy

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .49

Alissa’s Job

Yucca and Bananas for

Pamela

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Gnalla and the WrenMr. Wrago’s Wrench

Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .53

Regis and Cindy’s Spacecraft

Brice in Space

Unit 6 Week 1 . . . . . . . . . . . . . . . . . . . . . . . . . .55

A Smudge for Smidge

Midge’s Picnic

Week 2 . . . . . . . . . . . . . . . . . . . . . . . . . .57

Princess Flair

Sar’s Tar

Week 3 . . . . . . . . . . . . . . . . . . . . . . . . . .59

Homer and Ameer

Paneer Hears Thunder

Week 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Dora’s Wings

Blair’s Corn Planter

Week 5 . . . . . . . . . . . . . . . . . . . . . . . . . .63

The Sire’s Crier

Kire’s Tires

Decodable Passages 3



Decodable Passages


Directions

The decodable passages that follow are divided by unit and week.

Each passage contains words based on the phonics introduced in

that particular week, and is at least 75% decodable. Vocabulary

words are also used in the passages to provide students with

additional practice at identifying and reading the words.

An activity is provided at the bottom of each page. After students

have read the passage(s) on the page, you may have students

complete the activity to extend their reading, writing, and phonics

comprehension.

4 Decodable Passages



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a c m i l l a n / M c G r a w - H i l l

Unit 1 • Week 1 5Decodable Passages

Name

Phonics

At Bat

Pam is at bat.

Pam hits the ball.Pam will carefully pass the bat to Bill.

Bill will bat.Bill hits the ball.Where is it?

Sam has to bat.

Will Sam hit the ball?Pam whispers to Bill, “Can Sam hitit far?”Sam hits it far.

Activity A c t ivi t y Circle the words

that have a short a

sound.

short a and i



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Unit 1 • Week 16 Decodable Passages

Name

Phonics

Tag!Jan ran to tag Tim.Tim ran to tag Dan.Tim is excited. He did not miss!

Jan, Tim, and Dan sat on a mat.“Did I win?” asks Tim.

“You did!” says Jan.Tim wins a pin as big as a pan!

Activity A c t ivi t y Underline the words

that have a short i

sound.

short a and i




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Name

Phonics

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.Tom enjoys his pet pup.


that have a short e

sound.

short e, o, and u




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Name

Phonics

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!


that have a short o or

u sound.

short e, o, and u




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Name

Phonics

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 A c t ivi t y Write a sentence

about Jake’s cat.

short a, / a / a_e




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Name

Phonics

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 Daveand Kate.

Activity A c t ivi t y Make a list of words

that rhyme with lake .

short a, / a / a_e




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Name

Phonics

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 A c t ivi t y Write a story about

Mike’s bike.

i , / ı / i _e




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Name

Phonics

Game Time

Miles has a game with tiles. He likes this game.He smiles.It is a language game. His mom and dad sit ona 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.


that are spelled with

an i .

i , / ı / i _e




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Name

Phonics

Jove and HopeJove 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 abig hug!

Activity A c t ivi t y Circle the words

that have a short

o sound.

o, / o / o_e




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Name

Phonics

A New Time Zone

Jan’s home is in Rome. He will take a jet toAmerica.He will be in an earlier time zone. He thinks hewill 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 bea bore. I will have fun.” Activity A c t ivi t y

Write about other

things Jan might do

in America.

o, /o/ o_e




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a c m i l l a n /

M c G r a w - H i l l

Name

Phonics

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.

Activity A c t ivi t y Write about another

kind of tree or flower.

u / u, / u / u_e




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Name

Phonics

Jude’s Tune

Jude’s dad lets him play in the mud.Jude has a tune he hums as he has fun in themud.

“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 A c t ivi t y

Write your own

words to a tune.

u / u, / u / u_e




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Name

Phonics

A Slug on a Slope

Stan sat on a slope. He dug a hole in thewet 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 Stana 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 A c t ivi t y Tell how you would

rescue an animal

stuck in the mud.

sl/ sl , /dr/ dr , /sk/ sk , /sp/ sp, /st/ st




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Name

Phonics

Spike’s Slip

Drake is on a sled. A young pup slips andtakes 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 dadpets Spike.

“I will give you a bone. Then I will geta vet!” says his dad.

Activity A c t ivi t y Tell how Drake might

have told his dad

about Spike.

sl/ sl , /dr/ dr , /sk/ sk , /sp/ sp, /st/ st




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Name

Phonics

Gail Is in Pain!

Gail is in bed. Gail is in pain! She may have abroken bone. She fell in a hole and cut her leg.

“Gail will be fine,” said Dr. May. “But she muststay in bed and rest up.”

“Stay still,” said Gail’s mom. “Stop! Do not slideyour leg in bed!”

Gail gets lots and lots of mail.Gail will stay in bed and rest. Activity A c t ivi t y

Write about a time

you had to stay in

bed.

a / ay, ai




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Name

Phonics

Rain on a SailFay’s home is on a bay. She likes to sail with Dadin May and June.On a Sunday in May, they set sail. Then the raincame.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 A c t ivi t y Make a list of words

that are spelled with

ay or ai .

a / ay, ai




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Name

Phonics

Light in a Hole

Ty spots a mole. It is in a hole. It does not likethe light.Ty will sit right by the hole. Might the mole comeout 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 wassuch a sight!”Ty ties a light on a rope. He drops the ropein the hole.

“I do not spot the mole,” he sighs.“It may not like my light.”

Activity A c t ivi t y Write about why a

mole might not like

light.

ı / i , igh, ie, y




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Name

Phonics

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 Mikelikes to fight.

His mom, Meg, likes to lie in the sunlight. “Stop,Mike!” cried Meg. “Try not to fight. Stay by Momand lie in the sun!”“Right,” sighs Mike, “I will notfight. Then I might be liked!”

ı / i , igh, ie, y

Activity A c t ivi t y Write about why you

think Mike is not

liked.




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Name

Phonics

Joe Rows a Boat

Joe has a boat at home. He likes to row his boatin 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,” Joetells 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 tellsBo. Joe and Bo get in the boat androw in the moat.

Activity A c t ivi t y Write about what you

would do if you had a

moat by your home.

o / o, oa, ow, oe




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Name

Phonics

Moe Mows

Moe has a job. He mows grass. Moe starts on theright and mows until the grass is low. “I mow dayand night,” says Moe.

Moe knows a girl named Jo who mows grass. Jomows fast but does not mow at night. She mowsa 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 A c t ivi t y Write about why Moe

helped Jo.

o / o, oa, ow, oe




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Name

Phonics

Lee Tells Silly Tales

Lee likes to tell funny, silly tales. He tells talesabout 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 freethem from the mud. But the hill is too steep, andshe cannot get to them. The queen tells a bee toget 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 A c t ivi t y Write another tale

that Lee would tell.

e / e, ee, ea, y




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Name

Phonics

Lady the Seal

Sally likes to sail on the sea. Sally plays with aseal 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 intothe 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 andhave fun.”

Activity A c t ivi t y Make up a funny seal

tune that Sally might

squeak.

e / e, ee, ea, y




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Name

Phonics

Good Rules

Rules are made to keep us safe. Staying out of thestreet is a good rule. Using a floating tube in the

water is safe, too. Do not assume that a rule ismade to make you mad.

When you are in someone else’s home, try tofollow the rules. You do not want to be rude! Itis a good idea to follow rules in class, too. Your teacher wants you to keep safe. What rules mustyou follow?

Activity A c t ivi t y Make a list of rules

you should follow in

the classroom.

u / u, u_e




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Name

Phonics

Bad Jude

Jude fell and cut his hand. His mom hadtold him to be careful. She even repeated theswimming rule: “Do not run on the deck.” Jude

did not listen. He ran. The deck was wet and hecut 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?” heasked.

“Yes, Jude. But not until you useup all the cream in this tube,”said Dr. June.

Jude was not happy. But he willfollow the rules from now on!

Activity A c t ivi t y Write about rules you

should follow at the

pool.

u / u, u_e




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Name

Phonics

A Shell on the ShoreThad found a big, thin shell. He got it on theshore. There is a chip in it.“Who lived in this shell?” Thad asks. “I will sharethis with Jeff.”

Thad runs to see Jeff. He shows Jeff the shell.

“Did it come from a ship?” asks Jeff. “No, I do notthink 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 notthink it is ancient. Did a clam livein it?” Thad asks.

“Yes, I think so,” says Jeff.

ch/ ch; /sh/ sh; /th/ th; /wh/ wh

Activity A c t ivi t y Write about a shell

you have seen.




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Name

Phonics

Sheep and Goats

Chad likes to go to the farm. He can see a lot of sheep and goats. Dogs chase the sheep on thefarm. That is their job.Pat has a job at the farm. “I own nine sheep andfive goats. I raise goats. I make cheese from thegoat’s milk,” Pat tells Chad.

Chad thinks it’s fun to have a job with sheep andgoats. “Which job can I do?” asks Chad.Pat tells Chad that he can help shear the sheep’shair. The sheep’s hair can be used to make sheetsand coats. Chad stays and helps Pat.

Activity A c t ivi t y Write about other

jobs you might like to

have on a farm.

ch/ ch; /sh/ sh; /th/ th; /wh/ wh




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2 + 1 = 3

RICH THE CHICK

SHOW

4 - 3 = 1

Name

Phonics

Rich the Chick

Seth will perform in a show. “You will see a chickthat 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 anodd chick. He lives by the lake with lots of fish.He likes to play ball and pitch. The chick canalso do math. “Math is not bad,” Rich the chicklikes 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 mustchicks and cut the chain. They willbe free in a flash!

Activity A c t ivi t y Write a short play.

ch/ ch, tch; /sh/ sh; /th/ th; /f/ ph




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Name

Phonics

Jill’s Sash

Mitch makes clothes for shows. He gets cash tobuy cloth.

Mitch is in a rush. He has to dash to a show. Jillhas 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 thesash. “Just my luck!” he moans. “Did I stitch thisup or down? I did not take notes!”

Mitch must rush the white sash to Jill. “I hope Jillwill 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 A c t ivi t y Write about the show

that Jill is doing.

ch/ ch, tch; /sh/ sh; /th/ th; /f/ ph




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Name

Phonics

Chicks Can Scratch!

Stretch lives on Spring Street. He has dogs, cats,pigs, and chicks. Each day, Stretch puts a leashon his dogs, cats, and pigs. He takes them for a

walk on Spring Street.

Stretch can not put his chicks on a leash. Theyget mad and scratch him! The chicks stay athome and strut around.

By ten, the dogs, cats, and pigs are home. So isStretch. He then sprays the pens to clean them.

“Is it time for lunch yet?” asksStretch impatiently. He feeds hisanimals scraps. Then he goes to hishome to eat.

Activity A c t ivi t y Draw what happens

if Stretch puts his

chicks on a leash.

skr/ scr -, /spr/ spr -, /str/ str -




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Name

Phonics

The Scared Cat

Will has to paint the back steps. He scrapes thesides and then paints white stripes. As he paints,a stray cat snoops around the steps. Will sees thatthe 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,” begsWill. “I will save you!”

Will strains to keep the cat in his arms. He takesthe cat to the steps and feeds it milk. The cat lapsit up and demands more. “Not yet, cat,” saysWill. “You need to rest!” Then Will and the cattake a nap.

Activity A c t ivi t y Write about what

happens to the

cat next.

skr/ scr -, /spr/ spr -, /str/ str -




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Name

Phonics

An Ape Named Marty

Marty is an ape. He needs to eat each day. Martycan go far from his home to seek food. He eatsfruit and leaves seeds or a core. He also nibbleson corn.

For Marty, it is a bore to just sit. He likes to sortsticks and run. He likes to swing from his arm.Marty likes to lie under the stars. He likes to playand see the night sky. Marty likes to have fun!

Marty must stay far from cars. He needs to live inthe forest where it is warm and safe. Marty is a

kind ape!


animal that eats fruit

or leaves.

är/ ar , /ôr/ or




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Name

Phonics

Bart Gets a PetBart wants to have a pet. He will go and find apet. But he needs to learn more about what kindof pet he can get.

After he reads about pets, Bart gets an idea. “Iwant 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 A c t ivi t y Write about a pet you

would like to have.

är/ ar , ôr/ or




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Name

Phonics

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 whenthe 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 himvery warm! Activity A c t ivi t y

Write about how

Arthur might

feel about being

deserted.

ûr/ er, ir, ur




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Name

Phonics

Burt’s Perch

Tate has a bird named Burt. Burt is red and lives

with a cat named Sir. Sir likes to bother Burt. Tatewill make a perch for Burt. That way, Burt willnot 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. Hemade 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 A c t ivi t y Write about how

Tate might have

made the perch.

ûr/ er, ir, ur



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a c m i l l a n / M c G r a w – H i l l


Name

Phonics

Should Brooke Cook?Brooke stood by the stove. It was her turn to cook.Her sister did not think Brooke was a good cook.Brooke would show her! The hardest part so far had to be reading the cookbook.

So she took a fish from the brook and shook off

the water. She had seen her dad cook a fish on apiece of wood. She took the wood and fish tothe stove.

Then Brooke’s sister ran into the house. “Didyou cook?” she asked. Then she looked at whatBrooke had made for dinner. Would she like thefish? She took a bit of it. Then she

yelled, “Brooke can cook!”

Activity A c t ivi t y Write about your

favorite meal and

who cooks it.

ºu / oo, ou




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Name

Phonics

A Look by the Brook

Ryan and his dad went to a brook and tooka look.“I see a hook!” yelled Ryan. “What can we dowith it?”They stood by the brook and looked at the hook.

“We can look for hidden treasures innooks!” said Ryan.

“We can put the hook in the brook tolook,” said Dad.

Dad put one foot in the brook. He gave Ryan thehook. Ryan put it in the water and remained still.“I got something!” he said. He had totug, but the hook came up. A bookwas on the hook.“That is a good book!” said Dad. “Itlooks like you own a lucky hook!”

Activity A c t ivi t y Write your own tale

about what Ryan

finds on the hook.

ºu / oo, ou




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Name

Phonics

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 restof her stew and drink her fruit juice. After shefinished eating, she went to the back room again.She peered outside. The sky was gray.

“Will it rain?” Sue thought. “I had better closethe windows. If there is a storm, it will not

destroy my home!”

Sue closed the windows just in time.The rain started to fall hard whenshe closed the last one!

Activity A c t ivi t y Write directions

to follow during a

storm.

ü/ oo, ui, ew, oe, ue




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Name

Phonics

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 mudafter a flood.

He did his best to move the car. His arm got stuckin the car’s window. It just would not move! ThenStew’s new car ran out of fuel. “I will have topush it!” exclaimed Stew. “The mud is preventingit from moving.”

Stew got out of his car. He waded in the water.“Oh, no!” said Stew. “Why did it have to floodtoday?”

Stew pushed and pushed until his car was home.“My arm hurts from pushing,” he said. Stewspotted a blue mark on his arm. “I got a bruise,”

he sighed. “I do not want to pushmy car again. That was no funat all!” Activity A c t ivi t y

Write about how

Stew got a bruise on

his arm.

ü/ oo, ui, ew, oe, ue



© M



Name

Phonics

Paul and Dawn

Paul is a hawk. He lives in a tree near Mr. and

Mrs. Sawtaw’s home.One day, Paul saw creatures crawl in the grass.Suddenly, he saw his daughter, Dawn, on thegrass.

“Why are you down there?” asked Paul.“I had time to explore!” said Dawn.

He swooped down and took her in his claws.“You must not sit on the lawn,” yelled Paul. “Youare a hawk,” he said. “You need to stay in thetrees!”

“I am sorry, Dad,” said Dawn.

“You are a noble hawk,” Paul said, “so you mustnot squeak and squawk on the lawn. Do notcause me to get mad!”


Dawn did next.

ô/ au, aw




© M


Name

Phonics

Tawny’s Paw

In the city of Gawtin, there is a law about pets.

Cats and dogs can not be outside withouttheir owners.

Tawny is a cat and belongs to Mrs. Pautil. Tawnylikes to tiptoe out of the yard when Mrs. Pamisn’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 anindoor cat, Tawny!” she explained. “You can gethurt outside. You must be careful!”

With that, Mrs. Pautil cleaned Tawny’spaw and let him go. Tawny laydown for a long nap!

Activity A c t ivi t y Write about how to

keep pets safe.

ô/ au, aw




© M


Name

Phonics

Scowl the OwlThe town of Thousand Owls is dry. It has notrained in Thousand Owls for five years! There isnot a flower anywhere in the town. But there arelots 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 doesnot like Thousand Owls. “It is too dry!” he loudlycomplained one day. “I want to get out of here.”

Scowl flew beyond Thousand Owls. It was wetand 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’sgo where it is wet part of the timeand dry part of the time. We willhave the best of both worlds!” Activity A c t ivi t y

Write about Scowl’s

next trip.

ou/ ow, ou




© M


Name

Phonics

Howling Sounds

Lisa lives in New York. Her dad just took her toArizona. It is warm there all year round. Whenshe came home, she told her classmates abouther trip.

“It was very hot and dry there,” said Lisa. “Someanimals howl at night. They make loud sounds.”

“Did you see snakes?” asked Ted. “Oh, yes!”exclaimed Lisa. “I saw lots of snakes. They aresuch outstanding creatures!”

Lisa’s class asked to hear more. Just then, the bellsounded outside the school. “Not now,” beggedLisa. “We’ll be late for class! But after class, I willtell you what I found on my trip!”

Lisa and her classmates ran to school.They made it just in time!


Lisa might have

found on her trip.

ou/ ow, ou




© M


Name

Phonics

Mr. Moy’s ToysMr. Moy makes toys. He has a toy shop on Boyer Street. Boys and girls like to visit Mr. Moy and seewhat he is making. A boy named Roy helpsMr. Moy make toys.

“It is a joy to make toys!” says Roy. “What are wemaking today, Mr. Moy?” he asks.

Mr. Moy grins. “How about a toy king?” he asksRoy. “We can gather foil and start to make him!”

Mr. Moy and Roy are happy. They set the kingout in the shop for sale. “Will others know whatit is?” asks Roy.

The boys and girls see the king andsay, “That is such a royal king!”Mr. Moy and Roy grin. “It is indeeda royal king!” yells Roy with joy. Activity A c t ivi t y

Write about a toy you

would make with

Mr. Moy.

oi/ oi, oy




© M


Name

Phonics

Troy Joins Joy

Joy is playing with her friends outside. Her

brother, Troy, wants to join them. “Can I playwith you?” he whines.

“Don’t be so annoying!” says Joy. “You don’tneed to whine. We agree that you can join us. Weare playing tag.”

Troy jumps up and down. “I like tag! Can I beit ?” he asks Joy. Jake says, “I want to be it , too.”

Joy spots a coin. “We can flip a coin to see whowill be it !” she says. Joy flips the coin andTroy wins.

Joy, Jake, and Troy play tag. Roy sees themplaying 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 intothe day.

Activity A c t ivi t y Create a new game

to play outside.

oi/ oi, oy




© M


Name

Phonics

Alissa’s Job

Alissa is learning about jobs. She likes the ideathat she can pick her job.

Alissa’s teacher has asked the class to tell whatjob they want. It is Alissa’s turn. “Alissa, whatwould you like to do?” asks Mrs. Rebba.

“I would like to travel!” exclaims Alissa. “I

will go to China.” Mrs. Rebba grins. “Alissa, avoyage is a good idea but China is so far away.Who will go with you?”

“I will go alone,” says Alissa. “Then I will returnto America and make cakes in a bakery.”

Her class claps and claps. They like that idea!

“That is good, Alissa! And I will go visityou in the bakery and watch youmake cakes,” says Mrs. Rebba.

ә/ a

Activity A c t ivi t y Write about a job you

would like to have.




© M


Name

Phonics

Yucca and Bananas for Pamela

Pamela likes plants. She is most interested in

plants that she eats.“Why don’t you study about them?” askedPamela’s mom yesterday. “You can visit a farmor a library to learn more.”

“That is a good idea!” said Pamela. “I can readabout plants and then see them.”

Pamela’s mom called a farm nearby whilePamela went to the library. “There are so manybooks about plants!” Pamela exclaimed. Sheread about alfalfa, yucca, and bananas. WhenPamela got home, she had a lot to tell her mom.

Today, Pamela’s mom is taking her to the nearbyfarm. The farm has vast fields for growing plants.

She will see bananas, yucca, and other plants,too. Maybe she will even get toeat them!

Activity A c t ivi t y Write about other

plants that we eat.

ә/ a




© M


Name

Phonics

Gnalla and the Wren

Gnalla has a garden. Yesterday, Gnalla worked

in her garden. She kneeled to cut plants and trimblooming flowers.

Suddenly, a wren swooped down and landedin the garden. “Little wren, what are you doinghere?” asked Gnalla.

The wren stopped and looked at Gnalla. Thenit began pecking at the dirt. “I know what you

are doing!” exclaimed Gnalla. “You are eatinggnats!” The wren looked at Gnalla again.

Gnalla got some seeds. She took the seeds anddropped 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 asit flew away. Gnalla grinned. “It is asign that it will be a good day!”she said.

Activity A c t ivi t y Write directions for

feeding crumbs to

birds.

n/ gn, kn; /r/ wr ; /m/ mb




© M


Name

Phonics

Mr. Wrago’s Wrench

Mr. Wrago owns a plumbing company. He helpspeople when the pipes around their homesdon’t work.

The phone rang. “Wrago Plumbing,” he saidwhen he picked up the phone.

“This is Mrs. Knop. I need help!” she wailed. “Mysprinkler is leaking! I worked hard to stop it, butmy thumb got numb and my muscles startedto hurt.”

“Don’t fret, Mrs. Knop,” he said. “I will be rightthere!” Mr. Wrago got into his plumbing van anddrove to Mrs. Knop’s house. Mrs. Knop met himin 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,“Mr. Wrago’s wrenchsaved the day!”


problem that

Mr. Wrago fixes.

n/ gn, kn; /r/ wr ; /m/ mb




© M


Name

Phonics

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 tosketch the car. Then we can use the drawing tomake a model of the car.”

Cindy took the pen and began to draw. SinceRegis wasn’t drawing, she went to get supplies.

“We need paper for the body of the car. We alsoneed 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 thesefor the wheels.”

Regis got red paint for Cindy. She paintedthe fancy electric car red and putthe wheels on it.

“Let’s go!” said Regis, jumpinginto the car. “To the moonwe go!” Cindy yelled.


Regis and Cindy do

on the moon.

k/ c, /g/ g, /s/ c, /j/ g




© M


Name

Phonics

Brice in SpaceWhen Brice gets older, he wants to be anastronaut. “I want to go to space,” he toldhis 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 doesevery day. He always listens in class and doeshis homework. He really enjoys reading books.He even visits a science center on weekends.He dreams of placing his feet on the moon andmaking footprints.

“Yes, it is important to study,” Bricesaid to Mrs. Price. “But I do notmind. I like to study, andsomeday I will walk onthe moon!”

Activity A c t ivi t y Write about a place

you want to explore.

k/ c, /g/ g, /s/ c, /j/ g




© M


Name

Phonics

A Smudge for Smidge

Marge is making fudge for a party. Marge needsa large amount since the party will be huge.

Marge went to fetch chocolate this morning. Shecame home to make the fudge. When she wentto her pantry, she saw something strange. Therehad been a smudge of chocolate inside in themorning. Now, the chocolate was missing!

Shocked, Marge leaned on a ledge. “I put it inthere just a while ago,” she explained. “It shouldnot have budged! Without the chocolate, therecan be no fudge!”

Marge felt behind a ridge in the pantry.“Oh, no!” she yelled. Her dog,Smidge, snuck out of the pantry. Hisface was full of chocolate. Smidgelicked Marge’s face. “I forgive you.But what about my fudge?”she moaned.

Activity A c t ivi t y Write about a new

flavor of fudge you

would like to eat.

j/ dge, ge, lge,

nge, rge



© M



Name

Phonics

Midge’s Picnic

“Let’s have a picnic in the park by the bridge,”said Midge. “We can get a whole range of food!”Midge’s mom liked his idea.

“I will go to the market to get food,” said hismom. “I can put it in the fridge at home until theparty.”

Midge stayed by the bridge to plan the picnic. Hecleaned the picnic ledges and set out games. He

arranged placemats on the ledges for a change of color. Then he called his friends.

His mom brought food and put it on the picnicledges. “The rest is in the fridge at home. I willget it.”

When her mom returned, Midge had finished

setting up for the picnic. His friends came. “It istime to judge who can make their tummy bulge the most!” declaredMidge, and they devouredthe food!

Activity A c t ivi t y Draw and write about

a party you want

to have.

j/ dge, ge, lge,

nge, rge




© M


Name

Phonics

Princess Flair

Claire is writing a story about a princess named

Flair.

Princess Flair had long hair. She spent mostof her days sitting in a chair. She ruled thekingdom 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 princessslippers and fell down the stairs. “Oh, no!” shewailed. “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 princessslippers that fit!” she whispered.

Suddenly, Princess Flair’s slippers were justright, and her cut had vanished! Theprincess was so happy, she…

Claire stopped writing. “Whatshould Princess Flair do next?”she wondered.

Activity A c t ivi t y Write an ending to

Claire’s story.

ar/ ar ; /ar/ are, air




© M


Name

Phonics

Sar’s Tar

Mark was given a journal. In it, he wrote about amake-believe city called Par.

In the land of Par, tar was rare. Every year, thepeople of Par searched for tar. Those who foundtar 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 instrange places, like a lion’s lair. Sar would put ajar by each place he went to look for tar. Whenhe found tar, he would put it in the jar. Sar had searched for tar since he was little. He hadmemories of finding tar as a child.He even remembered where he had

found the tar!Sar built roads with the tar. Thepeople from Par loved Sar becausehe shared!

Activity A c t ivi t y Create your own

make-believe city

and write a story

about it.

ar/ ar ; /ar/ are, air




© M


Name

Phonics

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 andthere,” said Ameer.Homer shook his head. “I think so, too. Let’spretend 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 seea 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 therear of the cave to stay safe.”

Homer and Ameer went to the backof the cave. “Do you hear the herdon its way?” asked Homer.“No,” said Ameer. “I think thatnoise is my tummy. I am hungry!” Activity A c t ivi t y

Circle the words that

end in er .

ûr/ er ; /îr/ eer, ere,

ear




© M


Name

Phonics

Paneer Hears ThunderPaneer is studying how people made musicyears ago. He has been reading about drums.Paneer has learned that some people playedtambourines. These instruments make a soundlike thunder.

Long ago, tambourines were made by stretchinganimal skin over a rim and stitching it in place.Then disks were put on the sides by the rim. Thetiny disks hit each other when the tambourinewas shaken. People still play the tambourinetoday. Tambourines can help keep the beatfor singers.

Paneer wants to hear a tambourine.His music teacher shows him one.He watches her shake thetambourine. Paneer taps itnear his ear. It does soundlike thunder!

Activity A c t ivi t y Write about how

thunder sounds

to you.

ûr/ er ; /îr/ eer, ere,

ear




© M


Name

Phonics

Dora’s WingsDora likes to make things. She thinks of a thingto make and then she puts it together. Today,Dora was at the park. She saw a bird open itswings and soar.

Seeing this made Dora want wings, too. She went

home and drew a pair of wings. Then she gotmore paper and drew herself soaring. “I will soar today!” said Dora.

It was time to make the wings. Dora usedfeathers for the tops of the wings. She used morefeathers on the tips. Dora put on the wings andran. She flapped her wings until she

felt like she was soaring. “I am nota bore!” she yelled. “I can makewings and soar!”

Activity A c t ivi t y Write three words

that end in ore .

ôr/ or, ore, oar



© M



Name

Phonics

Blair’s Corn Planter

Henry Blair lived over one hundred years ago. Hewas an inventor, which means that he made newthings. One thing he made was a corn planter.

Before Blair invented the corn planter, farmershad to put each seed in the ground. Blair thoughtit would be nice to have a machine do this fast.

That is why he made a corn planter. He got apatent in 1834 for the corn planter.

The planter planted more than just corn. It alsoplanted other seeds. Once farmers started usingthe corn planter, they did not have to lean over.Their backs were not sore!

Henry Blair was an importantinventor. His corn planter haschanged over the years. It hashelped many farmers. Planters areused more and more every day!

Activity A c t ivi t y Write a story about

another inventor

or invention.

ôr/ or, ore, oar




© M


Name

Phonics

The Sire’s Crier

“Sire! Sire, there is a fire!” yelled Yire. The kingrolled out of bed. He was still sleepy.

“Tug on that wire, Yire,” said the king as hepointed at the window. “Tell the town crier aboutthe fire. Ask him to alert the town!”

“Yes, sire,” said Yire. He tugged on the wire. Thetown crier came to the window.

“Crier, there is a fire. Tell the town this direnews!” yelled Yire.

The town crier ran to the hill and screamed. “Afire is in our town! Leave now!”

Many left right away. Others had to belured out. They had wanted to stay.

Soon, the town was empty. The king,Yire, and the town crier stood on thehill. The fire was put out quickly.Before long, the town was as good asnew. The crier had saved the day!

ır/ ire, ier ; /ûr/ ure

Activity A c t ivi t y

Write about a day

in the life of the

king, Yire, or the

town crier.




© M


Name

Phonics

Kire’s Tires

Kire has a tire shop. The name of the shop isKire’s Tires.

Kire can fix almost any tire problem. He canpatch 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 tohire a tire helper! He cannot endure so muchwork by himself!

Kire will make fliers to hand out about the job.Then he will talk to those who want to be his tirehelper. Kire will look for people who can fix tiresfast. He needs a good helper.

Kire hopes to hire a helper soon!

Activity A c t ivi t y Write about Kire’s

tire helper.

ır/ ire, ier ; /ûr/ ure



Word Study

©


Use the pages in this section to offer further practice

with phonics, spelling, and word meanings.

Alphabet Letter Cards ..................................................................66

• lowercase and capital letter cards

• use for phonics and spelling games and activities

Spelling Word Cards......................................................................68

• reproducible cards for each week’s words

• tested, review, and challenge words

• key words for sorting activities

Vocabulary Word Cards ..............................................................98

• reproducible cards for each week’s tested words

• blank cards for additional words

Sound Boxes.................................................................................... 128

• three- and four-part boxes• use with letter cards for phonics and spelling practice

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




a b c d ef g h i j

k l m n o

p q r s t

u v w x yz

66 Letter Cards



©


A B C D EF G H I J

K L M N O

P Q R S T

U V W X YZ

Letter Cards 67




cat pig oddballs

has sat wag

had bad fix

six him will

if can hit

blue even study

68 Unit 1 • David’s New Friends Spelling Word Cards



©


bed hog cup

oddballs went tell

pet job fog

not tug hut

tub bun fix

has another move

year

Spelling Word Cards Unit 1 • Mr. Putter & Tabby Pour the Tea 69




a a_e oddballs

bag mad cap

back ham cape

bake made ate

rake fog tug

different number other

70 Unit 1 • Fighting the Fire Spelling Word Cards



©


pig kite oddballs

did rip fin

mix pick five

nine side pipe

hike cape made

because off picture

Spelling Word Cards Unit 1 • Meet Rosina 71




sock bone oddballs

box fox dog

lock pot cone

hope rose poke

rope side nine

America country world

72 Unit 1 • My Name Is Yoon Spelling Word Cards



©


cup tube oddballs

sun bud duck

bump cup cube

dude fume rule

rude vote hope

food together through

Spelling Word Cards Unit 2 • The Tiny Seed 73




sl dr sk

st sp oddballs

slide slips dress

drop skin task

still must crisp

spell cube fuse

below city own

74 Unit 2 • A Harbor Seal Pup Grows Up Spelling Word Cards



©


day mail oddballs

main wait sail

tail train jay

pay stay hay

may must spell

follow near paper

Spelling Word Cards Unit 2 • A Trip to the Emergency Room 75




kind might fly

pie oddballs light

high sight wild

mind dry cry

try tie lie

stay wait group

important only

76 Unit 2 • Farfallina and Marcel Spelling Word Cards



©


post boat snow

Joe oddballs grow

mow crow toe

goes toast soap

foam told most

night find between

example few

Spelling Word Cards Unit 2 • There’s Nothing Like Baseball 77




me green heat

pretty oddballs eat

leaf mean queen

need seek baby

pony he we

foam told family

four hear

78 Unit 3 • Head, Body, Legs: A Story from Liberia Spelling Word Cards



©


tube human oddballs

use duke dune

flute music fuse

mule bugle June

tune pony leaf

above color song

Spelling Word Cards Unit 3 • Officer Buckle and Gloria 79




th sh wh

ch oddballs chest

chill chase shape

sheep thing think

white while wheat

mule fuse idea

often second

80 Unit 3 • Meet the Super Croc Spelling Word Cards



©


th sh ch

tch oddballs each

which teaching path

teeth fishing wishbone

watch matching dish

white chase body

pretty young

Spelling Word Cards Unit 3 • The Alvin Ailey Kids: Dancing As a Team 81




scr str spr

oddballs screen scream

scrape stripe struck

strict sprain spring

spruce strap path

wishbone carry once

talk

82 Unit 3 • Click, Clack, Moo: Cows That Type Spelling Word Cards



©


car corn oddballs

part start park

farm dark sort

storm short for

horse scream stripe

area money piece

Spelling Word Cards Unit 4 • Splish! Splash! Animal Baths 83




hen third curl

oddballs clerk term

herd skirt sir

stir churn burst

hurt turn shark

storm hours problem

usually

84 Unit 4 • Goose’s Story Spelling Word Cards



©


oo ou oddballs

shook stood hook

brook crook foot

soot could should

would clerk stir

during sure whole

Spelling Word Cards Unit 4 • A Way to Help Planet Earth 85




food juice few

due shoe oddballs

flew new boot

shoe clue root

canoe fruit glue

suit cook could

complete measure questions

86 Unit 4 • Super Storms Spelling Word Cards



©


caught saw oddballs

pause draw launch

law fault jaw

fawn hawk raw

crawl cool flew

door order remember

Spelling Word Cards 87Unit 4 • Nut ik, the Wolf Pup




brown out oddballs

clown growl howl

brown crown round

loud cloud house

sound pause fault

listen several wind (noun)

88 Unit 5 • Dig Wait Listen: A Desert Toad’s Tale Spelling Word Cards



©


coin boy oddballs

soil broil moist

point boil oil

toy joy soy

royal down house

pulled travel voice

Spelling Word Cards Unit 5 • Pushing Up the Sky 89




beginning middle end

oddballs alone ago

again away alike

agree above awake

idea comma noise

broil finally notice

morning

90 Unit 5 • Columbus Explores New Lands Spelling Word Cards



©


gnat know write

crumb oddballs knee

knife knot gnaw

sign wrist wren

thumb lamb debt

alone idea certain

field hundred

Spelling Word Cards Unit 5 • The Ugly Vegetables 91




cow circle gate

giraffe oddballs camp

cave cent face

girl wagon gift

gym gem germ

knot wrist against

half true

92 Unit 5 • The Moon Spelling Word Cards



©


edge stage bilge

large fringe oddballs

cage page judge

lodge large barge

bulge change range

hinge face germ

among bought decided

Spelling Word Cards Unit 6 • Mice and Beans 93




car share air

oddballs star shark

care stare rare

dare hair pair

chair fair judge

range believe built

material

94 Unit 6 • Stirring Up Memories Spelling Word Cards



her sneer mere

clear oddballs near

dear ear deer

steer queer verb

perch here where

chair care heavy

region system

©


Spelling Word Cards Unit 6 • Music of the Stone Age 95




corn store soar

oddballs more tore

wore store oar

roar board port

north fort dear

here building machine

scientist

96 Unit 6 • African-American Inventors Spelling Word Cards



©


tired lure drier

oddballs fire wire

hire tire drier

flier crier sure

cure pure north

wore island special

though

Spelling Word Cards Unit 6 • Babu’s Song 97




carefully

different

excited

groan

tomorrow

whisper

98 Unit 1 • David’s New Friends Vocabulary Word Cards



©


company

delighted

enjoyed

share

thinning

wonderful

Vocabulary Word Cards Unit 1 • Mr. Putter & Tabby Pour the Tea 99




flames

forest

heat

safe

tell

100 Unit 1 • Fighting the Fire Vocabulary Word Cards



©


celebrate

cultures

deaf

language

relatives

signing

Vocabulary Word Cards Unit 1 • Meet Rosina




cuddle

favorite

patient

practiced

settled

wrinkled

102 Unit 1 • My Name Is Yoon Vocabulary Word Cards



©


burst

desert

drifts

drowns

gently

neighbor

Vocabulary Word Cards Unit 2 • The Tiny Seed 1




examines

hunger

mammal

normal

rescued

young

104 Unit 2 • A Harbor Seal Pup Grows Up Vocabulary Word Cards



©


broken

heal

informs

personal

serious

Vocabulary Word Cards Unit 2 • A Trip to the Emergency Room 105




fluttered

giggled

peered

recognized

snuggled

vanished

106 Unit 2 • Farfallina and Marcel Vocabulary Word Cards



©


coach

imaginary

practices

starting

tryouts

uniform

Vocabulary Word Cards Unit 2 • There’s Nothing Like Baseball 107




attached

breathe

delicious

frantically

gasped

swung

108 Unit 3 • Head, Body, Legs: A Story from Liberia Vocabulary Word Cards



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accident

attention

buddy

enormous

obeys

tips

Vocabulary Word Cards Unit 3 • Officer Buckle and Gloria 109




ancient

confirm

hopeful

unable

valid

110 Unit 3 • Meet the Super Croc Vocabulary Word Cards



©


effort

mood

perform

proud

remember

students

Unit 3 • The Alvin Ailey Kids:Dancing As a Team

Vocabulary Word Cards




demand

emergency

furious

impatient

sincerely

snoop

112 Unit 3 • Click, Clack, Moo: Cows That Type Vocabulary Word Cards



©


beasts

handy

itches

nibble

preen

puddles

Vocabulary Word Cards Unit 4 • Splish! Splash! Animal Baths 113




balance

deserted

freezes

imagine

saddest

wider

114 Unit 4 • Goose’s Story Vocabulary Word Cards



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conservation

extinct

hardest

remains

trouble

Vocabulary Word Cards Unit 4 • A Way to Help Planet Earth 115




beware

destroy

grasslands

prevent

uprooted

violent

116 Unit 4 • Super Storms Vocabulary Word Cards



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beloved

glanced

gleamed

noble

promised

wiggled

Vocabulary Word Cards Unit 4 • Nutik, the Wolf Pup 11




beyond

burrow

distant

lengthy

ranger’s

warning

118 Unit 5 • Dig Wait Listen: A Desert Toad’s Tale Vocabulary Word Cards



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agreed

gathered

jabbing

randomly

signal

Vocabulary Word Cards Unit 5 • Pushing Up the Sky 11




areas

oceans

planet

vast

voyage

120 Unit 5 • Columbus Explores New Lands Vocabulary Word Cards



©


aroma

blooming

muscles

prickly

scent

trade

Vocabulary Word Cards Unit 5 • The Ugly Vegetables 12




discovered

footprint

lunar

spacecraft

surface

visible

122 Unit 5 • The Moon Vocabulary Word Cards



©


assembled

devoured

fetch

forgetting

menu

simmered

Vocabulary Word Cards Unit 6 • Mice and Beans 12




creating

familiar

glamorous

imagination

memories

occasions

124 Unit 6 • Stirring Up Memories Vocabulary Word Cards



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impossible

pleasant

talent

treasures

watch

Vocabulary Word Cards Unit 6 • Music of the Stone Age 125




allowed

design

instrument

invented

powerful

products

126 Unit 6 • African-American Inventors Vocabulary Word Cards



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collection

concern

exclaimed

figure

goalie

vendors

Vocabulary Word Cards Unit 6 • Babu’s Song 1




128 Three-part Sound Boxes



©


Sound Boxes Four-part 129




Learning with Games

What’s the Ending?

MaterialsS-shaped board (p. 135)

Cards (p. 137)4-part spinner (p. 133)game markerspencils

Skill: word endings

Prepare: This game is or two players.Use the S-shaped board. Write begin in thefrst square and end in the last square. Inthe remaining squares, alternate writing the

endings -s, -ed, and -ing.Write spelling words on the cards. Use

verbs, such as chase, watch, and carry.Players also use the our-part spinner.

Write in the numbers 0, 1, 2, and 3.

Play: The frst player spins the spinnerand moves his or her marker that numbero spaces. Then that player chooses a wordcard and says, then spells, the word withthe ending the marker landed on. Players

miss a turn by spinning a 0 or by spellingthe word and ending incorrectly. The frstplayer to get to the end is the winner.

Time for Order

Materialsold magazines and newspapers

Cards (p. 137)scissorsgluetimer

Skill: alphabetical order

Prepare: This game is or two players.Have players fnd and cut out interestingwords rom old magazines and newspapers.Have players glue each word on a card.

Each player needs eight words.

Play: The frst player must put all o theword cards in alphabetical order. Thesecond player times the frst as he or sheorganizes the words. The players thenswitch roles. They compete to alphabetizethe words the astest.

Antonym Tic-Tac-Toe

MaterialsTic-Tac-Toe grid (p. 138)

pencils

Skill: antonyms

Prepare: This game is or two players. Use a Tic-Tac-Toe grid.Have players fll in the grid with vocabulary words.

Play: To begin, a player reads one word on the grid and names an antonym or that word.I correct, the player writes an X or an O in the space on top o the word. Players take turnsuntil one player gets three Xs or Os in a row horizontally, vertically, or diagonally.

130 Games



©


Word Maker

Materials Word Wheel or Slip Strips (p. 136,p. 141)

Cards (p. 137)paper bagpencils

Skill: prefxes

Prepare: Write the ollowing prefxes onword cards: anti-, dis-, in-, im-, over-, mis-, pre-, re-, and un-. Fold the cards and placethem in a paper bag.

Give each player a word wheel or slipstrips. (I using slip strips, copy the squaresseveral times so that players can constructstrips with eight or twelve squares.)

Play: Each player chooses one prefx romthe bag and writes it on the inside circleo their word wheel. On the outside o thewheel, have players come up with as manyroot words as possible that work with theirchosen prefx. Players may want to reer toa dictionary or more word suggestions. (ForSlip Strips, write the prefx on the rectangularcard and root words on the squares.)

Same and Different

Materials4-part spinner (p. 133)pencilcrayonspaper

Skill: compare and contrast

Prepare: Two players are needed or thisgame. Give each pair a blank spinner. Askthem to color each part a dierent color thealternately label Compare or Contrast.

Play: Explain to players that they will becomparing and contrasting themselves inthis game. The frst player spins the spinnerI he or she lands on Compare, then the

two players talk together to fnd somethingthey have in common. I he or she landson Contrast , then they talk to fnd how theyare dierent. Have players record theirdiscoveries on paper.

For a more advanced version o thegame, choose topics rom stories andliterature or players to compare andcontrast.

Put It Together

MaterialsPuzzle Pieces, two pieces (p. 142)plastic bagstimer

Skill: compound words

Prepare: Players need fve copies each o the puzzle pieces with two interlocking pieces.

Ask them to write fve dierent compound words with the frst part o the word on the frstpuzzle piece, and the second part o the word on the second puzzle piece. You may wantto suggest compound words to use, such as schoolhouse, dollhouse, grasshopper, uproot,grassland, rainforest, and inchworm.

Players then cut out their puzzle pieces and place them in plastic bags.

Play: Have players exchange their bag with another player.Set the timer at one minute. Challenge players to build all fveo their partner’s compound words in a minute. Continue byhaving players exchange with other players in the classroom.

Games 131




Medial Sound Bingo

Materials5 x 5 grid (p. 140)Spelling Word Cards (pp. 68 –97)game markers

Skill: listening or long vowel medial

sounds

Prepare: Each player needs a 5 x 5grid. Above the frst row, players writethe ollowing medial sounds:Players create their own bingo card bylisting spelling words that have the samemedial sound under each column. Haveavailable the Spelling Word Cards orreerence.

Play: Use the Spelling Word Cards to playbingo once players have flled in their grids.Remind children that the winner is the frstplayer to get fve game markers in a rowvertically, horizontally, or diagonally. For ashorter game, use the 4 x 4 grid and ourmedial sounds.

What Do You Mean?

MaterialsOval or S-shaped board (p. 134, p. 135)4-part spinner (p. 133)game markersdictionary

Skill: multiple meaning words

Prepare: Organize players into groupso our. Give each group a copy o the ovalboard, which may be copied at a larger sizei desired, and a 4-part spinner numbered 0,1, 2, and 3.

First place a star in one o the squaresto mark the beginning and ending. Havethe group fll in the remaining squareswith multiple meaning words such as

scratch, beam, signing, uniform, coach,watch, principal, trust, safe, foreign, patient, settled, burst, stage, peer, figure,enclosure.

Play: The frst player begins the gameby spinning the spinner to see how manyspaces to go. The player reads the word heor she landed on and names one meaningo the word. As the game continues, i otherplayers land on the same word, they mustgive another meaning or the same word.Players may want to keep a dictionary athand to check defnitions. The frst player toreach the star is the winner.

The S-shaped board can also be usedor this game. Write begin in the frst squareand end in the last square, and then writemultiple meaning words in the remainingsquares.

132 Games



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Spinners

1. Cut out and

complete a

spinner.

2. Mount it on

heavy paper.

3. Attach arrow

with brad.

Games 133




Oval Game Board

134 Games



©


S-shaped Game Board

Games 135




Word Wheel

1. Cut out and complete

each wheel.

2. Attach small wheel on

top of large wheel with

a brad.

136 Games



©


Cards

Games 137




Tic-Tac-Toe

138 Games



©


4x4 Grid

Games 139




5x5 Grid

140 Games



©


Slip Strips

Games 141




Puzzle Pieces

142 Games



©


Additional Literacy Support

Use the pages in this section to support reading, writing,

handwriting, listening, and speaking activities.

Rhymes and Chimes ................................................................... 144

• illustrated poems that support phonemic awareness

Reader Response Sheets ..........................................................174

• forms for fiction, non-fiction, and poetry

Writer’s Checklists ......................................................................... 177• checklists for use with fiction and nonfiction writing

Proofreading Marks..................................................................... 179

• common proofreading marks to post or hand out

Writing Rubrics ............................................................................... 180

• four-point rubrics specific to Unit Writing activities

• rubric to customize with the class

Picture Prompts .............................................................................. 187

• Writing to Picture Prompts – tips on using the prompts

for writing and test preparation

• prompts with illustrations and photos

Handwriting ..................................................................................... 194

• information on mechanics and grasp patterns

• evaluation checklist

• reproducible practice pages and models

Classroom Behavior Checklist ...............................................206

• list of listening and speaking behaviors to post




Name

W h o I s

T h a t ?

W h o i s t h a t ?

I t ’ s a v e r y f a t c a t .

I t ’ s a d o g w

i t h a h a t .

I t ’ s a v e r y b i g b a t !

W h o i s t h a t ?

I t ’ s M o m a n d D a d !

P h o n e m i c A w a r e n e s s : s h o r t / a /

144 Rhymes and Chimes



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Name

M a r y P a t

M y b e s t f r i e n d

I s M a r y P a

t .

S h e l i k e s t h i n g s

T h a t r h y m e

w i t h c a t .

W h a t d o e s

s h e l i k e ?

P h o n e m i c A w a r e n e s s : s h o r t / a /

Rhymes and Chimes 145




Name

H e r e I s

L i t t l e P i g

H e r e i s L i t t l e P i g .

S h e c a n d i g a n d d i g .

S h e c a n d o

t h e j i g .

H e r e i s L i t t l e P i g .

P h o n e m i c A w a r e n e s s : s h o r t / i /




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Name

M y P e t ’ s T r i c k

B r a d t h e C r a b h a s j u s t o n e

t r i c k .

A n d t h a t ’ s o k a y w i t h m e .

W h e n I g r a

b f o r B r a d t h e C

r a b ,

H e g r a b s r i g h t b a c k a t m e .

P h o n e m i c A w a r e n e s s : b l e n d s / b r / , / k r / , / g r / , a

n d / t r /





Name

P h o n e m i c A w a r e n e s s : b l e n d s / n d / , / s t / , / n t / , a

n d / n k /

S k u n k

a n d C h i p m u n k

L i t t l e S k u n k w e n t t o s c h o o

l .

H i s f r i e n d C

h i p m u n k w e n t , t o

o .

T e a c h e r s a

i d , “ T

o m o r r o w ’ s o u r t e s t .

W h a t w i l l y o u a l l d o ? ”

L i t t l e S k u n k r a i s e d h i s h a n

d

A n d s a i d , “ I ’ l l p a s s t h e t e s t ! ”

H e a n d C h i p m u n k s t u d i e d

h a r d

S o t h e y w o

u l d d o t h e i r b e s

t .




©


Name

H o t S p o t !

H o t s p o t ! H

o t s p o t !

C a n y o u r h

y m e , o

r c a n y o u n o t ?

I c a n r h y m e , b

u t I f o r g o t .

H e l p m e m

a k e a r h y m e f o r s p o t .

P h o n e m i c A w a r e n e s s : s h o r t / o /





Name

P h o n e m i c A w a r e n e s s : s h o r t / e /

N e d a n d F r e d

N e d g o t u p

a n d o u t o f b e d .

T h e n h e w e n t t o g e t h i s s l e d .

“ T h e s n o w

f e l l ! ” h e c a l l e d t o F r e d .

“ G e t u p n o w , y o

u s l e e p y h e a d ! ”




©


Name

A C u b

S c o u t ’ s B

i r t h d a y

S h o u t , s h o

u t ,

S h o u t i t o u t !

T o d a y i s t h

e b i r t h d a y

O f t h i s C u b

S c o u t .

H i s f a c e h a

s a s m i l e ,

N o t a p o u t !

P h o n e m i c A w a r e n e s s : / s h / a n d / t h /





Name

T h e B u

g a n d t h e

S l u g

L o o k a t t h e

b u g .

L o o k a t t h e

s l u g .

R u n , r u

n , r u n .

T h e s l u g r a

n o n a r u g .

C h u g , c h u

g , c h

u g .

T h e b u g d u

g a n d d u g .

P h o n e m i c A w a r e n e s s : r h y m e a n d s h o r t / u /




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Name

P h o n e m i c A w a r e n e s s : r h y m e , b

l e n d s / s l / a n d

/ p l /

P l e a s e

, M a y I ?

M a y I ? P l e

a s e ?

M a y I g o w

i t h D a d i n t h e v a n ?

M a y I s l e e p t o n i g h t a t D a n

’ s ?

M a y I b a k e

a g i n g e r b r e a d

m a n ?

M a y I ? M a y I ? M a y I ? P L E

A S E ?





Name

J a k e t

h e S n a k e

J a k e t h e S n a k e

W a s n o t q u

i t e a w a k e ,

W h e n h e m

a d e a m i s t a k e

A n d c u r l e d

u p a r o u n d a r a k e .

P h o n e m i c A w a r e n e s s : l o n g / ¯ a /




©


Name

M y H o u n d D o g

S n i f f , s n i f f ,

t h a t ’ s m y h o u n d

W i t h h i s n o

s e t o t h e g r o u n d .

S n i f f , s n i f f ,

w h a t ’ s h e f o u n d ?

I t ’ s v e r y b r i s t l y a n d r o u n d .

P h o n e m i c A w a r e n e s s : / s n / s n -





Name

M o m ’ s

S o c k s

W h e n M o m

s e w e d w h i t e s

o c k s ,

s t i t c h , s t i t c

h , s t i t c h ,

t h e y m a d e

h e r t w o f e e t

i t c h , i t c h , i t

c h .

W h e n M o m

s e w e d o n a

p a t c h , p a t c

h , p

a t c h ,

h e r w h i t e s

o c k s d i d n ’ t

m a t c h , m a

t c h , m

a t c h .

P h o n e m i c A w a r e n e s s : r h y m e , / c h

/ , a n d / h w /




©


Name

T h e M i s s i n g D i m

e

W h o s t o l e t h e g o o s e ’ s d i m

e ?

W h e n w a s

i t t a k e n ?

W h a t w a s t h e t i m e ?

G o o d n e s s ! G r a c i o u s !

W h a t a c r i m

e !

P h o n e m i c A w a r e n e s s : l o n g / /





Name

I t ’ s S p r

i n g

I s a y , “ I t ’ s s p r i n g !

L e t ’ s g o t o

t h e s t r e a m !

L e t ’ s j u m p

a n d s p l a s h

a n d s c r e a m

! ”

P h o n e m i c A w a r e n e s s : t r i p l e - c o n s o n a n t b l e n d

s / s k r / , / s p l / , / s p r / , a n d / s t r /




©


Name

T h e D r

a g o n S p o k e

W i t h a p u f f

o f s m o k e ,

T h e D r a g o n s p o k e .

“ T e l l m e a s t o r y !

T e l l m e a j o k e ! ”

P h o n e m i c A w a r e n e s s : / ¯ o / o _

e





Name

A T u n e

i n J u n e

O n e d a y i n

s u n n y J u n e ,

I l e a r n e d t o p l a y t h e f l u t e .

I p l a y e d a h a p p y t u n e

W h i l e m y t e a c h e r p l a y e d t h e l u t e .

P h o n e m i c A w a r e n e s s : l o n g / ¯ u /




©


Name

F i s h i n g

T o d a y

T o d a y w e ’ r e g o i n g f i s h i n g .

W e ’ r e g o i n g t o t h e l a k e .

I w i l l t a k e t h e p o l e s a n d

J o e w i l l b r i n g t h e b a i t .

Y e s , t o d a y

w e ’ r e g o i n g f i s h i n g ,

A n d I c a n h a r d l y w a i t !

P h o n e m i c A w a r e n e s s : l o n g / a – /





Name

M y C a

r e f r e e D o

g

M y d o g i s v

e r y c a r e f r e e .

H e g r e e t s e v e r y o n e , y o u s

e e .

S o d o n ’ t s c

r e a m w h e n y o u

m e e t —

H e i s r e a l l y

s o s w e e t —

A n d h e ’ l l s o o n l e t y o u u p o

f f t h e s t r e e t !

P h o n e m i c A w a r e n e s s : l o n g / ¯ e /




©


Name

P u p p y

o r G u p p

y ?

W o u l d y o u

b e h a p p y

I f y o u w a n t e d a p u p p y ,

B u t y o u r m

o m m y o r d a d d y

G o t y o u a g u p p y ?

P h o n e m i c A w a r e n e s s : f i n a l l o n g / ¯ e /





Name

O u t i n

t h e C o

l d

I g o o u t i n t h e c o l d

T o w a t c h t h e s n o w f l a k e s f l o a t .

I h o l d o u t b

o t h m y h a n d s ,

B u t t h e y l a n d u p o n m y c o a

t !

P h o n e m i c A w a r e n e s s : l o n g / o – /




©


Name

D w i g h

t t h e K n i g h t

D w i g h t t h e

K n i g h t

W a s a f r a i d

h e m i g h t

M e e t a w i l d

m o n s t e r

A n d h a v e t o f i g h t .

D i d h e t r y o

n e n i g h t ?

P h o n e m i c A w a r e n e s s : l o n g / /





Name

I f I S a

w

a n A l l i g a t o r

F o r m y p a r

t ,

I f I s a w a n

a l l i g a t o r

W i t h t e e t h s o s h a r p ,

I ’ d s a y I w a s b u s y

A n d q u i c k l y d e p a r t !

P h o n e m i c A w a r e n e s s : r - c o n t r o l l e d v o w e l / ä r /




©


Name

O l d N o r t h F a r m

A t O l d N o r t h F a r m ,

D o g s b a r k

o n t h e p o r c h ,

A n d M a r l a

a n d L o r i p l a n t c

o r n .

C h i c k e n s s

c r a t c h i n t h e y a

r d ,

T h e r e d r o o s t e r c r o w s ,

A n d a b a y h o r s e l i v e s i n t h

e b a r n .

P h o n e m i c A w a r e n e s s : / ô r /





Name

C o v e r e

d w i t h D

i r t

L o o k a t m y

s h i r t !

L o o k a t y o u r s k i r t !

F i r s t , w e f e

l l i n a p u d d l e ,

N o w , w

e ’ r e

c o v e r e d w i t h d

i r t .

P h o n e m i c A w a r e n e s s : / û r /




©


Name

N o W a t e r t o B e

F o u n d

T h e r i v e r i s

d o w n

T o a m u d d y b r o w n .

H o w i s w a t e r t o b e f o u n d ?

N o w a t e r i n

a n y h o u s e !

N o w a t e r i n

a n y t o w n !

H o w i s w a t e r t o b e f o u n d ?

P h o n e m i c A w a r e n e s s : / o u /





Name

A L i t t l e L o o k

M y t e a c h e r s a y s

I ’ m g o o d

, y o u s e e ,

S o n o w I ’ l l

t a k e

a l i t t l e l o o k

I n s i d e t h i s

b o o k

i n w h i c h

I c o u l d

D r a w p i c t u r e s o f

m y f a m i l y !

P h o n e m i c A w a r e n e s s : / ˙ u /




©


Name

A t t h e

F a i r

W e w e n t t o

t h e f a i r a t n o o n

.

W e r o d e t h

e L o o p - t h e - L o o

p ,

A t e i c e c r e a m b y t h e s c o o p ,

A n d e a c h g

o t

A b i g r e d b

a l l o o n !

P h o n e m i c A w a r e n e s s : v a r i a n t v o w e l / ü /





Name

M y P u p

P a u

l

M y p u p , P a

u l , c a n n o t b e t a

u g h t

T h a t t o y s a

r e t o b e c h a s e d

a n d c a u g h t .

A f t e r r u n n i n g a r o u n d , h

e l i k e s t o y a w n

A n d p a u s e

f o r a n a p o n t h e s h a d y l a w n .

P h o n e m i c A w a r e n e s s : v a r i a n t v o w e l / ô /




©


Name

B i r t h d a y B o y

P o i n t h i m o

u t ,

T h e b i r t h d a

y b o y !

W e a l l b r o u

g h t g i f t s

W e h o p e h

e ’ l l e n j o y .

H a p p y b i r t h d a y ,

E d w a r d R o

y !

P h o n e m i c A w a r e n e s s : r h y m e a n d / o i /





Name

Reader Response

Title of Book:

Author:

How did you like this book? Circle a face.

Liked Okay Disliked

Response: Draw a picture of a new cover for this book.

Include the story title and author on the cover.

174 Reader Response: Fiction



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Name

Reader Response

Title of Book:

Author:


Liked Okay Disliked

Response: Draw a picture of what you learned. Label your

picture.

Reader Response: Nonfiction 175




Name

Reader Response

Title of Book:

Author:


Liked Okay Disliked

Response: Choose three words that you liked in the poem.

Draw a picture of how you feel those words look.

176 Reader Response: Poetry



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My Writer’s ChecklistMy Writer’s Checklist Fiction

✔ Put a check by the items you completed.

Do I have a main character?

Do I tell about interesting events?

Do I use descriptive words?

Do I have a beginning, middle, and end?

Did I check my punctuation and spelling?

What did I do well in my writing?

1.

2.

What will I change when I revise this work?

1.

2.

Teacher: The main character can be the child in first person. See also ProofreadingMarks, page 179, and Writing Rubrics, pages 180 –186.

Writer’s Checklists 177

Name




My Writer’s ChecklistMy Writer’s Checklist Nonfiction

✔ Put a check by the items you completed.

Do I have a main idea?

Do I have details that tell more about my main idea?

Do I start with a sentence that tells what my topic is?

Do I clearly explain my topic for my reader?

Did I check my punctuation and spelling?

What did I do well in my writing?

1.

2.

What will I change when I revise this work?

1.

2.

Teacher: See also Proofreading Marks, page 179, and Writing Rubrics, pages 180 –186.

178 Writer’s Checklists

Name



Proofreading MarksProofreading Marks

Make a capital letter. we went to the park.

Make a small letter. We walked by the Lake.

Add a period. The fish were jumping

Check spelling. The sky was beuatiful.

Add. Then ate lunch.

Take out. The tall trees were very tall.

New paragraph The town seemed busy and noisy

after our day at the park.

©


we

sp sp

¶ ¶

Proofreading Marks 179



E x c e l l e n t

G o o d

F

a i r

U n s a t i s f a c t o r y

4 4

3 3

2 2

1 1


W r

i t i n g R u b r i c

• u s e s f e e l i n g s t o

t e l l a b o u t p e r s o n a l

e x p e r i e n c e

• t e l l s e v e n t s i n c o

r r e c t

o r d e r

• u s e s a n o r i g i n a l ,

c o n s i s t e n t t o n e

• u s e s w o r d s c o r r e c t l y

a n d n a t u r a l l y

• u s e s c o m p l e t e

s e n t e n c e s t h a t f l o w

• i s f r e e o r a l m o s t

f r e e

o f e r r o r s

• i s e a s y t o r e a d

• t e l l s a b o u t a

p e r s o n a l e x p

e r i e n c e

• t e l l s e v e n t s i n o r d e r

• u s e s f i r s t p e r s o n a n d

a c o n s i s t e n t

t o n e


• u s e s c o m p l e

t e

s e n t e n c e s t h

a t

m o s t l y f l o w

• h a s m i n o r e r r o r s

• i s m o s t l y e a s

y t o

r e a d

• t e l l s a b o u t a

p e r s o n a l

e x p e r i e n c e

b u t l o s e s

f o c u s

• i n c l u d e s e v e n t s o u t

o f o r d e r

• d o e s n o t

h a v e a

p e r s o n a l

t o n e

• u s e s w o r

d s t h a t

d o n o t c r e a t e c l e a r

i m a g e s

• u s e s a w k

w a r d o r

i n c o m p l e t e s e n t e n c e s

• h a s m a n y e r r o r s

• h a s s o m e a r e a s t h a t

a r e h a r d

t o r e a d

• d o e s

n o t s h a r e a

p e r s o

n a l e x p e r i e n c e

• i s h a r

d t o f o l l o w

• d o e s

n o t s h a r e

t h o u g

h t s a n d

f e e l i n

g s

• u s e s w o r d s n o t

c o n n e c t e d t o t h e

p u r p o

s e

• u s e s r u n - o n

s e n t e

n c e s a n d

s e n t e

n c e f r a g m e n t s

• m a k e

s m a n y s e r i o u s

e r r o r s

• i s v e r y h a r d t o r e a d

180 Unit 1 • Personal Narrative Writing Rubrics



E x c e l l e n t

G o o d

F

a i r


4 4

3 3

2 2

1 1

©


W r


• o f f e r s c l e a r , e a s y -

t o - f o l l o w h o w - t o

i n s t r u c t i o n s

• e x p l a i n s s t e p s i n

a

l o g i c a l o r d e r t h a t

f l o w s

• i s c l e a r a n d c o n n e c t s

w i t h r e a d e r s

• u s e s e f f e c t i v e w

o r d s




f r e e

o f e r r o r s


• o f f e r s c l e a r

i n s t r u c t i o n s

• e x p l a i n s s t e p s i n a

l o g i c a l o r d e r

• c o n n e c t s w i t h

r e a d e r s



t e


a t

m o s t l y f l o w



y t o

r e a d

• a t t e m p t s

a n

e x p l a n a t i o n , b

u t

l a c k s d e t a i l s

• p r e s e n t s

s t e p s o u t o f

o r d e r

• d o e s n o t

c o n n e c t

w i t h r e a d

e r s

• u s e s w o r

d s

i n c o r r e c t l y

• u s e s c o m

p l e t e

s e n t e n c e

s



a r e h a r d

t o r e a d

• d o e s

n o t p r o v i d e a n

e x p l a

n a t i o n

• i s n o t

o r g a n i z e d

• i s c o n

f u s i n g a n d

d o e s

n o t c o n n e c t t o

r e a d e

r s

• u s e s m a n y w o r d s

i n c o r r e c t l y

• h a s i n

c o m p l e t e a n d

r u n - o n s e n t e n c e s

• m a k e


e r r o r s


Writing Rubrics Unit 2 • How-To Article 181



E x c e l l e n t

G o o d

F

a i r


4 4

3 3

2 2

1 1


W r


• p r e s e n t s a s t r o n

g

o p i n i o n w i t h

s u p p o r t i n g d e t a i l s

• h a s a l o g i c a l

o r g a n i z a t i o n

• c o n n e c t s s t r o n g l y t o

r e a d e r s


a n d i n c l u d e s o p i n i o n

w o r d s




f r e e

o f e r r o r s


• p r e s e n t s a n o p i n i o n

w i t h s u p p o r t i n g

d e t a i l s

• i s o r g a n i z e d

• u s e s a p e r s u

a s i v e

v o i c e

• i n c l u d e s p e r s u a s i v e

w o r d s


t e


a t

m o s t l y f l o w



y t o

r e a d

• t r i e s t o p r e s e n t a n

o p i n i o n b

u t l a c k s

d e t a i l s

• i s n o t w e l l o r g a n i z e d

• i s n o t p e r s u a s i v e

• m i s u s e s s o m e w o r d s

a n d d o e s

n o t u s e

o p i n i o n w

o r d s

• u s e s m o s t l y

c o m p l e t e

s e n t e n c e s



a r e h a r d

t o r e a d

• d o e s

n o t p r e s e n t a n

o p i n i o n

• i s p o o

r l y o r g a n i z e d

• i s c o n

f u s i n g a n d n o t

p e r s u

a s i v e

• m i s u s e s w o r d s a n d

d o e s

n o t u s e o p i n i o n

w o r d s

• u s e s i n c o m p l e t e o r


• m a k e


e r r o r s


182 Unit 3 • Persuasive Letter Writing Rubrics



E x c e l l e n t

G o o d

F

a i r


4 4

3 3

2 2

1 1

©


W r


• h a s d e t a i l e d f a c t s

t h a t s u p p o r t a m

a i n

i d e a

• c l e a r l y p r e s e n t s

t h e m a i n i d e a a n

d

s u p p o r t i n g d e t a i l s

• h a s a c o n v i n c i n g ,

f a c t u a l t o n e

• e x p r e s s e s i d e a s

c l e a r l y




f r e e

o f e r r o r s


• h a s f a c t s t h a

t

s u p p o r t a m a

i n i d e a

• p r e s e n t s t h e

m a i n

i d e a a n d s u p

p o r t i n g

d e t a i l s

• h a s a f a c t u a l t o n e

• e x p r e s s e s i d

e a s w e l l


t e


a t

m o s t l y f l o w



y t o

r e a d

• a t t e m p t s

t o s t a t e a

m a i n i d e a w i t h s o m e

d e t a i l s

• i s w e a k l y

o r g a n i z e d

w i t h s e n t e n c e s o u t

o f o r d e r

• d o e s n o t

h a v e a

f a c t u a l t o

n e


• h a s s o m e i n c o m p l e t e

s e n t e n c e

s



a r e h a r d

t o r e a d

• d o e s

n o t h a v e a

m a i n

i d e a o r d e t a i l s

• i s o r g

a n i z e d p o o r l y

a n d i s h a r d t o f o l l o w

• i s n o t

c o n v i n c i n g a n d

c o n f u

s i n g

• m i s u s e s m a n y w o r d s



• m a k e


e r r o r s


Writing Rubrics Unit 4 • Expository Writing 183



E x c e l l e n t

G o o d

F

a i r


4 4

3 3

2 2

1 1


W r


• t e l l s a s t o r y w i t h

a

c l e a r p r o b l e m a n d a

s o l u t i o n

• h a s a c l e a r

b e g i n n i n g , m

i d d l e ,

a n d e n d

• k e e p s t h e i n t e r e

s t o f

t h e r e a d e r


a n d n a t u r a l l y




f r e e

o f e r r o r s


• t e l l s a s t o r y w i t h

a p r o b l e m a n

d a

s o l u t i o n

• h a s a b e g i n n

i n g ,

m i d d l e , a

n d e n d

• s h o w s a c o n n e c t i o n

t o r e a d e r s



t e


a t

m o s t l y f l o w



y t o

r e a d

• a t t e m p t s

t o t e l l a

s t o r y w i t h

a p r o b l e m

a n d s o l u t i o n

• h a s a n u n c l e a r

b e g i n n i n g , m

i d d l e ,

a n d e n d

• s h o w s a w e a k

c o n n e c t i o n w i t h

r e a d e r s


• u s e s c o m

p l e t e

s e n t e n c e

s



a r e h a r d

t o r e a d

• d o e s

n o t t e l l a s t o r y

• d o e s

n o t h a v e a

b e g i n

n i n g , m

i d d l e ,

a n d e

n d

• i s c o n

f u s i n g

• m i s u s e s m a n y w o r d s



• m a k e


e r r o r s


184 Unit 5 • Fictional Narrative Writing Rubrics



E x c e l l e n t

G o o d

F

a i r


4 4

3 3

2 2

1 1

©


• p r e s e n t s a d e t a i l e d ,

i n f o r m a t i v e

c o m p a r i s o n

• o r g a n i z e s t h e

c o m p a r i s o n w e l l

• h a s a l i v e l y t o n e

t h a t

s h o w s i n t e r e s t

• u s e s a v a r i e t y o f

c o m p a r i s o n w o r d s

• i n c l u d e s c o m p l e

t e



f r e e

o f e r r o r s


• p r e s e n t s a n

i n f o r m a t i v e

c o m p a r i s o n

• o r g a n i z e s t h e

c o m p a r i s o n

• h a s a t o n e t h

a t

s h o w s i n t e r e

s t

• u s e s c o m p a r i s o n

w o r d s

• i n c l u d e s c o m

p l e t e


a t

m o s t l y f l o w



y t o

r e a d

• p r e s e n t s

a

c o m p a r i s

o n w i t h f e w

d e t a i l s

• i s o r g a n i z e d b u t

s o m e d e t a i l s a r e o u t

o f o r d e r

• s h o w s l i t t l e i n t e r e s t

i n t h e s u b j e c t

• m i s u s e s s o m e

w o r d s a n

d u s e s f e w

c o m p a r i s

o n w o r d s

• i n c l u d e s c o m p l e t e

s e n t e n c e

s



a r e h a r d

t o r e a d

• d o e s

n o t p r e s e n t a

c o m p

a r i s o n

• i s u n o

r g a n i z e d

• s h o w s n o i n t e r e s t i n

t h e s u b j e c t

• m i s u s e s w o r d s a n d

u s e s n o c o m p a r i s o n

w o r d s



• m a k e


e r r o r s


W r


Writing Rubrics Unit 6 • Compare and Contrast Article 185



E x c e l l e n t

G o o d

F

a i r


4 4

3 3

2 2

1 1


W r


186 Writing Rubrics



Writing to a Picture Prompt

©


Children are sometimes asked to write abouta 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 Writing1. 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 WritingUse a graphic organizer, or other prewriting work, to write about what is

happening in the picture.

After Writing1. Use the Writer’s Checklists, pages 177–178, to help you check your

writing.

2. Proofread your writing using Proofreading Marks, page 179.

Picture Prompts 187




Name

Write to a picture prompt. Look at the picture of three firemen.

Write a story about what might be happening.

Writing Tips

• Use a graphic organizer to organize your thoughts.

• Write your story on lined paper.

• Proofread your story.

188 Unit 1 • Fighting the Fire Picture Prompts



©


Name

Write to a picture prompt. Look at the picture below. Write a

story about going to the doctor.

Writing Tips• Use a graphic organizer to organize your thoughts.



Picture Prompts Unit 2 • A Trip to the Emergency Room 189




Name

Write to a picture prompt. Look at the picture of people finding

fossils. Write a story about what might be happening.

Writing Tips




190 Unit 3 • Meet the Super Croc Picture Prompts



©


Name

Write to a picture prompt. Look at the picture below. Write a

story about helping to keep Earth clean.

Writing Tips




Picture Prompts Unit 4 • A Way to Help Planet Earth 191




Name

Write to a picture prompt. Look at the photograph. What might it

be like to explore a new place? Write a story about it.

Writing Tips




192 Unit 5 • Columbus Explores New Lands Picture Prompts



©


Name

Write to a picture prompt. Look at the photograph below. The

girl is about to start painting. If you were the painter, what would

you paint? Write about your painting.

Writing Tips




Picture Prompts Unit 6 • Music of the Stone Age 193




Handwriting

A Communication TooI

Although computers are available, many

tasks require handwriting. Keeping journals,

completing forms, taking notes, making

shopping or organizational lists, and reading

handwriting are practical uses of this skill.

Writing Readiness

Before children begin to write, they need to

develop certain fine motor skills. These are

examples of warm-up activities:

• Play “Simon Says” using fingers only.

• Sing finger plays such as “Where Is Thumb-

kin?” and “The Eensie Weensie Spider,”

or sing songs that use Signed English orAmerican Sign Language.

• Use mazes that require children to move

their writing instruments from left to right.

Determining Handedness

Keys to determining handedness in a

child:

• With which hand does the child eat? This

hand is likely to become the dominanthand.

• Does the child start coloring with one hand

and then switch to the other? This may be

due to fatigue or lack of hand preference.

• Does the child cross midline to pick things

up? Place items directly in front of the child

to see if one hand is preferred.

• Does the child do better with one hand or

the other?

The Mechanics of Writing

Desk and Chair • Chair height should allow feet to rest flat

on the floor.

• Desk height should be two inches above

the level of the elbows when the child is

sitting.

• There should be an inch between the child

and the desk.

• The child should sit erect with elbows rest-

ing on the desk.

• Models of letters should be on the desk or

at eye level.

Paper Position• Right-handed children should

turn the paper so that the lower

left-hand corner of the paper

points to the abdomen.

• Left-handed children should

turn the paper so that the lower

right-hand corner of the paper

points to the abdomen.

• The nondominant hand shouldanchor the paper near the top so that the

paper doesn’t slide.

• The child should move the paper up as

he or she nears the bottom of the paper.

Many children do not think of this.

The Writing Instrument Grasp

The writing instrument must be held in

a way that allows for fluid dynamic

movement.

Functional Grasp Patterns• Tripod Grasp The writing

instrument is held with the tip

of the thumb and the index

finger and rests against the

side of the third finger. The

thumb and index finger form a circle.

194 Handwriting Basics



©


• Quadrupod Grasp The writing

instrument is held with the

tip of the thumb and index

finger and rests against the

fourth finger. The thumb and

index finger form a circle.

Incorrect Grasp Patterns

• Fisted Grasp The writinginstrument is held in a

fisted hand.

• Pronated Grasp The writ-

ing instrument is held

diagonally within the

hand with the tips of the

thumb and index finger on

the writing instrument but

with no support from other

fingers.

• Five-Finger Grasp The writing

instrument is held with the

tips of all five fingers.

• Flexed or Hooked Wrist A

flexed or bent wrist is typical

with left-handed writers and

is also present in some right-

handed writers.

Correcting Grasp Patterns

• Have children play counting games with an

eye dropper and water.

• Have children pick up small objects with

a tweezer.

• Have children pick up small coins using just

the thumb and index finger.

• To correct wrist position, have children

check their posture and paper placement.

Evaluation Checklist

Functional handwriting is made up of two

elements, legibility and functional speed.

Legibility in Writing

Formation and Strokes

❑✓ Do circular shapes close?

❑✓ Are downstrokes parallel?

❑✓ Do circular shapes and downstrokes

touch?

❑✓ Are the heights of capital letters equal?

❑✓ Are the heights of lowercase letters

equal?

❑✓ Are the lengths of the extenders and

descenders the same for all letters?❑✓ Do cursive letters that finish at the top

join the next letter? ( b, o, v, w )❑✓ Do cursive letters that finish at the bottom

join the next letter? (a, c, d, e, h, i, k, l, m, n, r, s, t, u, x )

❑✓ Do cursive letters with descenders join the

next letter? ( f, g, j, p, q, y, z )

❑✓ Is the vertical slant of all letters

consistent?

❑✓ Do all letters rest on the line?

Directionality❑✓ Are letters and words formed from left to

right?

❑✓ Are letters and words formed from top to

bottom?

Spacing

❑✓ Are the spaces between letters equal?

❑✓ Are the spaces between words equal?

❑✓ Are spaces between sentences equal?

❑✓ Are top, bottom, and side margins even?

Speed

The prettiest handwriting is not functional if

it takes students too long to complete their

work. After introducing students to writing

individual letters, add time limits to copying

or writing assignments. Check for legibility.

Handwriting Basics 195




Name

Write the Alphabet

A aB bC cD d

E eF f

A aB b

C cD d

E eF f

A aB b

C cD d

E eF f

196 Handwriting Practice



©


Name

Write the Alphabet

G gH hI iJ j

K kL l

M m

G gH h

I iJ j

K k L l

M m

G gH h

I iJ j

K k L l

M m

Handwriting Practice 197




Name

Write the Alphabet

N nO oP pQ q

R rS s

N nO o

P pQ q

R rS s

N nO o

P pQ q

R rS s




©


Name

Write the Alphabet

T tU uV vW w

X xY y

Z z

T tU u

V v W w

X x Y y

Z z

T tU u

V v W w

X x Y y

Z z





Name

Write the Alphabet

A a B b

C c D d

E e F f

A aB b

C cD d

E eF

A a B b

C cD d

E eF f




©


Name

Write the Alphabet

G g H h

I i J j

K k L l

M m

G gH h

I iJ j

K kL l

M m

G gH h

I iJ j

K kL l

M m





Name

Write the Alphabet

N n O o

P p Q q

R r S s

N nO o

P pQ q

R rS s

N nO o

P pQ q

R r S s




©


Name

Write the Alphabet

T t U u

V v W w

X x Y y

Z z

T tU u

V vW w

X xY y

Z z

T tU u

V vW w

X xY y

Z z





Name

Handwriting Models—Slant

A B C D E F G H I J K L M N OP Q R S T U V W X Y Z

a b c d e f g hi j k l m n o p

q r s t u v wx y z

204 Handwriting Models



©


Name

Handwriting Practice

Handwriting Models 205



Good Listening andGood Listening and

Speaking HabitsSpeaking Habits

In our classroom we:

• Follow class procedures and rules

• Respect other people’s feelings and ideas

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