CCSS Reading/Language Arts Program Program Authors Diane August Donald R. Bear Janice A. Dole Jana Echevarria Douglas Fisher David Francis Vicki Gibson Jan Hasbrouck Margaret Kilgo Jay McTighe Scott G. Paris _ Timothy Shanahan Josefina V. Tinajero Bothell, WA + Chicago, IL + Columbus, OH + New York, NYtansy. Rema Speniger Oa eensen The Big Idea What can happen over time?..... 6 A) ee LT ae oe Words to Know .. Phonics: Longa... Nate the Snake Is Late IRCCS y Bee os. fein Poetic Poppe tence eeteretetertetees IW Comprehension Skill: Character, Setting, Plot. . 24 Writing and Grammar: Word Choice/Verbs . . 26 Comprehension Skill: Sequence ........... 4uy Writing and Grammar: Word Choice/ Present-Tense Ve0bs a2. .:c/00:0 Essential Question How do we measure time? y i What are these children learning ™* to do? 8maces ‘Words to Know away oe Do all birds fly sw WM qway in fall? now It’s time for us =") to eat now. ait some Some kids like to wear a watch.___ SSS ry It is my birthday today! way A clock is one way jo fell time. why Why is summer a fun season? Oth ABORA Ty Say the sentence for each word. Then make up another sentence. ATi, imt) Phonics/Fluency Long a The a_e spelling makes the long a sound in wake. date whale shakes wave safe plate snake game grapes trades vase brave eet SpTogether Dave gave Jane a plate of grapes. Can the ants take the grapes? cm 22 Look for these words with long a spelled a_e in “Nate the Snake Is Late.” Nate snake late make wade lake wake gaze lane gate TateGenre Fantasy _ Essential Question How do we measure time? Read about how Nate the snake keeps track of time. a ey PyIt is 8 o’clock, and I can not be late. I do not wish to make my pals wait.I must be there at half past ten. But I have lots of time until then.At last I am set and on my way there. But I think I still have some time to spare.I wade in this lake as frogs hop away. I do not think they wish to play!The sun is hot, and I nap ona rock. : Then I wake up and gaze at the clock. "20Drats! It is 10 o’clock. Can it be? Will my pals still be there for me? 222 I dash up a lane and past the gate. Iam on my way, but am I late?My six best pals sit with Miss Tate. I tell them all why I am late. They grin at me and then they say, “Now we can hear the story today!” 23Character, Setting, Plot A character is a person or an animal in a story. The setting is where and when a story takes place. The plot of a story is what happens at the beginning, middle, and end. & Find Text Evidence Find out what happens at the beginning of the story. page 16 It is 8 o’clock, and I can not be late. I do not wish to make my pals wait. "2Read rE Beginning Nate wakes up at 8 o'clock. He does not want to be late. he's Middle Nate does many things, such as wade in the lake. Then he takes a nap. End Nate gets to the library late for story hour. But his friends wait for him. Your Turn Talk about the plot of “Nate the Snake Is Late.” B60 Digital! use the interactive Grape oa 25(as) Writing and Grammar Word Choice Kate wrote a poem. She used sensory details to tell how she looks, feels, and sounds when she’s late. __|When I am late, I race, zoom, and dash. I huff and I puff As quick as a flash! Tell what sensory details Kate used in her poem. 26Read LE Verbs The words race, zoom, and dash are verbs, or action words. You can use commas to separate three verbs. I race, zoom, and dash. Your Turn ¢ What verbs did Kate use? ¢ Write a poem. Use commas to © separate three verbs. Kenneth Seni 27ree Weekly Concept Watch It Grow! Essential Question ~~ How do plants change as they grow? Q see growing? How will it change?30 = % Cr GD green Peas and beans are green. grow = Plants get big = when they grow. pretty The flowers are pretty colors.en Say the sentence for each word. Then make up another sentence. Ie Which seeds should I plant? together & Together we can pull the weeds. water Water comes out E of the hose. ra(ru) Phonics/Fluency Long i The i_e spelling makes the long i sound, as in bite. likes white five whines wide size ripe hide time drives prize shine 32Read Uy Five fine pumpkins are on a vine. What size is the prize pumpkin? ena BA Look for these words with long i spelled i_e in “Time to Plant!” time Mike White fine five shines vines like — while bite ripe piles yikes 33>) Essential Question & How do plants change © as they grow? Read about how vegetable plants grow.Tine to @OW PlanesBeth: Dad, can we plant a garden? Dad: Yes! That will be fine! Gramps: We can plant vegetables. Mike: Yum! Let’s do it together.aD ee NSE. Mom: Dad and I will dig. Mike: __ I will drop in five seeds. Gramps: | will set in green plants. Beth: And I will get water!Narrator: Days pass. The sun shines. Rain plinks and plunks. Beth: Dad: I can spot buds on the vines! Sun and water made them grow. 3940 Narrator: Days pass. The sun shines. Beth: Dad: Mom: Rain drips and drops. The vegetables got big! We should pick them. Yes, it’s time!Mike: [like to munch while I pick. I will take a bite. Yum! Gramps: Sun and water made them ripe. utNarrator: They pick piles and piles. Beth: Yikes! That’s a lot! Mike: We can’t eat them all. Gramps: | think I have a plan. 2Mike: This bag is for you. Miss White: They are such pretty vegetables! Thank you! Beth: Sun and water made them grow. 43Sequence Events in a story or a play happen ina certain order, or sequence. The events are the plot of the story. 2 Find Text Evidence Find the first thing that happens in “Time to Plant!” [ofele Comey Beth: Dad, can we plant a garden? Dad: Yes! That will be fine! Gramps: We can plant vegetables. Mike: Yum! Let’s do it together. >Read Ley First The family plants a garden. if Next The plants get big and grow. Then The family picks the vegetables. Last They share their vegetables. nena ray Talk about the plot of “Time to Plant!” Use the interactive graphic organizer J 45(is) Writing and Grammar Sy) Readers to... Word Choice Ike wrote what he thinks about a play. He picked just the right words to tell about it. Ike’s Opinion The play tells a happy story Kids tend_a garden. Kids share yummy vegetables. | tm: Be Tell which of Ike’s words were good choices for his opinion. —_it makes me smile! 46. Read La Present-Tense Verbs When a verb tells about one person or thing, it ends in -s or -es. When a verb tells about more than one, it does not end in -s or -es. |The play tells a happy story. ee ¢ Find another sentence in Ike’s writing that tells about more than one. ¢ Write what you think about a play, book, or movie. Use sentences that have verbs that end in -s or -es. 476 2 o 2 = ° a4 5 na - 3 3 TP* >) Talk About It What are these children acting out?ts) Words to Know from My Gram read to us from her book. happy I am happy to be in the play. 50once Once upon a time there was a queen. so That story is so funny! upon Once upon a time there was a king. Say the sentence for each word. Then make up another sentence. ee"a Phonics/Fluency "52 Soft c and Soft g The letter c can make the soft c sound you hear in race. The letters g and dge can make the soft g sound you hear in age and edge. face nice page pledge place slices cage fudge space cents stage gemTogether Madge eats a big slice of fudge. Gen likes to sing on a stage. Look for these words with soft c and soft g in “The Nice Mitten.” nice Lance edge mice place raced hedgehog space _ trace | 53COA @ What is a folktale? ~ Read the story of a little boy’s lost mitten.56 Once upon a time, a boy named Lance went out to pick up sticks. His mom gave him nice red mittens in case his hands got cold.“Take the mittens and keep them safe,” his mom said. But as Lance left, he ran fast and lost a mitten at the edge of the wide forest. 57ona one 58 Five mice saw the mitten. “This is a nice place to rest,” they said. So the happy mice went in and rested.Then, a rabbit raced by. “This is a nice place for hiding,” she said. So the rabbit went in and hid. The mitten puffed up a bit. 591) Next, a hedgehog came sniffing by. “This is a nice place for taking a nap,” he said. So the hedgehog went in and slept. The mitten puffed up a bit more.Just then, a big bear came by. “This is a nice place to get warm,” he said. So the big bear went in. The mitten puffed up from all the animals in it. It puffed up as much as a mitten can."62 At last, a black cricket came by. “This is a nice place,” he said. “We do not have any space,” said the animals in the mitten. But the black cricket went in. And just as he did...Rip! Snap! POP! When Lance came back, there was not a trace of red mitten left. So sad!Anna Cause and Effect A cause is what makes something happen in a story. An effect is the event that happens. To find the cause and the effect, ask: What happened? Why did it happen? 2 Find Text Evidence 64 Find the causes and effects in the story. “Take the mittens and keep them safe,” his mom said. But_as Lance left(Re ran fast)and at the edge of the wide forest. =Read Ly Effect He lost his mitten Lance ran fast. : in the forest. The animals wanted to rest. The animals went inside the mitten. Ni iN The mitten puffed up and got too big. Too many animals went in, cc Talk about the cause and effect of story events in “The Nice Mitten.” Use the interactive graphic organizer 65ye) Writing and Grammar eo|Readers Word Choice Page wrote a poem using strong verbs. | My mom baked a cake. She mixed, baked, and sliced, __ And served it nice and hot. We will gobble it up on the spot! = ¢ Name the strong verbs in Page’s poem. ¢ What strong verbs will you choose for your poem? 66Read es Past- and Future-Tense Verbs Verbs that end in -ed tell about action in the past. Verbs with will tell about action in the future. The verb baked is in the past. The verb will gobble is in the future. My mom baked a cake. obble jt up. Find other verbs about the past in Page’s poem. 67Weekly Concept Now and Then How is life different than it was long ago?”) Talk About It What are the children playing? Tell how they are like or different than you.Words 1 X10 pc ago Schools were small long ago. 4 4 boy a pe That boy likes to skate. girl © This girl can » ride a bike well. 70SN — Read \__| aethet how How did kids play in the past? old Old homes were made of logs. people People went by horse and buggy. cath AB ORA 7 ar Your Turn) Say the sentence for each word. Then make up another sentence. Go Digital!)wa) Phonics/Fluency 72 Long 0, u, e The o_e spelling makes the long o sound in phone. The u_e spelling makes the long u sound in use. The e_e spelling makes the long e sound in these.Read ry Can Pete use this phone? Zeke is Rose’s cute mule. he cotton 7, A Look for these words with o_e, u_e, and e_e in “Life at Home.” home homes _ pole huge use stove these _ those 73Nonfiction Essential Question How is life different than it was long ago? Read about how life at home is different today than it was long ago. ret at a Mt ni a My AUR i RUA He UR I(oh Sn rg masa Clea VE Has home life changed a lot since long ago? Yes, it has! > Long ago, many families cooked, ® worked, and slept in one room. 76ET Today, families can live in large B homes that have lots of space. A long time ago, homes had just one room. People ate and slept in that same room. Today, homes can have many rooms. i 77How did people cook and bake long ago? Ahome had a brick fireplace with a pole. A huge pot hung on this pole. People cooked in this big pot. Siege S03P B32 Po 22 Gye Fe Ge SoH eH, _ Bp ME og — es ago, there was an oven at the side ae of the fireplace. Bread was baked there. 5. B | GytgeHesP Tage Moe Tse SoxToday, stoves can use iim gas or electricity. Now, we use a stove to cook and bake things. We still use pots. But these pots are not as big as that old pot! : 79Back then, kids helped out a lot. A boy helped his dad plant crops. A girl helped her mom inside the home. She made socks and caps. It takes a long time to make those things.Today, people buy \ most of the things Me F they need and want. | Now, we shop for things such as socks and caps. We shop for things to eat, as well. But kids still help out at home. ; sl“> In the past, people {bide rt at Te anger CobectOLNTE > made of wood. Back then, people got water from a well. Then they filled up a big tub and washed things. < washed dishes in a tub Pthaney 82Now, people can wash things in a sink. We can wash dishes in a dishwasher, too. Life is not as hard today as it was long ago! Today, it's easy to wash dishes in a sink or dishwasher.Para ProdctorsNay Compare and Contrast When you compare, you think about how things are alike. When you contrast, you think about how things are different. © Find Text Evidence Find out how homes long ago and today are alike and different. A long time ago, homes had just one room, ate and slept in that same room. Today, homes can have many ‘ooms. 8uLong Ago Now Homes had | People live | Homes have one room. in homes. many rooms. gt ABORA sm Talk about how home life is alike and different in “Life at Home.” 85“esd Writing and Grammar @7 Readers to... Ideas Pete had an idea about life today. He wrote his opinion. Pete’s Journal Entry _|1 think computers are great. Our computer at home is new. Mom andIare using itto learn things and play games. _| chi ee ¢ Tell about Pete’s opinion and his reasons for it. ¢ Tell about your idea and your opinion about it. 86Writers > Is and Are Use is to tell about one thing. Use are to tell about more than one thing. I think computers are great. 7 Our computer at home is new. ptt ABORA ae ¢ Find another sentence with is or are in Pete's entry. ¢ Write new sentences with is and are. Circle is and are. 87A a cept From Farm to Table Essential Question 'e How do we get our food?@ Talk About It What happens a to farm goods before you eat them?=3# after Bread has a crust after it is baked. buy " They buy oranges at the store. done They are done and ready to eat. 90every Every grape is plump and purple. | | soon They will go to the store soon. work Machines help do the work. Your Turn OP Say the sentence for each word. Then make up another sentence. Go Digital! Use the online visual glossary(as) Phonics/Fluency 00, u The letters oo and u can make the sound you hear in the middle of good and push. cook hood hooked put looking foot books stood pull took wool shookJake put on his wool coat. He will pull up the hood. — oe Look for these words with oo and u in “A Look at Breakfast.” look good put full cooked __ pulled 93Cc) TM ela itettceda) Essential Question How do we get our food? Read about where breakfast foods come from. ou8 " x Bread is good for breakfast. But this isn’t bread yet. It is wheat. Flour will be made from the wheat. See Claro fey Titel om i CelFirst, dough is made. Next, the dough is shaped and baked. Then, it is done. It is bread. Last, the bread is put in bags.Grape jam is good on bread. But this isn’t jam yet. Itis a grape vine full of grapes. Grapes grow on vines and then are Flo ro RW LLM LN ela omTrucks take the grapes to a plant. Every grape is crushed to make mush. After that, the mush is cooked. Now, it is grape jam. Yum!Orange juice is good for breakfast, too! Lots and lots of sun makes oranges big and ripe. They will taste good. Soon, the big, ripe oranges will get pulled down.a...» deel ~~ ee Trucks take piles and piles of ia oranges to a plant. Then, they get | washed. Next, they getcrushed. | 4 Big sacks get filled with juice. 108The food is shipped in trucks to shops. It is stacked up. Now, it is for sale. People will buy it and bring it home. It will make a good breakfast!It takes work to make food for breakfast. ; wheat grape jam vas grapes orange juice oranges How It Is Made Wheat is crushed into flour. Dough is made. Dough is baked into bread. Grapes are crushed to make mush. Mush is cooked into jam. Oranges are crushed into juice. 103Sequence Authors often give information in sequence, or time order. Words such as first, next, then, and last help you understand the sequence. LQ Find Text Evidence 104 Find the first thing that happens when flour is made into bread. First, dough is made,>Next, the dough is shaped and baked. Then, it is done. It is bread. Last, the bread is put in bags. _ =? myUy First Dough is made. Next The dough is shaped and baked. Then It is done. Last The bread is put in bags. Talk about how other foods in “A Look at Breakfast” are made. Tell what happens in sequence. 105nay Writing and Grammar “Readers to... Ideas Brook had an idea for a topic. She wrote about food. | Food js a fun topic. It isn't dull at alll There are lots and lots _ — |of fun facts. I didn’t Know how grape jam is made. _ | Now I do! ey ‘orton Tell what reasons Brook gave for her opinion. 106Contractions with not A contraction is a short way of writing two words. The contraction isn’t is a short way of writing is and not. The apostrophe (') takes the place of the missing letter o. It isn’t dull at all! ¢ Find another contraction in Brook’s writing. What two words make the contraction? ¢ Write new sentences. Use contractions with not. 107 |Grade 1 Your Turn Practice Book ag en] Education Bothell, WA + Chicago,IL + Columbus, OH + New York, NYStart Smart Week One sst $82 Phonics: /m/m, /s/s . Phonics: /a/a.. Smart Start Reader: | Like To. Handwriting: Mm, Ss, Aa... Phonics: /p/p, /tt.. Phonics: /tir, /nin. .SS7 Handwriting: Pp, Tt, Nn . ss8 ‘Smart Start Reader: He Can Go!........ 889 Phonics: /if........0eee0ee «S811 Handwriting: Rr, fi S812 Week Two Phonics: /kic, /fif... S813 Phonics: /o/o.. .. S814 ‘Smart Start Reader: Look! » S815 Handwriting: Co, Ff, Oo SSi7 Phonics: /d/d, /h/h .SS18 Phonics: /e/e .. .SS19 Handwriting: Dd, Hh, Ee $820 ‘Smart Start Reader: We Play Here.....SS21 Phonics: /bib, MI... - $823 Handwriting: Bb, LI... $824 Week Three Phonics: /kik, /k/ck . $825 Phonics: /ulu . . ss26 Start Smart Reader: With Me ss27 Handwriting: Kk, Uu, Gg ss29 Phonics: /g/g, ‘wi... $830 Phonics: /kw/q, /vlv, ks/x -. $31 Handwriting: Ww, Xx, Ww . 8832 Start Smart Reader: He and She Go... .SS33 Phonics: /ij /yly, /2/2..... s+ S835 Handwriting: Qq, uj, Yy, Zz.. «$836 wie -merorw 244 0 NODCopyight ©The McGraw Unit 3 * Changes Over Time Week 1 What Time Is It? Phonics: Long a: a_e High-Frequency Words .. Phonics: Long a: a Comprehension: Sequence Chart Comprehension: Mini Book Whale at the Lake . Comprehension: Story Questions Character, Setting, Plot. Structural Analysis: Contractions with ct sentence ennteneereness IOC Text Feature: Bold Print. . 109 Write About Reading: Character, Setting, Plot .. 101 102 103 104 105 107 Week 2 Watch It Grow! Phonics: Long: i_e..... High-Frequency Words Phonics: Long i: _e oo Comprehension: Sequence Chart... m1 12 113 114 Comprehension: Mini Book A Gift for Mom. pee Comprehension: Story Questions Sequence .. 117 Structural Analysis: Plurals 118 Text Feature: Diagrams........ 19 Write About Reading: Sequence ......... 120 Week 3 Tales Over Time Phonics: Soft c, Soft g, dge 2121 High-Frequency Words 122 Phonics: Soft c, Soft g, dge 123 Comprehension: Cause and Effect Chart. . Comprehension: Mini Book Little Fred and Little Buck .. 125 Comprehension: Story Questions Cause and Effect...... 2127 Structural Analysis: inflectional Endings -ed and -ing (drop final e)...... 128 Literary Element: Rhyme . 2.129 Write About Reading: Cause and Effect .. 130 Week 4 Now and Then Phonics: /6/0_@, /Ulu_¢, /6/e_@... 131 High-Frequency Words ........+.e+e+++0+ 182 Phonics: /O/o_e, /l/u_e, /@/e_e.. Comprehension: Compare and Contrast Chart... Comprehension: Mini Book Life Long Ago . Comprehension: Story Questions Compare and Contrast..........20.+0+- 137 Structural Analysis: CVCe Syllables , 138 Text Feature: Captions . Write About Reading: Compare 135 and Contrast 140 Week 5. From Farm to Table Phonics: /i/ 00, u High-Frequency Words ... Phonics: fi/ 00, U.s.esesseeeeees Comprehension: Sequence Chart Comprehension: Mini Book The Food We Eat ...........e000+ Comprehension: Story Questions Sequence... Structural Analysis: Inflectional Endings -€0, -ing..........se0 Text Feature: Chart, : Write About Reading: Sequence . 2148 149 = 150copy ©The Meio HI Companies ne Phonics: Long a: ae Name The word at has a short a sound. Add e to the end to make ate. The a_e spelling makes the long a sound in ate. A. Read the words in the box. Listen for the long a sound. Write the word that names each picture. gate tape snake grape B. Write your own sentence using a word from the box. Practice * Grade 1*Unit3*Week 1 101Name High-Frequency Words Match each sentence to the picture. |. Ican not go out today. 2. He can have some grapes. 3. This is the way to camp. 4. I see the school now. 5. Why is the pup sad? 6. I can put this away. 102 Practice * Grade 1* Unit 3 * Week 1 Sey suede iy eo>y aut balecop The craw i Companies ne Phonics: Long a: a_e Name Use the words in the box to complete the sentences. late shape lake chase whale tape —_______ can swim. yy =n, EZ 6. Jen will _____________ me. JX Practice * Grade 1*Unit3*Week 1 103Name Comprehension: Sequence Chart Fill in the Sequence Chart. Use words from the story. Beginning Middle End 104 Practice + Grade 1 * Unit 3 * Week 1 uy ues oo aL 9 aayNow, Whale is in. The pals have fun! Whale at the Lake Whale is on skates. He is going to the lake. “Du smquedoy ih men ou. wBKto> Practice * Grade 1 * Unit3*Week 1 105© “Ul BWOD Of wiy ||®+ pus S|/OUAA Of SADM Kou | “aA Aout der? OM S4aH{ opm ©The Gea Hl Companies @ £06 Aouy pip es0yy “sod SIY 90s 4UbS S|/OUAA 106 Practice * Grade 1 * Unit 3* Week 1Copyhghto The McGraw Hil Companies nc Comprehension: Characters, Setting, Plot Name _ A. Reread “Whale at the Lake.” Write | if the sentence and picture tell what happened at the beginning. Write 2 if the sentence and picture tell something that happened in the middle. Write 3 if the sentence and picture tell what happened at the end. a I. Whale plays with his pals. ey Cy Oyu |S vs Practice * Grade 1 * Unit 3*Week 1 107Structural Analysis: Contractions with not Name A contraction is a short form of two words. An apostrophe (’) takes the place of the missing letters. is+not = isn’t The apostrophe (’) in isn’t stands for the letter o. A. Write the contraction for the two words. I. has + not 2. are + not 3. was + not 4. can + not " B. Use a contraction you wrote above to complete the sentence. ee De ee KK iO 5. Nate! TT is 6) 108 Practice » Grade 1» Unit 3» Week 1 a ued yt mer2y oul 0 NEUE)Copptght ©The MeGuaw Compases ne Text Feature: Bold Print Name A word that is in bold print is an important word. A. Read the sentences. Circle the words in bold print. |. A watch can help you tell time. Fy. \ 2. This clock can ring to get youup. | BR = 3. A calendar tells you what day it is. Hy B. Use the words in bold print to help you an answer the question. 4. What tells you the day? Practice * Grade 1* Unit 3*Week1 109Write About Reading: Characters, Setting, Plot Name = Reread “Whale at the Lake.” Think about how the author used characters, setting, and plot. Use words from the story to complete the sentences. 2. The setting is a 3. In the beginning, Whale to the lake. 4. In the middle, Whale can not his pals. 5. At the end, the pals have 110 Practice * Grade 1 * Unit 3» Week 1 2 ued) mess 2419 Olde)Coopight The McGraw Hl Companies ne. Phonics: Long /: Le Name The word rid has a short i sound. Add e to the end to make ride. The i_e spelling makes the long i sound you hear in ride. A. Read the words in the box. Listen for the long i sound. Write the word that names each picture. smile dime kite bike B. Write your own sentence using a word from the box. Practice * Grade 1*Unit3*Week2 114High-Frequency Words Name Complete each sentence. Use one of the words in the box. green grow together should pretty water I. Hewill tall. 4. My dog likes the 4 £4 5. The pig can eat grass. 6. The bride is 112. Practice « Grade 1 Unit 3 * Week 2 uy sauedue> yn son 2412 146doyCopyright ©The eC Hl Companies ne Phonics: Long i: i_e Name Read the words. Circle the word that has the longi sound. Write the word on the line. L. fin pin fine 2. nine his fie ° — 3. will de Se 4. bir lick bite 5. pine pin coe 6. mill in mine Practice * Grade 1 *Unit3*Week2 113Name Comprehension: Sequence Chart Fill in the Sequence Chart. Use words from the story. First Next Then Last 114 Practice * Grade 1 * Unit 3 * Week 2 2 saved menoy aL woud?A Gift for Mom Mom: I love plants. Mike: Mom is sick. You made me smile! Kate: Let’s get a gift. Kate: We are glad! @ Mike: Get well, Mom! ‘ey routes menemon mao Bde Practice * Grade 1* Unit 3*Week2 115Conyight ©The Men Companies ne. © © “spupjd Se}!| WOl/A| 1940) yaysebou ob S +>] | jSt4U° Id Peo7 OHA] ‘doys ups I ce TAN 116 Practice + Grade 1 * Unit 3 * Week 2Copnight The McGrail Companies Ine Comprehension: Plot: Sequence Name Reread “A Gift for Mom.” Follow the directions. I. Write a sentence that tells what happens first in the story. Practice * Grade 1* Unit 3*Week 2 117Structural Analysis: Plurals Name You can add -s to the end of a word to oe name more than one person or thing. bike 5 bikes Gah Od A. Add -s to the word to name more than one thing. Write the new word. |. kite 5. snake B. Write your own sentence. Use a word that names more than one thing. 118 Practice * Grade 1 + Unit 3* Week 2 oer saved mt aon a4 obitCopyight ©The Gea it Companies ne Text Feature: Diagrams Name Diagrams are pictures that have labels. The labels tell about the parts. Look at the diagram of a plant. Use the words from the box to complete the diagram. flower leaf root stem Practice * Grade 1*Unit3*Week 2 119Write About Reading: Sequence Name Reread “A Gift for Mom.” Think about the sequence. Use the words and the pictures to complete the sentences. |. First, the author told us that Mom is 2. Next, the author told us that Mike and Kate 3. Then, on page 3, Mike and Kate get a 4. Last, on page 4, Mike and Kate give a plant to 5. What clue did the author give to let you know that Mom likes the plant? 120 Practice + Grade 1 * Unit 3» Week 2 om soe mien sue MEnkdeDCopyigh ©The Ween Companies ne Name Phonics: Soft ¢; Soft g, dge Sometimes the letter ¢ makes the s sound. You can hear it in race and nice. The letter g can make the j sound. You hear it in wage and gel. The letters dge together also make the j sound, as in badge and ledge. Say the word. Write the word. Circle the picture that shows the word. 4. pencil 5. bridge a a _e Practice * Grade 1* Unit3*Week 3 121High-Frequency Words Name Match each sentence to the picture. |. I was so fast, I won the race. a. 2. The fish came from the pond. b. 3. Cal is happy in the tent. c. 4. Once I jumped on a box. d Ae an 4 To he ty I 5. We can play any game. e. es 6. The boy wished upon a star. f. 122 Practice * Grade 1 + Unit 3* Week 3 ‘sonny mH nemow oul 9 winhdeyopytigh ©The Mcrae Comparies ie Phonics: Soft ¢; Soft 9, dge Name Use the words in the box to complete the sentences. hedge dance nice cage edge |. Pip sits ina oe . % | 2.Momcutsthetop_ oS» of the can. 5. Ann likes to . Practice * Grade 1 *Unit3*Week 3 123Comprehension: Cause and Effect Chart Name Fill in the Cause and Effect Chart. Use words from the story. Cm) —> Effect CO md C O- 124 Practice * Grade 1 + Unit 3» Week 3 sa seach n-ne mo WindyLittle Buck helped Fred. They got to Gran’s. They had fudge! Little Fred and Little Buck Gran liked fudge. Mom was making some. Fred walked to Gran’s with it. oO > suede aH meron oul 9 NOM) Practice * Grade 1*Unit3*Week 3 125“pes peso do diay no ub), ‘kq c]UU] eke) eng SH4] Ne uhh. ‘N Copytght The Meal Compan ne © it] ©! pes SHIT duped aut S! 94 “soot Aupw oof 34d esau 126 Practice * Grade 1 + Unit 3* Week 3onyigh ©The Mero a Companies Comprehension: Plot: Cause and Effect Name Reread “Little Fred and Little Buck.” Answer the questions. Practice * Grade 1*Unit3*Week3 127Structural Analysis: Inflectional Endings -ed, -ing Name Add -ed to an action word to tell what happened in the past. Add -ing to an action word to tell what is happening now. Look at the word race. It ends with the letter e. To add -ed or -ing, first drop the e. race —e + ed = raced race -e + ing = racing A. Add -ed to each word. Write the new word. 32 ——__— Wo skate cs 4 128 Practice * Grade 1 + Unit 3 » Week 3 > aunto a meD>¥ O42 bake?Literary Element: Rhyme Name Words in a song or poem sometimes rhyme. Words that rhyme have the same ending sound. Say the words in each column to hear the rhyme. clap best bell slap rest well flap nest fell Say the words. Cross out the word that does not rhyme. Write a new rhyming word. I. ate, plate, that, date 2. fine, nine, dine, pin 3. mice, pick, dice, ice 4. has, crash, smash, dash Practice * Grade 1*Unit3*Week3 129Write About Reading: Plot: Cause and Effect Name Reread “Little Fred and Little Buck.” Think about how the author used cause and effect. Use the words and pictures to answer the questions. |. What clue does the author give about the cause of Little Fred's going to Gran’s? 2. What clue does the author give about the cause of Little Fred getting lost? 4. Little Fred, Little Buck, and Gran have fudge. Is this a cause or an effect? 130 Practice + Grade 1 * Unit 3* Week 3 wi akdon ‘Sy suede eh meo>¥ ouopi ©The McGee Companies nc. Phonics: /o_e, fi/u_e, Kle_e Name The letters o_e stand for the long o sound. The long 0 sound is the middle sound in rope. The letters u_e stand for the long u sound. The long u sound is the first sound in use. The letters e_e stand for the long e sound. The long e sound is the middle sound in Pete. A. Look at each picture. Circle the word that names the picture. Write the word. glob globe mull mule B. Look at each picture. Write o, u, or e to complete the word that names it. Practice * Grade 1 *Unit3*Week 4 131High-Frequency Words Name Write the word from the box that completes each sentence. Circle the picture that goes with the sentence. ago boy girl how old people 4. Some 6. This is ________ to fish. 132 Practice » Grade 1» Unit 3» Week 4 ot men sa. wlanCopright ©The Mectrow Companies ne. Phonics: /o_e, Mi/u_e, Kle_e Name Use the words in the box to complete each sentence. Write the word on the line. huge stove Eve these rode cone 6. This is a big Practice * Grade 1* Unit3*Week 4 133Comprehension: Compare and Contrast Chart Name Fill in the Compare and Contrast Chart. Use words from the story. Different Alike Different ? : : i t i z 134 Practice * Grade 1» Unit 3 » Week 4Boys and girls still had time to play. They had fun just like you do! @ Life Long Ago What was life like long ago? What did boys and girls do? They helped a lot at home. oO uy sawedue> meron ous o MONKS 135 * Grade 1 + Unit 3* Week 4 Practice‘sbba Of p22] ay | “suay eyt pay sib puo shog “guid Of pedjey shog *SOyfo|d ayow pediay SIS) * Grade 1 * Unit 3 * Week 4opin ©The McGenw Hl Compaen. Name Comprehension: Compare and Contrast Reread “Life Long Ago.” Read the questions that compare and contrast what boys and girls did. Circle the words that answer each question. Write the words. |. The boys and girls all helped planted 2. What did girls do? Girls helped to make clothes read 3. What did boys do? Boys helped to 'y, Boys and girls fed the plants hens Practice * Grade 1*Unit3*Week 4 137Structural Analysis: CVCe Syllables Name The spellings a_e, i_e, o_e, u_e, and e_e stay together in the same syllable. The syllable usually has a long vowel sound. in/side a/wake rose/bud Read each word. Draw a line to divide the word into syllables. Write one syllable on each line. Then circle the syllable with the long vowel sound. I. sunshine 2. pancake 3. explode 4. handshake 5. placemat 138 Practice * Grade 1 * Unit 3 * Week 4 ou sowedue> sesso ou budeoy ©The McGraw Hl Compan Text Feature: Captions Name | Captions tell readers more about photos or pictures. Look at each picture. Circle the caption that goes with the picture. = go |. This is life on a farm. 2. Horses carry goods today. This is life in a city. Trucks carry goods today. 3. People rode in these 4. People get water from a long ago. sink today. People ride in these today. People got water from a well long ago. Practice * Grade 1* Unit3*Week 4 139Write About Reading: Compare and Contrast Name A. Reread “Life Long Ago.” Think about the story characters and what they did. Use the words and pictures to complete the sentences. 4. They all looked for B. Name a way that life is the same now as it was long ago. 140 Practice + Grade 1 * Unit 3* Week 4 ey sada ne arorw 249 Oldeoprah The Mera Companies ne Name Phonics: /i/ 00, u The letters oo and u can make the middle sound you hear in book. Circle the word in each row that has the same middle sound you hear in took. Write the word. |. hook rope 2. shake shook 3. fun flop | 4. foot tune 5. rush patch nut full Practice * Grade 1*Unit3*Week 5 141High-Frequency Words Name Complete each sentence. Use one of the words in the box. done soon every after work buy 4. He has a lot of 5. There are dots on i : i z 6. He will wake the cat 142 Practice * Grade 1+ Unit 3 * Week 5| Phonics: /i/ 00, u Name A. Read the words in the box. Listen for the middle sound spelled oo or u. Then write each word next to a word with the same ending sounds. foot pull cook push I. bush een 2. soot 3. book ——_— 4. full B. Change the beginning sound in good to write a new word that has the same middle sound. Then write a sentence using good or your new word. Practice * Grade 1*Unit3*Week5 143Comprehension: Sequence Chart Name Fill in the Sequence Chart. Use words from the story. First Next Then Last 144 Practice * Grade 1 + Unit 3* Week 5 ‘useage menoy ou obenCoppight The Mea i Companies ne ® jpoob SO4{SO} 4] “poof aut O09 aM supeq Ang OM yay] “W4D} Big ps! siy] ‘payoid aq ups Aays uoos ‘sadouB puo suoeq smoib 47 ® 1DZ 2M Pood ayL Practice * Grade 1*Unit3*Week5 145© jpoob 00] kau | ‘sedoub aut Ang aM ‘doys D Of ob am “pout JOLY “sdoys Of +! SAO sonst yay] “poof aut dn yond Kay | “aay 44om ajdoay © 146 Practice * Grade 1 * Unit 3* Week 5Copyright ©The Mea #8 Companies ne Comprehension: Sequence Name A. Reread “The Food We Eat.” Think about what happens to the food at each stage. Answer the questions. | 1, What happens to the food first? B. Complete the sentence to tell what the family buys. | 5. The family buys Practice * Grade 1*Unit3*Week 5 147Structural Analysis: Inflectional Endings -ed, -ing Name When you add -ed or -ing to the end of a word that ends with a vowel and a consonant, double the last consonant. drop + ed = drop + p + ed = dropped drop + ing = drop + p + ing = dropping A. Add -ed to each word. Write the new word. I. tag —————— 2. stop 3. grab ee 4. slam B. Add -ing to each word. Write the new word. 5. hug —— 6. plan 7. drip ——————— 8. skip C. Write a sentence using a word you wrote above. 148 Practice » Grade 1» Unit 3» Week 5 ‘on ins hab oa AADopis ©The Meow i Companies Text Feature: Chart Name | A chart provides information in an organized way. A. Use the chart to compare different foods. Answer the questions. Food Colors LL Red Yellow Green apple lemon lime Z tomato banana peas I. Circle the two foods that are green. lemon peas lime 2. What color is an apple? B. Think of other foods that are red, yellow, or green. Add their names to the chart. Practice * Grade 1*Unit3*Week5 149Write About Reading: Sequence Name Reread “The Food We Eat.” Think about how the author uses sequence. Complete each sentence. |. First, the farm grows 2. Next, the food is packed and 3. Then, the family 4. Last, the family 150 Practice * Grade 1* Unit 3» Week 5 eyed mimeo au 9 46HKdeD