Beyond Level Pb2

Grade 2
Practice
Book
B
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

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Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 045 09 08 07
Unit 1 Relationships
School Days
Davids New Friends
Making Friends
Mr. Putter & Tabby Pour
the Tea
Fireghters at Work
Time For Kids: Fighting
the Fire
Being Yourself
Meet Rosina
Macmillan /McGraw-Hill
Coming to America
My Name Is Yoon
Contents
Short a and i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Character and Setting Chart . . . . . . . . . . . . .
Comprehension: Character and Setting . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Alphabetical Order . . . . . . . . . . . . . . . . .
Short a and i; Words with -s, -es . . . . . . . . . . . . . . . . . . . . . . . .
Text Feature: Photos and Captions . . . . . . . . . . . . . . . . . . . . . .
1
2
3
4
5
6
7
8
Short o, e, u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Comprehension: Story Map . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Comprehension: Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Vocabulary Strategy: Base Words and Inected Verbs . . . . . 14
Short o, e, u; Inectional Endings -ed, -ing . . . . . . . . . . . . . . . 15
Text Feature: List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Short and Long a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Main Idea and Details Web . . . . . . . . . . . . .
Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Word Families -ell, -eat . . . . . . . . . . . . .
Study Skills: Using Parts of a Book . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Short and Long a; Sufxes -er, -est . . . . . . . . . . . . . . . . . . . . .
17
18
19
20
21
22
23
24
Short and Long i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Main Idea and Details Web . . . . . . . . . . . . .
Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: New Meanings for Known Words . . . . .
Short and Long i; Inectional Endings -ed, -ing . . . . . . . . . . .
Literary Elements: Rhyme and Rhythmic Patterns . . . . . . . . .
25
26
27
28
29
30
31
32
Short and Long o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Predictions Chart . . . . . . . . . . . . . . . . . . . . .
Comprehension: Make and Conrm Predictions . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Inected Verbs . . . . . . . . . . . . . . . . . . .
Short and Long o; Inectional Endings -s, -es . . . . . . . . . . . .
Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
33
34
35
36
37
38
39
40
41
42
iii
Plants Alive!
The Tiny Seed
Animal Rescue
A Harbor Seal Pup
Grows Up
A Hospital Visit
Time For Kids: A Trip to
the Emergency Room
How Animals Grow

Farfallina & Marcel
Staying Fit
Theres Nothing Like
Baseball
iv
Short and Long u. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Conclusion Chart . . . . . . . . . . . . . . . . . . . . .
Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Use Context Clues . . . . . . . . . . . . . . . .
Short and Long u; Words with -er, -est . . . . . . . . . . . . . . . . . .
Text Feature: Diagrams and Labels . . . . . . . . . . . . . . . . . . . . .
43
44
45
46
47
48
49
50
Consonant Blends: sl, dr, sk, sp, st . . . . . . . . . . . . . . . . . . . . .

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Antonyms. . . . . . . . . . . . . . . . . . . . . . . .
Consonant Blends; Compound Words . . . . . . . . . . . . . . . . . .
Literary Element: Similes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51
52
53
54
55
56
57
58
Long a: ay, ai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Homophones . . . . . . . . . . . . . . . . . . . . .
Study Skills: Using the Library . . . . . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Long a: ay, ai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
59
60
61
62
63
64
65
66
Long i : i, ie, igh, y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Inference Chart . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Make Inferences . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . .
Long i ; Contractions with s, re, nt . . . . . . . . . . . . . . . . . . . . . .
Text Feature: Illustrations and Captions . . . . . . . . . . . . . . . . .
67
68
69
70
71
72
73
74
Long o: o, oa, ow, oe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Inference Chart . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Make Inferences . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Multiple-Meaning Words. . . . . . . . . . . .
Long o; Contractions with ll, ve . . . . . . . . . . . . . . . . . . . . . . . .
Text Feature: Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
76
77
78
79
80
81
82
83
84
Unit 2 Growth and Change
Unit 3 Better Together

Telling Stories
Head, Body, Legs:
A Story From Liberia
Safety First
Ofcer Buckle and Gloria
Creatures Old
and Older
Time For Kids: Meet the
Super Croc
Curtain Up!
The Alvin Ailey Kids:
Dancing As a Team
Macmillan/McGraw-Hill
On the Farm
Click, Clack, Moo:
Cows That Type
Long e: e, ee, ea, y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . .
Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Context Clues . . . . . . . . . . . . . . . . . . . .
Long e; Sufxes -ful, -less . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Text Feature: Drop-Down Menus . . . . . . . . . . . . . . . . . . . . . . .
85
86
87
88
89
90
91
92
Long u: u, u_e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Comprehension: Illustrations Chart . . . . . . . . . . . . . . . . . . . . . 95
Comprehension: Use Illustrations . . . . . . . . . . . . . . . . . . . . . . 96
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . . 98
Long u: u, u_e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Text Feature: Floor Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Consonant Digraphs: ch, sh, th, wh . . . . . . . . . . . . . . . . . . . .
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Main Idea and Details Chart . . . . . . . . . . .
Comprehension: Main Idea and Details . . . . . . . . . . . . . . . .
Vocabulary Strategy: Sufxes and Prexes . . . . . . . . . . . . .
Study Skills: Narrow a Topic for Research . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Consonant Digraphs; Prexes: re-, un-, dis- . . . . . . . . . . . . .
101
102
103
104
105
106
107
108
Consonant Digraphs: ch, tch, ph, sh, th . . . . . . . . . . . . . . . . . 109

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110
Comprehension: Main Idea and Details Chart . . . . . . . . . . . .111
Comprehension: Main Idea and Details . . . . . . . . . . . . . . . . .112
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
Vocabulary Strategy: Antonyms. . . . . . . . . . . . . . . . . . . . . . . .114
Consonant Digraphs; Open/Closed Syllables. . . . . . . . . . . . .115
Literary Elements: Alliteration and Rhythmic Patterns . . . . . .116
Triple Consonant Blends: scr, spr, str . . . . . . . . . . . . . . . . . . .117
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . .119
Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . 120
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121
Vocabulary Strategy: Synonyms . . . . . . . . . . . . . . . . . . . . . . 122
Triple Consonant Blends; Possessives . . . . . . . . . . . . . . . . . 123
Text Feature: Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Unit 4 Land, Sea, Sky

Splish! Splash!
Animal Baths
Animal Survival
Gooses Story
Helping Planet Earth

Time For Kids: A Way To
Help Planet Earth
Wild Weather
Super Storms
Habitats and Homes

Nutik, the Wolf Pup
vi
r-Controlled Vowels: ar, or. . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Comprehension: Compare and Contrast Chart . . . . . . . . . . 129
Comprehension: Compare and Contrast. . . . . . . . . . . . . . . . 130
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131
Vocabulary Strategy: Inected Nouns . . . . . . . . . . . . . . . . . . 132
r-Controlled Vowels; Syllables . . . . . . . . . . . . . . . . . . . . . . . . 133
Literary Elements: Characters and Setting . . . . . . . . . . . . . . 134
r-Controlled Vowels: er, ir, ur . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Comprehension: Cause and Effect Chart . . . . . . . . . . . . . . . 137
Comprehension: Cause and Effect . . . . . . . . . . . . . . . . . . . . 138
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Vocabulary Strategy: Comparatives and Superlatives . . . . . 140
r-Controlled Vowels: er, ir, ur . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Text Feature: Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Variant Vowels: oo, ou. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Main Idea and Details Web . . . . . . . . . . . .
Comprehension: Main Idea and Details . . . . . . . . . . . . . . . .
Vocabulary Strategy: Comparatives and Superlatives . . . . .
Study Skill: Changes in Print . . . . . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Variant Vowels; Syllabication Rules
and Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
143
144
145
146
147
148
149
150
Variant Vowels: oo, ui, ew, oe, ue . . . . . . . . . . . . . . . . . . . . . . .151

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Comprehension: Predictions Chart . . . . . . . . . . . . . . . . . . . . 153
Comprehension: Make and Conrm Predictions . . . . . . . . . 154
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . . . 156
Variant Vowels: oo, ui, ew, oe, ue . . . . . . . . . . . . . . . . . . . . . . 157
Literary Elements: Repetition and Word Choice . . . . . . . . . . 158
Variant Vowels: au, aw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Comprehension: Inference Chart . . . . . . . . . . . . . . . . . . . . . .161
Comprehension: Make Inferences. . . . . . . . . . . . . . . . . . . . . 162
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Vocabulary Strategy: Inected Verbs and Base Words . . . . 164
Variant Vowels: au, aw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Text Feature: Heads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Animal Needs
Unit 5 Discoveries
Life in the Desert
Dig, Wait, Listen: A
Desert Toads Tale
Play Time!
Pushing Up the Sky
Exploration
Time For Kids: Columbus
Explores New Lands
In the Garden
The Ugly Vegetables
Our Moon
The Moon
Diphthong: ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Comprehension: Authors Purpose Chart . . . . . . . . . . . . . . . .171
Comprehension: Authors Purpose . . . . . . . . . . . . . . . . . . . . 172
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Vocabulary Strategy: Possessives. . . . . . . . . . . . . . . . . . . . . .174
Diphthong; Synonyms and Antonyms . . . . . . . . . . . . . . . . . . .175
Text Feature: Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
Diphthong: oi, oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Problem and Solution Chart. . . . . . . . . . . .
Comprehension: Problem and Solution. . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Base Words, Inected Endings . . . . .
Diphthong; Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Text Feature: Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
177
178
179
180
181
182
183
184
Schwa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Main Idea and Details Web . . . . . . . . . . . .
Comprehension: Main Ideas and Details . . . . . . . . . . . . . . .
Vocabulary Strategy: Classify and Categorize . . . . . . . . . . .
Study Skill: Using the Internet . . . . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Schwa; Derivations and Root Words . . . . . . . . . . . . . . . . . . .
185
186
187
188
189
190
191
192
Silent Consonants: gn, kn, wr, mb . . . . . . . . . . . . . . . . . . . . .

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Sequence Chart . . . . . . . . . . . . . . . . . . . . .
Comprehension: Sequence . . . . . . . . . . . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Homophones . . . . . . . . . . . . . . . . . . . .
Silent Consonants: gn, kn, wr, mb . . . . . . . . . . . . . . . . . . . . .
Text Feature: Written Directions . . . . . . . . . . . . . . . . . . . . . . .
193
194
195
196
197
198
199
200
Hard and Soft Consonants: c, g . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Compare and Contrast Chart . . . . . . . . . .
Comprehension: Compare and Contrast. . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Compound Words . . . . . . . . . . . . . . . .
Hard and Soft Consonants: c, g . . . . . . . . . . . . . . . . . . . . . . .
Literary Elements: Personication and Imagery . . . . . . . . . .
Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review: Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
201
202
203
204
205
206
207
208
209
210
vii
Unit 6 Expressions
Mice and Beans
Creating Stories
Stirring Up Memories
Worlds of Art
Time For Kids: Music of
the Stone Age
Inventors Then
and Now
African-American
Inventors
Other People, Other

Places
Babus Song
viii
Endings -dge, -ge, -lge, -nge, -rge . . . . . . . . . . . . . . . . . . . . . .211

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212
Comprehension: Fantasy and Reality Chart . . . . . . . . . . . . . .213
Comprehension: Fantasy and Reality . . . . . . . . . . . . . . . . . . .214
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .215
Vocabulary Strategy: Inected Verbs . . . . . . . . . . . . . . . . . . 216
Endings -dge, -ge, -lge, -nge, -rge . . . . . . . . . . . . . . . . . . . . . .217
Text Feature: Written Directions . . . . . . . . . . . . . . . . . . . . . . . 218
r-Controlled Vowel: ar, are, air . . . . . . . . . . . . . . . . . . . . . . . . .219

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Comprehension: Conclusion Chart . . . . . . . . . . . . . . . . . . . . 221
Comprehension: Draw Conclusions . . . . . . . . . . . . . . . . . . . 222
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Vocabulary Strategy: Greek and Latin Roots . . . . . . . . . . . . 224
r-Controlled Vowel: ar, are, air . . . . . . . . . . . . . . . . . . . . . . . . 225
Literary Elements: Onomatopoeia and Word Play . . . . . . . . 226
r-Controlled Vowel: er, eer, ere, ear . . . . . . . . . . . . . . . . . . . .
Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Authors Purpose Chart . . . . . . . . . . . . . . .
Comprehension: Authors Purpose . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Multiple-Meaning Words. . . . . . . . . . .
Study Skills: Choosing Research Materials. . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
r-Controlled Vowel: er, eer, ere, ear . . . . . . . . . . . . . . . . . . . .
227
228
229
230
231
232
233
234
r-Controlled Vowel: or, ore, oar . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Compare and Contrast Chart . . . . . . . . . .
Comprehension: Compare and Contrast. . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Sufxes . . . . . . . . . . . . . . . . . . . . . . . .
r-Controlled Vowel; Related Words . . . . . . . . . . . . . . . . . . . .
Text Feature: Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
235
236
237
238
239
240
241
242
r-Controlled Vowel: ire, ier, ure . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Comprehension: Character and Setting Chart . . . . . . . . . . .
Comprehension: Character and Setting . . . . . . . . . . . . . . . .
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vocabulary Strategy: Syntactic and Semantic Cues . . . . . .
r-Controlled Vowel; Related Words . . . . . . . . . . . . . . . . . . . .
Text Feature: Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
243
244
245
246
247
248
249
250
251
252
Count on a Celebration!
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Practice
Name
Fluency
As I read, I will pay attention to punctuation in each sentence.

Youre doing very well, class, said Ms. Tallant.
8
18
24
33
45
49
59
68
80
88
90
98
The second graders were working on a mural. It was

a picture of their town, Greenville.
Each group was painting a panel. Each panel was
put up on the wall as it was finished. Their town was
all around their classroom!
Chenoa was working hard to finish her part of the
panel. She carefully painted the park, her favorite part
of town. She put herself in the picture with her dog, Bly.
The bell rang. Everyone except Chenoa packed up
for recess.
Its recess, Chenoa, said Ms. Tallant. You need
to get some fresh air. 103
Comprehension Check
1. What activity is the class doing in this scene? Character and

Setting
2. What can you tell about Chenoa in this scene? Character and
Setting
Words Read
Number of
Errors
First Read
Second Read
At Home: Help your child read the passage, paying

attention to the goal at the top of the page.
Davids New Friends
Words
Correct Score
Book 2.1/Unit 1
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Practice
Short a and i, Words
with -s and -es
Name
A. Write the word for each clue.

1. opposite of sit
2. a baby sleeps in this
3. what you use to nd your way

4. to excite
B. Circle the word that correctly shows the plural of each

word in the box. Write the word on the line.
baby
friend
penny
teacher
5. pennys pennies pennyes
animal
supply
6. friends friendes friendies
7. supplies supplyes supplys
pp
8. babbies babies babys

9. animalies animals animal
10. teacheries teacher teachers
At Home: Have your child name other word families that
have the short a and i sounds. Then have your child choose
two of the spelling words and write a story using them.
Davids New Friends
Book 2.1/Unit 1
Practice
Text Feature:
Photos and Captions
Name
Write a caption for each picture.
1.
2.
p y
g g
y
p yg
3.
4.
Davids New Friends
Book 2.1/Unit 1
At Home: Have your child choose a picture from a magazine

and write a caption for it.
Practice
Name
Short o, e, u
Use a word from the box to answer each riddle.

Write it on the line. Cross it off the list.
ten
sun
mop
log
bed
cub
box
hen
1. I shine up high in the sky. What am I?

2. Open me up to nd a surprise inside. What am I?
3. I lay eggs. What am I?
4. Add one to nine to get me. What am I?
5. I am a baby bear. What am I?
6. Add water and use me to do a chore. What am I?
Find the words in the box you did not use. Write a riddle
for each word.
7.
8.
At Home: Point out a cup, a bed, and a box. Ask your child
to write the name of each at the top of a column and ll in
each column with words that share the same vowel sound.
Mr. Putter & Tabby Pour the Tea

Book 2.1/Unit 1
Practice
Name
Vocabulary
Choose a vocabulary word from the box to match

each clue. Write it on the line. One word will be
used more than once.
thinning
company
wonderful
share
enjoyed
delighted
1. very good
2. people visiting your home
3. becoming less thick
4. very pleased and happy
5. companionship
7. to use or do with others

8. a business
10

Book 2.1/Unit 1
6. had fun
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Practice
Name
Fluency
As I read, I will pay attention to punctuation and how it

affects expression.
The creek is really dirty, said Marcella.
7
16
28
40
49
57
64
72
83
93
104
110
Mark frowned. Look at how the reeds are thinning,

he said. I bet thats because the litter is getting in the
way of the plants. If this doesnt get cleaned up, all the
plants will die. The frogs wont have a home.
Yes, said Marcella, Someone should clean it up.
Mark nodded. Maybe we should do it.
Marcella and Mark borrowed a garden rake, large
plastic bags and a box of plastic gloves from their mother.
Then they began to clear the litter from the creek.
They were so busy that at first they didnt notice they
were being watched. Marcella looked up.
We have company, she said to Mark. 117
Comprehension Check
1. What do Marcella and Mark decide to do? Plot
2. What will happen to the frogs and plants if the creek is littered?
Draw Conclusions
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

Book 2.1/Unit 1
13
Practice
Name
Vocabulary Strategy:
Word Parts
Think about something you are doing with a friend today.

Draw a picture of it in the box. Then write two sentences
about it on the lines below. Use a verb that ends in -ing in
each sentence.
Think about something you did with a friend last week.

Draw a picture of it in the box. Then write two sentences
about it on the lines below. Use a verb that ends in -ed
in each sentence.
14

Book 2.1/Unit 1
At Home: Have your child make up sentences that include verbs ending
with -ing to tell about the present. Then have him or her make up oral
sentences that include verbs ending with -ed to tell about the past.
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Practice
Name
Vocabulary
A. Read the news article. Write words from the box

to complete the sentence.
heat
forest
flames
tell
safe
Fire at Pepper Park

There was a fire yesterday in Pepper Park. It began when a
cookout fire spread into some trees in the
Firefighter Ken Lee said, The hot
hurt trees
leaves and trunks. We are lucky that the fire got

only two trees. The rest are
Firefighter Ken said that three people were at

a picnic near the fire. The
from
the fire burned their eyes. Firefighter Ken began to

people to leave. They got away fast, and they were all okay.
1.
2.
3.
18
Fighting the Fire
Book 2.1/Unit 1
B. Write three sentences that tell how an unplanned

fire could hurt things and people in a park near your
home.
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Practice
Word Families
-ell, -ame
Name
A. Look at the letters in the boxes. Use them to create

words from the -ell and -ame families. Write your
words on the line.
b
f
sm
w
t
fl
fr
sh
sp
B. Write a poem about fire using your new words.
At Home: Have your child nd all the words in the -ell

and -ame families with the same beginning sound/letter
combinations (fell/fame, sell/same, and so on).
Fighting the Fire
Book 2.1/Unit 1
21
Practice
Study Skills:
Parts of a Book
Name
A. This books title page and table of contents are

missing some parts. Find the missing parts in the
lettered items below. Write the letter of each item on
the correct line to complete the title page and table
of contents.
Table of Contents
1. The History of the Firehouse . . . . . 3
2. Firefighters . . . . . . . . . . . . . . . . . . . 10
________________________. . . . . . . 17
4. Fire Safety . . . . . . . . . . . . . . . . . ____
a. 3. Who Uses the Firehouse

b. photographs by Ike Simmons
c. 25
d. by Jane Gray
e. Welcome to the Firehouse
a. Fireghters uniform 1012
e. Checking a door for heat 26
b. Having an escape plan 2628 f. The siren 7, 15

c. Firehouses in the 1800s 3, 4
g. Becoming a reghter 16
d. Driving a re truck 15, 16
h. Preventing res 25, 3136
22
Fighting the Fire
Book 2.1/Unit 1
At Home: Invite your child to tell about a book he or she

would like to write. What would be each chapter title?
B. Read the possible index entries below. Circle the

index entries that can be found in chapter four.
Practice
Name
Fluency
As I read, I will pay attention to the punctuation and

pronunciation of the vocabulary words.
A wildfire is a burning forest. Wildfires can ruin land and
11
21
23
33
43
55
60
71
80
92
101
110
homes. They can hurt plants and animals. Sometimes they hurt
people, too.
Wildfires happen all around the world. They happen in forests
and grasslands. They usually happen in hot, dry, windy weather.
A wildfire starts like any other fire. It needs oxygen. Oxygen is
a gas in the air.
A fire also needs fuel. Fuel is something that burns. Wildfires
spread fast because trees, plants, and grasses burn quickly.
The most important thing a fire needs is heat. The heat might
come from lightning. It might come from sunlight shining
through glass. Or it might come from someone striking
a match. 112
Comprehension Check
1. What are three things that a wildre needs to get started? Main
Idea and Details
2. Do wildres harm and destroy only plants and animals ? Main
Idea and Details
Words Read
Number of
Errors
First Read
Second Read
At Home: Help your child read the passage, paying attention

to the goal at the top of the page.
Fighting the Fire
Words
Correct Score
Book 2.1/Unit 1
23
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Practice
Comprehension:
Main Idea and
Details Web
Name
As you read Meet Rosina, fill in the Main Idea and

Details Web.
Detail
Detail
Detail
Main Idea
Detail
Detail
Detail
How does the information you wrote in this Main Idea and
Details Web help you summarize Meet Rosina?
At Home: Have your child use the chart to retell the story.
Meet Rosina
Book 2.1/Unit 1
27
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Practice
Short and Long i,
Words with -ing
Name
A. Tim can follow only words that have the short i sound.
Color Tims path red.
prize
tie
hide
hill
with
win
miss
time
fine
tide
will
twist
hid
bill
pick
line
white
pine
pin
list
tile
dime
while
dine
nine
B. Circle the verbs with the long i sound. Then add -ing
to each word you circled and write it on a line.
write
drip
drive
hid
chime
miss
lick
hide
trim
skip
ride
slip
mix
smile
twist
At Home: Have your child write sentences using six of the

verbs from section B.
g
g
Meet Rosina
Book 2.1/Unit 1
31
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Practice
Name
Short and Long o
Look at the puzzle. Find as many words as you can

that have the long o and short o sound. Start at any
letter. Move from space to space in any direction to spell
a word. Write each word in the correct column below.
The first two are done for you.
7
D
:
G
A
C
=
M
I
E
D D D
H
E
:
words with short o
bone
pop
words with long o
At Home: Ask your child to write a sentence for three of the

words from each column.
My Name Is Yoon
Book 2.1/Unit 1
33
Practice
Name
Vocabulary
Read the story. Choose words from the box to complete

the sentences.
cuddle
favorite
patient
practiced
settled
wrinkled
At rst, I didnt know anyone in my

neighborhood. Then I met Ms. Yi, my next-door
neighbor. Ms. Yi was my rst new friend. She is
also my piano teacher. Her whole face
when she smiled at our rst lesson. Every
Tuesday, I go to her house for a lesson. Her cat likes to
on the bench with me while I play. Ms. Yi
waits for me to get
at the piano. Then she
asks, Have you
? I always say yes,
working hard, Ms. Yi is very
with me. She
never gets upset if I miss notes. The song Im learning right now is
really hard. There are tons of notes! Its my
so Im going to play it until its perfect.
34
My Name Is Yoon
Book 2.1/Unit 1
because I try to practice every day. As long as she knows Im
Practice
Comprehension:
Predictions Chart
Name
As you read My Name Is Yoon, fill in the Predictions Chart.
What Happens
What I Predict
How does the information you wrote in this Predictions Chart

help you summarize My Name Is Yoon?
My Name Is Yoon
Book 2.1/Unit 1
35
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Practice
Name
Fluency
As I read, I will pay attention to the tempo and

punctuation in each sentence.
My name is Eva. These are some of the
9
19
22
23
31
39
49
58
66
74
83
91
entries in my diary. I wrote them when we lived

in Berlin, Germany.
April 1, 1933
Uncle Frank came over for dinner. He was
worried. He looked much older and his face
was so wrinkled. Nathan and I were sent to bed
early. We knew something was wrong, so we sat
at the top of the stairs and listened.
Uncle Frank told Mama and Papa that the
Nazis had come to his store. They painted black
across his doors. Then they posted signs that
said: Dont buy from Jews. 96
Comprehension Check
1. Why do you think Uncle Frank looked older and worried? Make
and Conrm Predictions
2. Are the Nazis friends of the Jews or against them? Make and
Conrm Predictions
Words Read
Number of
Errors
First Read
Second Read

My Name Is Yoon
Words
Correct Score
Book 2.1/Unit 1
37
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Practice
Short and Long o,
Inflectional Endings
-s and -es
Name
A. Write a number or symbol under each letter below to

create your own code. Then write three short o words
and three long o words in your secret code.
short o
long o
1.
4.
2.
5.
3.
6.
B. Use the letters -s or -es to make the words below

mean more than one. Write the new word on the line.
Then use it in a sentence.
1. bunny
2. game
g
g
3. friend
y
4. penny
yp
p
g j
At Home: Choose ve more singular nouns. Ask your child

to make each noun plural by adding -s or -es.
My Name Is Yoon
Book 2.1/Unit 1
39
Practice
Text Feature:
Bar Graphs
Name
Read the bar graph. Then circle the correct answer

to each question.
NZ
aad
Zc
gZ
<
ZY
G
7a
Ej
jZ
aZ
,
+
*
)
(
'
&
%
ge
CjbWZgd[EZdeaZ
;VkdgîZ8dadgh
1. What is being compared?

a. the color of the sky b. the favorite color of each person asked
e. purple
3. Which colors got the same amount of votes as yellow?

a. red and blue
b. green and purple
4. How many people like red?
a. 10
b. 7
c. 4
5. What is the total number of people who voted?
y
a. twenty
b. thirty-one
c. thirty
40
My Name Is Yoon
Book 2.1/Unit 1
At Home: Have your child look through a newspaper and

point out any bar graphs he or she nds.
2. Which color was the most popular?

c blue
e
a. red
b. yellow
c.
d. green
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Practice
Comprehension:
Conclusion Chart
Name
As you read The Tiny Seed, fill in the Conclusion Chart.
Facts
Facts
Conclusion
How does the information you wrote in this Conclusion Chart

help you summarize The Tiny Seed?
The Tiny Seed
Book 2.1/Unit 2
45
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Practice
Consonant Blends:
sl, dr, sk, sp, st
Name
Read each riddle. Fill in the missing letters to answer the

riddle. Then draw a picture of what the answer names.
1. I am black and white and
furry. I spray a stinky oil to
protect myself.
2. You can use me to eat. I

am used for soup and ice
cream.
poon
unk
3. Birds live in me. They use
twigs to make me. I can be
found in a tree.
4. On a hot day you can have

me to cool off. I come in all
kinds of avors.
ink
ne
5. I am an instrument. You can

play me with sticks
um
At Home: Ask your child to tell you a word that rhymes with lamp
and to name something you put on a letter before you mail it
(stamp ). Have your child write the word and circle the blend.
6. I am worn on the face. You

can use me if you are in a
show.
ma
A Harbor Seal Pup Grows Up
Book 2.1/Unit 2
51
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Practice
Comprehension:
Retelling Chart
Name
As you read A Harbor Seal Pup Grows Up, fill in the

Retelling Chart.
First
Next
Last
How does the information you wrote in this Retelling Chart help
you summarize A Harbor Seal Pup Grows Up?

Book 2.1/Unit 2
53
Practice
Comprehension:
Sequence
Name
A. These story details got caught in a story scrambler.

The order is all wrong! Unscramble the details
and write them in a paragraph that shows the
correct sequence.
Then she swam farther away by accident. Last she found her
school! She heard the noise of the school bell and swam toward
the noise. A fish named Juanita swam away from her school and
got lost.
y
g
B. Add to the sequence above. Think of what could

happen next. Then write a sentence about it on the
lines below.
54

Book 2.1/Unit 2
At Home: Have your child use the words rst, next, then, and
last to tell you what happened in the Jack and Jill rhyme.
y y
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Practice
Consonant Blends;
Compound Words
Name
Find and circle the words from the box in the puzzle below.
Each word can be combined with another to form a compound
word. Write the compound words on the lines below. Then
circle the consonant blends in each word.
fish
drum
blue
tree
star
ear
break
plane
sky
space
scraper
top
suit
air
fast
bird
t s t a r x p g l f c d s
r k c mw g r b g i a v u
e y w b h q d i z s x s i
e b v l r m n r f h t j t
d i y u q e j d u z f p l
r r k e s p a c e m b l r
v d d f g l q k t b z a c
a l x e a r z v l t v n r
i b z j h b t o p f v e p
r u s c r a p e r l t x e
1.
3.
2.
4.
5.
6.
7.
8.
At Home: Write these words: ant, bow, mail, rain, box, and
hill. Ask your child to gure out a way to combine the smaller
words to come up with three compound words.

Book 2.1/Unit 2
57
Practice
Literary Element:
Similes
Name
Similes compare one thing to another. They use the

words like or as.
Read each sentence. Then choose a simile from the box
to tell what is happening. Write it on the line.
as dark as night
as cold as ice
sings like a bird
shine like stars

as busy as a bee
as strong as an ox
1. Maria worked quickly to get ready to go.

.
Maria was
2. A big storm moved in during the morning hours.
The sky was
3. Maria lifted heavy things to put them in the truck.

.
You could see she was
Her friend said, Maria

5. Maria picked up the snow with no gloves on.
Her hands were

6. Maria was so happy when she saw the dogs bright eyes.
She told her friends, His eyes
58

Book 2.1/Unit 2
.
At Home: Have your child tell you about someone he or
she knows who sings like a bird. Ask your child about a time
when he or she has seen something that shines like a star.
4. Marias friend heard her sing as she loaded the truck.
Practice
Name
Long a: ay, ai
A. Write as many words as you can with long a spelled

ai or ay to help explain the picture.
p y
y p y
B. Underline all the words that have the sound of long

a spelled ai or ay. Then draw a picture for each
sentence.
When they get back

Rainy eats hay and
a pail of grain.
Then Kay braids her

horse Rainys gray
tail.
At Home: Have your child write and illustrate sentences

using some of the following words: chain, brain, mail, nail,
plain, day, bay, stay, may, and ray.
Kay rides Rainy

down the driveway
to get the mail.
A Trip to the Emergency Room

Book 2.1/Unit 2
59
Practice
Name
Vocabulary
Choose a word from the box to complete each clue.

Write the word on the line. Then use the clues to
complete the puzzle.
serious
broken
personal
informs
heal
Across
3. This cast will help my arm to
4. Im glad I only have a cold and not a more

illness.
Down
1. The jar fell and now it
.
is
1
2
3
5. The newspaper
readers about what has happened.
60

Book 2.1/Unit 2
p
2. I wrote a
letter to my best friend.
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Practice
Homophones
Name
Read each pair of homophones. Write the definitions.

Then write a sentence for each homophone.
py p
1. hole:
whole:
p
2. right: p
p
g
p
write:
p g
p
y
y
3. son:
sun:
At Home: Work with your child to think of several other pairs

of homophones. Then ask your child to use each word in a
sentence.
p
Book 2.1/Unit 2
63
Practice
Study Skills:
Using the Library
Name
Choose a reference source from the box to answer

each question.
newspaper
card catalog
almanac
globe
telephone directory
atlas
1. Where should you look for a book about diseases?
2. Where could you nd a chart of sunrise times for this year?
3. Where could you nd the address of a local doctor?
4. Where could you nd the nal score of last nights ball game?
6. Where would you look to see how much snow fell last year in
your state?
64

Book 2.1/Unit 2
At Home: Have a scavenger hunt for information with your

child. Use whatever resources are available at home.
5. Name two places to look if you want to nd out where

Antarctica is.
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Practice
Name
Long a: ay, ai
Help Farmer Bay find his lost horse, Gray. Write the long a
word that names each picture as you follow the maze.
Farmer Bay
Name all of the things Farmer Bay had to pass to find

his horse.
66

Book 2.1/Unit 2
At Home: Have your child make up a poem using the words

he or she wrote in the maze.
Gray
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Practice
Comprehension:
Inferences Chart
Name
As you read Farfallina & Marcel, fill in the

Inferences Chart.
What I Read
What I Know
Inferences
How does the information you wrote in this Inferences Chart

help you to better understand Farfallina and Marcel?
Farfallina & Marcel

Book 2.1/Unit 2
69
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(# LgîZVhZciZcXZi]VijhZhi]ZkZgWeaVXZ#

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,'
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Practice
Long o:
o, oa, ow, oe
Name
Circle the words in each sentence that have the

long o sound.
1. He puts the coat in the boat.
2. Joe is on the top team.
3. The soap makes lots of foam.
4. Are you a friend or foe?
5. My pet goat eats oats and cant stop eating them.
6. Lets go to the show before the others come.
7. My dad works in the garden with a hoe.
8. No, you cant row there in this fog.
9. I see a crow ying low over the barn roof.
Write two sentences about what you do to stay fit. Use at
least two words that have the long o sound.
10.
11.
At Home: Say ve long o words and have your child think of

a word that rhymes with each.
Theres Nothing Like Baseball

Book 2.1/Unit 2
75
EgVXi^XZ
CVbZ
7PDBCVMBSZ
HiZkZc]VhlgîiZcVaZiiZgid]^h[g^ZcYI^V#GZVYi]Z
aZiiZg!i]ZclgîZi]ZldgY[gdbi]ZWdmi]ViiZaahl]Vi
HiZkZc^hYZhXg^W^c\#
jc^[dgb XdVX]
hiVgi^c\ igndjih egVXi^XZh
^bV\^cVgn
$EAR4IA
)REALLYWANTTOBEONTHEBASEBALLTEAM4ODAY)WENTTOSHOW
MYBASEBALLSKILLS
!MANNAMED-R
,ONGWATCHEDMEPLAY(ISJOBISTOHELPTHEBASEBALLTEAMGET
BETTER
%VERYONEONTHETEAMWEARS
THESAMEOUTFIT
4HETEAMMEETSEVERY
4UESDAY!TTHESEMEETINGSTHEYWORKTOIMPROVETHEIRSKILLS
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)THINK)DIDWELL
TODAY)HOPE)MNOTJUSTMAKINGTHATUPINMYMIND
9OURFRIEND
3TEVEN
,+
I]ZgZhCdi]^c\A^`Z7VhZWVaa
7dd`'#&$Jcî'
PLAYFIRSTINAGAME
Practice
Comprehension:
Inferences Chart
Name
As you read Theres Nothing Like Baseball, fill in the

Inferences Chart.
What I Read
What I Know
My Inferences
How does the information you wrote in this Inferences Chart

help you to better understand Theres Nothing Like Baseball?

Book 2.1/Unit 2
77
EgVXi^XZ
CVbZ
$PNQSFIFOTJPO
.BLF*OGFSFODFT
GZVYi]ZeVhhV\Z#I]ZcVchlZgi]ZfjZhi^dchWZadl#
(ENRYTHREWTHEBALLTO3UE3UECAUGHTITINHERMITTAND
THREWITBACK"OTH(ENRYAND3UEWOREREDUNIFORMS(ENRYS
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h$OYOUTHINKWEREREADYv3UEYELLED
h3UREv(ENRYSHOUTEDBACKACROSSTHEFIELD4HEYRANTO
JOINTHEOTHERPLAYERSWEARINGREDUNIFORMS0LAYERSWITHBLUE
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WAVINGALLTHESTARTINGPLAYERSONTOTHEFIELD!MANWITHA
WHISTLESTOODBEHINDHOMEPLATE
&# 9dndji]^c`=ZcgnhVcYHjZhWVhZWVaaiZVb^h\Zii^c\gZVYn
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,-
7dd`'#&$Jcî'
6i=dbZ/6hndjgZVY]VkZndjgX]âYiZaal]Vii]Zn`cdl
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cVggVi^kZXajZh#
'# L]ViXajZhY^YndjjhZidcYndjgVchlZg4
Practice
Name
Fluency
As I read, I will pay attention to punctuation

and expression.
Come on, Amy, shouted Bindi. Throw the football to me!
10
19
23
35
44
57
62
73
76
89
99
100
Amy threw the football. It dropped quickly and tumbled

slowly along the ground.
She walked away and sat down on a bench. Amy didnt like
touch football tryouts. Everyone threw the ball too hard.
Plus, Amy had been sick and out of school for the last two
weeks. She still felt lazy.
Bindi ran over. Come on, Amy, he said. Try again! You
can do it.
Amy shook her head. No. I only want to sit and watch now.
Coach Redmond saw that Amy was sitting on the bench.
Thats okay, Amy, he said. You can rest. Bindi, lets keep
throwing, please. 112
Comprehension Check
1. Why does Amy sit down on the bench? Make Inferences

2. What does Amy do just before she goes to sit on the bench?
Sequence
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

Book 2.1/Unit 2
79
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8PSET
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YZ[^cî^dchVhbdYZah#I]ZclgîZi]ZcjbWZgd[i]Z
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egZhhkZgW&#idjhZ[dgXZdchdbZi]^c\0ejh]#EgZhhi]Z
i]^
] E
i]
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lg^càZhdji#cdjc)#ViddadgbVX]^cZ[dgegZhh^c\#I]Z
egZhhbVYZhbVaaeaVhi^Xe^ZXZh[dgidnh#*#VbVX]^cZ
[dgeg^ci^c\i]^c\h#I]Zeg^ci^c\egZhhjhZheVeZgdc
aVg\Zgdaah#+#i]ZeZdeaZl]dldg`[dgcZlheVeZghVcY
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&#

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-%
7dd`'#&$Jcî'
6i=dbZ/JhZVY^Xi^dcVgnidcYVldgYlî]bdgZi]VcdcZ
bZVc^c\#8]VaaZc\ZndjgX]âYidlgîZhZciZcXZh[dgilddg
bdgZbZVc^c\h#
Practice
Long o;
Contractions with
ll, ve
Name
Read the story. Circle each long o word.

At firstt Joe w
was quiet, but then he spoke. Can I tell you the
tale of when my toe broke?
broke?
I said, Go ahead.
Joe ssaid, Well, I was standing outside in the snow. I heard a
sound like the horn on a boat. I was scared,
Joe ssaid. I ran as
fast as I could go. Then I tripped on the ice and I broke my toe.
toe.
What was the sound? I wanted to know.
Nothing scary, Joe said,
just a goat!
goat!
s
In each sentence, circle the two words that can be made

into a contraction. Write the contraction on the line.
1. We will have to be quick.
2. They have been here all day.
3. I have wanted to read that book.
4. She will love to pitch today.

5. We have won the game!
6. I will practice with my dad.
At Home: Write a silly story with your child using as many

long o words as possible.

Book 2.1/Unit 2
81
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! "

!
!

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W#*
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'%
V#)
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V#*
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VhbVcn#=dlbVcngZYe^cZigZZhY^Yh]ZeaVci4
V#*
W#&%
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(# D[l]^X]ildineZhd[igZZhVgZi]ZgZi]ZhVbZVbdjci4
h
V#gZYe^cZVcYl]îZhegjXZ W#hj\VgbVeaZVcYWVahVb
g
EgVXi^XZ
CVbZ
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7PDBCVMBSZ
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[dgVhedgihiZVb#JhZi]ZhZldgYh^cndjgh^\c#
e
n
igndjih
XdVX]
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;g^YVn
g^\]i
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ndjghZciZcXZ#
'# HdbZi]^c\i]ViYg^[ihbdkZhkZgn[Vhi#

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ZaZXig^XaVbe#

JcîGZk^Zl
7dd`'#&$Jcî'
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i]ZWdm#
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haZZe^c\
e \
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fj^Zian^c]ZgXg^W#
i]VibVYZi]ZWVWnXgn4
Ygdlch
Practice
Long e:
e, ee, ea, ey, y
Name
Read the sentence. Write the correct letters from the

box to complete the words.
e
ea
1. I ate m
ee
t and ch
2. We saw a monk
se for lunch.
m that she was a tin
Earth b
4. Rory hung his painting on an

5. Pl
y at the zoo.
3. Nicole had a dr
little lad
ey
se cl
n up to help k
sel.
p our
utiful.
At Home: Help your child write a poem using long e words.
Head, Body, Legs
Book 2.1/Unit 3
85
Practice
Name
Vocabulary
Read each sentence. Write T if the sentence is true.

Write F if the sentence is false. In each sentence,
underline the vocabulary word from the word box.
breathe
swung
gasped
delicious
frantically
attached
1. Foods that are delicious are tasty.

2. A person moves frantically if they are calm.
3. Your arm is attached to your foot.
4. It is not important to breathe.
5. A monkey may have swung on a branch.
6. Your leg is attached to your ankle.
8. Gasped means to have breathed easily.
86
Head, Body, Legs
Book 2.1/Unit 3
7. Most people like to eat delicious food.
Practice
Comprehension:
Cause and Effect
Chart
Name
As you read Head, Body, Legs: A Story from Liberia, fill

in the Cause and Effect Chart.
Effect
Cause
How does the information you wrote in this Cause and Effect Chart
help you to better understand Head, Body, Legs: A Story from Liberia?
Head, Body, Legs
Book 2.1/Unit 3
87
Practice
Comprehension:
Cause and Effect
Name
A. Think of a story plot about teamwork. Use the cause

and effect boxes below to plan your story.
Effect
Cause
B. Use the information in the boxes to write your story.
p y
p
y
g
p
yp
p
p
88
Head, Body, Legs
Book 2.1/Unit 3
p y
At Home: Discuss the idea of cause and effect using things

that happen every day. For example: There was water on the
oor. I cleaned it up.
Practice
Name
Fluency
As I read, I will pay attention to the punctuation in

each sentence.
Once upon a time, there was a young man who had no
12
21
33
40
50
60
73
82
92
103
116
128
family and no job. He was poor and hungry.

One day he took a walk through the woods near his town.
He heard noises coming from some bushes.
He pushed aside the branches. There he found a little
dog that had become attached to some vines. The young
man helped set it free. Then he gave the dog a few stale
pieces of bread that he had in his pocket.
He was very surprised when the dog spoke to him.
You have been kind to me, said the little dog. In
return, I will tell you how to find treasure. Do you see that
big oak tree over there? Dig a hole at the base of
its trunk. 130
Comprehension Check
1. Why does the dog tell the man how to nd treasure? Cause
and Effect
2. How did the man happen to nd the little dog trapped in
the vines? Draw Conclusions
Words Read
Number of
Errors
First Read
Second Read
At Home: Help your child read the passage, paying attention

to the goal at the top of the page.
Head, Body, Legs
Words
Correct Score
Book 2.1/Unit 3
89
Practice
Use Context Clues
Name
Read the story below. Use context clues to help you

figure out the meaning of each word in dark print.
Underline the context clues. Then write the definitions
on the lines.
Camp Colby went on a camping trip. Brian, Mark, and Shelly wanted to
put up the tent. First they had to find a good campsite. They found a good
place to put up the tent right away. The campsite was in a flat area next to a
water source. They did not have to walk far to the stream for fresh water.
Next Brian checked to see if they had all the hardware for the tent. Putting
up the tent would be impossible without the right tools. The tent needed
to be secure or steady so that it wouldnt fall down. After they finished
putting up the tent, Mark and Brian searched for firewood. They were
careful not to go outside the perimeter of the campsite. If Mark and Brian
were to go outside of the campsite area, they could get lost.
py
2. water source:
1. campsite:
3. hardware:
4. secure:
5. perimeter:
90
Head, Body, Legs
Book 2.1/Unit 3
At Home: Have your child read his or her story aloud. Invite
him or her to point out the details in the picture that were
used in his or her story.
Practice
Long e,
Suffixes: -ful, -less
Name
Use each word from the box to write a sentence below.

Then draw a picture for one of the sentences you wrote.
cheerful
sleepless
beautiful
eventful
1.
2.
3.
4.
At Home: Have your child write a short story using three or

four words with the sufxes -ful and -less .
Head, Body, Legs
Book 2.1/Unit 3
91
Practice
Text Feature:
Drop-Down Menus
Name
Make up your own home page. Then add the names of

possible links in each drop-down menu. Draw pictures
next to some links.
My name is
.
My Favorite Things
My Hobbies
Things I Like to Do
My Family
92
Head, Body, Legs
Book 2.1/Unit 3
At Home: Explore the Web with your child to look at different

Web sites and the kinds of information they have.
Practice
Name
Long u: u, u_e
A. Add one letter to change each short u word into

a long u word.
1. hug
2. cub
hug
cub
3. us
4. cut
us
cut
B. Show two ways to change tub into a long u word.

5. tub
6. tub
C. Add a consonant to each word to create a

long u word.
7. fu
9. reu
8. Ju
e
10. u
e
ited
D. Think of two long u words. Write a sentence using

each word.
11.
12.
At Home: Ask your child to tell you the name of a country

that has a long u in its name. Example: Cuba

Book 2.1/Unit 3
93
Practice
Name
Vocabulary
Use the code to figure out the words. Then write

them in a sentence.
b

1.
2.
3.
5.
6.

Book 2.1/Unit 3
4.
94
Practice
Name
Comprehension:
Illustrations Chart
As you read Officer Buckle and Gloria, fill in the

Illustrations Chart.
What I Learn From

the Picture
Illustration
How does the information you wrote in this Illustrations Chart help
you to better understand Officer Buckle and Gloria?

Book 2.1/Unit 3
95
Practice
Name
Comprehension:
Use Illustrations
1. The girl wore her helmet

when she skated.
2. The children get on the bus

in a single-le line.
3. We couldnt swim at the pool

because the lifeguard was
not at the lifeguard stand.
4. We stay far away from the

crocodiles at the zoo.
96

Book 2.1/Unit 3
At Home: Ask your child to draw four pictures that

will help the reader understand steps in planting and
caring for a ower.
Draw an illustration to go with each sentence. Your

illustrations should help readers understand the sentence.
Practice
Name
Fluency
As I read, I will pay attention to the punctuation in each

sentence.
Boat rides are a great way to be near the water without getting
13
22
25
33
46
49
54
69
74
85
97
108
120
131
wet. Follow these rules to stay safe while boating.

Safe Boating Tips
Never go on a boat without an adult.
Check the weather before you leave. Dont get in a boat if a
storm is coming.
Always wear a life jacket.
Be careful when you get in and out of a boat. Its easy to slip
and fall in the water.
Dont jump around on a boat. The boat can tip over.
Dont jump or dive from a boat before asking an adult. There
could be a rock or other sharp objects under the water.
People who have problems with their boats at sea can get help
from the U.S. Coast Guard. The Coast Guard watches over the
coastline and the seas. 135
Comprehension Check
1. What is the Coast Guard mainly responsible for? Character and
Setting
2. Why is it a good idea to wear a life jacket on a boat ride? Make
Inferences
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

Book 2.1/Unit 3
97
Practice
Synonyms
Name
A. Think of a synonym for each underlined word. Write a

new sentence with the synonym. Circle the synonym
after you write the new sentence.
1. A storm was about to begin.
2. We were in the park, so we had to go.
3. We ran quickly.
4. Big clouds grew gray in the sky.
g
B. Think of two more words that are synonyms. Use
each one to write a sentence.
5.
6.
98

Book 2.1/Unit 3
At Home: With your child, sing Twinkle, Twinkle, Little Star.

Ask your child to choose at least two words from the song
and tell you synonyms for each one.
Practice
Name
Long u: u, u_e
A. The mule is lost. Complete the maze to help Farmer

June find her mule. Write the word that names
each picture.
June
mule
cube
tuba
flute
tube
B. Use all the words in the box to write a silly story about
how Farmer June found the mule.
At Home: Have your child use the words mule, Duke, and
cute in one sentence.

Book 2.1/Unit 3
99
Practice
Text Feature:
Floor Plan
Name
Read the floor plan. Answer the questions.
Gym
Hall
Room
5
Lunchroom
Exit B
Hall
Room
4
Room
3
Hall
Exit A
Hall
Playground
Room
6
Office
Room
2
Room
1
Garden
Front
Door
1. Which 3 rooms are closest to exit A?
3. Which two rooms are closest to exit B?
4. There is a re drill. Lola is in Room 6. She must take the fastest

way out of the building. Which exit should she use?
cer Buckle and Gloria

100 Of
Book 2.1/Unit 3
At Home: Have your child draw a oor plan of your home

and label each room.
2. Which room is closest to the garden?
Practice
Consonant Digraphs:
ch, sh, th, wh
Name
A. Create as many words as you can using the

consonant digraphs and word parts below. Write the
new words you make.
-in
-eat
th
sh
-ip
wh
-opper
ch
-orn
B. Write two sentences using three or more of your

new words.
1.
2.
At Home: Have your child write tongue-twisters using the
words he or she wrote on this page.
Meet the Super Croc 101

Book 2.1/Unit 3
Practice
Name
Vocabulary
Write one sentence for each word below.

1. ancient
2. conrm
3. valid
4. hopeful
5. unable
Draw a picture that shows what happens in one of

your sentences.
the Super Croc

102 Meet
Book 2.1/Unit 3
Practice
Comprehension:
Man Idea and
Details Chart
Name
As you read Meet the Super Croc, fill in the Main Idea and
Details Chart.
Detail
Main Idea
Detail
Detail
How does the information you wrote in this Main Idea and Details
Chart help you to better understand Meet the Super Croc?
Meet the Super Croc

Book 2.1/Unit 3
103
Practice
Comprehension:
Main Idea and Details
Name
Read the article. Then follow

the directions.
John James Audubon studied birds
in the wild. He spent his life learning about
birds and other animals. It was a life that made him famous.
John got interested in birds as a boy. He was born in
in what is now Haiti. He went to school in France. He came to
America at
. He moved from state to state. He kept changing
jobs. John liked birds more than anything else. He made many
drawings of the birds he loved. In time John put out a book called
The Birds of America. It took ten years to nish. The book is still
read worldwide. Later in life he began a book about mammals.
He died before that book was done.
Audubon was a great artist. He was also a great scientist. He
gave the world valuable art and facts about wildlife.
1. Write a good title for the story.
3. Write two details that support the main idea of the story.
the Super Croc

104 Meet
Book 2.1/Unit 3
At Home: Have your child write a summary of his or her

experiences in rst grade in just two or three sentences.
Then ask him or her what the main idea of the summary is.
2. Write a sentence telling the main idea of the story.
Practice
Suf xes and Pre xes
Name
A. Use the prefixes, base words, and suffixes below to

write a list of new words.
Prefixes:
Base words:
Suffixes:
use
reundis-
care
-ful
tie
-less
able
like
B. Write four sentences using as many of your new

words as you can. Add -s, -ed, or -ing to the ends of
words if you need to.
1.
2.
3.
p
g
4.
At Home: Challenge your child to add both a prex and a
sufx to the base word use.

Book 2.1/Unit 3
Practice
Study Skills: Narrow a
Topic for Research
Name
Read the sentences below. Then answer the questions.

Candy has to research and write a one-page report about
an animal. She has come up with three different topics. She
wants to write about mammals, insects, or sea animals.
1. Are any of Candys topic ideas good for her report?

Why or why not?
y
p
g
g
2. Narrow each of Candys topics to make them work. Write the

three new topics on the lines.
a. mammals
b. insects
c. sea animals
3. Read the new topics you have written above. Write them on the
lines in the rst column below. Now narrow each new topic so
that it is even more specic. Write your responses on the lines
in the second column.
a.
b.
c.
the Super Croc

106 Meet
Book 2.1/Unit 3
At Home: Have your child write three topic ideas that would
work well for a one-page report. Have him or her explain why
they made the choices he or she did.
Practice
Name
Fluency
As I read, I will pay attention to punctuation and the

pronunciation of the vocabulary words.
Most kinds of animals that lived a long time ago are no longer
13
23
34
45
48
59
69
80
83
92
105
115
living. Scientists think that 99.9 percent of all species that have
ever lived are now extinct. Some animals died because they were
unable to adapt to changes in the world. Others died in
earthquakes and floods.
But there are some species that have survived for millions of
years and have not changed much. Some people call them
living fossils. Like real fossils, living fossils can help us learn
about the past.
One example of a living fossil is a coelacanth (SEE-luh-kanth).
This ancient fish still lives in the Indian Ocean. It looks the same
as real fossils of coelacanths that are 400 million years old.
Sharks have lived in the sea for more than 350 million years. 126
Comprehension Check
1. What are some of the reasons that animals from long ago no
longer exist today? Summarize
2. What is an example of a living fossil? Main Idea and Details
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

Book 2.1/Unit 3
Practice
Consonant Digraphs,
Pre xes: re- un-, dis
Name
Write a short story about finding something that lived

on Earth millions of years ago. Use at least ten words
from the box. You can add the word endings -ed, -ing, -s,
or -es to some of the words if you need to.
uncover
teeth
remove
unusual
shovel
discover
unlike
research
these
rebuild
when
reload
sharp
then
shape
shin
disconnect
unforgettable
where
rejoin
108
Meet the Super Croc

Book 2.1/Unit 3
At Home: Challenge your child to think of as many words as

he or she can with the prexes re-, un-, and dis. Have your
child explain how the prex changes each words meaning.
Practice
Consonant Digraphs:
ch, tch, ph, sh, th
Name
A. Finish the words by adding th, sh, ph, ch, or tch.

5. lea
1. ben
2. ca
er
6.
3. fre
7. ma
4. boo
8. wa
one
ematics
B. Write a story that includes at least four words that

you wrote above.
At Home: Help your child nd words with th, sh, ch, and tch
in a book or magazine. Ask him or her to use the words he or
she found in a sentence.
The Alvin Ailey Kids

Book 2.1/Unit 3
109
Practice
Name
Vocabulary
Write a letter to a friend about a special event at your

school. The event can be real or made up. Use all of the
words from the box.
remember
students
Dear
perform
effort
proud
mood
Your friend,
110

Book 2.1/Unit 3
Practice
Comprehension:
Main Idea and
Details Chart
Name
As you read The Alvin Ailey Kids: Dancing As a Team,

fill in the Main Idea and Details Chart.
Detail
Main Idea
Detail
Detail
Chart help you to better understand The Alvin Ailey Kids: Dancing
As a Team?

Book 2.1/Unit 3
111
Practice
Comprehension:
Name
Read each story. Write a sentence that tells the

main idea.
After school we go to the community center. There are so
many things to do there. Choi goes to Homework Helpers.
Nathan brings his tennis racket. He works with a tennis coach
almost every day. Sherry and I go to a dance class. We make a
racket of our own! The metal taps on the toes and heels of the
shoes slap and tap loudly on the wood floor. At five oclock, our
moms or dads come to pick us up.
Last Saturday our town held Field Day. There were races for
adults and children. My mom ran a three-mile race, and I ran a
one-mile race. There were tug-of-war contests and relay races, too.
My favorite event was the bubble-blowing contest. The day was so
much fun. I even won a prize for being the 8-year-old who blew the
biggest bubble!
112

Book 2.1/Unit 3
At Home: Have your child write a short story about

something that happened at school. Have him or her
tell you the main idea of the story.
Practice
Name
Fluency
As I read I will pay attention to the punctuation.

Everything I do comes from my being a dancer. I love tap,
12
19
30
42
51
61
70
82
93
102
104
114
122
and Ill do it until I cant.

Gregory Hines said that in 1997. At that time, he had been
a dancer for 48 years! Gregory was born in New York City in
1946. His family lived on Sugar Hill, in Harlem. Gregory
started tap dancing when he was just five years old.
Gregory and his brother Maurice were good students. They
started a tap dancing act when Gregory was only six years old.
They called themselves the Hines Kids. They learned a lot by
watching other good tap dancers. The Hines Kids became
good too!
During the week, Gregory and Maurice would go to school.
But every weekend, they would perform. They performed
even when Gregory hurt his right eye in an accident. 132
Comprehension Check
1. What was life like for the Hines Kids? Summarize
2. How do you know Gregory was dedicated to performing?

Summarize
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

Book 2.1/Unit 3
113
Practice
Antonyms
Name
Use the dictionary and thesaurus entries to answer the

questions.
Dictionary
Thesaurus
actor (ak-tur) noun A person
actor
performer
who performs a part.
antonym audience,
persevere (per-suh-veer) verb
spectator, fan
To continue to try in spite of

difculties.
synonym: entertainer,
persevere synonym: continue,

endure, persist
antonym quit,
surrender
1. Which word is a noun?

2. What is the pronunciation of persevere? p
3. Quit and surrender are antonyms of which word?
4. What is the denition for actor?
5. What is an antonym for actor?
114

Book 2.1/Unit 3
At Home: Have your child read a review of a performance in the

newspaper. Help him or her list interesting words from the review.
Then have your child nd antonyms for each word.
Practice
Consonant Digraphs;
Open/Closed
Syllables
Name
Read each word. Write closed syllable if the word ends

with a closed syllable. Write open syllable if the word
ends with an open syllable. Then add the letters ch, sh,
th, or tch to the beginning or end of each word to make a
new word. Write the new word on the line.
1. pit
2. elf
3. tea
4. no
y
y
5. arm
6. be
y
y
7. out
8. hi
9. boo
10. row
At Home: Have your child nd examples of words with open

and closed syllables in a book he or she is reading.

Book 2.1/Unit 3
115
Practice
Literary Elements:
Alliteration and
Rhythmic Patterns
Name
Alliteration is the repeated use of the same beginning

sound in a group of words.
Rhythmic patterns are sounds and words that repeat to
make a rhythm.
Read the lyrics to this folk song. Then follow the directions.
It was on a bright September morn as all in bed we lay,
Our mother called to say to us, Today is cleaning day.
For its sweep, sweep, wipe,
wipe, wash, wash away.
w
y.
Were all at work about the house upon a cleaning day.
It was on a bright September morn as all in bed we lay,
Our father called to say to us, Today is painting day.
For its stir, stir, dip, dip, brush, brush away.
Were all at work about the house upon a painting day.
1. Draw a circle around an example of alliteration in these lyrics.

2. Underline two rhythmic patterns in these lyrics.
3. Write a sentence that shows alliteration.
116

Book 2.1/Unit 3
At Home: Read poetry or other rhymes with your child and have
him or her identify examples of alliteration and rhythmic patterns.
Practice
Triple
Consonant Blends:
scr, spr, str
Name
A. Write three words that begin with each blend

listed below.
str
scr
spr
g
y
B. Use six of the words you wrote above to write

six sentences.
1.
2.
3.
4.
5.
6.
At Home: Look up words that start with scr, str, and spr
in the dictionary. Invite your child to read the words and
discuss any words that are new.
Click, Clack, Moo: Cows

That Type Book 2.1/Unit 3
117
Practice
Name
Vocabulary
A. Write a word from the box for each definition below.

furious snoop emergency impatient demand sincerely
1. to ask forcefully
2. not able to put up with delay or problem calmly and without
anger
3. very angry
4. done in an honest and true way

5. to sneak around in order to nd information
p
6. having to do with something important or dangerous that needs
fast action
B. Use at least two words from the box to write two

sentences on the lines below.
7.
8.

118
At Home: Invite your child to make riddles for each

vocabulary word.
Practice
Comprehension:
Cause and Effect Chart
Name
As you read Click, Clack, Moo: Cows That Type, fill in

the Cause and Effect Chart.
Effect
Cause
How does the information you wrote in this Cause and Effect Chart
help you to better understand Click, Clack, Moo: Cows That Type?

119
Practice
Comprehension:
Cause and Effect
Name
A. Write a cause or an effect to complete each sentence.

Use words that signal a cause such as if, then,
because, since, so, and therefore.
1.
we had to hurry home.
2. On Saturdays there is no school
3.
we trained the dog to fetch it.
4.
we had to buy a new one.

5. My neighbor needed help
B. Draw a picture to go with one of the sentences

you wrote.
120

At Home: As you read with your child, make a game of

nding the cause and effect relationships in stories.
Practice
Fluency
Name
As I read I will pay attention to and copy intonation,

emphasis, and tempo.
Mrs. Periwinkles country store stood at the end
8
12
22
33
42
51
54
64
77
87
91
100
of Cherry Blossom Lane.

It was famous for the beautiful knitted woolens sold there.
If you were to snoop around the store, you would see
Mrs. Periwinkle. She would be scrubbing, sweeping, or knitting.
One morning Mrs. Periwinkle was dusting and fussing even
more than usual.
Her new helper was about to arrive at the store.
Clip-clop-trip-trop went the sound of hooves up the pebbled path.
Shes here! Mrs. Periwinkle hung up her duster, then flung
open the front door.
She bounced down the path, eager to greet Angora.
Welcome, Angora, said Mrs. Periwinkle. Come inside. 107
Comprehension Check
1. Why was Mrs. Periwinkle working so hard to clean up her

store? Cause and Effect
2. Where is this scene taking place? Character and Setting
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

121
Practice
Synonyms
Name
A. Look at the thesaurus entry. Then read each sentence

below. Figure out which meaning of high is used in
the sentence and write its number on the line.
high adjective 1. Having great height. The mountains are high. tall,
lofty, towering 2. Greater than others in importance, amount, or size.
Tim got a high score on that game. top, peak, maximum 3. Describing
a sharp sound. I heard the birds high chirps in the morning. sharp,
shrill, piercing
1. He stacked the blocks so high.

2. The high notes were hard to sing.
3. She had a high test score.
4. He has a high position with the company.
5. That nest is high on the cliff.
6. My dog can hear high notes.
B. Write a sentence that uses a synonym for high.

Then tell which definition you used in your sentence.
122

At Home: Help your child nd a few words he or she already

knows well. Then help him or her think of synonyms. Discuss
the ways in which the synonyms are alike and different.
Practice
Triple
Consonant Blends;
Possessives
Name
Write five sentences. In each sentence use a

singular possessive noun and a word that has
a scr-, spr-, or str- blend. Use each consonant
blend at least once.
1.
2.
3.
4.
5.
At Home: Have your child practice writing possessives

using the names of people and objects in your home. Then
ask him or her to use the possessives in a sentence.

123
Practice
Text Feature:
Calendars
Name
Look at each calendar. Finish filling in all the dates.

Then write an answer to each question below.
FEBRUARY
SUN.
MON.
TUE.
WED.
MARCH
THUR.
FRI.
SAT.
10
11
12
13
14
15
16
17
18
19
20
SUN.
MON.
TUE.
WED.
THUR.
FRI.
SAT.
10
11
12
13
14
15
16
17
18
19
20
1. Name two ways the two months are alike.
y
2. Pick any Tuesday. Color it blue. Count 5 more days. Color the
fth day yellow. What day of the week is the yellow day?
y
3. Which month is more like the other months of the year? Why?
y
y
4. If today is February 25, how many days is it until March 3?
5. Which month has more Mondays?
124

At Home: Help your child read a calendar. Have him or her

nd todays date and the dates of any upcoming events.
Figure out how many days until each event.
Practice
Review:
Vocabulary
Name
A. Write the synonym from the box for the underlined

word in each sentence.
sincerely
accident
perform
impatient
remember
frantically
1. Did you recall my birthday?

2. Lee gets restless when standing in long lines.
p
3. I will present a song for you.
4. In the disaster I scraped my elbow.
5. They wildly searched for the lost dog.
6. Danny truly apologized.
B. Match each word to its antonym. Write the letter on

the line.
1. delicious
a. deny
2. furious
b. gross
3. unable
c. rebels
4. conrm
d. ashamed
5. proud
e. capable
6. obeys
f. delighted
Unit Review
Book 2.1/Unit 3
125
Practice
Review:
Vocabulary
Name
A. These words have more than one meaning. Draw

a line from each word to two different meanings.
1. leaves
a. not careful
b. to observe
c. the black center of your eye
2. strike
d. to hit
e. green parts growing from the
stem of a plant
3. pupil
f. the call when the batter

misses a pitch
g. goes away
4. watch
h. an itchy, red patch of skin

i. a clock worn on the wrist
5. rash
j. a student
B. Write the definition for each word. Then use the word
in a sentence. Write it on the line.
2. enormous
y
p
3. ancient
Review
126 Unit
Book 2.1/Unit 3
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Compare and Contrast
Chart
Name
As you read Splish! Splash! Animal Baths, fill in the

Compare and Contrast Chart.
Animal
Animal
Behavior
Behavior
Behavior
Animal
How does the information you wrote in this Compare and Contrast
Chart help you to better understand Splish! Splash! Animal Baths?
Splish! Splash! Animal Baths

Book 2.2/Unit 4
129
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Practice
Name
Comprehension:
Main Idea and Detail
As you read A Way to Help Planet Earth, fill in the Main

Idea and Detail Web.
How does the information you wrote in this Main Idea and Detail
Web help you to better understand A Way to Help Planet Earth?
the selection.
A Way to Help Planet Earth 145

Book 2.2/Unit 4
Practice
Comprehension:
Name
Read the paragraph. Then answer the questions.

At the river near my home, you can see sh, birds, crabs,
squirrels, and other animals there. The grass along the rivers
banks is tall and prickly. If you stand on the rivers edge, you can
see snails on the bottom of the cold, clear water. The library has
many books about animals that live near rivers. Birds call out
to each other. Animals rustle in the tall grass. Trees sway in the
wind and leaves fall to the ground.
1. What is the main idea of the paragraph?
2. What are three details that tell about the main idea?
Detail:
Detail:
3. What is a detail that does not tell about the main idea?
Detail:
Way to Help Planet Earth

146 A
Book 2.2/Unit 4
At Home: Have your child read a short article and nd the

main idea and several supporting details.
Detail:
Practice
Comparatives and
Superlatives
Name
A. Read the paragraph. Then answer the questions.

On Earth Day, some kids in Ms. Lansings class did a lot.
Others did almost nothing. Kendra ran a cleanup of the school
grounds. She got lots of kids from every grade to pick up trash.
Kendra also ran a bake sale. She raised a lot of money. She sent
the money to a group that saves rain forests. Percy read about
recycling on the Internet. Then he wrote a list of things kids can
recycle.. Carlos did the least for Earth Day. He did just one little
thing. He made sure to put his juice box in the right bin
after lunch.
1. Which kid was busiest on Earth Day?

2. Underline the context clues that helped you gure out the
answer to question 1.
3. Which kid was the laziest on Earth Day?
4. Draw a circle around the context clues that helped you
gure out the answer to question 3.
5. Which kid was busier than Carlos but not as busy as
Kendra?
B. Write a few sentences comparing a group of three or
more things or animals.
6.
At Home: Put three household items of different sizes in a row.

Have your child write sentences that compare the items without
using adjectives that end in-er or -est.
A Way to Help Planet Earth 147

Book 2.2/Unit 4
Practice
Study Skills:
Changes in Print
Name
Look at the article below. Then follow the directions.
Caring for Earths Habitats

How can we care for the water?
Keep water clean by picking up trash.
How can we care for the air?
Ride bikes and walk.
How can we care for the land?
H
Plant trees and recycle.
More ways to help care for Earth can
be found in the book What I Can Do to Help.
1. Underline the title of the article.
3. Draw a box around the words that are in italic type. Then
explain why these words are in italic type.
4. What information is shown in the sidebar?

5. Write a caption under the picture.
148 A
Book 2.2/Unit 4
At Home: Look through magazines and newspapers with

your child. Point out examples of the text features and have
him or her identify them and explain their purpose.
2. Draw a circle around the words that are in bold type. Then
explain why these words are in bold type.
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Practice
Variant Vowel;
Syllabication Rules
and Patterns
Name
A. Rewrite each word. Put hyphens (-) between the syllables.

The first one is done for you.
black-ber-ry
y
1. blackberry
2. hooked
3. watchful
4. hooded
5. neighborhood
pp
6. suppose
7. overlooking
8. unsafely
B. Use syllables from the box to fill in the blanks and

form words.
mem
ber
stood
er
9.
10.
+
+ p
11.
12.
+ p

150 A
Book 2.2/Unit 4
peck
re
un
+
+
At Home: Look through a book or newspaper and point out
words to your child. Have him or her say how many syllables
each word has, then rewrite the word, breaking it into syllables.
der
wood
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Practice
Comprehension:
Predictions Chart
Name
As you read Super Storms, fill in the Predictions Chart.
What Happens
What I Predict
How does the information you wrote in this Predictions Chart help
you to better understand Super Storms?
Super Storms
Book 2.2/Unit 4
153
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Practice
Name
Vocabulary
Play this game with a partner.

1. First make a word card for each word in the box. Then write the
denition of the word on the back of the card. Shufe the cards.
Put them in a pile.
2. Take turns picking a card. Read one side of the card only. Tell
the meaning for the word or give the word for the meaning.
3. Keep the cards you get right. Play until there are no cards left.
4. Play again, but this time, use each word in a sentence. Write
your sentences on the lines.
beyond
rangers
lengthy
burrow
warning
distant
1.
2.
3.
4.
5.
6.
170
Dig, Wait, Listen

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Practice
Diphthong;
Synonyms
and Antonyms
Name
Read the words in the box. Write a synonym and an

antonym for each word in the correct column.
1. happy
6. cold
2. shout
7. tall
3. loud
8. now
Synonym
4. large
9. old
5. town
10. fast
Antonym
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
At Home: Have your child tell you other synonyms and

antonyms for each word in the box.
Dig, Wait, Listen

Book 2.2/Unit 5
175
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Practice
Name
Vocabulary
A. Circle the words from the box in the word search

puzzle.
jabbing
agreed
randomly
signal
gathered
B. Use three of the words in sentences that tell

something about writing a play.
1.
3.
Up the Sky
178 Pushing
Book 2.2/Unit 5
2.
Practice
Comprehension:
Problem and Solution
Chart
Name
As you read Pushing Up the Sky, fill in the

Problem and Solution Chart.
Problem
Steps to Solution
Solution
How does the information you wrote in this Problem and Solution
Chart help you to better understand Pushing Up the Sky?
Pushing Up the Sky 179

Book 2.2/Unit 5
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Practice
Name
Schwa: a
A. Find ten words that begin or end with the schwa

sound in the word puzzle below. Circle the words as
you find them.
f
Z
`
V
l
V
o
V
X
g
o
Z
W
g
V
m
X
d
b
f
V
[
W
c
o
X
V
e
V
c
W
g
i
[
o
_
]
i
b
^
d
i
_
V
^
\
Z
g
V
V
j
X
m
Z
e
V
V
i
\
\
i
Y
d
]
c
e
Y
g
]
V
Y
l
e
b
h
n
a
e
W
Y
\
d
`
j
b
`
W
Z
b
Y
k
`
a
V
k
V
a
^
`
Z
i
\
b
Y
W
a
\
`
c
l
V
^
g
Y
h
d
[
V
k
h
B. Choose five of the words you circled above. Write a

sentence for each word on the lines below.
1.
2.
3.
4.
5.
At Home: Work with your child to think of a few more twosyllable words that begin or end with an unstressed a sound.
Columbus Explores New Lands 185

Book 2.2/Unit 5
Practice
Name
Vocabulary
A. Choose a word from the box to match each clue. Write

the word on the line.
areas
oceans
planet
vast
voyage
1. These are huge bodies of salt water.

2. This is a long trip by sea, air, or land.
y g
3. This is a large object in space that travels around the Sun.
p
4. These are places, or sections of a place.
5. This word tells about something huge.
B. Write a paragraph using all five words from the box.
Explores New Lands

186 Columbus
Book 2.2/Unit 5
Practice
Comprehension:
Web
Name
As you read Columbus Explores New Lands, fill

in the Main Idea and Details Web.
Main Idea
Detail
Detail
Detail
Web help you summarize Columbus Explores New Lands?

Book 2.2/Unit 5
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Practice
Classify and Categorize
Name
Read the paragraph. Then answer each question.

If you were a sea explorer, you would spend plenty of time
on a ship. You could stand on the bow and look ahead to search
for land. You could walk back to the stern and watch if a whale
swam by. A sailor on the starboard side of the ship might see some
pirates coming from the right. If so, you better
run over to the port side to see if they are on
the left side! You might even climb the mast
to get a better look from above. Every night
you climb down the hatch and sleep below.
1. What are a bow and a stern?
2. What are starboard and port?
3. What do all the underlined words have in common?
4. What clues helped you to know what the underlined words mean?
At Home: Have your child draw a picture of a ship and label

the parts with each of the underlined words in the paragraph.

Book 2.2/Unit 5
Practice
Study Skills:
Using the Internet
Name
A. Answer each question.

1. How would you nd information on the Internet about explorers
in the South Pole?
2. What would you like to learn about explorers? How would you
nd information on the Internet to answer your question?
B. Explain what each term is below.

3. search engine
4. key words and phrases
5. URL
6. home page
Explores New Lands

190 Columbus
Book 2.2/Unit 5
At Home: Ask your child what he or she would type into

a search engine to learn about America before Columbus
came.
Practice
Name
Fluency
As I read, I will pay attention to the pronunciation of the

vocabulary words.
Around 3,000 years ago, Greece and the city of Troy were
10
20
30
40
51
63
71
80
90
97
110
121
133
138
at war. Legends say that 10,000 Greek ships made a sea

voyage to attack the city at the edge of Turkey.
The war between Greece and Troy lasted 10 years. It ended
when some Greek soldiers hid in a huge wooden horse. They
tricked the people of Troy into pulling the horse inside the city
walls. Then the Greek soldiers attacked the city.
Years later, many people who heard the story thought
that Troy was not a real place. German archaeologist Heinrich
Schliemann (SHLEE-man) changed their minds. In 1871, he
began digging at a small hill on the coast of Turkey. He found
the remains of nine ancient cities buried inside the hill. One
city had large stone walls. The vast city looked the same way
Troy was described in legends.
Schliemann found treasure hidden inside a copper jug. 146
Comprehension Check
1. How did the war between Troy and Greece end? Main Idea
and Details
2. Did it take long to nd the remains of nine cities? Make
Inferences
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

Book 2.2/Unit 5
Practice
Schwa;
Derivations and
Base Words
Name
A. Write a short paragraph about exploring new lands.

Use at least five words from the box.
away
afloat
Asia
across
along
afraid
America
ago
ahead
around
The Latin root word ped means foot. Use the root word
and its meaning to write meanings for the words below.
pedestrian:
pedal:
Explores New Lands

192 Columbus
Book 2.2/Unit 5
At Home: Have your child check the denitions for the

words above by looking them up in a dictionary.
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Name
Vocabulary
Find and circle the six vocabulary words. Then match

each word you find to a clue below. Write the word on
the line.
B
L
Q T
T
J
C
P
M
1. This is a smell.
2. This is a pleasant smell.
3. These are the parts of our bodies that move our bones.
g
5. This describes something that has small, sharp thorns or points.
6. This is the exchange of one thing for another.

Ugly Vegetable
194 The
Book 2.2/Unit 5
At Home: Have your child write the words not circled. They
are: corn and onion.
4. This describes something that is owering and growing.
Practice
Name
Comprehension:
Sequence Chart
As you read The Ugly Vegetables, fill in the

Sequence Chart.
First
Next
Last
How does the information you wrote in this Sequence Chart help
you summarize The Ugly Vegetables?
The Ugly Vegetable

Book 2.2/Unit 5
195
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cVaan#
Practice
Name
Fluency
As I read, I will pay attention to the punctuation in

each sentence.
Many scientists believe the first corn was grown in Mexico
10
19
20
29
39
51
61
70
79
91
101
111
123
132
142
more than 6,000 years ago. Corn helped change how people
lived.
Before corn, people found food by hunting animals and
gathering wild plants. People would move when there was no
more food left in a place. And they moved often. But then
people learned they could grow corn by dropping seed into
the ground. They became farmers and moved less often.
Some Native American groups grew corn. They knew they
had to settle in areas where corn grew well. So they picked
places that had rich soil, water, and sunshine. Growing corn
was hard work. People gained muscles as they planted and
cared for the corn. The aroma of cooked corn filled their villages.
These Native Americans planted their corn in the spring.
Then they picked, or harvested it, in summer. They learned
many different uses for corn. 147
Comprehension Check
1. Before corn, what did people do when there was no more food left
in a place? Problem and Solution
2. Describe areas where corn can grow well. Description
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score
The Ugly Vegetable

Book 2.2/Unit 5
197
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Practice
Consonants:
gn, kn, wr,mb
Name
A. Cross out the silent letter in each word.

gn
gnu
mb
thumb
gn
design
w
wren
wrote
w
knife
kn
gnome
gn
knead
kn
w
wrong
gn
gnash
kknot
w
wrestle
w
write
k
know
w
wring
k
knowledge
doubt
ub
knight
kn
climb
mb
gnarled
gn
gn
gnat
k
knob
w
wrinkle
kn
knapsack
gn
gnaw
mb
crumbs
kknee
gn
sign
assign
gn
comb
mb
B. Use at least five of the words above to write a short

story about something that happens in a garden.
g
g
p
g
At Home: Challenge your child to name other words that

include silent letters.
The Ugly Vegetable

Book 2.2/Unit 5
199
Practice
Text Feature:
Written Directions
Name
A. Check each thing on the list you know how to do.

Make a sandwich
Fix a snack
Take care of plants
Make leaf or potato prints
Play a game
Sprout beans
B. Pick one thing you checked. Write directions for it. Be sure
your directions are in order.
Follow These Steps to
Step 1:
Step 2:
Step 4:
p
Step 3:
y
Step 5:
Ugly Vegetable
200 The
Book 2.2/Unit 5
At Home: Have your child draw a picture to illustrate

each step in the directions he or she wrote.
Practice
Hard and Soft
Consonants: c, g
Name
Follow the directions below.

1. Write at least ve words that have the hard c sound.
2. Write at least ve words that have the soft c sound.
3. Write at least ve words that have the hard g sound.
4. Write at least ve words that have the soft g sound.
At Home: Encourage your child to write a short story using

any of the soft or hard c or g words.
The Moon
Book 2.2/Unit 5
201
Practice
Name
Vocabulary
A. Write the meaning of each vocabulary word.

1. spacecraft
2. footprint
3. surface
4. discovered
5. visible
6. lunar
B. Write a story about the moon using all the vocabulary

words from above.
202 The Moon
Book 2.2/Unit 5
Practice
Comprehension:
Compare and
Contrast Chart
Name
As you read The Moon, fill in the Compare and

Contrast Chart.
Moon
Earth
How does the information you wrote in this Compare and

Contrast Chart help you summarize The Moon?
The Moon
Book 2.2/Unit 5
203
Practice
Comprehension:
Compare and
Contrast
Name
Write a paragraph that explains how Earth and the moon

are alike. Then write a paragraph that explains how they
are different.
Alike
Different
At Home: Have your child draw a picture of Earth and
204 The Moon
Book 2.2/Unit 5
the moon. Then have him or her write more things that
are alike and different about them.
Practice
Name
Fluency
As I read, I will pay attention to tempo and the pronunciation

of the vocabulary words and proper nouns.
On July 20, 1969, astronauts Neil Armstrong and Edwin
7
16
21
34
46
56
68
82
89
100
113
124
134
148
Buzz Aldrin landed on the moon. Their boots made

footprints on the lunar surface.
There is no weather or water on the moon. So rain will not
wash the footprints away. And air or wind will not blow them
away. The footprints may be visible for millions of years.
The moon is close to earth. You can see the moon easily
with just your eyes. But there is much more to see in the night
sky. You just need the right tools.
A telescope helps people see things that are very far away.
You may use a telescope to see all of the bumps and craters
on the moon. You might also see some planets. Planets are
large bodies that move in a circle around the sun.
The night sky is also full of stars. A star is a ball of
burning gas. 150
Comprehension Check
1. What is one way to compare or contrast the planets in our solar

system? Compare and Contrast
2. How do you know this piece is not ction? Authors Purpose
Words Read
Number of
Errors
First Read
Second Read

The Moon
Words
Correct Score
Book 2.2/Unit 5
205
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Practice
Hard and Soft
Consonants: c, g
Name
Find and circle each word in the box in the puzzle below.
If they have the soft c sound, shade the words blue.
Shade the words yellow if they have the soft g sound.
across
again
carry
cycle
energy
face
frog
game
gem
gentle
good
wagon
m g
m m c
m w
a m
e m h
At Home: Have your child write a story using hard or soft c

or g words on this page.
The Moon
Book 2.2/Unit 5
207
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Practice
Comprehension:
Compare and
Contrast Chart
Name
As you read Mice and Beans, fill in the

Compare and Contrast Chart.
FANTASY
What Could
Happen?
What Could
Not Happen?
REALITY
How does the information you wrote in this Compare and Contrast
Chart help you to better understand Mice and Beans?
Mice and Beans
Book 2.2/Unit 6
213
Practice
Comprehension:
Fantasy and Reality
Name
Read the book titles and look at the illustrations. Write

fantasy or reality to tell what kind of book it is. Then
write a sentence that explains how you know.
y
p
1.
y
g
2.
y
p
q p
4.
214 Mice and Beans
Book 2.2/Unit 6
At Home: Invite your child to draw a book cover for a reality

story and one for a fantasy story.
3.
Practice
Name
Fluency
As I read, I will pay attention to the pronunciation of

foreign words.
Can you bring me the ang pow packets, Ling? her mom asked.
12
24
36
48
60
69
79
90
100
106
118
122
134
Ling picked them up. She loved getting her ang pow on New
Years Day. The packets bulged with a gift of money in them.
Ling looked at her bright red piggy bank. She dusted it off,
and thought about the money she would be adding to it. The
pig smiled. He enjoyed this time of year, too!
Her aunt and uncle arrived with her two cousins, Betty
and Bobby. Everyone was dressed in his or her best clothes.
The children were given their ang pow packets. Then they
snacked from the Tray of Togetherness.
Ling did all this while I was getting ready, said her mom,
giving her a hug.
Lucky for us, Ling has been a big help, said Lings dad.
Everyone was happy to go to the New Years Day parade. 145
Comprehension Check
1. Where are Ling and her family about to go? Character and
Setting
2. How do you know that Ling will get money this New Year?
Make and Conrm Predictions
Words Read
Number of
Errors
First Read
Second Read

Mice and Beans
Words
Correct Score
Book 2.2/Unit 6
215
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Practice
Name
Fluency
As I read, I will pay attention and copy tone and expression.

A shutterbug is someone who takes photographs. Taking a
9
22
25
33
43
56
61
70
81
89
97
105
113
122
134
143
photo is not hard. Usually you just have to point the camera and
push a button.
Photos keep memories alive. They help us remember
occasions, such as birthdays and weddings. Photos also help tell
us about the past. Old photos tell us what people wore, what they
did, and how they lived.
Some people have jobs as shutterbugs. They take amazing
photos with special cameras, and people pay them for their work.
Some photographers work for newspapers. Their photos
show events that have happened around the world. Other
photographers take photos for magazines. Their photos may
advertise products or add information to an article.
Photographers may work indoors or outdoors. Some even work
underwater or in the air. A lot of photographers have their own
style of taking photos. These photographers may become famous
because their photos show us new things. 150
Comprehension Check
1. What is a shutterbug? Main Idea and Details

2. Why is it important to take pictures? Make Inferences
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score
Stirring Up Memories
Book 2.2/Unit 6
223
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Practice
r-Controlled Vowels:
ere, ear, eer, er
Name
Choose the words from the box that belong in each

column below. Write the words on the lines.
peer
term
clerk
fern
gear
year
1. -ear as in near
fear
jeer
clear
sincere
steer
where
2. -eer as in deer
p
y
g
4. -ere as in here
3. -er as in verb
At Home: Have your child think of words that rhyme with the
words in the box.
Music of the Stone Age

Book 2.2/Unit 6
227
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Practice
Comprehension:
Authors Purpose Chart
Name
As you read Music of the Stone Age, fill in the

Authors Purpose Chart.
Clue
Clue
Authors Purpose
How does the information you wrote in this Authors Purpose

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

Book 2.2/Unit 6
229
Practice
Name
Comprehension:
Authors Purpose
A. Read the story below. Write a short summary that

tells the authors purpose.
The class was on a field trip to a big, crowded, art museum. Polly
and Abes teacher reminded them to stay together. She also told them
what they should do if they did get lost. When the class stopped to see
some wooden masks from Africa, Polly and Abe continued looking as
the class left. When they looked up from the masks, they saw lots of
people, but their classmates were no where in sight. They were lost!
Polly remembered that their teacher said to find someone
wearing a uniform who worked at the museum if they got lost. As
Abe and Polly stopped to speak to a guard, Abe remembered that
they should also go back to where they last saw their class. As
they waited at the masks, Polly became afraid and started to cry.
Within a few minutes, their teacher appeared. She looked as glad
to see them as they were to see her.
B. Be an author. Write a short story with the purpose to

entertain or to persuade. Then write your purpose at
the end of your story.
of the Stone Age

230 Music
Book 2.2/Unit 6
At Home: Have your child read a story and identify

the authors purpose.
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Practice
Name
Fluency

vocabulary words.
Puppet shows are a tradition in many parts of the world.
11
20
30
39
47
56
65
74
85
93
102
111
121
132
144
Some countries have theaters that perform only puppet shows.

Puppet shows can be used to teach history and other
lessons. People teach with puppets all over the world.
Banraku (BUHN-rah-koo) puppets have been used to tell
stories and teach Japanese history for more than 300 years.
Three puppeteers are needed to move some Banraku puppets.
One controls the head and right arm. Another puppeteer
moves the left arm. The third puppeteer moves the feet. Some
puppets even have eyes that move. Watching Banraku
puppets is almost like watching a real person move.
Banraku shows first began in Osaka, Japan. The stories
performed by the puppets often show everyday life in Japan.
The characters may be rich or poor. The settings are villages,
cities, or castles. Banraku is as popular now as it was more
than 300 years ago. It is one of Japans greatest treasures. 154
Comprehension Check
1. What can puppet shows be used for? Main Idea and Details
2. Where and when did Banraku shows rst begin? Main Idea
and Details
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score

Book 2.2/Unit 6
233
Practice
r- Controlled Vowels:
ere, ear, eer, er
Name
Write six sentences about the picture. Use at least one

word from the box in each sentence.
fears
steers
her
here
there
hearing
ear
serves
cheering
where
1.
2.
4.
5.
6.
of the Stone Age

234 Music
Book 2.2/Unit 6
g g
p
At Home: Have your child say sentences about the

picture using the words not used already.
3.
Practice
or, ore, oar
Name
A. Circle the words that have the same vowel sound in

each row.
1. cord
cone
snore
work
2. our
roar
for
torch
3. frost
sport
boar
coat
4. store
star
core
stare
5. tore
born
roast
fork
6. strong
form
horn
hurt
7. soar
sour
cork
verb
8. wore
score
turn
drop
B. Write four sentences using words that you circled

above.
9.
yg
10.
11.
p y
g
12.
At Home: Have your child make up riddles that use words

with or, ore, and oar.
African-American Inventors
Book 2.2/Unit 6
235
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Practice
Comprehension:
Name
Read the passage. Look at the pictures. Then answer

the questions.
The zipper has changed since it was invented. Whitcomb L.
Judson invented the clasp locker fastener in 1893. But Gideon
Sundback improved Judons design and created what became the
modern zipper. He designed the modern zipper to be like two sets
of teeth that join together. In 1923, the Goodrich Company used
this device on rubber boots and gave the fastener its name.
In 1948, George de Mestral invented Velcro. He got his idea
after walking in the woods with his dog. His dog was covered with
prickly burrs. He designed Velcro to be like the burrs, one side
with stiff hooks and the other with soft loops.
1. Compare the zipper and Velcro. How are they alike?
2. Contrast the zipper and Velcro. How are they different?
pp
g
p
Inventors
238 African-American
Book 2.2/Unit 6
At Home: Ask your child to compare and contrast other

everyday things, such as aluminum foil and plastic wrap.
Practice
Name
Fluency

vocabulary words.
People have always used tools to make counting numbers
9
20
30
38
46
55
63
72
80
90
102
112
125
133
143
easier. Hundreds of years ago, you might have used an abacus

in math class. This tool helped people calculate large numbers.
Computers began as simple calculating machines. In many
ways, a computer is just a faster abacus.
The first computer was invented in 1623. German
scientest Wilhelm Schickard created it. Other people have
invented better calculating machines since then. But none of
them looked like the computers we know today.
The first person to invent an electronic computer was German
scientist Konrad Zuse. In 1941, he built the Z3. The Z3 could do
calculations much faster than any other instrument. It was the
first computer that could run a program. A program is a set of
instructions that tells a computer what to do.
The best-known early computer was ENIAC. It was built in
1946. It was a giant machine that calculated quickly. 151
Comprehension Check
1. How was the rst computer different from computers today?

2. Were there electronic computers before 1941? Draw
Conclusions
Words Read
Number of
Errors
First Read
Second Read

Words
Correct Score
African-American Inventors
Book 2.2/Unit 6
239
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Practice
ire, ier, ure;
Related Words
Name
A. Circle the words from the box in the puzzle below.

acquire
cure
desire
fire
hire
lure
pure
require
sculpture
spire
sure
wire
picture
B. Circle the word part that is the same in the set of

related words. Then write a sentence that explains
how you think the words are related in meaning.
1. denta
dental
denti
dentist
At Home: Invite your child to use each of the words above

orally in a sentence.
dentu
dentures
Babus Song
Book 2.2/Unit 6
249
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Grade 2

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

Short and Long i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Short and Long o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How Animals Grow

Short and Long u. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Consonant Blends: sl, dr, sk, sp, st . . . . . . . . . . . . . . . . . . . . .

Long i : i, ie, igh, y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Long o: o, oa, ow, oe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Unit 2 Growth and Change

Unit 3 Better Together

Long e: e, ee, ea, y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Consonant Digraphs: ch, tch, ph, sh, th . . . . . . . . . . . . . . . . . 109

Unit 4 Land, Sea, Sky

Helping Planet Earth

Habitats and Homes

r-Controlled Vowels: ar, or. . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Variant Vowels: oo, ui, ew, oe, ue . . . . . . . . . . . . . . . . . . . . . . .151

Diphthong: ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Silent Consonants: gn, kn, wr, mb . . . . . . . . . . . . . . . . . . . . .

Hard and Soft Consonants: c, g . . . . . . . . . . . . . . . . . . . . . . .

Other People, Other

Endings -dge, -ge, -lge, -nge, -rge . . . . . . . . . . . . . . . . . . . . . .211

r-Controlled Vowel: ar, are, air . . . . . . . . . . . . . . . . . . . . . . . . .219

r-Controlled Vowel: or, ore, oar . . . . . . . . . . . . . . . . . . . . . . . .

r-Controlled Vowel: ire, ier, ure . . . . . . . . . . . . . . . . . . . . . . . .

As I read, I will pay attention to punctuation in each sentence.

The second graders were working on a mural. It was

1. What activity is the class doing in this scene? Character and

At Home: Help your child read the passage, paying

Davids New Friends

A. Write the word for each clue.

3. what you use to nd your way

B. Circle the word that correctly shows the plural of each

5. pennys pennies pennyes

6. friends friendes friendies

7. supplies supplyes supplys

8. babbies babies babys

Davids New Friends

Write a caption for each picture.

Davids New Friends

At Home: Have your child choose a picture from a magazine

Use a word from the box to answer each riddle.

1. I shine up high in the sky. What am I?

Mr. Putter & Tabby Pour the Tea

Choose a vocabulary word from the box to match

7. to use or do with others

Mr. Putter & Tabby Pour the Tea

As I read, I will pay attention to punctuation and how it

Mark frowned. Look at how the reeds are thinning,

1. What do Marcella and Mark decide to do? Plot

At Home: Help your child read the passage, paying

Mr. Putter & Tabby Pour the Tea

Think about something you are doing with a friend today.

Think about something you did with a friend last week.

Mr. Putter & Tabby Pour the Tea

A. Read the news article. Write words from the box

Fire at Pepper Park

Firefighter Ken Lee said, The hot

leaves and trunks. We are lucky that the fire got

Firefighter Ken said that three people were at

the fire burned their eyes. Firefighter Ken began to

Fighting the Fire

B. Write three sentences that tell how an unplanned

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