reading practice book grade 33.1

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Practice Book Unit 1 Family Times 1

Boom TownThe discovery of gold in California brought new settlers with dreams of striking it rich. Some prospectors brought their families and everything they owned. The new settlers needed food, clothes, banks, and schools. In one short year, a town would rise where there had been only a field of wildflowers.

ActivityBuild a Boom Town Imagine that your family just sold all of its possessions and hopped on a stagecoach going to California. Together, talk about what you will need when you get there and where you might find those things.

Summary

Realism and FantasyRealistic stories tell about something that could happen. A fantasy is a story about something that could never happen.

ActivityWhat Happened Today? Ask family members to tell you about things that happened to them today. Ask them to tell things that really did happen and some things that could never happen. Guess which happened and which did not and explain how you could tell.

Comprehension Skill

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Practice Tested Spelling Words

2 Family Times Practice Book Unit 1

Words to KnowKnowing the meanings of these words is important to reading Boom Town. Practice using these words to learn their meanings.

Vocabulary Wordsboom a time of fast growth

business the work one does to make money

coins pieces of metal used as money

fetched to have gone after and brought back something

laundry place where clothes are washed and ironed

mending fixing; repairing

pick a pointed tool used to break rocks and loosen dirt

skillet a shallow pan with a handle, used for frying

spell a period of time

Lesson Vocabulary

SentencesA complete sentence tells a complete idea, begins with a capital letter, and ends with an end mark.

Sentence: The dogs run across the grass. They bark happily.

Not a Sentence: chewing on a bone playing on the grass

Activity

Making Sentences Players take turns offering a sentence or a part of a sentence. The other players say “sentence” if the sentence is complete. If the phrase is not a sentence, they offer ways to make it a complete sentence.

Not a Sentence Sentence

are beautiful

ten blue balloons

jumping up and

down

Flowers are beautiful.

Ten blue balloons rise.

Crazy kangaroos are

jumping up and down.

Grammar

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Practice Book Unit 1 Comprehension 3

Name Boom Town

Realism and Fantasy • Prior Knowledge • A realistic story tells about something that could happen.

• A fantasy is a story about something that could never happen.

• Use your prior knowledge and connect what you read with what you already know to help your understanding. You can also use prior knowledge to judge whether a story is realistic or a fantasy.

Directions Read the following passage.

Marcus is a cowboy and Sam is his special horse. Marcus put the saddle

on Sam, and then he got on to ride away.As they left the corral, Sam spread

his wings and flew over the fence. They landed in a meadow far away.

“That was fun,” said Marcus. “Now let’s fly across the Rocky Mountains.”

“Okay,” said Sam, and he flew over the mountains to the Pacific Ocean. Then he flew back home again.

“You’re the best horse I’ve ever had,” Marcus said to Sam.

Directions Complete the chart. Tell what happens and whether it could happen or not. Then tell if the story is a realistic story or a fantasy. Explain why.

What Happens? Could This Happen? (Check one)

Sam flies over the fence. Yes No

Yes No

This story is a

Home Activity Your child identified a story as a fantasy by finding things that happen in the story that could not happen in real life. Discuss familiar books with your child and ask your child to tell whether the story is a realistic story or a fantasy.

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VocabularyDirections Choose the word from the box that best matches each definition. Write the word on the line.

____________________ 1. went after or got

____________________ 2. fast-growing

____________________ 3. repairing

____________________ 4. a period of time

____________________ 5. a frying pan

Directions Choose the word from the box that best matches each clue. Write the word on the line.

____________________ 6. This is a tool used for breaking up rocks.

____________________ 7. People use these metal pieces to pay for things.

____________________ 8. This is where you might find stacks of dirty clothes.

____________________ 9. A gas station and grocery store are examples of this.

____________________ 10. Sewing skills are needed for this task.

Write a Movie ScriptOn a separate sheet of paper, tell what would happen in a movie you might make about life in a fast-growing town long ago. Identify the main characters and describe key events in the beginning, middle, and end of the story. Use as many vocabulary words as possible.

Boom Town

Home Activity Your child identified and used vocabulary words from Boom Town. With your child, read a story or nonfiction book about the California Gold Rush. Discuss what it might have been like to live during that period of time. Encourage your child to use vocabulary words in your conversation.

4 Vocabulary Practice Book Unit 1

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Check the Words You Know

boombusinesscoinsfetchedlaundrymendingpickskilletspell

fetched

boom

mending

spell

skillet

pick

coins

laundry

business

mending

Students’ writing should incorporate lesson vocabulary in a description of main characters and sequence of events from a movie about life in a boom town long ago.

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Practice Book Unit 1 Vocabulary 5

Name Boom Town

Vocabulary • Context Clues • Homonyms are words that are pronounced and spelled the same but have different

meanings.

• Use the words and sentences around the homonym to help you figure out what it means.

Directions Read the following passage about life during the Gold Rush. Then answer the questions below. Look for context clues as you read.

Our family decided to head West after we heard about the discovery of gold.

As the boat carried us away, we waved to our friends standing on the bank of the river watching us leave. Once we reached the West, it didn’t take long to see that we weren’t going to strike it rich as miners. For a short spell, we didn’t know how we would live. Then Dad had an idea.

He decided the boom town that had grown so quickly near the mines needed a store. The store would sell tools and other supplies that miners needed. The first day we opened, Dad sold a pick and a shovel. After that, business just kept growing.

1. What does leave mean in this passage? What clues help you to determine the meaning?

2. What are two meanings for bank? What clues tell you the word’s meaning here?

3. What does spell mean in this passage?

4. What does boom mean in this passage? What clues help you know this?

5. In this passage, is a pick something you use or something you do? What clues help you to figure this out?

Home Activity Your child used context clues to understand homonyms—words that are pronounced and spelled the same but have different origins and meanings. Provide sentences with homonyms such as ball (a round object/a formal dance) or bat (a flying animal/a club). Ask your child to use context clues to determine the meaning of each homonym.

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Name Boom Town

CharacterDirections Read the following passage. Then answer the questions below.

Mona’s parents own a laundry business. Mona’s mother also does mending.

Mona always stops in after school. She likes the smell of soap and the noise of coins going into the laundry machine slots.

“Hello, dear,” says Mom when Mona enters the laundry. “How was school today?”

“Fine,” says Mona. She watches as Mom stitches the hem in a pair of pants.

“I need more blue thread,” Mom says to Mona. “Would you mind fetching some for me?”

Mona goes over to her mother’s sewing box. She picks out more blue thread and takes it to her mother. Then she hears a noise at the back door.

“That must be your father returning from his errands,” says Mom, as Dad pops into the room.

“Howdy!” Dad says, setting down boxes of laundry soap. Mona looks at his cheerful expression and feels happy.

1. Who are the characters in the story?

2. What word in the story tells you what Mona’s father is like?

3. How do you know that Mona likes going to the laundry?

4. What does Mona do that tells you she is helpful?

5. Write a description of Mona’s mother. Tell what she is like and how you know.

Home Activity Your child identified character traits for several characters in a realistic story. Read a story together that has several characters. Tell who are the characters in the story. Discuss the character traits, or qualities, of each of the characters.

6 Comprehension Practice Book Unit 1

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Name Boom Town

Realism and Fantasy • Prior Knowledge • A realistic story tells about something that could happen.


• Use your prior knowledge and connect what you read with what you already know to help your understanding. You can also use prior knowledge to judge whether a story is realistic or a fantasy.

Directions Read the following passage. Then answer the questions below.

James and Ted want to go to baseball camp, but they don’t have enough

money. “Why don’t we sell lemonade?”

James said to Ted. “We could put a stand at the corner.”

So the two brothers mixed up some lemonade in a pitcher. Then they made a sign that said: LEMONADE 25¢

The boys sold 5 pitchers of lemonade and made $10.

“Let’s keep selling until we have enough for camp,” said Ted.

1. Could two brothers sell lemonade and make money?

2. Is it possible for two boys to make lemonade?

3. Do you think the boys could have made $10 in real life?

4. Is this story a realistic story or a fantasy? Explain.

5. What did you already know that helped you decide whether the story is realistic or not?

Home Activity Your child was asked questions to decide whether a story was a realistic story or a fantasy. Ask similar questions when you read stories together. Have your child explain his or her answer using prior knowledge.

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Realism and Fantasy • A realistic story tells about something that could happen.



When the Kellys came across the sea to America, Dad got a job sweeping

streets. Everyone else got a job at the mill. Mom wove cloth at a loom. Patrick

swept floors. Missy was a bobbin girl. She put new spools of thread on the machines when they were empty.

Mom made a dollar a day. The children made only a few pennies.

“I wish you didn’t have to work,” said Dad. “But we need the money.”

“We’ll never get rich,” said Patrick.“Maybe someday we’ll start our own

business,” said Mom. “Then we’ll make more money.”

Directions Complete the chart. Tell what happens and whether or not it could happen. Then tell if the story is a realistic story or a fantasy. Explain why.

What Happens? Could This Happen? (Check one)

Dad gets a jobsweeping streets.

Yes No

Yes No

This story is a

Home Activity Your child identified a story as a realistic story by determining that events in cotton mills one hundred years ago could have happened. Tell your child about events that happened a long time ago. Also, make up some things that could not happen. Ask your child to tell whether the events could really happen or not.

Boom Town

Answers will vary, but they should be events that are told in the passage.

realistic story because the characters and events could happen.

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Name Boom Town

Short VowelsDirections Choose the word with the short vowel sound in the first syllable to complete each sentence. Write the word on the line.

____________________ 1. My mom works in a big (hotel/hospital).

____________________ 2. She got the job last (April/winter).

____________________ 3. She works for a (doctor/painter).

____________________ 4. Mom writes (poems/messages).

____________________ 5. She uses a (pencil/notepad).

Directions Circle the word with the short vowel sound in the first syllable. Then underline the letter that stands for that short vowel sound.

6. happen higher hoses

7. miner problem music

8. paper private puppet

9. lately lettuce likely

10. trial toaster tunnel

11. napkin native notebook

12. spoken spider signal

13. baby basket biker

14. sister safety season

15. tasteful timer tennis

Home Activity Your child identified words with a short vowel sound in the first syllable, such as happen, lettuce, and tennis. Have your child make a collage of magazine pictures showing items that have a short vowel sound in the first syllable of each item’s name. Help your child label each picture.

Practice Book Unit 1 Phonics Short Vowels 9

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Name Boom Town

Advertisement/PosterAn advertisement is an announcement that tries to persuade readers, listeners, or viewers to do or buy something or to feel a particular way about something. An advertisement sometimes appears on a poster or sign.

Directions Use the poster advertisement to answer the questions that follow.

1. What does the advertisement/poster want readers to do?

2. What is one reason for buying goods from this trading post?

3. What kind of people might shop at the trading post?

4. What words are used to help persuade readers?

5. What slogan, or saying, does the advertisement use to describe items sold in the store?

Home Activity Your child used a poster advertisement to answer questions. Have your child create a poster to “sell” one of his or her favorite toys. Encourage your child to use persuasive words and ideas on the poster.

10 Research and Study Skills Practice Book Unit 1

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ART per spec


What About Me?Once there was a boy who hungered for knowledge. So he went to see a Grand Master who might teach him. But the Grand Master sent him on a hunt for a carpet, which led to a search for thread, and then to a search for goat hair, goats, a goat pen, and a wife for the carpenter. As the boy worked to help others get what they needed, he learned that the best gifts come when a person is giving and that knowledge can come when we least expect it.

ActivityWhat Can I Do For You? Together, spend an hour doing something for someone else. You might make a neighbor cookies, fix a broken toy for your brother or sister, or leave fun notes for those you love. How did doing something for someone else make you feel? What gift did you get from giving?

Summary

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Sequence is the order in which things happen in a story—what happens first, next, and last. Picturing the story in your mind as you read may help you remember the order of events.

ActivityTeach Me How Think about one of your skills. Are you a good helper in preparing dinner? Can you change your own bicycle tire? Take turns explaining the steps needed to do the task correctly in the order in which they must occur.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading What About Me? Practice using these words.

Vocabulary Wordscarpenter a person who builds and repairs houses and other things made of wood

carpetmaker a person who makes carpets

knowledge an understanding that is gained through experience or study

marketplace a place where food and other products are bought and sold

merchant a person whose business is buying goods and selling them for a profit

plenty more than enough of something

straying wandering or lost

thread very thin cord used in sewing and in weaving cloth

Lesson Vocabulary

Subjects and PredicatesA sentence tells a complete idea with a subject and predicate. A subject tells who or what the sentence is about. A predicate tells what the subject is or does. In the following sentences, the subject is underlined and the predicate is circled.

The boys climb the tree.

They laugh and play.

ActivityPut It All Together This activity works well on a quick trip in the car or even in line at the supermarket. The first player says a noun and a verb. The other players take turns coming up with the best complete sentence using those two words.

Noun Verb cats nap

Ten silky cats nap in the afternoon sun.

Grammar

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Name What About Me?

Sequence • Summarize • Sequence is the order in which things happen in a story—what happens first, next, and last. • Sometimes a writer uses clue words such as first, so, then, and at last. • Good readers sum up as they read and remember important events in the order

they happened.


First, Cisco raked leaves for Mrs. Rey. He put the leaves into four piles on

the lawn.Cisco could not put the leaves in plastic

bags by himself. So Cisco asked his brother Rico to help.

Rico held the bags open, and then Cicso dumped leaves inside. When a bag was full, Cicso tied it at the top.

At last they were done, and Mrs. Rey gave Cisco twenty dollars. Cisco gave Rico five dollars for helping.

Directions Write these sentences in the correct place on the organizer. • Cisco put leaves in a bag. • Mrs. Rey paid Cisco $20. • Cisco asked Rico to help. • Cisco raked the leaves.

1. First

2. Next

3. Then

4. Last

5. On another piece of paper, use the sentences to write a summary of the story.

Home Activity Your child put events from a story in the order they happened. Read a simple story to your child. Name events from the story by asking, “What are some things that happened in the story?” Then ask your child to retell the story putting the events in the order they happened.

Cisco raked the leaves.

Cisco asked Rico to help.

Cisco put leaves in a bag.

Mrs. Rey paid Cisco $20.

Cisco raked leaves. He asked Rico to help. Cisco put the leaves in a bag. Mrs. Rey paid Cisco $20.

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VocabularyDirections Write the word from the box that best completes each sentence.


carpentercarpetmakerknowledgemarketplace

merchantplentystrayingthread

1. Sara had of clothes to mend.

2. She needed to buy for sewing.

3. She walked to the to go shopping.

4. She found a who sold what she wanted.

5. Later she talked to the about a new rug.

Directions Write the word from the box that best matches each clue.

6. a person who builds with wood

7. a lot

8. wandering or roaming

9. facts and ideas

10. someone who makes rugs

Write an InterviewOn a separate paper, write five questions you could ask a carpenter, merchant, or a carpetmaker. Answer each question. Use as many vocabulary words as possible.

What About Me?

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Home Activity Your child identified and used vocabulary words from What About Me? With your child, act out a conversation that might have taken place in an old-time village marketplace. Use vocabulary words as you and your child discuss what you are buying or selling.


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Name What About Me?

Vocabulary • Word Structure • Sometimes you may come across a word you don’t know. The word may be a long

compound word made up of two small words.

• If you know the meaning of the small words, it will help you figure out the meaning of the long compound word.

Directions Read the riddle. Then circle the compound word that solves the riddle.

1. I take care of goats. I watch them during the day. I watch them at night. Who am I?goatkeeper goaltender

2. I sit and weave all day. I make wonderful patterns of many colors. I make things you put on your floor and walk on. Who am I?coverup carpetmaker

3. I raise goats. When they are big, I sell them to people. Who am I?cowboy goatseller

4. I help people get married. I help a man meet a woman that he will like. I help a woman meet a man she will like. Who am I?matchmaker firefighter

5. I am a place where people go to buy things. There are many people selling things here. There are many people buying things here. What am I? doorknob marketplace

6. I am a place for children. I have swings and monkey bars. I have many things that children can play on. What am I?playground outline

7. Birds live inside me. I have a perch for them to sit on. I have cups for food and water. What am I?cardboard birdcage

8. I own a store. I help my customers. I stand behind the counter. People who buy things in my shop pay me. Who am I?shopkeeper airport

Home Activity Your child used word structure to figure out the meaning of unfamiliar compound words. Read a newspaper article or store advertisement with your child. Encourage your child to identify unfamiliar compound words by defining the small words that make up each compound word.


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Name What About Me?

Author’s PurposeDirections Read the following passage. Then answer the questions below.

A carpenter made a beautiful table. He asked his mule to help him take the

table to the marketplace.The carpenter tied the table to the mule’s

back, and they started down the path. Soon the mule was tired. The mule saw some shade under a large tree, but he kept going.

Then the mule saw a stream of fresh water. The mule wanted to take a drink, but he kept going.

Finally, they arrived at the town. The carpenter sold the table to a merchant. Then he put the mule in the shade and gave the mule plenty of water and food to eat.

Moral: Working hard leads to a reward.

1. What did the mule get as a reward for his hard work?

2. The mule wants to stop twice on the trip to town, but he doesn’t. Why do you think the author tells us this?

3. Why do you think the author writes mainly about the mule?

4. What does the reader learn about the most in this story—travel, hard work, or how to behave? Explain.

5. Why did the author most likely write this selection?

Home Activity This story is a fable, or a short story that teaches a lesson. Your child answered questions about the author’s purpose, or the reason an author writes a story. After reading a story with your child, stop to discuss why the author wrote the story. Some reasons are to persuade, to entertain, to inform, or to express feelings.

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Name What About Me?

Sequence • Summarize • Sequence is the order in which things happen in a story—what happens first, next, and last.

• Sometimes a writer uses clue words such as first, so, and then.

• Good readers sum up as they read and remember important events in the order they happened.


George wanted a blue kite. He didn’t have a kite of his own, but he had lots

of marbles and a plan. First, he would ask Tammy if she would trade stickers for some marbles. Tammy said,“Okay, I do want some marbles, but why do you want stickers?”

“You’ll see,” said George.Then, George took the stickers to Sam.

He asked Sam to trade his blue kite for

the stickers. Sam was excited to see his favorite stickers, so he traded with George. “That was my plan,” said George. “Now we all have something we wanted!”

Finally, George unwrapped the blue kite. He held on tight to the string. The kite flew into the sky. George was happy.

1. Who had the marbles first?

2. Who got the marbles next?

3. What did Tammy give to George?

4. The last event to happen in the story is George flying the kite. What clue word lets you know that?

5. Write a summary of the story.

Home Activity Your child answered questions about the order in which events happened in a story. As you read other books together, write some of the events on cards. Then ask your child to put the cards in the correct order.

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Name What About Me?

Sequence • Sequence is the order in which things happen in a story—what happens first, next, and last.

• Sometimes a writer uses clue words such as first, so, then, and after.


A shepherd named Kit sat by the sea as his sheep ate grass nearby.

I should sell the sheep and become a merchant, thought Kit. And so he did.

Then Kit bought some apples. He put the apples on a wagon to take them to market.

It began to storm. The wind blew strong. The wagon fell over and all of the apples were ruined.

After that, Kit wished he would have kept his sheep.

Directions Write these sentences in the correct place on the organizer.

• The wagon fell over. • Kit sold his sheep. • Kit bought some apples. • Kit sat by the sea.

1. First

2. Next

3. Then

4. Last

Home Activity Your child put events from a story in the order they happened. Read a simple story to your child. Write four events from the story on cards. Ask your child to arrange the cards in the order the events happened in the story.

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Name What About Me?

Plurals Directions Use the plural form of each word in ( ) to complete each sentence. Write the word on the line.

____________________ 1. Tanya put her hands into her (pocket).

____________________ 2. She pulled out a handful of (penny).

____________________ 3. She also found two (pencil).

____________________ 4. She traded each pencil for two boxes of (paint).

____________________ 5. She used the money to buy two new (brush).

____________________ 6. She filled (glass) with water for cleaning her brushes.

____________________ 7. She painted a forest filled with trees and (bush).

____________________ 8. She made pictures of (beach) and waves.

____________________ 9. She showed (family) having fun together.

____________________ 10. Tanya gave away many (copy) of her pictures.

Directions Write the plural form of each word below.

11. lady ____________________

12. dish ____________________

13. class ____________________

14. peach ____________________

15. kiss ____________________

16. supply ___________________

17. fox ___________________

18. boss ___________________

19. list ___________________

20. book ___________________

Home Activity Your child wrote plurals—words naming more than one person, place, or thing. Ask your child to look around a room in your home and tell what he or she sees. Work with your child to write a list of twenty things in the room. Ask your child to write the plural form of each word.

Practice Book Unit 1 Phonics Plurals 19

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Name What About Me?

Alphabetical OrderEntries or subjects in encyclopedias, dictionaries, and indexes are listed in alphabetical order, so you can find information quickly and easily. When two entries or subjects have the same first letter, alphabetize by the second letter. If the second letters are also the same, alphabetize by the third letter, and so on. See how these occupation entries have been alphabetized in an index.

Accountant, 12 Butcher, 35 Counselor, 14Actor, 22 Carpenter, 18 Dancer, 23Auto mechanic, 32 Carpet Installer, 20 Dentist, 29Bank Teller, 34 Cashier, 9 Designer, 24Barber, 8 Chef, 7 Educator, 26Bus Driver, 10 Computer Operator, 6 Engineer, 19

Directions Put these words from What About Me? in alphabetical order. Use the index example above to help you.

master carpet workthread spun

moral wise weave spinner merchant

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Home Activity Your child put words in alphabetical order. Give your child a list of 5 names of family members and/or friends. Ask him or her to put the names in alphabetical order.


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Alexander, Who Used to Be Rich Last SundayAlexander is the youngest of three brothers who each receive a dollar from their visiting grandparents. He means to save the dollar to buy a walkie-talkie, but over the course of the day he spends some of it, loses some of it, and must use some of it to pay for bad decisions. At the end of the day, his dollar is gone, so he sits and thinks about where the money went and how he feels about it all.

ActivityHigh Finance This week, keep track of how much money you spend. What do you spend each day on bus fare, hot lunch, drinks, and other items? Together, discuss how you might save money for something you want. Set a goal and talk each day about your progress toward your savings goal.

Summary

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SequenceSequence is the order in which things happen in a story. Sometimes a writer uses clue words like first, then, next, and finally.

ActivityAll Mixed Up Take turns telling stories about the events of your day, but mix up the order of events. Then have the listener try to figure out the correct order of events using prior knowledge and clues in your story.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Alexander, Who Used to Be Rich Last Sunday. Practice using these words.

Vocabulary Wordscollege a school that offers higher education than high school

dimes coins in the United States equal to ten cents

downtown the main part or business part of a town

fined punished by making someone pay money for breaking a rule

nickels coins in the United States equal to five cents

rich having much money, land, or other valuable things

quarters coins in the United States equal to twenty-five cents

Lesson Vocabulary

Statements and QuestionsA statement tells something. It begins with a capital letter and ends with a period. A question asks something. It begins with a capital letter and ends with a question mark.

Statement: Today is sunny.

Question: What is the weather today?

ActivityAsk and Tell Players take turns thinking of a question. Each partner responds with two statements that answer the question. Players then switch roles.

Grammar

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What kind of dog do you like?

I like all brown dogs.

I like enormous dogs with thick fur.

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Name Alexander

Sequence • Visualize • Sequence is the order in which events happen in a story. Look for these clue words:

first, after, finally.

• As you read, visualize the characters and what is happening to help keep track of the sequence of events.


First, Frankie put five dollars in the bank. Dad said they would do this

every month.After four months, Frankie thought, “I

have twenty dollars in the bank!”After eight months, Frankie thought, “I

have forty dollars in the bank!”

Finally, Frankie had saved for one year. He got a letter from the bank. It said that Frankie had sixty-five dollars in the bank.

“But I saved only sixty dollars,” said Frankie.

“You made five dollars this year,” said Dad. “The bank pays you for keeping money in the bank.”

Directions Write the important events in the correct place on the timeline. Then answer the question.

2. After four months 4. After one year $ .00 $ .00

1. First Month 3. After eight months$ .00 $ .00

5. Picture Frankie in your mind when his dad tells him that he made five dollars. Describe what Frankie looks like.

Home Activity Your child ordered events in a story. Name four events that happened in your family during the last year. Do not tell them in the order they happened. Ask your child to put them in the correct order. Encourage your child to use the words first, then, next, and finally.


5 40

20 65

Frankie has a smile on his face.

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VocabularyCheck the Words You Know

collegedimesdowntownfined

nickelsrichquarters

Directions Draw a line to match each word with its definition.

1. rich coins worth ten cents each

2. nickels having much money

3. fined center of town

4. dimes ordered to pay money for breaking a law

5. downtown coins worth five cents each

Directions Write the word from the box that best completes each sentence.

6. Tina saved most of her money to pay for .

7. Her piggy bank was so full that she felt .

8. One day, Tina and her mother went to shop.

9. They got a parking ticket and were one dollar.

10. Tina gave her mother four to pay the fine.

Write an EssayOn a separate sheet of paper, write an essay explaining why it is important to save. Use as many vocabulary words as possible.

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Home Activity Your child identified and used vocabulary words from Alexander, Who Used to Be Rich Last Sunday. Ask your child to help you count loose coins, such as nickels, dimes, and quarters. Talk about their value, what you or your child could do with them and why it is important to save money. Use as many vocabulary words as possible.


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Vocabulary • Glossary or Dictionary • Sometimes you come across a word you don’t know. You can use a glossary or a

dictionary to find the meaning of the unfamiliar word.

• A glossary has the meanings of important words in a book. A dictionary has the meanings of many words. Both have words in alphabetical order.

college n. a school one attends after high school

dime n. a coin worth ten centsdowntown n. a part of a city or town with

stores and offices

fined v. money paid as punishment for doing something wrong

quarter n. a coin worth 25 cents, or one-quarter of a dollar

rich adj. having a lot of money

Directions Each sentence has one underlined word. Use the dictionary entries above to find the meaning. Write the meaning of the word on the line.

1. I gave the man four quarters, and he gave me one dollar.

2. My dad fined me one dollar for not doing my chores.

3. The rich man had a large house with a swimming pool.

4. When Grandma was little, it cost two nickels to ride the bus downtown.

5. My babysitter goes to college to study teaching.

6. On holidays my Aunt Dee comes for dinner and always gives me ten dimes.

Home Activity Your child used sample dictionary entries to learn the meaning of unfamiliar words. Read a story or magazine article about money together and look up unfamiliar words. Encourage your child to look up unfamiliar words in the dictionary while reading.


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Draw Conclusions • A conclusion is a decision you reach after you think about details and facts.

• As you read, think about the details and facts and what you already know to draw conclusions about characters and the things that happen.


Peter works at a store after school. On Monday, Mrs. Wick asks Peter to stack

cans of beans. She gives Peter five nickels. When Peter goes home, he puts the nickels in his nickel jar.

On Wednesday, Mrs. Wick asks Peter to sweep the floor. She gives Peter three dimes. When Peter goes home, he puts the dimes in his dime jar.

On Friday, Mrs. Wick asks Peter to take a sack of food to the lady next door. She gives Peter a quarter. When Peter goes home, he puts the quarter in his quarter jar.

That weekend, Peter looks at his jars of money. I’m not rich, he thinks, But someday I will use this money to go to college.

1. How do you know that Peter is a hard worker?

2. Which days does Peter probably work each week?

3. Why do you think Peter has a job?

4. How much money did Peter earn this week?

5. How do you think Peter feels as he looks at the money in his jars?

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Home Activity To answer the above questions, your child practiced the skill of drawing conclusions. The author does not always tell everything in a story. Sometimes, readers have to draw conclusions to understand what happened. Read a realistic fiction story with your child. Ask your child questions that require drawing conclusions.


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Sequence • Visualize • Sequence is the order in which events happen in a story. Look for these clue words:

first, then, next, and last.



Tina’s mother liked to look at rainbows. Tina decided to make her mom a

rainbow. First she found some red and orange buttons which she glued onto a piece of paper.

Then Tina used the glue and added some yellow and green glitter under the red and orange buttons.

Next she glued some old scraps of blue and indigo colored fabric under the yellow and green glitter.

Last she used some violet colored paint to finish her work of art. Now her mom can see a beautiful rainbow at any time.

1. When did Tina find the red and orange buttons?

2. What did Tina glue on the paper after the red and orange buttons?

3. When did Tina use the scraps of blue and indigo colored fabric?

4. What color did Tina use last?

5. Picture the sequence that Tina followed. Why did she do things in this order?

Home Activity Your child answered questions about the order that events happened in a story. Write the events from this story on cards or pieces of paper. Ask your child to put the cards in the correct order.


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Sequence • Sequence is the order in which events happen in a story. Look for these clue words:

first, next, then, and last.



First, Ben took the money out of his piggy bank. He had three dollars and

twenty-five cents. Not enough money, he thought.

Then, Inez raked leaves. She got one dollar. We need more money, she thought.

Next, Alex found three quarters in the sofa. Now we have enough money, he thought.

Finally, the children went to the store. They got a vase for their mother’s birthday. The vase cost five dollars.

Directions Write the money amounts from the story in the correct place on the time line. Then answer the question.

2. Then, Inez gets 4. Finally, the $ .00. children spend $ .00.

1. First, Ben has 3. Next, Alex finds$ .25. ¢.

5. What do you think will happen next?

Home Activity Your child puts events from a story in the order they happened. Remind your child of an event you did together recently. It can be as simple as picking up toys or getting ready for bed. Ask your child to tell what you did first, then, next, and last.

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pleased pleasing

used using

shopped shopping

worried worrying

tugged tugging

greater greatest

easier easiest

thinner thinnest

angrier angriest

bigger biggest

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Base Words and Endings Directions Add -ed and -ing to each word on the left. Remember that you may have to double the last consonant, drop the final e, or change y to i.

Word -ed -ing

plan planned planning

1. please _______________ _______________

2. use _______________ _______________

3. shop _______________ _______________

4. worry _______________ _______________

5. tug _______________ _______________

Directions Add -er and -est to each word on the left. Remember that you may have to double the last consonant, drop the final e, or change y to i.

Word -er -est

heavy heavier heaviest

6. great _______________ _______________

7. easy _______________ _______________

8. thin _______________ _______________

9. angry _______________ _______________

10. big _______________ _______________

Home Activity Your child wrote words that ended with -ed, -ing, -er, and -est. Work with your child to write a story using the words on the page above. Before the writing begins, ask your child to review the words he or she wrote and think about ways to use the words.

Practice Book Unit 1 Phonics Base Words and Endings 29

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Skim and ScanReaders skim to find the main idea of a text. Skimming is reading quickly and not reading every word. To skim, read titles, headings, and some sentences. Readers scan to look for certain words or phrases. Scanning can be used to find out if a text or resource has the information a reader wants or if it answers a question.

Directions Skim or scan the chart to answer each question.

Making and Using Money

1. What kind of information is in the first column?

2. What is one way to earn money?

3. Who might skim the information in this table?

4. What is one way to save money?

5. Which column would you read to find ways to buy what you want?

Home Activity Your child has learned to skim and scan text. Have your child skim and scan a newspaper or magazine article to determine the main idea.

How to Earn It How to Save It How to Spend Wisely

• Do yard work for neighbors

• Do odd jobs

• Return bottles and cans for cash

• Put it away where you won’t see it all the time

• Put it in the bank

• Make a list of things you want

• Spend money only on things on the list


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If You Made a MillionIn this story by David M. Schwartz, a friendly magician shows you the relative size of different amounts of money. Looking at gradually larger amounts of money, the magician takes you from a simple penny to a million dollars. Along the way, he explains interest in a savings account, the use of checks, and the way a bank loan works. At the end, the magician sums up his lessons by reminding the reader that “Making money means making choices.”

ActivityIs It Worth It? As you run errands together, such as purchasing groceries or buying gas, look at the total amount of the purchase. How much is that worth? For example, thirty dollars worth of gas might buy 25 loaves of bread or one video game. Which is the best use of your money? What circumstances might affect your answer?

Summary

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Realistic stories tell about something that could happen. A fantasy is a story about something that could never happen.

ActivityWhat Could You Buy? Describe things you would want to buy if you had a million dollars, such as a flying carpet or enough ice cream to fill up your kitchen. Explain whether each thing could really be bought or could never be bought.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading If You Made a Million. Practice using these words.

Vocabulary Wordsamount the sum of two or more numbers or quantities

check a written order directing a bank to pay a certain amount of money to the person named

earned deserved or won because of hard work or good behavior

expensive having a high price; very costly

interest money that is paid for the use of borrowed or deposited money

million 1,000,000

thousand 1,000

value the worth of something in money

worth equal in value to

Lesson Vocabulary

Commands and ExclamationsA command tells someone to do something. It begins with a capital letter and ends with a period. An exclamation tells something with very strong emotion. It begins with a capital letter and ends with an exclamation point.

Command: Put the cup on the table.

Exclamation: This apple is delicious!

ActivityWhat Kind? Players take turns thinking of a sentence. Each partner responds by naming the kind of sentence. Players then switch roles.

Grammar

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statement question command exclamation

The sky is blue.

Is it sunny today?

Look out the window.

The sun is so bright!

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Name If You Made a Million

Realism and Fantasy • Monitor and Fix Up • A realistic story tells about something that could happen.

• A fantasy story could never happen. Some stories are mostly realistic but may include events that are fantasy.

• Check your understanding as you read. If you are not sure about something, you can reread parts.


Jennifer had a loose tooth. When she was brushing her teeth, she noticed

that the tooth had fallen out. She looked into the sink, and the tooth was not there. She checked to see if it was stuck in her toothbrush and then looked into the sink

again. The tooth was missing. Jennifer had really lost her tooth! Out of the corner of her eye she saw something moving. Then she heard something cheerfully say, “I found it!” Her toothbrush was pushing the missing tooth toward her.

Directions Complete the chart. Tell what’s real and what’s not. Then tell if the story is a realistic story or a fantasy.

What’s Real? What’s Not?

1. Jennifer had a loose tooth. 4.

2. 5.

3.

6. This story is a .

Home Activity Your child identified a story as a fantasy by finding something in it that could not happen in real life. List all of the events in the story for your child in the order they happened. Ask if each event could really happen. Explain that if just one thing happens that isn’t real, the story is a fantasy.


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Name


amountvalueinterestcheckmillion

worthearnedexpensivethousand

Directions Fill in the blank with the word from the box that fits the meaning of the sentence.

1. The actor said the lady doesn’t know the of a dollar.

2. That gold ring is a lot of money.

3. Money that you save in a bank earns .

4. If I had one dollar more than $999, I’d have one dollars.

5. That skyscraper cost about twenty dollars to build.

Directions Draw a line from the word to its definition.

6. expensive what something is worth

7. amount costs a lot of money

8. check worked for money

9. earned a written order for a bank to pay money

10. value the total sum

Write a Story On a separate sheet of paper, write a story about someone who wins a lot of money. Describe how the money is won and spent. Use as many vocabulary words as possible.

If You Made a Million

Home Activity Your child identified and used words from If You Made a Million Dollars. Read a story or newspaper article about money. Discuss the story or article with your child using this lesson’s vocabulary words.


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Vocabulary • Context Clues • Sometimes you may come across a word you don’t know. The word might have two

meanings.

• Use context clues—the words around the unfamiliar word—to help you figure out its meaning.

Directions Read each sentence. One word is underlined in each sentence. There are two meanings written below each sentence. Circle the meaning of the underlined word.

1. My money earns interest while it’s in my account.curiosity money paid by the bank

2. Please check to see if the water is boiling. look at carefully an order written to pay money from a bank

3. My aunt raises horses on her farm.lifts takes care of

4. I am trying to save enough money to buy a bike.rescue set aside

5. We went fishing near the banks of the river. places you keep money land that edges the water

6. My father paid the gas bill by writing a check to the gas company.charge paper money

7. Your money grows if you let it stay in the bank a long time.gets taller increases in amount

8. It’s time for me to leave for school. let alone go out

Home Activity Your child used context clues to figure out the meaning of words that have two meanings. Read a story about money with your child. Encourage him or her to identify any words that have two meanings and to use context clues to figure out what they mean.


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Sequence of EventsSequence is the order in which events happen in a story. Look for clue words such as first, then, next, and last.


Billions of coins are made at the U.S. Mint. First, round disks are

punched out of sheets of metal. The blank rounds are heated until they are soft, and then they are run through a washer and dryer.

Next, all of the blank coins are checked to see if they are the right size and shape. The blanks go through a mill that raises a rim around their edges. Then they are sent through a press that stamps a design and words on each coin.

Different presses make different kinds of coins. Each kind of coin has a different value. The dollar coins are worth the greatest amount.

When the coins are finished, they are checked again for any mistakes. Then a counting machine counts them and drops them by the thousands into bags. A forklift takes the bags to a vault.

1. What must be done first when making coins?

2. What happens just before the coins are run through a washer and dryer?

3. After the blank coins are checked, what happens next?

4. What happens to the coins after they are finished?

5. If you can’t remember the order of the steps, what can you do to check your understanding?



Home Activity To answer the above questions, your child used knowledge of sequence, or the order in which things happen. Make up a story about a task you do around the house, such as washing the car or doing the dishes. Use the words first, next, and finally. Then ask your child questions about what happened first, next, and last.

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Realism and Fantasy • Monitor and Fix Up • A realistic story tells about something that could happen.

• A fantasy story could never happen. Some stories are mostly realistic but may include events that are fantasy.

• Check your understanding as you read. If you are not sure about something, you can reread parts.


Joy had five dollars. It wasn’t enough money to buy the new pair of jeans

she wanted.Joy put her five-dollar bill under a

chicken in the chicken coop. The next morning, she went out to gather eggs.

Instead of one five-dollar bill, she now had four five-dollar bills!

“The chicken laid five-dollar bills!” Joy said. She went right to the store and bought her pair of jeans.

1. Is it realistic that a child might want a new pair of jeans?

2. Is it possible for a child to put a five-dollar bill under a chicken?

3. Do you think Joy is right when she says the chicken laid five-dollar bills?

4. If the chicken laid the five-dollar bills, what kind of story is it?

5. Check your understanding. What if you read on and find this out: The extra five-dollar bills were put in the chicken’s nest by Joy’s father. Then what kind of story is it?

Home Activity Your child determined whether events in a story could really happen or not. Name these events and decide whether it’s possible that a child could do them in real life: play the piano well (yes), talk to a chicken (yes), hold a conversation with an owl (no), stay up all night (yes), run faster than a parent (yes), grow wings and fly (no).


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Realism and Fantasy • A realistic selection could really happen. Nonfiction writing gives facts and is realistic.

• In a fantasy, things happen that are not real. A fantasy is fiction writing, but nonfiction writing can give facts about a fantasy.


Do you like books? You can read lots of books at a library. Most people

have favorite stories—ones they like better than others. Which story do you like best? Some like the story of Peter Rabbit.

In this story, a rabbit goes into a garden. The owner chases him. Peter loses a shoe and his jacket. Peter gets away, but he is sick. His mother makes him drink tea. He has to stay in bed.

Directions Complete the chart. Tell what’s real and what’s not.

What’s Real? What’s Not?

1. Reading books at a 3. A rabbit wears

2. A story about 4. The rabbit mother gives Peter

5. Using what you know about rabbits, write two nonfiction sentences telling about how real rabbits live.



Home Activity Your child identified some things in writing that are fantasy. Read stories in which animals talk, wear clothes, and do other things that humans do. Discuss whether animals really do these things. Ask your child whether the stories are real or imaginary.

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Long Vowel DigraphsDirections Choose the word with the long a, long e, or long o sound that best matches each definition. Write the word on the line.

____________________ 1. all right glad okay well

____________________ 2. a sound of pain groan sob whimper

____________________ 3. free from dirt clean fresh spotless

____________________ 4. toss fling pitch throw

____________________ 5. go along with accept admit agree

____________________ 6. reach or get gain gather win

____________________ 7. heat until brown cook toast broil

Directions Circle the word that has the long a, long e, or long o sound. Then underline the letters in the word that stand for that vowel sound.

8. chock chop cheep

9. best blown bought

10. flash float flock

11. braid brick build

12. school sorry stay

13. feast flash friend

14. dish dream droop

15. sand screen shoe

16. plain plant print

Home Activity Your child wrote words in which the long a sound is spelled ay and ai, the long e is spelled ee and ea, and the long o is spelled oa and ow. Ask your child to list words that rhyme with the long a, e, and o words on the page above. Write the rhyming words and have your child read them noting different spellings for the same sound.

Practice Book Unit 1 Phonics Long Vowel Digraphs 39

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Parts of a BookBooks have different parts that help you find the information you need. At the front, a table of contents lists chapters, articles, or stories and their page numbers. An index lists subjects that the book covers and tells the page on which the information can be found. An index is usually in the back of the book.

Directions Use the table of contents and the index to answer the questions.

Table of ContentsMoney Around the World

Chapter 1North and South America 3

Chapter 2Europe and Asia 10

Chapter 3Africa and Australia 25

Index

Dollar Australia, 32 Canada, 5 Taiwan, 14 United States, 4

Euro List of Countries, 10

1. In which chapter will you look if you want to read about money in South America?

2. On which page will you look to find the countries that use the Euro as money?

3. Which chapter has information about the Australian dollar?

4. On which page is there information about the Canadian dollar?

5. Chapter 3 starts on which page?

Home Activity Your child used a table of contents and index to answer questions. Ask your child to locate information using a table of contents and index in a favorite book.


Chapter 1

page 10

Chapter 3

page 5

page 25

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My Rows and Piles of CoinsSaruni helps his mother sell her goods at the market every Saturday. After each day of sales, she gives him a few coins to spend on anything he wants. But Saruni has a dream of helping his mother by buying a bicycle to take her goods to market. He saves his coins each week while he learns to ride a bicycle. He saves for months, and, with the help of his mother and father, finally gets his bike. As soon as he has it, he comes up with a new plan to help her.

ActivityHelping Others Together, talk about the people or groups that matter to you. How could you help them? Could you organize a bake sale, a group yard sale, or provide help with their activities? Set some goals and try to meet them.

Summary

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Character and SettingA character is a person who takes part in the events of a story. The setting is when and where a story takes place.

ActivityYour Favorite Story Think about your favorite story. Tell who the characters are in the story and where it takes place. Talk about some things the characters do and how they feel about these things.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading My Rows and Piles of Coins. Practice using these words.

Vocabulary Wordsarranged put in order or position

bundles things tied or wrapped together so that they are easier to carry

dangerously unsafely

errands short trips to do something

excitedly with strong lively feelings

steady firmly fixed; not swaying

unwrapped uncovered by removing something placed around an item

wobbled moved from side to side in an unsteady or shaky way

Lesson Vocabulary

Compound SentencesA compound sentence is made up of two simple sentences joined with a comma and a word such as and or but. To make a compound sentence, write the first sentence. Put a comma in place of the end punctuation and add a word such as but. Then add the second sentence, but begin it with a lowercase letter unless it is a proper noun or I.

Example: I took my notebook, but I forgot to take my pencil.

ActivityMaking Compound Sentences One player is the writer. All players think of simple sentences. There should be at least two sentences for each topic. The writer records each sentence on a scrap of paper. When there are at least six simple sentences, players lay the paper scraps face up on the table. Players then take turns choosing two sentences that go together and making them into a compound sentence.

Grammar

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Name Rows and Piles of Coins

Character and Setting • Story Structure

• A character is a person or animal who takes part in the events of a story. You can learn about characters by their words and actions.

• The setting is when and where a story takes place.

• Use the story structure—beginning, middle, and end—to learn about characters and setting.

Directions Read the following passage. Then complete the chart below.

Ebu’s family owns a salt mine in North Africa. Ebu is only 10 years old. He

reads about faraway cities and sees them on TV, but there is no other place he would rather live.

Ebu helps tie salt slabs onto the camels. They journey through the desert.

At night, Ebu helps feed the camels. Then he eats food cooked over a fire.

Ebu and his family arrive at Timbuktu. They set up their stall. Soon all of their salt has been sold.

Characters Setting

1. Name and age 3. Where story takes place

2. Character trait 4. When story takes place

5. Write the sentence in the last paragraph that describes the setting.

Home Activity Your child answered questions about a story’s characters and setting. Name stories your child is familiar with and ask your child to list the characters in it. Then ask where and when the story takes place.


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Name


errandssteadydangerouslyunwrapped

bundleswobbledarrangedexcitedly

Directions Fill in the blank with the word that fits the meaning of the sentence.

1. Hold the ladder so I can climb up.

2. I often when I first learned to ride a bike.

3. He his birthday presents after the party.

4. She did a few to help her grandmother.

5. We tied our clothes in and went to the laundry.


6. dangerously put in order

7. arranged shook from side to side

8. excitedly uncovered

9. unwrapped in an unsafe way

10. wobbled with strong, lively feelings

Write an Advertisement On a separate sheet of paper, write an advertisement for a job. Write about someone who is looking for a student to work after school. Describe the job and how much it pays. Use as many vocabulary words as possible.

Rows and Piles of Coins

Home Activity Your child identified and used words from My Rows and Piles of Coins. Read a story about a student who gets a job. Discuss the story with your child using this lesson’s vocabulary words.


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Vocabulary • Word Structure • Sometimes you may come across words you do not know. You can look to see if the

base word has a prefix at the beginning or a suffix at the end that helps you figure out the meaning.

• The prefix un- makes a word mean “not” or “the opposite of.” For example, unhappy means “not happy.”

• The suffix -ly makes a word mean “in a way.” For example, slowly means “in a slow way.”

Directions Read each sentence. One word is underlined in each sentence. Circle the prefix un- or suffix -ly in the underlined word. Then circle the correct meaning of the word.

1. When I unloaded the heavy things from the bike, it was easy to ride.took off put on

2. I was deeply pleased when I won the prize. a strongly felt way very low

3. The boy stood dangerously close to the edge of the cliff.in an unsafe way in an angry way

4. She unwrapped the gift and found ice skates inside.took off the cover did not open

5. He laughed gleefully when he won the spelling bee.in a silly way in a happy way

6. After the hike, we returned wearily to our tents and went to sleep.very quickly in a tired way

7. My father proudly gave me a hug when he saw my report card.in a loud way in a pleased way

8. I untied the bundle of coins and gave my sister a dime.opened spilled

Home Activity Your child used prefixes and suffixes to figure out the meaning of words. With your child, read a story about a person who gets a part-time job to earn money. Encourage your child to find words that have prefixes and suffixes and to use them to figure out the meaning of unfamiliar words.


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Realism and Fantasy A realistic story tells things that could happen. A fantasy story could never happen.


Hong lives in Chinatown. Her parents make fortune cookies. Sometimes

Hong runs errands. Sometimes she helps put small papers in the cookies. The papers tell a fortune. The cookies are sold to Chinese restaurants all over the United States.

“Today will be fun,” says Hong excitedly. “It’s the day of the big parade.”

Hong sits on the curb with her friend. Soon they see huge paper dragons coming down the street.

The dragons wobble. They come dangerously close to the curb. Hong can see the steady feet of the people carrying them.

Bundles of firecrackers are set off. Then children start to play games in the street. Soon everyone is laughing and eating dim sum.

Hong unwraps a cookie. The fortune says, “Save money.”

1. Do you think Chinatown is a real place? Explain why.

2. Would a story about live dragons be real or make-believe? How do you know?

3. How do you know that the dragons in this story are not real?

4. Are fortune cookies real or make-believe? How do you know?

5. Check the story’s beginning, middle, and end.Does anything happen that could not happen in real life?

What kind of story is it?



Home Activity Your child determined whether a story is a realistic story or a fantasy. For a story to be a fantasy, it must include at least one thing that cannot happen in real life. Ask your child to retell familiar stories. Then ask if the story is a realistic story or a fantasy. If the story is a realistic story, ask your child to change the story to include something that could not really happen. Then ask what kind of story it is (fantasy).

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Character and Setting • Story Structure • A character is a person who takes part in the events of a story. You learn about

characters by their words and actions.


• Use the story structure—beginning, middle, and end—to learn about characters and setting.


Fatima was born in Morocco. Now her family lives in New York City. Her

father owns a gas station.Mother wants to visit Morocco. Fatima

and her brothers talk to Dad. They set up a car wash at the gas station.

They wash cars all summer. They save every penny they make.

“By fall, we can give the money to Mother,” says Fatima. “Then she can go to Morocco.”

1. What is the setting of this selection?

2. How do you know Fatima wants her mother to be able to visit Morocco?

3. Why do you think Fatima’s mother wants to visit Morocco?

4. What clues tell you that this story takes place in the present time?

5. Reread the story’s beginning, middle, and end. What does each part tell you about Fatima?

Home Activity Your child answered questions about a story’s characters. We can learn more about characters by what they say and do. Ask this question: Which of the following words describe Fatima? Then list these words and ask your child to respond by saying yes or no: mean (no), helpful (yes), loving (yes), hard-working (yes), problem-solver (yes), greedy (no), flexible (yes).


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Character and Setting • A character is a person or animal who takes part in the events of a story. You learn

about characters by their words and actions.



Kelly’s friends ride bicycles on the road past Kelly’s farm. Kelly wants to

join them, but she doesn’t have a bike.Every day Kelly helps with the farm

chores. She gathers eggs. She feeds pigs. She weeds the family garden. On Fridays, Kelly’s dad gives her ten dollars.

Kelly saves each ten-dollar bill. Finally, she has eighty dollars. Her dad takes her into town to get a bike.

When Kelly’s friends ride by, Kelly hops on her bike. Now, when her chores are done, she can go riding with her friends.

Directions Complete the chart.

Character Setting

1. Name 3. Where story takes place

2. Character trait 4. When story takes place

5. Reread the story’s beginning, middle, and end. What does each part tell you about Kelly?



Home Activity Your child answered questions about a story’s character and setting. Ask your child to name as many places as he or she can think of. Suggest places your child likes to visit as well as states and countries. Tell your child that these places could be the setting for a story.

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counted

amount

proud

powder

flowers

choice

employer

avoid

enjoy

noisy

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Vowel Diphthongs Directions Circle each word with ou or ow that has the same vowel sound as out. Then write the word on the line.

____________________ 1. Jen slowly counted her money.

____________________ 2. She had the amount she needed.

____________________ 3. Jen was proud that she didn’t have to borrow money.

____________________ 4. She could buy her mother some bath powder.

____________________ 5. Jen would also buy some yellow flowers.

Directions Circle each word with oi or oy that has the same vowel sound as toy. Then write the word on the line.

____________________ 6. It was time for Al to make a choice.

____________________ 7. Should he find a new employer?

____________________ 8. Al wanted to avoid a long ride to work.

____________________ 9. He wanted to enjoy his job.

____________________ 10. He also hoped to work in an office that was not noisy.

11. town loyal proud snow

12. boy sound know broil

13. choice coat plow spoil

14. hour crown float show

15. join bay annoy brownHome Activity Your child wrote words with the vowel sound in out, spelled ou as in proud and ow as in shower and the vowel sound in toy, spelled oi as in choice and oy as in voyage. Have your child list other words that have the vowel sounds in out and toy. Tell your child to underline the letters that stand for the vowel sound in each word.

Practice Book Unit 1 Phonics Vowel Diphthongs 49

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Directions Circle each word with the same vowel sound as the first word. Then underline the letters in the circled word that stand for that vowel sound.

Money Earned

Quarter

Dime

Nickel

Coins in Money Box

quarter—8

dime—12nickel—4

Q Q Q Q Q Q Q Q Q Q

D D D D D D D D D D

N N N N

Q Q

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GraphsGraphs help you compare information in numbers. Pictographs use pictures or symbols. Circle graphs are shaped like a pie and show information in sections of the circle.

Directions The pictograph below shows the money Sam earned selling lemonade. The circle graph shows what coins he has in his money box. Use one of the graphs to answer each question. Tell which graph you used.

1. How many dimes did Sam earn selling lemonade?

2. How much are the nickels worth in the money box?

3. How many quarters are in the money box?

4. How many coins are in the money box in all?

5. How many quarters did Sam earn selling lemonade?

Home Activity Your child answered questions by interpreting data in a pictograph and a circle graph. Get a group of different kinds of coins. Have your child count how many there are of each kind and make a pictograph or circle graph to show the results.


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Penguin ChickA mother and father emperor penguin have only one baby a year. In Antarctica, there is nothing to build a nest with, so the father must keep the egg warm. The mother goes in search of food. The baby hatches shortly before the mother returns. She feeds the baby and cares for him while the father goes to eat and bring back food. The mother and father continue to take turns caring for and feeding the chick until the baby penguin is old enough to go hunt for food on its own.

ActivityFeed the Family Imagine that you have no refrigerator and no garden. You can only eat fresh foods, but the food is many days away! How will you make sure that there is always someone at home to watch the children and always someone collecting food? Discuss your solution.

Summary

Main Idea and Supporting DetailsThe topic is what a piece of writing is about. The main idea is the most important idea about the topic. Supporting details are small pieces of information that tell about the main idea.

ActivityCook Up a Story Find a very large mixing bowl and place inside of it a slightly smaller bowl. Into this bowl, place many measuring cups. Explain that the biggest bowl is the topic, the smaller bowl is the main idea, and the cups are details. Together, draw the organizer and brainstorm ideas for a story.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Penguin Chick. Practice using these words to learn their meanings.

Vocabulary Wordscuddles holds close and tenderly

flippers broad, flat limbs on a penguin used for swimming and moving along on land

frozen hardened with cold; turned into ice

hatch to come from an egg

pecks strikes something with the beak in a quick, short motion

preen to smooth or clean with the beak

snuggles holds closely for warmth, protection, or affection

Lesson Vocabulary

Common and Proper NounsA common noun names any person, place, or thing. A proper noun names a particular person, place, or thing.

Common nouns: girl, city, school

Proper nouns: Lucy, Houston, John Adams Elementary School

ActivityTen Questions The fi rst player thinks of a proper noun and offers a common noun as a clue. Then the other players ask questions to gather clues about the proper noun. The player who correctly identifi es the proper noun chooses the next proper noun.

Grammar


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Main Idea and Details • Graphic Organizers • The topic is what a piece of writing is about. The main idea is the most important idea

about the topic. Supporting details are small pieces of information about the main idea.

• A graphic organizer can help organize information as you read.

Directions Read the following passage. Complete the graphic organizer below.

What if you wanted to cross Antarctica? What would you need

to take along? You would need warm clothes, such as a

parka and fur-lined boots. You’d also need bulky socks, thick pants, and the warmest mittens you could find!

Don‘t forget to bring your own food. You could warm frozen casseroles over a fire and eat nuts and snack bars during the day.

At night, you’ll need a sleeping bag. Take the warmest one you can find so you are sure to keep warm all night long!

2. Main Idea

3. Detail

1. Topic

4. Detail

5. Detail

Home Activity Your child found the topic, main idea, and details in a passage. Read a nonfiction book to your child. To find the topic, ask, “In one word, what is the book all about?” To find the main idea, help your child make a sentence that tells the most important part about the topic. Then ask your child to list several details that tell more about the main idea.


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Name


hatchsnugglesflipperscuddles

peckspreenfrozen

Directions Choose the vocabulary word from the box and write it next to its meaning.

1. taps at

2. turned into solid ice

3. limbs used for swimming

4. to make yourself clean and neat

5. curls up comfortably

Directions Write the word on the line that fits the meaning of the sentence.

6. Mother the little baby in her arms.

7. The chick is about to out of its egg.

8. Penguins use their to help them swim.

9. The penguins their young until their feathers are clean.

10. It was so cold that we could ice skate on the lake.

Write a News ReportOn a separate sheet of paper, tell what happens when a penguin chick hatches. Describe the setting and the sequence of events using as many vocabulary words as possible.

Penguin Chick

Home Activity Your child identified and used vocabulary words from Penguin Chick. Read a story or a nonfiction article about penguins with your child. Discuss the story using this week’s vocabulary words.


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Name Penguin Chick

Vocabulary • Context Clues • Sometimes you come across a word you don’t know. The author may give you a clue

about its meaning. The clue may be a synonym, a word that means the same thing.

• Look for synonyms to figure out the meaning of unfamiliar words.

Directions Read the sentences. One word is underlined. Circle the synonym of the underlined word. Write the meaning of the underlined word on the line.

1. The chick pecks at the inside of the egg. After the chick taps a hole in the egg, the chick can leave the egg.

2. She made an error in her spelling, so she fixed the mistake.

3. Joe can put on his flippers or his fins to swim quickly.

4. Penguins preen their chicks by cleaning and brushing them with their beaks.

5. The penguin chick must stay on its mother’s feet to remain warm.

6. Penguins hunt creatures of the sea, such as the tiny animals called krill.

7. The newborn chick was very fluffy, with soft and fuzzy feathers all over it.

8. Like human children who love hugs, penguin chicks love to cuddle.

Home Activity Your child used context clues such as synonyms to figure out the meaning of new words. Read a story together and encourage your child to find synonyms in the text that help to figure out the meaning of unfamiliar words.


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Sequence of EventsSequence is the order in which events happen in a story. Look for clue words such as first, then, next, and last.


Most birds lay their eggs in nests. Robins lay blue eggs in a nest high

in a tree. A mother robin usually lays four eggs, one egg each day.

Then the mother snuggles up to the eggs to keep them warm. While she sits there, she may preen her feathers to keep herself clean.

Tiny babies hatch from the eggs in about two weeks. Each baby pecks at the egg until finally it can get out. Then the baby bird cuddles up to the mother to keep warm. The babies also cuddle with each other.

Both parents bring worms for the growing babies to eat. In about two weeks, the babies are ready to fly away. Then they can find food for themselves.

1. What is the first stage in the life of a robin?

2. What does the mother robin do after she lays the eggs?

3. When are the babies ready to hatch?

4. During what stage does the father robin help?

5. How would a chart help you keep track of the life cycle of a robin?


Penguin Chick

Home Activity Your child learned the sequence, or stages, in the life of a robin. Read a book about a different life cycle, perhaps one about butterflies. When finished, ask your child to tell what stage happens first, next, and last.

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Main Idea and Details • Graphic Organizers • The topic is what a piece of writing is about. The main idea is the most important idea

about the topic. Supporting details are small pieces of information about the main idea.

• A graphic organizer can help organize information as you read.


Every summer, Jamie’s family goes to a beach to swim in the warm waters.

Jamie’s mom and dad like to snorkel. They breathe through a tube. They wear goggles so they can see the colorful fish. But Jamie does not swim well. He cannot go snorkeling yet.

This summer, Jamie takes snorkeling lessons. He learns how to breathe through a tube. Then Jamie learns how to swim with flippers. The flippers help him kick better and faster. Finally, Jamie’s mom and dad help him practice. For the first time, Jamie gets to snorkel and see the colorful fish.

1. What is the topic of the selection?

2. What is the main idea of the selection?

3. Why can’t Jamie go snorkeling at first?

4. What three things does Jamie learn in order to snorkel?

Home Activity Your child found the topic and main idea of a selection. Then your child answered questions that required understanding the details about the main idea. Write a story with your child about a problem you had and how you solved it. Then ask your child to tell the story’s topic and main idea.


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Main Idea and Details The topic is what a piece of writing is about. The main idea is the most important idea about the topic. Supporting details are small pieces of information about the main idea.


What is the life cycle of a frog? There are three stages.

A frog begins as an egg. The egg hatches in about a week. A small tadpole wiggles out.

A tadpole looks a bit like a fish. It swims around in water, looking for algae to eat.

As the tadpole eats, it grows and changes. The tadpole loses its tail and grows hind legs.

Soon the tadpole is a frog. Now it can hop on land and catch insects with its long tongue.

Directions Complete the graphic organizer to organize the information you read.

2. Main Idea

3. Detail

1. Topic 4. Detail

5. Detail

Home Activity Your child found the topic, main idea, and details in a passage. Talk about an animal your child is familiar with, such as a family pet. Then ask your child what topic you have been talking about (family pet). Ask your child to list three details from your conversation.

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Syllables V/CV, VC/VDirections Circle each word in the box with the long vowel sound in the first syllable. Underline each word in the box with the short vowel sound in the first syllable. Then write each word in the correct column.

lady lemon finish baby robot

panel spider polish moment credit

long vowel short vowel 1. ____________________ 6. ____________________

2. ____________________ 7. ____________________

3. ____________________ 8. ____________________

4. ____________________ 9. ____________________

5. ____________________ 10. ____________________

Directions Circle each word in the box with the long vowel sound in the first syllable. Underline each word in the box with the short vowel sound in the first syllable. Then use the words to complete the sentences. Write each word on the line.

menu female motor cousin zebra

____________________ 11. A horse is called a mare.

____________________ 12. A has black and white stripes.

____________________ 13. A is a list of food.

____________________ 14. Your is your aunt or uncle’s child.

____________________ 15. A is an engine.

Home Activity Your child identified words that have a long or short vowel sound in the first syllable. Ask your child to read the long and short vowel words he or she circled or underlined on the page above. Help your child use some of these words to write a story.

Practice Book Unit 2 Phonics Syllables V/CV, VC/V 59

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DictionaryA dictionary is a book of words and their meanings. The words are listed in alphabetical order. Guide words are printed in large, dark type at the top of each dictionary page. They show the first and last words printed on the page.

Directions Use the dictionary page to answer the questions.

romp • roost

rook, n. 1 a European bird about the size of a crow

that lives in a flock with many other birds 2 a cheat 3 v. to cheat or trick someone

rookery, n. a breeding place for certain animals or birds, such as seals or penguins

rookie, n. a beginner, as on a police force or in a sport

1. Which word can be used to describe a football player playing his or her first season?

2. Which entry word or words can be used as a verb?

3. Find the entry word rook. Which meaning (1, 2, or 3) of rook is used in this sentence? The rook flew above the flock.

4. What are the guide words for this page?

5. Which of these words would be found on this dictionary page: round, roll, roof, rock?

Home Activity Your child read entries in a dictionary and used them to answer questions. Read a book with your child and have him or her identify two or three unfamiliar words. Ask your child to find the meanings of the words in a dictionary.


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A Day’s WorkFrancisco’s grandfather is a carpenter who has arrived from Mexico only two days ago. He wants to work. Francisco wants to help his grandfather. So when a man in a gardening truck comes looking for help for a day, Francisco eagerly promises him the help he needs. He doesn’t tell the gardener that his grandfather does not know anything about gardening. Francisco and his grandfather do a beautiful job at their work—except for one big error. They mix up the weeds and the plants, and pull out the wrong plants. Francisco’s grandfather makes everything all right, but only after teaching Francisco an important lesson about telling the truth.

ActivityWhat Can We Do Together? Together, decide on a task that needs to be done around the home. Maybe a fence needs painting, or a leaky faucet needs fi xing. Research how to do the job, gather the needed materials, and talk as you go about how to do the best job possible for even the simplest tasks. Then talk about how doing the job together makes it more fun.

Summary

CharacterA character is a person or animal who takes part in the events of a story. Look at what a character says and does to learn what he or she is like.

ActivityLend a Hand Interview someone who does volunteer work and ask questions such as: What is the best part about helping? How much time do you give? Is it fun or hard work? Why do you volunteer? Then discuss with your family how you might help a family member or friend with a messy or unpleasant task.

Comprehension Skill

Name

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Words to KnowKnowing the meanings of these words is important to reading A Day’s Work. Practice using these words.

Vocabulary Wordsexcitement the state of stirred up emotions

gardener a person who works in or takes care of a garden

motioned directed by wave of hand or another gesture

sadness a state of sorrow or regret

shivered shook, trembled

shocked surprised or horrified

slammed thrown loudly with force

Lesson Vocabulary

Singular and Plural NounsWords that name one person, place, or thing are called singular nouns. Words that name more than one are called plural nouns. Many plural nouns end in -s. Add -es to singular nouns that end in ch, sh, x, s, or ss to make them plural. Some singular nouns end in a consonant and then y. To form the plural of these nouns, change the y to i and add -es.

camp camps fox foxes

batch batches glass glasses

ash ashes fly flies

ActivityBack and Forth The fi rst player offers a singular or plural noun. The second player changes it so that a singular noun becomes plural or a plural noun becomes singular.

Singular Plural Singular Plural

cat cats bench benchestoy toys lady ladiescrash crashes tax taxes

Grammar


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Character • Visualize • Characters are the people or animals in a story. What they say and do tells you about

them.

• When you read how a character acts, picture him or her. Visualizing will help you understand what the character is like.


Missy joined Dee and Karen to write a report on butterflies. “Let’s each

take one part,” said Missy. “I will write about butterfly migration.”

But when it was time to meet again, Missy hadn’t done her work. Dee and Karen wrote the report without her.

“I know how to make a good cover,” said Missy. She took the report. She folded the papers in half. She slipped the papers into an envelope.

“That’s not a good cover,” said Dee and Karen. Dee and Karen had to make another cover for their report.

Directions Tell about Missy as you complete the graphic organizer.

Visualize What Character Is Like

5.

What Character Says

1.

2.

What Character Does

3.

4.

Home Activity Your child answered questions about a story’s character. The author reveals information about characters through what a character says and does. Have your child think of other familiar stories. Ask your child to tell what each character is like and why. Your child should be able to support answers with details from the stories.


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Name

VocabularyDirections Match the word with its meaning. Draw a line from the word to its definition.


shiveredmotionedslammedgardener

excitementshockedsadness

1. shivered surprised

2. shocked someone who plants and takes care of growing things

3. sadness trembled or shook

4. motioned unhappiness

5. gardener made a move to someone

Directions Choose a word from the box that fits the meaning of the sentence and write it on the line.

6. He the door so hard, a glass fell off the shelf and broke.

7. You could feel the before the race started.

8. I was by the messy room.

9. The trimmed the branches on the bush.

10. He to me with his hand to come and talk to him.

Write a Weather ReportOn a separate sheet of paper, write a weather report that tells what the weather is likely to be during the spring and summer. Include information about rainfall and temperature. Use as many vocabulary words as you can in your writing.

A Day’s Work

Home Activity Your child identified and used new vocabulary words from A Day’s Work. Read a story about work with your child. Talk about the story using this week’s vocabulary words.


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Name A Day’s Work

Vocabulary • Context Clues • Sometimes you can figure out the meaning of a word by looking at the words and

sentences around it.

• Context clues are the words around an unfamiliar word that help you figure out its meaning.

Directions Read the following passage about a garden. Then answer the questions below. Look for context clues as you read.

We used to live in the city. Then we had to move to the country. I was

filled with sadness to leave my friends. But I was not unhappy for long. My excitement grew as we drove because I was thrilled to see new things.

It was night when we got to our new house. I got out of the car. It was so cold outside, I shivered. Inside the house, I stopped shaking but was shocked by how dark it was.

“Don’t look so surprised,” Mom said. “It will look better in the morning.”

The next morning, I got up early and went downstairs. Dad was standing by the back door. He raised his arm and motioned for me to follow him outside. There was a beautiful, big garden! It had trees and lots of flowers.

“Can I take care of the garden?” I asked. “Yes,” Dad said, “you can be the family

gardener.” I smiled and knew that I would love

living in the country.

1. What does sadness mean in this passage? What clues help you find out?

2. What does excitement mean in this passage? What clues help you find out?

3. What does shivered mean in this passage? What clues help you find out?

4. What does shocked mean in this passage? What clues help you find out?

5. What does motioned mean in this passage? What clues help you find out?

6. What does gardener mean in this passage? What clues help you find out?

Home Activity Your child identified and used context clues to understand new words in a passage. Work with your child to identify unfamiliar words in an article and to find context clues to help with understanding new words. Confirm the meanings with your child.


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unhappy; Clues: not unhappy for long

thrilled; Clues: I was thrilled

shook; Clues: I stopped shaking

surprised; Clues: “Don’t look so surprised.”

gestured; Clues: raised his arm and motioned to me to follow him

someone who gardens; Clues: “Can I take care of the garden?”

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Name

Realism and FantasyA realistic story tells things that could happen. A fantasy story could never happen.


There was much excitement in the rental shop. The twins, Jane and James,

were at a ski lodge in the mountains. They would ski for the first time!

The twins hobbled out to the ski slope as they shivered in their jackets.

A ski instructor motioned for the twins to come over so she could show them how to use the poles, make turns, and keep their balance. Then the twins took the lift up to an easy hill.

“Let’s ski down together,” said Jane as she pulled her ski cap tightly around her face.

The twins had just taken off down the slope when suddenly Jane slammed into James. Shocked, both twins fell down.

“Watch where you’re going!” said James.

“Maybe we shouldn’t ski so close together after all,” Jane replied.

1. How do you know that people go skiing in real life?

2. Would James yell at his sister in a realistic story?

3. Does anything happen in this story that could not happen in real life?

4. Is this story a realistic story or a fantasy?

5. Picture the twins running into each other. Tell how you know that this could happen in real life.


A Day’s Work

Home Activity Your child answered questions to determine whether a story was realistic or a fantasy. A story is realistic if nothing happens in it that could not happen in real life. Ask similar questions when you read stories together. Have your child explain the answer using prior knowledge.

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Name A Day’s Work


Character • Visualize • Characters are the people or animals in a story. What they say and do tells you about

them.

• When you read how a character acts, picture him or her. Visualizing will help you understand what the character is like.


Jasmine and Kim play soccer whenever they can. Sometimes they even play on

the street in front of their apartment.One Saturday, Jasmine kicked the ball too far, and it went right through a window on the first floor.

“Run!” said Jasmine. “We don’t want anyone to find out who did that!”

“But our ball is inside,” said Kim. “Everyone will know it was us.”

The two girls told the manager what happened. “You must pay for the window,” she said, “and then everything will be all right.”

1. How do you know that the two girls love soccer?

2. What does Jasmine want to do when the ball goes through the window?

3. Tell what each character is like.

4. Do you think the girls will pay for the broken window? Tell why or why not.

5. Picture the girls talking to the manager. Tell how they probably felt.

Home Activity Your child answered questions about characters in a story. Read a familiar story together and ask your child to tell about the characters based on their actions in the story.

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Name A Day’s Work

Character Characters are the people or animals in a story. What they say and do tells you about them.


“Let’s all play baseball at recess,” said Jed. So we got the bats and

balls. We took them out to the playground. Jed helped us divide into two teams.

“What base do you want to play?” Jed asked Maria.

“I’d rather play in the outfield,” Maria said.

So Maria played in the outfield. Jed pitched, like he always does. He struck out several players. No one minded because Jed let everyone play ball.

Directions Tell about Jed as you complete the graphic organizer.

What Character Is Like

5.

What Character Says

1.

2.

What Character Does

3.

4.


Home Activity Your child answered questions about a character from a story. The author reveals information about characters through what a character says and does. Read stories to your child. Ask your child to name the characters in the story. Then ask your child to tell what each character is like, and why. Your child should be able to support his or her answers using details from the story.

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gig

mid

ti

nee

mar

ea

bub

sad

can

tur

cat/tle

poo/dle

ta/ble

rat/tle

puz/zle

gle

dle

tle

dle

ble

gle

ble

dle

dle

tle

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Name A Day’s Work

Syllables C + le Directions Write the two syllables that make up each word on the lines.

1. _________ + _________ = giggle

2. _________ + _________ = middle

3. _________ + _________ = title

4. _________ + _________ = needle

5. _________ + _________ = marble

6. _________ + _________ = eagle

7. _________ + _________ = bubble

8. _________ + _________ = saddle

9. _________ + _________ = candle

10. _________ + _________ = turtle

Directions Choose the word in the box that matches each picture. Write the word on the line. Then draw a line to divide it into its syllables.

table poodle puzzle rattle cattle

11. _________________

12. _________________

13. _________________

14. _________________

15. _________________

Home Activity Your child wrote words that end with the final syllable sound heard in handle. Help your child make a list of ten more words that end with -le (such as little, juggle, and nibble). Work with your child to write a silly poem using some of the -le words from your child’s list and from the page above.

Practice Book Unit 2 Phonics Syllables C + le 69

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Name A Day’s Work

Procedures and InstructionsProcedures and instructions tell the reader how to do or make something.

Directions Use the instructions for planting a shrub to answer the questions.

Planting a Shrub1. Use a shovel to dig a hole. The hole should be as deep

as the shrub container and twice as wide.

2. Add peat moss to the soil you dig out.

3. Put the shrub (still in the container) in the hole. The top of the container should match the ground.

4. Remove the shrub from the container and place the shrub in the hole.

5. Fill the hole with soil and peat moss.

6. Water the planted shrub thoroughly.

1. What tool do you need to plant the shrub?

2. What do you do with the soil dug from the hole?

3. Why do you put the shrub in the hole when it is still in the container?

4. What do you do after removing the shrub from the container?

5. What is the last thing you do?

Home Activity Your child answered questions about procedures and instructions. Look through an instruction manual you have and discuss what kind of information it gives the reader.


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Name


Prudy’s Problem and How She Solved ItPrudy has a collection. Her problem is that it is a collection of everything anyone could possibly collect. It is taking over her house. It is taking over her life. Prudy is forced to come up with a solution. She decides to build an enormous museum for all her collections. The project iswildly successful, and she happily continues to collect and display her treasures.

ActivityOne Man’s Trash Does your family have collections of things it never meant to collect? This week throw away or donate things taking up space in your home. Spend time in one room of your home, tossing trashand setting aside things that can be donated. Discuss how it feels to have a home with less clutter.

Summary

Main Idea and Supporting DetailsThe main idea tells what the story is all about. Details are small pieces of information. When you put them all together, they help you understand the main idea.

ActivityString Them Along Write a detail related to a main idea on a paper strip. Together, place the strips of paper into an order that makes sense to you. What main idea do they refl ect? Fill in missing details on new paper strips. Then use glue or tape to make a paper strip loop. Thread the loops together to make a chain.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Prudy’s Problem. Practice using these words.

Vocabulary Wordscollection a gathering of items that are similar in some way

enormous very large; huge

realize to understand clearly

scattered spread about in various places

shiny bright and polished

strain to draw too tight; stretch too much

Lesson Vocabulary

Irregular Plural NounsAn irregular plural noun is not spelled by adding -s or -es to the singular. For example, the plural of man is not mans but men. Irregular plural nouns must be learned because they do not follow the regular rules.

ActivityMatching Write the noun pairs below on index cards. Mix the cards and put them facedown in rows. Players take turns flipping over two cards and reading the words. If the words name the same noun in the singular and plural, the player keeps the pair. If the cards don’t refer to the same person, place, or thing, then the cards are turned facedown, and play goes to the next player.

Grammar


man men woman women

child children mouse mice

foot feet tooth teeth

leaf leaves life lives

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Name Prudy’s Problem

Main Idea • Monitor and Fix Up • The main idea answers the question, “What is this story all about?” Details are small

pieces of information that help tell what the story is about.

• As you read, ask yourself, “What are the important details in this story so far?” Sum up to help you understand what is happening and to help you tell what the story is about.


Kendra saw all sorts of colorful rocks at the beach. She had been looking

for something to collect. Kendra decided she would collect rocks.

Kendra loaded her backpack with red rocks, yellow rocks, black rocks, and speckled rocks. Then she lugged them home.

Once home, Kendra looked for a place to keep her rocks. She couldn’t keep them in her backpack.

Kendra found a pretty box. She set the colorful rocks in the box and put them on the porch.

Kendra showed her beautiful rock collection to everyone who came to visit.

Directions Complete the graphic organizer to tell what the story is all about.

What the Story Is All About

4.

Detail

2.

Detail

3.

Detail

1.

Home Activity Your child found the main idea of a story. The main idea is a sentence that sums up what the story is all about. Read a story like the one above, and ask your child to name some of the details in the story and then write one sentence to tell what the story is all about.


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Name

VocabularyDirections Choose the vocabulary word from the box and write it next to its meaning.


enormousstraincollection

shinyscatteredrealize

1. spread over a large area

2. a group of similar things a person gets and saves

3. to understand something clearly

4. to stretch too much

5. very big; huge

Directions Each sentence has a word missing. Circle the word at the end of each sentence that fits the meaning.

6. She that she had left her coat behind. realized scattered

7. We polished the car until it looked bright and . enormous shiny

8. We the grass seed all over the front yard. scattered strained

9. The dictionary in the library is too heavy to lift. shiny enormous

10. My brother has a large of baseball cards. strain collection

Write an AdvertisementOn a separate sheet of paper, write an advertisement describing an item for sale. Tell why a person would want it in a collection. Use as many vocabulary words as possible.

Prudy’s Problem

Home Activity Your child identified and used vocabulary words from Prudy’s Problem and How She Solved It. Ask your child to explain Prudy’s problem to you and how it was solved. Encourage your child to use as many vocabulary words as possible.


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Vocabulary • Dictionary • Sometimes when you are reading, you come across a word you don’t know. You can

use a dictionary to find the meaning of the word.

• A dictionary has word meanings. The words are listed in alphabetical order.

clutter n. messcollection n. a group of similar things one

gets and keepsorganize v. to put in order

realize v. to come to see; to understandscrutinize v. to look very closely at; to studyvacuum n. machine used to take dirt from

floors, rugs, and carpets

Directions Each sentence has one underlined word. Use the dictionary entries above to find the meaning.

1. Mom told me to organize all the things in my room.

2. Every Saturday morning, Dad uses a vacuum on the rugs in the house.

3. There is so much clutter in my closet, I can’t find anything.

4. My room looks clean as long as you don’t scrutinize it.

5. Now I keep each of my collections in a separate box.

6. I realize that having too many things can sometimes make life difficult.

Home Activity Your child used sample dictionary entries to find the meaning of unfamiliar words. Read a story or newspaper article together and look up unfamiliar words. Encourage your child to identify unfamiliar words while reading and then look up their definitions in a dictionary.


to put in order

machine used to take dirt from floors, rugs, and carpets

mess

to look very closely at; to study

group of similar things one gets and keeps

to come to see; to understand

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CharacterCharacters are the people or animals in the story. What they say and do tells you about them.


A group of gophers had an inspiration. They gathered together a huge

collection of leaves. It was a strain to carry them into their holes. But gophers need bedding to sleep on during the winter, and those leaves were perfect.

While they worked, an enormous moose with a shiny nose came by.

“What’s all this clutter?” the moose demanded as he scattered the leaves with his big feet.

Phil, a grandfather gopher, spoke up. “For your information, we use leaves for bedding in the winter,” he said.

“Oh, I’m sorry,” said the moose. “I didn’t realize what you were doing.”

1. How do you know that the gophers are hardworking?

2. What word would you use to describe the moose when he first shows up?

3. What word would you use to describe Phil?

4. Why does the moose say that he is sorry?

5. Think about how you felt about the moose when he first showed up. Then think about how you felt about him at the end of the story. Tell how your feelings about the moose changed, and why.


Prudy’s Problem

Home Activity Your child answered questions about the characters in a story. Read a new story together. As you read, stop occasionally and name a character. Ask what that character has said or done so far and have your child name words that describe the character.

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Main Idea • Monitor and Fix Up • The main idea can be found by asking, “What is this story all about? Details are small

pieces of information that help tell what the story is about.

• As you read, ask yourself, “What are the important details so far?” Sum up to help you understand what is happening and to help you tell what the story is about.


Jermaine’s bedroom was so full of books that they covered the bed, and Jermaine

had nowhere to sleep.“I need to do something about this,”

thought Jermaine. So he found some old bricks and boards in the garden.

Jermaine took all the books out of his bedroom. He laid bricks on the floor up against the walls and stacked a board on top.

Then Jermaine put down more bricks and stacked another board on top. Jermaine repeated the steps many more times. Soon Jermaine had bookshelves that went to the ceiling, and all of Jermaine’s books fit on the shelves.

1. What details in the first paragraph will help you tell what this story is all about?

2. Jermaine decides he needs to do something about the books. How does this detail help you understand what this story is all about?

3. The bookshelves went to the ceiling. Is this an important detail? Explain.

4. Use the details to sum up. Tell what this story is all about.

Home Activity Your child used details in a story to determine its main idea, or what the story is all about. Have your child recall familiar stories. Discuss the important details. Then help your child write a sentence to tell what the story is all about.

Books cover the bed; Jermaine can’t sleep in the bed.

It lets you know that this story will be about how Jermaine solves his problem.

Possible response: No; the important detail is that he built bookshelves to solve his problem.

Building bookshelves is a good way to keep books out of the way.

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Main Idea The main idea answers the question, “What is this story all about?” Details are small pieces of information that help tell what the story is about.


John went into the woods on a snowy day, and his boots made tracks where he

walked. “I can follow my tracks back out,”

thought John, so he didn’t pay attention to where he was going.

But the sun came out and melted the

snow, and when John wanted to leave, he couldn’t see any tracks.

Then John saw an eagle overhead. “Eagle,” said John. “Please help me find my way out.”

The eagle flew south, then west. John followed until he was out of the woods.

Directions Complete the graphic organizer to tell what the story is all about.

What This Story Is All About

4.

Detail

2.

Detail

3.

Detail

1.


Home Activity Your child found the main idea of a story. The main idea is a sentence that sums up what the story is all about. Read a story like the one above with your child. Ask your child to name details from the story and then tell what the story is all about.

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sun

rail

sun

hair

tree

pop

my

green

back

rain

grand/father

when/ever

snow/storm

out/side

some/times

glasses

road

cut

house

corn

self

house

yard

water

flower

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Compound WordsDirections Identify the two words that make up each compound word. Write the words on the lines.

1. _________ + _________ = sunglasses

2. _________ + _________ = railroad

3. _________ + _________ = haircut

4. _________ + _________ = treehouse

5. _________ + _________ = popcorn

6. _________ + _________ = myself

7. _________ + _________ = greenhouse

8. _________ + _________ = backyard

9. _________ + _________ = rainwater

10. _________ + _________ = sunflower

Directions Choose the compound word to complete each sentence. Write the word on the line. Draw a line between the two words that make up each compound word.

____________________ 11. My (grandfather/uncle) lives on a farm.

____________________ 12. I help him take care of his animals (whenever/when) I visit.

____________________ 13. Last winter I was with him during a terrible (snowstorm/blizzard).

____________________ 14. We had to work (outside/quickly) in the cold and snow.

____________________ 15. It’s (sometimes/often) difficult to be a farmer.

Home Activity Your child wrote compound words—words formed by joining two shorter words—such as homework. With your child, read advertisements to find compound words (such as everyday, something, and everyone). Have your child identify the two words that make up each compound word.

Practice Book Unit 2 Phonics Compound Words 79

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Magazine or PeriodicalDirections Read the magazine article. Use it to answer the questions below.

1. What is the title of the magazine?

2. What is the title of the article?

3. What is the article about?

4. Who might buy this magazine?

5. If you were looking for a rare coin or sports card, how might you use this magazine?

Home Activity Your child read a magazine page and answered questions about it. Look through a children’s magazine. Ask your child to point out the different parts. Have him or her suggest other articles or materials that might be found in a magazine like this.

Collector’s Monthly

How to Manage Your CollectiblesBy Sara Vega

We all love our collectibles, but often there are too many items to manage. Here are some suggestions:

• Set a goal or purpose for your collection. Get rid of items that don’t meet this goal or purpose.

• Buy or make storage containers. You want to be able to view each item.

• Make a list of each item in your collection. Add and remove items from the list as needed. You may want to keep your list on a computer.

FOR SALE

Action Figures More than 100 favorites. Call Mike 430-1874.

Rare Coins Many hard-to-findU.S. coins. 555-7372 Ask for Marcia.


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Tops and BottomsBear is an animal with a lot of land, a lot of money, and absolutely no get-up-and-go. Left to his own devices, he can sleep through anything. Hare is a clever rabbit who didn’t always make the best decisions in the past. He now has a big family, no land, and no food. He tricks Bear into letting him farm his land. By the end of their “business deal,” both Bear and Hare have learned that good things come through hard work.

ActivityWhat Could You Do? Imagine you have a need for something such as a new pair of sports shoes or school clothes. What can you do to earn those things? Brainstorm jobs that you can do together that would help someone else as you earn money. For example, your family might offer to rake leaves in your neighborhood for a fee. How is the work different when you do it together?

Summary

Author’s PurposeThe author’s purpose is the reason an author writes something. An author writes to persuade, to inform, to entertain, or to express ideas and feelings.

ActivityBook Talk Have each participant bring a favorite book to present. Take turns telling the title, the author, and a little about what happens in the story. Then tell what you think the author’s purpose was in writing the story. Finally, trade books with someone who had a book you think sounded interesting or fun. Spend some time reading.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Tops and Bottoms. Practice using these words.

Vocabulary Wordsbottom the lowest part

cheated acted dishonestly

clever having a quick mind

crops plants grown to be used as food or sold for profit

lazy not willing to work

partners people who run a business together and share the gains and losses of it

wealth a great amount of money or valuable things

Lesson Vocabulary

Singular Possessive NounsTo show that one person owns something, use a singular possessive noun. Add an apostrophe and the letter s (’s) to a singular noun to make it a singular possessive noun.

ActivityTo Whom Does This Belong? Write singular nouns on index cards. On one card, write ’s and trim the card so that the ’s, when placed at the end of any of the other cards, will make the word possessive. Next, mix the word cards. Each player chooses a card. Players then take turns placing the ’s card on their word card, reading the new singular possessive noun aloud, and then saying a sentence using that singular possessive noun.

Grammar


baby ’s nurse ’s

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Name Tops and Bottoms

Author’s Purpose • Predict • The author’s purpose is the reason an author writes something. Some reasons are to

inform or teach, to entertain, to persuade, or to express ideas and feelings.

• Good readers try to predict what will happen and why. You can also predict the author’s purpose.

Directions Read the passage and follow the directions to complete the graphic organizer.

Planting Bushes

STOP and answer Question 1 below.

The Lopez family had just built a nice house in the desert. The only

problem was that the hot sun shone through the huge windows on the south side.

Early one morning, Dad and Grandpa planted bushes along the south side of the house.

“I wonder why they did that,” thought Lupe.

STOP and answer Question 2 below.Every day, Dad or Grandpa watered

the bushes. They began to grow. Soon the bushes got so tall they blocked the sun from coming in the windows.

“Now I know why they did that!” thought Lupe.

1. Before You Read: Read the title. For which reason might the author write a passage with this title?

2. As You Read: Predict the author’s purpose. Why do you think the author is telling this story?

3. After You Read: Give the author’s purpose. Why did the author most likely write this selection? Explain.

Home Activity Your child determined the author’s purpose for writing a story. Purposes include to inform, to persuade, to entertain, or to express feelings or ideas. Talk about the author’s purpose for writing tales your child is familiar with. Ask your child to give reasons for his or her answers.


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Name

VocabularyDirections Each sentence has an underlined word. Circle the word at the end of the sentence with the same meaning as the underlined word.


lazycropscheatedwealth

bottomcleverpartners

1. My lazy brother hates to do his chores. idle young

2. Jill put the cookies on the bottom shelf. lowest long

3. Juan and I are partners in a lawn mowing business. co-workers a class

4. Jim does well in school because he is very clever. lazy smart

5. A person with lots of money has lots of wealth. riches need

Directions Write a word from the box to complete each sentence below.

6. The farmer plants many , including corn and wheat.

7. A farmer cannot be because farming takes lots of work.

8. Ann is an honest student, so I don’t think she on the test.

9. The rich man had so much , he owned five houses.

10. We will work together as to build a business.

Write a StoryOn a separate sheet of paper, write about two farmers working together on something special. Describe them and what happens. Use as many vocabulary words as possible.

Tops and Bottoms

Home Activity Your child identified and used vocabulary words from Tops and Bottoms. Visit the supermarket produce aisle together and have your child identify the vegetables whose tops or bottoms we eat. Encourage using as many vocabulary words as possible.


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Vocabulary • Context Clues • Sometimes you come across a word you don’t know. The author may use a word with

the opposite meaning—an antonym—as a clue to the word’s meaning.

• Use antonyms as context clues to figure out the meaning of unfamiliar words.

Directions Read each sentence. One word is underlined. Circle the antonym of the underlined word. Write the meaning of the underlined word on the line.

1. Sue is always so busy that no one can say she is lazy.

2. Put the glass on the top shelf because your sister may break it if it’s on the bottom.

3. Danny is so clever, he would never do a silly thing like that.

4. The cat was asleep, but the dog was awake.

5. Months after planting the seeds, the farmer can harvest the corn.

6. Do not scatter the papers, but gather them into one pile.

7. You look so nice when you smile that you should never scowl.

8. Whisper the secret in my ear, don’t holler it out loud.

Home Activity Your child identified and used new words by understanding antonyms used in context. Read a story together and encourage identifying unfamiliar words. Then help look for antonyms in the text that might help figure out the words’ meanings.


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Main Idea and DetailsThe main idea answers the question, “What is this story all about?” Details are small pieces of information that help tell what the story is about.


Two pigs were hungry for corn, so they decided to plant some at the bottom

of a hill. Mr. Pigg planted the crops while Mr. Hogg watered them. When it was time to pick the corn, the two partners worked together.

“We have a ton of corn,” said Mr. Pigg when they were done. “Let’s share our wealth with our neighbors.”

The neighbors were delighted. “What clever farmers you are,” said

Mrs. Hoof.“You sure aren’t lazy,” said Mrs.

Barnyard.After that, the two pigs grew

corn every summer. In the fall, they shared what they harvested.

1. What is the topic of this story?

2. What lesson could the reader learn from this story?

3. What is this story all about?

4. Do you think the two pigs will continue to share their harvest? Explain.


Tops and Bottoms

Home Activity Your child answered questions about the story’s main idea. What the story is all about often has to do with a lesson the reader can learn from reading it. Read animal fables together. Talk about what the animals learn and what the reader can learn. Then ask your child to write a sentence stating the fable’s main idea.

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Author’s Purpose • Predict

• Author’s purpose is the reason an author writes something. Some reasons are to inform or teach, to entertain, to persuade, or to express ideas and feelings.

• Good readers try to predict what will happen and why. You can also predict the author’s purpose.


Being a Farmer

Farming is a wonderful business. You can raise many animals, from pigs to

horses. You can grow many different kinds of crops. You can be your own boss.

Your children will grow up in the country. You can stay in shape by working

hard with your hands. You will be surrounded by peace and quiet.

Farmers make money by selling the crops they grow. Some farmers can make good money and enjoy a good life.

1. When you first read the title, what did you think this passage would be about?

2. Why do you think the author wrote this passage?

3. Explain your reasons for choosing the author’s purpose.

4. Did the author do a good job of making the reader want to be a farmer? Why or why not?

Home Activity Your child read a story and then answered questions about the author’s purpose. After reading stories to your child, stop to discuss why the author may have written the story. Authors write for various reasons. An author may have more than one purpose. Common reasons for writing are to entertain, inform, persuade, or express ideas or feelings.

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Author’s Purpose Author’s purpose is the reason an author writes something. Some reasons are to inform or teach, to entertain, to persuade, or to express ideas and feelings.

Directions Read the title and answer question 1. Read the first part, and answer question 2. Then finish the passage and complete the graphic organizer.

The Cat and the Cherries

Cat loved cherries on the trees in the orchard. Bird helped Cat by dropping

cherries onto the ground so she could eat them. But today Bird was nowhere in sight. Cat just had to have a cherry!

Cat clawed her way up the tiny tree. After she feasted on several cherries, she

tried to go down. But she couldn’t get out of the tree.

Then Bird flew by. “Why are you in the tree?” he asked.

“I wanted a cherry,” said Cat. “But now I can’t get down.”

“You should have waited for your friend to help you,” said Bird.

1. Before You Read: Read the title. For which reason might the author write a story with this title?

2. As You Read: Predict the author’s purpose. Why do you think the author is telling this story?

3. After You Read: Now what do you think the author’s purpose was?


Home Activity Your child read a story and then determined the author’s purpose. Read a fairy tale or fable to your child. Discuss reasons why the author may have written the story. If your child needs help, ask if the story teaches, entertains, persuades, or expresses ideas or feelings.

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Consonant Blends Directions Read the story. Underline the words with the three-letter blends spl, squ, str, and thr. Then write the underlined words on the lines.

Emily threw on her coat and ran down the street. As she got to the town square, she saw three friends throwing water balloons at one another. Each time a balloon struck the ground, it split open. Water splashed everywhere. Then someone tossed a balloon with such strength that it flew through an open car window. Emily knew they had to find the owner and tell what they had done.

1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________

6. ____________________

7. ____________________

8. ____________________

9. ____________________

10. ____________________

Directions Read each word and listen for the three-letter blend. Then write two more words that start with the same blend. Underline the three-letter blend in each word you write.

11. straw ________________ ________________

12. splurge ________________ ________________

13. squeak ________________ ________________

14. thread ________________ ________________

15. straight ________________ ________________

Home Activity Your child wrote words that begin with the three-letter blends spl (as in splash), squ (as in square), str (as in strike), and thr (as in throw). Challenge your child to name additional words that begin with these three-letter blends. For help in identifying words with these starting letters, you can use a dictionary.

Practice Book Unit 2 Phonics Consonant Blends 89

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Home Search

Search: rabbits

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

• The Body of a Rabbit• Kinds of Rabbits• The Life of a Rabbit• Pet Rabbits

MailView Print Back Forward

ELECTRONIC ENCYCLOPEDIA

Home > Search Results > rabbits Found: 61 Showing: 1 – 4 Next

A–B C D E–F G–H I J–K

L–M N O–P Q–R S T U–V W–Z

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Home Activity Your child identified words and volume numbers to locate answers to questions about using an encyclopedia. Help your child write four or five questions about a topic of interest. Have your child use an encyclopedia, either print or electronic, to answer the questions.

EncyclopediaAn encyclopedia is a set of books, or volumes, that has entries and articles on many subjects. Volumes and entries are arranged in alphabetical order. Guide words show the first and last entries on a page or facing pages. Electronic encyclopedias display links to articles on subjects for which you search.

Directions Use the information above to answer the questions.

1. What word or words would you use to find information about the climate of the Northeast United States? Write the volume number you would use.

2. The entry tortoise might be found between which guide words: tidal wave/tiger, tornado/town, or toy/trampoline? Write the volume number in which it would be found.

3. You want to compare an alligator and a crocodile. Which volumes will you use?

4. How many different articles on rabbits are shown in the electronic encyclopedia window?

5. Which article will you read to learn about the size of a rabbit?


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William’s HouseWilliam and his wife have settled in a new land. He builds his family a house exactly like the one he grew up in. But as time passes, he finds that summers are a little warmer, the winds blow harder, and the air turns drier than at home. Each change in the weather prompts William to make a change in his home until it is perfect for his new land.

ActivitySolving Problems Together, take a walk around your home and see it with new eyes. Do you have carpeting? What purpose does it serve? Is there anything your home needs that it doesn’t have? How could you work together to make it?

Summary

Draw ConclusionsA conclusion is a decision you reach after you think about details and facts. As you read, think about the details and facts and use what you already know to better understand the characters and events.

ActivityWidget Whatsit Go to the kitchen area of a store and look at the kitchen gadgets. Together, find any unfamiliar tools. Discuss what you know about cooking and think aloud about the characteristics of the gadget. Is it meant for mixing? for cutting? for high or low temperatures? Draw conclusions about the gadget’s use, and then check the packaging to see how the item is meant to be used.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading William’s House. Practice using these words.

Vocabulary Wordsbarrels large, round wooden containers with curved sides

cellar room built underground

clearing a piece of land free of trees and bushes

pegs pieces of wood driven into a surface to hold things

spoil to become bad or not fit to eat or use

steep having a very sharp slope

Lesson Vocabulary

Plural Possessive NounsIf two or more people share or own something, use a plural possessive noun. Add an apostrophe to plural nouns that end in -s (the boys’ shirts), -es (the benches’ legs), or -ies (the ladies’ hats) to make them possessive. Add an apostrophe and an -s to make irregular plural nouns possessive (the men’s coats).

ActivityUsing Plural Possessive Nouns Write sentences similar to the following on paper. Help your child decide the correct way to make the underlined word possessive. Then have your child read aloud the corrected sentences.

1. Put the boys boots by the door.

2. The puppies collars are blue.

3. Are those the children coats?

Grammar


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Name William’s House

Draw Conclusions • Ask Questions • A conclusion is a decision you reach after you think about details and facts. Then think

about what you already know to help draw conclusions.

• As you read, ask yourself why certain things happen or why characters act as they do. You may be able to draw conclusions about them.


The Chumash lived in California long before settlers came. They lived in

huge round houses made from tule reeds.First, the Chumash placed willow poles

around a circle. Then they bent the poles and tied them together at the top. The people covered the poles with mats made

from reeds. A hole was left in the top of the house.

A house was 50 feet across. Aunts, uncles, and cousins all lived together in one house. A fire burned in the center pit. The rest of the space was divided into areas for each family.

Directions Complete the graphic organizer to draw a conclusion.

+

=

Home Activity Your child used a graphic organizer to draw a conclusion. Authors don’t tell the reader everything. Readers draw conclusions while they read to help them understand the story. Reread or retell the story “The Three Little Pigs.” Ask your child to tell why each house except the brick house blew down. (They were not strong enough.)


Facts or Details1. fire burns in

2. top of house

What You Already Know

Fire makes smoke.

Conclusion3. A hole was left

in the top of the house so

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Name


clearingsteepbarrels

pegscellarspoil

Directions Read the sentences. Write the word from the box that fits the sentence.

1. We set up our tent in a in the woods.

2. We put from our tent into the ground to hold it down.

3. The hill was so , I nearly slipped and fell.

4. We keep lots of tools downstairs in our .

5. You must use eggs before they and make you sick.

Directions Match the word with its meaning. Draw a line from the word to its definition.

6. barrels wooden pins

7. spoil large containers

8. clearing a room under a house

9. cellar to rot or go bad

10. pegs an open space in a forest

Write a DescriptionOn a separate sheet of paper, write a description of your home or of any house you have been in. Describe what the home is like from the outside and inside. Describe the rooms in the home. Use as many vocabulary words as possible in your writing.

William’s House

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Home Activity Your child identified and used vocabulary words from William’s House. Ask your child to describe William’s house using as many vocabulary words as possible.


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Vocabulary • Context CluesSometimes in your reading you see a word you don’t know. You can use context clues—the words and sentences around the unfamiliar word—to figure out its meaning.

Directions Read the following passage. Then answer the questions.

Last summer, my family and I spent two weeks living in a log cabin. The

cabin was in a clearing, where the trees had been cut down. Life in a log cabin is very different from life in the city. You hang your clothes on pegs sticking out of the wall. Even pots and pans hang on pegs in the kitchen. Under the kitchen rug was a trap door. It led downstairs to the cellar.

My brother and I loved the cellar. We had to walk down very steep stairs almost like a ladder! The cellar was filled with large, covered barrels containing dried corn and other food. Also, the cellar was very cool. Food does not spoil where it is cool. So the food in the cellar stayed fresh. The cellar was a great place to be on a hot summer day!

1. What does clearing mean in this passage? What clues help you determine the meaning?

2. What does pegs mean in this passage? What clues help you determine the meaning?

3. What does cellar mean in this passage? What clues help you determine the meaning?

4. What does steep mean in this passage? What clues help you determine the meaning?

5. What does barrels mean in this passage? What clues help you determine the meaning?

Home Activity Your child identified and used context clues to understand new words in a passage. Work with your child to identify unfamiliar words in a paragraph, then have your child find context clues to help with the understanding of new words. Confirm the meaning with your child.

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CharacterCharacters are the people or animals in a story. What they say and do tells you about them.


It was five o’clock in the morning, and Pierre felt someone tapping his shoulder.

“Pierre,” said Grandpa, “it’s time to wake up. The fish are waiting!” Pierre snuggled back into his blanket and thought, Why are we getting up so early? He put his head back under the covers.

“I’m ready Grandpa!” said Pierre’s brother Luc, “Let’s go!” Luc had woken up extra early to be ready to go when Grandpa arrived. It was a big day. Grandpa had

come from far away to take the boys on their first fishing trip to the big river.

Luc and Grandpa set off for the river, while Pierre stayed in bed. They returned at the end of the day with lots of fish and lots of stories.

At dinner, Luc and Grandpa were telling about their day and the fun they shared. Pierre was sad that he had stayed in bed and missed the adventure.

1. Who are the main characters in this story?

2. How do you know that Luc was excited to go fishing?

3. Why is it a big day?

4. Why was Pierre sad at the end of the story?

5. Write a question about why Pierre stayed in bed. Then tell what the answer reveals about Pierre.


William’s House

Home Activity Your child answered questions about a story’s characters. Clues in the story help the reader decide what a character is like. Understanding what the characters are like will help your child better understand the story. When your child reads stories, ask what the characters are like, and why.

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Draw Conclusions • Ask Questions • A conclusion is a decision you reach after you think about details and facts and then think

about what you already know to help draw conclusions.

• As you read, ask yourself why certain things happen or why characters act as they do. You may be able to draw conclusions about them.


My friends and I formed a game club, but we needed a place to meet. We

decided to use some leftover lumber from my backyard to build a tree house. We hauled wood up a ladder to the highest branches, and then we started to pound nails to make the floor.

“What are you doing?” screeched Mom. “Get down!”

Fortunately, Dad decided to help us. He got the floorboards straight and secure, and then he put up walls and a roof. Finally, we had our game room.

1. Why do you think the club didn’t meet at someone’s house?

2. Why do you think Mom wanted the friends to get down?

3. Why might Dad have decided to help the friends?

4. Do you think the following is a valid conclusion? Explain your reasons.

The tree house is a safe tree house.

5. Write a question you might ask about the friends hauling wood up the tree. Then tell how you could use the answer to draw a conclusion.

Home Activity Your child answered questions that required drawing conclusions. We all draw conclusions as we read by using facts and details in the story and our own experiences. When your child reads, ask questions such as the ones above. Also ask your child to give reasons for any conclusions drawn.

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Draw Conclusions

A conclusion is a decision you reach after you think about details and facts and then think about what you already know to draw conclusions.


Jane’s ancestors moved to Kansas about 150 years ago. They built a sod house.

Sod is pieces of earth with grass growing on them.

Pa dug a hole in a hill. Then he cut sod into strips. Pa stacked the sod to make a wall. He left an opening for a door.

To make a roof, Pa laced twigs, branches, and hay together. Then he put

sod on top of that. At night, dirt fell from the ceiling onto Jane as she slept.

Ma cooked inside the sod house. Often, she had to put an umbrella over the pot and over her family as they ate.

Directions Complete the graphic organizer to draw a conclusion.


Home Activity Your child learned to draw conclusions. A conclusion is a decision that readers make by thinking about the facts and details in a story. Readers draw conclusions all the time as they read. Listen to your child read and ask questions that require him or her to draw conclusions about the characters or events in a story.

= +

Conclusion 4. Without an

umbrella

What You Already Know

3.

Facts or Details

1.

2.

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Consonant Digraphs Directions Write sh, th, ph, ch, tch, or ng to complete each word. Write the whole word on the line to the left.

____________________ 1. Maria’s family pur ased a house.

____________________ 2. Her mo er decided to paint it.

____________________ 3. She went to the store and bought bru es and buckets.

____________________ 4. When she came home she put on old clo ing.

____________________ 5. Then she pa ed the cracks and nail holes.

____________________ 6. Maria didn’t know what color her room wasgoi to be.

____________________ 7. She oned her friend to talk about it.

____________________ 8. Her friend helped Maria make the oice.

____________________ 9. Maria picked a beautiful ade of peach.

Directions Say the name of each picture. Write sh, th, wh, ph, tch, or ng to complete each word.

10. tro y 11. wa 12. a lete

13. ale 14. swi 15. spla

Home Activity Your child wrote words with the consonants sh (English), th (father), wh (wheel), ph (trophy), ch (chapter), tch (watch), and ng (wing). Have your child read the words on the page above. Ask your child to change one or more letters in some of the words to form new words. For example, substituting t for p in peach forms teach.

Practice Book Unit 2 Phonics Consonant Digraphs 99

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Sun Room Bathroom

Bathroom

Bathroom

Study/BedroomMaster

Bedroom

Bedroom

Kitchen

Dining RoomLiving Room Hallway Stairway

Entry

Floor 2Floor 1

DiagramA diagram is a special drawing with labels. It usually shows how something is put together, how its parts relate to one another, or how it works. This diagram shows some of the parts of a house.

Directions Use the information from the diagram to answer each question.

1. How many floors does this house have?

2. How many rooms are on the second floor?

3. What appears to be the largest room in the house?

4. How many bathrooms does this house have?

5. According to the diagram what room is above the kitchen?

Home Activity Your child used a diagram to answer questions. Have your child make a drawing of one floor in your home. Encourage him or her to label each room and possibly furniture or other fixtures.


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Diagram

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The GardenerLydia Grace goes to live with her uncle in the city when money gets tight at home. She helps in his bakery, learns to make bread, and makes friends there. Lydia loves to garden, and even though gardening space is limited in the city, she makes the best of what room she has. By the end of the story, she has transformed her uncle’s building with her passion for growing things.

ActivityPlant a Window Garden Fill a pan with soil. Find seeds suitable for a small space such as herbs for cooking or small flowers. Plant them following the directions on the package. How do the flowers change the feel of the window in which they sit?

Summary

Cause and EffectA cause tells why something happened. An effect is what happened. Words such as because, since, and so are clues that can help you figure out a cause and its effect.

ActivityMarbles Use marbles or tennis balls to explore cause and effect. What happens when one marble strikes another? Can you make the second marble go in the direction you want? What happens if you try to bounce a marble on the floor? Experiment with cause and effect together.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading The Gardner. Practice using these words to learn their meanings.

Vocabulary Wordsbeauty quality that makes a person or thing pleasing to look at

blooming the opening of flowers on a plant

bulbs the round parts of some plants that are underground

doze to sleep lightly or for a short time

humor the ability to enjoy funny things

recognizing know and remember from the past

showers brief rain fall

sprouting beginning to grow

Lesson Vocabulary

Action and Linking VerbsAn action verb tells what something or someone does. A linking verb tells what someone or something is.

Action verbs: run, plays, laughs

Linking verbs: am, is, are, was, were

ActivityCircle the Verbs Cut out a page from an old magazine. Together, find and circle the action verbs. Then find and underline the linking verbs.

Grammar


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Name The Gardener

Cause and Effect • Story Structure • A cause tells why something happened.

• An effect is what happened.

• Words such as because and so are clues that can help you figure out a cause and its effects.


Pedro’s family lives on a farm. His father grows corn for the family to

enjoy. There is one important job that Pedro gets to do. He looks out for corn earworm moths.

These moths lay eggs in the corn and cotton crops. Their larvae eat the plants, destroying them. To keep the moths away, Pedro’s father has to hire pilots to spray

their fields with chemicals to kill the moths.

Because bats eat moths, they help guard the crop too. Mexican free-tailed bats live in caves near the fields. They can eat a thousand tons of moths in one night! That means fewer moths for Pedro to watch for, and more corn for his family to enjoy.

Directions Complete the cause and effect graphic organizer.

Cause Effects

1. 2. What must Pedro’s father do?

3. What animal eats the moths?

4. What pattern in the story helped you figure out the answers?

Home Activity Your child found a cause and two effects in a passage. To help your child understand cause and effect, point out causes to your child and ask him or her to name the effects. For example, you might mention a rainy day as a cause. The effects could be using an umbrella and not being able to play outdoors.


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Name


recognizingdozebloomingshowers

humorbulbssproutingbeauty

Directions Fill in the blank with a word from the box that fits the meaning of the sentence.

1. You’ve grown so tall that I had trouble you.

2. I was so tired that I began to while sitting in a chair.

3. The I planted last fall will come up as flowers in the spring.

4. Anyone who laughs at my jokes must have a good sense of .

5. All the flowers were pretty, but the red one was a real .


6. showers growing out of the ground

7. blooming something that is very good looking

8. sprouting light rainfall

9. doze beginning to open

10. beauty to nap, or fall asleep

Write a Letter On a separate sheet of paper, write a letter to a friend or relative about a plant you would like to grow. Use as many vocabulary words as possible.

The Gardener

Home Activity Your child identified and used vocabulary from The Gardener. Read a story about urban gardens to your child. Discuss the story, using this week’s vocabulary words.


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The Gardener

Vocabulary • Word Structure • Sometimes you can figure out the meaning of unfamiliar words by looking at the word

structure. Some words have an -s ending to show more than one. Some words have an -ed ending to show that something happened in the past.

• Use word endings to help you figure out the meaning of unfamiliar words.

Directions Read each sentence. Underline the noun with the -s ending that shows more than one.

1. I sent my grandmother a picture of a bunch of flowers.

2. I miss my grandmother, but I like writing letters to her.

3. There are three trees in my front yard.

4. I planted carrot seeds in my garden.

5. We planted one bulb in each of the pots.

Directions Read each sentence. Underline the verb with the -ed ending that shows what happened in the past.

6. Yesterday, I planted four rows of corn.

7. I pushed the seeds down carefully into the ground.

8. Then I covered the seeds with some soil.

9. After two weeks, the first tiny sprouts appeared.

10. All my corn plants survived, and now we eat fresh corn.

Home Activity Your child identified and used new words by understanding word structure and the endings -s and -ed. Read a story with your child. Encourage your child to identify unfamiliar words with these endings, and then help your child figure out the meaning of the words.

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Draw Conclusions • A conclusion is a decision you reach that makes sense after you think about details or

facts in what you read.

• As you read, think about the details and make decisions about the characters and what happens in the story.

Directions Read the following letter. Then answer the questions below.

Dear Cousin Howie,We traveled all summer. We finally

arrived here at the end of August. Wildflowers were blooming everywhere. The prairie has a beauty of its own.

Before snow fell, we planted bulbs. We had our prized tulips in the spring. You wouldn’t believe the showers we had this

spring. We plowed and planted the muddy fields anyway. I got so tired that I dozed off at supper every night.

The grains are sprouting now. Can you come out to help us with the August harvest?

Yours, Jonathan

1. Using what you know, what are Jonathan and his family doing?

2. How do you know that cousins Jonathan and Howie are close friends?

3. What fact tells you that before moving, Jonathan did not live on the prairie?

4. Why was Jonathan so tired in the spring?

5. How does the text structure help you know that the two cousins live far away?

The Gardener

Home Activity Your child had to draw conclusions to answer questions. A conclusion is a decision the reader reaches after thinking about the passage’s details and facts. The reader also uses prior knowledge to draw conclusions. After reading together, ask questions that require your child to use facts and prior knowledge to come to a conclusion about the story’s characters and events.


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Cause and Effect • Story Structure • A cause tells why something happened.



Directions Read the following letter. Then answer the questions below.

Dear June,I’ve been helping Mom and Dad in the

flower shop. We grow flowers and sell them to customers.

Yesterday, our cat Boots got into the shop. She left dirty tracks everywhere because her feet were muddy from running through the gardens. We tried to catch her.

When I chased her, she jumped up on the shelves. She knocked down several vases, and they broke.

So, now we have to put Boots in the basement before we open the shop in the morning.

Love, Nellie

1. What happened when Boots got into the flower shop?

2. What did Boots do when Nellie tried to catch her?

3. Why did the vases break?

4. Why does Boots have to go to the basement now?

5. What pattern in the text helps you find cause and effect?

Home Activity Your child answered questions about causes and effects in a story and found clue words that tell about cause-and-effect relationships. Ask your child to make up sentences using the words because and so. Then have your child identify the cause and effect in each pair of sentences.


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Cause and Effect • A cause tells why something happened.




“You’re going to go to camp this summer,” said Mom. “You need to

get out of the city.”So, Shante went to a camp in the

country. She went swimming in a lake. She hiked in the mountains and picked

wildflowers. The air was clean and crisp. When she got home, her mother said, “You look so healthy because you went to camp. You got lots of exercise and breathed clean air. You’re not coughing from the city smoke.”

Directions Complete the cause and effect graphic organizer.

Cause Effects

1. Why did Shante leave the city? 2. First

3. Second

4. What clue words helped you figure out the answers?

Home Activity Your child identified a cause and two effects in a story. Understanding causes and effects helps your child better understand what he or she reads. The words because and so are clue words that a cause and effect have happened. Ask your child questions using the words cause and effect. For example, you might say, “What caused the noodles to get soft? (cooking them) What is the effect of eating? (no longer hungry)

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Practice Book Unit 3 Phonics Contractions 109

The Gardener

ContractionsDirections Use each pair of words to make a contraction. Write the contraction on the line.

Directions: Use the words in ( ) to make a contraction to complete each sentence. Write the contraction on the line.

15. Judy (has not) planted a garden before.

16. This year she decided (she would) like to grow some plants.

17. Her mom said that (they would) work together.

18. Judy’s mom told her that it (was not) yet time to plant the garden.

19. She explained that seeds can’t grow if (it is) too cold.

20. She also said that plants (would not) grow without water.

Home Activity Your child formed contractions by using an apostrophe to take the place of letters that are left out. Ask your child to think of at least ten other word pairs that can be used to form contractions, such as she is (she’s), we will (we’ll), and are not (aren’t). Ask your child to write sentences using these contractions.

1. have not

2. when is

3. did not

4. they will

5. she is

6. you will

7. we would

8. I would

9. let us

10. they are

11. that is

12. he would

13. was not

14. you would

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Main Menu Exit

Records 1 of 1

Click on any of the following to start a new search: Author / Title / Subject

Gardening for Kids / by Patricia FarleyNew York: Nature Publishing, 2005CALL NUMBER: 536.2

Advanced SearchKeyword Search Browse Help

PUBLIC LIBRARY CARD CATALOG/DATABASE

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Card Catalog and Library DatabaseLibraries use a card catalog or a computerized library database to organize their materials. You can search for a book using the author, title, or subject. Look for the author’s last name followed by the first name. When the book is located, either on the card or computer, there will be a call number. Each book in the library has its own call number that appears on the spine of the book.

Directions A database entry for a book on gardening is shown below. Use the entry to answer the questions.

1. What would you type to search the database by author to find this book?

2. What is the call number for this book?

3. What would you type to search the database by subject to find this book?

4. You want to find a book about gardening. Which word will you click on to begin your search?

5. In which year was this book published?

Home Activity Your child answered questions about a library database. If possible, visit the library with your child to review the computerized database. If not, look at some books and have your child tell how to search for it by subject, author, and title.


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Pushing Up the SkyLong ago, the sky was very close to Earth. This might sound like a lot of fun, but it was in the way. The chiefs all got together and had a meeting to decide what to do. It was decided that if they pushed together with long poles, they might succeed in pushing the sky out of the way. Their efforts moved the sky to where it is today!

ActivityWhat If the World Was Like That? Imagine that the world was very different in one way, much as the sky was very different in the story Pushing Up the Sky. What problems would this cause? Make up a play about the problem and the way you and your family would solve it.

Summary

Author’s PurposeThe author’s purpose is the reason an author writes something. An author may write to persuade, to inform, to entertain, or to express ideas and feelings.

ActivityTopic Spin Think of a list of writing topics and write them down. Then make a spinner using a paper plate, a pencil, and a paper clip. Divide the spinner into four sections and write inform, entertain, express, and persuade, respectively, in each section. Players take turns picking a topic, spinning the spinner, and then describing what they could write with that topic and purpose.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Pushing Up the Sky. Practice using these words.

Vocabulary Wordsantlers one of two bony growths on the head of a deer and certain other animals

imagined formed pictures in a person’s mind of things or ideas that are elsewhere or not real

languages spoken or written words

narrator a person who tells the story

overhead over the head; placed high up; above

poked pushed with something pointed; jabbed

Lesson Vocabulary

Main and Helping VerbsMain verbs show the action in the sentences. Helping verbs can show the time of the action. Have, has, had, will, is, am, are, was, and were can be helping verbs. A verb phrase uses a main verb and a helping verb together.

We were running.

They are climbing.

The dogs have barked before.

ActivityUsing Verb Phrases Write main verbs and helping verbs, each on an index card. Divide the cards into main verb and helping verb piles. Mix each pile and place the cards facedown. Each player takes the two top cards and creates a verb phrase. Then the player uses the verb phrase in a sentence. If the helping verb and main verb do not make sense together, return the helping verb to the bottom of the pile and choose another helping verb card until a phrase can be made that makes sense.

Grammar


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Author’s Purpose • Summarize • The author’s purpose is the reason an author writes something.

• An author may try to persuade, to inform, to entertain, or to express ideas and feelings.

• Different parts of a piece of writing may have different purposes.

• Summarizing the main ideas and details as you read can help you figure out the author’s purpose.


Northwest Indians were expert basket makers. They used baskets to store

food, make food, and serve food. The baskets were woven so tightly they held water.

The people used thin sticks of wood or reeds. They wove grass or threads made

from roots between the sticks. They pulled the threads tightly together.

If you ever go to the Northwest, you can see these baskets. You can buy them in stores. You can also see pictures of them on the Internet.

Directions Complete the chart. Give the author’s purpose for each part. Then explain the purpose.

Purpose Why do you think so?

Beginning Inform: give information about the baskets.

1.

Middle 2.

3.

End 4.

5.

Home Activity Your child described the author’s purpose for a piece of writing. Authors may have more than one purpose. The purpose of nonfiction is often to inform. Read nonfiction articles together. Ask your child to explain why the author wrote it. Remember, the author may have had more than one purpose.


The first paragraph describes the baskets.

Inform: Tell how the baskets were made.

The second paragraph tells how they made the baskets.

Inform: Tell where the baskets can be seen.

The last paragraph tells where to go to see or buy the baskets.

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Vocabulary


overheadimaginedantlers

pokednarratorlanguages

Directions Write the vocabulary word from the box next to its meaning.

1. jabbed with a finger or stick

2. someone who tells a story

3. bonelike growths on an animal’s head, such as a deer

4. the words and grammar people use to communicate

5. formed a picture in your mind about something

Directions Fill in the word from the box that fits the meaning of the sentence.

6. The deer had huge, pointed on its head.

7. We looked at the clouds to see if it would rain.

8. The boy that he would grow up to be a great ball player.

9. My brother me in the arm to wake me up.

10. Rafael speaks two , English and Spanish.

Write a PoemOn a separate sheet of paper, write a poem about something wonderful you imagine. Use as many vocabulary words as possible.

Pushing Up the Sky

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Home Activity Your child has identified and used vocabulary words from Pushing Up the Sky. Play a game with your child in which you take turns imagining something, with each of you adding to what the other imagined. Use as many vocabulary words as you can.


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Vocabulary • Glossary • Sometimes you can use a glossary to find the meaning of a word. A glossary gives the

meanings of important words in a book.

• A glossary lists words and their meanings in alphabetical order.

coy•o•te (kı–o–åte_

), NOUN. a doglike wild animal of North America.

dis•ap•pear (disß e

pirå), VERB. to vanish; to

no longer be seen.fierce (firs), ADJECTIVE. wild, untamed.fire•brand (f ı–råbrandß), NOUN. a burning torch.

i•mag•ine (i majå en), VERB. to picture in your mind.

mis•er•a•ble (mizå e

r e

b el), ADJECTIVE. feeling

terrible.rus•tle (ruså

el), VERB. a sound of things gently rubbing together.

shiv•er (shivå er), VERB. to shake with cold.

Directions Read the story. Find the definition of the underlined words in the glossary.

Ray was lost in the woods. It was night, and it was cold. Ray imagined what it

would be like to be warm at home. He was cold and miserable. He started to shiver. He was hungry too. Then he heard the bushes rustle. He looked up and saw a coyote. The coyote looked fierce, but he spoke kindly. “I will make you a fire,” the coyote said.

The coyote brought wood and made a fire. Ray and the coyote sat warming themselves by the fire. Then the coyote said, “I will take you home.” The coyote took a firebrand and led Ray out of the woods. Soon they were near Ray’s house. “Goodbye,” the coyote said. “Thank you very much,” Ray said. Then he watched the coyote disappear.

1. imagined

2. miserable

3. shiver

4. rustle

5. coyote

6. fierce

7. firebrand

8. disappear

Home Activity Your child used a glossary to find the meaning of words. Read a nonfiction book with your child and encourage using the glossary to find the meanings of unfamiliar words.

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Cause and Effect • A cause is why something happened.

• An effect is something that happens.


Narrator Moose and Weasel use language to talk to each other in the woods they share.

Scene I Moose Gets Antlers

Moose My antlers finally grew in. I love having huge antlers overhead.

Weasel They make you taller. I wish I had antlers too.

Scene II Weasel Gets Antlers Too

Weasel I imagined antlers, and now I have them. They are so heavy on my head.

Moose They are too big for you. I hope you don’t poke anyone with them.

Weasel If I wish it, they will go away.

1. Why are Moose and Weasel talking together in the woods?

2. What effect do the antlers have on Weasel?

3. How did Weasel get antlers?

4. What two problems do the antlers cause Weasel?

5. Write a summary of the play. Use the words because and so. How do the details help you find cause and effect?

Pushing Up the Sky

Home Activity Your child identified causes and effects in a play. A cause is what made something happen. An effect is what happened. Ask questions about causes: What causes a cake to bake in an oven? (heat) What causes plants to grow? (the right amounts of sun and rain) Ask questions about effects. What makes a car run? (fuel)


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Moose’s antlers just grew in.

Weasel wants to have them too.

He wished for them.

They are heavy; they are too big.

Moose has antlers, so Weasel wants them too. Weasel gets antlers because he wishes for them. The antlers are too big and heavy for Weasel.

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Author’s Purpose • Summarize • The author’s purpose is the reason an author writes something.



• Summarizing the main ideas and details as you read can help you figure out the author’s purpose.


Air contains oxygen, and people need oxygen to breathe. Smoke from

factories and car exhaust makes the air dirty. This is called air pollution.

Air is important to people. We need clean air to be healthy. A clean sky is

beautiful too, and we need beauty in our lives.

Please do what you can to keep the air clean. Instead of riding in a car, ride your bicycle. Walk to school or take the trolley.

1. What facts does the first paragraph contain?

2. What is the purpose of the first paragraph?

3. Why does the author write the second paragraph?

4. What is the purpose of the last paragraph?

5. Write a summary of the last paragraph. How does it help you figure out the author’s purpose?

Home Activity Your child answered questions about the author’s purpose. Find a letter to the editor in the newspaper and read it to your child. Ask him or her to explain why the author wrote it. Discuss what your child might write about in a letter written to persuade.


It contains facts about our air.

To inform people about the problem of air pollution.

To express feelings

To persuade others to work for clean air

Summary: To keep air clean, use transportation that does not pollute. The author wants to inform and persuade.

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Author’s Purpose • The author’s purpose is the reason an author writes something.




Props Use two blue blankets for the river. Put potted plants around the river as trees.

Narrator People who lived near the river fished for salmon. Salmon was an important part of their diet.

Man That fish looks tasty. I want to catch that fish.

Salmon Use a net. (Man puts net in river. Salmon jumps over it.)

Salmon I don’t want to be caught today. I want to swim upstream instead.

Man The joke is on me.

Directions Complete the chart. Give the author’s purpose for each part. Then explain the purpose.

Purpose Why do you think so?

Beginning(Props)

Inform: Tell how to make the props.

1. The sentences after “Props”

Middle(Narrator)

2. Inform:

3. The narrator tells

End (Man and Salmon)

4.

5. The play made me

Pushing Up the Sky

Home Activity Your child found the author’s purpose for three different parts of a play. Read another play. Ask your child to explain the purpose of its different parts. Remember that an author may have more than one reason for writing a play. Some parts of a play inform the reader. Other parts are meant to entertain, persuade, or express feelings.


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Prefixes un-, re-, mis-, dis- Directions Add the prefix un-, re-, mis-, or dis- to each base word. Write the new word on the line.

1. un- + load =

2. re- + act =

3. mis- + direct =

4. un- + roll =

5. dis- + like =

Directions Write the word from the box that best fits each definition.

6. to spell wrong

7. not agree

8. not known

9. to write again

10. not honest

disagreedishonestmisspellrewriteunknown

Directions Add the prefix un-, re-, mis-, or dis- to the word in ( ) to complete each sentence. Write the new word on the line.

11. Last night I was (able) to see the stars.

12. The sky was so dark, I thought they had (appeared).

13. I couldn’t use the telescope. Someone had (placed) it.

14. When I asked who had used the telescope last, no one could (call).

15. It’s (likely) that I will see the stars tonight.

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Practice Book Unit 3 Phonics Prefixes un-, re-, mis-, dis- 119

Home Activity Your child wrote words with the prefixes un- (unhappy), re- (recall), mis- (mistake), and dis- (dislike). Ask your child to choose words from the box above and use them in sentences. Then ask your child to remove the prefix from each word and use the new words in sentences.

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Thesaurus A thesaurus includes entry words with synonyms (words with the same or similar meanings) and antonyms (words with opposite meanings). Most word processing programs have a thesaurus to help you choose just the right word.

Directions Use the thesaurus entry to answer the questions.

1. What is the entry word for this thesaurus?

2. Which synonym of quiet best completes this sentence? Peter stood very as the angry dog approached.

3. Which word could you use to replace the underlined phrase in this sentence? The children on the playground were not quiet.

4. How could you use a thesaurus to find more antonyms for quiet?

5. What is one way that you could use a thesaurus for schoolwork?

Home Activity Your child answered questions about a thesaurus entry. Read a book or story with your child. Select appropriate words for him or her to look up in a thesaurus to find synonyms and antonyms.

Definition

Quiet means making little or no noise. Children are quiet at the library.

Silent means not talking or making no sound. The room became silent when the principal entered.

Still means not moving. The crowd was still as the last shot of the game was made.

ANTONYM: loud Antonym

Entry Word

Synonyms


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Night LettersLily loves to look at the critters and plants she finds in nature. When she looks carefully at their fine details, she feels like they are talking to her in a secret code. She writes what she observes in her nature journal. Her last message of the day comes from a tree that asks her to return tomorrow. She replies with a promise of more visits the next day.

ActivityWhat Does Nature Tell You? This week, spend some time together in a quiet spot in nature. Draw what you see and jot down a few words about what you feel. Compare your drawings and ideas.

Summary

Draw ConclusionsA conclusion is a decision you reach after thinking about facts and details you know. You can use what you have learned in the story and what you already knew before you began to read.

ActivityNature Walk Take a nature walk together. Look for clues about the local wildlife. Is there evidence of raccoons? Are there more birds in one yard than another? Use what you know about and what you see around you to draw conclusions about these critters.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Night Letters. Practice using these words.

Vocabulary Wordsblade a leaf of grass

budding beginning to form a flower

dew moisture from the air that forms drops on cool surfaces

fireflies small beetles that fly at night and give off short flashes of light from their bodies

flutter to move or fly with quick, light, flapping movements

notepad a pad of paper with blank pages for notes

patch a small piece of ground where something grows

Lesson Vocabulary

Subject-Verb AgreementThe subject and verb in a sentence must work together, or agree. To make most present tense verbs agree with singular subjects, add -s. If the subject is a plural noun or pronoun, the present tense verb does not end in -s.

ActivityLet’s Agree to Agree Write the subjects and verbs below on index cards. Keep the subjects and verbs in separate piles. Mix each pile and spread them facedown on a table. Players take turns flipping over one card from each pile and reading the words. If the subject and verb agree, the player keeps the pair. If the cards don’t agree, then the cards are turned facedown and play goes to the next player.

Grammar


Subjects Verbshe they talk talks

you (singular) it are is

she we does do

I you (plural) am can

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Draw Conclusions • Ask Questions • A conclusion is a decision you reach after thinking about facts and details you read.

• You can also use what you already know to help draw a conclusion.

• Then ask yourself, “Does my conclusion make sense?”

Directions Read the following passage. Complete the chart to draw a conclusion.

Plants need food, water, and sunlight to grow. Most plants make their food

from the sun. Venus’s-flytraps have a special way to get their food.

Venus’s-flytraps trap and digest insects! Their leaves snap shut in an instant when something crawls inside. The insect’s movements set off the plant’s trigger hairs.

Venus’s-flytrap leaves grow close to the ground. A tall stem grows from them. In the spring, white flowers bloom at the top of the stem. Insects, such as honeybees, help by carrying pollen from one Venus’s-flytrap to the next.

Conclusion

3. What can you conclude about the honeybees?

Fact or Detail

1. Where are the leaves located?

Fact or Detail

2. Where are the flowers located?

4. Does your conclusion make sense? Explain why.

5. Tell how asking questions helped you make a good conclusion.

Home Activity Your child drew conclusions by using facts or details in a selection combined with what he or she already knows. Draw another graphic organizer like the one above. Write two facts or details in the top parts. For example, you might write “A plant is dry” and “It hasn’t rained for a long time.” Then help your child draw the conclusion that the plant needs water.


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Name


bladefirefliesdewnotepad

flutterpatchbudding

Directions Read each question. Then fill in the bubble next to the correct answer.

1. What is a piece of grass? a branch a blade a flower

2. What is a small piece of ground? dew flutter patch

3. The word flutter means to stop and wait to become flat to flap wings quickly 4. What are the water drops found on a

flower in the morning? buds dew patch


5. blade a small piece of land

6. notepad to begin to form a flower

7. fireflies a leaf of grass

8. budding something you write in

9. patch insects that produce their own light

Write a Friendly Letter Write a letter to an insect or animal you have seen. Tell something about your life. Use as many vocabulary words and compound words as you can in your letter.

Night Letters

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Home Activity Your child identified and used vocabulary words from Night Letters. Work with your child to write a letter from the point of view of your pet or of an animal you’ve seen in your neighborhood. The letter should describe something about the animal’s life. Use as many vocabulary words and compound words as possible in your letter.


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Vocabulary • Word Structure • Sometimes you may see words that are made up of two small words. • Use the two small words to figure out the meaning of the compound word.

Directions Read each sentence. A compound word is underlined in each. Circle the two small words that make up the underlined compound word.

1. I use a notepad to list things I need to buy.

2. I grow lots of flowers in my backyard garden.

3. On summer nights, I love to watch the blinking fireflies.

4. We picked blackberries that my mother will use to make jam.

5. I need to use a flashlight when I go down into the dark basement.

6. I carry my school books in my backpack.

7. The squirrel made a treetop nest near my window.

8. We decorated our classroom with pictures of animals.

Directions Think of five compound words. Write a sentence for each word. Circle each compound word in your sentences.

9.

10.

11.

12.

13.

Home Activity Your child identified and used compound words. Read a story or nonfiction book about insects. Encourage your child to identify and define compounds words in the story.

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Name

Author’s Purpose • The author’s purpose is the reason an author writes something. Some reasons are to

persuade, to inform, to entertain, or to express ideas and feelings.



In the morning, Tommy took his notepad with him as he walked to school. He

saw some dew on a blade of grass. Tommy stopped to draw a picture of it. “Dew on a blade of grass,” he wrote on his notepad.

After school, Tommy saw a luna moth. He drew a picture of it in his notepad. “Luna moths are pale green,” he wrote. “Their hindwings have long curving tails.”

That night, Tommy sat in the backyard. Fireflies swirled around him. Tommy drew a picture of a firefly on his notepad. “Fireflies flutter their wings to stay in the air,” he wrote.

Tommy saw that the apple trees were budding. He drew the buds. After many days, his notepad was filled up. Then Tommy started another one.


2. Why do you think the author tells us what Tommy wrote on his notepad?

3. What did you learn about luna moths in the second paragraph?

4. Do you think the author most likely wrote this selection to teach or to inform? Explain your answer.

5. What question can you ask to find the author’s purpose?

Night Letters

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Home Activity Your child answered questions about the author’s purpose. Authors sometimes have more than one purpose for their writing. They may write to entertain, inform, express ideas and feelings, or persuade. While reading, stop to ask your child, “What is the author’s purpose?” List the four reasons above if your child needs help.


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Name Night Letters


Draw Conclusions • Ask Questions • A conclusion is a decision you reach after thinking about facts and details you read.




My friends and I started a nature writing club. We asked our parents

to join us.We hiked different trails every Saturday.

We saw waterfalls, lakes, rivers, and streams. We saw trees, grasses, and

wildflowers. We saw insects, birds, frogs, turtles, and small mammals. Sometimes, Mike went fishing, but no one else did.While we were there, we wrote about what we saw. At the end of the year, we put all of our writing together to make a book.

1. Why do you suppose these friends wanted to start a nature writing club?

2. Why did they invite their parents to join them?

3. What do you think they wrote about?

4. Who most likely wrote about what it’s like to go fishing? Explain.

5. Write a question about the book the club members made. Then draw a conclusion to answer your question.

Home Activity Your child answered questions that required drawing conclusions. Sometimes the answers to these questions are not found directly in the story. Your child must make a decision using details from the story along with prior knowledge.

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Draw Conclusions • A conclusion is a decision you reach after thinking about facts and details you read.



Directions Read the following passage. Then complete the chart to draw a conclusion.

The Bradfords left home early in the morning. It took them most of the

morning to get to the beach.When they got there, everyone

scrambled out of the car. Joey and Cindy ran into the water. Kevin hiked along the

beach to collect some rocks. Miranda played in the sand. They barely stopped to eat lunch.

Finally, the sun was setting. Mom and Dad called them to go home, but no one wanted to leave.

4. Does your conclusion make sense? Tell why.

Home Activity Your child drew a conclusion by using two facts or details from a story. Good readers draw conclusions as they read, using both facts in the story and their own prior knowledge. Provide your child with two facts or details, such as “Sam fills up a tub with water” and “the dog runs away.” Ask your child to use the information to draw a conclusion. (The dog does not want to have a bath.)

Fact or Detail 1. What happens at lunchtime?

Fact or Detail 2. What happens when it’s time

to go home?

CONCLUSION about the Bradfords

3.

They barely stop to eat lunch. No one wants to leave.

They love playing at the beach.

Yes, I know that when I don’t want to stop doing something, it’s because I’m having a great time.

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Name Night Letters

Spellings of /j/, /k/, /s/Directions Underline the letter or letters that stand for the sound /j/ in jar, large, and edge. Then write a sentence using each word.

1. damage

2. bridge

3. banjo

4. village

Directions Circle the words in the box that have the sound /k/ spelled k, c, ck, and ch as in mark, cost, pick, and school. Write the words on the lines below.

brake branch cellar decide locketmerchant peaceful stomach stretch stuck

5.

6.

7.

8.

Directions Choose the words with the sound /s/ as in person and pencil. Write the word on the line.

9. acid is picture

10. become catch inside

11. coat dance was

12. account bacon once

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Practice Book Unit 3 Phonics Spellings of /j/, /k/, /s/ 129

Home Activity Your child wrote words with the /j/ sound in jar, large, and edge, the /s/ sound in person and pencil, and the /k/ sound in mark, cost, pick, and chorus. Encourage your child to identify other words with the /j/, /s/, or /k/ sounds. Together, make a list of these words and use them in sentences.

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CloudsAs warm air rises and cools, clouds are formedat different levels above the ground. Clouds aregrouped by their shape and height above the ground.There are high-, medium-, and low-level clouds.

High-Level Clouds usually form higher than20,000 feet above sea level. They are formed mostlyof ice crystals.

370 Part 5/Atmospheric Conditions

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Adjust Reading RateWhen you read for different purposes, it helps to adjust your reading rate. If you are reading a science book with unfamiliar words, you may want to read slowly. Reading slowly also helps when studying for a test. Read quickly when you are skimming for important words or the main idea.

Directions Adjust your reading rate to answer the questions.

1. How are clouds formed?

2. How are clouds grouped?

3. How many feet above sea level do high-level clouds appear?

4. How would you determine what this selection is mostly about?

5. Part of a science test is to describe the shapes of high-level clouds. How would you study for this part of the test?

Home Activity Your child has learned to adjust his or her reading rate to answer questions about a reading selection. Ask your child to give examples of times when he or she might want to read something slowly. Also ask for examples of when he or she can skim, scan, and read text quickly.


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A Symphony of WhalesIn this story, a young girl is gifted with the ability to hear whale songs. One night, she dreams that her sled dogs lead her to whales—and the next day they do. But the whales are in trouble! It is too late in the year for them to be this close to shore. They are trapped by ice, and each day they are in greater danger of either starving or suffocating. The girl and her people call for help from a Russian icebreaker ship. They break the ice, and they feed the whales their own food. With the help of the ship and a symphony of music, they save the whales from certain death.

ActivityWhat Would You Do? What animals would inspire you to the kind of hard work and sacrifice the Inuit village showed in saving these whales? Draw a picture of your favorite animals together.

Summary

GeneralizeWhen you read ideas about several things, you may see how they are alike in some way. You can make a general statement about all of them together.

ActivityAttributes Brainstorm three different characteristics in people. These can be physical or part of a personality. Then think of all the people you know with those characteristics and compose a sentence that summarizes these characteristics in a generalization. Finally, talk about other ways that these people may be alike. Can you think of other generalizations to make about this group of people?

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading A Symphony of Whales. Practice using these words.

Vocabulary Wordsanxiously nervously or in a worried manner

bay a part of an ocean enclosed by the coastline

blizzards heavy snowstorms with very strong winds

channel a body of water joining two larger bodies of water

chipped broke off small pieces of something

melody a series of musical notes that make up a tune

supplies quantities of something needed

surrounded encircled; enclosed

symphony a long musical work written for an orchestra

Lesson Vocabulary


Present, Past, and Future TenseVerbs can show action. They can also show when the action happens. Different verb tenses have different forms. Many present tense verbs end in -s. You form the past tense of most verbs by adding -ed. The future tense tells what will happen in the future. When you add the helping verb will to a verb, you make it a future tense verb. You also can use the future tense when you want to tell about what probably will happen.

ActivityThe Present, Past, and Future Family Each player takes on the identity of one of the tenses. For example, you might have a Mr. Present, Mrs. Past, and Master Future. The player representing the present thinks of a verb and uses it in a sentence. Then the players representing past and future must each change the verb to their tense and use the word correctly in the same sentence—modifying the sentence as needed.

Grammar

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Generalize • Answer Questions • Ideas in what you read are sometimes alike in several ways. To generalize, you can

make a general statement about them together.

• Look for clue words like most, many, all, some, or few.

• Ask and answer questions as you read to help you reach a generalization.


Mammals are animals that need to breathe air. Most mammals give

birth to live babies. Mammal mothers also give milk to their babies.

Gray whales live in the ocean. Mothers-to-be find a safe place, like a lagoon, to give birth. After the calf is born, a female helper pushes it up to the surface so it can breathe. Then the mother feeds the baby.

Directions Are gray whales mammals? Complete the chart. Make a generalization.

Example

1. Do gray whales breathe air?

Example

2. Do gray whales give birth to babies?

Example

3. Do gray whales nurse their young?

Generalization

4. Gray whales are .

5. How did answering the questions in the examples help you make a generalization?

Home Activity Your child made a generalization by finding examples of the ways things are alike. Draw a graphic organizer like the one above. Write examples about the ways dogs are alike in the three example boxes (dogs bark, wag tails, have hair). Then help your child write a generalization about dogs.


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VocabularyDirections Read the pairs of sentences below. Use one word from the box to fill in the blank in each pair of sentences. Use context clues to help you fill in the correct word.

1. This winter was very snowy. We had four in December alone!

2. The bird sang a beautiful tune. The was sweet and sad.

3. The children gathered all around the teacher. She was by her class.

4. She was worried about her grade on the test. She waited as the tests were handed back. She passed!

5. The water flowed along a narrow stream. The stream was a that carried the water to the sea.

Directions In each sentence below, two words are underlined. Circle the word that makes sense. Use context clues in the sentence to help you choose the correct word.

6. The ship sailed into the large bay / blizzard that is near our town.

7. Before we went on the hike, I put a big bay / supply of water in my backpack.

8. Dan surrounded / chipped at the wood with a small ax.

9. We heard many musical instruments playing a beautiful symphony / channel together.

10. I heard a song on the radio, and I have been humming the symphony / melody all day.

Write a Scene from a PlayOn a separate sheet of paper, write a short scene from a play about a person communicating with an animal. Use as many vocabulary words as possible.

Home Activity Your child identified and used vocabulary words from A Symphony of Whales. Read a story or article about animals to your child. Have your child point out unfamiliar words. Work together to try to figure out the meaning of each word by using other words that appear near it.



surroundedbaysupplieschippedsymphonychannelblizzardsanxiouslymelody

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Vocabulary • Context Clues • Sometimes when you are reading, you may come across a word you don’t know.

• Look for context clues to find the meaning. Look at the words and sentences around the word for clues that tell you what the word means.

anxiously bay blizzards channel chippedmelody supplies surrounded symphony

Directions Match the word with its meaning. Draw a line from each word to its definition.

1. symphony narrow stream of water

2. blizzards music composed for an orchestra

3. channel uneasily

4. melody snowstorms

5. anxiously tune

Directions Use a vocabulary word from the box to complete each sentence below. Write the word in the space.

6. We were by the goats at the children’s zoo.

7. Thomas had away the ice with the shovel.

8. Zak sailed his boat into the safe from the ocean’s waves.

9. The campers had enough for three days.

10. Grandpa whistled a catchy .

Home Activity Your child identified and used context clues to understand new words in text. Read a story or article about animals to your child. Have your child point out unfamiliar words. Work together to try to figure out the meaning of each word by using other words that appear near it.


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Draw Conclusions A conclusion is a decision you reach that makes sense after you think about details or

facts and what you already know.


Sandy heard about the whales, so she hurried down to the bay. Instead of

swimming out to sea, whales had gone through the channel. Now the whales were marooned.

When she got there, people already surrounded the whales. Sandy helped chip ice to free them.

Firefighters brought hoses and other supplies. The tide was rising. Everyone waited anxiously to see what would happen.

The swish of water from the hoses sounded like a symphony. The water melted the ice. The whales wiggled loose. They swam out to sea. Everyone cheered.

1. Why did Sandy hurry to the bay?

2. What does marooned mean?

3. How did the whales get in trouble?

4. Why were firefighters called to rescue the whales?

5. What detail tells you that the people were happy that the whales were freed?

Home Activity Your child answered questions about a story that required drawing conclusions. Drawing conclusions means reaching a decision using facts and details in the story. A conclusion should also make sense. Give your child a faulty conclusion, such as “The best day to go to the beach is a rainy day.” Ask your child to correct the sentence and give a reason. “The best day is a sunny day because people go to the beach to enjoy the sun.”

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Generalize • Ideas in what you read are sometimes alike in several ways. To generalize, you can

make a general statement about them together.

• Look for clue words like most, many, all, some, or few.

• Ask and answer questions as you read to help you reach a generalization.


Tameika wrote a report on gray whales. She said that gray whales do not have

teeth. They feed by filtering shellfish from the ocean bottom through thin plates in their mouths.

Byron wrote a report on killer whales. He said that killer whales have teeth. They hunt other sea animals.

The two students exchanged reports. “How can killer whales hunt when gray whales do not?” Byron asked Tameika.

Tameika and Byron looked in an encyclopedia. Here’s what they found:

Some whales hunt for food. Others strain small prey from ocean waters through plates in their mouths.

1. What example of eating was in Tameika’s report?

2. What example of eating was in Byron’s report?

3. What part of the story is a generalization about the way whales eat?

4. What clue word tells you that a generalization is being made?

5. How did the question Byron asked help the two students generalize?

Home Activity Your child answered questions about the process of making generalizations. To make a generalization, you must read a passage with several examples. Find a book or magazine article that tells about different kinds of birds (or flowers). After reading, make a generalization about them.

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Generalize • Ideas in the things you read are sometimes alike in several ways. To generalize, you

make a general statement about them.

• Look for clue words like most, many, all, or few.


Mrs. Jones took her class to a sea animal park. “Animals that breathe

through a blowhole are whales,” she said. “Find the animals that are whales.”

The students watched the show. Por poises came up for food. They all blew air out of blowholes.

Next, a man swam with dolphins. Before the dolphin went underwater, it took a breath. Then it closed its blowhole.

Then orcas raced around the pool. One orca jumped out of the water. The students saw its blowhole when it fell back into the water.

“Now we know some sea animals that are whales,” the students said.

Directions Complete the chart to make a generalization.

Generalization

, , and are whales.

Example

have blowholes.

Example

have blowholes.

Example

have blowholes.

Home Activity Your child made a generalization by looking for examples in a story. To make a generalization, a reader must look at several ideas and find a way that they are alike. Tell your child that animals with feathers are birds. Look for birds as you take a walk. Have your child make a generalization about them.

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Suffixes -ly, -ful, -ness, -lessDirections Add the suffix -ly, -ful, -ness, or -less to each base word. Write the new word on the line.

1. grace + -ful =

2. bare + -ly =

3. worth + -less =

4. fair + -ness =

5. play + -ful =

6. wire + -less =

7. rare + -ly =

8. neat + -ness =

Directions Add -ly, -ful, -ness, or -less to the base word in ( ) to best complete each sentence. Use the word box for help. Write the new word on the line.

careful careless illness quickly safely spotless thickness

9. A (care) mistake can cause an oil spill at sea.

10. This can (quick) cause problems for seabirds.

11. In order to fly, birds need to keep themselves (spot).

12. If the oil is not (safe) removed, the birds cannot fly.

13. If a seabird swallows oil, it can develop an (ill).

14. The (thick) of a bird’s eggshell can also change.

15. To protect the sea and its wildlife, ships’ captains must be (care).

Home Activity Your child wrote words with the suffixes -ly (safely), -ful (playful), -ness (illness), and -less (worthless). Name some base words such as slow, thank, harm, kind, and help. Ask your child to make new words using the suffixes he or she practiced on this page.

Practice Book Unit 3 Phonics Suffixes -ly, -ful, -ness, -less 139

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Outlining and Summarizing Summarizing is finding the most important ideas about a topic or text. You can summarize what you read or what you learn in class. One way to summarize is by making an outline. An outline shows a main idea and details, as in the one shown below.

An Endangered Animal—The African Elephant

I. Size

A. Weight

1. 7,000 to 15,000 pounds

2. Males larger

B. Height and Length

1. 10 to 13 ft high

2. 20 to 24 ft long

II. Diet—Vegetation

A. Grasses

B. Leaves

C. Fruit

III. Habitat—Africa

A. Forest

B. Grassland

Directions Write the words from the box in the outline. Use the outline above as a guide.

Habitat Deer 45 to 80 pounds Rabbits Wetlands

The Red Wolf

I. Size

A. 4 1/2 to 5 1/2 ft long

B. Weight

1.

2. Males larger

II.

A. Forests

B. Mountains

C.

III. Diet

A. Mainly small animals

1. Rodents

2.

B. Others

1. Insects

2. Berries

3.

Home Activity Your child learned how to make an outline to summarize ideas. Give your child information about a familiar topic. Include at least three main ideas and several details about the main ideas. Help him or her organize these ideas in an outline.


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VolcanoesAn active volcano destroys everything in its path. It can be a deadly force of nature even though it may look magnificent from a distance. Volcanoes occur because of the way that the surface of Earth moves over the melted rock below. The same forces cause earthquakes. Volcanoes happen where pressure builds so great that some of the melted rock comes to the surface. We still don’t know how to predict when they will blow, but we know they will!

ActivityA Volcano’s Good Side Hawaii has many active volcanoes. These volcanoes are sometimes destructive, but they are also the reason that Hawaii has numerous plants and animals. Together, research the connection between volcanoes and rich, fertile soil.

Summary

Compare and ContrastWhen you compare and contrast two or more things, you look for the ways they are alike and different.

ActivityAlike and Different Gather a variety of small household objects and place them in a box. Players take turns pulling two objects and naming ways the objects are alike and ways they are different. Return the objects to the box when you are done.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Volcanoes. Practice using these words.

Vocabulary wordsbeneath under

buried covered up underground

chimney a natural or human-made hollow, vertical structure for the passage of smoke, gas, or fire

earthquakes sudden movements of Earth’s crust followed by a series of shocks

fireworks explosions set off to create bright lights and colorful displays for entertainment

force power or energy

trembles vibrates; shakes

volcanoes openings in Earth’s crust from which molten rock, dust, ash, and hot gases flow or erupt

Lesson Vocabulary

Irregular VerbsUsually you add -ed to a verb to show action in the past. Irregular verbs do not follow this rule. Instead of ending in -ed to show past time, these verbs change to other words. When have, has, or had comes before these verbs, a third form of the word is used.

I go.They went.He has gone.

Activity1, 2, 3 Whoops! Players take turns using the following words in sentences—incorrectly. The first player to correctly shout out the sentence using the correct form of the verb gets to think of the next mixed-up sentence.

Grammar

present past past with have, has, had

write wrote writtenspeak spoke spokenring rang rungsee saw seentake took taken


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Compare and Contrast • Monitor and Fix Up • When you compare and contrast, you tell how two or more things are alike and how

they are different.

• You can use a Venn diagram to compare and contrast.

• Reading slowly helps you notice details, key words, or other clues the author uses in comparing and contrasting.


Have you ever been to Hawaii? If you go, you must see the volcanoes. There

are many. Some are active. Others are not. Mauna Loa is active. It covers half of an

island. It is Earth’s largest volcano. It last erupted, or blew up, in 1984.

Kilauea is Earth’s most active volcano. It erupted in 1983 and it is still erupting. The fires are still burning. It is the longest-lived volcano. It is also the youngest one on the island.

Directions Complete the Venn diagram to compare and contrast. Use these words: volcanoes, youngest, largest, longest-lived, most active

Home Activity Your child used a Venn diagram to compare and contrast volcanoes in Hawaii. Draw a Venn diagram together. Write “Active” in the first circle, “Inactive” in the second circle, and “Volcanoes” where the two circles overlap. Ask your child to explain the differences between an active and inactive volcano using the diagram.


1.

2.

3.

4. Active

in Hawaii

5.

Kilauea Mauna LoaBoth

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Name Volcanoes


beneathvolcanoesforcechimney

earthquakesfireworkstremblesburied

Directions Write the word from the box that matches the definition.

1. shakes

2. movements between two of Earth’s plates

3. a vent that lets out steam or smoke

4. a display of burning, bright lights

5. covered under earth or other material


6. force under

7. volcanoes vibrates

8. beneath a brick structure on a roof

9. trembles power

10. chimney mountains that erupt with lava and gases

Write a News BroadcastOn a separate sheet of paper, write what you would say to report that a volcano has erupted in the United States. Write as if you were going to report the eruption on TV news. Use as many vocabulary words as possible in your news broadcast.

Home Activity Your child identified and used vocabulary words from Volcanoes. Read a news report to your child that describes a natural event, such as a volcano, earthquake, storm, or flood, that occurred somewhere in the world. Talk about the event using this week’s vocabulary words.

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Name Volcanoes

Vocabulary • Dictionary • You can use a dictionary to find the meaning of unfamiliar words.

• The words in a dictionary are listed in alphabetical order.

Directions Read the sentences below. One word is underlined. Use the sample dictionary page to write the definition of the underlined word on the line.

earthquake • volcanoearthquake n. a movement of the plates that make up Earth’s crusterupt v. to explode outwardlava n. melted rock that flows from a volcanopredict v. to make a statement about what will happen latertrembles v. shakes volcano n. a mountain that erupts, shooting lava, rocks, and hot ash onto Earth’s surface

1. Scientists knew that the volcano was about to erupt.

2. The volcano shot hot ash high into the air.

3. Scientists can predict when an earthquake will occur.

4. The earthquake damaged a lot of buildings in the city.

5. During an earthquake, the surface of the earth above it trembles.

6. Some volcanoes send streams of lava flowing over the ground.

Home Activity Your child identified and used vocabulary words from Volcanoes. Read a story or nonfiction book about earthquakes or volcanoes. Encourage your child to use a dictionary to find the meaning of unfamiliar words.

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Name

Author’s Purpose • The author’s purpose is the reason an author writes something.

• An author may try to persuade, inform, entertain, or express feelings.


Mount Vesuvius is a volcano in Italy. It is an old, active volcano.

The volcano was quiet for a long time. People living nearby did not think it was active. But it erupted with great force in A.D. 79. Fireworks of lava and ash escaped. Two cities were buried. Today you can see pictures of some of the things left behind. They tell how the people lived a long time ago.

The volcano erupted again 1,500 years later. With no warning, more people were killed.

Finally, scientists started to study the volcano. A lab was built to take measurements. When the volcano trembles, scientists know it is about to erupt. They are able to warn people.

When people nearby hear a warning, they leave the area and don’t get hurt.


2. What is the purpose of the second paragraph?

3. How does the third paragraph tell that the volcano is still dangerous?

4. What is the purpose of the last paragraph?

5. Scientists today can warn people when a volcano is about to erupt. In which part of the passage did you learn that?

Volcanoes

Home Activity Your child answered questions to help understand the author’s purpose. Read a story or article with your child and have him or her identify author’s purpose.


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Compare and Contrast • Monitor and Fix Up • When you compare and contrast, you tell how two or more things are alike and different.

• Reading slowly helps you notice details, key words, and clues used to compare and contrast.


We used to live in Florida where hurricanes brought wind, rain, and

flooding. A television announcer told us when one was coming. We taped boards over our windows so they wouldn’t break. Sometimes, we got into our car and went to a safer place. Other times, we stayed inside until the bad weather was over.

Now we live in California. We have earthquakes here. The ground shakes. The walls and windows rattle in our apartment. Sometimes, papers and even spoons and cups fall off the table! In a bad earthquake, our building could fall down. We run outside to keep safe. But usually, the earthquake is just a small tremor.

1. Write the topic for each paragraph.

2. How are California and Florida different?

3. How are earthquakes and hurricanes different?

4. In what ways are hurricanes and earthquakes alike?

5. For which dangerous event do people usually get a warning?

Home Activity Your child answered questions that required comparing and contrasting. Have your child pick two items, perhaps two games. Talk about how the games are alike and different. Use the words compare and contrast.


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Name

Compare and Contrast • When you compare and contrast, you tell how two or more things are alike and how

they are different.

• You can use a Venn diagram to compare and contrast.


Have you ever gone sledding? Then you know that things can slide down

steep slopes. Earth, rocks, gravel, mud, and snow can slide down steep slopes, too.

A mud slide happens after lots of rain. A slope gets muddy, and the mud starts to slide downhill. So much mud can slide

downhill that houses at the bottom can get covered in mud!

Slides happen in snowy mountains, too. First, a blizzard drops a lot of snow. The heavy snow starts to slide. When lots of snow slides all together, it is called an avalanche.

Directions Complete the Venn diagram to compare and contrast. Use these words: snow, rain, blizzard, mud. Write in the center what both have in common.

Volcanoes

Home Activity Your child used a Venn diagram to compare and contrast two things. Draw a Venn diagram together. Write “Dogs” in the first circle, “Cats” in the second circle, and “Pets” where the two circles overlap. Ask your child to explain the differences between dogs and cats using the diagram.


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1.

2.

4.

5.

AvalancheMud Slide Both

3.

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Practice Book Unit 3 Phonics Silent Consonants 149

Name Volcanoes

Silent ConsonantsDirections Choose the word in ( ) with the silent consonant, as in wr, kn, st, mb, or gn, to complete each sentence. Write the word on the line.

1. It seemed like the perfect winter day for a (climb/hike) up the mountain.

2. Jan packed water and snacks in a (cooler/knapsack).

3. She put on her coat and (knit/new) cap.

4. She grabbed the scarf with the blue and yellow (design/stripes).

5. Then she (tossed/wrapped) it around her neck.

6. Jan began to (close/fasten) her coat.

7. The radio was on, and Jan stopped to (hear/listen).

8. The reporter said there were (calls/signs) that a big snowstorm was on its way.

9. Jan (learned/knew) she would have to go hiking another day.

Directions Circle each word in the box that has a silent consonant. Write the circled words in alphabetical order on the lines below.

gnaw relax castle wrong basket no comb knot humid water trap numb

10. 13.

11. 14.

12. 15.

Home Activity Your child wrote words with the silent consonants wr (write), kn (knight), st (listen), mb (thumb), and gn (gnaw). Work with your child to see how many words with those silent letters you can name together. Write the words, and take turns making sentences using each word.

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Storm Chasers’ DigestFrom the EditorSeason of the CycloneHold on to your hats! It’s the beginning of the hurricane season. It could be a busyseason too. We will print the facts about the storms as they happen. Stay tuned.

Tornado Trivia

• In the United States, an average of 100 tornadoes are observed or reported each year.

• Most tornadoes occur in April, May, and June.

Letters to the Editor

Dear Editor,

Please give us more information aboutsnowstorms. I would like to learn moreabout cold weather.

Hot in Florida

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NewsletterDirections Read the newsletter. Use it to answer the questions below.

1. Who wrote the information in Season of the Cyclone?

2. What is the name of the newsletter?

3. What is included in the Tornado Trivia section?

4. Why might someone write a letter to the editor?

5. What other information might be included in this newsletter?

Home Activity Your child read a newsletter and answered questions about it. Ask him or her to name some of the parts in a newsletter. Then have your child imagine that your neighborhood has its own newsletter. Encourage him or her to write a neighborhood news item.


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ART per spec


WingsIkarus Jackson is the new boy at school, and he is a little different. Ikarus has wings. He has real wings that allow him to fly. But the other kids at school laugh and tease him. The adults Ikarus meets aren’t much kinder. Ikarus has a friend though. When she steps in and says, “Stop!” and “Your flying is beautiful,” he finds the heart to fly again.

ActivityWhat Is Special About Me? What are the qualities about you that are special? How would the people who love you describe you? Write your name at the top of a sheet of paper. Find pictures in newspapers and magazines that represent some part of you. Cut them out and glue them onto the paper to make a collage of all that is part of you.

Summary

Cause and EffectA cause tells why something happened. An effect is what happened. Clue words that signal a cause and effect relationship are because and so.

ActivityPlayground Cause and Effect Head to the playground! Explore cause and effect on the slide, the merry-go-round, the swings, and the teeter-totter.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Wings. Practice using these words.

Vocabulary Wordsswooping rushing down suddenly

looping moving in large circles or loops

attention watching, listening, or concentrating

drifting floating on a current of air or water

glaring staring angrily

complained said something was wrong or found fault

struggled made a great effort

giggle laugh in a silly or nervous way

Lesson Vocabulary

Singular and Plural PronounsSingular pronouns are words that take the place of singular nouns. I, he, she, and it are pronouns that take the place of one noun. Plural pronouns are words that take the place of plural nouns or more than one noun. We and they are examples of pronouns that take the place of more than one noun. You can be used as a singular and plural pronoun.

Emma read that book. She read that book.

Students ride bikes. They ride bikes.

This class may be dismissed. You may be dismissed.

ActivityMaking Sentences Players take turns saying a sentence with a single or plural proper noun as the subject. The other players must repeat the sentence using an appropriate pronoun in place of the subject.

Grammar

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Home Activity Your child identified cause and effect in a fantasy passage about dragons. With your child, read a magazine article about a different animal. Work together to identify cause and effect in the story.


Cause and Effect • Answer Questions • A cause tells why something happened.


Directions Read the following passage. Then complete the diagram below.

Dan Dragon had trouble making friends. But he kept trying.

“Hi,” Dan greeted a robin on a tree. But Dan’s breath was fiery. His flames burned the branch where Robin sat. Frightened, Robin flew away. She did not want Dan as a friend. So, once again, Dan felt alone.

The next day, Dan met a dragon, just like himself.

“No one will play with me,” Dan complained.

“I will!” David Dragon said. So the two happy dragons had fun roasting marshmallows with the flames from their breath.

Causes Effects

1.

Why did it happen?

Robin flew away.

What happened?

2.

Why did it happen?

Dan felt alone.

What happened?

3.

Why did it happen?

Dan and David became friends.

What happened?

4.

Why did it happen?

Dan and David roasted marshmallows together.What happened?

5. What did you do to answer question 1, above?

Dan’s breath burned Robin’s branch. Robin got scared.

Possible response: I searched in the story and thought about what happened to make Robin fly away.

The two dragons had a lot in common.

Dan and David realized their fiery breath could serve a good

purpose.

Dan couldn’t make friends with Robin.

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VocabularyDirections Match the word with its meaning. Draw a line from the word to its definition.


swoopingattentionglaringgiggle

loopingdriftingcomplainedstruggled

1. swooping staring at

2. complained had a hard time with something

3. looping flying down fast

4. glaring grumbled about

5. struggled moving in arcs and circles

Directions Use a vocabulary word from the box to complete each sentence below. Write the word in the space.

6. You must pay in school if you want to learn.

7. I every time I read the funny cartoons.

8. The two boys to carry the heavy box into the house.

9. She never if she did not get what she wanted.

10. I had a strange dream as I was out to sea.

Write a Friendly LetterOn a separate sheet of paper, write a friendly letter to someone who is different from other people. Tell why it is fine to be different and that you like the person for who he or she is. Use as many vocabulary words from this week as you can.

Wings

Home Activity Your child has identified and used vocabulary words from Wings. Read and discuss a story about flying with your child. Try using this week’s vocabulary words.


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Name Wings

Vocabulary • Word Structure • You may see a word you don’t know that has a special word ending. Sometimes a word

has the ending -ing.

• The ending -ing is usually added to a verb, or action word. Knowing the base word may help you figure out the meaning of the word with the -ing ending.

Directions Read each sentence. Each sentence has one word underlined. Circle the word at the end of the sentence that is the base word of the underlined word.

1. The dragonfly was looping through the air. loop look

2. The drifting sand covered the blanket on the beach. drag drift

3. The boy was struggling with his broken bike. giggle struggle

4. The swooping bird landed on my roof. swoop sweet

5. Stop glaring at me! I didn’t break your bike. glare glad

Directions Look at the words in the box. Then read the sentences. Each sentence has one word missing. Add -ing to the word in the box that best fits each sentence. Write the -ing word.

complain enjoy fly say walk

6. When it rains, some people start about the weather.

7. I am different because I like to go out in the rain.

8. Sometimes I see birds high in the sky.

9. Other times I hear people that I’m wet.

10. They must not know that I am myself.

Home Activity Your child identified and used base words and the -ing ending to figure out the meaning of unfamiliar words. Play a game with your child. Say a verb out loud. Then have your child say the verb with an -ing ending. Take turns saying verbs and words with -ing endings.


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Sequence of Events • Sequence is the order in which things happen in a story.

• Clue words, such as before and after, can tell you when something happens.

Directions Read the following story. Then answer the questions below.

One morning, two bears woke up. They were hungry. The day before, they

had eaten all the berries on their side of the river. “Look at those berries on the west side of the river,” said Grizzly Bear. “If we leap up when the wind blows, we can catch a ride to our dinner.”

Just then, a strong wind came up. The bears leaped into the air and were carried west. They landed among hundreds of berries. The bears ate enough berries to fill their bellies. After that, they felt satisfied and drowsy. Then they fell asleep.

1. How did the bears feel when they first woke up?

2. What idea did Grizzly Bear have for filling their stomachs?

3. What happened after Grizzly Bear expressed his idea?

4. How did the bears feel after they filled their bellies?

5. What did the bears do last?

Wings


Home Activity Your child identified sequence of events in a story about bears. Read another story about a different animal with your child. Work together to identify the sequence of events.

They felt hungry.

Grizzly Bear thought they could catch a ride to the other side of the river, where there were plenty of berries.

A wind came along and the bears leaped into the air and were carried west.

The bears felt satisfied and drowsy.

Last of all, the bears fell asleep.

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Cause and Effect • Answer Questions • A cause tells why something happened.



Alice was new in class. She lived in a different neighborhood and didn’t

know any children in the room. “Don’t talk to her,” one girl said to

another. “She’s not from around here.” So the others ignored Alice. Alice felt

lonely.One day in art class, Alice used wool

and string to make a doll. She put the doll beside her on her chair.

She knew it was silly, but it made her feel better. The next day the principal came

into the room. She spotted Alice. “Who’s that?” the principal asked

kindly. “Your star student,” answered Alice.“I believe it,” responded the principal,

smiling. The children saw how pleased the

principal seemed. One girl smiled shyly at Alice, suddenly wishing she could be her friend.

1. Why didn’t Alice know anyone in her class?

2. What effect did being ignored have on Alice?

3. What caused Alice to make a doll?

4. What caused Alice to put the doll on the chair next to her?

5. Which part of the story shows the effect of the principal’s visit on Alice?

Home Activity Your child read a fantasy passage in which a person’s actions cause an effect on other people. With your child, make a list of ways that each family member’s behavior affects your whole family. Make a simple Cause/Effect chart.


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• Because and so are words that show cause and effect. Sometimes a clue word is not used.

Directions Read the following passage. Then complete the chart below.

Gregory did not have much money. He had a son, Nicky. Gregory was

worried about Nicky. Nicky longed to have the things that other boys on their block had.

So Gregory thought of a plan. He wanted them to leave the city. He gathered all the sheets, blankets, and curtains he

could find. He used them to make a hot-air balloon. When the balloon was finished, Gregory and Nicky filled it with hot air, and it rose high into the sky. The neighbors looked on. They were shocked.

The man and his son floated away from the city, looking for a new place to live.

Causes Effects

1. Families on the block made fun of them.

Why did it happen? What happened?

2. Gregory worried about his son.Why did it happen?

3. Gregory made a hot-air balloon out of sheets, blankets, and curtains. Why did it happen?

4. The neighbors saw the two float away.

Why did it happen?

5. The hot-air balloon worked for Gregory and Nicky.

Why did it happen?

Wings

What happened?

What happened?

What happened?

What happened?

Home Activity Your child identified the cause in a fantasy passage about a family affected by certain events. With your child, read a fantasy story about a different family and identify cause and effect.


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Home Activity Your child wrote plurals—words naming more than one person, place, or thing. Ask your child to review the plural forms of the words on the page above. Work together to write a silly poem or song using these and other plural words.

Practice Book Unit 4 Phonics Irregular Plurals 9

Phonics • Irregular PluralsDirections Use the plural form of each word in ( ) to complete each sentence. Write the word on the line.

1. Timmy wasn’t like the other (mouse).

2. He was missing all his (tooth).

3. He couldn’t chew into the (loaf) of bread in the bakery where he lived.

4. Using his (foot) to pull off tiny pieces of bread didn’t work.

5. Of course the (woman) who worked in the bakery would never feed him.

6. When the delivery (man) came, Timmy would run and hide.

7. Timmy finally solved his problem when he saw some (child) dropping crumbs.

8. Now he stores the crumbs behind the (shelf) so he can eat them whenever he wants.

Directions Write the plural form of each word below.

9. wife

10. wolf

11. scarf

12. hero

13. cuff

14. calf

15. banjo

16. elf

17. half

18. goose

19. knife

20. sheep

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Reference Sources Different reference sources can be used to find information. Some examples are a

telephone directory, almanac, atlas, dictionary, and encyclopedia.

Directions Write which of the five reference sources should be used for each situation below. Explain your answers.

1. Shawna plans to buy a popular toy as a gift for her cousin. She wants to find a store that sells the toy.

2. Sho reads a word he does not know in a magazine article. He wants to find its meaning.

3. Alan wants to find out the average temperature each month for different cities.

4. Gina’s family is planning a ski trip in another state. They will be driving to the mountains and want to know how to get there.

5. Troy is writing a report about several U.S. Presidents. He wants to find the years that they were in office.

Wings


Home Activity Your child determined what kind of reference source to use for locating specific information. Display a few references you have at home. Ask your child to describe a situation in which each reference might be used.

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ART per spec

Hottest, Coldest, Highest, DeepestThis piece details some of the most amazing places on Earth. There is information about the longest river—the Nile—to the snowiest place on Earth—Mt. Rainier.

ActivityBiggest, Smallest, Thinnest, Widest Together, think about different things in your home. What are the biggest, smallest, thinnest, and widest items found in your home? Which is the coldest room in the winter and the hottest room in the summer? Which room is the brightest? darkest? quietest?

Summary


Comprehension Skill

Compare and ContrastWhen you compare and contrast, you tell how things are alike and different. When you read, look for clue words that signal comparisons and contrasts, such as like, both, different, and however.

ActivityI See Alike and Different Choose two items (like cars) to compare and contrast. Describe how the items are alike and different. Have someone guess what you are describing.

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Words to KnowKnowing the meanings of these words is important to reading Hottest, Coldest, Highest, Deepest. Practice using these words.

Vocabulary Wordsdepth the distance from top to bottom

average the usual amount or kind

tides the regular rise and fall of the oceans’ water

peak the pointed top of a mountain or hill

deserts dry and usually sandy areas of land without trees

waterfalls natural streams of water falling from a high place

outrun to run or move faster than someone or something

Lesson Vocabulary

Subject and Object PronounsThe subject of a sentence can be a noun or a pronoun. When a pronoun is used as the subject, it is called a subject pronoun. Some pronouns are used after action verbs. They are called object pronouns.

ActivitySubject and Object Pronouns Players think of sentences using subject or object pronouns. The other players must correctly identify the pronouns and tell whether they are subject or object pronouns.

SubjectPronouns

ObjectPronouns

I, you

he, she, it

we, they

me, you

him, her, it

us, them

Grammar


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1.

2.

Boston Both Philadelphia

3.

4.

5.

6.

7.

Compare and Contrast • Ask Questions • When you compare and contrast, you tell how things are alike and different.

• To compare and contrast, look for clue words that signal comparisons and contrasts, such as like, both, different, and however.

• As you read, ask yourself, “How are these things alike? How are they different?”


The cities of Boston and Philadelphia are alike in many ways. They are two

of the largest cities in the U.S., and both are the largest cities in their states. Both cities are in states that were part of the thirteen original colonies. Also, both cities are located in the northeastern part of the U.S.

However, Boston and Philadelphia are different, too. Philadelphia is larger than Boston. Philadelphia has a population of about 1,517,550 people, but Boston has only about 589,141 people. Philadelphia is about 135 square miles. However, Boston is about 48 square miles.

8. Write a sentence telling another way you think these cities could be alike.

Hottest, Coldest

Home Activity Your child read a nonfiction passage that gives information about how two large cities in the United States are alike and different. With your child, read books about two other U.S. cities. Work together to identify how the cities are alike and different.


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Name

VocabularyDirections Draw a line from the word to its definition.


outrundesertspeakdepth

tideswaterfallsaverage

1. average the rising and falling of ocean waters because of the pull of the Moon

2. desert the very top of a mountain

3. depth normal, usual

4. tides places with little rainfall

5. peak having to do with how deep something is

Directions Write the word from the box that best matches each clue.

6. The winners of a race do this.

7. These falling waters are often shown on postcards.

8. Snow is often found on this part of a mountain.

9. Cactus plants grow here.

10. These are related to ocean waters.

Write a Travel BrochureOn a separate sheet of paper, write a travel brochure describing a place and the things people may see there. Use as many vocabulary words as possible.

Hottest, Coldest

Home Activity Your child identified and used vocabulary words from Hottest, Coldest, Highest, Deepest. With your child, read a story or nonfiction article about Earth science. Talk about landforms. Encourage your child to use vocabulary words in your conversation.


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Name


Hottest, Coldest

Vocabulary • Word Structure • When you are reading, you may see a word that looks like two words put together.

• A compound word is made up of two small words. If you know the meaning of the two small words, it will help you figure out the meaning of the compound word.

Directions Read each sentence. Each sentence has a compound word that is underlined. On the line below the sentence, write the two small words that make up the compound word.

1. I walked upstairs to the third floor.

2. There are many waterfalls that flow over mountains into lakes.

3. The wettest places on Earth get a lot of rainfall.

4. The squirrel ran up into the treetop to its nest.

5. In summer, I love to swim in the freshwater lake near my town.

Directions Read each sentence. One compound word is underlined in each sentence. Circle the two small words that make up the compound word.

6. From the mountaintop, we could see for miles around.

7. The movie was seen worldwide, in every country.

8. The patrolman was watching the neighborhood streets.

9. The ocean waves crashed against the shoreline.

10. Many different kinds of birds live in a rainforest.

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Home Activity Your child identified compound words. Read a story or article with your child. Encourage your child to identify compound words in the text.

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• Look for clue words, such as if, then, because, since, and so, to help you understand what happens and why it happens.


How does a volcano form? Deep inside Earth, there is a layer of rock known

as the mantle. If some of the mantle melts, magma, or molten rock, from within the Earth rises to the surface. It moves through the Earth’s crust. Then it lets out gases. Soon, hot lava may flow out onto Earth’s surface.

Luckily, a volcano usually gives warnings so people can leave the area

before it erupts. Some signs before an eruption are earthquakes, tremors, and an ash plume. If scientists observe those indicators, they can warn people in the area to leave so they won’t be hurt.

If a volcano erupts, there can be lava damage to property. Poisonous gases and blast damage may cause death to people, animals, and other living things.

1. What is one possible effect of an erupting volcano?

2. How might an erupting volcano damage living things?

3. What is one possible effect of scientists telling local people that a volcano may erupt soon?

4. What is one effect of the mantle starting to melt?

5. What clue words in the selection show cause or effect?

Hottest, Coldest


Home Activity Your child read a nonfiction selection about causes and effects of volcanoes. With your child, consult encyclopedias or other reference materials to find causes and effects of earthquakes. Look for clue words that point out causes and effects.

Hot lava can damage property nearby.

The eruption of a volcano can kill living things.

Local people may move away for a while to avoid being hurt by an erupting volcano.

It may rise to the surface of the Earth. Gases and lava may flow.

Clue words are then, if, and so.

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Compare and Contrast • Ask Questions • When you compare and contrast, you tell how things are alike and different.


• As you read, ask yourself, “How are these things alike? How are they different? What do I already know about these things?”


Two mighty rivers in the world are the Nile and the Amazon. Both are

long rivers. However, the Amazon has the greater amount of water flowing in it.

The Nile and the Amazon differ in another way. They are located in two

different continents. The Nile is in Africa. The Amazon is in South America.

There are many animals in both rivers. Crocodiles can be seen along the banks of both the Amazon and the Nile. Unlike the Nile, the Amazon is home to the world’s longest snake, the anaconda.

1. What is one way the Amazon and Nile Rivers are alike?

2. How do the Amazon and Nile Rivers differ by the continents in which they are located?

3. What animal can be found in the Amazon but not in the Nile?

4. What is the name of the animal that is found by the Nile and the Amazon?

5. How else might the Amazon and Nile Rivers be alike?

Home Activity Your child read a nonfiction passage about how two rivers of the world are alike and different. Read books with your child on two different bodies of water. Make a chart of how those bodies of water are alike and different. Before reading, ask what your child already knows about the topic.


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Compare and Contrast • When you compare and contrast, you tell how things are alike and different.



Two of the longest rivers in the United States are the Missouri River and the

Ohio River.The Missouri River is the longest. It is

2,565 miles in length. The Ohio River is the ninth longest. It is 981 miles in length. Both rivers have had problems with pollution. People have tried to clean them up.

The Ohio River’s pollution problem has been improved. In the last few years, more people are using the river for fun activities.

Parts of the Missouri River still have problems. There is still a loss of fish and wildlife in and near the river. People are working to clean up the Missouri River.


Home Activity Your child read a nonfiction passage that gives information about how two rivers in the United States are alike and different. Read a book or article with your child about another river in this country. Work together to identify how the river is like and different from one of the rivers from above.

Missouri River Both Ohio River

1.

2.

3.

4.

5.

6.

7.

8.

9.

2,565 miles longLonger than Ohio RiverStill has problems

Two of longest rivers in U.S.Problems with pollutionTrying to clean up pollution

981 miles longHas been improvedUsed for fun activities

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Home Activity Your child identified and wrote words with the r-controlled vowel sound /er/, as in dir t, verb, burn, ear th, and word. Work together to write a sentence for the words in exercises 1–10 above. Ask your child to underline the letters that make the /er/ vowel sound in each word.

Practice Book Unit 4 Phonics r-Controlled Vowels 19

Phonics • r-Controlled VowelsDirections Circle the words in the box that have the vowel sound /er/ as in bird, her, turn, earn, and work. Choose two of the circled words with the same vowel sound spelled the same as the words over each column. Write the words in the correct column.

burst cheer corn deer early farm fern

fire hard heart girl hurry learn pear

perch skirt tire torn world worm

bird

1.

2.

her

3.

4.

turn

5.

6.

earn

7.

8.

work

9.

10.

Directions Circle the word that has the same vowel sound as the first word. Then write a sentence on the line that uses the word you circled.

11. dirt bring first tired

12. verb peer perfect pretend

13. burn crunch prune purse

14. earth ear clear search

15. word corn north workout

˙

˙

˙

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Baseball Throw Contest

Thr

ow

er

Distance of Throw in Feet0 10 20 30 40 50 60 70 80 90 100

Raul

Gina

Ian

Lynn

Mario

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Bar GraphsBar graphs compare amounts and numbers. The bars can go across or up and down. The words on the graph tell what is being compared. The ends of the bars line up to a number.

Directions The bar graph below shows the five longest distances thrown in a baseball throw event. Use the graph to answer each question.

1. What is the distance of the longest throw?

2. Which person threw the shortest distance?

3. What distance did Ian throw the baseball?

4. Which two people threw the same distance?

5. What is the distance between the longest and shortest throws?

Hottest, Coldest


Home Activity Your child answered questions by interpreting data in a bar graph. Collect some data about your family, such as height, age, or shoe size. Help your child make a bar graph with this data.

90 feet

Gina

85 feet

Lynn and Mario

15 feet

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Rocks in His HeadThe author talks with great pride about her father and his love of rocks. She tells how he started collecting rocks when he was a child and how that interest sustained him through both good and hard times. Eventually, his love of rocks brings him a new job caring for rocks at the science museum.

ActivityI’m Proud of You Talk about the other people in your family. What special things do they do that make you proud? Do you like their hobbies? Are they especially polite or helpful? Make a list of the things about them that you think are wonderful—then make a point of telling them so.

Summary


GeneralizeWhen you read, you can sometimes make a general statement about what you have read.

ActivityThe Important Thing Keep an eye out for groups of objects. When you find a grouping, make a generalization about the items, stating some way in which they are all alike. Then try to think of another generalization for the same group of items.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Rocks in His Head. Practice using these words.

Vocabulary Wordschores small jobs or tasks

spare more than needed; extra

attic the space just below the roof of a house

labeled wrote an object’s name on a tag and attached it

customer a person who buys things at a store or uses the services of a business

board a long, flat piece of sawed wood

stamps small pieces of paper stuck to letters or packages showing that a fee has been paid

Lesson Vocabulary

Possessive PronounsSome pronouns show who or what owns, or possesses, something. This kind of a pronoun is a possessive pronoun.

ActivityI Found It Players take turns thinking of desirable and undesirable objects that might be found. Players use the cloze sentence I was walking in the sun, and I found a . To whom does this belong? If the object is desirable, the other players may claim it by responding with sentences such as The is mine. or The is ours. or That is my

. If the object is undesirable, players assign ownership to other real or imaginary people, using an appropriate possessive pronoun such as your, yours, her, hers, his, their, theirs, or its.

Grammar


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Generalize • Prior Knowledge • When you read, you can sometimes make a general statement about what you have

read that tells how some things are mostly alike or all alike.

• Look for examples. Ask what they have in common.

• Use what you already know about a topic to help you understand what you read.

Directions Read the following passage. Then complete the diagram below to make a generalization.

Want to start a rock collection? It’s not hard to do.

Begin by taking a walk in your neighborhood with a parent. If you see some interesting rocks, pick them up and save them.

Study the rocks. Some have many colors. Others have only one color. Some

are smooth. Others are rough. Some are shiny. Others are dull. Ask yourself questions about the rocks.

After you have collected some rocks, organize them. Get a book about types of rocks. Sort your rocks. Label each group.

Example Example Example

5. What do you already know about rocks?

Home Activity Your child made a generalization from a nonfiction passage about rocks. Read another nonfiction passage with your child and discuss any generalizations the author made. Have your child tell how the author made those generalizations.


Generalize4.

1. 2. 3.

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stampschoreslabeledboard

spareatticcustomer

Directions Write the word from the box that fits the meaning of each sentence.

1. I went to the post office to buy for my letters.

2. The store owner everything with a price.

3. We store things in the at the top of the house.

4. My dad put a wooden on my wall to use as a shelf.

5. Taking out trash and washing dishes are my at home.

Directions Circle one word at the end of each sentence that fits the meaning.

6. I had a pencil, so I gave one to my friend to use.spare short

7. The salesman asked each in the store if she needed any help. custom customer

8. Walking the dog is one of my . chores chokes

9. We like to play upstairs in the . attention attic

10. My dad nailed legs to a to make a little table.bread board

Write an AdvertisementOn a separate sheet of paper, use vocabulary words to write an advertisement for something you would like to sell if you owned a store.


Home Activity Your child identified and used vocabulary words from Rocks in His Head. Visit a store with your child and have him or her describe the labels on items. Use as many of this week’s vocabulary words as you can.

stampslabeled

atticboard

chores

Students’ writing should use lesson vocabulary in an advertisement for something on sale in a store.

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Vocabulary • Context Clues • Sometimes you will see a familiar word that doesn’t make sense in the sentence. The

word may have more than one meaning.

• Try the word meaning you know. If it doesn’t make sense, look at the words around it for context clues to see if they give you a clue about what the word means.

Directions Read the sentence. One word is underlined. Use context clues to figure out the meaning of the underlined word. Look at the word meanings under the sentence. Circle the meaning of the word.

1. Whenever the baby gets angry, he stamps his feet on the floor. something you put on a letter to pound feet on the ground

2. My father is on the school board and helps plan what we learn in school. a piece of wood a group of people who make rules

3. Our car has a spare tire in the trunk. extra lean

4. The snowstorm will last all night and all morning. force continue

5. Every morning, I slip out of the house to get the newspaper. go quietly fall down

6. I had to stick my fork into the potato. stab become fastened

7. It’s been 20 minutes, and I’m still waiting for the bus to come. continuing to quiet

8. I am going to read the story about a dog named Lucky. falsehood tale

9. At 3 o’clock the school bell rings and we all go home. sounds echo

10. I tried not to tear the wrapping paper. pull hard hole

Home Activity Your child has identified and used context clues to figure out the meaning of words that look the same but have different meanings. Read a story to your child. Encourage him or her to find words that look like familiar words but have an unfamiliar meaning. Help your child use context clues to figure out the meanings of the words.

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• Look for clue words, such as if, then, because, since, and so, to help you understand what happens and why it happens.

Directions Read the following selection. Then answer the questions below.

On his way home from work, Dad often stopped at the eyeglass store on our

block. Sometimes he needed the screw on his frame fixed. Other times, he needed the nose pad adjusted. Each time he got a free gift—an eyeglass case. So, Dad collected more than fifty cases over the years, in all styles and colors.

One day last week I sat in my artist’s studio. I chatted with Dad about needing something to create a new sculpture. Soon Dad presented me with fifty of the most colorful and unusual eyeglass cases I’d ever seen. Then “Eyeglass Sculpture” won first prize in an art contest at the museum.

1. What was one cause for Dad stopping at the local eyeglass store?

2. What was one effect of Dad stopping at the local eyeglass store?

3. What was the effect of Dad stopping so often at the eyeglass store?

4. What was the effect of Dad giving his daughter material for her sculpture?

5. What clue words in the story show cause or effect?

Rocks in His Head


Home Activity Your child read a story that shows cause and effect. Play a game with your child. Name an effect (such as people holding up umbrellas). Then ask your child to suggest a possible cause. Then change roles.

Dad needed the screw on his frame fixed.

Dad got a free eyeglass case.

Dad had a large collection of free eyeglass cases.

The daughter used the eyeglass cases in her sculpture.

Clue words are then and so.

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Generalize • Prior Knowledge • When you read, you can sometimes make a general statement about what you have

read that tells how some things are mostly alike or all alike.


• Use what you already know about a topic to help you understand what you read.


Ann kept her garden neat. She pulled weeds. She trimmed bushes.

One day she saw that some vines grew wild on her stone wall. She snipped the vines and collected them in a box week after week. The vines turned gray. They became stiff. They looked a bit like metal.

Ann had an idea. She put some vines on the table. She glued them into odd shapes at the corners. Some looked like dancers bending. Some looked like animals running. Ann had just begun a new hobby in art.

1. How did Ann show she liked things neat?

2. In what ways did the vines look like pieces of metal?

3. What statement can you make about Ann’s personality?

4. What general statement can you make about Ann’s sculptures?

5. What do you already know about sculpture?

Home Activity Your child identified generalizations in a biography. Read another biography with your child and discuss the generalizations the author made. Have your child tell how the author had made those generalizations.


Ann pulled weeds. She trimmed bushes. She cut vines.

The vines were gray and stiff, like some metal.

Ann is neat, but creative too.

They looked like people or animals in motion.

Answers will vary.

Possible response: Sculpture can be made from almost anything. Sometimes sculpture takes on odd shapes.

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Generalize • When you read, you can sometimes make a general statement about what you have

read.

• A general statement tells how some things are mostly alike or all alike.


Directions Read the following passage. Then complete the diagram below to make a generalization.

I remember when I was a child. I loved to read books. I liked stories about girls

who found lost pets. I loved stories about girls who sang at hospitals. I loved stories about girls who found lost children.

Mom always wanted me to donate my book collection to the library. But, I saved

all of my books.Years later, I still had the books. My

Mom’s birthday was coming soon. I sold the books to buy her a gift. She never knew how I paid for the special present she loved so much.

Example Example Example


Home Activity Your child read a short passage that has examples from which a reader can make a generalization. Play a game with your child. Show your child three items and ask what they have in common. Have your child make a general statement about the items.

Generalize4.

1. 2. 3.

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Home Activity Your child formed and wrote words with the prefixes pre-, mid-, over-, and out-. Work together to list other words with these prefixes, such as pretest, midway, overhead, and outgrow. Have your child use each word in a sentence.

Practice Book Unit 4 Phonics Prefixes pre-, mid-, over-, out- 29

Phonics • Prefixes pre-, mid-, over-, out-Directions Add the prefix pre-, mid-, over-, or out- to each base word. Write the new word on the line.

1. over- + load =

2. out- + going =

3. pre- + paid =

4. mid- + point =

5. out- + cry =

6. pre- + heat =

7. over- + due =

Directions Choose the word from the box that best fits the definition. Write the word on the line.

8. a word part added to the beginning of a word

9. bursting forth

10. the middle of the week

11. beyond a set time limit

midweek outburst overtime prefix

Directions Add the prefix pre-, mid-, over-, or out- to the base word in ( ) to complete each sentence. Write the word on the line.

12. Elena began to collect rocks when she was in (school).

13. She thought this hobby would (last) any of her other hobbies.

14. It is easy to (look) rocks during the day.

15. Finding them at (night) is nearly impossible.

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Materials

• group of rocks• hand lenses• scale• ruler• string• masking tape

(for labeling samples)

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Clarify Directions To follow directions, read all of the directions before doing anything. Then do each step

in order one at a time. Sometimes there are numbers to help you with the order.

Directions Read the directions for completing a science lab. Then answer the questions.

Science Lab: Identifying Rocks

1. Select a rock and label it A. Weigh the rock and record the weight in your chart.

2. Use the string to measure the circumference of the rock. Use a ruler to measure the string. Record the length in the chart.

3. Examine the texture of the rock. Record any descriptions and features in the chart, for example, color and hardness.

4. Look at the rock handbook to identify the sample.

5. Repeat each step with the other rock samples.

1. What do you do first after selecting and labeling each sample?

2. What is the second measurement taken for each sample?

3. What features of rocks are used to help identify them?

4. Write a brief summary of this lab.

Rocks in His Head


Home Activity Your child read a set of directions and answered questions about the directions. Have your child read a simple recipe. Ask him or her what to do first, next, last, how to prepare for making the recipe, and so on.

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America’s Champion Swimmer: Gertrude EderleDavid Adler tells the true story of Gertrude Ederle. Although she nearly drowned at the age of seven, ten years later she was the top swimmer on the U.S. Olympic team. She went on to become the first woman to swim the English Channel. At one point during the swim, her coach encouraged her to come out because her leg had gone numb, and she wasn’t able to kick properly. She yelled back, “What for?” and kept swimming. She beat the men’s record by nearly two hours.

ActivityWhat Is Your Passion? Together, draw a picture showing things that you love to do. Talk about the activities as you draw. What do you love about them? Do you have a special talent or skill that is related to any of these activities?

Summary

Fact and OpinionA statement of fact tells something that can be proved true or false. You can prove it by reading or asking an expert. A statement of opinion tells someone’s ideas or feelings.

ActivityI Heard It on the Radio Watch for examples of fact and opinion on radio and TV this week. Challenge your child to point out examples of each that he or she notices.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading America’s Champion Swimmer: Gertrude Ederle. Practice using these words.

Vocabulary Wordsdrowned died by suffocating underwater

strokes combinations of arm and leg movements used in swimming

stirred moved about

medals flat pieces of metal, often shaped like a coin or attached to a ribbon, given as rewards

continued went on without stopping

celebrate observe or honor something special with ceremonies and activities

current part of a body of water that is moving along in a path

Lesson Vocabulary

ContractionsYou can make contractions from verbs and the adverb not. An apostrophe shows where a letter has been left out. Sometimes more than one letter is dropped to form a contraction.

ActivityNot Not! Players take turns thinking of a contraction. Other players respond by saying the two words that form the contraction. If the first player thinks of a contraction that is not formed by using not (for example, I’ll from I and will), then the first player to yell not not! gets to think of the next contraction.

Verb + not contractionis + not isn’t

has + not hasn’tare + not aren’t

were + not weren’twas + not wasn’tdo + not don’t

Grammar


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Fact and Opinion • Monitor and Fix Up • A statement of fact tells something that can be proved true or false. You can prove it by

reading or asking an expert.

• A statement of opinion tells someone’s ideas or feelings. Words that tell feelings, such as should or best, are clues to opinions.

• You can ask an expert or use reference books to check whether a statement is true.


Swimming is a sport that helps keep people in good shape. If you have any

doubt, just ask Mark Spitz. He holds the record for winning the most gold medals in swimming events at the Olympics.

In Germany, at the Olympics in 1972, Spitz won seven gold medals. He also set

new world records in each of the seven events.

During those events, Spitz wore a mustache. The mustache distracted from his great performance. He should have shaved the mustache. That would have been best.

5. How can you find out if Mark Spitz won seven gold medals at the Summer Olympics in 1972?

Home Activity Your child identified fact and opinion in a nonfiction passage about swimming. Read another passage or editorial with your child and discuss whether the statements are fact or opinion. Have your child explain how to check to be sure seemingly true statements are really facts.


Fact How to Prove

1.

2.

Opinion Clue words

3.

4.

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drownedmedalscontinuedcelebrate

strokescurrentstirred

Directions Fill in the blank with a word from the box that fits the meaning of the sentence.

1. He to swim so that he could reach the shore.

2. The more she practiced, the stronger her swimming became.

3. The swimmer won prizes and for every race she won.

4. The ocean was strong, and he worked to swim against it.

5. The waves were high on the day she almost .

Directions Draw a line from the word to its meaning.

6. stirred prizes or ribbons you win

7. celebrate moved around

8. current kept on going

9. medals the movement of ocean water

10. continued to have a party

Write a Newspaper ArticleOn a separate sheet of paper, write a newspaper article describing a swimming race. Use as many vocabulary words as possible.


Home Activity Your child identified and used vocabulary words from America’s Champion Swimmer: Gertrude Ederle. Read a sports article from a newspaper with your child. Encourage your child to discuss the article using this week’s vocabulary words.

continuedstrokes

medalscurrent

drowned

Students’ writing should use the lesson vocabulary in a description of a swimming race.

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Vocabulary • Context Clues • Sometimes you will see a familiar word that doesn’t make sense in a sentence. The

word may have another meaning.

• Look at the words and sentences around the unfamiliar word for context clues. They may help you figure out the meaning of the word.

Directions Read the paragraph. Then answer the questions.

The swimmer had strong arms. She swam with long, strong strokes.

She moved quickly against the ocean current. She swam so fast that she won the

swimming race. She was very happy. Her heart stirred, she was so happy. People cried, “Hurray!” and cheered. She beamed at all the people clapping for her.

1. What does strokes mean in this passage? What clues helped?

2. What does current mean in this passage? What clues helped you?

3. What does stirred mean in this passage? What clues helped you?

4. What does cried mean in this passage? What clues helped you?

Directions Look at the word meanings under each sentence. Circle the meaning of the word.

5. What is your current state of health? moving ocean water at this time

6. I learned new painting strokes. marks from a brush arm movements

7. Get some water from the tap. open up faucet

8. Jill swam laps in the pool.tank of water to swim in puddle

Home Activity Your child has identified and used context clues to figure out the meaning of words that look the same but have different meanings. Read a magazine article to your child. Encourage him or her to find words that look like familiar words but that have an unfamiliar meaning. Help your child use context clues to figure out the meanings of the words.

Arm movements. Clues: swam with long, strong strokes.

Movement of ocean water. Clues: ocean.

Moved with feeling/emotion. Clues: her heart stirred, so happy.

Yelled. Clues: cried, “Hurray!”

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Generalize • When you read, you can sometimes make a general statement about what you

have read.



Directions Read the following selection. Then answer the questions below.

Olympic athlete Babe Didrikson Zaharias had many successes in her

career. She was talented in many sports including swimming, track, basketball, and golf. She won gold medals in the 1932 Olympics for the javelin and hurdles.

She continued her career as a professional basketball player and golfer.

Babe won every major women’s golf championship—including winning the world championship four times.

She helped start the LPGA (Ladies Professional Golf Association) and established the Babe Zaharias Trophy to honor outstanding women athletes.

Possible responses: 1. What is one example of a success Babe Didrikson had in her career?

2. In which sports did Babe Didrikson excel?

3. What general statement can you make about Babe Didrikson’s success as an athlete?

4. What example shows that Babe Didrikson was a talented golfer?

5. What general statement can you make about Babe Didrikson and women athletes?

Gertrude Ederle


Home Activity Your child identified generalizations in a nonfiction selection about an American athlete. Read a book or article with your child about another athlete and discuss general statements that can be made and are supported by examples.

Babe helped and honored them.

She won two gold medals at the Olympics.

swimming, track, basketball, and golf

She is an extraordinary athlete in many sports.

She won every major women’s golf championship.

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Fact and Opinion • Monitor and Fix Up • A statement of fact tells something that can be proved true or false. You can prove it by

reading or asking an expert.

• A statement of opinion tells someone’s ideas or feelings. Words that tell feelings, such as could or best, are clues to opinions.



Meet Olympic swimmer Ian Thorpe. Born in Australia, Thorpe is known

as “The Torpedo.” That’s because he explodes with speed in the water. In the 2004 Summer Olympics, Thorpe won the

gold medal in the 200 meter and the 400 meter in freestyle events.

He also won a silver and a bronze in other events there.

If he had trained harder, he could have won more gold medals.

1. What fact did you learn about Thorpe’s nickname?

2. What reference book can you use to check to see if Thorpe’s nickname is correct?

3. What does the word could in the last paragraph tell you about that statement?

4. Do you think the statement “In the 2004 Summer Olympics, Thorpe won the gold medal in the 200 meter and the 400 meter in freestyle events” is fact or opinion? Why? How can you check whether it is a fact?

Home Activity Your child identified fact and opinion in a nonfiction passage about a famous swimmer. Play a game with your child. Repeat a statement from the passage and ask your child if it is fact or opinion. Have your child explain how he or she can check to determine if it’s factual.


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Fact and Opinion • A fact tells something that can be proved true or false.

• An opinion tells someone’s ideas or feelings. Words that tell feelings, such as should or best, are clues to opinions.



Janet Evans is a famous swimmer. She won three gold medals at the 1988

Summer Olympics. Four years later, in 1992, she won a gold and a silver medal in the sport. She should have tried harder to make the silver medal into a gold medal.

Janet started swimming at the age of two. That was young. But she should have started swimming at the age of one. When she was 15 years old, she broke a world record. Evans is an American swimmer of whom we can feel proud.

5. What reference sources would you use to find out if Janet Evans won three gold medals at the 1988 Summer Olympics?


Home Activity Your child identified fact and opinion in a nonfiction passage about a well-known female swimmer. Read a book about another female athlete. Then compare the facts in the book with those in a reference book.

Fact How to Prove

1.

2.

Opinion Clue Words

3.

4.

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Home Activity Your child formed and wrote words with the suffixes -er, -or, -ess, and -ist. Together, think of additional job-related words that end with -er, -or, -ess, or -ist (such as doctor, countess, biologist, police officer). Help your child write a paragraph explaining which jobs sound most interesting to him or her and why.

Practice Book Unit 4 Phonics Suffixes -er, -or, -ess, -ist 39

Phonics • Suffixes -er, -or, -ess, -istDirections Add the suffix to each base word. Write the new word on the line.

1. edit + -or =

2. art + -ist =

3. conduct + -or =

4. lion + -ess =

5. sell + -er =

Directions Write the word from the box that best fits each definition.

6. a doctor who cares for your teeth chemist dentist hostess shippertutor

7. one who ships packages

8. a private teacher

9. a scientist in the field of chemistry

10. a woman who greets restaurant guests

Directions Add the suffix -er, -or, -ess, or -ist to the base word in ( ) to complete each sentence. Use the words in the box to help. Write the word on the line.

11. Gertrude Ederle was the first woman (swim)

to swim across the English Channel. actress instructor swimmer teachertourist

12. Many thought her coach was the greatest swimming (instruct) in the world.

13. After she became famous, Ederle was offered work as an (act), but she declined.

14. Instead, she traveled as a (tour).

15. Later, Ederle became a swimming (teach) for deaf children.

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Medals Won

Season

Med

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109876543210

First Second Third Fourth Fifth

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Line Graphs • A line graph is a visual way to summarize changes over time. The changes appear as

numbers or amounts.

• Line graphs have two axes—one line that goes across (horizontal axis) and one line that goes up and down (vertical axis). The scale (the numbers) usually appears on the vertical axis. The periods of time (hours, weeks, years) are usually labeled below the horizontal axis.

• Points are plotted where the period of time meets the appropriate number on the scale. A line connects the points.

Directions Use the line graph to answer each question.

1. In which season did the gymnast win the fewest medals?

2. In which season did the gymnast win the most medals?

3. How many medals did the gymnast win in the third season?

4. How many medals did the gymnast win in all five seasons?

5. In general, how did the number of medals won change from the first to fifth season?

Gertrude Ederle


Home Activity Your child answered questions by interpreting data in a line graph. Ask your child to record the amount of time spent doing homework each night for one week. Then help him or her make a line graph to show this data.

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NETS_8600_Scott Foresman_G3 14520_U4W5_PB_041-042 rdw

12-29-04 Edit pas 03-15-05 3rd pp

Literary Elements: Plot and ThemeThe plot of a story includes the important things that happen at the beginning, middle, and end. As you read, think about the theme or the big idea of the story.

ActivityDiscuss It As you read this week, have your child retell the beginning, middle, and end of the story. Discuss the big ideas of the story and agree on its probable theme.

Comprehension Skill

Fly, Eagle, Fly!This folk tale tells the story of a farmer who rescues an eaglet. He brings the chick home and raises it with his chickens. Because the eagle grows up with chickens, it acts a lot like a chicken. One of the farmer’s friends feels strongly that the eagle should be flying in the sky and not living with the chickens. So when the eagle is grown, he works hard to remind the eagle of its true nature.

ActivityAnimal Natures Talk about the characteristics of different animals. What is a dog like? What is a cat like? What traits do you especially associate with these animals?

Summary


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Words to KnowKnowing the meanings of these words is important to reading Fly, Eagle, Fly! Practice using these words.

Vocabulary Wordsvalley an area of low land between hills or mountains

reeds long, tall grasses with leaves and hollow stems

echoed repeated a sound

gully a narrow ditch made by flowing water

scrambled moved or climbed quickly

clutched grasped or held tightly

Lesson Vocabulary

PrepositionsA preposition is a word that shows a relationship of one word to another in a sentence. A preposition is the first word in a prepositional phrase. A prepositional phrase ends with a noun or pronoun called the object of the preposition. The preposition shows the relationship between the noun or pronoun and the other words.

ActivityAct It Out Write a preposition such as those shown below, on a card. Mix up the cards and place them in a pile facedown on a table. Take turns picking a card and thinking of a command to give the other players using that preposition, such as “Put your hands on your head.”

against beneath in near

past above beside inside

across among behind between

through under around below

Grammar


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Words to KnowKnowing the meanings of these words is important to reading Fly, Eagle, Fly! Practice using these words.

Vocabulary Wordsvalley an area of low land between hills or mountains

reeds long, tall grasses with leaves and hollow stems

echoed repeated a sound

gully a narrow ditch made by flowing water

scrambled moved or climbed quickly

clutched grasped or held tightly

Lesson Vocabulary

PrepositionsA preposition is a word that shows a relationship of one word to another in a sentence. A preposition is the first word in a prepositional phrase. A prepositional phrase ends with a noun or pronoun called the object of the preposition. The preposition shows the relationship between the noun or pronoun and the other words.

ActivityAct It Out Write a preposition such as those shown below, on a card. Mix up the cards and place them in a pile facedown on a table. Take turns picking a card and thinking of a command to give the other players using that preposition, such as “Put your hands on your head.”

against beneath in near

past above beside inside

across among behind between

through under around below

Grammar


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Plot and Theme • Graphic Organizers • The plot of a story includes the important events at the beginning, middle, and end.

• As you read, think about what happens in the story and why these things are important.

• Think, “What is the big idea of the story? What did a character learn in this story?”

• Use a graphic organizer to help you see and understand information.

Directions Read the following story. Then complete the diagram and answer the questions.

Bertie didn’t want to be a puppy. He wanted to be big enough to play with

the big dogs. “Be patient. Enjoy your life as a puppy,” Mom said. “Growth just takes time.”

A few months later, Bertie was ten pounds heavier. His body was bigger. His

feet carried him fast. Fast as he was, he still couldn’t run after birds like the bigger dogs. Mom said, “Enjoy life as you are.”

One year later, Bertie had grown up. He chased squirrels and birds with his friends. “My boy has grown up!” said Mom.

Beginning Middle End

1. 2. 3.

4. What is the most important message in this story?

5. How else could the story have ended?

Home Activity Your child identified parts of the plot in a story about a puppy in a hurry to grow up. With your child, read a fictional story about another baby animal that wants something badly. Work together to identify the beginning, middle, and end of the story.


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scrambled gullyechoed valleyreeds clutched

Directions Read each sentence. Write a word from the box to complete each sentence.

1. The boy over the rocks as quickly as he could.

2. The sound of thunder through the night.

3. We walked down the mountain into the below.

4. The bird seemed to disappear in the tall near the lake.

5. We walked up the side of a small to the top of the hill.

Directions Choose the word from the box that best matches each clue. Write the word on the line.

6. held tightly

7. ditch

8. quickly climbed

9. repeated, as a sound does

10. tall grasses

Write a Scene from a PlayOn a separate sheet of paper, write a scene in which a child finds a baby animal and wants to take care of it. Use as many vocabulary words as possible.


Home Activity Your child identified and used vocabulary words from Fly, Eagle, Fly! With your child, read a story or nonfiction article about nature. Discuss the setting. Encourage your child to use vocabulary words in your conversation.

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Vocabulary • Word Structure • Sometimes you may come across a word you don’t know. The word may have an -ed

ending.

• An -ed ending is usually added to a verb. Use the ending to figure out the meaning of the word.

Directions Read each sentence. Each sentence has a word with an -ed ending that is underlined. On the line, write the base word without the -ed ending.

1. I clutched my father’s hand as we climbed down the steep hill.

2. The sound of dripping water echoed through the cave.

3. We scrambled some eggs for breakfast.

4. She searched everywhere but could not find her keys.

5. He placed the glass carefully on the shelf.

Directions Match the base word with the same word that has an -ed ending. Draw a line to connect the two words.

6. roar helped

7. climb roared

8. reach stretched

9. help climbed

10. stretch reached

Home Activity Your child identified and used words with -ed endings. Read a story together and help identify and define words with -ed endings.

clutch

echo

scramble

search

place

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Generalize • When you read, you can sometimes make a general statement about what you

have read.




A mother duck was waiting for the last of her eggs to hatch. When at last it

did, the chick looked and acted differently from the others. This chick was bigger than the others. He swam like the other ducks, but he had a longer neck. The others wouldn’t accept him, and they wouldn’t be his friends. They would not play with him.

Time passed. The duckling decided to go into the world. There he saw a flock of large birds with long necks. They looked just like him. The duckling, which was really a swan, had found a family to which he belonged. He was not an ugly duckling after all; he was a beautiful swan. “You are one of us,” his new playmates said.

1. How was the last duckling to hatch similar to the other ducklings?

2. What is one example of how other ducks treated the ugly duckling in a mean way?

3. What is another example of how other ducks were mean to the ugly duckling?

4. How did the flock of birds at the end of the story look like the ugly duckling?

5. Make a general statement about the ugly duckling’s acceptance by the swans.

Fly, Eagle, Fly!


Home Activity Your child identified generalizations in a tale about an ugly duckling. With your child, read or tell another traditional tale and identify general statements and examples in that story.

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Plot and Theme • Graphic Organizers • The plot of a story includes the important events at the beginning, middle, and end.





Lucia was a field cat who didn’t fit in. When the other cats played, Lucia sat

alone, sketching trees and sky. “I want to fit in, but I don’t know how.”

Mother Cat came and whispered in Lucia’s ear. The next day at the field Lucia had a pad and charcoal. She drew a picture of each cat that was beautiful in its own way.

One captured the cat’s spotted fur. Another caught the cat’s long whiskers. To the side of each cat was a sketch of Lucia, off to herself.

The cats looked at her work. At first, they were silent. Finally, they said, “You have a special gift. We want you as our friend.”

1. At the beginning of the story, what did Lucia do while the other cats played?

2. What do you think Mother Cat whispered to Lucia?

3. In the middle of the story, what did Lucia do to give the other cats a message?

4. Is the cats’ statement “We want you as our friend” at the middle or end?

5. What can you draw to help you remember the plot of this tale?

Home Activity Your child read a traditional tale about an animal that doesn’t fit in. With your child, read another traditional story. Ask your child to draw scenes from the beginning, middle, and end of the story.


Lucia drew pictures.

Possible answer: She suggested that Lucia draw the cats’ portraits.

Lucia drew portraits of the other cats, with herself to the side.

The statement came at the end of the story.

Make a graphic organizer to remember the plot.

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Plot and Theme • The plot of a story includes the important events at the beginning, middle, and end.




Directions Read the following story. Then complete the diagram below.

Sam is a chameleon. A chameleon is an animal that can change its color. It can

blend in with its background. One minute it can be gray. The next, it can change to black or green.

Sam was sitting on a branch. His skin was brown. He looked at his two neighbors across the way. He said, “Hello.”

Sid and Rufus, his neighbors, are chameleons too. They sat on a green leaf, so they were green.

“You are not like us,” said Rufus. “You are brown; we are green.”

“I am just like you,” said Sam. Sam crawled forward. He reached the green leaf. Slowly, his skin turned green.

“See,” Sam said. “I’m just like you, but a bit more friendly.”

Beginning Middle End

1.

2.

3. 4.

5.


Home Activity Your child read a tale and identified the beginning, middle, and end. Together, create three cards, each with an illustration of an event from the beginning, middle, and end. Ask your child to put the cards in the order of the story.

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Home Activity Your child wrote words with the VCCCV syllable pattern found in mon/ster. Ask your child to read each of the words he or she wrote on the page above. Take turns making up additional sentences using these words. Help your child write the sentences and underline the words with the VCCCV syllable pattern.

Practice Book Unit 4 Phonics Syllables VCCCV 49

Phonics • Syllables VCCCVDirections Choose the word in ( ) with the VCCCV syllable pattern to finish each sentence. Write the word on the line.

1. The third grade (children/students) took a trip to the zoo.

2. Their teachers had a (surprise/special) assignment for them.

3. The zookeeper gave an (alert/address) to the students.

4. He told them to (inspect/watch) each animal’s living space.

5. He suggested they (compare/contrast) different animals.

6. By the end of the day, the students had seen about one (dozen/hundred) animals.

Directions Circle the word that has the VCCCV syllable pattern. Then write a sentence on the line that uses the word you circled.

7. forgive monster wonder

8. human fortress winner

9. complain number writer

10. constant planet signal

11. beyond robin sample

12. chosen control copper

childrensurpriseaddressinspectcontrasthundred

Possible response: I read a book about a scary monster.

Possible response: John built a fortress out of blocks.

Possible response: Some people complain about everything.

Possible response: The store gave everyone a free sample.

Possible response: The noise from the machine was constant.

Possible response: That dog is out of control.

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Take Notes and Record Findings

As you research a subject, taking notes and recording findings of important information helps give your research a focus. You may want to organize your notes by main ideas and details or as answers to questions you have about the subject.

Directions Look at the chart below. Read the paragraph and highlight or underline important information as you read. Then record your findings in the lists to complete them.

Albino AnimalsImagine seeing an animal that looks like a deer, but it’s different. It has white fur and pink

eyes! The tail, the ears, and everything else look the same. Just the color is different. This animal is an albino deer. Albinos have a trait that is different from that of others of its species. An albino animal has no pigment in its skin, hair, or eyes. That’s why the skin, fur, or feathers are white. Deer are not the only albino animals. Many others have been discovered. There are albino dogs, squirrels, leopards, and even birds.

Why It Is White Features Kinds of Animals

has different traits looks like others dogs

leopards1. 2.

squirrels

3. 4.

5.


Home Activity Your child read a paragraph and recorded important information about it in categories. Help your child find a paragraph in a reference book, nonfiction text, or from a Web site. Ask your child to take notes about the important information in the paragraph.

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Fly, Eagle, Fly!!

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Suki’s KimonoSuki is so enchanted with the kimono and wooden shoes that her grandmother gave her this summer that she insists on wearing them to her first day of first grade. Her older sisters are embarrassed. At first it looks like it might be a disaster! There are quite a few snickers. But Suki is so sure of how wonderful she looks that she soon wins over her new friend, new teacher, and new class.

ActivityWho You Are Talk together about your cultural background and characteristics of that culture. What are some traditions that your family shares? How do you celebrate holidays or special occasions?

Summary

Compare and ContrastWhen you compare and contrast two or more things, you tell how they are alike and different.

ActivityCultures Talk about some of the similarities and differences in the way people dress. Create a collage of pictures and words comparing and contrasting clothing.

Comprehension Skill


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Words to KnowKnowing the meanings of these words is important to reading Suki’s Kimono. Practice using these words.

Vocabulary Wordspaces single steps

rhythm a regular or orderly repeating of sounds or movements

festival a celebration or holiday

cotton plant fiber used to make thread

handkerchief a square, soft piece of cloth used to wipe the nose or face

pale not bright in color

graceful beautiful or pleasing in movement

snug giving warmth and comfort

Lesson Vocabulary

Adjectives and ArticlesA, an, and the are words called articles. Use a before singular nouns beginning with a consonant. Use an before singular nouns beginning with a vowel. The can be used before a singular or plural noun. An adjective is a word that can describe a person, place, or thing. Adjectives can tell more about nouns. An adjective can tell how a person, place, or thing looks or sounds. Often an adjective comes just before the noun.

ActivityFive Words for You Write each player’s name on a slip of paper and place them in a bag. Shake the bag and have each player take out a slip of paper. Each player then reads the name on the paper silently and writes five words that describe that person on a piece of paper. Finally, each player reads his or her adjectives. Other players use the adjective clues to identify the person.

Grammar


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Compare and Contrast • Predict • To compare and contrast, tell how two or more things are alike and different.

• Clue words that signal differences include but, however, and instead.

• Active readers predict what might happen next based on what they have read.

Directions Read the following passage. Answer the questions.

Fong and his family were traveling in Senegal for the summer. On their first

night, they had dinner at a friend’s house. Instead of a table and chairs, everyone sat on the floor around the edges of a big blanket. Out came a large bowl of food.

Fong watched as the dinner guests ate from the bowl of food with their hands. Rather than taking food onto a plate like they did at home, the guests ate from the part of the bowl that faced them. The food smelled delicious.

1. What is being compared and contrasted?

2. How is dinner in West Africa different from dinner at Fong’s house?

3. What do both ways of eating dinner have in common?

4. Which clue words told you that two things were being compared and contrasted?

5. Predict whether Fong will eat the dinner. Use details to support your answer.

Home Activity Your child learned about telling how two or more things are alike and different. Choose two objects in your home, such as a chair and a bed. Ask your child to describe how they are similar and different.

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Suki’s Kimono

VocabularyDirections Write the word on the line that fits the meaning of the sentence.


festivalpacespalehandkerchief

rhythmgracefulcottonsnug

1. Every New Year, my neighborhood has a with fireworks.

2. One song had a great , so everyone danced.

3. The dancer moved her arms in curves.

4. I pull the covers up to my chin, and then I feel in bed.

5. In summer, I wear cool T-shirts.


6. paces piece of cloth for wiping one’s nose or face

7. pale wrapped up; warm and cozy

8. handkerchief walks; steps

9. cotton having very little color

10. snug material made from a plant

Write a DescriptionOn a separate sheet of paper, describe a costume that you would like to wear on a special occasion. Use as many vocabulary words as possible.

Home Activity Your child identified and used words from Suki’s Kimono. Read a story about Japan together. Encourage your child to discuss the article or story using this week’s vocabulary words.

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Vocabulary • Context Clues • Sometimes you may come across a word you don’t know. There may be another word

in the sentence that has the same meaning. These words are called synonyms, and they can help you figure out the meaning of a word.

• Look for synonyms to help you figure out the meaning of unfamiliar words.

Directions Circle the synonym for the underlined word. Then write the meaning of the underlined word on the line.

1. The festival was held as a celebration of the city’s anniversary.

2. You grab the baseball, and I’ll snatch the glove from my locker.

3. José walked three paces in front of me, but Jim walked several steps behind.

4. I feel so warm and snug inside my sleeping bag.

5. I am happy to tell you that I’m pleased with your school work.

6. The flag flutters and waves in the wind.

7. It is not kind to laugh at people, so please stop giggling.

8. If it is chilly outside, wear a hat so you won’t get cold.

Home Activity Your child used synonyms and context clues to find the meaning of unfamiliar words. Read a story or folktale with your child. Encourage your child to identify unfamiliar words by looking for synonyms within the text.

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Generalize You can make general statements about what you have read that tell how things

are mostly or all alike. As you read, look for examples. Ask yourself what they have in common.


Nathan needed a job. He was in such a hurry that he didn’t notice his shirt

had a hole in the sleeve. He also forgot to comb his hair.

The first place he went was a gas station. The owner there wouldn’t hire Nathan. He thought that a lot of people with holes in their clothes looked sloppy, so they’d do sloppy work. Next, Nathan

tried the grocery store. The grocer thought anyone with messy hair would do a messy job. He didn’t hire Nathan either.

So Nathan went home. He put on a new shirt and combed his hair. Then he went to the hardware store and asked the owner for a job. The owner thought that people who looked neat like Nathan were honest, hard working people. Nathan got the job.

1. What could you say about Nathan?

2. What could you say about the people who wouldn’t give Nathan a job?

3. Were the store owners’ beliefs correct or not? Why or why not?

4. Which words are clues that a generalization is being made?

5. What generalization did the person who hired Nathan make about him? How was this like the other generalizations that were made about him?

Home Activity Your child read a story and used its details to review making generalizations. Read a story together that includes a number of characters. After reading, ask your child to make some generalizations about the characters in the story.


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Compare and Contrast • Predict • When you compare and contrast two or more things, you tell how they are alike

and different.

• Some clue words that signal things might be the same are like, same, both, also, andas well as.

• Some clue words that signal differences are but, however, different, and instead of.


Lucy’s family couldn’t buy her a new band outfit for the concert. Lucy had

to wear her best clothes instead. She was very self-conscious. The rest of the band was staring at Lucy. She felt like a bug under a microscope.

But when Lucy began to play her solo, she forgot about everything else. Nothing mattered to her except the sound of her playing. No one noticed that she was dressed differently. Instead of her clothes, everyone noticed her beautiful music.

1. How was Lucy dressed differently from the other members of the band?

2. What did Lucy compare herself to?

3. Which words told you that comparisons or contrasts were being made?

4. What did you predict about Lucy’s solo?

5. How do you think Lucy felt after her solo?

Home Activity Your child learned about telling how two or more things are alike and different. Read two stories with your child. Ask how the stories are alike and how they are different.


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Compare and Contrast • When you compare and contrast two or more things, you tell how they are alike

and different.

• Some clue words that signal things might be the same are like, same, both, also, andas well as.


Directions Read the following passage. Then complete the diagram below by filling in the blank lines.

Sumi had black hair. Dafina’s hair was black too. But instead of being

straight, Dafina’s hair was curly. She complained that it was too curly and hard to brush. Sumi’s hair was as straight as a stick. She disliked it and said she’d rather have curly hair. Sumi had green eyes.

Dafina’s eyes were dark brown. They were as dark as coffee without cream in it. Sumi was short like her mom. Dafina was tall like her dad. Even though the girls were very different in some ways, they were still best friends.

Things About Sumi Things About DafinaBoth Girls

1. short

2.

3.

6. tall

7.

8.

4.

5.

Home Activity Your child learned about telling how two or more things are alike and different. Find two items to compare. Have your child tell you how the items are alike and different.


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V/V Syllable PatternDirections Circle the word with two vowels together where each vowel has a separate vowel sound. Then underline the letters that stand for the two different vowel sounds.

1. clean paint patio

2. audio faith search

3. greed journal rodeo

4. either medium southern

5. beach pound pioneer

6. duo poison waiter

7. grain group stadium

8. mean freeze video

Directions Read the paragraph. Circle all the underlined words with two vowels together where each vowel has a separate vowel sound. Write the words on the lines below.

Marie was eager to create a new song. She thought she had an idea for a tune. She tried it on the piano. Then she wrote a part for the violin. She liked the way it sounded. Marie invited three friends to go to the studio with her. Her friends were singers. Marie explained the music. The trio made a stereo recording. Someday you might even hear it on the radio.

9.

11.

13.

15.

10.

12.

14.

16.

Home Activity Your child identified and wrote words in which two vowels together each stand for a separate vowel sound, as in stereo and stadium. Ask your child to read the words aloud from the page above. Have your child name the long vowel sounds in each word.

Practice Book Unit 5 Phonics Syllables V/V 59

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Evaluate and Draw ConclusionsEvaluating information means deciding if a source is reliable. To be reliable, it must be factual, complete, and up-to-date. To draw conclusions, think about what you learned from the source and tell what it means or shows.

Directions Read this section from a nonfiction book called Festivals Around the World. Then answer the questions below.

Chinese New Year

Since ancient times, Chinese people have been celebrating the start of the new year. In China, this event is known as the Spring Festival. It celebrates the beginning of a new

growing season. The party begins on New Year’s Eve. After a family dinner, most people stay up until

midnight. At that time, firecrackers are lit. A parade of dancers and drummers marches through the streets. At the front is a large cloth dragon chasing a ball that represents the sun. This festival takes place in China and in cities around the world where Chinese people live.

1. Why is this a reliable source for information about the Chinese New Year?

2. Do you think this information is up-to-date? Explain.

3. What kind of information does this passage tell about the Chinese New Year?

4. Is this an important Chinese festival? Explain.

Suki’s Kimono


Home Activity Your child evaluated the information in a passage and used it to draw conclusions. Ask your child to explain why some sources are more reliable than others.

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ART per spec

How My Family Lives in AmericaThis selection shares the stories of three children who live in New York City with parents who were born outside of the United States. Sanu’s father speaks the language of Senegal in West Africa, Eric’s dad speaks Spanish, and April’s parents both speak Mandarin Chinese. The three children write enthusiastically about the treasures of their heritages.

ActivityA Family Tree Pull out a map or atlas of the world and discuss together your family’s heritage. In what parts of the world do you have roots? Help your child find those places and relate them to where you now live.

Summary


Comprehension Skill

Fact and OpinionA statement of fact can be proved true or false. A statement of opinion gives someone’s thoughts or feelings about something. Words that express feelings are clues to an opinion.

ActivityFact or Opinion? Play a game where you take turns offering statements of fact or opinion. Challenge the other players to correctly identify the type of statement made.

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Words to KnowKnowing the meanings of these words is important to reading How My Family Lives in America. Practice using these words.

Vocabulary Wordsadmire respect

custom an old or popular way of doing things

famous very well-known

mention speak about or refer to

overnight during or through the night

popular liked or accepted by many people

public of or for everyone; belonging to the people

twist a braid formed by weaving together three or more strands of hair, ribbon, or yarn

Lesson Vocabulary

Adjectives That CompareWe often use adjectives to make comparisons. To compare two people, places, groups, or things, you usually add -er to an adjective. These are called comparative adjectives. To compare three or more people, places, groups, or things, you usually add -est. These are called superlative adjectives.

ActivitySooo Big! The first player thinks of an adjective and uses it in a sentence. The next player must use the comparative form of that adjective in a sentence. The third player must use the superlative form of that adjective in a sentence. Players take turns thinking of the first adjective and sentence.

Adjective ComparativeAdjective

SuperlativeAdjective

smartlight

smarterlighter

smartestlightest

Grammar


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Home Activity Your child learned about the difference between statements of fact and statements of opinion. Ask your child to tell you about something he or she did in school. Write down some of the statements. Then go back over the statements with your child and ask him or her to tell you if they are statements of fact or statements of opinion.


Fact and Opinion • Text Structure • A statement of fact tells something that can be proved true or false. You can prove it

true or false by reading, observing, or asking an expert.

• A statement of opinion tells ideas or feelings. It cannot be proved true or false.

Directions Read the following passage and use the information to complete the facts and opinions chart below.

I think any time you want cookies, you should make them yourself. It’s fun to

bake cookies, and ones you make yourself always taste better. My friend Carmen doesn’t agree with me, though. When she wants a cookie, she doesn’t want to spend time making it. She wants to open a package and pull one out.

I think packaged cookies taste okay. You can buy almost any kind you want. They’re convenient. But homemade cookies make the whole house smell good. You can eat them when they’re warm. And you can feel good that you made something by yourself!

Directions Write the statements of fact from the passage in the left column. Write the statements of opinion in the right column.

Facts Opinions

1.

2.

3.

4.

5.

6.

You can buy almost any kind you want.

But homemade cookies make the whole house smell good.

They’re convenient.

You can eat them when they’re warm.

Homemade cookies taste better.

And you can feel good that you made something by yourself!

Possible responses are given.

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famousmentionadmirecustom

overnighttwistpopularpublic

Directions Write the meaning of the underlined word on the line.

1. This Saturday, I will stay overnight at my friend’s house.

2. Reading is the most popular subject in the survey.

3. I like to swim in the public pool that is near the park.

4. It is my family’s custom to invite friends and relatives over for dinner.

Directions Write a word from the box that fits the meaning of the sentence.

5. We watched the singer on TV last night.

6. Please don’t my surprise to anyone.

7. I my hair into a braid and then tie a ribbon on it.

8. People those who are always honest.

Write a Friendly LetterOn a separate sheet of paper, write a letter to someone from another country. Ask about his or her life in that country. Use as many vocabulary words as possible.


Home Activity Your child identified and used words from How My Family Lives in America. Read a story or article about immigrants coming to America. Discuss the story, using this week’s vocabulary words.

well-liked

all through the night until morning

something owned by or referring to citizens or communities

usual way of doing things

famousmention

twistadmire

Students’ writing should incorporate the vocabulary words in a letter asking about life in another country.

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Vocabulary • Context Clues • Sometimes you come across words you don’t know. The author may use an antonym

in the sentence to give you a clue about the unfamiliar word. An antonym is a word with the opposite meaning.

• Look for antonyms in sentences to help you figure out the word’s meaning.

Directions A word is underlined in one sentence. Circle the antonym of the word in the other sentence. Then write the meaning of the underlined word on the line.

1. Today I am an unknown singer. But one day I will be famous.

2. I like to wear my hair in a twist. My friend Meg keeps her hair straight.

3. Our school has a private book collection. I usually visit the public library.

4. James thinks mystery books are interesting. I think they are dull.

5. I thought learning English would be easy. But it turned out to be quite difficult.

6. After dinner I must finish my homework. Then I can start my project.

7. The plant looks ordinary when it begins growing. When it flowers, it looks special.

8. I enjoy playing and running outside. I dislike when it rains.

Home Activity Your child used antonyms and context clues to find the meaning of unfamiliar words. Read a book with your child. Encourage your child to look for antonyms that help to determine the meaning of unfamiliar words.

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Compare and Contrast • When you compare and contrast two or more things, you tell how they are alike and

different.

• Some clue words that signal that things might be the same are like, same, both, also, and as well as.



Three languages are spoken most in the world. They are Chinese, English, and

Spanish. Almost one billion people in the world speak Chinese. That is more than any other language. The number of people who speak English and Spanish are almost the same. When you write English and Spanish, you use the same letters. Some of the sounds are different, however.

When you write Chinese, you use symbols. Some of the symbols mean sounds. Some of the symbols mean words. And some of the symbols mean whole ideas. It’s easier to learn a language when people in your family speak it. Then you hear it all the time. What languages do the people in your family speak?

1. Which languages are being compared?

2. Which language uses symbols?

3. Which languages use the same letters?

4. What three things do Chinese symbols stand for?

5. Which language do you think would be hardest to learn? Why?

Home Activity Your child learned about telling how two or more things are alike and different. Ask your child to make two drawings of a favorite family event. Have him or her tell you what is alike and different about the drawings.

English, Spanish, Chinese are being compared.

Chinese uses symbols.

Spanish and English use the same letters.

Chinese symbols stand for sounds, words, and ideas.

Possible response: Chinese, because you would have to learn all the symbols for everything instead of just how to spell words

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Fact and Opinion • Text Structure • A statement of fact tells something that can be proved true or false. You can prove it




Puerto Rico is a beautiful country. It was settled by the Spanish a long time

ago. Other countries wanted to rule Puerto Rico, but the Puerto Ricans fought them. After the Spanish-American War, Spain gave Puerto Rico to the United States, and it became a territory of the United States. A territory is land whose rulers are a distant government. People who live in Puerto Rico are U.S. citizens.

They have most of the same rights, but they cannot vote in national elections even if they serve in the U.S. military. Some think Puerto Rico should become the 51st state. Others think it should stay just the way it is. And still others think it should become free of the United States. But no matter how things turn out, you should try to visit Puerto Rico. I’m sure you’ll have a great time!

1. Is it possible to prove the first sentence in the passage? Why or why not?

2. Is it possible to prove the second sentence in the passage? How might you prove or disprove it?

3. What might be a good title for this passage?

4. Write one statement of fact and one statement of opinion about the town in which you live.

5. How do you know the order in which different countries ruled Puerto Rico?

Home Activity Your child learned about the difference between statements of fact and statements of opinion. At your next mealtime, have your child make three statements of fact and three statements of opinion about what you are eating. Have him or her say why or how each statement can or cannot be proved.

Possible response: Yes. You could find the information in books and on the Internet.

Possible response: The History of Puerto Rico

Possible response: My town is 60 miles from Chicago. My town looks pretty when it snows.

Possible response: The facts are given in the order that they happened.

Possible response: No. It’s an opinion. Some people might not think it’s beautiful.

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Fact and Opinion • A statement of fact tells something that can be proved true or false. You can prove it



Directions Read the following passage and use the information to complete the facts and opinions chart below.

My name is Ishai. I just came to America with my mother and father.

In Israel, I lived in a kibbutz. In America, I live in a large city. Just my family lives in our apartment. In Israel, all of the children lived together in the kibbutz. They were like my brothers and sisters. I miss them, but I like living in our apartment too.

I think my daddy likes his new job. He smiles a lot now when he comes home. He tells us funny stories in Hebrew. That’s what we spoke in the kibbutz. I tell him that we are in America now. Then he laughs and tries to tell the story in English.


Facts Opinions

1.

2.

3.

4.

5.

6.

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Read a book together. Point to simple sentences and ask your child to tell you if they are statements of fact or statements of opinion.

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Home Activity Your child identified and wrote homophones—words that sound the same but have different meanings and spellings. Work with your child to make a list of other homophones, such as for/four, heard/herd, sail/sale, and one/won. Take turns writing sentences that correctly use each homophone.

Practice Book Unit 5 Phonics Homophones 69

HomophonesDirections Choose the word that best matches each definition. Write the word on the line.

1. a small room in a prison sell cell

2. to record on paper right write

3. 60 minutes hour our

4. not strong weak week

5. a period of darkness knight night

6. swallowed ate eight

7. a story tail tale

8. also to too

Directions Choose the best word to complete each sentence. Write the word on the line.

9. My aunt (cent/sent) us a letter.

10. I did not hear/here you.

11. The letter said my aunt would (meat/meet) us at the airport.

12. Our (plain/plane) arrived late.

13. We looked everywhere and did not (sea/see) my aunt.

14. Finally (eye/I) spotted her near the baggage claim area.

15. Then we (knew/new) everything would be fine in our new country.

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MapsMaps are drawings of places that show cities, states, and countries. Some maps show roads. Other maps show hills, mountains, and bodies of water. Symbols show the location of different places.

Directions Look at the map of Florida. Then answer the questions.

1. Florida is located between which two bodies of water?

2. What is the state capital of Florida? What number and letter tell the location of the capital?

3. Which two states border Florida?

4. What river is shown on the map?

5. Would you use this map to find the road routes you would follow to drive from Tampa to Orlando? Explain.

My Family in America


Home Activity Your child answered questions about a simple state map. Look at a map of your own state with your child. Locate places you have visited. Point out major rivers, lakes, mountains, or any appropriate landform. If possible, identify the bordering states.

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Good-Bye, 382 Shin Dang DongJangmi is a girl living in Korea. She has a best friend, loves chummy melons, and appreciates the monsoon season. However, she is moving with her parents to Massachusetts—half a world away—and she is worried and sad about such a big move. Jangmi says good-bye to her extended family, good-bye to her friend, and flies to her new home. She settles into her new home in Massachusetts, but knows she will never forget her first home in Korea.

ActivityTreasures at Home Talk together about what it would be like to leave your home. What would be the advantages and disadvantages? Where do you think you would want to go? What would make you want to stay?

Summary

Sequence of EventsThe sequence of a story is the order in which the events happen. Clue words such as first, next, then, and finally are often used to signal the sequence of events.

ActivitySequence Game Think of familiar tasks and tell them with the steps out of order. Have other players tell you the correct order of events for that task.

Comprehension Skill


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Words to KnowKnowing the meanings of these words is important to reading Good-Bye, 382 Shin Dang Dong. Practice using these words.

Vocabulary Wordsairport a place where airplanes take off and land

curious strange, odd, or unusual

delicious pleasing to the taste

described gave a picture of something in words

farewell good-bye and good luck

homesick sad because of being away from one’s home or family

memories people, events, and things you remember

raindrops drops of rain

Lesson Vocabulary

AdverbsAn adverb is a word that can tell how, when, or where something happens. Adverbs tell more about the actions that are named by verbs. Adverbs can come before or after the verbs that they describe. Adverbs that tell how something happens or happened often end in -ly.

ActivityJust the Facts, Ma’am Each player writes a list of five adverbs. Players trade papers. Each player must then pretend to be a news reporter telling about the day’s news. Players must use all five adverbs before they get to the end of their news report.

Grammar


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Name Good-Bye, 382

Sequence • Monitor and Fix Up • The sequence of a story is the order in which events happen.

• Clue words, such as first, next, then, and finally, are often used to signal the sequence of events. Dates and times can also be clues. Sometimes, no clue words are used at all.

• If you are confused by the order of events, read on to see if the events become clearer.


First my parents told me they were going to start looking for a new house

for us to live in. Did I want to move? No way! I was perfectly happy in our old house. I had friends next door and friends across the street, and I liked my room. I didn’t want to go to a different school.

Then my parents said they’d look for a house in the same neighborhood so I didn’t have to change schools. At least that was something. So after looking and looking, they finally found a house they liked. But it was in a different town. I had to change schools after all.

Directions Number the following three events in the order in which they happened.

1. My parents found a house.

2. My parents said we were going to move.

3. My parents looked for a house in our neighborhood.

4. What, if anything, might have changed if the child’s parents had said they were moving out of town right from the beginning?

5. Was there anything that didn’t make sense to you as you read? What did you do to help yourself understand?

Home Activity Your child learned about understanding and recognizing the order of events that happen in a story. Read a story together. Ask your child to tell you what happened first, next, and last.

312

Possible response: Nothing probably would have changed, since they moved out of town anyway.

I was confused about why the child might have to change schools. I kept reading to see if there was an answer. They were moving out of town.

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Name Good-Bye, 382


homesickraindropsfarewelldescribed

airportmemoriescuriousdelicious


1. homesick parting

2. farewell told what something looked like

3. memories longing for home

4. delicious things you remember

5. described tasting very good

Directions Write a word from the box that fits the meaning of the sentence.

6. I opened my umbrella when I felt falling on my head.

7. When I go to the , I like to look for famous people.

8. I enjoy social studies because I am about the world.

9. I have many happy of my summer vacation.

10. This Chinese restaurant has food.

Write a Journal EntryOn a separate sheet of paper, write a journal entry about a happy memory you have. Use as many vocabulary words as possible.


Home Activity Your child identified and used words from Good-Bye, 382 Shin Dang Dong. Read a story or poem that tells about feelings. Discuss the story or poem using this week’s vocabulary words.

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Vocabulary • Word Structure • Sometimes you may come across a long word you don’t know. Some long words are

compound words that are made up of two small words.

• Use the meaning of the two small words to help you figure out the meaning of the long, compound word.

Directions Read each pair of words. Then write the compound word and draw a line from the compound word to its definition.

1. birth + place paper with news

2. home + sick place for a fire

3. rain + drops place where a person is born

4. bed + room all people

5. under + ground longing for home

6. fire + place room with a bed

7. news + paper drops of rain

8. every + body under the ground

9. back + pack toward the sky

10. pot + holder able to see far

11. class + room to lift up

12. sky + ward pack that is worn on the back

13. far + sighted room where class is held

14. up + lift used to hold hot pots

Home Activity Your child used word structure to find the meaning of unfamiliar compound words. Read a story about a family moving to a new place. Encourage your child to look for compound words and to use the smaller words to figure out the meaning of the compound words.

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Name Good-Bye, 382

Compare and Contrast • To compare and contrast two or more things, you tell how they are alike and different.

• Some clue words that signal that things might be the same are like, same, both, also, and as well as. Some clue words that signal differences are but, however, different, and instead of.


The moving van roared down our street. It was coming to take us to our new

home. I was so excited! We were moving from our small apartment to a big house in the country! I hadn’t seen it, but from the pictures, I knew I’d love it. I’d miss my friends, but now they could sleep over.

My new room is bigger than my old one. There’s even a separate TV room! And there’s a pool nearby to go swimming in, instead of the muddy river. Sure, I’ll miss some things around here. I have good memories of our apartment, but I just can’t wait to move!

1. How is the new house different from the apartment?

2. How does the main character feel about both places?

3. What might the house and the apartment have in common?

4. Which words in the text tell you that two things are being compared and contrasted?

5. On a separate sheet of paper, write a continuation of the story that compares and contrasts how the girl feels about her old apartment after she’s moved.

Home Activity Your child learned about telling how two or more things are alike and different. Choose two pictures that are of animals, people, or plants from a magazine. Ask your child to explain how the two objects are alike and different.

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Sequence • Monitor and Fix Up • The sequence of a story is the order in which events happen.


• If you are confused by the order of events, read on to see if the events become clearer.


Last week, my parents told me we were spending the summer in Italy.

We had to leave in six days! That wasn’t much time, but it was part of Dad’s job. So we packed what we thought we’d need. Then it was time to go, and we went to the airport. As the plane pulled away, I felt homesick, but I was curious about what the next few months would be like.

When we got to Italy, we took a cab to our new house. We unpacked a little bit and then went for a walk. The streets were really narrow, and everyone was very friendly. A girl my age smiled at me and began talking, but I don’t know Italian! We both laughed when she realized I only speak English. Finally, we headed home to fix our first meal in our new home.

1. Summarize what happened first, next, and last in the story.

2. How would retelling the events out of order affect the reader’s understanding?

3. Was there anything that confused you in the passage? What did you do to help your understanding?

Home Activity Your child learned about understanding and recognizing the order of events that happen in a story. Ask your child to tell you about his or her day in the order that the events happened. Encourage your child to use the clue words first, then, next, last, and finally.

Good-Bye, 382

Possible response: The parents told the child they were moving to Italy for the summer. When the family got to Italy, they explored their neighborhood. Then they went home to fix dinner.

Possible response: It would confuse you because you wouldn’t be able to keep track of what happened when.

Possible response: At first I wondered why they had to leave in six days. But I read on and found out it was because of Dad’s job.

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Sequence • The sequence of a story is the order in which events happen.


Directions Read the passage and complete the sequence chart below.

This morning, Mama ran into my room. She told me that a bad storm was

coming and we had to leave home and go to my aunt’s house. Then she told me to pack my things. I didn’t want to leave, but I did as Mama asked. Next, we walked

to the train station. We got on the train. I watched as our house got farther and farther away. It seemed like we were on the train forever. Finally we arrived at the station near my aunt’s house.

Directions Circle the statements that best tell the beginning, middle, and end of the story.

End 3. I didn’t want to leave.

We got to a station near my aunt’s house.I packed my things.

Beginning 1. We had to leave our home.

We walked to the station.My aunt lives far away.

Middle 2. It was a short trip.

A bad storm was coming.We took a train ride.

4. Circle clue words in the passage that tell the order of events. Then write them.

Home Activity Your child learned about understanding and recognizing the order of events that happen in a story. Find a short newspaper article about something your child might be interested in. Read the article together and ask your child to tell what happened at the beginning of the article, the middle of the article, and the end of the article.

Good-Bye, 382

This morning, Then, Next, Finally

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Name Good-Bye, 382

Vowel Sound in ballDirections Choose the word with the vowel sound in ball. Write the word on the line.

1. We moved (because/when) we wanted to live near family.

2. We live in a (little/small) apartment.

3. My aunt and uncle live with us (also/too).

4. Each day at (daybreak/dawn) my mom goes to work.

5. She works hard so that someday we can buy a house with a (lawn/yard).

6. Sometimes we (speak/talk) about our old home.

7. We think about the beautiful land and the (banana/palm) trees that grew everywhere.

8. We miss some things, but we (always/still) agree that we are glad we came to this country.

Directions Write a, au, aw, or al to complete each word. Use the word box to help you. Write the whole word on the line to the left.

automobile pause sausage shawl straw walk walnuts

9. I picture my grandmother in her rocker, wearing a purple sh l around her shoulders.

10. I remember the scent of warm w lnut rolls.

11. I miss the s sage she cooked us for dinner.

12. Then I p se and think of what we have now.

13. We can w k about freely, wherever we want.

14. Our floor is covered with soft rugs, not scratchy str .

15. We even own an tomobile.

Home Activity Your child wrote words with the vowel sound in ball, as in small, because, straw, and walk. Ask your child to think of words that rhyme with ball, fault, straw, and walk. Work together to make a list of rhyming words. Then have your child write sentences using the words on your list.

Practice Book Unit 5 Phonics Vowel Sound in ball 79

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AtlasAn atlas is a book of maps. CD-ROM atlases contain maps too. CD-ROMs can store a large amount of information on a small disk. On one CD-ROM, you can find a collection of maps of countries, states, cities, as well as road maps.

Directions Look at the map of Massachusetts. Then answer the questions below.

1. What are the names of two cities in Massachusetts?

2. The airport is located near which city and which body of water?

3. Which two states border Massachusetts on the north?

4. What are the Berkshires?

5. How would you describe the location of the Quabbin Reservoir in the state?

Good-Bye, 382


Home Activity Your child answered questions about a map. Look at an atlas with your child. Look through the different maps and discuss all of the different features that are shown.

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ART per spec

Jalapeño BagelsOur narrator is trying to decide what treat to take to his class at school. As he helps his parents make food items in the bakery shop, he goes over his choices. Able to draw from his mother’s Latin American heritage and his father’s Jewish heritage, he has an unusual array of choices.

ActivityWhat Traditions Does Your Family Have? Make a list of all the foods, traditions, decorations, or routines that your family has inherited from its heritage. Do you have a favorite soup passed down from your grandmother? Do you have a favorite saying that your mother learned from her mother?

Summary

Draw ConclusionsA conclusion is a decision or opinion that makes sense based on facts and details.

ActivityRiddles Take turns reading from a book of riddles. Riddles require you to use what you already know and the information given in the riddle to draw a conclusion. What a funny way to practice this important skill!

Comprehension Skill


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Words to KnowKnowing the meanings of these words is important to reading Jalapeño Bagels. Practice using these words.

Vocabulary Wordsbakery a place where breads, pies, cakes, and pastries are cooked in ovens

batch a group of prepared or gathered together

boils liquid gets hot enough to bubble and give off steam

braided woven or twined together

dough thick mixture of flour and water that is usually baked

ingredients parts that go into a mixture

knead stretch out, fold over and press dough

mixture something made up of different things that are put together

Lesson Vocabulary

Adverbs That CompareSome adverbs compare actions. To compare two actions, add -er to many adverbs. To compare three or more actions, add -est to many adverbs.

ActivityDescribe That Action Write these verbs and adverbs about things we can do in the kitchen on cards as shown below. Have each student choose a card and create a sentence using either the comparative or superlative form of the adverb to describe the verb.

twist(tight)

mix(fast)

stir(slow)

bake(long)

wrap(loose)

remove(soon)

Grammar


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Draw Conclusions • Summarize • A conclusion is a decision or opinion that makes sense based on facts and details.

• You can also use what you already know to draw a conclusion.

• Good readers stop often and sum up, or list the important ideas, of what they’ve read so far.

Directions Read the following passage and use the information to complete the chart below.

My dad is a baker. He works right around the corner from our house.

He leaves our house in the morning, when it is still very, very dark out. He has to start early so people can have fresh baked goods when the bakery opens.

Dad doesn’t mind getting up so early. He says it’s really quiet outside when he goes to work. And he especially likes the smiles on people’s faces when they bite into something good that he has made.

Directions Write a fact from the story in boxes 1–3. Write something you know about that relates to the story in box 4. Then write a conclusion in box 5.

5. Conclusion:

2. Fact: 4. What I Know:1. Fact: 3. Fact:

Home Activity Your child learned about drawing conclusions. Tell your child about something that you did today. Ask him or her to draw a conclusion based on what you’ve said and what he or she already knows about you or the thing you did.

Dad doesn’t mind getting up early.

Dad likes that it’s so quiet when he goes to work.

He likes the smiles on customers’ faces.

People are happy when they’re doing something they like to do.

The dad in the story has a job that he likes and that makes him happy.

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VocabularyDirections Write the word from the box that fits the meaning of each sentence.


bakerykneadbatchmixture

ingredientsdoughbraidedboils

1. I walked to the to buy bread.

2. Mom and I made a of 24 muffins for the bake sale.

3. Flour is one of the main in baking.

4. My father water when he makes tea.

Directions Read the definition. Write true next to the word with that meaning. Write false next to the word that does not have that meaning.

5. several things blended together

mixture braided

6. to press on dough until it is well mixed

boil knead

7. made into a twisted shape

braided boiled

8. a mix of flour and other ingredients that you bake

bakery dough

Write a MenuOn a separate sheet of paper, create a menu for a restaurant. Your menu may include foods for breakfast, lunch, or dinner. Use as many vocabulary words as possible.

Home Activity Your child identified and used words from Jalapeño Bagels. Read a recipe or magazine article about food. Discuss the recipe or article using the vocabulary words.

Jalapeño Bagels

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Vocabulary • Context Clues • Sometimes you come across words you don’t know. You can use the words and

sentences around the unfamiliar word to help you figure out its meaning.

• Look for context clues around unfamiliar words to help you figure out what they mean.

Directions Read each sentence. Use context clues to figure out the meaning of the underlined word. Write the meaning on the line.

1. After dinner my brother likes ice cream, but I like cake for dessert.

2. Our cat likes milk, but he especially loves cream.

3. This cake is made with only four ingredients, but it still tastes delicious.

4. My mom cooks many international foods, such as those from China and Spain.

5. Would you like to work in a bakery, where they make cakes and cookies?

6. A baker kneads dough with his hands to make sure it is smooth.

7. If you follow this recipe, you will make a delicious cornbread.

8. Pancakes are a mixture of flour, eggs, and milk.

Home Activity Your child used context clues to find the meaning of unfamiliar words. Read a story or advertisement about a bakery. Encourage your child to look for context clues to figure out the meaning of unfamiliar words.

Jalapeño Bagels

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Mama woke me up this morning. She wanted me to help her make lasagna

for our family dinner. My mom makes the best lasagna! Her mom taught her, and her grandmother taught her mom. The recipe has been in our family for ten generations. I helped Mama mix the ingredients for the sauce. It took a long time to cook. Then I

put the water on the stove for the noodles. When the water boiled, I put the noodles in. The noodles took forever to cook. It took us almost all day to get everything ready. We put the lasagna in the oven to bake. It filled the house with delicious smells. Everyone came to eat. Everyone loves Mama’s lasagna.

1. Write the sentence that tells the author’s opinion of her mother’s lasagna.

2. What is another statement of opinion in this story?

3. Rewrite the statement of fact, Mama woke me up this morning, into an opinion.

4. Is the sentence It filled the house with delicious smells a fact or opinion? Why?

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Have your child help you prepare a meal and ask questions about what you are doing as you prepare it. Then ask if each statement was a fact or opinion.

My mom makes the best lasagna!

Possible responses: The noodles took forever to cook. It filled the house with delicious smells. Everyone loves Mama’s lasagna.

Possible response: Mama woke me up way too early today.

Possible response: It is an opinion. What one person thinks of as being delicious might not be what another person thinks.

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Draw Conclusions • Summarize • A conclusion is a decision or opinion that makes sense based on facts and details.


• Good readers stop often and sum up, or list the important ideas, of what they’ve read so far.


You can eat a bagel for breakfast or have a bagel sandwich for lunch. You

can eat a bagel plain, toasted, or seasoned. You might wonder how and when the bagel was invented. Some say that a baker invented the bagel in 1683 for the king of

Poland. The king had just won a battle. The baker made dough into the shape of the king’s stirrup. No one knows exactly when the first bagel was made, but we do know that they are here to stay.

1. Why might people want to know when and how bagels were invented?

2. How do you think the baker felt about the king’s victory? How do you know?

3. What does the passage suggest about the popularity of bagels?

4. What would be a good summary of this passage?

Home Activity Your child learned about drawing conclusions. Briefly research and read about another popular food item. Ask your child to draw some conclusions about the item based on your reading and what he or she already knows about it.

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Draw Conclusions • A conclusion is a decision or opinion that makes sense based on facts and details.


Directions Read the following passage and use the information to complete the chart below.

My mom is making crepes for breakfast. My dad said that crepes

are the same things as blintzes. Crepe is a French word, so I guess crepes are the French version of blintzes. He said that blintzes are from Europe. A blintz is a thin pancake that’s rolled around a filling. Dad likes cheese in his, but I like mine with strawberries and sour cream. Mom likes

hers with cheese and blueberries. To make crepes or blintzes, first you have to make the pancake. Then you fill it and either fry it or bake it—we like ours fried. You can put whatever topping you want on them. Dad says they’re good with whipped cream, but Mom won’t let me have whipped cream for breakfast. I love crepes! I love blintzes too!

Directions Answer the questions in boxes 1–4. Then write a conclusion about what you read.

5. Conclusion:

2. Fact:Blintzes are from which part of the world?

4. What I Know:3. Fact: What’s one thing you can put on or in a blintz or crepe?

1. Fact:True or false? Crepes and blintzes are the same thing.

Home Activity Your child learned about drawing conclusions. Have your child tell you about something that happened to him or her during the school day. Then help your child summarize what happened and draw a conclusion from it.

True Europe Possible answer:blueberries

Possible answer: Different people like to eat different foods.

Depending on where your family came from, you might call crepes blintzes and might put different things in them and on them.

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More Spellings of /o. /Directions Choose the word with the vowel sound in ball to complete each sentence. Write the word on the line.

1. Tino and I (disagreed/fought) over whose bread was better.

2. We each (decided/thought) our own tasted great.

3. Tino and I (brought/provided) slices of bread to Ashley.

4. We told Ashley we (desired/sought) her honest opinion.

5. We agreed she (ought/had) to decide which was best.

6. Ashley took a bite of Tino’s bread and began to (choke/cough).

7. A crumb was (caught/stuck) in her throat.

8. After Ashley felt better, her (afterthought/answer) was that she liked my bread better!

Directions Cross out the seven words in the box that do not have the vowel sound you hear in ball. Choose a word that is left to match each clue. Write the word on the line.

9. a parent’s female child

10. a sign of a bad cold

11. purchased

12. gave lessons

13. argued

14. bad

15. what animals drink from

Home Activity Your child wrote words with the vowel sound in ball, as in caught and fought. Work together to make a crossword puzzle using words and definitions from this page. Your child can use a dictionary to find definitions for the words in exercises 1–8.

Practice Book Unit 5 Phonics More Spellings of /o./ 89

boughtbouldercoughdaughterdoughfoughtfrightenheightlaughternaughtyshouldertaughtthoughtrough

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OutliningSummarizing is finding the most important ideas about a topic. You can summarize when you read sources during research. One way to summarize is by making an outline. An outline shows a main idea and details, like the one shown below.

Favorite Mexican Dishes

I. Meat

A. Beef

1. Dried beef

2. Grilled beef steak

B. Poultry

1. Chicken

2. Chicken enchiladas

II. Vegetables

A. Beet salad

B. Zucchini with corn

III. Fruit

A. Grapefruit salad

B. Mango salsa

Directions Write the words from the box in the outline. Use the outline above as a guide.

Shrimp Peppers Spaghetti Parmesan Vegetables

Common Italian Ingredients

I. Cheese

A. Mozzarella

B.

II.

A. Mushrooms

B. Onions

C.

III. Pasta

A. Rigatoni

B.

IV. Fish

A. Salmon

B. Sea bass

C.

Jalapeño Bagels


Home Activity Your child learned how to make an outline to summarize ideas. Write the names of several different foods. Ask your child to organize the food names in an outline by food groups.

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Name

Me and Uncle Romie Romare Bearden was a famous painter and collage artist of the Harlem Renaissance. This is a realistic fiction selection that explores what it would have been like if Romare Bearden had had a nephew who came to New York. The story is told from the point of view of the fictitious nephew.

ActivityImagine If Together, talk about different kinds of artwork and how the art reflects what the artist thinks and feels. What kind of artwork would best reflect your life and culture? Take an afternoon to shape things from clay, paint a picture, draw with colored pencils, or make music as a family.

Summary

Author’s PurposeThe author’s purpose is the reason the author has for writing. There are many reasons for writing: to persuade, to inform, to entertain, or to express ideas and feelings. Read carefully to draw conclusions about the author’s purpose.

ActivityConduct an Interview Take turns pretending to be the author of a favorite book. The other players should pretend to be reporters who interview the author to learn why he or she wrote the book.

Comprehension Skill


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Words to KnowKnowing the meanings of these words is important to reading Me and Uncle Romie. Practice using these words.

Vocabulary Wordsfierce dangerous or wild

cardboard heavy, stiff paper used to make boxes and posters

ruined destroyed or spoiled

feast a large, rich meal on a special occasion

treasure anything that has great value or importance

flights sets of stairs from one story of a building to another

stoops porches or entryways to homes

pitcher a baseball player who throws the ball to the batter

Lesson Vocabulary

ConjunctionsA conjunction is a word that connects words or groups of words. To add information, you can use the conjunction and. To show a choice, you can use the conjunction or. To show a difference, you can use the conjunction but. You can use a conjunction to combine two sentences that make sense together.

ActivityUsing Conjunctions Have each student write a sentence using each of the conjunctions. Working in pairs, have one student read his or her sentence leaving out the conjunction. The other student should fill in the blank with the correct conjunction. After each pair has read their sentences and provided the conjunction, the pairs can switch partners with another group.

Grammar


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Words to KnowKnowing the meanings of these words is important to reading Me and Uncle Romie. Practice using these words.

Vocabulary Wordsfierce dangerous or wild

cardboard heavy, stiff paper used to make boxes and posters

ruined destroyed or spoiled

feast a large, rich meal on a special occasion

treasure anything that has great value or importance

flights sets of stairs from one story of a building to another

stoops porches or entryways to homes

pitcher a baseball player who throws the ball to the batter

Lesson Vocabulary

ConjunctionsA conjunction is a word that connects words or groups of words. To add information, you can use the conjunction and. To show a choice, you can use the conjunction or. To show a difference, you can use the conjunction but. You can use a conjunction to combine two sentences that make sense together.

ActivityUsing Conjunctions Have each student write a sentence using each of the conjunctions. Working in pairs, have one student read his or her sentence leaving out the conjunction. The other student should fill in the blank with the correct conjunction. After each pair has read their sentences and provided the conjunction, the pairs can switch partners with another group.

Grammar


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Name Me and Uncle Romie

Author’s Purpose • Prior Knowledge • The author’s purpose is the reason the author has for writing.

• An author usually writes to inform, to persuade, to entertain, or to express an opinion.

• As you read, think about what you already know to help you understand why the author wrote something.

Directions Read the following passage and complete the web below.

Until 1954, the Empire State Building was the tallest building in the world.

Work began in 1930. It took 410 days to build. The building has 102 floors. It is 1,250 feet high. From the top of it, you can see 80 miles in all directions if the day is clear. When it storms, the building can get

hit by lightning. This happens about 100 times a year. But the building is made out of steel, so it serves as a lightning rod. A lightning rod makes the lightning go down into the ground. Nothing gets hurt that way.

Directions Fill in the author’s purpose for this passage in the center circle. Then write the facts from the passage in the other circles.

Home Activity Your child learned about the reasons an author has for writing. Look through the books you have in your home. Have your child tell you if the author wrote the book to provide information, persuade the reader, entertain the reader, or express an opinion.

It took 410 days to build the

Empire State Building.

1. 3.

2. 4.

5.

Author’s Purpose

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Vocabulary Directions Underline the word that completes each sentence. Write the word on the line.


flightspitcher

fiercefeast

stoopsruined

treasurecardboard

1. Our team’s struck everyone out. pitcher treasure

2. My neighbors’ needed repairs to the broken stairs. fierce stoops

3. After my aunt discovered the chest in the attic, she found a . feast treasure

4. My grandmother made us a special for the holiday. flights feast

5. I walked up three of stairs. treasure flights

Directions Write the word from the box that completes each sentence.

6. The lion looked very when it growled.

7. We packed the books in a box.

8. I ate so much at the that I’m not hungry now.

9. The cake was when she dropped it on the floor.

10. The ring from my grandfather is something to keep as a .

Write a Thank-You NoteOn a separate sheet of paper, write a thank-you note that James might write to Uncle Romie after his visit. Use as many vocabulary words as possible.

Home Activity Your child has identified and used the vocabulary words from Me and Uncle Romie. Read a story about a family together. Have a conversation with your child about your family, using some of the vocabulary words in this lesson.

pitcher

stoops

feast

treasure

flights

Students should use vocabulary in a thank-you note from James to his Uncle Romie.

fiercecardboard

feastruined

treasure

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Vocabulary • Context Clues • A homonym is a word with different meanings but only one spelling.

• Sometimes you can use the words and sentences around a homonym to figure out its meaning.

Directions Read each sentence. Use context clues to figure out the meaning of the underlined word. Circle the meaning of the underlined word that fits the sentence.

1. The girl stoops to pick up the book she dropped.

bends down porches

2. I was a bit late for the beginning of the movie.

took a bite little

3. Did the server use a pitcher to fill our water glasses?

baseball player container with a spout

4. The apple I had for lunch tasted tart.

sour fruit pie

5. I had to take a rest after I ran five miles.

what is left be inactive

6. The boy climbed four flights to his apartment on the top floor.

groups of stairs in a building airplane trips

7. The best man made a toast at the wedding.

slices of heated bread wish for good fortune

8. The pitcher threw a fast ball and struck out the batter.

container with a spout baseball player

9. We saw a school of minnows in the ocean.

large group of fish a place for learning

10. The rain cannot last all day!

end continue

Home Activity Your child has identified and used context clues to figure out the meaning of homonyms. Read a story together and encourage looking for words that are homonyms. Help your child use context clues to understand the meaning of unfamiliar words.

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Today was moving day. Dad changed jobs, and we had to move back to the

city. I liked our house in the country, but I had missed the city with its wonderful smells and constant noise. In the city, people sit and visit on their stoops on a hot summer night. You can walk from place

to place instead of always having to be in a car. I was thinking about how glad I was to be back when it started to rain. We quickly dragged the last of the boxes up the two flights of stairs to our apartment. The rain felt good. But it felt even better to be home.

1. Summarize how the author felt about moving back to the city.

2. Write two statements of fact the author makes about city life.

3. Is sentence #3 a statement of fact or a statement of opinion? Why?

4. Which words help you know a statement is an opinion?

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Find a short newspaper article that your child might be interested in reading. Read each sentence and ask your child to tell you if it is a statement of fact or a statement of opinion.

Possible response: The author missed the city and was very glad to be moving back.

Possible response: People sit on their stoops in the summer. You can walk from place to place.

It is an opinion. Not everyone thinks the city has wonderful smells or likes constant noise.

wonderful, always, felt, good, better

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Author’s Purpose • Prior Knowledge • The author’s purpose is the reason the author has for writing.

• An author usually writes to inform, to persuade, to entertain, or to express an opinion.

• As you read, think about what you already know to help you understand why the author wrote something.


Is there really such a thing as pepper jelly? There sure is! And the main

ingredient is, of course, peppers. Green peppers, red peppers, and jalapeño peppers are mixed with vinegar, sugar, and cayenne pepper. Cayenne pepper is red and a little spicy. You also add pectin to your pepper

jelly mixture. After this is cooked the jelly will gel. Add a little green food coloring to make it really green. When the jelly is set, it’s ready to eat. Spread cream cheese on a cracker and top it with the jelly. Your taste buds will thank you!

1. What might be the primary purpose for writing this piece?

2. What might be the secondary purpose for writing this piece?

3. Do you think the author likes pepper jelly or not? What makes you think that?

4. What did you already know about this topic that helps your understanding?

Home Activity Your child learned about the reasons an author has for writing. Look through the newspaper with your child for articles that are written to entertain, inform, persuade, or express an opinion. Cut them out and label them. Discuss with your child why the authors of the articles might have written them the way they did.

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Author’s Purpose • The author’s purpose is the reason the author has for writing. • An author usually writes to inform, to persuade, to entertain, or to express an opinion. • As you read, think about what you already know to help you understand why the

author wrote something.

Directions Read the following passage and use the information to complete the web below.

Jamie is a writer. She hasn’t written anything for a while, though. She said

she has writer’s block. I didn’t know what that was. At first I thought it was some kind of horrible disease. But she told me it’s when a writer can’t think of anything to write about. So every day we went for a walk. I guess she hoped she’d see

something or hear something that would inspire her—something that she could write about. Today we saw a little girl sitting on a stoop, holding a kitten. Jamie watched her for a while. When we got home, she locked herself in her office. When she came out, she handed me something to read. I liked it. I think Jamie’s cured!

Directions Circle what you think the author’s purpose is for this passage. Then circle the correct detail in each box.

Home Activity Your child learned about the reasons an author has for writing. Go through today’s mail with your child and have him or her tell you the purpose for each piece of writing. For example, you might hold up an advertisement for something for your home. The writer’s purpose is to get you to buy something. Or you might have a notice from the library about an overdue book. The writer’s purpose is to inform you about something.

1. Jamie is a writer.

I like Jamie.

2. It was a nice day for a walk.

Jamie has writer’s block.

4. Kittens are really cute.

Jamie watched a little girl holding a kitten.

3. We went for a walk every day.

Jamie lived in an apartment.

5. Jamie stayed in her office.

I wish I had an office.

6. Jamie doesn’t have writer’s block

anymore. The little girl really

liked the kitten.

Author’s Purpose

to entertainto persuade

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Suffixes -y, -ish, -hood, -mentDirections Combine the base word and suffix. Write the new word on the line.

1. pay + -ment =

2. cloud + -y =

3. self + -ish =

4. boy + -hood =

5. storm + -y =

6. excite + -ment =

7. false + -hood =

8. baby + -ish =

Directions Add -y, -ish, -hood, or -ment to the base word in ( ) to best complete each sentence. Use the word box for help. Write the new word on the line.

childhood entertainment foolish frosty movement neighborhood snowy

9. During my (child) we moved often.

10. We moved to a (neighbor) with a woods and a pond nearby.

11. Playing outdoors provided plenty of (entertain).

12. One (snow) day, my brother and I decided to go skating.

13. We were scared by (move) along the edge of the pond.

14. How (fool) we felt when we saw it was Ben, our new neighbor.

15. We thought it was a (frost) snowman come to life.

Home Activity Your child added the suffixes -y, -ish, -hood, and -ment to base words to form new words. Work together to form other words with these suffixes, such as thirsty, childish, and shipment. Have your child write sentences using the new words.

Practice Book Unit 5 Phonics Suffixes -y, -ish, -hood, -ment 99

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Understand the QuestionTo answer a question about a text, first read and understand the question. Look for key words in the question. Try to find the words in the text that relate to the key words in the question.

Directions Read the selection. Then read the questions and look for key words. Then reread the selection and write the answers.

City Life

Visiting a city for the first time can be a shock. Cities are busy. There are lots

of people who seem to be always moving. People get around a city by foot, bike, car, bus, and sometimes by train. You might wonder what all these people are doing. They are working, shopping, and dining in restaurants. There is always something to do.

Cities have much to offer for your free time too. There are museums and movie theaters. You can see different kinds of live shows—listen to a band, watch a ballet, or see a play. Do you like being outdoors? If so, visit a city park or find a bike trail. Or you can just walk around and enjoy the city sights!

1. What are two types of transportation in the city?

2. Which word in the first paragraph describes a city?

3. What could an art lover do in the city?

4. What are three forms of entertainment the city offers?

5. What is there to do outdoors in a city?

Me and Uncle Romie


Home Activity Your child learned to find key words in questions about a text and then find the answers by reading. To practice this concept, find some questions in your child’s social studies or science textbooks. Ask him or her to identify key words in several questions.

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Name

The Story of the Statue of LibertyIt took 18 years to design and construct the Statue of Liberty. The statue then was disassembled and shipped to the United States. Here, an enormous base was built for the statue. The statue was reassembled, and Liberty has welcomed newcomers to the harbor ever since.

ActivityLearn More About Early Immigration Together, look for books or online resources that talk about Ellis Island and the Statue of Liberty. Were there other parts of the country where new immigrants arrived?

Summary


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Comprehension Skill

Main Idea

The main idea is the most important idea in a paragraph or a selection. The small pieces of information that tell about the main idea are the supporting details.

ActivityWhat Is This About? Look through a favorite children’s magazine together and take turns picking an article to read aloud. After reading each article, discuss what you believe to be the main idea of that article. Are the main ideas in some articles easier to pinpoint than others? Why?

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Words to KnowKnowing the meanings of these words is important to reading The Story of the Statue of Liberty. Practice using these words to learn their meanings.

Vocabulary Wordscrown a covering for the head worn by kings and queens

liberty the freedom to act, speak, or think the way one pleases

models small-sized copies of something

symbol something that represents something else

tablet a thin, flat surface that has writing on it

torch a long stick with material that burns at one end of it

unforgettable memorable; permanently impressed on one’s memory

unveiled revealed from under a large veil or cloth

Lesson Vocabulary

Capital LettersThere are many situations where a word should begin with a capital letter. All sentences begin with a capital letter. Proper nouns, personal titles, initials, the pronoun I, the first word in quotation marks, and all words in the greeting and first word of the closing of a letter begin with a capital letter.

ActivityYes/No Write the following words and phrases on index cards. Mix up the cards. The first player picks and reads a card. The second player says “Yes” if the word or situation should begin with a capital letter and “No” if the word or situation should not. Then players switch roles.

January the name of a holiday such as Mother’s Day

all nouns kinds of animals

June a person’s name

the first word in a sentence

the first word in a quotation

the last word in a sentence the name of a place

Grammar


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Name Statue of Liberty

Main Idea and Details • Text Structure • The main idea is the most important idea in a selection or a paragraph.

• The small pieces of information that tell about the main idea are the supporting details.

• Look for key words in the text, such as who, what, where, why, and when, to get details about the main idea.

Directions Read the following passage and complete the web below.

I was getting seasick again. The trip on the boat to America was taking

longer than a 12-year-old girl like me ever imagined. I disliked the constant rocking and the smells of all the people crammed together in such a small space. It didn’t seem like we’d ever get to the

place everyone called New York—the place where we’d soon be calling home. Suddenly, people started yelling. I ran outside to see what was going on. There, in front of me, stood a giant statue. They called it the Statue of Liberty. It was beautiful. We were home at last!

Directions Write what you think the story is about in box 1 below. Then write the details that support that idea in boxes 2–5.

1. Main Idea

3. Detail 5. Detail 4. Detail 2. Detail

Home Activity Your child learned about finding the main idea and details in a piece of writing. Read a short book together. Ask your child to tell you in just a few words what the book is about. Then ask him or her who, what, where, when, and why questions to find out the supporting details.

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VocabularyDirections Solve each riddle with a word from the box. Write the word on the line.

1. I describe something that you will always remember.

What am I?

2. People who live in a free country have me.

What am I?

3. Kings and queens wear me on their heads.

What am I?

4. I am another word for uncovered.

What am I?

5. I am a light that helps people see in dark caves.

What am I?

Directions Write the word from the box that best completes each sentence below.

6. The wood carver made two of an airplane.

7. At night we lit a to help us see our campsite.

8. A flag is a of a country.

9. A is a stone that has writing cut into it.

Write an EditorialOn a separate sheet of paper, write an editorial about the first time the Statue of Liberty was seen in New York. Write as if you worked for a newspaper. Tell readers how you felt when you first saw the new statue. Use as many vocabulary words as possible.

Home Activity Your child has identified and used vocabulary from The Story of the Statue of Liberty. Read a story together about this or another historical monument. Have a conversation about the monument and its meaning. Encourage your child to use vocabulary words.


libertycrowntabletsymbolunveiledtorchmodelsunforgettable

unforgettable

liberty

unveiled

torch

models

torch

symbol

tablet

crown

Students’ writing should use vocabulary to describe the unveiling of the Statue of Liberty and express their feelings about it.

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Vocabulary • Word Structure • A prefix is a word part added to the beginning of a word. Prefixes can help you figure

out the meaning of a word you don’t know.

• The prefix un- means “not” or “opposite of.”

Directions Match the word with the prefix un- with its meaning.

1. unforgettable not common

2. unveiled not divided into pieces

3. unhappy not something you’ll forget

4. unusual opposite of happy

5. uncut not covered

Directions Read each pair of sentences. Circle the word that belongs in the blank. Write the word on the line.

6. The laces of her shoes dragged on the ground.

The laces of her shoes were . untied uncover

7. Too much sugar is not good for our bodies.

Eating too many sweets is . undone unhealthy

8. He just got home from vacation.

He will his bags. until unpack

9. The artist takes the beads off the string.

She will the beads. unstring upend

10. The main character never tells lies.

He never says anything that is . under untrue

Home Activity Your child has identified and used words with the prefix un-. Read a short story or paragraph with your child. Together, look for words with the prefix un-. Help your child figure out the meaning of these words.

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Cause and Effect • A cause is why something happened. An effect is what happened.

• A cause may have more than one effect. Because I forgot to set my alarm clock, I overslept, and I was late for school.

• An effect may have more than one cause. Dad’s computer crashed because it didn’t have enough memory, and he was running too many programs at once.

Directions Read the following passage and fill in the chart below.

Emma Lazarus was born in New York City in 1849 in a large, wealthy

Jewish family. She started writing poems when she was in her teens, and her poems became very well-known. As a young woman, Emma learned about the problems faced by Jewish people in Russia. She stopped writing and helped these people as they immigrated to New York.

When money was being raised to build a base for the Statue of Liberty, Emma wrote a poem about America as a land of opportunity. She donated the poem to raise funds. Her poem and other donations raised a great deal of money, and the base was built. The statue has become a symbol of freedom. Emma’s poem is at its base.

CAUSES: Why did it happen? EFFECTS: What happened?

1. Her poems became well-known.

Emma wanted to help the immigrants.

2.

Money was being raised to build a base for the Statue of Liberty.

3.

4. The base of the Statue of Liberty was built.

Home Activity Your child learned about cause and effect. Play a cause-and-effect game with your child. Name an effect and have your child make up a possible cause. Then name a cause and have him or her make up a possible effect. Continue until you have named five causes and effects.

Emma was a good writer.

Emma stopped writing.

Emma wrote a poem.

Emma’s poem and other donations raised a lot of money.

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Main Idea and Details • Text Structure • The main idea is the most important idea in a selection or a paragraph.


• Look for key words in the text, such as who, what, where, why, and when, to get details about the main idea.


Where are your ancestors from? Maybe they came from another

country. And maybe they came through Ellis Island, which is about a mile outside of New York City. Samuel Ellis owned the island in the 1770s. He sold it to the state of New York, which sold it for use as an immigration station. About 17 million people came through Ellis Island. They

were registered and given physicals. A wall was built at Ellis Island that has some of the immigrants’ names written on it. Do you want to see if your relatives are there? There are sites online where you can type in your last name. You’ll get a list of people who were at Ellis Island who have the same last name.

1. What is this passage about?

2.–4. Name three supporting details about Ellis Island.

5. Is this passage fiction or nonfiction? How can you tell?

Home Activity Your child learned about finding the main idea and details in a piece of writing. Watch a TV show with your child. When it’s over, have your child tell you what the main idea and some of the supporting details were on the show. Discuss why your child chose the details he or she did.

It’s about Ellis Island and how many people came to this country through Ellis Island.

Possible responses: 2) It was owned by Samuel Ellis. 3) It was a big immigration station. 4) There’s a wall with immigrants’ names on it.

It’s nonfiction. It is written with dates and facts and is about a real place and a real thing that happened.

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Main Idea and Details • The main idea is the most important idea in a selection or a paragraph.


• Look for keywords in the text, such as who, what, where, why, and when, to get details about the main idea.

Directions Read the following passage and complete the chart below.

I stood in line at Ellis Island for a long time. People were speaking different

languages all around me. Finally, it was my turn. I told the man my name. Then he asked a question. I didn’t know what to answer because I didn’t understand English. Another man told me in my own

language that he wanted to know if I ever was in prison. I was only 13 years old! He asked me if I was sick, and I said “No.” He tried to say my name, but couldn’t. He wrote a new name next to mine. The other man told me my new name. “Welcome to America, young lady,” he said.

Directions Write the main idea of the passage in box 1. Then write the details that support that idea in boxes 2–5.

Home Activity Your child learned about finding the main idea and details in a piece of writing. Read a newspaper or magazine article with your child. Have him or her tell you what the article was about and give three details that support the main idea.

1. Main Idea What is the passage about?

3. Detail What was one problem the girl had?

5. Detail What happened to the girl’s name?

4. Detail What was one question the man asked the girl?

2. Detail Where was the girl?

A girl goes through the immigration line at Ellis Island.

She was in line at Ellis Island.

She couldn’t speak English.

The man asked if she had been in prison.

The man changed it because he couldn’t say it.

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Vowels in tooth, cookDirections Circle each word with the vowel sound in tooth or the vowel sound in cook. Then write each word in the correct column.

1. Our school took us on a field trip to an art museum.

2. We spent a full day studying famous paintings and statues.

3. We looked at works by some of the art world’s true masters.

4. After we returned to class, our teacher asked us to make a few drawings in our notebooks.

5. I sketched a picture of President Lincoln wearing a black wool suit and a very tall hat.

vowel sound in tooth

6.

7.

8.

9.

10.

vowel sound in cook

11.

12.

13.

14.

15.

Directions Cross out the one word in each line that does not have the vowel sound in tooth or the vowel sound in cook.

16. build cushion glue

17. bushel rocket smooth

18. button bookstore juice

19. football stew story

20. balloon pudding throat

Home Activity Your child identified and wrote words with the vowel sounds in tooth (as in school, few, glue, and fruit) and cook (as in cookie and cushion). Have your child write riddles using words with the vowel sounds in tooth and cook. Try to guess the answer after your child reads each riddle to you.

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Practice Book Unit 6 Phonics Vowels in tooth, cook 109

schoolstatuestruefewsuit

tookfulllookednotebookswool

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Time LineA time line shows events in the order that they happened or will happen. It can show days, weeks, months, and years.

Directions Look at the time line. Use the time line to answer the questions.

1. What is the first year shown on the time line?

2. In which year was a poem added to the statue?

3. When did the statue parts arrive in New York? When did President Cleveland accept the statue? About how much time passed between these two events?

4. What major events happened between 1920 and 1960?

5. Why was 1986 an important year for the Statue of Liberty?

Statue of Liberty


Home Activity Your child read information on a time line and answered questions about it. Help your child list the dates of some important family events. Ask him or her to make a time line with these events.

1885 1903 1924 1956 1986

1886

1885

1903

1885; 1886; a little more than a year

statue became a national monument; island was renamed

The Statue of Liberty turned 100 years old.

1885 Statue parts arrive in New York in June.1886 President Grover Cleveland officially accepts statue on October 28.1903 Poem by Emma Lazarus is added to the base.1924 Statue becomes a national monument.1956 Island is renamed Liberty Island.1975 Centennial celebration honors statue’s 100th year.

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ART per spec

Happy Birthday Mr. KangMr. Kang came to the United States 50 years ago, and he still misses his old home. Newly retired, he spends his days writing poetry, reading The New York Times, and caring for his caged bird. He enjoys the company of his grandson, Sam, and visits with friends and other bird-lovers from China every Sunday morning. One day, early in his retirement, he reflects on his feelings of freedom after working so hard for so long. At his grandson’s urging, he sets his bird free. Sam regrets the loss of the bird, but they are both comforted to find the bird waiting at home. Mr. Kang sees another parallel between himself and the bird. They can both fly free, but they chose this new place as their home.

ActivityWhat Are Your Freedoms? Together, talk about the ways in which you enjoy freedom and the responsibilities associated with it. Are they good responsibilities? How do you benefit from them?

Summary

Cause and EffectA cause is why something happens. An effect is what happens. A cause may have more than one effect. An effect may have more than one cause.

ActivityKitchen Cause and Effect Go into the kitchen and look for appliances or materials that could act as a cause for some effect. For example, a freezer could cause water to turn to ice. Yeast can cause bread dough to rise. Take turns looking for five examples of causes and its effects.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Happy Birthday Mr. Kang. Practice using these words.

Vocabulary Wordsbows a bending of the head or body in greeting, respect, worship, or submission

chilly unpleasantly cool

foolish without good sense; unwise

foreign of or from another country

narrow not wide or broad

perches sits or rests on something

recipe a list of ingredients and instructions for making something to eat

Lesson Vocabulary

AbbreviationsAbbreviations of days and months begin with a capital letter and end with a period. Most abbreviations of days and months are the first three letters of the day or month.

ActivityMatch Up Write words and abbreviations on index cards, such as Sunday and Sun. and April and Apr. Mix up the cards and arrange them facedown on a table. Players take turns flipping over two cards to find a match. If a match is made, the player may keep the cards and try again. If no match is made, the player turns the cards facedown again, and play passes to the next player. Play continues until all the cards are matched. This game can also be played by only one person.

Grammar


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Name Mr. Kang

Cause and Effect • Graphic Organizer • A cause is why something happens. An effect is what happens.

• A cause may have more than one effect. Because I did not do my homework, I couldn’t watch the movie or go outside for recess.

• An effect may have more than one cause. Dad’s plants dried up because he left them in the hot sun and did not water them.

• A graphic organizer can help you identify and organize information as you read.

Directions Read the following story. Then fill in the chart below.

Rosa’s mother made beautiful tin ornaments. No two were the same.

One day, a man asked her to come to the United States to make the ornaments for his business. So Rosa and her mother left Mexico. People loved the ornaments. The

man sold everything Rosa’s mother made. She was so busy, she had to teach others to make the tin pieces. The man was so happy that he made Rosa’s mother a business partner.


1. A man wanted Rosa’s mother to make the ornaments for his business.

The man asked Rosa’s mother to come to the United States.

2.

3. The man sold everything Rosa’s mother made.

Rosa’s mother was very busy. 4.

Home Activity Your child learned about cause and effect. Read a story together. Ask your child to describe something that happened in the story. Then ask him or her to tell you what caused the effect. Repeat the exercise two or three times.

5. The man made Rosa’s mother a partner.

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Name Mr. Kang

VocabularyDirections Match each word with its meaning. Draw a line to connect them.


narrowperchesrecipeforeign

foolishbowschilly

1. foolish cool

2. recipe from a different country

3. narrow silly

4. chilly directions for cooking food

5. foreign skinny


6. Watch the red bird as it on the branch.

7. After he sings, he to the audience.

8. The gap was too for me to squeeze through.

9. He moved here from a country called Sudan.

10. My stepmother wrote that for beef stew.

Write a RecipeOn a separate sheet of paper, write a recipe for something you like to eat or drink. It can be something simple, like chocolate milk or a sandwich. Use as many vocabulary words as possible.

Home Activity Your child identified and used vocabulary words from Happy Birthday Mr. Kang. Have your child plan a menu for dinner or help you prepare food from a written recipe. Encourage your child to use vocabulary words in conversations.

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Vocabulary • Context Clues • Sometimes when you read you see unfamiliar words. The context, or words around it,

may help you figure out the meaning.

• Look to see if the author used an antonym, a word with the opposite meaning, and use that word to help you with the meaning of the unfamiliar word.

Directions Read the paragraph. Then answer the questions below.

My family wanted to eat at a Chinese food restaurant instead of the usual

burger place. We had never been to a Chinese restaurant before and were excited to learn about a different culture. We walked in through a narrow hallway that didn’t seem wide enough for us to fit. We drank hot tea with dinner, which was perfect because I was chilly. I tried to eat

with chopsticks, but felt foolish because I seemed clumsy with them. I thought it was sensible to ask for a fork! After this restaurant becomes an old favorite, maybe my family will again try something new—maybe Brazilian food!

1. What does the word usual mean in the passage? What context clue helps?

2. What does the word narrow mean in the passage? What context clue helps?

3. What does the word chilly mean in the passage? What context clue helps?

4. What does the word foolish mean in the passage? What context clue helps?

5. What does the word old mean in the passage? What context clue helps?

Home Activity Your child has identified and used context clues to understand new words. Read a story with your child and encourage looking for context clues to help her or him understand the meaning of unfamiliar words.

normal; different

silly; sensible

cold; hot

thin; wide

familiar; new

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Plot and Theme • The important parts of the story—the beginning, middle, and end—and why they

happen, make up the plot of the story.

• The theme is the “big idea” of the story, which can be stated in a single sentence.


It was a wet, chilly day, and Lisha heard meowing. A dripping wet cat

sat shivering at the door. Lisha brought it inside, dried it off, and gave it a bowl of warm milk. Then Lisha picked the cat up and cuddled it—she’d always wanted one. Lisha wanted to keep the cat, but in the morning, her parents made her put it back outside to find its way home. At

school, Lisha heard a girl say she was upset that her cat had disappeared. The girl had owned the cat since it was a newborn kitten. Lisha felt bad for the girl because she, too, loved the cat. The next day, the girl was happy again. Her cat had come home. And Lisha felt glad—glad that the cat found its way home.

1. What was the first thing that happened in the story?

2. What happened in the middle of the story?

3. What happened at the end of the story?

4. What’s the “big idea” in this story? Write it in a single sentence.

5. How important to the plot is the fact that it was a wet and chilly day? Why?

Home Activity Your child learned about identifying the plot and theme of a story. Have your child make up a story and tell it to you. Help him or her identify the plot of the story and its theme. Do this by reviewing the beginning, middle, and end of the story. Then create one sentence that tells what the “big idea” is in the story.

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Name Mr. Kang

Cause and Effect • Graphic Organizer • A cause is why something happens. An effect is what happens.

• A cause may have more than one effect. Because I forgot my wallet, I couldn’t buy lunch or go to a movie.

• An effect may have more than one cause. Dad couldn’t use his flashlight because his batteries were old and he didn’t have new ones.

• A graphic organizer can help you identify and organize information as you read.


The boys and their dad, the park ranger, were hiking when they saw the

mountain lion cub. As they got closer, the cub made a crying noise. There was a large cut on the cub’s leg. Dad gently picked it up and carried it to the veterinarian. Soon, the cub’s leg was healed. The boys

loved the cub and visited it every day after school. One day, the boys’ father said it was time for the cub to return to where it belonged. The boys were sad because they loved the cub. But they knew their dad was right. They knew that wild animals need to be in the wild.


Home Activity Your child learned about cause and effect. Build a tower of blocks with your child. Have him or her pull out one of the bottom blocks and watch what happens. Have your child tell you why it happened (the cause) and what happened (the effect).

1.

2.

3.

4. The boys were sad.

5. The cub was a wild animal.

The boys loved the cub.

The cub was hurt.

The cub got better.They took the cub to the veterinarian.

The cub made a crying noise.

The boys visited the cub every day.

It was time for the cub to go back to the wild.

They let the cub go.

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Cause and Effect • A cause is why something happens. An effect is what happens.

• A cause may have more than one effect.

• An effect may have more than one cause.


Anthony was just a kid—a kid who had to make a big decision. Anthony’s

aunt in Italy wanted him to come spend the summer with her family. His parents kept telling him how wonderful it would be for him and how happy it would make his aunt. But Anthony was nervous—he didn’t even like sleepovers and could never sleep. How could he go all that way to Italy all by himself? How could he leave his family for

two whole months? He really didn’t want to go. He barely knew his aunt. Anthony couldn’t sleep. He couldn’t eat, and he felt nervous all of the time. Finally, he told his parents that he had decided not to go. Anthony’s stomach immediately felt better. He felt calm. He slept well for the first time. He knew he had made the right decision.

1. What effect did worrying about the trip have on Anthony?

2. How did Anthony feel about going away for the summer?

3. What happened to Anthony after he made his decision?

4. What might be the “big idea” of this story?

Home Activity Your child learned about cause and effect. Do an experiment with your child. If it’s hot out, have your child put an ice cube in a bowl outside. Ask him or her what happened to the ice cube after an hour. If it’s cold out, put a shallow pan of water outside. Ask him or her what happened to the water after a few hours. Have your child tell the cause and effect of the experiment.

He felt nervous, couldn’t eat, and couldn’t sleep.

He didn’t know his aunt well and didn’t want to go.

He felt better.

Possible response: In this story, Anthony listens to his feelings and makes the right decision.

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Name

SchwaDirections Choose the word with a vowel that has the same sound as the underlined vowels in about, taken, pencil, lemon, and circus to complete each sentence. Write the word on the line to the left.

____________________ 1. Susan was (afraid/scared) to walk her dog without a leash.

____________________ 2. Every time she opened the front door, the little (puppy/rascal) ran off.

____________________ 3. One time she took her dog to a (local/nearby) park.

____________________ 4. All the (animals/doggies) were fetching or chasing.

____________________ 5. Susan removed her puppy’s leash and let the dog run (around/freely).

____________________ 6. When her dog ran off, Susan opened a (paper/plastic) bag and pulled out a treat.

____________________ 7. Susan’s dog quickly (traveled/bounded) back.

____________________ 8. Now anytime Susan offers her dog a tasty (biscuit/morsel), it comes racing to her.

Directions Circle the letter in each word that stands for the same sound as the underlined vowels in about, taken, pencil, lemon, and circus.

9. kitchen

10. river

11. surprise

12. family

13. melon

14. sugar

15. gallon

16. dollar

17. nickel

18. ago

19. open

20. canyon

Home Activity Your child identified and wrote words that contain the vowel sound called schwa, heard in unaccented syllables such as about, taken, pencil, lemon, and circus. Help your child write sentences with words that have this sound. Ask your child to read each sentence and identify the letter that stands for the schwa sound.

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Practice Book Unit 6 Phonics Schwa 119

Mr. Kang

afraid

rascal

local

animals

around

paper

traveled

morsel

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China

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MapsMaps are drawings of places that show cities, states, and countries. Maps can show the location of landforms, bodies of water, and other important places.

Directions Look at the map of China. Then answer the questions.

1. What are two countries that border China?

2. Which river is located in southern China?

3. The Great Wall runs along the border of which region?

4. The capital of China is located close to which body of water?

5. Is Tibet a country, or is it part of China? How can you tell?

Mr. Kang


Home Activity Your child answered questions about a map of China. Together, look at maps of different countries. Find countries that are divided into states, provinces, regions, and so on. Look for each country’s landforms, bodies of water, cities, and the capital.

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ART per spec

Talking Walls: Art for the PeopleThis story tells about public murals in America and the messages that are communicated through them. We learn about each artist and the work he or she created. Many of the murals are meant to encourage and inspire the people who look at the art, especially children.

ActivityPaint Your Own Mural Think of a theme you would like to communicate and sketch out a mural together on blank paper. Then use colored chalk to create your mural on a side walk, driveway, or concrete wall near your home. How does it make you feel to complete the picture? What do others who see it say about it?

Summary


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Comprehension Skill

Fact and OpinionA statement of fact tells something that can be proved true or false. You can find proof by reading, observing, or asking an expert. A statement of opinion tells your ideas or feelings about something.

ActivityA Little of Both Take turns thinking of different topics. Make a statement of fact and then a statement of opinion for each topic. The listener should then identify which statement was the fact and which was the opinion.

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Words to KnowKnowing the meanings of these words is important to reading Talking Walls: Art for the People. Practice using these words.

Vocabulary Wordsencourages gives courage, hope, or confidence to; urges on

expression the act of putting thoughts or feelings into words or actions

local having to do with a certain nearby place

native a person who was born in a particular country or place

settled made a home in a place

social having to do with people as a group

support to help

Lesson Vocabulary

Combining SentencesYou can combine sentences by taking two related shorter ideas and connecting them with a conjunction such as and, but, or, and so. You can also combine sentences by taking two different subjects that are doing the same action and combining them into a compound subject.

ActivityLooking at Sentences Look through a story that you are reading together and find five examples of sentences that have either a compound (more than one) subject or that are two related ideas joined by or, and, or but. Write these on paper. Together, find the two ideas that have been joined. Discuss what these ideas have in common. Discuss what is different. Discuss how the sentences are different and why the author chose to put the ideas in one sentence instead of using many shorter sentences.

Grammar


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Fact and Opinion • Answer Questions • A statement of fact tells something that can be proved true or false. You can prove it


• A statement of opinion tells your ideas or feelings. It cannot be proved true or false.

• Words such as great, best, and worst can be clues to statements of opinion.

Directions Read the following passage and use the information to complete the Fact and Opinion Chart below.

What do flesh, Prussian blue, and Indian red have in common? They

were all crayon colors. Some crayon colors were retired because they were dull. But flesh, Prussian blue, and Indian red were changed by one crayon maker for other reasons.

Peach replaced flesh. Skin comes in many shades, not just in one color.

Prussian blue was changed to midnight blue. Most kids don’t know much about Prussia.

Indian red is now chestnut. Some people thought the name stood for the skin color of Native Americans. Indian red is actually the name of an oil paint made in India that has a reddish color.


Fact and Opinion Chart

Facts Opinions

1.

2.

3.

4.

5.

6.

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Choose a food your child likes and ask him or her to tell about the food using three statements of fact and three statements of opinion.


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VocabularyDirections Match each word with its meaning. Draw a line to connect them.


encouragessettledlocalsupport

nativesocialexpression

1. support someone born in a place

2. native a statement of an idea

3. social provide help

4. encourages having to do with other people

5. expression urges


6. We moved to the United States and in Houston.

7. My father always me to study hard.

8. My parents are active in neighborhood sports.

9. My cousin was born in Madrid, so she is a of Spain.

10. My parents my team by cheering at all of my games.

Write a DescriptionOn a separate sheet of paper describe a painting that you think would look good on the wall of a building in your neighborhood. Use as many vocabulary words as possible.

Home Activity Your child has identified and used vocabulary words from Talking Walls: Art for the People. Take a walking tour of your neighborhood. Encourage your child to use this week’s vocabulary words as you talk about what you see.

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Vocabulary • Reference Sources • Sometimes you can use a glossary to find the meaning of an unknown word.

• A glossary is a reference source. It is an alphabetical list of important words in a book.

Directions Look carefully at the partial glossary page below. The words are listed in alphabetical order, and guide words are at the top of the page. Use this glossary page to answer the questions.

send • synonym

set•tle (set’l), VERB.1. to move to and live in a place. 2. to sink to the bottom of a liquid.

sketch (skech),1. NOUN. a quick drawing. 2. VERB. to draw something quickly, to describe briefly.

so•cial (so_’sh el), ADJECTIVE.

1. involving friends.2. related to human society.NOUN. a kind of party

sup•port (s epôrt’), VERB.1. to help or encourage. 2. to provide with money.

sym•bol (sim’b el), NOUN.1. something that stands for something else. 2. a sign.

1. Which word can be used to describe something an artist may make?

2. Find the word support. Which meaning of support is used in this sentence:I always support my friends in whatever they do.

3. What are the guide words for this page?

4. Which of these words would you find on this page? safety, separate, section, tablet

5. Which of these words would you not find on this glossary page? seldom, slipper, speck, shove

Home Activity Your child identified and used new words by using a glossary to find their meanings. Read a nonfiction book that contains a glossary with your child and encourage using the glossary to find the meanings of unfamiliar words.


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Main Ideas and Details • The main idea is the most important idea in a selection or a paragraph.



Fresco is a way of painting wall murals that has been used for hundreds of

years. Dry colors are mixed with water and applied to wet plaster. The paint becomes part of the wall.

One of the most well-known fresco artists was José Clemente Orozco. He was born in Mexico in 1883. José painted

murals about social issues. One theme found throughout José’s bold and colorful murals is man versus machine.

José moved from Mexico to the United States for several years. He painted murals on both coasts. By the time he returned to his native Mexico, José had become a well-known artist.

1. What is this passage about?

2. What is one important fact in this passage?

3. What is a popular theme in José Orozco’s art?

4. What is one supporting detail in this passage?

5. What might be a fact you think is important that has been left out of this passage?

Talking Walls

Home Activity Your child learned about finding the main idea and details in a piece of writing. Find a newspaper advertisement for a product that is being sold in a store. Help your child decide what the ad is about and what the facts are about the product.


The life of José Orozco, a famous fresco mural painter

Possible response: He painted murals about social issues.

Possible response: That fresco murals have been around for hundreds of years

Possible response: Why José Orozco left and then returned to Mexico.

Man versus machine.

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Talking Walls

Fact and Opinion • Answer Questions • A statement of fact tells something that can be proved true or false. You can prove it




Guernica was a small city in Spain. The people who lived there didn’t

want to be under Spanish rule. At first, they held meetings under an oak tree. The tree became a symbol of freedom. Later, they built a place to meet behind the tree. Soldiers attacked the city during the Spanish Civil War and destroyed it—all except for the tree and the building. It was good that they were not destroyed.

Pablo Picasso, a famous artist, painted a mural about the bombing. He thought that war was a terrible waste and tried to show it in the mural. All the people, animals, and buildings in the mural were painted in black and white. Many people believe that this mural was Picasso’s greatest work of art.

1. Write one statement of fact about the oak tree.

2. Write one statement of opinion about the oak tree.

3. Write one statement of fact about Picasso’s mural.

4. Write one statement of opinion about Picasso’s mural.

5. Answer the question: Why did Picasso paint the mural in only black and white?

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Read a story with your child. Have him or her write three statements of fact and three statements of opinion about the story. For example, FACT: The story is about three pigs. OPINION: They were too young to go out on their own.

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Directions Read the following passage and use the information to complete the Fact and Opinion Chart below.

Angel Island was the main immigration station in the West. Mostly Chinese

immigrants came through Angel Island. Some were there for weeks and some for months. That’s a long time to wait. Years later, the buildings were supposed to be torn down. It’s a good thing they weren’t

because Chinese writing was found on the walls. The writing was carved into the walls where the people stayed. The writing turned out to be poems. Who wrote these poems? Why were they written? They were written by the immigrants. They told the stories of their long wait.


Facts Opinions

1.

2.

3.

4.

5.

6. Who wrote the poems, and what were they about?

Talking Walls

Home Activity Your child learned about the difference between statements of fact and statements of opinion. Help your child write a poem about a recent experience he or she had. Discuss the poem’s statements of fact and statements of opinion.

Angel Island was the main immigration station in the West.Some Chinese immigrants stayed there for a long time.

Poems written in Chinese were found on the walls.

Waiting for weeks and months is a long time to wait.

It was a good thing that the buildings weren’t torn down.

People waiting to enter the United States wrote them about their experiences while they waited.

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Syllables with -tion, -sion, -tureDirections Read the passage. Circle each word that ends in -tion, -sion, or -ture. Then write each word in the correct column.

Summer vacation was filled with excitement. One day we went to see the sculpture garden in the park. Another time we watched some artists as they painted a giant mural. Each division of the mural showed a different time in our country’s history. The last part showed the artist’s vision for the future of our nation.

-tion

1.

2.

-sion

3.

4.

-ture

5.

6.

Directions Choose the word from the box that finishes each word below. Two letters in each word are given. Write the other letters to complete each word.

action creature direction explosion featurefurniture mansion mission question

7. r t

8. f e

9. s s

10. c t

11. x s

12. r e

13. n e

14. q t

15. n s

Home Activity Your child wrote words that end with the syllables -tion, -sion, and -ture. Work together to write sentences using the words from the page above. Ask your child to underline the final syllable in the words that end with -tion, -sion, and -ture.

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Practice Book Unit 6 Phonics Syllables -tion, -sion, -ture 129

Talking Walls

vacationnation

divisionvision

sculpturefuture

d i e c i o ne a t u r

i im o ni o na

e i o np l oc e a t u r

t u rif u ru i o ne s

i o nm a

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Bicycles–Dealers & Repairs

Artie’s Cycles–Sales and Service in Hyde Park 1234 E. 12th Street Chicago 773-123-0981Bicycles for Everyone–Sales and Repairs 2543 W. Pear Street Chicago 773-555-8934Eduardo’s Bike Shop–Parts and Accessories 18 W. Ellison Avenue Chicago 773-233-5988Jennings on Wheels–Largest Inventory of Used Bikes in Chicago 324 S. 10th Street Chicago 773-595-2342Recreational Biking–Used Bikes for Less 18 N. Clyburn Chicago 773-232-1800

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Home Activity Your child learned how and why people use reference sources. He or she also discovered how a telephone directory is organized. Show your child several reference sources and discuss how they are organized and what kind of information they have.

Reference SourcesPeople use reference sources to find information about a topic. One kind of reference source is a telephone directory. It is a book of telephone numbers for an area. Businesses are often listed separately in a business listing. Businesses can advertise in a telephone directory’s yellow pages section.

Directions Use the yellow page section shown here to answer the questions.

1. Would a listing for Geraldo Bicycles appear before or after Eduardo’s Bike Shop in this telephone directory?

2. What is the telephone number for Bicycles for Everyone?

3. Where would you go for a bicycle if you wanted to save money? Explain.

4. After which business listing would Montrose Cycles appear?

5. On which street is Artie’s Cycles?

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Two Bad AntsIn this story, Chris Van Allsburg describes the world from the point of view of a colony of ants. Intent on getting their queen all the sweet sugar she wants, they raid the sugar jar of a home. But two ants decide to hang back and stay in the sugar. They do not know what life is like in a kitchen for two ants! Tossed from the sugar to a cup of coffee, they end up in a toaster, the garbage disposal, and finally—a kitchen outlet. The ants are relieved to go home with the other ants the following night.

ActivityIs It Worth It? Have you ever made a decision you later regretted? What happened? How did you fix the situation? Do you think you will make a different decision the next time you are in a similar situation? Talk over these questions together.

Summary


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Literary Elements: Plot and ThemeThe plot of a story includes the important things that happen at the beginning, middle, and end. As you read, ask “What is the big idea of the story?”

ActivityToday Take time to tell each other about the important things that happened at the beginning, middle, and end of each of your days. Then think of the day as a whole and tell what kind of big idea might describe the day.

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Two Bad Ants. Practice using these words.

Vocabulary Wordscrystal a hard, solid piece of some substance that is naturally formed on flat surfaces and angles.

disappeared went out of sight

discovery see or find something for the first time

goal something that is desired; aim

journey a long trip

joyful feeling, showing, or causing great happiness; glad

scoop a tool shaped like a small shovel, used for taking up substances

unaware not knowing or realizing

Lesson Vocabulary

CommasCommas are used between city and state, at the end of the greeting in a letter, and at the end of the closing of a letter. Commas separate anything that is listed in a series: I ate cheese, bread, grapes, and peanuts for lunch. Commas are also often used before the conjunction when joining two sentences together.

ActivityColorful Commas Write each of the sentences below on lined paper. Omit all of the commas. Decide where the commas should go. Add the missing commas.

Dan, Kate, and Tanner are running.

I will clean my room, and then I will go to the park.

The cats jumped up on the wall, and then they began to howl.

I like the colors blue, yellow, and green.

My dad likes spaghetti, pizza, meatloaf, and split pea soup!

Grammar


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Plot and Theme • Visualize • The important events in a story make up the plot with a beginning, middle, and end.

• The “big idea” of the story is called the theme. It can be stated in a single sentence.

• As you read, form a picture in your mind about what is happening in the story.


The ants felt sorry for the grasshopper. He’d saved no food and was starving.

So they shared what they had. The grasshopper swore he’d remember their kindness and repay them someday. When summer came, the ants were playing outside and accidentally hurt themselves.

How would they gather their food? Just then the grasshopper stopped by. When he heard what happened, he told the ants to climb on his back. The ants told the grasshopper where to go and what to gather. Soon the trio had all the food they needed for the winter ahead.

What happened at the beginning of the story?

1.

What happened in the middle of the story?

2.

What happened at the end of the story?

3.

4. What is the “big idea” of this story?

5. On a separate sheet of paper, draw what you picture in your mind as you finish reading this story.

Two Bad Ants


Home Activity Your child identified the plot and theme of a story. Read a favorite story together. Ask your child to retell the beginning, middle, and end of the story and to say one sentence that tells the “big idea.”

The ants shared their food with the grasshopper.

The ants hurt themselves and couldn’t gather food.

The grasshopper helped the ants gather food.

Help others because one day you might need someone to help you.Responses may vary.

Possible drawing: The grasshopper with two ants on its back.

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VocabularyDirections Read each sentence. Write the meaning of the underlined word.

1. They used a scoop to pour the birdseed into the feeder.

2. The hikers were on a journey over the mountain.

3. My goal this summer is to learn how to swim.

4. I saw the ant carry a crystal of salt.

5. The chipmunk disappeared among the rocks.

Directions Match each word on the left with its meaning. Draw a line from the word to its definition.

6. discovery not noticing

7. joyful something new you find

8. unaware full of happiness

9. disappeared was no longer seen

Write a NarrativeOn a separate sheet of paper, write a narrative about visiting another planet. Write about being very small compared with other things on the planet. Use as many vocabulary words as possible.

Two Bad Ants


Home Activity Your child identified and used vocabulary from Two Bad Ants. Read a story about insects to your child. Then discuss the story using this week’s vocabulary words.


goalscoopjourneydisappeared

discoverycrystaljoyfulunaware

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Vocabulary • Word Structure • A prefix is a word part added to the beginning of a word. A suffix is added to the end of

a word. Prefixes and suffixes can help you figure out the meaning of a word you don’t know.

• The prefixes un- and dis- mean “not” or “the opposite of.” The suffix -ful means “full of.”

Directions Read each pair of sentences. Circle the word that has the same meaning as the underlined words.

1. The girl pushed ahead of me in line. That is not fair.

unfair unhappy

2. Climbing this mountain is too hard. I am not able to do it.

disease unable

3. My father did not climb the ladder. He is full of fear high above the ground.

under fearful

4. He does not keep his word. That’s why I do not trust him.

distrust untrue

5. That dog is mean. I do not like her.

hateful dislike

Directions Read each sentence. Circle the underlined word that best fits the sentence.

6. My room is in such disorder/unclear, I can’t find anything.

7. A hammer is a very unused/useful tool for nailing things together.

8. My mother disapproves/unlike of my staying up late.

9. The strong man had a very unfair/powerful handshake.

10. Please unzip/disappear your jacket and hang it in the closet.

Two Bad Ants


Home Activity Your child identified and used prefixes and suffixes to understand new words. Read a story or magazine article together and encourage looking for words with prefixes and suffixes. Help your child use prefixes and suffixes to understand the meaning of unfamiliar words.

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Cause and Effect • A cause is why something happens. An effect is what happens.

• A cause may have more than one effect. Because I forgot to set my alarm clock, I overslept, and I was late for school.

• An effect may have more than one cause. Dad’s computer crashed because it didn’t have enough memory, and he was running too many programs at once.


Alex Ant got up late again today. He was always sleeping through his

alarm. Mama Ant had to take him to school because he’d missed the bus. She was tired of it. So Mama sat down with a cup of tea and thought. The next morning, when Alex was late again, Mama did not take him to school and told him to walk. Alex hated

walking to school. He was mad. The next morning, the same thing happened—and the morning after that. Alex begged and pleaded for a ride, but Mama refused. On the fourth morning, guess what happened? Alex Ant got himself up on time and caught the bus. Mama smiled to herself over her cup of tea.

1. What effect did Alex’s behavior have on Mama?

2. Why did Mama Ant refuse to take Alex to school?

3. What happened to Alex when Mama refused to take him to school?

4. What effect did his mom not taking him to school have on Alex?

Two Bad Ants


Home Activity Your child learned about cause and effect. Read a popular fairy tale with your child. Have him or her tell you the causes and effects of the characters’ behavior in the story.

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Name Two Bad Ants


Plot and Theme • Visualize • The important events in a story make up the plot with a beginning, middle, and end.

• The “big idea” of the story is called the theme. It can be stated in a single sentence.

• As you read, form a picture in your mind about what is happening in the story.


Two ants journeyed out with the goal of finding food. They saw a tiny door

to a tunnel and disappeared inside. There they found piles and piles of delicious food. Each ant took as much as he could carry. Then the two turned back toward the doorway. When they got there, however, neither could get out.

Each had so much food, squeezing through the tunnel’s door was impossible. Try as they might, they could not squeeze through the tunnel’s door holding all the food they’d found. Finally, each ant let go of half of its load. Only then were they able to squeeze through the doorway and go home.

1. What happened at the beginning of the story?

2. What happened in the middle of the story?

3. What happened at the end of the story?

4. What is the “big idea” of the story?

5. Describe how you picture the two ants trying to get out of the tunnel.

Home Activity Your child identified the plot and theme of a story. The next time you watch a movie with your child, have him or her tell you what happened at the beginning, middle, and end of the movie. Then help your child figure out the “big idea” of the movie.

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Plot and Theme • The important events in a story make up the plot with a beginning, middle, and end. • The “big idea” of the story is called the theme. It can be stated in a single sentence. • As you read, form a picture in your mind about what is happening in the story.


A crow was thirsty, but she couldn’t find a drop of water. She spotted a broken

pitcher on the side of the road. She looked inside. Some water lay at its bottom. The crow’s beak was too short to reach down into the pitcher. She turned her head from

side to side. She walked in a circle around the pitcher. Finally, she pushed the pitcher with her beak until it fell over. At last, she could reach the water. With the pitcher on its side, she could drink all the water.

What happened at the beginning of the story?

1.

What happened in the middle of the story?

2.

What happened at the end of the story?

3.

4. What is the “big idea” of this story?


Two Bad Ants

Home Activity Your child identified the plot and theme of a story. Write a short story together about a real or imaginary pet. Help identify what happens at the beginning, middle, and end of the story. Ask your child to state the “big idea.”

A crow looked for something to drink and found a pitcher with some water in it.

The crow’s beak was too short to reach the bottom of the pitcher where the water was, so she pushed the pitcher over.

The crow finally reached the water in the pitcher and drank.

If you really need or want something, you’ll find a way to get it.

Responses may vary.

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Multisyllabic WordsDirections Each word below has one or more word parts added to the beginning or end of the base word. Underline the base word. Then write a sentence that uses the whole word.

1. uncomfortable

2. carefully

3. disagreement

4. reappeared

5. unprepared

6. endlessly

7. distasteful

8. unfriendly

9. unplugged

Directions Each base word below has a word part added to the beginning and end. Separate each base word from the other word parts and write each part on a line.

10.

11.

12.

13.

14.

15.

Base Word

+

+

+

+

+

+

+ = unselfish

+ = unlawful

+ = dishonestly

+ = renewable

+ = refreshment

+ = distrustful

Home Activity Your child identified multisyllabic words, such as uncomfortable, carefully, and disagreement. Challenge your child to add word parts to a base word such as play to see how many new words can be made (for example, replay, playful, playfully, overplay, and player).

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Practice Book Unit 6 Phonics Base Words and Affixes 139

Two Bad Ants

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Note-takingNote-taking while reading and studying can help you learn and remember new information. The notes should be brief and include the most important facts or information from the text.

Directions Read the paragraph and take notes by writing about the most important ideas.

The Ant Colony

Ants are social insects that live in groups or colonies. In most ant

colonies, there are three castes or classes of ants. The castes include the queen, the workers, and the males. The queen’s job is to lay eggs. Some colonies have only one queen, while others have several queens. The queen does not rule the colony.

Workers have many jobs. They care for the queen and for the young ants. Workers repair, build, and defend the nest. They also gather food for the colony.

Male ants do not do any work for the colony. They live for only a short time, and their only job is to mate with young queens.

1. ant colony

2. caste

3. queen

4. workers

5. males

Two Bad Ants


Home Activity Your child read a selection and took notes on the most important ideas. Find a paragraph from an encyclopedia or textbook. Ask your child to identify and take notes on the most important information in the paragraph.

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Elena’s SerenadeElena wants to be a glassblower, but her father says she is too young, and anyway, girls aren’t glassblowers. So Elena takes her glassblowing pipe and sets off to learn to blow glass. Her adventures bring her new friends, plenty of glass sculptures, and the discovery that she can make music with her pipe. Eventually she returns home to show her proud father her new skills.

ActivityHidden Gifts Together, talk about your own skills and the things you like to do. Why do you enjoy them? How could you enjoy them more? Is it something you can teach your family and friends?

Summary


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GeneralizeWhen you read, you may be given ideas about things or people. Sometimes you can make a general statement about all of them together.

ActivityGo Backwards Take turns making a statement of generalization. Then the listener should think of at least three ideas that support that generalization (or three that disprove it).

Comprehension Skill

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Words to KnowKnowing the meanings of these words is important to reading Elena’s Serenade. Practice using these words.

Vocabulary Wordsburro a small donkey used for riding and for carrying loads

bursts breaks open suddenly

factory a building or group of buildings where things are manufactured

glassblower an artist who shapes hot glass by blowing air into a tube with liquid glass at the other end of the tube

puffs to swell up

reply to answer in speech, writing, or action

tune musical tones that form a pleasing, easily remembered unit; melody

Lesson Vocabulary

QuotationsUse quotation marks to show the exact words of a speaker. Use a comma to separate the speaker’s exact words from the rest of the sentence. Use a capital letter to begin the first word inside the quotation marks. Put the punctuation mark that ends the sentence inside the quotation mark. Example: She said, “I am so happy.” Quotation marks also indicate many kinds of titles, such as the title of a song, poem, and story.

ActivityYou Said It! Give each player a piece of paper and a pencil. Over the course of the week, write down the funny things you hear other people say. Record their words as direct quotations. At the end of the week, get together and share the amusing sentences of the week.

Grammar


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Generalize • Predict • When you read, you may find facts or ideas about things or people. Sometimes, you can

make a general statement that tells how they are all alike in some way.

• Try to use what you’ve read to make generalizations about or predict what will come next.

Directions Read the title of the passage below. Write a sentence predicting what you think the passage will be about.

1.

Directions Read the following selection. Fill in the chart with ideas or facts from the selection. Then write a general statement about what you read.

Home Activity Your child learned about making generalizations. Read a well-known fairy tale with your child and ask him or her to name three ideas or facts that were included in the fairy tale. Then help your child make a generalization about what he or she read.

Glassblowing artists each have their own style. An artist can express

himself or herself in each piece. A few artists add other materials, such as bronze, into their pieces. Some create pieces that are serious. Others create pieces that are fun. Some artists create objects such as

bowls and glasses. People can use these objects in their homes. Other artists create objects that are only for looking at. Glassblowers display their pieces in museums. Some keep them in galleries. Visit a gallery or museum near you and see for yourself.

The Art and Fun of Glassblowing

Idea/Fact

2. Glassblowing artists

Idea/Fact


Idea/Fact


General Statement


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VocabularyDirections Match each word on the left with its meaning. Draw a line from the word to its definition.

1. tune swell

2. burro answer

3. bursts melody

4. reply explodes

5. puff donkey

Directions Choose the word from the box that best completes each sentence. Write the word on the line.

6. The made cups out of melted glass.

7. A will get you safely down the steep and rocky hillside.

8. My mother works in a that makes computers.

9. You should always politely when someone asks you a question.

10. A balloon if you blow too much air into it.

Write a StoryOn a separate sheet of paper, write a story about an animal that can sing. Use as many vocabulary words as possible.

Home Activity Your child has identified and used vocabulary words from Elena’s Serenade. Read a story or poem about an animal with your child. Encourage him or her to use this week’s vocabulary words as you talk about what you read.


glassblowerfactorytunebursts

puffburroreply

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Vocabulary • Context Clues • When you read, you might come across a word you don’t know. You may see

synonyms—words that have the same or almost the same meaning.

• Use synonyms to figure out the meaning of a word you don’t know.

Directions Circle the synonym for the underlined word. Then write the meaning of the underlined word on the line.

1. When the clown bursts into the room, I am sure everyone in the room will explode with laughter.

2. If you make a mistake, correct your error right away.

3. When you are angry at someone, you should tell them why you are mad.

4. When you are asked a question that needs an answer remember to give a response.

5. The runner surges ahead of everyone as he rushes to win the race.

6. If you know the tune, please whistle the music to me.

7. It is so cold today that the furnace must work extra hard to heat the house.

8. Try not to gulp your milk, but swallow it slowly instead.

Home Activity Your child identified and used context clues to recognize synonyms to learn the meaning of new words. Work with your child to identify unfamiliar words in a story. Ask your child to find context clues and synonyms to help him or her understand the new words.

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Main Idea and Supporting Details • The main idea is the most important idea in a selection or a paragraph.



Every day, Juan would leave his tiny village to explore the world. He didn’t

have to travel far. He didn’t even need a burro.

“Ay, mijo,” his mother scolded him, “where were you all afternoon?”

“I was hiking along the Inca Trail in Peru,” Juan replied.

“It is not nice to lie,” his mother said.“But I didn’t!” insisted Juan. His mother

sent him to his room without dinner for lying.

Though his stomach grumbled, Juan decided to visit Spain. He laughed and danced at a fiesta, and soon his parents knocked on his door.

“I’m at a fiesta in Spain,” Juan called out. “Come join me!” His parents stepped in to find Juan twirling around with a book in his hands. He began to read aloud to them, and his parents laughed.

“So you are in Spain!” his mother said, and they all danced at the fiesta together.

1. What is the main idea of this story?

2. What is one detail that supports the main idea?

3. What is another detail that supports the main idea?

4. As you read this story, what prediction did you make about how it would end? Were you correct?

Home Activity Your child learned about finding the main idea and supporting details in a piece of writing. Help your child make a story outline that includes a main idea and three details that support it. Then write a story based on the outline together.

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Generalize • Predict • When you read, you find facts or ideas about things or people. Sometimes, you can


• A general statement tells how things or people are all alike in some way.


Five kids were studying under the big oak tree near the town’s square. They

watched as other kids their age played on the swings. They didn’t have time to play. They were all doing their best to keep their grades the highest in their class. Maria looked around when she heard a deep voice. She thought the voice said, “Go play.”

Then Carlo and Manuel began to explain something, but stopped in mid-sentence. The boys looked at each other with mouths open. “Go have some fun,” a deep voice said. “You’re a kid only once.” Now everybody looked around. The tree shook as if it were hit by a great wind.

“Go and play!” it thundered. All five kids were out of there in a flash.

1. What is a general statement you can make about what you read?

List three ideas that helped you make a general statement about this story.

2.

3.

4.

5. Who did you predict was speaking to the kids? Was your prediction correct?

Home Activity Your child learned about making generalizations. Look through the newspaper for an article that makes a generalization. Help your child point out the ideas or facts in the article that contribute to the generalization that was made.

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Generalize • When you read, you may find facts or ideas about things or people. Sometimes, you can


• A general statement tells how things or people are all alike in some way.

Directions Read the following story. Fill in the chart with four ideas or facts from the story. Then write a general statement about what you read.

Alma had a pet parrot. Its name was Pepé. Alma wrote children’s stories.

She really liked what she did. But lately, Alma couldn’t think of a thing to write about. Pepé told her to write a story about a parrot who could talk. So Alma wrote the story.

Her boss did not like it. Alma was sad. She was afraid she’d never write a good story again. Pepé told her another idea. Once again, she used Pepé’s idea. And again, her boss did not like it. Alma stopped listening to Pepé. Now she thinks of her own ideas.

Home Activity Your child learned about making generalizations. Read a book together that was written many years ago. Find the generalizations in the book and the ideas that contributed to making the generalizations. Then discuss with your child whether that generalization could still be made today.

Idea/Fact

1.

Idea/Fact

2.

Idea/Fact

3.

Idea/Fact

4.

5. General Statement

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Related WordsDirections Choose the word that best matches each clue. Write the word on the line.

1. coverings for the body cloth clothes

2. a person who plays sports athlete athletics

3. a person’s handwritten name sign signature

4. a tub for washing bath bathe

5. the world of living things and the outdoors natural nature

Directions Read each pair of related words. Underline the parts that are spelled the same but pronounced differently. Write a sentence using one of the words in each pair.

6. feel felt

7. keep kept

8. decide decision

9. mean meant

10. define definition

11. volcano volcanic

12. please pleasant

13. relate relative

14. sign signal

15. repeat repetition

Home Activity Your child read and wrote related words that have parts that are spelled the same but pronounced differently, as in cloth and clothes. Discuss the meanings of the related words on the page above. Then work together to write a story that uses some of the words.

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Practice Book Unit 6 Phonics Related Words 149

Elena’s Serenade

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Chart/TableA chart or table displays information in columns and rows. Titles and headings show what kind of information is in a chart or table. Tables often include numbers. Tables and charts have rows that go across and columns that go up and down.

Directions Use the chart to answer the questions.

Women PioneersWoman Accomplishments

Susan B. Anthony(1820–1906)

• Leader in fight for women’s rights• Voted in an election before women had the

right to vote

Florence Nightingale(1820–1910)

• Worked to improve nursing profession• Helped make hospitals cleaner and safer

Amelia Earhart(1897–1937)

• Famous female pilot• First woman to fly solo across Atlantic Ocean

Rosa Parks(1913– )

• Fought for civil rights for all people• Refused to give up bus seat

Sally Ride(1951– )

• First American woman in space• Encouraged women to study science

1. What does Sally Ride want women to do?

2. Which women were born in the 1800s?

3. Which woman worked in the field of medicine?

4. What did Amelia Earhart do that no other women before her had done?

5. What do Rosa Parks and Susan B. Anthony have in common?

Elena’s Serenade


Home Activity Your child answered questions about information in a chart. Find a chart or table in a newspaper or magazine. Ask your child to summarize the information that is shown in the chart or table.

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reading practice book grade 33.1

Documents

fantasy prior knowledge

realistic story

pm pearson education

boom townrealism

complete idea

family members

new settlers

blue balloons