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Unit 4Workbook

Skills Strand

GRADE 1

Core Knowledge Language Arts®

New York Edition


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Unit 4Workbook

This Workbook contains worksheets that accompany many of the lessons from the

Teacher Guide for Unit 4. Each worksheet is identied by the lesson number in which

it is used. Some of the worksheets in this book do not include written instructions for

students because the instructions would have contained nondecodable words. The

expectation is that teachers will explain these worksheets to students orally, using theguidelines in the Teacher Guide. Nondecodable instructions are also included along

the side of each of these worksheets, and are only meant to be read aloud by a teacher

or family member. The Workbook is a student component, which means each student

should have a Workbook.


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Name

Unit 4

© 2013 Core Knowledge Foundation

1.1

Dear Family Member,

Today our class started the Unit 4 of the Core Knowledge Language Arts

program. The Reader for this unit is calledThe Green Fern Zoo

. Your child willbring home stories you can read together about zoo keeper Vern and the differenttypes of animals he cares for at the Green Fern Zoo. Remember that reading athome with your child is important for their success as a reader.

In addition, your child’s spelling words for this week include the days of the week. Students will practice writing the date, including the days of the week. All of the spelling words this week are Tricky Words. Tricky Words do not play by the rules, meaning there are spellings thatdo not sound the way students would expect them to. These words need to be memorized, soyour child will benefit from practice reading and writing them.

1. Monday

2. Tuesday

3. Wednesday

4. Thursday

5. Friday

6. Saturday

7. Sunday

8. would


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Name

Unit 4


3.2

1

21

2

1

212

1

2

1

212

12

1

23 1

212

D i r e c t

i o n s : H a v e s t u

d e n t s t r a c e a n

d c o p y t h e d

i g r a p h a n d w o r

d s . S

t u d e n t s s

h o u l

d s a y

t h e s o u n d s w

h i l e w r i t i n g t h e

l e t t e r s .

12

1

23

1

2

1

2


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4 Unit 4


1. f ern

2. herd

3. perch

Print the words on the lines where they fit best.


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Name

Unit 4


f ern rat

rust perchrope rag

clerk verb

room term

2.1

/r/ as in red /er/ as in her

D i r e c t


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

d s w

i t h t h e / r / s o u n

d u n

d e r t

h e ‘ r e d ’ h e a d e r a

n d t h e w o r

d s w

i t h t h e / e r

/ s o u n d u n

d e r t

h e

‘ h e r

’ h e a

d e r .


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6 Unit 4



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Name

Unit 4


2.2

Dear Family Member,

Your child has been taught to read words with the vowel digraph, or letter

team, ‘er’ as inher

. To practice this new spelling, ask your child to cut out the word cards below. In addition to the ‘er’ spelling, some of the words below areTricky Words and previously taught spellings. Have your child read all of the

words aloud, and arrange the cards to make phrases such “the herd” and “onefern.” You may also ask your child to copy the phrases onto a sheet of paper. Please keep thecards for future practice.

the all big

herd clerk perch

food book one

pound coin hawk


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8 Unit 4



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Name

Unit 4


3.1

her clerk round coin

verb paws scoops food

1. The plate is .

2. The gave her a dime

3. Dogs have .

4. I would like three !

D i r e c t


d e n t s r e a d e a c h s e n t e n c e a n

d w r i t e

t h e w o r

d f r o m t h e w o r

d b o x t h a t

b e s t

t s t

h e s e n t e n c e .


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10 Unit 4


her clerk round coin

verb paws scoops food

5. I can cook a lot of .

6. dad is at home.

7. I will flip a .

8. Is this word a ?

D i r e c t


d e n t s r e a d e a c h s e n t e n c e a n

d w r i t e t

h e w o r

d f r o m t h e w o r

d b o x t h a t

b e s t

t s t

h e s e n t e n c e .


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Name

Unit 4 1


3.2

Meet Vern

2. What is Vern’s job?

D i r e c t


d e n t s r e r e a d t h e s t o r y a n

d a n s w e r t h e q u e s t i o n s .

1. Where will Vern take you?

the shop

the Green Fern Zoo

the bus

Page


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12 Unit 4


4. Name some things that you could seeat the zoo.

3. What could be some things with wings?


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Name

Unit 4 1


4.1

D i r e c t



d c o p y t h e d


d s . S

t u d e n t s s

h o u l

d s a y

t h e s o u n d s w


l e t t e r s .

1

2 1

2

1

2 1

2

1

2

1

2

1

2 1

2 3

1

2

1

2 1

2

1

2

1 2

1

21

2


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14 Unit 4


1. arm

2. car

3. star

4. yarn


5. cart


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Name

Unit 4 1


4.2

Dear Family Member,

Your child has been taught to read words with the vowel digraphs ‘er’ as inher

, and ‘ar’ as incar

. Ask your child to cut out the word cards. Have your childarrange the cards to make phrases or sentences. You may also ask your child tocopy the phrases or sentences on the sheet of paper. Please keep the cards forfuture practice.

verb herd perch

the march one

yard a green

f arm chart f ern

this big is

stars tree bark


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16 Unit 4



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Name

Unit 4 1


5.1

Spelling Test

1.

2.

3.

4.

5.

6.

7.

8.


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18 Unit 4



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Name

Unit 4 1


5.2

Things That Swim

1. What is a trout?

a dog

a bug a fish

Page

2. What parts of a trout help it hide?

spots and marks

mouth and teeth

fins and scales

Page

D i r e c t





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20 Unit 4


3. What big fish makes wee fish run and

hide?

trout

reef shark

squid

Page

4. Why do reef sharks make their home

close to reefs?

5. What do reef sharks like to feed on?

Page


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Name

Unit 4 2


5.3

Meet VernMy name is Vern, and I have the

best job! My job is to take you kids in

to see the Green Fern Zoo.

We will see things with wings andthings with scales, things that bite

and things that sting, things that

creep and things that swim.

I have lots of fun facts and tales

to share with you. So let’s see the

zoo and have some fun!

Dear Family Member,

This is a story your child has probably read once, possibly several times, at

school. Encourage your child to read the story to you and then talk about ittogether. Note that the tricky parts in Tricky Words are underlined in gray, andthe new sound-spellings in this unit are bolded.

Repeated oral reading is an important way to improve reading skills. It can befun for your child to repeatedly read this story to a friend, relative, or even a pet.


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22 Unit 4



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Name

Unit 4 2


6.1

Spelling Words Lesson 6

1. sharp

2. fern

3. start

4. spoil

5. verb

6. shark

7. crawl

8. Tricky Word: because

Dear Family Member,

Your child’s spelling words for this week include the ‘er’, ‘ar’, and ‘or’ spellings

that your child has been learning in this unit. Your child should practice readingand writing these words. The last spelling word is a Tricky Word. Tricky Wordsdo not play by the rules, meaning there are spellings that do not sound the waystudents would expect them to. These words need to be memorized.


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24 Unit 4



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Name

Unit 4 2


6.2

stars perk look f ern shout

oil claws moon shark herd

1. There is not a in this

lake.

2. The car needs in it.

3. That cat has sharp !

4. The flag has and

stripes.

5. My mom had to ask us not to .

D i r e c t


d e n t s r e a d t h e w o r

d s i n t h e b o x a n

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

d i n t h e s e n t e n c e w

h e r e t h e w o r

d t s b e s t .


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26 Unit 4


stars perk look f ern shout

oil claws moon shark herd

6. She must up and not

sleep!

7. I saw a of deer in

the woods.

8. I would like to see the Green

Zoo.

9. at that big wave!

10. We look up at the stars and the when it gets dark.

D i r e c t



d s i n t h e b o x a n

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

d i n t h e s e n t e n c e w

h e r e t h e w o r

d t s b e s t .


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Name

Unit 4 2


6.3

it is he’s

here is can’t

she is she’s

can not it’s

he is here’s

D i r e c t


d e n t s m a t c h t h e w o r

d s t o t h e i r c o n t r a c t e d

f o r m .


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28 Unit 4


can’t let’s here’s

she’s it’s Bert’s

1. sad.

2. hot out.

3. run to the park.

4. a good pal.

5. my class.

6. We see the

sharks. D i r e c t


d e n t s

l l i n t h e b

l a n k s w

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

i o n .


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Name

Unit 4 2


7.1

D i r e c t



d c o p y t h e d


d s . S

t u d e n t s s

h o u l

d s a y

t h e s o u n d s w


l e t t e r s .

1

1

2

c1 1 2 1 21

1

2 1

2

1

231

1

1

2

1

21

1

2

1

21


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30 Unit 4


In the box are six words. Print them on the lines where they fit best.

stork f ork thornscorn shorts cord


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7.2Name

Unit 4 3


1. glad we can have

cake.

2. with her gran.

3. run to the park!

4. I ride a bike.

5. the book!

(he is)

(she is)

(let us)

(can not)

(here is)

Dear Family Member,

Your child has been learning to read and write contractions. Work with

your child to write each sentence with the contracted form of the words inparentheses. Extension: Use contractions orally with your child, pausing todiscuss the formation of the contracted form.


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32 Unit 4



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Name

Unit 4 3


8.1

D r e c t


d e n t s c o p y t h e w o r

d o n t o t h e l e f t s i

d e o f t h e p a p e r , f

o l d i t i n h a l f ,

a n d t h e n w r i t e t h e w o r

d f r o m

m e m o r y o n t h e

r i g h t s

i d e o

f t h e p a p e r .

1.

2.

3.

4.

5.

6.

7.

8.

9.

10. 10.

9.

8.

7.

6.

5.

4.

3.

2.

1.


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8.2Name

Unit 4 3


Dear Family Member,


school. Encourage your child to read the story to you and then talk about ittogether. The tricky parts in tricky words are underlined in gray. Please note thatthe multi-syllable words that students encounter in the Readers and Workbook

will be divided between syllables with a dot. This dot serves as an early cue toassist students in chunking words, and will be omitted in later units.

Repeated oral reading is an important way to improve reading skills. It can be fun foryour child to repeatedly read this story to a friend, relative, or even a pet.

Things That Swim

I hope you kids like things that

swim, be·cau se this is the room

where we keep all the fish.

The fish here are trout. A trout is

a fish that swims in cool lakes

and creeks. You can see that they

have lots of spots and marks. The

spots and marks help the trout

hide. They make the trout look a

lot like the sand on the bed of a

creek.


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36 Unit 4


Here’s a big fish that makes all

of the wee fish run and hide. This

is a reef shark. It has that name

be·cau se it likes to make its homeclose to a reef, where there are

lots of fish.

You can see that the reef

shark has fins and a set of gills

on its side. You can not see them

from here, but this shark has lots

of sharp teeth in its mouth.

Would a reef shark bite you?

Well, you are not the lunch thatthis shark would like best. A reef

shark likes to feed on squid, crabs,

and shrimp. But it would be smart

not to get the reef shark mad at

you all the same!


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9.1Name

Unit 4 3


Chimps

1. Green Fern Zoo has chimps.

one

five

ten

2. Who is Bess?

a chimp

Vern’s pal

a shark

3. What do chimps not like to munch on?

plants

seeds rocks

D i r e c t





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38 Unit 4


4. What will Bart have f or lunch?

5. What will Max do f or fun?

6. Why were Carl and Norm not pals lastweek?


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10.1Name

Unit 4 3


Spelling Test

1.

2.

3.

4.

5.

6.

7.

8.


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40 Unit 4



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10.2Name

Unit 4 4


D i r e c t




Mandrills

1. Is a male man·drill’s nose green?

2. What makes man·drills look and feelgood?


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42 Unit 4


3. What is the verb in, “We feed man·drillsants, grass·es, nuts, bark, plant shoots,and roots.”

man·drills

feed

bark

4. List 4 nouns that you found in “Man·drills.”

D i r e c t

i o n s : O n a s e p a r a t e s h e e t o

f p a p e r , h

a v e s t u

d e n t s i

l l u s t r a t e o n e o f t h e n o u n s f r o m t h e s t o r y .


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10.3Name

Unit 4 4


Dear Family Member,


school. Encourage your child to read the story to you and then talk about ittogether. The tricky parts in Tricky Words are underlined in gray. Please note thatthe multi-syllable words are divided between syllables with a dot. This dot servesas a cue to assist students in chunking syllables, and will be omitted in later units.

Repeated oral reading is an important way to improve reading skills. It can be fun foryour child to repeatedly read this story to a friend, relative, or even a pet.

Chimps

Next, let’s see the chimps. Wehave ten chimps here at the

Green Fern Zoo. You can see

them all out there if you look

hard.

The one you see here is Bess.She has a snack in her mouth.

Bess and the rest of the chimps

like to munch on plants, nuts, and

seeds.

Do you see that chimp withthe stick? That’s Bart. Bart likes to

have ants f or lunch. To get the

ants, he takes a stick and sticks

it in an ant hill. Then he lifts it up


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44 Unit 4


and licks off the ants. Yum, yum!

The chimp with the rope in his

hand is Max. He’s just a babe. He

was born in March. Bess is hismom.

Max is a lot of fun. He likes to

swing on the rope and splash in

the pool.

The two chimps up on the

rocks are Carl and Norm. Carl

is the one on the left. Carl and

Norm are pals. But they were not

pals last week.

Last week we gave them abranch from a fig tree f or lunch.

Norm took the branch and ran

off with it. He ate all of the figs.

Carl was mad at Norm all week.

But that was last week. Thisweek the two of them are pals.


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11.1Name

Unit 4 4


Dear Family Member,

Our class has begun reading and writing two-syllable words. The spelling

words this week are two-syllable words which may be more challenging than theprevious one-syllable words. Your child may find it helpful to practice writingand remembering the spelling words syllable by syllable.


1. zipper

2. barking

3. perfume

4. morning

5. carpet

6. forest

7. border

8. Tricky Word: today


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46 Unit 4



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11.2Name

Unit 4 4


1. arm·pit art·ist

2. sneez·ing sniff ·ing

3. bas·kets bask·ing

4. nap·kin napp·ing

5. broil·ing boil·ing

Mark the words that are said and print them on the lines.


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48 Unit 4


6. twist·er tweez·er

7. un·like un·less

8. cor·ner cor·net

9. win·ter winn

·er

10. ant·hill ant·ler


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11.3Name

Unit 4 4


Dear Family Member,

Your child has been taught to read words with the vowel digraphs ‘er’ as inher

, ‘ar’ as incar

, and ‘or’ as infor

. Ask your child to cut out the word cards.Show the cards to your child and have your child read them. Then have yourchild read the word cards from previous take-home worksheets. Extension: Askyour child to copy the words onto a sheet of paper. Further extension: Readthe words aloud and have your child write the words down, one sound at a time, payingattention to the vowel digraphs. Please keep the cards for future practice.

herd storm f arm

start clerk born

term sports park

short parts her


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50 Unit 4



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Name

Unit 4 5


12.1

D i r e c t


d e n t s r e a d t h e s e n t e n c e s , c

i r c l e t h e n o u n s , a n

d u n

d e r l i n e t h e v e r b

s w i t h a s q u i g g

l y l i n e .

T e n h a v e

s t u d e n t s w r i t e a

f e w o r i g

i n a l s e n t e n c e s o n t h e l

i n e s .

1. The pig snorts.

2. The dog barks.

3. The car stops.

4. The shark hunt·ed.

5. The man helped.


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52 Unit 4



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Name

Unit 4 5


12.2

Things with Wings

1. The puff • in makes his home

in hot lands

up north

in the grass

Page

2. The puff • in’s feet help him

swim

sleep

get a snack

Page

D i r e c t





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54 Unit 4


3. What can a puff • in use to get fish?

his feet

his eggs his bill

Page

4. Puff •

ins are born from .The puff • in mom and sit

on their egg. In the end, the

pops out of the shell.

5. What can a finch use to get food?


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Name

Unit 4 5


Dear Family Member,



Repeated oral reading is an important way to improve reading skills. It can be fun for yourchild to repeatedly read this story to a friend, relative, or even a pet.

12.3

Mandrills

Here you can see two

man·drills. Man·drills are a lot like

chimps.

Do you like the red nose? The

man·drill with the red nose is a male.

The man·drill on the left is

groom·ing the male with the red

nose. She is look·ing f or ticks and

bugs. Man·drills like groom·ingbe·cau se it makes them look

good and feel good, too.


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56 Unit 4


Look! One of the man·drills is

yawn·ing! You can see that he has

long, sharp teeth. Those sharp

teeth help him chop up his food.

Man·drills like a lot of foods. We

feed our man·drills ants, grass,

nuts, bark, plant shoots, and roots.

Man·drills have sacks in·side

their cheeks. They can stuff

food in the sacks and keep it

there un·til they need a snack.

Then they pop the food out and

munch on it!


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13.1Name

Unit 4 5


s t a r t · e d

g r i n n e d

h e l p

e d

s o u n d · e d

f o r m e d

p a

r k e d

p o i n t · e d

s m i l e d

b a k

e d

l i f t · e d

w a v e d

h

i k e d

D i r e c t


d e n t s u n

d e r l i n e t h e p a s t - t e n s e m a r

k e r ‘ e d

’ i n e a c h v e r b . T

e n h a v e s t u

d e n t s w r i t e t h e p a s t - t e n s e v e r

b s t h a t e n

d

i n / e d / u n d e r t h e / e d

/ h e a

d e r , t h e v e r

b s t h a t e n

d i n / d / u n

d e r t

h e / d / h e a

d e r , a n

d t h e v e r b s t

h a t e n d

i n / t / u n

d e r t h e

/ t / h e a d e r .

/ e d

/

/ d /

/ t /


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58 Unit 4



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1. The cat naps in the yard. (2)

2. The cook made a cake. (2)

3. The kid rides a bike to the park. (3)

4. The tree shakes. (1)

5. A big dog barks. (1)

Dear Family Member,

Your child has been learning about contractions, nouns, and verbs. For thefirst part of this worksheet, have your child circle the nouns in the sentence, andunderline the verbs with a squiggly line. Review with your child that a noun is a

person, place, or thing, and a verb is a word that shows action. Please note thatthe number of nouns in each sentence is noted in parentheses. For the secondpart, have your child draw a line to match the words with its contraction.

13.2Name

Unit 4 5



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60 Unit 4


it is there’s

there is she’s

let us it’s

here is let’s

she is here’s

D i r e c t


d e n t s m a t c h t h e w o r

d s t o t h e i r c o n

t r a c t e d

f o r m s .


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Name

Unit 4 6


14.1

1. ham · s ter

2. green

3. win · ter

4. s l ime

5. good

6.

gar · l i c

7. shout D i r e c t

i o n s : F o r e a c h w o r

d , h a v e s t u

d e n t s c

i r c l e a n

d c o u

n t t h e s p e

l l i n g s , t h e n w r i t e t h e n u m

b e r o

f s o u n d s i n t h e b o x a n

d c o p y t h e

w o r

d o n t h e l

i n e s . F

o r a n

e x t r a c h a l

l e n g e , a

s k s t u

d e n t s t o w r i t e t h e n u m

b e r o

f s y l

l a b l e s

i n t h e c

i r c l e .

hamster6 2


68/184

62 Unit 4


8. paws

9. pop ·corn

10. camp ·er s

11. mon · s ter

12. woods

13. f or ·get

14. z ipp ·er s D i r e c t

i o n s : F o r e a c h w o r

d , h a v e s t u

d e n t s c

i r c l e a n

d c o u

n t t h e s p e

l l i n g s , t h e n w r i t e t h e n u m

b e r o

f s o u n d s i n t h e b o x a n

d c o p y t h e

w o r

d o n t h e l

i n e s . F

o r a n

e x t r a c h a l

l e n g e , a

s k s t u

d e n t s t o w r i t e t h e n u m

b e r o

f s y l

l a b l e s

i n t h e c

i r c l e .


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14.2Name

Unit 4 6


1. Is green slime a good food?

2. Do gar·lic and a rose smell the

same?

3. Do cats have paws?

4. Is a pum·pkin black?

5. Can a pig ride a bike?

6. Is pop·corn a good snack?

Yes or No?


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64 Unit 4


7. Do camp·ers sleep in tents?

8. Is a verb a word?

9. Would you like to win a prize?

10. Can a dog tell time?

11. Is it hot in the win·ter?

12. Do coins have zipp·ers?


71/184

14.3Name

Unit 4 6


Big Cats

D i r e c t



d a n s w e r t h e q u e s t i o n s . 2. Why should you not keep a bob·cat in

your home?

1. Name three things that a bob·cathunts.


72/184

66 Unit 4


4. A pan·ther can be . . .

3. What helps a pan·ther hunt?

green with stripes. black or tan, or can have spots.

red with tan dots.


73/184

15.1Name

Unit 4 6


Spelling Test

1.

2.

3.

4.

5.

6.

7.

8.


74/184

68 Unit 4



75/184

15.2Name

Groundhogs

D i r e c t



d a n s w e r t h e q u e s t

i o n s .

1. What do ground·hogs use their clawsf or?

Unit 4 6


2. Why do ground·hogs have to be on

the look·out when they are not in theirholes?


76/184

70 Unit 4


3. Where was Pepp·er when she got outfrom her pen?

4. What did Pepp·er stuff her·self with?


77/184

16.1Name

Unit 4 7


Dear Family Member,

The spelling words for this week are two-syllable words that contain the ‘er’,

‘ar’, and ‘or’ spelling. Your child can practice reading and writing these words, as well as clap the syllables for them. The last spelling word is a Tricky Word. Tricky Words do not play by the rules, meaning there are spellings that do not soundthe way students would expect them to. These words need to be memorized.


1. sounded

2. lifted

3. pointed

4. parked

5. waved

6. grinned

7. tripped

8. Tricky Word: have


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72 Unit 4



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16.2Name

Unit 4 7


The Reptile Room1. What do gar·ter snakes feed on?

2. Why are gar·ter snakes harm·less f or us?

D i r e c t





80/184

74 Unit 4


4. Why is a ratt·ler not harm·less f or us?

3. A ratt·ler has a patt·ern on his scalesso that. . .


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17.1Name

Unit 4 7


1. To·day kids march in line.

2. Yes·ter·day kids marched in line.

3. To·morr·ow kids will march in line.

4. To·day the cat naps on the car·pet.

5. Yes·ter·day the cat napped on the

car·pet.

6. To·morr·ow the cat will nap on the

car·pet.

7. To·day the man bikes at the park.

8. Yes·ter·day the man biked at thepark.

9. To·morr·ow the man will bike at the

park. D i r e c t

i o n s : F o r e a c h s e n t e n c e , h

a v e s t u

d e n t s c

i r c l e t h e n

o u n s a n

d u n

d e r l i n e t h e v e r b s w

i t h a s q u i g g

l y l i n e .


82/184

76 Unit 4



83/184

17.2Name

Unit 4 7


Dear Family Member,

Your child has been practicing reading two-syllable words. Below are two

sections from a story about reptiles at the Green Fern Zoo. Have your child readthe story and fill in the blank with the correct word.

This is a snake. Gar·ter

snakes feed on slugs, in·sects, and frogs. For

those , the gar·ter snake is

a . A gar·ter snake could

bite you, but its bite would not make you sick. For

us, a gar·ter snake is .

critt·ers gar·ter harm·less kill·er


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78 Unit 4


This is a . A ratt·ler is a

des·ert that hunts f or

rats and rabb·its. He has a on his

scales that helps him blend in and hide in the

sands. When the ratt·ler

is hidd·en, it is hard f or rats and rabb·its to see

him.

dwell·er patt·ern des·ert ratt·ler


85/184

18.1Name

Unit 4 7


Dear Family Member,




Things With Wings

Next, let’s see some things with

wings.

This is a puff·in. He makes his

home up north, not too f ar from

the North Pole.

Look at those cute feet!

But they are not just cute. The

puff·in’s feet help him swim.

Note, as well, his big bill. The

puff·in can use his bill to get fish.


86/184

80 Unit 4


Puff·ins are born from eggs.

The puff·in mom and dad sit on

their egg. The mom sits. Then the

dad sits. In the end, the chickpops out of the shell. The mom

and dad take care of the chick

un·til it can care f or it·self. Look!

That puff·in has fish in her bill! She

will feed those fish to her chick.

In this next room, we have a

finch. Un·like the puff·in, the finch

makes a home in wood·lands.

He can use his bill to snap up

grass seeds f or food.

I’m sad to tell you that the

finch is gett·ing to be quite rare.

We are proud to have five of

them here at the Green Fern

Zoo.


87/184

19.1Name

Unit 4 8


s t a r t · e d

/ e d /

g r i n n e d

/ d /

h e l p e d

/ t /

m a r c h

e d

/

/

a d d · e d

/

/

s e e m e d

/

/ s n o r t · e d

/

/

w i s h e d

/

/

r u b b e d

/

/

D i r e c t


d e n t s u n

d e r l i n e t h e p a s t - t e n s e m a r

k e r ‘ e d

’ i n e a c h v e r b . T

e n h a v e s t u

d e n t s w r i t e t h e n a

l s o u n d

( s ) i n

e a c h w o r

d i n t h e s

l a s h e s .

T e n

h a v e s t u

d e n t s w r i t e t h e p a s t - t e n s e v e r

b s t h a t e n

d i n / e d / u n

d e r t

h e / e d / h e a

d e r , t h e v e r

b s t h a t

e n d i n / d / u n d e r t h e / d /

h e a d e r , a

n d t h e v e r

b s t h a t e n d

i n / t / u n

d e r t

h e / t / h e a d e r .

/ e d /

/ d /

/ t /


88/184

82 Unit 4



89/184

19.2Name

Unit 4 8


Termites

1. What are ter·mites?

2. What is in·side a ter·mite mound?

D i r e c t





90/184

84 Unit 4


4. Why would a ter·mite munch on yourhome?

3. What do ter·mites look like?


91/184

20.1Name

Unit 4 8


Spelling Test

1.

2.

3.

4.

5.

6.

7.

8.


92/184

86 Unit 4



93/184

20.2Name

Unit 4 8


gar·lic dinn·er cool·er

hamm·er jump·er hor·net



94/184

88 Unit 4


blend·er pop·corn num·bercar·pet f or·est gar·den

48



95/184

21.1Name

Unit 4 8


1. Check that the name of the thing is there.

2. Check that you des·cribed what itlooks like.

3. Check that you des·cribed the feel,

sound, and taste of the thing.

4. Check that you end·ed with a fun fact or if you like the thing.

5. Aa, Bb, Cc

6. ? . !

7. Check that the words are spelled well.

Check the Draft

Step by Step


96/184

90 Unit 4



97/184

21.2Name

Unit 4 9


River Otters1. What do riv·er ott·ers like to do?

2. Which is NOT the riv·er ott·ers’ home?

nests on land

the riv·er

up in trees

3. What part helps riv·er ott·ers swim fast?

webbed paws

point·ed nose

sharp claws D i r e c t





98/184

92 Unit 4


4. What do riv·er ott·ers like f or food?


99/184

22.1Name

Unit 4 9


D i r e c t


d e n t s r e s p o n

d t o t h e p r o m p t s , u s i n g t h e R e a

d e r a s a r e s o u r c e .

Name of Critt·er:

I will des·cribe:

What it looks like:


100/184

94 Unit 4


What it sounds like:

What it feels like:

Where is its home?

What food would it like?


101/184

22.2Name

Unit 4 9


Unit 4 9


D i r e c t





Name of Critt·er:

I will des·cribe:

What it looks like:


102/184

96 Unit 4



What it feels like:

Where is its home?



103/184

22.3Name

Unit 4 9


D i r e c t





I will des·cribe:

What it looks like:

Name of Critt·er:


104/184

98 Unit 4



What it feels like:

Where is its home?



105/184

22.4Name

Unit 4 9


D i r e c t





I will des·cribe:

What it looks like:

Name of Critt·er:


106/184

100 Unit 4



What it feels like:

Where is its home?



107/184

22.5Name

D i r e c t





I will des·cribe:

What it looks like:

Name of Critt·er:


108/184

102 Unit 4



What it feels like:

Where is its home?



109/184

22.6Name

Unit 4 10


D i r e c t





I will des·cribe:

What it looks like:

Name of Critt·er:


110/184

104 Unit 4



What it feels like:

Where is its home?



111/184

22.7Name

Unit 4 10


1. Yes·ter·day the dog

the food on the car·pet.

2. My pal at us.

3. Fran lost her tem·per and

.

4. She wood in her

back·yard.

5. I a cake yes·ter·dayf or my class.

D i r e c t


d e n t s w r i t e t h e v e r

b i n i t s p a s t t e n s e

f o r m .

(lick)

(grin)

(yell)

(chop)

(bake)


112/184

106 Unit 4



113/184

22.8Name

Unit 4 10


Dear Family Member,


school. Encourage your child to read the story to you and then talk about ittogether. The tricky parts in Tricky Words are underlined in gray. Please notethat the multi-syllable words are divided between syllables with a dot. This dotserves as a cue to assist students in chunking syllables, and will be omitted in later units.


Big CatsDo you like cats? If you do, look

there in the grass. Do you see the

cat?

That is not the sort of cat thatyou keep in your home and feed

cat food. That is a bob·cat.

Bob·cats are good hunt·ers.

They hunt rabb·its, rats, and

some·times deer and sheep.

That bob·cat’s name is Rob·ert,

or Bob f or short. Get it?


114/184

108 Unit 4


If you look up on that rock,

you will see a cat that’s bigg·er

than a bob·cat. It’s a pan·ther.

Pan·thers can have spots.

They can be tan, too. Here at the

Green Fern Zoo, we have two

black pan·thers. The name of this

one is Jet.

That’s Jet’s sis·ter, Flash, up on

the tree branch. Flash has strong

legs that help her run fast. She

has sharp teeth and sharp claws

that help her hunt rabb·its anddeer. She can use her claws to

scam·per up a tree if she needs

to.

You can see that she is not all

black like Jet. She has some spots.


115/184

23.1Name

Unit 4 10


I will des·cribe

Des·cribe what it looks like, sounds like, and feels like:

Name of Critter:


116/184

110 Unit 4


Home:

Food:

Fun Fact:

End:


117/184

23.2Name

Unit 4 11


Dear Family Member,

Your child has been learning about nouns and verbs. The dot in words

shows that this is a two-syllable word. Please have your child read thesentences, then circle the nouns and underline the verbs with a squiggly line. You may ask your child to act out the action.

1. The dog barks.

2. To·day my sis·ter will take a nap.

3. To·morr·ow the kid will sing a

song.

4. Yes·ter·day the cat licked her

paws.

5. To·morr·ow Gran will bake a

cake.


118/184

112 Unit 4


6. To·day the man point·ed to the

clouds.

7. Yes·ter·day my pal took a trip.

8. To·day the shark swims.

9. The kid grinned at us.

10. Yes·ter·day the ground·hog wasstuffed with food.


119/184

24.1Name

Unit 4 11


Check the Draft Step by Step

Name of Part·ner: Ed·it·ed by:

Step Check?

Check that the name of

the critt·er is there.

Check that you des·cribedwhat it looks like.

Check that you des·cribedits home.

Check that you des·cribedits food.

Check that you list·ed afun fact.

Aa, Bb, Cc and ? . !

Check that the words are

spelled well.


120/184

114 Unit 4



121/184

24.2Name

Unit 4 11


bath·tub pop·corn gum·drop

back·pack lunch·box

1. My snack is in my .

2. I like f or a snack.

3. This is sweet!

4. I take a bath in the .

5. The book is in my .

Dear Family Member,

Your child has been learning about compound words. Please have your child

read the compound words in the box and place them in the correct sentence. Your child will practice making up their own silly compound words on the backof the worksheet.


122/184

116 Unit 4


+ =

1. + =

2. + =

3. + =

4. + =

D i r e c t


d e n t s m a k e u p t h e i r o w n s i l

l y c o m p u n d w o r

d s . I

n t h e r s t

b o x , t

h e y w

i l l d r a w a p i c t u r e o

f t h e r s t p a r t

o f t h e c o m p o u n

d w o r d , a

n d i n t h e s e c o n

d b o x , t h e p

i c t u r e o

f t h e s e c o n d p a r t o f t h e c o m p o u n

d w o r

d .


123/184

25.1Name

Unit 4 11


1. The dog barks.2. To·day the shark swims.

3. To·morr·ow the kid will sing.

4. Yes·ter·day the cat walked.

5. To·morr·ow Gran will bake.

D i r e c t


d e n t s c i r c

l e t h e n o u n a n

d u n

d e r l i n

e t h e v e r b w

i t h a s q u i g g

l y l i n e .

I n P a r t

I I , h

a v e s t u

d e n t s m a

t c h t h e

w o r

d s w

i t h i t s c o n t r a c t i o n .

I n P a r t

I I I , h a v e s t u

d e n t s w

r i t e t h e p a s t - t e n s e

f o r m o f t h e

v e r b s .

it is there’s

there is she’s

let us it’s

here is let’s

she is here’s

Part I

Part II


124/184

118 Unit 4


Part III

To·day I bake.

Yes·ter·day I .

To·morr·ow I will .

To·day you smile.

Yes·ter·day you .

To·morr·ow you will .

To·day I hike.

Yes·ter·day I .

To·morr·ow I will .

To·day she points.

Yes·ter·day she .

To·morr·ow she will .


125/184

26.1Name

Unit 4 11


Amber the Bat

This is Am·ber. Am·ber looks a bit like

a fox. But she has wings and swings from

trees. In fact, Am·ber is a bat.

Am·ber needs a lot of room to glideback and f orth be·cau se she has a

wing·span of five feet. In fact, bats like

Am·ber are the bigg·est bats there are!

Am·ber makes her home here atGreen Fern Zoo. She has all the room

she needs at the zoo. Some bats like

Am·ber make their homes in the trop·ics,

where the sun shines and it is hot.

D i r e c t


d e n t s r e a d t h e s t o r y a n

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

l o w

i n g p a g e s .


126/184

120 Unit 4


Bats like Am·ber feed on plant parts and

poll·en. They can smell lots of things, so they

use their nose to look f or food. They use

their wings to glide from plant to plant togath·er their food. In fact, they can trav·el

up to 40 miles to gath·er food!

Look at Am·ber here

in the tree. Am·ber likesto do things up·side

down. She hangs out

up·side down. She

sleeps up·side down.When she has food, she

clings to the branch

with her feet and will

munch on her food

up·side down! Whatcan you do up·side

down?


127/184

26.1Name

Unit 4 12


1. What is Am·ber?

a fox

a bat

a dog

a cat2. Am·ber’s wings are long.

three feet

three wing·spans

two feet

five feet

continued

D i r e c t


d e n t s u s e t

h e s t o r y o n t h e p r e v i o u s

p a g e s t o a n s w e r t h e q u e s t i o n s .


128/184

122 Unit 4


3. Where do bats like Am·ber make their

homes?

up in the north

in the trop·ics

in the des·ert

in cool lakes

4. What do bats like Am·ber feed on? fish

grubs and slugs

milk

plant parts and poll·en

5. What part do bats like Am·ber use to look

f or food?

nose

legs

teeth

fins


129/184

26.1Name

Unit 4 12


6. Bats like Am·ber can trav·el . . .

up to 10 miles to gath·er food

up to 40 miles to gath·er food

as far as three miles to gath·er food

as far as five feet to gath·er food7. What things can Am·ber do up·side down?

sing a sweet song, sleep, and munchon food

hang out, trav·el, and sleep hang out, sleep, and munch on food

just munch on food

Continued


130/184

124 Unit 4


8. It says, “Am·ber needs a lot of room to

glide back and f orth . . .”

Glide is a word f or:

swim

trav·el

hop

sleep

9. Why would Am·ber need a lot of room to

glide back and f orth?

be·cau se there are lots of bats at thezoo

be·cau se she is one of the bigg·estbats there are

be·cau se there are lots of in·sects atthe zoo

be·cau se there are trees at the zoo


131/184

PP1Name

Unit 4 12


D i r e c t



d c o p y t h e d

i g r a p h s a n

d w o r

d s . S

t u d e n t s s

h o u l

d s a y t

h e s o u n

d s w

h i l e w r i t i n g t h e l e t t e r s .

1

2 1

2

1

2 1

2

1

1

2

1

1

2

1

2

1

2

1

2

1

2

1

21

1

2

1

2

12

1

2

1

2

12

1

2

12

1

2


132/184

126 Unit 4


12

1

2

1

2 1

2

1

1

2

12

1

2

1

2 1

2

1

1

2

1

21

1

2

1

2

12

1

2

1

2

1

2

1

2

1

2

1

2


133/184

PP2Name

Unit 4 12


1. hamm·er

2. born

3. barns

4. dark·er

5. cool·er

6. pepp·er

7. riv·er

8. sharks

Count the sounds in the words. Print the num·ber of sounds in the

box·es and print the words on the lines.


134/184

128 Unit 4


9. horns

10. blis·ter

11. cooked

12. car·pet

13. chi l led

14. lett·er

15. snor·ing

16. gar·lic


135/184

Name

Unit 4 12


PP3Name

D i r e c t


d e n t s w r i t e t h e / r / - c o n t r o

l l e d v o w e

l s o u n d

i n e a c h w o r

d i n t h e s l a s

h e s .

T e n

h a v e s t u

d e n t s w r i t e t

h e

w o r

d s w

i t h t h e / e r

/ s o u n d

u n d e r t

h e / e r / h e a

d e r a n d t h e w o r

d s w

i t h t h e / a r

/ s o u n d u n

d e r t

h e / a r /

h e a d e r .

her /er/ barn /ar/

hard / / bett·er / /

car·pet / / lan·tern / /

herd / / arm / /

dark·ness / / per·fect / //er/ /ar/


136/184

130 Unit 4


barn /ar/ horn /or/

parked / / f orks / /yard / / pop·corn / /

f ormed / / gar·den / /

har·vest / / torch / /

/ar/ /or/

D i r e c t


d e n t s w r i t e t h e / r / - c o n t r o

l l e d v o w e

l s o u n d

i n e a c h w o r

d i n t h e s l a s

h e s .

T e n

h a v e s t u

d e n t s w r i t e t

h e w o r

d s w

i t h t h e /

a r / s o u n d u n

d e r t

h e / a r / h e a d e r a n

d t h e w o r

d s w

i t h t h e / o r

/ s o u n d u n

d e r t

h e / o r /

h e a d e r .


137/184

Name

Unit 4 13


PP4

could asked num·ber

hard start·ed seemed

short horn two

liked spelled runn·ers

porch cars helped

D i r e c t


d e n t s c u t o u t t h e w o r

d c a r d s a n d p

l a c e t h e m o n t h e m a t c h

i n g w o r

d s o n

W o r

k s h e e t

P P 5 .


138/184

132 Unit 4



139/184

PP5Name

Unit 4 1


two horn short

could num·ber asked

start·ed hard liked

porch spelled runn·ers

cars helped seemed

D i r e c t



d c a r d s f r o m W o r

k s h e e t

P P 4 a n

d p l a c e t

h e m o

n t o p o f t h e m a t c h

i n g w o r

d s o n t h

i s

w o r

k s h e e t .


140/184

134 Unit 4



141/184

PP6Name

Unit 4 13


Mark the words that are said and print them on the lines.

1. short·en short·er

2. gar·den gar·lic

3. snor·ing snarl·ing

4. hor·net hors·es

5. mar·ket mark·er

6. bett·er bitt·er

7. f or·tress f or·est

8. har·vest harm·less

9. bor·der bar·ter

10. sharp·er smart·er


142/184

136 Unit 4



143/184

1

2

1

2

1

2

1 2

PP7Name

Unit 4 13


Print the words.

1

2

1

2

1

2

12

1

2 31

2 1

2

1

2

1

2 1

23

1

2

1

2

1

2

1

1

2 1

2


144/184

138 Unit 4


1

2

1

2

1

2

1

2

Print the words.

1

2

1

2

1

2

1 2

1

2 31

2 1

2

1

2

1

2

1

1

2 1

2

1

231

2

1

2

1

2


145/184

PP8Name

Print the words.

1

21

12

1

2

1 1

2 1

1

2

1

2

1

21

1

2

1

2

1

2

1

1

21

1

2

1

2

Unit 4 13


1

2

1

21

1

2

1

2


146/184

140 Unit 4


Print the words.

1

21

1

2

1

2

1 1

2 1

1

2

1

2

1

21

1

2

1

2

1

2

1

1

21

1

2

1

2

1

2

1

21

1

2

1

2


147/184

PP9Name

Print the words.

1

21

2

1

2 1

2

1

2 12

1

2

1

23

1

2

12

1

2

1

2

12

1

2

1

2

1

2

Unit 4 14


1

2

1

2

1

21

2


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142 Unit 4


142 Unit 4


Print the words.

1

2

1

2

1

21

2

1

21

21

2 1

2

1

2 12

1

2

1

23

1

2

12

1

2

1

2

12

1

2

1

2

1

2


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PP10Name

Unit 4 14


1. shark

2. hamm·er

3. hor·net

4. zipp·er

5. stork



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144 Unit 4



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Name

Unit 4 14


PP11


shark f ork hang·er

scarf cake horn


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146 Unit 4



hor·net ham·ster hawk

gar·lic cloud pop·corn


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Name

Unit 4 14


PP12

D i r e c t

i o n s : H a v e s t u d e n

t s c o p y t h e w o r

d o n t o t h e l e f t s i d e o

f t h e p a p e r ,

f o l d i t i n h a l f , a n

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

d f r o m m e m o r y o n t h e

r i g h t s

i d e o

f t h e p a p e r .

1.

2.

3.

4.

5.

6.

7.

8.

9.

10. 10.

9.

8.

7.

6.

5.

4.

3.

2.

1.


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148 Unit 4



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156/184


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Name

Unit 4 15


1. big storm big step

2. af ·ter class af ·ter dark

3. strong legs strong arms

4. could not run should not run

5. boiled eggs soft eggs

6. a red car·pet a red car

7. coiled up snake coiled up rope

8. plant a gar·den keep a gar·den

9. use a f ork use a broom

10. f ar·ther north f ar·ther south

Mark the words that are said.

PP14


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152 Unit 4



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1. Jen went to the yard.

2. Kate set the books on the

.

3. Brent was a song.

4. There are lots of trees in a

.

5. The dog was all morn·ing.

6. There is a red in this room.

Name

Unit 4 15


out·side sing·ingbark·ing car·pet

book·case f or·est

Fill in the with the words that are in the box.

PP15


160/184

154 Unit 4


fast·er jump�

ckla g1 u4 wb engage

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