Reading Tb

• Phonemic Awareness

• Phonics

• High-Frequency Words

• Comprehension

• Take-Home Stories

Annotated Teacher’s Edition

B

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

Plaza, New York, New York 10121.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or

distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of

The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance

learning.

Printed in the United States of America

2 3 4 5 6 7 8 9 10 HSO 15 14 13 12 11

Dear Family Member or Caregiver:

Welcome! This year your child will be building

important reading skills. By working together, you

and your child can become partners in learning.

Each week your child will bring home a Take-Home

Story for the two of you to read together and

discuss. You can help your child review vocabulary

words and practice key reading skills taught

that week.

Your interest, praise, and encouragement are sure

to lead to your child’s success in school. Here’s to an

exciting year of learning!

Yours truly,

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Unit 1

Week 1: Lessons 1-5Pam Ran; Sam Can Nap

Phonemic Awareness: Short /a/ . . . . . . . . . . . 39

Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . 40aVocabulary: High-Frequency Words . . . . . . . . 41

Comprehension: Character and Setting . . . . . 42

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 43

Week 2: Lessons 6-10Tag; At Bat

Phonemic Awareness: Short /a/ . . . . . . . . . . . 45

Phonics: Short a . . . . . . . . . . . . . . . . . . . . . . . . 46aVocabulary: High-Frequency Words . . . . . . . . 47

Comprehension: Sequence . . . . . . . . . . . . . . . 48

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 49

Week 3: Lessons 11-15Can Jim Fit?; Big Max

Phonemic Awareness: Short /i/ . . . . . . . . . . . . 51

Phonics: Short i. . . . . . . . . . . . . . . . . . . . . . . . . 52

Vocabulary: High-Frequency Words . . . . . . . . 53

Comprehension: Sequence . . . . . . . . . . . . . . . 54

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 55

Week 4: Lessons 16-20Clip, Clip!; Flag Can Do It

Phonemic Awareness: l-Blends. . . . . . . . . . . . 57

Phonics: l-Blends . . . . . . . . . . . . . . . . . . . . . . . 58


Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 60

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 61

Week 5: Lessons 21-25Big Cats; Ants, Ants, Ants!

Phonemic Awareness: Final Blends . . . . . . . . 63

Phonics: Final Blends. . . . . . . . . . . . . . . . . . . . 64


Comprehension: Author’s Purpose . . . . . . . . . 66

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 67

Get Star ted! (Readiness)

Week 1: Lessons 1-5Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 3

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 7


Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 11

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 15


Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 19

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 23


Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 27

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 31

Week 5: Lessons 21-25Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 33

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 37

Contents

iii

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Unit 2

Week 1: Lessons 1-5I Can Hop; My Mom

Phonemic Awareness: Short /o/ . . . . . . . . . . . 69

Phonics: Short o . . . . . . . . . . . . . . . . . . . . . . . . 70oVocabulary: High-Frequency Words . . . . . . . . 71

Comprehension: Main Idea/Details. . . . . . . . . 72

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 73

Week 2: Lessons 6-10Jen Helps Rex; On the Bed

Phonemic Awareness: Short /e/ . . . . . . . . . . . 75

Phonics: Short e . . . . . . . . . . . . . . . . . . . . . . . . 76eVocabulary: High-Frequency Words . . . . . . . . 77

Comprehension: Retell. . . . . . . . . . . . . . . . . . . 78

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 79

Week 3: Lessons 11-15Frogs, Frogs, Frogs!; Kids Can

Phonemic Awareness: r-,rr s-Blends . . . . . . . . . 81

Phonics: r-Blends, rr s-Blends . . . . . . . . . . . . . . 82


Comprehension: Main Idea/Details. . . . . . . . . 84

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 85

Week 4: Lessons 16-20Pup and Cat; Big Bud

Phonemic Awareness: Short /u/ . . . . . . . . . . . 87

Phonics: Short u . . . . . . . . . . . . . . . . . . . . . . . . 88uVocabulary: High-Frequency Words . . . . . . . . 89

Comprehension: Plot . . . . . . . . . . . . . . . . . . . . 90

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 91

Week 5: Lessons 21-25Sing This Song!; At the Shop

Phonemic Awareness: /sh/, /th/, /ng/ . . . . . . . . 93

Phonics: Digraphs sh, th, -ng. . . . . . . . . . . . . . 94


Comprehension: Retell. . . . . . . . . . . . . . . . . . . 96

Take-Home Book . . . . . . . . . . . . . . . . . . . . . . . 97

Unit 3

Week 1: Lessons 1-5Dave and Kate; Jake’s Cake

Phonemic Awareness: Long /a / . . . . . . . . . . . . 99/a

Phonics: Long a (a a_e) . . . . . . . . . . . . . 100

Vocabulary: High-Frequency Words . . . . . 101

Comprehension: Retell . . . . . . . . . . . . 102

Take-Home Book . . . . . . . . . . . . . . . . 103

Week 2: Lessons 6-10Five Ducks and a Frog; Miss Fine’s Dime

Phonemic Awareness: Long / l / . . . . . . . . 105

Phonics: Long i (i i_ii e) . . . . . . . . . . . . . . 106


Comprehension: Make Predictions . . . . . . 108

Take-Home Book . . . . . . . . . . . . . . . . 109

Week 3: Lessons 11-15Let’s Eat Lunch; Snakes, Snakes, Snakes!

Phonemic Awareness: /ch/, /hw/ . . . . . . . 111

Phonics: ch, -tch; wh- . . . . . . . . . . . . . 112


Comprehension: Main Idea/Details . . . . . . 114

Take-Home Book . . . . . . . . . . . . . . . . 115

Week 4: Lessons 16-20Mole’s Home; June’s Flute

Phonemic Awareness: Long /o /, /u/o / . . . . . . 117/u

Phonics: Long o (o o_e), u (u u_uu e) . . . . . . . . 118


Comprehension: Draw Conclusions . . . . . 120

Take-Home Book . . . . . . . . . . . . . . . . 121

Week 5: Lessons 21-25Stripes, Stripes, Stripes!; Let’s Help!

Phonemic Awareness: Three-Letter Blends . 123

Phonics: Three-Letter Blends . . . . . . . . . 124


Comprehension: Compare/Contrast . . . . . 126

Take-Home Book . . . . . . . . . . . . . . . . 127

iv

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Unit 4

Week 1: Lessons 1-5It Is Raining

Phonemic Awareness: Long /a / . . . . . . . . 129/a

Phonics: Long a (a ai, ay) . . . . . . . . . . . . 130yyVocabulary: High-Frequency Words . . . . . 131


Take-Home Book . . . . . . . . . . . . . . . . 133

Week 2: Lessons 6-10Up a Tree

Phonemic Awareness: Long /e / . . . . . . . . 135/e

Phonics: Long e (e e, ea, ee) . . . . . . . . . . 136


Comprehension: Character and Setting . . . 138

Take-Home Book . . . . . . . . . . . . . . . . 139

Week 3: Lessons 11-15Let’s Go!

Phonemic Awareness: Long /o / . . . . . . . . 141o

Phonics: Long o (o o, oa, ow) . . . . . . . . . . 142wVocabulary: High-Frequency Words . . . . . 143


Take-Home Book . . . . . . . . . . . . . . . . 145

Week 4: Lessons 16-20The Light

Phonemic Awareness: Long / l / . . . . . . . . 147

Phonics: Long i (i i, igh, y) . . . . . . . . . . . 148yyVocabulary: High-Frequency Words . . . . . 149

Comprehension: Plot . . . . . . . . . . . . . 150

Take-Home Book . . . . . . . . . . . . . . . . 151

Week 5: Lessons 21-25Lilly Cleans Up

Phonemic Awareness: Long /e / . . . . . . . . 153/e

Phonics: Long e (-e y, -yy ey) . . . . . . . . . . . . 154yyVocabulary: High-Frequency Words . . . . . 155


Take-Home Book . . . . . . . . . . . . . . . . 157

Unit 5

Week 1: Lessons 1-5Birds’ Nests

Phonemic Awareness: /ûr/ . . . . . . . . . . . 159

Phonics: r-Controlled Vowels rr er, rr ir, rr ur . . . . 160


Comprehension: Cause/Effect . . . . . . . . 162

Take-Home Book . . . . . . . . . . . . . . . . 163

Week 2: Lessons 6-10At the Big Park

Phonemic Awareness: /âr/ . . . . . . . . . . . 165

Phonics: r-Controlled Vowelrr ar . . . . . . . . 166


Comprehension: Make Inferences . . . . . . 168

Take-Home Book . . . . . . . . . . . . . . . . 169

Week 3: Lessons 11-15Fun with Sports

Phonemic Awareness: /ôr/ . . . . . . . . . . . 171

Phonics: r-Controlled Vowels rr or, rr ore . . . . . 172


Comprehension: Compare/Contrast . . . . . 174

Take-Home Book . . . . . . . . . . . . . . . . 175

Week 4: Lessons 16-20Jack and the Beans

Phonemic Awareness: /ou/ . . . . . . . . . . 177

Phonics: Diphthongs ou, ow. . . . . . . . . . 178wwVocabulary: High-Frequency Words . . . . . 179

Comprehension: Sequence . . . . . . . . . . 180

Take-Home Book . . . . . . . . . . . . . . . . 181

Week 5: Lessons 21-25Joy’s Surprise

Phonemic Awareness: /oi/ . . . . . . . . . . . 183

Phonics: Diphthongs oi, oy . . . . . . . . . . 184yVocabulary: High-Frequency Words . . . . . 185

Comprehension: Sequence . . . . . . . . . . 186

Take-Home Book . . . . . . . . . . . . . . . . 187

v

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Unit 6

Week 1: Lessons 1-5Toys at Night

Phonemic Awareness: / /, /ü/ . . . . . . . . . 189u

Phonics: Vowel Digraphs oo, oo, ew, ww ou . . . 190uVocabulary: High-Frequency Words . . . . . 191

Comprehension: Fantasy/Reality . . . . . . . 192

Take-Home Book . . . . . . . . . . . . . . . . 193

Week 2: Lessons 6-10Paws and Claws

Phonemic Awareness: /ô/ . . . . . . . . . . . 195

Phonics: Vowel Digraphs au, aw,ww al . . . . . 196


Comprehension: Make Inferences . . . . . . 198

Take-Home Book . . . . . . . . . . . . . . . . 199

Week 3: Lessons 11-15The Seasons

Phonemic Awareness: Syllables . . . . . . . 201

Phonics: Open and Closed Syllables . . . . . 202


Comprehension: Classify and Categorize . . 204

Take-Home Book . . . . . . . . . . . . . . . . 205

Week 4: Lessons 16-20Let’s Plant Seeds


Phonics: Open and Closed Syllables . . . . . 208



Take-Home Book . . . . . . . . . . . . . . . . 211

Week 5: Lessons 21-25Three Billy Goats


Phonics: Final Stable Syllables . . . . . . . . 214


Comprehension: Character and Setting . . . 216

Take-Home Book . . . . . . . . . . . . . . . . 217

vi

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say each picture name. Write the letter that stands for

the sound at the beginning of its name.

1.

2.

3.

4.

5.

a

l

m

p

t

1Grade 1/Get Started!/Week 1

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



1.

2.

3.

4.

5.

l

p

a

t

m

2 Grade 1/Get Started!/Week 1

I am

a

mouse.

High

-Frequency W

ords:C

ircle

the

wo

rds I a

nd

a

in th

e s

tory.

I am

alion

.

I Am

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

© Macmillan/McGraw-Hill

4

I a

m a

turt

le.

I a

m a

pand

a.

Co

mp

reh

ensi

on:

Wh

ere

are

th

e a

nim

als

go

ing

?

Pho

nics

: C

ircle

th

e a

nim

als

th

at

ha

ve t

wo

sylla

ble

s i

n t

he

ir n

am

es.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Say the name of the picture. Listen to thebeginning sound. Then write the letter.

1.

2.

3.

B. Blend the sounds and say the word. Writethe word.

1. am

2. at

atm


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Blend the sounds and say the word. Write the word.

1. am

2. Pam

3. at

4. mat


I like peanuts .

High

-Frequency W

ords:C

ircle

the

wo

rds I a

nd

like in

the

sto

ry.

I liketrees

.

I Like

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I li

kele

aves

.

Pho

nics

: F

ind

so

me

thin

g i

n t

he

sto

ry t

ha

t

sta

rts w

ith

m.

Co

lor

it b

row

n.

I li

ke mo

nkey

s.

Co

mp

reh

ensi

on:

Wh

at

is i

n t

he

tre

e

ho

use

?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



1.

2.

3.

4.

5.

i

f

s

b

n


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



1.

2.

3.

4.

5.

s

f

i

b

n


I am

in a

bathtub !

High

-Frequency W

ords: C

ircle

the

wo

rd in

in th

e

sto

ry.

I am

in aschool bus .

I Am in It

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I a

m i

n a

fire

truc

k.I

am

in

a

boat

.

Co

mp

reh

ensi

on:

Wh

ere

is t

he

gir

l?P

ho

nic

s: F

ind

tw

o t

hin

gs i

n t

he

sto

ry t

ha

t

sta

rt w

ith

b.

Co

lor

the

m b

lue

.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

itn

A. Say the name of each picture. Listen to thebeginning sound. Then write the letter.

1.

2.

3.


1. in

2. it


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. in

2. pin

3. it

4. sit


I see a

nest.

I like it!

High

-Frequency W

ords: C

ircle

the

wo

rd s

ee

in th

e

sto

ry.

I see abutterfly .

I like it!

I Like It

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I se

e a

feat

her.

I li

ke i

t!

Pho

nics

: F

ind

so

me

thin

g i

n t

he

sto

ry t

ha

t

ha

s t

hre

e s

ylla

ble

s i

n i

ts n

am

e.

Co

lor

it

pu

rple

.

I se

e a

sq

uirr

el.

I li

ke i

t!

Co

mp

reh

ensi

on:

Wh

at

is t

he

bo

y

loo

kin

g a

t?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



1.

2.

3.

4.

5.

d

o

c

h

r

Grade 1/Get Started!/Week 3 17

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



1.

2.

3.

4.

5.

r

d

o

h

c


I am

on th

ecastle

.

High

-Frequency W

ords:C

ircle

the

wo

rd th

e in

the

sto

ry.

I am

on th

e horse

.

On the H

orse

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I a

m o

n t

he di

nosa

ur.

I a

m o

n t

he

rug

.

Co

mp

reh

ensi

on:

Ho

w d

id t

he

to

y g

et

fro

m t

he

din

osa

ur

to t

he

ru

g?

Pho

nics

: F

ind

so

me

thin

g i

n t

he

sto

ry t

ha

t

rhym

es w

ith

bug

. C

ircle

it.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

on

A. Say the name of each picture. Listen to thebeginning sound. Then write the letter.

1.

2.


1. on

Grade 1/Get Started!/Week 3 21

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. on

2. top

3. mop

4. stop


I see the rooster .

It is on a

roof.

High

-Frequency W

ords:C

ircle

the

wo

rd th

e in

the

sto

ry.

I see the

duck.

It is on a

desk

.

I See

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I se

e th

e ca

t.

It i

s on

a

car

.

Pho

nics

: F

ind

tw

o t

hin

gs i

n t

he

sto

ry t

ha

t

rhym

e w

ith

rat

. C

irc

le t

he

m.

I se

e th

e ha

t.

It i

s on

aho

rse

.

Co

mp

reh

ensi

on:

Wh

o p

ut

the

an

ima

ls i

n

the

do

llho

use

?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



1.

2.

3.

4.

5.

e

z

w

k

g


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



1.

2.

3.

4.

5.

z

w

e

g

k


I am

Ed.

I likewatermelon .

High

-Frequency W

ords: C

ircle

the

wo

rd like

in th

e

sto

ry.

I am

Ed.

I likekeys

.

I Like

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I a

m E

d.

I li

keze

bras

.

I a

m E

d.

I li

ke

grap

es.

Co

mp

reh

ensi

on:

Wh

at

do

es E

d l

ike

to

ea

t?

Pho

nics

: F

ind

so

me

thin

g i

n t

he

sto

ry t

ha

t

rhym

es w

ith

see

s. C

ircle

it.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

ed


1.

2.


1. Ed


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. Ed

2. bed

3. red

4. fed


I am

Ed.

I can

kiss

.

High

-Frequency W

ords: C

ircle

the

wo

rd c

an

in

the

sto

ry.

I am

Ed.

I can

zip.

I Can

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I a

m E

d.

I ca

nwa

lk.

Pho

nics

: C

ircle

th

e w

ord

s t

ha

t b

eg

in

with

k.

I a

m E

d.

I ca

nkic

k.

Co

mp

reh

ensi

on:

Wh

at

is E

d p

layin

g?


32

A yo-yo ca

n go u

p.

High

-Frequency W

ords:C

ircle

the

wo

rd g

o in

the

sto

ry.

A

jetca

n go u

p.

Go U

p

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

A

van

can

go

up.

A

quee

nca

n g

o u

p.

Co

mp

reh

ensi

on:

Ho

w d

oe

s t

he

qu

ee

n

go

up

?

Pho

nics

: F

ind

so

me

thin

g i

n t

he

sto

ry t

ha

t

rhym

es w

ith

gre

en.

Cir

cle

it.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Say each picture name. Write the letter that stands for the sound at the beginning of its name.

1. 2.

3. 4.

5. 6.

B. Say each picture name. Write the letter that stands for the sound at the end of its name.

1. 2.

u y

q

v

j

x

y

x


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

up


1.

2.


1. up


I can

juggle

.

Ca

n you?

High

-Frequency W

ords:C

ircle

the

wo

rd yo

u in

the

sto

ry.

I can

jump.

Ca

n you?

Can You?

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.


4

I ca

nye

ll.

Ca

n y

ou?

Pho

nics

: F

ind

tw

o w

ord

s i

n t

he

sto

ry t

ha

t

be

gin

with

j. U

nd

erl

ine

th

em

.

I ca

nqu

ilt.

Ca

n y

ou?

Co

mp

reh

ensi

on:

Wh

o i

s t

he

gir

l m

akin

g a

qu

ilt f

or?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picturewhose name rhymes with the first picture.

1.

2.

3.

4.

5.

39Grade 1/Unit 1/Week 1

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say each picture name. Write a next to thepicture if its name has the a sound as in “cat.”

1. 2.

3. 4.

5. 6.

7. 8.

cat

a

a

a

a

a

40 Grade 1/Unit 1/Week 1

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

jump and not I

A. Read the words in the box. Write one word on each line.

1. 2.

3. 4.

B. Use a word from the box to finish each sentence.

1. Pam can .

2. Pam and can jump.

3. Pam ran ran.

4. Pam can nap.

jump and

not I

jump

I

and

not


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

The characters are the people or animals in the story.

The setting is where the story takes place.

As you read “Sam Can Nap,” fill in the Character and Setting Chart.

What the Setting Characters Do There


Sam

can

jum

p!

Can Sam Tap?

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

High

-Frequency W

ords:C

ircle

the

wo

rds n

ot a

nd

jum

p in

the

sto

ry.

Tap, tap! Tap, tap!


4

I ca

n t

ap,

tap,

tap

.

Pho

nics

: C

ircle

th

e w

ord

s t

ha

t rh

ym

e

with

ca

p.C

om

pre

hen

sio

n: W

hy c

an

’t S

am

ta

p?

Sam

ca

n n

ot t

ap.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picturewhose name rhymes with the first picture.

1.

2.

3.

4.

5.

45Grade 1/ Unit 1/ Week 2

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Use the letters towrite each picture name.

a p

a n

a g

1.

2.

a t

a g

3.

t4.

b5.

hat

p

n

b

a

a

a

a

a

g

g

t

n

p

46 Grade 1/ Unit 1/ Week 2

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Circle the word that completes each sentence.Then write the word on the line.

1. Can nap?

we too

2. Sam ran .

up go

3. Sam and I can .go hat

4. Dan can jump, . tag too

we

up

go

too


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Sequence is what happens first, next, and last in

a story.

As you read “At Bat,” fill in the Sequence Chart.

First

Next

Last

48 Grade 1/ Unit 1/ Week 2

Sam

can

. Go, Sa

m!

High

-Frequency W

ords:C

ircle

the

wo

rds g

o a

nd

too

in th

e s

tory.

Can Sam Bat?

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Pam

can

bat.


4

Na

n c

an

bat

, to

o.

Pho

nics

: C

ircle

th

e w

ord

s i

n t

he

sto

ry t

ha

t

rhym

e w

ith

sat

.

Ca

n S

am

?

Co

mp

reh

ensi

on:

Wh

o b

ats

la

st?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name rhymes with the first picture.

1.

2.

3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Write the picture name on the line. Circle the letter that standsfor the i sound as in “pig.”

1. 2.

3. 4.

5. 6.

lip zip pin fin dig kick

pig

digiii lip

pin kick

zip fin


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Read the words in the box. Write one word oneach line.

1. 2.

3. 4.


1. Jim has bat.

2. Kim and Tim can .

3. We can up.

4. Jan will six.

play run the be

play run

the be

play

the

run

be


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


a story.

As you read “Big Max,” fill in the Sequence Chart.

First

Next

Last


Six kits ca

n.

High

-Frequency W

ords:C

ircle

the

wo

rds ru

n a

nd

be

in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Six kits ru

n.

Six Kits


4

Kit

s ca

n b

e qu

ick!

Pho

nics

: C

ircle

th

e w

ord

s w

ith

sho

rt i.

Ca

n s

ix k

its

fit?

Co

mp

reh

ensi

on:

Wh

at

do

th

e k

its d

o

aft

er

the

y p

lay?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name begins with the same sounds asthe first picture.

1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Say the name of each picture. Write the picture name from the box on the line. Circle the letters that make the beginning sounds.

1. 2.

3. 4.

B. Read the words. Circle the two letters that standfor the beginning sounds in each word.

black slim click

slap clap flick

clam flag flip

flag clam slip flip

flipfllfff flag

clam slip


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. Flag is a cat.

2. Rick can pack bag.

3. Kit can it.

4. Min can , too.

come good do a

come good

do a

good

a

do

come


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Stories have a beginning, a middle, and an end.

As you read “Flag Can Do It,” fill in the Plot Chart.

Beginning

Middle

End


Jill is good, too!

High

-Frequency W

ords: C

ircle

the

wo

rd g

oo

d in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Slip, flip!B

ill slips.

Slip, Flip!


4

Slip

, fl

ip!

Jill

flip

s.

Pho

nics

: C

ircle

wo

rds i

n t

he

sto

ry w

ith

sl a

nd

fl.

Bil

l is

goo

d.

Co

mp

reh

ensi

on:

Wh

at

is B

ill a

nd

Jill

’s

pro

ble

m?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name ends with the same sounds as thefirst picture.

1.

2.

3.3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Write the missing letters to finish the picture name. Circle theletters that make the final sounds.

1.

i

2.

li

3.

ba

4.

sa

5..

ca

6.

ri

hand vest ant sink

nk st

nd nd

st nk


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Circle the word that completes each sentence.Then write the word on the line.

1. can cats do?

What I

2. A cat can run fast.

the very

3. cats nap.

Little Play

4. Big cats little cats.

help go

What

very

Little

help


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

The author’s purpose is why the author wrote the book.

As you read “Ants, Ants, Ants!,” fill in the Author’sPurpose Chart.

Clue Clue

Author’s Purpose

Clue


Kid

s can

!Pigs ca

n sip

fast.

High

-Frequency W

ords:C

ircle

the

wo

rds little

an

d h

elp

in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Pink Pigs

Pigs can

be big an

d fat.


4

Pigs

ca

n b

e lit

tle

an

d pi

nk.

Pho

nics

: C

ircle

th

e w

ord

in

th

e s

tory

th

at

en

ds w

ith

nk.

Ca

n k

ids

hel

p p

igs?

Co

mp

reh

ensi

on:

Wh

at

do

yo

u t

hin

k t

he

au

tho

r w

an

ts y

ou

to

kn

ow

ab

ou

t p

igs?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Write the picture name from the box on the line. Circle the letter thatmakes the short o sound.

1. 2.

3. 4.

5. 6.

jog top sock mop block pop

sock mop

pop jog

top block


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. I the big dog.

2. can play.

3. dog can jog, too.

4. cat is little.

see my they her

see my

they her

see

They

My/Her

Her/My


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

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

Details in the story tell more about the main idea.

As you read “My Mom,” fill in the Main Idea andDetails Chart.

Detail

Main Idea

Detail Detail


Mom

an

d little fox n

ap.T

hey n

ap in

a big log.

High

-Frequency W

ords: C

ircle

the

wo

rds th

ey

an

d

he

r in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

A fox

is a good m

om.

Mom

fox licks h

er little fox.

Mom

Fox


4

Mom

fox

hop

s on

a r

ock.

Litt

le f

ox h

ops

on a

roc

k.

Pho

nics

: C

ircle

th

e w

ord

s i

n t

he

sto

ry t

ha

t

rhym

e w

ith

soc

k.

Mom

fox

sit

s.Li

ttle

fox

sit

s a

nd

sits

an

d si

ts.

Co

mp

reh

ensi

on:

Wh

at

is t

his

bo

ok a

ll

ab

ou

t?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Circle the word that names each picture. Thenwrite the word on the line. Underline the letterthat makes the short e sound.

1. pet

pen

box

2. jump

vet

jet

3. ten

top

wet

4. bag

bell

bed

5. van

get

vet

66. let

pot

leg

bed

pen jet

bell legvet

ten

Grade 1/Unit 2/Week 2

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. I at the cats.

2. is in bed?

3. The cats on the mat.

4. Ned has pets.

are who look no

are who

look no

look

Who

are

no


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Retelling a story helps you remember the most

important parts. You can then share the story

with others.

As you read “On the Bed,” fill in the Retelling Chart.

On the Bed

Beginning

1. 2.

Middle

3. 4.

Ending

5. 6.


Th

e vet help

s Rex

get well.

High

-Frequency W

ords:C

ircle

the

wo

rds w

ho

an

d

loo

k in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Ed ha

s a p

et.H

is pet is R

ex.

A ten

t fell on R

ex.

Rex at the Vet


4

Wh

o w

ill

fix

his

leg

?A

vet

wil

l fi

x h

is l

eg.

Pho

nics

: C

ircle

th

e w

ord

s i

n t

he

sto

ry t

ha

t

rhym

e w

ith

let

.

Look

at

Rex

!R

ex l

icks

th

e ve

t.

Co

mp

reh

ensi

on:

Re

tell

this

sto

ry i

n y

ou

r

ow

n w

ord

s.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say each picture name. Write the two letters that stand for the sounds you hear at the beginning of each picture name.

1. 2.

3. 4.

5. 6.

7. 8.

sw

sn cr sl dr tr sk sw

cr

tr dr

sn sn

sl sk


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. We here.

2. I see cats.

3. We did it mom.

4. Can Ted come ?

here for live many

here for

live many

live

many

for

here


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



As you read “Kids Can,” fill in the Main Idea andDetails Chart.

Detail

Main Idea

Detail Detail


A crab ca

n sw

im.

It can

swim

fast!

High

-Frequency W

ords: C

ircle

the

wo

rds h

ere

an

d

ma

ny in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Here is a

crab.It h

as m

an

y legs.

Crabs


4

A c

rab

can

gra

b.It

wil

l ea

t a

sn

ack.

Pho

nics

: C

ircle

th

e w

ord

s i

n t

he

sto

ry w

ith

cr,

gr,

or

sn.

A c

rab

can

dig

.It

ca

n d

ig i

n t

he

san

d.

Co

mp

reh

ensi

on:

Wh

at

ca

n c

rab

s d

o w

ith

the

ir c

law

s?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say each picture name. Write u next to thepicture if its name has the short u sound.

1. 2.

3. 4.

5. 6.

7. 8.

drum

u

u u

u

u


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. We get a pup.

2. The pup jumps Jim.

3. We can him sit.

4. We fun!

have to make could

have to

make could

could

to

make

have


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


As you read “Big Bud,” fill in the Plot Chart.

Beginning

Middle

End


Du

ck gets in.

Du

ck ha

s lots of fun

!

High

-Frequency W

ords:C

ircle

the

wo

rds m

ake

an

d h

ave

in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Duck can

have fu

n in

the m

ud.D

uck ru

ns in

the m

ud.

Duck in the

Mud


4

Du

ck j

um

ps

in t

he

mu

d.D

uck

ca

n m

ake

a b

ig m

ess.

Pho

nics

: C

ircle

wo

rds i

n t

he

sto

ry t

ha

t

ha

ve t

he

sho

rt u

so

un

d.

Du

ck m

ust

get

a b

ath

.W

ill

Du

ck g

et i

n?

Co

mp

reh

ensi

on:

Wh

at

is D

uck

’s

pro

ble

m?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Say the name of each picture. Circle thepicture whose name begins with the same sound as the first picture.

1.

2.

B. Say the name of each picture. Circle thepicture whose name ends with the same soundas the first picture.

1.

2.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say each picture name. Write sh next to thepicture if its name has the /sh/ sound. Writeth next to the picture if its name has the /th/ sound. Write ng next to the picture if its nameghas the /ng/ sound.

1. 2.

3. 4.

5. 6.

7. 8.

ship bath swingg

shth

ng

ng sh

sh


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. Look at go!

2. I to run and jump.

3. Can we play ?

4. It is fun to play with .

want together you me

want together

you me

me/you

want

together

you/me


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



with others.

As you read “At the Shop,” fill in the Retelling Chart.

At the Shop

Beginning

1. 2.

Middle

3. 4.

Ending

5. 6.


A sh

ip is in

with

the fish

.Fish

swim

to it.

High

-Frequency W

ords:C

ircle

the

wo

rds w

an

t an

d

tog

eth

er in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Seth h

as a

fish sh

op.Fish

swim

in ta

nks togeth

er.

Seth’s Fish Shop


4

Seth

loo

ks a

t th

e fi

sh.

Wh

at c

an

th

ey w

an

t?

Pho

nics

: C

ircle

wo

rds i

n t

he

sto

ry w

ith

sh.

Seth

th

inks

an

d th

inks

.Se

th g

ets

a s

hip

.

Co

mp

reh

ensi

on:

Re

tell

this

sto

ry i

n y

ou

r

ow

n w

ord

s.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

44.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Circle the word that names each picture. Thenwrite the word on the line. Underline the letters thatmake the long a sound.

1. game

name

gate

2. cap

cape

cake

3. bake

lake

rake

4. man

name

mane

5. cap

cake

cane

6. lake

last

lane

B. Write the word that names the picture.

plane

game cape

mane

p

rake

l a n e

cake lake


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. What do Dave and Kate want to ?

2. “Look at the cake,” Kate.

3. We can play .

4. We take the dogs and go .

today away said eat

today away

said eat

eat

said

away

today


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



with others.

As you read “Jake’s Cake,” fill in the Retelling Chart.

Jake’s Cake

Beginning

1. 2.

Middle

3. 4.

Ending

5. 6.


Jake ate grap

es.Ja

ne ate grap

es.Yu

m! Yu

m!

High

-Frequency W

ords: C

ircle

the

wo

rds s

aid

an

d

ea

t in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Jake a

nd Ja

ne a

re pa

ls.T

hey do th

ings togeth

er.“Let’s eat grap

es!” said Ja

ne.

“Yes, yes,” said Ja

ke.

Jake and Jane


4

Jake

got

big

pla

tes.

Th

en J

an

e go

t re

d gr

apes

.

Pho

nics

: D

raw

a l

ine

un

de

r th

e l

ett

ers

th

at

sp

ell

the

long

a s

ou

nd

in

wo

rds.

Jake

mad

e sh

apes

wit

hh

is g

rap

es.

Jan

e m

ade

shap

es w

ith

her

gra

pes

.

Co

mp

reh

ensi

on:

Wh

at

do

Ja

ke a

nd

Ja

ne

do

with

th

eir

gra

pe

s?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Finish each word ladder. Change only one letterat a time.

1. Go from hive to dime. 2. Go from hide to time.

Hint:

Change

h to d

Hint:

Change

h to t

3. Go from pile to ripe. 4. Go from bike to kite.

Change

l to p

Hint:

Change

k to k t

five

bike

hide

pile

hive

dime

bite

kite

tide

time

pipe

ripe

dive


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. go the ducks!

2. will the ducks get to the lake?

3. I want to see the frogs.

4. did the frogs go?

where now how there

where

how

now

there

There

How

Now

Where


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

To predict means to make a good guess about what

you think will happen next in a story.

As you read “Miss Fine’s Dime,” fill in thePredictions Chart.

What I Predict What Happens


© M

ac

mil

lan

/Mc

Gra

w-H

ill

It is five!M

ike is just in

time.

High

-Frequency W

ords:C

ircle

the

wo

rds th

ere

an

d h

ow

in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Mike w

ill eat with

Miss Fin

e.M

ike mu

st be there at five.

Just in Time


4

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Mik

e is

in

a b

ig l

ine.

How

wil

l M

ike

get

ther

eat

fiv

e?

Pho

nics

: C

irc

le t

he

lo

ng

i w

ord

s i

n t

he

sto

ry.

Mik

e li

kes

to d

ive.

Mik

e d

ives

in

th

e la

ke.

Co

mp

reh

ensi

on:

Will

Mik

e g

et

to M

iss

Fin

e’s

ho

me

on

tim

e?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Say the name of each picture. Circle thepicture whose name begins with the same sound as the first picture.

1.

2.

B. Say the name of each picture. Circle thepicture whose name ends with the same soundas the first picture.

1.

2.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Circle the word that names each picture. Thenwrite the word on the line.

1. check

chick

clap

2. swing

when

whale

3. chin

chop

fish

4. itch

chip

which

5. slap

chug

check

6. whip

switch

slide

B. Circle the ch, -tch, or wh- spelling pattern in eachanswer above.

chop catch whip

chickhhc whale

itch check switch

chin


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Read the words in the box. Write one wordon each line.

1. 2.

3. 4.

B. Pick two words from the box and use eachword in a sentence. Write the sentences onthe lines.

1.

2.

our your under was

our your

under was

Responses will vary.

Responses will vary.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



As you read “Snakes, Snakes, Snakes!,” fill in theMain Idea and Details Chart.

Detail

Main Idea

Detail Detail


Th

is cloth h

as ch

ecks.You

r lun

ch is on

top.C

hecks a

re un

der it.It is fu

n to eat on

checks!

High

-Frequency W

ords: C

ircle

the

wo

rds u

nd

er

an

d yo

ur in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Ch

ecks look like this.

Lots of thin

gs have ch

ecks.

Checks, Checks,Checks!


4

Th

is g

am

e h

as

chec

ks.

It h

as b

lack

an

d w

hite

ch

ecks

.It

is

fun

to

play

on

ch

ecks

.

Pho

nics

: D

raw

a c

irc

le a

rou

nd

th

e w

ord

s

in t

he

sto

ry w

ith

ch

an

d t

ch.

Cab

s h

ave

chec

ks.

Wh

en y

ou s

ee t

he

chec

ks,

you

ca

n t

ell

it i

s a

cab

.It

is

fun

to

ride

in

ch

ecks

.C

om

pre

hen

sio

n: R

ete

ll th

is s

tory

in

yo

ur

ow

n w

ord

s.


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say each picture name. Write u next to the picture if its name has the long u sound. Write o next to the picture if its name has the long o sound.

1. 2.

3. 4.

5. 6.

7. 8.

mule bone

u o

o u

u

o


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. Tom has a mule.

2. dug a hole.

3. likes to bake.

4. Dad will take lunch to .

new she work he

shenew

hework

new

He/She

He/She

work


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

When we read, sometimes we have to “fill in the blanks.”

This is called drawing conclusions.

As you read “June’s Flute,” fill in the Conclusion Chart.

Conclusion

Detail

Conclusion

Detail

DetailDetail


Cu

b did fit in

.“You

are h

uge bu

t cute,”

said M

ole.C

ub a

nd M

ole had fu

n.

High

-Frequency W

ords: C

ircle

the

wo

rd h

e in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Cu

b wa

s wet, w

et, wet.

He w

ent to M

ole’s hom

e.

Cub and Mole


4

Cu

b p

oked

his

nos

e in

.M

ole

wok

e u

p.

Pho

nics

: D

raw

a l

ine

un

de

r th

e lo

ng o

an

d lo

ng u

wo

rds i

n t

he

sto

ry.

“Mol

e, c

an

I c

ome

in?”

Cu

b a

sked

.“I

f yo

u c

an

fit

,” s

aid

Mol

e.

Co

mp

reh

ensi

on:

Ho

w d

id C

ub

ge

t

so

we

t?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1.

2.

3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Write the missing letters to finish the picture name.

1.

ash

2.

ike

3.

atch

4.

ub

5.

ing

6.

it

7.

ipe

8.

ing

spr str scr spl

spl str

scr scr

str spl

str spr


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Circle the word that completes each sentence. Then write the word on the line.

1. Lots cats have stripes.

of our

2. May I have a glass of ?

water said

3. Ann on her socks.

now put

4. I am with this.

where done

water

of

done

put


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

When we look at how two or more things are the same,

we compare them.

When we look at how they are different, we contrast them.

As you read “Let’s Help!,” fill in the Compare and Contrast Chart.

Different Alike Different


I put Scru

ff in th

e tub.

High

-Frequency W

ords:C

ircle

the

wo

rd p

ut in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

It is spring!

We ju

mp

an

d splash

.

It Is Spring!


4

It i

s sp

rin

g!K

ites

on

lon

g st

rin

gs g

o u

p, u

p, u

p.

Pho

nics

: D

raw

a l

ine

un

de

r w

ord

s i

n t

he

sto

ry w

ith

spr

, st

r, o

r sp

l.

It i

s sp

rin

g!Fl

ags

wit

h s

trip

es w

ave.

Co

mp

reh

ensi

on:

Ho

w a

re t

he

fla

gs t

he

sa

me

? H

ow

are

th

ey d

iffe

ren

t?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same long a sound as thefirst picture.

1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

rain playy

Circle the word that names each picture. Then write the word on the line. Underline the letters that make the long a sound.

1. rain

ran

wait

2. way

clam

clay

3. sail

snail

snake

4. trap

train

day

5. snail

top

sail

6. braid

bring

brain

rain clay snail

train sail braid


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. I see roses.

2. She put the dishes a box.

3. We will be home .

4. The dogs with us.

walk into some soon

intowalk

soonsome

walk

into

soon

some


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Readers make predictions, or guesses, about what

might happen in a story. Good readers check their

predictions as they read to see if they are correct.

As you read “It Is Raining,” fill in the Predictions Chart.



Soon G

ray is well.

He kicks a

nd ju

mp

s.G

ray likes it wh

en K

ay plays.

High

-Frequency W

ords:C

ircle

the

wo

rds w

alk

an

d

so

on

in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Kay h

as a

gray mu

le.T

he m

ule’s n

am

e is Gray.

Today Gray w

ill not w

alk.

“I thin

k Gray is in

pa

in,”

said K

ay.

Kay’s Mule


4

Kay

an

d D

ad w

ait

.T

hey

let

Gra

y re

st.

“I c

an

pla

y fo

r h

im,”

sa

id K

ay.

Pho

nics

: D

raw

a l

ine

un

de

r th

e lo

ng a

sp

elle

d a

y o

r ai

wo

rds.

Gra

y li

kes

Kay

’s t

un

es.

Dad

cla

ps.

Gra

y ta

ps.

“Loo

k at

Gra

y!”

said

Kay

.

Co

mp

reh

ensi

on:

Wh

at

did

yo

u p

red

ict

wo

uld

ha

pp

en

wh

en

Ka

y p

laye

d?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same long e sound as thefirst picture.

1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Use the letter tiles to write each picture name.

l

f

s

1.

l e a2.

e a

f

s

t

d

m

r

3.

e e4.

e e5.

e e6.

e

f

s

f

s

l

d

t r

m

t


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. Did you the dog a bone?

2. Matt lives the street.

3. Fox he wants to eat.

4. Pete will take the test .

give across says again

acrossgive

againsays

again

across

says

give


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



As you read “Up a Tree,” fill in the Character andSetting Chart.



Pete hu

gs Mom

. M

om kisses Pete.

“A kiss is w

hat I n

eed,” says Pete. “N

ow I w

ill sleep.”

High

-Frequency W

ords: C

ircle

the

wo

rds s

ays

an

d

give

in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Pete will n

ot sleep.“R

ead to me,” says Pete.

“Fine,” says h

is mom

.“B

ut th

en you

mu

st sleep.”

Sweet D

reams,

Pete!


4

Pete

wil

l n

ot s

leep

.“G

ive

me

a s

nac

k,”

says

Pet

e.“F

ine,

” sa

ys P

ete’

s m

om.

“Th

en y

ou m

ust

sle

ep.”

Pho

nics

: U

nd

erl

ine

th

e w

ord

s i

n t

he

sto

ry

tha

t h

ave

lon

g e

sp

elle

d e

, ea

, a

nd

ee.

Pete

wil

l n

ot s

leep

. “I

nee

d s

omet

hin

g to

ta

ke

wit

h m

e,”

says

Pet

e.“W

hat

wil

l it

be?

” a

sks

Pete

’s m

om.

Co

mp

reh

ensi

on:

Ho

w w

ou

ld y

ou

de

scri

be

Pe

te?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same long o sound as thefirst picture.

1.

2.

3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Circle the word that names each picture. Thenwrite the word on the line. Underline the letters thatmake the long o sound.

1. coat

close

cot

2. bow

flow

blow

3. swing

stop

soap

4. roll

row

skip

5. grab

goat

got

6. fold

fix

flat

boat go bowl

coat blow soap

row goat fold


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. Some like to sing.

2. She sits me on the bus.

3. This is cats.

4. I can the big box.

about people move by

peopleabout

bymove

move

by

about

people


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



with others.

As you read “Let’s Go!,” fill in the Retelling Chart.

Let’s Go!

Beginning

1. 2.

Middle

3. 4.

Ending

5. 6.


A pla

ne is n

ot slow.

A pla

ne is a

fast w

ay to go.W

hich

ways do you

go?

High

-Frequency W

ords:C

ircle

the

wo

rds b

y a

nd

pe

op

le in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Go, go, go!

People go in so m

an

y ways.

Go, G

o, Go!


4

We

can

go

by b

us.

A

bu

s d

rive

s on

a r

oad.

It c

an

be

a s

low

way

to

go.

Pho

nics

: D

raw

a l

ine

un

de

r w

ord

s t

ha

t

ha

ve lo

ng o

sp

elle

d o

a,

ow,

or

o.

A t

rain

is

a f

ast

way

to

go.

A t

rain

rid

es o

n a

tra

ck.

It c

an

ta

ke a

big

loa

d.

Co

mp

reh

ensi

on:

Wh

at

wa

ys t

o g

o h

ave

you

re

ad

ab

ou

t so

fa

r?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same long i sound as thefirst picture.

1.

2.

3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Write the picture name on theline. Circle the letters that make the long i sound ineach word.

1. 2.

3. 4.

5. 6.

wind lighg t fryy

night cry fly wind bright sky

brighththrig

wind fly

sky

night cry


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.

B. Use a word from the box to finish eachsentence.

1. bee lives in a hive.

2. I cross that street.

3. Did you let the cat ?

4. People keep fit.

every should never out

shouldevery

outnever

Every

never

out

should


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


As you read “The Light,” fill in the Plot Chart.

Beginning

Middle

End


Frog gave the broom

to Dog.

Th

en D

og got Pig’s kite.“T

ha

nks so m

uch

,” said Pig.

“I have su

ch kin

d pa

ls!”

High

-Frequency W

ords: C

ircle

the

wo

rds o

ut a

nd

ne

ver in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Pig wen

t out to fly a

kite.D

og wen

t with

him

.“See h

ow h

igh m

y kite ca

n fly!” Pig sa

id.

Pig Can Fly aKite


4

Th

en P

ig’s

kit

e go

t st

uck

.It

wa

s h

igh

up

in

a t

ree.

Dog

wen

t u

p t

o ge

t it

. “D

on’t

slip

, D

og!”

Pig

yel

led.

Pho

nics

: D

raw

a l

ine

un

de

r th

e w

ord

s t

ha

t

ha

ve lo

ng

i sp

elle

d ig

h o

r y.

Frog

loo

ked

out.

“Pig

’s k

ite

is s

o h

igh

up,

” h

esa

id.

“Dog

wil

l n

ever

rea

ch i

t.”So

Fro

g go

t a

bro

om.

Co

mp

reh

ensi

on:

Wh

at

is P

ig’s

pro

ble

m?

Wh

o h

elp

s h

im s

olv

e t

he

pro

ble

m?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name ends with the same long e soundas the first picture.

1.

2.

3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Write the picture name on theline. Circle the letters that make the long e sound.

1. 2.

3. 4.

5.

puppy y valleyy

baby pony bunny key penny

babybyy penny

pony bunny

key


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. I have dogs.

2. Did you take my sock?

3. The dog can Fred.

4. I you jump up.

saw pull two other

pullsaw

othertwo

saw

other

pull

two


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name



with others.

As you read “Lilly Cleans Up,” fill in the RetellingChart.

Lilly Cleans Up

Beginning

1. 2.

Middle

3. 4.

Ending

5. 6.


At la

st Milly w

as don

e clea

nin

g.Sh

e wa

s happ

y.M

illy an

d her pu

ppy played!

High

-Frequency W

ords:C

ircle

the

wo

rds tw

o a

nd

oth

er in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Milly h

ad a h

appy pu

ppy.

He a

nd M

illy had fu

n

together.

Milly’s H

appyPuppy


4

Mom

sa

id,

“Mil

ly,

this

is

mes

sy!

Cle

an

it

up.

Th

en y

outw

o ca

n p

lay.

”M

illy

wa

s n

ot h

app

y.

Pho

nics

: D

raw

a l

ine

un

de

r w

ord

s t

ha

t

ha

ve lo

ng e

sp

elle

d y

.

Bu

t M

illy

’s p

upp

y h

elp

ed c

lea

n.

He

pick

ed s

ome

thin

gs u

p.M

illy

pic

ked

oth

er t

hin

gs u

p.

Co

mp

reh

ensi

on:

Wh

at

do

Mill

y a

nd

th

e

pu

pp

y d

o i

n t

he

mid

dle

of

the

sto

ry?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same middle sound as thefirst picture.

1.

2.

3.

44.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Write the missing letters tofinish the picture name.

1.

f n

2.

p ch

3.

st

44.

sk t

5.

g l

6.

d t

7.

p se

88.

h t

bird ferff n burn

er er

ir ir

ir ir

ur ur


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.

B. Use a word from the box to finish eachsentence.

1. The nest hangs a branch.

2. What the bird use to make it?

3. The bird uses sticks.

4. There is nest in the tree.

does also another from

alsodoes

fromanother

from

also

does

another


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A cause is what makes something happen.

An effect is what happens.

As you read “Birds’ Nests,” fill in the Cause andEffect Chart.

Cause Effect


A p

engu

in is a

bird. Bu

t it does n

ot fly. Th

is bird ha

sflipp

ers an

d webbed feet

that h

elp it sw

im. It w

alks

an

d slides on th

e ice, too.

High

-Frequency W

ords:C

ircle

the

wo

rds fro

m a

nd

do

es in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Du

cks live in rivers, la

kes,a

nd p

ond

s. A du

ck’s w

ebbed feet help

it swim

.It d

ips its bill to eat

plan

ts an

d bugs.

Birds, Birds, Birds,,


4

Seag

ull

s liv

e by

th

e se

a.In

win

ter,

th

is b

ird

flie

s to

ge

t aw

ay f

rom

th

e co

ld.

Itgo

es t

o a

wa

rm s

pot

. T

hen

it

flie

s ba

ck i

n s

um

mer

.

Pho

nics

: U

nd

erl

ine

th

e w

ord

s i

n t

he

sto

ry

tha

t h

ave

th

e s

am

e v

ow

el

so

un

d y

ou

he

ar

in h

er,

stir,

an

d f

ur.

An

ow

l is

a h

un

ter.

Th

is b

ird

like

s to

hu

nt

at n

igh

t. I

t se

es

wel

l in

dim

lig

ht.

It

hea

rsw

ell,

too.

Co

mp

reh

ensi

on:

Wh

at

ca

use

s t

he

se

ag

ull

to f

ly f

ar

aw

ay i

n w

inte

r?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same vowel sound as thefirst picture.

1.

2.

3.

4.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Finish each word ladder. Change only one letter ata time.

1. Go from mart to bark. 2. Go from yard to barn.

Hints:

Change

t to k.

Hints:

Change

d to n.

3. Go from lark to k part. 4. Go from yarn to hard.

Change

l to p.

Hint:

Change

n to d.

mart yard

car

lark yarn

yarn

barn

park

part

yard

hard

mark

bark


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. We the way to the park.

2. We at the park.

3. Was it than the farm?

4. I can go to the farm day I want.

better knew were any

better knew

were any

knew

were

better

any


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Good readers use what they already know and what

they learn from what they read to make inferences.

As you read “At the Big Park,” fill in the Inference Chart.

What I Read What I Know

Inferences


A w

hile later, th

e hikers

wen

t back. Th

ey had h

iked th

ree miles. M

ark felt tired,

but h

appy!

High

-Frequency W

ords: C

ircle

the

wo

rds w

ere

an

d

be

tter in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Mom

an

d Dad a

nd M

ark

were h

iking in

a p

ark.

“Let’s take th

at trail,” sa

id M

om.

A Hike in

the Park


4

“Th

is t

rail

loo

ks b

ette

r!”

said

Ma

rk.

Th

e th

ree

hik

ers

sta

rted

up

the

tra

il.

Th

ey w

ent

far.

Pho

nics

: U

nd

erl

ine

th

e w

ord

s i

n t

he

sto

ry

tha

t h

ave

ar

as i

n c

ar.

“Loo

k at

th

at d

eer

wit

h i

tsm

om!”

sa

id D

ad.

“I s

ee t

hre

e la

rks

in t

he

tree

!”sa

id M

om.

“I s

ee a

big

fro

g!”

said

Ma

rk.

Co

mp

reh

ensi

on:

Ho

w d

oe

s M

ark

’s f

am

ily

fee

l a

bo

ut

the

ir h

ike

?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same vowel sounds as thefirst picture.

1.

2.

3.

44.

5.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Use the letter tiles to completeeach picture name.

1.

h n2.

c3.

f4.

s t k5.

s c

horn shore

o

r

k

n

e

o r

o r n

o r k

o r

o r e


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. Sunday was and sunny.

2. It was a game!

3. He was out he got three strikes.

4. I like to play the game, too.

great because warm would

great because

warm would

warm

great

because

would


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

When we look at how two things are the same, we

compare them. When we look at how they are different,

we contrast them.

As you read “Fun with Sports,” fill in the Compare and Contrast Chart.

Different Alike Different


Most kid

s like team

sports.

Th

at batter made a

greath

it! She w

ill run

arou

nd

the ba

ses. Will sh

e ma

ke ah

ome ru

n?

High

-Frequency W

ords: C

ircle

the

wo

rds g

rea

t

an

d w

ou

ld in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

All sorts of sp

orts can

be fun

. Pick a sp

ortth

at you like. T

hen

tryto play it!

Pick a Sport!


4

Rid

ing

a b

ike

is a

fu

n s

por

t.Yo

u c

an

rid

e by

you

rsel

f or

ri

de w

ith

a p

al.

Is t

his

th

eso

rt o

f sp

ort

you

wou

ld l

ike?

Pho

nics

: U

nd

erl

ine

th

e w

ord

s i

n t

he

sto

ry

tha

t h

ave

or

as i

n s

ho

rt.

Th

e co

ach

tea

ches

th

e te

am

to

sw

im f

ast

an

d d

ive.

To

day

they

sw

im b

ack

an

d fo

rth

. Is

th

is s

por

t fo

r yo

u?

Co

mp

reh

ensi

on:

Ho

w a

re s

wim

min

g a

nd

rid

ing

a b

ike

th

e s

am

e?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Write the picture name on theline. Underline the letters that make the /ow/ sound.

1. 2.

3. 4.

5. 6.

mouth cow

mouse down house ground cow clown

mouse cow

house clown

ground down


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. You use money to things.

2. I held a monkey!

3. Watch out or you will !

4. The king sat a throne.

once upon fall buy

once upon

fall buy

buy

Once

fall

upon


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


a story.

As you read “Jack and the Beans,” fill in theSequence Chart.

First

Next

Last


Th

e hu

ge ma

n cou

nted ou

t ten

bags of gold. “Ta

ke this for th

e town

,” h

e said.

Jack tha

nked h

im. In

the

town

, the crow

d cheered!

High

-Frequency W

ords:C

ircle

the

wo

rds o

nce

,

up

on

, an

d b

uy in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

On

ce up

on a

time, Jack

plan

ted bean

s. A big

bean

plan

t rose up

to the

cloud

s! Jack wen

t up

the

bean

plan

t.

Gold for Jack’s

Town


4

At

the

top,

Jac

k sp

otte

d a

hu

ge m

an

. H

e w

as

cou

nti

ng

his

gol

d.T

he

ma

n s

hou

ted,

“H

ow d

id

you

get

her

e? G

et o

ut

now

!”

Pho

nics

: D

raw

a l

ine

un

de

r w

ord

s t

ha

t

ha

ve t

he

sa

me

vo

we

l so

un

d y

ou

he

ar

in

co

w a

nd

ho

use

.

Jack

sa

id,

“Ple

ase

, Si

r, o

ur

tow

n

nee

ds

hel

p. W

e n

eed

to b

uy

two

cow

s. W

e n

eed

to f

ix o

ur

hou

ses.

Wil

l yo

u h

elp

us?

”

Co

mp

reh

ensi

on:

Wh

at

ha

pp

en

ed

aft

er

Ja

ck p

lan

ted

th

e b

ea

ns?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle the picture whose name has the same vowel sound as youhear in the first picture.

1.

2.

3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Look at each picture. Write the picture name on the line.

1. 2.

3. 4.

B. Read the words. Circle the two letters that standfor the sound at the end of boy.y

joyy boil

boy boil toys soil

broil joy toil noise toys coy

boy soil

boil toys


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A. Circle the word that completes each sentence.Then write the word on the line.

1. I use my to see.

eyes nose

2. Did you the box yet?

fall open

3. I have had to eat.

enough work

4. She will take the kids with her.

all done

eyes

enough

open

all


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


a story.

As you read “Joy’s Surprise,” fill in the Sequence Chart.

First

Next

Last


Th

en R

oy’s toys got back inth

e toy chest. R

oy wou

ld getu

p soon

. Bu

t it wa

s time for

the toys to go to sleep!

High

-Frequency W

ords: C

ircle

the

wo

rds e

yes a

nd

op

en

in th

e s

tory.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Roy w

ent to bed ju

st likeevery n

ight. B

ut w

hen

he closed h

is eyes, there

wa

s a n

oise. His toy ch

eststa

rted to open

!

Roy’s Toys


4

Roy

’s t

oy p

ig p

eeke

d ou

t of

th

e ch

est.

It

jum

ped

dow

n

wit

hou

t m

aki

ng

a n

oise

. T

he

oth

er t

oys

join

ed P

ig.

It

wa

s ti

me

for

them

to

play

!

Pho

nics

: D

raw

a l

ine

un

de

r w

ord

s w

ith

oy

an

d o

i.

Th

e to

ys s

kipp

ed a

nd

jum

ped

.T

hen

th

ey m

arc

hed

an

d sa

ng

a t

un

e.“T

his

is

fun

!” c

ried

th

e bo

y a

nd

girl

dol

ls.

Co

mp

reh

ensi

on:

Wh

at

ha

pp

en

ed

aft

er

the

pig

ju

mp

ed

ou

t o

f th

e c

he

st?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Circle the word that names each picture. Then write the word on the line.

1. moon

mat

mouse

2. tube

rat

tooth

3 book

foot

fool

4. bite

blew

bat

5. growl

get

group

6. broom

boot

bunch

book soup drew

moon tooth foot

blew group broom


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.

B. Use a word from the box to finish each sentence.Write the word on the line.

1. Did the hen lay eggs?

2. That is such a dress!

3. Are you you do not want to come with us?

4. I to go to the park.

love pretty sure eight

love pretty

sure eight

eight

pretty

sure

love


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

A fantasy is a story that could not happen in real life.

As you read “Toys at Night,” fill in the Reality and Fantasy Chart.

Reality Fantasy

What Could What Could Happen? Not Happen?


“Me too!” cried B

igger Billy.

“Let’s chew

,” added Little B

illy. “G

ood,” said B

iggest Billy.

Ch

ew! C

hom

p! Ch

ew!

High

-Frequency W

ords:C

ircle

the

wo

rds lo

ve a

nd

su

re in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Th

ree Billy G

oats chew

ed gra

ss all day.

“We love food too m

uch

,”sa

id Little Billy. “W

e need

to run

an

d jum

p, too.”

Three Billy G

oats


4

“Goo

d th

inki

ng,

” sa

id

Big

ger

Bil

ly.

Th

ey g

ot s

ome

woo

d. T

hey

ea

ch t

ook

a t

urn

ju

mpi

ng.

Pho

nics

: U

nd

erl

ine

th

e w

ord

s w

ith

oo

th

at

ha

ve t

he

sa

me

vo

we

l so

un

d a

s f

oo

d.

“Th

at w

as

sure

fu

n,”

sa

idLi

ttle

Bil

ly.

“Now

I a

m i

n t

he

moo

d fo

r fo

od,”

sa

id B

igge

st B

illy

.

Co

mp

reh

ensi

on:

Co

uld

th

is s

tory

re

ally

ha

pp

en

? W

hy o

r w

hy n

ot?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Use the letter tiles to completeeach picture name.

a

w

u

1..

c l2.

h l

a

w

l

3.

p4.

w k5.

y n

a w

a

a w

l

a w

a

u


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. He draws things.

2. Will you the bag for me?

3. There is in the box.

4. The cat can jump the dog.

four nothing carry over

four nothing

carry

four

carry

nothing

over

over


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

An inference is a guess you make based on the story

clues the author gives you.

As you read “Paws and Claws,” fill in the Inference Chart.

What I Read What I Know

Inferences


A cat is a

very clean

a

nim

al. It w

ill wa

sh its

paw

s after it eats its food.

A cat likes to h

ave clean

p

aws a

nd sh

arp

claws.

High

-Frequency W

ords:C

ircle

the

wo

rds fo

ur a

nd

ca

rry in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

A cat h

as fou

r paw

s.Each

paw

ha

s claws.

A cat u

ses its claws for

ma

ny th

ings.

A Cat’s Claws


4

A c

at’s

cla

ws

are

sh

arp

. A

cat

nee

ds

its

sha

rp c

law

sto

go

up

a b

ig t

ree

tru

nk.

Cla

ws

hel

p a

cat

wh

en i

t go

es d

own

th

e tr

ee,

too.

Pho

nics

: D

raw

a l

ine

un

de

r w

ord

s

with

aw

.

Th

is c

at i

s h

un

tin

g.It

cra

wls

in

th

e gr

ass

to

get

som

eth

ing

good

to

eat.

Th

e ca

t’s c

law

s w

ill

hel

p i

tca

tch

an

d ca

rry

food

.

Co

mp

reh

ensi

on:

Wh

y i

s t

he

ca

t lo

okin

g

at

the

mo

use

?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Write the number 1, 2, or 3 to show the number of syllables in the picture name.

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

2 1

2 3

1 3

2

1

3

2


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Read the words. Write O if the first syllable is open.Write C if the first syllable is closed. Then underline the letters that make the open or closed syllable.

1.

po/nyp

2.

ro/bot

3.

rab/bit

4.

den/tist

5.

un/der

6.

spi/derp

ba/by sun/ny

Open Syllable Closed Syllable

O O C

C C O


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. There is a moon in the sky.

2. There is very bright star.

3. Let’s Grandma to tell her.

4. Grandma lives two blocks away.

call only full one

call only

full one

full

one

call

only


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

When you put things that are alike into the same group,

you are classifying and categorizing.

As you read “The Seasons,” fill in the Classify andCategorize Chart.

Season Activities


Sometim

es the m

oon is

full a

nd rou

nd. Som

etimes

it appea

rs to be oval.

Sometim

es you ca

n on

ly seea

sliver. Th

ere is so mu

ch to

look at in th

e sky.

High

-Frequency W

ords:C

ircle

the

wo

rds o

ne

an

d

full in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Ou

r plan

et ha

s one su

n.

We ca

n see ou

r sun

inth

e day. It looks big an

drou

nd a

nd yellow

.

The Sun andthe M

oon


4

Th

e su

n h

elp

s u

s in

ma

ny

way

s. I

t br

ings

us

ligh

t a

nd

wa

rmth

. It

hel

ps

pla

nts

gro

wa

nd

blos

som

.

Pho

nics

: D

raw

a l

ine

un

de

r tw

o w

ord

s

tha

t h

ave

a c

lose

d s

ylla

ble

.

Ou

r pl

an

et h

as

one

moo

n.

We

can

see

th

e m

oon

at

nig

ht.

Wh

at d

oes

the

moo

n l

ook

like

?T

hat

dep

end

s on

wh

en y

ouh

app

en t

o be

loo

kin

g.

Co

mp

reh

ensi

on:

Wh

at

ca

n y

ou

se

e i

n t

he

sk

y d

uri

ng

th

e d

ay?

Wh

at

ca

n y

ou

se

e a

t

nig

ht?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Listen for theshort vowel sound in the first syllable. Matchthe letter sound to the picture.

a e i

Say the name of each picture. Listen for thelong vowel sound in the first syllable. Match theletter sound to the picture.

e i o


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

li/on panp /da

Open Syllable Closed Syllable

Read the words. Write O if the first syllable is open.Write C if the first syllable is closed. Then underline the letters that make the open or closed syllable.

1.

kit/ten

2.

co/bra

3.

mu/sic

4

bun/ny

5

spi/derp ham/mer

C O O

C O C


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. We will dry the dog his bath.

2. I brush my teeth I go to bed.

3. Have you to the park?

4. May I sit here?

down after before been

down after

before

after

before

been

been

down


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

To predict means to make a good guess about what

you think will happen next in a story.

As you read “Let’s Plant Seeds,” fill in the Predictions Chart.



“We love you

, Gra

m,” say

Jenn

ifer an

d Jason

.“W

hat a

splend

id surprise!”

says Gra

m.

High

-Frequency W

ords: C

ircle

the

wo

rds b

ee

n,

be

fore

, an

d a

fter in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

It is Gra

m’s birth

day. Th

e ch

ildren

are pla

nn

ing a

su

rprise. Th

ey have been

prep

arin

g all w

eek. Jenn

ifer a

nd M

om ba

ked a ca

ke for th

e event.

Surprise for G

rampp


4

Jaso

n a

nd

Dad

bri

ng

the

pa

rty

favo

rs.

Th

ey t

ake

a

cab

to G

ram

’s.

Th

en t

hey

w

ill

mee

t Je

nn

ifer

an

d M

om.

Bef

ore

they

go

in,

they

fi

nis

h m

aki

ng

pla

ns.

Pho

nics

: D

raw

a l

ine

un

de

r tw

o w

ord

s

tha

t h

ave

an

op

en

sylla

ble

.

Th

e ch

ildre

n d

ecid

e to

pu

t on

hat

s. A

fter

Gra

m o

pen

s th

e do

or,

they

giv

e h

er g

ifts

. “I

did

not

ex

pec

t th

is!”

say

s G

ram

.

Co

mp

reh

ensi

on:

Ho

w d

id y

ou

th

ink t

he

ch

ildre

n w

ou

ld s

urp

rise

Gra

m?


32

© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Say the name of each picture. Circle thepicture in each row whose name ends in the sound /ә// l/.

1.

2.

3.

4.


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name

Look at each picture. Write the picture name on the line. Draw a line between the two syllables.Then underline the letters that make the finalstable syllable.

1. 2.

3. 4.

5. 6.

applep

turtle table juggle circle beetle candle

turl tle can/dle

jug/gle

cir/cle

ta/ble

bee/tle


© M

ac

mil

lan

/Mc

Gra

w-H

ill

Name


1. 2.

3. 4.


1. My pals love to walk dogs.

2. I at Mom’s joke.

3. It is fun to go to music class.

4. We run the track two times.

their always around laugh

their always

around laugh

their

laugh

always

around


Th

en sh

e gave a little lau

gh.

“Are w

e getting a

dog?” she

asked.

“Yes,” said D

ad. “Maybe w

eca

n ca

ll it Pan

cake.”

High

-Frequency W

ords:C

ircle

the

wo

rds a

lwa

ys

an

d la

ug

h in

the

sto

ry.

At H

ome: A

sk yo

ur

ch

ild to

rea

d th

e

bo

ok a

lou

d to

you

.

Wh

en G

wen

woke u

p sh

e sm

elled pa

nca

kes. She

smiled. D

ad alw

ays made

pa

nca

kes wh

en som

ethin

g good w

as abou

t to h

appen

!

Pancake Puzzle


4

“Wh

at’s

up,

Dad

?” a

sked

G

wen

.“S

omet

hin

g lit

tle

is c

omin

g,”

said

Dad

wit

h a

gig

gle.

“Som

eth

ing

you

ca

n c

udd

le.”

Pho

nics

: U

nd

erl

ine

all

wo

rds t

ha

t h

ave

a

fin

al

sylla

ble

with

-le

.

Th

en D

ad p

ut

lots

of

sma

ll

piec

es o

f p

an

cake

on

Gw

en’s

pl

ate.

Gw

en l

ooke

d at

it.

It

wa

sli

ke a

pu

zzle

.

Co

mp

reh

ensi

on:

Ho

w d

o y

ou

th

ink G

we

n

fee

ls w

he

n s

he

re

aliz

es i

t’s a

do

g?


32

Reading Tb

Documents

Transcript of Reading Tb