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ContentsUnit 1 • Friends and Family

Special FriendsMeet Rosina

Phonics: Short i and Long i (i_e) . . . . . . . . . . . . 46Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Grammar: Predicates . . . . . . . . . . . . . . . . . . . . . 48Phonics: Soft c and g . . . . . . . . . . . . . . . . . . . . . 49Spelling: Words with Short i and Long i. . . . . . . 50Comprehension: Main Idea and Details Web. . 51Comprehension: Identify Main Idea and Details . . . . . . . . . . . . 52Vocabulary Strategy: Use a Dictionary . . . . . . . 53Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 54Literary Element: Rhyme . . . . . . . . . . . . . . . . . . 55Grammar: Predicates . . . . . . . . . . . . . . . . . . . . . 56Spelling: Words with Short i and Long i. . . . . . . 57

Friends from FarawayMy Name Is Yoon

Phonics: Short o, u and Long o (o_e), u (u_e). . 58Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Grammar: Sentence Combining . . . . . . . . . . . . 60Structural Analysis: Consonant Digraphs . . . . . 61Spelling: Final e (o_e), (u_e) . . . . . . . . . . . . . . . 62Comprehension: Predictions Chart . . . . . . . . . . 63Comprehension: Make and Confi rm Predictions . . . . . . . . . . . . . . . . . . . . 64Vocabulary Strategy: Verbs with word ending -ed . . . . . . . . . . . . . . . . . . . . . . . 65Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 66Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . . 67Grammar: Sentence Combining . . . . . . . . . . . . 68Spelling: Long and Short e. . . . . . . . . . . . . . . . . 69

Friends at SchoolDavid’s New Friends

Phonics: Short a, i. . . . . . . . . . . . . . . . . . . . . . . . 9Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Grammar: Statement and Questions . . . . . . . . 11Phonics: Consonant Blends. . . . . . . . . . . . . . . . 12Spelling: Short a, i. . . . . . . . . . . . . . . . . . . . . . . . 13Comprehension: Character and Setting Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 14Comprehension: Character and Setting . . . . . . 15Vocabulary Strategy: Dictionary/ABC Order. . . . . . . . . . . . . . . . . . . 16Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 17Text Feature: Photos and Captions . . . . . . . . . . 18Grammar: Statement and Questions . . . . . . . . 19Spelling: Short a, i. . . . . . . . . . . . . . . . . . . . . . . . 20

Pet FriendsMr. Putter & Tabby Pour Tea

Phonics: Short e, o, u . . . . . . . . . . . . . . . . . . . . . 21Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Grammar: Commands and Exclamations. . . . . 23Phonics: Consonant Digraphs. . . . . . . . . . . . . . 24Spelling: Short e, o, u . . . . . . . . . . . . . . . . . . . . . 25Comprehension: Story Map. . . . . . . . . . . . . . . . 26Comprehension: Plot . . . . . . . . . . . . . . . . . . . . . 27Vocabulary Strategy: Word Parts -ed . . . . . . . . 28Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 29Literary Element: Rhythmic Patterns and Rhyme . . . . . . . . . . . 30Grammar: Commands and Exclamations. . . . . 31Spelling: Short e, o, u . . . . . . . . . . . . . . . . . . . . . 32

Family FriendsTheir Native Tongue

Phonics: Short a and Long a (a_e) . . . . . . . . . . 33Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Grammar: Subjects . . . . . . . . . . . . . . . . . . . . . . 35Structural Analysis: Consonant Blends. . . . . . . 36Spelling: Final e (a_e), Contrast with Short a . . 37Comprehension: Main Idea and Details Web. . 38Comprehension: Identify Main Idea and Details . . . . . . . . . . . . 39Vocabulary Strategy: Prefi xes . . . . . . . . . . . . . . 40Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . . 41Study Skill: Parts of a Book . . . . . . . . . . . . . . . . 42Comprehension: Writing Frame. . . . . . . . . . . . . 43Grammar: Subjects . . . . . . . . . . . . . . . . . . . . . . 44Spelling: Final e (a_e), Contrast with Short a . . 45

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ContentsUnit 2 • Community Heroes

What Makes a Hero?One Grain of Rice

Phonics: Long o . . . . . . . . . . . . . . . . . . . . . . . . 107Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108Grammar: Possessive Nouns . . . . . . . . . . . . . 109Phonics: Infl ectional Endings -s, -es . . . . . . . . 110Spelling: Words with Long o. . . . . . . . . . . . . . . 111Comprehension: Inference Chart . . . . . . . . . . 112Comprehension: Make Inferences . . . . . . . . . 113Vocabulary Strategy: Suffi xes . . . . . . . . . . . . . 114Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 115Text Feature: Headings . . . . . . . . . . . . . . . . . . 116Grammar: Possessive Nouns . . . . . . . . . . . . . 117Spelling: Words with Long o. . . . . . . . . . . . . . . 118

Heroes from Long AgoAfrican-American Inventors

Phonics: Long u . . . . . . . . . . . . . . . . . . . . . . . . 119Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Grammar: Plurals and Possessives . . . . . . . . 121Structural Analysis: Short o, e, u; Infl ectional endings -ing and -ed . . . . . . . . . 122Spelling: Words with Long u. . . . . . . . . . . . . . . 123Comprehension: Compare and Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . 124Comprehension: Compare and Contrast . . . . 125Vocabulary Strategy: Suffi xes . . . . . . . . . . . . . 126Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 127Text Feature: Time Line . . . . . . . . . . . . . . . . . . 128Grammar: Plurals and Possessives . . . . . . . . 129Spelling: Words with Long u. . . . . . . . . . . . . . . 130

Family HeroesBabu’s Song

Phonics: Long a . . . . . . . . . . . . . . . . . . . . . . . . . 70Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . 72Structural Analysis: Consonant Blends (3-letters) . . . . . . . . . . . . . . . . . . . . . . . . 73Spelling: Words with Long a. . . . . . . . . . . . . . . . 74Comprehension: Character and Setting Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 75Comprehension: Character, Setting, Plot . . . . . 76Vocabulary Strategy: Context Clues . . . . . . . . . 77Fluency: Expression. . . . . . . . . . . . . . . . . . . . . . 78Text Feature: Map. . . . . . . . . . . . . . . . . . . . . . . . 79Grammar: Nouns . . . . . . . . . . . . . . . . . . . . . . . . 80Spelling: Words with Long a. . . . . . . . . . . . . . . . 81

Local HeroesTomás and the Library Lady

Phonics: Long e . . . . . . . . . . . . . . . . . . . . . . . . . 82Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Grammar: Plural Nouns . . . . . . . . . . . . . . . . . . . 84Structural Analysis: Prefi xes . . . . . . . . . . . . . . . 85Spelling: Words with Long e. . . . . . . . . . . . . . . . 86Comprehension: Cause and Effect Chart. . . . . 87Comprehension: Cause and Effect . . . . . . . . . . 88Vocabulary Strategy: Context Clues: Multiple-Meaning Words . . . . . . . . . . . . . . . . 89Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . . 90Text Feature: Photos and Captions . . . . . . . . . . 91Grammar: Plural Nouns . . . . . . . . . . . . . . . . . . . 92Spelling: Words with Long e. . . . . . . . . . . . . . . . 93

Community Worker HeroesFighting the Fire

Phonics: Long i . . . . . . . . . . . . . . . . . . . . . . . . . . 94Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Grammar: Proper Nouns . . . . . . . . . . . . . . . . . . 96Structural Analysis: Compound Words . . . . . . . 97Spelling: Words with Long i . . . . . . . . . . . . . . . . 98Comprehension: Main Idea and Details Web. . 99Comprehension: Identify Main Idea and Details . . . . . . . . . . . 100Vocabulary Strategy: Word Parts . . . . . . . . . . 101Fluency: Pronunciation . . . . . . . . . . . . . . . . . . 102Study Skill: Using Parts of a Book . . . . . . . . . . 103Comprehension: Writing Frame. . . . . . . . . . . . 104Grammar: Proper Nouns . . . . . . . . . . . . . . . . . 105Spelling: Words with Long i . . . . . . . . . . . . . . . 106

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ContentsUnit 3 • Let’s Create

Music and ArtMusic of the Stone Age

Phonics: r-Controlled Vowels: ar . . . . . . . . . . . 155Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Grammar: Past-Tense Verbs . . . . . . . . . . . . . . 157Structural Analysis: Infl ectional Ending -ed . . 158Spelling: r-Controlled Vowels: ar . . . . . . . . . . . 159Comprehension: Author’s Purpose Chart . . . . 160Comprehension: Author’s Purpose . . . . . . . . . 161Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . . . . . . . . 162Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 163Study Skill: Choosing Research Materials . . . 164Comprehension: Writing Frame. . . . . . . . . . . . 165Grammar: Past-Tense Verbs . . . . . . . . . . . . . . 166Spelling: r-Controlled Vowels: ar . . . . . . . . . . . 167

WritingClick, Clack, Moo: Cows That Type

Phonics: r-Controlled Vowels: or, ore, oar . . . 168Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Grammar: The Verb Have . . . . . . . . . . . . . . . . 160Phonics: Suffi xes . . . . . . . . . . . . . . . . . . . . . . . 171Spelling: r-Controlled Vowels: or, ore, oar . . . . 172Comprehension: Cause and Effect Chart. . . . 173Comprehension: Cause and Effect . . . . . . . . . 174Vocabulary Strategy: Thesaurus: Synonyms . . . . . . . . . . . . . . . . . 175Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 176Text Feature: Bar Graphs. . . . . . . . . . . . . . . . . 177Grammar: The Verb Have . . . . . . . . . . . . . . . . 178Spelling: r-Controlled Vowels: or, ore, oar . . . . 179

Our StoriesStirring Up Memories

Phonics: r-Controlled are, air . . . . . . . . . . . . . . 180Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Grammar: Sentence Combining . . . . . . . . . . . 182Phonics: Prefi xes . . . . . . . . . . . . . . . . . . . . . . . 183Spelling: Words with r-Controlled are, air . . . . 184Comprehension: Conclusion Chart . . . . . . . . . 185Comprehension: Draw Conclusions . . . . . . . . 186Vocabulary Strategy: Words Parts: Roots . . . 187Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 188Literary Element: Alliteration and Onomatopoeia . . . . . . . . . . 189Grammar: Sentence Combining . . . . . . . . . . . 190Spelling: Words with r-Controlled are, air . . . . 191

DancingThe Alvin Ailey Kids: Dancing As a Team

Phonics: r-Controlled Vowels: er, ir, ur. . . . . . . 131Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132Grammar: Action Verbs . . . . . . . . . . . . . . . . . . 133Structural Analysis: Infl ectional Endings -er, -est . . . . . . . . . . . . 134Spelling: r-Controlled Vowels: er, ir, ur. . . . . . . 135Comprehension: Summarize Chart. . . . . . . . . 136Comprehension: Summarize . . . . . . . . . . . . . . 137Vocabulary Strategy: Thesaurus: Antonyms. . . . . . . . . . . . . . . . . . 138Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 139Literary Element: Alliteration and Rhythmic Patterns . . . . . . . . . . . . . . . . . . . . 140Grammar: Action Verbs/Abbreviations . . . . . . 141Spelling: r-Controlled Vowels: er, ir, ur. . . . . . . 142

FolktalesAbuelo and the Three Bears

Phonics: r-Controlled Vowels: eer, ere, ear . . . 143Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Grammar: Present-Tense Verbs . . . . . . . . . . . 145Structural Analysis: Silent Letters . . . . . . . . . . 146Spelling: r-Controlled Vowels: er, eer, ere, ear . . . . . . . . . . . . . . . . . . . . . . . 147Comprehension: Summarizing Chart . . . . . . . 148Comprehension: Summarize . . . . . . . . . . . . . . 149Vocabulary Strategy: Idioms . . . . . . . . . . . . . . 150Fluency: Expression and Intonation . . . . . . . . 151Literary Element: Rhyme . . . . . . . . . . . . . . . . . 152Grammar: Present-Tense Verbs . . . . . . . . . . . 153Spelling: r-Controlled Vowels: er, eer, ere, ear . . . . . . . . . . . . . . . . . . . . . . . 154

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ContentsUnit 4 • Better Together

Community TeamsA Harbor Seal Pup Grows Up

Phonics: Variant Vowel /ü/ (oo, ou) . . . . . . . . . 229Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 231Structural Analysis: Infl ectional Ending -ing. . . . . . . . . . . . . . . . . 232Spelling: Variant Vowel /ü/ (oo, ou) . . . . . . . . . 233Comprehension: Sequence Chart. . . . . . . . . . 234Comprehension: Identify Sequence of Events . . . . . . . . . . . . . . 235Vocabulary Strategy: Context Clues: Antonyms. . . . . . . . . . . . . . . 236Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 237Literary Element: Similes . . . . . . . . . . . . . . . . . 238Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 239Spelling: Variant Vowel: /ü/ (oo, ou) . . . . . . . . . 240

Surprising TeamworkMice and Beans

Phonics: Variant Vowel /ô/ (au, aw, a) . . . . . . . 241Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242Grammar: Contractions . . . . . . . . . . . . . . . . . . 243Structural Analysis: Infl ectional Ending -ed . . 244Spelling: Variant Vowel /ô/ (au, aw, a) . . . . . . . 245Comprehension: Fantasy and Reality Chart. . 246Comprehension: Distinguish Between Fantasy and Reality . . . . . . . . . . . 247Vocabulary Strategy: Endings -s, -ed, -ing . . . 248Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 249Text Feature: Written Directions . . . . . . . . . . . 250Grammar: Contractions and Apostrophes . . . 251Spelling: Variant Vowel /ô/ (au, aw, a) . . . . . . . 252

Getting the Job DoneHead, Body, Legs: A Story from Liberia

Phonics: Diphthong ou, ow . . . . . . . . . . . . . . . 192Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193Grammar: Linking Verbs . . . . . . . . . . . . . . . . . 194Phonics: Infl ectional Endings -s, -es . . . . . . . . 195Spelling: Diphthong ou, ow . . . . . . . . . . . . . . . 196Comprehension: Cause and Effect Chart. . . . 197Comprehension: Identify Cause and Effect . . 198Vocabulary Strategy: Context Clues . . . . . . . . 199Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 200Text Feature: Drop-Down Menu . . . . . . . . . . . 201Grammar: Linking Verbs . . . . . . . . . . . . . . . . . 202Spelling: Diphthong ou, ow . . . . . . . . . . . . . . . 203

Special TeamsOffi cer Buckle and Gloria

Phonics: Diphthong oi, oy. . . . . . . . . . . . . . . . . 204Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Grammar: Helping Verbs . . . . . . . . . . . . . . . . . 206Structural Analysis: Prefi xes . . . . . . . . . . . . . . 207Spelling: Diphthong oi, oy . . . . . . . . . . . . . . . . 208Comprehension: Illustrations Chart . . . . . . . . 209Comprehension: Use Illustrations . . . . . . . . . . 210Vocabulary Strategy: Context Clues: Synonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 212Text Feature: Floor Plans . . . . . . . . . . . . . . . . . 213Grammar: Helping Verbs . . . . . . . . . . . . . . . . . 214Spelling: Diphthong oi, oy . . . . . . . . . . . . . . . . 215

Worker TeamsA Trip to the Emergency Room

Phonics: Variant Vowel /oo/ (oo, ui, ew) . . . . . 216Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 218Structural Analysis: Suffi xes . . . . . . . . . . . . . . 219Spelling: Variant Vowel /oo/ (oo, ui, ew) . . . . . 220Comprehension: Sequence Chart. . . . . . . . . . 221Comprehension: Identify Sequence of Events . . . . . . . . . . . . 222Vocabulary Strategy: Dictionary: Homophones. . . . . . . . . . . . . . . . . . . . . . . . . 223Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 224Study Skill: Using the Internet . . . . . . . . . . . . . 225Comprehension: Writing Frame. . . . . . . . . . . . 226Grammar: Irregular Verbs . . . . . . . . . . . . . . . . 227Spelling: Variant Vowel /oo/ (oo, ui, ew) . . . . . 228

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ContentsSpecial AnimalsFarfallina and Marcel

Phonics: Consonant + le Syllables . . . . . . . . . 290Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291Grammar: Contractions . . . . . . . . . . . . . . . . . . 292Phonics: Consonant + le Syllables . . . . . . . . . 293Spelling: Consonant + le Syllables . . . . . . . . . 294Comprehension: Inferences Chart . . . . . . . . . 295Comprehension: Make Inferences . . . . . . . . . 296Vocabulary Strategy: Thesaurus: Synonyms . . . . . . . . . . . . . . . . . 297Fluency: Expression and Phrasing . . . . . . . . . 298Text Feature: Illustrations and Captions . . . . . 299Grammar: Contractions . . . . . . . . . . . . . . . . . . 300Spelling: Consonant + le Syllables . . . . . . . . . 301

Wild AnimalsNutik, the Wolf Pup

Phonics: Open Syllables . . . . . . . . . . . . . . . . . 302Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303Grammar: Pronoun-Verb Agreement . . . . . . . 304Structural Analysis: Open Syllables . . . . . . . . 305Spelling: Open Syllables . . . . . . . . . . . . . . . . . 306Comprehension: Inferences Chart . . . . . . . . . 307Comprehension: Make Inferences . . . . . . . . . 308Vocabulary Strategy: Infl ected Verbs and Base Words . . . . . . . . . 309Fluency: Intonation and Expression . . . . . . . . 310Text Feature: Heads . . . . . . . . . . . . . . . . . . . . . 311Grammar: Pronoun-Verb Agreement . . . . . . . 312Spelling: Open Syllables . . . . . . . . . . . . . . . . . 313

A Plant’s LifeThe Tiny Seed

Phonics: Closed Syllables . . . . . . . . . . . . . . . . 253Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254Grammar: Pronouns. . . . . . . . . . . . . . . . . . . . . 255Structural Analysis: Closed Syllables . . . . . . . 256Spelling: Closed Syllables . . . . . . . . . . . . . . . . 257Comprehension: Conclusion Chart . . . . . . . . . 258Comprehension: Draw Conclusions . . . . . . . . 259Vocabulary Strategy: Context Clues . . . . . . . . 260Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 261Text Feature: Diagrams and Labels . . . . . . . . 262Grammar: Pronouns. . . . . . . . . . . . . . . . . . . . . 263Spelling: Closed Syllables . . . . . . . . . . . . . . . . 264

Garden PlantsThe Ugly Vegetables

Phonics: Closed Syllables . . . . . . . . . . . . . . . . 265Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266Grammar: I and me, we and us . . . . . . . . . . . . 267Structural Analysis: Closed Syllables . . . . . . . 268Spelling: Closed Syllables . . . . . . . . . . . . . . . . 269Comprehension: Sequence Chart. . . . . . . . . . 270Comprehension: Identify Sequence of Events . . . . . . . . . . . . 271Vocabulary Strategy: Context Clues: Homophones. . . . . . . . . . . . 272Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 273Text Feature: Written Directions . . . . . . . . . . . 274Grammar: I and me, we and us . . . . . . . . . . . . 275Spelling: Closed Syllables . . . . . . . . . . . . . . . . 276

Animals Long AgoMeet the Super Croc

Phonics: Open Syllables . . . . . . . . . . . . . . . . . 277Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Grammar: Possessive Pronouns. . . . . . . . . . . 279Structural Analysis: Open Syllables . . . . . . . . 280Spelling: Open Syllables . . . . . . . . . . . . . . . . . 281Comprehension: Summary Chart . . . . . . . . . . 282Comprehension: Summarize . . . . . . . . . . . . . . 283Vocabulary Strategy: Word Parts: Suffi xes and Prefi xes . . . . . . . . 284Fluency: Phrasing and Pronunciation . . . . . . . 285Study Skill: Narrow a Topic for Research . . . . 286Comprehension: Writing Frame. . . . . . . . . . . . 287Grammar: Possessive Pronouns. . . . . . . . . . . 288Spelling: Open Syllables . . . . . . . . . . . . . . . . . 289

Unit 5 • Growing and Changing

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ContentsWild WeatherSuper Storms

Phonics: Vowel Team Syllables . . . . . . . . . . . . 351Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352Grammar: Adjectives That Compare. . . . . . . . 353Phonics: Vowel Team Syllables . . . . . . . . . . . . 354Spelling: Vowel Team Syllables. . . . . . . . . . . . 355Comprehension: Cause and Effect Chart. . . . 356Comprehension: Cause and Effect . . . . . . . . . 357Vocabulary Strategy: Word Parts: Compound Words. . . . . . . . . . . . . . . . . . . . . 358Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 359Literary Element: Repetition and Word Choice . . . . . . . . . . . . . . . . . . . . . . . . . 360Grammar: Adjectives That Compare. . . . . . . . 361Spelling: Vowel Team Syllables. . . . . . . . . . . . 362

Explaining NaturePushing Up the Sky

Phonics: r-Controlled Syllables . . . . . . . . . . . . 363Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364Grammar: Adverbs . . . . . . . . . . . . . . . . . . . . . . 365Phonics: r-Controlled Syllables . . . . . . . . . . . . 366Spelling: r-Controlled Syllables . . . . . . . . . . . . 367Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 368Comprehension: Identify Problem and Solution . . . . . . . . . . . 369Vocabulary Strategy: Word Parts: Base Word and Ending, -ed . . . . . . . . . . . . . 370Fluency: Expression. . . . . . . . . . . . . . . . . . . . . 371Text Feature: Interview. . . . . . . . . . . . . . . . . . . 372Grammar: Capitalization . . . . . . . . . . . . . . . . . 373Spelling: r-Controlled Syllables . . . . . . . . . . . . 374

Unit 6 • The World Around Us

Plant and Animal HabitatsDig Wait Listen: A Desert Toad’s Tale

Phonics: Consonant + le Syllables . . . . . . . . . 314Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315Grammar: Adjectives . . . . . . . . . . . . . . . . . . . . 316Phonics: Consonant + le Syllables . . . . . . . . . 317Spelling: Consonant + le Syllables . . . . . . . . . 318Comprehension: Author’s Purpose Chart . . . . 319Comprehension: Author’s Purpose . . . . . . . . . 320Vocabulary Strategy: Possessive Nouns . . . . 321Fluency: Intonation. . . . . . . . . . . . . . . . . . . . . . 322Text Feature: Charts. . . . . . . . . . . . . . . . . . . . . 323Grammar: Commas and Apostrophes . . . . . . 324Spelling: Consonant + le Syllables . . . . . . . . . 325

Animal Survival/NeedsSplish! Splash! Animal Baths

Phonics: Vowel Team Syllables . . . . . . . . . . . . 326Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327Grammar: Use a and an . . . . . . . . . . . . . . . . . . 328Phonics: Vowel Team Syllables . . . . . . . . . . . . 329Spelling: Vowel Team Syllables. . . . . . . . . . . . 330Comprehension: Compare and Contrast Chart. . . . . . . . . . . . . . . . . . . . . . . . 331Comprehension: Compare and Contrast . . . . 332Vocabulary Strategy: Word Parts: Endings: -s, -es . . . . . . . . . . . . . . . . . . . . . . . 333Fluency: Phrasing. . . . . . . . . . . . . . . . . . . . . . . 334Literary Element: Settings and Characters. . . 335Grammar: Use a and an . . . . . . . . . . . . . . . . . . 336Spelling: Vowel Team Syllables. . . . . . . . . . . . 337

Saving the World Around UsA Way to Help Planet Earth

Phonics: Final e Syllables . . . . . . . . . . . . . . . . 338Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339Grammar: Synonyms and Antonyms . . . . . . . 340Phonics: Final e Syllables . . . . . . . . . . . . . . . . 341Spelling: Final e Syllables . . . . . . . . . . . . . . . . 342Comprehension: Problem and Solution Chart . . . . . . . . . . . . . . . . . . . . . . . . 343Comprehension: Problem and Solution . . . . . 344Vocabulary Strategy: Multiple-Meaning Words . . . . . . . . . . . . . . . 345Fluency: Pronunciation. . . . . . . . . . . . . . . . . . . 346Study Skill: Changes in Print and Text Features . . . . . . 347Comprehension: Writing Frame. . . . . . . . . . . . 348Grammar: Sentence Punctuation . . . . . . . . . . 349Spelling: Final e Syllables . . . . . . . . . . . . . . . . 350

8

Practice

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Fill in the blank with the correct letter to spell each word.

The a in cat stands for the sound of short a.

The i in pig stands for the sound of short i.

1.

c n

3.

r ng

5.

f sh

7.

t nk

2.

r t

4.

h t

6.

s nk

8.

st ck

Phonics:

Short a, i

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development David’s New Friends • Grade 2/Unit 1 9

Practice

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1. when you talk softly w

2. very happy about something e

3. to make a sad sound g

4. not the same d

5. with care c

B. Choose two words from the box, and write a sentence

for each one.

6.

7.

A. Write the word from the box that matches each clue.

The first letter of each word is given.

carefully different excited groan whisper

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDavid’s New Friends • Grade 2/Unit 110

Practice

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Read the sentences. Circle each question and underline

each statement.

1. Do you have homework?

2. I have lots of homework.

3. What do you have to do?

4. I have to read a story.

5. The story is about a pig.

6. Does Frank have homework?

7. Frank has to write a story.

8. What kind of story will he write?

9. Will he write a funny story?

10. No, he will write a scary one.

• A question is a sentence that asks something.

It ends with a question mark.

• A statement is a sentence that tells something.

It ends with a period.

• Begin each statement and question with a capital letter.

Do you have a pencil? I have paper.

Grammar:

Statements

and Questions

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.

David’s New Friends • Grade 2/Unit 1 11

Practice

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Sometimes two consonants form a blend. In a

consonant blend, you can hear both consonant sounds.

A. Circle the blend you hear at the beginning of each

picture name.

1. 2.

br sl dr dr sm gl

B. Circle the blend at the end of each picture name.

3. 4.

sk sp ck nt st sk

C. Write a blend to complete each word.

5. This word names something you walk up and down.

airs

6. This word is another word for talk.

peak

Phonics:

Consonant Blends


Practice

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1. has

2. rag

3. bad

4. six

5. kit

6. sat

7. had

8. pig

9. him

10. if

11. can

12. hit

13. blue

14. even

15. study

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When

you finish the test,

unfold the paper.

Use the list at the

right to correct any

spelling mistakes.

Review Words

High-Frequency

Words

Spelling:

Short a, i

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

LC 1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly.


Practice

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As you read David’s New Friends, fill in the

Character and Setting Chart.

How does the information you wrote in this Character

and Setting Chart help you analyze story structure in

David’s New Friends?

Little Red Hen plants wheat; no one helps.

Character Setting

Comprehension:

Character and

Setting Chart

R 2.0 Reading ComprehensionDavid’s New Friends • Grade 2/Unit 114

Practice

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Read the passage. Then circle the letter of the correct

answer to each question.

Lisa liked school, and she enjoyed being

with her friends, Mary and Karen. Every

day at recess the girls played basketball.

At lunch they all sat together and ate and

talked. The girls were best friends.

1. Who are the characters in the passage?

a. Lisa, Mary, and Karen b. Mary, Lisa, and Kim

2. Where are the girls?

a. at the park b. at school

3. Which words help you to fi gure out the setting?

a. school, recess, lunch b. girls, basketball, friends

4. What do the girls do during lunchtime?

a. eat and sleep b. eat and talk

5. What do the girls do together at recess?

a. talk b. play basketball

The characters are the people or animals in the story.

Example: Matt and Brian are friends.

The setting is where and when a story happens.

Example: We got to school early in the morning.

Comprehension:

Character

and Setting

R 2.0 Reading Comprehension David’s New Friends • Grade 2/Unit 1 15

Practice

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Write the following words in alphabetical order.

No Order Alphabetical Order

chalk 1.

paper 2.

friend 3.

ruler 4.

book 5.

fl y 6.

apple 7.

jump 8.

When you look up a word in the dictionary, you have to

remember the order of the letters in the alphabet. If you check

the guide words, you will know if you are on the right page.

Vocabulary Strategy:

Dictionary/ABC Order


Practice

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Expression

As I read, I will pay attention to the dialogue and how it

affects my expression.

Tim lined up for the race.

6 The school song was playing. He did not like race day.

17 “See you tomorrow, when you finish the

24 race,” Julie teased.

27 Tim let out a groan.

32 “Ready, set, GO!”

35 The other runners shot off like rockets.

42 Tim began running. He tripped a few

49 steps later. 51

Comprehension Check

1. What is the setting of this scene? Character and Setting

2. Does Tim enjoy running in races? Character and Setting

Words Read –Number of

Errors=

Words Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.


Practice

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Match each picture to a caption in the box. Write the

caption on the line below the correct picture.

1. 2.

3. 4.

Captions are the words below a picture. They tell what the

picture is about or explain what the people in it are saying

or doing.

school lunch school two friends school books

Text Feature:

Photos and Captions

R 2.7 Interpret information from diagrams, charts, and graphs.David’s New Friends • Grade 2/Unit 118

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• A sentence tells a complete thought.

• Begin each sentence with a capital letter.

• End a statement with a period.

• End a question with a question mark.

Read the passage. Circle each mistake in capitalization

and punctuation. Then rewrite the passage correctly on

the lines below.

Today is Monday What do we do fi rst. the teacher Reads a story. then we have math. does each child have a pencil. Now we are ready to begin the lesson

Grammar:

Statements and

Questions

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.


Practice

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Look at the words in each set below. One word in each set

is spelled correctly. Look at Sample A. The letter next to

the correctly spelled word in Sample A has been shaded

in. Do Sample B yourself. Shade the letter of the word that

is spelled correctly. When you are sure you know what to

do, go on with the rest of the page.

Sample A: Sample B:

cat 𝖤 mee

𝖡 catt 𝖥 mei

𝖢 cate me

𝖣 caht 𝖧 mey

Spelling:

Short a, i

1. 𝖠 haz

𝖡 hase

has

𝖣 haas

2. 𝖤 badd

𝖥 baad

𝖦 badde

bad

3. kit

𝖡 kitte

𝖢 kitt

𝖣 ckit

4. 𝖤 hadd

had

𝖦 haad

𝖧 hadde

5. 𝖠 himm

him

𝖢 hym

𝖣 hime

6. 𝖤 iff

𝖥 ife

if

𝖧 af

7. pig

𝖡 pag

𝖢 pigg

𝖣 pagg

8. 𝖤 satt

sat

𝖦 sitt

𝖧 satte

9. six

𝖡 siks

𝖢 sixe

𝖣 saks

10. 𝖤 ragg

𝖥 ragh

rag

𝖧 raag

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.

David’s New Friends • Grade 2/Unit 120

Practice

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The o in top stands for the sound of short o.

The e in pen stands for the sound of short e.

The u in rug stands for the sound of short u.

Fill in the blank to complete each word.

1.

b d

3.

p t

5.

d g

2.

s n

4.

b g

6.

n t

Phonics:

Short e, o, u

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMr. Putter & Tabby Pour the Tea

Grade 2/Unit 121

Practice

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Circle the correct word to complete each sentence.

1. The new student wanted because she was lonely.

company share

2. What a friend he was to help me with my homework!

wonderful enjoyed

3. I was that I got what I wanted for my birthday.

delighted thinning

4. Oscar wanted to his cookie with Paul.

share delighted

5. My friend and I our day at the pool.

wonderful enjoyed

6. Our dog’s coat was more and more as its hair fell out.

company thinning

Vocabulary

company

wonderful

delighted

share

e

thinning

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMr. Putter & Tabby Pour the TeaGrade 2/Unit 1

22

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Underline each exclamation.

1. Today is Saturday.

2. Hooray, we are going to the zoo!

3. We will see many animals.

4. That giraffe is gigantic!

5. The lions look hungry.

6. Oh no, I’m scared!

7. The seals are so cute!

8. What time do you feed the seals?

9. The zoo closes in one hour.

10. We had so much fun!

Write two new exclamations on the lines.

• An exclamation is a sentence that shows strong

feelings. It ends with an exclamation point.

• Begin each exclamation with a capital letter.

We love the zoo!

Wow, those are huge elephants!

Grammar:

Commands and

Exclamations

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. Mr. Putter & Tabby Pour the Tea

Grade 2/Unit 123

Practice

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A consonant digraph is two consonants that together stand

for only one sound. Read each word aloud, and listen for

the sound the letters in dark print stand for.

think sheep wheat chin

Underline the word or words in each group that have the

same sound as the letters in dark print. Then circle the

letters that stand for the sound.

1. while

when child white

3. thin

mom think tame

5. share

show shook hair

7. child

chime black bush

2. chimp

shine chase chat

4. shock

scrap shore puddle

6. thick

chick thin match

8. what

went wheat where

Phonics:

Consonant Digraphs

ch

sho

hi

whe whe

wh wh

thi

sho sho

cha

ch


24

Practice

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When

you f inish the test,

unfold the paper.

Use the list at the


spelling mistakes.

Review Words

Challenge Words

1. net

2. leg

3. hog

4. job

5. bus

6. not

7. to

8. hut

9. tub

10. bun

11. six

12. has

13. another

14. move

15. year

Spelling:

Short e, o, u

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Mr. Putter & Tabby Pour the Tea

Grade 2/Unit 125

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As you read Mr. Putter & Tabby Pour the Tea,

f ill in the Story Map.

How does the information you wrote in this Story Map

help you analyze story structure in Mr. Putter & Tabby

Pour the Tea?

Middle

End

Comprehension:

Story Map

R 2.0 Reading ComprehensionMr. Putter & Tabby Pour the TeaGrade 2/Unit 1

26

Practice

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The plot is what happens in a story. Think about what

happens at the beginning, middle, and end. Then think

about the story problem and how it is solved.

Read the story. Match each picture to the part of the

story it shows. Then draw a circle around the part that

shows the problem.

Ling went to her new school for the f irst time. She was afraid. She

did not know anyone. But at lunch some children asked her to sit

at their table. Ling ate lunch with them. She had fun. Ling sat with

her new friends on the bus on the way home. She was not afraid

anymore.

1. Beginning

2. Middle

3. End

a

c

b

Comprehension:

Plot

R 2.0 Reading ComprehensionMr. Putter & Tabby Pour the Tea

Grade 2/Unit 127

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Verbs can have different endings. The endings can tell when

something happened.

Read each sentence. Then complete the sentence with

one of the words from the list below it.

1. Julia is her mom about the trip.

ask asking asked

2. Chris the dog last night.

walk walking walked

3. The little boy is with delight.

jumps jumped jumping

4. The children at the beautiful painting.

looking looks looked

5. We last summer.

camps camped camping


Word Parts -ed


28

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As I read, I will pay attention to the dialogue and how it affects my intonation.

Matt came outside. He saw a

6 crack in the lot. A tiny flower was

14 growing there.

16 Matt was delighted to see the flower.

23 “I think there is a garden under here,”

30 Matt said.

33 Mrs. Choi smiled. “I think so, too,” she said.

42 They made a plan.

49 The next day Matt and Mrs. Choi

made a poster. 52

Comprehension Check 1. Why does Matt share his secret with Mrs. Choi? Plot

2. What do you think Matt and Mrs. Choi are planning? Draw

Conclusions

Words Read – Number of Errors = Words

Correct Score

First Read – =

Second Read – =

Fluency: Intonation

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. Mr. Putter & Tabby Pour the Tea

Grade 2/Unit 129

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Words that rhyme begin with different sounds but end with

the same sounds.

cat pat blue true

Rhythmic patterns are sounds and words that repeat

to make a rhythm.

Here we go round the mulberry bush, the mulberry

bush, the mulberry bush.

The words mulberry bush repeat to give the text a rhythm.

Read the words to this old song. Then answer the

questions below.

Hickety, pickety, my black hen,

She lays eggs for gentlemen.

Sometimes nine and sometimes ten.

Hickety, pickety, my black hen.

1. What words in this song rhyme?

g y p y

2. What words repeat to make a rhythmic pattern?

y p y y

Literary Element:

Rhythmic Patterns

and Rhyme

R 2.0 Reading ComprehensionMr. Putter & Tabby Pour the TeaGrade 2/Unit 1

30

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• Begin each sentence with a capital letter.

• End a command with a period and an exclamation

with an exclamation point.

Circle each capitalization and punctuation mistake.

Then rewrite the passage correctly on the lines.

let’s go to our baseball game. you are up to bat f irst Watch out, here comes the ball. hit it hard. hooray, it’s a home run.

Grammar:

Commands and

Exclamations

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. Mr. Putter & Tabby Pour the Tea

Grade 2/Unit 131

Practice

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Spelling:

Short e, o, u

Look at the words in each set below. One word in each

set is spelled correctly. Look at Sample A. The letter

next to the correctly spelled word in Sample A has been

shaded in. Do Sample B yourself. Shade the letter of the

word that is spelled correctly. When you are sure you

know what to do, go on with the rest of the page.

Sample A: Sample B:

𝖠 iff 𝖤 pigg

if 𝖥 pige

𝖢 ef pig

𝖣 iffe 𝖧 pigge

7. 𝖠 legge

𝖡 ligg

𝖢 lig

leg

8. tub

𝖥 tubb

𝖦 teb

𝖧 tebb

9. 𝖠 boun

bun

𝖢 bon

𝖣 bonn

4. 𝖤 teu

𝖥 tu

to

𝖧 tew

5. hog

𝖡 hogg

𝖢 hoge

𝖣 hogge

6. 𝖤 huet

𝖥 hutte

𝖦 hutt

hut

1. 𝖠 buse

bus

𝖢 bes

𝖣 buz

2. 𝖤 noit

not

𝖦 nott

𝖧 notte

3. 𝖠 jobb

𝖡 jub

job

𝖣 johb

10. 𝖤 nett

net

𝖦 neit

𝖧 nete

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.Mr. Putter & Tabby Pour the Tea

Grade 2/Unit 132

Practice

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Final e (a_e), Contrast

with Short a

Write the word from the box that names each picture.

The letter a in the word bat stands for the

short a sound.

The letters a_e in the word cake stand for the

long a sound.

gate lamp rake bag

back cap cape snake

1. p

3.

p

5.

g

7.

g

2.

4.

6.

8.

p

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.

Their Native Tongue • Grade 2/Unit 1 33

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Vocabulary

Choose a word from the box to match each clue.

Write the word on the line.

reclaim heritage ancestors local traditions native

1. something that is in the nearby area

2. beliefs or things that people do that are handed down from

the past

3. to take something back

4. a way of life

g

5. person who was born in or belongs to a certain place

6. people in your family who lived before you

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentTheir Native Tongue • Grade 2/Unit 134

Practice

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Add a subject to the incomplete sentences

and rewrite them on the lines below.

1. Visited the fi rehouse.

2. Climbed inside a red fi re truck.

3. Taught us about fi re safety.

4. Told us to never play with matches.

5. Told us to write about fi re safety for homework.

• You can correct some incomplete sentences by

adding a subject.

• A subject tells who or what does something in a

sentence.

Incomplete sentence: live at the firehouse

Complete sentence with a subject: The firefighters live

at the firehouse.

Grammar:

Subjects



Practice

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Circle the word that completes each sentence. Then

write it on the line. Draw a box around the consonant

blend at the beginning of the word you chose.

1. Jan went to p late last night.

sleep sore

2. She had a about visiting Grandma.

dish dream

3. In her dream she the family car to

Grandma’s house. dear drove

4. She went at a very fast p .

speed sick

5. Then she saw a walking on the road.

skunk sing

6. She had to on the brakes to stop the car.

slam sent

7. Jan woke up and looked at the night y .

sky sail

8. “I will never fast like that,” thought Jan.

drive down

A consonant blend is made when two consonants are

blended together so that each sound is heard.

Structural Analysis:

Consonant Blends

R 1.1 Recognize and use knowledge of spelling patterns when reading.Their Native Tongue • Grade 2/Unit 136

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with Short a

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. bag

2. tap

3. ham

4. bake

5. ate

6. mad

7. tan

8. pal

9. made

10. late

11. hog

12. tub

13. English

14. language

15. understand



Practice

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Comprehension:

Main Idea and

Details Web

As

yo

u r

ea

d T

he

ir N

ati

ve

To

ng

ue

, fi

ll i

n t

he

Ma

in I

de

a a

nd

De

tail

s W

eb

.

Ho

w d

oe

s t

he

info

rma

tio

n y

ou

wro

te in

th

is M

ain

Id

ea

an

d D

eta

ils W

eb

he

lp y

ou

su

mm

ari

ze T

he

ir N

ativ

e T

on

gu

e?

Mai

n I

dea

Det

ail

Det

ail

Det

ail

R 2.0 Reading ComprehensionTheir Native Tongue • Grade 2/Unit 138

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A. Read the passage. Then circle the correct answer to

the question.

Yellowstone National Park has many different kinds of

animals. It has bears, wolves, and fi sh. It has elk, otters, and

foxes. Families often visit the park to look for these interesting

animals. Families also go camping and fi shing. Many families

enjoy seeing the famous geysers in the park. The geysers shoot

water high into the air. In many ways, Yellowstone is a perfect

place for a family trip.

1. What is the main idea of this paragraph?

a. Yellowstone has all kinds of wildlife.

b. People can go camping and fi shing at Yellowstone.

c. Yellowstone is a great place for a family trip.

B. Write yes if the detail tells about the main idea. Write

no if the detail does not tell about the main idea.

2. People enjoy watching the park’s animals. y

3. Fires burned a lot of trees in Yellowstone in 1988.

4. People like to visit the geysers at Yellowstone. y

5. Yellowstone has fi ve entrances.

The main idea is the most important idea in a story. The main

idea is what the story is mostly about. Details are facts and

bits of information. Details tell more about the main idea.

Comprehension:

Main Idea and Details

R 2.0 Reading ComprehensionTheir Native Tongue • Grade 2/Unit 1 39

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Combine a prefix from the box with each word below.

Form a word that fits the sentence.

A prefix is a word part added to the beginning of a word.

It makes a new word.

• The prefix un- means “not.” Example: unsafe means “not safe”

• The prefix re- means “again.” Example: replay means “play again”

• The prefix dis- means “opposite of.” Example: disappear means “the opposite of appear ”

un- re- dis-


Prefixes

able 1. There are so many good things about Grandpa that I

am to count them.

read 2. He likes to read to me and will books

when I ask.

happy 3. He is kind to me when I am .

do 4. He helps me do homework. He even shows me how to

problems when I make mistakes.

honest 5. He never lies, and he gets upset with people who are

.

agree 6. He knows people have different ideas, and he doesn’t

mind when we .

R 1.9 Know the meaning of simple prefi xes and suffi xes (e.g., over-, un-, -ing, -ly).

Their Native Tongue • Grade 2/Unit 140

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Fluency:Phrasing

As I read, I will pay attention to phrasing.

Tom dropped his schoolbag. He flopped on

7 the sofa. His favorite show, Imaginary World, was

15 just starting. He stuffed a bagel into his mouth.

24 “Exercise time,” said Tom’s mom, holding up

31 their new puppy Rover’s leash.

36 Tom pretended not to hear. He brushed crumbs

44 off his T-shirt.

47 “Starting now!” she said. 51

Comprehension Check1. Why doesn’t Tom want to take Rover out to exercise? Main Idea

and Details

2. Why are there crumbs on Tom’s T-shirt? Sequence of Events


Correct Score

First Read – =

Second Read – =



Practice

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Read the title page and table of contents. Then find the

correct answer in the column on the right to complete

each sentence. Write its letter on the line.

The title page lists the title of the book, the author, and the

publisher.

The table of contents lists the chapters in the book. It also

gives the page numbers on which the chapters begin.

Sometimes a chapter title tells what the chapter is about.

Table of Contents

1. Arriving from Norway . . . . . . . . . . . 3

2. The Family Settles Down . . . . . . . 12

3. Life in the 1860s . . . . . . . . . . . . . . . 21

4. Life in the 1890s . . . . . . . . . . . . . . . 30

The Swensons Come to America

by Sally Case

Published by Treetop Books

Study Skill:

Parts of a Book

1. The book’s title is .

2. The book has chapters.

3. Chapter 2 is titled .

4. Chapter 2 starts on page .

5. Chapter 4 is titled .

6. Chapter 4 starts on page .

a. 12

b. four

c. The Swensons Come to

America

d. Life in the 1890s

e. The Family Settles Down

f. 30

R 2.0 Reading Comprehension Their Native Tongue • Grade 2/Unit 142

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Writing Frame

Description Writing Frame

Summarize Their Native Tongue.

Use the Description Writing Frame below.

The Akwesasne Freedom School is an interesting school.

One interesting fact about the school is

.

Another interesting fact about the school is

.

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

a model for writing a summary of an article or selection using this text

structure.

R 2.0 Reading ComprehensionTheir Native Tongue • Grade 2/Unit 1 43

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• Begin the greeting and closing of a letter with a capital

letter.

• Use commas after the greeting and closing in a letter.

Rewrite the letter correctly on the lines below.

dear Mom and Dad

am having a great time at camp. sing around the campfi re. takes good care of us. can’t wait for visiting day!

love

Maria

Grammar:

Subjects


Their Native Tongue • Grade 2/Unit 144

Practice

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with Short a

1. 𝖠 leigt

late

𝖢 lait

𝖣 lat

2. 𝖤 ait

ate

𝖦 aet

𝖧 aete

3. 𝖠 meyd

𝖡 maide

𝖢 mayd

made

Look at the words in each set below. One word in

each set is spelled correctly. Look at Sample A. The

letter next to the correctly spelled word in Sample A

has been shaded in. Do Sample B yourself. Shade the

letter of the word that is spelled correctly. When you

are sure you know what to do, go on with the rest of

the page.

Sample A: Sample B:

lump 𝖤 tacke

𝖡 lumpe 𝖥 taak

𝖢 lumpp tack

𝖣 Luump 𝖧 takk

10. 𝖤 bage

bag

𝖦 bagg

𝖧 bagge

4. 𝖤 bak

𝖥 backe

bake

𝖧 baik

5. ham

𝖡 hamm

𝖢 hame

𝖣 haam

6. 𝖤 pel

𝖥 paile

pal

𝖧 pell

7. 𝖠 tapt

𝖡 taep

𝖢 tapp

tap

8. 𝖤 madde

𝖥 madd

mad

𝖧 maed

9. 𝖠 tann

tan

𝖢 tane

𝖣 tanne



Practice

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Phonics: Short and Long i

1. 2.

3. 4.

5. 6.

ship mice crib slide smile fish

The letter i in pig stands for the short i sound.

The letters i_e in bike stand for the long i sound.

Write the word from the box that names each picture. Then circle the words that have the short i sound.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMeet Rosina • Grade 2/Unit 146

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A. Choose a word from the box to complete each

sentence. Write the word on the line.

1. A person cannot hear.

2. My are coming over for dinner.

3. They birthdays by going bowling!

4. People who can’t hear “talk” to each other by

g g .

5. We learn about different from around the

world.

B. Write a sentence using one word from the box.

signing cultures relatives celebrate deaf

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMeet Rosina • Grade 2/Unit 1 47

Practice

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Grammar: Predicates

• A predicate tells what the subject of a sentence does

or is.

• You can correct some incomplete sentences by

adding a predicate.

Incomplete sentence: My dad

Complete sentence: My dad loves vanilla ice cream.

Draw lines to match each subject with a

predicate to make a complete sentence.

Then write the sentences on the lines below.

1. An ice-cream truck dropped his cone.

2. The driver ate her cone quickly.

3. Mia drove into the park.

4. Sam sold ice cream.

1.

2.

3.

4.


Meet Rosina • Grade 2/Unit 148

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Read each word in the box. Listen for soft c and soft g.

Write the word in the correct box below.

go cell gentle cellar gem

game come center germ good

can central gerbil circle general

Soft c

1.

2.

3.

4.

5.

Soft g

6. g

7. g

8. g

9. g

10. g

Phonics:

Soft c and g

The c in cent stands for the /s/ sound. This is soft c.

The g in gem stands for the /j/ sound. This is soft g.


Meet Rosina • Grade 2/Unit 1 49

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Spelling:

Short i and Long i

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the paper along the dotted line. Use the blanks to write each word as it is read aloud. When you finish the test, unfold the paper. Use the list at the right to correct any spelling mistakes.

Review Words

Challenge Words

1. did

2. kite

3. win

4. line

5. pipe

6. rip

7. mix

8. fi ve

9. hit

10. hive

11. made

12. bag

13. because

14. off

15. picture



Practice

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As you read Meet Rosina, fill in the Main Idea and

Details Web.

How does the information you wrote in this Main Idea and

Details Web help you summarize Meet Rosina?

Main Idea

Detail

Detail Detail

Detail

Detail

Detail

Comprehension:


Web

R 2.0 Reading ComprehensionMeet Rosina • Grade 2/Unit 1 51

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Read the passage. Then circle the correct answers.

Tina and Kenya are friends. They are different in many ways.

Tina likes to talk a lot. She plays sports. She likes soccer the best.

Kenya is quiet. She is a good artist. She likes to paint. Tina and

Kenya both like to laugh, play games, and watch movies. They both

know that friends do not have to like all the same things!

1. The story is all about .

a. two friends b. Kenya

2. Tina is .

a. a painter b. a soccer player

3. Tina and Kenya both .

a. like to laugh b. are quiet

4. What lesson can you learn from this story?

a. Friends like all the same b. Friends do not have to be

things. alike.

The main idea tells what the story is all about.

Details in the story tell more about the main idea.

Comprehension:


R 2.0 Reading ComprehensionMeet Rosina • Grade 2/Unit 152

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1.

3.

B. Write a sentence using the word sign.

A dictionary lists words and their meanings. Some words

have more than one meaning.

2.

4.

sign (sine) noun 1. A symbol that means or

stands for something. This sign means add: +.

2. Something written, such as a poster, that gives

information. This sign means the street goes

one way. verb 3. To write your name. Please

sign on the dotted line. 4. To use American Sign

Language. I can sign the word for dog.

A. Read the definition. Write the number of the correct

meaning for sign below each picture.


Dictionary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMeet Rosina • Grade 2/Unit 1 53

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Guide dogs are special dogs. They

6 help people who cannot see.

11 These special dogs help blind people get

18 around safely. First, puppies live with their

25 relatives for around eight weeks.

30 A doctor makes sure that they are not

38 deaf or sick.

41 Next, puppies live with families for

47 one year.

49 Then the dogs go to guide dog school!

57 Trainers teach guide dogs many things. 63

Comprehension Check1. What do guide dogs do? Main Idea and Details

2. Where does a guide dog spend the fi rst eight weeks of its life? Character and Setting


Correct Score

First Read – =

Second Read – =

Fluency: Phrasing



Practice

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Words that rhyme begin with different

sounds but end with the same sound.

These pairs are rhyming words.

like bike

pig wig

pop hop

cat mat

A. Circle the rhyming words in each group.

1. tap ten cap top cat

2. bite bit sat sad sit

3. face made stay place pass

4. pine pink drip dine pit

B. Read this poem. Circle the words that rhyme.

I am special. I am me.

I am who I want to be.

No one walks the way I walk.

No one talks the way I talk.

I am special. I am me.

Literary Element:

Rhyme and Rhythmic

Patterns

tap cap

bit

face place

pine dine

me.

be.

walk.

talk.

R 2.0 Reading ComprehensionMeet Rosina • Grade 2/Unit 1 55

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• Use a comma between the day and year in a date.

• Use a comma between the names of a city and

a state.

Draw a line below each mistake in the letter.

Then rewrite the letter correctly on the lines.

Dear Uncle Ted,

I can’t wait to visit you in Los Angeles California! We are coming on December 23 2007. I’ll be sad when we leave there on January 2 2008.

It is so cold here in Burlington Vermont! The snow.

Love,

Noah

Grammar:

Predicates



Practice

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Short i and Long i







Sample A: Sample B:

𝖠 lipp 𝖤 dawg

lip 𝖥 doge

𝖢 lipe dog

𝖣 lippe 𝖧 daug

7. 𝖠 lein

𝖡 lin

line

𝖣 liene

8. mix

𝖥 mixx

𝖦 mixe

𝖧 mixxe

9. 𝖠 pippe

pipe

𝖢 pyp

𝖣 piepe

1. 𝖠 dide

did

𝖢 didd

𝖣 didde

2. 𝖤 hiv

𝖥 hivve

𝖦 hyve

hive

3. 𝖠 kiet

𝖡 kytte

kite

𝖣 kytt

4. hit

𝖥 hitt

𝖦 hite

𝖧 hett

5. 𝖠 wyn

win

𝖢 wynn

𝖣 winn

6. 𝖤 fyv

𝖥 fi v

𝖦 fyve

fi ve

10. 𝖤 riip

rip

𝖦 ryp

𝖧 rihp


Meet Rosina • Grade 2/Unit 1 57

Practice

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Circle the word that names each picture. Then write

the word.

1.

sun some

3.

tug top

p

5.

duck duke

7.

rope rap

p

2.

mull mule

4.

not note

6.

cub cube

8.

rock rug

g

Phonics:

Final e (o_e), (u_e)

The o_e in nose stands

for the long o sound.

The u_e in tube stands

for the long u sound .


My Name Is Yoon • Grade 2/Unit 158

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1. did something in order to get better at it

p

2. got comfortable in a home or place

3. a person, place, or thing that is liked best

4. made folds or lines

5. snuggle or hold close

6. able to wait or put up with things without complaining

p

Vocabulary

Choose a word from the box to match each clue. Write

the word on the line.

cuddle favorite patient practiced settled wrinkled

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Name Is Yoon • Grade 2/Unit 1 59

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Grammar:

Sentence Combining

• If two sentences have subjects that are the same, you

can combine the sentences.

• You can combine sentences by joining the predicates

with and.

Aki was born in Japan. Aki lives in America.

Aki was born in Japan and lives in America.

Combine the predicates in each

pair of sentences to make one

sentence. Write the new sentence

on the line.

1. Aki speaks Japanese. Aki writes in English.

2. Aki has brown hair. Aki is tall.

3. Emily sat next to Aki. Emily shared her snack.

4. Aki plays basketball. Aki jumps rope.



Practice

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Consonant Digraphs

A. Circle the word that names each picture.

1. 2.

teeth phrase swing switch

3. 4.

bend bench fi sh fi nd

B. Look at the digraphs below. Write a word that uses

each digraph.

5. ch 6. tch

7. ph 8. th

Listen to the sounds that the letters ch, tch, ph,

sh, and th stand for.

A branch from the tree crashed down and

scratched Ruth’s car. She phoned a repair shop.

teeth switch

bench fi sh


My Name Is Yoon • Grade 2/Unit 1 61

Practice

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Fold back the paper

along the dotted line.

Use the blanks to

write each word as it

is read aloud. When


unfold the paper. Use

the list at the right to

correct any spelling

mistakes.

Review Words

High-Frequency

Words

Spelling:


1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

1. box

2. fox

3. dog

4. bone

5. pot

6. home

7. hope

8. nose

9. long

10. rope

11. fi ve

12. rip

13. America

14. world

15. country



Practice

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Predictions Chart

How does the information you wrote in this Predictions Chart

help you summarize My Name Is Yoon?

As you read My Name Is Yoon, fill in the Predictions Chart.

What I Predict What Happens

R 2.0 Reading ComprehensionMy Name Is Yoon • Grade 2/Unit 1 63

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Comprehension:

Make and Confirm

Predictions

Look at the picture. Underline the sentence that tells

what will probably happen next.

1. a. The cat will knock over the fl owers.

b. The cat will drink milk.

c. The cat will take a nap.

2. a. The boy will be upset.

b. The girl will thank the boy.

c. The children will go swimming.

3. a. The boy will lose the race.

b. The boy will keep running for another mile.

c. The boy will win the race.

4. a. The girl will go have lunch.

b. The girl will skate.

c. The girl will play a board game.

5. a. The family will go to bed.

b. The family will go on a trip.

c. The family will cook a meal.

Predictions can help you figure out what might happen next

in a story. Use what you know and what has already

happened in a story to make predictions.

R 2.0 Reading ComprehensionMy Name Is Yoon • Grade 2/Unit 164

Practice

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Verbs with Word

Ending -ed

A verb is an action word. To show that an action took

place in the past, -ed is added to the verb.

The cat lived in the barn.

live + ed = lived (to have a home, past tense)

Make the underlined verb in each sentence tell about the

past. Write the new word on the line.

1. The squirrel store its nuts for the winter.

2. The ice melt in the sun.

3. The owl hoot by my window.

4. The baby elephant spray himself with water.

p y

5. The sleepy bear cub open its eyes. p

6. The grasshopper jump from leaf to leaf. j p

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMy Name Is Yoon • Grade 2/Unit 1 65

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Fluency:

Expression

As I read, I will pay attention to my expression.

March 1621

1 At last we have settled in our new house.

10 Today a man named Squanto came. His face was

19 wrinkled. He practiced his English with us.

26 Maybe Squanto can help us

31 June 1621

32 I have a new friend. Her name is Sanu.

41 She knows all about the plants and animals.

49 I am learning so much.

54 Thanksgiving

55 September 1621

56 The crops are growing tall. Soon it will be

65 time to pick them. The leaves are turning colors. It

75 is beautiful here. 78

Comprehension Check

1. Do you think the narrator will be happy in her new home? Make

and Confi rm Predictions

2. Is Squanto young or old? Character


Errors=

Words Correct Score

First Read – =

Second Read – =



Practice

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Text Feature: Bar Graphs

Your can use a bar graph to compare amounts. Bar graphs show the relationship between numbers using bars of different lengths.

The bar graph below compares the number of feet jumped by frogs. Read the graph. Circle the best answer for each question.

1 2 3 4 5 6

Kerm

Hopper

Topper

Toad

Ralph

Distance Jumped

Number of feet

1. How many feet does each box represent? a. one foot jumped b. two feet jumped

2. Three boxes would equal . a. three feet jumped b. six feet jumped

3. Which frog jumped the greatest distance? a. Kerm b. Hopper c. Topper d. Toad

4. Which two frogs jumped the same distance? a. Kerm and Hopper b. Topper and Toad c. Kerm and Toad

5. Which frog jumped six feet? a. Kerm b. Ralph c. Hopper d. Topper

R 2.7 Interpret information from diagrams, charts, and graphs.My Name Is Yoon • Grade 2/Unit 1 67

Practice

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Grammar:

Sentence Combining

• Sometimes you can combine sentences by joining

two subjects or two predicates with and.

• Use quotation marks at the beginning and end of

what a person says.

Write the passage correctly

on the lines. Add quotation

marks where they are needed.

Combine sentences that have

the same subjects or predicates.

Miguel moved to Austin, Texas. His family moved to Austin, Texas. He starts his new school soon. He starts his new soccer team soon. Miguel is worried.

I miss my friends, Miguel said.

You will make new friends, said his mom.



Practice

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is spelled correctly. Look at Sample A. The letter next to the

correctly spelled word in Sample A has been shaded in. Do

Sample B yourself. Shade the letter of the word that is spelled

correctly. When you are sure you know what to do, go on with

the rest of the page.

Sample A: Sample B:

lump 𝖤 tacke


𝖢 lumpp tack

𝖣 Luump 𝖧 takk

1. 𝖠 bon

𝖡 boan

𝖢 bown

bone

2. 𝖤 pote

pot

𝖦 pott

𝖧 potte

3. 𝖠 boks

𝖡 boxe

box

𝖣 buxe

4. long

𝖥 longe

𝖦 longg

𝖧 lawng

5. nose

𝖡 noze

𝖢 nos

𝖣 noz

6. 𝖤 foxx

fox

𝖦 foxe

𝖧 fokse

7. 𝖠 hom

home

𝖢 hume

𝖣 hoam

8. 𝖤 roap

𝖥 rop

rope

𝖧 roup

9. 𝖠 dogg

dog

𝖢 dawg

𝖣 daug

10. 𝖤 hoap

𝖥 hoope

𝖦 hoip

hope

Spelling:



My Name Is Yoon • Grade 2/Unit 1 69

Practice

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Phonics:

Long a

Look at each picture. Write the word that answers the

question. Then circle the letters that stand for the long a

sound.

The letters ai and ay can stand for the long a sound.

Say the name of each picture.

1.

Is this a braid or a brag?

3.

Is this a pail or a pan?

p

5.

Is this hay or ham?

y

2.

Is this a tail or a tan?

4.

Is this a tray or a trap?

y

6.

Is this rain or a rack?

brain play

y

y


Babu’s Song • Grade 2/Unit 270

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l Vocabulary

A. Write the word from the box that best fits each definition.

1. people who sell things

2. a group of things gathered together

3. a form, outline, or shape

4. serious worry

5. cried out suddenly with strong emotion

B. Choose two words from the box. Use each one in a

sentence. Write the sentences on the lines.

6. g p p g

7.

figure vendors concern collection exclaimed

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBabu’s Song • Grade 2/Unit 2 71

Practice

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• A noun is a word that names a person, place, or thing.

• Some nouns name places.

This is my backyard.

• Some nouns name things.

The flowers are yellow.

A. Read the sentences. Underline the nouns that name

things. Circle the nouns that name places.

1. Many plants grow in the forest.

2. We saw evergreens in the mountains.

3. You can see a cactus in the desert.

4. What trees grow in your town ?

B. Write two more sentences on the lines below. In one

sentence, include a noun that names a place. In the

other sentence, include a noun that names a thing.

5.

6.

Grammar:

Nouns



Practice

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Consonant Blends

Some words begin with three consonants. The

consonant sounds blend together, but each

sound is heard.

The words street, scrape, and sprint all begin

with three consonant sounds.

s t r eet s c r ape s p r int

Read the words in each item. Circle the two words that

have the same beginning blends.

1. string strand stack

2. scrap sand scrape

3. spot spray spring

4. scream scratch stream

5. spring ring sprung

6. stack straw strike

7. screw screen scar

8. sprinkle split sprint

string strand

scrap

spray spring

scream scratch

spring sprung

straw s

screw screen

sprinkle sprint


Babu’s Song • Grade 2/Unit 2 73

Practice

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Spelling:

Long a

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. main

2. wait

3. sail

4. tail

5. rain

6. say

7. pay

8. day

9. ray

10. may

1 1. box

12. nose

13. island

14. special

15. though



Practice

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As you read Babu’s Song, fill in the Character, Setting, and Plot Chart.

Comprehension: Character, Setting,

and Plot Chart

How does the information you wrote in this Character, Setting, and Plot Chart help you to better understand Babu’s Song?

Character

Setting

Beginning

Middle

End

R 2.0 Reading ComprehensionBabu’s Song • Grade 2/Unit 2 75

Practice

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Comprehension:

Character,

Setting, Plot

Characters are who a story is about. The setting is where

and when the story takes place. Understanding the characters

and setting helps you better understand the whole story.

Read each story. Then circle the best answer to each question.

Jax gazed through the clear glass walls of his home. An

enormous dog ten times his size came over to his window and

stuck his nose against the glass. Jax sighed. The dog’s nose left

a print on the glass that ruined the view.

1. Jax is probably a . person small pet

2. Jax probably lives in a . glass aquarium jungle

Abby wiggled on her dad’s lap. She wanted to get down so she

could explore the strange and wonderful things she was seeing.

Ever since they had gotten onto the big plane, she had wanted to

touch everything. She tried to escape her dad’s fi rm grasp, but he

only held her more tightly. He handed Abby a graham cracker,

and she shrieked happily.

3. Abby is a . little girl teenager

4. Abby seems to be . in a car on an airplane

small pet

glass aquarium

little girl

on an airplane

R 2.0 Reading ComprehensionBabu’s Song • Grade 2/Unit 276

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Context Clues

You can often figure out the meaning of an unfamiliar word

by finding clues in the surrounding sentences.

Choose the word that best completes the sentence.


1. I would like to to new places.

travel easily yellow

2. We can buy plane tickets.

cheese sticky three

3. The best part about a new place is trying

foods.

new huge jump

4. Travel is easier if you the language.

suitcase white learn

5. Still, I always j y coming home.

mug enjoy water

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentBabu’s Song • Grade 2/Unit 2 77

Practice

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Fluency:

Expression


Karl hugged his mom goodbye.

5 “Have fun!” she called.

9 The train moved out of the city. Karl was going to visit his

22 grandmother in the mountains.

26 The train climbed through a forest of fir trees. Heavy snowfall

37 covered their branches.

40 Karl looked out his window. The snow in the city was dirty

52 and melted quickly. It looked different in the mountains.

61 Grandmother hugged Karl at the station.

67 Back home, she said with concern, “You must be hungry!” She

78 had baked spicy biscuits and a sweet purple plum tart. Then she

90 opened the closet to put Karl’s suitcase away. 98

Comprehension Check

1. What is the setting of this scene? Character and Setting

2. How can you tell Grandmother is happy to see Karl? Make

Judgments


Errors=

Words Correct Score

First Read – =

Second Read – =



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l Text Feature:

Map

A map is a drawing. It shows where places are.

Read the map. Circle the better answer for each question.

Small Town

Main Street

Good Street

House

Park

School

Post Office

A B C D E G

H

IF

Firs

t A

ven

ue

Seco

nd

Ave

nu

e

Th

ird

Ave

nu

e

s

s

Key

=

=

=

=

N

S

EW

1. What place is shown on this map?

a school Small Town

2. What does the key tell you?

what the symbols mean how far it is to Small Town

3. Most of the houses in Small Town are along which street?

Good Street Main Street

4. The symbol for the post offi ce is

a fl ag an envelope

S

what the symbols mean

M

an envelope

R 2.7 Interpret information from diagrams, charts, and graphs.Babu’s Song • Grade 2/Unit 2 79

Practice

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• A noun is a word that names a person, place, or thing.

• Use commas to separate three or more words in a series.

A. Read the passage. Add any

missing commas.

Cara Max and Jack hiked up a mountain. They saw trees insects and fl owers along the path. For lunch they each had a sandwich a yogurt and a drink. At the end of the hike, Max said, “I’m tired!”

B. Go back and underline each noun in the passage.

Write all the nouns on the lines below.

Grammar:

Nouns



Practice

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l Spelling:

Long a

1. 𝖠 dai

day

𝖢 daye

𝖣 daigh

2. 𝖤 mayn

main

𝖦 meyn

𝖧 min

3. 𝖠 sey

𝖡 saye

𝖢 sae

say

4. 𝖤 mai

𝖥 mye

may

𝖧 maye

5. sail

𝖡 saile

𝖢 sayl

𝖣 seyl

6. 𝖤 pae

pay

𝖦 pai

𝖧 paye

7. 𝖠 wate

𝖡 wayte

𝖢 wiete

wait

8. 𝖤 raye

𝖥 raie

ray

𝖧 rai

9. tail

𝖡 taile

𝖢 tayle

𝖣 taighle

10. 𝖤 rane

𝖥 rayn

rain

𝖧 raine







Sample A: Sample B:

lump 𝖤 tacke


𝖢 lumpp tack

𝖣 luump 𝖧 takk


Babu’s Song • Grade 2/Unit 2 81

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The letters e, ee, ea, ey, and y can stand for the long e

sound.

feet meat key happy

Circle the missing letters. Then write them to complete

the word. Read the word.

1. str t

ea ee

3. monk y

ey ea

5. penn y

y ey

7. gle

ea e

2. wh l

ea ee

4. l f

ey ea

6. sh p

ea ee

8. hon y

ea ey

Phonics:

Long e

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. Tomás and the Library Lady

Grade 2/Unit 282

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l Vocabulary



finally thorny glaring peeked lap eager

1. looked quickly or secretly

2. covered with sharp points

3. to drink by dipping up with the tongue

4. wanting very much to do something

5. at the end, or at last

6. staring in an angry way

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentTomás and the Library Lady

Grade 2/Unit 283

Practice

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• Add -es to form the plural of singular nouns that

end in s, sh, ch, or x.

fox foxes lunch lunches

• To form the plural of nouns ending in a consonant

and y, change y to i and add -es.

pony ponies

• Some nouns change their spelling to name more

than one.

mouse mice man men

Read the sentences. Make the underlined nouns plural.

Write them on the lines.

1. The child took a trip to the farm.

2. How many bus did they fi ll up?

3. The pony were eating grass.

4. Several mouse were in the barn.

5. For fi ve penny they could feed the animals.

Grammar:

Plural Nouns

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. Tomás and the Library Lady

Grade 2/Unit 284

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Prefixes

A prefix is a word part added to the beginning of a

word. It makes a new word.

• The prefix un- means “not.”

Example: unhappy means “not happy”

• The prefix re- means “again.”

Example: revisit means “visit again”

• The prefix dis- means “opposite of.”

Example: dislike means “opposite of like”

Underline the words that have prefixes. Then write

the words.

1. Every year Mrs. Watts reseeds the community garden.

2. She plants food for people who are unable to buy enough food.

3. Some of the vegetables in the garden are very unusual.

4. Volunteers return to help year after year.

5. Mrs. Watts is displeased when the bugs eat her plants.

6. She always has new seeds to replace the plants the bugs get.

p

p

R 1.9 Know the meaning of simple prefi xes and suffi xes (e.g., over-, un-, -ing, -ly). Tomás and the Library Lady

Grade 2/Unit 285

Practice

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Spelling:

Long e

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to

write each word

as it is read

aloud. When you

finish the test,

unfold the paper.

Use the list at the

right to correct

any spelling

mistakes.

Review Words

High-Frequency

Words

1. eat

2. bean

3. need

4. baby

5. he

6. green

7. seat

8. lady

9. pony

10. we

11. wait

12. pay

13. word

14. morning

15. against

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.Tomás and the Library Lady

Grade 2/Unit 286

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As you read Tomás and the Library Lady, fill in the Cause

and Effect Chart.

How does the information you wrote in this Cause and Effect

Chart help you retell Tomás and the Library Lady?

Comprehension:

Cause and Effect

Chart

Cause Effect

R 2.6 Recognize cause-and-effect relationships in a text.Tomás and the Library Lady

Grade 2/Unit 287

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The cause is what makes something happen.

The effect is the thing that happens.

Cause: Ann watered Effect: The plants

the plants. grew.

Read each pair of sentences. Draw a line under the cause.

1. Mrs. Clay teaches Ann to sew.

Ann makes a dress.

2. The children learn about farm animals.

The teacher takes the children to a farm.

3. A house catches on fi re.

Firefi ghters try to put out the fi re.

4. We fi nd the cat and let it out.

The cat got locked in the garage.

5. Jan gives puppet shows.

Many children have fun.

6. There has been no rain for weeks.

Many crops die.

Comprehension:

Cause and Effect

R 2.6 Recognize cause-and-effect relationships in a text.Tomás and the Library Lady Grade 2/Unit 2

88

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Multiple-meaning words are words that have more than one meaning. You can look at the other words in the sentence to help you decide which meaning of the word fits best in the sentence.

Read each sentence. Then circle the meaning of the underlined word that best fits the sentence.

1. Sharon made sure she had the right uniform.

correct the opposite of left immediately

2. David hit the ball all the way to the right.


3. This is the right time to pass the ball.


4. My favorite slide is to the right of the swings.


5. We fi nished the game right before it started to rain.


Vocabulary Strategy: Multiple-Meaning

Words

R 1.10 Identify simple multiple-meaning words.Tomás and the Library Lady

Grade 2/Unit 289

Practice

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As I read, I will pay attention to intonation.

“It’s a great day for a walk, Dirk,” said his dad.

11 Suddenly, Dirk saw something.

15 “Look, Dad,” he cried. “A fin!”

21 “It is a dolphin!” said his dad. “I would not

31 imagine one would be here.”

36 “It is trapped,” said Dirk. “It will need help to

46 get back to sea!”

50 Dad said, “I will call the park ranger.”

58 Dirk watched the dolphin. “I hope it is okay,”

67 he said. 69

Comprehension Check1. How did Dirk and his dad discover the dolphin? Cause and

Effect

2. Why did Dirk’s dad call the park ranger? Make Inferences


Correct Score

First Read – =

Second Read – =

Fluency:Intonation

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. Tomás and the Library Lady

Grade 2/Unit 290

Practice

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l Text Feature:

Photos and Captions

• Photographs are pictures that help you see what the

story is about. Photos can give extra information.

• Captions are the words below a photograph or drawing.

They tell what the picture is about.

Draw a line from each picture to the caption that tells

about it. Write the caption on the line under the picture.

1. three team members

2. the coach

3. our equipment

4. our fi eld

R 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text. Tomás and the Library Lady

Grade 2/Unit 291

Practice

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• Check the spelling of all plural nouns. Add -es to

nouns that end in s, sh, ch, or x.

• When you write a letter, check that the greeting and

the closing begin with capital letters.

• Use commas after the greeting and closing in the letter.

Find each mistake in the spelling of plural nouns, capitalization,

and commas. Then rewrite the letter correctly on the lines below.

dear Ms. Green

Thank you for reading your storys to our class. We really liked the one about the three fox who live in three box. The story about the ponys who turned into mouses was great!

yours truly

Mr. Troy’s class

Grammar:

Plural Nouns

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. Tomás and the Library Lady

Grade 2/Unit 292

Practice

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Sample A: Sample B:

lean 𝖤 grette

𝖡 lene 𝖥 greate

𝖢 leene greet

𝖣 len 𝖧 grete

4. 𝖤 bein

𝖥 bene

bean

𝖧 beene

5. 𝖠 ladee

lady

𝖢 ladey

𝖣 layde

6. need

𝖥 nede

𝖦 neede

𝖧 neide

1. 𝖠 ete

𝖡 eet

eat

𝖣 et

2. 𝖤 wea

we

𝖦 whe

𝖧 wei

3. pony

𝖡 pone

𝖢 ponee

𝖣 poney

Spelling:

Long e

7. 𝖠 seyt

𝖡 sete

𝖢 seet

seat

8. 𝖤 babee

𝖥 bayb

baby

𝖧 baybe

9. he

𝖡 hei

𝖢 hea

𝖣 hee

10. 𝖤 grene

green

𝖦 grean

𝖧 greane

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Tomás and the Library Lady

Grade 2/Unit 293

Practice

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Phonics:

Long i

dry cry night child tie light sky pie

Write the word from the box that names each picture.

The long i sound can be spelled with the letters i, ie, igh, or y.

Listen to the vowel sound as you say the words hi, lie, right,

and by.

1.

3.

5.

7.

2.

4.

6.

8.


Fighting the Fire • Grade 2/Unit 294

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l Vocabulary

Write a word from the box to match each word meaning.

1. things that hold goods

3. unhurt and out of danger

5. the hot, glowing parts of

a fi re

forest flames containers heat safe

2. great warmth or high

temperature

4. a large area of land covered

with trees

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentFighting the Fire • Grade 2/Unit 2 95

Practice

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Grammar:

Proper Nouns/

Abbreviations

• Some proper nouns name days of the week, months,

and holidays.

• The name of each day, month, or holiday begins with

a capital letter.

Sunday June Father’s Day

Choose the proper noun that names a day, month, or

holiday. Write it correctly on the line below.

1. january

winter

vacation

2. fl ag

vote

president’s day

3. holiday

fl owers

mother’s day

4. sunday

day

afternoon

5. fi reworks

summer

july

6. vacation

labor day

weekend

7. september

school

teacher

8. thanksgiving

fall

family



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Compound Words

A. Put the two small words together to write a

compound word.

1. air plane

2. back pack

3. grass hopper

4. blue bird

5. moon light

B. Write the two small words inside the compound word.

6. wildfi re

7. treetop

8. fi refi ghter

9. sunshine

10. nearby

A compound word is made up of smaller words.

rain + bow = rainbow


Practice

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Spelling:

Words with Long i

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. pie

2. right

3. mind

4. cry

5. tie

6. high

7. wild

8. dry

9. my

10. f ind

11. green

12. seat

13. different

14. number

15. other

LC 1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly.


Practice

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l Comprehension:


Web

As

yo

u r

ea

d F

igh

tin

g t

he

Fir

e,

fill

in

th

e M

ain

Id

ea

an

d D

eta

ils

We

b.

Ho

w d

oe

s t

he

info

rma

tio

n y

ou

wro

te in

th

is M

ain

Id

ea

an

d D

eta

ils W

eb

he

lp

you

su

mm

ari

ze F

igh

tin

g t

he

Fir

e?

Mai

n I

dea

Det

ail

Det

ail

Det

ail

R 2.0 Reading ComprehensionFighting the Fire • Grade 2/Unit 2 99

Practice

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Comprehension:

Identify Main Idea

and Details

The main idea is the most important idea in a story.

Details give more information about the main idea.

Read the passage. Then circle the answer to each question.

This old, brick firehouse is red. It is also crowded. There are too

many tools to fit on the shelf. There are hoses piled everywhere.

People bump into each other inside the firehouse. It was built a

long time ago. There were fewer homes to protect back then. It is

time to get a bigger firehouse!

1. What is the main idea of this paragraph?

a. The old fi rehouse is red.

b. The old fi rehouse was built a long time ago.

c. The old fi rehouse is too small.

2. Choose two details that tell about the main idea.

a. The fi rehouse has piles of hoses.

b. The fi rehouse is made from bricks.

c. People bump into each other inside the fi rehouse.

3. Choose one detail that does not tell about the main idea.

a. There are too many tools to fi t on the shelf.

b. The fi rehouse is red.

c. People bump into each other inside the fi rehouse.

4. Write a good title for this passage.

R 2.0 Reading ComprehensionFighting the Fire • Grade 2/Unit 2100

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A. Write the letters -ill or -ame to complete the name of

each picture.

1. 2.

fr dr

3. 4.

b g

5. 6.

g fl

B. Write two more words for each word family.

-ill family -ame family

7. 9.

8. 10.


Word Parts

A word family is a group of words that shares some of

the same sounds and letters. Knowing how to read one

word in a word family can help you to read other words

in the same family.


Practice

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Fluency:

Pronunciation

As I read, I will pay attention to the pronunciation of

vocabulary words.

Fire can be dangerous. But it is also very useful.

10 People use fire every day. Sometimes they use fire

19 without even knowing it.

23 Some people have a fireplace at home. Fireplaces

31 burn wood, gas, or coal. Some can now be turned on

42 with the touch of a button.

48 People also use fire at home to cook. Many kitchen

58 stoves burn gas. Others are electric. Electric burners turn

67 red when they are hot, but you will not see flames. 78

Comprehension Check

1. Why is fi re important? Main Idea and Details

2. What are two ways people use fi re in their homes? Main Idea

and Details


Errors=

Words Correct Score

First Read – =

Second Read – =



Practice

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l Study Skill:

Parts of a Book

The table of contents tells what is on the book’s

pages. The title page gives the book’s title and the

names of its author, illustrator, and publisher.

1. The title of the book is .

2. Its publisher is .

3. The book was written by .

4. It was illustrated by .

5. There are chapters in this book.

6. Chapter 4 begins on page .

Read the title page and table of contents. Then complete

each sentence below.

The Big Kelton Fire

by Ana Luisa Ramirez

illustrated by Bert Klein

Bigtime Publishers, NY

Table of Contents

1. How the Fire Started . . . . . 2

2. How the Fire Spread . . . . .15

3. What Damage It Caused . .26

4. How the Town Rebuilt . . . .42

5. Life After the Fire . . . . . . . .58

R 2.0 Reading ComprehensionFighting the Fire • Grade 2/Unit 2 103

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Comprehension:

Writing Frame


Summarize Fighting the Fire.


When a wildfire occurs, firefighters have an important job to do.

Firefighters work together. Some firefighters

.

Other firefighters

.

Firefighters help people, too. They

.

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

for writing a summary of an article or selection using this text structure.

R 2.0 Reading ComprehensionFighting the Fire • Grade 2/Unit 2104

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l Grammar:

Proper Nouns/

Abbreviations

• The names of special people, places, or things begin

with capital letters. The names of days of the week,

months, and holidays begin with capital letters.

• An abbreviation begins with a capital letter and ends

with a period.

• The greeting and the closing of a letter begin with capital

letters. Use commas after the greeting and closing in

the letter.

Find each mistake in capitalization and punctuation.

Rewrite the letter correctly on the lines below.

dear dr moss

Thank you for seeing me on thursday. It was very nice of you to come to elwood hospital on thanksgiving. I hope you were still able to have a nice Holiday dinner.

yours truly

lisa


Fighting the Fire • Grade 2/Unit 2 105

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Spelling:

Word with Long i







Sample A: Sample B:

lump 𝖤 tacke


𝖢 lumpp tack

𝖣 luump 𝖧 takk

1. 𝖠 willdd

wild

𝖢 wiledd

𝖣 wilde

2. 𝖤 cri

cry

𝖦 crie

𝖧 criy

3. 𝖠 miy

𝖡 mye

𝖢 mi

my

4. 𝖤 hy

high

𝖦 highe

𝖧 hihe

5. mind

𝖡 minde

𝖢 mide

𝖣 mindt

6. 𝖤 py

𝖥 pii

pie

𝖧 piee

7. 𝖠 righ

right

𝖢 riht

𝖣 rieght

8. 𝖤 ty

𝖥 tye

𝖦 tii

tie

9. 𝖠 fi dd

fi nd

𝖢 fi md

𝖣 fi nde

10. 𝖤 dry

drye

𝖦 drie

𝖧 driy

LC 1.8 Spell basic short-vowel, r-controlled, and consonant-blend patterns correctly.

Fighting the Fire • Grade 2/Unit 2 106

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l Phonics:

Long o

The letters o, oe, oa, and ow can stand for the long

o sound. Listen to the vowel sound as you say the

words go, toe, road, and low.

Say the names of the pictures in each row. Circle the

picture whose name has the long o sound. Then write

the name on the line.

1.

coat lamp fl ower

2.

cat bowl book

3.

hat doe dog

4.

snow rabbit bicycle

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. One Grain of Rice

Grade 2/Unit 2107

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collectors store reward clever double amount

1. to give someone a gift or honor for doing something well

2. how much there is of something

3. twice as much

4. to put something away to use later

5. quick to learn

6. people who gather a certain type of thing

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentOne Grain of Rice Grade 2/Unit 2

108

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l Grammar:

Possessive Nouns

• Add an apostrophe to most plural nouns to make

them possessive.

The animals’ barn is red.

• Add an apostrophe (’) and -s to plural nouns that do

not end in s.

The children’s trip to the farm was fun.

Underline the correct plural possessive noun in ().

Rewrite the sentence on the line below.

1. I found several (birds’/bird’s) nests in our yard.

2. The (squirrel’s/squirrels’) tails are bushy.

3. The (bear’s/bears’) bodies are very big.

4. The (mice’s/mices’) noses twitch when they smell a cat.

5. The (dog’s/dogs’) owners are training their pets.

6. The (geeses’/geese’s) beaks are wet.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. One Grain of Rice

Grade 2/Unit 2109

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Make the underlined word mean more than one. Write the

new word on the line.

1. Hero make our lives better.

2. Police offi cer are heroes.

3. These worker do brave things.

4. They check dark, empty building.

5. They stop speeding cars and bus.

6. The police help lost boys and girl.

7. They stop people who break law.

8. The brave police keep our street safe.

Use -s or -es to make words mean more than one.

Example: five cats; two boxes


Inflectional Endings

-s, -es

R 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fl y/fl ies, wife/wives).One Grain of Rice

Grade 2/Unit 2110

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l Spelling:

Long o

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

1. grow

2. home

3. crow

4. toe

5. goes

6. toast

7. snow

8. post

9. told

10. most

11. right

12. mind

13. anything

14. everyone

15. began

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. One Grain of Rice

Grade 2/Unit 2111

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Comprehension:

Inference Chart

As you read One Grain of Rice, fill in the Inference Chart.

How does the information you wrote on this Inference Chart

help you understand One Grain of Rice?

What I Read What I Know

Inference

R 2.0 Reading ComprehensionOne Grain of Rice Grade 2/Unit 2

112

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When you make inferences, you use what you already

know and what you have read to figure out something

about a story.

Read the clues to figure out the riddles. Use the words and

pictures in the box.

doctor firefighter seeing-eye dog police officer

1. I am a hero who works outdoors. I wear clothing that keeps me

safe. I ride a huge truck to go to work. I use a hose to put out fi res.

Who am I? g

2. I work with men, women, and children. I help them stay healthy.

When they get sick or hurt, I help them get well.

Who am I?

3. I help people who cannot see. I help them go from place to

place. I let them know when there is danger.

Who am I? g y g

4. I make sure people obey the laws. Sometimes I drive my

special car. Sometimes I walk around the neighborhood.

Who am I? p

Comprehension:

Make Inferences

R 2.0 Reading ComprehensionOne Grain of Rice

Grade 2/Unit 2113

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Read each meaning. Write a word that fits the meaning.

Use a word from the box plus the ending -or or -less.

act end fear joy pain invent sail collect

1. a person who gathers things that are alike

2. brave and not afraid

3. a person who performs in a play or movie

4. something that goes on and on forever

5. a person who travels on a ship

6. a person who makes something that no one else has made

before

7. without happiness

8. something that does not hurt

Suffixes are word parts added to the ends of words to

change their meanings.

-or means “a person who”

-less means “without”


Suffixes

R 1.9 Know the meaning of simple prefi xes and suffi xes (e.g., over -, un-, -ing, -ly ).One Grain of Rice

Grade 2/Unit 2114

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Fluency:Phrasing


People like to look for shipwrecks. They want to find treasures

11 and objects from the past.

16 Sometimes shipwrecks are easy to find. The ship can be seen

27 from the water’s surface, like the shipwreck below.

35 But sometimes the ship sinks in very deep water. Then people

46 have to spend a lot of time looking for it. They have to search

60 vast areas of water.

64 First, searchers find out where the ships sank. Then, divers go

75 into the ocean to get a closer look.

83 Submarines also help with the search. Searchers use cameras,

92 videos, radios, and computers to record what they see. 101

Comprehension Check1. What are some of the things searchers use when they fi nd

shipwrecks? Main Idea and Details

2. Do you think it was easier or harder to fi nd shipwrecks in the past? Why? Make Inferences


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. One Grain of Rice

Grade 2/Unit 2115

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Suppose you have to write a paper about a community

worker who shows strength and courage. You chose to write

about police officers. The book you found on your topic has

the following headings:

What Police Do Where Police Work

How Police Learn the Job How Police Work with Others

1. Which section would tell how to become a police offi cer?



2. Which section would tell about police stations?



3. Which section would tell what police do during their work day?



4. Which part would tell how police work with fi refi ghters?



Text Feature:

Headings

Books and articles that contain facts about a topic are

called nonfiction. Sometimes they have headings, or

labels, that help tell the reader what the book is about.

How Police Work with Others

What Police Do

How Police Learn the Job

R 12.1 Use titles, tables of contents, and chapter headings to locate information in expository text.One Grain of Rice

Grade 2/Unit 2116

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l Grammar:

Possessive Nouns

• Add an apostrophe and -s to make a singular noun

possessive.

• Add an apostrophe to make most plural nouns

possessive.

Circle each mistake. Rewrite the passage correctly on

the lines below.

A frogs eggs are called egg spawn. The eggs shells protect the egg spawn. Soon the eggs hatch. Tadpoles come out. The new tadpoles tails are very long. Did you know that tadpoles eat frogs eggs?

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. One Grain of Rice

Grade 2/Unit 2117

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Spelling:

Long o







Sample A: Sample B:

fix 𝖤 roap

𝖡 ficks 𝖥 rop

𝖢 fiks 𝖦 rope

𝖣 ficx 𝖣 roppe

4. 𝖤 krow

𝖥 kro

𝖦 crow

𝖧 crowe

5. 𝖠 toled

𝖡 told

𝖢 tolld

𝖣 tolde

6. 𝖤 post

𝖥 poes

𝖦 powst

𝖧 poste

1. 𝖠 gos

𝖡 goes

𝖢 gows

𝖣 gowes

2. 𝖤 hoam

𝖥 home

𝖦 homm

𝖧 hoem

3. 𝖠 grow

𝖡 gro

𝖢 groe

𝖣 growe

10. 𝖤 toe

𝖥 towe

𝖦 tou

𝖧 toee

7. 𝖠 snow

𝖡 sno

𝖢 snoe

𝖣 snoew

8. 𝖤 tost

𝖥 toest

𝖦 toost

𝖧 toast

9. 𝖠 moost

𝖡 moste

𝖢 moast

𝖣 most

𝖡

𝖥

𝖠

𝖦

𝖡

𝖤

𝖦

𝖠 𝖤

𝖧

𝖣

LC 1.7 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.One Grain of Rice

Grade 2/Unit 2118

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Listen to the long u sound as you say each of these words.

cute duke use music

A. Say the name of each picture. Circle the words that

have the sound of long u.

1.

cub cube

2.

tuba tub

3.

tube Jill

4.

mud mule

B. Write a sentence with one of the long u words.

5.

Phonics:

Long u

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. African-American Inventors

Grade 2/Unit 2119

Practice

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1. powerful a. a tool made for a special purpose

2. allowed b. things made by people or machines

3. products c. let happen

4. design d. very strong

5. instrument e. created something new

6. invented f. a plan to make something

B. Write two sentences, each using two words from the

box.

7. p

8. g p

powerful allowed products

design instrument invented

A. Draw a line from each word to its meaning.

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAfrican-American InventorsGrade 2/Unit 2

120

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• Add apostrophe (’) and -s to a singular noun to make

it possessive.

The girl’s towel is wet.


possessive.

Several swimmers’ caps are white.

Circle the mistake in each sentence.

Then write the possessive noun

correctly on the line below.

1. The girls goggles are on their faces.

2. The boys suit is red.

3. The coachs whistle is around her neck.

4. All three swimmers laps are very strong.

5. The fans applause is loud.

Grammar:

Plurals and

Possessives

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. African-American Inventors

Grade 2/Unit 2121

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Verbs that end in -ing tell about actions that are happening

now. To add -ing to some verbs with short vowels, double the

final consonant.

Circle the word that completes each sentence.

1. José and I are his new rabbit.

petting pet petted

2. My cat is against my leg.

rubbed rubbing rub

3. My sister and I were for new shoes.

shops shopping shopped

4. Dan was wood for the fi re.

chopping chopped chops

5. Sarah was around the track.

runned runs running

6. My dog was for a bone.

begs beging begging



-ing and -ed

petting

shopping

chopping

begging

rubbing

running

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentAfrican-American InventorsGrade 2/Unit 2

122

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. mule

2. tune

3. fuse

4. use

5. fl ute

6. June

7. music

8. huge

9. duke

10. rule

11. grow

12. goes

13. building

14. machine

15. scientist

Spelling: Long u

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. African-American Inventors

Grade 2/Unit 2123

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As you read African-American Inventors, fill in the

Compare and Contrast Charts.

How does the information you wrote in the Compare and Contrast

Charts help you to better understand African-American Inventors?

Different Alike Different

Banneker Goode

Different Alike Different

Carver Bath

Comprehension:

Compare and

Contrast Charts

R 2.0 Reading ComprehensionAfrican-American InventorsGrade 2/Unit 2

124

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To compare means to tell how two things are alike.

To contrast means to tell how two things are different.

1870 1885

Circle compare if the sentence tells how the two bikes

are alike. Circle contrast if the sentence tells how they

are different.

compare

1. Both the 1870 and 1885 bikes have two wheels. contrast

2. The 1870 bike has pedals on the front wheel. The compare

1885 bike has pedals attached to the back wheel. contrast

3. The large front wheel on the 1870 bike made it compare

a little dangerous to ride. The 1885 bike was contrast

much safer.

4. Pedals attached to the wheels made compare

each bike move. contrast

Comprehension:

Compare and Contrast

compare

compare

R 2.0 Reading ComprehensionAfrican-American Inventors

Grade 2/Unit 2125

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A suffix is a word part added to the end of a base word. A

suffix changes the meaning of the base word.

The suffix -ful means “full of .” fearful

The suffix -less means “without.” fearless

Look at each picture. Add the suffix -ful or -less to each

word in ( ) so that the sentence tells about the picture.

Then write the word on the line.

1.

Pam’s car is more (power) p than Pete’s car.

2.

Chris felt (power) p to stop the damage from

the storm.

3.

Always put (harm) cleaners on a high shelf

that babies cannot reach.

4.

That snake may look scary, but it is (harm) .


Suffixes

R 1.9 Know the meaning of simple prefi xes and suffi xes (e.g., over-, un-, -ing, -ly).African-American Inventors

Grade 2/Unit 2126

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vocabulary words.

People used the telegraph before the telephone was

8 invented. They could send messages quickly. But the messages

17 were sent in electric codes over wires.

24 People wanted a way to talk to someone far away. Then

35 Alexander Graham Bell invented the telephone.

41 Alexander Graham Bell taught deaf children. He knew a lot

51 about how people speak and how they hear. He used what he

63 knew to invent a telephone.

68 Bell worked on his telephone design for many years. He

78 made the first telephone call in 1876. His helper, Thomas

87 Watson, was in a room next door. Watson heard Bell say,

98 “Mr. Watson, come here! I need you!” 105

Comprehension Check

1. In what way is the telegraph different from the telephone?


2. How did Alexander Graham Bell’s job help him invent the

telephone? Draw Conclusions


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Pronunciation

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. African-American Inventors

Grade 2/Unit 2127

1876 Bell

invents the

telephone.

1923 Zworykin

invents TV

transmission tubes.

1875 1900 1925

1901 Marconi

sends the first

radio message.

1903 Edison

makes the

first movie.

Practice

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1. When did Marconi send the fi rst message by radio?

1876 1901 1903

2. When did Bell invent the telephone?

1876 1901 1903

3. Which is the earliest invention on the time line?

telephone radio movies

4. Which is the most recent invention on the time line?

TV tubes movies radio

5. Which invention is most important to you?

telephone radio movies TV

Why? y

A time line shows when important things happened.

Use the time line to answer each question. Circle the

correct answer.

Text Feature:

Time Line

1901

1876

telephone

TV tubes

telephone

R 2.7 Interpret information from diagrams, charts, and graphs.African-American InventorsGrade 2/Unit 2

128

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• Add an apostrophe and -s to make a singular noun

possessive.


possessive.

• Do not add an apostrophe to form a plural noun.

• Use commas to separate three or more words in a series.

Find each mistake with plurals,

possessives, and commas.

Rewrite the passage correctly

on the lines below.

At Ellas school, students choices for sports are tennis soccer and basketball. Ellas’ mom and dad think she should play soccer. Her brothers favorite sport is basketball. Ella loves all sport’s!

Grammar:

Plurals and

Possessives

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. African-American Inventors

Grade 2/Unit 2129

Practice

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Sample A: Sample B:

home 𝖤 boks

𝖡 hoome 𝖥 bocx

𝖢 hom box

𝖣 hoom 𝖧 bokse

7. 𝖠 mewsic

𝖡 moosic

music

𝖣 musick

8. huge

𝖥 hooge

𝖦 huje

𝖧 hewj

9. 𝖠 dewk

duke

𝖢 dook

𝖣 douck

4. 𝖤 yous

𝖥 yuse

use

𝖧 uze

5. 𝖠 fl oot

𝖡 fl ut

fl ute

𝖣 fl owt

6. 𝖤 junne

𝖥 Joon

𝖦 jun

June

1. 𝖠 muel

mule

𝖢 mulle

𝖣 mewl

2. 𝖤 toon

𝖥 toun

𝖦 tewn

tune

3. fuse

𝖡 fews

𝖢 foose

𝖣 feuse

Spelling:

Long u

10. 𝖤 rool

𝖥 rewl

rule

𝖧 roul

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.African-American Inventors

Grade 2/Unit 2130

Practice

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Phonics:r-Controlled Vowels

er, ir, ur

The letters er, ir, and ur can sometimes stand for the same sounds.

Listen for the middle sounds as you say these words.

herd first turn

Read each picture name. Circle the word with the same vowel sound and spelling as the picture name.

1.

bird

serve dirt bun

3.

curl

term cats burn

5.

person

purple verb put

2.

perch

herd dirt pat

4.

shirt

fur shy girl

6.

turkey

purse twirl tub

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. The Alvin Ailey Kids

Grade 2/Unit 3131

Practice

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Vocabulary

Read each sentence. Then write a word from the

box to complete each sentence.

1. When I grow up, I want to in many plays .

2. My mother is of me.

3. I can tell my grandmother’s by looking

at her face.

4. My dad can never where he left

his eyeglasses.

5. You have to make an to do your best

all of the time.

remember perform effort proud mood

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Alvin Ailey KidsGrade 2/Unit 3

132

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l Grammar:

Action Verbs

• Some action verbs show actions you can see.

Habib reads a book.

• Some action verbs tell about actions that are hard to see.

Habib enjoys books about animals.

Read each sentence. Underline the action verb. Then

write another sentence using that same verb.

1. The three bears walk in the woods.

2. Goldilocks likes the porridge.

3. Goldilocks sits in Baby Bear’s chair.

4. She breaks the chair.

5. Goldilocks feels tired.

6. The bears come home.

7. The bears fi nd Goldilocks asleep.

8. They chase Goldilocks away.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. The Alvin Ailey Kids

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-er, -est

The ending -er means “more than.”

The ending -est means “most.”

the tall dancer the taller dancer the tallest dancer

(more tall) (most tall)

Read each sentence. Then write the meaning of the

underlined word on the line.

1. Tap dancing is the loudest kind of dancing.

2. Some of the steps are slow. Some of the steps are faster.

3. I think tap dancing is the hardest kind of dance to do.

4. It is also one of the greatestg ways to exercise.

g

5. Tap dancing makes your legs strongerg .

g

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l Spelling:

r-Controlled Vowels

er, ir, ur

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. her

2. herd

3. fi rst

4. turn

5. hurt

6. term

7. bird

8. girl

9. burn

10. third

11. use

12. huge

13. body

14. pretty

15. young

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. The Alvin Ailey Kids

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Comprehension:

Summarize Chart

As you read The Alvin Ailey Kids: Dancing As a Team,

fill in the Summarize Chart.

How does the information you wrote in this Summarize Chart help

you to better understand The Alvin Ailey Kids: Dancing As a Team?

Main Idea

Main Idea

Main Idea

Summary

R 2.0 Reading ComprehensionThe Alvin Ailey KidsGrade 2/Unit 3

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l Comprehension:

Summarize

When you summarize a story, you tell the main ideas

and details in your own words. The main idea is the

most important idea in a story. Details in the story tell

more about the main idea.

Read each story. Underline the sentence that could be

the story’s main idea.

1. Adam learned the steps by doing them again and

again. As he practiced, he said, “Step, hop, step, step,

step, kick, and turn.” He did the steps before he went

to bed. He did the steps waiting for the school bus.

a. Adam worked hard to learn the dance.

b. Adam dances before he goes to bed.

c. Adam dances before the school bus comes.

2. Chelsea took her dog, Sage, to music class.

She wanted Ms. McCann to hear Sage “sing.”

Chelsea sat down to play. From the fi rst note

to the last, Sage sang along. When Chelsea

stopped playing, the dog stopped singing.

Ms. McCann laughed.

a. Chelsea has a pet dog named Sage.

b. Chelsea’s dog “sang” for the music teacher.

c. Ms. McCann is Chelsea’s music teacher.

R 2.0 Reading ComprehensionThe Alvin Ailey Kids

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Antonyms

Use the dictionary and thesaurus entries to answer the

questions. Then circle the source you used.

Dictionary Thesaurus

remember (ri mem buhr) verb To

recall or bring back to mind.

student (stew duhnt) noun

Person who studies at school,

learner.

remember synonym: recall

antonym: forget

student synonym: learner

antonym: teacher

1. What does remember mean? dictionary thesaurus

g

2. What is an antonym for remember? dictionary thesaurus

g

3. What does student mean? dictionary thesaurus

p

4. What is an antonym for student? dictionary thesaurus

Look for the definition of words in the dictionary.

Use a thesaurus to find antonyms.

thesaurus

dictionary

thesaurus

dictionary

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l Fluency:

Expression


Sarah learned how to jump and spin on the ice.

10 She also learned how to put many jumps, spins, and

20 dances together.

22 Sarah says, “When you work hard, you have fun.”

31 Sarah puts effort into everything she does.

38 Large crowds watched Sarah perform. People

44 clapped and cheered for her. Sarah had to get used

54 to the noise!

57 Sarah has been in many skating contests. She

65 won her first national junior competition at the

73 age of 12. 76

Comprehension Check

1. What would the crowds do at Sarah’s performances?

Summarize

2. How did Sarah develop a successful skating program?

Summarize


Errors=

Words Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. The Alvin Ailey Kids

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Literary Element:

Alliteration and

Rhythmic Patterns

Alliteration is the repeated use of the same beginning

sound in a group of words.

Alice sells apples in Atlanta.

The repeated use of the /a/ sound above is alliteration.

Rhythmic patterns are sounds and words that repeat

to make a rhythm.

Mary had a little lamb, little lamb, little lamb.

The words little lamb repeat to give the text a rhythm.

Read the lyrics to this American folk song. Then answer

the questions below.

Where, oh, where is sweet little Betsy?



Way down yonder in the paw-paw patch.

1. What group of words in these lyrics shows alliteration?

p p p

2. What group of words in these lyrics shows a rhythmic pattern?

y

R 2.0 Reading ComprehensionThe Alvin Ailey KidsGrade 2/Unit 3

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Grammar:Action Verbs/Abbreviations

• An abbreviation is a short way of writing a word. It starts with a capital letter and ends with a period.

• An action verb is a part of speech that tells what someone or something is doing.

Read the paragraph and find the mistakes in abbreviations and action verbs. Rewrite the passage correctly on the lines below.

dr. Chen is a childrens doctor. He buy lots of books for the waiting room. the waiting room. mrs Gomez, the nurse, enjoying reading to the children when she has time. “mr Poppleton” is everyone’s favorite story.

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. The Alvin Ailey Kids

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Spelling:

r-Controlled Vowels

er, ir, ur







Sample A: Sample B:

make 𝖤 bok

𝖡 macke 𝖥 bouk

𝖢 mack book

𝖣 mayke 𝖧 boock

1. 𝖠 herr

𝖡 hir

her

𝖣 hur

2. herd

𝖥 herrd

𝖦 haerd

𝖧 hurde

3. fi rst

𝖡 furst

𝖢 ferst

𝖣 fi erst

4. 𝖤 tirn

turn

𝖦 turne

𝖧 turen

5. 𝖠 hert

𝖡 hurd

hurt

𝖣 hartd

6. 𝖤 tirm

𝖥 turme

term

𝖧 ternm

7. bird

𝖡 burd

𝖢 birde

𝖣 berd

8. 𝖤 gerl

𝖥 ghirl

𝖦 girle

girl

9. 𝖠 burne

burn

𝖢 birne

𝖣 buern

10. 𝖤 therd

𝖥 thrid

𝖦 thurd

third

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.The Alvin Ailey Kids

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l Phonics:

r-Controlled Vowels

eer, ere, ear

When the letter r follows a vowel, the vowel usually changes

its sound. The vowel sound is no longer short or long. Listen

to the vowel sounds as you say each word below.

fear steer here

Circle the word that has the same vowel sound as the

word that names each picture.

1. ear

2. deer

3. steer

4.

tear

eat deer

clear sent

here stair

there hear

clear

e

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. Abuelo and the Three Bears

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A. Write the letter of the correct definition next to each

vocabulary word.

1. cozy

2. arrive

3. medium

4. argue

5. stubborn

6. noticed

a. to disagree with someone, sometimes

in an angry way

b. not willing to change

c. average or in the middle

d. warm and snug

e. saw something

f. to reach a place

B. Choose the vocabulary word that completes each

sentence correctly.

7. Some folk tales have three animals. There may be a big animal,

an animal of size, and a little animal.

a. cozy b. medium

8. Characters in folk tales may be and want to

have their own way.

a. stubborn b. argue

9. In folk tales, a prince may to save the day.

a. medium b. arrive

10. Have you that folk tales usually have happy

endings?

a. argue b. noticed

Vocabulary

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• A present-tense verb must agree with its subject.

• Add -s to most verbs if the subject is singular. Add -es

to verbs that end with s, ch, sh, x, or z.

The car stops for the red light.

• Do not add -s or -es if the subject is plural.

The children cross the street.

Draw a line under the correct present-tense verb in ( ).

Then write another sentence using the same verb on the

line below.

1. The woman (push, pushes) the swing gently.

2. The child (giggles, giggle).

3. The children (goes, go) down the slide one at a time.

4. Two boys (ride, rides) their bikes around the park.

5. One boy (wear, wears) a red helmet to stay safe.

6. The other (have, has) a green helmet on his head.

Grammar:

Present-Tense Verbs

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Some words have silent letters. In the letter combinations

kn-, gn-, -gn, and wr-, you say the sound of the second

letter only. In the letter combination -mb, you say the

sound of the first letter only.

knot gnome sign wrist limb

Circle the word that completes each sentence. Write the

word on the line. Then circle the silent letter in the word.

1. People down old folk tales about animals.

wide write

2. In some stories, the animal is a gentle .

lamb luck

3. Some stories tell about pesky .

games gnats

4. In some stories, animals up into the sky.

camp climb

5. In one story, a little mouse itself free from a trap.

gathers gnaws

6. Do you a folk tale about a wolf?

know kick

7. In “The Three Pigs,” a mean wolf on the pigs’

doors. knocks kings

8. The wolf two of the pigs’ houses.

wrecks wipes


Silent Letters

lamb

know

knocks

wrecks

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. Abuelo and the Three Bears

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l Spelling:

r-Controlled Vowels

eer, ere, ear

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to

write each word

as it is read

aloud. When you

finish the test,

unfold the paper.

Use the list at the

right to correct

any spelling

mistakes.

Review Words

High-Frequency

Words

1. near

2. dear

3. ear

4. deer

5. clear

6. cheer

7. earn

8. herd

9. here

10. where

11. her

12. turn

13. inside

14. behind

15. happened

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Abuelo and the Three Bears

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Comprehension:

Summarizing Chart

As you read Abuelo and the Three Bears, fill in the

Summarizing Chart.

Beginning

Middle

End

Summary

R 2.0 Reading Comprehension Abuelo and the Three BearsGrade 2/Unit 3

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l Comprehension:

Summarize

A summary is a short statement that retells the most

important ideas of a story. It tells what happened in the

beginning, middle, and end of a story.

Read the story. Then circle the better summary.

Once upon a time, a man and a woman wanted a child. So the woman decided to make a son out of gingerbread. While it was baking, the gingerbread boy jumped out of the oven. And off he ran.

“Come back,” called the man and the woman. A cow saw the gingerbread boy run by.“Come back,” called the cow. A fox saw the gingerbread boy run by. “Would you like a ride across the river?”he asked. The gingerbread boy hopped onto the fox’s tail. “You will get wet,” said the fox. “Hop onto my head.”The gingerbread boy hopped onto the fox’s head. That’s

when the fox tossed back his head, opened his mouth, and ate that foolish gingerbread boy.

1. A woman made a gingerbread boy for a son. But the boy ran

away. No one could catch him. Finally a fox gave him a ride

across a river. During the ride, he ate the gingerbread boy.

2. A gingerbread boy jumped out of the oven and he ran away. He

was a very fast runner. He would not come back. Finally a fox

saw him. The fox wanted to eat the gingerbread boy.

R 2.0 Reading ComprehensionAbuelo and the Three Bears

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Idioms

An idiom is a group of words that means something

different than the meanings of the individual words.

Idiom: I don’t know what this story is driving at.

Meaning: I don’t know what this story is trying to say.

Idiom: I think this test will be a piece of cake.

Meaning: I think this test will be easy.

Read each sentence. Look at the idiom in dark type.

Circle the letter of the best meaning for each idiom.

1. The children ran across a book of folk tales.

a. found b. crawled into

2. They bought it at a garage sale for a song.

a. at a low price b. while walking

3. The youngest child could not make heads or tails of

the stories.

a. buy b. understand

4. The words in the stories were over his head.

a. very short b. too hard

5. His brother Jim tried to fi ll him in on what the stories

were about.

a. tell him b. hurry up

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Fluency:Expression and

Intonation

As I read, I will pay attention to expression and intonation.

A lot of fun facts can be discovered! You can find giant

12 models of planets and other space objects. You can compare the

23 size of a star to a planet. The displays can also show you how to

38 be an astronaut. They may even show photos taken on the moon.

50 One of the most famous moon photos shows astronaut

59 Neil Armstrong’s footprint. The footprint is still visible today

68 because there is no water or air on the moon. We could not live

82 on Earth without air and water! 88

Comprehension Check1. What are two different space objects that the story compares?

Compare and Contrast 2. How can you summarize this passage? Summarize


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. Abuelo and the Three Bears

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Words that rhyme begin with different sounds but end

with the same sounds.

Here are some pairs of rhyming words.

top/mop true/blue mat/bat mice/twice

A. Circle the two rhyming words in each group.

1. ten two pen pig tie

2. pin fi n pine pit fi ll

3. play plate plug stay sat

4. cat goat can gum coat

5. dig dime leg dim lime

6. run rub fun fi n rust

B. Read this poem. Circle the two words that rhyme.

One pig built a house of straw.

Another built a house of sticks.

The last pig built one that was strong.

He wisely built a house of bricks.

Literary Element:

Rhyme

ten

play

goat

dime lime

f bricks.

pen

pin fi n

fun run

stay

sticks.

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• A present-tense verb must agree with its subject.

• Add -s or -es if the verb is singular.

• Use commas to separate three or more words

in a series.

Find mistakes in the paragraph. Then rewrite the

paragraph with present-tense verbs and commas below.

Each year a fi refi ghter police offi cer or emergency worker come to our school. The fi refi ghter teach us about stop drop and roll. The police offi cer tell us not to talks to strangers. We learns about 911 and giving our name number and address in an emergency.

Grammar:

Present-Tense Verbs

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Spelling:

r-Controlled Vowels

eer, ere, ear







Sample A: Sample B:

feet 𝖤 reast

𝖡 fete 𝖥 rist

𝖢 feate 𝖦 reest

𝖣 feite rest

4. 𝖤 hearde

𝖥 herde

𝖦 heird

herd

5. 𝖠 heer

here

𝖢 heare

𝖣 heere

6. cheer

𝖥 chear

𝖦 chere

𝖧 cheire

1. earn

𝖡 ern

𝖢 urne

𝖣 earne

2. 𝖤 whear

where

𝖦 wheir

𝖧 wher

3. near

𝖡 nere

𝖢 neer

𝖣 neir

7. 𝖠 deirr

dear

𝖢 deire

𝖣 deere

8. clear

𝖥 cleir

𝖦 klear

𝖧 kleer

9. 𝖠 eare

𝖡 eer

𝖢 eire

ear

10. 𝖤 dere

deer

𝖦 deare

𝖧 deir

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Abuelo and the Three Bears

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l Phonics:

r-Controlled Vowel

ar

The vowel sound you hear in these words is followed by

the sound of the letter r. The vowel sound is changed by

the r that follows it.

star farm

1.

fern jar

3.

cord cart

5 .

star shirt

2.

car horn

4.

farm turn

6.

chord card

Fill in the bubble beside the word that names each picture.

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. Music of the Stone Age

Grade 2/Unit 3155

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Vocabulary

talent treasures impossible pleasant

1. I keep gold, jewels, and other in this safe.

2. It is p to walk to the moon.

3. Pat has a real for tap dancing.

4. The fl owers you picked have a p smell.

B. Write a sentence using one of the words in the box.

5.

A. Write the word from the box that completes each

sentence.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMusic of the Stone AgeGrade 2/Unit 3

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l Grammar:

Past-Tense

Verbs

• If a verb ends with one consonant, double the

consonant and add -ed.

The car stopped at the red light.

• If a verb ends with e, drop the e and add -ed.

The car moved at the green light.

Change each present-tense verb to past tense. Then use

the verb in a sentence. Write the sentence on the line.

1. tap

2. bake

3. smile

4. trim

5. love

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. Music of the Stone Age

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The letters -ed can be added to the end of a verb to change

its tense.

If a word ends in silent e, drop the e before adding -ed.

tune – e + ed = tuned

Read each sentence. Add -ed to the word in dark print.

Then write the new word on the line.

1. The horn player share his new music.

2. He hope it was good.

3. The class like it!

4. Boys and girls dance to his music.

5. Their teacher praise his work.

6. The horn player smile with pride.


Inflectional Ending

-ed

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMusic of the Stone AgeGrade 2/Unit 3

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l Spelling:

r-Controlled Vowel

ar

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. art

2. start

3. car

4. arm

5. dark

6. far

7. are

8. bar

9. barn

10. farm

11. near

12. here

13. heavy

14. region

15. system

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Music of the Stone Age

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How does the information you wrote in this Author’s Purpose

Chart help you to better understand Music of the Stone Age?

As you read Music of the Stone Age, fill in the

Author’s Purpose Chart.

Clue Clue

Author’s Purpose

Comprehension:

Author’s Purpose Chart

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Author’s Purpose

One way to summarize a selection is to think about the

author’s purpose. The author’s purpose is the writer’s

reason for writing.

Read each passage. Then circle the answer that tells the

author’s purpose.

1. Jemma is a great musician. She plays the fl ute every day.

Jemma knows how to play 20 different songs.

a. The author wants the reader to play the fl ute.

b. The author wants to inform the reader about Jemma’s talent.

2. An elephant is a large gray animal. An elephant has a long

trunk, large fl oppy ears, and two long tusks. Elephants are

found in Asia and Africa.

a. The author wants to make you laugh.

b. The author wants to inform you about elephants.

3. George Washington was the fi rst president of our country.

George Washington grew up in Virginia. He was president for

eight years.

a. The author wants to inform you about the life of George

Washington.

b. The author wants to inform you about Virginia.

R 2.0 Reading ComprehensionMusic of the Stone Age

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Multiple-Meaning

Words

Some words can have more than one meaning. You

can look at the other words in the sentence to help you

decide which meaning fits best in the sentence.

Please don’t tip over my chair.

I see a fly on the tip of her nose.

Read each sentence. Look for clues that help you figure

out the meaning of the underlined word. Draw a line from

the sentence to the word’s correct meaning.

1. Aunt Nettie will watch

this movie with you.

2. My watch says it is

nine o’clock.

3. Penny and I played

catch in the park.

4. Earl will park his bike

by this tree.

5. The teacher will store

the clay in the closet.

6. This store sells

crayons and paints.

a. outdoor place with

trees and grass

b. look at

c. a place where things

are sold

d. put something away

e. something you can

wear that tells time

f. steer a car, boat, plane,

or bicycle into place

R 1.10 Identify simple multiple-meaning words.Music of the Stone AgeGrade 2/Unit 3

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Pronunciation


vocabulary words.

Sunflowers have bright faces that look like the sun. Their

10 centers are filled with seeds. Yellow petals are around the

20 seeds.

21 Artist Vincent van Gogh painted the sunflowers above. His

30 paintings are treasures in museums all over the world. He

40 made more than ten paintings of sunflowers.

47 We usually say the ocean is blue. But water is colorless.

58 Still, a clean ocean often looks blue on a sunny day.

69 Sometimes the ocean seems to change colors. Watch it on

79 a stormy day. It may look gray.

86 The color red can mean many things. Sometimes red means

96 “danger”! You can get sick by eating or touching some red

107 animals. 108

Comprehension Check

1. How do you know that Vincent van Gogh was a famous painter?

Make Inferences

2. Why does the author describe different colors? Author’s

Purpose


Errors=

Words Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. Music of the Stone Age

Grade 2/Unit 3163

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Study Skill:

Choosing Research

Materials

Dictionaries and encyclopedias give different kinds of facts.

Read the dictionary entry and the encyclopedia entry.

Then answer the questions.

1. Which source gives more complete

information about etching?

2. If you wanted to know how to say the word etching

correctly, which source would you use?

3. Which source would be best to look at to fi nd out whether

etching has more than one meaning?

4. If you had to give a report about prints made by etching, which

source would help you most?

Dictionary Entry:

etching (ECH-ing) noun

1. the art of printing from a

metal plate with a design

cut into it 2. a print made by

rubbing ink into a design cut

into a plate

Encyclopedia Entry:

Etching is a way to make

a print. First the artist

scratches a design into a

metal plate. Next the artist

rubs ink into the design.

The plate is covered with

paper. Then it is run through

a press. A print made in this

way is also called an etching.

R 2.0 Reading ComprehensionMusic of the Stone AgeGrade 2/Unit 3

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Compare/Contrast Writing Frame

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

Both music today and music long ago are the same in some

ways. They are the same because

.

However, in other ways music today and music long ago are

different. They are different because

.

So, music today and music long ago have both similarities

and differences.

Rewrite the completed summary on another sheet of paper. Keep

it as a model for writing a summary of an article or selection using

this text structure.

Comprehension:

Writing Frame

R 2.0 Reading ComprehensionMusic of the Stone Age

Grade 2/Unit 3165

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Grammar:

Past-Tense

Verbs

• Add -ed to most verbs to tell about an action in the past.

• If a verb ends with one consonant, double the

consonant and add -ed.

• If a verb ends with e, drop the e and add -ed.

Find the mistakes in the letter. Rewrite it correctly below.

dear Emily

Our teacher planed an awesome trip to the museum. We learnned all about dinosaurs. We watchd a movie about Tyrannosaurus Rex. We were most surprissed to see real dinosaur fossils.

your friend

Carlos

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Music of the Stone Age

Grade 2/Unit 3166

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4. 𝖤 amr

𝖥 arem

arm

𝖧 airm

5. 𝖠 darck

dark

𝖢 dack

𝖣 durk

6. 𝖤 farre

𝖥 fahr

𝖦 furr

far

10. 𝖤 farn

𝖥 farme

farm

𝖧 farmn

1. art

𝖡 aert

𝖢 arte

𝖣 airt

2. 𝖤 starte

𝖥 starrt

𝖦 strat

start

3. 𝖠 kar

𝖡 carre

car

𝖣 cear







Sample A: Sample B:

blue 𝖤 yere

𝖡 bloo year

𝖢 blu 𝖦 yare

𝖣 bleu 𝖧 yeer

Spelling:

r-Controlled Vowel

ar

7. are

𝖡 aer

𝖢 arre

𝖣 oure

8. 𝖤 baer

bar

𝖦 baire

𝖧 bur

9. 𝖠 baren

barn

𝖢 barrn

𝖣 barne

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Music of the Stone Age

Grade 2/Unit 3167

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Phonics:

r-Controlled

or, ore, oar

Circle the word that names each picture. Write it on the line.

score

scare

1. scope

house

hose

3. horse

fork

four

5. free

snore

oarsstork

swipe

swat

2. sword

corn

code

4. core

rope

road

6. roar

The letters or, ore, and oar can make the same sound.

score

horse

fork

sword

c

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.Click, Clack, Moo: Cows

That Type • Grade 2/Unit 3168

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A. Look at each picture. Choose a word from the box

that best tells about the picture.

furious neutral emergency impatient demand sincerely

1. 2.

p

3. 4.

y g y

5. 6.

B. Circle the underlined word that is the best response

for each question.

7. You missed your school bus. Are you impatient or furious?

8. You do not take sides in an argument. Are you furious or neutral?neutral?

furious?

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentClick, Clack, Moo: Cows That Type • Grade 2/Unit 3

169

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Grammar:

The Verb Have

Change the verb have from present tense to past tense

in each sentence. Write the new sentence on the lines.

1. We have our dance show in January.

2. The show has three parts.

3. I have a lead role.

4. Juanita has a solo.

5. We have a party after the show.

• The past-tense form of have is had.

• Use had in the past tense with any subject.

I had a dance recital.

My friends had fun watching me dance.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.Click, Clack, Moo: Cows


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Phonics:Suffixes

You can add the suffixes -er and -est to a word to compare things. The ending -er means “more than.” Use -er to compare two things. The ending -est means “most.” Use -est to compare more than two things.

tall + er = taller (more tall)

tall + est = tallest (most tall)

Write the suffix -er or -est to complete each sentence.

1. Matt is old than Grant.

2. This is the tall tree in the park.

3. Today is going to be the hot day of the week.

4. My new bike is fast than my old bike.

5. This dog is the small dog I’ve ever seen.

6. My dad is strong than me.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Click, Clack, Moo: Cows That Type • Grade 2/Unit 3

171

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Spelling:

r-Controlled

or, ore, oar

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Review Words

High-Frequency

Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

1. more

2. tore

3. corn

4. store

5. oar

6. roar

7. board

8. horn

9. sort

10. form

11. art

12. car

13. carry

14. once

15. talk

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.Click, Clack, Moo: Cows


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Cause and Effect Chart

As you read Click, Clack, Moo: Cows That Type, fill in

the Cause and Effect Chart.

How does the information you wrote in this Cause and Effect Chart

help you to better understand Click, Clack, Moo: Cows That Type?

EffectCause

R 2.6 Recognize cause-and-effect relationships in a text.Click, Clack, Moo: Cows That Type • Grade 2/Unit 3

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Comprehension:

Cause and Effect

The reason why or how something happens is the

cause. The effect is what happens. Knowing the cause

and the effect in a story will help you understand what

happens in a story.

Match the cause that best completes each sentence with

its effect. Use each cause only once.

Cause

a. his brother told a funny joke

b. their team scored a goal

c. they did not fi t her anymore

d. I threw her the ball

e. we were out of milk

1. I went to the store for more milk because .

2. Nate laughed aloud after .

3. Monique gave her old clothes away because .

4. The crowd at the soccer game went wild when .

5. My dog, Emma, ran across the fi eld when .

R 2.6 Recognize cause-and-effect relationships in a text.Click, Clack, Moo: Cows That Type • Grade 2/Unit 3

174

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Synonyms

Synonyms are words that have almost the same

meaning. You can use a thesaurus to find synonyms

for many words.

A. Read the thesaurus entry. Then write the synonyms

under each meaning of sturdy.

sturdy adjective 1. Able to withstand force. The bridge is sturdy.

strong, tough, stable, secure 2. Solidly built. The weight lifter has

sturdy legs. brawny, burly, muscular, athletic

sturdy: able to withstand force sturdy: solidly built

1. 5.

2. 6.

3. 7.

4. 8.

B. Use a synonym for each meaning of the word sturdy in

a sentence. Write the two sentences on the lines below.

9.

10.

R 1.7 Understand and explain common antonyms and synonyms.Click, Clack, Moo: Cows That Type • Grade 2/Unit 3

175

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Fluency: Intonation


“No eggs again today,” said Mr. Gomez. “This is

9 an emergency.”

11 The hens just sat. Chica, the best hen, was

20 yawning!

21 “Do you know what is going on?” Mr. Gomez asked

31 Desi the dog.

34 “No,” said Desi. But he knew.

40 “Do you know what is going on?” Mr. Gomez asked

50 Carla the cat.

53 “No,” said Carla. But she knew.

59 That night Mr. Gomez saw something. 65

Comprehension Check1. What does Mr. Gomez do after he fi nds out there are no eggs?

Sequence of Events

2. Why is Mr. Gomez worried about his egg farm? Cause and Effect


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.Click, Clack, Moo: Cows


Number of Animals

Mr. Brown’s Farm Animals

Goats

Cats

Hens

Ducks

Cows

1 2 3 4 5 6 7

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Bar Graphs

1. How many animals does each box represent?

a. one animal b. two animals

2. What kind of animal does Farmer Brown have the most of?

a. goats b. hens

3. What kinds of animal does he have the same number of?

a. goats and ducks b. cats and cows

4. What does he have six of?

a. ducks b. goats

5. How many hens does he have?

a. 5 b. 7

You can use a bar graph to compare amounts. Bar

graphs use bars of different lengths to show the

relationship between numbers.

The bar graph below compares the number of animals on

Farmer Brown’s farm. Read the graph. Circle the best answer

for each question .

R 2.7 Interpret information from diagrams, charts, and graphs.Click, Clack, Moo: Cows That Type • Grade 2/Unit 3

177

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Grammar:

The Verb Have

• Use has in the present tense when the subject is

singular. Use have when the subject is plural or I or

you.

• The past-tense form of have is had.

• Capitalize the first letter and each important word in a

book title.

Circle the mistakes in the sentences. Write the

sentences correctly on the lines.

1. Our class is making a play of the book charlie and the

chocolate factory.

2. We have tryouts yesterday.

3. Alison have a great singing voice.

4. Three boys has the part of Charlie.

5. You has to come see our show!

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Click, Clack, Moo: Cows


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Sample A: Sample B:

cage 𝖤 nam

𝖡 kaje name

𝖢 kage 𝖦 neam

𝖣 caje 𝖧 naem

Spelling:

r-Controlled

or, ore, oar

1. 𝖠 mor

more

𝖢 mure

𝖣 mour

2. 𝖤 toor

𝖥 torr

𝖦 ture

tore

3. 𝖠 korn

corn

𝖢 kourn

𝖣 corne

4. 𝖤 sture

𝖥 stoor

𝖦 stor

store

5. oar

𝖡 oure

𝖢 oare

𝖣 aor

6. 𝖤 rore

𝖥 roor

𝖦 raur

roar

7. 𝖠 bord

𝖡 bardd

board

𝖣 bourd

8. 𝖤 hoarn

𝖥 hurn

horn

𝖧 horen

9. sort

𝖡 surt

𝖢 cort

𝖣 soort

10. 𝖤 furm

𝖥 forme

𝖦 fromm

form

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Click, Clack, Moo: Cows


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The letter r after a vowel can make the vowel stand for

a new sound.

Listen for the vowel sound as you say these words.

car square hair

Circle the picture whose name has the same vowel

sound as the word.

1. car

2. hair

3. hare

4. far

Phonics:

r-Controlled

are, air

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.Stirring Up Memories

Grade 2/Unit 3180

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Circle the word that best completes each sentence. Then

write it on the line.

1. The writer had from many years earlier.

memories glamorous

2. The writer’s ideas came from her and

from things that had happened to her.

familiar imagination

3. She writes about very fancy and parties.

memories glamorous

4. We will celebrate special .

occasions familiar

5. The writer writes about her family members because they are

to her.

familiar creating

6. The writer enjoyed new stories and pictures.

occasions creating

Vocabulary

memories

imagination

glamorous

occasions

familiar

creating

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStirring Up Memories

Grade 2/Unit 3181

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• If sentences have subjects that are the same, you

can combine them.

• Sometimes you can combine sentences by joining two

predicates with and.

The cow slept. The cow ate.

The cow slept and ate.

Combine each pair of sentences

by joining the predicates with

the word and. Write the new

sentences on the lines.

1. a. The cows walk in the fi eld.

b. The cows eat grass.

2. a. The farmer sits on a stool.

b. The farmer milks the cow.

3. a. The pigs roll in the mud.

b. The pigs get dirty.

4. a. The barn is big.

b. The barn has red sides.

Grammar:

Sentence Combining

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.Stirring Up Memories

Grade 2/Unit 3182

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A prefix is a word part that can be added to the

beginning of a word to change the word’s meaning.

reread (read again)

disappear (do not appear)

unable (not able)

Circle the prefix in each underlined word. Then circle the

meaning of the word.

1. Aunt Jan has a book wrapped in paper. She unwraps it.

not wrap wrap again

2. The book has photos in it. The photos help us relive our

family past.

not live live again

3. I see myself as a baby. It seems unreal that I was so little.

not real real again

4. Mom thinks I look like my little brother in one photo. I disagree.

do not agree agree again

5. Then Aunt Jan has to go home. I am unhappy.

not happy happy again

6. Aunt Jan promises to let me review the photos another day.

not look at look at again

Phonics:

Prefixes

nw

rel

not real

unr

disa

unh

rev


Grade 2/Unit 3183

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Spelling:

Words with r-Controlled

are, air

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the paper

along the dotted

line. Use the blanks

to write each word

as it is read aloud.

When you finish

the test, unfold

the paper. Use the

list at the right to


mistakes.

Review Words

High-Frequency

Words

1. star

2. part

3. care

4. stare

5. car

6. dare

7. hair

8. pair

9. chair

10. fair

11. more

12. store

13. believe

14. material

15. built

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.Stirring Up Memories

Grade 2/Unit 3184

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Fact Fact

Conclusion

As you read Stirring Up Memories, fill in the

Conclusion Chart.

How does the information you wrote in the Conclusion Chart

help you summarize Stirring Up Memories?

Comprehension:

Conclusion Chart

R 2.0 Reading ComprehensionStirring Up Memories

Grade 2/Unit 3185

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1.

The music is loud.

The music is soft.

2.

The boy likes to eat apples.

The boy does not like to

eat apples.

3.

The girl is not tired.

The girl is tired.

4.

The girl will be on time to

school.

The girl will be late to school.

When you draw conclusions, you use what you know and

clues from the story to figure something out.

Look at each set of pictures. Then circle the sentence

that tells your conclusion.

Comprehension:

Draw Conclusions

The boy likes to eat apples.

The girl will be late to school.

The girl is tired.

T

R 2.0 Reading ComprehensionStirring Up MemoriesGrade 2/Unit 3

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Some words in English come from other languages, such as

Greek and Latin.

The word part act is from Latin. It means do.

act + ion = action

re + act = react

act + or = actor

A. Combine the word parts. Write the new word on the line.

1. loc means place loc + ate =

2. trac means pull trac + tor =

3. auto means self graph means write

auto + graph =

4. photo means light graph means write

photo + graph =

B. Use the new words to complete each sentence.

5. The farmer drove a .

6. Dad took a of me with his new camera.

7. Did you the book you lost?

8. The movie star signed an for the fan.


Word Roots


Grade 2/Unit 3187

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Illustrators are people who create pictures that go with

9 writing. Sometimes seeing the art from a book can bring back

20 the memories of wonderful stories.

25 What would Charlotte’s Web or Where the Wild Things Are be

36 like without pictures? They would be good to read, but they

47 might not be as much fun.

53 Being an illustrator may seem like a glamorous job. But it

64 is work that must be done with care. Illustrators have to learn

76 how to draw well. They need to be able to draw many different

89 things.

90 Sometimes a book’s author and illustrator are the same

99 person. But often they are not. Sometimes the author writes

109 the story first. Then the illustrator creates the art. 118

Comprehension Check1. How do illustrators improve a book or story? Draw

Conclusions

2. What will this book be about? How do you know? Make Inferences


Correct Score

First Read – =

Second Read – =

Fluency: Phrasing

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.Stirring Up Memories

Grade 2/Unit 3188

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Alliteration means starting several words in a row with

the same letter. Onomatopoeia is the use of a word that

sounds like the action or object it names.

boom click beep

Look at each picture. Circle the word that has onomatopoeia

and names the sound the picture shows. Then write a

sentence for each word that tells about the picture.

1.

eat go pop

3.

air crack caught

2.

grow feel moo

4.

zip rest blow

Literary Element:

Onomatopoeia

pop

crack

moo

zip

R 2.0 Reading ComprehensionStirring Up Memories

Grade 2/Unit 3189

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• Sometimes you can combine sentences by

joining two predicates with and.

• End a statement or a command with a period.

• End a question with a question mark.

• End an exclamation with an exclamation point.

Rewrite the paragraph correctly on the lines below.

Add punctuation and combine sentences with the

same subjects.

Have you ever been to a farm Our class went on a trip to a farm. Our class saw lots of animals. We watched baby chicks hop around We watched pigs play in the mud Boy, did those pigs get dirty

Grammar:

Sentence Combining

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Stirring Up Memories

Grade 2/Unit 3190

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Words with r-Controlled

are, air







Sample A: Sample B:

bean 𝖤 werd

𝖡 ben 𝖥 whord

𝖢 bene word

𝖣 baen 𝖧 wored

9. 𝖠 chaire

𝖡 shair

𝖢 chear

chair

10. 𝖤 faer

fair

𝖦 farre

𝖧 fearr

5. 𝖠 kar

𝖡 cair

𝖢 carr

car

6. 𝖤 dair

𝖥 daer

dare

𝖧 dar

7. hair

𝖡 haire

𝖢 heire

𝖣 har

8. 𝖤 peare

𝖥 paer

pair

𝖧 piar

1. 𝖠 sart

star

𝖢 starre

𝖣 stear

2. part

𝖥 parte

𝖦 peart

𝖧 pairt

3. 𝖠 kare

care

𝖢 kair

𝖣 cear

4. 𝖤 staire

stare

𝖦 staar

𝖧 stear

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Stirring Up Memories

Grade 2/Unit 3191

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The /ou/ sound can be spelled with the letters ow or ou.

cow mouth

Name each picture. Write ou or ow to complete each word.

1.

cl d

3.

cl n

5.

h se

2.

fl er

4.

m ntain

6.

m se

Phonics:

Diphthong ou, ow

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.Head, Body, Legs

Grade 2/Unit 4

Head, Body, Legs Grade 2/Unit 4

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Choose a word from the box that matches each

definition. Write the word in the boxes, one letter to a box.

swung gasped delicious frantically attached

1. tasty, appetizing

2. to have breathed with diffi culty

3. rapidly moved in a sweeping curve

4. fastened or connected

5. in a wildly excited way

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentHead, Body, Legs

Grade 2/Unit 4


193

Practice

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Grammar:

Linking Verbs

• The past-tense form for am is was.

• The past-tense form for is is was.

• The past-tense form for are is were.

I am at the park. Yesterday, I was at the farm.

The chick is in the yard. Earlier, it was in the barn.

The bears are sleepy. In the spring, they were active.

Choose the correct linking verb

in ( ). Then write the complete

sentence below.

1. Yesterday I (was, were) in the woods.

2. There (was, were) a deer eating leaves.

3. The birds (was, were) in the air.

4. A squirrel (was, were) up in a tree.

5. It (was, were) very peaceful.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.Head, Body, Legs

Grade 2/Unit 4


194

Practice

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s, -es

Use -s or -es to make some words mean more than one.

For words that end with a consonant and y, change the

y to i and add -es.

story − y + i + es = stories

Change each word to mean more than one. Then write

the new word on the line.

1. penny

2. hand

3. baby

4. lady

5. cherry

6. leg

7. head

8. city

R 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fl y/fl ies, wife/wives). Head, Body, Legs

Grade 2/Unit 4


195

Practice

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Spelling:

Diphthong ou, ow

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Review Words

High-Frequency

Words

1. cow

2. clown

3. howl

4. brown

5. pound

6. round

7. loud

8. cloud

9. house

10. sound

11. star

12. chair

13. family

14. four

15. hear

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.Head, Body, Legs

Grade 2/Unit 4


196

Practice

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As you read Head, Body, Legs: A Story from Liberia, fill

in the Cause and Effect Chart.


help you to better understand Head, Body, Legs: A Story from Liberia?

Cause Effect

Comprehension:

Cause and Effect Chart

R 2.6 Recognize cause-and-effect relationships in a text.Head, Body, Legs

Grade 2/Unit 4


197

Practice

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Look at the pictures. Read the sentences. The cause is the

event that makes the effect happen.

Cause Effect

It rained. The boy got wet.

Each picture shows an effect. Write a cause that could

have made the effect happen.

1. Cause:

Effect:

The girls are wearing

party hats.

2. Cause: Effect:

The snowman melted.

Comprehension:

Identify Cause and

Effect

R 2.6 Recognize cause-and-effect relationships in a text.Head, Body, Legs Grade 2/Unit 4


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Sometimes other words in a sentence or a story can help

you figure out the meaning of a new word. These words are

called context clues.

There was no sunshine on the overcast day.

The unknown word is overcast.

The clue words are no sunshine.

Read each sentence. Then find the word or words in

the box that tells the meaning of the word in dark print.

Write the word from the box on the line.

flower bird body part instrument

1. The fi nch has red legs and feet. It has feathers and can fl y.

A fi nch is a .

2. Micah blew into the saxophone, which made a wonderful

sound. He is practicing so he can play a song.

A saxophone is an .

3. Dad planted daffodils in the garden. Mom picked a few and put

them in a vase.

A daffodil is a .

4. The ulna is between your wrist and elbow.

An ulna is a .


Context Clues

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentHead, Body, Legs

Grade 2/Unit 4


199

Practice

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As I read, I will pay attention to the punctuation in each

sentence.

A woodcutter and his wife lived in the forest.

9 One day the woodcutter was about to chop down a tree.

20 Then a squeaky voice yelled, “Stop!” The woodcutter

28 did not see anyone.

32 “Look in the tree!” said a little green elf.

41 “This tree is my home,” said the elf. “Leave it

51 alone, and I will give you three wishes!” The

60 woodcutter agreed.

62 He ran home to tell his wife the good news. 72

Comprehension Check

1. Why will the elf grant the woodcutter three wishes? Cause and

Effect

2. Why do you think the elf doesn’t want the tree to be cut down?

Draw Conclusions


Errors=

Words Correct Score

First Read – =

Second Read – =

Fluency:

Expression

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.Head, Body, Legs

Grade 2/Unit 4


200

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A Web page on the Internet has many places to find

information. It has links to other information on the Web site.

A drop-down menu will help you find more links.

Look at the home page. Then follow the directions and

answer the question.

1. You want to fi nd a book about giraffes. Put an X on the link you

should click.

2. You are looking for programs. Circle where you should click.

3. Put a check mark next to two mammals you would like to know

more about.

4. What is the title of this Web page?

Text Feature:

Drop-Down Menu

R 2.7 Interpret information from diagrams, charts, and graphs.Head, Body, Legs

Grade 2/Unit 4


201

Practice

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Read the paragraph and find the mistakes. Rewrite the

passage correctly on the lines below.

Brown bears is one of the largest types of bears. A female brown bear are about half the size of a male. These bears has thick fur that are usually brown. Some bears is lighter, and others is almost black. Brown bear cubs are born between january and march.

• The words is, are, am, was, and were can be

linking verbs.

Grammar:

Linking Verbs

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Head, Body, Legs

Grade 2/Unit 4


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l Spelling:

Diphthong ou, ow







Sample A:

nose

𝖡 noce

𝖢 noze

𝖣 noes

Sample B:

𝖤 poney

pony

𝖦 ponee

𝖧 ponie

1. 𝖠 cou

𝖡 kow

𝖢 cowe

cow

2. 𝖤 cloun

clown

𝖦 clowen

𝖧 kloun

3. 𝖠 howel

howl

𝖢 houl

𝖣 hoole

4. brown

𝖥 brone

𝖦 broun

𝖧 brouen

5. 𝖠 pouned

𝖡 powned

pound

𝖣 pownd

6. round

𝖥 rownd

𝖦 roond

𝖧 runde

7. loud

𝖡 lode

𝖢 lowd

𝖣 louwed

8. 𝖤 kloud

𝖥 clowd

𝖦 klowed

cloud

9. 𝖠 hows

house

𝖢 howse

𝖣 hous

10. 𝖤 sonde

𝖥 sounde

sound

𝖧 sownd

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Head, Body, Legs

Grade 2/Unit 4


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The letters oi andi oy can stand for the same vowel sound.y

Listen for the vowel sound as you say these words.

joy noise

Write a word from the box to name each picture.

coin boy oil point coil boil toy soil

1.

3.

5.

7.

2.

4.

6.

8.

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.Offi cer Buckle and Gloria

Grade 2/Unit 4204

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l Vocabulary

Circle the word that belongs in each sentence. Then

write it on the line.

1. Hold hands with a on a fi eld trip.

accident buddy

2. Do not get lost on a trip to an zoo.

enormous obeys

3. You must pay to your teacher.

enormous attention

4. A good student the rules.

obeys accident

5. The teacher can give you a to help you

remember the rule.

tip obeys

6. Following the rules can stop an from

happening.

accident enormous

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentOffi cer Buckle and Gloria

Grade 2/Unit 4205

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Grammar:

Helping Verbs

• A helping verb helps a main verb show an action.

• Is, are, am, was, and were can be helping verbs.

A fox is looking for food.

The bears are hibernating.

I am watching the birds fly south.

The squirrels were gathering nuts.

Choose the correct helping verb in ( ).

Then write the complete sentence

below.

1. The chicks (was, were) following their mother.

2. The mother bird (was, were) protecting her babies.

3. One chick (is, are) pecking around for food.

4. Another chick (is, are) hiding behind its mother.

5. I (am, are) watching the chicks.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.Offi cer Buckle and Gloria

Grade 2/Unit 4206

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Prefixes

Circle the prefix in each underlined word. Then circle the

meaning of the word.

1. Ed was unable to do the job alone.

able again not able

2. The team had to redo the job.

do again not do

3. The children disagreed about who won the game.

did not agree agreed again

4. Mel dislikes working by herself.

likes again does not like

5. Dad and Jay will reheat dinner for Mom.

heat again do not heat

6. May was unhappy when she saw the rain.

happy again not happy

A prefix is a word part that can be added to the

beginning of a word to change the word’s meaning.

re- = “again” review (view again)

un- = “not” unreal (not real)

dis- = “opposite of” disappear (do not appear)

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentOffi cer Buckle and Gloria

Grade 2/Unit 4207

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Fold back the paper


Use the blanks to


is read aloud. When





mistakes.

Review Words

High-Frequency

Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

1. soil

2. boil

3. choice

4. point

5. broil

6. oil

7. toy

8. joy

9. soy

10. noise

11. brown

12. house

13. above

14. color

15. song

LC 1.8 Spell basic short-vowel, long-vowel, r- controlled, and-consonant-blend patterns correctly.Offi cer Buckle and Gloria

Grade 2/Unit 4208

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Illustration What I Learn from

the Picture

As you read Officer Buckle and Gloria, fill in the

Illustrations Chart.

How does the information you wrote in this Illustrations Chart help

you to better understand Officer Buckle and Gloria?

R 2.0 Reading ComprehensionOffi cer Buckle and Gloria

Grade 2/Unit 4209

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Comprehension:

Use Illustrations

Illustrations are pictures. They can help you understand

what you are reading.

Circle the picture that helps you understand the sentence.

1. The children ran into

the house because a

thunderstorm was coming.

2. People could not swim

because the pool had

no lifeguard.

3. He wore his helmet while

he rode his bike.

4. She wore her life jacket

when she was on the boat.

The firefighter tells us

how to stay safe.

She shows us her truck.

R 2.0 Reading ComprehensionOffi cer Buckle and GloriaGrade 2/Unit 4

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Synonyms

Synonyms are words that have the same or almost

the same meaning.

little small

The word little has almost the same meaning as

the word small.

Knowing a word’s synonym can help you

understand what the word means in a sentence.

Read each sentence. Circle the synonym for the word

in dark print.

1. The ball rolled under the sofa. I could not reach it.

fi rst below

2. Ron made a good grade. He got many answers correct.

near right

3. She was the swiftest bike rider. She won the race.

quickest book

4. The hat was too enormous for me. It covered my eyes.

large happy

5. We had to wait until the teacher said it was okay. Then we

could start the work.

fl y begin

R 1.7 Understand and explain common antonyms and synonyms.Offi cer Buckle and Gloria

Grade 2/Unit 4211

Practice

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Fluency:Intonation

As I read, I will pay attention to the phrasing in each sentence and my intonation.

Stay safe outside while working in the garden

8 or playing.

10 Here are some garden rules.

15 Garden Safety Rules:

18 Work with an adult.

22 Use tools carefully. Many tools are sharp.

29 Do not leave tools out.

34 Be careful when you play in the sun. Wear a hat

45 on hot days. Wear sunblock, too. Drink a lot of

55 water. Do not run too much.

61 You can be someone’s safety buddy. Tell them

69 about the tips in this book. 75

Comprehension Check1. Why is it important to put tools away after you have fi nished

using them? Make Inferences

2. Why is it a good idea to drink a lot of water when you are playing in the sun? Make Inferences


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.Offi cer Buckle and Gloria

Grade 2/Unit 4212

Practice

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Text Feature:Floor Plans

A floor plan is a map that shows you where all the rooms are in a building.

A. Read the floor plan. Follow directions below.

School Floor Plan

1. Write the letter A on the offi ce.

2. Write the letter X on the gym.

3. Draw a circle around Room 3.

4. Draw a star inside the lunchroom.

Exit A

Gym

Lunchroom

Office

Hall Hall

Hall

Front Door

Exit B

Room 3

Room 2

Room 1

B. Read each question. Circle the letter of the correct answer.

5. Which room is next to the lunchroom?a. the gym b. Room 2

6. Which room is next to Room 3?a. the office b. Room 2

R 2.7 Interpret information from diagrams, charts, and graphs. Offi cer Buckle and Gloria Grade 2/Unit 4

213

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Grammar:

Helping Verbs

• Have, has, is, are, am, was, and were can be

helping verbs.

• Use quotation marks at the beginning and end of

what a person says.



In school we is learning about gorillas. Gorillas are large and gentle apes said our teacher. We read that they live in africa. We has also learned that gorillas eat vegetables. I is excited to learn more about gorillas.

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Offi cer Buckle and Gloria

Grade 2/Unit 4214

Practice

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l Spelling:

Diphthong /oi/ (oi, oy)







Sample A: Sample B:

𝖠 blue 𝖤 rane

𝖡 bloo 𝖥 rain

𝖢 blu 𝖦 rian

𝖣 blewe 𝖧 ranne

10. 𝖤 boil

𝖥 boile

𝖦 boyl

𝖧 boyel

7. 𝖠 choise

𝖡 choce

𝖢 choice

𝖣 choyce

8. 𝖤 broyl

𝖥 broil

𝖦 broille

𝖧 broyle

9. 𝖠 soie

𝖡 soy

𝖢 soye

𝖣 sooe

4. 𝖤 soil

𝖥 sool

𝖦 soyl

𝖧 soyle

5. 𝖠 joi

𝖡 joye

𝖢 joy

𝖣 joiy

6. 𝖤 oil

𝖥 ool

𝖦 oyl

𝖧 oill

1. 𝖠 ponte

𝖡 poynt

𝖢 point

𝖣 pointye

2. 𝖤 noise

𝖥 noyce

𝖦 noice

𝖧 noyse

3. 𝖠 toie

𝖡 toye

𝖢 toy

𝖣 toiy

LC 1.7 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Offi cer Buckle and Gloria

Grade 2/Unit 4215

Practice

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Phonics:Variant Vowel/ü/ (oo, ui, ew)

The letters oo, ui, and ew can all stand for the vowel sound heard in the word new.

Circle the word that names each picture.

1.

fruit crew shoot

3.

noon news noodle

5.

moon moose hut

2.

boom brew broom

4.

spool soon suit

6.

spoon tooth school

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading.A Trip to the Emergency Room

Grade 2/Unit 4216

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l Vocabulary

A. Choose a word from the box to complete each

sentence. Write the word on the line.

1. My cough is mild, but yours sounds more .

2. The doctor me about how to stay healthy.

3. This cream helps cuts and scratches to

more quickly.

4. My teacher gave me when I fell.

5. I wrote a p letter to my best friend.

B. Choose a word from the box to write a sentence.

y

serious aid personal informs heal

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Trip to the Emergency Room

Grade 2/Unit 4217

Practice

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• The verbs see and say have special forms in the past

tense.

I, we, you, they see saw

I, we, you, they say said

Rewrite the sentences using the

past tense of the verb in dark type.

1. I see a boy litter.

2. I say, “Don’t pollute!”

3. We see him pick up his garbage.

4. “Thank you!” we say.

5. The children see lots of people litter.

6. “Clean up!” the children say to all of them.

Grammar:

Irregular Verbs

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.A Trip to the Emergency Room

Grade 2/Unit 4218

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The suffixes -less and -ful change the meaning of the words

to which they are added. The suffix -less means “without.”

The suffix -ful means “full of.”

sleepless = without sleep hopeful = full of hope

Write the suffix -ful or -less to complete each sentence.

1. A team of children wanted to do something good. They wanted

to be help .

2. The children wanted to make people happy. They wanted to

make a cheer garden.

3. The children never got tired. Their work was tire .

4. Everyone did his or her best. No one was care .

5. The garden they made was a quiet place. It was very

peace .

6. The children were pleased with their work. They felt

wonder .


Suffixes


Grade 2/Unit 4219

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Spelling:Variant Vowel

/ü/ (oo, ui, ew)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.


Review Words

High-Frequency Words

1. too

2. room

3. zoo

4. suit

5. fruit

6. clue

7. glue

8. dew

9. new

10. shoe

11. point

12. joy

13. follow

14. near

15. paper

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.A Trip to the Emergency Room

Grade 2/Unit 4220

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l Comprehension:

Sequence

Chart

As you read A Trip to the Emergency Room, fill in the

Sequence Chart.

How does the information you wrote in this Sequence Chart help

you better understand A Trip to the Emergency Room?

First

Next

Then

Last

R 2.0 Reading ComprehensionA Trip to the Emergency Room

Grade 2/Unit 4221

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Comprehension:

Sequence

Read the story. Then number the pictures to show the

order in which things happened in the story.

Sam Gets His Tonsils Out

Sam woke up with a very sore throat. He told his dad. Sam and his mom met with the doctor. “Your tonsils have to come out,” the doctor said. Sam’s mom took him to the hospital the next day. When he woke up after the operation, his dad asked, “Are you feeling better?” Sam said his throat was still a bit sore. The doctor came in with a bowl of ice cream. “This will help you feel better,” she said. Sam smiled and began to eat.

Sequence is the order in which things happen in a story.

1.

3.

2.

4.

R 2.0 Reading ComprehensionA Trip to the Emergency RoomGrade 2/Unit 4

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Homophones

Homophones are words that sound the same, but have

different meanings and different spellings. Too and two

are homophones. When you come to a new word that

sounds the same as another word you know, you can use

a dictionary to look up the word’s meaning.

Study the dictionary entries. Read the sentences below.

Then write the correct word to complete each sentence.

sea noun — a large body of water. Many kinds of fish live in the sea.see verb — to notice with the eyes. I see that the rain has stopped.

1. The tiny boat fl oated along on the wide .

2. Do you any kids at the playground?

flour noun — a powder made of grain. I used two cups of flour in this cake.flower noun — a plant or part of a plant that has colorful petals. The flower was a lovely shade of red.

3. She wore a purple in her hair.

4. This bread is made from wheat .


Grade 2/Unit 4223

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Fluency:Pronunciation

As I read, I will pay attention to the pronunciation of the vocabulary words.

Hospitals are busy, serious places.

5 Doctors and nurses help sick and hurt people.

13 Many people work in a hospital. There are many kinds of

24 jobs. You can meet many helpers at a hospital.

33 Hospitals need to know all about you. A worker puts your

44 personal facts into the computer. Then the worker wraps a

54 band on your wrist. It has your name on it. 64

Comprehension Check1. What happens after the hospital worker puts your personal facts

into the the computer? Sequence

2. What sort of people are helped in hospitals? Main Idea and Details


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.A Trip to the Emergency Room

Grade 2/Unit 4224

kidlookup.com

SEARCH

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l Study Skill:

Using the Internet

You can use the Internet to do research. A search engine is

a program on the Internet that helps you find information on

the World Wide Web. A URL is the address of a Web site. A

home page is the main page of a Web site.

Read each question. Write the key words or phrases that you

would type into a search engine to find the answer.

1. What kind of doctor treats knee injuries?

2. How many emergency rooms are there in Taylor, California?

3. How many doctors work at Jonestown Hospital?

4. How do you treat a broken arm?

R 2.0 Reading ComprehensionA Trip to the Emergency Room

Grade 2/Unit 4225

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Sequence Writing Frame

Summarize A Trip to the Emergency Room.

Use the Sequence Writing Frame below.

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

emergency room.

The first person you see is . That person

.

Next, you see . That person

.

Finally, you see . That person

.

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



Comprehension:

Writing Frame

R 2.0 Reading ComprehensionA Trip to the Emergency RoomGrade 2/Unit 4

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l Grammar:

Irregular Verbs

• The verbs come, run, give, and sing have special

forms in the past tense.

• Begin the first word and each important word in a

book title with a capital letter.

• Underline all the words in the title of a book.



Only two friends comed to my party because of the blizzard. We runned around in the snow and had fun. One friend give me a book called blizzards and ice storms. What a perfect present, I said. Then they singed Happy Birthday to me, and we ate cake.

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. A Trip to the Emergency Room

Grade 2/Unit 4227

Practice

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Spelling:Variant Vowel

/ü/ (oo, ui, ew)

1. 𝖠 room𝖡 rume𝖢 ruim𝖣 rewm

2. 𝖤 glue𝖥 gluie𝖦 glew𝖧 gloo

3. 𝖠 zew𝖡 zui𝖢 zoo𝖣 zuie

4. 𝖤 friut𝖥 froot𝖦 fruit𝖧 frewt

5. 𝖠 shooe𝖡 shew𝖢 shoe𝖣 shuie

6. 𝖤 tew𝖥 too𝖦 tooe𝖧 tuie

7. 𝖠 dew𝖡 doo𝖢 dooe𝖣 duie

8. 𝖤 clewe𝖥 cluie𝖦 clue𝖧 clew

9. 𝖠 newe𝖡 nui𝖢 new𝖣 noo

10. 𝖤 suit𝖥 sewt𝖦 sout𝖧 soote

Look at the words in each set below. One word in each set is spelled correctly. Look at Sample A. The letter next to the correctly spelled word in Sample A has been shaded in. Do Sample B yourself. Shade the letter of the word that is spelled correctly. When you are sure you know what to do, go on with the rest of the page.

Sample A: Sample B:

𝖠 hog 𝖤 aete𝖡 hoog 𝖥 aet𝖢 hawg 𝖦 ait𝖣 hoge 𝖧 ate

LC 1.7 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.A Trip to the Emergency Room

Grade 2/Unit 4228

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l Phonics:

Variant Vowel:

/u/ (oo, ou)

Read each sentence. Circle the word that has the same

vowel sound as cook and would. Write the word on the

line to complete the sentence.

1. You not litter.

might may should

2. Fish are swimming in the .

river brook ocean

3. You help Earth by saving water.

could will do

4. Bailey next to the lake.

was ran stood

5. I picked up the can that was next to my .

bag foot desk

The letters oo and ou can stand for the same vowel sound.

Listen for the vowel sound as you say these words:

book could

should

brook

s

foot

could

R 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. A Harbor Seal Pup Grows Up

Grade 2/Unit 4229

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Vocabulary

1. The doctor the puppy to see if it is well.

2. The doctor knows the puppy is well because everything is

.

3. She can tell the puppy is a because it has

hair and drinks its mother’s milk.

4. People the puppy after it fell down into

a well.

5. The puppy is different from an old dog because it is a

y g animal.

6. The doctor gives the puppy food to stop its g .

young normal rescued

examines mammal hunger

Choose the word from the box that belongs in each

sentence. Then write it on the line.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Harbor Seal Pup Grows UpGrade 2/Unit 4

230

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l Grammar:

Irregular Verbs

• Some verbs do not add -ed to form the past tense.

• The verbs give and sing have special forms in the

past tense.

I, we, you, they give gave

I, we, you, they sing sang

Change the words in dark type to past tense. Write the

new sentences on the lines below.

1. I sing the song about raindrops.

2. I give my old snow boots to my little brother.

3. We sing in a high voice.

4. They sing in a low voice.

5. We give our winter coats to charity.

6. You give money for hurricane victims, too.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. A Harbor Seal Pup Grows Up

Grade 2/Unit 4

A Harbor Seal Pup Grows UpGrade 2/Unit 4

231

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Infl ectional

Ending -ing

Read each sentence. Add -ing to the word in dark print.


1. Mom, Jed, and Lily are make a cake.

2. Jed is shake fl our into a bowl.

3. Lily is take out eggs and milk.

4. Mom is use a mixer to stir up the batter.

5. Now the cake is bake.

6. The family is hope the cake will be good.

The letters -ing can be added to the end of a verb to change

its tense.

If a word ends in silent e, drop the e before adding -ing.

smile − e + ing = smiling

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Harbor Seal Pup Grows UpGrade 2/Unit 4

232

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l Spelling:

Variant Vowel

/u/ (oo, ou)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the paper

along the dotted

line. Use the blanks

to write each word

as it is read aloud.

When you finish

the test, unfold

the paper. Use the

list at the right to


mistakes.

Review Words

High-Frequency

Words

1. shook

2. hook

3. cook

4. book

5. look

6. good

7. hood

8. foot

9. could

10. would

11. zoo

12. new

13. below

14. city

15. own

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. A Harbor Seal Pup Grows Up

Grade 2/Unit 4233

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As you read A Harbor Seal Pup Grows Up, fill in the Sequence Chart.

How does the information you wrote in this Sequence Chart help you better understand A Harbor Seal Pup Grows Up?

First

Next

Last

Comprehension:Sequence Chart

R 2.0 Reading ComprehensionA Harbor Seal Pup Grows UpGrade 2/Unit 4

234

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l Comprehension:

Identify Sequence

of Events

A. Read the story. Then write the number 1, 2, or 3 below

each picture to tell the sequence of the story.

First the pet pig got lost. It was afraid. Next the people found

their pet pig. Last the people took the pig back home.

B. Write a sentence telling what might happen next in

the story.

p p p y p g

The sequence is the order in which things happen in a story.

Words like first, next, and last are clue words to help you

tell the story order.

First Juan’s teacher told the children about their homework.

Next Juan did his homework.

Last Juan gave his homework to his teacher.

R 2.0 Reading ComprehensionA Harbor Seal Pup Grows Up

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Antonyms

Read each pair of sentences. Circle the word in the

second sentence that has the opposite or almost opposite

meaning of the underlined word in the first sentence.

1. Ali’s lost hamster ran under a rock.

Ali found his hamster.

2. Then the hamster ran away again.

Ali raced toward his hamster.

3. The hamster stopped near a tree.

Then it started running again.

4. Ali bent down to see the hamster.

The hamster looked up at him.

5. Ali opened the door of the hamster cage.

He closed it tightly after he put the hamster inside.

Antonyms are words that have opposite or almost opposite

meanings.

The sun is high. The ground is low.

found h

toward

started

up

closed

R 1.7 Understand and explain common antonyms and synonyms.A Harbor Seal Pup Grows UpGrade 2/Unit 4

236

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Fluency: Phrasing


People have always hunted whales. Hunting

6 whales for food was normal. People also made

14 things from whales.

17 There was no electricity long ago. People used oil

26 to light lamps. The oil was often made from whale

36 fat, or blubber.

39 Many whales were killed. There were very few

47 whales left. Today the laws protect whales.

54 Now people go on a whale watch to see whales.

64 They hunt for whales with their cameras. 71

Comprehension Check

1. Why did people hunt whales? Cause and Effect

2. Why are there laws today that protect whales? Cause and Effect


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. A Harbor Seal Pup Grows Up

Grade 2/Unit 4237

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Literary Element:

Similes

A simile compares one thing to another.

Similes use the words like or as.

Bob’s hands are as cold as ice.

The way Bob’s hands feel is compared to the way ice feels.

Read the simile. Draw a picture to go with the simile. Then

write a sentence to tell more about the picture.

1. Jessie is as strong as an ox.

2.

R 2.0 Reading ComprehensionA Harbor Seal Pup Grows UpGrade 2/Unit 4

238

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l Grammar:

Irregular Verbs

• The verbs come, run, give, and sing have special

forms in the past tense.

• The first word and each important word in a book title

begin with a capital letter.

• Underline all the words in the title of a book.



Only two friends comed to my party because of the blizzard. We runned around in the snow and had fun. One friend give me a book called blizzards and ice storms. What a perfect present, I said. Then they singed Happy Birthday to me, and we ate cake.

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. A Harbor Seal Pup Grows Up

Grade 2/Unit 4239

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Spelling:

Variant Vowel

/u/ (oo, ou)







Sample A: Sample B:

𝖠 hive 𝖤 boone

𝖡 hieve 𝖥 bown

𝖢 hife 𝖦 bone

𝖣 hyve 𝖧 boen

1. 𝖠 cook

𝖡 couke

𝖢 couk

𝖣 cooke

2. 𝖤 book

𝖥 bocke

𝖦 buke

𝖧 bouk

3. 𝖠 goud

𝖡 good

𝖢 gode

𝖣 gude

4. 𝖤 loke

𝖥 look

𝖦 louk

𝖧 looke

5. 𝖠 shouk

𝖡 shoock

𝖢 shuk

𝖣 shook

6. 𝖤 hoke

𝖥 hook

𝖦 hocke

𝖧 houck

7. 𝖠 woud

𝖡 woode

𝖢 wulde

𝖣 would

8. 𝖤 could

𝖥 koud

𝖦 coud

𝖧 cood

9. 𝖠 fout

𝖡 foot

𝖢 fute

𝖣 fote

10. 𝖤 hode

𝖥 hude

𝖦 houd

𝖧 hood

LC 1.7 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.A Harbor Seal Pup Grows Up

Grade 2/Unit 4240

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The letters au and aw often stand for the same sounds. You

can hear the sounds in caught and claw.

Use a word from the box to complete each sentence.

paw sauce fawn sausage hawk because

1. I put on a sweater

I was cold.

2. The

went to look for its mother.

3. My dog will let me shake

his p .

4. My dad eats g

with his eggs.

5. I like a lot of on my

spaghetti.

6. The fl ew above our

heads.

Phonics:

Variant Vowel /ô/

(au, aw, a)

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMice and Beans • Grade 2/Unit 4 241

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Read each sentence. Fill in the circle next to the meaning

of the underlined word.

assembled fetch simmered devoured menu

1. Kari devoured the whole pizza.

a. baked

b. ate greedily

2. My dog can fetch a ball.

a. to go after and bring back

b. to bounce

3. Molly looked at the menu to see what she wanted to eat.

a. book

b. list of what foods will be served

4. The soup simmered in the large pot on the stove.

a. cooked just below boiling point.

b. burned

5. Dad assembled my bike with his tools.

a. played

b. put together

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMice and Beans • Grade 2/Unit 4242

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• A contraction is a short form of two words.

• An apostrophe (’) takes the place of the letters that

are left out.

• Doesn’t, don’t, didn’t, and can’t are contractions.

does not = doesn’t do not = don’t

did not = didn’t can not = can’t

Replace the underlined

words with contractions.

Write the new sentences

on the lines.

1. Many animals can not live in the Arctic.

2. They do not do well in the cold weather.

3. Most birds can not live in the Arctic all year.

4. The tern does not stay for the winter.

5. Do not be afraid of the Arctic wolf.

6. The Arctic hare did not see the wolf.

Grammar:

Contractions


Mice and Beans • Grade 2/Unit 4 243

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Read each sentence. Add -ed to the word in dark print.


1. Terry wipe the desks with soap.

2. Drew rinse off the soap.

3. Jake trace letters to cut out.

4. Kate glue the letters on a poster.

5. Will place the poster on the wall.

6. The teacher praise the children’s work.

The letters -ed can be added to the end of a verb to change

its tense.

If a word ends in silent e, drop the e before adding -ed.

like − e + ed = liked


Inflectional Ending

-ed


Practice

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. pause

2. draw

3. saw

4. law

5. fault

6. jaw

7. fawn

8. hawk

9. raw

10. paw

11. book

12. could

13. among

14. bought

15. decided

Spelling:

Variant Vowel /Ô/

(au, aw, a)



Practice

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As you read Mice and Beans, fill in the Fantasy and Reality Chart.

REALITY FANTASY

What Could Happen?

What Could Not Happen?

How does the information you wrote in this Fantasy and Reality Chart help you to better understand Mice and Beans?

Comprehension: Fantasy and Reality

Chart

R 2.0 Reading ComprehensionMice and Beans • Grade 2/Unit 4246

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Fantasy is something that cannot happen in real life.

Reality is something that can happen in real life.

Example: Horses can fly. fantasy Dogs can bark. reality

Look at each picture below. Decide whether it shows

fantasy or reality. Write fantasy or reality on the line.

1. y 2. y

3. List the clues that tell you which picture is fantasy.

p g

g g

4. List the clues that tell you which picture is reality.

p g p p p g

p pp g p

Comprehension:

Distinguish Between

Fantasy and Reality

R 2.0 Reading ComprehensionMice and Beans • Grade 2/Unit 4 247

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A verb is an action word. To show when action takes place,

endings such as -s, -ing, and -ed are added to the verb.

Choose the word that completes the sentence. Then

write the word on the line.

looked

1. Paige tired yesterday. look

cooked

2. Grandma is g chicken and rice. cooking

plays

3. Seth p y with his friend after school. playing

washing

4. My sister is g the shirt right now. washed

wear

5. It is cold today, so we are g jackets. wearing

watched

6. I the game on TV last Saturday. watching

painted

7. Pam is p g a picture. painting

watered

8. Tori the plants last week. watering


Endings -s, -ed, -ing


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There was something special Sofia wanted to buy.

8 But she needed to earn money fast! So she rushed around

19 doing work.

21 Sofia hung the clothes out to dry. Dad helped, but

31 he paid her a dollar.

36 Sofia washed her brother’s car. Her dog Spot helped

45 her. He could fetch the hose and spray it, too!

55 Her brother had to help, too. But he still paid her a

67 dollar.

68 Sofia baby-sat for her cousin, Benny. Her aunt was

77 making jam. While it simmered on the stove, Sofia helped

87 make a sandwich for Benny. 92

Comprehension Check1. What can you tell about Sofi a’s character? Character

2. Will Sofi a save money to buy the thing she wants? Make and Confi rm Predictions


Correct Score

First Read – =

Second Read – =

Fluency: Expression



Practice

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Written directions are steps that tell how to make or do

something.

How to Wrap a Present

1. Place a piece of wrapping paper fl at on a table.

2. Place the present on the wrapping paper to measure the

amount of paper you will need to cover the present.

3. Use scissors to cut the paper.

4. Bring two ends of the paper together to cover the present.

5. Use tape to attach the two ends of the paper.

6. Do the same for the sides of the present.

1. How many numbered steps do the directions have?

2. What is the fi rst thing that you do?

pp g p p

3. What do you do to make sure the paper stays on the present?

p p p g

4. What do you use to cut the paper?

Answer the questions using the directions below.

Text Feature:

Written Directions

R 2.7 Interpret information from diagrams, charts, and graphs.Mice and Beans • Grade 2/Unit 4250

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• A contraction is a short form of two words.

• An apostrophe (’) takes the place of the letters that

are left out of a contraction.

Read the paragraph and find the contraction and book

punctuation mistakes. Rewrite the paragraph correctly

on the lines below.

In the book the lives of arctic animals, I read that Arctic animals dont get cold. It isnt’ just a book about animals. I also learned that the sun does’nt come out in the winter at the North Pole. Did you know that there ar’ent any trees in the Arctic?

Grammar:

Contractions



Practice

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Spelling:

Variant Vowel /Ô/

(au, aw, a)

7. 𝖠 sah

𝖡 sawh

𝖢 saw

𝖣 sau

8. 𝖤 hauk

𝖥 hawk

𝖦 hauck

𝖧 hauke

9. 𝖠 falte

𝖡 fault

𝖢 fawlt

𝖣 falt

4. 𝖤 paw

𝖥 pawe

𝖦 pau

𝖧 pawh

5. 𝖠 rawe

𝖡 rau

𝖢 rauw

𝖣 raw

6. 𝖤 drawe

𝖥 draw

𝖦 draue

𝖧 drahw

1. 𝖠 pauce

𝖡 pause

𝖢 pawse

𝖣 pase

2. 𝖤 jaw

𝖥 jawl

𝖦 jau

𝖧 jauwe

3. 𝖠 fawne

𝖡 fawn

𝖢 faune

𝖣 faln

10. 𝖤 lawe

𝖥 lau

𝖦 laue

𝖧 law







Sample A: Sample B:

𝖠 job 𝖤 line

𝖡 jub 𝖥 lyn

𝖢 jobe 𝖦 lyne

𝖣 jahb 𝖧 lin


Mice and Beans • Grade 2/Unit 4252

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Closed Syllables

Put the two syllables together. Write the word on the line.

Then match the word to the picture it names.

1. rib bon

2. kit ten

3. rab bit

4. but ton

5. rack et

6. muf fi n

When a syllable ends in a consonant, it usually has a short

vowel sound. This type of syllable is called a closed syllable

because the vowel is “closed in” by a consonant.

pup / pet puppet

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Tiny Seed • Grade 2/Unit 5 253

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Vocabulary

A. Read each sentence. Choose the vocabulary word in

( ) that completes each sentence. Write it on the line.

1. The water balloon when it hit the ground.

(burst, drifts)

2. Sara placed the tiny seeds in the pot.

(drowns, gently)

3. The kite through the air. (burst, drifts)

4. Be careful. Too much water seeds before they

can grow. (desert, drowns)

5. My brought me a bunch of fl owers from her

garden. (neighbor, desert)

6. Some plants can grow and survive in the hot, dry

. (burst, desert)

B. Choose two words. Use each one in a sentence of

your own. Write the sentences on the lines below.

7. g p p ppy g y

8. g

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Tiny Seed • Grade 2/Unit 5254

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l Grammar:

Pronouns

Circle the correct pronoun in ( ) to complete

each sentence.

1. Jamal and Nora are going to catch the snakes. We’re glad

(you, she) are here, Jamal and Nora!

2. Now (we, I) are safe!

3. Did you hear the wolves? (We, They) are howling.

4. Wolves don’t eat people, so (we, she) are not in danger.

5. Mom and I hope to see wolf pups. (They, He) are so cute!

6. Have (you, she) ever seen a wolf pup?

7. How big does (it, they) grow?

8. (I, We) are having so much fun in the desert.

• A plural noun names more than one person, place, or thing.

• The pronouns we, you, and they can take the place of a

plural noun or more than one noun or pronoun.

Rattlesnakes are dangerous. They are dangerous.

Emma and I saw a rattlesnake. We saw a rattlesnake.


The Tiny Seed • Grade 2/Unit 5 255

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Closed Syllables

A closed syllable ends with a consonant. The vowel

sound in a closed syllable is usually short.

can / not cannot pep / per pepper

Put the two syllables together. Write the word. Then draw

a picture to show the meaning of the word.

pen cil sun set

bas ket nap kin


Practice

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Closed Syllables

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11 .

12.

13.

14.

15.

1. nap

2. napkin

3. cab

4. cabin

5. kit

6. kitten

7. in

8. index

9. cat

10. catnip

11. saw

12. draw

13. food

14. together

15. through



Practice

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Comprehension:

Conclusion Chart

Facts Facts

Conclusion

As you read The Tiny Seed, fill in the Conclusion Chart.

How does the information you wrote in this Conclusion Chart

help you better understand The Tiny Seed ?

R 2.0 Reading ComprehensionThe Tiny Seed • Grade 2/Unit 5258

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Draw Conclusions

Read the sentence that tells about each picture.

Then draw a circle around the sentence that draws

a conclusion.

1. The soil around the plant was very dry.

The plant did not get The plant got water

enough water. and sunlight.

2. The plant had grown too much.

The leaves fell off The woman cut

the plant. some leaves off

the plant.

3. Mr. Jones wanted to grow some flowers.

Mr. Jones planted Mr. Jones planted a

daisy seeds. fi r tree.

4. The cat played with the plant.

The wind blew down The cat knocked

the plant. down the plant.

You can use clues from a story and what you know to help

you draw conclusions about what is happening.

It is very bright outside.

It is sunny. It is rainy.

The plant did not get

Mr. Jones planted

R 2.0 Reading ComprehensionThe Tiny Seed • Grade 2/Unit 5 259

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Context Clues

Context clues are words in a sentence or story that help

you figure out the meaning of a word you don’t know.

Context clues can come before or after the new word.

Read each sentence. Look at the

underlined word. Circle the context

clues that help you figure out what

the underlined word means. Then

use the word in a sentence.

1. The thick, strong stem of the plant was very sturdy.

2. There was so much soil in the pot that it overfl owed onto

the table.

3. I can’t reach the plant because it is on a high shelf.

4. It was so cold that the water froze.


Practice

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Fluency:Intonation

As I read, I will pay attention to my intonation.

Some leaves can also be cooked. Do not drown

9 them in water or cook them too long. They will not

20 be very healthy if you do. Gently steam them in

30 a little water for a short time.

37 Cooks use herb leaves. The leaves add flavor to

46 food. They also add color. Some people even put

55 them on top of a meal. 61

Comprehension Check1. Why do cooks use herb leaves? Draw Conclusions

2. What is the author writing about? Plot


Correct Score

First Read – =

Second Read – =



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Text Feature:

Diagrams and Labels

Look at the diagram. Read the labels. Then answer the

questions below.

The Parts of an Apple Tree

1. What does this diagram show?

g p pp

2. Which part holds the tree’s seeds?

3. What do leaves do?

4. Which part takes water from the soil?

Diagrams are drawings that give information. Labels tell

more about a diagram.

Leaves make

food for the tree.

Roots take water

from the soil.

Fruit holds the

tree’s seeds.

Branches and

trunk carry water

and food to different

parts of the tree.

R 2.7 Interpret information from diagrams, charts, and graphs.The Tiny Seed • Grade 2/Unit 5262

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Pronouns

• A pronoun must agree with the noun it replaces.

Find each mistake. Then rewrite the paragraphs

correctly on the lines below.

Mr. Walker taught the class what him knows about desert plants. She said, The desert is home to many plants. How can they grow in dry deserts? he asked.

Some desert plants store water in their roots, said Leah.

She are right! said Mr. Walker.



Practice

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Spelling:

Closed Syllables

10. 𝖤 kiten

𝖥 kitten

𝖦 kittin

𝖧 kiteen

7. 𝖠 ket

𝖡 kit

𝖢 cit

𝖣 kyt

8. 𝖤 indecks

𝖥 indexe

𝖦 index

𝖧 indeks

9. 𝖠 nahp

𝖡 napp

𝖢 nep

𝖣 nap

4. 𝖤 cabbin

𝖥 cabben

𝖦 cabin

𝖧 caben

5. 𝖠 cab

𝖡 kab

𝖢 cabe

𝖣 cabb

6. 𝖤 katnip

𝖥 catnep

𝖦 cattnip

𝖧 catnip

1. 𝖠 cate

𝖡 kat

𝖢 katt

𝖣 cat

2. 𝖤 napken

𝖥 napcken

𝖦 nappkin

𝖧 napkin

3. 𝖠 ine

𝖡 in

𝖢 enn

𝖣 inne



the correctly spelled word in Sample A has been shaded in.

Do Sample B yourself. Shade the letter of the word that is

spelled correctly. When you are sure you know what to do,

go on with the rest of the page.

Sample A: Sample B:

𝖠 toast 𝖤 musick

𝖡 toste 𝖥 music

𝖢 toost 𝖦 musik

𝖣 toest 𝖧 moosic

𝖧 𝖣


The Tiny Seed • Grade 2/Unit 5264

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The parts of a word are called syllables.

When two consonants come between two vowels,

you usually break the word into syllables between the

two consonants. These syllables are called closed

syllables. The vowels are closed in by the consonants

and usually have a short vowel sound.

Example: bottom bot • tom

Draw a line to break each word into syllables.


1. basket

2. mitten

3. napkin

4. dollar

5. rabbit

Phonics:

Closed Syllables

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.The Ugly Vegetables

Grade 2/Unit 5265

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Vocabulary

scent muscles blooming aroma trade prickly

A. Write a word from the box to complete each sentence.

1. These two words have about the same meaning. They are

and .

2. When plants are fl owering they are

.

3. To move your bones, you need .

4. The exchange of one thing for another is a .

5. Something that has small, sharp points or thorns is

.

B. Use at least one word from the box in a sentence.

Write the sentence on the line s below.

6.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Ugly VegetablesGrade 2/Unit 5

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l Grammar:

I and me, we and us

Replace the underlined words with

we or us. Write the new sentence

on the line below.

1. Jackie and I love to dance!

2. Our teacher asked Jackie and me to dance in the school play.

3. Jackie and I will learn all the steps.

4. Jackie and I will practice every day.

5. The audience will like Jackie and me.

6. They will throw roses at Jackie and me.

• Use we and us when you talk about yourself and

another person.

• Use we in the subject part of the sentence.

• Use us in the predicate part.

We will wear tutus in the dance show.

Mom will help us make our costumes.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. The Ugly Vegetables

Grade 2/Unit 5267

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Closed Syllables

Some words have two or more parts, or syllables.

Breaking the word into syllables can help you read it.

When two consonants come between two vowels in

a word, break the word into syllables between the two

consonants. These syllables are called closed syllables.

Break each word into syllables. Write the syllables on the lines.

Example: batter bat ter

1. sudden

2. rubber

3. sandal

4. potter

5. lesson

6. cotton

7. pencil

8. winter

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.The Ugly VegetablesGrade 2/Unit 5

268

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. pen

2. pencil

3. net

4. magnet

5. public

6. publish

7. fuzz

8. fuzzy

9. pocket

10. ticket

11. kitten

12. cabin

13. certain

14. fi eld

15. hundred

Spelling:

Closed Syllables

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. The Ugly Vegetables

Grade 2/Unit 5269

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Comprehension:

Sequence Chart

As you read The Ugly Vegetables, fill in the

Sequence Chart.

How does the information you wrote in this Sequence Chart help

you to better understand The Ugly Vegetables?

First

Next

Last

R 2.0 Reading ComprehensionThe Ugly VegetablesGrade 2/Unit 5

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Identify Sequence

of Events

Read the story. Then number the pictures from 1 to 5 to

show the order in which things happen.

Mom likes anything red. For her birthday we gave her a red

surprise. First we went to the plant store. We found a pretty plant

with small red fl owers on it. Next, we helped Dad bake a cake.

Then we picked strawberries from the garden. After the cake

cooled, we covered the top with ripe red strawberries. Mom was so

surprised she turned bright red!

We helped Dad Mom was so We picked

bake the cake. surprised! strawberries.

We got a plant We covered the

with red flowers. cake with strawberries.

The sequence in an article or story is the order in which

things happen.

R 2.0 Reading ComprehensionThe Ugly Vegetables

Grade 2/Unit 5271

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Homophones

Circle the word that completes each sentence. Use context

clues to help you. Then write the word on the line.

1. Runners have strong leg .

muscles mussels

2. She is so smart, she all the answers.

nose knows

3. The g in shining armor saved them.

night knight

4. They each other from summer camp.

knew new

5. The boys took so long to get ready that we were an

late.

our hour

Words that sound the same but have different meanings and

spellings are homophones.

scents cents

These flowers have Those flowers cost

different scents. fifty cents.

muscles

k

knight

knew

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentThe Ugly VegetablesGrade 2/Unit 5

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Fluency:Pronunciation

As I read, I will pay attention to my pronunciation of vocabulary words.

Pumpkins grow from seeds. There are hundreds of seeds in a

11 pumpkin. You can roast the seeds and eat them. They are a

23 crunchy, healthy snack.

26 Pumpkins are big. They need a lot of space between plants to

38 grow. They need a lot of water and sunlight, too.

48 First the seeds are planted. Then the seedling grows. The

58 first leaves grow two to three weeks after planting.

67 Next, the seedling’s slightly prickly stem grows deeper into

76 the ground. Then the plant grows bigger leaves. A few weeks later,

88 the plant is blooming. Flowers pop open.

95 The pumpkin is ready to pick four months after the seeds were

106 planted. 107

Comprehension Check1. What happens to a growing pumpkin plant before it begins to

bloom fl owers? Sequence

2. Why do pumpkins need space between plants to grow? Problem and Solution


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. The Ugly Vegetables

Grade 2/Unit 5273

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Text Feature:

Written Directions

Read the directions. Then answer the questions below.

Written directions are steps that tell how to make or do

something.

Fruit Kabobs

You will need a banana, strawberries, and toothpicks. You will

also need a knife.

Step 1: Wash the berries.

Step 2: Have an adult help you cut off the tops of the berries.

Step 3: Peel the banana. Slice it into rounds.

Step 4: Put a banana slice and a strawberry on each

toothpick.

1. What fruits do you need?

2. What do you do fi rst with the strawberries?

3. Which step does this picture go with?

4. Which step does this picture go with?

R 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.The Ugly Vegetables

Grade 2/Unit 5274

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l Grammar:

I and me, we and us

• Use I and we in the subject of a sentence.

• Use me and us in the predicate part of a sentence.

• The pronoun I is always a capital letter.

• Name yourself last when talking about yourself and

another person.

Circle each mistake in the use of pronouns. Then rewrite

the paragraph correctly on the lines below.

Mom and me went to see a musical. The usher gave i a program and showed we where to sit. Us had great seats! i could see the actors right up close. i hope Mom takes I to another show soon!

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. The Ugly Vegetables

Grade 2/Unit 5275

Practice

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Spelling:

Closed Syllables

1. 𝖠 publick

𝖡 pubblic

𝖢 public

𝖣 publik

2. 𝖤 pensil

𝖥 pencil

𝖦 pinsil

𝖧 pensill

3. 𝖠 ticket

𝖡 ticet

𝖢 tiket

𝖣 tickit

4. 𝖤 penn

𝖥 pen

𝖦 pean

𝖧 pinn

5. 𝖠 fuzy

𝖡 fuzi

𝖢 fuzzy

𝖣 fuzzie

6. 𝖤 magnit

𝖥 magnet

𝖦 maggnet

𝖧 manget

7. 𝖠 knet

𝖡 net

𝖢 nett

𝖣 neit

8. 𝖤 publish

𝖥 pubish

𝖦 publiss

𝖧 pubblish

9. 𝖠 fuzz

𝖡 fuz

𝖢 fusz

𝖣 fuze

10. 𝖤 pokit

𝖥 pockit

𝖦 pokket

𝖧 pocket







Sample A: Sample B:

𝖠 mittin 𝖤 tabllet

𝖡 mitten 𝖥 tabblet

𝖢 mitin 𝖦 tablit

𝖣 miitin 𝖧 tablet

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.The Ugly Vegetables

Grade 2/Unit 5276

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Open Syllables



1. tiger

2. robot

3. photo

4. baby

5. spider

6. pony

Breaking a word into syllables can help you read the word.

When a consonant comes between two vowels, you usually

break the word into syllables before the consonant.

Example: pony po • ny

The syllable po- is called an open syllable. The vowel

sound is long.

ig

ob

ot

ab

id

on

R 1.3 Decode two-syllable nonsense words and regular multisyllable words. Meet the Super Croc

Grade 2/Unit 5277

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Vocabulary

Circle the meaning of the underlined vocabulary word.

1. When something is valid, it is .

a. correct based on b. wrong

facts or proof

2. When you are hopeful, you are .

a. feeling sad and worried b. believing that something

wished for will happen

3. When something is ancient, it has .

a. to do with times very b. just been invented

long ago

4. When you are unable to do something, you are .

a. without the power to do b. with the power to do

something something

5. When you want to confi rm something, you want to .

a. erase something b. show something to be

true or correct

6. When you are at a site, you are .

a. in an area where something b. lost

was once located

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentMeet the Super Croc Grade 2/Unit 5

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Grammar:Possessive Pronouns

• A possessive pronoun shows who or what owns something. Some possessive pronouns are its, our, your, and their.

Our house is on Elm Street. Their house is on Oak Street.

Your house is pretty. Its color is pink.

Underline the correct possessive pronouns. Write the sentences correctly on the lines.

1. (Us, Our) class is learning about Alexander Graham Bell and Thomas Watson.

2. (Their, They) invention changed the way we live.

3. Can you imagine (your, our) life without a telephone?

4. (It’s, Its) technology helps us to stay in touch.

5. What inventor will (our, its) teacher tell us about next?

6. What is (your, you’re) favorite invention?

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner. Meet the Super Croc

Grade 2/Unit 5279

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Phonics:Open Syllables

Break each word into syllables. Write the word parts on the lines.

Example: music mu sic

1. paper

2. even

3. hotel

4. below

5. lady

6. hero

Dividing a word into syllables can help you read it. When a consonant comes between two vowels, you usually divide the word into syllables before the consonant. For example, you would divide the word robot into the syllables ro- and -bot. The syllable ro- is called an open syllable. It has a long vowel sound.

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.Meet the Super Croc

Grade 2/Unit 5280

Practice

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Open Syllables

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. lady

2. lazy

3. crazy

4. navy

5. gravy

6. polo

7. solo

8. silo

9. open

10. odor

11. net

12. magnet

13. idea

14. often

15. second

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Meet the Super Croc

Grade 2/Unit 5281

Practice

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Comprehension:

Summary Chart

How does the information you wrote in this Summary Chart help

you to better understand Meet the Super Croc?

As you read Meet the Super Croc, fill in the Summary Chart.

Main Idea

Main Idea

Main Idea

Summary

R 2.0 Reading ComprehensionMeet the Super Croc Grade 2/Unit 5

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Summarize

Use the main idea and details in a story to summarize what

the story is about.

Read the passage below. Circle the main idea of the passage.

Then draw a picture to show the details that tell about the

main idea.

Ghita reads about fossils. She goes to see fossils at the museum. She asks her teacher about fossils.

a. Ghita likes going b. Ghita likes c. Ghita owns many

to museums. fossils. fossils.

R 2.0 Reading ComprehensionMeet the Super Croc

Grade 2/Unit 5283

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Suffixes and Prefixes

A suffix is a word part added to the end of a base word.

The suffix -ful means “full of.” joyful = “full of joy”

The suffix -less means “without.” careless = “without care”

A prefix is a word part added to the beginning of a base

word.

The prefix re- means “again.” reuse = “use again”

The prefix un- means “not.” unkind = “not kind”

The prefix dis- means “opposite of.” disobey = “opposite of

obey”

Circle the word that completes each sentence. Write the

word on the line. Then circle the suffix or prefix in each

word that you chose.

1. Somie is about using her time wisely.

careless careful

2. I my shoelaces to take off my shoes.

undo redo

3. I can not fi nd my shoes. They must have .

reappeared disappeared

4. This watch does not work. It is .

useful useless

5. To go back to the beginning, I have to .

rewind unwind

c

undo

d

useless

rewind

R 1.9 Know the meaning of simple prefi xes and suffi xes (e.g., over-, un-, -ing, -ly).Meet the Super Croc

Grade 2/Unit 5284

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Fluency:Phrasing and Pronunciation

As I read, I will pay attention to phrasing and pronunciation.

Scientists say that some giant clams can live for

9 100 years. Giant clams live in warm waters. A giant

19 clam has a soft body inside a shell.

27 Giant clams are unable to move. They just open

36 and close their shells.

40 No one knows why some animals live so long.

49 One valid guess may be their slow movement. They

58 spend a lot of time resting. 64

Comprehension Check1. Do giant clams move? Main Idea and Details

2. Why are giant clams unable to move around the ocean? Summarize


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression. Meet the Super Croc

Grade 2/Unit 5285

Practice

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Study Skill:

Narrow a Topic

for Research

Before you write a report, you need to choose a topic. You

need to narrow the topic until it is small enough to cover in

the space you have. Avoid a topic that is too big.

Animals Mammals Whales Blue Whales

WAY TOO BIG TOO BIG STILL TOO BIG PERFECT

Think about having to write a one-page report about one

animal. Then answer the questions below.

1. Which of these topics would be best?

a. desert animals b. pets c. gray wolves

2. Give another topic idea that is the right size for your report.

3. Tell why your idea is a good one.

4. Which topic is too big for a report?

a. dinosaurs b. grizzly bears c. bald eagles

5. Tell why you chose the answer you did to question 4.

R 2.0 Reading ComprehensionMeet the Super Croc Grade 2/Unit 5

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Writing Frame


Summarize Meet the Super Croc.


The super croc is an interesting animal.

One interesting fact about this animal is

.

A second interesting fact about this animal is

.

A third interesting fact about this animal is

.

A fourth interesting fact about this animal is

.

Rewrite the completed summary on another sheet of paper.

Keep it as a model for writing a summary of an article or

selection using this text structure.

R 2.0 Reading ComprehensionMeet the Super Croc

Grade 2/Unit 5287

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Grammar:

Possessive Pronouns

• A possessive pronoun takes the place of a

possessive noun.

• A possessive pronoun shows who or what owns

something. Some possessive pronouns are my, your,

his, its, our, your, and their.

• A proper noun begins with a capital letter.

• The name of a day, month, or holiday begins with a

capital letter.

Find the mistakes. Rewrite the paragraph correctly on

the lines below.

Me twin brothers have a birthday on presidents’ day. There party is on saturday, february 18. Us parents got the boys a puppy as a present. Their name is gus. Gus will sleep in them room.

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Meet the Super Croc

Grade 2/Unit 5288

Practice

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next to the correctly spelled word in Sample A has

been shaded in. Do Sample B yourself. Shade the letter

of the word that is spelled correctly. When you are sure

you know what to do, go on with the rest of the page.

Sample A: Sample B:

𝖠 baby 𝖤 lilly

𝖡 babey 𝖥 lilley

𝖢 babby 𝖦 lily

𝖣 babie 𝖧 lilie

4. 𝖤 solo

𝖥 sollo

𝖦 solow

𝖧 sewlow

5. 𝖠 navy

𝖡 navie

𝖢 navey

𝖣 navvy

6. 𝖤 lazzy

𝖥 lazey

𝖦 lazy

𝖧 lazie

1. 𝖠 poloe

𝖡 polo

𝖢 polow

𝖣 pollow

2. 𝖤 laddey

𝖥 ladey

𝖦 lady

𝖧 ladie

3. 𝖠 odor

𝖡 oddor

𝖢 odir

𝖣 odure

10. 𝖤 opin

𝖥 open

𝖦 oppin

𝖧 opun

7. 𝖠 gravy

𝖡 gravey

𝖢 graivy

𝖣 gravie

8. 𝖤 silo

𝖥 sillo

𝖦 sillow

𝖧 silow

9. 𝖠 krazy

𝖡 crazzie

𝖢 crazey

𝖣 crazy

Spelling:

Open Syllables

𝖠

𝖡

𝖦

𝖠

𝖤

𝖠

𝖦

𝖦

𝖠

𝖣

𝖥

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Meet the Super Croc

Grade 2/Unit 5289

Practice

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Phonics:

Consonant + le

Syllables



1. table

2. rattle

3. candle

4. puzzle

5. fi ddle

6. circle

When a word ends in -le, the consonant before it plus the

letters le form the last syllable. This syllable is called a

consonant + le syllable.

Example: bottle bot • tle

You divide the word bottle before

the consonant + le syllable.

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.Farfallina and Marcel

Grade 2/Unit 5290

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l Vocabulary

Choose a word from the box to finish each sentence.


1. The young bird’s wings as it tried to fl y.

2. The baby with his blue blanket.

3. The kitten its mother’s meow.

4. The calf through the dirty barn window.

5. Juan at the silly puppies.

6. The baby bunnies into their hole.

peered giggled snuggled

fluttered vanished recognized

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentFarfallina and Marcel

Grade 2/Unit 5291

Practice

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Grammar:

Contractions

• A contraction is a short form of two words put together.

• An apostrophe (’) takes the place of the missing letter

or letters in the contraction.

it is it’s we are we’re

they are they’re you are you’re

Write the contraction for the underlined words.

Write the new sentence on the lineblow.

1. It is a starry night.

2. We are gazing at the stars.

3. They are beautiful!

4. It is going to be nice tomorrow.

5. You are reading books about stars.

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.Farfallina and Marcel

Grade 2/Unit 5292

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Consonant + le

Syllables

Break each word into syllables. Write the word parts on

the lines.

1. little

2. marble

3. uncle

4. jungle

5. puddle

6. paddle

When a word ends in -le, the consonant before it plus

the letters le form the last syllable. This syllable is called

a consonant + le syllable.

For example, look at the word title.

You divide the word before the

consonant + le syllable: ti • tle

R 1.3 Decode two-syllable nonsense words and regular multisyllable words. Farfallina and Marcel

Grade 2/Unit 5293

Practice

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Spelling:

Consonant + le

Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. lit

2. little

3. set

4. settle

5. rip

6. ripple

7. pad

8. paddle

9. mid

10. middle

11. lady

12. open

13. group

14. important

15. only

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.Farfallina and Marcel

Grade 2/Unit 5294

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l Comprehension:

Inferences Chart


Inferences

As you read Farfallina and Marcel, fill in the

Inferences Chart .

How does the information you wrote in this Inferences Chart

help you generate questions about Farfallina and Marcel?

R 2.0 Reading ComprehensionFarfallina and Marcel

Grade 2/Unit 5295

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Comprehension:

Make Inferences

When you make inferences, you use what you already

know and what you have read to figure out something

about a story.

Read the clues to figure out the riddles. Use the words and

pictures in the box.

dog frog rooster penguin

1. When I am young, I am yellow and fuzzy. I say, “Peep!” I look

different as I get older. Then I may say, “Cocka-doodle-do!”

What am I?

2. I look like a gray ball of fuzz when I hatch. But when I grow up, I

will have shiny black feathers and a white stomach.

What am I? p g

3. I can be big or small, short-haired or long-haired. You feed me

and take me for walks. I can be your best friend.

What am I? g

4. I live in water and have gills when I am young. When I am an

adult, I breathe with lungs. I say, “Rrribbitt!”

What am I? g

R 2.0 Reading ComprehensionFarfallina and MarcelGrade 2/Unit 5

296

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Thesaurus:

Synonyms

Synonyms are words that have the same or almost the

same meaning. You can use a dictionary or thesaurus

to find synonyms.

Use the dictionary and thesaurus entries to answer the

questions. Then circle the source you used.

1. What does laugh mean?

y

g y

dictionary thesaurus

2. What are two synonyms for look?

g

dictionary thesaurus

Dictionary

laugh (laf) verb to make sounds

with your voice to show that

something is funny

look (l˙uk) verb to use the eyes to

see things

Thesaurus

laugh: chuckle, giggle, snicker

look: examine, gaze, peer, see,

stare, watch

dictionary

thesaurus

R 1.7 Understand and explain common antonyms and synonyms.Farfallina and Marcel

Grade 2/Unit 5297

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Fluency:Expression and

Phrasing

As I read, I will pay attention to the expression and phrasing in each sentence.

Little Bat hung from the cave roof.

7 “The birds think I’m silly,” he said.

14 Mother Bat peered at her son. “Why?”

21 she asked.

23 Little Bat thought about what the birds had said.

32 The birds were mean to him. They said he had

42 big ears. He didn’t fly in the daytime. He did not sit

54 in trees or sing. He didn’t have feathers or

63 a beak. 65

Comprehension Check1. Who has been teasing Little Bat? Draw Conclusions

2. Why do the birds think Little Bat is silly? Make Inferences


Correct Score

First Read – =

Second Read – =

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.Farfallina and Marcel

Grade 2/Unit 5298

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l Text Feature:

Illustrations and

Captions

A. Match each caption from the box to a picture below.

Write the letter of the caption on the line.

a. A fawn is a baby deer. b. A young seal is a pup.

c. A baby kangaroo is a joey. d. Ducklings are baby ducks.

A caption is a short label that tells about a picture.

1.

3.

2.

4.

B. Write the caption for the picture below.

5. y

R 2.7 Interpret information from diagrams, charts, and graphs.Farfallina and Marcel

Grade 2/Unit 5299

Practice

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Grammar:

Contractions

• An apostrophe (’) takes the place of the letters left out

of a contraction.

• Possessive pronouns do not have apostrophes.

• The present-tense verb must agree with a pronoun in

the subject part of a sentence.

Rewrite the paragraph correctly on the lines.

Were learning about the moon. Mr. Jones know a lot about the moon. Hes an expert! He say the moon cannot be seen at the start of it’s cycle. Its called the New Moon.

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Farfallina and Marcel

Grade 2/Unit 5300

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l Spelling:

Consonant + le

Syllables

1. 𝖠 padd

𝖡 payd

𝖢 pad

𝖣 pade

2. 𝖤 middel

𝖥 midle

𝖦 middle

𝖧 middul

3. 𝖠 settle

𝖡 setle

𝖢 setill

𝖣 settel

4. 𝖤 paddle

𝖥 padle

𝖦 padel

𝖧 paddul

5. 𝖠 ripp

𝖡 rip

𝖢 riip

𝖣 rippe

6. 𝖤 littel

𝖥 litle

𝖦 little

𝖧 litul

7. 𝖠 sett

𝖡 set

𝖢 sete

𝖣 seett

8. 𝖤 ripul

𝖥 rippel

𝖦 ripil

𝖧 ripple

9. 𝖠 lit

𝖡 litt

𝖢 litte

𝖣 liyt

10. 𝖤 midd

𝖥 mide

𝖦 mied

𝖧 mid







the page.

Sample A: Sample B:

𝖠 peble 𝖤 giggel

𝖡 pebble 𝖥 giggul

𝖢 pebbel 𝖦 gigle

𝖣 pebbul 𝖧 giggle

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Farfallina and Marcel

Grade 2/Unit 5301

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Draw a line to break each word into syllables. Then

match the word to the picture it names.

1. acorn

p

2. photo

3. robot

4. spider

5. tiger

6. zero

Knowing about different kinds of syllables can help you read

words with more than one syllable.

When a syllable ends in a vowel, the sound of the vowel is

usually long. This kind of syllable is called an open syllable.

Example: tulip tu / lip

In the word tulip, the first syllable is t ⁄ u ⁄. The syllable t ⁄ u ⁄ is

open and the sound of the vowel u is long.

Phonics:

Open Syllables

er

ig

ot

ob

id

ac

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.

Nutik, the Wolf Pup • Grade 2/Unit 5302

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l

Write each word from the box next to its definition below.

glanced beloved promised

noble gleamed wiggled

1. g : glowed or shone

2. : cherished, loved very much

3. gg : squirmed, moved from side to side in

short, sudden movements

4. p : said that something will or will not happen

5. : impressive looking

6. g : took a quick look

7. Write the vocabulary word that is not like the others.

8. What do fi ve of the vocabulary words have in common?

y

y p

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentNutik, the Wolf Pup • Grade 2/Unit 5 303

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Grammar:

Pronoun-Verb

Agreement

• Remember that a present-tense verb must agree with its

pronoun subject.

• With the pronouns I, we, you, and they, do not add -s to

most action verbs to form the present tense.

We visit your garden. You show us around.

I pick some tomatoes. They taste great!

Circle the pronoun in ( ) that agrees with the verb in

each sentence.

1. (You, She) enjoy gardening.

2. (We, He) think your garden is lovely.

3. What kind of fl owers do (you, she) grow?

4. (I, He) see red roses.

5. (It, They) grow so tall!

6. How do (she, you) grow such pretty fl owers?

7. (I, He) want to take some fl owers home.

8. Can (we, us) pick the roses?



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Open Syllables

Many words have more than one word part, or syllable.

When a syllable ends in a vowel, the sound of the vowel is

usually long. This type of syllable is called an open syllable.

The word report has two syllables: re / port. The first

syllable ends in the vowel e. The syllable re is an open

syllable.

A. Put the two syllables together. Write the word on the line.

1. ho tel

2. se cret

3. re lax

4. mo tor

5. a pron p

B. Write the word from the list that matches the picture.

6. p


Nutik, the Wolf Pup • Grade 2/Unit 5 305

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Spelling:

Open Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words

High-Frequency

Words

1. no

2. noble

3. male

4. female

5. baby

6. basic

7. bacon

8. late

9. relate

10. return

11. little

12. middle

13. door

14. order

15. remember



Practice

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l Comprehension:

Inferences Chart


My Inferences

As you read Nutik, the Wolf Pup, fill in the Inferences Chart.

How does the information you wrote in this Inferences Chart

help you to better understand Nutik, the Wolf Pup?

R 2.0 Reading ComprehensionNutik, the Wolf Pup • Grade 2/Unit 5 307

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Comprehension:

Make Inferences

Sometimes the answers to your questions are not in a

story. Then you must make inferences. When you make

inferences, you make decisions about a story based on clues

in the story and what you already know.

Read the description of each place. Then make an

inference. Decide which animal from the box belongs in

each place. Write the animal name on the line.

lion penguin otter robin

1. This place is very cold. The land is covered in ice. Nothing grows.

The water is full of life including fi sh, seals, and whales.

p g

2. This place has freshwater rivers and lakes. There are fi sh, crabs,

and frogs to eat. Old beaver lodges and sunken logs can be used

as underwater dens.

3. This place is a hot, dry area with grassy plains. There are

zebras, giraffes, and antelopes to hunt.

4. This is a fi eld of apple trees surrounded by bushes. The nights can

be cool, but the days are warm. There are many insects to eat.

R 2.0 Reading ComprehensionNutik, the Wolf Pup • Grade 2/Unit 5308

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Word Parts:

Word Ending -ed

A verb is an action word. To show that an action takes

place in the past, -ed is added to the verb.

My dad and I washed the car.

wash + ed = washed (to clean with soap and water,

past tense)

Make the underlined verb in each sentence tell about the

past. Write the new word on the line.

1. The baby sea lion learn to swim.

2. The lion hunt for food.

3. The butterfl y open its wings and fl ew away. p

4. The monkey jump down from the branch. j p

5. The bear cub munch on berries.

6. The puppy pull on the toy. p

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentNutik, the Wolf Pup • Grade 2/Unit 5 309

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Fluency:Expression

As I read, I will pay attention to tone and expression.

A rain forest is a warm, wet jungle. Tall trees

10 grow close together. It is almost always raining in a

20 rain forest.

22 Rain forests are full of plants. They are full of

32 animals, too.

34 Many plants grow on the ground. Their dead

42 leaves cover the ground. Many insects eat the leaves.

51 The giant anteater lives on the ground, too. It has

61 a long nose and no teeth. Its mouth sucks up ants. 72

Comprehension Check1. Do plants have diffi culty growing in the rain forest? Make

Inferences

2. Does it get very dry sometimes in the rain forest? Make and Confi rm Predictions


Correct Score

First Read – =

Second Read – =



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l Text Feature:

Heads

A. Suppose you have a research assignment. You have to

write a one-page paper on one animal. Think about this

assignment as you answer each question below.

1. Circle the topic that best fi ts the assignment.

desert animals penguins water animals

2. Which reference material would be the best one to use?

telephone book encyclopedia newspaper

B. The encyclopedia article on your animal has sections

with the following heads:

Appearance Habitat Diet Hatching and Care of Chicks

3. Which section may have a picture of your animal?

Appearance Habitat

Diet Hatching and Care of Chicks

4. Where would you look to see how many eggs your animal lays?

Appearance Habitat


5. Where would you look to fi nd out what your animal eats?

Appearance Habitat


6. Which section may include a map that shows where your

animal lives?

Appearance Habitat


penguins

encyclopedia

Hatching and Care of Chicks

Appearance

Diet

Habitat

R 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.


Practice

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• With the pronouns he, she, and it, add -s to most

action verbs to form the present tense.

• With the pronouns I, we, you, and they, do not add -s

to most action verbs to form the present tense.

• Begin the first word and all the important words in a

book title with capital letters.

• Underline all the words in a book title.

Find the mistakes. Rewrite the paragraph correctly.

Mom and I goes to the library. She read how to grow a garden. I reads A Kid’s Guide to Gardening. The books tells us how to grow a garden. We wants to plant fl owers. We knows it take hard work.

Grammar:

Pronoun-Verb

Agreement



Practice

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l Spelling:

Open Syllables

1. 𝖠 bassic

𝖡 baysic

𝖢 basic

𝖣 basick

2. 𝖤 reeturn

𝖥 return

𝖦 retern

𝖧 rettern

3. 𝖠 mayl

𝖡 malle

𝖢 male

𝖣 maile

4. 𝖤 noe

𝖥 kno

𝖦 no

𝖧 noa

5. 𝖠 babie

𝖡 baby

𝖢 babee

𝖣 babey

6. 𝖤 lait

𝖥 lat

𝖦 layt

𝖧 late

7. 𝖠 nobil

𝖡 nobble

𝖢 noble

𝖣 nobull

8. 𝖤 bakin

𝖥 baken

𝖦 bacin

𝖧 bacon

9. 𝖠 femayl

𝖡 femail

𝖢 femmale

𝖣 female

10. 𝖤 reelate

𝖥 rellate

𝖦 relaite

𝖧 relate







the page.

Sample A: Sample B:

𝖠 tabul 𝖤 papper

𝖡 tabelll paper

𝖢 tabble 𝖦 papir

𝖣 table 𝖧 papere



Practice

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Phonics:

Consonant + le

Syllables

Put the two syllables together. Write the word.


1. cas tle

2. jug gle

3. ti tle

4. bot tle

5. nee dle

6. ap ple


the letters -le form the last syllable. This syllable is

called a consonant + le syllable.

Example: puddle pud • dle

You divide the word puddle before the consonant + le

syllable.


Dig, Wait, Listen • Grade 2/Unit 6314

1. 2.

3.

4.

5.

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l Vocabulary

1. a hole dug in the ground

by an animal

2. a notice about a danger

lengthy beyond burrow warning distant

Choose a word from the box to match each meaning.

Then write the word in the puzzle boxes.

3. farther on

4. long

5. far away in space

or time

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDig, Wait, Listen • Grade 2/Unit 6 315

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Grammar:

Adjectives

• An adjective is a word that describes a noun.

• Some adjectives tell how many.

Circle the adjectives that tell how many. Then rewrite

each sentence using a new amount.

1. My birthday is in three weeks.

2. I am inviting ten friends to my party.

3. Mom is blowing up a few balloons.

4. There will be nine candles on my cake.

5. One candle is for good luck.

6. There will be many sweet treats.



Practice

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l Phonics:

Consonant + le

Syllables


the letters -le form the last syllable. This syllable is

called a consonant + le syllable.

For example, look at the word fable.

You divide the word before the consonant + le syllable:

fa • ble

Break each word into syllables. Write the word parts on

the lines.

1. cuddle

2. bugle

3. stable

4. uncle

5. kettle

6. simple

7. purple

8. bottle

9. giggle

10. little


Dig, Wait, Listen • Grade 2/Unit 6 317

Practice

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Spelling:

Consonant + le

Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Fold back the

paper along the

dotted line. Use

the blanks to write

each word as it is

read aloud. When


unfold the paper.

Use the list at the


spelling mistakes.

Review Words


1. rat

2. rattle

3. rid

4. riddle

5. sad

6. saddle

7. jig

8. jiggle

9. huddle

10. puddle

11. baby

12. female

13. listen

14. several

15. wind



Practice

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l Comprehension:

Author’s Purpose Chart

As you read Dig, Wait, Listen: A Desert Toad’s Tale, fill in the

Author’s Purpose Chart.

How does the information you wrote in this Author’s Purpose Chart

help you summarize Dig, Wait, Listen: A Desert Toad’s Tale?

Clue Clue

Author’s Purpose

R 2.0 Reading ComprehensionDig, Wait, Listen • Grade 2/Unit 6 319

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Comprehension:

Author’s Purpose

One way to summarize a selection is to think about the author’s

purpose. The author’s purpose is the writer’s reason for writing.

Read each passage. Then draw a line under the answer

that tells the author’s purpose.

1. Rattlesnakes are poisonous snakes. They eat rodents, lizards,

and other small animals.

a. The author wants to make the reader laugh.

b. The author wants to teach about rattlesnakes and what they

eat.

2. Some deserts are very hot during the day. Many animals hide

below ground or under rocks to keep cool. At night they come

out for food.

a. The author wants to teach the reader about how animals can

keep cool in the desert.

b. The author wants to talk the reader into going to the desert.

3. Carl loves to play outside. He plays basketball and football. He

also plays on the slide and rides on the swings.

a. The author wants the reader to play basketball and football.

b. The author wants the reader to know that Carl loves outdoor

activities.

R 2.0 Reading ComprehensionDig, Wait, Listen • Grade 2/Unit 6320

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Possessive Nouns

Look at each picture. Use a word from the box to complete

each sentence.

A word that shows who or what owns something is a

possessive noun. Many possessive nouns are formed

by adding an apostrophe (’) and an s.

Example: the horse that belongs to Dad

Dad’s horse

rabbit’s mom’s bird’s toad’s farmer’s dog’s

1.

I like hat.

3.

Where is the

bone?

5.

The belly is

pale.

2.

That is the pig.

4.

Here is the

hole.

6.

This is the

nest.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentDig, Wait, Listen • Grade 2/Unit 6 321

Practice

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Fluency:

Intonation


Big cats live in this desert. They are predators. They hunt

11 other animals for food.

15 The biggest desert cat is the cougar (KOO-gar). It eats meat.

26 Ocelots (AH-suh-lots) eat meat, too. They hunt at night, when

36 it is cooler.

39 Bighorn sheep live in the desert. They eat grass. Prairie dogs

50 live in the desert. Each family of prairie dogs lives in a burrow

63 underground. It is cooler underground than outside in the

72 sunshine.

73 The roadrunner uses its long legs to run fast. It eats insects,

85 lizards, and snakes. 88

Comprehension Check

1. What is the general subject the author is writing about?

Author’s Purpose

2. How are ocelots similar to cougars? How are the two different?

Ask Questions: Compare and Contrast


Errors=

Words Correct Score

First Read – =

Second Read – =



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l Text Feature:

Charts

A chart gives information in a clear way. Information is often

organized under headings. It is often easier to read facts in a

chart than in a paragraph.

Below is a chart that gives information about desert

animals. Use the chart to answer the questions.

Desert Animals

Animal Characteristics Eats

bobcat powerful jaw, spotted

coat, sharp teeth

small mammals, fish,

birds

roadrunner long, pointed tail; short

wings; long legs

fruit, lizards, spiders

kangaroo rat big hind legs seeds

1. How many headings does the chart have?

2. Which heading do you look under if you want to fi nd out what

the animal looks like?

3 What does a kangaroo rat eat?

4. What animal has a long, pointed tail and short wings?

R 2.7 Interpret information from diagrams, charts, and graphs.Dig, Wait, Listen • Grade 2/Unit 6 323

Practice

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Grammar:Commas and Apostrophes

• Use commas to separate three or more items in a series.

• An apostrophe takes the place of letters left out of a contraction.

• The present-tense verb must agree with a pronoun in the subject part of a sentence.

Find the mistakes. Rewrite the paragraph correctly on the lines.

Were throwing a surprise party for Maria Anna and Louisa. Their triplets! We’ll serve sandwiches juice potato chips and chocolate cake. Were sure theyll be surprised.



Practice

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Spelling: Consonant + le

Syllables


Sample A: 𝖠 liddle

𝖡 littel𝖢 little𝖣 litul

Sample B: 𝖤 settle

𝖥 setle𝖦 settul𝖧 sedle

1. 𝖠 hudel𝖡 huddel𝖢 hudle𝖣 huddle

2. 𝖤 jiggle𝖥 jigle𝖦 jiggel𝖧 jigel

3. 𝖠 pudil𝖡 puddle𝖢 puddel𝖣 pudel

4. 𝖤 ratte𝖥 ratt𝖦 raat𝖧 rat

5. 𝖠 saad𝖡 sadd𝖢 sad𝖣 sade

6. 𝖤 riddul𝖥 riddel𝖦 ridedle𝖧 riddle

7. 𝖠 jigg𝖡 jig𝖢 jige𝖣 jiig

8. 𝖤 radle𝖥 rattel𝖦 rattle𝖧 ratle

9. 𝖠 sattle𝖡 saddle𝖢 sadle𝖣 saddel

10. 𝖤 ridd𝖥 riid𝖦 rid𝖧 wrid

𝖢


Dig, Wait, Listen • Grade 2/Unit 6 325

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Put the two syllables together. Write the word. Then match the word to the picture it names.

1. moun tain

2. sail boat

3. bee tle

4. seat belt

5. au thor

6. rain coat

You can look for vowel teams such as ea, ee, oa, au, ai, and ou to help you read longer words with more than one syllable.

Look at the word feather. The word feather has two syllables:

feather fea • ther

Say the first syllable. The sound ⁄e ⁄ is spelled with the vowel team ea.

Phonics:Vowel Team Syllables

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.Splish! Splash! Animal Baths

Grade 2/Unit 6326

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Finish each sentence by circling the meaning of the word in dark type.

1. If someone has itches, they have .

want to dance tickling or stinging feelings

2. Puddles are .

shallow pools of water chocolate desserts

3. Preen means .

to make oneself smooth or sleek to eat lunch

4. Beasts are .

small animals animals that have four feet

5. Something that is handy is .

useful not needed

6. To nibble means to .

eat large amounts of food take small, quick bites

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSplish! Splash! Animal Baths

Grade 2/Unit 6327

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Grammar:Use a and an

• The words a and an are special adjectives called articles.

• Use the article an before a word that begins with a vowel sound.

I want to hear an animal tale.

Circle the correct article a or an to complete each sentence. Write the article on the line.

1. Have you heard the story about

(a, an) ant named Azizi?

2. Azizi is (a, an) African name.

3. Azizi is (a, an) friendly ant.

4. He has (a, an) lot of friends.

5. One of Azizi’s friends is (a, an) elephant.

6. He is also friendly with (a, an) kangaroo.

7. It is (a, an) interesting story.

8. What (a, an) great ending!

To the Teacher: Complete the entire page with children.Have children reread the sentences to a partner. Splish! Splash! Animal Baths

Grade 2/Unit 6328

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train agree soapy annoy outside

destroy stairway aloud freedom boastful

ee

oa

ai

oy

ou

Look for vowel teams to help you read words with more than one syllable.

Look at the word explain. The word explain has two syllables: ex plain.

Say the first syllable. Then say the second syllable. In the second syllable, the sound ⁄ a ⁄ is spelled with the vowel team ai.

Phonics:Vowel Team Syllables

Sort the words in the word box to match the vowel team syllables listed below. Write the words with the same vowel team next to the letters. Then underline the letters that make the vowel team.

R 1.3 Decode two-syllable nonsense words and regular multisyllable words. Splish! Splash! Animal Baths

Grade 2/Unit 6329

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Review Words

High-Frequency Word s

1. way

2. away

3. ball

4. balloon

5. play

6. display

7. joy

8. enjoy

9. plain

10. explain

1 1. saddle

12. riddle

13. area

14. money

15. piece

Spelling:Vowel Team Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.Splish! Splash! Animal Baths

Grade 2/Unit 6330

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As you read Splish! Splash! Animal Baths, fill in the

Compare and Contrast Chart.

How does the information you wrote in this Compare and Contrast

Chart help you to better understand Splish! Splash! Animal Baths?

Animal Animal Animal

Behavior Behavior Behavior

Comprehension:


Chart

R 2.0 Reading ComprehensionSplish! Splash! Animal Baths

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Hummingbird

has feathers

lays eggs

has two very small legs and feet

has a beak

lives in areas with flowering plants

Duck

has feathers

lays eggs

has webbed feet

has a beak

lives in areas near water

When you compare, you tell how things are alike.

When you contrast, you tell how things are different.

compare: A banana and an orange are both fruits.

contrast: A banana is long. An orange is round.

Think about how the hummingbird and duck are alike and how they are different. Then follow the directions.

1. Circle three items in each list that show how a hummingbird and a duck are alike.

2. Put a line through four items that show how a hummingbird and a duck are different.

Comprehension: Compare and Contrast

R 2.0 Reading ComprehensionSplish! Splash! Animal BathsGrade 2/Unit 6

332

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You can tell whether most nouns are singular or plural by looking at their endings. Nouns that end with -s or -es are plural.

bird birds fox foxes

1.

dog dogs

3.

seal seals

5.

horse horses

7.

whale whales

2.

finch fi nches

4.

fishs fi shes

6.

tiger tigers

8.

bear bears

Circle the correct word for each picture.

Vocabulary Strategy:Word Parts:

Endings: -s, -es

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSplish! Splash! Animal Baths

Grade 2/Unit 6333

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Yaks look like big, hairy cows with long horns.

9 Yaks may be black, white, dark red, or brown.

18 Yaks are mammals. Mammals have warm blood.

25 They also have hair on their bodies. Mammal

33 babies drink milk.

36 Yaks can live to be 25 years old. Baby yaks stay

46 close to their mothers until they are three years old.

56 A baby yak is called a calf.

63 Yaks reach full size when they are around

71 eight years old. 74

Comprehension Check1. How are yaks different from cows? Compare and Contrast

2. How are yaks similar to cows? Compare and Contrast


Correct Score

First Read – =

Second Read – =

Fluency:Phrasing

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.Splish! Splash! Animal Baths

Grade 2/Unit 6334

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Literary Element:

Setting and Characters

The setting is where and when a story or play happens.

The characters are the people in the story or play.

A. Read the short play. Then answer the questions below.

At the Zoo

Characters: Maria, Ken, Paul

Setting: one afternoon at the zoo

Maria: Look at the zebras!

Ken: They look like horses with stripes.

Paul: Look over there. See the elephants?

Maria and Ken: Wow, they have big ears!

1. Who are the characters in the play?

2. What is the setting?

B. Think of a story or play you would like to write. Write the characters and setting on the lines below.

Characters:

Setting:

R 2.0 Reading ComprehensionSplish! Splash! Animal Baths

Grade 2/Unit 6335

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• Use the article a before a word that begins with

a consonant sound.

• Use the article an before a word that begins with

a vowel sound.

• Remember to capitalize proper nouns.

• Capitalize a person’s title. If it is an abbreviation,

end it with a period.

Find the mistakes. Rewrite the paragraph correctly on

the lines.

ms campbell read us a story about a old lady who swallows an fl y. She also swallows an bird, an goat, and even an horse! I think the old lady should have gone to see dr doolittle. He’s a animal doctor!

Grammar:

Use a and an

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner.Splish! Splash! Animal Baths

Grade 2/Unit 6336

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Spelling:

Vowel Team Syllables


Sample A: Sample B:

𝖠 rom 𝖤 boy𝖡 rume 𝖥 boi 𝖢 room 𝖦 booy𝖣 roome 𝖧 boiy

1. 𝖠 playe𝖡 play𝖢 plai𝖣 plaa

2. 𝖤 explayn𝖥 explan𝖦 explane𝖧 explain

3. 𝖠 plain𝖡 playn𝖢 playin𝖣 plann

4. 𝖤 joi𝖥 jooy𝖦 joy𝖧 joyy

5. 𝖠 wai 𝖡 waai𝖢 way𝖣 waey

6. 𝖤 baloon𝖥 ballune𝖦 ballooon𝖧 balloon

7. 𝖠 injoy𝖡 injoiy𝖢 enjoey𝖣 enjoy

8. 𝖤 away𝖥 awway𝖦 awaye𝖧 awaiy

9. 𝖠 display𝖡 dissplay𝖢 displai𝖣 displaye

10. 𝖤 baall𝖥 bal 𝖦 ball𝖧 baul

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly. Splish! Splash! Animal Baths

Grade 2/Unit 6337

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Words with vowel consonant e syllables often have the long vowel sound. Look for final e syllables such as a consonant e, u consonant e, o consonant e, e consonant e, and i consonant e to help you read longer words.

Example: The word shape ends with a consonant e. The letter a has the long vowel sound.

Circle the final vowel consonant e syllables in each word below.

Example: amaze

1. spaceship

2. compete

3. arrive

4. awoke

5. baseball

6. describe

7. compare

8. infl ate

Phonics: Final e Syllables

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.A Way to Help Planet Earth

Grade 2/Unit 6338

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A. Read each sentence. Circle the word that completes the sentence.

1. Using as little water and electricity as you can is good .

cooking shyness conservation

2. An animal’s are the parts of its body that are left after it dies.

remains feathers meals

3. Your bones are the part of your body.

coolest hardest tallest

4. If you have , you can ask for help.

trouble answers kitchen

5. An animal that is has died out forever.

common extinct friendly

B. Write a sentence for three of the words you circled.

6.

7.

8.

Vocabulary

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentA Way to Help Planet Earth

Grade 2/Unit 6339

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• Antonyms are words with opposite meanings.• Synonyms are words with the same or almost the

same meanings.

big slow nice huge happy funny

Write an antonym for the underlined word. Choose a word from the box.

1. We read a sad folk tale.

2. The tale is about a tiny frog named Ling.

3. Ling was a fast hopper.

Write a synonym for the underlined word. Choose a word from the box.

4. Ling had silly friends.

5. One of Ling’s friends was a large mouse.

6. She was a very friendly mouse.

Grammar: Synonyms and

Antonyms

To the Teacher: Complete the entire page with children. Have children reread the sentences to a partner.A Way to Help Planet Earth

Grade 2/Unit 6340

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Break each word into syllables. Write the word parts on the lines.

Example: recite re cite

1. excite

2. athlete

3. divide

4. behave

5. postpone

6. compute

Words with vowel consonant e syllables often have the long vowel sound. Look for final e syllables such as a consonant e, u consonant e, o consonant e, e consonant e, and i consonant e to help you read longer words.

Phonics: Final e Syllables

R 1.3 Decode two-syllable nonsense words and regular multisyllable words. A Way to Help Planet Earth

Grade 2/Unit 6341

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1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.


Review Words


1. place

2. replace

3. nine

4. ninety

5. side

6. sidewalk

7. face

8. inside

9. pole

10. tadpole

11. play

12. display

13. during

14. sure

15. whole

Spelling: Final e Syllables

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.A Way to Help Planet Earth

Grade 2/Unit 6342

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Problem and

Solution Chart

As you read A Way to Help Planet Earth, fill in the

Problem and Solution Chart.

Problem

Steps to Solution

Solution

How does the Problem and Solution Chart help you understand

A Way to Help Planet Earth?

R 2.0 Reading ComprehensionA Way to Help Planet Earth

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Many stories have one or more characters who have a problem they need to solve. The problem is something they want to change, fix, or figure out. Characters work to find a solution, or a way to solve the problem.

Draw a line from each problem to each solution.

Problem

1.

2.

3.

4.

Solution

a.

b.

c.

d.

Comprehension: Problem and Solution

R 2.0 Reading ComprehensionA Way to Help Planet EarthGrade 2/Unit 6

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Multiple-meaning words are words that have more than one meaning. You can use a dictionary to better understand a word that has more than one meaning.

Use the dictionary entry below to figure out which meaning is used in each sentence. On the line, write the number of the meaning used in the sentence.

bat noun 1. a wooden club used to hit the ball in baseball. He swung the bat hard, but he missed the ball. 2. a furry animal that looks like a mouse but has wings of stretched skin. Bats usually fly at night. verb 3. to take a turn at hitting in baseball. It’s my turn to bat.

1. I can bat the ball much better these days.

2. Bats are good to have around because they eat insects.

3. Dan got a new bat for his birthday.

4. Last year, we had a bat in our attic.

5. Would you rather bat or catch?

6. Melanie hit the ball so hard that her bat broke.

Vocabulary Strategy: Multiple-Meaning

Words

R 1.10 Identify simple multiple-meaning words.A Way to Help Planet Earth

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As I read, I will pay attention to the pronunciation of vocabulary words.

The trash breaks down in the dirt pit. The trouble is that it

13 takes a very long time. Some plastic remains there for 500 years.

25 That is longer than the dodo bird has been extinct.

35 Sometimes there are problems with landfills and trash. A

44 landfill pit should be covered. It should also have pipes to

55 pump out liquids.

58 Many landfills are now full. Some trash must be

67 recycled. This means that it must be sorted. 75

Comprehension Check1. What is the trouble with plastic trash? Problem and Solution

2. What are some of the problems in a landfi ll? Main Idea and Details


Correct Score

First Read – =

Second Read – =

Fluency: Pronunciation

R 1.6 Read aloud fl uently and accurately and with appropriate intonation and expression.A Way to Help Planet Earth

Grade 2/Unit 6346

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Study Skill: Changes in Print

You can use text features and changes in print to get information. A caption is a short label that tells about a picture. A sidebar can be a shorter story, a chart, a graph, or a picture that is placed next to the main article. Bold type is heavy, dark type. Italic type slants to the right. Authors use these features to call attention to important words.

Look at the article below. Follow the directions and circle the letter of the correct answer to complete the sentences.

How We Can Care for the AirAir pollution can be caused by cars and factories.

We can help keep the air clean by walking and

riding bikes. You can read more about how you

can help in the book What I Can Do to Help.

1. Underline the title of this article.

2. There is a in the sidebar.

a. graph b. short story c. picture and a caption

3. The caption tells about .

a. air pollution b. riding bikes c. walking

4. Draw a circle around the words that are in bold type.

5. Put a box around the words that are in italic type.

R 2.0 Reading ComprehensionA Way to Help Planet Earth

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Comprehension:

Writing Frame

Problem/Solution Writing Frame

Summarize A Way to Help Planet Earth.

Use the Problem/Solution Writing Frame below.

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

.

To solve this problem,

.

To recycle, people

.

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

problem.



R 2.0 Reading ComprehensionA Way to Help Planet EarthGrade 2/Unit 6

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• Begin every sentence with a capital letter.• End statements and commands with a period.• End a question with a question mark.• End an exclamation with an exclamation mark.• A proper noun begins with a capital letter.


a new boy joined our class today his name is oren. do you know where Oren is from. he moved here all the way from Israel? “Please welcome Oren,” said our teacher

Grammar: Sentence Punctuation

To the Teacher: Complete the entire page with children. Have children reread the passage to a partner. A Way to Help Planet Earth

Grade 2/Unit 6349

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Spelling: Final e Syllables


Sample A: Sample B:

𝖠 date 𝖤 piil𝖡 dat 𝖥 pyll𝖢 dayt 𝖦 pile𝖣 datte 𝖧 pille

7. 𝖠 playce𝖡 place𝖢 playsse𝖣 plac

8. 𝖤 pole𝖥 pol𝖦 polle𝖧 poal

9. 𝖠 ninety𝖡 ninty𝖢 ninetey𝖣 ninetie

4. 𝖤 inside𝖥 innside𝖦 insid𝖧 insyde

5. 𝖠 nin𝖡 nine𝖢 ninne𝖣 nyne

6. 𝖤 sid𝖥 side𝖦 syde𝖧 sighd

1. 𝖠 sidwalk𝖡 sidewalk𝖢 sidewok𝖣 siddewalk

2. 𝖤 tadpol𝖥 tadpool𝖦 tadpole𝖧 tadepole

3. 𝖠 replace𝖡 replaice𝖢 replas𝖣 replac

10. 𝖤 fase𝖥 fasse𝖦 fac𝖧 face

𝖠

LC 1.8 Spell basic short-vowel, long-vowel, r-controlled, and consonant-blend patterns correctly.A Way to Help Planet Earth

Grade 2/Unit 6350

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A syllable is a word part that has one vowel sound. When two vowels together stand for one vowel sound, both vowels appear in the same syllable. This syllable is a vowel team syllable.

Example: toolbox tool box

The word toolbox has two syllables. Two vowels, oo, stand for the /u/ sound in tool. The two vowels appear in the same syllable.

Underline the vowel team in each word, and divide the word into syllables. Then draw a line to the picture that matches the word.

1. suitcase

2. greeting

3. footprint

4. teacher

5. birdhouse

6. paintbrush

Phonics: Vowel Team Syllables

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.Super Storms • Grade 2/Unit 6 351

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Vocabulary

beware destroy grasslandsprevent uprooted violent

1. Cows and sheep graze on .

2. When you keep something from happening, you

it.

3. To be on the lookout for something dangerous means to

.

4. A bad storm can harm or a house.

5. Plants pulled up by their roots are .

6. The terrible, storm knocked down power

lines and fl ooded houses.

Choose a word from the box to complete each sentence. Write the word on the line.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentSuper Storms • Grade 2/Unit 6352

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Adjectives

That Compare

• You can use adjectives to compare people, places,

or things.

• Add -est to an adjective to compare more than

two nouns.

Cymbals are the loudest instruments of all.

Look at the pictures and read the sentence. Write an

adjective that ends with -est on the line.

1. The harp is the instrument.

2. The square is the shape.

3. Hannah is the jumper.

4. Evan is the runner.

5. Jenny is the child.


Super Storms • Grade 2/Unit 6 353

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Divide each word into syllables. Write the word parts on the lines.

Example: screaming scream ing

1. rainstorm

2. fl oated

3. dreaming

4. bedroom

5. reader

6. bluebird

7. beehive

8. groundhog

Write the words from above that have the same vowel team.

9. 10.

Phonics: Vowel Team Syllables

A syllable is a word part that has one vowel sound. When two vowels together stand for one vowel sound, both vowels appear in the same syllable. This syllable is a vowel team syllable.

For example, the word raining has two syllables, rain and ing. Two vowels, ai, stand for the /a / sound in rain. The two vowels appear in the same syllable.

R 1.3 Decode two-syllable nonsense words and regular multisyllable words.Super Storms • Grade 2/Unit 6354

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Spelling:Vowel Team Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.


Review Words


1. wood

2. wooden

3. reach

4. reaches

5. way

6. highway

7. be

8. between

9. root

10. uproot

11. inside

12. place

13. complete

14. measure

15. questions



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Comprehension:

Cause and Effect

Chart

As you read Super Storms, fill in the Cause and

Effect Chart.


help you to better understand Super Storms?

Cause Effect

R 2.6 Recognize cause-and-effect relationships in a text.Super Storms • Grade 2/Unit 6356

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Comprehension: Cause and Effect

A cause is what makes something happen.

The effect is what happens.

Cause Effect

The man held up a sign. The driver stopped the car.

Draw a line from each cause to its effect.

Cause Effect

1.

2.

3.

4.

R 2.6 Recognize cause-and-effect relationships in a text.Super Storms • Grade 2/Unit 6 357

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Vocabulary Strategy:Word Parts:

Compound Words

A compound word is made up of two smaller words. You can often figure out the meaning of a compound word by thinking about the meanings of the smaller words.

sun + shine = sunshine sun + burn = sunburn

Read the clues. Write a compound word to answer each question.

1. It is raining. Stew put on a kind of coat. What kind of coat did

Stew put on?

2. Sue throws a ball to try to get it in the basket. What is Sue

playing?

3. Carlos washed his face with a cloth. What did Carlos use to

wash his face?

4. I found a smooth, pink shell by the sea. What did I fi nd?

5. It is time to go to bed. What time is it?

R 1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

Super Storms • Grade 2/Unit 6358

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Fluency: Phrasing


It was getting windy. Alex left his sled in the yard

11 and went inside.

14 Alex turned on the TV. There was a show on

24 about a lion. It lived on open grasslands. There was

34 no snow there!

37 A news flash came on. It warned people to

46 beware another snowstorm. The reporter told how to

54 prevent damage to homes.

58 Soon the violent snowstorm came. Mom worried

65 that it would destroy trees.

70 “They may be uprooted!” she cried.

76 The snowstorm left a blanket of perfect snow. 84

Comprehension Check1. Why did Alex stop sledding and go inside to watch television?

Cause and Effect

2. What sort of weather was headed toward Alex’s community? Make and Confi rm Predictions


Correct Score

First Read – =

Second Read – =



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Literary Element: Repetition and Word

Choice

Repetition is when one word or phrase appears two or more times in a poem.

Word choice is important in a poem. The words a poet chooses give the poem a certain feeling or mood.

Read this poem. Then answer the questions below.

Oh where, oh where has my little dog gone?

Oh where, oh where can he be?

With his ears short and his tail long,

Oh where, oh where can he be?

1. What words are repeated in this poem?

2. What is the mood of this poem?

3. Which words or lines help create that mood?

4. Draw a picture that helps show the mood of the poem.

R 2.0 Reading ComprehensionSuper Storms • Grade 2/Unit 6360

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• Add -er to an adjective to compare two nouns.

• Add -est to an adjective to compare more than

two nouns.

• Add an apostrophe and s to make a singular

noun possessive.

• Add an apostrophe to make most plural

nouns possessive.

Underline the correct adjective to complete each

sentence. Add an apostrophe to each possessive noun.

Write the sentence correctly on the line.

1. Tims painting is the (bigger, biggest) of the fi ve.

2. Is Mayas painting (smaller, smallest) than Enricos painting?

3. The three boys easels are the (neater, neatest) in the class.

4. The second-graders paintbrushes are (thicker, thickest) than

the third-graders brushes.

5. The teachers paintbrush is the (thinner, thinnest).

Grammar:

Adjectives That

Compare



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Spelling: Vowel Team Syllables

1. 𝖠 rute𝖡 rewt𝖢 roote𝖣 root

2. 𝖤 reeches𝖥 reaches𝖦 raeches𝖧 reches

3. 𝖠 bea𝖡 bey𝖢 be𝖣 bie

4. 𝖤 wudden𝖥 woden𝖦 wouden𝖧 wooden

5. 𝖠 wai𝖡 way𝖢 wa𝖣 waey

6. 𝖤 bitwean𝖥 between𝖦 betwen𝖧 betwene

7. 𝖠 wood𝖡 wod𝖢 woud𝖣 wud

8. 𝖤 uproot𝖥 uprewt𝖦 uprute𝖧 uproote

9. 𝖠 reech𝖡 reche𝖢 reach𝖣 raech

10. 𝖤 highwa𝖥 hieway𝖦 highway𝖧 highwaey


Sample A: Sample B:

𝖠 insied 𝖤 place𝖡 insyd 𝖥 plaece𝖢 inside 𝖦 plase𝖣 insid 𝖧 playse𝖢


Super Storms • Grade 2/Unit 6362

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Phonics: r-Controlled Syllables

Put the two syllables together. Write the word. Then match the word to the picture it names.

1. bird cage

2. a corn

3. cur tain

4. gar den

5. cir cle

6. pitch er

When an r-controlled vowel appears in a word, the vowel and the letter r stay in the same syllable. This syllable is an r-controlled syllable.

Example: orbit or bit

The letters or make up the r-controlled syllable. They are in the same syllable.


Pushing Up the Sky • Grade 2/Unit 6 363

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Vocabulary

jabbing agreed randomly signal gathered

1. I to try out for the play.

2. The teacher called on children to read the parts.

3. The teacher gave me a to go onto the stage.

4. The play was about a family of ducks that

near a lake.

5. The ducks were at pieces of bread to eat them.

Choose the correct word from the box to complete each sentence. Write it on the line.

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentPushing Up the Sky • Grade 2/Unit 6364

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l Grammar: Adverbs

Circle the adverb in each sentence. On the lines,

write the word when if it tells when. Write where if

it tells where.

1. Long ago, George Washington Carver invented many uses for

peanuts.

2. The peanuts grew outside.

3. Do you think Mr. Carver lived nearby?

4. Mr. Carver never sold his inventions.

5. Finally, Mr. Carver won a medal for his work.

6. Which of Mr. Carver’s inventions do you use today?

• An adverb tells more about a verb.

• An adverb can tell when or where.

An inventor visited our class yesterday. (when)

She sat nearby. (where)



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Phonics: r-Controlled Syllables

report silver birthday

turtle fearful carton

When an r-controlled vowel appears in a word, the vowel and the letter r stay in the same syllable. This syllable is an r-controlled syllable.For example, there are two syllables in the word harvest: har vest. The letters ar stand for the vowel sound in the first syllable.

Match the words in the word box to the letter groups listed below. Write the words on the lines. Then draw a line to divide each word into syllables.

1. ar 2. ur

3. ear 4. or

5. ir 6. er


Pushing Up the Sky • Grade 2/Unit 6366

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Spelling: r-Controlled Syllables

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.


Review Words


1. jump

2. jumper

3. high

4. higher

5. star

6. stars

7. other

8. mother

9. ever

10. paper

11. root

12. between

13. pulled

14. travel

15. voice



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Comprehension:

Problem and Solution

Chart

As you read Pushing Up the Sky, fill in the

Problem and Solution Chart.

How does the information you wrote in this Problem and Solution

Chart help you to better understand Pushing Up the Sky?

Problem

Steps to Solution

Solution

R 2.0 Reading ComprehensionPushing Up the Sky • Grade 2/Unit 6368

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Comprehension:Identify Problem and

Solution

Many stories have one or more characters who have a problem they need to solve. The problem is something they want to change, fix, or figure out. Characters work to find a solution, or a way to solve the problem.

Draw a line from each problem to its solution.

Problem

1.

2.

3.

4.

Solution

a.

b.

c.

d.

R 2.0 Reading ComprehensionPushing Up the Sky • Grade 2/Unit 6 369

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Vocabulary Strategy: Word Parts: Base Word

and Ending, -ed

You can add inflected endings to a base word to make new words. The endings can change the meaning of the base word.

base word + ending = new word

jump + ed = jumped

dance + ing = dancing

Use one of the endings to make a new word that makes sense in the sentence. Write the ending on the line.

1. The teacher will be start class soon.

ing ed

2. The teacher want us to help with the play.

ing ed

3. We are work very hard.

ing ed

4. We look over our work before we turned it in.

ing ed

5. The teacher is check our work.

ing ed

R 1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentPushing Up the Sky • Grade 2/Unit 6370

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Fluency: Expression

As I read, I will pay attention to expression.

Narrator: Long, long ago, the Sky was black and white. It

11 was white during the day and black at night. The Sky

22 looked down at Earth.

26 Sky: I see some beautiful colors! I would like to have some

38 color, too.

40 Narrator: The Sky saw some animals in the forest.

49 Sky: Can you help me? I would like some color up here.

61 Red Squirrel: Yes, yes. You can have some of my red.

72 Yellow Lizard: Have some of my yellow.

79 Orange Frog: Have some of my orange. 86

Comprehension Check1. How is the Sky obtaining beautiful colors for itself? Problem

and Solution

2. Which colors did the Sky get from the forest animals? Main Idea and Details


Correct Score

First Read – =

Second Read – =



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Text Feature: Interview

An interview is a group of questions asked by one person and answered by another.

Read this interview from a school newspaper.

Question: Ms. Ramon, how long have you been the drama

club teacher here at Red Road School?

Answer: This is my third year.

Question: When do you put on your plays?

Answer: We put on a play in the spring.

Question: Why did you become the drama club teacher?

Answer: When I was in school, I was in all the plays. My

drama club teacher made everything fun. I really wanted to be

like her. That is why I became the drama club teacher . I really

enjoy teaching.

1. Draw a circle around each question above.

2. Draw a line under each answer.

3. What is one fact you learned from this interview?

4. What is one sentence from the interview that tells how Ms. Ramon feels?

R 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text.


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Grammar: Capitalization

• The pronoun I is always a capital letter.• A proper noun begins with a capital letter.• Add an apostrophe and -s to make a singular noun

possessive.


garrett morgan was an inventor from cleveland who worked to make peoples lives safer. morgans invention of the traffi c signal made traveling safer. morgans’ gas mask also kept people safe. i hope to create a life-saving invention one day.



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Spelling: r-Controlled Syllables


Sample A: 𝖠 rute

𝖡 roote𝖢 root𝖣 roott

Sample B: 𝖤 bitween

𝖥 betwene𝖦 between𝖧 butwene

1. 𝖠 starz𝖡 stars𝖢 starres𝖣 satrs

2. 𝖤 jumpr𝖥 jumpir𝖦 jumper𝖧 jumpere

3. 𝖠 ever𝖡 eaver𝖢 evr𝖣 evir

4. 𝖤 hier𝖥 higher𝖦 highr𝖧 hiyer

5. 𝖠 muther𝖡 mother𝖢 mothr𝖣 mothir

6. 𝖤 satrr𝖥 star𝖦 starr𝖧 stayr

7. 𝖠 paper𝖡 payper𝖢 papr𝖣 papir

8. 𝖤 jumpe𝖥 gump𝖦 jump𝖧 juump

9. 𝖠 hiy𝖡 highe𝖢 hiegh𝖣 high

10. 𝖤 uther𝖥 othr𝖦 other𝖧 othir

𝖢



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